Insight Intermediate SB

Intermediate Student's Book
Jayne Wildman
O X FO RD Cathy Myers Claire Thacker
Intermediate Student's Book
Jayne Wildman
O X FO RD Cathy Myers Claire Thacker
Unit A Reading and vocabulary B Grammar and listening
p4 The art of beauty p6 Appearance and survival
1
The way
Reading Ideal beauty
Strategy Guessing the meaning of unknown words
Vocabulary Describing appearance
Grammar Present simple and present continuous
Listening Humans and survival
we are Vocabulary insight Compound adjectives: appearance
Vocabulary insight 1 p14 Recording vocabulary Review 1 p15
p16 The power of tourism p18 Memorable journeys
2
Travellers'
Reading A road less travelled
Vocabulary insight Compound nouns: travel
Vocabulary Travel
Grammar Narrative tenses
Listening Alternative holidays
tales
Vocabulary insight 2 p26 Using a dictionary: compound nouns Review 2 p27 Cumulative review units 1-2 p28
p30 Happiness p32 Healthy bodies, healthy minds?
3
Feeling good
Reading Is chocolate the answer?
Strategy Identifying main ideas of paragraphs
Vocabulary insight Idioms: happiness and sadness
Grammar Past simple and present perfect
Listening Physical activity in school
Vocabulary insight Noun suffixes: -ness, -ity
Vocabulary insight 3 p40 Building word families through suffixes Review 3 p41
p42 Disappearing worlds p44 Action!
4
A right to fight
Reading Island story
Vocabulary The environment
Vocabulary insight Prefixes: semi-, under-, over-, re-, co-, inter-
Grammar Expressing the future
Listening A Critical Mass bike ride
Vocabulary insight 4 p52 Word-building: the meaning of prefixes Review 4 p53 Cumulative review units 1-4 p54
p56 Teenage gangs p58 Natural born liars
5
Rights and
Reading The choice
Strategy Using referencing to understand a text
Vocabulary Crime
Grammar First and second conditionals
Listening Moral dilemmas
wrongs Vocabulary insight Noun prefixes: mis-, dis-
Vocabulary insight 5 p66 Using a dictionary: phrasal verbs Review 5 p67
p68 Word on the street p70 Fairtrade
6
Paying
Reading The influencers
Vocabulary Advertising
Vocabulary insight Collocations: advertising
Grammar The passive
Listening A fair-trade fashion show
the price
Vocabulary insight 6 p78 Using a dictionary: collocations Review 6 p79 Cumulative review units 1-6 p80
p82 Taste p84 Beyond human senses
7
The senses
Reading A question of taste
Strategy Understanding the purpose ofa paragraph
Vocabulary insight Perception and observation
Grammar Reported speech
Listening Dogs to the rescue
Vocabulary insight Adverb-adjective collocations
Vocabulary insight 7 p92 Using a dictionary: homonyms and homophones Review 7 p93
—
p94 Think differently p96 If they h ad n't...
8
Decisions
Reading The big question
Vocabulary Describing jobs
Vocabulary insight Idioms: work
Grammar Third conditional; /wish and I f only
Listening Help from Heifer
Listening Regrets
Vocabulary insight 8 p104 Using a dictionary: idioms Review 8 p105 Cumulative review units 1-8 p106
p108 A day in the life p110 Friendships now and then
9
Digital
Reading A day in the life ofa digital human
Vocabulary insight Phrasal verbs: relationships
Vocabulary insight Words often confused
Grammar Defining relative clauses
Listening Online friendships
humans
Vocabulary insight 9 p118 New words Review 9 p119
p120 Art is everywhere p122 Around the world in one dance
10Creativity
Reading The stories behind the names
Strategy Summarizing what you read
Vocabulary Abstract nouns: talent
Grammar Participle clauses
Listening Singing in the Rain
Vocabulary insight Phrases with and
Vocabulary insight 10 p130 Fixed phrases with two key words Review 10 p131 Cumulative review units 1-10 p132
C Listening, speaking and vocabulary D Culture, vocabulary and grammar E Writing
p8 First impressions plO British fashion p12 An informal email

Listening First impressions Reading Fashion never forgotten Strategy Checking your writing
Vocabulary insight Words often confused: Vocabulary Clothes and fashion Vocabulary Position
personality adjectives Grammar Verb patterns
Everyday English Speculating
Grammar Speculating; looks like, looks as if
Vocabulary bank 1 p134 Describing hair; Clothes
p20 One journey, different travellers p22 America on the move p24 A story
Listening Tourist or traveller? Reading The Mother Road Strategy Writing opening
Strategy Identifying purpose Vocabulary insight Verbs + prepositions: travel paragraphs
Vocabulary Types of journey Grammar used to and would Ordering events in a story
Everyday English Persuading and negotiating
Vocabulary bank 2 p135 Types of holiday; Travel and transport
p34 Be a good sport! p36 Fat America p38 A personal letter

Listening Individual and team sports Reading Fat America Strategy Showing your attitude
Vocabulary Values Vocabulary insight Adverbs Expressing reason and purpose
Everyday English Giving and reacting to news Grammar Present perfect simple and present perfect
continuous
Vocabulary bank 3 p136 Feelings: intensity; Health problems
p46 Making our voices heard p48 Make a difference p50 An opinion essay
Listening An inspiring campaign Reading Go the Extra Mile Strategy Organizing an opinion
Strategy Identifying facts, opinions and speculation Vocabulary insight Collocations: charities paragraph
Vocabulary insight Verbs + prepositions Grammar Future perfect and future continuous Introducing arguments and giving
Everyday English Asking for and expressing opinions opinions
Vocabulary bank 4 p137 Global issues; Charities
p60 Sorry is the hardest word p62 Young people's rights p64 A letter to a newspaper
Listening Why we don't like to apologize Reading Coming of age Strategy Making suggestions and
Vocabulary insight Three-part phrasal verbs with to Vocabulary insight Synonyms: the law expressing results
and with Grammar Modals of obligation, prohibition and Grammar should and ought to
Everyday English Apologizing and accepting apologies permission
Vocabulary bank 5 p138 Crime and punishment; Law and order
p72 How to spend it? p74 Traditional festivals p76 A formal letter of complaint
Listening Teenagers' spending habits Reading Traditions for sale Strategy Deciding on register:
Strategy Listening for specific information Vocabulary Trade formal and informal
Vocabulary Describing amounts Grammar h ave/g etsom eth in g done Vocabulary Addition and contrast
Everyday English Talking about photos
Vocabulary bank 6 p139 Types of advertising; Consumerism
p86 Don't shout, 1can see! p88 A Walk in the Woods (Bill Bryson) p90 A report on survey findings
Listening Teenagers with sensory impairments Reading An extract from A Walk in the Woods Strategy Making your writing flow
Vocabulary insight Noun suffixes: -ion, -sion Vocabulary Sight and sound Vocabulary Approximations and
Everyday English Complaining and asking people to Grammar Reported questions and commands fractions
do things
Vocabulary bank7p140 Food texture; Ways of speaking
p98 Important decisions plOO Do the right thing pi02 A covering letter
Listening Decisions that made a difference Reading A bus ride to freedom Strategy Avoiding general
Strategy Dealing with unknown words while listening Vocabulary Conflict statements
Vocabulary Decisions and ideas Grammar Speculating about the past Vocabulary Action verbs
Everyday English Giving presentations
Vocabulary bank 8 p141 Gender-neutral job titles; Conflict
p112 Can't live w ithout... P114iPeople p116 A for and against essay
Listening Favourite gadgets Reading Touchscreen by Marshall Soulful Jones Grammar Introductory It
Vocabulary Describing gadgets Strategy Understanding poetry Strategy Making your writing
Everyday English Asking for instructions, Vocabulary insight Words with more than one meaning neutral
explanations and clarification Grammar Non-defining relative clauses
Vocabulary bank 9 p142 Technology; Poetry
p124 What's the point of art? pi26 On stage p!28 A review of an event
Listening Art therapists Reading Famous festivals Vocabulary insight Synonyms:
Vocabulary Describing art Vocabulary insight Compound adjectives: describing evaluative adjectives
Everyday English Debating events Strategy Creating emphasis
Grammar Determiners
Vocabulary bank 10 p143 The arts; Organizing a festival

The way we are
Reading and vo cab u lary The art of b eauty
1 SPEAKING Read the things that people do to change

their appearance. Why do they do them? What other
things do they do?
put on weight w ear make-up get a tattoo
pierce lips, tongues, eyebrows shave their heads
stretch their necks with metal rings go on a diet
have cosm etic surgery spray themselves w ith fake tan
2 Read the article about beauty in different cultures.

Which things in exercise 1 are mentioned? Why do
people do them?
STRATEGY
Guessing the meaning of unknown words

When you come across a new word, there are several
things that you can do to help you guess the meaning:
1 Use the context. Looking at words before and after
the unknow n w ord and identifying the part of
speech (noun, verb, etc.) o f the word can help you to
understand the meaning.
2 Understand a word through its different parts.
You may already kn ow on e or more parts o f the word.
sun + shine = sunshine
3 Use your own language. Som etim es the English word or
part of the word is similar in your own language.
English = norm Dutch = norm Czech = norm a
Polish = norm a
3 Read the strategy. Then guess the meaning of the

underlined words in the text. What helped you to
guess: the context, understanding the different
parts or your own language?
igerian teenager Happiness F.dem had just one aim
4 Read the text again and answer the questions.

N in life: to put on weight. So she spent six months in a
‘fattening room' where her daily routine was to sleep, eat and
1 W h at did Happiness Edem w ant to do?
grow fat. She went in a trim 60 kg, but came out weighing
5 twice that. In some parts of Africa, being fat is desirable
2 W h at kind o f images of beauty do w e see in the media?
because it symbolizes attractiveness in women and power
3 W h a t is th e traditional im age of Egyptian w om en
and prosperity in men. However, in magazines and in the
in paintings?
media we are bombarded with images of slim, blonde-
4 W h a t significance do tattoos have in Borneo and
haired and sun-tanned women or handsome, blue-eyed and
N e w Zealand?
io broad-shouldered young men. Where are the short-sighted,
5 W h a t d o the people o f M yanm ar consider elegant? middle-aged models? Is one idea of physical beauty really
6 W o uld you ever consider doing any o f the things more attractive than another?
in the text?
Ideas about physical beauty change over time and different
7 W h ich things w ou ld you never d o ? W h y ?
periods o f history reveal different views of beauty,
8 W h a t is th e ideal o f beauty in your culture?
is particularly of women. Egyptian paintings often show
slender dark-haired women as the norm, while one of the
Describing appearance earliest representations of women in art in Europe is a
5 Study the highlighted adjectives in the text. Which carving of an overweight female. This is the Venus ofHohle
ones have a positive meaning, which a negative one
Fels and it is more than 35,000 years old. In the early 1600s,
2 0 artists like Peter Paul Rubens also painted plump, pale-
and which can have both meanings?
skinned women who were thought to be the most stunning
examples of female beauty at that time. In Elizabethan
England, pale skin was still fashionable, but in this period it
was because it was a sign of wealth: the make-up to achieve
2 5 this look was expensive, so only rich people could afford it.
4 The way we are

Vocabulary: describing appearance, personality, fashion and style; position Speaking: discussing ideals of beauty; speculating; discussing
Grammar: present simple and present continuous: speculating: verb patterns fashion
Writing: an informal email
6 Choose one word that you cannot use to complete

each sentence.
1 Most of m y fem ale friends g o to the gym and keep fit
to look trim / slim / handsom e.
2 Happiness Edem w en t to a 'fattening room' because
she w anted to be p lu m p / slen d er / overw eig ht.
3 There aren't m any photos of stunning / unattractive /
fat m odels in magazines.
4 Som e cultures m ay find different forms o f body
modification u gly / slender / unattractive.
5 W o m en tend to spend more m oney than men on their
general appearance in order to look o v e rw e ig h t/
beautiful / attractive.
6 M en usually w ear suits because th ey w an t to look
e le g an t / h an d so m e / ugly.
insight Compound adjectives: appearance
7 Match the words in the circles to make compound

adjectives. Check your answers in the text.
W ithin different cultures around the world, there is a -shouldered

huge variation in what is considered beautiful. Traditional blonde
-aged -haired
customs, like tattooing, head-shaving, piercing or other blue short
-tanned
kinds of body modification can express status, identity pale middle
-eyed -sighted
or beliefs. In Borneo, for instance, tattoos are like a diary 30 broad sun
-skinned
because they are a written record of all the important events
and places a man has experienced in his life. For New
Zealand's Maoris they reflect the persons position in society.
In western society, where tattoos used to he considered a
sign o f rebellion, the culture is changing and they are now a 35 8 How many compound adjectives can you make with
very popular form of body art. the words below?
For Europeans, the tradition of using metal rings to stretch
a girl's neck may be shocking, but the Myanmar people
consider women with long, thin necks more elegant. In
Indonesia, the custom of sharpening girls' teeth to points 40
dark fair
might seem strange to other cultures, but it is perfectly -sighted -skinned
straight long
acceptable elsewhere to straighten children's teeth with -haired -eyed
blue green far
braces. Body piercing, dieting, cosmetic surgery or the use
of fake tan might be seen as ugly and unattractive by some
cultures, but they are commonplace in many others. 45
It appears that through the ages and across different cultures,

people have always changed their bodies and faces for a
wide variety of reasons. Does this mean that underneath 9 SPEAKING Work in pairs. Use the adjectives in
the tattoos, rings and piercings, we're all beautiful in our exercises 5,7 and 8 to make sentences about people
own way? 50
you know.
10 SPEAKING Work in groups. Discuss the statements.

1 The W estern ideal of beauty is not beautiful.
2 Our society puts too m uch emphasis on appearance.
Vocabulary bank Describing hair page 134
The way we are 5

1 B ■ G ram m ar and listening A ppearance and survival
Hide-and-seek
Today, in the last in our series on wildlife, ’we’re looking at animals and their appearance. Why are polar
bears white? Why do leopards have spots? Why do zebras have stripes? 2lt’s all about survival.
Wild animals spend half their life looking for something to eat and the other half trying not to get eaten!
Life is just one long game of hide-and-seek. Luckily for them, the way they look usually helps them. The
zebra is a very good example.
3Zebras usually travel in large groups. Imagine 4a hundred zebras are moving together across the
savannah. 5The herd is getting bigger and bigger. A lioness is lying under a tree, watching and waiting.
The zebras are getting nearer, but they’re running very close together. 6The lioness sees a big mass of
black and white stripes, so it’s impossible for her to attack a single zebra. She’s very annoyed, but what
can she do? 7The animals on the savannah are always trying to hide from her. Breakfast must wait.
But do zebras’ stripes confuse other zebras like they confuse lions? No, they don’t. Actually, they often
help zebras to recognize each other. Every zebra has a different pattern of stripes and zoologists
believe this is how zebras know who is who in the group. A mother zebra always recognizes her
foal among the crowd because its stripes are just a little different from the others.
Present simple and present continuous

1 SPEAKING Look at the photos and describe the animals.
How can their appearance help them to survive?
2 Read the text and answer the questions.

1 H o w d o zebras travel?
2 W h y can't th e lioness attack an individual zebra?
3 H o w does a m other zebra recognize her foal?
3 Study sentences 1-7 in the text. Which ones are in the present simple and which are in the
present continuous? Match sentences 1-7 to rules a-g. Then find more examples in the text.
We use the present simple:
a to talk about routines or habits,
b to talk about facts and general truths.
c with verbs that describe states: believe, have, know, like, need, think, see, seem , want, understand, etc.
We use the present continuous:
d to talk about actions happening now.
e to talk about tem porary situations,
f to talk about changing or developing situations,
g to describe an irritating habit, usually with always.
Time expressions:
Present simple: always, every day, often, regularly, usually, som etim es, hardly ever, n e v e r,. . .
Present continuous: right now , a t the m om ent, this w e e k ,. ..
W e often use the present continuous tense w hen w e describe photos.
Reference and practice 1.1 W orkbook page 104
6 The way we are

1B
4 Use the prompts to make questions in the present simple or present continuous tense.
Then match questions 1-7 to answers a-g.
1 W h y / le o p a r d s / h a v e / s p o ts a Because the ice w here th ey live is melting,
2 W h at / the leopard in the photo / hunt for b It's hunting for its dinner,
3 H o w / a zebra's stripes / help it to survive c So that their enem ies can't see them,
4 W h y / p o la r b e a rs / b e c o m e / a n d So that the animals th ey are hunting can't
endangered species see them coming.
5 W h y / a tree frog / bright blue e They help to confuse its enemies,
6 H o w / peacocks / attract / a mate f It's w arning its enem ies that it's dangerous,
7 W h y / stick insects / look like / sticks g They usually show off their feathers.
5 Complete the text with the correct form of the verbs in brackets.
Mimicry
Animal survival is a fascinating and complex subject.
As these photos 1 (show),
nature usually 2 (play) tricks
on us. Two insects 3 (sit) on a
flower. They both 4 (look) like
bees, but one of them 5 (not
be) a real bee. It 6 (imitate) a
bee in order to protect itself from possible predators.
The real bee on the left7....................................
(have) a sting, which it uses as a weapon to attack
its enemies. However, the hover fly on the right
8 (not be) dangerous.
It’s completely harmless. This imitation of one
species by another often 9 .......................
(happen) in nature and is called mimicry. Animals
10 (copy) the appearance,
actions or sounds of another animal and this
11 (help) them to survive.
6 1.01 Listen to an interview about humans and survival and

answer the questions.
1 H o w does Dr Walker describe the boy's appearance and personality?
2 H o w does Dr Walker describe the girl's appearance and personality?
7 1.01 Listen again and answer the questions.

1 W h at is the boy doing w hile he's walking?
2 H o w is the girl walking?
3 W h at is she doing w hile she's walking?
4 H o w do'streetw ise'people usually act?
5 W h at does the girl need to be careful about?
6 W h at does the boy do w hich people m ight find aggressive?
8 SPEAKING Work in pairs. Look at the photo and use the

questions below to describe one person to your partner.
Can your partner identify the person you are describing?
1 W h at does the person look like?
2 W h at are th ey doing?
3 W h at do you think their personality is like?
4 Are th ey streetwise? W h y / w h y not?
1 C * Listening, speaking and vocabulary First impressions
SPEAKING Work in pairs. How important are these

things when you form a first impression?
height clothes personality eyes body language
facial expressions age hair colour and style
tone o f v o ic e : attractiveness
1.02 Listen to an interview with a psychologist.

Which of the things in exercise 1 does she say
influence our first impression of someone?
1.02Listen to the interview again. Are the

sentences true (T) or false (F)? Correct the false ones.
1 It takes a long tim e for th e hum an brain to process a
first impression.
2 In the past, hum ans needed to form first impressions
quickly in order to escape from dangerous situations.
3 W h at a person says has more im pact than a friendly
expression or gesture.
4 W e make assumptions about a person's personality based on
their physical appearance.
5 Handsom e or attractive people always make a g oo d first impression.
6 If you are happy and relaxed, you will usually create a positive first impression
7 If you look happy, the negative parts o f your character are not so important.
8 People with tattoos and piercings always create a negative impression.
9 A negative first impression is not difficult to change.
10 You need to get to know a person better to ch an g e your first impression.
insight Words often confused: personality adjectives
4 Study the adjectives from the interview and match them to the definitions.
Which adjective in each pair has a negative meaning?
1 lazy/easy-going
a relaxed and happy to do w hatever people w ant
b not liking to w ork or use energy
2 determ in ed /stu b b orn
a not letting anything stop you doing w hat you've decided to do
b not willing to ch an g e your decision or consider anyone else's opinion
3 m odest / s h y
a not feeling confident in the com p an y o f people you don’t know
b not w anting to talk about the things you d o well
4 sensitive/em otional
a having intense feelings about things and show ing them
b being aware o f your o w n feelings and other people's
5 arrogant/assertive
a thinking you are better and m ore im portant than others
b expressing your opinions and feelings in a confident w ay
5 Complete the sentences with an adjective in exercise 4.

1 Sarah is v e r y .........................She's achieved a lot in her life, but not m any people know about it.
2 I like getting up late at th e w eekend, but that doesn't m ean that I'm
3 Z a c k is s o - he never listens to anyone's advice.
4 Harriet is very relaxed w ith people she knows, but in a n e w situation she’s v e r y ..........................
5 Je n n y always knows if you're not happy. She’s v e r y .............................. toothers.
6 Frank has a very superior attitude to everyone around him. He's really................................
7 Carl finds academ ic w ork quite difficult, but he w ants to succeed. He's v e r y ................................
8 Je d is very easy to get on w ith and he never worries about anything. He's so ...........................
6 SPEAKING Work in groups. Prepare four tips on how to make a good first impression.
Then compare your tips with another group and agree on the best three tips.
8 The way we are

W 'M
1C
■
Speculating
7 SPEAKING Work in pairs. Look at the photos. Which words in exercise 4 would you use to
describe the people? Why?
8 1.03 Listen to two dialogues about two of the people in the photos in exercise 7.
Which two people are they talking about?
9 1.03 Complete the phrases from the dialogues. Then listen and check.
Speculating
Modal verbs lo o k / lo o k lik e / lo o k a s if
H e 1.................................... be in his thirties. H e 6.... y o u n g e r than I
H e 2................................... understand us better. expected.
S h e 3.................................... be nearly tw o metres tall. H e 7....................................a typ ica l head
se e m teacher.
4 nice? She8 she's an
5 easy-going. O lym pic athlete.
10 1.04 Listen to the two people talking about themselves. Which words do they use to
describe themselves?
11 1.05 Complete the dialogue about another person with the phrases below. Then listen
and check. Which person in the photos are they talking about? Underline two more phrases
for speculating.
he could be th e n e w school secretary then ■ looks nothing like him this on e looks m uch older
than that But he seems nice He m ust be our n e w science teacher then That m ight be his dad
th ey both look happy No, he can't be He looks as if he's a m anager o f a big com p an y
Amber Who's that g u y in the suit talking to Craig?

Samuel 1
Amber No, I know Craig's dad. This g u y 2...................................................................
Samuel 3 .. It's the on ly teacher w e haven't m et yet.
Amber 4 .The n ew science teacher is in his thirties a n d 5
Samuel W e ll,6
Amber No w a y .7...................................................................
Samuel I know w h at you m e a n .8 . He's been chatting
to Craig for quite som e tim e n ow a n d 9 ...............................
12 SPEAKING Work in pairs. Discuss your first impressions of the other people in the photos.
The way we are 9

1 D ■ Culture, vocabulary and grammar British fashion
1 SPEAKING Work in pairs. Discuss the questions.

1 W h at influences th e w a y you dress?
Fashion never forgotten
friends brothers and sisters music
Can you imagine dressing in exactly the same way as
fashion magazines the w eath er parents
your parents? 1 The different ‘looks’ were
2 W h ere d o you buy your clothes? Do you ever make started by the new rock and pop bands, who often
changes to the things you buy? came from the UK. Four British people remember the
3 W hat's your favourite item o f clothing? W h y d o you excitement of being part of these fashion movements,
like it? which they still see alive in retro fashion today.
2 What do you know about these fashion styles: mod, Mod fashion started in the early 1960s. Most mods
hippie, punk, goth? Read the text and compare your were fans of the rock band The Who. They often fought
with ‘rockers’, who were traditional rock and roll fans
ideas. Then complete the text with sentences A-F.
with leather jackets and motorbikes.
There is one sentence that you do not need.
A I bought ordinary T-shirts, cut holes in them , fastened
them with safety pins and then w rote things on them
using a marker pen.
B And although it's dark, it's a ve ry pretty look, w ith lots
o f lace for the girls.
C W e w ere the first generation that didn't need to do
that, so w e had m oney to spend on stylish clothes.
D It was im portant that the clothes were very
com fortable to d ance in.
E That's w h at happened before the 1960s brought the
a g e o f teen age rebellion and young people started
their o w n innovative and original fashion styles.
F And it wasn't just the girls - the boys liked wearing ‘In the difficult economic times before
pink and purple flow ery designs, too! the 60s, parents expected teenagers with
jobs to nav ren t.2 The mod look wasn’t
cheap - the classic outfit was a slim-fitting suit with a
Clothes and fashion shirt and thin tie, and pointy leather shoes. There was
a more casual mod look, too. Although it borrowed
3 Study the highlighted words in the text and in
a lot from Italian and French style, we liked to give
exercise 2. Then match them to definitions 1-6. it a very British character, with Union Jacks and RAF
1 used by som eone before emblems. It's a fashion that’ll always be popular with
2 using a style from the recent past people who like to dress smartly.’ Alan, the mod
3 com pletely n e w and different.................. , ............

4 fashionable in a w ay that looks exp ensive.............
Hippie fashion started in the USA, but in the London of
the late 60s, the designer boutiques of Carnaby Street
5 w ith a fam ous nam e
and the King's Road made it more chic. It was popular
6 a high quality exam ple o f som ething m ade in the
with fans of the Rolling Stones and The Beatles.
p a s t...............
4 SPEAKING Work in pairs. Use the adjectives in

exercise 3 to describe the clothes and style of
people you know.
5 SPEAKING Work in pairs. Answer the questions.

1 H o w did teenagers ch an g e in the 1960s?
2 W h y did mods have m oney to spend on clothes in
th e 1960s?
3 W h ich o f th e fashions m entioned in the text do
you think is the: cheapest? m ost expensive? most
m odern? most old-fashioned?
‘I sometimes spent a lot on hippie-style
4 W h ich o f these fashions is your favourite? Are any of
clothes - I had a fabulous purple dress
them popular in your country?
that cost a fortune! But for the real hippie look, I
5 W h a t fashions have there been since 2000, in your bought things in second-hand shops. Long skirts and
country, and around the w orld? Are th ey connected flared trousers seemed to be everywhere, in all kinds
w ith styles of music? of bright colours.3 .......................... I can see a return to
the hippie look in the ‘festival style’ young people
DVD extra Ju n ky Styling wear to music festivals today.' Carol, the hippie
10 The way we are

Verb patterns
6 Study the rules below. Then add the underlined verbs in the
text and in exercise 2 to 1-4.
Punk fashion became popular with the
British punk bands of the late 1970s, the 1 Verbs + infinitive w ith to: decide, promise, choose,
Sex Pistols being the most famous. Punks 35 .................. •.................../...................
were anti-pop music, anti-government, and 2 Verb + infinitive w ithout to: shall, must, could, w ill,.................. ,
... anti-everything. even fashion!
3 Verb + -ing: suggest, consider, a d m it,.................. , ...................,
4 Verbs + infinitive or -ing: love,

7 Complete the second sentence so that it has a similar meaning to

the first sentence. Use the correct form of the verbs in brackets.
1 a I never thought I w ou ld see so m any punks in Japan!
b I never so m any punks in Japan! (expect)
‘You might think all punks 2 a 'Let's go to the festival in Reading,'said Mike.
were angry and aggressive, b Mike to th e festival in Reading, (suggest)
but a lot of us were just having fun and 3 a I'm thinking o f buying that black leather coat.
enioved dressing in ways that would b I .................................... that black leather coat, (consider)
shock people. We wanted to have a
4 a Looking for vintage clothes is som ething w e enjoy,
kind of fashion that was cheap and
‘do-it-yourself, so we avoided buying b We for vintage clothes, (love)
things from fashion shops. 4 5 a M y m um said she'll buy m e som e n e w boots for m y birthday,
Piercings became fashionable with punk b M y m um m e som e n e w boots for my
and the hair was an important part of the birthday, (promise)
look. You still often see people with a
6 a It looks like 1980s fashion is popular again.
Mohican haircut today.' Jack, the punk
b 1980s fashion.................................... popular again, (seem)
8 Study sentences 1-5. What is the difference in meaning

The goth look started with the ‘gothic’ rock
between sentences a and b?
bands of the 80s and 90s, which came out
of the British punk scene. Much of the style 1 a I rem em ber wearing flared trousers w hen I was young.
comes from the Victorian period in Britain. b I rem em bered to w ear flared trousers to the sixties party last
Saturday.
2 a HI never forget seeing that photo of your dad dressed as a punk!
b Don't forget to bring that photo o f your dad dressed as a
punk - I w an t to show it to Mark.
3 a They stopped to look in the shop w indow ,
b They stopped looking in the shop w indow .
4 a I tried changing m y clothes before I w e n t out, but I still wasn’t
happy.
b I tried to ch an g e m y clothes before I w en t out, but I didn't
have enough time.
5 a I regret spending all your money.
b I regret to tell you that I spent all your money.
‘It’s easy to say what the

most important thing about
9 SPEAKING Complete the questions with the correct forms
goth fashion is - black! It can be leather of the verbs in brackets. Then work in pairs and answer the
trousers, long dresses, boots or gloves, questions.
but black is the first choice of colour.
1 W h y d o you think people w an t (be) fashionable?
5 You can find some great
2 Have you ever chosen (wear) som ething in order to
goth clothes in vintage shops. I loved
goth culture as a teenager - it’s perfect shock people?
tor those times when life seem s sad and 3 Can you im agine e v e r .................. (dress) like your parents?
serious. The goth style seem s to be more 4 Do you think you'll n e e d .................. (change) the w ay you dress
and more popular these days, especially
w h e n you start work?
with all the interest in vampire books and
5 Are there any colours you avoid (wear)?
movies.' Gemma, the goth
6 Have you ever tried (have) your hair longer or shorter?
7 W h e re d o you m ost e n jo y .................. (shop) for clothes?
8 W h ich item o f clothing d o you most regret.................. (buy)?
Vocabulary bank Clothes page 134 The way we are 11

1 E ■ W riting An informal email
SPEAKING Read the

advert and answer the
questions. Link up!
1 Does your school W e are looking for young people to link up with students
have a partner school? in our partner school in South Africa. The students are
W h ere is this school? all aged between sixteen and eighteen and are studying
2 Do you or your friends for their final exams. They want you to email them, so
email students in other that they can learn more about your lives, families,
countries? W h a t do
friends and school. If you are interested, come to the
you write about?
meeting in Room 5 after break on Thursday 1 6 * to hear
more about the Link up project.
STRATEGY
Checking your writing

When you finish a piece of writing, remember to check your work for mistakes. Always check
the following:
a Punctuation: com m as, full stops, question marks, speech marks, capital letters, exclamation
marks, colons, apostrophes.
b Spelling: use a dictionary to check the spelling o f words,
c Grammar: check that you have used the correct tenses.
d Word order: check that all the words are in the correct order and that the sentences make sense,
e Vocabulary: use a dictionary or a thesaurus to check that you have used the correct word. W atch
out for false friends (words that are similar in your ow n language, but m ean som ething different).
Correction marks
Here are som e of the most com m on correction marks:
p = punctuation sp = spelling gr = gram m ar wo = word order ww = w rong word; vocabulary
2 Read the strategy. Then correct the sentences. There is one mistake in each sentence.
Match each mistake to a-e in the strategy.
1 I live with m y fam ly in Abingdon, near Oxford.
2 Does your brother like to carry football tops?
3 Im studying for m y final exams.
4 I lives with m y fam ily in the centre of Bristol.
5 On Saturdays, w e go always to the park to play football.
6 W h a t do you like to d o in your free tim e
3 Read Elise's email for the L in k u p project. Then correct the mistakes.
4 Read Bert's first L in k u p email and answer the questions.

