Mission English Level 4 Student's Book

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: Education, Personal feelings, Travel and vacations, Sports, Entertainment and media Grammar: Present tenses, Modals, used to / didn’t use to, Simple present passive and simple past passive, have / get something done, Phrasal verbs

Skills

Language toolkit

Resolutions Opportunities

Reading A school newspaper: Lincoln High Today Listening A conversation: Future plans Speaking Talking about hopes and dreams Writing A social media post about the future

Futures (review) so / nor / neither + auxiliary

Reading A web page: What’s out? Listening A school presentation: A favorite book Speaking Giving and responding to recommendations Writing A book review

Modal passive (present) so + adjective / adverb (that); such + noun phrase (that)

Unit 1 New year, new me p. 12

Vocabulary

Stories Characters

Unit 2 A good story p. 22

Present perfect vs. simple past Modals of speculation

Reading An article: The Chiang Mai Flower Festival Listening A conversation about a wedding Speaking Explaining what something is Writing An email about an unusual experience

Defining relative clauses Non-defining relative clauses

Let’s celebrate p. 44

Celebrations Weddings

Reading A magazine article: The mysteries of the Rapa Nui Listening A podcast: Natural wonders of the world Speaking Speculating about a picture Writing An opinion post about a mystery

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Unit 4

Mysteries un- / im- / inadjectives

Unit 3 It’s a mystery! p. 34

Learning to Learn Managing your study environment p. 32 Self-assessment Units 1–2 p. 33

Learning to Learn Listening and reading outside the classroom p. 54 Self-assessment Units 3–4 p. 55 Unit 5 Exploring the past p. 56

History and monuments Exploring verbs

Reading An article about King Richard III Listening An interview with a marine archeologist Speaking Describing a past experience Writing A story about a discovery

Narrative tenses: simple past, past continuous, past perfect (review) was / were going to

Unit 6 Global English p. 66

Language Statistics

Reading Online posts: It’s all English! Listening A podcast: Being a polyglot Speaking Presenting facts and data formally Writing A report

Impersonal it Quantifiers with or without of

Learning to Learn Recording learning achievements p. 76 Self-assessment Units 5–6 p. 77 Unit 7 All about animals p. 78

Animals Animal actions

Reading An ad: Central City Zoo Listening A radio interview with a wildlife photographer Speaking Making polite suggestions Writing A persuasive ad

Unit 8 Helping out p. 88

Help in the community Helping phrases

Reading A community bulletin board: Products and services Listening A news report about helpful animals Speaking Asking for and offering help Writing A community flyer

Zero, first, and second conditional (review) unless and as long as

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Verbs with two objects Verb + object + infinitive

Unit 9 Don’t worry! p. 100

IT problems Life problems

Reading A message board: Tech problems Listening Conversations: Problems and regrets Speaking Reassuring someone about a problem Writing A message of apology

should / shouldn’t have vs. had to / didn’t have to Third conditional

Unit 10 In the news p. 110

News Compound adjectives

Reading A newspaper: New Island News Listening A radio news bulletin Speaking Giving and reacting to news Writing A school newspaper article

Reported statements and instructions Reported questions and requests

Learning to Learn Making a study plan 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 Feeling good about learning p. 98 Self-assessment Units 7–8 p. 99

Speaking: Talking about the past Reading: A magazine ad about a travel destination Pronunciation

Primary and secondary stress in multisyllabic words

Cambridge Life Competencies

CLIL Health Education WOOP goals

Learning to Learn Developing a positive attitude Communication Speaking confidently to sound more fluent

Culture Telling stories

Learning to Learn Using a dictionary to improve your English Learning to Learn Planning longer pieces of writing

Culture CLIL

Three different u sounds

id Communication Explaining opinions Critical Thinking Giving reasons to evaluate ideas

CLIL Geography A geographical mystery

Connected speech

Culture Happy New Year!

Learning to Learn Explaining the meaning of new words Communication Ordering ideas to become a better communicator

/s/ and /z/

CLIL History The Terracotta Army

Communication Using phrases to link sentences in a story Critical Thinking Distinguishing between knowledge and beliefs about a topic

of and off

Culture A global language

Learning to Learn Taking feedback from others to improve Critical Thinking Identifying a text’s audience to understand the author’s aims

/b/ and /v/

CLIL Biology Do animals have emotions?

Communication Using previous knowledge to learn new words Critical Thinking Identifying main ideas

weak vs. stressed /can/

Culture Community living

Learning to Learn Memorizing new vocabulary Critical Thinking Comparing information from different sources

The final /l/ sound

CLIL Psychology The science of stress

Learning to Learn Breaking down words to remember or learn new vocabulary Critical Thinking Identifying problems in a plan

The /d/ sound

Culture Fake news

Communication Sharing information and reacting to what others share Critical Thinking Checking factual information

Consonant clusters

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Welcome

Present tenses

1 Read the conversation about the new school year. Circle the correct answers. raquel

Besties

Great! Are you enjoying your first week at high school?

diana

Hey! Hope you are enjoying your new school. How’s your English class going?

raquel

It’s great! I 5 have / am having three classes with Melissa. We started math today and we 6 study / are studying algebra this term. Ms. Frost is our teacher.

Great! My teacher is Mr. Silva and he’s really nice. We 1 have / are having our senior project this year. Everyone 2 chooses / are choosing a topic and we 3 study / are studying it all year. This week, we 4 write / are writing down our ideas. I think I want to study yoga. It helps me relax.

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raquel

Oh, you have Ms. Frost! I remember her – she’s really nice! She always 7 plays / is playing classical music in class. She says it 8 helps / is helping you concentrate.

diana

Maybe I can ask her to play some rock music.

Cool! I’d love to do yoga with you!

2 Complete the information about Diana and Raquel’s conversation with the words in the box. already ✓

ever for

just since

yet

already

The school year has

Mr. Silva hasn’t looked at Raquel’s idea for her senior .

project 3

Diana has

Ms. Frost has taught math

Raquel hasn’t had a lesson with Ms. Frost

Has Raquel

started high school.

many years.

last year.

done yoga?

Match the questions 1–6 with the answers A–F. Then listen and check. 1

Have you ever listened to classical music to help you concentrate?

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No, I’m not. I’ve watched more movies lately.

Yes, I do. My sister is two years older than me.

Have you already studied algebra in school?

Are you watching any good TV shows?

Yes, I am. I have a big biology test on Friday.

Do you have any brothers or sisters that go to the same school as you?

No, I haven’t, but sometimes I listen to my favorite band.

Are you studying for any tests this week?

Are you interested in learning another language?

I’m not sure, but I think Italian would be fun to learn.

Yes, I have. I think I prefer geometry!

Workbook page 4

Yes, I have. My baby brother is very noisy, and playing music helps me concentrate. What about you?

Work in pairs. Ask and answer the questions in Exercise 3 with your own ideas. Have you ever listened to classical music to help you concentrate?

Unit 0

started.

Education 1

Put the letters in the correct order to make education words.

laboratory

yloarbotar

tmsra

enowdgkle

mucrrluuic

kislsl

sudeits

icinalprp

2 Complete Mary’s social media post about her visit to her son’s school using the words

from Exercise 1.

Mary_Wilson

Congratulations to everyone at Tall Pines High School for a wonderful open house! Mr. Clark, the school 1 principal , gave a warm welcome to all the parents. I loved all of my son’s teachers! His science and teacher, Ms. Garcia, showed us around the 2 described some experiments that the students have done in class. She told us about the new technology at the school. Our children’s 3 in science and history make use of new laptops, is built software, and games. However, not all of the 4 around technology. Students work in groups without screens to develop . All this 6 is making my their social 5 7 young man. I’m very proud of you, Robbie! son a

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Co Personal feelings

1 Mark (✓) the sentences that use the correct prepositions. Correct the sentences that use the incorrect prepositions. Use of, about, or by. 1

They are disappointed of the game.

She is fond of working with flowers.

She’s annoyed of the train arriving late.

He’s confused in the question.

She’s delighted in the gift.

He feels embarrassed by his parents.

disappointed by

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2 Match the sentences 1–6 from Exercise 1 with the pictures A–F. A

m 1 3

Work in pairs. Discuss the questions. 1

What are you interested in doing after you finish high school?

When was the last time you were scared of something?

What’s something that you’re not fond of doing, but your friends or family are? I’m interested in traveling when I’m older, but I think I’ll go to college first.

Workbook page 4

Unit 0

Modals 1 Read the hotel rules. Then circle the correct answers. 1

Rules and Recommendations • No swimming in the hotel pool after 8 p.m. • We recommend that you make dinner reservations at our restaurant at least two hours in advance. • Currency exchange is available at the front desk. • Pets are welcome in the rooms, but they are not allowed in the pool or dining areas. • Wi-Fi is free for all guests. The password is provided at the front desk.

Paradise Hotel

4 5

6 7

Guests must not / don’t have to swim in the pool after 8 p.m. Guests should / must make dinner reservations. Guests have to / can exchange money at the hotel. Guests may / can’t take their pets to their rooms. Guests don’t have to / can’t take their pets to the pool area. Guests may not / don’t have to pay for Wi-Fi. Guests have to / must not request the Wi-Fi password at the front desk.

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Underline and correct five more errors with modals in the conversation. Then listen and check. What a long trip! I left my house at seven this morning!

bruna

Your flight wasn’t until eleven o’clock! You didn’t needed to leave so early.

evan

I had to took a bus to the airport, and I didn’t know how long it would take.

bruna

Why didn’t Sam take you? He need get up early this morning anyway.

evan

Yes, but Sam had to went to work very early today for a presentation.

bruna

Oh. Next time, check the bus schedule online. How was the flight?

evan

Not great. A baby was crying next to me.

bruna

Did you ask the flight attendant to change your seat?

evan

No. I didn’t know I could do that.

bruna

Sure! If the plane wasn’t full, you didn’t had to sit next to

evan

didn’t need to

a crying baby. You can ask to changed seats!

3 Read about the trips. Respond with the correct past form of the modal in parentheses

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and a phrase in the box.

confirm the reservation before arriving check the public transportation schedule ✓

leave his passport at the hotel read the tourist visa rules ask the bus driver for help

We arrived in the country on a Sunday, and no buses were operating. We had to take a taxi. (should)

Renata couldn’t enter the country because she didn’t have a visa. (ought to)

A thief stole Enzo’s passport from his back pocket. (should)

The Cruz family booked online but the hotel didn’t have their reservation. (ought to)

Jean got on the wrong bus and ended up in a different city. (should)

You should have checked the public transportation schedule.

Unit 0

Workbook page 5

Travel and vacations 1 Complete the table with the words in the box. arrive

baggage board

land

check in

passport

currency

reserve return

go through immigration take off

visa

Things you take when you travel

Actions when you travel

Complete the ad with the correct form of the words in the box. Then listen and check. arrive by air

destination

abroad

ferry

journey

public transportation

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reservation reserve tourist information center

Sandyville: Where city charm and ocean paradise meet!

Are you dreaming of summer vacations yet? The city of Sandyville is waiting for you! We’ve worked hard to make Sandyville the best summer destination around. Check out the new 1 , which goes from the main port to Emerald Island. The 2 now takes only 45 minutes! Now travelers can also enjoy drinks and snacks as they admire the beautiful ocean view. But that’s not all – our 3 has gone green! Sandyville has new eco-friendly city buses that use electricity and solar energy. We have a new bike-sharing system, too! Even if you have just 4 in Sandyville, all you need to do is download the bike-sharing app. Within minutes, you’ll be exploring the city on one of our new electric bikes! Are you visiting us from 5 ? We love our international visitors! Traveling 6 is never 7 very easy. If you’ve chosen Sandyville as your international , we’re currently offering a 10 percent discount on any hotel 8 . Just give your flight information and the code SANDY10 when you 9 your room. And don’t forget to stop by our 10 . We now offer useful information in multiple languages.

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used to / didn’t use to

What has changed in the city of Sandyville? Read the ad again and complete the sentences with used to or didn’t use to. Then compare with a partner.

used to

The ferry

Ferry travelers

take longer than 45 minutes.

Sandyville

The city

have a bike-sharing app.

The city

give a discount to international visitors.

The tourist information center

be able to buy drinks and snacks. have old polluting buses.

offer information in only one language.

Workbook pages 5–6

Unit 0

Work in pairs. Discuss the questions. Think about your town or city. What does it have now that it didn’t use to have? Do you like the change?

What did you use to do with your friends as a child?

Who used to be your hero when you were young? Why?

Which sports did you use to play when you were a child? Do you still play them?

We didn’t use to have a supermarket next to our school. We used to have a park. I don’t like the change because I used to play at the park.

Sports

1 Put the letters in the correct order to make descriptions of the pictures.

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

The hcaco

Co 3

encourages the epoakerelg .

The nsntie ylprea

The npomihcas

have

won the tcseont

The slycict

shakes hands with her

rmptocieto

practices on the ratkc 8

Simple present passive and simple past passive

1 Circle the correct verb phrases to complete the news articles about local sports events.

Sports Events Around Town

Local tennis star Francisco Aroca 4 is defeated / were defeated / was defeated yesterday by his long-time competitor Nicholas Petrov. The tennis match 5 was watch / was watched / were watched by over 8,000 people. Despite Aroca’s loss, he 6 was greeted / were greeted / was greet by many fans as he left the stadium, and he promised to come back and win the match next year.

Unit 0

Workbook page 6

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Every year, one of our country’s biggest cycling events 1 is hold / is held / holds in March. The area 2 visits / is visited / are visited by thousands of people. The streets 3 are filled / is filled / are full with fans and the media, anxious to see their favorite cyclists participate in the exciting week-long race.

2 Rewrite the sentences in the simple present passive or simple past passive.

What do you know about 24 Hours of Le Mans?

It’s one of the most famous sports car races in the world!

The car that covers the most distance in 24 hours wins the race.

The race is won by the car that covers the most distance in 24 hours.

Organizers hold the race in June near the town of Le Mans, France.

Competitors drive over 5,000 kilometers in 24 hours.

They close public roads for the competition.

They use some parts of a racetrack, too.

They organized it for the first time in 1923.

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3 Put the words in the correct order to make questions in the passive voice.

modern Olympic Games / were / first / Where / held? / the

made of? / balls / What / the / were / first / soccer

the / was / selfie / When / first / taken?

for? / What / used / laboratories / are

Read Rhythm magazine’s interview with the pop group 1999. Correct four more errors with the passive. Then listen and check.

1999

were

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RHYTHM When was the group 1999 formed?

We started eight years ago in my basement. Both Lola and I was given guitars by our parents.

1999

website yesterday. What can you tell us about it?

We were friends before, but we were bring closer together by our love of folk music. RHYTHM A documentary about the band was post on your

The documentary was make by our good friend

Carlos Leonard. He named our band, too! Carlos was inspired by the year 1999 because that’s the year we were all born. He has supported and filmed us since the beginning. Some very special performances and interviews is included in the documentary. Check it out on our website!

Workbook page 6

Unit 0

Entertainment and media 1

Listen to the radio ads. Match the descriptions 1–5 with the ads A–E. 1

soundtrack

app

documentary

soap opera

Ca 2

exhibition

Complete the text about Jacob’s career with the correct form of the words in the box. Then listen and check. blog ✓ direct documentary

advertise

film

publish

vlog

U Co

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Hi! I’m Jacob Santos. I’ve always loved to cook, but I used to cook a lot of unhealthy food. When I turned 16, I decided to change my diet. I started writing a 1 blog . I wrote about the history of food, different cultures’ food traditions, and I gave healthy recipes. When I was 18, a cooking magazine 2 an article about me. Then I decided to start recording my 3 about cooking. After a couple of months, a health own their products on food company told me they wanted to 4 my videos. I was really excited. I knew that I had an opportunity to follow a my dreams and become a filmmaker. Now I’m 5 6 about people’s healthy diets all over the world. So far, in Brazil, Mexico, and Canada! we’ve 7

have / get something done

1 Match the questions with the answers to describe people’s actions before going on vacation. Why did Marcia go to the nail salon?

He had it sent to his house instead.

Why did Thomas go to the barbershop?

Why did Kendall pay for photos of himself?

She needed to get it professionally cleaned.

Why didn’t Kendall pick up his new passport?

She wanted to have her nails painted for her trip.

He needed to get his hair cut.

Why didn’t Marcia clean her winter coat at home?

He’s going to have his house plants cared for by a friend.

Why did Thomas get an extra house key made?

He had them taken for his passport.

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2 The Castelo family just bought a house. Use the words in parentheses to complete the sentences. 1

had it replaced

The floors were very dirty. Last week, they . (get / clean) They would like another bedroom for guests. Next year, . (get / build)

they 4

They just bought a new oven. Tomorrow, they . (have / install)

They bought a washing machine, too. Yesterday, they . (get / deliver)

Unit 0

Workbook page 7

. (have / replace)

The front door was broken. They have already

Phrasal verbs 1

Listen and number the pictures.

Ca 2

Listen again. Complete the sentences with the correct phrasal verbs.

The students

The patient and nurse

The player

The tourist

The students

their phones before class. the form together. practicing after everyone else went home.

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the word in English. the answers.

phrasal verbs.

3 Read the article about a high school play. Underline and correct four more errors with the

Titanic the Musical comes to Groves High School!

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heater students at Groves High School are hard at work on their next play, Titanic the Musical. The play is based in the famous RMS Titanic, which sank on April 15, 1912, hours after it hit an iceberg. We spoke with Pablo Hernandez, who will play Captain Edward John Smith. “At first, I wasn’t sure if I was going to like this musical. We’ve all seen the movie, and I didn’t want to do the same love story. But after I looked out other performances online and read the script, I ended in loving this play. Life on board the Titanic depended up how much money you had, and I like how this musical shows the experiences of everyone: the rich, the poor, and everyone else. I can’t wait for you to see it!” We can’t wait either, Pablo! Keep in practicing and singing. We’ll be there to watch you on opening night!

Work in pairs. Discuss the questions. 1

Can you think of a movie, book, or TV show that’s based on a true story? Describe it to your partner, but don’t say the name. Does your partner know the story?

Who is someone that you depend on at school? How do they help you?

Think of a day that didn’t go as you had planned. What ended up changing? Why? This movie is based on the true story of a college student who created a social networking site with his friends.

Workbook page 7

Unit 0

New year, new me

• Talking about resolutions and opportunities

• Talking about hopes and dreams

• Using future forms and the simple present to talk about the future

• Writing a social media post about the future

• Using so, nor, and neither to agree

• Learning about WOOP goals

• Understanding an article and conversation about future plans

• Developing an action plan to help people achieve their goals

Unit aims

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

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Unit 1

Look at the picture and answer.

Watch the video and answer.

What are the people celebrating? Why do you think that?

What goals are mentioned in the video?

How do people prepare for this day?

How does Maria plan her goals?

How do you feel about new beginnings?

What is Simon planning to achieve in the new year? Why?

VOCABULARY 1

Look at the pictures and complete the words with a, e, i, o, or u. Then listen and check.

2 Complete the sentences with words from Exercise 1.

When you’re drawing a face, you should

Come on Rodrigo, it isn’t difficult. Do you want

the person’s eyes.

peas or broccoli?

Ca ntr

You should

People often say it’s more important to

volleyball.

than to win.

! Please tell me

the answer.

It’s a great sport.

m c

Listen to the conversations. Circle the correct answers to complete the summaries.

Matthew’s history teacher, Ms. Rivers, says he has

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a 1negative / positive attitude. She says he needs

try y

to listen more and 2give up / concentrate on his

writing. Matthew’s dad wants him to make

an effort / a decision in class.

People ask Lucy what she wants to 4take up /

achieve in life. She’s already done a lot, so now she wants to 5try her best / focus on the people

in her family. She says it’s important to always have a positive attitude / give up.

4 Complete Matthew’s note to Ms. Rivers with words from Exercise 1.

h s

Finished? page 125, exercise 1

How can I show I have a positive attitude in class?

What can I do when I want to give up?

What can I do when I find it hard to concentrate? How can I stay focused?

Work in pairs. Discuss the questions.

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m d

Dear Ms. Rivers, I promise to 1 have a positive attitude in your class. I’ll 2 to listen more. I’ll also 3 spelling and punctuation. I really want to 4 good grades this year. Matthew

p When something is difficult in class, stay positive. Ask for help, practice more, and try again.

Workbook page 8

I always try my best.

Practice Extra Unit 1 Vocabulary 1

Unit 1

READING 1 Look at the school newspaper and pictures. Why do schools have a newspaper? 2

Read the article. Which words in the box describe the students’ and teachers’ attitudes to the new school year? Circle the words in the article that helped you decide. anxious

bored brave

COMMUNITY |

confident confused

OUTSIDE NEWS | FEATURES |

disappointed

excited

positive

worried

ARTS & CULTURE | SPORTS | MEDIA | ABOUT

Lincoln High Today

Welcome back to Lincoln High, and a very special welcome to our new teachers and students! We hope you all had a fantastic summer. In this year’s very first edition of Lincoln High Today, we’re talking about our hopes and dreams for the year to come. I’ve spoken to people we all know well to find out what they hope to achieve. Here are some of the best answers!

Some students were disappointed we didn’t win the state basketball competition last year. I think we wanted to win without putting in the hard work. So this year, I’m going to choose the best players and we’re going to practice harder than before. Let’s have a positive attitude: we will win the state competition this year! If you want to join the team, sign up for trials on the bulletin board outside the gym. I’ll make a decision about who’s on the team next week.

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Coach Brown

I’m going to be the national math champion again this year! The competition will probably be more difficult than last year because the math curriculum is much harder in 9th grade than in 8th grade. The contest takes place in February, giving you a lot of time to enter. Join us in math club on Fridays if you want some practice with difficult calculations. It starts at 3:30 and ends around 4:15.

Rosa

This year, I’m going to focus on my art. Obviously, I love drawing and painting, but I want to take up sculpture. There’s an art festival in town next month and I’m going to visit it to get some inspiration. Maybe I can meet a few professional artists, too. Nico

What are my goals for the year? Oooh, good question! Well, I just had a baby, so all I can think about is getting some sleep! We usually go abroad during school vacation, but that’s going to be difficult this year. I think we’ll explore places closer to home. There are a lot of amazing places in our country that I’ve never visited. The Grand Canyon is at the top of my list.

One last thing – we’re looking for more students to work on Lincoln High Today with us this school year. Shall I give you some ideas? Well, you could be a reporter, a photographer, or a designer. Just get in touch!

3 Read the article again. Answer the questions.

Who won’t be doing the same as they usually do every year?

Who has learned from their mistake?

Who wants to learn something new?

Who wants students with a variety of skills to contact them?

Work in pairs. Ask and answer questions about your partner’s hopes and dreams for this school year. 1

Which subjects are you going to focus on?

Are you going to do any sports or join a club?

What do you hope to achieve?

Unit 1

Who wants students to join them after school?

Rosa

1 2

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Maia (editor) 5th grade

Ms. Park

This year, I’m going to focus on math. It’s difficult, so I need to work hard to get good grades.

LANGUAGE TOOLKIT Futures (review) 1

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

Lucas

Maria

We 1 finishes / finish basketball practice at 4:00. Can you pick me up?

I 3 ’m going / go to the gym this afternoon. I’m starting a yoga class, so I’m a bit nervous.

Don’t worry! 4 Shall / Will I come with you?

Of course! I’ll be in the parking lot at 3:45.

Dear Mr. Forest, I’m very sad to hear you 5will leave / are leaving next week. You always ask me what I’m 6going to do / doing when I graduate, and I still have no idea! But I do know one thing: I 7will / don’t never forget you! Martha

You always forget. Promise!

OK, OK. I promise 2 I’m going to / ’ll be there.

2 Look at your answers to Exercise 1. Match 1–5 with A–E to complete the Language tools.

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LANGUAGE TOOLS

intentions for the future.

and a future time phrase to talk

events that are part of a future

about 1 C

We use the present continuous

plan or schedule.

We use be going to to talk about 2

plans and arrangements that have already been made.

We use will (’ll) to talk about

D offers, promises, predictions,

We use shall to 4

and decisions made at the time

We use the simple present

of speaking.

to talk about 5

make offers.

COMMON ERROR ✗ Next year, I eat fruit every day.

✓ Next year, I will eat fruit every day.

Grammar reference page 135

3 Complete the conversation with the correct form of the verbs in parentheses. beth The youth club looks old-fashioned, so some of us 1

(paint)

the walls one weekend to make it more welcoming. matt What a good idea! I 2

(help) you!

(contact) you when we’ve decided on a date.

The problem is that the youth club is so busy. Basketball practice (start) at 10 a.m. and the photography club

(be) from 6 p.m. until 7 p.m.

matt I think we 6

(have) to do it during summer vacation.

Work in pairs. Role play a conversation about your future plans. Ask questions to find out more about your partner’s plans.

Not many people use it then.

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beth Great! I 3

I’m going to Hong Kong when school ends this year. It’s been my dream to go there since I was small. Wow! What are you going to do there?

Workbook page 9

Practice Extra Unit 1 Language toolkit 1, Listening

Unit 1

LISTENING AND VOCABULARY 1

Match the sentence halves. Then listen and check. His goal is to

important to them.

Luke wants to get a part-time job

ready for a challenge!

Rob has an interest

write Chinese perfectly.

Sophie and Clara’s friendship is

all the qualifications for this job.

We’re going to win the soccer

in a café for two days a week.

Climbing Mount Everest? I’m always

in photography.

We would like the opportunity

championship again this year.

Congratulations, Emma, you have

to travel the world.

Read the sentences in Exercise 1 again. Match them with pictures A–H.

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

1 3

Listen to the conversation. Mark (✓) the things Ben and Anna plan to do this summer. buy clothes

visit grandparents

stay in an apartment

cook Italian food

read books and magazines

fly to New York

Listen again. Number the topics in the order you hear them. What the town in Italy is like

ss se

What working in the fashion magazine industry is like Where Ben’s aunt lives and works A discussion about traveling from Paris to Rome

Advice that Ben gives Anna

What Ben and his aunt are going to do

Think about your future. How important are these things to you? Discuss with a partner. friendships

money

travel

big house

In the future, I want to travel. That’s more important to me than owning a big house.

Unit 1

Finished? page 125, exercise 2

free time

interesting challenges

So do I! When you travel you ...

Workbook page 10

Practice Extra Unit 1 Vocabulary 2

LANGUAGE TOOLKIT so / nor / neither + auxiliary 1

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

do ✓ do

have

will So 3

I. It’s fun!

But I’m not sure I’ll get the grades. I don’t know what to study in college!

Neither 1 do I! I haven’t decided anything yet. Nor 2 I. There are so many options. I’m confused!

Yeah, neither 4 I! Some things are pretty difficult.

I’ll talk to Ms. Lake. She gives good advice.

I like science.

Good idea. So 5 I! Let’s go and see her tomorrow.

2 Circle to complete the Language tools.

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

LANGUAGE TOOLS

COMMON ERROR

We use 1 so / neither to agree with a

✗ A: I love a challenge! B: So I do!

to agree with a negative statement.

✓ A: I love a challenge!

positive statement, and 2 so / nor or neither

B: So do I!

We use the verbs be and do before / after 3

so, neither, and nor.

✗ A: I don’t have an interest in cars. B: Neither I do!

If there is an auxiliary verb (have, will, can,

✓ A: I don’t have an interest in cars.

etc.), we 4 use / don’t use it instead.

B: Neither do I!

We change / don’t change the word order. 5

A: I should study.

B: So should I.

Grammar reference page 135

3 Read the statements. Complete the replies to agree with the statements. 1

A: I love listening to folk music. B:

So do I

A: I don’t like this T-shirt. B: B:

. I have science, math, and English.

A: I’m cold!

. It’s freezing in here.

B: 6

. I love cooking Chinese food.

A: I should do my homework. B:

. It’s old-fashioned.

A: I can cook really well.

ss se

. I play guitar in a folk band.

A: I won’t take up running.

. It isn’t my idea of fun.

4 Write sentences that are true for you using the verbs in parentheses. 1

(can / can’t) I can ride a bike. / I can’t drive.

(like / don’t like)

(will / won’t)

(am / am not)

Finished? page 125, exercise 3

Find someone in your class who agrees with your sentences in Exercise 4. I can ride a bike.

Workbook pages 11–12

So can I!

Practice Extra Unit 1 Language toolkit 2

SPEAKING Talking about hopes and dreams

My future plans

In one year,

Look at the pictures. What do you think Joelle’s presentation is about? Listen and check.

Her first plan is about languages and Her second plan is for ten years from now / when she’s 20.

Her second plan is challenging / easy.

She talks about her family / friends in her third plan.

6 Match the problems 1–3 with the

Her final hope is for the environment /

suggestions for speaking more fluently A–C.

animals.

When I speak, it sometimes sounds flat and boring.

There are often long pauses when I speak.

It’s not always easy for people to follow my presentation.

Try using phrases you’ve prepared in advance to link ideas in your presentation.

Practice your presentation and notice where you need to pause. Then practice those parts again.

Try speaking musically, and practice making your voice rise and fall.

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

Useful language

This time next year, I think … Hopefully, I’ll (be) … I plan to … I expect to (have) … I really want to …

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I hope to … I’d love to …

I dream of (living / traveling) …

Practice giving your presentation on your own. Then give your presentation to a small group.

•

Use your notes from Exercise 5.

•

Remember to use the Useful language.

•

As you practice, notice any parts where your speech is less fluent. Practice those parts again. In one year, I hope to ...

Unit 1

Pronunciation page 122

Practice Extra Unit 1 Speaking

This time next year, I I’ll be on the school soccer team. I 3 want to be the best player and score lots of goals. I hope 4 have lots of fans. I 5 of meeting the coach of our national team. 6 , I’ll play really well, and the coach will ask me to train with the team. 1

the Useful language.

To sound more fluent and feel more confident in a presentation, use phrases you have practiced before. Don’t worry too much about your errors!

4 Complete the presentation notes with

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

health / transportation. 3

I hope that in the future, (the world / we / everyone ...)

Joelle is talking about three / ten plans.

In ten years,

Listen again. Circle the correct answers. 1

In five years,

What are your plans for the future? Complete the presentation notes with your own ideas. Then share your ideas with a partner.

WRITING A social media post about the future 1 Read the social media post. Write T (true), F (false), or DS (doesn’t say). 1

2 Complete the Useful language with words from the social media post.

Finley was surprised the internet didn’t exist when his parents were young.

Finley has a virtual reality headset.

Finley thinks computer games are OK now. He thinks doctors will use technology to help people who aren’t sick yet.

Talking about time In the 1

(year / two

months), …

Useful language

One 2

This 3

(year / Friday),

And 4

HOME | WHAT’S NEW? | CONTACT

Finley’s world

What will life be like in the future?

that,

3 Read the social media post again and answer the questions.

How many paragraphs are there? How many main ideas are in each paragraph?

Which paragraph introduces the main topic? What is the main topic?

Which topics does Finley make predictions about?

Which paragraphs include predictions? How are they presented?

How does Finley end the post?

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

I was talking to my parents about what life was like when they were my age. I knew they didn’t have the internet, but I didn’t know how difficult their lives were without it. For example, I knew they had to go to a library to do research, but I didn’t realize that if another student was using a book, they couldn’t use it. It isn’t a problem now because everything’s online, so we can all use the same book at the same time. Now I’m thinking – what will life be like in the future? I’m not talking about big things like traveling into space on the weekend. I want to know how our daily lives will be different. I think that in the next five years, everyone will have contact lenses with virtual reality. We’ll be able to chat with people in other countries, and it will be like we’re all in the same room together.

