Global English LB 9 NEW

Cambridge
Cambridge Global English

With international cross-curricular topics, from celebrations around the world and
sports to news and what we wear, the series helps you develop the skills to study
across the curriculum in English. Packed with literature and oracy activities, the
course helps you become confident communicators. Step-by-step writing activities
with models support you to develop your writing, while tip boxes help with
language and skills. Each unit ends with a ‘Project Challenge’ where you will work
together on cross-curricular projects like giving a presentation about the history of
sport, developing collaboration and critical thinking skills.
Cambridge
• Includes a starter unit to bridge the transition from primary for new students
Global English

• The ‘Getting started’ feature gets you talking about what you already know

• Vocabulary boxes highlight important topic-specific words

Global English
• ‘Language detective’ provides clear, learner-friendly explanations of key

grammar rules
• ‘Summary checklist’ and ‘Check your progress’ sections help you reflect on
LEARNER’S BOOK 9

your learning. Along with learning objectives and ‘Getting Started’ they
support Assessment for Learning. Chris Barker & Libby Mitchell
Access video on Digital Classroom and find audio and answers in the
LEARNER’S BOOK 9
teacher’s resource. You can also access audio on cambridge.org/go
This resource is endorsed by

Cambridge Assessment International Education Completely Cambridge
Cambridge University Press works with Cambridge
✓ Supports the full syllabus for examination Assessment International Education and experienced

from 2022

authors to produce high-quality endorsed textbooks
and digital resources that support Cambridge Teachers
✓ Has passed Cambridge International’s and encourage Cambridge Learners worldwide.

rigorous quality-assurance process

To find out more visit
✓ Developed by subject experts cambridge.org/cambridge-international
✓ For Cambridge schools worldwide
Registered Cambridge International Schools benefit from high-quality programmes,

assessments and a wide range of support so that teachers can effectively deliver
Cambridge Lower Secondary.
Visit www.cambridgeinternational.org/lowersecondary to find out more.
Second edition Digital Access

Cambridge
Global English
LEARNER’S BOOK 9
Chris Barker & Libby Mitchell
Contents
Contents
Page Unit Reading and Listening Speaking Writing and Projects
11–32 1 Views and voices Talking in class Give your views on talking in class An email to a friend
What it’s like to be a teenager Discuss what should be in a book about An interpretation of a photo
Teenage role models teenage psychology A presentation on teenage life
Stereotyping teenagers Discuss role models Writing strategy: Making notes
Compare newspaper reports Talk about teenage stereotypes
Rules for giving presentations Discuss the differences between
two articles
Autobiography: My Name is Tani by
Tanitoluwa Adewumi Discuss giving presentations
Speaking strategies: Correct your mistakes;
make suggestions
33–54 2 Well-being Why is a balanced diet important? Discuss opinions about food and health Interpret a photo and speculate
Healthy eating Talk about how technology can affect sleep on what it shows
When can technology be bad for your Discuss why languages have more words for A poster giving advice about
health? negative emotions than positive emotions sleep for teenagers
Calm adults, calm children Talk about an article describing how Inuit A presentation about happiness
children are brought up and well-being
Interviews about happiness
Talk about happiness Writing strategy: Summarising
Fiction: A Rainbow in Silk, a traditional
story from Uzbekistan Speaking strategies: Use the verb get; use
really, quite and a bit
55–76 3 Tourism Going on holiday Talk about holidays Write a travel blog
A blog diary about a holiday Discuss holiday plans A presentation about a volunteer
How was your holiday? Describe a holiday that went wrong holiday
An interview about responsible tourism A role play about responsible tourism A presentation and a report
about a school trip
Types of holidays Discuss types of holidays
Writing strategy: Write full
Notes for a debate on tourism Debate the motion ‘Tourism is a sentences from notes
Listening strategies: Distinguish between good thing’
present and future events; understand
and identify inconsistency
Fiction: The Summer Book by Tove Jansson
77–98 4 Science How humans and animals see colour Discuss colours in pictures An essay giving your views
A conversation about colour words in Discuss the history of disease and about zoos
different languages vaccination A fact file about an animal
A history of diseases and inoculation Discuss an invention species in danger of extinction
A conversation about DNA and genetics Give your views on zoos A speech about an important
scientist
An article about an important invention Speaking strategies: Ways to describe
colours; ways of giving opinions Writing strategy: Connectives
Compare two articles
A discussion about zoos
Reading strategies: Work out the meaning
of words from context; identify bias
Poetry: ‘Tortoise and Hare Race’ by Jill Townsend;
‘The Farmer’s Cat’ by David Greygoose
99–120 5 Technology A radio interview about attitudes towards Role-play an interview about social Write a report on technology in
social media media use your school
The Internet of Things Talk about developments in technology Design a timeline for technology
Compare two views on social and Role-play an interview: ‘Social media, Make a technology timeline for
digital media digital media, good or bad?’ the future
A conversation about presents Discussing future technology
How archaeologists used technology to Speaking strategies: Keep the conversation
find treasure going with comments and questions;
Predicting future technologies summarise what people say; agree and
disagree
Non-fiction: A Little History of Science by
William Bynum
2
Contents
Use of English Cross-curricular links Vocabulary 21st-century skills

-ing forms Psychology Classroom interaction Social responsibilities: Be aware of positive behaviour at school
Present simple and present Media studies Character and behaviour and at home; encourage others to participate in and contribute
continuous to projects; understand how personal habits and behaviour
have the capacity to affect others
Present simple passive
Critical thinking: Compare points and arguments from different
Present continuous passive sources; identify assumptions and inferences in an argument
Creative thinking: Plan and give a presentation on teenage life;
interpret a photo
Learning to learn: Use notes to write a newspaper article
Collaborative working: Pair work, group work, projects
Abstract nouns Science and medicine Food and health Social responsibilities: Make informed choices in relation to
Comparative adjectives and Psychology Feelings and emotions diet and health; understand the contribution of other cultures
adverbs to our lives
Must have, might have, can’t Critical thinking: Give reasons for the plausibility of conclusions
have + past participle about health and happiness
Strong adjectives and Learning to learn: Work out the meaning of words from
intensifiers their context
Compound nouns European art and architecture Holidays Social responsibilities: Understand the impact tourism can have
Multi-word verbs (phrasal and Environmental studies Responsible tourism on the environment
prepositional verbs) Critical thinking: Take part in a debate about the effects of
Past continuous passive tourism
Compound adjectives Creative thinking: Imagine and write a scene to continue a story
Participle adjectives Learning to learn: Take notes on what someone says
Conjunctions Medical science Sight and colour Social responsibilities: Understand how disease can spread,
Present and past simple Environmental science DNA and genetics including pandemic diseases; be aware of the importance of
passive medical science; understand the importance of conservation
Farming and animals
Present perfect continuous Critical thinking: Distinguish between fact and opinion, and
Zoos identify bias
Present perfect active and
passive Creative thinking: Add arguments to a debate on endangered
species; add ideas to a debate
Dependent prepositions
following verbs Learning to learn: Work out the meaning of words from their
context
Relative clauses Technology Social media Social responsibilities: Understand the contribution of
Expressing the future Ancient history Ideas for presents technology to society; understand the contribution of other
cultures in history, and the role of international co-operation
to have something done
Creative thinking: Decide which developments in technology
future continuous will be important and create a timeline for them
Critical thinking: Assess the advantages and disadvantages
of developments in technology; distinguish between fact
and opinion
3
Contents
Page Unit Reading and Listening Speaking Writing and Projects

121–142 6 Rules and laws An interview about school rules Role-play an interview about rules in your Reply to an email about rules at
Run your home like a business school your school
Comparing family rules Discuss school rules Record a conversation about a
Discuss a particular management practice moral dilemma
Asking for permission from parents
Compare family rules Write a police statement
Moral dilemmas
Rights and responsibilities for teenagers Role-play asking for permission from
parents
Witness reports
Discuss the right thing to do in situations
Reading strategy: Identify inconsistencies
Talk about what you can do at certain ages
Non-fiction: Humankind by Rutger
Bregman Discuss witnessing an event and who was
responsible
Speaking strategy: Words and phrases to
introduce an idea into a conversation and
to respond
143–164 7 Competition Sports and activities – are they team Discuss the benefits of sports and team or A ‘for and against’ essay on
sports or individual activities? individual sports competitive sport
Descriptions of unusual sports Talk about sport A presentation of the rules of
A radio interview about competitive and Describe unusual sports a game
non-competitive sports Discuss competitive and non-competitive An entry for a photography
News reports of competitions sports competition
A description of a competition Describe a competition
Listening strategy: Complete notes Describe wildlife photographs
Non-fiction: The Playbook by Kwame Discuss two competitions
Alexander Speaking strategy: Use ‘they say’ to talk
about what people generally say or think
165–186 8 The environment A conversation about the weather Give a weather forecast Write a report about extreme
Global warming and extreme weather Role play an interview about the weather weather conditions
Interviews about climate change Make a video clip about the environment Compile and present a list of
and sustainability ideas for sustainable living
A news story about sustainable fashion
Discuss how to reduce waste Make a plan for a sustainable
Zero wasters future for your area
Tips about how to reduce waste Discuss how to make cities better places
to live in
Growing food in cities
Speaking strategy: Give opinions, ask
Making cities sustainable for the future for clarification, agree and disagree in
Poetry: ‘For Papatuanuku’ by Nadine discussions
Anne Hura; ‘Moonlight, Summer
Moonlight’ by Emily Brontë
187–208 9 Achievements A conversation about jobs Discuss the kinds of jobs teenagers want to Write an informal letter
and ambitions How a celebrity helped a young person do, and conduct a survey A short talk about the job you
achieve her dream Describe how well-known people have would like to do
Witness statements helped others Organise a discussion about
People discussing candidates for a job Discuss candidates for a job achievement
An interview with a sports journalist Role-play interviews for a podcast
The Refugee Olympic Team Talk about yourself
A text about the science behind positive Talk about what you think you will be doing
thinking in 10 years’ time
Read about young people who have
achieved success
People preparing for a presentation
Reading strategies: Understand bias; how
to tell the difference between fact and
opinion
Fiction: Rickshaw Girl by Mitali Perkins
4
Contents
Use of English Cross-curricular links Vocabulary 21st-century skills

Verbs in the passive followed Business studies School rules Social responsibilities: Be aware of positive behaviour at school
by the infinitive Citizenship Family rules and out of school; understand rights and responsibilities
Reported questions and Life events Critical thinking: Evaluate ways of organising family life;
statements compare attitudes to the law; analyse and respond to difficult
Third conditional situations
Past continuous Creative thinking: Consider how the same event or situation
can be interpreted in different ways
Past perfect simple Physical education The advantages of sports Social responsibility: Be aware of the value of competitive and
and past perfect continuous Photography Competition non-competitive sports and activities, and of international co-
operation in sport and games
Comparatives and superlatives
Creative thinking: Write a description of a competition
Past perfect simple, active and
passive Critical thinking: Identify bias in an argument
Connectives Learning to learn: Make notes in order to give a description of
an event
Adverbs of frequency Environmental science Weather Social responsibilities: Understand the choices people make in
Multi-word verbs Climate change and the relation to environmental products and sustainable living; be
environment aware of global warming and climate change; understand how
Verbs followed by -ing personal habits and behaviour affect the environment
Complex noun phrases Eco products
Critical thinking: Summarise the key points of what someone
talks about; evaluate ideas for sustainable living
Creative thinking: Make a short video clip about the
environment and ideas for sustainability
Learning to learn: Learn techniques for participating in an
extended discussion
Relative clauses Economics Jobs Social responsibilities: Appreciate the positive aspects of
Connectives Medical science and Inspirational people celebrity; understand and value cultural and educational
psychology difference
Participle clauses Adjectives to describe
people Critical thinking: Identify inconsistency and bias in what people
Reported speech – statements say; recognise the difference between fact and opinion;
(revision) evaluate ideas about achievement
Dependent prepositions Creative thinking: Write a letter to your 21-year-old self; write
following adjectives dialogues to continue a story
5
How to use this book: Learner
How to use this book

In this book you will find lots of different features to help your learning.
In this lesson you will...
What you will learn in the • listen to views on talking in class and give your own views
unit or lesson. • read views on what it is like to be a teenager
Getting started
Discuss this statement:

Big questions to find out what you We are supposed to learn from adults, but I think they
know already. could learn a lot from us.
Yusef, 14 years old
Important words and their meanings.

These words are included on wordlists
in the Teacher’s Resource. depend
look up to encourage help

Key words:
Media studies
The key words feature includes vocabulary attitude
from other subjects. headline
impression
16
empathy: the ability to imagine how other people feel
21
interdependence: helping each other
Read real texts with helpful glossaries. 22
collaboration: working together
26
competitiveness: wanting to be better than other people
31
neurology: the study of the body’s nervous system and how the brain works
Use of English Present simple passive

Use of English boxes and accompanying Remember that we use the passive when we don’t know who said or did
questions present the main grammar something, or it isn’t important who said or did it.
We are told that we behave worse than younger children.
points in a unit.
Defiant? It’s when you’re asked to do something, and you refuse.
Remember Compound nouns

A compound noun is usually a noun followed by another noun: a beach
A brief revision of other language points. umbrella, a car park.
Other types of compound noun include:
• adjective + noun hot springs

• verb ending in -ing + noun a swimming pool

6
Language tip
You can use do / does
Strategies you can use to help you in positive sentences
for emphasis:
with your learning. I do understand
parents who want to
limit screen time.
• What do you have to think about when creating a timeline?

Questions to help you think about
• Would you change anything on your timeline, now that you
how you learn. have compared it with the timelines of other groups?
Summary checklist
I can
describe the technology we will have in our homes in the future.
This is what you have learned take part in a discussion about social media and digital media.
in the unit. understand how archaeologists can use technology.
make predictions of what life will be like in ten years’ time.
write a report on technology at school.
read and understand extracts from a book about the history of science.
Questions that cover what you have

learned in each unit. If you can answer General knowledge quiz
these, you are ready to move on to the How much can you remember about
next unit. what you have learned?
1 ‘Vlogging’ is a combination of two words.
What are the words, and what is ‘vlogging’?
2 #
This symbol is used in music and it is
sometimes used before numbers. What else
is it used for?
3 In technology, what do these letters and
numbers mean: AI, IoT, 3D?
4 It’s a hard, shiny, white substance that has
Audio is available with the Digital Learner’s Book,
Teacher’s Resource or Digital Classroom.
Video is available with Digital Classroom.
7
How to use this book: Teacher Lessons 1 and 4: The Think about it lessons
introduce topic vocabulary.
3 Tourism
3 Tourism 3.1 Think about it
4 Answer these questions.

3.1 On holiday
a What can you tell about the people interviewed from what they say
In this unit you will… In this lesson you will... about their holidays?
b Who are you most like: Bruno, Mariam, Ren or Anya?
• talk about past and future holidays • talk about past and future holidays
• read a teenager’s blog about a holiday in Italy • use compound nouns and multi-word Remember Multi-word verbs (phrasal and prepositional verbs)
verbs to describe a holiday.
• think of and discuss a holiday for friends visiting your country Multi-word verbs are used a lot in English. They help to make your
low res conversation sound more natural. The students interviewed in Exercise 1
• describe a holiday where not everything went well • What is your ideal holiday? used quite a few multi-word verbs.
• learn about ‘responsible tourism’
• compare two volunteer holidays and choose a volunteer Listening 5 Can you remember who said each of the following?
holiday that would suit you 1 Listen to Bruno, Mariam, Ren and Anya talking about holidays.
14 a ‘You can look round the shops.’
Language tip
• prepare for and have a debate on tourism Where are they going for their holidays this year? b ‘I could have stayed on!’
When you’re listening,
• write a travel blog • Mount Fuji National Park • Dubrovnik it’s important to be c ‘I don’t mind going back to the same place.’
• give a presentation about a volunteer holiday and a school trip • Jeddah • Vietnam able to distinguish d ‘My cousins live there, so I can catch up with them.’
past events from
• write a report of a school trip 2 Two of the students interviewed talk about past holidays which present and future
e ‘We’ll eat out every night.’
they went on last year. Which two? events. f ‘They find it very hard to take time off work.’
• read an extract from a novel.
And what do they say about those holidays? g ‘I’m looking forward to hearing all their news.’
h ‘I ended up going to the doctor!’
Getting started 6 Work with a partner. Can you replace the words in bold in Exercise 5
A compound noun is usually a noun followed by another noun: a beach umbrella, a car park.
to show their meaning? You can make other changes if necessary.
Travel broadens the mind. Other types of compound noun include:
Do you agree? • adjective + noun hot springs You can go from shop to shop, looking at what they’ve got.
Watch this!
• noun + verb ending in -ing ice skating Speaking
Compound nouns can also be formed from multi-word verbs: a passer-by, a runner-up.
7 Work in groups. Talk about holidays. Listen, and take notes on what each
other says.
Vocabulary • Say where you are going on holiday, or where you would like to go.
14 3 Listen again. For each person, choose the one thing that they do not mention. • If you can, refer to a past holiday too.
• Use some of the compound nouns in Exercise 3.
Bruno Mariam Ren Anya • Try to include some multi-word verbs, like the ones in Exercise 5.
eco hotel day trip(s) national park swimming pool • Try to include some expressions with go:
water sports picnic basket campsite beach umbrella • go camping, sightseeing, swimming, climbing
windsurfing roller skating hot springs sightseeing tour • go on a boat trip, a day trip, a tour
waterskiing ice skating insect repellent boat trip(s) • At the end of your conversation, summarise what each other said,
first-aid kit theme park tennis courts and check that it is correct.
55 56 57
Engage with the

These lessons include
topic of the unit and
listening activities.
generate discussion
using the image, the 3 Tourism 3.2 European art and architecture
video and the big 3.2 A holiday to remember 2 Find these words in the text and try to work out their meaning from the context.
question.
• read a teenager’s blog about a holiday in Italy
Key words:
European art and 3
a palace b fresco c
Read the text again and answer these questions.

arch d ceiling e amphitheatre
There are
opportunities to
architecture a What is the Italian word for ‘palace’? e What impression do you get of
• think of and discuss a holiday for friends visiting your country. the landscape through which
amphitheatre b What impressed Elena most about
arch (plural: arches) Mantua? Elena cycled?
• Apart from relaxing and enjoying yourself, what else can you do
think critically about

fresco c What impressed Elena about the travel f What impression do you get of
on holiday? (plural: frescoes) arrangements? Elena’s character?
the medieval period d Elena doesn’t say where she started g How did the holiday change
Reading (about 500–1400 ce)
the information in
from on Day 4, but you can work it Elena’s mind?
the Renaissance
Lessons 2
1 Read Elena’s blog. Where was she when she took the photo at the out. Where was it?
bottom of the opposite page? What does it show? (about 1400–1600 ce)
Speaking
and 5: The cross-

When my parents told me that we were going
on a cycling holiday in Italy, I thought, ‘Oh no!
Cycling!’ Even worse, it was a trip called ‘The art and
architecture of northern Italy’. How boring!
Day 3 25 km
Today we did a circular route from the village. There
was a cycle track through a park that had a lake and
even a maze. We had fun trying to find our way out of
4 Work in groups. Some friends of your family are visiting your
country. They want to do a trip like Elena’s, walking or cycling,
5 Compare the trip you
have chosen with the
the text.
the maze! We saw deer. And we had a picnic! over four, five or six days. In your group, discuss these questions: trip other groups have
Day 1
curricular lessons
• Where will you recommend them to go? chosen. Give reasons to
We arrived in Mantua. It’s surrounded by three lakes. In Day 4 40 km
the centre, there are four main squares and two huge We cycled north towards Lake Garda, along a path by • How will you recommend them to travel? support your choice.
palaces. Some of the buildings date from medieval the river, through orchards and vineyards. We stayed
times. We went to the Palazzo Ducale, where the ruling in a town with medieval walls on the southern edge • What can they see? Think of art and architecture, and We chose … because …
prepare learners
Gonzaga family lived for just under 400 years. It was of Lake Garda, where we stopped for lunch before give an idea of the historical background (for example,
once the largest palace in Europe, with over a thousand heading east to a village just 20 km from Verona. the Islamic Golden Age, the Ming Dynasty).
people living there! There was one room with frescoes
that were just amazing. They were painted in 1474 by a Day 5 20 km • Is there anything special they can do?
We cycled into Verona and got ready to explore.
to learn in
Renaissance artist called Andrea Mantegna. One fresco • Where can they stay?
shows the Gonzaga family. There are two arches. In Day 6
the one on the left, you can see Ludovico and Barbara Wow! You need more than a day to do a sightseeing
Gonzaga with their children. Ludovico is holding a tour of Verona! For a start, there’s the amazing
letter and talking to a man who may be his brother. The arena, a Roman amphitheatre, built in the first
English across the people look so real. And when you look up, you see that
Mantegna painted the ceiling to make it look as though
it's open to the sky!
century, where 20,000 people watched gladiator
contests in Roman times. They now have huge
open-air opera performances there. Everybody
who has read or seen Shakespeare’s Romeo and
Day 2 35 km low res
curriculum. I could have stayed on in Mantua for another week, Juliet goes to see ‘Juliet’s house’ (even though Juliet
but we had a long bike ride ahead of us! The first didn’t exist). People say that if you stand under the
thing we did was to pick up our bikes. You could balcony and make a wish about love, it will come
have an e-bike (so of course, I did). And your bags true. I didn’t. I don’t believe in all that romantic
are taken from one place to the next by car. Great! stuff. Mum said, ‘Do you want to look round the
So, first we headed north towards Lake Garda, shops this afternoon, as it’s our last day?’ ‘No thanks,’
round the lakes, through a nature reserve and I replied, ‘this is much more interesting. I want to
A key text exposes along the river. We saw some beautiful birds and explore Verona.’
the weather was perfect. We stayed at a small,
family-run hotel in a village called Borghetto.
In this lesson, you’ll
learners to cross- 58 59
find Key words
curricular language.
boxes.
3 Tourism 3.3 Talk about it
Lessons 3 3.3 How was your holiday? 3 Answer these questions, using the past continuous passive.
a Why did Francisco and his family have to wait three hours for
the second plane?
and 6: The Talk

b Why couldn’t Li use the swimming pool at the apartment in
• describe a holiday where not everything went well
San Francisco?
• learn to use the past continuous passive.
c What did the radio announcement tell Li and her family as
about it lessons • For some people, it’s exciting to go to new places and to meet people
who speak different languages and have different ways of life.
4
they were driving to Yosemite?
Look at this list of multi-word verbs used by Francisco, Li and Sasha.
Listen to models
Use each one in a sentence about their holidays. Listen again if you
develop learners’
For others, it’s quite scary. What’s your view?
need to.
Listening
Francisco Li Sasha
speaking skills.
15 1
2
Listen to Francisco, Li and Sasha talking about their holidays.
Did they enjoy their holidays, or did they have mixed feelings?
Listen again and answer these questions.
get off (to a bad start)
pick someone up
turn up
take off
turn back
get in
hang out break down
turn out and practise
pronunciation and
Remember
a Why did Francisco’s holiday get off to a bad start?
When someone says
b The plane that Francisco and his family were on didn’t get in one thing and then
says something that
till 11.30 at night. Why? Speaking
intonation.
doesn’t match, so
c There is an inconsistency in what Francisco says. What is it? that both things can’t 5 Describe a holiday in which at least one thing went wrong. You can
(Clue: activities) be true, that is an
inconsistency. make up the details, and you can make it as humorous as you like!
d Where did Li go on holiday?
e Li mentions two problems. What were they? • You can use some of the expressions that
Francisco, Li and Sasha used.
f Which place did Li like best?
• Try to include some of the multi-word
Listening models
g Sasha went to Agadir. Where is Agadir?
verbs that they used.
h What did Sasha like about Agadir?
• Try to include at least one verb
i What happened on the way to Paradise Valley, and why wasn’t
in the past continuous passive.
and speaking tips

it such a bad experience?
j Who would be the best person to go on holiday with:
Francisco, Li or Sasha?
provide scaffolding Use of English Past continuous passive

You already know the past simple active, the past
simple passive and the past continuous active.
past simple active
to a place called Paradise Valley.

past continuous active
The car broke down in a village while we were going
for speaking.
past simple passive
There is also a past continuous passive.
We were invited into the house of one of the people
(Remember that in Unit 1, you learned the
in the village while the car was being fixed.
present continuous passive.) past continuous passive Paradise Valley, near Agadir,
Morocco
60 61
8
Lesson 7:
3 Tourism 3.7 Write about it
2 You decide to go on the trip with the friends of your family. Plan the trip.
3.7 Improve your writing
The Write In this lesson you will...
3
•
•
From … to …?
Walking or cycling?
•
•
Number of days?
Accommodation?
You are now on the trip. Write a blog, like Elena’s blog in Lesson 3.2.
about it section Step-by-step tasks

• write a travel blog.
To help you, look at another example of a blog below. It was written
by a Turkish teenager on a walk in south-west Turkey.
In Lesson 3.2, you worked in groups to plan a walking or cycling trip for
Try to include:
friends of your family who were visiting your country. These are the
supports learners in questions you discussed:

• Where will you recommend them to go? • What can they see? Think of art and
We headed towards
We saw
We stayed at (a hotel) / in (a town)
Prepositions
of movement:
towards, along,
A mixture of past tenses:
we arrived, we were given,
while we were having lunch,
support learners
• architecture, and give an idea of the
writing a variety of in their planning,

How will you recommend them to travel? through, into,
We stopped for lunch at / in while the dinner was being
• Is there anything special they can do? historical background (for example, the round … prepared, …
• Where can they stay? Islamic Golden Age, the Ming Dynasty).
text types. writing and editing.

1 Work in the same groups as in Lesson 3.2. Remind yourselves of
the trips you discussed. a How many of the suggestions in Exercise 3 have you managed to include?
b Find the exclamation marks (!) in Elena’s blog. How many are there and
I think we recommended them to go from … to …
why does she use them? Can you include any in your blog?
Trip: The Lycian Way, South-West Turkey Walking from Beycik to the lighthouse at Gelidonya
When I realised that we were going on a walking holiday, I thought, Day 3
‘Oh no! Walking!’ Then I saw the route on the map and it was even worse: Today we went swimming again and explored the remains of the
18 kilometres a day! Oh well, at least your bags are taken on from place Roman city of Olympos, including the House of Mosaics. Wow!
to place. Day 4 17 km
Model texts
Day 1 We walked from Çirali to Adrasan. On the way, we saw Roman
We arrived in Beycik. It’s a lovely village in a national park. Our rooms all temples. I think I want to learn more about Roman times. In
had sea views and there was a swimming pool. This was really nice! Adrasan, we stayed at a very friendly, family-run hotel.
Day 2 18 km Day 5
support the Today we headed towards Çirali. It was a long walk, but it was so
interesting. We went along a river bank, then across the river and
climbed to the top of a hill. Guess what we saw! This!
Today we did a circular walk from Adrasan and we went on a boat
trip in the afternoon. Very relaxing!
Day 6 18 km
writing process. Yes, flames coming out of the ground at a place called Chimaera! It was
as if the earth was on fire. It was amazing! The last part of the walk was
through orchards. We arrived at our hotel at about 5 o’clock. It was a
low res
We walked from Adrasan to the Gelidonya Lighthouse. We walked
through a forest, where we stopped for a picnic lunch, and along
rocky paths before finally reaching the lighthouse, where we were Assessment ideas
beach hotel, so we went straight down to the sea for a swim. Lovely! picked up and taken to our hotel. What a great week! I could have stayed on!
and sample answers

can be found in the
Teacher’s Resource.
68 69
3 Tourism 3.8 Project challenge
Lesson 8: 3.8 Project challenge Project 2: A school trip

You are going to give a presentation and write a report about a school trip.
Projects encourage
The Project
Project 1: A volunteer holiday
You are going to give a presentation about a volunteer holiday.
For this project, you will need to find out about volunteer holidays in your country or in a
Your class recently went on a school trip. Your teacher has asked you to give a
presentation about it to parents at a parents’ evening and to write a report.
It can be an account of a real school trip or an imagined one.
21st-century skills
challenge lesson 1
country you would like to visit.
Work in small groups. Choose a country and find out about volunteer holidays for you,
your class and a group of teachers from your school.
1 Work in groups. First, answer these questions.
a Where did you go?
such as research,
collaboration and
b How long did you go for? (minimum: a weekend; maximum: a week)
provides a choice
2 Choose the type of holiday that you would enjoy. For example:
c What was the purpose of the trip?
• wildlife conservation
d Where did you stay? What was the accommodation like?
animals: working with endangered species,
creativity.
working in situations where animals come into e What was good about the trip?
of projects and conflict with humans, helping with animals that

have been injured
plants: helping to look after natural areas (nature
reserves, national parks), planting trees
f
g
h
What was not so good?
What did you learn?
Why are school trips important?
an opportunity to • the built environment

education: helping to repair school buildings, build playgrounds and
sports facilities
The presentation
2 You can use slides and visuals. Plan your presentation. Will you present what you have
to say in the same order as the questions in Step 1?
consolidate learning
culture: helping to restore buildings of historic interest. 3 Decide who will write the notes for the presentation, who will find the pictures and
3 You only have three minutes to present your choice. You who will create the slides.
can’t use slides or visuals. Decide on the following: 4 Prepare your presentation.
from the unit.

