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Hello student and family, PES English and Cambridge University Press & Assessment welcome you on this amazing mission. We’re very excited about your English successes! Being able to communicate in the most relevant language for studying, work, traveling, and personal satisfaction is a great achievement.

Throughout this English journey you’ll be able to expand your communication abilities by advancing your level of English in the receptive, productive, interactive, and mediative skills. Cambridge make it their mission to support you along the way with globally recognised world-class English learning content. With Cambridge's exciting videos, texts, activities, and digital materials, and the support of your English teacher and PES English, you are ready to start your journey!

Your PES Journey also includes:

Digital components Online activities Reviews and exam practice

As d an s le es sa Pr r y fo it t rs no ve y ni p

We hope your year will be awesome!

Bye for now, The PES English Team

The PES Hub Educational Consultancy for your school And much more!

Olá, aluno(a) e família,

O PES English e Cambridge University Press & Assessment lhe dão-lhes as boas-vindas a esta incrível missão. Estamos muito animados com sua trajetória de aprendizado de inglês! Ser capaz de comunicar na língua mais relevante para estudos, trabalho, viagens e satisfação pessoal é uma grande conquista. Ao longo desta jornada de inglês, você vai expandir suas capacidades de comunicação aprimorando seu nível de inglês nas habilidades receptivas, produtivas, interativas e de mediação. Cambridge compromete-se com a missão de apoiá-lo(a) com conteúdos de aprendizagem de inglês reconhecidos mundialmente. Com os emocionantes vídeos, textos, atividades e materiais digitais de Cambridge, trabalhando em parceria com seu(sua) professor(a) de inglês e com o PES English, você está pronto(a) para iniciar a sua jornada!

PES Hub Consultoria Pedagógica para a sua escola E muito mais!

Componentes digitais Atividades online Revisões e prática de exames

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Sua Jornada PES também trará:

Até breve, Time PES English

Esperamos que seu ano seja incrível!

CONTENTS Welcome p. 4 Vocabulary: Sports and leisure activities; School subjects; Daily activities; Vacation activities; My things; Travel; Food and drink; City places Grammar: (don’t) like / love / hate / don’t mind + -ing; Simple present; Adverbs of frequency; Possessives; Present continuous; Count and noncount nouns with quantifiers; Comparative and superlative adjectives; Permission, obligation, and advice

Skills

Language toolkit

Adjectives to describe character Adjectives to describe hair length and color

Reading An online forum: How can I make new friends? Listening A person talking about their favorite photographs Speaking Talking about people at a party Writing A character description of a superhero

Simple present and present continuous (review) (not) as … as

Reading A newspaper article: Our school has talent! Listening A review of TV shows Speaking Giving opinions about TV shows Writing A movie review

Simple past (review) Indefinite pronouns

Unit 1 Who are you? p. 12

Vocabulary

Unit 2 Entertain me! p. 22

Music TV shows

Communication Showing you don’t understand what someone is saying p. 32 Self-assessment Units 1–2 p. 33

Weather The natural world

Reading A blog: Waiting for the snow to stop Listening A presentation about a trip to Nepal Speaking Giving a presentation: An amazing place in nature Writing A picture story

Unit 4 Sports stars p. 44

Sports activities Sports words and phrases

Reading A school bulletin board: Notices about sports activities Listening A sportsperson answering questions at a school Speaking Sympathizing Writing A school newspaper report

Unit 3 The wild world p. 34

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Past continuous Past continuous and simple past with when and while

-ing verb patterns who, which, that

Communication Keeping a conversation going p. 54 Self-assessment Units 3–4 p. 55 Unit 5 Awesome animals p. 56

Animals Phrasal verbs

Unit 6 All around town p. 66

Stores and services Roads

Reading An information pamphlet: Endangered animals Listening A news report about a rescued dog Speaking Giving a presentation: My favorite animal

The passive: simple present The passive: simple past

Writing A fact file: An endangered animal

Reading Different types of notices Listening Phone messages giving directions to the movie theater Speaking Asking for and giving directions Writing A message: Arranging to do something with friends

Articles Prepositions of place and movement

Communication Asking for tourist information p. 76 Self-assessment Units 5–6 p. 77

Reading An interview with a stunt double Listening Conversations about accidents and sickness Speaking Talking about accidents and sickness Writing An email canceling plans with a friend

Unit 8 Working heroes p. 88

Jobs Phrasal verbs (personal goals)

Reading A magazine article: Our search for a hero Listening An interview with a chef Speaking Interviewing someone Writing A formal letter of application

Present perfect for experiences Present perfect with just, already, and yet

Present perfect with for and since Present perfect (review)

Parts of the body Health problems

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Unit 7 Sickness and health p. 78

Communication Being a good interviewer p. 98 Self-assessment Units 7–8 p. 99

Gifts Money

Reading An online forum: Making suggestions for a birthday present Listening A conversation about shopping Speaking Making and responding to polite requests Writing A thank-you note

Present continuous and be going to for future plans (review) will, won’t and shall for decisions, offers, and promises

Unit 10 World of the future p. 110

Things in the home Materials for building homes Getting around town

Reading A blog: Predictions for homes of the future Listening A presentation about cities of the future Speaking Talking about plans for the future Writing An essay

will, won’t, may, and might for predictions First conditional

Unit 9 Give and spend p. 100

Communication Thanking people in different situations p. 120 Self-assessment Units 9–10 p. 121

Pronunciation

pp. 122–124 Finished? pp. 125–134 Grammar reference

pp. 135–144

Speaking: Describing people in pictures Writing: Giving advice for staying safe when playing sports Pronunciation

/e/ and /eɪ/ (e.g., hair vs. straight)

Cambridge Life Competencies

CLIL Art Portraits and self-portraits

Communication Using formal and informal names and greetings Critical Thinking Knowing that people we see on social media don’t always look the same in real life

Culture World festivals

Learning to Learn Using songs to learn and practice English Communication Showing interest, surprise, agreement, and disagreement

/ɪ/ vs. /iː/ (e.g., instrument vs. movie)

Culture CLIL

CLIL History Mysteries from history

Learning to Learn Personalizing to remember new words Communication Making eye contact

/k/ vs. /g/ (e.g., club vs. girl)

Culture Sports around the world

Learning to Learn Explaining the meaning when you can’t think of a word Communication Planning the order of a written text

/p/ vs. /b/ (e.g., penguin vs. bear)

CLIL Environmental Studies Endangered animals

Learning to Learn Organizing notes for a presentation Critical Thinking Comparing different websites

Stress in words with more than one syllable

Culture Sightseeing tours around the world

Learning to Learn Asking follow-up questions Communication Checking understanding

/h/ vs. no /h/ (e.g., head vs. arm)

CLIL Biology The body and sleep

Communication Understanding what you can and can’t talk about Critical Thinking Understanding the difference between what we know is true and what we think is true

/ɜː/ (e.g., first)

Culture Unusual places to work

Critical Thinking Finding similarities as well as differences Learning to Learn Asking others to give advice

Contractions

CLIL Citizenship Charities

Learning to Learn Asking others for help Communication Deciding how formal or informal a text should be

Stress in first conditional sentences

Culture The robots are coming!

Learning to Learn Inventing a dream story to remember vocabulary Critical Thinking Thinking about things that might go wrong to avoid future problems

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As d an s le es sa Pr r y fo it t rs no ve y ni p

/n/, /m/, and /ŋ/ word endings (e.g., sun, storm, camping)

Welcome

Sports and leisure activities Listen and circle the activities you hear.

go swimming / go hiking

play volleyball / go skateboarding

listen to music / read a book

go shopping / play video games

ride a bike / watch movies

hang out with friends / draw pictures

hate

Listen to the conversation. Mark (✓) the activities you hear.

don’t like

don’t mind watch

play swim

love

ride ✓ skateboard

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Listen again. Complete the sentences with the correct form of the verbs in the boxes.

(don’t) like / love / hate / don’t mind + -ing

read

Clara

Lucas

love riding my bike. I

It’s too difficult.

video games.

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superhero movies.

in the park.

my book by the pool. 8

Work in pairs. Look at the pictures in Exercise 2. Talk about the activities you like / don’t like doing. Do you like watching movies? I don’t mind watching movies, but I prefer riding my bike.

Unit 0

Workbook page 4

School subjects 1 Circle the correct answers. My sister loves science. Music / Biology is her favorite subject at school. Sometimes we can use our calculators in math / geography.

I like chemistry / art because I’m good at drawing and painting.

I can’t remember all the dates in history / IT.

Our music / gym teacher often teaches us new songs in class.

1 2

Say clues for three school subjects from Exercise 1. Can your partner guess the subjects?

You can use a calculator in this subject.

Math!

Daily activities

Seren is writing to her pen pal. Complete Seren’s email with the words in the box.

As d an s le es sa Pr r y fo it t rs no ve y ni p

dinner

bed

To:

Marta Lopes

From:

home

Seren Stewart

Subject:

New pen pal

Hi Marta,

have

get up ✓ shower

breakfast

My name is Seren and I’m 12 years old. I live on the Orkney Islands in Scotland. I live in a small village by the sea. I’m sure my life is very different from yours in Brazil.

My sister and me

I live with my mom and dad and my younger sister, Lynn. Dad is a teacher at my school, and Mom works in IT. Lynn and I like to hang out together. We watch movies and make things. But we don’t like the same music. Mom and I also like dancing. Does Lynn dance, too? Yes, she does – but she’s terrible.

My village on the Orkney Islands

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. I 1 get up at 7:45 and have 2 Then I 3 to school. I always 4 lunch at school. But Dad doesn’t have lunch with me – he usually has lunch with the other teachers. I get 5 at 3:30. I do my homework in the dining room, and Lynn does her homework in the kitchen. Then I play with my two cats, Bonbon and Fifi. See the photo. They always play together in the garden.

We usually have 6 at 5:00. Then I take a7 and go to 8 at 8:00. I always read in bed before I go to sleep. What about you? What do you do after school? Do you have any pets? Do you like dancing and listening to music? Tell me everything! Best, Seren

Bonbon and Fifi

Workbook page 4

Unit 0

Simple present 1 Complete the table. Use the email on page 5 to help you. I/you/we/they

Affirmative (+)

Negative (–)

live

on the Orkney Islands.

We 3 same music.

the you have

any pets?

She 2 in the kitchen.

her homework

He 4

lunch with me.

she dance, too?

Question (?)

he/she/it

2 Marta replies to Seren’s email. Complete the sentences with the correct form of the verbs in parentheses.

U Co

As d an s le es sa Pr r y fo it t rs no ve y ni p

My new pen pal

My new pen pal, Seren, 1 lives (live) on a small island in Scotland. She 2 (have) 3 a sister named Lynn. They (watch) movies together, and they like to make things, too. But Lynn 4 (not like) the same music 5 as Seren. And Lynn (not dance) 6 very well! Seren’s dad (work) at 7 her school, but they (not have) lunch together. Seren 8 (not get up) 9 very early, but she (go) to bed 10 really early! I (think) Seren enjoys her life on the island.

3 Put the words in the correct order to make questions. 1

or sister / you / Do / a / brother / have / ?

have / do / breakfast / you / What / for / ?

do / school / How / you / get to / ?

a lot of / your / homework / English / teacher / Does / give / you / ?

your / friends after school / you / Do / hang out / with / ?

bed / do / go to / What time / you / ?

Do you have a brother or sister?

Unit 0

Workbook page 4

Yes, I have a brother.

Do you have a brother or sister?

Work in pairs. Ask and answer the questions in Exercise 3.

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Vacation activities 1 Complete the vacation activities with the words in the box. sightseeing

skiing

diving

Ca A

whitewater

climbing

fishing

riding ✓ hang

m riding

go horseback E

U Co

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1 go

rafting

gliding

go rock

Listen to Sonia and Marcos. Number the activities in Exercise 1 in the order you hear them.

Adverbs of frequency

3 How often do you do things? Complete the chart with the words in the box. usually

never ✓ rarely sometimes

0% of the time 1

never

always

25%

50%

75%

100% of the time 5

Rewrite the sentences using the words in parentheses. Then listen again and check.

They go rock climbing on the weekend. (usually)

Marcos’s family doesn’t go diving. (never)

Marcos goes to a lake. (sometimes)

Sonia does fun things on vacation. (rarely)

Sonia and her family visit a lot of museums. (always)

They always do fun things on vacation.

They do fun things on vacation. (always)

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Work in groups. Which activities do you do on vacation? Use adverbs of frequency. My brother and I sometimes go diving in the ocean.

I never go rock climbing.

Workbook page 5

Unit 0

My things 1

Circle the word that does not belong. Say why. sandals

sneakers

bag

socks

jeans

pants

shorts

gloves

hoodie

headphones

tablet

charger

skirt

watch

dress

top

sweater

hoodie

scarf

T-shirt

swim trunks

sunglasses

flashlight

swimsuit

tent

mouse

keyboard

screen

1 2

Possessives 2

Whose clothes is Eva wearing? Complete the conversation with the words in the box. Then listen and check. their

her

theirs

mine

Mom’s

whose

mine ✓

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Eva! What are you wearing? Whose hat is that? Is it yours?

EVA

No, it’s not 1 mine . It’s Grandma’s.

HUGO

And those big sunglasses? Are they Grandma’s?

EVA

No, they aren’t. They’re 2

HUGO

And what about the red scarf? 3

EVA

It’s Aunt Lucy’s. It’s 4

HUGO

Why are you wearing

EVA

They aren’t all

HUGO

I hope you aren’t going out like that! Everyone knows you’re

HUGO

is it?

pink bag, too. It’s very old. clothes?

. The dress is 7

sister.

EVA

I’m going to Olivia’s party. She told us to wear funny clothes.

HUGO

Now I understand. Have fun!

3 Read the conversation in Exercise 2 again. Circle the correct answers. Eva’s / Hugo’s clothes belong to someone else.

Eva is wearing her / his aunt’s scarf.

The hat is your / her grandma’s.

Aunt Lucy’s / Lucys bag is very old.

The sunglasses are their / our mom’s.

Eva is going to Olivias’ / Olivia’s birthday party.

Travel

When you travel in the air, you take a

a n e .

You go to the

to get a plane to another country.

When you walk to a place, you go on You usually have to carry your own

You can get a

s to Iguazu Falls. It’s cheaper than taking a train.

You can take a

Always remember to buy a

People often stay at a

Unit 0

Workbook pages 5–6

t. gg

3 4

4 How do you travel? Read the sentences and complete the travel words.

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at the airport.

of Iguazu Falls and learn lots of interesting facts. k t

before you travel.

when they go on vacation.

Iguazu Falls

Present continuous 1 Complete the table with am, is, are, isn’t, and aren’t. I

Affirmative (+)

Negative (–)

you/we/they

I 1 am wearing jeans.

He 2 wearing jeans.

You 3 wearing jeans.

I’m not listening to music.

She 4 listening to music.

We 5 listening to music.

she going on vacation?

I going

on vacation?

they going on vacation?

Question (?)

he/she/it

Tylor is going to summer camp. Complete the phone messages with the present continuous form of the verbs in parentheses. Then listen and check.

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Tylor! You 1 aren’t answering (not answer) your phone. you

What 2

(do)?

We 3

(get) on the plane.

(carry) my luggage.

(not work) this afternoon,

so call me when you get to summer camp.

Mom

(call) you from Jim’s

cell phone. We missed the bus, so we’re

(stay) at a hotel tonight.

Tylor

your teacher

(buy) new tickets for the bus? Please call me …

Look at the pictures. Write notes to answer the questions. Then discuss with a partner. 2

What are they doing?

Where do you think they are going?

How are they traveling?

How do you like to travel?

How don’t you like to travel?

I think the teenagers in this picture are friends.

Do you think the people are friends or family?

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I agree. I think they’re at the airport.

Workbook page 6

Unit 0

Food and drink 1

Work in pairs. Look and say the food words. There’s a cup of tea.

There are some onions.

2 Circle 12 food words from Exercise 1.

m B

br N

the posts.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Co B

4 Circle the correct answers to complete

Count and noncount nouns with quantifiers

3 How much or how many? Complete the sentences with the words in the box. many

much

a lot of

a few ✓ some

Count nouns

Noncount nouns

There are

There is

a few

There are

There is some milk in the bottle.

apples on the tree.

There is 5

There aren’t apples on the tree.

There isn’t much milk in the bottle.

How many apples would you like?

How 6 milk would you like?

Unit 0

Workbook page 6

Work in pairs. Say three things you like or don’t like in pasta. Use the words in the boxes. there is / there isn’t there are / there aren’t

milk in the bottle.

There are a lot of apples on the tree.

@cookin_alex.22 I feel hungry looking at your picture. Well done! There isn’t 5some / much garlic in my favorite pasta dish because I don’t like it. And there aren’t 6much / many tomatoes. But there are always 7 a little / some green vegetables and usually 8a / an red pepper. I love vegetables.

milk in the bottle.

Tonight’s dinner is 1a / an simple pasta dish with 2 a few / some garlic and onion. There’s 3a lot of / much cheese. I love cheese! There’s 4a little / a few salt, too. What do you like in your pasta? #teenscancookpasta

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apples on the tree. 2

a little

a few

a little

some

a lot of

much many

There aren’t many tomatoes in my pasta because I don’t like them very much. There is some chicken, and there are a lot of olives. I love olives.

Permission, obligation, and advice

Comparative and superlative adjectives

1 Match the pictures with the phrases. 1

We 1must / don’t have to

Must / Can we use

prepare a presentation

the internet?

about a famous person.

m 4

Ravi and Julia are talking about their school project. Circle the correct answers. Then listen and check.

valuable paintings in an art museum

an old street

an unusual subway

a cheap store

a pretty park

a modern bus station

Yes, but we 3should /

Can / Shouldn’t

websites. We can’t /

we read the

have to tell the story in

presentations from

our own words.

our notebooks?

No, we 6must not /

And we 8must not /

can’t. But we can /

should look at the

don’t have to write notes

other students

to help us.

when we speak.

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must not copy from the 4

2 Read the student’s essay about living in

a city. Underline seven more errors in the comparative and superlative forms.

I live in the capital. It’s the bigger city in

my country. We live in an apartment in the

5 Match 1–5 with A–E.

city center. The apartments here are more

We use can or can’t

expensive than other parts of the city.

But they are more big and more modern, too. The most good thing about living in the

We use can’t and must not

We use must and have to

We use don’t have to

We use should and shouldn’t

center is that everything is very close. I can walk to the more amazing museums and

cafés. The worse thing about living in the

city center is that it is noisy. It’s more busy

than other parts of the city. Also, the parks outside the city center are most beautiful

to give advice.

to say that something is not permitted.

to say that something is not necessary.

to ask for permission.

to say that something is necessary.

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6 Read Ben’s email. Choose an activity in the box and write a reply.

and more quiet than where I live.

horseback riding

rock climbing

whitewater rafting

sentences.

It’s the biggest city in my country.

3 Correct the errors in Exercise 2. Write full

skiing

diving

Hi! Can you help me? I’m doing a school project about staying safe when you do sports activities. Tell me about an activity you do. What is it? What things should you do to stay safe? What things shouldn’t you do? Thanks! Ben Workbook page 7

Unit 0

Who are you? Unit aims

• Talking about personality and describing how people look

• Talking about people at a party

• Reviewing the simple present and the present continuous

• Learning about portraits and self-portraits

• Writing a character description

• Using (not) as … as comparatives

• Researching a portrait artist and creating a mood board

• Understanding online posts and descriptions of people in photos

U As d an s le es sa Pr r y fo it t rs no ve y ni p

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Unit 1

Look at the picture and answer.

Watch the video and answer.

How do you think they are feeling? Why?

What is Gray afraid of?

How are you feeling today?

When do you feel … happy? afraid? excited? worried?

What is Gray doing to stop being afraid?

Do you think he is brave? Why?

VOCABULARY 1

Look and write the words. Then listen and check. active

brave

clever

confident

creative

friendly

helpful

lazy

polite

shy

Ca 6

U As d an s le es sa Pr r y fo it t rs no ve y ni p

Write the words from Exercise 1 in the table. Then compare with a partner. Positive words

Negative words

I think shy is a negative word, because shy people find it difficult to talk to people they don’t know very well.

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I think shy is a positive word, because shy people think carefully before they speak. They often give their friends good advice.

3 How do people describe you? Choose three words from Exercise 1 and complete the sentences. My teachers sometimes say I’m

. That’s because . That’s because

. That’s because

often say I’m

. . .

My friends often say I’m

1 2

My friends often say I’m creative. That’s because I love writing stories.

Work in groups. Swap sentences from Exercise 3 and answer the questions. 1

Who do you think the sentences describe?

Do you agree with the descriptions? Why or why not?

Finished? page 125, exercise 1

Workbook page 8

Practice Extra Unit 1 Vocabulary 1

Unit 1

READING 1 Imagine you move to a new town. Think of three ways to make new friends.

Read the online posts and answer the questions. Who …

take a dance class go on social media join the school drama club

• • •

2 Read the online posts quickly. Do they

enjoys taking care of nature?

thinks classrooms are great places to make friends?

invites Madalena to do something?

plays a lot of different sports?

often invites people to do things?

is very different from their friend?

mention any of your ideas from Exercise 1?

Madalena

Yesterday at 1:49

Hi everyone! My family moved to Hopewell a few weeks ago. I want to make new friends here, but it’s difficult. I’m usually a confident person, but now I’m feeling shy! How can I make new friends? Tell me your ideas.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Diana 4 h I make friends by going to sports clubs. At the moment, I’m playing basketball and soccer. The girls in the soccer club are very friendly. After a game, I often ask them to watch sports on TV or go shopping with me. Why don’t you join a sports club, too?

What are they like?

Why are they a special friend? My friend is named Caroline. She is very creative and loves doing creative things, like painting and making things. She often makes fun and useful items from old clothes. She’s a special friend because I know I can always talk to her when I have a problem.

Unit 1

What’s your friend’s name?

Isaac 1 h I love meeting new people! On the weekend, I usually clean the park or plant trees with a group of volunteers. I meet different people every week so it’s always exciting. Most of the volunteers are interested in plants and animals. We usually have a lot to talk about. Next week, we’re going to clean the river in Hopewell. Why don’t you come with us? Being a volunteer is a great way to meet new people.

Work in groups. Take turns talking about a friend.

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Otis 2 h School is the best place to make friends. I met my best friend George after we sat together on our first day. At first, I didn’t think we could be friends because we’re very different. George is tall, confident, and clever. I’m short, shy, and often lazy. But we get along really well. And George is always very helpful when I have difficult homework! If you’re kind and show people you like them, you can make lots of friends.

LANGUAGE TOOLKIT Simple present and present continuous 1 Read about Jenny’s weekend. What is different for her this weekend?

On the weekend, I usually sleep until 10 o’clock, eat breakfast, and then watch TV. Sometimes my cousin comes to my house and we play video games. But this weekend I’m doing something very different. Today, I’m volunteering with some of my friends. We’re picking up plastic bottles, bags, and other trash in the park. I feel helpful, and I like being outside.

2 Read the sentences from Exercise 1. Write U (usually true) or N (happening now). U

I usually sleep until 10 o’clock, eat breakfast, and then watch TV. Sometimes my cousin comes to my house and we play video games.

Today, I’m volunteering with some of my friends.

We’re picking up plastic bottles, bags, and other trash in the park.

I feel helpful, and I like being outside.

1 2

As d an s le es sa Pr r y fo it t rs no ve y ni p

3 Complete the Language tools. Write SP (simple present) or PC (present continuous).

LANGUAGE TOOLS We use the 1

to talk about things

that usually or always happen in our life. We use the

COMMON ERROR

to talk about things

✗ I’m wanting to watch TV.

that are happening right now. We often use the 3

✓ I want to watch TV.

with words like

✗ Are you liking these cookies?

sometimes, often, usually, and always.

✓ Do you like these cookies?

We don’t usually use verbs like feel, love, like, hate, know, and want with the 4

Grammar reference page 135

4 Complete the text with the correct form of the verbs in parentheses.

On the weekend, I usually … I often …

At the moment, …

Right now, I’m …

I (don’t) usually … , but at the moment …

I never … , but I’d like to try it.

Finished? page 125, exercise 2

Workbook page 9

1 2

Complete the sentences with your own ideas. Then share three of your sentences with a small group.

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On Saturdays, I usually 1 spend (spend) time with my family. We often 2 (go) walking or cycling, and sometimes we 3 (drive) to the beach. But this weekend is different. Today, I 4 (visit) London on a school trip. At the moment, I 5 (sit) in a beautiful park and I6 (look) at the tourists. I 7 (love) London because there are so many interesting things to do and see. I8 (take) lots of photos, too. Here’s one of me and my friends in front of Big Ben.

I don’t usually play sports, but at the moment I’m exercising every day. Really? What kind of exercise are you doing?

Unit 1 Practice Extra Unit 1 Language toolkit 1, Listening

LISTENING AND VOCABULARY 1

Look and write the words. Then listen and check. Which words are adjectives? Which are nouns?

2 Write a short description of yourself. Then swap with your classmates. Whose description do you have?

beard curly dark long light medium-length mustache short ✓ straight

I’m short and I usually wear glasses. I have brown eyes and dark curly hair. 3

Listen to Kate talking about her favorite photos. Mark (✓) the two photos she talks about.

short

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Listen again. Write T (true) or F (false).

Her grandma lives in Italy.

Kate’s grandpa took the photo.

Kate’s brother has short hair now.

In the photo, Kate’s brother is one year old.

Every part of Kate’s brother looks different now.

ss se

Think of your favorite photo. Discuss the questions with a partner. Where is the photo?

Who or what can you see in it?

How does it make you feel?

Why is it important to you?

mustache | moustache

Unit 1

Workbook page 10

Practice Extra Unit 1 Vocabulary 2

My favorite photo is on the bookcase in the living room. In the picture, you can see a new wife and her husband. They’re my mom and dad!

5 8

The photo of Kate’s grandma is in Kate’s bedroom.

LANGUAGE TOOLKIT (not) as … as 1

Listen to Daniela talking to her friend. Why is she doing her homework quickly?

Listen again. Mark (✓) the sentences you hear. It’s not as easy as yesterday’s homework.

That’s why I’m working as quickly as I can.

Your hair’s not as long as Alice’s.

Your hair is as short as mine.

I want my hair as short as it was two months ago.

3 Look at the sentences in Exercise 2. Circle to complete the Language tools.

LANGUAGE TOOLS

As d an s le es sa Pr r y fo it t rs no ve y ni p

We can use (not) as … as to 1 explain / compare things.

COMMON ERROR

We use as + adjective/adverb + as to say that two

✗ He’s so tall as his dad.

things are 2 the same / different.

✓ He’s as tall as his dad.

We use not as + adjective/adverb + as to say that two things are 3 the same / different.

Grammar reference page 135

4 Complete the second sentence so it has the same meaning as the first. Use (not) as … as and the adjectives in parentheses. 1

Jack’s hair is curlier than Jane’s hair. (curly) Jane’s hair

Grace 4

The tomato soup is great. The chicken soup is great, too. (delicious) The tomato soup the chicken soup.

Max.

… is as creative as … … is not as friendly as … 6

Work in groups. Choose six famous people and write their names in the boxes. Then write as many sentences as you can using as … as or not as … as.

My brother Luis sings really well. I don’t have a very good voice. (well) I don’t sing brother Luis.

the

ss se

Lara and Max are always the last ones to finish lunch. (slowly) Lara eats

Daniella.

Lucy’s aunt is younger than her grandma. (old) Lucy’s aunt her grandma.

mine.

Grace is 1.6 meters tall. Daniella is 1.6 meters tall, too. (tall)

This tablet cost 299 dollars. The headphones cost 299 dollars, too. (expensive) The tablet headphones.

My hair is lighter than yours. (light) Your hair

is not as curly as Jack’s.

Share your ideas with another group. Do you agree? We think ... is as creative as ...

Finished? page 125, exercise 3

Really? We think ... is not as clever as ...

Workbook pages 11–12

Practice Extra Unit 1 Language toolkit 2

SPEAKING Talking about people at a party 1

Listen to Daniel and Aliya talking at a party. Why does Daniel want to meet Pedro?

Listen again. Write T (true) or F (false). Pedro is wearing a hat.

Pedro has long straight hair.

Pedro is quite shy.

Pedro’s drawings are better than his teacher’s.

Pedro’s cartoons make people laugh.

Complete the Useful language with the words in the box. Then listen again and check. introduce what’s

who’s ✓

Useful language

Who’s that over there?

As d an s le es sa Pr r y fo it t rs no ve y ni p

(He’s) a (classmate/friend) of (mine).

you mean

the (man with the beard)?

Work in pairs. Role play the conversation. Then change the words in blue and role play the new conversation. A: Who’s that girl over there?

A: What’s she like?

B: Do you mean the girl with long hair?

B: She’s very clever and kind. She often

A: No, I mean the girl with the blue hat.

helps me with my math homework. Do you want me to introduce you?

B: I see. She’s a friend of mine. We’re on

A: Yes, please!

the same table tennis team.

Imagine you are at a party. You and your classmates are the guests. Move around the room and complete the steps in the chart. Step 1

Step 3

Find someone

Answer questions

Ask, “Do you want me

to talk to.

about a classmate.

to introduce you?”

Hi, Tom! What’s up?

Good afternoon, Tom. How are you?

You’re meeting a new teacher for the first time. What do you say?

Goodbye, Mrs. Mitchell.

See you soon! Bye!

Good evening everyone. This is Mr. Peter Green.

Hey, guys! This is Pete.

Nice to meet you, Ms. Smith.

Hey! How are you?

