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UNIT
What do you
know?
Page 6
STARTER
1
Making music
WDYT? How can music
bring people together?
Page 12
2
Friends for life?
WDYT? What personal
characteristics help us to
get on with others?
VOCABULARY
GRAMMAR
READING AND
CRITICAL THINKING
Vocabulary: health and well-being, personal qualities, extreme adjectives, travelling, learning
techniques
Music and performance
Present perfect simple and present
Feelings and emotions
perfect continuous
What music and when? Question tags
Questions with prepositions
An infographic
Music and your brain
Describing people
Defining and non-defining relative
Friends and acquaintances clauses
Things that friends do
Reflexive pronouns and each other
Personality quiz
An online article
Where’s your doppelgänger?
Extreme adjectives
Descriptive adjectives
Adverbs of manner, place
and time
Moai heads, the pride
of Rapa Nui
Modal verbs of deduction and
speculation
Past perfect
A magazine article
Modern-day mysteries
Future goals, plans and
aspirations
Verb + preposition
combinations
Choosing your future
Future continuous and future
perfect
Future modals
Future time clauses
An article
Surprising things that teens
can do!
The environment
Protecting the planet
Materials
Park clean
The passive
be allowed to, let, make
Impersonal phrases
An article
Could your wardrobe help
save the planet?
Crime and criminals
Cyber-crime
Crime in fiction
Conditionals: zero, first, second and
third
Conditionals with unless
I wish and If only
A news article
Criminal creatures!
Reported speech
Reported questions
A timeline
Filling time through the
decades!
Subskill: Recognising
informal writing
Subskill: Topic sentences
Page 24
3
Mysteries
WDYT? What makes a
good mystery?
Page 36
4
What next?
WDYT? What do you
think you will be doing in
one/two/five/ten years’
time?
Subskill: Guessing
meaning
Subskill: Recognising
examples
Page 48
5
Environment
WDYT? What can you do
to be greener?
Page 60
6
Crimes and
consequences
WDYT? What would you
change if you could make
the rules?
Subskill: Identifying the
central idea
Page 72
7
Reporting verbs
Idioms and expressions
WDYT? Time: how do
about time
people fill time, save it and
Wasting time
waste it?
Time flies!
Subskill: Recognising time
references
Page 84
8
Sport
WDYT? How can sport
be a force for good?
Page 96
9
Look what you
know!
Page 108
Sports
Doing sport
Benefits of sport
Race to the Pole
4
Gerunds and infinitives
Quantifiers
An article
A message of hope
Subskill: Scanning
Vocabulary and Grammar review
Pronunciation p116
Subskill: Recognising
synonyms
Reading: review of subskills
Project planner p118
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LISTENING
REAL-WORLD
SPEAKING
WRITING
PRONUNCIATION
PROJECT
Grammar: present simple and present continuous; modal verbs (present and past); past simple, past continuous, used to;
present perfect and past simple; future tense review
Short interviews about
music in public spaces
Talking about
feelings
Subskill: Understanding
the speaker’s attitude
A review
Words starting s +
consonant
Subskill: Giving
recommendations Intonation in
question tags
Give a presentation about
a singer or band that you think
brings people together
Communication
Giving a presentation
A radio programme
about online and
offline friends
Reaching an
agreement
Subskill: Informal
linkers
Subskill: Inferring
meaning
A podcast
about the Voynich
manuscript
Subskill: Using key
words to predict
A phone conversation
between two friends
who are going to visit
each other
An email about a
problem
Expressing
A narrative
certainty and doubt
Subskill: Making
your writing more
interesting
A formal
conversation
/w/ and /h/
Word stress with
phrasal verbs
Word stress in
longer words
Weak forms with
past perfect
A formal email
/g/ and /dʒ/
Subskill: Indirect
questions
Weak forms with
have to
Comparing and
contrasting
Subskill:
Understanding
paraphrase
Subskill: Identifying
speakers’ intentions
Discussing
points of view
Subskill: Avoiding
distractors
A podcast
about sports that are
good for you
Describing an
event
Subskill: Answering
true/false questions
Listening: review of subskills
Phrasebook p122
Write a film script for a scene
from a mystery story or film
Creativity
Using a variety of creative
thinking techniques
Write and edit your CV to
apply for a part-time job
Communication
A blog
/ʃən/
Subskill: Writing
a blog
Choose a green issue and
design a leaflet for a campaign
to raise awareness
Collaboration
Being flexible
A radio phone-in about
Talking about
online fraud and cyber- problems and
crime
solutions
A quiz
about time
Collaboration
Empathy
Demonstrating your skills and
strengths
Subskill: Taking notes
while listening
A radio programme
about cleaning up
beaches
Create a podcast giving
advice to listeners about their
friendship problems
A for-and-against Intonation in
essay
conditional
sentences
Subskill: Using
connectors of
addition and
contrast
A report
Subskill: Talking
about statistics
Discuss the rules of your
class/school and decide how
you would change them
Critical thinking
Cause and effect
Intonation in
Interview a person from the
reported questions past and report what he/she told
you
Creativity
Using your imagination
An opinion essay
/e/ /iː/ and /eɪ/
Subskill: Using a
dictionary
/θ/ and /ð/
Speaking: review of Key phrases
Make a video of your candidate
for Sports Star of the Year
Critical thinking
Choosing and using reliable web
sources
Writing: review of subskills
Irregular verbs p126
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5
3
Mysteries
WDYT?
A
What makes a
good mystery?
(What do you think?)
Vocabulary: extreme
adjectives; descriptive
adjectives; adverbs of manner,
place and time
Grammar: modal verbs of
deduction and speculation;
past perfect
Reading: a magazine article
about modern-day mysteries
B
Listening: a podcast about
the Voynich manuscript
Speaking: expressing
certainty and doubt
Writing: a narrative
Project: write and act out a
film script
VIDEO SKILLS
Video skills p37
Extreme adjectives
1
Look at the words in the box. Which are used …
amazing ancient awful delighted
freezing huge tiny unforgettable
Real-world speaking p43
1 to describe how people feel?
exhausted
2 to describe things?
2 Describe the photos using the words in exercise 1. What do you know
about them?
• a pyramid
• dark matter
Project pp46–47
• crop circles
Descriptive adjectives
3
36
• Aztec sun stone
• Kryptos sculpture
Read the text and check the meaning of the adjectives in bold.
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Vocabulary
C
3
4 Match the words in the box to the definitions.
disappointing dramatic entertaining
puzzling unbelievable
1 not as good as you had hoped for or expected
2 too unlikely to be true
3 enjoyable or fun to do
4 exciting and impressive
5 confusing or difficult to understand or solve
5
Work in pairs. Talk about books or films
using the adjectives in exercises 3 and 4.
D
I loved A Spy in the House! It’s entertaining
and original.
One of my favourites is the last Harry
Potter book. It’s thrilling and frightening.
6
19 Listen to four people talking. Which
of the photos are they describing? Which
adjectives do they use?
VIDEO SKILLS
E
7
Teens recommend
Can you recommend a good mystery book or film?
Watch The Maze Runner. It’s about a boy who has to
escape from a maze. There are frightening bits, but
it’s a really thrilling and original story. Very enjoyable!
I loved Ingo! Sapphire and her brother Conor live
by the sea. One day, Sapphire follows Conor and
discovers Ingo, a fascinating world under the sea. It’s
a realistic story and there are some amusing bits too.
Ink is an unforgettable book! It’s about a curious
world with two societies: people who tattoo their
life events on their skins and the ‘blanks’ who don’t.
They fear each other, but should they? It was really
inspiring and thought-provoking.
8
Watch the video. What scenery and
nature do you see?
Work in pairs. Discuss the questions.
1 What type of video is this?
a an advert for a travel agency
b a travel vlog
c a mini documentary
2 What makes the video interesting and
attractive? Think about music, images and
colour.
3 Who do you think the audience for the
video is?
Pronunciation: Word stress in longer words
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p116
37
3 Reading and critical thinking
A magazine article
4
20 Read and listen to the text. Are the
1 Look at the photos and headlines. What do the
sentences true or false? Correct the false
sentences.
2 What do you think might be the explanation for
2 Some of the dogs had owners and others lived on
the streets.
two stories have in common?
1 Blue dogs were seen in cities all over the world.
the two mysteries? Scan the texts and check
your guesses.
3 The dye factory was many kilometres away from
the river.
4 Ego Leonard is the real name of the Dutch artist.
Text A The dogs are blue because …
a someone painted them.
5 It is not clear what the slogan on the figures means.
b they ate food which turned them blue.
5 Choose the correct option.
c they are a new species of blue dog.
1 When a journalist posted photos of the blue dogs …
a people from different countries became
interested.
d something else happened. (What?)
Text B The large figure on the beach is …
a a trick photo.
b advertising.
b people were puzzled and worried.
2 It was unlikely anything in the river made the dogs
blue because …
a the river was too far from the dye factory.
c part of an environmental protest.
d something else. (What?)
b no dogs were ever seen in the river.
3 Why did the dogs go in the puddles?
Subskill: Guessing meaning
When you find a word you don’t know, try to guess
the meaning.
a They were hot.
b They were thirsty.
• What part of speech is it?
4 Which is true about the figures?
a They were made to advertise a toy.
• Do you recognise any part of the word?
• Can the word/sentences before/after help you?
b They are nearly two metres tall.
5 Ego Leonard …
• Can the topic help you?
a may be responsible for making the figures.
b said that he had made the figures.
3 Word work Use the Subskill tips to guess
the meaning of the words in bold in the text.
1 locals
a people who live nearby
b places
6
Work in pairs. Answer the questions.
1 Which story did you think was more interesting?
Why?
2 turned out
a arrived
2 Have you heard of any similar mystery stories?
s
b resulted / that had a particular result
3 dye
CRITICAL THINKING
a substance used for changing the colour
of fabric or hair
b machine to produce electric parts
4 puddles
a strange things that happen
b small pools of liquid
1 Understand Read the second
story and find the two different
ideas on why it might have happened.
2 Analyse Explain the ideas and why they are/
aren’t possible. Think of other possible solutions.
3 Evaluate Decide on a solution to the mystery
and justify your reasons for it.
5 advertising stunt
a ordinary advertising campaign
b unusual advertising done to get public attention
6 slogan
a short phrase that is easy to remember
b word puzzle that uses logic
38
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3
Modern–Day Mysteries
Blue dogs and giant plastic figures.
Unbelievable or fascinating? It
seems everyone loves a good mystery
and solving them is fun – but do all
mysteries have a solution?
A
Mystery blue dogs
It’s not every day you see bright blue dogs. When they started appearing in Mumbai in India, locals
found it puzzling, then worrying. A journalist posted photos on social media and the story quickly
went viral. Soon, people from all over the world wanted to know what had happened. Could someone
have painted them? Was it a joke? Were they a new species? It turned out that all the dogs were ‘street
dogs’ without owners. At first, people thought that the dogs could have been in a polluted river and
this somehow turned them blue. However, nobody had ever seen dogs there. Then locals noticed dogs
on the land outside a dye factory a few kilometres away from the river. The dogs had managed to get
inside the fences. There were puddles of blue dye all around. It was very hot and the dogs must have
rolled in the water to cool off, leaving their fur blue. Luckily, the colour wasn’t permanent and the dogs
were fine!
B
A girl plays near a giant smiling Lego man in Zandvoort.
REUTERS/Marco de Swart (NETHERLANDS)
Giant man found
on beach
Finding a plastic figure on a beach might not sound
particularly curious, but when it’s 1.8 metres high, it is!
When people first saw the photos, they thought they
weren’t real – but the figure, which looks like a giant
Lego man, is real. It was found on a beach in Japan,
and similar figures have appeared on beaches around
the world, including the Netherlands and the UK. It
can’t be a dramatic advertising stunt, as some people
thought, because Lego have said they didn’t create the
figures. So, who is making them and why? One theory
is that they might be the work of a Dutch artist who
calls himself ‘Ego Leonard’. He might have made the
figures to protest about the amount of plastic in our
oceans. Leonard hasn’t confirmed if this is true. All the
figures have the curious slogan ‘No Real Than You Are’
on them. What does it mean? Did Leonard make the
figures? Why? Nobody is sure – perhaps you will solve
the mystery!
The longer read
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Resource centre
39
3
Grammar
Modal verbs of deduction
and speculation
couldn’t
We can use both couldn’t and can’t to speculate and
make deductions about the past.
He can’t/couldn’t have had bad news.
1 Read the examples and choose the correct
option to complete the rules.
3 Look at the photo and complete the
Present
Past
It must be a joke.
It must have been
a joke.
It might be the artist’s
work.
It might have been the
artist’s work.
The figures could be a
protest.
The figures could have
been a protest.
It can’t be an advertising
stunt.
It couldn’t/can’t have been
an advertising stunt.
1 We use must when we think that something is
definitely/possibly true.
sentences. Use a modal and past form of the
verbs in brackets.
1 He (…) (have) bad news.
2 He (…) (win) something.
3 He (…) (get) a new job.
4 He (…) (hear) something
wonderful.
5 He (…) (ask) his girlfriend
to get married. If so, she
(…) (say) ‘yes’!
2 We use could and might when we think
something is definitely/possibly true.
4 Complete the text with present or past modals
3 We use can’t when we think something is
definitely not/possibly not true.
It 1 (…) (be) in a museum, or it 2 (…) (be) in an art
gallery. It isn’t clear. He 3 (…) (like) the sculpture
because he is taking a photo of it. Also, there
4 (…) (be) any rules about taking photos there.
The photographer 5 (…) (take) the photo recently
because the camera looks quite old. I suppose he
6 (…) (be) a history or art student. I’m not sure, but
he 7 (…) (do) a project about this sculpture recently,
and that’s why he’s there.
and the correct form of the verbs in brackets.
4 To talk about the present/past we use the modal
verb + infinitive, and to talk about the present/
past we use modal verb + have + past participle.
2 Look at the photo and read what people said
about it. Complete the sentences with must,
could, might or can’t. Do you agree?
1 The photo (…) be in Britain or it (…) be in another
country. I’m not sure.
2 It (…) be in a town because there aren’t any
tunnels like this in villages.
3 She ‘s wearing a dress, so she (…) be a runner.
Definitely not.
4 She (…) know the photographer, or he (…) be a
stranger.
5 She (…) want to go through the tunnel, or she
wouldn’t be there. I’m sure of that.
6 It (…) be night time because I can see daylight at
the end of the tunnel.
5 Answer the question to solve the Brain teaser.
B
R
A
I
N
TEASER
A man lived on the tenth floor of a block of
flats. Every morning, he used to get in the lift
and go all the way down to the ground. Every
evening, he got out on the fifth floor and
walked the rest of the way.
Why?
40
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Vocabulary and Listening
Adverbs of manner, place
and time
A podcast
Subskill: Using key words to predict
1 Read the examples and complete 1–3 with
Key words can give you an idea of what you might
hear. Thinking about this before you listen means
you can check your guesses as you listen.
manner, time and place.
Adverbs of manner, place and time
He ran away quickly.
3 Look at the key words from the podcast and
She played well.
choose the most likely option. Why do you
think it is correct?
I searched everywhere, but I couldn’t find it.
She ran downstairs to play.
code decode experts manuscript
partially solve unknown language
We’re going tomorrow.
Yesterday, I made a film. It took all day.
She’ll eventually go to university.
b that nobody knows anything about.
2 They probably mention …
a how people have tried to find answers.
3 Adverbs of (…) tell us how an action is done.
2 Complete the information about a podcast
b why people enjoy reading old manuscripts.
3 It is possible that …
a someone has managed to understand some of
the manuscript.
b nobody will ever understand the manuscript.
with the correct adverbs. Can you find more
adverbs in the text?
quickly inside
GREAT MYSTERIES
4
Science has made huge breakthroughs, but it can’t
explain everything.
Nowadays, computers do difficult calculations 1 (…) ,
but could they have existed
hundreds of years ago? The
Antikythera mechanism is
a computer. It was found
2 (…) a shipwreck in 1900 –
but it was built around 100
BC! It was used to calculate
the position of stars long
before scientists knew about
astronomy and physics.
The Voynich manuscript was bought by Wilfrid
Voynich 3 (…) . It doesn’t look remarkable, but it’s
written in an unknown language. It was written
smoothly which suggests the writer knew the
language well. Is it a code or a lost language?
Nobody knows!
mysterious
1 The language in the manuscript is probably a
language …
a we don’t speak now, like Latin.
1 Adverbs of (…) describe where an action
happens.
2 Adverbs of (…) tell us when an action happens,
how long it takes or when it finishes.
in 1912
3
21 Listen and check your guesses. Were you
correct?
5 Listen again. Are the sentences true or false?
Correct the false sentences.
1 There are no drawings of people in the manuscript.
2 The evidence suggests that the writer was very
familiar with the language in the book.
3 The manuscript first became famous when
Emperor Rudolph II bought it.
4 It’s possible Leonardo da Vinci wrote the book.
5 A lot of people have tried to decode the book and
understand the language.
6 The Ardic family say they have decoded about 500
words.
6
Work in pairs. Answer the questions.
1 What do you think makes the Voynich manuscript
most fascinating?
2 Do you like solving mysteries? Give reasons for
your answer.
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41
3 Grammar
Past perfect
4 Choose the correct option.
1 Read the examples and complete each rule
GRAMMAR ROUND-UP
with one word.
Nobody had ever seen the language before he
bought the book.
1 2 3 4 5 6 7 8
Ardic first saw the manuscript four years ago – he
hadn’t heard of it before that.
Strange weather?
?
Had Voynich heard about the manuscript and then
tried to find it?
1 We use the past perfect to talk about an action
that happened (…) another action in the past.
2 The actions in bold happen (…) the actions in
blue.
3 We form the past perfect with subject + (…) (not)
+ past participle.
Short form of had
The short form of had is ’d. Don’t confuse this with
the short form of would.
I’d been there before. = I had
I’d like to go there. = I would
2 Complete the sentences with the past perfect
form of the verbs in brackets.
1 We (…) (not hear) about ancient computers
before we listened to the podcast.
2 After we (…) (look) at the photo, we tried to
understand how the device worked.
3 We (…) (not think) of researching this before we
read about it.
4 What (…) you (…) (learn) about the topic before
you listened to the podcast?
Time expressions
Time expressions that we use with the past perfect
include by the time, ever, never, already, by then.
The small town of Lajamanu in Australia,
1 (…) is hundreds of miles from the sea, had a
surprise recently. It started raining fish! The
fish were alive when they hit the ground, so
they 2 (…) alive when they were up in the sky.
Residents 3 (…) as many fish as they could –
they were happy it 4 (…) crocodiles! So how
5 (…) ? Scientists have asked 6 (…) that question,
but they don’t have an answer yet. They think
a tornado 7 (…) caused the mysterious rain.
Tornadoes can lift up water and fish from
rivers and drop them far away. It isn’t the first
time something like this 8 (…) . There have been
reports of rain with frogs, coins and birds in
different countries around the world!
1 a whose
b which
2 a must have been
3 a collected
b must be
b were collecting
4 a didn’t rain
b hadn’t rained
5 a it happened
b did it happen
6 a themselves
7 a can’t have
b himself
b might have
8 a has happened
b has been happening
Research
Find out more about strange weather incidents
of animals or objects falling like rain. Where has
it happened? What did it rain? What could the
explanation be?
3 Read the text and choose the correct option.
The giant heads – or ‘moai’ – on Easter Island are a mystery. When
the first Europeans 1 arrived/had arrived on the island in the 1700s,
they 2 never saw/had never seen anything like the statues before.
The Rapa Nui people 3 made/had made them out of rock between
1250 and 1500. 4 After/By the time they had carved them, the people
somehow 5 moved/had moved the huge heavy statues around the
island. One theory is that the people cut down all the trees and 6 used/
had used them to roll the statues into place. Another theory is that they
transported the statues by ‘rocking’ them forwards. The scientists who
suggested this theory 7 already did/had already done an experiment
with a copy of a statue. They moved the copy 100 metres 8 after/before
they had tied ropes to the head. However, this method wouldn’t work
well on hills. Perhaps the statues will always be a mystery!
42
Pronunciation: Weak forms with past perfect
p117
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Real-world speaking
Expressing certainty and doubt
1 Do you ever lose or misplace things? How do
you try to find them?
2
Watch the video and answer the
questions.
2 Where do they think the missing item might be?
3 Complete the dialogue with five of the words
in the box. Watch again and check.
always
bag books
4 Watch again. Which Key phrases do you hear?
5 Create your own dialogue. Follow the steps in
the Skills boost.
THINK
1 What can’t Sam find?
class lunchtime school
3
SKILLS BOOST
Your friend can’t find an item. Think about where
he/she might have left it.
PREPARE
Prepare your dialogue. Remember to use the Key
phrases for expressing certainty and doubt.
PRACTISE
Practise your dialogue.
Sam
I can’t believe it! I can’t find my headphones.
Sam
Julia
When did you last use them?
I think I used them at 1 (…) ,
but I’m not absolutely certain.
Sam
PERFORM
6 Peer review Listen to your classmates and
Julia
You definitely didn’t use them then. We
were at film club, remember? They might
be in your 2 (…) . Have you looked?
I’m sure they’re not there. I’ve looked three times.
Julia
Sam
I wonder if they’re in your locker?
You got some 3 (…) out earlier.
I doubt that they’re there.
I 4 (…) keep them with me.
Sam
Sam
answer the questions.
1 How well did they do the task?
2 Which Key phrases did they use?
Key phrases
Expressing certainty
There’s no doubt that … / No doubt …
It’s/That’s definitely … / You definitely didn’t …
I’m sure/certain/positive that …
It’s/They’re sure to (come). / It’s clear that …
Julia
Well, maybe they’re in your pocket.
That’s where they were last time!
No, I’ve already checked. And anyway,
I didn’t listen to music on the way to
school because I was talking to Alex.