• Are you going to write out the whole text of what you’re 5 Check your notes and your slides to make sure they are correct.
going to say, or are you just going to write notes? 6 Give the presentation.
• Who is going to talk – one person or several people? The report
• How can you make your talk different?
The report is for your teacher. In addition to the questions in Exercise 1, you are also going
Self- and peer-

4 You have to use persuasive language to convince the audience that the holiday you to answer this question: ‘Would you change anything if the school did the trip again?’
have chosen is the best one.
7 Using the notes you made for your presentation, plan your report. Remember to
Have you thought about …? answer the question about whether you would change anything next time.
evaluation checklists
You will be helping to … 8 Write a draft of the report. Choose a more formal style for your report. For example,
in your presentation you might have described something as ‘absolutely amazing’ and
Thanks to your efforts, …
talked about ‘hanging out’ with friends. In a written report, you could say something was
The aim of … is simple: ‘a great success’ and that you enjoyed ‘being together’ with friends.
In your free time, you can enjoy …
9 Swap drafts with another group and make corrections and suggestions.
10 Write the final version of your report. for projects are
• How did not being able to use slides and visuals affect
your presentation?
• What is the value of having other people comment on your work?
available in the
70 71 Teacher’s Resource.
Lesson 9:
3 Tourism 3.9 Read and respond
3.9 Fiction
The Read and
It was an early, very warm mornIng In “When are you going to die?” the child asked.
July, and it had rained during the night. The And Grandmother answered, “Soon. But that
The Summer Book by Tove Jansson bare granite steamed, the moss and crevices is not the least concern of yours.”
were drenched with moisture, and all the
respond lesson is based

“Why?” her grandchild asked.
The writer and artist Tove Jansson was born into a Swedish-speaking 5 colours everywhere had deepened. Below the
veranda, the vegetation in the morning shade 40 She didn’t answer. She walked out on the
family in Finland. She wrote The Summer Book in Swedish in 1972.
rock and on towards the ravine.
It was first published in English in 1974. was like a rainforest of lush, evil leaves and
low res flowers, which she had to be careful not to “We’re not allowed out there!” Sophia screamed.
on authentic texts and

The photo shows her house on the island of Klovharu, in the Gulf of Finland.
break as she searched. She held one hand in “I know,” the old woman answered
10 front of her mouth and was constantly afraid disdainfully. “Your father won’t let either one
of losing her balance. of us go out to the ravine, but we’re going
Reading and listening 45
includes fiction, non-

“What are you doing?” asked little Sophia. anyway, because your father is asleep and he
18 1 Read and listen to the beginning of Chapter 1 of The Summer Book. “Nothing,” her grandmother answered. “That won’t know.”
The setting is a very small island in the Gulf of Finland. Do Sophia and is to say,” she added angrily, “I’m looking for They walked across the granite. The moss
her grandmother live there, or are they there on holiday? How do you know? 15 my false teeth.” was slippery. The sun had come up a good
fiction, poetry and

way now, and everything was steaming. The
The literature is used

50
2 Answer these questions. The child came down from the veranda.
“Where did you lose them?” she asked. whole island was covered with a bright haze.
a Who is ‘she’ in the first paragraph? c What impression do you get of It was very pretty.
“Here,” said her grandmother. “I was
autobiography.
(line 08) Sophia’s character? standing right there and they fell somewhere “Will they dig a hole?” asked the child amiably.
as a platform for
b What impression do you get of the d Sophia asks, “Will they dig a hole?” 20 in the peonies.” They looked together. “Yes,” she said. “A big hole.” And she added,
grandmother’s character? What does she mean? “Let me,” Sophia said. “You can hardly walk. 55 insidiously, “Big enough for all of us.”
Move over.” “How come?” the child asked.
work on values.
03
granite: a very hard grey, pink or black rock 42
ravine: a deep, narrow valley with steep sides She dived beneath the flowering roof of the They walked on towards the point.
03
to steam: to make steam (as water does when it boils) 44
disdainfully: in a way that shows you do not value or garden and crept among green stalks and “I’ve never been this far before,” Sophia said.
03
moss: a very small green plant that grows on wet respect something or someone 25 stems. It was pretty mysterious down on the “Have you?”
earth or rocks 49
slippery: wet and smooth, making it hard to keep soft black earth. And there were the teeth, 60 “No,” her grandmother said.
03
crevice: a narrow crack in the surface of a rock your balance white and pink, a whole mouthful of old teeth. They walked all the way out onto the little
The audio can be

04
to drench: to make very wet
52
haze: heat or smoke in the air that makes it difficult to “I’ve got them!” the child cried, and stood up.
see clearly
promontory, where the rock descended into
04
moisture: very small drops of water in the air or on a “Put them in.” the water in terraces that became fainter and
surface
53
amiably: in a pleasant and friendly way
30 “But you can’t watch,” Grandmother said. fainter until there was total darkness. Each
06
veranda: a raised area at the front or side of a
55
insidiously: in an unpleasant, secretive way
“That’s private.” 65 step down was edged with a light green
played the first time

building, often made of wood 62
promontory: a long, narrow area of land that sticks out
“I want to watch,” she said. seaweed fringe that swayed back and forth,
06
vegetation: plants that are found in a particular area into the sea
So Grandmother put the teeth in, with a with the movement of the sea.
07
lush: very green and healthy (plants)
64
fainter: less strong, less noticeable
20
peony: a plant with big red, pink or white flowers
66
seaweed: a plant that grows in the sea smacking noise. They went in very easily.
you meet the story,

35 It had really hardly been worth mentioning.
24
stalk: the part of a plant that supports the leaves and
66
fringe: the edge of something (like the hair that
flowers hangs over the forehead)
25
stem: the central part of a plant that comes up from
66
to sway: to move from side to side
the ground
before learners read Speaking

3 Work in groups. Discuss what you think is going to happen next.
There is also an
the text. opportunity for
creative writing.
72 73
9
1 Views and voices
In this unit you will…
• listen to views on talking in class and give your own views
• read views on what it is like to be a teenager
• discuss what you would expect to find in a book about
teenage psychology
• listen to students talking about role models and give
your own views
• listen to a conversation about stereotypes of teenagers
and give your own views
• read and compare two reports of the same event
• discuss how and why reports of the same event can be
different
• learn about what makes a good presentation
• write an email to a student in another country asking
about teenage life there
• learn to interpret a photo
• give a presentation on teenage life
• read extracts from an autobiography.
Getting started
Discuss this statement:

We are supposed to learn from adults, but I think
they could learn a lot from us.
Yusef, 14 years old
Watch this!
11
1 Views and voices
1.1 What helps you to learn?

In this lesson you will…
• listen to students’ views on talking in class
• give your views on talking in class
• revise and use -ing forms.
• Do you like working in groups or do you prefer

working on your own? Are there times when it’s
good to talk in a lesson?
Listening
Eva Tarak A Anna nn Joseph Han Milo
02 1 Listen to this interview between a journalist
and six students: Eva, Tarak, Anna, Joseph, Han and Milo.
What do the students think about talking in class?
Who is for it? Who is against it? Who has mixed feelings?
Vocabulary
2 Choose the correct meaning of each of the words in bold. To help you,
you can listen again.
a If you interrupt someone while they e If you tell someone off, you tell them
are speaking, you tell them to go away / speak angrily to them
to be quiet / speak while they are because they have done something
speaking. wrong.
b If you compare two things, you look at f If you get into trouble for doing
the ways they are similar or different / something, you are worried about
add them together. something / are in a situation where you
c If you distract someone, you take their have done something wrong.
attention away from something / g If you share ideas, you let other people
upset them. know what they are / keep them secret.
d If you encourage someone to do h If you are supposed to do something,
something, you want them to people expect you to do it / you’re ready
believe they can do something / to do it.
want them to be careful about doing i If you concentrate on something, you
something. give it all your attention / are puzzled
by it.
12
1.1 Think about it
02 3 Listen again. Use the verbs in bold in Exercise 2 in the correct form
to complete the journalist’s notes.
Eva: Often asks a classmate instead of interrupting Use of English

the teacher. -ing forms
Tarak: Says that you can learn by answers. Remember that we use -ing
forms after certain verbs:
Anna: Says that talking in class you from
getting on with your work. Our teachers don’t mind
us talking quietly.
Joseph: Teachers students to talk quietly
We use -ing forms after
during the lesson, if it’s about work. prepositions:
Han: Teachers sometimes students I sometimes get into
for talking in class. Han trouble for chatting in
trouble for chatting to her friends. class.
We can also use -ing forms
Milo: ideas helps him to learn. Sometimes as the subject of a verb:
people talk when they’re not to, so you
Sharing ideas helps me to
can’t what you’re doing. learn.
Speaking
4 What do you think about talking in class? Work in groups and Speaking tip
share your views. Be careful to use -ing
forms in the correct
I agree with Milo. Sharing ideas helps me to learn. But I’m also a places. If you make a
bit like Han, because I sometimes get into trouble for chatting with mistake when you are
my friends. speaking, just stop
and correct it.
I sometimes get into
Writing trouble for chat with
5 Here is the beginning of a magazine article that the journalist my … I mean, for
chatting with … my
wrote after interviewing the students. Use the notes in Exercise 3 friends.
and your own ideas to complete it.
Y ou might get into trouble for chatting

in class, but education experts have
found that talking to your classmates
I talked to some students to find out what
they thought about talking in class. For
some of them, talking in class is a good
can be helpful. ‘Students should be thing, because …
encouraged to explain things to each
other and to discuss things,’ they say.
13
1 Views and voices
1.2 Teenage psychology

• read views on what it is like to be a teenager
• discuss what you would expect to find in a book about
teenage psychology.
• How do teenagers think and act differently from adults?
Reading
1 Read the extracts. Which do you think were
written by teenagers? Which were written by
parents of teenagers? Which one was written
by a psychologist?
a I think they should give us a bit more d I don’t mind them telling me off when
freedom and understanding. We need to I do something wrong, but I wish they
feel independent and grown up, because we wouldn’t go on about it. Yes, I’ve made
are in the process of becoming adults. And a mistake, I shouldn’t have done it, I’m
give us time, listen to us, talk to us, tell us sorry, now let’s move on.
what’s going on in your life!
b I often think they’re right and I’m wrong. e Most of the scientific evidence shows
They just see the world differently. And after that today’s teenagers are more sensible
all, I was like them once. than their parents were at that age.
Brain scans of teenagers show that by
the end of the second decade of life,
c You’re always trying to find the balance teenagers have developed formidable
between keeping them safe and letting powers of problem-solving, creativity,
them go. In my experience, we are not self-analysis, focus, ambition,
good at ‘risk assessment’. For example, they communication and social flexibility.
want to go to a music festival and you don’t Twenty-year-olds are better than ten-
sleep because you’re terrified that they are year-olds at everything.
going to get into all sorts of trouble. They
go, they come back, and they’ve had a great
time. They want to go on a cycle ride in the f There are a lot of negative stereotypes
country with a couple of friends, and you’re about us – that we’re lazy, we only think
very happy. They go, they come back, but about ourselves, we just want to have a
one of them nearly had an accident when a good time. But most of my friends work
car came too close. hard and want to do well.
14
1.2 Psychology
2 Work in pairs. What do the following words mean?

Key words: Psychology
You may be able to work out the meaning from
the context. For example: ambition: ideas about what you want
to do in the future
In extract e, the word ‘formidable’ appears.
communication: talking or writing to
What sort of word is it?
other people
(It’s an adjective. It describes ‘powers’.) creativity: using your imagination to
Is the writer saying that these powers are good express yourself in art, writing, music, etc.
or bad, strong or weak? focus: the ability to concentrate on
(Good, strong – very good, very strong.) something
problem-solving: finding the answer to
‘Formidable’ means ‘great, very impressive, a difficult question or situation
demanding respect’. self-analysis: understanding yourself
social flexibility: being able to get on
If you can’t work out the meaning from the with all sorts of people
context, find the word in a dictionary.
a grown up c terrified e sensible g decade
b risk assessment d evidence f brain scan h stereotype
Speaking
3 Work with a partner. Ask and answer these questions,
giving examples to support your answers.
a Are you good at problem-solving? d Are you good at focussing on something,
Yes, I’m quite good. I like doing word concentrating on it for a period of time?
puzzles and number puzzles. e Are you ambitious?
b Are you creative? f Are you a good communicator?
c Are you able to analyse yourself? Can you g Are you able to get on with all sorts of
always give reasons for the things you do people?
and the way you feel?
4 Work in groups. The psychologist whose words were quoted in Exercise 1
wrote a book about teenagers. If you were advising him about
what to include in the book, what would you say? Discuss:
• your relationships with friends and • daily routine (school, free time, sleep …)
family • the way you feel.
Student A: People don’t understand that being a teenager can be difficult.
You want to feel independent and grown up, but in your parents’ eyes
you are still a child.
Student B: I think there’s a big difference between being 13 and being 19.
Student C: What do you mean?
Student D: When you’re 13, 14, 15, you’re changing really quickly.
By the time you’re 19, you’re an adult.
15
1 Views and voices
1.3 Role models

In this lesson you will… 1
• listen to students talking about role models and give your

own views
• revise and use the present simple and continuous.
• What is a role model?
Listening
2
03 1 Listen to this conversation between Theo, Mai and Leila.
What is it about?
a What are Leila and Mai doing at the beginning of the
conversation, when Theo says hello to them?
b The magazine article says that teenagers are obsessed
by celebrities and all look up to them as role models.
3
Leila says, ‘That’s just a stereotype.’ What does she mean?
c The person in the second photo is Marley Dias.
Who are the people in the other photos?
d Mai, Leila and Theo give examples of people who are role
models for them. What can you remember about them?
e Theo and Leila each say something that suggests they too
have stereotypes. What are they?
f All three agree about one thing. What is it?
Use of English Present simple and present continuous

Present simple
Positive Negative Question

I play volleyball. I don’t play basketball. What do you play?
She plays tennis. She doesn’t play badminton. What does he play?
Present continuous
Positive Negative Question

I’m reading a book at the moment. I’m not listening to music. What are you doing?
16
1.3 Talk about it
Use of English Present simple and present continuous

We use the present continuous for things And we can use the present continuous for fixed
happening at the moment: arrangements:
What are you reading? She’s going to a tennis camp this summer.
We also use it for temporary situations: There is an unusual use of the present continuous
with always:
You aren’t watching the ball.
He’s always helping other people.
This means that this is not what usually happens:
you usually watch the ball but in this practice This means that he helps people more than you
session, you aren’t watching it, and this is causing would expect, more than is normal.
problems.
3 Choose the present simple or the present continuous of these verbs to

complete the sentences.
depend look up to encourage help save up for

a At the moment, he ’s helping children who have problems with
their reading. Speaking tip
b They say we all ………… celebrities as role models. You can use kind of
to mean ‘partly, to
c It ………… what they’re famous for. some extent’: She's
d I ………… the trip to the tennis camp. kind of a role model
for me.
e He’s good because he ………… me to believe in myself.
Anyway is a useful
word when you want
Speaking to change the
direction of the
4 Work in groups. Discuss these three questions. conversation, or
to go back to an
a Think of five famous people – celebrities – in the world of music, earlier point in the
sport or the arts. Are they good role models? Give your reasons. conversation. This is
what Mai does in the
b Who are your role models? Why are they good role models
conversation in
for you? Exercise 1: Anyway,
c Is it better to have role models who are similar in age to you, or Theo, what about
you?
ones who are older than you?
It’s just that …
In your discussion, try to include the verbs in Exercise 3, the phrases is a good way
in the Speaking tip and some of the following words and phrases: of explaining or
justifying something
(teenagers) are obsessed by be supposed to you’ve said: It’s just
celebrities ambition that he encourages
me to believe in
a stereotype one of the most influential myself.
17
1 Views and voices
1.4 Teenage voices

• listen to a conversation about stereotypes of
teenagers and give your own views
• revise and use the present simple passive.
• What are the stereotypes of teenagers?
Reading
1 Read the following introduction to an article describing a study
carried out in Chinese middle schools. What do you think the purpose
of the study was?
In many societies, teenagers are repeatedly told – by adults,

peers and popular media – that teens are more likely than
younger children to take risks, ignore their parents, skip
schoolwork and succumb to bad influences. But stereotypes
are not destiny, a new study of Chinese middle school
students suggests.

a Does the first sentence say that generally people think
teenagers behave better or worse than younger children?
b If someone ‘skips schoolwork’, do they do their schoolwork
or not?
c If someone ‘succumbs to bad influences’, are they more likely
to do bad things or good things?
d The writer says, ‘stereotypes are not destiny’.
How could you say
this in other words?
e Look at the last
sentence of the text.
What does it tell
you about the
conclusion of
the study?
18
1.4 Think about it
Listening and vocabulary

04 3 Listen to the conversation and look at the word clouds. What do they show?
RUDE CHEEKY BAD-MANNERED DISRESPECTFUL GRACIOUS POLITE CONCERNED CONSIDERATE
CIVIL RESPECTFUL CARING

CIVIL
RESPONSIBLE
UNCARING
DISRESPECTFUL RUDE
CARING
RUDE
POLITE
RUDE
GRACIOUS
REBELLIOUS
DISRESPECTFUL
CARING CONSIDERATE
RESPONSIBLE
UNCARING BAD-MANNERED
POLITE
DEFIANT
APPRECIATIVE
RUDE
CHEEKY
RUDE
UNCARING
RESPONSIBLE CONSIDERATE
DISOBEDIENT
UNCARING RUDE
POLITE
UNCARING CONCERNED
DEFIANT GRACIOUS
RESPONSIBLE
RUDE
RESPECTFUL
REBELLIOUS
POLITE
UNCARING
RUDE
POLITE
UNCARING APPRECIATIVE APPRECIATIVE
DEFIANT BAD-MANNERED RUDE CIVIL GRACIOUS CARING
4 Work with a partner. Look at the words in the word clouds.
Say what they mean, using examples to illustrate the meaning.
Student A: ‘Rebellious’ – that’s when you don’t do what you’re told to do, isn’t it?
Student B: Yes. People think all teenagers are rebellious, because they don’t

always follow the rules.
Student A: What about ‘disrespectful’?
Use of English Present simple passive

Remember that we use the passive when we don’t know who said or did
something, or it isn’t important who said or did it.
We are told that we behave worse than younger children.
Defiant? It’s when you’re asked to do something, and you refuse.
5 Complete these sentences to make them true for you and your friends.
a I’m (often) told that I’m … d I’m / We are expected to …
b We are (sometimes) told that … e I’m not / We aren’t expected to …
c We are thought to be …
Speaking
6 Work with a partner or in groups. Say whether you think the words in the word
clouds apply to you and teenagers you know. Use the conversation in Exercise 3
as a model and try to include some sentences from Exercise 5.
19
1 Views and voices
1.5 Facts and opinions

In this lesson you will… Key words:
Media studies
• read two reports of the same event and compare them
attitude
• discuss how and why reports of the same event can be different.
headline
impression
• When you read or hear a news story, can you sometimes tell what the
attitude and opinions of the reporter are?
Reading
1 Read this news report. What impression do you get of what happened?
TODAY
Teenage rage
THOUSANDS OF TEENAGERS went
on strike from school and descended
on Parliament Square in central London
yesterday. It was Friday, the last day of the
5 school week, and a lovely sunny day. and carrying placards with strongly worded
messages.
In the UK as a whole, there were almost 200
demos by school-age students. They were on The march made life very difficult for ordinary
strike to protest about climate change. 20 people who work in the area and for tourists
enjoying the sights of London.
This time of year is particularly important
10 for 16- and 18-year-olds, as exams are just One defiant young protester held up a rather
starting to take place in schools around the tired-looking toy monkey that had a label
country. However, for the protestors, the issue round its neck saying, ‘Wake up humans,
of climate change was clearly more important 25 you’re endangered too’.
than exam preparation.
By the end of the day, the cafés were full and
15 They marched from Parliament Square to central London returned to normal. All that
the Department for Education, shouting was left was a lot of litter.
00
rage: extreme anger that you 07
demo: short for 13
issue: an important subject or
can’t control ‘demonstration’, an event where problem
people walk or stand together to 17
placard: a large piece of card
02
go on strike: stop working for a
show they have a strong opinion with a message on it
period of time as a protest
about something
02
descend: (formal) go down
20
1.5 Media studies
2 Read the second article. What impression do you get of the journalist
who wrote it?
THE EXAMINER
Take climate change seriously, say school students
Yesterday, in London and other UK cities,
150 demonstrations took place to ask
politicians to take the issue of climate
change seriously. School students from
5 all over the country felt strongly enough
to take a day off from exam preparation
to protest. They carried placards saying,
‘It’s our future’ and ‘I’d be at school if the
Earth was cool!’
10 The march from Parliament Square to the

Department for Education was peaceful.
Protestors were respectful of those Although there was a heavy police
who were not part of the march. At the 20 presence, the atmosphere was calm.
Department for Education, protestors The day ended at 8 p.m. ‘It’s been an
15 handed in a petition with the title ‘Teach important day,’ said Alicia, one of the
the future’, asking the education minister protestors. ‘Anyway, I’m going home
to include lessons on climate change in now to revise for my history exam
the school curriculum. 25 on Monday.’
15
petition: a document with a lot of people’s
names on it, that asks someone in authority to
do something
Speaking
3 Compare the two accounts and discuss them. Think about:
• the headline (the title of the article) • the details and examples given
• the choice of photos • the impression of teenagers you get
• the choice of words from each article.
Writing
4 Based on the discussion you had, write a paragraph about the
differences between the articles.
21
1 Views and voices
1.6 From ideas into words

In this lesson you will… Low-res
• learn about and discuss what makes a good presentation
• revise and use the present continuous passive.
• How do you feel about giving presentations in class?

Low-res
Reading
1 Read the rules on giving presentations. Match the paragraph
headings with paragraphs a–h.
Paragraph headings
Make it visual Don’t put too much text on a slide
Timing is important Involve your audience right from the start
Practice makes perfect Don’t be nervous about the audience interrupting you
Get it right Plan your presentation carefully
Rules for giving a presentation, using presentation software

a It gives a very bad impression if e There’s a saying, ‘A picture is worth a
there are mistakes on your slides, thousand words.’ Think about it!
so check your spelling, punctuation
and grammar. f You need a clear idea of the structure
of your presentation before you
b Rehearse your presentation carefully. decide on the text and pictures.
Speak clearly and slowly. Think of
yourselves as actors in a theatre. g Time your presentation and note
down the time when each new slide
c After the title slide, you’ll show a should appear.
slide with text, or a picture or both.
Use this slide to ask a question. h The audience will feel more
engaged if they are allowed to make
d The audience must be able to read comments and ask questions during
the text on your slides easily. your presentation.
In most cases, four lines of text per
slide is enough.
22
1.6 Talk about it
Listening
05 2 Listen to some students preparing a presentation.
They mention three of the rules in Exercise 1. Which three?
3 Listen again. Answer these questions.
a What is the presentation about? d What might appear on the placards?
b What equipment are the students e What are the students going to do first?
going to use?
c What will the audience see after the
title slide?
Use of English Present continuous passive

We use the present continuous passive when we Q: Why can’t the students go into the art room at
don’t know who is doing something, or it isn’t the moment?
important:
A: Because the art room ………… …………
(The audience need to feel that) they are being ………… for an exhibition.
entertained.
Q: What’s happening on the first slide of the
The focus is on the audience here, not on the
presentation?
people doing the presentation.
Complete the answers to these questions, A: Some teenagers ………… ………… …………
questions about teenage life by a TV journalist.
using the present continuous passive.
4 Use the present continuous passive to make the prompts in italics into full sentences.
a There’s a lot of building work going on at our school.
A new drama studio / build
A new drama studio is being built.
b We can’t we go into the school hall. It / clean
c I’m nervous about the interview we did with the TV journalist.
It / show / on TV this evening!
d The canteen is closed today. Drinks and snacks / serve / in the small hall.
e Don’t look round. We / follow by your cat!
Speaking Speaking tip

5 You are going to give a presentation on teenage life. Making
Discuss how you are going to prepare for it. Start like this: suggestions
We could …
So we’ve got to do a presentation on teenage life … Let’s …
What shall we do first? Why don’t we …?
Shall we …?
You will have a chance to give this presentation in Project 2 in Lesson 1.8.
23
1 Views and voices

• write an email to a friend.
1 Work in pairs. Read the email on the opposite page and

answer these questions.
a Who is Lily and what do we know about her?
b What do we know about Céline?
c Why is Céline writing to Lily?
d If Céline asked you the questions in her email, how would you
answer them?
e How would you describe the tone of the email: formal,
informal, friendly, businesslike …?
2 You are doing a project at school on teenage life. Write an email
to a penfriend in another country, similar to Céline’s, asking about
teenage life in your friend’s country. Follow this plan. You can use as
many of the phrases from Céline’s email as you like.
Dear …
I hope … . It’s been a long time since we have been in touch.

