Teacher's Book
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CONTENTS
INTRODUCTION
4
What is High Note?
4
What is the High Note methodology?
4
Key concepts behind High Note
6
Course components
8
High Note unit walkthrough
10
High Note videos
16
Teaching pathways
17
How to teach for exams with High Note
18
How to flip the classroom with High Note
19
STUDENT’S BOOK PAGES WITH TEACHER’S NOTES
20
Contents
20
01 Looking good
22
02 The digital mind
36
03 Active and healthy
52
04 Time to move
66
05 The next step
82
06 Do the right thing
96
07 In the spotlight
112
08 Consumers’ world
126
09 The power of nature
142
10 Justice for all
156
Culture Spot
172
Literature Spot
176
Watch and Reflect
180
Grammar Reference and Practice
190
Use of English
199
Communication
202
CULTURE NOTES
204
STUDENT’S BOOK AUDIO SCRIPT
212
STUDENT’S BOOK VIDEO SCRIPT
231
WORKBOOK ANSWER KEY
244
WORKBOOK AUDIO SCRIPT
257
CLASS DEBATES
264
GRAMMAR VIDEOS – EXTRA ACTIVITIES
266
PHOTOCOPIABLE RESOURCES
270
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INTRODUCTION
WHAT IS HIGH NOTE?
INSPIRATION
High Note is a dynamic and intensive five-level course for
upper secondary students, ranging from A2 to C1 level of
the Common European Framework of Reference (CEFR) and
from 30 to 85 on the Global Scale of English (GSE).
The course aims to bridge the gap between school reality
and young adult life. It has been designed to inspire and
challenge modern teenagers so that they can fulfil their
ambitious goals: pass school-leaving and external exams,
communicate fluently and accurately in English in a variety
of situations, become successful university students and
increase their employability perspectives. This is achieved
by equipping learners with a combination of language skills
and life competencies as well as systematically building their
confidence when speaking English.
Not only does High Note present new vocabulary and
grammar, practise receptive and productive skills and
acquaint students with typical exam tasks but it also teaches
practical, everyday life skills that students will find useful
both now and in the future. A specially prepared Life Skills
development programme develops the types of skills
that are needed at school, at university and at the future
workplace:
• academic and career-related skills (e.g. giving successful
presentations, debating, using online resources for school
projects, planning a future career),
• social skills (e.g. working in a team, understanding how
the media works, identifying fake news) and
• personal development skills (e.g. time management,
improving memory, setting SMART goals).
Throughout the course, students are also encouraged to think
critically, use their creativity, assimilate new information
and points of view, express and defend their opinions,
develop research techniques, work alone and with others
and reflect on their own learning. Additionally, High Note
deepens students’ understanding of important social issues
and increases their cultural awareness, which helps them
become fully rounded citizens of the global community.
The High Note syllabus is based on a combination of school
curricula, school-leaving and external exam requirements
and the Global Scale of English. This ensures comprehensive
language coverage and the right balance of general English,
exam and life skills. Students will be learning the right
language and getting the right kind of practice to help them
excel in their exams and communicate with confidence.
Although the course has been designed for use in state
sector schools, it is also suitable for use in private language
schools, and the activities will work well with both smaller
and larger groups. It offers a lot of flexibility of use as it
contains a wealth of materials to provide extra support or
further challenge for students, and extra ideas and resources
for teachers to allow them to tailor their teaching package to
their classroom.
The course material has been carefully prepared to appeal
to students’ interests, inspire discussion and engage them in
learning English both inside and outside the classroom.
WHAT IS THE HIGH NOTE METHODOLOGY?
High Note is the direct result of extensive research and
analysis of learners’ needs and wants. This research has
shown that the learning objectives of many students aged
15–19 are increasingly ambitious. The course addresses these
needs by building on four notions: inspiration, intensity,
interaction and independence.
4
Relevant
The lessons in High Note are relevant to students in that they
connect to their experiences. The reading and listening texts
cover topics that learners at this age are naturally interested
in and talk about in their everyday lives, such as technology,
media, travel, relationships and sport, but also psychology,
culture and future careers. New vocabulary and grammar are
practised through questions about the students’ own lives
and experiences, which makes lessons more personal and
memorable.
Authentic
Wherever possible, reading and listening texts come from
authentic sources. Authentic Documentary Videos tell the
stories of real people and present real places and events.
Grammar Videos – ‘vox pop’ interviews with real people
filmed on the streets of London – introduce students to
authentic accents and real experiences and stories. All of this
encourages authentic language learning.
Purposeful
Each lesson in High Note has a clear purpose, whether it
is vocabulary and grammar presentation and practice,
general language skills development or exam practice. Every
unit begins with a list of unit objectives to help students
understand the learning goals. There is also a clear can-do
statement at the foot of each lesson so that students and
teachers know exactly what they are doing, and which
students can tick when they feel they have achieved the
lesson aim.
The purposefulness of the material is enhanced by the
practical Life Skills lessons, which help practise new
competencies through engaging content and in a practical,
discussion-driven way.
Absorbing
The texts in High Note are thought-provoking and
information-rich. They enhance students’ knowledge of the
world and allow them to further investigate the themes they
find interesting. Also, well-known topics are presented from
unusual angles with the intention of sparking off natural
opinion sharing, agreement and disagreement. Students’
knowledge of British culture and other English-speaking
countries is systematically developed throughout the course
through a variety of curious cultural facts in the main units,
as well as in the Culture Spot and Literature Spot sections at
the back of the Student’s Book.
Well-balanced
High Note is a course which is well-balanced on many
different levels and helps students engage more with the
material. In terms of topics, there is a balance of light,
humorous issues and more serious themes. In terms of
lessons, there is a harmonious topic flow from one lesson
to another. Exam training is also seamlessly woven into
the course: students increase their exam readiness through
step-by-step activities and task-based exam tips. Finally,
video clips are naturally integrated into the lessons, and the
course components complement one another.
INTRODUCTION
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INTENSITY
INDEPENDENCE
High Note challenges students both at a cognitive and
linguistic level.
The reading and listening texts push them to think critically
and to raise their cultural and social awareness.
The intensive grammar syllabus and wide vocabulary
coverage encourage them to explore the language,
understand how it works and improve accuracy. The video
material, audio recordings and numerous speaking activities,
(discussions, debates and role-plays), naturally foster fluency:
students become immersed in the language and learn to talk
at length in a variety of personalised and meaningful contexts.
High Note reinforces students’ independence by making
them responsible for their own learning. In the context
of language learning, independent learners are those
who are able to recognise their learning needs, locate
relevant information about language and develop relevant
language skills on their own or with other learners. This
results in increased recognition of strengths, weaknesses
and progress, greater levels of confidence, more motivation,
better management of learning and improved performance.
High Note supports independent learning in a variety of
different sections and exercises in the book.
INTERACTION
When students are involved in the course material, the
progress of their learning is quicker. In High Note, learners
are encouraged to interact with the course and actively
participate in every stage of the learning process.
Grammar
• Students analyse examples of language and arrive at the
grammar rules themselves; the guided inductive approach
helps them understand and remember the rules better.
• Watch out! boxes draw students’ attention to areas of
special difficulty and help pre-empt common errors.
Vocabulary
• New lexis is presented and activated in most lessons, with
the main lexical set of the unit in a separate Vocabulary
lesson. It is then recycled, consolidated and practised in
the following lessons.
• There are references to the language students have already
come across in the course, which are called Think Back. This
activates the knowledge students have already acquired.
• The Remember More section activates the words from the
word list through a series of exercises. Additionally, the
Active Vocabulary boxes provide practical tips on how to
activate the students’ memory when learning new words.
• Vocabulary Extension sections in the Workbook introduce
more words and phrases, focusing on such areas as phrasal
verbs, collocations and wordbuilding.
Clear learning goals and models for success
The goals at the beginning of each unit describe what
the student will be able or better able to do at the end of
the lesson.
Skills strategies
Active Reading and Active Listening boxes contain concise
descriptions of the most important skills strategies, which
students can actively practise through a series of exercises
and use in the future.
Exam strategies
Strategy boxes contain useful tips on how to deal with most
typical exam tasks.
Active Writing boxes in the Workbook
These contain a series of scaffolded tasks designed to
develop the skills students need to write a given text type.
Project work
The Life Skills projects help students develop creative and
collaboration skills and make decisions about the learning
process and how to complete the project.
Resources for self-study
Resources such as word lists with the Remember More section
at the end of each unit, the Grammar Reference and Practice
section at the back of the Student’s Book, the Workbook,
Online Practice and extra digital activities reinforce active
consolidation of the material from the main units.
Self-assessment sections in the Workbook
These provide an opportunity for students to assess their
progress and reflect on their learning.
Skills strategies
• Active Reading and Active Listening boxes contain crucial
general reading and listening skills strategies, such as
predicting, understanding the main idea, finding specific
information or dealing with new words. These boxes also
include critical thinking skills like distinguishing facts from
opinions or identifying the author’s opinion. Students
can experience the strategy by completing exercises that
accompany it.
• Active Writing boxes in the Workbook highlight the crucial
stages in the process of writing a specific type of text.
Pronunciation
Active Pronunciation boxes in the Listening sections in the
Workbook help students perceive the interdependencies
between sounds and give tips on how to pronounce
particular sounds correctly.
INTRODUCTION
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KEY CONCEPTS BEHIND HIGH NOTE
21ST-CENTURY EDUCATION
In today’s world of an ever-increasing flow of information
and a rapidly changing workplace, an education based on
learning facts at a one-size-fits-all pace does not seem to
work anymore. These days, learners can find answers to any
questions they might have in just a few seconds and can
teach themselves about any topic they are interested in.
They do not need school to do what they can do themselves.
What they do need, however, is guidance in how to use
the available information in smart and efficient ways and
the development of social and professional skills that
are needed to succeed in the modern world. The aim of
21st-century education is, therefore, to equip students with
those skills and help them grow in confidence to practise
them both at and beyond school.
21st-century students
We believe that today’s students are sophisticated,
intelligent and independent. They multitask very capably and
usually know a lot about other cultures. They are comfortable
with global and intercultural communication, and feel at
ease with using different types of technology. They typically
have a point of view and are not afraid of expressing
themselves. They are also comfortable with change and
keen to keep their interests and abilities up to date. In terms
of their future career, they would like to find a job that
reflects their interests and offers flexibility (e.g. living and
working anywhere in the world, choosing their own hours
and office space, working with peers across the globe). All
these characteristics and skills provide a unique opportunity
for teaching English. When students realise their needs and
interests are met and feel inspired by the course, the learning
process can be quick and extremely rewarding.
21st-century teachers
Modern teachers are forward-thinking leaders who are ready
to address their students’ needs. With such a widespread
access to information and resources of all kinds, it may often
be the case that students will know more than teachers in
some areas. Most likely, they will also be a step ahead of
teachers in using technology. This means that the teacher’s
role is likely to shift from an all-knowing expert to that of
a guide or a mentor who supports students in the learning
process, challenges them and motivates them.
21st-century skills and High Note
High Note provides students not just with English language
skills, grammar and vocabulary, but also develops the key
skills needed in the global 21st-century community.
Learning and Innovation Skills (the five Cs)
Communication and collaboration: These skills are practised
throughout the entire course. The large number of
discussions and role plays entail natural communication and
collaboration among students. Additionally, the Life Skills
projects require students to decide on their roles in a team
and take responsibility for their work.
Creativity: This skill is developed through a range of
thought-provoking questions students need to answer
and a variety of authentic problems and tasks they need to
solve, e.g. in the Life Skills projects. In Level 3, there is also
a separate Life Skills lesson that offers tips on how to increase
one’s creativity.
6
Cultural awareness: Students have numerous opportunities
to discuss various culture-related issues (Reflect: Culture
exercises). Documentary Videos cover a range of cultural
topics and Grammar Videos expose students to a wide variety
of native and foreign accents, which will develop their
sensitivity to other cultures and their listening skills. At the
back of the Student’s Book, students will also find Culture
Spot lessons, which provide a wider perspective of cultural
aspects linked to the unit topics and enable learners to
compare cultural aspects of the English-speaking world with
their own. The Literature Spot lessons, in turn, familiarise
students with well-known literary works that have made an
impact on popular culture.
Critical thinking: Problem solving and reasoning skills
are developed throughout the course, especially via the
reading and listening activities. Students are encouraged to
differentiate facts from opinions, critically assess different
viewpoints, look at problems from various perspectives,
assimilate new information and points of view, as well as
express and defend their own opinions.
Digital Literacy
The content, as well as the means of delivery of High Note,
are rooted in today’s digital environment and reflect the
way today’s teenagers already manage their lives: the
topics cover up-to-date technology and media, the Life Skills
projects encourage the use of digital tools, and the digital
components of the course increase students’ engagement
with the course material.
Life and Career Skills
High Note offers a specially prepared Life Skills development
programme which focuses on three key educational paths:
academic and career-related skills (e.g. giving successful
presentations, debating, using online resources for school
projects, planning a future career), social skills (e.g. working
in a team, understanding how the media works) and personal
development skills (e.g. time management, improving
memory). The programme is introduced through the Life Skills
lessons at the end of every second unit. They offer engaging
content and practise new competencies in an active,
discussion-driven way. The Life Skills projects at the end of
each Life Skills lesson involve research, collaboration, critical
thinking and creativity.
THE COMMON EUROPEAN FRAMEWORK
FOR LANGUAGES
The Common European Framework of Reference for
Languages: learning, teaching, assessment (CEFR) is a
guideline published in 2001 by the Council of Europe which
describes what language learners can do at different stages
of their learning. In 2017, the CEFR Companion Volume with
New Descriptors was published, which complements the
original publication. The document enriches the existing
list of descriptors and gives a lot of focus to cross-linguistic
mediation and plurilingual/pluricultural competence.
The term mediation is understood as mediating
communication, a text and concepts. It combines reception,
production and interaction and is a common part of
everyday language use. It makes communication possible
between people who, for whatever reason, are unable to
communicate successfully with each other: they may speak
different languages and require a translation, they may not
have the same subject knowledge information and need an
explanation or simplification, they may not be of the same
INTRODUCTION
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opinion and need someone to identify common ground.
Mediation can also involve written texts – with the reader
summarising, paraphrasing or interpreting the information
for a different audience.
High Note contains numerous mediation activities.
They include open reading and listening comprehension
tasks, transformation tasks, gapped summaries, rewriting
texts in a different register, picture description, speculating
or drawing conclusions. There are also tasks which cater
for mediating concepts and communication such as
communicative pairwork or groupwork tasks, projects or
problem-solving activities.
Student’s Book
THE GLOBAL SCALE OF ENGLISH
Workbook
The Global Scale of English (GSE) is a standardised, granular
scale that measures English language proficiency. Using
the Global Scale of English, students and teachers can now
answer three questions accurately: Exactly how good is my
English? What progress have I made towards my learning goal?
What do I need to do next if I want to improve?
Unlike some other frameworks that measure English
proficiency in broad bands, the Global Scale of English
identifies what a learner can do at each point on a scale from
10 to 90, across each of the four skills (listening, reading,
speaking and writing) as well as the enabling skills of
grammar and vocabulary. This allows learners and teachers
to understand a learner’s exact level of proficiency, what
progress they have made and what they need to learn next.
The Global Scale of English is designed to motivate learners
by making it easier to demonstrate granular progress in
their language ability. Teachers can use their knowledge of
their students’ GSE levels to choose course 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 proficiency levels.
Visit www.english.com/gse for more information about
the Global Scale of English.
ASSESSMENT FOR LEARNING
With the GSE as the solid framework for syllabus design
and assessment, High Note offers a uniquely sound and
comprehensive Assessment for Learning package.
Any test can be used either as an assessment of learning
or an assessment for learning. Assessment of learning
usually takes place after the learning has happened and
provides information about what the student has achieved
by giving them a mark or grade. You can also use tests as
assessment for learning by providing specific feedback on
students’ strengths and weaknesses, and suggestions for
improvement as part of the continual learning process. It
is the combination of both types of assessment which can
provide a powerful tool for helping your students’ progress.
Assessment for Learning is embedded throughout the High
Note materials: in the Student’s Book, Workbook, Online
Practice and Assessment Package.
Every unit begins with a list of unit objectives to help
students understand the learning goals. There is also a clear
can-do statement as the end line of each lesson so that
students and teachers know exactly what they are doing.
Students can tick the can-do box when they feel they have
achieved the lesson aim.
Every unit has a Revision section which includes exam
training. Its goal is to provide examples of and practice in
the specific tasks students are likely to face in test situations,
focussing particularly on the relevant Cambridge English and
Pearson Test of English General exams.
Every unit contains a Self-assessment page where students
assess how well they did in each lesson: in which areas
they feel confident and where they feel they need more
practice. This encourages students to reflect on their
learning and helps them become independent learners.
The Self-assessment page is followed by a Self-check page
where students can do activities checking their knowledge
of vocabulary and grammar from the unit with an additional
focus on Use of English. The key to these exercises is
at the end of the Workbook so that students can check
their answers.
Assessment Package
There are downloadable tests in A and B versions.
The Assessment Package includes:
• Placement test
• Grammar quizzes
• Vocabulary quizzes
• Unit tests:
– Vocabulary, Grammar, Use of English
– Dictation, Listening, Reading and Communication
– Writing
• Cumulative review tests: Vocabulary, Grammar, Use of English
• Exam Speaking tests
Each test is provided in a Word format, so it can be easily
modified if needed.
The full Assessment Package is provided through an access
code in the Teacher’s Book.
Extra digital activities and
Online Practice (interactive workbook)
By doing digital exercises, students can check their readiness
for class tests and monitor their progress. For most exercises,
wrong answer feedback and correct answers are provided.
When teachers set up classes and assign activities, the
gradebook function collects students’ results so that it
is possible to diagnose and adjust one’s teaching to the
performance of each individual or class.
INTRODUCTION
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01
STUDENT’S BOOK
01
Looking good
Present Simple and Present Continuous
3 Match sentences 1–6 with meanings a–f in the Grammar
VOCABULARY Appearance, clothes, footwear and accessories, fashion
GRAMMAR
SPEAKING
A night to
Present Simple and Continuous, state and action verbs, articles
Use of English > page 191
Participating in conversations
WRITING
An informal email
VIDEO
Grammar
Documentary
remember
Communication
roms first became popular in the
in the
s. or some teens,
this night to remember’ is their first real chance to
get dressed up. reparations often cost a fortune, and
the average
family spends nearly ,
per
child on clothing, accessories, hair, etc.
At the same time, prom nights
are becoming more common in
the UK, probably thanks to the
in uence of merican film and
culture. veryone here in the
hotel tonight seems happy and
relaxed, but what do they really
think of their first prom night
□ Everyone is waiting for their results.
□ I think smart clothes are OK.
□ Preparations often cost a fortune.
□ No one is worrying about grades tonight.
□ Prom nights are becoming more common in the UK.
□ I usually dress casually.
Present Simple and Present Continuous
well-dressed secondary school students are dancing,
dancing gossiping and
taking selfies. xams are finished and everyone is waiting for their
results. owever, this is the school’s first prom, and no one is worrying
about grades tonight.
The high cost of proms and the pressure to
look good mean that attitudes are changing.
changing
Organisations such as Operation Prom,
which provide low income students with
free formal clothing are becoming
more and more popular. oreover,
an increasing number of students
are organising their own cheaper,
more relaxed celebrations.
1
2
3
4
5
6
We use the Present Simple for:
a facts and general truths
b routines and habits
c state verbs (e.g. want, know, prefer, remember,
understand, mean, imagine, sound, appear, seem, own,
belong to)
Time expressions: always, every day, regularly, most
days, usually, often, sometimes, hardly ever, never
We use the Present Continuous for:
d actions happening right now
e temporary situations happening around now
f changing situations
Time expressions: now, at the moment, these days,
nowadays, this year
It’s 9 p.m. and in the ballroom of a large UK hotel, a group of
• 10 topic-based units divided into seven main teaching lessons
• 5 Life Skills sections at the end of every second unit which teach competencies
indispensable to success in 21st century society
• Flexible order of lessons apart from the first spread (Grammar and Vocabulary)
and the last spread (Writing)
• Clear lesson objectives (‘I can…’) based on the Global Scale of English (GSE)
• Video in every unit (grammar, documentary, communication)
• Revision for every unit: practice of language and skills in an exam task format
• Word list at the end of each unit with exercises activating key vocabulary and na miarę nowej szkoły
tips on how to learn new words
PEARSON ENGLISH PORTAL DLA NAUCZYCIELA
ONLINE PRACTICE DLA UCZNIA
• Grammar Reference and Practice: detailed explanations of all the grammar topics
covered in the units with examples and exercises.
• Use of English: more exam-orientated practice of the language
• 2 Culture Spots
• 2 Literature Spots
• Watch and Reflect: worksheets for the Documentary Videos
box. Then find one more example underlined in the text
for each rule.
Grammar Reference and Practice > page 172
WATCH OUT!
Emma:
“People usually organise their own end-of-year celebrations, but this
is great fun! It’s nice to get together and everyone looks brilliant.”
State verbs are usually only used in the Present Simple
because they express states, beliefs, opinions or feelings.
However, a small group of these verbs can be used in the
Present Continuous with a change of meaning, e.g. think,
have, look, see, for example:
We think proms are a great idea. (think
think = opinion)
I’m thinking of going home. (think
think = mental activity)
Guy:
“I decided to wear trainers and a T-shirt with my suit, but I regret it now.
4 Choose the correct forms to complete the sentences.
Brandon:
I feel underdressed. I’m thinking of going home and getting changed.”
“I didn’t buy a suit because I’m
’m saving for a holiday. This one belongs to my
brother. I usually dress casually, but actually I think smart clothes are OK. Several
people have told me I look good, although one of them was my mum.”
1A GRAMMAR AND VOCABULARY
2 Read the first paragraph of the text to check your
1 In pairs, look at the photo and the title of the text and
answer these questions.
1 What do you think the people in the photo are
celebrating?
2 When do you wear formal outfits? Do you like them?
Say why.
answer to question 1 in Exercise 1. Then read the rest
of the text to answer these questions.
1 How much does the average US family spend per child
on prom night?
2 Why are attitudes to prom night changing in the US?
3 Why are proms becoming more popular in the UK
these days?
1 My girlfriend and I take / are taking salsa dancing lessons
this month and tonight we ’re learning / learn a new
dance routine.
2 It gets / ’s getting late but I don’t want / ’m not wanting
to leave the dance floor!
3 I ’m not really enjoying / don’t really enjoy myself, to be
honest. It all is seeming / seems a bit too much, like
a Hollywood movie.
4 I ’m thinking / think there’s a lot of pressure to come
to the prom with a date, but I don’t see / ’m not seeing
anyone at the moment so I just came with a friend.
5 My best friend hates / ’s hating dancing so unfortunately
we ’re never going / never go dancing together.
6 People love / are loving those dancing shows on TV
and ballroom dancing is becoming / becomes more
popular because of them.
5
1.2 Complete the conversation with the correct
Present Simple or Present Continuous form of the verbs
in brackets. Then listen and check.
Alice I can’t believe we 1 're wearing (wear) the same
dress! What a nightmare!
Clara Ha ha! Yep. I 2
(know) how you feel.
Alice Why didn’t I think? Everyone 3
(wear) pink
(you/think) of going home
this summer! 4
and getting changed at all?
Clara Not really. I 5
(live) quite far from here.
Alice Maybe you should. I’ll pay for your taxi.
Clara No, thanks … I 6
(begin) to think it doesn’t
matter.
Alice Really?
Clara Yeah, it 7
(not seem) worth it. I 8
(not
think) you should worry. Let's just enjoy ourselves.
Alice Yeah, we both 9
(look) great in this dress
anyway.
6 Find four of the phrases from the box in the text on
page 4. Then use the phrases in the box to complete
the sentences.
dress casually dressed up as get dressed get dressed up
get undressed overdressed underdressed well-dressed
1 Oh no! I’m the only person not wearing a suit. I’m
totally underdressed .
2 Oh dear! Everyone else is wearing jeans and I’m in
a dress. I’m completely
.
3 These formal clothes are OK but I still prefer to
.
4 I only
for weddings and funerals.
5 It’s a shame nobody is
super heroes.
6 OK, it’s 11 a.m. and I’m still in bed. I suppose I should
get up,
and get going.
7 I was so tired after the prom I didn’t
and went
to bed in my suit. It looked terrible in the morning.
8 Appearance is important and I want people to think
I’m a
person.
7 SPEAKING Use the phrases from Exercise 6 to make
three true sentences and one false one about yourself.
Can your partner guess which one is false?
1 Read the questions and watch the video.
Say what the speakers answer. Then in pairs, ask
and answer the questions.
1 What’s everyone wearing this year?
2 What clothes styles are you wearing this season?
GRAMMAR VIDEO
COURSE COMPONENTS
□ I can use Present Simple and Present Continuous to talk about habits and temporary situations.
4
5
HIT!
Online Practice to cyfrowe wsparcie dla ucznia, które obejmuje:
 dostęp do materiału audio i wideo do kursu,
 Grammar Checkpoints, czyli dodatkowe interaktywne ćwiczenia utrwalające zagadnienia gramatyczne
z rozdziału,
 Vocabulary Checkpoints, czyli powtórka słownictwa w wygodnej interaktywnej formie,
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8
INTRODUCTION
F01 High Note TB3 09593.indd 8
29/08/2019 14:06
RESOURCE 4
RESOURCE 2
TEACHER’S BOOK
Are you a fashionista?
1E GRAMMAR (Articles)
Backstage
RESOURCE 3
1C LISTENING AND VOCABULARY
(Audio script: extra activities)
Sketch artists
1B VOCABULARY (Appearance)
Complete the interview with the correct forms of the verbs in brackets.
RESOURCE 1
Who helped make
trousers popular on
1930s?
Marlene Dietrich
b Kate Moss
c Coco Chanel
(tell) you the truth about working in
(report) from
the day with make-up artist Blake
Party night
1A GRAMMAR AND VOCABULARY
(Present Simple and Present Continuous)
most famous fashion week in
world?
Paris Fashion Week
Madrid Fashion Week
. Tell us, who’s this and what
Abu Dhabi Fashion Week
Accessories Adjectives to describe clothes Body shape Clothes Facial hair Footwear Hair Materials Overall appearance
(film) a new series at the moment and …
• Student’s Book pages with an overprinted answer key
• Ideas for extra activities
• References to additional materials and the course assessment
• Student’s Book audio and video scripts
• Workbook audio script
• Workbook answer key
• 44 photocopiable resources
• Culture notes
• Ideas for debate lessons
• Extra activities for the Grammar Videos
Party night | Student A
1 You are phoning Student B, who is at a party. Complete the
Read your questions to Student B. He/She checks the articles against the key. Then listen to Student B and check the
slim
skinny
hipsare secret – but this is Christine, one of the stars.
Ahem! I can’t tell you
anymore
– thewide
details
thin waist
well-built
sentences from your conversation with the correct Present
Simple or Present Continuous forms of the verbs in brackets.
plus size
a
I’m sad, too. Gilly always
(have) great parties.
(happen) at the moment?
What
b
Sure I do. He
(go) to the same hip-hop club
as you, doesn’t he?
c 1 Hi there. So, tell me, how is the party going (the party/go)?
Maybe I will! I
(really/love) hip-hop and
d
(really/enjoy) dancing.
I
e
I
(think) so. You
(plan) to surprise
her with a song, aren’t you?
f
OK. Let’s catch up tomorrow. It
(sound) like you
yourself.
(really/enjoy)
A personalised song! What a great gift! Photo slideshows
g
(become) really popular at parties, but your
idea is really original.
heavily-built
3
fullthe
figure
Do
quiz. Circle the answers you think are correct. Then listen to the teacher, check your score and read your results.
broad
(prepare) her
forshoulders
a scene where we see her character as
muscular overweight
(try) to make her twenty-five-year-old face look
Not bad. Keep learning. Knowledge
1–4 points: a fashion flop
Never mind! What’s important is on
the inside!
shoulder bag
(add) some wrinkles and giving
belt
cap her bags under the eyes. And I’m
(also/give) you a double chin.
6
bow
tie it all off! One day you’ll look
handbag
At least you can
wash
like this all the time!
designer sunglasses
(have) very full lips, so we 13
(make) those look thinner. We also need to do something about these shaped eyebrows
and long eyelashes, but I think we’ll let her keep her lovely brown eyes.
fashionable
smart
(just/try) to make me feel better.
casual
fleece
(you/enjoy) it?
stylish
cool
fur
9
most of the time
time.. The best part is
(enjoy) choosing and organising all the
stunning
(spend) several thousand pounds a year on
handsome
glamorous
(you/have) any heroes in the business? I mean,, anyone whose
2 Work with Student B. Put sentences a–n in the correct order to
make a conversation.
Party night | Student B
1 You are at a party. Student A is phoning you. Complete the
Who said, ‘Clothes are like
good meal,
good movie, and
great pieces of music.’
John Galliano
b Michael Kors
Who popularised the mini-skirt in
Bo Derek
Who is one of
Kendall Jenner
b Marilyn Monroe
c Marc Jacobs
1960s?
c Mary Quant
world’s highest-paid models?
b Miranda Kerr
c Marie Claire
sentences from your conversation with the correct Present
Oh, sure. Alessandro Bertolazzi. His work is just, well, incredible, really inspiring. The looks
Simple or Present Continuous forms of the verbs in Describe
brackets.Gabrielle and Lou for Student B to draw. Then listen to Student B’s description and draw Fiona and Andrew.
Listen to Student A and check the articles in his/her quiz questions using the key below. Then read your questions to
While you are drawing, you can ask Student B additional questions about Fiona’s and Andrew’s appearance,
Right now, Gilly
(open) her presents.
h
(you/know) about Gilly’s surprise present?
Well, I’ve done a lot of TV, but not many films, so I’d really like to work on a film next –
Original and a lot of work! Hey, can you guess who
i
Work with
Student A. Do
the quiz. Circle
ideally, one where the actors need to be completely
transformed,
so something
like the answers you think are correct. Then listen to the teacher, check your score
(stand) next to right now? Tiger, Tiger Styles.
I
(you/remember) him?
j
Yes, I am! I
(want) to have a party like this
1–4 points: a fashion flop
Look at the expressions in bold in the interview. In pairs, discuss how you say them in
for my birthday! Speak to you tomorrow. Bye!
your language. Then write example sentences or mini-conversations with the expressions.
Not bad. Keep learning. Knowledge
Never mind! What’s important is on
k
Yes, that’s right. We
(want) to sing a song that’s
the inside!
(sing) the traditional
just for her. We usually
(do) something very
birthday song, but we
PHOTOCOPIABLE © PEARSON EDUCATION LIMITED 2020 291
different this year.
l
Yes, he does. We
(meet) every Thursday.
You should join!
m 2 We ’re having (have) a great time. We’re sad you can’t come.
n
Hey, I need to go. We
(prepare) to sing Jilly’s song.
2 Work with Student A. Put sentences a–n in the correct order to
make a conversation.
Andrew
PHOTOCOPIABLE © PEARSON EDUCATION LIMITED 2020
287
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INTRODUCTION
F01 High Note TB3 09593.indd 9
9
29/08/2019 14:06
HIGH NOTE UNIT WALKTHROUGH
Each Student’s Book unit is divided into seven lessons (Lessons A-G). It always starts with Grammar and Vocabulary (Lesson A) and
ends with Writing (Lesson G). The order of the other lessons varies from unit to unit and is determined by the most natural and
harmonious flow of the presented topics. This helps make teaching and learning more flexible and varied.
GRAMMAR
There are two grammar lessons in each unit:
• The first grammar point is introduced at the beginning of each unit and is combined with vocabulary for more integrated
learning (Lesson A: Grammar and Vocabulary). This lesson is additionally supported by Grammar Videos, which provide authentic,
manageable chunks of the target grammar in a real context. The grammar is then recycled throughout the rest of the unit.
• The second grammar lesson comes later in the unit and introduces another grammar point.
03
Clear summary of unit
contents.
Active and healthy
3
Identify the tenses of the verbs in bold: the Past
Simple, the Past Continuous and the Past Perfect.
Then match sentences 1–5 with meanings a–e in the
Grammar box.
VOCABULARY Sports and fitness, injuries, accidents and emergencies, diet and nutrition
1
2
Simple, Past Continuous and Past Perfect 6
4 Past
3
GRAMMAR
Past Simple, Past Continuous and Past Perfect; used to and would
Use of English > page 192
SPEAKING
Being polite
WRITING
A short story
VIDEO
Grammar
□ While he was performing in Brazil in 2012, he
successfully jumped a fiteen-metre gap.
□ … he fell, but he was determined to succeed, so
he tried again.
3 □ The boys had just arrived at the local skate park
when Brian had an idea.
4 □ At the time, he was working on a new trick …
5 □ … on the evening of 7 September the Brazilians
1
2
Communication
Documentary
am
‘Whe3elz’Fotheringh 5
Learning objectives
with an immediate
opportunity for
self-assessment.
Aaron Fotheringham was born with a disease which made walking
impossible. However, by the time he was four, he had learned to get
around on crutches. A few years later, he left the crutches behind and
began using a wheelchair. He and his brother Brian soon became
a regular sight on the streets of their neighbourhood in Las Vegas,
Aaron in his wheelchair and Brian on his BMX.
One life-changing day, the boys had just arrived at the local skate
park when Brian had an idea. Perhaps his younger brother could try
one of the ramps in his chair. Aaron accepted the challenge. On his
first attempt he fell, but he was determined to succeed, so he tried
again. At the end of the day, he realised he had found a sport that he
loved. He called it wheelchair motocross (WCMX).
Aaron started out as an amateur athlete, entering BMX competitions
and posting his videos online. At the time he was working on a new
trick. His dedication paid off when he eventually managed to do a
backflip. No one had ever done that in a wheelchair before! A few years
later, ‘Wheelz’ as he was now known, set another record: the first ever
double backflip.In 2010, Aaron turned professional and joined the
action sports show Nitro Circus Live. While he was performing in Brazil
in 2012, he successfully jumped a fifteen-metre gap. The crowd went
wild. Four years later, on the evening of
7 September, the Brazilians were
cheering him on again. This time
Aaron was there to open the Rio
Paralympics.
Though he has suffered a few
injuries, Aaron takes safety very
injuries
seriously. Through his passion,
he wants to change the way
the world thinks about people
in wheelchairs, and to inspire
everyone, disabled or not, to
overcome their own challenges.
Grammar presented
through a variety of text
types (blogs, magazine
articles, dialogues,
charts, etc.) or recorded
conversations.
were cheering him on again.
Past Simple, Past Continuous and Past Perfect
We use the Past Simple:
a to describe finished actions and tell the main events
of a story in order.
Time expressions: yesterday, last night/week/year/
Wednesday, when I was young, two months ago,
in 2017, one day/evening
We use the Past Continuous:
b for longer actions interrupted by shorter ones.
For shorter actions we use the Past Simple.
c for temporary situations/habits.
d to describe things which were in progress at
a precise time in the past.
Time expressions: as, when, while, at noon, this time
last week, all last night
We use the Past Perfect:
e to talk about an action in the past that was completed
before another action or a time in the past. We often
contrast an action in the Past Simple with an earlier one
in the Past Perfect.
Time expressions: after, already, as soon as, before, by,
by the time, just, once, until
6
Guided discovery
approach to grammar
makes new language
more memorable and
enhances motivation.
specials
Today’Stas rter
s
1 What had Aaron learned to do by the age of four?
2 How did Aaron react to his brother’s idea in the
skate park?
3 Why was Aaron’s first backflip special?
4 What did Aaron do in 2012?
5 What did he do the second time he went to Brazil?
1 When Aaron arrived at the skate park, his friends
already left / had already left.
2 Aaron broke his wheelchair while he had practised /
was practising a new trick.
3 After Aaron had broken / was breaking his first
wheelchair, he got a new stronger one.
4 The crowds in Brazil were amazed when they saw /
were seeing how far Aaron jumped.
Write three questions you would like to ask Aaron
about his life as a professional athlete. Then read the
text. Does it answer your questions?
2 □
1 Write six ways in which you, your life, your
friends or your family are different from before.
Then compare your sentences in pairs.
2
5
Grammar boxes with
clear explanations,
enabling students to
check their guesses
about the grammar.
4
3
a but now they’ve even got vegan options.
b I got a serious back injury.
c I’d go skiing and snowboarding
d I’d wear them almost every day.
e It’s different now.
f we’d often go to a vegetarian café nearby
g Your canvas shoes are very nice.
38
6
10
4 Study the sentences in Exercise 3. Then decide when we use
used to and would. Tick the correct boxes in the Grammar box.
Used to and would
We use used to and would to talk about things that were true but
are not true anymore.
used to would
• for past states with verbs like have, be,
believe, love ...
5
did not (didn’t)
jump and fall.
8
8 Read the question below and watch the video.
Say what the speakers answer. Then in pairs, ask and
answer the question.
Tell me about a sports injury you had.
35
I can use the Past Simple, Past Continuous and Past Perfect to talk about past actions.
6
1.30 Study the Grammar box and Watch out! again. Then
rewrite the text changing the underlined verbs to used to
wherever possible. Listen and check.
7
Short answers
es, I/you/he/she/it/we/they had.
won
No, I/you/he/she/it/we/they
a medal? had not (hadn’t).
I/you/he/she/it/
we/they
had
Common time expressions used with the Past Simple:
yesterday, yesterday morning/afternoon/evening,
last night/year/week/Saturday, when I was five/ten, ten years
ago, in September
September, in 2011:
Where were you yesterday?
She went to the swimming pool a week ago.
We use the ast erfect
to talk about an action in the past that was completed
before another action or a time in the past
When I arrived at the skate park, my friends had already left.
to talk about what happened before another event in the
past. It is used with the ast Simple or ontinuous
The road was dangerous because it had snowed during
the night. It snowed. Then, as a result the road became
dangerous.
We were driving slowly because we had seen an accident.
We saw an accident and drove more carefully afterwards.
Common time expressions used with the Past Perfect:
after, already, as soon as, before, by, by the time, just, once, until.
Affirmative
Negative
I/He/
was
She/It
performing.
You/We/
were
They
I/He/
was not
She/It
(wasn’t)
performing.
You/We/ were not
They
(weren’t)
Subject questions
Where were they performing?
Who was performing?
We use the Past Continuous:
for longer activities interrupted by shorter ones in the
past:
I was jogging in the park when I saw an accident.
for temporary situations in the past
We were meeting at the gym twice a week.
to describe things which were in progress at or around
a fixed time in the past
At 9 a.m. I was relaxing in the steam room.
to set the scene in a story or give background information
I was cycling to school one morning when …
changes in your life. Remember to use the Past Simple if
something only happened once.
A Did you use to do any sports that you don’t do any more?
B I used to be in a football team but …
had
forms are possible.
1 When I was at school, I didn’t use to keep / didn’t keep
fit but now I do sports three times a week.
2 I would never like / never used to like judo but now I’m
crazy about it.
3 My grandfather would cook / used to cook delicious
meals for the whole family when he lived with us.
4 Ben used to swim / swam very well at the school
competition last year.
5 I used to eat / would eat frozen food every day when
I was at university. Now I eat only fresh products.
6 When you were a small child, did you use to believe
/ would you believe that processed food is full of
vitamins?
or would and the verbs in brackets. Sometimes both
forms are correct. Where neither is possible, use the
Past Simple.
won a medal?
2 3A Complete the sentences with the words from the
box.
after before by the time just once until
Used to and would
Affirmative
I used to go to the gym every Monday.
I would go to the gym every Monday.
Negative
I didn’t use to go skiing every year.
He wouldn't go skiing every year.
Yes/No questions
Did he use to be in a football team?
Wh- questions
What did he use to like?
Subject questions
Who used to eat unhealthy food?
We use used to and would for habitual/repeated actions in
the past:
As a teenager, I used to/would go to the swimming pool
every Sunday.
We use used to (not would) for past states with state verbs
go to 1A, page 1 2
I didn’t use to love yoga. But I do now.
She used to think positive thoughts. But she doesn’t any more.
We don’t use would when asking about past actions:
Did you use to do any sports when you were younger?
We use the ast Simple not used to or would), if something
happened only once in the past
I went skiing last winter.
but: I used to/would go skiing every year when I was
younger.
176
Variety of exercises
provide meaningful
practice of new structures
in relevant contexts.
4 3D Choose the most suitable form. In some cases, both
5 3D Complete the text with the correct forms of used to
Subject questions
Who
3D Used to and would
Wh- questions
Lance Armstrong, an American cyclist who 1was winning /
won the Tour de France seven times, 2lost / was losing
all his titles in 2012 when a US Anti-Doping Agency
3
discovered / was discovering that he 4had used / used
drugs during his cycling career. While he 5was trying /
had tried to fight back against the Agency’s decision,
all Armstrong’s sponsors 6left / had left him. At first, he
7
didn’t want / had not wanted to admit he 8used / had used
illegal substances but he finally 9had told / told the truth
when he 10answered / was answering Oprah Winfrey’s
questions in her TV show in 2013.
won a medal?
Why
7 SPEAKING In pairs, use used to and would to talk about
7
won
a medal.
Wh- questions
1.31 Now rewrite the text in Exercise 5 changing used to
to would wherever possible. Listen and check.
2
I/you/
he/she/
it/we/
they
had not
(hadn’t)
We use the Past Simple:
to describe finished actions I broke my leg yesterday
evening.
to tell the main events in a story in order
I ran to the school gym, opened the door, and saw him!
Was he performing?
I had used to have a very unhealthy diet when I was growing up.
I loved cakes and biscuits. I ate chips with almost every meal.
I never ate fresh fruit and I didn’t drink water, just cola. I believed
it was good for you. We didn’t sit at the table to eat, we ate in
front of the TV. So I was overweight and unfit. But then one day,
my friend Dev invited me to eat with his family. It was amazing.
We had a fantastic meal with salad and lots of fresh fruit. That
was the day I changed the way I eat.
6
Who jumped and fell?
Yes/No questions
I used to go skiing every year when I was younger. = I went skiing
many times.
One day someone knocked me over on a ski slope. = It happened
once.
5
Subject questions
1 3A Choose the most suitable tense.
Negative
I/You/
He/She/
won
It/We/
a medal.
They
had
Yes/No questions
Had
Wh- questions
Why did you jump and fall?
Past Continuous
WATCH OUT!
□ I can use used to and would to talk about past habits and routines.
Grammar Reference and Practice section at the
back of the book, with more explanations and
exercises. It can be used for remediation, extra
practice or in a flipped classroom scenario.
I/You/He/She/
It/We/They
Did she jump and fall?
Grammar Reference and Practice > page 176
1 I used to come here a lot. e .
2 They didn’t use to have many vegetarian
dishes
.
3 I used to be into winter sports.
whenever I could.
4 But one day, someone knocked me over on the
ski slope and
.
5 After the yoga class
and that’s where
I got into healthy eating.
6 I used to love my leather biker’s jacket and my
cowboy boots.
.
7
. I used to have a pair just the same.
I/You/
He/She/
It/We/
They
Affirmative
Negative
jumped
and fell.
Yes/No questions
1.29 Look at the photo and the menu. Then
listen to a conversation and answer the questions.
1.29 In pairs, complete extracts 1–7 with
phrases or sentences a–g. Listen again and check.
Past Perfect
Past Simple
Affirmative
• for habitual/repeated actions in the past
Used to and would
3A Past Simple, Past Continuous and Past
Perfect
I/You/He/She/
It/We/They
When I was little I was super active, and now
I hardly ever leave the house.
I watched TV every day when I was little but now
I hardly ever watch it.
I believed in Santa Claus but now I don’t.
1 How has Colin’s life changed since he had
a skiing accident?
2 What do Colin and Daisy order?
3 What problem do they have?
8 SPEAKING In pairs, talk about a time when you or
6 Grammar Reference and Practice
é
Rabbit pâtd
Tuna sala__
______
Mains
tto
riso
n
Salmo chips
and __
Steak__
__ __
Vegan dishesil pâté
lent
Onion andm lasagne
Mushroo
3D GRAMMAR
7
highlighted words in the texts about Aaron and Katie.
Then ask and answer the questions in pairs.
1 Have you ever suffered an injury while doing a sport at
school? What happened?
2 Do you know anyone who started out as an
athlete then turned
? What do you know about
their career?
3 Has a team from your school ever won a
? Had
they taken part in an event like that before?
4 Has a team from your country ever
for the finals
of a major sporting competition? What happened?
5 Can you name someone from your country who has set
a world
? What was it?
6 Does your country usually
a lot of medals from
the Olympic Games? For which sports?
I won a silver medal at the school’s championships. I’d never
run in a competition team before …
Then check your answers in the text.
2 Look at the photos of Aaron ‘Wheelz’ Fotheringham.
3
7 Complete the questions with the correct form of the
someone you know did well in a sport, a performance
or some other kind of challenge. Use the prompts on
page 197 to help you.
34
4
Katie Ormerod is a world-class snowboarder who qualified for the
2018 British Winter Olympic team and she 1 was (be) a favourite
to take home a medal. In 2017, she had injured her back, but by
the time the 2018 season started she 2
(recover).
Katie 3
(arrive) in South Korea before the 2018 Games
and 4
(start) practising on the Olympic course. She
5
(only do) a few practice runs when she 6
(fall)
and broke her wrist. Thankfully, it wasn’t serious so she
decided to carry on. Two days later, she 7
(train) again
when she 8
(crash) and broke her heel in two places!
This time it was serious, and she was out of the Games.
4 In pairs, answer the questions using full sentences.
5 Choose the correct tense to complete each sentence.
1 How many extreme sports can you list in one minute?
2 Which have you tried?
3 Which would/wouldn’t you like to try?
Unlucky Katie
Grammar Reference and Practice > page 176
3A GRAMMAR AND VOCABULARY
1 In pairs, answer the questions.
03
Complete the text with the most suitable tense of
the verbs in brackets. Use the Past Simple, the Past
Continuous or the Past Perfect.
GRAMMAR VIDEO
1
1 The patient was lucky. The ambulance arrived before it
was too late to help him.
2
months of training, our team won the race!
3
as they reached the stadium, the game started.
4 They watched the game
the end though it was
rather boring.
5
we got to the swimming pool, the competition
had already finished.
6
she started going to Zumba classes, she
quickly got into shape.
When I was in my teens, I 1didn’t use to like (not like)
any sports. I 2
(often/watch) football league
shows on TV with my friends but that was it. My
favourite form of ‘exercise’ was playing video games.
I3
(spend) hours on my computer every day,
which made my parents mad. They 4
(think) that
reall needed to ta e p a sport to e fitter ver thing
changed once I 5
(fall) in love with Cori, who was
a big fan of CrossFit. I wanted to impress her so
I6
start doing it too t first 7
(go)
to the club once a week but then CrossFit (and Cori)
8
(become) my healthy obsession. Now I work
out four times a week, and I’m still going out with Cori.
3 3A Imagine you saw a celebrity at a sports event. Write
a story to describe the event. Use the questions below
to help you.
1 What sport event did you go to?
2 Why did you decide to go there?
3 Who did you go with?
4 What was the celebrity doing when you saw him/her?
What was he/she wearing?
5 Did you speak to him/her?
6 What happened next? How did you feel about the
whole incident?
7 Had anything similar happened to you before?
177
8
Grammar Videos provide authentic
examples of the presented
grammar, which students can use
as a model for their speaking.
INTRODUCTION
F01 High Note TB3 09593.indd 10
29/08/2019 14:06
VOCABULARY
Vocabulary is a vital element of each unit. It is integrated into all lessons and systematically developed.
• The first lesson (Lesson A) combines new grammar with new vocabulary.
• There is a separate Vocabulary lesson which presents the main lexical set(s) of the unit.
• There is additional vocabulary input in the Reading, Listening, and some Speaking and Writing lessons.
• There are extra exercises activating the word lists and tips on how to best memorise new words.
Main lexical input of the unit in a
separate Vocabulary lesson (the page
in the same colour as the course
level, i.e. blue).
1 THINK BACK Make a list of sports and fitness activities you
4
enjoy/don’t enjoy. Then compare your lists in pairs.
I enjoy: swimming, yoga, …
I don’t enjoy: Zumba, cycling, …
2 Read the leaflet for BFITA and the comments below. Which
2
For our 16th anniversary, we’re giving
away one month’s free membership
for all 16–18-year-olds.
Vocabulary introduced through a
variety of reading and listening texts
and activities.
LEISURE
CENTRE
Watch Out! boxes draw students’
attention to areas of special difficulty
and help pre-empt common errors.
4
Frequent opportunities for using
the new vocabulary in speaking
contexts.
1 Find names of places on the
word list where you can …
1 play football:
2 go running:
3 play basketball:
4 play squash:
Additional vocabulary input in
the Reading, Listening, and some
Speaking and Writing lessons (in blue
boxes or with blue highlight).
.
1 At 3 a.m. I was still wide
I was too excited to fall asleep.
2 I always buy vegetables from
shops which sell
produce from organic farms.
3
drinks, such as cola, are
bad for your teeth.
4
eggs are
believed to be healthier than
factory-farmed eggs.
8
FACT BOX American eating habits
1.27 Listen and choose the correct answers. Use
Active Listening to help you with questions 1 and 4.
1 You are going to hear a school pupil talking to
a teacher. What’s his main purpose?
3
03
3E SPEAKING AND VOCABULARY
1 Last year Americans ate over
million
hamburgers
–
2 400
In pairs,
work
out the meaning
of the highlighted words.
that’s enough to circle the world.
In each emergency
1thanorInipairs, take turns to describe what you can see
2 52% of Americans believe doing
their taxes
isre
easier
ambulance
or fi
service,
in the photo and answer the questions below.
figuring out how to follow a yourself.
healthy diet.
3 The average American consumes
of sugar 1 What kind of shop is it? What is happening?
1 A 22
carteaspoons
knocked down
2 What do you think the shop assistant and the
every day, most of it in drinks and
candyand
bars.she’s
bruises
4 Junk food first became popular
the US in the 1920s, but customer are talking about?
2 in
A neighbour
it really took off in the 1950s thanks
to TV
advertising. 3 How are the people in the photo feeling?
a heart
attack
5 Native Americans were already
popcorn over
3 eating
The school
2
9
1.32 Watch or listen to a conversation
5,000 years ago.
4 You want to
in a health food store. Does Marie find her first
6 In 2014, 1% of Americans were vegans, now it’s 6% and
to a car.
day in the shop easy?
rising.
5 You hurt your head
3 double
1.33 Study
Speaking
box and complete
painful, and you’re seeing
– youthe
think
you
the polite requests and refusals with one
have a concussion
word in each gap. Listen and check.
6 Your cat is stuck up a tree.
7 Your little brother
8 A shop in your street is
1 Would you mind telling me where the
organic kale is?
2 That’s very
of you, dear, but I think I’ll
of ideas in an article
and talk about eating habits.
□ I can understand the development
manage.
1 You should call the police and
the ambulance service.
40
3 I’d like to
whether your fruit and veg
1.26 Study Active Listening.
Then listen
and choose
is locally
grown.
the correct answer.
4 Have you got any
whether it's local?
You are going to
5 I'm sure they look lovely but I’m
it's
students. What’s her main purpose?
local or nothing for me.
a to persuade them to run6asIfast as they
canhave any free-range eggs.
if you
b to advise them to be careful
7
you possibly tell me where I can find
c to complain about their attitude
those towards
eggs? P.E.
8 No, that’s
, thanks. I’ll be fine.
9
Do
you
to
know
if
you've
got
any
ACTIVE LISTENING
wholemeal bread in there?
When someone speaks, they have a purpose for speaking.
It may be to inform, to explain, to express an opinion,
SPEAKING | Being polite
to agree, to complain, to advise, to persuade or to make
3
4
4 Rewrite the questions as indirect questions.
1 Are these apples organic? → I wonder …
I wonder if/whether these apples are organic.
2 What time does the juice bar in the gym close? → I was
wondering …
3 Does this bread contain gluten? → Have you got any idea …?
4 Could I have soy milk? → Do you think …?
5 Where can I buy freshly-squeezed apple juice? → Would you
mind …?
6 How much is a wholemeal loaf? → I’d like to know …
7 Who writes the ‘Healthy Living’ blog? → Do you happen to know …?
an arrangement, an offer, aAsking
request,
or a suggestion.
politely
The context, the language the
and questions
their
We speakers
often use use
indirect
to make polite
tone of voice can help you identify
requeststheir
or topurpose.
ask for opinions and information
Understanding the speaker’s
purposeUse
canthe
help
you to
take below and
in English.
polite
phrases
part in a conversation and respond
appropriately.
affirmative
word order.
□
Indirect questions
I wonder if/whether you could help me.
= Could you help me?
Could you (possibly) tell me how much this is?
= How much is it?
Do you think it will take long?
= Will it take long?
Other phrases
I was wondering ...
I’d like to know …
Have you got any idea …?
Do you (happen to) know/have/sell, etc. …?
Would you mind telling me …?
Refusing politely
That’s very kind of you, but ...
They look/sound very nice, but I’m afraid …
No, that’s alright thanks.
Thanks for the offer, but …
Thank you, but I’m alright.
5
1.34 PRONUNCIATION Listen to how the underlined words
are pronounced. Then practise saying the sentences.
1 Could you tell me how much it is?
2 Would you mind telling me what this is?
3 I don’t know really.
4 I’m going to ask my colleague.
5 You’ve got to eat more fruit.
6 Check that you understand the adjectives in the box. In groups,
use them to prepare polite questions about your teacher's
eating habits. Use the phrases from the Speaking box.
free-range freshly-squeezed
wholemeal
locally grown organic
Would you mind telling me whether you buy any organic food?
7 In pairs, role play the situations at the back of your book.
6
3A GRAMMAR AND VOCABULARY
5.15
amateur (adj) /ˈamətə/
break your leg /ˌbreɪk jə ˈleɡ/
build up your muscles /ˌbɪld ˌʌp jə ˈmʌsəlz/
changing room (n) /ˈtʃeɪndʒɪŋ ruːm/
athlete (n) /ˈæθliːt/
chill (v) /tʃɪl/
attempt (n) /əˈtempt/
break your wrist/heel /ˌbreɪk jə ˈrɪst/ˈhiːl/
carry on (phr v) /ˌkæri ˈɒn/
climb the stairs /ˌklaɪm ðə ˈsteəz/
dislocate your shoulder /ˌdɪsləkeɪt jə ˈʃəʊldə/
do exercises /ˌduː ˈeksəsaɪzɪz/
challenge (n) /ˈtʃæləndʒ/
cheer on (phr v) /ˌtʃɪər ˈɒn/
understood what
1 You
I said.
2 Sandy never gets any exercise,
so she’s really
fit.
3 There are huge areas of
used land in this part of
the country.
4
-profit associations use
all their money to help people.
3
4
Student A, go to page 196. Student B, go to page 199.
If you’re not careful, you could …
1
your head against the
door.
2
your hand in hot water.
3
your muscle playing
volleyball.
4
your leg skiing.
prefixes. Then check with the
word list.
2
□ I can use indirect questions to make polite requests or to ask for opinions and information.
championships (n) /ˈtʃæmpjənʃɪps/
adjectives from the word list.
Clearly organised word lists include
all the explicitly taught vocabulary
from the unit. All entries are recorded,
which facilitates pronunciation
practice.
5
a week ago. Write a description of your first week
there. Mention the things you have done and an
injury you had. Use the vocabulary in this lesson
and the past tenses from lesson 3A.
verbs from the word list.
3 Write the missing negative
03
1 Look
at the photos and the Fact Box. In what situations
What do you think of Appetite
for Change?
do you need to call an emergency number?
In pairs, read the Fact Box. Which statement do you
think is false? Which oneFACT
is the most
BOXinteresting/
Emergency phone numbers
shocking? How is the situation in your country similar/
In the UK, the emergency number for police, ambulance
different?
and fire service is 999, but you can also use the European
number, 112. In the USA, dial 911.
□ I can talk about sports, activities, fitness and exercise.
REMEMBER MORE
1 Do you know much about the food you eat? Which
of
foods are high in calories ? Which are
vitamins?
2 In your family, do you cook meals with raw
or
foods that are
ar high in
do you buy ready-made
fat, sugar and salt?
3 Do you think you have a healthier or unhealthier
than your parents? Say why.
4 What are your favourite comfort
? When and
where do you eat them?
5 Do you prefer
drinks, freshly-squeezed orange
juice or still water?
3C LISTENING
AND VOCABULARY
7 Imagine you joined the BFITA Leisure Centre
Word List
7
1 What / think / AFC?
2 What / rap / about?
3 Where / AFC / start?
4 How / start?
1 How fit are you? What do you do to get/keep fit?
2 Do you often get out of breath? When?
3 Do you think it’s a good idea to build up your
muscles?
4 Do you find it easy to get into shape?
5 Can you think of something that does you a world
of good?
6 Have you ever twisted your ankle/broken your
leg/ …? How did it happen?
1 Has your school got: a football pitch ; a tennis
;
; an athletics
; a boxing
;
a swimming
; a rock climbing
? Which of these
a rowing
things does a school need?
2 Should students get a personalised training
in their
PE class? Say why.
3 What are the changing
in your school gym like?
How could they be better?
4 Have you ever joined a leisure
? If so, what was it
like? If not, would you like to?
5 Have you ever tried lifting
? If so, what’s it like? If
not, why not?
4 Complete the sentences with the
6
and the vocabulary in Exercises 3–5 to ask and
answer the questions.
complete the questions. Then ask and answer the questions
in pairs.
2 Complete the sentences with
5
6 SPEAKING Work in pairs. Use the examples below
eel
3 Use the words and phrases highlighted in the leaflet to
36
A And perhaps even more importantly, it has brought
a community together.
B It might seem expensive but it can actually cost less.
C In 2011, three women decided to do something
about it.
D Nobody in that area had tried anything like that
before.
E The idea is to have a chain of healthy food from the
ground to your plate.
F The kids uploaded the video to YouTube and it went viral.
G They get some support from government and
generous individuals.
H What’s more, most people didn’t realise how
unhealthy their diets were.
1
Use these prompts to write questions about AFC. Add
some questions of your own if you like. Then in pairs,
ask and answer your questions.
4
1.25 Study Watch out! Then complete the
sentences with the correct form of the phrases in
the box. Listen and check. Does John agree to try
the leisure centre? Why?
We say she banged her head or broke her leg. NOT the
head or the leg.
leg
But we say she pulled a muscle in her back NOT her muscle.
This is because we have lots of muscles but only one
head, two legs, etc.
was so nfit
ot o t o breath limbin the stairs B t really ot into
shape thanks to B T
en the han in room is awesome (Keira)
t first was totally o t o shape elt e ha sted B t now
reat B T did me a world o ood (James)
1–5 in the article. There are three extra sentences.
I’m really out of 1 shape . My gran’s fitter
that I 3
out
than I am! I’m so 2
of breath when I run for the bus!
You really need to 4
into shape. Why
don’t you come to the leisure centre? You
up your muscles, do exercises
can 5
weights – that really helps me
and 6
7
fit.
No, thanks.
Come on! It’s done me a world of 8
.
They’ve got great fitness coaches and a …
WATCH OUT!
GET FITTER with BFITA!
3
you think the text is about? Read it quickly to check.
1 John’s dad dislocated his shoulder during a match.
2 John’s mum
in two places when she was
playing hockey.
3 John
when he scored a goal – he was
unconscious for several minutes.
4 John’s sister
when she was jogging on
a rocky path.
5 Jackie
in her leg because she didn’t warm up.
6 John
when he fell in the shower.
e ne er been a sporty person and d ne er oined a leis re entre
be ore so had no idea how m h n it wo ld be to keep fit (Ali)
calories diet fizzy foods fresh full ingredients junk
outlets processed
Unhealthy things I usually eat: crisps, muffins, fried
bacon, …
bang/head break/leg dislocate/shoulder
pull/muscle sprain/wrist twist/ankle
courts a boxing ring,
ring
• Make the most of our tennis and squash courts,
a basketball court and a full-size outdoor football pitch with
an athletics track.
• Try our state-of-the-art gymnasium, now with brand new rowing
machines!
u your muscles in our weightlifting centre.
• Lift weights and build up
wall
• Climb our 10-metre-high rock climbing wall.
• Swim in our 25-metre swimming pool and relax in the Jacuzzi,
sauna or steam room.
• Find motivation with our expert fitness coaches and personalised
training programmes.
programmes
• Chill, chat and watch sports in our award-winning café.
the box. Then ask and answer the questions in pairs.
Healthy things I usually eat: bananas, yoghurt, …
3 Read the text again. Match sentences A–H with gaps
Jackie
5
6 Complete the sentences below with the words from
eat. Then compare your lists in groups. Who do you
think has the healthiest/unhealthiest diet?
build get (x 2) good keep lift shape unfit
John
BFITA
1 Make a list of healthy and unhealthy foods that you
2 Look at the photo and the title of the article. What do
sports and activities does it mention? What special offer does
the leaflet mention? Is BFITA a good club? How do you know?
Special offer
3F READING AND VOCABULARY
1.24 In pairs, read the leaflet again. Then
complete the sentences with the words from the
box. Listen and check.
John
Jackie
2
5
1 3B VOCABULARY | Sports, activities, fitness and exercise
COMMUNICATION VIDEO
1
do sb the world of good /ˌduː ˌsʌmbɒdi ðə ˈwɜːld
əv ˌɡʊd/
exhausted (adj) /ɪɡˈzɔːstɪd/
course (n) /kɔːs/
fitness coach (n) /ˈfɪtnəs kəʊtʃ/
crutches (n) /ˈkrʌtʃɪz/
football pitch (n) /ˈfʊtbɔːl pɪtʃ/
dedication (n) /ˌdedəˈkeɪʃən/
determined to do sth /dɪˌtɜːmənd tə ˈduː ˌsʌmθɪŋ/
full-size (adj) /ˌfʊl ˈsaɪz/
03
3C LISTENING AND VOCABULARY
5.17
ambulance service (n) /ˈæmbjələns ˌsɜːvəs/
badly hurt /ˌbædli ˈhɜːt/
bleed (v) /bliːd/
burn down (phr v) /ˌbɜːn ˈdaʊn/
burn (your hand) /ˌbɜːn (jə ˈhænd)/
call an ambulance /ˌkɔːl ən ˈæmbjələns/
concussion (n) /kənˈkʌʃən/
cuts and bruises (n) /ˌkʌts ənd ˈbruːzɪz/
dial (v) /daɪəl/
emergency number (n) /ɪˈmɜːdʒənsi ˌnʌmbə/
faint (adj) /feɪnt/
get into shape /ˌɡet ˌɪntə ˈʃeɪp/
fire alarm (n) /ˈfaɪər əˌlɑːm/
disease (n) /dɪˈziːz/
get out of breath /ˌɡet ˌaʊt əv ˈbreθ/
fire service (n) /ˈfaɪə ˌsɜːvəs/
enter/win a competition /ˌentər/ˌwɪn ə
ˌkɒmpəˈtɪʃən/
get/keep fit /ˌɡet/ˌkiːp ˈfɪt/
heart attack (n) /ˈhɑːt əˌtæk/
gymnasium (n) /dʒɪmˈneɪziəm/
hurt your head /ˌhɜːt jə ˈhed/
hockey (n) /ˈhɒki/
in shock /ˌɪn ˈʃɒk/
Jacuzzi (n) /dʒəˈkuːzi/
knock down (phr v) /ˌnɒk ˈdaʊn/
leisure centre (n) /ˈleʒə ˌsentə/
lose some blood /ˌluːz səm ˈblʌd/
gap (n) /ɡæp/
have/suffer an injury /ˌhæv/ˌsʌfər ən ˈɪndʒəri/
injure (v) /ˈɪndʒə/
lift weights /ˌlɪft ˈweɪts/
inspire (v) /ɪnˈspaɪə/
make the most of sth /ˌmeɪk ðə ˈməʊst əv ˌsʌmθɪŋ/
overcome (v) /ˌəʊvəˈkʌm/
Paralympics (n) /ˌpærəˈlɪmpɪks/
membership (n) /ˈmembəʃɪp/
passion (n) /ˈpæʃən/
motivation (n) /ˌməʊtəˈveɪʃən/
pay off (phr v) /ˌpeɪ ˈɒf/
out of shape /ˌaʊt əv ˈʃeɪp/
qualify for sth (v) /ˈkwɒləfaɪ fə ˌsʌmθɪŋ/
outdoor (adj) /ˌaʊtˈdɔː/
ramp (n) /ræmp/
personalised (adj) /ˈpɜːsənəlaɪzd/
recover (v) /rɪˈkʌvə/
pull a muscle /ˌpʊl ə ˈmʌsəl/
run (n) /rʌn/
rock climbing wall (n) /ˈrɒk ˌklaɪmɪŋ wɔːl/
set a (world) record /ˌset ə (ˌwɜːld) ˈrekɔːd/
rowing machine (n) /ˈrəʊɪŋ məˌʃiːn/
skate park (n) /ˈskeɪt pɑːk/
snowboarder (n) /ˈsnəʊbɔːdə/
start out as sb (phr v) /ˌstɑːt ˈaʊt əz ˌsʌmbɒdi/
ACTIVE
VOCABULARY | Flashcards
succeed (v) /səkˈsiːd/
Use ‘smart’ flashcards to review
new vocabulary. On one side of the
card, write a short sentence that
you will find easy to remember
including the word or phrase you
want to learn, e.g. I always start my
workout on a rowing machine. On
the back of the card, write the word
translated into your language.
When you are doing a vocabulary
review, look at the translation
on each card and try to recall the
word or phrase and the example
sentence that you have written.
turn professional /ˌtɜːn prəˈfeʃənəl/
take home a medal /ˌteɪk ˌhəʊm ə ˈmedl/
wheelchair motocross (WCMX) (n) /ˌwiːltʃeə
ˈməʊtəʊkrɒs (ˌdʌbəljuː ˌsiː ˌem ˈeks)/
world-class (adj) /ˌwɜːld ˈklɑːs/
3B VOCABULARY
5.16
athletics track (n) /æθˈletɪks træk/
sauna (n) /ˈsɔːnə/
school gym (n) /ˌskuːl ˈdʒɪm/
sporty (adj) /ˈspɔːti/
sprain your wrist /ˌspreɪn jə ˈrɪst/
state-of-the-art (adj) /ˌsteɪt əv ði ˈɑːt/
steam room (n) /ˈstiːm ruːm/
painful (adj) /ˈpeɪnfəl/
poison (n) /ˈpɔɪzən/
organic (adj) /ɔːˈɡænɪk/
poor diet /ˌpɔː ˈdaɪət/
soy milk (n) /ˈsɔɪ mɪlk/
processed food (n) /ˌprəʊsest ˈfuːd/
wholemeal bread/loaf (n) /ˌhəʊlmiːl ˈbred/ˈləʊf/
raw ingredients (n) /ˌrɔː ɪnˈɡriːdiənts/
ready-made (adj) /ˌredi ˈmeɪd/
3F READING AND VOCABULARY
5.20
rent (v) /rent/
solution (n) /səˈluːʃən/
affordable (adj) /əˈfɔːdəbəl/
step (n) /step/
appetite for sth (n) /ˈæpətaɪt fə ˌsʌmθɪŋ/
still water (n) /ˌstɪl ˈwɔːtə/
ban (v) /bæn/
strengthen (v) /ˈstreŋθən/
bring together (phr v) /ˌbrɪŋ təˈɡeðə/
supporter (n) /səˈpɔːtə/
swap sth for sth (v) /ˈswɒp ˌsʌmθɪŋ fə ˌsʌmθɪŋ/
catering business (n) /ˈkeɪtərɪŋ ˌbɪznəs/
take off (phr v) /ˌteɪk ˈɒf/
comfort food (n) /ˈkʌmfət fuːd/
teaspoon (n) /ˈtiːspuːn/
community (n) /kəˈmjuːnəti/
concerned about sth (adj) /kənˈsɜːnd əˌbaʊt
ˌsʌmθɪŋ/
report a crime /rɪˌpɔːt ə ˈkraɪm/
ring (v) /rɪŋ/
set fire to sth /ˌset ˈfaɪə tə ˌsʌmθɪŋ/
unconscious (adj) /ʌnˈkɒnʃəs/
5.18
dish (n) /dɪʃ/
knock over (phr v) /ˌnɒk ˈəʊvə/
mushroom lasagne (n) /ˌmʌʃruːm ləˈsænjə/
onion (n) /ˈʌnjən/
rabbit/lentil pâté (n) /ˈræbɪt/ˌlentl ˈpæteɪ/
unused (adj) /ˌʌnˈjuːzd/
urban (adj) /ˈɜːbən/
co-operative farm (n) /kəʊˌɒpərətɪv ˈfɑːm/
urge sb to do sth /ˌɜːdʒ ˌsʌmbɒdi tə ˈduː ˌsʌmθɪŋ/
do your taxes /ˌduː jə ˈtæksɪz/
vegan (n) /ˈviːɡən/
economic prosperity /ˌekəˌnɒmɪk prɒˈsperəti/
wealth (n) /welθ/
fake (adj) /feɪk/
workshop (n) /ˈwɜːkʃɒp/
3G WRITING
figure out (phr v) /ˌfɪɡər ˈaʊt/
5.21
at full speed /ət ˌfʊl ˈspiːd/
fizzy drink (n) /ˌfɪzi ˈdrɪŋk/
bubble (n) /ˈbʌbəl/
foodstuff (n) /ˈfuːdstʌf/
see double /ˌsiː ˈdʌbəl/
tool (n) /tuːl/
consume (v) /kənˈsjuːm/
fast food outlet (n) /ˌfɑːst ˈfuːd ˌaʊtlet/
relieved (adj) /rɪˈliːvd/
3D GRAMMAR
locally grown (adj) /ˌləʊkəli ˈɡrəʊn/
candy bar (n) /ˈkændi bɑː/
elbow (n) /ˈelbəʊ/
disabled (adj) /dɪsˈeɪbəld/
flip/backflip (n) /flɪp/ˈbækflɪp/
clear (adj) /klɪə/
fresh produce (n) /ˌfreʃ ˈprɒdjuːs/
consider (v) /kənˈsɪdə/
full of vitamins /ˌfʊl əv ˈvɪtəmɪnz/
cool (adj) /kuːl/
ground (n) /ɡraʊnd/
creature (n) /ˈkriːtʃə/
grow (v) /ɡrəʊ/
have/follow a healthy diet /ˌhæv/ˌfɒləʊ ə ˌhelθi
ˈdaɪət/
have an unhealthy diet /ˌhæv ən ʌnˌhelθi ˈdaɪət/
deep blue (n) /ˌdiːp ˈbluː/
fearless (adj) /ˈfɪələs/
fin (n) /fɪn/
golden (adj) /ˈɡəʊldən/
heart condition (n) /ˈhɑːt kənˌdɪʃən/
gorgeous (adj) /ˈɡɔːdʒəs/
high blood pressure (n) /ˌhaɪ ˈblʌd ˌpreʃə/
grab (v) /ɡræb/
salmon risotto (n) /ˌsæmən rɪˈzɒtəʊ/
high in calories/fat/sugar/salt /ˌhaɪ ɪn ˈkæləriz/
ˈfæt/ˈʃʊɡə/ˈsɔːlt/
ski slope (n) /ˈskiː sləʊp/
hot dog (n) /ˈhɒt dɒɡ/
starter (n) /ˈstɑːtə/
octopus (n) /ˈɒktəpəs/
in favour of sth /ˌɪn ˈfeɪvər əv ˌsʌmθɪŋ/
panic (v) /ˈpænɪk/
head to sth (v) /ˈhed tə ˌsʌmθɪŋ/
steak (n) /steɪk/
swimming pool (n) /ˈswɪmɪŋ puːl/
junk food (n) /ˌdʒʌŋk ˈfuːd/
tuna salad (n) /ˌtjuːnə ˈsæləd/
powerful (adj) /ˈpaʊəfəl/
tennis/squash court (n) /ˈtenəs/ˈskwɒʃ kɔːt/
kebab (n) /kəˈbæb/
vegan options (n) /ˈviːɡən ˌɒpʃənz/
punch sb in the face /ˌpʌntʃ ˌsʌmbɒdi ɪn ðə ˈfeɪs/
land (n) /lænd/
ride on the waves /ˌraɪd ɒn ðə ˈweɪvz/
misunderstand (v) /ˌmɪsʌndəˈstænd/
shallow (adj) /ˈʃæləʊ/
native American (n) /ˌneɪtɪv əˈmerəkən/
shark (n) /ʃɑːk/
free-range eggs (n) /ˌfriː ˌreɪndʒ ˈeɡz/
non-profit association (n) /ˌnɒn ˌprɒfɪt əˌsəʊsiˈeɪʃən/
surfer (n) /ˈsɜːfə/
training programme (n) /ˈtreɪnɪŋ ˌprəʊɡræm/
twist your ankle /ˌtwɪst jər ˈæŋkəl/
3E SPEAKING AND VOCABULARY
5.19
award-winning (adj) /əˈwɔːd ˌwɪnɪŋ/
unconscious (adj) /ʌnˈkɒnʃəs/
bang your head /ˌbæŋ jə ˈhed/
unfit (adj) /ʌnˈfɪt/
freshly-squeezed juice /ˌfreʃli ˌskwiːzd ˈdʒuːs/
nutrition (n) /njuːˈtrɪʃən/
terrified (adj) /ˈterəfaɪd/
basketball court (n) /ˈbɑːskətbɔːl kɔːt/
weightlifting (n) /ˈweɪtˌlɪftɪŋ/
gluten (n) /ˈɡluːtn/
obesity (n) /əʊˈbiːsəti/
two-legged (adj) /ˌtuː ˈleɡɪd/
boxing ring (n) /ˈbɒksɪŋ rɪŋ/
Zumba (n) /ˈzʊmbə/
imported (adj) /ɪmˈpɔːtɪd/
pick (v) /pɪk/
wide awake (adj) /ˌwaɪd əˈweɪk/
44
7
Remember More section provides further
vocabulary practice and activates the words from
the list, which helps more efficient learning.
39
45
8
Active Vocabulary boxes provide tips for students on how
to improve their ability to remember and learn new
words, encouraging their independent learning skills.
WORKBOOK
• Vocabulary Extensions in Reading and Listening lessons introduce more words and phrases, focusing on such areas as
phrasal verbs, collocations and word building.
• There is also an extra Unit Vocabulary Practice section, which gathers the lexis from the entire unit.
INTRODUCTION
F01 High Note TB3 09593.indd 11
11
29/08/2019 14:06
READING
6 Complete the sentences below with the words from
Healthy things I usually eat: bananas, yoghurt, …
calories diet fizzy foods fresh full ingredients junk
outlets processed
2
3
Unhealthy things I usually eat: crisps, muffins, fried
bacon, …
1 Do you know much about the food you eat? Which
of
foods are high in calories ? Which are
vitamins?
2 In your family, do you cook meals with raw
or
foods that are
ar high in
do you buy ready-made
fat, sugar and salt?
3 Do you think you have a healthier or unhealthier
than your parents? Say why.
4 What are your favourite comfort
? When and
where do you eat them?
5 Do you prefer
drinks, freshly-squeezed orange
juice or still water?
6 How often do you eat
food like burgers, hot
dogs, or kebabs?
7 How many fast food
are there in your
neighbourhood?
8 Is it hard to buy
produce like fruit and
vegetables where you live?
2 Look at the photo and the title of the article. What do
you think the text is about? Read it quickly to check.
1
3 Read the text again. Match sentences A–H with gaps
1–5 in the article. There are three extra sentences.
A And perhaps even more importantly, it has brought
a community together.
B It might seem expensive but it can actually cost less.
C In 2011, three women decided to do something
about it.
D Nobody in that area had tried anything like that
before.
E The idea is to have a chain of healthy food from the
ground to your plate.
F The kids uploaded the video to YouTube and it went viral.
G They get some support from government and
generous individuals.
H What’s more, most people didn’t realise how
unhealthy their diets were.
healthy eating at schools in your area. In pairs, discuss
the ideas below. Which are the best? Say why. Can you
think of any better ideas?
4 Use these prompts to write questions about AFC. Add
• Ban unhealthy snacks, fizzy drinks, sweets, crisps and
junk food from schools.
• Show videos and films that demonstrate the negative
effects of unhealthy diets.
• Organise a cooking competition for students in the area.
• Include ‘Diet and Nutrition’ as part of the P.E. class and
have all students sit an exam on it.
• Open an affordable café serving healthy food in every
school.
some questions of your own if you like. Then in pairs,
ask and answer your questions.
1 What / think / AFC?
2 What / rap / about?
3 Where / AFC / start?
4 How / start?
5 What / aims / organisation?
6 What / three steps?
7 Where / money / from?
8 How / successful?
What do you think of Appetite for Change?
5 In pairs, read the Fact Box. Which statement do you
think is false? Which one is the most interesting/
shocking? How is the situation in your country similar/
different?
FACT BOX American eating habits
3
7 SPEAKING The Education Authority wants to encourage
8 REFLECT | Society People today consume more
5
1 Last year Americans ate over 400 million hamburgers –
that’s enough to circle the world.
2 52% of Americans believe doing their taxes is easier than
figuring out how to follow a healthy diet.
3 The average American consumes 22 teaspoons of sugar
every day, most of it in drinks and candy bars.
4 Junk food first became popular in the US in the 1920s, but
it really took off in the 1950s thanks to TV advertising.
5 Native Americans were already eating popcorn over
5,000 years ago.
6 In 2014, 1% of Americans were vegans, now it’s 6% and
rising.
unhealthy food and drink than ever before. Do you
think that’s true? Say why. Discuss in groups.
10 WATCH AND REFLECT Go to page 164. Watch
the documentary Pushing yourself to the limit and
do the exercises.
4
GROW FOOD,
EAT WELL,
BE HEALTHY
40
4
Vocabulary-from-thetext activities encourage
students to notice and
absorb new words and
phrases.
5
AFC’s mission is ‘to use food as a tool to build health, wealth and
social change’. 3
They achieve this in three steps.
35
1.35
A group of kids from a historically
underprivileged neighbourhood in the American
mid-west made a music video of a hip-hop track.
It was called ‘Grow Food!’ and the lyrics urged
5 people to grow their own food and cook their
meals with natural ingredients; to drink water
and milk, not fizzy drinks full of sugar; to give up
fake food that puts ‘poison in your brain’ and to
eat better options, like broccoli, salad and fresh
10 fruit instead. 1
So far, it’s had over half a
million views. That’s pretty amazing, and so is
the organisation that inspired it.
North Minneapolis is similar to many urban
areas across North America. There is a lack
of shops, development projects, and healthy
food options. Many of the residents suffer from
bad health, partly because of unhealthy diets
Along with
with too much junk food. 2
young community members, they concluded
20 there were thirty-eight fast food outlets within
two miles of where they lived, but there was
nowhere you could sit down to eat a nutritious
meal. They knew that poor diets were causing
serious health problems, for example, heart
25 conditions, high blood pressure and obesity.
The community also suffered from high
15
03
Main comprehension
exercises in the format of
exam-specific tasks.
All reading texts are
recorded so that students
can listen to them in their
own time to focus on
pronunciation.
the box. Then ask and answer the questions in pairs.
DOCUMENTARY VIDEO
The Reading lessons feature a variety of informationrich and thought-provoking texts. They contain
a range of exercises that practise reading for
the main idea, followed by focusing on specific
information, vocabulary practice and discussion.
The Active Reading boxes cover all crucial skills
strategies, which students can actively practise
through a series of exercises. This lesson is
additionally supported by Documentary Videos, which
provide highly engaging clips that can be used as an
extension to the themes raised in the reading texts.
03
1 Make a list of healthy and unhealthy foods that you
eat. Then compare your lists in groups. Who do you
think has the healthiest/unhealthiest diet?
1
2
3F READING AND VOCABULARY
40
1 Urban Agriculture. AFC turns unused urban land into
cooperative farms where kids and adults grow and pick fresh
produce.
2 Good Food Policy. The organisation argues in favour of
healthy eating and persuades people to swap junk food high in
calories for natural food full of vitamins and to eat meals made
with raw ingredients rather than processed foods.
3 Community Cooks Project. AFC organises cooking workshops
in which people come together to cook a meal, to eat and to
talk about the changes they want to see in their community.
45
All of this costs money, of course, so how does AFC pay for it?
In addition, they run two successful money-making
projects:
4
50
• Small local businesses rent the Kindred Kitchen to help
them run their food trucks, catering businesses and meal
preparation services.
• The Breaking Bread café sells delicious healthy comfort
foods and gives job opportunities to young members of the
community.
55
AFC has been a great success. It has improved people’s health and
created jobs. 5
Its strongest supporters are young people
concerned about the unhealthy food full of fat, sugar and salt
that damages the health of their friends, families and neighbours.
The lyrics of their rap send out their message loud and clear.
PLEASE CHANGE THE FOOD
GOOD.
IN MY SCHOOL, MAKE IT
Pushing yourself to the limit
WATCH AND REFLECT
5
□ I can understand the development of ideas in an article and talk about eating habits.
Reflect exercises develop critical thinking, asking
students to think more deeply about various
social, cultural and value-related issues and
consider various viewpoints. They can be found in
different lessons within a unit and provide extra
speaking practice and help build fluency.
1
10 SPEAKING In pairs, look at the photo of a woman running
an ultramarathon and answer the questions. Then watch the
video to check your answers.
1 How is an ultramarathon different from a normal marathon?
2 What problems could the runner have during the race?
2
10 Watch the video again and complete the information.
Long trail ultramarathon
Distance: 440 km – over 1 ten times longer than
a normal marathon
Current world record: 2
days,
hours
and 30 something minutes
Nicky has been training for the race for 3
years.
Number of people on her support team: 4
Nicky beat the previous women’s world record by
over 5
.
Watch and Reflect sections with authentic
Documentary Videos that extend the topics of
the reading texts. The clips are accompanied
by the video worksheets at the back of the
Student’s Book.
questions.
1 What other extreme or dangerous sports can
you think of that require a lot of training?
Can you order them from the easiest to the
most difficult and from the safest to the most
dangerous?
parachuting, waterfall kayaking, mountain
climbing …
2 What’s your opinion of ultramarathons and
people who complete them? How would you
react if a friend suggested training for one?
3 Can Nicky’s example really inspire people to
do sports or lead a healthier lifestyle? Say
why.
Yes, because
Y
No, because
the idea of an ultramarathon
she makes it
would put people off.
look fun.
6 WRITING TASK Write a description of an
3 What is the toughest exercise or sport you have done? How
did you feel while you were doing it and afterwards?
4
5 SPEAKING In pairs or small groups, discuss the
10 Complete the sentences with the correct words formed
from the words in bold. Then watch again and check.
1 This is one of the toughest sports in the world. It's long, it's
hard and it can be painful . PAIN
2 The long trail is a
course. Participants run up and
down the hill. HILL
3 The support team are there to provide
, especially
when she gets tired or demotivated, and to give her
help when she feels unwell or gets injured. ENCOURAGE,
MEDICINE
4 Her
is planned by the team doctor, who is preparing
her meal plans and how much she needs to eat. NUTRIENT
5 Fighting tiredness is a real test of physical
and
willpower. ENDURE
6 She is close to an incredible
– she is the fastest woman
ever to finish the trail. ACHIEVE
ultramarathon giving facts about the course
and what the runners do during the four or five
days it takes.
GLOSSARY
crave – to want something very much
endurance – ability to withstand pain or extreme
conditions
equivalent – the same as
favour something – to prefer something
school of thought – an idea held by a group of people
to the limit – to the maximum amount/degree/
level possible
willpower – strong determination
164
WORKBOOK
New reading texts recycle the grammar and vocabulary covered in the Student’s Book and provide more skills practice.
LISTENING
03
The Listening lessons offer varied text types and tasks, and numerous
opportunities for students to practise listening skills with new vocabulary.
1
1
2
3C LISTENING
AND VOCABULARY
New vocabulary is clearly highlighted or presented in coloured
boxes, making it easy to find.
1 Look at the photos and the Fact Box. In what situations
do you need to call an emergency number?
3
4
In the UK, the emergency number for police, ambulance
and fire service is 999, but you can also use the European
number, 112. In the USA, dial 911.
2
3
2 In pairs, work out the meaning of the highlighted words.
Active Listening boxes cover all crucial skills strategies, which
students can actively practise through a series of exercises.
In each emergency decide if you should call the police,
ambulance or fire service, or if you should deal with it
yourself.
1
1 A car knocked down a girl, she’s got a few cuts and
bruises and she’s in shock.
2 A neighbour fainted and is unconscious; it might be
a heart attack.
3 The school fire alarm is ringing.
4 You want to report a crime – someone has set fire
to a car.
5 You hurt your head, you’re not bleeding but it’s quite
painful, and you’re seeing double – you think you
have a concussion.
6 Your cat is stuck up a tree.
7 Your little brother burned his hand when he was cooking.
8 A shop in your street is burning down.
Main comprehension exercises in the format of exam-specific tasks.
1 You should call the police and the ambulance service.
3
1.26 Study Active Listening. Then listen and choose
the correct answer.
You are going to hear a P.E. teacher talking to her
students. What’s her main purpose?
WORKBOOK
• New listening texts recycle the grammar and vocabulary covered in the
Student’s Book and provide more skills practice.
• Active Pronunciation boxes help students see superintendencies between
sounds and give tips on how to pronouns particular sounds correctly.
12
a to persuade them to run as fast as they can
b to advise them to be careful
c to complain about their attitude towards P.E.
2
ACTIVE LISTENING | Identifying the speaker’s purpose
When someone speaks, they have a purpose for speaking.
It may be to inform, to explain, to express an opinion,
to agree, to complain, to advise, to persuade or to make
an arrangement, an offer, a request, or a suggestion.
The context, the language the speakers use and their
tone of voice can help you identify their purpose.
Understanding the speaker’s purpose can help you to take
part in a conversation and respond appropriately.
1.27 Listen and choose the correct answers. Use
Active Listening to help you with questions 1 and 4.
1 You are going to hear a school pupil talking to
a teacher. What’s his main purpose?
a to express an opinion
b to offer to call an ambulance
c to inform her about an accident
2 You are going to hear the teacher calling 999.
Where is Eric?
a on a path near the river
b at the foot of a hill
c on a railway line
3 You are going to hear a man from the school calling
Eric’s mother. How does she seem by the end of the
conversation?
a fine
b worried
c relieved
4 You are going to hear a bus driver talking to
a policeman. Why is he talking to him?
a to explain what happened
b to complain about something
c to persuade him to do something
5 You are going to hear a conversation between Eric
and his father. What does Eric think of his mother’s
driving?
a she drives too fast b she’s a safe driver
c she doesn’t always pay attention
FACT BOX Emergency phone numbers
5
3
1.28 Complete the sentences with the words and
phrases from the box. Listen to the extracts and check.
blood concussion cuts and bruises elbow fainted
heart hurt painful shock sprained twisted
1 The bus driver sprained her wrist. It was really
.
.
She didn’t know if the car driver was badly
2 Eric got some
, broke his leg,
his ankle,
.
and suffered a
3 Eric’s mum lost a little
, dislocated her
and banged her head. She was in
but she’s
better now.
4 Eric’s dad didn’t have a
attack, he
because of stress.
6 SPEAKING In pairs, use the tenses in lesson 3A to retell
the story in this lesson from two different points of
view. Student A, imagine you are Eric. Student B,
imagine you are Eric’s mum.
□ I can identify the speaker’s purpose and specific information in conversations and talk about accidents.
37
INTRODUCTION
F01 High Note TB3 09593.indd 12
29/08/2019 14:06
SPEAKING
03
3E SPEAKING AND VOCABULARY
1
2
3
4
1
in the photo and answer the questions below.
1 What kind of shop is it? What is happening?
2 What do you think the shop assistant and the
customer are talking about?
3 How are the people in the photo feeling?
2
9
1.32 Watch or listen to a conversation
in a health food store. Does Marie find her first
day in the shop easy?
3
1.33 Study the Speaking box and complete
the polite requests and refusals with one
word in each gap. Listen and check.
1 Would you mind telling me where the
organic kale is?
2 That’s very
of you, dear, but I think I’ll
manage.
3 I’d like to
whether your fruit and veg
is locally grown.
4 Have you got any
whether it's local?
5 I'm sure they look lovely but I’m
it's
local or nothing for me.
6 I
if you have any free-range eggs.
7
you possibly tell me where I can find
those eggs?
8 No, that’s
, thanks. I’ll be fine.
9 Do you
to know if you've got any
wholemeal bread in there?
Snappy Communication Videos present the key
language in a real-life context. The videos are also
available in audio-only format.
Speaking boxes contain key functional language.
The phrases are recorded in the Workbook.
2
SPEAKING | Being polite
1 Are these apples organic? → I wonder …
Other phrases
I was wondering ...
I’d like to know …
Have you got any idea …?
Do you (happen to) know/have/sell, etc. …?
Would you mind telling me …?
Refusing politely
That’s very kind of you, but ...
They look/sound very nice, but I’m afraid …
No, that’s alright thanks.
Thanks for the offer, but …
Thank you, but I’m alright.
Pairwork activities and role plays encourage students
to use the functional language from the lesson and
increase their confidence in speaking English.
4 Rewrite the questions as indirect questions.
I wonder if/whether these apples are organic.
2 What time does the juice bar in the gym close? → I was
wondering …
3 Does this bread contain gluten? → Have you got any idea …?
4 Could I have soy milk? → Do you think …?
5 Where can I buy freshly-squeezed apple juice? → Would you
mind …?
6 How much is a wholemeal loaf? → I’d like to know …
7 Who writes the ‘Healthy Living’ blog? → Do you happen to know …?
Asking politely
We often use indirect questions to make polite
requests or to ask for opinions and information
in English. Use the polite phrases below and
affirmative word order.
Indirect questions
I wonder if/whether you could help me.
= Could you help me?
Could you (possibly) tell me how much this is?
= How much is it?
Do you think it will take long?
= Will it take long?
Pronunciation exercises focus students’ attention on
different aspects of pronouncing individual sounds and
groups of sounds.
1
COMMUNICATION VIDEO
The Speaking lessons prepare students for everyday interactions
such as participating in conversations, being polite or agreeing
and disagreeing. They are supported by snappy Communication
Videos, which present the functional language in a real-life
context, making it meaningful and memorable.
1 In pairs, take turns to describe what you can see
5
1.34 PRONUNCIATION Listen to how the underlined words
are pronounced. Then practise saying the sentences.
1 Could you tell me how much it is?
2 Would you mind telling me what this is?
3 I don’t know really.
4 I’m going to ask my colleague.
5 You’ve got to eat more fruit.
3
6 Check that you understand the adjectives in the box. In groups,
use them to prepare polite questions about your teacher's
eating habits. Use the phrases from the Speaking box.
free-range freshly-squeezed
wholemeal
locally grown organic
Would you mind telling me whether you buy any organic food?
7 In pairs, role play the situations at the back of your book.
Student A, go to page 196. Student B, go to page 199.
□ I can use indirect questions to make polite requests or to ask for opinions and information.
4
39
WRITING
The Writing lessons are carefully staged: they begin with an engaging input text relevant to students’ lives,
which is followed up by a series of preparation exercises that lead to students completing the final writing task.
1
Engaging and relevant model text.
tell a story. Then read the story below and compare it to
yours.
lifeguard surfer fin
2
3
03
3G WRITING | A short story
1 In pairs, use the pictures and the words in the box to
1
Writing boxes with useful tips and
key language.
shark
2 How do you think the surfer, the lifeguard, the people
3 Study the Writing box and answer questions 1–7 about the
on the beach and the shark felt after the events on the
beach?
story on page 42.
1 From which point of view is the story written, first or thirdperson?
2 Where does the story take place?
3 What information does the writer give in the first line?
4 What is the main event in the story?
5 Which tenses has the writer used to describe the action?
6 Which sentences introduce the lifeguard and the shark?
How does the writer make them dramatic?
7 How does the writer finish the story?
I think the surfer was probably terrified.
punch
2
2
Graded writing tasks provide
students with opportunities to
practise their writing skills.
3
1
4
That day the skies were clear, the sun was hot, and the sea was a beautiful deep blue. Ava
was on the beach lying on the golden sand, listening to the radio and happily watching
the surfers riding the powerful waves. It was busy, and families were playing in the warm,
shallow water near the beach.
‘This is the life’ she thought, and turned over to get some sun on her back. She had just
fallen asleep when a noise woke her. From nowhere, a lifeguard ran past her at full
speed, shouting at people to get out of the way. Everyone on the beach sat up and watched
as she dived in and swam towards a guy who was kicking his legs, waving his arms and
shouting something. All of a sudden, the huge
huge, dark fin of a shark appeared. People in the
water started screaming. They grabbed their children and swam for their lives. Now wide
awake, Ava watched through her fingers as the lifeguard reached the panicking man then
raised her arm and… punched the shark in the face! Amazingly, it turned and swam away.
While the crowds cheered, the fearless lifeguard carried the shocked surfer back to safety.
She had saved his life. That was the day Ava decided to become a lifeguard.
5 Read the story below ignoring the gaps. How is
WRITING | A short story
General
Short stories are usually written in either the first or third person
point of view.
Beginning
Catch the reader’s attention: use a detail related to the place
where the story begins or a statement by one of the main
characters.
That day the skies were clear, the sun was hot, and the sea was
a beautiful deep blue.
Say where and/or when the story happened. Use longer
sentences to set the scene.
Ava was at the beach lying on the golden sand, listening to the
radio and happily watching the surfers riding the powerful waves.
Middle
Describe the action. Use mainly the Past Simple with the
occasional Past Continuous and Past Perfect. Avoid long strings
of the Past Simple.
Use direct speech to express the characters thoughts or give
them a voice.
‘This is the life’ she thought.
Use a variety of verbs to report speech e.g. scream, whisper, ask,
shout, etc.
From nowhere, a lifeguard ran past her at full speed, shouting
at people to get out of the way.
Use shorter sentences and/or dramatic linkers to add drama.
All of a sudden, the huge, dark fin of a shark appeared.
End
Describe how you or the main characters felt at the end, what
you/they learned from the story, or decisions you/they made
because of what happened.
That was the day Ava decided to become a lifeguard.
4 Add the words in bold from the story to the appropriate
group of linkers.
• Start the action: (at) first, in the beginning, 1 that day /
morning/evening;
• Move the action: 2
, next, later, after that/a while, by
the time;
• Introduce a dramatic moment: suddenly, just then, out of
the blue, without warning, 3
,4
;
• Describe events that happen at the same time: when, at
the same time (as), 5
,6
;
• Finish the action: finally, eventually, in the end.
42
it connected to the story on page 42? From which
point of view is it written, first person or third
person?
That afternoon the water was cool and clean.
they
The waves looked gorgeous 2
moved above me. I’d just eaten a delicious
octopus lunch and I decided to head to the
beach to see what the two-legged creatures
3
I got there, some of them
were doing.
were standing on those strange long things
and riding on the waves. I’m really not sure
why they do that, but I watched them for a
4
I noticed one of them, it was
while.
male I think, kicking its legs and making those
bubbles I love. Friends are always telling
me not to go too close, but... those beautiful
5
, a female came out of
bubbles!
, it punched me in the face!
nowhere. 6
Right on the end of my nose where it really
hurts. What on earth is wrong with these
creatures? They really shouldn’t be allowed
in our water. I considered a second lunch if
, I decided
you know what I mean, but 7
to be the grown up one and just swim away.
Horrible, violent creatures.
1
6 Complete the story in Exercise 5 with the
linkers from the box. Sometimes more than
one answer is possible.
all of a sudden as in the end that afternoon
then when without warning
7 The underlined adjectives in the story on page
42 help the reader to visualise characters,
events and objects. Find and underline similar
adjectives in the story in Exercise 5.
cool, clean, …
8 Work in pairs. Follow the instructions on page
197 to tell another story.
9 WRITING TASK Write a short story. Use your own
3
ideas or write the story you told in Exercise 8.
Use the Writing box and the tips in this lesson
to help you.
□ I can write a short story.
43
WORKBOOK
The Active Writing section guides students through all the stages of the process of writing a specific type of text.
INTRODUCTION
F01 High Note TB3 09593.indd 13
13
29/08/2019 14:06
03 Revision
REVISION
VOCABULARY AND GRAMMAR
1 1
4 Tick the correct verb forms 1–10 and correct the incorrect
6 Complete the second sentence using the word in bold
ones.
Complete the collocations with the words from the
box.
so that it means the same as the first one. Use between
two and five words, including the word in bold.
1 I’d like to know what time the restaurant opens.
MIND
Would you mind telling me what time the restaurant
opens?
2 When I was a child, I would spend hours in this park. TO
When I was a child, I
in this park.
3 Thanks for the offer, but I don’t need any help. KIND
you, but I don’t need any help.
4 He wanted to get fit, so he went running every day.
INTO
He went running every day because he wanted
.
5 Could you help me, please? IF
I
help me?
6 When he was young, my father used to go fishing
every weekend. WOULD
My father
every weekend when he was young.
amateur ankle challenge competition medal
record professional
1 accept / overcome a challenge
2 start out as an
3 enter / do well in a
4 become a / turn
5 set a
6 take home a
7 twist / sprain / break your
Unit revisions reinforce skills and
practise the language covered
in the unit. They have two parts:
a review of vocabulary and
grammar with a focus on the Use
of English type of tasks, and an
integrated skills section.
1
2
2 Choose the correct word in each sentence.
1 When she’s depressed, she eats fizzy / comfort /
poor food.
2 As part of his healthy diet he has locally grown / raw /
wholemeal bread for breakfast.
3 They are very health conscious and never eat
processed / organic / fresh food.
4 After a competition the athletes always eat foods
that are high in junk / ingredients / calories.
5 The new stadium will have a world-class athletics
track / ring / court.
6 She always uses the rowing pitch / wall / machine
to warm up before a training session.
7 The goalkeeper dislocated / banged / pulled his
head hard when he fell.
8 We got out of breath / weights / muscles after thirty
minutes of running.
9 There’s nothing like freshly-squeezed fat / food /
juice to start the day.
3 Complete the sentences with the Past Simple, Past
The Vocabulary and
Grammar section focuses on
reviewing the key language
from the unit.
• The Use of English section
consolidates the grammar
and vocabulary through task
types that are often used
in exams.
• The Use of English section
at the back of the Student’s
Book provides more
exam-oriented practice of the
language taught in the unit.
Continuous or Past Perfect forms of the verbs in
brackets.
1 By the time they arrived at the stadium, the game
(already/start).
2 While she
(travel) round South America, she
(visit) Rio de Janeiro.
3 I
(rock climb) yesterday evening between 6
(not hear) your
and 7 o’clock, which is why I
call.
4 What
(you learn) to do by the time you
(be) five years old?
5 I
(run) after the ball when suddenly I
(pull) a muscle. It
(feel) as if someone
(shoot) me!
6 It
(be) a lovely day when I woke up. The sun
(shine) and the birds
(sing), but then
(start) to pour with rain.
all of a sudden it
7 I
(ask) for freshly squeezed orange juice so
(see) the waiter pouring
I was upset when I
me an orange drink from a bottle.
8 They
(decide) to follow a healthier diet
(see) a documentary about the
after they
effects of processed foods.
4
□
□
□
□
□
□
□
Use of English > page 192
3 READING
7
Read texts 1–4 and choose the correct answers a, b or c.
4
STRATEGY | Multiple choice
2
To: aty
From: enny
ot yo r in itation to dinner this mornin Thanks
eally lookin orward to it yo re s h a ood ook
lease remember that d doesn t eat meat e ll brin
a ho olate ake or dessert ee yo abo t
Be
reat to at h p
USE OF ENGLISH
5 Complete the text with one word in each gap.
Lee’s blog
1 Jenny is writing to
a invite Katy to a meal she’s going to cook.
b suggest that Katy makes a chocolate dessert.
c remind Katy that someone is a vegetarian.
I’m a nurse in the accidents and emergencies department
at a big hospital. However, I started my professional life
working 1 as a secretary in a big company! Although I never
regularly tell
really enjoyed working in an office, I 2
my family and friends how interesting my job was.
One lunchtime I was crossing a road near my office listening
to music on my earphones 3
a car knocked me
down. I can’t remember much about what happened
as the car hit me. Luckily,
because I fainted as 4
seen everything and called
a very kind passer-by 5
for an ambulance right away. She realised I was 6
shock and lent me her jacket to keep me warm. Amazingly,
ten minutes later I was in hospital.
That was 7
day my life changed forever. I trained
as a nurse and now I have a very rewarding job. It’s true
to earn a lot more before, but money isn’t
that I 8
everything!
Dad
3 a Jack’s dad will cook dinner this evening.
b Jack knows the recipe for lasagne.
c Jack’s dad is telling Jack what to do for dinner.
Road ahead closed apart from
resident access due to Great South Run
Sat 9.30–15.30.
Access vehicles should not exceed 15kph.
4 a People who live in this road will not be allowed to
drive along it on Saturday morning.
b There will be a speed limit in force for any vehicles
on the road on Saturday morning.
c A sporting event will close the road to pedestrians
and all vehicles on Saturday morning.
SPEAKING
8 In pairs, role play the situation below. Then change
5
roles and do the task again.
Read each text and identify what kind of text it is and
where it would appear. Before you read the questions,
think what the main message of each text is.
□
□
Met Aunt Gina while I was walking the dog and
we’ve gone for a coffee. Dinner is in fridge. Heat
lasagne in microwave for ten minutes. There’s also
some salad to go with it. Back soon.
Is competition a good or bad thing?
Come to the weekly debate after school in the Main Hall.
Arrive before 4.15 as only 100 people can be seated.
Debate starts at 4.30.
2 a Students should arrive early as numbers are limited.
b People who arrive after 4.30 will not be allowed
into the debate.
c The debate is part of a school competition.
Student A
You are speaking to a teacher about your class project for
the school health week. You’d like to set up a lunchtime
health food café in school. In the conversation discuss
the points below:
• Explain what you’d like to do and give examples of
healthy food the café could sell.
• Say you will ask parents and teachers to donate food.
• Suggest the money the café makes goes towards
paying for new school sports equipment.
• Explain that students would like to organise
everything themselves and thank the teacher for
his/her offer to help.
Student B
You are Student A’s teacher. You are discussing Student
A’s class project for your school’s health week. Use the
phrases below to help you. You start first.
• Have you got any ideas for our school health week?
• Would you mind telling me who is going to pay for the food?
• Would you like the teachers to help?
• Thank you. That’s a very good idea.
WRITING
9 Write a story beginning with this sentence.
6
I walked into the gym and looked around.
46
47
Use of English
5
Carefully developed
speaking activities help
students review and practise
speaking skills.
6
3
□
When I was at school I 1 would love
loved/used
oved/used to love
sports. I 2used to play
for the school netball and hockey
teams, which 3was
fun. However, our head teacher
4
would believe
that academic subjects were more important
than sports, so she didn’t spend much money on sports facilities.
The P.E. teachers 5used to organise
a sports day every year
but it 6wouldn’t be
very good. Luckily for me, though, when
I was eleven, my family 7used to move
to a new house, which
was next door to the local tennis club. I 8would spend
hours
there in the summer playing with my friends. I wasn’t very good
but I 9used to enter
the club tournament every July and once
I even 10would win
the junior championship! I don’t play
tennis these days but I still love sports.
Jack
2 1
Complete the sentences with the correct forms of the
words in brackets. Add extra words where necessary.
1 When I joined the ‘Young chef competition’,
I had
d already finished (already/finish)
a cookery course.
2 My older sister
(use/order/meal)
at a fast food restaurant every Saturday but now she
eats only homemade food.
3 I sprained my wrist while I
(work/
gym) on Saturday.
4 The boy burnt his hand while he
(try/set fire) an old garden shed.
5 When you were a kid,
(you/use/play)
any team sports?
6 Our team played very well but they still
(not/qualify/final) of the school basketball
championships.
7 The students stopped talking as
(soon/
teacher/enter) the classroom.
8 I lost ten kilos when I
(give/junk
food) and fizzy drinks.
Writing exercises are based
on the most frequent exam
task types.
Graded exam-style reading
tasks (and listening tasks in
other units) help students to
review and practise reading/
listening skills.
Unit 4
Unit 3
2 Choose the correct words a–c to complete the text.
My first personal
training
aining session
1 a would
2 a Soon
3 a track
4 a wasn’t using
5 a sprained
6 a with
7 a get
same as the first one. Use between two and five words
in each gap.
1 Laptops have to be switched off during take-off.
Passengers must switch off their laptops during
take-off.
2 My uncle learned to fly a plane when he was 25.
My uncle
to fly a plane since he
was 25.
3 You shouldn’t walk to the station. Going by bus is
a better option.
You ought
a bus to the station.
4 You mustn’t carry any sharp objects in your hand
luggage.
You are not
carry any sharp
objects in your hand luggage.
5 I had enough food on the plane as free snacks were
served.
I
buy food on the plane.
6 Peter lent me his car. I’m driving it.
I’m driving the car
from Peter.
7 This is the girl who lent me the bike helmet.
I’m wearing it now.
This is the girl
I’m wearing now.
2 Complete the text with one word in each gap.
WHAT TO DO IF YOU LOSE
YOUR PASSPORT
I was nervous before my first personal training
session as I didn’t know what to expect. I tried to
keep fit but I didn’t have any training routine.
I1
go to the gym to do some exercise twice
a week, but didn’t feel much fitter. 2
I arrived
at the club, I was greeted by David, my new fitness
coach. He explained to me how the 3
works and
how to warm up. David was really motivating and
encouraging. He showed me the best techniques
to lift weights and do push-ups. David also showed
me how to use the Bosu ball. I 4
the ball before
I joined the club and I wasn’t sure what to do with it.
But it was great fun! The day after the session I had
a sore feeling in my body. I was afraid I had 5
a muscle but my coach explained to me that it often
happens after a workout. He also told me that if I
want to build muscles, I should have meals which are
high 6
protein. Working with a personal trainer
was a really rewarding experience – it really helped
me to 7
into shape fast.
Useful strategies to deal with
typical exam task types.
1 Complete the second sentence so that it means the
b could
b Until
b machine
b hadn’t used
b pulled
b on
b be
A passport is one of the most valuable things we
pack when we go 1 on holiday abroad. If it gets
lost or stolen, you won’t be 2
to hire a car or,
at worst, return home.
So if you want to avoid having trouble, you ought to
on your trip.
take some steps before you set 3
It is a good idea to scan and print your passport and
other forms of identification and leave copies with
could
a family member or a close friend. 4
save you time and money if the worst happens.
You 5
not, under no circumstances, carry the
copies of the documents with you. Otherwise the
person 6
steals them will have more than he
or she has ever dreamt of having. It’s also a good idea
to travel with an extra passport photo in case you
7
to apply for an emergency travel document.
c should
c The moment
c equipment
c used to
c dislocated
c in
c keep
first thing
If your passport does go missing, 8
to do is to get it cancelled, even if you hope that it
will be found. Cancelling the passport as 9
as
possible is the best way to guarantee that no one
else will use it illegally.
192
WORKBOOK
03 Self-assessment
GRAMMAR AND VOCABULARY
1 Match the words to make collocations.
1 = I don’t feel confident. 5 = I feel very confident.
• The Self-assessment page
provides an opportunity
for students to assess their
progress and reflect on their
learning.
• The Self-check page lets
students verify how much they
have learnt with regard to the
unit objectives.
Learning objective
Course material
3A
I can use the Past Simple, the Past Continuous and the Past
Perfect to talk about past actions.
Student’s Book pp. 34–35
3B
I can talk about sports, activities, fitness and exercise.
Student’s Book p. 36
3C
I can identify the speaker’s purpose and specific
information in conversations and talk about accidents.
Student’s Book p. 37
3D
I can use used to and would to talk about past habits and
routines.
Student’s Book p. 38
3E
I can use indirect questions to make polite requests or to
ask for opinions and information.
Student’s Book p. 39
3F
I can understand the development of ideas in an article
and talk about eating habits.
Student’s Book pp. 40–41
3G
I can write a short story.
Student’s Book pp. 42–43
How confident I am (1–5)
1
2
3
4
5
6
7
8
9
10
□ football
□ squash
□ world
□ leisure
□ changing
□ sprained
□ broken
□ pulled
□ out of
□ keep
USE OF ENGLISH
5 Choose the correct answers.
a wrist
b fit
c leg
d court
e muscle
f breath
g pitch
h room
i centre
j record
/5
2 Complete the sentences with the words from the box.
There are two extra words.
2 Which of the skills above would you like to improve in? How?
Skill I want to improve in
03
Self-check
1 For each learning objective, write 1–5 to assess your ability.
bruise burn fizzy injury junk organic wholemeal
1 Mike needs to rest after that bad
.
2 Sue’s got a horrible purple
where she banged
her leg.
3 We prefer to buy
fruit and vegetables where
possible.
4 I don’t think
drinks are very good for you.
5 Mark put on weight after eating a lot of
food.
/5
How I can improve
3 Complete the sentences with the correct forms of
the verbs in brackets. Use the Past Simple, the Past
Continuous or the Past Perfect.
3 What can you remember from this unit?
New words I learned and most want
to remember
Expressions and phrases I liked
English I heard or read outside class
1 We decided to try marathon running while we
(watch) one on TV!
2 Josh
(not try) snowboarding before and was
amazed by how much fun it was.
3 Why
(the player/lie) on the pitch when we got
there? Was he injured?
4
(you/hear) of the sport of curling before you
saw it at the Winter Olympics?
5 The team
(not perform) well at that point so
the coach changed the players.
/5
4 Choose the correct verb forms to complete the blog
post.
When I was a child I 1 used to / would think that fizzy
drinks were fantastic. I 2 didn’t know / wasn’t knowing
that they were bad for me because they’re full of sugar.
My mother used to make freshly-squeezed orange
juice for me, but I 3 was always refusing / would always
refuse it! I 4 didn’t used / didn’t use to like the bits in
the juice! What else 5 did I use to / would I hate as
a child? Vegetables! Today I love eating salads and
fresh vegetables. But guess what? I still hate fruit juice
with bits in it!
/5
38
14
Martha 1
never tried squash before because
none of her friends 2
play it. When she saw it
on TV though, she was fascinated and wanted to try.
She found a leisure centre where there was a squash
3
and played her first match. It’s a very hard
sport, but although Martha was out of 4
by
the end, she loved the game. Now she plays all the
time and next week she’s going to take part in her first
5
– good luck, Martha!
1 a hadn’t
2 a did
3 a court
4 a fit
5 a medal
b was
b use to
b machine
b breath
b concussion
c had
c would
c track
c shape
c competition
d would
d used
d pitch
d fitness
d injury
/5
6 Complete the text with one word in each gap.
I can’t believe what happened last night. I had just
fallen asleep when I heard a 1
alarm ringing.
I jumped out of bed because I thought a house was
burning somewhere. The emergency services arrived
quickly – someone 2
called them straight
away. I got dressed and went to see if I could help.
But there was no emergency. My neighbour, who
loves chips, had 3
fire to his kitchen with the
chip pan! Luckily he was able to put the fire out by
himself, but of course the smoke alarm went off. I’m
glad his house didn’t burn 4
, but by the time
I got home I was really tired. I’ve got sports practice
this morning and I’m going to feel exhausted on the
football 5
.
/5
/ 30
39
INTRODUCTION
F01 High Note TB3 09593.indd 14
29/08/2019 14:07
LIFE SKILLS
01–02
How to give a presentation
ADDITIONAL LESSONS
Using body language
1 Where should a speaker stand?
The Life Skills lessons at the end of every second
unit teach practical skills that are indispensable to
achieve success in the modern 21st-century world.
LIFE SKILLS
Judges and audience
05–06
Teams hear the topic and take positions (for and against).
6
2.39 Listen again. Complete the gaps with the words
from the box. There are two extra words.
The speakers for the proposition and opposition present the
deadlines easy how important possible what when
Teams discuss the arguments of the opposing team and try to
‘rebut’ them, that
explain
arguments
arelisten
wrong.to other students’
• isGive
yourwhy
talktheir
to the
class and
07–08
This continues until
all speakers
have spoken
and
thetolast
• Use
the checklist
on page
196
assess each other’s
presentation.
Think
about the way the presentations
you’ll know
that
What do we
mean when
to you.
Read the
Why do you think
these points are
7 Read the article and check
youradvice.
answers
to Exercise 6. Explain why some of
forthe
achieving the goal.
statements are incorrect.
you now give the same advice to the authors of the
8 Would
Study the Life Skills box and match the
tips for developing creativity 1–5 with
Engaging content and an integrated skills
approach help practise new competencies
in an active, discussion-driven way.
LIFE SKILLS
A
THIS GROUND-BREAKING DISCOVERY
WILL MAKE THE OCEANS CLEAN AGAIN
2 Read headlines A–B above. Which article would
LIFE SKILLS | How to identify fake news
1
2
3
4
5
6
7
and match headlines A–B with the texts 1–2.
4 Read the news items again and answer the
questions.
Which text:
1
suggests an easy solution to a complex
problem?
uses more neutral language?
contains various opinions on the topic?
quotes a source you can’t check?
mainly aims to give information?
asks the reader to do something?
2
3
4
5
6
□
□
□
□
□
□
1 What do you think is the main purpose for
writing each text?
2 Do the photos provide evidence to the claims in
the texts?
3 Do you think these are real news stories or fake?
Why? What evidence can you find in the texts?
4 How would you check out the stories to see if
they are real or not?
6
A student initiative at a university in the south of England has made a significant breakthrough in ridding our oceans
When
you
have a new idea, write it down, need English to
of plastic. We are only too well aware of the damage plastics are doing to our sea life, and the processes
these
clever
students have developed can identify different types of plastics found in rivers and use a simple chemical
formula to
When you go to school, switch off your
dissolve them. ‘The idea came to me one evening and I knew we had to follow it through!’ says Sally Smith.
phone and look around.
Try toteams
observe
Work in two
andasprepare for a debate in the next
The university has invested millions in the project and experts say it will definitely work. ‘It’s a miracle!’ says an expertclass. Use the tips from the lesson and the language from
Thinkin.
of More
a new way of doing things. For
10 in ocean plastics, Mary Waters. But to keep it going, the project needs more money. That’s where you come
example, for a school
instead in Exercise 4 or 8, or choose a topic
• Useproject,
the statements
research will mean that this process can start to be used. It would only take six months to completelyofclear
the
oceans information online,
just researching
of plastics. The project needs another £500,000. Find out more about how YOU can help these students in their fight• Discuss points and examples for your side of the debate.
to save the oceans by clicking here.
agree with the
By
DannyHow
Sharkfar do•you
Research
information online and prepare your speeches.
opinion that technology
is improving
2
□ Check the source.
□ Check the facts.
□ Check the style.
□ Check the author.
□ Check the image source.
□ Check other reports of the same news.
□ Check your beliefs.
2
using new programmes and applications,
T
his mass of waste will present a huge challenge
to the team led by a young Dutch inventor,
Boyan Slat. They have recently launched an
ambitious clean-up project to collect plastic from
this vast area.
63
1
• Work in pairs. Think of as many different
uses for an umbrella as you can (apart from
• Choose your best idea and present it to the
93
10 As part of the project, a giant barrier, 600 m
long, made up of sections of tube will float on
the surface of the water, with a three-metre-deep
screen, hanging below it. It will move slowly with
the wind and currents in a U shape collecting
15 plastics in its centre. Ships will visit the system
every six weeks to remove the waste. The system
is expected to remove 50% of the plastics in the
area within five years.
8 Study the news items on page 153 again. In pairs, discuss
what you could do to check the stories out. Use the
information from the Life Skills box to help you.
have on the things in the box? Discuss in pairs.
education democracy social media your life
1 What is fake news?
2 What is the main reason why people spread
fake news?
3 How is false information often used during
elections?
4 Why is fake news a bigger problem today than
in the past?
5 What recent fake news does Professor Ashton
describe?
□
A recent study has found an increasing build-up of plastic waste in the Pacific
Ocean. The most affected area is a large stretch of ocean lying between California
and Hawaii known as The Great Pacific Garbage Patch, where around 80,000 tonnes
of plastic are estimated to be currently floating in the water.
5
However, some oceanographers are sceptical that
10 Do the task below.
123
20 the project can successfully remove such large
3
LIFE TASK | Project
amounts of plastic. Critics also fear that marine
life may suffer during this process and that the
money and energy involved would be better spent
in stopping litter from entering the oceans in the
• Work in small groups. Write a fake news story and find a real
news story online.
• Present both stories to the class.
• Ask students to decide which story is real and which is fake.
• Use the tips from the lesson to help you.
25 first place. The efficiency of the system will not be
known for a few years.
For more articles about innovative solutions to
environmental problems click here.
153
CULTURE SPOTS
CULTURE SPOT 2 The British music scene
Manchester
Culture Spot lessons provide intriguing and useful
information about various aspects of British culture.
C
B
Culture topics are introduced through reading texts,
all of which have been recorded.
the Madchester period include the Smiths, the Stone Roses, Happy
Mondays and many, many more, some of which are still performing
Ask anyone around the world what they think is
typically British and they would probably mention tea.
And it’s true. In Britain a cup of tea is far more popular
than a cup of coffee and 80 percent of Britons drink it every
5 day. In fact, an amazing 165 million cups of tea are drunk
2
So, why did tea become so popular in Britain? Firstly,
European explorers brought tea from China to Europe.
In 1662, Catherine of Braganza, King Charles II’s wife,
15 made the drink fashionable and instantly popular in
England. Less alcohol was sold, and the government was
angry because they lost money from taxes. As a result,
they started to tax tea heavily, and, at one point, the tax
was 119 percent. It was so expensive that smuggling tea
20 became common and often other things were added to
tea – like used tea leaves or even dung!
3
4
of cups of tea are made with tea bags. It’s easy and quick,
6
The big, heavy ships that brought tea from China to
England in the 1800s took nearly a year! In the 1850s the
British started to use ‘clippers’. These were much faster
the journey in 97 days. In 1869, the Suez Canal in Egypt
opened and the distance to bring the tea got shorter. The
clippers stopped because they couldn’t sail through it and
different types of ships were used instead.
GLOSSARY
dung – solid waste from animals, especially cows
dunk – to put something into a liquid quickly and then
take it out (e.g. a biscuit in your tea)
piping hot – very hot
topping – something you put on top of food to make it
look nicer or taste better
a–e related to tea.
A 1 How
w do you take your tea?
B With milk and five sugars, please.
What musical
an extended
little figenres
nger. are popular in your country at the
7 Complete the sentences with the correct
Choose a music artist either from your
verbs from the box.
country or another who you think has made or will make
boil slurp
strain
squeeze
sipscene.
gulp stir
a diff
erence
to thespill
music
Research this artist and
prepare to give a short presentation to the class. Think
1 You should strain the tea, otherwise you
get leaves in the bottom of the cup!
2 It’s a good idea to
the tea bag
against the side of the cup with a spoon.
3 Never
your tea because it’s bad
manners to make noises when you drink.
4 If your tea is too hot,
it slowly.
5 You should
your tea in a clockwise
direction, otherwise it’s bad luck.
F Oasis
6 If you fill your mug right to the top, you
might
the tea.
7 The water must
before you pour it
onto the tea.
8 Don’t
piping hot tea quickly or you’ll
burn your tongue.
A Do you fancy going to the opera with me tonight?
B Thanks for inviting me but 2
8 In pairs, invent two new rules for drinking or
A Are you and Dave still not talking after your argument?
B Oh, we're fine now. 3
9 REFLECT | Culture In groups, answer the
making tea. Compare with the class.
4
questions.
1 What’s the most popular hot drink in your
country? Is it your favourite too?
2 How do people in your country usually take
their tea/coffee/hot chocolate? How about
you?
3 Some people say that having good table
manners isn’t very important today. Is it true
in your country and do you agree with this
opinion?
A Wow! That looks exciting. Would you like to have a go?
B No way! 4
A 5
B Cool. I'd love one.
3
2
take the
teaofbag
out
after that is still going strong
□ You should
A favourite
artist
your
parents
one minute.
□ Tea is ready to drink when it reaches sixty
degrees.
What are
the pros
3 □ You should
always
pourand
milkcons
first.of watching live music as
4 □ Stir your tea across the cup.
watching
musiccup
award
5 □ It’s good manners
to hold your
withceremonies? Say why.
2
a It was just a storm in a teacup.
b I wouldn’t try that for all the tea in China!
c I’m afraid it’s not my cup of tea!
d Fancy a cuppa?
e How do you take your tea?
154
157
155
LITERATURE SPOT 1
(line 61)
wake the dead
invited his friends to his home.
3 Read the text again. Match sentences A–G with gaps 1–5 in
the text. There are two extra sentences.
A He passed his hand through the space in which the
machine had been.
B At that moment, the idea suddenly seemed possible.
C And if it travelled into the future, it would still be here
now.
D Why did you do that?
E Are you serious about this?
F He placed it on a low table in front of the fire.
G Except for the lamp, the table was empty.
5 It was a subtle / visible plan but it worked.
Choose one of the topics for your writing
8 SPEAKING In groups, discuss the questions.
1 If you could travel in time, would you go to the
Write Jasper’s account of what he did while Durdles
future or the past? Say why.
2 If you went to the future, how many years would
Write Durdles’ account of the evening for a police
you travel?
4 Order sentences a–h to make a summary of the text. Then
read the text again to check your answers.
□ When the model disappeared, the witnesses were
amazed.
□ He confessed that he wasn’t entirely sure if the model
time machine had gone to the future or the past.
c □ To show his friends that he wasn’t trying to cheat them,
he got one of them, the Psychologist, to press the lever.
d □ The Time Traveller explained that once he pressed a lever,
the machine would travel into the future and disappear.
e □ Before the experiment began, all of the witnesses
a
b
could examine the device carefully to make sure there
were no tricks.
f
□ Then the Time Traveller revealed that in his laboratory
g
□ When his friends wondered why the model was not
there was a full-size version of the machine, in which
he intended to travel through time.
□
5 If you were one of the Time Traveller’s friends, would you
try to prevent him from travelling in his time machine?
Discuss in pairs.
6 In pairs, check you understand the highlighted verbs in the
text on page 159. Then use their correct forms to complete
the story below.
The passenger fell into the sea and 1 vanished under the
around to go back and
waves. Immediately, the ship 2
into the sea but there was no
look for him. Everyone 3
sign of the man. The captain
4
the man was dead but then suddenly, one of the
her arm and 6
passengers saw the man. She 5
where the unfortunate man was. Then
a lever and the lifeboat dropped to the
a sailor 7
water. The man was cold and shaking but once they got him
.
on board, he soon 8
ghttime
FROM PAGE TO LIFE
The lantern is not wanted, for the moonlight strikes in at
the high windows, making patterns on the ground. The
heavy pillars which support the roof create masses of
black shade, but between them there are lanes of light.
Durdles drinks quickly from the bottle given him
by Mr Jasper and soon he becomes so very uncertain,
both of foot and speech, that he half drops, half throws
himself down, by one of the heavy pillars. He begs his
4.20
‘If you wish,’ replies Jasper, ‘I’ll not leave you here.
Durdles is asleep at once; and in his sleep he dreams
It is not much of a dream, considering the vast world
of dreamland and its wonderful creations; it is only
strange for being unusually restless and unusually real.
He dreams of lying there, asleep, and yet counting his
companion’s footsteps as he walks up and down. He
dreams that the footsteps die away into distance of
time and space, and that something touches him, and
that something falls from his hand. Then something
clinks and gropes about, and he dreams that he is alone
for such a long time that the lanes of light take new
directions as the moon moves along her path. From deep
sleep he passes into a dream of slow cold unease; and
painfully awakes to an awareness that the lanes of light
are really changed, just as he had dreamed – and of
1
The thing the Time Traveller held in
his hand was a shiny metal framework,
only slightly larger than a small clock,
and very delicately made. 1
‘Two!’ cries Durdles; ‘Why didn’t you try to wake me
5 The only other object on the table
was a small lamp. Its bright light fell
upon the mechanism. There were also
perhaps a dozen candles about the
9 WRITING TASK Imagine that you are the Time
room. I sat in an armchair between the
has inspired many films, 10
Traveller in The Time Machine and live in the year
Time Traveller and the fireplace. Filby sat behind him, looking
starting
with
two silent
1895. You travel in time
to the
present
day. movies
Write in 1909 and 1914.
over his shoulder. The Medical Man watched him from the
Thereimpressions
have been two
feature films and in 2012 the
a diary entry about your
of how
right, the Psychologist from the left. We were all watching
produced
excellent
life now is different BBC
to life
in 1895.an
Include
theTV miniseries. The book
attentively. Any kind of trick, however subtle, seemed
was also made into several plays and a popular
following:
impossible under these conditions.
musical called ‘Drood’, which started in 1985 and
• your first impressions when you left the time machine
15
The Time Traveller looked at us. ‘This little model,’ he said, ‘is
• the things that you find the most surprising
a prototype for a machine to travel through time.’ The Medical
• what you like and dislike about the world in the
Man got up and peered at it. ‘It’s beautifully made,’ he said.
present day
‘It took two years to make,’ replied the Time Traveller.
Once we had all examined the model, he said: ‘I am going
20 to press this lever, and the machine will vanish, pass into future
– underground room in church used as burial place Time, and disappear. Have a good look at the thing. Look at the
table too, and satisfy yourselves there are no tricks.’
– evil spirit, believed to feed on dead bodies
There are three film versions
offiThe
Time Machine:
There was a minute’s pause perhaps. Then the Time
– try to
nd something
in the dark by feeling with
from 1960, 1978 and 2002. The director of the
Traveller reached towards the lever. ‘No,’ he said suddenly.