Act out your dialogue for the class or record it and
play it to the class.
Expressing doubt
I’m not (absolutely/really) certain/sure (that …)
It’s unlikely that … / I doubt that …
Maybe/Perhaps … / I wonder if/whether …
… might (not) …
Julia
Umm … are you sure you actually
brought them to 5 (…) today?
Real-world grammar
They might be in your bag.
Well … I can’t remember! Perhaps I didn’t!
Phrasebook
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p123
43
3 Writing
A mysterio
m
ious stranger
s
A narrative
i
4 Rewrite the sentences, replacing the
1 Read the first episode of the story. Which
paragraph or paragraphs:
1 give the main events?
2 introduces surprising information to interest the
reader in reading the second episode?
3 introduces the setting of the story?
2 Read the episode again and answer the
questions.
1 Who is/are the main character/characters?
2 Where does it happen?
3 When does it happen (past, present, future)?
4 What are the main events?
5 What happens at the end of the episode?
ancient delighted exhausted
freezing tiny unforgettable
1 The box, which was very small, looked old. (heavy)
The heavy box, which was tiny, looked old.
2 We were very happy to receive a present.
(unexpected)
3 When I touched the box, it was very cold. (curious)
4 My story about a box is very memorable.
(mysterious)
5 After these events, we were very tired.
(unbelievable)
6 The box looked very old. (strange)
Subskill: Making your writing more
interesting
Use a variety of adjectives, including extreme
adjectives. You can also use adverbs (manner, time,
place), and a variety of tenses.
3 Find examples in the episode of:
• descriptive adjectives
• modals of deduction
and supposition
• dialogue
• adverbs of manner,
• different tenses
place and time
44
underlined adjectives with the words in the
box. Then add the adjectives in brackets.
5 Join the sentences using the words in brackets.
Make any necessary changes.
1 Alex touched the box. His heart beat fast. (as)
2 One cold dark evening, someone knocked on the
door. I opened it. (so)
3 We saw the box. We didn’t know what to do. (when)
4 I opened the box. Something unexpected
happened. (after)
5 We were looking at the box. We heard a strange
sound. (while)
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3
QUICK REVIEW
6 Choose three sentences from exercise 5 and
rewrite them using adverbs in the box or your
own ideas.
calmly carefully fast gently
loudly quickly slowly
7 Read the text and look at the photo. Write an
episode of a story about the box. Follow the
steps in the Skills boost.
We use mustt when we think that something is definitely
true.
We use couldd and mightt when we think something is
possibly true.
We use can’tt when we think something is definitely not true.
Present
Past
They must have leftt it as a surprise.
Our neighbour could have done it.
It might have been anyone.
It can’t have been /couldn’t have been Maria, she’s on holiday.
Past perfect
SKILLS BOOST
Think about these questions.
1 Who could have left the box, and why?
2 What might the writing and pictures mean? And
the note?
3 What happened next?
Make notes. Use the questions in exercise 2 to help
you.
PREPARE
Organise your notes into paragraphs. Use your
answers in exercise 1 to help you.
WRITE
We use the past perfect to talk about an action that
happened before another action in the past.
After I had opened the door, I saw the parcel.
When Ellen arrived, I still hadn’t opened the box.
Had someone leftt the box as a surprise?
Vocabulary
22 Extreme adjectives
amazing, ancient, awful, delighted, exhausted, freezing,
huge, tiny, unforgettable
23 Descriptive adjectives
amusing, curious, disappointing, dramatic, entertaining,
fascinating, frightening, inspiring, original, puzzling,
realistic, thought-provoking, thrilling, unbelievable
Write your story.
CHECK
24 Adverbs of manner, place and time
Read your story and answer the questions.
1 Have you tried to make your writing interesting?
Adverbs of manner
2 Have you used modal verbs of deduction and
speculation?
She walked slowly through the village.
He played the guitar carefully.
3 Have you used a variety of tenses, including the
past perfect?
Adverbs of place
4 Have you included adjectives for describing
things and events?
8
Modal verbs of deduction and speculation
That must be true, as there’s no other explanation.
It could be from a museum.
It might be a trick.
It can’t be from France because the writing isn’t French!
Someone knocks on your
door. When you open it, there
is nobody there, but there is a
small box. It looks very old and
has strange pictures and writing
on it. There is a note which says, ‘Only open
the box if you know the answer.’
THINK
Grammar
Peer review Exchange your story with
After I got home, I went upstairs.
I’ve looked everywhere, but I can’t find it.
Adverbs of time
This story takes place in the year 2050.
We worked on the film all day.
another student. Answer the questions.
1 Has the writer included all the answers to the
questions in exercise 2?
2 Have they included all the things in the checklist?
3 Do you like the story? Give reasons for your answer.
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45
Project
3
WDYT?
(What do you think?)
What makes a good
mystery?
STEP 2: PLAN
3 Read the script again and answer the
questions.
1 How does the scene start and end?
TASK: Write a film script for a
scene from a mystery story or film,
or invent your own story. Film your
scene or act it out in class.
Learning outcomes
2 How does it get your attention and create
a mystery?
4 Work in groups of four. Choose a film or
book to write a scene from, or invent your
own story.
5 Work with your group. Read the tips in
the Super skills box and practise saying
the Key phrases with your group.
1 I can organise and write a film script in the
correct style.
2 I can use appropriate language from the unit.
3 I can use a variety of creative thinking
techniques.
Graphic organiser
1
Project planner p119
Watch a video of some students
performing their film script. Who do you
think Marie is? Why?
CREATIVITY
Using a variety of creative
thinking techniques
Tips
Brainstorm as many ideas as you can and then
choose the best ones.
Listen to music to help spark ideas.
Research the topic.
Have a break and do something active if you
get stuck.
Key phrases
OK, let’s (brainstorm some ideas / decide which
story to use).
Why don’t we (have a break / add some music)?
What about (adding some sound effects)?
Who’s going to (write notes / research the story)?
Who wants to (take each part / type the script)?
I’ll (video the scene / find some music).
STEP 1: THINK
2 Read part of the group’s film script. Which
features are not included in a film script?
• description of where/when things happen
• notes about actions
• full descriptions of costumes
• short descriptions of character
• information about sounds
• details of how the characters should say
each line
46
Grammar and Vocabulary
Quick review p45
6 Research the story and make notes.
Discuss which scene to write and how it
will start and end. Use the tips and Key
phrases in the Super skills box.
STEP 3: CREATE
7 Read the How to … tips on p119. Then
create your film script. Use the correct
style and the relevant information from
exercise 2.
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Model project
[INTERIOR, OUTSIDE A PRISON CELL – NIGHT]
CHARLES, a Musketeer, adventurous, mid 30s, walks quickly inside the cell, with a young woman called
MARIE.
CHARLES Is this the place? Hurry, man, let us in.
GUARD, 50s, in a rush, worried.
GUARD Five minutes, then you must leave.
They all enter the cell together.
[INSIDE THE CELL]
MARIE, a beautiful young woman, finely dressed, early 20s and nervous
MARIE Sir, I have been looking for you for a long time. My name is …
PRISONER, wearing an iron mask so we cannot see his face, weak but dignified. Age unknown.
PRISONER (interrupting, looking at Marie) Antoinette, is that you? Is that really you? It can’t be. That’s
impossible! They told me you were dead! For a moment I thought … Who are you, and what do you want?
MARIE My name is Marie Lavelle – at least I thought that was my name. But now I think that might not
be my real name. My mother, Antoinette, died recently and I found some papers …
PRISONER (voice over – prisoner’s thoughts) Antoinette, my darling Antoinette, her mother? Yes, it could
be. Or could it be a trick?
PRISONER Papers? (pause) What did your mother look like?
CHARLES Sir, we wish to help you. This young lady believes that she might be related to you. But we must
know your true identity!
PRISONER I cannot do that. It would put us all in danger.
MARIE At least let me see your face! Charles can take your mask off.
GUARD What? No! You didn’t say anything about taking off his mask. You must leave now.
CHARLES Come with us!
GUARD Help! The prisoner is trying to escape!
Sound of running feet and shouting as other guards come.
[END OF SCENE]
8 Film your scene or practise acting it out.
STEP 4: PRESENT
9 Present your film to the class or act out your
scene.
10 Peer review Watch the other groups’
scenes and answer the questions.
1 What do you think happens right after each scene
finishes?
2 Which scenes made you want to watch more?
How/Why?
3 Which scenes did you like best? Why?
3
1
FINAL REFLECTION
The task
Was your film script successful?
Was it in the correct style?
2
3
Super skill
How well did your group use a variety
of creative thinking techniques?
Language
Did you use new language from
this unit? Give examples.
Beyond the task
Does hearing or reading about a mystery make you
want to find the answer? Why/Why not?
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47
5
WDYT?
(What do you think?)
Vocabulary: the environment;
protecting the planet;
materials
Environment
What can you do
to be greener?
C
DO
D
Grammar: the passive; be
allowed to, let, make;
impersonal phrases
Reading: an article about
clothes and the environment
A
Listening: a radio programme
about cleaning up beaches
B
Speaking: comparing and
contrasting
Writing: a blog
Project: create a leaflet for an
environmental campaign
VIDEO SKILLS
Video skills p61
Real-world speaking p67
The environment
1
Match the verbs with the nouns. Can any of the verbs go with
more than one noun? Add more words.
Verb
Nouns
give up look after reduce
recycle save plant
the environment plastic
pollution trees waste water
2 Which of the things in exercise 1 …
1 do you do to help the environment?
2 can people in your school do?
3 should the government do more about?
Protecting the planet
Project pp70–71
3 Look at the photos. What do they show? Which things are problems?
Which are eco-friendly solutions?
4
60
Check the meaning of the words in bold. Then match photos A–H
to the Dos and Don’ts. Would you add any advice?
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Vocabulary
F
6
E
31 Complete the sentences with a suitable
verb. Look at the poster to help you. Then
listen. Does Kamil agree or disagree with the
statements? What do you think?
1 It’s OK to (…) clothes. It’s too much work to mend
them.
GREEN TEENs say ...
DON’T
G
Cut down trees and destroy
forests – we need to reduce
deforestation
2 It’s a good idea to (…) things, for example, make old
clothes into a bag.
3 It’s not young people’s job to (…) endangered
species.
4 The government should make sure companies don’t
(…) rivers and seas with chemicals and other waste.
5 When people (…) forests, it can cause serious
problems.
6 It’s impossible to (…) plastic bags. People will always
use them.
7
Work in pairs. Look at the Dos again and
put the advice in order of importance. Compare
with other pairs. Can you convince them that
your order is correct?
We think the most important
thing to do is make everyone
use renewable energy.
Pollute rivers, seas and oceans
Use pesticides – ban them
H
5
We don’t agree. We think you
should ban plastic bags.
Throw away old clothes – mend
old clothes instead!
If you don’t need them,
give them to charity
Banning plastic bags is good, but
using renewable energy is more
important, because other types
of energy create pollution.
Send rubbish to landfill –
recycle, reuse and repurpose
things as much as po ssible
You’re right. OK, next we have …
5 Find words for these definitions. Which exist
or are used in your country?
VIDEO SKILLS
1 the process of removing the trees from an area of
land
2 the slow increase in the temperature of the Earth
3 types of animals or plants that may soon become
extinct
4 the changes that are thought to affect the world’s
weather
5 forms of energy for providing electricity that use
natural processes, e.g. sun, wind
6 chemicals used for killing insects, especially those
that damage crops
7 a place with turbines to produce energy from the
wind
8 energy from sunlight
9 a large hole in the ground where waste is buried
8
Watch the video. What different images
are used?
9
What is there in the video that helps
you to understand it? Think about:
• text
www.frenglish.ru
• images
• the presenter
Pronunciation: /ʃən/
p117
61
5 Reading and critical thinking
An article
1 Write as many words and expressions as you
4 Word work Match the definitions to the
words in bold in the text.
can related to the environment. Then look at
the heading of the article. Which of your words
do you think will be in the article?
1 sets of clothes that are worn together
climate change, renewable energy …
4 an important product that people use regularly
2 making goods in big quantities in a factory
3 causing damage or problems
5 small things that you wear with clothes as decoration
6 not desired or no longer desired
2 Read the article quickly and choose the best
option.
The article is about …
5 Are the statements true or false? Correct the
1 the best way to organise your wardrobe.
false statements.
2 how your choices when you buy and use your
clothes could benefit the environment.
1 Growing enough cotton for two pairs of jeans takes
15,000 litres of water.
2 Making a pair of jeans produces the same amount
of CO2 as driving 125 kilometres.
Subskill: Identifying the central idea
3 Nowadays people don’t wear their clothes as often
as they used to.
The main message of a text is the central idea.
Understanding this means identifying:
1 the main topic
2 what the writer wants you to know
4 In the UK, 235 million items of clothing will be
donated to charity next year.
5 To create a capsule wardrobe, you only need one
pair of trousers that matches lots of different tops.
6 You can use accessories in your capsule wardrobe to
make outfits look different.
Looking at the title, first and last paragraphs and
noticing repeated words and phrases can help you
to understand the main message.
3
32 Read and listen to the text. Answer the
questions.
1 The title suggests that …
a having fashionable clothes is bad for the
environment.
b there is a link between what’s in our wardrobes
and the environment.
2 The first paragraph suggests that …
a the number of items of clothing we have is
important.
b the most important environmental problem is
endangered species.
3 The last paragraph recommends readers to …
a talk to other people about their clothes.
b do something about the contents of their own
wardrobe.
4 Look for any repeated words or phrases and then
choose the best option. The main message of the
text is:
a To help the environment we need to reduce
the amount of clothes we have and a capsule
wardrobe is a good way to do this.
b In order to protect the environment everyone
should buy fewer pairs of jeans, recycle their
clothes and use more accessories.
62
6
Work in pairs and answer the questions.
1 What do people usually think about when they want
to protect the environment?
2 How many items of clothing are produced every
year?
3 How many Olympic pools could you fill with the
clothes thrown away in one hour in America?
4 How many items should you ideally have in a
capsule wardrobe?
5 How long should you live with your wardrobe after
you’ve first organised it?
6 How many pairs of jeans does the advice suggest for
a capsule wardrobe?
CRITICAL THINKING
1 Remember What are the steps for creating
cre
a
capsule wardrobe?
2 Analyse Think about the contents of your
wardrobe. How many things do you have? Is there
anything you’ve never worn?
3 Create Make a list of all your clothes and
create a list of your top 10 items that you would
definitely keep in your capsule wardrobe.
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5
Could YOUR WARDROBE
help save the planet?
Make your wardrobe greener
How many clothes do you own? 20 items? 50? 100? When we think
of protecting the environment, we usually think of things like
saving endangered species, using renewable energy or reducing
deforestation. We don’t think about how many clothes we have. Here’s
why we should.
EVERY YEAR,
2 BILLION PAIRS
OF JEANS ARE
MANUFACTURED
WORLDWIDE.
The fashion industry is one of the most
harmful industries for the planet. Huge
amounts of energy and natural resources are
used to produce clothes. Consider a pair of
jeans. Around 15,000 litres of water were used
to grow the cotton for them, over 300 grams
of pesticides were used on the cotton, and
chemicals were used in dyeing the material.
Manufacturing the jeans produced 32 kilos of carbon dioxide – as
much as driving 125 kilometres. Add to that the energy that was used
to transport and sell them. Multiply those figures for each item you
have and you start to see the size of the problem.
That’s not all – fashion produces a lot of waste. Worldwide, 100
billion new pieces of clothing are produced every year, but each
item is worn 30% less than in the past. Enough unwanted clothes
are collected every hour in America to fill three Olympic swimming
pools! In the UK alone, experts predict that 680 million items of
clothing will be thrown away next
spring. Some will be given to charity
or recycled, but an astonishing 235
million items will end up in landfill.
1 Organise your wardrobe.
What do you wear? Put anything
you don’t wear to the side.
2 Live with your wardrobe for
three months.
Don’t buy anything new.
3 Donate or recycle anything you
haven’t worn.
Even worn-out clothes can
be recycled.
4 Start creating your capsule
wardrobe.
Before you buy anything new,
ask yourself:
• Do I really need it?
• Is it good quality?
• Will I wear it regularly?
• Can I wear it with lots of
other items in my wardrobe?
Tip! Try the three rule: one casual,
one smart and one in-between for
each ‘staple’, for example jeans
or shoes.
But we all want to look good too! A
capsule wardrobe could be the answer
– simply put, it’s having a small
number of clothes and using them
to make as many different outfits as
possible. For example, each pair of
trousers should match with lots of
different tops.
Use accessories, such as belts, ties or
jewellery to add variety to each outfit.
For a true capsule wardrobe, the limit is
37 items – could you do it? Try!
Nothing is going to be done about the
problem unless we all take action. We
can each start with our wardrobe!
The longer read
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Resource centre
63
5 Grammar
The passive
4 Complete the sentences using the passive form.
1 Match 1–4 with examples a–d. Then write the
negative forms of the passive verbs in a–d.
The passive
a 15,000 litres of water were used by farmers to
grow the cotton for the jeans.
b Nothing is going to be done about the problem
unless we all take action.
c 100 billion new pieces of clothing are produced
every year.
d In the UK, 680 million items of clothing will be
thrown away next spring.
1 He isn’t going to repair the TV.
The TV (…) .
2 They aren’t going to recycle these newspapers.
These newspapers (…) .
3 They will cut down lots of trees.
Lots of trees (…) .
4 The government won’t stop water pollution.
Water pollution (…) .
5 People are going to use more renewable energy.
More renewable energy (…) .
5 Complete the text with the correct passive or
active form of the verbs in brackets.
1 present simple passive
2 past simple passive
3 future passive with will (predictions)
4 future passive with be going to (plans)
The passive infinitive
The passive infinitive can be with or without to,
depending on the verb it follows. It is used after
modal verbs and can be used after other verbs.
Even worn-out clothes can be recycled.
The number of clothes we buy needs to be reduced.
Many teenagers expect to be given new clothes.
The new clothes aren’t going to be designed today.
2 Complete the text with the correct present or
past simple passive form of the verb in brackets.
4Ocean is a company that makes bracelets from rubbish
in our oceans. It 1 (…) (start) by Andrew Cooper and
Alex Schulze in 2017. Each bracelet uses almost 500 g of
rubbish. The beads 2 (…) (make) from recycled glass
bottles and the cord 3 (…) (make) from plastic bottles.
Andrew and Alex had the idea when they went on a
surfing trip to Bali and saw all the rubbish in the water.
When they started, local fishermen 4 (…) (pay) to collect
rubbish instead of fish and the bracelets 5 (…) (create)
to raise money to continue. In the first two years, nearly
one million kilos of rubbish 6 (…) (remove) from oceans
worldwide by 4Ocean. Now, over 150 people 7 (…)
(employ) by the company and the latest technology
8 (…) (use) to remove rubbish from the water.
3 Complete the sentences with the correct form
of the passive. Use the verbs in brackets.
1 Where (…) the clothes (…) ? (will / send)
2 (…) the materials (…) ? (going to / improve)
3 My top (…) in time for the party. (will / not / mend)
Many cities around the world 1 (…) (give) free or
reduced-cost transport in exchange for recycling.
In Surabaya, in Indonesia, plastic bottles 2 (…)
(accept) instead of money on buses and you
3 (…) (get) two hours of free travel. In Beijing in
China, free train rides 4 (…) (give) to people who
recycle. Last year in Istanbul, 25 machines 5 (…)
(install) that take plastic bottles. The bottles 6 (…)
(scan) by the machine and then it 7 (…) (add)
credit to passengers’ metro cards. These cards can
8 (…) (use) on all forms of public transport. More
machines 9 (…) (install) by the council later this
year. Experts predict that recycling machines like
these 10 (…) (use) in more cities in the future.
6 Answer the question to solve the Brain teaser.
B
A
I
N
TEASER
Some pieces of coal and a scarf were found on
the ground. They weren’t put or dropped on
the ground.
What were they used for and why were they there?
Ask your teacher as many yes/no questions as you
need to.
4 The clothes (…) in our new factory. (will / make)
64
R
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Vocabulary and Listening
5
Materials
1 What materials do you know? Make a list.
metal, silver, gold, wool, cotton …
2
33 Check the meaning of the words in the
box. Try to guess which materials complete
the text. Then listen and check.
aluminium bamboo brick cardboard
concrete denim foam iron leather
nylon polystyrene rubber sand steel
stone/rock
A radio programme
5
Keep your plastic out of the ocean!
Marine pollution is a huge problem. There
are 18,000 pieces of plastic litter per square
kilometre of our oceans and every year 100,000
turtles, dolphins, whales, seals and other marine
animals are killed by it. Over 80% of turtles are
affected by marine rubbish.
How long does it take rubbish
to break down at sea?
1 (…) boxes: three months –
five years
Plastic bags: 10–20 years
2 (…) shoes: 25–40 years
3 (…) cups: 50 years
4 (…) cans: 200 years
Plastic bottles: 450 years
5 (…) fishing nets: over 600
years Glass bottles: 1,000,000 years
When these things do break down, they
can be eaten by fish – and then we eat the fish.
Comprehension questions often use different words
to say the same thing as a speaker in a listening text.
Read the questions and think how else you could
express them before you listen.
6 Read exercise 7 and find equivalent phrases for
the following:
1 most
2 years ago
4 over
5 between 13 and 30 years old
3 certain
6 start a campaign to clean up
7 Listen again. Are the statements true or false?
Correct the false statements.
1 In the past, people thought it would be necessary
to recycle plastic.
2 People put more than 8 million tons of plastic in
oceans each year.
3 Carolina Sevilla used Instagram to begin a beach
clean-up campaign.
3 What do you have or can you see that is made
4 You have to do your beach clean-up at a specific
time every month.
of the materials in exercise 2?
5 The majority of Instagram users are aged 13–30.
Nouns as adjectives
Some nouns can be used as adjectives. This often
happens with materials, e.g.