I often wonder how you are and what you are doing. I’m …
Anyway, the reason I’m writing is …
… . So I wonder if you could help me by
answering these questions:
1 Ask about stereotypes
2 Ask about the media
3 Ask about role models
Thank them for their help
Looking forward …
24
1.7 Write about it
New Message
From: Céline
To: Lily Cc Bcc
Dear Lily,
I hope you and your family are well. It’s been a long time since we have been
in touch. I often wonder how you are and what you are doing. I’m so busy with
my grandchildren and my studies that I don’t have much time to myself! Are you
still doing your art classes?
Anyway, the reason I’m writing is to ask you for some help with something I’m
doing for my creative writing course at the moment. We’re writing a short story
about what it’s like to be someone of our age. I thought it would be good if
we could do something about older people in other countries: how they see
themselves and how they are seen by younger people. Perhaps it’s the same all
over the world, but I don’t know and I’d like to find out. So I wonder if you could
help me by answering these questions:
1 Are there stereotypes of older people in your country? What sort of words
do young people use to describe older people? Are they mostly negative
or positive?
2 How are older people shown in the media? Are there TV programmes about
older people, for example? What do they show?
3 Do you or your friends still have a role model or role models? Are any of
them younger people? Why are they role models?
I’d really appreciate your help with this, so thank you in advance!
Looking forward to hearing from you.
Céline Send
25
1 Views and voices
1.8 Project challenge

Project 1: Interpreting a photo
You are going to write an account of a photo. You can work individually or with
a partner.
1 First, write notes about this photo in answer to these questions, but do not share your
notes with other students.
a Who are the boys in the photo? e What has just happened?
b Where are they? f Who is the boy on the right
c What are they doing? phoning? / Who is phoning the boy?
d What time of day is it? g What is going to happen?
2 Write your account, based on the answers to the questions in Exercise 1.
The boys in the photo are friends: Krishna, on the left, and Bimal. They’re in
a park ...
3 Compare your account with the accounts of other students. What does the
comparison show you?
The way I see it, the boys are …
That’s not how I see it at all. To me, they’re …
• What did you learn from doing this project?
Low-res
26
Project 2: A ten-minute presentation on teenage life

You are going to prepare and give a presentation on teenage life. Work in groups.
1 Plan your presentation. Here is an idea for a presentation in five sections:
1 Stereotypes Positive or negative?
2 The teenage brain Is it different?
3 Life at school In the classroom Outside the classroom
4 Role models Who are they? Are they important?
5 Conclusion and questions
2 How are you going to work?
Shall we all plan Karib and Adam, could Imane, you’re good at Art and
the presentation you make notes on what Design. Could you choose the
together? should go on each slide? visuals and create the slides?
Let’s write the Do we need a complete OK, to summarise: we’ll plan

script together. script or just notes? the presentation together. Then
Karib and Adam will …
3 Write a draft and prepare your slides

4 Check the slides and the notes / script.
• Are the slides clear (not too much text)?
• Have you checked the grammar, spelling
and punctuation?
5 Rehearse your presentation.
• Are you going to read from a script or use
notes?
• Were your timings correct?
Did you finish in ten minutes?
6 Decide if you need to make any changes.
7 Give your presentation.
• What have you learned from giving this presentation?
27
1 Views and voices
1.9 Autobiography
My Name is Tani is by Tanitoluwa Adewumi. The subtitle of the book is
‘The amazing true story of one boy’s journey from refugee to chess champion’.
Tani and his family had to leave their home in Tani started at an elementary school in New
Abuja, the capital of Nigeria, and seek asylum York. It was there that one of the teachers,
in America. At first, they stayed with relatives in Shawn Martinez, introduced Tani to chess.
Dallas. Then they went to New York and lived in He loved the game and learned quickly.
a shelter for homeless people in Manhattan. At the age of eight, he took part in the
(Tani calls the shelter the ‘Hotel’ in his book.) New York State Championship for third-grade
Tani’s father, who had been a successful children and won. Tani’s coaches raised money
businessman in Nigeria, worked as a taxi driver through crowdfunding to provide a place for the
and in a restaurant kitchen, washing dishes. His family to live, so Tani played his part in helping
mother, an accountant by profession, worked as the family to settle into a new life.
a cleaner.
06 1 Read and listen to the first extract from My I like that she helps me with my chess.
Name is Tani. At this point, Tani is eight (line 44)
years old. Austin is his older brother. What He could have said:
impression do you get of Tani? I like the food she cooks.
2 Work with a partner. Find these phrases in I like it when she corrects me.
the text and try to work out what they mean I like it when she helps me with my chess.
from the context. Why do you think Tani chooses to say
a that was funny, but not in a rude way ‘I like that she …’ each time?
(line 15) 4 Work in groups. Discuss these questions.
b some kids were messing around a How would you describe the
(line 24) relationship between Tani, his brother
c but I nodded anyway (line 29) Austin and their mum and dad?
d I’m grateful for that (line 43) b If someone asked you the question
e she doesn’t … make a big deal out of ‘What do you like about them?’
it (line 46) about an adult in your life, what
3 Tani describes his feelings about his mum in would you say?
an unusual way:
I like that she cooks good food.(line 36)
I like that she corrects me. (line 41)
28
1.9 Read and respond
My Name is Tani
One day while we were walking to the time we were living at the Hotel, I think
basketball court, Austin and I talked she really missed not having a kitchen
about Mum and Dad. 40 of her own.
I said, ‘What do you most like about I like that she corrects me. Well, maybe I
5 them?’ don’t like it, but I know that it’s helpful, so
Austin started talking about Dad and I’m grateful for that.
said, ‘He’s hardworking and wants the Most of all, I like that she helps me with
best for us, and he’s always reminding us 45 my chess. When I don’t play well, she
to focus and pay attention and become doesn’t get angry or make a big deal out
10 great people in life.’ of it like some parents do. She just says,
I said, ‘I like all those things too.’ ‘Do you think you can do better?’ And I
say yes, and she says, ‘Well, if you work
Then Austin said, ‘Wait, I forgot. I have 50 hard and concentrate and do your very
one more thing to add about Dad. I like best, that will be good enough.’ And she
his suits.’ takes me to chess tournaments. She’s
15 That was funny, but not in a rude way, never too busy, even though she also takes
because Dad really does have a lot of Austin to his basketball games and cooks
suits, and all of them look really good. 55 all the time and has her own job too.
Then I said, ‘What about Mum?’
Austin thought for a moment. He said,
20 ‘She’s the best at teaching moral lessons,
and she’s always trying to guide us away
from bad things. Did you know the other
day when I was on a school trip, some
kids were messing around badly, but I
25 made them stop because I remembered
all those stories she’d told us about how Low-res
important school is?
(Austin had already told me that story
about the school trip, but I nodded
30 anyway.)
We reached the court then, and it was
time to play, so I didn’t get to say what
I like most about Mum. But all the time
we were playing, I was thinking about
35 her and what my answer would be.
I like that she cooks good food. She can
make anything taste good, and all the
29
1 Views and voices
07 5 Read and listen to the second extract from My Name is Tani.

What is Tani’s attitude towards Coach Shawn?
Next, Coach Shawn started talking about you forget to look both ways and make
chess, and I listened hard. I even moved 25 that mistake, what could happen to you?’
places so I could be right in the front row I had my hand up high. Mum had been
and able to see him up close. I wanted to talking to me a lot about crossing the street
5 make sure I heard every word he said. ever since we’d moved to the Hotel, because
‘We’ve been working here for three the roads in New York are a lot busier
months now, and I know you all know 30 than they are in Dallas or most places in
the moves of the pieces, but I’ve got to Nigeria. When Coach Shawn called on me
tell you that knowing the moves is not to answer, I said, ‘You’d be hit by a car, and
10 enough. The concept of the game is a lot you might die.’
deeper. If you want to be good at chess, He said, ‘Yes, that’s right, Tani. Even a
you’ve got to learn how to make good simple thing like crossing the street can have
35
decisions.’ really bad consequences for your life. And
Then he said something strange. ‘Raise your that’s like chess. You might think that since
15 hand if you know how to cross the street.’ you’re just making a simple move you can
I put my hand up in the air. I looked make it fast and not think about it carefully,
around and everyone else had too. 40 but you can end up in so much trouble.
You’ve got to think the consequences
Coach Shawn nodded. Then he said, through. You’ve got to think deep.
‘Right. Is it simple or difficult to cross Otherwise you’re going to end up in trouble.’
20 the street?’
I liked everything that Coach Shawn
We all called out, ‘It’s simple!’ 45 said. Everything.
‘Okay, but if one day you forget what to That’s when I knew that I really wanted
do when you’re crossing the street, and to be a chess player.
6 Answer these questions. e Tani ends by saying, ‘That’s when I

a Coach Shawn says, ‘Raise your hand knew that I really wanted to be a chess
if you know how to cross the street.’ player.’ What has made him come to
Why do you think Tani finds this this decision?
strange? 7 Choose one of the following:
b Coach Shawn wants to make sure • Look again at the last three paragraphs

the young chess players understand a of the extract on the previous page.
very important point about the game. Write a similar appreciation of someone
What is it? you know.
c What is the conclusion he draws from • Read the second extract again. Write an
the example of crossing the street?

appreciation of a particular lesson you
d What impression does this lesson have learned from a teacher or someone
leave on Tani? like Coach Shawn.
30
Check your progress
Check your progress

General knowledge quiz Vocabulary
1 How many years is a decade? Classroom interaction
2 What is a stereotype? 1 Use the words in the box in the correct form
3 What does a journalist do? to complete the sentences.
4 What is a brain scan? chat compare distract

encourage interrupt share

5 What is a role model?
a Our classroom is next to the music
6 What is a word cloud?
room, so when students are having
7 ‘Demo’ is short for a longer word. piano or violin lessons, it sometimes
What is that word? distracts you from your work.
8 It’s a document with a lot of people’s b Please don’t ………… the teacher
names on it. It asks someone in authority while she’s explaining what you need to
to do something. It can be a paper do. Save your questions until the end.
document or it can be online. What is it? c In science, we’re ………… different
kinds of metal, and matching them
to their uses.
d We enjoy working in groups because
………… ideas helps you to learn.
e Our games teacher ………… us to
try all kinds of sport, to find one that
suits us.
f It’s OK to talk about the work you’re
doing, but our teachers don’t like us
………… about other things.
2 What are the missing words in these sentences?
a It’s hard to get on with your
homework when the TV is on.
9 If you go on strike, what do you do? b I’m doing quite well at school,
although I sometimes get …………
10 Complete this saying: ‘A picture is worth a
trouble for being late.
thousand …’
c Our teachers tell us ………… for
running in the corridors.
d You’re supposed ………… leave your
mobile phones at Reception.
31
1 Views and voices
Use of English e A: Are there any questions about

plans for this term?
1 Complete the second sentence so that it
B: Do we go / Are we going on a
means the same as the first.
school trip?
a I swim, but not in the sea.
I don’t like swimming in the sea. 3 Rewrite these sentences using the present
b It’s OK with me if we have a pizza. simple passive.
I don’t mind …………. a People tell me that I’m a bit loud
c I’m not going to eat chocolate sometimes.
every day. I’m told that I’m a bit loud sometimes.
I’m going to stop …………. b My parents expect me to tidy my
d I’m pleased you came to see me. room every Saturday.
Thank you.
c Our school encourages us to play a
Thank you for ………….
musical instrument.
2 Choose the correct option in each of these
d We invite all parents to come to the
dialogues.
end-of-term concert.
a A: I think we should be able to use
4 Answer these questions. Use because
dictionaries in exams.
and the verb in brackets in the present
B: I ’m agreeing / agree with you.
continuous passive.
b A: Where’s Orlando?
B: He ’s talking / talks to Mr Lin. a Why can’t we go into the drama
c A: Would you like to come to my studio? (repaint)
house after school? Because it’s being repainted.
B: Sorry, I ’m having / have swimming b Why can’t we go into the gym? (clean)
practice every Wednesday evening. c Why can’t I use the computer? (repair)
d A: Here’s your tea. Now, where’s the d Why are you taking those letters to the
sugar? office? (send / to parents this afternoon)
B: It’s OK. I ’m not taking / don’t take
sugar.
Summary checklist
I can
talk about what helps me to learn.
listen to and understand a discussion about role models and give my own views.
compare two news reports of the same event.
write an email to a friend asking for help with a school project.
interpret and give a written account of what is happening in a photo.
give a presentation on teenage life.
32
2 Well-being
• listen to and discuss opinions about food and health
• read about the importance of diet and exercise
• read and summarise a newspaper article about digital devices
and sleep
• talk about moods and feelings
• read and understand an article about emotion and behaviour
• listen to and express opinions about happiness
• write a description of a photo
• give a presentation about well-being
• collaborate with your classmates to write a poem
about happiness
• read and discuss two poems.
Getting started
Well-being means being comfortable, healthy and happy.

What do you need to be comfortable, healthy and happy?
Watch this!
33
2 Well-being
2.1 Food for health

• learn and use vocabulary for talking about food and health
• listen to and discuss opinions about food and health.
low res
• What do you need to eat to have a balanced diet?
Reading Language tip

1 How healthy is your diet? Do you agree with these sentences? If not, Less is the comparative
make them true for you. form of little. Fewer is
the comparative form
a I think I eat enough protein, but I need to eat more salads of few. We use less
with uncountable
and vegetables.
nouns. We use fewer
b I eat plenty of fruit. with plural nouns.
c I should drink more water and fewer sugary drinks. I don’t mind eating
d I think I eat too many sweet things. I should probably eat less meat, but I don’t
want to give it up
fewer cakes and biscuits. completely.
e I don’t want to eat less ice cream, but perhaps I eat too I should eat fewer
much chocolate! snacks like crisps and
sweets.
Listening
08 2 Listen to a podcast about food and health. Why is a balanced diet important?
3 Complete the summary of the podcast with the words from the vocabulary box.
Then listen again to check. Four of the words are not needed.
consume fast food junk food nutrition poverty undernourished
calories illness malnutrition obesity food waste vegetarian
a In some parts of the world, people c .............. is caused by eating more

suffer from .............. because they food than your body needs, or eating
don’t have enough to eat. too much of the wrong kind of food.
b Many children are .............. and don’t d Fast food, processed food and sugary
get enough protein, vitamins and drinks and snacks contain a lot of
minerals to grow properly. carbohydrates and fat so they have a
lot of ...............
34
2.1 Think about it
e But this kind of food doesn’t provide g Eating a .............. diet can be just as
enough of the things your body healthy as a diet that includes meat.
needs; that’s why it’s sometimes h Reducing .............. is important
called ............... because around one-third of food
f What’s more, this kind of food is produced is thrown away.
quite cheap, so there is a link between
obesity and ............... Use of English
Abstract nouns
Speaking Words like illness,
malnutrition and
4 Work in pairs. Discuss these questions. poverty are abstract
nouns. We usually
a What does Professor Brown advise people to avoid eating,
use abstract nouns
or eat less of, and why? without the or a.
b What does she advise eating for good nutrition? Professor Sheila
c Why does the presenter say ‘the world is out of balance’? Brown is an expert
in the field of health
5 Work in pairs. Choose one of the photos and explain to your partner and nutrition.
how it relates to what you heard in the podcast. But when you make an
abstract noun specific
rather than general,
low res you need the.
When we think about
food for the world
and the health of
the planet, eating
less meat overall is a
good option.
6 Add the where it is needed before the abstract nouns in these sentences.
a Malnutrition affects health of children e Junk food doesn’t provide good
and adults. nutrition.
b Not having enough to eat leads to f We can reduce some of waste created
illness and disease. by shoppers who are encouraged to
c Eating too much of the wrong kind of buy more than they need.
food can also lead to ill-health. g People are being made aware of
d There is a link between poverty, the importance of reducing waste
obesity and malnutrition. worldwide.
7 Work in groups. Discuss this question: Why is food a personal issue
and also a global issue? Try to use the words in the vocabulary box
in Exercise 3 in your discussion.
35
2 Well-being
2.2 Food for thought

Key words: Science
In this lesson you will… and medicine
• read about the importance of diet and exercise bacteria
• use comparative adverbs and scientific vocabulary. cells
diabetes
• What helps you to be healthy? disease
immune system
Speaking infection
recovery
1 Work in pairs. Discuss the questions. Then share your ideas with
viruses
the class.
a Do you think there’s a link between eating regular meals and
being able to concentrate in class?
b Why do some people get impatient or bad-tempered when they’re hungry?
c The more exercise you do, the better you feel. Do you think this is true?
Reading
2 Read the extracts from a magazine article. Think of a title for each extract.
1 According to Dr Brian Stollery of Bristol University, 2 Studies have found that people who do sport
‘Skipping meals leads to low blood sugar, which in their free time appear to be healthier and
affects our mood and our ability to think clearly. catch coughs and colds less frequently than
Our brains use about 20% of the energy used by people who are less active. Moderate exercise
our bodies. ... We need to keep up a steady supply helps the immune cells to circulate around the
of energy so that the brain can do its job.’ It is body more quickly and therefore helps to kill
particularly important to eat a good carbohydrate- bacteria and viruses more efficiently. However,
based breakfast to restore blood sugar levels there is also evidence that too much exercise
after a night’s sleep. You also need to eat regular can have the opposite effect. It can suppress
meals during the day, because if you don’t, the the immune system, especially after extreme
level of serotonin in your body drops. Serotonin is exercise, making the body more susceptible to
the chemical that helps to keep your moods and illness and less able to fight off disease.
emotions in balance. A further point to remember is that if you are
There is another consequence of skipping meals: ill, you should not exercise too much because
you’re likely to eat more calories. If you don’t eat your body is already working hard to fight the
regularly, your blood sugar levels drop, so you crave infection. Putting stress on your system will
sweet, carbohydrate-rich snacks, full of calories. mean that your recovery is likely to be slower.
Eating a lot of these snacks can lead to serious
health problems such as diabetes or heart disease.
36
2.2 Science and medicine
3 Match the words with their definitions.

skipping a likely to be affected by something

b not doing something that you usually
restore
do or should do

crave
c stop something working properly

suppress
d return something to a good condition

susceptible e want something very much
4 Look at the science and medicine key words. They all appear in Exercise 2.
Can you work out their meaning from the context? Check in a dictionary
if you need to. Are any of the words similar in your language?
Use of English Comparative adjectives and adverbs

Remember that to make comparative adjectives, To make comparative adverbs, use more and add
add -(e)r to the adjective or use more in front of the -ly to the adjective.
adjective. Moderate exercise helps the immune cells to
Your recovery is likely to be slower. circulate around the body more quickly.
To make negative comparisons, use less in front of To make negative comparisons, use less in front of
the adjective. the adverb.
Too much exercise makes the body more susceptible Active people catch coughs and colds less
to illness and less able to fight off disease. frequently.
5 Make comparative adjectives or adverbs from the words in the box to

complete the sentences. Use each word once only.
tired clear slow efficient likely strong
a Potatoes, rice and pasta release energy d I’ve started going to bed earlier and
into the body much more slowly than I’ve noticed I’m much ................... at
sweet snacks. school the next day.
b I wear contact lenses when I play e You’re ................... to have mood
volleyball because I can see swings if you’re hungry.
................... with them. f Students who come to school
c People who do regular exercise have a without having had breakfast work
................... immune system. ................... during the morning.
Speaking
6 Look again at the questions in Exercise 1. Continue your discussion
using the information in the article.
37
low res
2 Well-being
2.3 Are you getting enough sleep?

• read and summarise a newspaper article about digital devices
and sleep
• listen to and discuss opinions about sleep.
• Do you ever find it difficult to get to sleep? Do you ever wake up feeling
as if you haven’t had enough sleep? Why do you think this is?
Reading
1 Read the newspaper article. When can technology be bad for your health?
Do you text late into the night and reach for your They have warned that over time, a continued lack
phone as soon as you wake up? of sleep can lead to a weakened immune system
Many adults now spend more hours of the day using and an increased risk of heart disease, high blood
laptops and phones than they do asleep, a survey pressure and diabetes.
has revealed. It can also make a person more susceptible to
People spend an average of 8 hours 21 minutes mental health problems such as anxiety and
sleeping a day – but spend an average of 8 hours depression.
41 minutes on media devices. Dr Nerina Ramlakhan, a sleep and energy coach,
advises turning off all technological devices at least
60–90 minutes before going to sleep in order to give
the mind time to wind down.
And it’s not just adults who are at risk. In a recent
focus group of almost 500 students aged 13–15,
held by Dr Ramlakhan, showed cause for concern, as
an alarming number complained of sleep problems
and feeling exhausted.
Of those who complained, almost 80 per cent were
The majority (81%) of phone users have their phones using phones and other technology in bed.
switched on all the time, even in bed, they said.
She advises keeping the bedroom tech-free to avoid
And four in ten adults and teenagers said there had future health issues.
been occasions when they checked their phone in
She said: ‘Your bedroom is one of the most
the night after it woke them up.
important factors when it comes to getting a
They also spend more time each morning checking great night’s sleep. Banishing technology from the
emails and using the internet than eating breakfast bedroom is one of the easiest things people can do
or taking care of their appearance. to promote a relaxing sleep environment and ensure
Experts have warned that this means that people they’re getting enough rest for the body to recover
are not getting enough quality sleep, which has a overnight.’
direct effect on their health.
38
2.3 Talk about it
2 Work in pairs. Find the words and phrases in the article.

Work out their meaning from the context.
a taking care of their appearance e exhausted
b wind down f banishing
c at risk g promote
d focus group
a How does the average amount of time people spend using digital
devices each day compare with how long they sleep each night?
b How many of the people who were questioned for the survey
said they never switched their phone off ?
c How many people said that they checked their phone during the night?
d How can using digital devices affect eating habits?
e What are the dangers of letting technology interrupt your sleep?
f What should you do to prepare for a good night’s sleep?
g What problems did the students in the focus group have?
h What should you avoid having in the bedroom, according to the article?
Writing
4 Write a summary of the newspaper article in 100 words.
Use the questions in Exercise 3 to help you.
Speaking
09 5 Work in groups. Use the questions to discuss the article
and your views about sleep. To help you, you can listen
to two students discussing the newspaper article with
their teacher.
low res
a What do you think of this article?
b Do you wake up during the night to check your phone?
c Do you feel that you get enough sleep? Do you ever feel tired
during the day because you haven’t had enough sleep?
d What do you think is the best way of avoiding stress and anxiety?
e What else helps you to get a good night’s sleep?
f Is having a midday nap (a short sleep) a good idea? Why?
39
2 Well-being
2.4 Moods and feelings a

• use words and phrases to talk about moods and feelings
• speculate about how people are feeling and why, using
might have, must have, etc.
b
• How do you feel today? What kind of things influence the way you feel?
Vocabulary
1 How do you think the people in the photos are feeling?
Write an adjective for each photo. Compare your ideas.
Did you all write the same words? c
2 Work with a partner. Put the words and phrases that have a similar
meaning into groups. Make a separate list of those that don’t fit into
a group.
angry disappointed miserable

annoyed ecstatic mixed up d
anxious excited nervous
apprehensive embarrassed sad
bored a bit down terrified
confused frightened thrilled
delighted furious upset
depressed in a bad mood worried
e
3 Compare the words and phrases in your list with what your
classmates have written. Explain and justify your choices.
Pair 1: We’ve put angry, annoyed, furious and in a bad mood in the
same group.
Pair 2: We didn’t include in a bad mood because that’s different from
being angry, annoyed or furious. f
4 Are there any more words or phrases you can use now to describe the
people in the photos in Exercise 1?
40
2.4 Think about it
5 Find a photo in Exercise 1 to match each of these descriptions.

a She’s absolutely furious. Something b He looks a bit down. I think he’s had
bad must have happened. some news and it can’t have been
She might have just finished some good news.
work on her laptop and it’s
crashed so she’s lost all her work.
Use of English must have, might have, can’t have + past participle
You can use:
• must have to talk about things you feel sure have happened. • Something bad must have happened.
• might have to talk about things that have perhaps happened. • She might have won a competition.
• can’t have to talk about things you feel sure haven’t happened. • It can’t have been good news.
6 Use must have, might have and can’t have to write a sentence about
each person in the photos in Exercise 1.
Reading
7 Read the following paragraph. Which of the following would be a
good title for it?
• Why people get depressed • Language and emotions • Positive thinking
People of all ages and from different expressing emotions, they wrote down
cultures have far more words to express words such as happy, sad, angry, excited,
negative emotions, such as sadness, than afraid, anxious, surprised, depressed, grumpy,
they have to express positive emotions, optimistic and satisfied. The list showed that
such as happiness. When Professor about half of all the words that people use
Robert Schrauf of Penn State University to express emotions are negative, 30 percent
asked people to make a list of adjectives are positive and 20 percent are neutral.
Speaking and listening

10 8 Work in groups. Discuss the following question: Why do you think
languages have more words for negative emotions than positive emotions?
Then listen to the podcast. Did you come up with similar ideas?
Writing
9 Summarise the point of view expressed in the podcast.
The reason that you hear more words for negative emotions than
positive emotions is that …
41
2 Well-being
2.5 Keep a cool head

• read and understand an article about emotion and behaviour
• use intensifiers and strong adjectives.
• What do you think of as good behaviour? What do you consider to be

bad behaviour?
Reading
1 Read the article. What interests the journalist about the Inuit people?
CALM ADULTS, CALM CHILDREN

The Inuit people, who live in the Arctic interdependence
regions of Greenland, Canada and Alaska, and collaboration
are good role models for keeping a cool are considered
head. For the Inuit, to show annoyance is important.
5 considered bad behaviour; to get angry 25 By contrast,
and shout is totally unacceptable. in societies where competitiveness is
A science journalist, Michaeleen Doucleff, seen as necessary for achieving success,
who visited the Arctic because she’d read expressing and understanding emotions is
about the way Inuit people bring up their less likely to be discouraged.
10 children, noticed a sense of calm generally 30 Professor Frances Jenson, an expert in
throughout the community. She said that the field of neurology, says that while
Inuit parents never shout at small children. children and teenagers are growing up,
Instead, they use stories and role play to their brains are building connections to
help the children learn how to deal with allow for increasingly complex processes.
15 emotions. Children develop patience and 35 This makes them highly susceptible to
empathy by working out how to resolve feeling strong emotions. She advises
disagreements; they learn how to manage that parents should keep calm and
anger and get on with other people. not react to emotional outbursts from
Teaching children self-control is their teenage children with an equally
20 particularly valued in communities where
40 emotional response.
16
empathy: the ability to imagine how other 26
competitiveness: wanting to be better than
people feel other people
21
interdependence: helping each other 31
neurology: the study of the body’s nervous
22
collaboration: working together system and how the brain works
35
susceptible to: likely to be affected by
42
2.5 Psychology
2 Answer each question about the text using one word or phrase.
Key words:
a In which area of the world do the Inuit people live? Psychology
b Which emotion should not be shown in their community? noun
c What do Inuit parents not do when bringing up their children? annoyance
d What aspect of other cultures does the article contrast with bad behaviour
interdependence and collaboration in Inuit communities? anger
empathy
e How do children and teenagers sometimes react while their
self-control
brains are developing and building connections?
competitiveness
adjective
Speaking annoyed, annoying
badly behaved
3 Work in pairs. Use these questions to discuss the article.
angry
a Why do you think the journalist wrote the article? empathetic
b What positive results of Inuit parenting are mentioned? self-controlled
c How does the article compare parenting in the Inuit competitive
communities with that of other places?
d Why do you think the writer included the last paragraph? Use of English
Strong adjectives
4 Work in pairs. Ask and answer the questions. and intensifiers
a What kind of things do you find particularly irritating? Strong adjectives are
b What kind of behaviour do you consider to be totally words like fascinating
(very interesting),
unacceptable? excellent (very good)
c Can you think of anything that’s happened recently that you and terrible (very bad).
found really annoying? What do these strong
d What makes you very angry? Is there anything that makes adjectives mean?
delicious very tasty
you feel absolutely furious?
delighted, thrilled
e Do you think it’s possible to be extremely empathetic and furious
also highly competitive? hilarious
huge, gigantic, enormous
5 Work in groups. Discuss these questions. starving
tiny, minute
a How do you think parents should deal with their children’s Intensifiers
bad behaviour? We don’t use very
before strong adjectives
b What is empathy? How important do you think it is in to intensify them.
families, in friendships and in the wider community? We use words like
c Do you think children need to learn self-control? Why? absolutely, completely,
extremely, particularly,
d Should children be encouraged to be competitive or not? Why? really and totally.
To get angry and shout
is totally unacceptable.
43
2 Well-being
2.6 How to be happy

• listen to and express opinions about happiness.
Asma
• What makes you feel happy?
Listening
11 1 Listen to four people talking about happiness.
Choose one thing they say that is true for you.
2 Listen again. What does each person talk about?
Dev
a supportive family getting involved in activities with others
bad behaviour physical and mental well-being
bullying stress and anxiety
friendship talking in front of other people
3 Who gives each of these opinions?

a Tien
I don’t think you can expect to feel really happy
all the time. Sometimes you just feel OK, and
that’s fine.
b
Friends make you laugh when you feel a bit
down. They support you when you’re worried or
when you don’t feel confident. Adam
c
I feel uncomfortable with situations when people
get angry or behave badly and disrupt lessons
at school.
d
It’s fun to be with other people and do things
you enjoy.
44
2.6 Talk about it
e
I find that just sharing the problem with a friend Speaking and
helps me feel much happier. writing tip
We use the verb get
f a lot, particularly in
I think being happy is a combination of lots of informal speaking and
things: feeling well physically and also mentally, so writing. Here are some
that you feel you can do your best and enjoy life. examples from the
podcast you listened to.
I’ve got a really
Speaking supportive family.
They encourage me
4 Work in pairs. Take turns to ask and answer these questions. to get involved in
activities like sports and
a What makes you feel really happy?
drama.
b What makes you feel unhappy, uncomfortable, worried,
I can get quite anxious
depressed or just a bit down? sometimes.
c How do you deal with difficult situations and things that I like being at home,
make you feel unhappy? just getting on with
things I’m interested in.
d Overall, what would you say is the most important aspect of
being happy? I feel uncomfortable
with situations when
people get angry or
behave badly.
Writing
I get on with most
5 Write your own opinions on how to be happy to email to the podcast people.
presenter. Use your answers to the questions in Exercise 4 to help you.
Use really to add
emphasis.
New Message
I’m lucky because I’ve
From: got a really supportive
family.
To: Adrian Hunter Cc Bcc

Use quite and a bit to
qualify ideas.
Dear Mr Hunter
I’m quite sociable.
I’m writing in response to your podcast on how to be happy. I feel really
happy when I … I get a bit nervous
about things like talking
I think … also helps you to be happy because … in front of other people.
I sometimes feel a bit … when … but to deal with situations like that, I just …
Overall, I would say that the most important aspect is …
Best wishes
…
Send
45
2 Well-being

• write about a photo.
1 Work in pairs. Discuss what is happening in this photo and the reasons for it.
2 Read the description of this photo on the opposite page.

