Issuu

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

ss se

Sua Jornada PES também trará:

Até breve, Time PES English

Esperamos que seu ano seja incrível!

CONTENTS Welcome p. 4 Vocabulary: Weather, Money, Phrasal verbs, Sports, Accidents and illness Grammar: Past continuous and simple past, Present continuous and be going to, Indefinite pronouns, Prepositions of place and movement

Skills

Language toolkit

Education Active free time

Reading An online article: Eastwood High School’s 60th birthday! Listening Conversation: Summer camp Speaking Telling a story Writing An email telling an anecdote

Present perfect (review) Past perfect

Reading A website: Travel challenges! Listening Class conversation: Planning a class trip Speaking Discussing and agreeing Writing A blog post about visiting a place

Present modals: ought to, need to, don’t need to Futures: Present continuous, be going to, and will

Unit 1 Work and play p. 12

Vocabulary

Unit 2 Life is a journey p. 22

Travel and vacations 1 Travel and vacations 2

Learning to Learn Setting and achieving learning goals p. 32 Self-assessment Units 1–2 p. 33

Arts Sport

Unit 4 A changing world p. 44

Environment Clothes

Unit 3 Fun and games p. 34

Simple present passive and simple past passive Comparative and superlative adverbs

Reading Essay: Is it too late to stop the effects of climate change? Listening A podcast: The environment Speaking Asking for missing information and clarification Writing Essay: Is it important to take care of the environment?

Conjunctions of contrast used to / didn’t use to

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

Reading A magazine article: Artscape Listening Radio interview: Young athletes Speaking Acknowledging others Writing A review of a sports or cultural event

Learning to Learn Guessing the meaning of new words p. 54 Self-assessment Units 3–4 p. 55 Unit 5 You are what you eat p. 56

Food and cooking Food and diet

Reading An online forum: Cooking advice Listening A podcast: An interview with a teacher Speaking Inviting someone to dinner Writing A restaurant review

Zero conditional First conditional

Unit 6 The power of words p. 66

Personal feelings Phrasal verbs

Reading An online article: Language-learning anxiety Listening Conversation: A school exchange trip Speaking Sympathizing Writing A post on an advice forum

Reported speech with say, tell, ask Adjectives that end in -ed and -ing

Learning to Learn How to become a better pairwork partner p. 76 Self-assessment Units 5–6 p. 77

Reading Text messages: Organizing schedules Listening Conversation: Painting and decorating Speaking Making and responding to suggestions Writing A how-to guide

Unit 8 Let’s go shopping p. 88

Shopping and money Customer service

Reading An advertisement: National Craft Market Listening Conversation: Returning something to a store Speaking Asking for a refund or exchange Writing An email: Describing plans

have/get something done Reflexive and emphatic pronouns

Second conditional Verbs followed by a to- infinitive

Places and services House and home

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Unit 7 Getting things done p. 78

Unit 9 All in a day’s work p. 100

Professions Having and getting a job

Reading An online article: The job of your dreams Listening A podcast: Career advice Speaking Talking about the past and the future Writing Interview: The world of work

Past modals Prefixes and suffixes

Unit 10 Just for fun p. 110

Entertainment Media verbs

Reading Text messages: Planning an activity Listening Advertisements on the radio Speaking Giving a presentation Writing A report

Indirect and embedded questions Gerunds as subjects and objects

Communication How to continue improving in the future p. 120 Self-assessment Units 9–10 p. 121

Pronunciation

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

pp. 135–144

Learning to Learn How to organize your homework p. 98 Self-assessment Units 7–8 p. 99

Speaking: Giving directions Reading: A blogpost about the future Pronunciation

words beginning with /s/

Cambridge Life Competencies

CLIL Gym class Water sports safety

Learning to Learn Focusing when writing a paper Communication Using notes to enhance fluency

Culture Islands of the world

Critical Thinking Recognising facts and opinions Learning to Learn Developing a positive attitude

Sounding happy / excited / interested / unsure

Culture CLIL

CLIL Art Street art

Learning to Learn Asking the meaning of new words Communication Emphasizing opinions

consonant /ŋ/

Culture Green traditions

Critical Thinking Considering solutions to problems Learning to Learn Identifying what you know about a topic

schwa /Ə/

CLIL Science Food allergies

Critical Thinking Thinking about context Communication Learning new words

Connected speech

Culture Language for life

Learning to Learn Knowing our strengths and weakness Communication Showing respect

Three c sounds

CLIL History Strange medicine

Communication Using emojis Learning to Learn Learning the parts of speech

/r/ and /h/ at the beginning of words

Culture Show me the money!

Critical Thinking Identifying the audience for a text Learning to Learn Avoiding distractions

Final consonants

CLIL History Adding it up: Looking back on people in the past

Critical Thinking Increasing your vocabulary Learning to Learn Planning study time

The /w/ sound

Culture Let us entertain you

Learning to Learn Getting inspiration from others Communication Organizing a report for effective communication

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

Word stress with comparative and superlative adverbs

Welcome

Weather

1 What’s the weather like? Look at the pictures and write the words. rainy

snowy

stormy ✓ sunny windy

foggy 1

ge U

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

stormy

Put the letters in the correct order to make weather adjectives. Then listen and check.

cloudy

It’s so

(locduy)! Where’s the sun today?

It was too

Do you know where my gloves are? My hands are

I don’t like swimming in the ocean in April. The water is still too

(oloc).

You need to be careful when you are walking on the path – it’s

(ciy).

Don’t forget to pack a

(tho) to sleep last night.

(odlc).

(amrw) sweater for your weekend in the mountains.

HOME

FORECAST

NEWS

and 4

in the north, but in the south it

. Tomorrow it will be 5

and

everywhere.

will be 3

And now for today’s weather. It will be 1 cold and 2

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3 Complete the weather forecast with words from Exercises 1 and 2.

Let’s talk about the weather. Work in pairs. Ask and answer the questions. 1

What’s the weather like today?

What will the weather be like tomorrow?

What’s your favorite weather? Why?

Unit 0

Workbook page 4

Today, the weather will be ... Yes, but in the afternoon, it will be ...

Past continuous and simple past 1

Make conversations about the past. Match the questions 1–6 with the answers A–F. What were you doing at 7:00 p.m. yesterday?

No, I didn’t.

Did you see your cousins last weekend?

Yes, they were.

Was Ella at the party?

Yes, it was.

Were they talking when you saw them?

I was playing tennis with George.

Was it raining when you went out earlier?

Yes, he did!

Did Grandpa like his present?

Yes, she was.

Circle the correct answers. Then listen and check.

When I woke up / was waking up this morning, it was cold, but it wasn’t snowing.

Harry played / was playing soccer when we arrived / were arriving.

She fell asleep / was falling asleep while she read / was reading.

They didn’t do / weren’t doing their homework when I saw / was seeing them.

While we watched / were watching the movie, Dad was coming / came home.

While Tate was walking / walked home, he found / was finding some money.

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

1 2

buy

Anya is writing about her weekend at a music festival. Complete the blog post with the correct simple past or past continuous form of the verbs in the box. enjoy go ✓ not want

not wait

stand

HOME | NEWS | WHAT’S NEW | QUESTIONS

What a weekend!

I 1 went to a music festival last weekend. When we arrived, everybody 2 line to get in, but most people had their tickets on their phones, so we

in a long

too long.

The music was great, and there were lots of places to buy food and drinks. While I a burger, I saw my favorite singer! It was very exciting. We 5 my dad arrived to get us that we

ourselves so much when

to leave.

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Unit 0

Money 1

What can you see? Listen and number the pictures. A

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

Complete the conversations about money. Read and circle the correct answers. Conversation A

Excuse me, could I have the 1change / check please?

man

I’d like to pay with 2change / cash. server

Sure! So, that’s $60 please.

man

Thank you. Here you are.

server

And here’s your 3change / cash and your price / receipt.

Conversation B girl

I really want to buy new headphones for Mom for her birthday.

girl

I don’t know. I’ve 6saved / borrowed $30.

dad

Well, I can 7borrow / lend you another $30.

girl

Thanks, Dad.

Are you good at saving money?

Do you look at the price before you buy something?

When was the last time you borrowed some money to buy something?

Unit 0

Workbook page 5

I like buying clothes.

What do you like to spend your money on?

1 2

Let’s talk about money. Work in pairs. Discuss the questions.

I like to spend my money on books. I love reading!

How much do you want to 5lend / spend?

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dad

Present continuous and be going to 1

Mat and Sara are talking about weekend plans. Complete the conversation with the correct form of the verbs in parentheses. Then listen and check.

mat

What 1 are you going to do (you / do) this weekend?

sara

I think it 2

(be) sunny, so we (go) surfing. Do you want to come?

mat

Yes, thanks! What time?

sara

We 4

(meet) Elsa at 11:30 on the

beach near the café.

mat

OK. That’s great. What about lunch?

sara

I 5

mat

Well, we 6

(not eat) in the café. I usually

bring a sandwich. (eat) at Mo’s Burgers

in town at five o’clock. Why don’t you come with us? Great! Thanks!

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

sara

will / won’t, may / might for predictions

1 What’s going to happen in the future? Circle the correct answers. 1

I’ll travel / to travel a lot when I’m older.

We might going / go shopping this weekend.

Sara is very good at math. She might / ’ll get a good score on the test.

Where will you / you will live when you grow up?

Take an umbrella. I think it may rain / raining later.

Don’t touch the cat. He might not / will like it.

2 Read Ana’s blog about the future.. Write T (true) or F (false). Then correct the false sentences.

Ana’s blog

HOME | ABOUT ME | ACTIVITY | THE FUTURE

The (not so) distant future

She thinks our cities won’t be the same.

There won’t be so many people in cities.

Cities will be dirty.

She’ll work from home.

She may not enjoy working from home.

She will be a police officer.

How do you think school will change in the future?

How will your country change over the next ten years?

Where might you travel in five years?

Will you live in the same city when you are an adult? Why? I think education will ...

Let’s make some predictions. Work in pairs. Ask and answer the questions.

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I think our cities might be very different in the future. They won’t be very busy because people will work at home. They’ll be cleaner, too, because there won’t be so many cars. I like talking to people and seeing my friends at school, so I think I’ll go out to work because I might be bored at home. I don’t know what I want to do yet. I may be a police officer, so I won’t work at home anyway.

Also, it will ...

Workbook page 5

Unit 0

Phrasal verbs 1 Which phrasal verb? Circle the correct answers. I looked online to find for / find out what time the bus leaves.

I’m tired. I’m going to lie on / lie down.

Our neighbor looked after / looked up our cat while we were on vacation.

Can you help me look for / look after my favorite T-shirt, Mom?

Oh, no! I’ve picked off / picked up the wrong phone!

Is it cold today? Do I need to put on / put for a sweater?

I always turn off / turn on the TV at 7:30 p.m. for my favorite TV show.

Turn off / Turn on the lights, please. We don’t need them now.

2 Read about Tim’s first pet. Complete the text with the correct form of the verbs in Exercise 1. When I was seven, my parents bought me a pet

hamster for my birthday. His name was Fred.

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

He was my first pet, and I 1 found out that he

liked to play at night and sleep during the day. When we took him home, he 2

in his little house and slept for 12 hours! Then at my

9:30 at night when I 3

bedroom light to go to sleep, he woke up and played. He was very friendly, and I 4

him

every day, and he sat in my hand.

I loved

him.

One day, he wasn’t in his house. My mom and I

him everywhere, but we

couldn’t find him. Then one night, I heard a noise. I got up and 7

the light, and there

was Fred – sitting in my shoe!

Let’s talk about you. Work in pairs. Discuss the questions.

What do you always have to look for in the morning?

What did you find out in class yesterday that was new?

Have you ever looked after a pet?

Unit 0

Workbook page 6

Well, the rule in our house is that I have to turn my phone off at 8:00 p.m. Then I usually read in bed.

What time do you turn off your phone in the evening?

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Sports 1 What kind of sports word is it? Write the words in the correct column. bat

catch

cricket ✓ enter ice hockey

kick

racket

sailing

throw

windsurfing winner

Equipment

Verbs

People

baseball

ball

play

coach

cricket

player

Sports

Which sports are they talking about? Listen and number the pictures.

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

Co D

Listen again and complete the sentences.

saved

Clara is going to enter a

The player

Tiago

Daisy is

a goal. the ball. against Lola.

Let’s talk about sports. Work in pairs. Discuss the questions. What sports do you like playing or watching?

Do your school sports teams play against other schools? How often do they win?

Have you ever entered a sports competition? What happened?

Have you ever won a race?

an amazing goal.

Lizzy

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Workbook page 6

Unit 0

Indefinite pronouns 1 Match the questions 1–6 with the answers A–F to make conversations. What are you going to do this weekend? Is that who you called earlier?

I don’t know … someone kind and fun. Maybe you!

What movie are you going to see?

No one! Just you!

Nice! Who else would you like to invite to go with you?

Nothing much. I might go to the movie theater with my grandparents.

Aw, thanks! That sounds like fun! Who else is coming?

I don’t know what I’ll get her. I need to go shopping. Will you help me?

Isn’t your grandma’s birthday soon? What are you getting her?

A comedy, I think – something funny.

Yes, but there wasn’t anyone home.

1 2

br 6

Callum is talking to his mom about what to do today. Complete the words with some, any, or no. Then number the conversation in the correct order. Listen and check.

callum

I’m bored! There’s 2

mom

Is 3

mom

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

Hmm, Adam might not be doing 1 any thing. I’ll call him now.

callum

thing to do.

one from your band around? You could meet up and play your guitar.

Why don’t you message 4 5

callum

one? I’m sure one of your friends would like to do

thing.

one is at home this weekend. Dan is at his grandparents’ house, and Mia

and Sam are at a festival.

Get to know your classmates better! Complete the sentences. Then find someone in your class who has done these things. Someone in my class …

someone

has met

knows how to say

has never seen

didn’t speak to

watched

famous.

in French.

at the theater.

on the way to school this morning.

Have you ever met someone famous? Yes, I have! Once I met ...

on TV last night.

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Unit 0

Workbook page 7

Prepositions of place and movement 1

Accidents and illness

Find the way! Listen and draw a line on the map.

What do we do when we’re sick? Put the letters in the correct order to make phrases. Then listen and check.

Orange Rd.

Apple St.

atke smoe mdcniiee

fele ikcs

take some medicine

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

Tomato St.

Listen again and complete the notes.

vhae na cacdietn

go across

go through

go up/over turn right/left

walk past

go into go out of

in front of

og ot eht sditetn

Work in pairs. Give your partner directions from a place in your town to your home. Use words from the box. at the end

hvae a hcsaoahtcem

llca na cmanulbae

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Directions to Katie’s house 1 Walk up the street. Turn 2 at the end. 3 the street. The park will be 4 me. 5 the park. 6 Take the path and 7 the little bridge. Then turn 8 and go along the path. 9 of the park. 10 Katie’s house is from the gate, 45 Tomato St. It’s purple.

go ot teh isptaloh

haev a eaaehdch

How do I get from the school to your house? OK, so first you go up ...

Workbook page 7

Unit 0

Work and play Unit aims

• Talking about education and hobbies and leisure

• Telling a story

• Reviewing the use of the present perfect

• Learning about safety in water sports

• Using the past perfect to tell stories

• Writing an anecdote • Creating a public service announcement about staying safe when doing an outdoor activity

• Understanding a magazine article and a conversation about summer camp

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

ss se

Unit 1

Look at the picture and answer.

Watch the video and answer. 1

What tools are these students using in their classroom?

How is Liam’s school life in Perth different from school in Denver?

What technology do you use in your classroom?

How is Liam’s free time in Australia different from his free time in the U.S.?

What technology do you use for fun?

Is your life more similar to Liam’s life in the U.S. or in Australia? Why?

VOCABULARY A

Ca ap

the p

Read the blog. What’s Clara’s favorite class? Match six of the blue words in the blog with the pictures A–F. Then listen and repeat.

3 Write a blog reply to Clara and Matilde.

Clara44

I’m a student at school. Our principal is called . My favorite subject on the curriculum is . A useful skill we learn in this subject is how to . Something I have a lot of knowledge about is .

My sister is eight years old and is a student in elementary school. I’m older. I’m 14, so I’m in high school. There are a lot of different subjects on the curriculum. I love science and doing experiments in the laboratory. But my favorite is IT because I have a lot of knowledge about computers and technology. I love spending time in the computer room! My grandma thinks that I’m very smart, but that’s because she didn’t learn to use computers at school. She had to write all her papers with a pen! Of course, handwriting is still an important skill, but I think technology is really useful for our studies. In fact, the principal has asked me to write about it for the school magazine.

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

Work in pairs. Discuss the questions.

2 Complete the blog with words from Exercise 1.

Matilde124

How does technology help you with your studies? How do you feel when you have to write a paper? Why? Do you think it is more important to have a lot of technical skills or a lot of general knowledge? Why? I use technology to ...

secondary school (11–16 years old)

high school (14–18 years old)

Finished? page 125, exercise 1

Workbook page 8

playing relaxing music

turning off cell phone notifications

writing in a noisy room

writing with the TV on

putting your phone in a different room

writing when you’re hungry

You can study more effectively by choosing a comfortable place and stopping or removing any distractions.

middle school (11–13 years old)

Discuss with a partner. Which strategies can help you focus when writing a paper? Why?

primary school (5–11 years old)

elementary school (6–10 years old)

Yes, and our classroom has ...

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Hi Clara! I’m a student in 1 high school, too. My favorite subject on the 2 is chemistry – we do experiments in the science 3 and learn lots of important 4 , like how to collect information and test our ideas. When I’m older, I want to be a climate scientist and use my 5 about the environment to make the world a better place. This means I need to get good grades. Luckily, my big sister is really 6 and helps me with my 7 by asking me questions before a test.

I think it’s a good idea to ... I agree. ... can be a distraction.

Practice Extra Unit 1 Vocabulary 1

Unit 1

READING 1 Read the online magazine quickly. Circle the correct answers. 1

The school is 10 / 60 years old.

Exams were the same / different in the past.

The comments are from past / present students.

Eastwood High School

History Photos Interviews

Eastwood High School’s 60th birthday!

This month, it’s our birthday! Eastwood High School has been open for 60 years this year. So the ninth-grade students have produced a special online school magazine. Check out photos of the school in 1969 and old class pictures in the photos section. Can you see anyone you know? Our school has changed a lot since the ’60s. When Eastwood High School opened, there were no computers, and there wasn’t any technology in the classrooms. Some of your parents and grandparents were students here at the time, but they didn’t have as many different subjects on the curriculum as you do. Standards a class from the ’90s were different, too, and they didn’t take the same exams. Keep reading to find out what life was like.

My dad has lived in Eastwood since he was a child, and he was a student at the school in the ’80s. He wrote all of his papers with a pencil. When the teacher said his handwriting was good enough, he could write them with a pen! Dad left school when he was 15, and he trained as a mechanic, so he hasn’t written a paper since! He has lots of other skills now though – like fixing cars. – Rafael

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

My grandpa and grandma were both students at our school in the ’60s, so they have known each other since then. We have a whole student government now, but in the ’60s, they only had a class president. The presidents helped other students and went to sports or math competitions at other schools. My grandma was class president – she is very smart, and after she finished school, she continued her studies at college and got a degree. Now she’s a school principal! It was unusual at the time because not as many girls went to college then. – Ana

My grandma was once a teacher at our school! She taught home economics, but she says that only the girls took cooking classes. Can you believe it? I think we are lucky that both boys and girls can study lots of different subjects now. In fact, I’ve just seen that Mr. Smith’s class has cooked some amazing pizzas! – Lucas

My dad thinks our classrooms are amazing now. When he was at the school, the only technology in the classroom was a cassette player. Now we have computers and smartboards. I’ve used a computer or a tablet every day since I was young!

– Sofia

Read the online magazine. Write notes about how life is different.

Now

Then

no computers/technology in the classroom

ss se

3 Read the online magazine again. Write R (Rafael), A (Ana), L (Lucas), or S (Sofia).

This person’s dad didn’t use a computer in his classroom.

This person’s dad started work when he left school.

This person’s grandma was a good student.

This person is happy that the school curriculum has changed.

Work in pairs. Ask and answer questions about the people in your family. Where did they go to school? What were their favorite subjects? What were they good at? Where did your mom go to school?

Unit 1

She went to school at ...

This person’s grandparents were at the school.

This person’s grandma taught at his school.

LANGUAGE TOOLKIT Present perfect (review) 1 Read and circle the correct answers.

We’ve 1 just / already moved to a new town, so I’ve started a new school. I haven’t met all of my teachers 2yet / since, but I’ve 3already / yet made lots of new friends. I met Ana on my first day – she’s been a student here 4for / since sixth grade, so she is showing me where to go. Everyone has been so kind. I feel like I’ve been here 5 for / since years! Have you ever changed schools?

2 Read the text again. Underline examples of the present perfect. 3 Complete the Language tools with already, for, just, since, ever, or yet.

LANGUAGE TOOLS of time and 2 specific time.

when we talk about a

when we want to talk about

We use 3

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

We use the present perfect with 1 for with periods

something that happened a short time before. We use 4

to talk about any time up to

COMMON ERROR

✗ We work hard this year.

now in negative sentences and questions.

✓ We’ve worked hard this year.

We use 5

✗ I just have received your email.

when we want to talk

about something that happened before now or that

✓ I’ve just received your email.

happened earlier than expected.

✗ They had just left college and started working.

We use

and never to talk about

✓ They have just left college and

experiences up to now.

started working.

Grammar reference page 135

Complete Adam and Ben’s conversation with the words in the box. Then listen and check. ’ve just

for

given never

have

since

yet ✓

Have you finished your English paper 1 yet ?

ben

No, I haven’t. But I 2

adam

Your teachers have

ss se

adam

already done my IT and biology homework. you a lot of work this week.

adam

Lucky Carlos! Ms. Palmer has worked at the school 4

years, and she’s taught forgotten to give us homework!

I started here. She’s

ben I know. I just saw Carlos in the library, and he hasn’t gotten any homework this week.

Work in pairs. Role play the conversation in Exercise 4. Then change the underlined words to your own ideas. Have you finished your history paper yet?

Workbook page 9

Yes, I have.

Practice Extra Unit 1 Language toolkit 1, Listening

Unit 1

LISTENING AND VOCABULARY 1

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

jogging

practice

sail

surf ✓ surfboard

take part

workout 4

surf

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

Co a

Listen to the conversation. What activities did Gabriel and Lara do on vacation? Gabriel:

Lara:

Listen again. Write T (true) or F (false). 1

The weather wasn’t very good in the summer.

Lara knew how to surf before the camp.

Lara slept in a large house.

Lara couldn’t sleep well in the tent.

There was a bear in the forest.

Maria couldn’t find her tent.

Listen again. Complete the sentences.

cycling with his friends.

Gabriel enjoyed

The summer camp was in a

Lara

Lara’s

was cool.

Lara

sailing every day.

Lara thinks

Look at the photos in Exercise 1. Talk about which activities you have taken part in and when. Which ones did you enjoy the most?

Unit 1

Workbook page 10

Practice Extra Unit 1 Vocabulary 2

I’ve tried surfing. We went on vacation to ...

is awesome.

part in water sports.

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LANGUAGE TOOLKIT Past perfect 1

Complete the conversation with the words in the box. Then listen and check. had

hadn’t

tried

Really? Had you 1

I learned to surf this summer.

Yes, I 2

it before?

. But before we went taken lessons.

on vacation, I 3

2 Circle to complete the Language tools. LANGUAGE TOOLS

We use the past perfect to talk about time up to a certain

COMMON ERROR

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

point in the 1 past / future.

✗ When I got to the beach, the surfers already gone.

We can use the past perfect to show the order of two past events. The past perfect shows the 2 earlier / later action,

and the simple past shows the 3 earlier / later action.

✓ When I got to the

We use 4 had / hadn’t + the 5 simple past / past participle.

beach, the surfers had already gone.

Grammar reference page 135

3 Complete the sentences about a summer camp with the correct form of the words in parentheses. had been (be) to summer camp three times before.

When we got there, my friends

I learned to sail, but Joana

My friend Carlos couldn’t surf very well because he

(not practice) enough.

(you/try) surfing before you came to camp?

5 6

(already / arrive).

(do) it before, so she was good.

Before the camp, Fred and Sally

(not swim) in the sea for years.

4 Complete the post with the correct form of the verbs in the box. break ✓ buy

hide

leave not take

start

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125 likes

It was my birthday last weekend, and my friends asked me to meet them at the beach. My brother 1 had broken my bicycle the week before, so I walked. But when I got there, it seemed my friends 2 already 3 . I thought that it me very long to walk there, so where were they? I 4 to walk home when I heard people shouting. It was my friends! They 5 behind some surfboards, and they were 6 waiting for me to arrive. They me a present the day before and planned their surprise. What great friends!

Work in pairs. Talk about what had or hadn’t happened before you started these things. •

middle school

•

learning English

•

doing a sport or activity

Finished? page 125, exercises 2–3

Before I started middle school, I hadn’t studied French.

Workbook pages 11–12

I had! I studied French in elementary school, but I hadn’t studied Italian.

Practice Extra Unit 1 Language toolkit 2

SPEAKING 1

Telling a story

Look at the pictures 1–2 and listen. What activities hadn’t Mark tried before?

Work in pairs. Look at the pictures 3–5 and tell your partner the next part of the story. Then listen and check.

id U Co

Mark / scared

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one day / go sailing

instructor great / teach Mark

to this day / Mark / love sailing

after / practice – Mark / feel better

buy / boat – sail / every weekend

One day, they went sailing. There were two girls and ...

Listen to the whole story. Mark (✓) the Useful language you hear.

Look at the last picture from Mark’s story. Write notes. Then close your book and tell what you think happened in the picture.

Useful language

When (he was younger / ten years old) … One year / day, … Unfortunately, … To begin with … But then, After, …

To this day, …

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

He’d never swum in the ocean before.

The other children liked sailing.

The instructor helped Mark feel better.

Mark doesn’t sail anymore.

Work in pairs. Look at the pictures again and take turns telling the whole story. Use the Useful language to link your sentences. One day, Mark was scared ... But then he felt better ...

Unit 1

Pronunciation page 122

Practice Extra Unit 1 Speaking

Mark enjoyed going to summer camp.

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You can practice speaking fluently by writing brief, simple notes for a story and then telling it using those notes. Don’t write complete sentences – it’s very easy to end up reading them aloud.

Finally, …

WRITING An anecdote 1 Read the email. Circle the email subject. A

Not so smart

Summer school

Back to school

4 Read the email again and answer the questions. 1

What happened on Wednesday?

When did her grandpa visit the school?

What had the parents and grandparents done in the past?

What did Mia think about her grandpa’s IT skills?

What were the rules about speaking in class when grandpa was at school?

Mia got lost.

From: Mia

To: Ethan

Subject:

Hi Ethan,

How are you? My new school is good, but I miss everyone. It’s much bigger. On Wednesday, I walked around looking for my class for almost twenty minutes. I had gotten so lost! But it’s fine now. Also, our house is much closer than it was before, so I’m cycling to school every day – I love it!

Apart from living so close to the beach (we’re in a beautiful bay!), the thing I’m really happy about is that I’m now in the same town as my grandparents. I see them every week! I’m sending you a photo of my grandpa, mom, and me at the beach. Last week, my grandpa came to school! As part of my social studies class, we had to teach an older person a new skill. So my teacher invited parents and grandparents that had been students at the school to come in. I knew that my grandpa hadn’t written a computer program before, but he learned so quickly! He was one of the best students in the class! He was so funny, though, because he kept standing up when he wanted to say something. That’s what he had done when he was at school. So he got a great workout, as well as an IT lesson!

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Write soon! I want to hear all of your news. Mia

5 Imagine you are going to tell an anecdote

about something that happened at school. Write notes. People in the anecdote: What happened first?

What happened next?

What was funny, interesting, or unusual?

Ending:

6 Write an email to a friend that includes your anecdote. Use your notes from Exercise 5.

past and circle examples of the past perfect in the email.

Re me mb er to:

3 Complete the Useful language with

ur Write a subject for yo email. dote Organize your anec . hs rap rag into pa and the Use the simple past the er ord past perfect to te. do ec an events in your e. ag Use the Useful langu

Useful language Showing time and frequency .

But it’s fine 2

On 1 Wednesday ,

examples from Mia’s email.

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2 Find and underline examples of the simple

I’m cycling to school 3

. ,

I see them 4 5

week.

Workbook page 13

Unit 1

CLIL

Gym class

Water sports safety 1

Watch the video. Mark (✓) what you need for each sport.

Ca life jacket

mask

surfboard

paddles

fins

wetsuit

surfing

kitesurfing boating

snorkling

Look at the water sports in Exercise 1. Discuss the questions with a partner.

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

Which of these sports have you done?

Which one looks like the most fun? Why?

Work in pairs. Look at the headings and pictures in the brochure. What is it about?

Read the brochure and check your answer to Exercise 3.

5 Read the brochure again. Match the blue words in the brochure with the correct definition. coast

: the land next to or close to the ocean

: water that is not deep

: the land along the sides of a lake, river, or ocean

: moving water in a river or ocean

: an ocean current that can pull you into the open ocean

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

It’s safe to swim alone at the beach.

It isn’t safe to swim alone at the beach.

You should enter a river by diving.

A rip current moves fast.

It’s safe to swim in the calm area between waves.

A river can have both fast and slow currents.

The water in a river is the same every day.

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Look at the pictures. What advice do you have to be safe in each one? Share your ideas with a partner. Always wear a life jacket when you’re on a boat. Yes, and never ...

