GateWay

2^nd Edition

David Spencer

+ Student's ResourceCentre

GateWöY

2^nd Edition

David Spencer

macmillan education

Vocabulary Q€f

Gateway to exams: Units 1-2 p30

Compound nouns connected with health and medicine

Reading

Problem letters

Teenagers' rights and responsibilties

An informal email

Crime stories

Discussing values

A blog post

Mapping the world's languages

Body language

A language biography

Teen health tips Why learn first aid?

Notes and messages

Grammar

Present simple and

present continuous

Past simple

Past continuous

some, any, much, many, a lot (of), a few, a little

Relative pronouns

Present perfect with ever and never

Present perfect with for and since

Present perfect with just, yet, already

Life skills

Autonomy: Contributing to family life

Social skills and citizenship: Thinking about right and wrong

Social skills:

Public speaking

Physical well-being: Learning some basics of first aid

Present perfect and past simple

Contents

Family dinners                                                                                                                                                                         An informal email

TV today Negotiating Listening: Identifying the speaker activities

Talking about fame                    Discussing Slow TV                     A video message or email

Speaking: Negotiating

Negotiating Giving opinions on TV and films

Contents

Job           Jobs and work,  Do you have an Modal verbs of  The world of work: hunting          Personal qualities  unusual job?      obligation, prohibition and           Assessing your advice     transferable skills

              p84                         Compound adjectives   Transferable skills

Second conditional

A letter of application and CV

Best Friendships, Feelings A lesson in Past perfect Personal friends Noun suffixes -ness, friendship used to well-being:

Loneliness is         Managing forever             -ship, -dom         common at  Gerunds and infinitives  friendships

p96 university

An email of advice

                                                             N on ¯fiction             The life of a                     Reported speech —            Art and culture:

pilo                                                                         Phrasal verbs       top children's     statements         Enjoying fiction author

connected with Reported speech — questions reading and writing Prologue

A story

Log on Using a computer, The computer The passive — present ICT: Protecting pi 22 The Internet that began it all simple yourself on the

n erne Collocations with Social networking The passive — other tenses email       today, no job tomorrow? have something done

Text messages

Contents

                                                         The importance of the                                                                         Speaking: Speculating

Comparing and contrasting

                                                          Internet                                                                                                     about photos

photos

Trivia quiz

Contents

baby • child • middle-aged (man/woman) 3 your mother's new husband in a second or later senior citizen • teenager • young adult marriage

6 SPUKING Work with a partnere Take it in turns to define the other words in 4. Can your partner say the family member?

It's

Complete the sentences with the words in the box.

2      Put the stages of life in order. Begin with birth.

2       doesn't

02 Listen to three people talking about their families. Choose the correct alternatives.

1       Joshua is a child/a teenager. He has a big/small

2       Olivia is a child/a teenager. She has got a big/small family. She lives with her father/qrandfather. She spends a lot of time with her aunt/cousin.

3       Jessica is a senior citizen. She's got four/twelve grandchildren. She is married/divorced.

9 SPEAKING Work with a partner. Tell them about your family using words from this page.

unit

3      Work with a partner. Think of good advice to give Zoe.

4      Now read advice from an expert. Do they mention any of your ideas in 3?

49 Our expert says

You want your parents to treat you with respect, But show them respect, too. You say you have a lot to do but I'm sure your mother is also busy. You don't want to tidy your bedroom when you're doing your homework. SOJ decide on

that is. Then make sure you do itl As for the music, parents and teenagers always argue about music. Speak to your mum calmly. Explain that it helps you to study. But keep it to a reasonable volume or use headphones. And finally, your bedroom. Maybe your parents don't realise that you're not a little child any more. Explain why you think it's important to have a private space. Maybe you're spending a lot of time in your bedroom and your parents don't see you or get a ouc chance to speak to you. When you talk to parents it makes a big difference. Tell them what's happening in your life.

5 Read the text again and choose the best answers.

1      Zoe is angry with her mum because she says her mum doesn't .

a      tidy Zoe's bedroom. b realise how busy Zoe is.

c want Zoe to do her homework.

2     
Zoe's mum has a problem with Zoe's music because she a doesn't think it helps Zoe concentrate.

b doesn't like the style of music. c can't do her work with loud music.

3      The expert thinks that Zoe's mum a is right to tell Zoe to tidy her room.

b     is right to stop Zoe in the middle of her homework.

c      is right to decide what time Zoe should dean her room.

4      The expert thinks that Zoe can do what she likes with her music .

a      because parents are never happy with their children's music.

b     if she talks to them about it.

c      within certain limits. 5 The expert says that .

a      it's normal for Zoe's parents to enter her bedroom without knocking.

b     maybe Zoe's parents want her to communicate with them more.

c      Zoe's parents don't want her to have a private space because she's too young.

6 $CRITICAL THINKING

Think! Then compare ideas with your class.

• What do you think is good advice for when you have disagreements with your parents?

hatdo&hæunderlined-wordsän-th text mean? Guess and then check in your dictionary,

8 SPEAKING' What about you?

Do you ever argue with your parents? What about?

The daughter is talking on the phone.

3 Complete the dialogue about the picture using the present simple or present continuous form of the verbs given.

Molly: Hi, Julia. What (a) you

(do)? Are you at home? Julia: Yes. I never (b)(go) out on Wednesdays.

         Molly: (c)                            you                            (watch)

       Julia:    No, right now my mum (d)

(watch) her favourite series. She always

(watch) it on Wednesdays.

Molly: What's that sound? (f) somebody(cry)?

Julia: Yeah. It's my baby cousin.

Molly:

(cry) like that?!

Julia: No, she (h)

you  (know) what my dad

 (do) at the moment?

Molly:

Julia:  (listen) to loud music because he (m)(hate) the sound

of crying! And the amazing thing is that now my grandfather (n) (steep)

He usually (o)  (sleep) in the

afternoon. I don't know how he's doing it!

naualnninn

go with the present continuous?                                  1 Look at these words from the text on page 7.

1       at the moment               5 now

2       never              6 right now         argument • concentration • difference

3      

4       on Wednesdays The parts of the word in bold are suffixes. Suffixes change the type of word, e.g. from an adjective or a verb to a noun.

2 Complete the words in the table and then use your dictionary to check the words,

-ment

Verb

                                                                                                                          1           aryne

-ion

Verb concentrate

8

Noun

difference

12

30 Choose the correct alternative.

at the moment = present continuous

5     
Complete the sentences with the present simple or present continuous form of the verbs in the box.

1      I can't come out at the moment because I my sister with her homework. ? My grandfather can hear you.

3      My cousin alwaysin a restaurant on Saturday afternoons.

4      Can you say that again? I

5      Can I help you, Dad?you anything?

6      My sisterdown right now because

she doesn't feel well.

6      Write questions for these answers.

1      What do you do on Fridays?

I play basketball on Fridays.

My mum is working at the moment.

3

My uncle and aunt live in Liverpool. 4

63 Have you got a lot of confident/confidence when My family and I usually go to the cinema at the    you speak in English? weekend.

4 Are there many different/differences between English and your language?

7      SPEAKING Use the questions in 6 to interview

•e-having-diseuss/discussio

questions to ask.

3b SPEAKING] Work with a partner. Ask and answer the

            What                                                                              questions in 3a.

lifa eViIIe• A'

wtoney to yo Out?

As we yet older, we feel We have mure rights. And We Want others to respect our rights. gut to become an independent adult We need to accept ÖvVkt responsibilities and begin to do things fir onrselves.

After all, parents have rights, too,

3 SPEAKING, Answer these questions,

1      Do you agree with the examples of rights in the first paragraph?

Why/Why not?