Pronunciation page 122

You’re leaving your cousin’s house after a family party. What do you say?

Practice Extra Unit 1 Speaking

Use informal names and greetings with friends and family. Use formal names and greetings with other people.

You’re hanging out with your friend Tom. What do you say?

Work in pairs. Circle the best response for questions 1–3. Think of your own idea for question 4 and test your partner. 1

Unit 1

Step 2

ss se

you?

Do you want me to 4

(he) like?

WRITING A character description 1 Read the posts. Do a one-minute drawing

Hi friends! I’m practicing drawing at the moment, but I need some new ideas. Can you help me, please? How about you describe your superhero to me, and I draw them as a cartoon for you?

of Green Flame.

2 Complete the notes about the superhero

Answer

What’s their name?

Green Flame What do they look like?

What do they do?

How can they help our town?

My superhero is named Green Flame. She is named Green Flame because she has mediumlength green hair and she always wears green clothes. She’s also incredibly strong. She often says she’s as strong as a tree.

in Exercise 1.

What are they like?

When she’s with her classmates, she’s very kind and friendly. But she doesn’t like seeing people leaving trash on the streets. She gets pretty angry and shouts at them, “Put it in the trash can!” People usually listen to her. Some people think she’s too noisy! But I think she’s so cool.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Green Flame can make our town extremely clean if she moves here!

3 Read the posts again. Write the intensifiers used with the adjectives. Useful language Intensifiers incredibly strong 1 2 3

noisy

friendly

cool

angry

clean

4 Imagine a superhero for your town. Make notes to answer the questions. Use your imagination. What’s the superhero’s name?

What do they look like?

What are they like?

What do they do?

How can they help your town?

raphs Use different parag . as ide for different age. Use the Useful langu by Check your writing . ud alo reading it

Work in pairs. Read your partner’s description and do a one-minute drawing of their superhero. Can your classmates guess the superhero?

Re me mb er to:

Use your notes from Exercise 4 to help you.

5 Now write a description of your superhero.

ss se

I think this picture is Snake Boy because he has a very long body and he doesn’t have any legs. He looks really scary!

Workbook page 13

Unit 1

CLIL

Art

Portraits and self-portraits 1

atch the video and answer W the questions.

How often do you take selfies? Why do you take them?

What is a portrait?

a picture you make of yourself

a picture that someone makes of another person

a picture you take on your cell phone

Portraits and self-portraits are popular ways to make art. In self-portraits, artists paint themselves. In portraits, they paint a different person.

its

Different types of portra

Portrait 1

Look at the portraits 1–4. What do you think the artist wants to show in each one? Discuss with a partner.

Portrait painting

As d an s le es sa Pr r y fo it t rs no ve y ni p

In this portrait, I think the artist wants to show the woman is happy.

I agree. She has a beautiful smile.

Read the text. Check your answers to Exercise 2.

4 Match the blue words in the text with the correct definition. 1

light

: how light or dark something is

: how a painting makes you feel

: when you see the side of someone’s face or head

: a painting that looks like real life

: a portrait that shows only the person’s head and shoulders

Portrait 2

: a painting that doesn’t look like real life

ss se

Portrait paintings can be realistic. This is when the person looks as real as possible. The artist decides how to show the person. For example, brave, friendly, or shy. In this portrait, the woman is laughing. She looks excited and confident.

In this portrait, the mood is very different. We can see the woman looks worried and scared. This can make us feel sad, too. The painting makes us ask questions about the woman’s life. Why does she look so worried?

Unit 1

5 Read the text again. Write T (true) or F (false). Rewrite the false sentences to make them true.

Portraits show the person’s feelings.

. .

Light is not important in portraits.

Artists often think carefully about how to paint the person’s eyes.

A full-length portrait shows the person’s whole body.

. A self-portrait shows someone who is not the artist.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Portrait 4

Some people even like to have a portrait painted of their pet. Their dog or cat is often an important part of the family, too.

Ca Portrait 3

An abstract portrait looks like real life.

Portraits can also be abstract. In abstract portraits, the artist uses shapes, lines, and colors. An abstract portrait does not look like a real person, but it can still show what the person is like or how they feel.

Look at portraits 1–4. Which one is your favorite? Why? How does the portrait make you feel? Share your ideas with a partner. I like Portrait 1 because the woman is laughing and smiling. It makes me feel happy. My favorite is Portrait 4. I like the dog because it looks clever and confident, like a person.

What the artist has to decide

What are they trying to show about their personality?

How do you think they are different in real life?

How do people change their photos to look different?

Remember that pictures we see on social media aren’t always realistic.

• How the artist uses light is very important. It can change the mood of the painting, or how it makes you feel. When your eyes see a very light part of a painting against a dark part, it makes you look carefully. In a portrait, the artist often wants you to look carefully at the person’s eyes. The eyes can tell you a lot about how the person feels.

show the • Sometimes the artist only wants to this is a head and shoulders. The name for decide to half-length portrait. The artist may ed call is paint the person’s full body. This a full-length portrait.

Work in pairs. Think about the pictures people post on social media. Discuss the questions.

ss se

• Portraits usually show the person looking straight ahead. But sometimes the artist decides to paint the person in profile (looking to the side).

COLLABORATION PLUS

Project 1: Research a portrait artist and create a mood board about their work.

Unit 1

Entertain me! Unit aims • Giving opinions about TV shows

• Reviewing the simple past

• Writing a movie review

• Using indefinite pronouns (something, anything, nothing, etc.)

• Understanding a teenager’s journal about an arts festival

• Understanding a school newspaper article and a podcast review

• Writing a program for a music and film festival

• Talking about music and TV shows

U As d an s le es sa Pr r y fo it t rs no ve y ni p

ss se

Look at the picture and answer. 1

What do you think she is listening to? Why do you think this?

When do you listen to music?

How does music make you feel?

Unit 2

Watch the video and answer. 1

What instrument does Rena play?

What types of music does she like?

What does she enjoy doing with her friends?

VOCABULARY 1

Listen to the conversations. Complete the sentences with the words in the box.

3 Complete the text with the words from Exercise 1.

classical concert drums festival guitar instrument ✓ keyboard opera piano stage

Ca A

Elisa

We’re Cecilia, Elisa, and Livia. And together, we’re CELIVIA!

Eva’s aunt is an 5

We play pop and rock. We hope you love our music. singer.

Livia sings and plays the 1 g u i t a r in the band. But guess what? She loves listening to 2 r in her free time!

As d an s le es sa Pr r y fo it t rs no ve y ni p

Livia

Cecilia

The boys all play an 1 instrument . Paul plays the 2 . Jack plays the 3 . Erik plays the 4 .

Carla went to a great pop 6 last summer. She took a photo of the band on 7 .

Elisa plays the 3 s in the band. She makes a lot of noise! But she can also play the 4 a . She enjoys playing 5 i music in her free time. She played Mozart at the school 6 e last week. And Cecilia can also play more than one musical t . She plays the guitar and the 8 b .

The friends agree the 8 is fantastic.

Circle the words they use.

heart party love time like day never good somebody night dance stop always feel talk everyone know bad baby time

music.

Work in pairs and discuss.

She plays the guitar / piano really well.

How can singing songs in English help

My dad listens to classical music / opera. The drums / keyboards were really loud at the festival.

improve …

3 4

I like to listen to classical / piano music when I do my homework.

My brother is learning to play the guitar / keyboard.

I learned to play the drums / guitar when I was ten.

Finished? page 126, exercise 1

Workbook page 14

your vocabulary?

your pronunciation?

your listening?

1 2

Listen to the music. Circle the correct answers.

ss se

. So come and see in the park!

Buy your tickets online now!

He likes to play 10

4 Think of English songs you know.

David plays the 9

We all love being on 9 us at the music 10 s

Sing songs in English to improve your English.

Practice Extra Unit 2 Vocabulary 1

Unit 2

READING 1 Look at the title of the article and the pictures. Circle the correct answers. 1

Zoe writes about a talent show …

The people in the talent show are …

on TV.

college students.

at her school.

famous singers.

at a music festival.

students at her school.

by Zoe White

Our school has talent!

Yesterday was the most awesome day at school. The students from grades six to eight had a talent show. I couldn’t believe how amazing everyone was. There was singing, dancing, and music. We heard lots of different instruments during the day. And there was even a karate show. Daniel from eighth grade was great. He showed his talent for playing the drums. I’m not a fan of the drums, but he was excellent. I could listen to him all day. Everyone danced and had so much fun.

Another surprise was Lidia from seventh grade. She usually sings pop songs, but yesterday she stood on stage and sang opera. Nobody knew she could sing like that! She was amazing.

As d an s le es sa Pr r y fo it t rs no ve y ni p

But the best thing about the day was the school dance group. They showed so much talent. They danced to three popular hip-hop songs. They were really creative. One boy, Guy, was very cool. And the music was cool, too. What did you like best? Post your comments below.

@nina_lopez05 I agree with you. The talent show was awesome. The karate show was interesting and unusual, and the students were very brave. But it wasn’t as good as the two girls who played classical music. They were amazing.

@99simons I don’t agree. I thought the karate was quite boring. And I didn’t enjoy the drums. But I really liked the two sixth-grade boys who played the keyboard and sang. They were great. We should have a talent show next year!

Read the article. Match the people A–E with the sentences 1–8. A

Zoe B

Daniel C

Lidia D @nina_lopez05 E @99simons

Who thinks it was the best day at school?

Who didn’t enjoy the karate show?

Who enjoyed listening to classical music?

Who was very good on the drums?

Who loved the sixth graders with the keyboard?

Who surprised everyone with their singing?

Who didn’t like the drums?

Who thinks the hip-hop dancers were the best?

Lots of students danced to the drums.

Lidia sang a pop song.

The hip-hop dancers are in the school dance group.

The karate show was 20 minutes long.

Two sixth-grade girls played classical music.

Zoe can play many instruments.

ss se

3 Read the article again. Write T (true), F (false), or DS (doesn’t say).

Work in groups. Imagine your school is having a talent show. Decide on the first prize. Use the ideas below or your own ideas. concert tickets to see a famous band T-shirt with the winner’s photo on it tablet bicycle money trip to a famous museum I think ... is a great prize because ...

Unit 2

I disagree. I think the winner should get ...

LANGUAGE TOOLKIT Simple past 1

Listen to the conversation. Mark (✓) what Enzo and Sofia did last weekend. Enzo

went hiking

got lost

✓

Sofia

slept in the mountains

stayed at home

listened to music

Complete the sentences with the simple past form of the verbs in parentheses. Then listen again and check.

I 1 went (go) hiking yesterday.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Miguel 3

I thought you 2

(be)

(like) hiking.

really scared.

We 4

a fire so we

(make)

But how 6

you

(find) your

(can) keep warm at night.

way home?

We 7

(be) only

a few meters from our car!

(not do)

anything special.

3 Look at the sentences in Exercise 2. Circle to complete the Language tools. LANGUAGE TOOLS

In affirmative sentences, regular verbs end in 1-ing / -ed. To form the negative, we use 2did / didn’t and the base form of the verb.

We use 3was / were with singular subjects and 4was /

COMMON ERROR

Went and made are examples of 5regular / irregular verbs.

✗ I can play the piano when I was ten.

Could is the past form of 6can / be.

✓ I could play the piano

when I was ten.

Grammar reference page 136

ss se

were with plural subjects.

Put the words in the correct order to make questions. Then ask and answer with a partner. did / your last / school trip / you / go / where / on / ?

get there / did / you / how / ?

what / do / did / you / see / or / ?

the trip / did / you / enjoy / what / most / about / ?

Finished? page 126, exercise 2

Workbook page 15

Where did you go on your last school trip?

Where did you go on your last school trip? We went to a great museum.

Unit 2 Practice Extra Unit 2 Language toolkit 1, Listening

LISTENING AND VOCABULARY 1

Circle the correct answers. Then listen and check. 2

TV show / cartoon

talk show / drama

game show / cartoon

talk show / drama

reality show / cartoon

news / comedy

game show / talk show

news / drama

As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Complete the sentences with words from Exercise 1. Did you see the news ? It’s snowing, so schools are closed today!

A: Do you want to watch this new

TV show | TV programme

? It’s very funny.

B: Let’s watch the

. It’s about real people, like you and me.

? It was quite scary

Welcome to this week’s Today’s prize is a huge teddy bear.

Listen to the podcast. Match 1–3 with A–C. 1

news

comedy

game show

do you

want to watch?

B: Not really. What about this

last week.

A: What

Can we watch the ? They’re interviewing my favorite actor. C

Listen again. Match 1–3 with A–E. Joana’s TV News

People can write to this show.

There aren’t many shows like this for teenagers.

Friends from School

Build This!

It gives an opinion about the latest movies and TV shows.

The teenagers on this show are very creative.

This show is funny.

ss se

interest

Do you? I don’t. / Don’t you? I do.

surprise

Me too! / Oh, totally!

you agree

No way! / You’re kidding!

you disagree

Really? / That’s interesting.

Work in pairs. Ask and answer questions about the TV shows in Exercise 1. Use the phrases in Exercise 5. Do you like watching dramas?

Unit 2

Finished? page 126, exercise 3

No, I don’t.

When you talk to someone, it’s important to show interest, surprise, agreement, or disagreement. This is part of a good conversation.

You’re kidding! Why not?

Workbook page 16

Practice Extra Unit 2 Vocabulary 2

1 2

5 Match the reactions 1–4 with the phrases A–D.

LANGUAGE TOOLKIT Indefinite pronouns 1

Read the blog and discuss the questions. 1

Can anyone be a famous singer?

Do you think that being famous is easy or difficult?

Is it easy to be a music star?

Last week, I asked my friends what jobs they would like to do in the future. A few want to do something with music. But no one knows how to do it. So how do you become a music star? Can anyone be a famous singer? Can’t you just get a cell phone and sing anything to the camera? My dad says that nothing in life is easy. We usually think being famous looks easy, but it isn’t. To find out more, I spoke to someone who knows a lot about this topic. Sam is 18 years old and has a beautiful voice. His mom makes videos of him singing at home and posts them online. Over 200,000 people watch Sam’s amazing videos every week. Read more

2 Look at the blue words in Exercise 1. Circle to

complete the Language tools.

LANGUAGE TOOLS We use someone, anyone, and no one to

talk about 1 … .

A people

B things

We use something, anything, and nothing to talk about 2 … .

B things

A people

in the 3 … form.

B plural

A singular

As d an s le es sa Pr r y fo it t rs no ve y ni p

We use indefinite pronouns with a verb

We use someone and something mostly in 4 … sentences. A affirmative

B negative

We use anyone and anything mostly in 5 … . A affirmative

COMMON ERROR

B negative sentences

✗ I watched one thing interesting last night.

sentences and questions

We use no one and nothing with the verb

✓ I watched something

in the 6 … form, but these words have a

interesting last night.

negative meaning. A affirmative

✗ Are anyone helping Dad make dinner?

B negative

✓ Is anyone helping Dad

Grammar reference page 136

make dinner?

3 Circle the correct answers to complete the conversation.

melisa

I can’t hear 3 anything / something.

alba

re you sure there isn’t 4 nothing / anyone there? Can you go A and check, please?

melisa

Anyone/ No one is outside. It’s your cat. He’s trying to get out.

4 Complete the sentences so they are true for you.

No one knows that I

I don’t know anything about

Something I really want to do is

Nothing is better than

I think 1 someone / anyone is trying to open the kitchen window. I can hear 2 nothing / something outside.

ss se

alba

Work in pairs. Read your sentences from Exercise 4 and respond. No one knows that I hate chocolate.

Really? That’s interesting.

Workbook pages 17–18

Practice Extra Unit 2 Language toolkit 2

Unit 2

SPEAKING Giving opinions about TV shows 1

Look at the pictures and listen to the conversation. Mark (✓) the TV shows you hear. 1

Ca 2

Listen again. Mark (✓) the correct columns.

Natalia

Who …

Leo

✓

says they enjoyed the cooking show?

says the children on the cooking show were friendly?

says the new music show is boring?

enjoyed the songs on the music show?

didn’t like the singers on the music show?

✓

As d an s le es sa Pr r y fo it t rs no ve y ni p

3 Complete the Useful language with the words in the box. found

most

mind

neither

enjoyed

think

Useful language What did you 1 I really 2 What I liked the 3 Not really.

of … ?

it really/very/

incredibly (boring/exciting).

it. Did you?

was …

I didn’t 5

Me too / Me 6

Complete the conversation with the Useful language and your own ideas. Then role play with a partner. A: What did you

the new

. Did you?

A: I found it B: What I liked

show?

. And you? was

A: I

What did you think of it?

•

Why?

•

Work in pairs. Talk about the TV show in Exercise 5. I watched a new drama. I found it very interesting. What I liked the most was ...

Pronunciation page 122

What show did you watch?

•

Unit 2

. What about you? .

5 Think of a TV show you watched last week and write notes.

ss se

B: I really

it.

I watched a talk show with my parents. I didn’t enjoy it because ...

Practice Extra Unit 2 Speaking

WRITING A movie review 1 Read the movie review. Circle the

Dazzler and the Magic Door

writer’s opinions.

The writer thinks Dazzler and the Magic Door is … A

the best movie of the summer.

happy and sad.

good for adults and teenagers.

great for teenagers.

1 The best movie I saw this summer was Dazzler and the Magic Door. It was about a boy named Mark and his dog, Dazzler. I know it doesn’t sound very exciting, but it made me laugh and cry.

2 Read the review again. Circle the correct answers.

The movie was about a boy from a … . big city

U B

friend from school

As d an s le es sa Pr r y fo it t rs no ve y ni p

dog

3 I think Dazzler and the Magic Door is a great movie for all teenagers. At the beginning, it was a bit boring because not a lot happened. But then it got better. The story was exciting, but there were some really sad moments, too. I loved it!

Dazzler finds a strange ... in the forest. door

box

small town

Dazzler is Mark’s … . A

excited

bored

A 3

2 In the movie, Mark lives in a small town. He’s quite shy and he doesn’t have many friends. But his life changes. One day in the forest, Dazzler finds a door in a tree. When Mark opens it, he enters another world. In this new world, he makes new friends and has lots of adventures.

The writer feels … about the movie. A

The beginning of the movie was … . exciting

boring

3 Complete the Useful language with words from the review. Useful language It was about ... It

At the

The story/music was (exciting/loud).

me (laugh/cry).

1 2

/end, ...

There were some really happy/sad/funny

4 Look at the review again. Match the paragraphs 1–3 with the information A–C. A

what the writer liked/didn’t like about the movie

general information about the movie

details about what happens in the movie

Paragraph 1

Paragraph 2

Paragraph 3

ss se

5 Plan a review of a movie you watched. Write notes for three paragraphs.

Re me mb er to:

the movie. scribe Use adjectives to de sic. mu e th d an the story of Say which part the movie you liked or didn’t like and explain why.

6 Write your movie review. Use your notes from

Organize your review hs. into three paragrap in s Say what happen

Exercise 5 to help you.

Workbook page 19

Unit 2

CULTURE World festivals 1

Watch the video. Mark (✓) the types of music you hear. flamenco

reggae

pop

salsa

jazz

classical

Bollywood

rock

hip-hop

Work in groups. What type of music do you like? Ask and answer questions. Do you like jazz?

I’ve never listened to jazz.

3 Look at the text and pictures. Mark (✓) the correct text type.

an ad/advertisement: a notice that gives information about something you can buy a journal: a description of what you have done, like a diary

a newspaper review: a report in a newspaper that gives an opinion about something

As d an s le es sa Pr r y fo it t rs no ve y ni p

Read the text. What types of music and dance from Exercise 1 did the writer enjoy at the festival?

5 Read the text again. Complete the sentences with the blue words in the text. 1

I’m learning to play the piano, and my brother is learning the guitar. We want to be when we’re older.

You can learn something new in a to dance, sing, and cook.

I with some students from Brazil at a concert last night. We’re going to write to each other.

In the summer, we stayed at a beautiful The view from our tent was amazing.

I like to

I bought traditional Mexican tacos from the

. The teachers help you learn

by the ocean.

on the weekend. Sometimes it is good to rest and do nothing. at the festival.

6 Read the text again. Answer the questions. Where can you … 2

put up your tent?

learn how to dance?

learn how to cook?

buy dinner?

campground | campsite bathroom | toilet

Work in pairs. What things would you like to do at the WOMAD festival? Why? I love trying different foods so I would like to go to the food trucks.

COLLABORATION PLUS

Project 2: Write a program for a music and film festival.

Unit 2

I think the dance workshops sound fun because I really like dancing!

Open Air stage,

listen to music?

ss se

Wow! Last weekend I went to the WOMAD festival (World of Music and Dance) in England with my aunt. She lives close by and goes every year. It was so AMAZING! There were so many things to see and do. My favorite things were …

Open Air stage

There were lots of different types of food from all over the world! I wanted to eat everything, but there wasn’t enough time. I really liked the Chinese chicken and rice, but nothing was as good as the food from the Lebanese food truck. It was the best!

On Saturday, we went to the Open Air stage. We sat outside to relax and listen to a jazz band (and we ate ice cream).

Siam tent

We spent a lot of time watching bands in this big, beautiful tent. We saw a cool flamenco band from Spain, and on Sunday night there was a fantastic salsa band from Cuba. We danced so much our feet hurt!

U As d an s le es sa Pr r y fo it t rs no ve y ni p

Salsa band from Cuba

Lebanese food – yum!

In one workshop, I learned how to do Bollywood dancing! It was really fun, and the dancers were so beautiful and creative. In another workshop, I learned to play a special type of drum with a folk band from Ireland.

Food truck area

Julia and me

Food truck

Let’s dance!

Workbook pages 20–21

Some of the musicians gave workshops about how to cook food from their countries. I watched a reggae band from Jamaica teach us how to make a delicious vegetable curry. They told funny stories, sang, and played their instruments – it was very interesting!

Practice Extra Units 1–2 Consolidation

Unit 2

Taste the World stage

I loved camping, but not the bathrooms – yuck! There was a great food truck near the campground. We bought breakfast there every day! I made friends with a girl in the next tent. Her name was Julia and she was from Wales. We want to meet up again at WOMAD next year. I can’t wait!

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Campground

Wo r ten ksho t p

3 derstand Showing you don’t un ng what someone is sayi

Listen again. Complete the Useful language with the words in the box. mean

moment ✓ on I see again

following

don’t

Useful language

1 Uh-huh.

2 Just a moment . I’m not

you.

3 Go

4 Really? 5 Sorry, say that

1 Imagine someone is telling you

6 OK,

As d an s le es sa Pr r y fo it t rs no ve y ni p

something in English, but you don’t understand everything. How can you show you don’t understand? Circle the correct answer.

7 Sorry, I

understand.

You keep quiet and smile.

You say, “Really?”

You say, “Sorry. Can you say that again, please?”

You nod (move your head up and down).

Why do we use this phrase?

Listen to the conversation. What is Casey explaining to her brother? A

how to take a photo

how to record a video

how to watch a video

8 What do you

4 Why do we use the Useful language?

Write U (to show we understand) or DU (to show we don’t understand).

5 Choose a topic from the box to talk

about and write notes. Use a dictionary to find four or five new words. • A famous person you like and why you like them • A description of your dream home of the future • The best and worst things about your village/town/city/country

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worst thing – the subway new words – awful, not reliable

The subway in the city center is awful ... it’s not reliable. Sorry, I don’t understand. What do you mean? There is always a problem on the subway. The trains are usually late.

Units 1–2

Really?

Work in pairs. Take turns talking about your topic. Use the Useful language to show when you understand or don’t understand.

SELF-ASSESSMENT 1 Imagine you’re one of the teenagers A–E . Write a description of your personality. Use the phrases in the box, and be creative.

My friends say I’m … because … I think I’m (a bit/very) … . For example … I can sometimes be … . For example …

Ca A

m 2

Work in pairs. Read your description from Exercise 1 for your partner to guess who you are.

3 Circle how you feel about describing someone’s personality. I can do this well and want to learn more words to describe people.

I feel confident doing this with the words and phrases I already know.

I need more time to practice this. It’s a bit difficult at the moment.

As d an s le es sa Pr r y fo it t rs no ve y ni p

4 Choose a title and write a story using the simple past. Use questions 1–5 to help you. The day I got lost in the city

Our barbecue in the rain

Why were you alone in the city?

Why did your family have a barbecue?

How did you get lost?

Who did you invite?

Why did you need a map?

How did the rain change your plans?

How did you feel?

What happened in the end?

Work in pairs. Listen and respond to your partner’s story.

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Oh, no! / You’re joking!

That’s amazing/awful/funny!

How do you feel about telling a story using the simple past? Circle the number that is true for you. Then share with a partner and explain your choice.

I chose 2 because I’m not very confident. I need a lot more practice.

7 Choose one of these ways to become more confident using English. Then try it! •

Keep a diary in English: “What I did today” or “What I did this week.”

•

Tell a friend a true story about you, but change two details. Can your partner guess which details are not true?

•

Play “Who am I?” Choose a famous TV or movie character. Your friends can ask ten Yes/No questions to guess who you are. If they guess correctly, they win. If they don’t, you win.

Are you a woman?

Yes, I am.

Do you have long dark hair?

No, I don’t.

Can you fly?

Units 1–2

The wild world Unit aims

• Talking about weather and the natural world

• Giving a presentation

• Using the past continuous

• Writing a picture story

• Understanding how to use the past continuous and simple past with when and while

• Learning about historical sites

• Understanding a diary and a presentation

• Creating a timeline of a historic event

m U As d an s le es sa Pr r y fo it t rs no ve y ni p

Look at the picture and answer. What is your favorite type of weather?

What is your favorite outdoor place?

Where is she? What’s the weather like?

1 2

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Unit 3

Watch the video and answer. 1

What is Oskar’s favorite activity?

What is the temperature on a hot day for Oskar?

What is Nubia’s favorite activity?

VOCABULARY 1

ork in groups. Look and write the W weather words. Then listen and check. cloudy

cold cool

icy rainy

warm

windy

Weather report stormy

warm

Work in pairs. Write three words from Exercise 1 to describe the weather in each picture.

hot

snowy stormy ✓

sunny

foggy

rainy foggy

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Today, it’s ...

Noun | Adjective rain | rainy

fog | foggy

snow | snowy

wind | windy

storm | stormy

cloud | cloudy

sun | sunny

Hi! My name’s Sonny Day and this is today’s weather report. Today’s weather is windy. It’s also cloudy and cool. Remember to wear a coat and a scarf. Thank you for listening.

ice | icy

Listen to the weather report. Complete the summary with words from Exercise 1.

Work with another pair. Listen to their weather report from Exercise 4. Can you guess the picture it describes?

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North 1

Work in pairs. Choose one picture from Exercise 3 and write notes for a weather report. Then imagine you’re on TV, and take turns giving the weather report.

foggy

West

East 5

South 7 8

Finished? page 127, exercise 1

Workbook page 22

Practice Extra Unit 3 Vocabulary 1

Unit 3

READING 1 Read the blog quickly and write the times.

Why did Kim feel …

What time was Kim … 1

Read the blog and answer the questions.

watching the weather report?

excited?

because he loves being in the mountains 2

Ca 3

putting up a tent? having dinner at home?

fall | autumn

worried?

bored?

happy?

Kim’s blog

3 Read the blog again. Write T (true), F (false),

or DS (doesn’t say).

Waiting for the snow to stop

The reporter said it was snowy in the mountains.

They walked slowly because they were tired.

As d an s le es sa Pr r y fo it t rs no ve y ni p

When you go hiking, the weather can change quickly. You always need to be ready for this. Last Saturday, I was in the mountains, and the weather changed very quickly! This is my diary of the day.

At 7 o’clock, I was having breakfast and watching the weather report. The reporter said, “This morning’s weather is sunny and warm in the mountains, but it could snow later on.” I was surprised because this was only the first day of fall. I put sandwiches, some warm clothes, and a tent in my bag.

The man gave Kim and his dad some sandwiches.

Kim’s dad didn’t want to climb up the mountain the next day.

Listen and choose three words from the blog. Then write three sentences that are true for you.

2 3

At 3 o’clock, we were still waiting for the snow to stop.

Work in pairs. Read your sentences aloud, but don’t say the word you chose. Can your partner guess it? I feel “beep” when my team wins a soccer game.

Excited?

You can write sentences that are true for you to help remember new words.

At 1 o’clock, we were all hungry, so we were having sandwiches for lunch. I also felt bored, but it still wasn’t safe to walk outside.

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At 11 o’clock, we were waiting for the snow to stop. Then we heard someone shouting “Help!” Dad looked outside, and a man was standing there. He looked cold and tired, and his clothes were wet. We invited him into our tent and gave him some dry clothes to wear.

Unit 3

A man asked to sit inside their tent.

My three words:

Suddenly, it was snowing, and the wind was stronger. We couldn’t see anything! We put up our tent and sat inside. I wasn’t afraid because I knew we were safe.

I want to climb the highest mountain in Brazil when I’m older.

At 10 o’clock, we were looking at the map. It was a little cooler, and I was worried because I could see some dark clouds.

At seven thirty, my dad and I were finally home. We were having dinner and feeling happy. I said, “Let’s hike up the mountain again tomorrow!” My dad answered, “No way!”

Kim wasn’t afraid of the snow.

At 9 o’clock, the weather was sunny and warm. My dad and I were hiking, and I felt excited. I love being in the mountains! We walked quite slowly because we didn’t want to get tired.

The snow stopped, and we could see again. It was cold, and the path was icy, but it was safe to walk. The three of us started to walk down the mountain slowly and carefully.

LANGUAGE TOOLKIT Past continuous Listen to the conversation. What was Cathy doing at 7 o’clock last night?

