Reading: 2 A Lot of Fish Are Caught Here

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5 Rewrite these sentences to make them passive.

Do Reading Part 4
not use by in any of the sentences.
1 Read this essay written by a Geography student
1 They catch a lot of fish here. and match meanings a–h with underlined
A lot of fish are caught here. expressions 1–8.
2 People saw two giraffes near the trees.
3 Somebody wrote a poem about this waterfall. a fuel that is used in cars 2
4 They grow rice in the east of the country. b vehicles used by everyone
5 One small cloud hid the moon. c things that are thrown away
6 They don’t allow cars in the National Park.
d using less electricity, gas, etc.
7 Fire partly destroyed the forest.
8 Nobody told us about the crocodiles in the river. e changes in the Earth’s weather
f big container where empty bottles
6 18 Listen to the recording to check your answers. are put
Then repeat the sentences, paying special
g power from the sun
attention to the pronunciation of are, was and
were. h using materials again

Bottles

Tins
Papers Magazines

The whole world feels the effects of (1) climate change, so we all need to do what we
can to prevent things getting worse. The rise in temperatures is partly caused by the
use of coal and (2) petrol, so (3) energy conservation is important. We can do this, for
instance, by using (4) public transport instead of the car, keeping the heating turned
down, and making sure the lights are switched off when we go out. (5) Recycling, too,
is essential, so glass containers should be taken to the (6) bottle bank, old newspapers
and magazines collected, and different kinds of (7) rubbish placed in separate bags. We
can also help by using less water around the house, and – particularly in sunny countries
– using (8) solar energy to heat our water. Most of these are quite small things, but if
everyone does them, they might make a difference!

Conserving nature 101


2 Quickly read the text International Climate 1 What is the writer’s main purpose in this text?
Champions and answer Question 1 (on the right) A to give details about how to become a Climate
only. Champion
B to explain why the Earth’s climate is changing
3 Read the second paragraph of the text again and so quickly
think of a possible answer to Question 2. Then C to say what some people are doing about
find the underlined words that share ideas with climate change
each option A–D, and write A, B, C or D next to D to tell readers what they can do to prevent
each. Then answer these questions. climate change

• Which option is correct? 2 What does Irene say about the sea?
• Why are the others wrong?
A The water near the island is now dirty.
4 Read the third and fourth paragraphs and B Many types of fish have disappeared.
underline the words that match each option C There is oil and gas under the water.
A–D in Questions 3 and 4. Then decide which is D It can provide power for the island.
correct.
3 What does Ding believe about climate change?
5 Quickly read the whole text again and decide A It is certain to get much worse.
your answer for Question 5. Why are the other B Air pollution does not cause it.
options wrong? C It is wrong to blame China for it.
D It is caused only by rich countries.

4 Sophia thinks that young people should


A publish their own newspapers.
B change older people’s habits.
C follow the example of their parents.
D avoid talking about politics.
5 What would one of these Climate Champions say
to a friend?
A It’s great being a Champion! I’m the only
one from our country, but we all want to do
something about climate change.
B I’ve made speeches about climate change and
met Champions from the 12 other countries.
I’ve even been to a meeting in Japan!
C We are the Champions! There are already three
of us from every country in the world, and we
have a lot to say about climate change.
D I work with other Champions, telling the world
about the dangers of climate change. Some of
us are teenagers, but people really listen to us!

6 Work in small groups and answer these


questions.
• Would you like to be a Climate Champion?
Why (not)?
• Do you agree with Sophia that teenagers can
change older people’s attitudes? If you agree – in
what ways can they be changed?

102 Unit 11
International Climate
Champions
The International Climate Champions (ICC)
project began in 2007. It gives young people of
school age a chance to speak publicly on climate
change and to encourage action to reduce its
effects. Each country involved selects three
teenagers to be Climate Champions, who take
part in local and international activities.
Climate Champion Irene Sanna lives on the Italian
island of Sardinia. Irene is interested in solar ICC in Kobe
Sophia Angelis, a junior student in Lake
energy, and also believes that Sardinia should
Arrowhead, California, is a US Champion. She’s
(1) use the waves around its coast to
against young people’s general lack of interest
produce electricity. That would reduce (2)
in politics and feels they need to discuss the
the need to import oil and gas for lighting, heating
problems that really matter to their generation.
and cooking. ‘Energy conservation is our future.
She has written about the need for action on
We must make plans to save (3) our coast,
world poverty and her articles have been published
which still has no pollution. We must protect the
in her local newspaper. Sophia strongly believes
(4) animals, birds and fish in danger from
that climate change is an important issue for her
global warming. And we must recycle.’
generation. For her, changes in the way teenagers
Chinese student Ding Yinghan is the Beijing behave are an important way of influencing choices
Climate Champion. Ding feels it is unfair to say that are made by parents.
that just one country – his own – is causing climate
In 2008, the Climate Champions attended
change. He says the air pollution that leads to
the International Conference of Environment
global warming comes from many parts of the
Ministers in the Japanese city of Kobe. At present,
world, including poorer countries that are now
13 countries are involved in the ICC, and more
growing more quickly. He believes the only way to
countries are expected to join soon.
prevent the situation getting even worse is for rich
and poor countries to work together.