2002 film was Simon Wells, a great grandson of
25 He took the Psychologist’s hand and told him to extend his
H.G. Wells. It starred Guy Pearce. However, the
finger so that it was the Psychologist who sent the model
1960 version with Rod Taylor got much better
Time Machine on its voyage. We all saw the lever turn. I am
tall, Machine
strong support
a building (often stone)
reviews. There is also a–Time
Marvel for
comic.
absolutely certain there was no trick. There was a breath of
Wells was the first person to use the phrase ‘time
wind, and the lamp flame jumped. One of the candles was
machine’. It is now the general
name for
all time used to burn things
– chemical
compound
30 blown out, and the little machine suddenly swung round,
travelling machines such as the car in Back to the
became indistinct like a ghost for a second; and it was gone Future, or the Tardis in the BBC series Doctor Who.
vanished! 2
Everyone was silent for a minute. The Psychologist
recovered and looked under the table. The Time Traveller
GLOSSARY
35 laughed cheerfully.
bullet – a small piece of metal that you fire from a gun
‘Well?’ he said. We stared at each other.
framework – the main structure of a building, vehicle
‘Look,’ said the Medical Man, ‘3
Do you genuinely
or object
believe that that machine has travelled into time?’
impression – the mark left by something, e.g. a shoe
‘Certainly,’ said the Time Traveller. ‘What is more, I have
on wet ground
40 a big machine nearly finished in there.’ He indicated the
mechanism – a part of a machine or set of parts that
laboratory and continued. ‘And when that is put together,
does a certain job
I mean to have a journey myself.’
prototype – a model of an invention used to test the
‘You mean to say that that machine has travelled into the
design
future?’ said Filby.
4
visible, the Psychologist explained that it was because
it was travelling so fast it couldn’t be seen.
h 1 A man who wanted to travel through time invited
several friends to his house to witness an experiment
with a small model time machine he had built.
3 If you went to the past, which historical period
and place would you visit first? Say why.
4 Do you believe that time machines will exist one day?
5 How do you think your country/the world will
change in the next 100 years?
The Mystery of Edwin Drood
The Time Machine
1 You’re absolutely / slightly right. I couldn’t agree
more.
Why do you think crime novels are so popular?
2 Only a shiny / tiny percentage
the world’s
Would youofprefer
to read a crime novel or watch
population can understand quantum mechanics.
3 The drawings of theWhich
modeliswere
cheerfully
your very
favourite
crime/ novel/film/series?
delicately done.
What
dotime
you think should happen to
4 I am attentively / genuinely convinced
that
travel is possible.Jasper if he were guilty of killing Edwin Drood? Discuss
2 Read the text quickly and say why the Time Traveller
4
1 prowling around
nd old graves and ruins like a ghoul
7 Choose the correct adverbs and adjectives.
travel. In pairs, talk about books, comics, films or TV
programmes on this topic that you have read or seen.
158
build atmosphere in the book. What images and
impressions do they create?
The Time Machine
1 YYou are going to read a fragment of a novel about time
3
7 In pairs, discuss how the words in bold help Dickens
‘I did. I might as well have tried to wake the dead.’
As Durdles remembers the touching in his dream, he
‘Into the future or thelooks
past – Idown
don’t, on
for certain,
know
the floor
andwhich.’
sees the key of the crypt
Suddenly, the Psychologist spoke. ‘It must have gone
dropped you, did I?’ he says, picking it up, and
into the past if it has gone‘Ianywhere.’
‘Why?’ said the Timerecalling
Traveller. that part of his dream. As he gathers himself up
4
an upright
position,
he is again conscious of
‘Well, I presume thatagain
it has into
not moved
in space.
50 Because to get to the future, it must travel through this time.’
‘Well?’ says Jasper, smiling. ‘Are you quite ready?
‘But,’ said I, ‘If it travelled into the past, it would have
been visible when we came first into this room; and last
your bones – melt, slowly destroy bones
Thursday when we were*eat
here!’
45
‘No,’ said the Time Traveller. Then he turned to the
55 Psychologist. ‘Think. You can explain it.’
Charles Dickens (1812–1870)
‘Of course,’ said the Psychologist. ‘It’s simple. We cannot
Charles Dickens is one of England’s most famous and
see this machine, any more than we can see a bullet flying
greatest novelists. He wrote fifteen major books and
through the air. If it is travelling through time a hundred
many short stories about life in Victorian England. His
times faster than we are, if it gets through a minute while
work gives us an understanding of what it was like
60 we get through a second, the impression it creates will
to be poor and live in London at that time. His skill is
be only a tiny part of what in
it would
make
if it were not
creating
wonderfully
memorable characters and
travelling in time.’ 5
‘You
see?’
he said,
writing
with
bothlaughing.
humour and compassion. He wrote
2
many of his major works in sections in magazines,
the story
developing as people were reading
FACT BOX Herbertwith
George
Wells
is set in Cloisterham,
Herbert George Wells was
born in Bromley,
England,
a cathedral
town that
has strong links with London.
in 1866. He was a prolifiEdwin
c author,
whowas
wrote
Drood
Dickens’ final book and was left
dozens of novels, short stories, biographies and
social and political articles. He is best known for
his science fiction novels, which include The Time
Machine, The War of the Worlds, The Island of Doctor
Moreau and The Invisible Man. His books involve
space and time travel, alien invasion, invisibility
and experimentation by a mad scientist. Along with
Jules Verne, Wells has often been called the father
of modern science fiction. The Time Machine tells
the story of a Victorian inventor who builds a device
for travelling through time. He travels far into the
future to the year 802,701, where he discovers a very
strange and dangerous world.

The Mystery of Edwin Drood


The Literature Spot lessons familiarise students with
well-known literary works that have made an impact
on popular culture.
New vocabulary is introduced and practised.
4 Complete the conversations with the correct common phrases
Tea drinking in the UK is not standing still – new
traditions with new types of tea are becoming very
popular. Back in the 1980s a new tea drink was developed
in Taiwan and has now spread all over the world. Bubble
tea uses cooked tapioca balls (often called ‘pearls’) and
55 refreshing fruit teas which are shaken up to create a
creamy topping. It can be drunk ice cold or piping hot.
The sweet, chewy balls are sucked up through a big
straw. Nitro tea is when the bubble tea is kept cold with
nitroglycerin, which makes the tea also a little fizzy. Then
60 there’s Chai tea which was originally an Indian drink. This
is a sweet and spicy drink made from tea with both warm
water and milk. It is supposed to be very healthy! And the
future of tea drinking in Britain? Who knows – but it will
certainly never disappear from our tables!
The British tradition of ‘afternoon tea’ started with the
Duchess of Bedford in 1841. She got hungry in the middle
of the afternoon and asked for some bread and butter
and a cup of tea. It soon became the fashion to enjoy tea
with small sandwiches or cakes between 4 and 5 o’clock.
35 Today it is very popular in tea shops where tea and
LITERATURE SPOTS
3
A How tea got to Britain
E The story of tea in Britain
B The changing face and taste of tea F An accidental invention
C The important job of tea tasting
G A very British habit
D Not only a drink
accident! Thomas Sullivan, a tea seller in the USA, used to
send samples of his tea to customers in small silk bags.
Some customers thought the idea was to put the bag in
hot water and the tea bag was born!
50
Mystery of Edwin Drood, by Charles Dickens? If not, look
at the photo from the film based on this book and read
the Fact Box about its author. Discuss what the book
Fact Boxes contain crucial information about the
author of the literary text.
in Britain
45 and believe it or not the invention of the tea bag was an
30
The final activity (Reflect I Culture) encourages
students to compare the introduced aspects of
British culture with those of their own culture.
4 A time recently when you really ‘fancied
a cuppa’.
4.17 Listen to a radio programme with
a tea expert.
things
should
AnTick
artistthe
who
stole we
the show
at do.
an event you saw live or on TV.
Which is the strangest, in your opinion?
1
C 2 years
5
daily – which adds up to an incredible 60.2 billion cups
a year! The traditional ‘cuppa’ is normally drunk with milk
in a china cup, but today a mug is more popular and it’s
a custom to ‘dunk’ a biscuit in your tea. Tea has also made
10 its way into the English language – with phrases like
‘a storm in a teacup’ and ʼnot for all the tea in China!’
New, culturally relevant vocabulary is introduced.
3 Something you refused to do recently
artists
are
very
because Music
it wasn’t
your
‘cup
of aware
tea.’ of social problems these days
6
Of course, London is remembered as the capital of the ‘Swinging
5 Where was the tea bag invented?
Sixties’ with the amazing fashions and pop music. But more recently
A USA B China C UK
it has become famous for a completely different type of music
Grime! The London music scene is buzzing with the rise of one of
6 Which of these is not a kind of tea?
the most exciting and influential types of music for decades. ‘Grime’
A chai tea B bubble tea C tapioca
was born in the London streets and council estates. It is directly
associated with angry, teenage, mixed race or black, working class.
garage, jungle, hip-hop
and the lyrics are delivered in machinegun rapping. These artists use the music to show their frustration1 Match the words below with the photos A–I on page 154.
with
society
the politicians
whose
scones, with jam and
cream,
isand
known
as a cream
tea.decisions have affected
china cup
scones
straws
tea bags
tapioca balls
them.
They demand
It started
You can also pay a lot
of money
in topanswers.
hotels where
teain the early noughties
tea cosy
teapot
tea strainer
three-tier stand
(a cucumber
cooler way of
saying 2000s)
as delicate
an underground movement with
might be served with
sandwiches
and
its music firstthree-tier
played onstands.
pirate radio stations such as Rinse FM. Then
fancy cakes on the traditional
2 Work in pairs. Answer the questions in the questionnaire above.
it went on to get mainstream recognition with artists such as Dizzee
40
Traditional tea drinkers in Britain make tea from
Then scan the text to check your answers.
Rascal and more recently, Stormzy and Lady Leshurr. Grime artists
leaves in a teapot. A teapot is often covered with a tea
are very young as a group, Dizzee Rascal and Kano getting their first
cosy to keep it warm. When the tea is ready, it is poured
3 Read the text again and match the headings to the text. There is
hits with ‘I Luv U‘ and ‘Boys love Girls‘ when they were only si
through a strainer into a cup. However, today 96 percent
one extra heading.
Grime is passionate, confrontational and impossible to ignore
4.16
1
B 1 year
stars in
1 A recent disagreement that was ‘a storm in
with ‘Shotgun?’ Was
a tea cup’.
2 Something that you wouldn’t do ‘for all the
down in music history as
tea in China.’
2 How many cups of tea are drunk every day in Britain?
A 60 million B 165 million C 210 million
Britain?
A 3 months
1 Have you read, or do you know anything about The
2
5 Tell your partner about these situations.
who hit the headlines for
all the wrong reasons. They were typical of the laid-back, rebellious 4 How long did it take for the first ships to bring tea to
The most popular drink
Listening exercises extend the information introduced
in the reading texts and offer extra skills practice.
The literary texts have been carefully selected to
offer a mixture of classic and contemporary writing
and to appeal to students at this age. The language
difficulty has been adjusted to the course level.
All reading texts have been recorded.
What do you know about
tea in Britain?
today. Of course, one of the most popular bands influenced by the 3 When did tea first become popular in Britain?
I
H atmosphere and music from that time was the Britpop band Oasis,
A 16th century B 17th century C 18th century
G
F
E
LITERATURE SPOT 2
1
go household rising show stand strong top wonders
1 One of my favourite one-hit-wonders was ‘Crazy’ by Gnarls
Barkley in 2006! Whatever happened to them?
It was ‘Chasing Pavements’ in 2008 that made Adele a
. She’s never looked back since then.
It was a good gig with lots of great performers, but Ed
The Stereophonics are my mum’s favourite band, and
D
1 How many Britons drink tea every day?
A 41% B 80% C 93%
25 ships, very tall with lots of sails and the first one made
4
5 Complete the sentences with the correct words from the box.
band for each style of music and then add more
styles to the box. Which do you prefer? Say why.
blues folk grime hip-hop jazz rap rock’n roll
skiffle
a musical and cultural scene in
the late 1980s which was called
CULTURE SPOT 1 Tea drinking in the UK
1
3
1 Work in pairs. Give an example of a singer or
Manchester, another big city, east of Liverpool,
has always been an important centre for
30 British music, but it is best known for
Three big British
A
2
33
• Debate the statement against another team in class, in
Think about the points below:
• The class votes on the winner of the debate. Use the
Byy Jack
Jackie Edwards, science correspondent
a Can you find it on other news websites?
b Is it a real person? What else has he/she written?
c Research the facts on other websites or use a fact-checking
website.
d Does it contain any grammar, spelling or structural mistakes?
e Is it used anywhere else? Use reverse image check – upload
a photo you think is fake and find its origin and other places
it’s used.
f Could your opinions or preferences encourage you to
believe a story without checking?
g Is the website real, what’s its history, its main purpose? Has it
got a long, complex domain name?
9 REFLECT | Society What impact do you think fake news may
4.15 Listen to an extract from a radio
programme about fake news. Answer the
questions.
– ask my friends to help me revise vocabulary before tests,
Try approaching problems in a different
Read the statement. In small groups, make
I will keep track of theamarks
get in Englishfor
tests
check if that you could use
list ofI arguments
andtoagainst
I get higher scores. I’d like to improve my average score by 10%.
When you’re working on a school essay,
It’sthink
betteroftoyour
spend
holidays in your own country than abroad.
ask others what they
ideas.
I usually get lower marks in my English tests because I find it
5
7 Match tips 1–7 in the box with extra information a–g.
you choose to read? Say why.
Life Skills projects involve research and
encourage collaboration, critical thinking
and creativity.
Sponsored Content
Hey – check this out! A really simple answer created by
students can help solve the problem of unwanted plastics
in the world’s seas. Unbelievable! Donate now! Plastics are
killin o r fish help s kill the plasti
1 Do you keep up with the news? If yes, how?
3 Read the two online news items on page 153
□
1
Dutch teen inventor about to launch innovative
project to clean the world’s oceans
B
How to … boxes summarise the lessons and
give useful life skills tips.
09–10
Match statements a–e with questions 1–5 from the SMART
• Prepare well. Use logical arguments to support your
How
to beby
more
creative
I want to reach
my goal
the end
of the term when we
• Don’t get personal. Challenge what someone says, but
How to identify fake news
152
1
Edith Head, an American costume designer, said: ‘You
can have anything you want in life if you dress for it.’
Usually a panel of judges gives points to the teams and decides who
should win. Sometimes the audience votes to choose the winner.
How to be more creative
5 In pairs, discuss the questions.
3
Some people say that beauty is more than just your
A chairperson opens the debate, introduces each speaker and makes
Do you think people could live on another planet?
sure everybody follows the rules. The timekeeper checks the time and
gives signals to speakers to show that they will soon run out of time.
How to set SMART goals
A m finishing m first ear of nglish
at uni soon and it definitel hasn t t rned
out as I’d hoped. When I was at school,
I joined a student drama club. It was my
passion to act and I dreamt of a career on
the stage. But everyone told me it was too
If not, why not? Discuss in pairs.
2
Work in pairs. Choose one of the presentation topics
below. Make notes to prepare a presentation plan.
Remember to organise your plan in clear sections.
Chairperson and timekeeper
physical appearance. How do you define beauty?
A competitive debate is an argument with some rules.
It involves two teams of two or more people. The teams are
LIFE SKILLS
□ Chopping gesture
□ Open palm gesture
03–04
How to take part in a debate
What is a debate?
LIFE SKILLS
7
1.23 Watch or listen again. Match the photos
A–D with the descriptions below.
1
2
language when giving a presentation.
LIFE SKILLS
1
7
5 In pairs, discuss the questions about using body
161
159
From Page to Life boxes explain why this particular literary text
is important for mass culture and what impact it has made.
INTRODUCTION
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HIGH NOTE VIDEOS
GRAMMAR VIDEOS (VOX POPS)
These are short clips of real people filmed on the streets of London,
answering questions about their lives and opinions, following
the topics and themes of the lesson. The purpose of this type
of video is to provide short, manageable chunks of the target
grammar structures presented in the lesson in a real context, which
students can use as a model for their own speech, thus improving
their productive accuracy. Because the vox pops are unscripted,
authentic, spontaneous speech, students are exposed to real
language uttered by speakers of English from the UK as well as from
other countries.
Number of videos: 10 (1 per unit)
Place in the book: first grammar lesson in the unit (first spread)
Video activities: in the Teacher’s Book (pages 266–268)
DOCUMENTARY VIDEOS
These are 3–4-minute-long authentic, thought-provoking
documentary films produced in cooperation with ITN Productions.
The intention for the High Note documentaries concept is to provide
film extension to the topics and themes raised in the reading
texts, which will enable students to get more insight into a given
issue, think about it critically and discuss it at length. Authentic
documentary videos will boost students’ motivation, expose them
to natural, real-life language, extend their vocabulary and develop
their receptive fluency and critical thinking skills.
Number of videos: 10 (1 per unit)
Place in the book: Reading lessons
Video activities: in the Watch and Reflect section at the back of
the Student’s Book
COMMUNICATION VIDEOS
These are situational, stand-alone videos presenting the key functional
language of the Speaking lessons. All the video clips are available in
audio-only format on the class audio CDs for those classrooms where
video is not readily available. The purpose of these videos is to present
the target language of the lesson in a way that is truly engaging
and meaningful. When new language is supported by visual clues
and context (location, action, body language, facial expression), it
transforms the learning experience so that language is acquired rather
than just learnt. This will improve both students’ receptive skills and
their fluency in speaking.
Number of videos: 10 (1 per unit)
Place in the book: Speaking lessons
Video activities: integrated into the Speaking lessons
LIFE SKILLS VIDEO
16
In High Note 3, there is an extra Life Skills Video. It is an integral part of
the first Life Skills lesson (Life Skills 01–02) which teaches techniques of
using body language in presentations.
INTRODUCTION
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TEACHING PATHWAYS
There are many different ways to teach English, which are influenced by such factors as a teacher’s specific teaching context,
a preferred teaching style, the number of students in class, their level and background. For this reason, High Note was designed
to be easily customised for each unique teaching situation. It was also created to make it easy and rewarding to integrate digital
tools in one’s teaching in a gradual, step-by-step way.
This diagram describes how High Note was prepared to be used and how all the components fit together to enable students to
achieve the stated learning objectives most efficiently.
INPUT
IN CLASS
TEACHER
ASSIGNED
SB
COURSE ASSESSMENT AND
EXAM PREPARATION
TESTS
PRACTICE
IN CLASS or
HOMEWORK
EXAM
BOOKLET
REMEDIATION /
FURTHER PRACTICE
HOMEWORK
SB
WB
TEACHER’S
RESOURCES
ONLINE
PRACTICE
IN CLASS
SB
ONLINE
PRACTICE
EXTRA DIGITAL
ACTIVITIES
PRODUCTION /
PERSONALISATION
SB
EXTRA DIGITAL
ACTIVITIES
WB
WB
ONLINE
PRACTICE
EXTRA DIGITAL
ACTIVITIES
REVIEW
IN CLASS
SB
WB
ONLINE
PRACTICE
EXTRA DIGITAL
ACTIVITIES
This diagram shows the estimated numbers of hours needed to cover specific sections of the Student’s Book. Depending on one’s
teaching situation, these numbers may vary.
Core units 1–10
and Revisions
100–120 hours
+ Life Skills
110–130 hours
+ Culture Spot
+ Literature Spot
118–138 hours
+ Watch and Reflect
+ Use of English
+ Grammar Reference
and Practice
148–168 hours
+ Photocopiable
Resources
+ Tests
168+ hours
INTRODUCTION
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HOW TO TEACH FOR EXAMS WITH HIGH NOTE
High Note is a general English course that is beneficial for
both exam and non-exam students. It provides a number of
resources that help develop the technical skills students need
to deal with exam tasks, while also improving and extending
their general language skills.
Exam training is woven seamlessly into the flow of a lesson.
Each unit includes types of exam tasks that are typical of most
school-leaving and international exams such as multiple
choice, matching or gap fill and which test crucial subskills
such as finding specific information or identifying facts
from opinions. Students are exposed to realistic tasks with
a focus on the target language of the unit. Over the course
of the book, students build their exam strategies and their
confidence through step-by-step activities and task-based
exam tips.
DEVELOPMENT OF LANGUAGE
Exam tasks require students to demonstrate a range of
language at the appropriate level. The grammar and
vocabulary sections in High Note develop this range in topicrelated units, which makes it easy for students to apply them
to exam tasks and to the real world.
SKILLS STRATEGIES
High Note carefully develops students’ general reading and
listening strategies which students can use both in exams
and in real life. The Active Reading and Active Listening boxes
contain concise descriptions of such crucial sub-skills as
understanding the main idea, finding specific information,
differentiating fact from opinion, understanding the author’s
attitude, understanding links in a text, and summarising. The
descriptions are then followed by a series of practice exercises
which help students apply and internalise a given strategy.
GRADED EXAM TASKS
Exam tasks are introduced to students early in the course,
but in a graded way. This may mean that a task has fewer
questions or a simpler text or that it tests a more limited
range of language. This helps them understand the exam
task and therefore learn to deal with it more effectively.
RESOURCES FOR SELF-STUDY
There are numerous resources which provide opportunities
for self-study, give supplementary information and further
practice. These can be used in class or at home. They include:
• a Word List at the end of each unit in the Student’s Book
• a Use of English section at the back of the Student’s Book
• a Grammar Reference and Practice section at the back of the
Student’s Book
• audio scripts for the listening tasks
• the Workbook/Online Practice
• extra digital activities
EXAM PRACTICE BOOKS
High Note comes with a series of booklets which provide
additional practice and support for Pearson Test of English
General exams and Cambridge English exams. The books
have been matched to the specific levels of the course.
Please see page 9 for more details.
EXAM CORRELATION
The table below shows the correlation between the
language level of each part of the High Note series and
international exam requirements.
GSE
High Note 1
High Note 2
30–40
37–52
WRITING TASKS
To help students identify good practice in writing tasks,
lessons in the Student’s Book provide model texts. There
are also tasks that encourage students to analyse the model
texts, which gives them greater understanding of how to
complete the tasks themselves. There is a task at the end
of each Writing section which mirrors the model so that
students can practise writing an answer themselves. In the
Workbook, there is an Active Writing section which guides
students through all the stages of the process of writing
a specific type of text.
18
EXAMS
A2/A2+
Pearson Test of
English Level 1,
Cambridge Key (KET)
and Preliminary
(PET)
A2+/B1
Pearson Test of
English Level 1
& 2, Cambridge
Preliminary (PET)
High Note 3
50–62
B1+/
B2
Pearson Test of
English Level 2
& 3, Cambridge
Preliminary (PET)
and First (FCE)
High Note 4
61–75
B2/
B2+
Pearson Test of
English Level 3 & 4,
Cambridge First (FCE)
B2+/C1
Pearson Test of
English Level 4,
Cambridge Advanced
(CAE)
EXAM STRATEGIES
There are exam strategies in every Revision section. They focus
on those aspects of a given exam task that will help students
deal with it effectively. The tips help students understand
exactly what is being tested, what to look out for and develop
a bank of appropriate exam techniques that they can refer to.
As they work through the Student’s Book and become familiar
with the tips, the exam tasks become easier.
CEFR
High Note 5
73–85
It is worth noting that a careful development of language in
High Note, its systematic development of skills strategies, and
a wide variety of exam tasks covered in the course may prove
beneficial also for those students who intend to take other
international exams than those described above, e.g. TOEFL,
IELTS or International GCSE.
INTRODUCTION
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HOW TO FLIP THE CLASSROOM WITH HIGH NOTE
The flipped classroom is an approach where classroom
instruction is given to students at home via a video, tasks
are usually given for homework and then completed in
class with the teacher’s support. Teachers who flip their
classrooms believe that the approach allows students to
become more independent in their learning: rather than
receive information in the classroom, they take more control
and ensure they learn outside the classroom. In class,
students have time to ask the teacher questions if they still
do not understand and choose when they need support.
This autonomy can motivate students and may result in
a higher level of engagement. What is more, they gain more
practice time and receive more feedback from the teacher
on performance.
In English language learning, flipping the classroom means
students listen to or read information about language at
home before a lesson, leaving more time for practice of
that language in the classroom. Alternatively, it could be
information about an exam technique or how to write
a specific type of text. Students can tackle the same tasks or
collaborate in groups on different tasks to ensure they work
at a level suitable for them.
In the lesson, the teacher begins by checking students’
understanding of the material that was set as homework
(video, reading, listening or a grammar explanation), then
gives several practice tasks to complete. Finally, at the end
of the lesson, students reflect on what they have learnt
to help them identify progress and areas where they still
need to improve. This reflection allows students to gain
a greater understanding of their strengths and weaknesses,
and encourages them to set achievable learning goals for
future lessons.
High Note provides the following resources that will help flip
the classroom:
VIDEO
The teacher can ask students to watch any of the wide variety
of video clips at home. This allows the teacher to check
understanding before the lesson and adjust their lesson
plan if students have found the language particularly easy or
difficult.
VOCABULARY: WORD LISTS AND
THE REMEMBER MORE SECTION
The teacher can also start a unit by checking students’
knowledge of the unit vocabulary with the aim of identifying
the areas which need more focus and maximising student’s
exposure to the new words. For this purpose, he or she can
ask students to analyse the word lists at the end of each unit
and complete the exercises in the corresponding Remember
More section.
WORKBOOK SUPPORT
The Workbook contains exercises on the grammar points
taught in each unit. These can be used as homework prior to
the Grammar lesson to check what students already know.
With students at this level, the grammar is unlikely to be
completely new to them and so a test-teach-test approach
can be used. Alternatively, the Workbook exercises can be
completed in class to provide as much practice as possible
while the teacher is available to offer support and clarify any
confusing aspects of the language.
ONLINE PRACTICE
Similarly to the paper Workbook, some of the exercises
can be completed online prior to the lesson to maximise
learning. This is particularly beneficial as the interactive
Workbook exercises have an instant feedback functionality,
which enables students to quickly check their answers.
EXTRA DIGITAL ACTIVITIES
The extra digital activities contain Grammar and Vocabulary
Checkpoints as well as Reading, Listening and Use of English
banks of texts and exercises which help students prepare
for class tests, check their progress and exam readiness.
A teacher may choose to ask students to complete them
before the class.
READING AND LISTENING TEXTS
The teacher can also set a reading text (and its recorded
version) or a listening text in a lesson as homework for the
next class. By doing this, the time in class can be spent on
checking comprehension and the actual discussion about the
text rather than reading it or listening to it for the first time,
which usually takes a lot of time. Another advantage of this
approach is that students’ involvement with the text will be
greater if they have seen it several times, which accelerates
the learning process.
GRAMMAR REFERENCE AND PRACTICE
The Grammar Reference and Practice section at the back of
the Student’s Book contains detailed information about the
meaning, function and form of the target language, with
examples and practice exercises. These can be used by the
teacher in class, when explaining language, but they can
also be set as homework for students.
INTRODUCTION
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CONTENTS
UNIT
GRAMMAR
VOCABULARY
01 Looking good
pp4–5 Present Simple and Present Continuous,
state and action verbs Grammar Video
p10 Articles Pronunciation: /ðə/ and /ðiː/
pp4–5 Verb phrases with dress
p6 Appearance, clothes, footwear and accessories, fashion
p7 Facial features
pp8–9 Phrasal verbs
pp14–15 Word List
02 The digital mind
pp18–19 Present Perfect Simple and Continuous
Grammar Video
p23 Verb patterns
pp18–19 Scientific research pp20–21 Technology
p22 Science, phrases with think and mind
p24 Uses of drones
pp26–27 Health and computers
pp28–29 Word List
LIFE SKILLS How to give a presentation Life Skills Video
03 Active and healthy
pp34–35 Past Simple, Past Continuous and Past
Perfect Grammar Video
p38 Used to and would
pp32–33
pp34–35 Sports collocations
p36 Sports, activities, fitness and exercise
p37 Injuries, accidents and emergencies
pp39–41 Diet and nutrition
pp44–45 Word List
04 Time to move
pp48–49 Modal and related verbs Grammar Video
p53 Relative clauses Pronunciation: Intonation in
sentences with relative clauses
pp48–49 Air travel pp50–51 Holiday phrases
p52 Travel essentials, travel phrases
p54 Urban transport
pp58–59 Word List
LIFE SKILLS How to take part in a debate pp62–63
05 The next step
pp64–65 Talking about the future Grammar Video
p66–67 Future Continuous and Future Perfect
06 Do the right thing
pp78–79 The first and the second
conditionals Grammar Video
p83 The zero conditional and alternatives to if
p64 Personality adjectives
p66 Phrasal verbs related to studying
p69 Work and jobs
pp70–71 Future jobs
pp74–75 Word List
pp78–79 Truth and lies
pp80–81 Communicating
p82 Emotions
p85 Relationships, conflicts and problems
pp88–89 Word List
LIFE SKILLS How to set SMART goals pp92–93
07 In the spotlight
pp94–95 Reported speech Grammar Video
p100 Reported questions
pp94–95 TV news
p96 Viewing habits Pronunciation: Syllable stress
p97 Success and failure
pp98–99 Describing art, films, books and plays
pp104–105 Word List
08 Consumers’ world
pp108–109 The passive Grammar Video
p115 have/get something done
pp108–109 Advertising
p110 Spending habits
p111 Money
pp112–113 Payments, trading and banking
pp118–119 Word List
LIFE SKILLS How to be more creative pp122–123
09 The power of nature
pp124–125 The third conditional Grammar Video
p128 I wish/If only for regrets
10 Justice for all
pp138–139 Modal verbs for speculating about the
present Grammar Video
p141 Modal verbs for speculating about the past
pp124–125 Water and the ocean
p126 Natural disasters and dealing with them
p127 Environmental responsibility
pp130–131 Urban and rural life
pp132–133 Sustainable homes
pp134–135 Word List
pp138–139 The courtroom
p140 Law and punishment
pp142–143 Phrasal verbs related to justice
p145 Voting
pp148–149 Word List
LIFE SKILLS How to identify fake news pp152–153
pp154–157 Culture Spot
pp158–161 Literature Spot
pp162–171 Watch and Reflect
(Documentary Video worksheets)
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READING
LISTENING
SPEAKING
WRITING
REVISION
p11 Participating in
conversations
Communication Video
pp12–13 An informal
email
pp16–17
Revision 01
pp20–21 Science fiction or
science fact?
Active Reading: Skimming and
scanning
Documentary Video
p24 An interview about drones p25 Making choices
Pronunciation: /iə/, /iː/ and /ɜː/ Communication Video
pp26–27 A blog post
pp40–41 Grow food, eat well,
be healthy
Documentary Video
p37 Conversations about
accidents
Active Listening: Identifying
the speaker’s purpose
p39 Being polite
Pronunciation: Linking
Communication Video
pp42–43 A short story
pp50–51 How to survive
a holiday with your parents
Active Reading: Identifying
author’s attitudes
Documentary Video
p54 A radio programme about
urban transport and pollution
p55 Agreeing and
disagreeing
Communication Video
pp56–57 A formal
email of enquiry
pp70–71 The world of work in
2030
Documentary Video
p69 An interview about the gig p68 Describing strengths
and weaknesses
economy
Active Listening: Taking notes Communication Video
pp80–81 If you keep it, we’ll
be rich
Documentary Video
p82 A radio programme about
winning a lottery
Pronunciation: The schwa /ə/
sound
pp98–99 What is and isn’t art?
Documentary Video
p97 A radio programme about
promoting your work on social
media
pp8–9 The power of appearance p7 A podcast about jobs in
entertainment
Documentary Video
Active Listening: Listening
effectively
Use of English > p191
pp30-31
Revision 02
Use of English > p191
pp46–47
Revision 03
Use of English > p192
pp60–61
Revision 04
Use of English > p192
pp72–73 Personal
statement as part of a
university application
pp76–77
Revision 05
p84 Asking for, giving and
reacting to advice
Communication Video
pp86–87 A for-andagainst essay
pp90–91
Revision 06
p101 Describing a personal
experience
Communication Video
pp102–103 A review of pp106–107
a play
Revision 07
pp112–113 The way we pay
p110 A podcast about
Active Reading: Understanding spending and saving money
links in a text
Documentary Video
p114 Complaints
Pronunciation: Sounds:
/eɪ/ and /aɪ/
Communication Video
pp116–117 An opinion pp120–121
essay
Revision 08
pp130–131 How a music video
changed my life
Active Reading: Summarising
texts
Documentary Video
p126 An interview about
surviving an earthquake
p129 Expressing and
responding to regrets
Pronunciation: unstressed
have/not have
Communication Video
pp132–133 An article
pp142–143 Scottish mum hugs
bike thief
Documentary Video
p145 A radio discussion about
voting
Active Listening: Facts,
opinions and speculation
p144 Comparing and
contrasting photographs
Pronunciation: /ð/ and /θ/
Communication Video
pp146–147 A formal
letter
pp172–189 Grammar Reference and Practice
p190 Irregular Verbs
Use of English > p193
Use of English > p193
Use of English > p194
Use of English > p194
pp136–137
Revision 09
Use of English > p195
pp191–195 Use of English
pp150–151
Revision 10
Use of English > p195
pp196–199 Communication
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01
Looking good
VOCABULARY Appearance, clothes, footwear and accessories, fashion
GRAMMAR
A night to
Present Simple and Continuous, state and action verbs, articles
Use of English > page 191
SPEAKING
Participating in conversations
WRITING
An informal email
VIDEO
Grammar
Documentary
remember
Communication
It’s 9 p.m. and in the ballroom of a large UK hotel, a group of
well-dressed secondary school students are dancing,
dancing gossiping and
taking selfies. xams are finished and everyone is waiting for their
results. owever, this is the school’s first prom, and no one is worrying
about grades tonight.
roms first became popular in the
in the
s. or some teens,
this night to remember’ is their first real chance to
get dressed up. reparations often cost a fortune, and
the average
family spends nearly ,
per
child on clothing, accessories, hair, etc.
The high cost of proms and the pressure to
look good mean that attitudes are changing.
changing
Organisations such as Operation Prom,
which provide low income students with
free formal clothing are becoming
more and more popular. oreover,
an increasing number of students
are organising their own cheaper,
more relaxed celebrations.
At the same time, prom nights
are becoming more common in
the UK, probably thanks to the
in uence of merican film and
culture. veryone here in the
hotel tonight seems happy and
relaxed, but what do they really
think of their first prom night
Emma:
“People usually organise their own end-of-year celebrations, but this
is great fun! It’s nice to get together and everyone looks brilliant.”
Guy:
“I decided to wear trainers and a T-shirt with my suit, but I regret it now.
Brandon:
I feel underdressed. I’m thinking of going home and getting changed.”
“I didn’t buy a suit because I’m
’m saving for a holiday. This one belongs to my
brother. I usually dress casually, but actually I think smart clothes are OK. Several
people have told me I look good, although one of them was my mum.”
1A GRAMMAR AND VOCABULARY
Exercise 2
1 nearly $1,000
2 because prom night is
too expensive and not
relaxed enough
3 probably because
of the influence of
American film and TV
culture
1 In pairs, look at the photo and the title of the text and
answer these questions.
1 What do you think the people in the photo are
celebrating? the end of the school year/their exams
2 When do you wear formal outfits? Do you like them?
Say why.
2 Read the first paragraph of the text to check your
answer to question 1 in Exercise 1. Then read the rest
of the text to answer these questions.
1 How much does the average US family spend per child
on prom night?
2 Why are attitudes to prom night changing in the US?
3 Why are proms becoming more popular in the UK
these days?
4
REFERENCES
EXTRA ACTIVITIES IN CLASS
VIDEO SCRIPT page 231
• After Exercise 2, get students to talk
about how they celebrate the end of
the school year. They could do this in
pairs, small groups or as a whole class.
CULTURE NOTES page 204
• Do this activity after Exercise 7.
Students write questions about the
way their classmates or celebrities
dress using vocabulary from Exercise 6,
the Present Simple and the Present
Continuous. In pairs, they then ask and
answer their questions.
22
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01
5
3 Match sentences 1–6 with meanings a–f in the Grammar
box. Then find one more example underlined in the text
for each rule.
1
2
3
4
5
6
Present Simple and Present Continuous
dress casually dressed up as get dressed get dressed up
get undressed overdressed underdressed well-dressed
2 overdressed
3 dress casually
4 get dressed up
5 dressed up as
6 get dressed
7 get undressed
8 well-dressed
1 Oh no! I’m the only person not wearing a suit. I’m
totally underdressed .
2 Oh dear! Everyone else is wearing jeans and I’m in
a dress. I’m completely
.
3 These formal clothes are OK but I still prefer to
.
4 I only
for weddings and funerals.
5 It’s a shame nobody is
super heroes.
6 OK, it’s 11 a.m. and I’m still in bed. I suppose I should
get up,
and get going.
7 I was so tired after the prom I didn’t
and went
to bed in my suit. It looked terrible in the morning.
8 Appearance is important and I want people to think
I’m a
person.
7 SPEAKING Use the phrases from Exercise 6 to make
4 Choose the correct forms to complete the sentences.
1 My girlfriend and I take / are taking salsa dancing lessons
this month and tonight we ’re learning / learn a new
dance routine.
2 It gets / ’s getting late but I don’t want / ’m not wanting
to leave the dance floor!
3 I ’m not really enjoying / don’t really enjoy myself, to be
honest. It all is seeming / seems a bit too much, like
a Hollywood movie.
4 I ’m thinking / think there’s a lot of pressure to come
to the prom with a date, but I don’t see / ’m not seeing
anyone at the moment so I just came with a friend.
5 My best friend hates / ’s hating dancing so unfortunately
we ’re never going / never go dancing together.
6 People love / are loving those dancing shows on TV
and ballroom dancing is becoming / becomes more
popular because of them.
three true sentences and one false one about yourself.
Can your partner guess which one is false?
1 Read the questions and watch the video.
Say what the speakers answer. Then in pairs, ask
and answer the questions.
1 What’s everyone wearing this year?
2 What clothes styles are you wearing this season?
□ I can use Present Simple and Present Continuous to talk about habits and temporary situations.
• Photocopiable extra Grammar Video
activity 1, page 266
Exercise 6
In the text:
dress casually,
get dressed up,
underdressed,
well-dressed
page 4. Then use the phrases in the box to complete
the sentences.
WATCH OUT!
FURTHER PRACTICE
Exercise 5
2 know
3 is wearing
4 Are you thinking
5 live
6 ’m beginning
7 doesn’t seem
8 don’t think
9 look
6 Find four of the phrases from the box in the text on
Grammar Reference and Practice > page 172
State verbs are usually only used in the Present Simple
because they express states, beliefs, opinions or feelings.
However, a small group of these verbs can be used in the
Present Continuous with a change of meaning, e.g. think,
have, look, see, for example:
think = opinion)
We think proms are a great idea. (think
I’m thinking of going home. (think
think = mental activity)
Exercise 3
Examples from
the text:
a spends
b organise
c seems
d are dancing
e ’m saving
f are changing
Alice I can’t believe we 1 're wearing (wear) the same
dress! What a nightmare!
Clara Ha ha! Yep. I 2
(know) how you feel.
Alice Why didn’t I think? Everyone 3
(wear) pink
(you/think) of going home
this summer! 4
and getting changed at all?
Clara Not really. I 5
(live) quite far from here.
Alice Maybe you should. I’ll pay for your taxi.
Clara No, thanks … I 6
(begin) to think it doesn’t
matter.
Alice Really?
Clara Yeah, it 7
(not seem) worth it. I 8
(not
think) you should worry. Let's just enjoy ourselves.
Alice Yeah, we both 9
(look) great in this dress
anyway.
□e Everyone is waiting for their results.
□c I think smart clothes are OK.
□a Preparations often cost a fortune.
□d No one is worrying about grades tonight.
□f Prom nights are becoming more common in the UK.
□b I usually dress casually.
We use the Present Simple for:
a facts and general truths
b routines and habits
c state verbs (e.g. want, know, prefer, remember,
understand, mean, imagine, sound, appear, seem, own,
belong to)
Time expressions: always, every day, regularly, most
days, usually, often, sometimes, hardly ever, never
We use the Present Continuous for:
d actions happening right now
e temporary situations happening around now
f changing situations
Time expressions: now, at the moment, these days,
nowadays, this year
1.2 Complete the conversation with the correct
Present Simple or Present Continuous form of the verbs
in brackets. Then listen and check.
GRAMMAR VIDEO
Present Simple and Present Continuous
• Photocopiable resource 1: Party night,
pages 272, 287
• Extra digital activities: Grammar
Checkpoint 1A
• Grammar Reference and Practice,
Student’s Book page 172
ASSESSMENT
• Workbook pages 4–5/Online Practice
Grammar Quiz 1A
5
NEXT CLASS
Ask students to bring photos of celebrities
whose style they like or fashion bloggers
they follow. Alternatively, they could
choose a few photos online and have
them available on their phones.
23
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1B VOCABULARY | Appearance
1 THINK BACK Work in pairs. Add as many words as
Exercise 1
Suggested answers:
Clothes: anorak,
blouse, boxer shorts,
bra, blouse, cardigan,
coat, dress, hoody,
jacket, jeans, jersey,
jumper, kilt, parka,
pyjamas, raincoat,
shirt, shorts, skirt, socks,
sweatshirt, tights, top,
tracksuit, tracksuit
top/bottoms, T-shirt,
underwear
you can to these categories.
Clothes: trousers, vest, …
Footwear: sandals, wellies, …
Accessories: cap, shoulder bag, …
2 Look at the photos and read the texts below. Why
are these people unique?
6 Look at the vocabulary map and use the words to describe
Ashley and Tinie.
Hair/facial hair
balding clean-shaven
moustache straight/curly
wavy/medium-length
unshaven
3 Look at the photos again and, in pairs, match items
PHYSICAL
APPEARANCE
1–14 in the photos with their names in the box.
13 b
bow tie
Footwear: boots,
flip-flops, shoes,
slippers, sneakers,
trainers
6 faded/ripped jeans
5 high-heeled shoes
1 matching handbag
12 plain white shirt
Accessories: belt,
bracelet, chain,
earrings, glasses,
gloves, handbag,
hat, necklace, scarf,
sunglasses, tie/bow tie,
woolly hat
2 fake fur jacket
7 nylon jacket
10 shiny suit
14 sunglasses
8 T-shirt with a logo on it
11 tight trousers
4 wide leather belt
7 SPEAKING In pairs, look at the photos of style icons and
4 Add the highlighted words from the texts to these
categories.
Materials: cotton , denim,
, gold,
linen,
, silk, wool.
Patterns: checked,
, striped,
.
Shape: baggy,
, narrow,
,
Other:
, full-length,
,
.
Exercise 2
Ashley Graham is
unique because she’s
the most famous
plus-size model in the
world. Tinie Tempah
is unique because his
style is very flexible.
Body
broad shoulders full figure heavily-built
muscular overweight pale/dark/tanned skin
skinny slim thin waist well-built wide hips
3 loose-fitting dress
9 trainers
follow the instructions. Student A, go to page 196. Student B,
go to page 199.
8 REFLECT | Society Fashion shows often present size-zero
,
models. Do you think this is a problem? Say why. Discuss in
pairs.
.
9 Who is your style icon at the moment? Find a photo
of this person and write a description of him/her.
5 In pairs, discuss what you usually wear on school
days and at the weekend. Use the words from
Exercises 3–4.
Exercise 4
Materials: fake fur,
leather, nylon
14
13
Patterns: plain, with
a logo on it
Other: casual, designer,
matching
My style icon is Ashley
Graham. She is stunning and
glamorous. She has dark eyes,
pale skin and long, straight
hair. She’s also well-built with
a full figure and wide hips. In
this photograph, she’s wearing
an elegant fake fur jacket
over a loose-fitting black
cotton dress, a wide leather
belt and stylish black highheeled shoes with a matching
handbag. Ashley is probably
the most famous plus-size
model in the world. She
believes the fashion industry
is wrong to use skinny
size-zero models and tours
schools to talk about the
importance of accepting one’s
body shape.
Exercise 6
Ashley: well-built,
full figure, wide hips,
straight hair, stunning,
glamorous, elegant,
stylish
Tinie: slim, handsome,
curly hair, fashionable
6
7
12
8
2
4
11
DIFFERENT LOOKS FOR
DIFFERENT TIMES
3
1
5
My style icon is Tinie Tempah. He is slim and
handsome with short curly hair. This rapper and
TV personality often appears on lists of the
world’s best-dressed men. But Tinie doesn’t
always dress the same. When he performs on
stage, he usually wears casual clothes. In the
photo on the right he’s wearing a white cotton
T-shirt with a logo on it, a short blue nylon
jacket, faded ripped jeans, designer sunglasses
and white trainers. But in the photo on the left,
Tinie is all dressed up. He looks fashionable in
a shiny red suit with tight trousers, a plain white
shirt and a black bow tie. I love his flexible style!
6
9
□ I can talk about physical appearance and clothes.
REFERENCES
CULTURE NOTES page 204
EXTRA ACTIVITY IN CLASS
Do this activity after Exercise 7. Put students
in new pairs or small groups and ask them
to take it in turns to describe the photos
they have brought in using vocabulary from
Exercises 3 and 6. You could also ask them
M01 High Note TB3 09593.indd 24
10
GREAT STYLE
HAS NO SIZE
Shape: loose-fitting,
tight, wide
24
Opinions
elegant fashionable
glamorous handsome
stunning stylish
to look for similarities and differences in
the people’s appearance.
FURTHER PRACTICE
• Workbook page 6/Online Practice
• Photocopiable resource 2: Sketch
artists, pages 272, 288–289
• Extra digital activities: Vocabulary
Checkpoint 1
ASSESSMENT
Vocabulary Quiz 1
NEXT CLASS
Students look for examples of extreme
changes in celebrities’ appearance (e.g.
for a role, concert or video clip). They make
notes and if possible, also find a photo
showing these changes.
29/08/2019 14:08
01
MARGOT ROBBIE
JARED LETO
BEFORE & AF TER
4 In pairs, look at the sentences in Exercise 5 again and
Exercise 1
Suggested answers:
They work out/get fit/
go to the gym.
They cut off/colour/
grow their hair.
They wear costumes.
They use CGI (computergenerated imagery).
decide what kind of information you need in order to
complete each sentence. Can you guess or remember any
of the missing words?
1C LISTENING AND VOCABULARY
1 Look at the photos. In what ways do actors change
their appearance in films?
They wear a lot of make-up.
2 You are going to listen to a podcast about jobs in
the entertainment industry. Study the ‘Before you
listen’ section of Active Listening and the sentences
in Exercise 5. Then answer questions 1 and 2.
1 What are the names of the people you will hear in
the podcast? Blake, Christine
2 What do you think their jobs are? make-up artist, actor
1.3 Study the 'While you are listening' section of
Active Listening. Then listen again and complete the
sentences with one or two words in each gap.
1 Blake can’t give too much information about the TV
series because it’s a secret .
2 Blake’s job is to transform Christine so she appears
to be
years old.
3 He wants to make Christine’s lips look
.
4 He enjoys the
part of his job most of all.
5 Make-up and equipment cost Blake
pounds
every year.
6 In the future, Blake would love to do make-up for a
.
6 Would you enjoy Blake’s job? Discuss in pairs.
Before you listen
• Read each question carefully to understand the
situation.
• Use your experience to predict what the people
might say.
• Predict what kind of information you need to
answer each question – a number, a place,
an adjective, etc.
7 Which of these features can you see in the photos?
While you are listening
• Listen for key words and phrases to:
– help you understand the main ideas,
– check your predictions.
9 SPEAKING In groups, say which of these statements you
8 Work in pairs. Use the phrases in Exercise 7 to write seven
sentences about people you know.
My grandfather has got a double chin.
agree with.
1 With make-up, less is more.
2 It is not appropriate to wear make-up at school.
3 No one under the age of sixteen should wear make-up.
4 Make-up is not for men.
□ I can listen effectively and talk about physical appearance.
AUDIO SCRIPT page 212
CULTURE NOTES page 204
EXTRA ACTIVITIES IN CLASS
• This activity can be done before or after
Exercise 1. Using the notes they made
at home (and their photos, if they have
them) students work in pairs to talk
M01 High Note TB3 09593.indd 25
Exercise 5
2 70/seventy
3 thinner
4 creative
5 several thousand
6 (superhero) film
bags under the eyes double chin full lips
long eyelashes shaped eyebrows smooth skin wrinkles
1.3 Listen and check your answers to Exercise 2.
REFERENCES
Exercise 4
1 an adjective to
describe the details of
a TV series
2 a number
3 an adjective to
describe lips
4 an adjective to
describe part of a job
5 a number
6 a noun (something
a make-up artist would
work on)
I wouldn’t like it because I’m not into make-up, but my sister
would love it because she’s very artistic.
ACTIVE LISTENING | Listening effectively
3
5
about extreme changes in actors’ or
other celebrities’ appearance.
• After Exercise 9, students choose one
of the four statements to write a short
paragraph about, explaining why they
agree/disagree with it.
7
FURTHER PRACTICE
• Workbook page 7/Online Practice
• Photocopiable resource 3: Backstage,
pages 272, 290
NEXT CLASS
Ask students to think of different
professions and the kind of outfits which
are associated with them, and make notes.
25
29/08/2019 14:08
1D READING AND VOCABULARY
favourite clothes and accessories. Why do you like/
dislike them? How do you feel when you wear them?
I love my long black coat. It’s really warm and fashionable
and I feel glamorous when I wear it. My friends say it’s
really elegant.
2 In pairs, look at the photos, the captions and the title
of the article. What do you think it is about? Then read
the article quickly to check your predictions.
the power of appearance and stereotypes
3 Read the article again and choose the correct answers.
1 Why did Séan Garnier pretend to be an old man?
a To have the chance to play football with teenagers.
b To show that old people can play football well.
c To take part in a sports match.
d To persuade people to take up sport.
2 Katherine Quigg started her blog
a because she wanted to work in fashion.
b as part of her engineering degree.
c in order to shock her fellow engineers.
d to show that fashionable women can be scientists.
3 In the third paragraph, what does the writer suggest?
a The way you dress affects what you think of other
people.
b In some fields, women who dress like men are
more successful.
c Teachers know more if they dress well.
d People who wear uniforms are better listeners.
4 How can putting on a white coat influence you?
a It can make you believe you’re a doctor.
b It can help you concentrate better.
c It can help you control other people.
d It can make you feel stronger.
5 What would be the most suitable sub-heading for this
article?
a Some stereotypes are false, but the way people
look does tell us a lot about them.
b Stereotypes are always wrong: we need to
challenge them at all times.
c The way we look affects what people think of us
and how we feel and behave.
d Studies show it’s better to dress well if you want to
be successful in life.
5 Study Watch out! and rewrite sentences 1–5 using
compound adjectives. Then in pairs, use compound
adjectives to talk about the people you know.
1 I’ve got broad shoulders and curly hair.
2 I can’t decide whether to wear a shirt with short
sleeves or long sleeves.
3 I’ve got pale skin but my best friend has dark skin.
4 My hair is short, but my friend has long hair.
5 My eyes are blue, but my sister’s are brown.
My dad is middle-aged but he isn’t grey-haired, he’s
brown-haired.
WATCH OUT!
We can use compound adjectives to describe clothes
and people.
If a person has grey hair, we say he/she is grey-haired.
If shoes have high heels, we say they’re high-heeled shoes.
If a person is neither young nor old, we say he/she is
middle-aged.
6 SPEAKING How do these things make you feel? Discuss
in pairs.
a uniform your pyjamas a football strip
a formal dress a white coat a suit and tie
cool sunglasses a pair of glasses a superhero costume
When you wear a uniform it makes you feel strong and
important, it makes you feel like a soldier.
7 REFLECT | Values Appearance is not important. It’s what
inside that counts. Do you agree? Discuss in groups.
2 WATCH AND REFLECT Go to page 162. Watch
the documentary Beauty belongs to everyone and
do the exercises.
DOCUMENTARY VIDEO
1 SPEAKING In pairs, talk about your favourite/least
Exercise 5
1 I’m broad-shouldered
and curly-haired.
2 I can’t decide
whether to wear
a short-sleeved or
a long-sleeved shirt.
3 I’m pale-skinned but
my best friend is darkskinned.
4 I’m short-haired
but my friend is longhaired.
5 I’m blue-eyed but my
sister is brown-eyed.
4 In pairs, rewrite these statements using the
highlighted phrasal verbs from the article. Then say if
the statements are true for you.
1 I admire people who have their own sense of style. look up to
I look up to people who have their own sense of style.
2 I like to take part in conversations about fashion. join in
3 My sister is stylish but she doesn’t think she’s better
than people (like me) who don’t care about fashion. look down on
4 I’d like to start my own fashion design company one day. set up
5 My parents often make a mistake when
they buy me clothes. get it wrong
8
□ I can understand the main idea and identify specific details in an article and talk about stereotypes.
REFERENCES
EXTRA ACTIVITIES IN CLASS
VIDEO SCRIPT page 231
• Start the class by referring students to
their notes and getting them to talk
about the different professions and
outfits. They could do this in pairs,
small groups or as a whole class. Ask
them to think about why they think we
stereotype certain professions when
CULTURE NOTES page 204
it comes to appearance. Is this a good
thing? Why/Why not?
• After Exercise 4, students write true
sentences about them using the
phrasal verbs from the article.
• This activity can be done at the end of the
lesson. Write the following statement on
the board: Modern society pays too much
26
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01
The
of appearance
He’s skinny, grey-haired and he walks like an old man. The boys
don’t want him to play because they assume he’s no good.
5 However, he insists on joining in.
in At first, he’s useless:
he can hardly kick the ball. But then he starts playing brilliantly.
He runs circles around the boys and scores an amazing goal.
The thing is, he isn’t really an old man. He’s thirty-five-yearold freestyle footballer Séan
10 Garnier, who’s disguised to look
old for an advert encouraging
active lifestyles.
the way
people look
affects what
we think
of them
This story shows how you can
get it wrong if you judge people by
15 their appearance. Unfortunately, it’s
something we often do. We assume
overweight people can’t run, young
people are irresponsible and pretty
young women are not interested in
20 science. But stereotypical assumptions are frequently
wrong. For example, Katherine Quigg is a glamorous young
woman. She’s also an engineer. After graduating, she realised
many people working in STEM1 were shocked that a stylish
woman with a passion for fashion could be an engineer. So she
25 set up a fashion blog called Engineering In Style to prove
these people wrong by encouraging stylish young women
to work in STEM.
1 Science, Technology, Engineering, Mathematics
Workbook pages 8–9/Online Practice
It’s a sad fact that if a woman dresses in a masculine style,
she has a better chance of getting a job. People consider
teaching assistants wearing formal clothes to be more
intelligent than those who dress casually. We show more
35 respect to people in uniforms and are more likely to listen
carefully to a doctor when he or she is wearing a white coat.
The clothes we wear affect not only what we think of others,
but also what we think of ourselves. If we wear lovely
clothes, we feel more attractive and if we wear a suit and
40 tie, we feel more important. What’s more, clothes can also
change the way we behave. In one fascinating experiment
scientists showed that if you wear a white coat that you
believe belongs to a doctor, your ability to pay attention
increases sharply. However, if you wear the same white coat
45 believing it belongs to a painter, there’s no improvement
in your ability to concentrate. As the scientists behind the
experiment stated, ‘The clothes we wear have power not
only over others, but also over ourselves.’2
So our physical appearance and clothes influence the opinions
50 people have of us and their behaviour towards us. This can
sometimes make them use unfair stereotypes. But it seems that
the clothes we wear also have a powerful effect both on how we
feel and how we act. Perhaps that’s worth remembering the next
time you’re trying to decide what to wear.
2 Adam and Galinsky, The Journal of Experimental Social Psychology
attention to appearance. Get students to
discuss the statement in pairs or groups.
What do they think it means? Do they
agree? Get brief feedback from the class.
FURTHER PRACTICE
30 the well-dressed and look down on those who dress badly.
9
NEXT CLASS
Ask students to interview different people
in their family/social circle about fashion
trends when they were teenagers: what
was in style then? What did young people
use to wear? Ask them to make notes and
bring in photos if possible.
27
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RE A D E RS ’ LET TE RS
This week’s star letter is from Trudy in Oxford. She has won the £100 prize!
The wheel of fashion
I’m a sales assistant in a boutique in a shopping centre in Oxford. The boutique
specialises in fashion from the USA and from Europe, especially Italy and
France. It’s the ideal job for me because I’m really into clothes: I go to fashion
shows, I read fashion magazines, I know all about the latest styles and the
first thing I do when I get paid every month is buy some new clothes. But in
my opinion, the most important thing to know about fashion is that it’s like
a wheel. It turns round and round. The cool looks of the past that nobody
wears any more often become the cool looks of the future. Denim dungarees
from the 1980s and bright neon colours from the 1990s are back in fashion.
Today I’m wearing a leather jacket. The jacket looks great but it isn’t new.
My mother bought it thirty years ago! So, don’t throw away last year’s
clothes – they may be out of fashion now but sooner or later,
it’ll come back into style.
3
They say that 1 ø girls care more about clothes than
2
ø boys but I think shopping for clothes is 3 the most
boring thing in 4 the world. Today I’m wearing 5 an
old pair of jeans and 6 a cotton top. 7 The jeans were
8
a present and 9 a friend gave me 10 the top
because it was too small for her. My best friend is from
11
ø Italy. He loves 12 ø clothes and he’d like to be
13
a fashion designer in 14 the future.
1E GRAMMAR
Exercise 1
Suggested answer:
It means that clothes
that were fashionable
in the past become
fashionable again after
some time.
Exercise 2
Examples from
the text:
a readers’ letters,
specialises in fashion,
fashion shows, fashion
magazines, denim
dungarees, bright neon
colours
b Italy and France
c a shopping centre
e the wheel of fashion,
the ideal job, the cool
looks of the past/future
f the USA, the latest
styles, the first thing,
the past, the future,
the 1990s
g a boutique …
the boutique
1 ‘Fashion is like a wheel.’ What does that mean? Discuss
in groups. Then read the text and look at the photos to
check your ideas.
4 In pairs, complete the sentences with ø (no article),
Articles
a/an or the.
2 Study the Grammar box and match the underlined
1 I think ø sport is more fun than ø fashion.
2 I think the best jeans come from ø Japan.
3 I saw a pair of shoes in the shop last Monday that
I loved, but when I went back on Tuesday the shoes
were gone.
4 The last thing I do before I go out in the morning
is to look in the mirror by the door. I’d love to be a
model.
words in sentences 1–8 with rules a–g. Use one rule
twice. Then find more examples of the rules in the text.
1
2
3
4
5
6
7
8
prize
□e She has won the £100 prize.
□d I’m a sales assistant.
Europe.
□b The boutique specialises in fashion from Europe
□a I’m really into clothes.
□f The most important thing to know about fashion …
□c … is that it’s like a wheel.
□f Dungarees from the 1980s are back in fashion.
jacket The jacket looks great.
□g I’m wearing a leather jacket.
5
a We use no article (ø) with plurals and uncountable
nouns to talk about something/someone in general.
b We use no article (ø) with continents, most countries
and cities.
c We use a/an to talk about a singular countable thing/
person when it is one of many or one of a group; not
the only one.
d We use a/an with occupations.
e We use the to talk about a specific thing/person, e.g.
because he/she/it is the only one or when it’s clear
which thing/person we mean.
f We use the with superlatives, ordinal numbers,
periods (e.g. the 1980s) and some countries (e.g. the
USA).
g We use a/an when we mention something/someone
for the first time and the when we mention it again.
1.6 PRONUNCIATION Study Watch out! Then in
pairs, read sentences 1–3 and underline the when it is
pronounced /ðiː/. Listen to check and repeat.
1 The American jeans are cheaper than the European ones.
2 The haircut was the worst mistake of my life.
3 The expensive shoes are less comfortable than the
cheap ones.
Articles
WATCH OUT!
We pronounce the in two ways:
1 /ðə/ – before a consonant or vowels that are
pronounced /w/, e.g. one, or /j/, e.g. UK.
the shop / the ones over there / the universe
2 /ðiː/ – before a vowel.
the ideal job / the only thing / the umbrella
6 SPEAKING In pairs, discuss the questions.
Grammar Reference and Practice > page 172
10
1.5 Complete the gaps with ø (no article), a/an or
the. Then listen and check.
1 Which clothes from the past are back in fashion?
2 Which clothes from the past do you like?
3 Do you ever borrow clothes from your parents or
grandparents? Would you like to? Say why.
□ I can use articles to talk about general and specific things.
REFERENCES
CULTURE NOTES page 204
EXTRA ACTIVITY IN CLASS
Lead in to Exercise 1 by asking students
to present their findings about fashion
trends of the past. Are any of the styles/
clothes/accessories in fashion today?
Would students wear them? Depending
on the size of your class and the time
available, this activity can be done in
pairs, small groups or as a whole class.
FURTHER PRACTICE
• Grammar Reference and Practice,
Student’s Book page 172
• Workbook page 10/Online Practice
• Photocopiable resource 4: Are you
a fashionista?, pages 272, 291
• Extra digital activities: Grammar
Checkpoint 1E
ASSESSMENT
Grammar Quiz 1E
28
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01
1F SPEAKING
1 What is the longest time you have queued for
COMMUNICATION VIDEO
Exercise 1
fashion victim –
someone who always
wears fashionable
things, even if they are
uncomfortable or make
him/her look bad
anything? What was it for? What do you think a fashion
victim is? Discuss in groups.
2 In pairs, say if you agree or disagree with these
opinions. Say why.
1 Shoppers can make money from limited edition
models.
2 It’s a waste of time to queue for something for hours.
3 We shouldn’t judge people by the clothes they wear.
4 In my opinion, fashion victims don’t exist.
5 Some people believe brand-name clothes make them
look like models in adverts.
3
3
1.7 Watch or listen to the conversation
between friends. Which opinion (1–5) in Exercise 2
is not expressed in the video? opinion 4
4
1.8 Listen to another conversation between the
three friends and answer these questions.
6
1 Why is Penny so embarrassed when she meets up with
her friends again?
2 What do Penny’s friends think of her?
3 Do you think Penny is a fashion victim? Say why.
5 Complete the Speaking box with headings a–f.
a Ask for explanation or clarification
b Ask for repetition
c Clarify your message
d Get others to speak
e Hold attention
f Interrupt politely
SPEAKING | Participating in conversations
When you’re speaking
1
Clarify your message
What I mean is ...
The thing is, ...
Let me put it another
way.
2
e
Just a second,
I haven’t finished.
Hold on! Let me finish!
Check others
understand
Do you know/see
what I mean?
Does that make
sense?
Do you get it?
3
d
What do you think?
Tell us what you think.
What’s your opinion?
When someone else
is speaking
4
f
Excuse me, can I say
something?
That’s true/a good point, but ...
Sorry to interrupt but …
5
b
Sorry, I didn’t get that. Could
you say it again?
I’m sorry, I missed that.
6
a
Do you mean ...?
I’m not sure what you mean.
Are you saying ...?
Did you say/mention …?
Confirm you understand
Right, I’ve got that.
Yes, I know/see/get what you
mean.
Ah right! Now I get it.
1.8 Study the Speaking box and complete the
conversation from Exercise 4 with two or three words
in each gap. Listen again and check.
Sam Wow, it looks great.
Penny I love it! I want it so badly! It’s just ...
Pete Sorry 1 to interrupt but aren’t you saving for
a holiday?
Penny Yes, but a holiday lasts a week and a jacket is for
life!
Pete Are 2
that you only have one jacket?
Penny Hold on! Hold on! Let 3
. This jacket is the
latest fashion. It’s really special. It’s so cool!
Sam Ah right! Now I 4
! You just want to be the
coolest girl in the group! You’re really a fashion
victim but you don’t like to admit it.
Pete And look at the price – that means no holiday this
year, or next!
Penny The 5
, it’s really my style and I just have to
?
have it! Does that 6
Pete OK, I see 7
. Anyway, it’s your money, you
decide how to spend it!
Penny Yes, but there is a problem … It goes on sale
tomorrow and the queue is already two blocks
long ...
Sam Sorry, I 8
that. Did you 9
a queue?
Pete You’re joking, aren’t you?
Sam Do you 10
you have to go and stand in the
queue today?
Exercise 4
1 Because previously
she said she wouldn’t
queue for a long time
for any item of clothing
and insisted she wasn’t
a fashion victim, and
now she’s planning
to queue for a very
expensive jacket.
2 They think she’s
joking and can’t believe
she’s going to stand in
the queue for hours.
Exercise 6
2 you saying
3 me finish
4 get it
5 thing is
6 make sense
7 what you mean
8 didn’t get
9 mention
10 mean
7 Work in groups. Use the phrases from the Speaking box
to discuss these statements.
• Shopping for clothes is boring.
• There aren’t any good clothes for young people in this
town.
• Good clothes are really expensive
• Fashion magazines are boring – they’re just advert
after advert.
□ I can participate in and maintain a conversation effectively.
11
REFERENCES
EXTRA ACTIVITY IN CLASS
NEXT CLASS
VIDEO/AUDIO SCRIPT page 231
After Exercise 7, put students in new
groups and get them to discuss the
opinions in Exercise 1 using phrases
from the Speaking box.
Ask students to find information online
about the Carnival of Venice. They should
note down any facts/information they
find interesting, to share with the class in
the next lesson. You could also ask them
to bring a few photos.
FURTHER PRACTICE
Workbook page 11/Online Practice
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From: Molly
To: Chloe
Re: Saturday fancy dress party
Hey Chloe,
How’s it going? Great to see you Saturday night. I ate so much!!! The pizza in that place is the best.
Charlie had nine slices! Got your message, thanks. I can’t wait for Charlie’s fancy dress party! Have you
chosen a costume yet? I’m trying to decide what to wear. Actually, hoping you can help pls pls pls
Thinking of one of these, but can’t decide. Want something funny. What do you reckon?
Do you fancy going together in the horse costume? Or maybe you have another idea. We could go
together, but as something else. Anyway, it doesn’t have to be a costume for two, but let me know. Still
plenty of time to sort it out. Btw the ones in the pics are from the hire shop, but we could just make our
own. Right, I’m off to make some dinner (finally hungry again after all that pizza!) Message me later.
Bye 4 now
Molly, xx
1G WRITING | An informal email
1 REFLECT | Culture Read about the Carnival of Venice.
Then in pairs, answer the questions.
1 Why did people wear masks? Choose from the reasons
listed below.
• to feel more confident
• for fun
• to hide their social status ✓
• to feel part of a group, e.g. sports fans
• to forget about personal problems
• to celebrate a cultural event ✓
2 Are there any famous carnivals in your country? Talk
about them.
Carnival of Venice
The annual Venice Carnival began in 1162
and became extremely popular in the
eighteenth century. Making and wearing
masks and costumes has always been an
important part of the culture of Venice and
of the carnival. Originally, people at the
carnival probably covered their faces so
no one knew who they were. This meant
that rich and poor, ordinary and powerful
could celebrate together without worrying
about the strict social rules that normally
kept them apart. Nowadays, over three
million people visit Venice and join in the
celebrations.
12
REFERENCES
CULTURE NOTES page 205
EXTRA ACTIVITIES IN CLASS
• After discussing question 1 in Exercise 1,
ask students to tell the class what they
found out about the Carnival of Venice.
Was any of the information in
the text they have just read? What else
did they find out about the event?
• Before students write their reply to
Molly in Exercise 10, put them in pairs
to plan their email. They should think
about how to organise the information
in their email and which phrases/
strategies from the Writing box they
can use.
FURTHER PRACTICE
Workbook page 12/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 14–15.
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01
2 Read Molly’s email. Why is she writing to Chloe?
She wants Chloe’s help to choose a fancy-dress costume.
3 Work in pairs. Which costume do you think Molly
should wear? Say why.
4 Read Molly’s email again. In pairs, identify five
features that make it informal.
She starts with ‘Hey’ instead of ‘Dear …’
5 Study the Writing box and check your ideas in
Exercise 4. Then complete the Writing box with
examples from Molly’s email.
WRITING | An informal email
Beginning your email
• Start with a friendly greeting,
e.g. Hi there, …/1 Hey
• Mention your last contact with the other person, e.g.
Long time no see. (when you haven’t seen the person
for a long time)/2
• Mention the message you are replying to,
e.g. Thanks for the invitation./3
Sounding informal
• Write in a chatty style, similar to the way you speak.
• Use short, simple sentences.
• Choose informal words and expressions,
e.g. What do you reckon? instead of What do you think?
instead of Would you like to …
/4
• Use exclamation marks (!), emojis and abbreviations
= by the way), but don’t
(LOL = laugh out loud/5
overuse them.
• Use contractions,
e.g. How’s …? instead of How is …?/6
instead of
I cannot …
• Leave out words like pronouns (usually I), and verb
to be, e.g. Great to see you … instead of It was great to
instead of I’m hoping you can help.
see you …/7
Ending your email
• Give a reason for ending your message,
e.g. Anyway, got to do my homework now./8
• Send greetings or refer to future contact,
e.g. Give my love to Emma. or See you on Saturday. or
Give me a call next week./9
• Finish with a friendly goodbye,
e.g. CU soon/10
6 Put lines a–g in order to make a short reply from Chloe
to Molly.
□
□
□
□
□
□
□
a 5 Maybe you should be Harley and I’ll go as the Joker?
b 6 Anyway let me know. Homework time now.
c 4 I have a suggestion for a costume for the two of us.
Shall we go as the Joker and Harley Quinn?
d 7 Love Chloe xx
e 1 Hey Molly,
f 3 And this weekend it’s Charlie’s fancy dress party.
Here we go again!
g 2 How are you doing? Just back from the gym. Last
weekend was great, wasn’t it?
7 Complete Molly’s next message to Chloe with the
phrases from the box. There are two extra phrases.
Do you fancy … Can’t wait for … How’s it going?
I’m off to … … sort something out CU soon Hi there
Hoping you can help.
From: Molly
To: Chloe
Re: Saturday fancy dress party
1
Hi there,
Been to the gym AGAIN? Stop making me
feel lazy . 3
Charlie’s fancy dress party.
2
I love your suggestion! We’ll make perfect super
villains! 4
coming over later? My mum has
a suitcase full of old clothes. She wore some pretty
crazy stuff when she was young, so I think we might
find our costumes in there. Anyway, let me know,
and we’ll 5
.
Got to take Flash
by the door 6
Molly, xx
Exercise 4
• She writes in a chatty
style.
• She uses short simple
sentences.
• She uses informal
words and expressions,
exclamation marks,
emojis, abbreviations
and contractions.
• She leaves out some
words.
Exercise 5
2 Great to see you on
Saturday night.
3 Got your message,
thanks.
4 Do you fancy …
5 btw
6 can’t
7 hoping you can help
8 Right, I’m off to make
some dinner.
9 Message me later.
10 Bye 4 now
Exercise 7
1 Hi there
2 How’s it going?
3 Can’t wait for
4 Do you fancy
5 sort something out
6 CU soon
🐕🐕 for a walk now. He’s waiting
8 In groups, discuss these questions.
1 Do you like dressing up and wearing costumes?
2 Do you think homemade or hired costumes are
better? Say why.
3 Have you ever been to a fancy dress party? What did
you wear?
9 SPEAKING Imagine you are also going to Charlie’s
party. Choose a costume for yourself. Use your own
ideas, one of the ideas in the photos, or one from the
list below. Explain your choice to a partner.
a cartoon character a famous person
a horror character a sci-fi character a superhero
10 WRITING TASK Reply to Molly’s email. Tell her which
costume you like best for her, describe the costume you
are planning to wear and explain why you chose it.
□ I can write an informal email giving news or opinions.
13
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Word List
REMEMBER MORE
1 Match the two parts of the
collocations. Then check with the
word list.
1
2
3
4
□c cost
□d get
□b show
□a take
a lessons
b respect
c a fortune
d dressed
2 Find the opposites of these
Exercise 2
1 dark
2 overweight
3 casual
4 long
5 straight
adjectives on the word list.
1 pale/
2 skinny/
3 smart/
4 short/
5 curly/
skin
model
clothes
sleeves
hair
1A GRAMMAR AND VOCABULARY
5.1
accessories (n) /əkˈsesəriz/
cotton (n) /ˈkɒtn/
average (adj) /ˈævərɪdʒ/
denim (n) /ˈdenəm/
ballroom (n) /ˈbɔːlrʊm/
ballroom dancing (n) /ˌbɔːlrʊm ˈdɑːnsɪŋ/
clothing (n) /ˈkləʊðɪŋ/
cost a fortune /ˌkɒst ə ˈfɔːtʃən/
dance floor (n) /ˈdɑːns flɔː/
date (n) /deɪt/
dress casually /ˌdres ˈkæʒuəli/
dress up as sb (phr v) /ˌdres ˈʌp əz ˌsʌmbɒdi/
the prepositions in, up or down.
Then check with the word list.
1 look down on someone
(you don’t respect)
2 look up to someone
(you respect very much)
3 set up (a company)
4 dress in the style
(of the 90s)
5 dress up as someone
(e.g. a clown)
4 Complete the compound
adjectives from the word list.
1 high- heeled shoes
2 middle- aged man
3 grey- haired woman
4 well- dressed TV presenter
5 heavily- built sportsman
6 clean- shaven face
end-of-year celebration (n) /ˌend əv ˌjɪə
ˌseləˈbreɪʃən/
funeral (n) /ˈfjuːnərəl/
get changed /ˌɡet ˈtʃeɪndʒd/
get dressed /ˌɡet ˈdrest/
get dressed up /ˌɡet ˌdrest ˈʌp/
get going /ˌɡet ˈɡəʊɪŋ/
elegant (adj) /ˈeləɡənt/
facial hair (n) /ˌfeɪʃəl ˈheə/
faded/ripped jeans /ˌfeɪdɪd/ˌrɪpt ˈdʒiːnz/
fake fur jacket (n) /ˌfeɪk fɜː ˈdʒækət/
fashion industry (n) /ˈfæʃən ˌɪndəstri/
fashionable (adj) /ˈfæʃənəbəl/
flexible (adj) /ˈfleksəbəl/
footwear (n) /ˈfʊtweə/
full figure /ˌfʊl ˈfɪɡə/
full-length (adj) /ˌfʊl ˈleŋkθ/
glamorous (adj) /ˈɡlæmərəs/
gold (n) /ɡəʊld/
handbag (n) /ˈhændbæɡ/
handsome (adj) /ˈhænsəm/
heavily-built (adj) /ˌhevəli ˈbɪlt/
gossip (v) /ˈɡɒsəp/
high-heeled shoes (n) /ˌhaɪ hiːəld ˈʃuːz/
influence (n) /ˈɪnfluəns/
hips (n) /hɪps/
it’s a shame /ˌɪts ə ˈʃeɪm/
leather (n) /ˈleðə/
low-income (adj) /ˌləʊ ˈɪŋkʌm/
linen (n) /ˈlɪnən/
outfit (n) /ˈaʊtfɪt/
logo (n) /ˈləʊɡəʊ/
overdressed (adj) /ˌəʊvəˈdrest/
long/straight/curly/wavy/medium-length hair
/ˌlɒŋ/ˌstreɪt/ˌkɜːli/ˌweɪvi/ˌmiːdiəm ˌleŋθ ˈheə/
pressure (n) /ˈpreʃə/
prom night (n) /ˈprɒm naɪt/
regret (v) /rɪˈɡret/
save for sth (v) /ˈseɪv fə ˌsʌmθɪŋ/
smart/formal clothes /ˌsmɑːt/ˈfɔːməl kləʊðz/
When you want to remember
a new word, it helps to create
a meaningful phrase with it,
e.g. join in – join in the
conversation; leather – elegant
leather boots. You can use an
online dictionary to help you,
e.g. www.ldoceonline.com.
Look at the word list, find ten
words you’d like to learn, and
make phrases with them. Use
a dictionary.
designer sunglasses (n) /dɪˌzaɪnə ˈsʌnˌɡlɑːsəz/
get undressed /ˌɡet ʌnˈdrest/
see sb (v) /ˈsiː ˌsʌmbɒdi/
ACTIVE
VOCABULARY | Phrases
checked (adj) /tʃekt/
clean-shaven (adj) /ˌkliːn ˈʃeɪvən/
attitude (n) /ˈætətjuːd/
dancing show (n) /ˈdɑːnsɪŋ ʃəʊ/
3 Complete the phrasal verbs with
casual (adj) /ˈkæʒuəl/
suit (n) /suːt/
loose-fitting (adj) /ˌluːs ˈfɪtɪŋ/
matching (adj) /ˈmætʃɪŋ/
material (n) /məˈtɪəriəl/
moustache (n) /məˈstɑːʃ/
muscular (adj) /ˈmʌskjələ/
narrow (adj) /ˈnærəʊ/
take lessons /ˌteɪk ˈlesənz/
underdressed (adj) /ˌʌndəˈdrest/
well-dressed (adj) /ˌwel ˈdrest/
What a nightmare! /ˌwɒt ə ˈnaɪtmeə/
1B VOCABULARY
looks (n) /lʊks/
5.2
nylon (n) /ˈnaɪlɒn/
overweight (adj) /ˌəʊvəˈweɪt/
pale/dark/tanned skin /ˌpeɪl/ˌdɑːk/ˌtænd ˈskɪn/
pattern (n) /ˈpætən/
plain (adj) /pleɪn/
baggy (adj) /ˈbæɡi/
plus-size model (n) /ˌplʌs saɪz ˈmɒdl/
balding (adj) /ˈbɔːldɪŋ/
sandals (n) /ˈsændəlz/
belt (n) /belt/
shape (n) /ʃeɪp/
body shape (n) /ˈbɒdi ʃeɪp/
shiny (adj) /ˈʃaɪni/
bow tie (n) /ˌbəʊ ˈtaɪ/
shoulder bag (n) /ˈʃəʊldə bæɡ/
broad shoulders /ˌbrɔːd ˈʃəʊldəz/
silk (n) /sɪlk/
cap (n) /kæp/
size zero (n) /ˌsaɪz ˈzɪərəʊ/
14
EXTRA ACTIVITIES IN CLASS
• Individually, students write gap-fill
sentences with words from the word
list. To make the exercise easier,
they could supply the first letter of
each word. Then, in pairs, they swap
sentences, complete them and check
their answers with their partner.
32
M01 High Note TB3 09593.indd 32
• Students play Taboo. Put them in pairs
and ask them to choose 8–10 words
from the word list they would like to
remember and write each word on a
separate piece of paper. On the same
piece of paper, they should write three
more words which should not be used
when giving a definition of that word.
Join pairs together into groups of four
and get them to put their cards in two
piles face down on the desk. They take it
in turns to pick one card from the other
pair’s pile and give a definition of the
word on the card without using the
‘taboo’ words. If their partner guesses
the word, they win a point. If not, or if the
student giving the definition uses one of
the taboo words, the card is ‘burnt’ and
no points are scored. The pair with the
most points at the end are the winners.
29/08/2019 14:08
01
skinny (adj) /ˈskɪni/
fashion design (n) /ˈfæʃən dɪˌzaɪn/
in fashion/out of fashion /ˌɪn ˈfæʃən/ˌaʊt əv ˈfæʃən/
slim (adj) /slɪm/
fashion show (n) /ˈfæʃən ʃəʊ/
latest styles /ˌleɪtəst ˈstaɪəlz/
striped (adj) /straɪpt/
football strip (n) /ˈfʊtbɔːl strɪp/
look in the mirror /ˌlʊk ɪn ðə ˈmɪrə/
stunning (adj) /ˈstʌnɪŋ/
freestyle (n) /ˈfriːstaɪl/
neon colours (n) /ˌniːɒn ˈkʌləz/
style icon (n) /ˈstaɪl ˌaɪkɒn/
get sth wrong /ˌɡet ˌsʌmθɪŋ ˈrɒŋ/
sooner or later /ˌsuːnə ə ˈleɪtə/
stylish (adj) /ˈstaɪlɪʃ/
grey-haired (adj) /ˌɡreɪ ˈheəd/
specialise in sth (v) /ˈspeʃəlaɪz ɪn ˌsʌmθɪŋ/
thin waist /ˌθɪn ˈweɪst/
have power over sth /ˌhæv ˈpaʊər ˌəʊvə ˌsʌmθɪŋ/
top (n) /tɒp/
tight (adj) /taɪt/
heel (n) /hiːl/
wheel (n) /wiːl/
trainers (n) /ˈtreɪnəz/
improvement in sth (n) /ɪmˈpruːvmənt ɪn ˌsʌmθɪŋ/
unshaven (adj) /ʌnˈʃeɪvən/
increase sharply /ɪnˈkriːs ˌʃɑːpli/
vest (n) /vest/
influence (v) /ˈɪnfluəns/
well-built (adj) /ˌwel ˈbɪlt/
insist on doing sth /ɪnˌsɪst ɒn ˈduːɪŋ ˌsʌmθɪŋ/
wellies (n) /ˈweliz/
irresponsible (adj) /ˌɪrɪˈspɒnsəbəl/
wide (adj) /waɪd/
join in (phr v) /ˌdʒɔɪn ˈɪn/
wool (n) /wʊl/
judge sb by sth (v) /ˈdʒʌdʒ ˌsʌmbɒdi baɪ ˌsʌmθɪŋ/
1C LISTENING AND VOCABULARY
5.3
artistic (adj) /ɑːˈtɪstɪk/
bags under the eyes /ˈbæɡz ˌʌndə ði ˌaɪz/
double chin (n) /ˌdʌbəl ˈtʃɪn/
full lips /ˌfʊl ˈlɪps/
long eyelashes /ˌlɒŋ ˈaɪlæʃɪz/
shaped eyebrows /ˌʃeɪpt ˈaɪbraʊz/
smooth skin /ˌsmuːð ˈskɪn/
wear make-up /ˌweə ˈmeɪk ʌp/
wrinkles (n) /ˈrɪŋkəlz/
look down on sb (phr v) /ˌlʊk ˈdaʊn ɒn ˌsʌmbɒdi/
look up to sb (phr v) /ˌlʊk ˈʌp tə ˌsʌmbɒdi/
masculine (adj) /ˈmæskjələn/
middle-aged (adj) /ˌmɪdəl ˈeɪdʒd/
passion for sth (n) /ˈpæʃən fə ˌsʌmθɪŋ/
persuade sb to do sth /ˌpəsweɪd ˌsʌmbɒdi tə ˈduː
ˌsʌmθɪŋ/
exist (v) /ɪɡˈzɪst/
fashion victim (n) /ˈfæʃən ˌvɪktəm/
get sth (v) /ˈɡet ˌsʌmθɪŋ/
last (v) /lɑːst/
limited edition (n) /ˌlɪmətəd ɪˈdɪʃən/
mean (v) /miːn/
meet up with sb /ˌmiːt ˈʌp wɪθ ˌsʌmbɒdi/
mention (v) /ˈmenʃən/
miss sth (v) /ˈmɪs ˌsʌmθɪŋ/
queue (n, v) /kjuː/
pretend to be sb /prɪˌtend tə ˈbi ˌsʌmbɒdi/
want sth badly /ˌwɒnt ˌsʌmθɪŋ ˈbædli/
prove sb wrong /ˌpruːv ˌsʌmbɒdi ˈrɒŋ/
waste of time /ˌweɪst əv ˈtaɪm/
pyjamas (n) /pəˈdʒɑːməz/
sense of style /ˌsens əv ˈstaɪl/
ability to do sth /əˌbɪləti tə ˈduː ˌsʌmθɪŋ/
show respect /ˌʃəʊ rɪˈspekt/
act (v) /ækt/
state (v) /steɪt/
admire (v) /ədˈmaɪə/
stereotype (n) /ˈsteriətaɪp/
affect (v) /əˈfekt/
stereotypical (adj) /ˌsteriəˈtɪpɪkəl/
assume (v) /əˈsjuːm/
tie (n) /taɪ/
assumption (n) /əˈsʌmpʃən/
tracksuit (n) /ˈtræksuːt/
behave (v) /bɪˈheɪv/
unfair (adj) /ˌʌnˈfeə/
behaviour towards sb (n) /bɪˈheɪvjə təˌwɔːdz
ˌsʌmbɒdi/
uniform (n) /ˈjuːnəfɔːm/
consider (v) /kənˈsɪdə/
comfort (n) /ˈkʌmfət/
shopper (n) /ˈʃɒpə/
set up (phr v) /ˌset ˈʌp/
concentrate (v) /ˈkɒnsəntreɪt/
5.6
brand-name (adj) /ˈbrændˌneɪm/
powerful effect on sth /ˌpaʊəfəl ɪˈfekt ɒn ˌsʌmθɪŋ/
1D READING AND VOCABULARY
5.4
challenge (v) /ˈtʃæləndʒ/
1F SPEAKING
short/long sleeves (n) /ˌʃɔːt/ˌlɒŋ ˈsliːvz/
1G WRITING
5.7
annual (adj) /ˈænjuəl/
be off /ˌbi ˈɒf/
carnival (n) /ˈkɑːnəvəl/
come over (phr v) /ˌkʌm ˈəʊvə/
confident (adj) /ˈkɒnfədənt/
cover (v) /ˈkʌvə/
fancy doing sth /ˌfænsi ˈduːɪŋ ˌsʌmθɪŋ/
fancy dress party (n) /ˌfænsi ˈdres ˌpɑːti/
hide (v) /haɪd/
useless (adj) /ˈjuːsləs/
white coat (n) /ˌwaɪt ˈkəʊt/
worth (remembering) /ˌwɜːθ (rɪˈmembərɪŋ)/
hire shop (n) /ˈhaɪə ʃɒp/
keep sb apart /ˌkiːp ˌsʌmbɒdi əˈpɑːt/
message (v) /ˈmesɪdʒ/
ordinary (adj) /ˈɔːdənəri/
pretty (crazy) /ˌprɪti (ˈkreɪzi)/
reckon (v) /ˈrekən/
cool (adj) /kuːl/
1E GRAMMAR
costume (n) /ˈkɒstjʊm/
be back in fashion/style /bi ˌbæk ɪn ˈfæʃən/ˈstaɪl/
slice (n) /slaɪs/
deceiving (adj) /dɪˈsiːvɪŋ/
boutique (n) /buːˈtiːk/
social status (n) /ˌsəʊʃəl ˈsteɪtəs/
disguised (adj) /dɪsˈɡaɪzd/
dungarees (n) /ˌdʌŋɡəˈriːz/
sort sth out (phr v) /ˌsɔːt ˌsʌmθɪŋ ˈaʊt/
dress in a style /ˌdres ɪn ə ˈstaɪl/
fashion designer (n) /ˈfæʃən dɪˌzaɪnə/
strict rules /ˌstrɪkt ˈruːlz/
encourage (v) /ɪnˈkʌrɪdʒ/
get paid /ˌɡet ˈpeɪd/
stuff (n) /stʌf/
fashion blog (n) /ˈfæʃən blɒɡ/
haircut (n) /ˈheəkʌt/
villain (n) /ˈvɪlən/
5.5
15
FURTHER PRACTICE
Workbook page 13/Online Practice
NEXT CLASS
Ask students to revise Unit 1.
33
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01 Revision
VOCABULARY AND GRAMMAR
1 Choose two words that go with each noun.
5 Complete the text with ø (no article), a/an or the.
DID YOU KNOW THAT 1 ø SECOND-HAND CLOTHES
SHOPS ARE POPULAR IN 2 the UK?
1 faded / fur / ripped jeans
2 loose-fitting / tight / well-built dress
3 skinny / high-heeled / matching shoes
4 tanned / plain / pale skin
5 glamorous / stunning / long girl
6 overweight /narrow/ muscular man
2 Complete the sentences with the words from the box.
Exercise 2
2 wide
3 denim
4 silk
5 wavy
6 dressed up
casually denim dressed up silk wavy wide
1 He’s s always casually dressed. He hates formal
clothes!
2 I can’t put my jeans on. My hips are too
.
3
is my favourite material. I’ve got three shirts
made from it and lots of jeans.
4 You have to iron clothes made from
very
carefully because it’s so delicate.
5 Her hair is neither curly nor straight. It’s lovely and
.
6 We are
in our party clothes because we’re
going out!
My aunt works as 3 a shop assistant in the new second
hand shop in town. My best friend bought 4 a full-length
winter coat and 5 an amazing leather jacket there last
week. I love 6 ø things like that! Coats like my friend’s
‘new’ one were popular in 7 the 1980’s and now they’re
back in fashion! All the clothes in the shop are from countries
like 8 ø France and 9 the USA. I loved 10 the
shop where my aunt works the first time I walke in there. The
clothes are unique and it’s efinitely 11 the best place to
buy cheap clothes. I’m thinking about applying for 12 a
Saturday job there!
3 Complete each pair of sentences with the word that
matches both sentences.
1 Can you help me carry these bags ?
He’s got bags under his eyes.
2 Her clothes are too formal: she’s over dressed.
I’m a few kilos over weight, so I go jogging twice
a week.
3 He’s dressed up as a vampire.
I look up to people who care about others.
4 He hasn’t got a beard, he’s clean shaven.
She forgot to load the washing machine, so she hasn’t
got any clean clothes.
5 Her hair is long and straight like her mother’s.
Go straight on when you get to the High Street.
USE OF ENGLISH
6 Choose the correct words a–c to complete the text.
f .
Our neighbour, Mr. Johnson, is a quiet man in his fifties
Although he’s 1 b , he hasn’t got much grey hair. He’s
pale-skinned and has a kind face. Mum thinks he was very
2
when he was younger.
c
We hardly ever see him 3 c the morning. He’s
working in London at the moment, so he has to get up
very early. He’s always very tidy and is never 4 c .
He wears different clothes every day.
However, on Saturday nights this quiet, shy man becomes
a completely different person! He doesn’t wear a suit, but
a plain white open-necked shirt, tight black trousers with
a wide leather 5 c
and shiny black shoes. The first
time we saw him in this outfit we couldn’t believe our
eyes but then yesterday Mr. Johnson told us he was
a Latin dance champion and that he was thinking 6 c
becoming a dancing professional!
4 Complete the conversation with the correct Present
Exercise 4
2 am going
3 Do (you) want
4 sounds
5 don’t (usually) go
6 have
7 belongs
8 are selling
9 Do (they) have
10 are getting
11 think
12 am (just) thinking
Simple or Present Continuous forms of the verbs in
brackets.
A Hi there.1 Are you going (go) home?
B No, I’m not. I 2
(go) to the shopping centre.
3
you
(want) to come?
A That 4
(sound) like a good idea! I 5
usually
(not go) there because I never 6
(have) time.
B There’s a really good clothes shop there called Sam’s.
It 7
(belong) to my neighbours. They 8
(sell) everything at half price at the moment because
it’s the end of the season.
A 9
they
(have) loose-fitting jackets? They
10
(get) really popular this season.
B Yes, I 11
(think) so. What’s the matter?
A Wait a second … I 12
(think). Oh, no! I can’t buy
anything! I left my money at home ...
1 a young
2 a pretty
3 a on
4 a unshaven
5 a belt
6 a in
b middle-aged
b stunning
b at
b faded
b cap
b of
c old
c handsome
c in
c baggy
c jacket
c on
Use of English > page 191
16
FURTHER PRACTICE
ASSESSMENT
• Use of English, Student’s Book
page 191
• Unit 1 Language Test (Vocabulary,
Grammar, Use of English)
• Class debates pages 264–265
• Unit 1 Skills Test (Dictation, Listening,
Reading, Communication)
• Self-assessment 1 and Self-check 1,
Workbook pages 14–15/Online Practice
34
• Unit 1 Writing Test
• Extra digital activities: Use of English,
Reading, Listening
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READING
7 Read the texts and match people 1−4 with most
suitable events A–E. There is one extra event.
1
E Julie looks great in her stylish blue
and white top, black skirt and black
high-heeled shoes. She hopes she’s
wearing the right make-up because she
wants to make a good impression. She
felt confident when she left home but
she’s beginning to feel nervous. She’s
carrying a fashion magazine to appear
knowledgeable and motivated, but she
hopes they won’t ask her any difficult
questions about fashion because it’s a new area for her.
She’d love to learn more about it though.
A Jason has a great sense of style.
He’s wearing his favourite clothes and
a leather jacket. As always, he looks very
cool. He paid special attention to his
outfit today just in case he is caught on
camera. Well, you never know! He’s very
curious which stars will be featured. He’s
glad his mobile phone has got a really
good camera so he can take lots of
photos to post on social networks.
2
C Matt is sure he’s going to have
fun because he loves live music. He’s
wearing his favourite casual clothes but
unfortunately, he doesn’t have his black
leather jacket with him because he left
it at a friend’s house. He’s carrying a
rucksack on his back with everything
he’ll need for the night and two bottles
of water. He hopes it won’t rain. It would
be a great shame.
4
3
D Isabel isn’t certain she’s made the
right dress choice. Although the event is
being held at a fashionable venue, she
decided to dress casually as she knows
she’ll feel more relaxed. She looks nice
in her green top and smart black jeans.
She feels a little bit nervous as she has
never been to an event like this before.
She’s looking forward to getting to know people who are
interested in the same things she is. She’s very organised and is
carrying a small case to keep her beauty products in.
SPEAKING
8 In pairs, take it in turns to ask and answer the questions.
1 What clothes do you like wearing? Why?
2 Do you prefer going out with one or two friends or in
a group? Why?
3 Tell me about something you like doing with your family.
4 What do you usually wear at parties?
5 Do you prefer buying clothes alone or with a friend?
Say why.
A Rock costume show
All you rockers out there will just love this show! Top models
will be showing off outfits that were made famous by rock
heroes of the past and present. The audience will vote for
their favourite costume! This event is going to be televised so
you might be able to see yourself on TV afterwards!
B Musical evening
The ‘Five Strings’ music school is giving a short concert in the
school auditorium next Friday 6 June. We would appreciate it
if those attending this event wore smart clothes. Please note
we will be filming the performance to put it on our website.
Those wishing to stay overnight will be able to book a room in
a free student accommodation at a very reasonable price.
C ‘Heavy fest’ is here again!
This year’s heavy metal festival is being held in the
town’s park from 6–7 July. There will be three stages,
an area with food and drink stalls, and there will be a
place where you can camp too. You can buy one-day
or two-day tickets if you bring your tent! Come casually
dressed and wear denim and leather if you can!
D Networking conference
This year’s ‘You Make a Difference!’ conference is for
make-up artists who want to meet others, share experiences
and learn more techniques in an informal environment.
It’s taking place in a five-star hotel, and the dress code is
smart-casual. We look forward to meeting you!
E Job interview
Soraia’s Fashion is looking for a new shop assistant with
a sense of style. He or she doesn’t need to be glamorous
but must be well-dressed and be interested in fashion.
Experience is ideal although not essential. We are looking
for someone who is keen, enjoys discussing the latest
trends and loves learning.
WRITING
9 Read this email you received from a friend and the
notes you have made. Reply to your friend using all
the notes.
Hi Jamie,
Fantastic!
How are you getting on?
Well, I hope.
What a pity.
pity You
I’m
m feeling
f
a bit down.
My
need to do more fun
school work isn’t going so well
things together.
this term and my girlfriend
doesn’t seem to like me anymore.
I feel like doing something fun
That would be
great!
this weekend but I’m not sure
what. I’d love to hang out with you
and Lisa.
On Saturday
Are you free?
What do you reckon we could do?
Go for a walk in
All the best,
the mountains?
Jeremy
17
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02
The digital mind
VOCABULARY Scientific research, phrases with think and mind, uses of drones, science,
technology
GRAMMAR
Present Perfect Simple and Continuous, verb patterns
Use of English > page 191
SPEAKING
Making choices
WRITING
A blog post
VIDEO
Grammar
Documentary
Communication
The Voyager programme
PHYSICS PROJECT Kit Hart & Jennifer Jordan
The mission of the Voyager space probes is to
study the outer planets and to voyage beyond our
solar system into interstellar space.
They’ve 1travelled / been travelling for over forty
years. Voyager 2 left Earth on August 20 1977,
and sixteen days later, on 5 September, Voyager 1
was launched.
Voyager 1 has 2travelled / been travelling over
21 billion kilometres. No man-made object has
ever 3gone / been going so far from the Sun. It has
4
flown / been flying past Jupiter and Saturn and
their moons. Since August 2012 it’s 5travelled /
been travelling through our galaxy in the direction
of the constellation Ophiuchus.
I'VE BEEN THINKING ABOUT OUR
PHYSICS PROJECT
Kit Hi, Jen. How’s it going?
Jen I’m fed up. I’ve been revising Chemistry all day.
Kit All day? Seriously? How long have you been revising?
Jen I’ve been revising for hours, ever since I had breakfast.
So far, I’ve read three units of the book and
I’ve memorised almost all the formulas.
How have you been getting on?
Kit I haven’t been revising.
Jen No? What have you been doing?
Kit I’ve been thinking about our Physics project.
Jen The project? I haven’t had time to think about that.
Have you come up with any good ideas?
Kit I’ve been working on a text about the Voyager space
probes. I’ve written a first draft.
Jen Sounds good. What about the visuals?
Kit I’ve been searching on the Internet and I’ve found
some cool photos. I’ll send you what
I’ve done.
Voyager 2 hasn’t 6gone / been going quite as far
as its sister spaceship
spaceship. It’s 7travelled / been
travelling about 17.6 billion kilometres and it’s
8
visited / been visiting four planets: Jupiter, Saturn,
Uranus and Neptune. However, it hasn’t
9
reached / been reaching interstellar space yet.
Since they began their amazing
voyages,, the probes have
voyages
10
continuously sent / been
continuously sending back radio
waves together with images and
other scientific data. So far, they’ve
11
sent / been sending tens
of thousands of photographs
and a lot of valuable information
about the planets and their
satellites.
18
REFERENCES
VIDEO SCRIPT page 232
CULTURE NOTES page 205
EXTRA ACTIVITIES IN CLASS
• Do this activity after Exercise 5. Ask
students to look at Kit and Jen's project
on page 18 and write questions
about the Voyager programme using
the Present Perfect Simple and the
Present Perfect Continuous (e.g. How
long have the Voyager space probes
been travelling? How far has Voyager 1
travelled?). Then put them in pairs to
ask and answer their questions.
• After Exercise 8, put students in new
pairs and ask them to think of more
prompts like the ones in Exercise 8.
They should aim for ‘visible results
(of an action) in the present’ (e.g.
I’m out of breath. My eyes are red. My
clothes are covered in chocolate.). When
they are ready, get them to swap
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02
2A GRAMMAR AND VOCABULARY
1 Which areas of science do you find most interesting:
astronomy, biology, chemistry, earth science, physics?
Discuss in pairs.
2
1.9 Read and listen to the conversation between Kit
and Jen on page 18. What are they talking about?
revising Chemistry and a Physics project
Present Perfect Simple and Continuous
3 Study sentences 1 and 2 and answer the questions.
1 I’ve read three units of the book.
a Do we know exactly when Jen read those units?
b Do we know if Jen has finished reading those three units?
2 I’ve been revising Chemistry all day. I’m fed up.
a Do we know if Jen has finished revising Chemistry for the
day?
b Do we know how long she’s been doing it?
c Do we know how she feels because of it?
4 Study the Grammar box and find more examples of the
Present Perfect Simple and the Present Perfect Continuous
in the conversation.
Present Perfect Simple and Continuous
• We use the Present Perfect Simple to talk about a finished
activity in the past if we don’t say exactly when it happened or if
it happened recently. We focus on the result. We often say how
much/many things we’ve done, how many times something has
happened or how far we’ve travelled.
• We use the Present Perfect Continuous to talk about an activity
that started in the past and may still be continuing. We focus
on the activity, not the result. We often mention how long the
activity has been going on. We use this tense for a recent finished
or unfinished activity that explains something in the present.
Time expressions: since 2016/January/Monday, for two years/
three months/a week
Grammar Reference and Practice > page 174
7 In pairs, ask and answer the questions in
Exercise 6. Then replace Biology with another
science, change partners and ask and answer
the questions again.
8 Work in pairs. Choose from the prompts below.
Then use the Present Perfect Continuous to
explain each situation.
• I’ve got glue on my hands.
• I’ve got a sore back.
• My eyes hurt.
• I'm exhausted.
A I’ve got glue on my hands.
B Why? What have you been doing?
A I’ve been making a model of the International
Space Station.
9 Complete these sentences with the highlighted
words from Kit and Jen’s Physics project on
page 18.
1 The Earth is the third planet from the Sun.
It has one moon .
2 There are eight planets in our
.
3 Ursa Major is a
that looks like a large
bear.
4 On 6 February 2018, the Falcon Heavy rocket
a red sports car into space.
5 The Millennium Falcon is a very fast
in Star Wars.
6 With current technology the
from the
Earth to Mars would take about nine months.
7 There could be 100–200 billion stars in our
.
What have scientists been working on recently?
(you/do) in class recently?
(do) projects and experiments with light and plants.
How many experiments 5
(you/do)?
So far, we 6
(carry) out three experiments.
A 7
(you/ever/think) of studying Biology at university?
8
(not/cross) my mind. I 9
(always/be)
(you/hear) about the
more interested in astronomy. 10
(follow) it on the
mission to Mars? It’s fascinating. I 11
SpaceX website.
A Yes, I
(hear) of it but I 13
(not follow) it closely.
3
GRAMMAR VIDEO
6
How long 1have you been studying (you/study) Biology?
(not/study) Biology for long, only since I started high
Exercise 9
2 solar system
3 constellation
4 launched
5 spaceship
6 voyage
7 galaxy
Student A, go to page 196. Student B, go to
page 199.
4 Read the question and watch the
video. Say what the speakers answer. Then
in pairs, ask and answer the question.
1.10 Complete the conversation with the correct form
of the words in brackets. Use the Present Perfect or Present
Perfect Continuous. Then listen and check.
Exercise 6
2 haven’t been
studying
3 have you been doing
4 ’ve been doing
5 have you done
6 ’ve carried
7 Have you ever
thought
8 hasn’t crossed
9 ’ve always been
10 Have you heard
11 ’ve been following
12 ’ve heard
13 haven’t been
following
10 SPEAKING In pairs, role play the situations.
5 Look at Kit's draft of the Physics project on page 18 and choose
the correct forms to complete it.
Exercise 3
1
a No, but we know she
did it recently.
b Yes, we know that
she has finished
reading those units.
2
a No, we don’t. She
may still be revising
Chemistry.
b Yes, all day.
c Yes, she’s fed up.
4
□ I can distinguish between the Present Perfect Simple and the Present Perfect
Continuous to talk about recent finished or unfinished activities.
prompts with another pair and have
similar conversations explaining each
situation. They should use the Present
Perfect Continuous.
• Grammar Reference and Practice,
Student’s Book page 174
• Workbook pages 16–17/Online Practice
FURTHER PRACTICE
• Photocopiable resource 5: Space
convention, pages 273, 292
• Photocopiable extra Grammar Video
activity 2, page 266
• Extra digital activities: Grammar
Checkpoint 2A
19
ASSESSMENT
Grammar Quiz 2A
NEXT CLASS
Ask students to think about the
advantages and disadvantages of using
robots in everyday life and make notes.
37
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2B READING AND VOCABULARY
computers and three ways computers are better than
humans. Compare your ideas with another pair.
Computers are better at processing information quickly.
Humans can feel emotions.
2 Study Active Reading, skim the text and answer
Exercise 6
2 creation
3 disagreement
4 identification
5 procedure
6 recognition
7 proposal
questions 1 and 2. Then discuss questions 3 and 4 with
a partner.
1 Where would you see a text like this one? a (print) magazine
2 What is the main idea? the future safety of AI
3 What do you know about the topic?
4 What do you expect to learn from the text?
ACTIVE READING | Skimming and scanning
Skimming and scanning are ways of searching for
information in a text quickly and effectively. When you
skim or scan a text, you do not need to read every word.
• Skimming – looking at photos and reading the title,
headings, captions and the first line of each paragraph to
get the general idea of what a text is about.
• Scanning – reading parts of the text to find specific
information such as key words, dates or names.
3 Scan the text to complete the notes with one or
two words from the article. Then read the text more
carefully if necessary.
1 Recent developments in AI have altered the way
we interact with our electronic devices.
2 Some experts believe general AI might be possible by
.
3 The example of elephants shows that control comes
from
rather than strength.
4 Unlike human intelligence, artificial intelligence can
exist without a
.
5 One way AI may create problems is by causing
as it tries to do something helpful.
6 Research into
needs to develop more quickly.
4 Do you think AI will make the world a better place in
the future? Discuss in pairs.
5 Complete the table with the words from the article.
Verbs
achievement
interact
interaction
possession
possess
20
Nouns
achieve
create
develop
disagree
exist
identify
creation
development
disagreement
6 Complete the second sentence so that it means the
same as the first one by changing the underlined verb
into a noun. Then, in pairs, say if the sentences are true
for you and add more details.
1 I’ve achieved something amazing.
It’s an amazing achievement for me.
2 I’ve created something wonderful.
It is a wonderful
.
3 My parents and I disagree strongly on one important
issue.
There is a strong
between my parents and I on
one issue.
4 I always have to identify myself at the school
entrance.
at the school
I always have to show my
entrance.
5 I don’t know how to proceed with applying to
university.
for applying to university.
I don’t know the
6 My new phone can recognise my fingerprints.
My new phone has a fingerprint
.
7 I propose we use more technology to learn English.
I have a
. Why don’t we use more technology to
learn English?
I’ve achieved something amazing. I’ve won a photography
competition. It’s an amazing achievement for me.
7 SPEAKING How could AI help you in the following
areas of your life? How might it make things better or
worse? Discuss in pairs.
• homework and studying • parents and siblings
• cooking and housework • health and fitness
• friendship and love
AI could help me with my homework; for example, it could
search for information faster!
8 REFLECT | Society What would be the benefits and
drawbacks of living in a world in which it’s impossible
to tell the difference between a human and a robot?
5 WATCH AND REFLECT Go to page 163.
Watch the documentary The
T future of AI and
do the exercises.
DOCUMENTARY VIDEO
1 In pairs, list three ways humans are better than
Exercise 3
2 2045
3 intelligence
4 (physical) body
5 harm
6 safety (procedures)
existence
identification
proceed
procedure
propose
proposal
recognise
require
recognition
requirement
□ I can understand the main idea and identify specific details in an article and talk about artificial intelligence.
REFERENCES
EXTRA ACTIVITIES IN CLASS
VIDEO SCRIPT page 232
• Before Exercise 7, refer students to
the notes they made at home and get
them to discuss the advantages and
disadvantages they thought of. They
could do this in pairs, small groups or
as a whole class.
CULTURE NOTES page 205
• After Exercise 8, refer students to the
quote at the bottom of page 21 and
discuss it briefly with the class. Do
students think that machines can really
become more intelligent than people?
If they can, how would students
answer the question in the quote?
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Science fiction
or science fact?
02
1.11
Most of us have watched or read stories about lifelike robots and super-intelligent machines.
However, in today’s world, science fiction is quickly becoming science fact. From facial
identification systems in our phones, to algorithms that help us search the Internet,
the development of Artificial Intelligence (AI) has changed the way we interact with technology.
What is AI?
Will there be evil robots?
There are two types of AI, narrow and general.
Narrow AI is already a part of our lives. It focuses
on one particular task and can be used for our
GPS systems or the voice-recognition systems
that let us talk to our devices. General AI is a kind
10 of machine super-intelligence and is still more
of an idea than a reality. It is designed to do
better than humans in all tasks that require
mental e ort. here are disagreements about
when general AI might become a reality. Some
15 experts say never, while others believe it could
happen as early as 2045.
5
Why are some experts worried?
The rapid progress of research into general AI
worries big names such as Elon Musk and Bill
Gates. They have been warning of the possible
20 dangers of AI for some time. One of the biggest
questions is who will be in control when machines
become more intelligent than people. Elephants
are stronger than humans for example, but
we can control them. We are able to do this
25 because we possess greater intelligence than
them. When our technological creations become
more intelligent than us, will we control them
or will they control us?
Are super-intelligent machines going to take over the world
30 and make us their slaves? Most researchers agree that computers
will never experience love or hate in the same way we do.
This means that, despite sensational stories in the tabloid press,
the rise of the killer robots is definitely more science fiction
than scientific fact. physical body is not a requirement
35 for the existence of super-intelligence. In fact, all that is really
necessary is electricity and the Internet. AI is more likely
to do something ‘evil’ because humans tell it to. Either that,
or we will programme it to do something helpful, but it will
cause harm as it attempts to achieve this.
How can we make sure AI is safe?
40 Experts have proposed that we speed up research on AI safety
immediately. It may take longer to design important safety
procedures than to develop general AI itself. There are many
other basic but important questions about a world shared
with artificially intelligent beings. or example, how will we earn
45 money if machines can do most jobs? What legal rights and
responsibilities will robots and other super-intelligent machines
have? What will happen when it becomes impossible to tell
the di erence between a human and a machine ltimately,
we need to begin an important conversation about what sort
50 of future we want and how AI can help us get there.
One of the biggest
questions is who will be
in control when machines
become more intelligent
than people.
21
FURTHER PRACTICE
NEXT CLASS
• Workbook pages 18–19/Online Practice
Ask students to think about their ideal
museum and make notes: what exhibits
would they like to see in it? What would
they like to be able to do there?
• Photocopiable resource 6: Back to
the moon, pages 273, 293
39
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2C VOCABULARY | Science, phrases with think and mind
1 Discuss the questions in groups.
4
1 What is the most interesting or boring museum you’ve
ever been to? What did/didn’t you like about it?
2 Have you ever been to a science and technology
museum or exhibition? What was it like?
3 Do you read the information museums provide about
their exhibits? Say why.
a blew my mind.
e broadens your mind.
b I didn’t think much of
f I’ve changed my mind.
c I’ve made up my mind
2 Complete the museum information with the words
Exercise 2
2 pressure
3 radiation
4 cells
5 organism
6 research
1.13 Read the visitors’ comments. Match the
highlighted expressions a–h to their definitions 1–8.
Then listen and check.
from the box.
d think outside the box.
cells gravity organism pressure radiation research
g my mind has gone blank.
h You can’t hear yourself think!
1 d To invent something life-changing or to do some
truly original research, it’s sometimes necessary to
think in a new or creative way.
2 g What have I learned? Oh goodness, so much but
suddenly I can’t remember anything.
3 c I’ve decided – that I want to study Physics.
4 f I thought science was a bit dull but after today
I have a different opinion.
5 a The section on radiation really impressed me.
6 e I think a visit to any museum increases your
knowledge and understanding of the world.
7 h Stay out of the cafeteria. It’s extremely noisy.
8 b I wasn’t impressed by the robotics exhibition.
5
1.14 Choose the correct word from the box. Use
the definitions in brackets to help you. Then listen and
check.
twice again seriously ahead big
3
22
40
1
Gravity on the moon is weaker than on
Earth – that’s why astronauts bounce and
float.
2
In the deep oceans, the water
is
too strong for humans to dive there.
3
Astronauts in space are exposed to
from the Sun.
4
Did you know that there are over 37
in the average human body?
trillion
5
The largest living
in the world is
not a coral reef, it’s actually a fungus that
lives in Oregon, in the US.
6
According to
, noise pollution can
damage your health.
1.12 Listen to some visitors describing their
experience at a science museum. Have they enjoyed
their visit? Yes, they have.
1 I’ve learned that we should always think big
g (have
ambitious plans) even if something seems impossible.
2 I’ve learned that the planet is a living organism and
we need to think seriously (think about an issue that’s
important) about how we treat it.
3 And after seeing the part about industrial farming, I’ll
certainly think twice (think carefully before you do
something) before I eat meat again.
4 If you think museums are boring, this one will definitely
make you think again (reconsider).
5 Anyway, think ahead (think about what might
happen in the future) and wear comfy shoes and
you’ll be fine.
6 SPEAKING Complete the sentences so that they are true
for you. Then compare with a partner.
.
1 I’ve recently changed my mind about
2 The last thing that blew my mind was
.
3 The best way to broaden your mind is to
.
4 I didn’t think much of
when I went there.
5 It’s important to think ahead before you
.
6 Young people today need to think seriously about
.
7 Should entry to museums be free? Say why.
I think entry to museums should be free so that everyone
can visit them.
□ I can talk about science.
REFERENCES
FURTHER PRACTICE
NEXT CLASS
AUDIO SCRIPT page 212
• Workbook page 20/Online Practice
EXTRA ACTIVITY IN CLASS
• Photocopiable resource 7: A survey on
museums, pages 274, 294
Ask students to think about these
questions: How good are you at
remembering names/faces/numbers/dates/
etc.? Do you find it easier to remember
things that you read or things that you hear?
What is your earliest memory?
Lead in to Exercise 1 by referring students
to the notes they made at home and
inviting them to tell the class about their
ideal museum. The class could then vote
for the best/most interesting museum.
M01 High Note TB3 09593.indd 40
• Extra digital activities: Vocabulary
Checkpoint 2
ASSESSMENT
Vocabulary Quiz 2
29/08/2019 14:09
QUIZ true or false?
02
What do you know about your brain and mind and how they work?
Complete our quiz to find out.
Most people can remember
To improve your performance
1 MEMORY
4 MUSIC
as many as 1000 faces. T
F
in a range of school subjects,
2
3
READING As lnog as the frist and
lsat ltteres of wrods are in the rghit
place, msot pepole still manage
to read them. This is because your
mind looks at the whole word and
not each letter. T
F
AGE Our brains begin ageing from
around the age of twenty. By the time
we are sixty, they actually begin
to shrink. T
F
experts recommend that you
practise playing a musical
instrument regularly. T
F
HEALTH People who
5 BRAIN
enjoy doing crosswords, or love
reading, are more likely
to maintain a healthy brain. T
F
It is safer to let someone
6 SLEEP
sleepwalk because the shock
of being woken up can cause
serious brain damage. T
F
2D GRAMMAR
1 Do the quiz. Then in pairs, check your answers
4 Study Watch out! Then match the verb patterns in bold with
on page 196. Which facts did you find most
surprising?
meanings a or b.
Verb patterns
2 Study and complete the Grammar box with the
underlined verbs from the quiz.
2 b She stopped to do an online quiz.
a She stopped doing online quizzes.
a no longer do something
b stop doing one thing so you can do another
Verb patterns
We use the -ing form after some verbs (admit,
avoid, can’t stand, don’t mind, fancy, hate,
imagine, keep, like, miss,
1
practise , 2 enjoy , 3 love ). (in any order)
We use the infinitive with to after some verbs:
(agree, allow, appear, decide, expect, hope,
need, learn, offer, promise, refuse, seem, want,
would like, 4 manage ).
We use the infinitive without to after:
• modal verbs (must, might, should, will 5 can ),
• make and 6 let .
We use some verbs with the -ing form and
infinitives with no difference in meaning (start,
continue, 7 begin ).
WATCH OUT!
Some verbs (forget, regret, remember, stop, try) can be followed
by an -ing form or an infinitive but the meaning is different
depending on the form used:
I remembered to switch off my computer.
(remember something, then do it)
I remember switching off my computer.
(do something and remember it later)
5 Complete the text with the correct forms of the verbs in brackets.
How to look after your brain
Grammar Reference and Practice > page 174
3 Replace the underlined verbs with the verbs
in brackets and rewrite the sentences. Tick the
sentences you agree with or that are true for
you. Then compare with a partner.
1
2
3
4
1 a I forgot to buy my girlfriend a birthday present.
b I’ll never forget buying my first car.
a not remember to do something
b not remember something that you did earlier
I’m interested in learning to swim.
(‘d like to)
You must continue to learn new things to
exercise your brain. (keep)
Parents should read to their young children
regularly. (need)
I’d like to start reading more regularly.
(begin)
You can’t expect 1 to have (have) a healthy body if you don’t try
2
to exercise(exercise) regularly. Similarly, if you want 3 to keep (keep) your
brain fit, you need to remember 4 to use (use) it. Many people enjoy
5
reading (read), which is both pleasurable and good for your
imagination. You could also try 6 doing (do) sudoku or crossword
puzzles regularly, or, if you hate 7 solving (solve) puzzles, perhaps you’d
prefer 8 to learn (learn) a strategic game such as chess or Go. If you
don’t fancy 9 trying (try) any of these, you could learn 10 to play (play)
a musical instrument. You will 11 find (find) plenty more advice online!
6 SPEAKING Student A, go to page 196, Student B, go to page 199.
Take it in turns to choose a number between 1 and 6, then
follow your partner’s instructions.
□ I can use a range of verbs taking the infinitive or the -ing form.
REFERENCES
FURTHER PRACTICE
ASSESSMENT
CULTURE NOTES page 206
• Grammar Reference and Practice,
Student’s Book page 174
Grammar Quiz 2D
EXTRA ACTIVITY IN CLASS
Start the class by referring students to the
questions they thought about at home.
Put them in pairs to discuss their answers,
then get brief feedback from the class.
M01 High Note TB3 09593.indd 41
• Workbook page 21/Online Practice
• Photocopiable resource 8: Verb pattern
battleships, pages 274, 295
• Extra digital activities: Grammar
Checkpoint 2D
Exercise 3
1 I’d like to learn to
swim.
2 You must keep
learning new things to
exercise your brain.
3 Parents need to read
to their young children
regularly.
4 I’d like to begin
reading/to read more
regularly.
23
NEXT CLASS
Ask students to do some online research
on drones. They should list their different
uses and also note down any facts they
find interesting/surprising.
41
29/08/2019 14:09
1 Aerial filming and photography
2 Commercial
mmercial
3
and rescue
4
enforcement
forcement
5
making
6
forecasting
2E LISTENING AND VOCABULARY
1 Work in pairs. Have you ever seen or flown a drone? Where
Exercise 3
2 (commercial)
deliveries
3 search (and rescue)
4 law (enforcement)
5 map (making)
and when? Would you like to fly one? Say why.
2
Exercise 6
There are a lot of legal
issues to be sorted out
before commercial
drone deliveries
become a part of
everyday life. However,
we are already using
drones to deliver blood
and medical supplies.
5 In your opinion, which of the uses of drones are
the most important for society?
I’ve never flown a drone, but I would like to try to because I’m
interested in aerial photography.
6
1.16 Listen and write down exactly what you
hear.
1.15 Listen to a podcast about drones and choose the
best summary of what the interview is about.
7
1.17 PRONUNCIATION How do you say ‘ea’ in
the words in the table? Listen and write the words
you hear in the correct columns. Then practise
saying the words.
□
□
□
Women in the drone industry
a
b ✓ Different uses of drones
c
Legal issues connected to the use of drones
3 Complete the uses of drones shown in the photographs
/iə// area
ar
/iː/ speaker
appeared, cleared
leading reading
with the words from the box.
deliveries law map photography search weather
4
1.15 Listen again and decide if statements 1–6 are
true (T) or false (F), or if the information is not given (NG).
□
□
□
□
□
□
AUDIO SCRIPT page 212
EXTRA ACTIVITIES IN CLASS
• Before Exercise 1, refer students to the
notes they made at home and invite
them to share their findings with the
class. List the different uses of drones
students mention on the board.
M01 High Note TB3 09593.indd 42
agree with. Then compare with a partner.
□ I worry about my privacy because of drones.
□ I would like drones to deliver things to my home.
□ Drones could cause serious accidents.
□ Drones are noisier than cars. You can’t hear
yourself think!
5 □ I'd like to travel in a drone taxi in the future if it
is possible.
6 □ Drones are just harmless fun.
1
2
3
4
□ I can identify the main idea and key details in an interview and talk about technology.
REFERENCES
42
earthquakes, heard
8 SPEAKING Tick the statements about drones you
1 F Simon Porter began flying drones when he was 19.
2 T The presenter of the podcast has never flown a drone
using first-person view.
3 T Some drone racing competitions offer valuable
prizes.
4 F Simon says drones can be used to predict earthquakes.
5 T Commercial drone deliveries are not yet legal.
6 NG Sally French has appeared on television several times.
24
/ɜː/ search
• After Exercise 2, refer students to the
list on the board. Get them to listen
again and check which of the uses
listed are mentioned in the podcast.
FURTHER PRACTICE
• Workbook page 22/Online Practice
NEXT CLASS
Ask students to imagine they are going to
meet up with some friends this weekend.
Ask them to list as many activities as they
can think of which they could do with
their friends.
• Photocopiable resource 3: Drone Boy,
pages 274, 296
29/08/2019 14:09
02
COMMUNICATION VIDEO
2F SPEAKING
SPEAKING | Making choices
Making suggestions
What/How about (… ing)/this?
What do you think of … ing …?
Why don’t we …?
Let’s …
Expressing and justifying opinions
You can’t go wrong with …
(That) sounds good/like a good idea.
(Personally,) (I think) that’s a great/terrible idea
because ...
It’s not a bad idea but it’s not a good one,
either.
I don’t think much of that idea, to be honest.
The main reason is …
Another reason is …
Comparing options
It isn’t nearly as good/bad as …
It’s almost/It isn’t quite as good/bad as …
That’s even better/worse than …
That’s by far the best/worst idea.
1 Do you ever get bored at the weekend or do you always find
something fun to do?
I usually find something fun to do at the weekend, such as ...
2
6
1.18 Watch or listen to three friends discussing what
to do. Answer the questions.
1 What are the first four suggestions the friends make? Why do
they reject them?
2 What do the friends finally agree to do?
3 What do they do in the end? Why?
3
1.19 Study the Speaking box. Then complete the sentences
with the words from the box. Listen and check.
about as don’t far idea let’s main much of one
reason quite sounds How worse
1 Why don’t we do something different today?
2 That’s a terrible idea .
3 I don’t think much of that idea, to be honest.
4 How about ordering loads of pizza and playing video games
all day?
5 The main reason is that we play video games almost every
weekend. And another reason is we had pizza yesterday.
6 What do you think of going to see Bryony Fox?
7 That is by far the worst idea I’ve ever heard.
8 It’s not quite as good as video games and pizza, is it?
9 It’s not nearly as good. It’s even worse than the Science
Museum.
10 What about this? The world's biggest drone show.
11 That sounds good.
12 Yeah, that’s the one ! Come on, let’s go!
Reaching decisions
That’s the best idea we’ve had.
That’s the one!/(Let’s) go for it!
4 Use the words in brackets to rewrite the
sentences below without changing their
meaning.
1 Also it’s boring. Let’s stay in. It’s raining.
(another)
Another reason is it’s boring.
2 And the rain is a bit lighter than it was.
So, let’s go! (not/quite/heavy)
3 I disagree. I think the exhibition is a good
idea. (sound)
4 I don’t think that’s a very good idea.
(think/much)
5 It’s much more interesting than staying
at home. (not/nearly/go/exhibition)
6 Mainly because it’s too expensive. (reason)
7 Why don’t we go to the technology
exhibition? (How/about)
8 Why not? I think it’s much better than all the
other ideas we’ve had. (by/far)
VIDEO/AUDIO SCRIPT page 233
EXTRA ACTIVITIES IN CLASS
• Before Exercise 1, refer students to the
lists they made at home. Elicit their
ideas and list them on the board.
• Before Exercise 2, get students to
Exercise 4
2 And the rain isn’t quite
as heavy as it was.
3 I think the exhibition
sounds like a good idea.
4 I don’t think much of
that idea.
5 Staying at home isn’t
nearly as interesting as
going to the exhibition.
6 The main reason is
(that) it’s too expensive.
7 How about going
to the technology
exhibition?
8 I think that’s by far the
best idea (we’ve had).
5 Use the rewritten sentences in Exercise 4
to make a dialogue. Add other sentences if
necessary. Then read it out in small groups.
6 Make a list of things to do at the weekend on
a sunny day and on a rainy day. Then in small
groups discuss and reach a decision about
what to do. Use the language in the Speaking
box.
Sunny day: picnic, playing basketball, …
Rainy day: cinema, board games, …
□ I can make suggestions, express opinions, compare options and reach decisions.
REFERENCES
Exercise 2
1 Suggestion 1: to go
to the science museum.
Emma thinks it’s
a terrible idea because
they’ve been there
many times.
Suggestion 2: to order
loads of pizza and play
video games all day.
Kevin doesn’t think it’s
a good idea because
they play video games
almost every weekend;
another reason is they
had pizza yesterday,
the day before that, and
the day before that.
Suggestion 3: to go to
see a scientist’s talk at
the university. Emma
says she doesn’t want to
spend Sunday at a talk.
Suggestion 4: the Zero-G
experience, a simulated
flight. It’s too expensive.
2 to go to a drone show
at Reading airfield
3 to stay home and eat
pizza because it’s raining
outside
copy the list on the board into their
notebooks. Ask them to watch or
listen and tick the activities the friends
mention. Do they mention any other
activities which are not on the list?
• After Exercise 6, put students in new
groups and refer them again to the
lists they made at home. Ask them to
imagine they are going to meet up this
25
weekend. Using language from the
Speaking box, they should discuss their
options and decide on two things to do
when they meet.
FURTHER PRACTICE
Workbook page 23/Online Practice
43
M01 High Note TB3 09593.indd 43
29/08/2019 14:09
BELINDA’S BLOG
Switch it off!
It’s bad for your brain!
‘Stop staring at that screen! It’s bad for
you! Switch it off!’ Parents have been
telling teenagers things like that for years.
But is tech really bad for your brain?
Maybe so. After all, it’s true that technology causes
sleep disorders.
disorders The blue light from screens stops you
from sleeping and a lack of sleep means you feel stressed
and depressed and find it harder to concentrate.
Technology may also cause memory loss.
loss I read recently
that millennials* are more forgetful than the over-55s.
Apparently, too much information and constant
interruptions prevent our short-term working memories
from becoming permanent long-term memories. Now,
what was I saying?
What’s more, the Internet has
become our brain’s external hard drive: Why memorise
anything when you can find it online? Why remember
directions when you have GPS?
What do you think? Click here to
send your comments. (Be polite!)
TamBam 11.24 a.m.
Another interesting post, Belinda, but I don’t agree
with everything. It’s true my parents aren’t nearly
as good at multi-tasking as I am but there’s no
way that their memory’s better than mine. They’re
always forgetting stuff.
However, don’t throw away your phone and tablet yet.
