148–171 Grammar and Use of English Reference and practice WORD STORE BOOKLET Word Stores 1–8, Use of English, Prepositions, Phrasal Verbs, Word building... WORD STORE 1A Phrasal verbs 8
Trang 2VOCABULARY GRAMMAR LISTENING
1
Live and learn
pp 4–5
Education; phrasal verbs;
describing teachers and students;
collocations
Reading: Degree courses you
didn’t know existed
People; personality adjectives;
compound adjectives; describing personality
Quiz: Know yourself – personality
test
pp 32–33 Word list
p 22 Past Perfect
Simple and Continuous
Reading: A small city with big ideas
short vowel sounds
Work; expressions to do with work;
phrasal verbs; adjectives from nouns
Reading: Eat that frog!
Science; scientific research;
prepositions after verbs and nouns;
words in science
Reading: Female scientists
changing the world
GRAMMAR ANIMATION
p 147 FOCUS VLOG
p 119 Intelligent animals Vocabulary: Word building Exam Focus: Note completion Pronunciation Focus: Vowel and
consonant minimal pairs
p 146 The Global Seed Vault
pp 132–147 Video Worksheets pp 148–171 Grammar and Use of English Reference and practice
WORD STORE BOOKLET Word Stores 1–8, Use of English, Prepositions, Phrasal Verbs, Word building
Trang 3READING GRAMMAR SPEAKING USE OF ENGLISH WRITING FOCUS REVIEW
pp 14–15 A CV
and a covering email
Language Focus:
Useful phrases for
a CV and a covering email
actions; ways of looking
Exam Focus: Multiple
choice
p 26 Relative
clauses
GRAMMAR ANIMATION
p 135 FOCUS VLOG
p 27 Telling
a personal anecdote
pp 28–29
CollocationsOpen clozeKey word transformation
pp 30–31 An
article
Language Focus:
Participle clauses to express reason
p 43 Organising
a place to live;
suggesting, agreeing to and objecting to a course of action
ROLE-PLAY
13
pp 44–45
DeterminersKey word transformationSentence formation
pp 46–47 A ‘for
and against’ essay
Language Focus:
Expressing concession
pp 50–51
pp 56–57 Earning and
raising money
Vocabulary: Making and
spending money; being
rich and poor
Exam Focus: Matching
p 58 Present
and past modal structures
GRAMMAR ANIMATION 16
p 59 Making
and justifying choices; evaluating options
ROLE-PLAY
17
pp 60–61 Modality –
alternative structuresOpen cloze
Multiple choice cloze
Language Focus:
Expressing cause and result
GRAMMAR ANIMATION 22
p 75 Problem
solving; expressing annoyance
ROLE-PLAY
pp 76–77 Phrasal
verbs – advanced points
p 91 Discussing
ethical issues;
expressing opinions tentatively and adding comments
pp 92–93 Compound
nouns and adjectivesKey word
transformationMultiple choice cloze
pp 94–95 A review
of a TV series
Language Focus:
Adjectives for reviews
conditions; word families
Exam Focus:
Open-ended questions
p 106 Passive
reporting structures
GRAMMAR ANIMATION 32
p 107 Clarification ROLE-PLAY
pp 108–109 Easily
confused wordsCloze
GRAMMAR ANIMATION 38
p 123 Giving a
presentation
pp 124–125 Prefixes
Word formationCloze
Key word transformation
pp 126–127
A letter to an editor
Language Focus:
Formal language – review; expressing comparison and contrast
pp 130–131
3
p 172 Pronouns and numerals p 173 Irregular verbs
Trang 41 Match the words to make collocations
I’d like to do a master’s degree in Business Studies.
SHOW WHAT YOU KNOW
b
3 SPEAKING Look at some traditional fi elds of study on the signpost What are the three most/least appealing subjects? Which way would you go? Discuss your ideas with a partner.
4 Read the information on the webpage Which degree would you like to do the most?
Live and
learn
Educating the mind without educating
the heart is no education at all.
Don’t worry, these days you can get a degree in most things You like baking? You can major in
baking technology management
More inclined towards fashion?
How about writing a dissertation on handbag and accessories design? If you have a passion for something, you can usually fi nd a course that specialises in your area
Here are three courses you never knew existed
Architecture Economics Engineering History
Humanities
Law
?
Business Administration
Mathematics
1
LEARNING A NEW SKILL
1 Watch the BBC video
For the worksheet, go to page 132.
Trang 55 1.2 Listen to a father and daughter discussing
the webpage What does the daughter fi nd out
about her father?
6 1.2 Listen again and choose the correct option
Use a dictionary if necessary.
1 The daughter is gifted / weak.
2 The daughter is lazy / a swot compared to her
father
3 The father couldn’t settle down / make friends
in class
4 The father was disruptive / self-disciplined.
5 The father nearly got expelled / got a scholarship.
6 The father had lenient / strict teachers.
7 The father’s teachers gave up on / supported him.
8 The father was dyslexic / a bully.
9 The father did well / fell behind at school
10 The father scraped through / failed his exams.
7 SPEAKING What do you know about your
parents’ education? Discuss your ideas with
a partner.
WORD STORE 1A Phrasal verbs
8 1.3 Complete WORD STORE 1A with the base form of the phrasal verbs in red in the text and in Exercise 6 Then listen, check and repeat.
9 SPEAKING Complete the questions with the prepositions in WORD STORE 1A Ask and answer the questions
1 How often do you only just scrape through exams?
2 Have you ever given up on anything that was important to you?
3 Have you ever fallen behind at school because of illness or some other issue?
4 If you go on to university , what subjects do you think you will major in ?
5 In what subject or lesson do you fi nd it most diffi cult to settle down and concentrate?
6 What profession would you like to go into ?
WORD STORE 1B Describing teachers
and students
10 1.4 Complete WORD STORE 1B with the underlined words in Exercise 6 Use defi nitions 1–8 to complete the crossword and fi nd the mystery word Then listen, check and repeat Which words are used more often to describe a student and which ones to describe a teacher?
11 Complete the sentences with the words in WORD STORE 1B.
1 Mr Morris is a teacher He doesn’t mind
if you hand your homework in late
2 Jackie is a She spends all her time studying and always gets top marks
3 Miss Nelmes is very strict She demands absolute silence in her lessons.
4 May is musically She can play almost any instrument and has a beautiful voice
5 Barry is quite disrutivein class He shouts out and generally causes problems
6 Mike is very self-disciplined He always does his homework as soon as he gets home
WORD STORE 1C Collocations
12 1.5 Complete WORD STORE 1C with the base form of the verbs highlighted in the text and in Exercise 6 Then listen, check and repeat.
13 Complete the sentences with a suitable noun in WORD STORE 1C Do you agree or disagree with them?
1 Don’t enrol on a university course unless you
1 THE SCIENCE OF SUPERHEROES
University of California, USA
This course is a new, creative way to learn physics
Through studying heroes and villains, you’ll learn
the answers to important real-life questions such
as what the chemical composition of Captain
America’s armour is In other words, you’ll
attend lectures on the real principles of physics ,
but they’ll be given in a more engaging and
accessible way.
2 SURF SCIENCE AND TECHNOLOGY
University of Plymouth , UK
The university website warns that ‘You will not be
taught how to surf, and it is important to realise
that this is an academic course.’ That means you
don’t graduate because you can catch a good
wave – you have to sit exams here! Core modules
include ecology and scientifi c aspects of health,
fi tness and sports nutrition.
3 THE BEATLES, POPULAR MUSIC AND SOCIETY
Liverpool Hope University, UK
If you enrol on this course, you’ll deepen your
knowledge of the band’s music as well as how it
was infl uenced by the city of Liverpool The Beatles
not only changed the world of music, but they also
had a big impact on youth culture and fashion
This course will be of interest to those working
in the fi eld of cultural studies and if you want to
go into the music industry.
Trang 61 Read about Gillian Lynne’s education What do
you think Gillian did when her mum and the
psychologist left the room?
2 1.6 SPEAKING Listen to two friends talking
about Gillian’s story and check your ideas in
Exercise 1 Discuss what this story teaches us
about educating children.
3 Read the GRAMMAR FOCUS Complete the
examples in the table using the verb forms in
blue in the text in Exercise 1.
Present and past habits
• You can use the Present Simple and the Past
Simple to talk about habits You also use the Past
Simple to talk about single past actions
• You can use used to to talk about regular past
actions that don’t happen anymore or past states
that are no longer true
Life 2 didn’t use to beso good.
• You can use will(present) or would(past) to talk
about characteristic s or predictable actions You
don’t use them to talk about states
She 3 ’ll get upand move around instead of
listening to the teacher.
Her teachers 4 would complainabout her disruptive
behaviour.
Note: You don’t usually ask questions with this use
of will and would.
• You can use the Present Continuous or Past
Continuous with always to stress the repetitiveness
of an action or to show your annoyance
She5’s always disturbingpeople.
She6 was always fidgetingand handing in her
homework late.
GRAMMAR FOCUS
4 Complete the sentences with the correct form of
the verbs in brackets Use would where possible
If would is not possible, use used to If used to is
not possible, use the Past Simple.
1 This school used to be(be) smaller than it is now.
3 I didn’t use to like (not like)going to school
4 I used to hate (hate) having school lunches
6 I went (go)on a school trip to England
5 SPEAKING Ask and answer questions based on
the sentences in Exercise 4 Use used to or the
Past Simple.
1 Did this school use to be smaller than it is now?
6 Write sentences comparing your routine at primary school and now Compare your sentences with a partner Who has changed the most?
Primary school Now
2 Before setting off for school I’d I’ll
1 For breakfast, I’d have cereal with milk in primary school, but now I’ll just have a piece of toast.
7 Complete the sentences about annoying habits Use one verb from the box to complete both sentences in each
example Use the Present and Past Continuous with always.
check chew lose talk tell
1 Before, Tim was always chewingthe end of his pen Now, he‘s always chewinggum
2 Before, Julie was always checking her make-up
Now, she ’s always checking her phone
3 Before, Sam was always talking about himself
Now, he ’s always talking about his new friends.
4 Before, Dave was always losing his temper
Now, he ’s always losing his keys
5 Before, Mary was always telling lies
Now, she ’s always telling people what to do
8 List the habits in Exercise 7 from the least to the most annoying Compare your ideas with a partner Do you know people who had or have any of these habits?
3 Watch the Focus Vlog For the worksheet, go to page 133.
1.2 Present and past habitsGRAMMAR
I can talk about present and past habits
to failall her exams Her teachers
would complain about her disruptive behaviour: shewas always fi dgeting
and handing in her homework late
They told her mother that she had
a learning disorder So Gillian’s mother took her to see a psychologist and listed some of the problems:
she never pays attention in class – she’ll get upand move aroundinstead of listening to the teacher;
she’s always disturbingpeople and her homework’s always late Finally, the doctor turned to Gillian and said, ‘Gillian, I need to speak to your mother privately now Don’t worry We won’t be long.’ As they left the room,
he turned on the radio on his desk …
Ken Robinson is an educationalist In his book, The Element, he interviews people
who have made a successful living doing what they love This is Gillian Lynne’s story.
Trang 71 SPEAKING Discuss how good you are at
remembering the different things in the box.
dates and times English words faces
items on a shopping list names song lyrics
2 1.7 Read about two methods of memorising
a shopping list Choose the best heading for
each method There are three extra headings
Then listen and check.
A Use your imagination
B Make up a dramatic narrative
C Learn how to give a speech
D Imagine what each item tastes like
E Visualise the items in a familiar place
4 1.8 Listen to four people talking about memory Match statements A–E with speakers 1–4 There is one extra statement.
The speaker …
A refers to someone who is incapable of forgetting anything
B wanted a family member to confi rm whether his/her memory was correct
C disagrees with someone about how they keep a good memory
D wishes they could forget witnessing a crime
E can identify someone after seeing them for a short while
EXAM FOCUS Matching
5 1.8 Listen again and answer the questions.
1 What is Speaker 1’s earliest memory?
2 Does Speaker 2’s grandfather have trouble remembering things?
3 Can Speaker 3 remember names and faces well?
4 Does Speaker 4 have a good memory?
6 1.9 Complete WORD STORE 1D with the words in the box Then listen, check and repeat.
7 SPEAKING Complete the questions with the words in WORD STORE 1D Then ask and answer the questions.
1 What’s the most memory you have from your childhood? Why do you think you remember it so well?
2 Do you have a photographic memory ? Would you like to?
3 Have you ever heard about anyone who’s their memory and couldn’t remember anything?
4 If people can’t remember certain events, are there ways to
their memory and help them remember?
5 What do you have the most terrible memory
? Names? Phone numbers? Anything else?
6 Do you know anyone who has a memory like a
? Is it diffi cult to be around such people?
8 1.10 Listen and repeat the words in the box Do any of the words have the same vowel sound?
br ea d cl ea r l ea rn m ea n st ea k w ea r
9 1.11 Add the words from Exercise 8 to the table Then listen, check and repeat.
Sound Typical spelling Occasional spelling
/iː/ need detail 1 mean piece
3 SPEAKING Test your partner’s memory Follow
the instructions to complete the task.
• Write down a shopping list of eight items and
give it to your partner
• Study your partner’s list for sixty seconds using
one of the methods in Exercise 2
• Take it in turns to recall your list Did the tip help?
Greek philosopher Socrates famously
said ‘Learning is remembering’ So, how
can we improve our memory? The key is
to use your imagination Here are two ways
of remembering a shopping list of eight items.