2      What other rights do you think teenagers have at home? Make a list.

3      Look at the question at the end of the second paragraph. What is your answer to this question? Explain.

4      What rights and responsibilities do you think parents have?

1b Count how many times your answer was 'l do' in la.

Read the essay. Choose the best title.

a      Teenagers have rights AND responsibilities.

b      Teenagers have the power. c Wait until you are an adult.

10

about their special responsibilities. Watch the video or listen and write down each person's special responsibility.

Grace Louis

Jessica

5 Q) 03 Watch or listen again and write the name of the person who says these things. 1 I'm an only child.

2       I chose to take on my responsibility.

3       I have a new opinion about my mum.

4       I can do more in my free time because of my responsibility.

5       I can now have something I want.

6       I have to help because my mum is busy studying,

the house. Check that you understand the words in the list. Use a dictionary if necessary,

A Who usually does B How often do this in your house'? you do this?

clean the kitchen

clean the bathroom cook

do the shopping

do the washing lay the table

make your bed

take the rubbish out

tidy your bedroom wash the dishes

6b SPE.AKING Interview your partner to find out who usually does these jobs in their house.

Who usually cleans the kitchen in your house?

6c SPEAKING, Now find out how often your partner does these jobs (every day, once/ twice/three times a week, at the weekends, never)e How often do yon clean the kitchen?

LIFE TASK

You want to contribute more to your family life.

Follow this plan:

or In a sma group. part rom t e Isto JO s in 6 and the ideas in the videos, make a list of any other ideas, big or small, to help at home.

2      Individually make a list of things that you think you could do to make a positive contribution to your family life.

3      Make a 'Helping out' timetable in your notebook to plan when you can do these things. Use your school timetable to help.

4      Compare and comment on your timetables. 5 Tell your family about your plans!

Look at these sentences and then complete rules 1—5 with a/an, the or no article.

I think family dinners are great.

b Family dinners are an important moment for us. The dinner I'm eating today isn't good.

d The government talks a lot about family dinners.

I'm a computer technician.

article when we talk about

things in general.

to talk about a singular, countable person or thing for the first time, or to say that the person or thing is one of a number of things or people.

3     We useto talk about a specific person or thing or a person or thing mentioned before.

4     We useto talk about someone or

situations,

2      Where does he_go in hisjpb?      anything to eat.

3      What does Chris usually eat?            3 I thinkcommunication is essential.

Do you think it's important to eat with your family? Why/Why not?

12                 1

4      Read the text and choose the correct alternative. (a) A/The report by the National Literacy Trust in the UK says that talking at home during meals can help (b) the/— children to be more confident and to communicate well. (c) A/The report says that 87% of (d) the/— young people sit down with their family at mealtimes. But 7.1% of those young people never or rarely talk to their family while they are eating. (e) A/An interesting thing the Literacy Trust discovered is that talking at mealtimes makes you more confident about speaking in (f) the/— class discussions or in front of your classmates. Most young people who talk at mealtimes think that (g)    good communication skills are important for finding (h) a/the good job. (i) A/The British Government is interested in this report because they want to improve children's speaking and listening skills. And (j) the/— families can help to do this just by talking at dinnertime.

5      Find and correct a mistake with articles in each sentence.

1 I'm a vegetarian. I never eat the meat.

2 My mum is the doctor tn a big hospital, 3 Could you pass me potatoes?

4      I had a cat but a cat disappeared last month.

5      He's a student at University of Edinburgh.

6      She's got a brother and the sister.

7     

6b SPEAKING Interview your partner using the correct questions in 6a.

Do you think family dinners are important?

4 Do you talk about when you have 5 Do you listen to 6 Do you think important things dinner?

music at dinnertime?

food you eat makes a

1  Complete with information about you and your brothers, sisters or best friend.

2  [SPEAKING] Look at these four people and their personal information filese Tell your partner which people are similar to you. Explain why.

Oliver is similar to me because he's got one brother and he does sport on Sundays.

one brother, one sister brother at university, sister works goes out with friends on Saturdays plays tennis on Sundays

Phillipa

3  LISTENING' 06 Listen to two teenagers meeting for the first time. Look at the information in 2. Which two people are talking?

4  Work with a partner. Complete the dialogue with the correct questions. Look at the Speaking bank for help.

B: Yes, I've got one brother

B: He's 22.

A: (c)

B: No, he doesn't. He's at university in Manchester.

B: About once a month, when he comes home for the weekend.

A: That's good! I see my brother every day because he's only 14.

B: I usually go out with my friends on Saturdays and we sometimes play football on Sundays.

(f)

A: My brother and i often go to the cinema on Saturdays. But I never play football because I don't like sport.

SPEAKING BANK

Useful questions to ask for personal information

Have you got any brothers or sisters?

What do you do at the weekend/in the evenings/ on Wednesdays? What about you?

Do you like ... ?

What do you think of ...? How often do you ... ?

5a PRONUNCIATION 0 07 Which questions in the dialogue go with diagram A? Which go with diagram B? Listen again and checke

diagram A diagram B

5b 07 Listen and repeat the questions.

6 [SPEAKINGI Practise the completed dialogue in 4 with your partner. Pay special attention to the correct intonation in questions.

PRACTICE MAKES PERFECT

70 (SPEAKING: Work with a partner. Do this role-play using the dialogue in 4 and the Speaking bank to help you.

You meet an English boy/girl at a summer camp.

•     Find out if he/she has brothers or sisters. e tm era ou your, arm y.

•     Find out what he/she does at the weekend.

•     Tell him/her what you do in your free time.

7b SPEAKING Change partners and repeat.

 Look at this advert from a teenager called Alanna. What does Alanna want? Would you be interested in contacting her? Why/Why not?

2   Read this reply to Alanna's advert. Do you think this person is a good e-pal for Alanna? Why/Why not?

New message! O'

Hi Alanna!

1  1'm Isabel. I'm from Alicante in Spain. Let me tell you about myself,

2  1'm from quite a big family. I've got two brothers and a sister My sister and I are almost the same age and we go eveywhere together. My father is a teacher and my mother works in a hospital My dad teaches at my school. That's often a good thing, but sometimes it can be really bad ov i t o all es of music but especially pop and rock. My favourite group is Imagine Dragons. Do you know them? Right now I'm listening to their latest album.

4 English is my favourite subject at school, This year 1 ¹ m doing extra classes and I also read books in English. At the moment I'm reading a book by John Green. Do you know him?

5 Anyway, that's all for now. Write back soon if you'd like to be my e-pal.

Best wishes

Isabel

3  
Look again at the email in 2 and complete the information in the Writing bank.

E/ WRITING BANK

Useful words and expressions in informal emails To begin an informal email we usually use Dear

(Alanna) or just Hi.

We use contractions like I'm or

We can use emoticons like @ or

We can use the word to change the subject.

To finish an informal email we can use:

              That's          for now, Bye for now!,

              Write        soon, All the best or Best

4  Match the paragraphs in Isabel's email with their content.

PRACTICE MAKES PERFECT

5  Look at the task and write an email. Use Isabel's email an the Writing an to e p you. o ow the paragraph plan in 4.

Write an email with information about yourself to a new e-pal. Tell your e-pal: basic personal information information about your family information about your main hobby information about your favourite subject at school.