Technology’s not all bad. It offers a world of information
at the touch of a screen. In addition, it provides stimulation
and variety and that’s good for your brain. Millennials may
have more distractions, but we’re also way better at
multitasking.
multitasking
Marcia 11.28 a.m.
I’m in two minds about this. I realise that too much
screen time is bad for me but at the same time
I know that these days you’ve got to be switched-on
all the time or you don’t know what’s going on.
To sum up, technology is like salt. It’s good in moderation.
You can’t live without it but too much can harm you.
* millennial – a young person who became an adult in this
century
2G WRITING AND VOCABULARY | A blog post
1 Look at the photo and answer the questions below.
Exercise 3
1 memory
2 lack, disorders
3 concentrate
4 multi-tasking,
distractions
5 stressed, depressed
1 What do you think the blog is about?
2 Have you ever …
• forgotten what you were doing because you got
a message on social media?
• fallen asleep in front of a computer, tablet or phone
screen?
• spent a weekend without your mobile phone or
access to the Internet?
If so, say when, why and how you got on.
2 Read Belinda’s blog post. What’s her opinion on
3 In pairs, use the highlighted words and phrases in the
text to complete the sentences. Then tick the sentences
that are true for you and compare with your partner
rgetful as my grandmother
□ I’m not nearly as forgetful
loss.
– I think she’s starting to suffer from
2 □ I don’t suffer from a
of sleep or any other
– I get eight hours a night.
sleep
3 □ I like coffee – it helps me to
.
4 □ I’m good at
. I can do several things at the
.
same time and I find it easy to deal with
5 □ I often feel
before exams but I don’t
1
become
when I get a bad mark.
everyday technology?
It’s good in moderation.
26
REFERENCES
CULTURE NOTES page 206
EXTRA ACTIVITIES IN CLASS
44
• Lead in to Exercise 1 by asking students
to discuss the following questions: How
many hours a day do you spend on your
computer? What about online? What do
you use your computer for? What do you
M01 High Note TB3 09593.indd 44
usually do when you go online? If there
is time, get students to discuss the
questions in pairs or small groups first,
then elicit answers around the class.
• Do this activity after Exercise 9, to help
students with ideas for the writing
task in Exercise 10. Once students
have discussed their ideas in groups in
Exercise 9, invite representatives from
different groups to share their ideas
with the class. List students’ ideas on
the board and get them to copy the
list into their notebooks. This will give
them a larger pool of ideas to choose
from when they do the writing task.
FURTHER PRACTICE
Workbook page 24/Online Practice
29/08/2019 14:09
02
4 Read the comments to Belinda’s blog. Write your own
comment to the blog in no more than 50 words. Compare
your comments in groups.
5 Read the tips on how to write a good blog post and decide
how well Belinda has followed them. very well
How to write a good blog post
1 Choose a topic that you know well and care about
and that you think will interest and inform your
readers.
2 Choose a title that attracts people’s attention,
e.g. something beginning with ‘How to…’ or
an intriguing question.
3 Use a chatty, informal style with short, clear
sentences and paragraphs and avoid repetition.
4
hec your te t for mista es hen you re finishe .
5 Use images to make your text attractive and easier
to understand.
6 Look at this table showing the draft and final versions of
fragments of the blog post. Match tips 1-5 from Exercise 5 to
these fragments (A-D).
Draft
Final version
things like that since years.
teenagers things like that
for years.
□ Parents have said teenagers Parents have been telling
A 4
□ Technology and health
B 2
□ The effect of computers on
C 1
your body.
Switch it off ! It’s bad for
your brain!
The effect of technology
on your mind.
□ In conclusion, technology is To sum up, technology
D 3
very similar to salt because
although it is good in
moderation and obviously,
nobody can live without
it, there is no doubt that
excessive salt damages your
health, may result in death
and can kill you.
is like salt. It’s good in
moderation. You can’t live
without it but too much
can harm you.
7 Study the Writing box and find synonyms for these words
and phrases.
1 But … However, …
2 Clearly, …
3 Even though …
4 In addition, …
5 In conclusion, …
6 In my opinion, …
7 In spite of …
8 Research has shown that …
9 This is largely because of …
10 Y is a result of X.
WRITING | A blog post
Introduction
Mention the key point you want to make in your
post. Start with one of these:
• an interesting fact, e.g. There are almost 4 billion
Internet users in the world.
• an inspiring quotation, e.g. ‘I do not fear
computers. I fear the lack of them.’ (Isaac Asimov)
• a thought-provoking question, e.g. Is tech really
bad for your brain?
Main body (2–3 paragraphs)
Give one or more arguments supporting your key
point:
It’s true that …
It seems to me that …
(This) means …
X causes Y.
Studies suggest that …
According to …
Most people believe that …
Obviously, …
What’s more, …
but … also …
This is mainly due to …
To write a balanced post, mention arguments that
don’t support your key point:
However, …
On the other hand, …
Although …
Despite …
Conclusion
Sum up your post and finish with something
thought-provoking or amusing:
To sum up, …/In the end, …/So …
8 SPEAKING To raise money for charity your school
wants students to give up one technological
device for a week. In groups, choose one thing to
give up. Use the Speaking box in Lesson 2F to help
you.
A What do you think of giving up our phones for
a week?
B Personally, I think that’s a terrible idea. How
about games consoles? A games console isn’t
nearly as essential as a phone.
9 REFLECT | Society Discuss in groups. How has
computer technology made our lives better?
Think of things like education, communication,
health, sports and leisure, transport, etc.
10 WRITING TASK Write a blog post about how
mobile phones, computers and the Internet have
helped people and made their lives easier. Use
the information in the Writing box, the tips from
Exercise 5 and your ideas from Exercise 9 to help
you.
□ I can write a blog post.
Exercise 7
2 Obviously, …
3 Although …
4 What’s more, …
5 To sum up, …
6 It seems to me …
7 Despite …
8 Studies suggest
that …
9 This is mainly
due to …
10 X causes Y.
27
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 28–29.
45
M01 High Note TB3 09593.indd 45
29/08/2019 14:09
Word List
REMEMBER MORE
1 Choose the correct words. Then
check with the word list.
1 Which adjective describes
a model, robot, etc. that looks
exactly like a real person or
thing? lifelike / life-changing
2 What force makes objects
fall to the ground? gravity /
radiation
3 What do you do when you plan
things that are difficult but very
impressive? think twice / think
big
2 Make nouns from these verbs.
Then check with the word list.
1 require – requirement
2 propose – proposal
3 exist – existence
4 possess – possession
5 interact – interaction
2A GRAMMAR AND VOCABULARY
5.8
2B READING AND VOCABULARY
5.9
astronomy (n) /əˈstrɒnəmi/
achieve (v) /əˈtʃiːv/
beyond (prep) /bɪˈjɒnd/
achievement (n) /əˈtʃiːvmənt/
billion (num) /ˈbɪljən/
algorithm (n) /ˈælɡərɪðəm/
carry out experiments /ˌkæri ˌaʊt
ɪkˈsperəmənts/
alter (v) /ˈɔːltə/
constellation (n) /ˌkɒnstəˈleɪʃən/
Artificial Intelligence (AI) (n) /ˌɑːtəˌfɪʃəl
ɪnˈtelədʒəns (ˌeɪ ˈaɪ)/
continuously (adv) /kənˈtɪnjuəsli/
artificially intelligent /ˌɑːtɪˌfɪʃəli ɪnˈtelədʒənt/
cross sb’s mind /ˌkrɒs ˌsʌmbɒdiz ˈmaɪnd/
attempt to do sth /əˌtempt tə ˈduː ˌsʌmθɪŋ/
current (adj) /ˈkʌrənt/
basic (adj) /ˈbeɪsɪk/
Earth science (n) /ˈɜːθ ˌsaɪəns/
be in control /ˌbi ɪn kənˈtrəʊl/
estimate (v) /ˈestɪmeɪt/
become a reality /bɪˌkʌm ə riˈæləti/
ever since /ˈevə ˌsɪns/
first draft (n) /ˌfɜːst ˈdrɑːft/
follow sth closely /ˌfɒləʊ ˌsʌmθɪŋ ˈkləʊsli/
formula (n) /ˈfɔːmjələ/
galaxy (n) /ˈɡæləksi/
3 Complete the phrases with ø (no
article), a/an or the. Then check
with the word list.
difference between
1 tell
somebody and something
2 lack of ø sleep
3 access to the Internet
4 think outside the box
the
get on (phr v) /ˌɡet ˈɒn/
glue (n) /ɡluː/
hurt (v) /hɜːt/
International Space Station (n) /ˌɪntəˌnæʃənəl
ˈspeɪs ˌsteɪʃən/
being (n) /ˈbiːɪŋ/
cause harm /ˌkɔːz ˈhɑːm/
control (n, v) /kənˈtrəʊl/
create problems /kriˌeɪt ˈprɒbləmz/
creation (n) /kriˈeɪʃən/
despite (prep) /dɪˈspaɪt/
develop (v) /dɪˈveləp/
disagree (v) /ˌdɪsəˈɡriː/
disagreement (n) /ˌdɪsəˈɡriːmənt/
electricity (n) /ɪˌlekˈtrɪsəti/
interstellar space (n) /ˌɪntəˌstelə ˈspeɪs/
electronic device (n) /ˌelɪkˌtrɒnɪk dɪˈvaɪs/
launch (v) /lɔːntʃ/
evil (adj) /ˈiːvəl/
man-made (adj) /ˌmæn ˈmeɪd/
exist (v) /ɪɡˈzɪst/
words from the word list. Then
decide which of the statements
are false.
memorise (v) /ˈmeməraɪz/
existence (n) /ɪɡˈzɪstəns/
mission (n) /ˈmɪʃən/
experience (v) /ɪkˈspɪəriəns/
1
moon (n) /muːn/
facial identification system (n) /ˌfeɪʃəl
aɪˌdentəfəˈkeɪʃən ˌsɪstəm/
4 Complete the statements with
2
3
□ The Great Wall of China is
□
□
□
5 □
4
- made
the only m an
structure visible from space.
The first v oyage to the
Moon took 75 hours and 50
minutes.
The Sun is the ultimate
source of energy for all
living o rganisms.
Radio w aves
travel at the
speed of sound.
People with m emory l oss
can forget days, weeks or
even years of their life.
5 Do the task below.
Write your own science quiz
similar to the one in Exercise
4 above. Find some interesting
facts and write 4–5 true/false
sentences or multiple-choice
questions. You may challenge
your classmates or publish your
quiz online.
object (n) /ˈɒbdʒɪkt/
outer planet (n) /ˌaʊtə ˈplænət/
radio waves (n) /ˈreɪdiəʊ weɪvz/
reach (v) /riːtʃ/
revise (v) /rɪˈvaɪz/
rocket (n) /ˈrɒkət/
satellite (n) /ˈsætəlaɪt/
scientific data (n) /ˌsaɪənˌtɪfɪk ˈdeɪtə/
so far /ˌsəʊ ˈ fɑː/
Sounds good! /ˌsaʊndz ˈɡʊd/
focus on sth (v) /ˈfəʊkəs ɒn ˌsʌmθɪŋ/
GPS (n) /ˌdʒiː piː ˈes/
human (n, adj) /ˈhjuːmən/
identify (v) /aɪˈdentəfaɪ/
interact with sth (v) /ˌɪntərˈækt wɪð ˌsʌmθɪŋ/
interaction (n) /ˌɪntərˈækʃən/
issue (n) /ˈɪʃuː/
killer (n) /ˈkɪlə/
legal rights (n) /ˌliːɡəl ˈraɪts/
lifelike (adj) /ˈlaɪf laɪk/
space exploration (n) /ˈspeɪs ekspləˌreɪʃən/
make sure /ˌmeɪk ˈʃɔː/
space probe (n) /ˈspeɪs prəʊb/
mental effort (n) /ˌmentl ˈefət/
spaceship (n) /ˈspeɪsˌʃɪp/
narrow/general AI /ˌnærəʊ/ˌdʒenərəl ˌeɪ ˈaɪ/
the solar system (n) /ðə ˈsəʊlə ˌsɪstəm/
possess (v) /pəˈzes/
visuals (n) /ˈvɪʒuəlz/
possession (n) /pəˈzeʃən/
voyage (n, v) /ˈvɔɪdʒ/
procedure (n) /prəˈsiːdʒə/
valuable (adj) /ˈvæljuəbəl/
proceed (v) /prəˈsiːd/
28
EXTRA ACTIVITIES IN CLASS
• Write the following verbs on the board:
create, achieve, identify, recognise,
disagree. Ask students to form nouns
from the verbs, then check their
answers in the word list for Lesson 2B.
46
• Ask students to choose 3–4 words or
phrases from the word list and write
each word/phrase on a piece of paper.
M01 High Note TB3 09593.indd 46
Collect all the pieces of paper, put
them in a bag and get each student
to take out 3–4 pieces of paper. They
must write one sentence with each
of the words/phrases they picked. To
make the activity more challenging,
you could ask them to use the words/
phrases in such a way that they form
a cohesive piece of writing.
• Students choose 6–8 words from
the word list (or one word from each
lesson) to describe to a partner. In
pairs, they take turns to describe
the words for their partner to guess.
In weaker classes, instead of a
description/definition, students can
say their chosen words in their own
language, for their partner to give
the English words.
29/08/2019 14:09
02
programme (v) /ˈprəʊɡræm/
impress (v) /ɪmˈpres/
harmless (adj) /ˈhɑːmləs/
progress (n) /ˈprəʊɡres/
increase your knowledge /ɪnˌkriːs jə ˈnɒlɪdʒ/
law enforcement (n) /ˈlɔː ɪnˌfɔːsmənt/
proposal (n) /prəˈpəʊzəl/
industrial farming (n) /ɪnˌdʌstriəl ˈfɑːmɪŋ/
map making (n) /ˈmæp ˌmeɪkɪŋ/
propose (v) /prəˈpəʊz/
invent (v) /ɪnˈvent/
predict (v) /prɪˈdɪkt/
rapid (adj) /ˈræpəd/
life-changing (adj) /ˈlaɪf ˌtʃeɪndʒɪŋ/
privacy (n) /ˈprɪvəsi/
recent developments in sth /ˌriːsənt
diˈveləpmənts ɪn ˌsʌmθɪŋ/
living organism (n) /ˌlɪvɪŋ ˈɔːɡənɪzəm/
racing competition (n) /ˈreɪsɪŋ ˌkɒmpəˌtɪʃən/
make up your mind /ˌmeɪk ˌʌp jə ˈmaɪnd/
recognise (v) /ˈrekəɡnaɪz/
search and rescue (n) /ˌsɜːtʃ ənd ˈreskjuː/
noise pollution (n) /ˈnɔɪz pəˌluːʃən/
require (v) /rɪˈkwaɪə/
weather forecasting (n) /ˈweðə ˌfɔːkɑːstɪŋ/
requirement (n) /rɪˈkwaɪəmənt/
not think much of sth /ˌnɒt θɪŋk ˈmʌtʃ əv
ˌsʌmθɪŋ/
2F SPEAKING
research on/into sth (n) /rɪˈsɜːtʃ ɒn/ˌɪntə ˌsʌmθɪŋ/
pressure (n) /ˈpreʃə/
by far /ˌbaɪ ˈfɑː/
researcher (n) /riˈsɜːtʃə/
provide information /prəˌvaɪd ˌɪnfəˈmeɪʃən/
light/heavy rain /ˌlaɪt/ˌhevi ˈreɪn/
rise (n) /raɪz/
radiation (n) /ˌreɪdiˈeɪʃən/
science talk (n) /ˈsaɪəns tɔːk/
reconsider (v) /ˌriːkənˈsɪdə/
stay in (phr v) /ˌsteɪ ˈɪn/
sensational story /senˌseɪʃənəl ˈstɔːri/
research (n) /rɪˈsɜːtʃ/
siblings (n) /ˈsɪblɪŋz/
robotics (n) /rəʊˈbɒtɪks/
slave (n) /sleɪv/
speed up (phr v) /ˌspiːd ˈʌp/
strength (n) /streŋθ/
superintelligent (adj) /ˌsuːpərɪnˈtelədʒənt/
technology (n) /tekˈnɒlədʒi/
sb’s mind has gone blank /ˌsʌmbɒdiz ˌmaɪnd əz
ɡɒn ˈblæŋk/
stay out of sth (phr v) /ˌsteɪ ˈaʊt əv ˌsʌmθɪŋ/
think again /ˌθɪŋk əˈɡen/
think ahead /ˌθɪŋk əˈhed/
take over (phr v) /ˌteɪk ˈəʊvə/
think big /ˌθɪŋk ˈbɪɡ/
tell the difference (between) /ˌtel ðə ˈdɪfərəns
(bɪˌtwiːn)/
think outside the box /ˌθɪŋk aʊtˌsaɪd ðə ˈbɒks/
the tabloid press (n) /ðə ˌtæblɔɪd ˈpres/
ultimately (adv) /ˈʌltəmətli/
unlike (prep) /ʌnˈlaɪk/
think seriously /ˌθɪŋk ˈsɪəriəsli/
think twice /ˌθɪŋk ˈtwaɪs/
treat (v) /triːt/
5.13
2G WRITING AND VOCABULARY
5.14
access to the Internet /ˌækses tə ði ˈɪntənet/
be in two minds about sth /ˌbi ɪn ˌtuː ˈmaɪndz
əˌbaʊt ˌsʌmθɪŋ/
concentrate (v) /ˈkɒnsəntreɪt/
directions (n) /dəˈrekʃənz/
distraction (n) /dɪˈstrækʃən/
essential (adj) /ɪˈsenʃəl/
fall asleep /ˌfɔːl əˈsliːp/
feel stressed/depressed /ˌfiːl ˈstrest/dɪˈprest/
forgetful (adj) /fəˈɡetfəl/
harm (v) /hɑːm/
voice recognition system (n) /ˈvɔɪs rekəɡˌnɪʃən
ˌsɪstəm/
2D GRAMMAR
age (v) /eɪdʒ/
in moderation /ɪn ˌmɒdəˈreɪʃən/
2C VOCABULARY
brain damage (n) /ˈbreɪn ˌdæmɪdʒ/
interruption (n) /ˌɪntəˈrʌpʃən/
ambitious (adj) /æmˈbɪʃəs/
do crosswords /ˌduː ˈkrɒswɜːdz/
lack of sleep /ˌlæk əv ˈsliːp/
blow sb’s mind /ˌbləʊ ˌsʌmbɒdiz ˈmaɪnd/
imagination (n) /ɪˌmædʒəˈneɪʃən/
leisure (n) /ˈleʒə/
bounce (v) /baʊns/
improve your performance /ɪmˌpruːv jə
pəˈfɔːməns/
memory loss (n) /ˈmeməri lɒs/
5.10
broaden sb’s mind /ˌbrɔːdn ˌsʌmbɒdiz ˈmaɪnd/
can’t hear yourself think /ˌkɑːnt hɪə jɔːˌself ˈθɪŋk/
cell (n) /sel/
change your mind /ˌtʃeɪndʒ jə ˈmaɪnd/
coral reef (n) /ˈkɒrəl riːf/
damage your health /ˌdæmɪdʒ jə ˈhelθ/
5.11
maintain (v) /meɪnˈteɪn/
pleasurable (adj) /ˈpleʒərəbəl/
dull (adj) /dʌl/
multitasking (n) /ˈmʌltiˌtɑːskɪŋ/
shrink (v) /ʃrɪŋk/
prevent sb from doing sth /prɪˌvent ˌsʌmbɒdi
frəm ˈduːɪŋ ˌsʌmθɪŋ/
sleepwalk (v) /ˈsliːpwɔːk/
result in sth (phr v) /rɪˈzʌlt ɪn ˌsʌmθɪŋ/
solve puzzles /ˌsɒlv ˈpʌzəlz/
screen time (n) /ˈskriːn taɪm/
strategic game (n) /strəˌtiːdʒɪk ˈɡeɪm/
short-/long-term memory (n) /ˌʃɔːt/ˌlɒŋ ˌtɜːm
ˈmeməri/
deep (adj) /diːp/
dive (v) /daɪv/
millennials (n) /mɪˈleniəlz/
2E LISTENING AND VOCABULARY
5.12
sleep disorder (n) /ˈsliːp dɪsˌɔːdə/
stare at sth (v) /ˈsteər ət ˌsʌmθɪŋ/
entry (n) /ˈentri/
aerial filming/photography (n) /ˌeəriəl ˈfɪlmɪŋ/
fəˈtɒɡrəfi/
exposed to sth (adj) /ɪkˈspəʊzd tə ˌsʌmθɪŋ/
commercial delivery (n) /kəˌmɜːʃəl dɪˈlɪvəri/
suffer from sth (v) /ˈsʌfə frəm ˌsʌmθɪŋ/
float (v) /fləʊt/
earthquake (n) /ˈɜːθkweɪk/
switched-on (adj) /ˌswɪtʃt ˈɒn/
fungus (n) /ˈfʌŋɡəs/
first-person view (n) /ˌfɜːst ˌpɜːsən ˈvjuː/
tech (n) /tek/
gravity (n) /ˈɡrævəti/
fly a drone /ˌflaɪ ə ˈdrəʊn/
variety (n) /vəˈraɪəti/
stimulation (n) /ˌstɪmjəˈleɪʃən/
29
FURTHER PRACTICE
Workbook page 25/Online Practice
NEXT CLASS
Ask students to revise Unit 2.
47
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02 Revision
VOCABULARY AND GRAMMAR
1 Choose the correct words to complete the sentences.
1 The Sun is one of many stars in our creation / galaxy /
voyage.
2 Many rockets and spaceships have been required /
launched / concentrated from Cape Canaveral in
Florida.
3 Governments have spent a lot of money on scientific
research / cells / organism.
4 Drones can be used for map forecasting / multi-tasking /
making.
5 People can float in space because there isn’t any
pressure / gravity / radiation.
6 Earth is the fifth biggest planet in our solar universe /
system / spaceship.
7 Drones are used to make commercial search and rescue /
deliveries / distractions.
8 My dad loves his high-pressure job, but he sometimes
feels artificial / impressed / stressed.
9 A lack of sleep can cause memory / enforcement /
disorder loss.
2 Complete the sentences with the correct forms of the
Exercise 2
2 existence
3 achievement
4 disagreements
5 recognition
6 procedures
7 identification
words from the box. There are two extra words.
achieve create disagree exist identify interact
possess proceed recognise
1 Her kitchen robot is her favourite possession .
2 Some people believe in the
of life in outer
space.
3 The first landing on the moon in 1969 was an
incredible
.
4 There have been many
about how robots can
help human beings.
5 The award he won gave his project the public
it deserved.
6 We need to have safety
in place to ensure
artificial intelligence is used well.
7 You have to show photo
to get into the
research building.
Exercise 3
2 mind
3 broadens
4 seriously
5 box
6 think
7 blank
8 blew
Exercise 4
2 have been working
3 have been going
4 Have you made
5 haven’t made
6 Have you seen
7 have been talking
8 have only read
9 haven’t had
10 have asked
11 Has she agreed
12 has been
interviewing
13 Have you had
14 have been thinking
3 Complete the sentences with the missing words.
1 I didn’t think much of the food in the new restaurant.
I thought it would be better.
2 He was never interested in Physics, but he has
changed his m
and now he wants to study it at
university!
3 Travelling improves your understanding of the world.
It really b
your mind.
4 I think the course could be very useful. You should
think s
about taking it.
5 She always has interesting ideas. She’s very good at
thinking outside the b
.
6 It’s extremely noisy here. I can’t hear myself t
!
7 I never forget a face but when it comes to names
sometimes my mind goes b
.
8 That film was absolutely brilliant. It really b
my
mind!
Exercise 5
2 to catch
3 go
4 concentrate
5 to take/taking
6 seeing
7 to phone
8 walking
9 to study
10 buying
4 Complete the sentences. Use the Present Perfect
Simple or the Present Perfect Continuous. Use the
Present Perfect Continuous wherever you can.
A I 1have just finished (just/finish) work. I 2
(work) in the lab all weekend.
B How’s the project?
A I think the experiments 3
only the beginning.
B 4
(go) very well but it’s
(you/make) much progress?
A No, we 5
early days.
(not make) much progress yet but it’s
(you/see) the latest ‘Science Today’
B 6
magazine?
A Yes, I have. My colleagues 7
B I8
I9
(talk) about it all day.
(only/read) one article so far because
(not have) time but I want to read the others.
(ask)
A The research is fascinating. They 10
Professor Munroe to make a TV documentary!
B 11
(she/agree)?
A Yes, she has. In fact a journalist 12
her all afternoon!
(interview)
(you/have) dinner yet? I 14
A 13
about food since four o’clock!
B No, not yet. Let’s go out!
(think)
5 Complete the sentences with the -ing form or the
infinitive form of the verbs in brackets.
1 He keeps making (make) the same mistakes!
2 She got up late but she managed
(catch) the
train.
3 My parents didn’t let me
(go) to bed late when
I was a child.
4 You should
(concentrate) more in your science
lessons.
5 We started
(take) an interest in astronomy
after the trip to the planetarium.
6 I remember
(see) a drone for the first time a
couple of years ago.
7 I must remember
(phone) my grandma this
evening.
8 Can you imagine
(walk) on the moon?
9 We hope
(study) artificial intelligence at
university.
10 Now I regret
(buy) you a new mobile phone!
30
REFERENCES
FURTHER PRACTICE
ASSESSMENT
AUDIO SCRIPT page 213
• Use of English, Student’s Book
page 191
• Unit 2 Language Test (Vocabulary,
Grammar, Use of English)
• Class debates pages 264–265
• Unit 2 Skills Test (Dictation, Listening,
Reading, Communication)
CULTURE NOTES page 206
• Self-assessment 2 and Self-check 2,
Workbook pages 26–27/Online Practice
48
M01 High Note TB3 09593.indd 48
• Extra digital activities: Use of English,
Reading, Listening
• Unit 2 Writing Test
• Units 1–2 Cumulative Review Test
• Units 1–2 Exam Speaking
29/08/2019 14:09
USE OF ENGLISH
6 Complete the second sentence using the word in bold
so that it means the same as the first one. Use between
two and five words, including the word in bold.
1 I haven’t seen a commercial drone before. FIRST
This is the first time I’ve seen a commercial drone.
2 I really can’t decide which course to study. MIND
I can’t
about which course to study.
3 The film is a little better than the book. QUITE
The book
as the film.
4 I have never seen a documentary as interesting as this
one. EVER
This is the most interesting documentary
.
5 When did you become interested in artificial
intelligence? LONG
interested in artificial intelligence?
6 It’s two years since she last went to the cinema! BEEN
to the cinema for two years!
7 It was silly of him to say he would finish the essay
today. REGRETS
he would finish the essay today.
8 Why don’t we have a picnic tomorrow? HOW
a picnic tomorrow?
Use of English > page 191
LISTENING
1.20 You are going to listen to a teacher speaking
7
2 You hear a man talking about a gadget.
What is he doing?
a He’s persuading a friend to buy it.
b He’s explaining how to use it.
c He’s helping a friend with a problem.
3 You hear a woman on TV. What is she doing?
a She’s giving information about a recent event.
b She’s discussing technological innovations in
education.
c She’s giving information about the people who are
attending the event.
4 You hear a couple talking about kitchen robots.
The woman agrees with her partner that
a it’s a great idea to buy a kitchen robot.
b food cooked by a robot isn’t as good as home cooking.
c a robot could be useful when they’re very busy.
Exercise 6
2 make up my mind
3 is not quite as good
4 I have ever seen
5 How long have you
been
6 She hasn’t been
7 He regrets saying
8 How about (having)
Exercise 7
2 seven pounds fifty/
£7.50
3 café
4 worksheet
5 Taking photos
6 fly a drone
SPEAKING
9 Work in groups of three. A friend is having his/her
birthday soon. Look at the ideas below and talk about
which objects would be the best present for him/her.
STRATEGY | Collaborative task
When you do this task, use the language for making
suggestions (e.g. How about …? What do you think of …?)
and for reaching a decision (Let’s go for it!).
1
2
about a school trip. Complete the notes below with
one to three words in each gap.
STRATEGY | Note completion
Be careful about distractions in the recording. Sometimes
when you think you need to listen for a number (e.g.
a price or time), there could be another price or time
mentioned in the recording. Make sure you complete the
sentence with the correct answer.
3
Trip to the Digital Age Exhibition
• Coach leaves at 17.30 .
• Group members pay 2
each for tickets.
• Lunch recommended in the 3
.
• Remember to complete a 4
during the visit.
• 5
is not allowed in the exhibition centre.
• Great activities! Meet robots, watch videos, 6
!
8
WRITING
10 You see this ad in a magazine about space.
Write an article and win a book about
space travel!
1.21 You are going to hear four recordings. Read
questions 1–4 and the possible answers. Then listen
and choose the correct answer for each recording.
• Why do people want to travel into space?
• What are the pros and cons of going on
1 You hear a radio advertisement. Who might be
interested in buying the gadget?
a someone who has a limited budget
b someone who wants a small phone
c someone who needs a videophone
• Would you like to travel in space?
a space trip?
Write your article for the competition.
31
49
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LIFE SKILLS
Exercise 2
1 You leave your
audience with a clear
memory of your
presentation and your
main points.
2 Your audience can
see how the talk will
develop and what
to expect in your
presentation.
3 This will ensure your
audience understands
your point of view.
4 You will clearly show
the order of your
points and help your
audience follow your
presentation more
easily.
5 This makes your
points real and
therefore easier to
remember and clearer
to your audience.
6 This opens the
presentation and
catches the attention of
your audience.
7 This means your
audience has an
opportunity to
contribute and engage
with the topic.
Exercise 3
Possible answers:
1 By choosing the
clothes we like, we
can express our
individuality; clothes
say a lot about your
personality.
2 We learn to dress
appropriately: what
to wear and not to
wear in various social
situations.
3 We learn not to judge
people by the clothes
they wear.
How to give a presentation
Structuring your presentation
1 How often do you give presentations? Do you find it easy to
give presentations? Say why.
2 Work in pairs. In which part of the presentation a–c (a = the
beginning, b = the main part, c = the end) would you include
points 1–7? Say why.
e your points and give your opinion.
1 c Summarise
2
3
4
5
6
7
3
□
you’re
re going to cover in the presentation.
□a Outline the points you
□b Make your points clear.
□b Indicate when you move on to another point.
□b Give examples to illustrate your points.
□a Introduce yourself and welcome the audience.
□c Ask your audience if they have any questions.
4
1.22 Study the presentation plan. Listen to a student and
note down what she says about the main points 1–3 in her
presentation.
BEGINNING
Introduction:
Introduce yourself and welcome the audience.
Purpose of the presentation:
Outline the reasons for not having a dress code.
MAIN PART
Point 1
Dress code and freedom of choice.
Point 2
What can we learn from not having a dress code?
Point 3
Respecting others.
END
Summary and conclusion
No dress code at school means that you have freedom
of choice. You learn to dress appropriately and respect
others.
1.22 Study the Speaking box. Listen to the
presentation again and tick the expressions
you hear.
SPEAKING | Structuring your presentation
Starting a presentation
✓ The purpose of my talk today is …
The subject of my presentation is …
✓ First/Firstly, I’ll talk about … And then I’ll
explain/discuss/point out/say …
Presenting main points
I’ve divided my talk into three parts.
Firstly, … Secondly, … And finally, …
✓ Let’s start with …
✓ Let’s move on to my second point.
✓ My next/second/third point is that ...
Lastly, I must say that ...
Adding information
✓ In addition to this … And another thing is …
✓ Let me give you an example.
✓ For example, …
Referring to visuals
✓ Have a look at the first slide …/Now let’s look at
slide two.
If you look at the handout ...
Ending your talk
✓ To conclude/sum up, I’d like to say that …
✓ Thanks for listening.
✓ Now, have you got any questions?
32
REFERENCES
EXTRA ACTIVITY IN CLASS
NEXT CLASS
AUDIO SCRIPT page 213
Invite students to tell the class about
a presentation they found boring. Why
was it boring? What exactly didn’t they
like about it? What would they change in
it to make it more interesting? If there is
time, let them discuss in pairs/groups first,
then share ideas with the class.
Students think about their classmates’
feedback from Exercise 9 and prepare a
new presentation. They record it and play
it for the class in the next lesson or, if time
allows, give their new presentations in
front of the class. Have a brief feedback
session: was their classmates’ feedback
helpful? Did it help them improve? How?
VIDEO SCRIPT page 233
50
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01–02
Using body language
7
5 In pairs, discuss the questions about using body
1
2
3
4
language when giving a presentation.
1 Where should a speaker stand?
2 Where should they look?
3 What should they do with their hands?
4 Should they move or stay still?
5 What can you do when you feel nervous?
6
7
1.23 Watch or listen again. Match the photos
A–D with the descriptions below.
□A Chopping gesture
□B Open palm gesture
□D Open body position
□C Smiling and showing enthusiasm
8 Work in pairs. Choose one of the presentation topics
below. Make notes to prepare a presentation plan.
Remember to organise your plan in clear sections.
7
1.23 Watch or listen to a class on using body
language in presentations. Complete the advice below
with the words from the box.
1 Some people say that beauty is more than just your
physical appearance. How do you define beauty?
2 Do you think people could live on another planet?
Say why.
3 Edith Head, an American costume designer, said: ‘You
can have anything you want in life if you dress for it.’
Do you agree?
backwards centre forward point smile stare
• Posture
Stand facing the audience.
Stand in the 1 centre of the room.
• Gestures
Use small open gestures to involve your audience.
Don’t 2
your finger directly at the audience.
• Movement
Move from time to time to keep the people’s attention.
Move 3
when making a new point.
Move 4
when making a comment or giving an
example.
• Facial expressions
Make eye contact with your audience. Don’t 5
at
to show enthusiasm.
one person. 6
9 Do the task below.
LIFE SKILLS VIDEO
LIFE SKILLS | Using body language in presentations
B
A
C
Exercise 6
2 point
3 forward
4 backwards
5 stare
6 Smile
LIFE SKILLS | Project
Use your plan from Exercise 8 to give a five-minute
presentation.
• Prepare a presentation based on your plan.
• Practise your presentation and observe your body
language. Use the tips from the lesson.
• Give your talk to the class and listen to other students’
presentations.
• Use the checklist on page 196 to assess each other’s
presentation. Think about the way the presentations
were structured and delivered.
D
33
51
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03
Active and healthy
VOCABULARY Sports and fitness, injuries, accidents and emergencies, diet and nutrition
GRAMMAR
Past Simple, Past Continuous and Past Perfect; used to and would
Use of English > page 192
SPEAKING
Being polite
WRITING
A short story
VIDEO
Grammar
Communication
Documentary
m
a
h
g
in
r
e
h
t
o
F
‘Wheelz’
Aaron Fotheringham was born with a disease which made walking
impossible. However, by the time he was four, he had learned to get
around on crutches. A few years later, he left the crutches behind and
began using a wheelchair. He and his brother Brian soon became
a regular sight on the streets of their neighbourhood in Las Vegas,
Aaron in his wheelchair and Brian on his BMX.
One life-changing day, the boys had just arrived at the local skate
park when Brian had an idea. Perhaps his younger brother could try
one of the ramps in his chair. Aaron accepted the challenge. On his
first attempt he fell, but he was determined to succeed, so he tried
again. At the end of the day, he realised he had found a sport that he
loved. He called it wheelchair motocross (WCMX).
Aaron started out as an amateur athlete, entering BMX competitions
and posting his videos online. At the time he was working on a new
trick. His dedication paid off when he eventually managed to do a
backflip. No one had ever done that in a wheelchair before! A few years
later, ‘Wheelz’ as he was now known, set another record: the first ever
double backflip.In 2010, Aaron turned professional and joined the
action sports show Nitro Circus Live. While he was performing in Brazil
in 2012, he successfully jumped a fifteen-metre gap. The crowd went
wild. Four years later, on the evening of
7 September, the Brazilians were
cheering him on again. This time
Aaron was there to open the Rio
Paralympics.
Though he has suffered a few
injuries, Aaron takes safety very
injuries
seriously. Through his passion,
he wants to change the way
the world thinks about people
in wheelchairs, and to inspire
everyone, disabled or not, to
overcome their own challenges.
3A GRAMMAR AND VOCABULARY
1 In pairs, answer the questions.
1 How many extreme sports can you list in one minute?
2 Which have you tried?
3 Which would/wouldn’t you like to try?
2 Look at the photos of Aaron ‘Wheelz’ Fotheringham.
Write three questions you would like to ask Aaron
about his life as a professional athlete. Then read the
text. Does it answer your questions?
34
REFERENCES
EXTRA ACTIVITIES IN CLASS
VIDEO SCRIPT page 234
• After Exercise 2, ask students if they
find Aaron’s story inspiring. If yes, how?
What can they learn from it? Do they
know of any other people who have
overcome similar challenges?
CULTURE NOTES page 206
• After Exercise 8, students write
a paragraph about a similar experience
they or someone they know had. As
with the speaking task in Exercise 8,
they can use the prompts on page 197
to help them.
52
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03
Past Simple, Past Continuous and Past Perfect
3 Identify the tenses of the verbs in bold: the Past
Simple, the Past Continuous and the Past Perfect.
Then match sentences 1–5 with meanings a–e in the
Grammar box.
□
□
□
□
□
1 b While he was performing in Brazil in 2012, he
successfully jumped a fiteen-metre gap.
2 a … he fell, but he was determined to succeed, so
he tried again.
3 e The boys had just arrived at the local skate park
when Brian had an idea.
4 c At the time, he was working on a new trick …
5 d … on the evening of 7 September the Brazilians
were cheering him on again.
Past Simple, Past Continuous and Past Perfect
We use the Past Simple:
a to describe finished actions and tell the main events
of a story in order.
Time expressions: yesterday, last night/week/year/
Wednesday, when I was young, two months ago,
in 2017, one day/evening
We use the Past Continuous:
b for longer actions interrupted by shorter ones.
For shorter actions we use the Past Simple.
c for temporary situations/habits.
d to describe things which were in progress at
a precise time in the past.
Time expressions: as, when, while, at noon, this time
last week, all last night
We use the Past Perfect:
e to talk about an action in the past that was completed
before another action or a time in the past. We often
contrast an action in the Past Simple with an earlier one
in the Past Perfect.
Time expressions: after, already, as soon as, before, by,
by the time, just, once, until
6 Complete the text with the most suitable tense of
the verbs in brackets. Use the Past Simple, the Past
Continuous or the Past Perfect.
Unlucky Katie
Katie Ormerod is a world-class snowboarder who qualified for the
2018 British Winter Olympic team and she 1 was (be) a favourite
to take home a medal. In 2017, she had injured her back, but by
the time the 2018 season started she 2
(recover).
Katie 3
(arrive) in South Korea before the 2018 Games
and 4
(start) practising on the Olympic course. She
5
(only do) a few practice runs when she 6
(fall)
and broke her wrist. Thankfully, it wasn’t serious so she
decided to carry on. Two days later, she 7
(train) again
when she 8
(crash) and broke her heel in two places!
This time it was serious, and she was out of the Games.
7 Complete the questions with the correct form of the
highlighted words in the texts about Aaron and Katie.
Then ask and answer the questions in pairs.
1 Have you ever suffered an injury while doing a sport at
school? What happened?
2 Do you know anyone who started out as an
athlete then turned
? What do you know about
their career?
3 Has a team from your school ever won a
? Had
they taken part in an event like that before?
4 Has a team from your country ever
for the finals
of a major sporting competition? What happened?
5 Can you name someone from your country who has set
a world
? What was it?
6 Does your country usually
a lot of medals from
the Olympic Games? For which sports?
someone you know did well in a sport, a performance
or some other kind of challenge. Use the prompts on
page 197 to help you.
4 In pairs, answer the questions using full sentences.
I won a silver medal at the school’s championships. I’d never
run in a competition team before …
5 Choose the correct tense to complete each sentence.
1 When Aaron arrived at the skate park, his friends
already left / had already left.
2 Aaron broke his wheelchair while he had practised /
was practising a new trick.
3 After Aaron had broken / was breaking his first
wheelchair, he got a new stronger one.
4 The crowds in Brazil were amazed when they saw /
were seeing how far Aaron jumped.
• Photocopiable extra Grammar Video
activity 3, page 266
• Grammar Reference and Practice,
Student’s Book page 176
• Workbook pages 28–29/Online Practice
Exercise 7
2 amateur, professional
3 competition
4 qualified
5 record
6 take home
8 Read the question below and watch the video.
Say what the speakers answer. Then in pairs, ask and
answer the question.
Tell me about a sports injury you had.
□ I can use the Past Simple, Past Continuous and Past Perfect to talk about past actions.
FURTHER PRACTICE
Exercise 6
2 had recovered
3 arrived
4 started
5 had only done
6 fell
7 was training
8 crashed
GRAMMAR VIDEO
1 What had Aaron learned to do by the age of four?
2 How did Aaron react to his brother’s idea in the
skate park?
3 Why was Aaron’s first backflip special?
4 What did Aaron do in 2012?
5 What did he do the second time he went to Brazil?
Exercise 4
1 He had learned to get
around on crutches.
2 He accepted his
brother’s challenge.
3 Aaron’s first back flip
was special because
no one had ever
done a back flip in
a wheelchair before.
4 In 2012, Aaron
jumped a 15-metre
gap.
5 The second time
he went to Brazil, he
opened the Paralympics.
8 SPEAKING In pairs, talk about a time when you or
Grammar Reference and Practice > page 176
Then check your answers in the text.
Exercise 3
1 Past Continuous,
Past Simple
2 Past Simple (x3)
3 Past Perfect,
Past Simple
4 Past Continuous
5 Past Continuous
• Photocopiable resource 10: Lionel
Messi – the football genius, pages
274, 297
ASSESSMENT
• Extra digital activities: Grammar
Checkpoint 3A
NEXT CLASS
35
Grammar Quiz 3A
Ask students to make notes about their
favourite sport and why they like it.
53
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3B VOCABULARY | Sports, activities, fitness and exercise
1 THINK BACK Make a list of sports and fitness activities you
enjoy/don’t enjoy. Then compare your lists in pairs.
4
I enjoy: swimming, yoga, …
I don’t enjoy: Zumba, cycling, …
build get (x 2) good keep lift shape unfit
2 Read the leaflet for BFITA and the comments below. Which
Exercise 2
Sports and activities
in the leaflet: tennis,
squash, boxing,
basketball, football,
athletics, rowing,
weightlifting, rock
climbing, swimming
John
sports and activities does it mention? What special offer does
the leaflet mention? Is BFITA a good club? How do you know?
Jackie
Special offer: one
month free for all
16–18-year-olds
John
Jackie
Judging by the
members’ comments,
BFITA seems to be
a good club.
Special offer
For our 16th anniversary, we’re giving
away one month’s free membership
for all 16–18-year-olds.
Exercise 3
1 court, pool, track,
ring, machine, wall
2 programme
3 rooms
4 centre
5 weights
Exercise 5
2 broke her leg
3 banged his head
4 twisted her ankle
5 pulled a muscle
6 sprained his wrist
John agrees to try the
leisure centre because
Jackie says that you can
get injured anywhere
at any time.
BFITA
5
LEISURE
CENTRE
courts a boxing ring,
ring
• Make the most of our tennis and squash courts,
a basketball court and a full-size outdoor football pitch with
an athletics track.
• Try our state-of-the-art gymnasium, now with brand new rowing
machines!
u your muscles in our weightlifting centre.
• Lift weights and build up
wall
• Climb our 10-metre-high rock climbing wall.
• Swim in our 25-metre swimming pool and relax in the Jacuzzi,
sauna or steam room.
• Find motivation with our expert fitness coaches and personalised
training programmes.
programmes
• Chill, chat and watch sports in our award-winning café.
GET FITTER with BFITA!
e ne er been a sporty person and d ne er oined a leis re entre
be ore so had no idea how m h n it wo ld be to keep fit (Ali)
was so nfit
ot o t o breath limbin the stairs B t really ot into
shape thanks to B T
en the han in room is awesome (Keira)
t first was totally o t o shape elt e ha sted B t now
reat B T did me a world o ood (James)
eel
36
1.25 Study Watch out! Then complete the
sentences with the correct form of the phrases in
the box. Listen and check. Does John agree to try
the leisure centre? Why?
1 John’s dad dislocated his shoulder during a match.
2 John’s mum
in two places when she was
playing hockey.
3 John
when he scored a goal – he was
unconscious for several minutes.
4 John’s sister
when she was jogging on
a rocky path.
5 Jackie
in her leg because she didn’t warm up.
6 John
when he fell in the shower.
WATCH OUT!
We say she banged her head or broke her leg. NOT the
head or the leg.
leg
But we say she pulled a muscle in her back NOT her muscle.
This is because we have lots of muscles but only one
head, two legs, etc.
6 SPEAKING Work in pairs. Use the examples below
and the vocabulary in Exercises 3–5 to ask and
answer the questions.
1 How fit are you? What do you do to get/keep fit?
2 Do you often get out of breath? When?
3 Do you think it’s a good idea to build up your
muscles?
4 Do you find it easy to get into shape?
5 Can you think of something that does you a world
of good?
6 Have you ever twisted your ankle/broken your
leg/ …? How did it happen?
complete the questions. Then ask and answer the questions
in pairs.
1 Has your school got: a football pitch ; a tennis
;
; an athletics
; a boxing
;
a swimming
; a rock climbing
? Which of these
a rowing
things does a school need?
2 Should students get a personalised training
in their
PE class? Say why.
3 What are the changing
in your school gym like?
How could they be better?
4 Have you ever joined a leisure
? If so, what was it
like? If not, would you like to?
5 Have you ever tried lifting
? If so, what’s it like? If
not, why not?
I’m really out of 1 shape . My gran’s fitter
than I am! I’m so 2 unfit that I 3 get out
of breath when I run for the bus!
You really need to 4 get into shape. Why
don’t you come to the leisure centre? You
can 5 build up your muscles, do exercises
and 6 lift weights – that really helps me
7
keep fit.
No, thanks.
Come on! It’s done me a world of 8 good .
They’ve got great fitness coaches and a …
bang/head break/leg dislocate/shoulder
pull/muscle sprain/wrist twist/ankle
3 Use the words and phrases highlighted in the leaflet to
54
1.24 In pairs, read the leaflet again. Then
complete the sentences with the words from the
box. Listen and check.
7 Imagine you joined the BFITA Leisure Centre
a week ago. Write a description of your first week
there. Mention the things you have done and an
injury you had. Use the vocabulary in this lesson
and the past tenses from lesson 3A.
□ I can talk about sports, activities, fitness and exercise.
REFERENCES
FURTHER PRACTICE
ASSESSMENT
AUDIO SCRIPT page 214
• Workbook page 30/Online Practice
• Photocopiable resource 11: What
happened to you?, pages 275, 298–299
Vocabulary Quiz 3
EXTRA ACTIVITY IN CLASS
Before Exercise 1, students look at the
notes they made at home. Then, they talk
in pairs about their favourite sport. Once
they have finished, invite a few students
to share their answers with the class.
M01 High Note TB3 09593.indd 54
• Extra digital activities: Vocabulary
Checkpoint 3
NEXT CLASS
Students think about a time when they or
someone they know called an emergency
number. What happened? They should
make notes so they can share their story
with the class in the next lesson.
29/08/2019 14:10
03
1
2
3C LISTENING
AND VOCABULARY
3
1 Look at the photos and the Fact Box. In what situations
do you need to call an emergency number?
4
1 You are going to hear a school pupil talking to
a teacher. What’s his main purpose?
a to express an opinion
b to offer to call an ambulance
c to inform her about an accident
2 You are going to hear the teacher calling 999.
Where is Eric?
a on a path near the river
b at the foot of a hill
c on a railway line
3 You are going to hear a man from the school calling
Eric’s mother. How does she seem by the end of the
conversation?
a fine
b worried
c relieved
4 You are going to hear a bus driver talking to
a policeman. Why is he talking to him?
a to explain what happened
b to complain about something
c to persuade him to do something
5 You are going to hear a conversation between Eric
and his father. What does Eric think of his mother’s
driving?
a she drives too fast b she’s a safe driver
c she doesn’t always pay attention
FACT BOX Emergency phone numbers
In the UK, the emergency number for police, ambulance
and fire service is 999, but you can also use the European
number, 112. In the USA, dial 911.
2 In pairs, work out the meaning of the highlighted words.
In each emergency decide if you should call the police,
ambulance or fire service, or if you should deal with it
yourself.
1 A car knocked down a girl, she’s got a few cuts and
bruises and she’s in shock.
2 A neighbour fainted and is unconscious; it might be
a heart attack.
3 The school fire alarm is ringing.
4 You want to report a crime – someone has set fire
to a car.
5 You hurt your head, you’re not bleeding but it’s quite
painful, and you’re seeing double – you think you
have a concussion.
6 Your cat is stuck up a tree.
7 Your little brother burned his hand when he was cooking.
8 A shop in your street is burning down.
1 You should call the police and the ambulance service.
3
1.26 Study Active Listening. Then listen and choose
the correct answer.
You are going to hear a P.E. teacher talking to her
students. What’s her main purpose?
a to persuade them to run as fast as they can
b to advise them to be careful
c to complain about their attitude towards P.E.
ACTIVE LISTENING | Identifying the speaker’s purpose
When someone speaks, they have a purpose for speaking.
It may be to inform, to explain, to express an opinion,
to agree, to complain, to advise, to persuade or to make
an arrangement, an offer, a request, or a suggestion.
The context, the language the speakers use and their
tone of voice can help you identify their purpose.
Understanding the speaker’s purpose can help you to take
part in a conversation and respond appropriately.
1.27 Listen and choose the correct answers. Use
Active Listening to help you with questions 1 and 4.
5
1.28 Complete the sentences with the words and
phrases from the box. Listen to the extracts and check.
blood concussion cuts and bruises elbow fainted
heart hurt painful shock sprained twisted
1 The bus driver sprained her wrist. It was really
.
.
She didn’t know if the car driver was badly
2 Eric got some
, broke his leg,
his ankle,
.
and suffered a
3 Eric’s mum lost a little
, dislocated her
and banged her head. She was in
but she’s
better now.
4 Eric’s dad didn’t have a
attack, he
because of stress.
AUDIO SCRIPT page 214
CULTURE NOTES page 206
EXTRA ACTIVITY IN CLASS
Lead in to Exercise 1 by referring students
to the notes they made at home and
getting them to share their stories with
Exercise 5
1 painful, hurt
2 cuts and bruises,
twisted, concussion
3 blood, elbow, shock
4 heart, fainted
6 SPEAKING In pairs, use the tenses in lesson 3A to retell
the story in this lesson from two different points of
view. Student A, imagine you are Eric. Student B,
imagine you are Eric’s mum.
□ I can identify the speaker’s purpose and specific information in conversations and talk about accidents.
REFERENCES
Exercise 2
2 You should call an
ambulance.
3 You should call the
fire service.
4 You should call the
police and the fire
service.
5 You could go to see
a doctor but perhaps
it’s better to call an
ambulance.
6 You shouldn’t call the
fire service; you should
get the cat down
yourself.
7 You shouldn’t call
an ambulance. If it’s
not too serious, you
can treat it at home.
Otherwise, you
should take him to the
doctor’s.
8 You should call the
fire service and maybe
the police too.
the class. In bigger classes or if time
is short, they could do this in pairs or
small groups.
FURTHER PRACTICE
• Workbook page 31/Online Practice
• Photocopiable resource 12: There’s
been an accident!, pages 275, 300
37
NEXT CLASS
Ask students to look up people who
have changed their life around. They
can be celebrities or any other people
with inspiring or interesting life stories.
Students should choose two or three
people and make brief notes about what
changes they have made in their lives.
55
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ls
a
i
c
e
p
s
s
’
y
a
Tod rters
Sta
é
Rabbit apâlatd
Tu_na_s____
_
_
Mains
otto
Salmon rischips
k an_d___
Stea_
__ _
s
Vegan disheil pâté
lent
Onion andm lasagne
Mushroo
Exercise 2
1 He’s given up winter
sports. He does yoga
now. He’s become
a vegan and he doesn’t
wear leather shoes or
clothes any more.
2 Colin orders the onion
and lentil pâté and the
mushroom lasagne.
Daisy orders the rabbit
pâté and a steak.
3 The waiter mixes up
the starters, so Daisy
eats some of Colin’s
onion and lentil pâté
and Colin eats some of
Daisy’s rabbit pâté.
Exercise 5
I used to have a very
unhealthy diet when
I was growing up.
I used to love cakes
and biscuits. I used to
eat chips with almost
every meal. I never
used to eat fresh fruit
and I didn’t use to drink
water, just cola. I used
to believe it was good
for you. We didn’t use
to sit at the table to eat,
we used to eat in front
of the TV. So I used to be
overweight and unfit.
But then one day, my
friend Dev invited me
to eat with his family.
It was amazing. We
had a fantastic meal
with salad and lots of
fresh fruit. That was
the day I changed the
way I eat.
3D GRAMMAR
4 Study the sentences in Exercise 3. Then decide when we use
1 Write six ways in which you, your life, your
Used to and would
friends or your family are different from before.
Then compare your sentences in pairs.
2
• for habitual/repeated actions in the past
✓
• for past states with verbs like have, be,
believe, love ...
✓
1.29 Look at the photo and the menu. Then
listen to a conversation and answer the questions.
Grammar Reference and Practice > page 176
Used to and would
3
1.29 In pairs, complete extracts 1–7 with
phrases or sentences a–g. Listen again and check.
1 I used to come here a lot. e .
2 They didn’t use to have many vegetarian
dishes a .
3 I used to be into winter sports. c
whenever I could.
4 But one day, someone knocked me over on the
ski slope and b .
5 After the yoga class f
and that’s where
I got into healthy eating.
6 I used to love my leather biker’s jacket and my
cowboy boots. d .
g
7
. I used to have a pair just the same.
a but now they’ve even got vegan options.
b I got a serious back injury.
c I’d go skiing and snowboarding
d I’d wear them almost every day.
e It’s different now.
f we’d often go to a vegetarian café nearby
g Your canvas shoes are very nice.
WATCH OUT!
I used to go skiing every year when I was younger. = I went skiing
many times.
One day someone knocked me over on a ski slope. = It happened
once.
5
1.30 Study the Grammar box and Watch out! again. Then
rewrite the text changing the underlined verbs to used to
wherever possible. Listen and check.
I had used to have a very unhealthy diet when I was growing up.
I loved cakes and biscuits. I ate chips with almost every meal.
I never ate fresh fruit and I didn’t drink water, just cola. I believed
it was good for you. We didn’t sit at the table to eat, we ate in
front of the TV. So I was overweight and unfit. But then one day,
my friend Dev invited me to eat with his family. It was amazing.
We had a fantastic meal with salad and lots of fresh fruit. That
was the day I changed the way I eat.
6
1.31 Now rewrite the text in Exercise 5 changing used to
to would wherever possible. Listen and check.
7 SPEAKING In pairs, use used to and would to talk about
changes in your life. Remember to use the Past Simple if
something only happened once.
A Did you use to do any sports that you don’t do any more?
B I used to be in a football team but …
REFERENCES
FURTHER PRACTICE
ASSESSMENT
AUDIO SCRIPT page 215
• Grammar Reference and Practice,
Student’s Book page 176
Grammar Quiz 3D
Do this activity at the end of the lesson.
Refer students to the notes they made
at home and get them to tell a partner
about the people’s past and present using
used to, would and the Past Simple.
M01 High Note TB3 09593.indd 56
✓
□ I can use used to and would to talk about past habits and routines.
EXTRA ACTIVITY IN CLASS
56
We use used to and would to talk about things that were true but
are not true anymore.
used to would
When I was little I was super active, and now
I hardly ever leave the house.
I watched TV every day when I was little but now
I hardly ever watch it.
I believed in Santa Claus but now I don’t.
1 How has Colin’s life changed since he had
a skiing accident?
2 What do Colin and Daisy order?
3 What problem do they have?
Exercise 6
I used to have a very
unhealthy diet when
I was growing up.
I used to love cakes
and biscuits. I would
eat chips with almost
every meal. I would
never eat fresh fruit
and I wouldn’t drink
water, just cola. I used
to believe it was good
for you. We wouldn’t
sit at the table to eat,
we would eat in front
of the TV. So I used to be
overweight and unfit.
But then one day, my
friend Dev invited me
to eat with his family.
It was amazing. We
had a fantastic meal
with salad and lots of
fresh fruit. That was
the day I changed the
way I eat.
38
used to and would. Tick the correct boxes in the Grammar box.
• Workbook page 32/Online Practice
• Photocopiable resource 13: Eating
habits – past and present, pages
275, 301
• Extra digital activities: Grammar
Checkpoint 3D
NEXT CLASS
Ask students to make a list of 5–6
questions they often ask shop assistants
when they are shopping (e.g. Do you have
this in a smaller size?). Encourage them to
think about different shops and products.
29/08/2019 14:10
03
1 In pairs, take turns to describe what you can see
in the photo and answer the questions below.
1 What kind of shop is it? What is happening?
2 What do you think the shop assistant and the
customer are talking about?
3 How are the people in the photo feeling?
2
9
1.32 Watch or listen to a conversation
in a health food store. Does Marie find her first
day in the shop easy? No, she finds it difficult.
3
1.33 Study the Speaking box and complete
the polite requests and refusals with one
word in each gap. Listen and check.
1 Would you mind telling me where the
organic kale is?
2 That’s very kind of you, dear, but I think I’ll
manage.
3 I’d like to know whether your fruit and veg
is locally grown.
4 Have you got any idea whether it's local?
5 I'm sure they look lovely but I’m afraid it's
local or nothing for me.
6 I wonder if you have any free-range eggs.
7 Could you possibly tell me where I can find
those eggs?
8 No, that’s alright , thanks. I’ll be fine.
9 Do you happen to know if you've got any
wholemeal bread in there?
SPEAKING | Being polite
COMMUNICATION VIDEO
3E SPEAKING AND VOCABULARY
4 Rewrite the questions as indirect questions.
1 Are these apples organic? → I wonder …
I wonder if/whether these apples are organic.
2 What time does the juice bar in the gym close? → I was
wondering …
3 Does this bread contain gluten? → Have you got any idea …?
4 Could I have soy milk? → Do you think …?
5 Where can I buy freshly-squeezed apple juice? → Would you
mind …?
6 How much is a wholemeal loaf? → I’d like to know …
7 Who writes the ‘Healthy Living’ blog? → Do you happen to know …?
Asking politely
We often use indirect questions to make polite
requests or to ask for opinions and information
in English. Use the polite phrases below and
affirmative word order.
Indirect questions
I wonder if/whether you could help me.
= Could you help me?
Could you (possibly) tell me how much this is?
= How much is it?
Do you think it will take long?
= Will it take long?
Other phrases
I was wondering ...
I’d like to know …
Have you got any idea …?
Do you (happen to) know/have/sell, etc. …?
Would you mind telling me …?
Refusing politely
That’s very kind of you, but ...
They look/sound very nice, but I’m afraid …
No, that’s alright thanks.
Thanks for the offer, but …
Thank you, but I’m alright.
Exercise 1
1 It’s a health food
store. A customer
is talking to a shop
assistant.
2 The customer is
asking the shop
assistant a question
which the shop
assistant isn’t sure how
to answer.
3 The customer feels
slightly irritated.
The shop assistant
feels embarrassed/
confused. The other
shop assistant in the
background seems
annoyed.
5
1.34 PRONUNCIATION Listen to how the underlined words
are pronounced. Then practise saying the sentences.
1 Could you tell me how much it is?
2 Would you mind telling me what this is?
3 I don’t know really.
4 I’m going to ask my colleague.
5 You’ve got to eat more fruit.
Exercise 4
2 I was wondering
what time the juice bar
in the gym closes.
3 Have you got any
idea if/whether this
bread contains gluten?
4 Do you think I could
have soy milk?
5 Would you mind
telling me where I can
buy freshly-squeezed
apple juice?
6 I’d like to know how
much a wholemeal
loaf is.
7 Do you happen to
know who writes the
‘Healthy Living’ blog?
6 Check that you understand the adjectives in the box. In groups,
use them to prepare polite questions about your teacher's
eating habits. Use the phrases from the Speaking box.
free-range freshly-squeezed
wholemeal
locally grown organic
Would you mind telling me whether you buy any organic food?
7 In pairs, role play the situations at the back of your book.
Student A, go to page 196. Student B, go to page 199.
□ I can use indirect questions to make polite requests or to ask for opinions and information.
39
REFERENCES
EXTRA ACTIVITY IN CLASS
FURTHER PRACTICE
VIDEO /AUDIO SCRIPT page 234
After Exercise 4, refer students to the
questions they wrote at home. They
should rewrite them as indirect questions,
using phrases from the Speaking box.
Workbook page 33/Online Practice
NEXT CLASS
Ask students to make a list of the different
foods and drinks sold at their school
canteen and if possible, bring photos of
(some of) them.
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3F READING AND VOCABULARY
1 Make a list of healthy and unhealthy foods that you
6 Complete the sentences below with the words from
Healthy things I usually eat: bananas, yoghurt, …
calories diet fizzy foods fresh full ingredients junk
outlets processed
eat. Then compare your lists in groups. Who do you
think has the healthiest/unhealthiest diet?
Unhealthy things I usually eat: crisps, muffins, fried
bacon, …
Exercise 4
Possible questions
and answers:
2 What is their rap
about? It’s about
growing your own
food and eating
healthy food.
3 Where did AFC start?
In North Minneapolis,
Minnesota, USA.
4 How did it start? In
2011 a group of people
were shocked that in
their community there
was nowhere to eat
good, healthy food,
so they decided to do
something about it.
5 What are the aims
of the organisation?
To encourage
healthy living,
strengthen families,
create economic
prosperity and reduce
unemployment
and crime in their
community.
6 What are the three
steps? 1. Urban
Agriculture – growing
food in urban areas;
2. Good Food Policy –
persuading people to
adopt healthy diets;
3. Community Cooks
Project – cooking
workshops where
people eat and talk
about how to change
their community.
7 Where do they get
money from? The
government, private
donations and two
money-making
projects: the Kindred
Kitchen, which small
businesses pay to
use, and the Breaking
Bread café.
8 How successful has
AFC been? It’s been
a huge success.
Exercise 6
1 full
2 ingredients,
processed
3 diet
4 foods
5 fizzy
6 junk
7 outlets
8 fresh
2 Look at the photo and the title of the article. What do
you think the text is about? Read it quickly to check.
3 Read the text again. Match sentences A–H with gaps
1–5 in the article. There are three extra sentences.
A And perhaps even more importantly, it has brought
a community together.
B It might seem expensive but it can actually cost less.
C In 2011, three women decided to do something
about it.
D Nobody in that area had tried anything like that
before.
E The idea is to have a chain of healthy food from the
ground to your plate.
F The kids uploaded the video to YouTube and it went viral.
G They get some support from government and
generous individuals.
H What’s more, most people didn’t realise how
unhealthy their diets were.
4 Use these prompts to write questions about AFC. Add
some questions of your own if you like. Then in pairs,
ask and answer your questions.
1 What / think / AFC?
2 What / rap / about?
3 Where / AFC / start?
4 How / start?
5 What / aims / organisation?
6 What / three steps?
7 Where / money / from?
8 How / successful?
What do you think of Appetite for Change?
5 In pairs, read the Fact Box. Which statement do you
think is false? Which one is the most interesting/
shocking? How is the situation in your country similar/
different?
FACT BOX American eating habits
1 Last year Americans ate over 400 million hamburgers –
that’s enough to circle the world.
2 52% of Americans believe doing their taxes is easier than
figuring out how to follow a healthy diet.
3 The average American consumes 22 teaspoons of sugar
every day, most of it in drinks and candy bars.
4 Junk food first became popular in the US in the 1920s, but
it really took off in the 1950s thanks to TV advertising.
5 Native Americans were already eating popcorn over
5,000 years ago.
6 In 2014, 1% of Americans were vegans, now it’s 6% and
rising.
the box. Then ask and answer the questions in pairs.
1 Do you know much about the food you eat? Which
of
foods are high in calories ? Which are
vitamins?
2 In your family, do you cook meals with raw
or
foods that are
ar high in
do you buy ready-made
fat, sugar and salt?
3 Do you think you have a healthier or unhealthier
than your parents? Say why.
4 What are your favourite comfort
? When and
where do you eat them?
5 Do you prefer
drinks, freshly-squeezed orange
juice or still water?
6 How often do you eat
food like burgers, hot
dogs, or kebabs?
7 How many fast food
are there in your
neighbourhood?
8 Is it hard to buy
produce like fruit and
vegetables where you live?
7 SPEAKING The Education Authority wants to encourage
healthy eating at schools in your area. In pairs, discuss
the ideas below. Which are the best? Say why. Can you
think of any better ideas?
• Ban unhealthy snacks, fizzy drinks, sweets, crisps and
junk food from schools.
• Show videos and films that demonstrate the negative
effects of unhealthy diets.
• Organise a cooking competition for students in the area.
• Include ‘Diet and Nutrition’ as part of the P.E. class and
have all students sit an exam on it.
• Open an affordable café serving healthy food in every
school.
8 REFLECT | Society People today consume more
unhealthy food and drink than ever before. Do you
think that’s true? Say why. Discuss in groups.
10 WATCH AND REFLECT Go to page 164. Watch
the documentary Pushing yourself to the limit and
do the exercises.
DOCUMENTARY VIDEO
Exercise 2
The text is about
a community
organisation that aims
to help people have
healthier diets.
The false statement is 1. Last year Americans ate 13 billion hamburgers –
that’s enough to circle the world more than 32 times.
40
□ I can understand the development of ideas in an article and talk about eating habits.
REFERENCES
VIDEO SCRIPT page 234
CULTURE NOTES page 206
EXTRA ACTIVITY IN CLASS
Do this activity after Exercise 7. Put
students in groups and refer them to
the lists they made at home (and their
photos, if they have them). They should
decide whether the items on their lists
are healthy or unhealthy, and whether
their school canteen should continue to
sell these items. If time allows, they could
then use their photos to create a poster
with a healthy menu for a school canteen.
FURTHER PRACTICE
Workbook pages 34–35/Online Practice
NEXT CLASS
Ask students to bring some photos from
their holidays (or to have them available
on their phones).
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03
GROW FOOD,
EAT WELL,
BE HEALTHY
AFC’s mission is ‘to use food as a tool to build health, wealth and
social change’. 3 E
They achieve this in three steps.
35
1.35
A group of kids from a historically
underprivileged neighbourhood in the American
mid-west made a music video of a hip-hop track.
It was called ‘Grow Food!’ and the lyrics urged
5 people to grow their own food and cook their
meals with natural ingredients; to drink water
and milk, not fizzy drinks full of sugar; to give up
fake food that puts ‘poison in your brain’ and to
eat better options, like broccoli, salad and fresh
10 fruit instead. 1
F
So far, it’s had over half a
million views. That’s pretty amazing, and so is
the organisation that inspired it.
North Minneapolis is similar to many urban
areas across North America. There is a lack
15 of shops, development projects, and healthy
food options. Many of the residents suffer from
bad health, partly because of unhealthy diets
Along with
with too much junk food. 2 C
young community members, they concluded
20 there were thirty-eight fast food outlets within
two miles of where they lived, but there was
nowhere you could sit down to eat a nutritious
meal. They knew that poor diets were causing
serious health problems, for example, heart
25 conditions, high blood pressure and obesity.
The community also suffered from high
unemployment, which is a major cause of crime.
The solution, they thought, was to encourage
healthy living, to strengthen families and to
30 create economic prosperity. So they set up
a non-profit, community-owned association
called ‘Appetite for Change’ (AFC).
1 Urban Agriculture. AFC turns unused urban land into
cooperative farms where kids and adults grow and pick fresh
produce.
2 Good Food Policy. The organisation argues in favour of
healthy eating and persuades people to swap junk food high in
40
calories for natural food full of vitamins and to eat meals made
with raw ingredients rather than processed foods.
3 Community Cooks Project. AFC organises cooking workshops
in which people come together to cook a meal, to eat and to
talk about the changes they want to see in their community.
45
All of this costs money, of course, so how does AFC pay for it?
G
In addition, they run two successful money-making
projects:
4
• Small local businesses rent the Kindred Kitchen to help
them run their food trucks, catering businesses and meal
50
preparation services.
• The Breaking Bread café sells delicious healthy comfort
foods and gives job opportunities to young members of the
community.
55
AFC has been a great success. It has improved people’s health and
created jobs. 5 A
Its strongest supporters are young people
concerned about the unhealthy food full of fat, sugar and salt
that damages the health of their friends, families and neighbours.
The lyrics of their rap send out their message loud and clear.
OD
PLEASE CHANGE THE FO OD.
GO
IN MY SCHOOL, MAKE IT MY ’HOOD.
OUTTA
GET THAT FAKE FOOD UP MISUNDERSTOOD.
HOPE THE MESSAGE NOT OWN FOOD –
GROW AND COOK YOUR
YES, YOU COULD!
41
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3G WRITING | A short story
1 In pairs, use the pictures and the words in the box to
Exercise 2
Suggested answers:
Surfer: relieved,
shocked, grateful,
happy to be alive
tell a story. Then read the story below and compare it to
yours.
lifeguard surfer fin
2 How do you think the surfer, the lifeguard, the people
on the beach and the shark felt after the events on the
beach?
I think the surfer was probably terrified.
shark punch
Lifeguard: proud,
shocked, exhausted
People on the beach:
surprised, amazed,
frightened
1
2
3
4
Shark: unhappy,
confused, shocked,
hungry
That day the skies were clear, the sun was hot, and the sea was a beautiful deep blue. Ava
was on the beach lying on the golden sand, listening to the radio and happily watching
the surfers riding the powerful waves. It was busy, and families were playing in the warm,
shallow water near the beach.
‘This is the life’ she thought, and turned over to get some sun on her back. She had just
fallen asleep when a noise woke her. From nowhere, a lifeguard ran past her at full
speed, shouting at people to get out of the way. Everyone on the beach sat up and watched
as she dived in and swam towards a guy who was kicking his legs, waving his arms and
shouting something. All of a sudden, the huge
huge, dark fin of a shark appeared. People in the
water started screaming. They grabbed their children and swam for their lives. Now wide
awake, Ava watched through her fingers as the lifeguard reached the panicking man then
raised her arm and… punched the shark in the face! Amazingly, it turned and swam away.
While the crowds cheered, the fearless lifeguard carried the shocked surfer back to safety.
She had saved his life. That was the day Ava decided to become a lifeguard.
42
EXTRA ACTIVITY IN CLASS
Do this activity after Exercise 8. Put
students in pairs and ask them to share
the photos they have brought in (or have
on their phones) with their partner. In
their pairs, they brainstorm ideas for
a story using their photos, and then write
their story. If time is short, you could get
them to plan their story in class and then
set the writing task for homework.
FURTHER PRACTICE
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 44–45.
Workbook page 36/Online Practice
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03
3 Study the Writing box and answer questions 1–7 about the
story on page 42.
1 From which point of view is the story written, first or thirdperson?
2 Where does the story take place?
3 What information does the writer give in the first line?
4 What is the main event in the story?
5 Which tenses has the writer used to describe the action?
6 Which sentences introduce the lifeguard and the shark?
How does the writer make them dramatic?
7 How does the writer finish the story?
WRITING | A short story
General
Short stories are usually written in either the first or third person
point of view.
Beginning
Catch the reader’s attention: use a detail related to the place
where the story begins or a statement by one of the main
characters.
That day the skies were clear, the sun was hot, and the sea was
a beautiful deep blue.
Say where and/or when the story happened. Use longer
sentences to set the scene.
Ava was at the beach lying on the golden sand, listening to the
radio and happily watching the surfers riding the powerful waves.
Middle
Describe the action. Use mainly the Past Simple with the
occasional Past Continuous and Past Perfect. Avoid long strings
of the Past Simple.
Use direct speech to express the characters thoughts or give
them a voice.
‘This is the life’ she thought.
Use a variety of verbs to report speech e.g. scream, whisper, ask,
shout, etc.
From nowhere, a lifeguard ran past her at full speed, shouting
at people to get out of the way.
Use shorter sentences and/or dramatic linkers to add drama.
All of a sudden, the huge, dark fin of a shark appeared.
End
Describe how you or the main characters felt at the end, what
you/they learned from the story, or decisions you/they made
because of what happened.
That was the day Ava decided to become a lifeguard.
4 Add the words in bold from the story to the appropriate
group of linkers.
• Start the action: (at) first, in the beginning, 1 that day /
morning/evening;
• Move the action: 2
, next, later, after that/a while, by
the time;
• Introduce a dramatic moment: suddenly, just then, out of
the blue, without warning, 3
,4
;
• Describe events that happen at the same time: when, at
the same time (as), 5
,6
;
• Finish the action: finally, eventually, in the end.
5 Read the story below ignoring the gaps. How is
it connected to the story on page 42? From which
point of view is it written, first person or third
person? It’s the same story told from the shark’s
point of view; first-person.
That afternoon the water was cool and clean.
they
The waves looked gorgeous 2
moved above me. I’d just eaten a delicious
octopus lunch and I decided to head to the
beach to see what the two-legged creatures
I got there, some of them
were doing. 3
were standing on those strange long things
and riding on the waves. I’m really not sure
why they do that, but I watched them for a
I noticed one of them, it was
while. 4
male I think, kicking its legs and making those
bubbles I love. Friends are always telling
me not to go too close, but... those beautiful
, a female came out of
bubbles! 5
, it punched me in the face!
nowhere. 6
Right on the end of my nose where it really
hurts. What on earth is wrong with these
creatures? They really shouldn’t be allowed
in our water. I considered a second lunch if
, I decided
you know what I mean, but 7
to be the grown up one and just swim away.
Horrible, violent creatures.
1
6 Complete the story in Exercise 5 with the
linkers from the box. Sometimes more than
one answer is possible.
Exercise 3
1 third-person
2 on a beach
3 details about the
weather and the
location
4 A lifeguard punches
a shark in the face
and saves the life of
a surfer.
5 Past Simple, Past
Continuous, Past Perfect
6 'All of a sudden,
the huge, dark fin of
a shark appeared' –
short sentence with
a dramatic linker; 'From
nowhere, a lifeguard
ran past her at full
speed, shouting at
people to get out of her
way' – dramatic linker
7 She describes
a decision she made
because of what had
happened.
Exercise 4
2 then
3–4 from nowhere,
all of a sudden (in any
order)
5–6 as, while (in any
order)
Exercise 6
2 as/when
3 When
4 Then
5 All of a sudden/
Without warning
6 Without warning/
All of a sudden
7 in the end
all of a sudden as in the end that afternoon
then when without warning
7 The underlined adjectives in the story on page
42 help the reader to visualise characters,
events and objects. Find and underline similar
adjectives in the story in Exercise 5.
cool, clean, …
8 Work in pairs. Follow the instructions on page
197 to tell another story.
9 WRITING TASK Write a short story. Use your own
ideas or write the story you told in Exercise 8.
Use the Writing box and the tips in this lesson
to help you.
□ I can write a short story.
43
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Word List
REMEMBER MORE
3A GRAMMAR AND VOCABULARY
5.15
1 Find names of places on the
break your leg /ˌbreɪk jə ˈleɡ/
build up your muscles /ˌbɪld ˌʌp jə ˈmʌsəlz/
amateur (adj) /ˈamətə/
word list where you can …
1 play football: football pitch
2 go running: athletics track
3 play basketball: basketball court
4 play squash: squash court
changing room (n) /ˈtʃeɪndʒɪŋ ruːm/
athlete (n) /ˈæθliːt/
chill (v) /tʃɪl/
attempt (n) /əˈtempt/
climb the stairs /ˌklaɪm ðə ˈsteəz/
break your wrist/heel /ˌbreɪk jə ˈrɪst/ˈhiːl/
dislocate your shoulder /ˌdɪsləkeɪt jə ˈʃəʊldə/
carry on (phr v) /ˌkæri ˈɒn/
do exercises /ˌduː ˈeksəsaɪzɪz/
challenge (n) /ˈtʃæləndʒ/
2 Complete the sentences with
verbs from the word list.
championships (n) /ˈtʃæmpjənʃɪps/
If you’re not careful, you could …
1 bang your head against the
door.
2 burn your hand in hot water.
3 pull your muscle playing
volleyball.
4 break your leg skiing.
cheer on (phr v) /ˌtʃɪər ˈɒn/
3 Write the missing negative
prefixes. Then check with the
word list.
misunderstood what
1 You
I said.
2 Sandy never gets any exercise,
unfit.
so she’s really
3 There are huge areas of
un/dis used land in this part of
the country.
Non -profit associations use
4
all their money to help people.
4 Complete the sentences with the
adjectives from the word list.
1 At 3 a.m. I was still wide awake .
I was too excited to fall asleep.
2 I always buy vegetables from
shops which sell home - grown
produce from organic farms.
3 Fizzy drinks, such as cola, are
bad for your teeth.
4 Free - range eggs are
believed to be healthier than
factory-farmed eggs.
do sb the world of good /ˌduː ˌsʌmbɒdi ðə ˈwɜːld
əv ˌɡʊd/
exhausted (adj) /ɪɡˈzɔːstɪd/
course (n) /kɔːs/
fitness coach (n) /ˈfɪtnəs kəʊtʃ/
crutches (n) /ˈkrʌtʃɪz/
football pitch (n) /ˈfʊtbɔːl pɪtʃ/
dedication (n) /ˌdedəˈkeɪʃən/
determined to do sth /dɪˌtɜːmənd tə ˈduː ˌsʌmθɪŋ/
full-size (adj) /ˌfʊl ˈsaɪz/
disabled (adj) /dɪsˈeɪbəld/
get into shape /ˌɡet ˌɪntə ˈʃeɪp/
disease (n) /dɪˈziːz/
get out of breath /ˌɡet ˌaʊt əv ˈbreθ/
enter/win a competition /ˌentər/ˌwɪn ə
ˌkɒmpəˈtɪʃən/
get/keep fit /ˌɡet/ˌkiːp ˈfɪt/
flip/backflip (n) /flɪp/ˈbækflɪp/
gap (n) /ɡæp/
have/suffer an injury /ˌhæv/ˌsʌfər ən ˈɪndʒəri/
injure (v) /ˈɪndʒə/
gymnasium (n) /dʒɪmˈneɪziəm/
hockey (n) /ˈhɒki/
Jacuzzi (n) /dʒəˈkuːzi/
leisure centre (n) /ˈleʒə ˌsentə/
lift weights /ˌlɪft ˈweɪts/
inspire (v) /ɪnˈspaɪə/
make the most of sth /ˌmeɪk ðə ˈməʊst əv ˌsʌmθɪŋ/
overcome (v) /ˌəʊvəˈkʌm/
Paralympics (n) /ˌpærəˈlɪmpɪks/
membership (n) /ˈmembəʃɪp/
passion (n) /ˈpæʃən/
motivation (n) /ˌməʊtəˈveɪʃən/
pay off (phr v) /ˌpeɪ ˈɒf/
out of shape /ˌaʊt əv ˈʃeɪp/
qualify for sth (v) /ˈkwɒləfaɪ fə ˌsʌmθɪŋ/
outdoor (adj) /ˌaʊtˈdɔː/
ramp (n) /ræmp/
personalised (adj) /ˈpɜːsənəlaɪzd/
recover (v) /rɪˈkʌvə/
pull a muscle /ˌpʊl ə ˈmʌsəl/
run (n) /rʌn/
rock climbing wall (n) /ˈrɒk ˌklaɪmɪŋ wɔːl/
set a (world) record /ˌset ə (ˌwɜːld) ˈrekɔːd/
rowing machine (n) /ˈrəʊɪŋ məˌʃiːn/
skate park (n) /ˈskeɪt pɑːk/
snowboarder (n) /ˈsnəʊbɔːdə/
start out as sb (phr v) /ˌstɑːt ˈaʊt əz ˌsʌmbɒdi/
ACTIVE
VOCABULARY | Flashcards
succeed (v) /səkˈsiːd/
Use ‘smart’ flashcards to review
new vocabulary. On one side of the
card, write a short sentence that
you will find easy to remember
including the word or phrase you
want to learn, e.g. I always start my
workout on a rowing machine. On
the back of the card, write the word
translated into your language.
When you are doing a vocabulary
review, look at the translation
on each card and try to recall the
word or phrase and the example
sentence that you have written.
turn professional /ˌtɜːn prəˈfeʃənəl/
take home a medal /ˌteɪk ˌhəʊm ə ˈmedl/
wheelchair motocross (WCMX) (n) /ˌwiːltʃeə
ˈməʊtəʊkrɒs (ˌdʌbəljuː ˌsiː ˌem ˈeks)/
world-class (adj) /ˌwɜːld ˈklɑːs/
3B VOCABULARY
5.16
athletics track (n) /æθˈletɪks træk/
sauna (n) /ˈsɔːnə/
school gym (n) /ˌskuːl ˈdʒɪm/
sporty (adj) /ˈspɔːti/
sprain your wrist /ˌspreɪn jə ˈrɪst/
state-of-the-art (adj) /ˌsteɪt əv ði ˈɑːt/
steam room (n) /ˈstiːm ruːm/
swimming pool (n) /ˈswɪmɪŋ puːl/
tennis/squash court (n) /ˈtenəs/ˈskwɒʃ kɔːt/
training programme (n) /ˈtreɪnɪŋ ˌprəʊɡræm/
twist your ankle /ˌtwɪst jər ˈæŋkəl/
award-winning (adj) /əˈwɔːd ˌwɪnɪŋ/
unconscious (adj) /ʌnˈkɒnʃəs/
bang your head /ˌbæŋ jə ˈhed/
unfit (adj) /ʌnˈfɪt/
basketball court (n) /ˈbɑːskətbɔːl kɔːt/
weightlifting (n) /ˈweɪtˌlɪftɪŋ/
boxing ring (n) /ˈbɒksɪŋ rɪŋ/
Zumba (n) /ˈzʊmbə/
44
EXTRA ACTIVITIES IN CLASS
62
• Students play Memory Challenge. Give
them 2–3 minutes to study the word list,
then ask them to close their books. Write
Sports and fitness and Diet and nutrition
on the board, put students in pairs or
small groups and set a time limit (e.g.
3 minutes). In their pairs/groups, they
should write as many words under each
M01 High Note TB3 09593.indd 62
category as they can. The pair/group
with the most items on their lists at the
end of the time limit are the winners.
To simplify the game, you could give
students only one of the two categories.
To add a spelling element to the game,
you could award one extra point for each
correctly spelt item.
• Write anagrams of 6–8 words from
the word list on the board. Individually
or in pairs, students try to solve
the anagrams as quickly as they can.
The first student/pair to do so wins.
To make the activity easier, you could
choose words from a category (e.g.
Sports and fitness activities) and give
students that category before they begin.
29/08/2019 14:10
03
3C LISTENING AND VOCABULARY
5.17
ambulance service (n) /ˈæmbjələns ˌsɜːvəs/
badly hurt /ˌbædli ˈhɜːt/
bleed (v) /bliːd/
burn down (phr v) /ˌbɜːn ˈdaʊn/
burn (your hand) /ˌbɜːn (jə ˈhænd)/
call an ambulance /ˌkɔːl ən ˈæmbjələns/
concussion (n) /kənˈkʌʃən/
cuts and bruises (n) /ˌkʌts ənd ˈbruːzɪz/
dial (v) /daɪəl/
poison (n) /ˈpɔɪzən/
organic (adj) /ɔːˈɡænɪk/
poor diet /ˌpɔː ˈdaɪət/
soy milk (n) /ˈsɔɪ mɪlk/
processed food (n) /ˌprəʊsest ˈfuːd/
wholemeal bread/loaf (n) /ˌhəʊlmiːl ˈbred/ˈləʊf/
raw ingredients (n) /ˌrɔː ɪnˈɡriːdiənts/
3F READING AND VOCABULARY
5.20
affordable (adj) /əˈfɔːdəbəl/
appetite for sth (n) /ˈæpətaɪt fə ˌsʌmθɪŋ/
ban (v) /bæn/
bring together (phr v) /ˌbrɪŋ təˈɡeðə/
candy bar (n) /ˈkændi bɑː/
elbow (n) /ˈelbəʊ/
emergency number (n) /ɪˈmɜːdʒənsi ˌnʌmbə/
faint (adj) /feɪnt/
fire alarm (n) /ˈfaɪər əˌlɑːm/
fire service (n) /ˈfaɪə ˌsɜːvəs/
heart attack (n) /ˈhɑːt əˌtæk/
hurt your head /ˌhɜːt jə ˈhed/
in shock /ˌɪn ˈʃɒk/
knock down (phr v) /ˌnɒk ˈdaʊn/
lose some blood /ˌluːz səm ˈblʌd/
painful (adj) /ˈpeɪnfəl/
catering business (n) /ˈkeɪtərɪŋ ˌbɪznəs/
comfort food (n) /ˈkʌmfət fuːd/
community (n) /kəˈmjuːnəti/
concerned about sth (adj) /kənˈsɜːnd əˌbaʊt
ˌsʌmθɪŋ/
report a crime /rɪˌpɔːt ə ˈkraɪm/
ring (v) /rɪŋ/
set fire to sth /ˌset ˈfaɪə tə ˌsʌmθɪŋ/
unconscious (adj) /ʌnˈkɒnʃəs/
5.18
dish (n) /dɪʃ/
knock over (phr v) /ˌnɒk ˈəʊvə/
mushroom lasagne (n) /ˌmʌʃruːm ləˈsænjə/
onion (n) /ˈʌnjən/
rabbit/lentil pâté (n) /ˈræbɪt/ˌlentl ˈpæteɪ/
rent (v) /rent/
solution (n) /səˈluːʃən/
step (n) /step/
still water (n) /ˌstɪl ˈwɔːtə/
strengthen (v) /ˈstreŋθən/
supporter (n) /səˈpɔːtə/
swap sth for sth (v) /ˈswɒp ˌsʌmθɪŋ fə ˌsʌmθɪŋ/
take off (phr v) /ˌteɪk ˈɒf/
teaspoon (n) /ˈtiːspuːn/
tool (n) /tuːl/
unused (adj) /ˌʌnˈjuːzd/
urban (adj) /ˈɜːbən/
co-operative farm (n) /kəʊˌɒpərətɪv ˈfɑːm/
urge sb to do sth /ˌɜːdʒ ˌsʌmbɒdi tə ˈduː ˌsʌmθɪŋ/
do your taxes /ˌduː jə ˈtæksɪz/
vegan (n) /ˈviːɡən/
economic prosperity /ˌekəˌnɒmɪk prɒˈsperəti/
wealth (n) /welθ/
fake (adj) /feɪk/
workshop (n) /ˈwɜːkʃɒp/
figure out (phr v) /ˌfɪɡər ˈaʊt/
fizzy drink (n) /ˌfɪzi ˈdrɪŋk/
foodstuff (n) /ˈfuːdstʌf/
see double /ˌsiː ˈdʌbəl/
ready-made (adj) /ˌredi ˈmeɪd/
consume (v) /kənˈsjuːm/
fast food outlet (n) /ˌfɑːst ˈfuːd ˌaʊtlet/
relieved (adj) /rɪˈliːvd/
3D GRAMMAR
locally grown (adj) /ˌləʊkəli ˈɡrəʊn/
fresh produce (n) /ˌfreʃ ˈprɒdjuːs/
full of vitamins /ˌfʊl əv ˈvɪtəmɪnz/
ground (n) /ɡraʊnd/
grow (v) /ɡrəʊ/
have/follow a healthy diet /ˌhæv/ˌfɒləʊ ə ˌhelθi
ˈdaɪət/
have an unhealthy diet /ˌhæv ən ʌnˌhelθi ˈdaɪət/
heart condition (n) /ˈhɑːt kənˌdɪʃən/
high blood pressure (n) /ˌhaɪ ˈblʌd ˌpreʃə/
3G WRITING
5.21
at full speed /ət ˌfʊl ˈspiːd/
bubble (n) /ˈbʌbəl/
clear (adj) /klɪə/
consider (v) /kənˈsɪdə/
cool (adj) /kuːl/
creature (n) /ˈkriːtʃə/
deep blue (n) /ˌdiːp ˈbluː/
fearless (adj) /ˈfɪələs/
fin (n) /fɪn/
golden (adj) /ˈɡəʊldən/
gorgeous (adj) /ˈɡɔːdʒəs/
grab (v) /ɡræb/
salmon risotto (n) /ˌsæmən rɪˈzɒtəʊ/
high in calories/fat/sugar/salt /ˌhaɪ ɪn ˈkæləriz/
ˈfæt/ˈʃʊɡə/ˈsɔːlt/
ski slope (n) /ˈskiː sləʊp/
hot dog (n) /ˈhɒt dɒɡ/
starter (n) /ˈstɑːtə/
octopus (n) /ˈɒktəpəs/
in favour of sth /ˌɪn ˈfeɪvər əv ˌsʌmθɪŋ/
steak (n) /steɪk/
panic (v) /ˈpænɪk/
junk food (n) /ˌdʒʌŋk ˈfuːd/
tuna salad (n) /ˌtjuːnə ˈsæləd/
powerful (adj) /ˈpaʊəfəl/
kebab (n) /kəˈbæb/
vegan options (n) /ˈviːɡən ˌɒpʃənz/
punch sb in the face /ˌpʌntʃ ˌsʌmbɒdi ɪn ðə ˈfeɪs/
land (n) /lænd/
ride on the waves /ˌraɪd ɒn ðə ˈweɪvz/
misunderstand (v) /ˌmɪsʌndəˈstænd/
shallow (adj) /ˈʃæləʊ/
native American (n) /ˌneɪtɪv əˈmerəkən/
shark (n) /ʃɑːk/
free-range eggs (n) /ˌfriː ˌreɪndʒ ˈeɡz/
non-profit association (n) /ˌnɒn ˌprɒfɪt əˌsəʊsiˈeɪʃən/
surfer (n) /ˈsɜːfə/
freshly-squeezed juice /ˌfreʃli ˌskwiːzd ˈdʒuːs/
nutrition (n) /njuːˈtrɪʃən/
terrified (adj) /ˈterəfaɪd/
gluten (n) /ˈɡluːtn/
obesity (n) /əʊˈbiːsəti/
two-legged (adj) /ˌtuː ˈleɡɪd/
imported (adj) /ɪmˈpɔːtɪd/
pick (v) /pɪk/
wide awake (adj) /ˌwaɪd əˈweɪk/
3E SPEAKING AND VOCABULARY
5.19
head to sth (v) /ˈhed tə ˌsʌmθɪŋ/
45
• In pairs or groups, students play Hangman
with words from the word list.
FURTHER PRACTICE
Workbook page 37/Online Practice
NEXT CLASS
Ask students to revise Unit 3.
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03 Revision
VOCABULARY AND GRAMMAR
1 Complete the collocations with the words from the
4 Tick the correct verb forms 1–10 and correct the incorrect
ones.
box.
amateur ankle challenge competition medal
record professional
1 accept / overcome a challenge
2 start out as an amateur
3 enter / do well in a competition
4 become a / turn professional
5 set a world record
6 take home a medal
7 twist / sprain / break your ankle
2 Choose the correct word in each sentence.
1 When she’s depressed, she eats fizzy / comfort /
poor food.
2 As part of his healthy diet he has locally grown / raw /
wholemeal bread for breakfast.
3 They are very health conscious and never eat
processed / organic / fresh food.
4 After a competition the athletes always eat foods
that are high in junk / ingredients / calories.
5 The new stadium will have a world-class athletics
track / ring / court.
6 She always uses the rowing pitch / wall / machine
to warm up before a training session.
7 The goalkeeper dislocated / banged / pulled his
head hard when he fell.
8 We got out of breath / weights / muscles after thirty
minutes of running.
9 There’s nothing like freshly-squeezed fat / food /
juice to start the day.
Exercise 3
1 had already started
2 was travelling, visited
3 was rock climbing,
didn’t hear
4 had you learnt, were
5 was running, pulled,
felt, had shot
6 was, was shining,
were singing, started
7 had asked, saw
8 decided, had seen
3 Complete the sentences with the Past Simple, Past
Exercise 4
4 believed/used to
believe
6 wasn't/didn't use
to be
7 moved
10 won
Continuous or Past Perfect forms of the verbs in
brackets.
1 By the time they arrived at the stadium, the game
(already/start).
2 While she
(travel) round South America, she
(visit) Rio de Janeiro.
3 I
(rock climb) yesterday evening between 6
(not hear) your
and 7 o’clock, which is why I
call.
4 What
(you learn) to do by the time you
(be) five years old?
5 I
(run) after the ball when suddenly I
(pull) a muscle. It
(feel) as if someone
(shoot) me!
6 It
(be) a lovely day when I woke up. The sun
(shine) and the birds
(sing), but then
(start) to pour with rain.
all of a sudden it
7 I
(ask) for freshly squeezed orange juice so
(see) the waiter pouring
I was upset when I
me an orange drink from a bottle.
8 They
(decide) to follow a healthier diet
(see) a documentary about the
after they
effects of processed foods.
□
When I was at school I 1 would love
loved/used
oved/used to love
sports. I 2used to play
for the school netball and hockey
teams, which 3was ✓ fun. However, our head teacher
4
would believe ✗ that academic subjects were more important
than sports, so she didn’t spend much money on sports facilities.
The P.E. teachers 5used to organise ✓ a sports day every year
but it 6wouldn’t be ✗ very good. Luckily for me, though, when
I was eleven, my family 7used to move ✗ to a new house, which
was next door to the local tennis club. I 8would spend ✓ hours
there in the summer playing with my friends. I wasn’t very good
but I 9used to enter ✓ the club tournament every July and once
I even 10would win ✗ the junior championship! I don’t play
tennis these days but I still love sports.
□
□
□
□
□
□
□
□
□
USE OF ENGLISH
5 Complete the text with one word in each gap.
Lee’s blog
I’m a nurse in the accidents and emergencies department
at a big hospital. However, I started my professional life
working 1 as a secretary in a big company! Although I never
really enjoyed working in an office, I 2 would regularly tell
my family and friends how interesting my job was.
One lunchtime I was crossing a road near my office listening
to music on my earphones 3 when a car knocked me
down. I can’t remember much about what happened
because I fainted as 4 soon as the car hit me. Luckily,
a very kind passer-by 5 had seen everything and called
for an ambulance right away. She realised I was 6 in
shock and lent me her jacket to keep me warm. Amazingly,
ten minutes later I was in hospital.
That was 7 the day my life changed forever. I trained
as a nurse and now I have a very rewarding job. It’s true
that I 8 used to earn a lot more before, but money isn’t
everything!
46
FURTHER PRACTICE
ASSESSMENT
• Use of English, Student’s Book page 192
• Unit 3 Language Test (Vocabulary,
Grammar, Use of English)
• Class debates pages 264–265
• Self-assessment 3 and Self-check 3,
Workbook pages 38–39/Online Practice
• Extra digital activities: Use of English,
Reading, Listening
• Unit 3 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 3 Writing Test
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6 Complete the second sentence using the word in bold
so that it means the same as the first one. Use between
two and five words, including the word in bold.
1 I’d like to know what time the restaurant opens.
MIND
Would you mind telling me what time the restaurant
opens?
2 When I was a child, I would spend hours in this park. TO
When I was a child, I
in this park.
3 Thanks for the offer, but I don’t need any help. KIND
you, but I don’t need any help.
4 He wanted to get fit, so he went running every day.
INTO
He went running every day because he wanted
.
5 Could you help me, please? IF
I
help me?
6 When he was young, my father used to go fishing
every weekend. WOULD
My father
every weekend when he was young.
Use of English > page 192
READING
7 Read texts 1–4 and choose the correct answers a, b or c.
STRATEGY | Multiple choice
Read each text and identify what kind of text it is and
where it would appear. Before you read the questions,
think what the main message of each text is.
To: aty
From: enny
ot yo r in itation to dinner this mornin Thanks
eally lookin orward to it yo re s h a ood ook
lease remember that d doesn t eat meat e ll brin
a ho olate ake or dessert ee yo abo t
Be
reat to at h p
1 Jenny is writing to
a invite Katy to a meal she’s going to cook.
b suggest that Katy makes a chocolate dessert.
c remind Katy that someone is a vegetarian.
Is competition a good or bad thing?
Come to the weekly debate after school in the Main Hall.
Arrive before 4.15 as only 100 people can be seated.
Debate starts at 4.30.
2 a Students should arrive early as numbers are limited.
b People who arrive after 4.30 will not be allowed
into the debate.
c The debate is part of a school competition.
Jack
Met Aunt Gina while I was walking the dog and
we’ve gone for a coffee. Dinner is in fridge. Heat
lasagne in microwave for ten minutes. There’s also
some salad to go with it. Back soon.
Exercise 6
2 used to spend hours
3 That’s (very) kind of
4 to get into shape
5 wonder/was
wondering if you could
6 would go fishing
Dad
3 a Jack’s dad will cook dinner this evening.
b Jack knows the recipe for lasagne.
c Jack’s dad is telling Jack what to do for dinner.
Road ahead closed apart from
resident access due to Great South Run
Sat 9.30–15.30.
Access vehicles should not exceed 15kph.
4 a People who live in this road will not be allowed to
drive along it on Saturday morning.
b There will be a speed limit in force for any vehicles
on the road on Saturday morning.
c A sporting event will close the road to pedestrians
and all vehicles on Saturday morning.
SPEAKING
8 In pairs, role play the situation below. Then change
roles and do the task again.
Student A
You are speaking to a teacher about your class project for
the school health week. You’d like to set up a lunchtime
health food café in school. In the conversation discuss
the points below:
• Explain what you’d like to do and give examples of
healthy food the café could sell.
• Say you will ask parents and teachers to donate food.
• Suggest the money the café makes goes towards
paying for new school sports equipment.
• Explain that students would like to organise
everything themselves and thank the teacher for
his/her offer to help.
Student B
You are Student A’s teacher. You are discussing Student
A’s class project for your school’s health week. Use the
phrases below to help you. You start first.
• Have you got any ideas for our school health week?
• Would you mind telling me who is going to pay for the food?
• Would you like the teachers to help?
• Thank you. That’s a very good idea.
WRITING
9 Write a story beginning with this sentence.
I walked into the gym and looked around.
47
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04
Time to move
VOCABULARY Air travel, holiday phrases, travel essentials, travel phrases, urban transport
GRAMMAR
Modal and related verbs, defining and non-defining relative clauses
Use of English > page 192
SPEAKING
Agreeing and disagreeing
WRITING
A formal email of enquiry
VIDEO
Grammar
Documentary
Communication
Your career in the sky starts here
Here are some of the weird and wonderful things our customers
ask for during their flights. Thanks to all the patient
flight attendants who contributed to this list.
Do we have to fly so high?
I’m afraid of heights.
Could we go back to the airport? I left my
hat in the café. It’s only been ten minutes
so we can still turn the plane around.
Excuse
xcuse me, when I went to the
bathroom, I couldn’t find the
showers. Where are they?
I’m so uncomfortable!
May I lie on the
floor?
I really must get some sleep.
Please ask the pilot to turn off
the engines.
You ought to warn passengers
about the lack of air.
Can I open a window?
Please tell the pilot we mustn’t fly
so close to Windsor Castle because
the planes annoy the Queen.
4A GRAMMAR AND VOCABULARY
1 What do you think are the best and worst parts of the job of
a flight attendant? Discuss in pairs.
2 Read the passenger comments and choose the funniest one.
Can you ask that baby to
stop crying!? I can’t hear
myself think!
I was just looking
out of the window and
I saw another plane.
Someone should
tell the pilot.
Excuse me, but why can’t we
fly over New York? I’ve always
wanted to see it.
I understand we may not smoke in our
seats, but could you tell me where the
smoking area is, please?
What would you say in reply to them?
48
REFERENCES
EXTRA ACTIVITY IN CLASS
AUDIO SCRIPT page 215
Do this activity after Exercise 11.
Divide the class into three groups, A,
B and C. Assign car to group A, plane
to group B and train to group C. Ask
each group to brainstorm advantages
and disadvantages for their means of
VIDEO SCRIPT page 235
CULTURE NOTES page 207
transport. Then hold a class debate in
which each group tries to convince the
other groups that travelling using their
means of transport is better. They should
use the advantages they have thought of
to prepare arguments in support of their
view, and the disadvantages to anticipate
counterarguments from the other groups.
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04
5
2.1 Listen to a podcast and complete the
collocations with the verbs from the box.
3 Look at the underlined modal verbs on page 48 and
answer the questions. Check your answers in the
Grammar box.
book choose fasten fold go go through leave
put (x2) raise switch watch
Which modal verbs do we use to …
1 say something is necessary? have to , must
2 say something is not allowed? mustn’t , can’t , may not
3 say something is a duty, or to give advice? should ,
1
2
3
4
5
6
7
8
9
10
11
12
ought to (in any order)
4 ask for permission to do something?
may
can
, could ,
(in any order)
5 ask someone else to do something? can , could
6 say something is possible? can
7 describe an ability (or lack of it) in the present
or past? can , could
Modal and related verbs
• We use must and have to to talk about necessity. We
often use must when we think something is necessary,
and have to when it is a rule or a law.
• We use mustn’t, can’t and may not to talk about things
that are not allowed.
• We use should and ought to to talk about duty, or to give
advice.
• We use can, could and may to ask for permission.
• We use can and could to make requests.
• We use can to talk about possibility.
• We use can/could to talk about ability in the present/past.
6
1 You should book your flight as early as possible to get
the best price.
2 Passengers can usually choose an aisle or a window
seat.
3 You mustn’t bring any dangerous items with you in your
luggage.
4 Once you have a boarding pass, you may go
through security.
5 Towards the end of the flight, you will have to put your
seat in the upright position, fold away your tray table
and raise your window blind.
4 Study Watch out! Then choose the best option to
complete the travellers’ comments.
7 SPEAKING In pairs, choose a place and write what you
WATCH OUT!
We only use must in the present tense. In other tenses we
use have to:
We didn’t have to wait long.
Will I have to share a room?
We use can to talk about ability in the present and could to
talk about ability in the past. In other tenses we use be able to.
We won’t be able to land in this weather.
FURTHER PRACTICE
• Photocopiable extra Grammar Video
activity 4, page 266
2.2 Complete the advice with the verbs from the
box. There is one extra verb. Then listen and check.
can have to may mustn’t ought to should
Grammar Reference and Practice > page 178
1 The hotel room was really noisy. I can / could hear the
sea the whole time.
2 There was too much sand on the beach. We must / had
to shower every evening!
3 Can’t we / Do we have to go through security? It’s so
boring.
4 Can / May you explain why the time is different in
Spain?
5 Since we landed, I haven’t been able to / couldn’t hear
properly.
6 I must / have to buy a travel pillow. My neck aches.
7 Someone ought to / may warn guests that there are
fish in the sea.
8 The flight attendant says we don’t have to / may not
smoke on the plane.
book a flight
an aisle/window seat
your luggage unattended
security
to your gate
your hand luggage in the overhead locker
your seatbelt
your phone to flight mode
the safety demonstration
your seat in an upright position
away your tray table
your window blind
can’t, mustn’t, may not, should and have to do there. Read
your list to another pair. Can they guess your place?
A You mustn’t lean over the side.
B Is it a boat?
11 Read the question and watch the video.
Say what the speakers answer. Then in pairs, ask
and answer the question.
If you are travelling by tube, what should you and
what mustn’t you do?
GRAMMAR VIDEO
Modal and related verbs
□ I can use a variety of modal and related verbs.
• Photocopiable resource 14: Vietnam:
know before you go, pages 276, 302
• Extra digital activities: Grammar
Checkpoint 4A
• Grammar Reference and Practice,
Student’s Book page 178
ASSESSMENT
• Workbook pages 40–41/Online Practice
Grammar Quiz 4A
Exercise 5
2 choose
3 leave
4 go through
5 go
6 put
7 fasten
8 switch
9 watch
10 put
11 fold
12 raise
Exercise 7
Possible answers:
Hotel: can’t leave
without paying;
mustn’t make lots of
noise in your room;
may not smoke in
public areas; should
respect other guests;
have to leave your key
at reception
Campsite: can’t light
fires next to your tent;
mustn’t play loud
music; should clean
up your rubbish; have
to pay for water and
electricity
Library: mustn’t speak
loudly; can’t write in
books; may not borrow
books without a card;
should put books back
in the right place; have
to pay a fine if books
are late
Petrol station: can’t
smoke; mustn’t use
matches or a lighter;
may not leave without
paying; have to drive
slowly and carefully
Hospital: can’t have
visitors outside visiting
hours; mustn’t smoke;
may not bring pets;
should speak quietly;
have to register when
you arrive
School: can’t wear
too much make-up;
mustn’t use bad
language; may not skip
lessons; should respect
other students; have
to do your homework/
wear a uniform/switch
your phone off in class
49
NEXT CLASS
Ask students to think about the
advantages and disadvantages of going
on holiday with friends and make notes.
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How
ow to
survive
a holiday
with your
parents
□
Rule 1 c
2.3
1 When was the last time you hit the
dance floor with your mum, heard
stories about when your dad was a
rebellious teenager, or buried your
annoying younger brother in the sand?
Well, these were just some of the
highlights of this year’s family holiday
to Spain.
2 When my parents invited me to join them on
holiday, my first thought was that I’d rather
spend a week at the dentist having all my teeth
pulled out. Then I thought again. ‘In September,
I’ll be leaving home and heading for university
and I won’t see them nearly as often after that.
My bank account is almost empty, so I can’t
afford my own week in the sun. Plus, although my
brother can sometimes be a pain, he’s more fun
than he is annoying, and he does tend to think I’m
pretty cool.’ Perhaps, I thought, I ought to grab the
opportunity and, for the last time, head off with my
family on holiday.
3 So, how was it? Well, I survived, and to be fair,
it was surprisingly fun. What had seemed like
a terrible idea, turned out to be a memorable
experience. What made it a success? Read on for
my three golden rules …
4 As you read this, your parents are probably searching online
for tips on ‘how to survive a holiday with teenagers’. Packing
a positive attitude can help things go smoothly for everyone.
Try to appreciate simple pleasures such as sun, sea and a lack
of homework. Plan to ask your parents some questions. What
were family holidays like when they were teenagers? They’ll
appreciate you showing some interest, and you might uncover
some juicy gossip. Even if you aren’t 100% happy, try not to
go on about it all the time. So the evening entertainment at
the hotel isn’t exactly Beyoncé live? Well, at least you’re not
revising for exams.
□
Rule 2 d
5 Things will probably go wrong, but try to see the funny side.
In Spain, we decided to go off the beaten track and visit the
ruins of an ancient castle. We hired a car,
car planned the route,
hit the road and got lost almost immediately. Using his nonexistent Spanish, my dad asked a farmer the way. Whatever
my dad said, the farmer thought it was hilarious. Soon we
were all laughing along with him, though we still don't really
know why! We turned back and eventually found the castle
we were looking for, but the farmer who made us laugh is
what we’ll really remember from that day.
□
Rule 3 a
Your parents may well need a break more than you do,
6
so let them have it. If you are sharing a room and want to
spend ages in the bathroom, pick a time when they aren’t
there. If they want a lie-in, be careful not to wake them
up too early. One or two kind gestures from you such as
volunteering to do some shopping, or bringing everyone
a cold drink will help make the holiday better for them. Oh,
and remember your headphones and a good book. There
will be times when you need some peace and quiet, too.
So those are my golden rules for enjoying a holiday
with your family. In the end, it’s all about being patient,
looking for fun and respecting each other’s needs. Well
that, and taking as many embarrassing photos of them
as possible :) !
50
REFERENCES
VIDEO SCRIPT page 235
CULTURE NOTES page 207
EXTRA ACTIVITIES IN CLASS
• Start the class by referring students
to the notes they made at home and
getting them to discuss their views in
pairs or small groups. If time allows,
you could then invite students from
different pairs/groups to share their
views with the rest of the class.
• After Exercise 7, put students in pairs
or small groups and get them to
discuss the statements in items 1 and
4. Are these statements true for them?
Encourage them to give reasons.
FURTHER PRACTICE
• Workbook pages 42–43/Online Practice
• Photocopiable resource 15: What
a hotel!, pages 276, 303
NEXT CLASS
Ask students to make notes about apps/
websites that help people while travelling.
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04
4B READING AND VOCABULARY
about holidays with your parents. Then compare
your list with another pair. Are there more pluses or
minuses?
Your parents probably pay for everything.
You might have to share a room with them.
2 Read paragraphs 1–3 of the blog post. Did the
blogger go on a holiday with his family? Was it the
right decision? Yes, he did. Yes, it was.
3 Study Active Reading. Then read paragraphs 1–3 of
the blog again and answer the questions below.
1 What exaggeration in the text shows the blogger’s
initial feelings about the invitation to join his
parents on holiday?
2 What comparison in the text shows the blogger’s
attitude to his younger brother? Is it positive or
negative?
3 Which adverb does the blogger use to say that the
holiday was more enjoyable than he had expected?
4 Does the sentence that includes the adjectives
terrible and memorable express a positive or
negative attitude?
ACTIVE READING | Identifying author’s attitudes
Writers use these techniques to express positive,
negative and neutral attitudes:
• choice of words, e.g. awful or surprisingly,
• exaggeration, e.g. the bed was as hard as rock,
• comparisons to express their attitude, e.g. ‘fishing is
more fun than it looks’.
When trying to identify attitude, look at full sentences,
not just single words, e.g. It seemed like an awful
(negative word) idea, but actually we have never had so
much fun (positive attitude).
4 Do the following extracts express a positive (+),
negative (–), or neutral (0) attitude?
□ What was supposed to be the trip of a lifetime
was actually a very frustrating experience.
+ The turquoise waters were as warm and
2 □
welcoming as a bath.
- Our day trip to the spice plantation was
3 □
unexpectedly dull.
0 The ‘world’s greatest wildlife park’ was OK, but
4 □
certainly not great.
0 The rooms were fine and the food reasonable.
5 □
- It wasn’t nearly as much fun as we had hoped.
6 □
1
–
5 Read paragraphs 4–6 of the blog and match
sentences a–d to the Rules 1-3. There is one extra
sentence. Which rule do you think is most useful?
a Make space for each other.
b Make plans to escape.
c Leave negativity at home.
d Pack a sense of humour.
6 Read the whole blog again and choose the correct
answers a–d.
1 Which is NOT a way to make a holiday with parents better?
a Avoid a negative attitude.
b Enjoy uncomplicated things.
c Always say how you feel.
d Find out some things about your family.
2 The blogger compares hotel entertainment to the work
of a famous singer in order to
a say how professional it is.
b criticise it.
c advise how to improve it.
d say how enjoyable it is.
3 In ‘Rule 2’ the blogger felt that the day was memorable
because
a his father made a hilarious joke.
b they met a fascinating person.
c they visited an interesting place.
d a stressful situation became a funny one.
4 In ‘Rule 3’ the blogger suggests teenagers can make
a holiday more relaxing for their parents by
a helping to buy things for the family.
b never spending a long time in the bathroom.
c getting up early.
d letting them read in peace.
Exercise 3
1 I'd rather spend a
week at the dentist
having all my teeth
pulled out
2 he is more fun than
he is annoying; positive
3 surprisingly (fun)
4 positive
Exercise 7
2 ask the way
3 hire a car
4 go off the beaten
track
5 plan the route
6 turn back
7 hit the road
7 Complete the sentences with the correct form of the
highlighted phrases in the text.
1 I don’t know how people managed before sat nav.
I would get lost all the time without it.
2 We’re lost! This man looks like a local. Let’s stop and
.
3 It’s cheaper to
for a day than to buy train tickets.
4 I like to
when I go on holiday. I enjoy being far
away from the rest of the world.
5 There’s no need to
. I’ve got my maps app!
6 We're lost! This is not the right way. Let’s
and ask
someone in that village we have just gone through.
7 So, are you ready? Let's
! It’s time to go!
8 SPEAKING Work in groups. Prepare a presentation for
parents called ‘How to survive a holiday with teenagers’.
12 WATCH AND REFLECT Go to page 165. Watch the
documentary Off the beaten track and do the exercises.
DOCUMENTARY VIDEO
1 Work in pairs. Make a list of good and bad things
□ I can identify the author’s attitudes in an article about holidays.
51
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4C VOCABULARY | Travel essentials, travel phrases
1 Discuss the questions in pairs.
6
1 When you go on holiday, do you prefer to travel
light or pack for every possibility? Do you usually
pack a backpack or a suitcase?
2 Do you find lists, apps or websites helpful when
deciding what to pack? Say why.
When I go on holiday, I prefer to pack for every
possibility. I usually pack in a suitcase.
2 Read the packing tips below. Which are the most
difficult to follow and why? Can you add any more
tips?
3 Look at the picture and match letters A–L to the items
in the packing list.
Exercise 4
Alice is going to
Portland, Oregon, USA.
The weather is going to
be hot and sunny.
4
for you. Then compare with a partner.
2.5 Complete the sentences with travel
essentials from the packing list. Then listen and
check.
Exercise 5
2 travel pillow
3 ear plugs
4 insect repellent
5 first-aid kit
6 travel adapter
1 I’ve got sunblock so my beautiful fair skin doesn’t
get burnt in that hot sunshine.
2 Have you got a
so you don’t get a stiff neck?
3 You ought to take some
in case it’s really
noisy on the plane.
4 Have you got some
? I read that Oregon has
some very hungry mosquitoes.
5 I’ve got a little
in case of minor injuries.
6 Are the electric plugs the same or do you need
a
?
How to pack
like a pro
escape
cape (leave / escape) the crowds and go
1 I wish I could ________
off the beaten track for my holidays.
off (on
2 Are you stopping _______
on / off) somewhere on the way?
direct (direct / straight) flight to Portland.
3 I’m taking a _______
set (go / set) off?
4 What time do you have to _______
reach (reach / arrive) my destination at 8 a.m. local
5 I’ll _______
_______
time (time / hour).
6 Have you got a guidebook? How are you going to find
way (route / way) around?
your _______
reach (distance / reach) of the
7 I’ll be staying within easy _______
shops.
safely (safely / safe).
8 Let me know you’ve arrived _______
7 SPEAKING Complete the sentences so that they are true
2.4 Listen to a conversation between Alice and
Suzy. Where is Alice going? What is the weather
going to be like there?
5
2.6 Choose the correct words to complete the travel
phrases. Then listen again and check.
with me on long journeys in case …
1 I always take
2 No one should go on holiday without
because …
3 I think it’s important to stay within easy reach of
on holiday …
4 The first thing I do when I reach my destination after
a long journey is
.
5 Before I set off on holiday, I always
.
I always take a power bank in case I can't plug in to charge
my phone and a pocket guide book for times when I don't
have access to the Internet.
A
C
B
Heading off for a gap year or
a backpacking adventure?
Consult our packing tips and tick
off the items on our packing list.
G
F
E
• Go small – Whether you’re running
through the airport to catch your flight,
or climbing on the roof of the train to
the next Indian town, you’ll be glad
you packed small and light.
L
• Pack fours – 4 t-shirts, 4 pairs of socks,
4 pairs of underwear. One to wear,
one as a spare, one to wash, and one
to dry.
• Think flexibility – trousers that you
can unzip to become shorts, a jacket
that is also a travel pillow, a scarf that
may be used as a hat, bag, towel etc.
52
□ I can use language related to travel.
REFERENCES
AUDIO SCRIPT page 216
EXTRA ACTIVITIES IN CLASS
70
• After Exercise 1, refer students to the
notes they made at home. How can
the websites/apps they found help
travellers? Which ones have students
used/would they like to use?
M01 High Note TB3 09593.indd 70
Packing list
Electronics
1 E phone & charger
2 F headphones
3 J travel adapter
4 B power bank
□
□
□
□
• After Exercise 5, put students in pairs
and ask them to imagine that they are
going on a two-week trip to Oregon.
Refer them to the packing list at the
bottom of the page and tell them that
they can only pack six of the items. In
their pairs, they should decide which
items to take with them. Encourage
them to give reasons for their choices.
J
Health and hygiene
5 D first aid kit
6 C insect repellent
7 G sunblock
8 A travel pillow
9 I ear plugs
□
□
□
□
□
Other
10 K penknife
11 L torch
12 H pocket
guidebook
□
□
□
FURTHER PRACTICE
• Workbook page 44/Online Practice
• Photocopiable resource 16: Define and
guess!, pages 276, 304
• Extra digital activities: Vocabulary
Checkpoint 4
ASSESSMENT
Vocabulary Quiz 4
29/08/2019 14:10
04
Re: Oregon
Hi Suzy,
Oregon’s great! I’m staying with a guy who is a friend of
Jamie’s. He’s the American that visited Jamie’s family last year,
remember? Not the guy you didn’t like, the other one. The one
whose sister looks like Emma Stone. His name’s Ryan. The
town where he lives is on the west coast. It’s an area which is
great for hiking. The Siuslaw National Forest, where you can
walk for miles, is right on his doorstep! Ryan, who is really into
photography, by the way, is a great guy. I’m attaching a photo
he took. The photo, which he took with his phone, believe it
or not, shows a sea fountain that we visited yesterday. Thor’s
Well, whose name comes from the Norse god Thor, looks like
a big hole in the ocean. Water shoots way up before falling
back into the hole, which is about 7 metres deep. It’s amazing.
Got to go. Ryan and his sister are taking me for a drive.
I’ll send more photos tomorrow, that’s a promise.
Love,
Alice
Exercise 2
Alice is in Oregon,
staying with Ryan,
a friend of Jamie’s.
Yesterday, she visited
a place called Thor’s
Well. Thor’s Well is a sea
fountain.
Exercise 3
1 a) which, that;
b) where, which, that;
c) who, that; d) whose
2 Sentence a: different
(he and you); Sentence
b: same (he); We can
leave out the relative
pronoun when the
subject is different in
each clause.
5 Find four defining and four non-defining relative
4D GRAMMAR
clauses in Alice’s email.
1 Which places in the USA would you most like to visit?
6 In pairs, use non-defining relative clauses to
combine the ideas into single sentences.
Say why.
1 Oregon is the ninth largest state in the USA. It is just
north of California.
Oregon, which is just north of California, is the ninth
largest state in the USA.
2 The President is a powerful political figure. He/She
lives in a big white house in Washington.
3 Taylor Swift was born in 1989. Her songs often tell
stories about her life.
4 The bald eagle is not in danger of extinction. It is
the national symbol of the USA.
5 Hollywood is in Los Angeles. They make the world’s
most famous movies there.
6 The Grand Canyon is 446 km long, 29 km wide and
1.86 km deep. It is in Arizona.
2 Read the email. Where is Alice? What did she do
yesterday? What is Thor’s Well?
Relative clauses
3 Look at the underlined pronouns in the email and
answer questions 1–2.
1 Which pronouns do we use for a) things, b) places,
c) people, d) possessions/relations?
2 Is the subject the same or different in the two clauses
in sentences a–b? When can we leave out the relative
pronoun in the relative clause?
a He’s the guy (who/that) you didn’t like.
like
b He’s the American who/that visited Jamie last year.
year
4 Look at sentences 1–2. Which relative clause tells
you who Ryan is? Which relative clause gives more
information about him? Study the Grammar box to
check your answers.
1 I’m staying with a guy who is a friend of Jamie’s.
2 Ryan, who is really into photography,
photography is a great guy.
Relative clauses
Defining relative clauses show which person, thing or
place we are talking about.
Non-defining relative clauses give extra information about
people, things and places.
We use commas before and after a non-defining relative clause.
We can’t leave out the relative pronoun (who, which) in
non-defining relative clauses.
We can’t use the relative pronoun that instead of who/which
in non-defining relative clauses.
Grammar Reference and Practice > page 178
7
2.7 PRONUNCIATION Study Watch out! Then listen
and repeat the sentences in Exercise 6.
WATCH OUT!
When you listen to a non-defining relative clause,
you can hear the commas because the speaker
pauses slightly before and after the clause and often
pronounces the clause in a lower tone.
write a quiz about your country. Write two pieces of
information for each person, thing or place in your
quiz. Then do your quiz with another pair.
It’s in the north-west. It’s a place where people often go
hiking.
9 In groups, use non-defining relative clauses to
combine the sentences from your quiz in Exercise 8.
The Lake District, where people often go hiking, is in the
north-west.
REFERENCES
FURTHER PRACTICE
ASSESSMENT
CULTURE NOTES page 207
• Grammar Reference and Practice,
Student’s Book page 178
Grammar Quiz 4D
After Exercise 6, students write similar
pairs of sentences about people or places
in their country. They exchange sentences
with a partner and join them using
non-defining relative clauses.
M01 High Note TB3 09593.indd 71
Exercise 6
2 The President, who
lives in a big white
house in Washington,
is a powerful political
figure.
3 Taylor Swift, whose
songs often tell stories
about her life, was born
in 1989.
4 The bald eagle, which
is the national symbol
of the USA, is not in
danger of extinction.
5 Hollywood, where
they make the world’s
most famous movies, is
in Los Angeles.
6 The Grand Canyon,
which is in Arizona, is
446 km long, 29 km
wide and 1.86 km
deep.
8 SPEAKING In pairs, use defining relative clauses to
□ I can use defining and non-defining relative clauses.
EXTRA ACTIVITY IN CLASS
Exercise 4
The relative clause
in sentence 1 tells
you who Ryan is.
The relative clause in
sentence 2 gives more
information about him.
• Workbook page 45/Online Practice
• Photocopiable resource 17: Match and
combine, pages 277, 305
• Extra digital activities: Grammar
Checkpoint 4D
53
NEXT CLASS
Ask students to think of things that would
make a city/town an ideal place to live.
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A Air pollution in India
B A busy bike lane in Amsterdam, Holland
4E LISTENING AND VOCABULARY
1 In pairs, describe the photos. Then answer
the questions below.
3
1 Which photo is most like the place where
you live?
2 On a scale from 1 (very clean) to 10 (very
polluted) how clean is the air you breathe?
3 What is the air like in the centre of your
nation’s capital city during rush hour?
Photo B is more like my city because there are
a lot of bikes.
2
Exercise 2
2 toxic
3 diesel, pollution
4 renewable,
environment
5 fuels, sustainable
6 Smog
2.8 You are going to hear a radio
presenter talking about air pollution. Tick
the words you hear from the box below.
Then use the words you ticked to complete
the sentences below.
□✓ congestion □✓ diesel □✓ environment
fumes □motorway
□✓ fuels □exhaust
□✓ pollution □✓ renewable
□✓ smog
□sustainable □✓ toxic
1 Cyclists and pedestrians should wear
masks in busy streets to avoid breathing
in exhaust fumes from cars and other
vehicles.
2 If a company pollutes our rivers or
air, their executives
produces
should go to prison.
3 It’s better not to buy cars with
engines because they cause more
than petrol cars.
4 It’s clear that
energies are better for
.
the
5 As long as fossil
are cheaper,
people will keep using them even though
.
they are not
6
, which is a mixture of smoke and
fog, is bad for your health, so it’s a good
idea to get an app which tells you when
it’s safe to go out.
2.8 Listen again. In pairs, say if the statements are true or false.
□F In Delhi, India, in November 2017, nobody was allowed to go
outside because of air pollution.
T Due to poor visibility at that time there were a lot of road
2 □
accidents.
T The World Health Organisation claims that no other city in the
3 □
world has pollution as bad as Delhi.
T Traffic causes most of the air pollution in London.
4 □
F The speaker thinks the best solution is to wear masks.
5 □
1
4
2.9 Listen to the call-in and match each caller with three
ideas. There are three extra ideas. (not mentioned: a, g, k)
□ □f □h Ciaran □c □d □l Michelle □e □i □j
Monica b
a Allow drivers to use their phones in traffic jams.
b Build more and better bike lanes.
c Cut down on noise pollution.
d Encourage car sharing schemes.
e Go on foot.
f Learn from other places.
g Make everyone use bikes.
h Make more safe parking areas for bikes.
i Obey the traffic regulations.
j Respect each other.
k Stop cyclists from riding on pavements.
l Use electric and hybrid vehicles.
5 Choose the correct options to complete the sentences.
1 Cyclists should ride on the bike lane//pavement if there is one.
2 Cyclists should always give way to//run over pedestrians.
3 Cyclists should always stop at one-way systems//red lights even
if there are no cars coming.
4 If a driver knocks down//picks up a pedestrian on a zebra
crossing, he/she should lose his driving licence for a year.
5 Carpooling//Congestion helps cut down pollution by sharing our
journeys to work or school.
6 The speed limit/traffic jams in cities should never be more than
20 km per hour.
6 SPEAKING In pairs, say if you agree or disagree with the sentences
in Exercise 5. Say why.
54
□ I can identify specific information in a talk and a radio programme about urban transport and pollution.
REFERENCES
AUDIO SCRIPT page 216
CULTURE NOTES page 207
EXTRA ACTIVITY IN CLASS
Use this activity as a brief lead-in, before
Exercise 1. Write An ideal town/city on the
board and refer students to the notes they
made at home. Get them to discuss their
ideas in pairs or small groups. Encourage
them to think about features that are
common for people of different ages.
After 3–4 minutes, invite students from
different pairs/groups to share their ideas
with the class. Encourage them to expand
on their answers.
FURTHER PRACTICE
• Workbook page 46/Online Practice
• Photocopiable resource 18: The air
we breathe, pages 277, 306
NEXT CLASS
Ask students to make a list of the different
transport options in their area.
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04
4F SPEAKING
COMMUNICATION VIDEO
1 In pairs, ask and answer the questions.
1 When was the last time you were in a traffic jam?
How bad was it?
2 What can you do to kill time when you’re stuck
in a traffic jam?
I was in a traffic jam this morning on my way to
school. It wasn’t too bad.
2 In pairs, make a list of all the transport options
Exercise 2
bikes/cycling; cars/
driving; car sharing
schemes and apps;
electric cars; taxis;
public transport: bike
sharing, buses, trains,
underground; walking/
on foot
available in a big city like London.
