Англійська мова 8 клас Мітчелл 2025

Мітчелл Г. К. М 67 Англійська мова (8-й рік навчання): підруч. для 8 кл. закл. загальн. середн. освіти (з аудіосупроводом) / Г. К. Мітчелл, М. Малкогіанні. — К. : Видавництво «Лінгвіст», 2025. — 176 с. : іл. ISBN 978-617-8146-41-2

Підручник з аудіосупроводом призначений для вивчення англійської мови в 8 класі, розроблений згідно з Державним стандартом загальної середньої освіти Нової української школи. Підручник

ґрунтовну комунікативну й діяльнісну

811.111(075.3)

Аудіосупровід за покликанням: https://publishing.linguist.ua/fb8-sb-audio/

Електронний додаток за покликанням: https://lms.e-school.net.ua/courses/join/bfb5e2c0/

School life 1

Discuss:

What is a typical school day like for you? What do you like about your school? What would you change about it?

In this module you will learn...

to talk about the present and past to make plans and future arrangements to make comparisons to talk about what you like and dislike to talk about school experiences to start and end a conversation to link your ideas with and, but, so, because and or to write a blog post presenting yourself

Where can you find the following in this module? Go through the module and find the pictures.

A.Look at the last picture and guess. Why do you think Bill, Stu, Amy and Liv are surprised? Listen to the dialogues and check your answers. Then read them out in groups.

Amy Hey, Liv! What are you up to?

Liv I’m taking my cousin to the train station.

Amy Your cousin Lillian? She’s leaving already?

Liv Yes! She starts school tomorrow – just like us. Summer is over, you know!

Amy Don’t remind me! I’m looking for my backpack right now and tidying my desk.

Liv Lillian loves her school. They’ve got a swimming pool, a basketball court, and two tennis courts!

Amy Big deal! She goes to a sports school, right? At a music school, they probably have lots of music rooms!

Liv Yes, but what facilities does our school have?

Bill I can’t believe you are complaining about our school! We’ve got a wonderful computer room, and then there is the new library and the art room… In fact,

Liv Oh, Amy! You can do all that later. Let’s just relax and go for a walk in the park this afternoon.

Amy Why not? Let’s enjoy our last free day. How about three o’clock?

Liv That sounds great! I’ll ring Stu and Bill and ask them to come along.

you go there almost every day, Liv!

Stu Hold on, everyone! Let’s stop talking about school, OK? The way I feel right now, I think homeschooling would be best for me! Who wants to go to school tomorrow?

All Not me!

Stu And we’re starting a whole new year.

All Ugh!

Liv It was a great summer. Except, maybe it was a bit long…

Stu Hey! Look how far we walked!

Bill Are you sure we don’t want to start school?

B.Read the dialogues again and write T for True and F for False.

1. Lillian visited Liv during the summer holiday.

2. Amy didn’t want to go out.

3. Stu is planning to study from home next year.

4. The friends want school to begin.

A. Look at the school facilities below. What other facilities does your school have?

B.Complete the sentences with the types of schools in the box.

boarding schools music schools sports schools homeschooling first aid room head teacher’s office music room drama room

1. When parents or a tutor teach a child at the child’s house, it is called .

2. Students train as athletes and take regular classes in .

C.Read and listen to the rules. Does your school have any other rules? What are they?

3. At , students live at the school during term time.

4. Students who attend learn an instrument and study to become musicians.

1. Always get to class on time.

2. Listen to your teachers and follow their instructions.

3. Treat your teachers and fellow students with respect.

4. Complete your homework by the deadline.

3

rammar

Present Simple vs Present Progressive

• When my friends come round, we usually play computer games. But today, we’re playing football in the garden.

• A: Are you coming with us to the stadium? The match starts at 3.00.

B: No, sorry, I don’t want to come. I hate football.

NOTE

STATIVE VERBS (see, like, love, hate, want, need, understand, know, etc.) are not usually used in the Present Progressive.

Complete with the Present Simple or the Present Progressive of the verbs in brackets.

1. Gavin rarely (use) his computer to surf the Net. He usually (play) computer games. He (play) a basketball game at the moment.

2. A: Can you help me with this maths question? I (not understand) it.

B: In a minute. I (help) Michael now.

Listen to the dialogue and complete the sentences with a word or short phrase. 4 isten 

1. Brian and Rosie have a test on Friday.

2 . didn’t get a good mark in the last test.

3. The is often crowded at five o’clock.

4. Brian and Rosie are meeting in the to study.

5 peak Talk in pairs. Go to the Pair work activities section.

1c A spelling bee 1b

ocabulary 1

Read the phrases below and then complete the sentences with the correct form of the verbs. Sometimes more than one answer is possible.

attend  a class / a lesson / a course / school sit (for) / take  an exam / a test do well in / pass / fail  an exam / a test

1. Hurry up! You’re going to your karate class.

2. John and I the same course. We’re classmates and best friends.

3. My brother is nervous because he is his English exam

2

ead 

miss  an exam / a test / a class / a lesson / school get  exam results / good or bad marks revise for  an exam / a test

tomorrow. If he , our parents are going to let him go to London with our cousins.

4. Unfortunately, I the chemistry exam. I hope to good results in my physics exam.

A.Look at the first picture. What do you think the girls are looking at? Listen to the dialogues and check. Then read them out in groups.

Josie Hey, Lucy! Come and check this out!

Lucy What is it?... Stamps?

Josie Yeah. I’ve found some really cool ones… Miss Foster gave us a project to do.

Lucy Sounds pretty boring.

Josie It isn’t. Do you know when the first stamp came out?

Lucy Beats me.

Josie In 1840! Stamps are more interesting than you might think! Do you want to see the oldest stamp in the world? Look…

Lucy Actually, I have to run. I’m going to the library.

Josie Hello?

Josie What for? Are you going to revise for a test?

Lucy Sort of. I’m taking part in a spelling bee.

Josie You’re kidding! I thought you hated that kind of stuff.

Lucy Well, it’s less exciting than the school sports day last month, but I’ve decided to give it a go.

Josie OK then, can you get me a book?

Lucy Sure. What’s the title?

Josie Philately.

Lucy Come again?

Josie Philately. It means collecting stamps.

Lucy Oh, OK.

Lucy I can’t find your book. I searched all the titles that start with ‘f’.

Josie You don’t spell ‘philately’ with ‘f’. It’s with ‘ph’.

Lucy Oh!

Josie It’s Lucy’s turn. If she gets this one correct, she’ll win!

Woman The word is ‘philately’.

Josie Huh?!

Lucy Philately. P-H-I-L-A-T-E-L-Y. Philately.

Woman Congratulations!

Josie Well done! Philately isn’t as boring as you thought, is it?

Lucy Ha ha! I guess not.

B. Read the dialogues again. Find sentences to prove the following.

1. Lucy isn’t really interested in Josie’s project.

2. Lucy doesn’t know much about stamps.

3. Lucy is in a hurry.

Comparative forms

• Henry can run faster than Keith.

• Chemistry is more difficult than maths.

Superlative forms

• Steve is the oldest student in my class.

• Sally got the best marks in biology.

4. Josie is surprised with Lucy’s decision to take part in the spelling bee.

5. Lucy searched under the wrong letter in the library.

3 Comparison of adjectives and adverbs rammar

(not) as... as

• I can draw as well as my sister.

• Pool isn’t as boring as chess. less... than... / the least...

• History is less exciting than biology, but physics is the least exciting lesson of all.

Complete the sentences with the correct form of the adjectives or adverbs in brackets.

1. This is one of the (modern) buildings in the city.

2. Steve did (good) than I did in the exam.

4. Fay doesn’t get up as (early) as Daniel. After the spelling bee… 4

3. The blue backpack is (little) expensive than the red one.

A. Listen and repeat. What’s the difference betwee n a and b? ronunciation

B. Listen and tick (3) the sound you hear.

jeans checked teenager match century imagine

5 peak & Talk in pairs. Go to the Pair work activities section. rite

1c Tech habits

1 ocabulary 

Match. Then listen and check your answers.

1. download

2. make

3. send/receive

4. connect

2 ead 

A. Discuss.

a. to the Internet

b. music, apps, videos

c. text/voice messages, emails

d. a phone/video call

• Do you use technology at school? Which devices do you use?

• Do you think students should use their smartphones at school? Why? / Why not?

B. Read the title and the first paragraph of the article. What is a digital detox challenge? Then read and listen to the whole article and find out more.

THEDIGITAL

DETOX

disconnect

from your digital life

Can you imagine a whole week without the Internet or any electronic devices, like your smartphone or tablet? That’s what teenagers at Highfield Secondary School in England experienced last month when they took part in the digital detox challenge. ‘With smartphones and laptops, teens are constantly online,’ said head teacher Brent Hamilton. ‘Today’s teenagers have never lived in a world without technology. They use their phones to listen to music, watch videos, download apps, communicate with friends, connect to the Internet and use social media sites.’ He believes that this is bad both for students’ performance at school and their social skills. ‘Our goal was to show teenagers that they can turn off their devices every now and then and still enjoy life,’ he continued. ‘Technology has many advantages, but teenagers have to find the right balance. Technology shouldn’t control their lives. By turning off their devices, I hoped they would connect more with the world around them.’

What did the teens learn from the challenge?

Matt, 15: ‘It used to take me hours to finish my homework. I couldn’t concentrate because I used to check my phone all the time for notifications. Now I realise it’s OK to just disconnect.’

What happened when the teenagers started the challenge? It wasn’t very easy. Brian, 16: ‘On the first day, I felt very anxious. I kept putting my hand in my pocket to get my phone.’

Jane, 15: ‘It was so boring in the beginning. I didn’t know what to do! After a few days though, things got better. I read books, I rode my bike and I had time for my favourite hobby – painting!’

Leslie, 16: ‘My friends and I used to check our phones constantly when we were together. Now we put them aside for a while. We talk more and have more fun.’

C. Read again and answer the questions.

1. How long did the digital detox challenge last?

2. According to Hamilton, what do teenagers use their phones for?

3. What does Hamilton think teens must do?

3 Past Simple rammar

A: Did you use my laptop last night?

B: Yes, I did. I wanted to send an email to a friend, but I didn’t send it in the end. I sent him a text message.

4. How did Brian feel at the beginning of the challenge?

5. What did Jane do in her free time during the challenge?

6. What changed for Leslie and her friends after the challenge?

The verb used to

In the past, people didn’t use to communicate with friends through social media sites so much. They used to call them or meet up.

Complete with the Past Simple of the verbs in brackets. Use used to where it is appropriate.

1. Yesterday I (go) to Dan’s house and we (watch) some funny videos on the Internet. Then we (decide) to make a video of us skateboarding. It (be) great, but we (not can) upload it. We (be) very upset .

2. In the past, Sandy (not have) a laptop. She (do) her homework on a desktop computer. Now she’s got a laptop, so she can do her homework anywhere.

Listen to two short conversations and answer the questions. Choose a or b.

1. What has the girl got?

5 peak

2. What did the boy use to take pictures with yesterday?

CLASS DISCUSSION

Discuss the following.

• At what age did you get your first phone/ laptop/tablet?

• Which electronic devices did you use to have but don’t have any longer?

• Do you think you use technology too much?

• Which sites do you usually visit when you’re online?

Do you speak English?

1 ead 

A. Discuss.

• What are the most popular languages that people learn in your country?

• Do you think English is an important language? Why? / Why not?

B. Listen, read and choose the best title for the text.

a. English: For Students Everywhere

b. English Throughout the Centuries

c. English Around the World

Have you ever wondered how many people speak English? There are about 8 billion people in the world today and ¼ of the world’s population can speak English. Now that’s a lot! Three out of every four English speakers are non-native speakers. Nowadays, learning English is a common part of students’ lives all around the world, and there are many reasons for this.

English is everywhere! It’s the language of finance, business, science, transport, entertainment, computers, etc. For instance, a great number of songs and films are in English. Also, there are over 1 billion web pages with information written in English. So if you know English, you can look up almost anything and be informed about any topic.

Learning English allows you to

C. Read again and answer the questions.

communicate with people from all over the world. Travelling to other countries is made easier, too. If you’re in a foreign country and need information, don’t panic. You’ll definitely come across someone who speaks English.

In many countries, it is a rule that schools must offer English classes. Students usually start taking these classes in the first few years of school and continue when they are in secondary school. But why should someone start learning English in school? According to research, it is easier to learn languages when you are younger, and schools know this.

English is the language of international communication. But, what about the future? Students might not learn English in school but Spanish, Chinese or another language. Nobody knows!

1. How many people speak English around the world?

2. How many pages are written in English on the Internet?

3. According to the text, how can English help people in their everyday lives? Name two ways.

4. When do students normally begin learning English?

2

ocabulary

Read the sentences 1-6 below. What do the phrasal verbs in bold mean? Match them with the definitions a-f.

1. Look out! You’re going to fall.

2. I always look after my little sister when my parents are away.

3. We’re really looking forward to going to the concert.

4. Why don’t you come round for dinner tomorrow?

5. Mark always comes up with the best ideas.

6. Can you look up this word online, please?

3

• Someone told me that there are some beautiful paintings in the local art gallery.

• I couldn’t find any nice shoes in the shops, so I didn’t buy anything.

Circle the correct options.

1. A: The weather is terrible. We can’t go anywhere / nowhere tonight.

B: That’s OK. We can do something / everything at home. There’s a board game somewhere / everywhere in the house.

2. Anyone / Everyone in my class likes science, so there’s anything / nothing more exciting than a trip to the Science Museum.

a. produce or find an answer

b. take care of

c. visit (usually a person’s house)

d. be careful

e. to search in order to find out information by reading, such as the meaning of a word in a dictionary

f. feel excited about something that is going to happen

• Nobody knows where to find her. She left no telephone number.

• James has visited every country in Europe. He’s travelled everywhere in Europe.

3. Nobody / Somebody called earlier and asked for Mr Rocco. I don’t know anyone / no one by that name!

4. A: Do you know anything / something about the writer Charles Dickens?

B: I know a few things, but you should do your own research. You’ll find everywhere / everything you need on the Internet.

SURVEY Talk in pairs. Go to the Pair work activities section.

5 4 peak rite Read the plan below. Write an article for a local magazine about why you are learning English.

PARAGRAPH 1

Answer the following questions:

• When did you start learning English?

• How often do you have lessons?

• Do you enjoy them? Why? / Why not?

• How many hours do you study a day?

PARAGRAPH 2

Answer the following questions:

• Why are you learning English?

• What are your future plans?

1 isten 

Listen to three students talking about school in their country and answer the questions. Write K for Kenneth, A for Anastasya or L for Lesedi.

Which student...

1. talks about a change in their school system?

2. does not mind wearing a school uniform?

3. complains about school holidays?

4. talks about a special celebration?

5. mentions difficult school subjects?

2 peak

Look at the pictures below and discuss the questions.

What do you think has happened?

How does the boy/girl feel?

How does the teacher feel?

How do you think the boy/girl will react?

Has this ever happened to you?

How did you react?

What did your parents/teacher say?

• Speak clearly.

• Don’t worry if you make a mistake. Correct yourself if you can, otherwise just continue speaking.

• If you can’t remember a word, don’t stop. Try to use other words.

3 rite peak & A. Read the blog post and answer the questions.

1. Who created this blog post?

2. Why did he create it?

3. What tenses does the writer use? Find examples.

4. Why does the writer use the linking words and, but, so, because and or? Find examples.

http://www.freds_blog.com

ABOUT ME

Hi, I’m Freddie. I’m fifteen years old, and this is my blog! Read on to find out a few things about me.

My school

Freddie’s blog!

I go to Greensville Secondary School, and I’m in year 10. It’s the biggest school in the area, and there are about 800 students. Once a week, we have an IT class in the computer room. It’s got really modern technology, so the technicians are always there to help us. My school’s also got a few science labs. We have chemistry and biology classes there twice a week. But my favourite subject is English. It’s quite popular because our English teacher, Mr Brown, is fantastic.

My interests

I’m really into swimming and I love all kinds of water sports, especially water polo. I’m also crazy about music and I listen to all kinds. These days, I’m interested in model car making and I have a small collection of model cars. At the moment, I’m working on a racing car. I also enjoy doing jigsaw puzzles because they’re a great way to relax. In fact, yesterday I finished a 3D puzzle of the globe. You can see my globe here or some of my model cars here.

B. Look at the mind map and try to complete it by brainstorming ideas about yourself. Try to write about interesting aspects of your life and don’t worry if you have nothing to say about a particular category.

school life ME sports dislikes where I live other interests my friends my family

C. Choose one of the categories in the mind map and talk about yourself. Try to use and, but, so, because and or to link your ideas.

D. Imagine that you are starting a blog. Write a post to present yourself, like Freddie did. Read the tips in the Writing section at the back of the book and use the mind map to help you decide what to write about. Choose 2-3 categories that you have got a lot to say about and which would be suitable for a blog about yourself. Expand on these ideas.

Read the song and choose one option. Listen and check your answers. Then sing. 

Teen Life

School, friendships and other (1) stuff / results,

Sometimes make teen life a bit tough. Now listen carefully or play this song twice, Because here are some words of (2) instruction / advice.

Have fun and enjoy every day!

Teen life is great! That’s all I can say!

Some school days are (3) early / tiring, that’s true, With all the things you have to do. But don’t get (4) worried / shy and keep the good work up! This is your future, so don’t give up!

Have fun and enjoy every day!

School is cool! That’s all I can say!

You don’t always get along with friends. Sometimes you (5) argue / create with them instead. But always try to be nice and (6) kind / nervous. Don’t be (7) rude / informed! Keep that in mind!

Have fun and enjoy every day!

Friends are important! That’s all I can say!

2

Teen life

What are you and your friends like? Do you think life is easy for teenagers? Discuss:

In this module you will learn...

to talk about places of entertainment to express agreement/disagreement to describe hairstyles and clothes to talk about conditions and their results to define people, places, things and ideas, and give additional information about them to describe people’s personality to talk about friends and friendship to write a description of a person

Where can you find the following in this module? Go through the module and find the pictures.

A. Discuss.

• Do you like watching videos on the Internet?

• What is a vlog?

• Have you got any favourite vloggers? What are their videos about?

B. Look at the first picture. What is the young man with the cap doing? Listen to the dialogues and check your answers. Then read them out in groups.

BILLY B’S NEW VIDEO

Billy B This is Billy B live from Park Station. Today’s topic is siblings. Hello there!

Dylan Billy B! I love your videos!

Andy So do I!

Billy B Thanks! Have you got any brothers or sisters?

Andy I’ve got a brother. He’s studying at university.

Billy B Really? I’ve got a brother too. What about you?

Dylan I’ve got an older sister.

Billy B Do you get along with your brother?

Andy It’s hard not to. We hang out all the time.

Billy B What’s your sister like?

Dylan Well, I can’t say that we get along. You see, I’m a quiet person, but my parents aren’t and my sister isn’t either! She’s bossy, and she doesn’t let me have any peace and quiet.

Billy B Neither does my brother, so I know the feeling. I hope things get better. Hang in there. Don’t forget to check out my vlog.

Meg Dylan! Take out the rubbish immediately!

Dylan Here we go again!

Meg Dylan! Are you listening to me? Hey! What are you waiting for?

Dylan I’m watching the new video that Billy B has just uploaded.

Meg Billy B? Erm… I’m going to my room for a minute and when I come back, I don’t want to see the rubbish here. Got it?

Dylan Yeah, yeah.

Dylan She’s bossy, and she doesn’t let me have any peace and quiet.

Meg Me? Bossy? Dylaaan!

C. Read again and write T for True or F for False.

1. The boys have watched Billy B’s videos before.

2. Dylan is the youngest in his family.

3. Andy doesn’t get along with his brother.

4. Dylan’s sister is always kind to him.

5. Meg went to her room to do her homework.

3 rammar so / neither / too / either

• A: I want to go to the concert.

B: So do I.

C: I do too.

• A: I’ve never been to a hip hop concert before.

B: Neither have I.

C: I haven’t either

Complete using so, neither, too, either and an auxiliary verb.

1. A: I play the guitar in a band.

B: I .

2. A: My brother has been to New York.

B: mine.

isten  4

3. A: Wayne never goes to the theatre.

B: Donna .

4. A: I can’t see anything from here. B: I.

A. Listen to four people talking about places of entertainment. Which place is each of them talking about? Match the names with the places.

Danny Roger Emily Rita cinema bowling alley theatre concert

B. Listen again and write T for True or F for False.

1. Danny enjoys the variety of activities on offer.

2. Roger has to go there because it’s his job.

3. Emily hates preparing to go to this place.

4. Rita goes because of another person.

peak 5

When listening for gist, try to understand the general idea, not every single word.

Talk in groups of three. Look at the places below and discuss what you like or don’t like about them. Agree or disagree using so, too, either or neither.

museum theme park bowling alley cinema theatre café restaurant

I love going to cafés because... So do I. / I do too. I don’t because...

2b A new look

ocabulary 1

Match the pictures with the descriptions. Then listen and check your answers.

a. Tina used to have short hair but now she’s getting extensions.

b. Sandy’s got a bob. Her hair is fair with highlights.

c. Diana’s got permed hair.

d. Sam’s got dyed dreadlocks. They aren’t very long.

e. Tom wants his hair really short. He’s getting a buzz cut.

f. Mary’s got long fair hair which she ties back in a ponytail.

A. Look at the pictures. What do you think is happening? Listen to the dialogues and check your answers. Then read them out in groups.

Liv Hey, Amy, where are you going?

Amy I’ve got an appointment at the hairdresser’s. I want a totally new hairstyle.

Liv You know what? You should get a short haircut. You’ll look pretty.

Bill Yeah, if you really want to stand out, get a buzz cut.

Amy Are you kidding? If I get a buzz cut, I’ll look terrible. Anyway, I know what I want.

Bill What?

Amy I’m going to get extensions and a perm.

Stu Are you serious? Will a perm suit you? Why don’t you get dreadlocks or dye it?

Amy Forget it! I’ve already made up my mind.

Liv Well, I just hope you don’t regret it.

Amy I won’t. I’ll see you guys as soon as I finish.

Hairdresser So, are you ready for the big change?

Amy Yes, I think so.

Hairdresser OK, then. Get ready to have hair like mine.

Amy Oh. Will you turn it back to the way it is now if I don’t like it?

Hairdresser Sure. But you’ll have to keep the perm for at least two weeks.

Amy So, what do you think?

Liv I can’t believe you actually did it .

Stu You look... silly.

Bill You’re right there.

Amy I’m only pulling your leg! It’s a wig. I just got a trim.

Liv Boy, am I glad to hear that!

B. Read the dialogues again. Find sentences to prove the following.

1. Amy is bored of her hairstyle.

2. Liv disagrees with Amy’s idea.

3. Amy isn’t sure if a perm will suit her.

3

rammar

Conditional Sentences Type 1

• If you get extensions, you will have beautiful long hair.

• If Tim wants to be on time, he must leave now.

• Go to the hairdresser ’s if you need a haircut.

• I may not get a perm if it’s too expensive.

NOTE unless = if not

• Unless you drive me to school, I’ll be late.

• If you don’t drive me to school, I’ll be late.

Match the two halves of the sentences.

1. Ted will call us

2. We might go mountain biking on Saturday

3. When Kevin sees this mess,

4. If Oliver comes round,

Talk in pairs. Look at the different hairstyles in activity 1 and discuss as in the example. peak 4

4. Bill thinks Amy looks funny.

5. Amy changed her mind about the extensions and the perm.

Time Clauses (Present - Future)

• The children will go to bed after they brush their teeth.

• Mary will make an appointment before she goes to the hairdresser’s.

• When Karen arrives, we’ll order pizza.

• We’ll wait here until John returns.

• I’ll tell Robert the good news as soon as I see him.

a. tell him to wait for me.

b. as soon as he arrives at the airport .

c. he’ll get very angry.

d. if it doesn’t rain.

If you get a buzz cut, you’ll be in fashion. If you get a bob, you’ll be out of fashion.

Listen to

1. What is the girl’s hair like?

A. Look at the picture and read the title. Can you guess what the text is about? Listen, read and check your answers.

THE WORLD WIDE WEBB COLLECTION

Last month, the local art gallery hosted a ‘Spray Day’ event. They often organise events to encourage young people who want to become artists. Alex went to the event and drew a colourful design on the wall. After he finished, a man came over and looked at the design. Finally, he spoke to Alex.

‘Excuse me. Did you draw this? Would you be interested in…? Oh, let me introduce myself first. I’m Leo Webb.’

The director of the gallery stood next to Alex.

‘Leo Webb, the fashion designer?’ he asked.

‘Yes,’ Leo replied. He explained that he wanted to design a new collection for World Wide Webb, his teenage clothing brand.

‘None of the designs I’ve seen so far are as cool as this,’ he said.

Leo spoke to Alex about his plans. He wanted to put the design on a T-shirt, a backpack, or even a pair of sparkly trainers. Alex was thrilled.

A few weeks later, Alex was with his friends, Emma and Zoe, at school. The girls were

looking at the World Wide Webb site on their phones. Emma couldn’t decide between getting a denim jacket or a leather one.

‘I can’t make up my mind!’ she said.

‘Either’s fine. They’re both in fashion. Torn denim jackets are more my kind of thing, but all the clothes from World Wide Webb are amazing,’ Zoe said.

Emma noticed something on the site. ‘Hey, these backpacks remind me of something. Alex, isn’t this the graffiti design you drew on the wall at the art gallery?’

Alex told the girls about what happened at the event. They were very surprised that he met Leo Webb and never said a word. More students arrived at school, and some of them were wearing backpacks with Alex’s design on them.

‘Look around you, Alex!’ said Zoe. ‘You’re famous!’

B. Read again and answer the questions.

1. Why did Alex go to the art gallery?

2 . Who is Leo Webb?

3. Why does Leo Webb talk to Alex?

4. Why is Emma checking out the World Wide Webb website?

5. Why does Zoe think that Alex is famous?

Designs - Patterns

a checked shirt

a striped shirt

tight jeans

Listen and repeat.

torn jeans

spotted trainers

sparkly trainers

flared jeans baggy jeans a woollen hat

NOTE When describing something, follow the order of adjectives in the table. You do not have to use all the categories together.

rammar

Materials a cotton T-shirt a denim shirt a silk scarf a leather jacket

NUMBEROPINIONCOLOURDESIGNMATERIALNOUN

Two nice red and white stripedcottonT-shirts.

• I found a red and a green jumper in the shop. I liked both, but neither of them fitted me, so I didn’t buy either. 3

all / both / neither / none / either

• All of my sister’s clothes are in fashion, but none of them are my style.

Complete the sentences with all, both, neither, none or either.

1. Janet and Wendy are into art, but of them have ever taken part in an art competition.

2. the students at the school had the same design on their backpacks, but of them knew who the artist was.

peak & 4

3. of my parents likes tea, so they drink coffee in the morning.

4. A: Which scarf do you want to buy, the blue one or the purple one?

B: I don’t mind. scarf. They’re beautiful.

A. GROUP SURVEY: Do you wear…?

B. Discuss in pairs or small groups.

• What do you usually wear to... rite

• What are your favourite clothes at the moment?

• Are they in fashion? Are they casual or formal?

• Where is your favourite place to shop?

Go to the Pair work activities section. wschool? wa party? wa sports game?

a concert?

C. Write a short paragraph about your favourite clothes.

Hacking the teenage brain 2d

A. Discuss.

B. Listen, read and check your answers. 1 ead

In your opinion, when is the best time in your life to learn new skills?

Hacking theTeenage Brain:

Do you ever wonder what’s going on in your head?

Scientists are constantly doing research on the brain but, for many of us, the teenage brain is still a mystery. To understand what makes a teenage brain special, we have to look at how people learn. The brain is made up of a network of connections. When people learn something, a new connection is made, and the new information is sent to a different part of the brain, where it becomes a memory. Every time we use the new connection, the information is sent faster and more easily. However, if the connection is not used enough, it will grow weak and will soon stop existing. This is why, when you take the same route every day, it’s not necessary to pay a lot of attention to where you’re going. However, when you’re walking a route that you never take, you might have trouble remembering the way.

So, what makes a teenager’s brain different from an adult’s? A lot of activity takes place

between the ages of 13 and 18, during which time the brain can build new connections at a faster rate than it ever will again. People can learn new skills more effectively during this period of their lives, so it’s important that teenagers continue to have new experiences and try new activities while they’re growing up.

However, teenagers must keep in mind that their brains are still growing. Areas like the front part, which helps people decide if something is a good idea or not, develop slowly. This means that the teenage brain isn’t very good at recognising danger. What’s more, the fun-loving part of the brain is one of the areas that develops the fastest, and it works at full strength during the teenage years. That’s why teenagers’ need to have fun is stronger than the voice in their head that says ‘no, it’s too dangerous’. Teenagers need to help the weaker parts of their brain by staying calm and thinking carefully before they act.

C. Read again and write T for True, F for False or NM for Not Mentioned.

1. A connection in the brain will disappear if it is not used.

2. An adult brain can make new connections faster than a teenage brain.

3. Different parts of the brain grow at different speeds.

4. The brain fully develops at the age of eighteen.

5. The fun-loving part of the brain helps teenagers stay safe.

Complete with the verbs in the boxes.

think imagine wonder

1. I can’t life without technology.

2. I what it’s like being an adult. Is it easier than being a teenager?

3. Kelly has read only the first chapter of the book we bought her. I don’t she likes it very much. ocabulary 2

3

Defining Relative Clauses

• The person (who/that) I interviewed is a writer.

• This is a book which/that includes information about the brain.

• I hope the campsite where we’re staying has got a restaurant because I’m hungry.

understand realise recognise

4. I didn’t you! Have you changed your hairstyle?

5. Kim doesn’t speak English, so she couldn’t what we were talking about.

6. I didn’t you liked ice cream so much. Here’s some more!

Non-Defining Relative Clauses

• Albert Einstein, who was born in 1879, was a famous scientist.

• I just came back from Italy, where my cousin lives.

Circle the correct options and add commas where necessary.

1. Barcelona which / whose is a beautiful city is the place I want to visit next year.

2. Mrs Larson who / that lives next door lost her cat yesterday.

4 ronunciation 

3. This is the website which / where I found more information about the brain.

4. Mike who / whose brother is a ver y talented tennis player is my best friend.

5. I can’t find the book that / who Lisa lent me.

A. Listen and repeat. What’s the difference between a and b?

a. know b. now

B. Listen and tick (3) the sound you hear.

without road however whole most

peak 5

Talk in pairs. Go to the Pair work activities section.

Being a friend 2e

1

ocabulary

Read the sentences below and match the words in bold with the definitions a-e. Then listen and check your answers.

1. I can’t talk to Rita about anything. Within minutes, she’s shouting at me. She’s so quick-tempered.

2. Karen is a confident person, so she’s never nervous about anything.

3. Eric never follows other people’s advice. He’s very stubborn

4. I couldn’t find my mobile, so a kind woman gave me hers to call my parents.

5. I love hanging out with Lisa because she’s easy-going. We never argue about what to do.

2

isten 

A. Listen to a boy and a girl choosing a new member for their band. Match the people with the adjectives below. There is one extra adjective which you do not need to use.

a. not changing your opinion easily

b. relaxed and happy without worrying or becoming angry

c. helpful and friendly

d. becoming angry easily and without having a good reason

e. feeling sure about what you can do

Learn new words in context (in sentences describing situations). This way, it’s easier to remember them.

1. Erin

2. Frank is

3. Mike

B. Listen again and write boy or girl to complete the sentences.

1. The likes Erin’s clothes.

2. The finds Erin annoying.

3. The thinks Frank is too shy

a. outgoing

b. quick-tempered

c. shy

d. bossy

4. The ’s brother knows Frank.

5. The likes Mike.

A. Natalie has written about her new friend, Jane. Read the description and tick the topics she has mentioned. rite peak & 3

A

NEW FRIENDSHIP

I met Jane two months ago when she moved next door. She’s my age and we go to the same school.

Jane’s got a great sense of humour so she makes me laugh all the time. She’s also very kind. She’s the one I turn to when I’m upset because she always tries to cheer me up. However, Jane can be annoying sometimes. The most annoying thing about her is that she’s stubborn. When she makes a decision,

she never changes her mind. Jane and I spend our free time together because we have the same interests. We are both into R&B and we love singing karaoke. Jane is also good at dancing so she’s going to teach me some cool dance moves.

I like hanging out with Jane because we get along well and have lots of fun together. She isn’t perfect but I know I can always rely on her.

1. The qualities she likes about Jane.

2. How she feels about Jane.

3. The qualities she doesn’t like about Jane.

4. The things she does that annoy Jane.

5. How she met Jane.

6. Jane’s interests.

7. What they do together.

8. What they don’t do together.

B. Think about a person you’ve recently met. Look at the questions in the speech bubble and make some notes. Then talk in pairs.

Who is this person?

What is he/she like?

What do you like about him/her?

What do you dislike about him/her?

What are his/her hobbies and interests? What do you do together?

C. Read and complete with and, or, but, so or because. Linking words

• and Monica is confident and outgoing.

• or We usually go shopping or hang out at my house at the weekend.

1. Sarah can play the guitar she can’t sing very well.

2 . We don’t like horror films we never watch any.

3. My best friend is easy-going funny.

• but Oliver likes hip hop but I don’t.

• so We both like basketball so we usually play together after school.

• because I can’t stand him because he’s really selfish.

4. I don’t like hanging out with Paul he’s quite rude.

5. My friends and I usually watch films play computer games on Fridays.

D. Write a description of a person you’ve recently met. Read the tip and the plan in the Writing section at the back of the book and use your notes from activity B.

Culture page 1

Listen, read and complete the sentences. 

Driving a Car? What Is the Right Age to Start

In the past in New Zealand, children as young as 15 could get behind the wheel in the countryside. One reason for this was that many years ago, young workers needed to get to farms where they worked. Today you have to be over sixteen to drive.

In the USA the minimum driving age in most states is 16. Many people feel this is too young and they want to increase it by a year at least. In the UK you have to wait until you are 17

I agree that we need to do something to make our roads safer. However, I believe that we need to improve the way we teach all new drivers, not just the young ones. For example, if drivers complete at least a year of lessons before they take their test, the minimum age can be 16.

Vera Cotter, Wolverhampton, UK

1. In you could become a driver at fifteen.

2. In the USA you can drive at the age of 16 in .

3. You can drive a car in the UK at the age of

years old before you can drive, but some people still think this is too young.

A lot of people believe that young drivers are dangerous and haven’t got enough experience. However, some parents say their children are safer driving than using public transport. So, is there a right age to start driving?

What’s the minimum driving age in your country?

Should it change?

In my opinion, we must reduce the number of young people who are killed and injured on our roads. I believe that the driving age should be 18. This means that all drivers will be adults.

Robert Hood, Philadelphia, USA

4. Robert Hood thinks people shouldn’t drive before the age of .

5. Vera Cotter thinks new drivers should only take their test after .

Make a presentation! Search the Internet and find information about the minimum driving age in Ukraine. Do you think it should change? Present your opinion to the class.

My lifestyle 3

Discuss:

What do you like doing in your free time? How do you like to express your creativity?

In this module you will learn...

to talk about experiences you have had to use some phrasal verbs to talk about hobbies, sports and creative activities to talk about travel experiences to use appropriate tenses to link the past with the present to talk about camps and courses to write an email giving news

Where can you find the following in this module? Go through the module and find the pictures.

Try

1 ead 

A. Look at the pictures. Who do you think wins the tennis match? Listen and find out. Then read.

Amy Are you free today, Liv? I want to go to the new art gallery. I’ve heard it’s really nice.

Liv Sorry, but I’ve made plans to play tennis with Bill.

Amy I didn’t know you play tennis.

Liv Well, actually, I’ve never played tennis before, but I’m very good at table tennis.

Amy I’d like to play too.

Stu Do you know how to play tennis?

Amy Um… of course I do.

Liv Hey, Stu, you know how to play too, so let’s play doubles. You and Bill against me and Amy.