1 H o w does he start the email?
2 W h at kind o f information does he include in each paragraph?
3 H o w does he sign off?
Position
5 Complete the phrases that Bert uses to identify people in the photo. Then find the phrases in
Bert's email and check your answers.
1 the b a ck/fro n t 2 front of ■ in the m id d le 3 4 the le ft/rig h t of
6
I on the rig h t/le ft 5
in the foreground / background
the to p / b o tto m / rig h t- h a n d / le ft- h a n d / c o rn e r
behind
Look at the photo. Match Bert's friends to descriptions 1-6.

This perso n is ...
1 to the left of Kara...... 4 in the bottom right-hand corner.
2 in the m iddle o f the to p row. 5 in the top left-hand corner.
3 in front of El lie........... 6 behind Felix............................
12 The way we are

1E
Hello Adela,
P gr
My names Elise and I write to you as part of
the Link up project at my school. I'm your
new e-pal and I'm very excited about writting
to someone in South Africa.
I live in a small flat near the centre of

p ww
antwerp with my elders, my brother Johan ► d ? 1 photo attached
------- gr
and my dog, Max. I enjoy play hockey and Hi Peter,
I for a local team play and my school team. My name's Bert and I'm from Belgium. I'm writing
to you as part of the Link up project. I live in
We're not very good and we're always losing
Ghent with my parents and brother. There are 900
matches, but we have fun when we play. students in my school, but only eighteen in my class.
sp I usually walk to school with my friends.
I'm ataching a photo of myself and my friends
I enjoy foreign films and I'm a member of a film
on our last school trip. I'm the dark-haired girl club. I'm attaching a photo of me and my friends
from one of our film nights. I'm the dark-haired one
in the middle. My best friend Larissa is the tall
gr in the middle of the bottom row. The guy in the
one on my right. She wears a white T-shirt top left-hand corner is my friend Yura. The blonde
and jeans. She's quite shy, but we get on well haired girl to the right of Yura is Marianne. The
attractive girl behind me is Ellie. She's very clever,
together and she's got a very good sense of
but modest, too. At the back, behind Ellie, is Kara.
humour. The guy in the top right-hand corner is Dirk. He's my
best mate. We always play football together at the
Please email me back and send me a photo. weekend. And my brother Felix is in front of Dirk.
Tell me about your life and your friends. Can you send me a photo of you and your friends
when you email me back?
Bye for now, I hope to hear from you soon.
Elise Bye for now,

Bert
WRITING GUIDE
■ Task Write an informal email in reply to the online ■ Plan Follow the plan:
advert below. Paragraph 1: Introduction. W rite about yourself and
your family.
Paragraph 2: Describe a photo o f your family or friends.
Wanted: e-friends Paragraph 3: Ask your e-friend to send you a photo.
We have a partner school in Rotterdam, Holland. They are Paragraph 4: Ask w hen th ey will email you and sign off.
looking for e-friends for their sixteen-year-old students.
They want to email students in different countries to ■ Write Write your email. Use the paragraph plan to
practise their English and to find out more about life in
help you.
other places. Tell them about life in your country, school
and Mends. Please attach photos and describe yourself
and your friends. ■ Check Check the following points:
■ Have you used the correct email format and register?
■ Have you included all th e information asked for in the
■ Ideas Make notes about: task?
■ yourself and w here you live. ■ Have you followed the paragraph plan?
■ your family. ■ Have you checked grammar, vocabulary, spelling,
■ w here your friends are in the photo. punctuation and w ord order?
■ w h at they look like and w h at th ey are wearing.
■ w h at th ey are like: their personalities and w hat they
like doing.
The way we are 13

Vocabulary insight 1 Recording vocabulary
c w -re
1 Work in pairs. What ways of learning new vocabulary STRATEGY

do you know? Rank them from the most useful to the
least useful. Give reasons for your ranking.
Recording vocabulary: context
W h e n you make your o w n vocabulary records, it is
im portant to w rite w h e n you can use a particular word.
Study vocabulary records A-D and answer the
Som e words have similar meanings, but they are used in
questions.
different contexts, for example, formal / informal / neutral
1 W h ich m ethod of recording n ew vocabulary is similar situations, w hen referring to m en / w om en / children, or
to your ow n m ethod? w hen show ing a positive or negative attitude.
2 W h ich m ethod do you think is most useful? W h ich is
A g oo d dictionary will tell you about the situations in
least useful? W h y ?
w hich a w ord is typically used. In the O xford Wordpower
s tu u n in 0 = (translation in y o u r own, lan gu age) Dictionary, notes with the heading 'other words for'
com pare it with words that have a similar meaning. They
also tell you the typical context that the word is found in.
d e o d e r ( a d j ) t h io (in ao a t t r a c t i v e W a y )
slim ( a d j ) th io (io ao a t t r a c t i v e W a y )
5 Read the strategy above. Then study the dictionary
s t a t u s ( o ) s o c ia l positioo
entries for th in and fa t. Answer the questions using
s t r e t c h ( v ) m a k e lo o g e r
c tu o o io g ( a d j ) v e r y a t t r a c t iv e
the words in bold in the entries.
1 W h ich words w ou ld a doctor use?
2 W h ich word w ould a friend use to pay you a
Twe, IO O ct stunning (adjective) = (informal) very com plim ent?
Appearance attractive 3 W h ich word w ould you use to describe a child?
A h& ndSoiue. m ao
/stAnii]/ 4 W h ich word is an im polite w a y of saying that
a pretty woman Synonym: beautiful som eone is overw eight?
overweight / f a t 5 W h ich word is an im polite w a y of saying that
Rosie Huntington-Whiteley is stunning,
slim / t r iM
(translation in your own language) som eone is too thin?
OTHER WORDS FOR
STRATEGY thin
Thin is the most general word for describing
people who have very little fat on their bodies.
Recording vocabulary: what to record Slim is used about people who are thin in an
It is im portant to keep good records o f n e w vocabulary. attractive way: You’re so slim! How do you do it?
If you say a person is skinny, you mean that he/
Decide where you will record n ew words, for example, in she is too thin and not attractive. Underweight is
a special notebook or in a docum ent on your computer. a formal word, and is often used in a medical
context: The doctor says I’m underweight.
Decide w h at information you need to record about
the word. So m e things to record are: part of speech,
OTHER WORDS FOR
pronunciation, synonyms, antonym s or collocations.
fat
You will find all o f this information in a good It is not polite to describe sb as fat. Large and
overweight are sometimes used instead: She’s a
dictionary. Look for other information that tells you
rather large lady. » I’m a bit overweight. Generally
about the typical context in w hich the w ord is used. it is not polite to refer to sb’s weight when you
talk to him/her. Chubby is mainly used to
For example, th e label inform al tells you that you describe babies and children who are slightly fat
should on ly use the w ord with friends and family. in a pleasant way: a baby with chubby cheeks.
Doctors use the word obese to describe people
who are very fat in a way that is not healthy.
3 Read the strategy above. Put the information from

vocabulary record D in exercise 2 under the correct
heading. 6 Choose the correct answers.
1 He's a very cute and large / chubby baby.
1 w ord stunning
2 The doctor said I w as skinny / underweight and had
2 part of speech
to put m ore w eig h t on.
3 synonym .....................................................
3 'Look at that man. H e’s so fat / obese.' 'You can't say
4 translation
that!'
5 exam ple .....................................................
4 Tom’s very skinny / slim. He doesn't look good.
6 use (context) .....................................................
5 Anna is so lovely and underweight / slim.
4 Study the dictionary entry for g o rg e o u s and write
your own vocabulary record. Then compare with a 7 Find the words below in a dictionary. For each
partner. word, write an example sentence that shows it in its
typical context.
g o r g e o u s /'gjicitos/ adj (informal) extremely
pleasant or attractive: What gorgeous weather!
attractive beautiful handsom e pretty
* You look gorgeous in that dress. O note at beauti
ful ►gorgeously adv
14 Vocabulary insight 1 Dictionary entries from O xford W ordpow er D ictionary, 4th edition
Review 1
i V . v 7 t* W in
Vocabulary Grammar
1 Complete the sentences with the words below. 5 Complete the sentences with the present simple or
There is one word that you do not need. present continuous tense.
elegant handsom e overw eight plum p slender 1 'Look at that cheetah! H o w fast
stunning unattractive (it/run )?' 'Over 110 kphl'
2 'H o w m any hours (pythons /
1 I think too m uch make-up is a ctu a lly .....................
sleep) every day?' 'Eighteen.'
2 Stylish and clothes don't need to be
3 'H o w lo n g .................................... (flies / live)?'
expensive.
'Tw o to three weeks.'
3 Both Robert Pattinson and Taylor Lautner are very
4 'W hich animals eat while (they/
, but w h o is m ore attractive?
lie) on their backs?' 'Sea otters!
4 M ore than a billion adults globally are unhealthily
5 'Look at that h u m m in g b ird !'!
, with m any being obese.
(fly) backwards!'
5 Most ballerinas are v e r y .............. in order to be light.
6 'M ale m osquitoes n e v e r........................ (bite) humans.'
6 It's official: Ukrainian w o m e n are ! In 2012,
7 'Zebras n orm ally.................................... (eat) all day.'
th ey w ere voted the most beautiful in th e world.
8 T h a t lio n .................................... (not hunt). W h y?'
Marks 16
'M ale lio ns.................................... (not usually / hunt).'
2 Complete the sentences with compound adjectives. Marks /10

Use the words in brackets.
6 Complete the dialogue. Use the present simple or
1 I'm v e r y ......................I never tan. (pale-)
present continuous form of the verbs below and the
2 Magazines are full of blonde-haired and
words in brackets.
models, (blue-)
change (x2) do give leave mean seem think
3 She had dark hair w h e n she w as younger, but now
she's......................(blonde-) Ja k e Do you see that? W h a t 1
4 I'm , so I'll need a bigger jacket, (-shouldered) (that cham eleon )?
5 Y ou 're............... Have you been on holiday? (-tanned) M ike I t 2.................................... co lo u r Oh wow. It was
6 I'm n o t ......................I'm only 35! (-aged) green. N o w it's purple!
Marks 76 Ja k e W h y 3...................................(cham eleons) colour?
M ike They m ainly use colours to com m unicate.
3 Complete the sentences using the correct adjective Ja k e W h a t m essag e4 ............ (you) that
form of six of the nouns below. one5 us right n ow ?
arrogance assertiveness em otion laziness M ike Darker c o lo u rs 6 (usually) it's angry.
m odesty shyness stubbornness Ja k e Well, that c h a m e le o n 7 very
angry, It’s n o w black!
1 Luke never works hard. He’s ............................................
M ike Oh dear. W e 8 now, OK?
2 Katie hates m eeting n e w people. Sh e's.........................
Sorry for bothering you!
3 Mark thinks he's better than everyone else. He's............. Marks .7 8
4 Jo refuses to change her mind. S h e 's ............................
5 Al always says w h at he wants. He's................................ 7 Complete sentence b so that it has a similar meaning
6 Sofia's very quiet a n d ...................... about her success. to sentence a.
Marks 76 1 a Do you w an t to go to th e concert?
b She su g g ested ............................................................
4 Replace the words in italics with the words below. 2 a I think I m ight dye m y hair red.
chic designer innovative second-hand retro b I'm con sid erin g...........................................................
stylish 3 a Buying these shoes w as a mistake.
b I regret..........................................................................
Trainers are popular because they're both comfortable
4 a Packing a swimsuit is essential.
and 1 ( fashionable ). Converse’s early black and b Don't fo rg et....................... ................................
white design has become a 2 ( vintage ) classic, 5 a Buying designer brands isn't compulsory.
and 3 ( owned before ) Converses sell for lots b You don't n e e d ............................................................
of money. Many top fashion houses now sell 4 6 a W h y don't you w ear a belt w ith that?
( expensively branded ) ranges. In 2007, American b T ry .................................................................................
retailers decided to do something 5 (new and 7 a It looks like clothes are getting ch eap er
different) and created some gold Nikes. They cost b Clothes s e e m ...............................................................
8 a I'm getting a piercing w h e n I turn 18.
$50,000 - but they do look 6 (fashionable and
b I d e c id e d ......................................................................
expensive)!
Marks /8
Marks 76 Total 750
Pronunciation insight 1 Workbook page 124 Review 1

t flfm ^
Travellers’ tales
Reading and vo cab u lary The pow er of tourism
1 SPEAKING Work in small groups. What do most

people do on holiday? Agree on the three most
typical activities from the list below.
find out about local com m unities learn a n ew
language make n e w friends eat local food
use public transport buy local crafts help w ith
conservation projects relax by the pool try to save
w ater get a goo d suntan read a good book
2 Read the definition of responsible tourism. What

things in exercise 1 would a responsible tourist do?
Then read the text. Why is Guludo Lodge a good
example of'responsible tourism?
Respon sible to u ris m (n) Travel that does not harm

the cultural or natural environment. It can improve the
life of local people and help protect the environment.
3 Read the text again and put the events in the

correct order.
1 Education and health projects changed people's lives.
2 A charity w as set up to help local people.
3 A m y com pleted her studies at college.
4 She worked in a school for free.
5 A m y and Neal decided to use tourism to help people.
6 Their work w as recognized by the tourist industry.
7 T h ey found a place for their lodge. Am y Carter-Jam es is small, blue-eyed and blonde, with a
friendly smile. S h e doesn’t look like she could change the
8 Jobs w ere created for people in the village.
lives of thousands of people but, remarkably, she has.
4 Answer the questions. It all started when A m y took a gap y e a r in Africa

after she finished university. ‘I spent eight months
1 W h a t gave Am y the idea to help people through
volunteering in a very poor rural school in Kenya,’
tourism?
she says. ‘That w a s the first time I saw poverty, I
2 W h y did A m y and Neal decide to go to M ozam bique? w as so young and so easily inspired and I thought,
3 W h a t helped A m y and Neal to achieve their dream ? “ W h y can't tourism do the sam e thing for com m unity
4 In w h at ways did the n e w beach lodge help local develop m ent?” '
people?
On her return to England, twenty-two-year-old Am y
5 H o w can you get to G uludo Lodge? and her boyfriend Neal decided to take ‘the road less
6 W h a t can you see and do there? travelled’. They drove across Mozambique, one of
7 W h a t does the word 'nema' m ean? the poorest countries in Africa, but it w asn't exactly a
holiday. Mozam bique had two qualities which appealed
5 SPEAKING Discuss the questions. to them: great potential as a travel destination and
local people w ho desperately needed help. O nce
1 W h at d o you think about A m y and Neal's
there, the couple got off the beaten track and headed
achievem ents? for Quirim bas National Park, where they found a tiny
2 In w h at other ways can w e be responsible tourists? stretch of white sand clo se to a village called Guludo.
Think about: Life in Guludo w as hard: there w a s little clean water and
h o w you get to a holiday destination. not enough food. Healthcare w as poor and people in
■ w h at you use w h e n you are there, the village had a life expectancy of thirty-eight years.
A m y and Neal had no qualifications in tourism or
w h at you d o w hen you are there,
healthcare but they had com m on sense, enthusiasm and
w h a t you leave behind,
determination. T h ey talked to the villagers about their
w h a t you bring back.
plan to create a small beach resort which would provide
em ploym ent for people and lift families out of poverty.
‘W e took a translator with us,’ says Amy. ‘Their only
question w as: ‘W h en can you sta rt?’
16 Travellers'tales
Vocabulary: compound nouns: travel; travel; types of journey; Speaking: discussing ideal holidays, memorable journeys; persuading
verbs+prepositions: trave and negotiating
2A
Grammar: narrative tenses; used to and would Writing: a story
insight Compound nouns: travel
6 Match the words in A to the words in B to make

compound nouns. Then check your answers in the
The couple set to work on a beach lodge, building beach
text.
huts from local materials and employing people from
the surrounding area. O n ce the lodge w as complete, A beach national package public tourist
they set up a charitable foundation called N EM A , which tour travel
received 5 % of its revenue. This m oney w a s used to B destination guide holiday park resort
create clean w ater points, fund healthcare projects, build
trap ■ transport
two primary schools and support conservation projects
- it helped to improve the lives of thousands of people.
‘W e wanted to show the world the pow er of tourism, that
7 Read the text. Then replace the phrases in italics
it could be a vehicle for change,' says Amy. with compound nouns in exercise 6.
It isn't e a sy to get to Guludo. It’s not a typical package

holiday with airport pick-ups and drop-offs. There’s no
public transport, either. The nearest city is Pem b a and
The world’s highest rubbish dump
once there, you have to take a helicopter, a boat or go It’s one of the most famous places in the world and thousands of
on a three-hour ca r journey along bum py roads. But people have been there. But it isn’t a 1place for a holiday by the sea
Guludo Lodge is worth the effort. Today the lodge has and you can’t use 2a regular bus or train service to get there. It isn’t
nine ‘bandas’, or beach huts, with beautiful s ea views. 3an organized holiday from a travel agent, with the usual4shops that
There are no overpriced souvenir shops and other tourist sell overpriced souvenirs and the 5person who shows tourists around
traps. It’s the perfect place to take time out, escap e will probably be a sherpa! As a 6place for holiday makers, it’s pretty
the crow ds and soak up the sun. Visitors can see the unusual - it’s Mount Everest.
sights - explore Ibo island with a tour guide, go scuba Everest is part of a 7protected area of land in Nepal. Many
diving or observe African wildlife at the M ogandula Bush endangered species live there, such as snow leopards and
Lookout. But the highlight for many is getting to know black bears, but the park and these animals are
people in the village, taking part in festivals and learning suffering. The problem is rubbish.
about N EM A ’s work. ‘Peop le who stay with us often
Every year, hundreds of climbers leave rubbish
com e for the diving or the beach,’ s a ys Amy, ‘but it's the
on the mountain, everything from food cans to
com m unities that really blow them away.'
oxygen cylinders and even fridges! A group
Peop le like A m y and Neal believe that the tourist of climbers do regular clean ups, but there
industry can do much good in the world and Guludo is still more than a hundred tonnes of
Lodge is leading the way, winning m any aw ards for waste to collect. Even the world's
its responsible tourism. B a c k in the village, people are highest mountain can't escape the
talking about N EM A. In the local dialect, it's a word with negative impact of tourism!
a special meaning. ‘It’s difficult to explain,' s a ys Amy,
‘but it m eans that kind of hope that accom panies the
end of suffering.' T ra v el
8 Complete the descriptions with the correct form of

the verbs below. Then check your answers in the text.
escape ■ g et off get to know see soak up take
take part in
W h e n w e g o away, w e like t o 1................. the beaten

track, aw a y from the usual tourist destinations.That's the
point o fa holiday - t o 2 from the crow ds and
have an adventure!
I like t o 3..................tim e out, lie on th e beach, read a

g oo d book a n d 4.................. the sun. The w eather isn't
great at home, so I never usually sunbathe.
M y fam ily like t o 5................. guided tours and activities

- w e a lw a y s 6 the sights. Last year, I tried
snowboarding w ith m y brother It w as fun because w e
NEM A in num bers 7.................. som e local people and m ade n e w friends.
2 new primary schools
150 secondary school scholarships 9 SPEAKING Work in pairs. Which description in
800 primary school meals
8,000 mosquito nets
exercise 8 is your idea of a good holiday? Give
Clean water for 15,000 people reasons for your answer.
Vocabulary bank Types o f holiday page 135
T ra v e lle rs'ta le s 17
2B G ram m ar and listening M em orable journeys
ATLA N TIC C H A L L E N G E
^ th e world's toughest
row ing Tace
I you
Apply o n lin e a t w w w . r o w . . .
1 SPEAKING Read the advert for the Atlantic challenge and discuss the questions.
1 W h at typ e o f even t is it?
2 W h at m ight the challenges be?
3 If you took part in the event, w h o w ou ld you choose as your rowing partner?
your best friend your m u m / d a d your teacher som eone famous
2 Read part 1 of the story. Who was supposed to be Daniel's rowing partner? What happened?
What do you think happened next?
P a rt 1
’jan Meek usually g o t home from work at 6 o'clock and today was no different. 2She m a d e herself
a cup of tea and lo o k e d out of the kitchen window. 3|f w a s ra in in g and cold outside - not good
weather for building a boat. ]an had an uneasy feeling and decided to check her answering machine.
There was a message from her son, Daniel, and it wasn’t good news. 4At the tim e, 21-year-old Daniel
w a s p r e p a r in g to com pete in the Atlantic challenge with a friend. Unfortunately, his friend had just
called him with some bad news. He didn’t have the tim e to prepare for the race, so Daniel had to
find another partner, som eone with enough free tim e to raise money, build a boat and to train!
5The boat w a s very small and the race was long, so it also had to be someone he could get on with.
6|an phoned her son and asked him what h a d h a p p e n e d . Then 7w hile |an w a s s u g g e s tin g solutions
Daniel in te r r u p te d h e r...
Narrative tenses
3 Read parti of the story again. Then match sentences 1-7 to rules a-g.
We use the past simple for:
a a past state,
b a past habit.
c a sequence of actions in th e past.
We use the past continuous for:
d background descriptions.
e an action or actions in progress at a specific tim e in the past.
We use the past simple and the past continuous for:
f a longer action interrupted by a shorter action.
We use the past perfect for:
g an action or even t that happened before another action in the past.
4 Complete part 2 of the story with the correct form of the verbs in brackets. Then answer the
questions.
1 W h o did Daniel ask and w h y?
2 W h y did th ey agree?
3 W h at was goo d / bad about th e journey?
18 T ra v e lle rs'ta le s
2 B
Pa rt 2
Surprisingly, D a n ie l1........................ (ask) his fifty-year-old mum to be his rowing partner His
mum 2........................ (never / row) in her life, but she was very adventurous. The previous year she
3........................ (study) Chinese in Taiwan, then she had gone backpacking round the world on
her own. )an said 'yes' because she 4........................ (know) that the race was a 'once-in-a-lifetime'
opportunity.
Two years and m any hours of training later Jan and Daniel 5........................ (arrive) in Tenerife. At
last they were ready to take part in the race - they 6........................ (raise) enough money and they
7........................ (build) a good boat. On the boat, there was enough food for 100 days, as well as
books and m usic for entertainm ent. They 8....................... (also / ask) friends to w rite them letters
and poems, so they had som ething to open during the difficult days ahead.
Once the race 9....................... (start), |an and Daniel realized just how hard it was going to
be. The rowing was tiring, they couldn’t wash and they were constantly soaked with salt w ater
There were terrible days when they wanted to give up, but there were also good days. W hile they
10........................ (row), they saw dolphins, whales, and flying fish. They also 11.........................(get)
to know each other extrem ely well.
In the end, the journey 12....................... (take) 101 days - two m onths longer than the winners
of the race. Ian and Daniel thought that everyone 13........................ (forget) about them. But
when they arrived in Barbados, people 14....................... (w ait) on boats to greet them. Everyone
15........................ (cheer) and waving, and there was m usic and fireworks. People wanted to
congratulate them on their amazing achievem ent!
1.06 Listen to a radio show about Jan and Daniel. What did they do next?
6 1.06 Listen again. Put the events in the correct order,

then retell their story. Use the words and phrases below.
before (the expedition) by the tim e (they arrived) first next
then a f t e r i w hile w hen in the end
Ja n and Daniel tho ug h t about giving up. They learned h o w to use a gun.
They w e n t on a course to learn survival skills. Friends followed their blog posts.
They had a bad accident. They w ere ready to start the expedition
Jan suffered from frozen hands. Th ey broke another w orld record.
7 Choose the correct answers.