Grammar
Comparative and superlative adverbs
1 Underline three examples of comparative adverbs
h page 129 Grammar reference: Comparative and superlative
and one example of a superlative adverb.
adverbs
2 How do we usually form comparative adverbs?
To compare how things are done at different times, or 3 Which comparative adverb in a–d doesn’t follow
this rule?
how they are done by someone or something else, we
4 When we compare two actions, which word
use a comparative or superlative adverb. normally follows the adverb?
1 With a partner, study examples a–d, then answer 5 How do we usually form superlative adverbs?
questions 1–5. 2 In small groups, complete the table.

adverb comparative superlative


more quietly
a countries are now growing more quickly (the) most carefully
b these buses use energy more efficiently than the slowly
old ones did (the) most easily
faster
c the only way to prevent the situation getting even badly
worse than it is already (the) hardest
d of all the light bulbs, this one shines most brightly better

Conserving nature 103


3 Complete sentences 1–6 using the comparative or 4 What other ways can you save water in the home?
superlative adverb form of the words in brackets. Tell your partner about them. Use expressions
from Exercise 3 to introduce your examples.
1 To save petrol, people should drive
more slowly . (slow)
2 Young people are working the
to stop global warming. (hard)
3 You can buy food in small
shops than in supermarkets. (cheap)
4 Of all the fuels we use, coal pollutes the air the
. (bad)
5 Wind power makes electricity
than oil or gas. (clean)
6 Because of climate change, it now rains
than it used to. (heavy)
4 Work in pairs. Do you agree with statements 1–6
in Exercise 3? Discuss your opinions with your
partner.

Speaking Part 4
A B

12
5 Work with a different partner. Do this exam task,
talking for about three minutes and giving plenty
of examples. The advice sheet for young people
below may help you.

Your photographs showed people doing things that


affect the environment. Now I’d like you to talk together
about how you can use less electricity at home.
1 With a partner, look at the people in pictures A
and B and discuss these questions.
• In what ways are they wasting water? Saving energy:
• How could they reduce this waste, do you think?
what you can do
2 19 Listen to Jake and Lily talking about this
topic. What three suggestions do they make for 1 Don’t leave things on stand-by: turn them off.
saving water? 2 Use solar-powered chargers for
your phone and MP3 player.
3 19 Listen again and write the exact words Jake
and Lily use to give examples. Write one or two 3 Use a laptop instead of a PC.
words in each space. 4 Don’t leave the fridge door open.
1 In the garden, for instance , it’s best 5 Try not to use the air-conditioning.
2 if you water them at two o’clock, 6 Instead of turning up the heating,
3 a bucket of water and a sponge,
put a sweater on.
4 All those things dishwashers and
washing machines 7 Use energy-efficient light bulbs.
5 if you don’t have much to wash, 8 Turn off the lights when you
a few plates
go out!

104 Unit 11
Writing Part 3 3 Read the advice in the Exam round-up box and
decide if statements 1–8 are true or false.
1 Look at this Writing Part 3 task, read the letter
below it, then answer these questions.
1 Which paragraph deals with each part of the task?
2 Ana has written a good letter, but she has made
one mistake in each paragraph. Can you find and
correct each mistake?

• This is part of a letter you receive from an


English-speaking friend.
In your next letter, please tell me about
the wildlife in your country.
Which is your favourite animal? Are there
many of them?

• Now write a letter, answering your penfriend’s


questions.
• Write your letter in about 100 words.

A Thanks for your letter. We have some fantastic


animals here, such as deer, foxes and wolves.
Sometimes bears seen in the mountains, and up in
the sky there are eagles and storks.
B The animal I like better of all, though, is the 4 Follow the instructions for the exam task
wildcat. It’s a beautiful creature. In some ways it’s below. Try to include some passive forms and a
like an ordinary cat, but bigger and with a bushy comparative or superlative adverb in your letter.
tail that’s black at the end.
C I remember seeing one when I was a child. I was • This is part of a letter you receive from your
so excited! In those days you could find them English-speaking friend, Justin.
more easyly, but now the countryside where they
used to live is covered in holiday homes, roads and In your next letter, please tell me about the kinds
supermarkets. I think that’s very sad. of pet that are popular in your country. Why do
people have them? Which do you think is the
best pet to have?
2 Sentences and phrases 1–6 each contain one
• Now write a letter to Justin, answering his
mistake made by PET candidates. Decide what
questions.
kind of error each is, and write G for grammar,
V for vocabulary, WO for word order, or Sp for • Write your letter in about 100 words.
spelling. Then rewrite the sentences so they are
5 Work in pairs and give your letter to your
correct.
partner. Read and check your partner’s letter.
1 It was a day very cold. Where you think there are mistakes, write G, V,
WO It was a very cold day. WO or Sp in pencil. Then discuss your corrections
2 I really enjoy to be here. together.
3 … a new fi lm about animals which called ‘The life
of animals’ …
4 … a fi lm with plenty of exitement …
5 I don’t know what is the name of the mountain.
6 I hope I haven’t got a lot of mistakes.