Stu Count me in! But where’s Bill now?

Liv He’s gone to the sports centre. He’s got a tennis lesson now, but he’s booked a court for twelve o’clock. We can meet him there.

Amy Great idea, Liv! I’ve only been to the sports centre once though, so I can’t remember how to get there.

Liv Don’t worry! We can all take the bus there.

B. Read again and find sentences to prove the following.

1. Liv and Amy are playing tennis for the first time.

2. Bill and Stu have played tennis before.

3. Liv knows how to play table tennis.

4. Bill is at the sports centre.

5. Amy lost the last point.

On the court…

Bill OK, this is match point. Go ahead, Stu. Serve!

Liv Come on, Amy. We can’t let them win this point. They mustn’t beat us!

Amy OK.

Liv Oh no, Amy! You’ve hit the ball into the net again! We’ve lost!

Bill And we’ve won! Hurray! Great game, Stu!

Liv Amy... Have you played tennis before?

Amy No, I haven’t, but I’ve watched lots of tennis matches on TV!

Liv Oh well, it’s OK. It was just a game.

2 ocabulary 

Match the verbs 1-6 with the phrases a-f. Then listen and check your answers.

1. join 2. try 3. learn 4. watch 5. meet 6. go to

3 rammar

Present Perfect Simple

• Danny hasn’t been to Ireland before, but he has decided that he wants to go.

• A: Have you ever tried water skiing?

B: No, I haven’t but I’ve always wanted to.

A: I’ve done it twice.

a. someone new b. a language

c. a sports centre / an art gallery

d. a new dish

e. a club / a team

f. a live performance / a TV series

NOTE

• Thelma has gone to Italy. (She’s still there.)

• Thelma has been to Italy twice. (She has travelled to Italy twice but she isn’t there now.)

Complete the sentences with the Present Perfect Simple of the verbs in the box. be finish see not speak go

1. you playing that computer game yet?

2. Alison isn’t here. She to her friend’s house.

3. That film is brilliant. I it twice.

4. My cousin never on a holiday to France before.

5. Steven to me all week. What’s wrong with him?

B. Listen and tick (3) the sound you hear. symbol /

ronunciation

A. Listen and repeat. What’s the difference between a, b and c?

reason exhibition de sign receive sure me ss a. symbol b. easy c. wish 4

play / hockey try / Japanese food do / cookery course go / hiking watch / live performance peak 5

Talk in groups of three. Use the ideas in the box to discuss your experiences.

Have you ever played hockey?

Yes, I have. I’ve played hockey twice. It’s a great sport!

I have never played hockey, but I’d like to try it.

Travelling around 3b

1 ead 

A. Discuss. Do you keep a diary? What kind of experiences do you / would you write about?

B. Below are some diary entries by Max, an exchange student in Argentina. Read the entries quickly and answer the questions 1-3. Then listen, read and check your answers.

1. Did Max enjoy his first Argentinian meal?

2. Did Max enjoy his first day at school?

3. Did Max enjoy pato?

Saturday, 25 March

Read each entry quickly to understand the main idea. Don’t try to understand every single word.

MY ARGENTINIAN DIARY

My first day in Buenos Aires has been great so far! My host family picked me up from the airport and welcomed me into their home and... surprise! Lots of people started coming round for an asado (barbecue). Mr Diaz grilled the meat. (It was the best steak I’ve ever eaten!)

Mrs Diaz made salads and this deeeeeelicious sauce called chimichurri. It was an unforgettable experience! We talked about different things, but the favourite topic of conversation was football. And their son Raúl is as crazy about it as I am.

Monday, 27 March

I’m a bit disappointed. My first day of classes all in Spanish was challenging. I’ve studied for

C. Read again and answer the questions.

1. What did the host family organise for Max on the day he arrived?

2. What is chimichurri?

3. What do Max and Raúl have in common?

a year to prepare for the student exchange programme, but I still have a lot to learn. I hope I improve soon. One of the new words I’ve learnt is che, which is how Argentinians say ‘hey’. I hear it everywhere I go. I’ll have to ask Raúl what other meanings it has.

Friday, 31 March

I haven’t written for four days. School has kept me really busy! Today Mr Diaz had a surprise for me and Raúl after school. Instead of taking us to a football match, he took us to a game of pato — the national sport of Argentina. The players are on horseback and it’s a combination of polo and basketball. I was looking forward to a football match, but I’m glad I experienced a bit of local culture.

4. What did Max find difficult at school on the first day?

5. What did the boys do after school on Friday?

6. How is pato played?

3

ocabulary

Read the sentences 1-4. What do the phrasal verbs in bold mean? Match them with the definitions a-d.

1. Can you please come and pick me up from the station?

2. You’ve dropped all your pencils on the floor. Please pick them up.

3. The plane took off at 11 a.m. and arrived in Madrid two hours later.

4. Jack took off his jumper and put on a T-shirt. It was very hot in the room.

a. to remove something that you are wearing

b. to go somewhere and get someone who is waiting for you

c . to leave the ground and start flying

d. to lift someone/something from a lower place

Present Perfect Simple vs Past Simple

A: I’ ve tried Mexican food many times before.

B: I tried tacos yesterday for the first time. They were delicious!

Complete with the Present Perfect Simple or the Past Simple of the verbs in brackets.

1. A: you (meet) the exchange students yet?

B: Yes. We (show) them round school two days ago.

4 rammar

2. A: you (call) Kelly yesterday?

B: Yes, but she (not answer). She probably (not come) back from Spain yet.

isten  Listen to Lizzie, an exchange student in Italy, talking to a friend on the phone. Write T for True or F for False.

1. Lizzie is staying in Rome for three weeks.

2. Lizzie can’t communicate with the host family at all.

3. Lizzie didn’t find the Borghese Gallery worth visiting.

4. The host family have bought a football shirt for Lizzie.

5. Lizzie has learnt to do skateboarding stunts while in Rome.

peak Talk in pairs. Discuss the following.

• Have you ever been abroad or to a different part of your countr y?

• Where/When did you go?

• Who did you go with?

• Did you enjoy your time there? 5 rite 6

• What did you do there?

• What did you eat? Did you try anything new? Did you like it?

Imagine you have just returned from a holiday in another a country. Write a diary entry about your everyday routine while you were on holiday.

ocabulary

Match the pictures with the phrases. Then listen and check your answers. Do you do any of the following in your free time?

2 ead 

a. write a poem/story

b. make a video

c. have a dance lesson

d. play a musical instrument

A. Listen and read. Have you ever tried the activities mentioned in the texts?

Express your creativity

IRIS, 16

I’ve combined my two favourite hobbies: making jewellery and making videos. For three years, I’ve been making videos that show people how to make earrings, bracelets and other pieces of jewellery — all of them one of a kind. I post the videos online. I’m responsible for the sound and cameras as well as writing the script and ‘directing’ the video. I’m not complaining, though, because I learn something new every day! The best part is getting comments that say how helpful my videos are.

15

TREVOR, 15

Art has always helped me to express my feelings, and I’ve been drawing since I was very young. A few years ago, my parents gave me a drawing tablet as a gift. In the beginning, drawing on it wasn’t very easy, because it’s different from drawing on a piece of paper. To begin with, you have to look at your computer screen while you draw, instead of the tablet. Now I’ve learnt how to use it, and I really enjoy it. I sometimes post my work online, and I love it when I see other people sharing it.

I spend a lot of my free time writing short stories. A few years ago, I started a blog and since then I’ve been sharing my stories with some relatives and close friends. I didn’t think anybody would actually read them, but I was wrong. Now I’ve got about 100 followers! When I upload a new story, they comment on it and tell me what they think of it. You see, I’m quite shy, but this has made me more confident about myself and my writing.

B. Read the texts A-C and answer the questions. Write A, B or C.

1. that he/she didn’t expect others to notice his/her work at first?

2. different roles he/she has?

3. that he/she had difficulty with a new tool at first?

4. something about his/her personality?

5. that other people found his/her work useful?

Present Perfect Progressive (have/ has + been + verb-ing)

- Present Perfect Progressive rammar 3

• I have been going to the same art school for five years.

• Karen is tired because she has been studying all day.

for – since

Present Perfect Simple

• Tom has been sending emails since 10 a.m.

• He has sent ten emails so far.

• They have been living in London for eight months.

• They have been living in London since April.

• I’ve had this car since I finished college.

Circle the correct words and complete with for or since.

1. Mr Smith has taught / has been teaching English in this school 1995.

2. We have entered / have been entering competitions many years, but we haven’t won / haven’t been winning any awards yet.

4 you / have got / hobby?

A. Talk in pairs. Ask each other the questions in the box. Who mentions…

rite peak &

3. I have watched / have been watching TV three hours.

• What / be / your / hobby?

• How long / you / ...? you / play / a sport?

• What / sport / you / play?

• How long / you / play...? you / play / a musical instrument?

• Which / instrument / you / play?

• How long / you / play...?

Have you got a hobby?

Of course I have.

What is your hobby?

I do jigsaw puzzles.

Interesting! How long have you been doing jigsaw puzzles? I’ve been doing them for a year. / I’ve been doing them since last year.

B. Use your partner's answers from activity A and write a short paragraph about his/her hobbies.

Max has got an interesting hobby. He… He has been... for/since...

A learning experience 3d

1 ead 

A. Discuss.

Have you ever been to a summer camp? If yes, what was it like? Did you enjoy it? If not, would you like to go to one?

B. Look at the pictures of the three advertisements below. What do you think happens at these camps? Listen, read and check your answers.

Bored of the same summer camp every year?

Why not try something a bit out of the ordinary?

A. Space Camp

Have you always wanted to be an astronaut? Here’s your chance!

• Ages 12-15

• 6 days/5 nights

• Available all year round

• Do scientific experiments

Complete training similar to a real astronaut

• Design your own space station in the computer lab

• Build your own lunar robot which you can take home!

• Use a telescope under the stars

• €899 per person (Cost includes meals, housing, clothing and activities)

B. Filmmaking Camp

Have you ever thought about becoming a famous director? Why not start here? Don’t worry if you’ve never done anything like this before. We’ll teach you all you need to know.

• 1-week course for 14-17 year-olds (Opportunity to return for a longer 3-6 week course)

• Write, produce and direct your own 3-minute film

• Screening at the end of the week

• Available during summer holidays (NEW! winter break courses also available)

• €1500 (Price includes DVD copy of your film)

• Accommodation and meals available at an extra cost

C. Martial Arts Camp

Are you one of those people who have always wanted to take up karate or taekwondo but have never had the chance? Well, this camp is for you!

• Every day from 7 a.m. to 6 p.m. during the summer holidays

• Children of all ages are welcome

• Students train for 2 hours a day and learn skills which can help protect them in dangerous situations

• Students need to bring a packed lunch every day

• Bus service to and from the camp

• weekly package  €180 monthly package  €600

No skills in martial arts needed

C. Read the advertisements again and the statements below. Which advertisement do they refer to? Write A, B or C.

1. You can’t sleep at the camp unless you pay extra.

2. Meals aren’t offered at this camp.

3. You can go to this camp any time you like.

4. This camp teaches you safety tips.

5. You will receive something when the camp finishes. +

2

Prepositions of Time

at on in during before after till/until for since by the time ...etc.

• We started planting trees after breakfast.

• We’re leaving on 30 March.

Prepositions

of Movement rammar

to towards up down into out of through across along from around off over past ...etc.

Circle the correct words.

1. On / In the morning, I looked into / out of the window and saw snow everywhere. I couldn’t open the door because there was so much snow next to / behind it.

3

4

Prepositions of Place

at on in under behind in front of next to opposite between near ...etc.

• We sat on the grass under the tree.

• Put the plant between the TV and the chair.

• A dog was coming towards me, so I turned around and ran!

• The rat ran across the garden and into the house.

2. Kevin moved to / in C anada in / on 2017. He lives in / on a big house in / to a nice town. He doesn’t live far from / to his work and he usually walks to / for his office every day.

Listen to two people talking about a summer camp and complete the leaflet below.

ART CAMP

Learn a new skill every day!

Monday: printing or painting

Tuesday: (1) or comic making

Wednesday: computer graphics

Thursday: (2) making Friday: graffiti skills (3) at the end of the week.

PRICE: (4) € a week. (5) not provided

peak Talk in pairs. Go to the Pair work activities section.

Sports 3e

1

ocabulary

Read the table below and complete it using the sports in the box. Then, listen and check your answers.

2

A. You will hear Mike, Phoebe and Ross talking about the sports they play. Write the correct name under the pictures. There is one extra picture which you do not need to use.

B. Listen again and choose a or b.

Mike a. has been playing for five years. b. has won the school championship. Phoebe a. has taken up this sport recently. b. was hurt during the match. Ross a. joined the team six months ago. b. doesn’t want to be captain.

3 ead 

A. Below is an email Jim sent to a friend. Listen and read. Why did Jim send the email?

Hi Mark,

What have you been up to? Remember I told you that my team made it to the water polo final? Well, here’s the latest.

The whole school was around the pool watching the game. It was a tough game and the score was 2-1 to the other team, the Dartford Dolphins, with one minute till the end. My friend passed me the ball, I swam to the goal and scored. Everyone was really happy because they thought the game was

going into extra time. But I had other plans. The game started again with just a few seconds left, I got the ball, threw it towards the goal and guess what? It went in! We won the game and I was the hero. Can you believe it? I’ve been playing water polo for the Oakland Otters for four years but I’ve never done anything like that before. I’m so happy!

Well, that’s all for now. Write back soon. Take care,

Jim

B. Read the email again and answer the questions.

1. Which team was winning a minute before the game ended?

2. Who scored the second goal for the Oakland Otters?

3. Why didn’t the game go into extra time?

4. How long has Jim been in the team?

Do you do any exercise at school or after school? ...

Have you ever been the hero/ heroine of a game/match? ... peak Talk in pairs.

What exactly and how often? ...

Are you in a team? If yes, how long have you been playing for that team? ...

Have you had an accident while exercising/practising? ...

rite 5

Has anything funny ever happened during a game/match/ PE lesson? ...

A. Read the tip and the plan in the Writing section at the back of the book. Then, read the sentences below and decide which paragraph each sentence should be in. Write O for Opening paragraph, M for Main part and C for Closing paragraph.

1. Write back soon.

2. The good news is that I joined a tennis club.

3. I hope you’re fine.

4. That’s all for now.

5. Thanks for your letter.

6. It was really nice to hear from you.

7. So, as you can see, I’m really excited.

B. Think of something that happened during a game, a match or a PE lesson that you took part in or watched. Write an email to a friend and tell him/her what happened. Follow the plan in the Writing section at the back of the book.

Read the song and choose the correct words. Then listen and check your answers.

Show Your Talent

Everyone needs a way to relax.

When you’re tired and (1) lonely / bossy, what do you do?

Be (2) creative / formal and find your talent. Show the world what you can do!

Find a way to express yourself.

It’s good for your brain and good for your health!

Some people are good at cooking. For them, it’s a (3) piece / price of cake!

Find a recipe and follow the instructions! Before you know it, it’s time to (4) bake / treat!

Find a way to express yourself.

It’s good for your brain and good for your health! Why not use your (5) imagination / culture?

Write a short story or even a book! We can work together and write a (6) mystery / challenge. It will be fun! Let’s have a look!

Find a way to express yourself.

It’s good for your brain and good for your health!

Music

Discuss: Where can you find the following in this module? Go through the module and find the pictures.

Do you like listening to music? Why? / Why not?

Have you ever been to a concert? What was it like?

In this module you will learn... to talk about music, musical instruments and concerts to talk about the future to write an email of invitation to express result to use idioms to write an article describing an event

Feel the beat

1 ocabulary

A. Discuss.

• What kind of music do you like? pop rock jazz hip hop heavy metal classical traditional

B. Complete with the words in the box. Then listen and check your answers. classical guitar keyboard flute

2

ead 

A. Look at the forum. What do you think the discussion is about? Listen, read and find out.

www.yellowfieldsecondary.com/forum Search

Home news PROJECTS FORUM about us contact

Ryan

Mon 4.00 p.m.

Hi, everyone! I’m Mrs Weston — your new music teacher. Are you a big fan of music? Do you know how to play a musical instrument? Would you like to play in concerts? Well, I’m starting a school band and I’m looking for members. Who’s interested in joining?

Mon 4.24 p.m.

I am! Does the band need a saxophone player? Everyone says I can play really well. I can also play the piano… well, kind of! I’m taking piano lessons this year, but I’m not very good!

Emma Mon 4.31 p.m.

My brother and I would love to join. I play the electric guitar, and so does he. I’m not very fond of singing, so I don’t want to do that, and neither does my brother. Can we still join? We really want to!

I’m interested too. I play the drums. I used to be in a band at the youth club, and I love performing! I find it really exciting.

Ryan Mon 5.14 p.m.

I forgot to ask! What kind of band is it, Mrs Weston? I’m crazy about jazz, pop and rock. Hip hop isn’t my thing. I find it boring.

Emma Mon 5.50 p.m.

Same here! I hope it’s a heavy metal band!

Mrs Weston Mon 6.00 p.m

Thanks for your posts, everyone! Come to the music room after school tomorrow. I can answer all your questions then!

B . Read again and write T for True, F for False or NM for Not Mentioned.

1. Band practice is twice a week.

2. Ryan doesn’t think he plays the piano as well as the saxophone.

rammar 3

The

article ‘the’

• There’s a new shopping centre in my neighbourhood. The shopping centre’s got four floors.

• The Earth looks beautiful from the Moon.

Complete the sentences with the or -.

1. River Nile is one of longest in world.

2. Jeff goes to work early in morning.

3. I buy Teen Matters every Saturday.

4

isten 

3. Emma doesn’t want to sing in the band.

4. Jim is in a band at the youth club.

• The Rocky Mountains are in the USA. The highest peak is Mount Elbert.

• The Dnipro runs through Ukraine.

4. Tom went to Paris and visited Eiffel Tower.

5. Everybody knows that we can’t live without food and water for long.

6. Robert plays guitar very well.

A. Listen to three boys talking. What are they talking about? Match the names with the pictures. There is one extra picture.

Before you listen, look at the pictures carefully. Try to predict what the topic is about. Fred Bob Tom

B. Listen again and write T for True or F for False. Fred

1. He used to love playing the piano.

2. He wanted to play in a band. Bob

3. He taught his sister to play the guitar.

5 peak Discuss.

• How important is music in your life? What do you think life would be like without music?

4. His sister plays both the piano and the guitar. Tom

5. He has piano lessons online.

6. His sister doesn’t take piano lessons.

• Do you play any musical instruments? If not, would you like to learn to play one? Which one?

• Do you listen to specific music depending on your mood?

A night out 4b

A. Look at the picture. Why do you think Bill, Liv, Amy and Stu are excited? Listen to the dialogue and check your answers. Then read it out in groups.

Liv Where’s Bill?

Stu He’s on his way. He says he’s arranged something very special.

Amy I wonder what. By the way, did you hear about the Urban Hawks? They’re playing in town next month.

Stu I know. I’m definitely going.

Amy It’s on the 18th, right?

Liv Yeah, it is. Why don’t we all go together?

Stu Sure! We should get tickets before the concert’s sold out. Have they announced the venue yet?

Amy No, but it’s probably the football stadium. Miss Bla Bla is supporting them, you know.

Liv I don’t really like her.

Stu Neither do I.

Amy I don’t either. I reckon our band is better than her.

Stu You can say that again. Hey, did you know Bill’s cousin went to university

with Chris Morris?

Liv The lead singer of Urban Hawks?

Wow! He’s so cool! Do you think it’s possible to get his autograph?

Stu Ask Bill. Here he comes now. Hey, you look happy.

Bill I’ve got some news. You know the Urban Hawks are coming to town.

Amy Yeah, we were just talking about them.

Bill Well, guess who’s going to be supporting them?

Liv Miss Bla Bla, we know.

Bill Actually, there will be a second supporting act. A band called something like, I don’t know... Full Blast!

Amy Get out of here!

Bill Yep. I had a word with Chris Morris and it’s all sorted. So, let’s start rehearsing. We don’t want to let down our fans!

B. Read the dialogue again and find sentences to prove the following.

1. Bill has a surprise for the others.

2. The venue of the concert isn’t known yet.

3. Liv likes the lead singer.

4. More than one band will appear at the Urban Hawks concert .

5. Bill met the lead singer of the Urban Hawks.

2 ocabulary Match the expressions 1-5 with the definitions a-e.

1. lose one’s way

2. by the way

3. know one’s way around

4. be in one’s way

5. the other way round

a. be able to get around a place

b. become or get lost

c. stopping someone from moving or doing something

d. the opposite situation

e. now that I think of it

rammar 3

Future tenses

Future will Charlie and Jill will probably get married next year.

Future be going to

Next week I am going to go to a Broadway show.

Present Simple

The rehearsal begins at nine in the morning on Monday.

Present Progressive We’re taking the bus to the concert tonight.

Complete the dialogues with the appropriate future tense of the verbs in brackets. In some cases, more than one answer may be possible.

1. A : The weather forecast said it’s (rain) this afternoon.

B: Really? Then I (bring) in the clothes I hung up to dry.

2. A: My parents and I (fly) to Hawaii next Tuesday.

B: Oh, how nice! So your last day at work (be) Monday, then?

ronunciation  4

A. Listen and repeat. What do you notice about the pronunciation of the three words below?

a. little b. metal c. cancel

B. Complete the words with -le, -al or -el. rite peak & 5

A: No. Our flight (leave) at eleven at night, so I probably (come) in to work on Tuesday.

A. Talk in pairs. Go to the Pair work activities section.

B. Read the plan in the Writing section at the back of the book. Can you think of some more phrases for each part?

C. Look at the poster in the Writing section at the back of the book. Imagine you’re organising a night out and you’ve decided to go to the concert. Write an email to a friend:

• inviting him/her to come along

• giving the necessary information (venue, price)

• making arrangements (when to go, where to get tickets, where to meet) Follow the plan in the Writing section.

Famous faces

1 arm-up

Discuss.

• Who is your favourite musician? Why do you like their music?

• Is there a famous composer from your country that you like? Why do you like them?

2 ead  A. Listen, read and choose the best title for the text.

a. Mykola Lysenko and Ukrainian music today

b. Mykola Lysenko: The first Ukrainian composer

c. Mykola Lysenko’s most famous works

The composer, conductor and pianist Mykola Lysenko was born in the Poltava region in 1842. His mother was his first piano teacher, but he learnt so fast that he was sent to a boarding school in Kyiv to continue his piano studies when he was just nine years old. Later he studied physics and mathematics at the University of Kyiv. It was not until after he got his degree that he turned to music full-time and his career as a musician really began. He went to Leipzig, Germany, where he worked with some of the most famous composers of his day.

As a young man, he became interested in Ukrainian traditional music especially the songs that people sang in the villages of his home region. And this is exactly what made his music so special: In his operas, piano pieces and songs, he mixed Ukrainian folk tradition with classical styles. He

travelled around the country collecting folk songs and studying the music, lyrics and instruments of traditional singers or Kobzars. He also composed music for works by Taras Shevchenko and other famous Ukrainian poets.

Lysenko wanted to celebrate Ukrainian culture and share it with the world. This was not easy at that time! In fact, performances in the Ukrainian language were banned in 1876. Lysenko’s most famous opera, Taras Bulba, was never performed during his lifetime, because the lyrics were in Ukrainian. But despite the difficulties, he kept composing, performing and encouraging young talent till the end of his life in 1912. Lysenko was such an important composer that he is known as the father of Ukrainian classical music. His music continues to be enjoyed around the world.

B. Read again and answer the questions.

1. When did Lysenko decide to become a professional musician?

2. How did Lysenko use traditional songs in his work?

3. What difficulties did Lysenko face because of the kind of music he composed?

4. How did Lysenko handle the difficulties he faced?

Complete the sentences with the words in the box.

talent producer record contract fans tour award video

1. My favourite singer went on a world last year and I went to one of her concerts.

2. My music teacher said I’ve got a lot of and I should study to be a musician.

3. My brother wants to start a band and an album.

4. Renée Zellweger won an Academy

Complete with so or such. rammar 4

Clauses of result

so + adjective/adverb + (that)

• The film was so boring that I didn’t watch the ending.

1. The meal they served us was delicious that we ate it immediately.

2. We had a good time in Paris that we want to go again.

for the film Judy.

5. When I bought my house, I signed a(n)

6. A music listened to my demo but he didn’t like it.

7. Thousands of visited the famous pop star in the hospital.

8. Look! Rihanna’s new music is on TV. Let’s watch it.

such + (a/an) + (adjective) + noun + (that)

• It was such a boring film that I didn’t watch the ending.

3. You’ve got nice boots that you don’t need to buy new ones.

4. My best friend can cook well that I’m sure he’ll become a chef.

5 isten  Listen to a radio presenter talking about British singer Adele and answer the questions. Choose a, b or c.

1. Where was Adele born?

a. Wales b. North London

c. South London

2. How old was Adele when she released her first album?

a. 19 b. 20 c. 21

3. How many Grammy Awards did Adele win in 2012?

a. one b. two c. six

4. When was Adele’s son born? a. 2012 b. 2013 c. 2015

peak Talk in pairs. Think of a famous musician and reasons why this person is famous. Then try to convince the class why this person should be the most famous musician in the world.

... is so successful that people all over the world know her. ... is such a good singer that he has won almost every award.

ead  A. Discuss.

• Do you enjoy going to live concerts? Why? / Why not?

• Which singers or bands have you seen perform live and which ones would you like to see?

B. Quickly read through the texts A-C. What do these people have in common?

A. Anne Landers, age 15, is a Bryn Christopher fan. She has posters of him all over her room and listens to his music every day. She likes everything about him his voice, his face, his hair and the fact that he’s just a nice guy. ‘He is living his dream,’ says Anne. Recently, Anne’s own dream came true when her parents agreed to let her go to Christopher’s concert. ‘My friend Cindy and I went together,’ she said. ‘Once there, we could not believe that it was really happening. Both Cindy and I bought a T-shirt to remember the event — they were expensive, but it was worth it.’

B. At the age of 17, Gordon Lewis is already a regular concertgoer. ‘It’s not only about seeing my favourite bands perform live,’ he says. ‘I just love the energy you feel either at a stadium or any other large music venue. At some point, the audience mixes together and then you are

part of the breathing, jumping crowd,’ he says. ‘The highlight is when everything else disappears and you just feel the music. It’s almost like the music comes alive.’

C. Although he is only 16, Al Windross never wants to go to a concert again. ‘At every concert I go to, something goes wrong,’ he says. ‘At my first concert, neither the rapper nor the supporting act showed up, so fans got really angry.’ This was not enough to stop Al from attending concerts. ‘My brother and I went to a Melissa Young concert. Everything was fine until my brother went to buy a T-shirt,’ says Al. ‘He disappeared and didn’t come back during the performance. I couldn’t find him after and I had to walk home alone in the night. My third concert was not much better,’ says Al. ‘The show was great until someone threw a bottle onto the stage. The singer left and that was the end of the concert. So much money for just half an hour’s show!’

C. Listen and read. For questions 1-5, choose from the people (A-C). The people may be chosen more than once.

Which person

1. got a souvenir at the music venue?

2. enjoys not only the music but also the action going on?

3. often goes to concerts?

4. has been to concerts where the crowd behaved badly?

5. considers that one concert they attended was poor value for money?

2

ocabulary

Complete the sentences 1-6 with the phrases in the box and guess what the expressions with come mean.

a long way alive as a surprise in handy to an end to think of it

1. I thought he was British, so it came when he said he was from Australia.

2. Now that the concert is over, it’s time to go home. Oh, well, all good things come .

3. The band has a best-selling album. They’ve come since they sang at local festivals.

4. I think you should buy these tools. They’ll come if you have to fix something.

5. The performance is next Friday. Come , that’s the same day as our chemistry test.

6. The singer’s emotions really made the lyrics come .

Both… and / Either… or / Neither… nor

• I ordered both the coffee machine and the tablet from the online shop.

• We could either walk to the supermarket or go by bike. You decide.

• Neither Ken nor Mike bought the backpack they were looking at in the department store. They thought it was too expensive.

Complete the sentences with both, either or neither.

1. In my opinion, the quality of the products sold at that clothes shop and the variety available make it an excellent place to do your shopping.

2. Bill nor his brother are very enthusiastic about new stuff. They prefer to buy second-hand items.

3. I could work part-time at a bookshop in the city centre or at a local supermarket. Which do you think is better?

4 peak Talk in groups. Imagine you want to go to a concert with your classmates. Look at the advertisements in the Pair work activities section and decide which concert you are going to attend. Use the phrases in the box.

like / pop music busy/free / that day try / save money can / take bus to venue

... Neither Katie nor I like pop music, so we wouldn’t enjoy…

I’m busy that day anyway. How about…?

The tickets for… are quite expensive, and both Peter and I are trying to save money. What if we…?

It’s showtime!

2 peak 1

ocabulary Read the sentences below. Do the idioms in bold have a positive or negative meaning?

1. Turn off the TV. That programme gets on my nerves.

2 . Why don't you go to the new skatepark with your friends? You'll have a whale of a time!

3. Listening to hip hop music ever y morning makes my day. I can’t think of a better way to start it.

4. I left the cinema because I was bored out of my mind.

5. My older brother gets a kick out of playing online games with other players from around the world.

6. Sandy was thrilled to bits after winning a free ticket to her favourite band's concert.

7. My sister loves cooking, but I find it a pain in the neck.

8. Mark felt on top of the world when he passed the difficult maths exam.

9. I was blown away by that hiking trip in the mountains. That’s why I’m doing it again next weekend.

10. My sister constantly dances around the house, and it drives me up the wall.

Talk in pairs. Look at the pictures and discuss the questions. You can use some of the words/ phrases in the box.

• Why do people enjoy experiencing music in each of these ways?

• What are the disadvantages?

Think about: • environment • feelings • participation of others • cost

interaction shared experience crowded live performance creative casual lively atmosphere special effects entertaining excitement sociable

3 isten  Listen and answer the questions. Choose a, b or c.

1. What did the man not like about the musical?

a. Some of the jokes didn’t work very well.

b. The songs didn’t really fit into the story

c. The leading actor didn’t dance with much energy.

2. Why is the woman annoyed?

a. Theatre tickets are too expensive.

b. Musicals aren’t often available on film.

c. Theatres don’t organise enough performances.

3. Where do the people decide to go?

a. to a restaurant

b. to the theatre

c. to a concert

rite A. Read the article written by someone who attended a concert, and answer the questions.

1. Look at the titles suggested for the article below. Which one would you choose? Why?

a. Arctic Monkeys play at the Royal Albert Hall in London

b. Watching Arctic Monkeys live!

c. I went to an Arctic Monkeys concert and here’s why you should too!

2. What kind of information does the writer give in each paragraph?

Last Thursday, on 7 June, my sister and I took the underground to South Kensington, London, to attend a concert at the Royal Albert Hall. Arctic Monkeys, our favourite band, were playing – how could we miss it?

We arrived at the venue at around half past seven. We met some friends there and talked about the songs we were hoping to hear that night. After a while, the support band came on stage. After a half-hour show and a break, the audience was getting restless for the main event!

Soon, the moment we were waiting for arrived, and Arctic Monkeys appeared on stage. The audience gave them a warm welcome, and they started with a song from

their latest album. During the next hour, the band drove their fans wild with hits like ‘505’ and ‘Do I Wanna Know?’. The band's lead singer, Alex Turner, was very impressive. When they left the stage, the audience didn’t stop cheering and clapping. Luckily, the band returned to play three more songs. What more could we ask for?

Overall, this event was an unforgettable experience. I was over the moon to be able to see this amazing band perform live. So, next time Arctic Monkeys perform near you, don’t miss them!

B. Read the writing task below and the plan in the Writing section at the back of the book.

www.attenditnow.com/article

Tell us about an event you attended (concert, celebration, festival, fundraiser, etc.) that took place in your town/city. Give information about it, describe what you did, what happened, etc. and give your opinion. The most interesting articles will be posted on the site.

C. Use the plan and the Tip in the Writing section at the back of the book to write an article describing an event you attended.

Culture page 2

Musical instruments around the UK

A. Look at the pictures. Do you recognise any of the musical instruments? Do you know anything about them? Listen, read and find out more.

The harp is a national symbol of Ireland and has even appeared on Irish flags in the past. The Irish harp is around 1,000 years old, if not more. The strings on traditional harps were often made of metal, and everyone thought harp musicians were very talented.

Scotland is famous for its traditional bagpipes – but did you know that bagpipes probably first came from the Middle East? At one point, England, Wales, Ireland and individual parts of Scotland each had their own different kind of bagpipes. Today you can still see (and hear) them on traditional Scottish holidays and at many events.

One of the oldest Welsh instruments is the crwth. It is made of wood and has six strings. The crwth is different from most string instruments because the musician uses a bow to play all the strings at the same time. People say that it is very difficult to play!

B. Read again and match each statement to the correct instrument. Write H for Harp, B for B agpipes, Cr for Crwth or C for Concertina.

1. This instrument used to appear on a flag.

2. This instrument is played in a different way from other instruments of the same kind.

3. This instrument was very expensive when it was first made.

4. This instrument was probably first made in another country.

Concertinas were first made in London in the 19th century. In the beginning, only rich people could buy them, but cheaper models became available after a while. They soon became popular all around the UK. Today there are many different types of concertinas, and they are still used in traditional music.

Project

Make a poster!

Search the Internet and find information about another musical instrument. It can be modern or ancient, from your own country or from another country. Make a poster for the instrument with pictures as well as the information you found.

Reading for pleasure

Discuss:

What type of books do you like reading? What’s the most interesting book you’ve ever read? Why did you like it?

In this module you will learn... to talk about books and literature to narrate past events to distinguish between the Past Simple and the Past Progressive to use the Past Perfect Simple to use question tags to express purpose to write a story

Where can you find the following in this module? Go through the module and find the pictures.

A. You will read an extract from an adapted tale about Robin Hood. First, read the introduction and look at the pictures. Can you guess what the extract is about?

Long ago, no rich man could pass through Sherwood Forest near Nottingham Town without meeting the famous archer, Robin Hood. Times were hard in England, and Robin Hood stole money from the rich and gave it to the poor. He believed rich people’s laws were unfair for poor people. The poor people

A Tale of

loved him, but the Sheriff of Nottingham hated him and wanted to arrest him. The problem was that the Sheriff could not find Robin Hood because he hid in the forest. So, he decided to hold an archery competition to make Robin Hood come out of the forest and into Nottingham Town.

On the day of the archery competition, Nottingham Town was full of people. The Sheriff had sent messengers all over the country because he wanted Robin Hood to come to take part. The Sheriff was planning on finally catching him there. As the archers were gathering in the field, the Sheriff looked carefully to see if Robin Hood was there. Robin Hood always wore green clothes. However, no one was dressed in that colour.

As soon as the men began to shoot, the crowd cheered loudly. All of the archers shot well, but among them were three men who stood out. One was a famous archer called Gilbert, the second was a man called Adam, and the third was a stranger. He had dark brown hair and wore a red jacket.

‘Could that stranger be Robin Hood?’ the Sheriff asked one of his soldiers.

‘No. Robin Hood has fair hair,’ the soldier replied. ‘Then he has not come,’ said the Sheriff angrily. Gilbert shot first. His arrow almost hit the centre, and the crowd cheered. It was a good shot and they were sure Gilbert had won.

It was time for the stranger to shoot. While he was preparing his bow, the crowd was anxiously waiting. His arrow flew very close to Gilbert’s and sliced off one of the feathers. Then it landed exactly in the centre of the target.

The other archer, Adam, shook his head. ‘I am not a bad archer,’ he said, ‘but I cannot shoot as well as this stranger.’ With that, he left the field.

The Sheriff approached the stranger. ‘You have won,’ he said. ‘Take this golden arrow as your prize. You are the best archer in Nottingham. In fact, I believe you are better than Robin Hood. He was afraid to even show his face here today.’