                                                                  WRITING BANK      PAGE 150

                                                                                      Educatio is i       løve   c.f

Vocabulary

1                  Ages and stages of life adolescence • baby • birth • child • childhood • death • middle age (n) middle-aged (man/woman) • old age • senior citizen • teenager • young adult

2                  The family aunt • born • brother • brother/sister/father/mother-in-law • cousin • daughter • divorced grandfather/mother • grandson/daughter • husband • nephew • niece • one-parent family • only child • partner single • sister • son • stepfather/mother • uncle • wife

3                  Noun suffixes •ment, -ion, -ence adolescence • argument • concentration • confidence • description difference • discussion • improvement • independence • information • movement • retirement 4 Other words and phrases page 136

Present simple and present continuous

1 Write the third person singular form 2 and -ing form of the verbs below.

Verb               Third person -ing form singular

3 write 4

6 watch 7 do

Articles

3 Choose the correct alternative.

/ 16 points

Choose the correct word to complete the sentences.

a new pair of jeans today.

a wears b carries c wearing d carrying 2 When your sister have English lessons?

        a is                         b do                       c does

3 I'm not sure if he            French or German right now.

a studies b are studying c study d 's studying 4 I'm sorry, I what you're telling me.

/ 8 points

AGES AND STAGES OF LIFE -THE FAMILY

'My name's Harry. I'm not married yet, I'm still (a) My mum and dad are middle-(b) — I think they're both 50 this year. I'm an (c) child.

I haven't got any brothers or sisters but I spend a lot of time with my (d)

Tara. She's my Uncle Jack's daughter. She's young. I remember when she was born. in fact, I was there at the hospital on the day of her (e) My Aunt Angela,

      Uncle Jack's (f)                           is really nice,

too. My dad's mum, my (g) is really special. She says I'm special for her too, maybe because I'm her only

(h)

Total:

NOUN SUFFIXES -MENC -ION,

2      Complete the sentences with the correct form of these words.

1     She usually gets 50% or 60% in her exams but in this exam she got 90%. That's a big

2     Can you give me a of your sister? I don't know who she is in this photo.

3     Good food helps your at school. 4 There's a lot of about the famous actor's visit to the school.

5  There are two or three between the present simple and the present continuous.

6  She wants to be a secondary school teacher because she likes working with

7  A dictionary gives you  about new words. 8 He's very — he doesn't need anybody to help him.

/ 40 points

is when somebody breaks

is when somebody steals accuse a suspect • analyse evidence • arrest a suspect from a bank or a person. charge a suspect • collect evidence • investigate a case

prove something • question a suspect

they give evidence or proof that

they-study.itän.detail

6 What is the noun form of each verb in 5? Remember

3      08 Listen, check and repeat.      that some noun forms are identical to the verb form.

Verb: accuse Noun: accusation

4      LISTENING} 09 Listen to four radio news Verb: analyse Noun: analysis items. What are the crimes?

13 7 SPEAKING) Work with a partner. Ask and answer this question.

       2       4                   Would you like to do detective work? Why/Why not?

2

newspaper-stories—Carr-you-match-the-titles-o the stories with the pictures? There is one title you do not need.

1     POLICE! DON'T MOVE!

2     The bank that's always open.

3     ARREST THAT DETECTIVE!

4     A thief? Or just thirsty?

2     Work with a partner. From the titles and pictures, what do you think happens in each story? Guess.

3     Read the stories. Which picture and title goes with each one?

ommaso Bonardi, 78, and Vittorio Laudani, 70, are a pair of experienced thieves. Last weekend, they tried to steal from a luxury fashion shop in Rome.

They went into the shop in the middle of the night wearing smart suits. At 4 am they were putting clothes and accessories worth €100,000 into a bag when the police arrived. But the criminals didn't run away. "lhev stood completely still and pretended to be part of the fashion éi»lay^r. Ihe police looked for them but didn't see them. Then one of them moved.      police arrested thon immediately, and not for the first time!

olice in Devon, UK, had a difficult case to investigate last week. A work of art disappeared at a literary festival. 'The work of art was a bottle of water.

It was special because the water came from melted Antarctic ice. An American artist called Wayne Hill brought back two litres of the special water and made a bottle for it. 'The work represented the problem of global warming. It had a value of over L42,000, so Hill wasn't very happy about its disappearance. Did an art thief take it? Or maybe somebody came across the bottle, thought it was rubbish and threw it in the bin. Or was somebody just very thirsty? "Ihe police looked into the case but no evidence turned up.

c

Banks use complicated systems to stop bank robbers. So what happened last weekend at a bank in Easingwold was very surprising.

t vj-€Säfi1Tdäy tüfldfume. Britiéh bå-nköd6n't ÜSÜ•ÅIFy-• open on Saturday afternoon. Daniel and Alison Pettigrew were outside their local bank with Oliver, their 5-year-old son. Oliver disappeared for a minute. When he came back, he said: 'Dad, rhe bank's open.' Daniel didn't believe his son at first. But he föund out i t was true. The door was open! Nobody was inside, but they saw computers and other things, all unprotected. Daniel called 999 and waited flor rhe police to arrive. 'lhe bank worked out that there was a problem with the door and sent somebody to lock it. They thanked Oliver for doing rhe right thing and opened an aCCOLlnL [Or him.

4

6

7

CLOSED

c

Read the stories again and answer these questions.

1   How did Bonardi and Laudani try to escape the police?

2   Why didn't their plan work?

3   What was the work of art that disappeared at a literary festival in Devon?

4   What different theories could explain the disappearance of the work?

5   Why were the Pettigrews surprised the bank was open?

6   Who discovered the problem and what did they do about it?

7   How did the bank thank Oliver?

GCRITICAL THINKING

Think! Then compare ideas with your class.

• How serious are the crimes in stories A and B?

What do the underlined words in the text mean? Guess and then check in your dictionary.

SPEAKING} What about you?

Which story do you prefer and why?

                                                                                2

presentation video.

-Pastsimpt

la Look at these sentences. Which sentences are in the present simple and which are in the past simple?

a     The police arrested them immediately.

b     Did an art thief take it?

c      Banks use complicated systems to stop bank robbers.

d     The work of art was a bottle of water.

e     They went into the shop in the middle of the night.

f       British banks don't usually open on Saturday afternoon.

g     The police didn't see them.

h     Hill wasn't very happy.

1b In la, find a sentence with ...

1 a form of be in the past simple affirmative. d 2 a form of be in the past simple negative.

3  a regular verb in the past simple affirmative.

4  an irregular verb in the past simple affirmative.

5  a past simple question.

6  a verb in the past simple negative.

lc Complete the sentences with the past simple form of be, walk and go.

Affirmative: He (a)      was/ walked/ went there yesterday.

Negative: He (b) there yesterday.

         Question: (c)                                              he

          (d)                                               there yesterday?

GRAMMAR REFERENCE PAGE 28

2a ORONUNClÅt10N Look at the three lists below. How do

we pronounce the -ed ending in each list?

      List A: finished    watched     liked               passed

      List B: wanted     needed       painted          started

      List C: stayed      arrived         discovered planned

2c In which list is the -ed ending pronounced /id/? Which letters come just before -ed in the words in this list?

3 Work with a partner. Write an A to Z of irregular past simple forms with one verb for each letter. Omit any difficult letters. How many can you think of in five minutes?

A — ate, B — bought, C

2

form of the verbs given.

In 2013, in New York, there (a)

(be) a terrible crime. Somebody (b) (mug) a 16-year-old boy in the street and (c) (steal) his smartphone. Then he (d) away. The boy (e) (not know)

the criminal but, soon after the mugging, he

(f)                                         (get) a surprise. The mugger

(g)                                       (not be) very clever. He (h) (take) a photo of himself on the phone and accidentally (i)

(email) it to the boy! The boy (j) (print) the photo and (k) to the police. The police (l)

(find) the criminal easily and (m) (arrest) him. He (n) (have) other stolen things at home, too, so the police

    (o)        (be) happy to catch him.

5  Complete these questions about the text in 4 with the past simple form of the verbs given.

1                  Who               a criminal (mug) in 2013 in New York?

2                  What              the criminal

(steal)?

