www.frenglish.ru 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 www.frenglish.ru 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 www.frenglish.ru 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. www.frenglish.ru 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 www.frenglish.ru 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 www.frenglish.ru 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 www.frenglish.ru 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 www.frenglish.ru 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. www.frenglish.ru 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 www.frenglish.ru 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 www.frenglish.ru 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) www.frenglish.ru 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. www.frenglish.ru 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. www.frenglish.ru 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? www.frenglish.ru 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? www.frenglish.ru 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. www.frenglish.ru 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 www.frenglish.ru 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 www.frenglish.ru 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. www.frenglish.ru 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. www.frenglish.ru 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 www.frenglish.ru 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. www.frenglish.ru 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 www.frenglish.ru 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? 92 www.frenglish.ru 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? www.frenglish.ru 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. www.frenglish.ru 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? www.frenglish.ru 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 www.frenglish.ru 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 www.frenglish.ru 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 98 www.frenglish.ru 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 www.frenglish.ru 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 www.frenglish.ru 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. www.frenglish.ru 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 www.frenglish.ru 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 www.frenglish.ru 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 (…) . www.frenglish.ru 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 www.frenglish.ru 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. www.frenglish.ru 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. www.frenglish.ru 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 www.frenglish.ru 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! www.frenglish.ru 109 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. www.frenglish.ru Look what you know! 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. www.frenglish.ru 111 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 www.frenglish.ru Look what you know! 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? www.frenglish.ru 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? www.frenglish.ru Look what you know! 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? www.frenglish.ru 115 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. 118 www.frenglish.ru Project planner 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. www.frenglish.ru 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. 120 www.frenglish.ru Project planner 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. www.frenglish.ru 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/ 126 www.frenglish.ru 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/ www.frenglish.ru 127