B. Listen, read and answer the questions.

1. Why did the Sheriff want Robin Hood to come to Nottingham Town?

2. Why was the soldier sure that the stranger was not Robin Hood?

C. Discuss.

• Who do you think the stranger is?

• Did you enjoy the extract?

2

rammar

3. Why did everyone think that Gilbert won the competition?

4. Why did Adam decide not to compete?

5. What was the prize for the winner?

• How do you think the story continues?

• Would you like to read more stories about Robin Hood?

Past Simple - Past Progressive Time clauses (when, while, as, as soon as)

• Ruth was watching TV while John was fixing the hoover.

• Mr and Mrs Phillips were sleeping when the fire started

• As we were walking through the park, we found a baby bird.

• As soon as Diane noticed the dog behind her, she started running.

Complete the sentences with the Past Simple or the Past Progressive of the verbs in brackets.

1. When Sue (arrive) at Tony’s house, his friends (listen) to loud music.

2. While my parents (sit) in the garden, a dog (jump) over the fence.

3

peak

3. As I (try) to take a photo of the birds, a cat (come) along and (scare) them away.

Work in groups of three. Imagine each of you took one of the photographs below. In turns, tell the story of what happened when you took the picture. Answer some of the questions and use the prompts given.

Where were you?

What were you doing? Who were you with? What did you do after the picture was taken?

5b Spooky tales

1 arm-up

2

ead

Discuss.

• What sort of things scare you?

• Do you believe in ghosts? Why? / Why not?

A. You will read an extract from the novel The Canterville Ghost by Oscar Wilde. First, read a summary of the story so far and look at the picture. Can you guess what the extract is about?

The Canterville G host

When the American ambassador Mr Otis decides to buy Canterville Chase, Lord Canterville warns him that the house is haunted. Mr Otis doesn’t believe in ghosts and agrees to buy it anyway. So Mr and Mrs Otis, their oldest son Washington, their daughter Virginia and their

On the fourth night, the family was asleep by half past eleven. 1 It sounded like metal clanking and it was coming closer. He got up, put on his slippers calmly and went to his drawer to take out a bottle. He opened the door and stood face-to-face with an old man who looked terrible. He had dirty, long, grey hair and red eyes. He was wearing old-fashioned clothes which were torn and dirty. 2

‘My dear sir,’ said Mr Otis. ‘You really need to oil those chains. Would you put some of this on them? 3 ’ Mr Otis left the bottle on a small table, closed his bedroom door and went to bed.

The ghost couldn’t believe it! He hadn’t succeeded! For a moment, he just stood

two twin boys move into Canterville Chase. None of them are afraid, but something mysterious keeps happening. There is a bloodstain on the library floor. Washington cleans it every evening, but it reappears every morning. Washington is certain that it must be the ghost.

there staring at the door. Then, filled with anger, he smashed the bottle on the floor, turned and ran down the corridor. 4

Two children appeared and a pillow flew past his head. The ghost disappeared through the wall and the house became peaceful once again.

5 No one had insulted him in his three hundred years of haunting. During his successful career, he had terrified people with his skeleton, frightened others by making mysterious noises, and even scared people to death by appearing suddenly.

‘These dreadful modern Americans can’t treat me like this,’ he thought. And he spent the rest of the night planning to take revenge.

B. Read the extract. Five sentences are missing. Complete the blanks 1-5 with the sentences a-e. Then listen and check your answers.

a. Otherwise we won’t be able to sleep.

b. There were heavy chains around his wrists and ankles.

c. The ghost reached his small secret room and sat down.

d. Some time later, Mr Otis was woken up by a strange noise in the corridor outside his room.

e. But just as he approached the top of the stairs, a door opened.

• Read the whole text first and then the sentences given.

• Pay special attention to the vocabulary, pronouns (e.g. it, they, this) and words/phrases which link sentences (e.g. however, later) both in the text and in the sentences given.

3

rammar

Past Perfect Simple (had + past participle)

• Paul had left the office by seven o’clock yesterday.

• By the time Alice returned home, Ted had prepared dinner.

Complete with the Past Simple or the Past Perfect Simple of the verbs in brackets.

1. After Rita (finish) her homework, she (go) to the cinema with her friends.

2. Danny (come) back from school when you (get) home?

3. Lucy’s brother (leave) the house by the time she (arrive).

4. Nick (go) to the supermarket because he (not know) that his mother (buy) some bread and milk earlier that morning.

You will hear a radio play of the continuation of the story in activity 2. Listen and write T for True or F for False.

1. Mr Otis saw the ghost painting the bloodstain.

2. The bloodstain changes colour every day.

3. The ghost appeared again on Sunday before the family went to bed.

4. The ghost tried some medicine, but he didn’t like it.

5. The ghost managed to scare one member of the Otis family. Go to the Pair work activities section.

Choosing what to read 5c

Look at the books below. Which of them are fiction and which are non-fiction? Listen and check your answers.

A. Look at the picture. What do you think Bill and Stu are talking about? Listen to the dialogue and check your answers. Then read it out in pairs.

Bill It’s Father’s Day on Sunday. I want to do something nice for my dad. Any ideas?

Stu Why don’t you make a nice breakfast for him?

Bill That’s a good idea. I could make pancakes. He loves them.

Stu And what about getting him a present too?

Bill Of course, but I’m not sure what to get him. Hmm… A book is a nice present, isn’t it?

Stu That’s not a bad idea. What kind of book?

Bill I think he’d like a crime novel. What about a classic like Murder on the Orient Express?

Agatha Christie is one of his favourite authors.

Stu I don’t know. Since it’s by one of his favourite authors, maybe he’s already read it. I think a non-fiction book might be

better something about history or travel. How about a book about Spain? Your parents want to go there one day, don’t they?

Bill They do, but I’m still not sure it’s the best present for my dad. There’s also 1491, about the Americas before Columbus arrived. It’s a fantastic book, and my dad loves history.

Stu He hasn’t read it before, has he?

Bill No, he hasn’t. I think he’d like it .

Stu Sounds great! Now, where will you buy it from? Do you want to order it online?

Bill No. I think I’ll go to a bookshop.

Stu OK. I’ll come with you! Let’s go to the city centre tomorrow, shall we? There’s a very large bookshop there.

B. Read the dialogue again and answer the questions.

1. What does Bill want to make for his father?

2 . What kind of present does Bill want to get for him?

3. Why is a book about Spain good for Bill’s father?

4. What book does he decide to get?

5. Where does Bill decide to buy the book from?

Question tags

• You went sailing yesterday, didn’t you?

• It isn’t raining outside, is it?

• You have been to Scotland, haven’t you?

• Tina won’t wear her black jumper, will she?

• There’s a bus stop on this street, isn’t there?

Complete the sentences with the correct question tag.

1. Joanna goes to the gym on Fridays, ?

2. Let’s look at the weather forecast before we leave, ?

3. Dave hasn’t got dark hair, ?

4. Eva bought you that watch, ?

5. Stop messing around, ?

ronunciation

NOTE

• Let’s go camping, shall we?

• Give me a hand, will you?

• I’m good at tennis, aren’t I?

A. Listen and repeat. In which sentence is the speaker not sure about something and wants to confirm it? In which sentence is the speaker sure and expects the listener to agree?

• It usually rains in April, doesn’t it?

• It usually rains in April, doesn’t it?

B. Listen and repeat. Is the intonation rising or falling ?

1. You don’t like Jennifer, do you?

2. We haven’t got a game on Saturday, have we?

3. Your cousin lives in Manchester, doesn’t he?

4. The temperature isn’t going to rise this weekend, is it?

Work in groups. Talk in groups of three. Look at the pictures on the right and decide where to go. peak 5

How about going to the book presentation? You like the author, don’t you?

I do, but what about the... We can... You’re right, but I think the... is more... book fair book presentation comic book workshop

A friend of yours asks you to recommend a book as a present. Write a short email to him/her. Remember to use question tags. rite

ead Read the information about Wendy, Colin and Thomas. Then read the blurbs of five books a-e. Match each person with the book that you think would interest him/her most. There are two extra books which you do not need to use.

1 Wendy finds reading fiction quite boring. She’s an editor for a science magazine, but, in her spare time, she enjoys reading lighter material, like magazines or books which contain gossip about famous people.

2 Colin is a doctor. When he needs to relax, he wants to get away from his profession. However, he isn’t particularly fond

a If you are a science-fiction fan, then you shouldn’t miss this book. It starts in the 25th century, where a couple of young time travellers keep getting trapped in different eras. You will be thrilled by Jed and Lena’s adventures as they try to make the world a better place before they make their way back home.

b Have you ever wondered what it’s like to have plastic surgery? Well, Dr Kellerman, one of the world’s best plastic surgeons, allows us to take a look into his world. He lets us know about the advantages as well as how operations have changed people’s lives. The author has included some fun stories about some people’s reactions to their new faces.

c Clint Rogers is back with his team, fighting crime through the ages. Stopping thieves in 16th century England and catching criminals in the USA in the early

of novels. He can’t see the point of reading about made-up characters. He believes that reading should educate people.

3 Thomas adores exciting novels. He’s not very keen on reading about life in the past. He loves technology and stories about life in the future. His favourite books are ones that keep you interested right to the end.

1900s, Clint is a true action hero. This book contains ten incredible short stories. We follow Clint and his team around the world and, of course, back in time. This is an excellent book for the young and the young at heart.

Is Time on our Side?

By Professor IRVING THWAITE

d Historian Professor Irving Thwaite takes a look at how humans have behaved over the last two thousand years. He then looks to the future and wonders what will happen to us. Have we damaged our world so much that it is too late? A book to get you thinking.

It’s Showtime!

EddieOlsen e In this fantastic autobiography, we see a side of the comedian Eddie Olsen that hardly anybody knew about. Of course, each of the fifteen short stories are full of Olsen’s unforgettable humour. At the same time, we find out all about how he became famous and the celebrities he met and became friends with. A must for all Olsen fans!

The descriptions of the people often include verbs (e.g. adore, can’t stand) or adjectives (e.g. boring, fond) which describe a person’s feelings, attitudes or opinions. Try to find words/phrases in the texts which correspond to the meaning of the verbs/adjectives included in the descriptions.

2

rammar

Full infinitive (to + base form of verb)

• Max went out to get a newspaper.

• I’ve decided to have a barbecue on Sunday.

• Delia was happy to give Samantha a lift home.

• It’s easy to draw a camel. Let me show you.

• This coffee is too hot to drink.

Bare infinitive (base form of verb without to)

• You shouldn’t insult other people!

• My mum doesn’t let me stay out late.

• The police officer made the men get out of the car.

Complete with the infinitive or -ing form of the verbs in brackets.

1. A: I’ve decided ____________ (buy) a new bed. Would you like ____________ (help) me choose it?

B: Sure. I don’t mind ____________ (come) with you.

2. A: You know, my mum makes me ____________ (tidy) my room every Saturday.

B: Really? I can’t stand ____________ (do) housework.

1. Peter

a. doesn’t like long books.

NOTE

-ing form

• Exercising is good for your health.

• I went to bed after watching the news.

• Dave loves staying up late, but he hates waking up early.

• I don’t feel like going out for dinner. How about ordering Chinese?

We use so as to and in order to to express purpose.

• I woke up early so as to catch the first bus.

Listen to a dialogue between two friends talking about books and choose a, b or c.

3. In Down Under you can learn

a. a lot about Australia.

b. doesn’t know a lot about literature.

c. doesn’t read a lot.

2. Death on the Nile

a. takes place during World War II.

b. is about a weekend cruise on the Nile.

c. has got lots of interesting characters.

b. about the most popular places to visit in Australia.

c. about the best ways to travel in Australia.

4. The main characters in Brave New World

a. are not successful in changing the world.

b. use technology to solve society’s problems.

c. think technology can help them.

Talk in pairs. Go to the Pair work activities section.

Writing a short story

ocabulary 1

A. Read the following sentences. What’s the difference between interested and interesting ? A good book should keep the reader interested till the end.

You should read this book. It ’s very interesting.

B. Circle the correct words.

1. Scott was terrified / terrifying at the thought of staying home alone.

2. I really hate Peter’s jokes. I don’t find them amused / amusing at all.

3. The director wasn’t satisfied / satisfying with the leading actor’s performance.

4. A car accident occurred outside my house

isten  2

A. Listen to Joe describing an adventure and answer the questions. Choose picture a or b.

1. What did Joe take with him into the cave?

2 . What did Joe do with his smartphone?

3. Which path did Joe decide to take?

B. Listen again and write T for True or F for False.

1. Joe wanted to take photos of the rocks inside the cave.

2. He got lost because he was showing the photos to his friend.

rite peak & 3

last night, and we were all amazed / amazing to find that the driver wasn’t hurt.

5. I find it absolutely astonished / astonishing that you would say something so rude.

6. Riding the roller coaster was one of the most thrilled / thrilling experiences in my life.

3. His friend and the guide found him because they saw the light from his torch.

A. Read the story and answer the questions. You can underline/ highlight words or phrases in the story to justify your answers.

1. When did the story take place?

2 . Where did the story take place?

3. Who are the main characters?

4. What tenses does the writer use throughout the story to narrate what happened?

5. How does the writer feel throughout the story?

6. How does he describe the old box?

7. How does he describe his brother?

The box

I had never noticed the wooden box in the attic before. When we started packing everything in the house to move to our new address a month ago, I offered to help clean out the attic with my brother, Joss. That was when we found it. It was under a broken table and there were old schoolbooks on it. We moved the table, put the books on the floor, and there it was. We were both curious to see what was inside. While we were staring at it, Joss picked it up. But as soon as he picked it up, he threw it on the floor again! ‘There’s something in it!’ he shouted. ‘I heard a strange noise!’

At first, I didn’t believe him. I touched it but nothing happened, so I picked it up slowly. I was turning it upside down when I heard a sound too. My heart jumped! I had never felt so terrified in my life. ‘Let’s go downstairs!’ I said nervously. ‘No, let’s open it and see what’s inside!’ said Joss. He’s four years younger than I am, but he’s braver. We put the box between us and sat on the floor. It had a metal lock with a key in it. We turned the key and the lid opened slowly. We had only managed to take a quick look inside when we heard music coming from it.

At that moment, Dad appeared at the door. ‘My old music box!’ he said happily. ‘It was a present from my grandparents on my fifth birthday! I thought I had lost it forever. Thanks, boys!’ he said.

B. Read the story The wooden box again and underline the adjectives and the adverbs. Then circle all the time expressions you can find in the text.

C. Work in groups of three. Go to the Pair work activities section.

D. Choose a student from your group to tell your story to the class. Remember to use the prompts given when narrating your story.

E. Use the ideas you discussed in activity D and write the story. Follow the plan in the Writing section at the back of the book.

Try to include adjectives and adverbs in your writing as they make your text richer.

Complete the lyrics to the song with the words in the box.

Listen and check your answers. Then sing.

Robin Hood vs the Sheriff!

brave ears frightened hero tricked stole free laws promise catch

My name is Hood, yeah, Robin Hood.

My friends and I live in Sherwood.

That’s my forest and I’m still (1) .

Are you (2) , Sheriff? Well, you should be!

I was riding my horse through the forest one day When an archer (3) my money and ran away. He was wearing green, he was wearing a hood.

‘Well,’ I said to myself, ‘that can’t be good!’

Let me tell you the truth. Are you all (4) ?

People in this town have been hungry for years. I take from the rich and give to the poor.

You say your (5) are fair, Sheriff, but are you sure?

The poor people think that you’re a (6) , but I think your chances of escape are zero.

One day, I’ll take you to the king, I (7) .

If you’re so (8) , why are you hiding in the forest?

Everybody’s talking about how clever I am.

I’ve (9) you before and I’ll trick you again.

You’ll never (10) _____________ me, what a shame! Hood, yeah, Robin Hood is my name!

Technology and media 6

Discuss: Where can you find the following in this module? Go through the module and find the pictures.

Do you prefer talking on the phone or texting? How has technology affected the way we communicate?

In this module you will learn...

to ask for, give and refuse permission to express possibility and ability to express obligation, lack of obligation and prohibition to form nouns (ending in -ion, -ation and -ment) to use the Passive Voice to form adjectives (ending in -ful and -less) to write an essay discussing advantages and disadvantages

6a Give me a call

A. Look at the pictures. Why do you think Stu is ringing the people? Listen to the dialogues and check. Then read them out in groups.

Fay Mobiworld, good afternoon. Fay speaking. How may I help you?

Stu Hello, could I speak to Alison, please?

Fay I’m afraid she’s not here today. Can I take a message?

Stu No, it’s OK.

Fay Maybe I can help.

Stu I ordered a smartphone last week, and I’d like to know if it has arrived.

Mrs Elliot Hello?

Fay What’s your name?

Stu Stuart Fielding.

Fay Let me see... Ah, yes. Here it is.

Stu Wicked!

Fay If you’re planning to collect it today, you’ll have to be here before 5.30, because we close then.

Stu No problem.

Stu Amy! Do you want to come to the shops with me?

Mrs Elliot Hi Stu, it’s Amy’s mum here.

Stu Oops! Sorry Mrs Elliot. Could I speak to Amy?

Mrs Elliot She’s playing table tennis with Liv at the youth club. Do you want to leave a message? Or should I tell her to call you back when she gets home?

Stu No, it’s OK. Thanks anyway.

Bill Stu! How’s it going?

Stu Fine. Fancy going to Mobiworld, Bill?

Bill To get your new smartphone?

Stu Yeah, it’s just...

Bill Did you go for the 64GB or the 128GB?

Stu 128GB. But...

Bill That’ll come in handy. With all that memory, when you connect to Wi-Fi you can download...

Stu Listen Bill, I’m in a hurry. If you want to come along, we need to leave now so we can catch the bus. The shop closes at...

Bill We don’t have to take the bus. My dad is going down to the shops. He can give us a lift. I’ll ask him now, so don’t hang up. Dad! Will you take Stu and me to the shops?... He says OK.

Stu Brilliant.

Bill We’ll pick you up in five minutes.

Stu OK.

B. Read again and answer the questions.

1. Who helped Stu at Mobiworld last week?

2. Does Fay manage to help Stu out in the end?

3. Why does Stu have to be at the shop before 5.30?

4. Why can’t Stu speak to Amy?

5. How many gigabytes of memory has Stu’s new smartphone got?

6. How are Stu and Bill going to get to the shops?

2

ocabulary

Complete using the words in the box. Then listen and check your answers. engaged call wrong pick dialled returning hung

1.

A: Well, that’s strange. I gave Jim a (1) earlier on his mobile and it was (2) . I tried again but he didn’t (3) up. Then he called me back but he (4) up straight away!

B: Yeah, his mobile’s got a problem.

3 rammar

can / could / may / will / would

• Can / Could / May I use the phone?

• Can / Could / Will / Would you take out the rubbish?

NOTE To express obligation in the past, we use had to. To express obligation in the future, we use will have to.

Circle the correct words.

1. A: Your printer is broken. You’ll have to / must take it back to the shop.

B: Oh no. Could / May you take it for me? I’m very busy today.

A: No, sorry, I can’t . But you don’t have / needn’t to take it today. You can go at the weekend.

4 isten 

1. Today is

2.

A: Hello?

B: Could I speak to Kate? She rang me this morning and now I’m (5) her call.

A: I think you have the (6) number.

B: Oh, I’m so sorry. I probably (7) incorrectly.

must / have to / need (to) / can’t

• I must / have to be home by six o’clock.

• I need to make a phone call.

• You mustn’t / can’t walk on the grass. Look at the sign!

• You don’t have to / don’t need to / needn’t cook tonight. We’re going out.

2. A: I mustn’t / don’t have to forget to give Sandy a call later. She rang me earlier but I must / had to hang up because there was someone at the door.

B: Call her now.

A: No, I can’t. I need / must tidy my room before Mum gets home. Will / May you help me?

Mr White’s children left messages on his voicemail. Listen and complete the sentences.

2. Mr White doesn’t need to give a lift home.

3. Sam thinks took his this morning.

4. Sam’s headphones and don’t work.

5. Julie asks for .

6. Julie offers to do for a whole month.

5 peak Talk in pairs. Go to the Pair work activities section.

6b Messages that made history

A. Match the titles with the articles A-C. Then listen, read and check your answers.

1 Hello from Earth 2 Keep it short 3 Internet firsts

Messages thatmadehistory

Before we had email and text messages, people used to communicate over long distances by sending telegrams, which used electrical signals sent over a wire. Every word of a telegram cost money, so people weren’t able to send very long messages. In fact, the shortest message that was ever sent was just one punctuation mark. The writer Victor Hugo sent a telegram to his publisher to ask how well his new book was selling. The telegram was just: ‘?’. In answer, his publisher sent back: ‘!’

What’s the furthest your text messages have travelled? In 2009, Australian scientists asked for short text messages of no more than 160 letters for an outer space communication project. They chose messages which gave information about people and life on Earth, and sent them out to a planet called Gliese 581d. The planet is a ‘super earth’ it is similar to the Earth, but it’s eight times larger. It’s also 20.3 light years away, so the messages won’t arrive there until 2029! Could these messages make history? We will have to wait and see if there is any reply.

Have you ever wondered what the first email said? Something really important, right? Wrong. In fact, we don’t even know what that first email said. Ray Tomlinson, the computer programmer who wrote it (and sent it to himself), said it was a test message from one computer to another in the same room, and was probably just

a collection of different letters. Disappointing phrases were also used in other achievements in technology. The first sentence that was ever spoken over Skype was said by an Estonian developer in his native language. What he said meant, ‘Hello, can you hear me?’ Well, not so surprising, right?

B. Read again and answer the questions. Write A, B or C.

Which text mentions

1. messages that haven’t reached their destination yet?

2. a communication system that isn’t used as much any more?

3. the length of time messages need to arrive?

4. a message that was not in English?

5. a message that was sent as a reply to someone?

2 ocabulary

Read the NOTE and complete the table.

NOTE We form some nouns by adding a suffix (e.g. -ion, -ation, -ment) to a verb. Notice the spelling changes. collect  collection inform  information achieve  achievement

VERB NOUN invent

invitation

creation celebrate

improvement

imagination discuss

preparation argue

3

ronunciation 

A. Listen and repeat. How many syllables are stressed in each word?

B. Read the following words. Underline the stressed syllable or syllables in each word. Then listen and check your answers. a. organise b. organisation

universe disappear temperature information competition discover

4 rammar

can / could / be able to could / may / might

• I can / am able to use a computer ver y well.

• Nancy couldn’t / wasn’t able to finish her project last night .

• If you start training now, you will be able to take part in the tennis tournament.

Circle the correct words.

1. Fay couldn’t / wasn’t able find her keys, so she got in through an open window.

2. If you start taking Spanish lessons, you will be able to / can speak Spanish in a few months.

5 rite

• I saw Erin at the gym half an hour ago. She could/may/might still be there.

3. I’m not feeling very well, so I may / may not come to the party.

4. Tina might / must beat Danny at tennis if she continues to play well.

A. Do a project on the telephone. Do research to answer some of the questions in the Writing section at the back of the book. Write a few short paragraphs.

B. Present your project to the class.

6c Only time will tell

• What do you know about the following?

B. Match the quotes 1-3 with the paragraphs A-C. Then listen, read and check your answers.

1. ‘There’s just not that many videos I want to watch.’

2. ‘Man will not fly for 50 years.’

the Wright brothers

YouTube 20th Century Fox

3. ‘Television won’t last because people will soon get tired of staring at a plywood box every night.’

With the world changing so quickly, it is very difficult to make correct predictions about the future. Some people get it right, others get it wrong. Some people, however, are a long way off. Here are a few examples.

A Wilbur Wright, to his brother Orville (1901) In 1901, the Wright brothers tried out their flying machine for the first time but were very disappointed when they didn’t succeed. However, two years later, in 1903, they took to the skies and entered the history books. And only 18 years after Wilbur made his prediction, the first nonstop transatlantic flight was made from Newfoundland, Canada to Ireland by Captain John Alcock and Lieutenant Arthur Whitten Brown.

B Darryl Zanuck, film producer, 20th Century Fox (1946) Zanuck played a major role in the Hollywood studio system from 1922 to 1970, but he definitely got it wrong about

C. Read again and write T for True or F for False.

television. The total number of houses with TV sets in the world is over 1.7 billion. In the USA, there are almost 2,000 TV channels and on average, US adults watch TV for about 3 hours a day.

C Steve Chen, co-founder of YouTube (2005) At the time, Chen was worried about the popularity of his site. Luckily for Chen, he continued with his YouTube idea and almost two years later, on 13 November 2006, he made a lot of money when Google bought YouTube for $1.65 billion. Today, YouTube is the Internet’s largest video sharing website. Hundreds of millions of videos are watched every day by people from all around the world.

1. The Wright brothers flew a plane for the first time in 1901.

2. The first non-stop transatlantic flight was in 1918.

3. Zanuck predicted that people wouldn’t like watching TV.

4. In the USA, adults have their TV sets on for about 3 hours a day.

5. Steve Chen owns YouTube.

2 ocabulary

Complete the sentences with the correct form of the expressions in the box.

make mistakes make money make a decision make predictions make a phone call

1. Edna never knows what she wants. She just can’t about anything.

2. I need to to Alex before we leave.

3 rammar

3. It’s not easy to about the weather.

4. Robert when he speaks Italian.

5. Harry thinks he can without working.

Passive Voice (Present Simple - Past Simple)

ACTIVE VOICE

Present Simple Past Simple Brazil produces a lot of coffee.

John Logie Baird invented the television in 1923.

PASSIVE VOICE

A lot of coffee is produced in Brazil.

The television was invented by John Logie Baird in 1923.

Complete with the Present Simple Passive or the Past Simple Passive of the verbs in brackets.

1. These laptops (sell) all over the world.

2. English (speak) in New Zealand?

3. These houses (build) three years ago.

4. The Mona Lisa (not paint) by Michelangelo but by Leonardo Da Vinci.

4 peak &

rite

5. Breakfast (not serve) after ten o’clock at this hotel.

6. Who America (discover) by?

7. Steve is having a party next Saturday but we (not invite).

A. GAME: Guess the invention. Talk in pairs. Go to the Pair work activities section.

B. Choose two of the inventions from activity A and write sentences about them. Then think of another invention, find some information about it and write a few sentences.

6d Information age

Discuss.

• What technological devices do you use to communicate with others?

• Why do more and more people rely on technology to communicate with each other?

B. Listen and read. Who does each person communicate with, with the help of technology?

www.eduforum.com

Thread: Communication in the Information Age

Our school has set up a platform that we use to communicate with our teachers and classmates. We log in to upload homework and attach files with our projects, and our teachers send us feedback. But there are more features. We can scroll down the newsfeed — that’s where we find news stories and blog posts and comment on them to express our opinions. We also have debates and share videos. It’s like a social media website, but only our school has access to it. Some new features are being added too, so that’s exciting.

Reply Quote

Amelia, 17 years old

This year at school, we are using the Internet to connect with people from all over the world. It’s mind-blowing what you can do with an Internet connection! We’ve visited museums, science labs, and even aquariums! We’ve also listened to interesting talks by authors and scientists who were really enthusiastic about sharing their knowledge with us. The most significant thing is that we contact people our age from every corner of the world. I feel this has helped me understand other people better. Reply Quote

C In my opinion, the best way to connect with the world is to learn a foreign language. I recently found a link to an amazing language learning website. I’ve started Swedish through free lessons online, and I also participate in learner communities. It’s a great site and I think it should be used by more

C. Read again and answer the questions.

1. What can Fred read on his newsfeed?

2. Who was excited to talk to Jasmine’s class at school?

3. What does Jasmine believe is the most important thing her school is using the

people. I’m also thinking of signing up to a platform where you can contact teachers from all over the world and have private lessons online. My mum has used the platform before and she’s going to help me choose a teacher. I can’t wait to have lessons with a native speaker of Swedish!

Reply Quote

Internet for?

4. What does Amelia use the language learning website for?

5. What part of the platform is Amelia looking forward to?

Read the sentences 1-5. What do the phrasal verbs in bold mean?

1. This mouse is wireless; you don’t need to plug it in to your laptop.

2. Students log in/on when they get to school in the morning, work on their laptops all day and log out/off at the end of the day.

3. Sally always backs up her files because she wants to make sure she won’t lose any of the work she’s done.

4. Don’t forget to shut down / turn off your laptop before you put it in your backpack.

5. You have to type in your username and password in order to connect to the site.

Passive Voice (Present Progressive – Modal verbs)

ACTIVE VOICE

Present Progressive Modal verbs (can, could, may, might, must, should, have to, etc.)

• We are uploading the video to the website.

• The receptionist must send the email today.

• Millions of people could watch your vlog.

PASSIVE VOICE

• The video is being uploaded to the website.

• The email must be sent by the receptionist today.

• Your vlog could be watched by millions of people.

Rewrite the sentences using the Passive Voice. Start with the words given.

1. The company is currently fixing the problem on their website. The problem .

2. You should invite Victor to the party at the weekend.

Victor

3. The students might post comments on the forum.

Comments . 3 rammar

&

rite

A. Go to the Pair work activities section.

B. Write a paragraph expressing your opinion about the topic in activity A.

Use phrases like: I (definitely) think... I do not think... I believe... In my opinion...

6e Connecting people

1 ocabulary 

A. Read the examples below. What’s the difference between useful and useless?

My new tablet is useful. I use it for studying.

My mobile phone is useless. It never works when I need it.

NOTE

A lot of adjectives are formed by adding a suffix (e.g. -ful, -less) to a verb or noun. The suffix -less means without.

B. Complete the sentences with the correct form of the words in capitals. Then listen and check your answers.

1. My mother gave me some advice. HELP

2. Kenny is a driver. He’s had a few accidents. CARE

3. We were lost in the countr yside, and we felt . HELP 4. Be when you hold the baby. CARE

2

isten  Listen to four people talking about smartphones and match the names with the statements a-d.

Liz Tom Kate Steve

a. Smartphones can make you lazy.

b. Smartphones can help you stay safe.

c. Smartphones can help you be creative.

d. Smartphones can be a problem in school.

rite peak & 3

A. What are some of the advantages and disadvantages of using the Internet? Discuss. Think about the ideas below.

You can find information for school projects.

Not everything on the Internet is true.

• There are lots of advertisements. You can communicate with friends and family (especially those that live far away).

• The Internet can be dangerous.

• It can be a waste of time.

• It offers lots of entertainment (games, videos, music, etc.).

• Sitting in front of a screen for hours can be bad for your eyes and back.

• You communicate less face to face.

• You can learn to do new things.

B. Read the writing task and the essay a student has written and answer the questions.

Your teacher has asked you to write an essay on the following topic: Is the Internet good or bad for teenagers?

The Internet is an amazing invention, and it is very popular among teenagers. In my opinion, it has both advantages and disadvantages.

The Internet helps us in our everyday lives. Firstly, you can easily find information online about any topic, so it is very useful for school projects. Another advantage is that the Internet is a great way to communicate with friends and relatives, especially those who you cannot see often or who live far away.

However, there are also some disadvantages. Firstly, you need to be careful with the information you find on the Internet, because it might not be true. For example, many online articles and posts are written by people who are not experts. Secondly, some teenagers spend all their free time on social media and stop going out with friends. This is unhealthy because they have less face-to-face communication.

The Internet has both advantages and disadvantages. I believe it is very useful and makes our lives easier. However, teenagers need to be careful when using it.

1. In which paragraph (1-4) does the writer:

a. summarise the topic and express his/her opinion?

b. mention the bad points of the Internet?

c. introduce the topic of the essay and briefly state his/her opinion?

d. mention the good points of the Internet?

2. What advantages and disadvantages does the writer mention? Which of the highlighted words/phrases does the writer use to list them?

3. Which of the highlighted words/phrases does the writer use to introduce a different opinion?

4. Which of the highlighted words/phrases does the writer use to give an example?

5. What is the writer’s opinion on the topic?

C. Read the writing task below and the plan in the Writing section at the back of the book. Then write the essay. You can use the ideas discussed in activity 2.

Your teacher has asked you to write an essay on the following topic: Are smartphones good or bad for teenagers?

Culture page 3

Listen, read and complete the sentences. 

THE ROYAL MAIL

The Royal Mail is the main postal service of the United Kingdom. It was created in 1516 by Henry VIII. However, it was not until 1635 that Charles I made the service available to the public. The major problem with this early system was that postage was paid by the person who received the letter and sometimes they couldn’t pay or refused to accept the letter. It was only in the 19th century that a solution was found.

In 1840 the world’s first stamp, the Penny Black, was introduced. Postage was now paid by the person sending the letter. This was not the only change.

1. The postal service was made available to the public by

2. Before stamps were introduced, postage was paid by the person who the letter.

3. The first stamp was called .

4. United Kingdom is not written anywhere on

5. There are over post office branches in the UK.

Before this, the amount paid to deliver a letter depended on how far it travelled. With stamps, the cost was the same whether you were sending a letter around the corner or to the other end of the country. If you look at stamps from many different countries, you will notice that UK stamps are the only ones that do not show the name of the country they are from. Instead, they have a portrait of the king or queen, as they have done ever since Queen Victoria appeared on the Penny Black. Today the Royal Mail delivers to over twenty-nine million addresses every day. There are more than 11,500 post offices across the UK and more than seventeen million customers visit a post office every week.

Project

Write an article!

Find some information about the postal service in another country and write a short article about it. Present your article to the class.

A helping hand 7

Discuss: Where can you find the following in this module? Go through the module and find the pictures.

How important is it to help people in need? When was the last time you helped someone? How did you help them?

In this module you will learn... to ask different kinds of questions to give and follow instructions to talk about imaginary situations to ask for and give advice to write a letter/email asking for / giving advice to express wishes to write a description of an event

7a Solving crimes

ead 

A. Below is a comic strip. Listen, read and choose the best title a, b or c.

a. Thieves at the Art Gallery

b. A Clever Hiding Place

c. The Mysterious Painting

Gary Bloom, the famous artist, was very excited about his exhibition. However, just before the opening, someone stole one of his paintings which was worth over one million euros. The owner of the gallery needed help, so he called his old friend, Inspector Thomas Bishop, to investigate.

Sergeant Griffin, I’m listening.

Well, Inspector, these were the people in the building at the time of the theft.

Mrs Appleby, the cleaner, was hoovering in the next room. She didn’t see anyone come in.

Alan Jones, the owner of the gallery, was in his office. He was talking on the phone to Bloom’s agent about prices for the paintings.

Well, well, well... It’s not empty. What do we have in here?

OK, that’s enough. Bring them all into this room.

Harry Knight, the security guard, was watching the front door. Nobody came in or out. By the way, today is his first day on the job.

Gary Bloom was in the hall of the gallery with his sister. They were arguing about a painting he didn’t want to sell.

Don’t you want to interview anyone?

No need.

Mrs Appleby, can I take a look at your hoover?

Arrest her, Griffin.

Certainly sir. But how did you know who robbed the gallery?

Which one of them did it, sir?

Isn’t it obvious?

Look at the floor. It’s filthy! And that is a brand new hoover.

Of course! The hoover wasn’t working properly because of the painting.

Well, that’s cleaned up that mystery!

B. Read again and answer the questions.

1. When was the painting stolen?

2. What’s the relationship between Alan Jones and Inspector Bishop?

3. When did Harry Knight start working at the gallery?

2 ocabulary

robbery thief shoplifter

burglary burglar

pickpocketing robber

4. Why didn’t Inspector Bishop want to interview anyone?

5. What did they find in the hoover?

6. How did Inspector Bishop find out who the thief was?

Look at the words in the box and put them in the correct group. Then listen and check your answers.

pickpocket shoplifting theft

CRIME robbery CRIMINAL robber

3 rammar Subject - Object questions Negative questions

• A: Who saw the robber?

B: An old man (saw the robber).

• A: Who did you see at the park?

B: (I saw) Mary and Bill.

• A: Haven’t we met before?

B: Yes, we have, at Laura’s party.

• A: Why didn’t you tidy your room?