This bag is made of plastic. (noun)
8 Complete the sentences.
1 The amount of plastic waste that people have
recycled is …
2 @5minutebeachcleanup is the …
It’s a plastic bag. (noun as adjective)
3 Beach clean-up photos have been sent from
America, Australia …
4 Rewrite the sentences using the nouns as
adjectives.
4 Carolina’s video was watched …
1 My jacket is made of leather. It’s a …
4 The nets are nylon.
she does to help the environment? Listen and
check.
Subskill: Understanding paraphrase
Stop marine pollution NOW!
2 These tins are aluminium. They’re …
3 The sculpture is made of stone.
34 Look at the photo. What do you think
5 The campaign reached young people who …
9
Work in pairs. What do you think of
Carolina’s campaign?
5 The cushion is foam.
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65
5 Grammar
be allowed to, let, make
Impersonal phrases
1 Read the examples and the rules. How do you
5 Read the examples and choose the correct
say be allowed to in your language?
be allowed to
People are allowed to throw away so much plastic.
You aren’t allowed to throw rubbish in the sea.
In the past, people were allowed to throw
everything away.
Was she allowed to advertise the campaign?
1 We use be allowed to to say what someone is or is
not permitted to do.
2 We form it with the correct tense of be + (not) +
allowed to + verb.
2
Work in pairs. Complete the sentences
with the correct form of be allowed to and the
verbs in brackets. Then ask and answer.
1 (…) you (…) (go) out during the week when you
were 12 years old?
2 (…) students at your school (…) (use) mobile
phones in class?
3 (…) your best friend (…) (go) to concerts?
4 (…) you and your friends (…) (stay out) late at
the weekend last year?
3 Complete the rules with let or make.
It is said that over 8 million tons of plastic is thrown
into our oceans every year.
Years ago, it was thought that recycling plastic
wouldn’t be necessary.
1 We can/can’t use impersonal phrases with say/
think when we do not know or are not interested in
who spoke.
2 We use it + correct form of be + said/thought + that
+ clause/expression.
6 Write impersonal sentences.
1 ten years ago / think / that / plastic pollution
wouldn’t be a problem
2 say / that / climate change is getting worse
3 think / that / many more animals will become
endangered
4 many years ago / say / that / global warming
didn’t exist
7 Choose the correct option.
GRAMMAR ROUND-UP
1 2 3 4 5 6 7 8
let and make
The campaign lets people choose when and where
they clean up beaches.
Game for change
Carolina let followers share their photos on her
Instagram feed.
It 1 is thought/has thought that global
temperatures will rise at least 2O C by 2100 – but
how do you encourage people to take action on
climate change? Campaigns 2 aren't working/
haven't worked in the past, so now scientists are
trying a different approach. Thousands of people
around the world 3 invited/were invited to
participate in a game called World Climate. In the
game, players take the role of officials at the United
Nations. The game 4 makes/lets players decide
what to do about different problems – they don’t
have a choice. A computer 5 is analysed/analyses
their choices and predicts how people’s health and
safety from natural disasters 6 will be affected/is
going to be affected by their choices in the future.
Researchers 7 whose/who interviewed 2,042
players discovered that when people knew more
about climate change, they wanted to do more
to fight it. It seems games 8 must be/might be a
good way to bring about change.
Many countries make people recycle paper, glass
and tins.
Her video made people think about the problem.
1 We use (…) + object + verb to say what a person
(or thing) obliges someone to do.
2 We use (…) + object + verb to talk about giving
or getting permission.
4 Choose the correct option.
1 Yesterday, my friend made/let me tell her a
secret. I didn't really want to.
2 Every weekend, my mum makes/lets me clean
my room. I don’t like doing it.
3 When I go to my friend's house, he doesn’t make/
doesn’t let me choose what to do – it isn’t fair.
4 Our teacher makes/lets us give our homework in
late if we need to.
66
option to complete the rules.
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Real-world speaking
Comparing and contrasting
1 Look at the photos. What do you think about
when buying something new?
2
Watch the video. Do the friends mention
any of your ideas from exercise 1?
3 Complete the dialogue with the words in the
box. Watch again and check.
quality
recycled thinking
waste
4 Look at the Key phrases and find examples in
the dialogue.
5 Create your own dialogue. Follow the steps in
the Skills boost.
SKILLS BOOST
THINK
You need to buy a new item of clothing and you
want the product to be as green as possible. Imagine
you are in a shop. Compare two items and then
choose one.
PREPARE
Laura
I need a new cell phone. Do you know
if there are any eco-friendly ones?
Prepare a dialogue. Remember to use the Key
phrases for comparing and contrasting.
Marta
Let’s see … These two are more
eco-friendly than most phones.
Laura
Why’s that?
Marta
Well, this one creates less 1 (…) . The case is
made of recycled plastic and it’s easy to repair.
Laura
That’s great! So it lasts longer than most
phones. What about the other one?
What about 3 (…) ? Are other
smartphones better than these two?
Marta
Marta
I’d say they’re as good as most smartphones.
The camera on this one is great. It lets you
take amazing photos, even at night.
Laura
Sounds good.
Practise your dialogue.
PERFORM
Act out your dialogue for the class or record it and
play it to the class.
6 Peer review Listen to your classmates.
1 How well did they do the task?
2 Which Key phrases did they use?
Key phrases
It’s/They’re (greener) than …
It’s/They’re more/less (eco-friendly) than …
It isn’t/They aren’t as (useful) as …
It’s/They’re as (good) as …
The (cheaper), the (better).
Not only is it (eco-friendly), but it’s also (good value).
US
Marta
How much are you 4 (…) of spending?
Oh, the cheaper, the better!
PRACTISE
Answer the questions.
It also uses 2 (…) materials, but
you can’t repair it easily.
Laura
Laura
5
UK
I need a new cell phone. (US)
phone. (UK)
I need a new mobile
Marta
I’d get the second one, then. Not only
is it green, but it’s also a great deal.
Phrasebook
www.frenglish.ru
p124
67
5 Writing
My green inspiration
By Greengirl
Each week I write about someone or something that’s helping the environment.
This week I’ve been finding out all about amazing bamboo bikes.
1 (…)
Bamboo bikes have been around since 1896. Only the frame is made of
bamboo. They’re a great choice if you care about the environment, plus
there are some top-class ones.
2 (…)
Bamboo bikes are really eco-friendly, unlike traditional metal ones. Bamboo
grows really fast (some species can grow 4 cm an hour!) and it can be grown
anywhere without pesticides. There’s no deforestation. Once a year, you cut
off what you need and the plant keeps growing.
3 (…)
As well as being lighter than most metal bikes, they’re smooth to ride because the bamboo
frame is flexible. While I was testing one, I hit a hole in the ground, but I hardly
noticed it.
4 (…)
You can get pretty much any type of bike you want – mountain bike, racing bike, hybrid ...
You can design your own as well!
5 (…)
At the moment, they’re only sold online – but that could change in the future.
6 (…)
Yes! There are lots of websites where you can buy kits that contain everything you need.
When I looked at the websites, I saw that some companies also run workshops to help
you build your bamboo bike. So, bamboo bikes are definitely the way to go!
Next week I’ll be writing about sunglasses. Join me then!
A blog
3 Match 1–5 to sentences that mean the same in
1 Read the blog. Does the blogger think bamboo
bikes are a good idea?
2 Read the blog again. Match the questions a–f
with paragraphs 1–6.
a Why are they good for the environment?
b Where can you get them?
the text. Why are the sentences in the text more
appropriate for a blog?
1 Bamboo bikes are definitely the best option.
2 It is possible to obtain many types of bicycle.
3 There are many websites that sell complete kits for
building bamboo bicycles.
4 Next week, I will write about sunglasses.
5 In addition, it is possible to design a bicycle for your
specific needs.
c What other advantages are there?
d Can you make your own?
4 Complete the sentences with as well as, as well,
e What exactly are they?
or, plus, but or also.
f What types are there?
1 The bikes are not expensive, (…) they last a long time.
2 (…) lasting a long time, the bikes are not expensive.
Subskill: Writing a blog
A blog is usually written in an informal style.
• Use short paragraphs to make it easy to read.
• Talk directly to the reader using a friendly tone,
colloquial language and idioms.
• Use informal connectors (and, but, also, too …).
68
93 comments
3 The bikes are not expensive and they last a long
time (…) .
4 The bikes are not expensive, and they (…) last a
long time.
5 You can either buy the bikes online (…) in a shop.
6 You can buy the bikes online, (…) not in a shop.
www.frenglish.ru
QUICK REVIEW
5 Look at the fact file. Then rewrite the sentences
using the words in brackets. Write three more
sentences using too, but and as well.
Look, no plastic!
• The frames in these sunglasses are made from wood
from old skateboards.
• The wood is strong and flexible. The sunglasses are
very light.
• Old skateboards are repurposed to make the frames, so
they aren't thrown away.
• They’re available in different styles.
• If you throw the frame away, it doesn’t harm the
environment. No plastic is used.
1 Skateboard wood is very strong. It’s flexible. (as
well as)
2 You don’t need to use plastic. You don’t need to
use much metal. (or)
3 The frame is made of wood so it’s eco-friendly.
There are some great designs. (plus)
4 The sunglasses look cool. No trees were cut down
to make them. (also)
6 Write a blog about an environmentally friendly
product. Follow the steps in the Skills boost.
THINK
SKILLS BOOST
Decide which product you want to blog about.
PREPARE
Grammar
The passive
We often use the passive when the focus is on the action.
It isn't important who/what did the action.
Clothes are sold
d more often now.
This T-shirtt was made in Asia.
How many clothes will be thrown away next week?
Are endangered species going to be protected?
be allowed to
We use be allowed to to say what someone is or is not
permitted to do.
Fast fashion was allowed to grow quickly.
We are not allowed to use mobile phones at school.
make and let
We use make to say what a person or thing obliges
someone to do.
We use let to talk about getting or giving permission.
My parents let me stay up late on Saturday night.
They make me do my homework.
Impersonal phrases
We use impersonal phrases when we do not know or we
are not interested in who spoke.
It is said that …
Previously, it was said that …
These days, it is thought that …
In the past, it was thoughtt that …
Vocabulary
1 Find all the information and pictures you need.
2 Organise your information in a logical order. Look
at the model to help you.
3 Think about where you could link sentences.
WRITE
5
35 The environment
give up plastic, look after the environment, plant trees,
reduce pollution/waste, recycle plastic/waste, reuse things,
save water
36 Protecting the planet
Write a short introduction, the main part of your blog
entry and your conclusion.
CHECK
ban, build wind farms, climate change, cut down trees,
deforestation, destroy, landfill, global warming, mend
clothes, pesticides, pollute, protect endangered species,
renewable energy, repurpose, solar power, throw away
Read your writing and answer the questions.
1 Have you used the correct style for a blog?
2 Have you organised your blog clearly?
3 Have you used connectors of addition and contrast?
37 Materials
aluminium, bamboo, brick, cardboard, concrete, denim,
foam, iron, leather, nylon, polystyrene, rock, rubber, sand,
steel, stone
4 Have you used passive verbs where appropriate?
7 Peer review Exchange your blog entry
with another student. Answer the questions.
1 Is the blog well organised and clear?
2 Would you use this product? Give reasons for your
answer.
www.frenglish.ru
69
Project
5
WDYT?
(What do you think?)
What can you do
to be greener?
TASK: Choose a green issue and
design a leaflet for a campaign to
raise awareness.
Learning outcomes
1 I can create a leaflet to raise awareness of an
important issue.
2 I can use appropriate language from the unit.
3 I can be flexible when collaborating with others.
Graphic organiser
1
Project planner p120
3 Read the inside of the leaflet and find
examples of the features in exercise 2.
STEP 2: PLAN
4 In what order do the writers cover these
topics in their leaflet? Would you put them
in the same order? Why?
a Basic facts about the issue with some statistics
to illustrate them
b Things people can do about the issue
c An interesting title and photo to get people’s
attention
5 Work in pairs. Read the How to … tips on
p120. Then choose and research an issue.
Make notes for sections a–c in exercise 4.
air pollution deforestation energy pesticides
plastic-free living recycling renewable transport
Watch a video of two students
presenting their leaflet. What issue did
they choose?
STEP 3: CREATE
6 Work in your pairs. Read the tips in the
Super skills box and practise saying the Key
phrases with a partner.
COLLABORATION
Being flexible
Tips
Flexible thinking can help you find creative
solutions to problems and planning.
Break the problem into small ‘pieces’.
Find solutions for each piece. Choose the best one.
STEP 1: THINK
Key phrases
2 Which of these features do you think the
leaflet should contain to be effective?
Explain your reasons.
• attractive photos
• statistics about the issue
• a general introduction to the issue
• a detailed history of the issue
• easy practical advice on what people can do
• text in long paragraphs with no headings
• bullet points to make it easy to follow
70
Grammar and Vocabulary
Quick review p69
Wait a minute … Let’s read the task again.
What do we have to do exactly?
What’s the best way to do the task effectively?
Which is the best option?
OK, let’s try (finding some statistics) instead of
(writing the title).
I think the best plan is (to share the research) …
7 Create your leaflet and prepare to talk
about it. Use the tips and Key phrases in
the Super skills box.
www.frenglish.ru
Model project
Could your
food save
the planet?
Reducing
food waste to
fight climate
change!
Find out
how!
Why is food waste a problem?
Imagine going shopping and buying ten bags of food, walking out
of the shop and throwing three full bags in the bin. Crazy, right? An
incredible 30% of food is wasted!
Growing and producing food uses up huge amounts of natural
resources and energy. Not only that, when it ends up in landfill, it
produces a greenhouse gas called methane. It’s bad for the planet!
Did you know?
•
•
•
•
Almost 50% of fruit and vegetables produced are never eaten.
In Europe, 29 million tonnes of dairy products are wasted every
year, e.g. 574 billion eggs.
In America, 60 million
tonnes of food, worth $162 billion,
are wasted every
year. Just over half
ends up in landfill.
Globally, 30% of
cereal products are
thrown away every
year – 286 million
tonnes!
What can YOU do?
1 Don’t buy too much food. It’s better to go shopping more often
and buy less each time. That way, you always have fresh food.
2 Serve smaller portions. If you put too much food on your plate, you
won’t eat everything and you’ll end up throwing some away. Using
smaller plates helps.
3 Organise your cupboards and fridge – first in, first out.
Put new shopping at the back and older products at the front.
When you open your cupboards or fridge you can see what needs to
be used first.
4 Store your food correctly.
Not in the fridge: tomatoes, eggs, bananas …
Where in the fridge?
In the door: milk, juice …
In the middle: fish, meat, yoghurts …
At the bottom: salad, fruit …
5 Understand dates. ‘Best-before’ dates are only recommendations.
You can still eat food after them. ‘Use-by’ dates should be followed.
6 Don’t throw food away. If you aren’t going to use it, donate it to a
food bank or give it to friends instead.
5
STEP 4: PRESENT
1
8 Practise your presentation in your pairs.
9 Present your leaflet to the class.
10 Peer review Look at the other pairs’
leaflets and watch their presentations.
1 Which leaflet(s) do you like best? Why?
2 Which leaflet(s) gave the best practical advice?
FINAL REFLECTION
The task
How informative and motivating
was your leaflet?
2
How clear was the presentation?
Super skill
3
How well did you use flexible thinking?
Language
Did you use new language from
this unit? Give examples.
Beyond the task
What could your school do to be greener?
www.frenglish.ru
71
6
WDYT?
(What do you think?)
Vocabulary: crime and
criminals; cyber-crime
Crimes and
consequences
What would you change if you
could make the rules?
A
B
Grammar: conditionals: zero,
first, second and third; unless; I
wish/If only
Reading: a news article about
criminal animals
Listening: a radio phone-in
about online fraud and cyber
crimes
Speaking: talking about
problems and solutions
Writing: a for-and-against
essay
Project: change the rules of
your class/school
1
VIDEO SKILLS
Video skills p73
When a Lancashire couple
returned from holiday, they were
shocked to find a burglar asleep
in their bed. He had cooked
dinner, done the washing, and
tidied the house. The homeowners locked the door so he
couldn’t 1 (…) .
2
A man was stopped for smuggling at
Guangzhou Baiyun Airport in China
when X-ray operators became 2 (…) .
The traveller had tried to smuggle his
pet turtle through security by hiding it
inside a KFC sandwich.
Crime and criminals
1 Look at crime stories 1–6. Which ones match the cartoons?
2
Real-world speaking p79
38 Complete the crime stories with the correct form of some of
the words in the box. Then listen and check.
arrest detective escape
guilty prison punish rob
steal suspicious victim
rob and steal
We say ‘rob a person/place’ and ‘steal a thing’.
They robbed a bank and stole a lot of money.
3 Look at the words in exercise 2 again and find …
Project pp82–83
1 two adjectives
2 two words for people
3 one place
4 two verbs with similar meanings
72
www.frenglish.ru
Vocabulary
C
5
6
Work in pairs. How serious are the
crimes in exercise 4? Give reasons for your
answers.
We think that the most/least
serious crime is … because …
6
3
4
5
6
4
Work in pairs. Choose punishments for
the criminals in exercise 4. Use the words in
the box or your own ideas.
do community service get a life sentence
go to prison pay a fine
When a Glasgow man tried to rob a shop
holding a cucumber covered in a black sock,
he was seen by an off-duty policeman. The
officer 3 (…) him for attempted robbery.
In our opinion, burglars should …
7
When 4 (…) in Florida posted a ‘wanted’
photo of a suspected vandal, he wasn’t
happy with the picture, so he sent them
a selfie. The man, who was wanted for
vandalism and arson, got more than
2,000 ‘likes’ for his photo.
A criminal was already in prison for a different
crime when he had a heart attack and confessed
that he was also 5 (…) of murder.
The 50-year-old thought he wouldn’t
live to face his punishment, but he survived.
Two shoplifters became victims of theft while
they were shoplifting in a general store in
Ogden, Utah. A stereo was 6 (…) from their
vehicle in the car park.
39 Listen to what happened in the crime
stories in exercise 1 and match 1–6 with a–f.
Were any of the punishments the same as the
ones you chose in exercise 6?
1 The burglar
a got a life sentence.
2 The smuggler
3 The robber
b went to prison for 40 months.
c paid a £200 fine.
4 The vandal
d was allowed to travel.
5 The murderer
6 The shoplifters
e went to court.
f was arrested thanks to
social media.
VIDEO SKILLS
Copy and complete the table with the
words in bold from crime stories 1–6.
Crime
Criminal
burglary
1 (…)
2 (…)
smuggler
shoplifting
3 (…)
4 (…)
thief (thieves)
5 (…)
robber
6 (…)
vandal
7 (…)
murderer
8
9
Watch the video. What crimes are
mentioned or shown?
Work in pairs. Discuss the questions.
1 What type of video is this?
2 Which of these adjectives describe the video:
informative, entertaining, funny, dramatic,
persuasive? Why?
www.frenglish.ru
73
6 Reading and critical thinking
A news article
7 Choose the best option.
1 The rodents would have destroyed more
money if …
1 Have you ever heard of these things? Tell the
class.
a the police chief hadn’t caught them.
b technicians hadn’t opened the cash machine.
a an animal that has committed a crime
b animals that have helped to catch criminals
2
c they hadn’t run away.
2 The person responsible for the smuggling cat …
40 Read and listen to the article. Match each
a was planning to dig a tunnel.
b was in prison for robbery.
animal to description a or b in exercise 1.
3 Complete 1–3 in the news stories with three of
c will probably never be identified.
these headlines.
3 Sriaram Nagarajan …
a Prisoners’ feline friend
a works at a newsagent’s in Aberdeen.
b paid for the stolen Doritos.
b Amazing law-abiding animals
c Please don’t feed the birds!
c works for the RSPB bird charity.
d A very expensive Indian meal
4 The parrot, dog and horses …
a also broke the law.
Subskill: Recognising synonyms
b were all caught on CCTV.
c all helped to prevent crime or catch criminals.
Writers often use synonyms to avoid repeating the
subject too often.
rats = rodents = bank-robbing rodents = suspects
4 Find synonyms for the cat and the bird in the
news stories.
the cat = a small cat, …
the bird = Sam, …
5 Word work Match the definitions to the
words in bold in the text.
8
Work in pairs. Answer the questions.
1 Have you ever destroyed a banknote by mistake?
If so, how?
2 How do people use animals to solve crimes rather
than commit crime?
3 What would you do if you witnessed Sam the seagull
shoplifting?
4 Which of the news stories do you like best? Why?
1 objects that a thief has obtained illegally
2 saw a crime
3 adjective to describe someone who respects
the law
4 someone who people think has committed
a crime
5 adjective to describe someone who breaks
the law
6 Answer the questions.
1 Where were the bank-robbing rats?
2 How much money did the rats destroy?
3 Where was the little cat?
4 Why were prison officers suspicious when
they saw the cat?
5 Where was Sam the seagull caught on camera?
6 What was Sam’s favourite snack?
74
CRITICAL THINKING
1 Understand Read the stories again.
n Li
List and
summarise the ‘crimes’ committed by the animals.
Were any of the animals aware of their ‘crimes’?
2 Analyse In which story were humans involved
in committing the ‘crime’? Find evidence in the
text.
3 Evaluate Decide whether animals can ever be
considered responsible for crimes. Should they
ever be punished? If so, how? Give reasons for
your answers.
Did you know?
Four men aged 61, 67, 75 and 77 committed the
biggest burglary in English history, stealing more
than €200 million worth of jewellery from a safe
deposit in London.
www.frenglish.ru
6
CRIME
Criminal CREATURES!
A shoplifting seagull, bank-robbing rats and a smuggling cat –
here are some unusual crime suspects!