3                  the boy         (know)

the criminal?

4                  (be) the criminal clever? 5 What the criminal (do)?

6  the photo the police?

7  (be) it difficult to find the

criminal?

(end)?

6 $PEAKINS Work with a partner. Take it in turns to ask and answer the questions in 5.

1

Student A

Sir Arthur Conan Doyle was the creator 2 of the world-famous detective, Sherlock 3

Conan Doyle was a (b)5

He began writing stories when he was at

6

Look Into investigate find by accident solve a problem by considering the facts

try to find

discover arrive or appear unexpectedly

university. When he began worl< he didn't have many patients. He started writing stories again.

Conan Doyle wrote his first Sherlock

(d)Apart from Sherlock Holmes, Conan Doyle created another interesting character, Sherlock's

2 Make new sentences using the correct form of the great friend, Doctor Watson.           phrasal verbs in 1 .

Sherlock Holmes was always a very 1 Detectives are trying to find the fraudster. popular character. He appeared in over ate looking for.,thzfrahdster. 50 short stories and (e) novels. Conan Doyle tried to kill the 2 The CIA began to investigate the case.

character in a story in 1893. But the The CIA public wanted more Sherlock Holmes 3 They found stories and Conan Doyle started writing them again in 1903.

Conan Doyle died when he was

years old. But his famous character Sherlock Holmes is still very much alive. He continues to appear

In

Catewcy to life skills: Social skills cad citäzcnshäp

Thinking about in a variety of situations.

property.

6  Stand up for what you think is right.           c)

7  Think about others, not just yourself.

2 READING Read these short explanations for the values in 1. Match the explanations with the values.

We don't all think exactly the same way. That's normal with so many people in the world. The important thing is that everybody has the right to their own opinions and ideas. We all need to respect that right.

Part of being human is looking after other people. When we only think about

B                ourselves, the world becomes a cold and difficult place. When we take action, we need to think about the consequences for us and also for others.

We can't just take what we want. How do you feel if somebody comes and takes your things? Copying another student's work and piracy are two other examples of the same thing taking things that aren't yours.

Physical violence is never a solution. Violence sometimes brings more

D                   violence in the end. When we hurt a person or an animal, we need to be prepare

When we don't tell the truth, we can make life difficult, especially

E                     for ourselves. When somebody finds out that we're lying, they lose

confidence in us, They never know when to believe us. Sometimes even small lies can cause big problems.

We need to remember that public property belongs to all of us. So

Fa we shouldn't damage it. After all, there's no reason for us to break or destroy things that other people can use and enjoy.

You see somebody doing something that you think is bad. If you

G don't agree with that, do something about it. Never do things that you believe are wrong because somebody tells you to. It can be easy to go against what you think is right but there are usually negative consequences in the end.

                 owthinlc ppened                                                                                 ntence-with•one-w

                                                                                                                               1 James's problem started at                          house.

a                                                                                                                                                                                2 The clock was special to his

3  James said     broke the clock.

4  James is worried because his mum and Oliver's mum are

5  Jessica and Kayla had a

6  Jessica             go out at the weekend.

b                                                                                                                                                                                7 Jessica didn't let Kayla copy because she didn't

think it was and she was worried about what the might think. 8 Jessica now has problems with and her friends.

6a What do you think is good advice to give James and Jessica? Think and make notes.

[LISTENING       11 James and Jessica talk to a friend on a video call about a problem 6b Work in a group. Compare your ideas. Do you they had recently. Watch or listen. have similar opinions? Match the teenager to the photos.

     Which have a value problem in 1 with?does each teenager 7 Work situations with and a partner. choose Read the best about answer.these two

1  You need money to buy your friend a birthday present. You find f20 on the classroom floor.

Do you .

a      use the money today to buy the present?

b      keep the money but wait a few days to see if anybody asks for it?

c       give the money to the teacher to find out who it belongs to?

d      do something else? What?

2  A friend wants you to tell her mum that you were together on Saturday afternoon. You weren't.

Do you .

a      agree to do it without asking any questions? b ask her to explain first and then you'll do it? c say no, you don't want to lie? d do something else? What?

LIFE TASK

You want to do the right thing.

Follow this plan:

1  Think of three situations similar to the ones in 7. Write questions and suggestions using some of the values in 1.

2  Ask another group of students your questions. Make a note of their answers.

3  Work in your initial group again. Do you agree with the answers? Do you think people are doing the 'right thing' or not? Why? 4 Tell the class your conclusions.

in

a b two completed actions in the past that happened one after the other.

c      an activity in progress in the past.

d     an activity in progress in the past interrupted by a sudden action.

1       b Complete this rule.

We make the past continuous with the past simple of + verb -ing

2       What were these people doing yesterday at 6.30 pm? Write complete sentences.

1  Rachel and Kate/buy clothes.

2  05TENlW 012 Listen to a boy telling his friend about something that happened to 2 Joe's dad/not make the dinner, him last night. How are the pictures in 1 connected?

3       Kim/run in the park.

3  012 Listen again and decide if each statement is True (T), False (F) or if

4  We/not watch TV. the information is Not Mentioned (NM).

1  Daniel was watching a detective film on TV last night.     T/F/NM 5 We/do homework.

2  Jim doesn't like watching

                                                                                   T/F/NM             6 Becky/swim.

T/F/NM

7 Sam and Beth/sit in the kitchen.

T/F/NM

2      Joe's dad/make the dinner?           5 Where/Sam and Beth/sit?

3     

e What was he looking for? f What did he take out of his bag?

 7 SPEAKING} Read your complete story to your partner. The old man ran quickly towards the young man.Are your stories similar or different? Which story g Then what did he do?do you prefer?

h      What did the young man do and why?

i        How did the story end?in

Daualnnina enaell'inel

1  ,SPQKINSI Work with a partner. Look at the pictures.

Describe what you can see. How do you think the 2 Itmatter. people feel?

3  It's(water).

4  me (get you a new bottle in the break). 5it up to you.

6 That's the time (l lend you anything). 7 terrible.

5 Where do the completed expressions go in the Speaking bank?

2  !SPQXIW  Discuss these questions with your partner.

1      
When was the last time you apologised to someone? Who did you apologise to and why?

2       When was the last time somebody apologised to you? Who apologised and why?

3       How easy or difficult do you find it to say that you're sorry?

3  LISTENING) 013 Listen to two dialogues. In each dialogue, why does the person apologise? Does the other person accept the apology or not?

PRACTICE MAKES PERFECT

7a Work with a partner. situations in 6. Create Use expressions from

7b SPEAKIL Practise the class.

7c SPEAKING^I Now choose and practise the

navalnninfl writinn

1 "SPEAKING) Work with a partner. Look at the photos above from 4 Imagine that you found something

3  Who were you with?

4  What did you find?

5  Why was it unusual?

6  What did you do with the object?

         Poste                             2014                                                                                          7 What happened in the end?

MY AMAZING DISCOVERY!

PRACTICE MAKES PERFECT Did you see me in the newspapers yesterday?!

Yesterday evening I went out with my friend Max. We were 5 Look at the task going home when we came across a bag at the bus station. At post. Use your

first, we didn't l<now what to do. But then we decided to open words and expressions bank to help you. it, to see who it belonged to. When we opened it, we couldn't believe it. It was full of money! There were also passports and plane tickets. We found out that there was f7 {000 in there! Last week you found Write a blog post We went to the local police station but it was closed. Suddenly, Tell them: we saw a police car. We decided to stop it as it was passing by.