1 B First, imagine a huge loaf of bread, and
suddenly, coff ee squirts out of the top and makes
a fountain of dark brown liquid After a few seconds,
the dark brown changes to white yoghurt The
yoghurt forms a river and it goes under a bridge –
the bridge is a steak Some black and green olives
are crossing the bridge and some big brown eggs
are chasing them The olives hide behind a big
carton of orange juice You lift an olive to your
mouth to eat and it turns into an onion which tastes
horrible That’s it You’ve reached the end.
2 E Think of your home and get a mental image of
the rooms in your house Then, put the items on the
list, one by one, in specifi c places in the rooms For
instance, you imagine the bread on the doormat
as you come in the door Then you go into the living
room and the coff ee is in front of the television, the
yoghurt is on the sofa and the steak is stuck to the
mirror on a wall And so on, it’s all about making
personal associations … you get the idea This
method isn’t just useful for memorising shopping
lists Some famous people have used it to give a
speech without using notes.
I can identify specifi c information
in a detailed spoken dialogue about memory.
Trang 81 SPEAKING How much do you know about your brain? Do
the quiz on page 9 and discuss your ideas with a partner.
2 1.12 Listen and check your answers.
3 Read the text and answer the questions.
1 What hidden talents did the fi ve people discover?
2 What caused them to discover their hidden talents?
3 How do some experts explain the phenomenon?
4 Read the text again Complete gaps 1–4 with sentences
A–E There is one extra sentence.
A After a year, he realised he had acquired extraordinary
memory skills and could recall the day of the week of any
given date
B Some of us are athletic, some of us mathematical, some of
us artistic, and others musical; some of us are just good,
while some are exceptional
C We even know where many of the different brain functions,
such as memory, sight and smell, are located
D However, their existence has led some researchers to argue
that there is an undiscovered genius within all of us
E Soon afterwards, he noticed that his vision had changed
He also realised that he had developed remarkable
mathematical abilities
EXAM FOCUS Gapped text
5 1.14 Complete WORD STORE 1E with the base form of the
verbs in blue in the text Explain the difference, if any, between
the pairs of collocations Then listen, check and repeat.
6 Complete the questions with the correct form of the verbs in
WORD STORE 1E Then answer the questions
1 What aspects of the human brain a mystery?
2 Where was Jason Padgett when he was attacked and
unconscious?
3 How common is it for savants to lose the new skills they have
4 Why did Ben McMahon a coma?
5 What was Orlando Serrell doing when he suffered a
head injury? Playing basketball
6 Where was Tony Cicoria when he was struck/hit by lightning?
7 When did Heather Thompson first feel/et an urge
to paint?
8 Did she lose consciousness when it happened?
7 SPEAKING If you could discover your hidden talent, what would you like that talent to be? Discuss your ideas with a partner.
8 1.15 Complete the expressions with the words in the box Use a dictionary if necessary Then listen, check and repeat.
behind on rack have
1 be the brainsbehindsth = be responsible for inventing or organising sth
2 brainstorm sth = discuss (new) ideas
3 brainy = very intelligent (informal)
4 have a brainwave = suddenly think of a good idea
5 have sth on the brain = keep thinking constantly about sth
6 rack your brains = try very hard to remember or to solve sth
9 Complete the text about Tim Berners-Lee with the expressions in Exercise 8 Why isn’t
he a multi-billionaire?
10 SPEAKING Which scientist, inventor or thinker do you most admire? Decide on your top three and give reasons Compare your ideas with other people in the class.
Tim Berners-Lee is proof that you don’t have to be
a savant to do amazing things Berners-Lee, a modest engineer and computer scientist is
1@@@@@@@@@@@@@@ the World Wide Web In 1989
he was working for CERN, the European Organisation for Nuclear Research, in Switzerland An essential part of his job was to
2 ideas with his colleagues and then share information with researchers in different geographical locations It was while
he was 3 @@@@@@@@@@@@@@@@@@@ for ways to improve the communication process that he
4 @@@@@@@@@@@@@@@@@ – he could use hypertext,
a language for sharing text electronically, to allow computers all over the world to talk to each other – through the Internet The World Wide Web was born! But Tim Berners-Lee did not have money 5 ! Had he been a more materialistic man, he could have become a multi-billionaire by charging royalties for his invention Instead, he gave it
to the world for free
I can infer unstated information and understand relationships between ideas
in a descriptive text.
Trang 9Despite some recent advances, there is still a great deal
about the human brain that remains a mystery We know it
is made up of about 100 billion nerve cells, called neurons,
connected like wires in a giant telephone exchange We
know messages pass down them like electrical signals and
jump from one neuron to the next when chemicals known
as neurotransmitters are released 1C But what we don’t
fully understand are things like consciousness, intelligence
and creativity
Much of our knowledge comes from studying brain functions
when things go wrong There are some fascinating cases
of where a bang on the head has brought about changes in
personality or caused a person to become talented in a way
they weren’t at all before the injury
A famous case was Jason Padgett, a furniture salesman from
Washington, who was mugged by two men after leaving a
karaoke bar He survived the attack, but was left unconscious
2 E Padgett began to see patterns in everything he looked
at, and to draw complex geometric fi gures He seemed to
understand the mathematical nature of the universe despite
the fact that he had little formal academic training The man
who had barely scraped through his school exams ended up
pursuing a career in mathematics as a number theorist
Padgett’s is a case of acquired savant syndrome, a condition
in which brain damage of some kind unlocks extreme mental
abilities All cases of acquired savant syndrome involve a
head injury and the special abilities are typically in the fi elds
of maths, languages, music or art Having acquired the new
skill, it is extremely rare for a savant to lose it The change
is permanent
Another example of this syndrome is twenty-four-year-old
Ben McMahon from Australia, who fell into a coma after a car
crash A week later he woke up speaking Mandarin Chinese
He had studied Chinese at school, but had never been
fl uent until the accident McMahon works now as a
Chinese-speaking tour guide in Australia
He has never made a mistake For instance, ask him about
11 February 1983 and he says ‘Friday It was raining that day I had a pizza – pepperoni sausage.’
Some knocks on the head are more dramatic than others Tony Cicoria, an orthopaedic surgeon, was struck by lightning
as he was leaving a public payphone Luckily there was a nurse nearby and she saved his life Several weeks after the accident, Cicoria developed a strong desire to listen to classical piano music and play the piano even though he’d never wanted to play a musical instrument before He is now a successful pianist and composer
Although cases of female savants are not as common as those
of males, there are some examples Heather Thompson, a successful businesswoman from Washington, was loading her supermarket shopping into her car when the boot door crashed down onto her head Although she never lost consciousness, the accident changed her life Soon afterwards she felt an urgeto paint, and overnight she became a talented abstract artist She explained that her hands simply knew how
to use colour and white spaces – it felt natural to her to paint.There is no single theory to explain each case, but many researchers believe that acquired savant syndrome happens when the right side of the brain compensates for an injury to the left side The condition is rare – fewer than one hundred cases have been identifi ed 4 D The challenge
is how to access that hidden knowledge and skill without experiencing a bang on the head
HIDDEN TALENTS
fact or fiction?
1 A larger brain is smarter than a smaller brain
2 On average a person has 70,000 thoughts each day
3 The brain’s storage capacity is practically unlimited
4 The brain produces enough electricity to power a small light bulb
5 Most people only use 10 percent of their brain
THE HUMAN BRAIN QUIZ
1.13
9
Trang 10Grammar page 149
1 1.16 Listen to Part 1 of a podcast about being
left-handed What jobs seem to be more suited to ‘lefties’?
2 1.16 Listen to the podcast again Are statements 1–4
true (T) or false (F)?
1 No one knows what makes someone use their right or
left hand
2 Left-handers tend to choose creative professions
3 Dominance of the left hemisphere enables left-handers
to be better at 3D perception
4 Rafa Nadal keeps winning because he is naturally
left-handed
3 Read GRAMMAR FOCUS I and complete it using the verb
forms in blue in Exercise 2.
Verb patterns
1 verb + to+infi nitive: tend to choose
2 verb + object + to+infi nitive:@@@@@@@@@@@@@@@@@@@@@@@@
3 verb + object + infi nitive without to:@@@@@@@@@@@@@@@@@@
4 verb + -ing:@@@@@@@@@@@@@@@@@@@
GRAMMAR FOCUS I
4 Match the verbs in the box with verb patterns 1–4 in
GRAMMAR FOCUS I Check the lists on page 149 if you
are not sure.
advise allow arrange avoid
can’t afford can’t help can’t stand cause
decide encourage expect fancy
force imagine intend let manage
offer refuse remind seem
spend/waste time uge warn (not)
5 1.17 Complete Part 2 of the podcast with the correct
form of the verbs in brackets Then listen and check How
many left-handed people do you know?
6 Read GRAMMAR FOCUS II Find examples of verb
patterns with remember, stop, hear and see in
Exercise 5 Explain the changes in meaning.
Verb patterns – change in meaning
• You can use remember, forget, stop and try with
the -ing form or a to + infi nitive, but with a change
in meaning
I remember doing my homework Sadly, I didn’t remember to hand it in
Jim will never forget going on that school trip.
He forgot to take any money.
‘I’ ve stopped eating chocolate.’ ‘Really? Why did you stop to buy some on the way home?’
I tried to convince Jane but she doesn’t want my advice Why don’t you try talking to her?
• You use feel, hear, see, watch + object + -ing
to describe ongoing actions or the same verbs
+ object + infi nitive without to to describe
1 I often forget to bring (bring) my pens to school.
2 I’ll never forget meetin (meet) my best friend.
3 I don’t remember learnin (learn) how to swim.
4 I always remember to switch (switch) my phone off in lessons
5 I stopped takin (take) piano lessons a while ago
6 I usually stop to bu (buy) sweets on my way
7 If my laptop freezes, I try turnin (turn) it off and on again
8 I tried to work (work), but I was tired
9 I’ve never seen my father lose (lose) his temper
10 I often see my neighbour drivin (drive) to work
So that’s the good news about being left-handed The bad news is that manufacturers don’t
rememberto make tools and machinery for left-handers Society 1@@@@@@@@@@@@@@@@(force/us/use)
objects that are designed for right-handed people and this 2@@@@@@@@@@@@@ (make/us/look) clumsy
As a child I don’t rememberdeciding that I was left-handed But when my primary school teacher
sawme using my left hand for writing and drawing she 3@@@@@@@@@@@@@@@@ (encourage/me/swap)
hands She didn’t 4@@@@@@@@@@@@@@@@@@@@@@ (manage/change) my natural inclination,
and I didn’t stopwriting with my left hand Why 5@@@@@@@@@@@@@@@@@@@@ (waste time/try) to change
someone’s natural handedness? Just 6 (let/them/use) the hand they feel
comfortable with – you can’t 7@@@@@@@@@@@@@@@@@@@@ (expect/people/do) what isn’t natural to them!
I once heard someone say that left-handed people were strange But when you stop to think about
famous historical fi gures who were left-handed, you can’t 8@@@@@@@@@@@@@@@ (avoid/conclude) that
they were brilliant! I’m sure Leonardo da Vinci, Mahatma Gandhi, Albert Einstein, Winston
Churchill and Marie Curie would agree!
I can use a wide range of different verb patterns.
4
4
Trang 11Speculating about people
Based on …, I’d say he’s/she’s/it‘s …Judging by …, I (don’t) think …
It looks/seems as if/as though …He/She/It appears/doesn’t appear to be …The chances are (that) he’s/she’s/it’s …
Showing certainty
Clearly, (there’s a problem/something is wrong)
It’s obvious/clear (from the expression on his/her face) that …He/She/It is defi nitely/certainly (not) …
Showing uncertainty
It’s hard to be sure (whether/if …)It’s not easy to say (whether/if …)
I can’t really tell (whether/if …)
Speculating about the situation
He/She could/might have (’ve) just + Past Participle (recent past)
He/She could/might be + -ing (present) He/She could/might be about to + infi nitive (near future)
SPEAKING FOCUS
1 SPEAKING Look at the adjectives in the box Tell
your partner about the last time you experienced
these feelings while you were learning something.
confused determined enthusiastic
frustrated relieved terrifi ed thrilled
The last time I felt really confused was when I was trying
to understand when to use the Present Perfect tense in
English! But, fortunately, I understand it now …
2 SPEAKING Take turns to describe and speculate
about photo A.
• Say what the photo shows
• Speculate about the people and their feelings
• Speculate about the situation just before and/or just
after the photo was taken
3 1.18 Listen to someone describing photo A Does
the speaker have the same ideas about the situation
as you?
4 1.18 Read the SPEAKING FOCUS Complete the
description of photo A with one word in each gap
Then listen again and check.
This is a photo of a teenage girl driving a car It’s
1 to be sure whether she’s having a driving
lesson or taking her driving test The middle-aged man
sitting in the passenger seat to her left has got some
offi cial looking papers and a pen, so the 2 chances
are he’s an examiner rather than an instructor
3 on his body language, I’d say they might
is wrong It looks 6 if he’s absolutely
terrifi ed He’s covering his face and hiding behind his
papers He could’ve 7 seen a car pull
out in front of them or, even worse, a pedestrian step
out into the road The girl doesn’t 8 to
be as scared as him, so maybe she hasn’t noticed the
problem yet Hopefully, she’ll be able to stop in time
she’s going to pass her driving test this time!
