ENGLISH STUDENT’S BOOK

Herbert Puchta, Jeff Stranks & Peter Lewis-Jones

Grade 9
High B1

Жалпы білім беретін мектептің 9-сыныбына арналған оқулық

Қазақстан Республикасы Білім және ғылым министрлігімен ұсынылды

 CONTENTS
Welcome p 4 Present perfect tenses; Past perfect simple; Comparisons; Extreme adjectives and modifiers; Giving
advice; Reported speech;
Sequencing words; Indefinite pronouns

FUNCTIONS & GRAMMAR VOCABULARY

SPEAKING
Unit 1 Encouraging someone Ways of referring to the future Phrases to talk about the
Hobbies and Talking about the future (review) future: about to, off to,
qualities Future continuous; Future perfect on the point of
p 12 Extra reading: Past perfect Phrasal verbs (1)
continuous; Past perfect simple vs.
past perfect continuous
Unit 2 Talking about fitness Verbs followed by infinitive or Verbs of movement
Exercise and gerund Sport and exercise
sport Verbs which take gerund and
infinitive with different meanings:
p 27 remember, try, stop, regret, forget
Extra reading: to / in order to /
so as to
Unit 3 Expressing surprise The passive: present simple, Verb + noun collocations
Earth and our Discussing a famous present continuous and past Geographical features
place in it explorer simple (review); Past continuous
passive;
p 42 Future and present perfect
passive
Extra reading: First conditional
(review); unless in first
conditional sentences
Unit 4 Issuing and accepting a Relative clauses (review); which to Groups of people
Charities and challenge refer to a whole clause Charity
conflict Reported questions and requests Extra reading: Reporting
Linkers of contrast verbs
p 58

Unit 5 Telling a story Extra reading: Narrative tenses Elements of a story

Reading for Discussing what kind of (review) Types of story
pleasure stories you enjoy
p 74

Unit 6 Emphasising Quantifiers Costumes

Traditions and Discussing parenting so and such (review); do and did Bringing up children
language styles for emphasis
Discussing nomadic Extra reading: Embedded and
p 89 peoples indirect questions

Unit 7 Discussing favourite films Time adverbials with present Making music
Music and film perfect simple and continuous Adjectives commonly used to
Cause and effect linkers describe films
p 104
Extra reading: Second conditional
(review); I wish and If only

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PRONUN- THINK SKILLS
CIATION
Intonation: Train to Think: Reading Blog: Me, myself and my view on the world
encouraging Learning to see things Film synopses: Billy Elliot and Bend it like Beckham
someone from a different Culture: 8000 birds to see before you die
perspective Extra reading: Loyal tobets of Kazakhstan
Values: Never give Writing My life in the future
up Listening Four teenagers talk about hobbies
Dipthongs: Train to Think: Reading Article: A dangerous sport
alternative spellings Thinking rationally Article: An active life: Bear Grylls
Self-esteem: How Culture: Keeping fit and healthy – stories from around the
adventurous are you? world
Extra reading: A stronger sports community
Writing A story about a sports event
Listening A talk about the benefits of exercise
/f/, /v/ and /b/ Train to Think: Reading Article: Explorers: A friend to native people Cândido
consonant sounds Exploring hidden Rondon
messages Article: Our undiscovered world
Culture: Stop! Before it’s too late
Extra reading: Tigers return to Kazakhstan
Writing An article about the environment for the school magazine
Listening Radio interview about migration in nature

Train to Think: Reading Article: Refugees bring new life to a village

Distinguishing fact Web post: An ice cold summer
from opinion Culture: The day Billy Ray’s life changed forever
Values: Doing good Extra reading: The best experience ever
Writing An essay about social media and charity
Listening Interview with an aid worker
The schwa /ə/ in Self-esteem: A Reading Article: Everybody loves stories – but why?
word endings better world Article: Hollywood fairy tales
Literature: Gulliver’s Travels
Culture: Ireland – a nation of storytellers
Extra reading: Zheke Batyr’s search for happiness
Writing A fairy tale
Adding emphasis Train to Think: Reading Article: A new family tradition
Changing your Book blurb and reviews: For and against – Tiger Mums
opinions Culture: Nomadic people
Values: Learning Extra reading: Kazakhstan’s Day of Languages
another language Writing An informal email about a traditional way of life
Listening Radio show about bringing up children in different cultures
Been: strong /biːn/ Values: Following Reading Online forum: Singer songwriter: Any advice?
and your dreams Self- Blog: My all-time favourite films about space
weak /bın/ esteem: Music and Culture: When Pictures Learnt to Walk and Talk: The history of
me film
Extra reading: My dream job – Kazakh movie action hero!
Writing A film review
Listening An interview about music

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 CONTENTS
FUNCTIONS & GRAMMAR VOCABULARY
SPEAKING
Unit 8 Using intensifying Comparatives (review) Ways of speaking
Travel and comparatives Third conditional Phrasal verbs (2)
tourism Expressing regret Extra reading: I wish / If only +
Roleplay: Stuck in a lift past perfect
p 120

Unit 9 Advice and obligation Obligation, permission and Technology (nouns)

Science and Talking about technology prohibition (review) Technology (verbs)
technology Necessity: didn’t need to / needn’t
have
p 135
Extra reading: should(n’t) have

Test yourself pages 98–101

Photostories Complaining Phrases with up
p 157 Roleplay: Complaining to now
a family member Phrases with all
Apologising and by
accepting apologies Expressions with right
Invitations Expressions with good
Roleplay: Accepting and Expressions with so
refusing an invitation from Expressions with way
a friend
Sympathising
Expressing frustration
Introducing news
Pronunciation pages 180-183 Get it right! pages 184-194 Speaking activities pages 195-196
Wordlist pages 197-203

4
PRONUN- THINK SKILLS
CIATION
Linking words with / Train to Think: Reading Blog: The day people started talking
dʒ/ and /tʃ/ Exaggeration Blog: From London to Lyon
Values: Stereotypes Culture: The New Seven Wonders of the World
Values: Learning Extra reading: Beautiful Bektau-Ata – worth keeping it a secret
from other cultures Writing An essay: A Modern Wonder of the World
Listening A trip to Japan
The schwa sound Train to Think: The Reading Texts: Smart screens?
PMI strategy Article: Great success for teenage teachers: When silver
Self-esteem: surfers
Learning from elderly get connected
people Culture: Great scientists
Extra reading: Water – a treasure in Kazakhstan
Writing Instructions
Listening A conversation about watching too much TV

Linking words with Reading and listening: Photostory: What’s up with Mia?
up Photostory: And the hole gets deeper!
Consonant-vowel Photostory: The nerd
word linking Photostory: Strapped for cash
Intonation – inviting, Photostory: The challenge
accepting and Photostory: Writer’s block
refusing invitations Photostory: The competition
Photostory: The news clip

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 WELCOME
OBJECTIVES

Present perfect tenses

1 Read the article. Who is Chris Columbus?
2 Read the article again and mark the sentences T (true), F (false) or DS (doesn’t
say).
1 Chris Columbus’s films are popular with 13–18-year-olds.
2 Columbus started making films when he was 30.
3 His films aren’t popular with older people.
4 Lots of people in Hollywood want Columbus to make films.
5 He’s never won an Oscar.

3 Complete the sentences. Use the present perfect simple or continuous form of
the verbs and circle the correct words.
1 They (play) for / since 87 minutes and neither side has scored yet.
2 I yet / still (not watch) the final, so please don’t tell me which singer won.
3 you (see) last night’s show still / yet? Brad Pitt and Lady Gaga were
guests.
4 The children (sit) in front of the TV watching SpongeBob for / since they
got up.
5 It’s the funniest programme on TV. I (not miss) an episode still / yet.
6 Aset (say) the same thing for / since weeks now. No one believes him.

Past perfect simple

1 Read the example sentence and answer the question. Then complete the rule.
Aliya had just finished her homework when Madina phoned.
1 Which of the two actions came first: Aliya finishing her homework or Madina phoning?

2 Complete the sentences. Use the past perfect form of the verbs.
1 When I tried to phone them, nobody answered. They all (go)
swimming.
2 He (change) so much that I almost didn’t know who he was when I saw him
last night.
3 She couldn’t phone me because she (lose) her mobile.

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 WELCOM E

Behind the camera

Chris Columbus
A 12-year-old who gets left behind when his family go on holiday, a
teenage magician fighting to save his world and the troubled son of a
Greek god living in modern-day America: these are just three of the
characters brought to life on the big screen by director Chris Columbus.
With films such as Home Alone, Harry Potter and the Chamber of Secrets
and Percy Jackson and the Sea of Monsters, Columbus has certainly
shown that he knows how to get teenagers into the cinema.
Columbus has been making films for more than 30 years and has
become one of the most successful film directors of all time. Since he directed his first film,
Adventures in Babysitting, in 1987, Columbus has been involved in some of the biggest films as
both a director and a producer.

RULE: We often use the past perfect to talk about one

event that happened before another event in the past.
Abai came home from summer camp yesterday.
He had been there for two weeks.
(Abai was at summer camp for two weeks before he came home.)
had been there came home
PAST (two weeks) NOW
Form the past perfect with had (or ’d) + the of
the verb.

4 Somebody (steal) John’s car, so he was very angry.

5 Claire had no idea I was coming to see her. Her mum (forget) to tell her.
6 You arrived too late. They already (leave).
7 Her mother (not give) her any money, so she couldn’t buy the tickets.
8 they already (return) from their holiday when you got to their
house?

Comparisons
1 Read the blog entry. Mark the sentences T (true) or F (false).
1 The writer likes awards ceremonies.
2 Gravity won Best Film at the 2014 Oscars.
3 The writer thinks the visual effects in Gravity are the best he’s ever seen.
4 Dave thinks the writer is very intelligent.

7
 Why all these awards?
I’m really tired of awards Here’s an example: the Oscars Blanchett, who won Best
ceremonies and prizes. in 2014. I saw the film Gravity Actress. But the good thing
Why do we have to compare and it was the most exciting is that Gravity won Best
things? Everywhere you film I’d ever seen. But did it Visual Effects – I’ve never
look, there’s something win the Oscar for Best Film? seen anything as fantastic.
going on about who or what No! They gave the award to And was the music good? It
is ‘the best’ or ‘the most Twelve Years A Slave! Can you was great! No other fi lm had
comfortable’ or ‘the biggest’, believe it? It wasn’t as good as music as brilliant as that.
and so on. And sometimes Gravity at all.
the prize winners aren’t the I said all these things to my
best anyway! OK, Gravity was the friend Dave the day after the
most successful fi lm at Oscars. I told him I thought
the Oscars – it got seven the judges were the craziest
awards – but I don’t think people in the world. Dave
that’s enough. Sandra asked me how many fi lms I’d
Bullock was fantastic as Dr seen in 2013. I said, ‘One –
Ryan. I think she’s Gravity.’ Dave says he doesn’t
much better than Cate know anyone as stupid as me.

2 SPEAKING Work in pairs. Discuss these questions.

1 What other awards ceremonies do you know of?
2 Do you like awards ceremonies? Why (not)?
3 Do you think it’s fair to compare different movies, actors,
music, etc. and choose one as the best?
3 Complete the sentences with the correct form of the
adjectives and adverbs. Add any other necessary words.
1 The weather tomorrow won’t be (cold) as today.
2 This is the (good) pizza I’ve ever eaten.
3 Do you think this is (difficult) than the other test?
4 This book’s OK, but it isn’t the (interesting) one I’ve ever read.
5 She learns things (easy) than I do.
6 I’m not very good at tennis, but I’m (bad) as Janice!
7 Hurry up! Can’t you walk (quick) than that?
8 Do you speak as (loud) your sister?

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 WELCOM E

4 SPEAKING Work in pairs or small groups. Discuss these statements. Do you agree
or disagree with them? Why?
1 The best things in life are free.
2 If something is more expensive, it’s always better.
3 It’s more important to work hard than to play hard.
4 Exercise isn’t as important as good sleep.

5 Choose two things or people from one of these categories. Write a paragraph
comparing them.
sports that you like | actors that you like | towns or cities that you know
chool subjects | books that you have read

Extreme adjectives and modifiers

LOOK! We use:
1 Look at these phrases. What do the adjectives • very with gradable adjectives.
in bold mean? • absolutely with extreme
1 one of the world’s most thrilling magicians adjectives.
• really with gradable and
2 a huge crowd of amazed spectators
extreme adjectives.
3 stepped onto the freezing water
4 newspapers were full of the fascinating story

2 Match the gradable adjectives 1–5 with the extreme adjectives a–e.
1 good a hilarious
2 funny b delighted
3 happy c huge / enormous
4 big d tiny / minute
5 small e great / fantastic / wonderful / brilliant / amazing

3 Look at these examples of adjectives with the modifiers very, really and
absolutely. Which combinations are correct and which are incorrect? Mark them ✓
or ✗.
1 really good 4 very hilarious
2 really amazing 5 absolutely small
3 very funny 6 absolutely tiny

4 Complete the text with adjectives from Exercise 2. Sometimes more than one
answer is possible, but don’t use each adjective more than once.

Last night we went to a magic show. It was very good – in fact, it was absolutely
1  . The magician was really 2 – we couldn’t stop laughing. In one
trick, he had two hats: a really small one and an 3 one. But from the big hat he
pulled out an absolutely 4 rabbit and from the small hat he pulled out a huge
one. It was great fun and I left feeling really 5 .

9
 Giving advice
1 Complete the sentences with better, should or ought.
1 It’s late – you’d go.
2 If you aren’t well, you to see a doctor.
3 Jane’s in hospital. We go and visit her.
4 The doctor is very busy, so you make an appointment. Don’t just turn up.
5 Your knee hurts? Well, you’d not play football today, then.
6 If you want to get better, you to rest as much as possible.

2 Match the problems 1–3 with the pieces of advice a–c. Then write one more piece
of advice for each problem. Use had better, should and ought to.
1 My hand really hurts. a You’d better hurry.
2 I think I’m going to be b Perhaps you should phone a friend.
late for school. c You ought to see a doctor.
3 I can’t do this homework.

3 SPEAKING Work in pairs. Write mini-dialogues including the problems and advice
in Exercise 2. Add two or three lines to each. Then act them out.

We asked readers to tell us about a time when they tried to help

someone. Here’s one from Graham Smith.

I used to work in IT for a big company, but I was fired because I got
angry with a manager. Here’s what happened.
I answered the phone one day and said, ‘Hi. Can I help you?’ A
voice said, ‘Hi. I’m a manager in the Sales Department and I’ve got
an IT problem. I need your help.’ ‘What’s the problem?’ I asked, and
he told me his computer screen had suddenly gone black.
1 , I couldn’t think why it had happened. I asked
him to check that the screen was still connected. He said it was. 2
I asked him if he’d pressed any buttons by mistake. He
said, ‘No, the computer was installing a program when, suddenly, it
went “pooff”.’
3 a few seconds, I said, ‘OK, please check that
your computer is still plugged in at the wall. Sometimes it gets
disconnected accidentally.’ The manager asked me to wait a bit.
Then he came back and said, ‘I can’t see behind my desk where
the plug is. It’s very dark.’ So I told him to switch the light on. Do
you know what he said? ‘Oh, I can’t put the light on because the
electricity went off five minutes ago.’
I tried to keep quiet. 4 , I had to say something. I warned him never to phone me again,
ever. He complained to my boss and I was fired. How fair is that, do you think?

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 WELCOM E

Reported speech
1 Read the story and answer the questions.
1 What had happened to the caller’s computer screen?
2 What three things did Graham ask the caller to do?
3 Why couldn’t the caller switch on the lights?
4 What did Graham finally say to the caller?
5 What happened to Graham in the end?

2 Rewrite the sentences in reported speech.

0 ‘I need your help.’
He said that he needed my help.
1 ‘What’s the problem?’
I asked him
2 ‘I can’t see here because it’s very dark.’
He said that
3 ‘Please check that your computer is still plugged in.’
I asked him to
4 ‘I can’t put the light on because the electricity went
off five minutes ago.’
He said that

Sequencing words
Match these words with spaces 1–4 in the story.
a After b Then c Finally d At first

Indefinite pronouns
1 Complete the conversation with suitable indefinite pronouns (everyone,
SB2
somewhere, nothing, etc.). Then listen and check.
TOM Have you got 1 ready for the party?
JADE No, 2 is ready. We haven’t found
3 to have it, for a start. We’ve looked 4 .
TOM Have you invited 5 yet?
JADE Yes, we’ve invited 50 people and 6 is coming!
TOM So you’ve got 50 people coming, but 7 for them to come to?
JADE That’s right.
TOM Well, we’ve got to do 8 . How about using my house?
JADE What about your parents?
TOM They won’t mind. They’re going 9 for the weekend. I’ll make sure 10
is clean and tidy when they get home.

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1
OBJECTIVES

HOBBIES AND
FUNCTIONS: encouraging someone
GRAMMAR: ways of referring to the
future (review); future continuous;
future perfect; past perfect

QUALITIES
continuous; past perfect simple vs.
past perfect continuous
VOCABULARY: phrases to talk about
the future; phrasal verbs

READING
1 SPEAKING Look at the photos. With a partner, name the hobbies. What others
can you think of?

2 Make a list of five hobbies you would like to try or get better at. Think of reasons
why.

3 SPEAKING Compare your lists in pairs.

I’d like to get better at cooking because

I’m going to live on my own soon.

4 Read through the blog quickly and answer the questions.

1 Why is the blogger writing this post?
2 Does Jim’s story have a happy ending?
3 Is Jim an optimist or a pessimist?

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 1 H O B B I ES A N D QUA LITI ES

Me, Myself View #17: It’s all about the positivity

&Myofview
the
T oday’s view is all about attitude. So many of my friends are often
pessimistic. They always think, ‘There’s a dark cloud up there. It’s going
to rain soon!’ Well, I think we all need to focus more on solutions and less on
the problem.

World I read a story recently that I want to share with you, and if you’re a
pessimist, maybe it’ll change your attitude a bit too. It’s about this kid,
Jim. He was a born optimist and a real problem-solver. He was also a very
talented 15-year-old student.
Jim could paint, draw, play music – you name it. His biggest passion was
photography. He knew all about famous photographers, spent hours looking
at photography books, and helped start his school photography club. All
he needed was a good camera. He couldn’t afford one, of course. ‘I’ll get
a summer job,’ he decided. ‘As soon as I save up enough, I’ll get a digital
camera.’
After working at a café all summer, Jim counted his savings. ‘Still short,
but that’s OK,’ he thought. ‘I’ll get a weekend job and I’ll have the rest in
three months from now.’ And so he did. He worked at a supermarket and
three months later, Jim announced to his friends: ‘I’m picking up my new
camera tomorrow. Who wants to come for a photo shoot at the park?’
Wherever Jim went, he carried his camera with him. He took great photos
and learned how to use computer software. His Art teacher encouraged him
to take part in a national photo contest. ‘I’m sure you’ll win a prize,’ she told
him. Jim decided to take a chance. ‘Whatever happens, I’m going to choose
to enjoy the experience and learn from it,’ he said.
Then one day, something terrible happened. Jim was cycling home, when
he nearly ran over a cat. He lost control and fell off his bike. Fortunately, Jim
was fine, but his camera was damaged. ‘The deadline for the contest is in
a week. Can you fix it?’ he asked the technician. ‘I’m afraid it’s going to be
expensive, Jim, and I can’t guarantee it’ll work properly.’ Jim was desperate.
‘All this effort ... for nothing,’ he thought. But his optimistic side didn’t allow
him to give up. With his smartphone, Jim took the photo that won him 3rd
prize. The prize was £300 – the exact amount it cost Jim to get his camera
fixed.
So listen up, dear readers. Let’s try and think positively more often.
Actually, I’m on the point of doing this right now. I’m about to play the
piano in a concert. I hate playing in public, but I’ll choose to learn from the
experience. I’ll keep an open mind and I won’t worry about giving a perfect
performance. Anyway, I’d better go. My bus leaves in five minutes. Oh, and
I’m off to Spain on Tuesday for a family holiday so I guess I’ll post my next
update two weeks from now.

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 5 Read the blog again. Mark the statements T (true) or F (false). Then work with a
partner and correct the false statements.
1 The blogger is concerned with her own attitudes and those of her friends.
2 By the end of the story, Jim’s attitude to life changes because of an accident.
3 Jim had to work longer than planned to get the camera he wanted.
4 Through his passion for photography, Jim learned other skills.
5 Jim got his camera fixed in time for the contest.
6 The blogger still feels negative about her piano performance.

6 SPEAKING Work in pairs. Discuss the questions.

1 Did you like the story the blogger used? Do you agree that Jim’s positive attitude
helped him win a prize?
2 Do you think a story like this could change people’s attitudes? Say why (not).

Learning to see things from a different perspective

How we see a situation influences how we feel about it and how we behave in it. Learning
to look at things from a more optimistic perspective can have a positive influence on the
outcome of a situation.
1 Read what these people have experienced when trying to look at things from
a different perspective. Say what and who helped them change their attitude.