We explained the whole story. The police were a bit surprised,what you found but very grateful. They contacted the owner. He was happy,  why the object was too. In the end, he didn't give us a reward, but that doesn't  what you did next matter because Max and I knew we did the right thing. the end.

3 Look at the words and expressions in the Writing bank.

2

Lanauaae eheeknoini: unit

Past simple of to be

(FORM

Vocabulary

1    Crimes and criminals break into (v) burglar (n pers) burglary (n) burgle (v) copy (v) damage (v) fraud (n) ^e fraudster (n pers) mug (v) mugger (n pers) mugging (n) piracy (n) pirate (n pers) rob (v) robber (n pers) robbery (n) shoplift (v) shoplifter (n pers) shoplifting (n) steal (v) theft (n) thief (n pers) vandal (n pers) vandalise (v) vandalism (n) violence (n)

2    Detective work accusation (n) accuse (v) analyse (v) analysis (n) arrest (v, n) case (n) charge (v, n) collect (v) collection (n) evidence (n) investigate (v) investigation (n) ^U proof (n) prove (v) question (v, n) suspect (n)

3    Phrasal verbs connected with investigating and finding come across find out look for look into turn up worl< out

4    Other words and phrases > page 136

28

   Past simple                                                                                                                                        / 8 points

Change these sentences and questions from present simple to past simple.

2 Complete the sentences and questions with the past continuous form of the verbs in the box.

looked/was looking.

Vocabulary revision

CRIMES AND CRIMINALS

Complete the sentences with some of the words.

rom a person or a p ace, you take money or objects illegally.

3     is a general word for somebody who takes other people's things or money.

4     is entering a house to take things. 5 is someone who damages and destroys things for no reason.

       6 Making illegal copies of DVDs is                             and

it's a crime.

DETECTIVE WORK

2      Choose the correct alternative.

1      The man made an important accuse/accusation.

2      They searched but couldn't find any proof/prove.

3      We need to analyse/analysis this evidence.

4      They charged/questioned the people who saw the crime.

PHRASAL VERBS CONNECTED WITH

/ 6 points

INVESTIGATING AND FINDING

3      Complete the sentences with prepositions.

1      I looked (a) my keys but couldn't find them. I hope they turn (b) 'f you come (c) them, could you tell me?

2      A detective is looking (d)  the case to work

who the criminal is. It's urgent to find who did it.

/ 40oints                                                      

TIP FOR READING EXAMS

In multiple-choice reading activities, remember

If you aren't 100% sure of the correct answer, begin by taking away any answers which you know aren't correct.

> EXAM SUCCESS page 144

1      Look at the picture. When do people usually call an emergency phone number like 911 or 999?

2      Read the text and write a title for it.

3      Read the questions. Are there any answers that you think are definitely not correct? Put X next to them.

1      The problem with emergency numbers is that a people don't know what the number is in different countries.

b     people don't always use the service responsibly.

c      not every country has one.

2      Rother McLennon called a to order a sandwich.

b     to give extra information about his order for a sandwich.

c      to complain about his sandwich.

3      The person who answered McLennon's call a found it difficult to believe the call was serious.

b     didn't understand the call.

c      paid no attention to the call.

4      One young boy a made a successful call to 911.

b     called 91 1 because he didn't have anything to do.

c      rang 91 1 because of a personal problem.

5      People need to know that calling 91 1 can a waste a lot of money.

b stop the police from doing their job. c make many people laugh.

4       Now read the text again and choose the best answers in 3.

1-2

PORS

n most countries there is a special emergency telephone number to call the police. This number is 911 in the US but it can change from one country to the next. The only trouble is that some people do not have a very clear idea of what an emergency is.

Take the case of Rother McLennon from Connecticut in the US. In 2012, McLennon rang 911 because of a sandwich. In a local delicatessen, he ordered a sandwich with a lot of cheese and mayonnaise. When they gave him his sandwich, he wasn't happy with it. The police officer who answered the call could not believe her ears. At first, she thought the man was joking. Then she said, 'Don't buy the sandwich, then. Just leave.' But McLennon explained that he didn't want to do that because he wanted to be able to go back to the shop in the future. In the end, the police officer sent somebody to help.

Another woman once called 911 to tell the police that she wasn't happy because her local fast-food restaurant didn't have her favourite dish. One evening, a four-year-old boy was doing his maths homework. He was having a problem with one of the questions and so he called 911. The police officer helped him to answer the maths problem! One man had no job and no friends, so each day he invented a reason to call 911, to stop getting bored. Another woman was sitting in her car and couldn't find her keys to open the car door. She called 911. Of course, the police officer told the woman to try opening the car door manually. It worked.

At first these 911 calls seem to be funny, but really they aren't. Each call takes up the time of the police. They waste heir-time-instead.oC-being-free-t04tnswevsevious-eaI.Is-a help people with real problems. That explains why the police can, in fact, arrest you for calling 911 without a good reason.

5       {LISTENING 014 You are going to listen to a          9 Write an informal email to an e-pal. Describe

     programme about the British Secret Intelligence           a good friend at school. Follow this paragraph

     Service (SIS). Listen and decide if the statements           plan and remember to use typical words and

     are True (T) or False (F).                                                  expressions in informal emails.

1       The popular name for the SIS is M15. Paragraph 1: Basic personal information about your

2       The SIS generally works outside the UK.   friend (name, age, where they are from)

3       The director of the SIS is called M.            Paragraph 2: Information about your friend's family

4       In real life, the SIS has a director of technology,            Paragraph 3: Their hobbies

                like the character O in the James Bond films.                                Paragraph 4: Their favourite subject(s) at school

5       The headquarters of the SIS are under the      Paragraph 5: Ask for a reply

             River Thames.                                                                 T/F          CAN DO' PROGRESS CHECK UNITS 1-2                 CEF

6       You can see inside the headquarters in a James

         Bond film.                                                                    1 How well can you do these things

in English now? Give yourself a mark

7       The SIS has a secret nuclear bunker under its from 1 to 4.

headquarters.

1 I can do it very well.

6       014 Correct the false sentences. Listen again if    I can do it quite well.

necessary.

3 = I have some problems,

I can't do it.

Speaking                                                                                                                           I can talk about routines and what's

a

           TIP FOR SPEAKING EXAMS                                                                         happening now using the present simple

                                                                                                                                           and present continuous.                                                   4

         In information role-plays, remember                                                  b I can ask for and give basic personal

             Use basic question words like Who? What? When?                                  information.                                                                         4

             Where? How? Why? to think of more questions to                                c I can make nouns using the suffixes

           keep the conversation going.                                                                      -ment, -ion, -ence.                                             4

                                                              EXAM SUCCESS page 144                   d I can understand conversations about

                                                                                                                                           families and family life.                                                      4

7       Look at this situation and make a list of questions            e I can write a basic informal email about

      that you can ask.                                                                   myself or somebody I I<now well.                C] 4

          There is a new student from England in your school.                                f I can tall< about past events using the

       • Ask them about their family and a member of their                         past simple and past continuous.

             family who is special to them.                                                            g I can understand written and spoken

                Find out information about their free-time activities.                              texts about crimes and the police.

         Which member of your family ts special to you?                     h I can make and respond to apologies.

                                                                                                                                    j   I can explain events in the past using

8       SPEAKING. Work with a partner and act out the  expressions of sequence and time.

role-play. When you finish, change roles.

2 Now decide what you need to do to

improve.

1       Look again at my book/notes.

2       Do more practice exercises.

WORKBOOK Units 1 and 2 3 Ask for help.

4 Other:

1-2

7 Look at these words. Decide if we use do or make with each word. Can you think of other verbs we can use with the words?