4 Plan a social media post about the future. Write notes to organize your post.

Video games will also be a lot more exciting. Sound and video are already good, but this coming year, I think designers will find a way for us to sense movement as well. After that, maybe we’ll be able to touch things in a game, too.

Introduction

Health will also be different. People can already use technology to see a doctor online, but one day, I think doctors will use it to give people medicine before they know they’re sick! And then maybe they’ll be able to treat many illnesses without surgery.

Ending

Idea 1

Idea 2

ss se

Idea 3

notes from Exercise 4 to help you.

Re me mb er to:

So, what do you think? Do you agree? Let me know in the comments.

5 Write your social media post. Use your

tify Give examples to jus your opinion. Use future tenses. m the Use expressions fro x. bo e ag Useful langu r Check your gramma and spelling.

Workbook page 13

Unit 1

CLIL

Health Education WOOP goals 1

Watch the video. Mark (✓) the types of goals you see.

SMART goals backward goals

measurable goals

time-bound goals micro goals

2 Look at the pictures and the title of the article. What do you think it is about? 3

Read the article and check your answer to Exercise 2.

method

psychology

optimistic

pessimistic

outcome

obstacle

situation

things that happen at a particular time and place

the result of an action or situation

a grade | a mark

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

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

something that stops you from achieving a goal

believing that something good will happen

a particular way of doing something

the study of the human mind

believing that something bad will happen

5 Read the article again. Answer the questions. 1

What do you need to help you achieve your goals?

a method

What does scientific research say about positive thinking?

Is it a good idea to always be optimistic? Why or why not?

What does WOOP stand for?

Which two types of thinking does WOOP use?

What can you use WOOP for?

What do you think of WOOP? Do you like it? Why? Do you think WOOP is easy to follow? Why or why not?

What other methods do you know or use to achieve your goals?

Yes. WOOP makes people think about ...

Unit 1

COLLABORATION PLUS

Project 1: Design a four-point action plan to achieve a goal.

1 2

Work in pairs. Discuss the questions.

WOOP is about reality rather than dreams.

ss se

Stop daydreaming, start planning

What are your goals in life? Perhaps you’d love to speak four languages or grow your own fruits and vegetables. But what can you do to achieve these goals? Well, you need a method – a way of doing something.

Positive and negative

When you talk about your goals, people often tell you to concentrate on having a positive attitude. “Imagine what you’d like to achieve,” they say, “and it will happen as easily as night follows day.” But scientific research shows that positive thinking may actually stop you from achieving your goals!

The WOOP method

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

Gabriele Oettingen is a professor of psychology. She says that if you spend your time dreaming of success, there is less possibility that you will be successful. This is because optimistic people have already achieved their goals in their imagination and so don’t make as much effort to make their dreams come true in real life. It’s good to be a little pessimistic!

Professor Oettingen has made a method to help people focus on and achieve their goals. She calls it WOOP: “Wish, Outcome, Obstacle, Plan.” These words are the four steps of the method. Imagine you have an English test next month that you would like to do really well on. You could use WOOP to help you set and achieve your goal.

Outcome

Wish

Plan

Obstacle

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WISH (What I want): I’d love to pass my English exam with an excellent grade.

OUTCOME (How I will feel when I achieve it): I will feel happy and satisfied.

OBSTACLE (What might stop me from achieving my goal): Grammar can be difficult for me.

PLAN (What I can do to get around the obstacle): I will do extra grammar practice to help me improve.

WOOP asks you to imagine what you’d like to achieve, but also to think about the obstacles – the things that can make it difficult for you. This mix of positive and negative thinking will help you achieve your goals.

Studies have shown that WOOP works. You can use it for all sorts of things, from how you act in a social situation to improving your physical and mental health. In fact, you can even use it in your day-to-day life. It’s all about choosing goals that are important to you. This could be anything from getting along better with a friend to eating less sugary or fried food. Why not give it a try?

Unit 1

A good story Unit aims • Talking about stories and characters

• Giving and responding to recommendations

• Using the present modal passive

• Writing a book review

• Using so + adjective / adverb (that) and such + noun phrase (that)

• Learning about puppets in storytelling • Creating and telling a story

• Understanding online culture listings and a book review

Look at the picture and answer.

Who are the people in the picture?

Do you prefer reading stories or watching movies? Why?

What’s your favorite childhood story? Can you tell it?

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

Unit 2

Watch the video and answer. 1

What stories do Caleb, Sarah, and Kai talk about? Have you heard the stories?

What is the message of The Tortoise and the Hare?

Where did Caleb, Sarah, and Kai first hear the stories?

ss se

VOCABULARY 1

Circle the correct answers to complete the web page. Then listen and check.

Books in the City

Perfect Lies

An Inspector Santos novel

Our 1author / book of the month is the Brazilian writer, Jorge Amado. We have a selection of his best 2nonfiction / fiction, from drama and adventure to romance and humor. Our personal favorite is Captain of the Sands. We also have copies of his 3biography / novel, which tells the story of his extraordinary life.

Books Events Gifts cards Blog

What’s new

If you like 7detective / funny novels, the new Inspector Santos book is finally here! Perfect Lies is a full-on 8romance / thriller, with explosions, car chases, and a plan to take over the world! Can Ana Santos stop the criminals?

My Door Is Always Open is a 9romantic / detective novel with a difference. Will Jack and April find love? Carlos has other ideas ...

The Dragon Who Was Scared of the Dark is a wonderful 4romantic / fantasy novel for children (and adults!), while older 5science-fiction / biography lovers will love Mars 2250. The sixth Galaxy Explorers novel is also out now. It is the scariest yet, and there are plans to make a 6 horror / comedy movie based on the series.

Don’t forget to check out our 10biography / nonfiction section for the best books on travel, nature, science, and art.

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

Reviews

Listen to the quiz. Match the descriptions you hear (A–F) with the words 1–6. 1

author

fantasy

nonfiction

biography

horror story

detective novel

3 Complete the posts with the words in the box. fantasy

fiction

nonfiction ✓

romantic science fiction

thrillers

I don’t really like reading 1 nonfiction books. Why read a book when you can find all the facts you need on the internet? 2 books are my thing. When an author says,“It was a cold, dark night ...” I imagine what the character can see, hear, and feel. I especially love reading 3 novels. I know that monsters and vampires aren’t real, but when I read about them, I’m scared ... but in a fun way! Robin, 15

onlythefacts

at 2:45 says:

No way! Science fiction is awesome! It’s cool to imagine different worlds. Science fiction is much better than 6 movies. Two people love each other; then they argue; then they’re in love again ... boring!

droid4.0

I disagree about nonfiction because there’s a lot of information that’s not true on the internet!

at 12:19 says:

ss se

Today at 2:09

I also love watching movies but not all types. I can’t stand 4 because to me they’re all the same. They’re all about spaceships and “galaxies far, far away.” Ugh! In my opinion, 5 are the best movies. There’s a lot of quick action and I love the suspense.

Work in pairs. Discuss the questions. 1

Do you prefer fiction or nonfiction books? Why?

Robin thinks you only need the internet to learn facts. Do you agree? Why or why not?

Which famous person’s biography would you like to read and why? I prefer fiction. I like reading creative stories.

Finished? page 126, exercise 1

Workbook page 14

Practice Extra Unit 2 Vocabulary 1

Unit 2

READING 1 Read the title and first paragraph. Circle the reason the author wrote the web page. 1

to tell a story

to give recommendations

to give a warning

What’s out? by Tyler Alves

Hey there! There are so many good movies and books coming out this week that I could hardly choose which ones Here are a few things to do and see, and if you want to find more, click here. to include in my list! 1

Nina’s Disastrous Dates

If you loved the romantic novel, you’ll be pleased to hear that the movie can be seen in theaters starting Friday. I don’t want to give away the ending in case you haven’t read the book, but here’s a summary of the plot. It’s the story of Nina, a vegan architect who wants to find that special someone but who doesn’t have much luck. From Steve, who takes her to a seafood restaurant, to Jake, who doesn’t even show up, Nina It’s then that Kai, a barbecue-obsessed gamer, crashes into just can’t meet the kind of guy she’s into. 2 her life. Will they have anything in common? It’s a classic rom-com for anyone who is a bit of a romantic and likes to have a good laugh. The first screening takes place at the Regent Cinema on Friday at 8 p.m., and I have four tickets to give away. 3

As d an s le es sa Pr r y fo it t rs no ve y ni p Talks at the Town Hall

After its success last year, this event will be even bigger and better this year. 4 That’s one for every day of the week. They all start at 7 p.m. and should last around two hours. There will be time for questions, and actor Steve Tang will sign copies of his biography. You might be surprised to hear that Steve’s first book was rejected 17 times! Of course, it’s now a classic. So, if you’ve always wanted to know how to get a novel published or what it’s like to work in the movie industry, make sure you get your tickets now! They can be purchased directly through the town hall’s website.

Detective Rosie

OK, so I haven’t actually read it yet, but the reviews are great and I think this novel could be the next big thing. Book reviews explain that Rosie, the main character, is not only an expert detective, but she can also It could be said that the mix of detective novel and fantasy is unusual, but I can’t wait talk to animals! 5 to buy it when it comes out on Wednesday.

Read the web page. Complete the text with the sentences A–E. She gives up and decides to concentrate on herself.

They say that it might be made into a movie!

There will be talks by seven artists, actors, and authors.

On top of that, the town hall is holding its annual series of talks this week.

Click here for a chance to win!

3 Read the web page again. Write T (true), F (false), or DS (doesn’t say). Tyler tells readers the ending of Nina’s Disastrous Dates.

You’ll probably laugh if you read the book or watch the movie.

Steve Tang is going to sign copies of a book he wrote.

The tickets for the event at the town hall are expensive.

Tyler liked reading the detective novel.

Work in pairs. Imagine you’re organizing the Talks at the Town Hall event in your country. Which three people would you invite as speakers? Why? I would invite Neil Gaiman. I love his fantasy books.

Unit 2

It was difficult for Tyler to choose what to include.

ss se

LANGUAGE TOOLKIT Modal passive (present) 1 Read the conversation. Underline five more

3 Match the sentence halves.

passive verb phrases.

Creating a comic strip carlos

ryan

Do you want to go to the Comedy Club tonight?

Oh, right! I’ve never been there before.

Your first ideas don’t have

Small sketches can

be made of all your ideas.

Your best sketches should be

they should be given a story.

to be drawn in detail.

When you choose your final characters,

can be drawn in different settings.

The final characters

marked and then drawn larger.

carlos

Really? Well, there are a few rules to follow. Look:

We want everyone to enjoy the show, so cell phones must be set to silent mode. They don’t have to be turned off, but it’s important that the show must not be interrupted. Also, photos can be taken in the first five minutes only, but flash must not be used. Please respect these rules.

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

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

Co ryan

Looks fair enough. I’d like to go!

carlos

Creative Writing Course:

Write Your First Detective Story

OK. The website says tickets must be bought online. I’ll reserve them and let you know!

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

online or in class.

past

present

have be

may

participle.

We can use modal verbs such as can,

to the class. Fees 5

to.

Questions about course content

(not have / pay) immediately. 6

We use this form when we are most 6

ss se

, should, and

must, 4

Students 4

(must / prepare) to present their work

passive with: modal verb + 2

Work 3

(have / complete) on time.

We form the modal +

Stories 2

(must / write) in English.

LANGUAGE TOOLS

The course 1 can be done (can / do)

affected by the action.

Work in pairs. Take turns saying sentences about the things in the list. Use modal passives.

COMMON ERROR

•

authors

•

movie theaters

✗ The book should read first.

•

horror movies

•

libraries

✓ The book should be read first.

•

science fiction

Grammar reference page 136

(should / send) by email.

in the person or thing

More libraries should be built in this country. Horror movies shouldn’t be watched by ...

Workbook page 15

Practice Extra Unit 2 Language toolkit 1, Listening

Unit 2

LISTENING AND VOCABULARY 1

Look and write the words. Then listen and check. charming ✓ cheerful cruel generous handsome hero selfish ugly villain

Ca charming

id 6

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

2 Choose four words from Exercise 1 and write the definitions. Use a dictionary to help you. Then mark (✓) the things you can find out in a dictionary (1–4). : : : :

how to say the word

information about the grammar of a word

example sentences using the word

the language level of a word

You can find the meanings of words and detailed information that can help you improve your English in learner’s dictionaries.

cheerful

Hannah

shy and polite

math teacher

handsome

Ms. Costa

unkind

Lewis

Listen again. Circle the correct answers. The school is better / worse than before summer vacation.

The other students are excited / worried.

Flavia tells us her favorite part / how the story ends.

Parker’s / Lewis’s personality changes during the semester.

Ms. Costa wants the lockers to stay closed / opened.

5 Think about Hannah, Parker, and Ms. Costa. What do you

think they are like? Write notes using words from Exercise 1.

Unit 2

Workbook page 16

Practice Extra Unit 2 Vocabulary 2

Work in pairs. Think of a character from a book or movie that you like. Do not say their name. Describe them using words from Exercise 1. Can your partner guess who it is? This person is in a movie. They’re brave and they like adventure. They aren’t very cheerful, but ...

1 2

ss se

Listen to Flavia’s book review. Match the adjectives 1–4 with the people A–D.

LANGUAGE TOOLKIT so + adjective / adverb (that); such + noun phrase (that) 1

Complete the post with the phrases in the box. Then listen and check. so well that

such a rude person that

so talented that

Ca 120 likes

Look who I saw last week. It’s Alex Koufos! He’s the brilliant actor who was in that super-popular sci-fi movie last year. He’s 1 all the best directors want him to be in their movies. He’s good at being a hero and a villain. And guess what? He also sings! In fact, he sings 2 he had a number one hit last year. He’s extremely popular. But apparently he’s 3 other actors don’t want to work with him. He’s very selfish, too. If life were a movie, he would be the worst villain!

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

2 Circle to complete the Language tools.

COMMON ERROR

✗ He’s such charming that everyone wants to talk to him.

LANGUAGE TOOLS 2

We use 1 so / such before an adjective and

✓ He’s so charming that

so / such before an adverb to mean very.

everyone wants to talk to him.

We use 3 so / such before a noun phrase.

✗ Leah’s so a good actor that everyone believes she’s a villain.

We use so and such to explain a 4 reason / result.

✓ Leah’s such a good actor that

Grammar reference page 136

everyone believes she’s a villain.

3 Put the words in the correct order to make sentences.

so / writes / He / finishes / that / every month. / he / quickly / a book

her friend. / wants / generous / She’s / everybody / to be / so / that /

couldn’t / scary / was / a / novel / It / we / finish it. / such / that

building / It’s / ugly / that / will / such / nobody / live there. / an /

ss se

4 Complete the sentences. Use so or such and the correct form of the words in parentheses. (loud) we can always hear her.

It’s

The actor’s suit is

(small) he can’t fit in it.

The artist draws a pen and make no mistakes.

(careful) she can use

He’s knows who he is.

(old movie) it’s in black and white.

She speaks

so loudly that

(character / popular) everyone

Work in pairs. Tell your partner about a movie you have seen using so and such. It was such a boring movie that ...

Finished? page 126, exercises 2–3

Workbook pages 17–18

Practice Extra Unit 2 Language toolkit 2

SPEAKING Giving and responding to recommendations 1 Look at the picture. What do you think the teenagers are talking about?

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

kind

recommendations

really

sounds

tip

watch

Useful language

Asking for recommendations

I’m looking for (something to

id 2

for

Listen to the conversation. How do the teenagers feel about each movie? Circle the emoji.

/ read). Any

Giving recommendations You should check out … like …

I think you’d 3 of

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

If you’re a

(science fiction), you’ll love …

Responding to recommendations It’s not 5

me.

of thing.

It’s not my 6

Thanks for the 7

true story

romantic comedy

That 8

perfect …

I’ll check it out.

5 Read the conversations and circle the correct answers. 1

A: I’m looking for something to read.

Any recommendations / choice?

B: I think you’d very / really like this

science-fiction movie.

A: Great. I’ll read / check it out.

science fiction

A: Should / Do we watch a movie?

ss se

B: OK. I like horror movies and thrillers.

A: Me too! I watched one about a vampire

doctor last night. It was fantastic.

Maria reads a review of a biography.

Theresa and Susan already know the story of Karl and Sofia.

Karl loses something important in the movie.

Susan suggests a movie.

Maria, Theresa, and Susan agree to watch the same movie.

Unit 2

Pronunciation page 122

novels, you’ll love this book.

B: No, thanks. It’s not for me / you.

Work in pairs. Take turns asking for and giving recommendations.

• movie • book • TV show

Practice Extra Unit 2 Speaking

I’m looking for a movie to watch. Any recommendations? If you’re a fan of ...

Maria wants to watch three movies tonight.

A: If you’re a fan / watcher of detective

B: Thanks for the choice / tip!

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

WRITING A book review 1 Look at the photos from a book review. What do you think the book is about? Read the review to check your answer.

2 Complete the review with the Useful language.

Useful language

The book is set … It’s about …

The main character is … The plot is …

This is a book for people who … It really made me (laugh / cry / think).

It was actually …

It’s not as … as you might think.

3 Read the review again and answer the 1

Where does the story happen?

What happens when people eat the burgers at the festival?

Why isn’t Tony good at his job?

What happens to Lisa’s burger?

Is the review positive, negative, or neutral?

4 Plan a review of a book you have read. • characters • my opinion and why

It was 4 a very exciting book. I loved the characters, too. The way Blanco describes Tony 5 me laugh. I really enjoyed the 6 where the cow eats Lisa’s veggie burger!

This is a book 7 people who want something funny to take with them on vacation. It’s the perfect combination of comedy and thriller.

5 Write your book review. Use your notes from Exercise 4.

Re me mb er to:

Workbook page 19

tives. Use a variety of adjec s. Use a variety of tense and reasons on ini Include your op y. why you feel that wa into Organize your review paragraphs. age. Use the Useful langu

Always make a plan before you start to write a longer text. Your plan helps you think of what ideas to include and the best order to put them in.

The main 3 is a 65-year-old man named Tony. He’s so generous that everyone wants to be his friend. He’s creative and intelligent. He also writes detective novels. But he writes too fast. He can’t focus on just one story. He’s such a bad author that nobody reads his books. Except for Prabir and Lisa! They are big fans of his novels, and they go to the festival just to meet him. They hope Tony will sign a copy of one of his novels for them. But when people get sick from eating the burgers, Prabir and Lisa decide to help Tony solve the mystery.

• book title • setting • plot

The 2 is simple. There’s a food festival in the town. Tourists come and have a good time. But on the very first day of the festival, people get sick when they eat the burgers. The people in the town know it isn’t an accident. They want to find out who is responsible and why they are doing it before someone else gets sick.

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Write notes.

The book is 1 set in small town in the U.S. Blanco describes the town really well and helps you to imagine what it’s like.

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I really enjoyed the (part where … / ending).

questions.

I’ve just finished reading I Know How It Happened. It’s a detective novel written by Isabella Blanco. I started reading it when I got on the plane and finished it when I arrived home. It was so good that I couldn’t put it down!

Unit 2

CULTURE Telling stories 1 How many ways can you think of to tell a story? Make a list. You can use puppets to tell stories, e.g., a puppet show.

Ca 2

atch the video and check your answers to Exercise 1. What other ways W of telling stories does the video mention?

Read the article. Match the countries 1–4 with the types of puppets A–D.

Vietnam

string puppets

Bali

puppets on water

Austria

very small puppets

Brazil

shadow puppets

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4 Read the article again. Match the blue words in the article with the pictures 1–6.

string

5 Read the article again. Write T (true), F (false), or DS (doesn’t say). Then correct the false sentences.

Balinese shadow puppet shows can last a long time.

There were no puppet shows in Europe until the 18th century.

In the 18th century, there were puppet opera performances.

Lambe Lambe puppet shows can only be seen in Brazil.

People watch Lambe Lambe shows alone.

Puppets can be used to make movies.

Water puppet shows in Vietnam started on a pool of water.

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Work in groups. Discuss the questions. 1

Have you seen a puppet show before? Which type?

Which type would you like to see? Why?

What is your favorite way to enjoy a story?

What is your favorite way to tell a story?

Unit 2

I saw a show with string puppets at the theater when I was younger. It was very funny. I love listening to audiobooks, but my favorite way to enjoy a story is probably watching a movie.

A world of puppets Have you ever seen a puppet show? Or had your own puppet? Then you are part of an ancient tradition across the world!

Did you know that puppets have been found in ancient Egypt and that the ancient Greeks wrote about puppets? However, puppets are not just an ancient tradition. They are still a popular way to tell stories today.

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Puppets are also very popular on TV and in movies. The Muppet Show and Sesame Street have used puppets for many years. The winner of the Best Animated Feature Oscar in 2023 was the fantasy movie Pinocchio, which was made using puppets.

COLLABORATION PLUS

In Bali, Indonesia, a traditional type of puppet show uses shadows. The puppet show is performed behind a large white cloth, and the shadows are made with candles. Most of the shows tell stories about Hindu heroes and villains, and they sometimes last six hours!

A more recent form of puppet show is called Lambe Lambe. These puppet shows were started by two Brazilian puppeteers in 1989. They created a small box theater so that only one person at a time could watch the show. People often use headphones to listen to music while they watch. Different types of puppets might be used in Lambe Lambe shows, from shadow puppets to string puppets. These tiny theaters, with their small puppets, are now found in many cities across South America and Europe.

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Vietnamese water puppet shows started around 1,000 years ago when the rice fields in the north of Vietnam flooded. Today, the shows are held in theaters on a pool of water. A puppeteer controls each puppet with long sticks under the water.

By the 18th century, puppet theaters were so popular that they could be found all over Europe. One of the oldest puppet theaters is in Salzburg, Austria, where wooden puppets on strings have been entertaining children since 1913. The puppets perform operas, plays, and music shows.

Puppets have been entertaining adults and children for thousands of years. They provide a powerful way to tell stories, and they continue to be used in new and interesting ways to this day.

Project 2: Create and tell a story.

Workbook pages 20–21

Practice Extra Units 1–2 Consolidation

Unit 2

y environment Managing your stud 1

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

at home. What three things do the places have in common? 2

What are three differences?

Do you think the girl’s desk is an effective place to study? Why or why not?

Look at the girl’s desk and think about where you study

Read the post about an effective study space. Complete the post with the headings in the box.

Light

Make it cool Noise

Furniture

Pens and things

Having a desk near a window can be amazing, but move it if you get distracted when you look outside! And make sure you have a bright light in case you need to study at night.

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The perfect study space!

To be successful in school, it’s necessary to have the right study space at home. What do you need to do to make your study environment as effective as it can be?

1 You should have everything you need nearby. You don’t want to interrupt your study time to go and find things, so keep your books, pens, and paper near you. If you’re using a laptop, make sure you have the charger, too. But don’t put things on your desk that can distract you. Leave your phone in another room! 2 Bright study spaces are best! If the place where you study is too dark, you might feel sleepy or hurt your eyes.

3 Some people like to listen to music or the radio when they study, while others prefer to study in silence. Either way, it’s best to be somewhere where you can control the sounds around you. That means you can stop any noises that start to annoy or distract you. 4 You’ll need a chair and a table that’s the correct height. What else? Managing your time is important when you study, so make sure you can see a clock. (NOT your phone’s clock because you put your phone in another room, right?) 5 If you have your own study space, then make it somewhere you want to go. That way you’ll always be happy to go and study. If you love cats, why not put a poster of one next to your desk? Remember to keep your space clean and tidy, too.

3 Read the post again. Write your three favorite ideas. 1

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2 3

the things I keep near me

•

the furniture I have

•

something that distracts me

•

what I can hear when I study

•

something I want to change

Something that distracts me: - a photo of New York - TV

Work in pairs. Read your partner’s notes. Ask questions. Then make suggestions to improve their study space. I often start looking at this photo when I’m studying. I’d love to move it, but it’s my brother’s, so I can’t.

Units 1–2

Maybe you could ...

something I like about it

•

4 Think about the place where you do your homework. Use the ideas below and write notes.

SELF-ASSESSMENT 1

Work in pairs. Read the situation and role play the conversation.

4 Work in pairs. Imagine you are one of

the people in the pictures. What are you watching or reading? Write notes about the things in the list.

Student A

Congratulations! You’ve just won a ticket to anywhere in the world and money to spend on your vacation, too. All you need to do is make a plan. Write notes about the things below.

a title and genre for the book or show

•

a little bit about the plot

•

what the main character is like

•

if you’d recommend it and why or why not

• where to go • what to do • what you’ll learn • hopes and dreams for the trip

•

Student B

Your friend has just won a competition and they can go wherever they want on their vacation. But you don’t think their plans are exciting enough. Prepare questions about the things below and give suggestions about how to make their trip more exciting.

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• where to go • what to do • what you’ll learn • hopes and dreams for the trip

Work in groups. Share your ideas from Exercise 4. Can your group guess which person you are? Whose ideas are the most exciting? I’m feeling happy and relaxed.

What are you reading?

It’s a science-fiction novel about a boy who falls asleep and wakes up in the 13th century.

I think I’ll ...

stories? Circle an option and complete the sentence.

What about ... ?

Change roles and repeat the role play. Whose vacation plans are the most exciting? Why?

because

and try it!

Read a graded reader in English. Prepare a one-minute review of the book to give to your class.

•

Look back at Units 1 and 2 and write ten words that you want to learn, and their definitions, on pieces of paper. Look at them again after one day, three days, and seven days. How many words do you remember each time?

•

Write a list of predictions for next week. Then see how many are accurate.

3 2 1

Units 1–2

•

the future? Color a box. Then compare your answer with a partner and say why.

7 Choose one of these ways to practice English

3 How confident do you feel talking about

I feel very / feel a little / don’t feel very confident

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6 How confident do you feel talking about

It’s a mystery! Unit aims

• Talking about mysteries and using un- / im- / inadjectives • Using the present perfect and the simple past

• Speculating about a picture • Writing an opinion post about a mystery • Learning about a geographical mystery

• Understanding an article and a podcast about mysteries

• Making a poster about a geographical mystery

• Using modals of speculation

Look at the picture and answer.

What do you see?

Look at the details of the drawing. Where do you think it is?

What kind of weather could damage this drawing?

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1 2

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Unit 3

Watch the video and answer. 1

Where is the Plain of Jars?

What are some of the mysteries about the Plain of Jars?

How are people studying it?

VOCABULARY 1

Read and listen to the web page about two mysterious creatures. Match the creatures 1–2 with the pictures A–B.

Understanding science

A mystery is something that is difficult to understand or impossible to explain. Most mysteries relate to an old building or object, a historical event, or the natural world, but some relate to people or animals. Some people spend a lot of time studying mysteries, and they have a strong feeling about what is true or false. Read the information about these two famous mysterious creatures. Is there any possibility that they really exist? 1 This creature is said to live in a large lake in Scotland.

mountains, although there are reports of similar creatures in forests around the world. It’s an ape-like figure with sharp teeth and a nasty smell. There are no clear photos of the creature, and experts mostly agree it doesn’t exist.

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2 Put the letters in the correct order

to make five of the blue words from Exercise 1. Then match the words with the correct definition and picture. ptxere ✓

Work in groups. Discuss which words go in which category. Explain your reasons. creature

object

rtcaerue

bjtcoe rgufie 1

the Yeti

2 This hairy monster is said to live in the Himalayan

It has the shape of a huge dinosaur. It was first seen in 1933. There are a few photos of it, but most seem to be trick photos, not real. Most experts agree it isn’t real and think the truth is that it is a very large eel or fish.

kcirt

the Loch Ness Monster

expert

feeling

figure

possibility

shape

smell

Things you can see or touch

expert : someone with a lot of knowledge about a specific subject

You can see or touch a creature.

mystery

trick

truth

Things or ideas that

you can’t see or touch

You can’t see or touch a possibility. Can you?

4 Read the post and circle the correct answers.

: a living thing that can move by itself

: something you can see or touch but is not usually a living thing

Finished? page 127, exercise 1

Workbook page 22

: the form of a person or human body

: an action that makes you believe something is not true

Remember how I told you that I love reading books on mythical 1 creatures / experts? Well, at the moment, I’m reading a story about a basilisk. It’s the same 2 shape / feeling as a lizard, but it’s much bigger and more dangerous. Anyway, I went hiking with my older brother last weekend. I was walking up the mountain when I had a 3 feeling / smell something was watching me from the bushes. Suddenly, I saw something move across the ground. “It’s a basilisk!” I shouted. Well, it was a 4 mystery / possibility! Of course, it wasn’t a basilisk. The 5 trick / truth is, it was a huge lizard called a goanna, and I’ve joined a wildlife group that helps look after their habitat. Maybe I’ll become an 6 expert / figure on lizards!

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Diego’s World

Work in pairs. Make a list of other mysterious or mythical creatures. Discuss if you think they exist and say why or why not. Practice Extra Unit 3 Vocabulary 1

Unit 3

READING 1 Look at the pictures of the moai statues. Who do you think put them there? Why?

The mysteries of the

Rapa Nui ge

A Sometime between the years 400 and 1200 ce, the Rapa Nui people arrived at an island in the South Pacific Ocean. They named it Rapa Nui. Today, it is also known as Easter Island – a name given by the Dutch explorer Jacob Roggeveen when he reached it on Easter Sunday in 1722. He found something that the rest of the world hadn’t seen – Rapa Nui’s giant statues of human figures, called moai.

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B There are almost 1,000 moai on Easter Island. Experts believe they were built between 1400 and 1600 to show respect for important Rapa Nui people, but the truth is that nobody knows for sure. The largest statue, known as “El Gigante,” is over 20 meters tall. How could the Rapa Nui make such large, heavy objects and move them around the island? They didn’t have modern technology or tools. These questions have interested experts for many years and made the Rapa Nui and the moai a great mystery. C The fall in the Rapa Nui population is also a mystery. There may have been as many as 15,000 people, but by the time Europeans arrived on the island, as few as 600 people were living there. So what happened? One possibility is that the Rapa Nui cut down all the palm trees for farming. This killed off other plants, forced birds to leave, and left the Rapa Nui without palm nuts to eat or wood to build homes and fishing canoes. Some experts say rats could have killed all the trees by eating their roots. Others say that disease brought by Europeans may have destroyed the population. Whatever the truth is, the Rapa Nui survived. Today they make up around 45 percent of the 8,000 people on the island. D Was one event responsible for the big decrease in the Rapa Nui population? How did they build and move such incredible statues? What were the statues for? Easter Island has amazed people for centuries. Over 100,000 tourists visit the island every year. The truth about the Rapa Nui and the moai may be a mystery, but we have a feeling that the modern world won’t forget them anytime soon. What do you think?

Read the magazine article. Match the questions 1–5 with the answers in paragraphs A–D.

Can tourists visit Easter Island?

Why did the Rapa Nui people almost disappear?

What happened to all the trees on Easter Island?

How many statues are there?

How did Easter Island get its name?

is the name for the statues in the Rapa Nui language.

Two possible reasons why the Rapa Nui population decreased relate to

Some experts say

More than

brought disease to the Rapa Nui and this destroyed their population. tourists go to Easter Island every year to see its famous statues.

4 Work in pairs. Discuss the questions.

Would you like to see the moai statues? Why or why not?

What historical objects or figures does your country have? Describe them to your partner, but don’t say their name. Can they guess what you’re describing?

Unit 3

may have eaten the roots of the palm trees and made the trees disappear.