Unit 1

Be water smart! The coast of Brazil is over 7,000 kilometers long. Brazil also has many rivers. It’s a great place to do water sports. But water can be dangerous, so it’s important to stay safe.

Be careful of strong currents!

Beach safety

A current is the movement of water. The ocean can have very strong currents. A rip current is a fast current that pulls the water from the beach out to the open ocean. It pulls people or objects that are in it, too!

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

rip current

The beach is a fun place, but accidents can happen quickly in the water. To stay safe: • Never swim alone. • Don’t turn your back to the waves. A strong wave can come and push you under the water. • If you have problems in the water, raise your hand and call for help.

River safety

COLLABORATION PLUS

Rivers can look calm and safe, but they can have dangers like sharp rocks under the water. Rivers change every day. The water can be deep one day and shallow (not deep) the next. To stay safe: • Always wear a life jacket on a boat or in a canoe. • Always enter the water with your feet first. You can feel for rocks under the water and know how deep and how cold it is. • Never swim alone or at night.

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• Before you enter the water, look for rip currents. They look like calm areas between waves. Don’t swim in that area. • If a rip current pulls you out, don’t swim directly back toward the beach. You will be swimming against the rip current and will get tired. Swim to the side first (up or down the beach), and then swim to the shore. If you can’t, call for help. • River currents can be hard to see, and they change every day. The same river can have fast currents and slow currents in different areas. So don’t dive into rivers! Walk into the water little by little and pay attention to changes in the current. • If you are in a strong current and can’t get out, turn onto your back and go with your feet first so you don’t hit your head on a rock.

Project 1: Create a campaign about staying safe when doing an outdoor activity.

Unit 1

Life is a journey Unit aims • Talking about travel and vacations • Using ought to and (don’t) need to to talk about necessity

• Using the present continuous with be going to and will to talk about the future

• Writing a blog post • Learning about islands of the world • Creating a brochure about an island

• Understanding a travel website and a conversation about a school trip

• Discussing vacation options and agreeing on the best choice

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

Co 1

Look at the picture and answer.

How might they feel? Why?

Do you like traveling to new places? How does it make you feel?

Unit 2

atch the video and W answer. 1

Where are they going on vacation?

What activities do they want to do when they get there?

What do they need to do now?

Where is the family? How do you know?

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VOCABULARY 1

Listen and number the travel phrases. A

travel by

Ca arrive

arrive at your

change

on time

ask at the information center

go through

a seat

passport abroad

reserve immigration

home

destination

tourist

arrive ✓ return

reservation

air

visa

Read and circle the correct answers. Then listen and check.

Beatriz, 15

Today at 10:32

Yesterday at 15:02

When we travel by 7air / immigration to another country, the first thing my mom does when we arrive at our 8destination / seat is change 9currency / immigration. Once, we wanted to 10make / go on a reservation for a boat trip, but we couldn’t 11reserve / follow seats without local currency. Now Mom always changes her money, and then she changes it back when we return 12home / destination.

Finally, we’re here! My first trip 1abroad / immigration! The plane arrived 2on time / by air, but we waited for hours to 3return / go through immigration and 4show / follow our passports. They put a stamp in our passports to show that we had the right 5visa / currency. We wanted to go on a tour in the afternoon, but we were late. We 6asked / changed at the tourist information center about other trips. Luckily, they found one for the next day.

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Rafael, 14

Complete the travel phrases in Exercise 1 with the words in the box. Then listen and check. currency

get a

make a

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

show your

Work in pairs. What travel problems did Rafael and Beatriz have? How did they solve them? What was Rafael’s problem?

vacation | holiday He waited for hours to go through immigration.

center | centre

What else?

Finished? page 126, exercise 1

Workbook page 14

Practice Extra Unit 2 Vocabulary 1

Unit 2

READING 1

Look at the web page. Which places around the world do you think are difficult to visit? Why?

airplane | aeroplane don’t need to | needn’t

Travel challenges!

Destinations | Things to Do | Travel Forums| More

Vala, 37, Iceland

Danny, 29, USA

The world is full of amazing places ... but getting to them isn’t always easy! Which travel destinations are the most difficult to visit? Here, four travelers describe their experiences of going abroad.

I went to Ittoqqortoormiit in Greenland to study ice caps. It is the most remote town in the country. It isn’t difficult to enter Greenland. I only needed a passport to stay for 90 days. However, it’s difficult to get to Ittoqqortoormiit! You need to travel by air to Nerlerit Inaat Airport. Then you arrive at your destination by helicopter or boat. I think the boat is best. You don’t need to worry about traffic in the town. There are no cars, and everyone walks everywhere. There is only one hotel, so you ought to make a reservation. Don’t camp outside the town! You might get a visit from a polar bear!

I’m a photographer, and I went to Laikipia in Kenya to take pictures of wild animals. Most visitors to Kenya need to apply for a visa. It is easy to do online, but you ought to check what you need to do before you reserve a seat on an airplane! Laikipia is awesome for safaris, but there aren’t many places to stay. It’s best to go on a tour. You follow a tour guide into the mountains and walk, camp, and watch wildlife. You might see elephants, zebras, or even a black rhino, so stay close to your guide for protection!

One summer, I went backpacking in Peru with friends. The most difficult place to get to was Choquequirao, an ancient Inca city. It’s a four-day hike to get there from Cusco. You can ask at the tourist information center about hiking trails. You need a passport to enter Peru and keep it with you because you always need to show it. In fact, you ought to make copies. It saves making a copy when someone asks for it!

Read the web page. Match the sentence with the traveler. Write V (Vala), D (Danny), L (Laura), or S (Sam). I don’t have enough money to travel to the place I want to visit.

It wasn’t difficult for me to get a visa.

I had my travel documents checked a number of times.

I traveled by sea and air to get to my destination.

4 Circle the correct answers.

3 Read the web page again and complete the table.

Transportation

A statement of fact / An opinion is either correct or incorrect. You can find out by looking at evidence or other information.

5 Read the web page again. Underline

three statements of fact and circle three opinions.

Work in pairs. Which place in the world would you most like to visit? Is it difficult to visit? Why or why not?

Unit 2

A statement of fact / An opinion is a view about a situation you might agree with, but it is neither correct nor incorrect. It will often include adjectives that mean good, worse, best, etc.

It’s important to recognize when something is a statement of fact and when it is somebody’s opinion.

Things to see

Kenya

Australia

Travel documents

Peru

This place is so difficult to get to, I haven’t been there yet! I’d love to visit Australia, but it’s expensive to get there. There are different types of tourist visas, so I’m not sure about how to go through immigration. What I’d really like to do is visit the Cape York Peninsula. It has beautiful beaches! I need to fly to Cairns, and then it’s a 14-hour trip north by car. You can’t do it when it rains, and I’ve also heard the Wi-Fi isn’t very good. That might be a problem!

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Greenland

Sam, 15, the UK

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Laura, 27, Brazil

LANGUAGE TOOLKIT Present modals: ought to, need to (necessity), don’t need to (lack of necessity) 1

I ought to call a taxi. We 1

You 2 do that. Dad called

arrive at the airport

Circle the words in the conversation in Exercise 1 that the mom uses to talk about something she should do.

Listen and complete the conversation.

one last night. He

on time.

made a reservation.

Oh, good!

3 Match the columns.

LANGUAGE TOOLS We use need to

when something isn’t necessary.

We use don’t need to

when we should do something.

We use ought to

when something is necessary.

1 2

Grammar reference page 136

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4 Read the information from the airline. Then complete the sentences with the words in the box.

ought to

need to (x2) don’t need to

might

COMMON ERROR ✗ You don’t have to take a shower when you arrive, but you need to.

will

✓ You don’t have

Home > Information > Family travel > At the Airport

Family Travel: At the Airport

In busy periods, like school vacations, give yourself extra time to go through immigration. We suggest doing some things before you get to the airport. For example, it’s not necessary to check in at the airport. You can do that online. All you have to do is download the boarding pass to your phone. We promise to save your seats for you. It’s sometimes cheaper to pay for extra bags online, too.

You

do some things before you arrive at the airport.

You

check in at the airport.

You

download the ticket to your phone if you check in online.

save your seats for you.

the airport, you need to check in.

give yourself extra time to go through immigration during school vacations.

be cheaper to pay for extra bags online, too.

Work in pairs. You are going on vacation to another country. Talk about what you need to, ought to, or don’t need to do before you leave and when you are at the airport.

✓ When you get to

You

✗ When you get to the airport, you need check in.

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need to

to take a shower when you arrive, but you ought to.

I need to pack my bags! I don’t need to carry my bags at the airport.

Finished? page 126, exercise 2

Workbook page 15

Practice Extra Unit 2 Language toolkit 1, Listening Unit 2

LISTENING AND VOCABULARY 1

Read the sentences A–H and match them with pictures 1–8. Then listen and check. The plane took off two hours late.

I take public transportation to school every day.

She listens to music when she takes a long journey on a bus.

When we arrived at the airport, we checked in.

I don’t like it when the plane lands on the ground. It’s scary!

You need to take a ferry across the bay to visit the island.

Don’t leave your baggage alone at the airport.

It’s exciting to board a plane. It’s the start of the vacation!

br 1

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2 Put the words from Exercise 1 in the correct place. Add more travel words you know. Things that happen at airports

check in

Means of transportation

Listen to the classroom conversation and answer the questions. 1

Where are the students going? ,

Listen again. Write the correct times on the information sheet.

Meet at school: 1 9:00 a.m. Arrive in New York City: 2 Arrive at JFK: 3 Board plane: 4 Leave for Paris: 5 Arrive in Paris: 6

Practice Extra Unit 2 Vocabulary 2

Day 1

I want to go to São Paolo. I need to get a flight from the airport. I need to check in my baggage ...

10th Grade Trip to Paris

Workbook page 16

Think of a place you want to visit. What steps do you need to take to get there? Describe them to your partner.

Bendigo School

Unit 2

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transportation | transport

What transportation are they using? ,

Taking a trip

LANGUAGE TOOLKIT MESSAGES

Futures: Present continuous, be going to, and will 1

Mariana | 2:30 p.m.

Read Mariana’s message to her friend. Answer the questions with a partner. What two things does Mariana intend to do?

Ca 2

What does her mom plan to do?

What does Mariana predict?

What does she promise her friend?

What has she just decided to do?

We've finally arrived in Rio. Look at the beach. It's beautiful! Our hotel is great, but it doesn’t have a restaurant so we’re not eating there. We’re eating at a restaurant in the city center tonight. My mom is going to make a reservation. Then tomorrow we’re coming back here all day! I think it’ll be hot and sunny. I’ll send you lots of photos, but it’s not the same as being here. Oh, I have an idea! I’ll call you tomorrow, and we can have a video chat. What are you going to do tomorrow?

2 Look at the blue words in Exercise 1.

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

Circle to complete the Language tools.

4 Complete the conversation with the correct

LANGUAGE TOOLS

form of the verbs in parentheses.

We use the present continuous

and a future time phrase to talk

A: What 1 are you

about future planned activities / 1

predictions.

(do) for your next vacation?

B: We’re not staying home. We

We use be going to to talk about 2

doing

offers / future intentions.

(visit) family in Lima, Peru

We use will (’ll) to talk about 3 offers,

in July.

promises, predictions, and decisions

A: What 3

made at the moment of speaking /

(do) there?

plans we’re not sure about.

B: We

Grammar reference page 136

(go)

shopping in the city center. And I (take) a bike tour.

I’m excited, but I need someone to take care

3 Read the sentences and write plan,

intention, promise, offer, or decision. 1

of my cat.

We are meeting here at 7 a.m.

A: I 6

(do) it! I love cats.

(feed) it every day.

B: That’s very nice. I 8

We are going to travel by air.

I think I’ll take a taxi.

We’ll be on time.

We’ll pick you up at 6:30 if you want.

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plan

you

(bring) you a gift from Lima!

A: Ha ha. You don’t need to do that!

Where are you going? What do you plan to do? What do you think will happen?

Think about a dream vacation. Write notes. Then ask and answer with a partner.

COMMON ERROR ✗ What you are going to do on vacation?

✓ What are you going to do on vacation?

Finished? page 126, exercise 3

Workbook pages 17–18

Where are you going? I’m visiting Europe. I’m going to travel to different countries by train. It’ll be awesome!

Practice Extra Unit 2 Language toolkit 2

SPEAKING Discussing and agreeing

Number the conversation in the correct order. Then listen and check. Hmm. I’m not sure. It might be OK. But we can go sailing or surfing.

How boring! I don’t want to sit around all day.

No way! I hate camping. I’d rather go to That sounds interesting. I’d like to see the

whales. I’ll take my camera.

Look at the pictures. What are the brother and sister doing? Circle the correct answer. Then listen and check.

the beach.

finding information for a school project

looking at possible vacations

Why don’t we go camping in the mountains?

sending a message to their friends

I’d like to go hiking. What about you?

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

Listen again. Who wants to do these things? Write B (brother) or S (sister).

Go on a ferry.

Take a historic tour.

Do something exciting.

Sleep in a tent.

Do adventure sports.

Stay in a hotel.

That’ll be fun.

Where are we going to go on vacation? 1

There is also a boat tour to see whales.

Listen again. Write the Useful language in the correct column.

Useful language It sounds good!

Work in pairs. Do you agree with these statements? Why?

A person can communicate well in English even if they can’t pronounce every single sound perfectly.

When somebody speaks with a foreign accent in English, it shows that they speak two languages.

You can help others understand you in English by expressing emotion correctly with your voice.

A negative attitude can make it more difficult to learn and communicate. However, you can always change your attitude!

This looks interesting. Why don’t we … ? I’d prefer to … I’d like to …

6 Which of the statements in Exercise 5

I’m not sure. What about you?

How boring!

Role play with a partner. Talk about the vacations in the brochures and decide where to go.

No way!

Ecovacations! preference

Disagree

Ask or discuss

It sounds good.

Camp in the rainforest. Kayaking, snorkeling, hiking, and more. Make a reservation today.

Express

I’d rather …

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can help you feel positive about your pronunciation when deciding where to go with a friend? How?

Take the train across Canada!

Thirteen-day journey. Incredible views from Toronto to Vancouver. Reserve a seat now!

Unit 2

Pronunciation page 122

Practice Extra Unit 2 Speaking

WRITING A blog post about visiting a place 1

Look at the pictures in the blog post. Would you like to visit this place? What do you think you can do there?

Adventure in Opal Creek!

They say that life is about the journey, not the destination. Well, an adventure camp in Opal Creek, Oregon, is both! 1 It’s a good idea to try it if you get the chance! You don’t need to worry if you have no experience in outdoor adventure. The instructors at the Forest Center will teach you everything you need to know. doing the hike along Strawberry Lake Loop. It is a long walk that takes four days and three nights. It is an awesome experience! 3 take a camera because there are fantastic views. 4 see lots of wildlife, and I’m sure I could hear coyotes and bears near the tent at night!

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

Because it is an adventure camp, there are also lots of other fun activities. 5 try rock climbing and rappelling, but whitewater rafting is my new favorite activity. 6 ! It is amazing to travel so fast down the river, but you need to be careful so you don’t fall in!

The best thing about the camp is making friends. We’re sad that we’re leaving tomorrow, so we’re going to ask our parents to make a reservation for next year. I ought to stay in touch with all my camp friends and send them my photos and videos when I get back!

Gabriel, Salem, Oregon

2 Read the blog post. Complete it with the phrases from the Useful language box. Useful language Making recommendations I recommend ...

You might want to ...

You can’t miss it

Remember to ...

You can also ...

It’s a good idea ...

3 Read the blog post again and answer the questions. Where is the vacation? Opal Creek, Oregon What animals might you see?

What is Gabriel’s favorite adventure activity?

What is the best thing about the vacation?

What is Gabriel going to do next?

4 Plan a blog post about visiting a place. Write notes to organize

What can you do there?

What do you plan to do next?

What do you recommend doing? Why?

Describe places and activities and give details. for Use present modals out ab necessity and talk

What place are you visiting?

Re me mb er to:

your post.

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1 2

the future. m Use expressions fro box. e ag gu lan l the Usefu r ma Check your gram and spelling.

5 Write your blog post. Use your notes from Exercise 4 to help you.

Workbook page 19

Unit 2

CULTURE Islands of the world 1 Match the countries (1–5) with the correct places on the map (A–E). A C

Ca B

Tonga

Sweden

Greenland

Java, Indonesia

Madagascar

Watch the video. Complete the facts with the places in the box.

Greenland

Java (x2)

Madagascar

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

Sweden 1

The largest island in the world is

The oldest island in the world is

, many people speak more than one language. .

is the island with the biggest population.

The country with the most islands is

Look at the brochure. What is it advertising?

Read the brochure. Complete the fact file.

What do you think the advantages and disadvantages of tourists visiting an island like Tonga are? Think about the environment, jobs, culture, and money. If there are lots of tourists, they can create garbage and pollution.

Tourism creates a lot of jobs for local people.

or buy things? Look at the brochure and complete the table.

adjectives

the reader

a question to

Location: 1 Ocean Pacific Capital: 2 Visas: get a 3 -day visa at the 4 (for most countries) Get to other islands: by 5 or airplane 6 Get around the islands: by bus, taxi, or Accommodations: luxury hotels or 7 cabins Beach activities: swimming, 8 , sailing, or surfing (swim with whales from July to 9 ) 10 Popular food: , seafood, and coconuts Good gifts: traditional 11

positive

Tonga travel fact file

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6 How do ads try to persuade people to do

a prediction

COLLABORATION PLUS

Which island in the world would you most like to visit? Why? I’d like to go to Ilha Grande because it looks amazing for diving.

Unit 2

Project 2: Research and write a travel article about the culture of an interesting island.

Visit Tonga! m

Do you want to leave your busy life for a while? Do you love beautiful beaches? Have you always wanted to swim with whales? Then you are going to love a visit to Tonga! The “Friendly Islands” (as Tonga is also known) is a group of over 170 islands in the Pacific Ocean. beach cabin with coconut trees

Visiting Tonga

You can fly direct to Tonga from Australia, New Zealand, Los Angeles, China, or Fiji. Tourists from most countries will get a visa for 31 days at the airport, but you must check before traveling.

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

On the islands

The capital of Tonga is Nuku’Alofa. It is on the island of Tongatapu, which is also where the international airport is. When they arrive, most visitors catch a ferry or airplane to one of the other islands in Tonga. There are some buses and taxis on the islands, but lots of visitors enjoy renting bicycles. There are many different types of accommodations on the islands, from luxury hotels to cabins on the beach. You will definitely find the perfect place to stay! You won’t be bored in Tonga! You are going to enjoy so many different activities! You can visit some of the most amazing beaches in the world to go swimming, diving, sailing, or surfing. From July to October, you can even swim with whales! To do this, you must book a tour guide.

Tongan life

Workbook pages 20–21

So, for an island adventure, come to Tonga!

dancers in traditional clothes

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Many Tongan people live in traditional villages and wear traditional clothes. Family life is very important to Tongan people, and so is the Tongan Royal Family. Tonga has always been independent and had a king or queen. Everyone must rest on Sunday – no working, studying, or exercising is allowed! Visitors to the islands always enjoy watching Tongan dancing. The dancers wear beautiful clothes and jewelry when they dance. You can find many places on the island to buy traditional handicrafts, which make fantastic gifts. And what about food? Well, if you love seafood, then Tonga is the place to be! Fresh fish, seafood, and of course, coconuts are all enjoyed on the island.

handicrafts

seafood

Practice Extra Units 1–2 Consolidation

Unit 2

eve learning Learn to set and achi

goals

Work in pairs. Read the sentences and mark (✓) your reasons for learning English. Then discuss and agree on two more reasons to learn English. to make friends around the world

to organize and enjoy travel abroad

to be part of an online gaming community

to read books and websites in English

to understand English movies and series

Listen again and complete Fernanda’s action plan. Write her answers to questions 1–4.

Listen to the conversation. Why does Fernanda want to learn English? Underline her reasons in Exercise 1.

Name:

Fernanda

Paolo

Your name:

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

Learning goals action plan

What do I want to do?

How much time do I have?

What am I going to do to achieve my goal? (list two or more ideas)

How often am I going to do each idea?

Learn enough English (for my family and me) to enjoy our vacation in Australia

4 Read what Paolo says about his learning goal.

We have a really important speaking exam at school in three weeks. I like English, and I want to get a good grade, but I’m not great at speaking – not like my older sister. She speaks English really well! Do you have any good advice?

Ask your sister if she can help you. You could have a five-minute conversation every day, for example. She can correct you, as well. I’m sure she’d be happy to help. @Ana.Silva

Unit 1

Right! And practicing two or three times a week ...

Why don’t you record yourself speaking on your phone? You can listen to yourself and decide what you need to improve. Do that two or three times a week and you’ll get much better. @Beatriz99

Beatriz’s suggestion will let Paolo ...

You should stay up and study all the vocabulary and grammar in the book the night before. That’s what I do! You can sleep the next night. @CarlosJ

Read the replies to Paolo’s post. In pairs, discuss which two suggestions are useful and why. Then complete questions 3–4 of his action plan in Exercise 3.

Paolo Cruz

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Complete questions 1–2 of his action plan in Exercise 3.

Think about one of your own learning goals and complete the action plan for you. Then share it with your partner. Can you think of any other ways your partner can achieve their goal?

SELF-ASSESSMENT 1 Work in pairs. Choose a role and write notes.

4 Choose a destination and write a blog post

about visiting that place (70–80 words). Use words and phrases from the boxes to help you. arrive

board

check in

journey

land

passport

tourist

take off

baggage

immigration

visa

ferry

remember to …

don’t need to

you can also …

I recommend …

Student A

destination

It’s a good idea …

ought to

You’re staying with an Australian family near Bondi beach in Sydney. You are doing a one-year exchange at a high school. You have been there for two months. Write notes about these things:

• new friends at school • how it is different to your school at home • sports you’ve tried at the beach • other things that have been new to you

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

Mexico

Student B

Your friend is living with an Australian family in Sydney while doing a one-year exchange at a school there. You’re going to call to find out about the experience. Write questions in the present perfect about these things:

• make new friends • the experience of studying at a school abroad • sports at the beach • other things you’d like to know

Role play a video call with your partner. Use the notes and questions from Exercise 1. Then change roles and repeat. Hi! How’s life in Sydney?

I’ve been really busy but it’s amazing.

How are your blog posts similar?

How are they different?

What was interesting about your partner’s destination?

6 How do you feel when you talk about travel? I feel confident about doing this / I need to practice more / I’m getting better at this because

Interview a family member to know more about how school was when they were younger. Then write text messages to your friends in English to tell them how things have changed.

•

Write a blog post about your city. Include pictures, things you can do there, recommendations, and maps.

•

Think about a country you want to visit. Go online to check the things you need to think about before traveling there. Then make a list.

•

Great!

leisure:

7 Choose one of these ways to improve your English. Try it out!

education:

not very confident

Circle a phrase. Then complete the sentence.

How do you feel about talking about education and leisure? Mark (✓) the line. Then compare your answer with a partner and say why.

not very confident

Share your blog post with a partner. Then answer the questions.

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Really? Have you ... ?

France

the UK

Great!

Units 1–2

Fun and games Unit aims

• Talking about arts and sports

• Talking about fun activities

• Using the simple present passive and simple past passive

• Writing a review about an event

• Using adverbs to describe and compare actions

• Planning a school cultural festival

• Understanding an article and short radio interviews

• Learning about street art

Look at the picture and answer.

What type of event do you think this is? What activities can people do at these events?

What similar events are there in your country? What can you do there?

1 2

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

Unit 3

Watch the video and answer. 1

Which activities did you see?

How are events like these important for communities?

What possible difficulties can you think of with organizing the events you see in the video.

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VOCABULARY 1

Look and complete the words. Then listen and check. act

art

audience

composition

designer

director

movie star ✓ orchestra

performance

play

Ca mo v i e s t a r

ge U

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

Complete the sentences with the words from Exercise 1. Then listen and check. 1

This piece of music is the most difficult

We went to see a

Chris Hemsworth is a famous Hollywood

The

He starts to

The

There were thirty musicians in the

There will be a

I like painting, so I’m going to take

The

composition

I’ve ever played!

at the theater.

made colorful costumes for the actors.

as soon as you turn on the camera.

was making so much noise that I could hardly hear the band! .

by traditional dancers at the festival.

classes on the weekend.

told the actors where to stand.

3 Complete the table with the words from Exercise 1. Some words can go in more than one place. Festival

Movie Studio

Theater

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audience

m Play a game with a partner. Talk about what you see in the pictures. Each word from Exercise 1 you use is worth one point.

theater | theatre The actors are in a play. Yes, and the audience is wearing costumes, too.

Finished? page 127, exercise 1

Workbook page 22

Practice Extra Unit 3 Vocabulary 1

Unit 3

READING 1 Look at the pictures in the article and circle the type of festival. traditional dance

arts and music

Artscape

sports and games

By Leonor Campus

The biggest free arts festival in the United States is held in Baltimore, Maryland. More than 350,000 people enjoy it each year. People usually go with friends or family, but even schools take their students to enjoy the many available activities. Artscape was created in 1982 to celebrate the arts, and it happens every year. The main events include theater performances, an artist market, live concerts, a film festival, and art exhibitions. Visitors can also try local food at the culinary arts areas, including the famous Maryland blue crab.

There is so much to see at Artscape. My favorite is Teenscape, where you can see plays and performances by local youth theater groups. Last year at the festival, I saw a play about a teenager who finds a tiny supercomputer. This computer promises to bring the boy everything he wants in life. The actors were amazing! I think one or two of them might become movie stars. All of the music was played by teenagers in the youth orchestra, and some compositions were really fun. I don’t usually like plays with songs, but I loved it!

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

Another popular event is the film festival. You can watch short movies. Most of them are made by local directors, but some are international. The variety of movies might be comedy, drama, or cartoons. Directors, set designers, and actors give talks after their movie is shown. It was cool to hear about how they got their ideas. Now I want to become a film director myself! If you don’t like movies or theater, you can walk around the artist market, see the art and sculptures, or move between the three music stages. Some famous bands are invited to play on the stages each year, but you might prefer the street musicians. There’s hip-hop, rock, jazz, electronic, soul, reggae, and more. Everybody in the audience smiles and dances. It’s impossible not to join the party. Here, I really felt the fun and friendly atmosphere of the festival. I talked to lots of interesting people from many parts of the world. We all agreed to come back next year! Make sure you visit Baltimore when the festival is in town, and remember that it’s all completely free!

4 Read the article again. Match the

“This is really tasty!”

“It was an awesome performance by the young actors.”

When you’re not sure what a word or sentence means, you can ask a partner. It’s easier to figure things out together.

“The director will answer your questions later.”

“How much is this painting?”

“The band is playing on the main stage.”

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

film festival

artist market

culinary arts

music concert

Teenscape

Teenscape is the festival’s most popular area.

There are different types of short films at the film festival.

Famous bands play on the street.

Unit 3

Work in pairs.Would you like to visit this festival? Which events would you see? Why?

Maryland blue crab is a type of art.

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quotes 1–5 with the correct parts of the festival A–E.

Work in groups. Look at the blue words in the article. What do they mean? Ask your partner.

LANGUAGE TOOLKIT Simple present passive and simple past passive 1 Complete the quiz questions with the correct form of the verbs in parentheses. Glastonbury Festival is one of the world’s biggest music festivals. What do you know about it?

is held

The first festival in 1970

A June.

A 1,500

(hold) on a farm in Somerset, England every …

B July.

C August.

B 15,000

C 150,000 (cancel) for the first time in 2020 because of …

A rain.

(attend) by … people.

B money problems.

C COVID-19.

Circle the correct answers to the quiz in Exercise 1. Then listen and check.

3 Read the sentences in Exercise 1. Circle to complete the Language tools.

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

LANGUAGE TOOLS

COMMON ERROR

We form the simple present passive with the 1

✗ Some famous bands invited to play on the stages each year.

present / past form of to be + past participle.

We form the simple past passive with the 2

present / past form of to be + past participle.

✓ Some famous bands

We use this form when we are interested in the

are invited to play on the stages each year.

person or thing 3 doing / affected by the action.

Grammar reference page 137

4 Rewrite the sentences in the simple present passive or simple past passive. 1

They sell local food in the culinary arts area.

She gave a talk after the movie.

He found a tiny supercomputer.

They play concerts on the street.

Teenagers sell fresh, healthy food.

They made the movies in different styles.

Local food is sold in the culinary arts area.

5 Read the text. Write sentences to answer the questions.

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Where is Glastonbury held?

It is held on Worthy Farm in Somerset.

Who was it created by?

Why was it created?

How many people is it attended by?

How many artists are invited?

Organizers hold Glastonbury Festival on Worthy Farm in Somerset every June. It is a major cultural event in the UK. Michael Eavis held the first festival in 1970. He created it because he got the idea from a festival he attended. An audience of over 200,000 people attend each year, and the organizers invite hundreds of artists. It is one of the biggest festivals in the world.

When was the first festival held?

Work with a partner. Ask and answer questions from Exercise 5.

Workbook page 23

Practice Extra Unit 3 Language toolkit 1, Listening

Unit 3

LISTENING AND VOCABULARY 1

Look and circle the correct answers. Then listen and check.

Listen to three conversations. Write the names of the people. 1

Ca champion / goalkeeper goalkeeper / tennis player

id U

coach / cyclist

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

track / competitor

Listen again and circle the correct answers.

Co competitor / coach

goalkeeper / champion

player / competitor

contest / track

2 Match the words from Exercise 1 with the correct definition. 1

: someone who teaches people to improve at a sport

South America

Africa

Why does Carlos think he is a good tennis player? A He has fun. B

He competes every week.