Put the words in the correct order to make sentences. Then listen again and check.

were / you / at 7 o’clock last night / what / doing

reading / was / in the backyard / I

from / playing soccer/ Dan / was / 6:30 to 7:30 yesterday .

COMMON ERROR

As d an s le es sa Pr r y fo it t rs no ve y ni p

the / I / reading / backyard / wasn’t / in

was / it / at 7 o’clock / raining

✗ They was playing tennis.

was / your birthday cake / I / making

✓ They were playing tennis.

3 Circle to complete the Language tools. LANGUAGE TOOLS

We use the past continuous to talk about 1 … .

A actions that were happening around a certain time in the past B actions that started and finished at a certain time in the past

To form the past continuous, we use 2 … . A is(’nt)/are(’nt) + verb + -ing

B was(’nt)/were(’nt) + verb + -ing

In questions, we use 3 … .

A was/were + subject + verb + -ing

B subject + was/were + verb + -ing

Grammar reference page 137

What were you doing at lunchtime last Sunday?

Were you sleeping at 10 o’clock last night?

Were you doing your homework at 6 p.m. yesterday?

What were you doing at this time on your birthday?

No. It was too hot to sleep. I was taking a shower.

Yes. I was doing it in the library.

I was having a party with all my friends.

No, I wasn’t playing tennis. I was shopping with my dad.

Last Sunday? I was having a picnic with my family.

Were you playing tennis at 4 o’clock yesterday?

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Match the questions and answers. Then practice saying them with a partner.

Work in pairs. Ask and answer the questions in Exercise 4 so they are true for you. Were you playing tennis at 4 o’clock yesterday? No, I wasn’t. I was hanging out with friends in the park.

Finished? page 127, exercise 2

Workbook page 23

Unit 3 Practice Extra Unit 3 Language toolkit 1, Listening

LISTENING AND VOCABULARY 1

Look at the pictures and write the words. Then listen and check.

Listen to Anya talking about her trip to Nepal. What was the best thing about her trip?

cave coast desert map rainforest valley waterfall woods ✓

woods

U As d an s le es sa Pr r y fo it t rs no ve y ni p 6

2 Complete the sentences with the words from Exercise 1. 1

red panda

Kathmandu

the Fishtail

dal bhat

a mountain that Anya saw

an animal that lives in the forest

the village in Nepal where Anya stayed

a breakfast food in Nepal

Nepal’s capital city

Work in groups. Choose three questions and discuss.

You can see the ocean when you go to the .

The Amazon is the world’s largest .

Would you like to go on Anya’s volunteer trip? Why or why not?

What do you do to feel close to nature?

What do you think makes a good vacation?

Are there waterfalls, valleys, woods, or forests where you live?

Would you like to help take care of nature on your next vacation? Why or why not?

The tallest in the world is Angel Falls in Venezuela.

There are more trees in the forest than in the .

A is a place with less than 250 mm of rain each year.

Between the two mountains, there’s a with a river.

On hot days, it’s usually cool inside a .

Workbook page 24

so you

I’d like to go on Anya’s volunteer trip because I would love to see the waterfalls in Nepal.

Practice Extra Unit 3 Vocabulary 2

I wouldn’t like to go because it’s too far to travel.

You need to take a don’t get lost.

Unit 3

Ghandruk

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Listen again. Match the words 1–5 with the descriptions A–E.

LANGUAGE TOOLKIT Past continuous and simple past with when and while 1

Read the anecdotes. Which one do you like best? Why?

On the weekend, it was sunny, so we went for a walk. We were walking along the coast when we saw a whale jump out of the ocean. It was beautiful!

A few years ago, my family went camping near a cave. We were eating dinner when a big cloud of bats came out of the cave. It was scary!

Last summer, I visited the rainforest. While I was hiking, a monkey took my sunglasses and climbed up a tree. I didn’t see my sunglasses again!

2 Read the anecdotes again. Underline the simple past verbs. Circle the past continuous verbs.

As d an s le es sa Pr r y fo it t rs no ve y ni p

3 Complete the Language tools with PC (past continuous) or SP (simple past).

LANGUAGE TOOLS We use the 1

COMMON ERROR

for a background action in

✗ While I walking by the river, I saw a beautiful blue bird.

for a short action that

the past and the 2

interrupts the background action. We often use when before the 3

✓ While I was walking

We often use while before the

by the river, I saw a beautiful blue bird.

Grammar reference page 137

4 Circle the correct answers. 1

My sister was watching / is watching a cartoon when she hear / heard a noise outside.

It started / was starting to rain while we were having / have lunch.

It snowed / was snowing when I got / get up this morning.

While Maria was doing / is doing her homework, her brother eating / ate all the cookies.

When I was seeing / saw Jim on Saturday, he is going / was going to the airport.

While I 1 (walk) to school this morning, some angry bees 2 (start) to follow me down the street. I quickly 3 (run) into a store and 4 (close) the door. The bees 5 (fly) around outside the window when it suddenly 6 (start) to rain. Finally, the bees flew away!

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5 Complete the anecdote with the past continuous or simple past form of the verbs in parentheses.

Think of something funny or unusual that happened on a journey. Tell your anecdote to a partner. Can they guess if it is true? While I was traveling on the subway, I saw ...

Finished? page 127, exercise 3

Workbook pages 25–26

Practice Extra Unit 3 Language toolkit 2

SPEAKING Giving a presentation 1

Work in pairs. Imagine you took a trip to an amazing place in nature. Write notes for a presentation. Use one of the ideas below or your own idea.

Look at the pictures and listen to Bill’s presentation. Where did he go two years ago?

1 Where did you go?

2 When did you go? 3 What did you do there?

4 How much did it cost?

Riding a camel in the desert

Listen again. Complete the ad for Dunn’s River Falls.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Where: 1 Jamaica Things to do: 2

Dunn’s River Falls

Swimming with fish

5 What were the best things about the trip?

Tickets for adults: 25 dollars Tickets for children: 3 dollars 4 Tour time: Why you should visit: • to feel 5 in hot weather • to touch a beautiful waterfall

Kayaking in the

My own idea

rainforest

Practice giving your presentation. Use your notes from Exercise 4 and the Useful language.

Listen again and mark (✓) the Useful language you hear.

Today, we are talking about our kayaking trip in the Amazon rainforest. This happened about three years ago. I remember ...

Useful language

This happened … ago.

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But actually, ...

No, wait …

Give your presentation to the class. Which trip would you most like to go on? Why?

Anyway, …

I’d like to go swimming with fish because they are so colorful.

However, … I remember …

Read the advice about how to give a presentation. Which is good advice? Why? Share your ideas with a partner.

But then it started to feel …

Eye contact is very important in a presentation. The people listening will be more interested if you look at them when you speak.

Unit 3

Pronunciation page 122

Make eye contact with everyone who is listening, one by one.

Make eye contact with different people, but don’t look at each person for too long.

Make eye contact with one person only, and don’t look away.

Practice Extra Unit 3 Speaking

So, as I was saying, …

WRITING A picture story 1

Work in pairs. Look at the pictures and plan a story. Write notes for three paragraphs.

Work in pairs. Look at the pictures. What is happening in each one? 2

Ca id

What was happening at the beginning of the story:

As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Read the story. Check your answers to Exercise 1.

We forgot the tent!

What is the important part of the story:

Last year, I was hiking in the mountains with my parents. We started walking early in the morning and arrived at the campsite in the evening. At first, we were happy ... and very tired. We wanted to have dinner and then go to sleep.

But then, while Mom was making dinner, Dad asked me, “Where’s the tent?” Suddenly, I remembered. The tent wasn’t in my bag. It was still under the kitchen table at home! My mom and dad were a little angry. Then, they felt worried. Where could we sleep?

What happened at the end:

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After that, we talked about what to do. It was too far to walk home, and there weren’t any hotels near the campground. At last, we decided to build a tent using the things around us. We found some wood, and I found a big piece of plastic. Finally, we finished building our tent and went to sleep. We were lucky because it didn’t rain during the night!

5 Write your story. Use your notes from Exercise 4.

from the story.

, ly, , t

, ,

Re me mb er to:

story. Write a title for the age. gu Use the Useful lan ous and Use the past continu the simple past. into three Organize your story paragraphs. of Check the spelling ed to. ne u yo en wh words

Workbook page 27

Useful language Sequencers 1 1 A t f i r s t ,

3 Complete the Useful language with words

Unit 3

CLIL

History

Mysteries from history 1

Watch the video. Complete the table with the words in the boxes. Peru China

France ✓

city in the mountains statues of soldiers paintings of people and animals ✓ city with red buildings

Jordan

Where? 1

Petra

Machu Picchu

France

Lascaux Caves

What?

ge 7

corn | maize

As d an s le es sa Pr r y fo it t rs no ve y ni p

Terracotta Army

paintings of people and animals

2 Look at the pictures. Why do you think Machu Picchu is called the “City in the Clouds”? 3

Read the website and check your answer to Exercise 2.

4 Read the website again. Match the blue words in the website with the correct definition. 1

: from a very long time ago

: someone who works on a farm

: buildings that are left from a very long time ago

: plants that are grown for people to eat

: people who study buildings and objects from the past

: you climb up and down these

: people grow food on these on mountains

5 Read the website again and complete the timeline. 1

The Incas built the city.

1911

1999

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1420–50

today

1983

1532 2

Work in groups. Imagine you are an archaeologist in the year 2500 and visit the town where you live now. What do you learn about life in the 21st century? People loved technology because ... And we found a lot of plastic.

Unit 3

COLLABORATION PLUS

Project 3: Create a timeline of a historic event.

www.historytrips.org

HOME | ABOUT | PLACES | PHOTOS | CONTACT US

SEARCH...

The City in the Clouds U Co

As d an s le es sa Pr r y fo it t rs no ve y ni p

Machu Picchu is an ancient city in the Andes Mountains of Peru. The Incas built the city around 600 years ago. It is so high up that people call it the “City in the Clouds.” The name “Machu Picchu” comes from the Inca language, Quechua. It means “old mountain.” No one knows why the Incas built the city.

History

Lots of archaeologists still study the old ruins today. They believe the Incas built the city between 1420 and 1450. But the Inca people didn’t stay there very long. They left around 100 years later, in 1532. For many years, the trees and plants of the rainforest covered the city. Only the families who lived and grew food nearby knew about it. In 1911, a local farmer told the American archaeologist Hiram Bingham about the ruins on top of the mountain. Bingham climbed there with the help of local people, including an 11-year-old boy. Then, he wrote a book to tell the rest of the world about this amazing place. In 1983, UNESCO named Machu Picchu a World Heritage Site. In 1999, a train began taking people there, and more and more people began to visit. Today, over 1.5 million tourists visit Machu Picchu each year.

What do we know about life in Machu Picchu?

The best time to visit Machu Picchu is from April to October because the rainy season is from November to March. You can take a train or hike there. The hike is about 42 km and takes four days. Wheelchair users can access the city.

Planning your trip

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Machu Picchu has over 150 buildings and 3,000 stone steps going up the mountain. The Incas also used stone to build their houses, so they have very strong walls. The farmers made terraces on the side of the mountains to grow fruits and vegetables. They grew crops like corn, potatoes, and tomatoes on the terraces.

Email for more information.

Unit 3

Sports stars Unit aims • Talking about sports

• Sympathizing

• Using verb + -ing after verbs and prepositions

• Writing a report

• Connecting sentences with who, which, and that

• Inventing a new sport for the Olympic Games

• Understanding notices and a Q and A session

• Learning about sports around the world

U As d an s le es sa Pr r y fo it t rs no ve y ni p

Co 1

How can playing sports be good for you?

How do you feel when you play sports?

Unit 4

atch the video W and answer. 1

Which sports did George do at sports camp?

Where did he try a winter sport?

Who tried a very old sport?

Where are they? What sport are they playing?

ss se

Look at the picture and answer.

VOCABULARY 1

Look and number the sports words. Then listen and check. ice hockey windsurfing

surfing sailing

Ca 1

badminton cricket

tennis

baseball

table tennis

golf

rugby snowboarding

U As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Complete the table with the words from Exercise 1. play

ice hockey

surfing

3 Circle the correct answers.

The students are playing rugby / badminton outside on the field.

Do you go windsurfing / golf in the summer?

She loves cricket / surfing on the ocean in the summer.

They play sailing / table tennis after school.

Twelve people play in a tennis / an ice hockey game.

How often do you play tennis / snowboarding?

4 Read the descriptions and write the sports from Exercise 1. 2

You need snow and mountains to do this sport.

You play this sport inside, but you don’t use a ball.

You need a boat and wind for this sport.

You use a bat and wear white clothes.

This is a traditional American sport.

golf

You use a small ball, but you don’t run.

ss se

Play a game. Mime sports for your classmates to guess. Are you playing baseball?

Finished? page 128, exercise 1

That’s right!

Workbook page 28

Practice Extra Unit 4 Vocabulary 1

Unit 4

READING 1 Read the school bulletin board quickly. Which three sports can students do at school? For everyone in the cricket club:

Do you enjoy playing tennis?

We practice ever y Monday after school in the gym. You don’t have to be good at tennis, and you can use our equipment. Please wear sneakers. Come to the gym on Monday and ask for me, Alice.

Are you thinking about trying a new sport and visiting new places? If yes, the snowboarding trip is perfect for you! Imagine snowboarding down the most beautiful mountain in Canada with the wind behind you. Don’t worry if you can’t snowboard yet. First, you practice standing ... and by the end of the week, you are an expert!

Then why not join our friendly tennis club?

• Remember! You can’t play cricket after school without getting permission from an adult. • Remember! You must wear white clothes. • Good news! We now have enough students for two teams. • Any questions? Speak to Coach Thomas.

See you there!

As d an s le es sa Pr r y fo it t rs no ve y ni p

Attention all rugby players!

Our cleaners work hard to keep the school clean, and you can help, too. Before coming inside after rugby practice, please take off your cleats. They’re always very dirty when you finish practice! Thanks.

There’s a wheelchair badminton competition at Spring Valley* next Saturday, and they need volunteers to help. Anyone can volunteer, but you must be polite and confident. This is an for badminton fans. You can even experience amazing meet the stars after watching the game! Email Rob on rob@springvalleybadminton.org for more information. *You can take a train to Spring Valley at 8 a.m.

Read the bulletin board. Write T (true), F (false), or DS (doesn’t say). 1

Students must wear white clothes to play tennis.

More people joined the cricket club.

You have to be good at playing badminton to help on Saturday.

Rugby players must leave their cleats outside when they finish training.

The train to the badminton competition leaves after lunch.

Students who can’t snowboard can go on the snowboarding trip.

Work in pairs. Ask and answer questions about your partner’s ad. What’s your ad for? When do students meet?

Unit 4

It’s for a baseball club.

It’s on Fridays after school. All seventh-graders can join – you don’t need experience. You can use the school’s equipment. We meet in the gym at 4:00 and take a bus to the lake. See you there!

Join the windsurfing club!

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3 Look at the pictures and choose a sport. Make an ad for a school club.

cleats | rugby boots

LANGUAGE TOOLKIT -ing verb patterns 1

Complete the messages with the words in the box. Then listen and check.

MESSAGES

after drinking mind doing love going

DAN

hate getting without wearing finish eating

Hi, Sofia. You know I 1 sailing on the lake. Why don’t you 2 your breakfast and come with me?

Read the messages again. Circle to complete the Language tools.

LANGUAGE TOOLS

Sorry, Dan. I have to visit my grandma. And it’s raining. I 3 cold and wet!

We can use a verb + -ing after

some / all verbs.

We can use a verb + -ing I don’t 4 water sports in bad weather. I miss sailing with you. Please come! We always have so much fun!

before / after prepositions such as

at, after, without, and about.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Grammar reference page 138

But it’s so cold!

COMMON ERROR

I never go sailing 5

✗ I love make new friends.

a warm clothes. And 6 cup of hot chocolate, you forget about the cold!

✓ I love making new friends.

✗ We were thinking about see a movie this evening.

Sorry.  I hope to go next time. Enjoy the icy water!

✓ We were thinking about seeing a movie this evening.

3 Look at the pictures and complete the sentences with the -ing form of the verbs in the box. dance

see

travel

practice swim

The movie’s about

to space.

She finished

He thinks he’s good at

We were late, so we missed our favorite band.

She loves the school music club.

at 10 a.m.

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the guitar for

movie / your / what’s / favorite / about / ?

enjoy / listening / to / what music / do / you / ?

good / you / what / at / are / ?

Workbook page 29

My favorite movie is about traveling to space.

food / you / don’t / like / what / eating / ?

Work in pairs. Ask and answer the questions in Exercise 4. Use an -ing verb.

4 Put the words in the correct order to make questions.

Work in different pairs. Tell your partner about Exercise 5. Tiago’s good at dancing!

That’s interesting. Laura enjoys listening to rock music.

Practice Extra Unit 4 Language toolkit 1, Listening

Unit 4

LISTENING AND VOCABULARY 1

Look and write the sports words. Then listen and check. bat

throw/kick/catch

race

racket

play ✓ winner

enter

score/save

Ca play

against

the ball

a goal

U As d an s le es sa Pr r y fo it t rs no ve y ni p

a competition

2 Complete the sentences with words from Exercise 1. 1

Throw it to me! I can

the ball!

I don’t have a cricket

. Can I use yours, please?

Is Gabriel going to

Liverpool

That’s Nina’s new badminton

Matt got six points and Rose got five. Matt is the

the golf

Manchester United in the soccer game this afternoon. .

Listen to Diana answering questions about her sport. Circle the words you hear. teacher

baseball throw

score wheelchair

carry

save

Diana is a wheelchair

There’s one big two games.

Diana loved playing

Everyone can play wheelchair basketball in

Sam asks, “Do you want to be in the

Diana feels excited when she puts on her

at school. c f

?” m.

Work in groups. Do you prefer watching sports or playing sports? Say what you like or don’t like. I don’t really like sports. I sometimes watch soccer on TV with my brother. I prefer sitting on the sofa to running around in the rain.

Unit 4

player.

e between the

ss se

Listen again and complete the words.

Finished? page 128, exercise 2

I think watching soccer on TV is boring. I like playing tennis in the park with my friend. I like to exercise.

Workbook page 30

Practice Extra Unit 4 Vocabulary 2

LANGUAGE TOOLKIT who, which, that 1

Listen to Tom. Complete the text with who, which, or that. There are a lot of people 1

work for our soccer club. they do.

First, there’s Nathan. He’s the person

cooks our meals.

He always cooks food

is healthy and delicious.

Here are some of the important jobs

Next, there’s Anna. She washes the soccer uniforms 5

are dirty. They get very dirty!

2 Circle to complete the Language tools.

COMMON ERROR

LANGUAGE TOOLS

We use 1who / which to talk about people.

✗ The movie is about a girl that/which loves sports.

We use 2that / who to talk about things.

As d an s le es sa Pr r y fo it t rs no ve y ni p

✓ The movie is about a girl

We can also use 3who / which to talk about things.

who loves sports.

Grammar reference page 138

3 Match the sentence halves. 1

I have a sister

who live in Egypt.

Those are the birds

that I went to.

This is the new bat

who has curly hair.

4 5

Park Middle School is the school

that make a lot of noise.

Those are my grandparents

which I read last month.

This is the book

that I got for my birthday.

that | that/which

4 Read and complete the clues with who or that. Then write the answers. 1

This is someone

This is a fruit

These are things

This is a person

This is a thing

actor

you see on the stage.

has the same name as its color.

you wear on your hands when it’s cold.

works in our classroom.

you use to hit the ball in baseball.

ss se

who

Choose three words and write definitions using who, which, or that. Use the words in the box or your own ideas. Then role play conversations with a partner.

snowboarding racket goalkeeper wheelchair musician doctor fans mustache drums cave desert comedy grandparents sunscreen farmer

fans – people who go to concerts to watch their favourite bands play There were lots of ... Oh, I don’t know the word. They’re the people who go to concerts to watch their favorite bands play. What do you call them?

Finished? page 128, exercise 3

Fans.

Workbook pages 31–32

When you don’t know a word, you can often explain the meaning using who, which, or that.

Practice Extra Unit 4 Language toolkit 2

SPEAKING Sympathizing 1

Listen to the conversation. Look at the pictures and cross (✗) the sports you don’t hear. A

U As d an s le es sa Pr r y fo it t rs no ve y ni p

Listen again. Circle the correct answers.

Joana / Hugo thinks the rugby player scored a goal.

The swimming competition was for swimmers in Hugo’s club / city.

Hugo didn’t go to bed late / eat healthy food before the competition.

Hugo feels sad / angry.

Hugo thinks he was better / worse than the other swimmers.

Joana says Hugo should swim / relax today.

Listen again. Complete the Useful language.

Useful language

a pity/shame!

I’m sorry to 2 That’s 3

that.

bad.

you!

Better 6

next time.

Work in pairs. Role play conversations 1 and 2. Then change the blue words and role play the new conversations. Use the Useful language. 2

A: My cell phone is broken.

A: I can’t find my glasses.

B: That’s too bad. Is it old?

B: What a pity! Where did you leave them?

A: No, it’s new. It was a birthday present

A: I can’t remember. I’m really worried.

from my parents. I’m really sad. B: Poor you!

•

Your math test didn’t go well.

•

Your best friend can’t come to your birthday party.

•

You can’t do something you really want to do (e.g., go to a concert, play in a sports competition).

Unit 4

My favorite sweater is too small!

Never mind! You have lots of other sweaters.

Pronunciation page 123

Practice Extra Unit 4 Speaking

In pairs, practice sympathizing. Use the ideas below or your own ideas. Remember to use the Useful language.

B: I’m sorry to hear that.

ss se

Never 4

WRITING A report

1 Read Joseph’s report quickly. Mark (✓) how he feels after the competition.

Our table tennis competition by Joseph Kemp

Last week, I played in a table tennis competition at another school. I played with my classmate, Simon. Before we got on the bus, we were pretty excited. We’re both good at table tennis, and we usually win our games. But when we saw the other students play, we were worried. They were really good, too! At the beginning of the first game, we didn’t play very well. Actually, we were terrible, and we lost. But after we spoke to our coach during the break, we started to feel more confident.

During the second game, we did our best, but we lost again. Then we had our final game. We were really hot and tired, but we won 11–9! However, we lost too many games to win the competition. At the end of the competition, we spoke to the winners. They were very friendly. We ate sandwiches together and we made two new friends. It was a fun day, and we were really happy that we played.

summary.

As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Read the report again. Circle the best Joseph enjoyed being in a sports competition and played really well.

Joseph had a good time at a competition but didn’t win.

Joseph and his classmate had a terrible time at a different school.

3 Look at the Useful language. Find and underline the words and phrases in Exercise 1.

Work in pairs. Imagine you have to write a report about a sports competition. First, put the questions in the best order to make your report easy to understand. Then write notes. Who won?

What was the sport?

When was the competition? What was the result/score?

Useful language

Who played?

Sequencers 2

Where was the competition?

before

at the beginning of during at the end of

ss se

after

Make a list of questions for a text you have to write. Then put the questions in the best order. This helps you plan the text before writing it.

4 Circle the correct answers. 1

At the end of / Before I learned to swim, I was scared of the water.

After / At the beginning of playing tennis, I take a shower.

During / At the end of the day, we go to bed.

Re me mb er to:

age to put Use the Useful langu the events in order. y how you felt. Use adjectives to sa Use the simple past. d correct Read your report an any errors.

Workbook page 33

During / Before the summer, we eat a lot of ice cream.

from Exercise 5 to help you.

6 Now write your report. Use your notes

At the beginning of / After the lesson, we say hello to the teacher.

Unit 4

CULTURE Sports around the world 1

Watch the video. Match the countries in the box with the sports. Kenya 1

China

Ancient Greece

Malaysia

Finland

running

Ca 2

dragon boat racing

Maasai jumping reindeer racing

sepak takraw

Look at the sports pictures in the article. What do you think people do in each sport? Discuss with a partner.

m 4

Read the article. Check your answers to Exercise 2.

4 Read the article again. Mark (✓) the correct columns.

As d an s le es sa Pr r y fo it t rs no ve y ni p Who …

Nur

Paulo

Hannele

Gabriela

✓

plays a team sport?

does a sport with friends?

is in a club?

has family members who also play the sport?

takes part in competitions?

does the sport on the weekend?

says how the sport started?

started playing the sport at school?

found out about the sport from a friend?

started playing their sport as a small child?

✓

5 Match the blue words in the article with the correct definition.

: an area used for playing sports like tennis or basketball

: when the ocean moves up and down it makes these

: a horse goes over these in a race

: in sports like volleyball, you have to get the ball over this

: something you find on the beach and in the desert

: you do this with a bat/racket to a ball

Unit 4

more litter

not enough water

New buildings for the Olympics are expensive to build. My city doesn’t have enough money for that.

more traffic

too many tourists

Work in groups. Imagine there is a plan to hold the next Olympic Games in a city near you. Some people are excited, but others think it is a bad idea. Talk about the possible problems. Use the ideas in the box or your own ideas. costs a lot of money

ss se

COLLABORATION PLUS

Project 4: Invent a new sport for the Olympic Games.

SEARCH...

My favorite sport We asked readers around the world to tell us about their favorite sports. Here are some of the sports they like to play.

Paulo, Brazil

Ca Nur, Malaysia sandboarding

sepak takraw

Sepak takraw is very popular in Malaysia. It is also popular with my family. My grandfather played it, my mom and dad play it, and my cousins and I started playing it when we were very young. It’s a really fast game. You play on a court with two teams of three players. You have a net and a ball, and you have to kick the ball over the net. It’s like a mix of volleyball and soccer.

As d an s le es sa Pr r y fo it t rs no ve y ni p

A cool sport in Brazil is sandboarding. One story is that sandboarding began when some surfers in Santa Catarina got bored waiting for waves. So they decided to “surf” on the sand instead. I like sandboarding because it’s really exciting. It’s not as cold as snowboarding, and there isn’t much snow in Brazil! I usually go sandboarding every weekend with my friends.

Gabriela, Mexico

padel

I like to play padel. It’s a popular sport in Mexico. It’s popular in many other countries, too, like Spain, Argentina, and the U.S. You play padel on a court with a net. You need a tennis ball, a special racket, and a partner. It is similar to tennis, but the court is smaller and you can hit the ball against the walls. I first played padel at school. I enjoyed it so much that I joined a club. Now I go to training three times a week, and I sometimes play in competitions on the weekend.

Hannele, Finland

ss se

hobbyhorsing

Workbook pages 34–35

Practice Extra Units 3–4 Consolidation

Unit 4

My favorite hobby is hobbyhorsing. I love horses, but it is very expensive to have your own horse in Finland. When my friend showed me a video of people hobbyhorsing, I thought it was funny! Then we decided to try it, and it was really fun. You ride your hobbyhorse, or toy horse, over jumps. Or you can get it to dance. I like jumping, and last year I won a competition. It’s much cheaper than a real horse, too!

Listen again. Complete phrases 1–6 with the words in the box.

Keeping a conversation going

happened

ahead

how

reminds

sounds ✓

kidding

Expressing a reaction That 1 sounds bad/scary/difficult/terrible/

amazing. kind/strange/incredible!

Encouraging your partner to continue .

Go 4

Then what

1 Circle the sentence that best describes

As d an s le es sa Pr r y fo it t rs no ve y ni p

you during a conversation.

I listen to the other person, but I don’t react or say very much.

I react to what the other person is telling me, but I don’t say much about myself.

I react to what the other person is saying, and I share my own stories and opinions.

I don’t let the other person say very much. I just love to talk!

Sharing a similar story

That 6

do you think is the best conversation partner? Why?

me of the time …

5 Match phrases 1–3 with A–C in Exercise 4.

2 Which type of person from Exercise 1

You’re 2

The same thing happened to me once.

No way!

Why did you do that?

6 Plan a story about an accident. Use the ideas

in the box or your own ideas. Think about the questions below and write notes.

Listen to the conversation between Tomas and Martina. Then answer the questions.

fall off (a bike/horse/skateboard) fall over (in a race/saving a goal)

What happened afterward?

How does Martina react to the story?

Units 3–4

What were you doing when the accident happened?

•

What happened?

•

Did you hurt yourself or break something?

•

How did you feel?

•

Did anyone help you?

•

What happened in the end?

Work in pairs. Listen to your partner’s story and react using the phrases in Exercises 4 and 5. Did I tell you about the time I broke my cell phone?

No. How did you do that?

How did Tomas fall off his bike?

Where were you, and who was with you?

•

1 2

•

ss se

break something (a cell phone/valuable painting)

SELF-ASSESSMENT 1 Choose one of the titles and write a story. Use the simple past and past continuous, and the phrases in the box below.

Work in pairs. Look at the information in the table. Then add your own ideas (1–3). The latest sports news March 14

Soccer

Southwood County 3 – 2 Northfield Rangers (winning goal: Joe Keane)

Getting lost in the woods

Rugby

Newtown Bears 33 – 19 Upton Lions Hedley Sands Championship

Surfing

First place: Jay Ogawa (his third win)

Second place: Meena Cruz

Baseball

Running

As d an s le es sa Pr r y fo it t rs no ve y ni p

Tennis

The day we found the cave

5 Write a news report for the TV show Sports Today. Use the information in Exercise 4.

Present your report to the class. Welcome to Sports Today. It’s March 14, and here is today’s sports news. First, the soccer news.

A trip to the coast

• One day, my friend/brother/sister/family and I decided to …

How do you feel talking about sports? Put a cross (✗) on the line. Explain to a partner why you put it there.