3 Write a paragraph about each of the photos on the
opposite page using the questions below.
• Who is in the photo?
• Where is he / she?
• What is he / she doing?
• What might / could / must have happened (before the photo
was taken)?
• What might happen next?
Remember that there are no right or wrong answers. You can use your
imagination and give your own ideas about the details in the photo.
4 Ask your partner to read your description. Read your partner’s description
and check that it answers all the questions in Exercise 3.
5 Add suggestions and corrections. Then write a final draft.
46
2.7 Write about it
Write a title for your

description. A midday nap!
Say who is in the photo The boy in the photo has fallen asleep during a lesson
and what is happening. at school.
Speculate to explain He must have gone to bed late and he might have
what might have
happened before the
woken up during the night to check his phone, so he
photo was taken. didn’t get enough sleep.
Add detail to your He might not have had time to eat breakfast. If you
description by giving don’t have breakfast, you feel tired during the day and
information and your your brain doesn’t work as well as it should do, so you
own ideas about the
situation.
can’t concentrate.
Speculate about what

Perhaps the student sitting next to him will wake him
might happen next. up before the teacher notices!
47
2 Well-being

Project 1: A good night’s sleep
You are going to make a poster giving advice about sleep for teenagers.
1 Work in pairs.
2 Discuss these questions.
• Why is it important to get a good night’s sleep?
• What happens if you don’t get enough sleep or if your sleep is interrupted?
• What helps you to sleep well?
• What should you avoid doing if you want to sleep well?
3 Use your answers to the questions to write a draft of 4–6 points giving advice.
4 Look back at Lesson 2.3. Can you add more information to your text? Can you
improve what you have written by using vocabulary from the lesson?
5 Find photos or drawings to illustrate your advice.
6 Write a final version.
• Have you spelled words correctly?
• Is the grammar correct?
• Is the punctuation correct?
low res
• Was it helpful to answer the questions in Step 2 of the instructions?

Why?
• How did working in pairs help you with this project?
48
Project 2: What makes you happy?

You are going to give a presentation about happiness and well-being.
1 Work in groups. Read the information about a study of what
makes teenagers happy. Write notes on the key information.
low res
What makes teenagers happy, according to research, are the
simple things in life.
A study conducted for the World Health Organization found
that a healthy lifestyle increases teenage happiness. The study
surveyed more than 200,000 young people and found that
80% of them reported feeling positive about their lives and experienced
high satisfaction levels. It linked healthy eating and physical activity with feeling
happy. The study showed that higher consumption of fruit and vegetables and
lower consumption of chips, sweets and soft drinks were associated with greater
happiness. The more hours of sports that young people participated in per week,
the happier they were.
2 What else makes teenagers happy? Look back at what you have read in this unit and
note down key points. Use the internet or other sources to find more information.
3 Organise your information in short sections.
4 Use quotations and information as evidence to explain and back up your opinions.
For example: ‘According to a study by the World Health Organization, a healthy
diet and taking part in sports make teenagers happier.’
5 You could also do a survey among your friends or students in another class to find
out what makes them happy. Record their answers to include in your presentation.
We asked 20 students in our school: ‘What makes you feel positive about your
life?’ Of those questioned, 75% said that … made them feel ….
6 Decide who will present each section.
7 Rehearse your presentation as a group. Suggest any improvements.
8 Give your presentation to the class. Then ask for questions and feedback.
• How did the work you had done in the unit help you to write
your presentation?
49
2 Well-being
2.9 Fiction
‘A Rainbow in Silk’ is a traditional story from Uzbekistan.
Reading
12 1 Read and listen to the first part of the story on the opposite page.
What does each part of the illustration show?
Vocabulary
2 Look back at the words and phrases to 3 Complete this summary of the story so far. Try
describe feelings in Lesson 2.4. to include some of the words in the glossary.
Answer these questions. The Beg had everything he could have
a Which adjectives are used in the story wanted. He had plenty of money, beautiful
to describe the Beg’s counsellor? buildings, enough food for his people and no
Which adverbs are used to show the enemies, but …
way he reacted to the Beg’s demand? So he … The counsellor summoned …
b Which other words and phrases from However, …
Lesson 2.4 could you use to describe Finally, …
the Beg and his counsellor? The poor counsellor …
However, …
Speaking and writing
4 Work in groups.
a Discuss these questions: What do you b Write your version of the end of
think the counsellor’s idea was? the story. You will find out how the
How do you think the story ends? original story ended very soon!
04
orchard: a piece of land where fruit trees are grown 26
star-gazers: an old-fashioned word for ‘astronomers’
06
gleam: to shine softly 27
potion: a drink that has a special effect on someone
06
turquoise: greenish-blue 32
scribble: to write very quickly
08
foreign: from another country 32
furiously (here): at great speed
08
enemy: a person or a country you are fighting 34
yawn: to take a deep breath with your mouth wide
10
stand: to accept, tolerate open
14
spoilt child: a child who always gets what they want
40
gasp: to make a noise by suddenly breathing in
21
counsellor: a person who gives advice, help and
41
snatch: to take something away from someone quickly
support 41
smash: to break into pieces
16
horrified: very shocked 44
weaver: someone who makes cloth or carpets
20
hiss: to make a long noise like the letter ‘s’ 53
wear on: to pass very slowly (used to describe time)
23
summon: to order someone to come 62
kneel: to go down on your knees (past tense: knelt)
25
tumblers: people who entertain by doing 67
graciously: politely
somersaults etc. 68
dismiss: to tell someone they are allowed to go
50
A Rainbow in Silk
There was once a Beg – an important ruler – Everybody was losing patience with the Beg,
who had everything that any man could have but of course they didn’t dare show it.
wanted. He rode about the city on a magnificent The glass-blower brought a swan which he had
white horse and admired its orchards and made of fine blue glass. Everyone in the court
5 gardens, and the fine mosques whose domes 40 gasped as he carried it in, it was so beautiful.
gleamed blue and turquoise in the morning sun. The Beg reached out to snatch it and smash it,
The treasuries were full, the harvests were good, but the glass-blower managed to keep it just out
the Beg had no foreign enemies to worry about. of his reach.
But the Beg was very, very bored.
The carpet weavers worked day and night in
10 One day he could stand it no longer. He sent for 45 teams to complete a fine and huge carpet
his counsellor, a man who had served him well showing the Beg on his favourite horse. But the
for many years. Beg wasn’t interested.
‘I want something new!’ he said, and tears came Finally, he summoned his adviser again. ‘You’ve
to his eyes like a spoilt child. ‘I’m bored! There’s got one more day!’ he roared at him. ‘Don’t you
15 nothing to do any more!’ 50 understand? I’M BORED! I want something new!
His counsellor was horrified. He had never By tomorrow! Or else!’
had to deal with a situation like this before. The counsellor was terrified.
He scratched his chin anxiously. ‘Well,’ he said
The night wore on, and the poor counsellor
miserably, ‘I really don’t know, Your Highness.’
didn’t sleep at all.
20 ‘Then think of something!’ the Beg hissed, 55 At last the first rays of the morning sun crept
and turned away. The counsellor bowed, then
through his window. The counsellor’s eyes were
retreated thankfully. What had got into his
wet with tears. And as the light touched the
master? Straight away he summoned all the best
teardrops on his eyelashes, suddenly a brilliant
artists and craftsmen in the town, all the writers
rainbow appeared before his eyes.
25 and poets, all the tumblers and clowns, all the
star-gazers and doctors, and asked their advice. 60 ‘That’s it!’ He sat up in bed, excited beyond
belief.
The doctors gave him potions which they said
were recipes for Eternal Life. He ran into the Beg’s presence and knelt down
before him. ‘Your Highness, I think I can do it!
‘Hah! Eternal Life! Well, I shan’t know, shall I?
I have a wonderful idea! Just give me a few
30 Not till you’re dead and gone!’ And he gave the 65 more days.’
doctors such a nasty look that they hurried away.
Even the Beg could see that the counsellor
The writers and poets scribbled furiously and
was excited. The Beg nodded graciously and
begged to be allowed to read their new works
dismissed him.
to the Beg. But he yawned loudly whenever
35 they tried.
51
2 Well-being
Listen Audio words

dyer: someone who
13 6 Listen to how the original
uses dye (a substance)
story ends and answer these or changes the colour of
questions. cloth, hair, etc.
tailor: someone who
a The counsellor had an makes clothes
idea for something that eagerly: in a way
would make the Beg that shows you want
something very much
happy. Where did he get
robe: a long, loose piece
the idea from? of clothing
b The Beg says, ‘This is shimmer: to shine with
a soft light that makes
what I’ve been waiting
an object look as if it is
for!’ Why do you think shaking a little
the counsellor’s gift is a a sigh of relief: a noise
success? you make when you
breathe out, showing that
you are no longer worried
about something
Language tip triumphantly: showing
that you are very excited
You can use so with an adjective and such with a noun phrase to give about a success or a
them emphasis. victory
The glass swan was so beautiful. joyfully: with joy, great
happiness
I am in such a good mood today!
twirl: to move in circles
You can make them even stronger by adding a clause with that: throne: the chair that a
The counsellor was so pleased and excited that he wasn’t afraid of the ruler sits on
Beg now. dignified: calm and
The Beg gave the doctors such a nasty look that they hurried away. serious
Writing
7 Read your version of the end of the story again. Is there anything
you would like to change? If the answer is ‘Yes’, go to question a.
If the answer is ‘No’, go to question b.
a What do you want to change, and why? Rewrite your revised
version. Can you include a sentence with so or such?
b What do you remember about how the original story ended?
Use the glossary to help you to write it.
52
2.1 Think
Check about it
your progress
Check your progress

a I was really angry. In fact, I was
General knowledge quiz
absolutely .............. .
1 On average, how many hours a day do
b He was feeling a bit down, but he
adults spend on media devices?
wasn’t .............. .
a under seven b over eight c over ten
c Rania’s mum was delighted that Rania

2 What is ‘the immune system’?
had passed her final music exam. ‘I’m
3 Why is this kind of food low res absolutely ..............,’ she said.
called ‘junk food’?
d I wasn’t really worried about starting
4 How much of the food at a new school. I was just a bit
produced in the world .............. .
is wasted?
e When you become a teenager you can
a a tenth b a third c a quarter feel mixed up at times and even quite

5 How much of your body’s energy is used .............. .
by your brain?
f I’m not in a bad mood. I’m just
a 10% b 20% c 30% .............. because I’ve got nothing

6 What is serotonin? to do.
7 Do languages generally have more adjectives Health and illness
for positive emotions or negative emotions? 2 Match the medical words to their definitions.
8 Where do the Inuit people live?
bacteria a a disease in part of your

9 What is considered bad behaviour in the body that is caused by
Inuit community? bacteria or a virus
10 What do you call the study of the body’s cell b protected against a

nervous system and how the brain works? disease
diabetes c the smallest living part of

an animal or a plant
Vocabulary
immune d very small living things

Moods and feelings that sometimes cause
1 Complete each sentence with the correct disease
adjective. infection e when you feel better again

after an illness
bored thrilled confused recovery f an illness in which the

furious depressed apprehensive body cannot control the

level of sugar in the blood
53
2 Well-being Check your progress
Use of English d The violinist played the piece

perfectly. She can’t have / must have
1 Choose the correct option.
practised a lot before the concert.
a You catch coughs and colds less
3 Replace the underlined words with the word
frequently / less frequent if you’re an
in brackets and a suitable adjective from
active person.
the box.
b If you don’t stay in bed when you’ve
got flu, your recovery is likely to be annoyed exhausted furious

slower / more slowly. successful terrified
c If you do regular exercise, your heart a Lisa always goes by train because she
works more efficient / more efficiently. is very frightened of flying. (really)
d Exercise helps the immune cells b By the time we’d finished the
to circulate round the body more 30 kilometre walk, we were very
effective / more effectively. tired. (completely)
e If you were more active / more c My dad was very angry when his car
actively, I’m sure you’d feel better. was stolen from outside our house.
(absolutely)
2 Chose the correct option.
d We were very unhappy that
a It must have / can’t have been easy
there were no vegetarian options
to learn a new language in three
because our friends don’t eat meat.
months.
(particularly)
b She must have / might have won the
e My sister is a very good swimmer;
race if she hadn’t fallen over in the
she’s won lots of championships.
last 50 metres.
(highly)
c They might have / can’t have got lost.
I gave them very clear directions.
Summary checklist
I can
explain the importance of food and exercise for health.
summarise a newspaper article.
discuss emotions and feelings.
give advice about sleep.
prepare and give an evidence-based presentation.
complete a story.
54
3 Tourism
• talk about past and future holidays
• read a teenager’s blog about a holiday in Italy
• think of and discuss a holiday for friends visiting your country
• learn about ‘responsible tourism’
• compare two volunteer holidays and choose a volunteer
holiday that would suit you
• prepare for and have a debate on tourism
• write a travel blog
• give a presentation about a volunteer holiday and a school trip
• write a report of a school trip
• read an extract from a novel.
Getting started
Travel broadens the mind.

Do you agree?
Watch this!
55
3 Tourism
3.1 On holiday
• talk about past and future holidays
• use compound nouns and multi-word
verbs to describe a holiday.
low res
• What is your ideal holiday?
Listening
14 1 Listen to Bruno, Mariam, Ren and Anya talking about holidays.
Language tip
Where are they going for their holidays this year?
When you’re listening,
• Mount Fuji National Park • Dubrovnik it’s important to be
• Jeddah • Vietnam able to distinguish
past events from
2 Two of the students interviewed talk about past holidays which present and future
they went on last year. Which two? events.
And what do they say about those holidays?

A compound noun is usually a noun followed by another noun: a beach umbrella, a car park.
Other types of compound noun include:
• adjective + noun hot springs
• noun + verb ending in -ing ice skating
Compound nouns can also be formed from multi-word verbs: a passer-by, a runner-up.
Vocabulary
14 3 Listen again. For each person, choose the one thing that they do not mention.
Bruno Mariam Ren Anya

eco hotel day trip(s) national park swimming pool
water sports picnic basket campsite beach umbrella
windsurfing roller skating hot springs sightseeing tour
waterskiing ice skating insect repellent boat trip(s)
first-aid kit theme park tennis courts
56
3.1 Think about it

a What can you tell about the people interviewed from what they say
about their holidays?
b Who are you most like: Bruno, Mariam, Ren or Anya?
Remember Multi-word verbs (phrasal and prepositional verbs)

Multi-word verbs are used a lot in English. They help to make your
conversation sound more natural. The students interviewed in Exercise 1
used quite a few multi-word verbs.
5 Can you remember who said each of the following?

a ‘You can look round the shops.’
b ‘I could have stayed on!’
c ‘I don’t mind going back to the same place.’
d ‘My cousins live there, so I can catch up with them.’
e ‘We’ll eat out every night.’
f ‘They find it very hard to take time off work.’
g ‘I’m looking forward to hearing all their news.’
h ‘I ended up going to the doctor!’
6 Work with a partner. Can you replace the words in bold in Exercise 5
to show their meaning? You can make other changes if necessary.
You can go from shop to shop, looking at what they’ve got.
Speaking
7 Work in groups. Talk about holidays. Listen, and take notes on what each
other says.
• Say where you are going on holiday, or where you would like to go.
• If you can, refer to a past holiday too.
• Use some of the compound nouns in Exercise 3.
• Try to include some multi-word verbs, like the ones in Exercise 5.
• Try to include some expressions with go:
• go camping, sightseeing, swimming, climbing
• go on a boat trip, a day trip, a tour
• At the end of your conversation, summarise what each other said,
and check that it is correct.
57
3 Tourism
3.2 A holiday to remember

In this lesson you will... Key words:
European art and
• read a teenager’s blog about a holiday in Italy architecture
• think of and discuss a holiday for friends visiting your country.
amphitheatre
arch (plural: arches)
• Apart from relaxing and enjoying yourself, what else can you do
fresco
on holiday? (plural: frescoes)
the medieval period
Reading (about 500–1400 CE)
1 Read Elena’s blog. Where was she when she took the photo at the the Renaissance
bottom of the opposite page? What does it show? (about 1400–1600 CE)
When my parents told me that we were going Day 3 25 km

on a cycling holiday in Italy, I thought, ‘Oh no! Today we did a circular route from the village. There
Cycling!’ Even worse, it was a trip called ‘The art and was a cycle track through a park that had a lake and
architecture of northern Italy’. How boring! even a maze. We had fun trying to find our way out of
the maze! We saw deer. And we had a picnic!
Day 1
We arrived in Mantua. It’s surrounded by three lakes. In Day 4 40 km
the centre, there are four main squares and two huge We cycled north towards Lake Garda, along a path by
palaces. Some of the buildings date from medieval the river, through orchards and vineyards. We stayed
times. We went to the Palazzo Ducale, where the ruling in a town with medieval walls on the southern edge
Gonzaga family lived for just under 400 years. It was of Lake Garda, where we stopped for lunch before
once the largest palace in Europe, with over a thousand heading east to a village just 20 km from Verona.
people living there! There was one room with frescoes
that were just amazing. They were painted in 1474 by a Day 5 20 km
Renaissance artist called Andrea Mantegna. One fresco We cycled into Verona and got ready to explore.
shows the Gonzaga family. There are two arches. In Day 6
the one on the left, you can see Ludovico and Barbara Wow! You need more than a day to do a sightseeing
Gonzaga with their children. Ludovico is holding a tour of Verona! For a start, there’s the amazing
letter and talking to a man who may be his brother. The arena, a Roman amphitheatre, built in the first
people look so real. And when you look up, you see that century, where 20,000 people watched gladiator
Mantegna painted the ceiling to make it look as though contests in Roman times. They now have huge
it's open to the sky! open-air opera performances there. Everybody
Day 2 35 km who has read or seen Shakespeare’s Romeo and
I could have stayed on in Mantua for another week, Juliet goes to see ‘Juliet’s house’ (even though Juliet
but we had a long bike ride ahead of us! The first didn’t exist). People say that if you stand under the
thing we did was to pick up our bikes. You could balcony and make a wish about love, it will come
have an e-bike (so of course, I did). And your bags true. I didn’t. I don’t believe in all that romantic
are taken from one place to the next by car. Great! stuff. Mum said, ‘Do you want to look round the
So, first we headed north towards Lake Garda, shops this afternoon, as it’s our last day?’ ‘No thanks,’
round the lakes, through a nature reserve and I replied, ‘this is much more interesting. I want to
along the river. We saw some beautiful birds and explore Verona.’
the weather was perfect. We stayed at a small,
family-run hotel in a village called Borghetto.
58
3.2 European art and architecture
2 Find these words in the text and try to work out their meaning from the context.
a palace b fresco c arch d ceiling e amphitheatre
3 Read the text again and answer these questions.

a What is the Italian word for ‘palace’? e What impression do you get of
b What impressed Elena most about the landscape through which
Mantua? Elena cycled?
c What impressed Elena about the travel f What impression do you get of
arrangements? Elena’s character?
d Elena doesn’t say where she started g How did the holiday change
from on Day 4, but you can work it Elena’s mind?
out. Where was it?
Speaking
4 Work in groups. Some friends of your family are visiting your 5 Compare the trip you
country. They want to do a trip like Elena’s, walking or cycling, have chosen with the
over four, five or six days. In your group, discuss these questions: trip other groups have
• Where will you recommend them to go? chosen. Give reasons to
• How will you recommend them to travel? support your choice.
• What can they see? Think of art and architecture, and We chose … because …
give an idea of the historical background (for example,
the Islamic Golden Age, the Ming Dynasty).
• Is there anything special they can do?
• Where can they stay?
low res
59
3 Tourism
3.3 How was your holiday?

• learn to use the past continuous passive.
• For some people, it’s exciting to go to new places and to meet people
who speak different languages and have different ways of life.
For others, it’s quite scary. What’s your view?
Listening
15 1 Listen to Francisco, Li and Sasha talking about their holidays.
Did they enjoy their holidays, or did they have mixed feelings?
2 Listen again and answer these questions.
Remember
a Why did Francisco’s holiday get off to a bad start?
When someone says
b The plane that Francisco and his family were on didn’t get in one thing and then
till 11.30 at night. Why? says something that
doesn’t match, so
c There is an inconsistency in what Francisco says. What is it? that both things can’t
(Clue: activities) be true, that is an
inconsistency.
d Where did Li go on holiday?
e Li mentions two problems. What were they?
f Which place did Li like best?
g Sasha went to Agadir. Where is Agadir?
h What did Sasha like about Agadir?
i What happened on the way to Paradise Valley, and why wasn’t
it such a bad experience?
j Who would be the best person to go on holiday with:
Francisco, Li or Sasha?
Use of English Past continuous passive

past simple active past continuous active
You already know the past simple active, the past The car broke down in a village while we were going
simple passive and the past continuous active. to a place called Paradise Valley.
past simple passive
There is also a past continuous passive.
We were invited into the house of one of the people
(Remember that in Unit 1, you learned the
in the village while the car was being fixed.
present continuous passive.) past continuous passive
60
3.3 Talk about it
3 Answer these questions, using the past continuous passive.

a Why did Francisco and his family have to wait three hours for
the second plane?
b Why couldn’t Li use the swimming pool at the apartment in
San Francisco?
c What did the radio announcement tell Li and her family as
they were driving to Yosemite?
4 Look at this list of multi-word verbs used by Francisco, Li and Sasha.
Use each one in a sentence about their holidays. Listen again if you
need to.
Francisco Li Sasha
get off (to a bad start) take off hang out break down
pick someone up turn back turn out
turn up get in
Speaking
5 Describe a holiday in which at least one thing went wrong. You can
make up the details, and you can make it as humorous as you like!
• You can use some of the expressions that
Francisco, Li and Sasha used.
• Try to include some of the multi-word
verbs that they used.
• Try to include at least one verb
in the past continuous passive.
Paradise Valley, near Agadir,

Morocco
61
3 Tourism
3.4 Responsible tourism

• explain what ‘responsible tourism’ is, after listening to an
interview about it
• use compound adjectives.
• How can tourism have a bad effect on a place?
Listening
16 1 Listen to the interview with Dr Rosa Benavides
from the Centre for Responsible Tourism.
What is ‘responsible tourism’?
Vocabulary
2 Look at the words in the list. What is the connection
between each of them and responsible tourism?
a litter
b precious resources
c air conditioning
d accommodation, international hotel chain
e local economy, local produce
f souvenirs
g wildlife products
h endangered species
a Dr Benavides talks of places that are ‘environmentally
sensitive’. What sort of places do you think she means?
b She says that tourism ‘opens our eyes and our minds’.
What do you think she means?
c She gives two examples of ‘irresponsible tourism’. What are they?
d According to Dr Benavides, where does a responsible tourist
stay and how should they choose what to eat?
62
3.4 Think about it
e What do the two pictures on the opposite page show,

and how do they relate to the topic of the interview?
f What can you say about the attitude of the interviewer?
Does he seem to agree or disagree with Dr Benavides, or is he
neutral? Would you say he is a sympathetic interviewer?
Use of English Compound adjectives Language tip

Compound adjectives are adjectives made up of more than one word: The opposite of dark
blue is light blue or
the recently established Centre for Responsible Tourism
pale blue.
Remember that adjectives, including compound adjectives, can be used
The opposite of
after the verb be and other ‘link’ verbs, like look, seem, taste and feel:
open-minded is
The sea looks pale grey in this light. narrow-minded.
4 These compound adjectives are all used in the interview you have just
heard. What does each of them refer to?
a environmentally sensitive d homemade
Dr Benavides mentions e open-minded
places that are f locally made
environmentally sensitive. g handmade
b family-run h dark blue
c big-name
Speaking
5 Work in groups. Role-play the following situation.
Your teacher has asked you to explain responsible

tourism to the students in another class.
Divide your group into two sub-groups, A and B.
Sub-group A uses the information in the interview
to explain and answer questions about responsible
tourism. Sub-group B wants to know about
responsible tourism and asks questions about it.
63
3 Tourism
3.5 A different type of family holiday Key words:

Environmental
In this lesson you will... studies
• compare two volunteer holidays coexistence

conservation
• choose a volunteer holiday that would suit you.
monitor
neglect
• What do you think a ‘volunteer holiday’ is?
Reading
1 Read about two types of holiday. In which countries are the holidays?
a
We look after horses that have been experienced rider, but you need to be
mistreated, malnourished or neglected. comfortable working with horses. You
At present, we have over 40 horses. The will help the horses to believe again that
accommodation for volunteers is just 7 km people can be kind to them, and that
from the Indian Ocean in one of the most they can trust people. You’ll take the
beautiful areas of South Africa. It is a short horses along the beach and along trails.
walk to the farm where the horses live. And in your free time, you can enjoy
You work with horses five days out exploring the area, swimming and
of seven. You do not need to be an watching the dolphins!
64
3.5 Environmental studies
b
The aim of the Elephant and Wildlife You will be doing important
Conservation project in Sri Lanka is conservation work as a volunteer,
simple: to protect the elephants and recording the numbers of elephants
wildlife that are found in the national and monitoring them carefully to see
park and local communities. if they are healthy or have any injuries.
We research the behaviour of wild You will help to build and mend fences,
elephants and work with local farmers and you will talk to villagers to find out
and local communities to help them what is needed for peaceful coexistence.
live together peacefully.
2 Match the words in the environmental studies key words box to

their meanings.
a carefully check the progress c not look after properly
of something d living together
b the protection of animals,
plants and natural areas
a What do the two holidays described in d How does the person who wrote
Exercise 1 have in common? the descriptions persuade you
b Where might you find the descriptions? that you might enjoy this type of
In a reference book about animals? In holiday? Choose phrases from
a biology textbook? Somewhere else? each text to illustrate your answer.
Give reasons for e If you were considering one
your answer. of these holidays, what other
information would you need?
c Find these phrases in the text about
elephants. What is implied, but not
directly stated? Speaking
4 Work in groups. Discuss these questions.
We research the behaviour of wild a What are the advantages and
elephants and work with local farmers disadvantages of each of these
and local communities to help them holidays?
live together peacefully. … you will b Which holiday would you choose,
talk to villagers to find out what is and why?
needed for peaceful coexistence.
65
3 Tourism
3.6 Is tourism a good thing?