Buses, …
3
13
2.10 Watch or listen to the conversation.
Which of the transport options you listed in Exercise 2
do the friends mention? Why do Brian and Zoe laugh
at Alex?
4
2.11 Study the Speaking box and complete the
extracts from the conversation with two words in each
gap. Listen and check.
1 I’m sorry but I don’t agree!
agree I take the bus a lot.
2 I
Zoe. She’s right. The bus service isn’t bad.
3 You can’t
! Buses are a joke.
4 Come
! Cycling’s much cheaper.
5 OK, you’ve got
, but the problem with bikes is
they're too easy to steal.
6 I
you mean, but you don’t need to have your
own bike.
7 You
right, Alex. Maybe I’ll try it.
8 That’s
I feel. It’s a crime against the
environment to use a car.
9 What?
, right? Of course, they cause pollution.
10 A I don’t think that’s realistic.
B I don’t
either.
Partly agreeing
I agree up to a point.
You’ve got a point, but …
Maybe that’s true, but …
You might be right, but …
Yes, but don’t you think that …
I see what you mean, but …
2.12 Choose the correct answers a, b or c to complete
these mini-dialogues. Then listen and check.
1 It’s better to walk than to take the bus.
a I don’t think so either.
b I agree up to a point. But not when it’s raining.
c You’re joking, right? The bus service is hopeless.
2 The trains on that line are old and dirty.
a That’s for sure. They used to be a lot cleaner.
b Maybe that’s true, but I don’t think they’re very good.
c You can’t be serious! They’re terrible!
3 Cycling’s dangerous.
a I agree with you 100%. It’s the best way to get
around.
b I see what you mean but it’s not safe.
c Come off it! It’s fine as long as you wear a helmet.
Exercise 4
2 agree with
3 be serious
4 off it
5 a point
6 see what
7 might be
8 exactly how
9 You’re joking
10 think so
6 The council of your nearest big town or city wants to
SPEAKING | Agreeing and disagreeing
Agreeing
You’re (absolutely) right.
That’s exactly how I feel.
I don’t think so either.
That’s for sure.
You’re not wrong.
I agree with … (100 per cent).
5
Exercise 3
The speakers mention
buses, bikes/cycling;
the underground,
bike sharing; cars/
driving; electric cars.
Brian and Zoe laugh
at Alex because he
argues strongly against
using cars but then he
tells them his sister is
picking him up in a car.
Disagreeing
I’m sorry, but I disagree/
don’t agree.
You’re joking, right?*
You can’t be serious.*
Come off it!*
Come on, get real!*
No way!*
improve urban transport. There is only enough money
for one of these ideas. In groups, discuss which ones you
would choose.
• Pedestranise more streets in the centre.
• Develop a free public bike-hire system and build more
bike lanes.
• Offer free public transport.
• Start a park and ride scheme (big car parks outside a city
with shuttle buses to bring people into the centre).
7 REFLECT | Society In Tallinn, Estonia public transport is
free for all residents. Do you think that’s a good idea?
Say why. Do you think that could happen in your
country?
* informal, perhaps rude for people you don’t know well
□ I can show degrees of agreement using a range of language.
55
REFERENCES
EXTRA ACTIVITY IN CLASS
FURTHER PRACTICE
VIDEO/AUDIO SCRIPT page 236
This activity can be done before or after
Exercise 1. Put students in pairs or small
groups and refer them to the list of
transport options they made at home. Get
them to tell each other how they move
around their town/city: which of the
transport options on their list do they use?
What do they use them for?
Workbook page 47/Online Practice
CULTURE NOTES page 208
M01 High Note TB3 09593.indd 73
NEXT CLASS
Students find information online about
the Scottish Highlands. They should
note down any information they find
interesting, to share with the class in
the next lesson.
73
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A mountain biking
B rock climbing
C survival skills
Explore
xplore Scotland with AYE
and have the adventure holiday of a lifetime
Who are we?
Adventures for Young Explorers (AYE) is a non-profit making organisation that organises
expeditions to some of the wildest and most beautiful parts of the Scottish Highlands. Our aim
is to challenge young people, to change who they are and who they can be in the future.
Expeditions
Climbing
imbing in the Cairngorms; Mountain biking from coast to coast; Survival skills on the Isle
of Skye; Canoeing from Loch Tay to the North Sea. Those
ose are just four of the many adventure
holidays and expeditions that we organise for young people in the Highlands every year.
How to apply
Places
aces are limited so apply early. Don’t get left behind! And remember, it’s a good idea to raise
your own money to help pay for the expedition. So, study our page on fundraising, which you’ll
find in the link below. Then write us an email to book your place with AYE.
D canoeing
Damian Hartley
To: CooperClare@aye.com
Re: Cairngorms climbing expedition
Dear Ms Cooper,
I am writing to enquire about the Cairngorms climbing expedition, which begins on Sunday 1 June
June.. I would
really like to take part. However, I have a few queries.
queries
On your website, it states that you must be aged 16 to 21 to participate. I will turn 16 on 5 July, four days after
the expedition begins.1Could you let me know if I would be allowed to take part or if I would have to choose
another expedition later in the year?
2
With regard to dates and times,
times, I wonder if you could confirm what time the expedition will end on July 8. I have
an exam on 9 July. Therefore, I need to be in Stirling by 3 p.m. in order to travel back to Manchester.
As for food, 3could you confirm there are vegetarian options available during the expedition?
Finally, I am keen to raise funds to help finance the expedition. Unfortunately, the relevant page on your website
4
is under construction. I would greatly appreciate it if you could send me some information on fund-raising.
I am really looking forward to the expedition and I hope to hear from you soon.
Best regards
egards,
Damian
amian Hartley
56
REFERENCES
EXTRA ACTIVITIES IN CLASS
AUDIO SCRIPT page 217
• Use the information students found out
about the Scottish Highlands to lead in
to Exercise 1. Invite different students
to share their information with the
class, then ask them if they would like
to visit the Highlands. Encourage them
to give reasons.
CULTURE NOTES page 208
• Before students do the writing task in
Exercise 8, put them in pairs to plan
their email. They should think about:
a) the details of the expedition they are
going to write about, b) the questions
they are going to ask, c) how they are
going to organise the information in
their email and d) which phrases from
the Writing box they can use.
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04
4G WRITING | A formal email of enquiry
1 Look at the website and read the information. In groups,
discuss which of the expeditions A–D you would most like
to participate in. Say why.
2 Imagine you want to participate in the ‘Climbing in the
Cairngorms’ expedition. In groups, make a list of what
information you would look for on the website.
Dates, ….
3 Read the email. Which of your ideas from Exercise 2 does
Damian enquire about?
4
2.13 Find four queries Damian has in the email and
predict the answers. Then listen and check.
5 Study the Writing box. Tick the things which Damian does
in his email. Then complete the box with the underlined
words and phrases from Damian's email.
WRITING | A formal email of enquiry
□
Greeting
□✓ If you know the person’s name, write Dear + name.
If you don’t know the person’s name, write Dear Sir/Madam.
Opening
□✓ State clearly why you are writing:
I am writing to enquire about …
I would (really) like to …
I am interested in/keen to …
1
/some doubts.
Be polite
□✓ Write in a polite style with complete sentences, use full
forms instead of contractions and use more formal linkers:
.
however, furthermore and 3
You can use indirect questions and formal requests:
…
I wonder if you could confirm what time …
4
…
You shouldn’t use slang words, smileys ( ), abbreviations
(lol, btw, pls), exclamation marks (!) or leave out words
like pronouns, articles or the verb to be.
5
Signal topics
✓ Signal new topics:
□
…, Concerning …, 7
Turning to … and Finally.
6
…,
Be relevant
□✓ Don’t include irrelevant information, ask silly questions
or try to be funny.
Ending
✓ Conclude your email in a formal way, by writing:
□
…
I hope to hear from you soon.
8
(Kind) regards,
Yours sincerely (if you know the person’s name) or Yours
faithfully (if you don’t) and your name.
9
a more formal style. Use the phrases below to
help you. Add anything that’s missing and cut any
irrelevant information.
• Dear Ms Cooper,
• Finally,
• However, I am not sure which expedition would
be the most suitable for me.
• I am a keen musician and it might be fun to play
some music.
• I am interested in taking part in
• I am looking forward to hearing from you soon.
• I wonder if you could let me know how far
• Kind regards,
• Therefore, I would greatly appreciate it if you
could
• With regard to
Hi Clare, Dear Ms Cooper,
Subject
Fill in the subject box with your reason for writing.
2
6 Read another student's email and rewrite it in
Hi Clare,
How’s it going? Well, I hope.
I fancy doing something different so I was thinking of trying
one of your adventure holidays this summer.
There are two things I quite fancy doing: ‘Mountain biking
from coast to coast’ and ‘Survival skills on the Isle of Skye,’
but I can’t decide which one is more my cup of tea.
So,
can you answer a few questions about them to help me
decide?
First off, the mountain biking trip. I kind of like cycling but
I’m worried I’m not fit enough. I could do with losing a kilo
or two!! So how far do we have to cycle every day and are
there a lot of steep hills? (Even though my name is Hill,
I prefer cycling where it’s flat. )
Now, about the survival skills thing – it sounds cool but how
many people are there in each group, and what are the
sleeping arrangements?
Is it OK to bring pets? I’ve got the cutest little kitten and
I don’t want to leave her.
Oh! One more thing, I’d like to bring my trumpet with me.
What do you reckon? I’m really into music and I could
knock out some tunes in the evenings.
Right, I’m off to the library now. Got an exam coming up
soon.
Write back soon, pls ‘cause I really need to plan something
for my hols. Don’t want to go to my gran’s again!!
Hope to CU this summer.
Bye 4 now.
Hayley
Exercise 2
Possible answers:
• dates and times
• prices
• age limits
• location of the base
• transport to and from
the base
• accommodation
• food and dietary
requirements
• clothes, shoes and
equipment to take
• equipment provided
• number of people
per group
• number of monitors
• monitors’ experience
• a full description of
the route and activities
for each expedition
• insurance
• fundraising tips
Exercise 3
• age limits
• dates and times
• food and dietary
requirements
• fundraising tips
Exercise 4
Possible answers:
1 He will be allowed
to take part. They’re
making an exception
for him.
2 It will end by 12 a.m.
on 8 July.
3 Yes, there are.
4 That is not necessary
because the
fundraising page on
the website is now
available.
Exercise 5
2 I have a few queries
3 therefore
4 Could you let me
know if
5 I would greatly
appreciate it if you
could
6 With regard to
7 As for
8 I am really looking
forward to
9 Best wishes
7 SPEAKING In groups, use the Speaking box in
lesson 4F to agree on the best expedition or
adventure holiday you could realistically do in
your country.
8 WRITING TASK Use the Writing box to write an
email of enquiry about another expedition.
Include at least three queries from your list in
Exercise 2.
□ I can write a formal email requesting information.
57
FURTHER PRACTICE
Workbook page 48/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 58–59.
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Word List
REMEMBER MORE
Exercise 4
Things to take on
holiday:
backpack, charger,
earplugs, first aid
kit, insect repellent,
penknife, pocket
guidebook, sunblock,
torch, towel, travel
adapter, travel pillow
1 Add more words and phrases
from the word list to the
vocabulary maps.
gesture (n) /ˈdʒestʃə/
get/be lost /ˌɡet/ˌbi ˈlɒst/
afraid of heights /əˌfreɪd əv ˈhaɪts/
go off the beaten track /ˌɡəʊ ˌɒf ðə ˌbiːtn ˈtræk/
annoy (v) /əˈnɔɪ/
go on about sth (phr v) /ˌɡəʊ ˈɒn əˌbaʊt ˌsʌmθɪŋ/
book a flight /ˌbʊk ə ˈflaɪt/
THINGS TO TAKE
ON HOLIDAY
go smoothly /ˌɡəʊ ˈsmuːðli/
choose a window seat/an aisle seat /ˌtʃuːz
ə ˈwɪndəʊ siːt/ən ˈaɪl siːt/
power bank
golden rule (n) /ˌɡəʊldən ˈruːl/
grab the opportunity /ˌɡræb ði ˌɒpəˈtjuːnəti/
contribute to sth (v) /kənˈtrɪbjuːt tə ˌsʌmθɪŋ/
head off (phr v) /ˌhed ˈɒf/
delay (n) /dɪˈleɪ/
Problems in cities:
air/noise pollution,
busy street, exhaust
fumes, rush hour,
smog, traffic jam
congestion
PROBLEMS IN
CITIES
three sentences?
1 When we are on holiday, we
often go off the beaten track.
2 Even if I set off very early, I am
often late for school.
3 I’m going to stop off in Paris
for a day or two.
3 Match the two parts of the
collocations. Then check with the
word list.
1
2
3
4
highlights (n) /ˈhaɪlaɪts/
engine (n) /ˈendʒən/
hire a car /ˌhaɪər ə ˈkɑː/
fasten your seat belt /ˌfɑːsən jə ˈsiːt belt/
hit the dance floor /ˌhɪt ðə ˈdɑːns flɔː/
fold away your tray table /ˌfəʊld əˌweɪ jə ˈtreɪ
ˌteɪbəl/
2 Which preposition completes all
□b raise a the opportunity
□d escape b your window
□a grab blind
□c reach c your destination
d the crowds
4 Complete the sentences with the
Exercise 4
1 unattended
2 renewable
3 survival
4 safety
4A GRAMMAR AND VOCABULARY
5.22
correct words formed from the
words in bold. Then check with
the word list.
1 Remember never to leave your
luggage
at the airport.
It could be taken away and
destroyed. ATTEND
2 The production of
energy
such as solar power should be
widely promoted. NEW
3 At the camp we learned various
skills which can help you
in critical conditions. SURVIVE
4 You should always watch the
demonstration before the
plane takes off. SAFE
5 Do the task below.
Imagine you had the worst
possible holiday. Say where you
went and what unfortunate
things happened on the way to
and/or at your destination. Use
words and phrases from the
word list.
hit the road /ˌhɪt ðə ˈrəʊd/
go through security /ˌɡəʊ ˌθruː sɪˈkjʊərəti/
in peace /ˌɪn ˈpiːs/
go to your gate /ˌɡəʊ tə jə ˈɡeɪt/
juicy gossip /ˌdʒuːsi ˈɡɒsəp/
item (n) /ˈaɪtəm/
lie-in (n) /ˈlaɪ ɪn/
lean over the side /ˌliːn ˌəʊvə ðə ˈsaɪd/
local (n) /ˈləʊkəl/
leave your luggage unattended /ˌliːv jə ˌlʌɡɪdʒ
ˌʌnəˈtendəd/
make space /ˌmeɪk ˈspeɪs/
look out of the window /ˌlʊk ˌaʊt əv ðə ˈwɪndəʊ/
ought to (v) /ˈɔːt tuː/
put your hand luggage in the overhead locker
/ˌpʊt jə ˈhænd ˌlʌɡɪdʒ ɪn ðə ˌəʊvəˌhed ˈlɒkə/
put your seat in an upright position /ˌpʊt jə ˌsiːt
ɪn ən ˌʌpraɪt pəˈzɪʃən/
maps app (n) /ˈmæps æp/
memorable (adj) /ˈmemərəbəl/
negative attitude /ˌneɡətɪv ˈætɪtjuːd/
negativity (n) /ˌneɡəˈtɪvəti/
non-existent (adj) /ˌnɒn ɪɡˈzɪstənt/
raise your window blind /ˌreɪz jə ˈwɪndəʊ blaɪnd/
pack a positive attitude /ˌpæk ə ˌpɒzətɪv
ˈætətjuːd/
smoking area (n) /ˈsməʊkɪŋ ˌeəriə/
peace and quiet (n) /ˌpiːs ən ˈkwaɪət/
switch your phone to flight mode /ˌswɪtʃ jə ˌfəʊn
tə ˈflaɪt məʊd/
plan the route /ˌplæn ðə ˈruːt/
turn sth around (phr v) /ˌtɜːn ˌsʌmθɪŋ əˈraʊnd/
reasonable (adj) /ˈriːzənəbəl/
warn (v) /wɔːn/
rebellious (adj) /rɪˈbeljəs/
watch the safety demonstration /ˌwɒtʃ ðə ˈseɪfti
demənˌstreɪʃən/
relaxing (adj) /rɪˈlæksɪŋ/
weird (adj) /wɪəd/
respect sb’s needs /rɪˌspekt ˌsʌmbɒdiz ˈniːdz/
sense of humour /ˌsens əv ˈhjuːmə/
show interest /ˌʃəʊ ˈɪntrəst/
4B READING AND VOCABULARY
5.23
simple pleasures /ˌsɪmpəl ˈpleʒəz/
advise (v) /ədˈvaɪz/
spice plantation (n) /ˈspaɪs plænˌteɪʃən/
ancient castle /ˌeɪnʃənt ˈkɑːsəl/
stressful (adj) /ˈstresfəl/
ask the way /ˌɑːsk ðə ˈweɪ/
surprisingly (adv) /səˈpraɪzɪŋli/
at least /ˌət ˈliːst/
tend to do sth /ˌtend tə ˈduː ˌsʌmθɪŋ/
be a pain /ˌbi ə ˈpeɪn/
to be fair /tu bi ˈfeə/
bury (v) /ˈberi/
trip of a lifetime /ˌtrɪp əv ə ˈlaɪftaɪm/
compare sth to sth (v) /kəmˈpeə ˌsʌmθɪŋ tə
ˌsʌmθɪŋ/
turn back (phr v) /ˌtɜːn ˈbæk/
turn out (phr v) /ˌtɜːn ˈaʊt/
criticise (v) /ˈkrɪtəsaɪz/
turquoise (adj) /ˈtɜːkwɔɪz/
escape (v) /ɪˈskeɪp/
evening/hotel entertainment (n) /ˌiːvnɪŋ/həʊˌtel
ˌentəˈteɪnmənt/
frustrating (adj) /frʌˈstreɪtɪŋ/
pull out a tooth /ˌpʊl ˌaʊt ə ˈtuːθ/
uncover (v) /ʌnˈkʌvə/
unexpectedly (adv) /ˌʌnɪkˈspektɪdli/
wildlife park (n) /ˈwaɪldlaɪf pɑːk/
58
EXTRA ACTIVITIES IN CLASS
76
• Ask students to choose 6–8 verb + noun
collocations from the word list (e.g.
raise an eyebrow, make an excuse, break
somebody’s heart). Get them to divide
a piece of paper into two columns,
headed A and B, and to write the verbs
from their chosen collocations in a
numbered list in column A (e.g. 1 raise,
M01 High Note TB3 09593.indd 76
2 make, 3 break). Then ask them to write
the second part of the collocations in
a lettered list in column B, in random
order (e.g. a) somebody’s heart, b) an
excuse, c) an eyebrow). Put them in pairs
and get them to swap papers with their
partner. They should complete their
partner’s matching task and then check
their answers with their partner.
• Individually, students write gap-fill
sentences using the collocations they
matched in the previous activity. They
should only gap one word from each
collocation. To make the exercise
easier, they could supply the first letter
of each word. Then, in new pairs, they
swap sentences, complete them and
check their answers with their partner.
29/08/2019 14:11
04
guy (n) /ɡaɪ/
share a journey /ˌʃeər ə ˈdʒɜːni/
arrive safely /əˌraɪv ˈseɪfli/
hole (n) /həʊl/
smog (n) /smɒɡ/
backpack (n) /ˈbækpæk/
in danger of extinction /ɪn ˌdeɪndʒər əv
ɪkˈstɪŋkʃən/
speed limit (n) /ˈspiːd ˌlɪmɪt/
4C VOCABULARY
5.24
backpacking (n) /ˈbækˌpækɪŋ/
catch a flight /ˌkætʃ ə ˈflaɪt/
charge (v) /tʃɑːdʒ/
national symbol (n) /ˌnæʃənəl ˈsɪmbəl/
ocean (n) /ˈəʊʃən/
political figure (n) /pəˌlɪtɪkəl ˈfɪɡə/
charger (n) /ˈtʃɑːdʒə/
right on the doorstep /ˌraɪt ɒn ðə ˈdɔːstep/
earplugs (n) /ˈɪəplʌɡz/
electric plug (n) /ɪˌlektrɪk ˈplʌɡ/
escape the crowds /ɪˌskeɪp ðə ˈkraʊdz/
find your way around /ˌfaɪnd jə ˌweɪ əˈraʊnd/
sea fountain (n) /ˈsiː ˌfaʊntən/
state (n) /steɪt/
stop at red lights /ˌstɒp ət ˌred ˈlaɪts/
sustainable (adj) /səˈsteɪnəbəl/
toxic (adj) /ˈtɒksɪk/
traffic jam (n) /ˈtræfɪk dʒæm/
traffic regulations (n) /ˈtræfɪk ˌreɡjuˌleɪʃənz/
visibility (n) /ˌvɪzəˈbɪləti/
WHO / World Health Organisation (n) /ˌdʌbəljuː
eɪtʃ ˈəʊ/ wɜːld helθ ˌɔːɡənaɪˈzeɪʃən/
first aid kit (n) /ˌfɜːst ˈeɪd kɪt/
4E LISTENING AND VOCABULARY
5.26
flexibility (n) /ˌfleksəˈbɪləti/
air/noise pollution (n) /ˈeə/ˈnɔɪz pəˌluːʃən/
gap year (n) /ˈɡæp jɪə/
bike lane (n) /ˈbaɪk leɪn/
get burnt /ˌɡet ˈbɜːnt/
busy street /ˌbɪzi ˈstriːt/
bus service (n) /ˈbʌs ˌsɜːvəs/
hygiene (n) /ˈhaɪdʒiːn/
capital city (n) /ˌkæpətl ˈsɪti/
crime against sth (n) /kraɪm əˈɡenst ˌsʌmθɪŋ/
insect repellent (n) /ˈɪnsekt rɪˌpelənt/
carpooling/car sharing (n) /ˈkɑːˌpuːlɪŋ/ˈkɑː
ˌʃeərɪŋ/
get around (phr v) /ˌɡet əˈraʊnd/
local time (n) /ˌləʊkəl ˈtaɪm/
minor injury /ˌmaɪnə ˈɪndʒəri/
mosquito (n) /məˈskiːtəʊ/
pack for every possibility /ˌpæk fər ˌevri
ˌpɒsəˈbɪləti/
car sharing scheme (n) /ˈkɑː ˌʃeərɪŋ skiːm/
congestion (n) /kənˈdʒestʃən/
cut down on sth (phr v) /ˌkʌt ˈdaʊn ɒn ˌsʌmθɪŋ/
cyclist (n) /ˈsaɪklɪst/
packing list (n) /ˈpækɪŋ lɪst/
diesel engine (n) /ˈdiːzəl ˌendʒən/
penknife (n) /ˈpennaɪf/
electric/hybrid vehicle (n) /ɪˌlektrɪk/ˌhaɪbrəd
ˈviːɪkəl/
plug in (phr v) /ˌplʌɡ ˈɪn/
pocket guidebook (n) /ˌpɒkət ˈɡaɪdbʊk/
power bank (n) /ˈpaʊə bæŋk/
pro (n) /prəʊ/
reach your destination /ˌriːtʃ jə ˌdestəˈneɪʃən/
set off (phr v) /ˌset ˈɒf/
stop off (phr v) /ˌstɒp ˈɒf/
environment (n) /ɪnˈvaɪrənmənt/
executive (n) /ɪɡˈzekjətɪv/
exhaust fumes (n) /ɪɡˈzɔːst fjuːmz/
fossil fuel (n) /ˈfɒsəl ˌfjuːəl/
give way to sb /ˌɡɪv ˈweɪ tə ˌsʌmbɒdi/
junction (n) /ˈdʒʌŋkʃən/
zebra crossing (n) /ˌzebrə ˈkrɒsɪŋ/
4F SPEAKING
5.27
bike/car hire system (n) /ˈbaɪk/ˈkɑː haɪə ˌsɪstəm/
helmet (n) /ˈhelmət/
kill time /ˌkɪl ˈtaɪm/
park and ride scheme (n) /ˌpɑːk ənd ˈraɪd skiːm/
pedestrianise (v) /pəˈdestriənaɪz/
public transport (n) /ˌpʌblɪk ˈtrænspɔːt/
realistic (adj) /rɪəˈlɪstɪk/
shuttle bus (n) /ˈʃʌtl bʌs/
4G WRITING
5.28
canoeing (n) /kəˈnuːɪŋ/
confirm (v) /kənˈfɜːm/
enquire (v) /ɪnˈkwaɪə/
flat (adj) /flæt/
fundraising (n) /ˈfʌndˌreɪzɪŋ/
sunblock (n) /ˈsʌnblɒk/
knock down a pedestrian /ˌnɒk ˌdaʊn ə
pəˈdestriən/
sunshine (n) /ˈsʌnʃaɪn/
mask (n) /mɑːsk/
hill (n) /hɪl/
take a direct flight /ˌteɪk ə dəˌrekt ˈflaɪt/
motorway (n) /ˈməʊtəweɪ/
hols (n) /hɒlz/
torch (n) /tɔːtʃ/
obey (v) /əʊˈbeɪ/
keen (adj) /kiːn/
towel (n) /ˈtaʊəl/
on foot /ɒn ˈfʊt/
limited (adj) /ˈlɪmətəd/
travel adapter (n) /ˈtrævəl əˌdæptə/
one-way system (n) /ˌwʌn weɪ ˈsɪstɪm/
mountain biking (n) /ˈmaʊntən ˌbaɪkɪŋ/
travel light /ˌtrævəl ˈlaɪt/
parking area (n) /ˈpɑːkɪŋ ˌeəriə/
query (n) /ˈkwɪəri/
travel pillow (n) /ˈtrævəl ˌpɪləʊ/
pavement (n) /ˈpeɪvmənt/
raise funds /ˌreɪz ˈfʌndz/
unzip (v) /ʌnˈzɪp/
pedestrian (n) /pəˈdestriən/
relevant (adj) /ˈreləvənt/
within easy reach /wɪðˌɪn ˌiːzi ˈriːtʃ/
pick up (phr v) /ˌpɪk ˈʌp/
sleeping arrangements (n) /ˈsliːpɪŋ
əˌreɪndʒmənts/
4D GRAMMAR
5.25
bald eagle (n) /ˌbɔːld ˈiːɡəl/
coast (n) /kəʊst/
Grand Canyon (n) /ˌɡrænd ˈkænjən/
great for (hiking) /ˌɡreɪt fə (ˈhaɪkɪŋ)/
pollute (v) /pəˈluːt/
renewable energy (n) /rɪˌnjuːəbəl ˈenədʒi/
ride (v) /raɪd/
run over (phr v) /ˌrʌn ˈəʊvə/
get left behind /ˌɡet ˌleft bɪˈhaɪnd/
steep (adj) /stiːp/
survival skills (n) /səˈvaɪvəl skɪlz/
under construction /ˌʌndə kənˈstrʌkʃən/
rush hour (n) /ˈrʌʃ aʊə/
59
• Students choose one or two words
from each lesson that they want
to remember and write example
sentences. Tell them to try to think
of sentences about themselves or
people they know if possible. This
will help them remember the words.
FURTHER PRACTICE
Workbook page 49/Online Practice
NEXT CLASS
Ask students to revise Unit 4.
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04 Revision
Exercise 4
2 Could/Can you ask
the people in the
room next door to
stop shouting?
3 You have to/must
wear a swimming hat
in the pool.
4 I couldn’t speak
English well when
I started this job but
now I can.
5 You may not/can’t/
mustn’t bring pets to
the hotel.
6 The hotel ought to/
should change the
towels every day.
7 I didn’t have to show
my passport the last
time I stayed.
8 If it rains tomorrow,
we won’t be able to go
to the beach.
VOCABULARY AND GRAMMAR
1 Choose the correct words to complete the
from the box. Sometimes more than one answer is possible.
sentences.
can/can’t could/couldn’t must/mustn’t may/may not
(not) have to ought (not) to (not) be able to should (not)
1 If you want a good price, you should leave / book /
switch a flight in advance.
2 Please close / put / fasten your seatbelt. The plane
is going to take off.
3 You should throw / fold / hide away your tray
table before take-off and landing.
4 You should answer questions the staff ask when
you go by / through / between security at the
airport.
5 Can you raise your window blind / curtain / cover
so I can see the view, please?
6 They had a good trip and arrived home carefully /
safely / securely.
1 I feel it’s important to get up early tomorrow.
I must get up early tomorrow.
2 Please ask the people in the room next door to stop shouting.
3 It’s necessary to wear a swimming hat in the pool.
4 I wasn’t able to speak English well when I started this job
but now I am.
5 You are not allowed to bring pets to the hotel.
6 It would be a good idea if the hotel changed the towels
every day.
7 It wasn’t necessary for me to show my passport the last
time I stayed.
8 If it rains tomorrow, it won’t be possible for us to go to the
beach.
2 Match the words from the box with the
definitions.
charger first aid kit penknife power bank
sunblock torch travel adapter travel pillow
Exercise 5
2 People who enjoy
travelling off the
beaten track can
get lost.
3 The hotel where
we stayed/The hotel
(that) we stayed in last
summer was heated
by renewable energy
sources.
4 People who have
heavy hand luggage
ought to be careful
when they put it in the
overhead lockers.
5 Toxic air, which is
a big contributor to
global warming, is
still produced by some
factories.
6 Jo Brown, who is a
well-known football
player, was on a flight
that couldn’t land
because of smog.
7 Wind power, which
is a form of sustainable
energy, is growing in
popularity.
8 Cycling, which is
environmentallyfriendly, is a popular
means of transport.
4 Rewrite the sentences with the correct form of the verbs
5 Combine the two sentences to create one sentence with
either a defining relative clause (1–4) or with a nondefining relative clause (5–8). Put the pronoun in brackets
if it can be omitted.
1 You need this when your phone runs out of
power. charger
2 This protects your skin from the sun. sunblock
3 It stores electrical energy that you can use later to
charge your devices. power bank
4 Take this object with you so that you can see at
night. torch
5 You need this to charge your electronic devices in
a foreign country. travel adapter
6 A small, pocket-sized gadget you can cut things
with. penknife
7 Put your head on this when you are travelling by
plane or train. travel pillow
8 You need one at home and one in the car for
health emergencies. first aid kit
1 I saw an advertisement on the website. It wasn’t up to date.
The advertisement (which/that) I saw on the website
wasn’t up to date.
2 People enjoy travelling off the beaten track. They can get lost!
3 We stayed in a hotel last summer. It was heated by
renewable energy sources.
4 Some people have heavy hand luggage. They ought to be
careful when they put it in the overhead lockers.
5 Toxic air is still produced by some factories. It is a big
contributor to global warming.
6 Jo Brown was on a flight that couldn’t land because of
smog. He is a well-known football player.
7 Wind power is growing in popularity. It’s a form of
sustainable energy.
8 Cycling is a popular means of transport. It’s
environmentally-friendly.
3 Complete the sentences with one word in each
gap.
1 Before the plane takes off you must put your seat
in an upright
pright position and switch your phone to
mode.
f light
2 We h ired
a car for a week on our last holiday
the road early to
to Spain. We always h it
avoid traffic.
3 Dad loves choosing places no one knows for our
holidays, but I don’t really like going off the
b eaten track.
4 It was easy to find their way a round so they
didn’t need a map.
5 When they’re driving, they always plan the
r oute
so they can e scape the crowds. They
hate going to busy places.
6 Although her office is within easy r each , she
leaves home early because of the traffic congestion
in the city centre.
Exercise 6
2 unattended
3 demonstration
4 survival
5 repellent
6 congestion
7 renewable
USE OF ENGLISH
6 Complete the sentences with the correct words formed
from the words in bold.
1 The key to getting on well with your parents on holiday
is flexibility . FLEXIBLE
2 You should never leave your luggage
at the airport.
ATTEND
3 Please watch the safety
carefully. DEMONSTRATE
4 You need good
skills for some types of adventure
holiday. SURVIVE
5 There are a lot of flies here. Has anyone got any insect
? REPEL
6 They were very late because of the traffic
in the city
centre. CONGEST
7 Countries should invest in
energies such as wind
and water power. RENEW
60
REFERENCES
FURTHER PRACTICE
ASSESSMENT
AUDIO SCRIPT page 217
• Use of English, Student’s Book page 192
• Unit 4 Language Test (Vocabulary,
Grammar, Use of English)
• Class debates pages 264–265
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• Self-assessment 4 and Self-check 4,
Workbook pages 50–51/Online Practice
• Unit 4 Skills Test (Dictation, Listening,
Reading, Communication)
• Extra digital activities: Use of English,
Reading, Listening
• Units 3–4 Cumulative Review Test
• Unit 4 Writing Test
• Units 3–4 Exam Speaking
29/08/2019 14:11
7 Choose the correct words a–d to complete the text.
I’ve just got back from the 1
holiday but it didn’t start well.
of a lifetime to Spain. It was a great
I was going to go with my friend Jack but unfortunately, he was too ill to
travel. So, I set 2
for the airport alone! I checked in and went through
security. It took so long that I thought I was going to miss my flight! 3
, I needn’t have worried as it was two hours late! Once I was on the plane,
things didn’t get any better. I had booked 4
seat so I could get off
the plane more quickly after landing. Unfortunately, someone had made
a mistake, so I had to sit in a window seat. Finally, when we were almost
at our 5
, the captain announced, ‘We are sorry but we won’t be able
to land for another fifty minutes due to a bad storm.’ Despite this terrible
start, everything went 6
and I had a fantastic holiday.
1 a voyage b journey c trip
d walk
2 a on
b up
c down
d off
3 a Although b However c Furthermore d Therefore
4 a a side
b a fold
c an aisle
d a window
5 a aim
b target
c objective
d destination
6 a badly
b worse
c smoothly
d good
Use of English > page 192
LISTENING
2.14 You are going to hear people talking in five
8
different situations. For questions 1–5 choose the best
answers a, b or c.
1 You are going to hear a tour guide talking to visitors to
the Greek island of Rhodes. What is she doing?
a giving the visitors information about Rhodes
b welcoming the visitors
c giving the visitors details about their accommodation
2 You are going to hear a radio traffic report. What are
the presenters the most surprised about?
a the bad weather on the M25
b a car crash on the M26
c the reason for traffic congestion on the M26
3 The speaker is announcing that
a there is a change of gate for flight 285.
b flight 285 is delayed for technical reasons.
c flight 285 is ready for boarding.
4 You are going to hear a telephone conversation
between two friends. Why is the boy calling?
a To ask the girl to lend him something.
b To ask for advice about travelling on a long flight.
c To tell the girl he’s going away.
5 You are going to hear a business woman who travels
a lot talking about flying. What is her attitude to
flying?
a She finds it exciting.
b She thinks it’s a practical way of travelling.
c She says it pollutes the environment.
SPEAKING
9 Your friend is going on holiday without their
parents for the first time. In pairs, talk about why
each piece of advice is important and then decide
which is the best advice.
STRATEGY | Collaborative task
Make sure you ask your partner questions about
their opinion. It is important to use language for
agreeing and disagreeing (I’m sorry but I disagree.,
That’s exactly how I feel.) You do not have to agree
with your partner.
go with one or two
good friends
take a charger
WHICH IS THE BEST
ADVICE?
choose a destination
near home
take a lot
of money
call your parents
every day
10 Discuss these questions with a partner.
1 Do you think you would follow any of this advice
if you went on holiday without your family? Say
why.
2 Why do you think many people prefer to choose
active holidays?
3 Some people say there are more important things
to spend your money on than holidays. How far
do you agree with this opinion?
WRITING
11 You have seen this advertisement for cycle tours.
City cycle tours!
Get to know the city and keep fit at the same time!
We organise day and half-day tours for all ages.
Interested? Then send Brian Philips an email
to find out more!
We look forward to hearing from you!
Write an email asking for more information. Ask
about the meeting point and time, how long
and difficult the ride is, the price and the lunch
arrangements.
61
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LIFE SKILLS
Exercise 3
2 Some speakers speak
for and others against.
3 They try to convince
the audience and
judges that their point
of view is right.
4 The text doesn't
say this.
7 Rebutting means
explaining why the
other side’s arguments
are wrong.
How to take part in a debate
1 In pairs, discuss the questions.
3 Read the text What is a debate? with rules for members
of the debating club. Are the statements below about
a debate true or false? Explain why the false ones are
incorrect.
1 Describe a situation when you took part in a debate at
home or at school.
2 How do you think debating skills can be useful a) at
school b) in future jobs?
□
□
□
□
□
□
□
1 T Every debate has two sides.
2 F All the speakers speak for and against
the debate statement.
3 F In a debate, the speakers try to persuade
the second team to accept their point of view.
4 F A timekeeper may extend the time limit
for a speaker.
5 T The audience may decide on the outcome
of a debate.
6 T The speakers in both teams take turns to talk.
7 F Rebutting means finding additional arguments to
prove a team is right.
2 Read the announcement. Would you like to join the
club? Say why.
Exercise 5
1 1) The vegan diet
is the best way to
improve your health
because it contains
only healthy and
nutritious foods. This
diet is good for your
weight and heart.
2) Producing meat has
a harmful effect on the
environment.
2 1) A strict vegan diet
doesn’t contain all the
important nutrients,
especially proteins
and some vitamins. A
healthy diet includes
plants as well as animal
products. 2) A vegan
diet may also have
some negative impacts
on the environment.
This is because the
exotic foods vegans
buy are transported
from different parts
of the world. It is
more eco-friendly to
eat meat products
produced locally.
R
Roundhills
Debating Club
Do you like taking part in discussions?
Are you looking for a chance to broaden your horizons?
If yes, don’t hesitate and join Roundhills Debating Club!
We meet every Thursday at 15.30 in the School Hall.
We discuss topics that are important to young people, which last
year ranged from the best pizza topping to how to take exams.
Still not sure you’d like to join? Here’s why it's useful to learn
how to debate.
1 It oosts o r confidence o won t feel scared the ne t time
you have to give a presentation.
2 o can also improve your communication skills.
3 o learn to look at both sides of complex questions and
think critically. This will help you do better at school and write
excellent essays.
And finally, debating is just great fun!
4 Work in pairs. Read the debate statement below and
make a list of arguments for and against a vegan diet.
Everyone should become a vegan.
5
2.15 Listen to part of a debate on the statement
in Exercise 4. Answer the questions. Are the students’
arguments similar to yours?
1 What two arguments in favour of the statement does
the first speaker give?
2 What two arguments against the statement does the
second speaker give?
3 Who do you think has stronger arguments and should
win the debate? Say why.
Come and find out for yourself!
62
REFERENCES
NEXT CLASS
AUDIO SCRIPT page 217
After students hold their debate, get them
to discuss their experience in groups or as
a whole class. Did they use language from
the Speaking box? Did they follow the
tips from the lesson? Were they helpful?
What did they find easy/difficult? What do
they think went well? What would they do
differently next time?
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03–04
What is a debate?
A competitive debate is an argument with some rules.
It involves two teams of two or more people. The teams are
given a controversial statement to discuss and a set period
of time to prepare.
Chairperson and timekeeper
A chairperson opens the debate, introduces each speaker and makes
sure everybody follows the rules. The timekeeper checks the time and
gives signals to speakers to show that they will soon run out of time.
Judges and audience
Usually a panel of judges gives points to the teams and decides who
should win. Sometimes the audience votes to choose the winner.
Proposition and opposition
Structure of the debate
The team which argues in favour of the statement are called
‘proposers’. The team which argues against the statement are called
the ‘opposers’.
Participants can only speak for a specified period of time, for example
3−5 minutes.
A typical debate has the following format:
• Teams hear the topic and take positions (for and against).
• Teams discuss their topic and come up with arguments.
• The speakers for the proposition and opposition present the
main arguments.
• Teams discuss the arguments of the opposing team and try to
‘rebut’ them, that is explain why their arguments are wrong.
• Speakers from both teams present their rebuttals.
• This continues until all speakers have spoken and the last
speakers sum up their points.
6
7 Read the advice. Why do you think these points are
Goal of the debate
The goal of a debate is for the teams to prepare a good argument in
a short time. The speakers in a team must work together to convince
the audience and judges that they are right.
Length of speeches
2.15 Study the Speaking box. Then listen again and
tick the expressions you hear.
important when debating?
SPEAKING | Debating
LIFE SKILLS | How to take part in a debate
Presenting the motion and the speakers
✓ We are going to speak in favour of/against the
motion that …
Today I hope to persuade you to agree that …
This morning we have the easy task of convincing you
that …
✓ First, I will talk about … I shall also argue that …The
next speakers will explain why …
✓ I, as the first speaker will be talking about … My
colleagues will later discuss …
• Be calm and confident.
• Speak clearly and slowly.
• Prepare well. Use logical arguments to support your
point of view.
• Don’t get personal. Challenge what someone says, but
don’t attack the person saying it.
• Pay attention to the time.
• Be polite at all times.
• Work as a team and support each other.
□
□
□
□
□
Presenting your arguments
□✓ My first/second argument is …
□✓ Let me come to my first/second/next argument.
□✓ Let the facts speak for themselves.
□ Perhaps I should also mention that …
□✓ To begin with, …
□✓ In addition, … What’s more, …
Stating a strong opinion
□ I firmly believe that …
□✓ We are convinced that …
□✓ It is our belief that …
Supporting an opinion with examples/evidence
□✓ New studies confirm that …
□✓ Recent research has shown that …
Summarising
□✓ So, to sum up, …
□ All in all, …
□✓ To conclude, let me stress that …
8 DEBATE Read the statement. In small groups, make
a list of arguments for and against that you could use
in a debate.
It’s better to spend holidays in your own country than abroad.
9 Do the task below.
LIFE SKILLS | Project
Work in two teams and prepare for a debate in the next
class. Use the tips from the lesson and the language from
the Speaking box to help you.
• Use the statements in Exercise 4 or 8, or choose a topic
on page 197.
• Discuss points and examples for your side of the debate.
• Decide who will present each point.
• Research information online and prepare your speeches.
• Debate the statement against another team in class, in
front of other students.
• The class votes on the winner of the debate. Use the
checklist on page 197 to assess the participants.
63
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05
The next step
VOCABULARY Personality adjectives, studying, work and jobs
GRAMMAR
Talking about the future, Future Continuous and Future Perfect
Use of English > page 193
SPEAKING
Describing strengths and weaknesses
WRITING
Personal statement as part of a university application
VIDEO
Grammar
Communication
Katy
OK, a I’ll get the tickets.
tickets … What? Oh,
yeah, I’ll ask them but b I don’t think
they’ll come.
come. Bye!
Katy
What are you two doing after the
exam? c I’m meeting Andy at Mario’s
and then we’re going to see a movie.
Do you want to come?
Jake
No, thanks. After this exam, d I’m going
to lie down in a dark room.
room
Katy
Well, I'm sure you
you’ll enjoy that. What
about you, Maya?
Maya
What time does the film start?
Katy
e
Maya
I can’t make it then. I’m meeting Mo at
the library at seven.
Katy
Why are you going to the library?
Maya
To study.
Jake
Are you going to revise for the Maths
exam?
Maya
No, I don’t need to. I’ll definitely pass
Maths. I’m going to study French.
does well in exams.
Katy
Any last-minute predictions?
competitive curious dedicated determined eager to learn
gifted hard-working inventive mature overconfident
responsible sensible sharp
Jake
Yes, I’ll fail, f you might pass and …
Katy
What do you mean I might pass? I’m
going to walk this exam.
You need to be eager to learn to do well in exams.
Jake
No, you’re overconfident. And Maya
will probably get every single
question right.
Maya
I definitely won’t get a 100 percent,
Jake. Chemistry’s hard. And I’m sure
you won’t fail. You never fail.
Jake
That’s not true. I failed Art in Year 9.
Anyway, I’m not going to pass this
exam. I know it.
Katy
Maya
Jake
5A GRAMMAR AND VOCABULARY
1 In pairs, choose the adjectives that best describe a person who
2 How do you feel before exams? Choose the sentence which is
most true for you. Then talk about your answers in pairs.
1 I usually feel confident that I’m going to pass but occasionally,
I get a nasty surprise.
2 I enjoy exams. I think it’s exciting to have a chance to show
everything I’ve learned.
3 I get butterflies in my stomach, I can’t sleep the night before
and I’m sure I’m going to fail.
3
64
Documentary
2.16 Read and listen to the dialogue. Then match the
speakers: Katy, Jake and Maya to sentences 1–3 in Exercise 2.
Katy – 1; Maya – 2; Jake – 3
It starts at six.
six.
Teacher OK, g the exam is about to begin so
please stop talking and turn over your
exam papers.
Jake
Oh no! I haven’t studied this. h I’m
going to fail!
REFERENCES
EXTRA ACTIVITY IN CLASS
FURTHER PRACTICE
VIDEO SCRIPT page 236
This activity can be done after Exercise 8
or 9. Ask students to think about their
future and where they see themselves in
five/ten/fifteen years’ time. They should
write down their predictions and then
discuss them in pairs or small groups.
• Photocopiable extra Grammar Video
activity 5, page 267
• Grammar Reference and Practice,
Student’s Book page 180
• Workbook pages 52–53/Online Practice
82
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05
Talking about the future
6 Study Watch out! Then rewrite the underlined phrases in
sentences 1–5 in the negative so that they make sense.
4 In pairs, read the underlined sentences a–h in
the text and match them to the explanations 1–8.
Then study the Grammar box and check.
□b In my opinion, this won’t happen.
□d That’s my plan.
□e That’s what the website says.
□a I promise to do that.
□f It’s not impossible but it’s not guaranteed.
□h I’ve seen the questions, I know I can’t pass.
□g It’s going to start very soon.
□c We’ve arranged to do that.
Talking about the future
When we have already decided or planned
something in the future, we use:
• the Present Simple for timetables and scheduled
events
• the Present Continuous for personal arrangements
• going to + infinitive for plans and intentions
We often use think and be sure before will:
I’m sure you’ll enjoy that.
In negative sentences I don’t think they’ll come is more usual
than I think they won’t come.
The adverbs definitely, probably and certainly come after will but
before won’t:
It will probably happen. It probably won’t happen.
7 Tick the sentences in which the correct future structure is
used and correct the ones which are wrong.
When we announce a decision we have just made
or offer/promise to do something, we use will +
infinitive.
□ I’m sure I’m about to pass my next English test.
I’m sure I’ll pass …
✓ I’m sitting an exam tomorrow – it starts at 9 a.m.
2 □
3 □ I promise I’m not cheating in any of my exams.
4 □ We’ll get a surprise test next week – it’s a possibility.
✓ It’s an important exam so I’m going to study all night.
5 □
6 □ Look at the time – the bell will ring for the end of the
1
When we predict the future, we use:
• going to + infinitive for predictions based on
evidence
• will + infinitive for predictions based on opinions
and beliefs
• may/might/could + infinitive to talk about
possibilities
Exercise 7
3 I promise I won’t
cheat in any of my
exams.
4 We might/may/could
get a surprise test next
week – it’s a possibility.
6 The bell is going/
about to ring for the
end of the class.
class.
8 SPEAKING In pairs, ask and answer the questions. Use the
When we talk about something in the very near
future, we use be about to + infinitive.
language from the Grammar box and Watch out! Student A,
go to page 196. Student B, go to page 199.
Grammar Reference and Practice > page 180
5
WATCH OUT!
Exercise 6
1 I don’t think I’ll pass
2 I probably won’t start
3 I definitely won’t
leave
4 I don’t think I’ll go
5 I certainly won’t fail
9 Do you think exams are the best way to measure students’
2.17 Complete the conversation with the
correct future form of the verbs in brackets. Then
listen and check.
Katy
Please help me study for the Physics exam.
I’ll buy you a cake.
Maya I can’t. I 1 'm going (go) to my gran’s. It’s
her sixtieth birthday. I’ve got to get to
(take) the train. It 3
the station. I 2
(leave) at half past.
Katy No problem. I 4
(come) with you!
Maya What? I’m not sure but my gran 5
(be)
a bit surprised to see you. She’s never met
you.
Katy Don’t be silly. I 6
(not/go) to your
(walk) with you
gran’s! I’m just 7
to the station.
ability? Say why. What other ways might be better?
14 Read the question below and watch the video.
Say what the speakers answer. Then in pairs, ask and
answer the question.
What skills do you think you will need to learn for your future
career?
GRAMMAR VIDEO
1
2
3
4
5
6
7
8
1 I think I’ll pass all my exams but I think I’ll pass most of them.
2 I’ll probably start studying seriously next weekend. I’ve got
too much to do.
3 I’ll definitely leave before the end of the exam. It’s a tough
subject.
4 I think I’ll go to university when I leave school. I want to get
a job.
5 I’ll certainly fail Maths – it’s my best subject.
Exercise 5
2 ’m taking
3 leaves
4 ’ll come
5 might be
6 not going to go
7 going to walk
8 ’re coming
9 ’ll pass
10 is about to leave/is
going to leave
(come) round
Maya So it’s arranged? You 8
to mine on Sunday at four, right?
(pass) if you help me.
Katy Yes! I’m sure I 9
Maya Sorry, I’ve got to run! The train 10
(leave).
□ I can use a variety of forms to talk about future events and situations.
• Photocopiable resource 19: Future
choices, pages 277, 307
• Extra digital activities: Grammar
Checkpoint 5A
ASSESSMENT
Grammar Quiz 5A
NEXT CLASS
Ask students to think about how they
prefer to study and make notes. They
should think about a) the place/
surroundings: where do they prefer to
study? b) the time of day: do they prefer
to study in the morning/afternoon/
65
evening? and c) the environment/
conditions: do they work best in silence
or listening to music? Alone or with a
partner? Do they find background noise
distracting?
83
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5B VOCABULARY |
5C GRAMMAR
1
1 Look at the online information about a university
Phrasal verbs related to studying
VOCABULARY
Exercise 1
2 get down to
3 come up with
4 go over
5 hand in
6 catch up on
7 drop out
2.18 Complete the text with the correct forms of the
phrasal verbs from the box. Then listen and check.
catch up on come up with drop out hand in
get down to go over put off
open day for future students. Which parts of the day
look most interesting to you?
2
Are you tired of putting off (delaying) your exam revision?
(start) work in comfortable
Do you need to 2
(created)
surroundings? At Riverside Café, we’ve 3
just what you need. Drop in to one of our Sunday Study
Sessions in May, and enjoy a comfortable, quiet atmosphere
with unlimited coffee and cake for just £3.99. Whether you
(study), an important essay to
have piles of notes to 4
5
(give to your teacher) next week, or lots of reading
(do something you haven’t been able to do
to 6
recently), Riverside Café’s Sunday Study Session is the place
(leave school before you’ve completed
to be. Don’t 7
your studies) of school; drop in to Riverside Café instead!
1
VOCABULARY
Exercise 3
2 up
3 together
4 over/through
5 up
6 up
7 behind
8 up
9 down
10 on
08
08.50 – 09.05 listen to welcome speech
09.10 – 09.45 explore the campus and library
09
10.00 – 11.00
10
attend subject talks
see the sports facilities
11
11:30 – 12.30
12.30 – 13.00 have lunch
13.00 – 14.00
visit the information desks
tour the halls of residence
14.00 – 15.00
2 Match the highlighted phrasal verbs with definitions a–f.
GRAMMAR
Exercise 3
a action in progress = 1,
3; completed action = 2
b point in time = 1, 2;
period of time = 3
GRAMMAR
Exercise 4
1 But soon you will
have finished your
exams. (rule c)
2 Over the next
few months you’ll
be deciding which
universities to apply
to. (rule b); Will you be
studying at Langchester
at this time next year?
(rule a, question form)
Then check with a partner.
1 e My history teacher says I need to pull my socks up or
I won’t pass the exam.
2 d I think I’ll be able to keep up with Maya. I’m as
dedicated as she is.
3 f I tend to pick up languages easily but I really have to
work hard at Maths.
4 a Two of my classmates put together a great
presentation on the Amazon rainforest.
5 b I really hope algebra comes up in the test tomorrow.
6 c You’re going to fall behind if you miss any more
classes.
□
□
□
□
□
□
a research and write
b appear
c progress too slowly
Future Continuous and Future Perfect
3 Look at extracts 1–3 from the conversation and
answer questions a–b. Then study the Grammar box
and check your answers.
1 At 9.00 we’ll be listening to the welcome speech.
2 We’ll have finished the talks by 11.00.
3 For the next four years you will be studying for
your undergraduate degrees.
a Which sentences refer to an action in progress and
which to a completed action?
b Which sentences refer to a point in time and which
to a period of time?
d work as quickly as
e work harder
f learn
Future Continuous and Future Perfect
3 Add the missing words, then match beginnings 1–6 with
a We use the Future Continuous for actions that will be
in progress at a certain time in the future.
b We also use the Future Continuous for actions that
will be in progress over an extended time in the future.
will/won’t + be + -ing
Time expressions: at this time next month,
tomorrow at 5 p.m., etc.
c We use the Future Perfect for actions that will be
completed before a certain time in the future.
will/won’t + have + past participle
We often use by + a time phrase with the Future
Perfect.
I’ll have had enough of open day by eleven o’clock.
Other time expressions: by the time I’m twenty, two
hours from now, etc.
endings a–f. In pairs, say if the sentences are true for you.
1 Although it’s tempting to put 1 off revision until the last
minute …
with all my
2 Sometimes it can be difficult to keep 2
schoolwork …
3 If I’m absent from a lesson for any reason …
4 I quite enjoy putting 3
presentations …
5 It’s a good idea to go 4
your notes before an exam …
6 I don’t pick 5
new English words easily …
□5 … but success depends mostly on which questions
on the day.
come
2 … and occasionally I fall
.
b □
4 … but I’m less keen on standing up and presenting
c □
them.
6 … so I have to come
with different ways of
d □
remembering them.
1 … it’s better to get
to work as soon as
e □
3 possible.
what I’ve missed
f □ … I always try to catch up
a
6
7
Grammar Reference and Practice > page 180
8
9
2.19 Listen to Tom and Natalie discussing
their plans for the open day. Complete Tom’s plan
with the events from the online information in
Exercise 1.
4 Find more examples of the two tenses on the
10
university website. Match them to rules a–c in the
Grammar box.
and hand in the homework.
66
□ I can talk about studying.
EXTRA ACTIVITY IN CLASS
FURTHER PRACTICE
ASSESSMENT
Start the class by referring students
to the notes they made at home and
getting them to compare and discuss
their preferences in pairs or small groups.
Encourage them to elaborate. If time
allows, invite a few students to share
their answers with the class.
• Workbook page 54/Online Practice
Vocabulary Quiz 5
• Photocopiable resource 20: Study
phrasal verbs!, pages 278, 308
NEXT CLASS
• Extra digital activities: Vocabulary
Checkpoint 5
Ask students to look up ‘open day’ online
and make notes. What is a university
open day? Who is it for? What can visiting
students do on open days?
84
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05
LANGCHESTER
UNIVERSITY
UN
Undergraduate Open Day
EVENTS
Saturday 10 May 8.45 a.m.–3.00 p.m.
visit the information desks
explore the campus and library
attend subject talks
see the sports facilities
Right
ght now you are working harder than ever. But soon you will have
finished your exams. Over the next few months you’ll be deciding
which universities to apply to. These are exciting times.
Wi you be studying at Langchester at this time next year?
Will
Find out more at our open day. Meet our students and talk
to our academic staff.
tour the halls of residence
click
cl
ick here for times and locations
5 Choose the correct forms to complete the
7
sentences.
1 What will you be doing / have done at midday
tomorrow?
2 I can’t meet you at 7 p.m., I’ll have had / be
having a driving lesson.
3 I’m not going camping next weekend
because I won’t be finishing / have finished my
science project.
4 At this time next year, I’ll be studying / have
studied at university.
5 Will you have decided / be deciding what you
want to study at university by the end of the
month?
6 For the next four years, you’ll be living / have
lived in student accommodation.
6 Look at Tom’s plan in Exercise 2 and write
sentences with the Future Perfect or the Future
Continuous and at or by.
1 09.00 / Tom / listen to the welcome speech.
At 09:00 Tom will be listening to the welcome
speech.
2 09.50 / he / explore the campus and library.
3 10.30 / he / attend the talk on veterinary
medicine.
4 12.30 / he / see the sports facilities.
5 13.05 / Tom and Natalie / have lunch.
6 13.30 / they / visit the information desks.
7 14.30 / the two friends / tour the halls of
residence.
2.20 Complete the conversation between Tom and Natalie.
Use the Future Continuous or the Future Perfect forms of the
verbs in brackets. Then listen and check.
Natalie Shall we meet tomorrow and go over our options for next
year? How about Riverside Café? They 1 will be serving
(serve) unlimited coffee and cake for just £3.99 all the
way through May! I heard it on the radio.
Tom
Do you ever think about anything else except coffee?
Natalie Occasionally. Shall we say 10? 2
(you/wake up) by
(you/still/lie) in bed?
then or 3
Tom
Cheeky! Actually, I 4
(play) football at 10, we start
(finish) by 11.30, so I could meet you
at 9, but we 5
at 12.
Natalie No, sorry. I 6
(have) lunch with my parents at 12.
How about 1.30 at the café?
Tom
I might get there a bit earlier to catch up on some
reading, but I 7
(wait) for you inside at half one.
Natalie With a huge pot of coffee, please!
8 SPEAKING In pairs, ask and answer the questions.
What will you be doing:
1 at 9 p.m. this evening?
2 at midday on Saturday?
3 at this time next week?
4 next year?
What will you have done:
5 by the end of this lesson?
6 24 hours from now?
7 in one year’s time?
8 by the time you are 25?
AUDIO SCRIPT page 218
CULTURE NOTES page 208
EXTRA ACTIVITY IN CLASS
Start the class by briefly discussing
university open days with students. Refer
them to the notes they made at home
and invite them to share their information
M01 High Note TB3 09593.indd 85
Exercise 7
2 Will you have
woken up
3 will you still be lying
4 ’ll be playing
5 ’ll have finished
6 ’ll be having
7 ’ll be waiting
A What will you be doing at 9 p.m. this evening?
B I’ll be watching a film.
9 Work in groups. Plan an open day for students who want to
study at your school. Write a schedule for the day and prepare
a short welcome speech. Use the Future Continuous and the
Future Perfect to give information about the day.
□ I can use the Future Continuous and the Future Perfect to talk about future events and situations.
REFERENCES
Exercise 6
2 By 09.50 he’ll have
explored the campus
and the library.
3 At 10.30 he’ll be
attending the talk on
veterinary medicine.
4 By 12.30 he’ll
have seen the sports
facilities.
5 By 13.05 Tom and
Natalie will have had
lunch.
6 At 13.30 they’ll be
visiting the information
desks.
7 At 14.30 the two
friends will be touring
the halls of residence.
with the class. Do they think open days
are a good idea? Would they like to
attend one? Why/Why not?
FURTHER PRACTICE
• Grammar Reference and Practice,
Student’s Book page 180
• Workbook page 55/Online Practice
• Photocopiable resource 21: Order and
match, pages 278, 309
67
• Extra digital activities: Grammar
Checkpoint 5C
ASSESSMENT
Grammar Quiz 5C
NEXT CLASS
Ask students to practise their welcome
speech (from Exercise 9) at home.
85
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5D SPEAKING
5
COMMUNICATION VIDEO
Exercise 4
Chen follows all
the tips: she is there
on time. She is
smartly dressed. She
remembers Lily’s name.
She doesn’t answer
her phone or check her
messages during the
interview. She doesn’t
read from her CV or
application form. She
adds details about her
strengths, experiences,
motivations, etc. She
doesn’t talk about
irrelevant details.
16
2.22 Complete the Speaking box with the
words from the box. Then watch or listen again and
check. What are Chen's strengths and weaknesses?
develop difficult fast manage pressure tend
SPEAKING | Describing strengths and weaknesses
Describing strengths
I have good communication/English/organisational skills.
I’m self-motivated.
I 1manage my time carefully.
I work well/better under 2 pressure /in a team.
I’m good at multi-tasking/meeting deadlines.
I’m a 3 fast learner.
I enjoy solving problems.
Exercise 6
/s/ progress,
impossible, missing
/ʃ/ impression,
professional, session
Describing weaknesses
My biggest weakness is probably Maths.
I 4 tend to spend too much time checking my homework.
I find it 5 difficult to talk to large groups of people.
I’m trying to 6 develop my public speaking skills.
I’m working on my typing skills.
6
2.23 PRONUNCIATION How do you pronounce 'ss'?
Add these words to lists 1 and 2. Then listen and check.
impossible impression missing professional
progress session
1 /s/ weakness, …
2 /ʃ/ pressure, …
7 Complete the extract from an interview with answers a–e.
1 Look at the photos. Colin and Chen have just arrived
at their interviews for a gap year placement with
a video games company. Who do you think will
make a better impression? Say why.
2 Complete these interview tips with do or don’t. Can
you add any more tips?
1
Do arrive ten minutes early so you are relaxed
and ready when your name is called.
Do dress smartly and make sure you smell nice.
2
Do listen carefully and try to remember names.
3
4 Don’t use your phone during the interview.
5 Don’t read from your CV or application form.
Do give details and examples.
6
7 Don’t talk about irrelevant details.
68
3
15
2.21 Watch or listen to Colin’s interview.
Does he follow any of the tips in Exercise 2? no
4
16
2.22 Watch or listen to Chen's interview.
What does she do better than Colin?
VIDEO/AUDIO SCRIPT page 236
EXTRA ACTIVITIES IN CLASS
• Start the class by getting students to
give their welcome speeches from the
previous lesson to the rest of the class.
After each speech, the class gives brief
feedback on the open day presented:
M01 High Note TB3 09593.indd 86
Tell me, how do you manage your time, Mark?
Mark
Lilly
1
Mark
Lilly
2
Mark
Lilly
3
Mark
Lilly
4
Mark
5
b
I see. And, how good are you at meeting deadlines?
e
That’s great. Are you a fast learner?
d
Very good. Now, tell me about a time you worked
well in a team.
a
Well done! Finally, what’s your biggest weakness,
and what are you doing to improve it?
c
a Two classmates and I worked on a Science project
together and we won the first prize.
b I use a weekly planner and I write lists.
c It’s probably my handwriting. I’m trying to make it
neater and I type whenever possible.
d Yes, I think so. I picked up quite a lot of conversational
Spanish on our two-week holiday this year.
e Very good, I think. I never hand in schoolwork late
unless I’m ill.
8 In pairs, take turns to role play a job interview. Student
A, ask the questions in Exercise 7. Student B, ask the
questions on page 199.
□ I can carry out a simple interview and describe my strengths and weaknesses.
REFERENCES
86
Lilly
would they like to attend it? Which
parts of the day sound most interesting
to them?
• Do this activity after Exercise 8. Put
students in pairs and ask them to
imagine they are interviewing for
their dream job. Their partner is the
interviewer. First, they should tell their
partner what their dream job is. He/She
then chooses two questions from
Exercise 7 and two from page 199
to ask the ‘interviewee’. In stronger
classes, you could ask students to think
of their own questions as interviewers.
Students role play the interviews
in their pairs, taking turns to be the
interviewer and candidate.
FURTHER PRACTICE
Workbook page 56/Online Practice
29/08/2019 14:11
05
5E LISTENING AND VOCABULARY
1 THINK BACK In groups, write a list of jobs you know.
Divide the jobs from your list into: full-time jobs,
part-time jobs you can do at weekends and temporary
summer jobs.
5 Study Active Listening and look at the notes. Which
advice did the writer follow/not follow?
Gig economy & world of work – changes & future
Receptionist, doctor, …
2 Look at the cartoon and read the definition below. Use
• Gig economy dates from crisis in 2009
• Many people, especially young - several part-time jobs,
1
0
.0
15
frequent temporary jobs
• Companies want flexibility → freelance workers;
2
zero-hours contracts; unpaid shifts
.&
Mon. –
Fri
. 10
.0
e
Tu
0–
a dictionary to help you. What pros and cons of the gig
economy can you think of?
ur
Th
• Pros for workers: work experience; meet people; no need
to 3commute - work from home; variety, your own boss
. 16.00–18.00
• Cons for workers: hard to refuse work; long hours,
low wages, no 4overtime or holiday pay OR not enough
work/money
• In last year
5
4.4%
2.8 million people
50%
of population work in gig economy =
check
• + 15% of gig economy workers aged from 18-6
34
• Tendency will continue
Mo
n., W
0
0.0
ed. & Fri. 18.00–2
ACTIVE LISTENING | Taking notes
gig economy
In the gig economy people often have several part-time jobs
instead of one full-time job. The jobs are often temporary
temporary, not
permanent. Gig economy workers are often self-employed.
3
2.24 Listen to a radio show about the gig economy
and answer the questions.
1 Who is the guest on the show? an economist
2 How does he feel about the gig economy?
a mostly positive
b mostly negative
c totally negative
4 Match phrases 1–8 with definitions a–h.
□
□
□
□
1 g commute
2 h deadline
3 f freelance
4 a overtime
□
□
□
□
5 d low wages
6 c shift
7 b temporary
8 e unemployed
a extra work, often paid more
b lasting for only a short time, not permanent
c period of work, often 8 hours, sometimes at night
d poor pay
e out of work
f self-employed, working for several employers or
clients
g travel to and from work
h the time/date you must finish a job by
• Don’t try to write down every word, just the key points.
• Don’t write complete sentences when a few words will
do. You can omit words such as articles and auxiliary verbs.
• Use abbreviations, e.g. min = minute, yr = your;
symbols, e.g. &, %, =, → and numbers, e.g. 4 not four.
• Be careful not to confuse words which sound similar,
e.g. numbers such as fifteen and fifty.
• Don’t jump to conclusions. The first reference to
something may not tell the whole story so keep
listening.
• If you’re not sure of what you hear, write something
that makes sense in the context and check it later.
6
2.24 Listen to the show again and complete the
notes in Exercise 5 with one or two words in each gap.
7
2.25 Listen to a caller on the radio show. Take notes
of what she says, following the advice from Active
Listening. Compare your notes in pairs.
Exercise 2
Possible answers:
Pros: you can work at
home, you can get up
when you like, you are
not dependent on one
employer
Cons: no stability, not
enough money
Exercise 5
She followed most of
the advice: she didn’t
try to write down
every word. She wrote
key words instead of
full sentences. She
used symbols and
numbers. She guessed
something she wasn’t
sure she understood
(2.8 million people).
She corrected a mistake
with similar sounding
words (15% changed to
50%) but she didn’t use
any contractions.
Exercise 7
Possible notes:
• Carla has 3 jobs:
freelance translator,
salsa instructor,
children’s entertainer
• tired but enjoys
her jobs
• salsa classes – from
6–8 on Mon, Wed, Fri
• children’s parties –
usually weekends but
sometimes Tue & Thu
after school
• translates mostly
mornings but
sometimes at night
• doesn’t accept every
job but it can be hard
to turn down work –
expensive life in London
• occasionally gets
paid overtime at sports
centre
• doesn’t want a fulltime job now – enjoys
variety
8 SPEAKING In groups, discuss the questions. Justify your
opinions.
When you finish studying, would you rather:
• have one full-time job or several part-time jobs?
• have a permanent job ‘for life’ or lots of different jobs
and careers?
• work for an employer or be self-employed/work
freelance?
When I finish studying, I’d rather have two part-time jobs
to have two sources of income.
□ I can take effective notes while listening to an interview and talk about jobs.
69
REFERENCES
EXTRA ACTIVITY IN CLASS
FURTHER PRACTICE
AUDIO SCRIPT pages 218–219
After Exercise 1, refer students to the list
of summer jobs and put them in pairs
to discuss the ones they would most/
least like to do. Encourage them to give
reasons for their choices.
• Workbook page 57/Online Practice
CULTURE NOTES page 208
• Photocopiable resource 22: The
changing world of work, pages 278,
310
NEXT CLASS
Students do an online search for jobs
which have disappeared and make a list.
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5F READING AND VOCABULARY
Exercise 3
Text A
1 self-service
checkouts, self-parking
cars, telephone
personal assistants
2 because those jobs
will probably disappear
because of automation
3 unpredictable
jobs and jobs which
involve creating things
and managing or
interacting with people
4 to show that
technological change
creates jobs as well as
destroys them
5 We'll have shorter
working weeks and
more leisure time, jobs
will be enjoyable.
Text B
6 400–800 million
7 predictable and
repetitive, low-skill,
low-wage blue collar
and white-collar jobs
8 because technology
will have advanced
9 It improves our
self-esteem, gives
us identity, status
and a social life and
it provides us with
a salary.
10 He thinks it’s
improbable.
1 Look at the photos and the title of the text. Then
answer the questions in pairs.
1 Why do you think the man in the photo is worried?
Is he right to be worried?
2 How old will you be in 2030? What job do you think
you will be doing?
2 In pairs, scan the texts. How many different jobs
can you find? Which jobs do you think will have
disappeared by 2030? Which ones will still exist?
3 Work in pairs. Student A, read text A. Student B, read
text B. Answer the questions below.
Text A
1 What examples of automation does the author
mention in the first paragraph?
2 Why does the author not recommend training to be
a lorry driver or technical translator?
3 What kind of work do robots not do well?
4 Why does the author mention the Industrial
Revolution?
5 How does the author think automation will improve
our lives?
Text B
6 How many people could become unemployed
because of automation?
7 What kind of jobs can robots and machines take over
more easily?
8 Why does the author think that robots will take over
most jobs in the future?
9 Why does the author think work is good for us?
10 How probable does the author think a Universal Basic
Income is?
4 Read your partner’s text and check his/her answers to
the questions. Then discuss which text – A or B – you
find more convincing and why.
Exercise 5
2 risk
3 opportunities
4 unemployment,
generate
5 interact, process
6 conditions, repetitive,
salary
5 Complete the questions with the words from the box.
Then ask and answer the questions in pairs.
year 2030 using the words in brackets. Do you agree
with them or not? Then use the words in brackets to
make predictions about your future.
1 There is likely to be less demand for secretaries.
(probably)
There will probably be less demand for secretaries.
2 Some jobs are sure to be safe. (definitely)
3 Most families will probably have robot servants. (likely)
4 Teachers probably won’t lose their jobs. (unlikely)
5 We’ll definitely have a shorter working week. (sure)
7 SPEAKING In pairs, describe your dream job and your
nightmare job. Use the vocabulary from lesson 5E and
from Exercise 5 to help you. Guess from your partner’s
descriptions, what jobs he/she is describing.
In my dream job I have to interact with people. The salary
isn’t bad but it’s not the most important thing.
8 REFLECT | Society In groups, read the quote and say if
you agree with it or not. Justify your opinion.
blue conditions generate interact opportunities
process repetitive risk salary unemployment
1 Do you think white collar jobs should be better paid
than blue collar jobs?
2 Which jobs do you think are most at
from
automation?
3 Which professions do you think offer the best
career
?
4 Will there be more
in the future or will new
even more jobs
jobs?
technologies
5 Would you rather have a job in which you
with
people or one in which you have to collect and
data?
6 Would you rather have an unpredictable, challenging
job with poor working
or a boring,
job
? Why?
with a high
Exercise 6
2 Some jobs will
definitely be safe.
3 Most families are
likely to have robot
servants.
4 Teachers are unlikely
to lose their jobs.
5 We’re sure to have
a shorter working
week.
70
6 SPEAKING In pairs, rewrite these predictions for the
The only way to enjoy life is to work.
Work is much more fun than fun.
Noel Coward (English writer)
17 WATCH AND REFLECT Go to page 166. Watch
the documentary Handcrafts in the 21st
st century and
do the exercises.
DOCUMENTARY VIDEO
Exercise 1
1 He’s worried that
robots will take over his
job. He’s probably right
to be worried.
□ I can identify specific details in an extended text and talk about the future of work.
REFERENCES
EXTRA ACTIVITIES IN CLASS
VIDEO SCRIPT page 237
• Before Exercise 2, tell students that
they are going to read two texts about
jobs which may disappear in the future
as a result of automation. Refer them
to the notes they made at home and
ask them to share their findings with
the class. Then briefly discuss them
as a whole class. Do students think
CULTURE NOTES page 208
88
M01 High Note TB3 09593.indd 88
that these jobs would still be useful/
necessary? Is their disappearance a sign
of progress?
• If your class has Internet access, you could
get students to look for more quotes
about work like the one in Exercise 8.
They can then share and discuss their
quotes in pairs, small groups or, if time is
short, as a whole class.
29/08/2019 14:11
05
2.26
B
A
A world where
work is fun
Tracy Bright
The robots are coming
and they want your job
Stephen Glum
In 2030
robots will be
doing the dirty work
and people will be
free to do work
that’s fun.
Many people worry that
automation will bring mass
unemployment. But look
around you: automation is
here already. We’ve got selfservice checkouts, self-parking cars
and ultra-intelligent personal assistants
inside our phones. And yet, there are still plenty of jobs
available.
As technology progresses, machines and robots will take
over more jobs so it’s probably not a good career move to
train to be a lorry driver or technical translator. But don’t
worry: not all jobs are in danger of extinction. Unpredictable
jobs are unlikely to be lost. It’s hard to program machines
to work as gardeners, plumbers or construction workers.
And robots are no good at creating things or managing or
interacting with people. So we’ll still need entertainers,
executives, social workers, teachers and therapists. And with
an increasingly aging population, there will definitely be
plenty of jobs in health care.
Another reason to look on the bright side is that new
technologies generate new jobs. The Industrial Revolution
destroyed many jobs in the 18th and 19th centuries. But it
also created new jobs with better working conditions. Over
the last few decades personal computers have destroyed 3.5
million jobs in the USA but they’ve created over 19 million
new ones. Automation will lead to millions of new technology
jobs, jobs that are not common today such as data detectives
and personal memory managers.
I admit it.
According to a recent report* 400-800 million
When it comes
workers around the world will lose their
to the future
jobs by 2030 because of automation.
of work, I’m a
Obviously, the jobs most at risk are those
which are predictable and repetitive. These
pessimist.
are often blue collar jobs with low skills and
low wages: drivers, fast food workers and machine
operators in factories. But white collar jobs in offices and
banks, especially those which involve collecting and processing data, will
also be in danger. In the near future, the report claims, there is likely to be
less demand for secretaries, administrative assistants or bank tellers.
Many people assume that some jobs are sure to be safe. They argue
we’ll always need humans to carry out tasks that robots will never be
able to do. They also say that technological changes will create lots of
new career opportunities. But what if they’re wrong?
I believe that by 2030 technology will have advanced so far that robots will
be doing almost every job you can imagine. There will be robot singers,
graphic designers, sports stars, childcare workers and doctors. There will
even be nano-robots that we inject into our bodies to protect our health.
What will our lives be like when there are no jobs? Work is good for
our well-being. It improves our self-esteem. To a large extent, our
jobs define who we are. They give us our identity, a status and a social
life. On a more basic level, how will people survive if they don’t earn
a salary? Perhaps automation will make our economies so productive
that a generous government will provide a Universal Basic Income: free
money for everyone!
But I’m not holding my breath.
After all, I am a pessimist.
* Jobs lost, jobs gained: workforce transitions
in a time of automation. McKinsey Global
Institute December, 2017.
By 2030 automation will have made the economy more
efficient. We’ll definitely have a shorter working week and
more leisure time as we share the work that’s available.
Machines and robots will do the boring jobs and we’ll be free
to do jobs we enjoy. We’ll be living in a world where work is
fun.
71
FURTHER PRACTICE
NEXT CLASS
Workbook pages 58–59/Online Practice
Ask students to look up ‘personal
statement’ online and make brief notes.
What is a personal statement? When is it
used? If possible, they should also look
for examples of personal statements
and note down the kind of information
included.
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5G WRITING | Personal statement as part of a university application
4 Read Lucy’s personal statement. Which two things from
1 In groups, discuss the questions.
her notes hasn’t she included and why?
1 What university course would you like to do, and
why?
2 What will you have to do to apply for a place on
that course?
3 What skills, achievements and interests could help
you receive an offer to study your chosen course?
2
2.27 Listen to some information about personal
statements and tick the sentences that are true.
A personal statement …
a
is necessary to apply for a place on a course
at a UK university.
b
is another name for a CV.
c ✓ is a formal piece of writing.
d ✓ says why you are excited about the subject you
want to take.
e
is organised like an interesting article.
f ✓ provides evidence of relevant skills and
achievements.
g ✓ explains how these skills and achievements
could help you do better on the course.
□
□
□
□
□
□
□
Exercise 3
1 a teaching course/
primary education
2 volunteered at
a summer activity
camp, musical and arts
and crafts skills, work
experience at a primary
school, sports taught
her teamwork
3 running a sports team
at school, becoming
a head teacher
20 June 2018
Dept. of Teacher Studies
Langchester University
Subject: Application for admission to Bachelors of Primary
Education
Dear Sir/Madam,
‘A grown-up that cares and shows interest
can make any child a great success.’
1
That’s something that my grandmother used to say to me and for
2
me it summarises why I am so excited about studying Primary
Education. I want to help children create their own success
stories.
I have two younger brothers, who are very curious and always
f lling when I can help them learn
asking questions. I find it fulfi
the answers. By studying Primary Education, I hope to make
this satisfaction part of my professional life.
3 Look at Lucy’s notes on her personal statement and
Exercise 4
She hasn’t included
DJing or passing her
driving test because
they aren’t relevant to
the course she wants
to study.
answer the questions.
1 What subject do you think Lucy wants to study at
university?
2 What relevant skills and experience does she have?
3 What long-term ambitions does she mention?
During work experience at a primary school this past spring
I helped children with reading, supervised at play time and
learnt about running a classroom. This taught me that working
with children is not only fun and rewarding, but also requires
patience, discipline and preparation.
AArt. Music. DJing. Sport. Family. My
younger brothers ask so many questions
and I love answering them. I want to learn
how to do it professionally. My gran - 'A
grown up that cares and shows interest
can make any child a great success.'
Volunteered at a summer acti
vity
camp for kids last year. Good
for my
confidence. Enjoyed it as much
as the
children! Used my guitar play
ing. Also
arts and crafts skills.
Work experience at local primary
school. Helped individuals with reading.
Supervised at play time. Learnt a bit
about running a classroom. Patience,
discipline and preparation.
Last year I volunteered at a summer activity camp for eight- to
ten-year-olds. I probably enjoyed it as much as the children!
4
I used my guitar playing skills, and my love of arts and crafts.
By the end of the week, it was clear that the children liked
working with me, and as a result I felt more confident.
3
4
I am quite competitive and I enjoy sport. I play for
a successful football team and, through my sporting
achievements I have learned the value of teamwork. In the
future, I hope to run sports teams to help children learn that
same life lesson.
5
6
I know that teaching is a challenging career choice, but I am
hard-working, determined and eager to learn. I am confident
that I have the patience and dedication to succeed as
a teacher and7perhaps even to become a head teacher.
Yours sincerely,
Lucy Johnson
Love sport. Team
work,
work. Could run sp power of hard
orts teams at scho
ol
in future.
JJust passed my driving test –
learn new skills easily.
Teaching = difficu
lt but satisfying. Ea
ger
to learn. Head tea
cher one day?
72
REFERENCES
EXTRA ACTIVITIES IN CLASS
AUDIO SCRIPT page 219
• Before Exercise 2, refer students to the
notes they made at home and elicit
what they found out about personal
statements. Encourage different
students to contribute. List the points
students mention on the board.
CULTURE NOTES page 208
• After Exercise 2, you could ask students
to listen again and check which of the
points on the board/in their notes the
recording mentions.
• Do this activity after Exercise 7. Put
students in pairs and ask them to read
each other’s personal statements and
give their partner feedback. Has he/she
followed the tips in the Writing box?
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05
5 Study the Writing box. Find examples of how Lucy
followed tips 1–7 in her personal statement.
6 Match justifications a–e with general statements 1–5.
□
□
□
□
□
1 b After having lessons for years, I play the piano very
well.
2 a I volunteered to collect litter in the local
community.
3 d I update my blog twice a week, every week.
4 c I play for the school hockey team and we won the
league.
5 e I really enjoy video gaming.
a Doing this made me realise that sometimes you have
to solve problems that you didn’t create yourself.
b The process has shown me that to get good at
something, you have to work hard and practise a lot.
c The experience has taught me that success often
comes through working closely with others.
d Doing something so regularly takes dedication and
has taught me to respect deadlines.
e This hobby has taught me to think strategically and to
concentrate for long periods of time.
WRITING |
Personal statement as part of a university application
General
• Be positive and don’t be too modest. The idea of a
personal statement is to advertise yourself.
• Don’t just describe your experience, reflect on it and
say how it will help you on the course or in the job.
• Do not include irrelevant information.
• Write in a formal, concise style.
Opening paragraph(s)
• 1Begin with a sentence or quote that catches the
reader’s attention and makes them want to read more.
• 2Say why you are interested in the course you are
applying for and what excites you about the subject.
Main body
• 3Give details of any relevant work experience,
volunteering or other experience, and the skills you
learnt while doing it.
7 WRITING TASK Prepare to write your own personal
• Mention any activities or hobbies that are connected
to the subject you want to study.
4
• 5Mention any training or achievements and say how
they will help you on the course or in your career.
Conclusion
• 6Emphasise your enthusiasm and say why you deserve
a place on the course.
statement. Follow the instructions.
1 Make notes on your reasons for choosing the subject
you would like to study at university and why you feel
you would be good at it. Use Lucy’s notes in Exercise 3
as a model.
2 Follow the tips in the Writing box and develop your
notes into a personal statement.
3 Check your spelling, grammar and punctuation
carefully.
• 7Mention any long-term ambitions connected to
employment or further studies.
□ I can write a personal statement as part of a university application.
Has he/she organised the information
into clear paragraphs? Is his/her
spelling, grammar and punctuation
correct? What has he/she done well?
What could be improved?
FURTHER PRACTICE
Workbook page 60/Online Practice
73
NEXT CLASS
• If you did the peer feedback activity
above, you could ask students to
rewrite their personal statements
following their partner’s feedback.
• Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 74–75.
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Word List
REMEMBER MORE
1 Complete the text with one word
from the word list in each gap.
I like challenges and I’m e ager
to learn Science. I can say I try not
to fall 2b ehind with any school
work. But last week the teacher
of exercises to
gave us 3p iles
do – over 100, I suppose. Since
I can’t work under 4p ressure ,
them in on time
I didn’t 5hand
(but I was only two days late!) The
teacher gave me fifty more to do
for failing to meet the 6d eadline .
surprise!
I got a really 7n asty
1
2 Complete the sentences with
verbs from the word list.
1 No one can keep up with Bob.
He can swim 100 metres in sixty
seconds.
2 You’d better pull your socks
up, if you don’t want to fail the
Maths test tomorrow.
3 Whenever I go to England,
I pick up a lot of useful
colloquial expressions.
4 We were all happy that the
irregular verbs didn’t come up
in yesterday’s test.
3 Match the two parts of the
compound nouns. Then check
with the word list.
1
2
3
4
Exercise 4
1 weaknesses
2 absent
3 temporary
4 high
5 blue-collar
a time
□c gig
□d zero-hours b choice
□b career c economy
□a leisure d contract
4 Find words with opposite
meanings on the word list.
1 strengths –
2 present at the lesson –
from the lesson
3 permanent job –
job
4 low salary –
salary
5 white-collar job –
job
5A GRAMMAR AND VOCABULARY
5.29
5C GRAMMAR
5.31
academic staff (n) /ˌækəˌdemɪk ˈstɑːf/
bell (n) /bel/
campus (n) /ˈkæmpəs/
competitive (adj) /kəmˈpetətɪv/
cheeky (adj) /ˈtʃiːki/
curious (adj) /ˈkjʊəriəs/
open day (n) /ˈəʊpən deɪ/
dedicated (adj) /ˈdedəkeɪtəd/
sports facilities (n) /ˈspɔːts fəˌsɪlətiz/
determined (adj) /dɪˈtɜːmənd/
subject talk (n) /ˈsʌbdʒɪkt tɔːk/
eager to learn /ˌiːɡə tə ˈlɜːn/
undergraduate (n) /ˌʌndəˈɡrædʒuət/
get a (nasty) surprise /ˌɡet ə (ˌnɑːsti) səˈpraɪz/
get butterflies in your stomach /ˌɡet ˈbʌtəflaɪz ɪn
jə ˌstʌmək/
get sth right /ˌɡet ˌsʌmθɪŋ ˈraɪt/
welcome speech (n) /ˈwelkəm spiːtʃ/
5D SPEAKING
5.32
gifted (adj) /ˈɡɪftəd/
conversational (Spanish) /ˌkɒnvəˌseɪʃənəl
(ˈspænɪʃ)/
hard-working (adj) /ˌhɑːd ˈwɜːkɪŋ/
develop your skills /dɪˌveləp jə ˈskɪlz/
inventive (adj) /ɪnˈventɪv/
fast learner /ˌfɑːst ˈlɜːnə/
lie down (phr v) /ˌlaɪ ˈdaʊn/
find it difficult to do sth /ˌfaɪnd ɪt ˌdɪfɪkəlt tə ˈduː
ˌsʌmθɪŋ/
mature (adj) /məˈtʃʊə/
handwriting (n) /ˈhændˌraɪtɪŋ/
overconfident (adj) /ˌəʊvəˈkɒnfɪdənt/
sensible (adj) /ˈsensəbəl/
have good communication/English/
organisational skills /ˌhæv ˌɡʊd
kəˌmjuːnəˈkeɪʃən/ˈɪŋɡlɪʃ/ˌɔːgənaɪˈzeɪʃənəl skɪlz/
sharp (adj) /ʃɑːp/
irrelevant (adj) /ɪˈreləvənt/
turn over (phr v) /ˌtɜːn ˈəʊvə/
manage your time carefully /ˌmænɪdʒ jə ˌtaɪm
ˈkeəfəli/
5B VOCABULARY
meet the deadlines /ˌmiːt ðə ˈdedlaɪnz/
responsible (adj) /rɪˈspɒnsəbəl/
5.30
absent from sth (adj) /ˈæbsənt frəm ˌsʌmθɪŋ/
neat (adj) /niːt/
Algebra (n) /ˈældʒəbrə/
placement (n) /ˈpleɪsmənt/
atmosphere (n) /ˈætməsfɪə/
schoolwork (n) /ˈskuːlwɜːk/
catch up on (phr v) /ˌkætʃ ˈʌp ɒn/
self-motivated (adj) /ˌself ˈməʊtəveɪtəd/
come up (phr v) /ˌkʌm ˈʌp/
solve a problem /ˌsɒlv ə ˈprɒbləm/
come up with (phr v) /ˌkʌm ˈʌp wɪð/
delay (v) /dɪˈleɪ/
strengths and weaknesses (n) /ˌstreŋkθs ən
ˈwiːknəsɪz/
drop in to sth (phr v) /ˌdrɒp ˈɪn tə ˌsʌmθɪŋ/
type (v) /taɪp/
drop out of school /ˌdrɒp ˌaʊt əv ˈskuːl/
fall behind (phr v) /ˌfɔːl bɪˈhaɪnd/
typing/communication/public speaking
skills (n) /ˈtaɪpɪŋ/kəˌmjuːnəˈkeɪʃən/ˌpʌblɪk
ˈspiːkɪŋ skɪlz/
get down to sth (phr v) /ˌɡet ˈdaʊn tə ˌsʌmθɪŋ/
unless (conj) /ʌnˈles/
go over sth (phr v) /ˌɡəʊ ˈəʊvə ˌsʌmθɪŋ/
hand in (phr v) /ˌhænd ˈɪn/
keep up with sb/sth (phr v) /ˌkiːp ˈʌp wɪð
ˌsʌmbɒdi/ˌsʌmθɪŋ/
ACTIVE
VOCABULARY | Stories
pick up (phr v) /ˌpɪk ˈʌp/
Write a short story using the new
words and phrases you want
to learn. Try to make it close to
your personal experience and
add some humour to it. That
way, you’ll find it easier to recall
the words later – just retell your
story.
pull your socks up /ˌpʊl jə ˈsɒks ʌp/
piles of sth (n) /ˈpaɪəlz əv ˌsʌmθɪŋ/
put off (phr v) /ˌpʊt ˈɒf/
put together a presentation /ˌpʊt təˌɡeðər ə
ˌprezənˈteɪʃən/
weekly planner (n) /ˌwiːkli ˈplænə/
work well under pressure/in a team /wɜːk ˌwel
ˌʌndə ˈpreʃə/ɪn ə ˈtiːm/
5E LISTENING AND VOCABULARY
5.33
client (n) /ˈklaɪənt/
commute (v) /kəˈmjuːt/
crisis (n) /ˈkraɪsəs/
date from (phr v) /ˈdeɪt frəm/
research (v) /rɪˈsɜːtʃ/
deadline (n) /ˈdedlaɪn/
study session (n) /ˈstʌdi ˌseʃən/
employer (n) /ɪmˈplɔɪə/
surroundings (n) /səˈraʊndɪŋz/
freelance (adj) /ˈfriːlɑːns/
unlimited (adj) /ʌnˈlɪmətəd/
frequent (adj) /ˈfriːkwənt/
74
EXTRA ACTIVITIES IN CLASS
92
• In teams and with books closed,
students list as many personality
adjectives from Lesson 5A as they can in
a given time limit. When the time is up,
the team with the most adjectives write
them on the board. The other teams
take it in turns to add more adjectives.
They all get one point for each correct
M01 High Note TB3 09593.indd 92
adjective on their list and the team
with the most points are the winners.
• Write Phrasal verbs related to studying
on the board. Dictate short definitions
of phrasal verbs from Lesson 5B,
e.g. You do this when you give your
homework to your teacher. (hand in).
Students supply the correct phrasal
verb for each definition.
• Students choose 4–6 words/phrases
from the word list and write short
definitions for them. In weaker classes,
the definitions could be in the students’
own language. When they are ready,
put them in small groups. They take it
in turns to read out their definitions for
the group to guess the word/phrase.
29/08/2019 14:11
05
full-time/part-time job /ˌfʊl taɪm/ˌpɑːt taɪm
ˈdʒɒb/
gig economy (n) /ˌɡɪɡ ɪˈkɒnəmi/
holiday pay (n) /ˈhɒlədi peɪ/
low wages /ˌləʊ ˈweɪdʒɪz/
out of work /ˌaʊt əv ˈwɜːk/
overtime (n) /ˈəʊvətaɪm/
permanent job /ˌpɜːmənənt ˈdʒɒb/
poor pay /ˌpɔː ˈpeɪ/
graphic designer (n) /ˌɡræfɪk dɪˈzaɪnə/
working conditions (n) /ˌwɜːkɪŋ kənˈdɪʃənz/
high salary /ˌhaɪ ˈsæləri/
working week (n) /ˌwɜːkɪŋ ˈwiːk/
hold your breath /ˌhəʊld jə ˈbreθ/
workplace (n) /ˈwɜːkpleɪs/
in danger /ɪn ˈdeɪndʒə/
in the near future /ɪn ðə ˌnɪə ˈfjuːtʃə/
identity (n) /aɪˈdentəti/
increasingly (adv) /ɪnˈkriːsɪŋli/
Industrial Revolution (n) /ɪnˌdʌstriəl ˌrevəˈluːʃən/
pros and cons /ˌprəʊz ən ˈkɒnz/
inject sth into sth (v) /ɪnˈdʒekt ˌsʌmθɪŋ ˌɪntə
ˌsʌmθɪŋ/
self-employed (adj) /ˌself ɪmˈplɔɪd/
interact with people /ˌɪntərˌækt wɪð ˈpiːpəl/
shift (n) /ʃɪft/
involve (v) /ɪnˈvɒlv/
source of income /ˌsɔːs əv ˈɪŋkʌm/
leisure time (n) /ˈleʒə taɪm/
temporary job /ˌtempərəri ˈdʒɒb/
look on the bright side /ˌlʊk ɒn ðə ˈbraɪt saɪd/
tendency (n) /ˈtendənsi/
lorry driver (n) /ˈlɒri ˌdraɪvə/
unemployed (adj) /ˌʌnɪmˈplɔɪd/
low skills /ˌləʊ ˈskɪlz/
unpaid (adj) /ˌʌnˈpeɪd/
machine operator (n) /məˈʃiːn ˌɒpəreɪtə/
variety (n) /vəˈraɪəti/
manage people /ˌmænɪdʒ ˈpiːpəl/
work freelance /ˌwɜːk ˈfriːlɑːns/
mass unemployment /ˌmæs ˌʌnɪmˈplɔɪmənt/
zero-hours contract (n) /ˌzɪərəʊ ˌaʊəz ˈkɒntrækt/
new technologies /ˌnjuː tekˈnɒlədʒiz/
5F READING AND VOCABULARY
5.34
administrative assistant (n) /ədˌmɪnəstrətɪv
əˈsɪstənt/
advance (v) /ədˈvɑːns/
aging population /ˌeɪdʒɪŋ ˌpɒpjəˈleɪʃən/
at risk /ət ˈrɪsk/
automation (n) /ˌɔːtəˈmeɪʃən/
bank teller /ˈbæŋk ˌtelə/
career move (n) /kəˈrɪə muːv/
career opportunities (n) /kəˌrɪə ˌɒpəˈtjuːnətiz/
carry out a task /ˌkæri ˌaʊt ə ˈtɑːsk/
challenging (adj) /ˈtʃæləndʒɪŋ/
childcare worker (n) /ˈtʃaɪldkeə ˌwɜːkə/
claim (v) /kleɪm/
collect/process data /kəˌlekt/ˌprəʊses ˈdeɪtə/
common (adj) /ˈkɒmən/
data detective (n) /ˈdeɪtə dɪˌtektɪv/
decade (n) /ˈdekeɪd/
define (v) /dɪˈfaɪn/
demand for sb/sth (n) /dɪˈmɑːnd fə ˌsʌmbɒdi/
ˌsʌmθɪŋ/
destroy (v) /dɪˈstrɔɪ/
efficient (adj) /ɪˈfɪʃənt/
entertainer (n) /ˌentəˈteɪnə/
gain (v) /ɡeɪn/
gardener (n) /ˈɡɑːdnə/
generate jobs /ˌdʒenəreɪt ˈdʒɒbz/
no good at sth /ˌnəʊ ˈɡʊd ət ˌsʌmθɪŋ/
plumber (n) /ˈplʌmə/
poor working conditions /ˌpɔː ˈwɜːkɪŋ
kənˌdɪʃənz/
5G WRITING
5.35
admission (n) /ədˈmɪʃən/
arts and crafts (n) /ˌɑːts ənd ˈkrɑːfts/
as a result /əz ə rɪˈzʌlt/
Bachelor of Education (n) /ˌbætʃələr əv
ˌedjʊˈkeɪʃən/
career choice (n) /kəˈrɪə tʃɔɪs/
collect litter /kəˌlekt ˈlɪtə/
confidence (n) /ˈkɒnfədəns/
discipline (n) /ˈdɪsəplən/
do sth professionally /ˌduː ˌsʌmθɪŋ prəˈfeʃənəli/
get good at sth /ˌɡet ˈɡʊd ət ˌsʌmθɪŋ/
life lesson (n) /ˈlaɪf ˌlesən/
long-term ambitions /ˌlɒŋ ˌtɜːm æmˈbɪʃənz/
motivational speaker (n) /ˌməʊtɪˌveɪʃənəl ˈspiːkə/
patience (n) /ˈpeɪʃəns/
period of time /ˌpɪəriəd əv ˈtaɪm/
personal statement (n) /ˌpɜːsənəl ˈsteɪtmənt/
preparation (n) /ˌprepəˈreɪʃən/
Primary Education (n) /ˌpraɪməri ˌedjʊˈkeɪʃən/
predictable/unpredictable (adj) /prɪˈdɪktəbəl/
ˌʌnprɪˈdɪktəbəl/
professional life (n) /prəˌfeʃənəl ˈlaɪf/
productive (adj) /prəˈdʌktɪv/
program (v) /ˈprəʊɡræm/
relevant skills/achievements/experience
/ˌreləvənt ˈskɪlz/əˈtʃiːvmənts/ɪkˈspɪəriəns/
progress (v) /prəˈɡres/
require (v) /rɪˈkwaɪə/
repetitive job /rɪˌpetətɪv ˈdʒɒb/
rewarding (adj) /rɪˈwɔːdɪŋ/
report (n) /rɪˈpɔːt/
run a classroom/a team /ˌrʌn ə ˈklɑːsrʊm/ə ˈtiːm/
robot servant (n) /ˌrəʊbɒt ˈsɜːvənt/
satisfaction (n) /ˌsætəsˈfækʃən/
self-esteem (n) /ˌself ɪˈstiːm/
satisfying (adj) /ˈsætəsfaɪɪŋ/
self-parking car (n) /ˌself ˌpɑːkɪŋ ˈkɑː/
success story (n) /səkˈses ˌstɔːri/
self-service checkout (n) /ˌself ˌsɜːvɪs ˈtʃekaʊt/
summarise (v) /ˈsʌməraɪz/
social life (n) /ˈsəʊʃəl laɪf/
supervise (v) /ˈsuːpəvaɪz/
quote (n) /kwəʊt/
social worker (n) /ˈsəʊʃəl ˌwɜːkə/
think strategically /ˌθɪŋk strəˈtiːdʒɪkli/
sports star (n) /ˈspɔːts stɑː/
value (n) /ˈvæljuː/
status (n) /ˈsteɪtəs/
work closely with sb /ˌwɜːk ˈkləʊsli wɪð
ˌsʌmbɒdi/
technical translator (n) /ˌteknɪkəl trænsˈleɪtə/
therapist (n) /ˈθerəpəst/
to a large extent /tu ə ˌlɑːdʒ ɪkˈstent/
train to be sb /ˌtreɪn tə ˈbiː ˌsʌmbɒdi/
transition (n) /trænˈzɪʃən/
ultra-intelligent (adj) /ˌʌltrə ɪnˈtelədʒənt/
well-being (n) /ˌwel ˈbiːɪŋ/
white/blue collar job (n) /ˌwaɪt/ˌbluː ˈkɒlə dʒɒb/
workforce (n) /ˈwɜːkfɔːs/
75
FURTHER PRACTICE
Workbook page 61/Online Practice
NEXT CLASS
Ask students to revise Unit 5.
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05 Revision
VOCABULARY AND GRAMMAR
1 Complete the dialogue with the correct forms of the
Exercise 1
2 hand
3 keep up
4 determined
5 pull
6 down to
7 put
8 drop out
9 salary
10 unemployed
4 Complete the sentences with the Future Perfect or the
Future Continuous.
1 The presentation won’t have finished (not finish) by
five o’clock.
2 What do you think you
(do) this time next
year?
3 They
(not land) in Australia by 7 p.m.
4
the professor
(come) to a decision by
tomorrow?
5 At this time tomorrow we
(sit) in the exam
room with the question paper in front of us!
6 I can’t have coffee at ten tomorrow because I
(play) tennis.
words from the box.
determined down to drop out fall behind hand
keep up pull put salary unemployed
A I’ve 1 fallen behind with my Geography homework.
I still haven’t done last week’s project.
it in on Monday?
B Why don’t you 2
A I don’t know if I’ll have enough time. I’m finding it
with the class.
hard to 3
Exercise 3
2 overtime
3 do shift work
4 full-time job
5 work part-time
6 permanent
7 are sometimes selfemployed
. You
B What’s wrong? I know you’re usually so 4
your socks up and do it this
never give up. So 5
weekend!
A Starting is the hardest part. I find it really difficult to
work at the moment.
get 6
B I understand but you mustn’t 7
5 Choose the correct words to complete the three
conversations.
A 1 What time may / does the train leave?
it off any longer.
B 2 At five thirty but it’s five thirty already! It is going to
be / is being late.
of school and look for a job.
A Maybe I’ll 8
B Don’t be silly! Go and ask the teachers for help. If you
don’t finish school, you won’t have qualifications
and you
and you won't get a job with a good 9
.
might even end up being 10
Exercise 4
2 you will be doing
3 won’t have landed
4 Will (the professor)
have come
5 will be sitting
6 will be playing
A 3 We will go / are going to the cinema after school.
Would you like to come?
B 4 Great! What time do you meet / are you meeting?
2 Which adjectives match these definitions?
1 A person who likes winning.
competitive
ompetitive
2 Someone who always wants to know
more about everything.
curious
3 This person has too much faith in themselves. overconfident
4 A person who has lots of ideas.
i nventive
5 A person with natural talent.
gifted
6 This describes someone with a grown-up
attitude.
mature
A 5 I think I will have / will have had a gap year when I
finish school. I’m sick of studying.
B 6 That’s a big decision. Are you sure you may not /
won’t regret it?
USE OF ENGLISH
6 Complete the text. Write one word in each gap.
‘What are you going to do when you 1 leave
school?’ is a question teens are often asked.
Some young people have a clear vision of what
they want 2 their future life to be like and might
reply, ‘By the time I’m twenty-three, I’ll have
3
fini e ni e it n
working in
be
4However
fin nce
, a considerable number of young
people don’t have such concrete plans. The value
of getting work experience for those in 5 such
a dilemma is sometimes overlooked. For instance,
if a teen is thinking about following a career in
ini t ti n
t ette
t fin
t if e
e i e
in in n ffice 6 than to get
a temporary summer job in one? Although doing
a repetitive holiday job with low wages might not
sound like much fun, it can teach a young person
the value of hard work and how to work 7 under
pressure. This all contributes to their ability
to understand themselves and to choose an
appropriate university course or job.
3 Replace the underlined words in the text with
the expressions from the box.
are sometimes self-employed commute do shift work
full-time job overtime permanent work part-time
In some ways the world of work in the past and at
present is similar. For instance, many people don’t
live near their workplace and have to 1travel to work
commute in their car or by public transport. Some
people work 2extra hours and others, such as nurses
and factory-workers, 3have schedules that change.
change
Just like in the past, young people and students
often find temporary employment for a month or
two before they get a 4job to dedicate all their time to.
Of course, some people with limited time decide not
to 5work every day
day.
However, our attitudes towards work and
expectations are very different from the past. Then,
people wanted a 6regular job, whereas these days
young people change jobs more often to climb the
career ladder and 7sometimes work for themselves.
Are jobs for life a thing of the past?
Use of English > page 193
76
FURTHER PRACTICE
ASSESSMENT
• Use of English, Student’s Book page 193
• Unit 5 Language Test (Vocabulary,
Grammar, Use of English)
• Class debates pages 264–265
• Self-assessment 5 and Self-check 5,
Workbook pages 62–63/Online Practice
• Extra digital activities: Use of English,
Reading, Listening
• Unit 5 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 5 Writing Test
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READING
7 Read the text. Match sentences A–F with gaps 1–5 in the text.
There is one extra sentence.
STRATEGY | Gapped text
Skim the text first ignoring the gaps to get its general meaning.
Then try to choose the missing information to complete the text,
paying special attention to the words that come before and after
the gap.
SPEAKING
8 Look at the photos. In pairs, take turns to
describe them.
• Talk about the person.
• Talk about the place.
• Talk about other things in the photo.
THE BEST SUMMER EVER?
As
soon as the boat sailed, I knew I had made a mistake. It wasn’t as if
I’d never had a job before. Throughout my second year at university
I had worked as a waitress at an Italian restaurant in town. 1 F As
well as helping me nancially, it was something I really en oyed. I got on
well with the rest of the staff and met lots of different people.
I also had a passion for travelling and I was really excited when my mother
phoned me just before the end of summer term. ‘I’ve found you a summer
job on a cruise ship!’ she said. ‘It’s only four weeks and you’ll have
nished efore uni ersity starts again, ow his was a real opportunity.
2
C
In my opinion it was going to be the best summer ever.
You’ve probably guessed by now. I hadn’t considered the actual work side
of this. hen I arri ed on oard, I found out I was sharing a ery small ca in
with three other girls. They were kind enough, but they hardly had time to
say hello before they had to rush off to start their shifts. 3 A After all,
I was experienced in restaurant work. At the door of the dining area,
however, I hesitated. In front of me was an enormous space. It was at least
ten times bigger than the Italian restaurant I’d worked in!
Someone important-looking, in a spotless uniform, came up to me.
‘You’re the new girl?’ he asked. 4 D ‘As you’re new, you will be
responsible for the two tables the furthest from the kitchen.’ He pointed
to two tables set for six people each. ‘There are three courses, and of
course, the passengers like to be served at the same time. And they will
be expecting hot food.’
My mind started to swim; twelve people, three courses, miles to walk back
and forth to the kitchen. That’s when the ship started to move. I could feel
the oor ecoming slightly unsteady under my feet. I pictured myself
a tray in each hand, piled with bowls of soup, trying to maintain my
balance and reach my tables safely. 5 B I turned to say, ‘Thanks
ut I , when a loud ell sounded, and people started to ood into the
restaurant. The ship had sailed, and I couldn’t escape.
A I hurried off too, to the restaurant to get my instructions, full of
confidence.
B No, this was not what I had expected.
C I would get to travel the Mediterranean, visit loads of different
countries completely free AND get paid for doing it!
D And before I had a chance to respond, he was leading me
through all the tables towards the very back of the restaurant.
E As soon as he showed me the way to the kitchen, I realised that
waitressing on a cruise would not be such an easy job as I had
imagined.
F The money I earned there helped towards paying for my books
and allowed me to have a bit of a social life.
WRITING
STRATEGY | Competition entry
Start and end the letter in a formal way. Begin
the letter by explaining your reason for writing.
9 You have read this advertisement on
a university website.
Free language course!
The university is offering a free place on
a two-week English course in the UK. All
expenses paid!
To apply, write a letter telling us about your
language learning background, why you would
like to study English in the UK and why we
should choose you.
Write your letter. Use the beginning below.
Dear Sir/ Madam,
I would like to apply for the free place on the
English course in the UK that I saw advertised
on your website. …
77
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06
Do the right thing
VOCABULARY Truth and lies, communicating, relationships, conflicts and problems
GRAMMAR
The first and the second conditionals, the zero conditional and
alternatives to if Use of English > page 193
SPEAKING
Asking for, giving and reacting to advice
WRITING
A for-and-against essay
VIDEO
Grammar
Part 1
Louise
Paul
Louise
Paul
Louise
It’s our anniversary next weekend so what would
you say if I booked a trip to Paris?
Hmm, it would be great but there’s so much going
on next weekend … Would it be OK if we didn’t
go? Maybe some other time?
Well, it wouldn’t be the end of the world if we
stayed here but …
I’d love to go, but there’s Jodie’s concert on
Saturday and Dylan’s match on Sunday. They’d
be so disappointed if we weren’t there. How
would you feel if you were a teenage kid and your
parents missed your big day?
OK, if I were a kid, I’d feel bad. But, Paul, it’s our
wedding anniversary!
Documentary
Jodie
Dylan
Jodie
Dylan
Jodie
Dylan
Jodie
Dylan
Jodie
Dylan
Communication
OK, let me do the talking.
Why?
Because I can lie through my teeth. If I talk to them,
they’ll believe me. They’ll fall for it. But if you talk,
they’ll know you’re lying.
I don’t know about that.
You can’t fool anyone. If you open your mouth,
they’ll see right through you.
But what will I do if they ask me a question? Won’t
they be suspicious if I don’t speak?
If they ask you a question, I’ll cover for you.
How?
I’ll make something up. I know! I’ll say you’ve lost
your voice.
If you say that, they definitely won’t go.
78
REFERENCES
AUDIO SCRIPT page 219
VIDEO SCRIPT page 237
EXTRA ACTIVITIES IN CLASS
• After students write their sentences for
Exercise 7, ask them to think of similar
first conditional sentences that children
may say to their parents. Encourage
them to think about questions/favours
they may ask – give them one or two
examples if necessary: If I finish my
homework on Friday, will you let me go
shopping with Ella on Saturday? Will you
get me that new smartphone now if I
promise not to ask for a birthday present
in May?
• You could do this activity after Exercise 9
or after the Grammar Video activity.
Write the following question on the
board: If you could ask a friend to do
something for you, what would it be?
Ask students to answer the question in
as many different ways as possible in
1–2 minutes. Then put them in pairs to
compare and discuss their answers.
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06
6A GRAMMAR AND VOCABULARY
2.28 Look at the photo and read and listen to the
dialogues. Then in pairs, answer the questions.
6
1 What is the relationship between the four people?
2 Why does Louise want to go to Paris?
3 Why does Paul want to stay at home?
4 Does Jodie think Dylan is good at lying?
5 What do Jodie and Dylan want their parents to do?
1
2
3
4
5
6
2 Match the highlighted words and phrases from Part 2
7
2.30 Listen and write down the first conditional
sentences. What other sentences like that do parents
often say to their children?
1 If I find out you’re lying, I’ll be very upset.
The first and second conditionals
3 Read these sentences from the dialogues and answer
the questions.
Jodie If I talk to them, they’ll believe me.
Louise If I were a kid, I’d feel bad.
1 Is it possible that Jodie will talk to her parents?
2 How does she think they’ll react if she talks to them?
3 Is Louise a kid?
4 Is it possible for her to be one?
5 Can she imagine how it feels to be a kid?
6 Whose sentence is about a situation that is likely to
happen?
7 Whose sentence is about an imaginary or impossible
situation?
4 Study the Grammar box. Then find more examples of
conditional sentences in the dialogues.
The first and second conditionals
We use the first conditional for situations in the future
that are possible or likely:
The condition
The result
if + Present Simple, will + infinitive
We use the second conditional for situations in the
present or future that are imaginary, impossible or very
unlikely:
The condition
The result
If + Past Simple,
□e She’s right. If the concert’s off,
□b Yeah, well, we would be able to go to Paris
□d You won’t become a good player
□a If I were you,
□c You’re right. If we don’t book soon,
□f Well, if your gran can’t look after you,
a I’d book your tickets straight away.
b if Dylan didn’t have a match.
c the price will go up.
d if you start missing matches.
e we’ll be able to go to Paris.
f we won’t be able to go to Paris.
of the dialogue with the definitions. Can you usually
tell when people are lying?
1 Believe a lie. fall for
2 Not believe someone’s lies. see right through somebody
3 Invent, e.g. a story or excuse. make something up
4 Say something totally false. lie through my teeth
5 Say something to protect someone. cover for somebody
6 Trick someone, make them believe you’re telling the
truth. fool somebody
2.29 In pairs, match fragments 1–6 with a–f to form
six sentences. Then listen again and check.
would + infinitive
We sometimes use were instead of was after I/he/she/it,
especially in more formal or written English and to give
advice: If I were you, I’d apologise.
8 Complete the first part of these second conditional
sentences with the correct forms of the verbs in
brackets. Then finish them so that they are true for you.
1 If I won (win) the lottery, I’d buy a zoo .
2 If I
(be) an animal,
.
3 If I
(can) be anyone in the world,
.
4 If my parents
(go) away for the weekend,
.
5 If I
(not/have) to study so much,
.
9 Complete the questions with the verbs/phrases from
Exercise 1
1 Louise and Paul
are Jodie and Dylan’s
parents.
2 Because it’s their
wedding anniversary.
3 Because there’s a
lot going on at the
weekend: Jodie has
a concert and Dylan has
a big match.
4 No, she thinks he’s
a bad liar.
5 They want them to go
to Paris.
Exercise 3
1 Yes, it is.
2 They’ll believe her.
3 No, she isn’t.
4 No, it’s impossible.
5 Yes, she can.
6 Jodie’s
7 Louise’s
Exercise 7
2 We’ll let you have a
party if you promise not
to be noisy.
3 You won’t pass your
exams if you don’t
study.
4 If you don’t try
harder, you won’t get
anywhere in life.
5 If you tell the truth,
I won’t get angry.
6 You’ll be late if you
don’t hurry.
Exercise 2. Then in pairs, ask and answer the questions.
1 If you accidentally broke a window at home, would
a story?
you tell the truth or would you
2 If you told your parents a lie, would they
it or
you?
would they
3 If a friend wanted to stay out late, would you
him/her?
18 Read the question below and watch the
video. Say what the speakers answer. Then in pairs,
ask and answer the question.
Exercise 8
2 were
3 could
4 went
5 didn’t have
Exercise 9
1 make
2 fall for, see through
3 cover for
If you could go anywhere for a weekend, where
would you go and who with?
GRAMMAR VIDEO
1
Grammar Reference and Practice > page 182
5
2.29 In pairs, say why you think Jodie and Dylan
want their parents to go away. Then listen and check.
They want their parents to have a great wedding anniversary.
□ I can use the first and second conditional to talk about possible and hypothetical situations.
• As an extension to the Grammar Video
activity, you could ask students to
discuss the following questions in their
pairs: If you could buy any one thing for
yourself, what would you buy? If you
could buy any one thing for someone
else, what would you buy and who for?
Encourage students to give reasons for
their answers.
FURTHER PRACTICE
• Photocopiable extra Grammar Video
activity 6, page 267
79
• Photocopiable resource 23: Complete
and match, pages 279, 311
• Extra digital activities: Grammar
Checkpoint 6A
• Grammar Reference and Practice,
Student’s Book page 182
ASSESSMENT
• Workbook pages 64–65/Online Practice
Grammar Quiz 6A
97
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6B READING AND VOCABULARY
Exercise 5
Ways of speaking:
groan, murmur, sigh
Ways of looking: gaze,
glance, stare
Facial movements:
frown, grin, raise an
eyebrow, roll your
eyes, wink
Body movements:
hug, shake your head,
shiver, shrug your
shoulders
Exercise 8
When the couple
were trying to cash in
the prize, they were
arrested for stealing.
1 SPEAKING In pairs, answer the questions.
6 Choose the correct verbs.
1 What would you do if you found a sports bag at a bus
stop and you were the only person there?
2 What would you do if you opened the bag and found
$5,000 inside?
3 Would your decision be different if you knew the
money belonged to a poor/rich person/a criminal?
Say why.
4 If you decided to keep the money, would you make
up a story about where you got it or would you tell
the truth?
5 If you lied about where you got the money, would
your friends and family fall for your story or would
they see right through you?
1 If you don’t want someone to hear you, you sigh /
whisper.
2 If you’re in pain, you groan / murmur.
3 It’s rude to glance / stare at someone.
4 He gazed / winked into the eyes of the girl he loved.
5 You frown / grin when you’re not happy.
6 You hug / shiver when you’re cold or frightened.
7 Parents don’t like it if you raise / roll your eyes at them.
8 If you don’t want to do something, you shake / shrug
your head.
7 In pairs, speak, look or move in ways that match the
verbs above. Guess what your partner is doing.
2 Look at the picture and the title of the story. In pairs,
Student A speaks very quietly.
B You’re whispering.
A Yes, your turn.
Student B smiles widely.
A You’re grinning.
say what you think the person in the picture will do.
Read the story quickly to check your ideas.
3 Read the story again. Match sentences A–H with gaps
1–5 in the story. There are three extra sentences.
A They didn’t know the story was covered by news
channels nationwide.
B Lola thanked him for returning her money.
C Had they made the right decision?
D It probably belongs to a criminal!
E Then he glanced at the money on the table.
F ‘Thanks to all the publicity in the media, we raised
over $12,000!’
G ‘I didn’t know then what I know now,’ he said.
H ‘But nobody will ever know you took it,’ she said.
8
2.32 SPEAKING In pairs, discuss what you would do
in the situation below. Then listen. What happened to
the couple who actually were in that situation?
1 What would you do if you found a lottery ticket on the
pavement?
2 If you kept the ticket and it turned out to be the
winning ticket, what would you do then?
9 REFLECT | Values In groups, discuss the quotes. Which do
you agree/disagree with? Say why.
4 In pairs, ask and answer the questions.
Crime never pays in the end.
1 In your opinion, did Trent do the right thing?
2 What do you think Trent and Freya will do with the
rest of the money?
3 What would you do if you were in their position?
Anonymous
Integrity is doing the right thing
even when no one is watching.
C.S. Lewis, English author
5 In pairs, check the meaning of the highlighted words
and phrases in the text. Then add their infinitive forms
to the vocabulary map.
,
19 WATCH AND REFLECT Go to page 167. Watch
the documentary W
Why
hy do we lie? and do the
exercises.
Ways of looking
,
,
COMMUNICATING
Facial movements
,
,
,
80
AUDIO SCRIPT page 219
VIDEO SCRIPT page 238
CULTURE NOTES page 208–209
EXTRA ACTIVITIES IN CLASS
• After checking answers to Exercise 6,
get students to write similar definitions
M01 High Note TB3 09593.indd 98
Body movements
,
,
,
□ I can understand the development of ideas in a short story and talk about being honest.
REFERENCES
98
,
DOCUMENTARY VIDEO
Ways of speaking
whisper,
whisper
,
for the verbs in italics they did not
choose. Point out that in items 7 and 8,
they need to define collocations (and
not single words, as in items 1–6). Elicit
or give them the correct collocations
for the two verbs (raise an eyebrow,
shrug your shoulders). If you think your
students will struggle with these, you
could ask them to only write definitions
for the verbs in 1–6.
• If your class has Internet access, you
could get students to look for more
quotes about integrity like the ones
in Exercise 9. They can then share and
discuss their quotes in pairs, small
groups or, if time is short, as a whole
class. They could also select a few of
the quotes and make them into posters
to display around the classroom.
29/08/2019 14:12
IF YOU KEEP IT, WE’LL BE RICH
06
2.31
‘If you keep it, we’ll be rich,’ whispered Freya.
Trent glanced at the bag. There was enough money in it for
them to pay off all their debts, to get a decent place to live and
to mend his broken bicycle.
5
‘I don’t know, Freya,’ he sighed. ‘With my luck, it’ll just
cause problems if I keep it.’
Freya raised an eyebrow.
eyebrow 1 H
That was true, he thought. He’d found the bag at a bus
stop. Nobody had seen him pick it up, he was sure of that.
10 And there were no security cameras there.
‘We really need the money, Trent’ insisted Freya, staring
at the bag.
Trent frowned. ‘But if I kept it, I’d feel bad … dishonest.
What if the money belongs to someone that needs it more
15 than we do?’
Freya rolled her eyes. ‘Nobody can need the money more
than we do!’ she groaned. ‘We’re out of work and we live in
a lousy trailer, for goodness’ sake!’ She shivered. It was cold.
Trent wasn’t convinced. ‘We should give it back to the
20 rightful owner,’ he murmured.
‘But we don’t know whose money it is,’ argued Freya. ‘If we
knew who it belonged to, we could give it back to them but
we don’t know! Anyway, which honest person would carry
$5,000 in cash in a sports bag? 2 D
o we sho ld keep
25 it, right?’
Trent gazed into her eyes. Then he made up his mind.
He took her hand in his and shook his head.
The next day, Trent took the money to the police. Then he
returned to his usual life, washing car windscreens during
30 the day and sleeping in the trailer at night.
Three days later Trent and reya woke p to find a T
crew at the door. Standing behind them was a young woman.
‘Trent Jamieson?’ asked the reporter, who Trent vaguely
recognised from the days when he owned a TV.
‘Yes,’ he replied. There was a red light flashing on the camera.
‘This is Lola García.’ The reporter pulled the young woman
forward. ‘It was her money you found.’
Lola explained the money had come from selling her car.
‘I had to sell it to pay my fees,’ she said. ‘They were going
40 to throw me out of college. I can’t thank you enough.’
Trent shrugged his shoulders. ‘It was the right thing to do,’
he said.
35
Neither Trent nor Freya saw the TV report. 3 A
So there was no way they could know what Lola was doing.
Two weeks later the TV crew returned to the campsite with
Lola. This time she had a large envelope in her hands and
a huge smile on her face.
‘I wanted to reward you for your honesty so I set up
a crowdfunding site,’ she said. 4 F
50
Lola hugged Trent, Freya grinned and the reporter winked
at the cameraman.
45
There was more good news to come. A businessman
who’d seen the story on TV was so impressed with Trent’s
honesty that he offered him a job as a security guard. Trent
55 and Freya moved into an apartment and the day before he
started work Trent ot his bike fi ed
‘What shall we do with the rest of the money?’ asked Freya
when Trent ame home tired b t happy rom his first day at
work.
60
Trent thought for a second. 5 E
e sho ld i e it to
someone who really needs it,’ he said. ‘I mean, it’s not really
ours, is it?’
GLOSSARY
lousy – awful
trailer – mobile home
81
FURTHER PRACTICE
Workbook pages 66–67/Online Practice
NEXT CLASS
Ask students to make a list of different
things a lottery winner might do with
the money they win.
99
M01 High Note TB3 09593.indd 99
29/08/2019 14:12
6C LISTENING AND VOCABULARY
Exercise 2
The radio show reveals
that winning the lottery
is the least likely event
listed in Exercise 1.
Exercise 4
The show suggests
that the following
are good choices:
remain anonymous,
donate to charity,
make investments,
stay active.
1 Which of these things is the least likely to happen to a
person in their lifetime? Discuss in pairs.
6 Complete the table with the noun forms of the
adjectives. Use a dictionary if necessary.
becoming an astronaut being struck by lightning
winning a lottery jackpot winning an Oscar
winning an Olympic gold medal
2
2.33 Listen to the beginning of a radio programme
and check your ideas from Exercise 1.
3 Work in pairs. Which of the following do you think are
good choices for a lottery winner? Say why.
buy expensive cars donate to charity
give the money to your parents
go on expensive holidays make investments
remain anonymous stay active stop working
Exercise 7
2 happiness
3 envy
4 disappointment
5 loneliness
6 embarrassment
7 sympathy
8 excitement
4
5
2.34 Listen to the rest of the programme and check
your ideas from Exercise 3.
Exercise 9
• sadness, happiness
• jealousy, sympathy
• disappointment,
embarrassment,
excitement
Nouns
happy
happiness
lonely
loneliness
sad
sadness
embarrassed
embarrassment
disappointed
disappointment
excited
excitement
envious
envy
jealous
jealousy
sympathetic
sympathy
7 Complete the sentences with nouns from the table in
Exercise 6.
1 Jealousy is a useless emotion and I try not to waste
time on it.
2 I think we need to experience sadness, so we can
appreciate
.
3 I don’t feel any
for famous people. I’d prefer to
be anonymous.
4 I’d never buy a lottery ticket because I know it’s
almost certain to end in
.
5 If I lived alone, I don’t think I’d be able to cope with
the
.
6 I find it very difficult to hide my
when someone
gives me a compliment in public.
7 I feel
for anyone who is attacked on social
media whether they are famous or not.
8 I enjoy the
of doing the lottery even though
I know I’m not likely to win.
2.34 Listen again and choose the correct answers.
1 Dale Glover’s book After the Jackpot is about
a how to win the lottery.
b the history of lotteries.
c people who won the lottery.
2 Dale suggests that the example of Jane Park shows
a a millionaire’s lifestyle isn’t right for everyone.
b having too much money is as bad as having too
little.
c relationships are easier when people are rich.
3 Which of the following is not true of Jane’s
relationships after her win?
a Her relatives are extremely jealous.
b She can’t always tell if people are being honest
with her.
c People she doesn’t know are mean to her online.
4 When you win a lottery, it’s never a good idea to
a stay anonymous.
b stop being active.
c donate to charity.
Adjectives
8 In pairs, say if the sentences in Exercise 7 are true for
you or if you agree with them.
9
2.35 PRONUNCIATION Listen and find the schwa /ə/
/ /
sounds in the words below. Then read out the
sentences in Exercise 7 and focus on pronouncing the
schwa sound.
• loneliness,
ss, sadness, happiness
• jealousy, sympathy
• disappointment, embarrassment, excitement
10 SPEAKING What would you do if you suddenly received
a huge amount of money? Discuss in groups.
82
□ I can identify specific details in a radio programme and talk about winning a lottery.
REFERENCES
AUDIO SCRIPT page 219–220
EXTRA ACTIVITIES IN CLASS
100
• Before Exercise 3, refer students to the
lists they made at home and elicit ideas
around the class. Write students’ ideas on
the board and then get them to compare
their lists with the one in Exercise 3.
M01 High Note TB3 09593.indd 100
• After Exercise 8, students choose one of
the emotions in the table in Exercise 6
and then, in small groups, talk about
a time when they felt that way.
FURTHER PRACTICE
• Workbook page 68/Online Practice
• Photocopiable resource 24: After
the jackpot, pages 279, 312
NEXT CLASS
Students prepare a short quiz for a partner.
They should think of three or four different
ways to complete the question: What
would you do if you saw somebody … ? They
should write down their questions so that
they can ask a partner in the next lesson.
29/08/2019 14:12
QUIZ
Are you in touch with your feelings and those of other people?
Take our empathy test and find out!
06
For each statement say whether you agree strongly (AS), agree (A),
disagree (D), or disagree strongly (DS).
1
If people are unhappy, I enjoy
making them feel better.
2
When I upset someone, I feel bad.
3
I find it hard to guess how someone
is feeling unless they are a close
friend.
4
After I have an argument with
someone, I’m usually the first one to
try to make up with them.
5
I’m not really interested in how
other people feel unless it affects
me directly.
9
I can talk to almost anyone as long
as they show an interest in having
a conversation with me, too.
6
I don’t share personal information
with people until I know them very
well.
10
Provided that they aren’t dangerous,
I generally prefer animals to people.
7
Before I discuss my problems with
others, I try to solve them myself.
8
As soon as someone starts crying,
I begin to feel irritated.
6D GRAMMAR
1 In pairs, discuss the meaning of the word 'empathy'. Then
ask and answer these questions:
1 Who is the most empathetic person you know? Say why.
2 Do you find it easy or difficult to empathise with others?
2 In pairs, do the quiz. Then check your scores on page 197.
Do you agree with your results?
The zero conditional and alternatives to if
3 Look at sentences a–b and answer the questions. Then
read the Grammar box and Watch out! and check.
a If people are unhappy, I enjoy making them feel better.
b I enjoy making people feel better when they are unhappy.
1 Do the sentences refer to something that is true only in
the present, only in the future, or always?
2 In sentence a, which clause gives the condition and
which gives the result?
3 Which tenses are used in each clause?
4 Which word could you use instead of if without
significantly changing the meaning of the sentence?