Conserving nature 105


D
Unit 12 What did you say?
B

Martians
Maartians from
C the planet Mars.

e
Messag

r
c u l8te

i his
1 Seth’s always using hi laptop.
l t H ’ such
He’s h a computer
.
2 Miko’s such a good skater. He’s a real .
3 My uncle often drops food on himself, walks into walls
and he can’t use his mobile. He’s a .
Starting off 1 2 3
1 Work in pairs. These pictures show different
ways of communicating a message. Talk together
about what you can see in each one.
2 Work in small groups. Discuss these questions.
1 How often do you text your friends? Or do you
prefer to phone them? 2 Read this definition, then think of some examples of
2 What do you think of graffiti? slang that you use in your own language.
3 Do you believe in life on other planets?
slang [slæŋ] noun [U] informal language, often language that is only
used by people who belong to a particular group
Reading Part 3
1 Work in pairs. Read these extracts about types of 3 Read the text title and look at the pictures. What do
you think the text is about?
people, then complete sentences 1–3 with dork,
dude or geek. 4 Read the ten sentences about Martian, the language
from Mars. Underline the most important words in
dork [dɔːk] noun [C] mainly US informal a stupid or silly person each sentence.
1 Most older teenagers in China write in Martian on the
Internet.
dude [duːd] noun [C] mainly US very informal a man 2 Young people fi rst started using Martian in Taiwan.
3 In the fi lm Shaolin Soccer, Zhao Wei comes from
Mars.
geek [giːk] noun [C] informal a man who is boring and not 4 Teenagers who use the Internet in South-East Asia are
fashionable called Martians.
5 Software companies are now selling programs to help
people write in Martian.
6 Ms Li has never tried to read messages on Mei’s
computer.

106 Unit 12
7 When Mei starts writing things in Martian, she Do you need to understand the word spread to
uses other people’s work. know if the sentence is correct or incorrect?
8 Wang Haiyong allows his students to write their
homework in Martian. 6 Read the whole text and decide if the ten
9 Teenager Bei Bei Song considers herself to be up to sentences are correct or incorrect. Underline
date. where you find your answers in the text.
10 Bei Bei Song approves of Martian.
7 Write one word to complete the sentences about
5 The sentence which is underlined in the text Can Reading Part 3 in the Exam round-up box on
you speak Martian? tells us if one of the sentences page 108.
in Exercise 4 is correct or incorrect. Which one?

Can you speak Martian?


Do you know Ms Li, mother of teenager, Mei, was worried when
what ‘3Q’, ‘= =’ she switched on Mei’s laptop because she could not
or ‘Orz’ means? understand the emails from Mei’s friends. Mei explained,
Perhaps you don’t! ‘Those messages are in Martian because they’re for me
This is Martian. and not my mum.’ Mei continued, ‘Martian’s not an easy
People say that language. At first, I just copy words from texts which my
80% of teenagers friends have already written in Martian. Then, I begin to
aged between 15 create some words by myself. I take pieces from Chinese
and 19 in China use characters, add some English, Japanese or Korean words
this language when and that makes the new language.’
they send messages
or chat with each other online. This crazy language didn’t Wang Haiyong, a teacher, warned that although this new
start in China, though. It became popular in Taiwan in language can help develop the imagination, this Internet
2004 and three years later, it spread to mainland China. slang was not suitable for use in other situations, such as
school exams or homework. ‘I refuse to mark my students’
But where did the name Martian come from? Well, in the work when they use this language. They know they
comedy film Shaolin Soccer, which was made in Hong shouldn’t use it.’
Kong, an actor, Stephen Chow, says to actress Zhao Wei,
‘Go back to your planet Mars!’ Stephen says this because Bei Bei Song is 15 years old. She doesn’t use Martian but
Zhao is a rather strange person. She isn’t really a visitor she doesn’t think she’s
from Mars, but Stephen thinks she is so strange and old-fashioned. She explains
different that he calls Zhao a Martian. Stephen’s words that although she spends
‘Go back to … Mars!’ are now so well known in South-East hours on the Internet
Asia that anyone who acts strangely there is known as a chatting to her friends, she
Martian. Similarly, the language which teenagers in China thinks that this language
enjoy creating is also known as Martian because it is so is really silly. ‘We’re not
strange. computer geeks who need
to mix three different
Why do so many teenagers in China use Martian? The languages with crazy
answer is quite easy, really. Teenagers can chat on the pictures just to be dudes.
Internet for hours without being understood by their Martian is for dorks.’
teachers or parents. In fact this very strange language
has become so popular that people are buying special
software to translate between Chinese and Martian.

What did you say? 107


goodnight
goodbye
hello

3 the truth

languages lies

2 4

a joke
communication
to friends
a story
1

5
Vocabulary about dreams
Speak, talk, say, tell and ask for about plans
6 a question
1 Read these extracts from the Cambridge Learner’s
Dictionary.
information
the answers
Common Learner Error
speak or talk?
Remember that you speak a language: You do not ‘talk’ it.
She speaks French. She talks French.
4 My new English teacher asked me to say / tell
say or tell? something about my life.
Say can refer to any type of speech. 5 It was Pelr who said / told me about this club.
She said she was unhappy. 6 I’ll ask / ask for more information about the new
Tell is used to report that someone has given information or an order. pool.
The verb tell is always followed by the person that the information
or order is given to. 3 Write speak, talk, say, tell, ask or ask for in the
Simon told me about his new job. correct space in the mind map above. Add at least
Say is never followed by the person that the information or order is one more expression to each verb.
given to.
4 Work in pairs. Write five questions using some of
He told us to stay here. He said us to stay here. the verb + noun combinations. Change pairs. Ask
ask for and answer your questions.
When you use ask with the meaning of saying you want someone to
give you something, remember to use the preposition for before the Do you always tell the truth?
thing that is wanted.
I asked the teacher for the answers to the homework I missed.
Grammar
Reported speech and reported commands
Note:
• We also use say with greetings, e.g. hello,
goodbye, goodnight, etc. raise money verb to collect money from other people: They’re
raising money for charity.
• We also use tell with the following nouns: the
truth, a lie, a joke, a story.
1 Work in small groups. Sandford School has joined
2 PET candidates often make mistakes with Schools for All which helps build new schools in
these verbs. Read sentences 1–6 and circle the East Africa. List things the students could do to
correct option in italics. raise money (e.g. sell old clothes).
1 Olga knows how to speak / talk English well. 2 20 Listen to some students talking about how
2 He said / told me to come to 6th Avenue. they can raise money for this project. What
3 My new friend can talk / speak several languages. events do Scott, William and Gina suggest?