One day I went out with a group of friends,

and we met this guy who seemed quite nice.
But then I noticed that he started to make For a long time, I used to worry about
fun of the things I said. I became quiet and everything all the time. Then we had
started to feel bad about myself. When I this discussion in class, and one of my
spoke to my best friend afterwards, she teachers told us a saying I’ll never forget.
just said, ‘So what? That guy’s strange but It may sound ridiculous, but it really
that’s him, not you.’ So I decided to ignore helped me change my attitude. It basically
the guy and he soon stopped making fun of says, ‘For every problem under the sun,
me. More importantly, I felt better about there is either a solution or there is none.
myself. If there is one, think till you find it. If
there is none, then never mind it.’

2 SPEAKING Think of any difficult situations where you could usefully apply either
of the two perspectives above. Discuss with a partner.

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 1 H O B B I ES A N D QUA LITI ES

GRAMMAR
Ways of referring to the future (review)
1 Look at the sentences from the blog. Then complete the rule with be going to, will,
the present continuous or the present simple.
1 There’s a dark cloud up there. It’s going to rain soon.
2 I’ll get a summer job.
3 As soon as I save up enough, I’ll get a digital camera.
4 I’ll have the rest three months from now.
5 I’m picking up my new camera tomorrow.
6 I’m sure you’ll win a prize.
7 Whatever happens, I’m going to choose to enjoy the experience.
8 My bus leaves in five minutes.

RULE: We use:
1 to talk about future facts.
2 to talk about events that are part of a timetable or schedule.
3 to make evidence-based predictions.
4 to make predictions based on thoughts and opinions.
5 to talk about plans and intentions.
6 to refer to definite arrangements.
7 immediately after time expressions like when, before, after, until, and as
soon as when referring to future events.
8 to refer to spontaneous decisions and offers.

2 Complete the sentences using the most appropriate form of the verbs in brackets.
Sometimes more than one form is possible.
1 My dad on the eight o’clock flight from Almaty tomorrow. (arrive)
2 Careful! You’ve filled that glass too full. You it. (spill)
3 I think it probably a lot this weekend. It’s that time of year. (rain)
4 We friends on Saturday afternoon. (see)
5 I’m sorry, I have to finish now. The film in two minutes. (start)
6 We’ll stop at the market before we home. (go)
7 When I get paid, I myself a new camera. (buy)
8 Today’s lunch break five minutes shorter than usual. (be)

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 VOCABULARY
Phrases to talk about the future: about to, off to, on the point of
1 All of these sentences refer to the future. Which sentence talks about:
a future travel plans?
LOOK!
b the very immediate future (x2)
● be about to + infinitive
1 I’m about to play the piano in a concert. ● be off to + infinitive / noun
2 I’m off to Spain on Tuesday. ● be on the point of + verb + -ing
3 I’m on the point of doing this right now.

2 Choose the correct options.

1 Although this is a serious situation, Dinara looks as if she’s about to / off to start laughing.
2 I’m off to / about to the supermarket in five minutes. Do you want anything?
3 Careful! You’re off to / about to knock the glass over.
4 My friends are off to / about to get a big surprise!
5 They’re off to / on the point of Lake Balkhash on holiday next month.
6 It’s 2–0, there’s only one minute left – wow, we’re on the point of / about to winning the
match!

LISTENING
1 SB3 Listen to four teenagers talking about hobbies. Check the activities you
hear.
doing sports | music | writing | drawing or painting
photography | baking | modelling
collecting objects | fishing | computers

2 SB3 Listen again and match. What does each speaker say about having a
hobby? There’s one answer you don’t need to use.
1 Zarina 2 Dan 3 Sara 4 Abai
A You can learn useful skills for the future.
B Some hobbies are a waste of time.
C It can help you become more confident in yourself.
D Hobbies help you discover surprising things about yourself.
E A hobby can help you deal with a health problem.

3 SPEAKING Work in pairs. Discuss the statements in Exercise 2. Say whether you
agree or disagree with them and give reasons.

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 1 H O B B I ES A N D QUA LITI ES

GRAMMAR
Future continuous
1 Look at the examples from the recording. Then choose the correct option in the
rule and complete with be and -ing.
1 My friends from school will be playing football on Tuesday afternoon.
2 My brother and I will be making a new model plane
together this Saturday.

RULE: To talk about an action that will be in progress 1after /

around a specific future time, we use the future continuous:
will + 2 + the 3 form of the verb.
My friends will be playing football.

2 Complete the conversation with the correct form of the verb in brackets – future
simple or future continuous.
JESSIE This time tomorrow, my dad and I 1 (sit) on a train.
PAULA Really? Where are you going? Anywhere nice?
JESSIE Yes. Dad’s invited me to go to London with him on Saturday.
PAULA Wow!
JESSIE Tomorrow morning we 2 (walk) around the city doing a bit of shopping.
PAULA Great! I 3 (phone) you on Saturday afternoon.
JESSIE Well, that’s not really a good time. On Saturday afternoon we 4 (watch) the
football match. Chelsea against Arsenal. I can’t wait! You know how much I like football.
PAULA And you 5 (come) home happy and relaxed. Lucky you.
JESSIE Well I hope so. It’s an important game for Chelsea.
PAULA It all sounds wonderful. So what time’s your train tomorrow?
JESSIE 6 o’clock.
PAULA Alright. At 6.30, I 6 (think) of you.
JESSIE And I 7 (put) some photos from our weekend on Facebook – if I remember.

Future perfect
3 Look at the example sentences and complete the rule with have, past participle
and will.
1 By the time he’s 60, he’ll have collected thousands of stamps from around the world.
2 By then, she’ll have probably made and sold more apps.

RULE: To talk about an action that will finish some time between now
and a specified time in the future, we use the future perfect. We often use
it with the preposition by:
1 +2 +3
By then, she’ll have made more apps.

17
 4 Choose the correct tense to complete the sentences.
1 By the time Mum comes back from work, I will be finishing / have finished my
homework.
2 By 2030, psychologists will be finding / have found ways to help pessimists feel more
optimistic.
3 Don’t call after 10 pm. I will be sleeping / have slept.
4 This time tomorrow morning I will be flying / have flown to Singapore. We land in the
afternoon.
5 When I leave this school, I will be spending / have spent six years there.
6 You can find Miss Green in classroom 3. She will be teaching / have taught there until
midday.
7 We’re going to watch films all day Saturday. By the end of the day, we will be watching /
have watched more than five films!
8 The band will be touring / have toured for six months later this year to promote their
new album.

SPEAKING
1 Imagine you close your eyes and when you open them again you are 65 years old.
How will life be different for you? What will you have achieved? Discuss in pairs.

I’ll be living in the south of France. I’ll have raised three children.
2 Now think about your classmates. Make notes.
Azat will be driving an Nurgul will have become
expensive sports car. a famous writer.

3 Share your ideas with your classmates. Were you right?

READING
1 Read the film summary that your teacher tells you to read (A or B). Answer the
questions.
1 Who is the main character in the film?
2 What does the main character really like doing?
3 Who makes things difficult for the main character?
4 Who (if anyone) helps the main character?
5 What happens at the end?

2 SPEAKING Work in pairs. Using your answers to Exercise 3,

tell your partner about your film.

18
 1 H O B B I ES A N D QUA LITI ES

A Billy Elliot
Billy Elliot is an 11-year-old boy who lives in the north
of England. Billy’s mother is dead, and he lives with his
father and his brother, who are both coal miners.
Billy’s father makes him take up boxing, but he hates it.
One day, at the sports centre, Billy sees a group of girls
doing ballet lessons and joins the class. But he doesn’t
tell his father, who believes that dancing is something
that girls do, not boys. When Billy’s father finds out
about the ballet, he gets angry and he doesn’t let his
son take any more lessons. But Billy carries on in secret
because he loves it.
Billy’s ballet teacher, Georgia, encourages him to take a test to go to the Royal Ballet School
in London. When she tells Billy’s father, he says that Billy isn’t allowed to dance any more. But
then, one day, he sees Billy dancing. He realises that his son is talented, that it’s his dream to
go to the school in London and that he isn’t going to give up dancing. After that, Billy’s father
does everything he can to help his son. He hasn’t got any money, but other people in the town
get the money together and then he takes Billy to London for the entrance test. Finally, Billy is
accepted at the school and after years of study, he ends up as a top professional ballet dancer.

B Bend It Like Beckham

Jess Bhamra is the 18-year-old daughter of an Indian family
in London. Jules Paxton is the same age and the daughter of
an English family. Jess is crazy about football, but because
she’s a girl, she isn’t allowed to play. Sometimes she plays in
the park with some boys and one day, Jules, who also plays
football, sees Jess playing. They get on really well and Jules
invites Jess to try out for the local women’s football team,
coached by Joe. When he sees how good Jess is, Joe puts
her in the team. When Jess’s parents find out that she’s been
playing football without their knowing, they make her stop.
The team gets to an important final. Unfortunately, the final
is on the same day as Jess’s sister’s wedding. Joe asks Mr
Bhamra to let Jess play, but he refuses. Halfway through the wedding, Mr Bhamra lets Jess
go. She rushes to the game.
When she shows up, there are only thirty minutes left and her team are losing 1–0. Soon, the
score is 1–1, and when there’s a free kick, Jess has to bend the ball around the other team’s
players to score. She makes it, and the team wins.
A university in California offers soccer scholarships to Jess and Jules. Jess finally convinces
her parents to let her go, and Jess and Jules set off for America.
19
 3 Now read both summaries. Answer the questions.
1 Why doesn’t Billy’s dad want him to do ballet?
2 When does Billy’s dad change his mind?
3 Why don’t Jess’s parents let her play football?
4 When does Jess’s dad change his mind?

4 Work in pairs. Discuss the qualities you think ballet dancers or footballers need.

VOCABULARY
Phrasal verbs (1)
1 Look at the underlined phrasal verbs in the film summaries on page 19. Match
them with the definitions.
1 begin a journey or trip 5 get information or learn about
2 finally be in a situation or place (after (something new)
some time or effort) 6 arrive or appear at a place (usually late
3 continue, not stop or unexpectedly)
4 start doing (an activity) 7 stop (doing something)
8 have a good relationship, be friendly
(with someone)

LOOK! The verbs in Exercise 1 are examples of phrasal verbs. These are usually
formed with an ordinary verb (for example, take) and a particle (for example, up):
take up. Together, they have a particular meaning which is often quite different from
the meaning of the verb alone.

2 Underline the phrasal verbs in the sentences.

1 I can’t come tonight – I have to look after my little brother at home.
2 Do you know what time the plane takes off tomorrow?
3 I had fun last night – my friends came round and we watched a film.
4 She likes to hang out with her friends at the shopping centre.

3 Complete the sentences with phrasal verbs from Exercises 1 and 2. Use the correct
forms of the verbs.
1 When we go on holiday, my friend my pet rabbit.
2 I didn’t like Nurlan when I met him, but now we’re friends and we really well.
3 She said she’d meet me at six o’clock, but she didn’t until seven.
4 Would you like to to my house tonight?
5 I started learning Russian, but it was very difficult, so I after six months.
6 I don’t know what her name is, but I’m going to !
7 She hurt her foot, but she playing until the end of the game.
8 I need to do more exercise, so I’m going to running and cycling.
20
 1 H O B B I ES A N D QUA LITI ES

FUNCTIONS
Encouraging someone
1 SB4 Complete the sentences with the words in the list. Then listen and check.
down | cheer | light | hang | bright
1 up! Things will seem better after a good night’s sleep.
2 in there. Your exams will be over soon.
3 Don’t let it get you . It’s not the end of the world.
4 I can see that losing the match is really bothering you, but try to look on the
side – it’s early in the season.
5 I know this year of high school can be really difficult, but there is 
at the end of the tunnel. We’ve got holidays next month.

2 Work in pairs. What would you say to Billy or Jess on page 12? Use the phrases in
Exercise 1.

Pronunciation
Intonation: Encouraging someone
Go to page 180.

Never give up
1 Tick (✓) the sentences that show what you think you can learn from these films.
Being passionate about things you like is extremely important.
A hobby you really like can have a positive effect on your health.
It’s important to have friends you can trust at all times.
You should always think positively and never give up hope!
It’s very important to encourage people in whatever they enjoy doing.

2 SPEAKING Talk to a partner. Compare which sentences you have ticked.

3 SPEAKING Which of the sentences you have ticked is the most important one for
you? Give reasons.

21
 Culture 1 What do you know about the
hobby of birdwatching? Read
and find out.

2 Read again. What impact

did birdwatching have on
Phoebe Snetsinger’s life?

8,OOO Birds to See Before You Die

P
hoebe Snetsinger had just returned from a trip to Alaska when
her doctors told her that she had cancer. She had less than a
year to live. Phoebe was 50. As soon as she heard the news,
she decided to spend the rest of her life doing what she loved most
– watching  birds.
She immediately went off to some of the world’s most amazing
natural paradises. Her trips were extremely hard. But Phoebe
surprised her doctors and her family as she carried on travelling. A
year came and went, and she was still alive. She was doing something
that she loved and that helped her to be healthy for another ten years.
The cancer came back, but even then Phoebe Snetsinger decided
not to stop. As she continued with her trips, the cancer went away
again. By now she was becoming internationally famous in the
birdwatching world. At the age of 61, when she had seen 7,530 species, she was named
‘the world’s leading bird spotter’ by the Guinness Book of Records.
Four years later, during a trip to Mexico, she set a new record when she spotted
species number 8,000: the very rare Rufous-necked Wood-Rail. Snetsinger had
become a legend. Nobody had spotted so many different bird species before.
In fact, at that time only 12 people around the world had seen more than 7,000 species
of birds!
Phoebe’s interest in birdwatching started in Minneapolis. Then she moved to Missouri
with her family. There, she joined a group of people who were interested in birds, insects
and plants around the Mississippi River. She became very worried about pollution and
its impact on the environment. ‘We have to protect nature,’ she said. ‘If we don’t, future
generations won’t be able to enjoy watching these beautiful birds.’
Sadly, when Phoebe was 68, she died in a car accident on the island of Madagascar
off the East African coast. She was there enjoying the hobby that had probably saved
her life. She had been there for two weeks, and had added another five to her list of over
8,400 species. Four years after she died, the American Birding Association published her
memoirs, Birding on Borrowed Time. Many people have enjoyed reading this moving
book. It isn’t just a story about a bird spotter’s travels, but a touching human document
of how her hobby helped her to live much longer than expected.
22
 1 H O B B I ES A N D QUA LITI ES

3 Look at the statements below. Read the article again and decide if each statement
is correct or incorrect. If it is correct, mark it A. If it’s incorrect, mark it B.
1 Phoebe Snetsinger learned about her illness after she came back from Alaska.
2 When she got the bad news, she took some time to recover
and then started travelling.
3 After travelling for about ten years, she had won the fight against
her illness forever.
4 Only 12 other people were as successful with their bird spotting as Phoebe.
5 Phoebe liked breaking records, but she didn’t care a lot about the environment.
6 When Phoebe finally died of cancer, she was on holiday doing
what she loved most.
7 Just before she went on her last trip, she published her famous book
Birding on Borrowed Time.
8 The book is both about birdwatching and the heroic way
Phoebe got on with her life.

4 SPEAKING With a partner, correct the statements marked B.

Many of my friends have no idea where they want to be in 30

30
years from now, but I have most of my future planned out. First
of all, I know I’ll be working as a nurse. My grades at school are
pretty good and my dream is to have a job with which I can help
people. I think by the time I’m about 50, I’ll have travelled in many
countries around the world working as a nurse. I’m an optimist
and I believe that if we all do something to help each other, we
can solve the world’s problems together.

YEARS As for my personal life, I think I’ll be living on my own. I don’t think

FROM
I’m going to get married or start my own family. The way I see
it, there are enough people on our planet at the moment, so I’ll

NOW
try to make it a better place for them. I’ll certainly be enjoying
myself with my friends and I’ll have all the time in the world for
my hobbies. As soon as I save up enough money, I’ll buy my own
house in a quiet town or village. It’ll have a big garden and I’ll
have lots of dogs. When I wake up in the morning, I’ll take them
for a walk in the woods and then I’ll sit in my garden to have
breakfast. It’s going to be great!

WRITING
My life in the future
1 Read the text. How will your future be similar or different to the writer’s?

23
 2 Find examples in the text of:
1 a sentence containing be going to 4 the future continuous
2 a sentence containing will 5 the future perfect
3 a sentence containing as soon as

3 The text contains two paragraphs. What is the topic of each paragraph?
4 Think about your life 30 years from now.
● What job will you be doing? ● Where will you be living?
● What will your daily life be like? ● What hobbies are you going to have?
● Will you be married with children?

5 Write about your life 30 years from now (200 words) using your ideas from
Exercise 4.

EXTRA READING
1 PRE-READING Do you like dogs? Why do you think Kazakh nomads needed big
dogs?

Loyal tobets of Kazakhstan

For thousands of years, tobets were very important to the nomads
of Kazakhstan. These very big Kazakh dogs were as fast as horses and
strong enough to kill wolves. But they were loyal, friendly and gentle
with children. They protected sheep, goats and cattle at night, and
wolves feared them. There are not so many tobets in the modern world,
but there are many traditional stories about them. Have you heard the
story about Tortkoz and Moinak?
One afternoon in summer, two tobet dogs, Tortkoz and Moinak,
were lying near a house in their village. They had been looking after
the goats all morning so they were very tired, but now they were
enjoying the warm sun, feeling happy and talking to each other.
They had been talking for nearly an hour, about many things, when
finally the conversation turned to friendship. Moinak said, ‘Tortkoz.
You know, you and I have never talked peacefully like this before.
Usually we fight. We fall out for the smallest reasons, and every day
there is a new reason and a new fight. Other dogs are friendlier than us
– they get on well and they share their food in a friendly way. Are we
going to grow old and not be friends? Friendship is a wonderful thing, Tortkoz. Let’s be friends.
What do you say?’
Tortkoz had often had the same thoughts and he nodded his head. As soon as Moinak
finished, he replied, ‘Moinak, you’re right! I’ve always thought the same. Why are we so stupid?
What’s wrong with us? Life is good. We should be friends.’
The two new friends laughed happily. ‘We will never again fight for food,’ Tortkoz said.

24
 1 H O B B I ES A N D QUA LITI ES

2 Read the text, then underline the correct word or phrase.

1 Children / Wolves / Sheep were afraid of tobets.
2 Tortkoz and Moinak were resting because they had been working / eating / talking.
3 They usually fought / got on / shared food.
4 They both wanted to be fighters / stupid / friends.
5 They promised not to fight / share / be friends again.
6 They forgot their promise because of other dogs / some meat / the noise.
7 After that, they felt very stupid because they had lost / found / eaten the meat.

GRAMMAR
Past perfect continuous
1 Complete these examples from the text on page 24. Circle the correct words
to complete the rules.
1 They the goats all morning.
2 They for nearly an hour when finally the conversation turned to friendship.
3 Because they so much noise, a man came and threw cold water over Tortkoz
and Moinak.

RULE: The past perfect continuous is used for actions happening over a
period of time. We can use it
● to talk about things that started in the 1present / past and continued until another
time in the past.
● to talk about things that have stopped and had a result in the 2present / past.
● to focus on 3how long / how often an activity had been happening.

2 Choose the correct verb for each sentence and write it in the past perfect
continuous.
walk | climb | wait | not pay | try
1 I arrived late. They for two hours.
2 They for half an hour before they realised they’d left the picnic at the hotel.
3 Our teacher got very impatient with Talgat because he attention at all that
day.
4 We to get tickets all afternoon, but the match was sold out by noon.
5 They looked exhausted when I saw them at the top. How long they
?

Past perfect simple vs. past perfect continuous

3 Complete the sentences with the past perfect simple or continuous form of the
verbs.

25
 1 I got to my friend’s house at three o’clock. They already
football for hours. (play)
2 Before the match started, it for a long time. (rain)
3 I looked at my laptop and saw that somebody it. (break)
4 She Spanish for years when she went to university. (study)
5 My dad got home late. He told me that there an accident on the
motorway. (be)

PROJECT
• What other legends from Kazakhstan do you know about? Discuss in small groups.
How did you hear about these legends?
Which one is your favourite? Why?
• Do some research. Find out more information about a legend from Kazakhstan.
• Go online, read books or ask your • What happens in the legend?
family about a legend. • Is there a lesson at the end?
• Who are the main characters?
• Write about your legend and read it in class.
• Write three short paragraphs. • Practise reading your legend out loud.
• Illustrate each paragraph with a photo • Read your legend in class and listen to
or a drawing. your classmates’ legends.

26
2
OBJECTIVES

EXERCISE
FUNCTIONS: talking about fitness
GRAMMAR: verbs followed by
infinitive or gerund; verbs which
take gerund and infinitive with
different meanings: remember,

AND SPORT try, stop, regret, forget; to / in

order to / so as to
VOCABULARY: verbs of movement;
sport and exercise

READING
1 Look at the photos. What do you know about these extreme sports?
2 Why do you think people enjoy doing extreme sports? Which would you like to
try?

3 Read the article to find out what went wrong for two mountain climbers.
4 Read the article again. Seven sentences have been removed from the article.
Choose from the sentences A–H the one which fits each gap (1–7). There is one
extra sentence.
A Then something dramatic happened.
B Simon couldn’t talk to him or see him.