8.0
30.0
0.0
45.0
7.5
28.0
8.0
43.0
7.0
26.0
6.0
41.0
6.5
24.0
4.0
39.0
6.0
22.0
2.0
37.0
5.5
20.0
0.0
35.0
5.0
18.0
8.0
33.0
4.5
4.0
47A589
HT 8cm
POLICE DEPARTMENT
DANGEROUS
WT 230g
DOB 02.01.1973
16.0
6.0
14.0
4.0
47A679
POLICE DEPARTMENT
REWARD OFFERED
HT 30cm
WT 4kg
1 (…)
Rats ate their way through banknotes worth
nearly $20,000 / €18,000 inside a cash machine
near Tinsukia in Assam, India. Apparently, the
bank-robbing rodents had got into the machine
through a hole for the electric cables. Fortunately,
technicians arrived 12 days after the machine
stopped working. If they hadn’t discovered the
problem, the rats would have eaten even more
money! Local police chief Prakash Sonowal said
that a suspect’s lifeless body had been found
among the shredded banknotes. The rest of the
gang must have escaped. Photos of the ruined
banknotes went viral on social media.
2 (…)
When a small cat was stopped at the prison
gates in Arapiraca, Brazil, officers were right to
be suspicious. Attached to the cat’s body were a
mobile phone and charger, memory cards and
batteries. Was the feline smuggler part of a big
escape plan? Would prisoners have dug a tunnel
if they had got their hands on the smuggled
goods? Who knows what would have happened
if the cat had not been stopped! But which of the
263 prisoners was behind it? Unless the cat talks,
we’ll probably never know …
DOB 06.01.1974
31.0
29.0
23C875
HT 45cm
POLICE DEPARTMENT
WANTED
WT 1kg
DOB 09.12.1972
3 (…)
What would you do if you saw a shoplifter? Some
customers at a newsagent’s in Aberdeen, Scotland,
started paying for the stolen goods because they
thought it was so funny – the thief was a bird!
Named ‘Sam’ by locals, the law-breaking seagull
used to walk into the shop, steal a bag of crisps,
and calmly walk out. Then he opened the bag with
his beak and shared the treat with his friends.
According to shopkeeper Sriaram Nagarajan
when interviewed by the BBC, Sam always waited
patiently for the perfect moment – he wouldn’t go
in unless Sriaram was busy. The seagull’s thefts
were caught on security cameras, and if you
watch the video, you’ll see that his favourites are
cheese-flavoured Doritos.
Experts from a bird protection charity warn that
we shouldn’t feed seagulls in urban areas. If we
feed them, they become dependent on humans
and they can even become violent. So if you see
Sam, don’t treat him to a bag of Doritos!
READ MORE stories about law-abiding
animals:
• The parrot that witnessed a murder.
• The dog that caught a burglar.
• The horses that chased vandals.
The longer read
www.frenglish.ru
Resource centre
75
6 Grammar
Conditionals: zero, first,
second and third
4 Complete the sentences in your own words.
Use the second conditional.
1 If someone stole my phone, I …
2 If someone bullied my friend, I …
1 Look at the table and match the conditionals
with uses a–d.
3 If I saw a shoplifter, I …
4 If laws didn’t exist, …
Conditionals
Zero conditional: If/When you feed wild birds, they
become dependent.
First conditional: If you watch the video, you’ll see
that Sam loves Doritos.
Second conditional: If you saw a shoplifter, what
would you do?
Third conditional: If technicians hadn’t identified
the problem, the rats would have eaten all the
money.
5 Read the information. Then use it to write
a the probable future result of a real situation in the
present
Thieves identified on shop CCTV.
b the imaginary consequences of past events that
never happened, so are now impossible
c a situation that is always true
d the possible consequences of an imaginary
situation in the present or future
third conditional sentences.
1
2 Murderer arrested after
parrot witnesses crime.
3
4
Authorities fine
tourist after
he jumps in
fountain.
Conditionals with unless
6 Read the information. With which type of
conditional do we usually use unless?
unless + affirmative = if + negative
2 Match the sentence halves.
Unless the cat talks, we’ll never know!
1 If I witnessed a crime,
= If the cat doesn’t talk, we’ll never know!
We can use unless with all types of conditionals, but
it’s more common with first conditionals.
2 If/When you see a seagull,
3 The burglar wouldn’t have broken into their home
4 If the bank robbers are caught,
7 Rewrite the sentences using unless.
a if they hadn’t been on holiday.
b they will go to prison.
1 If you don’t break the law, you won’t go to prison.
2 If you don’t study hard, you won’t pass your exams.
c I would report it.
3 I won’t go out tonight if I don’t finish my project.
d don’t feed it Doritos!
4 If you don’t use a password, your account isn’t
secure.
3 Complete the text with the correct first
conditional form of the verbs in brackets.
Crazy but true . . .
Be careful next time you’re on holiday! If you 1 (…)
(build) sandcastles on the beach in Eraclea, you will
have to pay a fine of up to €250. And if you feed the
birds in St Mark’s Square in Venice, the fine 2 (…) (be)
between €70 and €700. You will pay up to €240 if you 3
(…) (climb) on a monument in
Milan, and up to €500 if you
4 (…) (not walk) your dog
three times a day in Turin.
And if your dog 5 (…) (go) to
the toilet in the streets of Capri,
they 6 (…) (find) you and fine you
€2,000 – they’ve got DNA samples for
all the dogs on the island!
76
Police stop robbers from
stealing huge diamond.
Pronunciation: Intonation in conditional sentences
5 Our teacher won’t be happy if we don’t finish
the exercise.
8 Answer the question to solve the Brain teaser.
B
R
A
I
N
TEASER
One bright winter’s day, a body was found in
a field. A man had been murdered, but there
weren’t any footprints. If it hadn’t snowed,
there would have been footprints on the grass.
If the sun hadn’t come out, there would have
been footprints in the snow.
What was the weather like at the time of the murder?
p117
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Vocabulary and Listening
6
Cyber-crime
1 Check the meaning of these words. Then
complete 1–8 in the text.
click on a link con (someone) cyber-bullying
fraudster hacker identity theft junk mail
login details open an attachment
protect (yourself ) (phishing) scam spam
Meet the
‘Scammer
Grannies’!
A radio phone-in
4
The mission of the ‘Scammer Grannies’ was simple:
to con their own grandchildren! They wanted to show
how easy it is for anyone to be the victim of online
fraud. First, the Scammer Grannies learnt to create
a fake email address. Then, they persuaded their
grandchildren to 1 (…) on a link or open an 2 (…) .
Four out of five of their victims fell for their
3 (…) scams!
To 4 (…) yourself from the Scammer Grannies (or
any other online fraudsters!):
• never give your full 5 (…) details – anyone could
be a potential 6 (…) or con artist
• never turn off filters for spam or 7 (…) mail
• cyber-8 (…) is a crime – if you see it, report it!
Remember: if something looks too good to be true,
it probably is!
2 Read the information. Copy and complete the
table with words from exercise 1.
When you learn a new word, make a note of all its forms.
Verb
Noun (activity)
Noun (person)
to hack
hacking
1 (…)
to scam
2 (…)
scammer(s)
3 (…)
a con
con artist(s)
to bully
4 (…)
bully (-ies)
3
of these topics are mentioned?
burglary cyber-bullying hacking
phishing scams smuggling
online fraud
Subskill: Identifying speakers’ intentions
You can often identify a speaker’s intention by
listening to their intonation and tone of voice, and
the expressions they use. Their intention could
be to inform, advise, congratulate, complain,
sympathise, etc.
5 Listen again and match phrases from callers
1–5 with intentions a–e.
1 ‘this is a fantastic idea - well done to all …! ’
2 ‘it’s horrible! I wish people wouldn’t do it …’
3 ‘if I were you, I’d avoid …’
4 ‘I think we ought to have …’
5 ‘there’s loads of information online …’
Word families
to commit fraud fraud
41 Listen to part of a radio phone-in. Which
5 (…)
a to advise people against using Wi-Fi hotspots
b to congratulate the Scammer Grannies for raising
awareness of online fraud
c to give information about online resources
d to complain about online scams
e to suggest changes to cyber-bullying laws
6 Are the sentences true or false? Correct the
false sentences.
1 Jake’s grandma is a ‘Scammer Granny’.
Work in pairs. Ask and answer
the questions.
2 Eliza was the victim of a social-media scam.
1 Do you know anyone who has been the victim of
hacking or an online scam?
2 How do you protect yourself from online fraud or
identity theft?
3 Shakir often uses public Wi-Fi hotspots.
4 Moira has been bullied online.
5 Maxi recommends a particular website.
3 Do you think that the laws are strict enough for
online fraud and cyber-bullying?
www.frenglish.ru
77
6 Grammar
I wish and If only
4 Are the sentences present/future wishes or past
1 Read the information and complete 1–2 with
past perfect or past simple.
I wish/If only …
We use I wish/If only + 1 (…) to talk about present
or future wishes.
I wish we could keep chatting.
If only I knew how to help my friend!
We use I wish / If only + 2 (…) to talk about
past regrets.
regrets? Rewrite them with I wish/If only and the
correct tense.
1 I opened a phishing email.
If only I hadn’t opened a phishing email! = past regret
2 I’d love to be 18 already!
3 I didn’t use a strong password.
4 I forgot to log out of my account.
5 I can’t drive a car.
6 I’d love to have a new bike!
If only my grandma had been a ‘Scammer Granny’!
I wish I hadn’t used the Wi-Fi hotspot.
5 Choose the correct option.
GRAMMAR ROUND-UP
I wish I were …
1 2 3 4 5 6 7 8
I wish I were rich!
We use I wish I were when the situation is
hypothetical.
2 Choose the correct option.
Present or future wishes
1 I wish I have/had a new mobile – mine is really old!
2 If only I were/had been outside now – it’s so hot!
3 I wish we can/could go home early today.
Past regrets
4 I wish I didn’t fall/hadn’t fallen out with my
sister last night – I feel bad now.
5 I wish I have/had studied more yesterday. Then I
wouldn’t have to do it tonight.
6 If only I didn’t click/hadn’t clicked on that link –
now I’ve got a virus!
3 Complete the I wish sentences with the correct
form of the verbs in brackets.
1 This exercise is so difficult!
I wish this exercise weren’t so difficult!
2 I don’t know the answer.
I wish I … (know) the answer.
3 I didn’t understand the lesson.
I wish I … (understand) the lesson.
4 I’d love to be at home now.
Look after your bike!
In which city are there more bikes than
people? Amsterdam* in the Netherlands!
According to local police, 50,000–80,000
bikes 1 steal/stole/are stolen every year
in Amsterdam. So if you go cycling there,
you 2 ’ll need/’d need/are needing a strong
lock. But you’ll also have to be careful where
you park – the authorities will take your
bike away 3 if/unless/whether you park it
legally. You aren’t 4 allowed/made/let to
lock your bike to a lamp post, traffic sign or
bridge. If you 5 do/did/had done, they would
take it away to the Fietsdepot – a special
place 6 which/when/where they store
illegally parked bikes! Anyway, in Amsterdam
I learnt some good tips for avoiding bike
theft: get a ‘bike tattoo’, hide a small GPS
tracker in your bike, or paint it a bright
colour. I wish I 7 know/knew/’d known that
before my bike was stolen – if I’d painted it
bright pink, perhaps they wouldn’t 8 take/
took/have taken it!
I wish I … (be) at home now.
5 I’ve got so much homework tonight.
* There are almost 850,000 residents in
Amsterdam, and about 881,000 bikes!
I wish I … (not have) so much homework
tonight.
6 I didn’t do my maths project last night.
I wish I … (do) my maths project last night.
Research
Find out if it’s possible to borrow a bike or scooter in
your nearest town or city.
78
www.frenglish.ru
Real-world speaking
Talking about problems
and solutions
1
4 Create your own dialogue. Follow the steps in
the Skills boost.
Watch the video. What is Sam and Bea’s
plan of action?
2 Watch again. Which Key phrases do you hear?
3 Complete 1–5 in the dialogue with five of
call doubt
lock mobile
report
wait
Hey, what’s up?
Bea
Hi there! Hey, you won’t believe it –
someone has stolen my 1 (…) !
Oh no, what a pain! What, right here?
Sam
Bea
Yeah. Look – what a nightmare!
If only I’d used a better 2 (…) !
Hey, don’t panic. We’ll sort it out.
Sam
Think of a problem for your dialogue. Make notes
about your plan of action.
PREPARE
PRACTISE
Practise your dialogue. Make sure you use the
appropriate tone of voice.
Sam
Sam
SKILLS BOOST
THINK
Prepare your dialogue. Remember to use the Key
phrases for talking about problems and solutions.
these words.
bike
6
Don’t worry. Everything’ll
be OK. They might find it!
Answer the questions.
Bea
Key phrases
Problems
You won’t believe it, but …
Bea
Sam
Sam
5 Peer review Listen to your classmates.
2 Which Key phrases do they use?
3 Do they use the correct tone of voice?
Yes, otherwise we won’t be able to claim on
the insurance. The thief won’t be caught.
You’re right. You should 4 (…)
your mum first, maybe?
Act out your dialogue for the class.
1 What is the dialogue about?
Hmm. What shall I do? I wish
I hadn’t left it here.
OK, let’s make a plan. You should
definitely 3 (…) it to the police.
PERFORM
What a pain/nightmare!
Regrets
If only I’d/I hadn’t …
I wish I’d/I hadn’t …
Consoling someone
Don’t panic/worry.
Bea
Yes, I’ll do that.
Bea
Hmm, I 5 (…) it. But fingers crossed!
Solutions/next steps
What shall I/we do?
Let’s make a plan.
You/we should definitely
…
Yes, otherwise …
But first, maybe … ?
Yes, I’ll do that.
We’ll sort it out.
Everything’ll be OK!
Real-world grammar
If only I’d used …
I wish I hadn’t left it here.
Phrasebook
www.frenglish.ru
p124
79
6 Writing
Online debate forum
Debates
Forums
Polls
Should cyber-bullying
be illegal? Yes or No
1
2
3
4
Most people agree that cyber-bullying is cruel and must be stopped.
However, some people don’t think it’s necessary to make it illegal. There are
arguments for and against this position.
One of the main arguments for making cyber-bullying illegal is that it can
be like hacking or hate speech, which are already illegal. Those in favour of
making cyber-bullying illegal say that the law should cover psychological as
well as physical crimes. Furthermore, if cyber-bullying were illegal, it would
put off other people. Bullies would think twice if they knew they would be
punished.
On the other hand, some people argue that too many people would go
to prison if cyber-bullying were illegal. In addition, they say that there is
a difference between saying and doing terrible things. Moreover, they
argue that cyber-bullying is already covered by existing laws so it
doesn’t need extra laws.
To sum up, I am in favour of making cyber-bullying illegal, not only
because it would punish the bullies but also because it would stop
others. If we don’t make cyber-bullying illegal, some people might think
it is acceptable. Nevertheless, I think that the punishment should
include education for the bullies, not just sending them to prison.
A for-and-against essay
1 Read the essay. Is the writer for or against
making cyber-bullying illegal?
2 Match paragraphs 1–4 with a–d.
a arguments against
b arguments for
c conclusion (including the writer’s opinion)
d introduction to the debate
Subskill: Using connectors of addition
and contrast
We often use connectors of addition and contrast to
show the relationship between two sentences
or ideas.
3 Copy and complete the table with the words
and phrases in bold in the essay.
80
Addition
Contrast
and, also, (…) (…) (…)
(…)
but, although, (…) (…)
(…)
4 Choose the correct option.
Are school rules necessary?
1 All societies need rules to keep discipline, and
schools are no different. Moreover/Nevertheless,
schools would be more stressful if there weren’t
any rules.
2 However/Although school rules can be useful,
they shouldn’t be too strict because childhood is
the only time in life when we can be free!
3 Rules are necessary not only/moreover in society
in general, but also at school.
4 Some school rules can make life easier. And/
However, rules such as wearing a uniform prevent
students from expressing their own personality.
5 School rules promote fairness and respect.
They also/although make life safer and more
comfortable for students and teachers.
6 On the one hand, there are many reasons for
having school rules. In addition/On the other
hand, society has already got plenty of laws so it
wouldn’t matter if school rules didn’t exist.
www.frenglish.ru
6
QUICK REVIEW
5 Are the arguments in exercise 4 for or against
school rules? Can you think of any
more arguments?
Grammar
For:
Conditionals: zero, first, second and third
• All societies need rules to keep discipline, and
schools are no different.
• Schools would be more stressful if there weren’t
any rules.
Against:
• School rules shouldn’t be strict because childhood
is the only time in life when we can be free!
6 Write a for-and-against essay to answer the
question Are school rules necessary? Follow the
steps in the Skills boost.
THINK
SKILLS BOOST
Decide if you are for or against school rules.
Use ideas from exercise 5 and your own ideas.
Think about your introduction and conclusion.
PREPARE
Organise your notes into four paragraphs:
1 introduction to the debate
We use the zero conditional to talk about a situation that is
always true.
If When you feed wild birds, theyy become dependent.
We use the first conditional to talk about the probable
future result of a real situation in the present.
Iff you watch the video, you’ll see that Sam loves Doritos.
We use the second conditional to talk about the possible
consequences of an imaginary situation in the present or
future.
Iff you saw
w a shoplifter, what would
d you do?
We use the third conditional to talk about the imaginary
consequences of past events that never happened, so are
now impossible.
Iff technicians hadn’t identified
d the problem, the rats would
have eaten all the money.
unless
unless + affirmative = if + negative
Unless the cat talks, we’ll never know!
= If the cat doesn’t talk, we’ll never know!
We can use unless with all types of conditionals, but it is
more common with first conditionals.
I wish / If onlyy …
2 arguments for or against
3 the opposite point of view
4 conclusion (including your opinion)
WRITE
Write your essay. Use the example in exercise 1 to
help you.
CHECK
Read your essay and answer the questions.
1 Have you used the correct connectors of addition
and contrast?
2 Have you used vocabulary related to crime and
consequences?
3 Have you included at least two examples of
conditional sentences?
4 Have you written four paragraphs?
We use I wish / If only + past simple or continuous to talk
about present or future wishes.
I wish we could keep chatting.
If only I knew how to help my friend!
We use I wish / If only + past perfect to talk about past
regrets.
If only my grandma had been a ‘Scammer Granny’!
I wish I hadn’t used the Wi-Fi hotspot.
Vocabulary
42 Crime and criminals
arrest, burglar, burglary, detective, escape, guilty, murder,
murderer, prison, punish, rob, robber, robbery, shoplifter,
shoplifting, smuggler, smuggling, steal, suspicious, theft,
thief/thieves, vandal, vandalism, victim
43 Cyber-crime
7 Peer review Exchange your essay with
another student. Answer the questions.
1 Has the writer presented both sides of the argument?
2 Have they reached a conclusion, giving
their opinion?
3 Have they included extra arguments and examples?
bully (n/v), bullying, click on a link, commit fraud, con (n/v),
con artist, cyber-bullying, fraud, fraudster, hack, hacker,
hacking, identity theft, junk mail, login details, open an
attachment, phishing, protect (yourself), scam (n/v),
scammer, scamming, spam
www.frenglish.ru
81
Project
6
WDYT?
(What do you think?)
What would you
change if you could
make the rules?
TASK: Discuss the rules of your
class/school and decide how you
would change them. Present your
decisions to the class.
Learning outcomes
1 I can work with others to discuss school rules and
consequences.
2 I can use appropriate language from the unit.
1
Cause and effect
Tips
Negative consequences might put people off
doing the wrong things.
Positive rewards might encourage people to do
the right things.
Key phrases
If you … you’ll have to …
When people … they have to …
What would happen if someone … ?
What would you change?
I wish we could …
Would we be able to enforce it?
4 Read the new rules and consequences on
3 I can think critically to evaluate appropriate
consequences.
Graphic organiser
CRITICAL THINKING
p83 again, and answer the questions.
Project planner p120
Watch a video of students presenting
the rules for their French class. How many
rules do they have?
1 Do you think the rules are fair?
2 Do you think the consequences are fair and
can be enforced easily?
3 Are there any positive rewards?
STEP 2: PLAN
5 Work in your groups.
1 Decide whether to discuss the rules for your
English class or your school.
2 Brainstorm all the current rules that you can
think of.
3 Discuss how you would change these rules,
and whether you would add any new rules.
6 With your group, discuss the possible
consequences of your new rules. Use the
tips and Key phrases in the Super skills
box.
STEP 1: THINK
2 Look at the old and new rules in the Model
project. In what ways have the students
changed the rules?
3 Work in groups. Read the tips in the Super
skills box and practise saying the Key
phrases with your group.
STEP 3: CREATE
7 Read the How to … tips on p120. Then,
in your group, discuss your new rules
and consequences to make sure that
everyone agrees.
8 Create your new rules and consequences.
82
Grammar and Vocabulary
Quick review p81
www.frenglish.ru
Model project
Our old French class ru
les
You must speak Frenc
h.
No mobiles in class.
You must do your home
work.
You mustn’t be late for
class.
Bullying will not be to
lerated.
Our new rules and consequences
1 Everyone must speak French at all times. If you
speak in your mother tongue, you will have to put
a coin in a charity box, each time.
2 Students are allowed to bring mobiles into class for research, but nothing else. If
you use your mobile phone for anything but research, you will have to leave it in
a box.
3 You must do your homework on time. If you don’t do your homework on time, you
have to write an explanation in French about why you didn’t do it.
4 You mustn’t be late for class unless you have a note from a parent or doctor.
If you’re late for class, you’ll have to stay after school for the same number of
minutes you were late.
5 Bullying will not be tolerated. If anyone bullies another student, they will have to
go to the headteacher’s office.
6 If we study well and pass our tests, we will choose what we do in one class each
month.
6
1
FINAL REFLECTION
The task
Did you manage to agree on your
rules and consequences?
STEP 4: PRESENT
9 Practise presenting your new rules and
consequences. Make sure you can justify
them, and prepare to answer questions.