108 Unit 12
3 Rewrite Scott’s, William’s 4 21 Listen to Tania telling Nina about the meeting and check your
and Gina’s words in reported answers to Exercise 3.
speech.
5 Use your answers to Exercise 3 to help you complete this table.
1 SCOTT: Last year we
organised a disco to direct speech reported speech
collect money. present simple (1) past simple
Scott said that they present continuous (2)
the year
present perfect (3)
before.
past simple (4)
You can leave out that and say:
will + infinitive (5)
Scott said they had organised a
disco to collect money the year is/are going to (6)
before. The meaning stays the can (7)
same. 6 Use the words in bold in Exercise 3 to help you complete this table.
2 SCOTT: We can organise a direct speech reported speech
similar event again.
today (1) that day
Scott said they
last year (2)
.
my (3)
3 WILLIAM: We’ve thought
about organising a we (4)
football match.
William said they
h page 130 Grammar reference: Reported speech: other changes

. 7 Work in pairs. What do you say in situations 1–4? Complete the


sentences.
4 WILLIAM: In my sister’s
school, the 1 Ana says: ‘I can’t play tennis; I’ve hurt my arm.’ Later you see her
students are going playing basketball.
to play against the ‘You said you couldn’t play tennis because you had hurt your arm.’
teachers.
William said in his sister’s 2 Thalia says: ‘Someone left their MP3 player in the kitchen after the
school, the students party.’ Later your cousin tells you that she has lost her MP3 player.
. ‘Thalia said …’
5 WILLIAM: It doesn’t have to
3 Your brother is studying abroad. He phones you and says: ‘I’m having
be just teachers.
a great time here.’ Later his teacher asks you if you’ve spoken to your
William also said brother.
. ‘My brother said …’
6 GINA: Today we’re all wearing
school uniform. 4 Lukas says: ‘I want to sell my bike so I can buy a new one.’ Later your
sister tells you she wants to buy a cheap bicycle.
Gina said we
‘Lukas said …’
that day.
8 Choose two situations from Exercise 7 and write the complete story in
7 GINA: We’ll pay to wear what
we want. reported speech. You will need to add some extra information to the
story.
Gina said we
what Last week I wanted to play tennis with Ana but she told me she
we wanted. couldn’t play because …

h page 129 Grammar reference: h page 130 Grammar reference: Reported commands
Reported speech

What did you say? 109


9 In the meeting about the Schools for All project, Listening Part 3
Ruby told the other students to do four things.
Complete the reported commands.
1 Work in pairs and answer the questions in the
1 Ruby told them Exam round-up box.
‘Be quiet!’ to be quiet .

2 ‘Close the Ruby told Paul


door, Paul!’ .

3 ‘Think about the Ruby told them


suggestions!’ .

4 ‘Don’t forget Ruby told them


the meeting!’ not .

10 Rewrite each instruction 1–4 as a reported


command.

2 Work in small groups. Your headteacher has


asked Gerry Tremain to talk to you about Web
‘Turn the music down!’ Challenge – a website design competition. What
would you like to know about the competition?
1 She told her brother to turn the music down.
Write at least five questions.
3 Read Rahid’s notes below quickly. Does he want
to find out the same things as you?

Web Challenge
‘Don’t worry!’
The website: in English
2 The dentist told the boy The teams: each team: one adult
known as the (1)
and 3–6 members
Members: must be at school
Age limit: between 9 and (2) years old
‘Don’t touch anything!’
Website content: e.g. a favourite (3)
or free-time activity
Prizes: digital equipment and money for schools
3 Charlie’s mum told him .
Entries will be displayed on the ‘Web Challenge’
(4)
First prize for teams – a week in (5)
Dates: competition registration closes 30th
(6)
‘Don’t forget to phone!’

4 Chloe’s family told her . 4 22 Listen to the recording twice and complete
the gaps.
110 Unit 12
Grammar 6 Nadia’s team wins the competition. Here are some
Reported questions sentences about Nadia’s trip to Australia. For each
question 1–5, complete the second sentence so that
1 Work in small groups. Write at least three more it means the same as the first, using no more than
questions you would like to ask Gerry about the three words.
Web Challenge competition.
1 A reporter asked Nadia if she was nervous about
How will I know if I win? flying to Australia.
A reporter asked Nadia, ‘ Are you nervous
2 23 Listen to the recording. Does Gerry answer all
about flying to Australia?’
your questions?
2 Nadia asked Shaila, ‘Where are you from?’
3 23 Listen to the recording again. Write the Nadia asked Shaila where from.
correct student’s name: Julian, Haley, Nadia, 3 Nadia asked Shaila if she wanted to share a room in
Hamad or Jade next to their question 1–5. the hotel.
Nadia asked if she could enter the competition Nadia asked Shaila, ‘ to share a
1
room in the hotel?’
on her own.
Can I enter the competition on my own? 4 Nadia asked the tour guide, ‘What are we going to
2 asked if their coach had to work in their do after breakfast?’
school. Nadia asked the tour guide what
to do after breakfast.
3 asked how they registered for the 5 The tour guide asked the group, ‘Have you enjoyed
competition. your trip?’
The tour guide asked the group
4 asked what they did if they had enjoyed their trip.
technical problems.
Indirect questions
5 asked what they would see in Australia. h page 131 Grammar reference: Indirect questions
1 24 When Nadia returned from her trip to