1 Jan and Daniel had been / were on an adventure together before the polar challenge.
2 Before they left, th ey were starting / started a blog about their expedition.
3 They w ere well-prepared because th ey had trained / trained for over a year.
4 They took a gun because a polar bear had attacked / attacked another team.
5 O ne o f the tents that th ey brought / had brought burnt dow n.
6 I hey packed up their rem aining tent, then carried on / were carrying on w ith their journey.
7 Halfway through their journey, th ey realized that th ey hadn't packed / didn't pack enough food.
8 By the tim e they reached the pole, th ey had raised / raised a lot o f m on ey for charity.
8 SPEAKING Work in pairs. Ask and answer questions about a memorable journey you have
had. Use the ideas below.
Think about:
w here you went. w h a t you did / saw on the journey,
w h at you had packed / read / d on e before h o w you w ere feeling before, during and after,
your journey. w h at you thought about the journey,
w h o you travelled with.
2C Listening, speaking and vocabulary One journey, different travellers
SPEAKING Work in pairs. What are the differences between these travellers? Where do they
normally spend their holidays? What are the pros and cons of each type of travel?
arm chair traveller staycationer adventure tourist globetrotting backpacker holidaymaker
STRATEGY
Identifying purpose
When you listen to people talking, try and identify the purpose of the conversation. Listen for:
the context. H o w m any peop le are speaking? W h o are th e y? W h ere are they?
h o w the speakers feel. Are th ey angry, happy, bored, interested, worried?
w h y th ey are speaking: to make an arrangem ent / give an opinion / give instructions / make
suggestions, etc.
2 1.07 Read the strategy. Listen to the radio show. Which of the travellers in exercise 1are
speaking? Why are they calling in?
3 [aH 1.07 Listen again and match each speaker 1-4 with two sentences a-h.
1 Luca 2 Noah 3 Katrina 4 Jed
a likes to visit places that aren't popular f disapproves o f people on package tours,
b says travelling is hard work, g is aw are o f th e environm ental im pact of
c thinks typical tourist holidays are boring, travel.
d finds ou t about places on a computer, h doesn't like to go aw ay for a long time.
e likes to tell stories about his / her travels.
PI Types of journey
4 Study the highlighted words in sentences 1-7. Then match them to definitions a-g.
1 Last summer, I w e n t on a trek through the Alps.
2 I also w en t on a ten-day voyage around Antarctica, w hale watching.
3 I'm not an explorer. I've never been on a polar expedition.
4 I also prefer short trips or w eekends aw ay to local places.
5 A flight to Thailand w ould produce a lo to fC O j.
6 They g o on coach tours w hich stop off at popular tourist attractions.
7 They g o on planned excursions to crow ded museums.
a A jou rn ey by air.
b A long jou rn ey w hich is often scientific
c A jou rn ey in a ship o r a spacecraft,
d A difficult walk, lasting several days or weeks,
e Travelling from place to place w ith an organized group,
f A short outing to on e place for pleasure,
g A short or long jou rn ey for business or pleasure.
5 SPEAKING Work in pairs A and B. Choose a role card and prepare a dialogue between a
travel agent and a tourist.
Student A Student B
You a rea travel agent. Think about w hat visitors You are a tourist. Tell student A w h at you
can see and do in your town. Decide which w an t from your holiday and w h at typ e of
activities and places would appeal to different activities you enjoy. Ask them for advice
types of tourist. Listen to Student B, then give about w hat you can see and do.
advice about w hat they can see and do.
2C
~ mm ^ i ■■■■
Persuading and negotiating

SPEAKING Work in pairs. Read the adverts.
Which tour of London would you like to try?
Give reasons for your answer.
City logging Tours EA S T E N D E X P L O R E R

An insider tour of East London.
Join us as we guide you through ^
Discover:
2 000 years of history on London s
most exciting sightseeing tour Our
• colourful street art down tiny
side streets
6 km running tour stops off at many L o n d o n M o v ie T o u r
• fascinating shops, including
of London's most famous sights,
London's best record store V is it d if f e r e n t
such as Trafalgar Square, the London
• the story behind Brick Lane.
Eye, Big Ben and the Houses of
Parliament. Experience London in a
Spital fields Market and more
memorable and healthy way - book
We guarantee you’ll see loads of
places you'll want to visit again f i l m l o c a t i o n i n
a City Jogging Tour now!
... and again!
2 hour tour £8 2 HOUR TOUR £12 a n d a ro u n d ^ l
7 1.08 Listen to a dialogue between a tour guide and two tourists. Which tour in exercise 6
are they talking about? How does the tour guide persuade them to join the tour?
8 ^ 1.08 Complete the phrases from the dialogue. Then listen again and check.
Persuading and negotiating Reaching agreement

If you ..., I'll give you . . . . Well, y o u 'v e 5.............................. me.
You've g o t 1...................... .......to lose. OK, let's6.............................. for it.
That so u n d s2................... .......... , b u t . . . .
I'm not s o 3........................ ............ 1still think . . . .
You won't be 4.................. .............
1.09 Put the dialogue in the correct order. Then listen and check.
Nick OK, but I still think w e should g o on a tour. Look, here's another one. It's called East End
Explorer and there's a local person as the tour guide.
Fran Hmm, I prefer to explore things on m y own. It's more fun and you get to m eet local people.
Nick W h y don't w e g o on a tour?
Fran W e ’ve g ot a free m orning tom orrow. W h at shall w e do?
Nick Yes, and you can g o shopping, too!
Fran That sounds interesting, but the w eather forecast isn't great and I don't fancy running in
the rain.
Nick M aybe, but w e haven't g ot m uch tim e and a tour is a g oo d w a y to see the sights quickly,
don't you agree? Look, here's a leaflet for a city jogging tour.
Fran OK, you've persuaded me! Let's book it.
Nick Great! You w on't regret it!
Fran So w e w ould g et to know local people.
10 Read the dialogue again. Underline more ways of persuading and negotiating,
and reaching agreement.
11 SPEAKING Work in pairs A and B. Choose one of the tours in exercise 6 and persuade
your partner to go with you.
Student A Student B
You are very sporty and like to be active. You You are really interested in film and think the
also like visiting famous places and ticking film tour sounds amazing. It's expensive, but
them off your 100-things-to-see-before-you- you're willing to pay because it's a'once-in-
die' list. You think th e idea of a jogging tour a-lifetime'experience. Your friend is not that
is great. It's also ch eap and you don't w an t to interested in film, th ey’d rather go jogging. But
spend loads of money. Persuade your friend. they do w ant to see the sights. Persuade them.
Travellers'tales 21
2D Culture, vocabulary and grammar America on the move
SPEA K IN G Look at the photos and discuss the

questions. Then read the text and check your ideas.
The
1 W h at typ e o f places do the photos show ?
2 W h at other things m ight you see along the road?
'Mother
Think about natural and man-made attractions.
. Road
2 Read the text again. Are the sentences true (T) or
false (F)? Correct the false ones.
Route 66 connects the East coast of Am erica w ith the
W est coast.
The road m ade life easier for people in big cities.
Unusual w eather conditions caused the great
migration.
In the 1930s, it w as easy for farmers to find w ork in
California.
In the 1940s, th e road was given a n e w name.
It's over 4,000 km long and crosses two-thirds of the
The road becam e popular because of its tourist
USA. It's been called 'The Mother Road' and 'The Main
attractions.
Street of America'. It's been in films, books and songs
and there's even a piece on display at the Smithsonian
3 SPEA K IN G Are there any famous routes in your
Museum in Washington. W elcom e to Route 66.
country? W hat are the most popular tourist
attractions? Are they connected to any historical Route 66 starts in the hustle and bustle of Chicago.
events? Outside the city, it cuts through cornfields and the
open plains of the West, into gold mining towns
and ghost towns, over deserts and through valleys,
insight Verbs + prepositions: travel
winding around lakes and mountains, until it arrives in
4 Choose the correct prepositions. Then check your Los Angeles on the Pacific Ocean. Midwest America
answers in the text. is connected with the West coast, and the past is
1 It was getting dark so w e headed with / for the connected with the present. Let's go back to the
nearest motel and booked a room for the night. 1920s to see how it all began.
2 W e followed the path and it led us to / for a small
river, d eep in the forest.
3 The interstate highw ay connects to / along Route 66
1920s
at Williams, Arizona. In the early 1920s, life in Midwest America was very
4 W h e n w e cam e to the crossroads, w e decided to different. ’People didn't use to travel much because
travel around / down the road to California.
there w ere no highways* near the small towns -
2a trip to LA would usually take weeks. But in 1926,
5 To get to th e service station, you have to drive
things started to change thanks to a new road called
along / with the main road and turn left.
Route 66. This new road opened up the American
6 The road winds around / for m ountains and lakes.
West to hundreds of thousands of people.
The views are spectacular.
Agricultural communities that used to be isolated
7 W e w ere late, so w e cu t down / through the park.
started to grow and develop into towns. Farmers
DVD extra C hicago to LA were also able to sell their produce to big cities.
used to and would 1930s

Study sentences 1-5 in The M other Road. Then In the mid-1930s, hard times returned. America was
complete the rules with used to, w ould or the past suffering from the Great Depression and across
simple. the country, millions of peop le were out of work.
In the Midwest, severe drought conditions and
a W e u s e ........................ o r ........................ for repeated
dust storms destroyed farmland and thousands of
past actions or habits that do not happen now.
families w ere forced to leave their homes. They
b W e can also u se........................ or the past simple tense
headed for California, along Route 66, where
for states (= state verbs) in the past, that have changed
they had heard there were agricultural jobs.
or are different now.
Unfortunately, the mother road led them to shanty
c W e can't use. ............ or w hen towns* outside towns and cities, where they lived in
som ething on ly happened once. terrible poverty. Route 66 becam e associated with
W e u s e ......................... the pain and misery of this great migration.
2D
6 Complete the text with the correct form of the verbs
in brackets and u s e d to or w o u ld . Sometimes both
may be possible.
1940s-1950s
4W h e n the G re a t D ep ressio n ca m e to an e n d after
W o rld W a r II, there w a s a n e w a g e o f optim ism and
thousands m o v e d from East to W est, looking fo r a
better life. P e o p le h ad m o re fre e tim e a n d m any
o w n e d cars, f a m ilie s w o u ld n 't stay at h o m e during
holidays. Instead, th e y w o u ld d rive a lo n g R o u te 66 to
the b e a c h e s o f California, visiting the G ra n d C a n yo n
WILLIAMS, ARIZONA
a n d oth er attractions a lo n g the w ay. It w a s b o o m Williams, Arizona, on Route 66, is a small town
tim e for the ro a d a n d hundreds of diners, m otels and
50 miles from the Grand Canyon National Park.
s e rv ic e stations lined th e route. Billb o ard s a n d huge
statues te m p te d tourists to sto p at m an-m ade and Today, the town is a popular tourist attraction, with
natural attractions, such as the giant Blue W h a le in steam train rides and Houte 66 memorabilia. But in
O k la h o m a or the M e ra m e c C a ve rn s in Missouri. Then the past, life 1 (be) very different in
jazz m usician B o b b y Troupe w ro te the hit s o n g Route
Williams, Arizona.
66. The m other ro a d h ad a brand n e w im a g e - o n e
of fre e d o m and fun. In 1882,250 people2 (live) in Williams.
The town had a few dirt streets with log cabins and
1956-present day tents and everyday life3 (be) very
A s m o re p e o p le tra v e lle d from East to W e st, a
dangerous. Cowboys4 (often / have)
new er, b ig g e r ro a d w a s n e e d e d a n d w o rk b e g a n
‘gunfights’ in the streets and outside the town
on a n atio n al interstate h ighw ay. Sadly, the to w n s
a n d attractions a lo n g R o u te 66 b e g a n to d ie out. outlaw s5 (often / rob) stagecoach
Then in th e 1990s, p e o p le started c a m p a ig n s to passengers or travellers on horseback.
p re s e rv e the o ld road, n e w signs w e r e put u p a n d
tourists b e g a n to tra ve l d o w n it o n c e ag ain. Day-to-day life was hard, too. Back then, there
Today, the m other ro a d still offers an 6 (not be) a school, so children
am azin g jo u rn e y through the A m erican 7 (stay) at home. They8
W e s t. W h e th e r y o u w an t the fre e d o m
(help) their parents to milk cows, collect wood
of the o p e n road, a trip into the past,
or sim ply a g re a s y b u rg e r from an and grow vegetables. They9 (not
all-Am erican diner, y o u can still 'g e t play) much because there were so many chores
y o u r kicks* on R o u te 66'. to do. When they did have free time, families
10 (entertain) themselves with picnics
in the forest, violin music, or simply reading aloud
* highways = main roads in America, from a book.
usually 8 lanes w id e
* shanty tow ns = areas outside a town
w h e re p o o r p e o p le live in hom es m ade
out of card b oard and w o o d
get yo u r kicks = h a v e a g o o d time
7 SPEAKING Write sentences using u s e d to or w o u ld
about life in your town in the past.
Think about:
houses and homes,
transport: h o w people g ot around,
free tim e and entertainm ent,
everyday life.
Vocabulary bank Travel and transport page 135
T ra v e lle rs'ta le s
«.
2 E ■ W riting A story
SPEAKING Work in pairs. Look at the photos

and answer the questions.
1 W h ere are these places?
2 W h at type of traveller w ould g o there?
3 W h a t adjectives w ou ld you use to describe these places?
2 Read about a competition from a travel magazine. Then read

extracts A-D from four competition entries. Match them to photos 1-4.
Travellers'Tales Writing Competition

This month is all ab out Travellers'Tales. Send in tales of your weird or wonderful journeys an d you might
a p p e a r in next month's magazine. O n e lucky winner will go on the trip of a lifefime - a Greyhound Bus
Tour round the USA!
Some time ago, we went

The Australian Outback is
‘How much?’ I asked, It was raining hard as we drove to Guatemala on holiday.
a very big place. It went on
pointing to the bottle of along Route 66. It was late and While we were there
as far as the eye could see.
water. ‘ 10 rupees’ replied we were tired and looking for a we took a trip to tbe
I tried to start the car again,
the street vendor, smiling. place to stop. After a while we rainforest, to take photos
but the engine died. ‘That’s
I gave him a couple of saw some neon lights ahead. o f monkeys and exotic
it,’ said Jez. ‘What do we coins, then walked back They belonged to a motel, so birds. Sounds like a typical
do now?’ He was starting to
towards the platform, just we decided to take a break. The traveller’s tale, doesn’t
panic. ‘Ju st wait,’ I replied
in tim e to see my train motel cafe was deserted. The it? But it isn’t. At first,
calmly. ‘And if nobody leave the station. ‘Hey!’ waitress behind the counter everything went smoothly.
comes? It’s hot out here and
I yelled as I ran after looked up, but she didn't smile. Backpacks were packed,
we only have one bottle of
it, pushing through the 'We're out of pancakes and cameras were ready and
water.’ lo o k ,’ I replied angrily,
crowds o f people. But it fries,' she said as she handed us the guide arrived on time.
‘I don’t know, OK? Let’s just
was too late. By the time the menu 'but I can do y'all a We ju mped into his jeep
hope someone comes along.’
I got to the platform, the hamburger.' We were eating our
That’s when we noticed the and eventually we were
train had gone, along hamburgers, when a motorcycle
small sign a few hundred driving along a narrow
with my backpack. I had gang stopped outside. Time to
metres down the road. We ran track deep into the forest
to think fast - the next move on,' I thought, hut the rain
over to it and read: ‘William’s that's when we saw it.
stop was Delhi, at least an was getting worse. Suddenly, the
Creek 20 km’. ‘W e could walk
hour away. But how could lights went out.
there I thought.
I get there in time?
STRATEGY
Starting a story
When you write a story, your opening sentence should grab the reader's attention and get
them interested.
Start with:
1 a quote from a character in the story, that introduces a main event.
2 a description o f the weather, the tim e of day and h ow you w ere feeling. It establishes the atmosphere.
3 a description of the location, especially if it's unusual.
Try not to start with:
4 w h e n the even t happened, like Last summer, A few weeks ago, The year before la s t ... etc. But if you
do, make it interesting by adding som ething surprising.
3 Read the strategy. Then read extracts A-D again and match them to 1-4 in the strategy.
Which story do you think will be the most interesting? Why?
2E
Ordering events in a story
4 Complete 1-4 with the highlighted words and phrases in extracts A-D.
1 Start of a sequence of events: In th e beginning, To start w it h , ....
2 Show how a story moves on: A few minutes later, Just th en .......
3 Show that two events happen at the same time: A s,....
4 End of a sequence of events: In the end, Finally,...
5 Work in pairs. Discuss what happens next in each story A-D.
6 Read the rest of story A. Were your ideas similar or different?
..................................... we were still walking. W e carried on walking, but a few kilometres

2 ..... we’d felt confident, later Je z had had enough. ‘W e’re never
but3.................................... we'd run out of going to get out of here,’ he complained.
water. Our road trip round Australia was turning 7.................................... we heard a distant
into the holiday from hell. The sun was hot and buzzing noise. ‘Look!’ I cried excitedly. There
4 we stopped talking in the distance was an old red truck, speeding
and just walked. Then5.................................... down the road.8 it
something hopped onto the road ahead. It reached us and stopped, and a farmer jumped
was a red kangaroo, about two meters tall. out. ‘What are you boys doing here?’ he asked.
6 we got closer it didn't 'Is that your car back there?’ ‘Yes, it is ...' 'Well,
move, it just sat there looking at us. 'Don’t show you’re lucky,' he interrupted. ‘Don’t use this road
that you're afraid,’ I said, as we carefully took a much, but we’re looking for a kangaroo, a sick
detour around it. There was something strange one and nasty - it attacked the dogs on the farm
about it. this morning.’ I looked at Je z and he looked
at me. 'Get in,’ the farmer added. W e did, of
course. It was a long lime before we visited the
Outback again.
7 Complete the story in exercise 6 with the words and phrases below. There might be more
than one possible answer.
eventually tw o hours later finally at first after a w hile suddenly as just then
WRITING GUIDE
■ Task Write your own entry for the travel competition. Write Write your story. Use the paragraph plan to
help you.
■ Ideas Brainstorm ideas for your story. Think of
questions beginning with W ho / W hy / W h a t / Check Check the following points:
W h ere / W h e n .Then answer them.
■ Does the story start in an interesting w ay? Is there a
Decide how you are going to start your story. Use variety o f adjectives and adverbs?
the strategy to help you. ■ Is the story divided into logical paragraphs? Does the
sequence of events make sense?
■ Plan Decide which ideas you are going to use and ■ Have you checked grammar, vocabulary, spelling and
match them to these paragraphs. punctuation?
Paragraph 1: Begin your story in an interesting way.
Introduce the main character(s), the place
and the typ e o f journey.
Paragraph 2: D evelop the story, describing th e events
in the order that th ey happened. Use the
w ords and phrases in exercise 7 to help
you.
Paragraph 3: Bring your story to an end. Did anything
happen to end your journey? Did
som eone help you continue it? Did
anything funny, strange, scary happen?
Vocabulary insight 2 Using a dictionary: compound nouns
1 Work in pairs. Study the highlighted words in the STRATEGY

extract from the text on page 17. What part of
speech are all the words?
Word order in compound nouns
The first w ord in a com p o u n d noun is like an object, and
it is usually in the singular, even if it has a plural meaning.
It isn't easy to get to Guludo. It's not a typical package holiday
with airport pick-ups and drop-offs. There's no public transport, For example:
either The nearest city is Pemba and once there, you have to
holidays that schools have = school holidays (not schools
take a helicopter, a boat or go on a three-hour car journey along
holidays)
bumpy roads. But Guludo Lodge is worth the effort. Today the
lodge has nine 'bandas' or beach huts, with beautiful sea views.
5 Read the strategy above. Study the dictionary
entries for r e s o r t and h o lid a y . Then complete the
STRATEGY
sentences with the correct singular or plural form of
Using a dictionary to find compound words the compound nouns.
A com pound is a word m ade up o f tw o or more words. 1 re s o r t1 /ri'zo:t/ noun [C] a place where a lot of I
The meaning of the com pound word is different from the people go to on holiday: a seaside/ski resort O note
at holid a y ______ ^ ______ ______ ___ |
meaning of its individual parts. Com pounds can be written
as one word or as separate words (sometimes hyphenated). ? h o lid a y /'liDladei/ noun 1 (AmE vacation) [C,U] a
A good dictionary will tell you h ow to write them. period of rest from work or school (often when you
go and stay away from home): We're going to Italy
for our summer holidays this year. * How much holi
The most com m on com pounds in the English language day do you get a year in your new job? * Mr Phillips
are com poun d nouns.Typical com p o u n d noun isn’t here this week. He’s away on holiday. ♦ I’m
going to take a week's holiday in May and spend it
com binations are: at home. ♦the school/Christmas/Easter/summer holi
days 2 [C] a day of rest when many people do not
1 n o u n + noun go to work, school, etc. often for religious or nation
2 adjective it noun al celebrations: Next Monday is a holiday. ♦ New
Year’s Day is a bank/public holiday in Britain.
3 noun + verb
4 verb + preposition
1 resorts on the beach .................................
2 holidays in the sum m er m onths .................................
2 Read the strategy above. Then match the highlighted 3 a resort w here skiers go
compound nouns in exercise 1to types 1-4 in the 4 a holiday during Christmas .................................
strategy 5 a resort by the seaside .................................
3 Study the dictionary entry for tour. How many 6 Match the words in A to the words in B to make
compound nouns does it list? What types of compound nouns. Check your answers and the
compound nouns are they? spelling in a dictionary.
% t o u r /tua(r); t>:(r)/ noun 1 [C] a tour (of/round/ A holiday school travel them e guide
around sth) a journey that you make for pleasure
during which you visit many places: to go on a B park resort book holiday agency
ten-day coach tour ol/around Scotland ♦a sightsee
ing tour ♦ a tour operator (= a person or company
that organizes tours) O note at travel 2 [C] a short 7 Complete the sentences with the compound nouns
visit around a city, famous building, etc: a guided
tour round St Paul's Cathedral/ ““ ■ in exercise 5.
1 W e always buy a to read about the
4 Complete the sentences with compound nouns places we're travelling to.
from the dictionary entry in exercise 3. 2 M y class w en t to a last week. Everyone
had a great tim e and w e tried all the rides.
1 W e w ere taken on a ....................... around the
3 T h e ........................ w e booked our holiday w ith
m useum and learned a lot about the various pieces
specializes in coach tours abroad.
o f art.
4 I can't w ait for t h e ........................ to start. No
2 W e didn't enjoy the because w e sat
hom ew ork for six weeks!
in on e place for too long and there w as no space to
stretch our legs.
5 I he w e stayed in last tim e didn't have
an y sports facilities, so w e decided to g o som ewhere
3 During t h e ........................ w e saw th e most
else this year.
im portant m onum ents in the city.
4 W e norm ally book our holiday with a
because th ey arrange everything for us.
26 Vocabulary insight 2 Dictionary entries from Oxford Wordpower Dictionary, 4th edition
Review 2
Vocabulary Grammar
1 Match the words in A to the words in B to make 5 Complete the text with the past simple, past
compound nouns. Then use the compound nouns to continuous, or past perfect form of the verbs in
complete the sentences. brackets. Include a time word where given.
A national package public tour travel tourist
In April 2012, Laura Dekker1........... (become) the youngest person
B destination guide holiday trap park to sail around the world. Journalists 2 (hurry) to interview her
transport as soon as she 3 (complete) her voyage. The sixteen year
1 Thom as Cook invented the first w ith travel old 4 (just / spend) 518 days at sea, so at the time of the
and accom m odation in 1841. interviews she 5............(feel) quite tired! But she 6 ........... (say) she
2 Disneyland, Paris, is Europe's m ost p o p u lar............... was very happy. Just before Laura finished her journey, she 7
3 The first kind o f w as the ferry boat. (celebrate) her sixteenth birthday - by eating doughnuts for breakfast!
4 Polar bears live in the world's b ig g e st.............. in While she 8 (travel), she also 9 .......... (spend) time surfing,
diving, and playing the flute. She explained that the flute was easier to
Greenland.
play than a guitar while strong winds10 (blow)!
5 Before becom ing an author, Jo h n Steinbeck worked
as a ............... Marks /10
6 I he souvenir shop in the m useum was a real
- everything was overpriced. 6 Complete the sentences. Use the past simple, past
Marks 16 continuous or past perfect form of the verbs below.
already leave clim b d ow n load lie listen lose
2 Complete the collocations with verbs.
not g o take
1 W e prefer to off the beaten track.
2 We time out from school. 1 T h e y ....................maps from th e internet yesterday.
3 I love to up the sun on the beach. 2 This tim e yesterday I on the beach.
4 I try to to know the local people. 3 It was a place that I to before.

4 The coach w hen I arrived.
5 W e explore the area and the sights.
6 I like t o ........ the crowds and g o som ew here 5 We part in a tour. Then w e w e n t shopping.
6 W h e n the plane landed t h e y .................... to music.
peaceful.
Marks 16 7 I broke m y leg w hile I .................... the m ountain.
8 She w as upset because she her passport.
3 Complete the sentences with the words below. Use Marks /8
each word only once.
expedition flight tour trek trip voyage 7 Complete sentence b so that it has a similar
meaning to sentence a. Use between two and five
1519-1522 M agellan led the first s e a 1..............round words, including o n e of the words in brackets.
the world.
1 a W e had a daily sw im in the sea. (w o u ld / u s e )
the 1700s Art and history2.............. s o f Europe b We in the sea every day.
becam e fashionable for rich young people. 2 a M y first m eeting w ith Alice happened last summer.
1903 The W right brothers m ade the first (m et / m eet)
3.............. in an aeroplane. b I first..................................last summer.

3 a W e w e n t to the beach resort every summer, (u se/
1911 M achu Picchu w as rediscovered. N ow
w ould)
thousands of walkers g o on 4..............s
b We every sum m er
there every year.
4 a The idea of'responsible tourism' is new. (u se/
1911 Roald Am undsen's5.............. reached the wouldn't)
South Pole, using boats, dogs and horses. b The idea of'responsible tourism '...................... exist.
today A short d a y 6.............. from London to 5 a 2012 was the year o f m y holiday to Peru, (used /w en t)
Edinburgh and back takes less than a day. b In 2012.................................... Peru on holiday.
Marks 76 6 a Travelling by coach was a regular habit o f ours.
(w ould / didn't)
4 Complete the text with the correct prepositions. b by coach.
7 a I’v e on ly just started to enjoy fam ily holidays.
Turn left here and head 1 Ballyrigg. Drive (w ould / to)
2 this road for 10 km. It winds 3 fields b I .................................... fam ily holidays.
and plains and cu ts4 a valley. Keep going until 8 a W ere you keen on cam ping w h e n you w ere
the road connects5 the B105. Go east here, and yo u n g ? (u se / u se d )
the road will eventually lead you 6 the castle.’ b like cam ping w hen you w ere young?
Marks /8
Marks 16
Total
Pronunciation insight 2 W orkbook page 124 Review 2

Cumulative review Units 1-2
Listening
1.10 Listen and match speakers 1-4 to options
A-E. There is one option that you do not need.
Which speaker's holiday:
A did not have good facilities?
B w as quite expensive?............
C did the speaker not book a h e a d ? ............
D w as very relaxing?............
E does the speaker regret taking?
Speaking
2 Work in pairs. Look at the photos of different
holiday accommodation. Speculate about where
these places might be, why people might choose
to stay in them and what a stay might be like.
by Annie Toase
3 Work in pairs and follow the instructions. It w a s th e n ig h t b efore m y holiday a n d I w a s alread y
1 Each choose a different photo from exercise 2. e x h a u ste d . I’d ju st s p e n t th e w h o le day frantically
cle a n in g th e f la t .1 I ’d ev e n d u s te d th e lights!
Im agine you are planning a holiday with your
M y e a sie r-g o in g o th e r half found m y efforts very
partner. Try to persuade h im / h e r to choose your
am u sin g . ‘A re n ’t h o lidays m e a n t to b e rela x in g ? ’ he
accom m odation.
asked.
2 Negotiate a com prom ise with your partner. Agree a
W e’d jo in ed HouseExchange.com a fe w w e e k s ago,
place to stay, but make sure both of you feel happy!
w h e n w e ’d b e e n s e a rc h in g for c h e a p holidays online.
P a c k a g e h o lidays w e re o u t of th e q u e s tio n .2
Reading I’m a s tu d e n t n u rse a n d M ax is a m usician, so m oney
4 Complete the text H o u se s w a p p in g with sentences is tig h t. B ut HouseExchange.com allow s you to sta y
A-H. in so m e o n e 's hom e in a b e a u tifu l to u ris t d e stin a tio n
- for free!
A Firstly, there are the profiles.
So w h a t’s th e ca tc h ? Well, w h ile y o u 're aw ay,
B They cost a fortune!
s tra n g e rs w ill b e sta y in g in your h o m e .3 Or
C Luckily, she seem ed to like w h at w e ’d written, too.
la u g h a t y our b a d ta s te in fu rn itu re? T he w o rries
D By the tim e m y boyfriend cam e h om e from his d o n 't e n d th e re . W hat if you d o n ’t like theii hom e? It's
Saturday job, it w as spotless. im p o rta n t to ch o o se your h o u se s w a p w ith care!
E Well, yes and no. It isn't for everyone. HouseExchange.com is a b it like a d a tin g service in
F A flat above an all-night bar didn't make the list, either. tw o re sp e c ts. 4 E veryone h a s to w rite o n e of
G W h at if they make a mess? th e s e in o rd er to 'sell' th e ir hom e a n d n eighbourhood.
H Thanks to them, w e discovered a wonderful jazz cafe - Secondly, s ite u s e rs are o ften q u ite fussy! A fter all,
and a roller disco! fe w of u s w a n t to s w a p w ith ju st ‘a n y o n e ’.
C u m u lativ e re v ie w U n its 1-2 Literature insight 1 W orkbook page 84