He is a strong competitor.

What was the score in Clara’s final? A 1–0 B

2–0

2–1

In Clara’s opinion, what helped her team the most? A the sports facilities B

training three times a week

teamwork

How does Daniel compare to his team? A He is the fastest. B

He is the youngest.

He is the fittest.

: someone who plays tennis

his teammates

: a competition

his coach and teammates

: a place where running races happen

: someone who has won a competition

: someone who rides a bicycle

Unit 3

Finished? page 127, exercise 2

Who is the most help for Daniel? A his coach

Work with a partner. Decide on three characteristics that are necessary to be a champion. I think it’s important to practice every day to improve your performance.

Workbook page 24

Yes, and it’s also important to ...

Practice Extra Unit 3 Vocabulary 2

: a person or team that competes against others

: the player who stands in a goal to stop the other team from scoring

ss se

goalkeeper

Where did Carlos win a tennis championship? A Europe

LANGUAGE TOOLKIT Comparative and superlative adverbs 1 Read the message from Coach Wilson and circle the adverbs.

4 Put the words in the correct order to make sentences. 1

Well done! You moved faster and hit your shots the best. You’re almost the fastest on the team. But I think you can play better than that and win more easily next time. You played most confidently when you relaxed. See you on Tuesday!

cycled / than / He / more / last week. / slowly / he did

soccer / Can / play / quietly? / more / you

practices / harder / brother does. / Joe / his / than

ran / They / ran / Adriana / but / the fastest. / well

yesterday. / today / playing / You’re / you did / worse / than

He cycled more slowly than he did last week.

2 Read Carlo’s reply. Circle the correct

answers.

Hi Coach! Yes, I felt 1better / the best today than I did last weekend. I was running more 2quickly / quicker and felt 3less / the least nervous. I’m tired now. My ankles hurt badly, but my knees hurt 4 worse / worst than my ankles!

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

3 Complete the Language tools with the less

two

words in the box.

most

more ✓ -est

5 Complete the sentences with the correct

best

worse

form of the words in the box.

-er

fast ✓ good

LANGUAGE TOOLS

more to form the comparative

comparative and

to form the

I ran than I did last week and didn’t win the race.

We played competition. We lost 5–0.

game of the

They won practiced every day.

when they

She jumped on her first try.

He plays always wins.

form the superlative.

Some adverbs have irregular forms: well – better – 5

– worst;

– least.

little – 7

We use comparative adverbs to compare 8

actions

more than two actions.

Work in pairs. Take turns saying sentences about the pictures. Use the comparative and superlative forms of the words in the box. easy

far fast

hard

slow

well

Grammar reference page 137

of all of us. He

and superlative adverbs to compare

than she did

ss se

badly – 6

;

slow

For short adverbs not ending in -ly, we add 3

easy high

She finished than the other faster runners on the track and won the race.

to form the

superlative.

bad

For adverbs ending -ly, we use 1 and 2

the / team. / on the / He / best / played

COMMON ERROR ✗ He ran farthest than he did last week.

✓ He ran farther than he did last week. The boy in the first picture is cycling the fastest.

Finished? page 127, exercise 3

Workbook pages 25–26

The girl is cycling more slowly than the boy.

Practice Extra Unit 3 Language toolkit 2

SPEAKING Acknowledging others 1

Look at the poster. What other activities do you think they have at this festival?

5 Complete the Useful language with the words in the box.

Summer in the park!

Hmm.

Huh, I get you.

The best family festival of the year

Useful language

Expressing understanding

Gotcha. I see.

Kids’ camp Lake swimming Cooking lessons

Listen to the conversation. Number the activities in Exercise 1 in the order you hear them.

Listen again. Match the people 1–4 with the activities they want to do A–D. Ana

Lucas

Grandma

go lake swimming

see a band on stage

play sports

D go to a theater

performance

Asking others for their opinion

Expressing uncertainty

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

… and much more!

Dad

Role play with a partner. Look at the events. Decide which would be the most and least fun to attend.

a music festival

Circle the correct answers. Then listen again and check. I see / Hmm. Yeah, sounds cool.

I hear you! / How about you? They sound better live than at home.

“Can you give me a better idea?”

“OK. / Gotcha!”

a sports event

A “There’s also a comedy tent.”

How about you / Huh, I get you, Grandma? Are you coming?

“It’s called wild swimming.”

“I hear you. / I see.”

“I see. / Huh, I get you.”

Do you want to see a play at the theater? I think it’ll be fun. Hmm. I’m not sure. I’d prefer to go to a sports event. I hear you!

Unit 3

Pronunciation page 122

Practice Extra Unit 3 Speaking

a theater performance

Oh, hmm / gotcha! Yeah, sounds cool.

ss se

I hear you!

Agreeing

Three music stages Theater arena Comedy tent

How about you?

WRITING A review of a sports or cultural event 1

Look at the pictures in the review. What type of event is it? What can you do there?

3 Look at the Useful language. Write C

(comparing or evaluating) or I (introducing a personal view).

Useful language

June Festival, Campina Grande

Festa Junina, or the June Festival, is a very old festival in Brazil. It was brought to Brazil by the Portuguese hundreds of years ago. It is celebrated all over Brazil, but one of the best festivals is in Campina Grande. In my 1 thought / experience, this year’s celebrations were even 2 better / best than Carnival!

I thought ...

… was disappointing

In my experience …

The best ... was …

In my opinion ...

The highlight was …

… was better than

4 Read the review in Exercise 1 again. Circle the correct answers.

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

Events were held in schools, churches, houses, public squares, parks, and streets. There were parades, and there were music and dance performances. There was also a lot of traditional food because the festival celebrates the farmers collecting food. People dress in clothes that are popular with farmers. I 3 opinion / thought it was really fun.

I loved the traditional food, and I wanted to try everything! The 4 best / better thing was the bolo de fubá, which is a type of cornmeal cake. It was delicious! I also recommend the hot, sweet, spicy drinks that help you get warm at night. Unfortunately, the coconut desserts were 5 highlight / disappointing, but I don’t really like coconut! So maybe other people enjoyed them.

•

What, where, and when is the event?

•

What activities can you do there?

•

What did you do, and how did you feel?

•

Do you recommend the event? Why?

6 Read the phrases to express

opinion. Circle the words you will use in your review. 1

What I loved / disliked / enjoyed most about it was …

The part / aspect of the event that surprised / interested me the most was …

By far, the best / worst / most exciting part of the event was …

We can use various phrases to emphasize our opinions.

7 Write your review. Use your notes from Read the review and answer the questions.

What activities are there at the June Festival?

What was one thing the author didn’t enjoy?

What was the author’s favorite activity?

Re me mb er to:

age to give Use the Useful langu your opinion. is and describe Say what the event s. the different activitie and ve Try to use the passi comparative and superlative adverbs.

Workbook page 27

Unit 3

Is the review positive or negative?

Exercises 5 and 6 to help you.

Write notes.

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The 6 highlight / opinion of the festival for me was the music and dancing. They played traditional folk music. I liked it a lot! Everyone danced in a circle. The musicians on stage played more and more quickly, and the dancers danced faster and faster. I had an awesome time! In my 7 opinion / thought, the June Festival is a great time for family and friends to have fun.

5 Plan a review about an event you attended.

CLIL

Art

Street art 1

Watch the video. Mark (✓) the ideas mentioned in the video. popular types of street art

how graffiti and street art are different

why some people don’t like street art

how many street artists there are in the world

the materials street artists use

how to make a stencil

Look at the questions in the interview. Who do you think is being interviewed?

Read the interview and check your answer to Exercise 2.

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

4 Read the interview again. Complete the sentences with the words in the box.

murals

art

paper cutouts

Street art

stencil

street art ✓ place

cardboard | card

tagging

is a type of art that you can find in many cities.

Street artists carefully choose the

Many people say tagging is not a form of

People who do

Some street artists paint really big

Art that uses

With a

they want to put their art on. .

don’t usually ask if it’s OK to put it there.

on the sides of buildings.

won’t last for a long time.

it is easy to make the same picture over and over.

5 Read the interview again. Write T (true), F (false), or DS (doesn’t say). Laura is a street artist.

Laura gives tours around the world.

Street artists are careful about where they put their art.

Laura says that one reason street art is interesting is because it doesn’t cost money to see.

Laura’s favorite kind of street art is stencil art.

In the past, there was street art in Laura’s city.

People say tagging is not street art.

Work in pairs. Discuss the questions. When is painting not art?

Think of a place in your city or school that would be a good place to put some street art. Share your idea. Near my house there’s a wall with a big painting of a butterfly. It’s beautiful. I like stencil art. There’s some on a wall near our school.

Unit 3

COLLABORATION PLUS

Project 3: Deliver a presentation about an arts or sports event.

What street art have you seen in your city? Do you like it? Why?

1 2

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Street art:

The of a city Ca

Street art is popular all over the world. Laura is a tour guide and gives tours of her city’s street art. “For me, street art is the heart of a city,” Laura says. She thinks everyone should take a street art tour to learn about it and appreciate it. “It’s a great way to understand a new place. Moreover, it’s a fantastic way to get a fresh view of a city.”

We asked Laura a few questions about street art.

Why do you like street art?

It’s art and it’s free! So it brings art to people and their area at no extra cost. The place becomes more beautiful, interesting, and creative. Sometimes it makes you laugh, and sometimes it makes you think. And the artists consider all possibilities and perspectives regarding the place where they put their art, for example, including doors and windows.

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

mural

What kinds of street art are in your city?

There are a lot of murals. These are large wall paintings that are often colorful.

Forty years ago, you couldn’t make street art in my city. Nowadays, people know it’s an invaluable way to show our people and culture. Street artists must ask the city before they put their art somewhere. For example, there’s tagging in some parts of the city. Most people don’t think that’s art because it’s not beautiful or interesting and it’s usually done without asking.

I love street art that uses paper cutouts. This is where the artist takes paper and cuts it into different forms. After that, the paper is put on a wall. However, it doesn’t stay there long because it can get wet from the rain or fall off. That’s the main reason I like it, though. The artist is making something for a small moment in time.

How do people feel about the street art in your city?

ss se

There’s also stencil art. The artists cut out a picture or words from paper, cardboard, or plastic. These are called stencils. Then they use the stencils and paint to easily repeat the picture many times. Sometimes they put the same picture in different places or use different colors.

stencil art

tagging

Painting with a stencil

Next time you walk around your city, take Laura’s advice. Pay attention to the street art you see.

Unit 3

A changing world

Unit aims • Using conjunctions to contrast information

• Asking for missing information and clarification

• Using used to and didn’t use to to talk about things in the past that are not true now

• Learning about building an adobe home

• Talking about the environment and clothes

• Using recycled materials to build animal shelters

• Understanding an essay about climate change and a podcast about fashion and the environment

• Writing an essay about helping the environment

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. 1

What can you see in the picture?

What is the problem? What are the causes?

What can you do to help solve this problem?

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Unit 4

Watch the video and answer. 1

How is climate change affecting California?

What is climate?

Why is the climate changing faster now?

VOCABULARY 1

Put the letters in the correct order to make words. Then listen and check. 1

efir

flood

Ca odolf

tnepal

sscpeie

evwas

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

rthaE

fifcI

eflwdili

llotonipu

erhso

2 Write two words from Exercise 1 for each idea. shore

land beside the sea or ocean

another word for world

large amounts of water

animals and plants

can cause smoke

Complete the news articles with the words from Exercise 1. Then listen and check.

Home World

Life & Arts Nature

Stormy weather!

Articles

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The climate is changing across the 1 planet . Last weekend’s heavy storm caused many problems. Beaches were closed because of dangerous 3 and strong winds at the all along the 2 4 . Heavy rain also caused a 5 in the town. It was the fourth storm top of the this fall.

Animals in danger!

are in danger because of forest 7 . Mice, insects, and plants are . They have lost over 80 percent of their forest. The smoke from fires is also . There have been similar problems in other countries. Scientists are worried about

Over 100 6 some of this 8 causing 9

Work in pairs. Talk about the events in the news articles in Exercise 3. When and where do similar things happen? There are storms in our country. There are big waves and floods. Yes, and sometimes there are forest fires in the summer.

Finished? page 128, exercise 1

Workbook page 28

Practice Extra Unit 4 Vocabulary 1

Unit 4

READING 1 Look at the text and read the title. What type of text is this? Circle the reason the author wrote it. to entertain

to give an opinion

to tell a story

Read the essay and check your answer to Exercise 1.

Is it too late to stop the effects of climate change?

fires in the Amazon have made What can we do to stop the effects of climate change? things worse. How can we help? Higher temperatures are bringing many changes to our We need to have better public planet. These include extreme weather, rising sea levels, transportation, save water, and forest fires, and melting glaciers. Earth’s temperature use cleaner energy. These are will rise another 1.5 degrees Celsius over the next few three ways to reduce the effects. decades, so this will affect us all. Despite the danger, I think that human activities continue to make things worse. Climate change is also affecting Here are three problems and some possible solutions. hurricanes in the Atlantic. Although

the area has always had storms, Recife is a city in northeastern Brazil. It is very popular in recent years, the storms have with tourists, even though it is in danger from rising seas. C Melting glaciers and warmer ocean temperatures will lead become wetter, stronger, and more dangerous. Once again, to regular floods there. Beaches are natural defenses, pollution from fossil fuels is the but the problem in Recife is that they are very small. Tall buildings next to the beaches also stop waves from moving cause. Ocean temperatures have increased by one degree Celsius, the sand to create new beaches. What can we do? In my which means more rain and opinion, we can build more defenses. We can add sand and large stones to the beaches, while we can also move stronger winds. We can prepare for these storms by building sea walls to protect our people to apartments farther from the shore. homes. However, I don’t think we can stop the storms. There is another problem with glaciers in the Andes.

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

They have lost more than 30 percent of their area since the 1980s. This means there is less water for human populations and other species. The main reason for this problem is air pollution. Humans cause this. In spite of scientists’ warnings, we continue to use cars, build factories, and burn waste. I’m pretty sure that forest

I believe the best way to fight climate change is to reduce activities that cause pollution. Ordinary people can make simple changes to their daily lives, whereas governments can work to make bigger changes. This might not stop climate change, but it will slow it down. I think this will help communities prepare for more challenges in the future.

3 Read the essay again. Number the pictures in the order they are mentioned. 4 Read the essay again. Mark (✓) the author’s opinions. Humans are the main cause of climate change.

1 2

It isn’t possible to defend against sea-level rise.

Forest fires in the Amazon are one cause of air pollution.

✓

We can’t stop hurricanes.

There is nothing we can do about climate change.

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defense | defence apartment | flat

Unit 4

It might be a problem for people who ... .

Sea-level rise

Melting glaciers

Hurricanes

Work in pairs.What environmental problems are there in your country? What are the causes and effects?

Problem: Too many people are throwing supermarket food away as soon as it reaches the “best before” date, even though it is usually still OK to eat. Solution: Supermarkets stop putting “best before” dates on all food.

It’s important to consider solutions to problems carefully. They could cause new problems of their own.

Read the essay in Exercise 1 again. Write down the causes, effects, and possibles solutions for items 1–3. Then talk about any possible disadvantages for the solutions.

Work in pairs. Read the problem and its possible solution. Think of possible disadvantages to the solution.

LANGUAGE TOOLKIT Conjunctions of contrast 1 Read the text. Match 1–4 with A–D to show contrasting ideas.

Even though there are many ways people help protect the environment, there are more things people can do. Too many people drive a car despite having public transportation options. While we often use public transportation to go to school or work, we still use cars for shopping or visiting family. Also, many people choose not to walk or bike in spite of these trips being short. People help protect the environment,

in spite of it being cheap and easy.

Many people drive a car

but they can do more.

We use public transportation for work,

when there are public transportation options.

We don’t walk or cycle

but we use cars for shopping.

2 Read the text in Exercise 1 again. Circle the words that express contrast.

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

3 Circle to complete the Language tools. LANGUAGE TOOLS

We use the conjunctions even though,

although, in spite of, despite, while, and whereas to 1 contrast / add ideas.

COMMON ERROR

✗ Too many of us drive a car despite of having public transportation options.

✓ Too many of us drive a car despite having public transportation options.

If the conjunction and contrast are at

the start of the sentence, we 2 use / don’t

✗ Even thought there are many ways to help the environment, …

use a comma to separate the two ideas.

✓ Even though there are many ways to help the environment, …

Note: In sentences with the

always use a comma to separate the

✗ People choose not to walk spite of these trips being short.

two ideas.

✓ People choose not to walk in spite of

conjunctions whereas and while, we

these trips being short.

Grammar reference page 138

4 Look at the pictures and write sentences with the words in parentheses.

(water / mountains / be / clean / while / water / city / be / dirty)

(She / ride / bike / even though / be / no cars)

The water in the mountains is clean, while the water in the city is dirty.

(There / be / tourists / in spite of / cold weather)

(Despite / flood / man / stay / home)

(river / be / low / whereas / ocean / be / high)

(Although / there / be / storm / man / go / beach)

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Tell a partner three contrasting ideas about the environment where you live. There are lots of cars on the street even though there are lots of places to bike.

Finished? page 128, exercise 2

Despite the factory next to it, the river is clean.

Workbook page 29

Practice Extra Unit 4 Language toolkit 1, Listening Unit 4

LISTENING AND VOCABULARY 1

Listen and number the pictures in the order you hear them. A

isten to the podcast. Discuss the L questions in Exercise 3 again.

Listen to the podcast again. Complete the infographic with the numbers in the box.

id U

Always try

I like clean clothes on Monday, so I do

My sister likes wearing old-

In the winter, I wear thick

Yellow and blue go

These jeans don’t

This jacket is worn

He wears cotton

wear out after

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

wool sweaters.

fit. They are too big.

together. They match!

out. It has holes in the elbows.

T-shirts in the summer.

on clothes before you buy them.

the laundry on weekends.

clothes

With a partner, look at the topic and answer the questions.

percent of carbon emissions are from fashion companies. items when our We buy . grandparents only bought 6

Listen again. Complete the notes. Use two or three words.

Problem

Solution

Fashion factories pollute the water.

Fresh water is used to produce cotton. Microplastics get into the water when we wash clothes. Clothing wears out quickly. Fashion companies create air pollution.

Buy clothes from countries that

follow environmental rules .

Buy clothes made from

Only wash clothes when you

reduces waste. Buy from companies that use

Work in pairs. How can you change your fashion habits to help the environment?

Workbook page 30

fiber | fibre

wool | woollen

Finished? page 128, exercise 3

ten

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Identifying what you already know about a topic, how you learned it, and what else you want to know can help you plan how to learn more.

years. 5

Unit 4

polyester

fashioned clothes from the ’60s.

Topic: The connection between the fashion industry and climate change 1 What do I know about this topic? 2 How did I learn this? (from the news, in class, online, etc.) 3 What else do I want to know about this topic? 4 How could I find more about it? (by watching a documentary, reading books, etc.)

The fashion industry is responsible for 1 20 percent of water pollution. 2 million people don’t have enough drinking water. 3 percent of clothes . Today, contain

Listen again. Then match 1–8 to A–H to make sentences.

20 ✓ 3

br 2

10 750

We can ...

Practice Extra Unit 4 Vocabulary 2

LANGUAGE TOOLKIT 7:52 P.M.

used to / didn’t use to 1

TIAGO

Read the messages. Mark (✓) what Tiago does now. buys new clothes every month

throws away old clothes

exchanges clothes with friends

tiago

I’ve changed my fashion habits! I used to buy new clothes every month. And I threw out a lot of clothes. tiago

saves money

wears clothes made of recycled material

m 4

He used to clothes.

Tiago didn’t use to

old

Cool! I buy clothes made from recycled materials. There didn’t use to be any.

old

clothes with friends. 4

There didn’t use to be clothes made from

4 Read each pair of sentences. Then write

one sentence with used to or didn’t use to.

materials.

There was a glacier here 50 years ago. Now there isn’t.

There weren’t floods in the past. There are now.

We wore old-fashioned clothes. We don’t now.

I did the laundry every day. Now I save water.

There weren’t hurricanes every year. There are now.

3 Read the sentences in Exercise 2. Complete

There used to be a glacier here.

the Language tools with the words in the box. not true now

question

repeated actions

LANGUAGE TOOLS

We use used to and didn’t use to to refer to things in the past that are .

Used to can refer to past situations or .

past 2 The 3

cruz

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

Why?

Because the fashion industry is bad for the environment. I used to throw away my clothes after wearing them three or four times! Now I have fun exchanging clothes with friends. It saves money.

every

month.

buy new clothes

cruz

tiago

Complete the sentences. Tiago used to

Why did you use to do that?

I used to like changing my clothes a lot. Not anymore!

2 Read the messages in Exercise 1 again. 1

cruz

form is

Grammar reference page 138

5 Write three things you didn’t use to do to help the environment but do now. 1 3

Work in pairs. Ask and answer questions to find out what you didn't use to do.

weekend. You should come with us sometime.

✓ We usually go to the park on the

COMMON ERROR ✗ We used to go to the park on the weekend. You should come with us sometime.

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Did … use to … ?

Did you use to walk to school? No, I didn’t use to do that!

Finished? page 128, exercise 4

Workbook pages 31–32

Practice Extra Unit 4 Language toolkit 2

SPEAKING Asking for missing information and clarification 1

Look at the pictures and captions. What environmental problems are they related to? 1

Ca build houses on water

shutters

recycling clothes

Listen to the conversation. Which idea from Exercise 1 are the students talking about?

Listen again. Match the questions 1–6 with the answers A–E.

Is it right that hurricanes are getting stronger?

Um, no.

Wait, so are we in more danger from hurricanes?

Not necessarily, if we are prepared.

But you said that climate change will make the effect worse, right?

Yes, that’s what Mr. Dawson said.

Well, towns can build flood protection.

What else?

It can be, …

Is that like a wall or something?

Do you have any other questions about the class?

Yes, but remember what Mr. Dawson said.

1 2

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

4 Read the Useful Language. Write the phrases in the correct column. Useful language Is it … ? Is that like a … ? Wait, so … ? What else?

Asking for missing information

Clarifying information

You said that … , right?

Do you have any other questions about … ?

Student B: Clarify details and ask questions about missing information.

•

Student A: Answer Student B’s questions. You said 20 percent of the world’s water is used by the fashion industry, correct? Yes, and it takes ...

Unit 4

Pronunciation page 122

Practice Extra Unit 4 Speaking

•

Student A: Rephrase the information on your card in your own words. Do not talk about the additional details.

•

Student B Fifty percent of the Netherlands is below sea level. Climate change is leading to sea-level rise and increased floods. The Netherlands is trying different ways to live with climate change. Here are two solutions: (1) Have 20-meter tall gates to hold back water, called storm gates (2) Collect water from floods to make nature reserves. More details: More details: The ocean has risen 20 centimeters It takes 2,500 liters of water to since 1900. make a cotton shirt. Third solution: Third solution: (3) Build houses on water. (3) Recycle materials like cotton. Student A Twenty percent of the world’s water is used by the fashion industry. Eighty-five percent of clothes are thrown away every year. Factories in Bangladesh are moving toward eco-fashion. Two solutions: (1) Collect and reuse old clothes. (2) Use environmentally friendly chemicals.

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Work in pairs. Read the cards and the instructions. Role play a conversation. Then change roles and repeat.

WRITING An essay about helping the environment 1

Look at the pictures and read the essay. What does the writer do to help the environment?

3 Find and underline the Useful language in

the essay. Then find three more phrases for giving reasons or introducing results and add them to the list.

Useful language Giving reasons and

introducing results

due to ... what’s more ...

another reason …

4 Plan an essay about what you do to help

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

1 2

the environment. Write notes.

Is it important to take care of the environment? A Our world is changing fast. There are more floods, hurricanes, and heatwaves all over the planet. The main reason is climate change. Fortunately, we can all do something about it.

B When I was younger, I didn’t use to worry about the environment. Then I learned that one of the causes of climate change is air pollution. This pollution is due to human activity. It comes from factories, cars, and houses. That’s why we started a recycling program at school. We collect and recycle paper, plastic, glass, and old clothes. What’s more, my family and I volunteer to pick up garbage in a park once a week.

1 C Another thing I do is save water. Last year,

there was no rain for three months in the summer. As a result, everywhere was completely dry, even though there had been hurricanes the winter before! Dad and I built a system to collect the rain. We used to waste a lot of water, but now we have enough to water all our plants.

gives a second reason why the writer decided to help and an example of what they did

talks about why it is necessary to help the environment

gives a first reason why the writer decided to help and an example of what they did

restates the writer’s opinion and summarizes their argument

How do these actions help?

5 Write your essay. Use your notes from exercise 4 to help you.

Re me mb er to:

age to give Use the Useful langu e results. reasons and introduc into clear Organize your essay roduction, int paragraphs with an of your opinion. ary reasons, and summ used to or didn’t Talk about what you you do now. use to do and what r and spelling. Check your gramma

Workbook page 33

Unit 4

What can/do you do now?

paragraphs A–D in Exercise 1.

What did people use to do to cause the problem?

2 Read the essay again and match 1–4 with

What environmental problems are there where you live?

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D What can you do to help the environment? I believe that we can all do a little bit to make a big difference. It is important to take care of Earth and to make it a safe place to live. Another reason is to protect it for the future. I think our children will thank us.

Why is it important to help the environment?

CULTURE Green traditions 1

Watch the video. Match the pictures to how they help the environment. A

Ca helps wildlife

food doesn’t need to travel so far

makes less garbage

creates less pollution

don’t need to buy so many new things

2 Read the article quickly. How is this traditional way of building good for the environment?

Read the article. Match the blue words in the article with the correct picture.

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

Co roof 4

4 Read the article again. Write T (true) or F (false). Adobe means “mud” in Spanish.

There are adobe houses in many parts of the world.

You can only build large adobe buildings.

You can build adobe buildings in many different climates.

Adobe buildings are hot in the summer.

Adobe buildings are easy to make.

You only need mud to make an adobe building.

Do you have houses like this in your country? How are they similar / different? What are most houses built from in your country? Why do you think that is? Most houses in our country are made of wood. I think that is because we have lots of forests here. Our climate is very wet, so adobe houses wouldn’t be good here.

Unit 4

COLLABORATION PLUS

Project 4: Research an environmental issue at your school and write a report suggesting solutions.

Adobe is a very old way of building houses.

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HOME

PHOTOS

VIDEOS ARCHITECTURE & DESIGN

BUILD AN ADOBE HOME Why is adobe good for the planet? Well, it uses natural materials that are taken from the local land. Also, even though the buildings are warm in the winter, they are also cool in the summer. This saves energy on making the building both hotter and cooler. Adobe buildings can also last a very long time, and almost anyone can make them.

Adobe buildings have been around for thousands of years. They were one of the earliest types of buildings to be made. The word adobe is Spanish, but it is believed to come from the Arabic word al-tub, which means “brick.” So, what is adobe, why is it still so popular, and how can you make your own adobe building?

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

Adobe describes houses or buildings made from mud bricks. People used to build adobe buildings on many continents, from North Africa to the Southwest in the U.S. The city of Chan Chan in north Peru was made from adobe in the 15th century. The largest adobe building in the world today is the Great Mosque in Mali. However, now most adobe buildings are normal homes. They are built in many parts of the world. The most important thing for building adobe houses is that the climate is dry and warm. It is a popular way of building because it is cheap and also good for the environment!

To make an adobe house, you need to start by building strong foundations. Stones are often used for this. Then you need to mix mud with some straw. The straw stops the bricks from getting smaller when they dry. This mud is then made into bricks, which are left in the sun to dry. The drying takes around four weeks. After this, more mud is used to put the bricks together to create the building. You must remember to leave space for the windows and doors! For the roof, you can use more mud bricks, wood, or straw.

ss se Although it is important to look to the future for ways to help our world, it is also good to look at what people used to do in the past. Building with mud bricks shows that sometimes traditional buildings can be the best.

Workbook pages 34–35

Practice Extra Units 3–4 Consolidation

Unit 4

Guessing the meaning

of new words

Mark (✓) the sentence A–F that is true for you. Explain your choice to a partner. When I read or hear a word I don’t know, I usually … guess the meaning.

stop reading or listening.

ask the teacher what it means.

panic.

look up the word in a dictionary.

ignore it.

br 2

Work in pairs. Read the post and the questions in the box. Then discuss questions 1 and 2 for the word rub in Joe’s reply.

Hey, everyone! I’m doing a project about fashion for school called “What’s your style?” I’d love to hear about yours.

Joe

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

Personally, I love sneakers, but I have big feet, so it can be difficult to find my size. It takes me a long time to find shoes that fit perfectly and don’t rub my feet. I really hate tight clothes. I only wear baggy jeans because they’re much more comfortable. I have a lot of baggy T-shirts as well. Some have long sleeves, some have short sleeves, but they’re all a little bit big on me. Also, I really dislike T-shirts with logos – I don’t want the name of the company or their little pictures on my clothes, and I’m not a walking advertisement! In fact, I prefer plain T-shirts to ones with a pattern – I don’t even like stripes. Anyway, that’s my style! Nikki

My sister says my style is “a bit too much” because I’m always wearing lots of different accessories, especially jewelry. My favorite pieces of jewelry are some gold earrings I bought last year. I love how pretty they look in the light – so sparkly! I also wear a watch, and in the winter I never go out without a hat, a pair of gloves, and a scarf. Most of them are presents from my grandma. She loves to knit clothes for me and my sister. I’m happy about that because I like being comfortable and warm in cold weather. Wool clothes are cozy and look good!