How clear was the presentation
of your rules?
2
10 Present your rules and consequences to the
class.
11 Peer review Listen to other groups’
presentations and answer the questions.
3
Did you use new language from
this unit? Give examples.
1 In your opinion, which are the best and the worst
rules?
2 Are the consequences fair and easy to enforce?
Super skill
Did you use critical thinking to
consider the consequences of your
rules?
Did you include any positive
motivational rewards?
Language
Beyond the task
If you could, would you change any of society’s laws? How?
www.frenglish.ru
83
Time
flies!
7
WDYT?
(What do you think?)
There’s
no time
like the
present!
Time: how do people
fill time, save it and
waste it?
Vocabulary: reporting verbs;
idioms and expressions about
time
Time is more valuable than money.
Grammar: reported speech;
reported questions
Reading: a timeline showing
how people have filled their
time over the years
Don’t waste
your time living
somebody else’s
life.
Listening: a quiz about time
Speaking: discussing points
of view
The purpose
of life is to
have a good
time.
Writing: a report
Project: carry out and report
an interview
VIDEO SKILLS
Video skills p85
Here today, gone tomorrow!
Reporting verbs
1 Look at the unit title. Why do people say that ‘time flies’?
2
Work in pairs. Read the quotes and discuss the questions.
1 What do you think each quote means?
2 Which quotes do you agree/disagree with?
3 Which is your favourite quote? Why?
Reported speech
Real-world speaking p91
We use reporting verbs to report what someone said.
‘Time is money!’ she said.
3
Project pp94–95
84
She said that time was money.
Copy and complete the table with these reporting verbs.
admit advise agree ask explain invite
offer promise refuse say suggest tell
Verb + to
Verb + object + to
Verb + that
agree
advise
admit
www.frenglish.ru
Vocabulary
Time waits for no one.
7
5 Read the text and choose the correct
reporting verbs. Who do you think the police
might arrest next?
CRIME NEWS
The time to
make friends is
before you need
them.
Good
things
come to
those who
wait.
Time you
enjoy wasting
is never
wasted!
T
he Daily News 1 reported/replied that
a murder had been committed yesterday
afternoon. A man was arrested, but he
2 insisted/denied that he had committed the
crime. He 3 claimed/recommended that he
had been at work from 9:00 until 5:00. When
the police questioned his business partner, she
4 insisted/announced that he had not been in
the office all day. Later,
the police 5 confirmed/
complained that the
same fingerprints had
been found in the office
and at the crime scene,
6 arguing/adding that
they were about to make
a second arrest.
6 Look again at the reporting verbs in
exercise 5. Which verb pattern from
exercise 3 do they all follow?
7
44 Listen to five short extracts. Which of
these verbs matches each extract?
announce
complain insist recommend reply
VIDEO SKILLS
4
Check the meaning of the reporting
verbs in the box. Then match six of them
with the definitions a–f.
add announce argue claim complain
confirm deny insist point out
recommend reply report
a to say something as an answer
b to say that you are not satisfied
c to say that something is good or suitable
d to make a public or official statement
e to give reasons why you believe something
f a phrasal verb that means ‘to tell someone
something’
8
Watch the video. What problem does
Lara have? What advice is she given?
9
Work in pairs. Discuss the questions.
1 Why do vloggers make ‘advice’ videos? Why are
they popular?
2 What would you give advice on if you made a
vlog like this?
www.frenglish.ru
85
7 Reading and critical thinking
A timeline
1 Look at the pictures below and on p87. Have
6 Word work Are these definitions of the
words in bold correct? Correct any errors.
1 A craze is something that gets popular quickly.
you ever used any of these things? When?
2
2 A video arcade is a place where people used to
watch films.
3 A must-have gadget is something that lots of
people want.
4 A millennium is a period of a hundred years.
45 Guess whether the sentences are true or
false. Then read, listen and check.
1 Some people can solve the Rubik’s Cube puzzle in
less than a minute.
2 People used to play Mario Bros before personal
game consoles were invented.
3 In the late 1990s, some Furbies were arrested.
4 Facebook was the first social networking site.
5 When something makes a comeback, it becomes
popular again.
7 Answer the questions.
1 How many Rubik’s Cubes have been sold?
2 Who are the main characters in the Mario Bros
video game, and who are their enemies?
3 What language(s) could Furbies speak?
5 Pokémon Go! uses augmented reality.
Subskill: Recognising time references
Time references can help you to understand the
sequence of events in a text. For example:
in the early/mid/late (80s), by (the 1990s), soon after/
afterwards, (a decade) later, after (ten years), the
previous/following year, now/nowadays/today/
currently
4 How much time do people spend on Facebook
every day?
5 Find one argument for and one against Pokémon Go!
8
Work in pairs. Look at the pictures.
Answer the questions.
3 Check the meaning of the time references
1960s 1970s 1980s
4 Complete each pair of sentences with two of
1 Which of the dates do you associate with each
picture?
above. Which can you find in the text?
the time references from each box, to make
the information true.
in the early 1980s nowadays
1990s 2000s 2010s
2 Have you ever used any of these things?
3 What else could you add to the timeline?
since then
A
1 The Rubik’s Cube became a craze (…) .
2 (…) you can find a lot of tips on YouTube.
B
24 hours 2004 by 2007
C
3 Facebook was invented in (…) .
4 (…) , Facebook had 30 million users.
20 years later 2016 in the 1990s
5 The original Pokémon craze happened (…) .
6 Pokémon Go! came out (…) .
5 Complete the sentences.
1 The Rubik’s Cube was invented by (…) .
2 Mario Bros was produced by (…) .
3 The Furby was first sold in (…) .
4 Facebook was invented by (…) .
5 In the first two years, Pokémon Go! was
downloaded by (…) .
86
CRITICAL THINKING
1 Remember Look at the timeline and write a list
of all the ‘time-fillers’ that are mentioned.
2 Understand Write a description of each item
on your list.
3 Evaluate Do the things on your list waste time?
Do any of them save time? Do they have any
other advantages?
www.frenglish.ru
7
Timeline: filling time through the decades!
Check out this timeline to see how
people have ‘filled’ their time over
the years. What would you add?
Send us your ideas!
Did you know?
The Rubik’s Cube is named after its
inventor, Hungarian professor of
architecture Ernő Rubik.
1980
Rubik’s Cube
When the Rubik’s Cube craze began in 1980, some people said that it would never last. But
more than 350 million cubes have been sold since then, and people are still trying to beat
the world record – currently less than five seconds! If you want to try, then first have a look
on YouTube, where lots of competitive ‘cubers’ are offering to share their secrets!
Mario Bros
1983
Do you remember Mario and Luigi? These brothers – some
people argued that they were twins – were plumbers who had
to fight strange creatures under the city of New York. In the
early 1980s many people spent hours playing this game in
video arcades. Soon afterwards, Nintendo announced that
they were bringing out Super Mario Bros for home computers
and game consoles.
Furby
1998
A robotic creature called Furby was the ‘must-have’ new gadget of 1998. Furbies spoke
their own language (Furbish) – for example, they said ‘doo-dah’ (‘yes’) or ‘boo’ (‘no’) when
their owner told them to do something – but they could also ‘learn’ English. The following
year, the US National Security Agency actually banned Furbies from its buildings because
some people claimed that they could repeat top-secret information!
Facebook
Facebook wasn’t the first social networking site
of the new millennium, but it soon became the
biggest. Created by Mark Zuckerberg in 2004, it
gained 1,200 users in the first 24 hours. Three
years later, Facebook reported that the number
of registered users had reached 30 million.
Nowadays, more than a billion people around the
world spend 950 million hours a day on Facebook!
2004
Pokémon Go!
Twenty years after the original Pokémon craze, the ‘pocket monsters’ made a comeback
in Pokémon Go! This time, players had to use the GPS on their mobiles to find augmented
reality creatures. Some people complained that the game could be dangerous because
players were too distracted, but fans argued that it was great that they had to go outside
and do exercise. Clearly many people agreed – after just two years, the Pokémon Company
announced that more than 800 million people had downloaded the game.
2016
What’s next?
What do you think the next big craze will be? Some
experts suggest that mobile devices won’t exist in
20 years’ time, so perhaps we’ll be playing games
on chips implanted in our bodies. Or maybe the old
20th-century time-fillers will make a comeback.
The longer read
www.frenglish.ru
?
Resource centre
87
7 Grammar
Reported speech
4 Read the examples and answer the questions.
Reported requests, offers, suggestions
and commands
Requests
1 Read the examples. Then copy and complete
the table of tense changes.
Reported statements
‘Please send your ideas!’
our ideas.
We use reported speech to report something that
someone said.
Offers
Direct speech
‘We’ll share our secrets on YouTube!’
to share their secrets on YouTube.
‘Millions of people have downloaded our new
game,’ announced the company.
They offered
Suggestions
‘It can be dangerous,’ complained some people.
‘We have to exercise outdoors,’ argued the fans.
‘Let’s all waste time sometimes!’
The writer
suggested that we should all waste time sometimes.
Reported speech
Commands
The company announced that millions of people
had downloaded their new game.
‘Don’t take the Furby into the building!’ They told
me not to take the Furby into the building.
Some people complained that it could be
dangerous.
1 Which three verbs take the infinitive with to?
Fans argued that they had to exercise outdoors.
2 Which two verbs require an object?
Tense changes
Direct speech
3 Which verb takes a that clause?
Reported speech
present simple
1 (…)
present continuous
past continuous
past simple
past perfect
present perfect
2 (…)
future
conditional
must / have to
3 (…)
5 Complete the reported offers, requests,
suggestions and commands.
1 ‘Can you give us an example?’
I asked the teacher (…) .
2 ‘How about working in pairs?’
The teacher suggested that (…) .
3 ‘I could help you.’
My classmate offered (…) .
We also change pronouns, possessive adjectives
and expressions of time and place.
2 Rewrite the sentences using reported speech.
1 Facebook: ‘The number of users has reached one
billion.’
Facebook said (that) the (…) .
2 My grandma: ‘I found all my old school friends on
Facebook.’
My grandma said (that) she (…) .
3 My uncle: ‘I can’t survive without social media!’
My uncle said (that) he (…) .
4 My sister: ‘The next craze will be virtual reality.’
My sister said (that) (…) .
3 Rewrite the message in reported speech.
Remember to make all necessary changes.
Paul: ‘I’m going into town tomorrow – I have to get my
phone fixed. I dropped it and the screen has broken! I’ll call
you when I’m there. We can meet for lunch!’
88
They asked us to send
4 ‘Don’t start exercise 7 yet.’
The teacher told us (…) .
6
46 Listen and match messages 1–4 with a–d.
a He asked me to call back when I got the message.
b My friend suggested that we should meet at midday.
c The shop assistant offered to help me.
d She told us not to leave baggage unattended.
7 Answer the question to solve the Brain teaser.
B
R
A
I
N
TEASER
I asked the same question all day long, but
people replied with a different answer every
time. They insisted that they were telling the
truth, and I can confirm that their answers were
always correct!
What was my question?
www.frenglish.ru
Vocabulary and Listening
Idioms and expressions
about time
7
A quiz
1 Look at the expressions. Can you think of any
more expressions related to time?
5
47 Look at the quiz question. Can you guess
the answer? Then listen and check.
It’s QUIZ time!
• Time flies when you’re having fun!
• Better late than never!
• There’s no time like the present.
• You can’t turn back the clock.
• Time will tell!
• (be) on time
• (be) just in time
• run out of time
• make time for (someone/something)
• manage your time
Test yourself with questions from your
favourite radio quiz. This week it’s all
about TIME!
How many time zones are there in
the USA?
five
seven
nine
Subskill: Avoiding distractors
The speakers might mention all the possible answers,
but only one is correct. Read all the options before
listening so that you know what the distractors are.
Understanding idioms/sayings
An idiom is an expression which has a meaning that
is different from the literal meaning of the words.
Idioms and sayings are used to add interest.
Time flies when you’re
having fun! = Time
seems to pass quickly
when you’re having
a good time.
6 Listen to the quiz again and choose the
correct option.
1 Which famous time traveller travels in a TARDIS?
a Hermione Granger
b Marty McFly
c The Doctor
2 What do we call the study of measuring time?
2 Read the information and look at the example
expression. Do you have a similar idiom in
your language? Does your language have any
other idioms related to time?
3 Match 1–4 with idioms and sayings from
exercise 1.
1 You should do something now rather than
waiting until later.
2 It’s better to arrive late than not to arrive.
3 We will learn the result of an action or decision in
the future.
4 We can’t change things that have already
happened, even if we regret them.
4 Find expressions in exercise 1 that match
the definitions.
1 organise your time
a etymology
b horology
c metronomy
3 Which calendar do most countries use today?
a the Julian calendar
b the Gregorian calendar
c the lunar calendar
4 How long does it take for the Earth to make a
complete turn on its axis?
a less than 24 hours
b 24 hours exactly
c more than 24 hours
7 Answer the questions.
1 Did Rachel answer the first question correctly?
2 Why did Rachel mention ‘leap years’?
3 How many questions did Rachel answer correctly?
4 What did she win?
5 Who did Rachel say hello to?
2 arrive at the correct time
3 arrive early enough so you don’t miss something
4 you don’t have enough time to finish something
5 to find the time for something/someone despite
being busy
Research
Find out more about leap years or different types
of calendars.
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89
7 Grammar
Reported questions
1 Read the examples. Then answer the questions.
4
Reported questions
Where are you from, Fatima?
We use reported questions to report a question that
someone asked.
Questions with Yes/No answers
Are you ready?’ The presenter asked if/whether
Rachel was ready.
‘Can you repeat the options?’ Rachel asked if/
whether he could repeat the options.
‘Have you decided?’ He asked if/whether she had
decided.
I’m from Antalya, in Turkey.
I asked Fatima where she was from, and she told me that
she was from Antalya.
5 Choose the correct option.
GRAMMAR ROUND-UP
Questions that begin with Wh-/How
‘Which famous time traveller travels in a TARDIS?’
He asked which famous time traveller travelled in a
TARDIS.
‘How long does it take for the Earth to go round the
sun?’
He asked how long it took for the Earth to
go round the sun.
1 2 3 4 5 6 7 8
Time travel …
Doctor Who
The Doctor
Age: approx. 900–2,000 yearss old
Home: Planet Gallifrey
Transport: the TARDIS
Enemies: Daleks and many
other monsters and aliens
1 Are the tense changes the same as in reported
statements?
2 Do we use question marks in reported questions?
3 When do we use if/whether?
4 How does the word order change in reported
questions?
5 What happens in questions with do/does/did?
For anyone 1 which/who/whose
which/who/whoselives on
another planet and doesn’t know, Doctor Who is
the longest-running science-fiction TV programme
ever.
It 2 is/was/has been
beenone of my favourite
programmes since I was a kid – when I was little,
I was allowed 3 stay/to stay/staying
stay/stayingup late
to watch it. So I was really happy when someone
4 said/asked/told
said/asked/toldme that the next Doctor
5 is/will be/was going to bea woman – about
time, I thought! Jodie Whittaker became the
Doctor when Peter Capaldi 6 is/was/were
‘regenerated’.
The Doctor has travelled through time, and
7 meet/has met/was meeting
meetinga lot of famous
people, including Leonardo da Vinci and Einstein.
I wish I 8 can/could/will be able to
totime-travel!
If I could, I 9 travel/will travel/would travelto
Ancient Rome or Renaissance Italy. I’m sure
people 10 watch/will be watching/will have
watched Doctor Who for years to come!
2 Rewrite the questions as reported questions.
Remember to change the tenses.
1 ‘Will next year be a leap year?’ asked the quiz
presenter.
The quiz presenter asked (…) .
2 ‘What is a nanosecond?’
He asked (…) .
3 ‘How many babies are born every second?’
He asked (…) .
4 ‘Is the 13th Doctor a man or a woman?’
He asked (…) .
5 ‘Who invented the first clock?’
He asked (…) .
3 Read the reported questions. Then rewrite
them as direct questions.
6 Look at the questions in exercise 3 again. How
1 I asked her where she was from.
‘Where are you from?’
would the Doctor answer them?
2 I asked her how old she was.
90
Work in pairs. Ask your partner the direct
questions from exercise 3. Then report your
partner’s answers.
3 I asked her how she usually travelled.
Research
4 I asked her if she had met any famous people.
Find the answers to the questions in exercise 2.
Pronunciation: Intonation in reported questions
p117
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Real-world speaking
Discussing points of view
1
4 Create your own dialogue. Follow the steps in
Watch the video. Do you agree with their
opinions?
2 Watch again. Which Key phrases do you hear?
3 Complete the dialogue with five of these
words or phrases. There’s one word you don’t
need.
a waste of time different great hate love silly
Monica
I 1 (…) it! There are so many great sci-fi movies!
Do you think so?
Monica
Yes! Why, what’s your opinion?
Well, it seems to me that it’s
2 (…) . I mean, it isn’t real, is it?
Monica
I completely disagree! In my opinion, it’s
great to escape reality sometimes. Anyway,
today’s sci-fi could be tomorrow’s reality!
You have a point. But I’d
rather watch something else.
PREPARE
Prepare your dialogue. Remember to use the Key
phrases for discussing different points of view.
Act out your dialogue for the class.
5 Peer review Listen to your classmates.
Answer the questions.
1 Which topic were they talking about?
2 Which Key phrases did they use?
Key phrases
Asking about other people’s points of view
What do you think about … ?
What’s your opinion?
Giving your point of view
Monica
Well, my sister went to see that movie
and she said that it was 3 (…) !
Maybe she’s right. But lots of people have
told me that they thought it was 4 (…) .
Ryan
Choose your topic to debate: board games, classical
music, cosplay or video games. Decide who is for and
who is against. Make notes about your reasons.
PERFORM
Ryan
Ryan
SKILLS BOOST
THINK
Practise your dialogue.
A friend of mine has asked me to go to
that new sci-fi movie. What do you
think about science fiction?
Ryan
the Skills boost.
PRACTISE
Ryan
Ryan
7
It seems to me that … / In my opinion, …
Describing other people’s opinions
(My sister) said that …
(Lots of people) have told me that …
Reacting to opinions
Do you (really) think so?
Monica
Well, we’re all 5 (…) , aren’t we?
Of course. We each have to make up our own mind.
Monica
Exactly. At least we can agree on that!
Maybe (you’re) right.
I (completely) agree/disagree!
You have a point. / Exactly. / We can agree on that!
US
UK
My sister went to see that movie. (US)
to see that film. (UK)
Phrasebook
www.frenglish.ru
My sister went
p125
91
7 Writing
REPORT about how we spend
our time on school days
by Laura Graft
1 introduction
This report summarises the results of a class survey about how we spend our time
on school days. We asked 30 students to answer questions about how long they
spent studying sleeping and enjoying free time the previous day.
First, we asked how many hours people had spent at school, travelling to and from
school, and doing their homework. Forty per cent replied that they had spent 7–9
hours on these activities, while 60% said these activities had taken 9–10 hours.
2 main body
When asked how many hours they had spent sleeping, the vast majority (more
than 90%) reported that they had slept 8–10 hours, with just 10% sleeping less or
more than this.
Regarding free time, eight out of ten students said that they had had 3–5 hours
free time the previous day, and 20% claimed that they had had less than three
hours. Popular free time activities included spending time with friends and family,
doing sport and going to activity clubs.
3 conclusion
To sum up, this survey shows that students usually spend most of their time
sleeping or studying on weekdays, but in their free time they try to make time for
friends, family, sports and activities.
A report
Subskill: Talking about statistics
1 Read the survey and answer the questions.
We often use percentages and expressions of
quantity to talk about statistics in a report.
25% 50% 80% 95% a large proportion
eight out of ten half of the people more than half
one in four the (vast) majority the minority
SURVEY: How do you spend your
time on an average school day?
How long did you spend …
• at school yesterday? (…) hours
• travelling to/from school?
(…) minutes / hours
• doing your homework?
(…) minutes / hours
• sleeping? (…) hours
How much free time did you have?
(…) hours
How did you spend your free time?
(…)
4 Write the percentages and expressions of
quantity in order, from the smallest to the
biggest. Which ones mean the same?
80% = eight out of ten
5 Find five statistics in Laura’s report. Write each
one in a different way.
Forty per cent = Less than half
2 Read Laura’s report. Are any of the answers
the same as your answers from exercise 1?
3 Read the report again. Which part:
a summarises the answers from the survey?
b gives a general conclusion?
c says what the report is about and how the
information was collected?
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7
QUICK REVIEW
6 Look at the results of another survey.
1 What did you do to save time yesterday?
• About a quarter of my class said that they had got
up earlier so that they’d have more time.
Grammar
Direct speech
• 95% had used technology to save time (e.g. for
doing chores at home).
We use direct speech to repeat the exact words that
someone said.
‘Millions of people have downloaded the game,’
announced the company.
‘It can be dangerous,’ complained some people.
2 How did you waste time yesterday?
Reported speech
• Fifty per cent had used public transport because it
was quicker than walking.
• Ten per cent of respondents said that they had
spent too much time sleeping.
• About half of the people in my class reported that
they had watched too much TV.
• The majority (85%) admitted that they had wasted
time online.
7 Write a report. Choose task a or b. Follow the
steps in the Skills boost.
a Carry out the survey in exercise 1 in your class,
and write a report about the results.
b Write a report about the survey results in exercise 6.
THINK
We use reported speech to report something that
someone said.
The company announced that millions of people had
downloaded the game.
Some people complained that it could
d be dangerous.
Reported requests, offers, suggestions
and commands
‘Please send your ideas!’ They asked us to send our ideas.
‘We’ll share our secrets on YouTube!’ They offered to
share their secrets on YouTube.
‘Let’s all waste time now and again!’ The writer
suggested
d that we should all waste time now and again.
‘Don’t take the Furby into the building!’ They told me not
to take the Furby into the building.