4 Write the students’ actual words in the spaces Australia, a


above. If necessary, listen to the recording again local newspaper
to check your answers. journalist
interviewed her.
h page 130 Grammar reference: Reported questions Listen to the
5 Look at the reported questions 1–5 above, then beginning of the
circle the correct option in CAPITALS for a–e interview. What
below, to complete these rules about reported does Nadia say
questions. about Sydney
harbour?

Rules 2 24 Listen to the


recording again
In reported questions: and complete the journalist’s questions below.
STAYS THE SAME
a the normal question order
/ CHANGES
ME / USUALLY
b the tense STAYS THE SA 1 I was wondering if I could ask you some
ED SPEECH
CHANGES LIKE IN REPORT questions about your trip.
do, does or did as an
c we ALWAYS / NEVER use 2 I’d like to know what you of Sydney.
auxiliary verb 3 I can’t remember where in Sydney.
/ ISN’T a question word
d we use if when there IS 4 Could you tell me where ?
(what/when/where, etc .)
5 Tell me what in Australia.
question mark at the end of
e we USE / DON’T USE a
the sentence.

What did you say? 111


Plan

3 Work in pairs. When we ask for information, we


sometimes use indirect questions to sound more
polite. Write the direct question for the journalist’s
questions from Exercise 2.
1 Could I ask you some questions about your trip ?
2 What did ?
3 Where did ?
4 Where was ?
5 What did ?
4 Circle the correct option in CAPITALS to complete
these rules.
4 Work in pairs. Student A turns to page 173 and
Student B turns to page 174.

Rules 5 When you are ready, take turns to describe the


omes par t of a longer position of your objects to your partner. Your
When a direct question bec
partner draws the object on their plan. At the end,
indirect question: compare plans.
STAYS THE SAME /
1 the normal question order
CHANGES.
AYS THE SAME . Speaking Part 3
2 the tense CHANGES / ST
ry
do, does or did as an auxilia
3 we ALWAYS / NEVER use 1 Read the examiner’s instructions below and look at
verb, etc . the photos (but don’t talk about the photos yet).
N’T a
re formal), if there IS / IS
4 we use if or whether (mo
, where?, etc .)
question word (what?, when?
use a question mark at the
5 we SOME TIMES / NEVER
end of the question.

5 Compare the rules for indirect questions with the Now I’d like each of you to talk on your own
rules for reported questions on page 111. Which two about something. I’m going to give each of you a
rules are different? photograph of people communicating with others.
Please tell us what you can see in your photographs.

2 Answer the questions in the Exam round-up box.


Vocabulary
Prepositions of place
1 25 Listen to the recording and answer questions
1–3 by drawing a picture. If necessary, listen to the
recording again.
1 Where are Todd’s keys?
2 Where’s the sports shop?
3 Where’s Elen, Imogen’s cousin?
2 Work in small groups. Compare your pictures with
the pictures on page 173.
3 Label the pictures you drew in Exercise 1 with the
words in the box.
on the right between opposite on inside
in next to behind in front of over

112 Unit 12
3 Take turns to describe one of the photos on page 3 Now read this story, then answer the questions
112. Does your partner follow the advice in the that follow. Don’t correct the student’s mistakes
Exam round-up box? for the moment.

I was in class when my mobile phone rang. I


Writing Part 3 couldn’t believed it. I had forgot to switch the
1 Work in small groups. Look at these pictures and phone off. I didn’t know what to do because
sentences. What do you think happened next? the phone was still ringing. Should I answer
1 2 the phone? The teacher stopped talking and
she looked directly at me. She asked all the
student what the noise was and we answered
that it was a mobile phone. Suddenly she looked
embarrassed. She told us that she had to left
the classroom for a minute. She picked up her
I realised that I hadn’t The message began, bag and left the room. As soon as the teacher
locked the door. ‘Congratulations! You’ve
closed the door, the ringing noise stoped.
won fi rst prize!’

3 4 1 Which question does it answer?


2 Why did the phone stop ringing when the teacher
closed the door?

4 Work in pairs. Discuss whether the following


sentences are correct (✓) or incorrect (✘).
I was in class when As I got on the train, I 1 The student has written about 100 words.
my mobile phone rang. saw an empty seat next 2 The answer is well organised.
to my favourite actor. 3 There is a clear ending to the story.
2 Read these two Writing Part 3 questions and 4 The ideas are connected using and,
answer questions 1–5 below. because, etc.
5 The student has used different tenses.
1
6 The student has used reported speech
• You have to write a story for your English teacher.
and reported questions.
• Your story must begin with this sentence:
7 I can understand the answer although
I was in class when my mobile phone rang.
there are some mistakes.
• Write your story in about 100 words. 5 Read the answer again and correct the five
mistakes. This student has made two different
2 types of mistake. What are they?