• prepare for and have a debate on tourism
• identify and use participle adjectives.
Low-res
• Why do people ask the question, ‘Is tourism a good thing?’
Reading
1 Read the notes these students have made in preparation for a class debate on tourism.
FOR AGAINST
• jobs created • litter, worrying rise in pollution; big hotels,
• money for businesses (restaurants, shops) golf courses, etc. (not places for local people)
• money for local people (accommodation) • popular places lose identity – more
tourists than residents sometimes (e.g.
• money to improve roads, infrastructure Greek islands, Maldives, Venice)
of developing economies (water supply,
power supply) • big businesses move in, money goes to them
• money for conservation projects • house prices rise – annoying for local
(animals, national parks) people (can’t afford them)
• money to help local traditions survive • tourism-based economy: jobs only part-time,
(handmade souvenirs) for part of year
• opens your mind – other cultures, • most tourists not interested in traditions
customs: exciting, rewarding; can be of other places – places change for the
really inspired by what you see worse (e.g. some coastal resorts in Spain)
Writing
2 The notes in Exercise 1 are in note form. How would you express them
in full sentences, as if you were writing them in a report?
jobs created Jobs are created.
money for businesses (restaurants, shops) There is more money for businesses,
such as (restaurants and shops)
66
3.6 Talk about it
Use of English Participle adjectives

Remember the difference between adjectives ending in -ing and adjectives ending in -ed:
an exciting holiday
I am excited about going on holiday.
Find examples of participle adjectives ending in -ing and -ed in the notes in Exercise 1.
In Lesson 3.4, we looked at compound adjectives. Some of them contained past participles:
run is the past participle of the verb run
a family-run hotel
made is the past participle of the verb make
locally made souvenirs
Find a compound adjective containing a past participle in the ‘against’ list in Exercise 1.
Low-res
Language tip
In Lesson 2.5, you learned about intensifiers (really, extremely, totally, etc).
You can use intensifiers with participle adjectives.
The increase in pollution is extremely worrying.
People are extremely worried about the increase in pollution.
Listening
17 3 Listen to students having a debate on tourism. Each side (‘for’ and ‘against’)
has a copy of the list in Exercise 1. Each side forgets one thing on the list.
What is it?
4 In your opinion, who makes the most convincing argument: the students
‘for’ tourism or the students ‘against’ tourism?
Speaking
5 You are going to debate the motion ‘Tourism is a good thing’.
• Your teacher will divide the class into three groups. Group 1 speaks
‘for’ the motion. Group 2 speaks ‘against’ the motion. Group 3 can
ask questions before voting on whether they are for or against.
• Groups 1 and 2: you can use the notes in Exercise 1 to help you.
You can also add your own notes.
• Give examples of what you mean – this can really help your argument.
• Make sure you summarise what the people in your group have said.
67
3 Tourism

• write a travel blog.
In Lesson 3.2, you worked in groups to plan a walking or cycling trip for
friends of your family who were visiting your country. These are the
questions you discussed:
• Where will you recommend them to go? • What can they see? Think of art and
• How will you recommend them to travel? architecture, and give an idea of the
• Is there anything special they can do? historical background (for example, the
• Where can they stay? Islamic Golden Age, the Ming Dynasty).
1 Work in the same groups as in Lesson 3.2. Remind yourselves of

the trips you discussed.
I think we recommended them to go from … to …
Trip: The Lycian Way, South-West Turkey

When I realised that we were going on a walking holiday, I thought,
‘Oh no! Walking!’ Then I saw the route on the map and it was even worse:
18 kilometres a day! Oh well, at least your bags are taken on from place
to place.
Day 1
We arrived in Beycik. It’s a lovely village in a national park. Our rooms all
had sea views and there was a swimming pool. This was really nice!
Day 2 18 km
Today we headed towards Çirali. It was a long walk, but it was so
interesting. We went along a river bank, then across the river and
climbed to the top of a hill. Guess what we saw! This!
Yes, flames coming out of the ground at a place called Chimaera! It was
low res
as if the earth was on fire. It was amazing! The last part of the walk was
through orchards. We arrived at our hotel at about 5 o’clock. It was a
beach hotel, so we went straight down to the sea for a swim. Lovely!
68
3.7 Write about it
2 You decide to go on the trip with the friends of your family. Plan the trip.
• From … to …? • Number of days?
• Walking or cycling? • Accommodation?
3 You are now on the trip. Write a blog, like Elena’s blog in Lesson 3.2.
To help you, look at another example of a blog below. It was written
by a Turkish teenager on a walk in south-west Turkey.
Try to include:
We headed towards Prepositions A mixture of past tenses:
We saw of movement: we arrived, we were given,
We stayed at (a hotel) / in (a town) towards, along, while we were having lunch,
through, into, while the dinner was being
We stopped for lunch at / in round … prepared, …

a How many of the suggestions in Exercise 3 have you managed to include?
b Find the exclamation marks (!) in Elena’s blog. How many are there and
why does she use them? Can you include any in your blog?
Walking from Beycik to the lighthouse at Gelidonya

Day 3
Today we went swimming again and explored the remains of the
Roman city of Olympos, including the House of Mosaics. Wow!
Day 4 17 km
We walked from Çirali to Adrasan. On the way, we saw Roman
temples. I think I want to learn more about Roman times. In
Adrasan, we stayed at a very friendly, family-run hotel.
Day 5
Today we did a circular walk from Adrasan and we went on a boat
trip in the afternoon. Very relaxing!
Day 6 18 km
We walked from Adrasan to the Gelidonya Lighthouse. We walked
through a forest, where we stopped for a picnic lunch, and along
rocky paths before finally reaching the lighthouse, where we were
picked up and taken to our hotel. What a great week! I could have stayed on!
69
3 Tourism

Project 1: A volunteer holiday
You are going to give a presentation about a volunteer holiday.
For this project, you will need to find out about volunteer holidays in your country or in a
country you would like to visit.
1 Work in small groups. Choose a country and find out about volunteer holidays for you,
your class and a group of teachers from your school.
2 Choose the type of holiday that you would enjoy. For example:
• wildlife conservation
animals: working with endangered species,
working in situations where animals come into
conflict with humans, helping with animals that
have been injured
plants: helping to look after natural areas (nature
reserves, national parks), planting trees
• the built environment
education: helping to repair school buildings, build playgrounds and
sports facilities
culture: helping to restore buildings of historic interest.
3 You only have three minutes to present your choice. You
can’t use slides or visuals. Decide on the following:
• Are you going to write out the whole text of what you’re
going to say, or are you just going to write notes?
• Who is going to talk – one person or several people?
• How can you make your talk different?
4 You have to use persuasive language to convince the audience that the holiday you
have chosen is the best one.
Have you thought about …?
You will be helping to …
Thanks to your efforts, …
The aim of … is simple:
In your free time, you can enjoy …
• How did not being able to use slides and visuals affect
your presentation?
70
Project 2: A school trip

You are going to give a presentation and write a report about a school trip.
Your class recently went on a school trip. Your teacher has asked you to give a
presentation about it to parents at a parents’ evening and to write a report.
It can be an account of a real school trip or an imagined one.
1 Work in groups. First, answer these questions.
a Where did you go?
b How long did you go for? (minimum: a weekend; maximum: a week)
c What was the purpose of the trip?
d Where did you stay? What was the accommodation like?
e What was good about the trip?
f What was not so good?
g What did you learn?
h Why are school trips important?
The presentation
2 You can use slides and visuals. Plan your presentation. Will you present what you have
to say in the same order as the questions in Step 1?
3 Decide who will write the notes for the presentation, who will find the pictures and
who will create the slides.
4 Prepare your presentation.
5 Check your notes and your slides to make sure they are correct.
6 Give the presentation.
The report
The report is for your teacher. In addition to the questions in Exercise 1, you are also going
to answer this question: ‘Would you change anything if the school did the trip again?’
7 Using the notes you made for your presentation, plan your report. Remember to
answer the question about whether you would change anything next time.
8 Write a draft of the report. Choose a more formal style for your report. For example,
in your presentation you might have described something as ‘absolutely amazing’ and
talked about ‘hanging out’ with friends. In a written report, you could say something was
‘a great success’ and that you enjoyed ‘being together’ with friends.
9 Swap drafts with another group and make corrections and suggestions.
10 Write the final version of your report.
• What is the value of having other people comment on your work?
71
3 Tourism
3.9 Fiction
The Summer Book by Tove Jansson
The writer and artist Tove Jansson was born into a Swedish-speaking
family in Finland. She wrote The Summer Book in Swedish in 1972.
It was first published in English in 1974.
low res
The photo shows her house on the island of Klovharu, in the Gulf of Finland.
Reading and listening

18 1 Read and listen to the beginning of Chapter 1 of The Summer Book.
The setting is a very small island in the Gulf of Finland. Do Sophia and
her grandmother live there, or are they there on holiday? How do you know?
a Who is ‘she’ in the first paragraph? c What impression do you get of
(line 08) Sophia’s character?
b What impression do you get of the d Sophia asks, “Will they dig a hole?”
grandmother’s character? What does she mean?
03
granite: a very hard grey, pink or black rock 41
ravine: a deep, narrow valley with steep sides
03
to steam: to make steam (as water does when it boils) 44
disdainfully: in a way that shows you do not value or
03
moss: a very small green plant that grows on wet respect something or someone
earth or rocks 49
slippery: wet and smooth, making it hard to keep
03
crevice: a narrow crack in the surface of a rock your balance
04
to drench: to make very wet
51
haze: heat or smoke in the air that makes it difficult to
see clearly
04
moisture: very small drops of water in the air or on a
surface
53
amiably: in a pleasant and friendly way
06
veranda: a raised area at the front or side of a
55
insidiously: in an unpleasant, secretive way
building, often made of wood 62
promontory: a long, narrow area of land that sticks out
06
vegetation: plants that are found in a particular area into the sea
07
lush: very green and healthy (plants)
64
fainter: less strong, less noticeable
20
peony: a plant with big red, pink or white flowers
66
seaweed: a plant that grows in the sea
24
stalk: the part of a plant that supports the leaves and
66
fringe: the edge of something (like the hair that
flowers hangs over the forehead)
25
stem: the central part of a plant that comes up from
66
to sway: to move from side to side
the ground
72
It was an early, very warm morning in “When are you going to die?” the child asked.
July, and it had rained during the night. The And Grandmother answered, “Soon. But that
bare granite steamed, the moss and crevices is not the least concern of yours.”
were drenched with moisture, and all the “Why?” her grandchild asked.
5 colours everywhere had deepened. Below the
veranda, the vegetation in the morning shade 40 She didn’t answer. She walked out on the
was like a rainforest of lush, evil leaves and rock and on towards the ravine.
flowers, which she had to be careful not to “We’re not allowed out there!” Sophia screamed.
break as she searched. She held one hand in “I know,” the old woman answered
10 front of her mouth and was constantly afraid disdainfully. “Your father won’t let either one
of losing her balance. 45 of us go out to the ravine, but we’re going
“What are you doing?” asked little Sophia. anyway, because your father is asleep and he
“Nothing,” her grandmother answered. “That won’t know.”
is to say,” she added angrily, “I’m looking for They walked across the granite. The moss
15 my false teeth.” was slippery. The sun had come up a good
The child came down from the veranda. 50 way now, and everything was steaming. The
“Where did you lose them?” she asked. whole island was covered with a bright haze.
It was very pretty.
“Here,” said her grandmother. “I was
standing right there and they fell somewhere “Will they dig a hole?” asked the child amiably.
20 in the peonies.” They looked together. “Yes,” she said. “A big hole.” And she added,
“Let me,” Sophia said. “You can hardly walk. 55 insidiously, “Big enough for all of us.”
Move over.” “How come?” the child asked.
She dived beneath the flowering roof of the They walked on towards the point.
garden and crept among green stalks and “I’ve never been this far before,” Sophia said.
25 stems. It was pretty mysterious down on the “Have you?”
soft black earth. And there were the teeth, 60 “No,” her grandmother said.
white and pink, a whole mouthful of old teeth. They walked all the way out onto the little
“I’ve got them!” the child cried, and stood up. promontory, where the rock descended into
“Put them in.” the water in terraces that became fainter and
30 “But you can’t watch,” Grandmother said. fainter until there was total darkness. Each
“That’s private.” 65 step down was edged with a light green
“I want to watch,” she said. seaweed fringe that swayed back and forth,
So Grandmother put the teeth in, with a with the movement of the sea.
smacking noise. They went in very easily.
35 It had really hardly been worth mentioning.
Speaking
3 Work in groups. Discuss what you think is going to happen next.
73
3 Tourism
19 4 Read and listen to the rest of Chapter 1. Did you guess what would happen?
“I want to go swimming,” the child said. She waited for opposition, 01

opposition:

but none came. So she took off her clothes, slowly and nervously. strong disagreement
She glanced at her grandmother – you can’t depend on people who 08
to slide: (past
just let things happen. She put her legs in the water. tense: slid) to move
smoothly and
5 “It’s cold,” she said. continuously over a

“Of course it’s cold,” the old woman said, her thoughts somewhere surface

else. “What did you expect?” 15
to glisten: to shine
by reflecting light
The child slid in up to her waist and waited anxiously. from a wet or smooth

“Swim,” her grandmother said. “You can swim.” surface

10 It’s deep, Sophia thought. She forgets I’ve never swum in deep 21
to glide: to move

water unless somebody was with me. And she climbed out again and easily and without
sat down on the rock. stopping
28
weariness:
“It’s going to be a nice day today,” she declared.
tiredness (especially

The sun had climbed higher. The whole island, and the sea, were after working hard for

15 glistening. The air seemed very light. a long time)
“I can dive,” Sophia said. “Do you know what it feels like when 29
nap: a short sleep

you dive?”
“Of course I do,” her grandmother said. “You let go of everything and

get ready and just dive. You can feel the seaweed against your legs. It’s
20 brown, and the water’s clear, lighter towards the top with lots of bubbles.
And you glide. You hold your breath and glide and turn and come up, let
yourself rise and breathe out. And then you float. Just float.”
“And all the time with your eyes open,” Sophia said.

“Naturally. People don’t dive with their eyes shut.”

25 “Do you believe I can dive without me showing you?” the child asked.

“Yes, of course,” Grandmother said. “Now get dressed. We can get

back before he wakes up.”
The first weariness came closer. When we get home, she thought,

when we get back I think I’ll take a little nap. And I must remember to
30 tell him this child is still afraid of deep water.
5 Work in pairs or small groups. What is going on in the minds of Sophia and her
grandmother here? Go through the extract, commenting on what each of them says.
6 You have now read the first chapter of The Summer Book. There are
22 chapters in the book. Each has a title: ‘Moonlight’, ‘The Cat’, ‘The Cave’,
‘The Tent’, ‘The Visitor’, etc. Imagine another scene featuring Sophia and her
grandmother and write it.
74
Check your progress
Check your progress

1 In which country are Mantua and Verona? Compound nouns: holidays
2 Who was Andrea Mantegna? 1 How many compound nouns can you make
by combining words from the two columns?
3 What is a fresco?
boat court
4 What is an amphitheatre?
day park
5 Shakespeare wrote two plays set in ice pool
Verona. Name one of them. roller skating
6 Where is Agadir? sightseeing skiing
swimming sports
7 South Africa is between two oceans, the
tennis tour
Atlantic and which other ocean?
theme trip
8 It’s an island country 30 km south-east of water
India. It’s called Sri ... . a boat trip a day trip

9 What do you call this kind of pattern? Tourism
2 Complete each of these sentences with a
word from the box. Then write another
sentence to show its meaning.
accommodation litter monitor

souvenir wildlife

a The volunteers in the conservation
area monitor the elephants carefully.
They check them every day.
b There are signs everywhere saying,
‘Please don’t drop …………’.
c I know there are hotels near the
beach, but are there any other types
of …………?
10 Where was the writer and artist Tove
d It’s nice to take home a …………
Jansson born and what was her first
from your holiday.
language?
e The thing that surprised me about
our holiday in Madagascar was the
variety of ………….
75
3 Tourism
Use of English
1 Each of these sentences contains a multi-word 3 Complete the compound adjectives in this
verb, but one word is missing. What is it? account.
a My parents always take two weeks When you’re on holiday, be open- minded 1.

off during the summer, so that we can Talk to people, ask them what you should
go on holiday. see and do. It’s easy to talk to people
b I’m really looking forward ………… if you stay at a family-…………2 hotel
hearing from you. and buy a few souvenirs at a market. My
c I saw some of my friends from grandmother collects hand…………3
primary school the other day. It was pottery, so I always buy her something. She
good to catch up ………… them. was so pleased with the bowl I gave her last
d The holiday got ………… to a bad year. She said it was the colour of midnight
start, I’m afraid. – a very, very …………4 blue. Last year, we
e The film started at 7 but of course also brought back some locally …………5
Jose turned ………… at 7.30. olive oil for our neighbours.
2 Choose the right option. 4 Complete the adjectives with the correct
ending: -ed or -ing.
a We didn’t need to get a taxi from the
airport because we were picked up / a Why are tigers an endanger……
picked up by my aunt. species?
b We couldn’t go into the gym because it b We really enjoyed our volunteering
was being used / was using for exams. holiday. It was so reward……
c Did you hear / Were you hearing the c Rome was great but our hotel was a
thunder last night? bit disappoint……
d Sorry I couldn’t talk when you d Since my holiday in Jordan, I’m much
phoned. I was helping / helped to more interest…… in history.
prepare the dinner. e It’s excit…… to discover new places.
Summary checklist
I can
talk about past and future holidays.
plan a holiday for friends visiting my country.
give arguments for and against in a debate on tourism.
write a travel blog.
give a presentation about a volunteer holiday and a school trip.
write a report of a school trip.
read and understand a description of a summer
Overmatterholiday.
76
4 Science
• learn about how we see colours
• learn about the history of diseases and talk about
developments in medical science
• listen to a conversation about DNA and genetics
• read about a young Kenyan’s invention for protecting
livestock and wildlife
• differentiate between fact and opinion in texts about
endangered species
• listen to, understand and exchange opinions about zoos
• write a short essay giving your views about zoos
• research and present the life of a medical pioneer
• read extracts from a young naturalist’s diary.
Getting started
Why is science important in our lives?
Watch this!
77
4 Science
Low-res
4.1 The science of colour

• learn about how we see colours
• describe colours and shades of colour.
• Which colours do you think of for each of these words:

warm, cold, happy, depressed, enthusiastic, energetic, calm?
Reading
1 Read the text. Do all humans and animals see colour in the same way?
Research shows that colour really does affect our our eyes. These receptors are red, green and
minds and bodies. The colour blue helps us to blue, and each is designed to pick up different
feel calm. Red, on the other hand, can make us wavelengths of light. People who are colour-blind
feel angry. Football teams seem to play better detect fewer colours as one type of receptor is
when wearing red. They are more likely to win not working properly.
matches than those wearing other colours.
There are people who are tetrachromatic, which
After analysing recent sales of works of art, a means they have an extra cone type in their eyes.
leading expert concluded that pictures with red The average person can see approximately
in them fetch higher prices than those without. one million colours, whereas people who have
tetrachromatic vision can see 99 million.
Colour is how our eyes interpret light. It is the
way our brain perceives mixtures of different Birds are also tetrachromatic – they have four
light wavelengths falling on the retina of the colour receptors and see things that we see as
eyes. Human vision is trichromatic – we have red as many different shades of colour. This is
three different colour receptors (cones) in very useful for them while searching for food.
colour-blind cone light receptor retina shade (of colour)

2 Read the text again and answer the questions using the words in the vocabulary box to help you.
a Why do we not see colours at night? d How do you describe someone who
What is necessary for us to see colours? can’t see certain colours?
b Which part of the eye receives light e What is the difference between being
wavelengths? trichromatic and tetrachromatic?
c What are the colour receptors in your f Why does being tetrachromatic help
eyes called? birds when they’re looking for food?
78
4.1 Think about it
3 Complete these questions using one of the conjunctions from

Use of English
the box. Then ask and answer them with a partner.
Conjunctions
after before when while
Conjunctions are words
that join clauses together
a Do you understand more about how birds find in a sentence. Some
food ………… learning that they are tetrachromatic? conjunctions can be
followed by -ing forms.
b Why do you think designers and fashion experts
know what to look for ………… choosing colours Find the following
conjunctions in the text.
that go well together? What are the -ing forms
c To prepare for a visit to an art exhibition, is it helpful that follow them?
to read about the artist ………… seeing their work? • when
d Did you see anything colourful ………… walking to • after
• while
school this morning? What was it?
e Do you think you are more aware of colour …………
learning about how we see it? How has this changed the
way you think about colours?
Listening
20 4 Listen to a conversation between two friends. What is it about?
Speaking tip
5 Listen again. Then answer the questions. You can describe shades of
a How many words are commonly used in English to colour like this:
describe colours? • dark (or deep) blue, green,
red, orange, yellow
b What is different about Russian, Greek and Turkish?
• light (or pale) pink, blue,
c Why do the two friends decide to do an experiment? green, grey, orange, brown
d What is the experiment and what does it show? • mix of colours: yellowish-
brown, greyish-white,
Speaking reddish-brown
6 Work in small groups. Discuss the colours in this

pictures in this lesson.
How would you describe the colours
in this picture?
I’d say the house on the left is
(pale orange).
I’d describe that colour as
(yellowish-brown).
79
4 Science
4.2 Deadly diseases Key words:

Medical science
In this lesson you will... Infection and
• learn about the history of diseases disease
bacteria / a
• talk about developments in medical science.
bacterial infection
cholera
• Do people have better health now than a hundred years ago? Why? Covid-19 (SARs
CoV-2)
Reading influenza (flu)
1 Read the text. How does it relate to our health today? MERS
pandemic
plague
a An epidemic is a large number of cases of disease that happen SARS
at the same time. What is a pandemic?
smallpox
b When and why is quarantine necessary? tuberculosis (TB)
c What is a fatal disease? typhoid
d What was Edward Jenner’s experiment? virus
e Why do fewer people die from influenza and tuberculosis now Prevention and
than a hundred years ago? treatment
f Why is smallpox no longer a danger? (good) sanitation
antibiotic
3 Make these sentences passive.
quarantine
a They vaccinate most children against diseases such vaccination,
as measles and polio. vaccine
Most children are vaccinated against diseases such
as measles and polio. Use of English Present
b They discovered a link between contaminated water and past simple passive
and cholera.
The passive is formed with
A link was discovered between contaminated water part of the verb be + a past
and cholera. participle.
c People use quarantine to control the spread of Most people are vaccinated
dangerous diseases. in childhood against diseases
such as measles, rubella,
d A flu pandemic killed millions of people between 1918 diphtheria, tetanus and polio.
and 1920.
An estimated 75 to 200 million
e Scientists developed vaccines to give people immunity people were killed by the
to flu. plague in Asia and Europe
between 1321 and 1353.
80
4.2 Medical science
The plague known as the Black Death was one

of the worst pandemics in human history. An
estimated 75 to 200 million people were killed
by the disease in Asia and Europe between
1321 and 1353. It spread from one country to
another via trading routes over land such as the
Silk Road and also by sea. It recurred throughout
the 14th to the 18th centuries. It spread rapidly
from person to person, usually causing death
within three days. Nobody knew what the disease
was caused by nor how to cure or prevent it. Edward Jenner vaccinates a boy with cowpox to provide
However, during the 17th century, quarantine immunity against smallpox, 1796
was beginning to be used: people had to stay
inside their houses for 40 days if a member of the suffered from diseases such as cholera,
household had the disease. tuberculosis and typhoid. Between 1817 and
1917, cholera epidemics killed around 38 million
Smallpox, another fatal disease, spread people. Eventually, a link between cholera
throughout Asia, Europe, Africa and the (a bacterial infection) and contaminated water
Americas from the 6th to the 18th centuries, due was discovered. Providing clean water and
to increasing trade and exploration. sewers reduced cases of the illness considerably.
In 1796, Edward Jenner, an English doctor, noticed In the 20th century, diseases such as influenza
that milkmaids (girls who looked after cows) got and tuberculosis were widespread. The 1918
cowpox, a disease similar to smallpox, but they flu pandemic killed between 3 and 5 percent of
didn’t get smallpox. He inoculated an eight-year- the world’s population between 1918 and 1920.
old boy with cowpox by exposing him to the Fortunately, flu vaccines were developed in the
infection. Two months later, Jenner inoculated 1930s. Then, in the 1950s, more progress was
the boy with smallpox. The boy didn’t get the made when the antibiotic streptomycin was found
disease. In 1798, Jenner published the results to be effective in the treatment of tuberculosis.
of his work, calling the process ‘vaccination’. By
1853, vaccination against smallpox had become In the 21st century, most people are vaccinated
compulsory in Britain. Just over a century later, in in childhood against diseases such as measles,
1980, the World Health Organization declared that rubella, diphtheria, tetanus and polio. However,
smallpox had been eradicated. new viral diseases such as SARS (Severe Acute
Respiratory Syndrome), MERS (Middle East
During the 19th century, however, there were Respiratory Syndrome) and Covid-19 continue to
many other serious health problems. Many people challenge medical science.
Speaking
4 Work in small groups. Discuss the following c Why is vaccination important for you
questions. and for others?
a Is learning about the history of d How can scientific research improve
diseases relevant to us today? Why? health?
b What comparisons are there between
diseases in the 14th century and
today’s health issues?
81
4 Science
4.3 What makes us the same?