27
 C Several teams had tried before, but they had all failed.
D Both men knew that it would be almost impossible to survive the situation.
E Despite his extreme injuries, he had managed to crawl out of the crevasse.
F And they had run out of fuel for their stove.
G When he finally arrived at base camp, he was absolutely exhausted.
H The weather conditions were dreadful.

5 SPEAKING Read the article again. Then discuss the questions.

1 What do you think of the decision that Simon made?
2 What decision do you think you would have made if you’d been in Simon’s position?

Thinking rationally
Solving a problem requires decision-making. In a difficult situation we may need to look at
the facts that are relevant for making the right decision.
1 Which of the following facts were relevant for Simon in making his decision to cut
the rope?
1 Siula Grande is part of the Andes region of Peru.
2 The two climbers had already reached the top.
3 Joe had a broken leg.
4 There was no way they could get help from anywhere.
5 Their way back down was via the North Ridge.
6 The rope got stuck and it was completely impossible to pull Joe out of the crevasse.

2 SPEAKING Work in pairs. Discuss how Simon felt when he made his decision.

3 SPEAKING Read the situations. For each one, think about what you might want to
do and what you should do. Then compare ideas with a partner.
1 You have an important test tomorrow and your friend wants you to go to a party
tonight.
2 You haven’t been feeling well for several days. A tells you to go to a doctor. B tells you
to take some medicine. You like B better than A.
3 You borrowed a friend’s bike and had a small accident – there’s a scratch on the bike that
isn’t easy to see.

Pronunciation
Dipthongs: alternative spellings
Go to page 180.

28
 2 E X ERCISE A N D SPO RT

A dangerous sport
This is the story of two ambitious mountain climbers, Joe
Simpson and Simon Yates, whose story was later turned into a
film, Touching the Void, which was extremely successful. Joe
and Simon managed to climb the West Face of Siula Grande in
the Peruvian Andes.
1 After reaching the top, Joe and Simon decided to go back down via the
North Ridge, an extremely risky but faster route. Their climb had already taken much
longer than they had intended because of bad weather.
2 So it wasn’t possible for them to melt ice and snow for drinking water
any more. It was getting dark too, and they knew they needed to descend quickly to the
glacier, about 1,000 metres below.
3 Joe slipped and fell, breaking his leg. Both Simon and Joe were in shock.
They were at a height of 6,000 metres. 4 They were freezing. They had no
communication with the base camp, and there was no chance of a rescue helicopter or any other form of outside
help. The situation was really dangerous, not just for Joe, but for both of them. As an enormous snowstorm was
beginning around them, Simon tied two ropes together, tied them around Joe, and started lowering his injured
friend. Suddenly, the rope got stuck between two rocks and Joe was left hanging from a cliff, over a huge crevasse.
5 He tried desperately for more than an hour to pull his friend up, but without success. The situation
was absolutely hopeless. Simon imagined both himself and his friend dying in the snow and ice. He didn’t want
to leave his friend alone, but he began to understand that there was no way he could save both his own life and
that of his friend.
For a moment, Simon felt like giving up. But then he decided to cut the rope and save his own life. Joe fell away,
right down to the bottom of the crevasse. The next day, when Simon continued down the mountain and passed
the area where Joe had landed, he saw nothing, and assumed he was dead.
But he wasn’t. Joe had survived the fall. 6 For the next three and a half days, he continued to descend
the mountain, crawling and hopping on one leg. He even managed to cross a glacier with no safety equipment or
ropes. 7 The others were amazed to see him. Joe’s incredible determination and the fact that he
hadn’t given up under the most desperate conditions had helped him to save his own life.

GRAMMAR RULE:
We follow the verbs:
Verbs followed by
infinitive or gerund ● imagine, feel like, suggest, practise, miss, can’t stand, enjoy,
detest, and don’t mind with 1 .
● manage, want, decide, refuse, hope, promise, ask, learn,
expect, afford, offer and choose with 2 .
● begin, start and continue with 3 , or 4

with no difference in meaning.

29
 1 Read the sentences from the article on page 19 and choose the correct words –
there are two sentences in which both options are possible. Then complete the
rule with a gerund and an infinitive.
1 Joe and Simon managed to climb / climbing the West Face of Siula Grande.
2 Simon tied two ropes around Joe, and started to lower / lowering his injured friend.
3 Simon imagined both himself and his friend to die / dying in the snow and ice.
4 For a moment, Simon Yates felt like to give / giving up.
5 But then he decided to cut / cutting the rope and save his own life.
6 He continued to descend / descending the mountain.

2 Use the verbs in the list to complete the sentences. Use the gerund or infinitive.
read | help | climb | be | go | walk | get | buy | show
1 The weather was great on Sunday, but I didn’t feel like a mountain.
2 My friend suggested on a bike ride.
3 Nobody asked us our tickets as we entered the cinema.
4 I gave Altynai a copy of Joe Simpson’s book Touching the Void. She says she’s really
enjoying it.
5 Can I borrow your umbrella? I can’t stand around in the rain.
6 I wanted new skis, but I couldn’t afford them.
7 I don’t mind my brother with his homework.
8 Can you imagine caught in a snowstorm for hours?

VOCABULARY
Verbs of movement
1 Complete the sentences with the correct verbs in the list. Check in the article on
page 29.
crawling | climb | hopping | descend
1 They managed to the West Face of Siula Grande.
2 They knew they needed to quickly to the glacier.
3 For the next three and a half days, he continued to descend the mountain,
and on one leg.

2 Match the words with their definitions.

1 climb 3 hop 5 stagger 7 leap 9 rush
2 crawl 4 wander 6 tiptoe 8 swing 10 descend

a to jump on one foot

b to walk around without any clear purpose or direction
c to move easily and without stopping in the air, backwards and forwards or from
one side to the other

30
 2 E X ERCISE A N D SPO RT

d to walk on your toes, especially in order not to make a noise

e to go or come down
f to go up, or to go towards the top of something
g to (cause to) go or do something very quickly
h to make a large jump from one place to another
i to move slowly on hands and knees
j to walk or move with difficulty as if you are going to fall

3 Complete the sentences with the correct forms of the verbs from Exercise 2.
1 They looked down and then slowly started into the steep valley.
2 We spent the morning around the harbour, looking at the boats.
3 At the zoo the monkeys were from the trees.
4 The plane quickly after take off until it reached 10,000 metres.
5 Their daughter was asleep, so they around the house.
6 She was badly injured, but managed next door and ask for help.
7 When I hurt my ankle, I had to around the house on one leg.
8 As soon as I heard Akmaral was back, I to her mum’s house to see her.
9 There was a hole at the bottom of the fence, and we managed through it.
10 He saw the snake and in no time he onto the table.

LISTENING
1 SB9 Listen to 16-year-old Samantha talking about keeping fit. What are the four
benefits of exercising that she gives?

2 Listen again. Mark the sentences T (true) or F (false). Correct the incorrect
SB9
sentences.
1 According to science, exercising can have a positive effect on your mood.
2 Samantha felt better after joining the volleyball team.
3 For many people exercising means they never get a cold.
4 If you’re ill, it’s better not to do any exercise until you get well.
5 Exercising can help people of all ages have a stronger memory.
6 Samantha takes short breaks to exercise while she’s studying.
7 Fit people can be 50% less likely to have problems with their heart.
8 Samantha believes that exercise and healthy eating are equally important.

31
 GRAMMAR
Verbs which take gerund and infinitive with different
meanings: remember, try, stop, regret, forget
1 SB9Complete the sentences from the listening with the verb in brackets. Use
the correct form. Listen and check.
1 I remember through a rough time last year. (go)
Just remember appropriately for the weather. (dress)
2 Try for a short jog after school and see how you feel. (go)
Try it a part of your everyday life. (make)
3 And if you fall ill, you shouldn’t stop if you can carry on. (exercise)
I stop a little bit of exercise and then I find it easier to concentrate again.
(do)

2 Match the sentences and pictures (A–D). Then complete the rule with gerund or
infinitive.
1 She should stop to rest, but she needs to finish her work today.
2 She should stop resting, but she just doesn’t want to go back to work.
3 He forgot to meet Sandra.
4 He’ll never forget meeting Sandra for the first time.

A B C D

RULE: Remember, forget, regret

Remember + 1 means thinking of a past experience you’ve had.
Remember + 2 means don’t forget to do something.
Forget + 3 means to no longer think of something that you did.
Forget + 4 means to not think of doing something you should do or should have
done.
Regret + 5 means feeling sorry about something you said or did in the past.
Regret + 6 means feeling sorry about something you are going to say or do next /
in the future.
Other verbs
Try + 7 means try hard to see if you can do something that is really not easy.
Try + 8 means do it and see what the results are.
Stop + 9 means to not continue doing a certain activity or action.
Stop + 10 means make a pause in one activity in order to do a different activity.

32
 2 E X ERCISE A N D SPO RT

3 Complete each sentence with the verb in brackets in the correct form.
1 On the way to work, Dad stopped some magazines. (buy)
2 I really regret Jim. He’s going to tell Martha, I’m sure. (tell)
3 When you go into town, please remember some paper for the printer. (get)
4 Don’t forget food for my packed lunch tomorrow, Mum. (buy)
5 Sarah stopped the guitar a few years ago. (play)
6 I just can’t solve this puzzle. I’ve been trying the answer for hours. (find)
7 My ankle hurts. I tried some cream on it, but it hasn’t helped. (put)
8 I remember strawberry ice cream when I was very small. (love)

VOCABULARY
Sport and exercise
1 Match the words with the
a being strong and healthy
definitions.
b how heavy your body is
1 to train
c prepare your body for exercise by starting to move
2 physical
d to practise doing a sport or other form of exercise
3 fitness
e someone whose job is to help people get fit or get
4 to injure better at a sport
5 to keep fit f to hurt part of your body
6 to warm up g the time you spend exercising, especially at a gym
7 personal trainer h to make your body, arms and legs straight before or
8 to stretch after exercise
9 workout i related to your body, not your mind
10 weight j to stay strong and healthy
2 Complete the statements with words from Exercise 1. Do you agree with the
statements? Discuss in pairs.
1 I think professional athletes have to all day, every day.
2 It’s important to wear good shoes when you go for a .
3 The best way to control your is eat healthily.
4 I like yoga because you all your body.
5 I don’t think it is so important to . You can start exercising without doing it.
6 It’s easy to if you play sports with friends.
7 I exercise a lot, but I never myself.
8 I work hard to improve my health because I want to be fit and strong.
9 In the future, I’d like to work as a for celebrities.
10 I’d like to improve my but I don’t have enough time.

33
 FUNCTIONS
Talking about fitness
1 Work in pairs. Ask and answer questions.
1 Do you believe that exercise is good for you personally? Give reasons.
2 What kinds of exercise do you enjoy most? Why?
3 Was there a time in your life when you didn’t exercise at all? How did you feel during
that time?
4 Do you know anyone who needs to improve their physical fitness? How can you
encourage them to start exercising?
5 Do you think people who work in the world of fitness are generally healthy? Give
reasons.

READING
1 Look at the photos and the headline of the article. Which of these things do you
think you could learn from Bear Grylls?
how to build a fire how to survive outdoors in bad
how to use GPS effectively weather
how to build a shelter in the wild how to set up your own survival
website
how to tie knots

2 Read the article and check your answers.

3 Answer these questions based on your own opinions. Use evidence from the text
to support your ideas.
1 What do you think motivates Bear Grylls?
2 Why are his TV shows so popular?
3 Do you think Bear Grylls is successful? Why (not)?
4 What does Bear Grylls think of the way many young people grow up these days?

How adventurous are you?

1 SPEAKING Write a list of four or five adventurous activities. In pairs, discuss which
of the activities from your lists you would like to try (or have tried). Give your
reasons.

2 SPEAKING Which of the points below are relevant to each of the activities in your
list? Discuss.
helps you to improve your fitness teaches you how to assess and deal
gets you out of your daily routine with risky situations

34
 2 E X ERCISE A N D SPO RT

AN ACTIVE LIFE: BEAR GRYLLS

When he was 20, he broke his back in three places in a parachuting accident. He climbed Mount
Everest at the age of 23. Soon afterwards, he led a trek across the frozen North Atlantic.

In 2007, he set another world record by flying over Mount Everest in a powered paraglider. This helped to raise
one million dollars for the Global Angels Foundation, a charity that supports children in Africa.
His first book, Facing the Frozen Ocean, was shortlisted for the UK’s ‘Sports Book of the Year’. Since then he
has written more than 15 books, including the No 1 Bestseller: Mud, Sweat and Tears.
His name is Bear Grylls, and he was the host of Discovery Channel’s famous TV show, Man vs Wild. In the
show, he was left in remote locations in order to demonstrate survival techniques. Millions of viewers
watched, as he killed the most poisonous snakes and ate them, climbed extremely dangerous cliffs,
parachuted from helicopters and balloons, ran through a forest fire, and ate all kinds of insects.
Grylls continues to impress with his amazing shows and incredible charity work. And he has set up his own
company, Bear Grylls’ Survival Academy, where everyone can learn survival skills from him and his team of
highly trained experts.
Recently, Grylls founded Young Survivors – training courses for teenagers, a combination of survival skills and
adventure tasks designed to teach the basic rules of outdoor survival and self-rescue. Those who complete
the course are given a Young Survivors Award. Techniques taught include how to build and light a fire, how to
navigate in both day and night, building a shelter, extreme weather survival, tracking and hunting and tying
knots. An important aim of the course is getting young survivors back in touch with nature and away from
technology.
In Grylls’ own words: ‘The thing I love about the Young Survivor Course is that it is designed to put young
adults in just the sort of challenging, character-building and practical situations that help define and
distinguish people as adults. So often, youngsters can feel almost over-protected and are stopped from
experiencing some of the best things in life – but the Young Survivor Award will challenge and empower them
in an incredibly dynamic and fun environment.’

offers opportunities to learn allows you to have fun with your

something new friends
offers you a challenge helps you to be more confident
gives you a chance to feel free teaches you to accept your personal
limits 35
 Culture
1 Look at the pictures. Where do
you think these sports events
take place? Read and check your
ideas.

Keeping fit and healthy – stories from

around the world
Ice swimming
Imagine it’s minus 15 degrees Celsius outside on a sunny Saturday afternoon and you are
somewhere in Russia, Kazakhstan or Finland. Would you rather see a film with a friend,
go for a walk and enjoy the beautiful snow, or go for a swim in the nearby river? Not many
of our readers would choose to go for a swim in such low temperatures, but in Russia,
Kazakhstan, Finland and other countries, ice swimming has been popular for centuries.
Some people say it’s very healthy because it improves blood circulation and strengthens
the body’s immune system. Doctors say these things may be true, but you have to be very
brave to try it – and it’s only for people who are already fit and healthy!
Running for fun
Running regularly helps you keep fit. That’s why millions of people run several days a week
and regularly take part in races. Some runners combine the sport with doing something
good for others. They collect money for their run and give it to a charity. Some charity
runners run a full marathon dressed in a crazy costume to collect more money for their
charity.
Travis Snyder from the US had been thinking for some time about an idea for a fun run
where professionals and amateurs could run together. In 2012 he organised the first ‘Color
Run – The happiest 5K on the planet’. What started with 6,000 participants in Phoenix,
Arizona, is now held annually
in many cities around the world, with millions of runners. The idea is simple: you start
wearing something white, and at every kilometre people spray and paint you in different
colours: 1K is yellow, 2K is blue, 3K is green, 4K is pink, ... a ‘colour extravaganza!’ Why do
people go on a Color Run? Because ‘it’s healthy, fun and colourful’ as one runner put it.
A beautiful morning in the park
The scene you can see in this photo is something you will see in many parks in China: big
groups of people doing
tai chi – slow, controlled movements of the arms and legs. These movements are very good
for your health. They help to overcome stress, and people doing tai chi say it helps them to
concentrate better and to feel happy and relaxed. On weekdays you will often see elderly
people doing tai chi, but at weekends the parks are full of families, including children. They
are all practising these elegant movements together.

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 2 E X ERCISE A N D SPO RT

3 VOCABULARY Read the article

again. Find words or phrases with the
following meaning.
0 an organization that gives money,
food or help to people who need it
(part 1) charity
1 happening once every year (part 1)

2 to succeed in controlling a problem

(part 2)
3 not far away (part 3)
4 liked by many people (part 3)

5 showing no fear of dangerous or

difficult things (part 3)

4 SPEAKING Discuss these questions

with a partner.
● Would any of the sports events in
the article on page 24 attract your
interest? Why (not)?
● What other fun sports events have
you heard of?
● What do you do to stay fit and
healthy?
● What do you think you should do
more of?

WRITING
A story
1 Read Lily’s story below. Answer these
questions.
1 Why weren’t Lily and her friends
happy at lunchtime on the last day of
their holiday?
2 Why do you think Pete said they
couldn’t go on the mountain?
3 What do you think Lily and her
friends learned from the experience?

37
 2 Which of the words in bold in the story are used to:
– talk about the time when things happened?
– talk about the order in which things happened?
– make the story more interesting?

3 Read the story again and answer the questions.

1 Which past tenses does the writer use in the first paragraph and why?
2 The story has four paragraphs. Which of them …
● sets the scene? (who? where? when?)
● explains the group’s plan for that day?
● talks about a dramatic situation?
● tells about the solution to the problem?

4 Choose a sports event and think of a real or imagined story. Make a plan that
helps you to tell the story in four paragraphs. Make notes about ideas for each
of them.

5 Write your story (in about 200 words). Use Lily’s story to help you.
● Make sure your story is well structured.
● When you have finished, check the tenses you have used.
● Find a title that you think makes people want to read your story.

A big mistake
Last summer I was staying at a holiday camp with
some friends. On the last day, we wanted to go up a
mountain near the camp. But it was already lunchtime,
and it had been raining all morning. So Pete, our guide,
said, ‘Sorry, guys, the weather is just too bad. We can’t
go.’ We had all been looking forward to this mountain
trip for days.
At first, we were really disappointed. Then one of my
friends had an idea. ‘Why don’t we go anyway?’ he
said. ‘Pete won’t notice, and we’ll be back before it
gets dark’. Five minutes later we were ready to leave.
We made good progress. ‘We’ll be at the top of the
mountain in an hour,’ we thought. But then the weather
changed. It became foggy, and the rain became much
stronger. Suddenly, we realised that we had lost our way.
Luckily, I had my mobile phone on me. We phoned
Pete at the camp. He told us to stay where we were.
When he found us, it was already dark. We were really
sorry. We had made a big mistake.

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 2 E X ERCISE A N D SPO RT

EXTRA READING
1 PRE-READING Work in pairs. What do you think the writer says about the sports
in the photos? Read the blog post and find out.

A Stronger Sports Community

Exercise and sports have always played an important role in the everyday life of
the Kazakhstani people. Take horseriding, for instance. It’s been part of our culture for
centuries and we are known around the world for our horseriding skills. We even have
our own traditional sports on horseback, such as baiga and tenge alu. But I’m not
writing this blog post so as to write about traditions. There are a number of sports that
are becoming more and more popular thanks to our international sportspeople and
their achievements.

Boxing has made the Kazakhstani people proud many times.

Our boxers’ performance is considered one of the best and
they have won a lot of medals in international competitions.
Serik Sapiev won a gold medal in the 2012 Olympic Games
in London, Adilbek Niyazymbetov won a silver medal, Ivan
Dychko and Marina Volnova won a bronze medal each – and
that was just in one competition! In order to understand how
important Kazakhstani women have become in boxing, I’ll just
say this: the Kazakhstan women’s boxing team won six out of
ten gold medals at the Nations Cup international tournament in
2018.
One of the most recent sports
to become popular in Kazakhstan is
speed skating. It’s been around in Kazakhstan for more than three
decades, but it was in the 2014 Sochi Games when Kazakhstani
speed racers made this sport more popular. The national team came
fifth in the finals of the 5,000-metre relay. Six speed skaters took
part in the 2018 Winter Olympics that were held in South Korea.
Although none of them won a medal, they worked hard to prove
that Kazakhstan is a team to watch out for in the future – and they
succeeded. Yekaterina Aydova took part in three races and her best
result was ranking 18th in the 1,500-metre race.
Lastly, I must mention rugby. It may not be as popular as horse
riding or boxing, but I think it will become so in the future. ‘The
Nomads’, our national women’s rugby team, have won the Asian
Championship three times. The men’s rugby team is also becoming
stronger and so is the sports community in Kazakhstan thanks to all
our amazing athletes.

39
 2 Read the blog post again. Answer the questions.
1 What’s the writer’s purpose with this blog post?
2 Why does the writer mention horseriding in the first paragraph?
3 How does the writer think sports gain popularity in Kazakhstan?
4 How many medals did the Kazakhstani boxers win in 2012 in London?
5 What does the writer say about Kazakhstani female boxers?
6 When did people start noticing Kazakhstan’s talent in speed skating?
7 What’s the writer’s prediction about rugby?
8 Why is the writer grateful to professional Kazakhstani athletes?