To be honest …
8 SPEAKING Ask and answer the questions in Exercise 6 Use the phrases in Exercise 7 to help you.
I intend to … For this reason, I feel …
That’s why I think …
11
1.6 Describing a photoSPEAKING
I can describe a photo and speculate about hypothetical situations.
Trang 121 SPEAKING Read UK TODAY Discuss why you think
fewer UK students are studying foreign languages
these days What is the situation in your country?
2 Read Texts 1 and 2 and answer the questions.
1 What is happening at Stoneberry School?
2 What is the purpose of Text 1 and Text 2?
3 Which text is formal/informal? Why?
3 Complete the LANGUAGE FOCUS with the examples
in blue in Texts 1 and 2.
Register – formal and informal language
Formal language is more common in written English, e.g in offi cial documents, business letters and invitations It is also used in certain spoken contexts such as announcements, presentations or speeches Informal language is more common in spoken English It's also used in some written contexts, e.g in informal emails, blogs or postcards
3 This will be followed
More use of indirect
questions:
Do you think you could
say a few words?
Contractions and abbreviations:
2 Less use of the Passive:
We’ll follow this …
More use of direct questions:
4 Could you say a few words?
a reception 7 in honour of
the exchange group
More formal linkers:
8
incidentally
Simpler noun phrases:
Neutral linkers:
also BTW (by the way)
LANGUAGE FOCUS
4 There are twelve more underlined examples of formal and informal equivalents in Texts 1 and 2 Write them down in a new formal/informal table.
I can use formal and informal language appropriately.
To: Jill Duncan (Head of English) From: Angie Dalton (School Exchange Organiser)
Hi Jill,
I’ve been thinking about having a welcome party for the Swiss exchange students They can come to a get-together in the main hall Make sure all your staff comealong and also could you say a few words? – you know, say hello and tell the visitors a bit about the school and the town We’ll follow this with a bit of food (menu TBC) They can come in through the main entrance and we can get our students to say hello and then they canshow the exchange students around the school
BTW, I’ve already posted a map and directions on the website
Thanks , Jill Angie
Text 1
Text 2
You are invited to attend a receptionin honour of
the exchange group from Switzerland
The reception will be held in the school assembly
hall from 5 p.m to 6 :30 p.m
All English teaching staff will be present and
in additionthe Head of English will give a welcome speech
This will be followedby light refreshments A mapand directions have been posted on the website.Please enter through the front entrance where student representatives will greet you
Visitors will be given a guided tour of the school
International exchange trips
• Young people can experience life with a host family and
at a local high school, new places, customs and people
• 62 percent of UK students decided to study languages
at university after an exchange trip, but …
• Only 30 percent of state secondary schools organise
international exchange trips these days and …
• Fewer than 8 percent of UK students study a foreign
language until age eighteen and the numbers are falling
Trang 135 Read an email from one of the Swiss exchange
students to the student in her English host family
Choose the correct option.
8 USE OF ENGLISH Complete the second sentence so that it has a similar meaning to the fi rst Use between two and fi ve words including the word in capitals
Do not change the word given.
1 It’s fantastic you’ve chosen our school for your exchange
School uniform must be worn at all times during school hours.
3 What is your favourite school subject? IS
I’d like to know what your favourite school subject is
4 Turn off your mobile phones, otherwise we will take them
away from you CONFISCATED
Turn off your mobile phones, otherwise they will beconfiscated
5 A meeting for parents is planned so that we can provide
them with the necessary information ORDER
A meeting for parents is planned in order to provide them with the necessary information
9 USE OF ENGLISH Read about the Tower of London and use the information to complete the informal email Sometimes more than one answer is possible.
6 Rewrite the sentences in the Passive using the more
formal equivalents of the underlined phrasal verbs
Use the verbs in the box.
address demolish omit postpone
reject reprimand tolerate
1 I will not put up with bad behaviour
Bad behaviour will not be tolerated
2 You can leave out question 7
Question 7 can be omitted
3 I’ll deal with those issues tomorrow
Those issues will be addressed tomorrow
4 They are pulling down the old hall next week
The old hall is being demolished next week
5 Unfortunately, the city council turned down our
proposal
Unfortunately, our proposal was rejected
6 We’ve put off the decision till next week
The decision has been postponed till next week
7 I’ve told him off twice already
He’s already been reprimanded twice
7 Complete the more formal version of each question.
1 Is there a swimming pool at the school?
I was wondering if/whether there was a swimming
pool at the school
2 Are we going to London?
Do you know if/whether we are going to London?
3 Where can I change some money?
Could you tell me where I can change some money ?
4 What time does school start in the morning?
I’d like to know what time school starts in the morning
5 Are we allowed to wear trainers to school?
Do you think we are allowed to wear trainers to school ?
Visitors will be given a guided tour You will be accompanied by a Beefeater who will recount stories of the history of the Tower Prepare to
be dazzled by the Crown Jewels This will be followed by the Ceremony of the Keys
We recommend allowing a minimum of three hours to complete your visit
The tours start at 9 a.m The last tour commences
at 2:30 p.m in winter and 3:30 p.m in summer
Please be aware that in poor weather conditions, the tour will be given in the Chapel
10 SPEAKING Discuss your own experiences or views about international exchange trips.
1 What are the pros and cons?
2 What countries would you most like to have an exchange with?
3 Where would you take an exchange student in your area?
Use of English page 150
1Dear Miss Natalie Brown, / Hi Natalie ,
2 Sorry for not writing earlier / I apologise for the delay in
writing to you, but 3 I’ve been up to my eyes in / I have been
extremely busy with my school work 4I am delighted to be
invited / Thanks for inviting me to stay in your house for
three weeks
5 I’d like / Please allow me to tell you a bit about myself
6I was raised / I grew up in Basel and I have quite a big
family 7 There are / It consists of three children – two girls
and a boy 8In addition / Also , we have two dogs.
9 BTW / Incidentally, have you ever 10considered /
thought about learning German? You could come and
stay with me in Basel
11 Anyway / In conclusion, my train 12 gets in to / arrives in
London at 2:30 p.m and 13 so / consequently I should be
at your house by 3:30 p.m I hope 14that is acceptable /
that’s OK
15 CU soon , / Yours sincerely,
Annika
Hi Annika,
I think visiting the Tower of London is a great idea They
1 ‘ll give/‘ll offer/can give us a guided tour of the Tower, and we can 2 start/begin/go onour tour any time in the morning We need at 3 least three hours to see everything A Beefeater will take us around the Tower and he’ll 4 tell us stories about its history We’ll start with the Crown Jewels – they’re amazing! And 5 after that/later/then we’ll see the Ceremony of the Keys
If the weather’s 6 bad/poor/horrible, the tour will be in the Chapel If you want to know anything else, we can just 7 look
it up on the website
Cheers,Natalie
If you require more information please consult our website.
Trang 141 SPEAKING Discuss the questions.
1 What kind of part-time or summer jobs do students in your
country do?
2 Have you ever applied for a part-time or summer job?
3 Have you got a CV? How are CVs different from covering
letters/emails?
2 Read Sigrid’s CV and covering email What position is she
applying for? Which skills and experience make her an
appropriate candidate for the job?
3 Complete the headings in Sigrid’s CV with the phrases in the box.
Education and qualifi cations Interests Employment history Personal profi le Referees Skills and achievements
4 Discuss the questions Then read WRITING FOCUS I and check.
1 How long is Sigrid’s CV and how has she made
it easy to follow?
2 Why does she avoid using full sentences, e.g
I have a good command of English?
3 How are her referees linked to her experience?
1 @@@@@@@@@@@@@@@@@@@@@
Bright and responsible sixth-former with practical experience of
caring for young children and a provenabilityto work well in a team.
2 @@@@@@@@@@@@@@@@@@@@@@@@@@@
• well-developed communication skills
• excellent command of Danish and Spanish
• competent user ofMicrosoft Offi ce
3 @@@@@@@@@@@@@@@@@@@@@@@@@@@
Currently: Queen Anne’s College, Chatfi eld
Level 3 NVQ Childcare
2012–2019 Stoneferry School, Chatfi eld
GCSEs Maths (grade 5), English Language (grade 7), Spanish (grade 8),
Combined Science (grades 5-6), History (grade 5), Geography
(grade 6), Art and Design (grade 7), English Literature (grade 6)
4 @@@@@@@@@@@@@@@@@@@@
Summer 2019 Work experience: Chatfi eld Kindergarten, Childcare
Assistant
• dedicated member ofcare team assisting learning through play
• relevant knowledge of health and safety regulations
2017–2019 Babysitting two preschoolers for family friends
Course Coordinator (Childcare)
Queen Anne’s College, Chatfi eld
d.sommer@qac.co.uk
1.8 A CV and a covering emailWRITING
I can write a CV and covering letter to describe my skills, education and work experience.
From: s.halverson3@mymail33.com Subject: Sigrid Halverson – summer work application Attachments: Sigrid Halverson CV
Dear Ms Laver,
I am writing in response to your online advertisement seeking staff for Chatfi eld Zoo’s summer activities programme I wish to apply for the position of children’s activity coordinator
I am an eighteen-year-old childcare student and I
am passionate about working with children I intend
to pursue a career as a kindergarten teacher when I
fi nish my education With this in mind, I hope to gain
as much relevant experience as possible while I am still a student I would welcome the opportunity to work with and learn from a successful organisation such as Chatfi eld Zoo
I gained considerable work experience at a local kindergarten last summer During my work placement there, I worked alongside teachers, contributed to classes and supervised the children at break times
I also sat in on staff meetings and coordinated a very successful sports day Additionally, as a keen athlete and artist, I feel confi dent I possess relevant skills and would be well suited to the position
I would be delighted to attend an interview at your convenience and have attached my CV for your consideration Please do not hesitate to contact me if you require any further information
Yours sincerely,Sigrid Halverson
Trang 159 Read LANGUAGE FOCUS II and complete the examples with the underlined verbs in Sigrid’s email Then match the verbs with their meanings.
Use these phrases to explain more about your work experience in a covering email Use full sentences.
2 While volunteering at the animal hospital,
illnesses
a fi eld trip to a museum
4 During my work placement at the theatre,
I rehearsals and watched the director.
5 I am proud to say I contributed to some ideas that the company used in their marketing campaign
6 I learned a lot because I worked alongside some of the most experienced members of staff
11 Find other useful phrases in Sigrid’s covering letter.
12 SPEAKING Make notes on your ideal summer job What is it? What skills and experience would be helpful? Discuss your ideas with a partner.
13 Do the writing task Use the ideas in WRITING FOCUS I and II, LANGUAGE FOCUS I and II and Exercise 12 to help you.
Write a one-page-long CV and a covering email to apply for your ideal summer job.
Part 1 – CV
• Use the headings from Sigrid’s CV
• Invent any necessary details
• Check that the CV is one-page long
Part 2 – Covering email
• Use Sigrid’s email as an example
• Give more details of your skills and experience than
in the CV
SHOW WHAT YOU‘VE LEARNT
Organising a CV
• A CV should be one to two pages long
• Save space and make your CV concise by avoiding
• Check whether a photo is required in the country
where you are applying for a job
WRITING FOCUS I
5 Read WRITING FOCUS II Find examples of each
point in Sigrid’s covering email Has she followed
all the advice?
6 Complete the examples in LANGUAGE FOCUS I with
information from Sigrid’s CV.
Use these phrases to give concise information on
your CV Avoid full sentences.
1 competent user of Microsoft Offi ce
1 proven ability to meet deadlines
2 practical experience of leading a team
4 well-developed leadership skills
8 Make a similar list of your skills and abilities
Compare your list with a partner Which of your skills
and abilities might help you get the job Sigrid is
applying for?