What part of speech is the word? A noun, an adjective, or a verb? How do you know?

Are there words or phrases around the word that can help you guess the meaning?

Based on your answers to 1 and 2, what do you think the word means?

Listen to the conversation. Which of your ideas from Exercise 2 do the people mention?

With your partner, answer question 3 in the box from Exercise 2 for the word rub.

Now use the questions in the box to guess the meaning of the other words in bold in Joe’s reply.

Units 3–4

pattern 1 2 3

logo 1 2 3

sleeves 1 2 3

questions in the box to guess the meaning of the words in bold in Nikki’s reply.

baggy 1 adjective – it describes clothes (jeans and T-shirts) 2 seems to be the opposite of tight (“I hate tight clothes”), also Joe’s T-shirts are “all a little bit big on me” 3 loose/big for the person

6 Now work alone. Use the

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SELF-ASSESSMENT 1 Work in pairs. Read the information in the table and prepare a radio report about it. Invent extra information to complete the table.

One of the biggest events of the year took place last week ...

Event: Madison Summer Games – Sports and results Day

Sport

Teams/Winners

Tennis

Men’s final

Swimming

Women’s 1,000 meters Anabel de Leon

Ca Saturday

Event

Tatsuya Yoshimura

Location

City Court

Westly Indoor Pool

id Final

Smith Stadium

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Sunday

Soccer

North Ham 2–3 Wilmore United (winning goal – Ted Jones)

Work in pairs. Share your report. Which day of the event sounded the most interesting? Why?

3 How confident do you feel talking about arts and sports events? Circle an option and complete the sentence.

I don’t feel very / feel a bit / feel very confident because

Work in pairs. Look at the picture and discuss the questions. 1

What do you think happened here?

How do you think it affects animals living on the land and in the ocean?

Why is this problem bad for climate change?

Who is working to do something about this problem?

How could you organize a group of volunteers to clean the area?

needs volunteers to clean the area twice a month.

How do you feel talking about the environment and climate change? Color one of the boxes and explain your choice to a partner. 1

Read English websites, for example, the website of an organization that is trying to solve an environmental issue you care about (plastic pollution, endangered animals, etc.). Take notes on the things you agree or disagree with.

Read an online biography of a sports star or artist that you like. Find out three things you didn’t already know.

6 Choose one of these ways to practice English. Try it out!

6 = I feel very confident doing this.

Passion required but no experience necessary.

1 = I need more time to practice.

Cleaner Coasts Today

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Units 3–4

You are what you eat

Unit aims

• Understanding online posts and a podcast interview • Inviting someone to dinner

• Using the zero conditional to talk about things that are true

• Writing a restaurant review

• Using the first conditional to talk about possible future situations

• Creating a cookbook

• Learning about food allergies

• Talking about food and cooking

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.

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Watch the video and answer.

Where are they? What are they doing?

What did they have for lunch?

What do they have on their faces?

Why is it important to eat breakfast?

How do you feel when doing this activity?

Which healthy snacks are mentioned?

Unit 5

VOCABULARY 1

Look at the pictures and circle the correct answers. Then listen and check. 1

Ca taste / herbs

br 4

pie / flour

microwave / saucepan

id U

cream / thirsty

flour / saucepan

honey / thirsty

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

microwave / takeout 9

Co takeout / taste

takeout / microwave

thirsty / honey

2 Put the letters in the correct order to make words from Exercise 1. flour

People first made ofrlu

Banana trees aren’t really trees. They are bhres

In the U.S., apple is the most popular kind of ipe

The first icmerwvao

The fat content of rmaec

more than 8,000 years ago. .

to cook your food cost $5,000!

can be between 35 and 45 percent.

Complete the conversation with words from Exercise 1. Then listen and check. I made some amazing juice – it has apples, carrots, and 1 honey to make it sweet. Carrots? That sounds horrible.

lucy

It’s really good for you – just 2

dinis

No thanks, I’m not that

it. . Anyway, what do you

takeout | takeaway

think we should have for dinner? Hmm. There’s some soup in that 4 like having soup – let’s get

, but I don’t feel !

dinis

lucy

dinis

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lucy

That’s a good idea. Should we get pizza or Chinese food?

Work in pairs. Discuss the questions. 1

What’s your favorite kind of pie?

How often do you use the microwave at home?

What do you usually drink when you are thirsty?

How often do you eat takeout food? What kind?

Finished? page 129, exercise 1

Workbook page 36

What’s your favorite kind of pie? I like strawberry pie.

Practice Extra Unit 5 Vocabulary 1

Unit 5

READING 1

Read the online posts. What different foods do the students cook with in class?

Cooking_Class 81B_Ms. Campos

HELP! Hi everyone! Who else has cooking class this semester? I’m learning how to cook in Ms. Campos’ class, and I’m TERRIBLE!! It really makes me miss my IT class from last semester. This week, we made apple and honey pie, but first I dropped the saucepan and damaged it. I wasn’t paying attention, and I used salt and not sugar (by accident). I don’t think I added enough honey either – the honey was very hard, and I tried for five minutes to dig it out of the jar with a spoon, but I couldn’t get enough. Then I forgot to set a timer, so I cooked it for too long. It was hard, the flavor was awful, and the salt made us really thirsty! The teacher wasn’t very happy! She said I was trying to finish too quickly. Next week, we’re going to make a chocolate cake with cream in it, and I’m already worried about it. Any advice?

Lara

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Cruz

That’s great advice, Oliver! Also, if you work with someone who knows how to cook, you can learn a lot. The cooking classes were easy for me because I cook a lot at home. So Ms. Campos put me with someone who was a beginner, which was a lot of fun for both of us. Why don’t you ask her to do that for you? When you make the chocolate cake, read the whole recipe carefully first. The ingredients are always in the order that you need to use them. Also, keep cleaning as you go. Staying organized is important because as a beginner, with so many things happening at the same time, it’s easy to get confused and skip a step. When you take the time to understand the recipe and ingredients, cooking is fun!

Abbi

Oliver

Hi Lara! I had cooking class last semester, and I also had problems to begin with, but if you practice at home first, it helps a lot. Ms. Campos always posted the recipes online before class, so my mom took me to get the ingredients, and we usually practiced cooking together, which was really helpful. By the time I got to class, I was already an expert in each dish! The last lesson was the most difficult – we made chicken with herbs, but it was so tasty! It was even better than the takeout we sometimes get on Friday nights. Even my brother liked it!

So ... food goes bad if you forget to keep it in a refrigerator. My only advice is to use the fridge in the classroom! One day, we had to make a strawberry tart with cream. I left my cream in my bag, and it was sour and smelled disgusting after four hours in my hot bag! Obviously, I couldn’t use it. Luckily my friend had some extra fresh cream, which he gave me, and I was able to finish the dish.

Put your honey in the microwave for a few seconds if it’s hard. It will soften up. Max

2 Read the posts again. Write T (true) or F (false). 2

Lara’s pie didn’t taste good.

Oliver’s chicken with herbs wasn’t as good as takeout.

Abbi couldn’t cook at home.

Abbi is now good at cooking.

Cruz and Max give advice about what to do with food.

flavor | flavour

apple and honey pie

Work in pairs. Think of problems you have in the kitchen. Then take turns asking for and giving advice. Help! I always burn what I cook!

Unit 5

Use a timer. If you let your food cook for too long, it burns.

3 Read the posts again. What foods do students make in Ms. Campos’ class?

Lara took IT last semester.

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LANGUAGE TOOLKIT Zero conditional 1 Read the food tips. Underline the simple present verbs.

If you add lemon to water, it has more vitamin C.

The flavor of chocolate changes if you melt it in a saucepan.

3 Read and circle the correct answers.

If you cook eggs in the microwave, it’s quicker.

If you don’t have sour cream, add a little vinegar to some normal cream.

How to make the best chocolate cake!

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

2 Complete the Language tools with the words in the box. beginning

advice

Buy good-quality chocolate! I also think it tastes better if you 1use / using dark chocolate (not milk chocolate). Most recipes say to use butter, but if you can’t eat butter, use oil. If you 2added / add oil, it stops the cake from being too dry. 3If / When you put it in the oven, set an alarm on your phone. If you 4 bake / will bake a cake for too long, it becomes dry. And the last thing – it 5is giving / gives the cake a great flavor if you add a little coffee to it when you are mixing the ingredients together. Good luck!

simple present

true

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

LANGUAGE TOOLS

We use the zero conditional to talk about things that are generally

doesn’t stick

We form the zero conditional with if/when + simple present + .

a sentence, we use a comma after the first clause. We can use the zero conditional to imperative.

3 When people they usually 4 When you

mean) 5 If an egg it 6 If you

✗ If you will heat water to 100 degrees, it boils.

✓ If you heat water to 100 degrees, it boils.

in a glass of water, too old to eat. (float / be) coffee in the freezer, it better. (keep / taste)

Work in pairs. Talk about the sentences in Exercise 4. Are they true or false? Why?

COMMON ERROR

more quickly if you salt. (boil / add) more slowly, fuller. (eat / feel) a headache, it you need sugar. (have /

Grammar reference page 139

oil to pasta, it together in the saucepan.

with if/when +

give 4

(add / not stick) 2 Water

add

ss se

When if is at the 3

Fact or fiction?

1 When you

Number 1 – “When you add oil to pasta, it doesn’t stick together in the saucepan.” Do you think that’s true? Yes, I think it’s a fact that oil stops the pasta from sticking together.

Workbook page 37

Practice Extra Unit 5 Listening, Language toolkit 1

Unit 5

LISTENING AND VOCABULARY 1

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

tuna fish

coconut

cereal

broccoli

peas

vegetarian ✓ snack

vegetarian

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

Listen to the podcast. Mark (✓) the ideas they talk about. A

why Ms. Campos became a cooking teacher

why people choose a vegetarian or vegan diet

how to be healthy as a vegan

why teenagers should learn to cook

Listen again. Circle the correct answers. 1

Ms. Campos is a vegetarian / vegan.

Ms. Campos says that peanuts / green vegetables are good for your bones.

Cruz thinks it sounds hard / easy to be a vegan.

Lara is / isn’t a vegan.

Cruz wants to make dinner / get takeout for his mom’s birthday.

Listen again. Answer the questions.

What does Ms. Campos want to help people to do?

What is tuna fish good for, according to Ms. Campos?

What does Ms. Campos say some people use instead of milk?

What’s the best reason for learning how to cook?

Work in pairs. Suggest other reasons why it is good to be able to cook.

eat healthy foods

ss se

I think it’s good to know how to cook because you can ... Yes. And you can also ... .

Unit 5

Finished? page 129, exercise 2

Workbook page 38

Practice Extra Unit 5 Vocabulary 2

LANGUAGE TOOLKIT First conditional 1

Listen to the conversation. Mark (✓) the sentences you hear. 1

If you are cooking, I’ll be there.

I’ll ask my mom if she can come, too.

Ca 3

If we get takeout, it won’t be as expensive as a restaurant.

Will your mom make her famous chocolate cake if I ask her?

2 Look at the blue words in Exercise 1. Circle to complete the Language tools. LANGUAGE TOOLS

We use the first conditional to talk about 1 future / past situations.

We form the first conditional with if + simple present + 2 will / simple present + infinitive.

When if is at the beginning of a sentence, we 3 use / don’t use a comma after the first clause.

✗ If I see him, I tell him.

As d an s le es sa Pr r y fo it t rs no ve y ni p Grammar reference page 139

COMMON ERROR ✓ If I see him, I’ll tell him.

Read the next part of the conversation. Complete it with the correct form of the verbs in parentheses. Then listen and check. ana

So, what time should I get to your house?

mia

Hmm. If I 1 order (order) the takeout at 6, it 2

(arrive)

by 7. So why don’t you come over at 6:30? What drinks do you like? ana

I like juice, but if there is soda, I 3

mia

OK. If I order a vegetable pizza and a meat pizza, 4

ana

(you / eat) both?

No, I’m vegetarian, but that’s fine. Oh, and what movie are we going to watch? If it 5

mia

(drink) that.

(be) a scary horror movie, I 6

(not watch) it!

That’s OK – Maria, Jessica, and Adriana are coming, too, and they don’t like horror movies.

4 Put the words in the correct order to make sentences. Add a comma when needed. 1

my mom / me to your house / If / drive / she’ll / is home

I bake / bring it / a pie / I’ll / If

it from Pizza Perfect / Will / be cheaper / the pizza / if I get

buy / we go shopping / Mia / a present / if / We’ll

won’t / the pizza / if / Ana / it has meat on it / eat

. .

ss se

If my mom is home, she'll drive me to your house

Take turns making first conditional statements based on the previous one. If we go out tonight, I’ll go to my favorite Italian restaurant If you order a pizza, I’ll eat some!

Finished? page 129, exercise 3

Workbook pages 39–40

If we go to your favorite Italian restaurant, I’ll order a pizza.

Practice Extra Unit 5 Language toolkit 2

SPEAKING Inviting someone to dinner 1 Look at the picture and answer the questions. Who do you think the two people are?

Where do you think they are?

What do you think happened just before the photo was taken?

A photo shows only a moment in time. To understand it fully, it’s important to think about where it was taken and what was happening before it was taken.

Listen to the conversation. What doesn’t Sofia like to eat?

Listen again. Mark (✓) the Useful language you hear.

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

Useful language

Would you like to go out for dinner?

✓

I’m sorry, I can’t.

We’d love to have you for dinner.

Do you have any allergies?

How about coming for dinner?

Is there anything you don’t eat?

I’d love to.

That sounds great!

We could …

4 Read the questions. Circle the correct answers. 1

Would you like to go out for dinner? A

No, I haven’t.

I’m sorry, I can’t.

Yes, I can’t eat peanuts.

Yes, I don’t like coconut.

I’m a vegetarian.

That would be nice.

I’m sorry, I can’t.

We could order takeout.

I’d love to have you for dinner.

No. I eat everything!

I’m sorry, I can’t.

How about coming for dinner on Saturday? I’d love to.

Unit 5

Pronunciation page 123

Practice Extra Unit 5 Speaking

Work in pairs. Role play a conversation inviting someone for dinner.

I’m allergic to cream.

ss se

We could go out.

Would you like to come for dinner on Saturday? A

Is there anything you don’t eat? A

Yes, that’s nice.

How about coming for dinner? A

Do you have any allergies? A

I’d love to.

WRITING A restaurant review 1 Read the restaurant review. Write T (true), F (false), or DS (doesn’t say). 1

FoodMonster56 likes Ronnie’s restaurant.

The restaurant is small.

They didn’t have to wait long for their food.

Useful language It had 1 such (great) reviews ! … so I …

I2 I love … because …

(pie) so/

I3 because ...

FoodMonster56 is a boy.

I definitely wouldn’t recommend that

examples from the restaurant review.

FoodMonster56 doesn’t like bananas.

3 Complete the Useful language with

to anyone!

FoodMonster56 Date of visit: July 12

I’d really 4 I wouldn’t recommend this

★ ★ ★ ★ ★ Amazing!

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

If you visit Ronnie’s, you won’t be disappointed!

restaurant to anybody.

Ronnie’s is a new restaurant in the center of town. It had such great reviews that I decided to go and try it with my friends. The restaurant is big, and there were lots of tables, so we could all sit together. It was pretty busy for a Wednesday evening, but we didn’t have to wait very long. The servers were friendly and helpful. We ordered, and our food arrived very quickly. That was great because we were all hungry and thirsty! If you like a lot of choice, you’ll be happy. The menu has a lot of options. My best friend had a vegetarian meal. She said it was very tasty. I prefer meat, so I had honey-baked chicken with herbs and broccoli. The flavor was amazing! We all had dessert. My friends had coconut and banana pie, but I don’t like pie, so I had strawberries with cream.

4 Write an online review of a restaurant you have recently visited.

Re me mb er to:

into Organize your review paragraphs. scribe the Use adjectives to de rant. food and the restau or Say what you liked didn’t like. age. Use the Useful langu

It was a little expensive, but for a special occasion like a birthday, I’d really recommend it.

5 Look at your restaurant review. Did

2 Read the review again. Answer the questions.

How do you know FoodMonster56 liked the restaurant?

Mark (✓) the things in the review.

the food

the day

what was good

what the restaurant is like

transportation 3

the weather

the cost

After you finish a writing task, it’s important to make sure you included everything. You can use a checklist to do this. This helps you improve your work before sharing it.

ss se

you include all the things in the list in Exercise 4? If not, rewrite your review to add any missing information.

Find and underline the adjectives in the review. Write two more adjectives. ,

Workbook page 41

Unit 5

CLIL

Science

Food allergies 1

atch the video. Match the foods 1–3 with the surprising places you can W find them A–C. 2

3 A

medicine

fried food

ice cream

2 Read the text quickly. What is the purpose?

to talk about foods that you should never eat

to explain what a food allergy is

to learn about different foods

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

Read the article and check your answer to Exercise 2.

1 2

reaction

4 Read the article again. Match the blue words in the article with the correct definition. : what happens if you have contact with a food allergen : medicine for a bad reaction to an allergen

: keeps the body from getting sick

: when an allergen is transferred from one food to another because of using the same knife or plate, for example

: a very bad response to an allergen that needs medicine immediately

: this is made by antibodies and can make you sick

: this is what we call it when the body thinks a safe food is dangerous

: your body makes these when it thinks there is something dangerous attacking it

: a food that creates an allergy

5 Read the article again. Write T (true) or F (false). Then correct the false sentences.

The immune system makes antibodies to protect the body.

Someone with a food allergy can get sick just by touching the allergen.

Anaphylaxis is a very serious reaction to an allergen.

Epinephrine is necessary if you experience anaphylaxis.

If you have a food allergy, it is OK to eat a little bit of the allergen.

Reactions to allergens are always the same.

Unit 5

Only peanuts, milk, eggs, and wheat can be allergens.

A food allergy is a reaction to a dangerous food.

ss se

Food allergies: What you need to know! People with food allergies can have a reaction just by touching a food or being in the same room with it. They can also have an allergic reaction from eating a food with cross contamination. This is when tiny parts of an allergen are in another food that doesn’t cause an allergy. This can happen if you use the same knife to prepare two different foods.

Our immune system keeps us healthy and well. Its job is to find and kill dangerous things that enter the body. That’s how we get better after we are sick. However, sometimes the immune system can make mistakes. Sometimes it gets confused and attacks things that are not dangerous. This is what happens when people have food allergies. A food allergy is when the immune system decides that a food is dangerous. These foods are called allergens. Any food can be an allergen, but some common allergens are peanuts, eggs, milk, and wheat.

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

How can people with food allergies stay safe?

When a person has a food allergy, the immune system makes antibodies to attack the allergen. The antibodies make something called histamine. Sometimes, histamine keeps the body safe. But with a food allergy, histamine creates other problems in the body. These problems can make you very sick. The worst reaction to an allergen is called anaphylaxis. Anaphylaxis is extremely dangerous, and if this happens, the medicine epinephrine needs to be given immediately.

Reactions to allergens are not always the same. If you have a food allergy, you must be careful. But if you pay attention and follow the suggestions, you can enjoy food as much as anyone else. Don’t feel limited by your allergies!

COLLABORATION PLUS

What experiences have you had with food allergies?

What do you need to do in each situation if you or someone you are with has a food allergy? traveling

•

going to a party

•

eating food at a friend’s house

•

making food for a friend

Work in pairs. Discuss the questions.

•

ss se

• If you have a food allergy, you must never eat the food you are allergic to. Not even a little! • Tell everyone about your food allergy. Never eat food if you don’t know how it was made or what is in it. • If you are at a restaurant, always ask the server how the food was made. • At the supermarket, carefully read the ingredients on products before you buy them. • When you cook for friends or family, ask if they have allergies to any of the foods you will use. • Always be prepared for a reaction. Carry epinephrine with you. If you eat the food by accident, tell someone immediately.

antibodies

histamines

epinephrine

Project 5: Create a food allergy cookbook.

My cousin has an allergy to peanuts. At restaurants, he always asks if his food is prepared near peanuts.

Unit 5

The power of words

If unit title is more than 1 line, the depth of the green wave can be variable to fit in title and unit aims..

Unit aims • Sympathizing with someone

• Using say, tell, and ask in reported speech

• Writing an advice post

• Using adjectives that end in -ed and -ing

• Learning about world languages

• Understanding an article and conversations about learning languages

• Mapping indigenous languages

• Talking about feelings and actions

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

Unit 6

What positive and negative words can you find?

What part of speech are they?

Choose one word to describe how you are feeling today.

Watch the video and answer. 1

Which language is Will learning?

Which country has the largest Spanish speaking population?

Why does Will think it is useful to know a foreign language?

VOCABULARY 1

Listen and number the pictures. A

scared

br F

about G

about

id U

about

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

annoyed

Complete the phrases in Exercise 1 with the words in the box. Then listen and check. anxious confused

embarrassed guilty

delighted

interested

fond

disappointed

interested in | keen on

scared ✓

3 Circle the correct answers.

I’m 1 interested in / confused by drama, so when I got a part in my school play, my family was 2

annoyed about / delighted by it. I learned all of my words, but I was still very 3 disappointed by /

anxious about acting in front of so many people. In my first performance, I forgot my lines – I was 4

fond of / embarrassed by it, but the next evening, I was much better. I loved it! I don’t think I will be

guilty of / scared of performing again!

4 Complete the questions with about, by, or of. When was the last time you were annoyed

something?

What are you fond

Who have you been disappointed

When you were younger, did you do something that you felt guilty

What are you scared

doing in your free time? recently?

ss se

about

Work in pairs. Ask and answer the questions from Exercise 4.

When was the last time you were annoyed about something? I was really annoyed last week when we lost an important game.

Finished? page 130, exercise 1

Workbook page 42

Practice Extra Unit 6 Vocabulary 1

Unit 6

READING 1 Look at the pictures and the text. What type of text is it? What is it about? 2

Read the article. What are the three main reasons that people can have language anxiety?

Hello!

Do you have language-learning anxiety?

Ciao! Oi!

You are sitting in your English class and your teacher asks you to speak in English about your favorite free-time activities. Suddenly, you feel embarrassed by the thought of speaking in front of everyone. Does this describe how you sometimes feel? You will be pleased to know that it is normal to experience foreign language anxiety. It is usually because you are scared of making a mistake, embarrassing yourself, or your classmates laughing at you. So here are some tips to help you: Tip 2: Practice!

Practice speaking with someone that you know and trust. Decide how you want to work together before you start. It’s fine to make mistakes, but tell your friend how to correct you – after you’ve finished or as you are speaking. When you make a mistake and you correct it, you will be surprised by how much you remember next time.

We’ve all heard the saying “Practice makes perfect.” Well, learning a new language isn’t an exception to that rule. Think about how you learn best – talking with friends, by yourself, or writing lists and phrases. Try to practice every day; this will help you remember more easily, and you will become more confident.

Tip 1: Find friends to talk to.

Hallo! ¡Hola!

Hej!

Tip 3: Don’t be worried about making mistakes.

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

It’s great to want to be perfect at speaking in a foreign language, but you will learn more slowly if you hate getting things wrong. You don’t have to say a perfect sentence for someone to understand you. When you meet someone who is trying to speak your language and they make a mistake, are you annoyed about it? You probably feel happy that they are trying to speak to you in your language.

“Yesterday a French girl asked me where I got my ice cream. She made a couple of mistakes, but I was really impressed by her language skills.” – Lewis

“I said that I would help my friend practice talking in English. She told me that it was really helpful.” – Fiona

3 Read the article again. Complete the sentences with two words. 1

It’s normal to feel

Many students are

You will be

If you practice

Everyone

Lewis was very

mistakes when speaking another language. making mistakes.

how much you learn from making mistakes. , you’ll become more confident.

when they are speaking a foreign language. a tourist from France.

Complete the sentences with words from the box. speaking listening pronunciation

grammar vocabulary writing reading 3

I know I’m getting better at …

I’m also good at …

I find … the most difficult.

“I’m not good at remembering words.”

“I’m worried that if I say a word wrong, my classmates will laugh.”

“I’m good at writing and listening, but I’m not very good at speaking.”

Unit 6

Do you have language anxiety? Think of other tips to add to the article. Discuss with a partner.

5 Match the tips from the article with the problems.

My best skill in English is …

1 2

It’s important to know our strengths and weakness when learning a language. This helps us know how to improve.

ss se

embarrassed

LANGUAGE TOOLKIT Reported speech with say, tell, ask 1 Match the reported statements 1–6 in the text with A–F. Then write the verbs used to report the statements.

I told my English teacher that 1I had written a story, and 2 she asked me to read it in class. I told her that 3I would be too embarrassed to read it in front of everyone. So, she said 4I could read it to her first and practice. After I’d read it a few time times, I told my teacher that 5I was feeling more confident. So, I read my story in class, and my friends said 6I was great!

“You were great!”

“I’m feeling more confident.”

“I’ve written a story.”

“Can you read your story in class?”

“I’m sorry, but I’ll be too embarrassed to read it.”

“You can read it to me first.”

2 Complete the Language tools with the words in the box. ask

past

say

tell

or asked.

From: matt123@email.com Hi Sara, How are you? Are you going on vacation soon? We are flying to New York tomorrow. I 1 told my teacher that I was going on vacation to the U.S. and that I would have to speak in English. My teacher 2 that sounded great, and she 3 me what the problem was. I 4 her that I was scared I wouldn’t remember words that I would need. She 5 that there was a great app that I could get and that I could practice every day before my vacation. I6 her that I hadn’t known about it, and I thanked her. I 7 I would try it. Hopefully people will be impressed by my English when I get there!

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

told

3 Complete the email with said, told,

Speak soon, Matt

4 Complete the conversation between

that

Matt and his teacher. Use Exercise 3 to help you.

LANGUAGE TOOLS

matt

When we tell someone what another

English.

, tell, or ask. These are

teacher That sounds great!

called “reporting verbs.”

matt

main verb of the sentence is usually in the simple After

I’m scared that I

words that I 5

teacher There 6

we use an object.

What 3

When we use reported speech, the 2

and 2

person said, we often use the verbs 1

I 1 ’m going on vacation to the U.S.

You 7

We never use an object after say.

every day before your vacation.

She told me the door was open. We can use 4

matt

about that. Thank you – I

after say

questions.

Work in pairs. Tell your partner about a conversation you recently had. Liam told me that ...

Grammar reference page 140

it.

to report

and tell, but it’s not necessary. We can use 5

OK. I 8

ss se

We sometimes use an object after ask.

COMMON ERROR ✗ I asked who was her friend.

✓ I asked who her friend was.

Finished? page 130, exercise 2

Workbook page 43

Practice Extra Unit 6 Language toolkit 1, Listening Unit 6

LISTENING AND VOCABULARY 1

Listen and complete the sentences with on, in, up, or down. I need to hand 3 my English homework tomorrow, but I have to look 4 every word that I don’t know, so it’s taking ages!

I want to start learning German, but it depends 7 what time the class is. I’ll fill 8 the online form and ask if I can go to the earlier class.

I asked someone how to get to the beach, and I wrote 5 the directions, but we still ended 6 in the wrong place!

I’m reading a book based 1 on the French Revolution. I’m reading it in French, but it’s very hard! I’m going on vacation to France this summer, so I’ll keep 2 trying.

Complete the spidergram with the words in bold from Exercise 1. Then listen and check.

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

write

down

Co in

Phrasal verbs

Listen to the conversation. What language-learning tip did Francisca get from her friend?

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

Spanish and Portuguese are both based on French.

Francisca was anxious about looking up new words.

Valentina didn’t laugh at Francisca when she made a mistake.

Valentina wrote down the word for brush in Spanish for Francisca.

Konnichiwa!

Work in pairs. Discuss the questions. How often do you use a bilingual dictionary to understand the meaning of a word?

How do you feel when you make a mistake in a different language? Why?

What’s your best tip for learning a new language? I always use a bilingual dictionary to understand English words I don’t know when I’m reading.

Unit 6

Finished? page 130, exercise 3

Cordoba is a big city in Argentina.

ss se

Bonjour!

Ahlan!

Yassou!

Namaste!

Workbook page 44

Practice Extra Unit 6 Vocabulary 2

LANGUAGE TOOLKIT Adjectives that end in -ed and -ing 1 Read the text and underline adjectives that end in -ed or -ing.

Circle the correct answers. Then listen and check. I think that learning a second language is 1 boring / bored.

kate

I don’t agree! I go to Italy every year and I’m always really 2 exciting / excited about speaking in Italian.

oliver

on’t you get 3 annoying / annoyed D when you can’t remember a word or when someone doesn’t understand what you are saying?

kate

No, I don’t. Most people think it’s 4 amazing / amazed that I speak any Italian at all, so they are happy to wait for me to look up a word.

oliver

ut isn’t it 5 tiring / tired when you have B to think in another language?

oliver

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

We know that learning a language is good for your social skills, but you may be surprised to know that it can also make you happier. When you speak more than one language, you can make more friends and find out interesting things about their culture and lives. It also makes you more confident, so you are less likely to feel frightened or embarrassed when you are speaking in front of people. Some students think learning lists of words is boring, but it’s like an exercise class for your brain – and we all feel great after exercising!

the words in parentheses.

Traveling and learning

Many adjectives have two possible endings.

how something or someone caused .

✗ I was really confused for the class.

✓ I was really confused by the class.

amaze annoy boring frighten excite interest surprise What do you think about going to the movies?