B: I was busy.

A. Write questions. The words in bold are the answers.

1. A: What ?

B: James bought a poster from the shop.

2. A: Who ?

B. Match .

1. Didn’t they arrest the burglars last night?

2. Isn’t the inspector doing anything to catch the thief?

3. Don’t you want to watch a detective film?

4. Haven’t the police found the missing painting yet?

B: My uncle and aunt sent me this postcard.

3. A: Which ?

B: I took the red pen.

a. No, no one knows where it is.

b. OK, I haven’t seen one for a long time.

c. Well, he’s interviewing people.

d. Yes, two police officers caught them.

4 peak THE ALIBI GAME. Go to the Pair work activities section.

7b DIY 1

arm-up

Discuss. • Do you like making or fixing things?• How good are you at DIY?

2

ead  A. Look at the picture. What do you think Bill and Stu are making? Listen to the dialogue and find out. Then read it out in groups.

Stu Put it down over there.

Liv Need any help, guys?

Bill I think we can manage by ourselves.

Liv OK.

Stu Actually, can you turn that music off ? I can’t hear myself think.

Liv I’ll turn the volume down a bit.

Bill Can you turn the light on? We need more light in here.

Liv Do it yourself. I’m reading my magazine.

Stu OK, I’ll do it.

Bill Right, let’s read the instructions.

Stu I can’t be bothered. How difficult can it be to put together a bedside table?

Bill You’re right. It’s a piece of cake. You just join these bits of wood together.

Stu OK, here are the screws.

Liv Boys, I think you’re missing something.

Stu Leave it to us, Liv.

Bill Yeah, you just read your silly magazine.

Liv Whatever you say.

Bill This can’t be right. There are four holes on the top.

Stu It’s probably upside down. Let’s turn it over.

Bill Isn’t it supposed to move around?

Stu Don’t push it like that. You’ll scratch it!

Liv Maybe those holes are where you attach the wheels.

Stu She has a point.

Bill Wheels? What wheels?

Liv Take a look in the box.

Bill Thanks Liv. How did you know it needed wheels?

Liv Because I’m clever.... And there’s an advert for it here, in my silly magazine.

B. Read again and find sentences that prove the following.

1. Stu and Bill believe they don’t need Liv ’s help.

2. Liv is listening to loud music.

3. Liv doesn’t want to turn on the light.

4. The boys decide not to use the instructions.

5. The boys aren’t sure of what they’re doing.

6. Stu and Bill hadn’t noticed the wheels in the box.

7. Liv could see a picture of the bedside table all along.

3 ocabulary 

Complete the sentences with the correct form of the phrasal verbs in the box. Then listen and check your answers. turn on turn up turn off turn into turn down turn out

1. My dad wants to the garage a gym.

2. Could you the TV ? I’d like to see the weather forecast for tomorrow.

3. Quick, the volume! I want to hear that news story.

4 rammar

4. Don’t forget to the printer before you leave.

5. that awful music ! It’s too loud.

6. The day to be warmer than we had expected.

PERSONAL PRONOUNS SUBJECT I you hesheit weyou they OBJECT me you himheritus you them REFLEXIVE PRONOUNS myselfyourselfhimselfherself itselfourselvesyourselvesthemselves

• I hurt myself. • They made it (by) themselves.

Complete the sentences with the correct reflexive pronouns.

1. The saucepan was very hot and Susan burnt .

2. We finished the project by .

3. I bought a nice pair of shoes yesterday.

4. My dad usually fixes the car by .

5. Did you do that all by , kids? Well done!

5 isten 

Listen to a man and a woman talking while making a chair and choose the correct instruction manual.

Describe it.

6 peak

Talk in pairs about something you’ve made.

Describe how you made it. Say how it turned out.

7c A friend in need

1 arm-up

Discuss.

2

• Do you think you are a good friend? Why?

• Do you ever argue with your friends? What about?

ead Do the quiz. Then discuss the results.

HOW FAR WOULD YOU GO?

It’s Sunday evening and you have planned to see your favourite band in concert. What would you do if your BF rang and said he/she needed help revising for an exam?

a. I’d explain about the concert and promise to help next time.

b. I’d give my ticket to someone else and go and help my BF.

c. I’d pretend to be ill and go to the concert.

Someone you can’t stand has invited you and your BF to a party. If your BF wanted to go, what would you do?

a. I’d find an excuse not to go.

b. I’d go anyway, and pretend to have a good time.

c. I’d suggest going somewhere else and treat my BF.

You have been saving to buy a tablet and now have €300. What would you do if your BF asked to borrow €300?

a. I’d say no, but try to help find the money.

b. I’d lend him/her the money and tell she can always count on me.

For Byour F est riend

You and your BF both want to play in the school basketball team. If there was one place left, how would you deal with the situation?

a. I’d discuss with my BF about how unfair it is for either of us to compete.

b. I’d let my BF play on the team.

c. I’d fight for the place. May the best player win!

Your BF borrowed your brother’s game console and broke it. What would you do?

a. I’d tell my brother that the dog broke it .

b. I wouldn’t blame my BF. I’d take the blame myself for breaking it.

c. I’d say ‘It’s not my fault ’ and tell my brother who broke it.

Your BF thinks his/her new haircut looks great , but you think it looks ridiculous. Do you...

a. say it looks OK, but you preferred his/her previous haircut?

b. change your hair, too, so you can both look ridiculous?

c. tell your BF to change it ASAP before you start making fun of him/her? 1 2 3 4 5 6

c. I’d tell him/her to borrow the money from someone else.

Mostly as

You give enough time and energy to your BF, but you don’t let him/her walk all over you. This balance means your BF can rely on you but he/ she won’t ask you to do too much. Keep it up, and you’ll have a great relationship.

Mostly bs

You’re the type of person who doesn’t mind putting other people first. It feels good to help

people out, but remember: you are important too. To have a healthy relationship you need a balance and you must both do things for each other.

Mostly cs

You think your BF is great but you don’t like making too much effort for him/her. Sometimes you need to listen to other people’s likes and dislikes and not only think about yourself. If you control the relationship too much, it won’t last long, that’s for sure.

Conditional Sentences Type 2

• If Ted had a motorbike, he would ride it to school every day.

• If I lived by the beach, I could go swimming every day. 3

NOTE We use If I were you, to give advice or to express an opinion.

• If I were you, I wouldn’t listen to my friends.

Complete the sentences with the correct form of the verbs in brackets to form Conditional Sentences Type 2.

1. If my best friend (lie) to me, I (feel) really bad.

2. If I (be) you, I (not go) out tonight. You look ill.

4 isten 

3. I (try) to save money if I (want) to go on holiday with my friends.

4. My sister (scream) if she (see) an insect in her bed.

A. Listen to two friends talking. What is Emma’s problem?

B. Listen again and tick the things Emma decides to do.

1. pretend she never borrowed the shirt

2. blame someone else

3. tell Rachel what really happened

4. give Rachel one of her shirts

5. buy a new shirt

6. treat Rachel to the cinema

5 peak Talk in pairs. Go to the Pair work activities section.

6 rite

A. Read the plans in the Writing section at the back of the book. Can you think of some more phrases for each part of the letters/emails?

B. Write an email to a friend asking for advice on a problem you’ve got. Then swap emails with your partner and write an email giving him/her advice. Follow the plans.

7d Helping out

1 arm-up

Discuss.

2 ead 

• Do you know of any charities or organisations that help people?

• How do they help?

• Would you like to be a volunteer for a charity? Why? / Why not?

A. Look at the title of the text. What do you think Médecins Sans Frontières does to help people? Listen, read and find out.

Médecins Sans Frontières (MSF), is an international volunteer organisation which offers medical help in times of emergency, like epidemics, and after natural disasters. MSF is a non-governmental organisation and relies on donations and fundraising events to raise money.

In 1971 a small group of French doctors were working in Nigeria. They believed that all people had a right to medical care, and MSF was born. In 1999, MSF won the Nobel Peace Prize. Today, it has over 30,000 doctors and nurses helping people in over 70 countries.

MSF volunteers travel all over the world, even to places they’ve never heard of, to help people in need. They provide help to many countries that don’t have enough doctors or money to care for ill people. Apart from that, they inform people about health dangers and educate them on how to deal with health problems.

B. Read again and answer the questions.

1. Where does MSF get money from?

2. Who started MSF?

I’ve been a volunteer for thirteen years. I’ve travelled to many parts of the world but I’ve spent most of my time in Africa. The situation in many countries there is very bad and some are in the middle of brutal civil wars. Sometimes we’re shocked by the events. I wish there weren’t any wars. There are lots of communities that need our help. It’s a tough job but we try to make a difference. We treat patients with illnesses or injuries, but there are just too many. I wish we could help everyone. It’s extremely hard work but in the end, I think it’s worth the effort. You know, it amazes me how strong people are and how they can still go around with smiles on their faces.

Dr Doug Willis, MSF volunteer

3. What does MSF do apart from providing medical care?

4. Who is Doug Willis?

5. Why can’t Dr Doug Willis and his colleagues help all the people who are in need?

3 ocabulary

A. Match the words 1-4 from the text with the dictionary entries a-d.

a. verb to give medical care to a person, an illness or an injury

b. noun [C] sth, especially money, that is given to charity organisations

c. noun [C] a person who is getting medical treatment

d. verb to teach sb about sth or how to do sth

B. Look up the words below in a dictionary.

1. donation 2. educate 3. treat 4. patient

Look up unknown words in a dictionary. There, you can find a lot of useful information about a word: pronunciation, word class (noun, verb, etc.), meaning and example sentences.

border epidemic raise volunteer war

4 rammar

wish + Past Simple

• I wish I had more time to travel.

• Jess wishes she didn’t have to go to hospital.

wish + could + infinitive

• I wish I could play the guitar.

Read the situations and write sentences using wish.

1. Tanya is going to the cinema tonight. I really want to go but I have loads of homework.

I wish I

2. It’s really cold and I haven’t got my jacket.

3. I want to drive a car, but you have to be over seventeen. I’m fifteen.

B. Listen and circle the words which contain gh as / f /. ronunciation  5 6 rite peak & Go to the Pair work activities section.

A. Listen and repeat. What’s the difference between the gh in words a and b?

7e Red nose day

1 isten  A. Discuss.

• Have you ever participated in a fundraising event?

• Why do you think events like these take place?

B. Listen to two short dialogues and answer the questions.

Dialogue 1

1. What is Tania doing?

2. What does Jessie advise Tania to do?

Dialogue 2

3. What does Phil want Eric to do?

4. Does Eric help him?

2 peak A. Read the phrases. Can you think of any more to add?

Offering help

• Would you like some help?

• Need any help?

• What can I do for you?

• Can I give you a hand with that?

• Let me help/show you.

• I’ll help you / give you a hand.

• All you have to do is…

Asking for help

• Can you help me?

• Can I ask you something?

• Can you give me a hand?

• Can I ask for a favour?

• Give me a hand with this, will you?

• Would you mind helping me out?

B. ROLE PLAY Talk in pairs. Student A You see your friend (Student B) and he/she looks troubled. Offer to help him/her.

Student B Explain your problem to Student A. (Use the ideas given below). Ask for his/her help.

1 You want to take part in a 24 hour reading challenge, but can’t decide which book to read.

2 You want to make a poster to advertise a school bazaar, but don’t know what kind of picture to use.

NOTE

3 You are trying to print out your project, but the printer isn’t working.

4 You want to make biscuits for a bake sale, but can’t do it by yourself.

The phrase give someone a hand is used mostly when you help someone do something that involves physical effort.

Can I give you a hand with that bag?

Hey, why the long face? What’s wrong? I want to…, but I… Let me help you.

Thanks. Can you…?

rite peak & A. Read the text and complete the fact file.

RED NOSE DAY IN THE UK

The first Red Nose Day was in 1988. It was organised by a charity to raise money for healthcare and education in the UK and abroad. Now, this fundraiser is held every year in the spring.

On Red Nose Day, people go to school or work wearing a red nose. During the day, you can ask people to donate money if you tell jokes or do funny things. There are also lots of different activities on every Red Nose Day – one year, people took part in a ‘fun run’ in London, where

Red Nose Day

in the UK

they raced in supermarket trolleys – so you should look out for events near you!

In the evening, there is a special programme on TV, comedians do shows to raise money for charity, and famous people agree to do silly things to make everyone laugh.

Red Nose Day is great fun for people of all ages, but the best thing about it is that it is for a good cause. Everyone has a good time, and the money raised goes to a variety of organisations that help people.

Started in: place: year: How often / When: Lasts for: ACTIVITIES

What to wear:

What to look out for:

What to do:

What to watch:

B. Copy and complete the fact file from activity A with information about a celebration/ festival/event that takes place in your country. Then talk in pairs.

When and where did it start?

When does it take place?

How long does it last for?

What do people do/wear/watch/eat, etc.?

C. Read the plan in the Writing section at the back of the book and the sentences 1-3. Then decide which paragraph these sentences should be in. Write I for Introduction, M for Main Part or C for Conclusion.

1. On the big day, people put colourful balloons in the streets around their homes. Many visitors come from outside the city too.

2. Everyone in the city has a great time on the day of the race, whatever they decide to do.

Best of all, we raise more and more money every year!

3. Every summer, my city holds a race to raise money for charity. It always takes place on the first Saturday in June.

D. Write a description of a celebration/festival/event you know about. You can use your notes in activity B and follow the plan.

Complete the song with the words in the box. Then listen and check your answers.

I’m sorry

three sad wish hang smile head back pick

I try to call but you (1) up.

When I ring back, you don’t (2) up.

I didn’t mean the words I said I still hear them in my (3) .

It’s been (4) days and still no sign.

I’d like to know if you are fine.

I didn’t want to make you (5)

Just call me (6) and I’ll be glad.

Sorry, sorry, sorry, I’m so sorry.

You’re the only friend I’ve had.

You made me (7) when I was sad.

I (8) you were here right now

Can we be friends again somehow?

Holidays 8

Discuss: Where can you find the following in this module? Go through the module and find the pictures.

Do you like travelling? Why? / Why not? How do you usually travel?

In this module you will learn...

to report statements, questions, commands and requests to talk about different types of holidays to talk about misfortunes to write an account of a true event to express concession to differentiate between formal and informal language to write a formal email asking for information

D C E B A

8a What an adventure!

1

arm-up Look at the types of holiday below and discuss.

• What does each of these types of holiday involve?

• What kind of holiday do you usually go on?

• Which of these have you never been on but would like to try? Why?

2

ead 

camping holiday cruise holiday by the seaside safari backpacking holiday skiing trip guided city tour

A. Look at the pictures. What do you think the people like doing during their holidays? Listen, read and check your answers.

And you call that a holiday ?

Not everyone enjoys a relaxing holiday around a pool getting a tan. Andy Thomas interviews two people who have a different view on what a holiday is.

Oliver Mason looks like any other teacher and makes a good impression in his smart shirt and tie. But he has an unusual burning passion for volcanoes. Whenever he has some free time, he travels to a new volcano to explore. He told me he found them fascinating and that he had travelled the globe visiting them. His favourite location is Mauna Loa in Hawaii, where the biggest active volcano in the world is.

‘Active volcanoes are much more interesting. Also, there are many activities you can do at volcanoes. I’ve just come back from an unforgettable trip to Nicaragua where I went volcano surfing down the side of a volcano!’ said Oliver. That’s pretty dangerous, even with safety equipment. He showed me his scars and told me that I’d love volcano surfing if I tried it, but I replied that it wasn’t for me.

I was looking forward to chatting with Erica

Reid because, like me, she is an experienced scuba diver. But in the end, there was a big difference between us. You see, I wasn’t very keen on the company she kept underwater. She told me that she loved interacting with the marine life. Every summer she books a holiday somewhere in the world just to swim in different marine environments. She’s swum with humpback whales in the Antarctic and black tip reef sharks in the Bahamas. She told me her most enjoyable trip had been to Mexico where she had swum with whale sharks. ‘They are the largest fish in the world, but they aren’t dangerous,’ Erica said. I was quite impressed but, personally, I’d prefer not to find out. For her next trip she has made the decision to travel to Darwin, Australia, where she’s going to swim with crocodiles. Send us a postcard, Erica!

B. Read again and complete the summaries about the two people.

Oliver Mason is a (1) who is really interested in (2) . His favourite one is still (3) and it’s the (4) in the world. It’s in (5) . Apart from exploring, Oliver likes doing different (6) . When he was in (7) , he tried volcano (8) .

3 rammar Reported Speech (Statements)

DIRECT SPEECH

‘I visited Tenerife last summer,’ Paul said to May.

NOTE

DIRECT SPEECH

‘I’m calling from Acapulco,’ says Julie.

Rewrite the sentences using Reported Speech.

1. ‘I hate travelling by plane,’ Eileen said. Eileen said that she .

2. ‘I’ll book my flight to Morocco tomorrow,’ David said. David said that he .

4 isten 

Erica Reid loves (9) and she’s very experienced. She spends her (10) holidays in places where she can swim in (11) . When she was in (12) , she swam with (13) , which are the (14) fish in the world. She has recently made plans to visit (15) and swim with (16) .

REPORTED SPEECH

Paul told May (that) he had visited Tenerife the previous summer.

REPORTED SPEECH

Julie says (that) she is calling from Acapulco.

3. ‘Lily can’t go to the match today,’ Mr Adams said. Mr Adams told me that Lily .

4. ‘I have been to Barcelona three times,’ William said. William said that he .

A. Listen to two people talking about Rita’s holiday. What kind of holiday did she go on?

B. Listen again and write T for True or F for False.

1. Rita had never been to Africa before.

2. Rita spent a long time waiting around.

3. Rita borrowed Jim’s camera.

4. Rita was scared of the animals.

5. An elephant tried to get into Rita’s tent .

6. Rita wants to go on the same type of holiday again.

5 peak Talk in pairs. Go to the Pair work activities section.

8b The great outdoors

ead 

A. Discuss. • Have you ever spent time on a farm?

• Would you like to? Why? / Why not?

B. Look at the picture. What do you think happened to Liv? Listen to the dialogue and check your answers. Then read it out in groups.

Amy You know what? I thought this agritourism would be a boring way to spend my time.

Bill Me too. But actually it’s a good laugh.

Amy Yeah.

Stu Come on you two, we can’t waste our time chatting. There’s work to be done.

Bill But Farmer Ted told us to take a break.

Stu Did he? OK, let’s take some pictures since we’ve got some time to kill.

Amy But we’re not all here.

Bill Where is Liv by the way?

Stu Here she comes now. What happened to you?

Liv Why don’t you ask Bill?

Amy Did you do this, Bill?

C . Read again and answer the questions.

1. What kind of holiday are Bill, Liv, Amy and Stu on?

2. Who didn’t think they would enjoy the holiday?

3. Why aren’t Bill, Amy and Stu working at the moment?

Bill Don’t talk nonsense. Of course I didn’t. What are you talking about, Liv?

Stu What’s that smell?

Liv OK, this is what happened. Farmer Ted told me to clean out the cowshed. So, I went to get a bucket and a spade from the shed. Then I saw Bill passing by. Remember, Bill?

Bill Yes, you asked me to tell you where the cowshed was.

Liv And you told me it was next to the farmhouse.

Bill It is... isn’t it?

Liv No, that’s Thunderbolt’s stable.

Amy Thunderbolt? The horse? Farmer Ted told us to steer clear of him. He’s a wild one.

Liv I know, I know. I opened the door and it was quite dark but I started cleaning anyway. The next thing I knew, something kicked me and I fell over.

Amy Into some mud?

Liv I wish it was mud, Amy.

Amy Ewwww! That’s disgusting!

Stu So, that’s what the smell is.

4. What did Farmer Ted tell Liv to do?

5. Why is Liv angry with Bill?

6. What is next to the farmhouse?

7. What did Farmer Ted warn the kids about?

8. Why did Liv fall over?

2

ocabulary 

Listen. What do the expressions in bold mean? Match them with the definitions a-f.

1. You’ve got until the weekend to finish the project, so take your time.

2. Arnold is really busy, but he’s going to try and make time to have a coffee with Fiona.

3. My mum always gives me a hard time when I don’t finish my homework.

4. My favourite music is hip hop, but I also listen to rock from time to time.

5. We have some time to kill before lunch, so let’s go for a walk.

6. Don’t forget to wear your helmet at all times.

3 rammar Reported Speech (Commands, Requests)

DIRECT SPEECH

‘Use the bucket to wash the car! Don’t make a mess!’ my dad said.

‘Josy, please turn the music down,’ Georgia said.

REPORTED SPEECH

a. always

b. find the time to do something

c. sometimes

d. make someone’s life difficult

e. don’t hurry

f. have nothing to do

My dad told me to use the bucket to wash the car and not to make a mess.

Georgia asked Josy to turn the music down.

Rewrite the sentences using Reported Speech and the verbs given.

1. ‘Help me feed the horses, please,’ the farmer said to Darren. ask

2. ‘Don’t give me a hard time,’ my sister said. tell

3. ‘Please clean the mud off your shoes,’ Harriet said to Dan. ask

4. ‘Don’t move,’ the police officer said to the bank robber. order

4 rite peak &

A. Imagine that you are Liv from the dialogue in activity 1. Describe to the class what happened to you and how you felt.

B. Read the plan in the Writing section at the back of the book.

C. Think of something that has happened to you or imagine you’re Liv. Complete the notes in the Writing section, making up any information you need.

D. Write an account of a true event or imagine you’re Liv and write what happened. Use your notes from activity C and follow the plan.

8c What went wrong?

1 arm-up Discuss.

• Which of the following do you think would ruin a holiday?

• Can you think of anything else?

car breaking down missing a flight getting sunburnt running out of money packing the wrong clothes waiting for a delayed train forgetting your passport losing your suitcases

2 ead 

Read the blog Jason Partridge has written about a holiday that went wrong. Five sentences are missing. Complete the blanks 1-5 with the sentences a-e below. Then listen and check your answers.

subject: A nightmare mini holiday by: Jason Partridge

date: 14th August

location: Home

Well, I thought this would be the best holiday, but unfortunately, I’ve just come back from the shortest cruise ever! From the moment my parents and I arrived at the port we knew it wasn’t going to be our dream holiday.

The first thing I noticed was that most of the people boarding the ship weren’t my age.

1 But the real shock came when we were shown to our cabin. It was tiny, the beds were uncomfortable and it had no windows! So, my dad went to reception and asked if we could pay extra for a better one. 2

Then things got worse. It was time for the ship to sail when there was an announcement that

there would be a two-hour delay. 3 The crew asked us all to be patient, stay on board and enjoy our lunch. But the service was terrible! They were so disorganised it took us an hour to have lunch and it was completely tasteless. After that, we went back to the cabin. My mum wanted to have a shower but there was no water. 4 They said something about having trouble with the water supply and that they were doing their best to fix it.

5 We hardly got any sleep that night and the next day, when the ship made its first stop, we got off along with most of the other passengers and we never went back. As I’m writing this, my dad is writing a letter of complaint to the travel agency asking for our money back.

a. Of course, there were many dissatisfied passengers.

b. Secondly, the ship looked a lot less luxurious than it did in the brochure.

c. We finally left port, but things didn’t improve.

3 ocabulary 

d. But they told him that all the cabins were full and that it was impossible for them to do anything.

e. So she called reception and asked them what the problem was.

Form the opposites of the words in the box and complete the table. Then listen and check your answers.

un + adjectivedis + verb or adjectiveim + adjective

NOTE The opposites of many English words are formed by adding a negative prefix (un-, dis-, im-, etc.) to the words. unhappy (un+happy) dislike (dis+like) impolite (im+polite) agree possible comfortable pleasant organised healthy appear patient successful satisfied

4 rammar

Reported Speech (Questions)

DIRECT SPEECH

‘When will we arrive?’ Jimmy asked his dad. ‘Do you want to have lunch in the cabin?’ Kelly asked Ray.

Rewrite the questions using Reported Speech.

REPORTED SPEECH

Jimmy asked his dad when they would arrive. Kelly asked Ray if/whether he wanted to have lunch in the cabin.

1. ‘Have you ever been on a cruise before?’ Lionel asked me. Lionel asked me .

2. ‘How long is the ship?’ Stephen asked the captain. Stephen asked the captain .

3. ‘What will you put in your suitcase?’ my brother wanted to know. My brother wanted to know

5 isten 

Listen to four people talking about their holiday experiences and match them with the statements.

Andrew Ruth Shaun Emily

I missed part of my holiday. I forgot to bring something. I almost ran out of money. I got sunburnt badly.

6 peak Talk in pairs. Tell your partner about a bad holiday experience you’ve had.

8d Going abroad

1 ocabulary



Listen. What do the verbs in bold mean? Match them with the pictures a-f.

1. The little girl kissed her grandmother on the cheek when she saw her.

2 . In Japan, people usually bow when they meet.

3. Josie waved at Brian, but he didn’t see her in the large crowd.

4. I hugged my cousin when she arrived.

5. The players from both teams shook hands before the game.

6. ‘Who’s that?’ said Mike and pointed to the boy next to the window.

2

ead 

A. Look at the picture. Where do you think the man is?

Listen and find out. Then read.

Harry Check this out! My favourite travel blogger just posted about his latest trip! It’s out of this world!

Oliver Hey! That’s my cousin, Joe!

Harr y Get out of here! Really?

Betty Let’s interview him for our blog!

Harry Great idea!

The next day…

Oliver So, Joe, you’ve been to many countries. Why did you visit China this time?

Joe Well, I took Chinese lessons last year. The language and culture were so interesting that I decided to go there.

Lily Wow! Chinese is difficult, right?

Joe You can say that again! And even though people couldn’t always understand me, I spoke as much as I could... you know... for practice.

Betty Good for you! Tell us more!

Joe Well, when I arrived, I wasn’t sure how to greet people. Although I thought I should bow, it’s actually more common to shake hands.

Lily That’s interesting!

Joe Also, when you go to a friend’s house, you take off your shoes and they give you a pair of guest slippers to wear.

Harry Cool!

Joe Oh! And you must never point to people because it ’s rude!

Harry Yes, that’s right! Do you think you’ll visit China again?

Joe Oh, it’s such an amazing country that I’ll definitely go again!

Betty Any final advice for people who like travelling?

Joe Well, I reckon it’s always a good idea to learn some things about a country and its people before you visit.

Harry I agree! Thanks for your tips, Joe!

B. Read the dialogues again and answer the questions.

1. Why did Joe choose to travel to China?

2. Why did Joe speak Chinese during his trip?

3. What was Joe not sure about when he arrived in China?

rammar

Clauses of concession

although / even though + subject + verb

Although / Even though I waved at them, they didn’t see me.

4. What do visitors have to do when they go to a friend’s house in China?

5. What does Joe think people should do before they visit a country?

In spite of / Despite + noun / -ing form

In spite of / Despite waving at them, they didn’t see me.

Rewrite the sentences using the words given.

1. The children were tired, but they didn’t go to bed early. (although)

2. Emma didn’t like the film, but she still watched it. (despite)

4 ronunciation 

A. Listen and repeat. Notice the stressed words and how the stress affects the meaning.

Jack tapped me on the shoulder. (Jack, not his brother or anybody else)

Jack tapped me on the shoulder. (He tapped me on the shoulder, not somewhere else)

3. Even though Liam was ill, he went on the school trip. (in spite of)

B. Listen and repeat. Underline the stressed word in the questions 1-3 and choose the correct answer.

1. Does Robert speak Spanish?

a. No, Lisa speaks Spanish.

b. No, Robert speaks Italian.

2. Did Mr Lee shake hands with you?

a. No, Mr Davis shook hands with me.

b. No, Mr Lee shook hands with Tom.

3. Are you going to London on Sunday?

a. No, my sister is going to London on Sunday.

b. No, I’m going to London on Saturday.

5 rite

Write a paragraph about customs or traditions in your country. Use the questions in the Writing section at the back of the book to help you with ideas. Then present your paragraph to the class.

8e Holiday plans

1 arm-up

Look at the advertisement below and discuss.

• If you were interested in this holiday, what else would you like to know?

2

WINTER BREAKS

ENJOY THE SCENERY OF THE ALPS AND THE EXCITEMENT OF A SKI HOLIDAY!

• Available all winter!

• Unbelievable prices!

• Beginner slopes and experienced ski instructors available

• Special offers for groups!

• Five amazing resorts!

• The choice is yours!

isten  Listen to a man calling Snoworld Travel Agency for some information and complete his notes.

Ski trip info

• Weekend price: (1) per person

• Special offer: Group of 11: (2) cheaper

3 rite peak &

• Resorts in (3) , (4) and Switzerland

• Lesson with instructor: lasts (5) costs (6)

A. Read the email Matthew Fox sent to Snoworld Travel Agency and answer the questions. When it is possible, underline parts of the email to justify your answers.

1. Is Matthew writing to someone he knows?

2. Where did he find the advertisement?

3. Why is he writing this email?

4. How many questions does he ask?

5. Which words/phrases does he use to list his questions?

6. Does he use short forms?

7. What features make this email formal?

Dear Sir/Madam,

I saw your advertisement in a local newspaper. I am writing to ask for more information about winter breaks. Firstly, would you please tell me if there is a minimum number of people required to get the group special offer? I would like to come with friends, but I do not know the exact number yet. Also, could you tell me during which months the ski holidays are available? We are thinking of coming at the end of February or the beginning of March.

Furthermore, do you provide ski equipment or do I have to hire and pay extra? This is my first time skiing so I do not have the equipment. Lastly, could you let me know what facilities are available at each of the resorts?

I would like to thank you in advance for your time and assistance. I look forward to hearing from you.

Yours faithfully,

Matthew Fox

B. Read the information below. Then read the direct questions 1-3 and form indirect questions.

In formal letters/emails, try not to use direct questions too often. It is more polite to use indirect questions. Indirect questions begin with phrases like: Can / Could / Would you tell/inform me...? Can / Could / Would you let me know...? Do you know...?

DIRECT QUESTIONS

• Where is the hotel? • Is breakfast included?

INDIRECT QUESTIONS

• Do you know where the hotel is?

• Could you tell me if/whether breakfast is included?

In indirect questions, the word order is the same as in affirmative sentences and the tenses do not change.

1. How much does it cost? Would you please inform me ?

2. Is there an indoor swimming pool? Do you know ?

3. Do all rooms have air conditioning?

C an you tell me ?

C. ROLE PLAY

Go to the Pair work activities section.

D. Look at the advertisement in the Pair work activities section again and write an email to Tomkins Travel Agency to ask for information about the holiday. Follow the plan in the Writing section at the back of the book.

page 4

A. Look at the pictures below. Do you know the names of any of these sights? Listen, read and check your answers. 

Hi! Welcome to the New York City At Night Tour. I’m Tim, your guide, and your pilot tonight is Kelly. It’s almost midnight now, but it’s a beautiful clear night so, from where we are, you will be able to have a great view of the Big Apple, or as most of us know it, New York City.

Helicopter Ride! NEW YORK CITY

The tour starts here at New York’s most famous sight, the Statue of Liberty. The statue dates back to the 1880s, when it was given to the USA by the French. Lady Liberty stands on an island and raises her torch 93 metres into the air. We’re going to fly around the statue a few times, then leave her behind and head towards Manhattan.

You can’t really see because it’s dark, but Manhattan is an island in the middle of the Hudson River. Now, we are flying over Brooklyn Bridge. It’s just one of the many bridges in New York City. Millions of people travel across them every day to get to downtown Manhattan.

Flying over the city of New York, there’s one thing you will see a lot of, and that’s very tall buildings, such as the Chrysler Building with its beautiful lights. And down there is the Empire State Building. It looks small from up here, but it was the first building to have more than 100 floors, and the height of the 102nd floor is 381 m.

Next, there’s a place that some people call ‘the centre of the world’, Times Square, in Manhattan. Of course, this city is also a great place to go shopping, so walk down 5th Avenue or visit Macy’s at 34th Street and Broadway. It has been called the world’s largest department store. It’s a bit late to go shopping now, but don’t worry, there’s always something to do in New York City. After all, it is ‘the city that never sleeps’.

B. Read again and write T for True, F for False or NM for Not Mentioned.

1. The Big Apple is another name for New York City.

2. The Statue of Liberty was a gift from France.

3. Brooklyn Bridge is used more than any other in New York City.

Project

Write a travel guide!

4. Macy’s is a department store on 5th Avenue.

5. The Chrysler Building has more than 100 floors.

Think of tourist attractions/sights that people should go to when visiting your town/city. Write a travel guide including three of the most popular tourist attractions. Do some research on the Internet and collect all the information you need.

Work with a teacher Round-up 1

ocabulary

A. Circle the correct words.

1. Please turn off the TV. I’m doing my homework and I can’t concentrate / disconnect.

2. The Irish population / athlete was the winner of the tennis match.

3. Rachel’s got a huge collection / title of stamps.

4. How many students attended / realised the course?

5. There’s no need to control / panic. Everything is fine.

6. Do you use many electronic skills / devices every day?

Score: / 6

B. Complete the sentences with prepositions.

1. We revised our history exam all day, and we’re actually looking forward it!

2. Rita didn’t come for dinner yesterday.

3. Robert came with the best idea.

4. Look ! You almost hit that car. You’re a horrible driver.

5. Lisa didn’t do well her geography test.

6. I tidied my wardrobe yesterday and I came 20 euros!

Score: / 7

rammar

C. Complete with the Present Simple or the Present Progressive of the verbs in brackets.

1. Kelly (clean) her room now. She (want) to finish before lunchtime.

2. A: you (get) along with your brother?

B: Not really. He’s ver y selfish and he (always take) my stuff.

3. Look! Jack (not share) his toys again. He (hate) playing with other kids.

4. My younger sister often (borrow) my clothes. She (want) to be just like me.

Score: / 8

D. Complete with the correct form of the words in brackets.

1. Peter is the (bossy) student in the class. Nobody likes hanging out with him.

2. Skateboarding is (boring) than snowboarding.

3. Cycling isn’t as (dangerous) as mountain biking.

4. Penny studied (little) than Keith for the exam, so she didn’t do as (good) as he did.

Score: / 5

E. Circle the correct words.

1. There are no / nothing cool clothes in this shop.

2. Everyone / Someone called you last night. I can’t remember his name, though.

3. I’ve got anything / nothing to wear. All my clothes are too small.

4. Everyone / Everywhere in my class plays football. We love it.

5. Have you seen my mobile somewhere / anywhere?

Score: / 5

F. Complete with the Past Simple of the words in the box. do come not break play borrow not buy

1. Victor round yesterday afternoon and we table tennis.

2 . you karate with Robert last year?

3. Natalie that painting. I did.

4. I your tablet! It was like that when I it.

Score: / 6

Rob Nothing much. I’m going to play basketball with Jeff later. Do you want to come with us?

Tom (2) _______ I used to play basketball ever y day.

Rob Yeah, I remember. Why did you stop playing?

Tom (3) _______ I guess I got too busy with all my schoolwork.

Rob Oh, sorry, (4) My bus is here.

Tom OK! See you later.

ommunication

G. Complete the dialogue with the sentences a-d.

a. I have to run.

b. Beats me.

c. What are you up to?

d. Why not?

Rob Hey, Tom. How are you?

Tom Not bad. (1)

Score: / 8

TOTAL SCORE: / 45

Now I can…

talk about things in the present and past

make plans and future arrangements make comparisons talk about what I like and dislike talk about school experiences start and end a conversation link my ideas with and , but , so , because and or write a blog post presenting myself

Round-up 2

Work with a teacher

ocabulary

A. Circle the correct words.

1. These jeans don’t fit me. They’re too striped / tight.

2 . Rita got a perm / trim yesterday. Now her hair is nice and curly.