• The weather report that morning said … • Suddenly, the weather changed. • The worst thing was … • In the end, …

Work in pairs. Listen to your partner’s story. Tell them how it made you feel and why.

great

8 Choose one of these ways to practice English. Try it for two weeks!

I felt ... while I was listening because ...

•

Download a weather app and change the language to English. Check it daily.

Circle how you feel about telling a story using the simple past and past continuous. Share with a partner and explain your choice.

•

Read reports and articles in English about your favorite sports team.

•

Watch interviews in English with athletes. Try to understand as much as you can.

I don’t mind doing this, but I feel more confident with other topics.

I can do this, but I need a lot of time to prepare. It’s not very easy.

I feel confident. It’s not very difficult.

ss se

not very confident

I chose C because I need a lot of time to think about the different tenses.

Units 3–4

Awesome animals

Unit aims

• Talking about animals and using phrasal verbs

• Giving a presentation

• Using the passive (simple present and simple past)

• Writing a fact file • Learning about a conservation project

• Understanding an information pamphlet and a news report

• Planning a conservation project

id U As d an s le es sa Pr r y fo it t rs no ve y ni p

Look at the picture and answer.

Which animals can you see where you live?

Which animals do you think are awesome? Why?

How long does it take to train an eagle?

What happens after about ten years?

What other animal does Batu love?

atch the video W and answer.

Unit 5

What is she doing? How do you think she feels?

ss se

VOCABULARY 1

Listen to the conversation. Mark (✓) the animals Kylie saw during summer vacation. 1

✓

monkey

parrot

snake 6

id U

tiger

penguin

giraffe

As d an s le es sa Pr r y fo it t rs no ve y ni p

elephant 9

Co dolphin

whale

polar bear

2 Choose a table (1–3). Complete it with animals from Exercise 1 and four more animals you know. Animals that live in cold places

Animals that live in hot places

Animals that eat meat or fish

Animals that eat only plants

Animals I think are cute

Animals I don’t think are cute

Work in groups. Read your animals from Exercise 2. Can your group guess the table?

1 This is the largest animal that eats meat and doesn’t live in the ocean. 2 This bird can’t fly, but it’s good at swimming. 3 This animal has a long neck so it can eat leaves from tall trees. 4

4 Read the clues 1–3 and write the animals. Then write your own clue.

ss se

Work in groups. Say your clue from Exercise 4. Can your group guess the animal?

Finished? page 129, exercise 1

Workbook page 36

Practice Extra Unit 5 Vocabulary 1

Unit 5

READING 1

Read the information pamphlet. Which animals are endangered?

Endangered animals id

2 About 28 percent of all living things are endangered. 2That’s about 41,000 different types of animals and plants. 3 They include animals like Asian elephants and blue whales, and animals that are not as famous, like the Diana monkey. There are also animals and plants in different parts of the world that we do not know about. Some of 4 these may also be endangered.

3 Animals usually become endangered because the place where they live changes. For example, a place may become too hot or too cold. Or the animal may not have enough food. Often, 5these changes happen because of people. For example, when trees are cut down in the rainforest, there is less fruit for the monkeys to eat. Some endangered animals are killed for food. Others, like the gray parrot, are taken to be pets.

As d an s le es sa Pr r y fo it t rs no ve y ni p

1 Endangered animals are animals that could disappear from the world. Animals are called endangered when there are very few of them left. For example, there are only about 3,000 tigers left in the world. 1They can also be called endangered because there are fewer of them each year. For example, there are fewer giraffes in the world each year. When an animal disappears completely, it becomes “extinct.” For example, the baiji river dolphin probably became extinct in 2002. No one has seen one since then.

4 You can learn more about the endangered animals where you live. If you know about 6them and understand why they are important, you can help to look after them. Perhaps you can volunteer to help protect the places where they live? Or maybe you can plant trees or flowers in your backyard to help them? Look online to find more ideas to help endangered animals!

How many animals are endangered?

What can you do to help?

Why do animals become endangered?

What are endangered animals?

4 5

animals

3 Look at the underlined pronouns 1–6 in the pamphlet. What do they refer to?

ss se

2 Read the pamphlet again. Match questions A–D with paragraphs 1–4.

Work in groups. Discuss the questions. 1

Which information in the pamphlet did you know before you read it?

What was the most surprising thing you learned?

What would you like to know more about?

What else do you know about endangered animals?

Unit 5

I knew cutting down trees wasn’t good for the animals that live in the rainforest.

LANGUAGE TOOLKIT The passive: simple present 1

Take the quiz with a partner. Then listen and check.

What do you know about rhinos?

Today, about … rhinos are left in the world. A 30,000 B 300,000 2 There are … different types of rhino that are found in different parts of the world. A four B five 3 … are seen only in one small place. A White rhinos B Javan rhinos 4 Around … rhinos are killed every day. A two B five 5 Rhino horns are sold as … A medicine B food

As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Read the quiz questions again. Underline the verbs in the passive form.

3 Look at sentences A and B. Then circle to complete the Language tools. LANGUAGE TOOLS

A We find different types of rhino in different parts of the world.

B Different types of rhino are found in different parts of the world. Sentence A is 1active / passive. Sentence B is 2active / passive.

We use the 3active / passive when it is not important who does the action or we do not know who does the action.

To form the passive, we use the verb to have / to be + past 4

participle (e.g., found, seen, sold).

COMMON ERROR ✗ Javan rhinos are find in Java.

✓ Javan rhinos are

Grammar reference page 139

found in Java.

4 Complete the sentences with the simple present passive form of the verbs in parentheses. Then guess if they are T (true) or false F (false).

People penguin eggs. (allow)

to eat

Penguins

Larger penguins in colder places, and smaller penguins live in warmer places. (see)

The place where penguins look after their eggs a “rookery.” (call)

by polar bears. (eat)

Penguins are found in South Africa, New Zealand, and other places. (find)

ss se

Work in groups. Write three true/false facts about animals using the simple present passive. Then ask and answer with the rest of the class. Tigers are found in Africa. A baby cat is called a kitten.

Workbook page 37

False! Tigers are found in Asia. True!

Practice Extra Unit 5 Language toolkit 1, Listening

Unit 5

LISTENING AND VOCABULARY 1

Look and complete the sentences with the phrasal verbs in the box. Then listen and check. find out

lie down look after ✓ look for

pick up

put on

turn off

turn on

Ca br

I look after my cousin’s cats when she’s on vacation. 5

When I’m bored, I usually the TV and watch a cartoon.

I often my chickens to make sure they are healthy.

Elephants when they sleep.

U As d an s le es sa Pr r y fo it t rs no ve y ni p Look online to about animals that live near you.

I a rabbit costume for the party.

2 Match 1–7 with A–G to make phrases. 1

look for

lie down

turn on / turn off

find out

put on

look after

pick up

When I lost my cat, all my friends helped me her.

1 2

my phone before I go to sleep.

Listen again. Circle the correct answers.

the light

a pet

8:00

in bed

8:30

your cell phone

8:45

information

your clothes

your bag

Listen to the news report about a dog named Miles. Then answer the questions.

I always

What time did Miles disappear?

The area of sand around Green River … A

is unsafe.

is quite small.

is a good place to run.

After the meeting, Rory … A

had a good idea.

What happened to Miles?

went shopping.

How did a drone help him?

wanted something to eat.

felt very happy.

was very ill.

wanted to drink water.

At the animal hospital, they said Miles …

ss se

Drones can help firefighters look for fires.

Work in groups. Think of as many different ways to use a drone as you can. Which group has the most ideas?

Yes, and they can check that endangered animals are safe.

Unit 5

Finished? page 129, exercise 2

Workbook page 38

Practice Extra Unit 5 Vocabulary 2

LANGUAGE TOOLKIT The passive: simple past 1 Read the article. Why was Bethan in danger?

She was saved ... by her pet rabbit

Last Tuesday, Bethan was sleeping on her sofa. Suddenly, she was woken up by a loud noise. It was her pet rabbit, Jim Bob, hitting the ground with his back legs. Bethan smelled gas and ran out of the house with Jim Bob. But while she was running, she fell and hurt her leg. Bethan was taken to the nearest hospital and she was kept there for the night. Firefighters visited her house and found that gas was coming from the oven. They helped Jim Bob and took him to an animal hospital to make sure he was OK. He was looked after until Bethan came home.

Bethan and her rabbit

2 Read the article again and complete the sentences. Then write A (active) or P (passive). was saved

Bethan

She

Firefighters found that gas

The firefighters

Jim Bob

by her pet rabbit. up by a loud noise.

As d an s le es sa Pr r y fo it t rs no ve y ni p

to the hospital.

from the oven.

Jim Bob to an animal hospital.

until Bethan came home.

3 Look at Exercise 2 again. Complete the Language tools with the words in the box. by

passive past participle

order

LANGUAGE TOOLS We can use the 1

with different tenses.

To form the simple past passive, we use was/were + 2 The

of the words is different from active sentences.

When we want to say who or what did the action, we use the word 4

Grammar reference page 139

4 Complete the text with the simple past

COMMON ERROR

passive form of the verbs in parentheses.

The snake was ✗ eaten by a mouse.

✓ A mouse was eaten by the snake.

The snake ate a mouse.

ss se

The world’s longest rabbit 1 (name) Darius. He was a Flemish Giant rabbit and he 2 (own) by Annette Edwards. When Darius 3 (measure), he was 129 cm long. Darius 4 (give) rabbit food, apples, and more than 4,000 carrots every year. Sadly, Darius 5 (steal) from Annette’s garden. He was never seen again.

Last week, some changes were made to the rabbits’ home. Discuss with a partner how it was improved. Look! Now there’s a tunnel for the rabbits to play in. two weeks ago last week

Finished? page 129, exercise 3

Workbook pages 39–40

Practice Extra Unit 5 Language toolkit 2

SPEAKING Giving a presentation 1

Complete the Useful language with the words in the box. Then listen again and check.

What would you like to know about polar bears? Choose one of the questions. Then listen to Tim’s presentation to find the answer. What countries do they live in? How tall are they?

Are they endangered?

Useful language

amazing first finally interesting talk want

Today, I’m going to 1

about … thing about … is …

The 3

about … is …

Tim

As d an s le es sa Pr r y fo it t rs no ve y ni p

Present one of the slides from Exercise 2 to a partner. Use one or more phrases from Exercise 3.

Today, I’m going to talk about how polar bears live in cold places. I want to explain how they keep warm.

Work in pairs. Complete the spidergram to prepare a presentation about an animal you like.

Polar bear facts • largest

animal that eats meat • 700 kg

, let’s look at ...

Co The future ...

thing

Another 5

Listen again. Number the slides in the order you hear them (1–5). A

to explain …

ge 2

of all, …

SLIDE 1: description • • • •

Where polar bears live

SLIDE 2: where it lives • • • •

ANIMAL:

Introduction

• • • •

How polar bears live in cold places ➔ thick white fur ➔ get fat quickly ➔ special feet

Unit 5

Pronunciation page 123

Give your presentation to a small group. •

Draw four slides.

•

Use your notes from Exercise 5.

•

Remember to use the Useful language.

•

Look at your audience and smile.

Practice Extra Unit 5 Speaking

You can use spidergrams to organize your notes for a presentation.

1 E

SLIDE 4: other information

• • • •

ss se

SLIDE 3: how it lives

WRITING A fact file 1 Look at the pictures and read the fact file. What is the most interesting fact about this animal?

4 Prepare to write a fact file about

an endangered animal. Mark (✓) the best way to research facts online.

Top facts

Look at two websites and choose the one you like best.

Look at one website and use that information.

Look at two or more websites and compare the information to check it is the same in all of them.

Pangolins

Endangered animal When you do research online, it’s a good idea to look at more than two websites to check if you can trust the information or not.

1 Their bodies are covered in scales. The scales are sharp so they keep the pangolins safe from other animals. Each pangolin has around 1,000 scales. 2 There are eight different types of pangolin. Four are found in Africa and four in Asia. 3 They can be different sizes. The largest pangolin is called a giant pangolin and is around 30 kg. The smallest pangolin is called a long-tailed pangolin and is around 2 kg. 4 The name “pangolin” comes from the word penggulung. This is a word from the Malay language in Asia. It means “roller.” Pangolins have their name because they roll into a ball when they are scared. 5 Pangolins are endangered. Although the police try to stop it, around 10,000 pangolins are sold illegally each year. They are often bought for meat or their scales. The scales are used in traditional medicines. However, scientists know they are not useful in medicines as they are made of keratin (just like your hair).

As d an s le es sa Pr r y fo it t rs no ve y ni p

5 Choose three websites where you

can look for and check the information you need. •

an online encyclopedia

•

a website about animals in general

•

the website of a zoo.

Work in pairs. Choose an endangered animal and write notes for your fact file. Research facts online or use the information from this unit.

Detail:

2 kg

penggulung

four

keratin

10,000

Useful language Conjunctions 1

Which words give a reason?

Which word gives a result?

Fact: Detail:

7 Use your notes from Exercise 6 to write your fact file.

words so, as, and because. Then complete the Useful language.

Detail:

3 Read the fact file again and underline the

Fact:

1,000

Fact:

Detail:

Fact:

Detail:

Work in pairs. Find the numbers and words in the fact file. What do they refer to? One thousand is the number of scales on a pangolin.

Fact:

ss se

For example:

Re me mb er to:

a list. Organize your text as Give five facts and tails. interesting extra de age. Use the Useful langu lor. Use pictures and co

Workbook page 41

Unit 5

CLIL

SAVING THE HYACINTH MACAWS

Environmental Studies Endangered animals 1

atch the video. Match the animals W with the problems. Write D (dolphin), J (jaguar), O (orangutan), R (rhino), or T (tamarin).

farming

traditional medicines

hunting

water pollution

cutting down or burning trees

Read the poster. Mark (✓) what it is about. How to look after endangered animals

A project that is helping an endangered animal

How to start a project for endangered animals

As d an s le es sa Pr r y fo it t rs no ve y ni p

The Hyacinth Macaw Project is working hard to help save these endangered animals, but we need your help. We are building nest boxes for the macaws. You can help by donating money for one. We send you news and pictures of your nest box. Then, when the baby macaw is born, you can give the baby bird a name!

• Hyacinth macaws are killed for their food and feathers. • They are sold illegally as pets. • The trees where they live are being cut down.

Did you know?

Please visit our website to find out more.

Read the interview. Match the blue words in the interview with the correct definition. 1

: to cut a tree near the bottom so it falls on the ground

: these grow on trees and birds eat them

: to give money to help people or animals

: a place where birds keep their eggs

: keeping plants and animals safe, especially from people

: not allowed by the police

: made of wood

4 Read the interview again. Write T (true) or F (false). Rewrite the false sentences to make them true. 1

The project started in the 1980s.

The project started in 1990.

Hyacinth macaws can fly faster than 56 kph.

The project builds nests to give the macaws more places for their eggs.

Chicken eggs can help stop animals from eating the baby macaw eggs.

When farmers cut down the acuri trees, the macaws have less food.

In the 1980s, there were more hyacinth macaws than today.

Unit 5

Hyacinth macaws can live for 60 years.

Hyacinth macaws make their nests in different types of trees.

ss se

Ca a nest in a manduvi tree

acuri tree nuts

a wooden nest box

br ge

When did the project start?

The Hyacinth Macaw Project

Hyacinth macaws became endangered in the 1980s, and Neiva Guedes started the project in 1990. When she saw these birds for the first time, she wanted to keep them safe. Why are the birds endangered?

As d an s le es sa Pr r y fo it t rs no ve y ni p

Hyacinth macaws are found in parts of Bolivia, Paraguay, and Brazil. They make their nests in manduvi trees, and they eat nuts from the acuri palm trees. When these trees are cut down, the birds don’t have a place to look after their eggs, and they don’t have any food.

Camila works for this conservation

project in Brazil. She tells us about

the important work they do to help macaws safe.

What does the project do?

First, it looks after the nests in the Pantanal area of Brazil. It builds wooden boxes which the macaws use as nests, too. At the moment, there are nearly 200 wooden nest boxes. The project also helps the baby macaws before they are born. When the eggs are in danger from animals that want to eat them, we sometimes put chicken eggs in the nest instead. When the baby macaws are born, we give them food and then put them back in their own nest a few days later. Finally, we teach farmers that they shouldn’t cut down the acuri or manduvi trees. We tell them to plant these trees so the macaws have food and somewhere to live. How many birds are there now?

Before the project started, there were only about 1,500 macaws. Today, there are over 6,500. But there’s still a lot we need to do. What can we do to help?

ss se

keep the hyacinth

Macaws are also sold as pets, although the police try to stop this because it is illegal. But they don’t make good pets. They can live for 50–60 years, they can fly up to 56 kph, and they are very noisy!

Never buy these birds as pets. You can also donate money to the project. Our poster tells you more about this.

•

We must help protect endangered animals.

•

We must change how we behave toward the planet.

•

There are things we can do to make a difference. Endangered animals need our help. It’s important to protect them.

COLLABORATION PLUS

Read the sentences. Do you agree or disagree? Why? Discuss with a partner.

Project 5: Plan and make a poster about a conservation project.

I agree because ...

Unit 5

All around town

Unit aims

• Talking about stores, services, and roads • Using articles

• Using prepositions of place and movement • Understanding notices and messages

• Writing a message to arrange to do something • Learning about a famous city • Creating a tourist map of a city

• Asking for and giving directions

1 1

Watch the video and answer.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Look at the picture and answer.

Where are they? Why do you think they are there?

Where do you like to go in your free time?

What can visitors to your town or city do and see?

Why does Abi travel to Nairobi every year?

What are some of Abi’s favorite things about the city?

Why do people call Nairobi the “green city in the sun”?

ss se

Unit 6

VOCABULARY 1

Listen to Francesca and write the places on the map. gym ✓ gas station bank jewelry store bookstore drugstore police station post office grocery store department store

Ca gym

id U 6

As d an s le es sa Pr r y fo it t rs no ve y ni p

bookstore | bookshop drugstore | chemist’s gas station | petrol station

grocery store | supermarket jewelry store | jeweller’s

2 Complete the sentences with words from Exercise 1. In my town, there’s a really modern 1 There’s also a big at the

. My mom goes there after work to exercise.

. I went there last Saturday to buy a new coat. My mom works

. She sees a lot of sick people. There’s also a 4

near our house

in town. I’m very lucky because I love reading. And there’s a 5 where I can buy drinks and snacks for school.

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3 What are your five favorite places in town? Put them in order (1–5).

1 bookstore 2 park

Tell your partner about your favorite places. Ask questions to find out more. •

What do you like about it?

•

Why? / Why not?

•

Really? Why’s that?

My second favorite place is the park. What do you like about it?

Finished? page 130, exercise 1

Workbook page 42

When you work in pairs, you can help your partner practice speaking more by asking follow-up questions.

Practice Extra Unit 6 Vocabulary 1

Unit 6

READING 1 Look at the texts 1–5. Match them

E Emily

Found!

with the text types A–E. a newspaper article

a poster

a notice

an online post

this Did you lose a cell phone in the department store It’s silver or ble. valua it’s think I and new, looks It oon? aftern case with gray (sorry – I can’t remember), and it’s in a blue an hour, and for it after d looke and up it d parrots on it. I picke if it’s yours! n then I took it to the police station. Call the statio

Meet the writer Our favorite writer, Joanne Mills, is going to be here at Isaac’s Bookstore from 2 p.m. to 5 p.m. on Friday with her latest book. She’s happy to answer questions and write messages for her fans. There’s going to be coffee and small cakes, too. You can buy a book on the day or in advance. Please call the store for more information.

CAN YOU HELP?

No equipment Our school needs new sports equipment, like tennis rackets and cricket bats. Coach Talbot says the school doesn’t have enough money , so we have a plan! 

People who travel to or from the bus a early in the morning are happy to hear that l schoo High rrow. tomo grocery store is opening . news great “It’s said, Costa arida student Marg We need somewhere to buy snacks.”

As d an s le es sa Pr r y fo it t rs no ve y ni p

See us at the gym! Lewis, Charlie, and Sophie are going to be outside the gym on North Street on Saturday. They’re going to give people fresh orange juice. What you can do Ask your friends, family, and neighbors to give them some money for a healthy drink.

Read the texts. Write T (true), F (false), or DS (doesn’t say). 1

Emily’s phone was lost in the department store.

Lewis, Charlie, and Sophie can’t wait to offer people healthy drinks at the gym.

Joanne is going to talk to people who like her books.

You can’t go to a grocery store at the bus station today.

Joseph’s grandpa lost some money.

“Thank you! I was so worried when I found out I didn’t have it.”

“I’m really upset, but it was my mistake.”

“I can buy sandwiches from there.”

“The students were really helpful.”

Unit 6

own “Lost” or “Found” post. Say where you were in town when you lost or found the item.

Found! Did you lose your sunglasses in the bookstore today? They’re big and purple …

Work in groups. Read your post to your group, but don’t say the item. Can they guess what it is? Did you lose your “beep” in the bookstore today? They’re big and purple, and they’re in a green case. Are they crayons?

“I bought two: one for me and one for my friend.”

4 Look at texts 2 and 5 again. Write your

My grandpa lost his backpack at the gas statio n this morning. He thinks he put it on the car roof and then drove away. There are a lot of important things inside, like his cell phone and house keys. Do you know where it is? Please message me.

A–E with the texts 1–5.

J Joseph

Lost!

ss se

3 Read the texts again. Match the sentences

tion New grocery store at bus stastatio n

LANGUAGE TOOLKIT Articles 1

Complete the messages with a, the, or –. Then listen and check. 1

3 Complete the description with a, the, or –. This is 1 a busy subway station in

When he was young, my grandpa had

bike.

bike was red.

park again?

busiest subways in

world.

places in

Paris, and she speaks

Oxford Street and

French.

Regent Street. Half a

million people come here every day to visit

We watched Encanto again. It is

lunch. I think it’s 10

best place to go

if you like food and shopping!

2 Match the messages in Exercise 1 with the

4 Imagine you went to Times Square and took this picture. Write a description of Times Square. Use the facts in the box or your own ideas.

LANGUAGE TOOLS A

famous stores or to have 9

As d an s le es sa Pr r y fo it t rs no ve y ni p

most fantastic movie!

Language tools A–E.

city. It’s on

the corner of 7

This is my friend Lucie. She lives in

station’s

It’s one of 5

There are a lot of beautiful

U.K.

name is Oxford Circus.

Are we going to meet at

London,

We use a or an to talk about something the first time.

We use the when we talk about it again. B

We use the before superlatives.

We don’t use the before people’s

Times Square, New York City, the U.S.

names, cities, countries

(except the U.K. and the U.S.), languages, meals, or streets. D

Times Square has: • 50 million visitors a year. • more than 40 theaters in the area (shows like The Lion King). • the busiest subway station in New York City (200,000 people a day). • stores selling clothes, candy, phones, and computers.

We use the when it is easy to

understand which one we are

ss se

talking about.

We use the when there is only one of something. Grammar reference page 140

This is a picture I took of Times Square. Times Square is in ... Times Square is famous for ...

COMMON ERROR

In the picture, you can see ...

✗ The book was written by the William Shakespeare.

✓ The book was written by William Shakespeare.

Share your description with a partner. Which information is the same? Which is different? You wrote, “Times Square is famous for the lights,” but I wrote ...

Workbook page 43

Practice Extra Unit 6 Language toolkit 2, Listening

Unit 6

LISTENING AND VOCABULARY 1

Match the pictures 1–8 with the sentences A–H. Then listen and check. 1

U As d an s le es sa Pr r y fo it t rs no ve y ni p

The traffic light is red. You can’t go.

Don’t go left or right. Go straight.

You must go right here.

This famous bridge is in San Francisco in the U.S.

Let’s meet at the corner of the two roads.

She’s driving on a quiet road in Scotland.

This crossing is always very busy.

You must turn left here to go to Misty Road.

2 Complete the sentences with the blue words from Exercise 1. 1

Did you kick the ball with your

You can go when the

Cars must stop when someone is on the

The river goes under the

The car is waiting at the

of North Street and Park Avenue.

Some people use their right hand, and others use their

Is your house on a noisy

along this road.

or left foot?

crosswalk | crossing

is green.

hand.

Listen to the phone messages. Circle the problem you hear. Zara’s dad has her cell phone.

Danielle and Zara can’t talk to each other.

Danielle doesn’t want to see a movie.

ss se

Danielle and her dad went straight at the traffic light.

Zara’s at the movie theater.

Danielle is in the park.

Zara is unhappy with Danielle in her last message.

Zara’s dad is with Danielle.

Listen again. Write T (true) or F (false).

Describe a blue word from Exercise 1 for your classmates to guess. It’s on the road.

Is it a traffic light?

No, it isn’t. It’s black and white.

Unit 6

Finished? page 130, exercise 2

Workbook page 44

Practice Extra Unit 6 Vocabulary 2

LANGUAGE TOOLKIT Prepositions of place and movement 1

Listen and follow Davi’s directions on the map. Where do you meet him?

drugstore

Leah’s house

bank

You are here

school

hospital

zoo

Circle the correct words to complete the directions. Then listen again and check.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Can you see the arrow, where it says “You are here”? OK, so start there. Walk 1down / through the road and then go 2up / over the bridge. At the 3end / front of the road, there’s a park. Go 4through / over the park and 5past / along the big tree. There’s a small lake in 6 front / out of you. Can you see it? Turn right 7at / in the lake and go 8over / out of the park. Go 9along / across the crossing. Walk 10up / through the hill and go past the zoo. is in front of you. See you there!

3 Complete the Language tools with the words in the box. before

movement

directions

place

4 Put the letters in the correct order to complete the directions.

Go 1 nwdo Hospital Road and 2 turn left. Go ognal Station Street and 3 oscras the crossing. Turn right at the traffic light, and my house is 4 ni onfrt fo you.

after

LANGUAGE TOOLS

We use prepositions to give .

Prepositions of 2

Go 5

tspa the river and ugrhoth the field. 7 ta teh den of the field there’s a small bridge. Go 8 reov the bridge and turn right. The café is there.

show

where things are, e.g., behind, at the end of, in front of. Prepositions of 3

show

place, e.g., across, along, up, down, over. We usually use a noun phrase like the

ss se

how to get from one place to another

5 Write directions to a place in your school.

Use the ideas in the box or your own ideas. auditorium ✓ classroom

the preposition.

turn

a preposition of

gym

✗ T urn left for the corner.

✓ T urn left at the corner.

Work in pairs. Read your directions to your partner, but don’t say the place. Can your partner guess it? The “beep” in front of you.

Workbook pages 45–46

Grammar reference page 140

Finished? page 130, exercise 3

restroom

Turn right into the hall. Go along the hall and walk past the library. Turn left at the office. The auditorium is in front of you.

movement.

COMMON ERROR

office

library

cafeteria

We usually use verbs like go, take, or

hall

road, the bridge, or the park

It’s the auditorium!

Practice Extra Unit 6 Language toolkit 2

SPEAKING Asking for and giving directions 1

Listen to the conversations. Look at the maps and write A (conversation A) or B (conversation B). 11

Forest Street

Green Street

Listen again and complete the summaries.

Park Street

The woman wants to go . to the 1 She has to go to the 2 store and then turn 3 . It has 4 door. a

As d an s le es sa Pr r y fo it t rs no ve y ni p

The man wants to go to the 5 . He has to at the turn 6 7 light and then go straight until he sees the 8 . It’s on the 9 10 of two streets. It

far.

Listen again. Complete the Useful language.

Useful language Excuse me, 1 please? Are you lost? Can you 2

you help me,

Turn left/right

me the way to …?

Sure, it’s easy! Just 3 (along/over/down) …

Keep 4

until you see …

(Park Street).

Turn left/right 6

the (traffic light).

do I get to …?

Is it far?

Work in pairs. Look at the map and role play the conversation. Then choose a different place and repeat.

5 Mark (✓) the phrases you say when you want

Sorry, I didn’t catch that.

Could you tell me that again, please?

King Street

School Road

I think that’s true.

That’s awesome!

anya

Is it far?

ben

No, it isn’t. It’s a short walk.

Unit 6

Pronunciation page 123

Role play the conversation from Exercise 4 again. Use the phrases in Exercise 5 to check you understand.

When you are not sure what someone is telling you, check that you understand or ask them to repeat.

Practice Extra Unit 6 Speaking

he museum? Just go down this T road and then turn left on North Road. Turn right at the traffic light. Go straight until you see the park. The museum is in front of you.

ben

xcuse me. How do I get to the E museum?

OK, let me check that I understand. I have to …

New Street

anya

ss se

North Road

to check you understand what someone is telling you. Then write one more.

WRITING 09:05 MESSAGES

A message 1 Read the text messages. Circle where

Hi Bruno! 1

Bruno and Cruz decide to go.

cruz

go to

the zoo with me tomorrow? We both

the zoo

Bruno’s grandparents’ house

to do there. It’s going to be a nice sunny

the park

day! We can ask Leonor to come, too.

love animals and there are lots of things

2 Complete the text messages with the

zoo is a good idea because the tickets

are very expensive. And Leonor doesn’t

Useful language

bruno

like zoos. 3

Arranging to do something

to a park instead. The park near my

Would you like to … with me?

grandparents’ house is fantastic.

Let’s …

going to the

Useful language.

There’s a lake with a beach.

Meet me … (place + time).

Don’t forget …

How far is it?

As d an s le es sa Pr r y fo it t rs no ve y ni p

I don’t know if ... is a good idea because ... Sounds good/fantastic/too far!

3 Read the messages again. Who says it?

fantastic!

Write B (Bruno), C (Cruz), or L (Leonor).

cruz

We can have a picnic in the park. Can we swim in the lake?

“I don’t like seeing wild animals in small spaces.”