Workbook pages 45–46

COMMON ERROR

going to the movies / the beach playing volleyball / computer games going shopping learning a language doing homework traveling to new places surfing cleaning my bedroom

Grammar reference page 140

Work in pairs. Ask and answer questions with phrases and words from the boxes.

the feeling. The film was bor 4

ss se

describe

LANGUAGE TOOLS

Adjectives that end in 3

4 Complete the text with the correct form of

describe a

Exercise 1. Complete the Language tools with -ed or -ing.

feeling. I felt bor 2

ometimes, but it’s great for your brain. S In fact, I’m really 6 interesting / interested in learning another language!

When my mom was young, she was 1 interested (interest) in learning languages, but she wasn’t very good at it. She was 2 (annoy) when she couldn’t remember words, and she said that speaking in front of her classmates made her feel 3 (frighten). But when she finished college, she went to teach English in China. While she was there, she decided to try to learn the language, and she was 4 (surprise) when it was much easier than when she was in school. She said that it was because she was living in the country and she had a reason to learn the language. It was a very 5 (excite) time for her.

2 Look at the underlined words in

Adjectives that end in 1

kate

I think it’s interesting.

Practice Extra Unit 6 Language toolkit 2

Unit 6

SPEAKING Sympathizing Look at the picture. Do you ever talk to friends or family when they feel sad or disappointed? How do you help them?

Listen to the conversation. How is Layla feeling?

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

bad

fine hear ✓ same

Useful language I’m sorry to 1 hear that.

Oh, that’s too

I felt the 3 .

way when …

That’s normal.

That’s a shame.

I think you’ll be 4

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

4 Read the conversations. Circle the correct answers. A: I forgot to hand in my homework.

B: That’s normal. / Oh, that’s too bad. 2

A: I feel really disappointed by the way our team played today. B: I’m sorry to hear that. / I think you’ll be fine.

A: I always have to write down new words. B: That’s a shame. / That’s normal.

A: I can’t keep on studying for my Spanish classes. B: That’s a shame. / I think you’ll be fine.

Work in pairs. Role play one of the situations below. Make suggestions to help. Show sympathy and support.

Your friend has failed a math test.

I’m so disappointed. I failed my math test.

Oh, that’s too bad. Why don’t you ...

ss se

Your friend is annoyed about not getting onto a sports team.

Unit 6

Pronunciation page 123

Your friend feels guilty for being unkind to a good friend.

Practice Extra Unit 6 Speaking

WRITING An advice forum 1 Read the forum. What is Maria anxious

2 Read the forum again. Circle examples of 1–4.

about? What’s your favorite piece of advice?

Freeport School: Message board

Class presentation

Share | Track this topic | Email this topic | Print

Maria44

May 20, 4:45 p.m. Show posts by this member only | Post #1

emojis or capital letters for emphasis

@ and a person’s name to show who you are talking about

informal language

invitations to post again in the future

3 Complete the Useful language with words from the forum.

Hey guys! I have to give a presentation in my history class next week about an important person from the past. My first problem is who to choose – it needs to be someone interesting. I don’t want the class to feel bored. BUT ... the thing I’m most worried about is talking in front of my classmates. Ms. Harris (my history teacher) told us that we only need to talk for five minutes ... but five minutes sounds like a very long time!

Giving advice

Posts: 43 Joined: February

Useful language One 1 thing you could do is … I think maybe you should …

Lucy15

also … like …

try …

4 Read the situation below and write a post giving advice.

Kit404

June 2, 1:20 p.m. Show posts by this member only | Post #1

Posts: 123 Joined: March

An exchange student from Colombia is coming to stay with me and my family next month, but I’m anxious about his visit. He doesn’t speak Portuguese very well, and he’s embarrassed about speaking the language.

May 20, 5:52 p.m. Show posts by this member only | Post #3

Five minutes isn’t enough when you base your presentation on the right person! Why don’t you try practicing your presentation at home? Use a clock to check how long it is so that you don’t end up talking for too long. Let us know how you do.

Re me mb er to:

age to Use the Useful langu give advice. e. Use informal languag pital letters. Include emojis or ca when you Use @ and a name meone. so t are talking abou

May 20, 6:30 p.m. Show posts by this member only | Post #4

Work in pairs. Compare your advice with your partner’s. Do you agree? Why?

Workbook page 47

Unit 6

Think about who you are interested in first. If you are talking about someone who you really like, it will be easier. I would also write notes like @Billy90 has said, but remember – just try to look at the class when you are speaking, smile, and relax!

Posts: 45 Joined: January

Yep! I agree. I think it’s frightening when you have to stand up in front of everyone and talk. One thing you could do is write down your notes on small pieces of paper. Use them to check what you want to say. But don’t write everything you want to say, maybe just key words that help you remember what you have to talk about!

don’t you try …

Lucas78

May 20, 5:20 p.m. Show posts by this member only | Post #2

ss se

Posts: 89 Joined: September

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

Posts: 123 Joined: March

Billy90

I wonder if …

CULTURE Language for life 1

Watch the video. Write T (true) or F (false). Then correct the false sentences. More than 10,000 languages are spoken in the world.

More than 7,000 languages are spoken in the world. More than 800 languages are spoken in Papua New Guinea.

About 25 languages disappear every year.

More people speak Arabic than any other language.

Mandarin Chinese has the most native speakers.

We can only use words to communicate.

Read the article quickly. What languages do the people speak? What is unusual about their languages?

Read the article. Complete the sentences with Karu, David, Gonzalo, or Grace.

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

learns his language at school.

finds her language easy to speak.

thinks her language might be hard to learn.

An English word comes from

’s language.

uses sounds to speak her language.

is worried about her language being lost. People visit

’s country to study his language.

says his language is well-known.

Work in pairs. Discuss the sentences. Use the phrases in the box when you disagree.

It’s impossible to understand the culture of a group of people without knowing their language.

The ideal world is one where there is only one language. Schools should teach indigenous languages before teaching English.

COLLABORATION PLUS

Project 6: Create a language map for a country with information about the different languages spoken there.

Unit 6

Work in groups. Talk about indigenous languages in your country. Decide which language you would like to learn and why.

I understand what you mean, but ...

• I see your point. Personally, I think … • I understand what you mean, but … • That’s true. However, in my opinion …

Teaching English to everyone is not as important as keeping indigenous languages alive.

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It’s important to show respect for the opinions of other people even when we don’t agree with them. This helps everyone share their opinions.

MY LANGUAGE We spoke to four teens from around the world about the cool languages they speak!

Karu, Namibia

First, we spoke to Karu from Namibia. She told us about her language, which is called !Kung. “My language uses vowels, consonants, and clicks to communicate,” she said. “The ! in the word !Kung is actually a click sound!” She told us that many people there speak various click languages, and they are some of the oldest languages in the world. “I didn’t know any other languages until I started school and learned English,” she said. “People say !Kung sounds difficult, but it is easy for me!”

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

David, Australia

Next, we talked to David, who lives in northern Australia. He asked us if we knew the word kangaroo and then said that the word has its origins in his language, Guugu Yimithirr. He explained that when the first Europeans came to Australia, they wrote down some words from Guugu Yimithirr. “Our language is also famous because we don’t use position words like right, left, and behind … we always say north, south, east, or west.” He told us his people have an incredible sense of direction!

Gonzalo, Canary Islands, Spain

Grace, Papua New Guinea

Workbook pages 48–49

Practice Extra Units 5–6 Consolidation

Grace, from the island of Bougainville in Papua New Guinea, also speaks an interesting language. She told us that her language, Rotokas, only contains twelve letters, which is considered to be the smallest alphabet in the world! “We have six consonants,” she said. She told us that some people think that means Rotokas is easy to learn, but she’s not so sure. “People think it sounds easy, but that means many of our words sound very similar!” she said. With only about 4,000 speakers of Rotokas left in the world, she told us she was anxious about her language disappearing one day.

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Gonzalo lives on the Spanish island of La Gomera. He told us about the language he studies in school. “We learn Silbo Gomero,” he said. “It’s like Spanish except you speak it by whistling! Many people are interested in this language and come to our island to study it.” He said that although his grandparents spoke the language, his parents didn’t and that the people of La Gomera were worried about losing their language. That’s why they started teaching it in schools. “I hope the language keeps on going forever,” Gonzalo said. “It is an essential part of our culture.”

Unit 6

rtner’s speaking Help improve your pa

Work in pairs. Role play a conversation about a topic from the list A–E. food you like to cook

the last time you invited someone to dinner

learning a new language

indigenous languages in your country

food allergies

Student B Listen to your partner and respond. Ask further questions about the topic.

Student A Talk to your partner about the topic you chose.

2 Think about your role play in Exercise 1 and similar pair work in the past. Then take the quiz.

What kind of pair-work partner are you?

Instructions: Mark (✓) your answers.

pay attention to your partner

sometimes

usually

always

sometimes

usually

always

help your partner with words they don’t know never

always

ask your partner extra questions never

usually

Never = 0 points Sometimes = 1 poin t Usually = 2 points Always = 3 poin ts

respond to what your partner says never

sometimes

never

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

When you do pair work, how often do you do these things?

sometimes

usually

always

tell your partner when you don’t understand never

sometimes

usually

always

My score

0–5 points You’re not a very helpful pair-work partner, but you can improve. 6–11 points You’re an OK pair-work partner, but you could be better. 12–15 points You’re a great pair-work partner. Make sure you stay that way.

3 Match A–E with items 1–5 in the quiz.

This shows you’re interested in what they have to say.

This gives your partner a chance to say more.

You and your partner can learn vocabulary from one another.

It’s rude not to listen when someone is talking to you.

Your partner might say something wrong and not realize it.

Work in groups. Which items in the quiz are the most important during pair work? Why? I understand what you mean, but ...

I think paying attention while your partner is talking is ...

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Work in pairs. Role play a conversation about a different topic from Exercise 1. Follow items 1–5 in the quiz.

Compare your role play in Exercise 1 and Exercise 5. Then answer the questions. •

Which items from the quiz (1–5) did you improve the second time?

•

How can you tell?

•

How did it improve your pair work?

Units 5–6

SELF-ASSESSMENT 1

Work in pairs. Read the situation and write a conversation between Maria and Antonio deciding what to do. Use words and phrases from the boxes.

Work in pairs. Describe how each of the people (1–8) is feeling. Invent reasons why each person feels that way.

cake cook fries fruit meat soda takeout vegetables

If … We could … That sounds great! When …

Situation

Next week is Lucas’s birthday. He’s invited Maria and Antonio to celebrate at his favorite restaurant, Carne Kitchen.

U As d an s le es sa Pr r y fo it t rs no ve y ni p 7

I think the girl in 3 is feeling anxious.

Antonio has just become vegetarian but hasn’t told anyone yet. He’d prefer to go to a different restaurant. However, he’s worried Lucas will change his plans if he tells him this. Maria is allergic to some vegetables. She likes Carne Kitchen. It has delicious burgers, meatballs, sausages, and amazing desserts. She knows that Lucas will be disappointed if they have to go to a different restaurant.

Work in pairs. Share the situations you invented in Exercise 4. Can your partner guess the person and the word you chose? This person is trying to learn something new but is having problems. Yes.

maria

Sure, what’s the matter?

How confident do you feel about describing feelings? Color a box. Then compare your answer with a partner and say why.

It’s about Lucas’s birthday ...

Circle an option and explain your choice to your partner. I don’t feel / feel very confident about talking about food.

Share your conversation with another pair. How are your conversations similar? How are they different?

antonio

And she’s feeling anxious?

No, try again.

Hi Maria, can I talk to you?

Is it number 5?

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antonio

Yes, maybe because she has an important exam but doesn’t understand the topic.

7 Choose one of these ways to practice English and try it! •

Read or write an online review in English for your favorite restaurant.

•

Keep a “feelings diary” for a week. Each day write one sentence: “Today I felt … because …”

•

Find an English recipe for a food you’d like to try and cook the food.

Units 5–6

Getting things done

Unit aims

• Talking about places and services in town and things in a home

• Using have/get to talk about things that someone else does for us • Using reflexive and emphatic pronouns

• Making and responding to suggestions • Writing a how-to guide • Learning about the history of medicine • Creating a health-tips video

• Understanding text messages and a conversation

U As d an s le es sa Pr r y fo it t rs no ve y ni p 1

Look at the picture and answer.

What is she doing?

Do you do this in your home or does someone else do it for you?

What other types of things do people do for you?

Watch the video and answer.

What places and services did she mention?

What does her new neighbor do?

What other local services can you think of? Why are they important?

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Unit 7

VOCABULARY 1

Put the letters in the correct order to make words. Then listen and number the pictures.

Ca rhssairrdee

hmcnceai

nidre

egalryl

iccinl

hairdresser

U ptecrripinos

gedbana

achethoot

Listen again. Complete the definitions with the words from Exercise 1. 1

ahri snloa

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

pmhatraisc

: someone who fixes cars

: someone who works in a drugstore

: a piece of paper from a doctor that says what medicine you need

: when you have pain in your teeth

: someone who cuts your hair

: a place where people cut your hair

: a place to meet friends and eat a meal

: a piece of cloth wrapped around a part of the body that is hurt

: a building that shows paintings and other art

: a building, often part of a hospital, that people go to for medical care

Work in pairs. Play Person, Place, or Thing? with the words from Exercise 1. Ask Yes/No questions to guess your partner’s word. Is it a place?

Does the person fix cars?

Yes, it is! No, they don’t.

pharmacist | chemist

hair salon | hairdresser’s

Yes, they do!

Hairdresser!

words from Exercise 1.

People

Places

Things

4 Complete the table with the

Does the person cut hair?

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Is it a person?

No, it isn’t.

hairdresser

Work in pairs. Add two more words to each category.

Finished? page 131, exercise 1

Workbook page 50

Practice Extra Unit 7 Vocabulary 1

Unit 7

READING 1 Look at the conversation. Who are the

natalie

people? What are they talking about?

OK then. I’ll just make some tea.

Read the text messages. Complete Mom’s calendar with names, places, and times.

jack

Remember that Joanne has an exhibition at the art gallery on Saturday. She saved us two tickets for opening night at 8:00 p.m. Do you still want to come?

Family Chat

mom

Jack, Leo, Natalie, You

Yes, of course.

jack

Hey, Mom, did you get your hair cut this morning?

Good. And you’ll have had your hair cut by then! That’s a relief! 7

mom

No, I got my nails done this morning. I have an appointment at the hair salon for Friday at 5:00 p.m. That’s the only time available, so I took it!

jack

Good, because it’s getting a bit wild! 1 Did you lose your comb?

Tuesday

Wednesday

Thursday

Friday

Me Natalie dentist 5:00 p.m.

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

Ha ha, very funny. 2

Saturday

jack

Sorry, Mom! Actually, can you give me a lift into town on Thursday at six? I had my car checked by the mechanic this morning and they said the engine won’t be fixed until next week. I’d planned on meeting Joe in town. leo

Mom, you can’t go on Thursday! 3 We’re going to get my leg checked at the clinic. mom

3 Match the emojis 1–7 with the sentences A–G.

Oh, you’re right, Leo. Sorry, Jack, your brother has an appointment at 6:30. leo

I think I’ll get my bandage removed at last. 4

jack

Oh, I’ll take the bus then.

Mom, I feel like trash. 5 Can you take me to the doctor? I need to get a prescription for this cold.

I’m uncomfortable.

I’m sad.

Oh, no!

Very funny!

I’m happy.

Work in pairs. Discuss the questions.

Do you use these emojis to mean the same things as in Exercise 3?

Is it OK to use emojis in messages to family, friends, or companies?

Plan your week. Then find a time to go out with your partner. Can you go to the movies on Thursday evening? No, I can’t, sorry. I’m going to ...

mom

Didn’t you get your teeth cleaned last week?

Unit 7

That’s good news.

natalie

When you send messages with emojis, only use the ones that are clear for everyone.

mom

I did, but then I got a toothache over the weekend! Can you believe it? 6 Tuesday was the earliest I could get in at the dentist. My appointment is at 5:00, and I’m late already. Make yourself some tea with honey. I’ll take you to the doctor tomorrow if you don’t feel better. I’ll ask if he can see us early. I’ll try for 9:00 a.m., OK?

I’m angry.

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natalie

I can’t take you now. I have an appointment with the dentist.

LANGUAGE TOOLKIT have/get something done 1 Mark (✓) the things on the list that

someone else is going to do for them.

4 Rewrite the sentences so someone else is doing the actions. Use the words in parentheses.

this week ...

have my suit cleaned

I will fix the television. (get)

He cleans his windows. (have) They are checking their teeth. (get) We built the house. (have)

She will print the photo. (get)

She washed the car. (have)

She had the car washed.

Things to do

get the car repaired

clean my room

2 cook dinner

5 get my hair cut

wash the dishes

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

2 Circle the sentences in each group that

Read the to-do list. Decide which things to do yourself and which things to have done by someone else.

mean someone else does the activity.

1 2 I make lunch. A chef makes my lunch. A painter painted John’s house. I have my lunch made. John painted his house. John had his house painted. 3 We’ll fix our car. A mechanic will fix our car. We’ll have our car fixed.

$250 to spend To-do list: • clean the yard $40 • cut hair $53 • paint bedroom $90 • make coffee $5 • wash car $20 • fix car $110 • fix sink $80 • clean house $75

3 Circle to complete the Language tools.

We use have and get to talk about something that …

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LANGUAGE TOOLS

I’ll get the car fixed because I can’t fix a car!

A someone else does for us or

I’ll paint the bedroom. It’s not difficult, and I can save $90.

B something we do.

To form this structure, we use … + past participle. B be + object + past participle.

To change tenses, we change …

COMMON ERROR

A have or get + object

another person.

✗ He had his house paint.

✓ He had his house painted.

A the tense of have or get. B the tense of the main verb.

Grammar reference page 141

Finished? page 131, exercise 2

Workbook page 51

Practice Extra Unit 7 Language toolkit 1, Listening

LISTENING AND VOCABULARY 1

Look at the pictures. Match the furniture words 1–8 with the items A–H. Then listen and check. 1

armchair

bookcase

rug

dresser

picture frame

antique

cushion

ceiling

A C

In your notebook, write sentences to describe three differences and three similarities between the two pictures. Use the words from Exercise 1. Then compare with a partner.

ROOM A

In room B, there is antique furniture. There isn’t antique furniture in room A. G

That’s true. However, both rooms have rugs.

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

Listen to the conversation. Mark (✓) the room the teenagers are talking about.

ROOM B

5 Imagine you are going to decorate your

bedroom. Write notes about what you will do and what you will have/get done. What I will do

What I will have/get done

dresser | chest of drawers

paint

She painted the bedroom with her .

The bedroom has a wooden

At the moment, Alice doesn’t have any .

Alice bought a bed that is an

When Alice goes to sleep, she wants to look at the .

Work in groups. Share the changes to your bedroom. How were your changes similar or different? I’ll paint the walls myself, but I’ll have a new bookcase made. I’ll have the wall painted, but I’ll make new bookcase.

Unit 7

Finished? page 131, exercise 3

Workbook page 52

Practice Extra Unit 7 Vocabulary 2

Alice’s bedroom smells like

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Listen again and complete the sentences with one word.

LANGUAGE TOOLKIT Reflexive and emphatic pronouns When you study the grammar of a language, it helps to know the names of the different parts of speech.

1 Match the words in the sentence with the parts of speech A–H. Then answer the question.

adjective

preposition

adverb

pronoun

article

verb

common noun

proper noun

John quickly made a new desk for himself.

John

Which word is the subject of the sentence?

2 Read the message. Underline the

subject the words in bold refer to.

4 Write correct sentences. Replace the words in bold.

He can’t finish the work themselves.

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

We finished decorating the bedroom! My brother and I did it 1ourselves. And yes, I enjoyed 2myself. My brother cut 3himself on a tool! My mom gave me some curtains she made 4herself. It was difficult getting the bed upstairs. The guys from the store tried to do it by 5themselves, but in the end we all helped 6each other.

He can’t finish the work himself.

3 Circle to complete the Language tools. LANGUAGE TOOLS

Reflexive and emphatic

Can you see you in the mirror?

The children played by itself.

How long have you and Alice known yourselves?

I repaired the bike himself.

She really enjoyed itself on vacation.

pronouns (myself, herself, etc.) refer back to the 1 subject / action in the sentence.

5 Complete the magazine article with the correct pronouns.

We use a reflexive pronoun when an action is done by and for/to 2 the same / a different person.

We use the reflexive pronoun

yourselves / each other when

the action is between people. We use by + reflexive pronoun Grammar reference page 141

COMMON ERROR ✗ I sent me the pictures by email.

to mean alone.

This year’s environmental home competition was won by designers Pedro and Lara . Oliveira for an eco-house they built 1 2 “Lara thought of the idea ,” explains Pedro. “It’s a house that pays for 3 . It saves water and energy and is built from local materials. I designed the plans 4 , and then we looked for materials to use. We always wanted to build the home 5 , so that’s what we did. It’s an amazing feeling. You should try it 6 .”

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Eco-house winner!

✓ I sent myself the pictures by email.

Write three sentences to describe something you or people you know have done. Tell a partner.

I fixed my bike myself!

Finished? page 131, exercise 4

Workbook pages 53–54

My sister taught herself to play the guitar.

Practice Extra Unit 7 Language toolkit 2

SPEAKING Making and responding to suggestions 1

Look at the pictures and read the sentences. What are the people talking about in each situation?

If you go to the drugstore, there’s a really good cream for that.

Ca Have you thought about buying a cake?

What about orange?

Listen to the conversations. Write T (true) or F (false). 5

Maria’s friend made a birthday cake herself.

Carolina’s mom made the curtains herself.

Somebody hurt Rodrigo’s knee.

Rodrigo got some cream.

They have had the armchair fixed.

Cruz is making a cake himself.

Rodrigo got his knee checked by a doctor.

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

Carolina and her mom are painting the room themselves.

Match 1–6 with A–F. Then listen again and check. 1

What about orange?

I like that idea!

How would you feel about blue?

Isn’t there a more peaceful color?

Have you thought about buying a cake?

I’ll go on the way home.

We can order one and pick it up later.

Oh, yeah, that would be good.

If you go to the drugstore, there’s a really good cream for that.

I’m not sure about that.

I think Dad will like that more.

Have you thought about going to the clinic?

4 Are the Useful Language phrases suggestions or responses? Write S (suggestions) or R (responses). Useful language 1

How would you feel about … ?

I’m not sure about ...

What about … ?

Have you thought about ...

Oh, yeah, that would be good …

If you go to … there’s a really good …

I like that idea! ...

ss se

5 Use the Useful language to write one more suggestion and response for each situation

in Exercise 1.

painting the room

suggestion:

response:

making a cake response:

suggestion: a hurt knee suggestion:

response:

Make and respond to suggestions about the different situations in Exercise 1. Use your notes from Exercise 5.

Have you thought about ... ? I likethat idea!

Unit 7

Pronunciation page 123

Practice Extra Unit 7 Speaking

WRITING A how-to guide 1 Look at the text title and pictures. What is upcycling? What do you think the guide is about?

Read the opening paragraph to check your answers to Exercise 1.

3 Read the steps in the how-to guide. Put them in the correct order.

4 Read the how-to guide again. Circle the verbs that give instructions.

5 Find and underline three words for

sequencing information in the guide. Add them to the Useful language box.

Turn your old items into useful furniture ...

Useful language Sequencers

Upcycling!

Do you want something awesome to do? You can upcycle old things around your house. With creativity and artistic skills, you can reuse items differently and cheaply. And you can have fun doing it! Do you want to decorate your bedroom? Is your furniture broken or old-fashioned? Don’t throw it away! See what you can change or reuse. You won’t need much money, and you can do it yourself! Here is one idea to make your bedroom look cool and fresh.

Second

After that

Then

6 Plan a how-to guide for upcycling another

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

piece of furniture. Use an idea in the box or one of your own. Write notes.

How to change wood crates into a bookshelf

dresser / TV console

crates / coffee table

door / table

cupboard / desk

What furniture and other materials do you need? How many steps are there?

What do you need to do? What is the order?

First, decide what color (or colors) you

7 Write your how-to guide. Use your notes from Exercise 6 to help you.

Re me mb er to:

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age for Use the Useful langu on. ati sequencing inform into clear steps. Organize your guide perative to give Use verbs in the im instructions. ention to things If necessary, draw att and things you can do yourself for you. someone else can do ide and Read a partner’s gu k. ac provide feedb

Unit 7

Workbook page 55

want your bookshelf to be. Make sure it goes with the style of your room! Finally, put your books and decorations on the shelves. Next, use a cloth to clean the crates before painting them. Put your painted crates together in any kind of form or design that you like. Use glue or nails to make sure it doesn’t fall! 1 Start by collecting a lot of wood crates, like the kind used to transport fruit. Have them painted by a professional or paint them yourself. Put your new piece of furniture in the perfect place in your room. Your bookshelf is now ready to use!

What sequencing words and instruction verbs can you use?

CLIL

History

Strange medicine 1

Watch the video. Match the cure A–D with the correct time period. milk transfusion

maggot therapy

electricity trepanning

1800s

1858

1500s

6500 BCE

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

Work in pairs. Look at the pictures at the bottom of the article. How do you think people in the past used these animals to fix a toothache?

Read the article. Check your answers to Exercise 2.

4 Read the article again. Look at the blue words and circle the correct answers. 1

When you clean between your teeth, you treat / floss / century.

Ancient / Century / Era means a very long time ago.

Cure / Burnt / Modern is the opposite of old.

In history, ancient / era / modern refers to a long period of time.

Medicine is a way to floss / era / cure many diseases.

A maggot is a type of worm / floss / burnt.

Modern / Burnt / Era food is cooked for much too long.

You treat / floss / worm a health problem when you try to find a solution.

5 Read the article again and answer the questions. 2

What did people use to think produced toothaches?

What did ancient Egyptians use to treat their toothaches?

What was one other cure for toothaches in the past?

Why did toothaches become more common in the 1700s?

What did people in the 1700s use burnt bread for?

What is one way to take care of your teeth?

ss se

Who took care of people’s teeth in the past?

How often do you get your teeth checked by a dentist? What do you do yourself to take care of your teeth?

Do some research online. What toothache cures do people use today?

Unit 7

COLLABORATION PLUS

Project 7: Create a short, fun, instructional video for the internet to show how to take care of your health.

In your opinion, which toothache cure in the article is the worst? Why?

1 2

It does! But what about ... ?

. .

Work in groups. Discuss the questions.

I think the spider juice sounds disgusting!

a barber or hairdresser

A History of Medicine

worm

Ouch! Toothache “cures” in the past

Vol. 03, Issue 02, September 2022

Have you ever had a toothache? Have you ever had a tooth removed? If you have, you know how much it can hurt! Imagine what people in the past felt when they had a toothache. They didn’t have medicine to help with the pain. There were no dentists. In fact, they had their teeth taken care of by their barber (similar to a hairdresser)! Here are some things people did for toothaches in the past.

If people didn’t like these ideas, they could kiss a donkey or put a slice of onion on their ear. None of these “cures” worked, but people continued trying.

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

Early modern era (15th–18th centuries)

Classical era (600 BCE–600 CE)

Toothaches were less common before people started farming. People in the past didn’t know that it was their diet (especially sugar) that usually produced toothaches. They thought their gods were responsible, so they often used magic or prayer to treat a tooth that hurt. Ancient Egyptians thought that one way to treat a toothache was by biting a mouse’s head! Or they made toothpaste from a dead mouse and put it on the tooth to relieve the pain.

Middle Ages (5th–15th centuries)

Modern era (18th century–present) Modern medicine and dentists have changed the way we treat toothaches. We are aware of different ways to take care of our teeth ourselves. For example, you should brush and floss between your teeth every day. And you should also have your teeth checked once or twice a year by your dentist. It was probably terrible to live in the past if you had a toothache, but luckily, modern dentists have learned a lot about what not to do! In English, centuries are named in ordinal numbers, for example, the seventeenth (17th) century. Remember: • seventeenth (17th) century = 1601–1700 • eighteenth (18th) century = 1701–1800 • nineteenth (19th) century = 1801–1900, etc.

ss se

For many centuries, people believed that a worm ate a hole in the tooth and lived there. When the worm moved, the tooth hurt. Nowadays, we know this isn’t true, but it was believed until the 1700s! The solution for “tooth worms” was to get the worm to leave the tooth. Many cures were based on this idea, from putting honey on the tooth to drinking spider juice. What’s spider juice? A drink made from spiders, oil, and eggshells (the hard outside part of an egg), of course!

During this time, sugar became more common. Therefore, toothaches did, too! People started to realize the importance of taking care of their dental health. Some started to use toothpaste. But toothpaste then wasn’t like the toothpaste we have now. People made it themselves, and it was made from things like burnt bread, sand, and soap.

Unit 7

Let’s go shopping

Unit aims

• Talking about shopping

• Asking for a refund or exchange

• Using the second conditional for unlikely or impossible situations

• Writing an email to describe plans • Learning about different ways of buying and selling

• Using verbs followed by to-infinitives to express actions

• Creating an advertisement for a bartering event

• Understanding an ad and a conversation about returning an item

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

ss se

Unit 8

Look at the picture and answer.

Watch the video and answer.

Where are the people and what are they doing?

What do his classmates like to buy?

What do you spend most of your money on?

What different ways do people pay?

Have you ever returned something to a store? If so, why?

How do they find out about new products to buy?