GRAMMAR
to / in order to / so as to
1 Look at the sentences from the blog post. Then complete the rule.
1 I’m not writing this blog post so as to write about traditions.
2 In order to understand how important Kazakhstani women have become in boxing, I’ll
just say this.
3 They worked hard to prove that Kazakhstan is a team to watch out for
in the future.

40
 2 E X ERCISE A N D SPO RT

RULE: We can use to + infinitive to talk about

purpose. In more formal language or in writing, we
can also use or + infinitive.

2 Match 1–4 with a–d. Then rewrite each pair as one sentence using the words in
brackets.
0 Why did she write the blog post? e
She wrote the blog post to talk about the sports community in Kazakhstan.
1 Why does Zarina want to become a personal trainer?
2 Why are all these people standing in a line?
3 Why do we have to warm up before the game?
4 Why is your brother thinking of doing yoga?

a feel more relaxed during the exams. (to)

b get tickets for the basketball game. (in order to)
c help people stay motivated and fit. (so as to)
d avoid getting injured. (in order to)
e talk about the sports community in Kazakhstan. (to)

PROJECT
• Think of an unusual sport that you think should become popular in Kazakhstan.
Discuss in small groups.
● How is the game played?
● Why would people in Kazakhstan enjoy it?
• Do some research. Find out more information about the sport.
● Go online, read magazines or talk to other people about the sport.
● When was it invented and where in the world is it played?
● What are the benefits and challenges of playing this sport?
• Write about your suggested ‘next best sport’ for Kazakhstan and present it in
class.
● Write three short paragraphs.
● Illustrate each paragraph with a photo or a drawing.
● Practise the class presentation with your group.

41
3
EARTH FUNCTIONS:
GRAMMAR:
OBJECTIVES
expressing surprise
present and past passive

AND OUR
(review); past continuous passive;
future and present perfect passive
VOCABULARY: verb + noun
collocations; geographical features

PL ACE IN IT

READING
1 Look at the photo. What does it show?
2 SPEAKING Work in pairs. Discuss what you know about when the main roads,
railways and telephone lines were built in your country. Think about …
1 how and when the main roads (and/or railways) were built, and by whom.
2 how communications, such as telephone lines, started, and when.
3 any difficulties people had when building the roads, telephone lines, etc.

3 Look at the title and pictures on page 43. What do you think Rondon achieved?
Read the article and check your ideas.

4 Read the article again. Mark the sentences T (true), F (false) or DS (doesn’t say).
1 Cândido Rondon was half Portuguese and half Brazilian.
2 Rondon was considered a good engineer.
3 The Nambikwara were not friendly to Rondon.
4 Rondon was upset by the way strangers treated the tribes.
5 Rondon’s motto came from one of the tribes.
6 Many people in Brazil still appreciate what Rondon did for their country.

42
 3 E A RTH A N D O U R PL ACE I N IT

Exploring hidden messages

People don’t always say what they mean. For example, imagine you show a short story you’ve
written to a friend and ask for their opinion. What do you think when they tell you, ‘I thought the
beginning was great’? Was the beginning really good or are they trying to hide the fact that they
didn’t really like the rest of it? People do this for a number of reasons; they don’t want to be rude,
they’re not brave enough to tell the truth or they don’t really have an opinion.
1 Look at what these people have said. What do you think they might really be
hiding?
1 That’s an interesting jumper you’re wearing.
2 There’s an earlier train you could catch, if you want.
3 Joe always has a lot to say for himself.
4 Your homework reminded me a lot of Simon’s.

A friend to native people

EXPLORERS Câ ndido Rondon

I
Almost every country on n 1865, in a small village in the state
our planet has been explored of Mato Grosso, Brazil, a boy was
and mapped, and all of these born. His father was Portuguese,
have roads, and railways. and his mother was a native Brazilian.
Communication is being His origins later played a big part in
improved every day, with helping to connect many cultures in
faster and better telephone very real ways.
and internet access around the When Rondon decided to join the
world. So it can be hard for army as an engineer, a road was being
us to imagine the people who built to link Rio de Janeiro to Cuiba,
travelled without all of these a journey that previously could only
things. be made by boat. At the young age of
25, Rondon helped to build this road.
This series celebrates the men
He later had the enormous task of placing telegraph lines from
and women who opened the
Brazil to Bolivia and Peru. This was a difficult job through rough
world up and risked their
and unexplored land, and so it required a skilled engineer. During
lives to protect the people and
this job, Rondon came into contact with the Bororo, a tribe he
environments they discovered.
had family connections with, through his mother. Rondon had a
This week, we learn about a
friendly and respectful relationship with the Bororo people, and
man not well known outside his
the telegraph lines were completed with their help.
own country and continent –
Rondon’s next job was to continue the telegraph system from
Cândido Rondon.

43
 Mato Grosso to the Amazon. This time he met and made friends with the
Nambikwara, who were thought of as a shy but unfriendly tribe. Rondon got to
know many tribes during his expeditions, and he was a great friend to them. He
was shocked and ashamed to learn about the terrible way that they were often
treated by outsiders. He fought hard to protect them and their right to follow their
own beliefs, traditions and customs.
However, some people still considered him an outsider. During his expeditions
in Amazonia, Rondon was attacked several times, and once he was injured by an
arrow. Other members of the expedition wanted to take revenge on the native
people who had attacked them, but Rondon said: ‘Die if necessary, but never kill.’ Years later, Rondon
set up Brazil’s Indian Protection Service, an agency to protect the needs and support the cultures of
native peoples. Rondon’s famous words became its motto.
Rondon died in 1958 and is remembered as a hero in Brazil. A state in Brazil (Rondônia) was named
after him, as well as the airport in Cuiabá and several roads.

2 Read the situations. What could you say without being

too direct?
1 You’re at your friend’s house for dinner. His mum cooks you something you really don’t
like.
2 Your best friend asks you what you think about their new haircut. You think it’s awful.
3 Your dad is wearing a really ugly jumper.
4 Your aunt’s annoying dog keeps barking.

SPEAKING
Work in pairs. Discuss the questions.
1 What do you understand by Rondon’s motto, ‘Die if necessary, but never kill’?
2 What places in your country are named after famous people?
3 Who would you name an airport after in your country?

GRAMMAR
The passive (review)
1 Complete these sentences from the article. What tenses are the verbs in? Then
complete the rules.
1 Communication every day, with faster and better telephone and internet
access around the world.
2 Rondon several times, and once he by an arrow.
3 Rondon died in 1958 and as a hero in Brazil.

44
 3 E A RTH A N D O U R PL ACE I N IT

RULE:
1 We form the passive with the verb be and the main verb in the form.
2 We use + noun to say who or what did the action, if it’s important.
3 We use the passive to put emphasis on the . We often use it in a formal
context.

2 Rewrite the sentences using passive structures.

1 Candido Rondon extended telegraph lines into the Amazonian jungles.

2 The job required a skilled engineer.

3 People are using Candido Rondon’s maps to this day.

4 They discovered many rivers along the way.

Past continuous passive

3 Complete the sentence from the text. Then complete the rule.
1 When Rondon decided to join the army as an engineer, a road to link Rio de
Janeiro to Cuiba.

RULE: To make the past continuous passive, we use was/were

+1 + the 2 form.

4 Complete the sentences with the past continuous passive form of the verbs.
1 A film while Candido Rondon and Theodore Roosevelt explored the Amazon
Valley. (make)
2 During Rondon’s lifetime, new roads also to connect parts of
Brazil. (build)
3 By the time Rondon finished his work, the telegraph system much. (not use)
4 Rondon was shocked to find out that the indigenous tribes with respect by all
explorers. (not treat)
5 Before Rondon’s work, the rivers and the rainforests only by the
tribes. (use)

45
 VOCABULARY
Verb + noun collocations
1 Complete the sentences about the article on page 29 with the correct verbs.
1 Rondon friends with the Nambikwara tribe.
2 Before that, the journey could only be by river transport.
3 They wanted to revenge on the native people.
4 His origins later a big part in helping to connect many cultures in very real
ways.

2 Put these nouns into the correct verb columns to make collocations. Some nouns
can go into more than one column.
a photo | exercise | friends | a deal | advice
a favour | a journey | a speech | an exam
a part | progress | a wish | an effort
a decision | research | money | revenge
the fool | good | an example | a joke
a complaint | advantage of | amends
a role | fun of someone | a test

make take play do give

3 Complete each space with the correct form of one of the verbs in Exercise 2.
When I got to the small jungle town, I 0 made friends with some of the locals and told
them that I wanted to 1 a journey up the ssriver. They thought I was mad! One
of them 2 me some advice – he said: ‘Don’t go! It’s dangerous.’ At first I thought
he was 3 fun of me, but then he 4 me some examples of the dangers I
would face.
But I had 5 my decision – I wanted to explore. I had 6 some research about
the diseases I might catch, and I had 7 some medical tests to make sure I was in
good health. I had worked for years and 8 a lot of money, so I 9 a deal with
three of the men to come with me.
I needed to leave soon, to 10 advantage of the good weather and to 11 as
much progress as I could before the rains began. So the next morning, we met at the port. I
put my phone in my pocket (I could use it to 12 photos) and got into the small boat.
I looked at the river – would I make it?

4 WRITING Work in pairs. Write the next paragraph of the story. Try and include
some more collocations from Exercise 2. Then compare with others in the class.

46
 3 E A RTH A N D O U R PL ACE I N IT

LISTENING
Migration in nature

wildebeest A Arctic terns B grey whales

1 2

1 SPEAKING Look at the photos and the maps. Which animals in the photographs
make which journeys in the maps? Discuss your ideas.

2 SB10 Listen to a radio interview. Check your ideas. Write 1, 2 and 3 in the
boxes.

3 SB10 What do these numbers refer to? Listen again and check.
1 18,000 3 2,000 5 70,000
2 more than a million 4 250,000 6 2,000,000

4 SB10 Correct these sentences. Listen again to check.

1 Grey whales swim to Alaska to have their babies there.
2 Grey whales can be found near Alaska in the winter.
3 The Mara River is at the beginning of the wildebeests’ journey.
4 The Mara River is full of hippos.
5 Arctic terns do their journey only once in their lifetime.
6 People know how the terns always arrive at the same place.

47
 5 SPEAKING Work in small groups. Answer these questions.
1 Which of the animal facts you heard do you think is the most interesting?
2 Do you know about any other animals or birds who undertake amazing journeys?

FUNCTIONS
Expressing surprise
1 SB10 Listen again to the radio interview. What phrases are used to express
surprise? Can you think of any other phrases?
1 (distance)! 4 Wow. That’s .
2 ! Good heavens. 5 That’s .
3 It’s , isn’t it?

2 Work in AB pairs. A thinks of something surprising that he/she knows. (You can
invent something if you want!) A gives the information to B. B uses one of the
expressions in Exercise 1 to reply, and asks a follow-up question. Then A and B
change roles.

READING
1 Look at the photos. In which parts of the world can they be found? Have you ever
seen any of them in real life?

2 Read the website article quickly. Check your answers to Exercise 1.

3 Read the article again. Answer the questions.
1 Why has the Voronya Cave not been completely explored?
2 Why is more known about the caves in Europe, the USA and Australia than those in
other parts of the world?
3 For what two reasons is the deep ocean difficult for people
to explore?
4 How much of the ocean floor remains unexplored?
5 Why is the Amazon rainforest so interesting for biologists?
6 What’s special about the animals and plants that exist in deserts?

4 SPEAKING Work in pairs. Discuss the questions.

1 Why do you think the places in the article are more accessible now than they were before?
2 Can you think of any other relatively undiscovered places on Earth?
3 Which of the places in the article would you most / least like to visit? Why?

48
 3 E A RTH A N D O U R PL ACE I N IT

Our undiscovered world

Over the centuries, we have discovered more and more about our world, and it’s easy to think
that we now know everything about it. But the world holds many more secrets, secrets that will
probably be revealed in the future. Here are just some of them.

Caves The Amazon

Deep, dark and cold; caves remain one of the rainforest
least explored places on Earth. The deepest The Amazon
known cave in the world is Voronya Cave in the rainforest contains
central Asian country of Georgia, which is so a huge number of
inaccessible and inhospitable that very little is species of plants,
known about it. and over 2,000
known species of
The exact number of caves on Earth is not yet
birds and mammals
known. Caving is a very popular activity in Europe,
live there. However,
Australia, and the United States, so most of the
some parts of the forest are so hard to get to
caves that we know about are from those parts of
that scientists have not yet explored them. So far,
the world. However, there are probably thousands
around 2.5 million insect species and 400,000
of caves in China. Most of these have not been
plant species have been recorded, but some
explored.
people think that tens of thousands more will be
The found in the future.
Mariana
Trench Deserts
Although we know where all the Earth’s deserts
The deepest and
are, they are among the most unwelcoming
darkest place in
environments for human beings, so very few
the ocean is the
explorations have been carried out. It is almost
11,000-metre-
impossible to survive long periods of time in
deep Mariana
the desert, so desert explorations often have
Trench. Due
tragic results – many people have died on
to freezing
these expeditions. It’s unclear whether anything
temperatures
interesting will be uncovered if we succeed in
and high water
exploring the deserts, although there are animal
pressure, it is totally impossible for humans to
and plant species there which are unusual
survive in the deep ocean. Although technology
because they have developed to survive in very
has helped us to discover many new varieties of
high temperatures and with very little water.
deep-sea creature on the ocean floor, there is a
lot that we still do not know. In fact only 2% of the
ocean floor has been explored. More is known
about our solar system than about our oceans.
But of course, as further studies are carried out,
more will be understood about life in harsh ocean
conditions.

49
 GRAMMAR
Future and present perfect passive
1 Complete the sentences from the text on page 49 with the words in the list. Then
complete the rule with past participle (x2), be and present perfect.
been recorded | been explored | be found | be understood
1 Most of these have not .
2 So far, around 2.5 million insect species and 400,000 plant species have .
3 But of course, as further studies are carried out, more will about life in harsh
ocean conditions.
4 … some people think that tens of thousands more will in the future.

RULE:
● To make the future passive, we use will + 1 +
the 2 .
● To make the present perfect passive, we use the
3 form of to be and the 4 .

2 Rewrite the sentences using the passive voice.

1 They will show the documentary about caves on TV tonight.
2 They will explore a new cave in China in April.
3 Scientists will learn new things about the ocean floor.
4 They have already discovered 2,000 different species in the Amazon.
5 They haven’t recorded some species yet.
6 Not many people have studied the deserts because they’re dangerous.

3 Complete the text with the future passive form of the verbs.

Good news for fans of the documentary series Home Planet. A new series 1
(film) about unexplored caves and oceans. The new documentary 2 (show) in
two years’ time. The documentary 3 (present) by scientist Helen Griffin, but
she 4 (not join) by Liam Hill this time. A new presenter 5 (choose)
in the next week – watch this space! The presenters 6 also (join)
by special guests on each episode, but we don’t know exactly who they are yet.
Regions that 7 (cover) include Europe, China, and islands in the Pacific and
the Atlantic. The series 8 (not show) at the cinemas, but it 9 (offer)
to subscribers of an online TV channel. The producers are hoping it 10
(watch) by a bigger audience in the future. I know one person who will be watching for
sure – me!

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 3 E A RTH A N D O U R PL ACE I N IT

VOCABULARY
Geographical features
1 Match the words with the photos. Write 1–8 in the boxes.
1 reef | 2 bay | 3 dune | 4 canyon | 5 waterfall | 6 mountain range | 7 volcano
8 glacier

A B C

D E F

G H

2 Complete each sentence with a word from Exercise 1.

1 There’s often snow on the top of a very high .
2 It can be difficult to run up a because it’s all sand.
3 When water goes over the edge of a , it often looks white.
4 A can be dangerous for ships, because it’s just below the surface of the sea.
5 If a is active, it sometimes erupts and can be very dangerous.
6 It can take a very long time for a to move even as little as ten centimetres.
7 A is sometimes a good place for ships to stop,
because it’s protected by land on three sides.
8 There’s usually a river at the bottom of a .

3 SPEAKING Work in pairs. You have three minutes to think of as many famous
examples of these features as you can. Then compare your ideas with another pair.

51
 Culture
1 Look at the picture. Do you know what this is?
2 Read the article. What animals does it mention?

STOP! BEFORE IT’S TOO LATE

The Himalayas more than 17% of the Amazon rainforest. We
can’t afford to lose any more.
Why should we care?
The Himalayan mountains in South Central
Asia contain many of the world’s tallest peaks, The Galapagos Islands
including Mount Everest. They also contain the Why should we care?
biggest number of glaciers after the North and The Galapagos Islands are one of the most
South poles. Three of the greatest rivers in the amazing places on Earth. These tiny islands
world start from these mountains: the Ganges, are 1,000 km from Ecuador in the Pacific, and
the Indus and the Yangtze. These rivers provide contain many species of plants and animals that
water to a billion people in Asia. are found nowhere else in the world, among
What’s happening? them the giant tortoise, the Galapagos penguin
The biggest danger to the Himalayas is and the Galapagos sea lion. They are also
global warming, which is melting the famous because the scientist Charles Darwin
glaciers fast. There is also a huge problem with spent time there studying the wildlife.
deforestation in the mountains. Many species What’s happening?
of animals such as the tiger, the rhino and the The Galapagos Islands are very fragile. The
snow leopard are in danger. greatest dangers to them include overfishing,
pollution and tourism. There is also a threat of
The Amazon animals from other parts of the world arriving
Why should we care? on the islands and killing the local wildlife.
The Amazon in Brazil is the largest tropical
rainforest in the world. It is home to 10% of The Great Barrier Reef
the world’s wildlife. The Amazon River is the Why should we care?
largest in the world and contains the most The Great Barrier Reef, off the eastern coast
freshwater fish on the planet. It is also home of Australia, is over 2,000 km long. It is the only
to 350 different tribes. But perhaps most living organism on the planet that you can see
importantly, it provides between 25 and 30% of from space. It is home to 1,500 different types
the world’s oxygen. of fish, 400 different types of coral, 215 different
What’s happening? types of birds and six different types of turtle.
The biggest threat is deforestation. This What’s happening?
happens to make space for farm land and We have already lost 10% of all the coral, but
to have wood. As a result, many animals are scientists fear that we will lose 70% more in
endangered, among them the golden lion the next 40 years. The greatest dangers to the
tamarin and the jaguar. Since 1950 we have lost reef are pollution and overfishing.
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 3 E A RTH A N D O U R PL ACE I N IT

3 SPEAKING Work in pairs. Say what these numbers in the article refer to.
a 1,000,000,000 d 1,000 A billion – that’s the number of people
b 350 e 2,000 in Asia that get their water from the
c 17 f 70 Ganges, the Indus and the Yangtze.

4 SPEAKING Can you think of any other areas of the world that are in danger from
environmental damage?

5 VOCABULARY Match the words in bold in the article with the definitions. Write
the words.
0 groups of people who live together, usually outside towns and cities, and have the
same language, culture, and history tribes
1 the rise in temperature of the Earth’s climate Pronunciation
2 a living thing /f/, /v/, /b/ consonant
3 are afraid sounds
4 weak / easy to damage Go to page 180.
5 cutting down all the trees in a large area
6 which soon may not exist because there are not many left alive
7 very small
8 something that will probably harm or destroy something else

WRITING
An article for the school magazine
1 Read this article from a school magazine. Answer the questions.
1 What is its purpose? 3 What are the main reasons for the
2 How has the river changed? problems?
4 What should be done?

2 Put the words in the correct order to make sentences from the article. Then go
through it and underline the evidence the writer uses to support each of these
statements.
1 so / the / beautiful / once / Quiller River / was
2 situation / alarming / is / the
3 the / river / and / look at / banks / just

3 The article has four paragraphs. Which of them …

a expresses the writer’s hope that the situation will be better in the future?
b introduces the topic?
c describes problems and says what should be done?
d describes problems, says what will happen if nothing is done and what should be done?

53
 4 Choose one of these environmental problems and make notes about what the
situation is now, possible consequences and what should be done.
a one of the problems mentioned in this unit, for example, deforestation in the Amazon
b an environmental issue in your town or country

5 Write an article for your school magazine raising awareness about the
environmental issue you
have chosen.
● Find a good title.
● Write an introduction that catches the reader’s interest.
● Describe what the problems are, what you think the consequences might be and what
should be done.

The sad story of a once beautiful river

T he Quiller River was once so beautiful that there is even a song about it. And now?
The situation is alarming. There are lots of factories along the river. Newspapers
have recently reported that the water in the river is totally polluted. There are hardly
any fish left, and the water itself smells terrible. The situation will be even worse in
a few years unless factories stop polluting the water. So I really think we should do
something about it. We need stricter laws to protect our river.
And just look at the river banks. They are covered in litter. It seems that there are lots of
people who throw their waste into the river. This must stop! We should all get together
and help clean up the river banks.
If we wake up and we all do something, we might once again be able to enjoy the beauty
of the river. Let’s hope it’s not too late.

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EXTRA READING
1 PRE-READING Where do wild tigers live? Why do you think they are in danger?