7  How do you feel when you make mistakes in Learning a language          English?

8  Do you prefer practising speaking, writing, reading,

6 Look at these words. They are all verbs. What and listening or doing grammar and vocabulary nouns can you make from them? exercises? Why?

study — student, studies

too.

3

00

   Can you guess what language each colour is?                   in the text?

       Diolch yn fawr            Zac Euxapto-td)           Pakka pét         Gracios        Teekkür ederim       AITÄH             Grazie

                                                                            Dziqkuje             Cna0i60              Hvala                                         Dékuji         Merci

                                                       Köszönöm             Dankie            Salamat                                 Obrigado           Danke

MAPPING the world's

3     Read the text again. Are these statements True (T), False (F) or is the information Not Mentioned (NM)?

1      Eric Fischer doesn't send Twitter messages.

2      Eric Fischer just needed Twitter to make his maps.

3      The map of North America shows that one langua e is dominant there.

2 How do you communicate with people and which language(s) do you use?

                                                                                                                                                              3

in presentation video,

             a little                                                                                     burgers for dinner tonight.

                    And we need to get (g)                           biscuits

too.

3 ²

                                                                                                                vncahu!rqrv

complete each sentence with two or three different ideas.

1 Look at the words in the box. What do they have in common? What is the  opposite of each word?

1     There are some French words and some German words.    unhappy • unusual

2     There are a lot of

3     There aren't any            2 Choose the correct alternative.

1 Many common English verbs, such

4     There aren't many as go, do and make, have a regular/ 5 There are a fewan irregular past form.

6      It is legal/illegal to steal data.

7      It is possible/impossible to read hundreds of messages in just two minutes.

3a PRONUNCIATION 017 Listen to the words in 1. Underline the syllable we stress in each word. Do we stress the prefix in each word?

3b 0 17 Listen again and repeat the words with the correct stress.

4a Think of an example of something (for example, a word or a situation) for each word in 1.

Is

many.

5c SPEAKINS Now choose different countries not in the photos and repeat.

                                                                                                                                                   3

                            lifa eleille•                el'ille

Public

la Work with a partner. Look at the photos. From this person's 'body language', decide if you think the person is:

A     secure, confident and in control

B     insecure and not very confident

1b Turn to page 147 for an expert's answers.

lc Do you agree with the expert's opinions?

Why/Why not? Is any of the body language in the pictures above impolite in your country?

READING Read the text and choose the best title.

1       Without words, there's no communication

2       Learning to communicate without words

3       Body language — it's the same all over the world

3 Read the text again and answer these questions.

1 Why can non-verbal communication cause problems?

mentioned in the text?

3       Why do people sometimes put their hand in front of their mouth in a conversation?

4       Is it good or bad to look at somebody directly in the eyes? Why?

5       Why does the writer mention Bulgarians?

6       Is it good or bad to stand very close to the person you are speaking to?

7       In what way is body language similar to verbal language?

good body language in this situation?

more important -WHAT YOU SAY or

'QHOWYOU SAY IT?

Some say that up to 70% of decisions made at interviews are based on nonverbal factors. We can communicate a lot just with our body, our face and our gestures. The problem is that we often do this without thinking or reatising. Just by the way that we sit, stand or walk we can appear insecure, confident or sometimes overconfident. Other people form opinions about us before we open our mouths.

DO a little experiment. The next

time you watch TV, turn down the volume. Watch how people move their arms and hands. Look at their faces and their eyes. Now try to imagine what they are saying and how they feel and turn the volume back up. It's incredible how much we can understand without words.

LOOK around the room right now. Are people

sitting up straight? That probably means they are paying attention. Is anybody folding their arms? That's usually a sign that they are being defensive. Is anybody touching their hair? Maybe they're nervous. When somebody speaks, see if they cover their mouth. If they do, perhaps they're lying. On the other hand, when somebody looks straight into your eyes when they speak to you, it's generally a sign of sincerity and confidence.

be problems with body language though. Gestures do not mean the same thing in every country. Even gestures for yes and no can sometimes be different. Bulgarians shake their heads from side to side to mean yes, and they nod up and down to say no. Also, what people believe is polite or impolite can change. Sitting with your hands behind your head is impolite in some countries but not in others. And in some countries it is normal to stand very close to the person you are speaking to.

rs,oeople-sometimes o ortabte when the person speaking to them is very close to them or touching them.

                     > BO(IY la l)                             doesn't have

grammar* or vocabu ary, buthfiere are still things we can learn and practise if we want to send the right message!

g.

5                               LISTENING             18 Watch the video or listen to two students giving advice about how to speak in public. Do they mention any of your ideas in 4?

6                               018 Complete the advice with one word in each space. Listen again if necessary.

AD•JSC€ FOR SPEAKSN& SN rugusC

straitta+.

but mof too

Z 'lÅse our m.'IÅC-l.•t.

nudie-mcg.

3 1-00K

             14-                                   spenK willa vex Load or

soft voice..

                g                                         wifta01A{

140+00tnfi04t is WIoB4•t our VOIC„eoes up or dow4t Mid i Keeps peopLe

                                                                         our            be+ore

004 eti4i.

7 What do you think of the advice in 6? Why?

LIFE TASK

You want to speak in public.

Follow this plan:

1      Choose one of these statements. Decide if you agree or disagree with the statement and make notes with your ideas.

a      It is essential to learn English in today's world.

b      Films and TV series are always best in the original version.

c       It's bad for our language when people start using English words.

Inese ts t e anguage o t e uture.

e The whole world should speak just one language.

2      Prepare a one- to two-minute talk with your notes in 1. Decide the best order for your different points and ideas.

3      Give your talk to the class or a group of students. Remember to follow the advice in 6.

4      When you all finish, give each other feedback. Which advice in 6 did you follow? What can you do better next time?

1       SPEAKING Work with a partner. Look at the five different languages below. What, if anything, do you know about each one? Do you think they are easy or difficult to learn? Why?

d     places?

e    

1b Look at sentences 4 and 6 in la and choose the correct alternative.

We can/cannot omit who, which or that when a noun or pronoun comes

2       ILISTENlNGj 019 Listen to four speakers. Match each speaker immediately after. to the language in 1 that they are learning now. There is one language you don't need.

4a SPEAKING Choose six words from the Vocabulary

using who, that, which, where, when, whose.

4b Read your definitions to your partner. Can they identify the words?

It's a person who attacks you to take money or objects from you.

It's the stage of life when you're a child.

5 Complete these sentences with true information about you.

1 is a place where I'm usually happy. 2, is an object which is really important to me.

3      was a year when something special

happened to me.

4      is a person who is special to me.

(2)   language which doesn't really exist!

(3)   speaks not one but two fictional

languages in the TV series Game of Thrones. One of the languages is called Valyrian (4)the

other is Dothraki. David Peterson is the person who invented all the languages in the series. Peterson went to the University of California, San Diego. That was

(5)  he studied a master's in linguistics. For Game of Thrones, he created a (6) of

words for each language. His wife Erin helped him to create at least one word. She was the person

(7)name he used to create the adjective

for kind or good in Dothraki. It must be really hard for

Emilia (8) she needs to film in Dothraki But there are a (9) words that she doesn't

need to learn in Dothraki. One of them is 'Thank you'

The Dothraki people are quite aggressive and never

use it! 5 is a place where I want to go one day.

6                                              is a language that I want to learn.

                                                                                                                                                              B lots               many

7                                              A that B which C who      D whose

8                                              A that B what    C when   D which

                                                                                                                                      9few                B little          C lot                    D many

Develonina eneakinel

I SPEAKING Work with a partner. Look at this advert for a school that organises summer courses for students of English. Answer these questions.

1       Do you think this is a good place to learn English in the summer? Why/Why not?

2       You want to do a summer course to practise English. What factors are important in deciding where to study? Make a list.