Grammar and vocabulary
5 Read the text. Choose the correct answers.
Paris
Paris is a ‘dream ’ destination for m any foreign
tourists. Som e love shopping in th e boutiques and
adm iring th e fashions. Parisians are fam ous for
th eir 1 , m odern style and effortless
elegance. O ther tou rists im m ediately 2
for th e m useum s and art, galleries, especially
th e astonishing Louvre. O ther people simply
enjoy spending th eir tim e relaxing and soaking
3 th e atm osphere. But, like all big
cities, Paris can 4 a lonely place at
times! If you’d like to m eet o th e r travellers during
y our stay, w hy n o t a tte n d o u r ‘Polyglot Picnic’?
We 5 th is free event, every Sunday
a t 3 p.m ., for visitors who 6..........................for
language exchange, food and fun. You can
7..........................th e noise and crow ds in a
beautiful city park n e a r th e university. It’s a
g rea t way to 8 to know people
in th e area and to m ake friends from around
th e world. Everyone is very w elcom e, so
th e re ’s no n e e d to be 9 .....................No one
is a stra n g e r here and you'll quickly feel
welcome. We 10..........................a small group
in th e past, but now h u n d red s of people
join us every sum m er. We hope you'll join
us, too. Please bring a frisbee, badm inton
racket, gam e o r m usic to share. And of
course, a smile!
For th is rea so n , I’m afraid I re je c te d th e h o m e of a

c h a rm in g m id d le-ag ed couple, w h o h a d a ru le s list 1 a chic b vintage c trim
th a t w a s th irty p a g e s lo n g ! 5 I ev e n d ism isse d 2 a head b journey c travel
an e x q u isite h o u s e in th e h e a rt of P aris ‘w h ic h you 3 a with b on c up
c a n s h a re w ith m y p e t s n a k e s ’ - for obvious reaso n s. 4 a to be b be c being
H ow ever, R ika’s Berlin flat looked sty lish a n d clean 5 a are holding b held c hold
in th e p h o to s - a n d Rika h erself s o u n d e d refreshingly 6 a like to look b look c are looking
‘n o rm al’! 6 A t lea st, s h e so u n d e d v ery positive! 7 a listen b escape c join in
I th in k th e h o u s e -s w a p w o rk e d o u t w e ll for all of us. 8 a take b get c becom e
W e a d m ired R ika’s am a z in g collection of a rt a n d sh e 9 a shy b m odest c sensitive
sa id s h e loved o u r sty lish ‘re tro ’ fu rn itu re (I th in k sh e 10 a w ere being b w ould be c used to be
w a s b e in g kind - w e b o u g h t it se co n d -h a n d b e c a u s e
it w a s cheap!).
Writing
A s w ell a s all th e b e n e fits of sta y in g in a hom e-from -
hom e, h o u se s w a p p in g is a g re a t w a y to feel like 6 Imagine you are joining H o u se E x c h a n g e .c o m . Write
a local on holiday. M any of R ika's n e ig h b o u rs sa id a profile for the website. Include information about:
‘hello’, a n d rec o m m e n d e d p lac e s to v i s i t .7 you (your name, w here you live, your personality and
N eith er w e re m e n tio n e d in th e g u idebook, so w e felt
interests).
like real ‘ex p lo re rs’.
your hom e (this can be your real h om e or an
W ould I reco m m en d it? 8 B eing op en -m in d ed im aginary one).
is a m u st a n d y es, you do h a v e to b e p re p a re d to do
your neighbourhood or tow n and w h at visitors can
q u ite a b it of h o u se w o rk before you travel! B ut a s a
see and do there.
w a y to tra v e l for virtually noth in g , you c a n 't b e a t it.
your ideal holiday w ith HouseExchange (w here you
w ould like to go and why).
Exam insight 1 Workbook page 94 C u m u la tiv e review U n its 1-2

Feeling good
Reading and vo cab u lary Happiness
1 SPEAKING Look at the photos. Which of the things

make you happy? What other things make you
chocolate
happy?
STRATEGY
Identifying main ideas of paragraphs

A paragraph usually has two types of sentences: a
topic sentence which summarizes what the paragraph the a n sw e r /
is about and detail sentences which provide more
information, explanations or examples. Identifying H ave you ev er w o n d ered w h a t m akes
the main ideas of paragraphs will help you to p eo p le h ap p y ? W hy are som e people
understand the key points in a text and this will help
Tin clo u d n in e w h ile o th ers are alw ays
you to understand the overall message of the text.
d o w n in the d u m p s? W hat's th e secret?
The topic sentence is usually the first, second or last
sentence o f the paragraph.
Is it po ts o f m oney, g o o d h e a lth , lo v in g
It is usually more general than the other sentences in re la tio n sh ip s, o w n in g th e latest
the paragraph. g ad g et or sim p ly chocolate?
Identify it, by com paring it to the other sentences.
W h e n you find the topic sentence, turn it into a
question and ch eck if th e other sentences in the The latest W orld H ap p in ess R eport says th at
paragraph answ er this question. pro sp erity is n o t the m ain reason for happiness. If you
suffer real hard sh ip , you are unlikely to be happy, but
2 Read the strategy. Then read the text and find the once y o u r basic needs are m et, m oney and m aterial
topic sentence in each paragraph. Match headings things becom e less o f a necessity. H ap p in ess d e p en d s
1-6 with paragraphs A-D. There are two headings m ore on recognizing the things you have and
that you do not need. appreciating them , rath er than getting m ore things.
1 Recharge your body and m ood Yes, m oney can b u y you the latest sm artphone,
2 Short-lived happiness tablet o r fashion item , a n d y o u m ig h t g et a kick out
3 A natural rem edy of th e o w n e rsh ip o f these m aterial objects, b u t this
4 Can having more and more make you happy? enjoym ent is usually short-lived. R em em ber all those
5 Help and be helped presents you got for C hristm as w h e n you w ere little?
6 Do well at school and be happy You w ere over the m oon w hen y o u opened them ,
b u t n ot for long. A m onth later, they w ere lying
3 Read the topic sentences again and choose the ab a n d o n ed a t the b ottom of a d ra w e r A nd have
best summary of the text. y o u forgotten those delicious chocolates th a t m ade
a An opinion about w h at society should do to make y o u feel really h a p p y w h e n y o u w ere eating them ,
people happy. b u t ill after y o u 'd finished them all?
b An article about w h at makes people happy, B
c A study showing w h y people find it impossible to It seem s th a t deep , long -lastin g h a p p in e ss com es
be happy.
from intangible th in g s ra th e r th a n th in g s like
chocolates a n d sm a rtp h o n e s. O n e essential factor is
4 Answer the questions. h u m a n relationships. P eople w h o h a v e th e s u p p o rt
1 According to the text, w h at are th e three basic needs
w hich are essential for happiness?
2 W h at kind of happiness d o material objects provide?
3 W h at does the sentence 'Happiness means you have
to give and take' refer to? Give som e examples.
4 W h at effect does exercise have on a person's m ood?
5 According to the text, w h at happens if you d o not get
enough sleep? Is this true in your experience?
6 W h at d o you agree with in the text? Is there anything
you don't agree w ith?
30 Feeling good
Vocabulary: idioms; suffixes: -ness, -ity; values; adverbs Speaking: discussing tips for a happy life; giving and reacting to news
Grammar: past simple and present perfect; present perfect continuous Writing: a personal letter
3A
nsight Idioms: happiness and sadness
o f fam ily m em bers a n d also h a v e stro n g frien d sh ip s 5 An idiom is a group of words which form an
are m ore likely to be happy. Feeling protected and expression. The meaning is different from the
respected a n d know in g y o u can tru s t in th e p eo p le literal meanings of the individual words. Study the
a ro u n d y o u is vital. But h a p p in e ss m eans y o u have underlined idioms in the text. Which ones are about
to give a n d take. P erfo rm in g acts of k in d n ess and happiness and which about sadness?
gen ero sity on a re g u la r basis, for exam ple, listening
to a frien d in n e e d o r carry in g a n e ig h b o u r's raa Noun suffixes: -n ess, -ity
sh o p p in g , w ill m ake y o u feel o n to p o f th e w o rld . 6 Put the noun forms of the words below in the
E ven a sim ple sm ile can w o rk w onders. In fact, correct part of the table. Then check your answers in
they say th a t o n e sm ile m akes a p erso n feel as good the text.
as eatin g 2,000 b ars of chocolate (not all a t once, of
lazy kind necessary prosperous tired
course!).
generous happy able
C
It's n o t su rp risin g th a t h ealth is a n o th e r key -n ess -ity
c o n trib u to r to h ap p in ess. P oor h e a lth w ill certainly
m ake y o u feel d o w n in th e m o u th . B ut bein g health y
a n d sta y in g h e a lth y req u ires so m e effort. A health y 7 Read the tips and choose the correct answers.
d iet is crucial a n d so is reg u lar exercise. Laziness will
n o t m ak e you happy. Exercising for tw en ty to thirty
m in u tes a d a y h e lp s to red u c e stress a n d anxiety a n d
m akes y o u feel m ore p o sitiv e a n d optim istic because Tips for a happy life
it releases e n d o rp h in s (feel-good chem icals). So, if
Be ’kind / kind n ess to others. The 2a b le / a b ility
y o u 'v e been feeling blue a n d w o rry in g too m uch
to help som eone will m ake both you and them feel
a b o u t y o u r exam s, g et exercising. You'll also find
good.
th a t y o u sleep better.
Offer your tim e to people in need - 3g e n e ro u s /
D
Talking o f sleep, d o you o ften w ak e u p feeling g e n e ro s ity will make you feel good about yourself!
m iserable? If so, it's p robably because y o u h a v e n 't Try to get up early - 4lazy / laziness will make you
h a d e n o u g h o f it. Teenagers tend to go to b e d too feel 5tire d / tire d n e s s - you will feel more positive
late a n d h a v e to g et u p early, so m an y suffer from after an early start.
a lack of sleep. T iredness w ill certain ly affect your It's not 6n ecessary / n ecessity to have more and
h a p p in e ss levels a n d p u t y o u in a bad m ood. It also
more things. 7P ro sp e ro u s / P ro s p e rity isn't
affects y o u r ab ility to concen trate a n d m ay slow
the key to happiness. Be 8h a p p y / h ap p in ess
y o u r grow th. So if yo u w a n t to be h a p p y a n d do
w ith w h at you have and w h o you are.
well a t school, try to g et a t least eig h t h o u rs a night.
N o w y o u k n o w th e theory, it's tim e to p u t it all into
practice. Sm ile, everyone!
8 SPEAKING Work in groups of three. Prepare a list

of three more tips for a happy life. Then work with
another group and select the top three tips. Present
them to the rest of the class.
Vocabulary bank Feelings: intensity page 136
Feeling good
3B G ram m ar and listening H ealthy bodies, h ealthy m inds?
1 SPEAKING Work in pairs. Which of these things can help you to study better?
singing listening to m usic chatting to friends doing sport eating chocolate
sleeping longer exercising before class
2 1.11 Listen to a radio programme about how fitness helps us to perform better
1 W h at tw o experiments are m entioned in the program m e?
2 W h at d o som e students in the USA do before th ey start their lessons?
3 W h at d o som e students have to do during their lessons?
4 W h at are som e o f th e results of introducing physical exercise in school?
5 Did you find any o f the information surprising?
Past simple and present perfect

3 Read the comments about exercise programmes at school. Which comments are by teachers
and which by students? Match the highlighted verbs in comments 1-7 to rules a-g.
I've completed a forty-minute workout W e've just heard that we'll be sitting I'm exhausted. I've
this morning and I'm about to go and on exercise balls during some of our just d o n e 'W a k e up
do a test. I feel full of energy! lessons. a n d shake up'.
W e did the
I’ve done the W e began the programme
programme for I've never done this sort
programme for a year a week ago and w e’ve
one term, but our of thing before, but I'm
and I’m still attending already seen the benefits
really enjoying it.
students didn’t like it. all the classes. among the students.
W e use th e past sim ple:

a to talk about actions that happened at a known tim e in the past,
b to talk about com pleted past actions and states.
W e use th e present perfect:

c to talk about experiences in the past, usually with ever or never.
d for recent events or states that have a connection with the present, usually w ith already,ju st or y e t
e to talk about actions and states that started in the past and have not changed, usually w ith for or
since.
f to talk about actions that happened during a tim e w hich still continues; usually w ith this morning,
this week, this year.
g to give news.
4 Compare the two sentences. In which sentence is it still morning? Which tense is used?
I’ve completed a forty-minute workout this I com pleted a forty-minute workout

morning and I’m about to go and do a test. this morning. It was tiring, but I
worked better in my classes after it.
32 Feeling good
3B
5 Work in pairs. Study the pairs of sentences. Why are different tenses used in
sentences a and b?
1 a I w as a teacher for three years.
b I've been a teacher for three years.
2 a Have you ever used an exercise ball in class?
b Did you use an exercise ball in class yesterday?
3 a I finished m y w orkout before school.
b I haven't finished m y daily w orkout yet.
4 a I've never played tennis.
b I didn't play tennis last night.
5 a I didn't speak to Julia at the party last Saturday,
b I haven't spoken to Julia for ages.
6 a Have you seen Dan this m orning?
b Did you see Dan this m orning?
6 SPEAKING Complete the sentences with the past simple or the present perfect
form of the verbs in brackets. Then work in pairs and answer the questions.
1 you all your hom ew ork yet? (finish)
2 you your friends after school yesterday? (see)
3 I ................................... any exercise before class. W h a t about you ? (never do)
4 y o u ..................... your arm ? (ever break)
5 y ou any sport last w eek en d ? (play)
.
6 y o u ...................... raw fish? (ever eat)

7 y o u .................... a com m en t on any blogs this w eek? (post)
8 W h a t ........................ you in geography last year? (learn)
7 Complete the interview with the present

perfect or past simple form of the verbs
below.
be cycle do go have help
join not learn not get ■ sign up
spend start ■ work
Millie The Healthy Schools project

is part of a governm ent
plan to get Britain active. It
1........................ in schools a
few years ago. Last term,
12........................ hard on the
'healthy eating' part, but this
term 13 .......................a lot of
tim e on th e ’physical activity'part.
Journalist S o ,w h a t 4 y o u ........................last term for'healthy e a tin g ?
Millie Well, 15 in early each morning for'W ake and shake'classes, then I
6 a healthy breakfast with a group of friends. Both those things
7 my concentration in class and 18 tired towards
lunchtime.
Journalist And w h at classes9 ..........y o u ......................... this term ?
Millie I 10 n e v e r........................ a big fan of exercise, but 111 for
street d ance at lunchtimes. It is a good opportunity to learn som ething new, g et fit
and be w ith friends. It's difficult! 112 all th e moves yet!
Journalist And w h a t about getting to school?
Millie Well, I usually get the bus, but this week, I 13
8 SPEAKING Work in pairs. Interview each other about how healthy you are at school.
What can you do to have a healthy body and a healthy mind?
Feeling good 33
3 C ■ Listening, speaking and vocabulary Be a good sport!
SPEAKING Work in pairs. Do you agree with the statements?

In team sports, like football:
1 apart from the sport, you also learn life skills.
2 the individual team m em bers are more im portant than th e team.
3 you can make a lot o f friends.
In individual sports, like tennis:

4 you have to rely on your ow n skills.
5 players are m ore likely to b ehave badly.
6 your rivals often becom e your friends.
1.12 Listen to two young sportspeople talking about their

sport. Which opinions in exercise 1 do they agree with?
3 1.12 Listen again and answer the questions.

1 W h e n did Georgina start playing football?
2 W h at is she aware of w hen she scores a goal?
3 W h at does she like most about being in a team ?
4 W h at is the only disadvantage she m entions?
5 W h at is Carl's am bition?
6 H o w does Carl feel w hen he w ins?
7 W h at kind o f stamina d o tennis players need?
8 W h y do som e tennis players throw their rackets and shout?
Q Values
4 Study the words below. Which ones do you think refer to team sports, which to individual
sports and which to both? Match the words to sentences 1-9.
com m itm en t discipline self-esteem self-reliance self-sacrifice single-mindedness
I sportsm anship stamina team spirit
1 I respect myself and am confident about m y abilities.

2
3
W e all work together and share the sam e aims.
I have on e aim and I'm determ ined to achieve it.
4 I can keep exercising even if I'm tired.
5 I give all m y tim e and hard w ork to the team.
6 I always put th e needs o f the group before m y own.
7 I have a very strict lifestyle. I alw ays eat healthy food and train regulary.
8 I don't depend on others, only on myself.
9 I respect m y opponents. I don't behave badly if I lose.
5 SPEAKING Work in pairs. Your school has received money to start one of the sports in the
photos and it has asked you to choose the sport. Discuss the advantages and disadvantages
of your chosen sport. Then work with two other pairs and decide on one sport that the
school should choose.
34 Feeling good
Giving and reacting to news
6 SPEAKING Work in pairs.
Discuss the questions.
1 H o w often d o you tell
som eone good or bad news?
2 H o w d o you react w hen
som eone tells you good
or bad new s?
7 1.13 Listen to the dialogue.

What good news does Evie have?
What values does she demonstrate?
Listen again and complete phrases 1-5 in
the table.
Giving news Reacting to bad news

You'll n e v e r1 ......! I'm sorry to hear that.
I've got bad news. You must be feeling upset.
I've got som e goo d news.
Exclamations
Reacting to good news Oh no! H o w awful! H o w terrible! H ow
You're2....................... ! exciting! W h at rubbish!
T h at's3 ! / fantastic news!
You4 it.
I'm really5 for you.
Congratulations! W ell done!
8 1.14 Put the dialogue in the correct order. Then listen and check.
Oily W h a t rubbish! You love playing rugby.
Sean Nothing really serious, but he says that I'm not disciplined and com m itted enough.
Oily You look upset. What's w rong ?
Sean Yes, I am. I'm going to miss being part o f the team.
Oily C om e on, cheer up. It’s not th e end o f the world. Let's g o and play football.
It will take your mind off it.
Sean Well, yes, but in a way, he's right. I haven't been to all th e training sessions recently.
I missed on e last w eek w h e n I w e n t into tow n w ith Haley, and the w eek before I was too
tired, and th e w eek before that, I had a toothache . . . .
Oily But, still, I don't think it's fair just to throw you out like that. You must be feeling upset.
Sean I've got bad news. The coach has thrown me out o f the rugby team.
Oily Well, try to look on the bright side. At least you'll have more tim e for your friends!
Oily Oh no! I'm sorry to hear that. W h a t did you d o?
Sean Yes, I suppose so.
9 Read the dialogue in exercise 8 again and underline three more phrases that Oily uses to
make Sean feel better. Which of the exclamations does Oily use?
10 SPEAKING Work in pairs. Give and react to news. Use the ideas below or your own ideas.
You and your fam ily are m oving to another country.
You have just w o n a sports com petition.
You have been chosen to appear on a television programme.
Your youth club has decided to stop the afternoon sport activities.
Feeling good 35
3D ■ Culture, vocabulary and grammar Fat America
X ~ \ s< L
SPEAKING Complete the factfile with the numbers

below. Then read the text and check your answers.
Did any of the facts surprise you?
2,700 a 12.2 22 2 50 25
In num bers ...

How much do you know about an American teenager’s lifestyle?
1 Number of overweight teenagers (millions)..................
2 Percentage of teens living in the suburbs
3 Number of hours spent in cars per day
4 Number of hours watching TV per w eek ..................
5 Percentage of teens who exercise each week A m erica is gettin g fatter. Back in the 1970s only
6 Daily calories consumed by an American tee n *................. 10% o f teen s w ere overw eigh t, but today, one
* recommended daily calories for a teenager = 2,000 in three teenagers (or m ore than 25 m illion )
are overw eigh t or obese. Let’s take a lo o k at the
reason s why.
2 Read the text again and answer the questions.
1 W h y did Am ericans start living in the suburbs? C a r cu ltu re
2 W h y d o you need a car in the suburbs? In th e 1940s, th e population inside cities grew rapidly
3 W h y don't Am erican teens exercise m uch? a n d A m erican fam ilies started to m ove into the
4 W h y does food from fast food restaurants taste g oo d ? suburbs. Today, m ore than 50% o f A m erican teenagers
5 W h y w as supersizing introduced? live there. In the suburbs, houses are bigger, gardens
6 W h at d o you think will happen to overw eight teens are bigger, a n d teenagers are bigger, too. It’s easy to
in the future? see w hy - they go everyw here in cars. Suburbs are a
long way from shopping centres, schools and friends'
3 SPEAKING Think about your lifestyle. How does it
houses. They often have no pavem ents, m aking it
compare to an American teen's lifestyle? Who has 23 tim es m ore dangerous to walk o r cycle th an to
the healthiest lifestyle and why? drive. As a result, fam ilies sp en d an average o f two
h o u rs a day in th eir cars. A nd, w hen they reach their
insight Adverbs
destination, d rive-through superm arkets, restaurants
Study the highlighted adverbs in the text and and banks keep them com fortably in th eir seats.
W hich adverbs are:
‘Screenagers’
1 sentence adverbs (adverbs that introduce a w hole A typical A m erican fam ily has th re e T V s a n d th e
sentence)? average teenager, o r ‘screenager’, w atches 22 h o u rs o f
2 adverbs of m anner (adverbs that describe the w ay television every week. By the tim e th ey leave H igh
w e d o som ething)? School, m o st teenagers will have spent m o re tim e in
3 adverbs o f degree (adverbs that make an adjective or fro n t o f a T V th an in th e classroom . But it's n o t just
verb stronger or weaker)? T V th a t m akes kid s extrem ely inactive. T he average
US ho m e has 24 electronic gadgets, including
Choose one word that you cannot use to complete sm artp h o n es, c o m p u te rs a n d gam es consoles. It's not
each sentence. su rp risin g th at only 12.2% o f A m erican teenagers
1 .................. , in America, children as young as tw o actually exercise each week.
suffer from obesity.
a Really b W orryingly c Surprisingly
Fast food
2 You can make pizzas at hom e easily a n d .................. Fast food is one o f America's great success stories and
a cheaply b quickly c com fortably ’A m ericans have been eating ham burgers for decades.
3 The n e w burger restaurant becam e a big The first burger bar opened in 1921, but it wasn't until
success. the 1950s th at fast food becam e incredibly successful.
a incredibly b rapidly c quickly W om en started to work, people had less tim e and
4 Healthy food is ..................expensive com pared to restaurants like M cDonald's fed families quickly and
fast food. cheaply. Today, 50% o f m eals are eaten outside the
a really b extrem ely c similarly hom e and m ore than three quarters o f Am erican
5 Jordan sat d o w n on the sofa and turned teenagers eat a fast food m eal at least once a week.
on the T V 2People have know n about th e problem s o f fast food
a com fortably b incredibly c quickly for years, b u t they still eat it. W hy? Probably because
6 More than 30% of teens in the U SA are overweight. the salt, fat and sugar m akes it taste really good.
.................. , 30% of teens in the UK are overweight, too.
DVD extra Live well, play well
a Similarly b Extremely c W orryingly
36 Feeling good
3D
Present perfect simple and present
perfect continuous
6 Study the rules. Then match sentences 1-5 in the

text to rules a-e.
W e form the present perfect continuous with

h a v e /h a s + been + -ing form o f the verb.
W e use th e present p e rfect continuous:

a to talk about a situation or action that began in the
past and is still in progress. The emphasis is on the
duration o f the activity. W e can use for and since to
Supersizing show h o w long.
In th e 1960s ju m b o -siz e d p o p c o rn w en t on sale b to talk about a recent activity that explains a present
in a m ovie th eatre in Chicago. The m an ag er 45 situation.
w anted people to sp en d m ore, b u t he noticed
W e use the present perfect sim ple (not the continuous):
th a t cu sto m e rs only bo u g h t one bag o f p o p co rn c w hen w e focus on the result of an action or h ow
because th e y d id n 't w an t to lo o k greedy. H ow ever, often it has happened,
they d idn't m in d bu y in g a bigger-sized bag. d w hen an action is finished and com plete,
T he idea o f supersize p o rtio n s was b o rn . In th e so e w ith state verbs, for example: be, like, believe, have.
1970s, fast food resta u ra n ts ad o p te d th e sam e
ap proach a n d in tro d u c e d larger fries a n d sodas. Reference and practice 3.2 W orkbook page 109
Surprisingly, today's ‘sm all’ fries are th e sam e size

as large fries in 1970. Similarly, th e largest soda 7 C o m p le te th e te x t w ith th e p re s e n t p e rfe c t sim p le
in 1955 w as m u ch sm aller th a n today's child-size 55 or p re s e n t p e rfe c t c o n tin u o u s fo rm o f th e v e rb s in
soda. O ver th e last th re e decades th e average brackets.

teenager's calorie co n su m p tio n has risen by 25%
to 2,700 a day. W orryingly, that's 700 calories
m o re a day th an th ey need.
TeucMewn!
17-year-old Austin Walker looks happy. He 1
So w hat d oes th e fu tu re h o ld for A m erica? eo (play) American football all morning and he 2
D o cto rs fear an ep idem ic o f illnesses like diabetes, (score) two touchdowns. It's pretty good and I tell him
so during the break. 'How long3 (you / be) a
h e a rt disease a n d cancer. M any th in k th is co u ld be
member of the Johnson Eagles football team?' 'Six months,'
th e first gen eratio n th a t doesn't outlive its parents.
says Austin, 'and I'm getting good.' When Austin Walker
B ut h ealth centres for obese ch ild ren are startin g
joined the school football team he weighed over 120 kilos.
to m ake a difference. A t th e centres are ch ild ren 65
Today, he's a Lot slimmer - he 4 (lose) weight
like 12-year-old C o n ch ita. 3C onchita's tired today
bit by bit and he's almost reached his goal. He 5
because she's b e e n exercising. 'It's h a rd w ork, but
(stop) eating fast food, too. 'It's something I 6
I'm feeling good,' she says. 4H ow m an y tim es has
(want) to do for a Long time/ he says. 'I just didn't have
she exercised th is week? ‘Three,' she replies, and
the discipline before.' So what changed his mind? 'Six
5I've given u p fast food, too.' ‘These kids w ant long 70 months ago my mum was diagnosed with diabetes,' explains
lives a n d th ey w an t to d o a lot o f things,' explains Austin. 'It was a shock, so my family decided to make some
a d o c to r at th e centre. ‘Clearly, that's n o t going to lifestyle changes - we 7 (eat) less food and
h ap p en unless th ey change th e ir lifestyle.' exercising more.'
'It 8 (not be) easy,' he adds, 'but I want to be
with my family for as long as I can and that means living
a healthy life.'
8 SPEAKING Make questions. Use the present perfect

and the present perfect continuous tense. Then
work in pairs and answer the questions.
1 you / e v e r / b e / t o America
2 how lo n g / s tu d y / E n g lis h
3 how m any tim e s/ e x e rcise / th is w eek
4 how lo n g / k n o w / y o u r best friend
5 y o u / e v e r / e a t / a supersize meal
6 how often / walk / to school / this w eek
Vocabulary bank Health problems page 1S6
Feelin g g o o d 37
3E W riting A personal letter

1 W h e n did you last receive a personal letter or an em ail?
W h o w as it from ? W h at was it about?
2 W h e n do you prefer sending a letter or email to texting or phoning?
2 R e a d Sim o n's le tte r to his frie n d A b b y a n d h e r reply. A n s w e r th e q u estio n s.
W ho:
1 has tried som ething n e w recently? 4 has been worried about other people's feelings?
2 has m ade an im portant decision? 5 is worried about their future?
3 has had a frightening experience? 6 feels optim istic about the future?
STRATEGY
Showing your attitude

You ca n sh o w y o u r a ttitu d e o r o p in io n on so m e th in g using a d v e rb s a n d p re p o s itio n a l phrases.
W ith th e s e w o rd s a n d p h rases y o u can, fo r e x a m p le , sh o w th at:
a you did not expect som ething to happen,

b it is not good that som ething happened,
c som ething is clear,
d you are saying w hat you really think,
e it is good that som ething happened.
3 R e a d th e strate g y. S tu d y th e h ig h lig h te d w o rd s a n d p h rases in Sim o n's letter. M a tc h th e m

to ca te g o rie s a-e.
4 R e p la c e th e h ig h lig h te d w o rd s a n d p h rases in Sim o n 's le tte r w ith th e w o rd s a n d p h rases

be lo w .
frankly clearly unfortunately to m y surprise fortunately
5 R e a d A b b y 's le tte r a g a in a n d c h o o se t h e c o rre c t answ ers.
Expressing reason and purpose

6 Study the four sentences from the letters. Which two sentences express a reason and which
two express a purpose?
1 Felix suggested that I needed to d o som ething different so th a t I can relax.
2 Since everyone's got exam fever, I haven't got m uch else to w rite about.
3 I've got to go n o w b ecause I've g ot a revision class in ten minutes, but w rite soon!
4 M y dad is relieved that he no longer has to wake up at 5 a.m. in order to drive m e to tennis practice.
7 C o m p le te th e se n te n ce s w ith an a p p ro p ria te reason o r p u rp o se .
1 Sim on has taken up rock climbing, because ...