Tigers return to Kazakstan

Tigers can be dangerous, of course. But do we
want to live in a world without these beautiful
wild animals?
A hundred years ago, there were 100,000 wild
tigers living all over Asia. But since then, tigers
have disappeared almost everywhere. Only
about 3,000 wild tigers remain now in a few
parts of Russia, India, China and Southeast Asia.
If nothing is done, they will be lost for ever.
This has happened for two reasons. There are
more and more people in the world every year.
Roads, villages, farms, towns and cities have
been built almost everywhere. So there are fewer wild places and large forests where
tigers can live and find food. The other reason is hunting. Tigers have always been killed
by hunters and farmers, but in the last 100 years guns have become common. So tigers
have been killed more easily.
In Kazakhstan, the last wild tigers were seen in the late 1970s. But now there are plans
to bring tigers back. An important international meeting was held in Astana in 2011. It
was the meeting of The World Wide Fund for Nature (WWF). Everyone agreed that we
must not allow wild tigers to disappear from the world and governments must work
together.
The government of Kazakhstan plans to reintroduce tigers in part of the country where
they used to live. A protected area for tigers will be created south of Lake Balkhash. The
government plans to have tigers flown in from Eastern Russia because Russian Siberian
tigers are almost the same as the tigers that used to live in Kazakhstan. The Russian
government has promised to help.
The Ili River area south of Lake Balkhash is a large area
that is good for tigers. It also has some of the animals
that tigers eat – deer, gazelles and wild pigs. So the
plan makes good sense.
Other countries in Asia have agreed to protect wild
tigers too. All these plans will make a big difference
because they will allow tiger numbers to grow naturally.
But this won’t happen unless everyone helps. If they
can all keep their promises, these beautiful animals will
not disappear.

55
 2 Read the text. Then mark the sentences T (true), F (false) or DS (doesn’t say).
1 In the last 100 years, 97% of the world’s tiger population has gone.
2 Hunters with guns are the biggest problem for tigers.
3 There used to be wild tigers in Kazakhstan.
4 The government plans to bring tigers to the north of Kazakhstan.
5 It will be a few years before the protected area is ready.
6 Some other countries have similar plans.

GRAMMAR
First conditional (review); unless in first conditional sentences
1 Complete the sentences with the correct form of the verbs. Look at the text on
page 36 and check your answers. Then choose the right answers to make the rules.
1 If nothing is done, they (be) lost forever.
2 But this (happen) unless everyone helps.
3 If they can keep their promises, these beautiful animals (disappear).

RULE: We use the first conditional to talk about the consequences of a

1possible / impossible future action.
● Condition clause: if + present simple ● Result clause: will / won’t + main verb
The condition clause can come before or after the result clause.
Unless means 2only if / if not.

2 Write first conditional sentences. Then decide

in which of them you could use unless.
0 environment / suffer / if / we not recycle more
The environment will suffer if we don’t recycle more. The environment will
suffer unless we recycle more.
1 if / I give this phone / charity / they find someone who needs it
2 if / this tap not stop dripping / how much water / we waste in a day?
3 situation / become worse / if they not change behaviour
4 Look – battery full! / if you not disconnect charger / you waste energy
5 if she read this book / she understand situation better

3 Complete the questions. Use the correct form of the verbs.

0 What will you do if they don’t help you? (do / not help)
1 If you , you good marks in your test? (not study / get)
2 Unless the weather really bad on Sunday, we to the beach. (be / go)
3 If she you to her birthday party, you her a present?
(invite / buy)
4 She him unless he her very nicely. (not help / ask)

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PROJECT
• Think of an endangered animal in Kazakhstan. Discuss in small groups.
● What’s special about this animal?
● What’s being done to help it survive?
• Do some research. Find out more information about the animal.
● What are the dangers this animal is facing?
● How can it be helped?
● What can people your age do to help?
• Create a poster to raise awareness of your endangered animal and present it in
class.
● Write three short paragraphs.
● Illustrate each paragraph with a photo or a drawing.
● Practise the class presentation with your group.

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4
OBJECTIVES
issuing and accepting a
CHARITIES AND
FUNCTIONS:
challenge
GRAMMAR: relative clauses; which to
refer to a whole clause; linkers of

CONFLICT
contrast
VOCABULARY: groups of people;
charity; reporting verbs

READING
1 SPEAKING Why do people leave their country to go to another one? Discuss the
reasons in pairs and add two of your own. Then put the six reasons in order of
importance (1 = most important).
to work for studies
for holidays to start a family

2 SPEAKING Look at the photos. Where were the photos taken? Why are these
people here and what are they doing?

3 SPEAKING Work in pairs or small groups. Look

at the photos and these phrases from the article. Discuss what you think the article
is about.
● a shortage of jobs ● began to welcome refugees
● the creation of workshops ● the renovation of houses

4 Read the article and check your ideas.

5 All of these statements are incorrect. Read the article again and find the lines
which show they are incorrect. Then correct the sentences.
1 Many people in the 1990s left Riace because they didn’t like it any more.
2 The refugees didn’t have to do anything to get food and accommodation.
3 The refugees already spoke Italian.
4 New houses were built for the refugees.

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 4 CH A R ITI ES A N D CO N FLIC T

5 About a hundred immigrants live in Riace now.

6 More local people are leaving Riace.
7 Many politicians have criticised Lucano’s ideas.
8 Lucano won the 2010 ‘World Mayor’ award.

6 SPEAKING Work with a partner and discuss the following questions.

1 What two questions would you like to ask:
a a resident born in Riace?
b an immigrant living and working in Riace?
2 Do you think things will continue to go well in Riace in the future? Why (not)?

Refugees Bring New Life to a Village

R iace is a small village in Calabria, which is a very
pretty region of Italy, but also quite a poor one.
Riace once had a population of 3,000, but in the 1990s
refugees from Somalia, Afghanistan, Iraq, Lebanon and
other places. Lucano used buildings which had been
empty for years to house the new arrivals, and he created
a shortage of jobs meant that many of the inhabitants, workshops for them to work in.
especially young people, left the village to find work in Riace is now home to between two and three
other places. The only school closed. There were no hundred immigrants, who live happily alongside the
restaurants and very few shops. Many houses were locals. Most of the women make handicrafts to sell
empty. Riace was becoming a ghost town. But these in local shops, while the men renovate empty houses
days it’s a different story, because of one man whose to rent to tourists. But it is not only the refugees who
dreams have turned Riace into a village with a future. have gained from Lucano’s plans: Città Futura also
One day in 1998, Domenico Lucano, a teacher from has 13 local employees, which makes it the biggest
Riace, was driving near the sea employer in the village. And because of the arrival of
when he saw a large group more children, the school is open again. Lucano, who
of people on the beach. They became mayor of Riace in 2004, has managed to
were refugees who had arrived create jobs and to stop the villagers moving away, while
by boat to escape problems at the same time helping some of the poorest and most
in their countries. Lucano had desperate people in the world.
an idea of how to help these Many politicians have visited Riace hoping that they
people and how they, in turn, can use Lucano’s ideas in their own towns and cities.
might possibly help him save his village. He decided to The German film director Wim Wenders also went there
welcome them into the village and to give them food and was inspired to make a short documentary about
and accommodation in return for work. The refugees the village called Il Volo ( The Flight). Lucano himself
also had to learn Italian. was voted third in the
It was the beginning of a plan. Lucano created an 2010 ‘World Mayor’
organisation called Città Futura, or City of the Future. competition, and was
The idea was simple: Riace desperately needed more praised for his courage
inhabitants and there were plenty of people in the world and compassion.
looking for a home. The village began to welcome

59
 Distinguishing fact from opinion
People often have disagreements because they confuse opinions with facts. A fact is
something true for which there is usually proof. An opinion is a thought or belief and may not
be true. When you want to know if what someone is saying is really true, it’s important to ask
the right questions to help you separate opinions from facts.

1 Read the two statements (A). What is the purpose of the question (B) that follows
each of them?
1 Teenagers never want to travel anywhere with their parents.
A
B Does that mean that there has never been a young person who liked travelling with
their parents?
2 A I’m convinced listening to music keeps you healthy.
B What evidence is there that proves you are right?

2 Here are things people said to Domenico Lucano when he was about to start
his project. Work in pairs and find good questions that he could ask to separate
opinions from facts.

1 All the young people are moving away.

Our town has no future.
2 I’m sure these refugees are trouble makers.
3
Don’t invite these people to our village.
They’re poor and will only create problems.
4
It’s a bad idea to put people from different
countries together. They might not get on.
5 These people can’t survive in our village.
There’s just no work for them.

GRAMMAR
Relative clauses (review)
1 Read the sentences from the article about Riace. Look at the underlined parts.
Then complete the rule by writing A, B, C or D.
A Riace is in Calabria, which is a very prett y region of Italy.
B Lucano used buildings which had been empty for years to house the new arrivals.
C They were refugees who had arrived by boat.
D Lucano, who became mayor of Riace in 2004, has managed to create jobs.

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 4 CH A R ITI ES A N D CO N FLIC T

RULE: We use a defining relative clause to identify an object (which / that),

a person (who / that), a place (where) or a possession (whose). Without this
information, it’s hard to know who or what we’re talking about. (e.g. Sentences 1
and 2 )
We use a non-defining relative clause to add extra information. We don’t need
this information to understand the sentence. We put commas around it. (e.g.
Sentences 3 and 4 )

2 SPEAKING Complete each sentence with who, which or that. Are they defining or
non-defining relative clauses? Then discuss the statements with a partner.
1 I don’t understand people decide to go and live in another country.
2 Sometimes people don’t like strangers come and live in their town.
3 A stranger is just someone isn’t your friend yet.
4 Sometimes it’s just a person’s appearance makes us like them or not.

3 Join the sentences to make one sentence by including a non-defining relative clause.
Put commas in the correct places.
0 The people were tired. They had come a long way.
The people, who had come a long way, were tired.
1 The locals gave them food. The locals were kind.
2 Rome is an exciting place. It is my favourite city.
3 I’ve been reading a book by William Boyd. Boyd is one of my favourite writers.
4 My neighbour Roman has been living here for ten years. Roman is from Russia.

which to refer to a whole clause

4 Read the two sentences from the article. What does which refer to in each
sentence?
1 Riace is a small village in Calabria, which is a very prett y region of Italy.
2 Città Futura has 13 local employees, which makes it the biggest employer in the village.

5 What does this refer to in each of the second sentences below? Rewrite the pairs
of sentences as one sentence.
0 A lot of tourists visit. This is good for the town.
A lot of tourists visit, which is good for the town.
1 Some people go and live in another country. This is not always easy.
2 You have to learn new customs. This can be challenging.
3 Some people are nervous about strangers. This makes life difficult for new arrivals.
4 Sometimes there are differences in culture. This often results in misunderstandings.

61
 VOCABULARY
Groups of people
Complete each sentence with a word from the list.
the audience | motorists | pedestrians | residents | the crew | the staff | employees
employers | immigrants | politicians | refugees | inhabitants
0 People who watch a play / film / concert are the audience .
1 People who walk on a street are called .
2 A group of people who work for an organisation are .
3 People who drive cars are called .
4 A group of people who work on a plane or ship are .
5 are people or animals that live in a specific place.
6 People who are paid to work for other people are called .
7 People who work in politics are called .
8 are people who leave their own country because it’s too difficult or dangerous to
live there.
9 pay others to work for them.
10 People who live in a certain place are the .
11 are people who come to a different country to live there permanently.

LISTENING
1 You are going to listen to an interview with John Gordon, an aid worker. Where do
you think he works and how does he help?

2 SB13 John is being interviewed by a group of students for a school radio.

Listen to the interview and mark the sentences T (true) or F (false).
1 John works with people from different countries.
2 He doesn’t spend more than a year in one place.
3 He says the foreign workers are in a bigger danger than locals.
4 He believes that we can all do more to help.
5 Sometimes the charity workers upset local governments.
6 He says most people understand why he works as an aid worker.

3 SB13 Listen again and answer the questions.

1 What’s the goal of charities working in war zones?
2 How long does John like to spend on one project?
3 What does he think about when he gets home?
4 He mentions two ways we can help others. What are they?
5 Why did he once have to leave a country?

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4 SPEAKING Work in pairs. Discuss the questions.

1 Would you like to be a foreign aid worker? Why (not)?
2 Which place(s) do you think would be the most dangerous for John to go to right now?
Why?

GRAMMAR
Reported questions and requests
1 Here are three sentences from the interview with John. Which are questions and
which are requests? Write the direct questions a–c and match them to sentences
1–3. Complete the rule with requests, yes / no questions or wh- questions.
1 My boss usually asks me to work on a project for at least six months.
2 You asked me if my job was dangerous.
3 Just now, you asked me why I do it.

a ‘Is ?’
b ‘Can ?’
c ‘Why ?’

RULE: In reported 1 we use if or whether and the same word order as

in a statement.
In reported 2 we use the question word and the same word order as in a
statement. We do not use auxiliary verbs.
In reported 3 we use asked/ask(s) + person + infinitive.

2 Here are more questions the students asked John Gordon after the interview. Put
them into reported speech. Be careful with word order.
0 ‘When did you start this job?’
One of the students asked him when he had started that job.
1 ‘Have you ever been injured in your job?’
2 ‘Which charity do you work for?’
3 ‘Is your job well-paid?’
4 ‘Where are you going next?’
5 ‘What’s your favourite country to work in?’

63
 VOCABULARY
Charity
1 Complete the text with the words and phrases in the list. You may have to change
some of the words.
celebrity | challenge | charity | donation | raise money | social media | sponsor
support | take part | volunteer
The town that was hit by a strong earthquake two months ago is a little over 100 kilometres
from where we live. We thought we had to do something to 1 them and help them
build their town again. And this is what we did. We organised a sports day to 2 .
People who 3 in the games had to pay two pounds and their friends and family
could 4 them too. My mum’s company even made a 5 of £1,000! There
were about 20 6 , students and teachers, who gave people information and helped
set up the competitions. It was a 7 , but we did it! In total, we collected £6,500 and
we’re going to send it to a 8 that’s helping the town. We even had a special guest:
the film 9 Charles Brown. He announced the winners and gave the prizes. We
posted photos of the day on 10 , so check those out.

2 SPEAKING Think about your answers to these questions. Then work in small
groups and compare your ideas.
1 How many charities do you know of? What do they do?
2 Why do you think celebrities spend time and money on charity work?
3 How would you raise money for a good cause? What would that cause be?
4 In what other situations do people work as volunteers? Why do you think they do so?

READING
1 Look at the photo and answer the questions.
1 What are the people doing?
2 Why do you think they are doing it?

2 Read the article and check your ideas. Explain the play on words in the last
sentence.

3 Read the article again and mark the sentences T (true), F (false) or DS (doesn’t say).
1 Pete Frates wanted to play professional baseball.
2 He was diagnosed with an illness called ALS in 2014.
3 If you did the Ice Bucket Challenge you didn’t have to pay any money.
4 Barack Obama refused to give any money to the charity.
5 Some people felt the Ice Bucket Challenge was a bit dangerous.
6 Nearly 10% of the UK population donated money through the
Ice Bucket Challenge.

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 4 CH A R ITI ES A N D CO N FLIC T

An Ice Cold Summer

In the summer of 2014, a weird and wonderful craze swept across the world. Everywhere you looked people
were pouring buckets of freezing water over their heads. The craze soon had a name – ‘The Ice Bucket
Challenge’ and the idea behind it was to raise money for charity. Despite the popularity of the challenge, not
many people knew where it had come from. In fact it was the idea of an American called Pete Frates. He
had been a promising college baseball player who seemed to have a bright future with the Boston Red Sox.
However, his career was cut short when he fell ill with a disease called amyotrophic lateral sclerosis (or ALS
for short). ALS attacks the nervous system and can cause speech problems and paralysis. Frates wanted to do
something to help sufferers of ALS. He had a simple but brilliant idea.
The idea was that you chose a couple of friends and challenged them to pour a bucket of freezing water over
their heads. If they did this then they paid $10 to the charity. If they refused, they paid $100. To prove they had
done it, they had 24 hours to post a video of their challenge online. Then it was their turn to choose two more
people and challenge them.
Soon it had gone viral with plenty of celebrities worldwide joining in, including Usain Bolt, Lady Gaga, Oprah
Winfrey, Taylor Swift, and Cristiano Ronaldo. The US President Barack Obama and UK Prime Minister David
Cameron were also challenged, although they both refused to do it and donated the $100 instead. More than
2,500,000 videos were posted on Facebook from around 150 different countries. Many millions of pounds
were donated to the charity.
However, not everyone viewed the Ice Bucket Challenge positively. Many people felt that it put too much
pressure on people who did not want (or maybe could not afford) to support the charity. It was also later found
that many people who did the challenge didn’t actually make any donation at all. One study found that even
though over 15% of the British population had done the challenge, only 10% of participants had actually given
any money to charity. Other people pointed out that water is a valuable human resource that is in short supply
for millions of people around the world. They criticised the challenge for wasting water.
So was the Ice Bucket Challenge a good thing or not? That will always depend on who you talk to. Nevertheless,
for a few hot months of summer back in 2014 the Ice Bucket Challenge brought millions of people from all over
the planet together for a ‘cool’ cause.

65
 FUNCTIONS
Issuing and accepting a challenge
1 Read the phrases. Which ones are used to issue a challenge? Which ones are used
to accept or turn down a challenge?
1 I bet you can’t … 5 I challenge you to …
2 I think you’re (probably) right. 6 No problem.
3 I bet (you) I can … 7 You’ll never manage to …
4 That’s too easy. 8 Of course I can.

2 WRITING Work in pairs. Write short dialogues between two people, where one
challenges the other. Use these ideas and one of your own.
● eat a doughnut without licking your lips
● walk twenty kilometres in four hours
● finish this exercise before me

GRAMMAR
Linkers of contrast
1 Read the example sentences about the article and use them to complete the rule.
1 Most people thought the Ice Bucket Challenge was brilliant. However, there were
people who disagreed.
2 Despite its popularity, many people didn’t know where the idea had come from.
3 Pete Frates found the time to raise money for charity in spite of being quite ill.
4 Although he was challenged, Barack Obama decided not to pour water over his head.
5 I didn’t do the challenge even though four of my friends nominated me.
6 Many people did the challenge without donating. Nevertheless, the charity still made a
lot of money.

RULE: To contrast ideas and facts, we use these linking words:

although, even though, however, despite, in spite of and nevertheless.
1 Despite and are followed by a noun phrase or a gerund. They
can be used at the beginning or in the middle of a sentence.
2 Although and are followed by a full clause. They can be used at
the beginning or in the middle of a sentence.
3 However and introduce the contrasting idea and come at the
beginning of a new sentence. They are followed by a comma.

2 Rewrite the sentences using the word in brackets.

0 I didn’t know anyone at the party but I still had a good time. (in spite of)
In spite of not knowing anyone at the party, I still had a good time.

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 4 CH A R ITI ES A N D CO N FLIC T

1 I studied hard for the test. I failed it. (despite)

2 He doesn’t earn a lot of money. He gives a lot of it to charity. (However)
3 I’d seen the film before. I still really enjoyed it. (although)
4 I started to eat less. I didn’t lose any weight. (in spite of)
5 It wasn’t very warm. We had a good time at the beach. (Nevertheless)
6 I don’t speak a word of Chinese. I understood what he said. (even though)

3 Rewrite this idea using each of the linkers from the rule box.
I felt really tired. I stayed up till midnight to celebrate the new year.

Doing good
1 Work in groups of four. You are going to run an internet fundraising challenge for
a charity. Use the points below to help you organise your ideas.
1 Decide on a charity. 3 Think of a famous person to get
Why are you choosing this charity?
● involved.
● What will the charity use this ● Why this person?
money for? ● What do you want them to do?
2 Decide on a challenge 4 Extras
● What is the challenge? ● What other things can you do to
● How are people chosen for the help your campaign? (T-shirts, write
challenge? a song, etc.)
● What do you have to do if you
refuse to do it?

2 SPEAKING Present your ideas to the class. Each student in your group should talk
about one of the points above.

67
 Culture
1 SPEAKING Work in pairs. You find a valuable
ring in the street. Think of four things you could
do with it.

2 Read the story. What did Billy do with the ring?

The day Billy Ray’s life

changed forever
Billy Ray Harris was homeless. He spent in his cup. Billy reached into his pocket
each day on the streets of Kansas City, and pulled out the ring. When he saw
begging for money for food and maybe the smile on Sarah’s face he knew he’d
a bed for the night. Every day, as he sat made the right decision. She explained
thinking about his life, he occasionally that when she dropped the coins into his
heard the sound of a coin or two cup, she’d forgotten putting her ring in
dropping into his cup. One day, the noise her purse.
was louder than usual. Billy didn’t look But the story doesn’t end there.
up, so he didn’t see the young lady on Sarah told her husband the story and
her way to work. A little later, when he how she wanted to post it on the
looked into the cup, he could hardly Internet. He thought it was a good idea.
believe what he saw. At the bottom was They also set up an online appeal to
a shining diamond ring. raise money for Billy. They soon had
Billy’s first thought was to go straight more than $185,000.
to a jeweller’s and that’s exactly what he Billy Ray Harris no longer spends
did. To his complete amazement, he was his days begging. He has a home and
offered $4,000. Billy thought long and a job. The story also made the local
hard. Was this a mistake? It was more news and he was
money than he’d seen in a long time. But reunited with
then he thought about his grandfather, his two sisters,
who had brought him up always to do who he hadn’t
the right thing, and knew he had to seen for over 16
reconsider. His mind was made up. He’d years. And all
keep the ring and maybe one day its this happened
owner would return. because he did
In fact, he didn’t have to wait the right thing!
long. Two days later, a young woman
approached him while he was begging.
She introduced herself as Sarah Darling
and asked if he’d found anything unusual

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 4 CH A R ITI ES A N D CO N FLIC T

3 Read the story again. Who do you think said these things?
1 ‘If only a little good luck would come 5 ‘I was here a few days ago.’
my way.’ 6 ‘I can’t believe he didn’t sell my ring!’
2 ‘What’s that in my cup?’ 7 ‘I think that’s a great idea.’
3 ‘I’d like to buy it.’ 8 ‘We never thought we’d see you again.’
4 ‘It’s a lot of money, but I can’t.’