• You have to write a story for your English teacher. 6 Write a story using one of the situations in
Exercise 1 as the first line. Write about 100 words.
• Your story must have this title:
Winning first prize Remember to make sure the sentences in Exercise
4 are correct for your answer.
• Write your story in about 100 words.
7 Work in small groups. Read each other’s answers.
If all the sentences in Exercise 4 are correct for
1 What do you have to write in each question?
the answer you are reading, it is probably a good
2 Who do you have to write it for?
3 How many words do you have to write?
answer.
4 What’s the difference between the two questions?
5 Do you have to write a story in Writing Part 3?

What did you say? 113


Unit 11 Vocabulary and grammar review
Grammar Vocabulary
1 Circle the correct option in italics. 3 For questions 1–6, complete the second sentence
so that it means the same as the first, using no
My family and I (1) are lived / live in an old house on the more than three words. Include a noun with a
coast. When it (2) built / was built in the 19th century, it suffix in your answer.
was over 500 metres from the sea, but now the water
1 My parents were educated at the local school.
(3) seems / is seemed to be getting closer all the time.
My parents’ education was at the local school.
The sea level (4) is risen / rises every year, and the soil 2 Everyone was very excited when the match began.
(5) washes / is washed away by the waves. Sometimes, There was when the match began.
when there is a storm, the water (6) is reached / 3 I’d like to reserve a room at the hotel, please.
reaches the house. Last February, for instance, the I’d like to make for a room at the
basement (7) completely flooded / was completely hotel, please.
flooded by sea water, and a small building near our house 4 The doctor quickly examined the patient and said
(8) disappeared / was disappeared overnight. Unless she was fine.
The doctor gave the patient and
something (9) does / is done immediately, we (10) are
said she was fine.
known / know that our home will be next. Some other 5 We often celebrate New Year all night.
houses along the coast (11) saved / were saved when a Our New Year go on all night.
barrier (12) put up / was put up in front of them, and we 6 The airline did not inform us about the delay.
want the same here. We were given about the delay.

4 Complete the crossword with words from Unit 11.


2 Complete sentences 1–8 with the comparative or 1 2
superlative adverb form of the words in the box.
3
bad careful early frequent
4 5
good hard quick strong

1 To see wild animals in the countryside, you


earlier 6 7
should get up in the morning.
2 The ice melted as the temperature
increased.
8 9 10
3 Of all the people at the meeting, Lauren spoke
. She made a great speech.
4 Buses stop here now: every ten
minutes.
5 We must try to find solutions to 11
environmental problems. 12
6 They’re all bad musicians in that band, and the
guitarist plays of all. Across Down
7 The wind began to blow as the 1 big animal with long 2 power from gas, wind,
storm approached. neck etc.
8 If we all use energy , we can 5 long creature with no 3 things that are thrown
reduce the amount of pollution we cause. legs away
6 small flying animal 4 fuel for cars and trucks
8 big bird that cannot 5 from the sun
fly 7 bird that lives near water
11 use less of something 9 big, meat-eating animal
12 use something again 10 use too much of
something

114 Unit 11
Unit 12 Vocabulary and grammar review
Vocabulary Grammar
1 PET candidates often make mistakes when 4 Frederique has written to her English-
they describe where something is. Correct one speaking friend to tell her what people have
mistake in each of these sentences. asked her this week. Correct the mistake in each
sentence.
opposite
1 In my living room, in opposite of the back wall 1 When I arrived at training, the coach came up to
there is my TV and my hi-fi. me and asked me what was my name. my name
2 My bed is infront of the right window, opposite the was
door. 2 My friend asked me what was the team called.
3 At the right there are two armchairs and a sofa. 3 The next day, the phone rang at 7.30 in the
4 I often meet my friends in the Saman café next the morning. It was Paula. She asked me why didn’t I
cinema. go to the exam.
5 There is a club and a park in the street where I 4 My mum asked me why was I crying.
live. 5 Paula asked me what was I going to do.
6 In the park, there’s a big tree behind of a small 6 Paula also asked me where should she go in the
lake. summer.
7 I like going to the Odeon cinema because it is 7 Anyway I imagine you are wondering when am I
inside of the shopping centre. going to visit you.
8 Isfahan, as you know, has a lot of historic bridges
on the river. 5 Kate’s talking about how she spends her free
time. Rewrite her statements in reported speech.
2 Rewrite the sentences above so that they are true
1 ‘I love going to the cinema on Sunday afternoons.’
for you/your town.
She said she loved going to the cinema on Sunday
In my living room, the TV is in front of the sofa. afternoons.
2 ‘I’m not very keen on thrillers but ...’
3 Complete these sentences with the verbs from She said on thrillers but …
the box in the correct form. You will need to use 3 ‘… I love comedies.’
some verbs more than once. She said .
4 ‘I didn’t go to the cinema last week because …’
ask ask for say speak tell
She said to the cinema last week
1 Some of my friends can speak several because …
languages really well. 5 ‘… we’ve just finished our exams.’
2 In your letter you me about your She said their exams.
plans to visit my country. 6 ‘I’ll go to the cinema today if I can.’
3 I ‘goodnight’ to everyone and She said .
went to bed.
6 Imagine you are interviewing Kate. Write the
4 I’m going to some new trainers for
my birthday. questions for her statements.
5 My friend started laughing and What do you like doing on Sunday afternoons?
me why I was only wearing one earring.
6 There’s a boy in my class who likes 7 Rewrite your direct questions from Exercise 6 as
jokes all the time. reported questions.
7 I became very nervous and decided to
I asked you what you liked doing on Sunday
the teacher the truth.
afternoons.