2 A b b y decided to give up com petitive tennis so t h a t ...
3 Sim on and his friends are studying hard at the m om ent in order to ...
4 Since Abby's dad is h a p p y ,...
5 You have to concentrate very hard w h e n you're clim bing so that you d o n 't ...
6 A b b y is looking forward to the summer, because ...
38 Feelin g good
3E
Hi Abby,
How are you? I'm sorry I haven't been in touch fo r a

while I can t believe summer is nearly here! How’s the
tennis going? I remember you had a big tournament
in April How did it go?
Hi Simon,
I ve been studying hard fo r my exams and, to be
honest, I m getting pretty stressed out about the Thanks for your letter. I’m really sorry that you’re so worried
results Felix suggested th at I needed to do something about your results, but the rock climbing sounds great. I’d
d ifferen t so th a t I can relax and forget abocit love to try it myself one day.
everything, SO I'v e taken Up rock Climbing! I ’m not Guess what, I’ve decided to give up competitive tennis! I
very sporty, so obviously, the thought of hanging o ff realized that I didn’t want to make it my whole life; there are
a rock face on the end of a rope was quite scary too many other things 1want to do. ’Surprisingly / Obviously,
But, surprisingly, I ve been enjoying it and it's helped 1 was terrified of telling my parents, because I thought they’d
me take my mind o ff things I t was also an exciting be disappointed in me. But, 2to be honest / luckily, I knew
experience, the scer\ersj was beautiful and, luckily, I I wasn’t committed enough, fortunately / Unfortunately,
haven’t hurt myself. I actually really like it! they took the news very well. “Sadly / Frankly, I think my dad
is relieved that he no longer has to wake up at 5 a.m. in order
Since everyone's got exam fever and all we do is study,
to drive me to tennis practice or to tournaments around the
I haven't got much else to w rite about By the way,
Felix says ‘hello' Sadly, he can 't go to the lakes with us country!
this summer You are coming back to the lakes again Anyway, I’d better go now - I’ve got to get ready for a party!
with your parents, aren 't you? I'v e got to go now For years, I haven’t had time to do anything except play
because I ’ve got a revision class in ten minutes, but tennis, so I’m enjoying my new social life! 5To be honest /
w rite soon! Luckily, I still have some friends left.
Take care, In answer to your question, of course we’re coming to the
lakes this year, but it’s a shame 1won’t see Felix.
SimOn
Write soon!
Love, Abby
W R IT IN G G U ID E
■ T a sk W rite a le tte r to a frien d o r re la tiv e te llin g ■ W r it e W r ite y o u r letter. U se th e p a ra g ra p h p la n to

th e m y o u r new s. h e lp y o u .
■ Id e a s D e cid e w h o y o u are g o in g to w rite to an d C h e c k C h e c k th e fo llo w in g points:

m ake n o tes ab o u t:
■ Is the tone o f your letter friendly and informal?
■ questions you could ask the person. ■ Have you used the appropriate beginnings and
■ past experiences you could describe endings?
■ recent events you have taken part in. ■ Have you expressed the reason and purpose o f the
■ information you could request from the person. actions you describe?
■ Have you checked grammar, vocabulary, spelling and
■ P la n D e cid e w h ic h id e as y o u a re g o in g to use an d
punctuation?
m atch th e m to th e s e p a ra g rap h s.
Pa ra g ra p h 1: Start the letter and ask som e questions

about h o w the person has been.
Pa ra g ra p h 2; Describe a recent past experience and
say h o w you felt about it.
Pa ra g ra p h 3: Describe a recent event you have been to
and its consequences.
Pa ra g ra p h 4: Ask the person you are writing to for
som e information.
Feelin g g o o d 39
Vocabulary insight 3 Building word families through suffixes
1 W o rk in pairs. S tu d y th e d ic tio n a ry e n trie s b e lo w . 4 C h o o se th e c o rre c t answ ers.

H o w m a n y d iffe re n t fo rm s o f th e w o rd s a d are 1 Does great w ealth always bring hap p iness / h ap p y /
th e r e ? W h a t p a rt o f sp e e ch a re th e y ? hap p ily?
1sad /said/ adj (sadder; saddest) 1 sad (to do sth); 2 M y little sister often plays h ap p iness / h a p p y /
sad (that ...) unhappy or causing sb to feel
unhappy: We are very sad to hear that you are leav h ap p ily for hours w ith her toys.
ing. • I'm very sad that you don't trust me. * That's 3 W e w ere amazed by the b e a u ty / beautifu l /
one of the saddest stories I've ever heard! * a sad
poem/song/film 2 bad or unacceptable: it's a sad b eautifu lly of th e countryside.
state of affairs when your best friend doesn't trust
you. ►sadden /'sasdn/ verb [T] (formal): The news 4 The musician played th e piano b e a u ty / beautiful /
of your father's death saddened me greatly. ►jad- beautifully.
_ ness noun rc.tJl _ __
5 She's very g e n e ro sity / g enero us / g en e ro u sly and
1 sadly /'szedli/adv 1 unfortunately: Sadly, after spends a lot of tim e helping the elderly.
eight years of marriage they hod grown apart. 2 in a
w ay that shows unhappiness: She shook her head 6 Living g e n e ro sity / g enero us / g enero u sly makes
sadly. 3 in a w ay that is wrong: If you think that
people feel happier.
I've forgotten what you did, you're sadly mistaken.
7 If necessity / n ecessary / necessarily, I can help you
w ith the shopping on Saturday.
STRATEGY 8 There's no necessity / n ecessary / necessarily to
Word-building: suffixes give lots and lots o f m oney to charity. Even a small
W ords that have similar forms can be grouped into a am ount will help.
'family', for example, happy, happily, happiness, unhappy.

5 C o m p le te th e ta b le w ith th e c o rre c t v e rb form s. U se
Every fam ily is built around a'root'w ord. In this case, it is
a d ic tio n a ry to h e lp y o u . W h a t a re th e ty p ic a l verb
happy.
suffixes?
You can form n e w words by adding prefixes (to the
beginning o f th e root word) or suffixes (to the end of a d je c tiv e v e rb
the root word). W h e n you com e across a n e w word, it is sad

good to record other forms of that w ord as this will help
beautiful
you to d evelop your vocabulary.
m em orable
2 R e a d th e s tra te g y a b o v e . T h e n use a d ic tio n a ry to different

c o m p le te th e ta b le .
6 C o m p le te th e se n te n ce s w ith t h e c o rre c t fo rm s of
noun a d je c tiv e a d v e rb
th e w o rd s in brackets. U se th e suffixes on th is pag e.
happiness 1 W e w ere all (sad) to hear that our
sad teacher left the school.
2 It was a very (m em ory) experience - I’ll
beauty
never forget it.
generously 3 M y brother can’t ........................ (different) betw een
necessary red and orange. He always gets them mixed up.
4 S h e ....................... (kind) offered to carry m y bags.
m em orably
5 I he class w as very (friend) and kind to
the n e w students.
3 S tu d y th e suffixes in th e ta b le in exercise 2. T h e n
6 The school is really old, so the classrooms will be
c o m p le te th e rules.
(m odern) next year.
1 Typical noun suffixes are:.................. , ...................,
7 U se th e suffixes on th is p a g e to m a k e w o rd fa m ilies
2 Typical adjective suffixes are:.................. , ............... b u ilt a ro u n d th e w o rd s b e lo w . U se a d ic tio n a ry to
h e lp y o u . T h e n w rite y o u r o w n e x a m p le se n te n ce s
3 Typical adverb suffixes are:.................. , .................. w ith ea ch w o rd .
prosper respect kind
40 V o ca b u la ry in sig h t 3 Dictionary entries from Oxford Wordpower Dictionary, 4th edition

Review 3
V o c a b u la r y G ram m ar
1 C o m p le te th e id io m s in th e te x t w ith o n e w o rd in 5 Complete the sentences with the past simple or

e a ch gap. present perfect simple form of the verbs in brackets.
1 I (try) tw o n e w sports so far this year.
Are you feeling 1 in the mouth? Clothes you 2 I tried badm inton first, and last w eek I (wear)
wear can stop you feeling down in the 2
skates for the first time.
Studies suggest that if you wear colourful clothes, you'll
3 I .......................... (w ant) to try skating since February.
soon feel on 3 of the world again. Blue is
4 I (w atch) a really cool skating video on
effective for many, and yellow helps others to feel
YouTube back then.
4 the moon. You can be on cloud 5
5 1 (find) a skating class last month.
when you wear red, though some people find it stressful!
6 The teacher (win) lots of awards for
Green is a good choice if you're feeling 6
skating since she began.
7 However, m y first lesson (be) a disaster!
M a rk s 16 8 In m y first lesson, I .............................(fall) over a lot.
9 1..........................................(not becom e) an expert yet.
2 C o m p le te th e se n te n ce s w ith th e c o rre c t fo rm o f th e
10 But I .................................(get) better since m y first try!
w o rd s in brackets.
Marks 710
1 The best gift you can give is ................... (kind)
2 Love is a for small children, (necessary) 6 Write sentences and questions. Use the past simple
3 today means hard work tomorrow, (lazy) or present perfect simple.
4 Don't wait fo r.................. - go and find it. (happy)
1 I/ n e v e r / s w im / in the sea
5 W e should m easu re.................. in friendships, not in
m oney, (prosper)
2 you / drive / or / w aIk / to school / today ?
6 Success is the to learn from failure, (able)
M ark s 16
3 s h e / n o t w in / a n y g a m e s / y e t
3 C o m p le te th e te x t w ith th e w ords.
4 th ey / beat / our team / in the last match
com m itm en t self-esteem discipline self-reliance
stamina team spirit 5 I/ n o t d o / a n y sp o rt/last year
Gym trainer Mart Hardy says, ‘If you really want to get
6 y o u / e v e r / r id e / a m ountain bike ?
fit, you need 1 - a determination to succeed.
That means2 , for example, waking up early
Marks 16
in the morning, so you can exercise. You'll soon build up
3 , so you can exercise for a long time without 7 C o m p le te th e te x t w ith th e p re se n t p e rfe c t sim p le
getting tired. Exercising alone demands 4 or c o n tin u o u s fo rm o f th e v e rb s b e lo w .
you’ve only got yourself to depend on. If the gym isn’t
be believe dream encourage forget join
for you, take up a sport, like basketball. It’s fun and you’ll
play practise run w atch
enjoy the 5 of playing with others. Being part
of a winning team boosts your6 , so you feel
11 football all day, and I’ve got another
great about yourself!’
hour to go. I’m exhausted! The whole team
M ark s /6 2 around the pitch for hours. I
3 (just) the Manchester United Youth
team - that’s why I 4 so intensively. I
4 C h o o se th e co rre c t an sw ers.
5 (always) of being a famous footballer
one day.
Surfing is an 1extremely / rapidly popular sport, Dad 6 my biggest fan ever since I
enjoyed by millions of people. It started in ancient first kicked a ball. He 7 me to train for
Hawaii, and 2quickly / worryingly spread worldwide. the last 15 years, and he doesn’t show any signs of
For ancient Hawaiians it had religious significance, so stopping! He 8 me train all day today -
3rapidly / clearly, it wasn’t just a sport. Surfing was he’s still looking at me right now. He 9
4incredibly / worryingly important, too, as the chief (always) in me, even when I doubted myself. He
ruler was usually a 5comfortably / really good surfer. remembers all my best goals - even the ones I
6Clearly / Surprisingly, Hawaiians who surfed badly 10 (already)!
were not as well-respected as good surfers!

M ark s /10
M a rk s 76
Total 750
Pronunciation insight 3 W orkbook page 125 R eview 3

A right to fight
Reading and vo cab u lary D isappearing w orlds
1 SPEAKING Look at the photosand discuss the

questions. Then read the text and compare your ideas.
1 Have you ever visited an island? Can you nam e
som e islands?
2 W h at d o you think life is like on the island in the photos?
Think about the climate, food, work and free time.
2 Read the text again and choose the correct answers.

1 W h y is Jo h n S a ilik e s a d ?
a He regrets his childhood,
b He misses friends from his com m unity,
c He doesn't w an t to leave the island, 'W h e n I w a s a little boy, I lo ved to g o fishing in
d He can't hear the sea at night. th e s e a with m y spear,' says J o h n Sailike, sadly.
2 W h at d o people do on the island? 'W h e n I le a v e th e island, HI lose th e s e a a n d th e
a M en and w om en do similar work, h a p p in e s s of fhis p la c e . I'll miss th e s o u n d of fh e
b I hey have frequent contact with the outside world, w a v e s a t n ig h t ... I w o n 't h e a r it a n y more.'
c They use a lot of electricity, ’J o h n is a fish erm an from th e C a rte re t islands in
d They try to provide their ow n food. th e S o u th Pacific, a n idyllic sem i-circle of w hite
3 W h at first impressions of the island does the writer give? s a n d , p a lm trees a n d crystal c le a r w aters. E a c h
a Life on the island is very simple. d ay, h e g o e s o u t in a c a n o e to c a t c h fish for
b People on the island are unhappy, his family, w h ile his w ife looks after th e children
c Islanders need m ore help from the outside world, a n d grow s v e g e ta b le s in their g a rd e n .T h e fam ily
d It's difficult for islanders to live there. lives in a w o o d huf w ith s a n d floors a n d th e y
4 W hich of these things is not a problem for the islands? d o n 't u s e m u c h electricity, so w h e n th e sun g o e s
a Fresh w ater shortages. d o w n , it is u su ally tim e for b e d . 2This p e a c e fu l,
b M ore risk o f illnesses, u n d e rd e v e lo p e d p la c e h a s a finy p o p u la tio n a n d
c A poor food supply, o n ly o n e c o n t a c t w ith th e o u tsid e w orld - a ship
d Too m any people. w h ic h brings sup p lies from Bou g ainville, a la rg e
5 W h at m ight happen w hen the islanders relocate? islan d 86 km a w a y . But all this is a b o u t to c h a n g e ,
a There won't be enough food and shelter. b e c a u s e Jo h n , a lo n g with 3,000 o th e r p e o p le , is
b People will forget Carteret traditions, le a v in g his island h o m e .T h e q u estio n is, w h y ?
c They w on't be able to com m unicate, Take a c lo se r look a f th e islands a n d fh e rea so n
d They w on’t be able to find work.
b e c o m e s clear. Th e C a rle re ts a r e th e victim of
6 H o w have people helped the islanders?
g lo b a l w arm in g . High tides often flood across
a They have built them n e w homes.
th e v illa g e s a n d w a s h a w a y p e o p le 's hom es.
b They have supported th e younger generation,
3S alt w a te r from th e s e a is overflow ing into
c They have tried to protect their traditions,
v e g e t a b le g a rd e n s a n d d e v a s ta tin g fruit trees.
d They have researched clim ate change. It's c o n ta m in a tin g th e fresh w a fe r supply, too.
Islanders a re struggling to survive o n c o c o n u t
milk a n d fish, a n d ch ild ren a re suffering from
1 W h a t did you learn about Carteret culture?
2 Did any of the challenges the islanders face surprise you?
The environment
Study the highlighted words in the text and match

them to definitions 1-9.
1 to stay alive, despite difficult conditions
2 w h e n w ater destroys som ething
3 to m ove to another place
4 to disappear forever
5 to leave a place because o f danger
6 destroying som ething
7 to protect som ething for th e future
8 poisoning and making som ething bad
9 to affect a larger area or a bigger group o f people
42 A right to fight
Vocabulary: the environment; prefixes: semi-, under-, over-, re-, co-, Speaking: discussing cultural identity; comparing types of protest; asking
inter--, verbs + prepositions; collocations: charities for and expressing opinions
4A
Gram m ar: expressing the future; future perfect and future continuous W riting: an opinion essay
Complete the article about blue gold with the

correct form of the highlighted verbs in Is la n d s to r y .
Blue gold
Did you know that 97% of all the world's water is salt
water? 3% is drinkable, but we can only use 1% of this
because the rest is trapped in glaciers or deep underground.
The bad news is this percentage is getting smaller because
of overpopulation, pollution and climate change.
It's a scary situation: rising sea levels1
homes and sometimes whole islands on one side of the
world. Floods and high tides2 fresh water
and 3 disease. Governments are forced
to 4 communities from danger zones and
m alnutrition.The d y in g trees a re h o m e to m osq uitoes
5 them to higher ground. But, in other parts
th a t s p re a d d ise ase s, like m a la ria . P e o p le kn ow th a t
of the world, droughts 6 crops and kill farm
life o n th e island is c o m in g to a n e n d .
animals. And as people move to other areas in search of
Experts p re d ict th a t th e C arfere fs will b e u n d e r w a fe r food, traditions and cultures 7
b y 2015. Before th e n , 'hhe islanders will r e lo c a te to It's a man-made problem, so what's the solution? We
p la c e s like B o u g a in ville a n d rebuild their lives.This have to learn to 8 this valuable resource. In
2030, almost 50% of the world's population will probably
m o v e will p ro vid e p e o p le with fo o d a n d shelter, but
experience water shortages, and experts predict the first
w h a t will h a p p e n to their c u ltu re ? Th e islanders h a v e
water wars. Who will be the winners and losers? Will we
so n g s for different e v e r y d a y activities, a n d traditions 9 the battle for blue gold?
a n d ce le b ra tio n s linked to th e s e a .T h e y a ls o h a v e
their o w n la n g u a g e , c a lle d 'H a lia '. 5lt th e y co-exist
with o th er cultures, this m a y d ie out.
insight Prefixes: se m i-, u n d e r-, o ve r-, re-, co-, in ter-
'W e're losing ou r h o m e , o u r identity, ou r w h o le life,'
sa ys isla n d e r Ursula R a k o v a .'W e h o p e th e world
Study sentences 1-6 in Isla n d sto ry . Then match the
is listening.' It is. 6O v e r th e last fe w years, article s in
underlined prefixes to definitions a-f.
intern a tio n a l n e w s p a p e rs , YouTube vid e o s a n d a n a again or back d not enough, below
O s ca r- n o m in a te d d o c u m e n ta r y film c a lle d S u n is Up b together e half, partly
h a v e fa lk e d a b o u f fh e C a rte re t islands. P e o p le h a v e c b etw een f too much
s u p p o rte d fh e islanders a n d a s a result, th e y h a v e
fu m e d their a n g e r a n d frustration info actio n .'T u le le Complete the sentences with the words in brackets
P e isa ' is a p ro je ct w h ic h is h elp in g to e v a c u a t e and a prefix in exercise 6.
p e o p le like Ursula. It's also looking for w a y s to 1 The island w a s ......................... Too m any people w ere
p rese rve their w a y of life a n d re co rd their la n g u a g e living there, (crowded)
a n d traditions for future generatio n s. 2 O nce the Carterets are under the sea, th ey will never
B a c k o n fh e island, J o h n Sailike is g e ttin g into his .........................(appear)
b o a t for th e last tim e. He's s a yin g g o o d b y e to his 3 If the islanders .th e re m ight be
h o m e a n d to his a n ce sto rs. He d o e s n ot kn ow w h a t enough food for e v e ry o n e (-operate)
th e future will bring; h e d o e s n o t k n o w if his culture 4 It's difficult t o ........................ w ith people w h o speak
will survive. He is th e h u m a n f a c e of c lim a fe c h a n g e . a different language, (act)

5 The fish smelt bad and it w a s ......................... It wasn't
safe to eat. (cooked)
6 Their n e w hom es on Bougainville w ere
Factfile: Carteret Islands
.........................They could only live there for a few
Location: South Pacific, off the north-east coast
of Papua New Guinea months, (-permanent)
Population: 3,300
total area: 0.6 square km (83 football fields)
SPEAKING Work in pairs. Think about the place
Highest point: 1.2 metres above sea level
History: Discovered by Philip Carteret in 1767 where you live. Choose the things that make up
your cultural identity, then put them in order of
importance. Give reasons for your order.
language music (songs and dance) festivals
beliefs lan d /g eo g rap h ical features houses food
Vocabulary bank Global issues page 1S7
A right to fight 43
4 B ■ G ram m ar and listening Action!

1 H o w often do you:
send instant messages or chat with a friend on a social
networking site?
Crowd power
post com m ents on other people’s pages?
post a status update on a social networking site?
upload photos or videos?
- the flashmob
2 Do you ever use social media for other reasons, for example,
2
to organize som ething?
Read the text and answer the questions.

phenomenon
la sh m o b s are p u b lic p e rfo rm a n c e s g iv en
1 W h a t are flashmobs?
2 W h y d o people organize them ?
3 W h y is Jo e l organizing his flashmob?
F b y g ro u p s of s tra n g e rs w h o find o u t a b o u t
e v e n ts th ro u g h social m e d ia , n e tw o rk in g sites
4 H o w will people find out about it? a n d tex t m essa g e s. F la sh m o b b e rs m e e t a t a
p recise tim e a n d p e rfo rm a s h o rt a c tio n to g e th e r
Expressing the future w h e n a s ig n a l is giv en . T h e p e rfo rm a n c e
fin ish es su d d e n ly , a t a n a rra n g e d tim e a n d the
3 Read the text again. Then match sentences 1-7 in the text p e o p le th e n m o v e a w a y im m ed iately . F o r so m e
to uses a-g. p e o p le , fla sh m o b s are a b o u t h a v in g fu n . B ut
Ways of expressing the future: fo r o th e rs, th e y 're a w a y of g e ttin g to g e th e r
a present sim ple for scheduled events, timetables a g ro u p of p e o p le to m a k e a p o litic a l p o in t.
b present continuous for arrangem ents W e a s k e d Joel to tell u s a b o u t h is n e x t fla sh m o b
c will for promises and hopes for th e future (often w ith hope, event.
prom ise) Joel is a 19-year-old C a n a d ia n a n d h e 's a
d will for predictions about the future (often with think probably) s tro n g a d v o c a te o f recycling. 'O n S atu rd ay ,
e going rofor intentions ’I'm org a n izin g a fla sh m o b e v e n t to p ro m o te
f going to for predictions based on evidence recycling. 2It starts a t ten in th e m o rn in g .
g m a y /m ig h t for uncertain predictions about the future. 3H o w w ill w e organ ize th e e v e n t? P ro b a b ly
th ro u g h T w itter, F aceb o o k a n d o th e r w eb sites.
A c c o rd in g to th e w e a th e r forecast, 4it's g o in g
to b e re a lly h o t o n S atu rd ay , so 5I h o p e th a t
4 Read the sentences and choose the correct answers.
lo ts o f p e o p le w ill b e there. 6W e're g o in g
1 I m ight go to the eco festival in the park this weekend,
to lea v e so m e ru b b is h n e a r a recy clin g b in
a I have a definite plan to go to the festival.
a n d th e n w a it in th e p a rk . I h o p e w e 'll look
b I haven't decided on m y plans yet.
c I probably w on't go.
2 W h a t are you doing tonight?
a I w ant to know about your arrangements for tonight,
b I w ant to know about your activities now.
c I'm asking you to make a prediction about the future.
3 The protest starts at 730 a.m.
a The protest has just started,
b The protest m ight start at that time,
c Fhe protest will definitely start at that time.
4 I'm m eeting Anna at the cafe to talk about th e protest,
a I m ight m eet Anna in the cafe.
b Anna and I have decided the tim e and place to meet
already.
c I hope I'll see Anna in the cafe.
5 I think that flashmobs will becom e m ore popular
in the future.
a I predict that this will happen,
b This will definitely happen,
c I w an t this to happen.
44 A right to fight
4B
5 Complete the text with w ill, g o in g to or m ig h t and the

correct form of the verbs in brackets.
Jason, 21, lives in San Francisco. Tom orrow afternoon, he's

1 (take part) in a 'carrotm ob'event.
In carrotm ob events, a group of people spend their
m on ey to support a business and in return the business
agrees to d o som ething good for the environm ent. For
tom orrow's event, lots of p e o p le 2
(buy) food at the M iniM art store in Pine Street
b etw een 2 and 3 p.m. In return, the store promises
i t 3.................................... (spend) 50% o f the hour's
revenue on n e w energy-efficient lighting.'Four hundred
people have promised to visit the store tomorrow,'
says Jason, iso i t 4 (be) very busy! I
really hope that m y sister, S ad ie,5....................................
(join) me. She 6 (com e), but
it depends on w hether her teacher lets her leave
early, says Jason.'But, even if she's not there, I think
that w e 7.................................... (have) a lot o f fun
tom orrow !'N ext m onth Ja s o n 8
(organize) another carrotm ob even t at a local
sports ce n tre .9 lots of people
(support) the next e ven t?'! don't
know yet,'says Jaso n.'But it’s a great idea.'
lik e o rd in a ry p e o p le , e n jo y in g a d a y o u t. B ut
e v e ry o n e 's g o in g to s ta rt c la p p in g a n d c h e erin g
a s s o o n a s so m e o n e p ick s u p th e ru b b is h a n d
p u ts it in th e recy clin g bin. S om e p e o p le 7m ay
n o t und erstan d w h a t w e 're d o in g , b u t I th in k
th a t it w ill b e fu n . F la sh m o b b in g is p o ssib le
b e c a u se o f th e w a y th a t p e o p le c o n tin u a lly
s h a re m fo rm a tio n a ro u n d th e w o r ld now . It's
th e fu tu re o f p o litical p ro te s t.'
6 1.15 Listen to Melanie talking about a Critical Mass

bike ride and answer the questions.
1 W h at is a Critical Mass bike ride?
2 W h at is the aim o f the ride?
7 1.15 Make sentences about the event. Then listen

and check.
1 M elanie / join / a Critical Mass bike ride
2 The ride / start / eight in the m orning
3 It / be / very busy
4 T h e y / c y c le / th ro u g h the streets
5 People in cars and buses / g et / annoyed
6 They / not be able to m ove fast
7 Hopefully m ore people / decid e / to hop on a bike

1 W h ich o f the three types o f protest (flashmobbing,
carrotmobs, Critical Mass bike rides) will b ecom e m o re/
less popular in the future?
2 W h at other ways o f protesting m ight b ecom e popular?
using Twitter, Facebook organizing marches
signing petitions writing letters to th e governm ent
A right to fight 45
4 C ■ Listening, speaking and vocabulary Making our voices heard
1 SPEAKING Work in pairs. Look at the

photos and discuss the questions.
1 W h ere do you think this school is?
2 W h y are the students protesting?
3 W h at problem s d o you think students
m ight experience at this school?
2 1.16 Listen to the radio programme

about Attawapiskat Elementary School
and check your ideas. Then answer the
questions.
1 W h o w as Shannen Koostachin?
2 W h y is she inspirational?
3 1.16 Listen to the radio programme again. Are the sentences true (T) or
false (F)? Correct the false ones.
1 Kate thinks that Shannen is very fam ous around th e world.
2 Shannen believed that children needed education as preparation for life.
3 Shannen w rote to children all over Canada and asked them to support her
cam paign.
4 The ann ou ncem ent from the Minister for Aboriginal Affairs in 2008 was
probably very disappointing for Shannen.
5 The Attawapiskat com m unity cancelled the school trip in order to pay for their
representatives to travel to Ottawa.
6 Shannen tho ug h t that the First Nation children had special rights to education.
7 Shannen m oved to N ew Liskeard because the school there had better facilities.
8 The n e w school in Attawapiskat will probably not have a gym or a music studio.
STRATEGY
Identifying facts, opinions and speculation

When you listen to people discussing a subject, it is important to identify:
■ facts: The governm ent spent $5 million on the environm ent last year.
opinions: / th in k /1 b e lie v e / In m y o p in io n / It's m y v ie w th a t the governm ent didn't sp end enough
m oney on the environm ent last year.
speculation: The governm ent w ill p r o b a b ly / m ig h t/ m a y focus on the environm ent in the next year.
Perhaps / M a yb e the governm ent w ill sp end m ore m oney on the environm ent next year.
4 Read the strategy. Then study the statements in exercise 3 again. Are they facts (F),
opinions (O) or speculation (S)?
insight Verbs + prepositions
5 Choose the correct prepositions.

1 to believe in / at / for global w arm ing 4 to insist on / at / for freedom o f speech
2 to protest after / over / against clim ate 5 to rely in / on / at the g overnm ent for help
change 6 to set in /on / up a cam paign
3 to belong a b o u t/to /fo r a com m un ity 7 to care about / with / after a situation
6 SPEAKING Discuss the questions.