VOCABULARY 1

Complete the shopping phrases with the words in the box. Then listen and check. credit card

cost

percent reduced

reserve

return

luxury

bargain

sale ✓

Ca on

a gift

price

sale

online 9

clothes 10

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

pay by

see an

get a

a lot of money

off

2 Put the words in the correct order to make sentences. 1

at / to / those / He / boots / the / wants / winter sale / buy

by / price / The / percent / fifteen / reduced / was

money / game console / The / a lot of / costs

the / I / a / ad / mall / at / saw / cool

gifts / likes / She / luxury / for / buy / everyone / to

3 Write sentences that are true for you using phrases from Exercise 1. Use different phrases from Exercise 2.

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1 2 3 4

Work in groups. Discuss the questions. Where is a good place to get a bargain? What are the advantages and disadvantages of ordering online?

Why do people return clothes to stores?

What do you usually buy on sale? What do you buy at full price?

1 2

ad | ad / advert

You can get a good bargain at the Saturday market. Yes, and at the secondhand shop.

Finished? page 132, exercise 1

Workbook page 56

Practice Extra Unit 8 Vocabulary 1

Unit 8

READING 1 Look at the ad and say what it is for. What kinds of things can you buy there?

Fifth Annual National Craft Market Everything under one roof!

Come to the City Sports Center on Saturday. We promise you’ll find the perfect gift for everyone you know – or even something for yourself!

Musical instruments

There’s something for everyone in the music section! From drums and tambourines to guitars and violins, we’ll be amazed if you don’t find what you need. There are also free music lessons in the gym.

Clothes and extras

You’ll find colorful clothes and bags from all over the country at over 50 stalls. Remember, it doesn’t matter if you want a luxury gift or something that doesn’t cost much at all. There’s something for everyone! If you buy clothes at the craft market, all of your money goes to the people who made them.

You’re never too old for toys. Especially when they are as beautifully made and detailed as the toys at the craft market are. From traditional dolls to wooden cars and awesome board games, you can spend all day having fun at the toy stands.

Food

If you find yourself hungry and in need of a break, go to the food court! You’ll discover a variety of delicious local dishes, including soups, salads, and a range of main meals. But be careful ... if you try the apple pie, you’ll surely want another slice!

The whole family will enjoy the craft market. It goes from 9:00 a.m. Friday, November 12, to 6:00 p.m. Sunday, November 14.

Read the ad. Write the names of the sections.

Toys

You can practice using the things you can buy.

They can be expensive or cheap.

When you try it, you will probably want more.

children

families

tourists

All texts, including ads, are written for different audiences. It’s important to remember this so that we know how the writer might be trying to appeal to and influence us.

Unit 8

Who is the ad for? (audience)

What makes the ad personal?

How does it make the products sound good?

How does the ad make you feel?

Work in pairs. Discuss your ideas from Exercise 4. Do you think it is a good ad? Would you like to go to the market? Why? I would want to go to this market because ... It would be a good place to ...

a phrase (slogan)

Discuss with a partner. Who is the main audience of the market ad?

want to go to the market? Write notes.

ss se

“The beautiful musical instruments are incredible. If I were a guitarist, I’d definitely want one of the handmade guitars.” Carlos “If I were I a child, I’d want to play with all the toys in every stall!” Diana “The bread and cakes are delicious. They should start a bakery! If they had a bakery in town, I’d go every day!” Miguel

4 How does the ad in Exercise 1 make people

They are old-fashioned but fun.

Here’s what some of last year’s visitors had to say ...

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

Toys

LANGUAGE TOOLKIT Second conditional 1 Read the ad. Complete the conversation with the words in the box. money

some study

Red Alert headphones

pedro I’d love some Red Alert headphones. sofia Ha! Me too! If I had $100, I’d get 1

Wireless. Red. Yours.

if we had jobs.

pedro We need weekend jobs! We’d have more

Only $99

sofia Yes, but we don’t have time for jobs because we

have exams. If I didn’t have to

I’d look for a weekend job!

Work in pairs. Discuss the questions. 1

Can Sofia buy the headphones? Why?

Do Pedro and Sofia have jobs? What is the result of this?

Can Sofia look for a weekend job? Why?

COMMON ERROR

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

✗ If I were you, I’ll talk to her.

✓ If I were you, I’d talk to her.

3 Circle to complete the Language tools. LANGUAGE TOOLS

We use the second conditional to talk about things in the 1 past / present or future.

We use the second conditional to talk about things that are 2 going to / probably not going to happen.

We also use the second conditional to talk about things that are 3 possible / impossible. To form it, we use if + simple 4 past / present, ... 5 would / will + the base form of the verb.

Grammar reference page 142

4 Match 1–6 with A–F. 1

If I were a child,

if my feet were smaller.

I’d buy those shoes

If he had a computer,

she’d buy it.

if you looked for sales.

If the price were reduced,

I’d want to play with all the toys!

You’d find a cheaper bag

if it weren’t so expensive.

I’d buy it

he’d reserve the tickets online.

5 Look at the pictures. Complete the sentences with your own ideas. 2

If he didn’t have homework,

If she were at the beach, .

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If she were in a rock band, .

Share your sentences with a partner. What would you do if you were the people in the photos in Exercise 5? Play the chain game! If I were at the beach, I’d go surfing.

Finished? page 132, exercise 2

If you went surfing, you might see a shark.

Workbook page 57

If I saw a shark, ...

Practice Extra Unit 8 Language toolkit 1, Listening Unit 8

LISTENING AND VOCABULARY 1 Look and write the words. exchange

label

damaged

logo

reasonable

complain ✓ pick

manager

complain

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

Listen and number the pictures in Exercise 1.

Complete the sentences with the words from Exercise 1. Then listen and check.

logo

All of the clothes from that sports store have the same

I’d like to

My new computer is

The store didn’t fix the broken computer! So I’m going to

If the sales clerk can’t help you, ask to speak to the

Everything on sale is two for the price of one. That’s very

The

There are so many cell phones that I don’t know which one to

. It’s a symbol of a baseball bat.

this T-shirt, please. It doesn’t fit.

. The screen is broken. I’m going to take it back to the store. to the sales clerk.

says to wash the sweater in cold water.

Listen to the conversation. Circle the sunglasses the boy buys. 11

sales clerk | shop assistant

Work in pairs. Answer the questions. Then listen again and check. 1

Why can’t the boy buy another pair of glasses?

2 3

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Why doesn’t he take the round glasses?

When did he buy the sunglasses?

Why doesn’t he take the other black glasses?

Does he want a refund or an exchange?

What does Clara think the boy should do?

He doesn’t have enough money.

Work with a partner. If you bought something that didn’t work the way you wanted it to, what would you do? Talk about specific items. If I bought a phone that didn’t work, I’d ...

page 132, exercise 3 Unit Finished? 8

I’d exchange it for a better one! I mean, you have to have a phone!

Workbook page 58

Practice Extra Unit 8 Vocabulary 2

LANGUAGE TOOLKIT Verbs followed by a to- infinitive 1 Read a review on a webpage for a store. Find and circle the things in 1–5. 1

a promise

a decision

a hope

an offer

Ca 3

4 Put the words in the correct order to make sentences. 1

shopping / to / plan / weekend / They / go / this

to / agreed / The manager / let / exchange / him / his pants

an agreement

Art Store September 29th Nice people, no paint!

I visited the Art Store last Friday. I hoped to get some paint for an art project I’m doing in school. But there was no paint for sale! In an art store!! The clerk was very helpful and promised to call me when the paints arrived. He offered to give me a special price. For this reason, I’m giving three stars and not one star. I decided to give the Art Store one more chance, and I’ve agreed to go back on Saturday to pick up the paints. I hope they are there!

refused / They / give / to / money / back / the

. 4

the phone / couldn’t / She / to / buy / afford

. 5

promised / The store / give / two for one / to / them .

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

a bargain / find / to / We / hope / sale / at the .

2 Read the comment from the Art Store. Art Store replies:

Match 1–4 with A–D.

5 Read the situations. Write what you would think, say, or do using words in the box.

Thank you for your comment. We are very sorry you didn’t find what you needed. We want to provide customers with the best service, and we didn’t do that. We will do better in the future. We are probably going to change how we order paints so this doesn’t happen again. Please come to the store again soon. 1

The Art Store failed

to see the customer at the store soon.

They promise

They plan

to provide the best service.

They hope

to do better in the future.

to change how they order paints.

refuse

plan

3 Circle to complete the Language tools.

agree

offer

promise

hope

decide

Your friends want to go to a new craft market in town.

Some verbs, such as hope, fail, decide, and agree, are always

ss se

I’d agree to meet them at a café and walk to the market together.

LANGUAGE TOOLS

You bought some pants, but now you don’t like the color.

Your best friend always wants to go shopping, but you don’t.

followed by a to-infinitive / a verb with -ing / an infinitive without to Grammar reference page 142

COMMON ERROR

✗ I hope seeing you soon.

✓ I hope to see you soon. ✗ She forgot take her jacket.

✓ She forgot to take her jacket.

Finished? page 132, exercise 4

Workbook pages 59–60

Work in groups. Share your ideas from Exercise 5. If my friends wanted to go to a new craft market in town, I’d agree to meet them.

Practice Extra Unit 8 Language toolkit 2

SPEAKING Asking for a refund or exchange 1

Look at the pictures. What are the people doing? What do you think they are talking about? A

Ca 6 Match the distractions 1–3 with the

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

solutions A–C.

The laptop can’t be exchanged for a different item.

Listen and number the pictures.

checking text messages

The sweater can be returned for store credit to spend in the store.

noisy or distracting environment

The store can give a refund for the backpack.

talking about unrelated topics to the task

You don’t need a receipt to exchange the sneakers.

Turn your chairs to face each other better.

If the earbuds don’t work, you can get a refund.

Set a time limit to finish – then you can chat.

Agree to put both phones away in your bags.

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

Listen again. Underline the phrases you hear.

Useful language

When you’re working in pairs, set rules to avoid getting distracted.

I’m calling because …

Can I ask … ?

I wonder how … ?

Can I just check … 8

What is the policy on … ?

Can you hear me?

Wait, is that … ?

What would I … ?

Complete the sentences with the Useful language. Then listen again and check.

Conversation 2:

something? exchanging things?

4 5

Conversation 3:

Ask about refunds and/or exchanges (3 questions): ? ? ? Sales clerk Ask how you can help:

Hello. 3 I can get a refund on something I bought last week. It was a gift. My daughter doesn’t like the color.

Customer (You) Say why you are calling:

Hello. Yes, 1 I’m calling because I’d like a different computer. It’s too small. 2 if I can exchange the one I bought last week?

Imagine there is a problem with something you bought. Write notes for what both people might say. Then take turns being the customer and sales clerk.

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Conversation 1:

Describe the refund policy (give 2 options):

Conversation 4:

Hello? 6 Conversation 5:

need to do to get

my money back?

Unit 8

Pronunciation page 124

Practice Extra Unit 8 Speaking

WRITING An email to describe plans 1 Look at the pictures and predict what the email is about.

4 Write the phrases you circled in Exercise 3

From: Samira

in the Useful language box.

To: Aisha

Hi Aisha, I can’t wait to come to Istanbul next summer! Dad’s excited, too. He reserved the flights online last night. I haven’t seen you and Aunt Azra for four years! I miss you! I’m thinking of doing some shopping when I’m there. I’m planning to go to the Grand Bazaar and look for some bargains. I read that it’s one of the best shopping destinations in the world. Is that true? I heard you can get anything there, but what I’d really like to see are Turkish arts and crafts. If I had more room in my luggage, I’d get a luxury Turkish rug for Grandma, but I think I’ll have to get her a small gift like a scarf. I know that the market is on 64 streets and has over 4,000 shops. That’s huge! I’ll never have time to visit all of it, but I hope to see as much as possible and get a taste of the real Istanbul. Dad says the food is delicious, too, and that it doesn’t cost much. Do you know which stalls sell the tastiest food and the best Turkish coffee? It’s making me feel hungry just thinking about it! Anyway, I want to spend at least one day at the bazaar when I’m there. I thought you might like to come with me. I know you’ve probably been there a million times, but I’d love you to show me around. If you were here, I’d take you to the mall, but I don’t think that’s as interesting! Perhaps we could have a video call to make plans? Lots of love, Samira

Making plans and arrangements Excitement 1

I can’t wait to …

Hope

…

Plans 3

…

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

2 Read the email. Answer the questions. 1

Useful language

Suggestions 5

…

5 Write an email. Imagine you are going to visit a relative in London and you want to visit Portobello Market.

jewelry | jewellery

Visit Portobello Market!

Toys and gifts Secondhand furniture Fruit and vegetables Fashion, hats, bags, and jewelry Delicious street food!

How do Samira and Aisha know each other?

When does Samira want to go?

What does she plan to buy?

What does she want to drink?

Who does she want to go with?

3 Read the email again. Circle one hope, two plans, and two suggestions.

Re me mb er to:

age for making plans Use the Useful langu and arrangements. do. d what you want to Say when, where, an e th d by to-inf initive an Use verbs followed where possible. second conditional

Which city is the Grand Bazaar in?

ss se

They are cousins/family.

Make suggestions. ail and provide Read a partner’s em feedback.

Workbook page 61

Unit 8

CULTURE Show me the money! 1

Work in pairs. Make a list of ways to pay for something.

cash,

The British pound is the oldest / most expensive money used today.

The U.S. dollar is used in eleven / thirteen countries as well as the U.S.

The peso / euro is used across most countries in Europe.

The first bank / credit card was created in 1950.

Watch the video. Circle the correct answers.

m 3

Read the article. Which ways of paying are mentioned?

4 Match the blue words in the article with the correct definition. barter

: to exchange goods for other things (not money)

1 2 3

: to check the size or amount of something

: the hard outside of something, e.g., the outside of nuts, eggs, or some animals and insects like snails

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

: to exchange

: money you borrow from a bank

: how much something is worth in money

: to get money from working

: to use money to buy something

5 Read the article again. Answer the questions. What are the stones in Yap used for?

How do people decide how much the Yap stones are worth?

What can people in Italy exchange cheese for?

What types of things can you barter in the north of Ecuador?

What can you earn by using a time bank?

How is the value of shells in East New Britain measured?

to pay for expensive things like land and houses

Work in groups. Discuss the questions. Which alternative to money do you like best? Why?

What would you choose to use instead of money? Why?

I love that you can use cheese in Italy. I want to work in a bank there! Maybe we could use things we make, like jewelry or art, instead of money?

Unit 8

In Indigenous communities in the north of Ecuador, many people barter for things they want instead of buying them with money. People often swap things they have grown with each other. For example, they might travel to another area to exchange bananas for potatoes. Sometimes they swap things like animals for clothes, or people might get their cars repaired in exchange for some traditional medicine.

ss se

Bartering: Northern Ecuador

COLLABORATION PLUS

Project 8: Plan and advertise a bartering event.

SORRY, WE DON’T TAKE CASH! How do you normally pay for things? Cash? Credit card? Well, some places in the world have some very different ways of buying and selling!

All around the Pacific island of Yap, you can find large stones with a hole in the middle. These stones aren’t just there to look pretty; they are part of the island’s currency. While people use dollars to buy things in the local shops, these stones can be used for buying large things, like land or houses. The value of the stones depends on their size, how nice they look, how difficult they were to get, and their history. Everyone on the island knows which stones belong to which person.

Stone Money: Yap, Micronesia

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

Practice Extra Units 7–8 Consolidation

Unit 8

Workbook pages 62–63

Shell money used to be a currency in many countries, but now it is only used in one small part of Papua New Guinea. Here, sea-snail shells are used to pay for all sorts of things. Value is measured by the length of an arm. If you wanted to buy a bag of rice, it would cost shells as long as one and a half arms.

In Northern Italy, cheese is so important, and expensive, that you can use it to arrange a loan. If you wanted to borrow some money, you could give the bank some cheese in exchange! One of the banks in the region of Emilia-Romagna has a special building that it uses to keep the large pieces of cheese. There are millions of euros of cheese kept by the bank!

Shell money: East New Britain, Papua New Guinea

There are time banks in many countries, but the idea started in the U.S. and is probably still most popular there. It is a simple idea – if you spend an hour helping others, you can then earn an hour of help from another person. For example, if you help someone paint their house for an hour, you get an hour of “time credit.” You can then use that to get your hair cut or get your car repaired.

Cheese: Emilia-Romagna, Italy

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Time Banks: U.S.

2 Match the reasons 1–5 with the tips in the quiz A–E.

homework How to organize your

1 Take the quiz. Homework superstar or homework disaster?

When your teacher gives homework, do you …

write it in your notebook?

write it on a piece of paper?

listen and try to remember?

You work faster and learn better when you’re not distracted.

Interrupting your study to look for things is bad for concentration.

Having a schedule helps you study better as well as plan other things.

It’s easy to forget something when you don’t write it down.

Dealing with the most important things first helps control stress.

When do you do your homework?

at a regular time after school

B whenever you’re not doing something else

Discuss the tips in the quiz with a partner. Put them in order from most to least useful.

during breakfast or just before class

When you do your homework, do you …

I think the one about being prepared is the most useful.

A check you have everything you need

before starting? paper, or book?

C spend most of the time trying to find the

sections with the words in the box. By when?

You don’t have enough time to do all your homework. Do you …

do the most urgent things first?

do the easiest things first?

start thinking of excuses?

turn off your phone?

try not to look at your phone?

keep checking your phone?

Results

ints, C = 1 point A = 3 points, B = 2 po need our tips. 5–8 Oh, no! You really r tips can help. 9–11 Not bad … but ou ) read our tips anyway. 12–15 Well done! (But

Our Tips

Avoid distractions. Put your phone away and find a silent place to work.

Schedule a regular time to work on your homework. Even if you don’t have homework to do, use the time to review or clarify what you learned in class.

Be prepared before you start. Check your to-do list and make sure you have everything you need to complete each task.

Units 7–8

History

pages

36–37

Mon. 19

Label the

Tue. 13

Biology

parts of

the brain.

Fri. 16

This will take about two hours. This is hard – ask Monica for help!

5 Make a homework diary for your homework next week.

Keep a homework diary to help you remember what you have to do.

Mon. 12

Subject

Make a list of what you need to do and prioritize the tasks that need to be finished first.

Notes

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Homework

Date

While you’re doing your homework, do you …

4 Look at the homework diary. Label the

things you need?

Really? Why?

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

B sometimes have to stop to find a pen,

SELF-ASSESSMENT 1

Work in pairs. Read the situation and role play the conversation.

4 Work with a partner. Choose a card and prepare a one-minute talk. Write notes, but don’t write complete sentences.

Student A Your family has just bought a house. Look at the picture and the plan of the living room and think of some unusual ways to decorate it. Ask Student B to help you improve your ideas.

Card A Tell a partner about something you bought that you returned because of a problem with it. Say: • what it was and why you bought it • where and when you bought it • how you paid for it • what the problem was • what happened when you returned it

Student B You are an interior designer (you design and decorate houses). You don’t like Student A’s ideas for the living room. Suggest better ones and help Student A design the room.

Card B Tell a partner about something special you bought for another person. Say:

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

rest of the house

window

• what it was and who you bought it for • where and when you bought it • how you paid for it • why you bought the person that thing in particular • how the person reacted when you gave it to them

Listen to each other’s talk. Ask questions to find out more.

How confident do you feel about talking about shopping? Draw a face in the circle to show how you feel. Explain it to your partner.

yard

window

I’m not sure about purple for the walls or a painting of an animal. Have you thought about ... ?

outside of class. •

Make a list of the things you need to do next week. Which things do you have to do yourself? Are there things you could get done by someone else?

•

Take a friend on an online tour of your home. In English, describe the rooms and the furniture in them.

•

Write an online review in English for something you’ve bought.

•

Tell a partner about how to turn an old piece of furniture you have at home into a useful item.

Whose living room is going to look the best?

7 Try one of these ideas for practicing English

2 Change roles and repeat the role play.

ss se

I want to have this wall at the end painted purple. I like the idea of hanging a painting of a lion on it.

How confident are you about talking about house and home? Tell your partner. A

I’m very confident because …

I’m confident, but I still need to …

I’m not very confident yet because …

Units 7–8

All in a day’s work

Unit aims • Talking about the past and the future

• Using past modals should(n’t) have, ought to have, had to, and needed to

• Writing an interview

• Using prefixes and suffixes

• Learning about famous people in history

• Understanding an article and a podcast

• Creating a fact file about future jobs

• Talking about jobs and work

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. 1

What jobs can you see?

Which jobs involve helping people?

Do you know anyone who does these jobs?

ss se

100

Unit 9

Watch the video and answer. 1

Which different jobs can you see?

What do people do in these jobs?

What subjects or extra classes are helpful for these jobs?

VOCABULARY 1

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

architect

reporter

musician chef

lawyer novelist ✓ firefighter

scientist

librarian

artist

football player

novelist

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

Listen to people talking about their jobs. What do they do? Circle the correct answers. 1

librarian / firefighter

artist / reporter

scientist / football player

lawyer / musician

novelist / architect

chef / designer

3 Complete the ads with jobs from Exercise 1.

needed

Chef wanted

Hotel restaurant. Must have previous experience.

Do you want a painting of your special pet? I am a local 4 who paints animals big and small! Email me at petpaints@doggy.com.

We are a small orchestra, and we need someone who can play the violin.

Are you a 3

Brookfield School needs a 5 . Must be good at organizing books and helping children of all ages.

We are looking for new players for the local team. Call now.

4 Work in pairs. Choose two of the jobs below. Write job ads for them. reporter scientist

lawyer firefighter

designer

ss se

architect

Work in groups. Choose three jobs you would most like to do. Put them in order of preference. Explain your reasons. What are the jobs you’d most like to do?

Finished? page 133, exercise 1

The jobs I’d most like to do are ... because ...

Workbook page 64

Practice Extra Unit 9 Vocabulary 1

Unit 9

101

READING 1 Look at the pictures. What do you think each of these people like about their jobs? 2

Read the article. Check your answers to Exercise 1.

Teen Times

The monthly magazine that gives you more

Layla, firefighter

Last month, we asked for your questions about jobs you would like to do. Based on your comments, we have chosen jobs from science, the arts, and emergency services. Keep reading to find out what you need to do to get the job of your dreams!

Lauren, firefighter

When I was in school, most of my friends wanted to be famous football players, but I wasn’t interested in that. Tiago, I knew I wanted scientist to be a scientist at an early age, but I wasn’t sure what kind. I ought to have known because I had pets who I loved taking care of! I was also always at the beach near my house looking for animals in the rock pools. Then, on vacation, we visited a dolphin hospital, and I knew I wanted to be a marine biologist. So 5 . I needed to get good grades to go to college, and I also had to take a diving course. I travel a lot studying our oceans and the wildlife in them. I love my job!

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

Many people enjoy office-based jobs, like architects or bankers, but I was looking for more variety and also knew 1 . To get into the fire department, I had to do well in high school, and then I needed to take a training course. It was such hard work, but also a great team. I’ve been a firefighter now for two years. Once, we had to go to a forest fire. It was during the summer, so it was dry and also very windy. I could see a cat, which was scared. I shouldn’t have run toward the fire, but I love animals, and I had to rescue it. Luckily, 2 – so the cat was safe and so was I!

We had a Sam, teacher at musician school who advised us on exams, courses, and career choices. She knew that I liked the creative arts, and she encouraged me to look at being a designer or an artist. Although I was good at art and design, music was my passion. So I studied music in college, and in my last year, I started going on auditions. Often, I needed to get up really early in the morning to get to another city. I was successful, and 3 in the orchestra for a musical. I was nervous before the audition, but I shouldn’t have been because it went well. My job is so exciting – 4 . Lots of people want jobs in the arts, but if you really want something, my advice is to go for it!

3 Read the article again. Match A–E with 1–5 in the article. Write the numbers. A

every audience is different

I wanted to help my community

I got a job as a guitarist

I studied biology, chemistry, and geography in college

I’m also a very fast runner

an office-based job

What type of job did Lauren not want to do? How long has she been doing her job?

What subjects was Sam good at in school?

How did Sam feel before he auditioned?

What did Tiago like doing when he was young?

What did Tiago learn in addition to his college subjects?

1 2

Work in pairs. What kind of person do you think you have to be to do each of the jobs in the article? Use the words in the box or your own ideas. active

brave smart

confident

creative

fit

friendly

kind

To be a firefighter, I think you need to be brave in difficult situations.

102

Unit 9

ss se

4 Read the article again. Answer the questions.

Yes, and you also need to be fit.

LANGUAGE TOOLKIT Past modals 1 Read the news article. Underline the past modals.

3 Read the comments about the article in

Exercise 1 and circle the correct answers.

Comments April 3

Baytown Weekly

April 3

m U 2 Look at the underlined text in Exercise 1. Complete the Language tools with the phrases in the box.

needed to

> I loveBaytown Emanual 5didn’t have / needed to speak to reporters, but I think he should have.

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

Emanuel Reynoso, one of the Baytown Bears’ best players, had to be dropped from the team in a shocking decision last night. There had been problems for the last six months, and Emanuel hadn’t trained hard with the team. His coach didn’t have to speak to us, but he agreed and said, “He needed to get fit for the season, but he was lazy. He shouldn’t have missed his training sessions.” He ought to have listened to his coach because now he is off the team.

didn’t have to

> Baytownfan15 Photographers 1shouldn’t have taken / needed to take his photo. His life is private. >B estbears I think the coach 2ought to have given / had to give him a second chance. >L iz05 I 3had / didn’t have to turn the TV off when I saw the news. He was my favorite player. >S portsSam He 4needed / didn’t need to work harder for the team, but he didn’t.

had to

past participle

LANGUAGE TOOLS

Complete the post from Emanuel to his fans with the correct form of the verbs in parentheses. Then listen and check. @EmanuelReynoso An hour ago

First of all, I would like to say sorry to everyone. I 1 ought to have behaved (ought to / behave) better, but I didn’t. I 2 (have / miss) training because of some personal problems, but I3 (should / talk) to my coach about them. The team 4 (have / work) harder because of me, which I know isn’t right. I 5 (need / be) a better teammate, but I wasn’t.

We use should(n’t) have / ought to have + 1

ss se

Work in groups. Take turns telling your group about the situations below. Respond using past modals.

•

I don’t have any money.

to behave was.

•

I was late for school this morning.

•

I didn’t do my history homework because it was too difficult.

•

I had an argument with my friend, and I said some unkind things.

We use

to express necessity in the past, obligation in the past. something wasn’t necessary and

COMMON ERROR

when we

✗ I should went to the party.

weren’t obligated to do something.

✓ I should have gone to the

We never use must for necessity in the past. We use .

Grammar reference page 143

Finished? page 133, exercise 2

Workbook page 65

party. ✗ I had speak to a lawyer.

✓ I had to speak to a lawyer.

I went shopping yesterday, and now I don’t have any money.

We use didn’t need to when

and we use had to to talk about

to say what the right or wrong way

You shouldn’t have bought so many clothes. You didn’t need to buy that new coat.

Practice Extra Unit 9 Language toolkit 1, Listening

103

LISTENING AND VOCABULARY 1

Read the conversation. Match the blue words in the article with the correct definition. Then listen and check.

Listen again. Complete the sentences with a number. 1

Albert has been employed by the same company for years. twenty

Lizzie applied for

Lizzie was unemployed for months.

Albert went to college for years.

Albert will retire in

leo Hey Mia! I’m

unemployed and need some money! I know that you deliver newspapers in the morning – do you think I could apply for a job, too? Do I need to complete an application form?

mia No, you don’t, and yes, they need to employ

leo That’s great! What’s the employer like? mia She’s really kind – all of her employees are

Lizzie

really happy.

getting up early, but he says it’s time to retire!

application

: a person or organization that employs people

: to ask for something, usually officially in writing or by sending in a form

: to have someone work or do a job for you and pay them for it

: to leave a job

: to leave your job or stop working because of old age or ill health

: not having a job

: people who are paid to work for someone else

Do you know anyone who has retired? What do they like doing now?

What positive qualities would you write about yourself on a job application?

Do you think the advice in Exercise 2 is the same for all jobs? What other advice can you think of? Do you know anyone who has retired? Yes, my grandma retired last year. She loves ...

Practice Extra Unit 9 Vocabulary 2

Workbook page 66

Unit 9

Work in pairs. Discuss the questions

104

Make a lot of contacts. Work hard. Try to do your best. Apply for jobs – keep trying. Don’t complain. Have a positive attitude. Have patience.

ss se

Listen to Lizzie and Albert talking about their jobs. Number the advice in the order you hear it.

When you’re new, you need to work hard.

: an official request for something, usually in writing

You

Albert

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

mia Well – the man was my grandpa. He loves

years.

Listen again. Complete the table with Lizzie and Albert's advice. Then add your own ideas.

someone now – a man quit last week.

leo So, why did the man quit?

jobs.

LANGUAGE TOOLKIT Prefixes and suffixes 1 Read the text. Circle the words with the

3 Complete the conversation with the

prefix un- and the suffixes -ist, -er, -ian, and -ment.

prefixes and suffixes in the box. -ist

I was a librarian for many years,

but the library closed a year ago.

cruz I want to get fit, but I’m 2

about being unemployed. But

at the gym when I went swimming last week.

I’ve always wanted to write a

cruz Really? Could I get a personal 4train

book, so now I’m a novelist!

there?

enzo Yes – they do teen classes, too.

I know I look young, but I

cruz Can they help with food, too? I’m

actually retired two years ago! I

vegetar

was a banker in a big city bank.

enzo Hmm … I don’t know, but my mom is

The job was very stressful, and

– she can help!

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

a food 6scient

life. So I decided to take early

4 Complete the job posts with the correct

form of the words in the box.

teachers in a local school – I’m a

art

2 Circle or write prefixes or suffixes to

employ ✓ entertain

Unemployed

complete the Language tools.

report

and looking for work? Post here! – I write serious

* Experienced news stories. * I’m an 3 looking for work. Email me at annie@painter.com * Do you need 4 for your child’s party? Message me now! #Cocodisco 2

LANGUAGE TOOLS

Prefixes are added to the 1 beginning / end of words. They change the meaning.

certain

enzo I saw an 3advertise

other jobs, and I retired instead.

teaching assistant.