3 Complete the sentences with words from the text.

meter | metre

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LANGUAGE TOOLKIT Present perfect vs. simple past 1 Read the postcard. Underline the simple past and circle the present perfect.

Hi Tami, Greetings from Mexico! I hope you’ve had a great mid-term vacation and have gone skateboarding a couple of times this week. I’ve been on vacation with my parents since Sunday. I thought I told you last week, but maybe I didn’t! Sorry! This postcard is from the Teotihuacan pyramids. Have you ever heard of them? We went yesterday. So cool! How’s everything with you? Hope you’re all good. See you next week! Anna

2 Find the time expressions in the postcard. Write SP if the expression is used with the simple past.

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Write PP if it’s used with the present perfect. a couple of times this week since Sunday

last week

ever

yesterday

1 2

3 Circle to complete the Language tools. LANGUAGE TOOLS

The 1simple past / present perfect is used for a period of time that began in the past and continues until now.

The 2simple past / present perfect is used for a finished time in the past. We use expressions such as yesterday, last week, last year, and from 2021 to 2022 with the simple past / present perfect. 3

We use expressions such as since, never, ever, and this week with the simple past / present perfect.

4 Circle the correct answers to complete the

5 Play a game with a partner.

Choose two topics. Write a true statement for one topic and a false statement for the other. Ask questions to guess your partner’s false statement.

Magic Magazine meets with Freddie Gold!

Workbook page 23

a trick you played on someone

•

a country you’ve visited

•

a strange person you met

I’ve been to Argentina a couple of times. We went to Buenos Aires. We went to the beach.

Finished? page 127, exercise 2

•

did / have done my first card tricks for my parents and their friends when I was ten! 2 magic mag When have you decided / did you decide that you wanted to be a magician? 3 freddie gold I knew / have known since that first performance. My parents and their friends 4 loved / have loved my tricks! Since then, I 5have practiced / practiced card tricks every day. I love to see the reactions of people who watch my tricks. The mystery is exciting!

magic mag Tell us about your first magic show, Freddie.

the ocean.

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interview with the magician Freddie Gold. Then listen and check.

✗ I’ve never swam in the ocean.

✓ I’ve never swum in

Grammar reference page 137

freddie gold I

COMMON ERROR

Where did you go? What did you do? I don’t think you went to Buenos Aires. There isn’t a beach there!

Practice Extra Unit 3 Language toolkit 1, Listening

LISTENING AND VOCABULARY 1

Choose the correct answers to complete the article. Then listen and check.

Mysterious Natural Wonders

Ca 2

The natural world is full of 1unable / unbelievable wonders. One example is a mysterious hum that some people hear in Taos, New Mexico. What causes this 2unpleasant / impossible sound? Is it power lines, medical problems, or earthquake tremors? Experts are 3unable / impossible to agree. There are many other mysteries. Why do some trees in Russia grow into 4 unexpected / invisible shapes? What makes large rocks in California move across the ground in 5unpleasant / impossible ways? Why is a lake in Australia an 6incredible / invisible pink color? How do 7impossible / invisible organisms make an ocean in Spain a magical blue at night? There are many possible answers to these questions, but it’s 8unlikely / unbelievable we will learn the truth about them all.

Complete the questions 1–6 with your own ideas. Then compare with a partner. Food with an unpleasant smell:

Something invisible that you often use:

An animal that’s unable to run:

Something that’s impossible for you to do:

A movie with an unexpected ending:

The most incredible thing you ever saw:

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

Listen to the podcast about natural wonders. Which topic is not discussed?

Dancing Forest, Kalingrad 4

Catumbo lightning, Venezuela

Lake Hillier, Australia

Sailing stones, Death Valley

Luminous ocean, Puerto Rico

Listen again. Write T (true), F (false), or DS (doesn’t say).

Scientists know the color of the lake isn’t a trick.

There are other pink lakes around the world.

Two reasons are given for the sailing stones.

Insects are killing the trees in Russia.

Bioluminescence can only be seen at night.

Work in pairs. Explain your choices in Exercise 5. Use the phrases in the box.

In my opinion … The reason is … I think / don’t think … I guess that … That’s because … As a result of … For example …

5 Look at the reasons given for the natural wonders.

Mark (✓) what you think is the most likely explanation. Pink lakes: trick of the light

mix of salt and organisms

I think the rocks move in Death Valley because of ice. I don’t think the wind could ever be strong enough to move big rocks like that!

Experts agree on what causes natural wonders.

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Dancing trees: strong winds

insects and caterpillars

Sailing stones: ice

Unit 3

strong winds

Finished? page 127, exercise 3

Workbook page 24

Remember to give reasons and examples to help explain your opinion.

Practice Extra Unit 3 Vocabulary 2

LANGUAGE TOOLKIT Modals of speculation 1 Read the social media post and comments.

4 Circle the correct answers to complete

Do they believe that @Incredi_Boy_09 saw Bigfoot?

the sentences about people at a café.

A woman looks worried. She’s sitting alone

and looking at her watch. She must be waiting / can’t be waiting for someone.

I just saw Bigfoot! It’s an incredible creature! I was walking in the woods when I saw a large figure move. “That 1 can’t be an ape,” I thought. “There aren’t apes around here!” It stopped, turned around, and looked at me. Then it ran away. Check out my picture!

A teenager keeps calling someone, but

the other person never answers. The other person might be / may not be busy. A tourist is trying to buy coffee with a credit

card, but he can’t. The café might accept / may not accept credit cards.

@Incredi_Boy_09

A man is wearing very expensive clothes.

He can’t be / must be rich.

There is only one server working, and she

@Fab.Girl.123

Hmm, I’m not sure. It 2could be a man in a hairy costume.

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looks very stressed. That job can’t be / might be easy!

@Anna-Adventures

You 3must be joking! This picture isn’t real. @Robert2020

You 4may think Bigfoot is real, but the experts say it isn’t. Someone 5 might be playing a trick on you.

Match the phrases 1–5 from Exercise 1 with their meanings A–C. Then compare with a partner.

A = It’s possible.

B = It’s impossible.

C = I’m sure it’s the

only explanation.

Work in pairs. Read the sentences in Exercise 4 again. Take turns saying a new sentence for situations 1–5. Use modals of speculation.

A woman is sitting alone and looking at her watch. She might not have her phone with her.

When he says “That can’t be an ape,” I think he’s saying it’s impossible.

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The other person could be late.

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

must present

possible

COMMON ERROR

similar

impossible

LANGUAGE TOOLS We use the modals can’t, could, must, might, and may to speculate

✗ You should be joking!

We use the modals could, might, and may to say that something is 2

. They have 3

We use the modal 4

playing a trick on you.

about the 1

✓ Someone might be

✗ Someone can be playing a trick on you.

✓ You must be joking!

meanings. when we are sure about

something. We use the modal can’t to say that something is 5

Grammar reference page 137

Finished? page 127, exercise 4

Workbook pages 25–26

Practice Extra Unit 3 Language toolkit 2

SPEAKING Speculating about a picture 1

Look at the pictures. Mark (✓) what you think Sofia and Jess are doing. Then listen and check.

Complete the conversation with the Useful language. Then listen and check.

sofia Aw, look at this baby

elephant! 1

in Kenya. My mom has told

me a lot about her trip there. 2

who the person is. 3 jess

id ge

Do you remember where your mom went to in Kenya?

sofia She always went to Nairobi, but

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I can’t remember exactly where. 5

r eading about vacation destinations

Listen again. Answer the questions. Why is Sofia looking at a picture of a snow monkey? 2

Where was the picture taken?

Why does Jess think the monkey is unhappy?

elephant is eating something from their hand.

jess

It looks very happy!

Work in pairs. Speculate about the pictures. Use the Useful language and your own ideas.

Look at this picture. It looks like a giraffe is about to go into the subway station!

Why did the snow monkeys start going into the hot springs?

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

I think maybe this was taken in ...

I’m not really sure …

It looks like … I think maybe … Perhaps it’s … It’s difficult to say, but … I’d say it’s …

Unit 3

Pronunciation page 122

Write down two of your partner’s ideas from Exercise 5. Do you think they are true? Why or why not? You said that the giraffe was entering the subway station. But that can’t be true because ...

It’s important to give reasons when we’re discussing if an idea is likely to be true.

Practice Extra Unit 3 Speaking

... some sort of …

Useful language

the

How long has Sofia’s mom been a photographer?

vet.

Like 4

looking at old pictures

it’s

someone who works with the elephants.

ompleting a biology c project

I’d say it’s

WRITING An opinion post about a mystery 1 Read the post. What was the San Miguel? What makes it unusual?

3 Complete the Useful language with phrases from the post.

Useful language

HOME | ADVENTURES | MYSTERIES

Speculating

Where is the San Miguel?

To introduce something you don’t

By Fernanda Silva

believe: 1

I don’t think

… …

To explain something in other words: …

To give your opinion:

In 1715, Spain was having money problems. So the King’s solution was to get gold and silver from the New World. In July, a group of ships began the return journey from Cuba to Spain with the treasure.

…

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They carefully planned the journey. Many ships traveled together to stop pirate attacks. The San Miguel was a smaller, faster, and stronger ship. It had most of the gold and silver in case of pirate attacks or hurricanes. But that couldn’t save it! A hurricane hit one week after the ships left Cuba. The other ships sank, and the San Miguel went missing. The Spanish looked for the San Miguel for years. They found some things from the other ships, but they never found the San Miguel. I doubt that they gave up quickly, though. I mean, they needed the money, and the gold and silver on the San Miguel would be worth about two billion dollars today!

I think it’s likely that the ships saw the hurricane coming. The San Miguel probably went faster and tried to get away from it. So the ship could be in a different part of the ocean. People have looked for hundreds of years, but the ocean is huge and very deep. They might not be looking in the right place.

…

4 Plan an opinion post. Write notes about the mystery of the lost Crown Jewels. Use the Useful language.

On October 12, 1216, while King John of England was escaping from his enemies, he tried to cross the Wash, a bay in England. The sea was very rough that day, and powerful waves sank many ships that carried food, valuable items, and the Crown Jewels. Many people have searched for the Crown Jewels. Some people think they might not be in the water.

5 Write your opinion post. Use your notes from Exercise 5.

Perhaps the Spanish lied about the treasure on the San Miguel. Maybe they just wanted people to think they were rich. In my opinion, this idea is also unlikely, but you never know!

Re me mb er to:

2 Number the sentences in the correct order. A hurricane hit.

age. Use the Useful langu ulation. Use modals of spec and Use the simple past ct the present perfe Share your opinion.

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Maybe the sailors on the San Miguel saw their chance to escape. Perhaps they escaped the bad weather with the gold and silver. Then again, if they went to another country, I think we would know about it today. So this idea seems unlikely.

To consider a different opinion:

The Spanish stopped searching for the San Miguel. The Spanish found some things from the others ships that sank. The ships were in Cuba. The ships started their journey to Spain.

Work in pairs. Read your partner’s post. Do you agree with their opinion? I don’t agree with your opinion. I think it’s unlikely that ...

1 The King of Spain needed money. Workbook page 27

Unit 3

CLIL

Geography

A geographical mystery 1

Watch the video. Mark (✓) the places you see. Gobekli Tepe, Turkey

The Pyramids, Egypt

The Nazca Lines, Peru

Abu Simbel, Egypt

Skara Brae, Scotland

Machu Picchu, Peru

Work in pairs. Look at the pictures. What do you know about this place?

Read the text and check your answer to Exercise 2.

archeologist | archaeologist

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

cemetery

monuments

Pyramid

reason

seasons

stone circle ✓ time

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stone circle

Stonehenge is a

The Great

You could find

Stonehenge was first used as a

It’s possible that Stonehenge was used to give information about

of Giza was built at the same time as Stonehenge.

and the 6

in Salisbury, England.

We don’t know the

like Stonehenge in different countries in Europe. .

why Stonehenge was important to ancient Britons.

5 Read the text again. Write T (true), F (false), or DS (doesn’t say). Then correct the false sentences. We still have many questions to answer about Stonehenge.

Stonehenge is one of many monuments of the Stone Age.

Stonehenge is the oldest monument of the Stone Age.

Only ten stones came from Wales.

When Stonehenge was moved to a new position, much smaller stones from the local area were used.

We know for sure that people were buried at Stonehenge.

Work in pairs. Discuss the questions. 1

Why are people so interested in places like Stonehenge?

Have you ever visited a place of mystery in your country? Where is it? What do you know about it?

In the future, which places in today’s world do you think people will be amazed by? Why? I think these places are interesting because there is so much we don’t know about them – they’re a mystery!

Unit 3

Surprisingly, only a few people were needed to move the sarsen stones.

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In the future, I think people will be amazed by our cities.

Yes. WOOP makes people think about …

The mystery of the stones

Scotland

Northern Ireland

England

Ireland

Wales

London

id ge

Stonehenge

Have you ever heard of Stonehenge? This stone circle on Salisbury Plain, in southern England, is about 5,000 years old and is a place of great mystery to us. Why did people build it? And how did they move such heavy stones?

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Archeologists, who study history by looking for objects in the ground, say that Stonehenge was built around the time the ancient Egyptians put up the Great Pyramid of Giza. This was in the Neolithic period – the name used in Europe, Asia, and Africa for the last part of the Stone Age. At that time, people had only simple tools to move earth, cut food, and make things. In the Neolithic period, people around Europe built monuments for special ceremonies. Stonehenge was one of these monuments.

Some of the smaller stones that were used to build the site came from the southwest part of Wales, over 200 kilometers away! The largest of these “bluestones” weighed over 4,000 kilograms. It seems impossible in our fast-moving world of planes, trains, and cars that people moved these heavy stones without advanced machines, but they did. Experts believe they used sleds to do it.

Stonehenge at sunrise

Stonehenge’s new site was only a few kilometers away from the original one, and it used much larger stones called “sarsen” stones. These stones stood up to seven meters tall. A few years ago, archeologists discovered that these stones came from 25 kilometers north of the site. Experts think it took at least 1,000 people to move them into the shape that we see today.

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Stonehenge at sunset

The truth is, we can’t say for sure what Stonehenge was used for. We know that it was once a cemetery and that it must have been connected to the sun as well. But the real reason it was built and its importance to people thousands of years ago might never be known.

At first, Stonehenge was used as a cemetery. But a few hundred years later, the stones were moved to a new site and placed in the position they are in today. This new site was used to mark the position of the sun. On June 21, the longest day of the year, the sun comes up over the Heel Stone – the stone that sits outside the center circle. On December 21, the shortest day of the year, the sun sets over this same stone. It is for this reason that many experts think that Stonehenge was used by ancient Britons as a type of calendar. It may have helped them keep track of time and the seasons.

a sled

COLLABORATION PLUS

Project 3: Make a poster about a geographical mystery.

Unit 3

Let’s celebrate Unit aims • Talking about celebrations and weddings

• Using defining and non-defining relative clauses

• Understanding texts and conversations about celebrations • Explaining what something is

• Writing an email about an unusual experience • Learning about New Year’s celebrations around the world • Presenting a traditional celebration from a different culture

br 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 4

Watch the video and answer.

What might they be celebrating?

What do you think the rules are for this event?

Did Robbie enjoy the Battle of the Oranges? How do you know?

What is the reason for the celebration?

Why aren’t people worried about wasting oranges?

What celebrations in your country involve doing something with a particular food?

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VOCABULARY 1

Match the words 1–9 with the pictures A–I. Then listen and check. 1

annual

2 3

decorate

custom

celebrate / celebration

fireworks

(special) occasion

costumes

parade

atmosphere

m E

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Circle the correct answers to complete the description of Pirates Week. Then listen and check.

Let me tell you about the Pirates Week festival! It’s an 1 annual / occasion celebration in the Cayman Islands, which is where I live. The 2atmosphere / air is very exciting. The strangest 3custom / costume happens on the first day of the festival: two pirate ships come into the harbor, and people dressed as pirates capture the governor! I don’t normally like wearing 4costumes / fireworks, but this week is a special 5 occasion / decoration. I love pirates! And it’s so much fun!

3 Match 1–6 with A–F to make sentences about Pirates Week. Every November, the relaxing beach culture of the Cayman Islands turns

fireworks light up the night sky.

pirate costume competition.

Store owners decorate their windows

On the first day, many people wait on the streets for the

with pirate-themed objects and balloons.

On the first night, people enjoy watching

has become the community’s largest celebration.

Children love to dress up for the

into a festive and exciting atmosphere.

Over the last 40 years, Pirates Week

Welcome Parade to start.

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4 Think about a traditional celebration in your country and answer the questions. Write notes.

What is a unique custom that’s part of the celebration?

How do people decorate their town and/or their homes?

What kind of costumes might you see during the celebration?

What other activities happen? Think of fireworks, parades, or specific foods that are eaten.

Work in pairs. Describe your celebration using your notes from Exercise 4, but don’t say the name. Can your partner guess the celebration?

Finished? page 128, exercise 1

Workbook page 28

Is it an annual celebration? If not, how often does it happen?

What is the special occasion?

1 2

This is an annual celebration that’s celebrated everywhere here in the United States. It’s always on the fourth Thursday in November. It is a custom to eat pumpkin pie ...

Practice Extra Unit 4 Vocabulary 1

Unit 4

READING 1 Look at the title and pictures. What is the article about? Can you think of any similar celebrations?

The Chiang Mai Flower Festival

by Max Pereira Tourists who travel to Chiang Mai in Thailand in early February will smell the flowers before they see them. For one fantastic weekend, an unbelievable number of flowers decorate the city that is known as the “Rose of the North.” The people who live in this city take their customs very seriously. Every year, Chiang Mai has several festivals. Some of them have been part of the local culture for centuries. The flower festival has been an annual custom since the 1970s. It is a famous celebration that brings people from all over the world. It celebrates the end of the cool season, when all the new flowers appear. I visited on the first weekend of February and enjoyed all three days of this exciting festival atmosphere.

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People create incredible flower displays everywhere in the city. These displays show respect for the ancient floral art of the people of the Lanna Kingdom who built Chiang Mai in 1296. Visitors will love seeing the ruins of the city walls, which are over 700 years old. These walls were built to protect the city of Chiang Mai. Flowers are one of the most important businesses in this part of Thailand. People from Chiang Mai take the phrase “flower power” to another level. I especially love the incredible orchids that you can see in local orchid farms. You can book tours to the farms, where you can buy an orchid and help a local business owner. You can get some great pictures on a tour, too! On the first day, I recommend going to Suan Buak Haad Public Park, where you will find flower displays, flower contests, and cultural performances. But that’s just the beginning! All over the city, people decorate their streets, homes, and stores with beautiful flowers and plants.

a float at Saturday’s parade

an orchid farm in Chiang Mai

Read the article. Circle the correct answers.

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3 21

You must not miss the parade on Saturday when people dress in traditional costumes. They sing and dance on floats decorated with flowers and plants. The floats were my favorite part of the festival. I can’t imagine how much time people spent on them! Don’t forget the ceremony in the park on Saturday evening. Find out which float wins the contest and who is named “Queen of the Festival.” A lot of delicious local food is also available. You must try the mango sticky rice! The Chiang Mai Flower Festival offers history, culture, great food, and incredible colors and smells. This year was my first visit, but it definitely won’t be my last!

The author went once / has never gone / has gone several times to the Chiang Mai Flower Festival.

The festival lasts two / three / four days.

Tourists can see the city’s history by visiting the parade / city walls / flower contests.

The author’s favorite part of the festival is the singing and dancing / orchids / parade floats.

You can see flower displays at the public park / at the parade / everywhere during the festival.

3 Read the article again. Circle three reasons why people celebrate the Chiang Mai Flower Festival. 4

What celebrations take place around the world in other seasons of the year? Which sound the most interesting? Why? Discuss with a partner. Some countries have pumpkin festivals to celebrate the start of fall.

Unit 4

LANGUAGE TOOLKIT Defining relative clauses 1 Read the conversation. Circle the words that the underlined parts describe. marc Look at this cool picture that Kara posted. Remember Kara?

She’s the girl 1who sat in the front row in history class last year.

anita Yes, she was the one 2that our teacher asked to give a presentation on

Portugal. She was the only student 3whose family lived in Portugal.

marc Well, she went to a famous Portuguese festival 4which celebrates masks.

anita It looks fun! Is Lisbon the city 5where the festival takes place? marc Yeah, it’s called the Iberian Mask Festival. The masks 6that people wear

are really cool!

2 Read the sentences. Decide if they make sense if you remove the pronoun in bold. Write yes or no.

I enjoyed the group projects that our history teacher gave us.

I like studying with classmates who explain things clearly.

I prefer teachers who I can laugh with.

I didn’t do well on the test that asked about specific dates.

I’ll never forget the history test that I aced. I got 100%!

Do you remember the teacher whose son was a famous singer?

yes

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3 Circle to complete the Language tools. LANGUAGE TOOLS

We use who, whose, or that in defining relative clauses to give more information about a 1person / thing.

We use that or which to give more information about a 2person / thing. We use where to give more information about a 3person / place.

The information in the clause is 4necessary / not necessary to define which person or thing we are talking about.

We can remove the pronoun who, that, or which when a 5subject / verb comes after the pronoun. We can’t remove whose.

COMMON ERROR ✗ She’s the girl which sat in the front row.

✓ She’s the girl

Grammar reference page 138

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4 Match 1–5 with A–E to make sentences about a wedding.

who/that sat in the front row.

My dad received a call from his sister

that we receive the wedding invitation.

She told him she’s going to marry a man

where they are going to get married.

She invited our family to the German town

who rent out a castle for weddings.

My aunt said she met two brothers

she met in Germany.

We’ll find out more details on the day

whose job includes a lot of travel.

Complete the sentences so they are true for you. Then compare with a partner. 1

I’ve never met anyone …

I’d like to go to a wedding …

I’d like to travel to a country …

I’ve never met anyone who has traveled to every country in the world.

Finished? page 128, exercise 2

Workbook page 29

Practice Extra Unit 4 Language toolkit 1, Listening Unit 4

LISTENING AND VOCABULARY 1

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

ceremony groom

guests honeymoon

marriage

reception

wedding ✓

wedding

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2 Circle the correct answers to complete the wedding announcement.

Last Saturday, the 1 bride / guest / groom, Ms. Lorraine Bovard, said “I do” to her 2bride / guest / groom, Mr. Carter Sousa. The 3wedding / marriage / honeymoon was held at the Rose Court Garden at the Disneyland Resort in California. Over 200 4guests / brides / grooms enjoyed delicious seafood and refreshments at the beautiful 5honeymoon / reception / marriage that followed the outdoor 6ceremony / honeymoon / marriage. The couple leaves this Friday for their 7marriage / honeymoon / reception in Kenya. Congratulations!

Listen to the conversation. Write T (true) or F (false). 1

The Romani people moved to India a thousand years ago.

The Romani now live in other parts of the world, too.

Romani weddings usually last two days.

It is the parents who organize a Romani wedding.

Mila wants her parents to organize her wedding.

Guests dancing at a Romani wedding

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Listen again. Complete the table. Romani traditions

Who pays for the wedding

The morning of the wedding

Wedding colors

Guest seating at the reception

the groom’s parents

U.S. traditions

How are Romani and U.S. weddings similar to or different from weddings in your culture? Discuss with a partner. In Brazil, the custom is for the bride’s family to pay for the wedding, but this isn’t very common anymore.

Unit 4

Finished? page 128, exercise 3

Workbook page 30

Practice Extra Unit 4 Vocabulary 2

LANGUAGE TOOLKIT Non-defining relative clauses 1 Look at the underlined words in the ad. Match the descriptive clauses A–E with sentences 1–5. A

which can sleep up to 80 people

who come from all over the world

which is a great place to see nature

whose restaurant in Rio is world-famous

which has just reopened

Desert Dreams Ranch

Are you looking for a beautiful place in nature to celebrate a special occasion? 1 Desert Dreams Ranch, C , is the perfect choice! About the ranch

2 Our ranch has 20 bedrooms, . 3Our chef Francisco, , has created menu options for every occasion. 4We want our guests, , to feel at home when they sit down to eat. 5Tours are offered to Yellowstone National Park, !

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2 Divide the sentences from Exercise 1 into two. Replace the underlined words with pronouns. Desert Dreams Ranch is the perfect choice. It has just reopened

Our ranch has 20 bedrooms.

Our chef Francisco has created menu options for every occasion.

We want our guests to feel at home when they sit down to eat.

Tours are offered to Yellowstone National Park.

1 2

3 Circle to complete the Language tools. LANGUAGE TOOLS

COMMON ERROR

Non-defining relative clauses give 1 extra / necessary

✗ We celebrated Grandpa’s birthday at Desert Dreams Ranch, that is beautiful.

information about people, places, and things.

We 2use / don’t use commas around the clause.

We don’t use 3which / that in non-defining relative clauses.

We use 4who / whose to give information about a person and

✓ We celebrated

who / whose to introduce something that belongs to a person.

Grammar reference page 138

Grandpa’s birthday at Desert Dreams Ranch, which is beautiful.

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4 Rewrite the information in one sentence. Use non-defining relative clauses.

On vacation, we went to Iguazu Falls. It’s located on the border of Argentina and Brazil.

We hired a local tour guide. His company is called “Iguazu and You.”

My husband was impressed by Devil’s Throat, the largest waterfall. He is scared of heights.

Iguazu Falls is the largest waterfall system in the world. It has 275 waterfalls.

On vacation, we went to Iguazu Falls, which is located on the border of Argentina and Brazil.

Complete the sentences with your own ideas. Compare with a partner. 1

They will go on their honeymoon to Costa Rica, which …

She is listening to music by Taylor Swift, who …

Finished? page 128, exercise 4

Workbook pages 31–32

They will go on their honeymoon to Costa Rica, which is in Central America.

Practice Extra Unit 4 Language toolkit 2

SPEAKING Explaining what something is 1

Look at the pictures. Mark (✓) what you think Adam and his mom are talking about. Then listen and check. modern hotels they have visited

the best way to travel around a city

Adam’s experience in Japan

br Listen again. Number the pictures A–D in the order you hear them.

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

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Useful language

This is something that … It’s like … You use it to …

People do this when … It’s a place where … It’s a kind of … Useful for any topic 1

It’s like ...

Describes a thing

Describes an action

Describes a place

4 Work in pairs. Think of a place, custom, and thing in your country that may seem unusual to people from other cultures. Write notes to complete the table.

How can I explain it?

Place

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Custom

Thing

Work in pairs. Take turns to explain your ideas from Exercise 4. Use the Useful language. Your partner asks questions. It’s a place where you can see monkeys in the middle of the city ...

Unit 4

Pronunciation page 122

It’s important to explain a word in English when you don’t know it, you’re not sure about it, or the word might be new for the person you’re speaking to.

Practice Extra Unit 4 Speaking

WRITING An email about an unusual experience 1 Read the email. Mark (✓) the main topic. 1

saving the oceans

Vivid Sydney festival

Ca 3

electronic dance music

From: Davi To: Aline

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

Hi Aline,

Davi and his parents went to the festival several times.

Aline likes electronic music.

Davi was disappointed by the walking tour.

Vivid Sydney had an event about air pollution.

The cost of the festival surprised Davi.

I’m at Sydney Airport! We’re waiting to go home. We were here at the same time as Vivid Sydney. It was awesome but totally unexpected. Vivid Sydney is a festival that has lights, art, and new ideas. There were amazing light displays on major buildings like the Opera House and on Sydney Harbour Bridge. It was spectacular! Believe it or not, we went to the festival every night. My parents, who enjoy trying new foods, loved all the food markets.

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3 Complete the Useful language with phrases

from Davi’s email.

Useful language Believe it or not, 1 we went every night . It may sound strange, but

I was

that

I found the really

Some events were about the ocean. I liked one called “The Last Ocean,” which was about Antarctica. There was art made of plastic from the ocean. It looked like a huge piece of ice! There was also an event that presented new ideas to help ocean plants and animals. I liked Australia, and I really liked Sydney. It’s a very pretty city, and the people are friendly, too. But I loved Vivid! I ate delicious food and learned a lot. And I was surprised that all the events were free!

The most unusual part was the 5

The festival had so many great events. I found the walking tour really interesting. The most unusual part was the old train station. We climbed down stairs and walked through eight underground rooms, each with different lights and sounds. It may sound strange, but each room made me feel different. You would have loved the one with pink lights and electronic dance music!

How was your trip? Send some pictures! I’m sending you two pics – Sydney Harbour and the University of Sydney all lit up. See you soon, Davi

4 Think of a celebration where you had

Your favorite part:

Writing your ideas in order helps you improve your writing skills and makes you a better communicator.

age to Use the Useful langu nce. describe your experie in each Have one main idea paragraph. ion Describe the celebrat first of all. Use defining and non-defining relative clauses.

Workbook page 33

The most unusual or surprising part:

Re me mb er to:

Reason for the celebration:

your unusual experience. Use your notes from Exercise 4.

How the place was decorated:

5 Write an email to a friend describing

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an unusual experience. Write notes. Then number the ideas 1–4 in the best order to write about your experience.

Unit 4

CULTURE Happy New Year! 1 Match 1–5 with A–F to make phrases. celebrate

fireworks

set off

resolutions

have

until midnight

make

at home

stay up

a party

1 2

Watch the video. Check your answers to Exercise 1.

Work in pairs. How do you and your family and friends normally celebrate New Year’s? Use the phrases from Exercise 1.

Look at the pictures. What New Year’s traditions do you think they show? Read the article to check your answer.

5 Read the article again. Answer the questions with the words and phrases in blue. bonfire

Which word means a large fire?

Which word is something you can eat?

Which phrase is something you do with trash?

Which word is a noise a clock makes?

Which word means something special or different?

Which word is a sign or object that represents something else?

Which word is a type of building?

Which word means dried parts of plants used as food for animals?

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6 Read the article again. Complete the table. Who …

Name(s)

doesn’t really like the New Year’s tradition where they live?

lives in a community where they make a bonfire?

thinks about their wishes for the new year while celebrating?

normally celebrates at home?

says food is important on New Year’s where they live?

wears something special for New Year’s?

has a New Year’s tradition related to having a new start for a new year?

does something for luck on New Year’s?

10 says their New Year’s custom doesn’t happen as often now?

COLLABORATION PLUS

Which of the traditions in the text would you like to try? Why?

Which wouldn’t you like to try? Why not?

What is your favorite New Year’s custom from your culture?

Project 4: Research and present a traditional celebration from a different culture.

I would like to go to the beach and jump the waves. I think that’d be beautiful.

Unit 4

I don’t want to throw my furniture out of the window. That sounds a bit dangerous, and I need my furniture!

Work in groups. Discuss the questions.

says New Year’s is their favorite time of year?

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New Year’s around the world! At midnight on December 31, people around the world celebrate the start of a new year with parties and fireworks. However, some parts of the world have unique ways of starting a new year.

In Spain, before New Year’s Eve, all the supermarkets sell lots of grapes, which are sometimes put in plastic glasses. At midnight on New Year’s Eve, we try to eat one grape for every chime of the clock. It is good luck to finish all 12 grapes before the clock finishes the 12 chimes, but it can be hard to eat them so quickly!

Benedita from Brazil

Pedro from Spain

Where I live, in Rio de Janeiro, we like to go to the beach for a big New Year’s Eve celebration with fireworks, music, and dancing! Everyone wears white because we believe it will bring us peace in the new year. There is one custom that I love – after midnight, we jump over seven waves and make a wish every time we jump. New Year’s is the time of year that I enjoy the most!