2      LISTENINGI 20 Listen to a student asking for information about the Cardiff English Centre and write the information. Does the student ask about any of the factors you thought of in 1? Which ones?

Course beti4ts:

Course lasts: Price:

Other ncfivi+ies:

3      Look at the useful expressions in the Speaking bank. Read the dialogue in 4 and tick (V) the expressions which appear in it.

SPEAKING BANK

Useful expressions for checking understanding

Sorry, did you say ... ?

Could you repeat that? Pardon?

I'm not sure I understood.

Receptionist.

         Student:         How much is the course?

Receptionist: The price of a (g)course is (h)

Receptionist: Yes, I said the price is (i)

         Student:         Does the price include other activities?

Receptionist: Yes, it does.

          Student:             What other activities are there?

Receptionist: There a re (j) and sports activities, including (l)

Student: Oh, that sounds interesting. Can you send me a registration form?

Receptionist: Yes, of course. Can you give me your name and address? Student: Yes 1 it'S .

5 (SPEAKING} Practise the dialogue in 4 with your partner.

PRACTICE MAKES PERFECT

6a SPEAKING; Work with a partner. Do this role-play using the questions in 4 and the Speaking bank to help you.

You want to find out the following information about summer courses at a language school:

•     the starting date for the course         • the price

•     the length of the course       • other activities

•     if accommodation is organised or not             on the course

Student A: You are the receptionist at the Sydney English Centre. Look at page 147.

Student B: You want information about the Sydney English Centre. 6b Now change roles.

Student B: You are the receptionist at the San Francisco English Centre. Look at page 147.

Student A: You want information about the San Francisco English Centre.

EXAM SUCCESS

What do you need to do to get a good mark in a speaking exam?

EXAM SUCCESS page 144

can each one help you to learn English?

2 A language biography is a text where you describe your experiences of learning a different language. Read this language biography written by a student of English. What similarities are there between her experiences and yours? We both started learniM3 English

My name is Celia Rojas and I'm years old. I'm Mexican and my mother-tongue is Spanish. Apart from Spanish, I can speak English. I started learning English when I was at primary school. I was five years old. Primary school Was where we listened to, and sang, a lot of songs in English. We also played games and read some stories. We didn't study a lot ofgrammar in prinaary school but we learned a lot vocabulary and we practised speaking. At the moment I'm studying English at secondary school. We study a lot ofgrammar and vocabulary, and We do a little speaking. We study vocabulary using an interactive wordlist. From time to time we do vocabulary tests. We don't do many translations in lessons,

Outside school I don't really speak much English, For homework, we Often read special English readers which our teacher gives us. When We finish them, We usually write summaries. I listen to a lot English because I love English and American pop music and I also watch films iVb English, like The Hunger Games. Ihat's my favonrite. When I Was thirteen I Went to Canterbury to do a summer course. When I was there I met some great people, I'd like to yo somewhere else in the [1K, to London for example. I like learning English by doing activities and game-J in pairs. I make a few mistakes when I speak English, but I write the correcti0YLf down and revise them from time to time.

paragraphs. Read it again and divide it into five paragraphs. Use the plan below to help you. When you finish, read the information in the Writing bank.

Paragraph 1: Basic personal information Paragraph 2: Language-learning experiences at primary school

Paragraph 3: Language-learning experiences at secondary school

Paragraph 4: Language-learning experiences outside school, including trips Paragraph 5: How you prefer to learn a language

4      Make notes for the paragraphs in 3 with information about yourself and your experiences of learning English.

WRITING BANK

Paragraphs

and information together and express them more clearly. When you write a text in English, brainstorm your ideas and then group those ideas into logical paragraphs. WRITING BANK               PAGE

5      PRACTICE MAKES PERFECTWrite your own language biography using your notes in 4. Organise your information into five clear paragraphs.

Countable and uncountable nouns

-nut's the film that Was popular.

Vocabulary

1 Countries, nationalities, languages Countries: Argentina • Austria • Brazil • Bulgaria • Egypt                     Japan

Mexico • Poland • Russia • Switzerland Thailand • Turkey Nationalities: Argentinian • Austrian • Brazilian

Bulgarian Egyptian • Japanese • Mexican • Polish • Russian • Swiss • Thai • Turkish

Languages: Arabic • Bulgarian • German • Japanese • Polish • Portuguese • Russian • Spanish • Thai • Turkish 2 Learning a language do an exercise • do homework • do/study English • do/take an exam • do/write an essay make a mistake • memorise • memorisation • practice (n) • practise (v) • revise • revision • student • study translate • translation

3  Negative prefixes il-, in-, im-, ir-, un- illegal • incorrect • impossible • informal • irregular • invisible unhappy • unusual

4  Other words and phrases page 138

some, any, much, many, a lot (of), a few, a little

1 Complete the sentences with some, any, much, many, a lot (of), a few, a little.

1      I haven't got many magazines, only

2      We haven't got information about this country — nothing at all.

3      There was only           milk in the fridge.

Relative pronouns

4      I haven't got

5      Were               re

6      We haven't got leaves, only five minutes.

7      He gave me

8      There are only

/ 8 points

money, just five euros.

people at the concert?

time before the train

good advice.

people in the library.

/ 8 points

V Join the two sentences to make one sentence. Use who, which, that, whose, where, when.

Claudia is a linguist. She teaches German. 5 This is a great book. They want to translate it into Claudia is a Linguist who teaches German.„ English.

1       David Silva is a football player. He speaks Spanish.

6 Piraha is an unusual language. Only around 400

                                    a beautiful place. You can go there at                     people speak it.

2       The park is the weekend.

3       Last year was a special year. A lot of important things happened that year.

8 We go to the cinema on Wednesdays. There's a

                          the teacher. Her classes are brilliant.                                special price on Wednesdays.

4       That's

Vocabulary revision

LEARNING A LANGUAGE                                                                   COUNTRIES, NATIONALITIES AND LANGUAGES

1 Complete the sentences with the words in           2 Complete the sentences with the correct country, the box. Use one word twice.

1

2

3

1      Yesterday we read an English4 of a Russian poem.

5

2      Before the exam, he did some6

3      You need toto speak English

7 well.

IM-, IR., IL-

6      criminal = il

7      strange = un

8      you can't see it

          8 At our school we                            German.                         4 relaxed and friendly = in

5 not follow the usual rules

                                         Total:/ 40 points              

watchT

Vocabulary

Parts of the body

la Work with a partner. Look at the picture and point to the parts of the body.

arm ear      face finger ' foot hand         head leg mouth neck nose stomach toe

1

2

8

9

10

11

5

12

6

13

7

14

15

Match these words with numbers 1—16.

ankle ^e back cheek • chest chin elbow forehead heel • hip * knee shoulder thigh thumb • throat ^e wrist neck

2          21 Listen, check and repeat.

4

Health problems and illnesses

3      Work with a partner. Complete each phrase with three parts of the body.

1       I've got a broken

2       Have you got ache ?

3       My             hurts .

4       He injure his

4      Complete the texts with the correct form of the words in the box. Use a dictionary if necessary.

              cough                               sore ^v temperature ^o virus

     Karen isn't very well at           Pete has a very high

the moment. She's got a (d) 39.50C very bad cold, or perhaps He's got

it's (a)             in his arms and She (b)   all the legs. Perhaps it's a time and so now she has            because

throat.         a lot of people are ill at school at the moment.