Organising a covering email
• Use full sentences and a variety of positive language
• Say why you are writing and which job you are
applying for
• Give details about yourself and explain why you want
the job
• Explain more about your relevant skills and experience
(don’t just repeat what’s on your CV)
• Mention availability for interview and any attachments
you are sending e.g your CV
WRITING FOCUS II
15
Trang 16UNIT 1 Live and learn
fall behind / ˌfɔːl bɪˈhaɪnd/
get a degree / ˌɡet ə dɪˈɡriː/
get a scholarship / ˌɡet ə ˈskɒləʃɪp/
get expelled (from school) / ˌɡet
inclined towards /ɪnˈklaɪnd tə ˌwɔːdz/
keen to do sth / ˌkiːn tə ˈduː ˌsʌmθɪŋ/
write a dissertation / ˌraɪt ə ˌdɪsəˈteɪʃən/
youth culture / ˈjuːθ ˌkʌltʃə/
lose your temper / ˌluːz jə ˈtempə/
make a successful living / ˌmeɪk ə sək ˌsesfəl ˈlɪvɪŋ/
pay attention in class / ˌpeɪ ə ˌtenʃən
earliest memory / ˌɜːliəst ˈmeməri/
give a speech / ˌɡɪv ə ˈspiːtʃ/
have a clear memory of / ˌhæv ə ˌklɪə
jog your memory / ˌdʒɒɡ jə ˈmeməri/
lose your memory / ˌluːz jə ˈmeməri/
a great deal /ə ˈɡreɪt diːl/
academic training /ˌækəˈdemɪk
ˌtreɪnɪŋ/
acquire a skill /ə ˌkwaɪə (r) ə ˈskɪl/
advance /ədˈvɑːns/
bang on the head / ˌbæŋ ɒn ðə ˈhed/
be found unconscious /bi ˌfaʊnd ʌnˈkɒnʃəs/
be hit by lightning /bi ˌhɪt baɪ
ˈlaɪtnɪŋ/
be left unconscious /bi ˌleft ʌnˈkɒnʃəs/
be made up of /bi ˌmeɪd ˈʌp əv/
be struck by lightning /bi ˌstrʌk baɪ
bring about / ˌbrɪŋ əˈbaʊt/
charge royalties / ˌtʃɑːdʒ ˈrɔɪəltiz/
come out of a coma / ˌkʌm ˌaʊt əv ə
get an urge / ˌɡet ən ˈɜːdʒ/
have a brainwave / ˌhæv ə ˈbreɪnweɪv/ have sth on the brain / ˌhæv ˌsʌmθɪŋ
Trang 17STUDYING MEMORY AND THE BRAIN OTHER
assembly hall /əˈsembli ˌhɔːl/
be up to your eyes in /bi ˈʌp tə jə
exchange trip /ɪksˈtʃeɪndʒ ˌtrɪp/
get-together /ˈɡet təˌɡeðə/
tell sb off / ˌtel ˌsʌmbədi ˈɒf/
the Crown Jewels / ðə ˌkraʊn ˈʤu:əlz/
turn sb down / ˌtɜːn ˌsʌmbɒdi ˈdaʊn/
welcome party /ˈwelkəm ˌpɑːti/
welcome speech /ˈwelkəm ˌspi:tʃ/
considerable /kənˈsɪdərəbəl/
contribute to /kənˈtrɪbjuːt tə/
coordinate /kəʊˈɔːdəneɪt/
covering letter / ˌkʌvərɪŋ ˈletə/
dedicated member of / ˌdedɪkeɪtɪd ˈmembər əv/
excellent command of / ˌeksələnt kəˈmɑːnd əv/
gain work experience / ˌɡeɪn wɜːk ɪkˈspɪəriəns/
health and safety regulations / ˌhelθ
lead a team / ˌliːd ə ˈtiːm/
leadership skills /ˈliːdəʃɪp ˌskɪlz/ meet deadlines / ˌmiːt ˈdedlaɪnz/
part-time job /ˌpɑːt ˈtaɪm ˈdʒɒb/ practical experience of / ˌpræktɪkəl ɪkˈspɪəriəns əv/
preschoolers /priːˈskuːlə/
proven ability to / ˌpruːvən əˈbɪləti tə/ pursue a career /pə ˌsjuː ə kəˈrɪə/ relevant /ˈreləvənt/
well suited / ˌwel ˈsuːtɪd/
well-developed /ˌwel diˈveləpt/ work alongside / ˈwɜːk əˌlɒŋ ˌsaɪd/ work placement / ˈwɜːk ˌpleɪsmənt/
Trang 18VOCABULARY AND GRAMMAR
1 Match the verbs in box A with the prepositions in
box B to make phrasal verbs, then complete the
sentences with the phrasal verbs.
A fall go major settle scrape
B behind down in into through
1 After the lunch break, the kids were excited and took
time to settle down
2 Maths wasn’t my best subject and I just managed to
scrape through the exam
3 If you miss a few classes, it’s easy to
Then it’s hard to catch up
4 He enjoys working with kids and he’d like to
teaching as a career
5 She wants to maor in Biology at university, then
get a job at a nature reserve
2 Choose the correct option
1 Many students can’t afford to go to university unless
they get a degree / scholarship / dissertation.
2 I have a very vague / clear / photographic memory of
my fi rst day at school – I remember it really well
3 Amy fainted, but thankfully after just a few seconds
she remained / lost / regained consciousness.
4 George got bored quickly and his teachers
complained he was disruptive / gifted / expelled in
class
5 Our sports coach is pretty lenient / self-disciplined /
strict ; she makes us work really hard in training.
6 You can’t possibly be hungry again – you always have
food on / in / inside the brain!
3 Complete the text with one word in each gap.
THE SCHOOL REUNION
Last week I went to a school reunion and I was
amazed how di erent the school looks now The
building where we 1 to have PE classes has
been demolished and a new sports centre has been
built instead
I clearly remember how we 2 beg our sports
teacher to allow us to play games in the old building!
Then I bumped into Caroline who I 3
always having arguments with I hardly recogni sed
her She didn’t 4 to look so glamorous But
one thing hasn’t changed about her She 5
always talking about others behind their back It’s
so unpleasant The reunion also reminded me of the
importance of punctuality that the school head teacher
talked about so often I got used to certain things so
much that even now I 6@@@@@@@@@@ arrive at meetings
at least fi fteen minutes earlier than necessary!
4 Complete the sentences with the correct form of the verbs in brackets
1 If you need more details, try lookin (look) online for information Maybe you’ll fi nd something
2 The Music Academy exam board fi rst listened to us
was admitted
3 I’m sorry, sir I forgot o check (check) if my essay
is within the word limit you required
4 Do you think our Chemistry teacher will let us
(use) the lab to carry out our own experiments?
5 We were warned not to touch (not/touch) any of the exhibits
USE OF ENGLISH
5 Read the text Choose the correct answer, A, B, C or D
New research suggests that having a smartphone on your desk when you are studying tends 1 a negative effect
on your ability to concentrate It 2 that in IQ tests where candidates had a smartphone nearby, even when they did not actively use it, they 3 less well than those without It
is thought that we have become accustomed to being alert WRXSGDWHVDQGQRWLÞFDWLRQVRQRXUPRELOHGHYLFHV7KXV
just having a smartphone in sight may be enough to 4 our attention from the task at hand
1 A to having B you to have
C have had D to have
2 A has been shown B was showing
C is shown D has shown
C performed D got through
4 A put off B distract
6 Complete the second sentence using the word in capitals so that it has a similar meaning to the fi rst
Use up to four words in each gap, but do not change the word in capitals.
1 So, did you get that email I sent you about the new
course? WONDERING
I was wondering whether/if you gotthat email I sent you about the new course
2 Teachers are typically more aware of dyslexia now
than they were in the past TEND
Teachers tendto be moreaware of dyslexia now than they were in the past
3 Our English teacher often took us to the cinema to
watch foreign fi lms WOULD
Our English teacher wouldtakeusto the cinema to watch foreign fi lms
4 My best friend has a very irritating habit of chewing
gum loudly ALWAYS
My best friend isalwayschewinggumloudly
5 I’m not sure if I’ve told my parents about the school
trip REMEMBER
Ican’tremembertellingmyparents about the school trip
FOCUS REVIEW 1
Trang 19READING LISTENING
10 Read the writing task and write a covering email.
Your town is going to host an international sport event during the summer holidays The organisers are looking for English-speaking volunteers to assist the participants Write a covering email for this post Explain why you would like to do this job and why you are well-suited for it
WRITING
SPEAKING
9 Look at photos where people are learning new things at different ages Discuss when it’s more diffi cult to learn new things: when you’re a child or
an elderly person Why?
7 Read the text Complete gaps 1–5 with sentences
A–F There is one extra sentence.
8 1.20 Listen to four people talking about classes they attend Match the speakers with the
statements There is one extra sentence You will hear the recording twice.
A is looking to develop a professional goal
B is struggling with the amount of work on the course
C is motivated by feedback from the tutor
D is thinking of quitting the course
E is surprised by the attitude of the tutor
A Also, in its fi rst academic year, a third of the original
students left, as did the teachers
B These are best for students who prefer a structured
day along with a weekly timetable
C Many students go there to escape the stress and
exam pressures of conventional schools
D Taking place every Wednesday, it gives staff and
students an opportunity to be heard
E Their main criticism is that it does not, in fact,
adequately prepare students for real life
F It’s entirely up to them to choose what they learn
and how they wish to learn it
BROOKLYN FREE
SCHOOL
A school with no grades, no homework, no tests and
no obligation to attend classes That’s the Brooklyn Free
School, a learning institution that follows a ‘free’ education
philosophy Neither the school’s head teacher nor the teaching
staff , who are known as advisers, tell the students what to do
1@@@ This is based on the school’s belief that learning only
happens when it is self-directed and not imposed by others
The school is open to students from three to eighteen years
of age It encourages them to get involved in everything
that concerns the school In order to do so, students attend
a Democratic Meeting where they have equal votes with
the staff This get-together is at the heart of the school’s
philosophy 2@@@@ Announcements are made, issues are
raised and everyone cooperates for the well-being of the
school Attendance at the weekly meeting is one of the few
school rules Though some of the younger students don’t
pay much attention, preferring to read or draw instead, they
must be present
A typical school day is diff erent for every student They can
paint, play video games or work on laptops Some prepare for
the school’s annual play by rehearsing or building stage sets In
the kitchen, others might be baking a cake or sorting rubbish
for recycling Traditional classroom lessons are also available if
students wish to attend 3@@@@ By off ering these choices,
the school accommodates all needs Being part of a group of
classes on a regular basis fi ts some students best, while doing
individual projects is what suits others
The school’s philosophy is a radical one Parents hope it will
make their children independent thinkers and problem solvers
However, the school’s system has its share of opponents 4@@
This is due to the enormous freedom students have, which can
lead to laziness and lack of discipline Furthermore, they
believe that students whose families cannot aff ord to hire
private tutors have fewer chances of gaining college entry It’s
believed that the school’s academic preparation is inadequate
This seems to be supported by the fact that there are parents
who have had to hire help to make sure their children
learn the basics 5@@@ Since then, however, enrolments have
increased and people are regaining confi dence in the idea of
self-regulated education and the school’s mission
NEW YORK
A
B
19
Trang 201 Write positive and negative adjectives for each noun in the box ambition friendliness honesty kindness patience
politeness responsibility sensitivity
ambition, ambitious, unambitious
2 SPEAKING Discuss the qualities in Exercise 1 that you admire most/least and the qualities you think you possess
SHOW WHAT YOU KNOW
How well do you really know yourself? Read each sentence carefully and circle the symbol next
to it if you feel it truly describes the real you
KNOW YOURSELF
1 I learn new things fast
2 I feel others’ emotions
3 I do jobs straight away
4 I like being alone
5 I have a vivid imagination
6 I make people feel relaxed
7 I like telling funny stories
8 I know myself well
9 I pay attention to detail
10 I love partying
11 I come up with new ideas
12 I make new friends easily
13 I prefer small groups of people
14 I have a soft heart
15 I usually start conversations
16 I love helping others
17 I enjoy the arts
18 I keep my things tidy
19 I think before I speak
20 I plan things in advance
PERSONALITY TEST
KEY
The symbols represent fi ve diff erent personality types How many of each symbol did you choose?
2.1 People VOCABULARY• personality adjectives • compound
adjectives • describing personality
I can talk about people and describe their personalities.
2
Human
nature
We are what we repeatedly do
Excellence, then, is not an act,
but a habit.
Aristotle
NATURE OR NURTURE?
5 Watch the BBC video
For the worksheet, go to page 134.
Trang 213 Do the personality test and then read the key.
4 SPEAKING Write a short sentence that summarises
your results Compare your results with a partner
and then discuss the questions.
I am quite deep and fairly conscientious.
1 How accurate do you think this personality test is?
2 Why do you think people like doing personality
tests?
3 Can you learn more about a person from a fi
fteen-minute personality test or a fi fteen-fteen-minute chat?
You’re kind-hearted and sensitive to the needs of
others Being relaxed, trusting and laid-back, you work
well with others In diffi cult situations , you’re tactful
and avoid hurting people In fact, you’re very good at
making people feel at ease You’re aff ectionate and
show your feelings You’re good-natured, friendly and
popular.
You’re artistic and creative and so you have the ability
to think outside the box You’re daring and you’re
not afraid to do adventurous things You’re also quite
perceptive and intellectual and have a love of learning.
You’re thorough – you like to plan things carefully
Being quite strong-willed, you usually get what you
want You’re level-headed and you think things
through carefully In future , you will excel in leadership
positions.
Y ou’re a deep thinker and you’re not comfortable
with small talk You’re not insecure , but you are quite
humble , and you can be a little self-conscious or even
self-critical at times You enjoy your own company, but
you’re not a loner – you like being with close friends
Above all , you’re fair-minded and if you feel strongly
about something, you’re not afraid to speak up.
You’re the life and soul of the party and love being
the centre of attention People enjoy your company
because you’re witty and spontaneous You’re larger
than life and good fun to be around However, on bad
days you can be moody and short-tempered Also,
there are times when you appear a little self-centred
and full of yourself.
5 1.21 Complete WORD STORE 2A with the adjectives in red in the quiz Use a dictionary if necessary Then listen , check and repeat
6 Read the descriptions and choose the correct option Use WORD STORE 2A to help you.
1 Megan is brave enough to say things that shock
people She’s quite daring / insecure.
2 Janet understands diffi cult concepts and enjoys
debating serious topics She’s intellectual / witty.
3 Tom is diplomatic and is unlikely to upset or embarrass
people He’s very thorough / tactful
4 Sue has a very gentle, loving nature She’s extremely
perceptive / affectionate
5 Rick never talks about his achievements He’s very
humble / moody.
6 Harry believes that most people are good and honest
He’s very spontaneous / trusting
7 1.22 Complete WORD STORE 2B with the underlined words in the quiz Then listen, check and repeat.
8 Match each comment with an appropriate compound adjective in WORD STORE 2B.
1 ‘Everyone seems really stressed I’m cool No problem.’
2 ‘I’m not going to change my mind, I’m determined.’