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Co Palesa from South Africa

Arjun from India

In the days leading up to New Year’s in Goa, all the young people help make an “old man” out of straw, old clothes, and paper. We then sit the “old man” in a chair in the middle of our parties. When it’s midnight, we set it on fire! It represents all the bad or sad things that happened in the past year so we can start the new year with only positive thoughts. The bonfire always creates a great atmosphere, too!

New Year’s in Japan is normally spent with family. We clean and decorate our homes and lots of people also visit temples. Soba noodles, which are long, thick noodles, are the traditional food to eat at this time of year. They are thought to be a symbol of a long life because they are long. But they also break easily, which represents a clean break with the old year.

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Keiko from Japan

Hillbrow, the neighborhood in Johannesburg where I live, is famous for a special custom that local people do for New Year’s. This tradition, which started in the 1990s, is to throw your old furniture out of the window! People used to throw all sorts of things out of their windows, like tables, microwaves, or chairs, as a way to get rid of their old things so they could get new things for a new year. I think it’s fun but a bit dangerous. Sometimes people got hurt, so now people do it less and throw out less dangerous stuff!

Workbook pages 34–35

Practice Extra Units 3–4 Consolidation

Unit 4

m g outside the classroo Listening and readin 1 Work in groups. Look at the list of things you can listen to or read in English. Add more ideas to the list.

a menu, a podcast, songs, store signs

Look at your list from Exercise 1. Which three things do you enjoy listening to or reading in English the most? Why? Discuss in your group.

Listen to three people talking about things they do to improve their English. Match the names in the box with pictures 1–3. Ruhi

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Mia

Anika

Listen again and complete the table for Anika, Ruhi, and Mia.

Name

Which skill are they working on? What are they reading / listening to? Why do they do the activity? What challenge did they encounter?

Ruhi

Mia

listening

yoga lessons

books

for fun

finding good podcasts

watching with

English subtitles

5 Write notes that are true for you in the last column of the table.

Work in pairs. Share what you’re doing to improve your listening or reading skills outside the classroom. Your partner listens and gives more ideas for how you can improve.

You

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How did they overcome the challenge?

Anika

I look for the lyrics of the music I listen to. That’s a great idea. I think you could also ...

Units 3–4

SELF-ASSESSMENT 1

Work in pairs. Choose one of the geographical mysteries A–D. Then find out the information below. what it is, where it is, and when it was built

•

some interesting facts about the site

•

a mystery about the site

•

your opinion about this mystery

•

Stone spheres, Costa Rica

Work with a different partner. Share what you learned in Exercise 1. Did you know that the Great Sphinx’s nose was one-meter wide?

Angkor Wat, Cambodia

How do you feel about talking about mysteries in English? Circle the number that is true for you. Discuss with a partner.

very confident

your own idea ...

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not very confident

The Great Sphinx of Giza, Egypt

How much do you know about celebrations? Take the quiz. Then compare with a partner.

1 A honeymoon is the vacation that a couple take after their wedding.

true

false

2 When a festival is annual, it happens every five years.

true

false

3 What do we call the celebration in the U.S. on the fourth Thursday in November?

Giving Thanks 4

Thanks Day

Thanksgiving

Which country has a New Year’s tradition where people eat grapes?

Japan

Spain

India

Answer the quiz questions from another group. Share and discuss your results.

How confident do you feel talking about celebrations? Circle and share with a partner. I’m very confident because …

I’m confident, but I still need to …

I’m not very confident yet because …

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5 Work in groups. Write four quiz questions about the celebrations in Unit 4.

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

Find a study buddy! Give useful opinions to help each other improve.

•

Write notes about a celebration you went to. Then share your experience with a friend.

•

Choose ten vocabulary words from Units 3 and 4. Write a short story that uses all ten words.

Units 3–4

Exploring the past

• Talking about history and monuments, and using exploring verbs

• Understanding an online guidebook and an interview with a marine archeologist

• Using narrative tenses to talk about the past

• Describing a past experience

• Using was / were going to to talk about plans that changed

• Learning about the Terracotta Army

Unit aims

• Writing a story about a discovery • Creating a pamphlet

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

Look at the picture and answer.

What kind of building is this? Where is it?

What famous old buildings are there in your country? Who built them?

Which historic place would you like to visit? Why?

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Unit 5

Watch the video and answer. 1

What doesn’t Gabrielle like about her house?

Why do people think the houses in Chefchaouen are painted blue?

Where does the red paint in Erik’s town come from?

VOCABULARY A

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

Persepolis, an ancient capital of Persia

and archeological site golden treasure

a ladder used to climb and examine columns

an underground tunnel for water systems

the ruins of the city of Persepolis, Iran

the palace of Xerxes

sculptures on the palace walls

the Xerxes Gate, a large monument

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

with statues at the front

Complete the review of the museum with words from Exercise 1. Then listen and check.

Museums around the world

HOME | HISTORY | EXPLORE | CONTACT US

3 Complete the questions with words from Exercise 1. 1

Are you scared of heights? How would you feel about climbing a tall

jewelry | jewellery

Why do people and governments protect the

of very old

towns and cities like Persepolis?

to examine the ruins of a historic palace? 2

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The Louvre Museum can be found inside the Louvre 1 Palace in Paris. The museum is in the center of the city, and it’s a historic 2 . The museum owns over 480,000 valuable objects. Of course, it isn’t big enough to show all its 3 at the same time, but if you visit, you can see around 35,000 objects. Some of them are 4 and prehistoric; others are from the 19th century. They include clothes, cooking utensils, furniture, and jewelry. Did you know that the Louvre is where you can see famous paintings like the Mona Lisa, as well as life-size Greek 5 of people? If that isn’t enough, you can walk through a 6 that connects to a smaller museum called the d’Orsay.

How are statues and

similar and different? Can you give examples?

What would you do if you found a box of

Work in pairs. Discuss the questions in Exercise 3. Yes, I am scared of heights. I would feel ...

Finished? page 129, exercise 1

Workbook page 36

Practice Extra Unit 5 Vocabulary 1

Unit 5

READING 1 Look at the web page. What is the main purpose? A

to encourage people to visit Leicester

to give a general introduction to the life and death of a person

to give information about a specific place for tourists parking lot | car park

Read the web page and check your answer to Exercise 1.

Home Accommodations

Food Adventure Sports Road Trips

Festivals History

Welcome to Leicester! Besides being famous for its Indian restaurants, Leicester is well known for being one of the oldest cities in England. Its long history goes back more than two thousand years to ancient times. If you visit Leicester, you must visit the site where the body of King Richard III was found in a parking lot in 2012. If you want to know more about his history and how they found him, keep reading. Richard III, who was born in 1452 and died in 1485, was a member of the Plantagenet royal family that ruled England for more than 300 years. However, the Plantagenets were often fighting over who should be the next king or queen, and they had lots of battles. When Richard III’s brother, Edward IV, died in 1483, his son Edward V became king. There was one problem: Edward V was only 12 years old. So his uncle, Richard III, became king until the young Edward was old enough to be in charge. But Richard III wanted to be the true king, so he locked Edward V and his brother in the Tower of London, which some kings had used as a palace in the past. Richard III then became king. However, King Richard III he was killed in the Battle of Bosworth Field by Henry VII’s soldiers in 1485.

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Richard III had been very unpopular because of all the unkind things he did. He didn’t have a funeral. Some people said that Henry VII’s men threw his body in a river. Others said he was buried in a church in Leicester. However, the church was demolished in 1538. The ruins were destroyed, and the site eventually became a parking lot and a children’s playground. People never stopped looking for Richard III’s body. Philippa Langley, a British writer, believed she knew where it was. She and her colleagues persuaded archeologists from the University of Leicester to look under the parking lot. While they were looking on the first day, they found his leg bone. After that, they found more bones, including his backbone. In pictures from the time, Richard III had a curved back, and this bone was also curved. They had found him.

King Richard III at the Battle of Bosworth Field

After lots of tests, Langley was able to prove in 2013 that she had found Richard III. He was finally buried in Leicester Cathedral in 2015, a short distance from a statue of him that had been in the gardens for a year. The parking lot where they found the king is now a protected monument and one of the most important sites in the U.K.

3 Read the web page again. Number the events in the correct order. Richard III becomes king.

A statue of Richard III is put in the gardens.

Archeologists find Richard III’s bones. Richard III is born.

A parking lot is built.

Richard III is buried in Leicester Cathedral.

Henry VII’s soldiers kill Richard III.

5 Work in pairs. Role play

4 Complete the sentences with words from the web page. 1

an interview with an archeologist who found the body of Richard III. Use the questions to help you.

Along with food, the city of Leicester is known for its

The Plantagenets were the

that ruled

England for over 300 years.

Where are you right now?

To become king, Richard III put his nephew in the

What is happening at the site?

What do you think is going to

of London. 4

King Richard III was in the year

Unit 5

King Richard III’s bones, including his and

by Henry VII’s soldiers

, were found under a parking lot.

bone

happen next? What is happening? We’ve just found ...

. 2

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Edward IV dies.

LANGUAGE TOOLKIT Narrative tenses review: simple past, past continuous, past perfect 1 Read the post. Underline the simple past, circle the past continuous, and double-underline the past perfect.

Last week, I went on a school trip to La Jolla, California, with students in my photography class. None of the other students knew La Jolla, but I had been there before with my parents. I was excited to go there again. It had rained all night, and it was still cloudy when we left school, but when we arrived in La Jolla the sun had come out and the weather was beautiful. While we were walking along the beach, we took lots of pictures. We weren’t talking because we were concentrating on taking the perfect picture. While we were there, some people were searching for treasure in the sand, but they hadn’t found any when we left.

2 Circle to complete the Language tools.

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

LANGUAGE TOOLS

We use the 1simple past / past continuous (had, went, played, etc.) to talk about actions completed in the past.

We use the 2past perfect / past continuous (was going, were doing, etc.) to talk about actions in progress at a certain time in the past.

COMMON ERROR

We use the 3simple past / past perfect (had gone, had seen, etc.) to

✗ They had came home late.

talk about actions that happened before another action in the past.

✓ They had come

Grammar reference page 139

home late

3 Complete the sentences with the correct form of the verbs in parentheses. Jack

had visited

(visit) the ruins the year before he

went

(go) again with us.

(you / look for) treasure when you

2 3

Sophie

Sam

While I

(meet) him?

(not buy) tickets before the show

(not play) soccer when it

(start).

(start) to rain.

(drink) a cup of coffee, I

(see) that

(receive) an email the night before from a customer.

(send) the pictures that Anna

(take) the week before

4 Work in pairs. Look at the pictures and imagine what happened next. Use the prompts to help you. 2

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and the customer was very happy.

•

The woman was climbing up a ladder when …

•

They had found the treasure when …

•

When he opened the door … The woman was climbing up a ladder when ...

Workbook page 37

... she saw a mouse at the top! She nearly fell and ...

Practice Extra Unit 5 Language toolkit 1, Listening

Unit 5

LISTENING AND VOCABULARY 1

Look at the pictures and complete the sentences with the words in the box. Then listen and check. dig

disappear discover

explore lift up

touch ✓

wonder

Ca touch

a hole.

that!

What did the scientist

We need to

Don’t

for

Let’s

the ball here.

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

We’re going to

I read a story about

this

tunnel.

where

Bend your knees when

they are.

a woman who could

you

something heavy.

2 Match the sentence halves. 1

I like to search

I always explore

lots of things in tide pools.

touch the rocks.

You can discover

to see what’s under them.

When I step in the pools,

for fossils on the beach.

Then I carefully

the tide pools.

I lift up shells and stones

little creatures disappear into the sand.

Listen to the interview. Mark (✓) two things Amy found. bracelet

boat

Listen again. Circle the correct answers. 1

Who is Henry interviewing on his podcast? A

a teacher

good grades

fitness

patience

positive attitude

explore the past B study fish and C find things from the and marine life marine life past in the ocean

She didn’t want B She wanted to C She wanted to study history. travel the world. to go diving.

funny

Work in pairs. Which skills are useful to be a marine archeologist? Why?

love of heights ability to swim well

perfect

C beautiful

good at writing

What did Amy do with the treasure she found? A

Unit 5

What was the plate like? A

an archeologist

What does Amy say marine archeologists do? A

Why didn’t Amy go to college after high school? A

a historian

box

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plate

stored it with B kept it C gave it to other objects a museum

Finished? page 129, exercise 2

Workbook page 38

I think it’s important to be able to swim well because ...

Practice Extra Unit 5 Vocabulary 2

LANGUAGE TOOLKIT was / were going to 1

Complete the conversation with the words in the box. Then listen and check. wasn’t going to say

was going to say was going to pay

were going to leave

was going to pick me up

were you going to say ✓

antonio Hi Anna! You wanted to talk yesterday.

What 1 were you going to say ? hi

anna Oh, yes. I 2

but you got off the bus before it left. What happened?

antonio My dad called and said he 3

from school to go to the Natural History Museum.

anna Wow! How was it? antonio Well, when my dad 4

, he realized he had forgotten his wallet.

antonio I 5

anything, but I felt quite disappointed. However, we

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

anna Oh, no! How did you feel?

the museum when the curator told us it was free to enter.

We didn’t have to pay after all!

COMMON ERROR

2 Circle to complete the Language tools.

✗ They were going to explore the cave?

LANGUAGE TOOLS

We use the 1past / present of be + going to + base verb to talk

about a plan we had in the past that 2changed / stayed the same.

✓ Were they going to explore the cave?

We use was(n’t) / were(n’t) + subject + going to + base verb to talk about / ask questions about plans in the past.

Grammar reference page 139

3 Match sentences 1–6 with the responses A–F.

Were you going to buy Nina a birthday present?

I wasn’t going to be here today.

Why was Claire at the library?

Tom and Rosa were going to go to the Dominican Republic.

I thought Max was going to wear his boots to the party.

We weren’t going to spend a lot of money on vacation.

Yes, I heard. They couldn’t go because of the hurricane.

Yes, I was. But I changed my mind.

He was, but they were dirty because he was digging in the yard.

Neither was I, but I went on lots of trips.

She was going to get a book, but it was already checked out.

I’m happy you are! Why did you change your mind?

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Work in pairs. Look at the pictures and discuss what the people were going to do. 1

She was going to show her passport at ... Yes, she must have been going to travel to ...

Finished? page 129, exercise 3

Workbook pages 39–40

Practice Extra Unit 5 Language toolkit 2

SPEAKING Describing a past experience Look at the pictures. Discuss who the people are, what they are doing, and where the events take place. Then listen and check.

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

Ariana used to visit her uncle when

she was a child. Ariana remembers going to a coffee

shop to hear stories. Ariana’s aunt decided to buy a house.

Aunt Erin was good at painting and

making sculptures.

Aunt Erin was going to sell the house.

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

remember started

... and then I 4

…

But then I 5

to …

this one time …

I was …

The

thing was, …

remember …

Number the events of Leo’s experience in order. Then listen and check.

So we went downstairs to the living room. What did he want to show me? Pete moved the rug, and then I realized there was a hole in the floor.

when

Useful language One time,

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

funny

One time, when I was about 13, I was playing video games with my friend Pete.

What did you find?

•

When did you find it?

•

Where did you find it?

•

What were you doing when you found it?

•

How did you feel when you found it?

•

What was funny about the experience?

6 7

Work in pairs. Tell your partner about your past experience. Use the Useful language to link your ideas and your notes from Exercise 5. One time, when I was ...

t When you use phrases to link sentences in a story, the story is clearer and easier to understand.

The funny thing was, when he saw the box, he wasn’t angry. “Thank you,” he said. “I wondered where I’d put that box of old photos!” And we all laughed.

Unit 5

Pronunciation page 123

Pete put his hand into the hole and lifted out a mysterious black box.

•

It was late at night, and I just remember Pete saying, “I want to show you something in the living room.”

past. Use the questions to write notes.

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Suddenly, the door opened and Pete’s dad was standing there. I was scared. I didn’t want to get into trouble ...

5 Think about something you found in the

Practice Extra Unit 5 Speaking

WRITING A story about a discovery A

Ca 1 Read the story. Put the pictures A–D in the correct order.

It was the day Alex discovered he wanted to be an archeologist. He was at his grandparents’ apartment. Grandpa had said there was pirate treasure at the beach. Alex loved adventure, so he immediately said they should go and find it. But the weather was terrible, so they stayed at home reading.

Eventually, the rain stopped and they went out. While they were walking along the beach, Alex found a fossil of a fish. At first, he took some pictures of the fossil and was going to leave it on the beach. But then he remembered he had to take an interesting object to school for his history project, so he decided to keep it.

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

Grandpa loved history and told Alex lots of interesting things about fossils. He told him that Alex’s mom liked to explore and find objects on the same beach when she was Alex’s age. In fact, the site was so famous for fossils that a documentary had been made there around that time.

After a while, Alex and his grandpa went home and watched the documentary. All of a sudden, Alex saw his mom on the screen! She was playing in the tide pools when she suddenly stopped to look at the rocks. Alex wondered what she had found. In the end, Grandpa turned off the documentary, and he told Alex all about his mom’s adventures.

2 Mark (✓) the Useful language in the story. Useful language Fronted adverbials At first, All of a sudden, Afterward,

After a while,

But then ...

In the end,

Before long,

Some time later,

Eventually,

3 Read the story again. Answer the questions. Why did they go to the beach?

When did they go to the beach?

Why did Alex keep the fossil?

Why was a documentary made about the site?

Exercise 4.

Re me mb er to:

Who is in the story? What did they discover? Where and when did the events happen? What happened first? What events happened next? How did the story end? What was unexpected?

5 Write your story. Use your notes from

to organize your story.

4 Plan a story about a discovery. Write notes

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1 2

s to say what Use narrative tense . en wh happened and age. Use the Useful langu s and adjectives. Use a variety of verb r and spelling. Check your gramma

Workbook page 41

Unit 5

CLIL

History

The Terracotta Army 1

Watch the video. Number the events in the correct order.

A boy on Howard Carter’s team kicked something hard in the sand. The team opened the tomb of Tutankhamun.

Howard Carter and his team learned about how the Egyptians buried people.

Work in pairs. Look at the pictures of the sculptures. What do you think they are for?

Howard Carter traveled to Egypt.

Read the page from a history book. Check your answer to Exercise 2.

: when a dead body is put in the ground

: thick, heavy soil that gets hard when dry

: a person who studies the past

4 5

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

bury

4 Read the text again. Match the correct form of the blue words with the definition.

: a two-wheeled vehicle pulled by horses

: a weapon used in the past made of a long metal blade

: a large place where a person’s body is put after they die

: to look for old buildings or objects buried under the ground

: to find something by digging in the ground : a person who fights in a battle or war

5 Read the text again. Circle the correct answers. 1

The first discovery was made by farmers / archeologists.

The sculptures are named after the person who found them / the material they are made of.

It was unusual / normal to believe in the afterlife in the time of Qin Shi Huang.

The warriors were made in one piece / many different pieces.

A museum was opened at the site in 1974 / 1975.

Sculptures are sometimes / never lent to other museums.

Read the text again. Order the sentences from 1 (certain to be true) to 4 (the author’s opinion). Explain your answers to a partner. “Historians realized that the Terracotta Army his enemies in the afterlife.” B

“The Terracotta Army was the greatest archeological find of the 20th century.”

“Historians think that hundreds of thousands of workers were involved in making the terracotta warriors.”

“Archeologists discovered around 8,000 life-size warriors, hundreds of chariots and horses made of clay, and many smaller objects.”

Unit 5

Yes. WOOP makes people think about …

“D” is certain to be true because it’s a simple statement about an event ...

was built to protect Qin Shi Huang from

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When we’re evaluating whether something is true or not, it is useful to think about what kind of idea we’re researching. Is it something that happened and we have evidence for? Or is it a belief that may be different for different people?

A HISTORY OF CHINA IN 101 OBJECTS CHAPTER 5: THE TERRACOTTA ARMY

Ca The city of Xi’an

In March of 1974, a group of farmers were digging a well near the city of Xi’an in Northwestern China. Under the earth, they discovered a life-size sculpture of a human head. Those farmers had just unearthed the greatest archeological find of the twentieth century – the Terracotta Army. It had been buried in the ground for more than 2,000 years. Nothing like it had ever been found before, and nothing like it has been found since.

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

UNCOVERED After the discovery, archeologists came to search the site. Slowly, they began to dig. Led by a man named Zhao Kangmin, they worked incredibly hard for many years. They discovered around 8,000 life-size warriors, hundreds of chariots and horses made of clay, and smaller objects such as spears and swords. Because the sculptures were made out of a clay called terracotta, the warriors were called the Terracotta Army. But why was it there? What was it for? PROTECTION IN THE AFTERLIFE In ancient times, Emperor Qin Shi Huang brought the different parts of China together to form one country. In 221 bce, he became the first emperor of China. When he died in 210 bce, he was buried in a tomb close to where the Terracotta Army was discovered. The emperor had lived in a time when many people in his country believed in life after death. As a leader, he had had many enemies in his life. Historians realized that the Terracotta Army was built to protect Qin Shi Huang from his enemies in the afterlife.

YEARS OF WORK Work began on the tomb and the warriors several years before Qin Shi Huang died. Historians think that hundreds of thousands of workers were involved. The workers made each body part of the warriors separately, and then put them together later. Incredibly, the face of each warrior is different. From what they are wearing on their heads, we can even tell their position in the army! Archeologists have also discovered that the warriors were originally painted in different colors – bright pinks, reds, greens, and blues. Imagine how much work it took just to make one of these warriors!

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SOMETHING TO VISIT A year after archeologists began to excavate the site, a museum was opened there. Every year, millions of tourists visit the museum to wonder at the sculptures. But if China is too far from where you live, you may be in luck. Over the last few years, some of the warriors have been exhibited in museums around the world. Who knows? Maybe one day you’ll be able to see the Terracotta Army in your country.

COLLABORATION PLUS

Project 5: Create a pamphlet about an important site or object.

Unit 5

Global English Unit aims • Presenting facts and data formally

• Using the impersonal it with that, when, or to

• Writing a report about languages spoken in your class

• Using quantifiers with or without of, such as all, some, and none

• Learning about how the English language spread around the world

• Understanding online posts and a podcast about languages

• Creating a collage of English words from your local area

• Talking about language and statistics

Look at the picture and answer. How many of the greetings have you heard?

Which ones are formal and which are informal?

What other ways to say hello do you know?

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

Hiya!

Hi!

Hello!

Hey!

What’s up?

Howdy!

ss se

Howzit!

m G’day!

Unit 6

Watch the video and answer. 1

What’s Ali’s native language?

What’s the common language he has found in most countries?

What helped him learn Japanese?

VOCABULARY 1

Match the sentences 1–12 with the pictures A–L. Then listen and check. You can sing songs in English to improve your pronunciation.

The French translation of hello is bonjour.

Close your lips to pronounce “mmmm.” Watch and repeat.

We can communicate using our hands.

The population of the U.S. is over 335 million. 6 People know I’m from Paris because of my French accent. 7 The owner of our local store speaks English and Spanish. 8 Britain and the U.S. share English as a common language. 5

m 9

I used an app to translate what they said.

Zara is a confident French speaker. She’s giving a presentation in French later on. 11 There is a variety of ways we can say hello, such as hugging or shaking hands. 12 Good communication is important when you are on a team. 10

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

2 Match the blue words in Exercise 1 with the correct defintion. 1

communication : the ways of communicating with people

: a way of pronouncing words that shows where a person is from

: several different kinds of the same thing

: someone who speaks a particular language

: all the people who live in a particular city or country

: to share information, ideas, or feelings by speaking, writing, or moving your body

: to make the sound of a letter or word in a particular way

: the process of changing one language into another language

: shared by two or more groups of people

: from a particular area

: how words are pronounced

: to change words from one language to a different one

3 Complete the questions with words from Exercise 1. Can you think of any words that are

What is the most difficult word to

How can you

How can you become a confident English

What skills does it take to

to English and your language? in English?

in a place when you don’t speak the

ss se

language?

? a text into a different language?

Work in groups. Answer the questions in Exercise 3. For me, the most difficult word to pronounce in English is pronunciation!

Finished? page 130, exercise 1

Workbook page 42

Practice Extra Unit 6 Vocabulary 1

Unit 6

READING 1 Read the headings. How do you think English is different in each country?

It’s all English!

South African English, Mieka

Some of my American friends say that my accent sounds British, but it isn’t just pronunciation – some words are different, too. Traffic lights here are called robots. Some words like hi don’t need a translation, but we also say howzit, which is our friendly way to say hello. In the U.S., you call a small insect a creepy-crawly. Not here. Our Kreepy Krauly is something that cleans swimming pools, so it’s necessary to know the difference! When we talk about our local annoying little insects, we call them goggas.

Australian English, Kylie

In Australia, if we can make a word shorter, we do. We say things like g’day instead of good day. We don’t use the word breakfast, we use brekkie. “Have you had brekkie?” We also love to barbecue in the afternoon. To invite someone, we say, “Do you want to come over this arvo for a barbie, mate?” That’s another thing – we call everyone mate, even people we’ve never met before. Saying, “Hey mate, can you open the window?” to a stranger on a bus is absolutely normal.

It’s funny when people from other English-speaking countries come to India and hear some of our common English phrases. Last year, I had a very strict math teacher from the U.S. At a parent-teacher meeting, my dad said, “Ajay says you sit on his head a lot.” The teacher didn’t understand that here in India, we use that phrase to mean “to make someone stressed.” Then, when I went to the U.S. for the first time and said, “I belong to Delhi,” people looked at me strangely. I used a translation app and that’s when I learned that the most common way to say it in English is “I’m from Delhi.” It was surprising how a couple of words made a huge difference. I can only imagine how difficult it must be if you are not a native speaker!

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

We often say must. My American friends tell me that when I use must, it sounds like an order, but to us, it’s the same as saying should. If I say, “You must drink more water,” I’m giving you some advice, not an order! It’s interesting that the same common language can be so different from one place to another.

We use a phrase that’s a bit odd to a non-Australian English speaker. We say “She’ll be right” or “She’ll be Jake” to mean something will be OK, even if there is no “she” involved! Bad grade on your test? No worries! She’ll be right!

Read the online posts. Complete the table. United States

traffic light

South Africa

Australia

Why use long words when you can use short ones?

I’m not telling you what to do.

He thought that he had physically hurt me!

Don’t worry. She’ll be right.

I love hearing how people use different words.

Work in groups. Share other English words or phrases you know that are similar to the ones in Exercise 1. I know the word howdy. It’s a friendly way to say hi! I’ve heard that one too. I also know ...

(Mieka), K (Kylie), or A (Ajay).

3 Read the online posts again. Write M

Unit 6

ss se

I’m from … Hello!

India

breakfast

Indian English, Ajay

LANGUAGE TOOLKIT Impersonal it 1

Complete the post with the phrases in the box. Then listen and check. that you think

that you will do better

to follow

to read

to worry

when you’re translating ✓

It’s difficult 1 when you’re translating a text for a test, so it’s important 2 these tips. First, it’s a good idea 3 the whole text before you begin. Also, it’s essential 4 about the vocabulary, grammar, and pronunciation, but it isn’t necessary 5 about your accent. It’s likely 6 on the test if you focus on these things.

2 Circle to complete the Language tools. LANGUAGE TOOLS

COMMON ERROR

We use the impersonal it 1before / after the verb be

✗ Is interesting that he speaks so many languages.

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

+ adjective/noun phrase when there isn’t a subject. We often use it to give 2reasons / opinions.

✗ That interesting that he speaks so many languages.

When a noun clause with that or when functions as the subject of a sentence, we put the clause at the

✓ It’s interesting that he

beginning / end and use it at the 4beginning / end.

speaks so many languages.

It was very entertaining when the music started.

We can also use it in the same way with infinitive subjects / objects.

It’s nice to talk to you.

Grammar reference page 140

3 Match the sentences 1–5 with the responses A–E. My brother reads for an hour every evening.

Fantastic! It’s useful when you travel.

I speak English, Portuguese, and Japanese.

It’s great that he loves books!

I have my passport and my tickets in my bag.

It’s more important to translate carefully.

I didn’t know she wasn’t from the U.K.

Good. It’s helpful to be organized.

I’m sorry, but I can’t go from English to Spanish that fast.

Isn’t it incredible when American actors speak with a perfect British accent?

Work in pairs. Read the situations and respond with an It statement.

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

hear / It’s / spoken / Cantonese / unusual / to / here.

Korean. / It’s / for / hard / to / speak / her

don’t / when / clearly. / It’s / communicate / people /

I’m going to buy some flowers for Grandma. It’s her birthday.

I’m learning Italian right now.

annoying 5

my / pronunciation. / to / my / improve / It’s / goal

There’s a dog in the park that’s been there all day.

ss se

My idea is to make a cake with all of these strawberries.

project. / It’s / that / good / you / teacher / asked / the / about / the

Finished? page 130, exercise 2

It’s so sad that no one is taking care of the dog.

Workbook page 43

Practice Extra Unit 6 Language toolkit 1, Listening Unit 6

LISTENING AND VOCABULARY 1

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

1,138 609.5 559.1

The 4majority / minority of people in Brazil (98%) speak Portuguese as a first language. Only a 5majority / minority (2%) speak indigenous languages like Ticuna and Kaingang. They are spoken by 6a small number of / a large number of people.

309 274 272.8 263.6 255 231.7 0

200

400

600

800 1,000 1,200 Speakers in millions

1,400

98% Portuguese

1,456

English Chinese (Mandarin) Hindi Spanish French Arabic (standard) Bengali Portuguese Russian Urdu

1,600

1,800

2025

30 25 20 15 5 0

2100

1990

1995

2000

1000 2000 3000 4000 5000 6000 7000

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

Percentage of Portuguese speakers in Brazil

Number of languages in the world

Speakers in millions

There are 1approximately / average 1.5 billion speakers of English as a native or second language around the world. 2 A large number of / A small number of people, around 1.1 billion, speak Mandarin Chinese.

2% Other languages

2005

2010

2015

2020

2025

The number of languages spoken around the world is 7 increasing / decreasing. On 8average / percentage, one language dies every 40 days. This means that by the end of the century, over half of today’s 7,000 languages won’t exist.

The number of native Spanish speakers in the U.S. has 3 increased / decreased from around 17 million in 1990 to 42 million today.

2 Complete the chart with words from Exercise 1. Opposites:

smaller

decrease

bigger m

a small In the middle: More or less:

Out of 100:

Listen to the podcast. Circle the correct definition of polyglot.

Episode #123: Learning languages. How many languages do you speak?

someone who speaks five or more languages

someone who speaks one language

Work in pairs. Discuss the questions.

Amelia is fluent in Spanish and English.

How many languages can you speak?

Around 43 percent of people speak two languages.

Who do you know that is bilingual?

Can you name any famous polyglots?

Natalie Portman speaks Japanese.

Mikel Arteta isn’t a polyglot.

A large number of people thought David Beckham could speak nine languages.

Unit 6

Finished? page 130, exercise 3

someone who speaks two languages

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

ss se

The Languages Podcast

I can speak some Spanish, but I’m not fluent. I can ask for directions and order food when I'm on vacation.

Workbook page 44

Practice Extra Unit 6 Vocabulary 2

LANGUAGE TOOLKIT Quantifiers with or without of 1 Read the fact file and underline the words that describe the numbers in parentheses.

Our baseball team … What you need to know!

There are 25 amazing players. Many of the girls (19) speak two languages. All of them (25) love a challenge! Most players (23) attend practice every week. Some (11) want to be professional players. A few girls (4) were born in another country. None (0) of our parents want to wash our uniforms!