“I often go to this park.”

Yes, we can. And we can go

“Leonor – do you want to come to the park tomorrow?”

windsurfing if it’s windy.

“I can windsurf really well.”

“We can take the number 10 bus. It takes half an hour.”

“I want to see tigers and elephants tomorrow.”

Oh yes. She’s very good at it.

Not far. It’s about 30 minutes by bus.

cruz

I’m messaging Leonor now.

Re me mb er to:

a reply.

your

sunglasses and sunscreen!

6 Work in pairs. Swap messages and write

at the bus station at 10 a.m. 7

Use your notes from Exercise 4 to help you.

bruno

ss se

Great. 6

a friend. First, complete the notes.

5 Now write a text message to your friend.

is it?

cruz

4 Imagine you want to do an activity with

What’s the activity? Why is it a good idea? Where is it? When does it start? Where and when should you meet? What do you need?

bruno

Leonor loves windsurfing.

on your Give all the informati partner needs. tenses to use. Think about which age. Use the Useful langu and s Read your message correct any errors.

Workbook page 47

Unit 6

CULTURE Sightseeing tours around the world 1

Watch the video. Match the tours with the places. 1

walking tour

Bangkok, Thailand

bus tour

Milan, Italy

Chicago, U.S.

punting tour

Hunter Valley, Australia

tuktuk tour

Cambridge, U.K.

hot-air balloon tour

Shanghai, China

boat tour

2 Look at the text and pictures. Mark (✓) the correct text type.

review: a report in a newspaper or magazine that gives an opinion about a book, movie, etc. guidebook: a book that gives tourists information about a place pamphlet: a piece of paper that gives information about something

Read the text. Number the sights in the correct order (1–10).

As d an s le es sa Pr r y fo it t rs no ve y ni p

Áras an Uachtaráin

Phoenix Park

Arnotts Department Store

Dublin Zoo

River Liffey

Temple Bar

National Museum of

Ireland: Arts and History

Christ Church Cathedral

Trinity College

Dublin Castle

Where in Dublin … 2

is the President’s home?

does the bike tour leave from?

can people go to hear music?

was something built more than 700 years ago?

do students go to study?

does the bike tour finish?

can people look at Irish art?

Work in pairs. Which city would you like to visit? What type of tour would you like to take there? I really want to visit Cape Town. I’d like to go on a boat tour to see whales and dolphins.

Unit 6

and

can people go shopping?

Temple Bar

ss se

4 Read the text again and answer the questions.

I’d like to visit Buenos Aires. I think a walking tour around the old part of the city looks fun!

Bicycle tours around Dublin Join us to see the city of Dublin on two wheels!

Tours cost 25 euros per person.

Cycling tours with local tour guides leave Monday to Saturday at 10 a.m. and 2 p.m. and are three hours long.

Where we go

The bicycle tour starts in front of Christ Church Cathedral. Here you collect your bike and pay your tour guide. This beautiful building is the oldest church in Ireland. From the cathedral, it is a short ride to Dublin Castle. The castle was built in the 13th century and is now visited by tourists from around the world. In the summer, there are music concerts in the castle gardens.

As d an s le es sa Pr r y fo it t rs no ve y ni p

River Liffey

From the castle, we ride through Temple Bar. People like to come here in the evening to listen to music and dance. There are also lots of cool shops, cafés, and places to see street art in this area of the city.

Trinity College

Temple Bar

The tour finishes in the park near Dublin Zoo, where we get off our bikes to enjoy a cool drink. After the tour, you can visit the zoo. More than 400 animals are kept here, including giraffes, elephants, tigers, and monkeys.

Come and enjoy learning about the city of Dublin on our small, friendly cycling tours!

Call +35 537932 or visit our website at www.dublinon2wheels.com to book.

ss se

Before crossing the River Liffey, we go past Trinity College. This is the oldest and most important university in Ireland. Over the bridge, you can see Arnotts Department Store. It was opened in 1843 and is the oldest department store in Ireland. But there is no time for shopping! We turn left and ride along the river until we get to the National Museum of Ireland. Here you can see interesting art, furniture, and clothes. You can learn about the history of Ireland, too.

From the museum, we ride into Phoenix Park. This is the largest city park in Europe. You can look at the beautiful trees, lakes, and flowers. You can also see the Áras an Uachtaráin. This large white building is where the President of Ireland lives.

COLLABORATION PLUS

Project 6: Create a tourist map of a city.

Workbook pages 48–49

Practice Extra Units 5–6 Consolidation

Unit 6

4 Asking for tourist information

The two best restaurants and the type of

Imagine you’re visiting a city in another country, but you can’t use the internet on your cell phone. How useful are these ideas for finding information about things to do and see? Discuss with a partner. Ask a person on the street.

•

Go to a library to use a computer.

•

Go to a tourist information center.

food you can eat there: Where you can buy the famous Greenvale cake:

•

The easiest way to travel around the city:

•

The fastest way to travel around the city:

Call a friend and ask them to look online.

Work in pairs. Imagine you work at the tourist information center in a city named Greenvale. Invent information about the city and write notes.

Afonso is in a tourist information center in London. Listen to the conversation and mark (✓) the things he asks about.

Opening times and ticket prices for

the museum:

As d an s le es sa Pr r y fo it t rs no ve y ni p

Three fun things to do on the weekend:

a theater show

public transportation

places to eat

museum ticket prices

things to do outside London

shopping

Listen again. Complete the phrases Afonso uses to ask for information. I’d see it.

you tell me a place that has a great view of the city?

How can I

Do you times?

I question.

Where can I really good English tea?

Hello, can I help you?

there?

Units 5–6

Student B: You work at the tourist information center in Greenvale. Use your notes from Exercise 4 to answer Student A’s questions.

to know where I can

the opening have one more some

Student A: You’re a student visiting Greenvale for the first time. You’re at the tourist information center. Use the phrases in Exercise 3 to find out: • the best place to eat – but you don’t want to spend too much money. • the best place to buy Greenvale cake – you’ve heard it’s delicious! • how to get around the city – but you don’t want to spend all day on the bus or subway. • when the museum is open and how much tickets cost. • something fun to do on Saturday afternoon – you like doing things outside.

ss se

Role play a conversation at the Greenvale tourist information center with a different partner.

Hi. Yes, I have a few questions ...

Change roles and do the role play again.

How helpful was the assistant? Did they answer all your questions? Discuss with your partner.

SELF-ASSESSMENT 1

Work in pairs. Look at the ad for a volunteer job. List the things you think the volunteer has to do. Use the words in the box and your own ideas. look after

feed

visitors clean

put on

afternoon

protect find out

help

Work in pairs. Look at the map and choose a starting point (A–D). Give your partner directions to one of the places on the map, but don’t say the place. Can they follow your directions? C

uniform 2

morning wash

Your zoo needs you!

10 D

key 1

jewelry store

gym

As d an s le es sa Pr r y fo it t rs no ve y ni p

grocery store

bookstore

bank

police station

post office

gas station

department store

park

Start at B. Go straight at the first traffic light. Turn right at the second traffic light. Go straight again. Go over the bridge, then turn right at the next traffic light. It’s on your left.

Call us to find out more: 387 555 1643.

Is it the gym?

That’s right! Your turn.

Role play a conversation with a different partner. Student A You’re interested in volunteering at Central Zoo. Think of four questions to ask about the zoo and the job. Then call to find out more.

6 How do you feel about giving directions? Circle the answer that is true for you and complete the sentence. I don’t feel / feel quite / feel very confident

7 Choose one of these ways to become more

confident using English. Try it for two weeks! There are online encyclopedias in simple English, especially for learners. The next time you need to look for information, try one!

•

Follow a wildlife organization such as the World Wildlife Fund for Nature (WWF) on social media.

•

Does your school have a website? Why not record and upload a tour of your school in English? It might be useful for parents and students from different countries.

How do you feel talking about helping animals? Choose a phrase from the box and tell a partner why you chose it.

•

Do you have a pet? Try speaking to your pet in English!

Change roles and do the role play again.

•

Hello, Central Zoo. How can I help you? Hi, I’ve just seen a poster about volunteering. I’d like to find out more.

because

ss se

Student B You work at the zoo. Answer Student A’s questions using your ideas from Exercise 1.

very confident

If you’ve answered yes to all these questions, Central Zoo needs you! We’re looking for young volunteers to help us on Saturdays and Sundays, especially with our Endangered Animals Project. Central Zoo is home to many endangered monkeys and tigers.

• Do you love wildlife? • Do you want to help protect endangered animals? • Do you have free time on the weekend? • Are you happy to get dirty and work outside, sometimes in bad weather?

turn on/off

I need more time

not very confident

Units 5–6

Sickness and health

Unit aims • Talking about accidents and sickness

• Talking about parts of the body and health problems

• Writing an email to cancel plans with a friend

• Using the present perfect to talk about experiences

• Learning about the importance of sleep

• Using the present perfect with just, already, and yet

• Writing a report about experiences

• Understanding an interview and conversations

U As d an s le es sa Pr r y fo it t rs no ve y ni p

Look at the picture and answer.

Where are they? What are they doing?

What do you know about the human body?

What can we do to keep our bodies healthy?

Unit 7

What happened to Jonas?

How did he feel when he went to the hospital?

What is his opinion about the nurses and doctors at the hospital?

atch the video W and answer.

ss se 2

VOCABULARY 1

Listen and circle the words you hear.

3 Read the sentences. Match words from Exercise 1 with the correct definition.

You have ten of these at the end of your feet.

t o e s It’s inside your head, and you use it to think. a

These are inside your mouth and you use them to eat food. h

You have five of these at the end of each hand. s

You use it to move your head.

You have two of these. They have hands at the end. s

It’s inside your body, and it goes through your heart. d

It’s inside your body. The food you eat goes through it. a

teeth

arms

finger

head toe

arm

stomach

fingers

head

neck

U blood ankle

heart

toes

ankle

brain

arms

back

neck blood stomach

fingers

As d an s le es sa Pr r y fo it t rs no ve y ni p

arm

toe

tooth

heart back

teeth

brain

ankle

Look at the picture. Write words from Exercise 1. Then listen and check.

fingers

4 Take the quiz.

Do you know your body?

Take our quiz to find out!

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1 How many teeth do adults have? A 24 B 32 C 36 2 How many baby teeth do children have when they are three years old? A 20 B 22 C 28 3 How much blood is there in a human body? A about 5 liters B about 8 liters C more than 8 liters 4 Which part of your face looks like it grows all your life? A mouth B teeth C nose 5 What’s the average weight of a woman’s heart? A 150–200 grams B 230–280 grams C 280–340 grams 6 What’s the average weight of a human brain? A 0.5 kg B 1.3 kg C 2.6 kg

5 6

iscuss your answers with a partner. D Then listen and check. I think the correct answer is C because ... I’m not sure. I think it’s B because ...

Finished? page 131, exercise 1

Workbook page 50

Practice Extra Unit 7 Vocabulary 1

Unit 7

READING 1

Look at the title and pictures. Discuss the questions with a partner. What does a stunt double do?

Is the job dangerous or safe? Why?

Stunt double:

Imagine you go to work and the first thing you do is drive through a fire on a motorbike. Then, after lunch, you jump off a mountain on a bicycle. That’s a day in the life of Marianne Kirk, a Hollywood stunt double. She tells us about her work and experiences.

A job where you get hurt

I think I've been in 30 movies, maybe more. Some jobs are small, where I just do one or two stunts. But in action movies, I do a lot of stunts for famous actors. Is your work dangerous? Have you ever hurt yourself? Stunt doubles get hurt all the time. Since I started, I have broken my left arm, two fingers, and my ankle. But I have never hurt my back, so I’ve been lucky, too. I have been to the hospital many times. I even lost a tooth when I fell off a motorbike. It’s part of the job. What do you enjoy about being a stunt double? The thing I enjoy the most is traveling to new places. We make movies all over the world. I have visited some amazing countries, like Japan and South Korea. I have worked in capital cities, like Hanoi and Paris. That’s the best part of working in movies.

Where are you from? I was born in California and I still live here. Have you always been interested in stunts? I got my first motorbike when I was 16, and I started entering competitions and doing stunts when I was 17. I won a lot of prizes, but I didn’t think I could work as a stunt double. How did you become a stunt double? After high school, I got a job as a mechanic in Hollywood. I took care of motorbikes for movies. One day, a stunt double had a car accident and hurt her neck. They needed someone to drive across the desert very fast on an all-terrain vehicle. I said that I could do it. That’s how it began. How many movies have you been in? I have worked as a Hollywood stunt double for over 12 years.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Read the interview and complete the sentences. 1

Marianne has lived in

When she was

She got a job as a stunt double when another person hurt her

She has been a stunt double for more than

She has done stunts in at least

movies.

She has broken an arm and an

all her life.

, she was bought her first motorbike.

Chris

Work in groups. Discuss the pros and cons of being a stunt double and complete the table. Use the comments in Exercise 3 to help you. Pros (+)

meet famous people

I feel sorry for the stunt doubles. They

Ainoa get hurt a lot. I couldn’t do that job.

It’s sad that everyone knows the famous doubles. They do all the hard work!

Cons (–)

get hurt a lot

Bruno I think it’s an amazing job. Every day is an adventure. You never get bored.

I agree with Bruno. I think it’s a really exciting job.

Unit 7

I disagree. In my opinion, it’s too dangerous.

I think it’s a good thing that you meet famous actors. I disagree. In my opinion, famous actors think they are better than everyone else.

I think it’s an amazing job. Every day is an adventure. You never get bored.

Lucy actors but no one knows the stunt

I’d love to meet famous actors and travel around the world as a stunt double.

ss se

Work in pairs. Do you agree or disagree with the online comments? Why?

years.

LANGUAGE TOOLKIT Present perfect for experiences 1

Have you ever been to Patagonia?

Listen to the conversation. Who says it? Write A (Anna), M (Maria), or B (Both). “I have been to Patagonia.”

“I’ve been to Argentina.”

“I have never been skiing.”

“I’ve taken a photo of some penguins.”

“I’ve never seen penguins in nature.”

“I’ve eaten empanadas.”

I’ve never been there.

Penguins in Patagonia

COMMON ERROR

2 Complete the Language tools with the words in the box. experience

places

never

food ever

have

Empanadas

✗ Did you ever go to Bolivia?

✓ Have you ever been to Bolivia?

after

LANGUAGE TOOLS

we have visited,

As d an s le es sa Pr r y fo it t rs no ve y ni p

We can use the present perfect to talk about 1

we have tasted, and things we have seen and done.

The 3

is important, not the time when it happened.

We form the present perfect with 4

/ has + past participle.

To ask questions, we can use 5 We can use

to mean “at any time in your life.”

with an affirmative verb to mean “at no time in my life.”

The words ever and never usually come 7

have.

Grammar reference page 141

Complete the sentences with the present perfect form of the verbs in parentheses. Use contractions when you can. Then listen again and check. 1

We’ve been

anything. 5

(I / hear) the food

in Patagonia is delicious.

(I / never break)

(I / take) a photo.

(you / ever be) there?

(we / be) there a few times.

(I / always enjoy) it.

(I / try) different dishes and they’re all very good.

(I / see) some penguins.

a tiger / ever / have / seen / you / ?

you / have / a / ever / won / competition / ?

ever / played / you / cricket / have / ?

a / you / have / horse / ever / ridden / ?

sushi / you / have / eaten / ever / ?

ss se

Put the words in the correct order to make questions. Then ask and answer with a partner.

Have you ever seen a tiger?

No, I haven’t. But I’ve seen a dolphin at the City Zoo.

Workbook page 51

Practice Extra Unit 7 Language toolkit 1, Listening

Unit 7

LISTENING AND VOCABULARY 1

Look and complete the phrases. Then listen and check. hospital

medicine

accident

stomachache

fever

sick

doctor

headache

ambulance

dentist

Ca have an

call an

have a

go to the

have a

feel

go to the

take some

As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Complete the conversations with

Listen again. Circle the correct answers.

the correct form of the verbs from Exercise 1.

A: I feel so hot. I think I 1 have a fever. B: If you

want to 4

sick, you should some medicine. Or do you to the doctor?

A: What’s wrong with your leg? B: I

an accident on my motorbike and I broke it. They had to 6 an ambulance, and I7 to the hospital. 5

What does Sara’s mom say they must do? A

stay at home

call a doctor

She is very sick.

She doesn’t want to eat her breakfast.

She doesn’t want to take a math test.

Who called an ambulance when Diego fell down? A

people on the street

his friend

He’s broken his leg.

He’s hurt his ankle.

the dentist. a really bad

Why is Aysha calling Mike? A

She needs help with her homework.

She needs some medicine for her headache.

She wants some advice about their exams.

What is Aysha going to do when she finishes her chemistry homework? A

go to bed

watch a movie

go to the doctor

Work in pairs. Ask and answer the questions. 1

Have you ever had a fever?

Have you ever felt sick before an exam?

Have you ever hurt yourself when playing sports? What happened?

Have you ever studied late at night for an exam? Have you ever had a fever? Yes, I have. It was 39 degrees.

Unit 7

Finished? page 131, exercise 2

Workbook page 52

Practice Extra Unit 7 Vocabulary 2

Listen and number the pictures.

He’s hurt his leg.

stomachache. B: I told you not to eat all those chips and cookies!

A: Yesterday, I 10

his brother

ss se

B: I think you need to

What’s wrong with Diego? A

A: My tooth hurts a lot.

go to the hospital

in five minutes. B: No, I’m not. I 8 a terrible headache. I don’t think I can take the exam.

What’s wrong with Sara?

A: Are you OK? The exam starts

have a

LANGUAGE TOOLKIT Present perfect with just, already, and yet 1

ook at the picture and discuss the questions in pairs. L Then listen to the phone conversation and check. 1

What do you think has happened?

Who is the girl calling?

Ca 2

paula Dad! Something terrible has 1

just

dad

yet

just

yet

Are you OK, Paula?

paula I’m fine.

Have you called the police 3

paula Yes, I’ve

dad

already

dad

3 Read the conversation in

had an accident.

happened. I’ve 2

Listen again. Complete the conversation with the words in the box.

spoken to them.

Has Aunt Melissa called an ambulance?

paula No. She hasn’t called an ambulance 5

Exercise 2. Circle to complete the Language tools.

LANGUAGE TOOLS

As d an s le es sa Pr r y fo it t rs no ve y ni p

We use just to say that something happened 1 a long time ago / a few minutes ago. It goes 2 before / after the past participle.

We use already to say that something 3 has / hasn’t been done sooner

COMMON ERROR

than expected. It usually goes 4 before / after the past participle. We use yet in negative sentences and questions to talk about

something that 5 has / hasn’t happened but we expect it to happen

✗ I just have called an ambulance.

soon. It goes 6 in the middle / at the end of the sentence or question.

✓ I have just called an ambulance.

Grammar reference page 141

4 Read Aunt Melissa and Paula’s messages. Circle the correct answers.

Work in pairs. Look at Tiago’s to-do list. Ask and answer questions. Use already, just, and yet.

Tiago, Please can you do these things before I get home? • finish your homework

2 minutes ago

• take the dog for a walk

AUNT MELISSA

Paula, I have to stay in the hospital for 24 hours. Can you feed my cat and bring me my tablet, please?

Of course.

Have you arrived yet / just? 1

ss se

• clean your room

MESSAGES

I’ve 2just / already arrived. About 5 minutes ago. I haven’t seen the cat 3already / yet. Have you put cat food in a bowl?

• do the dishes Love, Mom

Yes. I’ve 4yet / already done that.

No, he hasn’t cleaned his room yet.

Perfect! And my tablet?

Has he cleaned his room yet?

I haven’t found that 5yet / already. I’ve 6just / yet spoken to the doctor. She said I can come home tonight. That’s great news. See you later.

Finished? page 131, exercise 3

Workbook pages 53–54

Practice Extra Unit 7 Language toolkit 2

SPEAKING A

Talking about accidents and sickness 1

Look at the pictures. What is happening in each one? Discuss with a partner. In picture B, a girl has fallen off her bike.

Listen to two conversations. Match each one with a picture in Exercise 1.

Yes, I think she has hurt her leg.

Conversation 1

Conversation 2

Work in pairs. Complete the conversations with the Useful language and your own ideas. Then role play with your partner.

Listen again. Answer the questions.

What’s the matter with Alexia?

Her leg hurts.

A: What happened?

How is Luiz helping Alexia?

A: I think we need to

B: Thank you! Please hurry, it hurts.

hurts.

As d an s le es sa Pr r y fo it t rs no ve y ni p

What’s the matter?

B: My

What were Alexia and Luiz doing when she got hurt?

Which part of Ely’s body hurts?

What does Ely’s mom want to give him?

What is Ely’s mom going to do?

OK?

B: No, I don’t feel

I think I’m sick.

matter?

B: My

Complete the Useful language with the words in the box. Then listen again and check. have

hurts feel

rest matter

call

Useful language What’s the 1

? 4

Read the conversation. Why do you think Leo doesn’t want to answer Mark’s question?

I don’t want to talk about it.

7 What do you think Mark should say? Circle the best answers.

very well.

Come on, tell me what happened.

I (don’t) think you 6

OK, let’s talk about the soccer game.

a fever.

Sure. But if you need help, remember I’m your friend.

You need to

lie down. When someone doesn’t feel comfortable talking about something, we should understand and be kind to them.

Unit 7

Pronunciation pages 123–124

Practice Extra Unit 7 Speaking

too good/

mark What’s the matter with your eye?

Are you feeling OK?

today.

hurt

leo

the doctor. I don’t

ss se

I think we need to

A: Let’s get you some medicine. You need

Where does it 3

hurts and I think a fever.

My leg/stomach 2

WRITING An email to a friend 1 Look at the pictures and read the email quickly. Circle the subject of the email.

3 Read the email again. Circle the correct answers.

Need help with my homework

Laura sent Helena funny videos / photos.

Can’t come to your party

Laura’s party is on Saturday / Sunday.

Going to the doctor next week

Helena has missed school because of a headache / stomachache.

The doctor told Helena to stay in the hospital / stay home for a few days.

Helena asks Laura for the math book / lesson notes.

Helena suggests they go to the movies / a restaurant when she feels better.

Helena

To:

Laura

From:

Subject:

Hi, Laura,

How are you? Thanks for the messages and the funny videos. Unfortunately, I have some 1 bad news .

4 Imagine you have to cancel plans with

a friend because you are sick. First, write notes for your email.

As d an s le es sa Pr r y fo it t rs no ve y ni p

What were your plans? (e.g., hiking, camping,

I have a terrible stomachache and went to the doctor yesterday. She gave me some medicine and said 4 stay home for a few more days.

What’s the matter with you?

I’m 2 but I can’t come to your birthday party on Saturday. I was 3 about it, but I’m not well and haven’t been to school this week.

Please 5 send me the math homework and a photo of the lesson notes? I hate being sick. , I’m really sorry that

I can’t see you on Saturday.

you have a fantastic day. When I feel better, 8 go to the movies together. Let me know when you’re free. 7

See you soon, Helena

2 Complete the email with the Useful language.

Unfortunately, I have some bad news. I was so excited about it, but …

Please can you send me the homework/ lesson notes?

What can you both do together when you feel better?

5 Now write your email. Use your notes from Exercise 4 to help you.

Re me mb er to:

d an ending. Write a greeting an Say you are sorry. ve to cancel Explain why you ha your plans. together Offer to do something r. tte be when you feel age. Use the Useful langu

When I feel better, perhaps we could …

Do you need anything from your friend?

The doctor said I should stay home/ rest for a few (more) days.

What does the doctor say?

I’m very sorry but I can't come to …

How long have you been sick?

ss se

Useful language Canceling plans

going to a concert)

I hope you have a fantastic day/ great party/good time. Anyway, I’m (really) sorry that …

Workbook page 55

Unit 7

CLIL

www.ourworldofscience.org

Biology

Our World of Science

Why are teens so tired?

The body and sleep atch the video. Discuss the W questions with a partner.

What are three important things to stay healthy? Why?

How is sleep different at different ages?

How can sleep help people to enjoy life better?

How much sleep do you get every night? Studies say that if you’re a teen, you probably don’t get enough.

What are your sleep habits? Discuss with a partner.

In my family, we watch TV before we go to bed. We go to bed late, like 11 p.m.

As d an s le es sa Pr r y fo it t rs no ve y ni p

My parents don’t let me sleep with my phone in my room.

3 Read the article quickly. How much sleep do teens need?

Read the article. Mark (✓) what it says about sleep. A

Teens get enough sleep.

Reading in bed on your

phone helps you sleep better. C

Getting enough sleep keeps you healthy.

5 Read the article again and look at the blue words. Circle the correct answers.

Melatonin / Circadian rhythm tells your body when to sleep.

It can be difficult for teens to wake up early because their circadian rhythm / sleep deprivation is different from adults.

You might feel melatonin / stressed if you’re very worried.

A sleep hormone melatonin / controls if you feel tired or not.

More ideas to sleep better and stay healthy o something you enjoy in your free D time, like a sport or a hobby. If you need help in school, talk to a teacher. Get 60 minutes of exercise every day. Stop using your phone an hour before bed. Keep your bedroom cool, dark, and quiet.

Unit 7

Your body makes stress / hormones to help you stay healthy.

Teenagers need 8–10 hours of sleep a night, but most only get 5–7. Not getting enough sleep is called sleep deprivation. If you have sleep deprivation, you might not remember things well. You can feel angry or sad. You might have more problems at school and at home.

Sleep helps your brain and body grow. And it can help you feel happier, too. People who sleep well don’t get sick very often and have less stress.

Sleep deprivation / Melatonin happens when you don’t get enough sleep.

There are a lot of changes happening when you are a teen. Your body and brain are growing. You’re learning new things. This can make you feel worried or stressed, and stress can make you sick. You can feel less stressed by getting enough sleep.

ss se

Why is sleep important for teens?

Home | Content | Information | Help

6 Read the article again. Answer the questions.

SEARCH...

What are some effects of sleep deprivation?

You can feel angry or sad. You might forget things easily. Why is melatonin important?

Why do teens have a different circadian rhythm?

What does blue light do?

How much exercise do you need to sleep better?

Mark (✓) the habits you know are healthy and the ones you think are healthy. Discuss with a partner.

As d an s le es sa Pr r y fo it t rs no ve y ni p I know it’s healthy.

The science of sleep

Do exercise that you enjoy.

Drink 1 liter of water a day.

Don’t use technology before bed.

Find information online about the habits in Exercise 7. Share what you now know with the class. I thought 1 liter of water a day was healthy, but I’ve learned teens should try to drink 1.5–2 liters.

It’s important to separate what we know is true and what we only think is true. This helps us find information and learn more about a topic.

This isn’t the only reason why teens lose sleep, though. Using a cell phone before bed is another problem. Why? Your phone makes “blue light.” Blue light makes your brain think it is day, and it tells your brain not to make melatonin. Melatonin controls your sleep. If you don’t make enough, you might not feel tired.

✓

Teens’ bodies make melatonin later at night. This means they have a different circadian rhythm than people of other ages. It is why many teens aren’t tired until late at night and can’t wake up early.

Sleep 8–10 hours a day.

ss se

Hormones are chemicals that help your body work well. Your body makes a sleep hormone called melatonin. It tells your brain when to sleep and when to wake up. This is called circadian rhythm. It is also called your “body clock.”

I think it’s healthy.

COLLABORATION PLUS

Project 7: Write a report about experiences.

Unit 7

Working heroes

Unit aims

• Talking about jobs and personal goals

• Writing a formal letter of application

• Using the present perfect with for and since

• Learning about unusual places to work

• Reviewing the present perfect with just, already, yet, ever and never • Understanding an article and an interview

• Writing an ad for an interesting or unusual job

• Interviewing someone

U As d an s le es sa Pr r y fo it t rs no ve y ni p

ss se

Look at the picture and answer. 1

What job is he doing?

What job would you like to do in the future?

What do you need to learn to do the job?

Unit 8

Watch the video and answer. 1

Which jobs has Danny thought about doing?

Who has he asked for advice?

Do you think their advice was helpful? Why or why not?

VOCABULARY 1

Look and write the jobs. Then listen and check. receptionist nurse mechanic singer police officer business person tour guide photographer engineer painter dancer pilot

U As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Write a sentence about each person. Use the ideas in the box or your own ideas. works with people/computers, etc. works inside/outside helps ...

works in the same/a different place every day is brave/friendly/creative, etc. wears … 1

business person: This person works with computers and earns a lot of money.

photographer:

receptionist:

mechanic:

police officer:

Work in pairs. Choose three jobs from Exercise 1. What do the people all have in common? Complete the sentences with your own ideas. All three people work/know/wear/use …

All three people have to …

None of the three people works/knows/wears/uses …

To understand other people better, think about how you’re similar instead of how you’re different.

All three people use a computer in their job.

the six most useful people to take with you? Put them in order (1–6).

1 nurse (most useful)

4 Imagine you’re going to live on a desert island for a year. Who are

ss se

2 engineer

Work in pairs. Share your lists from Exercise 4. Can you agree on a final list? I want to take a photographer. They can take pictures of what happens every day.

Finished? page 132, exercise 1

But there isn’t electricity to charge their camera.

Workbook page 56

Practice Extra Unit 8 Vocabulary 1

Unit 8

READING 1

Look at the pictures. What do you think these people are like? What do you think they do? Share your ideas with a partner.