5 When you change the order of the clauses (sentence b),
what change to punctuation do you need to make?
Remember that unless = if not.
I don’t share personal information with people unless
I know them well.
I don’t share personal information with people if I don’t
know them well.
4 Use the prompts and if or when to write zero
conditional sentences. Be careful with commas.
1 I / nervous about something / I / start sweating
When I’m nervous about something, I start sweating.
2 I / feel embarrassed / my cheeks / go red
3 my dad / eat a lot of chocolate / he / feel stressed
4 my mum / talk very quickly / she / get excited
5 my sister /ask / her friends for advice / she / have
a personal problem
5 Make Wh- questions about the situations in
Exercise 4. Then in pairs, ask and answer the
questions.
1 What do you do when you feel nervous?
6 Choose the best alternative to if to complete the
sentences.
The zero conditional and alternatives to if
We use the zero conditional to talk about real situations that
are always true.
The condition
The result
If + Present Simple, Present Simple
In all conditional sentences the if clause can come before or
after the result clause. When the if clause is first, it is followed
by a comma.
Alternatives to if
In zero conditional sentences we can use when instead of if
with little or no change in meaning.
In conditional sentences we can also replace if with unless, as
soon as, as long as, until, provided that, before, after.
Grammar Reference and Practice > page 182
WATCH OUT!
1 I don’t tend to say very much before / as soon as
I have my morning coffee.
2 I don’t find people attractive after / unless they are
good listeners.
3 As soon as / As long as I see my best friend, I know
how he or she is feeling.
4 Before / As long as I trust someone, I’m comfortable
asking for personal advice.
5 After / Before I tell someone my problems, I usually
feel better.
6 I don’t truly relax until / provided that I’m alone in
my room.
Exercise 3
1 always
2 the first (if) clause
gives the condition, the
second (main) clause
gives the result
3 both Present Simple
4 when
5 remove the comma
Exercise 4
2 If/When I feel
embarrassed, my
cheeks go red.
3 My dad eats chocolate
in bed if/when he feels
stressed.
4 My mum talks very
quickly if/when she
gets excited.
5 My sister asks her
friends for advice
if/when she has
a personal problem.
Exercise 5
2 What do you do
when you feel
embarrassed?
3 What does your
dad do when he feels
stressed?
4 What does your mum
do when she gets
excited?
5 What does your
sister do when she has
a personal problem?
7 SPEAKING In pairs, say if the statements in Exercise 6
are true for you.
□ I can use the zero conditional to talk about real situations that are always true.
EXTRA ACTIVITY IN CLASS
FURTHER PRACTICE
ASSESSMENT
Start the class by putting students in
pairs or small groups to ask and answer
the quiz questions they prepared at
home. They should take it in turns to
ask a question for their partner/group
to answer. When they have finished,
ask them to share any interesting or
surprising answers with the class.
• Grammar Reference and Practice,
Student’s Book page 182
Grammar Quiz 6D
M01 High Note TB3 09593.indd 101
Exercise 1
Empathy is the ability
to understand other
people’s emotions and
problems.
• Workbook page 69/Online Practice
• Photocopiable resource 25: How good
a friend are you?, pages 279, 313–314
• Extra digital activities: Grammar
Checkpoint 6D
83
NEXT CLASS
Ask students to think of different
situations in which they have been asked
for advice and make notes.
101
29/08/2019 14:12
1 What’s the best and worst way to tell
a friend that you have to cancel an
arrangement to meet?
2
Exercise 2
1 She was invited to
a party and she really
wants to go, but she
was supposed to be
going to Brighton that
weekend to stay with
Jane, her best friend at
primary school.
2 Claire advises Sally to
tell Jane the truth.
20
2.36 Watch or listen to Part 1
of a story and answer the questions.
1 Why does Sally ask for Claire’s advice?
2 What advice does Claire give to Sally in
the end?
3 What would you do if you were Sally?
4 How do you think Jane will feel when
Sally calls her to explain?
3
COMMUNICATION VIDEO
6E SPEAKING
21
2.37 Watch or listen to Part 2
of the story. How are Jane’s and Sally’s
situations similar?
They both got other invitations for the weekend.
4 Complete the Speaking box with the
words from the box.
better helpful problem thought
were wonder
| reacting to advice
SPEAKING Asking for, giving and
Asking for advice
I 1 wonder if you could give me some
advice.
What do you think I should/ought to do?
Do you think I need to/should …?
I’ve got a bit of a 2 problem and I don’t know
what to do.
I’ve no idea how/what to ...
I’d really appreciate your advice.
I’m at (a bit of) a loss.
Giving advice
You could/ should(n’t)/ought (not) to…
I (don’t) think you should ...
You’d 3 better (just) tell her the truth.*
You’d better not do this ...
It’s probably (not) a good idea to …
The first/best thing to do is …
If I 4 were you, I’d go to Paris.
5 Choose the correct answers to complete the dialogues.
1 A I really can't go to Pam’s party … I’m thinking of making an
excuse and telling her I’m not feeling well. Do you think that’s
a good idea?
B a No, I don’t think you should do that.
b That’s really helpful, thanks.
2 A What do you think I should do: text my friend to cancel our plans,
or give her a call?
B a I never thought of that, good idea.
b If I were you, I’d call her.
3 A I’m afraid my friend won’t understand. I’ve no idea what to tell
him.
B You’d better talk to your mom, she'll know what to do.
A a I’d really appreciate your advice.
b I don’t know if she can help me but I’ll give it a try.
4 A I'm at a loss. How can I tell Susan that she can't visit me this
Saturday? I have a cold!
B a I thought about doing that, but it will not work.
b You should explain the situation and invite her on
a different weekend.
Reacting to advice
Thanks. That’s really 5 helpful .
You’re right, that’s good advice, thanks.
I never thought of that, (it’s a) good idea.
I don’t know if it’ll work but I’ll give it a try.
I 6 thought of that but I’m pretty sure ...
I thought about doing that but ...
6 In pairs, offer advice in these situations. Use the language from the
* strong advice, similar to ‘you have to’
7 In groups, ask for and give advice about real or invented problems.
Speaking box.
• Your friend is thinking of shaving his/her head.
• Your cousin wants to become a vegan.
• Your friend wants to drop out of school and get a job in a burger bar.
A I’m thinking of shaving my head.
B If I were you, I wouldn’t do it.
Use the language from the Speaking box.
A My parents won't let me buy a motorbike. What should I do?
B If I were you I'd listen to them, it's a dangerous sport.
84
□ I can ask for, give and react to advice on a wide range of subjects.
REFERENCES
VIDEO/AUDIO SCRIPT page 238
EXTRA ACTIVITIES IN CLASS
102
• Do this activity after Exercise 6 or 7.
Refer students to the notes they
made at home and put them in pairs.
Depending on the time available,
get them to choose 2–4 situations from
M01 High Note TB3 09593.indd 102
their notes and role play them. They
should take it in turns to ask for and
give advice using phrases from the
Speaking box.
• This activity revises vocabulary from
Lesson 6B and is best done at the end
of the lesson. Copy the vocabulary map
from Exercise 5 in Lesson 6B onto the
board. Play the communication video
from this lesson again, asking students
to raise their hand every time they see
or hear one of the characters do one
of the things in the vocabulary map.
Pause the video and elicit the correct
verb/verb phrase each time.
FURTHER PRACTICE
Workbook page 70/Online Practice
29/08/2019 14:12
06
6F VOCABULARY | Relationships, conflicts and problems
Dilemma
P
Pbea3
My older sister is in a serious relationship but her boyfriend has changed recently. He
spends most of his time with his friends and ignores her! She’ss crazy about him but he’s
making her unhappy. Everyone thinks she should break up with him but I’m worried it
will break her heart if they split up.
up What should I tell her? How can I help her?
Ex-friend
Joyoloyo
I’ve fallen out with my best friend. She makes lots of promises but in the end she
always lets me down! Now another friend told me she’s been talking about me
behind my back . I’m
m through with her. I’ve forgiven her before but this
his time
we won’t make up.
up We’re finished.
Afraid
LukU
I’ve fallen in love with a girl. I know I should ask her out but I’d be
heartbroken if she refused to go out with me or if we didn’t hit it off.
off
What should I do?
Amy’s
advice
site
Help!
phillingXJ
This guy at school is really mean! He bosses me around and makes fun of me. If
I complain, he just laughs at me and insults me. I’ve had enough! I can’t put up
with it anymore. I’m worried I’ll lose my temper,
temper do something stupid and get into
trouble.
1 What kind of advice would you ask these people for?
Discuss in groups.
a blogger a teacher your best friend your parents
I’d ask my dad about computer stuff and my best friend
about …
2 Read the texts from Amy’s advice site. In pairs, decide
which person has the most serious problem. What
advice do you think Amy will give them?
3 Look at the highlighted words and phrases in the texts
and add them to the lists below.
5 In pairs, choose the correct options to complete Amy’s
advice. Do you agree with her? Say why.
Joyoloyo,
I know how you feel. It’s hard to 1
with it when
a friend insults you or 2
. However, before you
decide to end this friendship maybe you should give her
another chance. When I was younger, I 3
with my
best friend because she was always 4
me around
and telling me what to do. But a few weeks later, when
I5
, she stood by me in my time of need. She didn’t
6
. We 7
and now we’re still best friends.
1 Happy relationships: be in a serious relationship, …
2 Problems and conflicts: break up with sb, …
4 In pairs, complete Amy’s advice to LukU with one word
in each gap. Do you agree with her? Say why.
LukU,
Keep cool. You’ve got to realise that
when you ask someone 1 out , it doesn’t
always lead to a serious 2
. The girl
might not agree to 3
out with you
but you won’t know if you don’t try. I’m
sure it won’t really 4
your heart if
she says no. If she says yes, don’t worry
if you don’t 5
it off immediately.
Just because you’re 6
about
in
someone doesn’t mean they’ll 7
love with you straight away. Give it time.
1 a fall out
2 a hits it off
3 a fell out
4 a breaking
5 a got into trouble
6 a ask me out
7 a made up
b put up
b talks behind your back
b made up
b bossing
b lost my temper
b let me down
b were through
6 Write a reply giving advice to either Pbea3 or
phillingXJ. Use the vocabulary in this lesson and the
phrases in the Speaking box in lesson 6E to help you.
7 SPEAKING In pairs, ask and answer these questions.
1 Have you ever lost your temper and got into trouble?
Do you know anyone who has? What happened?
2 Do you know anyone who likes to boss other people
around? Who? What do you think of him/her?
3 How would you feel if you heard a good friend
talking about you behind your back?
4 Have you ever fallen out with a friend? What
happened? Did you make up again?
□ I can talk about relationships, conflicts and problems.
EXTRA ACTIVITY IN CLASS
FURTHER PRACTICE
ASSESSMENT
Depending on your teaching situation
and if you think your students will feel
comfortable doing so, after Exercise 7,
get them to discuss a few more personal
questions using vocabulary from the
lesson: Has anyone ever: a) made fun
of you? Who? When? b) insulted you?
What happened? How did you react?
• Workbook page 71/Online Practice
Vocabulary Quiz 6
• Photocopiable resource 26: Love and
War, pages 279, 315
NEXT CLASS
M01 High Note TB3 09593.indd 103
• Extra digital activities: Vocabulary
Checkpoint 6
Exercise 3
1 be crazy about sb,
make up (with sb), fall
in love with sb, ask sb
out, go out with sb,
hit it off
2 break sb’s heart, split
up (with sb), fall out
with sb, let sb down,
talk behind sb’s back,
be through with sb, be
heartbroken, boss sb
around, make fun of sb,
insult sb, put up with,
lose your temper, get
into trouble
Exercise 4
2 relationship
3 go
4 break
5 hit
6 crazy
7 fall
85
Ask students to think of different
situations in which they would prefer to
lie rather than tell the truth. They should
make notes about the situations and also
note down their reasons.
103
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6G WRITING | A for-and-against essay
Is honesty always
the best policy?
of us say we value honesty, yet we are all dishonest occasionally. Should you always attempt to tell
1 Most
the truth, or can it sometimes be acceptable to lie?
are many reasons why you should always try to be honest. To begin with,
with lying is morally wrong
2 There
because it deceives and misleads people. Furthermore, although many pu lic gures set a poor e ample,
most adults know it is wrong to lie for personal or nancial gain, or to hide guilt or co er for someone who
has done wrong. Finally, lies create distance and destroy relationships. For this reason, lying to someone
you love is particularly unacceptable.
aving said that,
that it may sometimes be preferable not to tell the whole truth. For instance, when we want
3 Having
to avoid hurting someone’s feelings or appear to be well-mannered, we might agree that a friend’s new
haircut is ‘nice’, or thank someone for a ‘lovely’ gift, regardless of how we actually feel about these
things. What is more, people sometimes lie or make up stories to avoid upsetting someone vulnerable. For
example, it may be easier for a young child to accept that the family dog ‘has gone to live on a farm’, than
to try to deal with the death of a much-loved pet.
, honesty is generally the best policy, but there are times when lying can make things easier
4 TTofor conclude
other people. Personally, I believe it’s usually better to tell a harmless white lie than to hurt someone.
86
EXTRA ACTIVITIES IN CLASS
• Start the class by referring students
to the notes they made at home and
getting them to discuss the situations
and their reasons. They could do this in
pairs, small groups or as a whole class.
• Before students attempt the writing
task in Exercise 9 on their own, you
could get them to plan another forand-against essay in pairs, using one
of the topics in Exercise 8. They should
follow steps 1–2 in Exercise 9 to plan
their essay. They can then write their
essay for homework, using the plan
they made with their partner.
FURTHER PRACTICE
Workbook page 72/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 88–89.
104
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06
1 In pairs, discuss these questions.
1 A ‘white lie’ is a lie about a small or unimportant
thing, usually told to avoid hurting someone’s
feelings. Can you think of some common examples?
2 Is it possible to always tell the truth?
2 Read the essay and answer the questions.
1 Does the writer mention any of the things you
discussed in Exercise 1?
2 What is the writer’s personal opinion and do you
agree with it?
3 Match paragraphs 1–4 with descriptions a–d.
a
b
c
d
□3 Arguments against always telling the truth.
□3 The author’s view on always telling the truth.
□2 Arguments for always telling the truth.
□1 An introduction to the topic of honesty and
dishonesty.
4 Study the Writing box. Then find more arguments for
and against always telling the truth with reasons and/
or examples in the essay.
WRITING | A for-and-against essay
A for-and-against essay should be formal in tone.
Paragraph 1
Begin with some general points, or say that an issue is
controversial:
Most of us say we value honesty, yet we are all
dishonest occasionally.
End with a statement or question that mentions both
sides of the issue:
Should you always attempt to tell the truth, or can it
sometimes be acceptable to lie?
Paragraph 2
Give several arguments for the issue and support with
examples and reasons:
To begin with, lying is morally wrong because it
deceives and misleads people.
Paragraph 3
Give several arguments against the issue and support
with examples and reasons:
What is more, people sometimes lie or make up stories
to avoid upsetting someone vulnerable. For example,
it may be easier for a child to accept that the family dog
‘has gone to live on a farm’, than to try to deal with the
death of a much-loved pet.
Paragraph 4
Summarise the debate briefly:
To conclude, honesty is generally the best policy, but
there are times when lying can make things easier for
other people.
Add your own opinion:
Personally, I believe it’s usually better to tell a harmless
white lie than to hurt someone.
5 Look at the linking words and phrases underlined in
the essay and put them in the correct group.
• Introducing new arguments: 1 To begin with ; First of
, Another point is;
all; Secondly; Furthermore; 2
Some/Most of us know/agree/say; Finally;
;
• Giving examples and support: For example; 3
;
Such as; According to; 4
• Introducing a contrast: However; On the other hand;
5
;6
, Nevertheless;
• Introducing a conclusion: In summary; In conclusion;
7
;
• Introducing your own opinion: In my opinion;
.
Ultimately, I think; 8
6 Choose the most suitable linking phrase in each
sentence. In one sentence both are possible.
1 Although / In summary other teenagers may
sympathise, they don’t always have the experience
necessary to offer good advice.
2 When we make a mistake, we learn from it and for
this reason / furthermore, young people should be
allowed to make their own decisions now and again.
3 There is almost no chance of winning, nevertheless /
another point is people seem to enjoy taking part in
lotteries.
4 On the other hand / Such as, there are also some strong
arguments for lotteries.
5 Another point is / What is more, no one understands
what a teenager is going through better than another
teenager. both possible
7 REFLECT | Values Is it unethical for parents lie to their
young children about the existence of mythical figures,
such as the Tooth Fairy? Discuss in groups.
8 Work in pairs. Match the sentences in Exercise 6 with
Exercise 2
The writer believes it’s
usually better to tell
a white lie than to hurt
someone.
Exercise 4
For:
… most adults know
it is wrong to lie for
personal or financial
gain, or to hide
guilt or cover for
someone who has
done wrong. … lies
create distance and
destroy relationships.
For this reason, lying
to someone you
love, is particularly
unacceptable.
Against:
… when we want
to avoid hurting
someone’s feelings
or appear to be wellmannered, we might
agree that a friend’s
new haircut is ‘nice’, or
thank someone for a
‘lovely’ gift, regardless
of how we actually feel
about these things.
Exercise 5
2 What is more
3 For instance
4 For this reason
5 Having said that
6 Although
7 To conclude
8 Personally, I believe
the essay topics a–c.
□2 Young people should always do exactly as their
parents tell them.
1 □
5 Friends are the best source of advice for
b □
teenagers.
3 □
4 National lotteries do more harm than good.
c □
a
9 WRITING TASK Choose one of the topics in Exercise 8
to write a for-and-against essay about. Follow the
instructions.
1 Make notes on arguments for and against the topic
you have chosen.
2 Think of supporting examples and reasons to include
in your essay.
3 Use the Writing box and the phrases in Exercise 5 to
write your essay.
Topic: National Lotteries do more harm than good.
Arguments for:
1 A lot of money from lotteries goes to charity.
2
Arguments against:
1 Lotteries give people false hope.
2
□ I can write a for-and-against essay.
87
105
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Word List
REMEMBER MORE
1 Complete the sentences with the
correct verbs. Then check with
the word list.
1 Bob will break Beth’s heart if he
tells her he doesn’t love her
anymore.
2 I’m not sure restarting my
phone will help, but I will give
it a try.
3 Tracy is very sociable but she
would never talk behind
anybody’s back.
4 Mum tried hard not to lose her
temper when she saw our test
results.
2 Complete the sentences with the
verbs from the word list.
When you …
1 shrug your shoulders, you show
that you’re not interested or
you don’t care.
2 shake your head, you show that
you don’t agree with someone.
3 roll your eyes, you show that
you’re annoyed or bored.
4 lie through your teeth,
you say something that is
completely false.
3 Which verb from the word list
make
get
break a window /ˌbreɪk ə ˈwɪndəʊ/
cover for sb (phr v) /ˈkʌvə fə ˌsʌmbɒdi/
fall for sth (phr v) /ˈfɔːl fə ˌsʌmθɪŋ/
false (adj) /fɔːls/
find out (phr v) /ˌfaɪnd ˈaʊt/
fool (v) /fuːl/
insist on sth (phr v) /ɪnˈsɪst ɒn ˌsʌmθɪŋ/
invent a story/an excuse /ɪnˌvent ə ˈstɔːri/ən
ɪkˈskjuːs/
lie (n, v) /laɪ/
lie through your teeth /ˌlaɪ θruː jə ˈtiːθ/
insist (v) /ɪnˈsɪst/
integrity (n) /ɪnˈteɡrəti/
keep (v) /kiːp/
lottery ticket (n) /ˈlɒtəri ˌtɪkət/
lousy (adj) /ˈlaʊzi/
mend (v) /mend/
murmur (v) /ˈmɜːmə/
nationwide (adv) /ˌneɪʃənˈwaɪd/
news channel (n) /ˈnjuːz ˌtʃænl/
own (v) /əʊn/
pay (v) /peɪ/
pay off debts /ˌpeɪ ɒf ˈdets/
lose your voice /ˌluːz jə ˈvɔɪs/
publicity (n) /pʌˈblɪsəti/
make sth up (phr v) /ˌmeɪk ˌsʌmθɪŋ ˈʌp/
pull sb forward (phr v) /ˌpʊl ˌsʌmbɒdi ˈfɔːwəd/
miss (v) /mɪs/
raise an eyebrow /ˌreɪz ən ˈaɪbraʊ/
see right through sb /ˌsiː raɪt ˈθruː ˌsʌmbɒdi/
reporter (n) /rɪˈpɔːtə/
straightaway (adv) /ˌstreɪtəˈweɪ/
return (money) (v) /rɪˌtɜːn (ˈmʌni)/
suspicious (adj) /səˈspɪʃəs/
reward sb for sth (v) /rɪˈwɔːd ˌsʌmbɒdi fə
ˌsʌmθɪŋ/
tell the truth/a lie /ˌtel ðə ˈtruːθ/ə ˈlaɪ/
trick (v) /trɪk/
upset (adj) /ˌʌpˈset/
wedding anniversary (n) /ˈwedɪŋ ænəˌvɜːsəri/
win the lottery /ˌwɪn ðə ˈlɒtəri/
rightful owner /ˌraɪtfəl ˈəʊnə/
roll your eyes /ˌrəʊl jər ˈaɪz/
rude (adj) /ruːd/
security camera (n) /sɪˈkjʊərəti ˌkæmərə/
security guard (n) /sɪˈkjʊərəti ɡɑːd/
6B READING AND VOCABULARY
5.37
set up a website /ˌset ʌp ə ˈwebsaɪt/
for something
in love
out with somebody
cameraman (n) /ˈkæmərəmən/
shiver (v) /ˈʃɪvə/
a promise
something up
up wih somebody
crowdfunding site (n) /ˈkraʊdfʌndɪŋ saɪt/
completes these phrases?
fall
6A GRAMMAR AND VOCABULARY
5.36
convinced (adj) /kənˈvɪnst/
cover a story /ˌkʌvər ə ˈstɔːri/
decent (adj) /ˈdiːsənt/
dishonest (adj) /dɪsˈɒnəst/
do the right thing /ˌduː ðə ˌraɪt ˈθɪŋ/
into trouble
excited
envelope (n) /ˈenvələʊp/
facial/body movements /ˈfeɪʃəl/ˈbɒdi
ˌmuːvmənts/
4 Do the task below.
Look at the word list and choose
5–8 verbs or phrases you want to
learn. Write a sentence with each
of them. Begin your sentence
with a name that starts with the
same letter as your verb, e.g. Mark
murmured something in my ear.
fees (n) /fiːz/
fix (v) /fɪks/
flash (v) /flæʃ/
frown (v) /fraʊn/
shake your head /ˌʃeɪk jə ˈhed/
shrug your shoulders /ˌʃrʌɡ jə ˈʃəʊldəz/
sigh (v) /saɪ/
stare at sb (v) /ˈsteər ət ˌsʌmbɒdi/
trailer (n) /ˈtreɪlə/
TV crew (n) /ˌtiː viː ˈkruː/
TV report (n) /ˌtiː ˈviː rɪˌpɔːt/
vaguely (adv) /ˈveɪɡli/
whisper (v) /ˈwɪspə/
windscreen (n) /ˈwɪndskriːn/
wink (v) /wɪŋk/
winning ticket /ˌwɪnɪŋ ˈtɪkət/
gaze (v) /ɡeɪz/
6C LISTENING AND VOCABULARY
5.38
give back (phr v) /ˌɡɪv ˈbæk/
be struck by lightning /bi ˌstrʌk baɪ ˈlaɪtnɪŋ/
glance at sth (v) /ˈɡlɑːns ət ˌsʌmθɪŋ/
cope with sth (v) /ˈkəʊp wɪð ˌsʌmθɪŋ/
grin (v) /ɡrɪn/
disappointed (adj) /ˌdɪsəˈpɔɪntɪd/
groan (v) /ɡrəʊn/
disappointment (n) /ˌdɪsəˈpɔɪntmənt/
honesty (n) /ˈɒnəsti/
do the lottery /ˌduː ðə ˈlɒtəri/
hug (v) /hʌɡ/
donate to charity /dəʊˌneɪt tə ˈtʃærəti/
88
EXTRA ACTIVITIES IN CLASS
106
• Play True or False with vocabulary
from the word list. Divide students
into teams. Give teams in turn true/
false statements about a word/
phrase, e.g. You complain when you’re
happy about something. (F) When you
boss somebody around, you tell them
what to do. (T). Students have to decide
M01 High Note TB3 09593.indd 106
if each statemet is true or false. In
stronger classes, students could also
play in groups, with players taking it in
turns to give statements for their group
to decide if they are true or false. Each
correct answer gives teams one point
and the team with the most points wins.
• Put students in pairs. Student A says
a word from the word list. Student B
spells it and then gives the translation
or, in stronger classes, a simple
definition in English. Then it is Student
B’s turn to give a word for A to spell and
translate/explain. Pairs continue for
3–5 minutes. Students win one point
for spelling a word correctly and one
for each correct translation/definition.
The student with the most points at the
end wins.
29/08/2019 14:12
06
embarrassed (adj) /ɪmˈbærəst/
trust (v) /trʌst/
split up (phr v) /ˌsplɪt ˈʌp/
embarrassment (n) /ɪmˈbærəsmənt/
upset (v) /ˌʌpˈset/
stuff (n) /stʌf/
envious (adj) /ˈenviəs/
6E SPEAKING
envy (n) /ˈenvi/
5.40
be at (a bit of) a loss /ˌbi ət (ə ˌbɪt əv) ə ˈlɒs/
excited (adj) /ɪkˈsaɪtɪd/
excitement (n) /ɪkˈsaɪtmənt/
give sb a compliment /ˌɡɪv ˌsʌmbɒdi ə
ˈkɒmpləmənt/
cancel your plans /ˌkænsəl jə ˈplænz/
explain the situation /ɪkˌspleɪn ðə ˌsɪtʃuˈeɪʃən/
feel well /ˌfiːl ˈwel/
happiness (n) /ˈhæpinəs/
give sb a call /ˌɡɪv ˌsʌmbɒdi ə ˈkɔːl/
hide (v) /haɪd/
give sth a try /ˌɡɪv ˌsʌmθɪŋ ə ˈtraɪ/
honest with sb (adj) /ˈɒnəst wɪð ˌsʌmbɒdi/
helpful advice /ˌhelpfəl ədˈvaɪs/
jealous (adj) /ˈdʒeləs/
make an excuse /ˌmeɪk ən ɪkˈskjuːs/
jealousy (n) /ˈdʒeləsi/
shave your head /ˌʃeɪv jə ˈhed/
loneliness (n) /ˈləʊnlinəs/
lonely (adj) /ˈləʊnli/
6F VOCABULARY
5.41
talk behind sb’s back /ˌtɔːk bɪˌhaɪnd ˌsʌmbɒdiz
ˈbæk/
6G WRITING
5.42
appear (to be) /əˌpɪə tə ˈbi/
deal with sth (phr v) /ˈdiːl wɪð ˌsʌmθɪŋ/
death (n) /deθ/
deceive (v) /dɪˈsiːv/
destroy (v) /dɪˈstrɔɪ/
dishonesty (n) /dɪsˈɒnəsti/
distance (n) /ˈdɪstəns/
do more harm than good /ˌduː mɔː ˌhɑːm ðən
ˈɡʊd/
ask sb out (phr v) /ˌɑːsk ˌsʌmbɒdi ˈaʊt/
do wrong /ˌduː ˈrɒŋ/
be crazy about sb /ˌbi ˈkreɪzi əˌbaʊt ˌsʌmbɒdi/
false hope (n) /ˌfɔːls ˈhəʊp/
make investments /ˌmeɪk ɪnˈvestmənts/
be in a serious relationship /ˌbi ɪn ə ˌsɪəriəs
rɪˈleɪʃənʃɪp/
gain (n) /ɡeɪn/
mean to sb (adj) /ˈmiːn tə ˌsʌmbɒdi/
be through with sb /ˌbi ˈθruː wɪð ˌsʌmbɒdi/
go through sth (phr v) /ˌɡəʊ ˈθruː ˌsʌmθɪŋ/
millionaire (n) /ˌmɪljəˈneə/
boss sb around (phr v) /ˌbɒs ˌsʌmbɒdi əˈraʊnd/
guilt (n) /ɡɪlt/
remain/stay anonymous /rɪˌmeɪn/ˌsteɪ
əˈnɒnɪməs/
break sb’s heart /ˌbreɪk ˌsʌmbɒdiz ˈhɑːt/
harmless (adj) /ˈhɑːmləs/
sad (adj) /sæd/
break up with sb (phr v) /ˌbreɪk ˈʌp wɪð
ˌsʌmbɒdi/
hurt sb’s feelings /ˌhɜːt ˌsʌmbɒdiz ˈfiːəlɪŋz/
sadness (n) /ˈsædnəs/
complain (v) /kəmˈpleɪn/
sympathetic (adj) /ˌsɪmpəˈθetɪk/
dilemma (n) /dəˈlemə/
sympathy (n) /ˈsɪmpəθi/
do sth stupid /ˌduː ˌsʌmθɪŋ ˈstjuːpəd/
waste time on sth /ˌweɪst ˈtaɪm ɒn ˌsʌmθɪŋ/
ex-friend (n) /ˌeks ˈfrend/
lottery jackpot (n) /ˈlɒtəri ˌdʒækpɒt/
lottery win (n) /ˈlɒtəri wɪn/
6D GRAMMAR
5.39
be in touch with your feelings /bi ɪn ˌtʌtʃ wɪð jə
ˈfiːəlɪŋz/
fall in love with sb /ˌfɔːl ɪn ˈlʌv wɪð ˌsʌmbɒdi/
fall out with sb (phr v) /ˌfɔːl ˈaʊt wɪð
ˌsʌmbɒdi/
financial gain /fəˌnænʃəl ˈɡeɪn/
make sth easier /ˌmeɪk ˌsʌmθɪŋ ˈiːziə/
mislead (v) /ˌmɪsˈliːd/
morally wrong /ˌmɒrəli ˈrɒŋ/
much-loved (adj) /ˌmʌtʃ ˈlʌvd/
mythical figure (n) /ˌmɪθɪkəl ˈfɪɡə/
now and again /ˌnaʊ ənd əˈɡen/
offer advice /ˌɒfər ədˈvaɪs/
forgive (v) /fəˈɡɪv/
pet (n) /pet/
get into trouble /ˌɡet ˌɪntə ˈtrʌbəl/
policy (n) /ˈpɒləsi/
empathise with sb (v) /ˈempəθaɪz wɪð ˌsʌmbɒdi/
go out with sb (phr v) /ˌɡəʊ ˈaʊt wɪð
ˌsʌmbɒdi/
public figure (n) /ˌpʌblɪk ˈfɪɡə/
get excited /ˌɡet ɪkˈsaɪtəd/
have enough /ˌhæv ɪˈnʌf/
good listener /ˌɡʊd ˈlɪsənə/
set a poor example /ˌset ə ˌpɔːr ɪɡˈzɑːmpəl/
heartbroken (adj) /ˈhɑːtˌbrəʊkən/
irritated (adj) /ˈɪrɪteɪtɪd/
tell the whole truth /ˌtel ðə ˌhəʊl ˈtruːθ/
hit it off /ˌhɪt ɪt ˈɒf/
make up (with sb) (phr v) /ˌmeɪk ˈʌp (wɪð
ˌsʌmbɒdi)/
unacceptable (adj) /ˌʌnəkˈseptəbəl/
ignore (v) /ɪɡˈnɔː/
unethical (adj) /ʌnˈeθɪkəl/
nervous about sth (adj) /ˈnɜːvəs əˌbaʊt
ˌsʌmθɪŋ/
insult (v) /ɪnˈsʌlt/
value (v) /ˈvæljuː/
laugh at sb (phr v) /ˈlɑːf ət ˌsʌmbɒdi/
vulnerable (adj) /ˈvʌlnərəbəl/
personal problem/advice /ˌpɜːsənəl ˈprɒbləm/
ədˈvaɪs/
lead to sth (v) /ˈliːd tə ˌsʌmθɪŋ/
well-mannered (adj) /ˌwel ˈmænəd/
let sb down (phr v) /ˌlet ˌsʌmbɒdi ˈdaʊn/
personal information (n) /ˌpɜːsənəl ˌɪnfəˈmeɪʃən/
white lie (n) /ˌwaɪt ˈlaɪ/
lose your temper /ˌluːz jə ˈtempə/
sb’s cheeks go red /ˌsʌmbɒdiz ˌtʃiːks ɡəʊ ˈred/
make a promise /ˌmeɪk ə ˈprɒməs/
share information /ˌʃeər ˌɪnfəˈmeɪʃən/
make fun of sb /ˌmeɪk ˈfʌn əv ˌsʌmbɒdi/
show an interest in sb/sth /ˌʃəʊ ən ˈɪntrəst ɪn
ˌsʌmbɒdi/ˌsʌmθɪŋ/
make up (phr v) /ˌmeɪk ˈʌp/
cry (v) /kraɪ/
empathetic (adj) /ˌempəˈθetɪk/
sweat (v) /swet/
regardless of sth (adv) /rɪˈɡɑːdləs əv ˌsʌmθɪŋ/
put up with sb/sth (phr v) /ˌpʊt ˈʌp wɪð
ˌsʌmbɒdi/ˌsʌmθɪŋ/
89
FURTHER PRACTICE
Workbook page 73/Online Practice
NEXT CLASS
Ask students to revise Unit 6.
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06 Revision
VOCABULARY AND GRAMMAR
1 Complete the story with one word in each gap.
Exercise 4
1 get
2 say, disagree
3 knocks, start
4 lose, feel
5 will win, trains
6 win, will be able to
7 won’t buy, gets
8 pay, will lend
‘Will you 1cover for me this afternoon at the
club, Georgie?’, Michael asked me today. He
was supposed to help at the gymnastics club
after school. Michael was very good at
2 aking
m
things up but he hadn’t made an
3 xcuse
e
to her about why he couldn’t be
there. He had told her the 4t ruth
. He didn’t
try to lie to me either because I always saw
straight 5through him and, anyway, I knew
the story.
Exercise 5
2 saw
3 were
4 would go
5 (would) explain
6 went
7 would be
8 wouldn’t put up
9 had
10 wouldn’t go
11 spoke
12 asked
Michael had fallen for a girl who he really
out. The
liked, and they started 6going
problem was he got really 7jealous when she
spoke to other boys. She is a really nice girl
who would never 8let
anyone down and
disappoint them, but Georgie started to boss
her 9a round so she 10broke
up with him.
Although she had broken his 11heart
,
I hadn’t felt much 12sympathy for him at the
time because of the way he’d behaved.
But now that Michael was going to ask her to
forgive him, I changed my mind and said ‘Yes,
I will cover for you.’
2 Choose the correct words to describe the
pictures.
3 Complete the sentences with the words from the box.
ask back crazy fun go love put temper trouble up with
1 If you fancy someone, you should ask them out but don’t worry
if they won’t go out with you.
2 If I were you, I wouldn’t make fun of your sister. You might
get into trouble !
3 Just because you’re crazy about someone doesn’t mean they’ll
fall in love with you.
4 You should never put up with a friend talking behind your
back .
5 If you lose your temper with your best friend and fall out with
him or her, you should apologise.
6 Splitting up with someone can make you feel lonely at
first – but it is only temporary.
4 Complete sentences 1–4 with the zero conditional form of the
words in brackets, and sentences 5–8 with the first conditional
form of the words in brackets. Then choose the correct word in
italics for each sentence.
1 Until / When people I don’t know talk (talk) to me, I (get)
very nervous.
2 They always
(say) what they think if/ before they
(disagree) with someone.
3 If / Unless a stranger
(knock) on the door, the dogs
(start) barking.
4 After / Provided that I
(lose) my temper, I usually
(feel) embarrassed.
5 She
(win) the race unless / as long as she
(train)
hard.
6 Unless / After you
(win) the lottery, you
(be able)
to buy a car.
7 He
(not buy) a new house as long as / unless he
(get) a well-paid job.
8 Provided that / Until you can
(pay) me back by Saturday,
(lend) you the money.
I
5 Complete the conversation with the second conditional form of
1 frown / grin
2 hug / glance
the verbs in brackets.
Alex Hi Jack. What 1 would you do (do) if you 2
someone bullying a friend at school?
Jack Why? Has something happened?
Alex Yes, it has and I’ve no idea what to do.
Jack Well, if I 3
teacher and I 5
3 shake your head /
shiver
4 raise an eyebrow /
shrug shoulders
(see)
(be) you, I 4
(go) straight to your class
(explain) what you saw.
(go) to the teacher, my
Alex I thought about that, but if I 6
(be) through with me.
best friend 7
Jack Really? Your best friend?
Alex Yes, he’s, unfortunately, the bully.
Jack How come he’s your friend then? I 8
that sort of behaviour.
Alex He’s got problems at home.
(not put up) with
Jack That’s no excuse. If I 9
(have) problems, I 10
go) round bullying people.
Alex I’m really at a loss.
5 roll your eyes / wink
6 stare / whisper
(not
Jack If you 11
(speak) to him about it and 12
(ask)
him to apologise to the student he was bullying, it might
help him too.
Alex Thanks!
90
REFERENCES
FURTHER PRACTICE
ASSESSMENT
AUDIO SCRIPT page 220
• Use of English, Student’s Book page 193
• Unit 6 Language Test (Vocabulary,
Grammar, Use of English)
• Class debates pages 264–265
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• Self-assessment 6 and Self-check 6,
Workbook pages 74–75/Online Practice
• Unit 6 Skills Test (Dictation, Listening,
Reading, Communication)
• Extra digital activities: Use of English,
Reading, Listening
• Units 5–6 Cumulative Review Test
• Unit 6 Writing Test
• Units 5–6 Exam Speaking
29/08/2019 14:12
USE OF ENGLISH
6 Complete the second sentence using the word in bold
so that it means the same as the first one. Use between
two and five words, including the word in bold.
1 Jane doesn’t focus so she makes a lot of mistakes.
FOCUSED
If Jane focused, she would make fewer mistakes.
2 I’m not brave enough to tell them I lied. BRAVER
, I would tell them I lied.
3 I think you should tell her how you feel. YOU
If
tell her how you feel.
4 She looked very surprised when she heard the news.
EYEBROW
She
in surprise when she heard the news.
5 You should start revising because the exams begin
next week. HAD
You
because the exams begin next week.
6 The price of the tickets is going up, so we must buy
them soon. UNLESS
soon, they will be more expensive.
7 I forgive people quickly provided that they say sorry. LONG
I forgive people quickly
say sorry.
Use of English > page 193
LISTENING
2.38 You are going to hear a woman talking about
7
her work. Complete the notes below with a word or
a short phrase.
STRATEGY | Notes completion
Read each gap and check what kind of information or
word is missing. Write exactly what you hear and do not
change the words in any way.
• As well as working as an agony aunt, June is
also a 1
•
.
SPEAKING
8 In pairs, role play the situation below. Then change
roles and do the task again.
Student A
You recently had an argument with your classmate.
You’d like to make up and you talk about this with
a friend from the UK. In the conversation discuss the
points below:
• Talk about your relationship with your classmate.
• Explain the reason for the argument and ask for
advice.
• Accept Student B’s advice.
• Say what you can do to get on better with the
classmate.
Student B
You are Student A’s friend from the UK. You are discussing
how to resolve his/her conflict with a classmate. Use the
phrases below to help you. You start first.
• How do you usually get on?
• So, what happened exactly?
• If I were you, I’d apologise.
• What can you do to improve your relationship?
Exercise 6
2 If I was/were braver
3 I were you, I’d
4 raised an eyebrow
5 had better start
revising
6 Unless we buy the
tickets
7 as long as they
Exercise 7
1 social worker
2 website
3 love and relationships
4 bullying
5 their family
6 loneliness
7 sympathetic
WRITING
9 Read the task below and write an essay.
STRATEGY | Essay
Read the essay question and make a note of the points
you need to include in the answer. In the task, you need
to address the two aspects mentioned in the task as well
as discuss one aspect of your own.
Parents shouldn’t try to control the lives of their
children who are over sixteen. Do you agree?
Write about:
1 going out at night
2 using technology
3
June communicates through social networks
and her 2
.
• In the last century, teens needed information
about 3
.
• Modern technology has created some new
problems for teenagers today such as
cyber-4
.
• She says some teens don’t want to talk to
5
•
about problems.
June thinks the key problem people suffer
from nowadays is 6
.
• June thinks agony aunts need to be
7
.
91
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LIFE SKILLS
How to set SMART goals
1 In pairs, discuss the questions.
1 Compare the colourful and black and white photos. What goals did the
people have? Have they achieved them or failed?
2 How important do you think it is to set yourself goals for the future?
3 What are some of your educational and personal goals for this year?
2 Do you have plans to achieve the goals you mentioned in Exercise 1? What
are you going to do and when?
3 Read the forum entries about failed goals. Match statements 1–4 with
entries a–c. There is one extra statement.
The speaker …
1 b failed to achieve a goal because of a lack of preparation.
2 a wasn’t sure which goal he/she wanted to achieve.
3 c did not do enough research to achieve a goal.
4
chose a goal that was impossible to reach.
□
□
□
□
4 Work in pairs. Why did the people fail to achieve their goals? What didn’t
Exercise 4
Possible answers:
A not clear about which
goal he/she wanted to
achieve; didn’t choose
a goal he/she really
wanted to achieve
B didn’t train hard
enough; took it too
lightly
C didn’t plan well
enough
they do? What advice would you give them?
5
2.39 Listen to an expert talking about setting goals. What is she talking
about? Choose the correct answer.
a Where to get advice on what our goals should be.
b How important it is to have big ambitions.
c How to make our goals easier to achieve.
d What to do if we fail to achieve a goal.
92
REFERENCES
EXTRA ACTIVITY IN CLASS
NEXT CLASS
AUDIO SCRIPT page 221
After Exercise 4, put students in pairs and
ask them to tell their partner about a goal
they failed to achieve. Why do they think
they failed? What didn’t they do? What
advice would their partner give them?
Students can create a SMART chart like
the one in Exercise 8 to use in their
presentations.
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05–06
Nick04
Charli3
A m finishing m first ear of nglish
at uni soon and it definitel hasn t t rned
out as I’d hoped. When I was at school,
I joined a student drama club. It was my
passion to act and I dreamt of a career on
the stage. But everyone told me it was too
challenging and I should choose a more
traditional job. So I thought I could study
something to do with languages because
was prett good at nglish and tho ght
maybe I could be a teacher. Both
oth of my
parents are teachers and they seem to
enjoy their jobs. My favourite subject
at school was History though, but I just
didn’t think there’d be many jobs available.
o went for nglish in the end ost
niversities have nglish co rses and
I didn’t think too much about what was
on the course as long as I got a degree.
But the course is boring, and I often skip
classes. I may not come back next year …
When my friend suggested we take
B W
part in the City half-marathon which takes
place once a year, I thought it was a great
idea have to admit m not that fit reall
– I don’t do a lot of sport. But you see
marathons on television with thousands
taking part so I thought I could manage
it. After all, I wasn’t out there to break
any records! Of course, I had these great
plans to train regularly and I went running
after school with my friend for a couple of
evenings – but then school work got in the
way so I didn’t really do much. The result
is that I did the half-marathon last Saturday
– but my legs went to jelly after a couple of
kilometres and I had to stop. It was
a bit embarrassing – but I guess I’m just
not built for running long distances. I shall
stick to exercises at home in the future!
6
2.39 Listen again. Complete the gaps with the words
from the box. There are two extra words.
deadlines easy how important possible what when
LIFE SKILLS | How to set SMART goals
S (SPECIFIC) Define exactly 1 what you want to achieve.
M (MEASURABLE) Think about how and 2
you’ve achieved your goal.
A (ACHIEVABLE) Set goals that are 3
you’ll know that
to achieve.
R (RELEVANT) Choose a goal which matters and is 4
T (TIME-BOUND) Set yourself 5
to you.
for achieving the goal.
7 Would you now give the same advice to the authors of the
forum entires? Say why.
8 Match statements a–e with questions 1–5 from the SMART
diagram.
a I want to reach my goal by the end of the term when we
have a big test.
b I will do the following to help me achieve the goal:
– record new words after each lesson in a notebook,
– draw mind maps and pictures,
– ask my friends to help me revise vocabulary before tests,
– write an article in English for the school’s website.
c I will keep track of the marks I get in English tests to check if
I get higher scores. I’d like to improve my average score by 10%.
d I want to improve and expand my English vocabulary.
I usually get lower marks in my English tests because I find it
difficult to learn new words.
e I want to pass my exams in English well. I also need English to
chat with my friends online.
Make a SMART goal
Your goal: improve my English, learn new vocabulary
S Specific What do you exactly want to achieve? 1
C Just got back from my trip to Spain,
France and Italy and I have to say it wasn’t
a success. I went with my Spanish friend
and the idea was to travel by train and
buses along the coast, stopping off at
interesting places on the way. Sounds a
cool idea, doesn’t it? Well, we thought so.
I cut down my spending a bit in the month
before we left so I’d have enough money
and we checked out the route which
Buster56 loo ed definitel doa le he pro lem was
that the fares and accommodation were
more than we had thought and I ran out of
money pretty early on. It’s a pity we didn’t
check how much these things cost and
didn’t plan a budget or how much time
we needed to save enough money. We
didn’t enjoy ourselves nearly as much as
we'd hoped to. I stayed in Barcelona at my
friend’s house for a week, but we were
both disappointed.
Exercise 6
1 what
2 when
3 possible
4 important
5 deadlines
d
M Measurable How will you know when your goal is met? 2
A Achievable What steps can you take to achieve your goal? 3
R Relevant Why is your goal important to you? 4
c
b
e
T Time-bound How long will it take you to reach your goal? 5
a
9 Do the task below.
LIFE SKILLS | Project
• Think of a goal related to education or your personal life.
• Follow the tips from this lesson about SMART goals and
answer the questions in the SMART chart in Exercise 8.
• Present your SMART goal to the class in the next lesson.
• Discuss each other’s goals. Do you think they are easy to
achieve? Can you think of other steps to reach them?
93
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07
In the spotlight
VOCABULARY TV news, viewing habits, success and failure, describing art, films,
books and plays
GRAMMAR
Reported speech, reported questions Use of English > page 194
SPEAKING
Describing a personal experience
WRITING
A review of a play
VIDEO
Grammar
Documentary
Communication
And finally …
2
And finally, the second orld og urfing hampionships are
taking place in alifornia. arlier today, we spoke to one of the
organisers. e said that about fifty dogs were competing in this
year’s championships. hat doesn’t sound like a lot but he asked us
to remember that only five dogs had taken part the year before.
e also pointed out that the event had attracted more spectators
and media interest than ever. e explained there were di erent
pri es depending on the weight of the dogs and the si e of the
waves. e admitted the dogs couldn’t surf as well as humans but
claimed that the dogs were learning fast and predicted that the
performances would be better than the previous year’s. e added
that there were also pri es for the best dressed dogs.
1
And finally, a popular new trend in the .
air facing is a way of brushing your hair so
it covers your face completely. o find out
more about it, we talked to some teenagers
at their school in righton. hey told us that
hair facing was becoming really popular
there. hey agreed the trend would last
because it was fun. ne girl explained she
had only started hair facing a few days
before. he confessed she had always
looked down on it until she had tried it.
nother girl claimed she felt more relaxed
with her hair over her eyes. teacher said he
didn’t like the fashion. e complained that
he couldn’t see his pupils’ faces so he didn’t
know if they were sleeping in class. e said
he would ban it if he could. owever, another
teacher told him not to criticise it if he’d
never tried it.
Exercise 1
‘And finally …’ reports
are news items that
often come last in a
TV news programme.
They are often human
interest stories or
involve animals.
94
7A GRAMMAR AND VOCABULARY
1 Read the information below and work out the meaning of the
highlighted words. What is an ‘And finally,…’ report?
TV news programmes always begin with the headlines followed
by the most important stories or breaking news. They often finish
with a curious or amusing news item which the newsreader
usually introduces with the words ‘And finally,…’. These reports
tend to be human interest stories or to involve animals.
2 In pairs, ask and answer the questions.
1 What TV or newspaper headlines do you remember from this
week’s news?
2 Can you remember a time when a newsreader interrupted
a programme to report some breaking news? What was it?
3 Which curious or funny human interest stories can you
remember from the news?
3 Look at the photos and read both ‘And finally, …’ news items.
Which one do you think is true and which fake? Say why.
Story 1 is fake and story 2 is true.
REFERENCES
EXTRA ACTIVITY IN CLASS
FURTHER PRACTICE
AUDIO SCRIPT page 221
This activity can be done before or after
Exercise 10. Put students in (new) pairs
and get them to tell each other about
some of the funniest and strangest things
people have said to them. Remind them
that they should use reported speech
and encourage them to use different
reporting verbs where possible.
• Photocopiable extra Grammar Video
activity 7, page 267
VIDEO SCRIPT page 239
CULTURE NOTES page 209
112
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• Grammar Reference and Practice,
Student’s Book page 183
• Workbook pages 76–77/Online Practice
29/08/2019 14:12
07
Reported speech
1 ‘After I had read the headlines last night my throat felt dry so
I decided to take a drink,’ Jack told / said us.
2 ‘There’s always a glass of water on the desk while I’m reading
the news but I don’t usually touch it,’ he asked / pointed out.
3 ‘I was in a hurry and spilt the water all down my shirt,’ he said /
told.
4 ‘Don’t laugh,’ his producer added / warned him.
5 ‘Once I started laughing, I couldn’t stop,’ Jack explained /
predicted.
6 ‘It’s the first time anything like that has ever happened to me,’
he claimed / replied.
7 ‘It won’t happen again in tomorrow’s programme,’ he admitted /
promised.
8 ‘I can’t believe I’m the human interest story on my own TV
channel,’ Jack agreed / confessed.
3.1 Listen to two interviews. Then read
news item 1 again. How are quotations below
reported in the text? How are the reported
sentences different from the originals?
1 ‘Hair-facing is becoming really popular
here.’
They told us that hair-facing was becoming
really popular there.
2 ‘It’ll last because it’s fun.’
3 ‘I only started hair-facing a few days ago.’
4 ‘I had always looked down on it.’
5 ‘I feel more relaxed with my hair over my
eyes.’
6 ‘I can’t see my pupils’ faces.’
7 ‘I would ban it.’
8 ‘Don’t criticise it!’
5 Study the Grammar box and check your answers
to Exercise 4. Then read news item 2 again
and find more examples of reported speech.
Reported speech
Direct speech
Reported speech
Present Simple
→ Past Simple
Present Continuous → Past Continuous
Past Simple
→ Past Perfect
Present Perfect
→ Past Perfect
will
→ would
can
→ could
must
→ had to
The Past Perfect, would, could, should and might
don’t change in reported speech.
With imperatives we use (not) to before the verb.
‘Remember!’
→ She asked/told me to
remember.
‘Don’t forget!’
→ She asked/told me not
to forget.
These expressions usually change:
Time: now → then/at that time; a few days ago
→ a few days before; yesterday → the day before/
the previous day; last year → the year before/the
previous year; tomorrow → the day after/ the next
day.
Places and things: here → there; this → that; these
→ those.
People: I/you → he/she, me/you → him/her;
my/your → his/her; we → they; our → their
Reporting verbs: add, admit, agree, ask, claim,
complain, confess, explain, point out, predict,
promise, reply, say, tell, warn.
7
3.2 Rewrite the quotes in Exercise 6 in reported speech to
complete the news story. Listen and check.
Jack told us that after he had read the headlines the night before his
throat had felt dry so he …
8 In pairs, transform the sentences to reported speech using the
words in brackets.
1 ‘I watched the news last night.’ (Rose/tell/friends)
Rose told her friends that she’d watched the news the previous night.
2 I hadn’t watched the TV news for ages. (She/claim)
3 I don’t think I’ll watch it again in the near future. (She/add)
4 I can get all the news I need on my phone. (She/explain)
5 Check all the information you get online because a lot of it is
false. (Mo/warn/the others)
6 I don’t believe everything I see on the news. (He/point out)
9 REFLECT | Society Which news sources (TV, radio, the Internet,
newspapers, etc.) do you trust the most/least? Say why.
10 SPEAKING Work in pairs. Use reported speech to talk about
a time when someone said something that made you feel
annoyed, confused, embarrassed, happy or relieved.
I was annoyed about something and my sister told me to calm
down. That made me laugh because she gets annoyed more than
anyone I know.
22 Read the question and watch the video. Say what
the speakers answer. Then in pairs, ask and answer the
question.
What's the one thing your parents always told you to do?
GRMMAR VIDEO
4
6 Choose the correct reporting verbs in sentences.
Grammar Reference and Practice > page 183
□ I can use reporting verbs to report stories.
• Photocopiable resource 27: What’s that
line?, pages 280, 316
• Extra digital activities: Grammar
Checkpoint 7A
ASSESSMENT
Grammar Quiz 7A
M01 High Note TB3 09593.indd 113
Exercise 4
1 Present Continuous
Past Continuous;
here ➔ there
2 They agreed the trend
would last because it
was fun. will ➔ would;
it’s (Present Simple) ➔ it
was (Past Simple)
3 One girl explained she
had only started hairfacing a few days before.
I ➔ she; only started
(Past Simple) ➔ had only
started (Past Perfect);
a few days ago ➔ a few
days before
4 She confessed she
had always looked
down on it. I ➔ she; had
always looked (Past
Perfect) ➔ no change
5 Another girl claimed
she felt more relaxed
with her hair over
her eyes. I ➔ she; feel
(Present Simple) ➔ felt
(Past Simple); my ➔ her
6 He complained that
he couldn’t see his
pupils’ faces. I ➔ he;
can’t ➔ couldn’t;
my ➔ his
7 He said he would ban
it. I ➔ he; would ➔ no
change
8 Another teacher told
him not to criticise it.
Don’t criticise ➔ not to
criticise
In reported sentences,
verb tenses, pronouns
and time expressions
may change.
Exercise 7
See audio script 3.2 on
page 222.
Exercise 8
2 She claimed that she
hadn’t watched the TV
news for ages.
3 She added she didn’t
think she would watch
it again in the near
future.
4 She explained that
she could get all the
news she needed on
her phone.
5 Mo warned the
others to check all the
information they got
online because a lot of
it was false.
6 He pointed out that
he didn’t believe
everything he saw on
the news.
95
NEXT CLASS
Ask students to find out about the viewing
habits of people in their country and
make notes. What types of shows are
popular with different age groups? Which
shows are people’s favourites? You could
ask them to look for information online
and/or interview different people in their
family/social circle.
113
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7B VOCABULARY | Viewing habits
1 Work in pairs. What types of shows do you
like watching? Which are your favourite
shows and why? How many episodes do you
usually watch in one sitting?
Viewing Habits in the UK
2 Look at the statistics on viewing habits in the
• 76 percent of 16-24-year-olds reported using subscription
UK at the bottom of the page and match the
highlighted phrases to the definitions. Which
statistic do you find most surprising?
•
1 A multi-part television show. series
2 One part of a multi-part television show. episode
3 Watching television for a long time in one
sitting. binge-watching
4 Total amount of time spent watching
television. screen time
5 Bits of information about what happens
in a film or television show you haven’t
watched yet. spoilers
6 TV shows and films that you can watch
whenever you want. on-demand content
7 An internet-based television service you
pay for each month. subscription streaming service
8 People who watch television. viewers
Exercise 3
Possible questions:
Do you binge-watch
(multiple episodes of
a series in one sitting)?
Is binge-watching one
of your main hobbies?
Does binge-watching
a show make it better?
Do you sometimes
watch more ondemand content than
you intend to?
Does this cost you sleep
and leave you feeling
tired?
Are you afraid that
spoilers will reveal
the endings of your
favourite shows?
Are you trying to cut
down your screen time
in some way?
Have you ever
pretended to be sick so
you can stay at home
and binge-watch?
•
•
•
•
•
•
streaming services.
79 percent of adults admitted binge-watching multiple
episodes in one sitting.
55 percent of 18-24-year-old viewers said binge-watching
was one of their main hobbies.
35 percent said that binge-watching a series made it better.
74 percent said they sometimes watched more
on-demand content than they intended to and 32 percent
p
said that this cost them sleep and left them feeling tired.
25 percent of binge viewers said they were afraid that
spoilers would reveal the endings of their favourite shows.
47 percent of 16-24-year-olds said they were trying to cut
down their screen time in some way.
3 percent of adults admitted they had pretended to be
sick so they could stay at home and binge-watch.
3 In pairs, ask and answer questions based on
the information from the survey. Add more
details about services, shows, times, etc.
A Do you use subscription streaming services?
B No, I tried one for a month, but I hardly
watched it.
5 Form adjectives with the words from boxes A and B. Then match
them to the descriptions of shows below.
A little feature eagerly thought award well
B -reviewed -known -length -winning -provoking -awaited
4 Use a dictionary to check the meaning of
1 This show got really good reviews.
well-reviewed
2 This show won lots of awards. award-winning
3 People have been waiting for this show to start and are excited
about it. eagerly-awaited
4 This show really makes you think. thought-provoking
5 Not many people have watched or heard about this show. little-known
6 Some of the episodes in this show are as long as a film. feature-length
the words from the box. Then use them to
complete the sentences. Which of them are
true for you? Compare with a partner.
credits dialogue seasons subtitles
title sequence trailers
1 When I’m binge-watching a TV show on
a subscription streaming service, I always
skip the title sequence at the beginning of
the episode and go straight to the action.
2 When I go to the cinema, I like to stay and
watch the credits at the end so I’m often
the last to leave.
3 I’m not into TV shows or films that are full
of dialogue.
I prefer action to discussion.
4 I find that watching English language
shows with the English subtitles helps me
learn new words and phrases.
5 For me, most shows get boring after three
or four seasons .
6 I think most trailers show too much of the
story and that spoils the film or series for
me.
6 Work in pairs. Use the adjectives in Exercise 5 to talk about your
favourite TV shows.
… is one of my favourite shows. It was really well-reviewed. In fact
it’s award-wining, thought-provoking and some of the episodes are
feature-length. The best thing about it is …
7
3.3 PRONUNCIATION Match the words in the box to the correct
syllable stress patterns. Then practise saying them.
binge-watching dialogue discussion
statistics subscription subtitles
surprising
discussion, statistics,
subscription
episode
binge-watching, dialogue,
little-known, subtitles
8 REFLECT | Culture According to studies, sixty-eight percent of
adults in the UK say that watching TV shows and films brings
the family together. Do you agree? Do you think people feel the
same way in your country? Say why.
96
□ I can talk about viewing habits.
REFERENCES
CULTURE NOTES page 209
EXTRA ACTIVITY IN CLASS
114
After Exercise 5 or 6, dictate only the first
or second part of each of the compound
adjectives in Exercise 5. Tell students
where the hyphen goes each time so
they’ll know which part is missing.
M01 High Note TB3 09593.indd 114
Students try to complete the compound
adjectives as fast as they can.
FURTHER PRACTICE
• Workbook page 78/Online Practice
• Photocopiable resource 28: Viewing
habits survey, pages 280, 317
• Extra digital activities: Vocabulary
Checkpoint 7
ASSESSMENT
Vocabulary Quiz 7
NEXT CLASS
Students visit the social media page(s) of
an artist/performer they like and make
notes about the different ways in which
he/she promotes his/her work through
social media.
29/08/2019 14:13
07
7C LISTENING AND VOCABULARY
1 Which artists/performers do you follow on social media?
Whose posts are the most interesting and why?
2
4 Decide if the highlighted phrases refer to
success or failure. Then match them with the
definitions below.
3.4 Study the ideas for promoting one’s work on social
media. Then listen to four interviews and match speakers 1–4
with ideas a–d.
1 It’s not easy to become popular so how did
you make a name for yourself?
yourself
2 A few months ago I got my first break when
the people at this gallery contacted me.
3 Although the play was a huge flop, I got
good reviews. It started off OK but in the end,
it came to nothing. I didn’t get many views at
first but then it really took off.
4 That was a bit of a setback but I didn’t
give up. A major publisher took it on and
I haven’t looked back since. I’m the author
of a best-seller.
5 It only sold about a hundred copies. What
a disaster! So after that we went back to
square one. The video went viral in January
2017 and now we’re big stars! Every show’s
a sell-out.
a A big failure. a huge flop
b Start to do well. take off
c Become famous. make a name for yourself
d Have no success. come to nothing
e A slight disappointment. a bit of a setback
f Keep on progressing. not look back
g A big literary success. a best-seller
h Receive an opportunity. get (my) first break
i Return to the beginning. go back to square one
j Quickly become successful online. go viral
k An event where all the tickets are sold. a sell-out
l A catastrophe. a disaster
How to promote your work on social media
a pay for pop-up ads on the Internet
b start a dedicated social media page for your work
c upload some videos to your own YouTube channel
d self-publish your writing online
Speakers
1 b Keira, an artist
2 c Andy, an actor and comedian
3 d Selena, an author
4 a Tracy, a singer and musician
□
□
□
□
3
3.4 Listen again and choose the correct answer for each
question.
1 Where is Keira now?
A
B
C
2 What was Andy doing when he made a key decision in his life?
A
B
C
5
B
C
t
Liagnhd life
Selena 4 U
ital e
DiSgunshin
Exercise 6
Tony pointed out he
had made his first film
three years before but
he admitted that he
had been too young
and the film had been
a complete disaster.
He told Terence that
he had got his first
break with a music
video. He explained
that fortunately, it had
gone viral and had
been a huge success.
He agreed that the
video had really helped
him make a name for
himself and added that
after that he hadn’t
looked back. He said
that he was working
on an adaptation of
Selena Starr’s new
best-seller. He claimed
it was the best novel
he’d ever read.
3.5 Choose the correct words or phrases to
complete what film director, Tony, said in an
interview. Listen and check.
I made my first film three years ago but
I was too young and the film was a complete
1
disaster / sell out. … I 2got my first break / took
off with a music video. Fortunately, it 3was
a setback / went viral. It was a huge success.
… Yes, the video really helped me 4came to
nothing / make a name for myself. After that
I haven’t 5looked back / gone back to square
one. … I’m working on an adaptation of Selena
Starr’s new 6best-seller / flop. It’s the best novel
I’ve ever read.
3 Which of Selena’s projects was the most successful?
A
Exercise 4
Success: make a name
for yourself, got my first
break, took off, not look
back, best-seller, go
viral, sell-out
Failure: huge flop,
came to nothing,
setback, went back to
square one
6 Use the reporting verbs in the order below to
report what Tony said in Exercise 5.
point out admit tell explain agree add
say claim
4 When did Tracy’s group make their first music video?
A
B
2015
C
2016
In the interview,
interview Tony pointed out he had made
his first film …
2017
7 SPEAKING What are the pros and cons of being
an artist or performer? Discuss in pairs.
□ I can identify specific details in a radio programme and talk about artists and performers on social media.
REFERENCES
AUDIO SCRIPT page 221–222
EXTRA ACTIVITY IN CLASS
Before Exercise 2, refer students to the
notes they made at home and put them
in pairs to tell each other about the artist/
performer they chose. How does social
media help him/her promote his/her
M01 High Note TB3 09593.indd 115
work? When students have completed
Exercise 2, you could ask them if they
talked about any of the ideas (a–d)
mentioned in the interviews.
FURTHER PRACTICE
• Workbook page 79/Online Practice
• Photocopiable resource 29: Art and
social media, pages 280, 318
97
NEXT CLASS
Ask students to make notes about their
favourite piece of art. What is it? Who
is it by? What do they know about it?
Why do they like it? If appropriate, they
could also bring photos (or look for some
online and have them available on their
phones).
115
29/08/2019 14:13
7D READING AND VOCABULARY
name in sixty seconds? Can you name a famous artist
from each discipline?
5 In pairs, work out the meaning of the highlighted
adjectives in the text. Which of them are always
positive? Which can be positive, neutral or negative
depending on the context?
painting, sculpture …
realistic – positive, neutral or negative, depending on the
context
2 Look at the two works of art pictured in the article.
Which do you think is a real piece of art and which
isn’t? Read the article quickly to find out.
Neither one is a real piece of art.
6
3 Read the article again and choose the correct answers.
Exercise 5
Always positive:
atmospheric,
breathtaking,
expressive,
meaningful, profound,
sophisticated,
spectacular
Depends on the
context: abstract,
puzzling, realistic,
shocking, unique
1 The two incidents described in the first two
paragraphs illustrate that
a all modern art is worthless.
b only an artist can create a work of art.
c it is often difficult to decide what art is.
d social media can help us understand art.
2 In the third paragraph, the author suggests that
a it is easier to recognise classic examples of fine art
than of modern art.
b all art demonstrates the artistic skills of the artist.
c modern art is generally worth more money than
classical art.
d if experts say something is art, it must be art.
3 Belgian researchers showed that
a only an expert can answer the question ’What is art?’
b both experts and non-experts struggle to recognise
true art.
c passport photographs are art.
d non-experts were worse at identifying real works
of art.
4 The concluding paragraph suggests that the answer to
‘What is art?’
a may be different for each of us.
b has finally been answered in this article.
c depends on the individual artist.
d is impossible to answer.
5 The author writes ‘you are probably not going to like
this’ in the final paragraph because she
a doesn’t think the reader will like her works of art.
b doesn’t provide the reader with the solution to the
challenge she set.
c asked the reader to think like an expert.
d played a trick on the reader.
Exercise 6
1 expressive,
sophisticated,
meaningful,
atmospheric, profound,
spectacular
2 They are talking
about the glasses that
the teenagers put on
the floor in a gallery in
San Francisco.
Exercise 7
2 I don’t get it.
3 it speaks to me
4 It leaves me cold.
5 It gets you thinking.
6 I could do better
myself.
1 Which adjectives from Exercise 5 can you hear?
2 Which exhibit from the article are they talking about?
7 Replace the underlined sections in the sentences with
the phrases from the box.
Call that art? I could do better myself. I don’t get it.
It gets you thinking. It leaves me cold. it speaks to me
1 What ‘s this then? Ha! I don’t think it’s art. There’s
nothing to it. Call that art?
2 I don’t understand what the artist is trying to say. It’s
just a pair of glasses on the floor!
3 Well, it has a special meaning for me. It’s about the
experience of viewing art.
4 Well, I don’t feel anything. I have no interest in it.
5 The artist is saying…‘make up your own mind about
art’. There is a lot to consider.
6 It doesn’t demonstrate any skill. Are you sure it’s really
part of the exhibition?
8 Use adjectives from Exercise 5 and expressions from
Exercise 7 to describe the artworks on page 198.
9 SPEAKING Work in groups. Do you agree or disagree
4 Work in pairs. Which of the modern pieces mentioned
in the article do you think are or are not art? Do you
agree with the author of the article when she says her
creations are not art?
I think the piece ‘Where shall we go dancing tonight?’ is
art because it makes a comment on an important issue.
98
AUDIO SCRIPT page 222
VIDEO SCRIPT page 239
CULTURE NOTES page 209
EXTRA ACTIVITIES IN CLASS
• This activity can be done before or after
Exercise 1. Using the notes they made
M01 High Note TB3 09593.indd 116
with these statements about art? Explain your
answers.
• Whether you like it or not, if it gets you talking, it’s art.
• If experts and critics agree that something is great art,
then it must be.
• There is a lot of skill, but little art in painting a picture
or making a sculpture that looks 100% real.
• Art is whatever the artist says it is.
23 WATCH AND REFLECT Go to page 168. Watch the
documentary Living
iving art and do the exercises.
□ I can identify specific details in an article and talk about art.
REFERENCES
116
.7 Listen to two visitors to an art gallery and
3.7
answer the questions.
DOCUMENTARY VIDEO
1 Work in groups. How many art disciplines can you
Exercise 1
Possible answers:
ceramics, drawing,
photography, film,
literature, architecture,
dance, graphic design,
fashion design, music,
theatre, ballet
at home (and their photos, if they have
them) students tell a partner about
their favourite piece of art.
• After Exercise 8, students describe
the artwork they talked about in the
previous extra activity. They should
use adjectives from Exercise 5 and
expressions from Exercise 7.
FURTHER PRACTICE
Workbook pages 80–81/Online Practice
NEXT CLASS
Ask students to write down three or
four questions they would like to ask
a celebrity they admire.
29/08/2019 14:13
What is and isn’t art?
07
by Sandi Jones
3.6
M
odern art is rubbish; at least that’s what cleaners at a
gallery in Bolzano, Italy were probably thinking when
they threw away an installation called ‘Where shall we go
dancing tonight?’ To be fair, the installation was a room
5 designed to look like there had been a party there the night
before. It was filled with empty bottles and party decorations,
and was meant to be a comment on corruption in Italy in the
1980s. Unfortunately, it was so realistic that the cleaners
missed the message and threw the whole thing away.
10 Interestingly, rather than asking the artist to go back to square
one, the gallery owners went through the bins and rebuilt the
piece more or less as it was originally.
On the other side of the world, at the Museum of Modern Art
in San Francisco, two teenage visitors were impressed by
15 many of the sophisticated and occasionally shocking works of
art on display there. However, they found some of the pieces
to be more puzzling than inventive, and others to be the sort
of thing they could probably do themselves. And that’s what
they did. When nobody was looking, one of them placed their
20 glasses on the floor below an official-looking piece of paper.
Within minutes, people began to stop in front of the ‘unique’
exhibit to discuss and photograph it. At the same time, the
two teenagers photographed the people and posted the
images on Twitter, where they quickly went viral.
25 These parallel stories raise a familiar question; ‘what is and
isn’t art?’ Most would agree that Michelangelo’s spectacular
ceiling of the Sistine chapel, the expressive face of Da Vinci’s
Mona Lisa and the atmospheric paintings of Claude Monet are
great examples of classical art. Such works demonstrate great
30 skill, express the artists’ emotions, and often make political,
social or historical points. When it comes to more modern and
abstract art,
rt, however, opinions are divided. Does, for example,
Andy Warhol’s unchanging 8-hour single shot film of the
Empire State Building really demonstrate artistic skill? What
35 is there to say about Damien Hirst’s series of over a thousand
paintings of dots of different colours and sizes? Are these
artists revealing their inner-thoughts and connecting with
others, or are they making huge amounts of money from
exploiting the audience? If their work gets you talking, does
40 that make it art? If the artist, the critics and the experts say a
work of art is meaningful
meaningful, should we simply agree?
Sometimes even specialists struggle to decide whether
something is art or not. Belgian researchers showed experts
and non-experts a series of photographic portraits, some of
45 which were valuable works of art and others simple passport
photographs. The results revealed that the experts were
no better at identifying the recognised works of art than
the non-experts. In fact, the researchers reported that the
experts were more likely to mistake the valuable works of art
50 for the simple photographs. And, what about you? Can you
tell what is art and what isn’t? Have a go: which of the two
pieces in the photographs at the bottom of the page do you
think is a real work of art?
This article has asked far more questions than it has
55 answered, so drawing conclusions is difficult. Presumably
you weren’t expecting a definitive answer to ‘What is and
isn’t art?’ in a short article like this, anyway. Perhaps it’s safe
to say that it is for the individual to decide. Some modern
art is breathtaking
breathtaking, skilful and profound
profound, and some classical
60 art lacks exactly those qualities. Finally, what about the
challenge from the previous paragraph? Which of the works
of art is ‘real’? Well, you are probably not going to like this, but
the answer is neither of them!
hem! I’m not an artist and I did them
both on my laptop in less than two minutes. Art?
99
117
M01 High Note TB3 09593.indd 117
29/08/2019 14:13
So You Think You Can Dance
audition in Dallas, Texas
7E GRAMMAR
Exercise 4
2 Michael asked
(Bella)/wanted to
know how it had gone.
3 Michael asked
(Bella)/wanted to
know what had
happened.
4 Michael asked/
wanted to know if/
whether Bella had
been nervous.
5 Michael asked/
wanted to know if/
whether Bella had
waited a long time.
1 In pairs, discuss the questions.
1 Would you like to appear on a TV talent show? Which
one? Say why.
2 Read the definition below. Have you ever auditioned
for anything? How did you feel? Were you successful?
audition (v) – give a short performance to show
you are suitable for a part in a play or a place in
a competition
2
WATCH OUT!
When we report questions, we do not use question word
order. In reported questions, the subject comes before
the verb.
I asked them why it was called the green room.
NOT I asked them why was it called the green room.
room
4 Report the questions Michael asked Bella during their
phone call.
3.8 Listen to a phone call. What kind of talent show
has Bella just auditioned for? a dance show
1 Are you OK?
Michael wanted to know if Bella was OK.
2 How did it go?
3 What happened?
4 Were you nervous?
5 Did you wait a long time?
Reported questions
3 Study the examples and choose the correct options.
Exercise 5
Bella fell over during
the audition. Yes, she
did get through to the
next round.
Check your answers in the Grammar box and Watch out!
Direct questions
Reported questions
Did you audition last year? They asked if I’d auditioned
the year before.
Where are you from?
They wanted to know where
I was from.
Exercise 6
2 How long have you
been dancing for?
3 What type of dance
are you going to do?
4 What music did you
choose/have you
chosen?
5 Did/Have you hurt
yourself?
6 Do you want to start
again?
Exercise 7
Possible questions:
How long have you
been able to do this?
How did you get
interested in it? Where
did you learn your
talent or skill? Why do
you enjoy it? What’s
the most challenging
part? Where can I learn
this skill? Do you (have
to) practise a lot? Is it
difficult to do/learn?
Do you always enjoy
it? Could anyone do it?
Is there anything you
don’t enjoy about it?
1 When we report questions, we usually use tell / ask /
want to know as the reporting verb.
2 When we report yes/no questions / wh- questions, we
use if or whether.
3 When we report questions, the subject comes before /
after the verb. We use / don’t use auxiliary verbs (do, does,
did).
4 When we write reported questions, we use / don’t use
a question mark.
5
6 Change the reported questions that Bella was asked
during the audition into direct questions.
1 A girl came and asked if I was ready.
Are you ready?
2 One of them wanted to know how long I had been
dancing for.
3 Another one asked me what type of dance I was going
to do.
4 He also asked me what music I had chosen.
5 One of the judges asked if I had hurt myself.
6 She asked me if I wanted to start again.
Reported questions
Direct questions
Reported questions
• Yes/No questions
Do you need anything? → They kept asking me if/whether
I needed anything.
Have we met before?
• Wh- questions
Why is it called the
green room?
7 SPEAKING Follow the instructions below.
→ She wanted to know if/whether
we had met before.
→ I asked them why it was called
the green room.
Where have you been? → They wanted to know where
I had been.
Grammar Reference and Practice > page 183
100
• Write three yes/no questions and three wh- questions
to ask a classmate about their hobby, talent or skill.
What are you really good at?
• Swap questions with another student. Work with a
different partner and interview each other by reporting
the questions you received. Make a note of your
partner’s answers.
Mark wanted to know what you are really good at.
• Talk to the person who wrote the questions and report
the answers using reported speech.
Maria told me she was really good at playing the drums.
□ I can use reported questions to talk about what someone else said.
REFERENCES
they take turns to introduce their celebrity
and report their interviews.
• Extra digital activities: Grammar
Checkpoint 7E
CULTURE NOTES page 209
FURTHER PRACTICE
ASSESSMENT
EXTRA ACTIVITY IN CLASS
• Grammar Reference and Practice,
Student’s Book page 183
Grammar Quiz 7E
AUDIO SCRIPT page 222
118
3.9 Listen to the second part of the conversation
between Michael and Bella. What went wrong during
the audition? Did Bella get through to the next round
of the competition?
After Exercise 7, students work in pairs
roleplay interviews with their chosen
celebrities, using the questions they
wrote at home. Then, in groups of four,
M01 High Note TB3 09593.indd 118
• Workbook page 82/Online Practice
• Photocopiable resource 30: What’s
your line of work?, pages 281, 319
NEXT CLASS
Students make notes about the most
exciting experience they have ever had.
29/08/2019 14:13
07
7F SPEAKING
1 Work in groups. Think of different kinds of
performances and talk about what can go wrong
during a play, concert or fashion show. Use the
prompts below to help you.
3
1 You guys won’t believe what
last night.
2 It was really
.
3
night was our first performance.
4
, I couldn’t hear anything.
5 The
thing I know, I woke up backstage.
6 I felt like
, to be honest.
7 I was
in a talent show.
8
first, I was really excited.
then, when
I got to the first day of rehearsals, the director turned to
me and said, ‘Okay, ready to shave your head?’
a costume tears can’t stop laughing
feel ill while on stage forget their lines
trip and fall over there are sound or light problems
2
24
3.10 Watch or listen to three actors
discussing times when things went wrong. What
happened? Which of their experiences would you
find the most embarrassing?
SPEAKING | Describing a personal experience
Say when and where it took place
Have I ever told you about the time …?
You won’t believe what happened … last night!
It happened a few weeks ago/last year.
It was maybe a year ago.
I was appearing in a talent show/play …
3.11 Study the Speaking box and complete the
extracts from the dialogue with one word in each gap.
Listen and check.
4
3.12 Use the Speaking box to help you choose the
correct words to complete the story. Then listen and check.
Have I ever told you about the time when I made a TV
advert? It happened a few years 1ago / before. I was
working with a well-known entertainer. 2Although /
Because she’s a celebrity, she was really nice. We’d 3just /
soon started and things were going well. But then she
had to say the line ‘It’s really rather refreshing, Roger’.
4
Although / Despite trying her best, she just couldn’t get
it right. 5Immediately / Suddenly, she started laughing. Of
course that made me laugh, too. At first, the director was
calm, 6but / so then he got really angry. He told us we
7
had / have to stop laughing. Then he said ‘time is money,’
but that just made us laugh more. Finally, we calmed
down and started to record the advert. Unfortunately, as
soon as I walked in front of the camera, I tripped and fell.
I couldn’t 8believe / understand it. I felt so 9embarrassed /
relieved. But in the 10end / finish, it all worked out.
Connect the different parts of your story
At first, ...., but then...
The next thing I know, …
Suddenly, …
As soon as .../Immediately after .../We’d just ...
On the first day/The following night/In the end
Although/Because/Despite/So
Say how you felt
I couldn’t believe it.
I felt like crying.
I (just) felt (really/so) silly/embarrassed!
I was so nervous/embarrassed.
It was really/so embarrassing!
We were so relieved.
Exercise 2
The first speaker fainted
during a play but a
fellow actor kept her
on the stage instead of
taking care of her.
The second speaker
was singing in a talent
show and the sound
didn’t work.
The third speaker had
to shave his head for a
role in a play.
Exercise 3
1 happened
2 embarrassing
3 Last
4 Suddenly
5 next
6 crying
7 appearing
8 At, But
5 Describe a personal experience where something went
wrong or you were embarrassed by something.
COMMUNICATION VIDEO
Use direct speech and reported speech
He said, ‘Yes. This role requires you to shave your head.’
He said that the role required me to shave my head.
• Think of an embarrassing or funny event when things
went wrong for you or make up a story. Make notes
about what happened and how you felt.
• Use the Speaking box to help you tell your story.
• Tell your stories in small groups. Guess which stories are
true and which are invented. Whose story is the funniest?
□ I can describe a personal experience.
REFERENCES
EXTRA ACTIVITY IN CLASS
VIDEO/AUDIO SCRIPT page 239
You could do this activity before or after
Exercise 5. Using the notes they made at
home, students tell a partner about their
exciting experience. Remind them to
use language from the Speaking box to
help them tell their story. In small classes,
101
students could tell their story to the
whole class – the class can then vote for
the most exciting experience.
FURTHER PRACTICE
Workbook page 83/Online Practice
119
M01 High Note TB3 09593.indd 119
29/08/2019 14:13
7G WRITING AND
D VOCABULARY | A review of a play
FOURTH ANNUAL
SHORT PLAY
COMPETITION
Each play should have no more than six
actors and should take no more than
ten minutes.
The three winning groups will perform
their plays in the Assembly Hall every
Friday in April.
The group behind the winning play
will receive an all expenses paid trip
to London’s West End to see a play
and will also represent the school
in the South of England short play
competition in May.
Exercise 1
Possible answers:
You need to:
• have an audition to
choose the cast, to find
the right actor for each
part or role.
• design and make
the costumes for the
actors.
• use make-up and
wigs to create the right
look for each character.
• learn your lines.
• design and make
the set.
• plan the lighting for
each scene and have
someone operate it.
• find the right props
for each scene in the
play.
• rehearse/have
rehearsals again and
again.
Exercise 4
He/She thinks it’s
brilliant.
Adjectives used:
breathtaking, simple
but atmospheric,
dramatic, sharp, witty,
talented, convincing,
stunning, impressive,
spectacular, unique,
entertaining
H
T
A
E
D
C
MA
1 If anyone’s ever told you that Shakespeare was boring, then you
must see Macdeath, this year’s winner in the short play competition.
It’s an utterly breathtaking version of Shakespeare’s tragedy,
Macbeth, starring Joel, Mary and Tommy from Year 11.
2 The play features all the major scenes, including the witches, the
death of Banquo, Lady Macbeth’s sleepwalking and the death of
Macbeth. All in just ten minutes with only three actors and a few
basic props!
3 The set is simple but atmospheric, the lighting is dramatic, the
dialogues are sharp and quite witty, and the actors are so talented!
Joel is totally convincing in the role of Macbeth. Mary plays a
seriously terrifying witch and a stunning Lady Macbeth. And I was
amazed to see Tommy play so many parts so well. He’s particularly
impressive as Banquo’s ghost.
4 It has been quite a good competition this year but Macdeath is the
best play I’ve seen. It’s spectacular and unique. Several spectators
said they were surprised that such young students could create
such a thoroughly entertaining show. I can’t recommend it highly
enough. It’s on again next Friday. Get your tickets now.
It’s sure to be a sell-out!
1 Look at the photo and use the words in
the box to say what you need to do or
have before you put on a play.
audition cast costume lighting
lines make-up part/role prop
rehearse/rehearsal set stage wig
You need to have an audition to choose the
cast, to find the right actor for each part.
2 In pairs, ask and answer the questions.
1 Have you ever taken part in a play? If
so, what was it like? What part did you
play? If not, would you like to? Say why.
2 When was the last time you saw a play?
What did you think of it?
3 How is a play different from and similar
to a film? Which one do you prefer and
why?
3 Read the poster. In pairs, discuss how
easy or difficult it would be to take part
in this competition. Give reasons.
I don’t think it would be too hard to write
a play but it might be hard to convince my
friends to take part in performing it.
4 Read the review. What does the reviewer
think of the play? Find some adjectives
that describe the vewier's impressions of
the play.
102
REFERENCES
CULTURE NOTES page 209
EXTRA ACTIVITIES IN CLASS
120
• Use the following questions before
Exercise 4, to lead in to the topic of
reviews: Do you read reviews before
deciding whether to watch a play or
film? Why/Why not? What information
M01 High Note TB3 09593.indd 120
should a review include in order to help
the reader decide whether a play or film
is worth watching?
• If students do the writing task in class,
you can put them in pairs for some
peer correction. They check each
other’s work and make suggestions
for improvements. They then rewrite
their reviews, in class or as homework,
following their partner’s feedback.
FURTHER PRACTICE
Workbook page 84/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 104–105.
29/08/2019 14:13
07
5 Read the review again and match points a–d below with
paragraphs 1–4.
a
□3 Give your opinion on the acting, dialogue, directing,
lighting, etc. You may also mention other aspects such as
the price and the location.
b 4 Summarise your opinions and make a recommendation.
c 1 Give key information: the name of the play and the author,
the actors’ names, where and when it took place, etc.
d 2 Describe the performance. Mention the plot, the characters
and the setting but don’t give any spoilers.
□
□
□
6 Study the Writing box and find more examples of these
categories in the review of Macdeath.
• Adverbs + adjectives: utterly breathtaking, …
• Other adjectives: boring, …
WRITING | A review of a play
• Begin with an interesting opening sentence:
If anyone’s ever told you that theatre was boring, then you must
see …
Well, that’s ten minutes of my life that I’ll never get back.
• Use a variety of adjectives, e.g. breathtaking, hilarious,
forgettable, dull but avoid vague adjectives like good, bad, nice.
• Modify some of the adjectives (but not all) with adverbs, e.g.
utterly, completely, really, rather, slightly, very.
• Summarise your opinion:
It stands head and shoulders above the other plays.
Unfortunately, this play is a complete flop. It left me cold.
I have mixed feelings about this play.
• Make recommendations:
I can’t recommend it highly enough. Get your tickets now.
If I were you, I’d stay at home and watch something on TV.
7 Find examples of quite, so and such in the review. Then study
Watch out! and rewrite the sentences.
1 The concert was so loud. → It was such a loud concert.
2 The show was quite long. → It was
show.
3 The actors are so funny. → They are
actors.
4 The seat I had was quite good. → I had
seat.
5 The play was so amusing. → It was
play.
WATCH OUT!
Adverbs like really, quite and so come before adjectives:
She is really/quite/so good.
We use such (not so) before an adjective + noun phrase:
They are such good actors. NOT They are so good actors.
Be careful with the position of the indefinite article
(a/an) in sentences with such and quite.
He is a really good actor.
He is quite a good actor. NOT He is a quite good actor.
He is such a good actor. NOT He is a such good actor.
8 Read the review of Ro & Jules and complete it with
phrases a–j.
a confusing version
b extremely hard
c forgetting his lines
d quite a disappointing
e seems longer
f so quiet
g sound natural
h very silly and rather
boring
i were you
j you’d better avoid
Ro & Jules
If you like Shakespeare, 1you’d better avoid
Ro & Jules, one of the short plays in this year’s
competition. It’s a 2 a of Romeo and Juliet, with
Melanie, Nick and Jeremy from Year 10.
The play lasts just over ten minutes but it 3 e .
The problem is the group has tried to include too
many scenes. As a result, it’s sometimes 4 b to
understand everything.
Exercise 6
Adverbs + adjectives:
totally convincing,
seriously terrifying,
particularly
impressive, thoroughly
entertaining
Other adjectives: basic,
simple, atmospheric,
dramatic, sharp, witty,
talented, stunning,
amazed, good,
spectacular, unique,
surprised
The set looks professional and the lighting is cool
but unfortunately, the dialogues don’t 5 g . The
actors all try hard but Melanie is unconvincing in the
role of Juliet. She manages to be both 6 h at the
same time. Nick is quite good as Romeo but his voice
is 7 f it’s hard to hear what he’s saying. Jeremy
plays many parts, all with great energy. It’s just a pity
he has a special talent for 8 c .
It’s been 9 d competition this year so Ro &
Jules isn’t the worst play I’ve seen. However, a few
spectators said they found it uninspiring. It’s on again
next Friday. If I 10 i , I’d read the play first so you
know what’s going on.
Exercise 7
2 quite a long
3 such funny
4 quite a good
5 such an amusing
9 Rewrite the review of Macdeath to make it
more negative or rewrite the review of Ro &
Jules to make it more positive. Then compare
your version with a partner.
10 REFLECT | Culture Live theatre and other
performances have survived despite the
invention of cinema, radio, TV and the Internet.
Why do you think that is?
11 WRITING TASK Write a review off a play, live
show or other performance you have seen. Use
the Writing box, Watch out! and the vocabulary
in this lesson and in lessons 7C and 7D to help
you.
□ I can write a review of a play.
103
121
M01 High Note TB3 09593.indd 121
29/08/2019 14:13
Word List
REMEMBER MORE
Exercise 1
Films and series: credit,
dialogue, episode,
feature length, screen
time, season, spoiler,
title sequence, trailer,
adaptation, part/role,
cast, costume, directing,
make-up, plot, prop,
scene, set
1 Add more words and phrases
from the word list to the
vocabulary map.
7A GRAMMAR AND VOCABULARY
5.43
subtitles (n) /ˈsʌbˌtaɪtlz/
thought-provoking (adj) /ˈθɔːt prəˌvəʊkɪŋ/
attract media interest /əˌtrækt ˌmiːdiə ˈɪntrəst/
title sequence (n) /ˌtaɪtl ˈsiːkwəns/
breaking news (n) /ˌbreɪkɪŋ ˈnjuːz/
trailer (n) /ˈtreɪlə/
brush your hair /ˌbrʌʃ jə ˈheə/
subtitles
viewing habits (n) /ˈvjuːɪŋ ˌhæbɪts/
calm down (phr v) /ˌkɑːm ˈdaʊn/
well-reviewed (adj) /ˌwel rɪˈvjuːd/
confess (v) /kənˈfes/
FILMS AND SERIES
7C LISTENING AND VOCABULARY
5.45
criticise (v) /ˈkrɪtɪsaɪz/
feel dry /ˌfiːl ˈdraɪ/
People: newsreader,
organiser, spectator,
publisher, critic, cast
adaptation (n) /ˌædæpˈteɪʃən/
get annoyed /ˌɡet əˈnɔɪd/
PEOPLE
human interest story (n) /ˌhjuːmən ˈɪntrəst ˌstɔːri/
binge viewer
look down on sth (phr v) /ˌlʊk ˈdaʊn ɒn ˌsʌmθɪŋ/
news item (n) /ˈnjuːz ˌaɪtəm/
2 Match the two parts of the
adjectives. Then check with the
word list.
1
2
3
4
5
best-seller (n) /ˌbestˈselə/
headline (n) /ˈhedlaɪn/
a demand
□
□e little- b awaited
c provoking
□a on□b eagerly- d winning
□c thought- e known
d award-
3 Complete the sentences with the
correct verbs. Then check with
the word list.
1 A role in a popular show
helped Aaron to make a name
for himself and become
popular.
2 The vlogger’s efforts toattract
media interest came to nothing.
3 I decided to start a new life
and not look back or focus on
missed opportunities.
4 I’m sure she’s going to give
a great performance in the
show.
catastrophe (n) /kəˈtæstrəfi/
come to nothing /ˌkʌm tə ˈnʌθɪŋ/
dedicated (adj) /ˈdedəkeɪtəd/
news source (n) /ˈnjuːz sɔːs/
disaster (n) /dɪˈzɑːstə/
newsreader (n) /ˈnjuːzˌriːdə/
get many views /ˌɡet ˌmeni ˈvjuːz/
organiser (n) /ˈɔːɡənaɪzə/
get your first break /ˌɡet jə ˌfɜːst ˈbreɪk/
point out (phr v) /ˌpɔɪnt ˈaʊt/
go back to square one /ɡəʊ ˌbæk tə ˌskweə ˈwʌn/
report (n, v) /rɪˈpɔːt/
go viral /ˌɡəʊ ˈvaɪərəl/
spectator (n) /spekˈteɪtə/
huge flop /ˌhjuːdʒ ˈflɒp/
surf (v) /sɜːf/
keep on doing sth /ˌkiːp ɒn ˈduːɪŋ ˌsʌmθɪŋ/
surfing (n) /ˈsɜːfɪŋ/
key (adj) /kiː/
throat (n) /θrəʊt/
make a name for yourself /ˌmeɪk ə ˈneɪm fə jɔːˌself/
trend (n) /trend/
not look back /ˌnɒt ˌlʊk ˈbæk/
TV news programme (n) /ˌtiː ˌviː ˈnjuːz ˌprəʊɡræm/
pop-up ad (n) /ˈpɒp ʌp æd/
7B VOCABULARY
promote (v) /prəˈməʊt/
5.44
publisher (n) /ˈpʌblɪʃə/
award-winning (adj) /əˈwɔːd ˌwɪnɪŋ/
self-publish (v) /ˌself ˈpʌblɪʃ/
binge viewer (n) /ˌbɪndʒ ˈvjuːə/
sell-out (n) /ˈselaʊt/
binge-watch (v) /ˌbɪndʒ ˈwɒtʃ/
setback (n) /ˈsetbæk/
credits (n) /ˈkredɪts/
take off (phr v) /ˌteɪk ˈɒf/
cut down (phr v) /ˌkʌt ˈdaʊn/
take on (phr v) /ˌteɪk ˈɒn/
dialogue (n) /ˈdaɪəlɒɡ/
YouTube channel (n) /ˈjuːtjuːb ˌtʃænl/
ACTIVE
VOCABULARY | Drawing idioms
eagerly-awaited (adj) /ˌiːɡəli əˈweɪtɪd/
A good way to remember an
idiom is to draw a sketch which
shows its different parts. The
picture will help you recall
the idiom and create a mental
picture of it in your mind. For
example, you could draw the
idiom go back to square one to
look like the picture below. Try
to draw another idiom from the
word list.
feature-length (adj) /ˌfiːtʃə ˈleŋθ/
7D READING AND VOCABULARY
5.46
in one sitting /ɪn ˌwʌn ˈsɪtɪŋ/
abstract art (n) /ˌæbstrækt ˈɑːt/
little-known (adj) /ˌlɪtl ˈnəʊn/
artistic skill /ɑːˌtɪstɪk ˈskɪl/
on-demand content (n) /ɒn dɪˈmɑːnd ˌkɒntent/
atmospheric (adj) /ˌætməsˈferɪk/
reveal the ending /rɪˌviːl ði ˈendɪŋ/
breathtaking (adj) /ˈbreθˌteɪkɪŋ/
screen time (n) /ˈskriːn taɪm/
ceiling (n) /ˈsiːlɪŋ/
season (n) /ˈsiːzən/
chapel (n) /ˈtʃæpəl/
series (n) /ˈsɪəriːz/
classical art (n) /ˌklæsɪkəl ˈɑːt/
skip (v) /skɪp/
connect with sb/sth (v) /kəˈnekt wɪð ˌsʌmbɒdi/
ˌsʌmθɪŋ/
1
2
3
4
5
episode (n) /ˈepəsəʊd/
spoiler (n) /ˈspɔɪlə/
corruption (n) /kəˈrʌpʃən/
statistics (n) /stəˈtɪstɪks/
subscription streaming service (n) /səbˌskrɪpʃən
ˈstriːmɪŋ ˌsɜːvəs/
critic (n) /ˈkrɪtɪk/
definitive answer /dɪˌfɪnətɪv ˈɑːnsə/
104
EXTRA ACTIVITIES IN CLASS
122
• Put students in groups of four and
divide each group into two pairs.
Assign one category from Exercise 1 to
each pair (Films and series and People).
Each pair writes anagrams with three
or four words from their category, then
close their books. Point out that they
should not show their anagrams to the
M01 High Note TB3 09593.indd 122
other pair. Pairs then swap lists and
the first pair to solve all the anagrams
are the winners.
• In pairs, students write sentences with
verb + noun/phrase collocations from
Lessons 7C and 7D and gap the verb
from each collocation. They then join
together into groups of four, swap
sentences with the other pair and try
to complete them as fast as they can.
The first pair to complete all their
sentences are the winners.
• Divide the class into teams. Give each
team in turn a word or phrase from the
word list. They have to use it correctly in
a sentence. Each correct sentence gives
each team one point, and the team
with the most points at the end are
the winners.
29/08/2019 14:13
07
demonstrate a skill /ˌdemənstreɪt ə ˈskɪl/
sophisticated (adj) /səˈfɪstəkeɪtəd/
dramatic (adj) /drəˈmætɪk/
discipline of art /ˌdɪsəplən əv ˈɑːt/
spectacular (adj) /spekˈtækjələ/
entertaining (adj) /ˌentəˈteɪnɪŋ/
divided (adj) /dəˈvaɪdɪd/
struggle to do sth /ˌstrʌɡəl tə ˈduː ˌsʌmθɪŋ/
extremely (adv) /ɪkˈstriːmli/
dot (n) /dɒt/
throw away (phr v) /ˌθrəʊ əˈweɪ/
feature (v) /ˈfiːtʃə/
draw conclusions /ˌdrɔː kənˈkluːʒənz/
to be fair /tə bi ˈfeə/
forgettable (adj) /fəˈɡetəbəl/
exhibit (n) /ɪɡˈzɪbɪt/
unchanging (adj) /ʌnˈtʃeɪndʒɪŋ/
ghost (n) /ɡəʊst/
exploit (v) /ɪkˈsplɔɪt/
unique (adj) /juːˈniːk/
hilarious (adj) /hɪˈleəriəs/
express emotions /ɪkˌspres iˈməʊʃənz/
worthless (adj) /ˈwɜːθləs/
impressive (adj) /ɪmˈpresɪv/
expressive (adj) /ɪkˈspresɪv/
familiar (adj) /fəˈmɪliə/
get sb talking /ˌɡet ˌsʌmbɒdi ˈtɔːkɪŋ/
have a go /ˌhæv ə ˈɡəʊ/
incident (n) /ˈɪnsədənt/
individual (n) /ˌɪndəˈvɪdʒuəl/
inner thoughts /ˌɪnə ˈθɔːts/
installation (n) /ˌɪnstəˈleɪʃən/
7E GRAMMAR
5.47
appear on a show /əˌpɪər ɒn ə ˈʃəʊ/
audition for sth (v) /ɔːˈdɪʃən fə ˌsʌmθɪŋ/
give a performance /ˌɡɪv ə pəˈfɔːməns/
part (n) /pɑːt/
play the drums /ˌpleɪ ðə ˈdrʌmz/
talent show (n) /ˈtælənt ʃəʊ/
include (v) /ɪnˈkluːd/
lighting (n) /ˈlaɪtɪŋ/
lines (n) /laɪnz/
make-up (n) /ˈmeɪkʌp/
mixed feelings (n) /ˌmɪkst ˈfiːəlɪŋz/
part/role (n) /pɑːt/rəʊl/
particularly (adv) /pəˈtɪkjələli/
perform a play /ˌpəfɔːm ə ˈpleɪ/
inventive (adj) /ɪnˈventɪv/
7F SPEAKING
5.48
plot (n) /plɒt/
lack (v) /læk/
backstage (adv) /ˌbækˈsteɪdʒ/
prop (n) /prɒp/
leave sb cold /ˌliːv ˌsʌmbɒdi ˈkəʊld/
fall over (phr v) /ˌfɔːl ˈəʊvə/
rather (predeterminer) /ˈrɑːðə/
make a comment on sth /ˌmeɪk ə ˈkɒment ɒn
ˌsʌmθɪŋ/
feel ill /ˌfiːl ˈɪl/
rehearse (v) /rɪˈhɜːs/
make a political/social/historical point /ˌmeɪk ə
pəˌlɪtɪkəl/ˌsəʊʃəl/hɪˌstɒrɪkəl/ˈpɔɪnt/
meaningful (adj) /ˈmiːnɪŋfəl/
mistake sth for sth (phr v) /məˈsteɪk ˌsʌmθɪŋ fə
ˌsʌmθɪŋ/
modern art (n) /ˌmɒdn ˈɑːt/
more or less /ˌmɔː ə ˈles/
non-experts (n) /ˌnɒn ˈekspɜːts/
on display /ˌɒn dɪˈspleɪ/
originally (adv) /əˈrɪdʒɪnəli/
parallel (adj) /ˈpærəlel/
feel like (crying) /ˌfiːl laɪk (ˈkraɪɪŋ)/
represent (v) /ˌreprɪˈzent/
forget your lines /fəˌɡet jə ˈlaɪnz/
scene (n) /siːn/
refreshing (adj) /rɪˈfreʃɪŋ/
seem (longer) (v) /ˌsiːm (ˈlɒŋɡə)/
rehearsal (n) /rɪˈhɜːsəl/
set (n) /set/
relieved (adj) /rɪˈliːvd/
setting (n) /ˈsetɪŋ/
require sb to do sth /rɪˌkwaɪə ˌsʌmbɒdi tə ˈduː
ˌsʌmθɪŋ/
sharp (adj) /ʃɑːp/
silly (adj) /ˈsɪli/
tear (v) /teə/
trip (v) /trɪp/
try your best /ˌtraɪ jə ˈbest/
sleepwalking (n) /ˈsliːpˌwɔːkɪŋ/
slightly (adv) /ˈslaɪtli/
sound (natural) (v) /ˌsaʊnd (ˈnætʃərəl)/
stage (n) /steɪdʒ/
turn to sb (phr v) /ˈtɜːn tə ˌsʌmbɒdi/
stand head and shoulders above sb/sth /ˌstænd
ˌhed ənd ˌʃəʊldəz əˈbʌv ˌsʌmbɒdi/ˌsʌmθɪŋ/
work out (phr v) /ˌwɜːk ˈaʊt/
starring /ˈstɑːrɪŋ/
play a trick on sb /ˌpleɪ ə ˈtrɪk ɒn ˌsʌmbɒdi/
7G WRITING AND VOCABULARY
5.49
terrifying (adj) /ˈterəfaɪɪŋ/
presumably (adv) /prɪˈzjuːməbli/
acting (n) /ˈæktɪŋ/
thoroughly (adv) /ˈθʌrəli/
profound (adj) /prəˈfaʊnd/
amusing (adj) /əˈmjuːzɪŋ/
totally (adv) /ˈtəʊtli/
puzzling (adj) /ˈpʌzlɪŋ/
audition (n) /ɔːˈdɪʃən/
tragedy (n) /ˈtrædʒədi/
quality (n) /ˈkwɒləti/
cast (n) /kɑːst/
unconvincing (adj) /ˌʌnkənˈvɪnsɪŋ/
raise a question /ˌreɪz ə ˈkwestʃən/
completely (adv) /kəmˈpliːtli/
uninspiring (adj) /ˌʌnɪnˈspaɪərɪŋ/
realistic (adj) /rɪəˈlɪstɪk/
confusing (adj) /kənˈfjuːzɪŋ/
utterly (adv) /ˈʌtəli/
rebuild (v) /riːˈbɪld/
convince (v) /kənˈvɪns/
version (n) /ˈvɜːʃən/
recognised work of art /ˌrekəɡnaɪzd ˌwɜːk əv ˈɑːt/
convincing (adj) /kənˈvɪnsɪŋ/
wig (n) /wɪɡ/
set a challenge /ˌset ə ˈtʃæləndʒ/
costume (n) /ˈkɒstjʊm/
witch (n) /wɪtʃ/
shocking (adj) /ˈʃɒkɪŋ/
dialogue (n) /ˈdaɪəlɒɡ/
witty (adj) /ˈwɪti/
shot (n) /ʃɒt/
directing (n) /daɪəˈrektɪŋ/
skilful (adj) /ˈskɪlfəl/
disappointing (adj) /ˌdɪsəˈpɔɪntɪŋ/
photograph (v) /ˈfəʊtəɡrɑːf/
piece (n) /piːs/
place (v) /pleɪs/
take part in a play /teɪk ˌpɑːt ɪn ə ˈpleɪ/
105
FURTHER PRACTICE
Workbook page 85/Online Practice
NEXT CLASS
Ask students to revise Unit 7.
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07 Revision
VOCABULARY AND GRAMMAR
1 Complete the conversation with the words from the box.
Exercise 1
2 breaking
3 break
4 looked back
5 spoilers
6 demand
7 programme
8 newsreader
4 Report the questions using the object pronouns in
brackets.
1 Why did you decide to become an actor? (me)
She asked me why I had decided to become an
actor.
2 Have you ever binge-watched your favourite
series? (them)
He
.
3 What do you think will happen in the next
episode? (her)
I
.
4 Do you think this is a fake news item? (him)
We
.
5 Where are you going now? (me)
They
.
6 Did you like the new art installation? (them)
She
.
break breaking headlines looked back newsreader
on-demand programme spoilers
A Can we watch the eight o’clock news?
B OK, but just the 1 headlines if that’s OK. A good film is
about to start on Channel 2.
Exercise 3
2 He told me not to
forget to come to their
play that evening.
3 They said they had
seen me on the news
programme the night
before/the previous
night.
4 She confessed she
couldn’t go to the
theatre with us/me the
following week/the
week after.
5 The optician warned
Tom (that) if he
watched too much TV,
he would have eye
problems.
6 They agreed (that)
the news report had
been very thoughtprovoking.
7 We pointed out she
had to work very hard if
she wanted to make a
name for herself.
Exercise 4
2 asked them if/
whether they had ever
binge-watched their
favourite series.
3 asked her what she
thought would happen
in the next/following
episode.
4 asked him if/whether
he thought that was a
fake news item.
5 asked me where
I was going then.
6 asked them if/
whether that had liked
the new art installation.
news about the new political
A I’d like to hear the 2
scandal.
B I’m sorry, you know I don’t want to miss the film. I didn't
see it at the cinema. Peter Smith got his first big 3
with this film. He hasn’t 4
since.
A Well, I saw it at the cinema. I can show you a site that tells
you all about what happens.
B I hate 5
! I don’t want to know what happens. I want
to find out for myself!
A Well, I’m sure you’ll be able to see it at the weekend.
content these days you can see
There’s so much 6
almost anything whenever you want.
. And, anyway,
B Ok, I give in. Let’s watch the news 7
. She's got a lovely voice.
I like the 8
USE OF ENGLISH
5 Complete the text with the correct words formed
from the verbs in bold.
2 Choose the correct words to complete the sentences.
TV today
1 Even though I’ve been acting for ages, I always get
nervous before an episode / audition.
2 The director believes the actors should only have a few
meaningful props / sets.
3 The first night was disappointing as the leading actor kept
forgetting his plot / lines!
4 They were pleased they had booked the tickets in advance
as the play was a flop / sell-out.
5 The painting was so abstract / realistic that no one could
understand what it was about.
6 Despite the initial setbacks, the show really came to
nothing / took off.
7 Despite being a little-known / award-winning actor, he
managed to get the part.
People watch TV for all sorts of reasons. Some
people watch it for 1 information (INFORM),
whereas others do it for 2
(ENTERTAIN). In
addition, it also provides company for those with
no family or job.
These days, though, deciding which programme to
watch is a major challenge as there is such a big
3
(CHOOSE)! The news headlines always
attract a large number of 4
(VIEW), as do
sports programmes and films. On the other hand,
many people are addicted to drama series, even if
the acting is sometimes 5
(CONVINCE) and
the plot puzzling. Some drama series shown on TV
in the UK have been running for decades! However,
perhaps two of the most 6
(EAGER)-awaited
types of programmes are reality shows and talent
contests. The quality of some of these 7
(PRODUCE) is undoubtedly excellent.
Whether people watch TV in real time at home, use
8
(SUBSCRIBE) streaming services or access
it via a mobile device, the only conclusion we can
draw is that it’s as popular as ever!
3 Use the prompts to report what the people said.
Exercise 5
2 entertainment
3 choice
4 viewers
5 unconvincing
6 eagerly
7 productions
8 subscription
1 ‘I don’t like watching the news because it’s depressing.’
(She explained ...)
She explained she didn’t like watching the news because it
was depressing.
2 ‘Don’t forget to come to our play this evening!’
(He told me ...)
3 ‘We saw you on the news programme last night!’
(They said ...)
4 ‘I can’t go to the theatre with you next week.’
(She confessed ...)
5 ‘If you watch too much TV, Tom, you will have eye problems.’
(The optician warned ...)
6 ‘We think the news report was very thought-provoking.’
(They agreed ...)
7 ‘You must work very hard if you want to make a name for
yourself, Jane.’
(We pointed out...)
Use of English > page 194
106
FURTHER PRACTICE
ASSESSMENT
• Use of English, Student’s Book page 194
• Unit 7 Language Test (Vocabulary,
Grammar, Use of English)
• Class debates pages 264–265
• Self-assessment 7 and Self-check 7,
Workbook pages 86–87/Online Practice
• Extra digital activities: Use of English,
Reading, Listening
• Unit 7 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 7 Writing Test
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READING
6 You are going to read a magazine article about popular British
sitcoms. For questions 1–6 choose from paragraphs A–D. You
may choose the paragraphs more than once.
STRATEGY | Matching
Scan the texts quickly to find the information. Remember that the
information will be rephrased, so don’t look for the exact words.
Which sitcom
1 D was written by a married couple?
2 D stars an actor who was already known worldwide from
another television show?
3 B is set in several different periods?
4 B features an actor who went on to have great global
success?
5 C introduces famous sayings and anecdotes and is set during
a war?
6 A presents the financial misfortunes of the characters?
□
□
□
□
□
□
SPEAKING
7 Work in pairs. Take turns to describe the photos.
STRATEGY | Long turn
Look at the picture carefully and think what it shows
and what the people are doing. If you are not sure
about what is happening, use phrases like Maybe
he/she/it ..., The photo probably shows …, Perhaps
they are …
• Talk about the people.
• Talk about the place.
• Talk about other things in the photos.
Student A
Best British Sitcoms
In a recent opinion poll, the British public voted for their
favourite British sitcom. Here is the final top four!
A Only Fools and Horses tells the story of the ups and downs of an
ambitious market trader, Derek ‘Del Boy’ Trotter, his brother Rodney
and their grandfather, later replaced by Uncle Albert. Del and Rodney
are continually trying to get rich through doing all sorts of strange
business but most of their attempts fail. Much of the show’s humour
comes from Del’s lack of good manners and Rodney’s stupidity, and,
of course, from Uncle Albert, whose war anecdotes have already
entered the English language.
B Blackadder is set in more than one historical era and follows
the misfortunes of Edmund Blackadder, played by Rowan Atkinson.
In each series he is a member of a British family at different
important events in British history from the Middle Ages to World
War I. Apart from Atkinson, the show also stars Hugh Laurie, who
later became hugely popular worldwide thanks to his role as Doctor
House. In addition to its biting humour, Blackadder is also a hit due
to its large, often reappearing cast.
C Dad’s Army
Army, set during World War II, focuses on the adventures
of a group of British soldiers who are totally unprepared for a real
war. There is Private Frazer, a Scotsman who is always complaining
about everything; Lance Corporal Jones, who is far too old for the
army; and Private Pike, a mummy’s boy who, in contrast, is not old
enough to be a soldier. The show is famous for the brilliant acting
and the memorable catch-phrases.
D Fawlty Towers presents the hilarious adventures of Basil, an
exceptionally rude hotel owner; Sybil, his domineering wife; a British
waitress, Polly; and a Spanish waiter, Manuel. The latter is in a
constant struggle to master the English language, with varying
degrees of success! It achieved remarkable global acclaim thanks
to the fantastic script-writing of John Cleese, an ex-member of the
world-famous comedy series Monty Python’s Flying Circus, and
his then wife Connie Booth, as well as brilliant acting from the cast
including Cleese himself in the leading role.
Student B
WRITING
Y have recently seen this advertisement on
8 You
a website for students of English.
Write a review
of your
ur favourite TV series!
Write about the plot and characters.
Tell us what you think of them, why you
liked the series and if you would
recommend it to viewers of all ages.
The best reviews will be
published on our website.
Write your review.
107
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08
Consumers’ world
VOCABULARY Advertising, spending habits, money, payments, trading and banking
GRAMMAR
The passive, have/get something done Use of English > page 194
SPEAKING
Complaints
WRITING
An opinion essay
VIDEO
Grammar
Documentary
Communication
KYLE
YLE’’s BLOG
Watch out
f ads at school!
for
Last
ast year some
ome drinks machines were installed in the school
corridors. The machines were welcomed by most students
even though only one brand of drinks is sold (and they’re not
recommended for your health).
Last month,, our school lockers were repainted with colorful
adverts and our school buses were turned into mobile
billboards. Huge ads were printed on the sides of the vehicles.
Now,
ow, TV
V screens have been installed on the buses, and when I got
to school yesterday, I saw that more screens and posters were
being put up in the corridors and restrooms! The plan is that
news programs with frequent commercials will be shown for
12 minutes a day!
Studies
tudies show that children’s minds are affected by too much
advertising. It can cause low self-esteem and encourage
consumerism. We are already bombarded with advertising
slogans, jingles and corporate logos on public transport, on
the streets and in the media. Our phones and computers are
polluted with pop-up ads and
spam emails. So why can’t
kaMa185m 19.17
schools be kept free from ads? I agree. Products shouldn’t be promoted in schools.
Write in and tell me your views. This must be stopped!
madja25 19.29
Exercise 2
1 on drink machines, on
lockers, on school buses,
in the school corridors, in
the restrooms
2 He doesn’t think
a school is the right place
for adverts. There are
already enough adverts
everywhere else. Studies
show that adverts have
a negative effect on
children’s minds leading
to problems such as
low self-esteem and
a consumerist mentality.
3 It provides money for
facilities such as a new
gym or pool.
8A GRAMMAR AND VOCABULARY
1 In pairs, work out the meaning of the highlighted words.
Then talk about some of the adverts you have seen or
heard so far today.
• A billboard or poster that you saw on your way to school.
• A jingle from the radio (sing it!).
• A logo that is really well known.
• A TV or radio commercial that made you laugh.
• An advertisement/advert/ad that you love/hate.
• An advertising slogan that everybody knows.
• A pop-up ad you saw on your phone screen.
• A spam email you received.
I see your point, Kyle but the money from ads is
needed to pay for facilities like computers for the
library or a new gym or pool.
WATCH OUT!
American English
colorful
billboard
restroom
program
British English
colourful
hoarding
bathroom/toilet
programme
2 Read the blog and answer the questions in pairs.
The first ad I heard today was on the radio. It was for a car. It
had a really annoying jingle but the slogan was good, it was …
1 Where have the ads appeared at Kyle’s school?
2 Why is he against advertising in schools?
3 Why is madja25 in favour of it?
4 What do you think of having advertising in schools?
108
REFERENCES
AUDIO SCRIPT page 223
VIDEO SCRIPT page 240
CULTURE NOTES page 210
EXTRA ACTIVITIES IN CLASS
126
• Do this activity after Exercise 1. Put
students in new pairs and get them
M01 High Note TB3 09593.indd 126
to take it in turns to give a definition
of a word from Exercise 1 for their
partner to guess. In weaker classes,
the definitions can be in the students’
own language.
• This activity can be done after Exercise
6 or 7. Refer students back to Kyle’s
blog and get them to write three
or four questions about it using
the passive (e.g. Where were drinks
machines installed at Kyle’s school? How
many brands of drink are sold at the
drinks machines? What was printed on
the sides of the school buses?) In pairs,
they then swap questions, answer
them and check their answers with
their partner.
29/08/2019 14:13
08
The passive
6
3 Compare the active and passive sentences and
3.13 Complete the dialogue with the correct passive
form of the verbs in brackets. Then listen to check.
Kyle
answer the questions below.
Active
Last year a company installed some drinks machines
in the school corridors. Most students welcomed the
machines even though they sell only one brand of
drinks.
Passive
Last year some drinks machines were installed in the
school corridors. The machines were welcomed by
most students even though only one brand of drinks
is sold.
1 In passive sentences we focus more on …
a an action.
b who does the action.
2 To form the passive we use be + the ...
a infinitive.
b past participle.
3 To mention the agent (the person, organisation or
thing responsible for the action) we use ...
a by.
b for.
4 Study the Grammar box and check your answers to
Exercise 3. Then find examples of passive sentences
in the blog for each tense in the Grammar box.
The passive
We use the passive when the action is more important
than the agent. We often use it when we do not know
or care who did something. We use the word by before
the agent to say who is responsible for the action.
We form the passive with the verb to be and the past
participle:
This product is made in France. (Present Simple)
A new logo is being designed. (Present Continuous)
That commercial was filmed in Paris. (Past Simple)
Someone coughed while the jingle was being
recorded. (Past Continuous)
The company’s new advertising slogan has been
announced. (Present Perfect)
Our new commercial will be shown tomorrow.
(future with will)
Our brand name can’t (must/may/should) be
changed. (modal verbs)
Grammar Reference and Practice > page 185
5 Do these sentences sound more natural in the
Myra, have you seen what’s happening? A huge
picture of a hamburger 1 is being painted (paint)
on the outside of the gym!
Myra So? The gym 2
a coat of paint.
(not/paint) for years. It needs
Kyle
(encourage) to
Yeah, but all last month we 3
eat a healthy diet! How’s a huge hamburger going to
do that? Personally, I think all the adverts should
4
(remove) from the school.
Myra The school’s signed a contract and nothing can
5
(do).
Kyle
(take)
But it wasn’t democratic! The decision 6
in a private meeting last month. 7
(we/consult)? No, we weren’t.
Myra I like the adverts. They’re colourful. And next week
(give) a free backpack. Anyway,
every student 8
(influence) by adverts.
I don’t think teenagers 9
Kyle You can’t be serious! Of course, they are.
7 Look at the underlined verbs and rewrite the sentences in
the passive.
1 Channel One showed the first TV commercials in US
schools in 1989.
The first TV commercials were shown in US schools in 1989
by Channel One.
2 Head teachers may accept adverts in schools in England
but most teachers don’t welcome them.
3 Some companies in England are installing drinks
machines with adverts in schools.
4 In Scotland, the government does not permit advertising
on drinks machines in schools.
5 Some fast-food chains will offer free meals to US students
with good grades.
8 SPEAKING In groups, discuss the statements below. Justify
your opinions.
1 Too many commercials are shown on TV.
2 Lots of jobs are being created in advertising so it’s a good
career choice.
3 Large billboards next to motorways should be banned.
4 I don’t mind when TV series are interrupted by commercials.
25 Read the question and watch the video. Say what
the speakers answer. Then in pairs, ask and answer the
question.
□ I can use the passive to talk about different actions.
• Grammar Reference and Practice,
Student’s Book page 185
• Extra digital activities: Grammar
Checkpoint 8A
ASSESSMENT
Grammar Quiz 8A
• Workbook pages 88–89/Online Practice
NEXT CLASS
• Photocopiable resource 31: Are you
an ads expert?, pages 281, 320
Students create an advert for a product
they think could be advertised at their
M01 High Note TB3 09593.indd 127
Exercise 6
2 hasn’t been painted
3 were being
encouraged/were
encouraged
4 be removed
5 be done
6 was taken
7 Were we consulted?
8 will be given
9 are influenced
Exercise 7
2 Adverts may be
accepted by head
teachers in schools in
England, but they are
not welcomed by most
teachers.
3 Drinks machines
with adverts are being
installed in schools by
some companies in
England.
4 Advertising on drinks
machines in schools
is not permitted by
the government in
Scotland.
5 Free meals will be
offered to US students
with good grades by
some fast food chains./
US students with good
grades will be offered
free meals by some fast
food chains.
GRAMMAR VIDEO
1 a I don’t notice ads anymore.
b Ads are not noticed by me anymore.
2 a A company in Japan made my phone.
b My phone was made in Japan.
3 a Someone filmed that commercial in Prague.
b That commercial was filmed in Prague.
4 a Then we’ll watch a film.
b Then a film will be watched by us.
• Photocopiable extra Grammar Video
activity 8, page 268
Exercise 5
1 active 2 passive
3 passive 4 active
In sentences 1 and 4 the
focus is on the person
who did the action.
In sentences 2 and 3 the
action (what happened)
is more important than
who did it (the agent).
Should adverts be shown to children and teenagers?
active or in the passive? What is more important in
each sentence – the person or the action?
FURTHER PRACTICE
Exercise 4
Key:
Present Simple
Past Simple
Past Continuous
Present Perfect
future with will
modal verbs
109
school. It can be any product (real or
invented) and they can use any form
of advertising (e.g. a billboard ad they
would print on the side of a school
bus, a recorded radio commercial,
a TV commercial they will video on their
phones). Students can present their
adverts in the next lesson, and you could
do a class vote for the best one.
127
29/08/2019 14:13
Check out these survey results
I found online on teenagers’
spending habits.
Teens spend a higher percentage of their money on
food than on anything else – 21%. Clothing comes close
behind food at 20% but if you add up the amount spent
on accessories, personal care and cosmetics (10%) and
on shoes (9%), then you can see how much value teens
give to looks and fashion. Entertainment and having
fun is obviously very important to teens, too, so it’s no
surprise that they spend 8% on electronics and gadgets,
7% on video games and systems, 5% on music and
movies (CDs and DVDs) and another 5% on concerts,
cinema and sports events. More surprisingly, they spend
8% on cars. They don’t spend too much on books and
magazines (just 2%) or on furniture and room accessories
(another 2%). They also spend 4% of their money on
a category called other. I wonder what that
could be.
8B LISTENING AND VOCABULARY
Exercise 2
The teens in the survey
spent the largest
percentage of
their money on food
and clothing, and the
smallest percentage
on books, magazines,
furniture and room
accessories.
Exercise 3
Speaker 1: books
Speaker 2: food
Speaker 3: magazines
and games
Speaker 4: personal
care products
Speaker 5: clothes
1 In pairs, answer the questions.
1 Where do teens usually get their money from?
2 What do young people usually spend their money on?
4 Do you ever manage to save any of your money?
2 Study the results of a survey in the text. What did the
teens in the survey spend the largest and smallest
percentage of their money on? How does the
information compare to your spending habits?
I never spend money on furniture and I probably spend
more than seven percent of my money on video games.
3
5
3.14 Listen to a podcast. Which categories of
products mentioned in the survey results in Exercise 2
do the speakers talk about/spend their money on?
Speaker:
1 f 2 b
□
4 Match the highlighted phrases 1–8 with definitions
• I always look for things 1on special offer, you know,
like 2two for the price of one.
off considering it’s just hot water
• The coffee is 3a rip-off
and a few coffee beans.
• The latest games are really expensive so I have to
choose very carefully before I 4spend a fortune on one.
• The products are usually very expensive…my dad
thinks it’s all 5a waste of money.
6 SPEAKING Choose the correct option in the questions. In
pairs, discuss the questions.
• It takes time to 6go bargain hunting, but it pays off
when you 7get a good deal.
1 Which shops are the best in your city if you want to go
deal / bargain hunting?
2 When was the last time you bought something on
special offer / price?
price? What was it and why was it such
a good value / deal?
3 Have you ever bought a product that was a value /
rip-off? What was it?
4 What product or service is the biggest waste of money
/ price in your opinion?
5 If you had lots of money, what kind of products or
services would you happily spend / pay a fortune on?
• I paid next to nothing for a pair of designer jeans last
weekend.
8
□
□
□
□
□
□
□
□
a 4 spend a lot of money
b 6 go shopping especially to find things that are good
value for money
c 7 get a lot for your money
d 5 a bad use of money
e 2 buy one, get one free
f 1 cheaper than usual for a limited time
g 8 pay very little for something
h 3 much more expensive than it should be
110
□ 3 □e 4 □c 5 □a
a He/She saves money by buying used items.
b He/She spends money in the company of friends.
c He/She ignores their brother’s advice on saving
money.
d He/She is saving their money for a major item.
e He/She likes to read up before spending his/her
money.
f He/She buys his/her favourite product online.
a–h. Which phrases are about ‘good value for money’
and which are about ‘poor value for money’?
Exercise 4
Good value for money =
phrases 1, 2, 6, 7, 8
Poor value for money =
phrases 3, 4, 5
3.14 Listen again and match speakers 1–5 with
what they say about spending and saving (a–f). There
is one extra option.
7 REFLECT | Society Should teenagers receive pocket
money from their parents or earn it? Say why.
□ I can identify specific details in a podcast and talk about spending habits.
REFERENCES
AUDIO SCRIPT page 223
a collocation, for their partner to provide
the second part. (e.g. A: a waste … B: of
money).
EXTRA ACTIVITY IN CLASS
FURTHER PRACTICE
Do this activity after Exercise 4. Students
study the collocations in Exercise 4 for
a minute, then close their books. In pairs,
they take it in turns to say the first part of
• Workbook page 90/Online Practice
• Photocopiable resource 32: I spend my
money on …, pages 282, 321
NEXT CLASS
Students write a for-and-against essay
answering the question in Exercise 7.
Encourage them to refer back to the
Writing lesson in Unit 6 (6G) and the
Writing box on page 87 to help them
structure their essay correctly.
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08
8C VOCABULARY | Money
1 In groups, discuss the sayings. What do you think
3
they mean? How true are they?
• Money doesn’t grow on trees.
• A fool and his money are soon parted.
2 Read sentences 1–8 and try to work out the
meaning of the highlighted phrases. Then choose
the correct definition for each one.
1 My sister spends money like water.
a spend money without thinking
b be careful with money
2 How can I finish developing my app? I’ve run out of
money!
a go to the bank quickly
b have no money left
3 Sometimes I wonder if you think we’re made of
money!
a be very generous
b be very rich
4 I’m a bit short of money right now. Can I borrow
twenty quid?
a not have much money
b have enough money
5 Look at the car he’s driving. He must be rolling in
money!
a be quite poor
b be very rich
6 My dad believes in getting his money’s worth; he
hates getting ripped off.
a pay what you should and no more
b avoid paying
7 A tiny minority of people in the world have money
to burn.
a be very rich
b dislike money
8 Have you got any money on you?
a wear expensive clothes
b have cash with you
3.15 In pairs, think about the meaning of the
highlighted words and phrases. Then match sentences
1–8 in Exercise 2 with sentences a–h below. Listen and
check.
□
□
□
□
□
□
□
□
a 6 But I wouldn’t say he’s mean, just careful with money.
b 5 No, he isn’t. Actually, he’s got huge debts and his
company is in the red.
c 8 Not much. Just some loose change.
d 1 Sometimes I think she has more money than sense.
e 4 Sorry, I can’t lend you a penny. I’m broke.
f 2 I can think of two ways to raise money: one- take out
a loan; two – try crowdfunding.
g 7 While almost half the world’s population live in
poverty. It’s not right!
h 3 You know we can’t afford a holiday in Florida so stop
going on about it!
4 SPEAKING Use the vocabulary in Exercises 2 and 3 to
1 Do you spend money like water or are you careful
money?
2 What do you usually do when you
out of money?
3 Do you always check your
after buying
something?
4 What can you do if you want to buy something you can’t
?
5 If you had
to burn, what would you buy first?
6 Have you ever felt you didn’t get your money’s
?
Tell me about it.
7 Do you think most teenagers believe their parents are
of money?
8 Do you know of anyone who’s
money through
crowdfunding? Who? What for?
9 Think of a celebrity who is rolling
money. Do you
? Why?
think he/she has more money than
5 REFLECT | Society People often say that money can’t buy
happiness … but it helps. Do you agree? Discuss in groups.
Can’t you see?
I’m MADE
of money!
□ I can talk about money.