Reported questions
SKILLS BOOST
Choose your task. Make sure you have all the
information and statistics that you need.
PREPARE
Organise the information into three sections:
1 Introduction: say what the report is about and
how you collected the information
2 Main body: summarise the answers to each
question in the survey
3 Conclusion: Sum up the results of the survey
WRITE
Write your report. Use the example in exercise 2 to
help you.
Questions with Yes/No answers
‘‘Are you ready?’ The presenter asked if/whether Rachel
was ready.
‘Can you repeat the options?’ Rachel asked if/whether he
could repeat the options.
Questions that begin with Wh-/How
‘Which famous time traveller travels in a TARDIS?’ He
asked which famous time traveller travelled in a TARDIS.
‘What do we call the study of measuring time?’ He asked
what we called the study of measuring time.
Vocabulary
48 Reporting verbs
CHECK
Read your report and answer the questions.
1 Have you used percentages and expressions of
quantity to talk about statistics?
2 Have you used reported speech and reported
questions correctly?
8 Peer review Exchange your report with
another student. Answer the questions.
1 Has the writer mentioned all the questions
in the survey?
2 Has the writer explained how the statistics were
collected?
add, admit, advise, agree, announce, argue, ask, claim,
complain, confirm, deny, explain, insist, invite, offer,
point out, promise, recommend, refuse, reply, report,
say, suggest, tell
49 Idioms and expressions about time
Time flies when you’re having fun!
Better late than never!
There’s no time like the present.
You can’t turn back the clock.
Time will tell!
(be) on time / just in time
run out of time
make time for (someone / something)
manage your time
3 Did you read anything interesting or surprising?
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93
Project
7
WDYT?
(What do you think?)
Time: how do people
fill time, save it and
waste it?
TASK: Imagine you can travel
through time. Interview a person
from the past and report to the
class what he/she told you.
Learning outcomes
1 I can carry out an interview and report it to
the class.
2 I can use appropriate language from the unit.
3 I can be creative and use my imagination.
Graphic organiser
Project planner p121
STEP 2: PLAN
4 Work in pairs. Read the tips in the Super
skills box and practise saying the Key
phrases with a partner.
CREATIVITY
Using your imagination
Tips
It’s good to search for inspiration, but try to be
original in the end.
If an idea doesn’t work straight away, keep
trying. As Einstein said, ‘Failure is success in
progress!’
Key phrases
Let’s brainstorm some ideas.
Let’s think outside the box.
I know it sounds crazy, but how about … ?
That’s an amazing idea. I love it!
I’m not sure about that. It might be too difficult
1
Watch a video of students
presenting the conclusions from their
interview. How many questions did they
ask?
Which idea is the most original, do you think?
Let’s explore this idea further.
5 Work in your pairs. Brainstorm famous
people from history and agree which
person you are going to interview. Use
the tips and Key phrases in the Super
skills box.
STEP 3: CREATE
6 Read the How to … tips on p121. Then
carry out your interview.
• One student is the interviewer and one the
STEP 1: THINK
2 Look at parts A and B of the Model project.
Were they made before, during or after the
interview?
3 Look at A and B again. Which one uses
direct statements and questions, and
which one uses reported statements and
questions?
94
Grammar and Vocabulary
Quick review p93
interviewee.
• The interviewer should listen and take notes
of the answers.
• If possible, record your interview.
7 Now work together to prepare your
report of the interview. You can write an
article, make a presentation or make a
video report. Use Part B to help you.
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Model project
B
A
Project: inte
erview a famous person
from the passt
Alice and Jack
C
Cleopatra
Alexa
andria, Egypt
32 BC
Hello! We’re Alice and Jack
and we’re doingg a project about time travel. Do
you mind if we ask you a few questions?
W e int er vie we d
Cl eo pa tra …
an d th is is
wh at we lea rn t!
Introduction
Report of
questions
and
answers
Conclusion
Weell we’v
’v come to the end
’ve
ooff our
our interview
w now.. Thannk
nk you so much for
mak
aking time foor us!
7
STEP 4: PRESENT
8 Practise reporting your interview to the class.
Check that you’ve used reported
speech correctly.
1
The task
Did you complete Part A and Part B?
2
Super skill
How creative was your project?
9 Report your interview to the class.
10 Peer review Listen to your classmates’
reported interviews and answer the questions.
1 Which famous person did you find
most interesting?
2 Think of an extra question to ask about each
famous person.
FINAL REFLECTION
3
Did you and your partner both use
your imagination?
Language
Did you use reported statements
and reported questions?
Beyond the task
In the past, people didn’t have all the technology that we
have today. Do you think that we save or waste more time
with technology, or both?
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95
8 Sport
WDYT?
(What do you think?)
Isaac Jean-Paul is a Paralympic athlete.
He’s broken many world records in high
jump and won two world championship
medals in both high jump and long jump.
He holds a high jump world record.
How can sport be
a force for good?
The Mountain Bike World Championship is an
important biking competition. Rachel Atherton
has won the downhill title an astonishing five
times! She’s also won the World Cup six times.
That makes her the world champion with the
most medals in downhill mountain biking.
Vocabulary: sports; doing
sport; benefits of sport
Grammar: gerunds and
infinitives; quantifiers
Reading: an article about the
Refugee Olympic Team
Kiko Matthews had never
rowed before she trained to
row 2,800 miles across the
Atlantic – alone! She had to
work out and train hard, but
it was worth it. She broke
the world record by almost
a week and set a new record
of 50 days!
Listening: a podcast about
finding the right sport for you
Speaking: describing an
event
Writing: an opinion essay
Project: make a video of your
candidate for Sports Star of
the Year
VIDEO SKILLS
Sporting greats
Sports
1
Video skills p97
Copy and add as many sports as you can in one minute.
Compare around the class.
football
hockey
play
swimming
SPORT
go
2 How often do you (…) ?
3 When was the last time you (…) ?
4 Do you enjoy (…) ?
5 Have you ever (…) ?
96
running
Work in pairs. Complete the questions in as many different ways
as you can, using collocations from exercise 1. Ask and answer. Then
tell the class about your partner.
1 Do you prefer (…) or (…) ?
Project pp106–107
yoga
athletics
Real-world speaking p103
2
do
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Antoni prefers going running
to playing football. He’s never
done yoga, but …
Chloe Kim is a snowboarder.
When she was just 17 years
old she scored a perfect 100
points at the X-Games! She
has won three gold medals
at the games, and she was
the first woman to do 1080s
back-to-back – that’s a hard
snowboarding trick! The
X-Games (short for ‘Extreme
Games’) is a popular sports
event which is held every
year. There are summer
and winter games, like the
Olympics.
Vocabulary
5
8
Work in pairs. Complete the sentences
with the correct form of a verb from exercise 4.
Then ask and answer.
1 Have you ever (…) a medal for a sport? What for?
2 Has your team (…) another team recently and
won a match?
3 Does your school ever (…) any sports events?
What?
4 Would you like to (…) in the Olympics? Why?
5 Do you (…) a football, basketball or volleyball
team? Which one?
6
Work in pairs. Choose the correct verb.
Then compare your answers. Do you agree or
disagree with the statements?
1 Serena Williams is a great tennis player. She usually
wins/beats the other player.
Do you support a team in
the World Cup? It’s a football
tournament that takes place every
four years. When it was held in
Russia, France’s 19-year-old Kylian
Mbappé became the youngest
person to score a goal in the final
game since 1958. Luckily, France
didn’t lose the game; they beat
Croatia 4–2 to win the trophy.
2 Brazil’s football team are brilliant. They’re going to
win/beat the next World Cup.
3 Tennis is the best game/match in the world.
4 I’d like to play in an international volleyball game/
match with lots of fans watching.
5 If I played/trained hard, I could be in an Olympic
sports team.
6 I’m fit because I practise/play a lot of different
sports.
VIDEO SKILLS
Doing sport
3
Read the text and check the meaning of
the words in bold.
1 Which team beat Croatia in Russia?
2 What sport is Chloe Kim known for?
3 Who has won more events in his/her sport than
anyone else?
4 Who has medals in two sports?
5 Who has set a world record in rowing?
4 Complete the collocations with the words
in the box. Which are in the texts? What
collocations do you know for win and lose?
a competition a goal
a team (x2) an event
a record
1 support (…)
4 score (…)
2 hold (…)
3 beat a champion/
another athlete/ (…)
5 break/hold/set (…)
6 compete in (…)
7
Watch the video. What activities do you
see? What record does he break?
8
Work in pairs. Discuss the questions.
1 What features of the video show that this is a
documentary?
2 How does this video make you feel? Why?
3 What makes the video interesting and
attractive? Think about:
• music • images • colour and light
• story
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Pronunciation: /e/ /iː/ and /eɪ/
p117
97
8 Reading and critical thinking
An article
1
6 Decide if the statements are true or false. Correct
Work in pairs. Describe the photos. What
do you think the article is about? Why? Write
five words you expect to see in the article.
2 Read the dictionary extract. Are there many
1 All the athletes in the unusual team were either
runners or swimmers.
2 The athletes used their own national flags.
3 Globally there are more than 25 million refugees.
refugees in your country? What problems do
you think they face?
4 Coubertin believed that sport could be used to
educate people.
refugee NOUN [COUNTABLE] /refjʊˈdʒiː/
6 There will not be a Refugee Team at any other
Olympic Games.
someone who leaves their country, especially during
a war or other threatening event
Thousands of refugees have entered the camps along
the borders in recent days.
Subskill: Scanning
Scanning is a useful tool to read faster. When you
scan, you only look for specific information. This
helps you to answer questions faster and more
easily.
5 The athletes won several medals.
7 Complete the sentences.
1 Many athletes want to (…) .
2 Worldwide, the number of refugees is (…) .
3 The Refugee Team was supported by (…) .
4 The Refugee Team helped to make people more
aware of (…) .
5 The writer hopes that in the future a refugee
team (…) .
CRITICAL THINKING
3 Scan the text and find …
1 the four countries the athletes are from.
2 the number of athletes in the team.
3 what the IOC is.
4 what ‘displaced people’ are, and how many there
are.
5 the name of the person who started the modern
Olympics.
4
the false statements.
50 Read and listen to the text. Check your
answers in exercise 3. Which phrases in the
text confirm the answers?
5 Word work Match the definitions to the
1 Remember Read the article again. List the
sports mentioned and the purpose of the
Olympic Games.
2 Apply Imagine you were on the Olympic
Committee. If the Olympics were extended to
include other activities besides sport, which one
activity would you include? For example: cooking,
computer games, story-telling or a sport that is
not currently an Olympic sport.
3 Evaluate Explain which activity you would
include and justify your answer. How does the
activity promote education and international
peace?
words in bold in the text.
1 make people notice something
2 dealing with (problems or difficulties)
Research
3 escape from a dangerous situation or place very
quickly
4 an urgent, difficult or dangerous situation
Find out about two of the athletes in the first
Refugee Olympic Team. Who are they? What have
they done since then?
5 made someone do something they didn’t want to
6 support or encourage something
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8
A message of hope
Do you remember watching the Rio Olympic Games? If so, you probably noticed an unusual team.
It was like no other Olympic team because for the first time the athletes came from four different
countries: South Sudan, Syria, the Democratic Republic of Congo and Ethiopia. The 10 members
competed in three different sports: running, swimming and judo. They competed together under the
Olympic flag, the famous five coloured rings. So who were the team and why were they so special?
The team was the Refugee Olympic Team. Being in
an Olympic team is the goal of many athletes. They
dream of representing their country and winning a
medal. But what do you do if you have no country?
Imagine training for years at a sport and then having
to flee for your life. Refugees lose everything, not just
their home. There are now over 25 million refugees
worldwide and numbers are increasing. Added to
that, there are around 40 million displaced people –
people who have been forced to leave their homes
who are still in their country.
The International Olympic Committee (IOC)
created the team to draw attention to this global
refugee crisis. Why? The purpose of the games is to
promote international peace through sport. The
founder, Pierre de Coubertin, saw sport not just as a
physical activity, but also as a way to educate people.
Creating the team was a way of doing that. The IOC
also wanted to send a message of hope to refugees
everywhere. The athletes in the Refugee Team were
able to compete as equals with other national teams.
People from all over the world supported the
team. Although the athletes didn’t win any medals,
it is important to remember that they achieved
something incredible. They demonstrated true
Olympic spirit in their courage and
dedication, despite facing huge
difficulties. Not only that, they
helped to raise awareness of
the problems refugees have
to deal with.
The team received such a
positive reaction that the
IOC decided to continue
having a Refugee Team at the
Olympics. Don’t forget to look
out for them next time! We can
hope that one day there will be
no need for such a team, and
that, in part at least, may be
because of sport.
The longer read
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Resource centre
99
8 Grammar
Gerunds and infinitives
4 Read the examples and complete the rules
1 Read examples a–f and match them to 1–6.
with infinitive or gerund.
Verbs that take -ing/infinitive with a change
of meaning
Gerunds and infinitives
a They wanted to bring attention to the refugee
crisis.
Do you remember watching the 2016 Olympics?
I must remember to find out more about the team.
b Being in an Olympic team is the goal of many
athletes.
They’ll never forget taking part in the Olympics.
Don’t forget to support the next refugee team.
I stopped playing volleyball, but I miss it.
c They dream of winning a medal.
d The athletes miss being in their own countries.
e It’s important to remember that they achieved
something incredible.
f They created the team to draw attention to the
refugee crisis.
1 gerund as subject of sentence
2 gerund after certain verbs, e.g. avoid, enjoy, miss
3 gerund after prepositions
4 infinitive of purpose. Alternatively, we can use in
order to
5 infinitive after certain verbs e.g. agree, want, decide
6 infinitive after adjectives, e.g. interesting, necessary
Verbs that take the gerund or infinitive
Some verbs (e.g. like, prefer, love, hate, begin,
continue, start) can take either gerund or infinitive
with little or no change of meaning.
We like watching TV.
We like to watch TV in the evening.
2 Complete the sentences with the correct form
of the verb in brackets. If more than one form is
possible, write both.
1 I usually exercise by (…) (play) football.
2 I think (…) (swim) is the best form of exercise.
3 I like (…) (do) yoga.
4 My friends don’t enjoy (…) (compete) in sports events.
5 I think it’s necessary (…) (do) some exercise every day.
6 My best friend intends (…) (get) fitter next month.
Verb + object + infinitive
Some verbs follow the pattern verb + object +
infinitive e.g. help, advise, encourage, force, remind.
The coach helped them to improve their performance.
Health experts advise people to do sport regularly.
3
Work in pairs. Are the sentences in
exercise 2 true or false for your partner?
Do you usually exercise by playing football?
I was studying, but I stopped to play volleyball. I
needed a break.
1 We use remember/forget + (…) to talk about an
experience in the past.
2 We use remember/forget + (…) to talk about doing
something in the future.
3 We use stop + (…) to talking about finishing an
activity and stop + (…) when we stop in order to
do a different activity.
5 Complete the text with the correct form of the
verbs in brackets.
Jagger Eaton
I can remember 1 (…) (watch) one of Jagger
Eaton's videos on YouTube and he was incredible!
He started skateboarding when he was four years
old and his dad encouraged him 2 (…) (train)
hard. It’s important 3 (…) (learn) new tricks and
Jagger enjoys 4 (…) (test) his skills. After 5 (…)
(compete) in the X-Games at the age of 11,
he became the youngest competitor ever.
He managed 6 (…) (win) a gold medal at
the games only a few years after. Now
that skateboarding is an Olympic sport,
Jagger is training hard in order 7 (…)
(compete) and hopes 8 (…)
(win) his first Olympic medal.
6 Answer the question to solve the Brain teaser.
B
R
A
I
N
Andy, Beth, Carlos and Daniela each have a
different favourite sport: volleyball, swimming,
basketball or karate.
1 Doing karate and playing basketball aren’t
things Beth likes.
2 Carlos remembers playing volleyball and
basketball when he was younger, but he
refuses to do them now.
3 Neither of the boys enjoys doing martial arts.
Who prefers doing which sport?
100
Pronunciation: /θ/ and /ð/
TEASER
p117
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Vocabulary and Listening
Benefits of sport
A podcast
1
4
Work in pairs. Discuss the photos using
the phrases below.
• individual sport
• indoor sport
• outdoor sport
• summer sport
• team sport
• water sport
• winter sport
• year-round sport
51 Listen to the podcast. Which of the
sports in the poster in exercise 2 do they
discuss?
Subskill: Answering true/false questions
Before you listen, read the statements carefully
and underline key words (nouns, verbs, adjectives,
numbers, names etc.). Listen for synonyms. Choose
the answers from the information given in the
recording.
2 Check the meaning of the words in the box.
Which are important for each of the sports on
the poster?
accuracy balance confidence coordination
fitness flexibility focus skill speed
stamina strength
8
5 Read the statements and underline the key
words. Then listen again and decide if the
sentences are true or false. Correct the false
sentences.
1 Playing basketball can help you to improve your
ability to make decisions.
Get active – find the right
sport for you
2 When you start swimming you should do the
highest number of lengths you can.
3 The podcaster says that cycling isn’t as popular as
it used to be.
4 According to the podcaster, it takes a lot of time to
improve in gymnastics.
5 You can go rowing indoors or outdoors.
6 Listen again and complete the sentences with
numbers.
1 Swimming just (…) minutes twice a week is a
good workout.
2 The Algarrobo swimming pool in Chile is (…)
metres long.
3 After cycling regularly for three months, cyclists’
brains were the same size as the brains of people
(…) years younger than them.
4 Skiers are about (…) % fitter than typical fit
people.
5 The first World Indoor Rowing Championship was
held in (…) .
Word families
Many nouns also have an adjective form, e.g.
skill (n) – skilful (adj)
3 Write the adjectives and example sentences.
1 accuracy – accurate
2 confidence (…)
5 flexibility (…)
6 focus (…)
3 coordination (…)
4 fitness (…)
7 strength (…)
8 skill (…)
7
Work in pairs. Answer the questions.
1 Which sports do you like doing? What benefits do
you get from them?
2 Which sport or sports would you like to try? Which
would you not like to try? Why?
3 What are the best ways to encourage young
people to do more sport?
Sports like skiing help you become more coordinated
and improve your coordination.
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101
8 Grammar
Quantifiers
3 Read the examples and match the two parts of
the rules.
1 Read the examples and complete the rules
not enough, enough, too much/many
with countable, uncountable or affirmative.
Experts say not enough people participate in sport.
Do you spend enough time doing sport?
not much/many, few, a few, several, lots of/
loads of/plenty of
Fifty metres is far enough for me.
Few gymnasts will go on to professional level, but
everyone can enjoy gymnastics.
People spend too much time in front of screens.
Too many people stop doing sport.
Start by swimming a few lengths and then increase
the number.
Several listeners asked about rowing.
Most towns and cities have lots of/loads of/plenty
of indoor pools.
There’s not much time left, so let’s talk about our
last sport for today.
Not many people like the idea of training outside
on a cold day.
1 We use few/a few/several/not many/how many?
with (…) nouns.
2 We use not much/how much? with (…) nouns.
3 We use lots of/loads of/plenty of with both (…) and
(…) nouns.
4 We usually use few/a few in (…) sentences and
much/many in negative sentences and questions.
few/a few
We use few to emphasise a small number, but a few
is similar in meaning to some.
Few teenagers go skiing. = Not many teenagers.
A few of my friends go skiing. = Some of my friends go
skiing.
2 Choose the best option.
1 Few/Plenty of/Several people do sport every
day. It isn’t enough! I wish more people did.
2 There are few/lots of/not many sports centres
near me. It’s great to have so much choice.
3 There are not many/several/plenty of famous
sports stars from my town. I can only think of two.
4 Doing team sports has several/loads/few
benefits.
a the necessary amount
2 enough
b more than necessary
3 too much/many
c less than necessary
Work in pairs. Complete the sentences
so they are true for you.
1 Few people I know (…) .
2 In my town, there aren’t enough (…) .
3 I think too many young
people (…) .
4 I spend enough time (…) .
5 I (…) too much (…) .
6 I’ve got plenty of (…) .
5 Choose the correct option.
GRAMMAR ROUND-UP
1 2 3 4 5 6 7 8
Menna Fitzpatrick 1 (…) since she was five. She
learnt to ski by 2 (…) her dad because she is
almost blind. Menna, 3 (…) has only 5% vision,
skis with her guide, Jennifer Kehoe. It 4 (…) easy
coordinating with another person while you
are skiing. If Menna 5 (…) a skiing partner, she
wouldn’t be able to compete at speeds of 80 km
an hour. The pair consider 6 (…) a team. They work
well together, and at the Winter Paralympics in
PyeongChang they won 7 (…) medals! Menna is
now Britain’s most successful Paralympic skier
and no doubt we 8 (…) more of her in the future.
5 We can’t swim today because there is not
much/a few/several water in the pool.
1 a skied
b is skiing
c has been skiing
6 I want to run a 10-km race next year. I’m going to
start by running plenty of/a few/few kilometres
and then increase gradually.
2 a follow
b following
c to follow
3 a who
4 a must be
b that
b can’t be
c whose
c might have been
7 There are several/plenty of/few exercise
machines in the gym, so you never have to wait.
102
4
1 not enough
5 a won’t have b didn’t have
6 a themselves b herself
c doesn’t have
c each other
7 a too many
b enough
c lots of
8 a hear
b will have heard c will be hearing
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Real-world speaking
8
Describing an event
4 Watch again. Which Key phrases do you hear?
1 Look at the photo. Where are Aisha and Elif?
5 Create your own dialogue. Follow the steps in
What do you think they are talking about?
2
Watch the video and check your guesses in
exercise 1.
3 Complete the dialogue with the words in the
box. Watch again and check.
match
scored
team
Elif
Elif
Aisha
Aisha
Aisha
I know! The crowd went wild. Everyone
was clapping and cheering.