3 ‘I’m happy to fi t in with what everybody else thinks.’
4 ‘I was hopeless I should have done so much better.’
5 ‘I can see both sides of the argument.’
9 Which compound adjectives in WORD STORE 2B are positive and which are negative? Which describe you?
Kind-hearted and good-natured are positive, but short-tempered and self-centred are negative.
I think I’m strong-willed, and sometimes self-critical.
10 1.23 Complete WORD STORE 2C with the highlighted expressions in the quiz Then listen, check and repeat.
11 SPEAKING Replace the underlined phrases with an expression in WORD STORE 2C Which statements do you agree with and why? Discuss with a partner.
1 It’s up to teachers, not parents, to inspire and encourage
a desire for knowledge in children a love of learning
2 Computers will never replace humans because they can’t view things creatively.think outside the box
3 People often perform better in oral exam situations when they feel comfortable feel at ease
4 People who have a really high opinion of themselvesrarely make good friends are full of themselves
5 Everybody would like to be entertaining on socialoccasions
Go to WORD STORE 2 page 5
Trang 225 USE OF ENGLISH Complete the sentences with the correct form of the words in brackets. Make any changes necessary, but
do not change the order of the words
1 The roads were wet this morning It had
2 Yesterday I was tired I hadn’t slept (not/
sleep) well the previous night
3 I went to the doctor last week because
I hadn’t been feeling well (not/feel) well
for ages so I got a new one last month
5 I didn’t understand yesterday’s homework because I hadn’t been listening to the teacher
7 Complete the story with the Past Perfect Simple or Continuous form of the verbs in the box Why did Eric and Vilma wait forty years to get married?
grow hear know live make meet move search see work
1 Read the story Why did Amelie and Steve wait seventeen
years to get married?
2 Read the GRAMMAR FOCUS Match the underlined examples
in the story in Exercise 1 with rules 1–4.
Past Perfect Simple and Continuous
You use the Past Perfect to make it clear that an activity took place
before the main events in a story
1 You use the Past Perfect Simple to describe a completed action.
2 You use the Past Perfect Continuous to describe an activity in
progress
3 You use the Past Perfect Simple (NOT Continuous) with state
verbs (be, have, know, etc.).
4 You don’t have to use the Past Perfect if a time expression (i.e
before or after) makes the order of events clear.
GRAMMAR FOCUS
3 Find other examples of the Past Perfect in the story and
discuss why the simple or continuous forms have been used.
4 Choose the correct option.
1 Amelie didn’t know that Steve wrote / had written to her.
2 Steve didn’t know that Amelie had never received / had never
been receiving his letter.
3 Steve thought Amelie had got / got married to somebody else.
4 Amelie found the letter and realised it was lying /
had been lying behind the fi replace for ten years.
5 Amelie was nervous about calling Steve because they
hadn’t seen / didn’t see each other for a long time.
Vilma was my wife’s best friend They 1 had knowneach other since childhood When Vilma moved away we lost touch, but she 2 a big impression on me
So when my wife and I separated, I decided to ask my friends if anyone3 from her, but no one had Vilma was a very compassionate person so I imagined that she4 to Tibet and
5 @@@@@@@@@@@@@@@@@for a charity for a few years.Finally, my niece called to say she 6
Vilma’s profi le on Facebook I rang her and found that she 7 @@@@@@@@@@@@@in Paris, so I 8 @@@@@@@@@@@@@@@@@@@
in the wrong place! We met up and when we saw one another it was magical We 9 older, but that didn’t matter She was widowed and didn’t have children I proposed immediately Forty years after we
10 for the fi rst time, we got married
8 Write questions about the story from the prompts Then answer the questions.
1 How long / Eric’s ex-wife / know / Vilma?
How long had Eric’s ex-wife known Vilma?
2 any of Eric’s friends / hear / from Vilma / after she / move away?
3 Why / Eric / think / Vilma / move / to Tibet?
4 Where / Vilma / live / since Eric / lose touch / with her?
5 Vilma / have / any children / with her late husband?
Eric and Vilma
Amelie was studying English in the UK when she met Steve It
was love at fi rst sight and they spent a wonderful summer together
Amelie returned to France after her course fi nished They tried to 4
keep a long-distance relationship going, but they drifted apart
A few years later, Steve wrote to Amelie, but Amelie’s mother put
the letter on the mantelpiece, forgot to tell Amelie, and it slipped
down the back of the fi replace Many years later, a builder was
removing the fi replace when he found the letter Ithad beenthere
for ten years 3
During that time, Amelie had remained
single and had never forgotten the love of
her life Meanwhile, Steve had been working 2
in a factory in his home town He had been
thinking about Amelie too, but he assumed
she had got married to somebody else 1
When she fi nally read the letter, Amelie was
too nervous to call as so much time had
passed But she fi nally plucked up courage
and they arranged to meet
They got married seventeen years
after they had fi rst met
Grammar page 1516
2.2 Past Perfect Simple and ContinuousGRAMMAR
I can talk about a past action or situation that took place before another past action or situation.
Trang 235 Match the phrases in WORD STORE 2D with their defi nitions Can you put these possible stages in
a relationship in a logical order?
1 fancy sb = be attracted to
2 adore sb = be madly in love with
3 end a relationship = split up with
4 fall in love with sb = fall for
5 start seeing sb = go out with
6 worship sb = be obsessed with
6 In pairs, write a short love story Use phrases from Exercise 5 Read the love stories written by other students Decide which is the best one
When Harry met Sally …
7 1.26 Listen and repeat the words in the box
Write pairs of words with the same consonant sound.
ch urch confu s ion coura g e fea t ure
J apan mea s ure offi c ial pre ss ure
shrine worshipattention emotional
passionate 2
s + ure
3 confusion decision
PRONUNCIATION FOCUS
1 SPEAKING ‘What is love?’ is one of the most popular
searches on Google Match the people 1–4 with their
defi nition of love in the memes A –D Which defi nition
do you like best? Why?
1 A novelist C
2 A charity worker
3 A parent B
4 A neuroscientist
2 1.24 Listen to an interview with a neuroscientist
and answer the questions.
1 What does she specialise in?
2 How does she defi ne love?
3 Does her research affect her own feelings about love?
3 1.24 Listen to the interview again For
questions 1–5, choose the correct answer A–D.
1 Dr Ruby Niverton studies how
Aemotions infl uence the brain
B chemical reactions in the brain affect us
C data about the brain can be collected
D the brain is linked to the heart
2 According to Dr Niverton, romantic love
A is linked to hunger and thirst
B isn’t very powerful
Cis like an addiction
D is a characteristic of all addicts
3 The scanner showed that when someone is in love
A there is only activity in one area of the brain
B the strength of their passion has no effect on
brain activity
Ctwo parts of the brain are activated
D their brain activity is similar to when they think
about chocolate
4 Experiments found that when a person is
heartbroken, the love-related activity in their brain
A stops completely
B is signifi cantly reduced
C continues in a different part of the brain
Dcan be increased
5 Dr Niverton’s fi ndings demonstrate that strong
romantic emotions
A are usually of shorter duration than hunger
B are not always related to brain activity
C cause brain reactions that can be scientifi cally
measured
D rarely lead to obsession
EXAM FOCUS Multiple choice
4 1.25 Complete WORD STORE 2D with the words in
the box Then listen, check and repeat.
A CHEMICAL REACTION
LOVE IS
LOVE IS UNCONDITIONAL
LOVE DRIVES ALL
GREAT STORIES KINDNESS, GENEROSITY AND SELF-SACRIFICE
Trang 245 1.29 Complete the defi nitions with the base form
of the verbs and phrases in blue in the text Then listen, check and repeat.
1 bend low = crouch down
2 appear for a short time (e.g on a face) = flicker across
3 react suddenly = flinch
4 move an arm from side to side = ive a wave
5 make an ugly face = rimace
5 Why did Lou try not to flinch when Will was
grimacing and crying out?
6 Why did Lou give a wave instead of shaking Will’s hand?
7 When did a smile flicker across Will’s face?
7 1.30 Complete WORD STORE 2E with the words
glance, gaze and stare from the extract Then listen,
check and repeat.
8 Choose the more likely verbs to complete these
example sentences from the Longman Dictionary of Contemporary English.
1 We peeped / gazed through a crack in the fence and
saw Mrs Finley talking to a strange-looking man
2 He stared / glanced over his shoulder, the man was
coming towards him, pushing through the crowd
3 I lay back on the sand and glanced / gazed at the
stars above
4 From the corner of my eye, I glimpsed / stared at a
man running out of the store
5 She sat there staring / peeping into space.
6 Roger peered / gazed into the dark corridor to see
what was making the noise
9 SPEAKING Tell your own story with a partner
1 Say a sentence including at least one word or phrase from WORD STORE 2E or Exercise 5
2 Your partner says another sentence to continue the story
3 Take turns to develop and conclude the story in up to eight sentences
4 Compare your story with other pairs
1 Look at the book genres in the box Which books do
you often ( ✔)/sometimes (?)/never (✘) read? Compare
with a partner.
adventure (auto)biographies crime
fantasy historical fi ction horror
mystery romance science fi ction
2 SPEAKING Look at the screenshots from a fi lm
based on the book Me Before You by Jojo Moyes
and discuss the questions with a partner.
1 What kind of a story do you think it is?
2 What is the relationship between the two characters?
3 Read the information about Jojo Moyes and the
extract Check your ideas in Exercise 2 and match
the characters with the adjectives.
1 Mrs Traynor
2 Lou Clark
3 Nathan
4 Will
a level-headed, responsible, professional
b strange, short-tempered, dependent
c neurotic, worried, formal
d shocked, self-conscious, nervous
4 Read the extract again For questions 1–5, choose
the correct answer, A, B, C or D.
1 Mrs Traynor was hoping that
A Lou would make an effort with her clothes
B Lou and she would become friends
CLou could be good company for Will
D Lou could help Will use his digital devices
2 After she spoke to Mrs Traynor and before she went
in to meet Will, Lou thought that
A she had nothing in common with him
B Will was into Hollywood comedies
Cshe could develop a friendship with Will
D Will was like her other disabled friends
3 When Mrs Traynor opened Will’s door, Lou saw
Aa spacious elegantly furnished room
B a small room with colourful furniture
C a room with a glass door that was open
D a room with a sheepskin on the fl oor
4 When Lou entered Will’s room ,
A Will was the fi rst to speak
B Lou spoke to Will confi dently
C Lou shook hands with Will
DWill ended up greeting her politely
5 The passage shows
A Lou’s ability to be a good carer to Will
B the challenges facing Will in his day-to-day life
C what sort of relationship Will has with his mother
Dwhat kind of situation Lou is getting herself into
EXAM FOCUS Multiple choice
2.4 Multiple choiceREADING
I can fi nd specifi c information in
a long text.
Trang 25Mrs Traynor looked at my clothes, as if
for the fi rst time I was wearing the very
shaggy waistcoat thing that Dad says
makes me look like an emu I tried to
smile It seemed like an effort
‘Obviously I would hope that you
could … get on with each other It
would be nice if he could think of you as
a friend rather than a paid professional.’
‘Right What does he … um … like
to do?’
‘He watches fi lms Sometimes he listens
to the radio, or to music He has one of
those digital things If you position it
near his hand, he can usually manipulate
it himself He has some movement in his
fi ngers, although he fi nds it hard to grip.’
I felt myself brightening If he liked
music and fi lms, surely we could fi nd
some common ground? I had a sudden
picture of myself and this man laughing
at some Hollywood comedy, me running
the Hoover around the bedroom while
he listened to his music Perhaps this
was going to be okay Perhaps we might
end up as friends I had never had a
disabled friend before – only Treen’s
friend David, who was deaf, but would
put you in a head-lock if you suggested
that meant disabled
‘Do you have any questions?’
‘No.’
‘Then let’s go and introduce you.’ She
glanced at her watch ‘Nathan should
have fi nished dressing him now.’ We
hesitatedoutside the door and Mrs
Traynor knocked ‘Are you in there?
I have Miss Clark to meet you, Will.’
There was no answer
in 2002 She’s written numerous selling novels, and her book Me Before You won several awards and has gone on
best-to sell over eight million copies worldwide
Me Before You is a love story between
Will Traynor, paralysed after a motorcycle accident, and Louisa Clark, his new carer The fi lm based on the book was also a huge box-offi ce success Jojo lives and writes on a farm in Essex, England , with her husband and their three children
A broad New Zealand accent ‘He’s decent, Mrs T.’ She pushed open the door The annexe’s living room was deceptively large, and one wall consisted entirely of glass doors that looked out over open countryside
A wood burner glowed quietly in the corner, and a low beige sofa faced a huge fl at-screen television, its seats covered by a wool throw The mood of the room was tasteful, and peaceful –
a Scandinavian bachelor pad
In the centre of the room stood a black wheelchair, its seat and back cushioned by sheepskin A solidly built man in white collarless scrubs was crouching down, adjusting a man’s feet on the footrests of the wheelchair
As we stepped into the room, the man
in the wheelchair looked up from under shaggy, unkempt hair His eyes met mine and after a pause, he let out abloodcurdling groan Then his mouth twisted, and he let out another unearthly cry
I felt his mother stiffen
‘Will, stop it!’