What makes us different?
• listen to a conversation about DNA and genetics
• use the present perfect continuous to talk about what
you’ve been learning in science.
• Do any members of your family look alike? Do they have the same
hair and eye colour? What other features make them look similar?
Listening
21 1 Listen to the conversation. Have Amber and her brother Rian just
had the same science lesson? How do you know?
Vocabulary
2 Match the words to their definitions.
DNA a being the only one of its kind, so there is no other that is
the same
fingerprints b deoxyribonucleic acid, a chemical which is present in all living
organisms
gene
c part of a cell that controls particular characteristics
genetics d the complete set of DNA for a human, including all of its genes
e the mark made by a person’s fingertips which has a unique
human genome
pattern of lines
unique f the study of genes and inherited characteristics
3 Work in pairs. Answer the questions. Listen again if you need to.
a How much of everyone’s DNA is the same?
b What kind of differences in people do genes control?
c Why is DNA useful for solving crimes?
d What did the experiment about fingerprints show the students?
Low res
e What has Rian been learning about in science?
82
4.3 Talk about it
Use of English Present perfect continuous

We use the present perfect continuous to talk about events or situations that started in the past
and have continued up until now.
have / has + been + -ing

We’ve been doing some really interesting things in science this week.
We’ve been learning about DNA, genetics and the human genome.
Today, we did an experiment that was really fun and a bit messy!
Why is the present perfect continuous used in the first sentence and the past simple in the
second sentence?
We also use the present perfect continuous for actions that have just happened and have visible results.
They’ve been playing football.
Low res
4 Prepare a short talk about what you’ve been doing in science and in other
subjects this week. Read what you’ve written to your partner.
Can you add any more information?
This week, we’ve been learning about …
We’ve been finding out …
In PE we’ve been playing …
Today we’ve been …
83
4 Science
4.4 Live and let live

• read about a young Kenyan’s invention for protecting livestock and wildlife
• use the present perfect active and passive.
• What sort of problems do you think farmers in East Africa have?
Reading
1 Read the text below. What problem did Richard Turere’s family have on their farm?
Richard Turere is a Kenyan Maasai herder. He lives bulbs and wires, Richard set up a series of flashing
with his family, who are farmers, near the Nairobi lights to give the impression that people were
National Park. Richard looks after the family’s walking around the land where the animals were
cattle but he is also an inventor and has his own kept. The lions didn’t come near. Soon other
company, Lion Lights. farmers nearby were using his ‘lion lights’.
From the age of nine, Richard has been Many lions have been killed by farmers trying to
responsible for looking after the family’s livestock protect their animals, but now the lion lights have
– their cows, goats and sheep. Their farm is on the helped the farmers and they have also helped to
edge of the Nairobi National Park. The park is full save the lions. They have been installed in 750
of rhinos, giraffes, zebras, buffalo and lions. The farms in the local community.
lions would come at night and feed on the cattle
while the family were sleeping. Richard’s invention has made him famous. It
has been adopted by farmers to protect their
At the age of 11, Richard came up with an idea animals from predators such as cheetahs and
for keeping the lions away. One night, as he was leopards as well as lions. The lights also protect
walking around with a torch keeping watch over their crops from elephants. All of these animals
the animals, he noticed something. He noticed are endangered species. According to the Kenyan
that the lions were scared of the moving light. Wildlife Service, there are only around 1,700 lions
Lions are naturally afraid of people, and Richard left in the wild in Kenya. Now the farmers can live
realised that the lions linked the moving torchlight with the lions without any problems.
with people, so they stayed away. Using some
84
4.4 Think about it
Vocabulary
2 Answer the questions.
a What is a ‘herder’? d Why do the lion lights help to protect
b Why is living near the Nairobi wildlife as well as farm animals?
National Park a problem for Richard e The lion lights not only help farmers
Turere’s family and for other farmers? protect their animals. In what other way
c What gave Richard the idea that lights are they useful?
could solve the problem?
22 3 Listen to this extract from the programme Clever ideas that have changed the world.
Was the programme recorded when Richard was a child or when he was a young adult?
How do you know?
4 Work in pairs. What extra information does the extract give you about Richard?
Use of English Present perfect active and passive

Use the present perfect for situations continuing up to now and for things that have happened,
but are not linked to a specific past time.
Active Passive
have has present tense + past participle have / has been + past participle
The lion lights have helped the farmers. Many lions have been killed by farmers trying to
protect their animals.
Richard’s invention has made him famous.
Richard’s invention has been adopted by farmers to
protect their animals.
5 Complete the sentences using the verbs in brackets in the present perfect passive.
a All of Richard’s inventions have been d The lives of both the farm animals
made from simple things and old and the lions …………, thanks to
appliances. (make) Richard’s invention. (save)
b Richard ………… to look after his e The lion lights ………… by
family’s livestock since he was nine environmentalists because they are
years old. (expect) powered by solar energy and they
c Crops ………… from elephants by protect wildlife. (welcome)
Richard’s lion lights. (protect)
Speaking
6 Work in small groups. Discuss these questions.
a What are the advantages of Richard’s invention?
b Why is this lesson called ‘Live and let live’?
85
4 Science
4.5 The circle of life Key words:

Environmental
In this lesson you will... science
• read two texts about endangered species and differentiate extinct

between fact and opinion. habitat loss
herbivore
• How many ways can you think of in which we are dependent on hunting
each other? What else do we depend on? in captivity
interdependent
Reading in the wild
1 Read these two articles. They are on the same topic. poacher
How are they different? pollinator
Article A prey
A n animal or plant species is declared extinct

when it has not been seen for many years.
The rate of extinction is now increasing quickly.
make plants grow, to feed herbivores as well as
humans. In the wild, the reduction in herbivores
means that predators whose prey are animals
Between 30% and 50% of all species could like deer, zebra and antelope don’t have enough
become extinct by 2050. The disappearance food. Some animals and insects are particularly
of so many animals, insects and plants is due dependent on each other: there are birds that
mainly to human activity, through habitat loss, feed on the insects that live on a hippopotamus.
pollution and climate change. Towns and cities If hippos become extinct, so do the birds. A
are expanding into rural areas, which means study by researchers at Oregon State University
that animals don’t have enough food, water and concluded that about 60% of large herbivores
shelter. Plastics and chemicals such as pesticides are in danger of extinction.
contaminate the soil. Air, water, noise and light
pollution also harm wildlife and the ecosystem. Fortunately, conservation programmes are
making progress. For example, in 1985, there
Hunting reduces the number of animals in the were fewer than 100 rhinos left in the wild.
wild. People pay to kill wildlife such as elephants, Now, there are around 21,000. Numbers of giant
lions and other big cats. According to the African pandas have also increased with around 1800
Wildlife Association, Africa’s lion population has currently living in the wild and around 300 in
decreased in size by approximately 42% in the captivity. Consequently, they are considered to
past 20 years. Fish, reptiles, spiders, birds and be ‘vulnerable’ rather than ‘endangered’.
mammals are captured and sold as pets; poachers
kill wild animals to sell their body parts. Every year,
according to the National Geographic Society,
poachers take more than 38 million animals from
Brazil. Most are birds, which become pets.
Animal and plant life are interdependent. We

rely on bees, butterflies and other pollinators to
86
4.5 Environmental science
Article B
E xtinction is a natural process. Take the

example of the dodo. It simply wasn’t strong
enough to survive. Ask people to name a
They just want to stop those of us who work
hard to provide oil and gas for the people of
this world. The Arctic is a big place. There’s
species that has become extinct and it’s always enough room for human beings and animals.
the dodo. But the dodo became extinct four People also claim that we are responsible
centuries ago. for climate change. They seem to forget that
climate change has been happening for millions
We are told that loss of habitat means that of years. Yes, the Earth is getting warmer, but we
animals find it hard to survive. Animals and just have to get used to it.
plants adapt to new surroundings: foxes learn
to live in cities, camels and cactus plants survive Hunting is another issue that receives a lot of
in the desert, polar bears live in the Arctic. Of attention in the media, but people forget that
course, there are always programmes on TV that animals hunt animals: there are predators and
show us how the ice is melting and the polar there is prey. Cats prey on mice, lions prey on
bears are finding it hard to survive, and warning zebras. They kill far more than human beings
of the dangers of oil and gas exploration kill. There are still plenty of mice; there are still
destroying their habitat. But there is no reason plenty of zebras.
why you can’t use the Arctic for oil and gas and
still leave plenty of space for bears. The people And let’s remember that sometimes bad news
who want to stop this are just anti-big business. is fake news.
2 Read the articles again and find the words and phrases
in the environmental science key words box. Work with
a partner to say what they mean.
A: Extinct. That’s when an animal disappears for ever.
3 Read the dictionary definitions of the words objective
objective: influenced only
and biased, then answer the questions about the articles. by facts and not by feelings
a Is one article more objective than the other? biased: supporting or
Support your answer with examples. opposing a particular person
b Is one article biased? What makes you think this? or things in an unfair way, by
allowing personal opinions
c Reread the second paragraph in Article B (‘We are to influence your judgement
told that …’). What do we learn about the writer?
Speaking
4 Work in small groups. You have been invited to take part in a television
debate on endangered species. Use these questions in your debate.
• What is the evidence that plant and • Does everyone agree that
animal species are endangered? this is a serious problem?
• Why are plant and animals species • What can be done?
disappearing?
87
Low-res
4 Science
4.6 Views on zoos

• listen to, understand and exchange opinions about zoos
• use verbs followed by prepositions.
• Why do zoos exist?
Vocabulary
1 You will hear these words and phrases in the interview in Exercise 2.
To prepare, match the words to the definitions.
a to allow animals bred in captivity to live in
enclosure

freedom in their natural habitat
instinct b variety of genetic characteristics in a species
keeper c the natural way an animal behaves
breed d a large park where wildlife live in captivity
genetic diversity e a structure of bars or wires in which animals are kept
f an area surrounded by a fence in which animals are kept
cage
g to reproduce
wildlife park h a person who looks after animals in a zoo
release (into the wild)
Listening
23 2 Listen to six people talking about zoos. Who is in favour of zoos?
Who is against them? Write ‘for’ or ‘against’ for each person.
a Amir against d Onel

b Isla e Shashi
c Huyen f Kareem
3 Listen again. Which person gives each of these opinions?
a Going to the zoo is a great day out for families.
b If people want to see wild animals, they should
watch wildlife programmes on TV. A reptile responds to a
young visitor at the zoo
c It goes against wild animals’ natural instincts
to be kept in cages or enclosures.
88
4.6 Talk about it
d Seeing animals in a zoo helps people to identify with and care about wildlife.
e Zoos breed endangered species and release them into the wild.
f Taking animals from the wild reduces genetic diversity.
Use of English Dependent prepositions following verbs

There are no rules about which prepositions follow certain verbs. It’s best to learn and use them as often
as you can.
Copy and complete the chart when you’ve done Exercise 4.
in from of on to with
believe in suffer from die of belong to agree with
succeed in concentrate on compare with
rely on
4 Complete these sentences with the correct prepositions. Then put each
verb + preposition in the correct place in the Use of English box.
a I think that animals in zoos suffer from e I don’t agree …………. people who
stress and boredom. say that zoos can provide a good
b There are zoos that specialise environment for animals.
…………. breeding animals, such as f I don’t approve …………. any species
the giant panda, in captivity. being taken from the wild.
c In zoos and wildlife parks, endangered g Zoos are a good way of introducing
species can be protected …………. people …………. the amazing variety
dangers such as habitat loss and being of species.
killed by poachers and hunters. h But you should also listen ………….
d Breeding endangered species in zoos the experts who say that taking animals
to release into the wild can save them from the wild reduces genetic diversity.
…………. extinction. i The survival of many species in the
wild will depend …………. people
protecting their habitats.
Speaking
5 Work in small groups. Discuss these questions.
a Do you approve of animals being kept in zoos?
b What do zoos and wildlife parks succeed in doing?
89
4 Science

• write an essay giving your views about zoos.
1 Read the model essay on the opposite page. Answer the questions.
Paragraph 1 (Introduction)
a Which words and phrases in the opening sentence tell you

what the writer thinks about animals?
b Why do you think the writer asks a question in the second sentence?
Is this a good idea at the beginning of an essay?
Paragraph 2
c In your opinion, which of the reasons in favour of zoos
provides the strongest argument for them?
Writing tip
d Why does the writer give examples about species bred in captivity?
Connectives are words
Paragraph 3 that link ideas within
a text. Here are some
e What is the purpose of the second sentence? examples you can use.
f Which parts of the third and fourth sentences give opinions To list or add ideas:
rather than facts? First, To start, In the first
place… ; Second, In
Paragraph 4 (Conclusion) addition, Furthermore
g What is the writer’s answer to the question “Are you for or … ; Third, Finally
against zoos”? To introduce examples

or give reasons:
2 Write a plan for your essay.
For example, such as,
• Introduce the topic of your argument. like, therefore, for this
reason, because
• Give reasons in favour of zoos.
To link contrasting ideas:
• Give reasons against zoos. However, but, although,
while … whereas
• Conclude by summarising the main points of your argument.
Make your overall opinion clear. To add emphasis:
not only … but also …
3 Brainstorm ideas for and against zoos. Look back at Lesson 4.6 to
To conclude:
help you. Make notes under two headings:
In conclusion, To
For Against
conclude, To sum up

fun for children animals in captivity … bored and stressed

90
4.7 Write about it
4 Write a first draft of your essay.

• Make sure you link your ideas so that the meaning of your argument is clear.
Check that you have followed all the points in Exercise 2.
• Check the spelling, grammar and punctuation.
• Show your draft to another student and ask for comments and suggestions.
5 Write a final version of your essay.
Start with Are you for or against zoos?

a sentence
to draw the From the smallest insect to the largest mammal, animals are
essential to life on Earth, so it is not surprising that humans Introduce
reader into the main
the topic. find them fascinating. However, is it right to take animals
points
from the wild and keep them in captivity in zoos and wildlife of your
parks or should all wild animals live in freedom? argument.
Give
reasons in Children can learn about animals from books and films but
support of seeing them in real life is much more exciting and helps to
zoos. encourage enthusiasm for knowing about the natural world. Use
connectives
A visit to the zoo is not only an enjoyable experience but it
to link your
is also educational because visitors learn about the different ideas.
Do research to
species and what they need to survive. In addition, zoos
find evidence and wildlife parks can protect animals from dangers that
to support threaten their survival in the wild. Zoos have also succeeded
your views in breeding animals that are endangered species, such as the
and include it. giant panda, the Arabian oryx and the golden lion tamarin.
However, when animals are kept in a zoo or even in a wildlife
Give reasons
park, they are not free to live as they would in the wild. For
against zoos.
example, a lion in a zoo doesn’t need to hunt for its prey and it
cannot leave its enclosure, so it is not a natural way of life for
a wild animal. Cages and enclosures are necessary in order to
keep visitors safe but they are a prison for the animals. While
some species adapt well and live happily in captivity, others
Summarise the appear bored, stressed and unhappy.
main points of
the argument Zoos and wildlife parks that provide good conditions for their
in your animals are a pleasure to visit and help towards the survival of Finish by
conclusion. many species. Nevertheless, it does not seem right for humans saying whether
to keep animals in captivity, particularly when it is possible you are for or
against zoos
to find out about wildlife and see them in their natural
and explain
environment in films and in wildlife programmes on TV. why.
Low res
91
4 Science

Project 1: A species in danger of extinction
You are going to make a fact file about an animal species in danger of extinction.
1 Work in groups. First do some research to find out about some endangered species.
Select one you think is interesting.
2 Tell your group about the animal you have selected, giving the reasons for your
choice. The group discusses all the suggestions and then makes a collective decision
about which species to present on the fact file.
3 Research and write notes about the animal. Look at the notes below about the Amur
leopard to help you.
4 Find a photo of the animal you have chosen. Write a caption for it to use as the title
for your fact file.
5 Write your notes on the fact file.
6 Give a presentation to the class based on your fact file. Explain why you have
chosen to feature this species.
The world’s rarest wild cat Poachers kill the leopards in order to sell
their beautiful spotted fur. Habitat loss and
Name: lack of prey are also a problem.
Amur leopard
Positive steps: stop poaching, increase prey
Scientific name: Panthera pardus orientalis population (deer, wild boar), protect habitat
Endangered status: critically endangered Good news:
Russia created a
Population: (estimated) 84 individuals
new protected
Habitats: forests in the east of Russia area for the
Amur leopards
Features: solitary, fast, strong
in 2012. It’s
Lifespan: 10–15 years in the wild, up to 20 called ‘Land of
years in captivity the Leopard
National Park’.
Major threat: illegal wildlife trade
• What did you like most about doing this project?

• What did you learn about working as part of a team?
92
Project 2: A medical pioneer

You are going to prepare and give a three-minute speech about Edward Jenner,
Marie Curie, Louis Pasteur, Al-Zahrawi, Ugur Sahin and Ozlem Tureci, or another
important scientist who has made a difference to world health.
1 Work in groups. Discuss who you will choose
as the subject of your speech.
2 Find out about the life and achievements of
the scientist you have chosen.
Divide the following research questions among
the members of the group:
• Where and when did the scientist live?
• What did he / she discover?
• How was the discovery received at the time?
• How did the discovery help people? Ugur Sahin and Ozlem Tureci, the
research scientists who developed
3 Each member of the group writes their section of the Pfizer vaccine against Covid-19
the speech, using the information they have found.
4 Take turns to read out what you have written. The rest of the group listens and
suggests any corrections to the grammar and pronunciation.
5 Make notes giving the key information for your section, so that you can give your part
of the speech without reading it.
6 Practise giving your speech from your notes.
7 Give your speech. If you are feeling nervous, take a few deep breaths and relax first.
Look at the audience as you speak – don’t look down. Speak slowly and calmly. Smile.
8 Ask for comments and questions from your audience.
• What was the most useful or interesting aspect of doing this project?
• How did it affect the way you feel about speaking in public?
93
4 Science
4.9 Poetry
The poem on the opposite page is based on an ancient Greek fable. A fable is a
short story, often with animals as characters, that has a ‘moral’ – a lesson about
how people should or shouldn’t behave.
24 1 Read and listen to the poem. What is the moral of the story it tells?
Find one line in the poem which gives the moral.
2 Work in pairs. Ask and answer these questions.
Student A: Ask Student B Student B: Ask Student A

a How would you describe the character of the a How would you describe the character of the
hare? Give examples to show what you mean. tortoise? Give examples to show what you mean.
b In lines 1 to 35, which words rhyme? b In lines 36 to 61, which words rhyme?
c What do you notice about lines 25 to 35, c What do you notice about lines 21 to 24 and lines
describing the hare running? (Compare them 42 to 45, describing the tortoise? (Compare them
with the lines describing the tortoise.) with the lines describing the hare.)
d Summarise what happens in lines 1 to 35. d Summarise what happens in lines 36 to 61.
3 Take turns to read a line each, around the class. Depending on the size
of the class, you may have several lines to read.
• Practise saying your lines. Your teacher will help with pronunciation.
• Give a performance of the poem.
4 Close your books and give a performance of the poem!
5 Write another verse for ‘Tortoise and Hare Race’. Think of what the
tortoise and the hare might have said to each other after the race.
2
No wonder: It’s not surprising 39
tick away: to make a continual ticking noise, like a
4
snort: a loud sound made by breathing out through mechanical clock
your nose (here, showing that Tortoise is annoyed) 42
creep up: to approach slowly and quietly
7
springy: moving up and down quickly and 44
was in sight: 1 could be seen; 2 would happen
energetically soon
8
ping: to move quickly and suddenly with a short 45
boast: to tell other people proudly about what you
ringing sound have done, expecting them to admire you
11
besides: in addition, also 47
shock: an unpleasant surprise
14
fairly: in a fair way, so that neither has an 50
leap: jump high into the air
advantage 58
ahead: in front
19
jeer: to laugh at in an unkind way 60
despite: used to say that something is true even
21
get away: to leave, to start a journey though something else might have prevented it
22
jog: to run at a slow, steady speed 61
pace: the speed at which you run, walk or move
94
Tortoise and Hare Race

‘Tortoise, you’re very slow you know. he’d take
No wonder. Your legs are so short.’ a short break
and fell deep
‘I get to where I want to go,’
asleep
said Tortoise with a snort.
35 in the sun.
5 Hare
He slept
was everywhere,
and slept
light and springy,
while the minutes
pinging past
kept on ticking away
fast,
40 through the heat of the day.
10 all over the place.
And still he slept
‘Besides I’d beat you in a race
if we were having one.’ as Tortoise crept up and passed
‘All right, we’ll let Fox choose the place, on his way to the Finishing Post.
and see it’s fairly run.’ The end of the race was in sight at last.
45 He expected Hare there to boast.
15 The race began.
Off Hare ran. But Hare woke
‘I’ll probably win with a shock.
before you begin,’ His body-clock
he jeered said he’d overslept.
20 as he disappeared. 50 So up he leapt
and started to run –
And Tortoise was slow getting away
but there was someone
but he said as he jogged along,
already ahead
‘Little by little wins the day.
and at this minute
And Hare will get bored before long.’
55 about to win.
25 Hare ‘It can’t be Tortoise.’
was so sure But it was.
he’d be there
Yes, there ahead with Fox was Tortoise –
before
winner of the race
the Tortoise,
60 and that despite his legs’ shortness
30 he thought
and his slow pace.
Jill Townsend
95
4 Science
25 6 Read and listen to ‘The Farmer’s Cat’. What do you like about it?
7 Work with a partner. Talk about how the poem is constructed.
Then say why you think the poet wrote it.
A: There are six verses.
B: Verse 3 is almost the same as verse 1.
A: Yes, but …
B: Verse 4 is almost the same as verse 2, but …
A: In the first four verses, the cat is watching the farmer. However, in verse 5 …
B: And in the last verse, …
A: I think the poet wanted to show that …
The Farmer’s Cat

From the traditional Chinese
Out in the fields and when autumn comes

in spring time, she sees that the farmer
the farmer’s cat follows him has a field full of tasty peanuts.
as he plants the seeds of corn. Out in the fields
5 The cat dances with the raindrops 20 in spring time,
and sleeps in the sun the farmer watches while his cat
and when autumn comes plants rows of tiny fish.
she sees that the farmer The cat dances with the raindrops
has a field full of corn. and sleeps in the sun
10 Out in the fields 25 and dreams that when autumn comes
in spring time, she will fill her dish
the farmer’s cat follows him with all the silver fish
as he plants the peanut seeds. that she’s grown in the farmer’s fields.
The cat dances with the raindrops David Greygoose

15 and sleeps in the sun
96
Check
4.1 Think
your progress
about it
Check your progress

1 How many colour receptors (cones) do you Medical science and diseases
most people have in their eyes? 1 Match the medical and scientific words to
2 Birds are tetrachromatic. What does their definitions.
this mean?
inoculation pandemic quarantine
human genome antibiotic
a the DNA of a human

b a medicine that doctors use to treat
bacterial infections such as TB
c giving a weak form of a disease,
usually by injection, to protect against
the disease
d a disease that affects people over a
3 What was the Black Death?
whole country or the world
4 What helped to reduce cases of cholera e being isolated from other people to
in towns and cities in the 19th century? avoid spreading a disease
5 For which disease was the antibiotic
Wildlife
streptomycin found to be an effective
2 Complete the sentences with the words from
treatment?
the list.
6 Which three letters are the abbreviation for
deoxyribonucleic acid? herbivores extinct endangered
7 Why do detectives use fingerprints to help pollinators predators prey
them solve crimes?
a When there are very few of a
8 In which country is the Nairobi
particular kind of animal left, they
National Park?
are considered …………
9 What was the dodo and what happened b When there are none of a species, it
to it? means they have become …………
10 How have conservation programmes c Insects like bees and butterflies are
helped species such as giant pandas ………… They’re needed to make
and rhinos? plants grow.
97
4 Science
d If there aren’t enough plants to 2 Complete the text by writing the verbs in
eat, …………, such as buffalo and present or past passive.
antelope, don’t survive.
There is evidence that inoculation using
e Herbivores are the ………… for
material infected with smallpox was used 1
animals like cheetahs, leopards and
(use) in China from the 1500s. In 1661, for
lions.
example, Emperor K’ang’s children ……2
f If the meat-eating ………… don’t
(inoculate). Infected material taken from
have enough prey, their numbers are
somebody with smallpox ……3 (rub) into
reduced.
scratches made on children’s arms. This
meant that they ……4 (protected) from the
Use of English disease.
1 Join these sentences using the conjunctions in
The development of vaccination against
brackets followed by the -ing form of the verb.
smallpox ……5 (develop) further by
a I read the article about colours. I Edward Jenner until eventually the
looked at colours in a different way. disease ……6 (eradicate). During the 19th
(after) and 20th centuries vaccines ……7 (make)
I looked at colours in a different way to provide immunity to tetanus, cholera,
after reading the article about colours. plague, typhoid and TB.
b Birds use their ability to see many Nowadays children ……8 (vaccinate) to
shades of red and other colours. They give them immunity to illnesses such as
look for berries on plants and trees. measles, mumps and rubella.
(while)
c I didn’t know about the plague and
smallpox. I read about the history of
diseases. (before)
Summary checklist
I can
describe colours, shades of colours and how we see colour.
talk about genes and discuss developments in medical science.
identify bias in texts about conservation and wildlife.
write an essay giving my views about zoos.
give a presentation on a scientific topic.
understand how a young naturalist views his life and the natural world.
98
5 Technology
• listen to people talking about social media and discuss how
you use it
• read about the technology in homes of the future
• take part in a discussion about social media and digital media
• learn about how archaeologists used technology to make a
remarkable discovery
• discuss what should happen to important discoveries
• make predictions of what life will be like in ten years’ time
• write a report on technology in your school
• create a technology timeline
• read two extracts about the
history of science.
Getting started
Windmills and the printing press are examples of early

technology. Why were they important? How many other
examples of early technology can you think of?
Watch this!
99
5 Technology
5.1 Social media and you

• listen to people talking about social media
and discuss how you use it
• use relative clauses with which.
• Since you were a child, what changes have there

been in the way we communicate?
Vocabulary
1 Use the words in the box to complete the definitions.
emoji hashtag like meme platform
post selfie spam tweet vlogging
a A ………… is a photo that you take of yourself.

b An ………… is a small digital image that expresses an idea or
an emotion.
c A ………… is a message, an image, a video, or any item shared on
social media.
d A ………… is a quick way of showing that you like the content of
a post.
e A ………… is the # sign and is used on social media to show a message
is posted as part of a longer conversation.
f A ………… is a joke, a comment or an image that is copied and spreads
quickly on social media.
g A ………… is the type of computer system you have and the programs
and apps you can use with it.
h A ………… is a short comment or piece of information posted
on Twitter.
i ………… is a combination of two words, ‘video’ and ‘blogging’.
j …………, also called ‘junk mail’, refers to messages that you have not
asked for.
100
5.1 Think about it
Listening Use of English Relative clauses

26 2 Listen to see if your answers to Exercise 1 Remember
were correct. You already know how to use which and that in
relative clauses:
27 3 Listen to Ameena, Yusuf and Nabila talking
• to give essential, defining information
to a radio talk show host. How would you
There’s a social media platform that /
describe the differences between them? which is good for sharing messages.
4 Listen again. Which of the items in Exercise 1 • to give extra, non-essential information
do Ameena, her father and her grandmother Even my computer, which is very old now,
has voice recognition.
mention?
You can also use which to refer to the whole of a
5 Complete these sentences with which and clause, not just the noun that goes before it.
your own ideas.
It gives you all sorts of creative ideas,
a Most computers now have voice
recognition, … which is great for making presents.
b Some students only read books on
I wouldn’t be without social media,
their phones, …
c You have to be 13 or over to use most which surprises a lot of my friends.
social media services, …
d Some people think that social media is And you can use which in this way to comment
just for teenagers and young people, ... directly on what someone has just said:
Yusuf: My mother and my daughter know far
more about all this than I do!
Speaking Host: Which surprises me!
6 Work in groups. You have been invited to Ameena: I suppose you still type all your emails.
Nabila: Which is silly.
appear on the radio programme you
have just heard to discuss how you use social
media. One of you should be the host.
Try to use the following phrases to comment
on what the previous speaker has just said.
Which is the same for me, because …
Which surprises me, because …
Which I find strange.
Which is interesting, because …
Which is fine, but …
101
5 Technology
5.2 The home of the future

Key words: Technology
Artificial Intelligence (AI)
• read about the technology in homes of the future automatically
• revise how to express the future and use the data
future passive. digital assistant
drone
• What is your favourite gadget for the home? the Internet of Things (IoT)
robotics
Reading scan
1 Read the article on the opposite page. Find two sentences or sensor
phrases that could be used as captions for the pictures. smart technology
Speaking Remember Expressing the future

2 Work with a partner. In your
Remember that you can express the future in several ways in
notebook, write down the words
English:
in the technology key words • present simple (timetables and routines)
box. Close your books. How

The meeting starts at 8 o’clock.
much can you remember about • will (information about the future; general predictions)
the home of the future? Use the

Your smart alarm clock will scan your diary.
words from the technology key
You won’t need to do – or even say – anything.
words box as a guide.
Developments in robotics will give us machines that will
A: We’ll have alarm clocks that

help with all the normal routines.
can scan our diaries. • going to (plans, decisions, firm intentions; predictions

3 In your groups, exchange based on a present situation or evidence)
information about developments What are you going to have for dinner tonight?

in technology that you have • present continuous (personal arrangements, fixed plans)

heard about or read about. At the weekend, your friends are coming for a barbecue.

Keep the conversation going Future passive with will
with comments and questions. You can use the future passive with will when it’s not important
A: I read something about the to know who (or what) is responsible for an action:
house of the future. It said that Everything will be done automatically.
houses will be made of bricks Your data will be collected.
that can store energy – like If you want to say who (or what) is responsible for an action,
batteries. use by:
B: That sounds interesting. The cupboards will be cleaned by a robotic arm.
102
5.2 Technology
Imagine yourself in ten years’ time …
You have to get to work early tomorrow What are you going to have for dinner
because you have a meeting. It starts at tonight? Don’t worry, the robots in your
8 o’clock. Your smart alarm clock will scan kitchen will prepare it for you and your oven
your diary and find that you have to get up will have it ready on time. You won’t need to
earlier than usual. Your alarm will buzz at 6 do anything.
a.m. and it will communicate with the kitchen
so that your coffee and your breakfast are At the weekend, your friends are coming for
ready and waiting at 6.30. a barbecue. What about shopping for food?
Don’t worry. Your fridge will place an order
You go to the bathroom. There’s no need to for the food, which will be delivered by drone
tell your digital assistant to turn on the light. tomorrow morning.
Voice recognition is quite old-fashioned now.
Thanks to the Internet of Things (IoT) and The cupboards are looking a bit dirty, but
Artificial Intelligence (AI), smart homes will be they will be cleaned by a robotic arm. So sit
able to learn about the habits of the people back and relax.
who live in them, so everything will be done
automatically. Developments in robotics will In the smart home of the future, your data
give us machines that will help with all the will be collected, analysed and used to meet
normal routines. You won’t need to do – or every need. Your home will learn about you:
even say – anything. the food you like, the music you enjoy, the
kind of lighting you prefer. Cameras and
Of course, your shower will turn on sensors in your fridge will check on your diet.
automatically and the water will be at exactly
the right temperature. In the bathroom of And so to bed …
the future, health sensors in your bathroom Your smart pillow will play music to send you
mirror will pick up any signs that you are not to sleep and will of course know the exact
well. They will also check the level of oxygen position you need to get a good night’s
in your blood and your breathing rate. sleep.
Sensors in your toothbrush will make sure
you are brushing your teeth properly, and will
send data to your dentist.
103
5 Technology
5.3 Digital media: good or bad?