Jack

Felix

Martha

Our search for a hero

or a pilot. Who’s your hero? Is it a famous singer or actor? Maybe it’s a soccer player your in hero a about know to want we why Not all heroes are famous, and that’s ! vacation a win could hero your and you local community. Tell us about them, and

1 after of his mom ever since she had a bad accident last 3 walls of buildings downtown. While other people my When I was in middle school, I drew graffiti on the

year. His mom needs a lot of help, and Felix is always there for her. I think he should win because he never complains. He isn’t a nurse, but he’s as kind as one. He helps with the cooking and cleaning at home. Then, when he’s at school, he’s the best student. He’s talented and wants to study photography when he leaves school. He’s wanted to be a famous photographer for years. Felix isn’t perfect (not all heroes are), but he asks for help when he needs it. I think that makes him a real hero.

age were doing their homework or playing sports, I was hanging out at the shopping mall with my friends. Why? I was bored and there was nothing for teenagers like me to do. But Jack changed that. Jack works as a police officer in our town. He also runs a youth club on Fridays where you can play table tennis or video games, or just hang out. You can always talk to Jack or the club staff about your problems. Jack gives great advice. Everyone knows and trusts him. My life changed because of him.

My cousin Felix is my hero. He’s only 13, but he’s looked

As d an s le es sa Pr r y fo it t rs no ve y ni p

2 so she doesn’t have a job anymore. Now she volunteers at the local community center, where she makes meals for

I want my neighbor, Martha, to win. I’ve known her for six years, since my family moved to this street. Martha is retired, people who need her support. But that isn’t the only reason I think she should win. Martha is also a tour guide at our local history museum and last month she saved nine people from a fire! While she was giving a tour, a fire started. Martha quickly helped her group leave. She then went back into the museum and rescued a painting. She’s my hero!

Read the article. Write Felix, Jack, or Martha. 1

wants to give teenagers a better life.

has plans for the future.

is interested in history.

i s the youngest hero and the oldest is .

helps young people every week.

Local Hero Awards

Vote now for the winner.

3 Complete the sentences with the blue words

The bridge is covered in Look at all the paintings and writing on it!

Laura always about the food in the cafeteria. But it isn’t that bad.

The is a great place for people in the village to meet and play sports or take classes.

It’s an awesome . There are some great activities for teenagers.

• Organizes people to pick up trash on her street once a month “Natasha’s awesome! I enjoy picking up trash with her. We have fun and our neighborhood looks better now.”

Unit 8

“Frederico has driven me to the hospital every month for a year. I don’t have a car, and there aren’t any buses here.”

I think Natasha should win. I hate seeing trash on my street.

• Drives people to the hospital for free

Frederico 70 years old

My teacher gave me a lot of when my cat died.

Natasha 15 years old

ss se

in the article.

Read about two local heroes. Who do you think should win the award? Discuss with a partner.

Write notes about a hero in your country or community. Then present your hero to the class.

LANGUAGE TOOLKIT Present perfect with for and since MESSAGES

1 Read the messages and answer the questions.

BIA

Why is Luana late? How long has Bia been at the café?

How long has the Park Café been there?

1 2

bia I ’m outside the café and you’re

late. Where are you?

luana B ut I’ve been here since 10 o’clock!

2 Read the messages again. Complete the

I’m inside on the pink sofa. How long have you been outside for?

Language tools with for and since.

LANGUAGE TOOLS

bia 2 0 minutes. Wait ... did you say a pink

sofa? Are you in the right place? It’s the new café next to the bookstore. It’s only been there for a few months.

with the

We use

present perfect to talk about a specific time in the past when an action started (yesterday, 8 o’clock).

We use 2

luana N ew? This place isn’t new. It’s been

here since we were small. Wait ... next to the bookstore? This one is near the park.

with the

As d an s le es sa Pr r y fo it t rs no ve y ni p

present perfect to talk about a period of time (two hours, six months, 20 years).

It’s been there for years. I can meet you there in 10 minutes.

with phrases

We use 3

bia I think you’re at the Park Café.

like a long time. We use 4

luana Sorry!

with phrases

like I left school. We can use 5

at the

COMMON ERROR

end of a question with How long …?

✗ I’ve been in Madrid since two months.

Grammar reference page 142

✓ I’ve been in Madrid for two months.

3 Match the sentence halves. 1

James has worked as a receptionist

since they were three years old.

I’ve been on vacation

since he left school. He hasn’t been there very long.

Nina hasn’t eaten

for 65 million years.

The chicken has been in the oven

for two hours. I think it’s ready.

Martin has known Thomas

since yesterday. She’s very hungry.

Dinosaurs haven’t been around

for a week. I fly home tomorrow.

ss se

4 Complete the sentences with for or since and the present perfect form of the verbs in parentheses. ’ve been (be) a business person for

nearly ten years.

(play) basketball

Max

(not speak) to Eva

She

(have) a stomachache

How long

You

they (not rain)

Workbook page 57

two o’clock. last week.

(not drink) anything

know learn try

three months. (live) in Birmingham for?

Write questions with the present perfect. Use the words in the box or your own ideas. Then ask and answer with a partner. live play like

we were in school.

a long time. Here’s some water.

How long have you known Carlos for? I’ve known Carlos since elementary school.

Practice Extra Unit 8 Language toolkit 1, Listening

Unit 8

LISTENING AND VOCABULARY 1

Look and number the phrases. Then listen and check. 1

win a prize travel the world

take an exam earn money

help others

go to college

college | university

pass an exam

2 Complete the text with the correct form of the words from Exercise 1.

I haven’t decided if I want to 1 when I’m older. My parents think I should go so I can get a good job and start earning my own 2 . I understand that, but I don’t like 3 exams, and I would like to 4 . I want to see the Amazon rainforest and visit lots of different cities. I like writing, too, and I have just 5 in a short story competition. But I don’t know if I want to be a writer. I love 6 , so maybe I can be a nurse or a police officer. Well, I guess I need to 7 my exams first. I’m still young, so there’s plenty of time to decide.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Listen to the interview. Mark (✓) where Finley works. A

ss se

Listen again and answer the questions. What type of boat has Finley never worked on?

The captain and four other people live on the boat. What are their jobs?

What do people on Finley’s boat want to do on vacation?

How long has Finley worked on the boat?

What reasons does Finley give for liking his job?

What can people do on the beach?

Work in groups. Discuss the questions. 1 2

Would you like to work on a boat? Why or why not? What job would you do on the boat? I would like to work on a boat because I love the ocean.

Unit 8

Finished? page 132, exercise 2

Workbook page 58

Practice Extra Unit 8 Vocabulary 2

LANGUAGE TOOLKIT Present perfect review 1 Complete Katie’s email with the words in the box. already

never since

for just

ever

yet

Hi, Uncle Bob, I’ve decided to spend a year before college traveling the world with my friend, Florence. I’ve wanted to see the I studied it in school. So, we’ve 2

Great Wall of China 1

bought plane tickets to ,

Beijing. We bought them 10 minutes ago and we’re very excited! We haven’t chosen a hotel 3

but Florence has

researched how to use the subway. She has dreamed about swimming with

years, so from China we’re going to Thailand. I’ve 6

dolphins 5

but Florence has. I hope there are lots of dolphins! Have you

Katie

been there, traveled to Asia?

Listen to Uncle Bob’s answer. Write T (true), F (false), or DS (doesn’t say).

Uncle Bob went to China when he was Katie’s age.

He thinks Spain is a good place to visit.

Uncle Bob and his wife went to Italy last summer.

The dining room is a different color now.

Aunt Maria hasn’t done anything in the yard.

COMMON ERROR

As d an s le es sa Pr r y fo it t rs no ve y ni p

✗ He’s a dancer for eight years.

✓ He’s been a dancer for eight years.

3 Complete the Language tools with the words from Exercise 1. LANGUAGE TOOLS

We use the present perfect to talk about past actions that have a connection with the present.

I’ve lived in New York for a year. = I moved to New York last year, and I’m still here. We use 1 We use

We use 3 We use 4 We use

to ask questions about experiences.

and an affirmative verb to mean “at no point.”

for things that happened very recently.

when an action has been completed sooner than expected.

at the end of a question and with negative sentences to say

that an action hasn’t been completed. We use 6

to talk about periods of time (a year, a long time), and

to talk about a point in time (3 o’clock, I woke up).

ss se

Grammar reference page 142

Yes, I have. I spoke to one last year.

Have you

No, I haven’t. I’ve

Have you ever traveled to Portugal?

Yes! I’ve wanted to go there

Can you clean your room, please?

Yes, I’ve

Have you ever eaten haggis?

Have you said sorry

How long have you had that coat?

met an actor?

gotten back from Lisbon. three years. It’s my favorite!

Yes, I have. We’re friends again.

I’ve

done it. I did it this morning.

Write five sentences about things you have or haven’t done. Then tell a partner. Use the words from Exercise 1.

Finished? page 132, exercise 3

eaten meat.

since I was young.

Do you want to go to Montevideo?

4 Match 1–7 with A–G. Then complete the questions and answers.

Workbook pages 59–60

I’ve never eaten spinach.

Practice Extra Unit 8 Language toolkit 2

SPEAKING Interviewing someone 1 Imagine you are meeting

your hero for the first time. What do you want to know? Make a list of questions.

• How long have you been an actor for? • What’s your favorite movie?

Listen to the interview. Mark (✓) the correct answers. It’s an interview between two young people. It’s an interview at work.

The speakers use full forms (I am).

The speakers use contractions (I’m).

There are informal expressions.

As d an s le es sa Pr r y fo it t rs no ve y ni p

3 Look at your answers in Exercise 2. Is the interview formal or informal? 4

Listen again. Complete the Useful language with the words you hear.

Useful language Can I 1 First

Please tell So,

you a few questions?

What 5

all, …

One more

about …

That’s

(food)?

…

, thank you.

me (how you relax).

Listen again. Number the sentences in the correct order (1–6). liver explains why he wants to O ask questions.

arron says what she does before C a competition.

liver and Carron meet for the O first time.

Oliver asks a question about food. Carron talks about going to college.

ss se

liver asks a question about when O Carron started to swim.

Who is your hero? What would you like to ask them? Write notes in the table. Then role play an interview with a partner. Use the Useful language.

Hi, Salvador! Nice to meet you. Can I ask you a few questions?

Why are they your hero?

Who?

Of course!

Question 1:

First of all, how did you learn to be a ballet dancer?

Question 2: Question 3:

Unit 8

Pronunciation page 124

Practice Extra Unit 8 Speaking

WRITING A formal letter of application

3 Read the letter again. Answer the questions.

1 Look at the ad. Would you like to do this

Where did Izzy see the ad?

WANTED

What has she taken pictures of?

What is she good at?

Do you think Mr. Jones is going to give Izzy a place on the course? Why or why not?

course? Why or why not?

YOUNG PHOTOGRAPHERS!

Are you good at taking photos?

Would you like to learn more from our expert photographer?

Then write to Mr. Jones here at Love Photography.

Tell us why you love photography and what experience you have.

4 Imagine you want to take part in one of the

courses below. Write notes for a formal letter of application.

The course is for ten days over the school summer vacation, but we haven’t decided on the dates yet. Please tell us when you are available. Good luck!

English language course in New York City! Stay with an American family.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Learn to sing opera with a famous opera singer! One weekend in London

You can learn how to do simple car repairs in a day.

Who are you writing to? (invent a name) What are you applying for? Where did you see the ad? Why do you want to take part? What experience do you have? What are you like? End the letter.

5 Use your notes from Exercise 4 to write your letter.

Re me mb er to:

on the ad asks for. Give all the informati on. Add extra informati sted/confident. ere Show you are int age. Use the Useful langu d spelling. Check grammar an

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Dear Mr. Jones, I am writing to apply for the photography course advertised on the Love Photography website. I would like to take part in this course because I want to be a professional photographer in the future. I have been in my school photography club for three years, and I have just won a prize for the best photograph in a local competition. I like taking photos of animals and nature, but I would like to learn how to take pictures of people, too. I think the photography course is perfect for me because I have a talent for photography and drawing. I work well with other people, and I like to learn. I am available during the school summer vacation. I look forward to hearing from you. Many thanks, Izzy South

Future mechanics wanted!

the Useful language with phrases she uses.

Useful language

for (the photography course). I would like to take 2

Work in pairs. Read your partner’s letter. Make suggestions for how they can make it better. Use the tips in Exercise 5.

in this (course) because … I look 3

to hearing

from you. 4

thanks.

When you write a text, ask a classmate or your teacher to check it. Their advice can help you to make it better.

I am writing to 1

2 Read Izzy’s letter of application. Complete

You could use more expressions from the Useful language.

Workbook page 61

Unit 8

CULTURE Unusual places to work 1

Watch the video. Match 1–5 with A–E to make the names of the jobs. 1

panda

taster

chocolate

herder

maker

computer games

nanny

reindeer

tester

toy

Look at the title of the article. Discuss the question in pairs. Give reasons.

I would prefer to work in the coldest place in the world.

Why?

Because I love snow.

Read the article. Find two positive things and two negative things about working in each place.

mail | post

U As d an s le es sa Pr r y fo it t rs no ve y ni p

4 Read the article again. Complete the sentences with the blue words from the article. Has the

arrived yet? I’m waiting for an important letter.

There’s a really nice

It was so cold last night! I’m sure it was about zero

Excuse me, how much are the

My new job as an engineer is difficult but I’m enjoying the

When it is really cold, ice

My aunt just got a new job working as a singer on

where I live. Everyone is friendly and helpful. !

of tomatoes, please?

our yard.

5 Read the article again and answer the questions.

Antarctica

What is the writer’s job?

How long has the writer worked there?

What do visitors like to do there?

What is the writer’s favorite thing about their job?

COLLABORATION PLUS

Project 8: Write a job ad for an interesting or unusual job.

Unit 8

I don’t want to work in Antarctica because I really hate being cold.

I would love to be a chocolate taster. That would be amazing!

Which job from the text or video would you most like to do? Why? Which job would you least like to do? Why?

ss se

Death Valley

WOULD YOU PREFER TO WORK … OR

IN THE HOTTEST PLACE IN THE WORLD?

Kaia

IN THE COLDEST PLACE IN THE WORLD

Alex

U Co

As d an s le es sa Pr r y fo it t rs no ve y ni p

I have lived in Death Valley in the U.S. since 2022. I work as a receptionist at a hotel near the national park. Not many people live here, so we all know each other. There is a great community, and we all help each other.

Practice Extra Units 7–8 Consolidation

Unit 8

Workbook pages 62–63

Visitors like to come to see the desert, but in the summer it can be very quiet because it is too hot. Sometimes temperatures can be more than 50 degrees Celsius. It’s like living in an oven. You always need to have lots of water with you and you must tell someone where you are going. Just last week a man had an accident and broke his leg in the park. He was in the desert all night and was very sick when the ambulance got there. The best thing about working here is seeing the amazing flowers that cover the desert in the spring. I also like the stars. I have never seen so many stars in the sky! It is really beautiful at night.

ss se

I have worked in Antarctica for three months now. It’s a very different place to work! I saw an ad last year for people to come to work in the post office. I have always enjoyed a challenge, so I decided to apply! I work here with four other people. As well as helping with the mail, we work in the gift store and as guides in the museum. And we also count the penguins! Lots of tourists visit on cruise ships. I have already met people from all over the world. They love to send postcards home from Antarctica and to buy cute toy penguins. The best part of the job is definitely the penguins. I have loved spending time with them, but they are very messy and there is a lot of cleaning. The hardest thing is the cold and the food. We can’t get any fresh fruit and vegetables. I have never eaten so many cans of food before! I have applied to go to college next year, but I would love to work here again when I pass my exams.

3 Read the sentences about interview

questions and circle the correct answers.

wer Being a good intervie

1 Look at the picture of Lucy Dunbar

A closed / An open question asks you for a Yes/No answer or a date, number, or name.

A closed / An open question asks you to explain or describe something or tell a story.

working. What is her job? nurse

makeup artist

business person

tour guide

Which interviewer do you think asks Lucy the questions below? Write S (Sam) or K (Kyle). Then listen and check. 1

Is it difficult to do makeup for movies?

What’s it like to work with famous actors?

Have you worked with anyone famous?

How scary did he look?

Can you tell me more about that?

A good interview includes a mix of open and closed questions. Why do you think this is? Discuss with a partner.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Open questions help you understand the other person better.

2 Read the beginning of two interviews with Lucy. Which interviewer gets more interesting answers from her? How does the interviewer do this?

sam Hi, Lucy, I’m Sam from Top Jobs

magazine. Can I ask you a few questions? lucy Sure, go ahead.

sam How long have you been a movie

And closed questions are useful for dates.

Interview a partner about one of the topics in the box. Use a mix of open and closed questions. An accident they had A sport they play A job they’d like to do

makeup artist? lucy Seven years.

sam How many movies have you worked on? lucy I haven’t counted them. About 11, I think. sam Do you usually work alone? lucy No, there’s always a team. 2

kyle Hello, Lucy, I’m Kyle from the

ss se

Working World blog. Would you mind answering a few questions? lucy Of course not. kyle How did you become a movie lucy Well, I did a course in makeup and

kyle What kind of movies do you most

enjoy working on? lucy Horror movies, definitely. kyle Why’s that? lucy It’s great fun turning people into

scary monsters.

Units 7–8

When did the accident happen? On Tuesday morning. How did you get help? I tried to call my dad, but his phone was off. Then a girl who saw the accident called an ambulance.

then volunteered at our local theater. One day, one of the actors told me about a job on a movie he was making. I applied and got the job.

makeup artist?

SELF-ASSESSMENT 1

Work in pairs. Choose a picture and use your imagination to answer the questions.

Work with another pair who chose a different picture. Listen to their conversation and answer the questions.

What has happened?

Who is the woman?

How are your conversations similar?

Who is she calling?

How are they different?

What is she telling the person on the phone?

Work in pairs. Choose a job but don’t tell your partner. Ask eight questions to guess your partner’s job.

m U

Does this person work inside/outside/ with their hands, etc.?

Does this person wear special clothes/ a uniform, etc.?

Does this person need a lot of training/ special equipment, etc.?

Is this person creative/brave/organized, etc.?

Can this person

As d an s le es sa Pr r y fo it t rs no ve y ni p

Does this person

Where/What/How does this person ?

Does this person earn

Does this person work inside?

Sometimes, yes.

2 With your partner, write the conversation

between the woman and the person she is calling. Write at least ten lines and use five or more words in the box. accident

ambulance

hospital hurt

blood

matter

OK, next question. Does this person drive a car?

Mark (✓) how confident you feel talking about these things. Then share with a partner and explain your choice.

doctor

medicine

parts of the body

an accident that has happened

ss se

Hello, Mom. My friend and I have just had an accident. Could you help us, please?

jobs

Very confident. It’s easy for me.

Sit back to back. Practice your conversation.

Confident, but I want more practice.

OK, but I need much more practice.

7 Choose one of these ways to practice English. Then try it!

Call a friend or send them a voice message in English once a week. Make sure they reply in English, too.

•

Read or listen to an interview in English with a person who does your dream job.

•

Write a quiz about the human body for your class. Find fun or interesting facts for the questions.

Units 7–8

•

Give and spend

Unit aims • Making and responding to polite requests

• Talking about gifts and money

• Reviewing the present continuous and be going to for future plans

• Writing a thank-you note

• Using will, won’t, and shall for decisions, offers, and promises

• Learning about charities • Planning a charity event

• Understanding online forum responses and a phone conversation

U As d an s le es sa Pr r y fo it t rs no ve y ni p

ss se

100

Look at the picture and answer.

Watch the video and answer.

What do you think is inside the boxes?

What did Ali get for her birthday last weekend?

What is your ideal birthday gift?

Why is she worried about the presents she got?

Do you prefer giving or receiving gifts?

What is her solution for next year?

Unit 9

VOCABULARY 1

Match the pictures 1–12 with the sentences A–L. Then listen and check. 1

Look at the blue words in Exercise 1. Discuss with a partner any words you are not sure about.

Can you help me with the word in sentence F, please? Sure. Let’s read the sentence together.

We all know different things and have different skills, so we can always learn from each other. 6

3 Match the sentence halves.

U 8

found in bathrooms.

Mirrors are often

Sofia likes the perfume

shorter than a necklace.

on the radio.

We can listen to the news

worn with pants.

in the green bottle.

A bracelet is A belt is usually

As d an s le es sa Pr r y fo it t rs no ve y ni p

1 2

Listen to the conversations. What are the people talking about? Use the blue words from Exercise 1.

necklace

5 Complete the post with the words in the box.

How many chocolates are there in the box? Can I have one?

The ring on your finger is beautiful! Is it silver?

Madalena used a camera to take the picture, not her phone.

Dianne bought a bracelet on vacation. It has lots of pretty blue beads.

My new blanket is very soft and warm. My cat loves it.

This perfume smells like insect repellent. I don’t like it!

Your jeans are too big. You need a belt.

Ah, Rex is looking in the mirror. Who’s that dog, Rex? It’s you!

My yellow jacket is so cool. I feel like a rock star when I wear it.

They’re very pretty earrings, but you can’t wear them to school.

Finished? page 133, exercise 1

Workbook page 64

Jill 1 buy me a birthday present – she 2 me one instead! This 3 is made of wool, and it has lots of 4 . She knew I 5 one, so she made it for me 6 weekend. It’s 7 to me because it’s from my best friend. I wear it every day.

It’s my mom’s necklace. It’s orange and blue. She bought it in Kenya.

wanted didn’t colors last made bracelet special

It’s too loud! Turn the radio off, please.

ss se

Work in pairs. Tell your partner about a gift you gave or received. I gave my dad a belt for his birthday.

Why did you choose a belt?

His old belt broke.

Practice Extra Unit 9 Vocabulary 1

Unit 9

101

READING 1 Read the text quickly. What type of text is it? What is it about?

Who …

Beth asked 1 hour ago

Hello. My cousin Nina has invited me to her 18th birthday on Saturday. She’s having a party, and our grandparents and other cousins are going to be there, too. I’m looking forward to seeing Nina, but I’m nervous. I haven’t seen her for a long time and she’s a few years older than me. I need to buy her a present, but I don’t know what she likes. Any ideas?

How about a box of chocolates? Everybody loves chocolate, don’t they? Or you could buy her a gift card to spend in her favorite bookstore. I prefer to give a gift card rather than money for a birthday present.

There is some chocolate that isn’t bad for the environment, but I don’t think it’s a good present for an 18th birthday (sorry, Josh ). I want to buy something she can keep. My mom says she’s going to study photography in college in another town, so something for her new room is a good idea. Her parents are going to buy her a new camera. Maybe I’ll get her a picture frame.

Lewis

suggests something that is warm?

talks about their family?

doesn’t like the idea connected to photography?

thinks food is a good present?

talks about where chocolate comes from?

Beth isn’t feeling confident about choosing a present for her cousin.

Josh likes to give money so people can choose their own presents.

Growing cocoa trees to make chocolate isn’t good for the environment.

Beth thinks about buying Nina something for her room at home.

Lewis doesn’t think Beth’s idea is very exciting.

Lewis suggests buying some jewelry.

Beth has decided to give Nina a bracelet that she found at home.

As d an s le es sa Pr r y fo it t rs no ve y ni p

PLEASE don’t buy her chocolates! Did you know that rainforests are cut down to make space to grow cocoa trees, and cocoa is used to make chocolate? Please help the environment and buy something else. Is she going to college this year? How about a small mirror for her room?

Beth

3 Read the text again. Write T (true) or F (false).

Josh

Zara

Read the text and write the names.

4 Look at the presents in the table. Add one more advantage and disadvantage for each present. Present

hamster

Matt

flowers

A bracelet is a nice idea. I’ve just thought of something else. What about a blanket? But make sure the money goes to the people who made it, not big companies. The ones here are made in India. www.niceblanket.org

Unit 9

they look good

they die in a week

they’re fun

they’re loud

drums

Work in pairs. Look at the presents in Exercise 4 and discuss the questions. 1

Who would like this present?

Who wouldn’t like it?

Is it a good present?

What do you think about giving a hamster as a present?

I think it’s an amazing job. Every day is an adventure. You never get bored.

102

they sleep during the day

Thanks, guys! I love the idea of buying something that helps others. Matt’s blankets are beautiful but too expensive. I’ve just found these bracelets. Ten percent of the price is donated to an animal charity. I think the blue one is perfect for Nina. I hope she likes it!

they’re very pretty

Beth

Disadvantage 

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A picture frame sounds boring. I think the mirror is a good idea. Does she like jewelry? Maybe you could give her some earrings or a bracelet. But don’t buy a ring because you won’t know the correct size.

Advantage 

I don’t think it’s a good idea. We shouldn’t give animals as presents because ...

LANGUAGE TOOLKIT Present continuous and be going to for future plans 1 Read the conversations below. Write T (true) or F (false). Jane has a plan for when she finishes school. Jane is sure about when she is going to go traveling.

Sophie doesn’t know when she is meeting Flora.

Tony has agreed on a time to see the doctor.

1 2

I ’m going to get a job when I leave school. I’m going to save all my money, and then I’m going to spend a year traveling the world.

JANE

DENISE How exciting! What job are you going to get?

I ’m not sure yet. And I don’t know if my parents agree with my plan.

JANE

TONY What are you doing tomorrow

morning, Sophie?

SOPHIE I’m meeting Flora at the shopping

mall. Do you want to come?

TONY I can’t. I’m seeing the doctor at 11 a.m.

COMMON ERROR

2 Complete the Language tools with the words in the box. plans later present

agreed

✓ He’s going to tell me the secret.

future already

As d an s le es sa Pr r y fo it t rs no ve y ni p

often

✗ He going to tell me the secret.

LANGUAGE TOOLS

We can use the present continuous or be going to to talk about 1 have a similar meaning.

for the future. They 2 We use the 3

continuous to talk about plans that have 4

been made. We usually use

time phrases such as on Saturday,

, at 4 p.m., and tomorrow.

We use be going to to talk about intentions for the future. We have decided to do on a time yet.

these things but we might not have 7

Grammar reference page 143

3 Complete the text with the present continuous or be going to form of the verbs in parentheses. Use contractions when you can.

ss se

I’m looking forward to my last day of school tomorrow. I 1 ’m meeting (meet) my best friends George and Clara in the school cafeteria at 7 a.m. We 2 (have) breakfast together for the last time. In September, George and I 3 (go) to North Park 4 High School, but Clara (not join) us. Clara 5 (move) to Australia next month. She 6 (start) at a new school in Sydney, but she doesn’t know which one yet. We’ve decided to speak every week and we 7 (have) a video call on her first day there at 6 p.m. And, of course, 8 we (visit) her in Australia in the future.

Complete the table. Then ask and answer with a partner.

What are your plans for … tonight?

this weekend?

meet Natasha at 7 p.m. watch TV

Workbook page 65

next year?

What are your plans for tonight? I’m meeting Natasha at 7 p.m. Then we’re going to watch TV.

Practice Extra Unit 9 Language toolkit 1, Listening

Unit 9

103

LISTENING AND VOCABULARY 1

Look and circle the correct answers. Then listen and check. 1

Did Amy spend / save all

Can I have the check / price, please?

of her money at the store?

Why did Tommy lend /

pencil, so Paul is going to

yesterday?

spend / lend his to Martin. 8

There’s a lot of cash /

Would you like a receipt /

check here.

change?

id 4

Martin doesn’t have a

borrow his sister’s sweater

The price / cash is on the

Why don’t you save / borrow some of your

green sticker.

As d an s le es sa Pr r y fo it t rs no ve y ni p

birthday money?

I gave him ten dollars,

and he gave me change / receipt.

check | bill

2 Complete the text with the words from Exercise 1.

It was my birthday on Saturday, and my parents gave me money. I decided to 1 save half of it because me the rest of the

I want to buy a new bike this year. My grandparents said they could 2

money from them.

money to buy one, but I don’t like to 3

I hang out with my best friend Maria most weekends, and for my birthday we went to my favorite café. . The total was 12.50. Maria paid

We had a drink and a snack and then asked for the 4 20.00 in 5

and got 7.50 in 6

Maria doesn’t usually 7 The 8

a lot of money, but she saw a really nice top in a store window.

was very good, so she bought it and the clerk gave her a 9

Then she gave the top to me as a present. I had an awesome birthday!

Listen to the phone conversation. Who is Josh buying presents for?

Listen again. Write T (true), F (false), or DS (doesn’t say).

Josh’s mom likes chocolates more than perfume.

Josh’s mom said bad things about Josh’s grandma.

Josh doesn’t want to spend a lot of money on flowers.

Josh bought three things for nine fifty.

Dad usually cleans the kitchen on the weekend.

104

Josh and Ollie are on the bus outside the department store.

ss se

Work in pairs. Discuss the questions. 1

How much money have you spent today? What have you spent it on?

Do you prefer to spend or save? Why?

What was the last thing you lent someone?

What was the last thing you borrowed?

Unit 9

Finished? page 133, exercise 2

Workbook page 66

I lent Zara my bike on the weekend because hers was broken.

Practice Extra Unit 9 Vocabulary 2

LANGUAGE TOOLKIT will, won’t, and shall 1 Complete the messages with sentences A–C. Write the letters. A

I’ll bring it during your lunch hour.

I won’t forget it again.

Shall I bring it to you?

Yes, please. It’s in my bedroom on the desk.

IVAN

OK. 2

Hi Dad, I forgot my calculator for the math test! Can you help?

Thanks, Dad. 3

Again? 1

Be more organized next time! I promise!

2 Match sentences 1–4 with the responses A–D. I’m very cold!

Don’t worry – I won’t be late.

We have to leave at 10 a.m.

Shall I close the window?

The bus is late today.

I’ll call you back in 5 minutes.

Sorry, I can’t talk now.

OK. I’ll walk instead.