CULTURE NOTES page 210
EXTRA ACTIVITY IN CLASS
After Exercise 3, students write gap-fill
sentences with words and phrases from
Exercises 2 and 3. To make the exercise
easier, they could supply the first letter of
each gapped word. Then, in pairs, they
M01 High Note TB3 09593.indd 129
Exercise 4
1 with
2 run
3 change
4 afford
5 money
6 worth
7 made
8 raised/raising
9 in, sense
complete sentences 1–9 with one word in each gap. In
pairs, discuss the questions.
I’ve forgotten my
wallet – have you got
any money on you?
REFERENCES
Exercise 1
Money doesn’t grow on
trees = It’s not easy to
find or get money.
A fool and his money
are soon parted =
Stupid people spend
their money without
thinking about it.
swap sentences, complete them and check
their answers with their partner.
FURTHER PRACTICE
• Workbook page 91/Online Practice
• Photocopiable resource 33: Money
talks, pages 282, 322
• Extra digital activities: Vocabulary
Checkpoint 8
111
ASSESSMENT
Vocabulary Quiz 8
NEXT CLASS
Ask students to look online for memes
or interesting quotes which reflect their
attitude to money.
129
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8D READING AND VOCABULARY
1 Check you understand the highlighted words and
phrases. Then ask and answer the questions in pairs.
1 How do you/your parents usually pay for things?
In cash or with a bank card?
2 Where do you carry your notes and coins – in a purse/
wallet or in your pocket?
3 Do you ever buy anything from vending machines?
What?
4 Have you ever bought anything online or paid for
something with your phone? What was it?
5 Have you ever taken money out of an ATM?
2 Read the text on page 113 quickly. Where do you think
Exercise 7
2 currency
3 purchase
4 credit
5 charged
6 withdraw
7 prepaid
8 PIN
9 cashpoint
10 contactless
11 account
you might find a text like this one?
on a website, in a scientific magazine
3 Choose the best sentence A–C to fill gap '0' in the first
paragraph of the text.
A But was the lack of cash a problem?
B Life wasn’t as easy then as it is now.
C So how did people buy things?
4 How did you decide the correct answer in Exercise 3?
How does it link with the sentences that come before
and after? Study Active Reading to check your answers.
ACTIVE READING | Understanding links in a text
When working on their texts, writers use:
• lexical links to connect sentences by repeating words,
using synonyms (e.g. cash = money), related words
(e.g. coins, notes = buy) and paraphrases (e.g. barter =
swapping one thing for another),
• logical links to connect ideas (e.g. reason and
consequence),
• linking words to connect ideas (e.g. They tried
something to fix the problem. However, it didn’t work).
• referencing words to refer back to someone or
something (e.g. he/him/his, that, which, there, then),
• questions and answers within the text.
5 Read the text again. Match sentences A–H with
gaps 1–7 in the text. There is one extra sentence.
A For example, the Ancient Romans used handwritten
agreements to pay.
B Are we heading towards a cash-free society where all
payments are made electronically?
C This is because money has more than one function in
society.
D Therefore, people began to give value to small things
that were easy to carry.
E Since then M-commerce has become a hugely popular
way of paying for things.
F Why would anyone exchange a beautiful gold bowl
for something less valuable?
G Leather money was mainly used in times of crisis or
war when metal for coins was in short supply.
H These little pieces of plastic were revolutionary.
112
6 Read the whole text again. Which fact about the
history of money do you find the most interesting or
surprising?
7 Find these words in the text on page 113. Then use
them to complete the tips below.
account cashpoint charged contactless currency
credit exchange PIN prepaid purchase (v) withdraw
Coming to the UK?
Read these money tips first
Don’t exchange money at the airport – you’ll
• probably
get a better exchange rate at a bank.
Take some cash in the local
(pounds in the
• UK).
You’ll need it for small transactions, for
1
2
example, when you 3
food and drink.
Get a ‘travel-friendly’ debit or
card. You may
• be
up to three percent if you use the wrong
4
5
cash from an ATM.
kind of card to 6
A
card that you can load with cash before
• you
travel is a great idea.
Don’t let anyone see your
number when
• you
,
enter it in a shop or at a
lose your
credit card! Anyone can
• Don’t
spend up to £30* with it several times without
7
8
9
10
knowing your PIN code.
longer stays (study or work) you may want to
• For
. If so, you’ll need a
open a British bank
11
passport or ID card and proof of your UK address.
* this amount may rise in the future
8 SPEAKING In groups, ask and answer the questions.
1 How old do you think you should be before you can
open a bank account or get a credit card?
2 How do you think people will pay for things in the
future? Will there ever be a cash-free society?
3 What do you think of online swapping services?
26 WATCH AND REFLECT Go to page 169. Watch the
uy or borrow? and do the exercises.
documentary Buy
DOCUMENTARY VIDEO
Exercise 4
The sentence before
the gap mentions ways
of paying for things
you buy. Sentence c
asks a question about
buying things.
The word So introduces
a question that links
back to the previous
sentence.
The sentence after
the gap answers the
question in sentence c.
□ I can understand links and identify specific details in a text and talk about money.
REFERENCES
EXTRA ACTIVITIES IN CLASS
FURTHER PRACTICE
VIDEO SCRIPT page 240
• Start the class by getting students to
present the quotes or memes they have
found. Briefly discuss them with the class.
• Workbook pages 92–93/Online Practice
CULTURE NOTES page 210
• After Exercise 7, get students to discuss
the money tips in pairs or groups.
Would these make good tips for people
travelling to their country?
• Photocopiable resource 34: Digital
money, pages 282, 323
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08
The way
we pay
3.16
The way we pay has changed
a lot throughout history.
Penny Cash takes a look at
the chronology of money.
The problem with
barter is portability.
1 Barter: a long time ago
4 Notes: 806 CE
In the beginning, there was no money.
No coins, notes or credit cards. 0
Barter: swapping one thing for another.
‘I’ll give you a rabbit for that bowl,’ said
the hunter to the potter. ‘Make it two and
it’s a deal,’ replied the potter.
The first notes weren’t made of paper
g
The
but of animal skin. 3
first proper paper banknotes were
probably printed in China in 806 CE.
At first, people were suspicious of
paper money and wouldn’t accept it
but gradually, of course, they got used
to it.
2 Currency: 3,000 BCE
The problem with barter is portability.
It might be all right carrying a rabbit
or two around when you go shopping
but what if you have a deer to trade? It
The
could break your back. 1
d
solution was money. The first currency
was probably invented 5,000 years ago in
Mesopotamia. A grain called the shekel
was used as money. Later, the Chinese
started keeping shells in their purses.
Animals, feathers, seeds, salt and cocoa
beans have all been used as money.
3 Coins: 1,000 BCE
Things like shells and feathers,
however, are fragile, they can break.
Consequently, from about 3,000
BCE, the Chinese started making
shells from metal. Eventually, these
metal shells were replaced by metal
coins. But there was a problem:
cheap metal coins were no good for
buying expensive items. 2
f
The solution was to make coins from
precious metals such as gold and silver.
The Greeks and Turks started doing
this about 2,700 years ago.
5 Cheques: 1717
A cheque is basically an ‘I Owe You’,
a piece of paper promising to pay in
the future. Such forms of payment
have been around for thousands
a
The first bank
of years. 4
to issue a modern printed cheque
with a serial number that you could
check was the Bank of England in
1717. However, although cheques
were commonly used until the 1990s,
they’re seldom used today.
6 Cards: 1950s & 1960s
The first credit cards were introduced
They
in the US in the 1950s. 5
h
allowed us to go shopping without
cash and to get money from ATMs
(first introduced in 1967). Ever since
then, we’ve been suffering trying
to remember our PIN numbers.
Incidentally, don’t get excited if you
see ‘Free Cash Withdrawals’ on a
UK cashpoint. It means you won’t be
charged to withdraw your money, not
that they’re giving away cash. The
1980s saw the introduction of debit
cards where payments come directly
from the user’s bank account. The
first contactless cards were produced
in 2007. They save time and have
one huge advantage: you don’t need
to remember your PIN for small
transactions.
7 E-commerce: 1990s
Online commerce has taken off in
the last few decades thanks to the
Internet. The first online sale dates
from 1994 when someone bought
a CD by British singer Sting. The
first mobile phone payment was
made in 1997 when a fizzy drink was
purchased from a vending machine
Especially for
in Finland. 6
e
young people and in developing
countries. With a prepaid card, you
don’t even need a bank account.
8 The future
f
What does the future hold? 7
b
That’s the financial future they’re
planning to have in Sweden. However,
strangely, in one way, electronic
communications have sent us back
to the past. It’s becoming common
to swap goods and services on the
Internet without exchanging money.
Barter has made a comeback!
113
NEXT CLASS
Ask students to think of two or three
situations where they would be likely
to make a complaint as a customer
and make notes. They should explain
what the situation/problem is and, if
appropriate, what they would expect
as compensation.
131
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1 Have you ever been to an escape room? Would you like
Exercise 2
1 Janet calls to make
a complaint about
a double booking.
2 No, he cancels both
her bookings, so
she calls up again to
complain.
3 The manager
explains the morning
sessions are fully
booked and offers
her a session in the
afternoon. Janet says
that’s not possible.
to go to one? Say why.
2
17 Janet is calling a company called M.Y.E.
27
3.17
(Make Your Escape). Watch or listen to Part 1 and
answer the questions.
1 What is Janet's complaint?
2 Does Bradley solve the problem?
3 Why is Janet so frustrated? What happens at the end?
3
Exercise 3
The manager sorts out
Janet’s problem and
books her a morning
session, but then
Janet’s friend calls to
say he and the other
friends can’t go to the
escape room in the
morning and ask if she
could book it for the
afternoon.
Exercise 7
available, complaint,
escape, eight, mistake,
replacing, weight
designed, height, mind,
price, satisfied, slight,
website
COMMUNICATION VIDEO
8E SPEAKING
28
3.18 How do you think Janet’s story will
end? Make predictions in pairs. Then watch or listen to
Part 2 and check.
4 Look at the phrases a–f. Do you use them to make a
complaint or to respond to it? Add them to the right
sections in the Speaking box.
a I’ll see what I can do.
b Would you like a refund?
c I want to talk to the manager.
d I wonder if you could help me.
e I’ve got a (slight) problem with the booking.
f There was a problem with our website but we’ve
sorted it out.
6
□
□
□
□
□
□
SPEAKING | Complaints
1 e I wonder if you can help me.
2 f I’d like to return these jeans, please.
3 b I’m not satisfied with this laptop. There’s a problem
with the screen.
4 a I complained about my meal and the waiter was
rude to me.
5 c I’ve been waiting for 20 minutes to book in. I want
to talk to the manager.
6 d I wonder if you could exchange these for another
pair. I can’t find the receipt.
Making a complaint
(I’m) Sorry to bother you, but …
I’d like to make a complaint/return this/cancel my
booking, please.
Would you mind doing that for me, please?
I’m not happy about/satisfied with …
1
I wonder if you could help me.
2
c
3
e
Responding to a complaint
I’m (so/very) sorry (about that).
I/We can offer you store credit/another time.
Can I have your receipt/booking reference?
It was (entirely) our fault.
I’m afraid we’re fully booked.
Sorry, there’s nothing I can do about it.
4
a
5
b
6
f
3.19 Listen to these conversations and match the
complaints with the replies.
a I’m sorry about that. I’ve spoken to him. It won’t
happen again.
b We’ll be happy to replace it or would you like a refund?
c I’m so sorry, the hotel is very busy today. I’ll get her at
once.
d Sorry, in that case, there’s nothing I can do about it.
e Sure, what can I do for you?
f Yes, of course. Have you got the receipt?
7
3.20 PRONUNCIATION Look at the underlined
vowels in the words and put them in the correct place
in the table. Listen and check.
afraid
afr
d available
av lable complai
complaint
nt desig
designed
ned esca
escape heigh
eight
ke mind
m nd mistake
mist
neigh
eighbour
eigh
bour price
pr
replacing
like
d sligh
slightt website
webs te weight
w
satisfied
5 REFLECT | Culture Study Watch out! Do people start
complaints in the same way in your country?
WATCH OUT!
In Britain, it is typical to start making a complaint by
apologising to avoid having a confrontation with
someone, even if you are angry:
I’m sorry to bother you but there’s a mistake in my bill.
I’m afraid my MP3 player isn’t working properly.
114
/eɪ/
/aɪ/
afr d
afrai
like
8 In pairs, read the situations on page 198. Take turns to
make and respond to complaints. Use the expressions
from the Speaking box.
□ I can make and respond to complaints.
REFERENCES
CULTURE NOTES page 210
home. Get them to roleplay the situations
using language from the Speaking box.
They should take turns to make and
respond to complaints.
EXTRA ACTIVITY IN CLASS
FURTHER PRACTICE
After Exercise 8, put students in new pairs
and refer them to the notes they made at
Workbook page 94/Online Practice
VIDEO/AUDIO SCRIPT page 241
NEXT CLASS
Ask students to make a list of services they
or their parents use regularly. Explain
that they should think about things they
ask (and pay) other people to do for
them and give them a few examples
if necessary (shopping delivery, car
washing, computer servicing, etc.).
132
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08
8F GRAMMAR
5 Complete the sentences with the correct form of the
1 Look at the photos and answer the questions.
1 What services are shown in the photos?
2 Do you or your parents do these things yourselves,
or do you pay someone else to do them for you?
3 What else do you or your parents pay other people
to do?
2
3.21 Listen to a radio show and tick five more
services that the hosts Max and Kerry mention.
□ beauty treatments
□ car servicing □ cleaning
□ dog walking □✓ eye-testing □✓ hairdressing
□✓ house decoration □✓photography
□ shopping delivery □ social media management
words in brackets.
1 My mum has her hair dyed (have/hair/dye) once a month.
2 I’m going to the beautician tomorrow and
(get/ears pierced).
(have/phone/fix)?
3 Have you
(have/this
4 How long has it been since you
passport photograph/take)?
5 You’ll
(have/back and neck/massage) by the
physiotherapist.
6 Last month Tom was on a special diet and
(get/meals/deliver).
(have/car/wash)?
7 Is it lazy to
6 SPEAKING In pairs, look at the services in the box and
Have/Get something done
answer the questions.
3 Look at the sentences from the dialogue and answer
the questions. Then study the Grammar box and check.
a I’m servicing my car next week.
Do you manage your social media accounts?
b I‘m getting my car serviced next week.
Do you have your social media accounts managed?
1 Which sentences – a or b – describe something
we do ourselves and which describe something
someone else does for us?
2 How do we form the structure in the b sentences?
Choose the correct option:
have or get + object + the infinitive / past participle
cut or dye your hair fix your computer paint your nails
pierce your ears repair your watch
service your bike or skateboard take a profile photo
1 Do you do any of these things yourself?
I service my bike myself. I don’t have it serviced.
2 Which of these things have you had done recently?
When and where?
3 Which of them are you going to have done soon?
4 Can you recommend any good places to have these
things done?
Exercise 1
1 bike servicing/repairs,
dog walking
Exercise 3
1 a = something we
do ourselves,
b = something someone
else does for us
2 past participle
Exercise 4
2 has it delivered
3 have it decorated
4 ’s going to have her
car/it serviced
5 have them managed
6 have them walked
7 has had them done
get is not a possible
alternative to have in
sentence 7
Exercise 5
2 getting my ears
pierced
3 had your phone fixed
4 had this passport
photograph taken
5 have your back and
neck massaged
6 got his meals
delivered
7 have your car washed
Have/Get something done
When we pay someone to do a job for us instead of
doing it ourselves, we use:
the correct form of have/get + object + past participle.
Get is more informal than have and is not normally used
with the Present Perfect tense.
I had my bike repaired. (at a bike shop)
When are we getting our photo taken?
(by a photographer)
You haven’t had (NOT: got) your nails done for a long
time. (by a beautician)
Grammar Reference and Practice > page 185
4 Complete the sentences about Kerry and Max with
have + object + past participle. In which sentence is
get not a possible alternative to have?
1 Max doesn’t cut his own hair, he has it cut .
.
2 Kerry doesn’t deliver her own shopping, she
3 Max will decorate his own Christmas tree this year,
he won’t
.
4 Kerry is not going to service her own car next week,
she is going to
.
5 Kerry manages her own social media accounts, she
doesn’t
.
6 Max thinks people should walk their own dogs and
not
.
.
7 Kerry hasn’t done her own nails, she
□ I can use have/get something done to talk about services.
REFERENCES
FURTHER PRACTICE
ASSESSMENT
AUDIO SCRIPT page 223
• Grammar Reference and Practice,
Student’s Book page 185
Grammar Quiz 8F
EXTRA ACTIVITY IN CLASS
After Exercise 6, refer students to the lists
they made at home and elicit ideas on the
board. They should answer the questions
in Exercise 6 about any services on the
board they haven’t already discussed.
M01 High Note TB3 09593.indd 133
• Workbook page 95/Online Practice
• Photocopiable resource 35: My busy
day, pages 283, 324–325
• Extra digital activities: Grammar
Checkpoint 8F
115
NEXT CLASS
Ask students to imagine they’ve got
£1,000 to spend, think about what they
would spend it on and make notes.
133
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Is it better to spend
your money
on experiences
or possessions?
1 Most young people have to be careful with money, so
deciding what to do with it requires thought. It is my firm
belief that spending money on experiences brings greater
happiness than spending it on possessions.
2 My first reason for this opinion is that experiences change
you as a person. We are the result of everything we’ve
seen and done in our lives, and not of the things we’ve
bought. In other words, unlike an experience, a thing
can never become part of us. For example, getting a
new phone didn’t change me, but the camping trip
with my friends last summer certainly did.
3 Another reason I prefer experiences is that they
bring people together. Sharing a new experience
strengthens relationships and creates lasting
memories. For instance, I am still in touch with some
of the teenagers I met on our family holiday three
years ago, but I hardly remember any of the things
I bought or was given back then.
4 My final point is that, while some people say that
they get pleasure simply from owning things,
I think that using your possessions is more
enjoyable. For example, I spend most of my
spare money on new parts for my old mountain
bike, but I love the experience of cycling, not
owning bike parts!
5 To sum up, experiences make us who we are
and strengthen our relationships. As far as I’m
concerned, this makes them a better thing to
spend money on than possessions. Consider
this next time you want to buy yourself
something.
8G WRITING | An opinion essay
3 Read the essay. Do you agree or disagree with the writer?
1 Which of the following would you rather spend
4 Look at the essay again. In which paragraphs does the
your money on? Say why.
• A subscription to a music streaming service or
tickets to a concert?
• A new pair of trainers or a backpacking trip with
friends?
• A trip to the cinema or a new computer game?
I’d rather spend my money on tickets to a concert
because I love listening to live music.
2 Read the title of the essay. In pairs, give your
Say why.
writer do the following things?
□
□
□
□□
□
□
a 5 Summarise their opinion.
b 1 State their overall opinion for the first time.
c 4 Consider an opposing opinion and state why they
disagree with it.
d 2 3 Provide further viewpoints and examples which
support their overall opinion.
e 5 Leave the reader with a statement or question to consider.
f 1 Restate the essay question in their own words.
opinion and justify it.
116
EXTRA ACTIVITIES IN CLASS
• Start the class by referring students to
the notes they made at home. If time
allows, let them share and compare
their answers in pairs or groups first,
then get feedback from the class.
134
• Do this activity after Exercise 9. Put
students in pairs and ask them to read
each other’s essays and give their
M01 High Note TB3 09593.indd 134
partner feedback. Is the information
organised into five paragraphs? Are
the ideas expressed clearly? Has their
partner used phrases from Exercise 7?
What has he/she done well? What
could be improved?
FURTHER PRACTICE
Workbook page 96/Online Practice
NEXT CLASS
• If you did the peer feedback activity
above, you could ask students to
rewrite their essays following their
partner’s feedback.
• Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 118–119.
29/08/2019 14:14
08
5 Study the Writing box. Then find examples of the main
point, supporting arguments and a personal example
in paragraphs 3 and 4 of the essay.
WRITING | An opinion essay
It is very important to support your opinions and provide
examples in an opinion essay. Each paragraph in the body
of the essay should include:
The main point
My first reason for this opinion is that experiences
change you as a person.
Supporting arguments
We are the result of everything we’ve seen and done in
our lives, and not of the things we’ve bought. In other
words, unlike an experience, a thing can never become
part of us.
A personal example
For example, getting a new phone didn’t change me,
but the camping trip with my friends last summer
certainly did.
6 Match main points 1–3 with supporting arguments a–c
and personal examples i–iii to make three paragraphs
from an essay. What do you think the essay question
was?
Essay question: Is it better to make or buy
Main points
presents for your friends? (or similar)
1 My first reason for this opinion is that making a
present for someone means you don’t have to spend a
lot of money.
□ □ii
c
2 Another reason is that you can give someone
something really personal.
□b □i
3 A third reason is that doing something creative such as
making presents is an enjoyable way to spend your time.
□a □iii
Supporting arguments
a If you like spending time in the kitchen, make your
friend some food, or if you enjoy art, paint them
a picture.
b The present can be based on a shared experience or
a joke between you and your friend.
c It doesn’t cost a lot to cook something for someone
or to make some simple jewellery, for example.
Personal examples
i I made my friend some very spicy chilli oil because we
are always competing to see who can eat the spiciest
food.
ii I can easily make a cake for a lot less than it costs to
buy one.
iii I’d rather spend time making a present than walking
round the shops trying to find something suitable.
7 Add the underlined linkers in the essay on page 116 to
the correct group.
Phrases to give your overall opinion
This essay will argue that …
1
It is my firm belief that
2
Phrases to add further support
3
4
It is also worth pointing out that …
5
Phrases to emphasise your opinion by repeating it
To put it another way …
6
Phrases to introduce an opposing opinion
It is true that …
Some people do not agree and feel that …
7
8 Complete each sentence with one word. Then, in
pairs, say whether they belong in the introduction, the
supporting body paragraphs, or the opposing opinion
paragraph.
1 For example , studies show that people spend more
when using a credit card. supporting body paragraph
2 This essay will
that the world would be a
better place without credit cards.
3 It is also worth
out that credit cards tempt
people to spend more than they can afford.
4 To
it another way, credit cards make you feel
you have more money than you really do.
5 My first
for this opinion is that buying things
on credit can make them much more expensive in the
long term.
6 It is
that credit cards are useful for online
shopping, but a bank transfer is usually also an option
and doesn’t require you to borrow money.
Exercise 5
Main points:
• Another reason
I prefer experiences …
bring people together.
• My final point is …
is more enjoyable.
Supporting argument:
Sharing a new
experience … creates
lasting memories.
Personal examples:
• For instance, I am still
in touch … was given
back then.
• For example,
I spend … not owning
bike parts!
Exercise 7
2 As far as I’m
concerned, …
3 My first reason for this
opinion is …
4 Another reason … is
5 My final point is …
6 In other words, …
7 While some people
say that … I think …
Exercise 8
2 argue, introduction
3 pointing, supporting
body paragraph
4 put, supporting body
paragraph;
5 reason, supporting
body paragraph
6 true, opposing
opinion paragraph
9 WRITING TASK You are going to write an opinion essay.
Read the question and follow the instructions. Use the
Writing box and Exercise 7 to help you.
When it comes to receiving presents, is it better to ask for
what you want or to wait for a surprise?
1 Decide what your overall opinion on the topic is and
make a list of supporting arguments, reasons and
examples.
2 Consider an opposite opinion and note down why you
disagree with it or how you feel about it.
3 Organise your ideas into a simple 5-paragraph plan
and write your essay.
□ I can write an opinion essay.
117
135
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Word List
REMEMBER MORE
1 Complete the money phrases
with the missing words. Then
check with the word list.
1 You can’t have both a new
smartphone and a laptop – I’m
made of
not
money!
spend
2 They
money
like
water. They
really should try to save some.
3 Unless you’ve got money
to burn
, you should
really get a less expensive car.
4 We didn’t need a new
dishwasher. It was a total
waste of
money. The old
one is still working.
2 Complete the text with the
correct prepositions. Then check
with the word list.
My parents say I’m not careful
1
with money. The fact is, I rarely
have money 2 on me, but that’s
because I usually pay 3 with a bank
card, not 4 in cash. I love
shopping and I often buy things
which are 5 on special offer. As
a result, I’m often short
6
of money or even broke.
I promised my parents to change.
I’ll start next month, when the
sales are over.
3 Complete the missing letters in
the mini crossword. What is the
mystery word? mystery word: credit
1 C O M M E R C I A L – an
advertisement on television or
radio, or at the cinema
2 R IP O F F – to charge someone
too much money for something
3 E -C O M M E R C E – buying and
selling goods and services
using a computer and
the Internet
4 D E B T – money that one person
has borrowed from another
and now owes it to this person
5 I D – an identity card
6 T R A N S A C T I ON–
a business deal or action, such
as buying or selling something
4 Do the task below
118
Write your own mini-crossword
like the one in Exercise 3 above.
Decide what your mystery word is
and write clues for each answer.
Use the words from the wordlists
and an online dictionary (e.g.
www.ldoceonline.com) to help
you.
EXTRA ACTIVITIES IN CLASS
• Students choose one or two words/
phrases from each lesson that they
want to remember and write example
sentences. Tell them to try to think of
sentences about themselves or people
they know if possible. This will help
them remember the words/phrases.
8A GRAMMAR AND VOCABULARY
5.50
8B LISTENING AND VOCABULARY
5.51
advertisement/advert/ad (n) /ədˈvɜːtəsmənt/
ˈædvɜːt/æd/
for a limited time /fər ə ˌlɪmɪtɪd ˈtaɪm/
advertising slogan (n) /ˈædvətaɪzɪŋ ˌsləʊɡən/
bathroom/toilet (BrE)/rest room (AmE) (n)
/ˈbɑːθrʊm/ˈtɔɪlət/ˈrest ruːm/
bombard sb with sth (phr v) /bɒmˈbɑːd ˌsʌmbɒdi
wɪð ˌsʌmθɪŋ/
get a good deal /ˌɡet ə ˌɡʊd ˈdiːl/
go bargain hunting /ˌɡəʊ ˈbɑːɡən ˌhʌntɪŋ/
good value for money /ˌɡʊd ˌvæljuː fə ˈmʌni/
on special offer /ɒn ˌspeʃəl ˈɒfə/
brand (n) /brænd/
pay next to nothing for sth /ˌpeɪ ˌnekst tə ˈnʌθɪŋ
fə ˌsʌmθɪŋ/
brand name (n) /ˈbrænd neɪm/
read up (phr v) /ˌriːd ˈʌp/
coat of paint /ˌkəʊt əv ˈpeɪnt/
rip-off (n) /ˈrɪp ɒf/
colourful (BrE)/colorful (AmE) (adj) /ˈkʌləfəl/
save money /ˌseɪv ˈmʌni/
commercial (n) /kəˈmɜːʃəl/
consult (v) /kənˈsʌlt/
spend a fortune on sth /ˌspend ə ˈfɔːtʃən ɒn
ˌsʌmθɪŋ/
consumerism (n) /kənˈsjuːmərɪzəm/
two for the price of one /ˌtuː fə ðə ˌpraɪs əv ˈwʌn/
corporate (adj) /ˈkɔːpərət/
waste of money /ˌweɪst əv ˈmʌni/
cough (v) /kɒf/
democratic (adj) /ˌdeməˈkrætɪk/
drinks machine (n) /ˈdrɪŋks məˌʃiːn/
facilities (n) /fəˈsɪlətiz/
free from sth (adj) /ˈfriː frəm ˌsʌmθɪŋ/
frequent (adj) /ˈfriːkwənt/
hoarding (BrE)/billboard (AmE) (n) /ˈhɔːdɪŋ/
ˈbɪlbɔːd/
8C VOCABULARY
5.52
afford (v) /əˈfɔːd/
be made of money /bi ˌmeɪd əv ˈmʌni/
be rolling in money /bi ˌrəʊlɪŋ ɪn ˈmʌni/
borrow (v) /ˈbɒrəʊ/
broke (adj) /brəʊk/
careful with money /ˌkeəfəl wɪð ˈmʌni/
install (v) /ɪnˈstɔːl/
cash (n) /kæʃ/
interrupt (v) /ˌɪntəˈrʌpt/
check your change /ˌtʃek jə ˈtʃeɪndʒ/
jingle (n) /ˈdʒɪŋɡəl/
crowdfunding (n) /ˈkraʊdfʌndɪŋ/
logo (n) /ˈləʊɡəʊ/
debts (n) /dets/
mobile (adj) /ˈməʊbaɪl/
get your money’s worth /ˌɡet jə ˌmʌniz ˈwɜːθ/
notice (v) /ˈnəʊtɪs/
have money on you /ˌhæv ˈmʌni ɒn ju/
permit (v) /pəˈmɪt/
have money to burn /ˌhæv ˈmʌni tə bɜːn/
pop-up ad (n) /ˈpɒp ʌp ad/
poster (n) /ˈpəʊstə/
have more money than sense /ˌhæv mɔː ˌmʌni
ðən ˈsens/
programme (BrE)/program (AmE) (n) /ˈprəʊɡræm/
in the red /ˌɪn ðə ˈred/
promote a product /prəˌməʊt ə ˈprɒdʌkt/
lend (v) /lend/
put up (phr v) /ˌpʊt ˈʌp/
live in poverty /ˌlɪv ɪn ˈpɒvəti/
remove (v) /rɪˈmuːv/
loose change /ˌluːs ˈtʃeɪndʒ/
repaint (v) /ˌriːˈpeɪnt/
mean (adj) /miːn/
school bus (n) /ˈskuːl bʌs/
penny (n) /ˈpeni/
school corridor (n) /ˌskuːl ˈkɒrədɔː/
quid (n) /kwɪd/
school locker (n) /ˌskuːl ˈlɒkə/
raise money /ˌreɪz ˈmʌni/
sign a contract /ˌsaɪn ə ˈkɒntrækt/
rip off (phr v) /ˌrɪp ˈɒf/
spam email (n) /ˌspæm ˈiːmeɪl/
run out of money /rʌn ˌaʊt əv ˈmʌni/
take a decision /ˌteɪk ə dɪˈsɪʒən/
the media (n) /ðə ˈmiːdiə/
short of money /ˌʃɔːt əv ˈmʌni/
watch out for sth (phr v) /ˌwɒtʃ ˈaʊt fə ˌsʌmθɪŋ/
spend money like water /ˌspend ˌmʌni laɪk
ˈwɔːtə/
welcome (v) /ˈwelkəm/
take out a loan /ˌteɪk aʊt ə ˈləʊn/
• Choose phrases of three or more words
from the word list. Say the first part of
the phrase and get students to complete
it, e.g. spend money like … (water), two
for the price of … (one), open a bank …
(account).
• Students play Collocation Bingo. Ask
them to draw a 3x3 grid onto a piece
of paper. In each box in their grid,
they should write the second part of
a collocation or phrase from the word
list which begins with a verb (e.g. for
have money on you, they should write
money on you; for get a good deal, they
should write a good deal). Once they
have filled all the boxes in their grid,
start calling out verbs that complete
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08
8D READING AND VOCABULARY
5.53
agreement (n) /əˈɡriːmənt/
amount (n) /əˈmaʊnt/
Ancient Romans (n) /ˌeɪnʃənt ˈrəʊmənz/
ATM/cashpoint (n) /ˌeɪ tiː ˈem/ˈkæʃpɔɪnt/
IOU (I owe you) /ˌaɪ əʊ ˈjuː /
refund (n) /ˈriːfʌnd/
issue (v) /ˈɪʃuː/
slight problem /ˌslaɪt ˈprɒbləm/
lack of sth /ˈlæk əv ˌsʌmθɪŋ/
store credit (n) /ˌstɔː ˈkredɪt/
load your card with cash /ˌləʊd jə ˌkɑːd wɪð ˈkæʃ/
make a comeback /ˌmeɪk ə ˈkʌmbæk/
8F GRAMMAR
5.55
beauty treatment (n) /ˈbjuːti ˌtriːtmənt/
banknote/note (n) /ˈbæŋknəʊt/nəʊt/
make payments electronically /ˌmeɪk ˌpeɪmənts
ˌelɪkˈtrɒnɪkli/
barter (n) /ˈbɑːtə/
m-commerce (n) /ˈem ˌkɒmɜːs/
do sb’s nails /ˌduː ˌsʌmbɒdiz ˈneɪəlz/
online swapping service (n) /ˌɒnlaɪn ˈswɒpɪŋ
ˌsɜːvəs/
dog walking (n) /ˈdɒɡ ˌwɔːkɪŋ/
open a bank account /ˌəʊpən ə ˈbæŋk əˌkaʊnt/
hairdressing (n) /ˈheəˌdresɪŋ/
pay in cash /ˌpeɪ ɪn ˈkæʃ/
house decoration (n) /ˈhaʊs dekəˌreɪʃən/
pay with a bank card /ˌpeɪ wɪð ə ˈbæŋk kɑːd/
manage sb’s account /ˌmænɪdʒ ˌsʌmbɒdiz
əˈkaʊnt/
bowl (n) /bəʊl/
break your back /ˌbreɪk jə ˈbæk/
cash withdrawal (n) /ˈkæʃ wɪðˌdrɔːəl/
charge (v) /tʃɑːdʒ/
cheque (n) /tʃek/
chronology (n) /krəˈnɒlədʒi/
cocoa bean (n) /ˈkəʊkəʊ biːn/
coin (n) /kɔɪn/
commonly used /ˌkɒmənli ˈjuːzd/
PIN (n) /pɪn/
portability (n) /ˌpɔːtəˈbɪləti/
potter (n) /ˈpɒtə/
precious metal (n) /ˌpreʃəs ˈmetl/
car servicing (n) /ˈkɑː ˌsɜːvəsɪŋ/
dye sb’s hair /ˌdaɪ ˌsʌmbɒdiz ˈheə/
massage sb's back/neck /ˌmæsɑːʒ ˌsʌmbɒdiz
ˌbæk ən ˈnek/
physiotherapist (n) /ˌfɪziəʊˈθerəpɪst/
proof of address /ˌpruːf əv əˈdres/
service sb’s car/bike/skateboard /ˌsɜːvəs
ˌsʌmbɒdiz ˈkɑː/ˈbaɪk/ˈskeɪtbɔːd/
proper (adj) /ˈprɒpə/
shopping delivery (n) /ˈʃɒpɪŋ dɪˌlɪvəri/
purchase (v) /ˈpɜːtʃəs/
currency (n) /ˈkʌrənsi/
purse (n) /pɜːs/
social media management (n) /ˌsəʊʃəl ˈmiːdiə
ˌmænɪdʒmənt/
deer (n) /dɪə/
rabbit (n) /ˈræbɪt/
test sb’s eyes /ˌtest ˌsʌmbɒdiz ˈaɪz/
developing countries (n) /dɪˌveləpɪŋ ˈkʌntriz/
replace (v) /rɪˈpleɪs/
e-commerce/online commerce (n) /ˈiː ˌkɒmɜːs/
ˈɒnlaɪn ˌkɒmɜːs/
revolutionary (adj) /ˌrevəˈluːʃənəri/
consequently (adv) /ˈkɒnsəkwəntli/
credit/debit/prepaid/contactless card (n)
/ˈkredət/ˈdebət/ˌpriːˈpeɪd/ˈkɒntæktləs kɑːd/
electronic communications /ˌelɪkˌtrɒnɪk
kəˌmjuːnɪˈkeɪʃənz/
enter your PIN /ˌentə jə ˈpɪn/
eventually (adv) /ɪˈventʃuəli/
exchange money /ɪksˌtʃeɪndʒ ˈmʌni/
exchange rate (n) /ɪksˈtʃeɪndʒ reɪt/
feather (n) /ˈfeðə/
form of payment /ˌfɔːm əv ˈpeɪmənt/
fragile (adj) /ˈfrædʒaɪl/
give away (phr v) /ˌɡɪv əˈweɪ/
give value to sth /ˌɡɪv ˈvæljuː tə ˌsʌmθɪŋ/
sale (n) /seɪl/
8G WRITING
5.56
bank transfer (n) /ˈbæŋk ˌtrænsfɜː/
camping trip (n) /ˈkæmpɪŋ trɪp/
seed (n) /siːd/
seldom (adv) /ˈseldəm/
serial number (n) /ˈsɪəriəl ˌnʌmbə/
shell (n) /ʃel/
swap sth for sth (v) /ˈswɒp ˌsʌmθɪŋ fə ˌsʌmθɪŋ/
trade (v) /treɪd/
transaction (n) /trænˈzækʃən/
firm belief /ˌfɜːm bəˈliːf/
lasting memories /ˌlɑːstɪŋ ˈmeməriz/
possessions (n) /pəˈzeʃənz/
shared experience /ˌʃeəd ɪkˈspɪəriəns/
spare money /ˌspeə ˈmʌni/
tempt (v) /tempt/
vending machine (n) /ˈvendɪŋ məˌʃiːn/
wallet (n) /ˈwɒlət/
withdraw cash/money /wɪðˌdrɔː ˈkæʃ/ˈmʌni/
gradually (adv) /ˈɡrædʒuəli/
8E SPEAKING
grain (n) /ɡreɪn/
booking reference (n) /ˈbʊkɪŋ ˌrefərəns/
handwritten (adj) /ˌhændˈrɪtn/
bother (v) /ˈbɒðə/
head towards sth (v) /ˌhed təˈwɔːdz ˌsʌmθɪŋ/
cancel your booking /ˌkænsəl jə ˈbʊkɪŋ/
hugely popular /ˌhjuːdʒli ˈpɒpjələ/
confrontation (n) /ˌkɒnfrənˈteɪʃən/
hunter (n) /ˈhʌntə/
entirely (adv) /ɪnˈtaɪəli/
ID card (n) /ˌaɪ ˈdiː kɑːd/
escape room (n) /ɪˈskeɪp ruːm/
in short supply /ɪn ˌʃɔːt səˈplaɪ/
frustrated (adj) /frʌˈstreɪtɪd/
incidentally (adv) /ˌɪnsəˈdentəli/
get sb (v) /ˈɡet ˌsʌmbɒdi/
introduce (v) /ˌɪntrəˈdjuːs /
make your escape /ˌmeɪk jər ɪˈskeɪp/
introduction (n) /ˌɪntrəˈdʌkʃən/
receipt (n) /rɪˈsiːt/
5.54
119
collocations/phrases from the
word list (e.g. have, get). When
students hear a verb that completes
a collocation/phrase in their grid,
they cross it out. The first student to
cross out all the phrases in their grid
is the winner. For a shorter activity,
students can draw 2x2 grids.
FURTHER PRACTICE
Workbook page 97/Online Practice
NEXT CLASS
Ask students to revise Unit 8.
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08 Revision
VOCABULARY AND GRAMMAR
1 Choose the correct words to complete the sentences.
Exercise 2
2 slogan
3 advertising
4 jingle
5 spam
6 sense
Exercise 3
2 I took photos while
the actors were being
interviewed.
3 Your steak is being
cooked at this very
moment!
4 Are a lot of shoes
made in Portugal?
5 Ads for smartphones
are often aimed at
teenagers.
6 The first commercials
shown on TV weren’t
very sophisticated.
7 Can something be
done about this now
please?
8 I wonder if these
jeans could be
exchanged for another
pair?
9 Twenty new jobs
in advertising will be
created next year.
Exercise 4
2 Can we have/get
our house decorated
this time?
3 He has/gets his
schedule managed by
his personal assistant.
4 She had/got her back
massaged so she’s
much better now.
5 I’m going to have/
get my bike fixed
today because I have
no time.
6 Have you ever had
your hair dyed?
7 Will you have/
get your hard disk
replaced?
1 I haven’t got any money in my bank account, so
I need to pay by debit / credit / ID card.
2 Some cashpoint machines charge you for raising /
paying / withdrawing cash.
3 A lot of students in the UK have to take out
a debt / loan / fortune so they can go to university.
4 My new watch broke. What a complete bargain /
waste of money / good deal!
5 Before you exchange money, you should always
check what the coin / note / exchange rate is.
6 When I was on holiday, I quickly ran / walked /
stayed out of money because I was spending it like
milk / water / air.
7 I pay for lunch at school with a prepaid card so
I don’t need to take loose money / notes / change.
2 Complete the dialogues with the words from the box.
slogan advert sense spam advertising jingle
4 Rewrite the sentences with the correct form of have/get.
Omit the agent (by …) wherever possible.
1 That garage has been servicing Dad’s car for twenty
years.
Dad has been getting his car serviced at that garage for
twenty years.
2 Can we ask professionals to decorate our house this
time?
3 He asks his personal assistant to manage his schedule
for him.
4 The physiotherapist massaged her back so she’s much
better now.
5 I’m going to ask someone to fix my bike today because
I have no time for it myself.
6 Has a hairdresser ever dyed your hair?
7 Will you ask the shop to replace your hard disk?
USE OF ENGLISH
5 Choose the correct words a–d to complete the text.
A Have you seen the new 1 advert for dog food?
B Dog food? I can’t say I have.
A The 2
is great! It’s really memorable and it’s
only three words!
B But you haven’t got a dog.
A True. But I’ve got a new job in 3
!
A Did you like the email I sent you yesterday?
B I didn’t know you’d sent me one. Why?
A I sent you a file with a really catchy
on the radio last week.
4
I heard
B Oh, sorry. Yes, I did get it. I thought it was 5
I deleted it.
so
B Are you really thinking of buying that expensive car?
A Yes, I am!
B It’s very nice but I think you’ve got more money than
6
. I would never pay so much money for a car!
3 Rewrite the sentences in the passive. Change the
form of the underlined verbs and make any other
necessary changes.
1 We have ordered the book for you.
The book has been ordered for you.
2 I took photos while they were interviewing the
actors.
3 We are cooking your steak at this very moment!
4 Do people make a lot of shoes in Portugal?
5 Companies often aim smart phone ads at teenagers.
6 The first commercials TV showed weren’t very
sophisticated.
7 Can you please do something about this now?
8 I wonder if you could exchange these jeans for
another pair?
9 They will create twenty new jobs in advertising next
year.
Black Friday is the eagerly-awaited November day when
prices in many retail outlets around the world are slashed.
It’s the one day in the year when people don’t need to be
careful 1
money.
Black Friday began in America in the mid-twentieth
century, when many shops decided to hold sales the day
after Thanksgiving. It only became well known in the UK in
2013, when it 2
introduced by an American-owned
hypermarket. The prices were so low that fights were
reported on TV among shoppers determined to get a good
3
!
!
E
L
SA
‘Cyber Monday’, the Monday that follows Black Friday,
should also not be 4
. This is the day when all sorts
of goods can be found on special 5
online.
Black Friday and Cyber Monday have had a huge
impact on shopping habits as billboards and TV 6
encourage people to buy more and spend money faster
than ever. 7
, you may be surprised to learn that
people don’t actually spend much more than they did in
the past!
1 a for
2 a is
3 a offer
4 a remembered
5 a offer
6 a information
7 a Furthermore
b in
c of
b was
c has
b sale
c value
b mentioned c forgotten
b purchase
c charge
b commercials c jingles
b However
c Although
d with
d had
d deal
d left
d price
d spam
d Despite
120
REFERENCES
AUDIO SCRIPT page 224
FURTHER PRACTICE
• Use of English, Student’s Book
page 194
• Class debates pages 264–265
• Self-assessment 8 and Self-check 8,
Workbook pages 98–99/Online Practice
• Unit 8 Skills Test (Dictation, Listening,
Reading, Communication)
• Extra digital activities: Use of English,
Reading, Listening
• Unit 8 Writing Test
ASSESSMENT
• Units 7–8 Exam Speaking
• Units 7–8 Cumulative Review Test
• Unit 8 Language Test (Vocabulary,
Grammar, Use of English)
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6 Complete the second sentence using the word in bold
so that it means the same as the first one. Use between
two and five words, including the word in bold.
1 They borrowed money from a bank to buy a new car. OUT
They took out a loan to buy a new car.
2 The optician checked my eyes. TESTED
I
by the optician.
3 I’m sorry but the hotel is full. FULLY
I’m sorry but we
.
4 They stuck a billboard on the wall outside our school. UP
A billboard
on the wall outside our school.
5 She decided not to go on holiday because she had too
many debts. RED
She decided not to go on holiday because
.
6 They have asked her to pay ten pounds for the
transaction! CHARGED
She
for the transaction!
7 The headmaster thinks people shouldn’t advertise near
schools. BANNED
The headmaster thinks
near schools.
8 I think I’ll ask the hairdresser to dye my hair next week.
DYED
I think I
next week.
Use of English > page 194
LISTENING
3.22 You are going to hear a radio interview with
7
a man who has earned a lot of money using
cryptocurrencies. Read questions 1–6 and the possible
answers. Then listen and choose the correct answer for
each question.
STRATEGY | Multiple choice
Remember that the questions in the task are usually
given in the same order as the information in the
recording. When you listen for the first time, underline
any key words you hear and mark the possible answer.
1 What is David’s main job?
a He does volunteer work for a charity.
b He runs an IT consulting company.
c He works with cryptocurrencies.
2 Cryptocurrencies are used to do business because
a there are many of them.
b nobody controls them.
c transactions are cheap and safe.
3 What does David think is the biggest disadvantage of
using cryptocurrencies?
a The value is unstable.
b Hackers often steal them.
c You can easily lose them due to computer failure.
4 How did David first make money?
a He sold all his cryptocurrency units.
b He carefully saved his money in the bank.
c He bought and sold cryptocurrency units at the right
moment.
5 David believes that
a laws in some countries are difficult to understand.
b buying and selling cryptocurrencies can be risky.
c using cryptocurrencies is getting easier.
6 What does David say about his ambitions?
a He has achieved his ambition.
b His dream is to open his own company.
c He would like to work with cryptocurrencies fulltime.
Exercise 6
2 had my eyes tested
3 are fully booked
4 was put up
5 she was in the red
6 has been charged ten pounds
7 advertising should be banned
8 ’ll have my hair dyed
SPEAKING
8 In pairs, role play the situation below. Then change
roles and do the task again.
Student A
You recently ordered a T-shirt from Tee-Riffik, an
Internet clothing company. However, there were
a few problems with your order. Call the Tee-Riffik
helpline and make a complaint.
• Complain that you have received the wrong T-shirt.
• Politely mention any other problem you have with
the order.
• Ask the helpline person to send you the correct
item as soon as possible.
• Thank him/ her for their help.
Student B
You work in the complaints department of Tee-Riffik,
an internet clothing company. An unhappy customer
calls you with a problem. Listen to the customer and
deal with his/her complaint. Use the phrases below
to help you. You start first.
• Hello, how can I help you?
• I’m so sorry about that.
• It was entirely our fault. We’ll be happy to replace it,
or would you like a refund?
• I’ll post it for you today.
WRITING
9 Read the task below and write an essay.
Teenagers these days spend too much money on
unimportant things. What do you think?
Write about:
1 clothes
2 technology
3
(your own idea)
121
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LIFE SKILLS
How to be more creative
1 Look at the photos above. Which of the activities do
you think requires more creativity than the others?
Which of them could you do easily? Say why.
2 In pairs, discuss the questions.
1 Who is the most creative person you know? Say why.
2 Do you think a person can train to become more
creative? Say why.
3 Give an example of a situation in which you had to
find a solution to a difficult problem.
3 In small groups, choose one of the problems below
and brainstorm possible solutions. Be as creative as
you can.
Exercise 4
1 rotating bench: after
it rains, you can turn it
around so as to sit on a
dry surface
2 a chair with a V-shaped
cut for your bag
3 coloured shop baskets
that customers can
choose depending on
whether they need help
A The benches in the park get wet when it’s raining.
People often do not realise the benches are wet so
they sit down and get soaked.
B When you put a bag over the back of the chair in
a café, it falls off or the chair falls over.
C When you go shopping, assistants come up to you
all the time to ask if you need help. Sometimes you
do, sometimes you don’t.
4
6 In pairs, discuss the statements below. Which statements
3.23 Listen to people describing creative solutions
to the problems in Exercise 3. What are they?
5 Draw an image of each of the solutions described in
the recording. Check on page 198 to see if you were
right. Then compare in pairs and discuss whether
these solutions are good or bad.
do you think are true about creativity? Say why.
1 Only those people who are born with artistic talent can
be creative.
2 Before you can create something perfect, you have to fail.
3 To be creative, we need to wait for a special moment of
inspiration.
4 Constantly learning new things helps us to develop
creativity.
5 Innovation often comes from formulating the problem
in a new way.
6 When you have a new idea, it is best to keep it in your
head.
7 Creative innovations require more luck than effort.
122
REFERENCES
AUDIO SCRIPT page 224
EXTRA ACTIVITIES IN CLASS
• As an extension to Exercise 2, ask
students to give an example of
a situation when they or someone
they know had to be creative.
• As preparation for the task in
Exercise 10, put students in pairs
or small groups and ask them to
choose an object and think of as
many uses for it as they can (apart
from its common use). Elicit ideas
around the class.
140
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07–08
What do we
mean when
we talk about
creativity?
7 Read the article and check your answers
Creativity means different things to different people. Many of us
think that a creative person is someone with a good imagination
and a particular talent – usually artistic, for example a writer, painter,
musician or an engineer
engineer. We also tend to think that creativity is
5 something we are born with. It turns out, though, that these common
beliefs are often wrong. Psychologists believe that anyone can
develop their creativity and become good at coming up with new
ideas. Here are some surprising insights from research on creativity.
1 b Learn new things.
2 d Notice more things.
3 a Share ideas with others.
4 c Make something out of your ideas.
5 e Try approaching problems in a different
way.
It turns out that in order to be creative you need confidence and
10 determination. We all often have some valuable new ideas, but do
not have the courage to share them with others. This is because we
are afraid of being judged or making mistakes. How many times have
you not raised your hand in class because you didn’t think your idea
was good enough? However, failure is actually necessary for eventual
15 success. Some people say that Thomas Edison made around 1,000
failed trials before he invented the light bulb! To be creative, you need
to take risks and be prepared to fail.
We also tend to think that creativity involves a moment of sudden
inspiration. However, creativity rarely comes from one brilliant idea.
20 Professor Keith Sawyer describes the creative process as a ‘zig-zag’
path in which one smaller idea that we have leads to another one with
some unexpected changes of direction. A great invention can begin
with one idea, which is not necessarily very good, but which then
sparks another idea that is amazing.
Research also suggests that creativity is a skill that can be trained. For
example, being open to new ideas and experiences is quite important.
Creative people are very curious about the world and keep asking
lots of questions. They always go beyond what they’ve learned from
teachers and books. The enemy of creativity, on the other hand, is to
30 continue in our old routines and use the same logic as we have always
done. We need to develop what psychologist Edward De Bono calls
‘lateral thinking’ and learn to look at problems in different ways. For
example, think about a student drama society that has problems
with funding. A logical solution to the problem might be to try to cut
35 costs. However, if you use lateral thinking, you might think of various
solutions: a new idea to raise money, finding a company to sponsor
the society or an unusual way to attract new members.
25
Finally, it’s not enough just to have some good ideas, you need to put
them into practice, too. The best way to boost your creativity is to
40 make things. If you enjoy writing, start writing a regular blog. If you’re
into music, play or create a piece of music every week. In this way,
you can reflect on your ideas to make them even better. It’s important
to enjoy doing what you do as it takes a lot of time and preparation
before you’ll be ready to come up with something truly innovative.
45
to Exercise 6. Explain why some of the
statements are incorrect.
8 Study the Life Skills box and match the
tips for developing creativity 1–5 with
examples a–e.
LIFE SKILLS | How to be more creative
□
□
□
□
□
a When you’re working on a school essay,
ask others what they think of your ideas.
b Take a language or music course.
c When you have a new idea, write it down,
draw a picture, or build a model.
d When you go to school, switch off your
phone and look around. Try to observe as
much as you can.
e Think of a new way of doing things. For
example, for a school project, instead
of just researching information online,
conduct some interviews.
9 DEBATE How far do you agree with the
opinion that technology is improving
young people’s creativity? Discuss in
groups. Think about the points below:
• amount of time spent in front of
computers,
• using new programmes and applications,
• interacting with others,
• using imagination.
Exercise 7
1 False: ‘anyone can
develop their creativity
and become good at
coming up with new
ideas.’ ‘So don’t think
you’re not a creative
person, you can learn
to be one.’
2 True: ‘failure is
actually necessary for
eventual success.’
3 False: ‘We also tend
to think that creativity
involves a moment of
sudden inspiration.
However, creativity
rarely comes from one
brilliant idea.’ ‘Don’t
wait for a sudden flash
of inspiration.’
4 True: ‘creativity is a
skill that can be trained.
For example, being
open to new new ideas
and experiences is
quite important.’
5 True: ‘The enemy
of creativity… is to
continue in our old
routines and use the
same logic as we have
always done.’ ‘We need
to develop… ‘lateral
thinking’ and learn to
look at problems in
different ways.’
6 False: ‘it’s not enough
just to have some good
ideas, you need to put
them into practice, too.’
7 False: ‘it takes a lot of
time and preparation
before you’ll be
ready to come up
with something truly
innovative.’
10 Do the task below.
LIFE SKILLS | Project
• Work in pairs. Think of as many different
uses for an umbrella as you can (apart from
protecting you from the rain).
• Choose your best idea and present it to the
class.
• Prepare a presentation, poster, draw
a diagram or build a real-life model.
• Compare ideas and vote for the most
innovative solution.
So, don’t think you’re not a creative person; you can learn to be one!
Don’t wait for a sudden flash of inspiration, though. Creativity is for
everyone, but it’s not easy!
123
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09
The power of nature
VOCABULARY Water and the ocean, natural disasters and dealing with them,
environmental responsibility, urban and rural life, sustainable homes
GRAMMAR
The third conditional, I wish/If only for regrets Use of English > page 195
SPEAKING
Expressing and responding to regrets
WRITING
An article
VIDEO
Grammar
Communication
Documentary
CHAT
Today on our weekly
programme Amazing
Stories: listen to the
story of a Spanish family
who survived the Asian
tsunami and were
later the subject of hit
film The Impossible.
They would not have
survived if others
hadn’t helped them.
FACT BOX Indian Ocean tsunami
On 26 December 2004 a huge earthquake
happened deep underwater in the Indian
Ocean. The earthquake caused a series of
giant waves called a tsunami. The tsunami
travelled across the surface of the ocean in
all directions and hit the shores of fourteen
countries. It caused strong currents which
pulled people out to sea. Indonesia,
Sri Lanka, India and Thailand were worst
affected. Many people drowned and in total
around 230,000 people lost their lives.
Among the thousands of tragedies that day
were a few incredible stories of survival.
Eight years after the disaster
disaster, the dramatic
story of the Belón family from Spain was
made into a powerful film called The
Impossible.
124
REFERENCES
EXTRA ACTIVITY IN CLASS
FURTHER PRACTICE
AUDIO SCRIPT page 225
After the Grammar Video activity, ask
students to think of one person they
know well who is much older than them.
How would they answer the question
in the Grammar video if they were that
person? Elicit ideas around the class.
• Photocopiable extra Grammar Video
activity 9, page 268
VIDEO SCRIPT page 241
CULTURE NOTES page 210
• Grammar Reference and Practice,
Student’s Book page 186
• Workbook pages 100–101/Online
Practice
142
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09
9A GRAMMAR AND VOCABULARY
1 Work in groups. Look at the map and the photos from 6 Use the third conditional to complete the text with the
correct form of the verbs in brackets.
A British schoolgirl, Tilly Smith, saved over 100 people from
the Indian Ocean tsunami in 2004. But if Tilly 1 hadn’t done
(not do) a school project on tsunamis, she 2 wouldn’t have
been (not be) able to save them. After all, she 3
(not warn) her parents against the tsunami if she 4
(not recognise) the warning signs. Fortunately, her parents
(not believe) her, they
trusted her because if they 5
6
(might not warn) the other people on the beach. It’s
(drown) if Tilly
lear that many more people 7
clear
8
(not be) on the beach that day! But if Tilly 9
(have) a different geography teacher, 10
(she become) a hero? Perhaps not.
2 Use a dictionary to check the highlighted words in
the Fact Box. Then read the Fact Box and check your
answers to Exercise 1.
3
3.24 Listen to the story of the Belón family. Why
do you think the film about them was called The
Impossible?
The third conditional
4 Look at sentences a and b from the story and answer
questions 1-4.
a The Belóns would not have survived if others hadn’t
helped them.
b If Maria had been underwater any longer, she might
have drowned.
1 Do the sentences talk about the past, present or future?
2 Did the Belóns survive? Did others help them?
3 What tense is used after if in the sentences? What
verb forms are used in the other clause?
4 Why is the punctuation different in sentences a and b?
The third conditional
We use the third conditional to describe unreal situations
in the past.
Unreal past event
If + Past Perfect,
Unreal past result
would/could/might have
+ Past Participle
If a brave Thai man hadn’t carried Maria, they could/
would/might not have got to a hospital.
Real past event – a brave Thai man carried Maria
Real past result – they got to a hospital
Question form
What would you have done if you had been in their
situation?
Grammar Reference and Practice > page 186
5 Match sentence beginnings 1–6 with endings a–f.
1
2
3
4
5
6
□e If the Belóns had stayed at home,
□c There wouldn’t have been a tsunami
□a If the giant wave had come at night,
□b The Belóns could have run to the roof of the hotel
□f If Maria hadn’t held onto a tree,
□d Could Quique have saved his sons
a most people would’ve been in bed.
b if they had had more time.
c if there hadn’t been an earthquake.
d if they hadn’t called for help?
e they would probably have watched the disaster on
the news.
f she might have drowned.
7
3.25 Listen to a survival story about a group of boys
trapped in a cave in Thailand. Then use each pair of
sentences to write one sentence in the third conditional.
1 It was the wet season. The cave flooded.
If it hadn’t been the wet season, the cave wouldn’t have
flooded.
2 The boys and their coach didn’t read the sign. They
went into the cave.
3 Rescuers found the boys’ bikes and shoes. They knew
they were in the cave.
4 The exit was blocked by water. The boys were trapped.
5 The boys didn’t know how to dive. The rescue wasn’t
fast.
6 The boys were assisted by rescuers. They were able to
swim out of the cave.
8 SPEAKING Complete the third conditional sentences so
they are true for you. Then compare with a partner.
1 If I hadn’t met my friend Alice , I wouldn’t have
learned how to sail .
2 If
, I’d have been very unhappy.
3 If I’d known that
, I might have
.
4 I would’ve felt
if
.
5 If my parents
, I would’ve
.
6 Last weekend would’ve been better if
.
Exercise 4
1 the past
2 yes; yes
3 Past Perfect; would +
have + past participle
4 When the ‘if’ clause
is first, we always
separate the clauses
with a comma.
Exercise 6
3 couldn’t/wouldn’t
have warned
4 hadn’t recognised
5 hadn’t believed
6 might not have
warned
7 would have drowned
8 hadn’t been
9 had had
10 would she have
become
Exercise 7
2 If the boys and their
coach had read the
sign, they wouldn’t
have gone into the
cave.
3 If rescuers hadn’t
found the boys’ bikes
and shoes, they
wouldn’t have known
they were in the cave.
4 If the exit hadn’t been
blocked by water, the
boys wouldn’t have
been trapped.
5 If the boys had
known how to dive,
the rescue would have
been faster.
6 If the boys hadn’t
been assisted by
rescuers, they wouldn’t
have been able to
swim out of the cave.
29 Read the question and watch the video. Say
what the speakers answer. Then in pairs, ask and
answer the question.
If you had known years ago everything you know
today, what would you have done differently?
GRAMMAR VIDEO
the film The Impossible. What is the film about? Do
you know anything about the disaster or the film?
□ I can use the third conditional to talk about unreal situations in the past.
125
• Photocopiable resource 36: The story
of the Titanic, pages 283, 326
• Extra digital activities: Grammar
Checkpoint 9A
ASSESSMENT
Grammar Quiz 9A
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9B LISTENING AND VOCABULARY
1 Match the natural disasters in the box with their
effects below. Have there been any disasters like
these in the news recently? What happened?
4
3.27 Listen to Part 2 of the interview and choose the
correct answers.
1 Wendy says that Evans Monsignac probably would have
died if he hadn’t
a weighed so much.
b drunk unclean water.
1 A storm over a tropical sea, causes incredible
c had bottled water to drink.
destruction when it hits land. hurrricane
2
What
does Wendy say about the TV series?
2 A long thin cloud and violent wind, destroys
a It concentrates on major disasters with many victims.
everything in its path. tornado
b It explains why natural disasters happen.
3 After heavy rainfall, rivers break their banks and
water covers the land. flood
c It describes how societies prepare for and deal with
disasters.
4 Hot gases pour out of the top of a mountain and lava
covers the earth. volcanic explosion
3 Which of these things do children in Japan not do to
prepare for earthquakes?
5 Snow, ice and rocks fall down a mountainside. avalanche
a Practise regularly what to do at school.
6 The ground shakes, buildings fall down, people are
trapped. earthquake
b Experience earthquake simulations with the fire
service.
7 A lack of water. Plants die and the grass turns brown. drought
c Carry emergency survival packs with them at all
8 Trees and plants burn and houses may go up in
times.
flames. forest fire
4 When a major earthquake hits Japan,
3.26 Listen to Part 1 of an interview. What is it
a high buildings swing from side to side.
about? a new TV series on surviving disasters
b many people get injured.
3.26 In pairs, look at the notes and think about
c televisions and radios stop working.
the missing words. Then listen again and complete
5 How does Wendy feel about her new TV series?
the notes with no more than two words in each gap.
a She’s amazed how good it is.
b She’s confident viewers will enjoy it.
c She’s disappointed it’s on so late.
avalanche drought earthquake flood forest fire
hurricane tornado volcanic eruption
2
3
Exercise 3
2 under
3 stand
4 high building
5 away
6 are driving
7 bridge
5 Complete the news report with the words from the box.
Exercise 5
2 shook
3 panic
4 drills
5 evacuate
6 flames
7 destruction
8 victims
9 survivors
10 trapped
11 rescue
12 ruins
destruction drills evacuate flames panic rescue
ruins shook survivors trapped victims warnings
Advice
dvice for surviving earthquakes
• If you’re inside, 1 stay inside, don’t run outside.
• Get 2
a desk or table, cover your head,
hold onto the table legs.
• Don’t 3
in a doorway.
• To leave a 4
, go down the stairs, don’t take
the lift.
• If you’re outside, move 5
from buildings.
Get to an open space & don't go near power lines.
• If you 6
, stop your car. It’s safer to stay
inside. Don’t park on or under a 7
.
126
AUDIO SCRIPT page 225
EXTRA ACTIVITY IN CLASS
Do this activity after Exercise 5.
Individually, students choose 4–5 words
from Exercises 1 and 5 and write one
sentence for each. They then remove
those words from the sentences to make
M01 High Note TB3 09593.indd 144
6 SPEAKING In groups, choose a natural disaster and agree
on ten items to put in a survival pack that could help you
survive. Explain your choices.
A A whistle is useful because it can help emergency
workers find you.
B A first-aid kit is essential when you are trapped.
C What about a torch?
7 REFLECT | Values Do news programmes and websites
in your country show videos of death, injury and
destruction after natural disasters? Do you think they
should?
□ I can identify specific details in an interview and talk about natural disasters.
REFERENCES
144
The earthquake was a surprise. There hadn’t been any
1
warnings of seismic activity. The ground 2
and a
.
few people screamed but most of them didn’t 3
the workers
Because of regular earthquake 4
the office block.
knew to go down the stairs to 5
rose
There was a loud explosion and smoke and 6
above the building. Everyone ran to safety. The 7
was terrible. Unfortunately, there were hundreds of
8
. Three days later two 9
were found under
in the basement. The
the building. They had been 10
them. As
emergency workers worked tirelessly to 11
, people cheered.
they emerged from the 12
a gap-fill exercise. To make the exercise
easier, they could supply the first letter
of each word. Then, in pairs, they swap
sentences, complete them and check
their answers with their partner. If time is
short, they can complete the sentences as
homework and check their answers in the
next class.
FURTHER PRACTICE
• Workbook page 102/Online Practice
• Photocopiable resource 37: Surviving
disaster, pages 284, 327
NEXT CLASS
Ask students to make a list of the things
they do in order to help protect the
environment.
29/08/2019 14:14
09
9C VOCABULARY | Environmental responsibility
1 Look at the photo below. What problem does it show?
Is it a problem in your country?
dropping litter, people throwing rubbish on the ground, etc.
2 Read the information and check you understand the
highlighted phrases. Who is it for? Where might you
see information like this?
Whether you are here to walk, climb, cycle or ski,
the community of Bear Peaks is proud to welcome
you. These mountains are an area of natural beauty
and home to hundreds of different species of plants
and animals. Please respect the guidelines to avoid
damaging the environment..
• Minimise the impact of your visit by using free
public transport while you are here.
• Keep to the marked paths and trails and do not
harm or disturb the wildlife.
• Carry reusable water containers to reduce plastic
waste.. Say no to wasteful single-use plastic
products.
products
rubbish then dispose of it
• Collect and sort your rubbish,
in the recycling bins in the village.
• Do not light fires. These can cause forest fires,
especially in times of drought.
• Please keep noise to a minimum for the benefit
of wildlife and those who live here.
Please help to make Bear Peaks mountain
tourism sustainable.
A thoughtful visitor is a welcome visitor!
3 Choose the correct words. Then, in pairs, ask and
answer the questions.
1 Why are visitors to national parks asked to keep /
respect green guidelines?
2 In what ways do visitors to areas of natural beauty
disturb / minimise wildlife?
3 After you have sorted / reduced your rubbish, where
should you collect / dispose
dispose of it when you are in
a national park?
4 Which single-use / minimum plastic products could be
banned in order to benefit / reduce plastic waste in
national parks?
5 How should visitors behave in order to avoid / keep
noise to a minimum in national parks?
6 What can tourists do to minimise / damage the
environmental impact of their journeys to and
around national parks?
4 Complete the table with words from the text in
Exercise 2. Can you think of more adjectives endings
in -able and -ful?
Verbs
Adjectives
1 sustain
sustainable
2 dispose
disposable
3 reuse
reusable
4 avoid
avoidable
5 think
thoughtful
6 help
helpful
7 harm
harmful
8 waste
wasteful
9 respect
respectful
5 Complete the reader’s comment with the correct form
of the words from Exercises 2 and 4. The first letters are
given.
Respecting the environment is not rocket science!
We could all avoid 1 damaging the environment if we were
and a lot less 3w
. Firstly, why
a little more 2t
plastic products such as
don’t we all stop using 4d
shopping bags? They have been found at the top of the highest
mountains and the bottom of the deepest oceans. At best, they
and at worst they cause their death and
disturb 5w
they were, they
suffering. I think if we had known how 6h
probably would not have been allowed in the first place. The
non-plastic bags are a sustainable
solution is easy. 7R
-use plastic shopping bags. So let’s
alternative to 8s
use them! Secondly, why do some people find it so difficult
rubbish and 10d
of it in recycling bins?
to 9s
of recycling rules, they could
If people were more 11r
of the waste they produce. Let’s work
minimise the 12i
and make the world
together to respect simple green 13g
a cleaner and greener place to be!
• Start the class by referring students to
the lists they made at home and getting
them to compare and discuss them in
pairs. Elicit ideas, then discuss briefly with
the class. Do students think they could do
more to help protect the environment?
• After checking answers to Exercise 3,
get students to choose 3–4 of the
M01 High Note TB3 09593.indd 145
Exercise 3
1 to avoid damaging
the environment
2 leave rubbish, start
fires, make noise, leave
the marked paths, let
dogs off their leads,
collect eggs, pick
flowers, etc.
3 in recycling bins (in
the village)
4 drinking straws,
plastic bags, plastic
cutlery and plates,
water bottles, etc.
5 don’t scream and
shout, don’t play music,
don’t use noisy vehicles
(4x4s, motorbikes, etc.)
6 take public transport,
walk round the park
instead of driving, etc.
Exercise 5
2 thoughtful
3 wasteful
4 disposable
5 wildlife
6 harmful
7 Reusable
8 single
9 sort
10 dispose
11 respectful
12 impact
13 guidelines
6 SPEAKING Discuss the questions in groups.
1 Why do some people drop litter instead of disposing
of it responsibly?
I think some people drop litter because they have no
manners and lack education.
2 What is the best way to get people to respect the
environment: education, punishment or a mix of both?
3 In what ways has the natural environment in your
country been damaged?
□ I can talk about environmental responsibility.
EXTRA ACTIVITIES IN CLASS
Exercise 2
tourists/visitors to
Bear Peaks; on a resort
website, in a tourist
information centre, on
a sign in a car park or at
the start of a mountain
trail, etc.
incorrect options in italics and write
example sentences with them.
FURTHER PRACTICE
• Workbook page 103/Online Practice
• Photocopiable resource 38: How green
are you?, pages 284, 328
• Extra digital activities: Vocabulary
Checkpoint 9
127
ASSESSMENT
Vocabulary Quiz 9
NEXT CLASS
Ask students to make notes about
a) things they wish were different in their
lives and b) things they regret doing.
145
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9D GRAMMAR
Exercise 3
1 a) sentence 2;
b) sentence 3;
c) sentence 1
2 To express a regret in
the present, we use the
Past Simple. To express
a regret in the past, we
use the Past Perfect. To
express a desire for the
future, we use ‘would’.
Exercise 5
I wish/If only the snow
wasn’t so deep.
I wish/If only I’d stayed
at home.
I wish/If only I’d never
climbed up here.
I wish/If only someone
would help me get
down.
I wish/If only it wasn’t
so crowded here.
I wish/If only the others
would go away.
A
B
1 Match sentences 1–3 with photos A–C.
□
□
□
C
4 Read the Grammar box again and study Watch out! Then
choose the correct answers below and match sentences
1–6 to photos A–C.
1 B I wish it wasn’t so hot …
2 C I wish I hadn’t tried to jump …
3 A If only it would stop snowing …
1
2
3
4
5
6
2 Match sentences 1–3 in Exercise 1 with their
continuations a–c.
□
□
□
a 2 … but I didn’t think it was so far.
b 1 … but it’s 30º in the shade.
c 3 … but I don't think it will.
Exercise 6
2 wasn’t
3 didn’t weigh
4 would stop
5 had gone
6 were
7 could
8 hadn’t run
9 would stop
5 In groups, look at the photos on page 198 and follow
3 Look at the sentences in Exercises 1–2 and answer the
6
the instructions.
1 Which situation refers to:
a) a regret in the past,
b) a desire for the future,
c) a regret in the present?
2 How do the verb tenses change to express regret?
I wish/If only for regrets
We use I wish/if only to talk about regrets – things that
we would like to be different but that are impossible
or unlikely to change. If only tends to have a stronger
meaning than I wish.
We use:
• I wish/If only + the Past Simple for regrets in the present.
• I wish/If only + the Past Perfect for regrets about the past.
• I wish/If only + would when something or someone
does (or fails to do) something that annoys us. We’d like
it to change but we don’t think it will.
3.28 Use the correct form of the verbs in brackets to
complete these extracts from a conversation during a
countryside hike. Then listen and check.
Don I wish I 1 was (be) at home. It’s so cold! … If only it
2
(not/be) so windy! … I wish my bag
3
(not/weigh) so much. … If only the dog
4
(stop) barking. … We’re in the middle of
(go) to Boston. …
nowhere. I wish we 5
(be) here. … I wish
I wish my friends 6
(can) use my phone. … If only the battery
I7
8
(not/run) out.
Dad I wish you 9
(stop) complaining!
7 Write sentences with I wish/if only for these situations.
1 We don’t have a pet. I wish we had a pet.
2 I have to share a room with my brother.
3 My sister keeps ‘borrowing’ my things.
4 I painted my room black.
5 I am allergic to cats.
6 We forgot to take some food with us!
7 The neighbour’s dog barks at night.
Grammar Reference and Practice > page 186
8 SPEAKING In groups, complete the sentences so they are
WATCH OUT!
We use I wish/if only + would for things that we can’t
change ourselves so we don’t use them in the first
person.
I wish you wouldn’t do that. NOT I wish I wouldn’t do that.
that
128
and come and help me.
I wish/If only for regrets
questions. Then study the Grammar box to check.
Exercise 7
Possible answers:
2 I wish/ If only I didn’t
have to share a room
with my brother.
3 I wish/ If only my
sister would stop
borrowing my things.
4 I wish/ If only I hadn’t
painted my room black.
5 I wish/ If only I
wasn’t/weren’t allergic
to cats.
6 I wish/ If only we
hadn’t forgotten to take
some food with us.
8 I wish/ If only the
neighbour’s dog didn’t
bark/ would stop
barking at night.
□B I wish I had never left / have never left China.
□C I wish I can / could go for a swim.
□A If only my legs had been / were longer.
□C If only we left / hadn't left our nice cool home.
□B I wish I had / would have some bamboo to eat.
□A I wish my mum stopped / would stop collecting nuts
true for you.
1 I wish I were … on holiday.
2 If only I could …
3 I wish I’d …
4 If only my parents were …
5 I wish my brother/sister/friend would/wouldn't …
□ I can use I wish and if only to express regrets.
REFERENCES
AUDIO SCRIPT page 226
Get them to share and discuss their ideas
using I wish/If only. Then, if time allows,
get brief feedback from the class.
EXTRA ACTIVITY IN CLASS
FURTHER PRACTICE
This activity can be done after Exercise
7 or 8. Put students in pairs and refer
them to the notes they made at home.
• Grammar Reference and Practice,
Student’s Book page 186
• Workbook page 104/Online Practice
• Photocopiable resource 39: No regrets!,
pages 284, 329
• Extra digital activities: Grammar
Checkpoint 9D
ASSESSMENT
Grammar Quiz 9D
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09
1 Describe the photo and answer the questions.
1 Have you ever gone camping? If so, did you
enjoy it? If not, would you like to?
2 What things do you need on a camping trip?
3 Would you like to camp in the wild? Say why.
2
30
3.29 Faith and Amber go camping.
Watch or listen and answer the questions.
COMMUNICATION VIDEO
9E SPEAKING
Exercise 1
Possible answers:
2 a tent, sleeping
bags, a torch, food and
drink, a camping stove,
mosquito repellent, etc.
Exercise 2
1 Amber scares Faith
(with the torchlight
on her face). Faith
spills soup on Amber’s
sleeping bag. / It’s very
cold and they can’t
sleep. They get scared
by noises from outside
the tent. The batteries
die on the torch and
it’s very dark. Faith gets
scared by what she
thinks is a spider but
is just Amber’s hair.
They get scared as
something or someone
approaches the tent.
(It’s Amber’s mum).
2 In Faith’s garden.
1 What goes wrong?
2 Where are they camping?
3 Look at phrases a–f. Do they express regret
or are they a response to it? Add them to the
right sections in the Speaking box.
a How stupid of me!
b It’s not the end of the world.
c I can’t believe I did/didn’t …
d It’s no use crying over spilt milk.
e There’s nothing you/we can do about it.
f It was so careless of me.
SPEAKING | Regrets
Expressing regrets
I wish/If only …
I should(n’t) have …
It’s a pity/shame that …
1
How stupid of me!
2
c
3
f
6
b
5
d
6
e
4
3.30 PRONUNCIATION Listen to the
pronunciation of the unstressed have/
not have and repeat. Which letter is not
pronounced in shouldn’t’ve and wouldn’t’ve?
1 I shouldn’t‘ve scared you like that.
2 We should’ve brought better sleeping bags.
3 If I’d known, I would’ve bought another
torch.
4 I wouldn’t’ve slept out here if I’d known what
it was like.
5
3.31 PRONUNCIATION Listen to eight
sentences and say if they are positive or
negative. Then repeat them with the same
pronunciation.
3.32 Complete the second sentence so that it has a similar
meaning to the first one. Use between two and five words
including the word in bold. Listen and check.
1 It’s a pity we didn’t check the weather forecast. SHOULD
We should have checked the weather forecast.
2 We can’t do anything about it now. NOTHING
There’s
about it now.
3 How stupid of us! WAS
It
us!
4 It’s not a big deal. END
It’s not
.
5 I regret not bringing something to drink. WISH
I
something to drink.
6 There’s no point worrying about it. MILK
It’s no
.
Responding to regrets
Forget it./(It’s) no problem.
It doesn’t matter.
There’s no point worrying about it.
It’s not a big deal.
Calm down!/Chill out!
4
Exercise 4
The letter ‘t’ is not
pronounced.
Exercise 5
1 negative
2 positive
3 positive
4 negative
5 positive
6 negative
7 negative
8 positive
Exercise 6
2 nothing we can do
3 was stupid of
4 the end of the world
5 wish I had brought
6 use crying over
spilt milk
7 Work in pairs. Take turns to use the phrases in the Speaking
box to express regrets about the situations below. Respond
appropriately.
• You get lost while walking in the country. You don’t have a
map.
• On a camping trip there’s a bear outside your tent.
• You’re hiking in the mountains without
a coat. It’s very cold.
• You spent a fortune on a haircut. It looks horrible.
• You visit England. You can’t understand anyone.
A If only I’d remembered to bring a map.
B Chill out, we’ll find the way.
1 negative
□ I can express and respond to regrets.
REFERENCES
VIDEO/AUDIO SCRIPT page 241
would say these sentences. They then
roleplay quick exchanges for each
situation.
EXTRA ACTIVITY IN CLASS
FURTHER PRACTICE
After Exercise 6, students, in pairs,
look at the completed sentences and
think of situations in which someone
Workbook page 105/Online Practice
129
NEXT CLASS
Ask students to find information about
the island of Easdale in Scotland and
make notes.
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c
i
s
u
m
a
w
o
H
d
e
g
n
a
h
c
o
e
vid
my life
9F READING AND VOCABULARY
Exercise 1
1 Off the west coast of
Scotland, in the Inner
Hebrides.
2 The slate industry
died, so there weren’t
any jobs on the island.
3 There are over
70 inhabited houses, so
there are probably over
100 inhabitants.
1 Look at the photos, read the Fact Box and answer
the questions.
1 Where is Easdale?
2 Why did so many people leave the island?
3 How big is the population now?
e
by Carrie Kan
FACT BOX Easdale island
Easdale is the smallest inhabited island in the Inner
Hebrides, off the west coast of Scotland. In the 19th
century over 500 people worked in the island’s slate*
quarries**. However, in 1850 a great storm flooded
most of the quarries. The slate industry began to die. By
the 1960s, the population of the island had dropped to
only four people. Since then, the island has come back
to life. There are now over seventy inhabited houses.
* a dark rock used to make roof tiles
** a large hole in the ground where stone is extracted
2 In pairs, look at the title of the text. How do you
think a music video could change someone’s
life? Read the text to check your ideas.
It could show them a place where they would like to live.
3 Read the text and choose the correct answers.
1 Which of these sentences is true about the
music video Carrie saw?
a It was about living in London.
b It made her feel unhappy.
c It was filmed in a beautiful place.
d It reminded her of a dream she'd had.
2 What was the main reason Carrie decided to
go to Easdale?
a She was fed up with commuting to work.
b She wanted to help the residents to make
a video.
c She’d never visited such a lovely place.
d She was impressed by someone's comment.
3 Which of these things did Carrie do during her
holiday on Easdale?
a She bought a meal for some of the islanders.
b She took part in an annual event.
c She did some rock climbing.
d She decided never to return to London.
4 Which of the following is mentioned in the text
as a fact, not an opinion?
a London is more polluted than it used to be.
b People who live on the coast feel better.
c It’s impossible to find a job on Easdale.
d Carrie doesn’t earn a lot of money.
5 Carrie’s main purpose in writing the text was to
a explain why she went to live in a new place.
b compare life in urban and rural communities.
c persuade people to be kinder to their
neighbours.
d describe her work and life in her new home.
4 What do you think of Carrie’s decision? Discuss in
pairs.
130
I’
3.33
m a city girl, born and bred in London. I used to love the
hustle and bustle of the big city, the trendy boutiques
and the vibrant nightlife. I never thought I’d leave. But then
two years ago, I left university and got a dead-end job. I lost
5 touch with most of my friends and for the first time in my
life, I began to feel unhappy. Then one day, I saw a music
video for a song called Queen of Peace by Florence + the
Machine. As soon as I’d watched it, I played it again. And
again. It’s a great song but the best thing about it was the
10 place where it was filmed. It was magical and remote with
wild seas and huge skies. That night I dreamt I was there,
walking on a winding path overlooking the deep blue ocean.
The next day, my commute to work was even more
miserable than usual. The station was crowded and noisy
noisy.
15 The passengers on the train were packed like sardines in a can.
On the streets, the traffic noise seemed louder than ever
before, the fumes seemed thicker and there were so many
people rushing to work. But despite the crowds, I felt lonely.
When I got back home, I watched the song again.
I discovered it had been filmed on a Scottish island called
Easdale. I searched online for photos and information.
I came across another video called Easdale, a Wild
Community. The residents had made it to persuade people
to visit their island, or even to stay. I watched it and admired
25 the breathtaking scenery,
scenery the friendly people and the
sense of community.
community One of the islanders said something
that made me think: ‘You can’t be an island on an island like
this.’ There and then, I made up my mind to go there.
I booked my trip straightaway.
20
Three days later, after a long journey, I arrived on Easdale.
When I got off the ferry, I saw some people using
wheelbarrows to carry their shopping home. I was puzzled
but then I realised why: there were no cars on the island.
The air smelled clean and pure. After settling into my B&B,
35 I walked around the island. It didn’t take long since it’s
30
□ I can summarise a text and talk about places to live.
REFERENCES
EXTRA ACTIVITIES IN CLASS
FURTHER PRACTICE
AUDIO SCRIPT page 226
• After Exercise 1, refer students to the
notes they made at home. Elicit any
additional information they have found
about Easdale.
• Workbook pages 106–107/Online
Practice
VIDEO SCRIPT page 242
CULTURE NOTES page 210
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• As an extension to Exercise 4, ask
students if they would like to live in
a place like Easdale. Encourage them
to give reasons.
• Photocopiable resource 40: The Isle of
Eigg, pages 284, 330–331
NEXT CLASS
Ask students to write 4–5 sentences about
their dream home.
29/08/2019 14:14
09
LIFE-CHANGING
MOMENTS
5
3.34 Study Active Reading. Then listen to a poor
summary of the text and say which of the six points the
speaker does not respect.
ACTIVE READING | Summarising texts
When you summarise a text, you should …
1 mention all the key points (underline them and/or make notes),
2 check you get the key points right,
3 ignore unimportant information/minor details,
4 avoid unnecessary repetition,
5 rephrase the text (don’t repeat it word for word),
6 use linkers to connect your ideas.
6
3.35 Follow the tips in Active Reading to summarise
the text to a partner. Then listen to a good summary and
compare it to yours.
7 In pairs, add the highlighted words and phrases from the
text to the categories below. Can you add more?
Urban life: hustle and bustle, …
Rural life: remote, …
Both: sense of community, …
8 Read the definitions below and match them with some of
40
Over dinner in the pub I got chatting to some locals.
They told me that the next day was Atlantic Adventure
Day, which takes place every August. It was fantastic.
I went on a boat trip, swam with dolphins, ate
wonderful food and I think I met everyone on the
island. It was the perfect start to my holiday.
On my last day on Easdale, I walked up a hill along
a winding path overlooking the deep blue ocean. I
sat on a rock and watched the waves. It was lovely,
peaceful. I thought about my life in London and made
a decision. A month later I left London and moved to
50 Easdale. I’ve been here ever since.
45
It hasn’t always been easy. I’m an urban girl living in
a rural world. I used to live on the top floor of a tower
block. Now I live in a picturesque cottage on the shore
of the North Atlantic. I sometimes dream of London,
55 especially the nightlife. But nothing can compare to
the peace and quiet of this beautiful, tiny, isolated
island and its tight-knit community
community. Studies show that
living by the sea makes you happier and healthier. It’s
certainly true for me.
It isn’t easy to earn a living here. Many islanders have
jobs on the mainland; some work on the ferry, in the
pub or in the folk museum; others have their own
businesses. I make jewellery and sell it online. I don’t
consider myself rich but I get by. I love my new life
65 and all the friends I’ve made. I wish I’d left London
sooner. And just to think, I would never have come
here if I hadn’t watched that music video.
60
the phrases from Exercise 7.
1 A group of residents who get on well. tight-knit community
2 A small charming house in the country. a picturesque cottage
3 Clubs and pubs full of energy and life. vibrant nightlife
4 Fashionable shops. trendy boutiques
5 Lots of movement and activity. hustle and bustle
6 Amazing landscape. breathtaking scenery
7 A walking track which has a lot of bends in it. winding path
9 SPEAKING Discuss the questions in groups.
1 What are the pros and cons of living on a small, remote
island compared to a large city?
2 What would you include in a video to attract people to come
and live in your community?
10 REFLECT | Society Scientific studies show that living by the
sea makes you happier and healthier. Why do you think that
could be?
31 WATCH AND REFLECT Go to page 170. Watch the
documentary Living
iving by the coast and do the exercises.
DOCUMENTARY VIDEO
only the size of thirty football pitches. The entire
population could fit inside a London double-decker
bus.
Exercise 5
He doesn’t respect
points 1–5.
1 He doesn’t mention
all the key points, e.g.
there’s no information
about Easdale, not
even the name; no
reasons for going
there: the music
video or the video
the islanders made;
no information about
what the woman does
on the island.
2 He gets some key
points wrong: she
didn’t leave London just
because of a bad trip
to work; he suggests
she likes the island
despite the fact there
are no cars when that
is probably something
she likes about it.
3 He mentions
unimportant
information and minor
details: the similarity
of the woman’s name
with a footballer’s; the
fact she had a dream.
4 He repeats
information: a bad trip
to work; especially the
nightlife.
5 He doesn’t always
rephrase the text: ‘She
was born and bred in
London and she always
loved the hustle and
bustle of the big city’;
‘she sometimes dreams
of London, especially
the nightlife.’
Exercise 7
Urban life: trendy
boutiques, vibrant
nightlife, commute,
crowded and noisy,
fumes, tower block
Rural life: winding
path, breathtaking
scenery, picturesque
cottage, peace and
quiet, isolated
Both: sense of
community, tight-knit
community
131
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9G WRITING AND VOCABULARY | An article
1 What do you think a green home is? Discuss in
pairs.
Exercise 2
2 recycled building
materials
3 modest size
4 Geothermal heating
5 rainwater collection
6 Solar panels
7 Sensor lights
2 Match the words from box A with words from
box B to form features of green houses. Then
use them to complete the sentences.
A energy geothermal modest
rainwater recycled sensor solar
B building materials collection
efficiency heating lights panels size
energy efficiency
1 A building with high energy efficiency needs
very little gas, electricity or other fuel to keep it
working.
2 Save money by reusing old wood, stone, bricks
.
and other
3 If your house is a
, it’s cheaper to heat
and light.
4
uses the Earth’s natural heat from
underground to keep your house warm.
5 Houses that have a
system save money
on water bills.
6
are usually placed on the roof to catch
the sun’s energy.
7
reduce energy consumption and bills
because they only come on when they are
needed.
3 Read the notice on an ecology website for
young people. Then in groups, discuss the
questions it contains.
4 Read Dominic’s article. Does he mention any of
the things you discussed in Exercise 3?
Articles wanted!
Y
You are the future and the future is green!
We’re keen to hear your ideas on the perfect green home.
 Why are sustainable homes important?
 What is the most environmentally friendly building you
f have seen or have read about?
know of,
f,
 What green features do sustainable homes have inside
and outside?
Write an article answering these questions and we will
publish the most interesting articles on our website!
Congratulations to Dominic Hamilton!
Winner of this month’s competition.
Building a Greener Future
Have you ever thought about your dream home? Would it also
be a green home? You and I are the next generation of home
owners. If we want to slow down global warming and rescue
the environment, we need to make the homes of the future
sustainable. After all, ‘change begins at home’, they say.
My uncle’s house is a good example of a green home. As it was
built using recycled materials, it was cheap to construct. It’s
a country cottage, so also a modest size, which makes it less
wasteful. Energy efficiency is high because the house has solar
panels and geothermal heating. Clean energy and no bills – sounds
good, right?
Are you one of those people who forget to switch off the lights?
If so, you’d probably like the sensor lights in my uncle’s house.
When you go out, so do the lights. Moreover, each room also has
specially chosen plants in order to clean the air. Step into the
garden, and you’ll find it’s full of trees, flowers, birds and insects.
There are some beehives, too. It’s also the perfect place to grow
food inexpensively since a rainwater collection system provides the
water.
Clearly, it will take time and money for all houses to become as
green as my uncle’s. However, instead of dreaming of a more
sustainable world, let’s build it together so that future
generations can be proud of us.
132
EXTRA ACTIVITIES IN CLASS
• Start the class by referring students to
the sentences they wrote about their
dream home. Get them to compare
and discuss their ideas in pairs or small
groups. Then, after Exercise 1, ask if any
of the students’ dream homes were
also ‘green homes’.
• If students do the writing task in class,
put them in pairs and get them to check
each other’s work and make suggestions
for improvements. They then rewrite
their articles, in class or as homework,
following their partner’s feedback.
FURTHER PRACTICE
Workbook page 108/Online Practice
NEXT CLASS
• Students illustrate their articles using
photos. The articles can then be
displayed around the classroom for
other students to read.
• Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 134–135.
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09
5 Study the Writing box. Then read Dominic’s article
again and find more examples of places where he has
spoken directly to the reader.
WRITING | An article
An article should be interesting and conversational in
style.
Title
Begin with an eye-catching title that makes the topic
clear.
Introduction
Catch the readers’ attention with an engaging
introduction. Address them directly and perhaps
include a quote, or ask a question related to the topic.
Asking a question will make them want to read on to
find the answer:
Have you ever thought about your dream home?
Would it also be a green home?
After all, ‘change begins at home’, they say.
Body
Support your ideas with interesting examples and add
humour. Use imperatives and questions to involve the
reader (but don’t overuse them):
Are you one of those people who forget to switch off
the lights?
Step into the garden, and you’ll find it’s full of trees,
flowers, birds and insects.
Conclusion
It is not necessary to summarise your main points in
an article. Instead, you can leave the reader with an
instruction, or an interesting question to think about:
However, instead of just dreaming of a more
sustainable world, let’s build it together so that the
next generation can be proud of us.
6 Complete the questions for involving the reader
with the words from the box. Then in pairs, ask and
answer the questions.
are can have how so what would
1 Would you feel comfortable living near an active
volcano?
2 Have you ever thought about growing your own
food?
Are you one of those people who love the coast?
3
If so , have you considered a job involving the
sea?
4 How would you feel if your parents wanted to
move to a remote island?
5 Can you imagine living in a tent for six months?
6 What would life be like if you were a pet dog or
cat?
8 Choose the correct linkers to complete the sentences.
1 We all need to consider living a greener lifestyle
since / so that we minimise our impact on the natural
environment.
2 We should stop drinking bottled water at home in order
to / because it creates so much plastic waste.
3 Although it’s convenient to be taken to school by car,
we should try to use public transport more often
in order to / as reduce air pollution.
4 Since / So that we don’t have sensor lights in our house,
we must remember to switch off the lights when we
leave a room.
5 We could easily grow our own fruit in order to / as we
live in a warm and wet climate.
9 Complete the sentences so that they are true for you.
Then compare with a partner.
1 As I don’t like cheese , I never eat pizza .
2 I never
because
.
3 My parents sometimes
in order to
4 Our teacher always
since
.
5 At the moment I’m
so that
.
.
10 REFLECT | Society Planet Earth is home to billions of
plants and animals, so we should do everything we can
to minimise our harmful impact on it. Discuss in pairs.
11 WRITING TASK Read the notice below. Follow the
instructions to write your own article.
1 Read the task carefully. Then, in pairs, discuss the
questions it contains and make notes.
2 Follow the tips in the Writing box and develop your
notes into an article. Make sure you have answered all
the questions asked in the task.
3 Include information and language from Exercises 6
and 7.
Articles
rticles wanted!
Your local government is keen to hear your ideas on
Your
green lifestyles.
lifestyles.
 Why is it important to live a green lifestyle?
 What changes could you and your family make at
home to make your lifestyles more sustainable?
 What
hat other changes could you make to help reduce
the harmful impact of your life on the environment?
Write an article answering these questions
and we will publish the most interesting
articles on our website.
7 Look at the sentences containing underlined linkers
in the article. Does each sentence express a reason or
a purpose?
As it was built using recycled materials, it was cheap to
construct. reason
□ I can write an article.
Exercise 7
1 Energy efficiency
is high because the
house has solar panels
and geo-thermal
heating. (reason)
2 Each room also has
specially chosen plants
in order to clean the air.
(purpose)
3 It’s also the perfect
place to grow food
inexpensively since
a rainwater collection
system provides the
water. (reason)
4 However, instead of
dreaming of a more
sustainable world, let’s
build it together so
that future generations
can be proud of us.
(purpose)
133
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Word List
REMEMBER MORE
1 Match the two parts of the
compound nouns. Then check
with the word list.
1
2
3
4
5
Exercise 2
1 destruction
2 survivors
3 thoughtful
4 underwater
□e rainwater a efficiency
b bag
□d solar
□b shopping c block
□c tower d panels
□a energy e collection
2 Complete the sentences with the
correct words formed from the
words in bold. Then check with
the word list.
1 The fire caused massive
of
wildlife in the forest. DESTROY
2 All
of the earthquake have
been rescued. SURVIVE
3 It was really
of you to
remember my birthday.
THOUGHT
4 He took fantastic
photos of
fish and other sea creatures in
the Red Sea. WATER
3 Complete the sentences with
Exercise 3
1 reduce
2 sort
3 minimise
4 keep
9A GRAMMAR AND VOCABULARY
5.57
cave (n) /keɪv/
heavy rainfall /ˌhevi ˈreɪnfɔːl/
dive (v) /daɪv/
hit land /ˌhɪt ˈlænd/
diving (n) /ˈdaɪvɪŋ/
hurricane (n) /ˈhʌrəkən/
drown (v) /draʊn/
lava (n) /ˈlɑːvə/
earthquake (n) /ˈɜːθkweɪk/
mountainside (n) /ˈmaʊntənsaɪd/
flood (v) /flʌd/
panic (v) /ˈpænɪk/
giant waves /ˌdʒaɪənt ˈweɪvz/
pour out (phr v) /ˌpɔːr ˈaʊt/
in total /ɪn ˈtəʊtl/
power line (n) /ˈpaʊə laɪn/
incredible (adj) /ɪnˈkredəbəl/
rescue (v) /ˈreskjuː/
lose your life /ˌluːz jə ˈlaɪf/
river breaks its banks /ˌrɪvə ˌbreɪks ɪts ˈbæŋks/
natural disaster (n) /ˌnætʃərəl dɪˈzɑːstə/
ruins (n) /ˈruːɪnz/
powerful film /ˌpaʊəfəl ˈfɪlm/
run to safety /ˌrʌn tə ˈseɪfti/
rescue (n) /ˈreskjuː/
scream (v) /skriːm/
rescuer (n) /ˈreskjuːə/
seismic activity (n) /ˌsaɪzmɪk ækˈtɪvəti/
shore (n) /ʃɔː/
shake (v) /ʃeɪk/
surface (n) /ˈsɜːfəs/
smoke (n) /sməʊk/
survival story/story of survival /səˈvaɪvəl ˌstɔːri/
ˌstɔːri əv səˈvaɪvəl/
storm (n) /stɔːm/
survive (v) /səˈvaɪv/
In order to save the planet, it’s
important to …
1 r
plastic waste, e.g. use
reusable bags when shopping.
2 s
rubbish: put used bottles,
plastic and paper into separate
containers
3 m
your impact on the
environment, e.g. use green
energy instead of traditional
energy sources
4 k
noise to a minimum for
the benefit of wildlife
trap (v) /træp/
survival pack /səˈvaɪvəl pæk/
survivor (n) /səˈvaɪvə/
swing (v) /swɪŋ/
tsunami (n) /tsʊˈnɑːmi/
top of a mountain /ˌtɒp əv ə ˈmaʊntən/
underwater (adv) /ˌʌndəˈwɔːtə/
tornado (n) /tɔːˈneɪdəʊ/
warning sign (n) /ˈwɔːnɪŋ saɪn/
trapped (in the basement) /træpt (ɪn ðə
ˈbeɪsmənt)/
wet season (n) /ˈwet ˌsiːzən/
9B LISTENING AND VOCABULARY
5.58
avalanche (n) /ˈævəlɑːntʃ/
tropical sea /ˌtrɒpɪkəl ˈsiː/
turn brown /ˌtɜːn ˈbraʊn/
victim (n) /ˈvɪktəm/
violent wind /ˌvaɪələnt ˈwɪnd/
bottled water (n) /ˌbɒtld ˈwɔːtə/
volcanic eruption /vɒlˌkænɪk ɪˈrʌpʃən/
cover (v) /ˈkʌvə/
warning (n) /ˈwɔːnɪŋ/
destruction (n) /dɪˈstrʌkʃən/
Imagine you’re taking part in
a competition called ‘Simple
ways to save the planet’, in
which young people present
their ideas how everyone
can take better care of the
environment, similar to
Exercise 3 above. Write your
ideas using words from the
word list.
go up in flames /ˌɡəʊ ʌp ɪn ˈfleɪmz/
grass (n) /ɡrɑːs/
current (n) /ˈkʌrənt/
verbs from the word list.
4 Do the task below.
gas (n) /ɡæs/
whistle (n) /ˈwɪsəl/
doorway (n) /ˈdɔːweɪ/
work tirelessly /ˌwɜːk ˈtaɪələsli/
drill (n) /drɪl/
drought (n) /draʊt/
9C VOCABULARY
earthquake simulation (n) /ˈɜːθkweɪk sɪmjəˌleɪʃən/
alternative (n) /ɔːlˈtɜːnətɪv/
emerge (v) /ɪˈmɜːdʒ/
area of natural beauty /ˌeəriə əv ˌnætʃərəl ˈbjuːti/
emergency worker (n) /ɪˈmɜːdʒənsi ˌwɜːkə/
avoid (v) /əˈvɔɪd/
destroy everything in sth’s path /dɪˌstrɔɪ ˌevriθɪŋ
ɪn ˌsʌmθɪŋz ˈpɑːθ/
avoidable (adj) /əˈvɔɪdəbəl/
explosion (n) /ɪkˈspləʊʒən/
5.59
collect/sort rubbish /kəˌlekt/ˌsɔːt ˈrʌbɪʃ/
evacuate (v) /ɪˈvækjueɪt/
damage the environment /ˌdæmɪdʒ ði
ɪnˈvaɪrənmənt/
flame (n) /fleɪm/
disposable (adj) /dɪˈspəʊzəbəl/
flood (n) /flʌd/
dispose of sth (phr v) /dɪˈspəʊz əv ˌsʌmθɪŋ/
forest fire (n) /ˈfɒrəst faɪə/
disturb the wildlife /dɪˌstɜːb ðə ˈwaɪldlaɪf/
from side to side /frəm ˌsaɪd tə ˈsaɪd/
drop litter /ˌdrɒp ˈlɪtə/
134
EXTRA ACTIVITIES IN CLASS
• Write the following verbs on the
board: harm, avoid, reuse, sustain,
help. Ask students to find adjectives
in the word list which are formed
from these verbs, and to write an
example sentence for each one.
• Write anagrams of 6–8 words
from the word list on the board.
Individually or in pairs, students try
to solve the anagrams as quickly as
they can. The first student/pair to do
so wins. To make the activity easier,
you could give them the first letter
of each word (e.g. by circling or
underlining it in each anagram).
FURTHER PRACTICE
Workbook page 109/Online Practice
NEXT CLASS
Ask students to revise Unit 9.
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09
environmental impact /ɪnˌvaɪrənˌmentl ˈɪmpækt/
environmental responsibility /ɪnˌvaɪrənˌmentl
rɪˌspɒnsəˈbɪləti/
for the benefit of sb /fə ðə ˈbenəfɪt əv ˌsʌmbɒdi/
harmful (adj) /ˈhɑːmfəl/
helpful (adj) /ˈhelpfəl/
it’s no use crying over spilt milk /ˌɪts ˌnəʊ juːs
ˈkraɪɪŋ ˌəʊvə ˌspɪlt ˈmɪlk/
it’s not the end of the world /ˌɪts nɒt ði ˌend əv
də ˈwɜːld/
scare (v) /skeə/
thick (adj) /θɪk/
tight-knit community /ˌtaɪt nɪt kəˈmjuːnəti/
top floor (n) /ˌtɒp ˈflɔː/
tower block (n) /ˈtaʊə blɒk/
trendy boutiques /ˌtrendi buːˈtiːks/
9F READING AND VOCABULARY
5.62
unpleasant (adj) /ʌnˈplezənt/
light a fire /ˌlaɪt ə ˈfaɪə/
be packed like sardines in a can /bi ˌpækt laɪk
ˌsɑːˈdiːnz ɪn ə kæn/
wheelbarrow (n) /ˈwiːlˌbærəʊ/
marked path (n) /ˌmɑːkt ˈpɑːθ/
born and bred /ˌbɔːn ənd ˈbred/
minimise the impact of/on sth /ˌmɪnəmaɪz ðə
ˈɪmpækt əv/ɒn ˌsʌmθɪŋ/
breathtaking scenery /ˌbreθteɪkɪŋ ˈsiːnəri/
keep noise to a minimum /ˌkiːp ˌnɔɪz tə ə
ˈmɪnəməm/
national park (n) /ˌnæʃənəl ˈpɑːk/
produce waste /prəˌdjuːs ˈweɪst/
recycling bin (n) /riːˈsaɪklɪŋ bɪn/
reduce plastic waste /rɪˌdjuːs ˌplæstɪk ˈweɪst/
respect the guidelines /rɪˌspekt ðə ˈɡaɪdlaɪnz/
respectful of sth (adj) /rɪˈspektfəl əv ˌsʌmθɪŋ/
reusable (adj) /ˌriːˈjuːzəbəl /
reuse (v) /ˌriːˈjuːz/
shopping bag (n) /ˈʃɒpɪŋ bæɡ/
single-use plastic products (n) /ˌsɪŋɡəl ˌjuːs
ˈplæstɪk ˌprɒdʌkts/
species of plants/animals /ˌspiːʃiːz əv ˈplɑːnts/
ˈænɪməlz/
9G WRITING AND VOCABULARY
5.63
come back to life /kʌm ˌbæk tə ˈlaɪf/
active volcano /ˌæktɪv vɒlˈkeɪnəʊ/
commute (n) /kəˈmjuːt/
brick (n) /brɪk/
crowded (adj) /ˈkraʊdəd/
change begins at home /ˌtʃeɪndʒ bɪˌɡɪnz ət
ˈhəʊm/
dead-end job (n) /ˌded end ˈdʒɒb/
die (v) /daɪ/
double-decker bus (n) /ˌdʌbəl ˌdekə ˈbʌs/
drop to (v) /ˈdrɒp tə/
earn a living /ˌɜːn ə ˈlɪvɪŋ/
entire (adj) /ɪnˈtaɪə/
event (n) /ɪˈvent/
extract (v) /ɪkˈstrækt/
fumes (n) /fjuːmz/
hustle and bustle /ˌhʌsəl ənd ˈbʌsəl/
sustainable (adj) /səˈsteɪnəbəl/
inhabited (adj) /ɪnˈhæbɪtɪd/
thoughtful (adj) /ˈθɔːtfəl/
islander (n) /ˈaɪləndə/
trail (n) /treɪl/
isolated (adj) /ˈaɪsəleɪtəd/
use public transport /ˌjuːz ˌpʌblɪk ˈtrænspɔːt/
lose touch with sb /ˌluːz ˈtʌtʃ wɪð ˌsʌmbɒdi/
waste (v) /weɪst/
mainland (n) /ˈmeɪnlənd/
wasteful (adj) /ˈweɪstfəl/
miserable (adj) /ˈmɪzərəbəl/
water container (n) /ˈwɔːtə kənˌteɪnə/
noisy (adj) /ˈnɔɪzi/
welcome (adj) /ˈwelkəm/
overlooking (adj) /ˌəʊvəˈlʊkɪŋ/
5.60
winding path /ˌwɪndɪŋ ˈpɑːθ/
come across sth (phr v) /ˌkʌm əˈkrɒs ˌsʌmθɪŋ/
sustain (v) /səˈsteɪn/
9D GRAMMAR
vibrant nightlife /ˌvaɪbrənt ˈnaɪtlaɪf/
peace and quiet (n) /ˌpiːs ənd ˈkwaɪət/
peaceful (adj) /ˈpiːsfəl/
come on (phr v) /ˌkʌm ˈɒn/
construct (v) /kənˈstrʌkt/
convenient (adj) /kənˈviːniənt/
country cottage (n) /ˌkʌntri ˈkɒtɪdʒ/
energy consumption (n) /ˈenədʒi kənˌsʌmpʃən/
energy efficiency (n) /ˌenədʒi ɪˈfɪʃənsi/
environmentally friendly (adj)
/ɪnˌvaɪərənˌmentəli ˈfrendli/
feature (n) /ˈfiːtʃə/
geothermal heating (n) /ˌdʒiːəʊˌθɜːməl ˈhiːtɪŋ/
global warming (n) /ˌɡləʊbəl ˈwɔːmɪŋ/
go out (phr v) /ˌɡəʊ ˈaʊt/
heat (n, v) /hiːt/
homeowner (n) /ˈhəʊmˌəʊnə/
inexpensively (adv) /ˌɪnɪkˈspentsɪvli/
light (v) /laɪt/
live a (green) lifestyle /ˌlɪv ə (ˌɡriːn) ˈlaɪfstaɪl/
modest size /ˌmɒdəst ˈsaɪz/
rainwater collection (n) /ˈreɪnwɔːtə kəˌlekʃən/
picturesque cottage /ˌpɪktʃəˌresk ˈkɒtɪdʒ/
recycled building materials /riːˌsaɪkəld ˈbɪldɪŋ
məˌtɪəriəlz/
pure (adj) /pjʊə/
sensor lights (n) /ˌsensə ˈlaɪts/
puzzled (adj) /ˈpʌzəld/
slow sth down (phr v) /ˌsləʊ ˌsʌmθɪŋ ˈdaʊn/
remote (adj) /rɪˈməʊt/
solar panels (n) /ˈsəʊlə ˌpænəlz/
resident (n) /ˈrezədənt/
underground (adv) /ˌʌndəˈɡraʊnd/
bear (n) /beə/
rural (adj) /ˈrʊərəl/
water/electricity bills (n) /ˈwɔːtə/ɪˌlekˈtrɪsəti bɪlz/
careless/stupid of sb (adj) /ˈkeələs/ˈstjuːpəd əv
ˌsʌmbɒdi/
rush to sth (v) /ˈrʌʃ tə ˌsʌmθɪŋ/
bamboo (n) /ˌbæmˈbuː/
bark (v) /bɑːk/
I bet /ˌaɪ ˈbet/
run out (phr v) /ˌrʌn ˈaʊt/
9E SPEAKING
5.61
chill out (phr v) /ˌtʃɪl ˈaʊt/
go wrong /ˌɡəʊ ˈrɒŋ /
in the wild /ˌɪn ðə ˈwaɪld/
it’s a pity/shame /ˌɪts ə ˈpɪti/ˈʃeɪm/
sense of community /ˌsens əv kəˈmjuːnəti/
settle into sth (phr v) /ˌsetl ˈɪntə ˌsʌmθɪŋ/
slate quarry (n) /ˈsleɪt/ ˌkwɒri/
smell (v) /smel/
stone (n) /stəʊn/
135
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09 Revision
Exercise 1
1 The others are
connected to water.
2 The others are natural
disasters.
3 The others are
people.
4 The others are
positive.
5 The others are
connected to natural
disasters.
6 The others are
connected to
geography.
Exercise 5
2 on
3 whose
4 of
5 own
6 the
7 around
8 If
Dogs can track criminals and find missing people.
Dolphins are trained to find lost swimmers and
detect underwater mines. Are animals the best
and cheapest detectives?
VOCABULARY AND GRAMMAR
1 Find the odd word out in each group. Say why it is
different.
1 current / flames / shore / wave
2 drought / earthquake / tornado / panic
3 trap / survivor / victim / rescuer
4 breathtaking / wasteful / picturesque / trendy
5 rescue / warning / evacuate / scenery
6 hill / island / cave / community
T
here is a famous case of a dog which helped its owner
to discover she had cancer. It involved a Dalmatian called
Trudi. One day she came towards her owner, Ms Gill Lacey,
and started sniffing at her leg like never before. Trudi was
doing it so much that the woman couldn't move away. It was
as if the dog was trying to bite off the small brown mark that
had always been there on Ms Lacey’s leg. Intrigued by the
dog’s behaviour, the woman went to see a doctor. As she
quickly discovered, the Dalmatian was right to be worried: the
mark turned out to be a dangerous kind of skin cancer. Once
she had it removed, Trudi lost interest in the woman’s leg!
2 Choose the correct word in each sentence to complete
the text.
Littleton Camp Site
Exercise 3
2 wouldn’t have
missed
3 had arrived
4 could have learnt
5 wouldn’t have fallen
6 hadn’t been
7 hadn’t had
8 wouldn’t have
broken
9 might have gone
Exercise 4
2 I wish/If only my
neighbours didn’t/
wouldn’t argue all
the time!
3 I wish/If only I didn’t
live in the city!
4 I wish/If only I’d asked
them to pick up the
litter/pick it up!
5 I wish/ If only people
couldn’t drive in
the city.
6 I wish/If only I could
swim!
7 I wish/If only I’d
studied for the Maths
test!
Animals and their sixth sense
There have been many cases like Trudi’s, but until recently
doctors have been ignoring the owners’ anecdotes. The latest
studies, however, demonstrate that, in most cases, dogs can
effectively sniff out skin and prostate cancer.
• Bring your own tent or rent a comfortable energy /
1
rainwater / waste -efficient cottage built from
geothermal building materials.
• All cottages have solar 2 materials / panels / paths.
• Buy food from our farm shop, have a BBQ in the
picturesque picnic area and enjoy the peace and
3
bustle / hustle / quiet of the national park.
• The camp site is 4quite isolated so please don’t
expect a vibrant nightlife / commute / eruption.
• We kindly request visitors to 5 respect / damage /
reuse the environment and other campers.
• Please be thoughtful and keep 6 impact / noise /
energy to a minimum.
• Single-use plastic products are 7 harmful /
sustainable / helpful to the environment so please
use alternatives.
• 8 Reduce / Disturb / Sort your rubbish before putting
it in the recycling bins.
It is not only dogs that help save people’s lives. As
unbelievable as it sounds, we can now detect explosives
with the help of honey bees! Researchers have recently
experimented with bees’ phenomenal sense of smell. It took
the bees as little as a few hours of training to correctly identify
the presence of an explosive or a drug just as police dogs can.
They were able to do this by flying above the surface under
which the dangerous substance had been hidden. Do these
findings mean that we are now going to use honey bees at
airports to check passengers’ luggage and pockets? We will
most probably find out in the very near future.
It is widely believed that the other exceptional abilities animals
have help them sense approaching natural disasters. There
are lots of examples of animals behaving strangely before
earthquakes. Historians recorded that many animals such as rats
and snakes abandoned the Greek city of Helice in 373 BC days
before a terrible earthquake. In 2011, a university study in Japan
3 Complete the text with the correct forms of the verbs
in brackets.
Yesterday was a disaster! First, I got up late.
(not miss) the
If I 1 hadn’t got up (get up) late, I 2
bus. And then, when I finally got to school, the class
had already started. It was an interesting class about
(arrive) on
sustainable building projects. If I 3
(could/learn) a lot! ‘Oh well’, I thought,
time, I 4
‘I’ll catch up this evening’. Except as I was cycling
home after school, I got caught in a storm. I 5
(not fall) off my bike if there 6
(no be) a flood!
(not have) the accident, I 8
(not
And if I 7
9
(might/ go) back to school
break) a finger! I
at that point but it was too late. So I waited in a café,
soaking wet, for my mum to pick me up and had to eat
a hamburger with one hand.
4 Write sentences with I wish/If only about these situations.
1 You are unhappy as the city centre is crowded.
I wish/If only the city centre wasn’t so crowded!
2 Your neighbours argue all the time.
3 You don’t like living in the city.
4 You saw some people dropping litter. You regret not
asking them to pick it up.
5 You think people shouldn't drive in the city.
6 You are sad because you can’t swim.
7 You regret not studying for the Maths test.
USE OF ENGLISH
5 Complete the text with one word in each gap.
Many of us love city life. We can’t imagine living 1 away from
the exciting hustle and bustle of crowded streets or noisy
restaurants. However, people are becoming increasingly aware
the environment and
of the impact of this way of life 2
ourselves.
So, what are the alternatives? One option to consider is
living in an ecovillage. Ecovillages are communities 3
residents aim to live a sustainable lifestyle. They recycle or
the waste they produce without damaging the
dispose 4
food and provide
environment. They aim to grow their 5
power using renewable energy. When these villages began in
6
mid-twentieth century, they were usually tight-knit
communities united by similar environmental beliefs. These days
the world including some very
there are many more all 7
hi-tech community projects which use solar and biogas power or
only governments and city
recycled building material. 8
authorities would follow their example!
Use of English > page 195
136
154
FURTHER PRACTICE
ASSESSMENT
• Use of English, Student’s Book page 195
• Class debates pages 264–265
• Unit 9 Language Test (Vocabulary,
Grammar, Use of English)
• Self-assessment 9 and Self-check 9,
Workbook pages 110–111/Online
Practice
• Unit 9 Writing Test
• Unit 9 Skills Test (Dictation, Listening,
Reading, Communication)
• Extra digital activities: Use of English,
Reading, Listening
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4 Why does the writer give examples of strange
animal behaviour?
a To show wild animals have better instincts than
domesticated ones.
b To explain why some people think animals have
a sixth sense.
c To demonstrate that animals are scared of
earthquakes.
d To prove anecdotes are more important than
scientific studies.
5 It is certain that animals’ sixth sense
a will soon be used instead of scientific methods.
b hasn’t been properly explained yet.
c shouldn’t be taken seriously.
d has always been unique to animals.
SPEAKING
7 In pairs, role play the situation below. Then change
roles and do the task again.
showed that some domestic cats were restless and tried to escape
their homes before a very big, destructive earthquake.
Despite such widespread anecdotal evidence, many scientists
don’t take the stories seriously because they can’t be measured in
a scientific study.
While the incredible sensory powers of some animals have been
scientifically demonstrated, it still remains unclear how an animal’s
sixth sense works. Some theories say that we also possessed
a similar sixth sense at one time, but we lost this ability because
it was no longer needed. Whatever the truth is, observing the
behaviour of animals can be of great use to us. Although information
gained this way will never replace the results of professional sensors
like seismographs or satellites, it shouldn’t be ignored.
READING
6 Read the article and choose the correct answers a, b, c or d.
1 Trudi’s behaviour intrigued Ms Gill Lacey because she
a started to come towards her more often.
b had never sniffed her leg before.
c tried to bite her.
d showed unusual interest in her leg.
2 The ability of dogs to sniff out cancer in humans
a is anecdotal.
b is ignored by doctors.
c has been confirmed by research.
d works perfectly for all types of cancer.
3 What does the text suggest about honey bees?
a They are better at finding explosives than dogs are.
b They are sometimes used at airports during security
checks.
c With some training they can detect explosives and drugs.
d Their sense of smell can improve as a result of
experiments.
Student A
You are on a backpacking trip with a friend. You
have just arrived at a hostel and are deciding
what to do but you like different things. Talk to
him/her and discuss the points below.
• Suggest going for a walk in the mountains.
• You left your games console at home and are
upset about this.
• You don’t want to go shopping. You can do
that at home! You are feeling frustrated.
• Suggest visiting the old castle nearby.
Student B
You are on a backpacking trip with a friend. You
have just arrived at a hostel and are deciding what
to do but you like different things. You start the
conversation. Use the phrases below to help you.
• So, what shall we do this afternoon?
• I’d rather not walk in this rain. We could play
computer games on your console.
• There’s nothing we can do about it. Why don’t
we go shopping?
• Calm down. It doesn’t matter. But we’ve got to
decide on something!
WRITING
8 You have seen this advertisement on a travel
website.
Write an article recommending a great
destination in your country for nature lovers!
Tell us about:
• a good destination for students and what
scenery and wildlife you can see there,
• what activities you can do there,
• the best time of the year to visit and why.
Write your article.
137
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10
Justice for all
VOCABULARY The courtroom, law and punishment, phrasal verbs, voting
GRAMMAR
Modal verbs for speculating about the present and the past
Use of English > page 195
SPEAKING
Comparing and contrasting photographs
WRITING
A formal letter
VIDEO
Grammar
Documentary
Communication
The McGuffin
Kidnapping Trial
G
I’ve never been on a jury before.
It’s fascinating.
A
C
F
B
E
D
1 ‘She looks calm but she must feel nervous inside. She’s on
trial for kidnapping! Even if she’s innocent, she can’t feel
good. She knows she could get a long prison sentence!’
3 ‘Hee must be expecting a guilty verdict after all the police work he’s
done and the evidence he’s found. But he may have doubts. It seems
unlikely ut c uf n s lawyer could ha e a surprise witness.’
2 ‘It can’t be easy to defend someone who is accused of
such a terrible crime. He might not believe she’s innocent,
but he has to sound totally convinced she didn’t do it.’
4 ‘Itt must e a challenge to control a trial. It s de nitely not easy. he
may not like ary c uf n, she might suspect she s guilty
guilty, but she
has to keep an open mind. She looks thoughtful: she could be thinking
about the verdict, or she might be wondering if it’s time for a break.’
10A GRAMMAR AND VOCABULARY
Exercise 3
2 trial
3 defend
4 evidence
5 verdict
6 innocent
7 guilty
8 sentence
H
1 Look at the illustration and match people and places A–H
with the words from the box.
H a police detective B a witness E the accused
G the courtroom A the judge C the jury
D the lawyer for the defense F the lawyer for the prosecution
2 Do you know what the role of a jury is in a court case?
Would you like to be a member of the jury? Say why.
3 Read one jury member’s thoughts 1–4 above. In
pairs, work out the meaning of the highlighted
words and use them to complete the text below.
When someone is 1 accused of a serious crime, they
have the right to a fair 2
. They have a lawyer to
3
them and at the end of the trial the judge tells
the jury to consider the presented 4
carefully
before reaching a 5
. If the accused is found
6
, they may walk free. If they are found 7
,
however, the judge may give them a prison 8
.
138
REFERENCES
EXTRA ACTIVITIES IN CLASS
VIDEO SCRIPT page 242
• Do this activity after Exercise 3. In
pairs or small groups, students take it
in turns to give a definition of a word
from Exercises 1 and 3 for their partner/
group to guess. In weaker classes, the
definitions can be in the students’ own
language.
CULTURE NOTES page 210
• After the Grammar video activity, put
students in pairs and get them to
speculate about different photos in the
Student's Book. They should take turns
to choose a photo from a previous unit
and talk about it using language from
the Grammar box. If time allows, each
student could talk about more than
one photo.
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10
4 Read the jury member’s thoughts 1–4 again. For each
point, decide who the jury member is thinking about.
8 Complete the second sentence so that it means the
same as the first one. Use the modal verbs from the
Grammar box.
Modal verbs for speculating about the present
1 It’s possible she’s innocent but it’s also possible she’s
guilty.
She may be innocent but she
guilty.
2 I’m sure this isn’t the last day of the trial.
This
the last day of the trial.
3 I’m sure the victim and his family want the trial to
end as soon as possible.
The victim and his family
the trial to end as
soon as possible.
4 It’s possible her husband knows if she’s innocent or not.
Her husband
if she’s innocent or not.
5 I’m sure the police detective isn’t lying.
The police detective
lying.
6 I’m sure the lawyer is keeping something back for
the last day.
The lawyer
something back for the last day.
5 Match the underlined parts of sentences 1–5 with
phrases a–e.
1
2
3
4
5
□d She must feel nervous inside.
□e She can’t feel good.
□c She may not like Mary McGuffin.
□b She might suspect she’s guilty.
□a She could be thinking about the verdict.
a It’s possible she is.
d I’m sure she does.
b It’s possible she does.
e I’m sure she doesn’t.
c It’s possible she doesn’t.
6 Study the Grammar box and Watch out!. Then find more
examples of modal verbs for speculation in the texts 1-4
on page 138.
Modal verbs for speculating about the present
Exercise 4
1 the accused
2 the lawyer for the
defence
3 the police detective
4 the judge
Exercise 8
1may/might/could be
2 can’t be
3 must want
4 may/might/could
know
5 can’t be
6 must be keeping
9 In pairs, take turns to speculate about the sentences
below. Use at least two different modal verbs each time.
To speculate about the things in the present we use
must/could/might/may/can’t + the infinitive or be + -ing.
must = we are almost certain something is true
could/might/may = we think something is possibly true
might is slightly less probable than could/may)
(might
can’t = we are almost certain something is impossible/not true
1 I didn’t sleep at all last night.
2 I haven’t eaten a thing for eight hours.
3 My brother doesn’t study much, but he always gets
good marks.
4 My friend Tom says his aunt is a judge, but she’s only
thirty years old.
5 My neighbour says she works for the police, but she
doesn’t wear a uniform.
Grammar Reference and Practice > page 188
A I didn’t sleep at all last night.
B You must be tired. / You may want to take a nap.
WATCH OUT!
When we speculate, the negative of must is can’t, not mustn’t.
It must be true. (I’m sure it is.)
No, it can’t be true. (I’m sure it isn’t.) NOT It mustn’t be true.
10 SPEAKING In pairs, use modal verbs to speculate
about your family and friends. Where are they right
now? What are they doing?
A Where’s your gran?
B She could be at the shops. Or she might be at home.
She may be reading a book but she can’t be working
in the garden, not in this weather.
7 Choose the correct options in the texts below.
The witness is sweating. I’m not sure why.
He 1can’t / might be lying. Or he 2could / must
be ill. Or he 3may /must just feel nervous.
Whatever, he 4can’t / must wish he was
somewhere else. It certainly looks that way.
32 Read the question and watch the video.
Say what the speakers answer. Then in pairs, ask
and answer the same question about the man on
page 140.
Tell me about this photograph. Who could this man be?
GRAMMAR VIDEO
The jury member next to me has her eyes closed
but she 5can’t / must be sleeping, not during
a trial! She 6could / must be concentrating, that’s
one possibility, or, on the other hand, she
7
can’t / may be wondering what’s for lunch.
Mary McGuffin 8can’t / must feel
exhausted. It’s been such a long trial.
Sometimes she looks so sweet and calm
that I’m sure she 9can’t / may be guilty.
□ I can use modal verbs to speculate about the present.
FURTHER PRACTICE
• Photocopiable extra Grammar Video
activity 10, page 268
• Grammar Reference and Practice,
Student’s Book page 188
• Workbook pages 112–113/Online
Practice
• Photocopiable resource 41: Modal
match, pages 285, 332
• Extra digital activities: Grammar
Checkpoint 10A
ASSESSMENT
Grammar Quiz 10A
139
NEXT CLASS
Ask students to bring a newspaper
clipping of a crime story (or have an
online news story available on their
phones). Reassure them that it doesn’t
need to be a crime they know the English
word for – they can choose any crime
story they like.
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10B VOCABULARY | Law and punishment
1 THINK BACK Check if you know the words in the box.
Exercise 1
Minor crimes:
shoplifting
*
hacking
*
(car) theft
Then put the crimes in the correct column in the table.
assault burglary drug dealing hacking kidnapping
murder pickpocketing (bank) robbery shoplifting
(car) theft
Serious crimes:
(bank) robbery
burglary
drug dealing
murder
kidnapping
*
hacking
*
(car) theft
2
*Hacking and theft
can be either minor or
serious depending on
the circumstances.
Exercise 2
1 He committed
robbery. Yes, he tried
to rob a post-office and
got caught.
2 to tell them about
(the bad consequences
of) crime
Minor crimes
Serious crimes
pickpocketing …
assault …
community service a curfew an electronic tag a fine
imprisonment a life sentence rehabilitation
a suspended sentence
1 Unpaid work in the community. community service
2 Money paid as punishment. a fine
3 A course that helps criminals give up their life of
crime. rehabilitation
4 A device (usually around your ankle) so the police can
track your movements. an electronic tag
5 Having to be at home at certain times. a curfew
6 The threat of a prison sentence if you commit another
crime. a suspended sentence
7 Time in prison. imprisonment
8 A very long prison sentence, possibly forever.
1 Which crime from Exercise 1 did Rex commit? Did the
police catch him?
2 Why is Rex talking to students?
3
4.3 Listen to the final part of Rex’s story. What
punishment was he expecting? What did he get?
5 Match the punishments in the box with the definitions.
4.1 Listen to the beginning of a talk and answer
the questions.
4.2 Check you understand the highlighted phrases.
Then put the notes from Rex’s criminal record in
a logical order. Listen and check.
a life sentence
In 2010, Rex Hardcastle was caught shoplifting.
6 SPEAKING Work in groups. Discuss and decide on
suitable punishments for the crimes listed below.
Compare with another group.
□2 Police gave him a warning.
□ He was caught on security camera.
1 A young woman has been caught shoplifting
electronic goods for the third time.
2 A drunk driver runs over a man and seriously injures him.
3 A teenager breaks a young boy’s arm in a fight.
4 A student illegally downloads over 100GB of music.
5 A man posts death threats to a politician online.
6 A woman leaves her dog tied to a tree in the forest
because she is going on holiday.
1
Exercise 4
Rex was hoping for
community service or
a suspended sentence
He got 12 months in
prison but was released
early, then had
a curfew and had to
wear an electronic tag.
140
4
In 2014, Rex Hardcastle tried to rob a post-office.
□3 He was questioned by detectives.
□4 He was charged with attempted robbery.
□5 Once he was under arrest, he was held in
custody at the police station.
h
□6 He made a statement describing what had
happened.