1 W h at do you think about Shannen's cam paign? W ould you insist on the same facilities
for your school?
2 W h at school facilities do you rely on?
3 W h y m ight you set up a cam paign in your school? Is there anything you m ight protest against?
DVD extra Protest
46 A right to fight
4C
BASKETBALL PROTEST IN THE SCHOOLS SHORTEN
COURTS PARK SUM M ER HOLIDAYS
CANCELLED!
200 people protest Students and teachers at Park
Plans for a new School are horrified at the
against plans to build a
basketball court decision to shorten summer
in North Park have waste recycling facility
holidays to three weeks.
been cancelled. in the skatepark.
Asking for and expressing opinions

7 SPEAKING Read the newspaper headlines. What do you think about these issues? Which is
the most important? Which is the least important?
8 1.17 Listen and match the dialogue to one of the three headlines in exercise 7.
9 1.17 Complete the phrases from the dialogue. Then listen again and check.
Asking for opinions Reacting to opinions and suggestions

W h a t d o y o u 1.............................. ? I'm not s o 6.............................. (it is a bad idea).
W h a t d o y o u 2............................. ? That's just w h a t 7...............................
That's a 8
Expressing opinions
3 ...................., I think . . . .
As far as I'm 4 .......
It5 a goo d idea to . . . .
10 Add the phrases below to the table in exercise 9.

I agree with you about that. ■ I take your point, b u t . . . . In m y opinion . . . . W hat's your view
on this? To tell you the tru th ,. . . . I see w hat you're saying, b u t . . . . If you w an t m y o p in io n ,. . . .
11 1.18 Choose the correct answers. Then listen and check.

Leo I don’t believe this - the council decided not to build th e basketball courts in the park.
Ella 1 , it's probably a good idea. W e already have a football pitch and tennis courts,
so w e don’t need another outdoor facility.2 th ey should build a youth club.
Leo 3 .................. , but a basketball court is m uch ch eap er than a youth club.
Ella You're probably right.4........................
Leo H o w about w e organize a protest?
Ella 5 .That sounds very serious. H ow about w e just w rite a letter to th e council?
Leo OK, that's a great idea.
1 a I'm not so sure b To tell you the truth c I take your point
2 a That’s just w h at I was thinking b That’s a great idea c In m y opinion
3 a W h at do you reckon? b As far as I'm concerned c I see w h at you're saying
4 a I'm not so sure b W h a t d o you think? c If you ask me
5 a I'm not so sure b I agree with you about that c That's a great idea
12 SPEAKING Work in groups of four Choose an issue that you all feel strongly about. Discuss
how you are going to organize a campaign to support your cause. You have a campaign
budget of €150. Use the ideas below or your own ideas.
more cycle paths ■ recycling
more youth facilities helping the elderly Campaign price list
Leaflets: € 1 0 for 100 black and
1 Look at the price list and decide h o w to
white leaflets or 50 colour leaflets
spend your budget.
2 Discuss h ow you will use social media.
Posters: € 1 5 for 50 posters
3 Discuss other ways o f protesting (for T-shirts: €8 per T-shirt
example, writing letters to the governm ent, Advertisement on bus: € 2 5 0
organizing a march, a sit-in, a flashmob). Using a local celebrity: € 1 0 0
YouTube video: € 1 2 0
A right to fight 47
4 D ■ Culture, vocabulary and grammar Make a difference
# ı \ B B H M O H i v w h i s f l

1 H o w d o you find out about global and local issues -
from the internet, a new spaper orTV ?
2 H o w can charities make a difference?
Go the
2
3
Read the text and compare your ideas.
Complete the text with sentences A-G. There is one

Extra Mile
sentence that you do not need. London, UK: It’s tw o o'clock in the afternoon and Sophie
A O ther people buy products from their online shops. Hanson is running a marathon. She’s wearing a T-shirt that
B She can hear her schoolm ates cheering and she says ‘G o the Extra Mile', but she’s feeling tire d .1
knows she has to finish. She grabs a bottle o f water; takes a long drink and carries
C They don't make donations because th ey haven't got
5 on. By the time she finishes, she will have raised £200.
m uch money.
D It's cool and clear and M o ham m ed has not been ill Halfway around the world, in Sierra Leone, Africa,
for weeks. Moham m ed Korom a is thirsty. It’s 30 degrees outside,

E By the end of this year, people will have com pleted so he picks up a cup o f w a te r and takes a long drink.
m ore than 350 events. Th e w ater is from a n ew well in his village, so it isn't
F They give up their free tim e and volunteer. io contam inated.2 H e will be going to school again at
G O ver the next few years, this m on ey will be helping 8 am . tom orrow.
people like M oham m ed.
Sophie and Moham m ed are tw o teenagers with very
different lives, but their lives are connected through
4 SPEAKING Discuss the questions.
charity. Sophie is taking part in a huge national event
1 W h ich charities are popular in your country?
is that raises m oney for people in the U K and abroad - a
2 Have you ever been to an even t that supports a good
sponsored run for Sp ort Relief. Moham m ed’s village has
cause? W h a t w as it? W h a t did the event achieve?
a n ew well that was paid fo r with m oney from the same
event. Every year, Sp ort Relief and its sister charity, Com ic
insight C o l l o c a t i o n s : c h a r i t i e s
Relief, raise m oney for good causes.3 These events
5 Find the verbs in the text and write the nouns that 20 include marathons and football matches, talent shows and
go with them. baking competitions, and w hen they are all completed,
1 take part in ........... ........................./ a m arathon they will have raised over £50 million.That's enough
2 raise.. .. /aw areness m oney to transform the lives o f thousands o f people.
3 transform ............. ......................./ a situation 4
4 d o n a te ................. .................. /clothes
25 According to recent research, the U K is the fifth most
5 vo lu n te e r............. ......................./ help
generous nation in the world. Charities are an important
6 a id ......................... ........... /d e ve lo p in g countries
part o f British society, and some of the w orld ’s biggest
7 address................. .................../ a problem
8 s u p p o rt................ ................... / a cam paign and most famous organizations, such as Oxfam and Save
the Children, started in the UK.Today, there are over
6 C o m p l e t e t h e t e x t w i t h v e r b s in e x e r c i s e 5. 3o 160,000 charities, and m ore than three quarters (7 9 % )
o f people donate m oney o r volunteer time every month.
Be humankind
Sin ce the 1960s, charities have put slogans on T-shirts to
1 awareness of social problems and encourage
people to take action. In the past, these slogans w ere often
about world peace, but today slo g an s2 many
different issues, such as environmental problems, poverty
and social injustice.
T-shirts with slogans show that w e 3 a charity
or a campaign. Sport Relief slogans like ‘Rise to the
Challenge’ and ‘G o the Extra Mile’ encourage people
to 4 events. Other slogans such as Oxfam’s
‘Change, not Charity’ encourage us to 5 our
time and not ju s t6 money. And although
slogans don’t 7.................. people’s lives on their own,
they are an important part of the process. In the words
of another Oxfam slogan, they persuade us to ‘Be
humankind’.
48 A right to fight
4D
Future perfect and future continuous

7 Study sentences 1-3 from the text and match them
to rules a-c. Then complete the rules.
1 By the tim e she finishes (the marathon), she w ill have
raised £200.
2 Over the next few years, this m on ey w ill be helping
people like M oham m ed.
3 He w ill be g oing to school again at 8 a.m. tomorrow.
W e use th e future continuous:

a to talk about an action in progress at a definite tim e
in the future.
b to talk about an action in progress over an extended
period o f tim e in the future.
Form: will / won't + be + ....................................
W e use th e future perfect:
c to talk about an action that will be finished before a
definite tim e in th e future.
Form: will / won't + have + ....................................
Many people make regular donations to big charities that 8 A school magazine interviewed Sophie before
aid po o r people in different countries.5 Smaller the race. Complete the interview. Use the future
charities, such as sports projects o r hospices, address continuous or the future perfect.
m ore local issues and rely on smaller events, like car boot Interviewer W h a t1 (you do) at 1 p.m.
sales and fun runs.They also rely on volunteers for the on Saturday?
day-to-day running o f these projects. Sophie I2 ...............(run) in the
m arathon and hopefully by 6 p.m.
Teenagers play a big role in this culture o f giving. A recent
13.............................. (finish).
W o rld Vision study showed that 6 9 % o f teens are aware of
Interviewer H o w fa r4 .......... (you run) by
the needs o f others thanks to the internet and globalization.
the end of the race?
And although teens may not have much money to give, they
Sophie About 42 km.
often help in other ways.6............In the UK, more than a
Interviewer That’s im pressive.5 lots
third o f teenagers have given time to charities in the last
of p e o p le................. (take part) in the
year In fact, supporting a charity is part o f everyday life, and
event on Saturday?
young people are the new champions o f this culture. 1 feel
Sophie Yes, 16 (not do) it alone.
good when I do something,’ explains Sophie after the race.
Hundreds of people will be there.
‘I read about so many problems in the news - at home and Interviewer 7 ..........(you celebrate) with
abroad. Often, I feel helpless, I don't have a lot o f money, but your friends after th e event?
then I can volunteer; I can get sponsors and I can make a Sophie Yes, I will. 18 (collect)
difference.’ Back in Sierra Leone, Mohammed is smiling. their money, too!
Interviewer H ow m uch m o n e y 9
(you raise)?
Sophie About £200,1hope!

W h a t w ill you be doing:
1 after school today?
2 at 2 p.m. on Saturday?
3 this tim e next w eek?
4 during the sum m er holidays?
W h a t w ill y o u have done:
5 in tw o hours'tim e?
6 by this tim e tom orrow ?
Charity in numbers 7 by the end of this year?
160,000 charities in the UK raise £37 billion every year
8 in five years'tim e?
13.2 million people volunteer for chanties.
Vocabulary bank Charities page 137
Charity shops raise £200 million every year
The biggest charities like Oxfam, Cancer Research and the
RSPCA raise more than £10 million a yean A right to fight 49
4 E ■ W riting An opinion essay
1 SPEAKING Read the poster

Support our charity! and answer the questions.
1 W h y does H epw orth school
This year, Hepworth school w ill w an t students to choose one
be organizing fundraising events of the charities?
throughout the school year.
2 Have you heard of these
We w an t YOU to help us decide
charities?
w hich of th ese tw o charities w e w ill
support w ith our funds this year: 3 W h ich charity w ould you
choose to support? W h y?
WaterAid
WaterAid works in 26 of the world's 2 Read Nick's essay and answer
poorest countries. It aims to improve
the questions.
access to safe, clean drinking w ater for
hundreds of thousands of people. 1 According to Nick, w h at is a
basic hum an right?
World W ide Fund for Nature
2 H o w m any people around
(WWF)
the world cannot g et safe,
The World Wide Fund for Nature aims to
protect endangered animals and plants clean w ater?
by conserving their habitats and fighting 3 H o w does W aterAid help
against climate change and pollution. com m unities to be more
Write an essay to tell us which independent?
charity you w ant to support and why. 4 W h ich charity is bigger,
W aterAid or W W F ?
STRATEGY
Organizing an opinion paragraph

When you write an opinion essay, the main part of it will be paragraphs expressing your
opinion. Each opinion paragraph should include:
1 The m ain point: M y first reason for ch oosing WaterAid is that in m a ny p arts o f the w orld the poorest
p eople don't have taps or even wells.
2 Support: Often their only source o f w ater is dirty a n d dangerous a n d very far from their homes.
3 Specific exam ple: In fact, 884 million p eople d o n o t have access to safe, clean water.
3 Read the strategy. Then study paragraphs C and D in Nick's essay and find examples for
each point 1-3 in the strategy.
4 Study Nick's essay again. In which paragraph(s) A-E does he do 1-4?

1 Presents an opposing viewpoint.
2 Introduces th e topic and states his opinion.
3 Sum marizes and restates his opinion.
4 Supports his opinion by presenting argum ents and examples.
A H epw orth school has asked the stu d ents to choose it s main ch a rity fo r the ye a r. In my opinion, we
should choose W aterA id, because access to s a fe , clean w a te r is a b asic human rig h t.
B M y f ir s t reason fo r choosing W aterAid is th a t in many p a rts o f the w orld the poorest people don t
have tap s o r even w e lls . O fte n th e ir only source o f w a te r is dangerous because i t ’s d irty and it s .v e r y
fa r fro m th e ir homes. In f a c t , 8 8 4 m illion people do not have acce ss to s a fe , clean w a te r and 5 , 0 0 0
children die each day fro m w ate r-re late d diseases. 1 am convinced th a t by supporting W a te re d , w e can
help to reduce these num bers.
C Another argument fo r donating our money to W aterA id, is th a t i t helps com m unities to s e t up
and m aintain th e ir own w a te r and hygiene p ro je c ts. B y doing th is i t educates people and encourages
com m unities to look a ft e r th e ir own needs. B e tte r hygiene can reduce childhood deaths by 3 5 % .
D M y fin a l p o int is th a t many people m ight say th a t W aterAid is a much s e lle r c h a rity than the World
Wide Fund fo r N atu re, so i t c a n t m ake as much o f a d iffe re n ce as W W F can . In f a c t annual to ta l
donations to W W F are nearly te n tim es the donations to W aterA id. H ow ever, th is is w hy 1 fe e l th a t
W aterAid needs our money m ore.
E T o conclude, 1 believe th a t H epw orth should choose W aterAid as it s c h a rity , because it helps the poorest
people around the w orld and it w ill really b e n e fit fro m our donations.
N ick Jones
50 A right to fight
4E
Introducing arguments and giving opinions

5 Study the phrases in the table. Then put the highlighted phrases in Nick's letter under the
correct heading in the table.
Introducing arguments Giving opinions

The main argum ent for / against i s . . . . M y point o f v ie w is that
First o f all....... To m y m ind.......
It is also im portant to note t h a t ....
6 C o m p l e t e M o n ic a 's e s s a y w i t h p h r a s e s in e x e r c i s e 5. S o m e t i m e s m o r e t h a n o n e a n s w e r is p o s s ib le .
Our school wants to choose one charity to These areas are under threat because
support this y ear.1 we of global warming, deforestation, or
should choose the World Wide Fund for overfishing. If we don’t protect these
Nature (WWF), because it helps to conserve places now, it will be too late! That’s why
the environment and protects animals and 4 the W W F’s work is so
plants, and there is nothing more important necessary.
than the future of our planet.
5 the WWF protects
2 supporting the WWF a large number of endangered species,
is that climate change is a major issue for including tigers, rhinos and polar bears.
our planet. The WWF works in many ways These beautiful animals share our planet
to fight against climate change. It supports and6 , it’s our duty
energy efficiency and is promoting a new to look after them and to prevent their
international climate agreement. extinction.
3 donating money to In conclusion,7 our
this charity is that the WWF does a lot of charity for this year should be the WWF
important work to preserve huge areas, for because it is doing the most important
example, the Amazon rainforest and the work - protecting life on our planet and
Arctic. protecting the planet itself.
M o n ic a D u P o n t
W RITING GUIDE
■ T ask Your sc h o o l w a n ts t o g iv e € 5 0 0 to o n e o f th e P l a n F o llo w t h e p l a n :

t w o c h a r i t i e s b e l o w . F in d o u t m o r e a b o u t b o t h P a r a g r a p h 1: W rite an introduction and give a clear
ch a ritie s a n d d e c id e w h ich o n e y o u w a n t t o s u p p o rt. statem ent of your opinion.
W r it e a n o p i n i o n e s s a y t o e x p l a i n w h y y o u r s c h o o l P a r a g r a p h s 2 - 4 : Give at least three reasons for your
sh o u ld c h o o s e th is c h a rity opinion. W rite each reason in a
separate paragraph. Add support and
UNICEF (The United F rie n d s o f th e Earth specific examples.
Nations Children's Friends of the Earth P a r a g r a p h 5: W rite a conclusion to the essay.
Fund) is one of the largest
Restate your opinion and summarize
UNICEF is an international environmental charities
the reasons for it.
charity which defends in the world. It fights for
children's rights. It works solutions to environmental
with families, communities
W r i t e W r it e a n o p i n i o n e s s a y . U s e t h e p a r a g r a p h
problems, supports fair
and governments in more p lan to h e lp you.
trade and campaigns
than 190 countries and
against climate change,
aims to protect children C h e c k C h e c k t h e fo llo w in g p o in ts:
from exploitation, violence pollution and genetically
and poverty. modified crops. ■ Have you used a clear paragraph structure?
■ Have you included all argum ents supporting your
opinion?
■ Id e a s M ak e n o te s a b o u t:
■ Have you used language for introducing argum ents
■ w h at the charity does.
and giving opinions?
■ w h y it is an im portant issue.
■ Have you checked grammar, vocabulary, spelling and
■ w h y this charity deserves your school’s m on ey more
punctuation?
than an y other charity.
A right to fight 51
Vocabulary insight 4 Word-building: the meaning of prefixes
1 Work in pairs. Study the dictionary entry for over-. 4 A d d t h e p r e f i x e s b e l o w t o c a t e g o r i e s a - d in t h e

Then match the words in bold in sentences a-d to stra te g y
meanings 1-4 in the dictionary entry. post- maxi-: m on o-i sub-
over- /'auva(r)/ [in com pounds] 1 more than
usual; too much: to oversleep ♦ over-optimistic 5 Answer the questions.
* overactive 2 com pletely: overjoyed 3 upper;
outer; extra: overcoat * overtime 4 over; above: 1 If a word is a monosyllable, h o w m any syllables has
overcast * to overhang
it got?
2 W hat's bigger - a market, a minimarket or a
a A balloon flew overhead.
supermarket?
b W h e n he heard the goo d news, he got overexcited,
3 Is an ex-friend still your friend?
c The train w as overcro w d ed , so I couldn't g et a seat,
4 W hat's longer - a maxi-dress or a mini-dress?
d I left m y overco at on the bus.
5 W h e re is a subway?
STRATEGY 6 H ow m any languages does a trilingual person speak?
Word-building: the meaning of prefixes 6 C o m p l e t e s e n t e n c e b s o t h a t it h a s a s i m il a r m e a n i n g

M an y words in English are m ade up o fa prefix (e.g. over-)
t o s e n t e n c e a. U se o n e o f t h e p re fix es fro m ex e rcises
and a root w ord (e.g. flow). The prefix + the root word
2 a n d 4 a n d t h e c o r re c t fo rm o f t h e w o r d s belo w .
produce a n e w word (e.g. overflow).
president w eekly eaten atlantic lingual
A lot o f prefixes carry meaning. If you understand the mature
m eaning of prefixes, it will help you to understand n ew
1 a The first flight across the Atlantic w as from Canada
words. A good dictionary will have entries for prefixes.
to Ireland in 1919.
Prefixes can be grouped into the following categories:
b The first........................ flight w as from Canada to
a numbers
Ireland in 1919.
b tim e
2 a Although her baby w as born before its expected
c size
time, he is doing well.
d position
b Although her baby w a s ........................ , he is doing
well.
2 Read the strategy above. Then match the prefixes in 3 a I'm so f u ll- I'v e had too m uch food,
bold to a-d in the strategy. b I'm so f u ll- I'v e .........................
1 The transatlantic flight from London to N ew York 4 a W h e n learning vocabulary, it's g oo d to use a
takes six hours............. dictionary w hich is only in English,
2 There are m any pre-war buildings in m y street. b W h e n learning vocabulary, it's good to use a
........................ dictionary.
3 Fhe m inibus picks us up at 7 a.m. every morning. 5 a W e w e n t to a talk given by our former president,
b W e w e n t to a talk given by our ...........
4 A tricycle has three w heels............. 6 a W e have m eetings tw ice a week,
5 In the foreground o f th e picture, you can s e e th e b W e have meetings.
idyllic beach.............
6 W e usually d o our shopping at the superstore on the 7 U se a d ic tio n a r y t o fin d t h r e e w o r d s w ith e a c h o f
outskirts of to w n ............. t h e p r e f i x e s m ono-, m ulti- a n d sub-. W r it e y o u r o w n
7 He’s bilingual - he speaks tw o languages fluently. e x a m p le s e n te n c e w ith e a c h n e w w ord.
1
8 The ex-footballer is giving a talk at our school today.
2
3 Match the prefixes in exercise 2 to meanings 1-8.
1 three
2 t w o ........... 3
3 before
4 small
5 former
6 fro n t............
7 extreme; large............
8 across; through
Review 4
Vocabulary Grammar
1 Complete the sentences with the correct form of the 5 Complete the sentences with the verbs below.
verbs below. ’s going to be will be m aybe starts m ight start
contam inate devastate die ou t evacuate spread will com e 'm speaking II speak m ay join
relocate
1 I hope the rain ................. soon. M y garden is very dry.
1 The bird called the dodo in the 17th century. 2 You right about clim ate change - I'm not sure.
2 Infected insects can dangerous diseases. 3 Look at that rain! The river is already full. There
3 Oil water, making it dangerous for animals. a big risk o f floods tonight.
4 In 1956, the US governm ent paid Native Americans to 4 I th e cam paign. I haven't decided yet.
from the country to th e city. 5 I promise I to her about it soon, OK?
5 Hurricane Katrina N ew Orleans in 2005. 6 I think life in th e fu tu re .................... better than now.
6 After the 2011 tsunami, Japanese authorities.............. 7 I .....................to the Environm ent Minister at 3.00 p.m.
local people to places o f safety. tom orrow.
Marks 76 8 The lecture on environm entalism at 11.00.
9 It's possible that co u n trie s................ a w ar over water.
2 Complete the text with the correct form of the Marks /9
words in brackets. Add the correct prefixes (co-,
in ter-, o ver-, u n d e r-, re-, se m i-). 6 Choose the correct answers.
Brazilian fave/as, which are poor, 1 Today, 11 try doing an RAK ( ‘random act of
(developed) places, are often also 2 kindness’) with a friend. W e made plans last night. W e
(crowded). F a v e la P a in tin g is a charity with 3 2 at my house this morning. W e 3 discuss
(national) support from many countries. It helps
w hat to do then. W e have a few ideas already. W e
favelas to 4 (build) lost hope and pride by 4
to the bus stop and pay for a stranger’s ticket.
painting their houses. Artists and local people
According to my timetable, the next bus5 in an
5 (operate) to create unique designs. In just
one street you can see a fish, a kite, and a half hour. Alternatively, we 6 up litter in the park.
moon in a perfect 6 (circle)! The sky is blue - it 7 be a lovely day. You know
what? Let’s do that. I think it 8 more fun!
Marks 76
1 a m ight b will c 'm going to d may
3 Complete the text with the correct prepositions. 2 a 'II m eet b m eet c 're m eeting d m ight m eet
3 a w on't b m ay c will d 're going to
I care 1 anim als. I believe 2 4 a m ight go b go c 're going d will go
treating them with respect. That's w hy I 5 a is leaving b won't leave c m ay leave d leaves
belong 3 an anim al rights charity, the 6 a will pick b m ight pick c 're picking d pick
League Against Cruel Sports. W e protest 7 a 's going to b m ay c m ight d will
4 hunting anim als for sport. W e've 8 a is being b will be c is d m ay not be
s e t5 an anti-hunting cam paign and Marks /8
now w e're relying 6 your donations for
success. Please help! 7 Complete the sentences. Use the future perfect or
future continuous form of the verbs in brackets.
Marks /6 1 'W h a t............................ you at this
tim e tom orrow?' 1............................. at the charity
4 Complete the sentences with the verbs below. There shop.' (do / volunteer)
is one verb that you do not need. 2 The anti-war march by 11.00. After
address aid donate raise take part transform that, w e outside the tow n hall,
volunteer (finish/protest)
3 At 6.00 tonight, I ............................. the docum entary
1 O ver 30,000 people in the Tokyo m arathon
on global w arm in g............................. you
every year.
............................. h om e by then? (w atch / get)
2 Please for just an hour a w eek to help elderly
4 In a year's time, the city by 50%.
people.
10,000 more people here then. But by
3 Live Aid tried to awareness of Africa's
the end of this year, the authorities
problems.
just 1,000 more homes, (grow / live / build)
4 I know I should more m oney to charities.
Marks 79
5 W e need t o ............the problem of global warming.
6 Education can people's lives for the better Total
Marks 16
Pronunciation insight 4 W orkbook page 125 Review 4 53

Cumulative review Units 1-4
Listening
1 Read the sentences. Are they facts (F), opinions (0)
or speculations (S)?
1 Volunteering w as Alice's o w n idea.
2 Alice thought it w ould help her to get into university.
3 Her w ork m ight help Tanzanian teachers to feel more
A
enthusiastic about sport.
Going to the gym or the sports centre often feels like a
4 In Alice's opinion, the main benefit o f sport is learning joyless necessity. The sw eaty rooms and irritating music
key life skills. seem to be the part of the price you pay for getting fit.
5 The charity m ay teach martial arts for the first tim e You won't have much fun in the process, perhaps, but
next year. at least you'll be doing something worthwhile. Or so you
6 Not everyone will be a good volunteer for the charity. th in k .
B
2 1.19 Listen to a radio programme. Are the In actual fact, your exercise routine will have some
sentences in exercise 1true (T) or false (F)? Correct devastating side-effects and w e don't just mean aching
the false ones. muscles! Gym s and sports centres need huge amounts
of energy for lights, air conditioning, heating - and of
course, pools and machines. W hile you've been running,
Speaking
your treadmill has been burning as much electricity as
3 Work in pairs. Take it in turns to give and react to fifteen 75-Watt light bulbs.
news. Use the ideas below or your own ideas. C ..................