1 2

As d an s le es sa Pr r y fo it t rs no ve y ni p

3 Complete the Language tools with the words in the box.

’ll

✗ We would make you a cake!

won’t

COMMON ERROR

I and we

questions

✓ We’ll make you a cake!

will

LANGUAGE TOOLS We often use 1

and the base form of the verb when we decide,

offer, or promise to do something. We often use 2

and the base form of the verb when we decide or

promise not to do something. The short form of will is 3

We can offer to do something with shall in 4 We usually use the 5

forms when we make offers and promises.

Grammar reference page 143

4 Look at the pictures. Write offers and promises.

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I’ll help you carry your shopping. Work in pairs. Take turns deciding what to do to solve each problem.

• I don’t understand my history homework. • My room is messy. • It's too windy to play soccer. • I can only choose one • I need to buy my friend a present. flavor of ice cream.

Finished? page 133, exercise 3

Workbook pages 67–68

I don’t understand my history homework. I know, I’ll ask Mom for help.

Practice Extra Unit 9 Language toolkit 2

105

SPEAKING Making and responding to polite requests 1 Look at the pictures and circle the polite requests. 1

Ca Give me … / Can I have …?

Hey! / Excuse me.

I’m looking for / I want …

Listen to three conversations. Mark (✓) the things the customers buy.

U As d an s le es sa Pr r y fo it t rs no ve y ni p

Complete the Useful language with the words in the box. Then listen again and check. afraid

really

course

problem enough

too

would

Useful language I’m 1

you …, please?

Sure! No

Sorry, it’s not big 7

I can’t.

I’m 4

Could you …?

(big/small/expensive).

Sorry, it’s 5

sorry, but …

4 Complete the conversation with the words in the box. too

course

medium

customer

me, please?

clerk

Of 2

customer

excuse

colors

sorry

me. Could you help

perfect

size

prefer

I ’m looking for a yellow sweater in a 3 small.

es, please. … The size is perfect, Y but I would 7 red or pink. Would you check if you have any other 8 , please?

clerk

I’m really 4 , but we don’t have any in small. Do you want to try a size 5 ?

ure! No problem. ... Yes, we do S have a pink sweater in small. Do you like 9 ?

customer

OK. … Sorry, it’s

es, I do. I’ll take the pink sweater. Y It’s 10 !

clerk

here’s a blue sweater in small. T Would you like to try it?

clerk

Great. That’s 20.50.

Work in pairs. Choose one of the ideas below and role play a conversation. Use the conversation in Exercise 4 and the Useful language to help you. •

ring – too big

•

blanket – too expensive

•

shoes – too small

•

top – wrong color

Excuse me. Could you help me please? I really like this ring, but ...

106

big.

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customer

Unit 9

Pronunciation page 124

Practice Extra Unit 9 Speaking

Of course!

WRITING A thank-you note 1 Read Freya’s thank-you note. What present is she saying thank you for?

to a friend or family member. First, think about these questions and write notes.

Dear Uncle Harry, for coming to my Thank you very 1 birthday party last Saturday. It was so nice to see you and Aunt Sarah again. I hope you enjoyed the food. We love having a barbecue on the weekend when the weather’s sunny. Dad really enjoys grilling chicken and burgers outside. Did you like the salads? I made them! Thanks again for my birthday present. It was 2 kind of you to buy me the camera that I wanted. I can’t 3 to use it when I go on my school trip to the science museum next week. I took some funny photos of Sophie and Dad after the party. Do you like them? Thanks too for inviting me to stay with you in your apartment next summer. You’re the 4 ! I’ve never been to London, and I’ve already decided what I want to do there. We’re going to go to all the parks and museums. Oh, and the famous department stores, too! Say hi to Aunt Sarah for me. Love, Freya

4 Imagine you want to write a thank-you note

Who are you saying thank you to?

What are you saying thank you for?

Why do you like it?

When are you going to use it?

What else do you want to say to them?

As d an s le es sa Pr r y fo it t rs no ve y ni p

Work in pairs. Imagine you have to write texts A–E. Discuss how formal or informal your language should be. Write F (formal) or I (informal).

an invitation to a wedding

an online post about your soccer team to other fans

a letter to parents from a class teacher

a thank-you note to a nurse

a pamphlet selling vegetables to the local community

2 Complete Freya’s thank-you note. Use the Useful language.

Useful language I can’t wait to …

It was very kind of you to ...

When you write a text, it’s important to think about who the text is for and what its purpose is. This helps you decide how formal or informal your language should be.

You’re the best!

or F (false).

Her dad made all the food at the barbecue.

Freya hasn’t used her new camera yet at the science museum.

Sophie used Freya’s camera after the party.

Freya is visiting London for the first time next summer.

Re me mb er to:

eeting Write an informal gr and ending. Sound pleased. m the Use expressions fro x. bo e ag gu Useful lan note ou Read your thank-y . ors and correct any err

Workbook page 69

Freya’s family have barbecues every weekend.

notes from Exercise 4 to help you.

6 Now write your thank-you note. Use your

3 Read the thank-you note again. Write T (true)

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Thank you very much for …

Unit 9

107

CLIL

Citizenship Charities

1 Look at the pictures. What do they all have in common?

Ca Watch the video. Mark (✓) the ideas you hear.

Being a good citizen means …

As d an s le es sa Pr r y fo it t rs no ve y ni p

helping people who don’t have a home.

picking up trash.

giving clothes you don’t need to other people.

doing things only for yourself.

spending a lot of money.

looking after only your own family.

3 Read the article quickly. What does each charity do? 4

Read the article again. Check your answers to Exercise 3.

program | programme

5 Work in pairs. Match the blue words in the article with the correct definition. 1

: a large round object in space that moves around the sun, like the Earth

: a large group of volunteers who give money, things, or time to help make the world a better place

: to make something better than before

: a person who is part of a community

: to keep someone or something safe from danger

: someone who lives in another country because it isn’t safe to live in their own country anymore

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6 Match the sentence halves.

Charities help communities

planted many trees in the rainforest.

A good citizen can help make

the world a better place.

The Trust for the Americas helps

safe homes for animals.

In the Atlantic Forest, there are many

around the world.

The World Land Trust has

trees and animals that need to be protected.

North Shore Animal League America finds

people to find jobs.

We’ll give our money to the Animal League. We think it’s important to help pets that don’t have good homes.

108

Unit 9

Work in pairs. Imagine you have $1,000 to donate to one of the charities in the article. Which charity will you give your money to? Why? Share your ideas with another pair.

1 2

contact@meetthecharity.org

Home | News | Learn | About us | Give today

SEARCH...

Meet the Charity

A teenager’s guide to charities

You hear about problems every day on the news. You may think there is nothing you can do to help, but that’s not true. Helping a charity is a great way to be a good citizen because you are helping your community and the world to be a better place. Charities help people, animals, and the planet. You can help in lots of ways. For example, you can: Give your time Volunteering at a charity can make you feel good about yourself. You can also meet new people and make new friends. Give your things You can give food to a food pantry or clothes and toys to a charity store. Ask yourself: When did I last wear this? Would someone else use this skateboard more than I do? Give your money Find a charity that interests you. If you love animals, for example, you might enjoy giving money to a home for animals that have been badly looked after.

U As d an s le es sa Pr r y fo it t rs no ve y ni p 8

Work in groups. Think about your community and discuss the questions. Use the ideas in the boxes or your own ideas.

Meet the Charity can help you find a charity that you want to help. Here are three charities that do good work.

The Trust for the Americas

This charity works in 20 countries in Latin America and the Caribbean. Its programs help improve people’s lives in their communities. For example, one program teaches young people to use computers so they will be able to get jobs. Another helps refugees to find jobs in a new country.

World Land Trust

What can you do to help your community?

Problems • Some people don’t have a place to live. • Some children don’t have enough food or clothes. • Some people don’t have jobs. • There are no parks. • There is a lot of trash on the streets.

Actions • Give clothes • Give money • Volunteer to help

• Plant a tree • Recycle

There aren’t any parks near my apartment building, so I don’t have anywhere to play with my friends.

We can make posters asking for a new park in the town. Great idea! And we can put the posters in the grocery store, the library, and the post office so lots of people can see them.

This is the world’s largest animal rescue charity. It finds homes for pets that are no longer wanted. Sometimes pets don’t get enough food or water, or they are hurt by the people who look after them. The charity also helps pets that have been hurt in floods or tsunamis. Animals can travel for more than 20 hours from other countries to find a new home in the U.S. They often need to go to an animal hospital before they can find a new home.

North Shore Animal League America

What are the main problems on your street / in your town or city?

ss se

The World Land Trust helps the environment. One of its programs helps to protect the Atlantic Forest of Brazil. This rainforest is very important because it has over 3,200 different types of trees. The charity wants to stop the trees from being cut down because this causes problems for the environment and endangers the animals that live there. The charity works with schools to help young people understand how important the trees are. It has also helped to plant over a half a million trees in the rainforest.

COLLABORATION PLUS

Project 9: Plan a charity event.

Unit 9

109

World of the future

Unit aims

• Talking about homes and cities of the future

• Talking about plans for the future

• Using will, won’t, may, and might for predictions

• Writing an essay

• Using the first conditional

• Designing a useful robot

• Understanding a blog and a presentation

• Learning about robot teachers

id U

Look at the picture and answer.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Who do you think lives here?

Would you like to live in this house?

Do you think it is better to live in an old house or a modern house? Why?

Watch the video and answer. 1

Would Ellie like to live in a big house in the future? Why?

How big in square meters are tiny homes?

What are the pros of tiny homes?

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110

Unit 10

VOCABULARY 1

Listen to Theo talking about his home. Number the pictures.

B 1

ge 4

As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Match the words with 1–11 in Exercise 1. carpet fridge 3 curtains electricity elevator

oven

garage

stove

heating

washing machine

stove | cooker

lights

3 Complete the ad with the words from Exercise 2.

Are you looking for a room?

4 Complete the questions with words from Exercise 2. 1

A: What color are the

in your

A: What do you keep in your

B: They’re blue with stars on them. When I

close them at night, I imagine I’m looking at the sky!

A: Do you have an

B: There’s always cheese, butter, and chicken.

bedroom?

ss se

Are you a college student? Are you looking for somewhere to live close to the college? Then come and share our modern apartment! The bedroom has a new 1 on the floor and new 2 3 on the window. It’s a very warm apartment with good . The kitchen is modern with lots of 4 for when it’s dark. That’s good because we often cook together in the evening. There’s a 5 for boiling pasta or frying eggs, and there’s a big 6 where we cook pizza. 7 8 There’s also a where we keep the milk, and there’s a that you can use to wash your clothes. There isn’t a 9 , so it isn’t the best apartment for students who have a car. And the 10 doesn’t work, but that’s OK because we’re on the second floor. We have to pay for the 11 we use, so we always turn off the lights and our laptops when we aren’t using them. Message me for more information! Callie

B: No, because I live in a house.

Work in pairs. Ask and answer the questions in Exercise 4. Then write two more questions for your partner to answer. Is there a carpet in your bedroom?

Finished? page 134, exercise 1

No, there isn’t. We don’t have carpets in our apartment.

Workbook page 70

Practice Extra Unit 10 Vocabulary 1

Unit 10

111

READING 1 Read Emily’s blog quickly and circle the topic.

What will houses look like in the future?

How will homes be different in the future?

How much water and electricity will we use in the future?

Emily’s blog

We won’t need stairs.

Some people will have less water.

A machine in the kitchen will speak.

People won’t live here in the future.

The lights will know when you’re sad.

Our clothes will be different.

Read the blog again. Answer the questions with a partner. 1

What does Emily think about the scientist’s first prediction?

What can “smart” fridges do now?

As d an s le es sa Pr r y fo it t rs no ve y ni p

When will the lights in the house be red?

What does Emily think companies will do?

Why will we need new washing machines or new materials?

4 Look at the table. It shows a group of

students’ predictions for homes of the future. Put their ideas in order from best (1) to worst (5). Ideas

Order

We will grow vegetables on the roof.

Every home will have a swimming pool. Homes will fly!

Homes will be smaller. Homes will have a

touchscreen on every wall. Our own idea:

5 Work in pairs. Explain your choices in Exercise 4. Then write one more idea in the table. The best idea is homes will fly! I disagree. I think it’s more important to grow our own food.

Unit 10

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112

I was listening to a podcast the other day where people imagined what homes of the future would be like. Some of their predictions were very bad – one scientist said we won’t need houses because planet Earth won’t exist! However, there was one prediction that made me smile. A young boy called Hugo said we won’t have elevators in apartment blocks. We’ll use slides to go downstairs and hot-air balloons to go up to the top floor! The podcast made me think, and here are my own predictions. Did you know that we can already buy fridges that are smart? Some can tell you what’s inside them, so when you go to the grocery store, you know what you need to buy. My mom loves technology and wants to buy one when they’re less expensive. I think fridges may have their own personality in the future, too. For example, they might be helpful and polite. Imagine coming home from school and you want a snack. When you open the door, it says,“Hello! There’s some strawberry yogurt and chocolate cake. The yogurt is healthier.” The lights will be clever, too. They’ll understand your thoughts and feelings and then change color. Imagine you’ve had a bad day and you come home feeling upset or angry. They’ll change to a nice blue or green to help you relax. And if you don’t wake up on time? Then they’ll become red and turn the sound up on your alarm clock! These predictions sound fun, but remember the scientist on the podcast? He was really worried about the environment. We need our homes to be kind to the planet in the future. They will need to use a lot less electricity because there won’t be enough for everyone in the world. So companies will have to make products that are energy efficient. Some countries won’t have enough water, either, so scientists will need to invent washing machines that don’t use very much. They might even invent a material that we don’t need to wash. Then we won’t need washing machines at all! What about you? What are your predictions for homes of the future?

Read the blog. Number the predictions in the correct order (1–6).

LANGUAGE TOOLKIT will, won’t, may, and might for predictions 1

Tim

Look at the picture and read Tim and Max’s predictions. Are they sure about what will happen in the cartoon? Write sure or not sure. Then discuss with a partner.

Max

The cat will wake up.

The boy will eat the cake.

The boy may be scared of the spider.

The mom won’t play the guitar.

It might rain in the house.

Tim is sure the cat will wake up because the girl’s foot will touch it.

not sure.

As d an s le es sa Pr r y fo it t rs no ve y ni p

The girl’s toys might fall down the stairs.

Tim is …

Max is not sure it will rain in the house because the window is open a little bit.

Max is …

COMMON ERROR ✗ He might to wear white sneakers today.

✓ He might wear white

2 Circle to complete the Language tools.

sneakers today.

LANGUAGE TOOLS

We use will, won’t, may, and might to make predictions about the 1present / future. We use will and won’t when we are 2sure / not sure about the prediction. We use may (not) or might (not) when we think something is 3possible / not possible but we aren’t sure.

May and might have 4the same / a different meaning.

Grammar reference page 144

Toby got all the answers wrong in his math test. His dad may / won’t be happy.

Jess didn’t have breakfast. She might / won’t be hungry later on.

They may not / will be allowed to go to the music festival on Saturday. They don’t know yet.

I may live in England when I’m older, or I may not / might stay here in New Zealand.

What color shoes will your teacher wear to class next week?

What will the weather be like tomorrow?

Will your country win the next World Cup?

Work in pairs. Read the questions and make predictions. Use will, won’t, may, and might.

Carla’s still in bed and school starts in five minutes. She will / might not be late!

1 2

ss se

3 Circle the correct answers to complete the predictions.

Ms. Lewis might wear blue shoes next week. I think she may wear orange shoes.

Work in groups. Share your predictions from Exercise 4. Tiago thinks Ms. Lewis will wear orange shoes next week.

Workbook page 71

Really? Carolina and I think she might wear yellow shoes.

Practice Extra Unit 10 Language toolkit 1, Listening

Unit 10

113

LISTENING AND VOCABULARY 1

Complete the words. Then listen and check.

Ca m

cle

fic

lot

elec tric car

ood

gla

traf

gar

den tr

tr ic ✓

tal

stic

U As d an s le es sa Pr r y fo it t rs no ve y ni p

pla

Exercise 1.

2 Complete Cruz’s dream with words from

floor

Jade’s presentation is about?

Listen to the presentation and check your answer to Exercise 4.

Listen again to Jade’s presentation. Write T (true) or F (false).

She thinks there won’t be parking lots in the future.

She says trams will be better 30 years from now.

Jade thinks we won’t ride bikes on the street.

She says people won’t have to buy vegetables.

Jade talks about what job she’ll do in the future.

In my dream, I was sitting alone on a wooden box in the City Gardens when a plastic snake cycled past me. It looked at me and hissed, “So you just want to sit there doing nothing?”

ss se

Write your own dream using words from Exercise 1. Share it with a partner. Who has the strangest or funniest dream?

Inventing a dream to connect pictures and words can help you remember lists of vocabulary.

wood

4 Look at the pictures. What do you think

Last night, I had a strange dream. I was driving an electric 1 when suddenly it stopped. There was a lot of 2 on the road and it was very noisy. I found a bike, but when I tried to 3 , my legs didn’t work. I looked at my legs and they were carrots! I got on a 4 and looked out of the 5 window. I saw a beautiful 6 full of trees and flowers and people having fun. I shouted, “I have carrots for legs!” But nobody heard.

parking

Work in groups. How will our cities look in 10 years, 50 years, and 100 years from now? Make notes and share your predictions. In 10 years, I think cities will ...

114

Unit 10

Finished? page 134, exercise 2

Workbook page 72

Practice Extra Unit 10 Vocabulary 2

LANGUAGE TOOLKIT First conditional 1 Read the conversations. Write T (true), F (false), or DS (doesn’t say).

3 Match the sentence halves.

If we don’t leave now, we’ll be late.

Ca br

But we’ll get wet if we leave now!

If you don’t go to school,

you won’t pass your exams.

we’ll win.

If you go to bed and rest,

I’ll earn lots of money.

If we move house,

If we play together as a team,

we won’t have a garage.

you’ll soon feel better.

They haven’t left yet.

They’re wet.

correct form of the verbs in parentheses. Use contractions when you can.

They’re already late.

i, Coach Fernando. If I have a problem, H you 1 ’ll listen (listen), won’t you? coach Of course, Luke! luke What 2 (you / do) if I say I don’t want to play baseball today? coach Well, I’ll have to take you off the team. But you’re the team’s best player, Luke. Why don’t you want to play? luke I’m nervous. And if I 3 (feel) nervous now, I’ll feel even worse later on. coach Luke, you know you’re always worried before a big game. And if you 4 (not try), your teammates won’t be happy. luke But they 5 (understand) if I explain, won’t they? coach Look. If you put on your uniform, you 6 (be) OK. And if you score, everyone 7 (shout) your name. luke OK, I’ll play. Thanks, Coach Fernando. luke

As d an s le es sa Pr r y fo it t rs no ve y ni p

If she works all night, she will finish her essay.

But she won’t write a good essay if she’s tired!

She doesn’t want to work all night.

She’s finished her essay.

When she’s tired, she doesn’t write good essays.

2 Read the conversations again. Circle to complete the Language tools.

LANGUAGE TOOLS

We use the first conditional to talk

about the result of a situation in the 1

If I get a job,

4 Complete the conversation with the

1 2

present / future.

5 Complete the sentences so they are true for you.

present to talk about the situation.

We use will (won’t) 3before / after the

The if clause can come before or is 4 the same / different.

✗ I f you will come with us, we will have fun!

✓ If you come with us, we’ll have fun!

Finished? page 134, exercises 3–4

Workbook pages 73–74

If I save enough money, …

I’ll be happy if …

Grammar reference page 144

… if it rains all weekend.

after the result clause. The meaning

COMMON ERROR

If it’s sunny tomorrow, …

main verb to talk about the result.

ss se

We use if + 2simple past / simple

Compare your sentences with a partner. If it’s sunny tomorrow, I’ll read my book under a tree.

If it's sunny tomorrow, I'll put on my sunscreen.

Practice Extra Unit 10 Language toolkit 2

115

SPEAKING Talking about plans for the future 1

Listen to the conversation. Match the pictures with Debbie and Harry’s plans for the future. Write D (Debbie) or H (Harry). There is one extra picture. 1

Ca 2

Listen again. Circle the correct answer. They have decided where and when they’re going to meet.

They are going to meet by the ocean when they are older.

They suggest meeting when they’re 30.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Listen again. Circle the correct answers. 1

Natalie travels around Italy / the world for three months a year.

Debbie likes / hates the sound of Natalie’s job.

Harry says he might / won’t move to another country.

Debbie tells Harry not to make an important decision now / in the future.

Debbie might study English / biology in college.

Harry wants a house with a garage / made of glass.

Listen again. Complete the Useful language.

Useful language Do you think 1 Maybe, but 2 What do you 3

(live in another country)?

Well, I’ll 4

(go to college).

again ...

you’ll (do in the future)?

I might (get a job/study biology).

Do you think you’ll live in a different country? Where?

What do you think your house will be like?

Work in pairs. Ask and answer the questions in Exercise 5. Use your notes and the Useful language. What job do you think you’ll have when you’re older? I might ...

116

Unit 10

Pronunciation page 124

Practice Extra Unit 10 Speaking

What job do you think you’ll have when you’re older?

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5 Look at the questions and write notes.

WRITING An essay 1 Read Sam’s essay. Mark (✓) the topics he

writes about.

technology

recycling

hobbies

transportation

hospitals

houses

health

If we have more cars on the roads, the air will get worse. Yes, but if everybody buys electric cars, we can still travel and help the environment.

the environment

Work in pairs. For each topic in Exercise 1, talk about one positive thing and one negative thing that might happen.

Do you think life will be better in the future? Some people say life is worse today than in the past. I don’t agree, and I think life could possibly be better for people in the future. First, let’s discuss the environment. Humans are hurting our planet, but people want this to change. Scientists are finding solutions to the problems every day. If we listen to them, we’ll definitely be able to help protect the environment. Next, I would like to talk about our homes. When my grandparents were children, they didn’t have a bathroom in their house. Now, all houses and apartments in my country have bathrooms and electricity. In the future, I think we’ll probably use technology to make our lives even easier. If we want some fruit, maybe the fridge will make some with a 3D printer. Finally, I want to talk about hobbies. We’ll have more free time because we’ll have more machines to help us at home and at school. So we’ll have more time to play sports, paint, or hang out with friends. If we’re happier and less stressed, perhaps we’ll be healthier, too. In conclusion, I think life in the future will be great!

When you think about a situation, think about what might go wrong, as well as what might go right. This will help you find solutions to problems now and avoid problems in the future.

As d an s le es sa Pr r y fo it t rs no ve y ni p

4 What do you think life will be like in the

future? Write notes to organize your essay.

Title: What will life be like in the future? Paragraph 1: Introduction: Paragraph 2: Example 1:

Paragraph 3: Example 2: Paragraph 4: Conclusion:

5 Write your essay. Use your notes from Exercise 4.

Useful language possibly

probably

definitely

maybe

perhaps

We use when we know that something will happen.

We use when we think there is a very good chance that something will happen.

We use perhaps, , and possibly for things that are possible but not certain.

OK. Thanks for your help!

sentences with the Useful language.

You can make your essay better by using more of the Useful language.

2 Read the text again. Complete the

Work in pairs. Read your partner’s essay. Say what you like, and make suggestions for how they can make it better.

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Adverbs of possibility

Re me mb er to:

age. Use the Useful langu . Use paragraphs tenses to use. Think about which d correct Read your essay an any errors.

Workbook page 75

Unit 10

117

CULTURE The robots are coming! Work in groups. Make a list of things that robots are already used for.

Watch the video. Mark (✓) the things on your list that are in the video. What other ideas are mentioned in the video?

Work in pairs. Look at the title of the article and discuss the question. What are the advantages and disadvantages of robot teachers?

Robot teachers will be cheaper than human teachers.

But won’t they use a lot of electricity?

ead the article and answer the survey question. R Compare your answers in groups.

As d an s le es sa Pr r y fo it t rs no ve y ni p

5 Match the blue words in the article with the correct definition. 1

: when something joins something else

2 3

: the first year of school

: computers that are able to “think”

: a photograph or video that is 3D and looks real

: the use of science or computers

: made using electricity or a computer

6 Read the article again. Match the sentence halves. 1

In South Korea,

In Japan,

In New Zealand,

In the United Kingdom,

robots help students learn a language.

students learn from teachers in other countries.

technology teaches students about how to help the planet.

robots entertain small children.

What jobs do you think robots will do in the future? What jobs will they never do? Why? Discuss in pairs.

118

Unit 10

Project 10: Design a useful robot.

COLLABORATION PLUS

I don’t think robots are going to be soccer players! People won’t want to watch robot soccer.

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I think robots will do lots of office jobs because they are good at using computers.

Would you like a robot teacher?

Imagine you are waiting in your classroom. The teacher hasn’t arrived yet. Suddenly, the door opens and a plastic robot walks in. “Good morning class,” it says in an electronic voice. Is this the year 2100? Not quite. Some experts say it might be normal to see robots in schools much sooner than that. In some countries, they already have robots in schools.

In South Korea, small robots are used in kindergartens as teaching assistants. The robots can tell stories, sing, dance, play games, and even help children exercise. The teachers believe it is a good way for students to learn about technology. This will be very important for the future. In Japan, robots are used for speaking practice in English classes. Students say it gives them more time for speaking in large classes and they don’t feel as shy talking to a robot. It also helps with the problem of there not being enough English teachers in the country.

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It’s not only Asia where technology is used to teach students. In Finland, a robot called Elias helps students to practice different languages. The robot encourages the students to speak without being afraid of making mistakes. Elias Robot can speak 23 languages. It can also sing, dance, and play games with the students. So the students learn a language while having fun.

What a hologram teacher might look like

So, are there any problems with this new type of teacher? Some teachers say students might not feel comfortable with robots because robots don’t have feelings and can’t use body language in the same way as people do. Also, robots won’t be able to change their style of teaching for different students or classes. If schools are in an area where there is a bad internet connection or there are problems with electricity, robots won’t be very useful. And not all schools will be able to spend lots of money on this new kind of technology. Some teachers are worried about robots taking their jobs, but others think we need to get used to working with them. Maybe there will be new jobs using the knowledge and experience of teachers to make the robots work.

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Elias Robot sings and dances

What do you think? Will robots be the future of teaching and learning? Yes! Definitely.

In New Zealand, a digital teacher on the students’ computers uses artificial intelligence to teach them about the environment and different types of energy, such as sun and wind. In London, one university uses hologram technology. This means that teachers from all over the world can talk at the university without leaving their own country.

Workbook pages 76–77

Possibly, I’m not sure yet.

No! We will always have human teachers.

Practice Extra Units 9–10 Consolidation

Unit 10

119

Thanking people in different situations

Work in pairs. In what situations might someone say these phrases? Thanks! I’d love to.

Thank you very much.

That’s very kind of you.

I’m really grateful for …

I’d like to thank you for …

Not for me, thanks.

Have you tried the things I suggested? 3

A student makes an offer to a new classmate.

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Listen to five conversations. Match each one with the missing phrase in Exercise 1. There are two extra phrases. 1

4 5

2 3

A bit better, thank you. But I still feel stressed.

Thank you for the offer, but I can’t. If a friend asks you to go to the movie theater, you might say, “Thanks, I’d love to.”

How are you today, Stacey?

A school counselor gives a student some advice.

Which phrases in Exercise 1 are the most informal? Discuss with a partner.

Hi! It’s your first day here, right?

Yeah, I only moved to the city two days ago.

Continue conversations 1–4 with a partner. Write three more lines for each person and include a phrase from Exercise 1. Then role play your conversations.

Have you made any friends yet?

A patient leaves the hospital after an operation.

A tourist asks a stranger for help.

Very happy, doctor. Three weeks in hospital is a long time!

Do you have the medicine the nurse gave you?

Excuse me, are you from here? I am, yes. Could you help me?

120

Units 9–10

Work with another pair. Listen to their conversations from Exercise 4. Which ones are most similar to yours? Which ones are most different?

ss se How are you feeling about going home, Ellie?

SELF-ASSESSMENT 1 Look at the picture of Ajay and his dad. What do you think is happening?

How do you feel about using the first conditional? Circle the number that is true for you. Then share with a partner and explain your choice. 1

I circled 3 because I feel OK about this.

m 2 Read the conversation. Check your answer

Work in pairs. Tell each other problems that might happen if the things in the box stop working. Can you guess what your partner is describing?

to Exercise 1.

dad Ajay, have you done your homework yet?

stove

ajay Most of it. I’ll finish it later.

heating

dad No, you won’t. You’ll be too tired later.

electricity lights

elevator

oven

fridge

washing machine

Come on, put the phone down. ajay Please, dad. If you let me play for

As d an s le es sa Pr r y fo it t rs no ve y ni p

It will be difficult to make lunch if this stops working.

another half hour, I promise I’ll do it before bed. dad That’s what you said last time.

The fridge?

ajay I promise I won’t forget!

No, not the fridge. If it breaks, you won’t be able to make a cake.

dad Look, if you do your homework first,

I’ll let you play your game afterwards. ajay Just ten minutes. dad No. ajay Five?

Mark (✓) how you feel about using vocabulary about homes. Then complete the sentence and tell a partner.

dad All right, five. But if you don’t put the

phone down after that, I’ll take it away. ajay OK, Dad.

I don’t feel confident because

I feel quite confident because

Work in pairs. Role play a conversation. Use the blue phrases from Exercise 2. Student A

I feel very confident because .

You’re making an important call in your room when your mom or dad comes in.

7 Choose one of these ways to become more

You’re the mom or dad. You’re shocked at how messy the bedroom is.

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confident using English.

Student B

Write a thank-you note or letter in English to someone who has helped you.