2 Match 1−4 with A−D to make the Language tools.

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

LANGUAGE TOOLS

We use quantifiers to talk

the children speak English.

B about numbers and amounts.

before the noun (the, my, these, etc.), e.g., All of

C None of my family speaks Hindi.

2 We use quantifiers with of if there is a determiner 3 We can use quantifiers without of, e.g.,

D Most players attend practice.

4 We can’t use of with no. We must use none, e.g.,

Grammar reference page 140

3 Complete the sentences about the Arts High School

COMMON ERROR

with the words in the box. all ✓ a few

All

many

most

none

✗ None students speak Japanese.

some

✓ None of the students

(100%) of our band play string instruments.

speak Japanese.

(40%) students at my school play an instrument.

✗ All the cats love milk!

(90%) students at school listen to music.

(60%) of my bandmates can play two instruments.

✓ All cats love milk!

4 5

(0%) of my classmates play the drums.

(10%) of my bandmates can sing really well.

4 Look at the report. Write sentences to describe the results.

Work in groups. Answer one of the questions. Then share your results.

Which languages do you speak?

What are your favorite hobbies?

What is your favorite color?

Which social media do you use the most?

Chinese Thai French German

Finished? page 130, exercise 3

5 6

Workbook pages 45−46

English Spanish

There are 80 students in my grade at school. We asked: Which languages do you speak? Here are the results.

ss se

There are six people in our group. Most of them ...

Practice Extra Unit 6 Language toolkit 2

Unit 6

SPEAKING Presenting facts and data formally 1

Listen to the first part of Hannah’s presentation. How many students took part in the survey? Listen to the presentation. Complete the table and pie chart. Do you want to learn a new language? 1

270

Total of students

Which language do you want to learn?

I1 vacations to countries where English is spoken. I asked students the question: Which English-speaking country would you like to visit? In this table you can see the results. The 2 is that the majority want to go to either the U.S. or the U.K. 3 the table, you’ll see that the most popular country is the U.S. Here, 4 a smaller number want to go to Canada, some to Australia, and a small number to South Africa. I 5 most students want to explore countries that we see a lot in movies and music videos. I wonder why that is.

Choose one of the survey results and prepare a formal presentation. Then give your presentation to a partner.

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

Complete the notes with the Useful language. Then listen and check.

What percentage of people in these countries speak English?

Percentage

Yes

40 30 20 10 0

Argentina

Brazil

Ecuador

El Salvador

How many other countries have people in our class been to?

Listen again. Complete the Useful language.

Useful language I want to 1

about …

ss se

The most important thing we is …

see that …

Here, we 3

Use the questions to write notes about your partner’s presentation. Then share your feedback with your partner.

at … ,

When you 5 6

What did your partner do well?

•

Did they use the Useful language to present their data?

•

Was the information clear?

•

What did they miss out?

•

How can they improve?

Your classmates can give you lots of useful feedback. Remember to use it to improve.

Unit 6

Pronunciation page 123

Thanks. I think you have a good point. I could ...

Work in groups. Give your presentation. Use your partner’s feedback from Exercise 6 to help you.

Practice Extra Unit 6 Speaking

that …

•

you’ll see that … I find it surprising /

that …

This 4

3 4

WRITING A

A report

12 10

1 Read the report. Mark (✓) the graphs that it explains.

8 6 4

A report: Languages spoken by students in our class

2 0

Everyone in our class speaks English, but many students speak other languages, too. We wanted to find out which languages they speak, how well they speak them, and how they learned them. In total, there are 28 students in our class. They all replied to our three survey questions. Here are the results. Q: 1

1 language

2 languages 3 languages 4 languages

Languages students speak 32

In general, we can say that all students speak English. Twelve students, which is approximately 40% of the class, said that they only speak one language – English. Nine students can speak two languages, including English. Five students speak English and two other languages. And only two students speak four languages.

24 16

Q: 2

Number of languages spoken in our class

Of the 16 students that speak a second language, seven said they speak the language at home and learned it from a parent. There are six students who lived abroad when they were younger. They learned their second or third language there. Two students in particular speak fluent Thai because their parents worked in Thailand and they went to Thai schools. Only three students took lessons to learn a second language.

8 0

French

Thai

How we learned another language

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

In general, all 16 students who are bilingual or multilingual say they speak well. In fact, 14 say they have an advanced level of speaking a second, third, and even a fourth language. However, only three of them think their writing is advanced.

2 Read the report again. Match the survey questions A–C with the paragraphs 1–3. A

How did you learn another language?

How well do you speak another language?

How many languages do you speak?

3 Underline the Useful language in the report.

Then find one more phrase and add it to the list.

Useful language in total

German

8 6

4 2

Q: 3

English

in general

in fact

from parents

lived abroad

went to an int. school

took lessons

Advanced level in another language

16 14 12 10 8 6 4 2 0

speaking skills

writing skills

Work in groups. Ask and answer the questions in Exercise 2. Put your results in a graph, pie chart, or table.

ss se

6 Write your report. Use your graph, pie chart, or table from Exercise 5 to help you.

4 Read the report again. Answer the questions.

Most students speak only one language.

Most students can speak at least two languages.

What is true about the students who lived in Thailand? A

They sound like they are Thai.

Their parents taught in Thai schools.

What is true about how well students speak their other languages? A

chart, or table. Include a graph, pie age. Use the Useful langu all, most, Use quantif iers (e.g., and none). as Use vocabulary such ge lar a , ely approximat ntage number of, and perce s. ult res e to discuss th

Re me mb er to:

What is true about the number of languages the students speak?

They can all speak well, but no one can write perfectly.

B They can all speak well, but they need to work on

their writing.

Workbook page 47

Unit 6

CULTURE A global language 1

ead the sentences about writing. Watch the video and complete R the sentences with the numbers in the box. 5,500

3,000

300

Ca 1

Archeologists have found writing that is

About

years old.

years after that people started using cuneiform.

As many as

different languages used cuneiform.

The Phoenicians started using the alphabet around

The Phoenician alphabet had

years ago.

letters.

Work in pairs. Why do you think English has become an international language?

learned | learnt

Read the web page. Does it mention any of your ideas?

organization | organisation

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

Discuss the questions with a partner. Who is the audience of the web page? • • •

historians who are interested in English teachers who are researching English students who are interested in learning English

Identifying a text’s audience helps us understand and analyze the author’s purpose.

The main audience is ...

How do you know?

Why does the author want this audience to read the web page?

How would the text/website need to change to attract a different audience?

Yes, correct. And we know that because the text says ...

5 Read the web page again. Complete the sentences with a blue word from the web page. Empire

The Roman

The Normans from France

The U.S. was a group of British

The president is the most

Many international

Everyone wants to live in a

is the reason people used Latin to communicate. England in 1066 ce.

in the 17th century.

person in the country.

try to improve health and education around the world. country.

from Europe traveled to South America in the 15th century.

Latin

two other “international” languages:

two groups of people that helped to spread English:

four areas of the world where there were British colonies:

, ,

, 4

two reasons international communication increased in the 20th century: ,

three ways the U.S. helped spread the English language:

three reasons English can be difficult:

Unit 6

, ,

1 2

6 Read the web page again. Find the following:

ss se

Why English is the global language

Have you ever wondered why English is used by so many people across the world? Let’s explore the reasons!

m ge

The need for an international language isn’t new. People from different places have always wanted or needed to communicate with each other. For a while, Latin was used in many European countries. But not many people went to school and learned it. In the 19th century, a Polish man invented a language called Esperanto. But it never became popular. At the same time, the English language was becoming more widely spoken around the world.

English combines words from other languages because people from Northern Europe invaded England in the past. But how did it become spoken by so many millions of people across the world? The British Empire was the biggest reason. British soldiers and sailors traveled around the world. Wherever they went – from Africa to Asia to North and South America – they formed new colonies. And the British brought their language with them. At one point, approximately 23 percent of the world’s population was living in part of the British Empire. Many of them were taught English. Sometimes they were made to speak it. Along the way, every place created its own, local version of the English language.

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

ss se

The 20th century was when English really became the biggest global language. After World War II, countries around the world became more interested in working together to make the world more peaceful. This is when organizations such as the United Nations (UN) were created. Easier travel and more international businesses also meant that people from different countries had more contact. At the same time, the U.S. had become more powerful. U.S. businesses became international, and American culture (and its language) was sent around the world through pop music and Hollywood films, and later through the internet. It soon became clear that English had become the global language.

Some people say that English is popular because it is easy to learn. However, English has a very large vocabulary, many different varieties and accents, and difficult spelling, pronunciation, and grammar. Luckily for you, we have many courses at our colleges across the U.S. that can help you improve in all these areas! We also use technology to help you study both in the classroom and online at home. While some people think technology will mean that learning English is no longer necessary, we believe that although technology such as translation apps are very useful, they can’t replace speaking and connecting with people from around the world. So join us now and improve your global communication!

Why do you learn English?

How do you think it will help you in the future?

Do you think English will always be the global language? Why or why not? I think English is ...

In the future, I think people will be more interested in learning ...

Workbook pages 48–49

Work in pairs. Discuss the questions.

COLLABORATION PLUS

Project 6: Create a collage of English words from your neighborhood.

Practice Extra Units 5–6 Consolidation

Unit 6

Alexia

hievements Recording learning ac 1 Look at the picture. How do you think

the student feels? Why? Read the post to check your answer.

Yesterday

Bruno.123

I agree with Grace. I have a diary of my learning on my tablet. I include the topics I learned that week and the words I learned. (I’ve learned almost 3,000 ) I also write one thing that went well, already! one thing that I can improve, and an action plan to improve it. Also, each time I take a test (online or at school), I save my grade in a file. So after every test, I can see if I did better than on the last one and I can make a plan to improve. Omar

Hi everyone! I need your advice. I’ve been studying Japanese for a year now. At first, I was improving quickly, but now I’m afraid I’m not getting any better. What can I do to show myself that I’m making progress? Thank you, Bruno

3h ago

2h ago

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

Great question, Bruno! I think it’s a good idea to have clear goals of what you want to achieve and when. Every six months, I write my three main goals. For example, my goals right now are: 1 to understand menus in Japanese for my summer vacation, 2 to feel confident speaking to the exchange students visiting our school, 3 to do well on the test at the end of the year. I look back at my goals every month to see what progress I’ve made.

3 Read the replies again. Mark (✓) the ideas

to keep a record of your learning progress.

2 Read the replies to Bruno’s post. Match B

Eng lish

pro

gre ss

the names with the pictures A–C.

Yesterday

Make a list of the language and vocabulary you learn.

Write the things you did wrong.

Keep a record of your grades.

Write goals you can achieve and when.

Take online tests.

Write the things that went well.

Write the things you can improve.

Work in pairs. Discuss the questions. Then make a plan for how to keep a record of your own progress in leaning English. 1

What could you put in a folder to track your progress?

Which grades could you record?

What three goals could you have for the next six months?

Which of the ideas in Exercise 3 would you like to try? Why?

What other ideas would you add to the list?

Units 5–6

Keep a diary of your learning.

Keep a record of your progress. I keep a folder with all my best work in Japanese in it. When I do something I’m really proud of, like an essay I wrote very well or a project I really like, I put it in there. I also include class notes and exercises I enjoyed or did very well. It’s great being able to look back at my writing from a year ago and see how much I’ve improved. For example, I’m much better at writing in Japanese now than I was a year ago!

Keep a progress folder.

ss se

Grace

SELF-ASSESSMENT 1

Work in pairs. Read the situation and role play the interview.

Change roles and repeat the role play. Which story will be on TV?

3 How do you feel about sharing your past

experiences? Circle the emoji that is true for you.

Work in pairs. Interview your classmates. 1

Ask ten people in your class their answer to Exercise 3. Write notes about their answers.

Use this information to make a pie chart.

Present your results to a different pair.

Student A Yesterday, you were having a normal day. Then you accidentally made an incredible discovery! A big news channel will interview you about your discovery tomorrow. Write notes about these things: • what you discovered • what you had planned to do • how you made the discovery • what you did next.

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

Here we can see that ...

How confident do you feel about presenting facts and data? Draw a face in the circle to show how you feel. Explain it to your partner.

ss se

6 Choose one of these ways to practice English outside of class and try it! •

Tell a friend about a past experience.

•

Think of an old place or object near you. Read or write a visitor information brochure about it in English.

•

Talk to a family member about an experience they had when they were your age. Record the conversation as a podcast.

•

Think about your second language, or a language that you’d like to learn more about. Research ten facts online for a poster about the language. Then share your poster with your class.

Units 5–6

Student B You are a journalist interviewing a student who made an amazing discovery by accident. Ask questions to find out lots of interesting information for your story. Write questions to find out: • what they discovered • what the student had planned to do • how they made the discovery • what they did next.

All about animals

• Talking about animals and their actions

• Making polite suggestions

• Reviewing the use of conditional forms

• Writing a persuasive ad

• Using unless and as long as to talk about conditions

• Learning about animal emotions and behavior

• Understanding a web page and an interview about animals

• Participating in a class debate

Unit aims

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

Look at the picture and answer. What are the monkeys doing? Why?

How are the monkeys similar? How are they different?

What do you know about monkeys?

2 1

What is special about the size of the mandrill monkey?

Why do the male monkeys have colorful faces?

Why do monkeys clean each other’s fur?

Unit 7

Watch the video and answer.

ss se

VOCABULARY 1

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

butterfly

donkey

frog

fur

kangaroo

mosquito

shark

wings

zebra

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

2 Complete the table with the words from Exercise 1. Then add more words you know.

fur

Parts of animals

Animals that fly

Animals that swim

Animals that run

Animals that jump

Complete the magazine quiz. Then listen and check.

Guess the animal!

4 Work in pairs. Look at the pictures

and guess the names of the animals.

1 This animal makes honey.

2 This animal has colorful wings.

longer ears.

4 This animal jumps! It’s always close

5 This animal also jumps. It is found only in Australia.

OK, this is a bird. And it’s blue.

It’s a bluebird!

6 This animal bites people and drinks

to fresh water.

ss se

3 This animal looks like a horse with

their blood.

7 This is the scariest animal in the ocean. Be careful!

8 This animal’s stripes help it hide from other animals!

Finished? page 131, exercise 1

Workbook page 50

You can sometimes guess English vocabulary by using words you already know.

Practice Extra Unit 7 Vocabulary 1

Unit 7

READING 1 Read the headings. What is the purpose of the web page? Circle the correct answer. 1

to warn people about dangerous animals

to get people to adopt animals

to get people to visit the zoo and its exhibits

Central City Zoo AMAZING ANIMALS AWAIT!

Central City Zoo has been open for 25 years! To celebrate this special occasion, we have exciting new exhibitions. If you visit us, you will learn about amazing animals at the coolest zoo in the world! The Incredible Insects exhibition

What do you know about insects? Did you know the mosquito is the most dangerous animal? You can get really ill if you’re bitten by one. But it’s only female mosquitoes that bite humans for blood. If all mosquitoes died, many animals would not have food. Animals such as birds and frogs eat mosquitoes. So mosquitoes may be dangerous, but they’re also necessary.

Do you want to pet some animals? Come to our new donkey farm, feed the baby donkeys, and touch their soft fur! Donkeys are social animals that don’t like to be alone. They love attention from our visitors, and they’re safe to touch. In fact, if a donkey feels that it’s in danger, it stays still and doesn’t move. Donkeys aren’t the only members of the horse family here. Three zebras have a new home at Central City Zoo. You can’t touch these wild animals, but they’re fun to watch with their famous stripes, which protect them from dangerous insects as well as other animals.

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

Animals depend on plants for food, and plants depend on bees and butterflies. If all the bees and butterflies died, some of our food, such as milk, apples, and almonds, would probably disappear, too! Both bees and butterflies are essential for plants to grow and be healthy. Come check out our butterfly conservation garden next to our bee learning center! Bigger and better homes for our furry friends!

Central City Zoo is home to more than 3,500 animals. We provide them with a safe environment and look after them as they grow. In fact, a baby kangaroo was born here

just two months ago. It was the size of a grape when it was born, but now it’s getting bigger every day.

An underwater world!

Did you know that sharks are older than dinosaurs? They also have an incredible sense of smell and excellent hearing. Shark expert Dr. Stephen Betancourt will be giving weekly talks about the fascinating world of sharks. Click here for more information about his visits. What are you waiting for?

Central City Zoo wants to be your animal destination this summer. You get our special summer discount if you buy tickets before March 15. And children under the age of 12 are 2 for the price of 1! We can’t wait to see you!

Read the web page. Match sections A–E with the information 1–6. discounts and special offers

2 3

information about sharks

how long the zoo has been open

members of the horse family

living things we need to grow food

the importance of mosquitoes

ss se

3 Read the web page again. Write T (true), F (false), or DS (doesn’t say). Cows depend on bees.

There would be negative effects if all

If a donkey feels scared, it won’t move.

Dr. Betancourt will give talks every day during the summer.

Horses are social animals.

the mosquitoes in the world died.

4 Work in groups. Which animal from the text should win each prize? Why? The strangest

Unit 7

The friendliest

The most beautiful

The most boring

The scariestlooking

I think mosquitoes are the strangest animals. The females bite other animals for their blood!

LANGUAGE TOOLKIT Zero, first, and second conditional (review) 1

Listen to the ad for Shark Time. Circle the verbs you hear.

It’s Shark Time! Learn about these magnificent creatures on Animal World TV. Here are some fun facts to get you started:

1 If a shark loses teeth, new teeth would grow / grow and replace them.

2 When the sun goes down, sharks look / looked for food.

3 If an unborn shark develops teeth, it would eat / will eat its siblings before they are born!

4 If an orca attacks a shark, the shark will lose / would lose. Orcas are bigger and smarter. 5 If you found a whale shark in the ocean, you wouldn’t need / won’t need to worry.

They’re the largest shark species, but they don’t attack humans.

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

6 If there was one drop of blood in 100 liters of water, a great white shark would smell / will smell it!

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

general truths ✓ future (x2)

unlikely or impossible

present would / could / might

LANGUAGE TOOLS

The zero conditional is used for 1 general truths . Both clauses are in the 2 if or when.

tense. Its conditional clause can start with

The first conditional is used to talk about possibilities in the 3

. The if clause is in the present tense and the

result clause is in the

tense.

The second conditional is used for 5

situations. The if clause is in the simple past tense. The result clause uses 6

+ verb.

COMMON ERROR ✗ If a great white shark stops swimming, it would die.

✓ If a great white shark

Grammar reference page 141

F (first conditional), or S (second conditional).

4 Complete Alec’s diary entry with the correct form of the verbs in parentheses.

If a shark loses a tooth, it grows a new one! I think I saw that on TV.

What happens if a shark loses a tooth?

If people visit a zoo, what will they learn?

If you could travel around the world on a yacht, where would you go?

Finished? page 131, exercise 2

Workbook page 51

5 Work in pairs. Discuss the questions.

When we have good weather, my dad 1 takes (take) me to the local lake and rents a boat. Last week, he told me that if he gets a promotion at work this year, he 2 (buy) 3 4 a boat. If he bought a boat, then we (go) to the ocean! If I (make) a lot of money, I’ll buy a yacht! And if I 5 (live) on a yacht, 6 I (travel) to all the cool places in the world!

ss se

3 Read the sentences 1–6 from Exercise 1 again. Write Z (zero conditional),

stopped swimming, it would die.

Practice Extra Unit 7 Language toolkit 1, Listening Unit 7

LISTENING AND VOCABULARY 1

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

Ca to attack / to hide

to protect / to chase

br 5

to sting / to bite 7

to defend / to hide 8

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

to hide / to sting

to hunt / to protect

to bite / to hunt

to sting / to chase

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

A honeybee can gsnit

If you see a bear, don’t run. If you run, the bear will probably sheac

Some experts think a zebra’s stripes help it dhei But some experts disagree.

Some sharks like to tunh

Be careful! Kangaroos sometimes tatkac

Mosquitoes tibe

Some birds act dead to tropcet

Elephants often work together to dendef

only once in its life.

from other animals, such as lions.

at night when other animals can’t see them as well. people if they think they are in danger.

some people more than others because of their smell. their nest.

their babies from dangerous animals.

Listen to the interview. Mark (✓) the animals James and Max talk about. zebra

donkey

orca

lion

blue jeans frog

whale shark

Listen again. Answer the questions.

Why did he publish a book?

What happened to the lion in Max’s story?

What did Max see in the rainforests of Central America?

Where does Max want to go next? Why?

What is Max’s book about?

ss se

Work in groups. Look at the pictures and discuss the questions.

What animals, birds, and insects might you see in these places?

Which ones would you like to see? Why?

Which ones wouldn’t you like to see? Why? There are a lot of mosquitoes in rainforests. I wouldn’t want to see, hear, or feel those! Mosquitoes always bite me.

you.

Unit 7

Finished? page 131, exercise 3

a desert

Workbook page 52

a tropical rainforest

the ocean

Practice Extra Unit 7 Vocabulary 2

LANGUAGE TOOLKIT unless and as long as 1 Read the rules. Then circle the correct answers in questions 1–4.

Blue Canyon National Park

Please pay attention to the signs!

Hiking is not allowed unless you have a guide. Wild animals will not attack unless they feel unsafe. Rock climbers are welcome as long as they wear orange helmets for safety. You may camp overnight as long as you have a reservation.

• • • •

Hiking is / is not allowed if you have a guide.

Wild animals will / will not attack if they feel unsafe.

Rock climbers are welcome only if they don’t wear / wear orange helmets for safety.

You may not / may camp overnight only if you have a reservation.

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

2 Match the sentence halves.

The bear probably wouldn’t attack a hiker

as long as it’s female. Males don’t sting.

Unless you’re in Australia,

unless the hiker came near its babies.

Yes, a bee can sting you

frogs are happy jumping around on land.

As long as there is fresh water nearby,

you won’t see kangaroos on your hike.

3 Circle to complete the Language tools. LANGUAGE TOOLS

COMMON ERROR

We use unless to say 1if … not / if.

✗ Except you’re in Australia, you won’t see kangaroos on your hike.

We use as long as to say 2only if … not / only if.

Unless and as long as are used in the 3condition clause / result clause of a conditional sentence.

✓ Unless you’re in

We use the simple present or simple past

Australia, you won’t see kangaroos on your hike.

with unless or as long as / in the result clause.

Grammar reference page 141

I wouldn’t visit a national park if I didn’t have good walking shoes. (unless)

I would travel to Australia only if I could see kangaroos.

(as long as) 3

I won’t go to the zoo if we can’t see the mandrill monkeys.

(unless) 4

I wouldn’t visit a national park unless I had good walking shoes.

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4 Rewrite the sentences using the words in parentheses.

An animal won’t bite you if it doesn’t feel scared. (unless)

I will go camping next to the lake only if there aren’t any mosquitoes. (as long as)

Work with a partner. Change the sentences from Exercise 4 so they are true for you.

Finished? page 131, exercise 3

Workbook pages 53–54

I wouldn’t visit a national park unless I knew there were no dangerous bears!

Practice Extra Unit 7 Language toolkit 2

SPEAKING Making polite suggestions 1

Look at the pictures. What does Eric ask Antonia about? Then listen and check.

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

Listen again. Circle the correct answers.

Eric / Antonia suggests going to Africa together.

Antonia is interested in making videos / becoming a vet.

Eric and Antonia plan to write a blog / film a vlog about their trip.

Eric is worried about organizing the trip / the cost of the trip.

Antonia / Eric thinks they should ask their families for money.

Antonia / Eric wants to get a job and save money.

1 2

Listen again. Complete the Useful language with the words you hear.

Useful language 1

If you went to South Africa, you could go on a safari!

How

together?

have a great time,

go alone?

made a vlog about it?

we are serious about this,

go after we graduate.

get jobs there?

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4 Work in pairs. Read the cards. Then write notes to plan a two-week trip to Europe that makes you both happy.

Unit 7

Pronunciation page 123

Let’s stay together, but four countries in two weeks is a lot of traveling! What if we first flew to ... ?

Practice Extra Unit 7 Speaking

Role play a conversation planning your two-week trip to Europe. Use your notes from Exercise 4 to help you and the Useful language to make polite suggestions. We could travel together to all four countries, unless you’d prefer to travel somewhere alone.

Student B: Silvia Interested in: the environment and trying new food Wants to travel to: the U.K., the Netherlands, Italy

Student A: Paolo Interested in: history and learning new languages Wants to travel to: Italy, Spain

WRITING A persuasive ad 1 Read the ad. What is it persuading people to do? Why?

Animal protection charity to save the koalas of Australia

Animals in Danger

A Everyone loves koalas. 1But did you know almost 33% of them have died since 2018? The biggest dangers are from people. People cut down trees where koalas live. If koalas lose their trees, they don’t have a home. 2What other dangers are there for koalas? Sometimes there are wildfires in spring and summer. Dry conditions make the fires spread quickly. If we don’t protect their homes, the koalas will die. 3Can you help us?

B 4What can we do to help protect koalas? Animals in Danger will not stop. First, we are working with local communities to stop people destroying the koala’s homes. Second, we are asking the government to improve laws to protect their natural habitat. Finally, we are promoting environmental action in schools.

C 5Do you want some good news? You can help save these beautiful animals! We help hundreds of koalas each year. You can make a one-time donation and we will send you a photo of the koala you have helped. If you send a monthly donation, you will receive new photos each month. Your money also helps protect their homes. And it will help us improve our animal health clinics, which save animals injured in fires. You can also help by volunteering. Koalas depend on us in this changing world. 6Will you help us to save their lives?

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2 Read the ad again. Match 1–3 with the sections A–C.

Explains two types of donations.

Gives a statistic about koala numbers.

Makes a promise to keep helping koalas.

3 Look at the main ideas from the ad. Summarize the information that supports each idea. Main idea

“The biggest dangers are from people.” “You can help save these beautiful animals!”

Main ideas are the most important points in a text, and they give its overall message. They need to be supported by facts, reasons, examples, or explanations.

Supporting ideas

People cut down trees where koalas live.

4 Match questions 1–6 in the ad to their purpose A–D.

to keep the reader’s attention and see if they know the answer

to ask for help

to offer hope and present a solution

an animal in danger. Write notes.

What animal is in danger? What is the danger? What problems have made life difficult for this animal? How could your classmates help?

Re me mb er to:

tch Use questions to ca n, tio the reader’s atten d an , present a solution ask for help. o Organize your ad int to hs rap rag clear pa describe the problem and offer solutions.

Workbook page 55

Unit 7

5 Plan an ad to convince your classmates to help

to catch the reader’s attention with a surprising fact

your notes from Exercise 5 to help you.

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Useful language Reasons for using questions

6 Write your ad. Use

CLIL

Biology

Do animals have emotions? 1

Watch the video. Match the words to make sentences about animals. Cats

make a hissing sound

after a family member dies.

Birds

dance

to show fear.

Elephants

sing

to show where food is.

Bees

call out

human words.

Whales

show sadness

to defend their territory.

Parrots

learn and say

to communicate, meet others, and hunt.

2 Look at the pictures. What do you know about this animal?

behavior | behaviour

Read the interview and check your answer to Exercise 2.

independently : without being connected or controlled by something

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4 Read the interview again. Match the blue words with the correct definition. 2

: known by a lot of people

: the way an animal makes itself difficult to see by matching what is around it

: an animal that kills and eats other animals

: a glass container that holds water

: in the direction of something or someone

: a colored liquid

: something on an animal that helps it stick to an object

5 Read the interview again. Answer the questions.

Why is Dr. Williams a good person to talk about octopuses?

Why was it difficult for Dr. Williams to see the octopus in the tank?

What surprised her the first time she saw an octopus?

How is camouflage useful for octopuses?

What happens when an octopus loses an arm?

How do octopuses use their suckers?

Work in pairs. Discuss the questions. What interesting facts about animals do you know?

Which animal’s behavior surprises you the most? Why?

Cats can show many emotions. I’ve seen my cat show fear, anger, joy, and love.

COLLABORATION PLUS

Project 7: Choose a side, prepare, and have a debate: Do animals have emotions?

Unit 7

Yes. WOOP makes people think about …

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The amazing octopus

Why did you decide to study octopuses?

species, but what do we know about their

What is the most amazing thing about an octopus?

behavior? Are they intelligent? How complex

There are around 300 types of octopus, but they all share similarities. They change color not just to show emotions, but to camouflage themselves with their environment. This skill gives them an advantage when hunting, and it helps them hide and escape from predators. They can also use their ink to protect themselves from a predator. They can even remove one of their arms to distract predators. And then they can grow a new arm! They have blue blood and three hearts. They can swim and walk. But when they swim, one of their hearts stops. This makes them feel tired quickly, so they prefer walking.

We share the planet with millions of animal

Until I was 12, I only knew them as scary monsters in stories and movies. One day, I went to an aquarium. I was looking at the different fish in the tank when I noticed a different shape – it was an octopus. At first, it was difficult to see because it had changed its color to match the black stones around it. After some time, it started walking toward me. Then it stopped and looked right at me. I knew it wouldn’t look away unless I did. It was as curious about me as I was about it. I couldn’t believe it! Its skin changed to red and finally to a white color. I later learned that red is the color they use to show excitement and white is the color of a relaxed octopus. The octopus I saw was showing emotions! I had such an incredible experience that I haven’t stopped studying octopuses since that day.

are their emotions? Dr. Angela Williams

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has spent her life doing research on these questions and there’s one animal that has

really caught her attention: the octopus.

What she found out has changed the way we see this creature.

Do octopuses think?

Yes! And they are great problem-solvers, too! Octopuses are well known for being able to escape from places. An octopus in an aquarium in New Zealand got out of its tank, found a pipe in the room it was in, and went through the pipe and out into the Pacific Ocean. They have also worked out how to open jars and take photos! Octopuses are very curious, too. They use each sucker on their arms to taste, touch, and explore everything around them. Each arm also has its own brain, which means that an octopus has nine brains! They can do different things at the same time because each arm works independently. What do you want people to know about octopuses?

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Octopuses are very different from us. But if you take the time get to know them, you will discover that they are curious, fascinating creatures. There is a lot of ourselves that we can recognize in our eight-legged friends.

Unit 7

Helping out Unit aims • Talking about helping in the community

• Asking for and offering help

• Using verbs with two objects

• Writing a community flyer

• Using verbs with an object and an infinitive

• Learning about community living • Designing a perfect community

• Understanding a community bulletin board and a news report about helpful animals

Look at the picture and answer. What is she doing?

What might the robot do in her home?

What tasks would you use a robot for?

1 2

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Watch the video and answer. 1

What tasks can robot assistants do?

What does Andy’s grandpa use a robot assistant for?

Does Andy think robot assistants create risks? Why or why not?

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Unit 8

VOCABULARY 1

Listen and complete the sentences with the words in the box. Then match sentences 1–4 with the pictures A–D. do (somebody) a favor move in

neighborhood

elderly

rebuild walk the dog

babysitter

We couldn’t find a

neighborhood | neighbourhood

babysit

for Saturday night for my little brother, but then my uncle

Everyone in my new

is very friendly. My neighbor offered to and

Before my new neighbors

The teenager who

while I’m at work. next door, they need to

the fence.

newspapers to my neighborhood sometimes helps my

neighbor. Yesterday, she helped her to

neighbor | neighbour

mend

! He loves playing video games with my brother.

offered to

babysitter ✓ delivers

a shirt.