3. I haven’t tried scuba diving yet. I think it sounds risky / weak.

4. I always go to the shopping centre because I can find my favourite brands / hairstyles there.

5. Which trousers should I get? I can’t make up my word / mind.

6. Look! My favourite vlogger just uploaded / developed a video!

7. Kim grew / grew up in Poland.

8. I do brain puzzles every day to improve my strength / memory.

Score: / 8

B. Match .

1. not say

2. keep

3. change

4. pull

5. pay

a. someone’s leg

b. one’s mind

c. something in mind

d. a word

e. attention

Score: / 5

rammar

C. Join the sentences using relative pronouns and adding commas where necessary. Make any other necessary changes.

1. Richard is my classmate. His parents own a supermarket.

2. We can meet outside the café. It’s on Bellview Road.

3. Mrs Porter lives on the third floor. She used to be a police officer.

Score: / 6

D. Complete with the correct form of the verbs in brackets.

1. When we go to Egypt, we (see) the Pyramids.

2. Mrs Smith (call) the police if Jack (do) graffiti on her garage again.

3. Unless you visit Rome, you (not realise) how beautiful it is.

4. If you (not attend) all your classes, you (not do) well.

5. Sandra will come home soon. As soon as she (realise) what has happened, she (get) ver y angry.

Score: / 8

E. Complete the sentences with all, both, neither, none or either.

1. A: Which film do you want to watch? The horror film or the comedy?

B: . I don’t mind.

2. This country’s full of amazing ancient sites. of them are worth seeing.

3. I don’t like Rich Café or Blue Café. of them is cosy.

4. Sally and Fay made beautiful paintings. of them were happy when they won an award.

5. There are many buildings in my city, but of them are as tall as Taipei 101.

Score: / 5

ommunication

F. Choose a or b.

1. A: Kelly and Harry both love watching parades.

B:

a. I do too.

b. I don’t either.

2. A: My dad can speak Spanish.

B:

a. Neither can mine.

b. So can mine.

3. A: I have never seen a play.

B:

a. I have too.

b. I haven’t either.

Score: / 3

G. Complete the dialogue with the sentences a-e.

a. If we walk, we’ll really see the city.

b. You know what?

c. Forget it.

d. I’ve heard that they’re both impressive.

e. Are you serious?

Jeff Do you want to visit the palace or the national park first?

Ben Either. (1)

Jeff (2) Let’s go to the palace first. We can walk there.

Ben OK. How far is it?

Jeff About forty minutes on foot.

Ben What? (3)

Jeff Yeah! Don’t worry! (4) We’ll see places that aren’t mentioned in this travel book.

Ben (5) I’m not walking for forty minutes.

Score: / 10

TOTAL SCORE: / 45

Now I can…

talk about places of entertainment express agreement/disagreement describe hairstyles and clothes talk about conditions and their results define people, places, things and ideas, and give additional information about them

describe people’s personality talk about friends and friendship write a description of a person

CLIL Page: Maths

Work with a teacher Round-up 3

ocabulary

A. Circle the correct words.

1. Does the tour include / produce a visit to an art gallery?

2. When Dan grows up, he wants to become a(n) robot / astronaut.

3. If you want to play tennis, you need to have a racket / point.

4. This box is really heavy! Help me or I’m going to drop / lift it!

5. You need shin pads / goggles to play hockey.

6. Lots of people expressed / commented on the video I posted.

7. We did a(n) break / experiment in our science lesson today. It was very exciting!

8. The other team is better than us. They always win / beat us.

Score: / 8

B. Complete the sentences with prepositions.

1. A: We’re going camping next weekend. Do you want to come?

B: Of course. Count me .

2. My cousin is arriving from London tomorrow, and I’m going to the airport with my aunt to pick her .

3. I was so nervous when the plane took !

4. My sister and I have a lot common.

5. It’s cold outside, so put a coat.

6. I decided to join the chess club instead the IT club.

7. Guess what! We made it the final!

8. I love your bag! It’s definitely one a kind.

Score: / 8

rammar

C. Complete with the Present Perfect Simple or the Past Simple of the verbs in brackets.

1. Larry (fall) asleep an hour ago.

2. A: Rita and Tom (direct) a film before?

B: Yes. They (direct) a film last year.

3. I (be) to Korea twice. It ’s a beautiful country.

4. A: you (speak) with Jane yesterday?

B: No, I (not see) her since the day we (visit) her.

5. Debbie (never / dye) her hair red, but she wants to try it.

Score: / 8

D. Complete with the Present Perfect Simple or the Present Perfect Progressive of the verbs in brackets.

1. Helen and Jim (look after) the children all day.

2. Andy (miss) three English lessons so far.

3. That man (look) at you since we walked into the room. Do you know him?

4. Lisa (work) on a painting for the past month, but she (not show) it to anyone yet.

5. We (not attend) this course for long. We started last week.

Score: / 6

E. Circle the correct words.

1. Nancy’s been looking for you since / for yesterday morning.

2. Frank and Sam met three years ago / before at a baseball game.

3. I’ve never / ever failed an exam in my life.

4. Mike and I have been friends for / since five years.

5. Ben hasn’t returned already / yet. He’s still in Italy.

Score: / 5

ommunication

F. Match.

1. Have you ever played water polo?

2. My team won the game.

3. Can I tell you something?

4. Did you buy a new jacket?

5. Do you have any other questions?

a. Hurray! That’s great!

b. No, that’s all for now.

c . No, but I’d like to. I’ve heard it’s lots of fun!

d. As you can see, yes, I did!

e. Go ahead.

Score: / 10

TOTAL SCORE: / 45

Now I can…

talk about experiences I have had use some phrasal verbs talk about hobbies, sports and creative activities

talk about travel experiences use appropriate tenses to link the past with the present

talk about camps and courses write an email giving news

Work with a teacher Round-up 4

ocabulary

A. Circle the correct words.

1. The audience / stage clapped when the concert finished.

2. They arranged / announced that they are making a new film on the life of Albert Einstein.

3. The band will play at ten different appointments / venues on their tour.

4. I can’t believe I finally saw Full Blast perform / support live!

5. Today I split / signed the contract for my new job.

6. I clapped / cheered too much at the concert, and now my hands hurt.

7. I thought I wouldn’t need the torch my dad gave me, but it came as a surprise / in handy on my camping trip.

Score: / 7

B. Complete the sentences with prepositions.

1. Tony is fond water sports. He loves being in the water.

2. I’m crazy rock music. I want to be in a band one day.

3. Lily isn’t interested bowling, so she doesn’t want to come with us.

4. Oh no! The tickets are sold . We can’t go to the concert.

5. Jack really let me when he said he couldn’t come to my party.

6. Jenny, I want to take a picture of the castle and you’re my way.

7. Depending how many people come, we should order more pizza.

Score: / 7

rammar

C. Complete the sentences with the or -.

1. Last week, my parents went to Egypt and visited Pyramids. Next month, they’re thinking of going skiing in Alps.

2. A: Did you see fireworks last night?

B: Yes, I love fireworks!

3. people say that Chinese language is difficult to learn, but I want to try.

4. My brother finished university in 2018.

5. A: When are you moving to south of England?

B: In June.

D. Circle the correct words.

Score: / 10

1. We will go / are going to only if the tickets are under £20.

2. I don’t come / am not coming tonight because I have to study for tomorrow’s exam.

3. A: Can you bring me a souvenir?

B: Of course. I’ll bring / I’m bringing you something special when I come back.

4. I wait / will wait here until you are ready.

5. My French lesson starts / is going to start at 11 a.m. every Thursday.

6. Steve isn’t answering his phone. I will call / I’m calling him again later.

Score: / 5

E. Complete the sentences with both, neither or either.

1. Paul nor Tom have got any green socks.

2. A: I can’t make up my mind about these jumpers. I like them all!

B: You should buy the black or the grey one.

3. Francis and Helen play the drums.

Score: / 3

F. Rewrite the sentences starting with the words given.

1. It was such a boring party that everyone left early.

The party was .

2. The exhibition is so interesting that I want to go again.

It is .

3. It was such a good book that I finished it in two days.

The book was .

4. The climb is so dangerous that only a few people have done it.

It’s .

Score: / 8

ommunication

G. Match.

1. Could I have a word with you?

2 . Did you get tickets for the concert?

3. Where is Harry?

4. Miss Brown always wears old-fashioned clothes.

5. I got Brad Pitt’s autograph!

a. Get out of here! Show it to me.

b. Yep. It’s all sorted.

c . Sure. What’s up?

d. You can say that again!

e. He’s on his way here, don’t worry.

Score: / 5

TOTAL SCORE: / 45

Now I can…

talk about music, musical instruments and concerts talk about the future write an email of invitation express result use idioms write an article describing an event

CLIL Page: Science

Work with a teacher Round-up 5

ocabulary

A. Circle the correct words.

1. The man wanted to hold / approach a meeting to make plans for the competition.

2. This particular archer / author has written more than twenty books over the last ten years.

3. A few years ago, he wrote a(n) biography / autobiography in which he describes the experiences that have made him the man he is today.

4. Let’s buy Mark a history book / comic book. He prefers non-fiction books.

5. I decided to buy this book because its novel / cover looked interesting.

Score: / 5

rammar

C. Complete with question tags.

1. The house by the river flooded, ?

2. Wear a jacket tonight, ?

3. Let’s explore the city, ?

4. Kate doesn’t like horror films, ?

5. The kids won’t go out in the storm, ?

6. The man wasn’t injured, ?

7. Turn off the alarm clock, ?

8. You’ve brought a first aid kit, ?

Score: / 8

D. Complete with the Past Simple or the Past Progressive of the verbs in brackets.

B. Complete the sentences with prepositions.

1. That book was amazing! It was hard to put .

2. When are you moving your new house?

3. Of course you can’t read it , it’s upside !

4. There was a brown spot on the carrot, but I sliced it .

5. After chatting online for a few months, it was nice to talk to Jim face face.

1. As Kelly (clean) the bird cage, her parrot (escape).

2. While I (sit) on a branch in a tree, it (break) and I (fall). Luckily, I (not break) anything.

3. As soon as Mrs Mackenzie (see) the snake in the classroom, she (scream).

Score: / 7

Score: / 5 E. Complete with the Past Simple or the Past Perfect Simple of the verbs in brackets.

1. We (realise) that we (not have) any money on us after we (leave) the house.

2. Yesterday, Kevin (go) to the zoo. He (not be) there before.

3. It was quite a long flight. By the time the plane (land), we (watch) three films.

Score: / 7

F. Complete with the correct form of the verbs in brackets.

1. Dave was exhausted so he stopped (study) and went to bed.

2. We may (go) to the school on Saturday morning (rehearse) for the play.

3. Greg wants (become) an astronomer. That’s why he’s thinking of (buy) a telescope.

4. I was surprised (see) Tina in a costume. I thought she hated (dress up) at fancydress parties.

5. Ted never has enough time (do) any housework but he can (spend) hours (play) computer games.

Score: / 9

ommunication

G. Complete the dialogues with the phrases a-d.

a. Fortunately

b. it got me thinking

c. That sounds amusing

d. I’m not a big reader

Wendy I read a great novel last month, and (1) . You’re a big fan of science fiction, aren’t you?

Kyle Yeah, I am.

Wendy Well, in this book, the two main characters go on a big adventure across the ages, but they have to return in time for work the next day.

Kyle (2) .

Wendy It was! I think you should read it.

Kyle I don’t know... (3) .

Wendy I thought you might say that. (4) , they’re making a movie about it.

Kyle Great!

Score: / 4

TOTAL SCORE: / 45

Now I can…

talk about books and literature narrate past events distinguish between the Past Simple and the Past Progressive use the Past Perfect Simple use question tags express purpose write a story

Work with a teacher Round-up 6

ocabulary

A. Circle the correct words.

1. Do you know who invented / failed the washing machine?

2. We put up a sign in the school hall to discuss / inform students where they can buy tickets.

3. We have to work hard if we want to achieve / advertise our goal.

4. Did you pick up / dial the phone? I heard it ringing.

5. Make sure you log off / in the computer before you leave.

6. Live music is a great form of disadvantage / entertainment.

7. I’m thrilled because I got the best role / signal in the school play.

8. You should click there, then log / type in your username and password.

9. Our teacher gave the class helpful newsfeed / feedback after our presentations.

Score: / 9

B. Match.

1. leave

2. catch

3. back up

4. be a waste

5. make

6. give someone

7. be in

rammar

C. Circle the correct words.

1. You have to / don’t have to feed the dog. I’ve already done it.

2. Henry wasn’t able to / won’t be able to take part in the race next week. He’s sprained his ankle.

3. Would / Could you like me to give you a call later?

4. We must / might get hungry during our hiking trip, so let’s take some sandwiches with us.

5. You mustn’t / needn’t leave the door open. Look at the sign.

6. May / Would I speak to John, please?

Score: / 6

a. a prediction

b. the bus

c. a call

d. a hurry

e. a message

f. of time

g. a file

Score: / 7

D. Circle the correct words.

1. Millions of people are watching / are being watched the championship.

2. These cars produce / are produced in Germany.

3. The athlete gave / was given a gold medal.

4. My brother downloads / is downloaded music from his laptop.

5. Something must do / must be done to save the planet.

6. The beach is cleaning / is being cleaned tomorrow.

7. These coats design / are designed in Italy.

8. Van Gogh painted / was painted around nine hundred paintings.

Score: / 8

E. Change the sentences from the Active to the Passive Voice.

1. The residents of Hillwood planted 1,000 trees in the park.

2. They should reduce commercials on TV.

3. The government is building a new hospital.

4. They didn’t collect the rubbish yesterday.

5. We need to make a web page for the youth club.

Score: / 10

ommunication

F. M atch.

1. Could I speak to Mr Jones, please?

2. Oh no! I missed the bus.

3. Are you a native speaker of German?

4. I can’t believe I failed the test.

5. Sorry, she isn’t here. C an I take a message?

a. Yes, I grew up in Berlin.

b. Sorry, you’ve got the wrong number.

c. Yes, tell her I’ll meet her at the park at 7 p.m.

d. Well, you got a lot of answers wrong.

e. I can give you a lift.

Score: / 5

TOTAL SCORE: / 45

Now I can…

ask for, give and refuse permission express possibility and ability express obligation, lack of obligation and prohibition

form nouns (ending in -ion , -ation and -ment )

use the Passive Voice

form adjectives (ending in -ful and -less ) write an essay discussing advantages and disadvantages

CLIL Page: Literature

Work with a teacher Round-up 7

ocabulary

A. Circle the correct words.

1. Did the police catch the theft / thief?

2. We need to find a solution / donation to this problem immediately.

3. Can you please turn down / off the TV a bit?

4. We’re organising a bake sale to treat / raise money for the local hospital.

5. I want to become a patient / volunteer and help people in need.

6. Please don’t wear that dress to the party. You look ridiculous / obvious!

Score: / 6

B. Complete with the correct form of the words in capitals.

1. Fortunately, the was arrested before he escaped. ROB

2. My cat died after a long . ILL

3. Tourists should be aware of when they travel.

PICKPOCKET

4. Sally always gets picked first for the volleyball team. I think it’s . FAIR

5. Two have taken place in my neighbourhood this week. BURGLAR

Score: / 5

rammar

C. Write questions. The words in bold are the answers.

1. A: ?

B: The screws fell on the floor.

2. A: ?

B: Mark won the song contest.

3. A: ?

B: Oliver beat Lenny at chess.

4. A: ?

B: The burglar stole a painting

5. A: ?

B: The man tried on the brown shoes.

D. Circle the correct words.

Score: / 5

1. Jack pushed me / myself and I fell down, but luckily I didn’t hurt me / myself.

2. Diane won’t lie. You can always count on her / herself to tell you the truth.

3. Ted and I were thirsty so we treated us / ourselves to some apple juice.

4. My cousin, Susan, is twenty years old and lives by her / herself.

5. Greg didn’t break the window, Mum, so don’t blame him / himself.

6. Have you ever stayed at home by yourself / yourselves, children?

Score: / 7

E. Complete with the correct form of the verbs in brackets.

1. If I had a lot of money, I (make) a donation.

2. Would you become a detective if you (like) solving crimes?

3. Mandy (buy) a car if she (know) how to drive.

4. If I (be) you, I (apologise) to my parents.

5. If I (not know) how to put this chair together, I (read) the instructions.

Score: / 8

F. Read the situations below and write sentences using wish.

1. I’ve got a terrible hairstyle and people make fun of me.

2. The fundraising event is on Saturday. I’d love to go but I can’t.

3. I want to enter the competition but I’m not old enough.

c. Whatever you say.

d. Haven’t you started yet?

e. No need.

f. I can’t be bothered.

Kerry Gavin, what are you doing?

Gavin I’m watching TV.

Kerr y (1) ______

Gavin Well...

Kerry Well, what?

Gavin (2) ______

Kerry But you promised.

Gavin Well, I haven’t got enough money to buy the paint .

Kerry (3) ______ I bought it yesterday. It’s in the basement. So, what do you think?

If you get started now, you’ll finish by dinner time.

Gavin (4)______

Score: / 6

G. Complete the dialogue with the sentences a-f. There are two extra sentences which you will not need to use.

a. It’s a piece of cake.

b. Why aren’t you painting the living room?

Score: / 8

TOTAL SCORE: / 45

ask different kinds of questions give and follow instructions talk about imaginary situations ask for and give advice write a letter/email asking for / giving advice express wishes write a description of an event Now I can…

Work with a teacher Round-up

ocabulary

A. Complete with the correct form of the words in capitals.

1. What’s that smell?

PLEASANT

2. Don’t you know it’s to point at other people?

3. Tidy up your desk! You can be so sometimes.

POLITE

ORGANISE

4. This chair is . Can I sit on the sofa? COMFORTABLE

Score: / 4

rammar

C. Rewrite the sentences using Reported Speech.

1. ‘I can’t find my suitcase,’ Emma said to us. Emma told us .

2. ‘Where did you go on holiday, Fred?’ Gina asked.

Gina asked Fred .

3. ‘Henry has never been backpacking,’ Isabel said.

Isabel told us

B. Circle the correct words.

1. Billy and I had a(n) luxurious / enjoyable walk by the sea.

2. My brother gave me a hard time / time to kill after I lost his favourite cap.

3. We were an hour late so we delayed / missed our flight.

4. Carolyn greeted / waved goodbye and boarded the ship.

5. I was sunbathing almost every day, so I got a nice tie / tan.

6. Darren left his sunglasses in the cabin / brochure, so he went to get them.

7. Greg might win the song contest. I think he made a good impression / announcement on the judges.

Score: / 7

4. ‘Don’t forget your passport!’ John told Sandra.

John told Sandra .

5. ‘Are your parents travelling to Paris next weekend?’ my cousin asked. My cousin wanted to know .

Score: / 10

D. Choose a or b.

1. The police officer told us our bags.

a. open

b. to open

2. Lee told me he had played tennis .

a. the following day

b. the previous day

3. Excuse me, could you tell me the ski instructor is?

a. who

b. whether

4. Mike asked me when him his headphones back.

a. would I give

b. I would give

5. He asked us we had our passports with us.

a. where

b. whether

E. Circle the correct options.

Score: / 5

1. Even though / Despite Diane made a list of what to pack, she still forgot her hiking boots.

2. Despite / Although his accident , Trevor went on his backpacking trip.

3. In spite of / Although being hungry, I couldn’t eat the food. It was terrible!

Score: / 3

F. Read the direct questions and form indirect questions.

1. Is that slope dangerous?

Do you know ?

2. What time does the travel agency close?

Could you tell me ?

3. Was the service good?

Can ?

4. Where will I find souvenirs?

Do you ?

Score: / 8

a. Well, I like to paint from time to time.

b. So, take your time.

c. It’s out of this world!

d. Don’t talk nonsense.

e. Take a break.

Penny Are you painting a picture, Olga?

Olga Yes, but it’s not ver y good.

Penny Don’t be silly. (1) _______

Olga Do you think so?

Penny Yes, I didn’t know you were an artist.

Olga (2) _______

Penny You should have your own exhibition.

Olga (3) _______

Penny I’m serious! Actually, there’s a competition at the Town Hall every year. You should enter.

Olga But I haven’t finished this painting yet.

Penny The competition isn’t until the summer. (4) _______

Score: / 8

TOTAL SCORE: / 45

Now I can…

report statements, questions, commands and requests talk about different types of holidays talk about misfortunes

write an account of a true event express concession differentiate between formal and informal language write a formal letter asking for information

G. Complete the dialogue with the phrases a-g. There is one extra phrase which you do not need to use.

CLIL Page: Social Studies

A. Look at the pictures. Do you know anything about these regions? Listen, read and check your answers.

UKRAINE THE REGIONS AND CLIMATES OF Culture

Ukraine is a huge country in Eastern Europe. It has seven neighbouring countries that share its borders, including Moldova, Romania and Poland. Ukraine has an area of over 603,000 square km, which makes it the second biggest country in Europe. It’s also twice the size of Italy and only a little smaller than the state of Texas in the USA.

Ukraine has a variety of different regions and climates. The centre of the country is very flat and is the best place for farmers to grow food. Because of this, it is called the ‘breadbasket of Europe’. In the west are the Carpathian Mountains where local people can ski and go hiking, and in the south, there is the Black Sea. This region has many beautiful and interesting

castles on the coast, as well as many holiday resorts that Ukrainians like to visit in the warmer months.

In general, summers in Ukraine are hot and winters are cold. The hottest area is the centre where average temperatures in summer are between 24 to 28° C. In the winter it is also the coldest region, with average temperatures between -6 and -2° C. In the south during winter, it can get so cold that the sea freezes. Lastly, the wettest part of the country is the east and the snowiest is the Carpathian Mountains.

Ukraine is a nation that has many rivers. The longest is the Dnipro River, which has a length of 1,095 km within Ukraine and a total length of 2,285 km. The largest forest in Ukraine is the Shatsky National Natural Park, located in the northwest of the country, in the Volyn region. This park includes the Shatsk forests and lakes, including the famous Svityaz Lake. The total area of the park is over 32,000 hectares. It’s a great place to go camping, but because it’s so big it’s very easy to get lost there.

B. Read the text again and answer the questions.

1. How big is Ukraine?

2. What do locals do in the central region?

3. What happens to the sea in the south when it gets cold?

Project

Give a presentation!

In small groups choose another country. Find information about it on the Internet

4. Which area is the coldest?

5. Which is the rainiest part of the country?

6. Why can camping in the Shatsky National Natural Park be difficult?

and compare its geography, climate, and other geographical features to Ukraine. Then give a presentation to the class.

Culture page for Ukraine 2

A. Look at the pictures and read the title of the text. What do you think it i s about? Listen, read and check your answers. 

Ukraine: A Land of History and Diversity*

Ukraine is one of Europe’s largest countries. Most Ukrainians live in their historical lands, where their culture developed. While some Ukrainians live abroad, those in Ukraine make up the largest ethnic* group in these areas. Around 81% of people in Ukraine live in cities. The city with the largest population is Kyiv, the capital of the nation. Yet apart from what these statistics tell us, what is the population of Ukraine really like? There is a large international community* in Ukraine, because lots of people from countries such as Poland, the Czech Republic, Slovenia and Moldova have moved there. Interestingly, Ukraine is home to many languages spoken by various ethnic communities. While Ukrainian is the only official state language*, laws guarantee* the cultural and linguistic* rights of national

minorities*, allowing them to use their native languages in specific contexts*. This protects the smaller languages that are spoken throughout the country.

Many young people go to Ukraine to study. This is because, in comparison to other European countries, student fees are quite affordable* and it’s easier to get a student visa. The highest number of international students come from India. Due to this, many universities offer courses that are taught in English. With a large variety of non-natives living or studying in Ukraine, it’s a welcoming place where you can make friends and learn about cultures from all over the world.

We celebrate diversity and build friendships, but we remember that this land is home to Ukrainians, united by their history, culture and identity*.

B. Read the text again and write T for True or F for False.

1. More than half of Ukrainians live in cities.

2. Only a few people from other European countries live in Ukraine.

3. People who live in Ukraine can only use the Ukrainian language in their everyday lives.

4. University students spend less money in Ukraine than in other European countries.

5. English is used for many university courses in Ukraine.

Project

Make a Language Diversity Map!

In small groups, choose another country. Find information on the Internet about where different languages and/or dialects are spoken in the country. Create a map of the country showing the diversity of languages/dialects in specific areas. Then present your map to the class.

*diversity: the state in which a wide range of people or things are included within a group, area, etc.

*ethnic: typical of a group, country or culture

*community: a group of people living near each other in the same area

*official state language: the main language used in a country

*guarantee: to say for sure that sth will happen; to promise

*linguistic: having to do with language

*minority: a small part of a big group of people or things

*context: the setting in which sth takes place

*affordable: not too expensive; cheap enough to buy

*identity: the characteristics which make one person different from another

CLIL / Maths 1

Area and perimeter

A. Look at the square on the graph paper on the right. What do you think area and perimeter refer to? Do you know how to find them?

B. Look at the square again. Which of the following ways can you use to find the area and perimeter ? Tick.

To find the perimeter of a square: count the number of small squares around the outside of the square. add (+) the lengths of side a, side b, side c and side d together. take the length of one side and multiply (x) it by 4.

To find the area of a square: count the number of small squares inside the square. multiply (x) the lengths of side a and side b together. count the number of squares around the outside of the square and divide (÷) it by 2 .

This triangle is exactly half a rectangle. Find the area of the rectangle first and then divide (÷) it in half.

REMEMBER

If you can’t work out the area, just count the squares on the inside of the shape.

C. Now look at the shapes below and find the area and perimeter of each one. Use the graph paper below each shape to show your maths.

Project

Design your school’s student area! Step 1: Imagine your school wants to turn an old building into a student area. Look at the floor plan of the building and find its area and perimeter.

Step 2: What do you want to put in your student area? Choose some of the ideas below, or use your own. Think of how popular each room would be with students, and how big it would need to be (e.g. canteen 20 m2, bathroom 4 m2,

1 cm on the graph paper = 1 m in the building games room sitting area canteen study area bathroom

games room 30 m2, etc.). Also, remember, you can use different shapes – squares or rectangles. Draw each area on the graph paper and then write in the area and perimeter for each one. Make sure everything fits!

Pressure

A. What do you think will happen to a balloon if it is taken underwater?

B. Look at the highlighted words in the text and find their definitions in a dictionary.

C. Listen, read and check your answer to activity A. 

Have you ever felt your ears pop when diving really deep underwater? What you felt was a result of water pressure. There is more pressure underwater than there is on land. When you dive down, the first place you feel the change in pressure is in your ears. This is because your ears always have air inside them. The higher pressure compresses the air, and this is what makes our ears feel so strange.

When we stand on land at sea level, we are standing in 1 atmosphere (atm) of pressure. This is the normal pressure of the air in the atmosphere that we live in every day. When we go underwater, the pressure increases because the water above us also creates pressure. The deeper you go, the higher the pressure; for every 10 metres

(m) of depth, the pressure increases by another 1 atm. The easiest way to understand this is by filling a balloon with air. Do this at sea level, where the pressure is 1 atm. Then dive underwater with the balloon. Underwater, the pressure will compress the air in the balloon in the same way it compresses the air in our ears. As the pressure increases, the balloon will become smaller. At a depth of 10 m, the balloon will be half the size it was on the surface. At a depth of 20 m, where the atmosphere is 2 atm higher than at the surface, the balloon will be a third of its original size.

D. Read again and complete the diagram below.

Project

Do an experiment!

Use the worksheet below.

QUESTION

Does water act differently at different pressures

MATERIALS

You will need:

an empty plastic bottle with no lid

a pin some tape

a bowl water

METHOD

STEP 1 Use the pin to make three small holes in the side of the plastic bottle: one at the top, one in the middle and one at the bottom.

STEP 2 Cover the holes with tape and fill the bottle with water.

STEP 3 Go to the Hypothesis box.

STEP 4 Hold the bottle over a bowl and take the tape off all the holes.

HYPOTHESI S

What do you think will happen when you take the tape off all the holes? Write T for True or F for False, and say why.

• The water will come out of each hole at the same speed.

• The water will come out of each hole at a different speed.

• Water will shoot the same distance from all holes.

• Water from some holes will shoot further.

OBSERVATION

What did you see?

STEP 5 Go to the Observation box.

STEP 6 Go to the Conclusion box.

When I took the tape off, . CONCLUSION

What did you learn from this experiment? I learnt that .

CLIL / Literature 3 Poetry

A. Look at the words below. How many syllables are in each word? Write 2, 3 and 4. Then listen and check your answers.

celebrate balloon celebration

B. Do you know anything about haiku? Read the information in the box. Then listen to and read the two haiku poems. What do you think they are about?

What is a haiku?

Haiku is a type of Japanese poetry. In English, a haiku is a three-line poem with seventeen syllables. A haiku usually shows one moment in time, and tries to create a picture for the reader. A haiku usually includes present tenses, but it doesn’t need to rhyme.

almost-sunny days and the children celebrate: no more school this year.

Surfing on the beach with all the time in the world. School is out for months!

C. Read the haiku out loud and clap your hands every time you say a syllable. How many syllables are in each line?

Project

Write a haiku!

Step 1: Brainstorm

A. Think of a special moment in your life or an experience you had. Imagine you are living this moment/experience again now. How would you describe it? Use the questions to help you think of ideas.

Line 1: syllables

Line 2: syllables

Line 3: syllables

• Where are you?

• What’s the weather like?

• What are you doing?

• Who are you with?

• How do you feel?

B. What are you going to write about? Choose 2-3 of your ideas.

Step 2: Write

Write your haiku using the ideas you have chosen.

Step 3: Proofread

Go through each line of your haiku and count the number of syllables. Does your haiku follow the same pattern as the ones in activity B? If not, how can you change it so that it does?

Braille and Sign Language

A. Look at the highlighted words in the text and find their definitions in a dictionary.

B. How much do you know about Braille and sign language? Listen, read and find out more. 

Braille is a way of reading and writing that is used by people who are blind or can’t see well. It was created by Louis Braille in 1829. Louis lost his sight when he was very young and went to a special school. There, he learnt how to read and write, but he found it very difficult and decided to help people who had the same problem. So, he created Braille — an alphabet which was made with little raised dots. Each group of dots represented a different letter and people touched each letter to read a word. Today Braille helps people all over the world.

C. Read again and write T for True or F for False.

1. Louis was not born blind.

2. Louis learnt to read and write easily.

3. After Louis died, the alphabet he created was used even more.

D. Look at the Braille alphabet and write the message.

Sign language is used by people who are deaf or can’t speak to communicate. They use their hands and facial expressions to make different signs. Each sign shows the meaning of a word or phrase. Some words and phrases don’t have signs and so they are spelt out with fingerspelling. Schools for deaf people all over the world use sign language, and almost every country has its own sign language. There are 300 different sign languages!

4. People don’t just use their hands in sign language.

5. All countries have the same sign language.

Project

Learn your name in sign language! Use the Internet to research a sign language (for example, British Sign Language). Find the fingerspelling alphabet and learn how to sign your name. Then, teach it to one of your classmates.

Pair work activities

1a peak 1b

Talk in pairs. Pretend to ring your partner and discuss your plans for today. Use the ideas given and some of the phrases in the boxes.

Do you want to...?

Do you fancy...? How about...?

Let’s...

Hi, how’s it going? Not bad.

What are you up to?

Nothing much. Do you want to…? …

sports cinema party meal shopping

Sure, why not?

Of course. I’d love to. Sounds brilliant!

That would be great. How could I say no?

Sorry, I have other plans. I’m afraid I’m busy.

Maybe some other time. No, thanks. I’d like to come but...

I’m afraid I can’t make it because...

rite peak &

A. Talk in pairs. What do you think about the activities below? Choose a pair of activities and compare them using the phrases and adjectives in the boxes.

I think... I believe...

In my opinion... I agree...

I don’t know about that...

B. Choose a pair of activities from above and write a paragraph comparing them. revising for an exam - sitting for an exam

I’m not sure... I disagree... exciting boring difficult easy tiring

PE lessons - chemistry lessons attending school - doing homework

I think revising for an exam is more tiring than sitting for an exam. I disagree. I think that it’s difficult and...

1d peak

Student A Imagine you are a reporter for a local magazine. Interview Student B using the prompts below to complete the form.

Student B Student A i s a reporter for a local magazine and wants to interview you. Answer his/her questions.

What / name?

How old / be?

How long / learn English?

How old / when start?

Where / learn English?

How often / have lessons?

How many / hours / study?

Do you watch...?

Why / learn / English?

Survey: Learning English!

GENERAL INFORMATION name: age:

learning English for/since: age when started: where: frequency of lessons: hours of studying:

OTHER WAYS YOU LEARN/PRACTISE

• watch English TV programmes or films: yes no

• read English magazines or books: yes no

• listen to English songs: yes no

• use English websites: yes no

• play English computer games: yes no

• communicate with an English-speaking penfriend/e-pal: yes no

REASONS WHY YOU ARE LEARNING

• meet people: yes no

• travel: yes no

• study abroad: yes no

• work: yes no

• other:

Pair work activities

peak & 2c

Do you wear…? rite

GROUP SURVEY: Do you wear…? Work in groups of four. Ask each other questions and complete the table below. Then report your answers to the class.

Student 1Student 2Student 3 YOU

All the students in my group wear…

Two students wear…

None of the students in my group wear…

peak 2d

Talk in pairs about the teenage brain. Use the ideas below.

• What are some differences between a teenage brain and an adult brain?

• Do you think it’s important to do research on the teenage brain? Why? / Why not?

peak 3d

Discuss the following. If you could go to one of the three camps in activity 1, which one would you choose? Why?

• What would you change at your school, so it better suits the teenage brain?

• Do you know of any good study habits for teenagers? What are they?

Do you think summer camps are a good learning experience for children?

Is there any other camp that you’d like to go to? Which one?

Student A

Imagine you’re organising a night out. Invite your partner, make suggestions about where you can go and what you can do, and make arrangements about when and where to meet. Use phrases like:

Student B

Accept Student A’s invitation. Discuss where you can go and what you can do and make arrangements about when and where to meet. Use phrases like:

Would you like to come/go to...?

How about coming/going...? We can/could... Let’s...

I’d love to come. Thanks.

Sounds like fun. Sure. Why not?

I don’t really like... Why don’t we...?

What do you think about...?

No, let’s not... Let’s...

It’s going to be the best concert of the year!

Rock World

Ninety One TOUR

Your favourite pop group is coming to the Hillford Theatre!

Date: Friday, 15 May

Ticket prices starting at €15

The picture below is from one of the later chapters of the story in activity 1. What do you think happened? Discuss and then write this part of the story by answering the questions below.

What were the twins doing that evening?

When did the ghost appear?

What did the ghost look like?

What did the ghost do?

What did the twins do?

How did the ghost feel?

How did the twins feel?

What happened in the end?

Pair work activities

5d

peak

type of book author what the book is about number of pages price

Student A: Imagine that you want to buy a book to read on your holiday. You have seen the covers of the two books, but know nothing about them. Student B works in a bookshop. Ask him/her questions to find out as much as you can about the two books. Use the ideas in the box.

5e rite peak &

Work in groups of three. Look at the pictures 1-7, which show what happened to Tim and James. Make up a story using the pictures and the ideas/prompts given in the boxes. Then think of an interesting ending.

• It was a warm summer morning...

• As soon as...

• They were so amazed...

• A few minutes later, ...

• They decided...

• While they were...

• Then...

• When the boys...

• Fortunately/Unfortunately, ...

6a

peak

Talk in pairs.

go / scuba diving put on / scuba diving gear

underwater camera dive / water

see / tropical fish take / photo

see / entrance to underwater cave

go inside / explore discover / wooden treasure chest

swim / boat tie / rope / around / chest

pull up / boat open / chest full of

Student A: Imagine you are ringing Student B to talk about something, but he/she isn’t picking up his/her mobile. Leave a voicemail message and wait for him/her to return your call.

Student B: When Student A rings you, listen to him/her as he/she leaves a voicemail message. Then ring Student A and discuss the message he/she left.

rite peak & 6c

Student A:

A. Look at the information in the table below and answer Student B’s questions so that he/she can guess the inventions. Use the Passive Voice.