Luckily, there's now another w ay for people who care
1 You raised lots of m oney in a charity marathon, but
about more than calorie-counting. G r e e n F it n e s s
you didn't finish it.
allows you to exercise in the open air, surrounded by
2 Your parents won't let you volunteer at a sports cam p
birdsong, for the fraction of the price of a leisure club
in Tanzania this sum m er membership. W hat's more, rather than devastating the
3 Your local youth centre has offered you a part-time planet, you'll be helping to preserve it. How ? B y doing
jo b teaching sport this summer. conservation work in some of the most beautiful parts
of the country.
4 Work in pairs. Imagine that your class is going Click here for locations.
to spend a weekend volunteering. Discuss each
volunteering option below, giving your opinions.
Then decide together what you think the class
should do and why.
1 helping disabled children to take part in activities on
a sports cam p
2 going on a two-day sponsored walk to raise m oney
for better school facilities
3 cleaning up your local park
Reading
5 Read the text. Then choose the best description of
the text type a-d.
a a report making recom m endations
b an article prom oting a particular service
c a factual description for an encyclopedia
d a review o f a service the writer has tried
6 Match headings 1-8 to paragraphs A-F. There are

two headings that you do not need.
1 Introducing a n e w alternative
2 Maximizing your workout
3 An easier, gentler kind o f exercise
4 Skills and personal developm ent
5 An unpleasant chore
6 A jo b well done
7 Studying nature
8 Harm ing the planet
54 Cumulative review Units 1-4 Literature insight 2 Workbook page 86

Grammar and vocabulary
D
If you've never done any gardening before, don't worry. Read the text. Choose the correct answers.
We'll give you all the training you need. Volunteers
cooperate to achieve tasks together, so you won't be on
your own. The team spirit is amazing - something which People v o lu n te e r fo r d iffe re n t re a so n s, b u t p ro b ab ly
you're never going to find at the gym ! W hat's more, m o st o f u s v o lu n te e r 1 try to im prove life for
m any volunteers have reported that taking part in o th ers. However, g e n e ro sity b rin g s a rew a rd . I t seem s
sessions has boosted their self-esteem and happiness. t h a t v o lu n te e rs can e x p e c t2 th em selv es as well!
Click here for review s. In th e p a s t few y e a rs, s tu d ie s 3 th a t people
E w ho v o lu n te e r ty p ic a lly experience g re a te r levels
However, be warned: this is not a 'soft' alternative o f self-esteem th a n th o se w ho d o n 't. 4 , th e ir
and laziness is not an option! An hour's m oderate overall h e a lth a n d w ell bein g also im proves. People
gardening is a t least as demanding as a six-kilometre w ho v o lu n te e r reg u la rly to d ay 5 lo n g er in the
jog and builds strength and stam ina in all parts of your fu tu re , a n d th ey te n d to su ffe r fro m few er d ise a se s -
body. The only thing you might miss is fast, aerobic
a lth o u g h o f c o u rse th ere are no g u aran tees!
exercise. That's w hy G reen F itn e ss also leads optional
Partly, th e se h e a lth benefits a re 6 to th e e x tra
'm ilitary fitness' style runs at the end of each session
exercise, as v o lu n te e rs are u su a lly fa irly active people.
for weekend volunteers - for no extra cost.
H elping o th e rs b u rn s calories! W hat's m ore, it seem s
Click here for prices.
th a t w e g en erally enjoy 7 o th e rs happy, w hich
F in tu r n b o o sts o u r energy a n d fitn ess levels. I t is now
Still not sure? Then think about this. At the end of every
g en erally ag reed t h a t being 8 in th e d um ps for
session you'll have achieved something truly special. No,
e x te n d e d p e rio d s of tim e is h a d fo r o u r h e a lth , as
not just a trim waist or more muscular arms! You'll be
d e p re ssio n w eak en s u s p h y sic a lly as w ell as m entally.
able to see the flowers you've planted, or the walls that
you've repaired and think: 'I did that/ You might leave
So how m uch tim e s h o u ld w e v o lu n te e r for? Some
covered in mud (sorry!), but you'll also leave feeling on stu d ie s su g g e st th a t w e 9 v o lu n teer fo r a t lea st
top of the world. How many gym users can say the sam e? 100 h o u rs a y e a r to enjoy th e fu ll ad v an tag es. At th e
Click here to j oin!. e n d o f o u r first y e a r o f v o lu n teerin g , w e 10 our
ow n lives fo r th e b e tte r, too.
1 a in order to b because of c so that

2 a benefit b to benefit
c benefitting
3 a have been showing b had shown
c have shown
4 a Similarly b Really c Extremely
5 a are living b will live c m ay live
6 a because b due c so as
7 a making b to make c make
8 a under b below c d ow n
9 a can b need to c may
10 a will be transforming b are transforming
c will have transformed
Writing
8 Read the statement below. Then write an opinion
essay. Use the plan to help you.
'Not all students enjoy school sports lessons. Should
older teenagers have the option of doing volunteer
work in their local communities instead?'
Paragraph 1: Introduce the topic and briefly state your
o w n opinion.
Paragraph 2: Give argum ents to support your opinion.
Use a different paragraph for each main
idea.
Paragraph 3: Present an opposing view point and
com m en t on it.
Paragraph 4: Sum marize your opinion, giving reasons.
Exam insight 2 Workbook page 96 Cumulative review Units 1-4 55

Rights and wrongs
Reading and vo cab u lary Teenage gangs
1 SPEAKING Why do teenagers join gangs? Discuss

the reasons below and add your own ideas. Then
read the text and compare your ideas.
■ to m ake m on ey because o f peer pressure
■ for the excitem ent ı to have som ew here to hang out
■ to belong to a group to feel safe
STRATEGY
U sing referencing to u n d e rsta n d a text

Reference words link different parts of a text together.
They can refer back to a word, a phrase or a whole
sentence or idea.
pronouns, for example: he, him , it, they, them, that, this,
The choice
these, those ‘They w ere my family, you know, they w ere good to
possessive adjectives, for example: his, its, their, her m e,' says Jo s h u a Blake, looking down a t th e floor,
relative pronouns, for example: w ho, whose, which ‘but they w e re n ’t good to other people. That w a s the
problem ..., but I w as too scared to leave - once you
2 Read the strategy. Study the underlined words in w ere in, you w ere in. I didn't think I had a ch o ice.’
the text. Who or what do they refer to?
14-year-old Jo s h u a w a s born on a council e s ta te *
1 That (line 3) 5 him (line 31) in South London. Like m any of his peers, Jo sh u a
2 She (line 10) 6 w hose (line 35) experienced hard tim es and m isfortune in his early
3 its (line 17) 7 his (line 59) life.1 . The fam ily lived in a one-bedroomed
4 w h o (line 26) 8 them (line 61) flat and his m other struggled to pay the bills. S h e
worked long hours a s a nurse, so after school
3 Study the underlined reference words in A-F. Who Jo s h u a hung out with other boys on th e estate.
or what do you think they refer to? Complete the ‘There w a s nothing to do,’ he rem em bers. ‘They
article with sentences A-F. There is one sentence closed down the youth club years ago, so th ere w as
that you do not need. now here to go except th e streets.’ Jo s h u a b ecam e
A He w as shot in the arm, but luckily he survived. part of a gang with its own rules, its own cod es and
B There are 169 gangs there, with more than 5,000 jts own h ierarch y.2 . Belonging m ad e him
members. feel s a fe and gave him a se n se of identity. B u t the
C They w ere easy to get and easy to use. crim e worried him. T h e re w a s a lot of mugging and
D His father left hom e w hen he was a baby, and Joshua shoplifting, but it w as th e guns th at really scared
me. 3................... ’ The older boys in Jo s h u a ’s gang
and his sisters were brought up by their mother.
got into arm ed robbery. Su d d en ly a lot of m oney
E its m em bers had co d e nam es like P-Man or Stepz,
w as involved and th e gang b e c a m e very territorial.
and th ey looked after each other.
Th ere w a s a lot of vandalism - graffiti ap p eared on
F That's w hen he m et Ben.
buildings and signs w ere sprayed on shop doors, so
people knew the n a m e s of the gangs w ho controlled
4 Read the article again and answer the questions. each area. K nives and guns w ere used to keep out
1 W h at problem s did Joshua's fam ily have w h e n he was other gangs. Things w ere getting ou t of control.
young?
2 W h at didn't he like about the gang?
3 H o w did Joshua's gang send warnings to other gangs?
4 W h y w as Joshua attacked?
5 H o w did his m um feel w h e n she saw him ? W h y ?
6 In w h at ways was Ben similar to Joshua?
7 H o w did the Youth Inclusion Project help Joshua?
C rim e
5 Study the people below. What are the crimes that

they commit?
m ugger shoplifter arm ed robber vandal thief
■ offender
56 Rights and wrongs

Vocabulary: crime; noun prefixes: mis-, dis--, phrasal verbs with to and with; synonyms: the law Speaking: discussing teenage crime; solving moral
Gram m ar: first and second conditionals; modals of obligation, prohibition and permission; dilemmas: apologizing and accepting apologies
5A
should and ought to W riting: a letter to a newspaper
6 Choose the correct answers.

1 The m u g g e r / shoplifter looked around the store,
then quickly put the w atch into her pocket.
2 A person w h o is charged with a crim e is called
Then, on e day, so m eth ing ch an ged. ‘I w a s w alking
an o ffe n d e r / a thief.
h om e from school w hen a boy rode p ast on a b ike,’
3 Fhe play area in the park has been destroyed by
s a ys Jo s h . ‘I didn 't recognize h im , but he called
va n d a ls / m u g g e rs.
ou t m y n am e and w hen I looked round, he pulled
4 Last night a sh o p lifter / th ie f broke into our house
ou t a gun.’ Jo s h u a w as th e victim of a revenge
and stole the TV.
shooting. 4 . The boy on th e bike w as
5 The news headlines w ere all about the th e ft /
from a rival gang, w h o s e le a d e r had been attacked
m ug g in g o f a famous painting from an art gallery.
the day before. ‘M y m um w a s d e va sta te d w hen
s h e found o u t,’ s a ys Jo s h u a . ‘S h e kn ew ab o u t my 6 There was an arm ed ro b b ery / vandalism at our
m isb eh aviou r a t school, but s h e had no idea about local supermarket last night. £10,000 w as taken.
the gang. S h e ju s t looked a t m e in disbelief, sh e
co u ld n 't stop crying.’ insight Noun prefixes: m is- and dis-
Th ree w e e k s in hospital gave Jo s h u a tim e to reflect 7 Read the sentences, then match the prefixes m is-
on th e ch o ice s he had m ade. He d e cid ed he w anted and d is- to definitions a and b.
a different life, he w anted to c h a n g e .5 1 Joshua experienced hard times and m isfortune in his
B e n M agoro is a m e n to r* a t a Youth Inclusion early life.
Project, a program m e w hich helps kids e s c a p e from 2 It's a family w here crim e and dishonesty are OK.
gan g culture and get b ack into education. B en , like
a th e opposite o f som ething, not b w rong or bad
m any m entors, w a s a gan g m em b e r him self. He w a s
involved in ca r th e ft and h e ’d b een s e n t to prison
8 Complete the text with the words in brackets and
for the offence. B e n understood ‘gan g m en tality’.
mis-or dis-. Then check your answers in Th e ch o ice .
‘It is like a fam ily,’ s a ys B en , ‘it’s a fam ily w h e re the
m istreatm en t of “ o u tsid e rs” is OK, but sho w a gang
m em b e r d isre sp ect and you’ll be seriou sly hurt. It’s The campaigner
a fam ily w h e re crim e and d ish o n esty a re O K and
19-year-old Alexander Rose had the
an y d isa g re e m e n t is solved with a gun. It's a fam ily
th at th in ks com m itting crim e is an a c c e p ta b le w ay 1 (fortune) to grow up on a
to m ake a living, but belonging to th a t fam ily is a bad council estate. Whenever there was
big m istake - all it d o e s is destroy your life.' 2 (agreement) between people,
someone got hurt. School w as impossible -
The Youth Inclusion Pro ject offered Jo s h u a a
there w as constant3 (behaviour) in
w ay ou t a n d gave him th e cou rage to turn hjs life
the classroom and 4 (respect) for teachers. Kids that
around. Projects fo cu s on te e n a g e rs' interests,
turned up didn't want to learn. Their lessons were on the street,
such a s m usic, sport or fashion. M en to rs help them
and they were lessons in 5 (honesty) and crime.
to express th e m se lve s, reflect upon th e ir p ast and
m ake better life ch o ice s. ‘In th e gan g my ch oice 'A lot of these kids suffered from 6 (treatment) at
w a s eith er die young or go to ja il,' s a ys Jo s h u a , ‘B u t home, so they didn't care about olher people,' says Alex.
now I can ch o o se to get an education, I can choose Alex tried to ignore the violence until he lost a 16-year-old
a future ... I c a n ch o o se life.’ friend. His first reaction w a s 7 (belief) - how could
this happen to someone he knew? Then he decided to do
something about it. Alex designed the STOP logo, which
stands for Stop This Ongoing Problem. He printed the logo on
some T-shirts, then sold them to friends to get his message
onto the streets. I'm just one person putting in ten per cent,'
says Alex. 'If everyone put in ten per cent, that really would
bring about change.'
9 SPEAKING Discuss the newspaper headlines. What

do you think are the causes and solutions?
'A third o f children believe that gangs and knives are a
* council estate = an area of houses built
and rented out to people by the local threat to their safety'
government ‘Youngsters turning to gangs instead o f parents'
* mentor = an experienced person in an
'Make school d ay longer to stop pupils joining gangs'
educational institution who trains and
advises new students
Vocabulary bank Crim e and punishm ent page 138
Rights and wrongs 57

5 B ■ G ram m ar and listening N atural born liars
B tV y rt i.
Lie, lie, lie!

• 9 8 % of te e n s s a y th e y lie to th e ir
p a re n ts .
• 9 6 % of te e n s s a y t h a t lying is
w ro n g .
• Y o u n g e r t e e n s a r e b e tte r a t lying
th a n o ld e r o n e s.
• 4 0 % of p a re n ts b elieve it is n o rm a l
to s o m e tim e s lie to th e ir ch ild ren .
• 6 5 % of p e o p le th in k it’s O K to lie
in o r d e r n o t to h u rt s o m e o n e 's
fee lin g s.
• M o s t peop le lie t h r e e tim e s in
te n m in u te s of c o n v e rs a tio n .
• M e n a n d w o m e n lie th e s a m e
a m o u n t, b u t a b o u t d iffe re n t thin g s.
• W e lie m o s t fre q u e n tly to th e
p eo p le w e love. _______
1 SPEAKING Work in pairs. Read the facts about lying. Which facts surprise you and why?
Which one is not true?
2 1.20 Listen to three teenagers talking about lies. Match statements 1-6 to
Charlie (C), Sean (S) and Elly (E).
1 If m y best friend asks m e if I like her n e w haircut tom orrow, HI say yes.
2 If they didn't ask so m any questions, I w ouldn't tell so m any lies.
3 If he ever found out, he'd be really furious.
4 If I said w h at I really thought, th ey m ight get upset.
5 If you tell th e truth all th e time, you ’ll offend people.
6 Unless she learns that lying is wrong, she m ight b ecom e a com pulsive liar.
3 1.20 Listen again. What are Charlie's, Sean's and Elly's opinions on telling lies?
First and second conditionals

4 Study sentences 1-6 in exercise 2 and decide which ones talk about situations likely to
happen and which ones talk about situations unlikely to happen. Then answer the questions.
1 W h ich conditional talks about a real or very likely situation in the present or the future?
2 W h ich conditional talks about an im aginary or unlikely situation in th e present or the future?
3 W h at tenses d o w e use to form each conditional?
4 W h at does unless m ean in sentence 6? H o w can you rephrase this sentence using if?
5 Complete the questions with the correct form of the verbs in brackets. Then work in pairs
1 If you (realize) your friend w as shoplifting, w ould you tell anyone?
2 W h at w ould you do if y o u .................................... (see) som e people vandalizing your local park?
3 If y o u .................................... (go out) this evening, w hat tim e will you co m e hom e?
4 W h a t .................................... (your parents / do) if you co m e h om e later than you should?
5 If s o m e o n e .................................. (ask) your friends if you w ere an honest person, w hat might
th ey say?
6 W h at (you / do) if it rains a lot this w eekend?

5B
6 Read the text H o w to s p o t a lia r about lie detection

and complete the conditional sentences.
How to spot a liar

If we 1 (not lie), we 2 (not
be) human. But how can you tell if a person is lying?
Only about one in a thousand people can spot a really
good liar and many of these so-called 'deception wizards'
work for the police. So, what signs 3 (you /
look for), if you 4 (be) a deception wizard?
Firstly, there are many common beliefs about liars that

aren't true. For example, 'liars never look you in the eye'.
When you're talking to someone, if they 5
(not look) you in the eye, it ju s t 6 (mean)
that they're shy, not that they're lying. Liars are clever
and they know that if they 7 (not make)
If you 13 (train) to be a deception wizard,
eye contact, people 8 (suspect) them, so
you 14 (learn) to watch for other important
they make sure they do.
clues, too: the number of times a person blinks, touches
The way we tell stories can also give a lot of clues. If their face, scratches their head or moves their hands. The
you 9 (invent) a story about why you tone of voice can also be a sign. Speaking in a higher
haven't done your homework today, i t 10 voice than usual can indicate a lie. Imagine your mother
(be) short, in the right order and w ithout much detail. asked, 'Did you break this cup?’ If you 15
Surprisingly, a true story won't be in the correct order (be) guilty, you 16 (shout), 'No, I didn't
and will have lots of corrections and contradictions. A break it!' in a very high tone. If you 17 (be)
lia r 11 (need to) learn these things if they innocent, you 18 (answer) just, 'No', in your
12 (want) to convince a deception wizard. natural voice.
7 1.21 Listen to two stories. What lies did Jody and Simon tell?
8 Complete the questions with the correct second conditional form of the verbs in brackets.
Then work in pairs and answer the questions. Give reasons for your answers.
1 If y o u ........................ (be) Jody, h o w ......................... (you / feel) about your m other changing her
m ind?
2 If y o u ........................ (be) Louise,......................... (you / tell) your m other about Jo d y ?
3 If Jody's m other (find out) about the lie, h o w (she / react)?
4 If Sim on (offer) you a m em ory stick, (you / take) it?
5 If S im o n ........................ (find out) that Ja ck knows the truth, w h a t ......................... (he / do)?
6 If Jack (tell) his classmates about Simon, w hat (happen)?
9 SPEAKING Work in pairs. Read situations 1-4 and discuss what you would do. Think of at
least three possible options for each situation. Then compare your ideas with another pair.
1 You see your older brother or sister stealing som e m oney from your mother's purse.
2 You are at a friend's house. By accident, you break a very expensive porcelain vase, but nobody
sees you do it.
3 You are taking an exam. Your friend is having problems and asks you to tell h im / h e r th e answers
to som e of the questions.
4 Your friend has given you a birthday present. You op en it in front of him / her and you see a
horrible jumper.

5 C ■ Listening, speaking and vocabulary S o rry is th e hardest word
L
1.22 SPEAKING Work in pairs.

Do you agree with the statements
about apologizing? Listen to the
introduction to a radio show and
choose the things that they
mention.
1 It's a sign o f weakness to
apologize to people.
2 Saying sorry can be difficult for
som e people.
3 M en apologize more than w om en.
4 So m e people are worried about
apologizing in case the ap olo g y is not
accepted.
5 Accepting an apology is difficult for som e people.
2 1.23 Listen to the whole radio show and choose the correct answers.
1 The presenter says that 4 Avoiding situations w here you have to
a som e people never make mistakes, apologize
b he never makes mistakes, a is not realistic at all.
c everybody makes mistakes and no on e is b is easy to achieve,
perfect. c is possible in childhood.
2 People often don't like apologizing because 5 If peop le decided not to apologize,
a they don't like dealing w ith other people's a nothing w ou ld happen.
problems. b th ey w ouldn't trust each o th er
b th ey don't like saying th ey are wrong, c th ey w ou ld still have lots of friends.
c th ey don't like rejecting other people. 6 According to the psychologist, it's more
3 For som e people, not apologizing is a sign of im portant to
a weakness. a make things right than to be right,
b strength, b be right than to lose friends,
c p o w er c have lots o f friends than to keep
apologizing.
Three-part phrasal verbs with to and w ith
3 SPEAKING Study the highlighted phrasal verbs in questions 1-8. Match them to meanings
a-h. Then work in pairs and answer the questions.
1 If you make a mistake, d o you always ow n up to it im m ediately?
2 Have you fallen out with anyone recently? W h o w as it and w h y?
3 Have you ever had to co m e up w ith an excuse for not doing som ething?
4 Do you think you live up to your parents'expectations?
5 Are you goo d at putting up w ith situations that you don't like?
6 If you have a lot of hom ework, d o you g et round to doing it straight aw ay or do you leave it until
the night before it's due?
7 Can som e people get aw ay w ith telling lies more than others?
8 If you don't d o well at som ething, d o you put it d o w n to lack of experience?
a tolerate som eone or som ething that is unpleasant w ithout com plaining
b adm it you are responsible for som ething bad or w rong
c to understand that som ething is caused by som ething else
d d o as well or be as good as other people expect
e d o som ething w rong and not be punished for it
f find th e tim e to d o som ething
g have an argum ent with som eone, so you are not friendly w ith them any more
h to think o f an idea, suggestion
4 SPEAKING Work in pairs. Discuss the questions below.

1 Is it easy or difficult for you to apologize to people?
2 W h o d o you apologize to most often? W h at for?

5C
5 SPEAKING When might you make

a formal apology and when might
you make an informal one? When
might you hear a formal apology?
6 1.24 Listen to dialogues 1-6

and match them to speakers a-f:
a a teacher and a parent
b a parent and a child
c a shop assistant and a custom er
d a teacher and a student
e tw o friends
f train station announcer
7 1.24 Read the phrases in the table. Then listen to

dialogues 1-6 again. Which of the phrases in the table do you
In which dialogues do the people make formal apologies?
Apologizing Accepting apologies

Informal apologies Accepting informal apologies
I’m very / so / really sorry. That’s OK.
I'm sorry. I didn't m ean to. It (really) doesn't matter.
Don't w orry about it.
Formal apologies
Never mind.
I (do) apologize f o r . . . .
I'd like to apologize f o r . . . . Accepting formal apologies
Please accept our apologies. That's quite all right.
W e regret to inform you t h a t . . . . Let's say no more about it.
It was very inconsiderate o f me.
Showing the speaker you are not happy
Don't let it happen again.
You’ve really let m e down.
8 1.25 Complete the dialogue with phrases a - f. There is one phrase that you do not need.
How does Ben feel? Then listen to a different version of the dialogue. How does Ben feel now?
a I regret to inform you d Please forgive me.
b I didn't expect that from you. e you've really let m e down,
c I'm really sorry, f I feel really bad about it.
Ben Hi, Kate. I'm really looking forward to Saturday. W h at tim e did w e say we'd m eet?
Kate Saturday? W e didn't arrange to m eet on Saturday, did w e?
Ben Don't you rem em ber? You said you'd help me choose a suit for m y brother's wedding.
Kate Oh, no! I'd com pletely forgotten, B e n .1 ..................... but I've m ade other plans.
I'm going to visit m y cousins in Oxford. Perhaps w e could g o the following Saturday?
Ben No, that will be too late. The wedding's next w eekend. I can't believe you forgot.
Kate 2
Ben Well, you should b e ca u se 3
Kate 4 ...................You kn ow I’ve g ot an awful memory.
Ben Yes, I know, b u t 5...........................................
9 SPEAKING Work in pairs, A and B. Choose a situation and prepare a dialogue. Student A
explains the situation and apologizes, student B listens and accepts or does not accept the
apology. Then swap roles and choose a new situation.
1 You borrowed your friend's jacket for a party. You ripped it.
2 You w ere using your dad's laptop to do som e hom ew ork w hen you spilt som e tea on it.
3 You w ork in a shop. A custom er brings back som e n e w jeans he / she bought at th e weekend.
There is a problem w ith them.
4 You broke on e o f the pictures in the school corridor w hile you w ere playing w ith a ball during the
break.

5D ■ Culture, vocabulary and grammar Young people’s rights
SPEAKING Discuss the questions. Then

read the text and check at what age
people in Britain can do these things.
1 In your country, at w h at age can you do
th e things in th e photos?
Coming
2 W h ich o f these things can you do now ?
W h ich of th e things w ould you like to do?
Read the text again. Which paragraph A-F mentions

the things in 1-7? There is one thing that you do not
need.
1 The age of criminal responsibility.
o f age
2 The kind of part-time jobs young teenagers often do
A Some laws make sense. O thers d o n ’t. In Britain, for
in the UK.
example, the law states that you can get m arried
3 The age British teenagers have to be to drive a car. at the age o f sixteen (with your parents’ approval),
4 The rights o f a child if th ey break the law. but you may not have a tattoo.You can choose
5 The im pact o f adults'decisions on children. your life partner, but not a piece o f body art.
6 The m ove from being a child to an adult. Age limits vary hugely around the world due to
7 Voting rights. different historical, political, social and cultural
factors. Here, we examine some rules, regulations
insight Synonyms: the law and prohibited activities in the U K and explore
where childhood ends and adulthood begins in
3 Study the highlighted adjectives in the text. Then
different areas o f life.
replace the adjectives in italics in sentences 1-6 with
the correct words.
T he law
1 M an y laws are lim iting for teenagers and don't give
B T h e U nited N ations C onvention on the Rights o f
them enough freedom.
the C hild says that children have the right to help
2 School uniforms are com pulsory in a lot of schools in from a lawyer and a fair trial that takes account o f
th e UK, but m any students w ou ld prefer to choose their age or situation.
w h at th ey wear.
C T h e age o f crim inal responsibility is ten years old
3 According to law, every person has the right to a ju st
in England,Wales and N orthern Ireland and in
trial, no m atter w hat th ey've done.
Scotland it is twelve. Some people believe that a
4 Som e people in England say that it should be illegal
low age o f responsibility acts as a deterrent and
for teenagers to use tanning beds.
stops young people from com m itting crimes.
5 W earing seat belts in the back seat o f a car is
However, there is concern about how children
voluntary in m any countries, so people can decid e if
betw een the ages o f eight and twelve can fully
th ey w an t to do it or not.
understand the consequences o f their actions.
6 In USA, teenagers under 16 can't live on their own. Is
R ecen t research has shown that the age o f ten is
this allow ed (b yla w ) in your country? probably too low because the part o f the brain
that has to make decisions and judgem ents is still
developing.
1 W h a t similarities and differences are there in the laws
D However, there is one area where teenagers' decisions
for the things m entioned in the text in your country?
and opinions are taken into account and that is
2 W h a t d o you think an appropriate age for criminal
voting. In the UK, voting is optional and it is not a
responsibility should be? W h y ?
legal duty.Teenagers do not have the right to vote
3 W h y d o you think a g e limits are necessary?
until the age o f eighteen, but even then they don’t
DVD extra U KYouth Parliament have to vote in any election if they don't want to.

5D
Modals of obligation, prohibition

and permission
5 Study the underlined modal verbs in the text and
W h ic h m od al verb s m ean:
1 it is necessary to d o th is ?............, ............
2 you are allow ed to d o th is ?............, .............
3 it is not necessary to d o this, but you can if you w ant
to?
4 you are not allow ed to do this? , ............,
W e usually use m ust w hen the speaker has decided that

som ething is important and have to w hen som eone
else has decided this. However, in m any situations, w e
can use m ust and have to in the same way.
6 Study the sentences. What is the difference in

meaning between sentences a and b?
1 a I have to w ear a school uniform.
b I must buy a n e w school uniform because this
on e is too small.
2 a You don't have to tell anyone about this,
b You mustn't tell anyone about this.
For many, this is a waste o f a vote and a lot o f U K 35 3 a You can't w alk on the grass.
teenagers feel voting should become obligatory so b You must not w alk on th e grass.
that it has more value.They feel they must take more 4 a You can leave your bike here,
responsibility if they want things to change and b You m ay leave your bike here.
voting is an effective way to do this.
7 Rewrite the sentences using the words in brackets
Transport 40 so that they have a similar meaning. Do not change
E British law authorizes sixteen-year-old Britons to the given words.
ride m opeds w ith a small engine and quad bikes
1 It is com pulsory at m y school to stand u p w hen a
off road, but they can’t drive a car o r a quad bike
teacher walks into the classroom, (have to)
on the road until the age o f seventeen. Although
2 You are allow ed to fly a plane with a pilot's licence,
Britain has some o f the safest roads in the world, 45
(can)
car accidents are the biggest cause o f death o f
3 During a trial, witnesses are not allow ed to tell lies,
young people betw een the ages o f seventeen and
(mustn't)
twenty-one. For this reason m any people feel that
4 You do not have permission to leave the exam room
tw enty-one is a m ore appropriate age to hold a
before you finish, (m ay not)
driving licence. 50
5 ih e bus leaves at 6.30 a.m. It is essential that you
Education and work arrive by 6.25 a.m. or the bus will leave w ithout you.
(must)
F Com pulsory education in Britain continues until
6 It is not necessary to w ear a helm et w hen you ride a
a child is sixteen and all students have to stay in
bike in England, (don’t have to)
full o r part-tim e education until then, but this will
probably soon increase to eighteen. Some school- 55
leavers continue to w ork in jobs that they were 8 SPEAKING Which of these things is it necessary /
doing part-tim e w hile they were at school.Young not necessary for you to do? Which of them are you
workers may start a part-tim e jo b at the age o f allowed / not allowed to do?
thirteen in Britain and the m ost com m on jobs are have a credit card open a bank account fly a plane
babysitting and doing paper rounds.Young people 60 buy a pet give blood choose your o w n doctor
m ustn't work for more than two hours on a school leave h om e buy a lottery ticket g o to school
day o r a Sunday and they can’t work for more
Vocabulary bank Law and order page 138
than twelve hours during a school w eek.There is a
view that such laws are restrictive and that younger
children need to be encouraged to work more, 65
especially if they are willing and able.

5 E ■ W riting A letter to a new spaper
CURFEW FOR TEENAGERS
Local police announced yesterday that they of crime or becoming offenders themselves.
are planning to introduce a curfew scheme 'If we see teenagers on the streets after this
during the school summer holiday period. time, w e'll take them hom e,' said PC Davis.
Under this scheme, anyone under the age of 'M ost teenage crime takes place early in the
sixteen will have to be home by 9 p.m. evening and this scheme will certainly help
According to the police, the aim of the scheme to stop it. If it's successful, we'll introduce it
is to cut the risk of teens becoming victims into other parts of the country.'

1 W h y do people w rite to newspapers?
2 If you w rote a letter to your local newspaper, w h at w ould you w rite about?
2 Read the newspaper article and answer the questions.

1 W h at is the main aim o f the curfew schem e?
2 W h at do you think about the schem e?
3 Do you think it will be effective? W h y / w h y not?
STRATEGY
Making suggestions and expressing results

When you write a letter to a newspaper, you might have to make suggestions and express results.
In order to do this, you need to:
understand the problem and its cause.
prepare suggestions on h o w to solve the problem.
support th e suggestions w ith possible results.
use specific phrases to introduce the suggestions and results.
3 Read the strategy. Then read the letter that Jon wrote in response to the article and answer
the questions.
1 W h at problem is he writing about?
2 W h at does he think about th e schem e?
3 W h at suggestions does he make?
4 W h at possible results does he m ention?
4 Study sentences 1-8 in the letter. Which ones make suggestions and which express results?