Unit 12 115
Grammar reference
Contents
Unit 1 Prepositions of time 117 Unit 8 Zero, first and second 126
Frequency adverbs conditionals
Present simple and present When, if, unless + present,
continuous future
State verbs So do I and nor/neither do I
Countable and uncountable nouns Unit 9 Which, that, who, whose, 127
A few, a little, many, much, a lot of, when, where clauses
lots of (defining and non-defining)
Prepositions of place Past perfect
Unit 2 Past simple and past continuous 119 Unit 10 Commands 128
When, while and as Have something done
Used to
Unit 11 The passive: present and 128
Unit 3 Verbs followed by to or -ing 121 past simple
Phrasal verbs Comparative and superlative
Unit 4 Comparative and superlative 121 adverbs
adjectives Unit 12 Reported speech, commands 129
A bit, a little, much, far, a lot and questions
(Not) as … as … Indirect questions
Big and enormous (gradable and non-
gradable adjectives) Irregular verbs 132
Unit 5 Can, could, might, may 122
(ability and possibility)
Should, shouldn’t, ought to, must,
mustn’t, have to, don’t have to
(obligation and prohibition)
Adjectives with -ed and -ing
Unit 6 Present perfect 123
Just, already and yet
Since and for
Present perfect or past simple?
Unit 7 Ways of expressing the future 125
Prepositions of movement
Too and enough
Extremely, fairly, quite, rather,
really, very

116 Complete PET


Unit 1 Present simple and present continuous
Present simple
Prepositions of time
The prepositions at, on and in tell work
I/you/we/they
us when something happens. works
He/she/it
• We use at for times of the day: at
ten o’clock, at 8.15, at lunchtime, etc. I/you/we/they don’t on Sundays (?)
work
and with expressions such as at the He/she/it doesn’t
weekend, at night, at New Year, etc. Do I/you/we/they
work
Does he/she/it
• We use on for days and dates: on
Monday, on Saturday morning, on
February 5th, on the last day of the
month, etc. Present continuous

• We use in for years, seasons,


months, long periods, and parts of
I
You/we/they
’m
’re
the day: in 2010, in winter, in July, in He/she/it ’s
the holidays, in the afternoon, etc. I ’m not
You/we/they aren’t / ’re not working this afternoon (?)
Frequency adverbs
He/she/it isn’t / ’s not
We use frequency adverbs to say
how often something happens. Am I
Are you/we/they
• We can use a word, e.g. sometimes,
always or a phrase like most
Is he/she/it
afternoons or every night.
The present simple is used to describe:
• We usually put one-word frequency
adverbs (and hardly ever) before
the main verb: We sometimes watch
• a permanent state or situation: I live in the town where I was born.

a film in the evening. I don’t usually • a fact or something which is always true: The earth goes around the sun.

go out until 8 o’clock. It hardly ever • an activity which happens regularly or occasionally: He gets up at six o’clock
every day.
rains in July.
The present continuous is used to describe:
• With am, are, is, was or were, etc.
they come after the verb: They • a temporary situation: I’m living with my uncle while they are painting our
house.
are always late! Nowadays my
grandmother is often ill.
• an activity happening at the present moment: I’m sorry you can’t talk to her at
the moment. She’s having a shower.
• They also come after auxiliary and
modal verbs: It has often happened.
I can never understand him.
• an activity in progress but not exactly at the present moment: I’m studying
three foreign languages, so I’m quite busy nowadays.
• If we want to, we can put usually,
often, sometimes and occasionally
• a situation which is changing or developing: Lots of people are coming to live
here, so the town is growing quickly.
at the beginning or end of a
sentence: Occasionally, we eat in • things the speaker finds strange or annoying, with always. (This is a way
of complaining): You’re always using the telephone. Our phone bill will be
the garden. I feel tired sometimes. enormous!
• We cannot put always or never at
the beginning or end: Always I work • something which happens frequently, with always: My girlfriend is always
cooking me special meals!
hard. I play table tennis never.
• We put phrases at the beginning
or end: I have piano lessons once a
week. Most evenings I stay at home.
• We can form questions using:
How often do you, Do you ever, Do
you always, etc.: How often do you
swim? Do you ever drink tea? Do
you always walk to school?

Grammar reference 117


State verbs A few, a little, many, much, a lot of, lots of
Verbs which describe states, not actions, are not We often use different quantifiers (a few, many, etc.)
usually used in the continuous. These verbs describe: with countable and uncountable nouns.
thoughts: believe know remember forget think
(meaning believe) feel (meaning believe) guess (meaning
• For small quantities of countable nouns, we use a few: a
few students.
believe) suppose understand, etc.
feelings: like hate want need prefer, etc.
• For small quantities of uncountable nouns, we use a little:
a little information.
senses: smell taste hear see • For large quantities of countable nouns, we use many:
Many houses were damaged by the storm. Are there many
possession: have belong own contain include, etc.
rooms in the hotel? I don’t have many CDs.
existence: exist remain consist seem mean matter, etc.
the verb be • For large quantities of uncountable nouns in negative
sentences and questions, we use much: There isn’t much
Some state verbs can be used in the continuous when information. Do you have much homework?
they describe actions:
I’m thinking about what you said. (I’m considering it.) She’s
• We can use a lot of, or lots of, for large quantities of
countable and uncountable nouns: We had a lot of fun. I
feeling unhappy. (How she is at the moment.) The shop have lots of friends. Does she have lots of money?
assistant is weighing the fruit for us. (He’s measuring the
number of kilos.) Other verbs like this include see, taste, • If there is no noun after the quantifier, we use a lot
without of: I like him a lot.
smell and be.