• listen to a discussion about social media and digital
media generally
• take part in a discussion about social media and
digital media.
• How does communicating via social media help in everyday life?

Give examples.
Reading
1 Read these definitions. Which words did you already know?
to socialise: to spend time enjoying yourself with other people

empathy: the ability to understand how someone feels by imagining
what it would be like to be in their situation
to chat: to talk in a friendly way, often about things that are not important
addiction: the need to do something regularly, without being able to stop
to interact: to communicate and react to what someone says or does
evidence: something that makes you believe that something is true or exists
5.3 Talk about it
Listening and speaking

28 2 Listen to two interviews. The first is with Laura Wilson.
The second is with Dev Sharma. What differences do you notice?
3 Work in small groups. Listen again. Use the words and phrases in the
box to summarise what each speaker says.
online socialising to concentrate family life 3D (three-dimensional)

to engage to get distracted to interact modelling program
(properly) education to message different points of view
face to face to copy to send a message creative writing
to develop addiction educational technology to publish their work
empathy screen time evidence
messaging
4 In your groups, answer these questions.

a Who gives the most balanced view, Laura Wilson or Dev Language tip
Sharma? Give reasons for your answer. You can use do / does
in positive sentences
b Which speaker gives more facts to support what they say? for emphasis:
c Think of what each speaker says. What do you agree with?
I do understand
What do you disagree with? parents who want to
d Are there any important points that the speakers missed? limit screen time.
e In Lesson 4.5, you decided whether the writer of a magazine Parents do need to be
much stricter.
article was ‘objective’ or ‘biased’. What would you say about
It does concern me
Laura Wilson and Dev Sharma?
that young people
5 Work in groups. You have been invited to take part in the discussion will not be able to
socialise face to face.
‘Social media, digital media: good or bad?’ One person is the interviewer.
He / She must make sure that everyone has a chance to speak.
• You can use the phrases in the box in Exercise 3.
• You can also use these phrases in your discussion:
To agree To disagree To suggest that

Yes, I think so. I don’t think so. something might be true
I’m sure it does / is. I suppose …
Exactly.
• Remember that you can make a link to what someone

has just said by using which:
Which is interesting, because …
Which is surprising, because …
105
5 Technology
5.4 Have a story personalised!

• listen to a conversation about a present for a younger member of the family
• use the structure have something done.
• What sort of things can you have ‘personalised’? Think of T-shirts, notebooks …
Listening
29 1 Listen to this conversation between Maya and her friends. What are they discussing?

Remember
a The friends make four suggestions.
• Use too before adjectives and adverbs to
What are they?

mean more than is necessary, acceptable or
b Which suggestions does Maya reject, possible.
and why? They’re too expensive.
c Which suggestion does she accept, • Use too much and too many before nouns.

and why? He already spends too much time looking

at screens.
d Think of a young child you know.
I’ve got too many photos on my phone.
Which of the suggested presents would

I must delete some.
be best for them, and why?
Use of English to have something done
You can use to have something done to mean ‘to cause something to be done by somebody else’.
There are four examples in the conversation you heard in Exercise 1. Here is one of them.
have + object + past participle
You can have a photo made into a jigsaw.
What are the other three? One is in the past tense.
106
5.4 Think about it
3 Complete these sentences with a suitable past participle.

a I have my hair ………… once a month.
b I’ve just had my room ………… bright yellow.
c Have you ever had your photo ………… by a
professional photographer?
d We don’t go to the supermarket much. We usually
have our food shopping ………… .
e When my computer went wrong, I had it …………
at a local electronics shop.
Vocabulary
4 Work in groups. Look at the ideas below for presents.
Think of the people you know and decide if any of the presents
would be suitable to celebrate a special occasion. Give your reasons.
have the person’s name printed on a phone have someone’s initials engraved
cover, a laptop bag … onto a bracelet or a ring
have someone’s
favourite photo
have holiday
printed on a
photos
mouse mat, a
made into a
coffee mug …
souvenir album
have a T-shirt
printed with
the names of all
the students in
someone’s class have a box of chocolates
delivered to someone’s house
have a special cake made
have a song played on
the radio for someone
I’d have a special cake made for my grandmother, because she could invite
all her friends round and share it with them.
107
5 Technology
5.5 Technology meets archaeology

Ancient history
• learn about how archaeologists used technology to make a
remarkable discovery archaeologist
• discuss what should happen to important discoveries. early Islamic
era
• Which discoveries of things from the past do you know about? Greek
Ottoman
Reading Roman
1 Before you read the article, look at the words in the ancient history
key words box, the title of the article and the photos.
What do you think the article is about? (‘Globalisation’ refers to 11
ground-breaking:
countries interacting and trading internationally.) making big and
important new
2 Read the article. Were your predictions correct?
discoveries
15
cutting edge: very
Vocabulary modern and with all
the newest features
3 Use the context to help you work out the meaning of the following 21
colossus: someone
words and phrases. If you are not sure, check in a dictionary. or something that is
extremely big
a a shipwreck (title of the article) 24
artefact: an object
b an archaeologist (line 1) that was made a
long time ago and is
c a fleet of ships (line 3) historically important
d the deck of a ship (line 23) 25
porcelain: a
hard, shiny, white
e cargo (line 23)
substance that is
f a time capsule (line 41) used for making
g a craze (line 56) cups, plates, etc.
33
maritime: relating
to the sea
Speaking 45
spanning: including
all of a particular area
4 Work in groups. Discuss these questions. 49
cosmopolitan:
a What does this discovery tell us about trade routes? showing the
influence of many
b What does the discovery tell us about the Ottoman Empire different countries
and its customs? and cultures
c What do you think will happen to the wrecks and the artefacts 59
civility: polite
behaviour
that have been discovered? What should happen to them?
108
5.5 Ancient history
Mediterranean shipwrecks reveal

‘birth of globalisation’ in trade
A team of archaeologists has made a to Persia, the Red Sea and into the eastern
spectacular discovery in the eastern Mediterranean.
Mediterranean: a fleet of Greek, Roman, The ship, which is thought to have sunk
early Islamic and Ottoman ships that were 40 around 1630, while sailing between Egypt
5 lost about two kilometres below the waves and Istanbul, is a time capsule that tells the
of the Levantine Basin between the story of the beginning of the globalised
3rd century BCE and the 19th century. world, Kingsley said. ‘The goods and
Sean Kingsley, director of the Centre for belongings of the 14 cultures and civilisations
East-West Maritime Exploration and 45 discovered, spanning on one side of the
10 archaeologist for the Enigma Shipwrecks globe China, India, the Arabian Gulf and the
Project (ESP), said: ‘This is truly ground- Red Sea, and to the west North Africa, Italy,
breaking, one the most incredible Spain, Portugal and Belgium, are remarkably
discoveries under the Mediterranean.’ cosmopolitan for pre-modern shipping of
The ESP’s ambitious underwater 50 any era.’
15 exploration used cutting-edge remote and The Chinese porcelain includes 360 decorated
robotic technology to research and record cups, dishes and a bottle made in the kilns of
the finds, some of which could rewrite Jingdezhen during the reign of Chongzhen,
history, according to the experts involved. the last Ming emperor. The cups were
One of the wrecks is a 17th-century 55 designed for sipping tea, but the Ottomans
20 Ottoman merchant ship, described as ‘an adapted them for the craze then spreading
absolute colossus’, which was so big that across the East – coffee drinking.
two normal-sized ships could have fitted Kingsley said: ‘Europe may think it invented
on its deck. Its vast cargo has hundreds of notions of civility, but the wrecked coffee
artefacts from 14 cultures and civilisations, 60 cups and pots [tell a different story]. The
25 including the earliest Chinese porcelain first London coffee house only opened its
retrieved from a Mediterranean wreck, doors in 1652, a century after the Levant.’
painted jugs from Italy and peppercorns Steven Vallery, co-director of Enigma,
from India. said: ‘In the Levantine Basin,
ESP says the 65 the Enigma wrecks lie beyond
30 ship reveals a any country’s territory. All
previously the remains were carefully
unknown recorded using a suite of
maritime silk digital photography, [video and
and spice 70 other technological devices].
35 route running For science and underwater
from China exploration, these finds are a
giant leap forward.’
109
5 Technology
5.6 In ten years’ time …

• make predictions of what life will be like in ten years’ time
• use the future continuous.
• Which films have you seen or which books have you read that show what
life might be like in the future?
Listening
30 1 Listen to this conversation. What impression do you get of Jen and
her father?
2 Use the future continuous to complete these sentences.

a This time tomorrow, (I / have) a maths lesson.
I’ll be having a maths lesson.
b The plane left Istanbul at 2, so (we / arrive) in Bodrum at about 3.20.
110
5.6 Talk about it
c Mum (not / come) with us to the cinema Use of English Future continuous
this evening because she has to work.
d My cousins (not / visit) us this year, We use the future continuous to talk about
things that will be in progress at a time in
because they’re going to Australia. the future.
e (we / go) to Croatia for our holidays will + be + present participle
this year? Will you be using your laptop later this

evening?
f When you go to see your cousins, how We also use it to talk about planned and
long (you / stay)? expected future events.
g (your parents / come) to the end-of-term What will you be doing in ten years’ time?
I’ll be earning a lot of money. (= I expect
concert?
to be earning a lot of money.)
3 Listen again. Answer these questions, using the
future continuous. What does Jen say about the following?
a voice recognition d clothes
b work e food
c self-driving cars
4 At one point in the conversation,
Jen described this picture. What did she say?
Write a caption for the picture.
Speaking
5 Work in groups. Discuss these questions.
• Do you think Jen is right in everything she says? For example,
she says that people won’t be using voice recognition in ten years’
time? Is that true?
• What will the world be like in ten years’ time?
• What will you be doing in ten years’ time?
I agree with Jen about … I think we will all be using …
That’s true, but I don’t agree with her about …
In ten years’ time we’ll all be using
electric vehicles.
What about aeroplanes? What sort
of fuel will they be using?
I don’t really know what I’ll be doing
in ten years’ time.
But I hope I’ll be …
111
5 Technology

• write a report on technology in your school.
1 Work in groups. You are going to write a report on technology in your school
for your headteacher. First, talk about the role of technology in the classroom.
A: I think technology is a good thing in A: Because if you don’t know the
the classroom. meaning of a word, you just highlight
B: In what way? it and the meaning comes up.
A: Well, reading in a foreign language is C: Oh, yes, you mean, it’s quicker
much better on an e-reader. than looking up a word in a printed
C: What do mean? Why is it better dictionary.
than a printed book? A: Yes.
• Ask questions to find out detailed information.
• Ask questions to find out exactly what someone means.
• Check that you have understood.
• Finally, summarise what you have said.
2 Next, write a list of the technology your school already has.
3 Ask your teachers how they use technology at present.
Add their suggestions to your list.
4 Finally, do some research on new educational technology Some of our classrooms have …
that is available. Discuss and write a list of the kind of
A few have …
technology you would like to have. Ask your teachers for
their views.
5 Use the outline on the opposite page as a model for
your report. When you have written it, check the following:
• Have you started by saying how your report is
organised?
• Have you given examples? Hardware
• Have you used connectives such as however and digital teaching assistants
although? Software
• Have you used a comma after however and after for apps for …
example? interactive programs for …
• Have you used commas to separate items in a list?
112
5.7 Write about it
Technology at [name of school]

We have divided our report into three sections. The first
Introduce your section explains why we think technology is important
report by saying in the classroom. The second section describes the
how it is organised. technology we already have. The third section gives details
of what we would like to have.
Number the
sections.
1 Technology in the classroom
Studies suggest that most teachers think that technology
can help students with reading, writing, listening and
speaking. It is especially important for students who have
difficulty with reading and writing, but it helps all of us to
feel confident and to enjoy learning.
Teachers tell us that it can also save them a lot of time.
Give examples.
For example, …
(preparing lessons, marking, keeping records of marks, …)
2 The situation at present

Start with the
positive aspects. Some of our classrooms have interactive whiteboards.
A few have …
Link your
However, there are no classrooms that have …
arguments by using
connectives such as 3 The future
however.
In the future, AI will be used much more in teaching. For
example, we have read about a digital teaching assistant,
Show that you have answering students’ questions and helping them with
done your research their work. This saves the teacher a lot of time. We have
by referring to
also learned that it is possible to have language lessons
things you have read
about.
personalised, so that they are based on the student’s own
situation (for example, their family and their interests).
113
5 Technology

Project 1: Technology that changed our lives
You are going to design a timeline to illustrate how technology has changed our lives.
1 Work in groups. Decide on the period you want to cover. The last 100 years?
The last 50 years?
2 Divide the work among the students in your group.
Let’s take 20 years each. Sara, will you find out about the years 1920 to 1939?
And Theo, will you look at 1940 to 1959? …
3 How are you going to present your timeline? On a long piece of paper? On a poster?
On a computer screen? Design your timeline.
4 You can illustrate your timeline with photos or drawings.
1923 1926
Garrett Morgan invented John Logie Baird
the traffic signal demonstrated television
5 Compare your timelines.

• What did you learn from looking at the timelines created by other groups?
• What do you have to think about when creating a timeline?

• Would you change anything on your timeline, now that you
have compared it with the timelines of other groups?
114
Project 2: A technology timeline for the future

You are going to make a technology timeline for the future.
1 Work in groups. You are going to invent a timeline for the future. Decide on the
period you want to cover. The next 20 years? The next 50 years? The next 100 years?
2 Discuss what you think will be invented and what will change in that period: at home,
at school, in the world around you.
• Ask questions to find out detailed information.
• Ask questions to find out exactly what someone means.
• Ask for reasons for a particular choice.
• Decide what should be included on the timeline.
A: I think that by about 2028, all A: The temperature and the
new homes will be smart homes, lighting will be controlled
controlled by the Internet of automatically; your meals will be
Things. cooked for you …
B: What will they be like? B: That sounds great! Yes, let’s
include that on the timeline!
By 2028 … By 2030 …
All new homes will be smart homes, The majority of cars will be
controlled by the Internet of Things. powered by hydrogen.
3 Design your timeline.
4 Present your timeline to other groups. Be prepared to answer questions about it.
5 Ask other groups questions about their timelines.
Will we control smart homes from our phones?
Why is hydrogen a clean fuel?
• When you were creating your timeline, what was easy and
what was difficult?
• Now that you have answered questions on your timeline,
would you change anything?
115
5 Technology
5.9 Non-fiction
A Little History of Science by William Bynum
Professor William Bynum is a historian who writes about science and medicine.
His book, A Little History of Science, begins: ‘Science is special. It’s the best way
we have of finding out about the world and everything in it – and that includes us.’
The book tells the story of science from the earliest times to the present day.
31 1 Read and listen to the extract below from Chapter 1, ‘In the beginning’. What do you think
William Bynum’s aim was in writing this book?
2 William Bynum gives clues to help the reader understand some of the more
difficult words he uses. Find these words in the text. Read the sentences
(or parts of sentences) before and after them and try to work out their meaning.
a edible (line 8) d constellation (line 59)
b tally marks (line 31) e astrology (line 64)
c astronomy (line 47) f horoscope (line 70)
a According to William Bynum, why are human beings interested in science?
b Why is archaeology important in helping us to understand the history
of early civilisations? Give an example.
c How would you illustrate a ‘tally’ mark?
d How did the Babylonians see the universe?
e What impression do you get of the Babylonians?
4 Work in groups. Discuss this question about the style of the extract.
Is William Bynum’s writing heavy, difficult and serious? Or is it light,
quite easy to understand and engaging? Give examples to illustrate your opinion.
In the beginning, technology (which is about 10 reason why the sun rises each morning and sets
‘doing’) was more important than science each evening, for these things to happen, each
(which is about ‘knowing’). You need to know and every day. But human beings are not only
what to do, and how to do it, before you able to learn things about the world around
5 can successfully grow your crops, make your them, they are also curious, and that curiosity
clothes, or cook your food. You don’t need to 15 lies at the heart of science.
know why some berries are poisonous, or some
We know more about the people of Babylon
plants edible, to learn how to avoid the one
(in present-day Iraq) than we do about other
and grow the other. You don’t have to have a
116
ancient civilisations, for a simple reason: they cross through these diagonally with a fifth,
wrote on clay tablets. Thousands of these which you might have seen in cartoons of a
20 tablets, written almost 6,000 years ago, 35 prison cell, made by the prisoners keeping
have survived. count of how many years they have been
locked up. Far more importantly, it was the
Babylonians who said there should be sixty
seconds in a minute and sixty minutes in an
40 hour, as well as 360 degrees in a circle and
seven days in the week. It is funny to think that
there is no real reason why sixty seconds make
a minute, and seven days make a week. Other
numbers would have worked just as well. But
45 the Babylonian system got picked up elsewhere
and it has stuck.
The Babylonians were good at astronomy –
that is, examining the heavens. Over many
years they began to recognise patterns in
50 the positions of stars and planets in the sky
at night. They believed that the earth was
at the centre of things, and that there were
powerful – magical – connections between us
and the stars. As long as people believed that
55 the earth was the centre of the universe, they
didn’t count it as a planet. They divided the
night sky into twelve parts and gave each part
a name associated with certain groups (or
They tell us how the Babylonians viewed their ‘constellations’) of stars. Through a heavenly
world. They were extremely organised, keeping 60 game of Join-the-dots, the Babylonians
careful records of their harvests, stores, and state saw pictures of objects and animals in some
25 finances. The priests spent much of their time constellations, such as a set of scales and a
looking after the facts and figures of ancient life. scorpion. This was the first Zodiac, the basis of
They were also the main ‘scientists’, surveying astrology, which is the study of the influence
land, measuring distances, viewing the sky, and 65 of the stars upon us. Astrology and astronomy
developing techniques for counting. were closely linked in ancient Babylon and for
many centuries afterwards. Many people today
know which sign of the Zodiac they were born
under (I am Taurus, the bull) and read their
70 horoscopes in newspapers and magazines for
advice about their lives. But astrology is not
part of modern science.
30 We still use some of their discoveries today.

Like us, they used tally marks to keep count;
this is when you make four vertical marks and
117
5 Technology
32 5 Read and listen to the second extract. It follows the one you have just 4
to rely on: to
read, but it moves on to a new topic. What is the topic? depend on
6
silt: sand and soil
The Babylonians were only one of several powerful groups in the ancient that is carried by
Middle East. We know most about the Egyptians, who settled along the water and then
River Nile as early as 3500 bce. No civilisation before or since was so settles, especially at
dependent on a single natural feature. The Egyptians relied on the Nile for a bend in the river
5 their very existence, for every year as the mighty river flooded it brought 6
to replenish: to fill
rich silt to replenish the land around its banks, and so prepare it for the or supply again
next year’s crops. Egypt is very hot and dry, so a lot of things have survived 13
rubble: broken
for us to admire and learn from today, including many pictures, and a stones or bricks
kind of pictorial writing, called hieroglyphics. After Egypt was conquered from a building that
10 first by the Greeks and then by the Romans, the ability to read and write has fallen down or
hieroglyphs disappeared, and so for almost 2,000 years the meaning of been destroyed
their writing was lost. Then, in 1798, a French soldier found a round
14
proclamation:
tablet in a pile of old rubble in a little town an official public
near Rosetta, in the north of Egypt. It had statement
15 a proclamation written in three languages:
21
to decode:
hieroglyphics, Greek, and an even older to discover the
form of Egyptian writing called demotics. meaning of a
message written in
The Rosetta Stone came to London, where
code
you can see it today in the British Museum.
20 What a breakthrough! Scholars could read the
24
practices: (in this
text) customs
Greek and therefore translate the hieroglyphs,
decoding the mysterious Egyptian writing.
Now we could really begin to learn about the
ancient Egyptians’ beliefs and practices.
6 Work in pairs. Answer these questions.

a What is the connection between the
River Nile and the people After writing about Babylon and Egypt,
who live near it? Professor Bynum goes on to write about
science and technology in other early
b What are hieroglyphs and why did
civilisations. One of them is China.
people not know what they
He mentions the invention of paper,
meant for almost 2,000 years?
gunpowder and the compass.
c The Rosetta Stone helped scholars
to understand hieroglyphs. How?
d The Rosetta Stone is in the British 7 Find out more about these inventions
Museum in London. and write three short paragraphs about
In your opinion, is that where it them, in the style of A Little History
should be? of Science.
118
Check your progress
Check your progress

1 ‘Vlogging’ is a combination of two words. Technology and social media
What are the words, and what is ‘vlogging’? 1 Match the words to the definitions.
2 # data emoji selfie spam

This symbol is used in music and it is
a a small digital image that expresses
sometimes used before numbers. What else an idea or an emotion
is it used for? b emails that you have not asked for,
3 In technology, what do these letters and often containing adverts
numbers mean: AI, IoT, 3D? c a photo that you take of yourself
d information in the form of text,
4 It’s a hard, shiny, white substance that has numbers or symbols that can be used
been used for many centuries for making by or stored in a computer
cups and plates. What is it?
2 Match the words to make compound nouns
5 It was an empire that spanned the south- and use them to complete the sentences.
eastern part of Europe, the western part of
Asia and the northern part of Africa. It lasted voice mouse cars recognition
from the 13th to the 20th centuries. Its capital social self-driving mat time
was Constantinople. What was it called? screen media

6 In which sea is the Levantine Basin?
a Which social media platforms do you use?
7 Where did the craze for drinking coffee begin? b I got into trouble for not doing my
homework, so Mum has limited my
.................. .................. to an hour a day
this week.
c My dad still uses a desktop
computer, so I bought him a
.................. .................. for it. I had a
photo of our cat put on it.
d If you have difficulty typing on
8 If something is at the ‘cutting edge’ of
a keyboard, try using ..................
technology, what does this mean?
.................. .
9 Who found the Rosetta Stone, and where? e Do you think we will need to take
10 How many languages appear on the a driving test in the future? After
Rosetta Stone? all, we’ll be travelling around in
.................. .................. .
119
5 Technology
Use of English
1 Read the information about the school sports day. Rewrite the sentences using the passive.
A programme of events will be sent to parents.
Elmwood School • We will send a programme of events to parents.

• We will give everyone a chance to take part.
Sports Day • We will provide lunch and drinks.
• We will give the top three athletes prizes.
• A well-known local celebrity will award the prizes!
2 The students at Elmwood School had some ideas for sports day.
Use the words in the thought bubbles to write what they said. T-shirts poster
photos music
a ‘We can have T-shirts made with “Elmwood School
tent
Sports Day” on the back.’
b ‘We can have a …..…… …..…… with details of the day.’
c ‘We can have …..…… …..…… by a professional photographer.’ make
print take
d ‘We can have …..…… …..…… by the school orchestra.’ play put up
e ‘We can have a …..…… …..…… in the school field.’
3 These people have just left school. Write a sentence explaining what each of
them will be doing next year.
a Sophie study medicine University of Amsterdam
Sophie will be studying medicine at the University of Amsterdam.
b Kishan work digital media company Seattle
c Tia teach secondary school Rome
d Samuel play football Toulouse Football Club
Summary checklist
I can
describe the technology we will have in our homes in the future.
take part in a discussion about social media and digital media.
understand how archaeologists can use technology.
make predictions of what life will be like in ten years’ time.
write a report on technology at school.
read and understand extracts from a book about the history of science.
120
6 Rules and laws
• listen to and discuss opinions about school rules
• read a newspaper article about business practice and family life
• talk about rules at home
• discuss moral dilemmas
• discuss and write about rights and responsibilities
• compare two statements about the same incident
• reply to an email about rules at your school
• record a conversation about a moral dilemma for a
podcast about social responsibility and citizenship
• write a witness statement
• read a true story of survival.
Getting started
Why do we need rules?
Watch this!
121
6 Rules and laws
6.1 School rules

• listen to and discuss opinions about school rules.
• Is it possible to have a school without rules?

Why / Why not?
Listening
33 1 Listen to an interview with students about their school.
What impression do you get of the school?
2 Listen again. Answer the questions. Remember
a Give two examples of the school’s rules. Use have to to talk

about rules and laws:
The students have to … They mustn’t …
They have to wear
b What are the students’ opinions about the school? the correct school
c Can you tell what the interviewer’s opinions are? uniform.
Do you think she expected the students to answer Use mustn't to talk
as they did? about what you are
not allowed to do:
d What do you think about the rules at the school? They mustn't talk in
the corridors.
3 Work in pairs. Describe the school using the words in the
vocabulary box. Remember that don't
have to is not the
same as mustn't.
strict good behaviour respect They don't have to
break the rules get into trouble have lunch in the
school canteen. (They
get a detention stay behind after school can have lunch there,
but they can bring
their own lunch, if
Use of English Verbs in the passive followed by the infinitive they like.)
To talk about rules, you can use the passive form of verbs such as allow,
encourage, expect, and suppose followed by to + infinitive.
At lunch, we’re expected to serve the food and drinks for each other.
We’re not allowed to wear earphones.
Are you supposed to know all the rules?
122
6.1 Think about it
4 Complete the sentences about school rules around the world using the
verbs in brackets.
a In Japan, school children (expect) to help to clean
and tidy the classrooms at the end of the day.
b Schools in France (not / allow) to serve tomato ketchup.
c At some primary schools in the UK, every student
(encourage) to run a mile before lessons.
d In China, students (expect) to have a nap at midday.
5 Complete the rules of the school you heard about in Exercise 1.