Aisha
The other 3 (…) scored three times,
but by the time the match finished
we had scored one more goal!
So we won 4–3? I can’t believe it! I
wanted to come, but I had to go into
town to buy a present for my sister.
Practise your dialogue.
Act out your dialogue for the class or record it and
play it to the class.
6 Peer review Listen to your classmates and
answer the questions.
Then what happened? What was the final score?
Elif
PRACTISE
PERFORM
Well, the start was slow, but then we
2 (…) a goal … and then two more!
What? Three goals! That’s amazing!
2 How did you feel?
Prepare a dialogue. Remember to use the Key phrases
for describing an event and your feelings.
You’ll never guess what happened!
Well, I’m sure we didn’t beat the
other team. We never 1 (…) .
Describe a sports event to a friend who wasn’t there.
1 What happened at the start? And after that?
PREPARE
Elif
Elif
SKILLS BOOST
THINK
3 How did the event finish?
win
Hi Aisha, how was the match?
I suppose we lost again.
the Skills boost.
1 Which Key phrases did they use?
2 Could they improve their dialogue? How?
Key phrases
Describing an event
The start/finish was thrilling/exciting/slow/boring.
The crowd went wild/cheered. Everyone was clapping.
You’ll never guess what happened!
Before I knew it, … / By the time …
Describing your feelings
Aisha
It was so exciting. I’ll never forget when
we scored the final goal. It was one
minute before the end of the 4 (…) !
I’ve never been so excited/surprised/bored!
I’ll never forget …
It was (so) wonderful/amazing/exciting/boring.
Real-world grammar
I wanted to come.
I had to go into town to buy a present.
Phrasebook
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p125
103
8 Writing
‘IN SPORT, WINNING IS EVERYTHING.’
Omer Bayar
An opinion essay
3 Match the paragraphs A–D with the
1 Read Omer’s essay. Does he agree or disagree?
Use a dictionary to improve your writing.
Dictionaries give information about spelling and
grammar as well as meaning.
2 Use a dictionary to complete 1–4 in the essay.
b apart from c apart with
2 a achivements
b achievements c acheivements
Check the spelling. Are any letters missing or in the
wrong order?
3 a focus b focuss c foccus
Check the spelling. When does ‘focus’ have a double
letter? Which is it?
4 a great b greatly
What part of speech (noun, verb, adjective, adverb)
is great? What does it mean? What about greatly?
104
1 the conclusion summing up your opinion
2 the main reason you agree/disagree
Subskill: Using a dictionary
1 a apart of
descriptions 1–4.
3 the introduction explaining the statement and
giving your opinion
4 additional reasons why you agree/disagree and
a short reference to a different opinion
4 Find expressions with the same meaning as
the ones below.
1 In the past (…) .
2 Today (…) .
3 In my opinion/It seems to me that (…) (…) (…)
(…) (…) .
4 What is more (…) (…) .
5 Some people argue that (…) .
6 To sum up/In conclusion (…) .
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QUICK REVIEW
5 Complete the sentences using expressions
from exercise 4. Do you agree or disagree?
1 (…) , schools taught team sports rather than
individual sports.
2 (…) most schools recognise that it is important to
do both team and individual sports.
3 (…) team sports are more important than
individual sports, but I disagree.
4 It is true that team sports help build social skills
and cooperation. However, (…) individual sports
can build other strengths.
5 (…) individual sports encourage cooperation and
allow people to develop at their own speed. (…) ,
not everyone enjoys team sports.
6 (…) , I believe it is good to do both, but they
should be optional rather than obligatory.
6 Read the question. What do you think? Write
an opinion essay. Follow the steps in the Skills
boost.
All students should do both team
and individual sports at school.
THINK
8
Grammar
Gerunds and infinitives
We use gerunds as subjects of sentences, after prepositions
and after certain verbs.
We use infinitives after adjectives and certain verbs.
Doing sport regularly is part of a healthy lifestyle.
Before doing exercise you should warm up.
I missed riding my bike after I hurt my leg.
They decided to make skateboarding an Olympic sport.
I went to the sports centre to playy / in order to playy / so as to
playy tennis.
It’s hard to score goals.
Verb + object + infinitive
My parents encouraged me to join a sports team.
The coach advised everyone to practise before the match.
Verbs that take gerund/infinitive with no
change of meaning
They started playing / to play tennis.
We love watching / to watch our football team.
Verbs that take gerund/infinitive with a
change of meaning
forget, remember, stop
SKILLS BOOST
1 Decide if you agree or disagree with the statement.
2 Write a list of reasons to support your opinion.
PREPARE
Organise your ideas into paragraphs. Use the model
essay and paragraph plan (in exercise 3) to help you.
WRITE
Write your opinion essay. Remember to use the words
and phrases in exercise 4.
CHECK
Read your essay and answer the questions.
1 Have you written four paragraphs?
2 Have you included useful phrases (opinions,
adding ideas, concluding)?
3 Have you used gerunds, infinitives and
quantifiers?
4 Have you used vocabulary related to sport?
Quantifiers
There aren’t enough women’s football teams.
There isn’t much time to practise.
Not many teenagers go rowing.
Very few people do too much exercise.
A few people in my class have seen a live basketball match.
Several football players have been in the news.
Have you got enough energy to run a bit further?
You can do lots of / loads of / plenty of sports at the centre.
People spend too much time sitting down and not being
active.
There are too many people here. I can’t see!
Vocabulary
52 Sports
play – football, hockey
go – running, swimming
do – athletics, yoga
53 Doing sport
7 Peer review Exchange your opinion essay
with another student. Answer the questions.
1 Does the writer use appropriate grammar and
vocabulary?
2 Does the writer use correct spelling and present
their opinions clearly? Do you agree or disagree
with them?
athlete, beat, champion, championship, compete, game,
hold an event, hold/break/set a record, lose, match, medal,
score a goal, support, team, tournament, train, trophy, win,
work out
54 Benefits of sport
accuracy/accurate, balance, confidence/confident,
coordination/coordinated, fitness/fit, flexibility/flexible,
focus/focused, skill/skilful, speed, stamina, strength/strong
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105
Project
8
WDYT?
(What do you think?)
How can sport be a
force for good?
STEP 2: PLAN
3 Which of these features does the video
include to make it attractive?
• photos
• video clips
• headings
TASK: Make a video of your
candidate for Sports Star of
the Year.
• music
• diagrams and graphs
4 Work in pairs and choose a sports star to
research.
5 Work in your pairs. Read the tips in the
Learning outcomes
Super skills box and practise saying the
Key phrases with a partner.
1 I can make a video about a sports star to
persuade people to vote for my choice.
2 I can use appropriate language from the unit.
CRITICAL THINKING
3 I can choose and use reliable web sources to
research information.
Graphic organiser
1
Project planner p121
Watch a video of students talking
about their favourite sports star. Where
is Samantha Kerr from?
Choosing and using reliable
web sources
Tips
Make sure the website is reliable and secure.
Always check your facts on various websites.
Check the date of the article. Is the information
recent?
Is there an author’s name? Are the sources given?
Look at the domain name. Is it a newspaper or
government website?
Key phrases
Where did you get that information?
Is that website reliable/accurate/secure?
Let’s check the facts on different websites.
We should use an/the official website.
STEP 3: CREATE
STEP 1: THINK
2 How would you organise parts a–e below
to make a presentation? Read the extracts
in the Model project and check.
a description of what the sports star is like
b short summary of career
c a brief introduction giving name of the person
and their sport
d conclusion giving reasons why the person is a
good candidate
e awards and achievements
106
Grammar and Vocabulary
Quick review p105
6 Research your sports star and make
notes. Include the information in exercise
2. Use the tips and Key phrases in the Super
skills box.
7 Read the How to … tips on p121. Then share
your research and decide how to organise
the information.
8 Create your video. Add the things from
exercise 3 to make it attractive.
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Model project
proje
1
Hello. I’m Sarah and I’m Jack.
We’d like to present to you
a truly exciting footballer
for Sports Star of the Year.
Samantha Kerr is from
Australia, and she is a hugely
talented international star.
Sam only started playing football
when she was 12 years old, but
she has already achieved a lot.
She first played professionally
in 2008. When she was 15, she
played for the Australian national
team for the first time in a
game against Italy. After playing
in several different teams in
Australia, Sam moved to America
to play for the Chicago Red Stars.
5
Through sport,
Sam is helping
to change
attitudes. She
is proving to
young people
that women’s
football is an
exciting game
with top-class
players, and that women can play just as well as men.
Sam is an international role model for women’s sport
who inspires young people to follow their dreams. For
these reasons, together with her many successes, we
believe that Samantha Kerr is the ideal candidate for
Sports Star of the Year.
2
Sam is a skilful player, who is always focused
on the field, and she’s very accurate.
I love watching Sam in action! Here you can
see her doing her famous backwards flip,
which she sometimes does after she scores
a goal. Sam wins matches, and she’s happy
to sign autographs and take selfies with
every person who wants one. There aren’t
enough players like her!
3
Sam won the National Women’s Soccer League
(NWSL) Golden Boot award in 2017. The Golden
Boot is for the player who scores the most goals
in a season. Sam won it again in 2018 – that’s
a record! Sam’s won several more awards,
including the Australian Women’s Player of the
Year and Young Australian of the Year.
8
1
4
FINAL REFLECTION
The task
How organised and attractive was
your presentation?
How effectively did your video
present your candidate?
STEP 4: PRESENT
2
9 Show your video to the class.
10 Peer review Watch your classmates’
videos and answer the questions.
3
Super skill
Did you successfully choose and use
reliable web sources?
Language
Did you use new language from
this unit? Give examples.
1 Which video was the most successful at
persuading you? Why?
2 Who do you think should win the Sports Star of
the Year? Vote as a class.
Beyond the task
Do you think all sports can be a force for good?
Give reasons for your answer.
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107
9
Look what
you know!
1
2
POLL (…) T (…)
R (…) VE (…) S AND S (…) (…) S
4
L (…) AD
SI (…) G (…) R
3
SH (…) P (…) IFT (…) R
A (…) G (…) E
5
5
7
6
A (…) US (…) NG
Vocabulary
5 Complete the text with the correct option.
1 Look at the photos and complete the words.
2 Match answers 1–8 from exercise 1 to
topics a–h.
a (Unit 1) Music and performance
b (Unit 2) Friends
c (Unit 3) Describing things
d (Unit 4) What’s next
e (Unit 5) Protecting the environment
f (Unit 6) Crime
g (Unit 7) Reporting verbs
h (Unit 8) Sport
3 Which word or expression does not belong in
each group? Why?
1 manage your time, go running, run out of time,
time flies when you’re having fun
2 embarrassed, jealous, content, entertaining
3 strength, flexibility, champion, stamina
4 teacher, fraudster, hacker, scammer
5 noisily, afterwards, downstairs, funny
6 feel good, agree with, prepare for, complain about
7 support you, make you laugh, ask you, cheer you up
8 cardboard, blackboard, aluminium, rubber
4 Add three more words to each group in
exercise 3.
108
NE (…) T-D (…) OR
NEI (…) H (…) OUR
DO W (…) R (…)
E (…) PE (…) IE (…) CE
AT (…) L (…) TE
Carolina Marín is a Spanish badminton player. She
wanted to be a Flamenco dancer, but then a 1 (…)
friend introduced her to the game of badminton
and she loved it. Coach Fernando Rivas noticed her
during a match and was impressed with her speed,
2 (…) and ambition. ‘I want to be the very best,’
Marín said. ‘European champion. World champion.
Olympic champion,’ she 3 (…) . She gave an amazing
4 (…) at the Rio Olympics and won a gold medal.
She’s won many other awards too, including three
World Championships. Due to an injury, she had to
withdraw from a competition in 2019, which was very
5 (…) . However, Carolina was soon back to training
after an operation and is already preparing 6 (…) next
year’s competitions. She is optimistic that this injury
won’t 7 (…)
her chances of
further success.
What does the
future hold for
Carolina? Only
time will 8 (…) !
1 a near
2 a strength
b close
b focused
3 a pointed out b complained
4 a record
b audience
c acquaintance
c skilful
c added
c performance
5 a thrilling
b disappointing c puzzling
6 a for
b of
c about
7 a destroy
8 a say
b protect
b talk
c ban
c tell
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Look what you know!
Reading
4 Are the sentences true or false? Correct the
false sentences.
1 Look back at the Reading subskills in Units
1 MacRebur's product doesn't help to solve the
problem of plastic waste.
1–8. Which do you find most useful? Why?
2
2 All roads in the UK are now built using the
recycled plastic.
3 Shannon and Cheriece are both runners.
55 Look at the photos and headlines.
Decide what each text, A–D, is about. Then
read and listen to the texts and check.
4 The Hylton sisters studied different subjects at
university.
1 people who could be sports stars in the future
2 two people who didn’t succeed in committing
a crime
3 two people who got to know each other
5 Ciara didn’t know Cordelia before they went to
Germany.
6 Very few people watched Ciara and Cordelia’s
video.
4 a product that could help the environment
7 The thief’s friend stole more money than the thief
had asked for.
8 The police only arrested the thief’s friend.
3 Look at the underlined words in the texts. Who
or what do they refer to? Match the pronouns
1–6 with the people or things they refer to a–f.
1 They (line 7)
2 They (line 17)
a The thief’s friend
b Ciara Murphy
3 she (line 31)
4 there (line 33)
c Shannon and Cheriece Hylton
d the company
5 it (line 40)
e Bremen
6 him (line 47)
f
5 Word work Look at the words in bold in the
text. What part of speech are they? Can you
remember what they mean? If not, look back
and check!
6
the robbery
Work in pairs. Order the stories from
most to least interesting. Compare with
another pair. Give reasons for your answer.
News in brief
C How to find a friend
A Roads of the future?
25
5
10
9
Plastic waste is a huge problem
worldwide, but the co-founders of MacRebur have
come up with a product that could help – and tackle
the pothole crisis at the same time. MacRebur
recycles plastic that would otherwise end up in
landfill or incineration. They use recycled waste
plastic that when mixed with their special activator
can be used in asphalt to make roads. The product
has been used on roads in the UK and around the
world. Perhaps one day all roads everywhere will be
laid using recycled plastic.
B Athletes to watch
Shannon and Cheriece Hylton are twins and they’re
both world-class athletes. They’ve only been running
competitively since they turned 16. Now they’re
15 hoping to represent Britain at the next European
Championships and at the Olympics, and perhaps to
win medals. They train hard every day and amazingly,
they’ve also managed
to complete university
20 degrees – Shannon
studied biomedical
science and Cheriece
studied business
management.
When Ciara Murphy from Ireland
went to study in Bremen,
Germany, she didn’t know
anyone. However, people kept
30 asking her if she had come with
a sister or if she had a twin. The
same thing was happening to
Cordelia Roberts from the UK, who was also studying
there. Then they bumped into each other and realised
they looked identical. The ‘twin strangers’, as they
35 call themselves, quickly became friends. They
posted a photo online and later made a video telling
their story which has been viewed over 70,000
times.
D
40
45
Bad robbers!
When two criminals tried to steal $100,000 from a
bank in Fairfield, USA, it all went wrong. One of the
thieves phoned the bank before the robbery to tell
them to put the money in a
bag for his friend to collect.
The bank quickly phoned the
police. After collecting about
$900, his law-breaking friend
tried to flee, but police were
waiting to arrest him. They
then arrested the thief who
phoned the bank, who was
outside in the getaway car!
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9 Look what you know!
Grammar
Units 1 and 2
Units 3 and 4
1
1
Complete the dialogue with the correct form
of the verbs in brackets. Use the present
perfect simple or present perfect continuous.
Hi Amy. You look happy. What
1 (…) (you/do) ?
I 2 (…) (write) a new song. I 3 (…) (not
finish) yet, but I 4 (…) (write) two verses.
That’s great. I’d love to hear it
when you 5 (…) (finish) .
What about you? 6 (…) (you/practise)
for your guitar exam? It’s soon, isn’t it?
Yeah, it’s next week. I 7 (…) (practise) a lot!
2 Choose the correct option to complete the
questions. Then answer the questions.
Complete the text with the correct form of
the modal verbs of deduction and speculation.
What are these strange ‘pods’ on a mountain in Peru?
Although they look like they 1 (…) (could/be) science
research centres, they are in fact a hotel! How did
they build it? Well, it 2 (…) (can’t/be) easy! The
hotel is nearly 400 metres up a cliff, so the builders
3 (…) (must/use) special equipment to construct it.
I suppose they 4 (…) (might/build) one pod first
and then stayed up there to finish it. The materials
5 (…) (must/be) very strong or it would fall down.
It definitely 6 (…) (can’t/be) easy for visitors to
reach either. In fact, guests have to do a 90 minute
climb to reach it – obviously they 7 (…) (must/enjoy)
climbing and not have vertigo! Fortunately, the
journey back is a lot easier; you go on a zip wire.
It 8 (…) (must/be) an amazing experience!
1 You’re French, isn’t it/aren’t you?
2 Have you and your best friend ever fallen out with
each other/yourselves?
3 What kind of music do you usually listen to/for?
4 When you leave a room, do you always switch the
lights down/off?
5 You didn’t go out last night, do you/did you?
3 Complete the text with the correct relative
pronouns. Then say which are defining and
which are non-defining relative clauses.
Alfie Templeman, 1 (…) is from the
UK, is a musical talent to watch –
and he’s still a teenager. Alfie, 2 (…)
sister is a pianist and plays trumpet,
comes from a musical family. He
started playing drums aged seven
and then took up the guitar. 2016
was the year 3 (…) things really took
off – the then 13-year-old began
writing, recording and producing
his own music. His bedroom, 4 (…)
he spent many hours playing, was
his recording studio. The track
5 (…) he released in 2018 was
immediately streamed thousands of
times. His first EP, 6 (…) was called
Like an Animal, came out the same
year. Alfie filmed the video for ‘Like
an Animal’ in the town 7 (…) he
grew up – and fans loved it! His
grandfather is the person 8 (…)
house was used for the video ‘Yellow
Flowers’ – and he appears in the
video!
110
2 Write questions with the future perfect or
future continuous. Then answer them.
1 what / you / do / at this time tomorrow ?
2 you / leave / school / by the end of next year ?
3 where / you / live / in ten years’ time ?
4 will / you / get a job / by the age of 20 ?
5 will / you / lie on the beach / on 1st January ?
6 will / get / married / by the age of 30 ?
3 Complete the sentences with the future
simple or present simple form of the verbs
in brackets. Then say which sentences are
true for you.
1 As soon as I (…) (get) home this afternoon, I (…)
(phone) my best friend.
2 Next year, I (…) (can) speak English fluently.
3 When I (…) (leave) school, I (…) (get) a job. I (…)
(not go) to university.
4 I (…) (have to) revise for a test this week.
5 I (…) (not watch) television until I (…) (finish) my
homework.
6 I (…) (buy) a car as soon as I (…) (be) old enough.
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Units 5 and 6
Units 7 and 8
1
1
Complete the text with the passive or active
form of the verbs in brackets.
Every year, 25 million tonnes of plastic
1 (…) (generate) by Europeans. They
2 (…) (recycle) less than 30% of it.
Experts predict that even more plastic
waste 3 (…) (create) over the next
decade. Clearly, we need a solution.
Last year in Zwolle in the Netherlands,
the first cycle ‘smart path’ to use
recycled plastic 4 (…) (build) . A second
track 5 (…) (install) in the region soon.
The smart path has several benefits
– people 6 (…) (encourage) to get
more exercise and old plastic 7 (…)
(not waste) . The track 8 (…) (make) in
sections which are easy to transport.
It can also measure traffic conditions.
It 9 (…) (think) that the benefits of the
smart path could apply to roads, too.
Perhaps one day, we 10 (…) (use)
plastic smart roads for all our journeys!
9
Write the sentences in reported speech using
the verbs in brackets.
1 ‘I’ll go with you,’ she said to him. (insist)
2 ‘We must go,’ they said to me. (reply)
3 ‘That restaurant is great,’ he said to us. (recommend)
4 ‘You never help me!’ Simon said to Amanda.
(complain)
5 ‘I didn’t do it!’ the girl said. (deny)
6 ‘It’s your fault!’ she said to me. (argue)
2 Complete the reported questions.
1 ‘Have you ever been to Rome?’ she said to her
friends.
She asked (…) .
2 Does your sister like rap music?’ Mike said to me.
Mike asked (…) .
3 ‘Where are Sam and Angela going on holiday?’
they said to me.
They asked (…) .
4 ‘What did you do yesterday?’ Kate said to Sue.
Kate asked (…) .
2 Complete the questions with the correct
form of make, let or allow. Then answer the
questions.
1 your parents / usually / you / watch TV before you
do your homework ?
2 you / to go out with your friends every weekend ?
3 your teacher / you / learn vocabulary every lesson ?
4 when you were younger / you / to go to school by
yourself ?
5 your parents / you / tidy your room last weekend ?
6 your brother or sister / you / borrow anything last
month ?
3 Complete the text with the correct form of the
verbs in brackets.
I’m in prison, but I wish I 1 (…) (not be) . If the police
2 (…) (not arrive) just as I was leaving the bank, they
3 (…) (not catch) me! If only I 4 (…) (not decide) to rob
the bank! The food here is awful. If I 5 (…) (be) at home
now, I 6 (…) (cook) some delicious food. When I 7 (…)
(cook) , I always 8 (…) (feel) calm. Why didn’t I train
as a chef? If I 9 (…) (train) as a chef, I 10 (…) (not get)
into this mess! I suppose it’s good that I didn’t steal any
money in the end. If the judge 11 (…) (be) kind, I 12 (…)
(not commit) another crime ever again. If I 13 (…) (get
out) of prison soon, I 14 (…) (train) as a chef! I wish I
15 (…) (can) start now!
3 Choose the correct option.
1 Oh no! I forgot locking/to lock the door when I
left home this morning.