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

2 Put the letters in the correct order to make words. Then complete the definitions. dlbiuer 1

vemo ni

babysit

lwka het gdo

tsibbay ✓ redevli

denm

: to take care of someone’s baby or child while the person is not at home

: to take letters, packages, etc., to someone’s house or work

: to repair or fix something, e.g., a piece of clothing

: to take a dog for a walk

: to go to a new place and begin to live there

: to fix something that has been damaged or destroyed

3 Circle the correct answers to complete the post.

Work with a partner. Talk about the last time you did these things.

•

do someone a favor

•

mend something

•

babysit

•

deliver something to someone

I did my best friend a favor last week. I helped her to study for our chemistry exam. I showed her how to ... That was kind. The chemistry exam was hard!

Workbook page 56

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What a morning! My grandpa had a new TV 1 mended / delivered and needed help to set it up. My grandpa lives in a 2 neighborhood / favor with all 3 elderly / babysitter people over 70 years old. He introduced me to his new neighbor who just 4 delivered / moved in across the street. She has the coolest dog! Look at the picture. I asked her if I could 5 mend the dog / walk the dog, and she accepted. Then, she asked me if I have ever 6 babysat / moved in. She said her daughter needs a babysitter for tomorrow. Of course I said yes! Sometimes my grandpa’s neighbors ask me to 7 do them favors / do to them favors, but this is the first time I’m going to make money. Hopefully it’s not the last time!

You memorize new vocabulary when you use it to talk about your experiences and express your own ideas, opinions, or feelings.

Practice Extra Unit 8 Vocabulary 1

Unit 8

READING 1 Look at the picture and headings. Where might you see this bulletin board in your country?

Pleasantville Community Bulletin Board Offering products or services

Is your computer giving you problems? I’m an IT expert, and I’ve just started my own computer repair business. Ask me your computer questions! I’m available every day from 8 a.m. to 8 p.m. Email me at john@ITexpert.com – John

B Babysitters are hard to find when you need them. But I’m available most weeknights and weekends! I have experience with children from six months to ten years old. Send me a text message for more information! 215-555-9387 – Patrick

Don’t throw out your old or damaged clothes. I can make them look like new instead! Bring me your clothes! I’m a retired fashion designer with 20 years of experience mending old clothes and making new ones. Call me at 215-555-0403. – Vera

Carpenter for indoor home improvement projects. Send me pictures of your room and I’ll send my price and ideas by the next day. Call me at 215-515-4276 or email carpenter@mail.com for more information! – Lesley C

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E Summer is coming! Is your backyard ready for barbecues? If you need plants, fences, an outdoor kitchen, or anything else for your backyard, I’m your expert! I’m an experienced construction worker and gardener. And it won’t cost you a fortune! Call or message at 215-555-8384 for more information. The first appointment is free! – Tim Murphy

Looking for products or services Teach me English! I’m new to the neighborhood, fresh from Brazil, and I need to improve my conversation skills. I’m free in the evening. We can meet at the local library or at Phil’s Coffee Shop on Main Street. Email me at adrianobrazil@mail.com – Adriano

Can you give me yoga classes? I’m an elderly woman looking for a private yoga teacher to help me get in shape. I would like to lose weight and get stronger. I prefer to have classes at home, if possible. Weekday mornings are preferred. Email me at mrsdonnatate@mail.com – Donna

Do you have old furniture or antiques that you don’t want? I collect old objects. Sell me your old furniture! I don’t care if it’s damaged. Email me with pictures and information at iloveantiques@mail.com – Gerald Bosch

I Rent us your tools and make money! We just moved in and have a lot of work to do! We need to rebuild a closet and update our kitchen. Email us with descriptions of your tools at lakmalfamily@mail.com or call 215-555-8974. – Deb and Juan Lakmal

Read the posts and write the names. People who …

want to learn and improve themselves: probably have tools to rent to Deb and Juan:

are offering to fix damaged products:

can change the furniture or give a home a new look:

, , ,

2 3

“I’m studying to become a teacher, so I can help them with their homework.”

“I’m especially interested in pieces from before 1970.”

“I’d like to meet you and discuss my health issues before I start to exercise.”

“We’d like you to use fresh ingredients. One of us is vegetarian.”

“We have experience with home projects, so we don’t need your services.”

Work in pairs. What are the advantages and disadvantages of a community bulletin board? Using a community bulletin board is a good way to meet people in your neighborhood.

Unit 8

Yes, it is. But if you’re not happy with ...

“I worked for Microsoft and built new computers for ten years.”

1 2

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bulletin board | noticeboard

3 Match the extra information statements 1−6 with the posts A–J.

We’re looking for someone to cook us lunch Monday through Friday! We’re a busy family. My husband and I work long hours, and we need healthy, homemade lunches for us and our two children. Please email and tell us about your experience at njohnson@mail.com – Nora

LANGUAGE TOOLKIT Verbs with two objects 1

Listen and complete the conversation with the words in the box. dinner ✓ a story

ice cream a text message money

a salad

ms. lang Thanks for babysitting, Brenda. Lucas is playing in the living room.

dinner

brenda Great! Should I cook Lucas 1 ms. lang I’ve already made both of you

If Lucas behaves, you can buy him

tonight? ! It’s in the fridge.

at the grocery store.

on the table.

I’ve left you 4

Thanks! Have a great time tonight. I’ll read Lucas 5

ms. lang

Send me

before bed.

if you have any problems. I’ll be home before midnight!

brenda

2 Read the conversation again. Underline the people who are affected by answers 1–6 in Exercise 1.

5 Write sentences to describe the

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.

pictures. Use a direct and an indirect object, and the verbs in parentheses.

LANGUAGE TOOLS

Some verbs, such as cook, make, and buy, can be followed by 1two / three objects.

(rebuild)

He is rebuilding the

The direct objects, such as dinner, a salad,

family’s fence.

and ice cream, receive the 2feeling / action of the verb.

The indirect objects, such as Lucas, both of

(give)

(mend)

(deliver)

you, and him, receive the 3direct / indirect object.

The indirect objects come 4before / after the verb and 5before / after the direct object.

Grammar reference page 142

COMMON ERROR

✗ Y ou can buy to him ice cream.

✓ You can buy him ice cream.

sentences.

a picture. / Lucas / her / drew

The babysitter cost Mrs. Lara 50 dollars. the / weekend. / work / Mrs. Lara / babysitter / offered / next / more

showed / Brenda / dad / her / online. / bike / a

new / promised / her / Brenda’s dad / bike / birthday. / a / her / for

Finished? page 132, exercise 1

Workbook page 57

When was the last time you did someone a favor? What did you do?

What other things do babysitters often do for children?

When was the last time someone mended something for you? How did you react?

How can volunteers help elderly people?

Compare your answers from Exercise 5 with a partner. Then ask and answer.

50 dollars. / babysitter / The / Mrs. Lara / cost

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4 Put the words in the correct order to make

I did my neighbor a favor last weekend. I fed her cat while she was away.

Practice Extra Unit 8 Language toolkit 1, Listening Unit 8

LISTENING AND VOCABULARY 1

Look and write the words. Then listen and check. encourage to

fetch

give a hand with

guide

show how to ✓ take care of

train to

warn about

show how to

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.

Listen to the news report. Mark (✓) the animals they talk about. What does the news report say the animals have in common?

pig gorilla bird

dolphin horse

shark

Listen again. Circle the correct answers.

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Adam is reporting from the hospital / Joanne’s neighborhood / a pig farm.

The person who called an ambulance for Joanne was her neighbor / a man who was driving / a doctor. The gorilla attacked / took care of / hid the boy.

According to the news report, last week a pig saved its owner / a gorilla saved the boy / Adam says, “Speaking of animals that are heroes, we need to talk about dolphins.”

Dolphins are well known for protecting people from big waves / orcas / sharks.

Work in small groups. What other animals help humans? How? Share stories you know. I heard about a pet parrot that helped save its family from a fire!

Unit 8

Workbook page 58

Practice Extra Unit 8 Vocabulary 2

He says this because dolphins often save humans / are friendly / are smart.

a dolphin saved a boy who couldn’t swim. 5

LANGUAGE TOOLKIT Verb + object + infinitive 1 Read the ad. Circle the object and underline the infinitive after each verb in bold.

EasyRobots presents Chip, our smart voice assistant! Chip 1allows you to have an easier life. • 2Tell Chip to make shopping lists. • 3Train Chip to remind you about appointments the day before or even one hour before! • Maybe you’re not sure if you should buy something? Would you like to 4ask Chip to read product reviews? Or compare prices, check your spending, and much more! Chip can 5persuade you to buy something or 6warn you not to buy it and save your money. At EasyRobots, we 7encourage you to try Chip for 30 days. If you’re not happy, you’ll get a full refund! What are you waiting for? 1-800-555-CHIP info@easyrobots.com

2 Circle to complete the Language tools.

COMMON ERROR ✗ You can tell Chip make shopping lists.

LANGUAGE TOOLS

Some verbs, such as allow, encourage, and tell, can be

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

✓ You can tell Chip to

followed by 1an object + to + verb / to + verb + object.

make shopping lists.

For the negative form, we use not 2before / after to + verb.

✗ Chip can persuade you buying something.

We can use this structure in 3statements only / statements and questions.

✓ Chip can persuade you to buy something

Grammar reference page 142

3 Match 1–6 with A–F to make sentences about a graduation party. 1

My parents invited the whole

a big cake.

My mom encouraged

me to have my hair cut for the ceremony.

I asked my brother to

family to come and celebrate my graduation.

I helped Grandma to make

them a hand with the preparations.

I persuaded my

fetch some soda from the store.

My parents asked me to give

sister to be the DJ.

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

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This is my grandpa. He was the best! When I was young, he always 1 helped me to do (help / do) different things while my parents were at work. He 2 (warn / look) before 3 crossing the road, and (remind / clean) 4 my teeth before I went to bed. Later, he (teach / play) the guitar. He was extremely patient with me! He also 5 (allowed / play) video games, which was great because my parents didn’t always let me! He always 6 (encouraged / do) my best. I miss him! Discuss the questions with a partner.

Last weekend, my friend persuaded me to try surfing!

When was the last time someone persuaded you to do something? What happened?

What are two things your parents don’t allow you to do? Why?

If you had a personal robot, how would it help you?

Finished? page 132, exercise 3

Workbook pages 59−60

My parents don’t allow me to ...

Practice Extra Unit 8 Language toolkit 2 6 Unit

SPEAKING Asking for and offering help 1 Look at the pictures. What do you think happened? 2

Listen to the conversation. Why does Emma need help?

Useful language

3 Write the Useful language in the correct column.

Could you do me a favor and … , please?

Would you mind … (verb + -ing) ... ?

Do you need any help with … ?

Let me get that for you.

Would you please give me a hand with … ?

Asking for help

Offering help

Can I give you a hand with … ?

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

4 Find and underline the Useful language in the conversation. Yes, I can move them, but I can’t do much more. Hey, could you do me a favor and open this bag of chips, please? Do you need any help with your books at school? I can come early and help you to carry them.

Would you mind cutting the tomato and lettuce? I can’t cut. I’ll get the cheese from the fridge. A little. The worst part is everything that I can’t do. Cheese sandwiches sound good!

Can you move your fingers?

I’ll be OK with my backpack. But could I ask you for one more favor? Would you please give me a hand with the dishes?

Can I give you a hand with lunch? That would be great. I can’t do much with this arm. Mom bought everything for cheese sandwiches. Of course! I still can’t believe you broke your wrist. What bad luck! Sure. Let me get that for you. So, how is your wrist? Does it hurt?

Number the conversation in the correct order. Then listen and check.

Work in pairs. Role play two of the situations. Ask for help in one and offer help in the other.

You have to take care of your neighbor’s dog for one weekend. It’s a young dog with a lot of energy! Ask your classmate to help you on Saturday and Sunday.

It’s your younger sister’s birthday this weekend. Your mom wants you to buy a gift for her but you don’t know what to buy. Ask your classmate to help you go shopping and choose a gift.

My neighbor is out of town this weekend, and I need to take care of her dog. He’s really cute. I was thinking of taking him to the park on Saturday and Sunday.

Unit 8

Pronunciation page 124

There’s a new student at your school. Your teacher wants you to show the new student around the school and introduce him to your classmates. You are a little shy. Ask your classmate to help you.

Can I give you a hand with him? We could ...

Practice Extra Unit 8 Speaking

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WRITING A community flyer 1 Read the community flyer. What is it for? Do you know someone who could do this work?

Caring for our community Would you like to work with elderly people? Can you spare two hours per week? Our volunteers can make life-changing improvements to the lives of senior citizens across the community. If you answer yes to these questions, you will certainly enjoy this incredible opportunity.

Voluntary Community Services

Volunteers needed!

Encouraging people to be independent People in our community want to lead active lives in their own homes. You will help them cook, clean, meet friends, play sport, and take care of their pets. You might go shopping, read them books, play games, or simply watch TV together. Other tasks might include: • taking them to doctor appointments • training them to use technology. Without a doubt, your awesome help is essential. If you are friendly, responsible, and patient, you will surely love this work. You can make a difference!

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Contact us today! We need people for two-hour sessions in the evenings from Monday to Friday, or on Saturday mornings. There are no other requirements, but if you can cook, drive, or play music, let us know! Obviously, volunteers will all have different talents. So, what are you waiting for? Try it for yourself today! Send an email to commservices@mail.com and tell us why the job is right for you. We will be happy to give you more details. Please send the names of two people who can provide references.

2 Complete the Useful language with the blue words in the flyer. Useful language

Persuasive words or phrases 1

certainly

Phrases to make readers feel you

Words that describe strong

are speaking directly to them

feelings and encourage the reader

2 3 4

You can make a difference!

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

The job helps change people’s lives.

The main work is to help take care of people.

It is essential that volunteers can drive.

It’s important to be able to speak more than one language.

All volunteers will have the same talents.

Use an idea in the box. Write notes.

Re me mb er to:

e looking Describe what you’r ific! for and why. Be spec age. Use the Useful langu jects ob o Use a verb with tw t jec ob and a verb with an and inf initive. er Read a partner’s fly k. ac db fee ide and prov

4 Plan a community flyer asking for volunteers.

notes from Exercise 4 to help you.

5 Write your community flyer. Use your

The job is for elderly people.

life-changing

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helping at a festival

cleaning up a park

working at a summer camp •

Describe the work. Why do you need volunteers?

•

Describe what you’re looking for. Be specific about skills, interests, and requirements.

Workbook page 61

Unit 8

CULTURE Community living 1 What communities are you part of? Make a list.

atch the video. Which communities from your list do you see or hear about? W What other communities are in the video? Add them to your list in Exercise 1.

Look at the pictures and read the title. Do you think it is better to live alone or with lots of family members? Why? Discuss with a partner.

Read the article. Does it mention any of your ideas?

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

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

dormitory (dorm) | hall of residence (halls)

: money that you earn

: the people in a family or society who are about the same age

: a family or group of people who live together

: feeling sad because you are alone

: not wanting or needing other people to help you

: a woman whose husband has died

6 Read the article again. Complete the table. Pros

Cons

have your own space Living alone

Living together

Unit 8

Work in pairs. Research other pros and cons of living alone and together. Use your research and the table in Exercise 6 to discuss the questions. 1

How are the pros of living alone similar to the cons of living together? Why?

How are the pros of living together similar to the cons of living alone? Why?

To understand ideas better, it’s important to analyze and compare information from more than two sources, such as articles, books, or websites. The article says that ... but this website says that ...

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noisy

Is it better to ... live alone or live together?

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

Xiang with his family when he was little, China

Lene, Denmark

I miss my family sometimes, but I speak to them several times a week. The only time I really don’t like living alone is when I’m sick and I have no one to make me dinner or take care of me.

I am worried about next year, though. I will be taking my end-of-school exams, and it’s often difficult to find a quiet space to study. But my grandma is awesome at math, so she can help me with that!

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Some people think that living alone must be lonely, but in the building where I live, most people live alone, so we have created our own community. We all give each other a hand. For example, my neighbor helped me to mend my favorite sweater the other day, and I walk another neighbor’s dog once a week. I often meet with other friends in the neighborhood, and we go to a café or for a walk in the park.

There are six people from four generations living in my household in Bejing: me, my mom and dad, my grandparents, and my great-grandmother. When I was two, my grandma and grandpa moved in to babysit me when my mom went back to work. Then, five years ago, when my great-grandmother became a widow, she moved in too so we could help to take care of her. It is a bit crowded at times, but I love having all my family together. It is very common in China and many parts of Asia to live with grandparents, and there are lots of advantages. I have a very close relationship with my grandparents. And the younger generation can learn a lot from the older generation. My grandpa is excellent at baking. He has taught me how to bake cookies and play the piano, and my grandma has taught me how to cook. My parents work long hours, so it’s good that my grandparents can make us some food and keep us company! There are also lots of people around to help take care of my elderly great-grandmother.

I moved out of my family home when I was 18 and went to college in Copenhagen, the capital of Denmark. While I was in college, I lived in a student dorm, but now that I have finished my studies, I live in a small apartment in the city by myself. Most people in Denmark leave home quite young. It’s part of our culture – we want to be independent and have our own space. We are also very lucky because the government helps us to do this by giving us some money when we are studying. People with a low income get some financial help, too.

COLLABORATION PLUS

Project 8: Plan a perfect town to live in.

Workbook pages 62–63

Practice Extra Units 7–8 Consolidation

Unit 8

Tips for happy learning

arning Feeling good about le 1 Circle the emotions you’ve felt when studying or doing school activities.

anxious distracted

angry

happy

bored excited

lonely

calm focused

sad

worried

Work in pairs. Look at the words you circled in Exercise 1 and answer the questions. How often do you have these feelings?

What situations make you feel like this?

What do you do when you identify how you are feeling?

Top tip! Sometimes our feelings may be too much to manage alone. It’s a good idea to speak to someone about how we are feeling, such as a teacher, parent, or doctor.

Do you often feel bored or distracted when you study? Or perhaps you find it hard to sit down and start your work? It is difficult to learn when we have negative feelings. The good news is that we can practice changing our feelings to study more effectively. Start by following these tips.

Tip 1 – Break up your study time Have you ever tried studying for a whole morning? After a few hours, you were probably very tired. That’s why it’s best to break up long study sessions into shorter ones that last for 20–30 minutes. For example, you could divide an hour of study time into three 20-minute sessions. You can set an alarm that rings when your session has finished.

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

Tip 2 – Take breaks What should you do after your 20- to 30-minute study session? Take a break! Five minutes is enough. Try leaving your study space and doing something relaxing. You could have a healthy snack, go out into nature, or listen to your favorite song. But try to avoid doing anything too distracting. (No social media and no video games!) Tip 3 – Study in a group Do you feel lonely when you study on your own? If so, how about asking some of your classmates to study with you? You could meet in the library, write quizzes for each other, and talk about your learning goals.

I occasionally get distracted by my phone when I’m doing my geography homework.

Tip 4 – Reward yourself Well done! You’ve finished! After studying, lots of students give themselves a small reward. This helps them feel positive and excited about studying. You can choose your own reward, and it can be almost anything. So, after studying today, why not call a friend, play basketball, or take a relaxing bath?

3 Read the flyer. Match the photos A–D with

4 Read the flyer again. Match the tips with

the tips 1–4.

“I feel lonely when I study.”

“After studying for a few hours,

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the problems A–E.

I always feel tired and low.”

“I can’t manage my feelings on my own.”

“I often play video games for hours during my breaks.”

Work in pairs. Think about your answers to Exercise 1. Discuss the questions. 1

Which tips from the flyer could help you with these feelings?

Which other tips might help you with these feelings?

When I feel bored I could ...

Units 7–8

Exactly! You can also ...

“I don’t feel excited about studying.”

SELF-ASSESSMENT 1 Choose an animal and write a short fact file about it (80–90 words). Use words and phrases from the boxes to help you. attack

bite

chase

defend fur

hide

hunt sting

as long as not … unless When … If … would …

wing

If … then …

If … will …

Ca Work in groups. Share your fact files. Then answer the questions.

What was the most interesting fact about each animal? What other facts could you add to the fact files?

Which animal would you most like to see in the wild? Why?

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

1 2

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

not very confident

your own idea

kangaroo

shark

zebra

Work in pairs. Agree on your role and plan what you will say for each step of the conversation.

Greet your neighbor and tell them about a problem. Ask them to help you with it.

Listen to another pair’s conversation. What can you remember? First, Dan asked Julia to help paint his front door.

You can’t help today. Explain why and suggest a different day.

That’s right. Then Julia told Dan that she was too busy today because ...

Accept the offer of help. Tell your neighbor more about the problem. Ask them to help you with it.

How do you feel about asking for and offering help? Choose a number and explain your choice to a partner.

not very confident 1

very confident

OK 3

8 Choose one of these ways to practice English

Check that you heard the number correctly. Say goodbye.

Role play the conversation with your partner. Then change roles and repeat.

Agree to help. Suggest a time and place to meet.

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Agree with the suggestion. Offer to help your neighbor with something else.

great

and try it!

Agree. Give your neighbor your phone number in case your plans change.

•

Research amazing facts about your favorite animal and create a flyer.

•

Write an ad about a group in your country that is trying to protect animals.

•

Offer to help someone in your class. You could read their work and give feedback, help them practice speaking, or check their homework.

Units 7–8

Don’t worry! Unit aims

• Talking about IT problems and life problems

• Reassuring someone about a problem

• Reviewing the use of should / shouldn’t have and had to / didn’t have to

• Writing an apology

• Using the third conditional to talk about imaginary situations in the past

• Creating a stress-busting action plan

• Learning about the science of stress

• Understanding an online message board and conversations about problems and regrets

Look at the picture and answer. What is she doing?

How might she be feeling? Why?

What do you do when you feel like this?

Watch the video and answer. 1

What is Valeria worried about?

How does Valeria feel when her friends invite her to the beach?

What does she do when she gets stressed?

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

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100

Unit 9

VOCABULARY 1

Read the sentences 1–10 and match them with the pictures A–J. Then listen and check. Everything you can touch in your computer is part of the hardware, including the electronic parts.

Many people want to keep their information private online.

Save a copy of your essay before you send it.

How often do you upload videos to your social media?

You can transfer money or documents from one device to another.

When you type your password, don’t let anyone see.

Remember to update your software so it’s always the newest version.

Don’t give your bank account information to anyone. That’s your personal data!

If you don’t want to lose your favorite photos, you should back them up. I always use a USB.

When you buy a smart watch, you can install an app for exercise.

ge U G

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

1 H

2 Divide each word into two parts. Discuss the possible meaning of each part.

hardware

password

update

software

upload

hard

ware

You can break some words down into parts and think about the meaning of each part. This can help you guess or remember the meaning of the word.

/ /

4 Work in pairs. Discuss

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

the questions.

How do you keep your personal data safe?

What is the best way to back up your important documents? The last thing I uploaded was a video of my cat. I like to share videos with my family.

Practice Extra Unit 9 Vocabulary 1

Unit 9

Workbook page 64

What was the last photo or video you uploaded to social media?

Finished? page 133, exercise 1

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I want to learn more about computers, so I’m taking an IT class. Last week, 2 in computers. It was I learned how to 1 difficult because we had to open the computers to do it. This week, we’re learning how to 3 information . I didn’t know there are so many ways to steal your 4 , so it’s important to have a strong 5 . It’s also a good idea to 6 them regularly. Next week, we will learn how to 7 big files to different online sites. I will then choose one and 8 all my homework there. I don’t want to lose it!

101

READING 1 Look at the messages quickly. What is their purpose? to discuss new online games B

Annie

to ask for help and to give solutions C to discuss mistakes

Hello, I’m having an issue with my new phone. Can someone help me figure out how to transfer my pictures from my old phone to the new one?

The best way to upload everything to your new phone is to use the cloud. The data can then be safely stored or transferred to the new phone.

Tom

You shouldn’t have told me – or anyone – your password!

Geoff

I’m afraid I don’t know how to do that. I’m not familiar with the cloud. Is there another way?

Annie

Tom

If that’s too challenging, connect your phone to your computer with a cable. Copy everything from the old phone to the computer and then to the new device.

Geoff

Unfortunately, my old phone is broken. And I didn’t back up any of my data! I suppose I should have learned how to use the cloud before this ...

Geoff

Yep, it’s definitely dead. I dropped it in a sink full of soapy water and now it won’t even turn on. Should I have put it in a bowl of rice? I’ve heard that’s a possible solution.

You can still try that, but you should have done it immediately. You shouldn’t have taken your phone anywhere near water!

Annie

Oh yeah, thanks for the reminder. Anyway, as I said, I used her name, except this time I updated the number at the end from 12 to 13. But I must have done something to make my sister mad – somehow she guessed my password, read all my emails, and now she’s been telling my parents all the embarrassing things she found out about me.

Woah, definitely not cool! Even if she knew your password, it was wrong to read your emails. But you still shouldn’t have used something as basic as your pet’s name. To keep your information secure, it’s best to use a combination of uppercase and lowercase letters, numbers, and symbols.

Are you sure your phone is completely broken?

Annie

Jenna

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

Annie

Hi all, I had to choose a new password for my email account, but I can never remember things, so I always just use my cat’s name: Chewy.

Jenna

OK, what do you think of 7-Bb-!?

Tom

Geoff

Tom! What did we just discuss about sharing your password?!

Yes, I know. If I hadn’t dropped it, it would still be working now.

Jenna

Read the messages. Mark (✓) the problems the teenagers talk about. transferring data

creating a safe password

keeping information private

updating software

3 Read the messages again. Match the sentences with the users. Write A (Annie), G (Geoff), I’ve used a similar password 13 times.

Why didn’t I do it earlier?

Be careful where you take your phone.

You just made the same mistake again!

I don’t want others to know my private information.

I’m not sure. What else do you suggest?

ss se

T (Tom), or J (Jenna).

4 Work in pairs. What do you think Annie and Tom should have or shouldn’t have done? Why? Yes. She didn’t need to use the phone near the sink.

Annie should have ...

5 Work in pairs. Talk about a problem or regret you had with IT. Use the ideas in the box. Give your partner advice.

transfer data from one device to another save a copy of a document

102

Unit 9

install an app

upload a post to social media

I had to install a different app because ... . But ... Next time, you should ...

LANGUAGE TOOLKIT should / shouldn’t have vs. had to / didn’t have to 1

Complete the email with the words in the box. Then listen and check. did we have to

didn’t have to

had to

should have shouldn’t have

Hi Mariana,

I need your help. My phone is broken. Some buttons weren’t working, and I was so annoyed that I hit it on the table. I1 done that because it’s very old. Anyway, I know I 2 do anything except send you the pictures for the project, but I can’t access any apps now. I can take the pictures again with my mom’s phone, but I can’t send them until this evening because she’s at work. I also 3 finish an essay for our geography class, but it’s on my phone! 4 send it today? I don’t know what to do. Maybe I 5

Thanks, Camila

saved it somewhere else!

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

2 Circle to complete the Language tools.

COMMON ERROR ✗ I had to install better software. Why didn’t I?

LANGUAGE TOOLS

We use should(n’t) have + past participle to talk about regret or

✓ I should have installed

disapproval in the 1past / present. We also use it to talk about

better software. Why didn’t I?

things that would have been ideal in the past but didn’t happen. We use 2had to / didn’t have to + infinitive to talk about obligation in the past.

We use 3had to / didn’t have to + infinitive to talk about things that were not necessary in the past.

Grammar reference page 143

Complete the message. Use should / shouldn’t have or had to / didn’t have to and the correct form of the verbs in parentheses. Then listen and check.

4 Work in pairs. Choose one of the situations and tell your partner about it.

ss se

Our favorite band came to town, and I got tickets for Nate and me, but I made a huge mistake! I 1 had to book (book) the tickets for July 30 because we were both free that day. I received a confirmation email, so I thought I 2 (print) the tickets. I probably 3 (read) the email because when we got to the concert on July 30, the man at the door said I 4 (print) them. Nate was very calm but I wasn’t, and I ignored what Nate was saying. I was too busy trying to find the confirmation email. When I finally found it, I realized that the tickets were (check) the date before the concert. for the next day, July 31! I 5 So we 6 (go back) the next day. I made sure to print the tickets! I also apologized to Nate. I 7 (ignore) him. What else 8 do you think I (do) differently?

Respond using should / shouldn’t have or had to / didn’t have to.

•

You didn’t do a project for school.

•

You had an argument with a friend, and you weren’t nice.

•

You did homework but forgot to send it.

•

Someone opened your email account because you didn’t have a strong password.

Finished? page 133, exercise 2

Workbook page 65

When I chose a new password, I used my name and my date of birth. You shouldn’t have used your name because ...

Practice Extra Unit 9 Language toolkit 1, Listening

103

LISTENING AND VOCABULARY 1

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

Ca br

2 Match the sentence halves. Why do you always put

I know you had an

Do you regret

off studying until the day of the exam?

trouble pronouncing English words?

Why did you waste

argument with Sam, but what was it about?

I’m not feeling

stressed about the test because I studied.

Who is responsible

time copying the question? We just need to write the answers.

Do you have

in your homework, put your name at the top.

telling the truth?

for these animals?

Before you hand

ge U

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

Listen to the conversations. Do they talk about P (problems) or R (regrets)? Conversation 1

Conversation 2

Conversation 3

Listen again. Circle the correct answers. Ben used a website to …

write his homework.

where he was born

search for some ideas.

one movie

Greece.

the U.S.

Students have to take a test before …

midnight.

midday.

Carolina and Rose argued because … A

Carolina was creating problems with an app.

they wanted to work differently.

Rose … when she worked with Nick. A

was unkind

made a robot

Look at Carolina and Rose’s suggestions. Find a problem with each suggestion. Then discuss your ideas in pairs.

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Beth thinks that Cruz should have chosen … as his password.

Ben handed in an ad about …

carolina We’re wasting time! We don’t need to

plan the app first. Let’s make it now!

rose No, I disagree. If we plan the app first,

we won’t make mistakes.

Carolina’s suggestion isn’t bad, but it could be problematic because ...

Work in pairs. Agree on what Carolina and Rose should do next. Give reasons.

Discuss the best ways to carry out and improve plans. This involves identifying and solving problems in order to make better decisions.

I think that Carolina and Rose should ...

104

Unit 9

Finished? page 133, exercise 2

Workbook page 66

Practice Extra Unit 9 Vocabulary 2

LANGUAGE TOOLKIT Third conditional 1

Listen and complete the conversation. sara What’s up, Joe? joe We lost the soccer game today and I feel responsible for our team

wasted so much time talking about

losing. If we 1

have won.

playing soccer and actually practiced, we 2

sara Oh, Joe. It isn’t your fault. If everyone

attended every practice, you wouldn’t

lost by so many goals. 7–0 is a terrible score.

joe I know. I 5

have chosen Martin as our goalkeeper if I’d 6

can’t catch!

comma

2 Complete the Language tools with the words in the box. didn’t

past

past participle

past perfect

COMMON ERROR

result

✗ If I have studied more, I wouldn’t have felt stressed.

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

LANGUAGE TOOLS

✓ If I had studied

We use the third conditional when we imagine a different 1

and a different

more, I wouldn’t have felt stressed.

We use the third conditional to talk about an imaginary past that 3

happen.

We form the third conditional with if + subject + 4

, subject + would + have + 5

When a sentence starts with if, we use a 6

after the first clause.

Grammar reference page 143

3 Match the sentence halves.

Toby would have scored a goal

we would have won the match.

If Anna had played better,

if they hadn’t won the plane tickets.

They wouldn’t have gone to Spain

if you hadn’t fallen over.