•

Try a graded reader – these are stories written especially for learners of English.

•

Label items in your house in English so that you see and remember them every day.

•

Look at your room! Why haven’t you cleaned up?

I’m talking to a friend about our homework.

Units 9–10

121

PRONUNCIATION

UNIT 1

Listen and complete the sentences. Then practice with a partner.

/e/ and /eɪ/

The tickets to the .

You can

L isten and repeat.

Ca 2

hair straight

bear lazy

id ge

Listen and repeat. 1

Listen and repeat.

/n/ /m/ /ŋ/

Let’s make our hair straight.

Yeah! That sounds great. 2

Is their party today?

Yeah! Let’s take a cake to share.

Work in pairs. Practice the conversations in Exercise 3.

UNIT 2

festival keyboard

/n/

/m/

/ŋ/

/n/

/m/

/ŋ/

/n/

/m/

/ŋ/

/n/

/m/

/ŋ/

/n/

/m/

/ŋ/

/n/

/m/

/ŋ/

Listen and repeat the conversations. Then practice with a partner. What was Mom doing this morning? She was watching a TV program about storms.

hip-hop week

Listen. Circle the sound you hear. 2 3 5 6 7 8 9

122

/iː/

/ɪ/

/iː/

/ɪ/

/iː/

eat

/ɪ/

/iː/

did

/ɪ/

/iː/

feel

/ɪ/

/iː/

sit

/ɪ/

/iː/

seat

/ɪ/

/iː/

sleep

/iː/

hit

/ɪ/

I was washing my hands in the kitchen.

/ɪ/

What were you doing when the phone rang?

kitchen from sing

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instrument movie

rain warm long

Listen and repeat. /ɪ/ /iː/

sun storm camping

Listen. Circle the sound you hear.

/ɪ/ vs. / iː/ 1

tired after watching all day.

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/e/ /eɪ/

you

/n/, /m/, and /ŋ/ word endings

/e/ /eɪ/

What for lunch?

UNIT 3

/e/ /eɪ/

/e/ /eɪ/ /e/ /eɪ/

in the theater?

/e/ /eɪ/

Did you

their make

Listen. Circle the sound you hear.

next to .

/e/ /eɪ/

weren’t

UNIT 4

UNIT 6

/k/ vs. /g/

Stress in words with more than one syllable

Listen and repeat.

Ca 2

competition rugby

club goal

Listen and repeat.

coach girl

/k/ /g/

Oo oO Ooo oOo

Listen. Circle the sound you hear. /k/

/g/

/k/

/g/

/k/

/g/

/k/

/g/

/k/

/g/

/k/

/g/

1 2

Listen and mark (✓) the syllable stress. Oo

Listen and complete the sentences. Then listen again and repeat. Do you like playing

Who is he playing

It lives in a She hates

penguin bear

4 5

polar parrot bird bee

/p/

/b/

/p/

/b/

/p/

/b/

Listen and complete the sentences. Then listen again and repeat.

Did you go to the

I’m not very

My favorite animal in the zoo was the .

/p/

/b/

/p/

/b/

Are you

/p/

/b/

Can you play the

Did I buy some tomatoes? I don’t .

was taken

UNIT 7

I picked up the it in the bag.

and put

/h/ vs. no /h/

The polar bear is lying down on a big pink .

I’m looking for a

of a bee.

She put on the

yellow hat.

The picture of a by Peter.

right now?

Listen and complete the sentences. Then listen again and repeat.

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✓

Listen. Circle the sound you hear. 2

oOo

Listen and repeat.

/p/ vs. /b/

/p/ /b/

Ooo

isn’t my favorite sport.

UNIT 5 1

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bookstore correct instrument department

Listen and repeat /h/ no /h/

head heart arm ankle

hospital hungry accident angry

123

art

hear

ear

UNIT 9

hair

air

hate

eight

hungry

angry

heat

eat

Contractions

hand

and

high

eye

Listen. Circle the word you hear. 1

heart

2 3 4

Ca 3

Listen and repeat.

isten and complete the conversation. L Then practice with a partner.

I 1 had to go to the 2

after my 3

I’ll help you! We’ll be there! I’m sorry. It’s perfect! I’ll do that now.

What 4

my 6

when I was skating on ice.

to your

’ll

will

’m

’ll

will

’ll

will

’s

’ll

will

Listen and repeat. It’s Dave’s birthday today so I’ll cook him a nice meal tonight.

? It looks terrible.

I fell on the ice and 9

really

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But what 7

Listen. Do you hear the contraction or the full form? Circle the correct answers.

That’s 12

We’re eating at 8, so don’t be late!

I won’t! I’ll buy him a present, and I’ll bring a birthday cake.

. I 13

you feel better soon.

UNIT 8 /ɜː/ 1

Work in pairs. Practice the conversation in Exercise 3.

UNIT 10

Listen and repeat.

Stress in first conditional sentences

/ɜː/

first

nurse earn

Listen and repeat.

Listen and complete the sentences. Then listen again and repeat.

I like to

The

When is your

How many English you know?

new things. are singing. ? do

Your homework is

If it rains, we won’t go out. If I stay home this evening, I’ll watch a movie. She’ll help if you ask her. They’ll win the competition if they practice enough.

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Listen and circle the stressed words. 1

What will you do if it snows?

If you go to college, what will you study?

What will you buy if you go shopping?

There are thirteen girls in my class.

If I cook fish, will you eat it?

The journalist is wearing a dirty white shirt.

If he likes tennis, will he like badminton?

We were thirsty and nervous in the desert.

Listen again and repeat the questions in Exercise 2.

Listen and circle the /ɜː/ sounds you hear. Practice saying the sentences.

124

That’s nice. I’ll see you later.

FINISHED?

UNIT 1 1 Circle the correct answers. I’m too confident / lazy to ride my bike to school.

My new classmates were very friendly / lazy to me.

I was trying to be polite / helpful, but I made the problem worse.

He’s a really helpful / creative person. He loves painting.

I think it’s important to look confident / brave, even if you feel shy.

You have to be active / brave if you want a pet spider.

He sent a creative / polite message to me to say thank you.

I often feel clever / shy with people I don’t know well.

I’m not very clever / shy, but I do well on my exams because I try hard.

10 If you are active / friendly during the day,

you sleep well at night.

2 Complete the sentences with am / is / are or do / does. It’s hot today, isn’t it? something to drink?

Hello!

I always after school.

Saturdays?

Amy and Emir aren’t here. They swimming.

As d an s le es sa Pr r y fo it t rs no ve y ni p you waiting for the bus?

Can you see the bus? It really late.

Dad

she always go shopping on

3 4

you want

my homework

the shopping on Sundays.

calling to say happy birthday!

3 Complete the sentences using as … as or not as … as and the words in parentheses.

Ben 1

Sue

Aidan

Sue

Aidan’s sunglasses

. (tall)

Mo’s hair

Sarah 5

Sarah’s hair

. (light)

. (curly)

Kate

. (big)

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Brian

Kay Simon 3

Bing

Dan

Simon’s beard

. (long)

Kay . (creative)

125

UNIT 2 1 Circle the word that does not belong. guitar

cartoon

concert festival

hip-hop

rock drama

piano

instrument

drums

talk show

stage

fan

news

pop

comedy

singer

opera

dancer

reality show

game show

actor classical talk show

2 Complete the blog with the correct form of the verbs in the boxes. go

watch write

buy do

not have

not want

decide

ask

can

give

be ✓ leave

start

not put

From the Diary of a Teen Chef

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Last week 1 was my dad’s birthday . I 2 to do something special and make him a birthday cake.“Anyone can make a cake. How hard can myself. it be?” I 3

a few videos online and 5 down some First, I 4 6 to the supermarket and ideas on a piece of paper. Then I 7 everything on my list except for eggs. As a birthday present, my mom and dad movie tickets for that afternoon. I8 them to see the surprise cake. They 10 I9 baking. I 12 a lot home at 6 p.m., and I 11 13 14 sure that I of time to make the cake. I make the most beautiful birthday cake ever. Well, you can see the photo! I What 15 any eggs. Is that the problem?

wrong? I 16 Write your comments below.

3 Complete the crossword. Across

a funny show on TV

a type of play where the singer tells a story

a type of event where you can listen to music, dance, and try different foods

Down

a type of instrument similar to a piano but electric

a special occasion where a singer or a band play for a lot of people

a type of TV show made with drawings

126

an exciting show on TV

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1 5

UNIT 3 1 Use weather words to complete the crossword. Across

Down

m br

8 9

As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Look at the photo of Juan at 4 p.m. yesterday. Write sentences with was or wasn’t and the words in parentheses. 1

He wasn’t swimming.

(swim)

(read / a book)

(sit / in the sun)

(eat / ice cream)

(visit / a cave)

(wear / a T-shirt)

form of the verbs in parentheses.

a photo of my sister while she

a river when the map

While the snow

When our teacher (arrive / read)

My sister

, we , we while I

to rain. (hike / start)

in the valley.

from my bag. (cross / fall) hot chocolate. (fall / drink) about the rainforest.

in the woods when it

I (take / walk)

1 2

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3 Complete the sentences using the simple past or past continuous

a waterfall. (call / visit)

127

UNIT 4 1 Look at the pictures.

Complete the crossword. 2

Down

U As d an s le es sa Pr r y fo it t rs no ve y ni p

Co Across

2 Circle the incorrect words. Then write the correct words. I can’t play cricket because I don’t have a winner .

They raced three points and we only got two.

Lucy’s the fastest. She’s going to be the racket.

Who are we playing scored tomorrow?

Where’s your tennis bat?

You can’t against the ball with your feet in tennis.

bat

3 Complete the description with the words in the box. winner

playing

that

loves

practice

who

128

sailing. Last week, he entered He’s also very good 5 a sailing competition 6 was at South Beach. He wasn’t 7 the this time, so he’s going to 8 sailing in the summer. I know he can win next time!

This is my friend Lucas. He enjoys 1 sports. He’s always 2 carrying a bat or a ball, and he kicking a soccer ball. 3 4 He’s someone is very active. playing hockey or baseball, he’s usually really happy.

after

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UNIT 5 1 Complete the Venn diagram.

Ca Land creatures

Sea creatures

U w

As d an s le es sa Pr r y fo it t rs no ve y ni p

10 m

2 Circle the correct prepositions.

It’s cold outside. Could you put in / on the dog’s coat?

Please could you look for / after my plants next month?

Please could you pick up / under your clothes and put them in the closet?

It’s dark in here. Please could you turn on / off the light?

Could you help me look to / for my glasses, please? I can’t see them anywhere.

Could you find to / out what time our bus is leaving?

I have a headache. Could I lie down / in somewhere, please?

Please could you turn on / off the fan? I’m too cold.

3 Complete the sentences with the passive form of the verbs in parentheses. and eaten. (cook)

The last Javan tiger

Tigers

In 2022, a new kind of monkey, the Popa langur,

A baby polar bear

The zebra

in 1976. They are now extinct. (see) in Africa. (not found)

Sometimes snake eggs

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. (discovered)

a “cub.” (call) to the zoo last summer. (move)

129

UNIT 6 1 Look at the pictures. Circle the places. Cross (✗) the missing place. D

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2 Put the letters in the correct order to make words for things on the road and directions. ssicrnog

cfftira tlghi

rnecro

eidbrg

rtastihg

ardo

tfle

thrgi

How do I get

action movie?

Keep going until

to the square?

Do you speak

at the end of the road.

Can you tell me

Portuguese?

Meet me at

you see the traffic light.

The bridge goes

over the river.

Did you like the

the movie theater.

Please stop

the way to the market?

1 2

3 Match the sentence halves.

130

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1 2

UNIT 7 1 Circle the word that does not belong. accident

blood

hospital

doctor ambulance

head

tooth

dentist

brain

heart

neck

brain

stomachache

fever

ankle

arm

finger headache

toe

ambulance

go to the dentist

have a fever

feel sick take some medicine

doctor

ambulance

dentist

medicine

accident back

hospital

Across

2 Complete the crossword. It’s red and it’s inside your body.

You need this part of your body to think.

If your head hurts, you have a … .

You have ten of them and need them to play the piano.

As d an s le es sa Pr r y fo it t rs no ve y ni p 2

10 If you break a leg, you need to

go to the … . 11

It’s inside your mouth.

12 If you feel very hot, you may

have a … . Down 1

If you are sick, you may have to take some … to get better.

When your tooth hurts, you go to the … .

If you are not well, you should go to the … .

If you have an accident, you need to call an …. .

When you are not very well, you feel … .

3 Correct the errors. He never has been to Mexico.

We haven’t yet seen this movie.

I have washed the dishes already.

Have you did your homework yet?

Has she tell you the news?

You haven’t play this game.

I have sent you an email just.

Have you ever had an accident?

Have you had ever an accident?

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131

UNIT 8 1 Put the letters in the correct order to make jobs. rncdae

estpnireocti

snebsisu rpneso

anmiechc

negienre

ngseir

tlopi

erpntai

seunr

urto dgieu

How much money do you want to A

your math exam? Did you pass?

take

a prize for the best painting in her class.

took

speak

other people in your job?

college

park

travel

I’m going to A

help

earn

Does Toby want to go to A

won

Do you ever A

get

Sarah A

When did you A

take

drive

in your first job?

As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Circle the correct words to complete the sentences.

the world next year. My first stop is Germany!

Ivan got a job as a nurse when he A

took

his exams.

passed

3 Complete the blog post with the words in the box. ever

earned

passed

yet haven’t

already

have college

receptionist

132

world

I haven’t always wanted to do this job. When I was five years old, and work in a hotel. I worked hard I wanted to be a 8 9 . I studied French and at school and then went to 10 all of my exams. 11 Spanish and wanted to travel for work? you 12

for

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I’ve been a 1 guide 2 two years. 3 4 and In that time, I’ve traveled the visited many different countries, a lot of money. I’ve 5 been to like Australia, Mexico, and Argentina. I 6 7 , but I really want to go! Iceland

tour

UNIT 9 1 Write the missing letters to complete the gift words. c

e n a

2 Draw lines to make sentences. I asked for a

lend

her money on books.

I don’t have any

price

in my wallet.

I don’t want to

spends

when we finished our meal.

He gave us the

cash

you any money.

Sara always

receipt

when I bought the dress.

I don’t know the

check

of the sneakers.

1 2

As d an s le es sa Pr r y fo it t rs no ve y ni p

1 2

3 Put the words in the correct order to make sentences. to / do when / are / ’re / going / what / you / you / 18

homework / ’ll / with / we / you / help / your

a / ’s / playing / in / he / rugby / while

meet / for / won’t / breakfast / forget / I / to / you

weekend / anything / this / you / are / doing

not / be / to / she / going / famous / ’s

cut / hair / ’ll / your / you / we / for

ss se 133

UNIT 10 1 Complete the crossword.

Across

Down

7 3

As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Complete the sentences. 1

There’s too much

Do you have an

A: There aren’t enough

on this street. I can’t drive anywhere!

car?

in this town.

B: No, there are too many cars! 4

Are you going to walk or

to school? It will take longer to walk.

A: I love your earrings. Are they made of

B: Yes, they’re silver. 6

I’m going for a walk in the town

s to look at the beautiful flowers.

choose

what

don’t

you

win

What will you buy if you

some money in a competition?

What won’t

If you can eat anything you like, what will you

do tonight?

What will happen if we

have electricity for a day?

4 Answer the questions in Exercise 3 so they are true for you.

134

do you think you’ll do this weekend?

you don’t study, will you pass the English test?

1 2

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3 Complete the questions with the words in the box.

GRAMMAR REFERENCE

UNIT 1 Simple present and present continuous Simple present

We use the simple present to talk about things we do often, usually, regularly, always, every Tuesday, etc. Affirmative (+)

Negative (–)

m I

I watch

TV.

You

don’t

play video games.

spend

time with friends.

don’t

like pizza.

doesn’t

play video games.

doesn’t

walk to school.

You

She It

watches

TV. time with classmates.

They

spends

She It

U As d an s le es sa Pr r y fo it t rs no ve y ni p

Present continuous

We use the present continuous to talk about things that are happening now or around now.

I’m You’re

Verb + -ing

–

visiting my cousin. taking a photo.

He’s She’s

(not)

watching TV.

volunteering.

It’s We’re They’re

Remember to use the simple present (not the present continuous) with verbs that express a state rather than an action, such as feel, like, see, think, want. ✗ Are you feeling cold? ✓

Do you feel cold?

(not) as … as

We use not as … as to say that two things aren’t the same. Adjective/adverb

I’m They’re

(not)

beautiful creative fast

Simon. as

you. they think they are. my phone.

My new laptop’s

big

It’s

Something else

–

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We use as … as to say that two things are the same.

135

UNIT 2 Simple past I went to Costa Rica last year.

You saw a good movie last night.

Affirmative (+)

subject + verb in the past

We watched this show two days ago.

They did their homework. I didn’t go to Costa Rica last year.

You didn’t see a good movie last night.

subject + didn’t + base form

Negative (–)

It rained last weekend.

subject + could not (n’t) + base form

It didn’t rain last weekend. We didn’t watch this show two days ago. They didn’t do their homework. They could not / couldn’t use their phone.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Did I go to Costa Rica last year?

Did you see a good movie last night?

Did + subject + base form

Questions (?)

Could + subject + base form

Did it rain last weekend?

Did we watch this show two days ago? Did they do their homework?

Could they understand the movie?

We often use the simple past with these time expressions: yesterday, two days ago, last weekend: He didn’t eat anything yesterday.

For regular verbs, we add -ed to the base form (play–played) or -d if the verb already ends in e (change–changed).

For regular one-syllable verbs with a single vowel followed by a consonant, we double the final consonant (stop–stopped).

Indefinite pronouns Affirmative (+)

I saw something interesting yesterday.

affirmative sentences.

Someone told me about this movie.

Use anything / anyone in negative sentences. Nothing / no one have a negative

Questions (?)

Use anything / anyone in questions.

the drums.

There was nothing interesting on TV.

No one wants to go shopping with Dad.

Did you watch anything on TV last night?

in the affirmative form.

There isn’t anyone in my school who can play

meaning, but we use them with verbs

I didn’t watch anything on TV last night.

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Negative (–)

Use something / someone in

136

UNIT 3 Past continuous To form the past continuous, we use was / were + the -ing form of the verb.

Affirmative and negative form

was

Form of to be

They

at 6 p.m.

walking home

were

swimming

cooking

You

playing tennis

wasn’t

She

Verb + -ing

weren’t

Yes/No questions and short answers

she he it you

Were

eating lunch

Was

As d an s le es sa Pr r y fo it t rs no ve y ni p

we they

sleeping

at 6 p.m.?

watching a movie surfing

Yes,

I/she/he

was.

No,

I/she/he

wasn’t.

Yes,

you/we/they

were.

No,

you/we/they

weren’t.

Past continuous and simple past

We use the simple past for a short action that interrupts a longer action in the past continuous. While we were hiking in the woods, past continuous (longer action)

it started to rain. simple past (short action)

I was watching TV when the phone rang. When the phone rang, I was watching TV. When I was making dinner, my dad arrived home.

While we were hiking in the woods, it started to rain.

It started raining while we were hiking in the woods.

With while

My dad arrived home when I was making dinner.

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With when

We don’t use some verbs (e.g., like, want, hope, think, smell, need) with the past continuous. We use the simple past instead. ✗ When I got home, I was needing a shower. ✓ When I got home, I needed a shower.

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UNIT 4 -ing verb patterns After some verbs

We use the -ing form of a verb after some verbs, such as enjoy, finish, imagine, (don’t) mind, miss, practice, and suggest. We can also use the -ing form of a verb after (don’t) like, love, and hate.

Verb + -ing

cooking pasta.

You

don’t mind

watching cricket.

practice

swimming after school.

finished

eating their dinner an hour ago.

They

enjoy

imagines

being on TV.

She

hates

losing.

loves

eating grass.

As d an s le es sa Pr r y fo it t rs no ve y ni p

After some prepositions

We use the -ing form of a verb after some prepositions, such as about, after, at, before, by,

and without.

I went to school after eating my breakfast. He’s not very good at speaking English. I take a shower before going to school.

They won the competition by working as a team. Don’t go without telling me!

who, which, that

We use who, which, and that to join sentences.

People

who

which

that

He’s the chef who bakes amazing cookies. Mom works at a store. It sells shoes.

Mom works at a store which sells shoes. This is the shirt. You need to wear it. This is the shirt that you need to wear.

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Things

He’s the chef. He bakes amazing cookies.

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UNIT 5 The passive: simple present and simple past Simple present passive

Active: Someone cleans the classroom every evening.

Passive

Active

(am / are / is + past participle)

Passive: The classroom is cleaned every evening.

Affirmative (+)

Negative (–)

We find tigers in Asia. We don’t find tigers in Africa.

Tigers aren’t found in Africa.

Do we find tigers in South America?

Are tigers found in South America?

Questions (?)

Tigers are found in Asia.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Simple past passive

Someone cleaned the classroom last week. The classroom was cleaned last week.

Active

Passive

(was / were + past participle)

Affirmative (+)

She found a snake under the bed.

A snake was found under the bed.

Negative (–)

She didn’t find a snake under the bed.

A snake wasn’t found under the bed.

Questions (?)

Did she find a snake under the bed?

Was a snake found under the bed?

We use the passive when we don’t want to say who did an action. This can be for different reasons. For example: • We do not know who did something: Two rhinos are killed every day.

My bike was stolen on the weekend. The house was cleaned yesterday. The book was given to me last year.

• We want to focus on the action and not the person doing it:

The place where penguins look after their eggs is called a “rookery.”

• We also use the passive when we want to write in a “scientific” style:

The pasta sauce is made from tomatoes and garlic.

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• It’s not important who did something:

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UNIT 6 Articles

We use the …

• when we talk about something for the second time. We use a or an the first time we talk about it.

There’s a bookstore on my street. The bookstore sells travel books. The new gym has a swimming pool.

• when there is only one of something.

I saw the moon last night.

• when it is clear what we are talking about.

That is the worst idea.

• before superlatives.

This is the most modern building.

• before some countries, including the U.S. and the U.K.

Katie is from the U.S. James lives in the U.K.

We don’t use the for …

I read about the Nelson Mandela.

As d an s le es sa Pr r y fo it t rs no ve y ni p

people’s names.

•

• most countries and cities.

He visited the Bangkok in the Thailand.

• languages.

She’s learning the Chinese.

• roads and streets.

• meals.

Would you like a sandwich for the lunch?

My house is on the Station Street.

Prepositions of place and movement We use some prepositions to give directions.

• We use prepositions of movement to show movement from one place to another: Go along / up / down Bank Street and …

past

Go past the café.

across

Go across the crossing.

over / across

Go over / across the bridge.

through

Go through the park/forest.

out of / into

Go out of / into the department store/park/house.

• We use prepositions of place to show where things are:

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The gas station is in front of the grocery store. The movie theater is in front of you. The drugstore is at the corner of the two roads. Turn right at the zoo.

at the

At the end of the road, turn left.

in front of

Her house is at the end of the road.

at the end of

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along / up / down

UNIT 7 Present perfect Negative (–)

Affirmative (+)

Verb have (not)

+ past participle

Verb have

played rugby.

+ past participle

played rugby.

have

done your homework

You

have not

done your homework.

(= ’ve)

had an accident

(= haven’t)

had an accident.

been to Rome.

They

tried sushi.

has not

tried sushi.

gone to Paris.

She

(= hasn’t)

gone to Paris.

been difficult.

You

They

has

(= ’s)

She

Subject

I we they he Has

she it

+ past participle

played rugby?

done your homework?

you

As d an s le es sa Pr r y fo it t rs no ve y ni p

Verb

Have

been difficult.

Questions (?)

been to Rome.

Yes,

had an accident? been to Rome?

–

tried sushi?

gone to Paris?

No,

I/we/they

have.

he/she/it

has.

I/we/they

haven’t

he/she/it

hasn’t.

been difficult?

*They have been to Rome. = They have now come back. **She has gone to Paris. = She is in Paris now.

Present perfect for experiences

To talk about experiences, we often use ever and never.

Use never in sentences with a negative meaning

• We use ever to mean “at any time in your life”.

between have or has and the past participle:

•

We use never to mean “at no time in my life”.

Use ever in questions between the subject and the past participle:

Subject + have / has + never + past participle I have never been to Italy.

Have you ever been to Italy?

subject + have/has + just + past

I have just watched this video.

just and already

participle

She has just called me.

subject + have/has + already + past

We have already cleaned the kitchen.

participle

He has already washed the dishes.

Negative (–)

yet Questions (?)

yet

at the end of a sentence at the end of a question

Affirmative (+)

Present perfect with just, already, and yet

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Have / Has + subject + ever + past participle?

I haven’t read this book yet. She hasn’t seen this movie yet. Have you walked the dog yet? Has he eaten lunch yet?

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UNIT 8 Present perfect with for and since

We use for with the present perfect to talk about a period

m of time.

We use since with the present perfect to talk about a specific

time in the past.

We can use for with the present

perfect to ask questions.

hours

I’ve been in the park for three hours.

days

She hasn’t talked to me for two days.

months

He’s worked as a pilot for a month.

years

We’ve lived in this house for ten years.

a long time

We haven’t traveled for a long time.

ages

I haven’t seen you for ages!

He’s been a police officer since 2020. I haven’t eaten meat since I left school. She’s had a fever since she woke up. We’ve played badminton since we were 12. How long have you been here (for)?

As d an s le es sa Pr r y fo it t rs no ve y ni p

Present perfect review

We use ever to ask about experiences.

We use never with affirmative verbs to mean “at no point.”

We use just for things that happened very recently.

Have you ever danced in the rain?

Joe has never liked hip hop music.

We’ve just seen a dolphin!

We use already when an action has been

A: When is Dad going to the gas station?

completed sooner than expected.

B: Dad has already been to the gas station.

We use yet at the end of questions and

negative sentences to say that an action hasn’t been completed.

Have you eaten the cake yet?

I haven’t done my homework yet.

We use for to talk about periods of time

I’ve been a mechanic for ten years.

We use since to talk about a point in time.

They’ve studied here since last September.

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UNIT 9 Present continuous for future plans We use the present continuous to talk about activities for the future when we’ve already made plans. We usually use a future time phrase.

I’m playing tennis with Zoe after school. (= I’ve spoken to Zoe and we’ve arranged a time.)

’m

swimming

You We

Verb -ing

Verb be

’re

seeing

’s

playing

She

seeing

’s not or isn’t

playing

Verb -ing

Are

you/we/they

seeing

Matt on Sunday?

he/she

playing

soccer tomorrow?

swimming

later?

swimming

aren’t

They

tomorrow.

’m not ’re not or

soccer

Verb -ing

As d an s le es sa Pr r y fo it t rs no ve y ni p

Verb be

You

–

Sunday.

She

Matt on

They

later.

Verb be + not

–

Yes,

No,

later. Matt on Sunday. soccer tomorrow.

am.

he/she

is.

we/they

are.

’m not.

he/she

isn’t.

we/they

aren’t.

be going to for future plans

We use be going to + verb to talk about intentions for the future when we haven’t made final plans. We’re going to travel around Asia. (= we’ve decided to travel, but we haven’t arranged to buy the tickets) ’m

going to

study in a different country.

going to

go traveling in the future.

You +

’re

They He She

going to

learn another language.

’m not

You

’re not

going to

study in a different country.

going to

go traveling in the future.

going to

learn another language.

They aren’t He

’s not

She

or isn’t

going to

study in a different country?

Are you/we/they

going to

go traveling in the future?

Is he/she/it

going to

learn another language?

We use will to make offers

Your baggage looks heavy. I’ll help you carry it.

and promises.

We won’t tell him. I promise.

make a decision. We often use I think before a decision.

will, won’t, and shall

We use will/won’t when we

Am I

ss se

’s

–

It’s raining, so I won’t go to rugby practice. I think I’ll stay at home instead.

We use shall in the question

Shall we drive you to the hospital?

form to make offers.

Shall I cook dinner?

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UNIT 10

will, won’t, may, and might for predictions We use will, may (not), might (not) and won’t with a verb to make predictions about the future.

We use will when we’re 100 percent certain that something will happen. I’ll pass all of my exams. I’ve worked very hard.

We use may or might when something is possible but not certain.

She may choose pizza, or she might choose pasta. We use may not or might not when something isn’t certain but not impossible.

We might not get home before dinner. The train is often late.

We use won’t when we’re 100 percent certain that something won’t happen. He won’t become a pilot. He hates flying!

Positive and negative statements

As d an s le es sa Pr r y fo it t rs no ve y ni p Infinitive without to

I/You/We/He/She/They

will (’ll) might may

study

math at college.

–

I/You/We/He/She/They

won’t might not may not

choose

geography.

Questions and short answers

Infinitive without to

Will Yes, No,

I/you/we/he/she/they

learn

I/you/we/he/she/they

will

I/you/we/he/she/they

might/may (not).

I/you/we/he/she/they

won’t.

ss se

First conditional

a language?

We use the first conditional to talk about the result of something that will possibly happen in the future. Result clause (will / won’t + main verb)

I’ll call an ambulance.

If you try my cake,

you won’t like it.

We can use affirmative and negative verbs in both halves of the sentence. The if clause can come before or after the result clause. The meaning is the same.

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If you don’t listen, I won’t be happy.

I won’t be happy if you don’t listen.

If he buys a camera, he’ll take lots of photos.

He’ll take lots of photos if he buys a camera.

If she doesn’t come to the party, Martin will be sad.

Martin will be sad if she doesn’t come to wthe party.

If you have an accident,

if clause (if + simple present)