□7 He was released on bail by the judge to wait for
his trial.
□8 The police caught him and arrested him.
A So what do you think about the first one?
B Well, shoplifting is a minor crime but this is the third
time she has been caught so perhaps a suitable
punishment would be …
7 Choose one of the crimes in Exercise 6 and write
□ I can talk about law and punishment.
a short story about it using as many words from this
lesson as possible.
REFERENCES
FURTHER PRACTICE
ASSESSMENT
AUDIO SCRIPT page 226–227
• Workbook page 114/Online Practice
Vocabulary Quiz 10
CULTURE NOTES page 211
• Photocopiable resource 42: The
Hollywood Hills Burglars, pages 285,
333–334
NEXT CLASS
EXTRA ACTIVITY IN CLASS
After Exercise 1, students work in groups to
share the crime stories they have brought,
and identify the crimes being reported.
• Extra digital activities: Vocabulary
Checkpoint 10
Ask students to bring photos of different
incidents or criminal offences (or have
them available on their phones).
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10
10C GRAMMAR
6 Use the prompts to write the deductions from the
1 In pairs, ask and answer the questions below.
conversation in Exercise 5.
1 How can burglars get into someone’s house?
2 What kind of things do they usually steal?
3 What can you do to avoid burglary?
2
1 They / must / go out / front door.
They must have gone out through the front door.
2 They / can’t / leave by / front door.
3 They / might /climb through / window.
4 They / can’t / get out / that way.
5 They / must / be / here/ when / you / get home.
6 They / could / hide / behind / living room curtains.
7 They / can’t / hide / there.
8 The burglars / may / not / leave.
4.4 Listen to a conversation between a young woman
and her parents and answer the questions below.
1 What did the burglars take?
2 When did the burglary occur?
3 How did the burglars get into the house?
Modal verbs for speculating about the past
3 Complete the explanations of the sentences below with
‘It’s possible’ or ‘I’m sure’. Then study the Grammar box
and Watch out! to check.
1 They must have broken in while we were at the shops.
this happened.
2 They can’t have got in through the front door.
this didn’t happen.
3 They might not have broken in.
this didn’t happen.
4 They could have found a key.
this happened.
Modal verbs for speculating about the past
To speculate about things in the past we use modal verbs
must/could/might/may/can’t + have + past participle.
must have done = we are sure that something was true/
happened
can’t have done = we are sure that something wasn’t true/
didn’t happen
might/may/could have done = it’s possible that something
was true/happened
7
4.6 Use can’t, must or might to rewrite the
sentences. Listen to check.
1 I’m sure that was scary. That must have been scary.
2 I’m sure the burglars weren’t professionals.
3 It’s possible it was their first burglary.
4 It’s possible they didn’t plan it.
5 I’m sure they thought they had a chance to escape.
6 I’m sure they didn’t expect to find the burglars in
a cupboard.
8 In pairs, make past deductions about these situations.
1 After a shopping trip you realise you no longer have
your purse/wallet.
Someone must have stolen it.
2 Your uncle logs into his bank account online. All his
money is gone. He doesn’t know why.
3 When you get to school, a friend has a bloody nose
and a teacher is talking seriously to another friend.
4 You get home and notice you haven’t got your
phone on you.
5 The police have arrived at your neighbour’s house.
9 SPEAKING Tell a partner about a real or invented
crime story. Then, make deductions and observations
about what happened.
Grammar Reference and Practice > page 188
Exercise 3
1 I’m sure
2 I’m sure
3 It’s possible
4 It’s possible
Exercise 4
2 They may have
broken a window.
3 They can’t have got in
through a window.
4 They must have seen
the open door and
walked right in.
Exercise 6
2 They can’t have left by
the front door.
3 They might have
climbed through
a/the window.
4 They can’t have got
out that way.
5 They must have been
here when you got
home.
6 They could have
hidden behind the
living room curtains.
7 They can’t have
hidden there.
8 The burglars may not
have left.
That must have been awful.
WATCH OUT!
Exercise 7
2 The burglars
can’t have been
professionals.
3 It might have been
their first burglary.
4 They might not have
planned it.
5 They must have
thought they had
a chance to escape.
6 They can’t have
expected to find the
burglars in a cupboard.
They might not have needed to break in.
NOT They might have not needed to break in.
4 Use the correct modal verb in brackets to rewrite these
sentences from the dialogue.
1 It’s possible they got in through the back door.
(can’t/might)
They might have got in through the back door.
2 It’s possible they broke a window. (may/must)
3 I’m sure they didn’t get in through a window. (can’t/
must)
4 I’m sure they saw the open door and walked right in.
(can’t/must)
5
Exercise 2
1 Jewellery and money.
2 Not long ago. While
the parents were out at
the shops.
3 Chris left the door
wide open while he
went to get his wallet
from the bedroom. The
burglars walked into
the house through the
open front door.
4.5 How did the burglars get out of the house?
Make deductions in groups. Listen and check your ideas.
They must have gone out through the front door.
No, they can’t have done that because …
□ I can use modal verbs to speculate about the past.
REFERENCES
AUDIO SCRIPT page 227
EXTRA ACTIVITY IN CLASS
This activity can be done after Exercise
8 or 9. Refer students to the photos they
have brought (or have available on
their phones). Put them in pairs or small
groups and get them to speculate about
the situations using must/could/might/
may/can’t + have + past participle.
FURTHER PRACTICE
• Grammar Reference and Practice,
Student’s Book page 188
141
• Workbook page 115/Online Practice
• Photocopiable resource 43: What really
happened?, pages 286, 335
• Extra digital activities: Grammar
Checkpoint 10C
ASSESSMENT
Grammar Quiz 10C
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M
U
M
H
S
I
T
SCOT
F
E
I
H
T
E
K
I
HUGS B
4.7
.7
A Findlay Sandlan had been saving up for a bike for
months. With the money he got for his sixteenth birthday
he finally had enough, so he went out and bought himself
a brand-new mountain bike. With security in mind, he also
5 bought a lock. Findlay had been the proud owner of the
bike for just a few days when he left it locked outside
a fast-food restaurant in Glasgow city centre and went
in with his friends for an ice cream. To his shock, when he
returned ten minutes later, someone had made off with
10 his bike and only the broken lock remained. Findlay
phoned his parents, who came to collect him and then
went on social media to express their anger at what had
happened. Though the Sandlans were understandably
upset, their loss is far from unusual. Nearly 400,000 bikes
15 are stolen each year in the UK. So how did Findlay’s story
end up on the international news?
B On the evening of the theft, Vonnie Sandlan, Findlay’s
mum, shared details of the stolen bike on social media
and selling sites with the hope that someone would
20 come forward with information. She also reported the
incident to the police, but wasn’t confident that they
would have the time or resources to look into the theft.
Findlay must have gone to bed that night feeling very
miserable. However, when Vonnie went online the
25 next morning, there was a message from someone
who had seen the missing bike for sale on a website.
After checking it was definitely her son’s bike, Vonnie
decided to pretend to be a customer and go and
meet the thief. However, before she did, she sensibly
30 contacted the police and got their support for her plan.
C Vonnie and her husband met the thief outside a shopping
centre, while their friend filmed the meeting from a nearby
bus stop. Vonnie smiled and thanked the teenager for
coming to meet them on a rainy day. Once she’d looked
35 at the serial number and checked again that the bike was
definitely Findlay’s, she decided it was time to confront the
boy. ‘This is my bike’ she said, and the young thief looked
at her. ‘Really?’ he asked and then burst into tears! He then
admitted stealing the bike, claimed it was his first crime and
40 revealed that he was only fifteen years old. Luckily for the
boy, Vonnie is the former president of the National Union of
Students in Scotland and a senior officer at the organisation
Colleges Scotland. This means she works to provide
educational opportunities for young people from just the
45 sort of deprived and difficult environment the young thief
had grown up in.
D Instead of turning him in to the police, Vonnie ended up giving
the tearful teen a life lecture. She offered him the sort of advice
you’d expect from a concerned parent rather than a victim of
50 crime. The fifteen-year-old must have been very surprised to
hear her describe the moment as a turning point for him. She
reminded him that it could have been a lot worse if his victim
had decided to chase after him and beat him up instead of
talking to him. She told him to think of his future and said if
55 school wasn’t working out for him, he should try college or
do an apprenticeship. She also advised him to stop stealing
because he was terrible at it and was going to end up in
Barlinnie, the name of the local prison. And then she gave him
a hug! Vonnie hopes that, after getting away with it this time,
60 the teenager will stop stealing and focus on his education. At
the very least, she feels the experience may have taught him
that crime doesn’t pay, and could help him avoid spending
time in prison in the future.
142
REFERENCES
VIDEO SCRIPT page 243
CULTURE NOTES page 211
EXTRA ACTIVITIES IN CLASS
• Before Exercise 1, briefly introduce the
topic by asking students about crimes
which are common in their area/country.
• In pairs, students write example
sentences with the phrasal verbs
in Exercise 6. They then remove the
prepositions to create a gap-fill exercise
and give it to another pair to complete.
FURTHER PRACTICE
Workbook pages 116–117/Online Practice
NEXT CLASS
Students write a for-and-against essay
answering the question in Exercise 7.
Encourage them to refer back to the
Writing lesson in Unit 6 (6G) and the
Writing box on page 87 to help them
structure their essay correctly.
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10
10D READING AND VOCABULARY
1 Read the Fact Box about bike crime in Britain and
answer the questions.
6 Check you understand the highlighted phrasal verbs
1 Does your country have a similar problem?
2 Have you or anyone you know been a victim of bike crime?
3 What happened?
1 Would you take a friend to the police if you knew they
had committed a crime? Say why. turn a friend in
2 Would the police in your country investigate a minor
crime such as bike theft? Say why.
3 What are the dangers of running after someone who
has just picked your pocket?
4 Has there ever been a break-in at your school or in
another building you use? What did the thieves steal?
5 Would you volunteer to give information about a
crime if it meant you have to testify in court? Say why.
6 How should society punish a teenager who kicks or
hits someone until they are badly hurt?
hurt
7 Would you climb over a fence to get into a festival or
concert if you though you could avoid being punished
for it?
FACT BOX Bike crime in Britain
• According to crime data over 376,000 bicycles are stolen
each year in the UK. That’s roughly one every 90 seconds!
• Black bikes are stolen twice as often as white ones.
• London is the most targeted city followed by Edinburgh
and Oxford.
Top 10 most targeted cities:
1 London
2 Edinburgh
3 Oxford
4 Bristol
5 Liverpool
6 Manchester
7 Cambridge
8 Cardiff
9 Bournemouth
10 Reading
2 Look at the title of the article. Why do you think a mum
7 REFLECT | Values What are the arguments for and
3 Read the article again and for questions 1–8 choose
8 SPEAKING Work in groups. Choose one of the headlines
hugged the thief who stole her son’s bike? Read the
article quickly and check.
□
□
□
□
□
□
□
□
below and follow the instructions to prepare a short
news report explaining what happened.
A
or should she have let the police handle the situation?
Explain your answer.
Parents turn 18 year-old
son in to police after party
wrecks family home
B
Grandmother comes forward
with information about
drug-dealing neighbours
C
Entire class of
students chase after
thief who broke into
their school during
lunch break
33 WATCH AND REFLECT Go to page 171. Watch
the documentary Keeping
K
cyberspace safe and do the
exercises.
DOCUMENTARY VIDEO
5 Do you think Vonnie was right to go and meet the thief
Exercise 6
2 look into
3 chasing after
4 make off with
5 come forward with
6 beats someone up
7 get away with it
• Say where and when the story took place and who
was involved.
• Describe the crime and possibly interview some of
those involved.
• Say what happened to the criminals after they were
caught.
4 Read the article again and answer the questions.
1 How did Findlay feel before and after his bike was
stolen?
2 How did his parents feel after Findlay’s bike was stolen?
3 How did Vonnie find the bike for sale online?
4 How did Vonnie know that the bike the thief was
trying to sell to her was her son’s?
5 What three pieces of advice did Vonnie give the young
thief?
6 What does Vonnie hope will happen to the thief?
Exercise 4
1 proud, then shocked
2 angry
3 She posted the details
of the bike online and
someone contacted her
to say they had seen it
on a website.
4 She looked at the
serial number.
5 think of his future,
try college or an
apprenticeship, stop
stealing
6 She hopes he’ll (give
up crime and) focus on
his education.
against giving young people like the thief in the article
a second chance after they commit a crime?
from paragraphs A–D. Each paragraph may be chosen
more than once.
In which paragraph does the author ...
1 C suggest Vonnie had some professional experience
that would help her face the thief?
2 A suggest bike crime is very common?
3 D suggest the incident could help the boy have
a better life in the future?
4 B mention something Vonnie did before going to
meet the thief to try and stay safe?
5 C tell the reader something about the bicycle thief’s
background?
6 A mention how Findlay funded the purchase of his
bike?
7 D suggest Vonnie is a kind and caring person?
8 B explain Vonnie’s doubts about the police’s ability
to recover Findlay’s bike?
Exercise 2
Possible answers:
Because he was upset
when Vonnie gave
him advice./Because
he realised that what
he’d done was wrong./
Because he was
caught./Because he
was scared.
in the article. Then, use them in the correct form to
replace the underlined phrases in the questions below.
In pairs, ask and answer the questions.
□ I can find specific details in a text about breaking the law.
143
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10E SPEAKING
3
COMMUNICATION VIDEO
Exercise 2
1 improving the school
bike parking facilities
2 Adam prefers the first
photo and Tom prefers
the second photo. Eliza
agrees with Tom.
4 So she can have her
photo taken for her
campaign page on the
school website.
1 In one area / respect the photos are similar because
they both illustrate the issue clearly.
2 The most main / striking difference is that Eliza is
actually in the first one.
3 Another / Again obvious difference is the focus of
each picture.
4 This one shows the problem, also / whereas the
other one suggests how it might be solved.
5 This one looks as like / if it was just downloaded
without any real effort.
6 That’s why I think it should / might be more
suitable.
7 Perhaps / Possible it would be better to focus on the
solution.
Exercise 4
2 also alike
3 difference is
4 whereas
5 looks
6 maybe
7 could be
1 Read the notice. What does the role of a student
representative involve? Do you know anyone who
would make an excellent candidate? Say why.
STUDENT REPRESENTATIVE ELECTIONS
On Friday 14 October elections for student
representatives for years 6 to 10 will be held.
Successful candidates will represent their peers at
school council meetings and help to organise student
events during the school year.
2
34
4.8 Watch or listen again and choose the
correct word to complete the phrases. Then check
your answers in the Speaking box.
34
4.8 Watch or listen to Eliza discussing
a poster for her election campaign with her friends and
answer the questions.
1 What issue does she want to focus on in her campaign?
2 Which of the two photographs do Tom and Adam
prefer? Who does Eliza agree with? Why?
3 Do you agree with Eliza? Say why.
4 Why did Eliza leave the meeting early?
SPEAKING | Comparing and contrasting photographs
Describe similarities and differences
Both pictures show …
There are … in both pictures.
This one ..., whereas the other one ...
They are also alike/different in that …
In one respect they are similar/different because …
The main/The most striking /Another obvious
similarity/difference is that …
Speculate
Perhaps/Maybe …
It could be/might be/must be …
This one looks/doesn’t look as if it …
There might/might not have been …
Someone must have taken this photo ... because …
4
4.9 Look at the photographs on page 199 and
complete the comparison using the phrases from the
Speaking box. Listen and check.
OK, so 1 both pictures show the issue we want to
in that they feature young
focus on. They are 2
people, our target group, obviously. The most striking
3
that this one with the male student is quite
the other one shows a student actually
abstract, 4
as if it was taken
voting on an issue. This photo 5
in a school or at a university, which is a nice setting.
the abstract one would be a better
However, 6
choice because it suggests phrases like ‘have your say’.
That is exactly the message of our campaign. I think it
7
very effective as a campaign poster.
5
4.10 PRONUNCIATION Work out how you pronounce
the underlined ‘th’ sounds (ð and θ) in this sentence,
then practise saying it.
With the themes in both these photographs, I think that
there are three things to think about.
6 Work in pairs. Go to page 199 and follow the
instructions.
144
□ I can compare, contrast and speculate about the contents of photos.
REFERENCES
EXTRA ACTIVITY IN CLASS
FURTHER PRACTICE
VIDEO/AUDIO SCRIPT page 243
This activity can be done before Exercise
5 or 6. In pairs, students choose two
photos from Units 1–9 which they think
are similar. They should talk about them
using language from the Speaking box.
Workbook page 118/Online Practice
CULTURE NOTES page 211
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10
10F LISTENING AND VOCABULARY
1 At what age can people do these things in your country?
Is this the right age limit? Say why.
be arrested and taken to court drive a car get married
join the armed forces open a bank account vote
2 Read the Fact Box and check you understand the
highlighted phrases.
FACT BOX Voting in the UK
Voting in the UK
• General elections take place every five years in the UK unless
Parliament votes to hold one earlier.
• Since 1969 anyone over the age of 18 has had
the right to vote.
• Prisoners convicted of criminal offences are not allowed to
vote.
The youth vote
• The law was changed in 2013 to allow Scottish 16- and
17-year-olds to vote in a referendum on their country’s
independence. Turnout for this age group was 89%.
• Current opinion polls in the UK show that only a minority of
people think the overall voting age should be reduced to 16.
3 REFLECT | Society Compare the information in the Fact Box
in the section ‘Voting in the UK’ to the situation in your
country.
General elections are held every four years in my country.
We also have elections for our President every four years …
4
4.11 Listen to a radio discussion and choose the
correct answer.
What is the main reason Polly takes part in the discussion?
a To highlight the importance of political education in
schools.
b To express her organisation’s support for a change in
European election laws.
c To offer political advice to young callers to the show.
5
4.12 Dictation. Listen to an extract from the discussion
and write down exactly what you hear.
6 What language does the speaker use in the extract in
Exercise 5 to a) present a fact and b) give an opinion?
Study Active Listening and check.
ACTIVE LISTENING | Facts, opinions and speculation
It is important to recognise when information is presented as
fact, opinion or speculation.
Fact: Statistics show …/Findings confirm …/Research
…/According to a recent survey …
demonstrates …/According
Opinion: We believe …/Many people claim .../I’d argue …/
Experts suggest …
Speculation: I imagine …/Perhaps/Maybe …/It
It will probably
probably/
almost certainly …/The government might/
might may/
may could …
Remember: just because something is presented as fact, that
doesn’t always mean it is true!
7
4.13 Listen to four more extracts. Is the
information presented as fact, opinion or speculation?
8
4.11 Listen to the discussion again and complete
each gap with one or two words.
1 Polly wants to decrease the minimum voting age in
Europe.
2 The Austrian system encourages young people to
take part in
.
3 Polly says that if we provide young people with a
good
system and relevant information, they
can understand important election issues.
4 Liam suggests that letting 16- and 17-year-olds
vote would help solve the problem of
.
5 Before the Scottish
, some young people
influenced the way their parents voted.
6 Polly gives several examples of laws that affect
16-year-olds to justify her organisation’s belief that
.
they should be able to
9 Do you think 16- and 17-year-olds should have the
right to vote in elections that decide their future?
Discuss in pairs.
10 SPEAKING Discuss the question ‘Should 16-year-olds
be allowed to take their driving test?’ Go to page
199 and follow the instructions.
□ I can tell the difference between a fact, an opinion and a speculation in a radio discussion.
REFERENCES
CULTURE NOTES page 211
discuss the question. Encourage them
to give reasons. If time allows, invite
students from different pairs/groups to
present their ideas to the rest of the class.
EXTRA ACTIVITY IN CLASS
FURTHER PRACTICE
Write the following question on the
board: Why should we vote? Put students
in pairs or small groups and get them to
• Workbook page 119/Online Practice
AUDIO SCRIPT page 227
M01 High Note TB3 09593.indd 163
• Photocopiable resource 44: Our voices
matter, pages 286, 336
Exercise 5
Statistics show that
lowering the voting
age has encouraged
many young Austrians
to get involved in
politics. We believe that
16- and 17-year-olds
should have the right
to vote in elections that
decide their future.
Exercise 6
Fact: Statistics show;
Opinion: We believe
Exercise 7
1 opinion
2 opinion
3 speculation
4 fact
5 fact
Exercise 8
2 politics
3 education
4 low turnout
5 (independence)
referendum
6 vote
145
NEXT CLASS
Ask students to make notes about how
young people contribute to their local
community: what kind of activities do
they get involved in and why?
163
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10G WRITING | A formal letter
1 REFLECT | Society Work in pairs. What makes
Exercise 2
Because they’re lazy,
narrow-minded
and rude, and are
more interested in
their phones than
in helping others,
doing volunteering
work or serving their
communities.
a good citizen? Look at the points below and
decide which ones seem most important to
you and say why. Compare your ideas with
another pair.
A good citizen …
Exercise 3
1 No, she doesn’t think
young people are
selfish and thinks they
do help other people
and volunteer for
things.
2 helping to clean up
a local park to build a
community garden;
volunteering in social
media campaigns.
3 Politicians could visit
schools to explain
local issues and how
young people could
help; A Citizenship
Day could be held to
teach young people
about their rights and
responsibilities.
• loves their country.
• obeys the law.
• is honest and trustworthy.
• respects the rights of others.
• takes responsibility for their actions.
• is tolerant.
• helps others in need.
• takes care of the environment.
• pays taxes.
• votes in elections.
2 Read the tweet written by a local politician. Why does he think
that young people are bad citizens? Do you agree with it?
Youssef Turner Young people today are bad citizens.
They are lazy, narrow-minded and rude. They are more
interested in their smartphones than helping others, doing
volunteering work or serving our local community in some
wa ocial media are ma ing st dents selfish and the are
losing contact with the real world.
3 Read a letter to the editor which a student has written to
respond to the tweet. Answer the questions.
1 Does the author agree with the politician?
2 What examples does she give to support her opinion?
3 What suggestions does she give to encourage teenagers to be
more engaged and active citizens?
Dear Sir or Madam,
I am writing in response to Youssef Turner’s tweet, published
January 1st. I would like to express my opinion on the
negative image he painted of young people and suggest
ways to encourage young people to be more active citizens.
First of all, I would like to say that I do not support the
opinion that teenagers are selfish. In my community, young
people are actively helping others. My friends are helping to
clean up a local park to build a community garden.
Secondly, we often volunteer in social media campaigns.
Secondly
At the moment we are sending emails and sharing posts
in order to encourage people to make donations for the
school library. As a result of these activities, we have been
made aware of how important it is to care for others and
the impact we can make on the world.
I would like to highlight some ways to encourage young
people to engage in their local communities. Young
people’s understanding could be greatly improved if
politicians made regular visits to schools to explain local
issues and what we can do to help. Moreover, I also propose
that Citizenship Day be held at schools every year so that
we can learn more about the rights and responsibilities of
citizens.
To sum up,
up I would like to stress that many young people
are already involved in community projects. Clearly,
Mr Turner can’t have researched his facts. All things
considered, I strongly believe that politicians should support
young people rather than criticise them. We have a lot to
o er and a lot to learn.
Yours faithfully,
Henrietta Day
146
REFERENCES
CULTURE NOTES page 211
EXTRA ACTIVITIES IN CLASS
• Start the class by referring students to
the notes they made at home. Elicit
their ideas and briefly discuss them as
a whole class.
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• Do this activity after Exercise 8. Put
students in pairs and ask them to read
each other’s letters and give their partner
feedback. Has their partner followed
the tips in the Writing box? Have they
organised the information into clear
paragraphs? Have they used the right
register? Have they used phrases from
Exercises 5 and 8? What have they done
well? What could be improved?
FURTHER PRACTICE
Workbook page 120/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 148–149.
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10
4 Tick the points below which apply to a formal letter.
Then find examples of the formal language in the letter
in Exercise 3.
□
□
□
□
□
□
□
Use of full forms instead of contractions
1
2 ✓ Appropriate greeting and closing, e.g. Dear Mr
Gates/Yours sincerely
3
Shorter, simpler vocabulary, e.g. Okay, anyway, all
right, well …
4 ✓ More complex vocabulary, e.g. However, with
regard to, considerable …
5
Use of phrasal verbs
6 ✓ Use of impersonal structures, e.g. passive forms
7
Use of abbreviations, slang words, emojis,
exclamation marks
5 Study the Writing box. Then complete the gaps 1–7
with the underlined phrases from the letter.
WRITING | A formal letter
• Explain why you are writing and describe briefly the
problem you want to raise:
I am writing to express my opinion on …
I would like to express my disappointment …
I am writing in response to ...
• Divide the letter into clear sections, e.g. introduction,
main points, conclusion:
1
2First of all,
3Secondly,
Third, …
4
To sum up,
All things considered, …
• State your opinion on the topic and give arguments
and examples to support your view.
I completely disagree with … (because) …
I am totally in favour of …
We fully support your idea to …
5
I do not support the opinion that
• Include suggestions on what to do about the problem:
I really think we should …
6
I would like to highlight some ways
7
I also propose that
Perhaps … would also be an interesting option.
6 Rewrite the sentences in a more formal style using the
words in brackets.
1 I want to tell you what I think about organising
a Citizenship Day at school. (write/express/opinion)
I am writing to express my opinion on organising
a Citizenship Day at school.
2 I really don’t think your plan is a good idea for
a number of reasons. (support)
3 I like the ideas you propose but I think we could be
more ambitious. (favour/proposal)
4 Why don’t you invite the mayor to the school? (perhaps/
option)
5 So in the end, we must accept a solution that suits
everybody. (thing/considered)
7 Work in pairs. How can you express criticism and be
polite? Make a list of dos and don’ts using ideas in the
box below. Compare your ideas with another pair.
make suggestions give compliments
give constructive feedback express anger
offer advice accuse the other person of something
respect others' points of view attack the person
suggest solutions use strong/respectful language
Dos: Make suggestions on how things can be improved …
Don’ts: Don’t directly accuse someone of something …
8 Complete the phrases for expressing criticism with the
words from the box.
appreciate expected express helpful led mistakes
1 I’d like to express my disappointment at …
2 We were
to believe that …
3 We
the hard work that has been done before,
but …
4 Unfortunately, the organisation of the event was not
as good as we had
…
5 Let’s learn from the
in the past.
6 It would be
if you could …
Exercise 6
2 I do not support your
plan for a number of
reasons.
3 I am in favour of your
proposal but I think
we could be more
ambitious.
4 Perhaps inviting
the mayor to the
school would be an
interesting option.
5 All things considered,
we must accept a
solution that suits
everybody.
Exercise 7
Dos: give compliments,
give constructive
feedback, make
suggestions, offer
advice, respect
others’ points of view,
suggest solutions, use
respectful language
Don’ts: accuse the
other person of
something, attack the
person, express anger,
use strong language
Exercise 8
2 led
3 appreciate
4 expected
5 mistakes
6 helpful
9 WRITING TASK Write a formal letter. Read the task
below and follow the instructions.
1 Read the task carefully and brainstorm ideas in pairs.
2 Divide the letter into clear paragraphs and make sure
you have all the required information.
3 Use the tips in the Writing box and the phrases from
Exercise 8 to help you.
4 Check your spelling, grammar and punctuation.
5 Make sure you use a formal register (more complex
vocabulary, impersonal structures, etc.)
There’s an election campaign in your school. Students
are choosing representatives for the student council.
Write an open letter to all students in the school in
which you:
• say why you’re disappointed with the work of the
current council,
• encourage students to take part in the election
campaign.
□ I can write a formal letter using appropriate register.
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Word List
REMEMBER MORE
Exercise 1
1 the accused/suspect
2 a member of the jury
3 a witness
4 the judge
1 Who is likely to say these words
in a court of law? Write the
correct roles. Then check with
the word list.
1 ‘I’m innocent. I swear!’
2 ‘We have reached a verdict.’
3 ‘Yes, I saw the man driving
away from the scene of the
crime.’
4 ‘Does the defence have any
questions?’
2 Complete the phrasal verbs with
the correct prepositions. Then
check with the word list.
1 The lady next door turned the
criminal in . He’s now under
arrest.
2 The mugger robbed his victim
and beat her up .
3 Don’t think you can cheat and
get away with it!
4 The police are looking into the
case of the missing teenager.
3 Choose the correct words. Then
10A GRAMMAR AND VOCABULARY
5.64
run over (phr v) /ˌrʌn ˈəʊvə/
be on trial for sth /ˌbi ɒn ˈtraɪəl fə ˌsʌmθɪŋ/
suspended sentence (n) /səˌspendɪd ˈsentəns/
courtroom (n) /ˈkɔːtruːm/
track sb's movements /ˌtræk ˌsʌmbɒdiz
ˈmuːvmənts/
defend (v) /dɪˈfend/
doubts (n) /daʊts/
10C GRAMMAR
evidence (n) /ˈevədəns/
5.66
break in (phr v) /ˌbreɪk ˈɪn/
fair trial /ˌfeə ˈtraɪəl/
climb through sth (v) /ˌklaɪm ˈθruː ˌsʌmθɪŋ/
find sb guilty/innocent /ˌfaɪnd ˌsʌmbɒdi ˈɡɪlti/
ˈɪnəsənt/
expect to do sth /ɪkˌspekt tə ˈduː ˌsʌmθɪŋ/
guilty verdict (n) /ˈɡɪlti ˌvɜːdɪkt/
have a bloody nose /ˌhæv ə ˌblʌdi ˈnəʊz/
judge (n) /dʒʌdʒ/
occur (v) /əkɜː/
jury (n) /ˈdʒʊəri/
jury member (n) /ˈdʒʊəri ˌmembə/
10D READING AND VOCABULARY
5.67
keep an open mind /ˌkiːp ən ˌəʊpən ˈmaɪnd/
admit doing sth /ədˌmɪt ˈduːɪŋ ˌsʌmθɪŋ/
keep sth back (phr v) /ˌkiːp ˌsʌmθɪŋ ˈbæk/
be involved /bi ɪnˈvɒlvd/
lawyer for the prosecution/defence /ˌlɔːjə fə ðə
ˌprɒsɪˈkjuːʃən/dɪˈfens/
beat sb up (phr v) /ˌbiːt ˌsʌmbɒdi ˈʌp/
police detective (n) /pəˈliːs dɪˌtektɪv/
break-in (n) /ˈbreɪk ɪn/
reach a verdict /ˌriːtʃ ə ˈvɜːdɪkt/
1 The number of people who
vote in an election is called the
target group / turnout.
2 When people vote to answer
an important social or political
question they take part in
a general election / referendum.
3 A collection of numbers and
figures about people and facts
is called statistics / a survey.
4 If you are eighteen, you have
the right to vote / voting age.
the accused (n) /ði əˈkjuːzd/
burst into tears /ˌbɜːst ˌɪntə ˈtɪəz/
caring (adj) /ˈkeərɪŋ/
chase after sb (phr v) /ˈtʃeɪs ˌɑːftə ˌsʌmbɒdi/
walk free /ˌwɔːk ˈfriː/
collect (v) /kəˈlekt/
witness (n) /ˈwɪtnəs/
10B VOCABULARY
bike thief (n) /ˈbaɪk θiːf/
brand-new (adj) /ˌbrænd ˈnjuː /
prison sentence (n) /ˈprɪzən ˌsentəns/
suspect (v) /səˈspekt/
Repeating new words multiple
times in one day is less effective
than repeating them a few
times over a period of several
days or even weeks. When you
have a list of words to learn,
use them in short, personal
sentences or phrases, e.g. If I park
illegally, I will get a fine. Then in
an hour, try to recall your words
or sentences, and then recall
them again right before you go
to sleep. Challenge yourself the
next morning and go back to
your list in a day or two.
release sb on bail /rɪˌliːs ˌsʌmbɒdi ɒn ˈbeɪl/
be accused of sth /bi əˈkjuːzd əv ˌsʌmθɪŋ/
check with the word list.
ACTIVE
VOCABULARY | Spaced repetition
rehabilitation (n) /ˌriːhəbɪləˈteɪʃən/
come forward with information /ˌkʌm ˌfɔːwəd
wɪð ˌɪnfəˈmeɪʃən/
5.65
confront (v) /kənˈfrʌnt/
arrest (n, v) /əˈrest/
crime data (n) /ˈkraɪm ˌdeɪtə/
be caught on security camera /bi ˌkɔːt ɒn
sɪˈkjʊərəti ˌkæmərə/
crime doesn’t pay /ˌkraɪm ˌdʌzənt ˈpeɪ/
be questioned by detectives /bi ˌkwestʃənd baɪ
diˈtektɪvz/
deprived environment (n) /dɪˌpraɪvd
ɪnˈvaɪrənmənt/
be under arrest /bi ˌʌndər əˈrest/
do an apprenticeship /ˌdu ən əˈprentəsʃɪp/
catch (v) /kætʃ/
educational opportunities /ˌedjʊˌkeɪʃənəl
ˌɒpəˈtjuːnətiz/
charge sb with sth (v) /ˈtʃɑːdʒ ˌsʌmbɒdi wɪð
ˌsʌmθɪŋ/
end up doing sth /ˌend ʌp ˈduːɪŋ ˌsʌmθɪŋ/
community service (n) /kəˈmjuːnəti ˌsɜːvəs/
express your anger at sth /ɪkˌspres jər ˈæŋɡər ət
ˌsʌmθɪŋ/
curfew (n) /ˈkɜːfjuː/
fund a purchase /ˌfʌnd ə ˈpɜːtʃəs/
death threat (v) /ˈdeθ θret/
get away with sth (phr v) /ˌɡet əˈweɪ wɪð
ˌsʌmθɪŋ/
drug dealing (v) /ˈdrʌɡ ˌdiːlɪŋ/
electronic tag (v) /ˌelɪkˌtrɒnɪk ˈtæɡ/
fight (n) /faɪt/
hug sb/give sb a hug /ˈhʌɡ ˌsʌmbɒdi/ˌɡɪv
ˌsʌmbɒdi ə ˈhʌɡ/
fine (n) /faɪn/
incident (n) /ˈɪnsədənt/
give sb a warning /ˌɡɪv ˌsʌmbɒdi ə ˈwɔːnɪŋ/
investigate (v) /ɪnˈvestəɡeɪt/
hold sb in custody /ˌhəʊld ˌsʌmbɒdi ɪn ˈkʌstədi/
lock (n, v) /lɒk/
imprisonment (n) /ɪmˈprɪzənmənt/
look into sth (phr v) /ˌlʊk ˈɪntə ˌsʌmθɪŋ/
life sentence (n) /ˌlaɪf ˈsentəns/
loss (n) /lɒs/
make a statement /ˌmeɪk ə ˈsteɪtmənt/
make off with sth (phr v) /ˌmeɪk ˈɒf wɪð ˌsʌmθɪŋ/
148
EXTRA ACTIVITIES IN CLASS
166
• Students play Memory Challenge. Give
them 2–3 minutes to study the word
list, then ask them to close their books.
Write Types of crime and Punishment
on the board, put students in pairs or
small groups and set a time limit (e.g.
3 minutes). In their pairs/groups, they
should write as many words under each
M01 High Note TB3 09593.indd 166
category as they can. The pair/group
with the most items on their lists at the
end of the time limit are the winners.
To simplify the game, you could give
students only one of the two categories.
To add a spelling element, you could
award one extra point for each correctly
spelt item. You could then repeat the
game for Voting/Elections.
• Divide the class into teams. Give each
team in turn a word or phrase from the
word list. They have to use it correctly in
a sentence. Each correct sentence gives
each team one point, and the team
with the most points at the end are
the winners.
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10
minor crime /ˌmaɪnə ˈkraɪm/
convicted of sth /kənˈvɪktɪd əv ˌsʌmθɪŋ/
local issues /ˌləʊkəl ˈɪʃuːz/
mountain bike (n) /ˈmaʊntən baɪk/
criminal offence (n) /ˌkrɪmɪnəl əˈfens/
pick sb’s pocket /ˌpɪk ˌsʌmbɒdiz ˈpɒkət/
decrease (v) /dɪˈkriːs/
lose contact with sth /ˌluːz ˈkɒntækt wɪθ
ˌsʌmθɪŋ/
president (n) /ˈprezədənt/
demonstrate (v) /ˈdemənstreɪt/
proud owner of sth /ˌpraʊd ˈəʊnər əv ˌsʌmθɪŋ/
election law (n) /ɪˈlekʃən lɔː/
recover (v) /rɪˈkʌvə /
findings (n) /ˈfaɪndɪŋz/
remain (v) /rɪˈmeɪn/
general elections (n) /ˌdʒenərəl ɪˈlekʃənz/
remind (v) /rɪˈmaɪnd/
highlight (v) /ˈhaɪlaɪt/
resources (n) /rɪˈzɔːsɪz/
importance (n) /ɪmˈpɔːtəns/
reveal (v) /rɪˈviːl/
independence (n) /ˌɪndəˈpendəns/
roughly (adv) /ˈrʌfli/
justify a belief /ˌdʒʌstəfaɪ ə bəˈliːf/
sensibly (adv) /ˈsensəbli/
law (n) /lɔː/
target (v) /ˈtɑːɡət/
minimum (adj) /ˈmɪnəməm/
tearful (adj) /ˈtɪəfəl/
minority of people /maɪˌnɒrəti əv ˈpiːpəl/
testify in court /ˌtestəfaɪ ɪn ˈkɔːt/
opinion polls (n) /əˈpɪnjən pəʊlz/
turn sb in (phr v) /ˌtɜːn ˌsʌmbɒdi ˈɪn/
overall (adj) /ˌəʊvərˈɔːl/
turning point (n) /ˈtɜːnɪŋ pɔɪnt/
parliament (n) /ˈpɑːləmənt/
volunteer to do sth /vɒlənˌtɪə tə ˈduː ˌsʌmθɪŋ/
political education (n) /pəˌlɪtɪkəl ˌedjʊˈkeɪʃən/
work out for sb (phr v) /ˌwɜːk ˈaʊt fə ˌsʌmbɒdi/
reduce (v) /rɪˈdjuːs/
wreck (v) /rek/
referendum on sth (n) /ˌrefəˈrendəm ɒn ˌsʌmθɪŋ/
take responsibility for sth /ˌteɪk rɪˌspɒnsəˈbɪləti
fə ˌsʌmθɪŋ/
survey (n) /ˈsɜːveɪ/
tolerant (adj) /ˈtɒlərənt/
take sb to court /ˌteɪk ˌsʌmbɒdi tə ˈkɔːt/
trustworthy (adj) /ˈtrʌstˌwɜːði/
the right to vote /ðə ˌraɪt tə ˈvəʊt/
understanding (n) /ˌʌndəˈstændɪŋ/
turnout (n) /ˈtɜːnaʊt/
vote in elections /ˌvəʊt ɪn ɪˈlekʃənz/
10E SPEAKING
5.68
alike (adj) /əˈlaɪk/
campaign (n) /kæmˈpeɪn/
clearly (adv) /ˈklɪəli/
effective (adj) /ɪˈfektɪv/
have your say /ˌhæv jə ˈseɪ/
hold an election /ˌhəʊld ən ɪˈlekʃən/
aware of sth (adj) /əˈweər əv ˌsʌmθɪŋ/
message of the campaign /ˌmesɪdʒ əv ðə
kæmˈpeɪn/
be led to believe that … /bi ˌled tə bəˈliːv ðæt …/
student representative (n) /ˌstjuːdənt
ˌreprɪˈzentətɪv/
successful candidate (n) /səkˌsesfəl ˈkændədət/
target group (n) /ˌtɑːɡɪt ˈɡruːp/
theme (n) /θiːm/
vote on sth (v) /ˈvəʊt ɒn ˌsʌmθɪŋ/
whereas (conj) /weərˈæz/
10F LISTENING AND VOCABULARY
5.69
age group (n) /ˈeɪdʒ ɡruːp/
armed forces (n) /ˌɑːmd ˈfɔːsɪz/
caller (n) /ˈkɔːlə/
narrow-minded /ˌnærəʊ ˈmaɪndɪd/
obey the law /əʊˌbeɪ ðə ˈlɔː/
paint a negative image /ˌpeɪnt ə ˌneɡətɪv
ˈɪmɪdʒ/
pay taxes /ˌpeɪ ˈtæksɪz/
point of view /ˌpɔɪnt əv ˈvjuː/
propose (v) /prəˈpəʊz /
respectful language /rɪˌspektfəl ˈlaŋɡwɪdʒ/
selfish (adj) /ˈselfɪʃ/
serve (v) /sɜːv/
stress (v) /stres/
strong language /ˌstrɒŋ ˈlaŋɡwɪdʒ/
support an idea /səˌpɔːt ən aɪˈdɪə/
youth (n) /juːθ/
10G WRITING
striking (adj) /ˈstraɪkɪŋ/
mayor (n) /meə/
voting system (n) /ˈvəʊtɪŋ ˌsɪstəm/
in one respect /ɪn ˈwʌn rɪˌspekt/
school council (n) /ˌskuːl ˈkaʊnsəl/
make a visit /ˌmeɪk ə ˈvɪzɪt/
voting age (n) /ˈvəʊtɪŋ eɪdʒ/
illustrate an issue /ˌɪləstreɪt ən ˈɪʃuː/
obvious (adj) /ˈɒbviəs/
make a donation /ˌmeɪk ə dəʊˈneɪʃən/
5.70
care for sb (phr v) /ˈkeə fə ˌsʌmbɒdi/
citizen (n) /ˈsɪtɪzən/
citizenship (n) /ˈsɪtəzənʃɪp/
considerable (adj) /kənˈsɪdərəbəl/
criticise (v) /ˈkrɪtɪsaɪz/
directly (adv) /dəˈrektli/
engage in sth (v) /ɪnˈɡeɪdʒ ɪn ˌsʌmθɪŋ/
engaged (adj) /ɪnˈɡeɪdʒd/
express your disappointment/criticism /ɪkˌspres jə
ˌdɪsəˈpɔɪntmənt/ˈkrɪtɪsɪzəm/
express your opinion /ɪkˌspres jər əˈpɪnjən/
give constructive feedback /ˌɡɪv kənˌstrʌktɪv
ˈfiːdbæk/
help sb actively /ˌhelp ˌsʌmbɒdi ˈæktɪvli/
in need /ˌɪn ˈniːd/
learn from your mistakes /ˌlɜːn frəm jə məˈsteɪks/
149
FURTHER PRACTICE
Workbook page 121/Online Practice
NEXT CLASS
Ask students to revise Unit 10.
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10 Revision
VOCABULARY AND GRAMMAR
1 Choose the correct words to complete the texts.
Exercise 2
1 arrest
2 innocent, guilty
3 fair
4 verdict, defence
5 community
6 elections
7 polls
8 lawyer, question
Exercise 3
2 might be working late
3 can’t have finished yet
4 could be hiding
something
5 must have released
him / her on bail
6 could have made a
statement
7 may be spying on me
Exercise 4
2 She can’t / couldn’t
have done anything
serious.
3 It can’t be true.
4 The police must be
wrong.
5 The witness must
have made a mistake.
6 She could / may /
might be speaking to
her lawyer.
7 She might / may not
have stolen anything.
8 She can’t / couldn’t
have climbed through
that small window.
Finally, a 1 witness / judge / jury has come forward
in the Jeremy Brown case. She made a statement
last night which proved the accused had 2 made /
turned / beaten up Mr Brown, who was attacked
at a bus stop last weekend. The accused, a middleaged man, was 3 released / arrested / kidnapped
last night and charged with 4 pick-pocketing /
assault / shoplifting.
An elderly lady was caught stealing a pet dog
from outside a shop this morning by 5 thieves /
police officers / lawyers. The lady was taken to the
local police station. She was given a 6 referendum /
compliment / warning as this was her first offence.
The next day, Mrs Smith told the local newspaper,
‘The dog was cold, and it was raining. I’d do the
same thing again. But I was lucky. I got away with
it. I didn’t even get a 7 fine / curfew / life sentence.’
2 Complete the sentences with the words from the box.
arrest caught community defence elections
fair guilty innocent lawyer polls question
verdict
1 The youths who were caught drug dealing are now
.
under
2 We should believe people accused of a crime are
until they are found
.
3 Everyone should have the right to a
trial, even
if most people think they are guilty.
4 The jury took five days to reach a
of not guilty.
was delighted.
The lawyer for the
5 Electronic tags and
service offer alternatives to
imprisonment for less serious offences.
6 18-year-olds in the UK have the right to vote in
general
.
7 Opinion
are interesting but don’t always
predict the winners of elections.
8 The
for the prosecution asked the judge if she
the defendant.
could
Exercise 5
2 security
3 statement
4 theft
5 tearful
6 unemployed
7 prosecution
8 suspended
3 Use the words in brackets to complete the sentences.
1 The burglar (must/escaped/window) must have
escaped through the window . There are fingerprints
on the glass.
2 I don’t know where Jason is. He (might/work/late)
today.
3 The trial (can’t/finish/yet).
It’s too early!
4 I don’t think the witness is telling us everything. She
(could/hide/something).
5 We saw the accused in town yesterday. The court
.
(must/release/bail)
6 The witness went to the police station yesterday. She
(could/make/statement)
but I’m not sure.
7 The light on my web cam is on again. I think a hacker
(may/spy/me)
.
4 Rewrite the sentences using can’t/must/could/may/
might. Sometimes more than one answer is possible.
1 It’s possible she’s a thief. (She …)
She could/may/might be a thief .
2 I’m confident she didn’t do anything serious. (She …)
3 I really don’t believe it’s true. (It …)
4 I’m sure the police are wrong. (The police …)
5 I’m certain the witness made a mistake. (The
witness …)
6 It’s possible she’s speaking to her lawyer. (She …)
7 It’s possible she didn’t steal anything. (She …)
8 It was impossible for her to climb through that small
window. (She …)
USE OF ENGLISH
5 Complete the text with the correct words formed from
the verbs in bold.
STRATEGY | Word formation
Think carefully about how to change the word so that it
fits grammatically into the sentence − is it an adjective or
an adverb, etc.? You should also consider the meaning.
For example, do you need a word with a negative or
positive meaning?
Lucky for some!
One hot day last July
a 1 youth (YOUNG) stole
a young woman’s handbag
from her car at a petrol
station. Luckily, the young
man was caught on the
2
(SECURE)
cameras as he rode off on
his motorbike.
The three witnesses
who saw everything that
happened made a 3
(STATE). They told the police
the young man had somehow managed to unlock the
door of the woman’s car while she was paying. Detectives
investigating the 4
(THIEF) later decided he must
have had a stolen key.
(TEAR), the victim of the crime
Upset and 5
went back to work. Now imagine her surprise when,
two hours later, a young man walked into her shop and
tried to pay with her own credit card! She called the
police immediately. ‘Apparently the thief was 6
(EMPLOY), ut not ha ing a o is no usti cation for
committing a crime’, she told journalists. The lawyer for
the 7
(PROSECUTE) was satis ed with the result.
’The thief wasn’t sent to prison but received a 8
(SUSPEND) sentence’, she said.
Use of English > page 195
150
REFERENCES
AUDIO SCRIPT page 228
FURTHER PRACTICE
• Use of English, Student’s Book
page 195
• Class debates pages 264–265
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• Self-assessment 10 and Self-check 10,
Workbook pages 122–123/Online
Practice
• Extra digital activities: Use of English,
Reading, Listening
ASSESSMENT
• Unit 10 Language Test (Vocabulary,
Grammar, Use of English)
• Unit 10 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 10 Writing Test
• Units 9–10 Cumulative Review Test
• Units 9–10 Exam Speaking
29/08/2019 14:15
LISTENING
4.14 You are going to hear part of a radio
6
interview with Jackie Smith, a journalist. For
questions 1–5 choose the best answer a, b or c.
1 What concerns Jackie the most about crime these
days?
a All kinds of crimes are going up fast.
b Violent crime is increasing.
c The numbers of first offenders joining organised
crime are on the rise.
2 When answering the second question, Jackie
a gives different reasons for the increase in violent
crime.
b emphasises that social media and some kinds of
music are mainly responsible.
c disagrees with what some criminologists say.
3 What does Jackie say about young offenders?
a Most of them begin to commit crimes when they
are children.
b They often have a troubled background.
c Their families are often to blame.
4 According to Jackie, what is the best way to prevent
serious crime?
a education and rehabilitation programmes
b tougher punishments
c community service
5 According to Jackie, a good youth club
a must be a place where young people can see
their friends.
b should be run by young people themselves.
c must have activities young people are interested
in.
Student A’s photos
1
2
Student B’s photos
3
4
SPEAKING
7 Talk about your photos for about a minute. Then take
turns to ask and answer questions related to the
photos.
STRATEGY | Long turn
When you compare the photographs, describe both the
similarities and differences.
Student A
Photos 1 and 2 show people being arrested. Compare
the photographs and say what you think might have
happened.
Then ask Student B this question:
What crimes are common where you live?
Student B
Photos 3 and 4 show people committing crimes.
Compare them and say what you think is happening.
Then ask Student A this question:
Which do you think is the worst crime in general? Say
why.
WRITING
8 You have seen this advertisement in your local
newspaper.
What does it mean to be a good citizen?
Write and tell us your views. You should write about:
• being honest,
• following rules and laws,
• respecting others,
• volunteering.
Write a letter to the newspaper.
151
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LIFE SKILLS
Exercise 3
1B
2A
Exercise 5
1 Text A: to help raise
money for research.
Text B: to inform readers
about a scientific
development.
2 In text B, yes. It shows
the floating barrier.
3 A is fake. (Examples are
underlined in the text.)
• informal style often
directly addressing the
reader
• judgmental language
• vague or non-existent
sources
• wild claims
• asking for money
B is real.
• diversity of opinions
(both for and against)
• neutral language
including passives
• verifiable sources
• modest claims
How to identify fake news
A
Dutch teen inventor about to launch innovative
project to clean the world’s oceans
B
THIS GROUND-BREAKING DISCOVERY
WILL MAKE THE OCEANS CLEAN AGAIN
1 Do you keep up with the news? If yes, how?
7 Match tips 1–7 in the box with extra information a–g.
2 Read headlines A–B above. Which article would
LIFE SKILLS | How to identify fake news
If not, why not? Discuss in pairs.
you choose to read? Say why.
3 Read the two online news items on page 153
and match headlines A–B with the texts 1–2.
4 Read the news items again and answer the
questions.
Which text:
1 A suggests an easy solution to a complex
problem?
2 B uses more neutral language?
3 B contains various opinions on the topic?
4 A quotes a source you can’t check?
5 B mainly aims to give information?
6 A asks the reader to do something?
4 Search online for the
names of the people
mentioned in the
texts to see if the same
stories are repeated in
reputable sources.
Exercise 6
Suggested answers:
1 Fake news are news
stories that are especially
written to mislead and
misinform. The term also
refers to news which
contains factual errors
and misleading images.
2 People can earn a
lot of money from
advertising by putting
sensationalist content
online.
3 Fake news is often
used to spread rumours
and misinformation to
damage the reputation
of a political opponent.
4 The internet has
made it easier and
faster to spread false
information.
5 It’s a fake news story
about a celebrity singer
who refused to give
money to charity. It
turned out that story was
written and spread by a
fan of another musician
in order to reduce the
sales of a new music
album.
□
□
□
□
□
□
1
2
3
4
5
6
7
a Can you find it on other news websites?
b Is it a real person? What else has he/she written?
c Research the facts on other websites or use a fact-checking
website.
d Does it contain any grammar, spelling or structural mistakes?
e Is it used anywhere else? Use reverse image check – upload
a photo you think is fake and find its origin and other places
it’s used.
f Could your opinions or preferences encourage you to
believe a story without checking?
g Is the website real, what’s its history, its main purpose? Has it
got a long, complex domain name?
5 In pairs, discuss the questions.
1 What do you think is the main purpose for
writing each text?
2 Do the photos provide evidence to the claims in
the texts?
3 Do you think these are real news stories or fake?
Why? What evidence can you find in the texts?
4 How would you check out the stories to see if
they are real or not?
6
4.15 Listen to an extract from a radio
programme about fake news. Answer the
questions.
1 What is fake news?
2 What is the main reason why people spread
fake news?
3 How is false information often used during
elections?
4 Why is fake news a bigger problem today than
in the past?
5 What recent fake news does Professor Ashton
describe?
□g Check the source.
□c Check the facts.
□d Check the style.
□b Check the author.
□e Check the image source.
□a Check other reports of the same news.
□f Check your beliefs.
8 Study the news items on page 153 again. In pairs, discuss
what you could do to check the stories out. Use the
information from the Life Skills box to help you.
9 REFLECT | Society What impact do you think fake news may
have on the things in the box? Discuss in pairs.
education democracy social media your life
10 Do the task below.
LIFE TASK | Project
• Work in small groups. Write a fake news story and find a real
news story online.
• Present both stories to the class.
• Ask students to decide which story is real and which is fake.
• Use the tips from the lesson to help you.
152
REFERENCES
EXTRA ACTIVITY IN CLASS
AUDIO SCRIPT page 228
This activity can be done before or
after Exercise 9. Ask students if they
have read any fake news recently.
How did they know it was fake?
What did they do to check?
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09–10
□
1
Sponsored Content
Hey – check this out! A really simple answer created by
students can help solve the problem of unwanted plastics
in the world’s seas. Unbelievable! Donate now! Plastics are
killin o r fish help s kill the plasti
A student initiative at a university in the south of England has made a significant breakthrough in ridding our oceans
of plastic. We are only too well aware of the damage plastics are doing to our sea life, and the processes these clever
students have developed can identify different types of plastics found in rivers and use a simple chemical formula to
dissolve them. ‘The idea came to me one evening and I knew we had to follow it through!’ says Sally Smith.
The university has invested millions in the project and experts say it will definitely work. ‘It’s a miracle!’ says an expert
10 in ocean plastics, Mary Waters. But to keep it going, the project needs more money. That’s where you come in. More
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of plastics. The project needs another £500,000. Find out more about how YOU can help these students in their fight
to save the oceans by clicking here.
By Danny Shark
5
2
□
Jack Edwards, science correspondent
Byy Jackie
A recent study has found an increasing build-up of plastic waste in the Pacific
Ocean. The most affected area is a large stretch of ocean lying between California
and Hawaii known as The Great Pacific Garbage Patch, where around 80,000 tonnes
of plastic are estimated to be currently floating in the water.
5
T
his mass of waste will present a huge challenge
to the team led by a young Dutch inventor,
Boyan Slat. They have recently launched an
ambitious clean-up project to collect plastic from
this vast area.
10 As part of the project, a giant barrier, 600 m
long, made up of sections of tube will float on
the surface of the water, with a three-metre-deep
screen, hanging below it. It will move slowly with
the wind and currents in a U shape collecting
15 plastics in its centre. Ships will visit the system
every six weeks to remove the waste. The system
is expected to remove 50% of the plastics in the
area within five years.
However, some oceanographers are sceptical that
20 the project can successfully remove such large
amounts of plastic. Critics also fear that marine
life may suffer during this process and that the
money and energy involved would be better spent
in stopping litter from entering the oceans in the
25 first place. The efficiency of the system will not be
known for a few years.
For more articles about innovative solutions to
environmental problems click here.
153
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CULTURE SPOT 1 Tea drinking in the UK
A
C
B
F
E
D
H
G
I
in
a
it
r
B
in
k
in
r
d
r
la
u
p
o
The most p
1
4.16
G Ask anyone around the world what they think is
typically British and they would probably mention tea.
And it’s true. In Britain a cup of tea is far more popular
than a cup of coffee and 80 percent of Britons drink it every
5 day. In fact, an amazing 165 million cups of tea are drunk
daily – which adds up to an incredible 60.2 billion cups
a year! The traditional ‘cuppa’ is normally drunk with milk
in a china cup, but today a mug is more popular and it’s
a custom to ‘dunk’ a biscuit in your tea. Tea has also made
10 its way into the English language – with phrases like
‘a storm in a teacup’ and ʼnot for all the tea in China!’
2
E So, why did tea become so popular in Britain? Firstly,
European explorers brought tea from China to Europe.
In 1662, Catherine of Braganza, King Charles II’s wife,
15 made the drink fashionable and instantly popular in
England. Less alcohol was sold, and the government was
angry because they lost money from taxes. As a result,
they started to tax tea heavily, and, at one point, the tax
was 119 percent. It was so expensive that smuggling tea
20 became common and often other things were added to
tea – like used tea leaves or even dung!
3
A The big, heavy ships that brought tea from China to
England in the 1800s took nearly a year! In the 1850s the
British started to use ‘clippers’. These were much faster
25 ships, very tall with lots of sails and the first one made
the journey in 97 days. In 1869, the Suez Canal in Egypt
opened and the distance to bring the tea got shorter. The
clippers stopped because they couldn’t sail through it and
different types of ships were used instead.
4
The British tradition of ‘afternoon tea’ started with the
Duchess of Bedford in 1841. She got hungry in the middle
of the afternoon and asked for some bread and butter
and a cup of tea. It soon became the fashion to enjoy tea
with small sandwiches or cakes between 4 and 5 o’clock.
35 Today it is very popular in tea shops where tea and
30 D
5
scones, with jam and cream, is known as a cream tea.
You can also pay a lot of money in top hotels where tea
might be served with cucumber sandwiches and delicate
fancy cakes on the traditional three-tier stands.
Traditional tea drinkers in Britain make tea from
leaves in a teapot. A teapot is often covered with a tea
cosy to keep it warm. When the tea is ready, it is poured
through a strainer into a cup. However, today 96 percent
of cups of tea are made with tea bags. It’s easy and quick,
45 and believe it or not the invention of the tea bag was an
accident! Thomas Sullivan, a tea seller in the USA, used to
send samples of his tea to customers in small silk bags.
Some customers thought the idea was to put the bag in
hot water and the tea bag was born!
40 F
6
Tea drinking in the UK is not standing still – new
traditions with new types of tea are becoming very
popular. Back in the 1980s a new tea drink was developed
in Taiwan and has now spread all over the world. Bubble
tea uses cooked tapioca balls (often called ‘pearls’) and
55 refreshing fruit teas which are shaken up to create a
creamy topping. It can be drunk ice cold or piping hot.
The sweet, chewy balls are sucked up through a big
straw. Nitro tea is when the bubble tea is kept cold with
nitroglycerin, which makes the tea also a little fizzy. Then
60 there’s Chai tea which was originally an Indian drink. This
is a sweet and spicy drink made from tea with both warm
water and milk. It is supposed to be very healthy! And the
future of tea drinking in Britain? Who knows – but it will
certainly never disappear from our tables!
50 B
GLOSSARY
dung – solid waste from animals, especially cows
dunk – to put something into a liquid quickly and then
take it out (e.g. a biscuit in your tea)
piping hot – very hot
topping – something you put on top of food to make it
look nicer or taste better
154
REFERENCES
AUDIO SCRIPT page 229
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What do you know about
tea in Britain?
5 Tell your partner about these situations.
1 A recent disagreement that was ‘a storm in
a tea cup’.
2 Something that you wouldn’t do ‘for all the
tea in China.’
3 Something you refused to do recently
because it wasn’t your ‘cup of tea.’
4 A time recently when you really ‘fancied
a cuppa’.
1 How many Britons drink tea every day?
A 41% B 80% C 93%
2 How many cups of tea are drunk every day in Britain?
A 60 million B 165 million C 210 million
3 When did tea first become popular in Britain?
A 16th century B 17th century C 18th century
4 How long did it take for the first ships to bring tea to
Britain?
A 3 months B 1 year C 2 years
5 Where was the tea bag invented?
A USA B China C UK
6 Which of these is not a kind of tea?
A chai tea B bubble tea C tapioca
6
4.17 Listen to a radio programme with
a tea expert. Tick the things we should do.
Which is the strangest, in your opinion?
□✗ You should take the tea bag out after
one minute.
2 □ Tea is ready to drink when it reaches sixty
degrees.
✗ You should always pour milk first.
3 □
✓ Stir your tea across the cup.
4 □
✗ It’s good manners to hold your cup with
5 □
1
an extended little finger.
1 Match the words below with the photos A–I on page 154.
A
china cup C scones I straws F tea bags E tapioca balls
D teapot G tea strainer H three-tier stand
B tea cosy
2 Work in pairs. Answer the questions in the questionnaire above.
Then scan the text to check your answers.
3 Read the text again and match the headings to the text. There is
one extra heading.
A How tea got to Britain
E The story of tea in Britain
B The changing face and taste of tea F An accidental invention
C The important job of tea tasting
G A very British habit
D Not only a drink
4 Complete the conversations with the correct common phrases
a–e related to tea.
A 1 How
w do you take your tea?
B With milk and five sugars, please.
7 Complete the sentences with the correct
verbs from the box.
boil slurp strain squeeze spill sip gulp stir
1 You should strain the tea, otherwise you
get leaves in the bottom of the cup!
2 It’s a good idea to
the tea bag
against the side of the cup with a spoon.
3 Never
your tea because it’s bad
manners to make noises when you drink.
4 If your tea is too hot,
it slowly.
5 You should
your tea in a clockwise
direction, otherwise it’s bad luck.
6 If you fill your mug right to the top, you
might
the tea.
7 The water must
before you pour it
onto the tea.
8 Don’t
piping hot tea quickly or you’ll
burn your tongue.
A Do you fancy going to the opera with me tonight?
B Thanks for inviting me but 2 c
8 In pairs, invent two new rules for drinking or
A Are you and Dave still not talking after your argument?
B Oh, we're fine now. 3 a
9 REFLECT | Culture In groups, answer the
A Wow! That looks exciting. Would you like to have a go?
B No way! 4 b
A 5 d
B Cool. I'd love one.
a It was just a storm in a teacup.
b I wouldn’t try that for all the tea in China!
c I’m afraid it’s not my cup of tea!
d Fancy a cuppa?
e How do you take your tea?
Exercise 7
2 squeeze
3 slurp
4 sip
5 stir
6 spill
7 boil
8 gulp
making tea. Compare with the class.
questions.
1 What’s the most popular hot drink in your
country? Is it your favourite too?
2 How do people in your country usually take
their tea/coffee/hot chocolate? How about
you?
3 Some people say that having good table
manners isn’t very important today. Is it true
in your country and do you agree with this
opinion?
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CULTURE SPOT 2 The British music scene
Manchester
Three big British
cities with big
musical influences
Britain has always played an important
part in modern music but there are
three cities which will always be
remembered for their influence.
4.18
Liverpool
Li
verpool
How important was Liverpool in the development of
modern popular music? Extremely! People say that today’s
music would be very different without the influence from
this north western British city. It all started in the 1950s
5 with a type of music called ‘skiffle’. This had its roots in
jazz, blues and folk, and was made popular by the singer
Lonnie Donegan. Everyone knows about the Beatles – the
most famous British band ever – and possibly the most
influential. But not many people know that they started as
10 a skiffle group ‘the Quarrymen’ before moving into rock’n
roll. Also, amazingly, they were just one of 350 rock’n roll
bands playing in the Liverpool dance halls between 1960
and 1964. The sound that these bands developed was called
‘the Merseybeat’ after the river Mersey that flows through
15 Liverpool. This sound is now considered one of the most
important musical movements of the 20th century. It brings
together rock’n roll, rhythm and blues, and early skiffle. The
Beatles quickly became international stars and started what
is called ‘the British Invasion’ of the USA followed later by
20 other very important British bands like the Rolling Stones.
Their influence spread and helped create the sound of
modern popular music. The Beatles famously used to play in
a Liverpool club called the Cavern. Other famous artists also
played there, including Cilla Black and Lulu, famous female
25 artists who also found international fame after the British
Invasion.
A Lonnie Donegan
B Cilla Black
Manchester, another big city, east of Liverpool,
has always been an important centre for
30 British music, but it is best known for
a musical and cultural scene in
the late 1980s which was called
Ma
Madchester. A new genre of music
Liverpool
was developing which was a mix
35 of guitar music and electronic dance music.
This type of music was called ‘baggy’ because of
the baggy jeans that became the uniform of the
fans. This was linked to a completely new type
of musical experience that was happening
40 at that time in Manchester
DJs. For the first time DJs were becoming as
famous as the artists whose tracks they were
playing. The Hacienda was the club to go
to, and people travelled there from all
45 over the UK. Sadly, it is now a block
of expensive flats. The groups from
the Madchester period include the Smiths, the Stone Roses, Happy
Mondays and many, many more, some of which are still performing
today. Of course, one of the most popular bands influenced by the
50 atmosphere and music from that time was the Britpop band Oasis,
with the notorious Gallagher brothers – who hit the headlines for
all the wrong reasons. They were typical of the laid-back, rebellious
spirit of Madchester.
London
Of course, London is remembered as the capital of the ‘Swinging
55 Sixties’ with the amazing fashions and pop music. But more recently
it has become famous for a completely different type of music –
Grime! The London music scene is buzzing with the rise of one of
the most exciting and influential types of music for decades. ‘Grime’
was born in the London streets and council estates. It is directly
60 associated with angry, teenage, mixed race or black, working class.
The music developed from Jamaican roots – garage, jungle, hip-hop
and ragga styles of music – and the lyrics are delivered in machinegun rapping. These artists use the music to show their frustration
with society and the politicians whose decisions have affected
65 them. They demand answers. It started in the early noughties
(a cooler way of saying 2000s) as an underground movement with
its music first played on pirate radio stations such as Rinse FM. Then
it went on to get mainstream recognition with artists such as Dizzee
Rascal and more recently, Stormzy and Lady Leshurr. Grime artists
70 are very young as a group, Dizzee Rascal and Kano getting their first
hits with ‘I Luv U‘ and ‘Boys love Girls‘ when they were only sixteen.
Grime is passionate, confrontational and impossible to ignore.
C The Beatles
156
REFERENCES
AUDIO SCRIPT page 229
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1 Work in pairs. Give an example of a singer or
band for each style of music and then add more
styles to the box. Which do you prefer? Say why.
blues folk grime hip-hop jazz rap rock’n roll
skiffle
2 Which cities on the map do you think singers/
bands in photos A–F are linked to? Can you
guess? Read the text and check.
A Lonnie Donegan – Liverpool
3 Read the text again and decide if statements
1–7 are true or false.
□T The Beatles originally had a different name.
□F The Merseybeat sound was named after a
member of a Liverpool band.
F The Rolling Stones were part of the early
3 □
British Invasion of the USA.
F Baggy Music was the title of a song in the
4 □
1980s.
F The Hacienda Club in Manchester is still
5 □
open today.
T Grime artists are usually young.
6 □
T Grime was first played on illegal stations.
7 □
1
2
4
4.19 Listen to three conversations about
a music award ceremony and answer the
questions. There is one extra option for each
question.
1 In which conversation 1, 2 or 3, did a speaker:
watch the televised event that took place
a
last week?
b
watch the event live in the arena?
c
watch some clips on social media?
d
watch the televised event by accident?
2 Which singer, Dua Lipa (DL), Annie Lennox (AL)
or Stormzy (SZ):
a
wants to represent women?
b
has not always sung alone?
c
has a political message in his/her songs?
d
often wears unusual clothes?
□
□
□
□
□
□
□
□
D Stormzy
5 Complete the sentences with the correct words from the box.
Exercise 2
Liverpool: A, B, C
Manchester: F
London: D, E
go household rising show stand strong top wonders
1 One of my favourite one-hit-wonders was ‘Crazy’ by Gnarls
Barkley in 2006! Whatever happened to them?
2 It was ‘Chasing Pavements’ in 2008 that made Adele a
name . She’s never looked back since then.
3 It was a good gig with lots of great performers, but Ed
Sheeran definitely stole the
.
4 The Stereophonics are my mum’s favourite band, and
they’re still going
today.
5 I love watching shows where the judges spot
stars in
the music business.
6 When did George Ezra
the charts with ‘Shotgun?’ Was
it in 2018?
7 The 2015 Brit Awards will
down in music history as
the night Madonna fell off the stage!
8 Music artists are very aware of social problems these days
and
up for a lot of minority groups.
Exercise 3
2 The Merseybeat
sound was named
after the river Mersey.
3 The Rolling Stones
were part of the later
British Invasion of
the USA.
4 It was called ‘baggy
music’ because of
baggy jeans.
5 It is now a block of
expensive flats.
Exercise 4
1
a2
b1
c3
6 Tell your partner about these things.
2
a DL
b AL
c SZ
1 An artist who has topped the charts recently.
2 An artist who stole the show at an event you saw live or on TV.
3 A one-hit-wonder you loved or hated.
4 A favourite artist of your parents that is still going strong
today.
Exercise 5
2 household
3 show
4 strong
5 rising
6 top
7 go
8 stand
7 In pairs, ask and answer the questions.
1 What are the pros and cons of watching live music as
opposed to streaming events?
2 Do you like watching music award ceremonies? Say why.
3 What musical genres are popular in your country at the
moment?
8 REFLECT | Culture Choose a music artist either from your
country or another who you think has made or will make
a difference to the music scene. Research this artist and
prepare to give a short presentation to the class. Think
about:
• the artist’s background,
• the music genre,
• his/her influences,
• why he/she has been/will be important.
E Lady Leshurr
F Oasis
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LITERATURE SPOT 1
The Time Machine
1 YYou are going to read a fragment of a novel about time
travel. In pairs, talk about books, comics, films or TV
programmes on this topic that you have read or seen.
2 Read the text quickly and say why the Time Traveller
invited his friends to his home.
to witness an experiment with a model time machine
3 Read the text again. Match sentences A–G with gaps 1–5 in
the text. There are two extra sentences.
A He passed his hand through the space in which the
machine had been.
B At that moment, the idea suddenly seemed possible.
C And if it travelled into the future, it would still be here
now.
D Why did you do that?
E Are you serious about this?
F He placed it on a low table in front of the fire.
G Except for the lamp, the table was empty.
4 Order sentences a–h to make a summary of the text. Then
read the text again to check your answers.
□5 When the model disappeared, the witnesses were
amazed.
7 He confessed that he wasn’t entirely sure if the model
b □
time machine had gone to the future or the past.
4 To show his friends that he wasn’t trying to cheat them,
c □
he got one of them, the Psychologist, to press the lever.
3 The Time Traveller explained that once he pressed a lever,
d □
the machine would travel into the future and disappear.
2 Before the experiment began, all of the witnesses
e □
a
could examine the device carefully to make sure there
were no tricks.
f 5 Then the Time Traveller revealed that in his laboratory
there was a full-size version of the machine, in which
he intended to travel through time.
g 8 When his friends wondered why the model was not
visible, the Psychologist explained that it was because
it was travelling so fast it couldn’t be seen.
h 1 A man who wanted to travel through time invited
several friends to his house to witness an experiment
with a small model time machine he had built.
□
□
□
5 If you were one of the Time Traveller’s friends, would you
try to prevent him from travelling in his time machine?
Discuss in pairs.
6 In pairs, check you understand the highlighted verbs in the
Exercise 6
2 swung
3 peered
4 presumed
5 extended
6 indicated
7 pressed
8 recovered
text on page 159. Then use their correct forms to complete
the story below.
The passenger fell into the sea and 1 vanished under the
around to go back and
waves. Immediately, the ship 2
into the sea but there was no
look for him. Everyone 3
sign of the man. The captain
4
the man was dead but then suddenly, one of the
her arm and 6
passengers saw the man. She 5
where the unfortunate man was. Then
a lever and the lifeboat dropped to the
a sailor 7
water. The man was cold and shaking but once they got him
.
on board, he soon 8
7 Choose the correct adverbs and adjectives.
1 You’re absolutely / slightly right. I couldn’t agree
more.
2 Only a shiny / tiny percentage of the world’s
population can understand quantum mechanics.
3 The drawings of the model were very cheerfully /
delicately done.
4 I am attentively / genuinely convinced that time
travel is possible.
5 It was a subtle / visible plan but it worked.
8 SPEAKING In groups, discuss the questions.
1 If you could travel in time, would you go to the
future or the past? Say why.
2 If you went to the future, how many years would
you travel?
3 If you went to the past, which historical period
and place would you visit first? Say why.
4 Do you believe that time machines will exist one day?
5 How do you think your country/the world will
change in the next 100 years?
9 WRITING TASK Imagine that you are the Time
Traveller in The Time Machine and live in the year
1895. You travel in time to the present day. Write
a diary entry about your impressions of how
life now is different to life in 1895. Include the
following:
• your first impressions when you left the time machine
• the things that you find the most surprising
• what you like and dislike about the world in the
present day
FROM PAGE TO LIFE
There are three film versions of The Time Machine:
from 1960, 1978 and 2002. The director of the
2002 film was Simon Wells, a great grandson of
H.G. Wells. It starred Guy Pearce. However, the
1960 version with Rod Taylor got much better
reviews. There is also a Time Machine Marvel comic.
Wells was the first person to use the phrase ‘time
machine’. It is now the general name for all time
travelling machines such as the car in Back to the
Future, or the Tardis in the BBC series Doctor Who.
GLOSSARY
bullet – a small piece of metal that you fire from a gun
framework – the main structure of a building, vehicle
or object
impression – the mark left by something, e.g. a shoe
on wet ground
mechanism – a part of a machine or set of parts that
does a certain job
prototype – a model of an invention used to test the
design
158
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The Time Machine
4.20
The thing the Time Traveller held in
his hand was a shiny metal framework,
only slightly larger than a small clock,
and very delicately made. 1 F
5 The only other object on the table
was a small lamp. Its bright light fell
upon the mechanism. There were also
perhaps a dozen candles about the
room. I sat in an armchair between the
10 Time Traveller and the fireplace. Filby sat behind him, looking
over his shoulder. The Medical Man watched him from the
right, the Psychologist from the left. We were all watching
attentively. Any kind of trick, however subtle, seemed
impossible under these conditions.
15
The Time Traveller looked at us. ‘This little model,’ he said, ‘is
a prototype for a machine to travel through time.’ The Medical
Man got up and peered at it. ‘It’s beautifully made,’ he said.
‘It took two years to make,’ replied the Time Traveller.
Once we had all examined the model, he said: ‘I am going
20 to press this lever, and the machine will vanish, pass into future
Time, and disappear. Have a good look at the thing. Look at the
table too, and satisfy yourselves there are no tricks.’
There was a minute’s pause perhaps. Then the Time
Traveller reached towards the lever. ‘No,’ he said suddenly.
25 He took the Psychologist’s hand and told him to extend his
finger so that it was the Psychologist who sent the model
Time Machine on its voyage. We all saw the lever turn. I am
absolutely certain there was no trick. There was a breath of
wind, and the lamp flame jumped. One of the candles was
30 blown out, and the little machine suddenly swung round,
became indistinct like a ghost for a second; and it was gone vanished! 2 G
Everyone was silent for a minute. The Psychologist
recovered and looked under the table. The Time Traveller
35 laughed cheerfully.
‘Well?’ he said. We stared at each other.
‘Look,’ said the Medical Man, ‘3 E
Do you genuinely
believe that that machine has travelled into time?’
‘Certainly,’ said the Time Traveller. ‘What is more, I have
40 a big machine nearly finished in there.’ He indicated the
laboratory and continued. ‘And when that is put together,
I mean to have a journey myself.’
‘You mean to say that that machine has travelled into the
future?’ said Filby.
‘Into the future or the past – I don’t, for certain, know which.’
Suddenly, the Psychologist spoke. ‘It must have gone
into the past if it has gone anywhere.’
‘Why?’ said the Time Traveller.
‘Well, I presume that it has not moved in space. 4 C
50 Because to get to the future, it must travel through this time.’
‘But,’ said I, ‘If it travelled into the past, it would have
been visible when we came first into this room; and last
Thursday when we were here!’
‘No,’ said the Time Traveller. Then he turned to the
55 Psychologist. ‘Think. You can explain it.’
‘Of course,’ said the Psychologist. ‘It’s simple. We cannot
see this machine, any more than we can see a bullet flying
through the air. If it is travelling through time a hundred
times faster than we are, if it gets through a minute while
60 we get through a second, the impression it creates will
be only a tiny part of what it would make if it were not
travelling in time.’ 5 A
‘You see?’ he said, laughing.
45
FACT BOX Herbert George Wells
Herbert George Wells was born in Bromley, England,
in 1866. He was a prolific author, who wrote
dozens of novels, short stories, biographies and
social and political articles. He is best known for
his science fiction novels, which include The Time
Machine, The War of the Worlds, The Island of Doctor
Moreau and The Invisible Man. His books involve
space and time travel, alien invasion, invisibility
and experimentation by a mad scientist. Along with
Jules Verne, Wells has often been called the father
of modern science fiction. The Time Machine tells
the story of a Victorian inventor who builds a device
for travelling through time. He travels far into the
future to the year 802,701, where he discovers a very
strange and dangerous world.
159
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LITERATURE SPOT 2
1 Have you read, or do you know anything about The
Mystery of Edwin Drood, by Charles Dickens? If not, look
at the photo from the film based on this book and read
the Fact Box about its author. Discuss what the book
might be about.
Exercise 2
1 The characters are
funny and clever / learn
a lot about Victorian
England.
2 It’s Dickens’ last book.
It’s not finished.
3 It’s a detective story
and we’ll never know
the answer.
Exercise 4
1 The choirmaster is out
at night with Durdles.
2 It can melt/dissolve
a body.
3 to explain why the
streets are empty
4 Durdles has a key.
5 He dreams of
footsteps, something
touching him,
something making
a noise on the floor
and of time passing.
6 that so much time has
passed
2
1 Why does the boy like Dickens?
2 What are two reasons for the book being special?
3 What is frustrating about The Mystery of Edwin Drood?
3
4.22 Listen to the second part of the conversation
and complete the sentences with one or two words.
1 Dickens died of a stroke in 1870 .
2 People have come up with more than 200 different
ideas about the ending of the book.
3 A modern musical about the story is called Drood .
4 A Drood Enquiry was started by a (UK) university
.
5 More than 15,000 people voted in the enquiry.
6 The cathedral choirmaster, the main suspect, is named
Mr Jasper .
7 The choirmaster loved his nephew’s fiancée,
named Rosa .
4 Read the extract from the book and answer the questions.
1 Why is it ‘an unusual expedition‘?
2 What can quicklime do?
3 Why are the ‘citizens of Cloisterham’ mentioned?
4 How do Jasper and Durdles get into the crypt?
5 What does Durdles dream about?
6 Why is he surprised when he wakes up?
Exercise 5
2 clinked
3 creep
4 glanced
5 descends
Exercise 6
5
• Durdles points out a
mound of quicklime –
put a body in and it gets
eaten up.
• Jasper could have
used Durdles’ keys to
let himself into some
tombs – thinking about
secreting a body there.
• Note: The only
thing not dissolved
by quicklime is gold –
possibly the gold ring is
to be found later?
• Durdles drinks from
a bottle Jasper gives
him – possibly sleeping
potion – he falls asleep
very quickly.
• Jasper smiles at
the end.
4.21 Listen to the first part of a conversation
between two students and answer the questions.
5 Complete the sentences with the correct verbs from the
box. Use the words and phrases in brackets to help you.
clinked creep descends glanced groped
1 In the dark, I groped (reach out) for my phone on the
bedside table.
2 The heavy silver bracelet
(made a metallic
noise) when it fell on the stone floor.
3 If I get home late, I
(go quietly) upstairs so that
I don’t wake my parents.
4 I
(looked quickly) at my sister but she was still
reading and didn’t notice me.
5 My ears always hurt when an airplane
(goes
down).
6 Read the extract again. Discuss the questions in pairs.
160
REFERENCES
AUDIO SCRIPT page 230
1 What do we learn about these characters: Durdles and
Jasper?
2 What do you think was in the bottle?
3 What do you think is the link between Durdles’ dream
and the reality?
4 Why do you think Jasper is smiling at the end of the
extract?
5 Is there anything in the extract that might be a clue to
what happened to Edwin Drood?
The Mystery of Edwin Drood
7 In pairs, discuss how the words in bold help Dickens
build atmosphere in the book. What images and
impressions do they create?
1 prowling around old graves and ruins like a ghoul
(line 8)
2 the moonlight strikes in (line 39)
3 there are lanes of light (line 42)
4 the footsteps die away (line 58)
5 something clinks and gropes about (line 61)
6 I might as well have tried to wake the dead (line 72)
7 he gathers himself up again (line 80)
8 SPEAKING In pairs, discuss the questions.
1 Why do you think crime novels are so popular?
2 Would you prefer to read a crime novel or watch
a film based on the book? Say why.
3 Which is your favourite crime novel/film/series?
9 REFLECT | Values What do you think should happen to
Jasper if he were guilty of killing Edwin Drood? Discuss
in pairs.
10 WRITING TASK Choose one of the topics for your writing
task.
1 Write Jasper’s account of what he did while Durdles
was asleep.
2 Write Durdles’ account of the evening for a police
statement later.
3 Write a short story with this title: A nighttime
visit to a country church.
FROM PAGE TO LIFE
The Mystery of Edwin Drood has inspired many films,
starting with two silent movies in 1909 and 1914.
There have been two feature films and in 2012 the
BBC produced an excellent TV miniseries. The book
was also made into several plays and a popular
musical called ‘Drood’, which started in 1985 and
still tours.
GLOSSARY
choirmaster – person who trains a choir
crypt – underground room in church used as burial place
ghoul – evil spirit, believed to feed on dead bodies
grope – try to find something in the dark by feeling with
your hands
lane – path, narrow road
mound – large pile or quantity
pillar – tall, strong support for a building (often stone)
prowl – move quickly and hunt
quicklime – chemical compound used to burn things
Exercise 7
Suggested answers:
1 It makes the reader think that the movement is like an animal looking for food, not human.
2 ‘Strikes’ implies hitting hard, not softly – that it’s a strong light.
3 The light makes a pattern that looks like a path – long, like a roadway.
4 The footsteps don’t just stop suddenly but get softer and softer as the person walks further
and further away.
5 It implies that a person is trying to find something in the dark, with their fingers.
6 It shows how deeply asleep the man was – also gives a ghostly impression of the situation.
7 ‘Gathers’ implies that his arms and legs are stretched out in different directions and that he
needs to bring them all back together again before rising.
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The Mystery of Edwin Drood
The lantern is not wanted, for the moonlight strikes in at
the high windows, making patterns on the ground. The
heavy pillars which support the roof create masses of
Mr Jasper, the cathedral choirmaster is writing
black shade, but between them there are lanes of light.
a book about the cathedral. He has arranged for Durdles, the
Up and down these lanes they walk.
stonemason and keeper of the crypt, to show him around at night
Durdles drinks quickly from the bottle given him
to see the effect of moonlight on the architecture.
45 by Mr Jasper and soon he becomes so very uncertain,
‘Are you ready?’
both of foot and speech, that he half drops, half throws
‘I am ready, Mr Jasper. Let the old ones come out if
himself down, by one of the heavy pillars. He begs his
they dare, when we go among their tombs. My spirit is
companion for a rest.
ready for them.’ He takes a lantern, puts a match or two
‘If you wish,’ replies Jasper, ‘I’ll not leave you here.
5 in his pocket to light it with, should there be a need, and 50
Sleep while I walk up and down.’
they go out together.
Durdles is asleep at once; and in his sleep he dreams
Surely an unusual sort of expedition! That Durdles
a dream.
himself, who is always prowling among old graves and
It is not much of a dream, considering the vast world
ruins like a ghoul – that he should be creeping around
of dreamland and its wonderful creations; it is only
10 without a purpose, is nothing extraordinary; but that
55 strange for being unusually restless and unusually real.
the choirmaster or anyone else should think it might be
He dreams of lying there, asleep, and yet counting his
useful to be with him, and to study moonlight effects in
companion’s footsteps as he walks up and down. He
such company is another matter.
dreams that the footsteps die away into distance of
‘Watch out for that mound by the gate, Mister Jasper.’
time and space, and that something touches him, and
15
‘I see it. What is it?’
60 that something falls from his hand. Then something
‘Lime.’
clinks and gropes about, and he dreams that he is alone
Mr Jasper stops, and waits for him to come up, for
for such a long time that the lanes of light take new
Durdles is slow. ‘What you call quicklime?’
directions as the moon moves along her path. From deep
‘Ay!’ says Durdles: ‘With a little careful stirring, quick
sleep he passes into a dream of slow cold unease; and
20 enough to eat your bones*.’
65 painfully awakes to an awareness that the lanes of light
They go on. Among those hidden corners there is
are really changed, just as he had dreamed – and of
very little movement after dark. Ask any citizens of
Jasper walking among them.
Cloisterham, met by chance in the streets in day time,
‘Awake at last?’ says Jasper.
if they believed in ghosts, and they would tell you no;
The great bell strikes twice in the tower.
25 but ask them to choose at night between these scary
70
‘Two!’ cries Durdles; ‘Why didn’t you try to wake me
passages and the wider roads past the shops and you
Mister Jasper?’
would find that nearly all would choose the busier routes.
‘I did. I might as well have tried to wake the dead.’
The reason for this could be found in the thought: ‘If the
‘Did you touch me?’
dead do, under any circumstances, become visible to the 75
‘Touch you? Yes, shook you.’
30 living, these quiet, isolated places would be very good
As Durdles remembers the touching in his dream, he
for the purpose. Therefore, I, the living, will get out of
looks down on the floor and sees the key of the crypt
them as soon as I can.’
lying close to where he himself lay.
Therefore, when Mr Jasper and Durdles pause to
‘I dropped you, did I?’ he says, picking it up, and
glance around them, before descending into the crypt by 80 recalling that part of his dream. As he gathers himself up
35 a small side door, to which the latter has a key, the whole
again into an upright position, he is again conscious of
area of moonlight in their view is completely empty.
being watched by his companion.
They enter, locking themselves in, descend the rough
‘Well?’ says Jasper, smiling. ‘Are you quite ready?
steps and are down in the crypt.
Please don’t hurry.’
4.23
40
*eat your bones – melt, slowly destroy bones
FACT BOX Charles Dickens (1812–1870)
Charles Dickens is one of England’s most famous and
greatest novelists. He wrote fifteen major books and
many short stories about life in Victorian England. His
work gives us an understanding of what it was like
to be poor and live in London at that time. His skill is
in creating wonderfully memorable characters and
writing with both humour and compassion. He wrote
many of his major works in sections in magazines,
with the story developing as people were reading
them. The Mystery of Edwin Drood is set in Cloisterham,
a cathedral town that has strong links with London.
Edwin Drood was Dickens’ final book and was left
unfinished when he died.



161
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01 WATCH AND REFLECT
Beauty belongs to everyone
1 SPEAKING In pairs, look at the photo of Katie and answer the
questions.
1 Can you guess what the video is about?
2 What do you think you will learn about Katie and her life?
2
2 Watch the video and decide whether the statements are true
or false.
1 T Katie is the first model with Down Syndrome.
2 F Katie thinks you don't need to be beautiful to be a fashion model.
3 F Katie likes dressing up but she doesn’t enjoy it when people style
her hair or put on her make-up.
4 T ‘Best Buddies’ makes it easier for disabled people to get jobs.
5 F Katie had an unhappy childhood because of her disabilities.
6 T Her parents think that Katie has a positive effect on other people
with disabilities.
3 In pairs, think of other inspirational people with disabilities and
discuss what they did to change attitudes.
Beethoven composed fantastic music even when he was deaf.
Exercise 4
2 bursting
3 shoot
4 door
5 sunshine
4
2 Complete the sentences with the words from the box. Then
choose the correct meaning for each phrase. Finally, watch the
video again and check.
bursting door face shoot sunshine
1 She’s the face of a collection of hair products.
She’s someone whose image is used to advertise the products / who
sells her own products.
2 Katie might be small but she’s very confident, kind and
with energy.
She has got a lot of energy / can’t control her energy.
3 Alan Randall does her hair and cuts it and styles it for the
photo
.
A photo or series of photos that a friend takes for fun / a professional
takes for a magazine or other publication.
4 The opportunity that Katie’s had, I think, it’s opening up the
for
so many people with disabilities.
It is making it easier for them to do different things / them realise they
are special.
5 Katie brings
to everybody she meets.
She helps them understand things / makes them feel happy.
5 SPEAKING In pairs or small groups, discuss
the questions.
1 What are the most important qualities
for someone to succeed in the fashion
industry?
2 How can the following groups help
people with disabilities to lead happier
lives?
• the people with disabilities or
communities themselves
• their family and friends
• the government
• organisations such as ‘Best Buddies’
3 Do you agree or disagree with these
quotes from the video? Say why.
1 ‘Beauty belongs to everybody.’
2 ‘Beauty is more than just outward
appearance.’
3 ‘Katie's story can change attitudes
towards disabled people.’
6 WRITING TASK Write an email to a friend
in a different country. Describe Katie and
what she does and say why you think her
story is important.
GLOSSARY
disabled – having either a physical or
mental health condition
Down syndrome – a genetic disorder
which affects growth, facial features and
intellectual ability
overcome – to deal with a problem
successfully
promote someone – to help someone by
making others aware of them
162
REFERENCES
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The future of AI
1 SPEAKING In pairs, look at the photos and answer
the questions.
1 What can you see in the photos? What activities
are these robots doing?
2 What other jobs do you think robots will be able
to do in the near future?
2
5 Watch the video and choose the correct
answers.
1 What is one of the tasks that robots do in the
pizza kitchen?
a making the pizza bread
b putting pizzas in the oven
c making the pizza sauce
2 Which of these advantages of robots does the
narrator mention?
a Robots can replace sick human workers.
b Robots’ costs are lower compared to humans’.
c Robots can do more important jobs.
3 What inspires Italian makers of AI robots to
design their machines?
a nature
b computer systems
c science fiction
4 According to the narrator, in which of these
dangerous situations can robots help humans?
a They can stop natural disasters.
b They can search for earthquake survivors.
c They can work in nuclear power stations.
5 Why is the iCub able to do more than just simple
tasks?
a It can think.
b It can speak.
c It can interact with humans.
6 At present, which of these things can robots and
AI systems do?
a perform creative tasks
b work as architects or doctors
c learn more quickly than humans
WATCH AND REFLECT
02
3 Are you worried that robots will make it difficult for you to
find a job in the future? Say why.
4
5 Complete the phrases with the words from the box.
Then watch the video again and check.
creatively frees freshly precise react spread
1 All our pizzas are ffreshly
reshly baked when you order them.
2 You make the pizza dough and I’ll
the sauce on it.
3 The good thing about ‘employing’ a robot is that it
up people to do other jobs.
4 These robots can make
movements which means
they can do more advanced tasks.
5 This robot can
to its surroundings and change its
behaviour if necessary.
6 Unfortunately, this robot can’t think
or critically.
Exercise 4
2 spread
3 frees
4 precise
5 react
6 creatively
5 SPEAKING In pairs or small groups, discuss the questions.
1 Do you think robots will help or threaten humanity in the
future? Say why.
2 Do you think there should be international laws about
making AI? What should they aim to achieve?
6 Read the question narrator asks at the end: 'In the future,
will robots be able to replace humans in more advanced
jobs?' Give your opinions and reasons for your answers.
7 WRITING TASK An American writer, Isaac Asimov, in his book
Runaround, wrote three rules for robots to follow. What do
you think of them? Write a blog entry in which you suggest
updating or expanding Asimov’s rules. Give reasons for your
ideas.
1 A robot can’t hurt a human or allow a human to come to
harm by doing nothing.
2 A robot must always follow orders from a human – but not if
they break rule 1.
3 A robot must protect itself – but not if it breaks rule 1 or 2.
GLOSSARY
flexibility − the ability to change or be changed easily
precise − exact and accurate
reproduce functionalities − copy natural abilities of e.g.
humans and give them to something else
threaten – to put in danger
163
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03 WATCH AND REFLECT
1
10 SPEAKING In pairs, look at the photo of a woman running
an ultramarathon and answer the questions. Then watch the
video to check your answers.
1 How is an ultramarathon different from a normal marathon?
2 What problems could the runner have during the race?
Exercise 2
2 4, 12
32
4 30
5 2 (full) days
2
10 Watch the video again and complete the information.
Long trail ultramarathon
• Distance: 440 km – over 1 ten times longer than
a normal marathon
• Current world record: 2
days,
hours
and 30 something minutes
• Nicky has been training for the race for 3
years.
• Number of people on her support team: 4
• Nicky beat the previous women’s world record by
over 5
.
3 What is the toughest exercise or sport you have done? How
did you feel while you were doing it and afterwards?
Exercise 4
2 hilly
3 encouragement,
medical
4 nutrition
5 endurance
6 achievement
4
10 Complete the sentences with the correct words formed
from the words in bold. Then watch again and check.
1 This is one of the toughest sports in the world. It's long, it's
hard and it can be painful . PAIN
2 The long trail is a
course. Participants run up and
down the hill. HILL
3 The support team are there to provide
, especially
when she gets tired or demotivated, and to give her
help when she feels unwell or gets injured. ENCOURAGE,
MEDICINE
4 Her
is planned by the team doctor, who is preparing
her meal plans and how much she needs to eat. NUTRIENT
5 Fighting tiredness is a real test of physical
and
willpower. ENDURE
6 She is close to an incredible
– she is the fastest woman
ever to finish the trail. ACHIEVE
Pushing yourself to the limit
5 SPEAKING In pairs or small groups, discuss the
questions.
1 What other extreme or dangerous sports can
you think of that require a lot of training?
Can you order them from the easiest to the
most difficult and from the safest to the most
dangerous?
parachuting, waterfall kayaking, mountain
climbing …
2 What’s your opinion of ultramarathons and
people who complete them? How would you
react if a friend suggested training for one?
3 Can Nicky’s example really inspire people to
do sports or lead a healthier lifestyle? Say
why.
Y
Yes, because
No, because
the idea of an ultramarathon
she makes it
would put people off.
look fun.
6 WRITING TASK Write a description of an
ultramarathon giving facts about the course
and what the runners do during the four or five
days it takes.
GLOSSARY
crave – to want something very much
endurance – ability to withstand pain or extreme
conditions
equivalent – the same as
favour something – to prefer something
school of thought – an idea held by a group of people
to the limit – to the maximum amount/degree/
level possible
willpower – strong determination
164
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Off the beaten track
1 SPEAKING In pairs, say what you know about New
Zealand. How similar or different is it from your
country? Then watch the video and say what new
information you discovered about New Zealand.
2
12 Watch the video and complete the sentences
with one or two words or numbers in each gap.
1 Karl and Matt are going to travel around New Zealand
for seven weeks.
2 Matt met Karl in
but now he lives and works
, the capital of New Zealand.
in
3 Matt’s plan is to take Karl to the places that
don’t normally visit.
4 The Maori culture is about
years old.
5 A ‘Marae’ is the Maori word for a
.
6 Matt enjoyed a whole
of visiting his country
as a tourist.
3 If you had to show a foreigner one touristy place and
one traditional place in your country, where would you
take them? Say why.
4
12 Watch the video again and pay attention to
the phrases in the box. Then match them to their
synonyms 1–6.
at the crack of dawn backpacking trail hit the road
move back to off the beaten track
perspective as a tourist
1 a hiking route backpacking trail
2 away from touristy places off the beaten track
3 return to a place after being away move back to
4 very early in the morning at the crack of dawn
5 start a journey hit the road
6 looking at a place as a visitor perspective as a tourist
WATCH AND REFLECT
04
5 SPEAKING In pairs or small groups, discuss the questions.
Then share your opinions with another group.
1 What would visitors to your country be impressed by
the most? Give reasons for your answers.
beaches – very clean, white sand, good waves for surfing
our capital city – great museums, friendly people
2 Do you prefer to visit touristy or non-touristy parts of
a foreign country? Say why.
3 Read the comments that Karl makes. Do you agree
with him? Say why.
Exercise 2
2 London, Wellington
3 tourists
4 1,200 years old
(twelve hundred
years old)
5 meeting
6 (new) experience
1 ‘We’re going completely off the beaten track,
there’ll be no phone reception, no nothing,
which will be a nice break so I’m really looking
forward to it.’
2 ‘It’s always a good start to the day when you
wake up and do something you’ve never done
before.’
3 What makes you proud of your country?
4 What makes a journey a valuable experience?
Give examples of places you have visited
that have helped you learn something
about the world or about yourself.
6 WRITING TASK Imagine you went to the places shown
in the video. Write an email to a friend in a different
country saying what you have done, what you have
seen and how you felt while you were there.
GLOSSARY
heritage − traditions, beliefs and values of a society
indigenous – native, local
Kiwi − a nickname for a New Zealander
Maoris − the original inhabitants of New Zealand
spiritual − religious, relating to the spirit not the body or mind
165
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05 WATCH AND REFLECT
Handcrafts in the 21st century
4
Exercise 2
2 shapes and designs
3 3,500 years ago
4 both (an artist and a
craftsman)
5 in the 14th century
6 his tools and clock
parts
7 months
17 Complete the sentences with the correct
words formed from the words in bold. Watch
again and check.
1 In the era of increasing automation many
predictable and repetitive
pr
petitive jobs may disappear.
PREDICT, REPEAT
2 There are some professions, though, which
,
are likely to survive as they require
and highly developed skills. CREATIVE,
INNOVATE
3 Shawn’s job requires
. DETERMINE
4 She has to be
because machines now
make a lot of glasswork. COMPETE
5 Nathan also very much desires to be
.
INFLUENCE
6 Nathan and Shawn have learned skills that have
produced
objects in our society. ICON
Exercise 4
2 creativity, innovation
3 determination
4 competitive
5 influential
6 iconic
5 SPEAKING In pairs or small groups, discuss the
questions.
1 Is it important for old skills and talents to
continue to exist when machines can do the
work more quickly, more easily and, perhaps,
better?
Yes, what if machines stop working?
No, it's just a bit of history like people dressing up
as knights.
2 What skills are we losing because of technology
that it is important for us to keep?
3 What is the difference between being a craftsman
and an artist?
4 Read the question narrator asks at the end and
give your opinions: ‘People will continue to love
and enjoy their work for years to come. That’s
a real legacy, isn’t it?’
1 SPEAKING In pairs, look at the photos and answer the
questions.
1 What jobs do you think they show?
2 Which of these jobs appeals the most to you? Say why.
3 Do you know any other handcrafts? What are the pros and
cons of doing jobs like those?
2
17 Watch the video and answer the questions.
1 What does Eric build? customised motorbikes
2 What does Shawn make from glass?
3 When did the tradition of glass blowing begin?
4 Does she see herself as an artist or a craftsman?
5 When did people start making clocks?
6 What does Nathan make by hand?
7 How long does Nathan expect his clocks to continue
working?
3 Think about the skills Shawn and Nathan needed to learn.
Yes, because the object will exist after the maker
has died.
No, because people may not appreciate the items
in the future.
6 WRITING TASK Imagine you are applying for
a training programme as a craftsperson. Write
a personal statement.
GLOSSARY
craft – a job or activity in which you make things with
your hands, and that you usually need skill to do
curious – wanting to know more
customised – made for specific needs of a customer
entrepreneur – a person who runs their own business
freelance – working independently, selling services
to different companies, people
legacy – something significant left by ancestors for
future generations
mass-produced – made in factories in large quantities
unique – unlike any other
If you had the chance to learn how to do one of these jobs,
which one would you choose and why?
166
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Why do we lie?
WATCH AND REFLECT
06
In fact, overall, nearly 70% of the forty thousand people who took part
in the matrix experiments lied when the circumstances made it easy to do so.
1 SPEAKING You are going to watch a video about an
experiment on honesty. Before you watch, look at
the quotation on the photo above and discuss these
questions in pairs.
1 Why do you think people lie?
2 What might be the circumstances that make lying
easier?
2
19 Watch the video and choose the correct words or
numbers.
1 ‘Fudge factors’ are small unimportant lies / excuses for
being dishonest.
2 In the experiment, people have half a second / one and
a half seconds to make a decision.
3 Seventy percent of the people taking part were /
weren’t completely honest.
4 Fibs and white lies are the same / two different things.
5 Telling lies when we are children can help get children
out of trouble/ develop children’s imagination.
6 The girl gives an example of a good reason to lie / an
unimportant reason for lying.
5 SPEAKING In pairs or small groups, discuss the questions.
1 What other ways of testing people’s honesty can you
think of? Present one idea to the class explaining how
it works and how it tests people’s honesty. Have a class
vote on the idea people like best.
We could drop some money on the floor and see if
people give it back to us.
2 There is a phrase in English: to be economical with the
truth, which means being dishonest without actually
lying. Look at the example below. Did the child
lie? Were they honest? Discuss other ways of being
economical with the truth.
Mother: Did you get any marks from school today?
Child (who got a B in History and an E in Maths): Yes,
I got a B in History.
Mother: Oh, that's very good. Well done.
3 What do you think of the experiment? Would you have
3 At the end of the video the narrator asks the question:
‘What do you think? Is it ever OK to lie?’ Answer that
question. Then think of different people in your life
(parents, teachers, friends, etc.). How important is it
that they are honest with you? Give reasons for your
answers.
4 Complete the text with one word from the box in each
6 WRITING TASK Imagine you are Dan. Write a blog entry
been completely honest or not? Say why.
gap.
trouble twist root brain line mission dilemma
Dan Ariely says that he is on a 1mission to find out why
people lie. He asks: How can it be that people lie but
think they are honest. He thinks of a simple experiment
but there’s a 2
– the participants can earn more
money if they lie. This creates a moral 3
. Most
of the participants crossed the 4
from honesty
to dishonesty. Dan studies children to try to get to the
5
of why we lie. Lies can get children into 6
but they still do it. In the end, he finds out that lying is
connected with the development of the 7
.
to explain what the experiment was about, what
happened and what you think it shows about people’s
honesty.
GLOSSARY
excuses – reasons people give for doing or not doing
something
fib – a small, unimportant lie often told by children
justify – to give a reason why you did something
regardless of – without being influenced or affected by
reward - something that you get because you have
done something good or helpful or have worked hard
Exercise 4
2 twist
3 dilemma
4 line
5 root
6 trouble
7 brain
167
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07 WATCH AND REFLECT
1 SPEAKING In pairs, look at the photo and answer the
questions.
1 Do you like the picture in the photo? Give reasons for your
answer.
2 Can you guess how this piece of art was made? Do you think
it is an oil painting, a drawing, a computerised image or
something else?
2
23 Watch the video and choose the correct answers.
1 Lisa tries to make the real world look like a painting / her
paintings look like the real world.
2 Lisa / Another artist paints the backgrounds.
3 Lisa takes photos of her paintings because they're only
temporary / she's also a photographer.
4 The model, Christopher studies / feels he's a part of the history
of art.
5 Lisa is famous only in America / in many countries.
6 The art expert thinks that Lisa is doing something new /
copying someone else’s style.
Exercise 4
2 toe
3 bold, shadow
4 dimensional
5 canvas
6 exhibits
7 boundaries
8 standards
3 Would you like to be in a painting like this? Say why.
4
23 Complete the phrases with the words in the box. Then
watch the video again to check.
exhibits bold boundaries canvas dimensional headlines
shadow standards toe
1 She’s making headlines with her artwork.
2 She paints her models from head to
.
3 She uses
brush strokes to capture depth and
just as she sees it in real life.
4 Lisa paints on people in a way that makes them look like
twopaintings.
5 For Lisa, the world is a
.
6 Lisa sometimes paints people for live art
.
7 Michael Schwartz is an art expert and gallery owner who thinks
Lisa’s work is pushing
.
8 When a woman challenges the
and creates something
so unusual, that’s really important.
Living art
5 SPEAKING In pairs or small groups, discuss the
questions.
1 Do you think an artist needs to have talent or
is a good imagination enough?
If there is no talent, then anyone can create the
same thing so it isn’t unique anymore.
Some art works such as Tracey Emin’s unmade
bed is as interesting and important as an oil
painting or sculpture.
2 How important is it for schools to teach
students about art and its history? Give reasons
for your answers.
3 Read the question the narrator asks at the end
and give your opinions: ‘Will her paintings be
remembered if they only last a day before they
are gone for good?’
Yes, we can still have photos of them.
No, photos won’t show how amazing the
paintings really look.
6 WRITING TASK Imagine you have been to a live
art exhibition of Lisa’s paintings. Write a review
of the exhibition.
GLOSSARY
acrylic (paint) − made from chemicals, not natural
materials
atmospheric − giving a particular feeling e.g.
pleasing or mysterious
critical acclaim − positive opinions from critics and
experts
neat (American English slang) − good
pushing boundaries – challenging what is
acceptable or normal
168
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08
Buy or borrow?
WATCH AND REFLECT
1 SPEAKING In pairs, look at the photo and answer the questions.
5 SPEAKING In pairs or small groups, discuss the
1 How often do you buy things in shops or on the Internet?
2 Which of the things that you buy do you share with friends or
family?
2
26 Watch the video and decide if the statements are true or
false.
□F The sharing economy is a new idea.
□T Some people even share pets.
□F To unlock the car you need the keys.
□T The amount you pay for a shared car depends on how long
you want it for.
T The housing scheme was set up by the government.
5 □
F The houses in the scheme are free if you agree to renovate
6 □
1
2
3
4
them.
3 What possessions of your own would you be happy to rent to
other people and what possessions would you definitely not
rent out? Say why.
4
26 Complete the sentences with the words from the box so
that they have the same meaning as the original.
booking boost fortune pick rent stretch
1 I haven’t got enough money.
My money doesn’t stretch far enough for my needs.
2 You can pay to use someone else’s car, clothes or tools.
You can rent a car for a few hours.
3 You can reserve the item you want for a certain time.
You can make a booking so that you have the item at a certain time.
4 The app tells you where to collect the car from.
The app tells you where to pick it up.
5 You don’t have to spend a lot of money on clothes.
It isn’t necessary to spend a fortune on clothes.
6 Housing schemes can make communities stronger.
Housing schemes can give communities a boost .
questions.
1 What advantages and disadvantages does
the sharing economy have?
Advantages
Disadvantages
cheaper than buying
possible damage to
car/clothes etc.
2 The narrator also mentioned sharing
time and skills. What skills can be shared
in sharing economy? What skills can you
share?
Someone who is good at languages could
teach other people. For example, I could
teach someone English and French.
3 Read the question the narrator asks at the
end and give your opinions: ‘But is it likely
that in the future we may not need to
own anything at all?’ Give reasons for your
answers.
6 WRITING TASK Write an opinion essay about
the advantages and disadvantages of
a sharing economy. Say whether, overall,
you think it is a good idea or not.
GLOSSARY
designer outfit − a set of clothes made by
a famous fashion designer
renovate − to makes changes to a flat/house so
that it looks new again
repair − to fix broken things
scheme − a plan of action
solution − a way of overcoming a problem
169
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09 WATCH AND REFLECT
1 SPEAKING You are going to watch a video about people
who have moved away from cities to a quiet island.
Before you watch, look at the photo and discuss these
questions in pairs.
1 Why do you think the people decided to move there?
2 What do you think they can do in their free time?
2
31 Watch the video and answer the questions.
1 Where is Anglesey? Wales
2 What aspects of Welsh culture can you enjoy in the
community? History, language and music
3 According to Therese, what adds something special to
a location? sea
4 Where is Sian from? North Wales
5 How long did she work in advertising for? sixteen
6 What did Sian use to wear? heels, skirts
3 Would you like to live on an island like Anglesey? Say
why.
Exercise 4
2 reconnect
3 vibrant
4 detached
5 pace, quality
4
31 Complete the sentences with the words from
the box. Then watch the video again and check.
detached pace quality pressure reconnect
vibrant
1 People in big cities often lead high pressure lifestyles.
2 It is important for people in urban areas to
with
nature.
3 We live in a
community with lots of cultural
activities going on.
4 A small flat in a city can cost as much as a
house
in the countryside.
5 The
of life here is much slower than in London
of life is much better.
and the
Living by the coast
5 SPEAKING In pairs or small groups, discuss the
questions.
1 People often move to cities when they are young and
then somewhere quieter when they are older. What
do young people like about cities and what do older
people dislike about them?
Young like
Older dislike
nightlife …
noise …
2 In which town, village or area would you like to live in
your country? Give reasons for your answer.
3 Read the question narrator asks at the end and give
your opinions: ‘What does good quality of life mean
to you?’ Use the headings below and your own ideas.
• excitement
• free time
• house
• friends
• work
• money
6 WRITING TASK Imagine you live on Anglesey. The local
council wants to attract visitors so they ask you to
write an article describing life on the island and the
fun things you can do there.
GLOSSARY
deadlines − times set at which work has to be completed
hectic − very busy and full of activity
profound − having a strong influence or effect
remote − far away from towns or places where people
live
170
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10
Keeping cyberspace safe
WATCH AND REFLECT
1 SPEAKING You are going to watch a video about
5 SPEAKING In pairs or small groups, discuss the questions.
cyberspace security. Before you watch, look at the
photos and discuss these questions in pairs.
1 What sort of problems do you think the video will
talk about?
2 In what ways can young people be made interested
in working in cyber security?
2
33 Watch the video and put the events in the
order that we see them.
a 4 We learn why Nigel Harrison set up Cyber Security
Challenge.
b 7 We find out who won the Cyber Centurion
Challenge.
c 3 The narrator explains what the Cyber Centurion
Challenge is.
d 6 We listen to some of the participants in the Cyber
Centurion Challenge.
e 1 The narrator explains what cyberspace is.
f 2 The narrator tells us why hacking is a problem.
c 5 The narrator tells us of a competition for school
children.
3 How worried are you about hacking and data theft?
What do you do to keep yourself safe online?
4
33 Match the beginnings to the correct endings
and then choose the correct word. Watch the video
again to check your answers.
1
2
3
4
5
b Cyberspace is the online world of
d Hackers / Gamers are experts
e Nigel wants these events to force / inspire
a Cyber Centurion requires a
c The students have to safeguard / rescue
a purpose / deliberate -built website.
b computer data / networks and the Internet.
c the network from criminal hackers.
d at getting into computer systems.
e more people to consider jobs in cyber security.
1 Are you optimistic or pessimistic about the future of
cyber security? Give reasons for your answer.
Optimistic
Cyber experts will one day create a completely safe
computer code that can’t be hacked.
Pessimistic
Politicians don’t understand the problem well enough
and won’t spend enough money on solving it.
2 Look at three different examples of hacking and say
what you think should happen to each person?
A hacked into the government’s defence department
and left a message on their computer saying: ‘I got
in here, which means our enemies could!’
B hacked into a famous person’s Twitter account and
wrote messages pretending they were from that
person. None of them were rude or hurt anyone.
C hacked the Education Ministry and found this year’s
exam papers and then put them online where
everyone could see the questions before the exam.
6 Read what narrator says at the end and give your opinions:
‘These students could go on to have careers protecting
cyberspace from criminal hackers in the future − a job
which experts believe will be in high demand.’
7 WRITING TASK Use your ideas from Exercise 3 to write
a blog post on dangers people may face online and how
they can keep themselves safe.
GLOSSARY
aspire to – to have an aim or ambition to do something
flaws – mistakes or weaknesses
purpose-built – created for one specific reason
vulnerabilities − weaknesses
171
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172
He/She/It
likes casual
clothes.
He/She/It
Who likes casual clothes?
When do you wear casual clothes?
are
(’re)
is (’s)
I
You/We/
They
He/She/It
are not
(aren’t)
dancing.
State verbs
We use the Present Simple (not the Present Continuous) with
state verbs such as:
• 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;
• sense/perception verbs, e.g. feel, hear, see.
Some state verbs (e.g. think, have, look) can be used in the
continuous form, but with a change in meaning:
Do you see what I mean? (understand)
I am seeing my girlfriend tonight. (meet)
She has a new dress. (own)
I’m having a shower. (take)
Common time expressions used with the Present Continuous:
at the moment, now, this week, these days, at present.
We use the Present Continuous for:
• actions happening right now:
I’m taking a selfie with my best friend.
• temporary situations happening around now:
At the moment, she’s preparing for the prom.
• changing situations:
Superheroes are becoming more popular these days.
Who is dancing?
Where are they dancing?
He/She/It is not (isn’t)
You/We/
They
I
am not
(’m not)
Subject questions
dancing.
Negative
Wh- questions
Are you dancing?
Yes/No questions
am
(’m)
Affirmative
Present Continuous
Common time expressions used with the Present Simple:
always, every day, regularly, most days, usually, often,
sometimes, hardly ever, never.
We use the Present Simple to talk about:
• facts and general truths: Water boils at 100 Celsius.
• routines and habits: We usually go to rock concerts.
Subject questions
does not (doesn’t)
like casual clothes.
do not (don’t) like
casual clothes.
Wh- questions
Does he like casual clothes?
Yes/No questions
I/You/We/They
Negative
like casual
clothes.
I/You/
We/They
Affirmative
Present Simple
1A Present Simple and Present Continuous
Exercise 1
2 workingd 3 sets 4 work 5 are working 6 don’t work 7 assist
8 ‘re designing 9 shows 10 are wearing 11 never wears 12 looks
13 Are you having
Hi Dave!
Guess what? I’ve won a fashion magazine competition!
I 1’m staying (stay) in London now and I 2
(work) as a trainee for a fashion magazine which 3
(set) the trends. Sounds exciting, doesn’t it?
(work) only four hours a day but this
I usually 4
(work)
week it’s London Fashion Week so we 5
full time.
(not work) on the texts at
Well, you know I 6
(assist) with photo shoots.
my job but I often 7
(design) the cover of next
At the moment, we 8
(show) a young girl
month’s issue. The cover 9
in a floral dress. You wouldn’t believe how many girls and
10
(wear) them now!
women in the streets
My boss is an elderly man and his outfits are always very
(never wear) casual
formal and elegant. He 11
clothes to work. But you should see him now – he
12
(look) so overdressed in his designer silk
suit!
(you/have) a good time in
That’s all for now. 13
Barcelona now? Is it very hot out there?
Take care,
Clare
From: Clare
To: Dave
Present Simple or the Present Continuous tense.
1 1A Complete the text using the verbs in brackets in the
We use no article (ø)
• with plurals and uncountable nouns to talk about
something/someone in general:
Susan reads a lot of books on modern design.
I’m really into fashion.
• with days, months, seasons, holidays, parts of the day:
Summer holidays in the United Kingdom start In July.
• with continents and countries:
My parents are from Italy.
Exceptions: in the United Kingdom, in the United States,
in the Netherlands, in The Hague
We use a/an:
• before a singular countable noun:
Have you got a sister?
• when we mention something/someone for the first time
or to refer to any one of a kind or group:
I’m wearing a leather jacket.
• with occupations: I’m a shop assistant.
We use the:
• to talk about a specific or unique thing/person, e.g.
because he/she/it is the only one or when it’s clear which
thing/person we mean:
I like the colour of that dress.
Who is the Queen of Denmark?
• when we mention something/someone for the second time:
I’m wearing a leather jacket. The jacket looks great.
• with the superlative forms of adjectives: the best
• with ordinal numbers: the second
• to refer to a period in time: the 1960s
1E Articles
Grammar Reference and Practice
When Mr Hart entered 1the classroom, everybody
stopped talking. 2 The person we saw did not match
3 the
image of 4 a typical teacher at West Hill
School. Mr Hart, 5 a short man in his early 40s, was
wearing 6 a linen patterned shirt and 7 ø flared
jeans, 8 a popular hippie outfit from 9 the mid-60s.
Mark, 10 the bravest soul in class, couldn’t help
laughing. Mr Hart looked at 11 the amused student
and said ‘Lesson one: do not judge 12 a book by
its cover’. And this was 13 the starting point of 14 a
fascinating discussion about 15 ø stereotypes and
16
ø prejudices.
5 1E Complete the text with: a, the or ø (no article).
- / The people in 2 - / the Netherlands don’t pay too much
attention to their outfits. When they go out on 3 a/the
weekday or at 4 a / the weekend, they like to dress
casually. They usually wear 5 - / the jeans and 6 a / the
cotton T-shirt, both in 7 - / a summer and winter. 8 - / the
Dutch women rarely wear 9 - / the heels. They prefer
10
- / the flat shoes because comfort matters to them
11
- / the most.
1
4 1E Choose the correct articles to complete the sentences.
My hair is getting longer and longer.
your hair style of jeans fashion blogs clothes (price)
school parties
trends. Write about the things in the box.
3 1A Use the Present Continuous tense to describe
1
2
□ I am not understanding teenage fashion these days.
□ Look at that girl in light-green dress! She seems
bored.
✓ I’m seeing this famous make-up artist today.
3 □
✓ I’m thinking of becoming a jewellery designer.
4 □
5 □ I’m having a great idea – let’s start a fashion blog!
6 □ What are you thinking about my new designer
jeans?
7 □ I’m knowing the truth about her leyelashes. They
are fake!
✓ Sonia hates going to fancy dress parties.
8 □
forms. Correct the ones which are wrong.
2 1A Tick the sentences which have the correct verb
Who was famous for popularising a 'little
black dress' in the 1920s?
a Coco Chanel
b Christian Dior
c Carolina Herrera
2
4
A kilt is a skirt worn by ø men and it
comes from:
a England
b Scotland
c Canada
the USA for:
a $6
b $ 60
c $ 100
3 The first pair of Levi's jeans was sold in
Which city is the fashion capital of ø
Europe?
a Paris
b Milan
c both
1
QUIZ
(no article). Then do the quiz. Check your answers at
the bottom of the page.
6 1E Complete the quiz questions with the: a, the or ø
Quiz answers: 1c 2a 3a 4b
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173
Exercise 2
1 I don’t
understand
5 I have
6 do you think
7 I know
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174
he/
she/it
Have
Has
he/
she/it
has
been
studying?
Who
has
been
studying?
Subject questions
Yes, he/she/it has.
No, he/she/it hasn’t.
Yes, I/you/we/they have.
No, I/you/we/they haven’t.
Since and for
We use since (from a point in time) and for (through a period
of time) with both the Present Perfect Simple and the Present
Perfect Continuous:
She’s lived here since 2012.
They’ve been working on the project for ten years.
• We use the Present Perfect Continuous to talk about an
activity that started in the past and may still be continuing.
We focus on the activity, not the result:
I have been revising for the test all day.
• We often mention how long the activity has been going on:
I have been waiting for the exam results for two weeks.
• We use this tense for an unfinished or recently finished
activity that explains something in the present:
I’ve been revising for the Maths exam for hours. I am
exhausted.
• Questions in the Present Perfect Continuous often begin
with how long:
How long have you been waiting for the bus?
How
long
I/you/
we/
they
been
studying?
have
Wh- questions
I/you/
we/
they
Short answers
’s (has)
He/She/
It
Yes/No questions
I/You/
haven’t
We/They (have not) been
studying.
He/She/ hasn’t
It
(has not)
’ve
(have)
I/You/
We/
They
been
studying.
Negative
Affirmative
Present Perfect Continuous
Present Perfect Simple
• We use the Present Perfect Simple to talk about a finished
activity in the past if we don’t say when it happened.
We focus on the result, which can often be measured:
I’ve designed and built many websites. (I have done this
work in the past, now I have experience in it.)
• If we say how many things or how much we’ve done, how
many times something has happened or how far we’ve
travelled, we use the Present Perfect:
Paul has lived in Spain for many years.
I have read his blog three times already, now I can
remember almost every word.
• Questions in the Present Perfect Simple often begin with
how many:
How many books has she written?
2A Present Perfect Simple and Present
Perfect Continuous
Some verbs (e.g. remember, forget, stop, try, regret) can be
followed by the -ing form or the infinitive with a change in
meaning:
remember + infinitive (to remember something, then do it):
I remembered to switch off the lights.
remember + gerund (to do something and remember
it later):
I remember switching off the lights.
forget + infinitive (to forget about something, so you don’t
do it):
I forgot to buy the birthday present.
forget + gerund [to do something and (not) forget it later]:
I’ll never forget buying my first computer.
stop + infinitive (to stop something in order to do something
else):
I stopped to read the book.
stop + gerund (to no longer do something):
I stopped reading the book.
try + infinitive (to make an effort to do something difficult):
He tries to read one chapter before bed every single night.
try + gerund (to do something and see what happens):
He should try reading one chapter before bed.
regret + infinitive (be sorry about doing something):
I regret to say that you failed the test.
regret + gerund (be sorry about something that happened in
the past):
I regret spending so much money on that tablet.
like + infinitive (to do something because it is a good idea):
I like to spend at least three hours a day in the library.
like + gerund (to enjoy something):
I like working at home.
Infinitive without to
• We use the infinitive without to after modal verbs:
can, might, must, should, will.
You should answer his question right now.
I will study Science, that's certain!
• We use the infinitive without to after these verbs:
help, let, make.
They let me play the game.
My parents made me tidy up the room.
Verb + infinitive
• After these verbs we use the infinitive with to:
agree, allow, appear, decide, expect, hope, need, learn,
offer, promise, refuse, seem, want, would like:
Our teacher doesn’t allow us to use calculators in class.
Would you like to study Science?
Verb + -ing
• We use the -ing form after these forms: admit, avoid,
can’t stand, don’t mind, fancy, hate, imagine, keep, like, miss:
Just imagine winning the competition!
He keeps asking me lots of difficult questions.
2D Verb patterns
Grammar Reference and Practice
1
2
3
4
5
6
7
8
9
10
since my birthday
for a week
for 5 minutes
for ten days
since 2017
for a long time
since the day I started this school
for a year
for ages
since 1st January
four phrases and write sentences about yourself.
3 2A Complete the phrases with since or for. Then choose
1 The engineers started working together a short time ago.
The engineers haven’t been working together for a
long time.
2 This is his third attempt to pass the science test.
He
attempts to pass the science test
so far.
3 We are still doing the experiment.
We
the experiment yet.
4 My smartwatch broke down in the morning and then
again in the afternoon today.
My smartwatch
twice so far today.
5 She is playing on her mobile phone. That’s why she
can’t hear us.
She can’t hear us because she
on her mobile phone for an hour.
6 I joined a science club two months ago.
I
a member of the science club for
two months.
similar meaning to the first sentence.
2 2A Complete the second sentence so that it has a
1 a We stopped to have / having a rest at the service
station on the motorway.
b Please, stop to waste / wasting so much time on
these silly avatars and computer games!
2 a I can’t remember to change / changing my password
but I think I did it because I can’t open my account
now.
b Please remember to get / getting paper for the
printer on your way home.
3 a I really tried to design / designing my own website,
but it was too hard.
b Try to switch off / switching off your mobile phone
before going to bed. I’m sure it will help you sleep
better.
4 a Martin will always regret to give up / giving up his
place on this amazing space programme!
b We regret to inform / informing you that you have
failed your university entry exam.
5 a Don’t forget to bring / bringing a ruler and a calculator
for the Maths exam tomorrow.
b I will never forget to meet / meeting professor Brian
Cox, a famous mathematician.
6 a When reading a text for school, Martha likes
to scan / scanning it first. This way she can find
specific information such as dates or names.
b Albert liked to jog / jogging until he broke his leg.
sentences.
5 2D Choose the correct structure to complete the
verbs in brackets. Then answer the questions.
1 Do you think teachers should let students use (use)
smartphones in class instead of calculators? Why?/Why
not?
2 Which do you enjoy more:
(play) board games
or computer games? Why?
3 Do you mind
(do) homework on Saturdays?
Why?/Why not?
4 Do you think you will miss
(go) to this school
when you graduate? Why?/Why not?
5 Which gadgets can you imagine
(live)
without? Why?
6 Who, in your opinion, appears
(be) the
greatest scientist of all the times? Why?
7 What do you hope
(achieve) in the future?
8 Do you think you could manage
(live) without
electricity? Why?/Why not?
1 A Your eyes look red. What have
ve you been doing (you/
do)?
B I
(play) computer games for four
hours. That’s why my eyes look tired.
2 A I
(study) the whole map of Asia since
9 o’clock and I still don’t know where Bhutan is. Can
you help me?
B Sure. I can try.
3 A
(you/ever fly) a drone?
B No, I haven’t. But I’d like to one day.
4 A Where
(you/be)? I
(try)
to reach you for over an hour!
B Sorry, I
(not hear) the phone.
I
(listen) to a fascinating podcast
about the history of the universe.
5 A There is something wrong with this 3D printer.
It
(print) this badge for 40 minutes
and it’s still not ready. Do you think it
(break) down?
B I wouldn’t worry. It always takes ages to print
anything!
4 2D Complete the sentences with the correct form of the
Present Perfect Continuous form of the verbs in brackets.
1 2A Complete the dialogues with the Present Perfect or
175
Exercise 4
2 playing
3 doing
4 going
5 living
6 to be
7 to achieve
8 to live
Exercise 2
1 ’s had two
3 haven’t
finished
4 ’s broken
down
5 ’s been
playing
6 ’ve been
Exercise 1
1 ’ve been
playing
2 ’ve been
studying
3 Have you
ever flown
4 have you
been, have
been trying,
haven’t heard,
’ve been
listening
5 ’s been
printing, ’s
broken
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jumped
and fell.
Who jumped and fell?
had
had
won a medal?
Who was performing?
Where were they performing?
We use the Past Continuous:
• for longer activities interrupted by shorter ones in the
past:
I was jogging in the park when I saw an accident.
• for temporary situations in the past:
We were meeting at the gym twice a week.
• to describe things which were in progress at or around
a fixed time in the past:
At 9 a.m. I was relaxing in the steam room.
• to set the scene in a story or give background information:
I was cycling to school one morning when …
Subject questions
Wh- questions
Was he performing?
Negative
I/He/
was not
She/It
(wasn’t)
performing.
You/We/ were not
They
(weren’t)
Affirmative
I/He/
was
She/It
performing.
You/We/
were
They
Past Continuous
I didn’t use to go skiing every year.
He wouldn't go skiing every year.
Did he use to be in a football team?
What did he use to like?
Who used to eat unhealthy food?
Negative
Yes/No questions
Wh- questions
Subject questions
• We use used to and would for habitual/repeated actions in
the past:
As a teenager, I used to/would go to the swimming pool
every Sunday.
• We use used to (not would) for past states (with state verbs
– go to 1A, page 172):
I didn’t use to love yoga. (But I do now.)
She used to think positive thoughts. (But she doesn’t any more.)
• We don’t use would when asking about past actions:
Did you use to do any sports when you were younger?