Would you have gone to the park

if he had practiced more.

We wouldn’t have missed the bus

I would have bought the sneakers.

If the price had been reduced,

if it had been sunny?

4 Rewrite the sentences using the third conditional. 1

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I didn’t pass my exam because I was tired.

I would have passed my exam if I hadn’t been tired.

Work in pairs. Say what would have happened. Use the third conditional.

You were tired because you didn’t go to bed early!

You felt stressed about going to the party.

I didn’t go to bed early because I had so much homework.

Your friend put off doing their homework.

You had so much homework because you didn’t do it last week.

You won the lottery.

I didn’t do it last week because I didn’t have time.

Workbook pages 67–68

Finished? page 133, exercise 3

If I hadn’t felt stressed about going to the party, I wouldn’t ...

Practice Extra Unit 9 Language toolkit 2

105

SPEAKING Reassuring someone about a problem 1 Look at the picture. What are the

advantages and disadvantages of having different group chats? Listen to the conversation. Why is Nathan worried?

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

Useful language Trust me, …

You know, ...

Don’t worry, it’ll be OK.

I felt the same way when …

Just explain that …

Maybe (you shouldn’t have …), but …

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

Listen again. Write T (true) or F (false). Then correct the false sentences. Nathan had an argument with Eva and James.

The argument was about how cold the drinks were.

Clara thinks that what Nathan said about Eva was horrible.

Nathan used the wrong chat to talk with James.

Clara told her mom and sister about what James said.

Clara suggests explaining what happened to Eva and apologizing.

Work in pairs. Choose one of the situations and role play a conversation. Take turns reassuring your partner.

ss se

You were unkind to a friend, and they don’t talk to you anymore.

You didn’t understand a lesson at school, and you have an exam soon.

Trust me, you can ask Mr. Smith to explain the topic again. I’m sure he ...

106

Unit 9

Pronunciation page 124

Practice Extra Unit 9 Speaking

Your mom asked you to buy something from the grocery store, but you forgot about it because you were out with friends.

You failed an exam and don’t know how to tell your parents about it.

WRITING A message of apology 1 Read the messages. Mark (✓) the main topic. 1

being in the orchestra

why Sophie hasn’t been in contact

Ca 3

2 Complete the Useful language with words from the messages.

Useful language

the length of a friendship

I’m sure you saw that I kept calling you to check if you were OK, but you never answered.

I know I shouldn’t have put off talking to you. It was really rude of me to ghost you like that. Yes, it definitely was. If you’d talked to me, I would have understood. Our friendship is important to me. sophie

I didn’t mean to upset you. I’m sorry, Lucas. I regret not calling you. I should have done that at least. lucas

I know your reasons now, so I guess it’s OK.

I promise it won’t happen again. Do you still go to orchestra practice? lucas

I knew you would like it because you’re such a talented musician.

3 Read the messages again. Answer the questions. 1

Why does Sophie write to Lucas?

We were friends for ages before this. Why don’t we meet up to talk? I’d like that. How about we meet for ice cream at that café we used to go to at 2:00 p.m. tomorrow?

How does Lucas feel about her missing orchestra practice?

Why did Sophie miss orchestra practice the first time?

Why does Lucas accept Sophie’s apology?

Do they stay friends? How do you know?

4 Choose a situation and write notes for a message of apology to a friend. Use the ideas in the box or your own idea. You forgot to go to your friend’s party.

Someone asked you to keep something private and you didn’t.

Why are you apologizing? What happened? What should you have done? What will you do next time?

5 Write your message of apology. Use your notes from Exercise 4 to help you.

lucas

Sounds great!

(it won’t happen again).

sophie

lucas

to (upset) …

Yes, I do. It’s a challenge because there’s a lot to learn, but I love it!

sophie

(rude) of me.

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sophie

)… 4

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

What happened was that one week, there was no one to take me there, and it’s a very long walk there and back. Then, I didn’t go because I was embarrassed about not having gone the week before. And then I tried to forget it and stopped thinking about it.

lucas

I should(n’t) have

I didn’t 5

Yeah, I was worried when you stopped coming to orchestra practice. I only joined because you wouldn’t stop saying how great it was and that I should join too. Why did you stop going right after I joined the orchestra?

sophie

was …

It was

How are things with you, Lucas? I’m so sorry that I haven’t been in touch. I’ve been a really bad friend.

lucas

What 2 (

Lucas

sophie

sorry that …

sophie

lucas

I’m 1

Re me mb er to:

age. Use the Useful langu ong and explain Say what you did wr why it happened. ’t have, Use should / shouldn and to, ve ha had to / didn’t l. na itio the third cond

Workbook page 69

Unit 9

107

CLIL

Psychology

The science of stress 1

Watch the video. Mark (✓) the study tips mentioned in the video. Find a comfortable place to study.

Write a study diary.

Create a study schedule.

Exercise regularly.

Listen to relaxing music.

Take long, deep breaths.

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

2 Look at the pictures. What situations make you feel the same way? Why?

: to produce a salty liquid that comes out of the skin

: to find it difficult to do something

study | revise

: the way people feel about and behave toward each other

: the state of happiness and health

: showing strong emotions

: the ability to think about the thing you are doing and nothing else

: in a way that is easy to understand

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

: to deal with something and succeed

4 Read the article again. Answer the questions.

Why is it good to understand what happens to us when we’re stressed?

What is stress?

What makes people feel stressed?

What happens to our body and mind when we’re stressed?

Is it good to feel stressed at times? Why?

What is the first thing you can you do about stress?

What else can you do?

Work in pairs. Discuss the questions. 1

•

exams

I’m not sure anyone can avoid stress completely. It’s normal to feel a little worried and anxious at times.

• problems with friends • big changes in your life

108

• world events

COLLABORATION PLUS

Do you think it’s possible to avoid stress completely? Why or why not?

Do you know anyone who gets very stressed? How could you help them?

Project 9: Create a stress-busting weekly schedule.

Unit 9

Which of these things makes you feel the most stressed? Why?

ss se

Yes. WOOP makes people think about …

www.healthforteens.com

HOME | NEWS | ARTICLES | ABOUT US | GET HELP

What happens to us when we feel stressed?

Ca U

Remember, stress isn’t a bad thing itself. A little bit of stress is good and can help us overcome challenges. However, the way we respond to it is what makes the difference in our well-being. Most of the time, once the situation that caused the stress in the first place has changed, your body goes back to normal. But if the situation continues for a long time, you may feel anxious, sad, have headaches, and struggle to sleep.

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

Sometimes life can feel like one great big problem. Imagine this: You had to hand in homework, but you forgot to back up your essay and ended up losing it. Then you had an argument with your friends, who annoyingly kept telling you they knew exactly what you could do to fix the problem. As a result, you’re feeling stressed, and you’re probably going to have trouble studying for your English exam this evening. You can’t stop thinking that if you’d backed up your essay, you would have gotten a good grade; and even if your friends did make you angry, you shouldn’t have shouted the way you did.

We have all been in similar situations and felt like this before, haven’t we? However, understanding what stress is, what causes it, and what it does to our body can help us to recognize and deal with it.

But what happens to us when we feel stressed? Stress affects our body and mind in different ways. It can make us feel emotional, tired, or angry. Sometimes it can make our heart beat faster, make us breathe faster, and even sweat. It can also make us sleep less, eat more or less than we usually do, and affect our concentration.

ss se

So, what is stress? Well, put simply, it’s the worry we feel, usually caused by a problem or an uncomfortable situation. It is a normal reaction, and it affects everyone. People stress for different reasons. Some worry about their relationship with a friend, family member, or colleague. Others feel worried when moving to a new city or changing schools or jobs. And some people get incredibly stressed if they forget the password to their social media account.

So, what can you do about it? Well, first, identify what causes you the most stress. If you get stressed about something small (e.g., you can’t find your favorite sneakers), ask yourself whether it’s worth feeling worried about it. If you get stressed about something bigger (like your end-of-year exams), come up with a plan to make things easier on yourself. You should also try to keep a daily routine, spend time with your family and friends and share how you’re feeling with them, get a good night’s sleep, relax every day, exercise regularly, and don’t get stressed about the fact that stress exists!

Unit 9

109

In the news Unit aims • Giving and reacting to news

• Talking about the news and using compound adjectives

• Writing an article for a school newspaper

• Using reported statements, instructions, questions, and requests

• Learning about fake news • Recording a local news report

• Understanding news stories and a radio news bulletin

Look at the picture and answer. 1

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

Where are they? What are they doing?

Why do some people like watching the news?

How do you get your news?

Watch the video and answer.

What did the artists want their mural to tell people?

What did the presenters want to do in the fourth quarter of the football game?

Why did Ms. Sheridan win a prize?

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110

Unit 10

VOCABULARY 1

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

trap / fire alarm

catch / criminal

catch fire / rescue

catch / thief 8

br ge

arrest / crime 9

remain calm / smoke 10

arrest / steal 11

rescue / smoke 12

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

catch fire / steal

crime / fire alarm

remain calm / criminal

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

criminal

Verbs

trap

Complete the news reports with the correct form of the words from Exercise 1. Then listen and check. The Daily News

News Today

Firefighters were called to an apartment building last night after neighbors heard a fire 7 and saw gray 8 coming out of the window. Three children aged 8, 10, and 13 were 9 inside and needed to be 10 . They were scared, but they remained 11 when they saw the firefighters arrive. When police officers asked them what had happened, they said they made pizza but forgot to turn off the oven and it caught 12 .

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Yesterday evening, Mr. Evans, a 35-year-old criminal from London, was 2 downtown. Police say he was 3 with a bag in the shopping mall by a police officer. In the bag were luxury items including clothes, sneakers, and jewelry, but no receipts. Mr. Evans said he didn’t 4 anything, but the store owner, Jenny James, said that Mr. Evans is a 5 who has stolen thousands of dollars worth of things from her store. Some people say that stealing from stores is a 6 that doesn’t affect individual people. However, the big stores say that prices have to increase for all of us because of this type of crime. 1

Work in pairs. Choose a headline. Add more information to it.

Bike thief caught downtown

Lucky cat rescued from smoke

Teens rescued after being trapped in tunnel for three hours

Finished? page 134, exercise 1

Workbook page 70

On Friday night, Jim Collins was arrested by police officers outside a drugstore downtown. He had an electric bike with him, and he ...

Practice Extra Unit 10 Vocabulary 1

Unit 10

111

READING 1 Look at the headings and pictures. What do you think each story is about? newislandnews.com

New Island News All the news you need

NEWS | OPINION | SPORTS | LIFESTYLE

Jack Smith had been worried about his elderly mother, Meg, since his father died. Meg often said that she felt lonely and that she didn’t have friends nearby anymore. Then, on their daily group chat one evening, Meg told Jack and her two daughters that a man 1 into the neighborhood. She said he was charming and that he had offered to help her clean her yard. Things were going well for a few months, but then she noticed that each time Brian visited, something went missing. Things that were stolen included 2 . However, the thief wasn’t very smart. Brian enjoyed taking selfies of himself holding the missing items and then putting them on social media. He was caught when Meg noticed Brian had posted a selfie with her purse. He was arrested, and when police officers searched his house, they found other stolen items. They said that they found out that Brian, 3 , had lived in many towns throughout the country. In each location, elderly people reported that when their friendly new neighbor stopped visiting, they realized that objects had disappeared. Police said this crime isn’t unusual, but what is unusual is that the criminal put all the evidence online.

Say cheese!

The Costa family woke suddenly this morning to the sound of their fire alarm. Duarte, 13, had left his phone in the living room, and while it was charging, the charger caught fire. Everyone in the family remained calm and escaped without injury. However, when the firefighters arrived minutes later, Duarte told them that 4 was still in the house. He said Sebastian was upstairs in his bedroom at the front of the house. The fire officer in charge told Duarte to stand back and not to panic. He then told his team to go back into the house. There was lots of black smoke, but they 5 , find Duarte’s bedroom, open the door, and rescue Sebastian. Witness Lucy Spencer, who was walking her dog at the time, said the fire was terrifying to watch. She also said she was happy that everyone was safe. Duarte said that he should have picked up Sebastian the moment he heard the alarm and he shouldn’t have left his charger on at night. The firefighters told us that last year there were over 350,000 house and apartment fires in the U.S. They said it was a good idea to discuss what to do if a fire happens at home, especially when you’re asleep.

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

Tony Green

Sebastian, Duarte’s pet A rescue

Meg Smith

Read the news stories. Check your answer to Exercise 1.

3 Read the news stories again. Match A–E with 1–5 in the stories. his pet snake Sebastian

whose real name is Tony Green

named Brian had moved

managed to climb the stairs

some cash and a silver picture frame

realize | realise

Meg realized

Brian often

Nobody in the family was hurt when they escaped from

The firefighters had trouble seeing because

If there’s another fire, Duarte will rescue

every day.

was stealing her things. one town to another.

Unit 10

was so dark. leaving the house.

Imagine you are Meg or Duarte. Tell your partner what happened. One night, I was sleeping when I heard the fire alarm ...

112

Jack speaks to his mom and

two sisters

4 Read the news stories again. Complete the sentences with two words.

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LANGUAGE TOOLKIT Reported statements and instructions 1

Listen and complete the news report.

The Sleepy Thief!

Len and Pat Smith got a shock when they returned from vacation yesterday. There was a thief asleep on their bed! When the thief woke up, he told them he 1 sorry. He said that he 2 tired after a night of crime, so he 3 a rest. But there was another surprise. He told 4 that he 5 the dishes before going to sleep. Then he sat down and told 6 not to worry: he 7 wait quietly for the police.

2 Circle to complete the Language tools. LANGUAGE TOOLS

When we tell someone what another person said, we often

use the 1reporting / describing verbs tell or say. We can also

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

use other verbs like explain or shout.

We change the tense of the verb to move it one step further into the 2past / future. For example, we change a verb in the

COMMON ERROR

simple present to the 3simple past / past perfect.

We can use that after say and tell, but it isn’t 4necessary / a good idea.

We can use (not) to after tell to report 5opinions / instructions.

Grammar reference page 144

✗ Emma said that there’s lots of smoke.

✓ Emma said that there was lots of smoke.

3 Complete the reported speech with two words. 1

“There’s someone in our bedroom.”

They said

someone in their bedroom.

“He’s a thief!”

She shouted that

“I’ve washed the dishes.”

He explained that he

the dishes.

“We’re going to call the police.”

They told him they

to call the police.

“The police are coming.”

They said the police

“Don’t move!”

The police told him

move.

a thief.

4 Complete the report with the correct form of the words in the box. say

that

tell

will

is talk

I was in the shopping mall when I heard a woman shouting at a man. She said 1 he 2 her phone and she 3 him to give it back to her. He 4 confused and he didn’t know what she 6 about. She told that he 5 7 him that she call the police. He told her not to, because the phone was in her hand!

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have steal

Work in pairs. Student A uses the prompts to make a statement. Student B reports the statement. Then change roles.

How do you feel?

What will you do after school?

Have you already done your homework? Did you read today?

I feel awesome! Penny said that she felt awesome!

What are you doing?

Workbook page 71

Practice Extra Unit 10 Language toolkit 1, Listening

Unit 10

113

LISTENING AND VOCABULARY 1

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

A World-famous singer arrives for concert D

Quick-thinking teen stops fire

Well-known store to close 1

Ice-cold temperatures for the weekend!

Record-breaking run in the marathon!

Kind-hearted firefighter saves cat!

Man-eating lion escapes!

Last-minute peace talks stop war

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

2 Match the blue words in Exercise 1 with the correct definition. 1

well-known

: known by many people

: just before there is no time left

: an animal that kills and eats people

: showing sympathy for others and wanting to help them

: someone who can make decisions immediately

: known to many people around the world

: a better result than ever before

: extremely cold

Listen to the radio news bulletin. Number the news stories in the order you hear them. a possible emergency

a fantastic team achievement

a world-famous author’s visit

a nice thing to do for teenagers

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a serious accident

Listen again. Write T (true), F (false), or DS (doesn’t say).

The store manager loves the author’s books.

People in town should stay at home and lock their doors.

The boys were upset because a man took their skateboards.

A dog rescued some children from a lake.

The children at the lake were wearing winter clothes.

Susan Choong knows what she wants to do when she goes to college.

Best News is going to be at the ice hockey game next year.

Finished? page 134, exercise 2

Unit 10

Choose a topic from Exercise 3 and write notes for a short news story. Present your news to a group.

A well-known writer is going to be at a new bookstore today.

114

1 2

Last night a quick-thinking woman saw a fire in an old building in ...

Workbook page 72

Practice Extra Unit 10 Vocabulary 2

LANGUAGE TOOLKIT Reported questions and requests 1 Read the messages. Change the sentences 1–5 into direct speech. Flavia OK ... Then 2she asked me why I hadn’t cleaned my room. I was still doing that when 3she asked me to take out the garbage. Then 4she asked if I could take care of my little brother so she could go out. I said no because I was going out too, but I was angry, and I yelled at her. Then 5she asked me not to get home late.

Sorry, I can’t. I had an argument with my mom.

Hi Omar! Are you still coming with us to the movies tonight?

What happened?

She asked me to do tons of things. 1 She asked me to do my laundry.

“Can you do your laundry?

”

COMMON ERROR

“Why haven’t you

”

“Can you

”

✗ She asked how was the criminal caught.

“Can you

”

✓ She asked how the criminal

“Please

1 2

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

was caught.

✗ James asked can we watch the news.

ask

request

2 Complete the Language tools with the words in the box. wh-

yes/no

✓ James asked if we could watch the news.

subject

LANGUAGE TOOLS

We use the verb 1 We repeat the We use the

We use if to report

to report questions and requests.

word from the original question.

+ verb word order in the reported clause. questions.

We use (not) to + infinitive to report a negative 5

Grammar reference page 144

3 Make reported questions and requests. Use the words in parentheses. 1

Do you want to go climbing?

Can you buy some food? (They / ask / us)

When are you going to Italy?

(Josie / ask / her uncle) Could you be quiet, please?

(Rebecca / ask / them) Please don’t leave the dirty dishes in the sink.

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(Henry / ask / her) Henry asked her if she wanted to go climbing.

(Nina / ask / him) 6

Will you lend me some money? (Tom / ask / me)

Work in pairs. Tell your partner about recent questions and requests. My dad asked me if I wanted takeout last night.

Finished? page 134, exercise 3

Our teacher asked us when we were going to hand in our homework.

Workbook pages 73–74

Practice Extra Unit 10 Language toolkit 2 6 Unit

115

SPEAKING Giving and reacting to news 1 Look at the pictures. What do you think might have happened? How does the girl feel?

Ca 2

Listen to the conversation. Circle the correct answers.

Dan received some good / bad news.

Dan’s sister / friend got her dream job.

Dan thinks he should be more / less positive.

Claire kicked / fell over her favorite singer in the store.

Claire asked for some concert tickets / pictures.

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

Listen again. Complete the Useful language.

Useful language I just 1

some (good / bad) news.

That’s too bad.

I just found out … Good for 3

) news!

(happy / sorry) to hear that.

I’m 5

from (my sister) that …

I just 2

That’s (4

guess …

You’ll 6

You know that (band) I 7 about? Well …

Oh, you’re 8

you

Listen again. Complete the table with the Useful language. Giving news

Reacting to news

Your bike was stolen.

Your mom won a tennis championship. Your parents booked a surprise family vacation.

Unit 10

Pronunciation page 124

Work in pairs. Choose a situation and role play a conversation giving and reacting to news. Use the Useful language.

Your friend’s goldfish died.

116

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7 5

To make your relationships stronger, consider two things: be direct and specific when sharing information with others and react to what others share with you.

Practice Extra Unit 10 Speaking

WRITING A school newspaper article 1 Read the article. What is a prom? HOME | NEWS | OUR COMMUNITY | ABOUT US

End of the school year: time to celebrate! You can eat them with one hand! These days, everyone wants something healthy, too. So there will be fruit for dessert. Drinks are still a mystery, but Mei Li told us they will match this year’s prom theme: Fire and ice!

Lake View High School

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

There’s one big change this year. There will be no prom king and queen. Carlota is planning the prizes. She said these two prizes always go to the most popular students. All students are important, and at the end of the day, we should recognize different skills and students who do well. What about students who are always kind? What about the ones who get good grades? What about the ones who do lots of school activities? This year, they will all get a prize. How do the students feel about this? Some of them don’t like it. But most are very happy.

The school year is ending, and the prom is a hot topic for students right now. There’s no doubt it will be the perfect night to wear gorgeous clothes and have fun with friends. This week, we talked to the students who are planning the event. Theodore is planning the music for the evening. Which bands will play? And what type of music? He said it was a surprise but everyone would love it. Mei Li is taking care of food and drinks. She told us the food would make everyone happy. It’s no secret that people love burgers and pizza. But students don’t want to get their nice clothes dirty. So there will be mini pizzas and burgers.

2 Read the article again. Answer the questions.

Which students are helping to plan the prom?

Which bands will play?

What is different about the burgers and pizzas?

Which tradition has been canceled?

How do students feel about this?

What is the event?

What will happen?

What do students think about the event?

What do people say about it?

5 Write your article. Use your notes from Exercise 5 to help you.

There’s no doubt …

a hot topic

These days …

It’s no secret …

At the end of the day …

The truth is …

Useful language

in the article.

happen at the end of your school year. Write notes.

3 Find and underline the Useful language

4 Plan an article about an event that will

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The truth is, everyone is excited about this important night. Remember, the event is for everyone so you too can help with the planning! Tell us what you think. Stop by the school office or leave your comments here.

Re me mb er to:

e event. Give details about th think and say. Report what people age. Use the Useful langu r and Check your gramma . spelling

Workbook page 75

Unit 10

117

CULTURE Fake news 1

Watch the video. Which ways of getting news does it mention? Make a list.

Ca id

2 What does “fake news” mean? Write a definition.

Read the article and check your answer to Exercise 2.

4 Read the article again. Complete the sentences with the correct form of the blue words in the article.

surveyed

I like to read news stories that are

one hundred people to find out where they got their news.

The

to where I live.

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

1 2

on that website are very

. The other day they said the

shopping center had caught fire, but it was only a small car fire outside the shopping center. I saw a story online about a criminal being chased by a mouse, but it was so

that I’m sure it was a

Did you see the story about the thief who

could run away? I think I can usually

his car so he

when a story is fake. I’m not easily

by the

things people share on social media.

5 Read the article again. Write T (true) or F (false). Then correct the false sentences. It snowed on the pyramids last week.

Most fake news stories begin online.

Some fake news stories want to change what people think.

People often don’t realize they are sharing fake news.

It’s normally easy to know if something is fake news.

The majority of U.S. teenagers have shared fake news.

118

Unit 10

Discuss the sentences below. Which do you think are facts, and which are fakes? Look online for reliable information to check your answers. 1

Mice love cheese.

A day on the planet Venus is longer than half a year on Earth.

Water boils more quickly if you add salt.

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You can check that factual information is correct by referring to reliable sources. I think everyone knows that mice love cheese, but how can we prove it?

HOME | BLOG | RESOURCES | NEWS | CONTACT US “Matteo told me he read that a planet is going to crash into Earth soon!”

“My mom told me someone posted a picture on social media of snow on the pyramids last week!”

“Salim said that he read a story about an elderly lady in the U.S. who taught her cats to steal things from her neighbors!”

Have you heard any of these well-known stories that have traveled around the world? What do they all have in common? Well, they are all examples of fake news because none of these things actually happened!

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

Fake news is news stories that pretend to be true or are accepted by many people as real. These stories normally start on social media, but then they often get repeated on various websites or even in newspapers or on TV. Why do people spread fake news?

Although many fake news stories begin as a joke, sometimes the stories are designed to make money (by getting people to visit a website, for example) or to influence people’s ideas and opinions. Creators of fake news know exactly what catches people’s attention so that they click on the stories, believe them, and spread them – like a virus – to others. How do you know if a story is fake?

Sometimes it can be difficult to tell if a story is real or not, but there are a few simple steps that can help you be sure you aren’t spreading fake news.

The good news is that even though young people are getting more and more of their news from social media, they are often better at identifying fake news than people of older generations and are less likely to believe everything they read online. Despite this, when American teenagers were surveyed about the news, 31 percent said that they had shared a story they later found out was fake. In addition, many of them said they weren’t confident about knowing which stories were false. So, remember: think and check before you share!

1. Check where the story came from by looking at the author and the website. Can you trust both the writer and the site?

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2. Sometimes the headline of a story can be misleading, so it is important to read the whole article carefully before sharing it.

6. Finally, if you’re still not sure, keep your finger off that share button! You can always discuss the topic with people you trust to get their opinion, but don’t spread news around without being confident it is real.

Workbook pages 76–77

What fake news stories have you heard? Do you think you are good at spotting fake news? How can you tell? Discuss in pairs.

5. Ask yourself if it could be a joke. Often stories that seem too ridiculous to be true aren’t real!

4. Look at the date of the story to make sure the article is still relevant today.

3. Check whether the story can be found on other sites or if only one website is reporting it.

COLLABORATION PLUS

Project 10: Record a local news report.

Practice Extra Units 9–10 Consolidation

Unit 10

119

Making a study plan 1

Work in pairs. Look at Joana’s study plan. Then answer the questions.

Tuesday

4:00 p.m.

math

5:00 p.m.

English

7:00 p.m.

math

8:00 p.m.

history

Monday

Wednesday tennis

Thursday

Friday

history

physics geography

6:00 p.m. physics

history

ice-skating with Sam

English

9:00 p.m.

What do you think Joana does at 6:00 and 9:00? When does Joana do her hobbies?

When do you think Joana has her math, English, and history exams? Why?

Which subject has Joana decided to spend the most time studying? Why might she have decided this?

What will Joana study at 8 o’clock on Tuesday?

1 2

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

2 Which tips for making a study plan do you think are helpful? Read the survey and mark (✓) your answers.

Study plan tips

Very helpful

120

Work in pairs. Agree on three more tips for making a study plan. Add them to the survey in Exercise 2.

Units 9–10

Work in groups. Which of the ideas from the survey do you use when you’re making study plans? Which would you like to use?

I think it’s helpful to share your study plan with your friends and family. If you’ve shown other people your plan, it means that you’re more likely to follow it.

Share your answers to the survey with a partner. Discuss how they are similar or different.

Not helpful

A little helpful

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1 Make a list of your exams and their dates. 2 Decide which subjects to spend the most time studying. 3 For each subject, make a list of areas to study. 4 Work out how much time you have to study. 5 Plan how much of your study time to spend on each subject. 6 Make a study plan poster on a large piece of paper. 7 In your plan, highlight each subject in a different color. 8 Plan time to relax and have fun. 9 Study the most difficult subjects early in the day. 10 Leave some spare time in your plan for unexpected extra review. 11 Remember to use your plan and follow it as much as you can. 12 Share your study plan with your friends and family. 13 14 15

Helpful

I don’t plan time to relax and have fun. But I’d like to try it. I think that it could help with stress.

Make a study plan for a week. Then share it with a partner. Think of three ways your partner can improve their plan.

SELF-ASSESSMENT 1 Choose one of the problems. Write a message asking for advice on an online message board. how to create a strong password

how to stop wasting time online

how to keep your personal data private

how to upload big files to social media

2 Swap your message with a partner. Write a reply to the message, giving reassurance and advice.

Mark (✓) how you feel about discussing IT problems and reassuring people. Share with a partner and explain your choice. I feel confident. It’s not very difficult.

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

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

4 Work in pairs. Read the headlines and think of information to complete the table.

happened?

Who’s involved?

Where did the events happen?

A well-known criminal has been arrested after being found stuck in a museum window: her legs inside, her arms and head outside, and unable to move.

firefighters from Bergen Central Fire Station

They were called to a foggy local lake by a family walking their dog.

After his ring was taken from his locker, the man had written about it on social media. “Before me, my wife’s grandfather had worn the ring for 65 years.”

earlier?

KIND-HEARTED THIEF GIVES BACK WEDDING RING

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What happened

FIREFIGHERS RUSH TO PUT OUT … FOG

What just

POLICE RESCUE CRIMINAL TRAPPED IN MUSEUM WINDOW

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

Headline

7 Choose one of these ways to practice English and try it!

Work in pairs. Present one of your news stories from Exercise 4 as a radio news bulletin. Which story is the most interesting?

What would you like to learn to do on your computer or phone? Look online and find out how to do it.

•

Listen to a news podcast for teens. Tell your class which podcast you listened to and which story was the most interesting.

•

Find out how to play the game “Consequences.” Teach it to your friends and play it with them.

•

Welcome to News Today. Our first story is about a thief who ...

6 How confident do you feel talking about the news? Circle a phrase. Then complete the sentence.

I feel confident about doing this / I need to practice more / I’m getting better at this because .

Units 9–10

121

PRONUNCIATION

UNIT 1

UNIT 3

Primary and secondary stress in multisyllabic words

Consonant clusters

Listen and repeat.

Listen and repeat. 1

speaking

healthier

concentrate

American

community

object

I don’t have a negative attitude! When are you going to make a decision?

It’s important to take an interest in science.

What challenge are you facing now?

Remember to focus on the question.

mbr

ncr

ncl

Listen and repeat. 1 /ʌ/

2 /u:/

but interrupt

true rule

ugly

blue

3 /ə/

focus cheerful suggest

Listen and repeat.

She’s been to some unbelievable places.

It can’t be happy with all those tourists.

I’d say it’s a little cold.

It must be cold there.

UNIT 4

Connected speech 1

Listen and write the missing words. Then listen and repeat the sentences.

Don’t

He’s handsome

She’s so

stories.

me when I’m talking.

you take a break. selfish. that she makes

me smile. I’m sorry, that’s the

This is something that they have to protect people.

My friend stayed there.

I’m sure I was given a wet towel on a plane.

Listen. Underline two examples of connected speech in each sentence. Then listen and repeat. 1

The Romani event lasted three days.

The bride didn’t want cake.

They didn’t sit at the same table.

The bride danced with the groom’s father.

The guest thought the reception was great fun.

122

campus June umbrella student careful

You use it to get warm and relax.

Listen and repeat. Then add the words to the groups in Exercise 1. sun

That cat is eating red bananas!

I love reading

Listen. What happens to the first sound in the underlined consonants?

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unpleasant

Listen. Circle the consonant cluster you hear.

Three different u sounds 1

unhappy

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

Listen, check, and repeat.

UNIT 2

unlikely

double consonant clusters: expert

invisible

/un/ + consonant:

incredible

unbelievable 3

2 Underline the stress in the bold words.

/im/ or /in/ + consonant: impossible

future

Work in pairs. Say the sentences. Then listen and check.

I’m not really sure.

OK, it’s time for your language test. Please

It’s difficult to say. It’s not for me.

turn 1

3 4

You should check this out.

you good luck!

secrets

paintings

things

artists

Listen and write the words in the correct column. /z/

How quickly can you say the sentence? Listen and repeat.

UNIT 7 /b/ and /v/ 1

painting paintings of ruins of things.

of and off 1

Listen and repeat.

/b/

best

blog

zebra

/v/

visit

vlog

volunteer

Lots of artists wear hats and old clothes while

UNIT 6

Listen and repeat the sentences from Exercise 2.

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

/s/

you

writing test is the last part. I wish all 6

. Most 5

have already done the speaking test, so the

does

lots

the rules that all electronic devices

are turned 4

Listen and repeat.

/z/

your

jackets and leave them there, too. It’s one 3

/s/ and /z/ /s/

your phones and leave them

at the front of the room. Take 2

UNIT 5 1

Complete the text with of and off. Then listen and check.