4 SPEAKING Work in pairs. Imagine this story is going to be made into a Hollywood
film. Discuss these questions.
1 Which actors are you going to choose to play the main characters?
2 How are you going to give the film a big ‘Hollywood ending’?
3 What’s the title of your film?

5 Share your ideas with the class.

WRITING
An essay
1 Read the essay quickly. Does the author agree or disagree with the essay title? Why?
2 Read the paragraph functions and write A–D in the boxes below.
1 introduction 3 argument against the idea

2 argument supporting the idea 4 the writer’s final opinion

3 Complete with the missing linkers, then

check in the essay.
1 , because it has become much easier,
more and more people are trying to collect
money for charity.
2 , people are getting tired of
constantly being asked to donate each time
they check their email accounts.
3 , these requests often come from
people we don’t really know. They lack the
personal touch.
4 , people are starting to ignore these
charity emails.
5 , I still believe that social media can be
a really useful way of raising money for charity.
6 it’s no surprise that more and more
people are using social media to raise money
for charity.
69
 4 Look at the following essay title and make notes.
Social media brings people together.
Introduction:
For:
Against:
My conclusion:

5 Write your essay in 140–190 words.

Social media is the best way of raising money for charity.

A Nevertheless, I still believe that social media can be a really useful way of raising money for
charity. We just need to be careful how we use it and make sure we don’t use it too often.
B When my mother was a child she used to take part in sponsored challenges to raise money.
She would knock on people’s doors asking them to promise money. Then, when she had
completed the task, she had to return to collect the money. These days people use sites
such as JustGiving to ask for sponsorship. With one click people can donate immediately.
There’s no dispute that social media is probably the most efficient way of reaching a lot of
people very quickly.
C However, because it has become much easier, more and more people are trying to collect
money for charity. As a consequence, people are getting tired of constantly being asked to
donate each time they check their email accounts. Furthermore, these requests often come
from people we don’t really know. They lack the personal touch. As a result, people are
starting to ignore these charity emails.
D These days social media is a huge part of almost everyone’s life. It’s often the quickest and
easiest way of keeping in touch with friends or sending your message to a wide audience.
Therefore it’s no surprise that more and more people are using social media to raise money
for charity. But is it always a good idea?

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 4 CH A R ITI ES A N D CO N FLIC T

EXTRA READING
1 PRE-READING Work in pairs. What experience do you think
the writer writes about? Read the article and find out.

The Best
Experience Ever
by Andy Baker
When my mum explained that we were going
really made us feel at home. She claimed that
to spend two months in southern Kazakhstan,
she was the best cook in town and I would
I wasn’t very pleased. I didn’t want to go to
definitely give her my vote. Every day, she
a small town in a faraway country, away from
prepared wonderful meals for us and she was
all my friends. I refused to go with her, but I
generous with her recipes. I’ve got a whole
had no option. The plan was for my mum to
notebook full of them. Her husband, Serik,
volunteer as an English teacher at the local
persuaded me to go horseriding, which I’d
school in Kulan. What was I going to do? I’d
never done before. Their older son, Abai, took
help her, play with the children and take part
me to the local boxing gym and I got to learn
in after-school activities. I could also explore
some moves. That was cool! I even learned
the area and the vast Kazakh steppe in my free
some basic Kazakh phrases.
time.
On our last day in Kulan, I was really sad to
My friends encouraged me to take the trip as an
say goodbye to the little students and all the
opportunity and to learn from the experience. Of
friends I had made. I told my mum I felt bad
course, they were right. As soon as my mum and
for the way I reacted when I first heard about
I arrived in Kulan, people invited us to spend time
the trip. Now I know that you have to be open
in their houses, taste their food, and learn about
for good things to happen in your life. If you
their traditions. They were so friendly and kind to
get the chance to go on a volunteer program, I
us that I’m glad I agreed to help my mum. The
recommend that you take the chance without
children at the school were very sweet and they
giving it a second thought. No matter where
demanded that I play games with them every
you go, you’ll learn a lot about yourself and the
afternoon. It was so much fun and I was too busy
world. If it’s Kazakhstan, even better because
to miss home.
people there are so nice and there’s so much
For the whole time we were there, my mum and to explore. If it’s Kulan, drop me a line because
I stayed with a local family. The mother, Assel, I’ve got lots of tips to give!

71
 2 Read the article again. Answer the questions.
1 What was Andy’s first reaction to 5 Why didn’t Andy feel homesick in
volunteering in Kazakhstan? Kulan?
2 What tasks did Andy have as a 6 What skills did Andy learn while he
volunteer? was in Kulan?
3 Who tried to cheer up Andy and how? 7 How did Andy feel towards his mum
4 How does Andy describe the locals in after the experience?
Kulan? 8 What lesson did Andy learn about life
after this experience?

VOCABULARY
Reporting verbs
1 Complete the sentences with the correct forms of the verbs. Then check your
answers in the article
on page 71.
explain | encourage | demand | persuade
invite | recommend | claim | refuse | agree
1 My mum that we were going to spend two months in southern Kazakhstan.
2 I to go with her, but I had no option.
3 My friends me to take the trip as an opportunity.
4 People us to spend time in their houses.
5 In the end, I’m glad I to help my mum.
6 They that I play games with them every afternoon.
7 Her husband, Serik, me to go horseriding.
8 I that you take the chance without giving it a second thought.

2 Match the verbs with the definitions.

1 agree 3 explain 5 persuade
2 claim 4 demand 6 refuse

a make something clear

b try to get someone to do or believe something
c accept an idea or a suggestion
d say no
e insist something is done
f say that something is true

3 Complete the rule with reporting verbs from Exercises 1 and 2.

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 4 CH A R ITI ES A N D CO N FLIC T

RULE: We use different structures with different reporting verbs.

1 verb + infinitive with (not) toagree, offer,
2 verb + object + infinitive with (not) to ask, tell, , ,
3 verb + that + clause say, claim, , ,
4 verb + gerund apologise for, suggest

PROJECT
• What volunteering programs are there in Kazakhstan? Discuss in small groups.
• Do some research. Find out about a volunteering program in Kazakhstan you
would like to take part in. Find the answers to the questions.
Where is the program? Why would this be a good program for
What do volunteers do? people your age?
Who do they help?
• Present the volunteering program to your class and try to convince your
classmates to participate.

73
5
OBJECTIVES

READING FOR
FUNCTIONS: telling a story
GRAMMAR: narrative tenses (review)
VOCABULARY: elements of a story;

PLEASURE
types of story

READING
1 Think of an example of each of these things.
● a story or a favourite fairy tale from your childhood
● a favourite film
● a thriller (either a book or a film) that really grabbed you
● an anecdote or a joke you’ve heard recently

2 SPEAKING Work in pairs. Share one or two of your ideas from Exercise 1.

3 SPEAKING Why do you think people like stories so much? With a partner, discuss
as many reasons as you can think of. Then compare your ideas with the rest of the
class.

4 Read the article. Were your ideas the same as

the writer’s?

5 Read the article again. Answer the questions using evidence from the text.
1 What examples does the writer give to show that storytelling is popular in the modern
world?
2 What point is the writer making in paragraph 2?
3 What did the Neanderthal man not want to do when telling the story?
4 How have storytellers contributed to society in different cultures?
5 How did storytellers manage to keep people interested in their stories over the years?
6 Why can stories be very important for a country and its culture?

74
 5 R E A DI N G FO R PLE A SU R E

VOCABULARY
Elements of a story
1 Match the words with their
definitions.
plot | setting | hero
character | opening
ending | villain | dialogue
1 the story of a film, play, etc. 5 a character who harms other people
2 a person in a story 6 the words that the characters say to
3 the last part of a story each other
4 the main (usually good) character in 7 the beginning of a story
a story 8 the time and place in which the action
happens

2 Think about these things. Make notes.

● a film or book with a great plot ● a good film with a disappointing ending
● the setting of the last film you saw ● an actor who’s best at playing villains
● a film with a great opening

3 SPEAKING Work in small groups. Share your ideas.

SPEAKING
Work in pairs. Discuss these questions.
1 What kind of stories do you enjoy most? 2 Have you ever told someone a story that
Give an example. your parents or grandparents told you?
Where did they hear the story?

VOCABULARY
Types of story
1 SB14 Match the types of story
with the book covers. Write
numbers 1–9 in the boxes. A B C D
Then listen and check.
1 crime novel
2 science fiction novel
3 historical novel
4 horror story
5 (auto)biography E F G H I
6 short stories
7 romantic novel
8 travel literature 2 Which are non- 3 SPEAKING Which types of story
9 poetry fiction? do you like reading most? 75
 Everybody loves stories – but why?
W hat’s the first image that comes to mind
when you hear the word ‘storytelling’?
A parent who’s reading a fairy tale to their
shocked, of course, but they’re also warned.
Are you getting the idea? Stories aren’t just
about entertainment. Good stories engage
little child – that’s what most of us think of us emotionally, and they do that by giving
immediately. But there’s more to stories, of us something to think about. They contain
course. What about our favourite movies, the messages which might be useful for us in the
thriller we’re reading right now, and that friend future, like the Neanderthal man’s story, which
who’s so brilliant at telling jokes and anecdotes certainly wasn’t intended to entertain his
that everyone loves listening to? The movies, friends!
the thrillers, the anecdotes and the jokes: they We admire people whose magical
all have something in common with fairy tales. storytelling skills capture our attention
They’re all based on the same activity, which and our imagination. Everybody has always
is one of the most exciting things humans can respected storytellers, who have been
do: telling stories! important members of many societies. In the
But why do we tell stories? Just for fun? past, storytellers often travelled a lot. When
Well, here’s a story for you. Imagine the world they went to places far away, their stories
hundreds of thousands of years ago. A group travelled with them. When they returned
of Neanderthals are sitting around the fire in home, they had new stories to share. People
a cave, where they’ve just finished eating a big were eager to listen, which was fun but also
meal together. One of them has an idea. He gave them a chance to learn about those
wants to get some berries, which he wants to remote places.
share with everybody. His friend decides to In cultures all over the world, important
join him. Off they go, out of the cave, down to stories have been passed down from
the place where the best berries grow. Well, generation to generation. These stories come
they don’t come back for a long while, and from previous generations, whose wisdom
finally, the only one of them to return is the and knowledge they contain. They’re often
friend, who’s covered in blood and has a sad about disasters, dramatic events such as fires,
story to share. He tells the others that as soon storms, thunder, lightning and floods. Every
as they went round the bend, country and culture has its own
not far from the stories. Our stories
cave, a sabre- have become part
toothed tiger of our tradition.
attacked them and Our stories reflect
killed his friend. who we are.
The others are

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 5 R E A DI N G FO R PLE A SU R E

SPEAKING
1 Work in pairs. If you had to choose one of the books in the previous exercise,
which would it be and why?
I’d choose … because the cover looks / the title
sounds (exciting / funny / interesting / … ).
2 Prepare a one-minute talk about reading. Think about the following points and
take notes.
● if you prefer articles, short stories, novels, etc.
● where and when you like reading

3 Take turns giving your talks in small Stephen King: fact file
groups. d,
• K ing was born in 1947 in Portlan
Maine.
LISTENING • He wanted to be a teacher, but
a
1 Find out how much your class knows couldn’t get a job. He worked in
laundry and did various oth er jobs
about the writer Stephen King. Then
read the biographical data. while continuing to write stories.
• He published his first book, Carrie,
2 SB15 Listen to two teenagers talking in 1974. It became a huge succes
s.
about a short story by Stephen King
called Word Processor of the Gods. • He’s written about 50 novels and
nce
What’s the last word displayed on the over 200 horror, fantasy and scie
fiction short stories. Man y of them
computer screen?
have become successful films.
3 SB15 Listen again and make notes to
answer the questions.
1 What has the man always wanted to have? Why?
2 What kind of relationship does he have with his son and his nephew?
3 What event makes the man very unhappy?
4 What happens when he goes to his garden shed the next day?
5 Why does he get angry? What does he do next?
6 What happens at the end?

4 SPEAKING Compare your answers in pairs.

A better world
SPEAKING Think about these questions. Make notes. Then compare your ideas in class.
1 Imagine you had a machine like the one in the story. If you could eliminate one problem in
the world, what would it be? Why?
2 If you could use the machine to create something to make the world a better place, what
sentence would you type in?

77
 READING
1 Look at the photos. Do
you recognise these fairy
tales? Do you know their
names in English?

2 Read the article quickly.

Who are the Brothers
Grimm?

Hollywood
fairy tales
Little Red Riding potential to make money, and lots of it.
Hood used to be
Teenagers are one of Hollywood’s most important
just a story that
markets and after the success of series like
parents would read
Harry Potter, Twilight and more recently The
to their children
Hunger Games, film studios are looking for more
at bedtime, but
inspiration for stories to keep young people
not any more. In
returning to the cinema. Fairy tales might just be
2011, Red Riding
the answer. Many are already quite dark, which
Hood became
makes them ideal for adolescents, who are often
a Hollywood
fascinated by that side of life. Of course, you might
blockbuster directed by Catherine Hardwicke.
not recognise much of the original story, as extra
Hardwicke directed Twilight, which made her the
horror, and romance for the heroes and heroines,
obvious choice for another film so clearly aimed at
have been added to the plots. But with modern-
the teenage market.
day special effects to bring it all to life, does it
Red Riding Hood isn’t the only film to have gone really matter?
back to the classic fairy tales and updated them
for today’s teenagers. Hansel and Gretel: Witch
Hunters, Jack the Giant Slayer and Snow White
and the Huntsman have also persuaded many
young people to revisit the stories of their childhood.
And let’s not forget Brothers Grimm, starring Matt
Damon and Heath Ledger, in which the original
authors of many of these fairy tales come face
to face with some of their characters. Hollywood,
it seems, has realised that fairy tales have the

78
 5 R E A DI N G FO R PLE A SU R E

3 Read the article again and connect the sentences.

1 Catherine Hardwicke has made famous writers meet the heroes stories they enjoyed as children.
2 Several films have been produced turned out to be extremely you will notice big differences.
3 Brothers Grimm shows how the the stories they are based on, of films for a teen audience.
4 Films based on fairy tales have in characters that are evil, successful commercially.
5 Teenagers are often interested a name for herself as a director and villains of their stories.
6 When you compare the films to that remind young people of the angry or unhappy.

4 SPEAKING Work in pairs. Discuss these questions.

1 What fairy tales are popular in your country?
2 Do you agree that many teenagers are interested in the ‘dark’ side of life? Why? / Why
not?

WRITING
A fairy tale
Think of a fairy tale and write the story (200 words). Think about:
● the ordering of the story.
● how to use a good selection of past tenses.
● how to bring the story alive with adjectives and adverbs.
Don’t forget: fairy tales start with Once upon a time, … .

79
 Li t e r a t u r e Lemuel Gulliver is a
surgeon who works
on ships. He has been
travelling for six years
1 Work in pairs. Discuss the questions. when he decides to take
1 How do you feel when you visit a new place or one last job before going
country for the first time? home. His last ship is the
2 What can you do to ‘fit in’? Antelope and they are in
3 What can people learn from travelling that they the East Indies when a
can’t learn from books or the internet? violent storm comes.

2 Read the text.

GULLIVER’S
TRAVELS
(1726) Jonathan Swift
On the fifth of November, which was the beginning of summer in those parts, the sailors spied a rock
very close to the ship; but the wind was so strong, that we were driven directly upon it, and the ship
immediately split. Six of us let down the boat into the sea and then made a shift to get clear of the ship
and the rock. I think we rowed about three leagues but then we weren’t able to work any longer. We were
already very tired. We were, therefore, at the mercy of the waves; and, in about half an hour, the boat was
overset by a sudden wind from the north. What became of my companions in the boat, as well as those
who escaped on the rock, or were left in the vessel, I cannot tell, but I believe they were all lost.

As for me, I swam as fortune directed me, and was

pushed forward by the wind and the sea. I often let
my legs drop, and could feel no bottom; but, when
I was almost gone, and unable to struggle any
longer, I found myself within my depth; and, by this
time, the storm was a lot weaker.

It was so shallow that I walked about a mile before

I got to the shore, which I guess was about eight
o’clock in the evening. I then moved forward about
half a mile, but could not discover any sign of
houses or people; or I was so weak that I did not
notice them. I was extremely tired and with the
heat of the weather, I found myself much inclined
to sleep. I lay down on the grass, where I slept
more deeply and peacefully than ever before. I
reckoned I slept about nine hours, because when I
woke up it was just daylight. I tried to get up but I

80
 5 R E A DI N G FO R PLE A SU R E
couldn’t move: because as I happened to lie on my back, I found my legs and arms were strongly fastened
to the ground; and my thick, long hair was tied down in the same manner. I could only look upwards, the
sun began to grow hot, and the light offended my eyes.

Suddenly I heard a strange noise; but, in the posture I was in, I could see nothing except the sky. A little
later, I felt something alive moving on my left leg, which, moving gently forward over my breast, came
almost up to my chin; I looked down and I perceived it to be a human creature, not six inches high, with a
bow and arrow in his hands. In the meantime I felt at least forty more of these creatures were following the
first.

I was in great astonishment, and shouted so loud that they all ran back with fear; and some of them were
hurt with falls they got by jumping from my sides upon the ground. However, they soon returned, and one
of them, who was brave enough to get a full sight of my face, lifting up his hands and eyes in admiration,
cried out in a shrill, but distinct voice – Hekinah degul! The other repeated the same words several times,
but I didn’t know then what they meant.

3 Match the words in bold to the 4 Read the text again. Circle the correct
definitions to form a glossary. answer.
1 The accident on the ship was caused
Glossary by hitting a rock / another boat.
2 A league is a unit of time / distance.
1 (be) inclined wanting to do something
3 The other men on the boat probably
2 very great surprise lost their way / died.
3 to see someone or 4 Gulliver slept well / badly once on
something, often from a land.
distance
5 Gulliver felt something move / heard
4 a position in which someone a noise first.
stands, sits, etc.
6 The creature looked / didn’t look
5 a large boat or ship human.
6 to do something or be
somewhere by chance 5 READ BETWEEN THE LINES Underline
7 to notice something about the sentence that cannot be true.
someone Explain your reason.
8 to think or believe 1 The Antelope was in the Northern
9 to move somewhere with Hemisphere.
great effort 2 Gulliver fell into deep water.
10 the way in which something 3 Gulliver might have thought insects
is done were moving on his leg.
4 The creature that spoke to Gulliver
seemed impressed by him.

81
 6 VOCABULARY Complete the sentences with the correct form of the words from
the glossary.
1 James and Camilla both be in the library at the same time.
2 It’s important to teach children to speak to people in a polite .
3 The Titanic is the most famous I know.
4 She screamed in when the magician disappeared.
5 If you practise yoga, you’ll improve your .
6 The man had been walking for hours when he a small house at the bottom of a
valley.

7 ROLE PLAY Work in pairs. When Gulliver returns home, he tells his wife what
happened after the creature shouted Hekinah degul! Student A is Gulliver,
Student B is Gulliver’s wife. Read the beginning of the conversation and then
continue it with your own ideas. Describe what happens on Gulliver’s first night
there.
GULLIVER The creature turned out to be the chief. He couldn’t speak English, but
he understood when I mimed that I was hungry.
GULLIVER’S WIFE What did he do?
GULLIVER He brought me some meat. Then I mimed that I was thirsty …

WRITING
A letter
Imagine you are Gulliver writing from Lilliput, the land he reached after the shipwreck. The
owner of the Antelope wants to know what happened to you and his ship. Write a letter
describing the events. Remember to start and end the letter appropriately.
● Paragraph 1: Describe the scene. Say where you are, what the weather is like, and what
caused the accident.
● Paragraph 2: Say what you and the crew did. Describe your swim to the shore and say what
happened to the rest of the crew.
● Paragraph 3: Describe Lilliput, the people and what has happened to you since you
arrived.

82
Culture
1 Look at the photos and answer the questions.
1 What can you see in the photos?
2 What do you think the person is doing?
3 Would you like to visit this place? Why (not)?