He didn’t even glance towards her
Another prehistoric sound emerged from somewhere near his chest It was
a terrible, agonizing noise I tried not to
fl inch The man was grimacing, his head tilted and sunk into his shoulders as he stared at me through contorted features
He looked grotesque, and vaguely angry
I realized that where I held my bag, my knuckles had turned white
‘Will! Please.’ There was a faint note of hysteria in his mother’s voice ‘Please, don’t do this.’
Oh God, I thought I’m not up to this
I swallowed, hard The man was still staring at me He seemed to be waiting for me to do something
‘I – I’m Lou.’ My voice, uncharacteristically tremulous, broke into the silence I wondered, briefl y, whether to hold out a hand and then, remembering that he wouldn’t be able
to take it, gave a feeble wave instead
‘Short for Louisa.’
Then to my astonishment his features cleared, and his head straightened on his shoulders
Will Traynor gazed at me steadily, the faintest of smiles fl ickering acrosshis face ‘Good morning, Miss Clark,’ he said ‘I hear you’re my latest minder.’
by Jojo Moyes
From
1.28
25
Trang 261 SPEAKING Discuss the advantages or disadvantages
of being the fi rstborn child in a family.
2 Read Part 1 of a text about birth order Are any of
the things you discussed in Exercise 1 mentioned?
3 Read the GRAMMAR FOCUS What types of clauses
are examples 1–5 in blue in Part 1 of the text?
Relative clauses
• In defi ning relative clauses you can leave out who,
which or that when it is the object of the verb.
Olga is the girl who sits next to me (‘who’ is the
subject of ‘sit’)
Olga is the girl (who) I sit next to (‘who’ is the object
of ‘sit’)
• In non-defi ning relative clauses, who, which, where
or whose always come after a comma and you cannot
leave them out
Eva is friends with Sam, who I can’t stand (= ‘I can’t
stand Sam.’)
• In reduced relative clauses (defi ning and
non-defi ning) you use a Present Participle for active verbs
and a Past Participle for passive verbs
There’s a new teacher teaching Year Four (‘who is
teaching’)
Josh, taught by the new teacher, is delighted.
(= ‘who is taught’)
• In comment clauses you refer to the whole of the main
clause using which.
Eva is friends with Sam, which I can’t stand (=‘I can’t
stand the situation.’)
GRAMMAR FOCUS
4 Read Part 2 of the text and choose the correct option.
5 SPEAKING What about your family? Discuss the comments in Parts 1 and 2 Which statements do you agree with?
6 Rewrite the sentences using reduced relative clauses Tick the statements you agree with.
1 Siblings who share a bedroom tend to be less selfi sh
Siblings sharing a bedroom tend to be less selfi sh.
2 Children who have been brought up as the baby of the family are often fussy eaters
3 Firstborns, who are accustomed to accepting rules, are better behaved at school
4 Middle-born children, who grow up with a younger and older sibling, can be argumentative
5 Only children who spend a lot of time alone tend to
be very creative
6 The youngest child, who is used to being the centre
of attention, is usually sociable and good fun to be around
7 Complete the sentences with who, which, that, where, whose or Ø (no pronoun) Which sentences
are true for you? Compare with a partner.
1 My sister is always leaving her clothes on the fl oor,
2 In my family, the person who/that cooks the most delicious food is my grandmother
3 I’m jealous of people whoseparents let them do whatever they want
4 The only place whereI can get some peace at home
8 Watch the Focus Vlog For the worksheet, go to page 135.
Grammar page 152
Birth order is the key 1that can unlock your personality Here are
some generalisations that have come out of research2carried out
over the years
The fi rstborn
Parents 3learning to bring up their
fi rst child tend to be extremely
attentive and protective Firstborn
children, 4who have their
parents’ undivided attention,
are responsible, reliable and
well-behaved Firstborns tend
to be perfectionists bursting
with confi dence, 5which
makes it hard for them to
admit when they’re wrong
Part 1
7
8
2.5 Relative clausesGRAMMAR
I can identify and use different types
of relative clauses.
The middle child
Middle children, 1which have been / [ Ø ] given less attention
by their parents, are more independent Middle children
2which / whose older siblings boss them around feel life is unfair
They often believe their other siblings get all the attention,
3 which / that can make them feel left out.
The baby of the family
Parents 4which are / [ Ø ] bringing up their youngest children are
more lenient, 5 which / what means that last-borns are rarely told
off Youngest children, 6that / who have fewer responsibilities, are
carefree and easy-going The baby of the family, 7whose / who is
used to having things done for them, tends to be bad at making decisions
The only child
Only children have many of the same qualities as the oldest child, 8that / which is not surprising Only children, 9which / who
spend more time with adults, will often act older than their age The typical only child likes being the centre of attention,
10 which / whose sometimes makes them appear self-centred.
Part 2
Trang 275 1.31 Complete the SPEAKING FOCUS with the words in the box Then listen again and check.
All As As soon as blue doubt Funnily Initially place
Introducing the anecdote
(Right, so) I’m going to tell you about (a great day out)
(OK, so) this is a story about (a day I’ll never forget)
This took 1placeabout (a month ago)
Sequencing events in the anecdote
2 /When/Just after (we got there, the sun came out)
3 /To begin with, (we were the only people there …)As/While (we were sitting there …)
Suddenly/4 of a sudden, (the weather changed)
Describing events vividly
expected (other people soon started …)Predictably/5
Unexpectedly/Out of the 6 , (it started pouring with rain)
Luckily/Fortunately, (after it stopped raining, the sun came out again)
Finishing the anecdote
Without a 7 , it was (one of the best days I’ve had
in ages)
When I look back (on that day) now, I feel …
It turned out to be (an unforgettable day out)
Strangely/8 enough, (the best days are often the ones you don’t really plan)
SPEAKING FOCUS
6 1.32 Read the anecdote and choose the correct option Then listen and check.
1 SPEAKING Look at the extract from a
website Discuss which activities you fi nd the
most/the least attractive and why.
2 SPEAKING Describe the photo in Exercise 1
and discuss the questions with a partner.
1 What might the people be thinking and feeling?
2 In your opinion, what factors make a
memorable day out?
3 Order the parts of an anecdote about
a memorable day out.
a Where and when the day took place,
and other background information
b Who was involved in the day
c Why the day was so memorable
d What the anecdote is going to be about
e What happened step by step
4 1.31 Listen to someone describing a
memorable day out and check your ideas in
Exercise 3 Try to retell the anecdote with a
partner.
memorableday.com
Right, so this 1took place / is a story about a day I’ll
never forget I’ve always loved music and last month my friend and I went to a DJing workshop 2 To begin with / Just after, we learnt about the equipment We can’t
afford our own stuff yet but, 3 fortunately / out of the blue, we were able to use
the decks, mixers and laptops at the centre 4 When / While we had
understood the basics, it was time to have a go 5Strangely / Predictably ,
it was really diffi cult at fi rst, but after
a while I started to get the hang of
it It feels and sounds fantastic when you get
it right It turned out to
be an 6unexpected / unforgettable day I can’t
7 SPEAKING Follow the instructions below Take turns to be Student A and Student B.
Student A: Tell a personal anecdote about a memorable day out Use the SPEAKING FOCUS to help you
Student B: Listen to your partner’s anecdote and think of a question to ask them when they have fi nished
Are you tired of doing the same old things with
your friends? Why not try something diff erent
with one of our alternative days out?
Go mountain biking
Visit an art gallery or photo exhibition
Sing karaoke
Rent a rowing boat or kayak
Attend a workshop (e.g dancing or DJing)
Go go-kart racing
Visit an aquarium or zoo
wait for the next workshop
27
2.6 Telling a personal anecdoteSPEAKING
I can tell a personal anecdote about a memorable day out.
Trang 282 Read the LANGUAGE FOCUS and complete it with the examples in blue in Lisa’s post.
Collocations
• A collocation is a central feature of any language
It refers to typical, frequently occurringcombinations of words For example, you can
have strong feelings, but not *tough feelings You might burst into tears, but not *explode into tears.
• The strength of a collocation can vary Have a laugh is quite weak because you can also have
a day off, have a shower or have a baby Shrug your shoulders is strong You can’t really shrug
anything else!
• Different types of collocations:
adjective + noun = nasty habit , vivid
imagination ,1high standards
verb + noun = share an interest, break the law ,2 @@@@@@@@@@@@@@@@@@@@@
noun + verb = accidents happen ,
verb + adverb = smile politely ,7 @@@@@@@@@@
adverb + adjective = perfectly normal ,
1 SPEAKING Read Lisa’s post and comment on her last
sentence Discuss whether you could share a fl at with Lisa
Give reasons for your answer.
I’m a twenty-one-year-old student with a spare room to rent It’s
a big room with a bed, a wardrobe and a desk The fl at has two
bedrooms, a living room, a kitchen and a bathroom Only people
who meet the requirements below should apply
You need to be on a full-time course because I don’t want you
hanging around the fl at in the daytime
I lead a healthy lifestyle I’m a vegan and I don’t like people
cooking meat in my kitchen It’s equally important that there are
no cooking smells during the weekend
If you expect me to be your friend, you’ll be bitterly
disappointed I’m painfully shy and I can’t stand being the centre
of attention I don’t need a soulmate, I just want a quiet life.
I sleep badly, so I don’t want you to binge-watch TV programmes
or roar with laughter late at night Lights go out here at 11 p.m
Basically, I’d like you to use your common sense If I’ve gone to
bed, I expect you to keep quiet
Friends are okay, but if more than three guests turn up,
it’s too much
I set high standards of cleanliness here I like people who are
neat and tidy When you move in, we can reach an agreement
about how we share the cleaning
I’m quite easy-going
5
10
15
20
Lisa is looking for
a fl atmate
Message Send invitation
I can recognise and use common collocations.
Trang 297 Choose the correct option, A, B, C or D Which sentences are true for you?
1 Dad says it’s important to set standards for yourself
A fi ne B tall C high D big
2 My sister has a imagination and draws incredible pictures
A vivid B detailed C sharp D strong
3 The last fi lm I saw was rubbish I was disappointed
A totally B absolutely C bitterly D completely
4 Most of my online friends are best described as
acquaintances
A occasional B casual C nearby D relaxed
5 I eat well and try to lead a lifestyle
A strong B fi t C wise D healthy
8 Complete the questions with one word in each gap.
1 Do you sometimes doubt yourself or are you always
2 Are you messy or and tidy?
3 Are you shy or do you like being the
10 USE OF ENGLISH Complete the second sentence
so that it has a similar meaning to the fi rst Use between two and fi ve words including the word
in capitals Do not change the word given.
1 People describe me as independent or rebellious
FREE
People describe me as a free spirit
2 Students at our school don’t have to wear school
uniform REQUIRED
Students at our school are not requiredto wear school uniform
3 My best friend is very shy and hates it when
everybody looks at her ATTENTION
My best friend is very shy and hates being the
5 If my parents shouted at me when I was younger
I used to start crying INTO
If my parents shouted at me when I was younger I used to burst into tears
6 My last exam results were extremely disappointing
BITTERLY
I was bitterly disappointed with/bymy last exam results
SHOW WHAT YOU’VE LEARNT UNITS 1–2
Use of English page 153
Anna’s looking for
a room
I’m sociable, so I’d love to live with like-minded
people I hope we may 1 share/have the
same interests I have an excellent sense of
2 and I like to 3 have a laugh
I don’t have any nasty 4 and I’ve
the law My private life is never 5 broken
Martin’s looking for
a room
I’m a medical student, so I work long hours at the
hospital I usually go back to my home town to visit
my parents two weekends a month or whenever
I7 a day off I eat out a lot because
I can’t cook I’d like to live with somebody who
has 8 standards of cleanliness and is
9 and tidy like me Please get in touch if
you like my profi le
4 USE OF ENGLISH Read the posts from Anna and
Martin and complete the texts with one word in each
gap Which person would be more suitable to share
a fl at with Lisa?
5 1.33 Match a word from box A with a word from
box B to make six common collocations Then listen
to the conversation between Lisa and Dave and
check your answers.
A
casual deeply free good highly supremely
B
acquaintance company confi dent
depressed intelligent spirit
casual acquaintance,
6 SPEAKING Discuss the ideal qualities for somebody
to share a fl at with Use the collocations from
Exercise 5.
I would/wouldn’t like to live with someone who is (a/an) …
Message Send invitation
Message Send invitation
29
Trang 302 SPEAKING Read Last week’s competition on the
Psychology Magazine website and discuss the
questions with a partner.
1 Why is adolescence described as a ‘roller coaster ride’?
2 What are the best things about being a young adult?
3 What new challenges do you face as a young adult?
3 Read the winning article on the magazine website and discuss the questions with a partner.
1 Did the author mention any of the pleasures or challenges you discussed in Exercise 2?
2 What is the author’s conclusion? Do you agree?
1 Look at the photos Which aspects of adolescence do
they illustrate?
The winning article:
Adolescence: Pain and Pleasure in Equal Measure
by Josh Payne
Remember when you were little and school summer holidays seemed to go on
forever? Being children, most of us lived carefree and happy lives Sadly, this does
not last and we must all grow up I can reliably report that the process brings pain
and pleasure in equal measure.
First, there is the pain Adolescence is a time of huge physical and emotional
change For many of us this change is accompanied by feelings of self-doubt, envy
and embarrassment Apparently, we are neither children nor adults; asked to act
like ‘grown ups’ in certain situations, but not in others ‘Be responsible and act
your age … but be home by 9 p.m.!’ These mixed messages can be hard to deal
with Add to this the pressure of schoolwork, and it is no wonder we sometimes feel
unable to cope.