5      LISTENING    22 Listen to four people. What health problem does each one have?

Speaker 1 Speaker 2 Speaker 3 Speaker 4

6      SPEAKING, Work with a partner. Discuss the questions.

1       Do you catch colds easily? What do you do to stop them?

2       Do you ever injure yourself doing sports or other activities? Which sports are the most dangerous?

            GOOD                                                                                                                                                                              January Edition

H EALT H

TEEN HEALTH TIPS

3

2      Which article ...         4 What do the underlined words

1  tall<S about a traditional cure for an illness?in then the check text in your dictionary.

2  talks about a problem caused by insufficient experience?

3  mentions a problem that the law is trying to help with?                  5 (SPEAKING What about you?

4  uses a simple word to help people remember their advice? 1 Do you think the RICE method is useful? Why/Why not?

5  gives information to help one person in particular?2 What do you think about the 6 talks about a problem caused by people wanting to enjoy good  advice in B?

weather? 3 Do you know any other traditional remedies like in C? 7 tells you to speak to an expert when there is a real problem?Which?

8 mentions a recent discovery in the world of medicine?

4

prcscntation video.

1 Have you had hot soup to stop a cold?

2  I've felt sick in a car.

3      She's taken antibiotics.

4      Has your dad helped anyone in an accident?

5      Sam and I have written a story about doctors.

6      Have you done first aid?

4 Write questions with ever to ask your partner.

catch a cold? Have you ever caught a cold?

1       stay in bed because of flu?

2       have a very high temperature?

3       sleep in a hospital?

4      

5       take medicine that tastes really bad?

2      My friend(meet) Dr Lucy Smith.              8 watch a hospital drama on TV?

3      (study) the history of medicine in

biology.

(not have) any bad accidents. (work) in a hospital?

6      My sister(become) a nurse.

4

5a SPEAKING) Work with a partner. Ask and answer the questions in 4.

5b SPEAKIu When you finish, tell a

different student about your partner.

1

1                                                                             I've had a bad cold a week. 2 1've had a bad cold since last Friday. a We use for/since for moments in time.

b We use for/since for periods of time.

6b Look at this question and answer. Q: How long have you known Andy? A: For ten months. Do we use Row long to ask about frequency or duration?

7      Put the time expressions in the box in the correct column.

2

We make compound nouns by joining two nouns or an adjective and a noun. Join words from column A and column B to make compound nouns. Then match them with the correct definitions. Use your dictionary if necessary,

23 Listen and check your answers.

8      Complete the sentences with information about you. Use the correct form of the present perfect and a time            3a 'PRONUNCIATION 0 24 Listen again to the pronunciation of the expression.       compound nouns in 1. Where is the stress in words 1—5? Is it on the first word or the second word? And in 6?

1

      (know) my English teacher for                    3b Practäse saying the words with the correct stresse

4 Complete the sentences with the compound nouns in 1.

2                                                                             (live) in this area

B: Why don't you

How

                              life e lei Ile-                 'MAI/-hainn

Learning soulle basics of FIRST AID

LIFE SKILLS OBJECTIVES

•     To think about why first aid is important.

•     To learn when and how to put somebody in the recovery position.

•     To check understanding of the basics of first aid.

la Work with a partner. Look at the scene.

KEY CONCEPTS

breathe [v]: We breathe through our nose and mouth because we need oxygen. (un-)conscious [adj]: Her eyes were closed and she wasn't moving so I thought she was unconscious. blood bleed [v]: I cut my finger and now it's bleeding. airway [n]: Your airway is the tube that takes air from your mouth to your body. recovery position [n]: You put somebody into the recovery position to help them breathe when they are unconscious.

the scene.

2   If the scene isn't safe, call

3   If the scene is safe, check if the person is

4   If the person is unconscious, check that they are

5   If they aren't breathing, open their 6 If they are breathing, put the person in the position.

7 Call 999 for an

4 SPEAKING, Work with a partner. Prepare and act out the following situation:

Student A: You are at the scene in 1. Call 999.

Student B: Answer your partner's 999 call. Ask the questions in the text.

WHY LEARN

The simple answer is accidents happen, and they happen quite often. Three million people a year go to hospitals because of accidents and injuries. Knowing first aid can help you to help somebody, maybe somebody close to you. Perhaps even in a life and death situation.

Imagine this. You see an accident. Part of a building collapses. One builder is lying on the ground. Another is having problems walking. Meanwhile, something hit a young woman and she is shouting that she has broken her arm. Her baby is crying in its pushchair. In this scene, who do you n e

The answer is you. Everybody at the moment depends on you. You need to stay calm. And you need to check the dangers. If there is a danger, call 999 immediately.

Look again at the picture in 1. Before you help the boy, you need to look for other dangers. If you hurt yourself, you can't help anybody.

So, assess the dangers of helping. If you think it's OK to help, what do you do next? Firstly, see if the person is conscious. Can they hear you when you ask them a question? Do they respond when you gently shake their shoulder? If they don't answer or respond, shout for help.

position. Try to put them in order.

1 Pull the knee towards you, keeping the person's d

Step 2: Step 3: hand pressed against their cheek and position the leg at a right angle.

                 Step 4:                       Step 5:

FIRST AID?

Then open their airway to check that they are breathing. If they are breathing, put the person in the recovery position. Call 999 in the UK, or 911 in the US, to ask for an ambulance.

When you call 999, be prepared for the following questions:

* Which seruice do you require? (you say 'Ambulance', they will say 'Connecting you now')

What's your name?

What number are you callirlg from?

ren't sure describe anything special around you.) What has happened?

How many people aye hurt?

Is anyone unconscious?

Has anyone stopped breathing?

Is anyone bleeding?

Are there any other dangers around?

These are only the first things you need to know. But with just these basics, perhaps you can save somebody's life.

2      Make sure that the airway remains open by gently moving the head back and lifting the chin.

3      Place the arm near you at a right angle.

4      Move the other arm, with the back of their hand against their cheek.

5      Take the knee furthest from you and pull it up until the foot is flat on the floor.

7                                ^IL!lStÉNlNCl 25 Watch or listen to a teenager explaining how to put somebody in the recovery position. Listen and check your answers in 5 and 6.

8                                Answer these questions with information from the video/listening.

1      Is it a good idea to put somebody who has had a bad fall in the recovery position?

2      Is it important to open a patient's airway before or after putting them in the recovery position?

LIFE TASK

You want to explain to people how to put a person in the recovery position.

Follow this plan:

1      Look again carefully at all the information about first aid on pages 48 and 49.

2      Write a quiz to check that people understand and remember the information. Write six questions and use these different question types:

•     True-False questions

•     Choose the correct alternative

•     Questions about pictures

•     Comprehension questions

•     Your own ideas

3      When you finish, give your questions to other students. Can they answer correctly?

1b Choose the correct alternative.

1      SPEAKING Work with a partner and answer

1 We use yet in affirmative/negative sentences and these questions.

questions.

1 What can you see in the photo(s)? 2 Yet usually goes at the end of the sentence, but already 2 Do you think actors generally do their own and just usually go after/before the past participle. action scenes?

3 Do you think actors often injure themselves?

2      What do you think has just happened in these photos?

I've already done my history homework. find out details of their experiences.

                                                                                                             a                        b

3b Change your sentences into questions to ask your partner.

Have you done your history homework yet?

3c SPEAKING Interview your partner with your questions.

4  Look at this part of a dialogue and then answer questions 1—4.

Interviewer: Has he ever had a really serious accident?

                 Expert:       Yes, he has.

Interviewer: What happened?

Expert:  It was in 1986. He fell several metres and hit his head on a rock.

1  Is the presenter's first question in the past simple or the present perfect?

2  Does the question ask about general experience or a specific moment in the past?

3  Is the presenter's second question in the past simple or the present perfect?

4 
Does the question ask about general experience or a specific moment in the past?

5  Complete the dialogue with the present perfect or past simple form of the verbs given.