2 Read the article. Check your answers.

Ireland
people still remember the céilí (pronounced
‘kaylee’ and meaning ‘get-together’), in
which people would meet in a house, sit
near the fi re, tell stories, sing songs, dance
A nation of storytellers and play music. Interestingly, in recent
years, there have been successful attempts

H ardly any country can claim to have

a richer storytelling tradition than
Ireland. This is the result of a mixture of
to revive this tradition, and some of the
most popular contemporary storytellers are
very young.
many people – the Celts, the Vikings, the
The elegant way talented storytellers use
Normans and the English – who came to
language is called ‘the gift of the gab’. If
the island at various times and all left a bit of
you want to get the gift of the gab, you
their culture behind.
have to go to Blarney Castle in Cork, in
In the Celtic tradition of spoken the south of the island. You have to climb
storytelling, singers and poets called to the top of the castle, lie down and
bards were extremely important people. bend over backwards to kiss the Stone of
There was no written language tradition Eloquence. And, of course, there’s a story
in those days, so bards had to memorise to explain this. It tells of an Irish King
the stories, poems and songs to be able to who rescued a woman when she fell into
perform them live. Good storytellers knew a river. The woman was so grateful that
hundreds of stories by heart. The stories she cast a spell over him. She gave him
were the only record of important events, the ability to speak so well that he could
and people appreciated them: they were persuade people to do whatever he wanted.
the best entertainment available. But, for the spell to work, he had to kiss a
This tradition has been influential for more particular stone on top of Blarney Castle.
than 2,000 years and, in many ways, it’s This is what he did, and it worked. So
still alive today. Stories have been handed whoever kisses the Blarney
down from generation to generation, with Stone will get the
very little change. Storytellers used to same gift.
move from village to village. Wherever You don’t believe
they appeared, they were warmly in such stories? Well,
welcomed, and people gave them food and it’s true, and you can
shelter for the night. easily prove it. Just climb
to the top of Blarney
The Irish love of stories can be felt all Castle and kiss
over the country. In many places, older
that stone …
83
 3 Read the article again. Mark the sentences T (true) or F (false).
1 Irish culture has several different 4 It’s no longer possible to go
influences. to a céilí.
2 Bards used to write down their stories 5 If people have ‘the gift of the gab’,
and poems. they’re good at telling stories.
3 Irish storytellers were often given
hospitality in return for
telling stories.

4 SPEAKING Work in pairs. Discuss these questions.

1 How does the Irish storytelling tradition compare with storytelling in your country?
2 What stories are there about places near where you live?

5 VOCABULARY There are eight

highlighted words or phrases in
the text. Match them with these
definitions.
1 passed (from older people to younger
people)
2 change the position of your body so
your head is nearer the floor
3 were able to say from memory
4 bring back to life A
5 document
6 said words that had magical powers
7 gave value or importance to
8 a safe place to stay

SPEAKING
s s

1 Look at the pictures. Put them in

order and use them to tell a story.
B
2 SB16 Listen and compare your
story to the one you hear.

Pronunciation
The schwa /ə/ in word endings
Go to page 181.

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 5 R E A DI N G FO R PLE A SU R E

FUNCTIONS
Telling a story
1 SB16 Annie uses these expressions to bring her story to life. Match them with
the correct places in the conversation. Then listen again and check.
you’ll never believe what Well, let me finish …
The strangest thing happened to That was the annoying thing.
me the other day. What are the chances?
ANNIE 1

MAC What?
ANNIE I woke up with this song in my head and I couldn’t stop singing it all day long. It was
really annoying.
MAC What was it?
ANNIE 2 It was a song I knew, but I couldn’t remember what
it was. I even sang it to a few of my friends, but they didn’t know what it
was either.
MAC So what was so strange about that?
ANNIE 3 I got home from school (with the song still in my
head) and I went upstairs to do my homework. I decided to put on the radio to try
and forget the song, and 4 they were playing!
MAC Go on.
ANNIE They were playing the song that I’d been singing all day!
MAC So you’d just been singing a pop song that you’d forgotten the name of.
ANNIE Yes, but the strange thing is that it wasn’t a pop song from now. It was some obscure
song from the 1980s that you never hear any more. It was a song that my dad used
to play when I was really small. I hadn’t heard it for years. And they were playing it on
the radio! 5
MAC Yes, that is pretty weird.

2 Think of a strange story that happened to you or to someone else.

● Write down the main events in note form.
● Think how you can use some of the expressions.
● In groups, tell your stories.

85
 EXTRA READING
1 PRE-READING What and where is Burabay? What and where is Zheke Batyr?

Zheke Batyr’s
search for
happiness
In the north of Kazakhstan, between the cities with gifts for his family and friends. He hoped
of Astana and Kokshetau, there is a national his gifts would make them calmer, stronger
park which is called Burabay or Borovoye. and happier. So he took his sword and rode
It is a beautiful area of lakes and mountains. away on his horse to look for happiness.
The highest mountain is Kokshetau (Blue
On the way, he met some other men from
Mountain, 970 metres). To the south is a
distant places. They had been all searching
mountain called Zheke Batyr (The Lonely
for happiness too. One of the men said they
Warrior, 820 metres).
should all search together. He said, ‘The road
In the past, people made up stories about is difficult and you need friends who will help
the lakes and mountains here. Older people you.’ But each man thought only about himself
used to pass the stories to young people by and his own happiness. So they all went
word of mouth. The famous Kazakh traveller different ways alone.
and scholar, Shokan Ualikhanov (1835–65),
After that, the strong young Kazakh warrior
was afraid these stories would be forgotten in
met enemies and faced difficulties. After many
the modern world. So he collected them and
fights and many difficulties, he was exhausted.
wrote them down.
Finally, he understood that nobody can find
One story is about how the mountain Zheke happiness alone.
Batyr was made. The story tells of a lonely
In the end, his enemies were too many. He
warrior (batyr) and his search for happiness.
was fighting in a long battle, when suddenly he
This young man was very strong and he
fell. And in the place where he fell, there is a
protected his village from enemies. Although
mountain now. It looks like a sleeping soldier –
his village was poor, he was happy and
the mountain of Zheke Batyr, the lonely warrior.
loved singing songs. But as he grew older,
he saw that everyone around him was poor
and unhappy. There was too much fighting.
Kazakhs were fighting against enemies, but
they were also fighting against each other.
They had fought about women, about land
and about many small and unimportant things.
The warrior decided to leave his village to find
happiness and wealth. He planned to return

86
 5 R E A DI N G FO R PLE A SU R E

2 Read the text and answer the questions.

1 Do we know who made up the story of 4 What did the warrior look for?
Zheke Batyr? 5 Why didn’t he agree to the man’s
2 Why did Ualikhanov write it down? suggestion?
3 Who were the people in the village 6 What did he learn before he died?
fighting against?

GRAMMAR
Narrative tenses (review)
1 Match the sentences from the story on page 87 with the tenses. Then complete
the rule.
1 Kazakhs were fighting against enemies, but they were also fighting against each other.
2 They had fought about women, about land and about many small and unimportant
things.
3 So he took his sword and rode away on his horse to look for happiness.
4 They had been all searching for happiness too.
5 He was fighting in a long battle, when, suddenly, he fell.

a past perfect c past continuous

b past simple d past perfect continuous

RULE:
We use …
1 to talk about finished actions in the past.
2 to talk about longer actions in the past interrupted by shorter actions.
3 to set the scene.
4 to talk about actions before a certain time in the past.
5 to talk about uninterrupted actions before a certain time in the past.

2 Complete the sentences with the past simple or past continuous form of the
verbs.
0 While an old man was telling a story about the lakes and mountains, Shokan
Ualikhanov wrote it down in his book. (tell / write)
1 When the lonely warrior that everyone around him was poor and unhappy, he
his sword and his village to look for happiness. (realise / take / leave)
2 The lonely warrior his horse when he some other men from distant places.
(ride / meet)
3 While the men for happiness, it clear that each man was thinking only
about himself. (search / become)
4 While the lonely warrior , he and a mountain in that place. (fight /
fall / appear)

87
 3 Complete the conversation with the correct form of the verbs. Use the tenses from
Exercise 1.
burn | do | see | run | sit | walk | go | open
IAN I had a real scare yesterday. As I 1 up to our house, I 2 smoke
coming from the window.
OLI 3 something ?
IAN Fortunately not. I 4 into the house, 5 the kitchen door and
there was my brother. He 6 on the floor in shock. He 7 science
experiments! One of them 8 wrong and exploded.

PROJECT
• Think about important authors from Kazakhstan. Discuss in small groups.
What books did they write?
Why are these authors important in Kazakhstani literature?
• Do some research. Find out more information about your favourite Kazakhstani
author.
When did he/she live?
What inspired him/her to write books?
Why should people read his/her work?
• Write a short
biography of your
favourite Kazakhstani
author.
Write three short
paragraphs.
Illustrate your text with a
photo or a drawing.
Talk to your classmates
about their favourite
author. Ask and answer
the questions above.
Collect all biographies
and make a book of
great Kazakhstani
authors.

88
6
OBJECTIVES

TR ADITIONS AND
FUNCTIONS: emphasising
GRAMMAR: quantifiers; so and such
(review); do and did for emphasis;

L ANGUAGE
embedded and indirect questions
VOCABULARY: costumes; bringing up
children

B C

READING
1 Look at the photos and answer the questions.
1 Where are these festivals? If you don’t know, guess.
2 Describe what the people are wearing and doing.
3 Do you take part in any festivals? Do you wear a costume or your national dress?

2 SPEAKING Work in pairs. Look at the title and photo of the blog on page 90.
What do you think the blog is about?

3 Read and check your answers.

89
 A new family tradition
If you think you have the world’s most embarrassing dad, 1
then think again.
American teenager Rain Price has just spent the last half year
with his dad waving him off to school from the bus stop
outside his house. OK, so that doesn’t sound too bad, but this
was no ordinary goodbye because each day Rain’s dad said 2
goodbye wearing a different fancy-dress costume!
It all started on 16-year-old Rain’s first day at high school. Like
many proud parents, Rochelle and Dale, Rain’s mum and dad,
sent him off to school with a big wave from the doorstep.
That evening Rain made the mistake of complaining about
how embarrassing they were, which gave Dale a great idea.
The next morning as Rain stepped onto the bus outside his
house, he could hear all of his school friends laughing at
something. He turned around and to his horror, there was his
dad waving him off, dressed as an American football player,
complete with football top and helmet. But that was just the
beginning. For the next 180 school days, Dale waved goodbye to his son dressed in a different
costume. One day he was a king waving his sword and shield, the next a chef in his hat and apron.
Dale even got other members of the family involved, using Rain’s younger brother to play Batman
alongside his Robin.
Amazingly Dale only spent $50 on all of his costumes. He got loads of costumes from the family
fancy-dress collection and then there were several friends and neighbours happy to help.
Some of Rain’s friends didn’t find it funny but most of them looked forward to seeing what Dale
would be wearing. And Dale also found an international audience for his dressing up too, as each
day Rochelle took a photo of her husband in fancy dress and put it on their blog, waveatthebus.
blogspot.com, which became a hit on the Internet. Even Rain was eventually able to see the funny
side and realised that his dad was pretty cool after all.
But all good things must come to an end and for the final farewell on the last day of school, Dale
dressed up as a pirate and stood next to a sign reading ‘It’s been fun waving at the bus. Have a
great summer’. He has no plans to make it a permanent tradition. Instead, he’s looking forward to
getting a little more sleep each morning.

90
 6 TR A DITIO N S A N D L A N GUAG E

Changing your opinions

It can be a mistake to believe something just because it’s based on an opinion you’ve formed.
Becoming a critical thinker means continually reflecting on our opinions, and keeping them
only if they are based on evidence that is true.

1 Which people from the story may have had the following opinions at some point?
Write their names.
1 ‘My dad is the most embarrassing 3 ‘I don’t think Dale should do this;
person in the world.’ it’s going
2 ‘Rain’s dad is really silly.’ to cost a lot of money.’

2 SPEAKING Discuss how the people’s opinions in Exercise 1 have changed

and why.

Initially, Rain thought that his dad was the most embarrassing dad in
the world. But with time, he realised that maybe that wasn’t true. He
learnt to appreciate his dad’s sense of humour.

3 SPEAKING Think of opinions that you or family members have had and that have
changed. Think about music, school, fashion, friends, etc. Discuss in groups.

GRAMMAR
Quantifiers
1 Look back at the blog and complete the sentences. Then read the rule and
complete the table with loads of, a little, all, several and none.
1 Like proud parents …
2 He could hear of his school friends laughing at something.
3 He got of costumes from the family fancy-dress collection.
4 There were friends and neighbours happy to help.
5 of his friends didn’t find it funny but of them looked forward to it.
6 He’s looking forward to getting a more sleep each morning.

RULE: Quantifiers are words and expressions that we use to talk about amount.

0% 1 hardly any a few / 2 , not many / much, a small

number of some / 3
4 / a lot of, lots of, plenty, much / many, a good deal of most,
almost all, the vast majority of 5
100%

91
 2 Choose the correct options.
1 I’ve got a few / loads of followers on my blog – more than 200.
2 I spend a lot of / hardly any time with my friends – we meet up every day after school
and most weekends too.
3 I spend most / hardly any of my time on my tablet. It’s the most important thing I’ve
got.
4 A small number / Most of my teachers are really nice. I really like this school.
5 Most / All of my family live near me, but I’ve got an uncle who lives in Australia.
6 I spend almost all / hardly any of my money on downloads. I don’t really care about
music.

3 SPEAKING Discuss the sentences in Exercise 2 in pairs. Which of them are true for
you?

VOCABULARY
Costumes
1 Look at the photos of Dale below and on page 90. Which of these things can you
see? Write the number next to the words. There are two things which aren’t in the
photos. Check their meaning.
sword belt mask
shield sunglasses apron
leather jacket helmet football top
wig cape

2 SPEAKING Discuss in pairs. Do you ever wear fancy dress? Describe your perfect
costume to wear to a fancy dress party.

7
3

8
6
5

92
 6 TR A DITIO N S A N D L A N GUAG E
LISTENING
1 SB19 Listen and match the names of the
places with the pictures.
France | Poland | Britain | Samoa
Mexico | Argentina

2 SB19 Listen again and choose the correct answers.

1 Why do many parents feel guilty about the way they bring up their children?
A They don’t give their children enough attention.
B They feel they are too strict.
C They don’t always do what they think they should do.

2 What did Miriam notice about Argentinian children?

A They are often more tired, especially in the morning.
B They often sleep too much and so are unable to get to sleep early.
C They begin developing social skills when they are very young.

3 Why does Miriam feel French children are better eaters?

A Their parents encourage them to try all sorts of food.
B They are expected to like all foods from an early age.
C French cooking is better than British cooking.

4 What did Miriam find out about parents in Samoa?

A They speak in a simple way when communicating with babies.
B They don’t speak more slowly to help small babies improve their speaking skills.
C They use invented words to speak to babies.

5 What does the speaker feel is the most important thing we can learn from Bringing up
Babies?
A British people aren’t bringing up their children as well as parents in other places.
B Bringing up children isn’t easy.
C We can learn a lot about parenting from people in other countries.

93
 Speaking different languages
1 Tick the statements that reflect how you feel. You can tick as many as you like.
A good reason to teach children more than one language is to help them to …
be able to communicate when travelling;
learn about another culture;
improve their job prospects;
be able to talk to foreigners in their country;
be able to read books, magazines and newspapers in another language;
develop themselves personally.

2 SPEAKING Work in a group of six to

eight. Find out from the other students 100%
which statements they ticked. Did 90%
anyone tick the same statements as you? 80%
70%
60%
3 Make a graph or chart to show how 50%
your group feels. 40%
30%
20%
10%
READING 0%
to improve their
job prospects

to be able to
communicate
when travelling

to learn about
another culture

to be able to
read in another
language
to be able to talk
to foreigners in
their country
to develop
themselves
personally
1 Look at the book cover. What kind
of book do you think it is? Read the
introduction to find out.

Many people wonder how Chinese parents bring up such successful

children. They wonder what Chinese parents do to produce so many
mathematical and musical geniuses, what it’s like inside the family,
and if they could do it too. Well, Amy Chua can tell them, because
she’s done it.
***
Her daughters, Sophia and Louisa were polite, intelligent and helpful.
They were two years ahead of their classmates in Maths and had
amazing musical abilities. But Sophia and Louisa weren’t allowed to
spend a night at a friend’s house, be in a school play, choose what
they wanted to do after school, or get any grade lower than an A.
***
In Battle Hymn of the Tiger Mother, Amy Chua tells of her experiences
bringing up her children the ‘Chinese way’. It is a story about a
mother and two daughters and two very different cultures. Funny,
entertaining and provocative, this is an important book that will
change your ideas about parenting forever.
94
 6 TR A DITIO N S A N D L A N GUAG E

2 Read these two opinions from readers of Amy Chua’s book. Which one is ‘for’ and
which one is ‘against’ the Tiger mum style of parenting? What reasons do they
give?

For and against – Tiger Mums

This is an interesting book but Amy I think Amy Chua’s ideas are fantastic. Yes, she
Chua’s parenting ideas are too strict for was hard on her children at times but she did
me. For example, Tiger mums don’t let bring up two amazing children. Her daughters
their children watch any TV or play any are so confident, they’ll do really well in life.
computer games. How can any child in the
Too many parents are soft on their children
21st century grow up without playing on a
these days. They use the TV as a way of keeping
computer? What is she trying to do? Take
them quiet. They don’t have enough time for
away their childhoods?
their children. My mum and dad are strict and
I do understand that she feels she was only they don’t let me do a lot of things my friends
doing the best for her children and trying do. It is hard at times, but they are always there
to help them get ahead in life. But there are when I need help with my school work or have
loads of children who spend hours in front a problem with other students at school. They
of the TV and still do well. are just trying to do their best for me.
Stephanie, 15 Tim, 16

3 Read the texts again. Who might say these things? Write Amy, Stephanie or Tim.
1 I talk about my problems with my parents.
2 No, you can’t sleep at Chloe’s house.
3 Children need to be free to make some of their own decisions.
4 My parents don’t let me watch much TV, but that’s OK.
5 You’ll thank me one day.
6 You can’t make children be what you want them to be.

SPEAKING
Work in pairs and answer the questions.
1 Who do you agree with most, Tim or 2 Can you think of any other examples of
Stephanie? Why? rules that strict parents have?

GRAMMAR
so and such (review)
1 Write the correct words to complete the sentences. Check in the texts, then
complete the rule with so and such.
1 Her daughters are confident, they’ll do really well in life.
2 Many people wonder how Chinese parents bring up successful children.

95
 RULE: We use so and such to emphasise.
1 (a/an) + (adjective) + noun
2 + adjective
We often follow so and such with a that clause to talk about consequences.
It was such a difficult question that I didn’t know what to say.
It was so hot that I couldn’t sunbathe.

2 Complete with so or such and then complete the sentences with your own ideas.
0 It was such a hot day that we stopped working and went to the beach.
1 The homework was difficult that …
2 He’s a good friend that …
3 The train was late that …
4 It was an exciting book that …

do and did for emphasis

3 Complete the sentences from the texts with
the missing word, then read the rule.
1 I understand that she feels she was only doing the best for her children.
2 She was hard on her children at times but she bring up two amazing children.

RULE: We can use the auxiliaries do, does, did to add emphasis to what we
want to say, often when we’re contradicting someone.
You didn’t like the film, did you? I did like the film!
She doesn’t want to go to the party. She does want to go – she’s just shy.

4 Complete the second sentence so it has a similar meaning to the first sentence,
using the word given and do/did for emphasis.
1 You’re wrong. I thought the book was good.
I the book. (like)
2 I really think we should leave now.
I stay. (shouldn’t)

96
 6 TR A DITIO N S A N D L A N GUAG E

FUNCTIONS
Emphasising
1 Add so, such, do or did to the sentences to make them more emphatic and make
any other necessary changes.
1 He’s a good father. 5 My parents made some mistakes.
2 She gets on well with children. 6 She’s soft on her children.
3 She’s patient. 7 He’s a strict father.
4 My dad tried his best. 8 Parents get it wrong sometimes.

2 Work in pairs. Talk about the person. Give examples and use emphasis when you
can.
Pronunciation
VOCABULARY Adding emphasis
Bringing up children Go to page 181.
1 Complete the text with the words in the list.
bring | strict | do | soft | childhood | do | get | grow
The toughest job in the world
Most parents want to 1 their best for their children and help them 2
ahead in life. They try to 3 their children up well and give them a happy 4
. But it’s not always so easy. Children
5 up so fast these days and it can be difficult to get it right all the time. Of course,
parents know the importance of school and they want their children to
6 well but what happens when the child doesn’t want to try? If they are too 7
, their children might rebel. If they are too 8 then the children might
only do the things they want to do. It’s a difficult balancing act and, of course, parents get it
wrong sometimes. After all, they’re only human too.