Thankfully, alongside the pain, there is also pleasure Though we have to study, few
of us need to worry about bills or housework As a result, whether it is playing sport
or online games, we have time to enjoy ourselves On top of this, we have our friends
Pleasure and pain alike, can be shared with those who know exactly how we feel.
Despite the challenges, as far as I am concerned, the pleasure of being a young adult
outweighs the pain Although it may not always seem so now, perhaps in the future
we will look back on adolescence as ‘the best days of our lives’.
Psychology Magazine
This week’s competition
There are many unfair gender
-based stereotypes concerning the interests and attitudes of adolescents Write an article of 200–250 words in which you describe some
of these common stereotypes and challenge them by explaining why they are untrue
or unfair As usual, a selection of articles will be printed in an upcoming edition of
Psychology Magazine.
Have Your Say
Last week’s competition
The journey from teenager to adult can bring joy and pain, success and failure, friendship
and heartbreak If you are riding the roller coaster of adolescence right now, then Psychology
Magazine wants to hear from you.
Send us an article in which you describe some of the very best things about coming of age and
discuss the most challenging aspects of life for people living through these ‘in-between’ years.
As usual, a selection of articles will be published in an upcoming edition of Psychology Magazine.
Trang 316 Read the LANGUAGE FOCUS and rewrite the underlined fragments using participle clauses.
1 Because they want to look stylish, many adolescent boys also enjoy shopping for clothes
2 Because they attend mixed schools, most adolescent boys and girls receive the same education
3 Because I grew up with three sisters, I know something about the differences between boys and girls
4 Because they are stereotypes, such statements do contain an element of truth, of course
5 Because I have always got on well with boys, I think
I understand some of their attitudes.
Participle clauses to express reason You can use participle clauses in formal writing to express the reason for a statement made in the main clause.
• Use a Present Participle (verb + ing) when states or
actions occur at the same time
Being children , most of us lived carefree and happy lives.
= Because we were children (past), most of us lived carefree and happy lives (past)
• Use a Perfect Participle (having + Past Participle)
when one state or action occurs before another
Having grown physically , many adolescents expect to
• They fi nd it diffi cult to talk about their feelings
• They are always gossiping
• They love fashion and shopping
• They love sports and gadgets
• They are kind and considerate
• They are rude and aggressive
8 You are going to reply to This week’s competition
on the Psychology Magazine website Look at
page 30, read the topic on the website and think about the following:
• Where will your article appear and who will read it?
• Choose two or three gender-based stereotypes youthink are untrue or unfair (see Exercise 7 for ideas).Note down reasons to support your views
• Select techniques from the WRITING FOCUS tohelp you attract and hold the reader’s attention
• Make sure you use a formal or semi-formal style
9 Complete the writing task from the website
Include at least one participle clause to express a reason Use the WRITING FOCUS and LANGUAGE FOCUS to help you.
SHOW WHAT YOU’VE LEARNT
4 Read the WRITING FOCUS and look at the article
again Decide which techniques the author used for
writing the title, the introduction and the conclusion.
An article
Title
Attract the reader’s attention from the start:
1 ask a question (Are These the Best Days of Our Lives?)
2 use vivid adjectives (Adolescence: Thrilling and
6 tell a short anecdote
7 give an interesting or surprising fact or fi gure
Give your personal opinion and leave the reader with
something to think about:
9 ask a question
10refer to the future
11make an appeal or suggestion
12return to the idea in the title or the introduction
Note: Articles tend to be written in a formal or
semi-formal style In a semi-formal article avoid: insemi-formal phrases
(I think = As far as I am concerned …), colloquial
language (Most parents reckon that … = In most parents’
opinions …) and contractions (don’t = do not).
WRITING FOCUS
5 Read the example article introductions and
conclusions Decide which techniques 5–12 in the
WRITING FOCUS the authors used.
Introductions:
a It’s easy to forget that 100 percent of adults alive
today were once teenagers like us As a young man,
my ‘sensible’ father was a real rebel He rode a
motorbike and got a tattoo at the age of sixteen
b In his famous book, American author John Gray said
that ‘Men are from Mars, women are from Venus’
Does this also apply to adolescents? Are younger
men and women really so different from each other?
Conclusions:
c As I began by saying, men and women differ in many
ways, but individuals also differ regardless of their
gender We should be wary of stereotyping, respect
each other and cooperate to use our strengths for a
common good
d So, as a regular teenage girl, am I really that different
from the boy sitting opposite me in class? Perhaps
not Whether we will become more or less alike in
later life remains to be seen
31
Trang 32fair-minded /ˌfeə ˈmaɪndɪd/
feel strongly about sth / ˌfiːl ˈstrɒŋli
larger than life /ˈlɑːdʒə ðən ˌlaɪf/
level-headed /ˌlev əlˈhedɪd/
make sb feel at ease /meɪk ˌsʌmbɒdi
lose touch / ˌluːz ˈtʌtʃ/
love at first sight / ˌlʌv ət ˌfɜːst ˈsaɪt/
make an impression / ˌmeɪk ən
see sb / ˈsiː ˌsʌmbɒdi/
self-sacrifice /ˌself ˈsækrɪfaɪs/
push through / ˌpʊʃ ˈθruː/
put sb in a head-lock /pʊt ˌsʌmbɒdi
Trang 33attentive /əˈtentɪv/
boss sb around / ˌbɒs ˌsʌmbɒdi əˈraʊnd/
bursting with confidence / ˌbɜːstɪŋ
wɪð ˈkɒnfɪdəns/
carefree /ˈkeəfriː/
carry out research /ˌkæri ˌaʊt rɪˈsɜːtʃ/
(be) the centre of attention /(bi) ðə
out of the blue / ˌaʊt əv ðə ˈbluː/
pour with rain / ˌpɔː wɪð ˈreɪn/
break the law / ˌbreɪk ðə ˈlɔː/
burst into tears / ˌbɜːst ˈɪntə ˈtɪəz/
casual acquaintance / ˌkæʒuəl əˈkweɪntəns/
common sense / ˌkɒmən ˈsens/
deeply depressed / ˌdiːpli dɪˈprest/
deeply disappointed / ˌdiːpli ˌdɪsəˈpɔɪntəd/
equally important / ˌiːkwəli ɪmˈpɔːtənt/
free spirit / ˌfriː ˈspɪrət/
full-time course /ˌfʊl taɪm ˈkɔːs/
go out / ˌɡəʊ ˈaʊt/
good company / ˌɡʊd ˈkʌmpəni/
hang around / ˌhæŋ əˈraʊnd/
have a baby / ˌhæv ə ˈbeɪbi/
have a day off / ˌhæv ə ˈdeɪ ɒf/
have a laugh / ˌhæv ə ˈlɑːf/
have a shower / ˌhæv ə ˈʃaʊə/
healthy lifestyle / ˌhelθi ˈlaɪfstaɪl/
high standards / ˌhaɪ ˈstændədz/
highly intelligent / ˌhaɪli ɪnˈtelədʒənt/
keep quiet / ˌkiːp ˈkwaɪət/
like-minded /ˌlaɪk ˈmaɪndɪd/
look miserable / ˌlʊk ˈmɪzərəbəl/
loud and clear / ˌlaʊd ən ˈklɪə/
meet the requirements / ˌmiːt ðə rɪˈkwaɪəmənts/
miserable /ˈmɪzərəbəl/
nasty habit / ˌnɑːsti ˈhæbɪt/
neat and tidy / ˌniːt ən ˈtaɪdi/
painfully shy / ˌpeɪnfəli ˈʃaɪ/
perfectly normal / ˌpɜːfɪktli ˈnɔːməl/
post a video / ˌpəʊst ə ˈvɪdiəʊ/
quiet life /ˈkwaɪət ˌlaɪf/
reach an agreement / ˌriːtʃ ən əˈɡriːmənt/
roar with laughter / ˌrɔː wɪð ˈlɑːftə/
roommate /ˈruːmˌmeɪt/
sense of humour / ˌsens əv ˈhjuːmə/
set high standards /set ˌhaɪ
ˈstændədz/
share an interest / ˌʃeər ən ˈɪntrəst/ shrug your shoulders / ˌʃrʌɡ jə ˈʃəʊldəz/
sleep badly / ˌ sliːp ˈbædli/
smile politely / ˌsmaɪl pəˈlaɪtli/
soulmate /ˈsəʊl meɪt/
spare room / ˌspeə ˈruːm/
strong feeling / ˌstrɒŋ ˈfiːlɪŋ/
supremely confident /sʊ ˌpriːmli ˈkɒnfədənt/
turn up / ˌtɜːn ˈʌp/
vivid imagination / ˌvɪvəd ɪˌmædʒəˈneɪʃən/
for the common good /fər ðə ˌkɒmən
self-doubt /ˌself ˈdaʊt/
MY WORD LIST
33
Trang 34VOCABULARY AND GRAMMAR
1 Complete the sentences with words from the unit
The fi rst and last letter of each word is given.
1 The hero in action fi lms is traditionally d g and
prepared to take risks
2 She plays the type of detective who’s especially
pe and notices the smallest of details.
3 My favourite character is the brother because
he’s very l k When everyone else is getting
stressed, he doesn’t seem worried
4 I didn’t like the main character because she’s so
sd Everything’s about her and she
doesn’t care how it affects the others
5 There’s a scene where the uncle points out the
problems with Joe’s plan He’s really t@@@@@@@@ l though
and does it without discouraging his nephew
6 When Billy fi rst dances in front of an audience,
he’s really s- s, but over time, he
gains confi dence
2 Choose the correct option.
1 It’s important that an interviewer makes the candidate
feel at ease / eased / at rest.
2 She’s confi dent, but not too fi lled with / full of / full
with herself She’ll always acknowledge when she
doesn’t know something
3 When my uncle saw his future wife for the fi rst time,
he was immediately attracted with / to / at her.
4 When Mum saw my new haircut, a look of shock
hesitated / grimaced / fl ickered across her face.
5 I only briefl y glimpsed / glanced / gazed the message
on her phone, but I’m sure it was from Bianca
3 Complete the sentences with the Past Perfect Simple
or Past Perfect Continuous forms of the words in
brackets
1 Joshua @@@@@@@@@@@@@(already/be) married twice
before he met Carol
2 I asked Martha and Sue to organise my wedding
because they @@@@@@@@@@@@ (prepare) quite a few
before
3 Stewart was really exhausted because he
@@@@@@@@@@@@@@@@(look) after the twins the whole
afternoon
4 Dad, how long @@@@@@@@@@@@@@@@(you/date) Mum
before you got engaged?
5 I stopped talking to my brother after we @@@@@@@@
(have) a serious argument for the third time that
week
6 When I saw Jane, I could see she @@@@@@@@@@@@@@@(cry),
but I didn’t know why
4 Complete the sentences with one word in each gap
1 Maria accepted Niko’s invitation to the cinema,
made him really happy
2 Last week I bumped into the Smiths,
son used to be in my class at school
3 Would you like to meet my cousin I
told you about yesterday?
4 Here are some lovely photos from Greece
on our honeymoon
USE OF ENGLISH
5 Complete the text with the correct form of the words in the box There are two extra words.
deep equal full health perfect polite
6 Choose the correct answer, A, B or C.
1 Let me introduce you to the woman husband originally set up the gallery
3 When we got to the reception, we realized that
we the present for the newlyweds at home We felt extremely embarrassed
A had left
B left
C have left
4 How long for a reply to his email before
he realized he wasn’t going to get a response?
A Tom waited
B did Tom wait
C has Tom waited
5 Mark says he never has time to make his bed in the morning, me a lot He should get up earlier
A which irritates
B who irritates
C that irritates
In parks around the world, it’s become 1 normal
to come across hundreds of people gathering every Saturday morning to run their weekly fi ve kilometres Since it started in
2004, parkrun has become a global phenomenon with events taking place in hundreds of locations in more than twenty countries across the world Parkruns attract people of all ages and for a whole range of diff erent reasons Most participants
lifestyle For many, the see running as part of a 2
social side of the events is 3 important People who start off as casual acquaintances nodding to each other and smiling 4 , can end up as fi rm friends
FOCUS REVIEW 2
PARK LIFEby Anna George
Trang 3510 Read this announcement on an international students’ website and write an article in reply.
WRITING
SPEAKING
9 Do the task in pairs
7 Complete the second sentence using the
word in capitals so that it has a similar
meaning to the fi rst Use up to fi ve words
in each gap, but do not change the word in
capitals
1 First we went for a meal and then we went
to the cinema BEEN
After we @@@@@@@@@@@@@@@@@@@@ , we went
to the cinema
2 Dan wasn’t at the party and Cathy’s parents
were extremely upset BITTERLY
Cathy’s parents @@@@@@@@@@@@@@@@@@@@@@ Dan
wasn’t at the party
3 I fi rst met Sally at the restaurant over there
WHERE
That’s the restaurant @@@@@@@@@@@@@@@@@@ Sally.
4 After working for ages, I decided to take
a break SO
I’d @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
@@@@@@@@@@@@@ I decided to take a break
8 1.34 You will hear a talk with a
psychologist Adam Martins Listen and
complete the notes with information from
the talk Use a word or a short phrase You
will hear the recording twice.