MADE OFINVENTED BY INVENTED IN USED TO

What’s it made of?

TELEPHONE

metal, plastic Alexander Graham Bell 1876 communicate with people metal, glass, plastic Elisha Otis1852 go up and down in a building metal

Wilbur and Orville Wright 1903 fly

B. Ask Student B questions. Complete the table below and try to guess what the inventions are.

MADE OFINVENTED BY INVENTED IN USED TO ? ? ?

CLASS DISCUSSION

rite peak & 6d

smartphone game console TV laptop/tablet

It’s made of ...

Who was it...?

It was...

When was it...? It was...

What’s it used for? It’s used to...

smartwatch headphones/ earbuds

Choose a gadget/device from the box that you can’t live without . Think about the ideas given and discuss, giving your opinion.

• what you do with it

• how often you use it

• why it is so important to you

I don’t think I can live without my smartphone because I use it every day. I…

Pair work activities

A. Ask Student A questions. Complete the table below and try to guess what the inventions are.

MADE OFINVENTED BY INVENTED IN USED TO ? ? ?

B. Look at the information in the table below and answer Student A’s questions so that he/she can guess the inventions. Use the Passive Voice.

What’s it made of?

It’s made of ...

Who was it...?

It was...

When was it...?

It was...

What’s it used for?

It’s used to...

MADE OFINVENTED BY INVENTED IN USED TO

metal, plastic Willis Haviland Carrier 1902 keep a room cool or warm

metal, plastic Benjamin Thornton 1935 record phone messages

metal, plastic Josephine Cochrane 1886wash dishes

Imagine that you work in a bookshop. Look at the information in the table and answer Student A’s questions.

Book Type Author What it is about Pages Price

Mystery/ Thriller Gary Paulsen

Short stories

Jack Canfield, Mark V. Hansen, Kimberly Kirberger

The amazing story of a teenage boy, named Brian, who survives a plane crash. He is alone in the wild and the only thing he’s got with him is a hatchet from his mother.

A variety of short stories, poems and cartoons – most of them written by teenagers – about common teenage problems.

289 €7.49

352 €12.39

7a peak THE ALIBI GAME

Talk in groups of four. One member of the group is a detective who is investigating a crime that happened at ten o’clock last night. He/She must ask the other members of the group questions. The other members must try to think of a good alibi. Then the detective reports the alibis to the class to decide who has the best one.

Where were you at ten o’clock last night?

Who were you with?

What were you doing?

What did you...?

Student A

Choose one of the situations below. Describe your problem to Student B, say how you feel and ask him/her for advice. Use some of the expressions given. Then swap roles.

Your best friend copies your homework all the time. Your best friend borrows things all the time, and never gives them back.

Student B

Listen to Student A’s problem and give him/her advice. Use some of the expressions given. Then swap roles. peak 7c

Your best friend is very upset because you forgot his/her birthday. Your best friend’s sister hangs out with the two of you all the time, and you think she’s annoying.

The problem is... I’ve got a problem with... I feel...

Can you please give me some advice? What should I do?

What would you do if you were me?

Your best friend pretended to be ill to miss school. Now, he/she is asking you to lie to his/her parents.

Your best friend made his/her own T-shirt, and thinks it’s really cool. You think it looks ridiculous.

I think you should/shouldn’t... If I were you, I’d... It would be a good idea to... Don’t worry, we’ll think of something. Everything will be fine.

A. Discuss how you wish to make the world a better place. Use the topics and the ideas given.

I wish people planted more trees. pollution trees cars/bikesfactories environment charity organisations volunteers raise moneystop wars poor people

B. Write a few sentences about how you wish to make the world a better place.

Pair work activities

8a peak

Talk in pairs. Interview your partner about his/her last holiday. Note down his/her answers. Then report them to the class.

• Where did you travel to on your last holiday?

• Who did you go with?

• What did you do there?

• Did you have fun?

• Will you go again?

• What are your plans for next summer?

8e rite peak &

Look at the holiday advertisement.

Student A

You work for Tomkins Travel Agency and know all about the summer breaks on Margarita Island. Answer Student B’s questions.

Student B

You are interested in the summer breaks on Margarita Island so you call Student A to ask for information. Ask about the following using indirect questions.

cost for 1 week? any special offers in August? which sports? minimum age for sports?

Tomkins Travel Agency. Hello. I’m calling to ask for some information about...

Of course. How may I help you?

Could you tell me...?

Maria said she had travelled to Italy the previous summer.

ON MARGARITA ISLAND, VENEZUELA Summer Breaks

Unbelievable prices!

Lots of amazing resorts near the beach: Playa El Yaque! Extreme water sports available

Come to this beautiful Caribbean island and enjoy the excitement of a summer holiday!

Writing section

peak rite & 1e

Remember that drawing a mind map helps you come up with ideas as well as organise them.

When you want to write information presenting yourself, you should:

• group the information into categories so that it is easier to understand.

• use appropriate tenses. Use the Present Simple for routines, the Present Progressive for temporary situations and future arrangements, and the Past Simple for past events.

• link your ideas so that your writing flows. Use:

• and to join similar ideas.

• but to join two opposite ideas .

• so to express result/ consequence.

• because to show reason.

• or to show an alternative.

rite peak & 2e

When you’re writing a description of a person, organise the information according to the plan below.

INTRODUCTION

Give some general information about the person (name, relationship to you).

MAIN

PART (2 PARAGRAPHS)

1 Describe his/her personality. Mention good and bad qualities. Use phrases like:

• He/She is very / really / quite / a bit...

• He/She is the one who...

• The best/worst thing about him/ her is that he/she...

• He/She is also...

2 Describe his/her hobbies/interests and what you do together.

• We’re both interested in...

• His/Her favourite hobby is...

• He/She is into / fond of...

CONCLUSION

Give your general opinion of this person.

Do not write very short sentences. Use linking words (and, or, but, so, because) to join your ideas.

Writing section rite 3e

GREETING

• Greet the person you’re writing to.

Dear Paul, Hi Kelly,

OPENING PARAGRAPH

When you’re writing an informal letter or email giving news, follow the plan below.

The game started ... It was so funny that ... We won/lost ...

CLOSING PARAGRAPH

• Begin your letter/email and say why you’re writing. Use phrases like:

How are you?

What have you been up to?

I’m writing to ...

Sorry I haven’t written for so long, but ... Well, here’s the latest.

MAIN PART

• Give your news. Use phrases like: You won’t believe what happened last ... I’ve also got some bad news.

4b rite peak &

• State anything you want to emphasise and end your letter/email. Use phrases like: Waiting for your letter/reply.

I’m looking forward to hearing from you

Say hello to everyone. I must go now.

SIGNING OFF

• Use a signature ending and your first name below that.

Yours, Betty Bye for now, Mark Best wishes, Ted Take care, Carly

When you’re writing an informal letter or email of invitation, follow the plan below.

GREETING

OPENING PARAGRAPH

Begin your letter/email and say why you’re writing. Use phrases like:

• I’m writing to invite you to...

• Would you like to come to...?

MAIN PART

Give all the necessary information/ details (place, date, time, cost, activities, etc.)

Make your suggestions or any arrangements. Use phrases like:

• Why don’t we go/meet ...?

• How about...?

rite 4e

When you’re writing an article about an event, organise your ideas according to the plan below. Use lively, colourful language, e.g. adjectives/adverbs/phrases/expressions, and a variety of structures and syntax. Keep the reader’s attention by addressing the reader personally, asking rhetorical questions and using exclamations.

TITLE

Choose a catchy title for your article that grabs the reader’s attention.

INTRODUCTION

Describe:

• what kind of event it was.

• when and where it took place.

• I think it would be a good idea to...

• What do you think about...?

CLOSING PARAGRAPH

State anything you want to emphasise and end your letter/email. Use phrases like:

• Please, don’t say no.

• I hope you can make it.

• If you decide to come, let me know soon.

• Waiting for your reply.

• I’m looking forward to..., so don’t let me down.

SIGNING OFF

• who took part in it.

MAIN PART

• Write about what you did before the event (preparations, activities, etc.).

• Describe what took place during the event .

• Write about what you considered special about it, and if anything worth mentioning happened.

• Write about your feelings during the event .

CLOSING PARAGRAPH

• Write about your overall opinion of the event.

• Give a recommendation if you think others would enjoy the event.

Writing section

• An article is usually written for a newspaper, magazine or website, so you should use a range of techniques to attract and keep the reader’s attention.

• Use past tenses to describe events which took place in the past.

• Organise the article in paragraphs.

rite peak & 5e

When you’re writing a story, try to narrate events according to the plan below. Don’t forget to use Past Tenses (Past Simple, Past Progressive, Past Perfect).

INTRODUCTION

Describe the setting of the story (time, place, weather, etc.) and introduce the main character(s).

MAIN PART

Mention what happened, what the character(s) saw, heard, did, said, etc. and how they felt.

Use:

Time: when, while, as soon as, before, after that, after a while, till/until, during, later, soon, then, at that moment,

• linking words/phrases to join your ideas

in the beginning, finally, by the time, immediately Contrast: but

Result – Consequence: so Cause – Reason: because

• expressions/phrases to make your story more interesting

• linking words/phrases to join your ideas

- All of a sudden / Suddenly...

- (Un)fortunately / (Un) luckily...

- To my surprise...

- I couldn’t believe my eyes!

- My heart jumped!

- Without thinking,...

• adjectives to describe how the main character(s) felt (frightened, shocked, upset, relieved, excited, etc.)

CONCLUSION

Describe what happened in the end and make a short comment.

rite 6b

• Who invented the telephone?

• When was it invented?

• What were the first words ever spoken over the telephone?

• What was it like when it was first invented?

• How has it changed throughout the years?

• What’s the difference between a landline and a mobile phone?

• When was the first mobile phone invented?

• What was it like?

• Do you think the telephone is a useful invention? Why? / Why not?

• How many digits do telephone numbers in your area/country have?

• What are the emergency numbers (police, ambulance, fire brigade) in your country?

peak & rite

When writing an essay, follow the plan below.

INTRODUCTION

• Introduce the topic of the essay.

• Briefly state your opinion.

MAIN PART (2 PARAGRAPHS)

Present the advantages in one paragraph and the disadvantages in the other. Explain your ideas and give examples if possible. Use linking words/ phrases:

To list points:

• Firstly, …

• Secondly, Also, Another advantage/ disadvantage is…

• Finally, …

To express contrast: However, …

To give an example: For example, …

CONCLUSION

Express your opinion. Use phrases like:

• In my opinion, …

• I believe…

• I definitely think…

Before you start, choose a few advantages and disadvantages (the ones you have the most to say about) and make some notes. Avoid discussing too many ideas in your essay.

Writing section

rite 7c

When you’re writing a letter/email to a friend asking for or giving advice, follow the plans below.

GREETING

OPENING PARAGRAPH

Begin your letter/email and say why you’re writing. Use phrases like:

ASKING FOR ADVICE

• I’ve got a problem and I’d like your advice.

• I hope you can help me with a problem.

• I need your advice because I’m in trouble.

MAIN PART

ASKING FOR ADVICE

Explain the problem and how you feel and ask for advice. Use phrases like:

• What should I do?

• I feel helpless and don’t know what to do.

• If you were me, what would you do?

• What do you suggest?

• How should I deal with the situation?

CLOSING PARAGRAPH

GIVING ADVICE

• I was sorry to hear that you’ve got problems.

• I hope the following advice will help you.

• I’ve thought about your problem quite a lot and I’ve come up with the following solution.

GIVING ADVICE

Give your advice and make suggestions. Use phrases like:

• I think you should / shouldn’t...

• If I were you, I’d...

• I believe it would be a good idea to...

• One thing you can do is...

• How/What about...?

State anything you want to emphasise and end your letter/ email. Use phrases like:

ASKING FOR ADVICE

• I hope I haven’t troubled you too much.

• Let me know what you think as soon as possible. I’m counting on you.

• I look forward to hearing from you.

SIGNING OFF

GIVING ADVICE

• I hope everything goes well.

• Let me know how ever ything goes.

• There’s no need to panic.

• Everything will be just fine.

When writing a description of an event, follow the plan below.

INTRODUCTION

peak & rite 8b 7e peak & rite

Give general information about the event. Mention some of the following: name when, where, how and why it started when and where it takes place how long it lasts for who takes part in it

MAIN PART

Mention what happens, what people do, eat, watch, etc.

CONCLUSION

Give your opinion of this event or make a general comment.

Plan your paragraphs carefully. Group relevant information together and put it in the same paragraph.

When you’re writing an account of a true event, remember to use the first person singular or plural (I, We).

INTRODUCTION

Give some information about the setting of the event (when and where it happened, who you were with, etc.)

MAIN PART

Describe what happened. Remember to use Past Tenses, linking words/phrases and expressions.

CONCLUSION

Describe how the event ended and make a short comment on your experience.

INTRODUCTION

When did it happen? Where did it happen? Who were you with?

CONCLUSION

What happened in the end? How did you feel?

Writing section

rite 8d

• How do people usually greet each other when they meet?

• What should people do when they go to a friend’s house?

• What is it rude to do when you go to a friend’s house?

peak & rite 8e

When you’re writing a formal letter/email asking for information, follow the plan below. Remember to write in a formal style and do not use short forms or abbreviations.

GREETING

• Dear Sir/Madam,

• Dear Mr/Mrs/Miss/Ms + surname,

OPENING PARAGRAPH

Begin by saying where you saw the advertisement and why you’re writing. Use phrases like:

• I saw your advertisement in... and I was interested in...

• I am writing to ask for more information about...

• I would like some information about...

MAIN PART

Ask for information in a formal and polite way. Remember to use: linking words/phrases to list your questions: firstly, first of all, to begin with, secondly, furthermore, also, in addition, what is

more, apart from that, finally, lastly, etc. indirect questions

CLOSING PARAGRAPH

End by thanking and mentioning that you’d like a reply as soon as possible.

• I would like to thank you in advance.

• Thank you for your time and assistance.

• I look forward to hearing from you.

• Please send me a reply with any information as soon as possible.

SIGNING OFF

Use a formal signature ending.

• Yours faithfully, (when you don’t know the name of the person you are writing to)

• Yours sincerely, (when you know the name of the person you are writing to) Write your full name.

Don’t forget to revise your drafts and edit your writing. Check punctuation, capital letters, spelling, word order, grammar, vocabulary, linking words, set phrases, as well as the layout of the letter/email (date, addresses, block paragraphs) and the style (formal language, appropriate greetings and signature endings, etc.).

Work with a teacher Grammar Reference

Module 1

Present Simple vs Present Progressive

PRESENT SIMPLE AFFIRMATIVE NEGATIVE

I work

He/She/It works

We/You/They work

I don’t work

He/She/It doesn’t work

We/You/They don’t work

QUESTIONS

Do I work?

Does he/she/it work? Do we/you/they work?

PRESENT PROGRESSIVE AFFIRMATIVE NEGATIVE

I am working

He/She/It is working

We/You/They are working

I ’m not working

He/She/It isn’t working

We/You/They aren’t working

QUESTIONS

Am I working?

Is he/she/it working? Are we/you/they working?

We use the Present Simple: We use the Present Progressive:

• for permanent states. Ben lives in London.

• for habits or actions that happen regularly. We always have breakfast at eight.

• for general truths. The earth goes round the sun.

• for an action that takes place according to a schedule.

The train leaves at nine o’clock.

TIME EXPRESSIONS

PRESENT SIMPLE PRESENT PROGRESSIVE

usually, always, often, etc. every day/week, etc. in the morning/spring, etc. on Mondays/Monday morning, etc at the weekend, etc.

once/twice/three times, etc. a week/day, etc.

Stative Verbs

now, at the moment, today, these days, this week/year, etc. tonight, tomorrow, etc. next week/year, etc.

• for temporary states. I’m taking driving lessons this month.

• for actions happening at the moment of speaking. Lucy is sleeping now.

• for future arrangements. We’re flying to Zanzibar tonight.

The following verbs are not normally used in the Present Progressive. They are called stative verbs.

• see, hear, smell, etc.

• like, love, hate, want, need, etc.

• think, understand, know, etc.

• be, have, cost, etc.

NOTE: Some stative verbs can be used in progressive tenses, but with a different meaning.

see

I’m seeing my doctor tomorrow. think of/about

I’m thinking of buying a car. have (with words like lunch, breakfast, shower, party)

She’s having a shower at the moment.

Comparatives and superlatives of adjectives and adverbs

NOTE: Adjectives

Adjectives define nouns. They come before nouns in a sentence and they have no plural form. When they are not followed by a noun, they don’t take an article before them. She’s a beautiful girl. This bike is green.

Adverbs of manner

Adverbs of manner describe how something happens.

We form most adverbs of manner by adding -ly to the adjective. quiet  quietly careful  carefully

Adjectives ending in a consonant + -y, drop the -y and take -ily. easy  easily

Adjectives ending in -le, drop the -e and take -y terrible  terribly

Irregular adverbs good  well fast  fast hard  hard late  late early  early

• We use the comparative of adjectives and adverbs when we compare two people, animals or things. Adjectives and adverbs are usually followed by than.

• We use the superlative of adjectives and adverbs when we compare one person, animal or thing with several of the same kind. Adjectives and adverbs always take the definite article the and are usually followed by the prepositions of or in.

All one-syllable and most two-syllable adjectives take -er/-est

shor t - shorterthe shortest happy - happierthe happiest big - bigger - the biggest Adjectives with three or more syllables and some two-syllable adjectives take: more + adjective / most + adjective interestingmore interestingthe most interesting

All one-syllable adverbs and early take -er/-est fast - faster - the fastest early - earlier - the earliest

Adverbs with two or more syllables take: more + adverb / most + adverb carefullymore carefullythe most carefully

IRREGULAR COMPARATIVE

AND SUPERLATIVE FORMS

POSITIVE FORM COMPARATIVE FORM SUPERLATIVE FORM

good/well bad/badly little far many/much better worse less farther/further more the best the worst the least the farthest/ furthest the most

Other forms of comparison

• less + adjective/adverb + than Kelly is less beautiful than Sheila. Fiona drives less carefully than her sister.

• the least + adjective/adverb + of/in Geography is less interesting than history, but maths is the least interesting subject of all.

• as + adjective/adverb + as Kelly is as beautiful as Sheila. Fiona dances as terribly as her sister.

• not as + adjective/adverb + as Kelly isn’t as tall as Sheila.

Fiona doesn’t dance as terribly as her sister.

Past Simple

AFFIRMATIVE

He/She/It

We/You/They worked/went

NEGATIVE

He/She/It We/You/They didn’t work/go

QUESTIONS

Did I he/she/it we/you/they work/go?

NOTE: For a list of irregular verbs go to page 159.

We use the Past Simple:

• for actions that started and were completed at a specific time in the past.

We bought our house five years ago.

• for habitual or repeated actions in the past. I always went to bed early when I lived with my parents.

• for completed actions that happened one after the other in the past . Yesterday I got up at 8.00, had breakfast and left for school.

TIME EXPRESSIONS

yesterday, in 2017, etc. two hours ago, five years ago, etc. last night/week/Sunday/March, etc.

NOTE: The Past Simple of the verb can is could The Past Simple of the verb be is was/were.

Used to

I/He/She/It

AFFIRMATIVE

We/You/They used to play

NEGATIVE

I/He/She/It

We/You/They didn’t use to play

QUESTIONS

Did I/he/she/it we/you/they use to play?

We use used to to talk about something that happened regularly in the past, but no longer does. We used to go skateboarding every afternoon when we were young.

Some/Any/No/Every and their compounds

• some + uncountable / plural countable nouns in affirmative sentences and in questions when we offer something or ask for something politely. There is some orange juice in the fridge. Would you like some chips? Could I have some coffee?

• any + uncountable / plural countable nouns in questions and negative sentences.

Is there any orange juice in the fridge?

There aren’t any chips on the table.

• no (= not any) + uncountable / plural countable nouns in affirmative sentences to give a negative meaning.

There is no cheese in the fridge. = There isn’t any cheese in the fridge.

• every + singular countable nouns

Every family in this town has got a car.

some any no every

People someone somebody anyone anybody no one nobody everyone everybody

Thingssomethinganythingnothingeverything Placessomewhereanywherenowhereeverywhere

• These compounds are used in the same way as some, any, no, every, but they are not followed by a noun. I can’t find my glasses anywhere.

• These compounds always go with singular verbs. Everybody here works very hard.

Module 2

so/neither/too/either

To

express agreement

• We use So + affirmative auxiliary verb + subject or subject + affirmative auxiliary verb + too when we agree with an affirmative statement, but we don’t want to repeat it.

A: I play the guitar. A: Sandra has already

B: So do I. / I do too. seen this film.

B: So have I. / I have too

• We use Neither + affirmative auxiliary verb + subject or subject + negative auxiliary verb + either when we agree with a negative statement, but we don’t want to repeat it.

A: Paul can’t swim. A: Tina won’t go to the party.

B: Neither can I. / B: Neither will I. / I can’t either. I won’t either.

NOTE: To express disagreement

• We use subject + affirmative auxiliary verb when we disagree with a negative statement, but we don’t want to repeat it.

A: I can’t play the guitar.

B: I can.

• We use subject + negative auxiliary verb when we disagree with an affirmative statement, but we don’t want to repeat it.

A: I’ve been to Madrid twice.

B: I haven’t.

Conditional Sentences Type 1

We use Conditional Sentences Type 1 for something which is likely to happen in the present or future.

IF-CLAUSE MAIN CLAUSE

If+Present Simple Future will Modal Verbs (can, may, might, must) Imperative

If I like the car, I’ll buy it. If you want to get into the museum, you must buy a ticket. If you don’t feel well, go to bed.

NOTE:

• We can use unless instead of if... not We’ll go shopping unless it rains. (=We’ll go shopping if it doesn’t rain.)

• When the if-clause comes before the main clause, the two clauses are separated by a comma.

Time Clauses (Present - Future)

• Time clauses begin with when, after, before, as soon as, until, etc.

• When the sentence refers to the present or future, we usually use the Present Simple in the time clause and the Future will in the main clause.

TIME CLAUSEMAIN CLAUSE

As soon as I know,I’ll tell you. Before I leave,I’ll help you with your project.

NOTE: • When the time clause comes before the main clause, the two clauses are separated by a comma.

All/Both/Neither/None/Either

• Both is used for two people or things. It is used in affirmative sentences and takes a plural verb. Pablo and Kim are my friends. Both of them are students. / They are both students.

• All is used for more than two people or things. It is used in affirmative sentences and takes a plural verb. Kim, Emma, Pablo and Mike are going to travel all over Europe. They are all happy. / All of them are happy.

• Neither is used for two people or things. It is used in affirmative sentences and gives them a negative meaning. It takes a singular or plural verb. Emma and Kim want to go to Rome. Neither of them has/have been to Italy.

• None is used for more than two people or things. It is used in affirmative sentences and gives them a negative meaning. It takes a singular or plural verb. Rozita, Robert and Clara are from Italy. None of them speaks/speak English.

• Either is used for two people or things. It means one or the other (it doesn’t matter which of the two). Would you like cherries or strawberries? Either. I don’t mind.

Relative Clauses

Relative clauses are introducted by relative pronouns (who, which, that, whose) and the relative adverb (where).

PRONOUNS

PEOPLE who/that THINGS / ANIMALS / IDEASwhich/that POSSESSION whose ADVERB

PLACE where

Defining relative clauses

Defining relative clauses give information which is needed to understand the meaning of the sentence. They are not separated from the main clause by commas.

She’s the girl who/that lives next door.

The book (which/that) you bought is on the desk.

NOTE: Who, which and that can be omitted when they are the object of the verb in the relative clause, but cannot be omitted when they are the subject of the verb in the relative clause. Whose and where cannot be omitted or replaced with that.

Mrs Robins is the teacher. I like her the most. Mrs Robins is the teacher (who) I like the most.

• In formal language prepositions appear at the beginning of the relative clause. In informal language they appear at the end of the relative clause.

The chair on which I’m sitting isn’t very comfortable. (formal)

The chair (which/that) I’m sitting on isn’t very comfortable. (informal)

Non-defining

relative clauses

Non-defining relative clauses give extra information about the person, thing or idea they refer to. They are always separated from the main clause by commas. Mr Brown, who is our geography teacher, is quite old. Our car, which cost us a lot, keeps breaking down.

NOTE:

• Relative pronouns/adverbs cannot be omitted in non-defining relative clauses; neither can we use that instead of them.

• Prepositions usually appear at the beginning of non-defining relative clauses. This cupboard, in which I keep my old toys, hasn’t been cleaned for ages.

• Which may also refer to a whole sentence. He offered to give me a lift, which was very kind of him.

Module 3

Present Perfect Simple AFFIRMATIVE

He/She/It

We/You/They have has have worked/brought NEGATIVE

He/She/It

We/You/They haven’t hasn’t haven’t worked/brought

QUESTIONS

Have Has Have I he/she/it we/you/they worked/brought?

NOTE: For a list of irregular verbs go to page 159.

We use the Present Perfect Simple:

• for actions which happened in the past, but we don’t mention when exactly.

I’ve visited the National History Museum, so I don’t want to go there again.

• for actions that happened in the past and their results are obvious in the present.

Look! Jerry has broken his leg!

• for actions which were completed a short time ago (usually with just).

I’m tired! I’ve just finished my homework.

TIME EXPRESSIONS

always, ever, never, before, so far, yet, already, just, once, twice, etc.

NOTE: • have/has gone means that someone has gone somewhere and is still there.

Beth has gone to the supermarket. (She’s still there).

• have/has been means that someone has visited a place but has come back. Beth has been to Barcelona. (Now she’s back).

Present Perfect Simple vs Past Simple

We use the Present Perfect Simple: We use the Past Simple:

• for actions that happened in the past, but we don’t say when exactly.

I have visited Rome.

• with the time expressions: ever, never, before, so far, just, yet, already, always, for, since, etc.

• for actions that happened at a definite time in the past. We say when. I visited Rome last year.

• with the time expressions: yesterday, in 2017, ago, last week/ month, etc.

Present Perfect Progressive AFFIRMATIVE

I He/She/It

We/You/They have been working has been working have been working NEGATIVE

I He/She/It

We/You/They haven’t been working hasn’t been working haven’t been working

QUESTIONS

Have Has Have I he/she/it we/you/they been working?

• We form the Present Perfect Progressive with have/has + been + the main verb with the ending -ing.

We use the Present Per fect Progressive:

• for actions which started in the past and continue up to the present. They have been chatting for more than two hours.

• for actions which were happening for a period of time in the past and may have finished, but their results are obvious in the present. He’s very tired. He’s been working all day.

TIME EXPRESSIONS for, since, how long, all day/week, etc.

Present Perfect Simple - Present Perfect Progressive

We use the Present Perfect Simple:

• to emphasise the result of an action.

Lucy has sent eight emails since 10.30.

since/for

We use the Present Perfect Progressive:

• to emphasise the duration of an action.

Lucy has been sending emails since 10.30.

• We use the Present Perfect with for and since for actions that started in the past and continue up to the present.

since + a point in time

It refers to the time when the action started.

for + a period of time

It refers to the duration of the action.

Present Perfect Simple + since + Past Simple

To indicate when an action which started in the past and continues up to the present started.

Prepositions of Time

I’ve had this collection since 2018.

I’ve had this collection for six years.

Anna has starred in four films since she became an actress.

at at six o’clock / at half past two at noon / at night / at midnight / at midday at the weekend at breakfast/lunch/dinner at fifteen / at the age of twenty at the moment in in the morning/afternoon/evening in April in spring/winter/autumn/summer in 2021 / in the 20th century in my free time on on Friday on Friday morning/afternoon, etc. on weekdays on his birthday / on 15th May during I met him during my trip to Venice. after She left after lunch. before He arrived before midnight. from... till/until/to We usually work from nine till/until/ to five.

for I’ve been waiting for two hours. since He’s lived there since 2019 by I will be home by eleven o’clock.

Prepositions of Place

in The clothes are in the wardrobe. on The mirror is on the wall. at Mary is standing at the bus stop. under The cat is sleeping under the kitchen table. near Is there a post office near here? behind There is a boy behind that tree. over There’s a colourful poster over my bed.

opposite The library is opposite the bank. next to Fay sat next to Charlie at the cinema. in front of John sits in front of me in class. between The bookshop is between the theatre and the shopping centre.

NOTE: The prepositions on, in and at are used in various other expressions. on: with the expressions: on the left , on the right in: with names of continents, countries, cities, villages: in Africa, in Argentina, in Los Angeles, in Wivenhoe at: with confined areas: at the cinema, at the airport , at the station, etc. with addresses: He lives at 58 Park Lane. with the expressions: at work, at home, at school, etc.

Prepositions of Movement

to Are you going to the supermarket? up Walk up this road. down Go down Elm Street. into Don’t come into the house with that dog! out of Brian walked out of the room. through This road goes through the park. across Walk across the street along Walk along King Street and then turn right . from Maria comes home from work at five o’clock. around Stop running around the garden!

towards The children came towards me. off Penny jumped off the bridge. over The cat jumped over the chair. past He walked past me but he didn’t see me.

Module 4

The article ‘the’ ‘the’ is used:

• for somebody or something specific or already mentioned.

A: There’s a new car in the street.

B: Yes, it’s the car I bought yesterday.

• for things that are unique. the Earth, the Pyramids

• with the superlative of adjectives/adverbs.

Joan is the best dancer of all.

My canary sings the most beautifully of all.

• before names of seas, rivers, oceans and deserts. the Black Sea, the Thames, the Indian Ocean, the Kalahari Desert

• before groups of islands, mountain ranges and countries in the plural.

the Azores, the Alps, the Netherlands

• before nationalities, when we refer to the whole nation. The Chinese invented paper thousands of years ago.

• before people’s surnames, when we refer to the whole family.

The Simpsons came to see us last night.

• before names of hotels, restaurants, theatres, cinemas and newspapers.

the Ritz, the National Theatre, the Guardian

• before musical instruments.

My son plays the drums.

• before the cardinal points.

Sussex is to the south of London.

‘the’ is not used:

• before names of people, streets, islands, mountains, cities, countries and continents.

Joe Black, Oxford Street, Corsica, Everest, Rome, Turkey, Africa

• before names of days and months.

on Monday / in July

• before plural countable nouns or uncountable nouns when we are talking about something in general.

Tigers are wild animals.

My brother likes chocolate.

• before abstract nouns (love, hope, beauty etc.). You mustn’t lose hope

• before names of magazines, sports, games, colours and languages (when they are not followed by the word language).

I buy J17 every week. I like playing tennis. Mike’s favourite colour is green. They speak French.

• before names of squares, parks and lakes. Trafalgar Square, Central Park, Lake Winnipeg

• before the words hospital, school, work, home, bed, church, prison and university when they are used for the purpose for which they exist. Steve was tired and went to bed.

• before the words breakfast, lunch and dinner. We went to grandma’s for lunch.

Future will

We use the Future will for:

• predictions, usually with perhaps or after the verbs believe, think, hope, expect, be sure, etc.

I’m sure she’ll pass the exam

• promises.

I’ll never do that again.

• offers and requests.

I’ll drive you to the station. Will you help me clean the kitchen?

• threats or warnings.

Don’t say that again or I’ll punish you.

• on-the-spot decisions.

I won’t buy it; it’s too expensive.

Future be going to

We use the Future be going to for:

• future plans.

Ron is going to study astronomy.

• predictions based on evidence. Look at that runner; he’s going to win the race.

TIME EXPRESSIONS

tomorrow, tonight next month/year/week/Tuesday, etc. this month/year/week/Tuesday, etc. in an hour / a year, etc. soon

NOTE: • We use the Present Simple for future actions related to official timetables and programmes.

The plane arrives at seven.

• We use the Present Progressive for planned future actions related to personal arrangements.

I’m travelling to Brussels tomorrow.

Clauses of Result

We use Clauses of Result to express the result of an action or a conclusion.

• so + adjective/adverb + (that)

He was so bored (that) he left before the end of the film. such + (a/an) + (adjective) + noun + (that)

It was such a hot day (that) we all went swimming.

both... and... / either... or... / neither... nor...

Double conjunctions (both… and…, either… or… and neither… nor…) link two words or phrases in the same sentence. They are used only in affirmative sentences.

• Both... and... is used when something is true for two people, things, etc. It always takes a plural verb.

Both my sister and my brother go to secondary school.

• Either... or... is used when something is true for one of two people, things, etc.

Either she was too busy or she didn’t want to come.

• Neither... nor... is used when something is not true for two people, things, etc. The verb can be singular or plural.

Neither Mary nor Jim likes/like tennis.

Module 5

Past Progressive

AFFIRMATIVE

I/He/She/It

We/You/They was working were been working

NEGATIVE

I/He/She/It

We/You/They wasn’t working weren’t working

QUESTIONS

Was Were I/he/she/it we/you/they working? working?

We use the Past Progressive:

• for actions that were happening at a specific point of time in the past.

I was watching TV at seven o’clock yesterday evening.

• to set the scene in a story.

Jill was walking in the forest and it was raining.

• for actions that were happening at the same time in the past. In this case we usually use while While I was watching TV, my father was cooking.

Past Simple - Past Progressive

Time clauses (when, while, as, as soon as)

• We use the Past Progressive and the Past Simple in the same sentence when one action interrupted another in the past. We use the Past Progressive for the longer action and the Past Simple for the shorter action. In this case we usually use while, when or as. As/While I was driving, I saw a cat in the street. I was sleeping when the telephone rang.

NOTE: We use as soon as with Past Simple. As soon as they left , we started cleaning up the house.

Past Perfect Simple AFFIRMATIVE

FULL FORMSSHORT FORMS

I/He/She/It

We/You/They had written I/He/She/It

We/You/They ’d written

NEGATIVE

FULL FORMSSHORT

I/He/She/It

We/You/They had not written

Had

I/He/She/It

FORMS

We/You/They hadn’t written QUESTIONS

I/he/she/it we/you/they written?

We form the Past Perfect Simple with had and the past participle of the verb.

NOTE: For a list of irregular verbs go to page 159.

We use the Past Perfect Simple:

• for actions which took place before a specific point of time or another action in the past. She had finished her homework by eight o’clock. The train had left by the time we arrived at the station.

TIME EXPRESSIONS

before + point in time by + point in time before, after, when, by the time

NOTE: When, after, before and by the time are used to link two past actions, one of which happened earlier than the other. We often use the Past Perfect for the action which happened earlier.

She had already called him before she left the house.

Question Tags

Question tags are short questions at the end of statements. We use them:

• when we are not sure about something.

• when we want the other person to agree with us.

We form question tags with the auxiliary or modal verb of the sentence and a personal pronoun in the same person as the subject.

You couldn’t see her, could you?

Tom believed him, didn’t he?

• When the statement is affirmative, we use a negative question tag.

The boys are at school, aren’t they?

• When the statement is negative, we use a positive question tag.

She hasn’t seen the doctor yet, has she?

NOTE: Be careful with the following question tags: I am a very good actor, aren’t I?

Let’s go to the cinema, shall we?

Open that door, will you?

Infinitive

We use the full infinitive (to + base form of the verb):

• to express purpose.

She went to the supermarket to buy some orange juice.

• after certain verbs: want, would like, would love, decide, forget, learn, teach, need, plan, promise, try, hope, manage, arrange, choose, offer, refuse, expect. I decided to buy a house near the sea.

• with too and enough. This coffee is too hot to drink.

• After the structure it + be + adjective. It’s difficult to understand this text.

• After certain adjectives: afraid, surprised, free, happy, ready, sorry.

James was happy to see his best friend after all those years.

We use the bare infinitive (base form of verb without to):

• after modal verbs (can, could, will, would, should, may, might, must).

Will you stop talking?

You must visit the doctor today.

• after the verbs let and make. She makes me study all the time. Mum, let me go to the party, please!

NOTE: We can use the verb help with a bare or full infinitive.

I always help my brother do his homework. I always help my brother to do his homework.

-ing form

We use the -ing form (base form of the verb + -ing) as a noun. We use -ing forms:

• as subjects.