Listen. Circle the word you hear.

boat

vote

best

vest

vlog

blog

very

bury

bet

vet

base

vase

Listen and repeat the tongue-twisters. Practice saying them quickly!

The best beautiful zebras bit the boat in

Some of / off my family lives in South Africa.

the bay in Zimbabwe.

I would love a cup of / off tea!

Seventy-seven visiting volunteers visited

Take of / off your shoes when we get home.

the vet in Vienna.

Finish your homework by the end of / off the week.

He fell of / off his horse last week.

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Listen and circle the word you hear.

123

UNIT 8 weak vs. stressed /can/ 1

Listen and repeat.

Ca 1

Can you move your fingers?

Can I give you a hand with lunch? I can’t even open a bag.

Can you believe it?

I can’t believe you broke your wrist!

m 3

2 Read the sentences. Circle the stressed

words. Which word is always stressed: can or can’t?

I can’t take a shower, but I can take a bath.

I can move them, but I can’t do much

I can sleep, but I can’t do it comfortably.

I can move my fingers, but I can’t do

Listen and repeat. all

tell

single

How do you keep your personal data safe?

What’s your local area like?

What are you unable to do?

Listen and repeat. dog

kidding played

2 Match the sentence halves.

When I was a child,

kind and adventurous.

My Grandpa is

Have you heard the bad news

destroyed my yard today!

We wanted to drive to London,

I loved my dog, India.

Don’t defend your dog. He

but we didn’t have a car.

about the disaster in Dallas?

Listen, check, and repeat.

horrible terrible

Listen and write the missing words. Then listen again and repeat the sentences. puzzle

responsible

Who’s

Can you help me to

trouble

for this situation?

I’m having

I need to complete the

to find the secret word!

reading

this book.

this app?

ss se

install

124

Would you like cereal for breakfast?

The final /l/ sound 1

The /d/ sound

Listen, check, and repeat.

UNIT 9

It’s a beautiful beach.

UNIT 10

anything else.

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

more.

Work in pairs. Say the sentences. Then listen and check.

FINISHED?

UNIT 1 1 Put the letters in the correct order to make words. Then use the words to complete the resolutions. give

I’m going to puvegi

I’m going to aertemnfkafo

I’m going to bmeyytrts

I hope to ehiavec

I’m not going to itteaagattvneveheaiud

drinking soda every day. to be nice to my brother. to drink more water.

high grades on all of my exams.

. I’m going to be positive.

I’m going to onasikciemdea

I’m going to scnuofo

improving my English.

I’m not going to play computer games. I’m going to coteencnranto more important things.

I’m going to kpetua

swimming as a hobby.

about which college to go to.

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

2 Use the code to make the words. e

Co 2

g h

f r

6 7

4 5

d r

challenge

need to use. going

this interest

Neither ’ll open

opens

’ll

goal

swimming after school today. Do you want to come with me? at 10 a.m.

claudio Not really. The swimming pool is too cold. We 3

freeze! I don’t like

4 david

this year. I’m

do I, but it’s my 5

to do more exercise

swimming there.

claudio

The pool

going to

david I’m 1

attitude

ss se

3 Complete the conversation with the words in the box. There are three words you do not

take part in a marathon.

Oh, really? When?

david Well, I haven’t decided yet. I’m not ready right now, but 7

fit enough.

time next year, I think I’ll 8 claudio

I love your positive

125

UNIT 2 1 Circle and complete the ten story words. o

n t

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

2 The words in bold are in the wrong

place. Find where they belong and correct the character descriptions.

selfish

He’s so ugly

Emma’s usually cruel

They’re such villain

A: He’s my favorite actor. He’s so hero

1 2

that he never shares his things.

, but she’s crying today.

students – they’re always very polite. .

B: Yes, but he looks at himself in the mirror all the time. 5

Who’s the charming

Please don’t say she looks selfish

Why are you so handsome

Anna’s very cheerful

Is she the hero or the generous

of the novel?

. I think she looks great.

? You shouldn’t hurt other people.

. She buys her parents lots of presents. of the movie?

3 Match the words to make sentences. The main

tired that he

you’ll love this!

He’s cheerful

He’s so

of biographies,

a handsome prince.

old story that

can’t read right now.

The movie really

because his novel

me cry.

It’s such an

character is

everybody knows it.

If you’re a fan

made

might be made into a movie.

ss se

126

UNIT 3

1 2

1 Look at the pictures and complete the crossword.

Down

Ca 1

m br

Across

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

2 Complete the sentences with the simple past or present perfect form of the verbs in parentheses.

According to the story, the giant Ggantija

(build)

the ancient temples in Malta between 3600 and 2500 bce. 2

She

(give) birth to a child and built the temples

with the child on her shoulder. 3

The temples

(be) a UNESCO World

Heritage Site since 1980. 4

Experts

(argue) about how people

moved the huge stones. 5

People

(use) basic tools to build the temples.

The government

(own) them since 1933.

3 Write the negative form of the words in the box

im-

in the correct column. able ✓ believable likely

pleasant

in-

un-

unable

credible

expected

possible

visible

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4 Complete the sentences with the modals in the box and the verbs in parentheses. can’t ✓ must

must not

may not

Benjamin’s mom says she has to work late on his birthday. It’s 3 p.m. as Benjamin rides his bike home

can’t be

(be) home yet. She’s still at the office.”

with his friend Jorge. Benjamin tells Jorge, “My mom 2

might

Benjamin doesn’t know what to expect for his birthday. Benjamin says, “My parents

(buy) me a new bike. I’m not sure.” He calls his dad, but he doesn’t answer. Benjamin tells Jorge, “My dad

(have)

his phone with him. He sometimes leaves it at home.” 4

Benjamin and Jorge arrive at Benjamin’s house, but there are no cars and the front door is locked. Benjamin tells Jorge, “My dad and brothers

(be) home.”

Benjamin opens the front door. All his family and friends start singing “Happy Birthday” to him. Jorge tells Benjamin, “You

(be) surprised to see everyone here!”

127

UNIT 4 1 Answer the questions. 1

Ca 2

When do people usually dress up in costumes in your culture? What is one custom in your family or country that you don’t like?

m 3

Would you rather see fireworks or go to a parade? Why?

2 Complete the conversation with who or that. Put an X when a pronoun isn’t necessary.

A: Did you go to the international food festival 1 that started in town last weekend? I think you’re

the one 2

told me about it.

B: Yes, it was me! I went last Sunday. I went to the Japanese stall and tried the sushi 3

the server suggested. It was interesting – not my favorite, but it wasn’t bad. has apples on it! It was surprisingly

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

A: I went on Saturday. I tried the breakfast pizza 4

good! Were there a lot of people there on Sunday? B: Yes. There was a stage 5

had bands playing from around the world. It was cool!

Was it busy on Saturday? A: No, but I went at a time 6

no one is usually there – right when it opened at 10:30!

B: That explains why you ordered the breakfast pizza!

3 Put the letters in the correct order to make words about weddings. Then match them with the correct definition. tsegu

ymneroec ✓ ebird tpnoiecer

onomhynoe

morog

a set of traditional acts that are performed on a special day

a vacation a couple takes after they get married

a man on his wedding day

a person who is invited to a social event

a legal relationship between two people

a woman on her wedding day

a formal wedding celebration

ceremony

which

The costumes in yesterday’s parade, that were made by my neighbors, took a long time to make.

Last night’s fireworks show, who started at 9 p.m., was incredible.

Juliana, which bike was stolen, now walks to school.

Rio de Janeiro, whose used to be the capital, is the second-largest city in Brazil.

My neighbor Laura, which speaks four languages, is now studying Korean.

128

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4 Correct the errors.

egramira

UNIT 5 1 Look at the pictures and complete the sentences. Are you scared to go through the

We were walking around the

in the evening.

Have you seen a

I wonder what

is in the box.

like this before?

It’s unusual!

Who used to live in this

I’m not climbing this

It’s too dangerous!

Do you like this

The drawings aren’t just old, they’re

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

2 What sort of historian are you? Take the quiz to find out.

There are lots of careers you can have if you study history. Take the quiz to find the best one for you! Where do you do your history homework? A Outside. I love hearing the birds sing. B I’m more interested in recording vlogs. C I disappear into my bedroom and don’t come out until it’s finished.

What are you most interested in? A Exploring places and finding old objects. B Being famous. C Researching and writing.

What would you like to wear to work? A Wool sweaters, thick socks, and boots. B The latest fashion. C Something clean and comfortable.

When you were a child, what was your favorite gift? A toy dinosaurs B a toy camera C pencils and crayons

Where would you most like to be? A

Mostly As: You should be an archeologist! You would love discovering ancient things! And you don’t care about being famous or what you look like. Mostly Bs: Some historians love working on documentaries, so this might be the job for you! You can combine the celebrity life with your historical knowledge. Mostly Cs: It’s clear you love history, but we don’t think you’d enjoy digging up dirty things. Why not be a researcher or an author of history books?

’m going

came across

died

didn’t find

had been

read

was going

were building

laura Oh, I 1

to do something about ancient Greece but I 2

anything

to do mammoths instead.

I was interested in. So I

cruz Did you come up with an idea for your history project?

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3 Complete the conversation with the words in the box.

cruz Mammoths? Why mammoths? laura I 4 5

an article about a site near Mexico City. They a new airport when they 6

60 mammoths! Before humans lived there, the area

the bones of a lake.

Apparently, the mammoths got stuck in the mud and

cruz That’s crazy.

129

UNIT 6 1 Put the letters in the correct order to complete the post.

I’m English, and until I was 12, I’d always lived in England. One day, my dad came home from work and said he’d been offered a job in Wales. Our life was about to change. The town where we live now is very small, with a 1 (unliopoapt) of only 13,000. Most people here speak English as a 2 (mocmno ) language, so 3 (unincmtmiooca) is easy. Many have a 4 (allco) Welsh 5 (eancct). Only ten percent of people who live here speak Welsh, but I’m learning. 6 (atnciunnpioro) is difficult for me, but I practice a lot. Some Welsh children go to a school for Welsh 7 (skepreas), but I don’t. You can see a lot of Welsh words here because all signs are in Welsh, with an English 8 (attnslraino).

when

I can’t

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

2 Complete the sentences with the words in the box. to be

that

to speak

It’s interesting

It’s a good idea

It’s frustrating when

It’s my goal

It’s too noisy

is fantastic

that you’ve read two books in English this month. you can speak three languages. and not worry about mistakes.

remember the word in English.

a polyglot.

everyone speaks at the same time.

3 Complete the words in the sentences. 1

te y, 90 percent of people like going on vacation abroad.

The number of students in my class i

ed from 29 to 31 last semester.

students want to pass their exams!

o e of the students in my class know how to pronounce

Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch. It’s the longest Welsh town name, and we’ve never heard it before! What p r

On our last English test, my friends and I scored

like Indian food?

of people in our class

99%, 98%, 90%, 88%, 72%, and 70%. The r

was 86%. students in my class love learning

of my friends like ice cream, and

130

prefer chocolate!

grammar, but I don’t.

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UNIT 7 1 Circle the correct answers to make animal facts. Did you know that butterflies / kangaroos actually have four wings, not two?

When my cousin lived in Australia, she used to see wild kangaroos / zebras at her university!

Did you know that only female mosquitoes / sharks bite humans?

We have a cute tree zebra / frog living in the backyard!

Zebras / butterflies all have unique striped patterns. They are not all the same!

Some types of butterflies have transparent wings / fur.

Bees / butterflies are only dangerous if you’re allergic to them.

Polar bears have transparent wings / fur! It’s not actually white!

Most sharks / donkeys have bigger ears than horses do.

I read that frogs / sharks don’t have bones!

2 Correct the errors. will

Many animals would lose their homes if there is another flood.

If the local population of frogs disappears, animals such as birds and fish would suffer.

If the surfer saw a shark, he would swam to the shore.

If we don’t take care of the Earth, many animals disappear.

A butterfly will fall if it didn’t move its wings.

If donkeys have a choice, they would prefer to be with other animals.

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

3 Read the clues and complete the crossword. Down

Elephants travel in groups and from danger.

Mosquitoes

A bear might

Some sharks like to

Across

their babies

millions of people every year. you if you start to run.

for food at nighttime.

The baby elephant tried to the hungry lion.

itself against

A lion won’t usually it’s very hungry.

Not all bees can

Octopuses can change color to from predators.

a human unless

. 8

As long as I watch movies in English,

4 Complete the sentences so they are true for you.

ss se

I would study in another country as long as .

My family wouldn’t move to another city unless .

I will study

after high school unless .

131

UNIT 8 1 Use the underlined words to rewrite the sentences with the indirect object first. Use me, him, her, or them for the indirect object.

The gardener promised her a new fence

Marie the babysitter was offered a pay raise by the family.

The gardener promised Ms. Jacobs she would get a new fence.

The family offered The carpenter offered his services to my uncle.

The carpenter offered

He wants to cook lunch for the children.

4 5

He wants to cook

They delivered packages to the people at the retirement home. They delivered

He promised to do a favor for me.

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

He promised to do

2 Match the problems 1–6 with a potential solution A–F. The neighbor wants to rebuild his doghouse. Ms. Frost likes to read the newspaper in bed.

The Castelo family needs a babysitter for Saturday evening.

A young couple is moving in to a new apartment on Sunday.

The local supermarket needs two new employees to deliver groceries.

Mr. Yates can’t walk his dog because his leg is injured.

Rachel will take care of their daughter for five hours on Saturday.

The owner showed them how to use the dishwasher and the air conditioning.

An internet video will show him how to do it.

Ms. Frost will do him a favor and walk both of their dogs at the same time.

She trained her dog to fetch it. Milo brings her the news in bed!

It’s encouraging high school students to apply to earn some extra money.

1 2

3 Complete the sentences with the words in the box.

her

not

to ✓ volunteer

understand

Amy’s grandma taught her

kind and helpful. She warned Amy

to get angry

with people. Amy’s parents encouraged

volunteer at a retirement home. The retirement home invited Amy to

A volunteer helped Amy to

to the home for a meeting. the

job description. 6

The working there.

132

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persuaded Amy to start

UNIT 9 1 Some words in bold are incorrect. Correct them and mark (✓) the correct ones. Why does she want to save the information private?

You can transfer the video from my phone to yours.

Did you remember to keep your files up?

Can you back this game on my phone?

Please don’t tell me your password. You must not share it.

Did you back the pictures to your social media?

I didn’t know that the keyboard on my laptop is part of the computer’s software.

Is my place of birth an example of personal update?

Where did you install the copy of your job application? I can’t find it.

How often should I hardware my software?

keep

2 Put the letters in the correct order to make words. I’m not

(elbisnopser) for cleaning your room.

Why are you feeling

I can’t

I had an

I don’t often have

Don’t

Do you

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

(ssstreed) about school right now?

(nhda) my homework in on time. I haven’t done it.

(mntergau) with my best friend, and I feel terrible now. (euoltrb) with math.

(tpu) off talking to Sam about what happened. (trgree) saying those things to your friends?

(ssatwe) too much time on social media.

3 Complete the post with the correct form of the verbs in the box and should have, shouldn’t have, had to, didn’t have to, or the third conditional. choose choose do go try ✓ understand waste write

When I was learning English in school, I 1 should have tried to read or listen to something in English every day.

ss se

At first, I was enthusiastic and found lots of articles, but I had trouble understanding the vocabulary. I 2 time looking up every new word in a dictionary. I think that I 3 down one or two useful words and learned those instead. If I had learned one or two new words a day, I 4 a lot more when I took my exams!

What about you? What do you regret about your time in school so far? Is there anything you think you 8 differently?

In college, I 5 between Spanish and French as my second foreign language. I chose French, but I regret that decision now. I chose it because I wanted to be in the same class as my friends, but I liked Spanish better. If I 6 Spanish, I could have gone on the school trip to Barcelona, my favorite city. But I went to Paris instead. We 7 to France or Spain, but most people did because it’s a good way to practice and learn more about the culture.

133

UNIT 10 1 Circle the crime and rescue words. Then use the words to complete the sentences.

from a supermarket.

You have to pay for things. It’s important to

calm in an

You can’t

emergency situation. How much

The boys were

was there in the building?

in the tunnel,

Jez is a

but they were rescued. who destroys buildings

and hurts people. Look! That

is stealing the woman’s bag.

How much

is there in your neighborhood?

Did you hear the fire

Did you see him

Is the police officer going to

this morning?

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

2 Match 1–8 with A–H.

the cat from the tree? the thief?

Two plus two equals four is a well-

breaking athlete and has lots of medals.

Amalia is very kind-

known fact.

The river is ice-

thinking if you’re a doctor.

In India, a man-

cold so we can’t swim today.

Corina wants to be a world-

minute meeting about their project.

The students had a last-

hearted and helps me when I’m worried.

She’s a record-

famous artist with fans on every continent.

It’s important to be quick-

eating tiger was seen in the village.

3 Complete the social media post with the words in the box. didn’t him me said that to told where would

134

ss se

Today was a disaster. When I got up, my brother said that we 1 have any hot water. He told me 2 he had taken an ice-cold the pancakes were because shower. Then I asked dad 3 we always have pancakes on Wednesdays, but he 4 that 5 there weren’t any. He me that someone had drunk all the milk, and he couldn’t make pancakes without milk. I wasn’t happy when I left the house. While I was walking to school, I saw Mr. Turner. He asked 6 if I had seen his cat, Taco. I told 7 that 8 I hadn’t. I said I help look for Taco after school. Mr. Turner told me 9 look in my house first because Taco often gets trapped in other people’s homes. We didn’t find him!

GRAMMAR REFERENCE

UNIT 1 Futures (review) Simple present for the future

The class

starts

at 10 a.m.

We use the simple present when we’re discussing fixed arrangements, schedules, or timetables.

leaves

soon.

The train

Present continuous for future plans

We use the present continuous to talk about planned activities. We usually use a future time phrase. Negative (–)

’m

’m not

are

aren’t

’s

isn’t

Affirmative (+)

You / We / They

going

future time phrase

to college next summer.

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

He / She / It

verb + -ing

be going to for intentions

We use be going to to talk about intentions. subject

be (am / is / are)

am (I’m)

You / We / They

are (You’re / We’re / They’re)

He / She / It

is (He’s / She’s / It’s)

going to

infinitive

(not) going to

take up hiking.

will and shall for offers, promises, predictions, and decisions made at the moment of speaking Affirmative (+) Negative (–)

I / you / he / she / it / we / they

will for offers: I’ll help you.

will

ask.

won’t

swim.

will for promises: I’ll buy you a car.

will for predictions: I think they’ll pass their exams.

We can also use shall in the question form to make offers: Shall I make you a sandwich? Should can also be used in this way and is less formal.

We use so to agree with a positive statement and neither or nor to agree with a negative statement.

We use the verbs be or do after so, neither, and nor. Be is repeated, but with other verbs (know, watch, love, etc.) we use do.

I am not ready yet. Neither am I. I know Taylor. So do I!

so / nor / neither + auxiliary

ss se

will for decisions made at the moment of speaking: I’ll have coffee, please.

If there is an auxiliary verb in the original statement, the auxiliary is used instead of be or do. I can’t see. Nor can I. I won’t go. Neither will I. We change the word order. I am angry!

I will try.

So am I!

So will I.

135

UNIT 2 Modal passive (present) We use the passive when we want to focus on the person or thing affected by an action. We use the passive with the modal verbs can, must, may / might, and have to to show ability, obligation, or possibility.

modal

+ past participle

can

bought

Your car

could

sold.

The review

must

written

today.

His biography

may / might

published

this year.

Her phone

has to

put

away.

The comic

online.

so + adjective / adverb (that); such + noun phrase (that)

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

We use so + adjective / adverb (that) and such + noun phrase (that) to explain a result. Reason

Jess is

adjective

that

cheerful

that

she could sing.

expensive

that

we can’t afford to go.

adverb

that

well

that

we all want to read your work.

slowly

that

he never finishes a picture.

The tickets are

Result

You write

Nathan draws

Reason

such

a / an

She’s

such

It’s

such

Result

noun phrase

that

horrible villain

that

everyone is scared of her.

enormous book

that

it doesn’t fit in my bag.

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136

Affirmative (+)

I / you / he / she /

will

go.

Negative (–)

it / we / they

won’t

visit.

UNIT 3 Present perfect vs. simple past Simple past

Past

Today

We use the simple past for a completed action in the past. Present perfect

Past

Today

We use the present perfect for an action that started in the past and continues up to now.

For completed actions in the past, we use the simple past:

What did you do yesterday?

I went to the pool.

How long did you live in Argentina?

I lived in Argentina for two years.

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

For actions that started in the past and continue until now, we use the present perfect: How long has Eduardo played soccer?

Eduardo has played soccer for ten years.

How many times have you eaten at that restaurant? We’ve eaten at that restaurant at least three times.

Modals of speculation

We use can’t, may (not), might (not), could, and must (not) to speculate about the present. We use can’t when we are sure that something is not true. He can’t be at the park. I just saw him at the library!

We use may (not), might (not), and *could when we think that something is possible. The baby may be hungry. She hasn’t eaten in two hours. The animal might not be dangerous. It’s really small! I can’t find him. He could be on a different train.

*We don’t use could not to speculate about the present. We use may not or might not when we want to use a negative form.

We use must (not) when we think something is certain.

Nobody is answering the door. They must not be home.

ss se

Look at that mansion! Those people must be rich.

137

UNIT 4 Defining relative clauses A clause is a complete idea with a subject and verb. We can use clauses with who, that, and which to give more information about a person or thing.

A defining relative clause is a part of a sentence that is necessary to understand exactly which person or thing we are talking about.

If you are not sure, try the sentence without the relative clause.

Which girl are we talking

She’s the girl who sat in the front

about?

row in history class.

She went to the

Which Portuguese festival?

She went to the Portuguese festival

Portuguese festival

There are many.

that celebrates masks.

She’s the girl

A defining relative clause that defines a person starts with who, that, or whose.

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

She’s the girl who / that sat in the front row in history class. She’s the girl whose family is from Lisbon.

A defining clause that defines a thing starts with that or which.

She went to the Portuguese festival that / which celebrates masks.

Removing who, which, and that in defining relative clauses

If the relative pronoun who, which, or that is followed by a modal or verb, we can’t remove the pronoun. ✗ She’s the girl who sat in the front row in history class.

✓ She’s the girl who sat in the front row in history class. We can’t remove the pronoun whose.

✗ She was the only student whose family lived in Portugal.

✓ She was the only student whose family lived in Portugal.

If the relative pronoun who, which, or that is followed by a subject + modal / verb, we can remove the pronoun.

✓ I prefer teachers who / that I can laugh with. ✓ I prefer teachers who / that I can laugh with.

Non-defining relative clauses

A non-defining relative clause also gives more information about a person or thing. But these clauses are from the rest of the sentence.

ss se

not necessary to understand what person or thing we’re talking about because this information is clear

Non-defining relative clauses also use relative pronouns such as who, which, or whose. They do not use that.

✓ My sister, who is scared of heights, was impressed by the waterfall. Desert Dreams Ranch, which has just reopened, is the perfect choice!

We use commas to separate a non-defining relative clause.

✗ My sister, that is scared of heights, was impressed by the waterfall.

138

UNIT 5 Narrative tenses review: simple past, past continuous, past perfect Simple past

I visited the monument and saw lots of people.

Negative (–)

We didn’t walk around the site. We couldn’t get tickets.

Questions (?)

Could you see the sculpture? What did you think?

Affirmative (+)

We use the simple past to talk about events in the past. We often use the simple past with time expressions such as yesterday, three weeks ago, and last month.

Past continuous

To form the past continuous, we use was / were + the -ing form of the verb.

It was raining.

Negative (–)

We weren’t talking to each other.

Questions (?)

What was your friend doing?

Short questions and answers

Was I sleeping? Yes, you were. / No, you weren’t. Were you painting? Yes, I was. / No, we weren’t. Was he reading? Yes, he was. / No, he wasn’t.

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

Affirmative (+)

We use the simple past for a short action that interrupts a longer action in the past continuous. We can use when and while.

She was driving to the palace when she saw her friend.

While she was driving to the palace, she saw her friend.

Past perfect

We form the past perfect with had + past participle. Affirmative (+)

They had bought a ladder.

Negative (–)

They hadn’t found any treasure.

Questions (?)

Had they walked through the tunnel?

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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 We walked straight into the museum because we had already bought tickets.

Affirmative (+)

I was going to study English, but then I decided to study math.

Negative (–)

We weren’t going to go to Egypt this year, but Dad found a cheap hotel.

Questions (?)

Were you going to buy a new phone? No, I wasn’t, but I had to because my old phone broke.

We use the past of be going to to talk about a plan we had in the past that changed.

was / were going to

the more recent event in the past, and the past perfect describes the event before it.

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UNIT 6 Impersonal it We use the impersonal it to refer to nothing in particular. We can use it to give opinions. It’s important to be on time. (I think being on time is important.)

We can use the impersonal it to replace a clause or phrase at the beginning of a sentence. When an infinitive is the subject of a sentence, we usually begin the sentence with it and

put the inifinitive later.

To read the whole text is important. = It’s important to read the whole text. We can use it when the subject is another clause.

It’s sad that you don’t want to learn English.

It isn’t nice when you don’t listen to me.

Quantifiers with or without of

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

We use quantifiers to talk about numbers and amounts.

We can use quantifiers (e.g., all, some, many, most, a few, no, none) with a plural noun Many people …

or with of (the) and a plural noun. Many of the people …

We don’t have to use of (the) with quantifiers. There is usually no change in meaning. NOTE: The exception is all. With of the, it refers to a specific group.

All of the teachers are tall. (at this school that we are talking about)

All without of the refers to all of these things, everywhere in existence. All teachers are tall. (all teachers everywhere)

We can use some, many, most, and a few to refer to part of a whole. Some (of the) students can translate long texts. Most of our friends are coming to the party.

Many (of the) people in our town are over 60. A few of the ideas are good. We use no before nouns. There are no tourists here.

We use none before of. None of the students can pronounce my name.

ss se

There is no information.

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UNIT 7 Zero, first, and second conditional (review) Condition clause

Main clause (result)

If / When + subject + present tense verb,

subject + present tense verb.

General truths

If it rains,

the water level rises.

If + subject + present tense verb,

subject + modal (not) + verb.

Zero conditional:

modal = can / could / may / might / will

1st conditional:

we will cancel the class trip.

If it rains tomorrow,

*Possible future

we might cancel the class trip.

situation

*We’re not sure if it’s going to rain. It’s possible.

situation, not a real

If it snowed during summer,

we would stay at home. we could stay at home.

we might stay at home.

possibility

verb.

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**Imagined future

subject + would / might / could (not) +

2nd conditional:

If + subject + past tense verb,

**This is not a real possibility. It never snows in the summer!

unless and as long as

Both unless and as long as can be used in conditional statements. We can use them in the zero, first, and second conditional. Unless is the same as if … not.

As long as is the same as only if.

unless

as long as

If it rains, the water level

Unless it rains, the water

As long as it rains, the water

conditional

rises.

level doesn’t rise.

level rises.

1st

If it rains tomorrow, we will

Unless it rains tomorrow, we

As long as it rains tomorrow,

conditional

cancel the class trip.

won’t cancel the class trip.

we will cancel the class trip.

2nd

If it snowed during summer,

Unless it snowed during

As long as it snowed during

conditional

we would stay at home.

summer, we wouldn’t stay

summer, we would stay at

at home.

home.

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Zero

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UNIT 8 Verbs with two objects Some verbs can use two objects: a direct object and an indirect object.

A direct object is the person or thing that receives the action of the verb. An indirect object is the person or thing that is affected by the verb’s action. It receives the direct object.

Jack cooked her lunch.

Verb: taught

Verb: cooked

What did they teach?

What did Jack cook?

Direct object: English

Direct object: lunch

Who or what receives the English?

Who or what receives the lunch?

They taught us English.

Indirect object: us

+ indirect object

Jack

+ direct object

taught

English.

cooked

her

lunch.

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They

+ verb

subject

Indirect object: her

Below are some common verbs that can take two objects: ask

get

bring

give

build

leave

buy

lend

cook

make

cost

offer

owe

sell

throw

pass

send

wish

pay

serve

promise

show

read

teach

save

tell

Verb + object + infinitive

Some verbs are followed by an object and to + verb. subject

+ verb

+ object

+ (not) + infinitive (to + verb)

invited

them

to come over.

The doctor

warned

his patient

not to eat unhealthy food.

Jack

trained

his horse

to jump.

Below are some common verbs that are followed by an object and infinitive: persuade

tell

encourage

invite

remind

train

get

order

teach

warn

He helped me to study. = He helped me study.

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*help can be followed by the infinitive or the base verb:

help*

allow

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She

UNIT 9 should / shouldn’t have vs. had to / didn’t have to We use should / shouldn’t have + past participle to say what the right or wrong way to behave in the past was.

He should have installed the app before going to New York. We shouldn’t have wasted time playing football.

We also use it to talk about what we would have liked to have happened but didn’t.

We should have gone to the beach! It was so sunny! We use had to to talk about obligations in the past.

We didn’t have a choice.

We had to turn off our phones in the museum. We use didn’t have to to talk about things that were not necessary to do but were optional. We didn’t have to give our email addresses, but I wanted to.

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Third conditional

We use the third conditional to talk about an imaginary past that didn’t actually happen.

If I had gone to Paris, I would have visited the Eiffel Tower. (I didn’t go to Paris, so I didn’t visit the Eiffel Tower.) If clause (condition) If + past perfect, If I had heard my phone,

Main clause (result)

would + have + past participle I would have answered!

We can also use the third conditional in the negative and in a question. If I hadn’t heard my phone, I wouldn’t have answered.

Would you have answered your phone if you hadn’t heard it?

Note: We can also put the main clause first. When we do this, we do not need a comma. I would have answered if I had heard my phone.

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UNIT 10 Reported statements and instructions When we report what someone has said, we can give the speaker’s exact words in direct speech. “I’m not a thief,” said the man.

Or we can use reported (indirect) speech. The man said (that) he wasn’t a thief.

We can use say and tell 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.

Direct speech

Indirect speech He said (that) he was doing his homework.

“Sally caught the criminal.”

Dan said (that) Sally had caught the criminal.

“Isaac can’t help you.”

Rose said (that) Isaac couldn’t help me.

“I’m doing my homework.”

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We always need an indirect object with tell. With say, we never use one. We told Chloe that we would cook for her.

We said that we would cook for her.

We can also use (not) to after tell to report instructions. “Stay calm.”

I told the boy to stay calm.

“Don’t cry.”

I told the boy not to cry.

Reported questions and requests We use ask to report questions and requests.

We repeat the wh- question word from the original question.

Because the question changes to a subordinate reported clause, the word order also changes to normal subject + verb word order.

We do not use question marks for reported questions. Direct speech “What is your name?”

Indirect speech

He asked (her) what her name was.

“Why are you reading my email?”

She asked (me) why I was reading her email.

“Where was your bag?”

They asked (Joe) where his bag had been. He asked (her) how she was.

For yes/no questions and or questions, we use if to report. Indirect speech He asked (me) if I was cold.

“Do you want tea or coffee?”

She asked (me) if I wanted tea or coffee.

We can use (not) to to report requests. “Could you open the door, please?” “Please don’t talk.”

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“Are you cold?” (Yes, I am.)

Direct speech

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“How are you?”

He asked me to open the door.

He asked me not to talk.