1 The reporter asks if it is true that twins have
a special mental and emotional @@@@@@@@@@
2 Some reports suggest that the special
psychic bond is shared mostly by
@@@@@@@@@@@@@@@@@@@@@@@@@
3 However, the existence of psychic powers
has not been @@@@@@@@@@@@@@@@@@@
4 When Adam and @@@@@@@@@@@@ were fi fteen,
they drew very similar pictures while sitting
on opposite sides of a classroom
5 According to studies, some twins tend
to be a bit @@@@@@@@@@@@@@@@@@@@@@@ than
regular siblings or only children
6 During childhood, twins compete with
each other mostly for @@@@@@@@@@@@@@@@@@@@@@
@@@@@@@@@@@@@@@@@@@@@@@@@@
7 Studying different subjects, at different
universities often in different countries is
one way in which twins try to establish a
greater @@@@@@@@@@@@@@@@@@@
8 Research shows that the most important
factor responsible for our psychological
characteristics is @@@@@@@@@@@@@@@@@@
A
B
Look at photo A Describe the photo and answer the questions.
• What do you think is going to happen next? Why?
• Do you get on better with boys or girls in your family? Why?
• Tell me about a situation in which you or someone you knowwas involved in a family argument
Look at photo B Describe the photo and answer the questions
• How do you think the man is feeling? Why?
• What’s the most challenging thing about living on your own?Why?
• Tell me about the household chores that you or somebodyyou know had to do when you were a child
Trang 361 Which of these townscape and landscape features can you fi nd near your school? Discuss with a partner.
a breathtaking view a bridge a canal a fast-fl owing river
a historic monument a housing estate a market square
a shopping centre a waterfront restaurant slums
2 Discuss how far you would need to go to see features in
Exercise 1 that are not near your school.
SHOW WHAT YOU KNOW
3 SPEAKING A city in Spain has banned cars from the city centre Discuss the possible advantages and disadvantages Then read the text and compare your ideas Use the text to make a fi nal list of good and bad points.
Pontevedra, located on the northwest coast of Spain, is a small city surrounded by rolling hills The picturesque
old town of Pontevedra comes alive at night and the vibrantatmosphere continues well into the early hours
So far, it sounds like any Spanish city
But this one is different – I’m standing
in the city centre and I can’t hear any cars!
The mayor of Pontevedra was determined to preserve the historic centre of the city with its bustling
squares, Gothic architecture and
quaintbackstreets, and limit urban
development
5
10
15
3.1 Landscape features VOCABULARY • prepositions describing
location • describing places • in the city
I can describe cities and talk about city life.
SMOG-FREE MEXICO CITY
9 Watch the BBC video
For the worksheet, go to page 136.
Trang 374 2.1 Read the questions and make sure you
understand the meaning of the underlined
collocations Then listen to a phone-in programme
and answer the questions.
1 How has Ryan’s daily commute changed?
2 According to Jack, what can a reliable network of
buses replace?
3 Where does Sarah want planners to put in cycle
lanes?
4 Why is Julia’s home town very popular with tourists?
5 Why can’t ancient cobbled streets have cycle lanes,
according to Julia?
5 SPEAKING Think about your own local town or
city Discuss the questions:
1 How doable/desirable would it be to ban all cars
from the centre?
2 What changes would have to be made before the
ban and in what order?
3 Compare the advantages and disadvantages
Use the list in Exercise 3 to help you Which list is
longer?
Visit Norwich, one of England’s most
1beautiful cathedral cities During the middle ages Norwich was England’s second city and there are some spectacular examples
of 212th–15th century architecture in the city
See the cathedral, of course, but don’t miss the 3nice, old-fashioned backstreets behind
it Norwich is also famed for its huge, 4busy and noisy open-air food market as well as its 5exciting nightlife Less than two hours from the capital, Norwich should defi nitely become your next destination
Norwich – a cathedral city
So he banned cars – completely! He transformed
the medievalcentre into a pedestrian zone He
felt that the historical centre was dead It was
a city in decline, polluted, with a lot of traffi c
accidents He got rid of on-street parking and
opened underground car parks on the outskirts
of the city within walking distance of the centre
With pedestrianisation, the shabbycity centre got
a facelift: roundabouts replaced traffi c lights and
pavements, drainage systems, public lighting and
street furniture were all renovated
The benefi ts of all these changes are numerous:
deaths in traffi c accidents in the city centre have
dropped to zero and CO2 emissions are down by
70 percent The city centre is growing with 12,000
new inhabitants who have moved there while
other cities in the region are getting smaller By
not allowing big shopping malls to be built in the
centre, small businesses have fl ourished Noise
pollution has been replaced with the tweeting of
birds and the sound of human voices
WORD STORE 3A Prepositions describing location
Go to WORD STORE 3 page 7
1 a big city located on the coast
2 a café within walking distance of where you are.
3 a famous monument in the city centre of your capital city
4 a town located on the border of your country
5 a school, a shopping centre or a sports centre located
in the suburbs of a nearby city
6 a park or play area within easy reach of your house
8 2.3 Complete WORD STORE 3B with the adjectives
in red in the text Then listen, check and repeat.
9 SPEAKING Replace the words in bold in the description
of Norwich with an adjective from WORD STORE 3B Would you like to visit Norwich? Discuss with a partner.
10 2.4 Complete WORD STORE 3C with the underlined collocations and compound nouns in the text and in Exercise 4 Then listen, check and repeat.
11 SPEAKING Complete the sentences with the collocations or compound nouns in WORD STORE 3C Would such measures improve your home town?
Discuss with a partner.
modern surfaces like tarmac
2 On-street parking should be limited to residents only.
Trang 381 SPEAKING Look at the pairs of sentences
Which alternative is more likely? Discuss with
a partner Give reasons for your answers.
In three years’ time …
1 a I’ll still be livingat home with my
3 Look at Exercise 1 and name the future
verb forms in blue
Future forms
• You use the Future Continuous to talk about
unfi nished actions in progress at a time in
the future It often refers to future events
that are fi xed or expected
1 At 11 a.m tomorrow, I’ll be doing an
exam.
• You use the Future Perfect Simple to talk
about an action that will be completed
before a certain time in the future
2 By 11 a.m tomorrow, I’ll have done an
exam.
• You use the Future Perfect Continuous
to talk about how long an action will have
been in progress before a certain time in the
future
3 By 11 a.m tomorrow, I’ll have been doing
an exam for an hour.
GRAMMAR FOCUS
3 Read Part 1 of the story about the Franklin
family plans Complete the text with ‘ll, be,
been or have Then discuss the questions.
1 What problems do the children predict?
2 Which child seems more positive about
the voyage?
4 Complete Part 2 with the correct form of the verbs in brackets Use the Future Continuous, Future Perfect Simple or Future Perfect Continuous Would you like to go on a voyage like this? Why?/Why not?
Eileen Franklin told us ‘We’re not in a hurry, so after leaving San Francisco we 1will
2 @@@@@@@@@@ (sail) across the Pacifi c and we 3 @@@@@@@@@@ (end) our journey in Indonesia It’s a long voyage, but by the time we leave we 4 @@@@@@@@@@@@@@@@@@@@@
(plan) for several years, so I think we’re as prepared as we can be.’
‘Yes’, added Bob ‘And by the time we set off , we 5 ‘@@@@@@@@@@@@(do) everything possible to make this a safe trip: Jake 6 @@@@@@@@@@@@@@@@ (improve) his swimming and Eileen 7 @@@@@@@@@@@@@@@@ (do) an advanced fi rst-aid course On the boat, we
8 @@@@@@@@@@@@ (use) top-of-the-range technology to chart our route It’s the trip of
a lifetime, so we 9 @@@@@@@@@@@@@@@@@@@@ (not take) any chances!’
1 Are you going home straight after school?
2 Are you doing anything interesting this evening?
3 Who do you plan to see at the weekend?
4 When will you go on your next holiday?
5 Are you going to have a party for your eighteenth birthday?
6 Do you think you’ll leave home permanently before you’re twenty-fi ve?
6 SPEAKING Ask and answer the questions you have rewritten
in Exercise 5.
11 Watch the Focus Vlog For the worksheet, go to page 137.
Grammar page 154
11
3.2 Future forms including the GRAMMAR
Future Perfect Continuous
I can use a variety of forms
to talk about the future. In a few weeks’ time, the Franklin family will 1be embarking
on a three-year sailing voyage We asked the children how they felt about the adventure Mandy (aged seventeen) said, ‘We’ll 2
missing a lot of school, but I think that by the end of this trip we’ll 3
learnt more than in a classroom We’ll have 4@@@@@@travelling for three years and we 5 have seen places with our own eyes We won’t 6 just read about them in books.’
Mandy had a few worries: ‘The worst thing is that I’ll 7 spending three years in a small space with my untidy brother.’
Jake (twelve years old) was less keen than his sister: ‘By the time we go, I’ll have 8 @@@@@@@@ playing basketball for my school team for two years, and I want to become a professional in the future I’ll 9 practising whenever I can, but it’s not easy on a boat.’
Trang 39WORD STORE 3D Collocations and
compound nouns
5 2.6 Complete WORD STORE 3D only with vowels Use these defi nitions to help you Then listen, check and repeat.
1 a task to be done regularly at home, such as cleaning, washing, etc
2 an electrical device you have at home which helps you do the c ooking, vacuuming, etc
3 a number of houses or fl ats built close together at the same time
4 a car park consisting of several levels
5 a district where people live
6 an additional house, e.g a holiday home
7 a fl at which has all the necessary facilities needed for living, e.g a kitchen, bathroom, toilet, etc
8 a tall building divided into separate fl ats or offi ces
6 Complete the collocations with the words in WORD STORE 3D Then complete the sentences to make them true for you Compare with a partner.
1 My least favourite domestic chore is …
2 The nearest multi-store car park is …
3 The one household appliance I couldn’t live without is …
4 The newest development in my neighbourhood is …
5 The tallest block in my city is …
6 The residential area I’d most like to live in is …
7 I’d love to have a home in …
8 I’d prefer to live in a small self-containedfl at than …
7 2.7 Listen and complete the chants in section A Listen again Repeat , paying attention to the rhythm.
A
WhatWhat
will you have seen?
How long you have been learning?
you have been earning?
How much Howlong
8 2.7 Complete the chants in section B with you
and correct auxiliary verbs Then listen and check Repeat , paying attention to the rhythm.
PRONUNCIATION FOCUS
1 Match photos A–C with descriptions 1–3 Use the
photo captions to complete the texts.
2 SPEAKING Discuss which house in Exercise 1 you
would most/least like to live in Give reasons for your
answers.
3 2.5 Listen to three recordings In which order are
places A–C in Exercise 1 mentioned?
4 2.5 Listen again For questions 1–3, choose the
correct answer A–C.
1 Which statement is an opinion and NOT a fact?
A Over a third of British people don’t know their
B not big enough for 80,000 people
C a good investment opportunity
3 Choose the most appropriate headline for this
news report
A SMART HOMES MEAN LESS SHOPPING
B SMART HOMES SAVE TIME AND MONEY
C SMART HOMES NEED SMART PHONES
EXAM FOCUS Multiple choice
1 In the of the future, all appliances will
be connected through wireless networking systems
The house and car would use power that is collected
through solar panels and stored
3 The @@@@@@@@@@@@ is designed to be twenty-fi ve storeys
high If the concept became reality, it would feature
a casino, an art gallery, a park, a shopping centre and
accommodation for 80,000 people It would cost
$12 billion to build
2 is a housing development where each
household has a self-contained house or fl at People
have the opportunity to eat together and meet regularly
in a large communal house
I can identify specifi c information
in a detailed spoken dialogue about places to live.
A Freedom Ship
B
C Smart home
Trang 402 Complete the table with the words from Exercise 1 Add six words of your own Then compare your ideas with a partner.
House of my dreams! House of my nightmares!
3 Look at the photo of Zeki and the map Which words from Exercise 1 would you use to describe his ‘house’?
4 Read the article and check your ideas in Exercise 3 Then answer the questions.
1 Where does Zeki come from?
2 Who taught him to live in the wilderness?
3 Where is he living at the moment?
4 What is he studying?
5 What is his daily routine?
6 Does he miss his friends?
7 What does he like about his lifestyle?
8 What would you like/hate most about Zeki’s lifestyle?
1 2.8 Look at the list of words and phrases Which
ones would you use to describe your house or fl at?
Use a dictionary if necessary Then listen and repeat.
I live alone on the Isle of Skye in a tipi almost impossible to fi nd
without detailed directions It might seem unusual for someone
of sixteen, but I love my own company and I’m passionate about
preserving wild spaces I grew up with my mum, Ghillie, and older
sister, Yazzie, in a remote and sometimes inaccessible home in
the Scottish mountains, using cross-country skis to drag food and
supplies to the house.
Mum, a cookbook writer, taught us about possible dangers and
how to cope with them, then let us run wild from an early age
1 I spent so much time with tribes who rely on the land
2.9
15
20
that this became second nature to me When I gained a place
at the School of Adventure Studies on the Isle of Skye last year,
I decided to live in a tipi, practising what I preach
I sleep on an ancient canvas camp bed my grandfather gave me, with two old army blankets and some skins I tanned myself for warmth I have an open fi re and spend my evenings tanning animal and fi sh skins, and carving wood I store clothes and books in an old metal trunk of my mum’s – it’s covered in stickers from her travels
I wash my clothes in the river and dry them in the wind or in the heat from the fi re I have a bush shower using water from the river.
I am 16 and live alone in the wilderness
I can infer unstated information and understand relationships between ideas in a descriptive text.