2 Doing/To do exercise is a healthy habit.
3 They went to the sports centre playing/to play
tennis, but it was closed.
4 Jack admitted borrowing/to borrow my jacket.
5 They’d played basketball for hours, so they
stopped having/to have a rest.
6 We thought about going/to go for a swim, but
decided not going/not to go.
7 Don’t worry, I won’t forget buying/to buy fruit on
the way home.
8 We were tired, so we stopped running/to run. We
wanted walking/to walk.
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9 Look what you know!
Listening
2 Listen again and complete the sentences with
a number or 1–3 suitable words.
1 Look back at the Listening subskills in Units
1 People have watched the video of 'Africa' online over
(…) times.
1–8. Which do you find most useful? Why?
2 The art installation plays the song in a (…) in the
desert in Namibia in Africa.
3 The speaker will be studying Surf Science and
Technology in Cornwall this time (…) .
4 On the course, she’ll learn about making and
producing (…) .
5 Cobras are snakes that are found in countries such as
India, Thailand and (…) .
2 You are going to listen to four short extracts.
Before you listen, look at the photos and
answer the questions.
1 What do you think each extract is about?
2 What words or phrases do you think you will hear?
A
6 In India, (…) people die from snake bites every year.
7 If you check your phone in the morning, you can
easily waste (…) minutes or more.
8 Choose a happy song with (…) because it will make
you more likely to move faster.
5
B
57 Read the questions and underline the
key words. Then listen to the full podcast about
morning routines and choose the correct option,
a, b or c. Listen again and check your answers.
1 In the morning, you should …
a only look at your phone after you leave the house.
b look at your phone and then put it in your bag.
c check your messages quickly, but don’t look at
social media.
2 If you use the ‘snooze’ button on your alarm clock, …
a you will probably go back to sleep.
C
b you will feel terrible all day.
c you won’t really get any more rest.
3 If you need to take something you don’t normally
take, …
a put it in your bag the night before so you don’t
forget.
b write a note to remind yourself and stick it on the
door.
c put it next to your homework and water bottle.
D
4 The night before, …
a put out your clothes and make your lunch.
b check ingredients for your lunch, but don’t make it.
c think about what you might have for lunch.
5 When you plan your routine, …
a calculate how long it takes to do each thing.
3
b try to vary the order in which you do things.
56 Listen and match the photos A–D above
with extracts 1–4. Were your guesses in
exercise 2 correct?
c you should get dressed before breakfast.
6
Work in pairs. Answer the questions.
1 Which extract did you think was most/least
interesting? Why?
2 What surprised you most? Why?
112
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9
Real-world speaking
A
B
C
D
E
F
1 Look at the photos A–F and match them
with the situations 1–6. What phrases do you
remember for each situation?
1 Talking
2 Comparing
about
and
problems
contrasting
and solutions
3 Describing an
event
4 Talking
about
feelings
6 Reaching an
agreement
5 Discussing
points of
view
2 Match a question from A with a response in B
to make mini-dialogues. Then match the minidialogues with the situations in exercise 1.
3
Work in pairs. Act out a short dialogue
using the phrases in the boxes.
I’d just like to ask you a few questions.
Pleased to meet you.
We’re looking forward to meeting you in person.
4 Create your own dialogue. Follow the steps in
the Skills boost.
THINK
SKILLS BOOST
Choose a situation and make notes:
• Your friend has been ill and you and another friend
want to buy him/her a present.
A
• You went to a sports event, but your friend missed
1 What’s your opinion?
2 What should we do?
• You meet a friend and he/she looks a bit upset. Ask
3 Is everything all right?
4 Shall we buy Kate something to cheer her up?
PREPARE
it. Describe it to him/her.
5 What happened then?
6 Are there any eco-friendly T-shirts?
Prepare a dialogue. Remember to include relevant
Key phrases from the book.
PRACTISE
B
Practise your dialogue.
a Well, I’ve been feeling a bit upset.
b Sure. Not only are these eco-friendly, but they’re
also great value.
c I scored and the crowd went wild! I’ll never
forget it.
d It seems to me that it’s a waste of time.
e Let’s make a plan. First, we should report the
theft to the police.
f Yes, that sounds like a great idea!
about his/her feelings.
PERFORM
Act out your dialogue for the class or record it and
play it to the class.
5 Peer review Listen to your classmates and
answer the questions.
1 Which task did they choose?
2 Which Key phrases did they use?
3 Could they improve their dialogue? How?
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113
9 Look what you know!
Writing
2 Find these words, phrases and features in the
texts and answer the questions.
1 Read the texts quickly. What are they?
a a review
b a blog
e an email about a problem
f a for-and-against essay
c a narrative
g a report
d a formal email
h an opinion essay
Dear Mr Pilling,
I am writing in response to your advert offering office
work experience. I would be grateful if you could send me
some more information.
Firstly, I would like to know if it’s possible to work in July
and August. Could you also tell me whether you offer any
training?
3
I am in favour of having school
rules, not only because they make
school safer but also because they
give a sense of community.
Many people, however, believe that
school rules are not a good thing.
First, some rules are not necessary.
4
Nowadays, sport is compulsory
at all secondary schools. Some
people believe it should be
___ because not everyone
enjoys it. In my view, it should
remain compulsory for several
reasons.
It’s well-worth seeing
this band live. I’d
recommend it to
everyone, especially
people who like
rap music.
5
6
When I looked out of the tiny
window, I was astonished.
Sara seemed to be slowly
floating upwards through
the air. ‘She can’t be flying,’ I
thought. ‘That’s impossible!’
8
7
To: Fred
Firstly, we asked how
many hours people
had spent using
technology the day
before: 35% replied
that they had spent
over four hours using
technology, 55% had
spent between one
and three hours using
technology, and just
one in ten people had
spent under an hour.
My readers often ask where to buy organic cotton, so I thought
I’d do a post about my favourite stores. I’ve put the links
below so you can check them out. Imagine how good you’ll feel
wearing organic cotton! It’s definitely the way to go!
114
4 not only … but also : What other words and
expressions can add/contrast information? (Unit 6)
5 a spelling the writer wants to check: What else can
you use a dictionary for? (Unit 8)
6 an informal linker, an exclamation mark and the writer
addressing the reader directly (Unit 5)
7 a percentage and an expression of quantity: How else
can you talk about statistics? (Unit 7)
8 an extreme adjective: How else can you make your
writing more interesting? (Unit 3)
3 Choose a task and write your answer.
Task A‘All students should learn a musical
instrument.’ Write an opinion essay.
Task B Write a blog about the best places for young
people to go in your town. Explain why.
Anyway, what I really mean
is that I’m worried about my
friend. Basically, I want to
help her, but I don’t know
how. What should I do?
Well, that’s enough about my
problems! I’m really looking
forward to your reply.
optional? opcional??
Check!!
2 an indirect question: When do we use indirect
questions? How do we form them? (Unit 4)
3 I’d recommend : What other expressions do you know
for giving recommendations? (Unit 1)
1
2
1 basically: What informal linkers do you know? Which
are used to give more detail? Which are used to
change topic? (Unit 2)
THINK
SKILLS BOOST
1 Decide which task to do and make notes.
2 Look through the book and find useful language.
PREPARE
1 Organise your writing.
2 Think about the format of your text. Look back at
the writing tasks to help you.
WRITE
Write your blog or opinion essay.
CHECK
Read your writing and answer the questions.
1 Did you use correct grammar, spelling and
punctuation?
2 Did you use a range of vocabulary and
appropriate connectors and phrases?
4 Peer review Exchange your writing with
another student. Answer the questions.
1 Which task did he/she do?
2 Is the grammar, vocabulary and punctuation
correct?
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9
REVIEW GAME
1
8
How many million tonnes
of food are wasted in
America every year?
How much is the food
worth?
2
3
4
5
6
7
Look at the photo.
How many people had
downloaded the game of
Pokémon Go! two years
after it came out?
In the UK, how old do
you have to be to fly
a glider without your
parents’ permission?
Look at the photo.
Who is this
explorer? How far
did he walk to
reach the
North Pole?
9
What was the name of
the shoplifting seagull?
What did customers
do when they saw it
shoplifting?
10
Where is The
Doctor’s home in
Doctor Who?
14
Look at the photo.
Where can you see
this sculpture?
a Australia
b The UK
c The USA
15
How many songs
does a typical
teenager listen to in
a year?
a 5,320
b 6,280
c 8,530
What is a ‘fake bestie’
and why could they
cause you problems?
Look at the photo. Which
famous musicians has
Wondagurl worked with?
What does she do?
What campaign did
Carolina Sevilla start?
a a campaign to protect
endangered species
b a beach clean-up
campaign
c a clothes recycling
campaign
How many time zones
are there in the USA?
11
12
13
Who is the
skateboarder in
the photo and
how old was he
when he started
skateboarding?
Where is Ahmed
Bahaa from and
which famous
footballer is his
doppelgänger?
a Emmanuel
Adebayor
b Karim Benzema
c Mo Salah
16
Look at the photo.
Who are the Scammer
Grannies and what do
they try and do?
What was the
strange weather in
Lajamanu, Australia?
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11
Project
planner
Unit 1 Graphic organiser
hip hop,
jazz …
concerts,
festivals …
mood,
emotions
how music
makes you
feel
types of
music
learning to
play an
instrument
How can music
bring people
together?
performance
famous
singers/
bands
How to give a presentation
bands,
orchestras …
charity
work
• Practise giving the presentation before the day. Time it and check it is not too long or short.
• If you are using a presentation tool, practise using it a few days before the presentation. Don’t use too many
slides – people want to listen to you, not spend all the time reading.
• Before you start the presentation, take three slow breaths to help you stay calm.
• During the presentation, make eye contact with different members of the audience in different parts of the
room. Don’t just look at one person.
• Speak loudly and clearly, but not too fast. Don’t ‘read’ your script. Also, don’t play with your notes or walk all
the time, as this can distract the audience.
Unit 2 Graphic organiser
describing
people
friendly,
honest …
hang out,
cheer up
finding
solutions
classmate,
sibling …
friends and
acquaintances
feel a
connection
spending time
with friends
What personal
characteristics help
us to get on with
others?
doppelgängers
things
friends do
problems
trust, rely
on …
How to make a podcast
• Choose and research the topic of your podcast, and decide on a title for it. Make sure it’s an interesting title.
• Write a script to plan the structure and length of your podcast, and any music or sound effects.
• Record your podcast using a voice-recording app on your phone, or on a laptop with a microphone. Make sure you
speak clearly.
• Email the audio file to yourself so that you can edit it with free editing software. Remove any parts that aren’t clear,
and add music or sound effects if required.
• Listen to the whole podcast with all the edits included.
• Upload your podcast to a free web host.
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Unit 3 Graphic organiser
blue dogs,
Voynich
manuscript
mysterious
narratives
real-world
mysteries
What makes a
good mystery?
adjectives
puzzling,
unbelievable …
quickly, well,
everywhere …
adverbs of
manner, place
and time
mysterious
objects
Kryptos
sculpture,
dark matter …
How to write a scene for a film script
• Make sure you understand the purpose of a script: it is to tell a story in visuals and sound.
• Think about the answers to the following questions and make notes:
- Who is in the scene and how does the dialogue show their personality? (characters)
- Where and when does the scene happen? (location, time of day)
- How does it start and end to get viewers’ attention? (interest)
- What needs to happen in this scene? (action)
- What can people hear in the scene? (dialogue, sounds)
• Write the first draft of the scene and act it out. Decide what changes, if any, you want to make.
• Revise your draft and write the final version.
Unit 4 Graphic organiser
take part in,
apply for …
verb +
preposition
combinations
work
future goals,
plans and
aspirations
do an
apprenticeship
family
get married,
have children
studies
CVs,
interviews
formal emails
and
conversations
What do you think
you will be doing
in one/two/five/ten
years’ time?
surprising
things that
teens can do
How to write a CV
go to
university,
college
vote, drive,
give blood
• Choose a template online or follow a model CV. Write one side of paper.
• Include sections for personal information, key skills, education and qualifications, work experience and your interests.
• Prioritise your skills and give specific examples to show how they are relevant.
• Take your time with your Personal Statement. Make sure that it is relevant to the position you’re applying for.
• Take care with the presentation of your CV – check the font style, font size, headers and layout.
• Ask a friend or relative to check your CV for you. Check for spelling, grammar or style errors.
• Keep updating your CV as you increase your qualifications and experience.
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119
Project planner
Unit 5 Graphic organiser
world
climate
game
beach
clean-ups,
keeping plastic
out of the
ocean
beaches
and
oceans
eco-friendly
products
What can you
do to be
greener?
capsule
wardrobes
make your
wardrobe
cleaner
protecting
the planet
the
environment
plant trees,
recycle
plastic …
phones,
bamboo
bikes
renewable
energy, wind
farms …
How to write a leaflet
• Think about the purpose of the leaflet and the audience.
• Decide what content you want to include and write the text.
- Include a title that catches people’s attention, a short introduction and a slogan.
- Use headings to separate sections.
- Write short paragraphs. These can include bullet points and images.
• Draw your layout plan. Leave enough space for your title and headings. These should be big enough to read
easily and in bold. Make it attractive by using different colours.
• Include good-sized eye-catching images that relate to the text. Use a font that is easy to read and big enough.
• Make a first draft of the leaflet. Show it to people and ask their opinion. Then produce your final draft.
Unit 6 Graphic organiser
thieves,
punish
phishing
scam, identity
theft …
criminal
creatures
crime and
criminals
cyber-crime
What would you
change if you
could make the
rules?
Sam the
seagull
cyber-bullying
school/
classroom
rules
How to make new rules and consequences
• Brainstorm all the current rules, and then assess them with your group.
• Change any of the rules if your group agrees.
• Discuss the possible consequences and make sure that they are easy to enforce.
• Consider including steps in the consequences: for example, a first warning before the final consequence.
• Consider including positive rewards to motivate people to do the right thing.
• Rewrite the rules you want to be different. Check they are clear and easy to follow.
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Unit 7 Graphic organiser
Rubik’s cube,
Pokémon
Go! …
how we
spend our
time
outside
school
idioms and
expressions
about time
Filling time
through the
decades
at school
Time flies
when you’re
having fun!
Time will tell!
Time: how do
people fill
time, save it
and waste it?
time travel
Doctor
Who
How to prepare, carry out and report an interview
• Research the person you’re going to interview and arrange the time and place to carry it out.
• Prepare your interview questions. Try to use open questions (e.g. ‘Tell me about …’) rather than Yes/No questions. The
answers will be more interesting!
• Prepare what you will say at the beginning and at the end of the interview. Make an ‘interview form’ with your
introduction, questions, space to make notes of the answers, and closing phrases.
• Carry out your interview. Remember to listen carefully and take notes of the interviewee’s answers.
• After the interview, organise your notes into an article or video to report to others what your interviewee said. Write
an introduction, a summary of your questions and answers, and a short conclusion.
Unit 8 Graphic organiser
championship,
compete, hold
an event …
running,
swimming,
hockey …
different
sports
Jagger Eaton,
Menna
Fitzpatrick
doing
sport
a message
of hope
How can sport
be a force for
good?
inspiring
people in
sport
Refugee
Olympic
Team
confidence,
focus,
strength …
benefits
of sport
Is winning
everything?
team sports,
individual
sports
How to make a presentation video
• Map out your presentation structure and decide what information to include in each part.
• Write the text/script. Be clear and use natural language that is easy to understand. Select the most interesting and
useful facts, and make sure your script is relevant for the task. Don’t include information that doesn’t support your
argument(s).
• Read the script out loud. Does it sound natural? Is it the right length? Are your points clear? Check for any mistakes.
• Choose your images and/or music. How will you add these to the video?
• Decide on your video format. You could record it with a camera, or use online video templates.
• Record and edit your video.
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121
Irregular verbs
Infinitive
Past simple
Past participle
be /biː/
beat /biːt/
was/were /wɒz/ /wɜː(r)/
beat /biːt/
been /biːn/
beaten /ˈbiːt(ə)n/
become /bɪˈkʌm/
became /bɪˈkeɪm/
become /bɪˈkʌm/
begin /bɪˈɡɪn/
began /bɪˈɡæn/
begun /bɪˈɡʌn/
bet /bet/
break /breɪk/
bet /bet/
broke /brəʊk/
bet /bet/
broken /ˈbrəʊkən/
bring /brɪŋ/
broadcast /ˈbrɔːdˌkɑːst/
brought /brɔːt/
broadcast /ˈbrɔːdˌkɑːst/
brought /brɔːt/
broadcast /ˈbrɔːdˌkɑːst/
build /bɪld/
buy /baɪ/
built /bɪlt/
bought /bɔːt/
built /bɪlt/
bought /bɔːt/
catch /kætʃ/
choose /tʃuːz/
caught /kɔːt/
chose /tʃəʊz/
caught /kɔːt/
chosen /ˈtʃəʊz(ə)n/
come /kʌm/
came /keɪm/
come /kʌm/
cost /kɒst/
cost /kɒst/
cost /kɒst/
cut /kʌt/
do /duː/
cut /kʌt/
did /dɪd/
cut /kʌt/
done /dʌn/
draw /drɔː/
drew /druː/
drawn /drɔːn/
drink /drɪŋk/
drive /draɪv/
drank /dræŋk/
drove /drəʊv/
drunk /drʌŋk/
driven /ˈdrɪv(ə)n/
eat /iːt/
ate /eɪt/
eaten /ˈiːt(ə)n/
fall /fɔːl/
fell /fel/
fallen /ˈfɔːlən/
feed /fiːd/
feel /fiːl/
fed /fed/
felt /felt/
fed /fed/
felt /felt/
fight /faɪt/
fought /fɔːt/
fought /fɔːt/
find /faɪnd/
found /faʊnd/
found /faʊnd/
fly /flaɪ/
forget /fə(r)ˈɡet/
flew /fluː/
forgot /fə(r)ˈɡɒt/
flown /fləʊn/
forgotten /fə(r)ˈɡɒt(ə)n/
get /ɡet/
got /ɡɒt/
got /ɡɒt/
give /ɡɪv/
go /ɡəʊ/
gave /ɡeɪv/
went /went/
given /ˈɡɪv(ə)n/
gone /ɡɒn/
grow /ɡrəʊ/
grew /ɡruː/
grown /ɡrəʊn/
hang /hæŋ/
hung /hʌŋ/
hung /hʌŋ/
have /hæv/
hear /hɪə(r)/
had /hæd/
heard /hɜː(r)d/
had /hæd/
heard /hɜː(r)d/
hit /hɪt/
hit /hɪt/
hit /hɪt/
hold /həʊld/
held /held/
held /held/
hurt /hɜː(r)t/
hurt /hɜː(r)t/
hurt /hɜː(r)t/
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Irregular verbs
Infinitive
Past simple
Past participle
keep /kiːp/
kept /kept/
kept /kept/
know /nəʊ/
knew /njuː/
known /nəʊn/
lay /leɪ/
laid /leɪd/
laid /leɪd/
learn /lɜː(r)n/
leave /liːv/
learnt/learned /lɜː(r)nt/ /lɜː(r)nd/
left /left/
learnt/learned /lɜː(r)nt/ /lɜː(r)nd/
left /left/
let /let/
lose /luːz/
let /let/
lost /lɒst/
let /let/
lost /lɒst/
make /meɪk/
made /meɪd/
made /meɪd/
mean /miːn/
meant /ment/
meant /ment/
meet /miːt/
pay /peɪ/
met /met/
paid /peɪd/
met /met/
paid /peɪd/
put /pʊt/
put /pʊt/
put /pʊt/
read /riːd/
ride /raɪd/
read /red/
rode /rəʊd/
read /red/
ridden /ˈrɪd(ə)n/
ring /rɪŋ/
rang /ræŋ/
rung /rʌŋ/
run /rʌn/
ran /ræn/
run /rʌn/
say /seɪ/
see /siː/
said /sed/
saw /sɔː/
said /sed/
seen /siːn/
sell /sel/
sold /səʊld/
sold /səʊld/
send /send/
sent /sent/
sent /sent/
set /set/
shine /ʃaɪn/
set /set/
shone/shined /ʃɒn/ /ʃaɪnd/
set /set/
shone/shined /ʃɒn/ /ʃaɪnd/
show /ʃəʊ/
showed /ʃəʊd/
shown /ʃəʊn/
sing /sɪŋ/
sang /sæŋ/
sung /sʌŋ/
sit /sɪt/
sleep /sliːp/
sat /sæt/
slept /slept/
sat /sæt/
slept /slept/
speak /spiːk/
spoke /spəʊk/
spoken /ˈspəʊkən/
spend /spend/
stand /stænd/
spent /spent/
stood /stʊd/
spent /spent/
stood /stʊd/
steal /stiːl/
stick /stɪk/
stole /stəʊl/
stuck /stʌk/
stolen /ˈstəʊlən/
stuck /stʌk/
sweep /swiːp/
swim /swɪm/
swept /swept/
swam /swæm/
swept /swept/
swum /swʌm/
take /teɪk/
teach /tiːtʃ/
took /tʊk/
taught /tɔːt/
taken /ˈteɪkən/
taught /tɔːt/
tell /tel/
told /təʊld/
told /təʊld/
think /θɪŋk/
thought /θɔːt/
thought /θɔːt/
throw /θrəʊ/
understand /ˌʌndə(r)ˈstænd/
threw /θruː/
understood /ˌʌndə(r)ˈstʊd/
thrown /θrəʊn/
understood /ˌʌndə(r)ˈstʊd/
wake /weɪk/
woke /wəʊk/
woken /ˈwəʊkən/
wear /weə(r)/
win /wɪn/
wore /wɔː(r)/
won /wʌn/
worn /wɔː(r)n/
won /wʌn/
write /raɪt/
wrote /rəʊt/
written /ˈrɪt(ə)n/
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