• We use the Past Simple (not used to or would), if something
happened only once in the past:
I went skiing last winter.
but: I used to/would go skiing every year when I was
younger.
I used to go to the gym every Monday.
I would go to the gym every Monday.
Affirmative
Used to and would
3D Used to and would
won a medal?
I/you/he/she/it/
we/they
Yes/No questions
had
Yes, I/you/he/she/it/we/they had.
won
a medal.
We use the Past Perfect:
• to talk about an action in the past that was completed
before another action or a time in the past:
When I arrived at the skate park, my friends had already left.
• to talk about what happened before another event in the
past. It is used with the Past Simple or Continuous:
The road was dangerous because it had snowed during
the night. (It snowed. Then, as a result the road became
dangerous.)
We were driving slowly because we had seen an accident.
(We saw an accident and drove more carefully afterwards.)
Common time expressions used with the Past Perfect:
after, already, as soon as, before, by, by the time, just, once, until.
Who
had not
(hadn’t)
Short answers
I/You/
He/She/
won
It/We/
a medal.
They
Negative
won
No, I/you/he/she/it/we/they
a medal? had not (hadn’t).
Subject questions
Why
Wh- questions
Had
I/you/
he/she/
it/we/
they
Yes/No questions
I/You/
He/She/
It/We/
They
Affirmative
Past Perfect
Common time expressions used with the Past Simple:
yesterday, yesterday morning/afternoon/evening,
last night/year/week/Saturday, when I was five/ten, ten years
ago, in September
September, in 2011:
Where were you yesterday?
She went to the swimming pool a week ago.
We use the Past Simple:
• to describe finished actions: I broke my leg yesterday
evening.
• to tell the main events in a story in order:
I ran to the school gym, opened the door, and saw him!
Subject questions
did not (didn’t)
jump and fall.
Why did you jump and fall?
I/You/He/She/
It/We/They
Negative
Wh- questions
Did she jump and fall?
Yes/No questions
I/You/He/She/
It/We/They
Affirmative
Past Simple
3A Past Simple, Past Continuous and Past
Perfect
Grammar Reference and Practice
1
box.
1 What sport event did you go to?
2 Why did you decide to go there?
3 Who did you go with?
4 What was the celebrity doing when you saw him/her?
What was he/she wearing?
5 Did you speak to him/her?
6 What happened next? How did you feel about the
whole incident?
7 Had anything similar happened to you before?
a story to describe the event. Use the questions below
to help you.
3 3A Imagine you saw a celebrity at a sports event. Write
1 The patient was lucky. The ambulance arrived before it
was too late to help him.
2
months of training, our team won the race!
3
as they reached the stadium, the game started.
4 They watched the game
the end though it was
rather boring.
5
we got to the swimming pool, the competition
had already finished.
6
she started going to Zumba classes, she
quickly got into shape.
after before by the time just once until
2 3A Complete the sentences with the words from the
Lance Armstrong, an American cyclist who was winning /
won the Tour de France seven times, 2lost / was losing
all his titles in 2012 when a US Anti-Doping Agency
3
discovered / was discovering that he 4had used / used
drugs during his cycling career. While he 5was trying /
had tried to fight back against the Agency’s decision,
all Armstrong’s sponsors 6left / had left him. At first, he
7
didn’t want / had not wanted to admit he 8used / had used
illegal substances but he finally 9had told / told the truth
when he 10answered / was answering Oprah Winfrey’s
questions in her TV show in 2013.
1 3A Choose the most suitable tense.
When I was in my teens, I 1didn’t use to like (not like)
any sports. I 2
(often/watch) football league
shows on TV with my friends but that was it. My
favourite form of ‘exercise’ was playing video games.
I3
(spend) hours on my computer every day,
which made my parents mad. They 4
(think) that
reall needed to ta e p a sport to e fitter ver thing
5
changed once I
(fall) in love with Cori, who was
a big fan of CrossFit. I wanted to impress her so
6
I
start doing it too t first 7
(go)
to the club once a week but then CrossFit (and Cori)
8
(become) my healthy obsession. Now I work
out four times a week, and I’m still going out with Cori.
or would and the verbs in brackets. Sometimes both
forms are correct. Where neither is possible, use the
Past Simple.
5 3D Complete the text with the correct forms of used to
1 When I was at school, I didn’t use to keep / didn’t keep
fit but now I do sports three times a week.
2 I would never like / never used to like judo but now I’m
crazy about it.
3 My grandfather would cook / used to cook delicious
meals for the whole family when he lived with us.
4 Ben used to swim / swam very well at the school
competition last year.
5 I used to eat / would eat frozen food every day when
I was at university. Now I eat only fresh products.
6 When you were a small child, did you use to believe
/ would you believe that processed food is full of
vitamins?
forms are possible. (both forms correct in 1, 3 and 5)
4 3D Choose the most suitable form. In some cases, both
177
Exercise 5
2 often watched
3 used to/would
spend
4 used to think
5 fell
6 started
7 used to go
8 became
Exercise 2
2 After
3 Just
4 until
5 By the time
6 Once
193
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178
must,
have (got) to,
need to
necessity
could
can, may
should,
ought to
permission
advice
• We use must when the obligation comes from the speaker:
I really must stop eating sweets.
• We use have to when the obligation comes from
somebody else or is necessary because it is a rule or a law:
You have to/need to fasten your seatbelt.
The doctor says I have to give up smoking.
The difference between have to and must is very slight,
however, and often they are interchangeable.
• We use mustn’t, can’t and may not to talk about things that
are not allowed:
You mustn’t smoke here.
• We use should and ought to to talk about duty, or to give
advice. Ought to is more formal than should:
We should turn around now.
You ought to warn the passengers.
• We use can, could and may to ask for permission. Could and
may are more polite than can:
Can I open the window?
Could we go back to the airport?
May I take your luggage?
• We use can and could to make requests:
Can/Could you open the door for me?
• We use can to talk about possibility:
It can be useful later.
• We use can to talk about ability in the present and could to
talk about ability in the past:
Of course I can ski. I could ski before I was five.
To make sentences in other tenses we use be able to instead
of can:
I’ve never been able to go abroad alone.
We won’t be able to catch our flight.
I’d like to be able to travel around the world.
We only use must in the present tense. In other tenses we use
have to:
I had to remember my boarding pass.
We’ll have to buy sun cream before we leave.
We didn’t have to wait in the queue.
will be able to
couldn’t/wasn’t/ won't be allowed,
weren't allowed will be forbidden
will have to,
will need to
prohibition can’t, mustn’t,
may not
had to,
needed to
Exercise 1
2 to be able to 3 had to
4 will be able to 5 Did you have to
6 was able to 7 have been able
1 I could/was
uld/was able to ride a scooter when I was fifteen.
2 I would like
travel where I want.
3 We got lost and we
spend the night in a motel.
4 Do you think people
reduce noise pollution
in the future?
5
you
pay extra for excess luggage?
6 The pilot
land safely although the weather
was bad.
7 So far, we
to travel across Europe for free.
be able to and have to. Sometimes more than one
answer is possible.
1 4A Complete the sentences with correct forms of can,
If the subject is different in the two clauses, we can leave out
the relative pronoun:
Are you reading the pocket guide book (which/that) I bought?
If the subject is the same in the two clauses, we can’t leave
out the relative pronoun:
He’s the Italian who/that
that visited us last summer.
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. We must
use commas before and after a non-defining relative clause:
Marco Polo, who was one of the first Europeans to reach China,
was born in Venice in 1254.
We can’t leave out the relative pronoun (who, which, that,
etc.) in non-defining relative clauses.
We can’t use the relative pronoun that instead of who/which
in such clauses:
My Dad gave me a camera, which was really easy to use.
1 This is the pocket guidebook –
I told you about.
2 My friend, whose mother is a flight attendant, is
afraid of flying.
3 The power bank, which you bought online, does not
work.
4 Do you know whose charger this is? Is it yours or
Hanna’s?
5 The bag in which we packed our beach clothes got
lost at the airport.
6 You must explain to me why you were driving
around the roundabout for five minutes.
pronoun or leave the space blank wherever possible.
4 4D Complete the sentences with a suitable relative
1 She is a very good pilot. CAN
She can
n fly a plane very well.
2 Passengers are asked to sit during take-off. MUSTN’T
Passengers
during take-off.
3 Excuse me, is it OK if I sit here? MAY
Excuse me,
here?
4 I think the best option is to take the 8.50 train. SHOULD
You
the 8.50 train.
5 It is necessary to switch off your phone when on the
plane. HAVE TO
You
your phone when on the plane.
6 It will be necessary to pay for the tickets next week. NEED
You
pay for the tickets next week.
so that it means the same as the first one. Use between
two and five words, including the word in bold.
3 4A Complete the second sentence using the word in bold
• You 1can / must / may use cameras around the
museum to take photographs. Please note that no
photos of children 2may / mustn’t / can be taken
without parental permission. Drone cameras
3
mustn’t / can’t / have to be used in the museum.
• You 4must / may / can take photographs, but
you 5have to / can / must get permission for
commercial photographs.
• For the protection of our exhibits, you 6mustn’t /
ought no to / may not eat or drink in the galleries.
If you have brought your own picnic food, you
7
ought to / should / can’t use the outdoor picnic
tables that are on the site.
• Please do not touch any items on display as
even the cleanest of hands 8may / should / can
damage the objects.
• You 9must / can / may see many of the trains in the
rail gallery. However, some of them are very old
and 10must / have to / ought to be kept behind
barriers for their protection.
Please follow our guidelines for an enjoyable
experience!
Tips for Railway Museum Visitors
We use defining relative clauses to give an important
information about a person, thing, place, etc., so that it’s
clear which one we are talking about:
This is the picture that I took in Spain.
We use the following relative pronouns:
• who and that to refer to people:
I have a friend who//that works as a flight attendant.
• which and that to refer to objects:
The headphones which//that I use are very good.
• where to refer to places:
This is the office where I work.
• whose to show possession:
I don’t know whose suitcase this is.
• why to give a reason or explanation:
Can you tell me why you are late?
2 4A Choose two most suitable modal verbs.
4D Relative clauses
Future
Present
Function
Past
4A Modal and related verbs
Grammar Reference and Practice
6 The new parking area is next to the school building.
It is always full. WHICH
5 The man’s car has been stolen. He is answering the
police officer’s questions. WHOSE
4 We breathe this air every day. It is very polluted. THAT
3 Liz is a good driver. She agreed to drive all the way to
Paris. WHO
1 We went on a canoeing holiday last August. It was
a great adventure. THAT
The
e canoeing holiday that we went on last August was
a great adventure.
2 Rod’s flight was overbooked. He had to take another
plane. WHOSE
using the relative pronouns given. Add commas where
necessary.
6 4D Rewrite each pair of sentences as one sentence
A who like traveling but have never tried air
international travel
B where he went swimming in its hot seawater
C which marked the start of his life adventure
D whose dream has been to see the world
E which has got readers all over the world
At the age of fifteen Cory went on first
international trip, 1 C . Since then Cory,
2
D , has travelled to over nineteen
countries across five continents. Cory wrote
out a list of all the places he wanted to visit.
So far he’s been to the Sydney Opera House,
the Blue Lagoon in Iceland, Kruger Park in
South Africa and many other fascinating
places. The Blue Lagoon, 3 B , has been
one of his favourite adventures so far. In
2013, Cory started a travel blog, 4 E , to
document his adventures. He also wants to
inform other disabled people in wheelchairs,
5
A , about wheelchair-friendly
destinations. Through his travelling and his
blog he wants to show that a wheelchair user
doesn’t have to stay at home and give up on
their dreams.
Twenty-six-year-old Cory Lee from the
USA has travelled to some of the
world’s most exotic locations with his
wheelchair.
clauses A–E.
5 4D Complete the text with non-defining relative
179
Exercise 6
2 Rod, whose
flight was
overbooked,
had to take
another plane.
3 Liz, who is a
good driver,
agreed to drive
all the way to
Paris.
4 The air that
we breathe
every day is very
polluted.
5 The man
whose car has
been stolen is
answering the
police officer’s
questions.
6 The new
parking area
which is next
to the school
building is
always full.
Exercise 3
2 mustn’t stand
3 may I sit
4 should take
5 have to
switch off
6 need to/will
need to
194
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180
The adverbs definitely, probably and certainly come after will
but before won’t:
It will probably happen.
It probably won’t happen. NOT It won’t probably happen.
We often use think and be sure before will:
I’m sure you’ll enjoy that.
In negative sentences I don’t think they’ll come is more usual
than I think they won’t come.
We can also use other phrases to express degrees of certainty:
It’s a long journey, they’re sure to be hungry when they arrive.
It’s unlikely/likely to snow at this time of the year.
Degrees of certainty
We use adverbs of certainty, e.g. definitely, certainly, probably,
possibly to say how sure we are about something in the
future. The adverbs go:
• between will and the main verb in positive sentences:
They’ll definitely get married next year.
• before won’t in negative sentences:
They probably won’t get married next year.
When we talk about something in the very near future, we
use be about to + infinitive:
Watch out! This cyclist is about to crash!
Predictions
When we predict the future, we use:
• going to + infinitive for predictions based on evidence:
They are playing really well. They’re going to win the game.
• will + infinitive for predictions based on opinions and beliefs:
You can borrow my notes, but I’ll probably need them back
tomorrow.
• may/might/could + infinitive to talk about possibilities and
uncertain predictions:
I might go to university next year, I still have a chance.
She may win this time. = She might win this time.
When we announce a decision we have just made or offer/
promise to do something at the moment of speaking, we use
will + infinitive:
Sounds exciting! I’ll arrange the meeting.
I/you/
he/
she/
it/we/
they
will
I/you/
he/
she/it/
we/they
Who
will
be working
at 9 a.m.?
’ll (will)
I/you/he/
will she/it/
we/they
won’t
(will not)
have
finished
the talks
by 5 p.m.
have finished
the talks
by 5 p.m.?
Subject questions
Yes, I/you/he/she/it/we/they will.
No, I/you/he/she/it/we/they won’t.
Short answers
I/You/
He/
She/
It/We/
They
have
finished Who will
by 5 p.m.?
have
finished
the talks
by 5 p.m.?
have
finished
the talks
by 5 p.m.
Negative
• We use the Future Perfect to talk about actions or
situations which will be completed before a particular
time in the future:
We will have finished the exam by 3 o’clock.
• We often use by + a time phrase with the Future Perfect:
I’ll have had enough of studying by the time I’m 25.
• We sometimes use the Future Continuous followed by the
Future Perfect:
At 9 p.m. tomorrow we’ll be watching a match. By 11 p.m.
the match will have finished.
• Other time expressions: by 12 o’clock, two hours from
now, within 100 years, in 10 years’ time, etc.
What
Wh- questions
Will
I/you/
he/she/
it/we/
they
Yes/No questions
I/You/
He/She/
It/We/
They
Affirmative
Future Perfect
• We use the Future Continuous to talk about actions which
will be in progress at a particular time in the future:
We will be applying for the course tomorrow at 10 a.m.
• We also use Future Continuous for actions that will be in
progress over a longer period of time in the future:
I’ll be studying in London for a year.
I won’t be coming home so often then.
Time expressions: at this time next month/week/year,
tomorrow at 5 p.m., etc.
What
Subject questions
Yes, I/you/he/she/it/we/they will.
No, I/you/he/she/it/we/they won’t.
Short answers
be doing
at 9 a.m.?
be working
at 9 a.m.?
Wh- questions
Will
Yes/No questions
be working
at 9 a.m.
(start) at 5.
(have) a job interview.
Leave a friendly comment.
Hi, I don’t know about you but I’m rather a
hard-working and determined person and I have
already made plans for my future. By next June
I 1will have graduated (graduate) from university
and hopefully, I 2
(already, find) a job in an
international company. I’m sure I 3
(work)
on exciting and challenging projects and 4
(earn) a good salary. In five years’ time, I 5
(be promote) to an executive position and I 6
(manage) important projects.
But, back to reality which, I must admit, bothers me
a lot. Well, I’m sitting a very important exam
tomorrow so I must finally get down to work! If not,
this time next year I 7
(queue) at the job
centre!
I wonder if you have similar worries.
Will my future be perfect?
Future Continuous or Future Perfect.
3 5C Complete the blog entry using the verbs in the
1 My dance instructor is certain that his job might not /
won’t disappear in the future.
2 I still don’t know what I am buying / will buy with the
money I have earned this summer.
3 Look at Peter! He is so pale. He is about to / could faint!
4 Do you think robots are likely to / are about to mark our
tests one day?
5 Don’t take that summer job. I think you probably
won’t / may not like it.
6 Don’t get stressed. I’ll help / am helping you to prepare
for the job interview.
2 5A Choose the most suitable option.
(see) my grandparents
A Well, I 9
tomorrow afternoon but they 10
(probably/not keep) me that long. So yes, tomorrow
(celebrate) my
evening is perfect. We 11
new job!
B OK. Cool. So when do you think you 8
(be) free? Is tomorrow evening OK?
A Sounds really interesting! I’m sure you 7
(enjoy) it.
(analyse) important
B Of course not! I 6
information buried in mountains of data.
(you/apply) for?
A Really! What job 4
B A data detective.
A A data detective? What does a data detective do?
5
(you/spy) on anybody?
B Sorry, I can’t. I
It 3
2
A What are
e you doing (do) this afternoon? Let’s go out
and have some fun. It’s Friday after all.
won’t
(will
not)
I/You/
He/She/
It/We/
They
I/You/
He/She/ ’ll
(will)
It/We/
They
be working
at 9 a.m.
Negative
Affirmative
1
the verbs in brackets. Use will, going to, the Present
Continuous or the Present Simple.
Future Continuous
Future plans and decisions
When we have already decided or planned something in the
future, we use:
• the Present Simple for timetables and scheduled events:
The films starts at 6 p.m.
• the Present Continuous for arrangements:
I’m sitting an exam tomorrow, so I can’t go to the cinema.
• going to + infinitive for personal plans and intentions:
When are you going to study for the test?
1 5A Complete the dialogue with the correct forms of
5C Future Continuous and Future Perfect
5A Talking about the future
Grammar Reference and Practice
breakfast at the hostel
visit to Prague Castle
walk to Petřín Hill
lunch in the Old Town
coach back home
coach to Prague
checking into student hostel
sightseeing tour of the Old Town
back to the hostel and free time
dinner
1 At 8 a.m. on Monday the students will be travelling to
Prague by coach .
2 At 11.30 a.m. they
.
3 At 2 p.m. the group
.
4 By 5 p.m. the students
.
5 At 7.30 p.m. they
.
6 At noon on Tuesday the students
.
7 At 1 p.m. on Tuesday they
and
by 2 p.m. they
.
8 At 7.30 p.m. on Tuesday they
.
8 a.m. – 9 a.m.
9 a.m. – 11 a.m.
11.30 a.m. – 12.30 p.m.
1 p.m. – 2 p.m.
2.30 p.m. – 7.30 p.m.
Tuesday
6–11 a.m.
11 a.m. – 11.30 a.m.
midday – 4 p.m.
5 p.m.
7 p.m. – 8 p.m.
Monday
Year 11 trip to Prague
Prague. Use the prompts and the Future Continuous
and the Future Perfect.
5 5C Complete the sentences about the Year 11 trip to
1 Students in the future will
ll be doing (do) more
project-based activities than now.
2
you
(finish) your essay
by 4 p.m.?
3 Students
(not use) paper textbooks in
20 years’ time.
4 At 1 p.m. we
(raise) funds for the
charity event. The fundraising
(finish)
by 3 p.m.
5 This time next month I
(trek) in Norway.
6 By 1 December my uncle
(retire) from
his position in a bank.
7 At 9 a.m. tomorrow Tom
(take) his
driving test.
8 We
(not update) our school website by
the end of this school year.
Continuous or Future Perfect form of the verbs in
brackets.
4 5C Complete the sentences with the correct Future
Exercise 5
2 will have
checked into the
student hostel
3 will be
sightseeing the
Old Town
4 will have
gone back to
the hostel
5 will be
having dinner
6 will be walking
to Petřín Hill
7 will be having
lunch in the Old
Town, will have
finished
181
8 will have come
back home
Exercise 4
2 will (you) have
finished
3 won’t be
using/won’t use
4 will be raising,
will have
finished
5 will be
trekking
6 will have
retired
7 will be taking
8 won’t have
updated
Exercise 3
2 will have
already found
3 will be
working
4 will be earning
5 will have been
promoted
6 will be
managing
7 will be
queuing
Exercise 1
2 am having
3 starts
4 are you
applying
5 Are you going
to spy/
Will you spy/Will
you be spying
6 will analyse/
am going to
analyse
7 will enjoy
8 will be
9 am seeing
10 probably
won’t keep
11 will celebrate
M02 High Note TB3 09593.indd 195
182
Exercise 4
2 We’ll call our
parents as soon
as we arrive at
the campsite.
3 You can
borrow my
bike as long as
you promise
to give it back
tomorrow.
4 I will take care
of your cat Kiko
provided you
leave enough
food for it.
Exercise 1
2 would fall in
love if I found
3 win the
competition,
we will go
4 went out
more, you
would have
5 were you,
I would not
look
6 spoke (more)
clearly, I would
be able
7 aren’t late, you
won’t fall out
195
29/08/2019 14:18
If you heat ice,
we will go to the beach.
I will be very happy.
If the weather is nice tomorrow,
If you come to the party,
would + infinitive
I’d
’d buy a sports car.
what would you do?
If + Past Simple,
If I won a lot of money,
If your best friend lied to you,
1 What will happen if you are late for a class?
2 What will you do if you get the highest mark in your
class in English?
3 What would you do if your best friend gave you
a present you didn’t like?
4 If you could have dinner with a famous person, who
would it be?
5 If you could change your name, what would it be?
6 What would you do if you won a car in a lottery?
conditional.
2 6A Answer the questions. Use the first or the second
1 You sleep too little. That’s why you are tired.
If you slept more, you would not be tired.
2 I might fall in love. I would have to find the right
person.
I
the right person.
3 It is very likely that my class will win the competition.
Then, we will go on a trip to Paris.
If we
on a trip to Paris.
4 You don’t have many friends because you don’t go out
and meet people.
If you
more friends.
5 In your situation, I would not look for advice on the
Internet.
If I
for advice on the Internet.
6 I cannot understand you because you don’t speak clearly.
If you
to understand you.
7 You might fall out with Brian. He hates it when you're
late.
If you
with Brian.
1 6A Write a conditional sentence for each situation.
We sometimes use were instead of was after I/he/she/it,
especially in more formal or written English and to give advice:
If she were my daughter, I’d buy her a present.
The result
The condition
Second Conditional
We use the second conditional to talk about unlikely or
impossible situations in the present or future.
1 Don’t show me the answers. I will try to do the
crossword myself first. (until/while) Don’t show me
the answers until I do the crossword myself first.
2 We will call our parents. We will arrive at the
campsite. (as soon as/unless)
3 You can borrow my bike. You must promise to give it
back tomorrow. (as long as/after)
4 I can take care of your cat Kiko. You must leave
enough food for it. (provided/when)
using the most suitable linking word in brackets. Add
extra words where necessary.
4 6D Rewrite each pair of sentences as one sentence,
1 When Alan asks me out, he is always on time.
2 If my best friend gets into trouble, I try to help her.
3 When I borrow money, I always give it back on time.
4 As soon as she tells a lie, she blushes.
5 When I finish doing homework, I feel relieved.
be borrow finish get tell
verbs from the box.
3 6D Complete the sentences with correct forms of the
Alternatives to if
In zero conditional sentences we can use when instead of if
with little or no change in meaning:
if when it’s sunny.
She always takes her dog to the beach if/
In zero conditional sentences we can also replace if with:
unless, as soon as, as long as, provided that, until, before, after.
• Unless is used instead of if + not. It means ‘if the condition
doesn’t happen or isn’t met’:
You shouldn’t mention this to anyone unless they are your
close friends. (if they aren’t your close friends)
• As soon as is used for conditions that are definitely going
to happen:
As soon as a child starts crying, I begin to feel irritated.
• As long as and provided that both mean ‘if the condition
is agreed or met’. We use them to stress the condition on
which something happens:
As long as you trust me, you can tell me about it.
Provided that this is safe, I can try it.
• Until, before and after are used if something happens at
a specific time:
I will wait until I have heard from you.
I want to get home before it gets dark.
I will talk to her after I get back from school.
They said they had to tidy their rooms.
→ had to
She said (that) she couldn’t remember
his name.
→ could
He said (that) he would write the
report then.
→ would
She said (that) she had confessed.
→ Past Perfect
He told me (that) he had crashed his
car.
→ Past Perfect
that day
the day before
the week before
the next/following day
yesterday
last week
tomorrow
I, we
my, our
Possessive
adjectives
his/her, their
he/she, they
a week/month/year ago a week/month/year before
then
today
that/those
now
there
Reported speech
this/these
Direct speech
here
Pronouns
Time
Location
Other changes
Imperatives
To report an imperative we use tell/ask someone to do something.
The negative is tell/ask someone not to do something:
’Remember!’ → She told me to remember.
’Don’t forget!’ → She told me not to forget.
These tenses and verbs don’t change:
Past Perfect/would/could/should/might
’I had lived here for ten years.’ → He said he had lived there for
ten years.
’I would like a glass of water.’ → She said she would like
a glass of water.
’You shouldn’t go there.’
→ He said I shouldn’t go there.
must
‘We must tidy our
rooms.’
can
I can’t remember his
name.’
will
‘I’ll write the report
now.’
Present Perfect
‘I’ve confessed!’
Past Simple
‘I crashed my car.’
→ Past Simple
Present Simple
She said (that) he needed a dictionary.
‘You need a dictionary.’
Present Continuous
→ Past Continuous
‘I’m watching the news.’
He said (that) he was watching the
news.
Reported speech
In reported speech the main verb ‘moves back’ one tense.
Direct speech
it melts.
If + Present Simple,
will + infinitive
if + Present Simple,
Reported speech
Present Simple
The condition
The result
The condition
We can report or repeat someone’s words using direct speech
or reported speech:
• direct speech: My spelling isn’t very good.
• reported speech: He said (that) his spelling wasn’t very good.
What happens when you press this button?
The result
Zero Conditional
First Conditional
7A Reported Speech: statements,
imperatives, time expressions
In all conditional sentences the if clause can come before or
after the result clause. When the if clause is first, it is followed
by a comma:
The grass gets wet if it rains. If it rains, the grass gets wet.
We use the zero conditional to talk about real situations that
are always true.
We use the first conditional to talk about situations that are
possible or likely to happen.
The First Conditional if clause is about the future, but we
always use the Present Simple, not will, after if:
If Lucy has (NOT will have)
have some free time, we’ll go out together.
6D The zero conditional and alternatives to if
6A The first and second conditionals
Grammar Reference and Practice
They wanted to know if/
if whether
I had always lived in the city.
They asked us when the article
would appear online.
’When will the article appear
online?’
Exercise 1
2 their video would go viral the following /the next week
3 the new season of that show had been a hit since the previous week’s premiere
4 more and more teenagers were watching films with English subtitles
5 the missing child had been found there, in Brighton
1 ‘You were right. The news story about a singing fish
was a fake.’
Amy admitted / pointed out that the news story about
a singing fish had been a fake .
2 ‘I think that our video will go viral next week.’
My friend predicted / complained that
.
3 ‘The new season of this show has been a hit since last
week’s premiere.’
My sister told me / agreed that
.
4 ‘You know, more and more teenagers are watching
films with English subtitles.’
Bob pointed out / promised that
.
5 ‘And the last news item. The missing child has been
found here, in Brighton.’
The newsreader warned / added that
.
the most suitable verb.
She wanted to know who I was.
’Who are you?’
1 7A Complete the sentences in reported speech. Choose
Reported questions
Direct questions
We use a question word such as who, what, when, where etc. to
report wh- questions.
Wh- questions
They kept asking me if/
if whether
I knew her.
’Have you always lived in the
city?’
Reported questions
’Do you know her?’
Direct questions
We use if or whether to report Yes/No questions.
Yes/No questions
When we report questions, we use an affirmative sentence
word order (not a question word order), so in reported
questions the subject comes before the verb:
I asked them why it was called the green room.
NOT I asked them why was it called the green room.
In reported questions, we change:
• tenses in the same way as for reported statements,
• location, pronouns, time references etc.
7E Reported questions
Reporting verbs
Say, tell and reply are the most common reporting verbs.
We can also use other reporting verbs: add, admit, agree, ask,
claim, complain, confess, explain, point out, predict, promise,
reply, say, tell, warn, wish:
He promised that it wouldn’t happen again.
She explained that her new phone had a great camera.
They complained that their new TV was broken.
Tell and say
Look at the different use of tell and say in these sentences:
Mary told Sue (that) she looked great in her new dress.
NOT Mary told (that) she looked great in her new dress.
John said (that) he had lost his wallet.
NOT John said him (that) he had lost his wallet.
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184
Exercise 4
2 if the art
teacher had
asked them to
do it or it had
been their idea
3 how many
people
had come
4 if they had
heard back from
the manager of
the shelter
5 if she would
be able to
see the play
one day
6 if she was
going to share
the video from
the event
online
7 when she
was planning
to come and
visit her
Exercise 3
2 what I had
said to
the reporter
3 whether I had
watched all of
the episodes
4 if I wanted to
write a news
report for the
school paper
5 what she was
interested in
Exercise 2
2 could not
imagine
3 had been
4 had got
tired of
5 loved
6 wanted
7 could perfectly
understand
8 should do
9 had put (his
phone) away
10 had started
talking
11 must be/had
to be
12 was still
13 had
I heard you 1decided to get rid of your
smartphone? Incredible! Most pop stars
2
can’t imagine their lives without their
phones.
I don’t think so. 12I’m still on Instagram and I
have an old low-tech phone so they can call
me. Well, if they have my number, that is!
So good luck with your New Year’s
resolutions!
Reporter
Pop singer
1 I asked my friend what time the show was on
(the show/what time/was on/my friend).
2 He wanted to know
(to/had said/what/the reporter/I).
3 My friend kept asking me
(had watched/I/all of the episodes/whether).
4 The teacher asked me
(I/
wanted/a news report/to write/if/for the school paper).
5 The reporter asked my friend
(she/interested/what/was/in).
questions.
3 7E Reorder the words in brackets to make reported
The reporter started the interview by pointing out that
the pop singer 1had decided to get rid of his smartphone.
He added that most pop stars
2
their lives without
their phones. The pop singer explained that it
3
his New Year’s resolution
answering
and that he 4
fifty messages every morning. Then he added that
5
his fans he
although he
6
to wake up and have a cup of
tea just like most people do. The reporter admitted that
him and told the pop singer
he 7
the same. The pop
that he 8
singer encouraged him to try getting rid of his phone.
He explained that the moment he 9
to people,
his phone, he 10
rather than grabbing his phone and snapchatting. The
reporter commented that the pop singer’s fans
11
very upset. The artist didn’t
agree with the reporter and explained that he
12
Instagram and
13
an old low-tech phone. He
joked that his fans could call him if they had his number.
Reporter
I bet all your fans 11 must be very upset!
Pop singer
13
I 7can perfectly understand you! I 8should
do the same, actually.
Do it and you’ll love it it. The moment I
9
put my phone away I 10started
tarted talking to
people, rather than grabbing my phone
and snapchatting.
Reporter
Pop singer Well, it 3was my New Year’s resolution.
I 4got tired of answering 50 messages every
morning! I 5love my fans but I 6 want to wake
up and have a cup of tea, like most people.
Reporter
the underlined parts of the dialogue.
2 7A Read the conversation. Complete the text to report
report the underlined questions.
1 Katherina wanted to know whyy they had changed the
name of the play into Great Adventure.
Adventure
2 She then asked Melanie
.
3 She also asked her friend
.
4 She wanted to know
.
5 She asked
.
6 She then asked
.
7 Finally, she wanted to know
.
Katherina
Love,
visit me?
question before I go: 7when are you planning to come and
event online? Please do, I’d love to see it! Just one more
play one day?
day 6Are you going to share the video from the
5
effort and time you spent on it. Will I be able to see the
I think you did a fantastic job and it was worth all the
heard back from the manager of the shelter?
shelter
raised a nice sum to help the animal shelter. 4Have you
came? Was it 105 or 165, or more? It looks like you have
the tickets to watch the show. Wow! 3How many people
The article says that more than 100 people had bought
2
Did the art teacher ask you to do it or was it your idea?
idea
into Great Adventure? I liked the original title very much.
But tell me, 1why have you changed the name of the play
The article says it was a great success. Congratulations!
charity play that your drama club had been working on.
I’ve just checked your school website and read about the
Adverts
Your
package
can/can't
must/mustn't
may/may not
should/
shouldn't
will be/won’t
be
has been/
hasn’t been
were being/
weren’t being
was/wasn’t
are being /
aren’t being
be
banned
delivered
used
cleaned
filmed
driven
made
in
schools.
before
noon.
for years.
when the
inspector
arrived.
in June.
to the
airport
today.
in
Germany.
Get is more informal than have and is not normally used with
the Present Perfect tense:
I got my bike repaired. (at a bike shop)
When are we getting our meal served?? (at the restaurant)
When we pay someone to do a job for us instead of doing it
ourselves, we use have/get
get + object + past participle:
I have my hair cut every month.
They’re having the house designed by an architect.
We have had our flight confirmed.
You should have that car serviced.
8F Have/Get something done
We use by to say who or what does/did the action:
This logo was designed by a famous artist.
We use the passive when:
• the action is more important than the person or thing that
does the action:
The parcel will be delivered on Monday.
• we don’t know who does/did the action:
The documents have been stolen from the office.
• we need to describe a process:
First, the seeds are put into large sacks and then they are
delivered to the factory.
• we want to be formal:
You will be met tomorrow by our designer.
Modal verbs
Future with
will
The gym
The rooms
Past
Continuous
Present
Perfect
The
commercial
The guests
Past Simple
Present
Continuous
is/isn’t
Present
Simple
Hi, Melanie!
This car
to be
Passive
tense
Past
Participle
To form the passive, use the verb to be + the Past Participle.
8A The passive
From: Katherina
To: Melanie
4 7E Read the email. Complete sentences 1−7 below to
Grammar Reference and Practice
are sold
is used
can the world’s largest
(use) to
(use) to
a the USA b the UK c Germany
6 Where teddy bear collection be found (the world’s largest
teddy bear collection/can/find)?
c New York, new life
b I love New York
a New York is my love
5 Which slogan
has been chosen
promote New York City since 1977?
a 300 grams b 500 grams c 1 kg
4 How much cotton
make a shirt?
a 1.1 billion b 1.9 billion c 2.1 billion
3 How many drinks of cola
(be/sell) each day worldwide?
c in Germany
b in England
a in the USA
2 Where was the first hamburger made (the first hamburger/
make)?
c the last Sunday in November
b the last Saturday in November
a the last Friday in November
1 When is Buy Nothing Day celebrated (Buy Nothing Day/
celebrate) in Europe each year?
brackets in the correct passive form. Then do the quiz.
Check your answers at the bottom of the page.
2 8A Complete the quiz questions with the words in the
7 At 5 p.m. trucks with electronic goods
were still being unloaded / were still unloading.
6 My tweet about saving money has been shared /
has shared by 200 people so far.
5 When had been / were the photos taken? Last week or
last year?
4 I was given / gave this shirt for my birthday.
3 Can’t be done anything / Can’t anything be done about
vending machines at school? They keep breaking
down, so the sooner the better.
2 Do you think food adverts for children
should be banned / must be banned? They usually
promote unhealthy snacks.
1 Your pizza will be ready in a minute. It is baked /
is being baked now.
sentences.
1 8A Choose the correct option to make passive
Quiz answers: 1a 2a 3b 4a 5b 6a
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We cannot
use get in
sentence 3.
186
Exercise 5
2 am having/
getting a new
dishwasher
installed
3 Have you had
your garden
tidied
4 have/get my
suit cleaned
5 have/get the
car washed
Exercise 4
2 have had our
flat redecorated
3 am going to
have my hair
dyed
4 should have
their company
account on
social media
managed
5 have never
had my
shopping
delivered
6 has her house
cleaned 7 had
your ears
pierced
Exercise 3
2 is visited
3 are listed
4 was bought
5 have been
made
6 was bought
7 are added/are
being added
8 can be made
9 will be used
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1 When was the last time you had/got
d/got your room painted
(your room/paint)?
2 What is this plumber doing in your kitchen?
Oh, I
(a new dishwasher/install).
3
(you/garden/tidy)? It looks so lovely and
clean now.
4 I must go to the cleaners. I need to
(my suit/
clean) by Tuesday.
5 I’d like to
(the car/wash) by midday.
done. In which sentence can’t you use get?
5 8F Complete the sentences with have/get something
1 My family dentist took my front tooth out yesterday.
I had my front tooth taken out by my family dentist.
2 Someone has redecorated our flat.
We
.
3 My friend is going to dye my hair.
I
.
4 My parents should ask someone to manage their
company account on social media.
My parents
.
5 I have never asked anybody to deliver my shopping.
I
.
6 My granny asks someone to clean her house every week.
My granny
every
week.
7 Have you asked a beautician to pierce your ears?
Have you
by a beautician?
same as the first. Use have/get something done.
4 8F Complete the second sentence so that it means the
The world’s largest online market, eBay,
1
was launched (launch) by Pierre Omidyar from
California in 1995. It started as a small project, but
now, eBay 2
(visit) every day by over 250
million users who can choose from more than a billion
products that 3
(list) there.
The first item sold on eBay was a broken laser pointer
that Omidyar was going to throw away. Instead, it
4
(buy) by a collector for $14,834. Since then,
one of the highest transactions that 5
(make)
on eBay was a 405-feet-long yacht. It 6
(buy)
in 2017 by the billionaire investor, Warren Buffet, for
a staggering sum of $2,679 million!
eBay is growing bigger and bigger and more
categories of products 7
(add) each month.
Now all transactions 8
(can make) on mobile
devices, too. The future of eBay looks promising, but
some market specialists worry that the website
9
(use) mainly by big companies rather than
individual collectors.
correct passive form.
3 8A Complete the text with the verbs in brackets in the
Yes, I would have. / No, I wouldn’t
have.
If he had asked you to marry
him, would you have said yes?
We use:
• I wish/If
If only + the Past Simple for regrets in the present:
I wish people cared more about the environment.
If only we were still on holiday.
• I wish/If
If only + the Past Perfect for regrets about the past:
I wish I had studied harder.
If only I had gone to bed earlier yesterday.
• I wish/If
If only + would + infinitive to talk about a present
situation that we would like to be different, often when
we find it annoying. It usually refers either to other people
or things we can’t change or control:
I wish you wouldn’t bite your nails.
If only it would stop raining.
We use wish/if
if only to talk about wishes and regrets – things
that we would like to be different but that are impossible or
unlikely to change. If only tends to have a stronger meaning
than I wish.
9D I wish/If
If only for regrets
The main clause often has would have. You can also use
could have or might have to show that there was a possibility
of the imagined result.
If you had called me, I might/could have been able to help.
What would you have done if you had been me?
Wh-questions
she wouldn’t have become a doctor.
Short answers
If she hadn’t studied biology,
I would have had better career
opportunities.
If I had gone to a better
university,
Yes/No questions
would (could/might) have +
Past Participle
The result
If + Past Perfect,
The condition
We use the third conditional to talk about unreal or
hypothetical situations in the past. We often use it to express:
• blame: If you had worked harder, you would have passed
the exam. (You didn’t work hard and as a result you didn’t
pass the exam.)
• regret: If we’d arrived earlier, we would have parked near
the entrance. (We arrived late, we parked far from the
entrance.)
• relief: If we hadn’t left early, we would have been late for
the film. (We left early, we weren’t late for film.)
9A The third conditional
Grammar Reference and Practice
1 Iff you hadn’t
dn’t lost your wallet (lose/not/your wallet),
you yo
you would’ve had much more fun (have/much
more fun) on your last vacation.
2 What
(can/happen) to life on
Earth if dinosaurs
(not die) out?
3 What
(happen) if Columbus
(not discover) America?
4 If you
(meet) your favourite
actor on your way to school today, what
(you say) to him/her?
forms. Then answer the questions.
3 9A Complete the questions with the third conditional
1 The hotel was destroyed by an avalanche. A lot of
people were injured.
If the hotel hadn’t been destroyed by an avalanche,
nobody would have been injured.
2 The plane couldn’t take off due to bad weather.
If
good, the plane
off.
3 The man didn’t drown because the lifeguard swam
very fast.
The man
if the lifeguard
very fast.
4 The family left the forest after the warnings so they
didn’t get hurt in the forest fire.
The family could
in the forest fire,
if they
the forest on time.
5 You caught me when I fell on the slope so I didn’t
break my leg.
If you
when I fell on the slope, I might
my leg.
6 The city was flooded after the heavy rainfall.
The city
if the rain
so heavy.
2 9A Write a third conditional sentence for each situation.
A We’re so lucky! Now, that we’ve got your backpack
with money and documents in it we can start enjoying
our holidays in the Alps!
uld/could have
B Absolutely! Can you imagine what 1would/could
(reach) the chalet
happened (happen) if we 2
five minutes later?
(miss) the chalet owner!
A Don’t tell me! We 3
When we got there, he was about to drive down to
the local police with our stuff.
(not learn) German at
B I know. And if you 4
(not be) able to explain to him
school, we 5
(not get) our
what had happened and we 6
things back.
A True. I still can’t believe nobody took the backpack.
You had left it on the bench in front of the chalet.
(not beg) me to take a
B I’m sorry, but if you 7
(not put)
photo of you and the mountains, I 8
it on that bench. I had to open it to get my phone from
the bag!
(can/hold) it for you if you 10
(ask) me!
A I9
(not
B Let’s stop blaming each other. If we 11
(finish)
find) the backpack, our holidays 12
that afternoon.
1 9A Complete the dialogue using the third conditional.
1 Which famous person do you wish you could meet
(can meet) one day?
2 What special abilities do you wish you
had
(have)?
3 What do you wish people wouldn’t do (not do)
to the environment?
4 What do you wish you hadn’t done (not do) last
week?
5 What do you wish your parents would not ask
(not ask) you to do every single day?
verbs in brackets. Then answer the questions in pairs.
6 9D Complete the questions with the correct form of the
1 It would be nice if my dog was able to fetch toys. COULD
I wish my dog could fetch toys.
2 What a pity we forgot the insect repellent. HADN’T
If only we hadn’t forgotten the insect repellent.
3 I regret not learning to swim when I was a child. HAD
I wish I had learnt/learned to swim when
I was a child.
4 It’s a shame you don’t sort the rubbish! WOULD
I wish you would sort the rubbish.
5 I would love to have more time for my friends. HAD
If only I had more time
for my friends.
6 Don’t play your music so loud! WISH
I wish you wouldn’t play your music so loud.
7 I regret saying that you are lazy. SAID
I wish I
you are lazy.
hadn’t said that
so that it means the same as the first one. Use between
two and five words, including the word in bold.
5 9D Complete the second sentence using the word in bold
1 Your friend had asked you to look after her flowers
while she was away. You didn’t, so they died.
If only I had looked after your flowers.
flowers
2 You don’t like to do the washing up but you have to
do it every day.
I wish I
.
didn’t have to do the washing up
3 Your best friend never remembers your birthday!
It upsets you a lot.
I wish she
.
would remember my birthday
4 Your flatmate is always bringing plastic bags from the
supermarket when he goes shopping! You think this is
very irresponsible.
If only he wouldn’t bring plastic bags from the supermarket .
5 You can’t cook like a chef and you would like to.
If only I
.
could cook like a chef
6 You spent a fortune on a new mobile phone and you
are not satisfied with it.
I wish I hadn’t spent a fortune on this/my new mobile phone .
4 9D Complete the sentences using the correct tense.
187
Exercise 3
2 What could
have happened
to life on Earth if
dinosaurs hadn’t
died out?
3 What would
have happened
if Columbus
hadn’t
discovered
America?
4 If you had met
your favourite
actor on your
way to school
today, what
would you have
said to him/
her?
Exercise 2
2 the weather
had been, would
have taken
3 would/could
have drowned,
hadn’t swum
4 have got hurt,
hadn’t left
5 hadn’t caught
me, have broken
6 wouldn’t have
been flooded,
hadn’t been
Exercise 1
2 had reached
3 would have
missed
4 hadn’t learnt/
learned
5 wouldn’t
have been
6 wouldn’t
have got
7 hadn’t begged
8 wouldn’t
have put
9 could
have held
10 had asked
11 hadn’t found
12 would have
finished
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Sometimes more than one answer is correct.
have broken
have sent
have forgotten
must
may
can’t
They
She
You
your password.
the email.
the window.
We use:
• must have to express a strong belief that something
happened:
You must have lost your mobile phone at the restaurant.
= It is almost certain that you lost your phone at the
restaurant.
The house is dark, so they must have gone out.
• can’t have/couldn’t have to express a strong belief that
something didn’t happen:
He can’t have gone home.
= It's impossible that he went home.
She couldn’t have swum across the sea.
• might have/may have/could have when we think that it’s
possible that something happened:
He might have lost his car keys.
It's possible that he lost his car keys.
She may have missed the bus.
They could have gone to Italy.
have + Past Participle
Modal auxiliary
When speculating about a past situation or event, we use
a modal verb + have + the past participle form of the main
verb.
10C Modal verbs for speculating about the
past
After may/might/could we can use a continuous form
(be + ing form):
The man might/could/may be lying. (Perhaps he is not telling
the truth.)
B Well, you never know. He 6 might or might not be
one of the suspects. We must wait and see what
happens.
When we speculate, the negative of must is can’t, not
mustn’t:
It must be true. (I’m sure it is.)
No, it can’t be true. (I’m sure it isn’t.) NOT mustn’t be.
be
Exercise 2
1 can’t be sleeping now 2 can’t be a burglar, must/might be running
3 might/must be feeling guilty, can’t be telling the truth
4 must have a very good job, can’t be her car
1 The lights are on in your friend’s house but she isn’t
answering the door.
A She must
st be watching her favourite show (watch/
favourite/show). It’s on now.
B She
(sleep/now). It’s 7 p.m.
and she never goes to bed before midnight.
2 You wake up in the middle of the night. You hear
a strange noise.
A It
(be/burglar). All the doors
and windows in the house are locked.
B My cat
(run) up and down the
stairs. He’s full of energy at night.
3 The witness who is answering the judge’s questions
seems very nervous and he’s speaking very quietly.
A He
(feel/guilty).
B He
(tell/truth). Otherwise,
he wouldn’t be so nervous.
4 You see a neighbour driving a very expensive car.
A She
(have/very good job) and
a high salary.
B This
(be/she/car). I saw her this
morning in a different car.
correct form of the words in brackets. Sometimes more
than one answer is correct.
2 10A Complete the sentences with modal verbs and the
A You 9 can’t be serious! Timmy neither looks nor
speaks like a lawyer!
might/
B I’m not sure but I think he 7 could be in his room
8
upstairs. He might/couldbe rehearsing his role for the
school play. He plays a lawyer who is defending
a serial criminal.
3 A Where’s Timmy?
2 A What are these police officers doing outside my
neighbour’s house?
could/
B I suppose they 4 might be watching the area.
There’s been a number of pickpocketing incidents
around here.
B No, it 1can’t
n’t be her. She’s blond. Oh, I know!
It 2 must be SoSo, this famous YouTuber.
might/
A Well, yeah… I guess it 3 could be her. She looks
a bit older, though.
A I can’t believe Mr Dilks 5 can’t be involved with
them! He’s such an honest man.
1 A Who is this woman in the photo? Is it the famous
actress who played an undercover MI6 agent in
Atomic Blonde?
1 10A Complete the dialogues with modal verbs.
• When we’re almost certain something is true, we use must:
They live in a big house – they must earn a lot of money.
Jane must be happy working as a police detective.
• When we think something is possible, we use could/
might may (might is slightly less probable than could or
might/
may):
You could be a witness of a crime.
She might be innocent.
It may get windy tomorrow.
• When we’re almost certain something isn’t possible, we
use can’t:
He can’t be a professor – he’s only eighteen years old.
She can’t be abroad. I’ve just seen her!
We use must, could, might, may and can’t to say how certain
we are about something in the present.
10A Modal verbs for speculating about the
present
Grammar Reference and Practice
9
8
.
.
1 Someone mayy have tried (may/try) to steal Hanna’s
TV set.
2 Hanna must have forgotten (must/forget) to close the
balcony door. It was open when she came back home.
3 The thief can’t have worked (can’t/work) on his/her
own. The TV was too heavy to carry for one person.
4 The thieves might have got (might get) scared.
That’s why they left the TV in the garden.
5 The neighbour must have heard (must/hear)
something. The thieves must have made a lot of noise
when they were escaping.
6 The footprints may have been left (may/leave) by the
thief or anyone from Hanna’s family.
7
.
Hanna lives in a quiet neighbourhood where crimes,
even petty ones, rarely happen. One day, however,
when she got back home, a neighbour called her to
say there was a big black TV set lying in her garden.
Hanna was very surprised to see that it was her own
TV set. She immediately called the police. They
interviewed Hanna’s neighbours, but none of them
had noticed anything unusual. However, the officers
found some footprints in the garden. What might
have happened?
What might have happened?
with the correct form of the words in brackets. Then
write three predictions of your own about what might
have happened.
3 10D Read the text and complete sentences 1−6 below
word in bold.
1 I am sure that the woman was at the crime scene.
The police found her earring there. MUST
She must have been at the crime scene.
2 Perhaps the man took part in the bank robbery.
He suddenly became very rich. MIGHT
He
in the bank robbery.
3 I’m sure that woman did not mean to hurt your cat.
She likes animals. CAN’T
That woman
to hurt your cat.
4 My neighbour was at home. Maybe she saw the
thieves. COULD
My neighbour
the thieves.
5 I’m sure the burglar received a suspended sentence.
It was his first offence. MUST
The burglar
a suspended sentence.
6 It’s impossible that you have forgotten the man’s
name. I only told you the story five minutes ago. CAN’T
You
the man’s name.
7 I can’t find my purse. The only explanation is that I had
left it in the shop. MUST
I
my purse in the shop.
8 It’s possible that Emma didn’t hear the burglars. She
was watching TV. MAY
Emma
the burglars.
4 10D Complete a sentence for each situation, using the
189
Exercise 4
2 might have
taken part
3 can’t have
meant
4 could
have seen
5 must have
received
6 can’t have
forgotten
7 must have left
8 may not have
heard
199
M02 High Note TB3 09593.indd 199
29/08/2019 14:18
190
leave /liːv/
lend /lend/
let /let/
lie /laɪ/
learn /lɜːn/
drink /drɪŋk/
drive /draɪv/
eat /iːt/
fall /fɔːl/
feed /fiːd/
feel /fiːl/
fight /faɪt/
find /faɪnd/
fly /flaɪ/
forbid /fəˈbɪd/
forget /fəˈget/
forgive /fəˈgɪv/
freeze /friːz/
get /get/
give /gɪv/
go /gəʊ/
grow /grəʊ/
have /hæv/
hang /hæŋ/
hear /hɪə/
hide /haɪd/
hit /hɪt/
hold /həʊld/
hurt /hɜːt/
keep /kiːp/
know /nəʊ/
lead /liːd/
lean /liːn/
burst /bɜːst/
buy /baɪ/
catch /kætʃ/
choose /tʃʊːz/
come /kʌm/
cost /kɒst/
creep /kriːp/
cut /kʌt/
deal /diːl/
dig /dɪg/
do /duː/
draw /drɔː/
dream /driːm/
awake /əˈweɪk/
be /biː/
beat /biːt/
become /bɪˈkʌm/
begin /bɪˈgɪn/
bet /bet/
bite /baɪt/
bleed /bliːd/
blow /bləʊ/
break /breɪk/
bring /brɪŋ/
build /bɪld/
burn /bɜːn/
5.71
awoke /əˈwəʊk/
was/were /wɒz/wɜː/
beat /biːt/
became /bɪˈkeɪm/
began /bɪˈgæn/
bet /bet/
bit /bɪt/
bled /bled/
blew /bluː/
broke /brəʊk/
brought /brɔːt/
built /bɪlt/
burned /bɜːnd/
or burnt /bɜːnt/
burst /bɜːst/
bought /bɔːt/
caught /kɔːt/
chose /tʃəʊz/
came /keɪm/
cost /kɒst/
crept /krept/
cut /kʌt/
dealt /delt/
dug /dʌg/
did /dɪd/
drew /druː/
dreamed /driːmd/
or dreamt /dremt/
drank /dræŋk/
drove /drəʊv/
ate /et/
fell /fel/
fed /fed/
felt /felt/
fought /fɔːt/
found /faʊnd/
flew /fluː/
forbade /fəˈbæd/
forgot /fəˈgɒt/
forgave /fəˈgeɪv/
froze /frəʊz/
got /gɒt/
gave /geɪv/
went /went/
grew /gruː/
had /hæd/
hung /hʌŋ/
heard /hɜːd/
hid /hɪd/
hit /hɪt/
held /held/
hurt /hɜːt/
kept /kept/
knew /njuː/
led /led/
leaned /liːnd/
or leant /lent/
learned /lɜːnd/
or learnt /lɜːnt/
left /left/
lent /lent/
let /let/
lay /leɪ/
Irregular Verbs
awoken /əˈwəʊkən/
been /biːn/
beaten /ˈbiːtn/
become /bɪˈkʌm/
begun /bɪˈgʌn/
bet /bet/
bitten /ˈbɪtn/
bled /bled/
blown /bləʊn/
broken /ˈbrəʊkən/
brought /brɔːt/
built /bɪlt/
burned /bɜːnd/
or burnt /bɜːnt/
burst /bɜːst/
bought /bɔːt/
caught /kɔːt/
chosen /ˈtʃəʊzən/
come /kʌm/
cost /kɒst/
crept /krept/
cut /kʌt/
dealt /delt/
dug /dʌg/
done /dʌn/
drawn /drɔːn/
dreamed /driːmd/
or dreamt /dremt/
drunk /drʌŋk/
driven /ˈdrɪvən/
eaten /ˈiːtən/
fallen /ˈfɔːlən/
fed /fed/
felt /felt/
fought /fɔːt/
found /faʊnd/
flown /fləʊn/
forbidden /fəˈbɪdn/
forgotten /fəˈgɒtn/
forgiven /fəˈgɪvən/
frozen /ˈfrəʊzən/
got /gɒt/
given /ˈgɪvən/
gone /gɒn/
grown /grəʊn/
had /hæd/
hung /hʌŋ/
heard /hɜːd/
hidden /ˈhɪdn/
hit /hɪt/
held /held/
hurt /hɜːt/
kept /kept/
known /nəʊn/
led /led/
leaned /liːnd/
or leant /lent/
learned /lɜːnd/
or learnt /lɜːnt/
left /left/
lent /lent/
let /let/
lain /leɪn/
wrote /rəʊt/
/wɪðˈdruː/
/wɪðˈdrɔː/
write /raɪt/
upset /ˌʌpˈset/
woke /wəʊk/
wore /wɔː/
won /wʌn/
withdrew
upset /ˌʌpˈset/
wake /weɪk/
wear /weə/
win /wɪn/
withdraw
written /ˈrɪtn/
/wɪðˈdrɔːn/
upset /ˌʌpˈset/
woken /ˈwəʊkən/
worn /wɔːn/
won /wʌn/
withdrawn
/ˌʌndəˈstʊd/
/ˌʌndəˈstænd/
/ˌʌndəˈstʊd/
lighted /ˈlaɪtəd/
or lit /lɪt/
lost /lɒst/
made /meɪd/
meant /ment/
met /met/
overcome /ˌəʊvəˈkʌm/
paid /peɪd/
put /pʊt/
read /red/
ridden /ˈrɪdən/
rung /rʌŋ/
risen /ˈrɪzən/
run /rʌn/
said /sed/
seen /siːn/
sought /sɔːt/
sold /səʊld/
sent /sent/
set /set/
shaken /ˈʃeɪkən/
shone /ʃɒn/
shot /ʃɒt/
shrunk /ʃrʌŋk/
shown /ʃəʊn/
shut /ʃʌt/
sung /sʌŋ/
sunk /sʌŋk/
sat /sæt/
slept /slept/
smelled /smeld/
or smelt /smelt/
spoken /ˈspəʊkən/
speeded /ˈspiːdəd/
or sped /sped/
spent /spent/
spilled /spɪld/
or spilt /spɪlt/
split /splɪt/
spoiled /spɔɪld/
or spoilt /spɔɪlt/
spread /spred/
stood /stʊd/
stolen /ˈstəʊlən/
stuck /stʌk/
struck /strʌk/
swept /swept/
swum /swʌm/
swung /swʌŋ/
taken /ˈteɪkən/
taught /tɔːt/
torn /tɔːn/
told /təʊld/
thought /θɔːt/
thrown /θrəʊn/
understood
lighted /ˈlaɪtəd/
or lit /lɪt/
lose /luːz/
lost /lɒst/
make /meɪk/
made /meɪd/
mean /miːn/
meant /ment/
meet /miːt/
met /met/
overcome /ˌəʊvəˈkʌm/ overcame /ˌəʊvəˈkeɪm/
pay /peɪ/
paid /peɪd/
put /pʊt/
put /pʊt/
read /riːd/
read /red/
ride /raɪd/
rode /rəʊd/
ring /rɪŋ/
rang /ræŋ/
rise /raɪz/
rose /rəʊz/
run /rʌn/
ran /ræn/
say /seɪ/
said /sed/
see /siː/
saw /sɔː/
seek /siːk/
sought /sɔːt/
sell /sel/
sold /səʊld/
send /send/
sent /sent/
set /set/
set /set/
shake /ʃeɪk/
shook /ʃʊk/
shine /ʃaɪn/
shone /ʃɒn/
shoot /ʃuːt/
shot /ʃɒt/
shrink /ʃrɪŋk/
shrank /ʃræŋk/
show /ʃəʊ/
showed /ʃəʊd/
shut /ʃʌt/
shut /ʃʌt/
sing /sɪŋ/
sang /sæŋ/
sink /sɪŋk/
sank /sæŋk/
sit /sɪt/
sat /sæt/
sleep /sliːp/
slept /slept/
smell /smel/
smelled /smeld/
or smelt /smelt/
speak /spiːk/
spoke /spəʊk/
speed /spiːd/
speeded /ˈspiːdəd/
or sped /sped/
spend /spend/
spent /spent/
spill /spɪl/
spilled /spɪld/
or spilt /spɪlt/
split /splɪt/
split /splɪt/
spoil /spɔɪl/
spoiled /spɔɪld/
or spoilt /spɔɪlt/
spread /spred/
spread /spred/
stand /stænd/
stood /stʊd/
steal /stiːl/
stole /stəʊl/
stick /stɪk/
stuck /stʌk/
strike /straɪk/
struck /strʌk/
sweep /swiːp/
swept /swept/
swim /swɪm/
swam /swæm/
swing /swɪŋ/
swung /swʌŋ/
take /teɪk/
took /tʊk/
teach /tiːtʃ/
taught /tɔːt/
tear /teə/
tore /tɔː/
tell /tel/
told /təʊld/
think /θɪŋk/
thought /θɔːt/
throw /θrəʊ/
threw /θruː/
understand
understood
light /laɪt/
Is it possible to look more intelligent than you are?
In fact, there are many ways to appear smarter
and boost your 1 confidence in relations with other
people. One way has to do with physical
2
and clothing. Studies have shown that
people who wear formal outfits are seen as
more intelligent – but 3
interesting than
those who wear casual clothes. The colour of
your clothes also 4
. Black, for example,
is associated with being clever while red with
being arrogant. In fact, choosing smart, 5
outfits in ‘boring’ colours such as, for example,
black, grey, beige and white can help you
increase your IQ by a few points. It is also true
of glasses. They were not fashionable in the past,
but now this trend 6
. Nowadays many
people wear glasses in order to look more
honest, trustworthy and intelligent.
How to appear more intelligent
appear change confident little look style
matter much
the box. There are two extra words.
2 Complete the text with the correct form of the words in
1 Clare is the best singer in school. BETTER
No one in our school sings better than Clare.
2 There are very few occasions when Peter gets dressed
up. HARDLY
Peter
dressed up.
3 Celebrity shows are more and more popular these
days. GETTING
Celebrity shows
more and more
popular these days.
4 Do you know how many people join the fashion
design courses each year? PART
Do you know how many people
the fashion design courses each year?
5 Checked jackets, which were once trendy, are back in
fashion this winter. STYLE
Checked jackets
this winter.
6 My friend wants to start a blog about fashion. SET
My friend
a blog about fashion.
7 Who is the owner of this handbag? BELONG
Who
to?
8 I admire people who are kind and fair to others. LOOK
I
who are kind and fair to others.
so that it means the same as the first one. Use between
two and five words, including the word in bold.
1 Complete the second sentence using the word in bold
Unit 1
Use of English
from the words in bold.
1 a develops
b has been developing c is developing
2 a putting
b to put
c put
3 a make
b get
c take
4 a robots
b devices
c systems
5 a have made b make
c are making
6 a allows
b succeeds
c lets
*A situation in which computer-generated information or images
are combined with things in the real world.
If you have ever tried to catch Pokemons on your
mobile, you will have a vague idea what augmented
reality (AR) is. But AR isn’t used just for playing games.
for some time
This innovative technology 1
now, and it is bringing huge profits. It appeals
their
especially to people who can’t imagine 2
smartphones down. However, some psychologists
control of our lives and
fear that it may soon 3
we might not be able to function in the real world
such as smartphones
without it. A lot of modern 4
and tablets already make use of AR. We can download
an app to browse the world around us just like we
it
browse the web. Recently some companies 5
possible to see their products in 3D models in their
own physical world. One of them is IKEA, whose app
6
customers visualise what their furniture will
look like in their own living rooms. AR technology
is developing so fast that we will soon take it for
granted.
Augmented
Au
gmented re
reality
ality**
2 Choose the correct words a–c to complete the text.
1 My knowledge (KNOW) of astrology is very limited.
I don’t know much about the galaxies in the universe.
2 The scientist’s new
(CREATE) can help
us understand dreams.
3 It is believed that the blue light from screens causes
sleep
(ORDER).
4 We had a
(AGREE) about the role of
computers in education. Everyone was of a different
opinion.
5 I have finally found a computer that meets all my
(REQUIRE).
6 No one wants to take
(RESPONSIBLE)
for the failure of this project.
7 Winning the science competition is one of his greatest
(ACHIEVE).
8 The main
(ENTER) to the building is
monitored by CCTV cameras.
1 Complete the sentences with the correct words formed
Unit 2
191
Unit 2
Exercise 1
2 creation/
creations
3 disorder/
disorders
4 disagreement
5 requirements
6 responsibility
7 achievements
8 entrance
Unit 1
Exercise 2
2 appearance
3 less
4 matters
5 stylish
6 is changing
Unit 1
Exercise 1
2 hardly
ever gets
3 are getting
4 take part in
5 are coming
back into style /
are in style
again
6 wants to set up
7 does this
handbag belong
8 look up to
people
M02 High Note TB3 09593.indd 200
192
Unit 4
Exercise 1
2 has been able
3 to take
4 allowed to
5 didn’t have/
need to
6 (which) I
borrowed /
borrowed
7 whose bike
helmet
Unit 3
Exercise 1
2 used to order a
meal/meals
3 was working
out in the gym
4 was trying to
set fire to
5 did you use
to play
6 didn’t/did not
qualify for the
final(s)
7 soon as the
teacher entered
8 gave up
junk food
200
29/08/2019 14:18
1 a would
2 a Soon
3 a track
4 a wasn’t using
5 a sprained
6 a with
7 a get
b could
b Until
b machine
b hadn’t used
b pulled
b on
b be
c should
c The moment
c equipment
c used to
c dislocated
c in
c keep
I was nervous before my first personal training
session as I didn’t know what to expect. I tried to
keep fit but I didn’t have any training routine.
I1
go to the gym to do some exercise twice
a week, but didn’t feel much fitter. 2
I arrived
at the club, I was greeted by David, my new fitness
3
coach. He explained to me how the
works and
how to warm up. David was really motivating and
encouraging. He showed me the best techniques
to lift weights and do push-ups. David also showed
me how to use the Bosu ball. I 4
the ball before
I joined the club and I wasn’t sure what to do with it.
But it was great fun! The day after the session I had
a sore feeling in my body. I was afraid I had 5
a muscle but my coach explained to me that it often
happens after a workout. He also told me that if I
want to build muscles, I should have meals which are
high 6
protein. Working with a personal trainer
was a really rewarding experience – it really helped
7
me to
into shape fast.
My first personal
training
aining session
2 Choose the correct words a–c to complete the text.
1 When I joined the ‘Young chef competition’,
I had
d already finished (already/finish)
a cookery course.
2 My older sister
(use/order/meal)
at a fast food restaurant every Saturday but now she
eats only homemade food.
3 I sprained my wrist while I
(work/
gym) on Saturday.
4 The boy burnt his hand while he
(try/set fire) an old garden shed.
5 When you were a kid,
(you/use/play)
any team sports?
6 Our team played very well but they still
(not/qualify/final) of the school basketball
championships.
7 The students stopped talking as
(soon/
teacher/enter) the classroom.
8 I lost ten kilos when I
(give/junk
food) and fizzy drinks.
If your passport does go missing, 8 the first thing
to do is to get it cancelled, even if you hope that it
will be found. Cancelling the passport as 9 soon as
possible is the best way to guarantee that no one
else will use it illegally.
So if you want to avoid having trouble, you ought to
take some steps before you set 3 off/out on your trip.
It is a good idea to scan and print your passport and
other forms of identification and leave copies with
a family member or a close friend. 4 This could
save you time and money if the worst happens.
You 5should/maynot, under no circumstances, carry the
copies of the documents with you. Otherwise the
person 6 who steals them will have more than he
or she has ever dreamt of having. It’s also a good idea
to travel with an extra passport photo in case you
7
have/need to apply for an emergency travel document.
A passport is one of the most valuable things we
pack when we go 1 on holiday abroad. If it gets
lost or stolen, you won’t be 2 able to hire a car or,
at worst, return home.
WHAT TO DO IF YOU LOSE
YOUR PASSPORT
2 Complete the text with one word in each gap.
1 Laptops have to be switched off during take-off.
Passengers must switch off their laptops during
take-off.
2 My uncle learned to fly a plane when he was 25.
My uncle
to fly a plane since he
was 25.
3 You shouldn’t walk to the station. Going by bus is
a better option.
You ought
a bus to the station.
4 You mustn’t carry any sharp objects in your hand
luggage.
You are not
carry any sharp
objects in your hand luggage.
5 I had enough food on the plane as free snacks were
served.
I
buy food on the plane.
6 Peter lent me his car. I’m driving it.
I’m driving the car
from Peter.
7 This is the girl who lent me the bike helmet.
I’m wearing it now.
This is the girl
I’m wearing now.
2
and studies at the same time requires a lot of
(FLEXIBLE) and discipline. The
flexibility
most important skill to learn is managing your
3
time
effectively (EFFECTIVE). At the start
of each semester, study the syllabus of the
courses you’re attending and note down the
dates of all the examinations and deadlines
for papers. Keeping a to-do
-do list and managing
deadlines will help you develop some
4
organisational (ORGANISE) skills. Research
shows that we worry about things that we
haven’t done, so putting a task on a to-do list
and setting a time to complete it in your
5
(WEEK
WEEK)) planner makes
weekly
you worry less. There will be days when
you feel tired or you won’t have enough
6
(STRONG
STRONG) to study and go to
strength
work. So remember to take a break from time to
time, which will have a positive effect on your
7
(EFFICIENT) at work and
efficiency
at college. Finally, in a moment of 8 weakness
(WEAK), don’t forget this old saying: No pain,
no gain!
allenging
while studying can seem very 1 challenging
(CHALLENGE). First of all, handling both a job
For many young people the idea of working
NO PAIN, NO GAIN!
the words in bold.
2 Complete the text with the correct words formed from
• Be as clear 3 as you can about what you think
and tell them what you want. Give details that
can help your parents see the problem from your
perspective. 4 unless they understand what you really
need, they won’t be able to help.
• Try to see their 5 point of view and understand their
feelings. People feel frustrated 6if/when others ignore
them. 7 Would you feel OK if your friends didn’t listen
to you? Remember that your parents always want
what is best for you. Even if you think they won’t
understand you, give 8 it a try.
• Do not argue or shout. If you speak in a friendly way,
your parents 9 will take what you say seriously.
Do whatever 10 it takes to keep calm. If you start
feeling angry or upset, do something before you get
11
into trouble: go for a walk or count to ten. Always
avoid saying things that may 12 hurt their feelings.
Remember, a lot depends 13 on you too!
So here are some tips to follow:
Do your parents usually listen to what you say and
respect your opinions? Or perhaps they often 1 lose
their temper and interrupt while you are talking. Some
parents are not very good listeners. But remember that
communication is a two-way street and 2 the way
you talk can help you communicate with your parents.
How to talk so parents
will listen
2 Complete the text with one word in each gap.
sentences.
1 Are you sure Tom and Anna are about to
up?
They look so happy together.
Be careful or you’ll
your leg!
a split
b hit
c break
2 My parents can
right through me when I’m not
telling the truth.
Can you
your brother? Why is he climbing that
old tree?
a notice
b see
c observe
3 The teenager got a 6-month suspended
for
shoplifting.
The student has made five grammar mistakes in one
single
.
a punishment b verdict
c sentence
4 Don’t
your eyes. It is rather impolite.
When the woman heard the judge say she was
innocent, tears began to
down her cheeks.
a roll
b move
c pull
words in brackets. Add extra words where necessary.
1 Choose the word which best completes both
Unit 6
1 I’m pretty sure that we will have carried out the project
(carry/project) by the end of this lesson.
2 Watch out! The teacher
(be/about/enter) the classroom.
3 You should really
(get/work)
or you’ll fail the exam.
4 Do you know when we
(have/hand/essay) on climate change? I hope it’s not
too late.
5 Tomorrow at 8 a.m. we
(sit/exam) in French.
6 The weather looks good so we
(be/likely/go) backpacking at the weekend.
7 Fiona is not happy with her studies and
(be/drop) university before
the end of the term.
1 Complete the sentences with the correct forms of the
same as the first one. Use between two and five words
in each gap.
1 Complete the sentences with the correct form of the
1 Complete the second sentence so that it means the
words in brackets. Add extra words where necessary.
Unit 5
Unit 4
Unit 3
Use of English
193
Unit 5
Exercise 1
2 is about
to enter
3 get down
to work
4 have to
hand in our/
the essays
5 will be sitting
an exam
6 are likely
to go
7 is going to
drop out of
M02 High Note TB3 09593.indd 201
194
Unit 8
Exercise 2
2 the best
students will be
offered
3 am getting
the washing
machine fixed
4 to have your
old mobile
repaired
5 have just been
asked to sing
Unit 7
Exercise 1
2 took off
3 promised to
give him /Peter /
promised him/
Peter
4 asked me
whether I
wanted /
wanted to know
whether I’d like
5 Pam not to
forget/her not to
forget
6 pointed out
that the news
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1 a tell
2 a tell
3 a with
4 a who
5 a viewers
6 a with
7 a such
b warn
b complain
b in
b whose
b spoilers
b on
b slightly
c report
c say
c about
c which
c newsreaders
c for
c so
d claim
d warn
d of
d that
d reporters
d to
d utterly
We secretly follow the latest episodes of our
favourite shows but, at the same time, we love to
1
that they are a bit mindless and brainwashing.
So why do we really like reality shows? Well,
they give us a sense of connection
researchers 2
with people who have the same values and behave
in a similar way
way. That’s why reality shows are full
3
dramatic stories of people who, like us, have
a job and face ordinary problems. Very often they
are lonely and unhappy. In fact, stories like these
are likely to be true and we love to feel that we
life is
are not the only people in the world 4
not a bed of roses. Moreover, what 21st century
5
are looking for in shows like The X Factor
or The Voice is a chance to do something good
for other people. When we vote for our favourite
contestants we think that we help them make
themselves in show business.
a name 6
However, one of the most important reasons why
7
popular is the fact that we can
reality TV is
see people like ourselves and imagine that we too
could become celebrities by being on television.
Reality TV is a form of entertainment
that a lot of people seem to enjoy.
2 Choose the correct words a–d to complete the text.
1 There are never any tickets left for Rihanna’s concerts.
SELL-OUT
Rihanna’s concerts are always a sell-out .
2 ‘Big Brother’ became successful right from the start.
TOOK
‘Big Brother’
right from the start.
3 ‘Ok. I’ll give you this role, Peter.’ PROMISED
The theatre director
that role.
4 ‘Do you want to watch the news with me, Kate?’
WHETHER
My mother
to watch the news with her.
5 ‘Don’t forget to write a review of the play, Pam.’ NOT
The teacher told
to write a review of
the play.
6 ‘This news item is definitely fake and I can prove it.’
POINTED
He
was fake and that he could prove it.
from the lessons.
my arm when I was playing with my dog.
card to pay for things.
In the past, shop owners were worried that showrooming
could destroy their business. They were afraid to lose
customers who wanted to get 3 their money’s worth and
shopped online. Some big shops thought the best way to
sort 4 out this problem would be to introduce a special
fee for ‘only looking’. But thanks to the rise of webrooming
(checking the product online before buying it in a shop), they
don’t need to worry anymore. According 5 to a recent
venty percent of people webroom while
survey, almost seventy
rty-six percent of shoppers showroom. Webroomers
only forty-six
point out that they like to touch and feel a product before
they buy it. They cannot imagine buying clothes online and
they say that jeans or shoes must 6 be tried on first. Some
people just prefer to 7 pay in cash and save on delivery
costs. Others don’t like to wait for the product.
What type of customer are you?
Have you ever seen something you liked in a shop,
checked the price on your smartphone and then bought
1
it
cheaper online? This phenomenon is called
showrooming. The trend refers to people 2who/that visit
a shop in order to examine a product before they buy it
online at a lower price.
Showrooming and webrooming
3 Complete the text with one word in each gap.
1 The thief stole the money while it was being
transported (it/transport) to the bank.
2 Next year
(students/offer) free
snacks in our school canteen.
3 I
(get/washing machine/fix)
next week.
4 It is useless
(have/you/old mobile/
repair). You’d better get a new one.
5 Great news! I
(just/ask/sing)
at the event in the city centre.
the words in brackets. Add extra words where necessary.
2 Complete the sentences with the correct passive form of
4 Watch out! The iron is very hot and you could
a hole in your new shirt.
Every time I see her she’s wearing something new.
She must have money to
!
a spend
b burn
c make
They opened a museum on the south
of the river.
a side
b credit
c bank
3 I usually use a
I’m
. Can you lend me 10 pounds?
a twisted
b spoiled
c broke
2 I
I gave the shop assistant two ten-pound
.
a banknotes
b notes
c notebooks
1 When I study for a test, I use my
1 Choose the word which best completes both sentences.
1 Complete the second sentence using the word in bold
so that it means the same as the first one. Use between
two and five words, including the word in bold.
Unit 8
Unit 7
Use of English
j
Kevin Kumala, a diver and surfer from Bali, decided to
say ‘no’ to all the plastic bags floating in the sea and
picturesque
cturesque (PICTURE) beaches
scattered around the 1 pi
on the island. Kevin, who is also a biologist, came up with
(DESTROY) of these
a brilliant idea to stop the 2
natural areas of beauty. One rainy day, he saw several
3
(MOTORCYCLE) wearing plastic ponchos to
protect themselves from the rain. These toxic plastic coats
were used only a few times and then thrown away, which
damaged the environment, so he created a kind of plastic
(REUSE) and biodegradable.
which would be 4
He started to make ponchos and bags from cassava,
a cheap and popular vegetable found in Indonesia.
A bag made from this plant will break down in three to six
months and disappear from land or sea. For a standard
plastic bag, the process takes years. Kumala’s bag is
5
(TOTAL) organic and it dissolves in hot water
at 80 degrees. Kevin created a plastic product that is
6
(HARM) to sea animals and people.
A few years ago he started his own
company Avani Eco which now sells
shopping bags, lunch boxes and
(CONTAIN), all of
salad 7
which are made from
‘vegetable plastic’.
Plastic made from plants
from the words in bold.
2 Complete the sentences with the correct words formed
1 a shouldn’t
2 a in
3 a caught
4 a on bail
5 a with
6 a because
7 a free
8 a sentence
b couldn't
c might
d may
b down
c into
d up
b reached
c taken
d found
b under curfew c in prison d in custody
b for
c about
d on
b although
c so
d since
b accused
c clear
d guilty
b service
c verdict d warning
Some
me crimes are truly terrifying but some are completely
ridiculous. Like the one committed by 21-year-old Keith
who clearly 1
have known what he was doing.
The young man broke 2
a fast food restaurant soon
after the place had closed. At precisely half past ten, he was
3
on security cameras trying to fry some chicken
wings! When the guards saw him, they immediately called
the police. The police arrested the man and took him to the
for a few
nearest police station, where he was held 4
hours. The detectives questioned Keith and charged him
5
attempted robbery. Keith was utterly shocked that
the situation had got out of control. As he claimed, he was
only trying to surprise his girlfriend with her favourite meal:
fried chicken wings in marinara sauce. However, he did not
have the necessary equipment and tools at home,
6
he decided to visit the local restaurant in search
of help. The court found the man 7
of third-degree
burglary. The unlucky chef was sentenced to community
8
. He was ordered to clean the dishes at the very
same fast food restaurant he had broken into!
A crime in the name of love
E
1 They arrested the man and released him after two
days. IN
The man was held in custody for two days before
being released.
2 The shoplifter avoided punishment for the crime as
there was no proof. AWAY
The shoplifter
the crime as there was
no proof.
3 It’s possible my neighbour left the front door open. LEFT
My neighbour
the front door open.
4 I’m sure the burglar was wearing a dark jacket. MUST
The burglar
a dark jacket.
5 The detective is investigating the case of the missing
child. LOOKING
The detective
the case of the missing
child.
2 Choose the correct words a–d to complete the text.
so that it means the same as the first one. Use between
two and five words, including the word in bold.
1 I was tired in the morning because I’d studied till
midnight.
If I hadn’t studied till midnight, I wouldn’t have been
tired in the morning.
2 It’s a pity I forgot my keys.
If only I
my keys!
3 You are always leaving dirty dishes in the sink.
I wish you
in the sink.
4 Your advice helped us a lot.
Your advice was really
us.
5 We must use solar panels. In this way, we will reduce
emission of greenhouse gases.
We must use solar panels in order
of greenhouse gases.
6 There is peace and quiet in the countryside. We should
move there.
We should move to the countryside because it
there.
7 It was wrong of you to leave the water running for so
long.
You shouldn’t
for so long.
1 Complete the second sentence using the word in bold
1 Complete the second sentence so that it means the
same as the first one. Use between two and five
words.
Unit 10
Unit 9
195
Unit 10
Exercise 1
2 got away with
3 might/may/
could have left
4 must have
been wearing
5 is looking into
Unit 9
Exercise 2
2 destruction
3 motorcyclists
4 reusable
5 totally
6 harmless
7 containers
Unit 9
Exercise 1
2 had not
forgotten
3 wouldn’t leave
dirty dishes
4 helpful for
5 to reduce
emission
6 is peaceful
7 have left the
water running
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196
1 You are a customer at the counter in a café. Politely
ask the café owner the following questions and
follow the instructions below:
• Is there any gluten-free food?
• Does the chocolate cake contain nuts?
• Politely refuse the chocolate cake. You are allergic to
nuts. Order the cookies.
• Is the orange juice freshly-squeezed? Order
lemonade.
• What’s the wi-fi password?
3E Exercise 7, page 39
1 something you can’t stand doing.
2 something you learnt to do recently.
3 something your parents let you do.
4 something you stopped doing recently.
5 something you remember liking as a child.
6 something you should do but keep avoiding.
Tell me about …
2D Exercise 6, page 23
1 You are training for a mission to Mars. You have been
at a training camp in the Atacama desert in Chile for
the last three months. You have an online interview
with a student. Answer his/her questions.
2 You are interviewing an astronaut who is on a mission
to Mars. Ask him/her what he/she has been doing,
how he/she has been feeling and the things he/she
has done and seen.
2A Exercise 10, page 19
1 What kind of shoes is he wearing?
2 What’s his hair like?
3 Is he skinny?
4 Do you think he’s a likeable person?
Student A: Use the vocabulary in lesson 1B to ask your
partner questions about his/her photo, for example:
Study this photo for one minute. Then close your book
and answer Student B’s questions.
1B Exercise 7, page 6
STUDENT A
Communication
□ 4□ 3□ 2□ 1□
□ 4□ 3□ 2□ 1□
□ 4□ 3□ 2□ 1□
Did the presenter:
• use correct grammar?
• use a range of vocabulary?
• use some of the expressions from the Speaking box?
5
Language
Was the presentation:
• divided into clear sections (beginning/middle/
end)?
• easy to follow?
5
Organisation
Did the presenter:
• explain the purpose of the talk?
• present the key points clearly?
• give examples?
• choose the visuals well?
• make the topic interesting for the audience?
5
Content and ideas
Answer the questions below to assses your friend's
presentation. Use the scale from 5 (very good) to 1 (poor).
Life Skills 1–2, Exercise 9, page 33
Answers to the quiz: 1 False: Most people can
remember around 10,000 faces. 2 True 3 True 4 True
5 True 6 False: Experts say it’s safer to wake them up
before they hurt themselves.
2D Exercise 1, page 23
ALL STUDENTS
1 What time do we finish school today?
2 What are you doing after school?
3 Are you going to revise this weekend?
4 What else are you going to do this weekend?
5 Is it going to rain this weekend?
6 Do you think your parents will do something
surprising this weekend?
5A Exercise 8, page 65
2 You are a waiter or waitress in a restaurant. Answer
the customer’s questions using this information:
• The soup-of-the-day is organic mushroom soup.
• Recommend the salmon in chilli sauce.
• The card machine is not working at the moment.
• The toilets are down the stairs, through the first door
on the left.
□ 4□ 3□ 2□ 1□
4
2
3 Remember to include linkers and adjectives.
disappointed qualify for a marathon guilty
have your leg in plaster train (v) trip/fall over
1 In pairs, look at the pictures and decide from whose
perspective you are going to tell the story (the woman
or the dog). Are you going to tell the story from the
first or third person point of view?
2 Use the vocabulary in the box and the past tenses
from lesson 3A to help you.
3
1
3G Exercise 8, page 43
1 What happened?
2 Had you/they ever done well at this sport,
performance or challenge before?
3 What had you/they done before the event to prepare?
4 How did you/they feel before, during and after?
5 Did you/they take home a medal, cup or prize?
6 How did you/they celebrate?
3A Exercise 8, page 35
Did the presenter:
• make eye contact with the audience?
• use gestures to make key points?
• move during the presentation?
• smile and use facial expressions?
• speak clearly?
5
Body language and delivery
□
□
□
Style
• Do the speakers use body language to
emphasise their points?
• Do they maintain eye contact with the
audience?
• Do they speak clearly and in a natural way?
1–10 – You sometimes show empathy, but you could
consider others more often than you do. Try looking at
things from other people’s points of view more regularly.
11–20 – You are empathetic and probably a good
listener. Friends can rely on you for your support and
understanding.
21–30 – You are a real people person. You are very good
at reading emotions. You go out of your way to help
others feel better.
1 AS (3 points) A (2 points) D (1 point) DS (0 points)
2 AS (3 points) A (2 points) D (1 point) DS (0 points)
3 AS (0 points) A (1 point) D (2 points) DS (3 points)
4 AS (3 points) A (2 points) D (1 point) DS (0 points)
5 AS (0 points) A (1 point) D (2 points) DS (3 points)
6 AS (0 points) A (1 point) D (2 points) DS (3 points)
7 AS (0 points) A (1 point) D (2 points) DS (3 points)
8 AS (0 points) A (1 point) D (2 points) DS (3 points)
9 AS (3 points) A (2 points) D (1 point) DS (0 points)
10 AS (0 points) A (1 point) D (2 points) DS (3 points)
Maximum score = 30 points
6D Exercise 2, page 83
Winning team:
Main reason for decision:
Best participant:
/ 10
□
□
□
Language
• Is it easy to understand the speakers?
• Do they use expressions from the Speaking box?
• Do they use varied vocabulary and correct
grammar?
Overall points:
□
□
□
□
Content
• Are the arguments strong?
• Do you find them convincing?
• Are the arguments relevant to the debate?
• Do the speakers give examples to support
their arguments?
1 Diets are a waste of time.
2 Students should travel free on all public transport.
3 Girls and boys should compete in the same sports/
athletic competitions.
4 Tourists do more harm to an area than good.
5 Junk food should be banned in schools.
Choose one of these topics for your debate. After the
debate, assess it using this checklist.
Life Skills 3–4, Exercise 9, page 63
197
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1 Customer in a restaurant: You sat down twenty
minutes ago and nobody has taken your order.
Complain.
Waiter: You are very apologetic. Explain the problem
and try to satisfy the customer.
2 Customer: You ordered some games online. When
the parcel arrives, you find they’ve sent you the wrong
games. Phone to make a complaint.
Customer service employee: You have had a long
hard day but you try to be polite and professional with
all your customers. Find out exactly what the problem
is and try to sort it out.
3 Customer: You bought an extra-large T-shirt with a
logo of your favourite heavy metal group from an
online store but they sent you a small pink T-shirt with
a picture of a pony on the front! Complain.
Customer service employee: Apologise and respond
appropriately.
4 Customer in a shop: You bought a new phone but
there’s something wrong with it. You have the receipt.
You take it back to the shop and ask for a refund. Ask
to speak to the manager if you have any problems.
Shop assistant: You find out what’s wrong, apologise
and ask for a receipt. When the customer gives you
the receipt, you see it’s for the wrong shop so you
refuse to help him/her. When he/she asks to speak to
the manager, explain that it’s the wrong receipt and
there’s nothing you can do about it.
8E Exercise 8, page 114
7D Exercise 8, page 98
Communication
3
1
2
can play baseball the others go away never climb up
help me get down not so crowded here stay at home
Use the prompts to write sentences with I wish/if only.
Then think of more sentences and compare them with
other groups.
9D Exercise 5, page 128
3
2
1
Life Skills 7–8, Exercise 5, page 123
1 What clothes is she wearing?
2 What’s her hair like?
3 Is she wearing any accessories? What?
4 Do you think she’s a likeable person?
Student B: Use the vocabulary in lesson 1B to ask your
partner questions about his/her photo, for example:
Student B: Study this photo for one minute. Then close
your book and answer Student A’s questions.
1B Exercise 7, page 6
STUDENT B
1 Work with a partner and write down several
arguments for and against the question.
2 Work in groups and debate the question.
Group A argue for the topic.
Group B argue against the topic.
3 When everyone has finished, take a class vote.
10F Exercise 10, page 145
Imagine you are a candidate in school elections.
Compare and contrast the two images above and then
choose one for your campaign poster.
10E Exercise 6, page 144
10E Exercise 4, page 144
1 How good are your communication skills in English?
2 Would you say you are self-motivated?
3 Do you work well under pressure? Give me an example.
4 Tell me about a time when you solved a problem.
5 Finally, what's your biggest strength?
5D Exercise 8, page 68
1 When are we sitting our next exam?
2 How do you think you’ll get on?
3 What are you going to do to improve your chances of
passing the exams?
4 Do you think you’ll pass all your exams this year?
If yes – are you sure you’ll pass all of them, even
Maths? If no – which ones are you sure you’ll pass?
5 Do you think schools will ever stop giving students
exams?
5A Exercise 8, page 65
1 You work in a café. Answer the customer’s questions
using this information:
• The chocolate cake and the cookies are gluten-free.
• The chocolate cake contains nuts but the cookies don’t.
• The orange juice is not freshly-squeezed, but the
home-made lemonade was made fresh today.
• The wi-fi password is cafebema123.
2 You are a customer at a restaurant. Politely ask the
waiter or waitress the following questions and follow
the instructions:
• What is the soup-of-the-day?
• Can you recommend a main course?
• Politely refuse the recommendation. You don’t like
fish. Order fried eggs with wholemeal toast.
• Can I pay by card?
• Where are the toilets?
3E Exercise 7, page 39
1 something your parents make you do.
2 something difficult you can do.
3 something you expect to do before the end of this year.
4 something you forgot to do recently.
5 something you practise doing regularly.
6 something you hope to see during your lifetime.
Tell me about …
2D Exercise 6, page 23
1 You are interviewing an astronaut who is training for
a mission to Mars. Ask him/her what he/she has been
doing, how he/she has been feeling and the things
he/she has done and seen.
2 You are a member of the crew on a mission to Mars.
Your spaceship has almost arrived at the red planet.
You have an online interview with a student. Answer
his/her questions.
2A Exercise 10, page 19
199
CULTURE NOTES
Unit 1
1A GRAMMAR AND VOCABULARY
Proms are formal dances usually organised in the US for high
school seniors the spring before graduation. This marks
an important milestone in a young person’s life. The cultural
importance of prom nights, and the social and financial
pressures that accompany them have formed the plot for
many American films and TV episodes. It is estimated that
parents usually spend between $800 and $1,200 on
a prom-going teen. Proms have also taken off in the UK.
Although the teens who participate are often younger than
their American peers, the financial investment, including
limousines and the perfect dress, is similar.
Operation Prom is a non-profit organisation that helps
low-income American families and teens attend prom.
Founded in 2005 and staffed completely by volunteers,
the organisation not only provides suits and dresses, but
also mentoring services and fashion and sewing classes.
To receive aid, the student must be in good academic standing,
demonstrate financial need and have a recommendation from
their guidance counsellor.
1B GRAMMAR AND VOCABULARY
Ashley Graham (1987–) is an American plus-size model. She
was born and raised in Nebraska and first picked out to model
in a mall when she was twelve. She moved to New York at
the age of seventeen to begin modelling. Although she was
very successful financially, she was not always well-received
by modelling agencies or other models because of her size.
Despite her initial struggle for recognition, Ashley Graham
is now one of the world’s highest-earning models. She was
the first plus-sized model to appear on the cover of Sports
Illustrated, and she uses her position and popularity to
encourage body positivity and teach others that they can do
anything they set their mind to. Students who are interested in
more can look up Graham’s TED talk or her book A New Model:
What Confidence, Beauty, and Power Really Look Like (2017).
Size zero models are female models who can fit into the
smallest size: 0 in the US, 4 in the UK and 32 in Europe. They
often achieve this through very restrictive diets leading
to serious health problems, such as anorexia. One of
the explanations given for the preference for size zero
models is that fashion designers only make these smaller
sizes available for runway shows. This has been a matter
of contention and controversy for several years, with
accusations that it destroys not only the health of the models,
but also that of the young women who follow fashion
magazines and become anorexic themselves. What is more,
it presents a misconception of what is normal in terms of a
female body: size 16 in the US and size 14 in the UK. For this
reason, Ashley Graham (see above) speaks against the use
of the term ‘plus size’ – she views it as labelling sixty-seven
percent of the US population as not fitting ‘normal’ sizes.
Thanks to social media, the discrepancy between reality and
the size-zero model, as well as the popularity and success of
‘plus-size’ models, is increasing. Moreover, governments and
the fashion industry are responding, with some countries
placing health checks and minimum BMI requirements on
the models. Some fashion designers have decided to stop
using size zero models altogether. This has also sparked
controversy as another form of body shaming those who are
naturally small-boned.
204
Tine Tempah (1988–), born Patrick Chukwuemeka Okogwu,
is a British singer, songwriter and rapper, who won the Brit
Award for British Breakthrough Act and British Single of the
Year in 2011. Apart from creating music, he and his cousin,
Dumi Oburota, founded the Disturbing London Records
label, later renamed DSTRB.LDN, which produces music and
streetwear apparel. Tine Tempah is challenging people’s
expectations when it comes to rappers: he is not tattooed
and muscular; he dresses smart and enjoys foreign cinema.
He earned his A-levels in a private Catholic school and came
up with his stage name by using a thesaurus. He is known for
his positivity and authenticity and dedication to his goals.
1C LISTENING AND VOCABULARY
Margot Robbie (1990–) is an Australian actress. She was
raised in South East Queensland, and in 2007 she moved
to Melbourne to pursue acting. She was cast in two feature
films, I.C.U. and Vigilante, and later landed the role of Donna
Freedman in the Australian soap opera Neighbours. In 2011 she
moved to Hollywood. Her first big screen role was in the film
About Time (2013), but it was likely her role in The Wolf of Wall
Street (2013) that catapulted her to fame. Recent films include
The Legend of Tarzan (2016), Suicide Squad (2016), I, Tonya
(2017) and Mary, Queen of Scots (2018).
Jared Leto (1971–) is an American actor, singer, songwriter
and director. He was born in Mississippi and began his TV
acting career in the early 1990s, eventually landing a lead
role on My So-Called Life (1994). His first film was How to
Make an American Quilt (1995). The films he has been in
since include Fight Club (1991), Requiem for a Dream (2000),
Panic Room (2002), Lonely Hearts (2006), Mr Nobody (2009),
Suicide Squad (2016) and Blade Runner 2049 (2017). Leto
is a method actor, which means that he meticulously
researches his roles, including living on the street in
preparation for Requiem for a Dream. He also gets completely
involved in his character, losing or gaining weight to fit the
role and remaining in character throughout the shooting.
1D READING AND VOCABULARY
Séan Garnier (1984–) is a French freestyle footballer. When
France won the World Cup in 1998, Séan was playing for
Auxerre and was on is way up. However, a variety of knee
problems caught up with him in 2004 and he had to leave
the club. He decided to study to be a coach while he was
looking for another professional club. He would also do tricks
with his ball outside, which began to draw an audience.
By 2006, Séan had realised that this was the direction his
career would take. Within just two years, in November 2008,
Séan was freestyle world champion. He currently travels the
world doing tricks. His videos can be viewed, among other
places, on his YouTube channel, which is becoming more and
more popular.
1E GRAMMAR
1980s fashion was all about bold, bright clothes, large
shoulder pads, exaggerated jewellery and plenty of glitz.
Hair was also big and curly, particularly fringe for both men
and women, which would be ratted up and covered in
hairspray. Several subcultures appeared both accenting and
opposing these fashion trends. Heavy metal fashion included
long hair (for men and women), leather biker jackets or
jean jackets and high white trainers. Punk was popular
among young adults throughout the decade; fashion was
similar, but the hair was dyed a variety of colours and often
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shaved into a mohawk. Bleached or stonewashed jeans
were also popular. In the late 80s, skate punk came on the
screen. They preferred baggy clothes, but with a sporty look.
Converse and Vans shoes were especially popular. Other
sports shoes, such as Nike and Adidas, became a fashionable
and expensive part of the hip-hop fashion of the decade.
As popular as this was, not all subcultures sported a relaxed
look. A preppy style emerged, predominantly among
wealthy teens, which favoured a more classic appearance.
1990s fashion was a continuation of the trends of the 1980s,
although it became subtler as the decade wore on. Simpler
clothes became popular around the mid-90s, with thrift
stores gaining popularity as the place to find a unique outfit.
Grunge came into fashion, with baggy T-shirts and oversized
flannels. Interest in hip-hop and gangster rap also grew
during the early 1990s, and with it, among other things,
saggy jeans and ballooned ‘MC Hammer’ pants, named after
the rapper who introduced them. Goth became popular
during the mid-to-late 90s, with lots of black and lots of lace.
The preppy fashion of the 1980s also remained among that
subculture. Hairstyles toned down and rather than being
ratted up, fringe was often left to grow out.
Dungarees (UK), or overalls (US), were designed and used
as work clothes because they offered extra protection.
They originated around 1750. Dungarees were often used by
slaves, as well as by the poor during the great depression in
the 1930s. However, in the 1980s and 1990s, they became
very fashionable. In the twenty-first century, a pair can sell
for over 100 dollars, and can even be found with a price tag
of over 1,000 dollars.
1G WRITING
Fancy dress parties are occasions when friends get together
and dress up according to a particular theme and occur
throughout the year in the UK. It is believed that these parties
date back to the eighteenth century and masked balls.
Common themes might be famous people or time periods,
e.g. the 1980s.
The Carnival of Venice is two weeks of cultural events and
street parties in Venice, Italy. Everything centres around
the Piazza San Marco and the Maschera più Bella (the most
beautiful mask) competition, in which contestants vie for
a place in the grand finale for best costume. The costumes
cover a range of elaborate designs and none is complete
without a Venetian mask, closely linked to the city and
tradition, with the skill being passed down from generation
to generation. An authentic hand-made Venetian mask may
cost as much as 200 euros, sometimes even more. As the
popularity of the festival has grown, global manufacturers
have taken interest in producing and selling masks even as
low as 10 euros. Many of these masks are made in China, but
are labelled as if they were Italian, causing frustration for
customers and authentic mask-makers alike.
Unit 2
2A GRAMMAR AND VOCABULARY
Voyager refers to either of two probes launched into outer
space by the US in August (Voyager 2) and September
(Voyager 1) of 1977. Due to a fortunate alignment of the
outer planets, the probes were able to travel quickly.
In August 2012, Voyager 1 entered interstellar space, and
Voyager 2 followed in November 2018. Both carry a greeting
should they be found by extra-terrestrial life forms.
Ophiuchus is a large constellation. Its name, recorded by
Ptolemy in the second century CE, is Greek and means ‘serpent
bearer’. The constellation is rather large in size and due to its
proximity to the elliptic (the Sun’s apparent path through the
sky), it is often called the thirteenth constellation in the Zodiac
calendar. The best time to see Ophiuchus is in July, around
sunset. It can be found by identifying the Milky Way and then
looking northwest of the centre; it can also be found by
locating its neighbouring constellations, Aquilla, Serpens and
Hercules. Bernard’s Star, our closest star after the Sun, is part of
Ophiuchus and just six light years away.
Star Wars is an American epic space opera film written and
produced by George Lucas. The first Star Wars film (later retitled
Star Wars: Episode IV – A New Hope) was released in 1977 in just
forty-two cinemas. Nonetheless, within a week it had earned
nearly three million dollars and held the record as the highest
grossing film until ET (1982). It took home six Academy Awards
and its special effects transformed film-making. This was
thanks to Lucas’ special effects company, Industrial Light and
Magic (ILM), which continues bringing innovation to
film-making. Lucas released two sequels: Star Wars: Episode V –
The Empire Strikes Back (1980) and Star Wars: Episode VI –
Return of the Jedi (1983). The films gathered a cult-like
following, and popularity of the trilogy and related
memorabilia continued to grow with a re-release of the
trilogy in 1997 and prequels: Star Wars: Episode I – The Phantom
Menace (1999), Star Wars: Episode II – Attack of the Clones
(2002) and Star Wars: Episode III – Revenge of the Sith (2005).
Although the later trilogy met with mixed reviews, in general,
the Star Wars franchise has continued to expand. The Walt
Disney Company, which purchased Lucas Films Ltd. in 2012,
produced Star Wars: Episode VII – the Force Awakens (2015),
Star Wars: Episode VIII – The Last Jedi (2017), Rogue One (2016)
and Solo (2018).
2B READING AND VOCABULARY
Elon Musk (1971–) is a multi-billionaire listed by Forbes as
the world’s fifty-fourth wealthiest person in 2018. He is an
entrepreneur and engineer/inventor and has founded and
co-founded several companies, including SpaceX, Tesla and
PayPal. Of the first two, he is also CEO. Musk made headlines
in February 2018, when SpaceX launched Falcon Heavy with
Musk’s own Tesla Roadster car attached.
SpaceX was launched in 2002 by Elon Musk and has achieved
more than any other private company when it comes to
space travel. It has constructed three different spacecraft.
In 2010 SpaceX sent a spacecraft into low Earth orbit and
returned it. In 2012 its spacecraft Dragon made deliveries
to the international space station.
Falcon Heavy is a semi-reusable rocket system designed by
Elon Musk’s company, SpaceX. It is the most powerful rocket
to date. Musk chose to launch it with his Tesla Roadster
attached and a dummy driver in a space suit rather than the
typical weight used during practice launches – just to make
things more interesting. The 2018 launch was much more
successful than expected and it is believed that NASA will
start using the rocket to put satellites into orbit. Musk’s end
goal for Falcon Heavy is to make space travel and possibly
moon colonisation possible.
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Bill Gates (1955–), co-founder and chairman of Microsoft, is
an American businessman, investor and philanthropist. He was
born in raised in Seattle, Washington, where Microsoft is now
based. He credits his parents’ encouragement as the reason he
got involved with computers at the age of thirteen. Although
he was accepted to Harvard, he ended up dropping out to set
up Microsoft with Paul Allen, whom he had programmed with
as a teenager. He has been married to his wife, Melinda, since
1994 and together they have three children. Together, they set
up a charity organisation, the Bill & Melinda Gates Foundation,
through which they provide, among other things, college
scholarships, school computers and vaccines.
2D GRAMMAR
Sudoku is a single-player logic game. The challenge is to
complete a grid nine squares across and nine squares down
with the numbers 1–9. Each number can only be used once
in each column, row and 3x3 sub-grid. Sudoku games with
varying degrees of difficulty can be bought at newsagents’
and found online.
Chess is a two-player game that involves strategically
moving sixteen pieces – one king, one queen, two rooks,
two bishops, two knights and eight pawns – in order to
checkmate your opponent’s king (make it so that the
king piece has no way to escape attack). An early form of
chess was played in India in the sixth century and spread
throughout central Asia and Arab lands. The game reached
Europe in the thirteenth century and underwent significant
modification in the fifteenth century, making it very similar
to the game we know today. In the nineteenth century, chess
became an official sport. Its official rules are now governed
by the World Chess Federation (FIDE).
Go! is a strategy game believed to be the oldest game still
played today. It is played by over forty-six million people
across the globe. The goal in moving one’s pieces is to gain
more space on the board. The rules may be simple but due to
the large size of the board, it is actually quite complicated as
there are many more moves to choose from.
2G WRITING AND VOCABULARY
Millennials, or Generation Y, comprise those individuals born
between Generation X and Z. While there is debate as to the
exact years, the birth date of millennials is placed between the
early 1980s and mid-late 1990s. Millennials are characterised by
the ease with which they navigate the web and social media.
REMEMBER MORE
The Great Wall of China is a series of fortifications that began
being built in the eighth century BCE to protect the country
from Eurasian raids and military attacks. The fortifications were
strengthened and rebuilt by various emperors, most notably
Qin Shi Huang, the first Emperor of China, between 220 and
206 BCE, although most of his wall has since been destroyed.
What can be seen today was largely built by the Ming dynasty.
Contrary to popular belief, the Great Wall of China is not visible
from the moon or from space.
Unit 3
3A GRAMMAR AND VOCABULARY
Aaron Fotheringham (1991–) is an American extreme
wheelchair athlete. He has never been able to use his legs due
to spina bifida (a birth defect of the spinal cord). He was
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an exceptionally mobile toddler, and at the age of eight, he tried
using his wheelchair at the BMX track where his brother rode.
He fell at first, but got up and pressed on; soon he was addicted.
In 2006 he completed the first ever backflip in a wheelchair
and posted the video online. Since then he has become an
international phenomenon. He is now a member of Nitro Circus
(see below), has performed at numerous events and has spoken
and coached at camps for disabled children. Aaron’s passion lies
not only in the pleasure he gets from the sport, but also in the
chance to show people that challenges are opportunities.
Nitro Circus, which began as a small group of friends
producing videos of their stunts in a garage, is a group of
American extreme sportsmen who compete and perform
internationally. The list of sports they have taken to extremes
include FMX, BMX, skating and scootering. They are a diverse
group united by their love for taking risks and perform their
live events all over the world.
The Paralympics (Greek para = beside or alongside) is
the third largest sporting event in the world (as of 2019).
The games enable athletes with impairments to compete.
The first Paralympic Games took place in 1960 in Rome, with
400 athletes from twenty-three countries. Sixteen years later,
the first Paralympic Winter Games were held in Sweden. Both
Summer and Winter Games are held every four years, and
since the 1988 Summer Games and 1992 Winter Games, they
have been held at the same location as the regular Olympic
Games. Although sport activities for those with impairments
have existed for over 125 years, they did not become popular
until after World War II, when athletic competitions were
used as a form of rehabilitation and relevance for injured
veterans and civilians. The four values of the Paralympics are
courage, determination, inspiration and equality.
BMX is short for bicycle/bike motocross. It can be traced back
to the early 1970s in southern California, where children
raced their bikes on dirt tracks. The sport took off, and by the
mid-1970s bikes were manufactured especially for the sport.
BMX hit the UK in the early 1980s, but declined in popularity
by the end of the decade as the mountain bike became more
popular. Riders not only race, but also do a number of tricks
and stunts. The International BMX Federation was founded
in 1981 with the first world championships taking place the
following year. BMX became a fully recognised Olympic sport
for the 2008 Summer Games in Beijing.
3C LISTENING AND VOCABULARY
An emergency number system is actually only a relatively
recent phenomenon. In the days when operators were
responsible for connecting calls, they also serviced emergency
issues. In fact, when dialling became more automated, there
was concern that this lack of personal touch would actually
slow response time. The first locality to adopt a one-number
system was London in 1937. The number chosen was 999
because it was deemed difficult to dial accidentally. This was
later extended to cover the country. In the USA, citizens are
taught from a young age to dial 911 in case of emergency.
However, although it was introduced in the late 1960s, it only
became standardised at the beginning of the 1980s. Europe
was the last to follow suit when it adopted 112 as a standard
number for its states in 1991.
3F READING AND VOCABULARY
Minneapolis is the largest city in Minnesota, USA, resting on the
Mississippi River next to the state’s capital, Saint Paul. Together
with their suburbs, they form the Twin Cities metropolitan area,
one of the Midwest’s largest economic centres.
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Cooperative farms are places where people share farming
and the costs associated with it. The types of responsibilities
vary depending on the agreement between the farmers.
Urban agriculture refers to any type of growing or raising food
within city limits. During World War I and World War II, citizens
in the USA and the British Commonwealth were encouraged to
grow food in any free space in and around homes in what were
called Victory Gardens. Not only did these gardens produce
almost half the nation’s food, but also enabled the people at
home to participate in the war effort, thereby building and
maintaining morale. More recently, local or urban gardens have
been used to help build community and provide options for
healthier eating, especially within low-income areas or large
cities with limited access to farm-fresh food. Urban agriculture
also increases sustainability. Currently, the city of San Francisco’s
department for the environment is developing a programme
they have named Victory Gardens 2007+. Its aim is to turn
unused urban areas into gardens and develop a chain of urban
farmers across the city.
Unit 4
4A GRAMMAR AND VOCABULARY
Windsor Castle is a royal castle located in Windsor, Berkshire,
England. Its construction first began under William the
Conqueror during the eleventh century. Being the largest and
oldest occupied castle, Windsor Castle is a popular holiday
destination for visitors to the UK, whom it welcomes throughout
the year. The Queen is also a frequent guest and enjoys
spending her private time there. The castle sits on 5.3 hectares
of land and serves as both a fortification and a little town.
4B READING AND VOCABULARY
Beyoncé Giselle Knowles (1981–) is an American singer,
dancer, actor, record producer and songwriter. She comes
from Houston, Texas, and has been singing and dancing
since she was a child. She became the lead singer of the
popular Destiny’s Child in the 1990s, which began her
life in the spotlight. In 2002 she appeared in her first film,
Austin Powers in Goldmember and has continued to appear
in films, although her focus is her music. Her first solo album,
Dangerously in Love, was released in 2003 and reached
number 1 on the US Billboard 200 chart. Destiny’s Child broke
up in 2006, but Beyoncé’s solo career has taken off with five
more solo albums. In total, she has sold over 100 million
albums. She has been in the headlines for her political
activism as well as charity work.
The Indian railroad lines cover 63,000 km and pass 6,800
stations, making it the third largest railway network in the
world; only Russia and China have more extensive passenger
rail service if we count kilometres. However, Indian trains
are often so severely overcrowded that you can even see
passengers travelling on the train roof or hanging out the side.
4D GRAMMAR
The state of Oregon is located on the Western Coast of the
USA, between California and Washington. It covers 254,806
km2 of diverse landscape, including larger cities such as
Portland and Salem, college towns, mountain resorts, beach
hideaways and farm and wine country. Like Washington,
the state is divided by the Cascade Range, with greener
landscapes and a more temperate climate on the western
half and a more extreme climate on the eastern half.
The state contains 195 parks and recreational areas.
Siuslaw National Forest is located in the middle of the
Oregon Coast and covers over 2,500 km. It extends over
the Oregon Coast Range in places and includes the range’s
highest peak, Mary’s Peak. There are plenty of activities to
do in the park, from fishing and beachcombing to hiking,
camping and mountain biking.
Thor is a god in Germanic mythology. His name stands for
‘thunder’ and he is depicted carrying a hammer. Powers
associated with thunder, lightning, storms, oak trees,
strength, fertility and protection of mankind were attributed
to Thor. His persona continues to be used in comics, video
games, TV series and films.
The bald eagle is the national bird and emblem of the USA.
It is actually white-headed, not bald. There were concerns
towards the end of the twentieth century that this predator
would become extinct and it was placed on the list of
endangered species. Thankfully, that threat has been averted
and the bald eagle was removed from that list in 1995, and
from the list of threatened wildlife in 2007.
The Grand Canyon, located in the state of Arizona, USA, was
carved out by the Colorado River. It is 446 kilometres long, with
places reaching a width of eighteen miles and a depth of over
a mile. National parks and forests surround the canyon,
enabling about five million visitors each year. The South Rim is
open year-round, while the North Rim is usually only open from
late spring until early autumn. Activities include rafting, hiking
and even skydiving. There is also the glass-bottomed Grand
Canyon Skywalk on Hualapai Tribal lands, a twenty-one-metre
long horseshoe-shaped bridge overlooking the canyon. For
visitors who want to test their endurance, there is a twenty-fourhour, 126-kilometre Grand Canyon Ultra Marathon.
The Lake District in Northwest England is located within the
county of Cumbria. With its lakes, mountains and forests, it is
a popular holiday destination. Apart from the National Park,
which was declared a UNESCO World Heritage Site in 2017, the
area also attracts students of culture for its connections with the
Lake Poets, including William Wordsworth and Beatrix Potter.
4E LISTENING AND VOCABULARY
Air pollution in Delhi, India, is a long-running problem.
According to the World Health Organisation (see below),
India’s capital has the worst air quality of any major world
city. It is so bad that an estimated 1.5 million people die
annually from smog-related illnesses. Approximately forty
percent of the air pollution is caused by cars, twenty percent
by dust, and just a bit less by industries. The worst time is
between October and December, due to the firecrackers set
off during Diwali and the cold weather. During the Great
Smog of Delhi in November 2017, the air pollution reached
and exceeded the limits of what is considered safe.
The World Health Organisation (WHO) employs over 7,000
people from more than 150 countries in offices around
the globe. They work with the United Nations to direct and
coordinate issues of health care. This organisation works
to reduce disparities in health care between nations. When
emergencies occur, WHO leads and coordinates international
response to provide health care, and works with nations to
reduce future risks.
Carpooling refers to the activity of sharing private transportation
to get to a common destination; for example, people in the
same neighbourhoods or towns may carpool to work. Typically,
drivers either take turns or share fuel costs. Carpooling is
encouraged by local governments and environmental groups as
it cuts down on emissions and reduces traffic jams.
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4F SPEAKING
5F READING AND VOCABULARY
Tallinn is the capital city of Estonia. It is located on the
country’s northern coast and its Old Town is on the UNESCO
list of World Heritage Sites. In 2013 the city began making
public transport free to its registered residents.
Sir Noël Peirce Coward (1899–1973) was an English
playwright, director and actor. He appeared onstage in
his first professional role in The Goldfish at age twelve.
As a playwright, he was both successful and controversial
throughout the 1920s and 1930s. His work for the stage
continued and he not only performed for troops, but also
unofficially spied for the Foreign Office. After the war, his
humour was a poor fit for British austerity, so he focused on
cabaret and TV performances in America. He was knighted in
1970, just three years before he died.
‘Blue-collar’ and ‘white-collar’ are terms used to distinguish
between manual and office workers. Use of the term ‘blue
collar’ to refer to trade jobs can be traced back to an article in
an Iowan newspaper in 1924. It provided a metonymic link
between the types of job workers perform and the colour of
clothing they usually wore, e.g. denim and different shades of
blue that hid dirt or grease stains. On the contrary, office workers
have historically worn white dress shirts. For a long time, there
was a stigma associated with blue-collar jobs, which tended to
require less education and offer lower salaries. However, this
is changing as the demand for skilled labour increases along
with a rise in lower-paid white-collar jobs.
4G WRITING
The Scottish Highlands are a historic region of Scotland
and one of the least densely populated areas in Europe.
This is due to the many mountain ranges, including
Ben Nevis, the highest peak in the UK. The Cairngorms are
a well-known mountain range in the eastern Highlands.
They officially became part of the Cairngorms National Park
in September 2003. Although there are no glaciers, snowfall
is not uncommon throughout the year and patches can
even be found in the summer. The mountains are popular
for a number of winter and summer sports, including ice
climbing, skiing, ski touring and hill walking. A funicular
railway has serviced the Cairngorm Ski Centre since late 2001.
The Isle of Skye is a large and rocky mountainous island
located the furthest north of all the major islands in the
Inner Hebrides archipelago in Scotland. It is well-known
internationally as the home of the Scottish Gaelic college
Sabhal Mòr Ostaig. It is also known for its folk music and as
the initial home of the Gaelic folk rock band Runrig.
Loch Tay is one of the largest freshwater lochs in Scotland,
located in the central highlands. It is nearly twenty-four
kilometres long and 150 metres deep.
Unit 5
5C GRAMMAR
Undergraduate/Bachelor of Arts programmes in the UK
generally last three years. Most students who take up
an undergraduate course are eighteen years old and have
completed their A-levels. Upon applying, students can
choose between a regular degree and a degree with honours.
Most choose a degree with honours as it gives a grade rather
than simply a pass-fail, as is the case with a regular degree.
Halls of residence in the UK provide students with housing
during their studies. Usually, the rooms are single-occupant
with a shared kitchen. Most residence halls do not consider
gender when housing students. This differs from American
practices, in which on most university campuses at least some
of the dorms (or floors) are segregated according to sex, with
specific visiting hours for people of the opposite sex.
5E LISTENING AND VOCABULARY
‘Gig economy’ is a term that was first used during the 2009
economic crisis. At that time, many of those who could not
find a steady job made money by taking on several part-time
jobs, similar to what a musician or comic does. Although the
economy has improved, this way of earning a living caught on
and has become popular with employers and employees alike.
While it is convenient in terms of scheduling, it causes some to
worry when it comes to the effect this type of work will have on
an individual’s health care and retirement options.
Zero-hour contracts are agreements between employees
and employers enabling on-call work without obliging
either side to provide or accept a given task. Such contracts
are frequent in seasonal work and in jobs where finding
a substitute or stand-in worker is often necessary, such as
education or health care.
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5G WRITING
Applying to a UK university is done through the Universities
and Colleges Admissions Service (UCAS) website. Deadlines
for applications are strictly observed, while the following fivestep process is usually followed: 1 Candidates register with
UCAS. 2 They choose which course they want to study. 3 They
create a shortlist of universities which they like and which
offer their course. 4 They fill in an application, which includes
a personal statement (see below). 5 They wait for
the universities to respond.
A personal statement is a formal piece of writing which is
crucial to a successful university application in the UK. Personal
statements can be no more than 4,000 characters long and
represent the candidate’s opportunity to explain the reason
why they want to attend a particular university and choose to
pursue a particular line of courses. The statement also explains
why the university should choose this particular candidate.
Good things to include are volunteer or paid work experience,
skills and hobbies. The candidate should relate them back to
the course they want to study and to their future career plans.
When writing a personal statement, candidates are advised to
proofread their work, sound excited, and ask a trusted adult
for advice and feedback. Also, they should make sure that they
give themselves plenty of time and stick to the truth; there
is no need to stretch the facts as that could cause more harm
than good in the long run.
Primary/Elementary education comprises the first years of
a child’s formal education. In the UK, this is usually ages 4–11,
beginning with a type of pre-school. In the US, it includes
kindergarten (age 5) and grades 1–5 or 1–6 (ages 6–10
or 11). Upon completing primary education, students go on
to secondary education.
Unit 6
6B READING AND VOCABULARY
Clive Staples Lewis (1898–1963) was a British writer,
whose best-known work is The Chronicles of Narnia, a series
of seven fantasy novels. He grew up in a Christian church,
but abandoned his faith during adolescence, only to find
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it again through the encouragement of friends, including
J.R.R. Tolkien. His renewed faith had a profound influence
on his writing. From 1954 until his retirement, C.S. Lewis
held the Chair of Medieval and Renaissance Literature at
Cambridge University. Apart from the Narnia stories, he is also
known for Mere Christianity, The Great Divorce, The Screwtape
Letters (letters between a demon and his apprentice) and
Out of the Silent Planet.
Trailer parks provide short- and long-term areas for trailers
and mobile homes. They are particularly common in the US and
they often draw retirees and families living on low budgets.
Some trailer or mobile home parks are restricted to people
over the age of fifty-five and serve as retirement communities,
perhaps with swimming pools, common social areas and even
a protective gate around the property. Others are stereotyped in
the same way as other lower-income housing projects and are
not as well-maintained.
Unit 7
7A GRAMMAR AND VOCABULARY
The World Dog Surfing Championships, officially called the
Norcal Dog Surfing Event and World Championships, are held
every year in Northern California, USA. The first competition
was held in 2016. There are different divisions according to
weight class, as well as tandem competitions. Money raised
by the event goes to a variety of charities for animals, surfing
and the environment.
7B VOCABULARY
Video/TV streaming services provide on-demand
entertainment through cable and satellite providers. Customers
pay either a monthly subscription fee or per-item fee. Examples
of such services include Netflix, HBO Go, iTunes, Hulu and Vimeo.
A trailer is a short film clip that introduces a film. It usually
includes a song from the soundtrack and scenes which will
spark potential viewers’ curiosity without giving away too
much of the plot.
A spoiler is a comment in a book or film review which hints
or reveals the story’s ending. Often posts on blogs and
Internet sites that discuss works of fiction will include the
warning ‘spoiler alert’ so that anyone who has not read the
text or watched the film does not have it ruined for them.
7D READING AND VOCABULARY
The San Francisco Museum of Modern Art (SFMOMA) is
an internationally recognised modern art museum in San
Francisco, California. It is famous for its collection of modern
and contemporary art, which fills 16,000 m2. SFMOMA is the
largest modern art museum in the USA and the first museum
of its kind on the Pacific West Coast.
Michelangelo di Lodovico Buonarroti (1475–1564) was an
Italian sculptor, painter, architect and poet. He is said to have
been one of the most influential Western artists, and vies for
the title of ‘Renaissance man’ with Leonardo da Vinci. From
1508 to 1512, Michelangelo painted the Sistine Chapel ceiling,
an exemplary piece of High Renaissance art. The detailed
ceiling includes a depiction of the Last Judgement and nine
illustrations from the Book of Genesis, the best known being
the iconic Creation of Adam. Michelangelo’s paintings reveal his
skill in painting a variety of human forms and expressions, and
are still used as models by art students.
Leonardo di ser Piero da Vinci (1452–1519) was an Italian
polymath with a wide variety of hobbies and interests, including
invention, drawing, painting, sculpting, architecture, science,
music, mathematics, engineering, literature, anatomy, geology,
astronomy, botany, writing, history and cartography. He
competes with Michelangelo for the title of ‘Renaissance Man’.
One of his best-known works is The Mona Lisa, which is believed
to be a portrait of Italian noblewoman Lisa Gherardini, likely
painted between 1503 and 1506, but perhaps finished as late
as 1517. The portrait, one of the most valuable in the world, can
be seen at the Louvre Museum in Paris, where it has been since
1797.
Oscar-Claude Monet (1840–1926) was one of the founders
of French Impressionist painting, which focused on the
expression of one’s perceptions of nature. His aim was
to depict the French countryside, and he would paint the
same landscape several times to catch the way the lighting
changed and the seasons passed. Later in life, around 1899,
his focus changed to water lilies, which remained his source
of inspiration for the next twenty years. He died of lung
cancer at the age of eighty-six.
Andy Warhol (1928–1987), born Andrew Warhola, was
an American artist, director and producer. He grew up in
Pittsburgh, Pennsylvania. He first received recognition for
his artwork after an exhibition in the late 1950s. Warhol is
well-known for controversial art and his role in the pop art
movement. In his work, he explores the interaction between
artistic expression, celebrity culture and advertising. His studio
in New York was a gathering place for a variety of personas.
His art is quite valuable, the most expensive piece, Silver Car
Crash (Double Disaster), having sold for 105 million dollars.
Some of his other best-known works include Campbell’s Soup
Cans (1962) and Marilyn Diptych (1962). Empire, an eight-hour
single shot film of the Empire State Building during the night
of 25–26 July 1964, is one of Warhol’s most famous films.
The film has no narrator or characters; it is simply a footage of
the passage of day to night against the Empire State Building.
Damien Hirst (1965–) is an English artist, art collector and
entrepreneur. He is considered one of the UK’s richest living
artists – in 2010, his wealth was valued 215 million pounds.
Hirst was among the YBAs (Young British Artists) who took
over the national art scene in the 1990s. His work is often
controversial, its main focus being death and decay.
7E GRAMMAR
Talent shows are competitions in which contestants
perform a variety of special skills and abilities, from dancing
and singing to martial arts and acrobatic routines. Since
the late 1980s, talent shows have appeared as a form of
reality show, especially in the UK and the USA, and many
have international spin-offs. Examples include Idols (2001),
Dancing with the Stars (2004), The X Factor (2004), So You
Think You Can Dance (2005) and Got Talent (2006). Not only do
these programmes provide great entertainment to at-home
viewers, but they also give some very talented individuals
important exposure. Winners and contestants on these
shows have gone on to have successful careers.
7G WRITING AND VOCABULARY
Macbeth is a tragedy written by William Shakespeare which
warns of the danger of power-hungry ambition. At the
beginning of the play, Scottish general Macbeth and his friend
and fellow general Banquo are returning home from war.
On their way, they meet three witches with a message for
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each: Macbeth will become Scotland’s king and Banquo’s
heir will be king – but Banquo himself will never sit upon
the throne. Macbeth tells his wife of this meeting and she
encourages him to make prophecy reality by killing King
Duncan during his next visit. One murder sets off a string of
violence, as Macbeth kills everyone he thinks may expose him,
including Banquo. Each act is worse than the previous until,
consumed by guilt, both Macbeth and his wife are dead.
Romeo and Juliet is a romantic tragedy written by William
Shakespeare. It tells the story of two young people from feuding
families who meet at a ball and fall in love. Through a series
of tragic events, the two lovers and three other characters end
up dead, leading the families to ultimately reconcile. The play
has been performed and modified many times, some very
close to the original, others adding a very modern context, as in
the 1996 American romantic crime film Romeo + Juliet.
The West End, a term that fell into use in the early 1800s,
is London’s centre of commerce and entertainment. In terms
of commerce, it rivals Midtown Manhattan (New York),
and rental fees for office space are among the highest in
the world. In terms of tourism, many of London’s main
attractions are there, as well as entertainment venues.
Unit 8
8A GRAMMAR AND VOCABULARY
Advertising regulations in US schools include such diverse
issues as naming sports fields and teams, choice of vending
machine products, types of free products given to schools,
placement of advertisement and items that can and cannot
be advertised. For example, political ads and ads for items for
products that minors cannot buy are not usually allowed.
Channel One News was an American daily news programme
which provided news broadcasts aimed at elementary,
middle and high school students and was accompanied by
commercial advertising for marketing in schools. The channel
shut down in May 2018.
8C VOCABULARY
Crowdfunding refers to a way of financing a project, charity
or initiative through small donations. Typically, this is done
via the Internet, and in 2015 it was estimated that over
thirty-four billion US dollars was raised in this way. Popular
crowdfunding websites include GoFundMe and Kickstarter.
8D READING AND VOCABULARY
Mesopotamia is a historical region located around the
Tigris–Euphrates river system and covers the area of land that
today belongs to Iraq, Kuwait, northern Saudi Arabia, eastern
Syria, and south-eastern Turkey. It is believed to be the site of
inspiration for the earliest and most important stepping stones
in human history: the Neolithic revolution from around 10,000
BCE, the invention of the wheel and developments in cursive
writing, mathematics and agriculture.
Bank of England is the UK’s central bank. It was founded in
1694 and as one of the world’s oldest banks, it has served as
a model for many modern central banks. The Bank of England
is the only bank that can issue banknotes in England and Wales
and oversees their issue in Scotland and Northern Ireland.
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8E SPEAKING
Escape rooms are locations for various physical adventure
and strategy games. Initially, they were inspired by video
games of the same name, and they are currently increasing
in international popularity. It is believed that the first escape
room was opened in Japan in 2007. The premise behind this
new form of adventure is that you and your team are locked
in a room – usually thematically decorated – with a challenge.
Together, you must find clues and solve a mystery to exit the
room within the given time span (usually fifteen minutes to
an hour). At the beginning, the game was largely based on
logic puzzles. Then hidden keys and codes were introduced.
Now, escape rooms take full advantage of modern technology
and include elaborate storylines. In most escape rooms,
the participants are not really locked in and someone is
supervising their activity from outside via camera.
Unit 9
9A GRAMMAR AND VOCABULARY
The Impossible is a Spanish–American disaster drama directed
by J.A. Bayona. It tells the horrific and miraculous real-life
story of the survival and reunion of a family of five on holiday
during the 2004 tsunami in Thailand. It was co-written by
the mother of the family, María Belón. Although the events
and emotions are true to reality, the writers and director did
change one crucial element: in the film, the holiday-goers are
from England, whereas in real life they were from Spain.
9F READING AND VOCABULARY
The Inner Hebri