-er

where to start.

I decided not to apply for any

retirement. Now I help the

-ment

enzo What’s wrong? You look 1 un happy.

I was 65, and I felt uncertain

I had no excitement in my

un- ✓ un- -ian

Prefixes can change a word’s

meaning to be the opposite, for

example: unhappy, uninteresting, 2

employed.

5 Use prefixes and suffixes to add two more words.

Suffixes are added to the 3 beginning / end of words to make a new word.

science:

music:

one type of word to another, for example: electric (adjective) – – entertainment (noun), bank (verb) (noun).

When you learn new words, you can often increase your vocabulary by learning words related by prefixes and suffixes. A good dictionary can help you do this.

Grammar reference page 143

COMMON ERROR ✗ My mom is a design.

✓ My mom is a designer.

Work in pairs. Ask and answer. 1

If you were a musician in a band, would you be a singer, a guitarist, or a drummer?

If you were an artist, what kind of art would you make?

– bank4

electrician (noun); entertain (verb)

scientist

ss se

Suffixes can change a word from

I would be a guitarist because ...

Finished? page 133, exercise 3

Workbook pages 67–68

Practice Extra Unit 9 Language toolkit 2

105

SPEAKING Talking about the past and the future Look at the picture. What job is it? Would you like to work in a place like this? Why or why not?

Listen to Joana’s job interview. When can she work? When is she going to start?

Listen again. Complete the Useful language.

Useful language 1

would like like to (work on Saturday).

I want to …

to (go away with

my family). I3

(be on time).

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

I needed to …

to (be a chef).

I want to

I hope to

I’d like to

I plan to

What are your plans for the future? Complete the sentences with your own ideas. Then share your ideas with a partner. when I’m older.

when I’m retired.

when I finish school.

Work in pairs. Role play a job interview. Choose one of the jobs below and take turns interviewing each other.

musician

football player

ss se

chef

firefighter

journalist

OK, let’s start with a little information about yourself. Are you in school at the moment?

106

Unit 9

Pronunciation page 124

Yes, I am ...

Practice Extra Unit 9 Speaking

WRITING An interview 1

3 Read the Useful language to start

Read the interview. What’s Mr. Levi’s job? What did he do when he was younger?

a question or give advice. Write ? (question) or A (advice).

Useful language Asking for and giving advice

Do you have any recommendations ... 1 ?

HOME l NEWS l INTERVIEWS l RESEARCH

I think you should … 2

I wanted to ask you … 3

Listen to your gut … 4 If I were you … 5

What are your thoughts on … 6

ge U

The world of work

4 Read the interview again. Answer the questions.

What instruments did Mr. Levi play at school?

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

This week we are going to find out about Mr. Levi, our music teacher, who is also a musician in a local band. Read our interview with him.

What did his parents want him to do?

Why did he have to stop traveling?

What advice does he give about life?

Did you always want to be a teacher?

No! When I was at school, I played the guitar, the violin, and the piano. I loved music, and I wanted to be a musician. But my parents said, “We think 1 you should be a lawyer or a banker.” I shouldn’t have listened to them, really, because I studied business in college and I was very unhappy. Were you angry with your parents?

No, not at all. They thought that they were giving me good advice and that working in the entertainment world would be very difficult. But I learned that you should listen 2 and try to do what you love. So while I was in college, I auditioned as the guitarist in a band, and I got the job! I quit college and traveled all around the world with the band. What did you do next?

5 Write an interview article for a school magazine about an adult you know. 1

How much time is there before your due date?

How much time do you think you need to write your article?

on the world of

entertainment now?

to your gut

What are your thoughts

you should ✓

Re me mb er to:

and the answers. Write the questions age. Use the Useful langu and suffixes s, xe Use modals, prefi Check your spelling and grammar.

the phrases in the box.

2 Complete the interview in Exercise 1 with

Most tasks have a due date. Make sure you know how much time you have and how much time you need.

Well, I still love it! I’m still in a band, but it’s not the job I do every day. I’m older now, and it’s more tiring than when I was younger. 4 continue to do things that make you happy in life, and my music makes me happy.

ss se

I played in the band for about five years, but I had to come home because my dad was sick. (He’s fine now!) But while I was here, I decided to take a course to become a music teacher ... and here I am!

I think you should

Workbook page 69

Unit 9

107

CLIL

History

Adding it up: Looking back on people in the past 1

atch the video. Number the events in the video in the correct order. W Then work in pairs and discuss the questions.

People went to the moon.

Gladys West described the shape of the Earth. Women became interested in the world of flight.

br 1

The Wright brothers flew the first plane.

Amelia Earhart flew across the Atlantic Ocean.

Women started to work as drivers, firefighters, and mechanics.

Which event in the video is the most important to you? Why?

Think of another important event of the last 100 years. Why was it important?

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

2 Look at the fact file quickly. What type of information does it give? Read the fact file. What is Katherine Johnson most famous for?

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

: something you get for a special achievement

: a machine put into space to collect information or for communication

: a prize you get for a special achievement that goes around your neck

: a person whose job is to solve math problems

: a vehicle that flies and can bring people into space

: a person whose job is to travel to space

: when one object in space moves around another object

5 Read the fact file again. Then cross out the incorrect information in each sentence and write the correct information.

101

Johnson’s job was to be a “computer” because she used a machine to compute math problems.

Johnson’s work helped put the first American satellite in space.

The first American to orbit the Earth was Alan Shepard.

Johnson worked at NASA until 1958.

Johnson worked at NASA for 30 years.

In 2015, the U.S. Congress gave Johnson the Congressional Gold Medal.

Johnson made more mistakes when solving math problems than the computer machines at NASA.

Work in groups. Discuss the questions. 1

What other people do you know of with similar stories as Johnson’s? What are they famous for?

What part of Johnson’s job seems the most interesting to you? Why?

What jobs do you think will be important in the future? Why? I think math is fun. I’d love to do math problems all day. I don’t like math, but I think Johnson’s job was so interesting because ...

108

Unit 9

Johnson lived to be 95 years old.

ss se

Katherine Johnson

Fact file

and the math that changed history Awards Born:

August 26, 1918

Died:

February 24, 2020

Job: NASA computer/ mathematician

medal

Early life

Place of birth: White Sulphur Springs, West Virginia, the U.S.

Johnson was given the Presidential Medal of Freedom by Barack Obama in 2015. This award recognizes people who have done important things for the U.S. and the world. In 2019, the U.S. Congress gave Johnson the Congressional Gold Medal, which is given to show thanks for excellent achievements in U.S. history and culture.

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

Katherine Johnson showed incredible talent in mathematics from an early age. She finished high school as one of the best students when she was just 14 years old! After graduating from college with honors at 18, she entered the math program at West Virginia State University.

An amazing career

Did you know ... ?

Your smartphone is thousands of times faster and more powerful than the computer that was used to send the first person to the moon. Even though NASA had computer machines, they asked Johnson to check all the math herself because she was more accurate than the machines!

In addition to these achievements, Johnson also developed plans to go to Mars. In 1986, after a successful and extraordinary career at NASA, she retired.

satellite

Johnson’s skills to solve math problems made her an important part of NASA’s space program. She also took part in many other successful projects, such as Apollo 11, which put the first astronauts on the lunar surface and allowed them to walk on it for the first time in history. She also played a key role during the beginning of the space shuttle program in the U.S. This project was important because the shuttle was the first spacecraft that could be reused to go back to space over and over again.

Some schools, and even a satellite, have been named after Katherine Johnson!

ss se

In 1952, Johnson learned about a job position in computing at the Langley Research Center in NACA, which became NASA in 1958. In 1953, she was hired to study information from flights and solve many difficult math problems without the help of a computer. (In fact, people who did calculations were called “computers” for hundreds of years before the machines existed.) However, Johnson’s greatest opportunity came when, in 1957, she was asked to help do the math to send the first American into space, astronaut Alan Shepard. The project was a huge success and brought the astronaut back to Earth. Not long after that, she did the math that allowed the first American, astronaut John Glenn, to orbit the Earth.

Fun fact

COLLABORATION PLUS

Project 9: Write a fact file about a person you admire.

Unit 9

109

Just for fun Unit aims

• Talking about entertainment and media

• Giving a presentation

• Asking polite questions

• Writing a report

• Using gerunds as subjects and objects

• Learning about different types of entertainment

• Understanding a group chat and radio ads

• Creating an ad for a TV show or a band

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.

Unit 10

What are they doing? Why do you think they do this?

What do you like to do with your friends?

Watch the video and answer. 1

What activities do the teenagers do for fun?

What instruments are the teenagers playing?

What are the teenagers learning about at the summer camp?

110

1 2

ss se

VOCABULARY 1

Read the poster and the TV guide. Match the blue words with the correct pictures. Then listen and check. 1

Ca DJ

5:00–6:00 p.m.

Camberley Arts

6:00–6:30 p.m.

6:30–7:30 p.m.

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

o r m e

Roll Sound! – a special show s

Buy backstage tickets and take a selfie with See an art 2e

Planet Earth II – David Attenborough

about the best movie

DJ Rich Tong, the Llamas, and Freda Star. your favorite band!

about

presents this amazing documentary 8:30–9:30 p.m.

Listen to traditional folk music.

about animals and their habitats.

Enjoy a weekend of performance and art.

life in a small town in the country.

July 22 – 25

P e

The Street – daily 4

Festival

News

of all time!

8:30–10:30 p.m.

Concert: Jazz music live from New

Orleans!

with paintings, prints, and sculptures from local artists. Download the 3a

here to see the full

list of bands, times they are playing, and a festival map.

TV show / TV program | TV programme

2 Complete the words in Exercise 1 with the words in the box. soap opera

performer ✓ soundtrack

exhibition

Work in pairs. Discuss the questions. 1

What types of documentaries do you like watching?

What are the most popular soap operas in your country?

Who is your favorite performer? Why?

ss se

app

I like watching nature documentaries because ...

Finished? page 134, exercise 1

Examples of other people who have learned English can be very motivating. These can be famous people or people we know personally. Finding out what helped them learn English can help us learn more ourselves.

Workbook page 70

Practice Extra Unit 10 Vocabulary 1

Which famous performers do you know who can speak more than one language? Find out how they learned their second language and if they perform in it.

111

READING 1

Read the messages. How many friends are in the group chat? How do you think they know each other? freddy dunn

Best friends!!!!

Hey everyone! Sorry for the slow reply. I was actually watching a documentary ... about elephants! How funny is that?! I would love to come with you to see the exhibition. I LOVE elephants! Do you know where we would start? 3:45

Paulo, Bella, Freddy, You

Hey guys! What are you all planning for the weekend? Should we do something together? I’ve seen some posters around town about an exhibition that starts this weekend and lasts all month. Would you like to come with me?

paulo lopes

1:25

It does sound like fun if we get to walk around town. We could stop for a snack. I wonder what is so special about the elephants, though. 3:56

paulo lopes

Hey Kara! I was planning on spending the weekend on the couch. I need to catch up on my favorite soap opera. I’m not sure about an exhibition. It’s not really my thing. But I’m free on Saturday. Maybe we could find something that we’d all like to do? 1:33

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

bella rocha

We can start anywhere we want, Freddy. So, we could meet at my house and then just follow the map on the app to find the first elephant and then keep going from there. They are special, Paulo, because they have been painted different colors and they look really fun. Also, some of them are designed to show which community they come from. 3:58

That sounds cool. Do you have any idea what the exhibition is about? 1:45

bella rocha

That’s OK, Paulo. I wasn’t sure if you’d like it anyway. So, it’s actually a walking tour of an art exhibition. There are lots of elephants all around town. You can download an app with a map, and you walk around trying to find them. Each time you see one, you can mark it as “found” on the app. They were designed by local artists. The elephants have their own social media page, too, so you can take selfies with them and upload your pictures to the page. It looks cool! 1:52

OK. I have a bass guitar lesson on Saturday morning, so I can be at your house at about 11. 4:00

paulo lopes

Me too!

4:01

freddy dunn

Awesome! See you Saturday!

4:45

2 Read the messages again. Answer the questions.

Kara

Who describes an activity outside?

Who plays an instrument?

Who mentions an animal that they like?

Who wants to watch TV?

Who suggest a time to meet?

3 Read the messages again. Complete the sentences with one or two words. The exhibition is a

Some of the elephants are designed by

Freddy wants to join Kara because he likes

The elephants are different

. . . .

Work in pairs. What are the advantages of an exhibition like this for teenagers? What animals do you think would be fun to look for? One advantage is that it’s outside and you can walk around and do it in your own time.

112

Unit 10

Kara saw posters in

town

1 2

ss se

Yes, you can also ...

LANGUAGE TOOLKIT Polite questions: Indirect and embedded questions 1

Ms. Lee is in a band. Two students are interviewing her for the school magazine. Put the words in the correct order to make questions. Then listen and check.

Match the polite questions in the conversation 1–4 with the direct questions A–D. Which question form is longer?

1 you / us / the band / when / Could / you tell / first joined / ?

edmund Excuse me, Ms. Lee. Could you 1

tell me where the music club is, please?

Could you tell us when you first joined the band?

ms. lee

I t’s in the auditorium this week, Ed. We are rehearsing the whole performance for the show.

2 if you / your favorite music / what / I wonder / is / could tell us / .

edmund 2Do you have any idea if my parents ms. lee

can buy tickets for it soon?

es, they’ll be on sale on Monday Y next week.

3 you meet / how often / Could you / to practice / tell us / ?

edmund OK, great. 3I wonder if I could use

ms. lee

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

the music room to practice at lunchtime.

4 your next performance / have any idea / Do you / when / is / ?

Of course! That’s a great idea.

edmund It’s usually locked. 4Do you know

who has the key? ms. lee

Me! I’ll give it to you after class.

Can my parents buy tickets for it soon?

Can I use the music room to practice?

Who has the key?

Where is the music club?

5 if / you can tell us / of your music / if you sell / CDs / I wonder /.

4 Rewrite the questions to make them polite questions. Use the phrases in parentheses.

2 Circle to complete the Language tools.

LANGUAGE TOOLS

Do you have any idea what movie soundtrack the song “We Don’t Talk about Bruno” comes from?

We use indirect and embedded questions when we want to sound more 1 polite / rude.

Did jazz music start in New Orleans or New York? (Can you tell me … )

questions use the same word order as 2 direct questions /

Can you name one popular folk music singer? (I wonder … )

What is the music festival in Rio called? (Do you know … )

Which animated movie is the character Woody from? (Could you tell me … )

statements.

indirect question, and we use a period, not a question mark. Grammar reference page 144

COMMON ERROR ✗ Do you know where is he performing?

✓ Do you know where he is performing?

Finished? page 134, exercise 2

Workbook page 71

if / that or whether in the

For yes/no questions, we use

ss se

Indirect and embedded

What movie soundtrack does the song “We Don’t Talk about Bruno” come from? (Do you have any idea … )

Work in pairs. Ask and answer the polite questions in Exercise 4. Do you have any idea what movie soundtrack the song “We Don’t Talk about Bruno” comes from?

I think it’s ...

Practice Extra Unit 10 Language toolkit 1, Listening Unit 10

113

LISTENING AND VOCABULARY 1

Listen and number the pictures. A

read a

article

on big screens

Ca publish

a play

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

record a

in a concert

music

Complete Exercise 1 with the words in the box. Then listen and check. film

perform advertise

record direct

publish ✓ blog

vlog

Listen to the ads. Mark (✓) the activities you hear. acting and singing dancing on the beach filming a movie going to a concert painting

performing in a studio writing a story

playing the piano taking selfies

Listen again. Match sentences A–F with ads 1–5. There is one extra sentence. Which ad …

talks about performing at school?

explains how you could be a better writer?

suggests that listeners should buy a soundtrack?

mentions something that you need to bring?

promises good music and an amazing view?

•

listen to a band play live

•

go to a performing arts school

•

publish a short story

•

go to a beach party

•

take a film course

Unit 10

Workbook page 72

I’d love to take a film course to make a documentary. I think I’m good at making little movies on my phone, but I’d like to find out how to get better. I think I’d like to publish a short story or ...

Practice Extra Unit 10 Vocabulary 2

Work in pairs. Which of the activities would you like to do? Why?

tells you what time you should listen to the radio?

ss se

114

a documentary

LANGUAGE TOOLKIT Gerunds as subjects and objects 1 Read the conversation. What do the underlined words have in common? What’s your sister doing now, Lucas? I haven’t seen her for ages.

lucas

She’s in college studying performing arts.

daisy

Really? I didn’t know she liked acting.

lucas

Yes, she loves singing, but she’s good at dancing and acting, too.

daisy

That’s great. Sharing your talent with the world is an amazing thing to do.

lucas

I know … and finding a job you love is also great.

daisy

2 Circle to complete the Language tools.

LANGUAGE TOOLS

Gerunds are verbs that act like nouns. They are formed by adding -ing to verbs, for example: act – acting.

Gerunds can come 1 before / after the main verb in a sentence when they are used as subjects. For example: Acting is fun.

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

Gerunds can come 2 before / after the main verb in a sentence

COMMON ERROR

when they are objects of the verb. For example: I love acting.

✗ I like share photos.

Grammar reference page 144

✓ I like sharing photos.

3 Complete the sentences with the gerund form of the verbs in the box. Then write O (object) or S (subject).

listen

perform

Sharing

I enjoy

I can’t stand

visit

watch

photos online with my friends is fun. documentaries online. to folk music.

pictures of the silly things my cat does is funny.

4 5

share ✓ take

I liked

in the school play last year.

exhibitions isn’t really my thing!

4 Complete Lara’s application with the correct form of the verbs in parentheses.

ss se

Play in the holiday orchestra! Apply below.

Work in pairs. Talk about what you like doing in your free time and how you feel about it. Use the ideas in the box or your own ideas. hang out with friends

listen to jazz music

record a vlog

play an instrument

play video games

post photos

go to exhibitions

watch soap operas

watch documentaries

Finished? page 134, exercise 3

Workbook pages 73–74

write a blog

Name: Lara King Age: 14 Information about you I 1 enjoy playing (enjoy / play) the double bass in my free time. I also play the violin, but 2 (find / the time) to practice is sometimes difficult. I 3 (prefer / play) the double bass to the violin. 4 (watch / live performances) is something I like to do on the weekend. I joined a small holiday orchestra last year, and I really 5 (love / perform) in front of an audience. 6 (join / your orchestra) would be an amazing experience.

I love playing video games with my friends. Hanging out with them online is a lot of fun. I don’t like playing video games very much, but I love ...

Practice Extra Unit 10 Language toolkit 2

115

SPEAKING Giving a presentation 1

Look at the photos. Are these the kinds of things you like doing during summer vacation? Why? A

Ca listening to DJs

taking photos

performing with friends

Listen to Alice giving a presentation about a summer course. Which activity from Exercise 1 did she do?

Listen again and mark (✓) the things you hear.

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

the equipment she needed

if she liked it

where she took photos

the cost of the course

the purpose of the course

Listen to Alice’s classmates asking her about the summer course. Match their questions (1–3) with her answers (A–C). 1

So, could you tell me about how they helped with technology?

Can you tell me what you enjoyed most about the course?

Do you have any idea if they have the course every year?

Hmm, I’m 1 trying to think , … I’d say going to the beach at sunset was my favorite part. I wonder if you’ve ever tried to take a photo at sunset, and 2 … hmm … well, …

, the course is every year in the summer. 4

, let me show you some examples. The teacher showed us how to edit photos, change

the colors …

5 Complete Ella’s answers in Exercise 4 with

Useful language Keeping talking

dancing performing arts

I’d say … ,

It’s like ... ,

Give your presentation to another pair. Then listen to their presentation. Ask and answer questions about the courses. Use the Useful language in your answers.

The (good) thing ... What did you learn in the dancing course? Basically, we learned to ...

116

Unit 10

Pronunciation page 124

Practice Extra Unit 10 Speaking

Basically ... ,

publishing your writing

Hang on

holiday orchestra

I’m trying to think OK, one second

Work in pairs. Choose an activity and prepare a presentation about a summer course. Use the ideas in the box or your own ideas.

ss se

the Useful language.

is that there are …

WRITING A report

2 Read the report again. Match questions A–D with the answers in the report.

1 Read the report. Answer the questions. What is it about?

How many students were interviewed?

How many questions were they asked?

Can you tell us what activities you usually like to do during the summer?

What are your plans for this summer?

Do you like doing activities during summer vacation?

What do you enjoy about summer camps?

Work in pairs. Discuss the questions.

Why is it a good idea to include the questions in the report itself?

Is it more important for a report to be interesting or to be clear? Why?

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

There are different ways to organize a report, including using paragraphs and paragraph headings or questions, as well as linking phrases. They can all help make the content clearer for the reader.

8th grade summer vacation activities – A report

Introduction We wanted to find out how our 8th grade class spends summer vacation. Therefore, we asked questions about what students usually like to do, what they did last year, and what their plans are for this summer. There are 30 students in our class – that’s 17 boys and 13 girls – and all of them responded to our questions.

? Q: 1 A: Almost 100 percent of the students we spoke to said that they like to do activities during summer vacation. Only a couple of students said that they don’t. So they spend time at home or hang out with friends.

for this reason

: because of something

: so that it’s possible

Use the questions in Exercise 2 to interview your classmates. Write notes on their answers.

6 Write a report about what your classmates like to do during summer vacation. Use your notes from Exercise 5 to help you. Remember to:

? Q: 4 A: Ten of the students said that they loved the summer camp that they went to last year. As a result, they are going back to the same camp again. Fifteen students are going to try something new, and this will mostly be sports. Five of the students have decided that they won’t do any activities because they are going on vacation with their families.

Useful language Linking phrases

? Q: 3 A: Most students said that they enjoyed making new friends. They also agreed that learning a new skill was fun. Many said that they liked practicing something that they could already do in order to get better at it.

blue linking phrases in the report with the correct definitions.

ss se

? Q: 2 A: Half of the students we spoke to said that they like to play sports. Going to sports camps was very popular. Sports camps included football, swimming, dancing, and water sports. The other students said that they preferred doing creative activities, such as taking photos, painting, filming vlogs and videos, performing, and playing a musical instrument.

4 Look at the Useful language. Match the

Use the Useful language to link your ideas. Use questions or headings to organize your report. Use gerunds. Check your grammar and spelling.

Workbook page 75

Unit 10

117

CULTURE

Add one more question to the class survey about entertainment. Then ask at least five people in your class the questions. Mark (✓) their answers.

Class survey

What is your favorite type of entertainment? A watching TV/movies B listening to music C playing video games D using social media

How often do you watch or listen to things from other countries or cultures? A often

In 2012, people all over the world were singing and dancing along to “Gangnam Style.” The song by PSY went to number one in the music charts in over 30 countries. The music video became the first video on YouTube to get over a billion views (and later the first song to have over 2 billion views). This was the start of the “Korean wave.” Korean culture soon took over the internet!

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

B C D

B sometimes C rarely D never

THE KOREAN WAVE HALLYU!

Let us entertain you

Watch the video. Mark (✓) the best summary.

It is better to have entertainment from different countries.

The internet has made it easier to get entertainment from around the world.

Anybody can become famous on the internet these days.

3 Read the article quickly. Which

Korean stars are mentioned? What similar stars do you know?

ss se

PSY performing “Gangnam Style"

118

Unit 10

Actually, K-pop and all things Korean had already been popular across Asia for many years. People started to think of Korea as cool, and Korean culture spread out around the world. Before long, the boy band BTS was the biggest band in the world. They became the first Asian band to go to the top of the American charts in more than 57 years. The band was invited to meet the president at the White House and to talk at the UN.

Read the article. Complete the sentences with the blue words from the article.

Ca U

I went to an online concert that used . It felt like I was really at a concert!

Enzo is going to music competition.

When I’m older, I’m going to family business.

I wonder who is going to be number one in the music this week.

The has said that there will be more money for the entertainment industry next year.

Did you see that new, scary started last night?

The people looking for the lost dog all over the woods to look for him.

The video I put online last night has already had 2000 !

the school in the the

that

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

5 Read the article again. Complete the table.

It was not just music though. A Korean movie became the first non-English movie to win the Oscar for best film, and a Korean TV series became the first non-English show to go to the top of the Netflix chart. Influencers, such as Lisa from K-pop band Blackpink and the actor Lee Min-Ho, are some of the biggest social media stars. Even Korean fashion, food, video games, and technology are thought of as cool these days.

“Korean wave”

Reasons Korea has a

successful entertainment industry

“Gangnam Style” was The government helps the number 1 song in 30 artists. countries.

What other Korean films, pop stars, or TV shows do you know?

•

What do you think of them?

•

Which actors/pop stars from your country are the most successful in other countries?

•

Do you prefer entertainment and media from your country or other countries? Why? I watched the TV series ... It is a game show on an island. I really liked it.

I mostly listen to American music, actually. It’s more interesting than music from my country, and it helps me learn English!

Workbook pages 76–77

•

Technology has helped Korean stars become famous and get closer to their fans. Performing concerts online is common. So is using virtual reality to connect with fans. Filming live online fan chats is popular. The internet allows fans to feel like they are a part of their favorite stars’ lives. Korea has become the most modern entertainment industry, and it looks like the Korean wave is here to stay.

Work in groups. Discuss the questions.

ss se

What everyone wants to know is: How did Korean culture become so popular? Well, entertainment is big business in Korea, and the government provides a lot of help to the industry. Entertainment companies take children as young as eleven and start to train them. They teach them to sing, dance, and act, of course. But they also train them in how to use social media, how to speak different languages so they can communicate with fans more easily, and how best to represent Korea to the world. The young performers often live together in a “star factory.”

Achievements of the

COLLABORATION PLUS

Project 10: Film an interview with a new music group.

Practice Extra Units 9–10 Consolidation

Unit 10

119

oving in the future How to continue impr

Work in pairs. Ask your partner about learning English this year. How much has your partner improved these skills?

reading

vocabulary

conversation

writing

listening

speaking

How much have your speaking skills improved?

grammar

pronunciation

A lot, I think, but not as much as my ... How about you?

Listen to Thiago and Camila talking about learning English this year. Mark (✓) the correct box.

Who has …

Your partner’s name:

Thiago

kept vocabulary notes?

used English TV for listening practice?

used English on their phone?

followed their teacher’s advice?

read online articles and blogs in English?

used every opportunity in class to practice?

talked to friends in English outside of class?

Both

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

Camila

Work in pairs. What have you both done this year to improve your English? Mark (✓) your partner’s answers in the table and add two questions of your own. Have you kept good vocabulary notes this year?

ss se

Most of the time, yes. What about you?

Listen to Thiago and Camila talking about their plans for improving their English in the future. What are they going to do? Thiago:

Think about your answers in Exercise 3. Discuss how you can improve your English in the future.

Next year, I will … 1 2 3

120

Units 9–10

6 Write three “English language learning promises” to yourself for next year.

Camila:

SELF-ASSESSMENT 1

Work in pairs. Choose a job from the box that you’d like to know more about. Then find out the information in 1–5. boatbuilder

head chef in a restaurant

forest firefighter college librarian

criminal lawyer rocket scientist

sports reporter

what a person with that job has to do what the most difficult parts of the job are

what the most satisfying parts of the job are

what skills you need to do the job well

what qualifications you need to apply for the job

Work with two students who have found out about different jobs than you have. Share what you have learned with each other.

Report to the class which jobs you find the most interesting and why.

How do you feel about talking about jobs in English? Choose a number and explain your choice to a partner.

not very

Student A: You and three friends want to visit the Uptown Arts and Music Festival. Ask Student B questions about the events, like where and when the festival is, as well as about the price of tickets. Use polite questions.

very

confident

Work in pairs. Role play a conversation about a festival. Take turns.

Student B: You’re one of the organizers of the festival. Use the program you completed in Exercise 5 to answer Student A’s questions.

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

Head chefs are really busy. For example, they have to ...

Could you tell me what there is to do on Day 1?

confident

Sure. In the afternoon …

And I’d like to know if there are group tickets.

5 Complete the festival program. Use your own ideas.

Uptown Arts and Music Festival Two days, three venues, something for everyone!

Where?

Folk music Afternoon concert 4:00–6:00

Exhibition: Our City in 1,001 Selfies All day

Documentary: Picasso: A Life in Art 12:00–1:30

Trip-Hop Night with DJ Belzz

English outside of class. Try it! •

Think about the job you want to have when you grow up. Do some research and write notes about it.

•

Interview your parents or other family members about their work. Write notes about what they say.

•

Find an online program for a big music or arts festival. Plan a visit with a friend.

•

Find a volunteer program where it helps to know English (such as working with immigrants or contacting people in other countries). Write to the program to find out more about how you can contribute.

Movie:

Evening Under-18s $ $

Units 9–10

Afternoon

TICKETS Adults 1-day $45 2-day Special price for groups of 4: $

8 Choose one of these ways to practice

DAY TWO

Cinema City

Evening

Goodman Gallery

entertainment in English? Circle the emoji that is true for you.

ss se

DAY ONE

Club 100

7 How do you feel about talking about

121

PRONUNCIATION

UNIT 1

UNIT 3

words beginning with /s/

Word stress with comparative and superlative adverbs

Listen and repeat. subject sail

surfboard secondary

vowel + /s/

especially isn’t

ask useful

/s/ + vowel

/s/ + consonant studies scream

She ran the fastest of all.