5E
Dear Sir/M adam ,

I am writing to express my views on the proposed curfew would be able to identify the reasons some teenagers break
scheme reported in your newspaper last week. I am the law and deal with the root of the problem. 5If they did
strongly against this scheme and I believe it will cause this, it would help to solve the problem in the long term.
more harm than good. 6Another suggestion would be to organize activities for us,
Police say that the scheme will help to protect teenagers rather than lock us up at home. 7If we had more worthwhile
and also reduce crime. But what about those teenagers things to do, we would not be causing problems. Nobody
who never get into trouble? A curfew would punish us and can deny that there is nothing for us lo do in our town,
some could react in a negative way, which would make the except hang out on the streets. The local council ought to
problem worse. provide some places for us to meet. 8Perhaps they could
offer free activities for us to do in the afternoons and al
II recommend that they focus on the people that commit
weekends.
crime, rather than all teenagers. 2This would mean that a
lot o f innocent teenagers would not feel like they are being I look forward to hearing the opinions of your other
punished for things they have not done. readers.
3Another good idea would be to talk with us and our Yours faithfully,
families. Many young offenders have difficult home lives or Jon Rogers
parents who do not look after them properly. Social services
should give these families more support. 4In this way, they
should and ought to
W e use should and ou gh t to w hen w e w a n t to say that som ething is right or the best thing to do. They
express a mild obligation. O ught to is more formal than should.
5 SPEAKING Work in pairs. Discuss the possible results of the alternatives to the curfew
scheme below. Use the expressions for making suggestions and expressing results.
have regular discussions b etw een young people, the council and the police
set up sports activities and arts program m es
install m ore security cam eras and em p loy people to w atch them
have more police officers on the streets
WRITING GUIDE
Task Write a letter to the newspaper expressing Plan Decide which ideas you are going to use and
your views on the proposed scheme below. match them to these paragraphs:
Paragraph 1: Say w h y you are writing and express your
The local council is planning to create ‘dispersal zones’ in opinion on dispersal zones.
certain areas of the city to try to reduce street fighting. Paragraph 2: Explain the reason for your opinion and
Under this scheme, if the police see a group of more show you understand the problem and
than two young people in the street, they can ask them
its cause.
to separate and move. They can also remove people
Paragraph 3: Present the first suggestion and result.
who do not live in the area and arrest them if they return
Paragraph 4: M ake another suggestion and a possible
within 24 hours.
result.
Paragraph 5: Add a final point.
■ Ideas Make notes about:

Write Write your letter. Use the paragraph plan to
1 H o w you feel about the proposed schem e. Do you help you.
agree or disagree with it?
2 Things you w an t to include. Think about: Check Check the following points:
■ the causes o f street violence.
■ Have you included all the information from your
■ alternatives to the dispersal zones.
notes?
■ possible results.
■ Have you used a variety of phrases for making
■ w hat should happen to people that d o not live in
suggestions and expressing results?
the area.
■ Have you checked grammar, vocabulary, spelling
and punctuation?

Vocabulary insight 5 Using a dictionary: phrasal verbs
1 Read part of the listening extract from unit 3C and 3 Choose the two sentences that are incorrect. Why
find six phrasal verbs. What do they mean? are they incorrect?
1 T h ey have fallen out.
For som e people it’s all about power and being in 2 They fell ou t with each other.
control. They think that if they apologize they will lose 3 Luke fell out with.
that. Som etim es issues with apologizing can be put
4 She fell ou t w ith her best friend.
down to experiences in a person's childhood: perhaps
5 He has fallen his m other out.
a child w as criticized a lot by their parents while
6 W h y have th ey fallen out?
they were growing up and felt they never lived up to
their parents’ expectations. As they get older they can
4 Study the dictionary entries for phrasal verbs
take two approaches to this to avoid all the negative
with p u t. Which ones are separable and which
associations from childhood. O ne is to try and avoid
inseparable? Match sentences 1-4 to a-d to make
situations where they may end up having to apologize
mini dialogues.
at all. This is a very difficult strategy to get away
with because it is com pletely unrealistic. The other, put sb up to give sb food and a place to stay: She
sim pler approach, is to avoid adm itting they have m ade had missed the last train home, so I offered to put her
up for the night.
m istakes or come up with excuses tim e after tim e not put sth up 1 to lift or hold sth up: Put your hand up
to apologize. if you know the answer. 2 to build sth: to put up a
fence/tent 3 to fix sth to a w all, etc. so that everyone
can see it: to put up a notice 4 to increase sth: Some
shops put up their prices just before Christmas.
put up sth to try to stop sb attacking you: The old
STRATEGY lady put up a struggle against her attacker
put up with sb/sth to suffer sb/sth unpleasant and
T h e g ra m m a r o f phrasal verb s not com plain about it: I don't know how they put up
with this noise.
A phrasal verb is a com bination of tw o or three words:
a verb and at least on e particle (a preposition or an
1 Can you put us up for a night w hen we're in N ew York?
adverb). The particle changes the m eaning o f the verb.
2 The school is putting up th e price o f school lunches.
There are three main types o f phrasal verbs:
3 I'm going to put up that painting.
1 Intransitive - these verbs d o not need an object.
4 I can't put up w ith his behaviour.
2 Transitive, separable - these phrasal verbs can be
separated by an object (in a dictionary, there is usually a But they're already so expensive!
s b / sth betw een the tw o parts o f the phrasal verb). b I know. He’s very unpleasant,
3 Transitive, inseparable - these phrasal verbs cannot be c Let m e help you w ith that - I'll make sure it's straight,
separated by an object (in a dictionary, there is usually d Sure. You can stay for as long as you need.
sb / sth after the phrasal verb).Three-part phrasal
verbs cannot be separated. 5 Put the words in the correct order to make
sentences. Write two sentences if more than one
order is possible. Add a particle to every sentence.
2 Read the strategy above. Study the dictionary
entries for phrasal verbs with fa ll. Match them to 1 have / fall / 1/ a problem / W h e n e ve r / can / back /
categories 1-3 in the strategy. a lw a y s / 1 / m y m um
fall apart to break (into pieces): My car is

falling apart. 2 a fight / She / the attacker / put / against
fall back on sb/sth to use sb/sth w hen you are in
difficulty: When the electricity was cut off we fell back
on candles. 3 bus tickets / They've / the price / of / put
fall for sb ( informal) to be strongly attracted to sb;
to fall in love w ith sb
fall for sth (informal) to be tricked into believing sth 4 f e ll/ M a g g ie / w it h / h e r sister
that is not true: He makes excuses and she falls for
them every time.
fall out (with sb) (BrE) to argue and stop being 5 c a n 't/ I / p u t / th a t noise / w ith
friendly (w ith sb)
fall through to fail or not happen: Our trip to japan
has fallen through. 6 h o lid a y / fa lle n / O u r/ h a v e / p la n s
1 fall a p a rt............
2 fall back on s b / s th
6 Use a dictionary to find the phrasal verbs below.
3 fall for sb
Check if they are transitive or intransitive, and
4 fall for sth
separable or inseparable. Then write your own
5 fallou t
example sentence with each phrasal verb.
6 fall out with s b ............ g et aw ay g et aw a y w ith sth get sb d ow n
7 fall th ro u g h ............ g et d ow n to sth g et round sb g et round to sth
Review 5
Vocabulary Grammar
1 C o m p le te th e se n te n ce s w ith t h e c o rre c t fo rm o f th e 5 Complete the first and second conditional sentences
w o rd s in brackets. with the correct form of the verbs below.
1 is a big problem in m any cities, (thief) ask feel get introduce not laugh not send
2 Graffiti isn't art, it's..................... (vandal) not tell see
3 T h e .................... stole a T-shirt, (shoplift) 1 If y o u .............. a friend stealing, would you tell anyone?
4 They sent t h e .................... to prison, (offend) 2 If you d o som e volunteering, you good.
5 They used guns during t h e ..................... (rob) 3 M y parents will help m e if I into trouble.
6 I he took her mobile phone and watch, (mug) 4 If I ruled the country, I som e n e w laws!
M ark s 76 5 Life w ould be easier if w e any lies.
6 If Jo for help today, w h at will you say?
2 U se a w o rd w ith a n e g a tiv e prefix fo r e a ch
7 1 any shoplifters to prison if 1w ere a judge.
d e fin itio n .
8 If you tell m e your secret, I at you, I promise.
behaviour belief agreem ent respect fortune M arks /8
honesty
6 C o m p le te t h e s e n te n c e s w ith t h e first o r s e c o n d
1 the feeling o f not believing in something:
c o n d i t i o n a l f o r m o f t h e v e r b s in b r a c k e t s .
2 the act of showing that you don’t think som eone is
1 Girl: I .................................... on holiday if I .....................
im portan t:....................
.......................................................the lottery, (g o / w in )
3 bad luck:....................
2 Shoplifter: If I som ething I like,
4 the act of not telling th e truth:
I .................................... it. (see / take)
5 the act of behaving b a d ly:....................
3 Sh o p ow ner: If w e anyone
6 a refusal to agree:....................
shoplifting, w e .............................. the police, (see / call)
M ark s 16
4 Teacher: I .......................cheating in exams
illegal if I .................................... the world, (make / rule)
3 C o m p le te th e p h rasal v e rb s in th e te x t w ith o ne
5 Politician: The streets safe if w e
w o rd in ea ch gap.
............................................crime, (not be / not reduce)
6 G oo d liar: M y m um m e if I
Dear Agon'j tone.
the dog broke it. (believe / say)
Help! I've fallen 1 with my mum after an
7 Elderly m an: If I a policem an,
argument. She's always criticizing me and I never live
I ......................................to be an athlete, (not be / like)
up 2 her expectations. She says l never qet
8 Friend: I .........................................for your coffee if you
3 to tidying my room, but I do it every year! She
............................................................ me. (pay / forgive)
says l'rn always corninq up 4 reu se s for avoiding
9 S tu p id thief: I a palace if I
housework, but I'm allergic to cleaning products! Of
............................................ the M ona Lisa, (buy / steal)
course, 1 know I'm not perfect, but t always own 5 10 Ju d g e : If people an y crime,
to my mistakes. Well, eventually, anyway. I ........................................... an easy life, (not d o / have)
I can't p u t6 with the situation any more. What Marks /10
should l do?
7 Complete sentence b so that it has a similar meaning
M ark s 7 6 to sentence a. Use the words in brackets.
1 a It's com pulsory for students to w ear a tie.
4 R e p la ce th e w o rd s in ita lics w ith th e w o rd s below . b S tu d e n ts .......................................................... (must)
fair obligatory legal optional prohibited 2 a Joining after-school clubs is optional.
restrictive b Students .........................................(don't have to)

3 a W e insist that students arrive on time.
There are lots of rules about driving in the UK, b Students ..................................................... (have to)
saying what is 1 (law ful) and what isn't. 4 a W e allow students to bring in m obile phones.
It is 2 (illegal) to hold a mobile phone b S tu d e n ts .............................................................. (can)
while driving. Wearing a seat belt is also 3 5 a Making calls in lessons is prohibited.
( compulsory). Drivers also need to obey strict speed b S tu d e n ts ................................................(mustn't)
limits. Some people complain that speed cameras 6 a Having school lunches isn't compulsory.
are not 4 (just), and that the maximum speed b Students . (don't have to)
limits in the UK are too 5 (limiting). However, 7 a Students aren't perm itted to eat in class.
the police argue that staying safe should not be b S tu d e n ts ..................................................... (m ay not)
6 (voluntary)! 8 a Students have permission to w ear rings.
b Stu d en ts............................................................... (can)
M arks 16 Marks /8
Total
Pronunciation insight 5 W orkbook page 126 Review 5 67
Vocabulary b an kl
Describing hair Clothes

1 Label the photos with the words below. 1 Match the words below to definitions 1-12.
■ a bob a bun ■ cropped hair curly hair dreadlocks Berm udas camisole top cardigan com b at trousers
dyed hair a plait a ponytail a shaved head fleece h oody leggings maxi dress mini skirt
spiky hair straight h a ir: w avy hair polo shirt vest tracksuit bottoms
1 a sweatshirt w ith a hood

2 a very short skirt
3 a sleeveless top for men
4 a long dress w hich reaches the ankles
5 a long-sleeved top m ade of soft w arm material
6 an informal pair of trousers often w orn for sports
practice
7 loose informal trousers w ith large pockets on the legs
8 shorts that com e d ow n to just ab ove the knees
9 a sum m er top for w om en w hich is held up by straps
10 an informal T-shirt w ith a collar
11 wom en's trousers that fit tightly around the legs
12 a to p m ade of w ool w ith buttons d o w n the front
2 Label items 1-12 with words in exercise 1.
Complete the sentences with the hairstyles in

exercise 1.
1 Her hair is quite short and is the same length all
around. She's g o t .........................
2 His hair is in sharp points all over his head. He's got
3 She divides her hair into three parts and joins them
together. She's g o t .........................
4 His hair is bright blue with green stripes! He's got
5 His hair isn't very easy to control. He's g o t ....................

6 She hasn't got an y curls. She's g o t .........................
7 His hair is twisted into long thick pieces w hich hang
d o w n from his head. He's g o t .........................
8 All of her hair is together at the back of her head.
She's g o t ........................
9 The hairdresser cut his hair very short with a machine.
He's g o t .........................
10 She wears her long hair in a ball on top of her head.
She's g o t .........................
11 The hairdresser cut his hair very short with a pair of 3 SPEAKING Work in pairs. Which clothes do you
scissors. He's g o t ......................... usually wear in warm weather? Which clothes do
12 Her hair is slightly curly. She's got you usually wear in cool weather?
3 SPEAKING Work in pairs. Think of people you know

with the hairstyles in exercise 1.
134 Vocabulary bankl

Vocabulary bank 2
Types of holiday Travel and transport

1 Match the types of holiday to sentences 1-12. 1 Complete the mind map with the words below.
adventure holiday backpacking holiday city break Some can be used more than once.
coach tour DIY holiday honeym oon house swap nouns aisle buffet car ı cabin carriage crossing
package holiday self-catering holiday sightseeing cruise deck flight gate hold luggage rack
holiday staycation working holiday m otorw ay overhead locker pier platform
runw ay seat belt stand tracks voyage
1 'W e travelled around Europe carrying our clothes and
our sleeping bags w ith us.' verbs get on g et off go ashore land set sail
2 'W e spent the w eekend exploring Paris.’ slow d o w n ■ speed up take off
3 'W e spent a fortnight in Mexico after our wedding.’

4 'The journey from on e place to the next took ages
and w e w ere sitting d o w n all the time.'
5 'W e got a fixed price for the flight, the hotel and all
our meals.'
6 T h e re were lots o f different extrem e sports to try.'
7 T h e y took us to see all the m onum ents in Rome.'
8 'W e spent a m onth cleaning a polluted river.'
9 'W e organized our o w n holiday last year.'
10 'W e lent our flat to an Am erican family w hile w e
stayed at their place in N ew York.'
11 'W e didn't go away, but w e did som e day trips.'
12 'W e cooked all our o w n meals.'
2 Complete the texts with the correct form of the

2 Complete the text with the types of holiday in
exercise 1. words in exercise 1.
There was no one left on the 1........................ when

People choose a particular type of holiday for different
the train left the station. There were a lot of passengers
reasons. A 1 is for those who prefer to
without seats, and some of them were standing in the
have everything organized and paid for before they 2........................ of o u r3.......................... W e put our bags
leave. Those who book a 2 want to in the 4........................ and I went to the 5......................... to
be taken in a comfortable bus to visit a number of get some sandwiches. After we came back, the train began to
different places. Time is also an important factor Busy 6 .......................Eventually it stopped, and we had to wait for
executives often book a 3 to Amsterdam someone to clean the leaves off the 7.........................
or Berlin for the weekend, while students have the
summer to spend three months on a 4 I’d never been on a 1 before, so I was
really excited when we got to the 2 and saw
Couples who have just got married can have two weeks
the ship. W e went out on the 3 when we
to enjoy their 5 .......... Then, there are holidays
4 ........ , so we saw the land slowly disappear from view.
that offer different activities. A 6 is for
The 5........................ from Southampton to Dublin was very rough
those who enjoy visiting landmarks, while those who because of a storm, I was desperate to 6 when
prefer more action can book an 7 ... There we reached Ireland and I had no idea how I was going to survive
are even people who go on a 8 because the rest of the 7........................ !
they want to make a difference to the world. But the
most important question is often money. Some people The coach was already at the 1 when we
save money by planning their own 9 on arrived, so we put our luggage in the 2 and
the internet. Others book a 10 to save 3......................... I had only just put my 4..........................on
when the driver started the engine and we set off. Some of the
on food while even bigger savings can be made on
cars on the 5 were going very slowly, so the
accommodation if you do a 11 and stay
driver 6 to overtake them. W e arrived very early,
in somebody else’s house while they live in yours. A
so there was nobody waiting for us when we 7
12 where you stay at home is another
option for a nice, cheap holiday. W e didn’t have to wait long at the 1 for our
2 to be announced. I only had a small suitcase, so
I took it in the 3........................ of the plane with me and put it in
3 SPEAKING Work in pairs. Which types of holiday the 4.........................Then we sat on the 5......................... for
would you like to go on? Which ones wouldn't you nearly an hour before we 6.........................W e 7.........................
very late, so I went straight home to bed.
like to go on?
3 SPEAKING Work in pairs. Tell your partner about

the last long journey you went on.
Vocabulary bank 2 135

Vocabulary bank 3
Feelings Health problems

1 Complete the table with the feelings below. Which 1 Complete the table with the symptoms below.
word is the strongest in each category? a h e a d a c h e * num b painful a rash a runny nose
surprise shock fear happiness sadness ■ anger sick a stom ach ache swollen unwell weak
■ backache
1................. 2 .................. 3 ..................
annoyed delighted devastated
cross pleased upset
furious excited unhappy
4 ................. 5 .................. 6 .................

frightened appalled amazed
petrified disgusted astonished
scared shocked surprised
2 Complete the dialogues with words in exercise 1.

2 Which adjectives in exercise 1 can go with a b it / v e ry
and which with a b s o lu te ly ? Complete 1 and 2 with
the words in each category.
1 a b it / v e r y .........................................................................
2 absolutely
3 Complete the sentences with adjectives in exercise 1. Doctor Hello, what's the matter?
Sometimes more than one answer is possible. Patient I’v e got a te rrib le 1 ............ I think it
1 She w as a b so lu tely........................................... w hen could be som ething I ate.
she failed her exams. She really w anted to go to Doctor H o w long has it been hurting?
university. Patient Since yesterday, i had som e seafood for
2 They w ere a bit by the joke lunch and it started right after that. I also
because th ey felt it w as inappropriate. have a 2 on m y neck and
3 He w as absolutely w hen he shoulders. And now it's spreading d ow n to
found out that he had won. He couldn't believe it! m y back. It's really3 it can't
4 M y sister's a b so lu tely........................................of stop scratching.
spiders. She can't be in the same room as one. Doctor Have you taken anything for this?
5 I was a bit that you didn't Patient No, nothing.
call, but I understood w hen you told m e why. Doctor OK, let’s take a closer look ... This could be
6 I'm absolutely with m y n ew a food allergy, I'm going to prescribe an
tablet. It's exactly w h at I wanted! antihistamine. You should also have some
tests d o n e ...
4 SPEAKING Work in pairs. Ask and answer questions
about the feelings in exercise 1.
Doctor G ood morning. What's the problem ?
What makes you I feel annoyed when my Patient I w as playing basketball this m orning and
feel annoyed? friends are late. fell and did som ething to m y ankle.
Doctor Oh, yes, I can see. It's v e r y 4
Patient Yes, it's tw ice the size o f m y other ankle.
Doctor Does it hurt w h e n you walk?
Patient Yes, it's v e r y 5 and I can’t
feel m y toes - they're com pletely
6
Doctor OK, this looks very serious. W e ll have to

take an X-ray...
3 Work in pairs A and B. Student A is a doctor and

Student B is a patient. Use the phrases in exercise 1
and the dialogues in exercise 2 to act out your own
dialogue at the doctor's. Then change roles.
136 Vocabulary bank 3

Vocabulary bank 4
Global issues Charities

1 Label the photos with the words below. 1 Complete the table with the verb forms. Which two
clim ate ch an g e deforestation disease drought verbs have the same noun form?
earthquakes fam ine floods pollution poverty Verbs People
unem ploym ent urbanization volcanic eruptions
1 cam paigner
2 organizer
3 ................. for charity (charity) worker
4 participant
5 com petitor
6 prom oter
7 distributor
8 sponsor
9 donor
10 supporter
11 funds fund-raiser
12 volunteer
2 Complete the definitions with the nouns in exercise 1.

1 A makes a gift of m on ey to a charity.
2 An arranges for som ething to happen.
3 A does a jo b in an organization that helps
other people.
4 A .................. tries to persuade others about the
im portance o f something.
5 A takes part in a sporting event, like a race.
6 A collects m oney fo ra charity or an
organization.
7 A takes part in an activity.
8 A gives som ebody m oney for charity
if that person succeeds in com pleting a particular
activity.
9 A .................. does work w ithout being paid for it.
10 A .................. leads or takes part in a campaign.
11 A shows that they agree w ith an
organization.
2 Match the global issues in exercise 1to the headlines.
12 A .................supplies products to different areas.
1 Village under water
3 Complete the text with the correct forms of the
2 E xtrem e w eath er continues verbs or nouns in exercise 1.
3 Millions with no money for food The charity Oxfam has been around for over seventy
4 years now. Oxfam G B employs a number of paid
Thousands o f people flocking to the city 1 , but most of its helpers are unpaid
2 ................... 3 of Oxfam help
5 Ash cloud stops flights the organization in many ways. Some of them
4 money regularly to the charity while
6 B u ild in g s f a ll a s g ro u n d m o v e s others 5 fund-raising events, such
as sponsored head shaves. This is a fun activity for
7 CROPS FAIL ONCE AGAIN ı everyone who 6 , from the person who
g has their head shaved to th e 7 who
Jobless rate highest in 20 years give their money. On a larger scale is the London
Marathon. Many 8 do this race to
9 NO RAIN FOR MONTHS 9 money for charity. Oxfam uses the
money it receives to 10 against poverty
10 M assive oil spill o ff the coast all over the world and 11 human
rights. The organization is also often the first to
11 Amazon trees used for packaging
12 aid in emergency situations.
12 CHOLERA EPIDEMIC HITS COUNTRY
Vocabulary bank 4 137

Vocabulary bank 5
Crime and punishment Law and order

1 Match the compound nouns below to definitions 1 Complete the table with the prepositions below.
1- 12. f o r a from of to
arm ed robbery com m u n ity service death penalty
1 - - - - 2
gang violence house arrest internet fraud
knife crim e life sentence petty theft prison term admit approve
speeding fine traffic offence have the right rob som ebody
sentence som ebody take account
1 com m itting crimes using physical force in a group
2 being killed for a crime 3 .................. 4
3 being a prisoner in the place w here you live be responsible deter som ebody
4 breaking the rules w hen you're driving blam e som ebody prohibit som ebody
5 having to help others in a particular area punish som ebody release som ebody
6 using a gun to steal som ething
7 carrying a sharp w eapon to threaten people 2 Match the verbs and prepositions in exercise 1to
8 having to pay m oney for driving too fast definitions 1-12.
9 a period o f tim e in jail 1 to steal som ething
10 cheating som ebody online to get m oney or goods 2 to say that som ething is som ebody's fault
11 having to stay in prison until death 3 to let som eb od y co m e ou t o f a place
12 stealing som ething minor 4 to think that som ething is good
5 to cause som ething
2 Complete the table with the words in exercise 1. 6 to consider the facts w hen making a decision
Crimes Punishment 7 to say that you have d on e som ething wrong
8 to give a punishm ent officially in court
1
2 9 to make som ebody suffer because th ey have done
som ething w rong
3
10 to be able to do som ething by law
4
11 to use authority to stop som ething being done
5
12 to make som ebody decide not to d o som ething
6
3 Complete the text with the correct prepositions.

Match the compound nouns in exercise 1to the
headlines.
Police have found the man they believe is responsible
1 Three months for vandals who destroyed museum 1 the car thefts in Ivybridge, Devon. They
think that the suspect, 18-year-old Larry Anderson, has
2 Murderer to be executed for his crimes robbed at least ten of the villagers 2
their cars in the last three months. Anderson was
3 C a r d rive rs to pay € 5 00 fo r going o ve r th e lim it
caught breaking into an Audi last night. He admitted
3 the crime on the spot, although police
4 S e r ia l o ffe n d e r to s p e n d th e re s t o fh is d a y s in j a i l
told him he had the rig h t4 remain silent.
5 Hlega^amings^enM o^^ Many of the residents of the village blame the
boy's parents 5 his crimes. Anderson's
6 M a n tric k e d into postin g b an k d eta ils on w ebsite father was recently released 6 prison
after serving a long sentence for armed robbery. His
7 M odel s e n te n c e d t o p ick up ru b b ish fo r 1 0 4 h o u rs mother has been repeatedly punished 7
8
shoplifting. It is said that both parents approved
Teenager stabbed on crowded city street 8 their son's life of crime and they never
9 prohibited him 9 taking other people's
Opposition leader told to stay at home property, even when he was a child.
Residents know that the court may take account
10 Bank clerk held at gunpoint 10 Anderson's situation, but they hope
while safe is emptied thatthejudge will sentence him 11 a long
term in prison, which will deter him 12
11 Group of teenag ers terrorize
stealing in the future.
own neighbourhood
12
Youth grabs small change from
supermarket till
138 Vocabulary bank 5

Insight Intermediate SB

Uploaded by

Copyright:

Available Formats

Insight Intermediate SB

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Insight Intermediate SB

Uploaded by

Copyright:

Available Formats

Intermediate Student's Book

p4 The art of beauty p6 Appearance and survival

we are Vocabulary insight Compound adjectives: appearance

Vocabulary insight 1 p14 Recording vocabulary Review 1 p15

p16 The power of tourism p18 Memorable journeys

p30 Happiness p32 Healthy bodies, healthy minds?

Vocabulary insight Noun suffixes: -ness, -ity

p42 Disappearing worlds p44 Action!

p56 Teenage gangs p58 Natural born liars

wrongs Vocabulary insight Noun prefixes: mis-, dis-

Vocabulary insight 5 p66 Using a dictionary: phrasal verbs Review 5 p67

p68 Word on the street p70 Fairtrade

p82 Taste p84 Beyond human senses

Vocabulary insight Adverb-adjective collocations

p108 A day in the life p110 Friendships now and then

Vocabulary insight 9 p118 New words Review 9 p119

p120 Art is everywhere p122 Around the world in one dance

Vocabulary insight Phrases with and

p8 First impressions plO British fashion p12 An informal email

Vocabulary bank 1 p134 Describing hair; Clothes

Vocabulary bank 2 p135 Types of holiday; Travel and transport

p34 Be a good sport! p36 Fat America p38 A personal letter

Vocabulary bank 3 p136 Feelings: intensity; Health problems

Vocabulary bank 4 p137 Global issues; Charities

Vocabulary bank 5 p138 Crime and punishment; Law and order

Vocabulary bank 6 p139 Types of advertising; Consumerism

Vocabulary bank7p140 Food texture; Ways of speaking

Vocabulary bank 8 p141 Gender-neutral job titles; Conflict

Vocabulary bank 9 p142 Technology; Poetry

Vocabulary bank 10 p143 The arts; Organizing a festival

1 SPEAKING Read the things that people do to change

2 Read the article about beauty in different cultures.

Guessing the meaning of unknown words

3 Read the strategy. Then guess the meaning of the

4 Read the text again and answer the questions.

4 The way we are

6 Choose one word that you cannot use to complete

insight Compound adjectives: appearance

7 Match the words in the circles to make compound

W ithin different cultures around the world, there is a -shouldered

It appears that through the ages and across different cultures,

10 SPEAKING Work in groups. Discuss the statements.

Vocabulary bank Describing hair page 134

The way we are 5

Present simple and present continuous

2 Read the text and answer the questions.

W e often use the present continuous tense w hen w e describe photos.

Reference and practice 1.1 W orkbook page 104

6 The way we are

6 1.01 Listen to an interview about humans and survival and

7 1.01 Listen again and answer the questions.

8 SPEAKING Work in pairs. Look at the photo and use the

SPEAKING Work in pairs. How important are these

1.02 Listen to an interview with a psychologist.

1.02Listen to the interview again. Are the

insight Words often confused: personality adjectives

5 Complete the sentences with an adjective in exercise 4.

8 The way we are

Amber Who's that g u y in the suit talking to Craig?

The way we are 9