Eating junk food is a bad habit .

• after certain verbs: like, love, hate, enjoy, prefer, continue, stop, finish, start, keep, avoid, begin, imagine, practise, suggest , risk, spend (time). Keep going and you’ll find the post office.

• after certain expressions: don’t mind, can’t stand, be interested in, it’s worth, how about, can’t help, feel like.

I can’t stand being ill.

• after prepositions.

We use a toothbrush for brushing our teeth.

• after the verb go to indicate activities.

I go swimming every weekend.

NOTE: • The verbs like, dislike, love, hate, star t, begin are followed by a full infinitive or an -ing form without any significant difference in meaning.

I like having / to have lunch in the garden.

• The verbs stop and remember are followed either by a full infinitive or an -ing form, but with a different meaning.

Dan stopped watching TV. (=Dan no longer watches TV.)

Dan stopped to watch TV. (=Dan stopped what he was doing in order to watch TV.)

I remember locking the door. (=I locked the door. I remember the action.)

I remembered to lock the door. (=I didn’t forget to lock the door.)

Module 6

can/could/may/will/would

• We use Can I..?, Could I..?, May I..? to ask for, give and refuse permission.

C an/Could/May I go to the party?

Yes, you can/may. No, you can’t/may not.

• We use Can I..?, Could I..?, May I..? to offer help and make requests.

Can/Could/May I help you?

Can/Could/May I have some more cake?

• We use Can/Could/Will/Would you ..? to make polite requests and ask for a favour. Could and Would are more polite.

Can/Could/Will/Would you help me with my homework?

must / have to / need (to) / can’t

• We use must and have to to express obligation. I must buy Sam a present for his birthday. You have to be at work by 8.30.

• We use need to to express necessity. I need to talk to you.

• We use don’t have to, don’t need to and needn’t to express lack of necessity/obligation

You don’t have to go out with her if you don’t like her. You don’t need to give me back the money. She needn’t buy me a present.

• We use mustn’t and can’t to express prohibition. You mustn’t/can’t speak during the lesson.

NOTE: • To express obligation in the past, we use had to.

• To express obligation in the future, we use will have to.

NOTE: Need means that something is necessary. It is used:

• as a main verb in all tenses, in the affirmative, negative and question form. It is followed by a full infinitive and forms the negative and question form with auxiliary verbs.

• as a modal verb only in the negative and question form of the Present Simple. It is followed by a bare infinitive and forms the negative and question form without auxiliary verbs.

AFFIRMATIVE

I

He/She/It We/You/They need to go needs to go need to go NEGATIVE

I He/She/ It We/You/ They don’t need to go doesn’t need to go don’t need to go I He/She/It We/You/ They needn’t go

QUESTIONS

Do Does Do I he/she/it we/you/ they need to go? Need

can / could / be able to

he/she/it we/you/ they go?

• We use can to express ability in the present. The baby can speak.

• We use could to express ability in the past.

I could climb trees when I was young.

• Be able to expresses ability and forms all tenses. It is mainly used in tenses where we cannot use can. He’ll be able to play football on Saturday.

may/might/could

• We use may, might and could to express possibility in the present or future. Might expresses slight possibility.

We may/might/could go to the Summer Festival next weekend.

NOTE: • We use may not / might not to express lack of possibility in the present or future. Henry may not / might not be able to join us.

Passive Voice Use

We use the Passive Voice to emphasise the action rather than who or what is responsible for it.

Formation

The Passive Voice is formed with the verb be in the appropriate form and the past participle of the verb of the sentence. The person who causes or carries out the action is called an agent and is preceded by the preposition by.

NOTE: We usually omit the agent:

• when the action interests us more than the agent.

• when we don’t know the agent.

• when it is easy to figure out who the agent is.

My bag was found! (by someone who we do not know)

BMW cars are made in Germany. (by factory workers)

wrote a letter.

Present Simple Passive

AFFIRMATIVE

I

He/She/It

We/You/They am is are called/given NEGATIVE

I

He/She/It

We/You/They am not isn’t aren’t called/given QUESTIONS

Am Is Are I he/she/it we/you/they called/given?

Past Simple Passive

AFFIRMATIVE

I/He/She/It

We/You/They was were called/given NEGATIVE

I/He/She/It

We/You/They wasn’t weren’t called/given QUESTIONS

Was Were I/he/she/it we/you/they called/given?

Present Progressive Passive AFFIRMATIVE

I

He/She/It

We/You/They am being is being are being called/given NEGATIVE

I He/She/It

We/You/They am not being isn’t being aren’t being called/given QUESTIONS

Am Is Are I he/she/it we/you/they being called/ given?

Passive Voice of modal verbs

• In the Passive Voice the verbs can, could, may, might, should, must and have to are followed by be and the past participle of the main verb. They may build A new factory a new factory may be built.

We have to clean The office the office. has to be cleaned.

Module 7

Subject Questions - Object Questions

• Subject Questions: When we use the question words who, which and what to ask about the subject of the verb, we form the question without auxiliary verbs (who/which/what + verb in the affirmative form). Who saw the accident? Tom (saw the accident). What happened outside? An accident (happened).

• Object Questions: When we use the question words who, which and what to ask about the object of the verb, we form the question with auxiliary verbs (who/which/what + verb in the question form). Who did you see at the restaurant? (I saw) Tom and June. What are you eating? (I’m eating) Chinese food.

Negative Questions

Negative questions are formed with: Auxiliary Verb + n’t (short form of not) + Subject + Main Verb.

We use negative questions:

• to express surprise.

Haven’t you been to the city centre before?

• when we expect the listener to agree with us. Don’t you want to come to the theatre with us?

Reflexive pronouns

myself yourself himself herself itself ourselves yourselves themselves

We use reflexive pronouns:

• as objects of verbs when the subject and the object of the verb are the same.

I bought myself an expensive pair of shoes.

• after certain verbs with prepositions (talk about /to, take care of, say to, etc.). He never talks about himself.

NOTE: We use by + reflexive pronoun to show that someone does something alone, without any help from anyone else.

I always pack my suitcases by myself.

Conditional Sentences Type 2

We use Conditional Sentences Type 2 for unreal or imaginary situations which are unlikely to happen in the present or the future.

IF - CLAUSE MAIN CLAUSE if + Past Simple would/could + infinitive

If I had enough money, I would buy a bigger flat. You could get that job if you took my advice.

NOTE: • In Conditional Sentences Type 2 were is often used instead of was in the if-clause in all persons.

If Mary were older, she could take driving lessons.

• We use If I were you to express an opinion or give advice. If I were you, I’d take it easy.

Wishes

We use:

• wish + Past Simple: to make a wish about a present situation which we would like to be different . I wish I didn’t have to take any more exams.

• wish + could + infinitive: to express regret about something we cannot do at present I wish I could help you!

NOTE: • We usually use were after all persons in wishes.

I wish this course were easier.

Module 8

Reported Speech (Statements)

In Direct Speech, we repeat the exact words that someone said. We usually use the verb say and the words of the speaker are put in quotation marks. Henry said, ‘Alex has bought a new car.’

In Reported Speech, we report the meaning of what someone said, without using their exact words. We use a reporting verb, usually say or tell, followed by that (which can be omitted) and the reported statement.

Henry said that Alex had bought a new car.

NOTE: • We use say when there is no indirect object. ‘I’ll be there,’ he said. He said that he would be there.

• We use tell when there is an indirect object. ‘I’ll call you, Mark,’ she said. She told Mark she would call him.

• When we change a sentence from Direct to Reported Speech, pronouns and possessive adjectives change according to the meaning of the sentence.

‘You look great in your new dress,’ said David. David said that I looked great in my new dress.

• When the reporting verb (say or tell) is in the Past Tense, we usually make the following changes:

Present Simple Past Simple

Sue said, ‘I want to go to the cinema.’

Sue said (that) she wanted to go to the cinema.

Present Progressive Past Progressive

Andy said, ‘I’m reading a novel.’

Andy said he was reading a novel.

Past Simple Past Perfect Simple

Pete said, ‘Mum made some sandwiches.’

Pete said his mum had made some sandwiches.

Present Perfect Past Perfect

Jo said, ‘I’ve worked hard today.’

Jo said she had worked hard that day. will would

Sean said, ‘I’ll be there soon.’

Sean said he would be there soon. can could

Jane said, ‘I can help you later.’

Jane said she could help me later. may might

Frank said, ‘I may buy her a pair of shoes.’

Frank said he might buy her a pair of shoes. must had to

Mum said, ‘You must be home early.’

Mum said I had to be home early. now then

Tina said, ‘I’ll call him now.’

Tina said she would call him then. here there

Eric said, ‘I saw it here.’

Eric said he had seen it there. ago before

Ben said, ‘I bought this house two years ago.’

Ben said he had bought that house two years before. today, tonight that day, that night

Martha said, ‘We’re having pizza for lunch today.’ Martha said they were having pizza for lunch that day. yesterday the previous day / the day before Dad said, ‘I visited the doctor yesterday.’

Dad said he had visited the doctor the previous day. this morning/year, etc. that morning/year, etc.

Beth said, ‘I haven’t bought anything this year.’

Beth said she hadn’t bought anything that year. tomorrow the next day / the following day Lynn said, ‘I’m flying to London tomorrow.’

Lynn said she was flying to London the following day. last week/month, etc. the previous week/month etc., the week/month, etc. before

Colin said, ‘I met her last year.’

Colin said he had met her the previous year. next week / month, etc. the following week/ month, etc.

Bob said, ‘I’ll finish my project next week.’

Bob said he would finish his project the following week.

NOTE:

• These changes cannot be made when the sentence expresses a general truth or the reporting verb is in the Present, Future or Present Perfect Simple.

‘I enjoy watching adventure films,’ Susan said. Susan said (that) she enjoys watching adventure films.

‘I will study English next year,’ David says. David says he will study English next year.

• The Past Perfect and the verbs could, might, should, would and used to do not change in Reported Speech.

• The Past Progressive usually doesn’t change in Reported Speech.

Reported Speech (Commands and Requests)

• We commonly use tell or order when we report commands and ask when we report requests.

• The Imperative changes to full infinitive or not + full infinitive.

‘Stay there,’ said the man.

The man told me to stay there.

‘Don’t take this away, please,’ she said. She asked me not to take that away.

Reported Speech (Questions)

• We usually introduce reported questions with the reporting verb ask and the expression want to know.

• Reported questions follow the word order of affirmative sentences.

‘Why did he come back?’ she asked.

She asked me why he had come back.

• If the direct question begins with a question word, the reported question also begins with the same question word.

‘What are you doing?’ she asked.

She asked me what I was doing.

• If the direct question does not begin with a question word, the reported question begins with if or whether.

‘Did you enjoy the party?’ he asked.

He asked me if/whether I had enjoyed the party.

• When we change questions from Direct to Reported Speech, pronouns, tenses, adverbs, etc. change in the same way as when we report statements.

Clauses of Concession

We use Clauses of Concession to express contrast or opposition to the main clause.

• although / even though + subject + verb

Although / Even though I was nervous, I did well in the test.

• in spite of / despite + noun / -ing form

Despite the rain, it was very hot.

In spite of feeling afraid, Jim went on the roller coaster.

IRREGULAR VERBS

Base form Past Simple Past Participle be was/were been beat beat beaten become became become begin began begun bite bit bitten bleed bled bled blow blew blown break broke broken bring brought brought build built built burn burnt/burned burnt/burned buy bought bought catch caught caught choose chose chosen come came come cost cost cost cut cut cut deal dealt dealt do did done draw drew drawn dream dreamt/dreamed dreamt /dreamed drink drank drunk drive drove driven eat ate eaten fall fell fallen feed fed fed feel felt felt fight fought fought find found found fly flew flown forget forgot forgotten freeze froze frozen get got got give gave given go went gone grow grew grown hang hung hung have had had hear heard heard hide hid hidden hit hit hit hold held held hurt hurt hurt keep kept kept know knew known lead led led learn learnt/learned learnt/learned

Base form Past Simple Past Participle

leave left left lend lent lent let let let lie lay lain light lit lit lose lost lost make made made mean meant meant meet met met mow mowed mown/mowed pay paid paid prove proved proven/proved put put put read read read ride rode ridden ring rang rung rise rose risen run ran run say said said see saw seen sell sold sold send sent sent set set set shake shook shaken shine shone/shined shone/shined show showed shown sing sang sung sit sat sat sleep slept slept smell smelt/smelled smelt/smelled speak spoke spoken spell spelt/spelled spelt/spelled spend spent spent spread spread spread stand stood stood steal stole stolen swim swam swum take took taken teach taught taught tell told told think thought thought throw threw thrown understand understood understood wake woke woken wear wore worn win won won write wrote written

Learning Tips

In class

How to learn better in class

• Look at your teacher and the board and take notes.

• Listen carefully to your teacher and the recording.

Outside the class

How to learn better outside the class

• Read the dialogues and texts from your book and listen to your recording.

• Read the dialogues and texts aloud and sometimes record yourself.

• Study the vocabulary and grammar and then do your homework.

Grammar

How to learn grammar better

• Refer to the Grammar Reference.

• Use grammar tables.

• Have a grammar notebook.

Vocabulary

How to learn vocabulary better

• Write down new words in a notebook. Together with the English word:

- write the translation in your language,

- write an example sentence,

- draw or stick a picture.

• Put words in groups or use diagrams.

• Learn phrases (e.g. verb+noun) not just single words.

• Ask your teacher when you don’t understand.

• Speak in English as much as possible.

• Take part in pair and group work activities.

• Read texts from English magazines and newspapers.

• Read English websites.

• Listen to English songs.

• Watch English TV programmes and films.

In it write:

- tips and/or rules in your language,

- example sentences,

- important grammatical points e.g. irregular verbs.

• Write down grammatical errors that you often make.

• When you learn new words, you must remember if they are verbs, nouns, adjectives, etc.

• When you learn new words, it ’s a good idea to learn any synonyms and/or opposites.

• Refer to the Wordlist.

• Practise the spelling and pronunciation of new words.

• Look up unknown words in a dictionary.

• Learn new words in context (in sentences describing situations). This way, it is easier to remember them.

• Regularly revise words you have learnt.

• Try to use words you have recently learnt when you speak or write.

Speak

How to do better when doing speaking tasks

• Before you speak, make sure you understand the task and how you should use the prompts.

• Look at the example and use the prompts given.

• Use the language you have learnt.

• Speak only in English.

• Speak clearly.

Read

How to do better when doing reading tasks

• Before you read, try to predict what the text is about with the help of the title and the pictures.

• Look for key words in the text to understand the main ideas.

• Try to understand which of the words in the text are really important. Try to guess the meaning of as many of these words as possible from the context. Use the following strategies:

- Read the words before and after the unknown word and think of the context.

- Try to figure out if the unknown word is a verb, noun, etc.

- See if the unknown word is similar to other words in English or in your own language.

• Don’t worry if you make a mistake. Correct yourself if you can, otherwise continue speaking.

• If you can’t remember a word, don’t stop. Try to use other words.

• When talking to another person, listen carefully to him/her and respond to what he/she is saying (e.g. I agree, I don’t know about that). Also, show interest or surprise by using phrases like Really?, Did you?, etc.

• Read the text quickly to understand the main idea.

• Read the text carefully to understand specific details.

• Decide in which part of the text you can find the information you need.

• Make sure you understand who or what the pronouns (he, it, this, them, etc.) and the adverbs (here, there, etc.) refer to in the text.

• When completing a text with missing sentences, read the whole text first and then the sentences given. Pay special attention to the vocabulary, pronouns (e.g. it, they, this) and words/phrases which link sentences (e.g. however, later) both in the text and in the sentences given.

Learning Tips

Listen

How to do better when doing listening tasks

• Before you listen, read the rubric carefully and look at the pictures. Try to predict what the speakers are going to talk about.

• Before you listen, read the statements or questions carefully. This will give you an idea of what to listen for.

• While listening for gist, try to understand the general idea, not every single word.

• Listen for key words to understand the main ideas.

Write

How to do better when doing writing tasks

• Make sure you write what the rubric asks you to. Don’t include irrelevant information.

• Before you start writing, think about the topic carefully and try to come up with ideas which are relevant to it. Make notes of the information you want to include. You can also make a mind map to organise your ideas.

• Plan your paragraphs. Before you start, think of the ideas you are going to include in each paragraph.

• Group relevant information together and put it in the same paragraph.

• Do not write very short sentences. Use linking words (and, but, or, so and because) to join your ideas.

• Use linking words/phrases to add something (e.g. in addition, what is more, also), to express contrast (e.g. but, however), to express result (e.g. as a result) and to give reason (e.g. that’s why). This will make your writing flow.

• Use time linkers (first, firstly, then, next,

• When listening, don’t assume that an answer is correct just because the speakers mention a word that is in the activity. Listen carefully before you answer.

• When completing sentences, make sure that your answers make sense with the rest of the sentence.

• Don’t be in a hurry to answer a multiple choice question. Listen carefully till the end and check all the options before your final decision.

after that, later, finally, when, before, while, as, as soon as, etc.) to show the order in which events happen.

• Use a variety of adjectives (e.g. fascinating, shocked) and adverbs/adverbial phrases (e.g. luckily, all of a sudden) in your writing to make it more interesting.

• Use words like he, she, it, them, there, etc. to avoid repeating the same words.

• When you are asked to write a letter, try to understand why you are writing (to ask for information, to give news, to invite, etc.). Also, think carefully about your relationship with the person you are writing to (is he/ she a friend, a stranger, etc.?) and write in an appropriate style (formal or informal).

Remember to use set phrases in the opening and closing paragraph.

• Write neatly.

• Write your first draft and correct it. Then write your final draft.

• Edit your writing. Check punctuation, capital letters, word order, spelling, grammar, vocabulary and linking words.

BRAINSTORM PLAN RESEARCH

step 1

BRAINSTORM

• Think of the topic carefully and create a mind map to help you come up with ideas or words related to the topic.

step 3

RESEARCH

TOPIC

• Do research on the topic. Read books, use the Internet, watch videos or documentaries or even visit a museum.

• Note down key words and important information you have found. Remember: you mustn’t copy the information. Use your own words to summarise the ideas.

step 6

Project Skills

CREATE PROOFREAD PRESENT

step 2 PLAN

• Decide which of the ideas in Step 1 you would like to include in your project and make a plan to use as a general guide.

step 4

CREATE

• When you have collected all the information, start working on your project.

• Make your project interesting. Think of a title and find pictures or draw your own.

• You can also write captions underneath the pictures to describe them.

step 5

PROOFREAD PRESENT

A presentation consists of 3 stages :

Stage 1: Before the presentation

• Practise presenting your work in front of a mirror or to a friend. This will help you feel more confident.

Stage 2: During the presentation

• First, introduce the topic. (I would like to talk about… / I am going to talk about…)

• Use short and simple sentences.

• Speak clearly and confidently.

• Smile at the people in the audience (your classmates) and make eye contact.

Stage 3: After the presentation

• Ask the audience if they have any ques tions and try to answer their questions. (Any questions?)

• Don’t forget to thank the audience. ( Thank you for your attention.)

• After you finish, proofread your work.

• Make sure you have included all the information and ideas you chose in your project.

• Check your spelling, grammar, vocabulary, etc.

Use the following checklist with the things you need to do. Tick (4) the boxes when you do them.

PROJECT CHECKLIST

- mind map

- plan

- research

- key words

- paragraph/text

- title

- pictures and captions

- checking

- presentation practice

1 SCHOOL LIFE

1a athlete /ˈæθ.liːt / спортсмен (-ка)

deadline /ˈded.laɪn / граничний строк виконання

завдання

except /ɪkˈsept / окрім

instructions /ɪnˈstrʌk·ʃənz / інструкції musician /mjuːˈzɪʃ.ən / музикант (-ка) remind (v.) /rɪˈmaɪnd / нагадувати term time /tɜːm taɪm / термін навчання

tutor /ˈtʃuː.tər / репетитор (-ка), наставник (-ця)

Types of schools

boarding school /ˈbɔː.dɪŋ ˌskuːl / школа-інтернат homeschooling /ˌhəʊmˈskuːl.ɪŋ / домашнє навчання music school /ˈmjuː.zɪk skuːl / музична школа sports school /spɔːts skuːl / спортивна школа

School facilities

drama room /ˈdrɑː.mə ruːm / кабінет театрального

гуртка first aid room /ˌfɜːst ˈeɪd ruːm / кабінет надання

першої допомоги head teacher’s office /ˌhedˈtiː.tʃəz ɒf.ɪs / кабінет

директора

music room / ˈmju:z ɪk ruːm / кабінет музики

Phrases

What are you up to? /wɒt ɑːr jə ʌp tʊ / Що ти робиш?

Why not? /waɪ nɒt / Чому б і ні?

1b let /let / дозволяти nervous /ˈnɜː.vəs / нервуватися, хвилюватися pretty (adv.) /ˈprɪt.i / достатньо, досить (Sounds pretty boring. – Звучить досить нудно.) search /sɜːtʃ / шукати stamp /stæmp / марка stuff /stʌf / такі речі title /ˈtaɪ.təl / назва (one’s) turn (n.) /tɜːn / (чиясь) черга

Words/Phrases related to education attend a class/course, etc. відвідувати заняття / урок / курс тощо break time час перерви, перерва do well in a test / an exam / school

get good/bad marks отримати хорошу /

оцінку get results отримати результат miss a test/class, etc.

тощо pass a test / an exam пройти тест /

revise (for) a test / an exam

sit (for) / take a test / an exam

Phrases

Beats me. Я не знаю. Come again? Повтори ще раз. give sth a go пробувати I guess not. Думаю, що ні. I have to run. Мушу бігти. Sort of. Щось схоже. Нібито. (Як відповідь

запитання) What for? Для чого?

1c advantage /ədˈvɑːn.tɪdʒ / перевага anxious /ˈæŋk.ʃəs / тривожний communicate /kəˈmjuː.nɪ.keɪt / спілкуватися concentrate /ˈkɒn.sən.treɪt / концентруватися, зосереджуватися connect /kəˈnekt / підключитися, під’єднатися до constantly /ˈkɒn.stənt.li / постійно, весь час control (v.) /kənˈtrəʊl / контролювати, перевіряти challenge (n.) /ˈtʃælɪndʒ / виклик digital /ˈdɪdʒɪt(ə)l / цифровий disconnect /ˌdɪs.kəˈnekt / відключити, від’єднати electronic device /ˌel.ekˈtrɒn.ɪk dɪˈvaɪs / електронний пристрій, прилад every now and then інколи, час від часу experience (v.) /ɪkˈspɪə.ri.əns / відчути, спробувати goal /ɡəʊl / мета, ціль head teacher /ˌhedˈtiː.tʃər / директор (-ка) школи imagine /ɪˈmædʒ.ɪn / уявити keep (=continue doing sth) /kiːp / продовжувати робити те, до чого звик (-ла) last (v.) /lɑːst / продовжуватися, тривати notification /ˌnəʊ.t ɪ.fɪˈkeɪ.ʃən / повідомлення performance /pəˈfɔː.məns / успішність pocket /ˈpɒk.ɪt /

send

smartphone /ˈsmɑːt.fəʊn / смартфон

social /ˈsəʊ.ʃəl / соціальний social media /ˌsəʊ.ʃəl ˈmiː.di.ə / соціальні мережі survey /ˈsɜː.veɪ / дослідження take part / ˈteɪk pɑːt / брати участь though /ðəʊ / хоча turn off /tɜːn ɒf / вимикати while (n.) /waɪl / деякий час

Words/Phrases related to technology connect to the internet підключатися до інтернету download music, apps, videos завантажувати музику / застосунки / відео make a (phone/video) call зателефонувати / здійснити відеодзвінок send/receive text/voice messages, emails надсилати / отримувати текстові / голосові повідомлення, електронні листи

1d a (great) number of багато, велика кількість be informed бути в курсі business /ˈbɪz.nɪs / бізнес, справа definition /ˌdef.ɪˈnɪʃ.ən / визначення for instance /fɔː(r) ˈɪn.stəns / наприклад foreign /ˈfɒr.ən / іноземний international /ˌɪn.təˈnæʃ.ən.əl / міжнародний non-native /ˌnɒnˈneɪ.tɪv / нерідний, немісцевий panic /ˈpæn.ɪk / паніка, панікувати population /ˌpɒp.jəˈleɪ.ʃən / населення take care of / ˈteɪk keər ɒv / турбуватися про когось, подбати про throughout /θruːˈaʊt / впродовж, протягом topic /ˈtɒp.ɪk / тема для обговорення web page /ˈweb ˌpeɪdʒ / вебсторінка

Phrasal verbs

come across / ˈkʌm əˈkrɒs / натрапити на (зустріти)

come round /ˈkʌm ˈraʊnd / зайти в гості, завітати

come up with /ˈkʌm ˈʌp wɪð / придумувати, запропонувати (ідею)

look after /ˈlʊk ˈɑːftə / доглядати за кимось, піклуватися

look forward to /ˈlʊk ˈf ɔːwəd tuː / з нетерпінням чекати

look out /ˈlʊk ˈaʊt / бути обережним (-ою) look up /ˈlʊk ʌp / подивитися, пошукати

1e be over / bi ˈəʊvə / закінчитися celebration /ˌseləˈbreɪʃ(ə)n / святкувати collection /kəˈlek.ʃən / колекція create /kriˈeɪt / створювати, винаходити especially /ɪˈspeʃ.əl.i / особливо fire alarm /ˈfaɪər əˌlɑːm / пожежна сигналізація

globe /ɡləʊb / глобус in fact /in fækt / фактично, насправді model car /ˈmɒd.əl kɑːr / модель автомобіля react /riˈækt / реагувати reply (n.) /rɪˈplaɪ / відповідь uniform (n.) /ˈjuː.nɪ.fɔːm / форма (шкільна)

2 TEEN LIFE

2a a bit /ə bɪt / трохи annoyed /əˈnɔɪd / роздратований atmosphere /ˈæt.mə.sfɪər / атмосфера bossy /ˈbɒs.i / владний; той, хто любить командувати fall asleep /fɔːl əˈsliːp / засинати feeling /ˈfiː.lɪŋ / відчуття, почуття get along with / ɡɛt əˈlɒŋ wɪð / ладнати з give up (=stop trying) здатися immediately /ɪˈmiː.di.ət.li / негайно

popcorn /ˈpɒp.kɔːn / попкорн showing (n.) /ˈʃəʊ.ɪŋ / показник that (=so) /ðæt / що, так, тобто upload (a video) /ʌpˈləʊd / завантажити (відео)

variety /vəˈraɪ.ə.ti / розмаїття vlog /ˈvlɒɡ / влог vlogger /ˈvlɒɡ.ər / влогер (-ка)

queue up /kjuː ʌp / ставати в чергу

Places

bowling alley /ˈbəʊ.lɪŋ ˌæl.i / боулінг, доріжка для боулінгу

concert /ˈkɒn.sət / концерт

theatre /ˈθɪə.tər / театр

theme park /ˈθiːm ˌpɑːk / тематичний парк, парк атракціонів

Phrases

Got it? Зрозумів / Зрозуміла? Ясно?

Hang in there. /hæŋ in ðeər / Не здавайся. Тримайся.

Here we go again! Ну ось, знову!

I know the feeling. Мені знайоме це відчуття. What are you waiting for? Чого ж ви чекаєте? What’s he/she like? Який він / вона?

2b already /ɔːlˈred.i / вже appointment /əˈpɔɪntmənt / зустріч as soon as /əz suːn əz / як тільки glad /ɡlæd / радий hairstyle /ˈheə.staɪl / зачіска in fashion / ɪn fæʃ.ən / у моді keep /kiːp / тримати make up one’s mind

out of fashion

pretty (adj.) /ˈprɪt.i / гарненький, гарненька

regret /rɪˈɡret / жалкувати stand out /stænd aʊt / виділятися suit (v.) /suːt / пасувати, підходити tie (v.) /taɪ / зав’язувати totally /ˈtəʊ.təl.i / повністю, цілком

Words related to hairstyling bob /bɒb / зачіска боб каре buzz cut /ˈbʌz ˌkʌt / стрижка під каре dreadlocks /ˈdred.lɒks / дреди (зачіска) dye (v.) /daɪ / фарбувати волосся dyed hair /dʌɪd ˈhɛː / пофарбоване волосся extensions /ɪkˈsten.ʃəns / збільшення, нарощування highlights /ˈhaɪ.laɪts / мелірування волосся

perm (n.) /pɜːm / хімічна завивка permed hair /pɜːmd heər / хімічна завивка волосся ponytail /ˈpəʊ.ni.teɪl / хвостик (зачіска)

trim (n.) /trɪm / підстрижене волосся, стрижка wig /wɪɡ / перука

Phrases

Are you kidding? Жартуєш?

Are you serious? Ти серйозно?

Forget it! Забудь про це!

I’m pulling your leg! Я жартую!

You know what? Знаєш що?

You’re right there. /jɔːr raɪt ðeər / Ти тут. Ти прямо тут.

2c at the time у той час brand /brænd / марка, бренд casual /ˈkæʒ.ju.əl / повсякденний одяг collection (related to fashion) /kəˈlek.ʃən / колекція design (n.) /dɪˈzaɪn / дизайн designer /dɪˈzaɪ.nər / дизайнер (-ка) fit (v.) /fɪt / підходити (за розміром або дизайном) formal /ˈfɔː.məl / формальний, офіційний graffiti /ɡrəˈfiː.ti / графіті introduce / ˌɪntrəˈdjuːs / представити not say a word ні слова не сказати notice (v.) /ˈnəʊ. tɪs / помічати product /ˈprɒd.ʌkt / продукт style /staɪl / стиль

Designs - Patterns baggy /ˈbæɡ.i / мішкуватий checked /tʃekt / у клітинку, картатий

flared /fleəd / розкльошені

sparkly /ˈspɑː.kəl.i / блискучий spotted /ˈspɒt.ɪd / плямистий

striped /straɪpt / смугастий, у смужку tight /taɪt / тісний

torn /tɔːn / розірваний, з дірками, рваний

Materials

cotton /ˈkɒt.ən / бавовняний

denim /ˈden. ɪm / джинсовий

leather /ˈleð. ər / шкіряний

silk /sɪlk / шовковий woollen /ˈwʊl. ən / шерстяний

2d act (v.) /ækt / поводитися, діяти adult /ˈæd. ʌlt / дорослий (-а)

become /bɪˈkʌm / ставати chapter /ˈtʃæp.tər / розділ connection /kəˈnek.ʃən / зв’язки danger /ˈdeɪn. dʒər / небезпека develop /dɪˈvel. əp / розвивати, розвиватися disappear /ˌdɪs. əˈpɪər / зникати exist /ɪɡˈzɪst / існувати go on (=happen) продовжуватися grow up /ɡrəʊ ʌp / подорослішати have trouble doing sth мати проблеми з виконанням чого-небудь keep in mind /kiːp in maɪnd / пам’ятати make sb/sth special/different, etc. робити когось / щось особливим / іншим тощо memory /ˈmem.ər.i / пам’ять need (n.) /niːd / потребувати pay attention / peɪ əˈten.ʃən / звертати увагу period /ˈpɪə.ri.əd / період recognise /ˈrek.əɡ.naɪz / впізнати

route /ruːt / маршрут speed (n.) /spiːd / швидкість strength /streŋθ / сила voice /vɔɪs / голос way (=direction) /weɪ / шлях weak /wiːk / слабкий wonder (v.) /ˈwʌn. dər / цікавитися

2e annoy /əˈnɔɪ / дратувати argue /ˈɑːɡ.juː / сперечатися change one’s mind передумати cheer sb up /tʃɪər ʌp / підбадьорювати когось dance move /dɑːns muːv / танцювальний рух dislike /dɪˈslaɪk / неприязнь; те, що не подобається fight (v.) /faɪt / битися friendship /ˈfrend. ʃɪp / дружба interest /ˈɪn.trest / інтерес make a decision /meɪk ə dɪˈsɪʒ.ən

shout at sb /ʃaʊt æt / кричати на когось

teach /tiːtʃ / навчати turn to /tɜːn tʊ / звернутися до

Adjectives describing personality annoying /əˈnɔɪ.ɪŋ / дратівливий confident /ˈkɒn.fɪ.dənt / впевнений у собі easy-going /ˌiː.ziˈɡəʊ.ɪŋ / легкий на підйом kind /kaɪnd / добрий outgoing /ˌaʊtˈɡəʊ.ɪŋ / комунікабельна людина quick-tempered /ˌkwɪkˈtem.pəd / запальний stubborn /ˈstʌb.ən / впертий

3 MY LIFESTYLE

3a against /əˈɡenst / проти beat (v.) /biːt / перемогти, побити когось в чомусь book (v.) /bʊk / замовити, забронювати court /kɔːt / корт exhibition /ˌek.sɪˈbɪʃ.ən / виставка hit (v.) /hɪt / бити, вдаряти hockey /ˈhɒk.i / хокей make plans / meɪk plæns / планувати net /net / сітка point (n.) /pɔɪnt / бал match point матч-пойнт

Experiences

do a cookery course проходити кулінарний курс go to a sports centre / an art gallery відвідати

спортивний центр / художню галерею

join a club / a team приєднатися до клубу / команди

learn a language вивчити мову meet someone new познайомитися з кимось

новим

try a new dish спробувати нову страву watch a live performance / a TV series подивитися виставу вживу / подивитися телесеріал

Phrases

Count me in! Я з вами!

Go ahead. Давай.

Hurray! Ура!

Serve! Подавайте!

3b challenging /ˈtʃæl.ɪn.dʒɪŋ / складний, важкий culture /ˈkʌl.tʃər / культура diary /ˈdaɪə.ri / щоденник disappointed /ˌdɪs.əˈpɔɪn.tɪd / розчарований drop (v.) /drɒp / впустити grill (v.) /ɡrɪl / готувати на грилі ground /ɡraʊnd / земля have sth in common мати щось спільне

improve /ɪmˈpruːv / покращувати instead of /ɪnˈsted ˌəv / замість того щоб

keep sb busy /kiːp ˈbɪz.i / зайняти когось lift (v.) /lɪft / підіймати meaning /ˈmiː.nɪŋ / значення prepare /prɪˈpeər / готувати sauce /sɔːs / соус stunt (n.) /stʌnt / трюк unforgettable /ˌʌn.fəˈɡet.ə.bəl / незабутній welcome (v.) /ˈwel.kəm / ласкаво просимо

Phrasal verbs pick sb up (=collect sb) забрати когось pick sb/sth up (=lift) підняти когось на руки, підняти щось put sth on одягнути, take off злітати (про літак) take sth off знімати (про одяг)

3c college /ˈkɒl.ɪdʒ / коледж, університет combine /kəmˈbaɪn / поєднувати comment (n./v.) /ˈkɒm.ent / коментар, коментувати creativity /kriˈeɪ.tɪvɪti / креативність drawing tablet /ˈdrɔː.ɪŋ tæb.lət / планшет для малювання express (v.) /ɪkˈspres / виражати follower /ˈfɒl.əʊ.ər / прихильник (-ця), підписник (-ця)

one of a kind неповторний others /ˈʌð·ərz / інші post (v.) /pəʊst / публікувати, робити допис relative (n.) /ˈrel.ə.tɪv / родич (-ка) responsible /rɪˈspɒn.sə.bəl / відповідальний script /skrɪpt / сценарій work (n.) /wɜːk / робота

Hobbies

have a dance lesson мати заняття з танців make a video створювати відео play a musical instrument грати на музичному інструменті write a poem/story написати вірш / історію

3d accommodation /əˌkɒm.əˈdeɪ.ʃən / проживання all year round цілий рік astronaut /ˈæs.trə.nɔːt / астронавт available /əˈveɪ.lə.bəl / доступний, наявний break (n.) /breɪk / перерва, канікули cost (n.) /kɒst /

martial arts /ˌmɑː.ʃəl ˈɑːts / бойові мистецтва, східні єдиноборства monthly /ˈmʌn.θli / щомісяця opportunity /ˌɒp.əˈtʃuː.nə.ti / можливість out of the ordinary незвично packed lunch упакований ланч per /pɜːr / за price /praɪs / ціна produce (v.) /prəˈdʒuːs / виробляти protect /prəˈtekt / захищати robot /ˈrəʊ.bɒt / робот scientific /ˌsaɪ.ənˈtɪf.ɪk / науковий screening /ˈskriː.nɪŋ / екранізація, показ similar /ˈsɪm.ɪ.lər / подібний telescope /ˈtel.ɪ.skəʊp / телескоп train (v.) /treɪn / тренувати training /ˈtreɪ.nɪŋ / тренування weekly /ˈwiː.kli / щотижня

3e as you can see як бачите captain /ˈkæp.tɪn / капітан hero /ˈhɪə.rəʊ / герой

heroine /ˈher.əʊ.ɪn / героїня plan (n.) /plæn / план so long / səʊ lɒŋ / Бувай whole /həʊl / цілий

Words/phrases related to sports extra time /ˌek.strə ˈtaɪm / додатковий час football boots /ˈfʊt.bɔːl ˌbuːts / футбольні бутси goal /ɡəʊl / гол goggles /ˈɡɒɡ.əlz / захисні окуляри knee pad /niː pæd / наколінник make it to the final потрапити до фіналу pass /pɑːs / проходити pitch /pɪtʃ / ігрове (спортивне) поле pool /puːl / басейн racket /ˈræk.ɪt / ракетка score (v./n.) /skɔːr / рахунок shin pad /ˈʃɪn ˌpæd / накладка на гомілку swimwear /ˈswɪm.weər / одяг для плавання throw /θrəʊ / кидати volleyball /ˈvɒl.i.bɔːl / волейбол water polo / ˈwɔː.tə ˌpəʊ.ləʊ / водне поло

Phrases

Here’s the latest. /hɪəz ðə ˈleɪtɪst / Ось останні новини.