Countable and uncountable nouns


• We can use other words to refer to a quantity of an
uncountable noun, e.g. a bit of food, an amount of money,
Nouns can be either countable [C] or a drop of water.
uncountable [U].
Prepositions of place
Some nouns can be both countable [C] and
The prepositions at, on and in tell us where someone or
uncountable [U], but with a difference in meaning:
something is.
They say it’s healthy to drink tea. [U] (tea in general) Would
you like a tea? [C] (a cup of tea) Living in a large house is a • We use at for a point, e.g. at the bus stop, and in
expressions like at the top, at the back, at the station, at
lot of work. [U] That picture is a work of art. [C]
the seaside, at school and at a party.
The grammar for countable nouns is different from the
grammar for uncountable nouns. • We use on for surfaces, e.g. on the table, on the wall, and
lines, e.g. on the coast, on the border.
• We use in when someone or something is in a space, e.g.
in a building, in a field, in the water, in South America.

Countable nouns: Uncountable nouns:


• use a or an in the singular, e.g. a job, • do not use a or an
an animal • cannot be made plural, e.g. work, music
• can be made plural, e.g. cars, books • use verbs in the singular, e.g. the news is good, music helps me relax
• use some and any in the plural, e.g. • use some and any in the singular, e.g. some food, any advice
some friends, any answers
Some common uncountable nouns in English
accommodation advice countryside damage electricity equipment
experience food furniture homework housework information
knowledge luggage make-up money music news
noise paper pollution rain research scenery
shampoo smoke software space sugar sunshine
time transport work

118 Complete PET


Unit 2
Past simple and past continuous The past simple is used to describe:
Past simple • actions or events in the past: I visited
Egypt last year.
Be
I/he/she/it was (n’t)
• actions or events which happened one
after another: I saw the Pyramids, then
You/we/they were (n’t) I went to the Cairo Museum and later I
at home yesterday (?)
Was I/he/she/it went to a traditional restaurant.
Were you/we/they The past continuous is used to
I/he/she/it was describe:
Yes
you/we/they were • activities that were already happening
at a moment in the past: We were
I/he/she/it wasn’t
No doing a maths exam in class when
you/we/they weren’t
my mobile rang. (= We were in the
Most other verbs middle of the exam when the phone
rang.) While I was walking to school,
I/you/he/she/it/ I met a friend. (= On my way to school I
watched
we/they met a friend.)

TV • activities when we are not interested


in when the activity started and we do
I/you/he/she/it/
didn’t watch yesterday (?) not know if this activity finished or not:
we/they
The sun was shining and I was feeling
I/you/he/she/ happy. (= We know that the sun was
Did watch shining at the same moment as I was
it/we/they
feeling happy, but we don’t know when
I/you/he/she/it/ these activities started or when they
Yes did
we/they finished.)
I/you/he/she/it/ We often use the past simple and the
No didn’t past continuous together to show
we/they
that an action happened in the middle
Past continuous of an activity: I was watching television
I/he/she/it was (n’t) when the telephone rang. (= We started
You/we/they were (n’t) TV watching television and in the middle of
watching yesterday this activity, the telephone rang.) (We don’t
Was I/he/she/it at 6 pm (?) know if I stopped watching TV after the
Were you/we/they telephone rang.)
I/he/she/it was I was watching television
Yes
you/we/they were
I/he/she/it wasn’t the telephone rang
No
you/we/they weren’t
Remember: state verbs are not normally
Regular verbs in the past simple end in -ed: watched, arrived, played, etc. used in the past continuous
h page 132 Irregular verbs h page 117 Present simple and present
continuous

Grammar reference 119


When, while and as
• We can use when, while or as to introduce an activity in
the past continuous:
• We generally use when to introduce an action in the past
simple:
When/While/As I was watching TV, the telephone rang. I was watching TV when the telephone rang.

Spelling of regular past simple and -ing forms


infinitive past simple rule -ing form rule
most regular watch watched add -ed watching add -ing
verbs
verbs ending
in:
-e arrive arrived add -d arriving usually remove
-e, add -ing
consonant + y study studied y changes to i, studying no change, add
add -ed -ing
vowel + y play played no change, add playing no change, add
-ed -ing
one-syllable, plan planned double the last planning double the last
consonant- consonant, add consonant, add
vowel- -ed -ing
consonant
more than one prefer preferred double the last preferring double the last
syllable, as consonant consonant, add
above, stress on -ing
final syllable
more than one open opened no change, add opening no change, add
syllable, as -ed -ing
above, stress
not on final
syllable
-l* travel* travelled* double fi nal l* travelling* double final l*

* In British English (The final l is not doubled in US English.)

Used to
I/you/he/ used to Used to is used to describe things that happened
she/it/we/ regularly in the past but don’t happen now: I used to
they wear a school uniform but now I don’t. We didn’t use to get
homework when we were younger but now we do.
I/you/he/ didn’t use to
she/it/we/ play with dolls (?) Note:
they Used to is only used in the past. To talk about things that
happen regularly in the present, use the present simple with
Did I/you/he/ use to
an adverb like usually, every day, etc.: I usually drink water
she/it/we/
with my lunch. He catches the same train every day.
they

120 Complete PET

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