Then underline the stressed syllable in each word. I played better than last week.

She played the best in the game.

They played more loudly than before.

He played the most loudly in the orchestra.

sw es

sue use iss

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

Listen, check, and repeat.

Listen and circle the word you hear. sleep

asleep

study

a study

sea

a sea

specially

especially

surfboard

a surfboard

school

a school

1 2

UNIT 4

Consonant /ŋ/ 1

Listen and repeat the words in the box.

pollute pollution cot cotton ran rang sun sung win wing

Practice saying the words in Exercise 3 with a partner.

UNIT 2

Sounding happy / excited / interested / unsure 1

Listen and number the pictures 1–4.

This looks interesting. activities.

Why don’t we go to the water park?

That’s a good idea.

Practice the conversations in exercise 2. Remember to show different emotions.

My shirt is made of

Did they

Have you ever It’s difficult!

His phone

is shining. .

the game? this song?

in class.

Practice saying the sentences in Exercise 2.

B Hmm … I don’t know. I prefer adventure

The

Listen and repeat.

sun

Complete the sentences with words from Exercise 1. Then listen, check, and repeat.

ss se

122

She ran faster than me.

Listen. Circle the beginning sound you hear.

1 2

2 Circle the stressed word in the sentences.

student scared

br 2

Listen and repeat.

UNIT 5 schwa /ə/ 1

Listen and repeat the words.

cereal

chocolate

coconut

vegetable

m 2

Listen and write the missing words. Then listen again and repeat the sentences. I’m thirsty. Could you get me some water? coconut

Can I have a slice of

The sugar in it.

My favorite

Don’t walk away from me!

I’m fond of my cousins.

UNIT 7 Three c sounds Listen and repeat the sentences.

cake?

There is a hole in the ceiling!

you like has too much

Clean your face. You have paint on your cheek.

This is a comfortable armchair.

Do you have anything for a headache?

You should ask the pharmacist at the drugstore.

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

is carrots.

I’m thirsty. Could you get me some coconut water?

Can I have a slice of chocolate cake?

The cereal you like has too much sugar in it.

My favorite vegetable is carrots.

Connected speech

Listen. What is the pattern of the underlined letters?

I’m not scared of speaking in English.

Let’s look up the word in the dictionary.

She hung up the phone at the end of the call.

I may go out later. It depends on the weather.

Did you hand in your homework?

She’s learning English to get a better job.

He’s in the kitchen cooking an egg.

Can you fill in the form with your name and address?

I’m hanging out with my friends this afternoon.

/tʃ/

/s/

cushions

Listen and repeat the tongue twister. Practice saying it quickly!

Chicken city, kitchen city, Chicken in the kitchen!

The teacher gave a book to every student to look at.

/k/

from Exercise 1.

Listen. Underline two examples of connected speech in each sentence. Then listen and repeat.

2 Complete the table with the bold words

ss se

Could you switch it off, please?

I want to make some cushions.

Listen again. Underline the schwa sounds in each sentence. Then listen again and check.

UNIT 6

Can I have an orange?

Work in pairs. Say the sentences. Then listen and check.

123

UNIT 8 /r/ and /h/ at the beginning of words 1

Listen and mark (✓) the words you hear. habit

rabbit rail

hair

rare

head

red

heal

real

height

right

Listen to the conversation. Circle the words that begin with /r/ or /h/.

They reporte on the new football playe on the news.

Grandpa was a journali last year.

When I finishe my job, my employe gave me a present.

, but he retire

the /w/ sound 1

Listen and repeat.

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

would

wolf

who

whole

whose

what

when

why

Well, it had red hair all over its head. And it was an enormous height!

Yes, it was real, and I know I’m right! It was a red-haired rabbit, alright!

Was it real? I’m not in the habit of seeing red-haired rabbits.

/w/

/wʊ/ ✓

/wʊ/ : woman

: who

whole

whose

: what

when

why

would

wolf

For which group of words (1–3) do we not pronounce a /w/ sound at the beginning?

Listen and repeat. banker

lawyer

reporter

/d/

employed

retired

applied

/st/

novelist

journalist

artist

/st/

wood

whom

white wheel

How quickly can you say the rhymes? Listen and repeat.

The white whale whose name is Mike, would swim in a circle like a wheel on a bike.

The woman, who has a red hood, is chatting with the wolf in the deep dark wood.

/d/

whale

Listen and write the words in the correct column.

Say the words. Add them to the groups in Exercise 2. Then listen and check.

ss se

/r/

lawyer

Listen again. Match the sounds that start the words with 1–3. Then answer the question.

/h/

Practice the conversation in Exercise 2 with a partner. Take turns being A and B.

/r/

me to become

Final consonants

124

My teacher encourage an arti .

UNIT 9

That’s not right! It’s rare to see a rabbit with red hair.

My mom is employe d as a lawye

That rabbit had red hair.

UNIT 10

hail

m 2

Complete the words with -d, -r, or -st. Then listen, check, and repeat.

FINISHED?

UNIT 1 1 Put the letters in order to make words about education. Then match them with the correct definition.

ratms

arpep ✓ atarlyboor

lislk

ghhi sochlo

pcrpainli

A long piece of writing you do for school

All the different subjects you have to study at school

wnedoeklg

paper

umucrcurli

The person in charge of a school

A school where teenagers study

An adjective to describe a person who gets good grades

What you have when you know something

What you have when you can do something well

A room with equipment to do science experiments

Across

Down

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

2 Look at the pictures and complete the crossword.

ss se

3 Number the story in the correct order.

They say that bad luck happens three times in a day, and it’s true – when my teacher asked me for my

homework, I hadn’t done it.

I quickly cycled home, and then I realized I had forgotten my keys, too! I got halfway to school on my bicycle and realized I had left my school bag at home. I had a terrible day yesterday. 1 So, I started my trip back to school, and of course, when I arrived, the teacher had started class.

125

UNIT 2 1 Match the words to make phrases. go

visa

arrive at

currency

travel by

home

change

at the tourist information center

make

abroad

ask

your passport

get a

immigration

show

air

return

your destination

go through

a reservation

2 Write complete sentences to describe the

pictures. Use the prompts.

sentences. 1

(they / need to)

vacation / you / Are / go / going to / on

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

3 Put the words in the correct order to make

some / send / will / I / you / photos .

family / We / visiting / are / Florida / in .

there / think / I / it / will / very / be / hot .

4 Match the sentences from Exercise 3 to complete the conversation.

(they / need to)

ADRIAN

Yes, I am!

ss se

Where are you going?

(we / ought to)

Cool! I’ve never been to the U.S.

Awesome. Will it be hot? It’s the middle of summer! (she / ought to)

126

UNIT 3

1 2

1 Read the clues and complete

the crossword.

Across

a spoken performance in a theater

a person in charge of a movie or play

dancing, singing, acting, or playing music for other people

someone who makes plans for how something will look (e.g., clothes)

Down

7 8

paintings, drawings, and sculptures a large group of musicians who play different instruments together

the people watching a movie or performance

a piece of music that someone has written

a very popular and successful movie actor

to perform in a movie or play

1 2

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

2 Complete the blog post with the passive form of the verbs in parentheses.

The Yi Peng Lantern Festival, Thailand

ss se

The Yi Peng Lantern Festival 1 (celebrate) 2 in Northern Thailand and (hold) in November every year. It is a festival of light, where thousands of paper lanterns 3 (release) into the sky. The first lantern festival 4 (celebrated) in the thirteenth 5 century. I (invited) to the festival by my cousin last year, and it was beautiful! Houses and yards 6 (decorate) with paper lanterns, and there was street food, live music, dancing, and fireworks!

Change the adjectives to comparative and superlative adverbs. Use each adjective twice. good

fast

3 Look at the picture and write sentences.

Lara

slow

Alice runs the fastest.

2 3 4

Alice

Sofia

5 6

127

UNIT 4 1 Label the pictures with the words in the box. flood

fire waves

Ca 1

planet

species

Earth

cliff

wildlife

pollution

shore

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

2 Write sentences contrasting the ideas in the table. Use each word in the box once. even though

although

despite in spite of

whereas

while

there was a flood in the city

the waves were high

I like cool weather

it is sunny in Antarctica the sea wall

my sister prefers the sun

there was a hurricane

they went on vacation

the weather 1

we went to the beach

there were fires close by

the town was safe

Although there was a flood in the city, the town was safe.

2 3 4 5

3 Match the definitions 1–8 with the words A–H. A

laundry

used to make shirts and pants

old-fashioned

to put on clothes to see if they look good

wear out

dirty clothes

go with

to look good with

fit

not new or modern

cotton

to become old and damaged

woolen

made from wool

try on

4 Think about when you were five years old. Write two things you used to do and two things you didn’t use to do.

128

to be the right size

1 2

ss se

UNIT 5 1 Complete with puzzle. What’s the secret word? 10 1

6 7

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

10 The secret words is:

2 Complete the sentences with the words in the box. broccoli

coconut

What I eat in a day

peanuts

vegetarian snack

tuna fish

I usually have yogurt for breakfast – banana or flavor are the best.

At eleven o’clock, I have a healthy such as an apple.

For lunch, I have a salad. I love fish, especially .

I eat a lot of vegetables for dinner, such as lettuce or .

We never eat meat at home because my mom is .

If we watch a movie in the evening, we share a bag of potato chips or some salty .

If you don’t eat your lunch,

it tastes really good.

Will James make me a cake

you’ll feel hungry later.

When we order takeout

will you eat some?

If I bake a pie,

if you heat a lemon in it.

It makes the microwave smell nice

we always get pizza.

If you add honey to tea,

if I ask him?

1 2

ss se

3 Match 1–6 with A–F.

129

UNIT 6 1 Put the letters in the correct order to make words about feelings. Then write sentences using the words.

igyutl btaou

ofdn fo

ieeersnttd ni

sdcaer of

ghdlietde yb

guilty about

I felt guilty about not doing my homework.

noauisx obuta

focusned by

aneoydn buato

2 Match 1–6 with A–F. Then use the adjectives in bold to make your own sentences. It’s interesting

I’m excited

It’s annoying

I was bored

I was frightened

It’s exciting

I watched an interesting film yesterday.

3 4 5 6

about going to the party this weekend.

traveling to new places.

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

A C

when I first tried surfing.

when my grandpa talks about his life.

when I have to hand in homework on Monday.

in my math class yesterday.

3 Rewrite the sentences. Replace the underlined words and phrases with the correct form of a phrasal verb. 1

Don’t forget to give your homework to the teacher at the end of class.

Don't forget to hand in your homework to the teacher at the end of class.

I didn’t know what the word meant, so I found the information in the dictionary.

Our activities for the weekend will be decided according to the weather.

Can you help me write the information in this form.

The 10K race was really hard, but I continued running to the end.

ss se

130

UNIT 7 1 Complete the puzzles with the correct words. Ah

A car is to a m

as a p

A coffee machine is to a d

, as scissors are to a h

is to a hair salon, as a nurse is to a c

is to a drugstore, as an artist is to a g

is to a cut, as painkillers are to a t

. is to a doctor. s

2 Look at the pictures and decide if someone is doing something for someone else (or not).

Write sentences using the prompts. (cut / hair / last week)

(brush / teeth / tomorrow morning)

(wash / car / every month)

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

He cut his hair last week.

3 Complete the puzzle. Then write the secret word.

a piece of furniture with drawers, often in a bedroom

soft object for sitting on

a place for books

a piece of heavy material to cover a floor

a comfortable chair with sides for your arms

a type of pain a dentist can help with

something old and valuable, especially furniture and jewelry

of a house

secret word: to paint the inside or outside

ss se

4 Complete the conversations with reflexive pronouns. ana

Did you see Carolina’s hair yesterday? She cut it

gabriel That’s brave. I’ve never cut my hair 2

ana

. How was it?

sister and brothers

We painted the room 3

dad Really? Well, now you can get 4

clean!

Um ... different!

131

UNIT 8 1 Complete the ad with the words in the box. credit card

reserve

reduced luxury

bargain

sale ✓

Silver Jewels

Going-out-of-business 1 sale 3 gifts at 4 Check our website to 5 at the store. Pay by cash or 6

! All prices 2 prices! online and then pick it up .

www.silverjewels.com

2 Answer the quiz. Are you a shopper or a saver?

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

Are you a shopper or a saver? Take our questionnaire! If I saw something I couldn’t afford, I’d ...

B borrow the money from a friend.

B try to get a refund to buy something else.

C 2

save for it.

If I got $100 for my birthday, I’d ... A

If I damaged something I liked, I’d …

A ask a parent to pay for it by credit card.

spend it all!

buy another one.

try to fix it.

If I didn’t go shopping often, I’d … A

be really unhappy!

be a little bit bored.

save some and spend some.

save it for something I need.

C be fine. There are lots of other things

to do!

If I saw a bargain, I’d ... A

buy it even if I didn’t need it.

buy it if I really need it.

C refuse to buy it. Nothing’s

a bargain, really.

3 Match 1–6 with A–E.

Mostly As – You’re a shopper. Be careful about how much things cost and how much you spend! Mostly Bs – Not bad. You’re a shopper who sometimes saves. Mostly Cs – You’re a saver! Enjoy yourself when you do go shopping!

label

logo

to tell someone that something is wrong

complain

to take something back to the store and get something else

reasonable

exchange

(for example, a price)

manager

the person in control of a store, office, or team

a symbol used to advertise a company’s products

not too expensive

a piece of paper or fabric that gives information about an object

Yard Sale: Everything two for one.

hope

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promise agree

4 Describe the picture. Use the verbs in the box and a to- infinitive. refuse

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UNIT 9

r 2

1 Complete the crossword.

Across

I help people who are in trouble with the police. I work for a newspaper.

I have a dangerous job. I put out fires.

5 6

4 7

I write books.

Down

I work in a library. I work in a kitchen.

I design buildings.

I paint paintings.

A: I didn’t like the TV show.

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2 Read the statements. Then write answers using the prompts. B: you / should / turn it off

You should have turned it off.

A: Rob got wet biking to his friend’s house.

B: he / should / not / bike in this weather

A: Why did you go to the library? B: have / take a book back

A: You went to bed very late last night! B: yes, I / need / finish / homework

A: Did you buy tickets for the school dance? B: we / not have / because / it was free

A: I didn’t understand what the teacher said. B: you / ought / ask her to repeat it

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3 Complete the table with the correct form of the words in the box.

art ✓ electric employ (x4) entertain (x2) fair happy library music novel report retire science

-ian

-ment

un-

artist

-er

-ist

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UNIT 10 1 Read the conversation. Complete the sentences with the words in the box. app

elliot

documentary

performer soundtrack ✓ selfie

Do you have a favorite movie 1

soundtrack

that you listen to?

Yes! The Black Panther soundtrack. I downloaded it from this streaming 2

elliot

Oh, yeah. It’s a good movie. I like Lupita Nyong’o, she’s a good 3

david

Did you see that 4

elliot

No. Although I watched a good one about 5

david

He’s awesome! I took a

. .

about how they made the movie? 6

david

Duke. Do you like his music?

with him at his show last year.

2 Write the polite form of the direct questions.

Why did she go into town?

Who is that DJ?

Where is Ms. Lewis? Do you

Does he like jazz music? I wonder

What time does the performance start? Can you

Do you

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Do you know why she went into town

Did anyone watch that documentary last night? I wonder if

3 Rewrite the sentences in two ways. Use the underlined verb as the subject and the object. 1

It’s fun when we learn about music in school. I love it!

Learning about music in school is fun. I love learning about music in school. 2

It’s exciting to watch live concerts.

It’s scary to perform on stage. I can’t stand it.

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I enjoy them.

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GRAMMAR REFERENCE

UNIT 1 Present perfect Present perfect with for and since

We use the present perfect with for to describe the duration of an action or event. We use the present perfect with since to say when an action started.

for

since

three months, five days, ages, twenty years, five minutes

2016, last week, I was young, March, eight o’clock

Present perfect with still, yet, and already We use still and yet in negative sentences to make it clear that something hasn’t changed. Still comes before haven’t / hasn’t. Yet comes at the end of the sentence.

You still haven’t finished your paper.

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Have you finished your paper yet?

We use already in affirmative sentences to make it clear that someone has done something.

Already comes between have / has and the past participle. I’ve already finished my paper.

Past perfect

We use the past perfect to talk about events that happened before another event in the past.

We often use the past perfect with the simple past in the same sentence. The simple past describes the more recent event in the past, and the past perfect describes the event before it. When we arrived, the film had started. (the film started)

(we arrived)

We form the past perfect with had + past participle. Affirmative (+) Negative (–)

I / You / He / She / It / We / They

Had

I / you / he / she / it / we / they

hadn’t surfed.

Short answers

surfed?

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Yes/No questions

had surfed.

Yes, I / you / he / she / it / we / they had.

No, I / you / he / she / it / we / they hadn’t.

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UNIT 2 Present modals: ought to, need to, and don’t need to Ought to for when we should do something

We use ought to for all subjects. It doesn’t change for he, she, it. Affirmative (+)

Negative (–)

I / you / he / she / it / we / they

ought to

go.

ought not to

visit.

Need to / don’t need to for necessity and lack of necessity

Negative (–)

need to

take a passport.

he / she / it

needs to

take a passport.

I / you / he / she / it / we / they

don’t need to

take a passport.

I / you / we / they

Affirmative (+)

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Futures: present continuous, be going to, will Present continuous for future plans

We use the present continuous to talk about planned activities for the future. We usually use a future time phrase in the sentence. Affirmative (+)

Negative (–)

’m

’m not

You / We / They

are

aren’t

He / She / It

isn’t

Verb + -ing

a vacation

taking

next summer.

Be going to for intentions

We use be going to for intentions for the future. Affirmative and negative statements

Affirmative (+)

Negative (–)

’m

’m not

You / We / They

are

aren’t

He / She / It

isn’t

Verb + -ing

going to

take a boat trip.

Are you going to take a boat trip? For wh- questions, we put the question word before the verb to be: What are we going to do?

We use will (’ll, won’t) for all subjects.

Will for offers: I’ll take care of your cat.

It doesn’t change for he, she, it.

Will for promises: I’ll bring you a gift from

Affirmative (+)

I / you / he / she /

will

go.

Negative (–)

it / we / they

won’t

visit.

my vacation. Will for predictions: I think it will be fun. Will for decisions made at the moment of speaking: We’ll take a taxi, thanks.

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Will for offers, promises, predictions, and decisions made at the moment of speaking

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For Yes/No questions, we invert the subject and verb to be:

UNIT 3 Simple present passive and simple past passive We use the passive when we are interested in the person or thing affected by an action.

Simple present passive and past passive

to be

Past participle

is (isn’t) / was (wasn’t)

played

by the orchestra.

The concerts

are (aren’t) / were (weren’t)

played

by the orchestra.

The music

to be

Yes/No questions

the music

Are / Were

the concerts

played

by the orchestra?

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Is / Was

Past participle

played

by the orchestra?

For wh- questions, add the question word (what, where, who, when, why, how) before the verb to be. Who is the music played by?

Where was the music played?

Comparative and superlative adverbs Comparative adverbs One-syllable adverbs

Add -er

Adverbs ending in -ly

Add more before the adverb

fast – faster

hard – harder

quickly – more quickly slowly – more slowly

In comparative sentences, use than after the adverb. She ran faster than me.

badly – worse; little – less; well – better; far – farther

Superlative adverbs fast – the fastest

2 Add the in front

hard – the hardest

1 Add most before the adverb

quickly – the most quickly

2 Add the in front

slowly – the most slowly

Adverbs ending in -ly

1 Add -est

One-syllable adverbs

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Irregular comparative adverbs include:

Irregular superlative adverbs include: badly – the worst; little – the least; well – the best; far – the farthest

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UNIT 4 Conjunctions of contrast We use these conjunctions to connect opposite ideas.

Conjunctions of contrast Main idea

Conjunction

Pollution is getting worse

even though whereas

warnings from scientists.

they could use public transportation.

sea levels are rising.

while

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•

in spite of although

People drive everywhere

Rivers are drying up

despite

Contrast

Despite and in spite of are followed by a noun, gerund, or pronoun:

We went to the park in spite of the bad weather. (noun) She went to school despite having a bad cold. (gerund)

She had a bad cold. Despite that, she went to school. (pronoun) •

The other conjunctions are followed by a subject and verb (a clause): We went to the park although the weather was bad. She went to school even though she had a bad cold.

• The conjunction and contrast can come at the beginning of a sentence. If so, a comma (,) separates the two ideas:

I passed the exam although I was sure I'd failed! (no comma) Although I was sure I'd failed, I passed the exam! (comma) •

However, sentences with whereas and while always have a comma:

I look like my mom, whereas my brother looks like my dad. (comma)

Whereas my brother looks like my dad, I look like my mom. (comma)

used to / didn’t use to

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We use used to and didn’t use to to refer to things that were true in the past that are not true now. Affirmative (+)

used to didn’t use to

I / you / he / she / it / we / they

use to look like that?

Yes, I did. No, she didn’t.

We can use used to for both repeated actions in the past and past situations.

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Did

Short answers

Yes/No questions with used to

look like that.

Negative (–)

I / you / he / she / it / we / they

UNIT 5 Zero conditional We use the zero conditional to make statements about the real world. It often refers to general truths, such as scientific facts. In these sentences, the time is now or always, and the situation is real and possible.

We form zero conditional with if + simple present + simple present.

Affirmative (+) / Negative (–) Result

If you heat water to 100 degrees,

it boils.

Result

Action

Water boils

Action

if you heat it to 100 degrees.

U Action

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Questions

Result

does it boil?

Result

Action

If you heat water to 100 degrees

Does water boil

if you heat it to 100 degrees?

We can use when instead of if to talk about real or true situations. When / If it snows, there are more accidents.

First conditional

We use the first conditional when we talk about future situations we believe are real or possible. We form first conditional with if + simple present + will + base form of the verb. Affirmative (+) / Negative (–) Action

Result

Action

You’ll be hungry

if you don’t eat your dinner.

Result

If you don’t eat your dinner,

will you be hungry?

Result

Action

Will you be hungry

if you don’t eat your dinner?

Action

Questions

you’ll be hungry.

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If you don’t eat your dinner,

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UNIT 6 Reported speech with say, tell, ask When we report what someone has said, we can give the speaker’s exact words in direct speech: “I love learning languages,” said Isla.

Or we can use reported (indirect) speech: Isla said (that) she loved learning languages.

We can use say, tell, and ask to report what people have said.

When we change a statement into reported speech, we change the tense of the verb so that we put it one step further into the past.

We always need an indirect object with tell. With say, we never use one.

I told Mia that I would help her. I said (to Mia) that I would help her. We can use ask to report a question. Mia asked me to help her.

Reported speech

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Direct speech

She said she was confused.

“I’m confused.”

He said he was reading a good book.

“He handed in his homework.”

She told me that he’d handed in his homework.

“They’ve filled in the form already.”

He told me that they’d filled in the form already.

“By 8 p.m. I still hadn’t arrived.”

She said that she still hadn’t arrived by 8 p.m.

“He can’t speak French.”

He said that he couldn’t speak French.

“I’m reading a good book.”

“We’ll finish our dinner and go.”

They said that they would finish their dinner and go.

“Do you speak French?”

She asked if I spoke French.

“Where did you learn French?”

She asked where I learned French.

Adjectives that end in -ed / -ing Many adjectives end in -ed or -ing.

Adjectives that end in -ing describe something or somebody that causes the feeling. I get tired during my English class. My English class is tiring.

bored with

interesting.

interested in

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I’m

excited about

amazing.

amazed by

frightening.

frightened by

this movie.

In these examples, the -ing adjective tells

In these examples, the -ed adjective tells

you about the movie.

you about how someone feels.

This movie is exciting.

boring.

Compare these examples:

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Adjectives that end in -ed usually describe a feeling.

UNIT 7 have / get something done We use the causative to talk about something that someone else did for us or for another person. It means the subject caused the action to happen. The subject didn’t do it, but maybe they paid, asked, or persuaded

another person to do it.

have + object + past participle Subject

have

Object

Simple past

had

my hair

I / She

have / has

my hair / her hair

They

will (’ll) have

their hair

Tense

Simple present

Will future

Past participle

cut.

get + object + past participle

Simple present

Subject

get

Object

got

my hair

I / She

get / gets

my hair / her hair

They

will (’ll) get

their hair

Simple past

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Tense

Will future

Past participle

cut.

We usually use have and get something done when talking about services: when we pay someone to do something.

Reflexive and emphatic pronouns Reflexive pronouns

We use reflexive pronouns to refer back to the subject of a sentence. They show that an action is done by and to/for the same person.

Tom hurt himself when he fell over. (= Tom hurt Tom). I

Reflexive pronoun

myself

you

she

yourself

himself

herself

itself

you

they

ourselves yourselves themselves

We use each other when a similar action goes both ways between two or more people. They looked at each other. (A looked at B. B looked at A.)

Emphatic pronouns

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Subject pronoun

them emphatic pronouns.

I fixed it myself. (I fixed it, not anybody else.)

We can use reflexive pronouns to emphasize the subject (or make the subject stronger). In this case, we call

The president herself came to the award ceremony! (It was the real president, and this is important or unusual.) We can remove an emphatic pronoun from a sentence, and it does not change the meaning. We use by + reflexive pronoun to mean alone. The children walked to school by themselves. (= They walked without anyone else.)

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UNIT 8 Second conditional We use the second conditional to talk about things in the future that are probably not going to happen. If I finished my project today, I’d go to the movies. (I probably won’t finish my project today.)

We also use the second conditional to talk about something in the present that is impossible. If I were a child, I’d play with all the toys. (I’m not a child.)

If clause (condition)

If + simple past,

Main clause (result)

would + infinitive

If I had money,

I would buy those headphones.

We can also use the second conditional in the negative and in a question.

If I didn’t have money, I wouldn’t buy those headphones. Would you buy those headphones if you had money?

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Note: We can also put the main clause first. When we do this, we do not need a comma. I would buy those headphones if I had money.

Verbs followed by a to- infinitive

Some verbs, such as hope, fail, decide, and agree, are followed by a to-infinitive. Here are some common verbs with this pattern.

• Verbs of thinking and feeling: choose, decide, expect, forget, hate, hope, intend, learn, like, love, mean, plan, prefer, remember, want, would like, would love

She chose to buy the red phone. I plan to go shopping on Saturday.

(Note: Some thinking and feeling verbs – hate, like, love, prefer – can also be followed by the -ing form with little difference in meaning.)

• Verbs of saying/acting: agree, promise, refuse She promised to come to the party.

• Other verbs: arrange, attempt, fail, help, manage, try We arranged to meet on Friday.

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UNIT 9 Past modals should have / ought to have

ought to have + past participle

should have + past participle

Past obligation (not completed)

(I) ought to have listened in class.

Now there aren’t any left.

Now this homework is confusing.

(We) shouldn’t have been late to class.

(You) ought not to have gone to bed so late.

(He) should have bought the tickets earlier.

Now the teacher is annoyed.

We use should / shouldn’t have or ought (not) to have to say what the right or wrong way to behave was. He should have finished his essay yesterday. He ought not to have gone out last night.

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Obligation

had to / need to Things we didn’t need to do

(She) didn’t have to go to school on Monday.

Necessity

It was a holiday.

(We) had to hand in our homework last Tuesday. (They) needed to go shopping yesterday.

(We) didn’t need to take our books on Friday. It was a sports day.

We use need to to express necessity.

We use have to to talk about obligation.

We use didn’t have to for things that we didn’t need to do. He didn’t have to get up early on Saturday.

Prefixes and suffixes

Prefixes are added at the beginning of a word. They change the meaning.

Prefixes can change the meaning to be the opposite, for example: happy – unhappy, interesting – uninteresting.

Suffixes, like -ment, are added to the end of words to make a new word.

Suffixes can change a word from one type of word to another, for example: teach (verb) – teacher (noun), electric (adjective) – electrician (noun).

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When you add a suffix to a short word ending in a single vowel plus a single consonant, the final consonant is doubled, for example: run – runner.

When you add a suffix to a word ending in the letter e, you usually cut the final e, for example: write – writer, Here are some examples of common suffixes and prefixes: -er

-ian

novelist

teacher

artist

employer

scientist

player

musician librarian comedian

-ment employment entertainment embarrassment

un-

-ist

science – scientist.

unhappy unwell unfair

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UNIT 10 Polite questions: Indirect and embedded questions We use indirect and embedded questions when we want to sound more polite. Embedded questions start with a phrase like: Could you tell me ... or Do you know ... .

The word order in an indirect or embedded question is the same as it would be in a statement. It is not the same word order as a direct question.

Why is he laughing?

Do you have any idea why he is laughing? For indirect questions, we report speech, and we use if or whether. We use a period at the end,

not a question mark.

Direct question

Can we get tickets?

Indirect question

wonder

She / He

wonders

I / We / They

wonder

She / He

wonders

Why did she stop performing?

Direct question

Where has Carlos gone? What time is it? How much will it cost?

if we can get tickets.

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I / We / They

Does Abbie like jazz music?

why she stopped performing.

Embedded question

Do you know where Carlos has gone? Could you tell me what time it is?

Do you know how much it will cost?

Do you know if Abbie likes jazz music?

Gerunds as subjects and objects

Gerunds are verbs that act like nouns. They are formed by adding -ing to verbs. For example: act – acting. Gerunds can come before the main verb in a sentence (when they are used as subjects). Acting is fun. They can also come after the main verb in a sentence (when they are objects). I love directing films. We often use the -ing form of the verb after certain verbs: love, enjoy, like, hate, prefer, start, finish, suggest.

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