That’s all for now. /ðæts ɔ:l fə naʊ / Наразі це все. Waiting for your reply. / ˈweɪtɪŋ fə jə rɪˈplaɪ / Чекаю на твою відповідь.

4 MUSIC

4a answer (a question) / ˈɑːnsər ə ˈkwestʃən / відповісти (на питання) band (= music band) /bænd mju:zɪk bænd / гурт (= музичний гурт) depending on /dɪˈpendɪŋ ɒn / залежно від forget /fəˈɡet / забути mood /muːd / настрій perform (= entertain) / pəˈfɔːm = ˌentəˈteɪn / виступати (= розважати) question (n.) /ˈkwestʃən / питання specific /spəˈsɪfɪk / конкретний still /stɪl / все ще take (piano, etc.) lessons брати уроки (фортепіано тощо)

Same here! Те ж саме!

Kinds of music

classical / ˈkl̩æsɪkl / класична heavy metal /ˌhevi ˈmetl̩ / хеві-метал hip hop /ˈhɪp hɒp / хіп-хоп

jazz /dʒæz / джаз

pop /pɒp / поп (популярна)

rock /rɒk / рок traditional /trəˈdɪʃn̩əl / традиційна

Musical instruments

classical guitar /ˈkl̩æsɪkl ɡɪˈtɑː / класична гітара drums /drʌmz / барабани

electric guitar /ɪˈlektrɪk ɡɪˈtɑː / електрогітара flute /fluːt / флейта

keyboard /ˈkiːbɔːd / клавішний інструмент, синтезатор piano /pɪˈænəʊ / фортепіано saxophone /ˈsæksəfəʊn / саксофон

Phrases: like/dislike be a (big) fan of бути (великим) шанувальником (-цею) (когось / чогось) be crazy about дуже цікавитися чимось, не тямити себе від be (really) fond of бути (по-справжньому) в захваті від чогось, захоплюватися чимось be interested in цікавитися чимось be one’s thing Бути тим, що твоє. (Це моє.) find sth interesting/boring, etc. вважати щось цікавим / нудним 4b announce / əˈnaʊns / оголосити arrange / əˈreɪndʒ / влаштовувати arrangement / əˈreɪndʒmənt

autograph

definitely / ˈdefɪnətli / безумовно have a word with sb поговорити з ким-небудь let sb down підвести когось possible /ˈpɒsəbl̩ / можливий rehearse / rɪˈhɜːs / репетирувати support (v.) / səˈpɔːt / підтримувати venue /ˈvenjuː / місце, локація проведення заходу

Expressions with way be in one’s way заважати комусь, стояти на чиємусь шляху be on one’s way бути в дорозі by the way до речі know one’s way around орієнтуватися на

місцевості lose one’s way збитися зі шляху, загубитися the other way round навпаки

Phrases

Get out of here! Забирайся звідси! I reckon Вважаю… It’s sorted Усе в порядку. Yep Так.

You can say that again Можеш повторити.

4c award /əˈwɔːd / нагорода best-selling /ˌbɛstˈsɛlɪŋ / бестселер career /kəˈrɪə / кар’єра compose (v.) /kəmˈpəʊz / писати музичний твір composer /kəmˈpəʊzə / композитор (-ка)

conductor / kənˈdʌktə / диригент (-ка)

copy (n.) /ˈkɒpi / копія degree /dɪˈɡriː / ступінь folk (adj.) /fəʊk / народний full-time /fʊl-taɪm / повний робочий день

lyrics /ˈlɪrɪks / текст (опери чи пісні) opera /ˈɒpᵊrə / опера pianist /ˈpiːənɪst / піаніст (-ка) region /ˈriːʤᵊn / регіон release (v.) /rɪˈliːs / випускати (альбом)

serve /sɜːv / подавати (страви) split up /splɪt ʌp / розділятися worldwide /ˌwɜːldˈwaɪd / по всьому світу

Words/phrases relating to the music industry album /ˈælbəm / альбом

contract (n.) /ˈkɒntrækt / контракт demo /ˈdeməʊ / демо (версія музичного твору)

fans / fænz / шанувальники go on tour /ˈɡəʊ ˈɒn tʊə / їхати на гастролі / в тур musician /mjuːˈzɪʃn̩ / музикант (-ка) music video / ˈmjuːzɪk ˈvɪdɪəʊ / відеокліп producer /prəˈdʒuː.sər / продюсер (-ка)

record (v.) /ˈrekɔ:d / записувати sign (v.) /ˈsaɪn / підписувати, ставити підпис talent /ˈtælənt / талант 4d advertisement /ədˈvɜː.tɪs.mənt / реклама, оголошення be part of /bi pɑ:t ɒv / бути частиною behave /bɪˈheɪv / поводитися concertgoer /ˈkɒn.sətˌɡəʊ.ər / відвідувач (-ка) концертів highlight (n.) /ˈhaɪlaɪt / найяскравіший момент live one’s dream /laɪv wʌnz driːm / жити своєю мрією own (adj.) /əʊn / власний performer /pəˈfɔːmə / виконавець (-иця) pull (v.) /pʊl / тягнути separate (v.) /ˈseprət / відокремлювати show (n.) /ʃəʊ / шоу, показ value for money /ˌvælju: fə ˈmʌni / співвідношення ціни і якості

Expressions with come come a long way пройти довгий шлях come alive оживати come as a surprise стати несподіванкою come in handy стати в пригоді, знадобитися come to an end завершуватися come to think of it якщо подумати, то; спасти на думку come true здійснитися

4e audience /ˈɔːdiəns / аудиторія cheer (v.) /tʃɪə / голосно вигукувати заохочувальні фрази (на концерті), вболівати clap (v.) /klæp / плескати, аплодувати entertaining /ˌentəˈteɪnɪŋ / розважальний excitement /ɪkˈsaɪtmənt / захоплення hit (n.) /hɪt / хіт hope (v.) /həʊp / сподіватися interaction /ˌɪntəˈrækʃn̩ / взаємодія live (adj.) /laɪv / живий lively /ˈlaɪvli / жвавий musical (n.) /ˈmjuːzɪkl̩ / музичний overall (adv.) /ˌəʊvəˈrɔːl / загальний participation /pɑ:ˌtɪsɪˈpeɪʃn̩ / участь restless /ˈrestləs / неспокійний, невгамовний sociable /ˈsəʊʃəbl̩ / товариський stage / steɪdʒ / сцена Idioms a pain in the neck

be blown away

be over the moon бути на сьомому небі від щастя be thrilled to bits бути схвильованим (-ою) до

нестями

be/feel on top of the world бути / почуватися на

вершині світу

drive sb up the wall розсердити когось, дратувати

когось

drive sb wild розлютити когось get a kick out of sth отримувати задоволення від

чогось

get on one’s nerves нервувати когось give sb a warm welcome влаштовувати теплий

прийом для когось have a whale of a time гарно провести час make one’s day зробити чийсь день кращим

5 READING FOR PLEASURE

5a among (prep.) /əˈmʌŋ / серед angrily /anɡrəli / сердито approach (v.) /əˈprəʊtʃ / наближатися до archer /ˈɑːtʃə / лучник (-ця) archery /ˈɑːtʃəri / стрільба з лука arrest (v.) /əˈrest / заарештувати arrow /ˈærəʊ / стріла bow (n.) /baʊ / лук catch (v.) /ˈkætʃ / ловити centre /ˈsentə / центр feather /ˈfeðə / перо gather /ˈɡæðə / збирати grass / ɡrɑːs / трава hard (adj.) /hɑːd / важкий hold (an event) /ˈhəʊld ən ɪˈvent / проводити (захід) hut / hʌt / хатина, курінь law /lɔː / закон loudly /ˈlaʊdli / голосно messenger /ˈmesɪndʒə / посланець (-иця) pass (v.) /pɑːs / проходити повз shoot /ʃuːt / стріляти shot (n.) /ʃɒt / вистріл slice off (phr. v.) /slaɪs ɒf / відрізати, зрізати target (n.) /ˈtɑːɡɪt / мішень unfair (adj.) /ˌʌnˈfeə / несправедливий 5b anger (n.) /ˈæŋɡə / гнів certain (adj.) /ˈsɜːtn̩ / певний chain (n.) /tʃeɪn / ланцюг corridor /ˈkɒrɪdɔː / коридор drawer (n.) /drɔːr / шухляда face-to-face /ˌfeɪs.təˈfeɪs / віч-на-віч fill (v.) /fɪl / заповнювати

frighten /ˈfraɪtn̩ / лякати ghost (n.) / ɡəʊst / привид gun /ɡʌn / пістолет haunted / ˈhɔːntɪd / заселений привидами insult (v.) /ɪnˈsʌlt / ображати move into (a place) /muːv ˈɪntə ə pleɪs / переїхати в (місце)

mysterious /mɪˈstɪərɪəs / таємничий old-fashioned / əʊl ˈfæʃn̩d / старомодний

once again /wʌns əˈɡen / ще раз otherwise /ˈʌðəwaɪz / інакше, в іншому разі past (adv.) /pɑːst / минулий peaceful /ˈpiːsfəl / мирний pillow /ˈpɪləʊ / подушка reach (v.) /riːtʃ / досягати reappear /riːəˈpɪə / з’являтися знову secret (adj.) /ˈsiːkrɪt / таємний skeleton /ˈskelɪtn̩ / скелет slipper /ˈslɪpə / домашня туфля, кімнатний

черевик smash (v.) /smæʃ / розбивати stain (n.) /steɪn / пляма take revenge /ˈteɪk rɪˈvendʒ / помститися terrify /ˈterɪfaɪ / жахати the rest / ðə rest / решта treat (v.) / triːt / обходитися, поводитися twin / twɪn / двійня warn (v.) / wɔːn / застерігати

5c author /ˈɔː.θər / автор biography /baɪˈɒɡ.rə.fi / біографія book fair / bʊk feə / книжковий ярмарок book presentation /bʊk ˌpreznˈteɪʃn̩ / презентація книги classic /ˈklæsɪk / класика comic book /ˈkɒmɪk bʊk / комікс cookbook /ˈkʊkbʊk / кулінарна книга crime /kraɪm / кримінал fiction /ˈfɪkʃn̩ / фантастика graphic novel /ˈɡræfɪk ˈnɒvl̩ / графічний роман history book /ˈhɪst(ə)ri bʊk / історична книга non-fiction /ˌnɒnˈfɪk. ʃən / нехудожня література, документальна література novel (n.) /ˈnɒv. əl / роман pancakes /ˈpænkeɪks / млинці present (n.) /ˌpreznt / подарунок science fiction /ˈsaɪəns ˈfɪkʃn̩ / наукова фантастика travel (n.) /ˈtrævl / подорож workshop

a book hard to put down /ə bʊk hɑːd tu ˈpʊt daʊn / книга, яку важко відкласти

a must / ə mʌst / обов’язковий; те, що повинно бути обов’язково

adore / əˈdɔː / обожнювати autobiography /ɔːtəʊbaɪˈɒɡrəfi / автобіографія

blurb / blɜːb / анотація книжки

celebrity / sɪˈlebrɪti / знаменитість comedian / kəˈmiːdɪən / комік (-иня)

couple /ˈkʌp.əl / пара

cover (n.) /ˈkʌvər / обкладинка criminal /ˈkrɪmɪnl̩ / злочинець (-иця)

description /dɪˈskrɪpʃn̩ / опис

editor /ˈedɪtə / редактор (-ка)

educate /ˈedʒʊkeɪt / навчати, виховувати era /ˈɪərə / епоха, ера get sb thinking /ˈget ˈsʌm.bə.diˈθɪŋkɪŋ / змусити

когось замислитися gossip /ˈɡɒsɪp / пліткувати; плітки hardly anybody /ˈhɑːdli ˈenibɒdi / майже ніхто historian / hɪˈstɔːrɪən / історик (-иня) light material / laɪt məˈtɪərɪəl / легкий матеріал literature / ˈlɪtrətʃə / література made-up /ˌmeɪd ˈʌp / вигаданий make one’s way back / ˈmeɪk wʌnz ˈweɪ ˈbæk / повернутися назад, повертатися operation /ˌɒpəˈreɪʃn̩ / операція plastic surgery /ˌplæstɪk ˈsɜːdʒəri / хірургія profession / prəˈfeʃn̩ / професія run out of /ˈrʌn aʊt ɒv / закінчуватися society /səˈsaɪəti / суспільство spare time /ˈspeə ˈtaɪm / вільний час surgeon /ˈsɜːdʒən / хірург (-иня) survive /səˈvaɪv / виживати technology /tekˈnɒlədʒi / технологія the point of /ðə poɪnt ɒv / сенс thief / θiːf / злодій (-ка) through the ages /θruː ði ˈeɪdʒɪz / крізь віки young at heart /jʌŋ ət hɑːt / молодий душею 5e attic /ˈætɪk / горище curious /ˈkjʊərɪəs / допитливий discover /dɪˈskʌvə / відкривати enter /ˈentə / увійти forever /fəˈrevə / назавжди located /ləʊˈkeɪtɪd / розташований lock (n.) /lɒk / замок

nervously /ˈnɜːvəsli / нервово pick sth up /ˈpɪk ˈsʌm.θɪŋ ʌp / брати що-небудь в руки put on /ˈpʊt ɒn / одягнути, покласти на rope (n.) / rəʊp / мотузка

take a look / ˈteɪk ə ˈlʊk / поглянути

touch (v.) / tʌtʃ / торкатися

treasure chest / ˈtreʒə tʃest / скриня; грудна клітина

upside down /ˌʌp.saɪd ˈdaʊn / догори дригом

Adjectives ending in -ed and -ing

amazed /əˈmeɪzd/ здивуватися

amazing / əˈmeɪzɪŋ / дивовижний

amused /əˈmjuːzd / забавний

amusing / əˈmjuːzɪŋ / кумедний, смішний

astonished /əˈstɒnɪʃt / здивований

astonishing /əˈstɒnɪʃɪŋ / приголомшливо

satisfied /ˈsætɪsfaɪd / задоволений

satisfying /ˈsætɪsfaɪɪŋ / який задовольняє

terrified /ˈterɪfaɪd / переляканий

terrifying /ˈterɪfaɪɪŋ / жахливий; жахливо

thrilled / θrɪld / схвильований

thrilling / ˈθrɪlɪŋ / хвилюючий

Phrases

All of a sudden, / ɔ:l əv ə ˈsʌdn̩ / Зненацька

Fortunately… /ˈfɔː.tʃən.ət.li / На щастя...

I couldn’t believe my eyes! Я не міг (могла)

повірити своїм очам!

Luckily… /ˈlʌk.əl.i / На щастя...

My heart jumped! Моє серце підстрибнуло! Suddenly… /ˈsʌd.ən.li / Раптом...

To my surprise… На мій подив...

Unfortunately… /ʌnˈfɔː.tʃən.ət.li/ На жаль...

Unluckily… /ʌnˈlʌk.əl.i / На жаль...

Without thinking… / wɪðˈaʊt ˈθɪŋ.kɪŋ / Не подумавши...

6 TECHNOLOGY AND MEDIA

6a be in a hurry / bi ɪn ə ˈhʌri / поспішати catch the bus / ˈkætʃ ðə bʌs / встигнути на автобус collect sth from somewhere забрати щось звідкись download / ˌdaʊnˈləʊd / завантажувати gigabyte (GB) / ˈɡɪɡəbaɪt / гігабайт give sb a lift підвозити кого-небудь, підбадьорити go for sth їхати за чимось plan (v.) /plæn / планувати Wi-Fi / waɪ.faɪ / Wi-Fi (Вай-Фай)

Telephone language be engaged / bi ɪnˈɡeɪdʒd / бути залученим, працювати (про телефон) call back / kɔːl ˈbæk / передзвонити dial / ˈdaɪəl /

give sb a call / ɡɪv ˈsʌm.bə.di ə kɔːl

have a wrong number / həv ə rɒŋ ˈnʌmbə / помилитися номером

pick up / ˈpɪk ˈʌp / брати слухавку return a call / rɪˈtɜːn ə kɔːl / передзвонити take/leave a message / ˈteɪk ˈli:v ə ˈmesɪdʒ / прийняти / залишити повідомлення

6b achieve / əˈtʃiːv / досягати achievement / əˈtʃiːvmənt / досягнення argument / ˈɑːɡjumənt / аргумент communication / kəˌmjuːnɪˈkeɪʃn̩ / спілкування, комунікація cost (v.) / kɒst / коштувати creation / kriːˈeɪʃn̩ / створення difference / ˈdɪfrəns / різниця digit /ˈdɪdʒɪt / цифра; цифровий discuss / dɪˈskʌs / обговорювати discussion / dɪˈskʌʃn̩ / дискусія, обговорення emergency / ɪˈmɜːdʒənsi / надзвичайна ситуація imagination / ɪˌmædʒɪˈneɪʃn̩ / уява improvement / ɪmˈpruːvmənt / поліпшення inform / ɪnˈfɔːm / інформувати invent / ɪnˈvent / вигадувати, винаходити invention / ɪnˈvenʃn̩ / винахід invitation /ˌɪnvɪˈteɪʃ(ə)n / запрошення landline / ˈlændlaɪn / стаціонарний телефон mention / ˈmenʃn̩ / згадка native language / ˈneɪtɪv ˈlæŋɡwɪdʒ / рідна мова organisation / ˌɔːɡənəˈzeɪʃən / організація

phrase / freɪz / фраза preparation /ˌprepəˈreɪʃn̩ / підготовка punctuation mark /ˌpʌŋktʃʊˈeɪʃn̩ mɑːk / розділовий

знак

signal / ˈsɪɡnəl / сигнал useful /ˈjuːsf(ə)l / корисний wire / ˈwaɪə / дріт

6c be a long way off / bi ə lɒŋ ˈweɪ ɒf / бути ще далеко billion /ˈbɪlɪəŋ / мільярд correct (adj.) / kəˈrekt / правильний get it right/wrong / ˈget ˈɪt ˈraɪt rɒŋ / розуміти

правильно / неправильно get tired of / ˈget ˈtaɪəd ɒv / втомлюватися від major (adj.) /ˈmeɪdʒə / важливіший, головний non-stop (adj.) / ˈnɒnˈstɒp / безперервний predict / prɪˈdɪkt / передбачати role (n.) /rəʊl / роль succeed /səkˈsiːd / досягати успіху try out /ˈtraɪ aʊt / випробувати TV set /ˌtiːˈviː set / телевізор worried (about) /ˈwʌrid / турбуватися

Expressions with make make a decision прийняти рішення make a mistake зробити помилку make a phone call зателефонувати make a prediction зробити прогноз make money заробляти гроші

6d access / ˈækses / доступ attach / əˈtætʃ / прикріплювати (файли) back up (phr. v.) / bæk ˈʌp / робити резервну копію classmate / ˈklɑːsmeɪt / однокласник (-ця) contact (v.) / ˈkɒntækt / контактувати corner / ˈkɔːnə / куточок (світу)

debate (n.) / dɪˈbeɪt / обговорення, дебати enthusiastic / ɪnˌθjuːzɪˈæstɪk / захоплений feature (n.) / ˈfiːtʃə / особливість feedback / ˈfiːdbæk / відгук file (n.) / ˈfaɪl / файл link (n.) / lɪŋk / посилання log in/on / ˈlɒg ɪn ɒn / увійти в (систему) log out/off / ˈlɒg aʊt ɒf / вийти (із системи) mind-blowing / ˈmaɪnd bləʊɪŋ / захопливий, приголомшливий native speaker / ˈneɪtɪv ˈspiːkə / носій (-ка) мови newsfeed /ˈnjuːz.fiːd / рядок з новинами participate / pɑːˈtɪsɪpeɪt / брати участь password / ˈpɑːswɜːd / пароль platform / ˈplætfɔːm / платформа plug in (phr. v.) / plʌɡ ɪn / підключати, під’єднувати private / ˈpraɪvɪt / приватний scroll (v.) / skrəʊl / прокручувати set sth up / set ˈsʌm.θɪŋ ʌp / налаштовувати shut down /ʃʌt daʊn / вимикати significant /sɪɡˈnɪf.ɪ.kənt / значний type in /taɪp ɪn / ввести username /ˈjuː.zə.neɪm / ім’я користувача

6e a waste of time / ə ˈweɪst ɒv ˈtaɪm / марна трата часу back (n.) / ˈbæk / спина careless / ˈkeələs / недбалий disadvantage /ˌdɪsədˈvɑːntɪdʒ / недолік entertainment /ˌentəˈteɪnmənt / розвага far away /ˈfɑːr əˈweɪ / далеко helpless /ˈhelpləs / безпорадний unhealthy /ʌnˈhelθi / нездоровий useless / ˈjuːsləs / марний,

7 A HELPING HAND

7a alibi / ˈæləbaɪ / алібі be worth /

brand new /ˌbræn ˈnju: / новий

cleaner / ˈkliːnə / чистіший

empty / ˈempti / порожній filthy /ˈfɪl.θi / дуже брудний hall / hɔːl / зал hoover (n.) / ˈhuːvə / пилосос obvious / ˈɒbvɪəs / очевидний owner / ˈəʊnə / власник (-ця) properly / ˈprɒpəli / як має бути, належно relationship / rɪˈleɪʃnʃɪp / стосунки, взаємини, зв’язок

security guard / sɪˈkjʊərɪti ɡɑːd / охоронець (-иця)

Words related to crime

burglar /ˈbɜː(r)ɡlə(r) / крадій burglary / ˈbɜːɡləri / крадіжка зі зломом inspector / ɪnˈspektə / інспектор (-ка) investigate / ɪnˈvestɪɡeɪt / розслідувати

pickpocket / ˈpɪkpɒkɪt / кишеньковий (-а) злодій (-ка)

pickpocketing /ˈpɪkˌpɒk.ɪ.tɪŋ / кишенькова

крадіжка

rob / rɒb / грабувати robber / ˈrɒbə / грабіжник (-ця) robbery / ˈrɒbəri / пограбування shoplifter / ˈʃɒplɪftə / магазинний (-а) злодій (-ка) shoplifting / ˈʃɒplɪftɪŋ / крадіжка з магазину

solve / sɒlv / вирішувати steal / stiːl / красти theft / θeft / крадіжка

Phrases

Certainly Звісно. Звичайно. Безумовно. No need Немає потреби. Не потрібно.

7b advert / ˈædvɜːt / оголошення bedside table /ˌbedsaɪd ˈteɪbl̩ / тумбочка bit (n.) /bɪt / невеликий шматок або кількість

чогось

DIY (=do-it-yourself) /ˌdiː.aɪˈwaɪ / зробити

власноруч

hole / həʊl / отвір push / pʊʃ / штовхати put sth together /ˈpʊt ˈsʌm.θɪŋ təˈɡeðə / зібрати

щось

screw /skruː / гвинт; закручувати volume / ˈvɒljuːm / об’єм

wheel (n.) / wiːl̩ / колесо

Phrasal verbs

turn down зменшувати (гучність)

turn into перетворювати на

turn off вимкнути

turn on увімкнути turn out виявляється turn over перевернути turn up зробити гучніше, збільшувати (гучність)

Phrases

Have a point Маєш рацію.

I can’t be bothered Мені ліньки. Не хочу турбуватися.

I can’t hear myself think Я не чую своїх думок. It’s a piece of cake Це дуже просто. Це найпростіше.

It’s supposed to be... Це має бути...

Whatever you say Як скажеш.

7c ASAP (=as soon as possible) /ˌeɪ.es.eɪˈpiː / якнайшвидше balance /ˈbæləns / баланс BF (=best friend) найкращий (-а) друг (подруга) blame (v.) /bleɪm / звинувачувати compete /kəmˈpiːt / змагатися count on sb / kaʊnt ˈɒn ˈsʌmbədi / розраховувати

на когось deal with / diːl wɪð / мати справу з excuse (n.) / ɪkˈskjuːz / виправдовуватися fault / fɔːlt / провина in need /ɪn niːd / потребувати make an effort /ˈmeɪk ən ˈefət / докладати зусиль make fun of /ˈmeɪk fʌn ɒv / висміювати, насміхатися prefer /prɪˈfɜː / віддавати перевагу pretend /prɪˈtend / прикидатися previous /ˈpriːvɪəs / попередній ridiculous /rɪˈdɪkjʊləs / безглуздо, смішно ripped /rɪpt / рваний save (money) /seɪv ˈmʌni / заощаджувати (гроші) solution /səˈluːʃn̩ / рішення tablet /ˈtæblɪt / планшет take the blame /ˈteɪk ðə bleɪm / брати провину на себе the following /ðə ˈfɒləʊɪŋ / наступний treat (v.) (=pay for) /triːt / купити

оплатити за когось (пригостити) trouble (v.) /ˈtrʌbl̩ / неприємність walk all over sb /wɔːk ɔ:l ˈəʊvə ˈsʌmbədi

Phrases

Keep

7d amaze / əˈmeɪz / вражати apart from /əˈpɑːt frɒm / крім того, що border / ˈbɔːdə / кордон care (n./v.) /keə / турбота; піклуватися, турбуватися charity /ˈtʃærɪti / благодійність donation /dəʊˈneɪʃn̩ / пожертвування extremely /ɪkˈstriːmli / надзвичайно fundraising event /ˈfʌndˌreɪ.zɪŋ/ ɪˈvent / благодійний захід зі збору коштів have a right / həv ə raɪt / мати право illness / ˈɪlnəs / хвороба injury / ˈɪndʒəri / травма make a difference / ˈmeɪk ə ˈdɪfrəns / змінити світ на краще patient (n.) /ˈpeɪʃnt / пацієнт (-ка) raise money /reɪz ˈmʌni / збирати гроші smile (n.) / smaɪl / посмішка tough /tʌf / важкий treat (=care for) / triːt / лікувати (=піклуватися) volunteer /ˌvɒlənˈtɪə / волонтер (-ка) war / wɔː / війна

7e a variety of / ə vəˈraɪəti ɒv / різноманітність advertise /ˈædvətaɪz / рекламувати advise / ədˈvaɪz / радити bake sale / beɪk seɪl / продаж випічки bazaar /bəˈzɑːr / базар colourful /ˈkʌləfəl / барвистий, різнокольоровий

fact / fækt / факт for a good cause / fər ə gʊ kɔːz / для доброї справи fundraiser /ˈfʌndˌreɪ. zər / збір коштів, фандрайзер give sb a hand /ɡɪv ˈsʌm.bə.di ə hænd /

допомагати комусь race (v.) /reɪs / перегони tell a joke / tel ə dʒəʊk / розповісти анекдот / жарт

Phrases

All you have to do is… Все, що вам потрібно зробити, – це…

Need any help? Потрібна допомога?

Would you mind helping me out? Ви не могли б мені допомогти?

8 HOLIDAYS

8a active volcano / ˈæktɪv vɒlˈkeɪnəʊ / активний

вулкан enjoyable / ɪnˈdʒɔɪəbl̩ / приємний

experienced / ɪkˈspɪərɪənst / досвідчений get a tan /ˈget ə tæn / засмагати globe / ɡləʊb / глобус

impress / ɪmˈpres / вражати

interact / ˌɪntəˈrækt / взаємодіяти

keen on / kiːn ɒn / захоплюватися, цікавитися location / ləʊˈkeɪʃn̩ / місце, локація make an impression / ˈmeɪk ən ɪmˈpreʃn̩ / справляти враження marine life / məˈriːn laɪf / морське життя passion (for) /ˈpæʃn fɔː / пристрасть (до) relaxing / rɪˈlæksɪŋ / розслаблювальний safety /ˈseɪfti / безпека scar / skɑː / шрам smart (=nice) /smɑːt = naɪs / розумний (=гарний) tie /taɪ / краватка whenever / wenˈevə / коли б то не було

Types of holiday backpacking holiday / ˈbækpækɪŋ ˈhɒlədeɪ / відпочинок з рюкзаком cruise / kruːz / круїз guided city tour / ˈɡaɪdɪd ˈsɪti tʊə / екскурсія містом з гідом holiday by the seaside / ˈhɒlədi ˈbaɪ ðə ˈsiːsaɪd / відпочинок біля моря safari / səˈfɑːri / сафарі 8b agritourism /ˌæɡ.rɪˈtʊə.rɪ.zəm / агротуризм bucket /ˈbʌkɪt / відро

cowshed /ˈkaʊʃed / корівник mud /mʌd / багнюка order /ˈɔːdə / порядок pass by / pɑːs baɪ / проходити повз

shed / ʃed / сарай since (=because) /sɪns /bɪˈkəz / оскільки (=тому що)

spade /speɪd / лопата stable / ˈsteɪbl̩ / стайня, конюшня steer clear / stɪə klɪə / триматися подалі take a break /ˈteɪk ə breɪk / зробити перерву the outdoors / ði ˌaʊtˈdɔːz / на свіжому повітрі, надворі, назовні

Expressions with time at all times /ət ɔ:l ˈtaɪmz / завжди, постійно from time to time /frəm ˈtaɪm tu ˈtaɪm / час від часу give sb a hard time /ɡɪv sb ə hɑ:d ˈtaɪm / завдавати комусь

have time to kill /həv ˈtaɪm tu

Phrases

Don’t talk nonsense. / dəʊnt ˈtɔːk ˈnɒnsns / Не говори дурниць.

It’s a good laugh. / ˈɪts ə gʊ lɑːf / Це весело

That’s disgusting. / ðæts dɪsˈɡʌstɪŋ / Це огидно. The next thing I knew... / ðə nekst ˈθɪŋ ˈaɪ njuː / Наступне, що я пам’ятаю...

8c announcement / əˈnaʊnsmənt / оголошення break down /breɪk daʊn / поломка complaint /kəmˈpleɪnt / скарга delay /dɪˈleɪ / затримка delayed / dɪˈleɪd / із запізненням, із затримкою disorganised /ˌdɪsˈɔːɡənaɪzd / неорганізований dissatisfied / dɪˈsætɪsfaɪd / незадоволений hardly /ˈhɑːdli / ледве impatient / ɪmˈpeɪʃnt / нетерпимий, дратівливий impolite / ˌɪmpəˈlaɪt / неввічливий impossible / ɪmˈpɒsəbl̩ / неможливий luxurious / lʌɡˈʒʊərɪəs / розкішний organised / ˈɔːɡənaɪzd / організований

patient (adj.) / ˈpeɪʃnt / терплячий sail (v.) / seɪl / відпливати service /ˈsɜːvɪs / обслуговування shock / ʃɒk / шок tasteless / ˈteɪstləs / несмачний uncomfortable / ʌnˈkʌmftəbl̩ / незручний unpleasant / ʌnˈpleznt / неприємний unsuccessful /ˌʌnsəkˈsesfl̩ / невдалий

Words/phrases related to travelling board (v.) / bɔːd / сідати на корабель brochure / ˈbrəʊʃə / брошура cabin / ˈkæbɪn / каюта crew / kruː / екіпаж get sunburnt / ˈget ˈsʌnbɜːnt / обгоріти на сонці miss a flight / mɪs ə flaɪt / запізнитися на літак on board / ˈɒn bɔːd / на борту pack (v.) / pæk / пакувати passenger / ˈpæsɪndʒə / пасажир (-ка) passport / ˈpɑːspɔːt / паспорт reception / rɪˈsepʃn̩ / приймальня, рецепція suitcase / ˈsuːtkeɪs / валіза travel agency / ˈtrævl ˈeɪdʒənsi / туристичне

агентство

8d blogger / ˈblɒɡə / блогер (-ка) cheek / tʃiːk / щока

common (adj.) /ˈkɒmən / звичайний, загальноприйнятий

custom / ˈkʌstəm / звичай guest (adj.) / ɡest / гостьовий

tap (v.) / tæp / торкнутися, поплескати (по плечу) tip (= advice) / ˈtɪp = ədˈvaɪs / порада tradition / trəˈdɪʃn̩ / традиція

Words/Phrase related to gestures bow / baʊ / кланятися greet / ɡriːt / вітатися hug (v.) / hʌɡ / обіймати kiss (v.) /kɪs / цілувати point (v.) / poɪnt / показувати пальцем shake hands / ʃeɪk hændz / потиснути руки wave / weɪv / махати

Phrases

Good for you! /gʊ fə ju / Молодець! It’s out of this world! /ˈɪts aʊt əv ðɪs wɜːld / Це щось неймовірне!

8e assistance /əˈsɪstəns / допомога beginner /bɪˈɡɪnə / початківець (-иця) choice / tʃɔɪs / вибір furthermore /ˌfɜːðəˈmɔː / крім того hire /ˈhaɪə / винаймати, орендувати in advance / ɪn ədˈvɑːns / заздалегідь instructor / ɪnˈstrʌktə / інструктор (-ка) minimum / ˈmɪnɪməm / мінімум

require / rɪˈkwaɪə / потребувати; потрібно resort / rɪˈzɔːt / курорт scenery / ˈsiːnəri / пейзаж slope / sləʊp / схил special offer / ˈspeʃl̩ ˈɒfə / спеціальна пропозиція unbelievable / ˌʌnbɪˈliːvəbl̩ / неймовірний

Phrases related to formal letters

Dear Sir/Madam Шановний пане (пані)!

Yours faithfully / jɔːz ˈfeɪθfəli / З повагою

(прощальний вираз; вживається, коли ім'я одержувача невідоме)

Yours sincerely / jɔːz sɪnˈsɪəli / З повагою

(прощальний вираз; вживається, коли і'мя одержувача відоме)

Мітчелл Г. К., Марілені Малкогіанні

АНГЛІЙСЬКА МОВА

(8-й рік навчання)

Підручник для 8 класу

Головна редакторка Діана Головань

Редакторки: Вікторія Любич, Світлана Медведєва Дизайнерка Ірина Магіровська

Формат 60×90/8.

Ум. друк. арк. 22.

Обл.-вид. арк. 19,8.

Наклад 000000.

Зам. № 000000.

ТОВ «Видавництво «Лінгвіст». 04208, м. Київ, просп.

Василя Порика, 9-Г, к. 58.

Адреса редакції: 04071, м. Київ, вул. Нижній Вал, 17/8.

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