Use the verbs in the Use of English box with the phrases from the list.
answer teachers politely interrupt when someone is speaking

chat to each other in class look out of the window
talk to visitors sit up straight in class
have a mobile out in class talk in the corridors
They’re expected to answer teachers politely. We’re not supposed to

They aren’t allowed to … look out of the window
Speaking
6 Work in groups of three. Role-play the interview
you heard or a similar interview about the rules
at your school. One of you takes the role of the
interviewer. The other two are the students.
Start like this:
Tell me, what’s it like to be a student at this school?
Are there a lot of rules? Speaking tip
Can you give me some examples? These are some useful words and
phrases you can use in a conversation.
7 Work in groups. Discuss the questions.
• To start / introduce another idea:
a Are rules important at school? Why? Well … For one thing …
b Which rules do you think are most helpful? Another rule is that …
c What do you think leads to good behaviour? • To respond: Right … OK … That’s

good … That’s right … I see
Is it only achieved by rules?
If you add ‘Oh’, you can add a tone of
d Who should make the rules? surprise: Oh, right … or Oh, I see.
e Is it ever right to break the rules?
123
6 Rules and laws
6.2 Family life

Business studies
• read a newspaper article about a business strategy and
family life efficiency
• discuss how and why a particular management practice can employee
be useful in family life and in business. executive
management
practice
• What are the best things about family life?
process
productivity
Reading schedule
1 Read the newspaper article on the opposite page. set goals
How did a business idea help family life? system
2 Work in pairs. Look at these words in context and workload
discuss their meaning:
• hectic • strategy • pitch in
• household chores • knots • resentment
a Why did the Swedish family decide d Why did they start having a family
they needed to make changes in their meeting once a week?
home life? e Why do you think making schedules
b Why did they choose a business and setting goals were necessary?
method to help them make f Has the process been a success?
the changes? How do you know?
c What kind of new rules did the g Can you think of any disadvantages
family make? of the process?
Speaking Language tip

4 Read the information about kaizen. Then discuss the questions. The passive infinitive
is formed with to be
a Why do you think this method is used to improve productivity + a past participle.
and efficiency?
The house was in
b Does it need be a continuous process? Why? chaos, with piles of
c Is the process something that only managers and executives washing to be done
and clothes to be
do, or does it involve other workers? Do you think this is ironed.
an important part of the method? Why?
124
6.2 Business studies
Run your home like a business. This was

the solution for a busy Swedish family.
E va Jarlsdotter and her husband Mattias have

three children. They live in Stockholm. Eva
is a writer and businesswoman and Mattias is a
According to the new house rules, when a
laundry bag was full, whoever had filled it had
to load it into the washing machine. Then they
doctor. At home, their life had become hectic, dried and ironed the clothes as soon as the load
allowing little time for household chores. The was finished.
house was in chaos, with piles of washing to be
The household chores are shared. Eva says,
done and clothes to be ironed. Everyone was
‘Our children – Vendela, now 16, Tuva, 14 and
feeling stressed. They knew that something needed
Samuel, ten – pitch in with everything from
to change.
loading the dishwasher to doing the laundry.
The family started to use a business strategy And there’s no resentment over unfinished chores
to sort out their chaotic homelife. Eva had or unfair workloads.’
seen how kaizen (the ‘lean’ method) produced
The family also decided that they needed a
big improvements in productivity and
shared plan that was clear to everyone, so they
efficiency while working as an executive for a
wrote one and put it on their noticeboard.
pharmaceutical company. Mattias had also
The plan is a two-week schedule that includes
witnessed how the system made things run more
everything that they will be doing. On Sunday
smoothly in hospitals.
evenings, they have a 15-minute family meeting
Kaizen is a Japanese word for ‘improvement’. to discuss what is happening in the coming
It was first used as a process in business in fortnight. They also set goals and decide how to
Japan and then became part of management resolve any problems as they arise.
practices internationally. Kaizen was named According to Eva, by applying the ‘lean’
the ‘lean’ method because it aimed to avoid approach and making a few simple changes to
waste and make work run smoothly by their routines, they have made their home life
removing any problems. The idea is to happier and much more relaxed.
continuously improve all work processes
and to involve all employees in doing so.
Eva says that the family applied kaizen by first

thinking about the process of running their home
as a thread and tried to identify all the ‘knots’, the
problems that were slowing things down.
First, they sorted their dirty clothes into four
bags: one each for delicate fabrics, colours, white
and black clothes. Every member of the family
was expected to put their clothes in the correct
bags, even Samuel, who was only two years old
at the time.
125
6 Rules and laws
6.3 House rules

• talk about rules at home
• report questions and statements.
• Do families need rules? Why? What kind of things do

you have rules about at home?
Listening
34 1 Listen to Alisha and Raheem comparing their families’ rules.
Are they similar or different?
Vocabulary
2 Work in pairs. What do these expressions mean?
Explain them in your own words.
a ban on (phones at the table) a phone-free zone

screen time make your bed ask permission
3 Listen to the conversation again. Then answer the questions.

a What are the rules about the following?
• phones homework TV and video games
• doors lights and computers
b What three things do Alisha and Raheem have to ask permission for?
Speaking
4 Work in pairs. Compare your family rules using the list in Exercise 2.
Do you have rules about phones? We aren’t allowed to …
What are the rules about homework? We’re expected to … / We have to …
Listening
35 5 Listen to Alisha and Raheem talking to their parents.
What are they asking permission to do?
126
6.3 Talk about it
Use of English Reported questions and statements

Direct speech Reported speech
Questions
• Use if / whether to report questions that can be answered with yes or no.
Alisha: Can I stay up late? Alisha asked if / whether she could stay up late.
Raheem: Are we doing anything on Saturday? Raheem asked if / whether they were doing anything
on Saturday.
• Notice the word order when you report questions beginning with a question word
like whose, what, where.
Raheem’s dad: Whose house are you going Raheem’s dad asked Raheem whose house he was
to on Saturday? going to on Saturday.
(NOT whose house was he going to)
Statements
Say
Alisha: I want to watch the football match. Alisha said she wanted to watch the football match.
Tell
• Tell must be followed by a personal object (him, her, etc.) or a name.
Mum: You will have to do your homework first. Alisha’s mum told her that she would have to do her
homework first.
Commands
Mum: Clean the kitchen afterwards! Alisha’s mum told her to clean the kitchen afterwards.
6 Choose the correct options to report the questions and statements.

a Alisha to her mum: ‘Can I make a pizza?’
Alisha said / asked if she can / could make a pizza.
b Raheem to his dad: ‘We’re going to play table tennis.’
Raheem said / told they are / were going to play table tennis.
c Raheem to his dad: ‘Can I take the new balls to play with?’
Raheem said / asked if he can / could take the new balls to play with.
d Raheem’s dad to Raheem: ‘Bring them back.’
Raheem’s dad said / told him to bring them back.
e Raheem’s dad to Raheem: ‘What time are you going?’
Raheem’s dad asked / told him what time was he / he was going.
7 Work in groups of three. Role-play asking a parent for permission to do
one of the things below. One of you is the parent, one is the teenager and
one will report the conversation.
• Go to the beach on Sunday with a friend. • Buy a new pair of trainers.

• Go to a friend’s house to watch a film.
127
6 Rules and laws
6.4 Doing the right thing

• use if / if only in third conditionals
• discuss moral dilemmas.
• What is a ‘moral dilemma’?
Reading
1 Read these posts. How would you describe the attitude of the people
who have written them?
What would you have done?

One day after lessons, I was walking across the school football field on my way
home when I saw some money on the ground. I picked it up but then I didn’t
know what to do with it. The school was closed so I couldn’t go back there.
In the end, I just left it where I’d found it. I thought that if someone had lost
the money, they would have gone back to look for it. On the other hand,
someone else might have found the money and kept it. What would you
have done if you’d been in my position?
Brandon
I thought that a friend was having a problem with some classmates at school
who were being unkind to her. I asked her about it and she said I was right,
but she also asked me not to tell anyone because she thought it would
make things worse. Not long after that, she started missing school. She
said she wasn’t feeling well. I thought, ‘If only I had told a teacher about
the problem with the other girls, the teacher would have sorted it out and
my friend would be fine.’ Should I have kept my friend’s secret or should I
have told someone straight away? What would you have done?
Rona
I had a drink and a sandwich at a café in town. When I had finished, I paid the bill
and left. I was waiting at the bus stop when I realised I had only been charged
for one item, not two. I remembered that the waitress who had served me was
quite young and clearly new to the job. I could have gone back to the café, but
I could see my bus coming and I didn’t want to miss it. I got on the bus and
went home, thinking I’d go back to the café when I was next in town. But I did
worry that the girl might have got into trouble. What would you have done?
Bella
128
6.4 Think about it
Use of English Third conditional

We use the third conditional to talk about imagined situations in the past – things that did not happen.
Clause 2
would have
Clause 1 could have + past participle
if + past perfect might have
If someone had lost the money, they would have gone back to look for it. (But we don’t know that
happened – the situation is imaginary.)
You can reverse the order of the clauses:
If you had been in my position, what would you have done?
What would you have done if you’d been in my position?
We use if only with the past perfect to talk about something you wish you had done.
Clause 2
would have
Clause 1 could have + past participle
if only + past perfect might have
If only I had told a teacher about the problem with the other girls, the teacher would have sorted it out.
2 Match the sentence halves and write the complete sentences using the
third conditional. Use would have, could have and might have as appropriate.
If she (look) more carefully a she (not / get) so upset and missed
at the bill, school.
If we (see) someone drop the b the waitress (get) into trouble.
money in the field,
If only I (persuade) my friend to c she (notice) that there was a mistake.
talk to her parents or a teacher,
If I (go) back to the café to d we (know) who to give it to.
explain the problem,
Listening Speaking
36 3 Listen to people talking about the situations 4 Work in pairs. Discuss what you would
in Exercise 1. What would they have done? have done in the situations described in
Exercise 1.
a Brandon’s dilemma
Use I would have ... / I wouldn’t have ... /
b Rona’s dilemma
I might have ...
c Bella’s dilemma
129
6 Rules and laws
6.5 Rights and responsibilities Key words:

Citizenship
do jury service
donate blood
• read about and discuss rights and responsibilities for get married
teenagers.
open a bank
account
• At what age are you considered to be an adult? vote
work part-time /
Reading full-time
1 Read the information about what you are allowed to do at certain
ages in the UK. Does anything surprise you?
In the UK … I’ve passed my
driving test!
At 12 you can:
buy a pet.
At 13 you can:
open your own bank

account.
At 14 you can:
work part-time (with your

school’s permission).
At 17 you can:
At 16 you can:
learn to drive.
work full-time
leave home and live independently (with
At 18 you can:

your parents’ permission)
vote
learn to drive if you are disabled and have

get married

permission from the government
own a house
leave full-time education
give blood
join the army.
do jury service.
130
6.5 Law and citizenship
2 Without looking at the text in Exercise 1, write seven

collocations using the words in the two columns.
work a bank account

leave full-time / part-time
get home
join the army
open married
do blood
give jury service
You can do jury service when you are 18.

Speaking
3 Work with a partner. What do you think about the age at which
teenagers can buy a pet, open a bank account, etc. in the UK?
Discuss each statement in the list in Exercise 1.
A: What do you think about being able to buy a pet when you’re 12?
B: I don’t agree with it. I think you’re too young to be responsible for
an animal at that age. What do you think?
Writing
4 Write a list, similar to the list in Exercise 1, giving information for
teenagers in your country.
• Find the information you need from the internet
or other sources.
• Compare what you’ve found with what
other students have found.
• Write your list.
• Compare and discuss the differences
between your country and the UK.
131
6 Rules and laws
6.6 What happened?

• compare two accounts of the same incident and identify inconsistencies
• revise and extend the use of the past continuous.
• A witness is someone who sees an event, such

as an accident, happen. When is it useful for a
witness to give a formal statement describing
what happened?
Speaking
1 Look at the photo. Say what you think is going
to happen. You can use the words in box below.
parked car accident

wing mirror crash into
selfie stick fall off
handlebars
This photo was taken in London. In the UK,
cars drive on the left-hand side of the road.
2 Read two statements about what happened. Which do you think is the most
reliable statement and why?
Witness A Witness B
I was driving along the road behind the cyclist. I was standing on the pavement at
There was a row of parked cars along the side the end of the street when I noticed
of the road. I could see that the cyclist was a cyclist passing a row of parked
holding the handlebars with his right hand cars. He had his arm out to show that
and he had a phone on a selfie stick in his he was going to turn left. He was
left hand. He was looking at the phone when wearing a blue T-shirt and blue jeans.
someone in a silver Mercedes opened the car I think he got too close to a silver van,
door. The cyclist didn’t stop because he didn’t which was behind a red car, when he
see the person open the door. He hit the car was about to turn left. He caught the
door as it was opening and he fell off his bike. van’s wing mirror and fell off his bike.
Fortunately, he wasn’t going very fast. He It was just an accident as far as I could
wasn’t wearing a helmet, but luckily he didn’t see. Fortunately, he was wearing a
hit his head and he wasn’t badly hurt. helmet so he wasn’t badly hurt.
132
6.6 Talk about it
Use of English Past continuous

Remember that we use the past continuous to give background information and to
describe a scene or a person.
I was driving along the road behind the cyclist.
He was wearing a blue T-shirt and blue jeans.
We use the past continuous and the past simple in the same sentence when one action
interrupts another.
He was looking at the phone when someone in a silver Mercedes opened the car door.
Notice the use of was going to to show a past intention:
He had his arm out to show that he was going to turn left.
(He intended to turn left but he didn’t do it.)
3 Complete these statements by the driver of the car and the cyclist.
• Use the past continuous or the past simple of the verbs in brackets.
a I (cycle) along the road when a car door suddenly (open) in front of me.

I was cycling along the road when a car door suddenly opened in

front of me.
b I (hold) the handlebars with my right hand when I (hit) the

car door.
c When the accident (happen), I (carry) my phone on a selfie stick.

d The cyclist (crash) into the door as I (get) out of the car.
e I (not / pay) attention when I (open) the door.
• Use going to show past intention.
f I (get) my bag from the back of the car when a cyclist crashed into

the door.
I was going to get my bag from the back of the car when a cyclist

crashed into the door.
g We (exchange) names and addresses, but a police officer arrived

and took statements from us and from two witnesses.
h I (send) a video of my journey to college to my friends in

Germany, but my phone got damaged in the accident.
Speaking
4 Work in small groups. Discuss this question: Who was responsible for the
accident, the driver or the cyclist?
133
6 Rules and laws

• reply to an email about rules at your school.
1 Read the email from a student at an international school.

Who is she writing to and why?
Reply Forward
Dear Anisha,
I’m a student in Year 9 at Miraflores International School. I’m writing to you because we’re doing a
project about schools around the world and I thought it would be interesting to compare school rules
from different countries. I would be very grateful if you could tell me about your school by answering
some or all of the following questions.
To start with, what time are you expected to arrive at school in the morning?
What happens if you’re late? Do you have to report to the school office?
Is a school uniform compulsory at your school? What is it like? What happens if you’re not
wearing, for example, your tie or your jumper? Are there any rules about things like hairstyles or
jewellery?
What rules do you have about behaviour in the classroom? Are you allowed to take phones
to school? Are you allowed to have your phones on your desk during lessons? What are you
supposed to do if you want to ask a question?
What about rules outside the classroom? For instance, are there any rules about moving around
the school between lessons or at break time?
Finally, do you have any anti-bullying rules or guidelines at your school? For example, if you knew
a student in your class was being bullied by others, what would you do? What are your views,
overall, about the rules in your school?
I’m looking forward to hearing from you, and I’d appreciate any information you can send me.
Best wishes,
Isabel

a How would you describe the tone of the email?
• very formal • quite formal but friendly • very informal
b Which sentence in the opening paragraph is particularly polite, and why?
c How does Isabel make the closing sentence sound both friendly and polite?
d Why do you think the email has several short paragraphs?
134
6.7 Write about it
3 Read the reply from Anisha below. Then answer the questions.
a Does Anisha answer all of Isabel’s questions? d What impression do you get of
b Which sentences does Anisha use to make Anisha and her attitude towards
her reply sound polite and helpful? her school?
c Does Anisha include any personal opinions e What is your impression of
or information? If so, what are they? Anisha’s school?
4 Using Anisha’s email as a model, write your own reply to Isabel.

Remember to:
• start your email in a polite but friendly way
• answer all the questions in the order Isabel asked them
• give your own opinions at the end of the letter.
Reply Forward
Dear Isabel,
Thank you for your email. I think your project sounds very interesting, and I
would be delighted to answer your questions about my school.
We are expected to arrive at school by 8.30 a.m., so I usually try to be there
around 8.15 because I hate being late. If you are late, you have to report to the
school secretary in the school office. Then you go straight to your tutor group.
You have to say that you are sorry for being late and explain why.
Yes, we do have to wear a school uniform, but the school isn’t too strict about
things like not wearing your tie or jumper. We’re not supposed to wear jewellery,
but it’s OK to wear, for example, simple earrings. We’re not encouraged to have
unusual hairstyles or hair colours!
When it comes to the classroom, we’re expected to be polite and respectful
to the teacher and to each other. We’re not meant to interrupt when
someone is speaking, make silly noises or try to make other students laugh.
If we want to ask a question, we have to put up our hand.
Outside the classroom, we can move around and talk to each other quite
freely, as long as we don’t shout, push other students or disturb other classes.
In terms of anti-bullying policies, we are encouraged to report irresponsible
or bullying behaviour to a staff member. It’s never happened, but if I had
seen someone being bullied, I would have talked to my tutor group teacher
about it.
Overall, I think that our rules are quite reasonable because they help to
make the school well-organised, without being too strict.
I hope my answers are helpful.
Best wishes,
Anisha
135
6 Rules and laws

Project 1: Make a podcast
You are going to record a conversation about a moral dilemma for a podcast about
social responsibility and citizenship.
1 Work in small groups. Read and discuss the following dilemma or, if you prefer, discuss
a dilemma you or someone you know has had.
A friend told me that a classmate had put some information about her on social media
that was completely false. She was very upset. I reminded her that our school has a ‘zero
tolerance’ policy on cyber-bullying and that she should report the incident to a member
of staff. She said she didn’t want to do that because she thought it would make things
worse. She told me not to mention it to anyone. She wasn’t at school the next day and did
not return for the rest of the term, due to anxiety and depression.
I thought that if only I had mentioned it to a teacher at school, we might have been
able to help her. If someone tells you something in confidence, should you always keep
their secret? What would you have done?
2 Discuss what you would have done in the situation.

Include as many different ideas as possible.
3 Prepare to record your conversation.
• Decide who is going to start and what he / she will say.
• Make sure everyone in the group knows in what order they will speak.
• Respond to what other members of your group say.
It doesn’t matter if you hesitate or make mistakes. You can correct what you or
someone else said: What I meant to say was … / Did you mean to say …?
4 Record your conversation.
5 Play your conversation for the rest of the class to listen to. Speaking tip
Ask them to say which ideas they agree or disagree with. I agree with you about …
I think you’re right …
• What did you find most interesting about the I see your point … /
conversation you had and those you listened to? That’s a good point …
• Did you change any of your own opinions when I can see what you mean
you listened to other students’ views? Why? but …
136
Project 2
2: Write a statement
You are going to write the statement that the girl in the newspaper story below gave
to the police.
TEENAGE GIRL SAVES FAMILY FROM FIRE

Teenage schoolgirl Chantale Adebayo saved her parents
and her three-year-old sister from a fire which destroyed
their home. Chantale woke up at around midnight and
smelled smoke. She immediately woke her parents and
carried her sister down the stairs and out of the house. She said that
although the house was full of smoke, they were all able to escape unhurt.
1 Write a statement from Chantale Adebayo’s point of view.

Remember the following:
• Tell the story in chronological order. In other words, describe the events in the
order in which they occurred.
• Only give facts, not opinions.
• If you’re not sure of something, don’t say it.
• If you heard anybody say anything, report their words as accurately as possible.
2 When you have written your first draft, ask another student to read it and
comment on it.
3 Write your final draft.
• What did you find most challenging about writing a statement?

• Did this task make you think differently about how you
remember or report a past event? Why?
137
6 Rules and laws
6.9 Non-fiction
In his book Humankind, Rutger Bregman finds examples

from recent and historical events to disprove the idea that
humans are essentially selfish. His evidence shows that,
in fact, particularly in times of crisis and disaster, people
tend to co-operate and work together to survive.
One of the examples is the story of six schoolboys from
Tonga, a group of islands in the South Pacific Ocean, east
of Australia. The boys planned an adventure. One night,
they took a fishing boat from the harbour in Nuku‘alofa,
and set out to sea. Unfortunately, they all fell asleep and
the boat drifted a long way from shore. They drifted for
eight days without food or water before landing on a
Rutger Bregman
rocky, uninhabited island called Ata. The boys survived
there for over a year before being found by an Australian
sea captain, Peter Warner.
1 Read about Humankind. Then answer the questions.

a What kind of book is it?
b What does it aim to do?
c Was the boys’ ‘adventure’ a good idea? Why / Why not?
37 2 Read and listen to the extract from Chapter 2 of Humankind.
How did the boys find ways to do the following?
a get food
b have water to drink
c cook and keep warm
d keep themselves fit and strong
e be organised
f find solutions to disagreements
g keep themselves happy
3 Values Work in small groups. Discuss the questions.
a Why do you think the boys made rules?
b What do you think this real-life story tells you about human nature?
c What do you think happened when the boys eventually got back
home to Tonga?
138
1
memoirs: memories
Chapter 2 that are written down
2
commune: a group
‘By the time we arrived,’ Captain Warner wrote in his memoirs, ‘the boys of people who live
had set up a small commune with a food garden, hollowed-out tree trunks together and share
to store rainwater, a gymnasium with curious weights, a badminton court, work and resources
chicken pens and a permanent fire, all from handiwork, an old knife blade
2
hollowed-out: with
the middle taken out to
5 and much determination,’ create a space
It was Stephen – later an engineer – who, after countless failed attempts, 7
tend: care for, look
after, (here) keep the
managed to produce a spark using two sticks. The boys tended their flame fire burning
so it never went out, for more than a year. 9
draw up: make a plan
The kids agreed to work in teams of two, drawing up a strict roster for in writing
10 garden, kitchen and guard duty. Sometimes they quarrelled, but whenever
9
roster: a list of names
and the jobs each
that happened they solved it by imposing a time-out. The squabblers would person has to do
go to opposite ends of the island to cool their tempers, and, ‘After four hours 10
quarrel: to have a
or so,’ Mano later remembered, ‘we’d bring them back together. Then we’d disagreement
say “Okay, now apologise.” That’s how we stayed friends.’
11
squabblers:
people who have a
15 Their days began and ended with song and prayer. Kolo fashioned a disagreement over
makeshift guitar from a piece of driftwood, half a coconut shell and six steel something
wires salvaged from their wrecked boat – an instrument Peter has kept all
15
fashion: to make
16
makeshift: simple
these years – and played it to help lift their spirits.
and not well-made but
And their spirits needed lifting. All summer long it hardly rained, driving the fulfilling a need
20 boys frantic with thirst. They tried constructing a raft in order to leave the
16
driftwood: wood that
has been carried to the
island, but it fell apart in the crashing surf. Then there was the storm that shore by the sea
swept across the island and dropped a tree on their hut. 17
salvage: save
Worst of all, Stephen slipped one day, fell off a cliff and broke his leg. The something from
destruction
other boys picked their way down after him and then helped him back up to 18
lift (someone’s)
25 the top. They set his leg using sticks and leaves. ‘Don’t worry,’ Sione joked. spirits: to make
We’ll do your work, while you lie there like King Taufa‘ahau Tupou* himself!’ (someone) feel happier
20
frantic: desperate
The boys were finally rescued on Sunday 11 September 1966. 21
fall apart: break into
Physically, they were in peak condition. The local physician, Dr Posesi Fonua, pieces
later expressed astonishment at their muscled physiques and Stephen’s 24
pick your way: (here)
30 to walk carefully over
30 perfectly healed leg.
rocky ground
*King Taufa‘ahau Tupou is the king of Tonga 28
in peak condition:
physically very healthy
Turn to the next page to find out what happened when the boys
got home.
139
6 Rules and laws
1
jubilant: very happy
The mood when the boys returned to their families in Tonga was jubilant. 2
entire: all of
Almost the entire island of Ha'afeva – population nine hundred – had 3
turn out: to come to
turned out to welcome them home. see something special
6
commission: (here)
[…] to order a ship to be
5 Peter [Captain Warner] returned to Sydney, resigned from his father's prepared for use
7
grant: to give
company and commissioned a new ship. Then he had the six boys brought
over and granted them the thing that had started it all: an opportunity to
see the world beyond Tonga. He hired Sione, Stephen, Kolo, David, Luke
and Mano as the crew of his new fishing boat.
10 The name of the boat? The Ata.
Writing
4 The boys have just returned to Tonga after b What do you think you would have
being shipwrecked on the uninhabited found hardest if you had been with
island of Ata for more than a year. You them on the island?
are interviewing them for your newspaper.
c Do you think the story of the boys
Describe their homecoming and include what
they told you about their experiences. from Tonga is a good example of
Rutger Bregman’s theory about
When the six lost boys from Tonga returned human nature? Why?
home, there were scenes of great joy and
d Can you think of any examples
happiness. I was able to ask them about their
from personal experience or recent
experiences of surviving on a deserted island.
world events that illustrate positive
They told me that …
behaviour in difficult times?
5 Values Work in groups. Discuss these e How did Captain Warner make the
questions. boys’ dreams come true? Why do you
a What do you think the boys thought think he did this?
about their experiences at sea and on
the island, once it was all over?
140
Check your progress
Check your progress

1 What are French school children not 1 Complete the text with the words from
allowed to eat with their lunch? the list.
behaviour bullying detention

respect rules strict trouble
Our school is quite ……………1. There
are a lot of ……………2 and if you don’t
follow them, you get into ……………3 and
you sometimes get a ……………4, and
have to stay behind after school. Good
behaviour and ……………5 for other people
2 Where is Stockholm? are important. I think discipline is a good
thing because it means there isn’t much
3 Which language does the word kaizen
bad ……………6, such as interruptions in
come from and what does it mean?
lessons and ……………7 outside lessons.
4 In the UK, at what age can you open a
2 Complete the sentences with a verb from the
bank account?
box in the correct form.
5 What does it mean if you work 'part-time'?
ask follow give get
6 If you are asked to be part of a group leave make own
of people who decide on a case in a
a It only takes a few seconds to ……………
court of law in the UK, you are going
your bed, but I sometimes forget!
to do what?
b I need to …………… permission to
7 What do you call a person who sees an leave school early today.
event such as an accident and who gives a
c If you had …………… the rules, you
formal statement about what they saw?
wouldn’t have got into trouble.
8 On which form of transport would you d How old do you have to be before
find handlebars? you can …………… blood?
9 Why do cars and lorries have wing e I don’t want to …………… home until
mirrors? I’ve finished my education.
10 Someone who drives a car is a driver. f I’d like to …………… a house or a flat

What do you call someone who rides by the time I’m 30.
a bike? g My sister …………… married last week
and we all went to the wedding.
141
6 Rules and laws
Use of English 2 Report the following conversation.
1 Complete the sentences with the correct Alina: Tell me about your school.
passive form of the verbs in brackets. Carla: What do you want to know?
a We have a list for household Alina: Are there a lot of rules?
chores and everyone (expect) to Carla: We have a few, for example,
help out. we aren’t allowed to use mobile phones
b We (not / allow) to have our in the classroom.
phones at the table. It’s a phone- Alina: That’s the same at my school.
free zone. Carla: We have to wear a uniform.
c At school, we (encourage) to learn Alina: Oh, we don’t, but we can't wear jeans
to play a musical instrument, but and things like that.
it’s not compulsory. Carla: I don’t mind wearing a uniform
d I (suppose) to learn a poem for because you don’t have to think about what
homework this evening but so far, you’re going to put on in the morning!
I’ve only learned two lines. Alina asked Carla to tell her about her school.
Carla asked Alina what she wanted to know.
3 Match the two halves of the sentences, putting the verbs into the correct form for the

third conditional.
If you had put your clothes in the washing basket, I would have washed them for you.
If you (put) your clothes in the a they (get) the answer right.
washing basket b we (not / miss) the school bus..
If we (leave) earlier
c you (not / get) a detention.
If you (not / arrive) late for class three
times this week d I (wash) them for you.
If I (not / write) my essay so quickly e I (not / have) made so many spelling
If they (read) the question more carefully. mistakes.
Summary checklist
I can
talk about rules at school and at home, and report what other people said.
discuss moral dilemmas and say what I would have done in the same situation.
discuss rights and responsibilities
identify inconsistencies in witness statements.
make a podcast about a moral dilemma.
read a true story about how making their own rules helped shipwrecked
teenagers to survive.
142

Global English LB 9 NEW

Uploaded by

Copyright:

Available Formats

Global English LB 9 NEW

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

Global English LB 9 NEW

Uploaded by

Copyright:

Available Formats

Cambridge

Cambridge Global English

This resource is endorsed by

Registered Cambridge International Schools benefit from high-quality programmes,

Visit www.cambridgeinternational.org/lowersecondary to find out more.

Second edition Digital Access

Use of English Cross-curricular links Vocabulary 21st-century skills

Page Unit Reading and Listening Speaking Writing and Projects

Use of English Cross-curricular links Vocabulary 21st-century skills

How to use this book

Discuss this statement:

Important words and their meanings.

Use of English Present simple passive

Remember Compound nouns

• What do you have to think about when creating a timeline?

Questions that cover what you have

4 Answer these questions.

Engage with the

Read the text again and answer these questions.

think critically about

and 5: The cross-

3 Tourism 3.3 Talk about it

and 6: The Talk

and speaking tips

provide scaffolding Use of English Past continuous passive

to a place called Paradise Valley.

about it section Step-by-step tasks

supports learners in questions you discussed:

writing a variety of in their planning,

text types. writing and editing.

and sample answers

3 Tourism 3.8 Project challenge

Lesson 8: 3.8 Project challenge Project 2: A school trip

of projects and conflict with humans, helping with animals that

an opportunity to • the built environment

from the unit.

Self- and peer-

respond lesson is based

on authentic texts and

includes fiction, non-

fiction, poetry and

The literature is used

The audio can be

played the first time

you meet the story,

before learners read Speaking

Discuss this statement:

1.1 What helps you to learn?

• Do you like working in groups or do you prefer

Eva: Often asks a classmate instead of interrupting Use of English

Y ou might get into trouble for chatting

1.2 Teenage psychology

• How do teenagers think and act differently from adults?

2 Work in pairs. What do the following words mean?

1.3 Role models

• listen to students talking about role models and give your

• What is a role model?

Use of English Present simple and present continuous

Positive Negative Question

Positive Negative Question