2 Match the expressions a–h in the text with their meanings.

a make advances in life f be as good as you can
b raise g to describe a parent who has lots of
c get older rules
d be a success h the time of being a child
e to describe a parent who has very few
(or no) rules

97
 Culture
1 Look at the photos. What do they all have in common?
2 Read the article and check your answers.

Nomadic People:
Traditions and languages
Most of us are used to living in the urbanisation, nomadic life became more
same place – every day, all year round, difficult in the 20th century. This led many
we go ‘home’. But for some people Tuareg people to settle in towns and cities.
around the world, home is a place Sometimes the Tuareg people are called
that moves. Here are three groups of ‘the blue people of the Sahara’, because of
people who have a nomadic way of life. the blue turbans that the men wear, which
often gives their skin a blue colour.
1 The Tuareg
2 The Shahsavan
In the central part of northern Africa, which
is mostly desert, you can find the Tuareg This tribe lives in an area of northwest
people, who call themselves ‘Imohag’, meaning Iran and eastern Azerbaijan. There are
‘free people’. Most of the Tuareg people are approximately 100,000 of them. In the spring,
found in Mali, Niger and Algeria, although the Shahsavan move from their winter home
some can also be found in Libya and Burkina in Azerbaijan to their camps near Mount
Faso. However, being nomadic people, they Sabalan, about 200 kilometres south, for the
regularly cross national borders. summer. Their journey usually takes around
They have their own language (Tuareg), three or four weeks. Each day, they travel
which is spoken by around 1.2 million people, from midnight to midday, when the heat
but many Tuareg people also speak Arabic begins to prevent further travel. Traditionally,
and/or French. The Tuareg people are mostly the women and children travelled on camels,
Muslim, although some traditional beliefs and the men rode horses or walked, but
remain from before the arrival of Islam. increasingly the Shahsavan are using lorries
In the past, the Tuareg people moved and tractors.
around the When they reach their destination,
desert areas everyone (including children) helps to set up
with their cattle, the main camp, consisting of various types of
mainly between tent. They stay there until September, when
places where the return journey begins.
water could be Many of the Shahsavan believe that
found. Due to their way of life is dying out, that their
the formation of grandchildren will not do the annual
new countries migration any more.
and stricter
borders, severe
droughts and

98
3 Aborigines have are mostly
light, since
The Aboriginal people of Australia have they need to
been living there for 40,000 years, since long keep moving in
before Europeans arrived. But they are not search of food
one single group – for example, there are and to maintain
over 200 different languages spoken by the a balanced
Aborigines. diet (they eat
The Aborigines are hunters and gatherers, seeds, fruit and
almost always on the move. Principally it is vegetables, as
the women who gather food and care for well as small animals, snakes and insects).
children, while the men are the hunters. They However, they occasionally decide to settle
have very few possessions, and the ones they somewhere and form villages.

3 According to the article, which group (or groups):

1 only travels twice a year? 4 sometimes lives together in villages?
2 doesn’t own many things? 5 moves from one country to another?
3 speaks more than one language? 6 has seen their lifestyle change?

4 VOCABULARY Match the highlighted words in the article to the definitions.

1 the places where one country ends and another begins
2 on a journey or trip, the place you want to get to
3 all the things that you eat
4 times when it doesn’t rain and there is little or no water
5 mainly
6 things that people have and keep
7 that happens once every year
8 stay, continue

SPEAKING
Work with a partner. Discuss the following questions.
1 Do you know of any other groups of people who are nomadic? What do you know about
theirculture and language?
2 What do you think might be the advantages and disadvantages of a nomadic lifestyle?
3 The article says that many of the Shahsavan believe that their grandchildren won’t live in the
same way. Why do you think that might be?

99
 WRITING
An informal email
1 Read Karen’s email and answer the questions.
1 How long has she been with the Inuit 3 What does she say strikes her most
people? about the Inuit?
2 When did she try to catch a seal?

2 Which word or phrase in the email means:

1 a great deal 4 I am extremely happy
2 I have finally arrived 5 my experiences here
3 agreed that I could accompany them 6 one or two days ago

3 Why does Karen not use the expressions in Exercise 2 in her email?

Hi James,
How are you doing? Hope you’re OK!
Well, here I am at last – living in northeastern Canada with the nomadic Inuit people. You know
that I’ve been wanting to do this for years, and my dream has finally come true. I’m over the
moon to be here.
I got here ten days ago and met a family who said I could go along with them to hunt. I’ve
already done some amazing things – sleeping in an igloo, for example, and watching the Inuit
people go hunting for fish and for small animals. I’m also trying to learn a few basic phrases in
the local language, Inuktitut. This is one of several languages spoken by the Inuit.
The most difficult thing to deal with, of course, is the cold. There’s also the fact that you have to
keep moving every few days to find food. The way they hunt is interesting. The Inuit make a hole
in the ice and hope that a seal will appear so that they can catch it. I went hunting with my host
dad a couple of days ago – he showed me how to make a hole and then we stood for six hours in
the freezing cold, waiting for a seal to appear. It never came. I got so fed up. But then I thought:
‘Hey, the Inuit people do this every day, sometimes waiting for ten hours. And sometimes they
catch a seal, and sometimes they don’t. What’s my problem?’ What amazes me most about them
is their patience, and my own is getting loads better!
Well, I’ll write and tell you more about how I’m getting on with things when I can. Hope you’re
well!
All the best,
Karen

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 6 TR A DITIO N S A N D L A N GUAG E

4 Imagine you are spending two weeks living with one of the nomadic tribes
mentioned in the article.
● Choose which of the three groups you are living with.
● Decide what things in general have been good / not so good about your experiences
so far.
● Decide on one specific thing about their life that has really impressed you.

5 You’re going to write an email to an English-speaking friend.

● Make sure to start and end your email appropriately.
● Talk generally about your experiences first. Then move on to more specific details.
● Write 150–200 words.
● Check your writing to make sure that your language is not formal.

EXTRA READING
1 PRE-READING Is it useful to be able to speak various
languages? Why?

From: Assel
Inbox
Sent: 22nd September
Drafts To: Jenny
About: Celebrating languages
Sent
Hi Jenny,

Junk Today we’re celebrating the Day of Languages in

Kazakhstan. It’s a day to celebrate all the languages
Trash that different groups of people speak in our country. Do
you know how many national languages we have? Well, our official language is Kazakh,
but people also speak Uzbek, Kyrgyz, Ukrainian, Uygur, Korean, etc. Depending where you
go to school, you learn Kazakh, Russian and probably another language. I love languages,
because they allow me to make friends anywhere. Like you! But I’m sure they will also
help me in my studies and professional life. I wonder what you think about this. How many
languages do you learn at school?

So would you like to know what we did today at school to celebrate the Day of Languages?
First of all, we had a special lesson for our last session. Two students talked to us about the
origin of some languages in our country and also taught us a few words and phrases. That
was fun! We also had a group discussion about why it’s important to try and keep these
languages alive. Korean, for example, has fewer speakers today than some years ago. So,

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 we worked in groups and came up with ideas on how we could ‘save’ this language. Then
Inbox we had a language contest about Russian writers, history and culture. At the end of the day,
when we usually go home, we all went to the school playground for an hour to watch a play.
Drafts Our language teachers and a group of students put on a show in Kazakh, which was really
good. Every student represented a different language. I think they practised a lot for this play.
Sent But the Day of Languages isn’t over yet. Our language teacher told us we had to write a
short essay by Friday. She asked us if there are similar celebrations in other countries. So
Junk I thought I could ask you. You’re from the USA so can you tell me what languages people
speak in your country? Do children speak English only or are there other languages they
Trash learn at school and at home? Our teacher asked us what other people do to celebrate
languages. So, do you have a special day when you celebrate languages like we do? If you
can send me your answers by Wednesday, that’d be great! I need a day or two to write the
essay! Thank you.

Bye for now!

Assel

2 Read the text. Then mark the sentences T (true), F (false) or ? (the text doesn’t say).
1 Assel is writing to Jenny about a day that’s celebrated in Kazakhstan and other parts of
the world.
2 Assel doesn’t know how many languages Jenny speaks.
3 On the Day of Languages, Assel left school an hour early.
4 Assel and her classmates talked about helping languages survive.
5 Assel won the competition they had in class.
6 The students who acted in the play spoke in different languages.

GRAMMAR
Indirect questions and embedded questions
1 Look at the sentences and questions from the email. Write I (indirect) or E
(embedded).
1 She asked us if there are similar celebrations in other countries.
2 Our teacher asked us what other people do to celebrate languages.
3 Do you know how many national languages we have?
4 I wonder what you think about this.
5 Can you tell me what languages people speak in your country?

2 Look at the sentences and questions in 1 again. Complete the rule.

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RULE: We use indirect questions to report what someone asked us. We use if/
whether when the direct question is a yes/no question. To report wh- questions,
we use the same wh- question word.
We use embedded questions to sound 1 less / more polite with phrases like Do
you know ... Can you tell me ... I wonder ... I’d like to know ..., etc.
In indirect and embedded questions, we 2 use / don’t use auxiliary verbs like do
or did. The verb comes 3 before / after the subject like in affirmative sentences.

3 Read the indirect and embedded questions and cross out the extra word.
1 The tourists asked me if where the bus station was in English.
2 Can you tell me when does the show starts?
3 I wonder whether do you speak two languages in this region.
4 My brother would like to know how easy is it is to learn Mandarin.
5 Do you know what traditions do people have in Kazakhstan?

4 SPEAKING Think about the topics below and what you would like to ask.
Complete the indirect and embedded questions. Then ask and answer your
questions in pairs.
Languages | Parents & Babies | Traditions | Costumes
1 I wonder why ... 4 Do you know who ...
2 Can you tell me how ... 5 May I ask you whether ...
3 I’d like to know if ... 6 I will ask my teacher if …

PROJECT
• Think about a language that people speak in Kazakhstan. Discuss in small groups.
How many people speak it today and where?
What interesting words or phrases should people know in this language?
• Do some research. Find out more information about the language you chose.
What do you know about its history?
When did people start writing it and has the writing system changed?
Is the language ‘endangered’ today? What can be done to ‘save’ the language?
• Create a poster to raise awareness of the language and present it in class.
Write an introduction using the information that you collected from your research.
Include a list of interesting words and phrases in that language and their meanings in
English.
Write two basic dialogues in that language to help English-speaking visitors communicate.
For example, at the train station, asking for directions, etc. Include a translation in English.
Illustrate your poster with photos or drawings.
Practise presenting the poster to your class.

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OBJECTIVES

MUSIC
FUNCTIONS: discussing favourite films
GRAMMAR: time adverbials with
present perfect simple and
continuous; cause and effect
linkers; Second conditional

AND FILM (review); I wish and If only

VOCABULARY: making music;
adjectives to describe films

1 2

3 4

READING
1 SB22 Listen. What type of music
do you hear? Write the words in the
6
pictures.
rap | jazz | opera | dance
music | rock | pop

2 What other types of music can you think of?

3 SPEAKING Work in pairs. What kind of music do you like? Ask and answer
questions.
Yes, she’s such an
Do you like … ? amazing singer!
I love/like/can’t stand …
I’ve never listened to …

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4 Look at the photos in the online forum on the next page and answer the
questions.
1 Which picture shows a busker?
2 Which picture shows a talent show?
3 Which of these people do you recognise?
4 Do you know how they became famous?

5 Read the online forum quickly and check your ideas.

6 Read the online forum and answer the questions.
1 What kind of shows are The X Factor and The Voice?
2 Who won the first series of The X Factor?
3 Where did One Direction finish in 2010’s The X Factor?
4 What was the first video Justin Bieber’s mum put on the Internet?
5 How old was Justin Bieber when Scooter Braun discovered him?
6 How did Lily Allen get tens of thousands of fans?
7 Why is busking good for a new musician?
8 Where did Eric Clapton busk when he was starting out?

Singer songwriter: Any advice?

Hello. I’m a singer songwriter. I’m good and I’m going to make it big!
Any advice????
Paulie asked 2 days ago Answers (3)

Answer #1 answered 4 hours ago

You could try going onto a show like The X Factor or
The Voice. If you’re as good as you say, then these TV
talent shows will give you a chance. Of course, the
competition will be really strong, and there can only
be one winner. If you win it, you should have at least
one hit album, but it’s no guarantee that you will be
successful for a long time. The X Factor’s 2007 winner,
Leona Lewis, has certainly become a big star, but who
remembers the winner of the first series, Steve Brookstein? Maybe it’s better not to win at all.
In 2009 Olly Murs came second to Joe McElderry and is now much more famous. In 2010 One
Direction came third, and the radio hasn’t stopped playing them ever since.

Answer #2 answered 10 hours ago

Bands have been using the Internet for publicity for years now. And it has paid off so far because
it’s cheap, quick and easy. Look at Justin Bieber. In 2007, when he was just 12, he entered

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 a local singing competition and came second. His mum filmed him and
put it on YouTube. Then she put on some more videos of him singing. In
2008 a talent scout called Scooter Braun accidentally clicked on one of
Justin’s videos. He really liked what he saw and went to meet the young
Bieber. The rest is history. And then there’s Lily Allen. She had a contract
with a music label, but they were too busy with bigger artists to give
her any attention. So she posted some of her music on MySpace. Soon,
she had tens of thousands of fans, and lots of attention from her label.
Thanks to the Internet, she became a star overnight.

Answer #3 answered 2 days ago

I’ve been writing songs all my life. I never really thought
about making a record, but when I was a teenager and I
started my band I also started to get more serious about
my music. We haven’t been playing together very long,
but people say we’re really good. Now I’m really keen
on making a career in music. I think the best advice is
to start small and grow big. We’ve been doing a lot of
busking in the streets lately and that’s helped us get
a good local following. We’re now getting invitations
from clubs in the area to come and play shows. Loads of
famous people started out busking. Eric Clapton, one of
the greatest guitarists in the world, busked on the streets
of London when he was young.

Following your dreams

1 Match these people with their dreams.
1 Dina is a really talented artist. a ‘I want to get it published.’
2 Timur loves acting. b ‘I want to be in a play.’
3 Marat is great at football. c ‘I want to play professionally.’
4 Ameli has written a book. d ‘I’d love to have an exhibition
of my work.‘

2 What should these people do to realise their dreams? Give advice. Make notes for
each one.
Marat / join club
3 SPEAKING Work in pairs. Compare your ideas.

If he wants to play professionally, Marat should join a football club. He

should practise for at least three hours every day.

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4 SPEAKING Discuss these questions in small groups.

1 What is your dream?
2 What can you do to make it come true?

GRAMMAR
Time adverbials with present perfect simple and continuous
1 Underline the time adverbials in the sentences from the online forum on page 69.
Then complete the rule.
1 And it has paid off so far because it’s cheap, quick and easy.
2 I’ve been writing songs all my life.
3 We’ve being doing a lot of busking in the streets lately.

RULE: We use the present perfect simple and the present perfect continuous
with time adverbials. Some of them refer to the recent past, e.g. just, recently, 1
,
for (a long time). Others refer to the present too, e.g. 2 ,3 ,
until now, up to now, ever (in questions), yet (questions and negatives).

2 Choose the correct words and phrases.

1 The girls are really excited because they’ve just / lately / ever come back from a Dimash
Kudaibergen’s concert.
2 I’ve been trying to sell my dad’s old music records but recently / so far / lately nobody
has contacted me.
3 Damir has been practising a lot lately / yet / all his life because he’s going to play the
piano in a show next month.
4 You’ve been wanting to learn the violin until now / recently / all your life. Why don’t
you sign up for lessons?
5 We didn’t know Zhuldyz could play the dombra so well, which is strange because we’ve
known her recently / for a long time / up to now.
6 Askhat, you’ve been listening to that song all day / lately / so far! It’s getting really
annoying.

3 Read the statements and tick the ones that are true for you. Discuss the
statements in small groups. Give extra information.
1 All my life I’ve wanted to learn to play the drums.
2 I’ve been listening to a really cool band lately.
3 I’d like to go to a really big concert, but so far I haven’t had the chance.
4 Up to now I haven’t met a famous singer, but I’d really like to one day.
5 My friends and I have been talking about starting a band for ages and we’re finally
going to do it.

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 Pronunciation
VOCABULARY been: strong /biːn/ and weak /bɪn/
Go to page 181.
Making music
1 Complete the story of Dymonde with the correct form of the words in the list.
a band | compose | download | enter | live | lyrics | on tour | record
release | the charts
Alan Bolan is a musician. He 1 his own music and writes 2 . One day he
3
decided to start , so he put an advert in the paper. He soon found the band
mates he was looking for. They practised hard and started 4 performing . A few
months ago they decided to 5 a talent show. They won the competition and
their prize was a day in a recording studio. They used it to 6 a single called Love
Me Never. They 7 the single on their website two weeks ago, and loads of people
have been 8 it. It’s already 9 entered . Radio stations have been playing
it loads, too. Next month they are going 10 all over the country. Rock critics are
predicting a big future for Dymonde.
2 SPEAKING Work in pairs. Ask your
partner about their favourite band. Use
the expressions in Exercise 1.

Who writes the songs?

Have you downloaded any of their songs?

LISTENING
1 SB25 Listen to an interview with Dinara Scott. How
did she become famous?
2 SB25 Listen again and mark the sentences true or
false. Correct the false sentences.
1 Dinara has a big collection of traditional Kazakh instruments.
2 Her grandfather was a famous performer in Kazakhstan.
3 She loves listening to her grandfather’s music.
4 She has been playing the guitar longer than the dombra.
5 People watched Dinara’s video 400,000 times in a few days.
6 Dinara’s plans for the future are to start a band and enter a talent show.

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3 SPEAKING Discuss in pairs. What would you like to talk to Dinara about? Write
three questions and imagine Dinara’s answers. Then role-play the interview.

Have you ever composed Not yet, but I have

an original song? been working on that.

Music and me
1 Do the quiz.
2 SPEAKING Work in pairs. Discuss the quiz.
● Do you agree or disagree with your score? Why?
● What music do you listen to when you are sad?
● What songs have special memories for you?
● What are your favourite song lyrics?
● How do you choose what clothes to buy?
● What music do your friends like?

Does music rock your world? Could you live

without it?
Take our quiz and find out just how important
music is in your life.
For each question, choose the sentence that describes you best. Then work
out your score and find out just how music mad you are.
1 A I only listen to music when I’m happy.
B Music makes me feel better when I’m feeling down.
C I listen to different music depending on how I feel.
2 A I have loads of memories connected to different songs.
B I never listen to music from when I was younger.
C I get bored with songs quickly.
3 A My musical taste influences the clothes I wear.
B Music has nothing to do with fashion.
Key
C I don’t really think about what I wear. B–2 C–3
Q1 A–1
B–2 C–1
4 A I have the same musical tastes as my best friends. Q2 A–3
B–1 C–2
B I like different music from most of my friends. Q3 A–3
B–3 C–2
C I always know if I’m going to be friends with someone Q4 A–1
B–2 C–3
when they tell me their taste in music. Q5 A–1

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 5 A I always listen to the lyrics in songs.
B Melody is more important than lyrics.
C Melody and lyrics are both really important in a song.

5–8: Music doesn’t rule your world. You like it and you probably listen to it, but it’s not so important.
9–11: Music plays an important part in your life, but it isn’t the only thing that matters.
12–15: Music is your world and you would find it difficult to live without it. You live, sleep and breathe
music.

READING
1 Read the blog. Which film does the writer consider the greatest space film of all
time?

2 Read the blog again. Which film …

1 is a love story set on a ruined planet?
2 involves a fight between two races?
3 does the writer suggest might make you cry?
4 involves a character left on his own in space?
5 does the writer suggest contains an important lesson for us?
6 does the writer suggest is for all ages?
7 does the writer suggest is best seen at the cinema?
8 is about something that actually happened?

3 SPEAKING Work in pairs. Discuss the questions.

1 Which of these films have you seen or would you like to see?
2 Which films do you think are missing from the list?
3 Why does the writer refer to these films as space films rather than sci-fi films?
4 What do you think is the best sci-fi film of all time?

GRAMMAR
Cause and effect linkers
1 Complete the sentences with the missing words. Then look back at the blog to
check your answers and complete the rule.
1 an accident that occurs while she is working outside the space station, an
astronaut […] finds herself stranded in outer space.
2 The Earth is a mess mankind’s greed.
3 Mankind has invaded the planet Pandora its natural resources.
4 One of the rocket’s oxygen tanks explodes and the three-man crew have to
fight against all the odds to bring their spaceship home.

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My all-time favourite films about space

Well it’s not every day you get a full lunar eclipse. So, to get you in the mood
for tomorrow’s astrological event, I’m suggesting a few of my all-time favourite
films about space. Believe me, they don’t get any better than this.

Apollo 13 (1995) Avatar (2009)

When Tom Hanks announces ‘Houston, we have When it comes to action-packed blockbusters,
a problem’ you know you’re in for a thrilling James Cameron’s films are masterpieces, and
journey. This film is based on the true story of the the sci-fi thriller Avatar is no exception. Forget
Apollo 13 mission to the moon which very nearly little green aliens, Cameron’s aliens are blue
ended in disaster. One of the rocket’s oxygen and super cool. Mankind has invaded the planet
tanks explodes and consequently the three-man Pandora because of its natural resources, and
crew have to fight to bring their spaceship home. Pandora’s (alien) inhabitants are fighting back. It
Of course we know they make it but that doesn’t gets a little far-fetched at times, but Cameron’s
make it any less exciting to watch. It gets a little Pandora is breathtaking and the eco-message
sentimental at the end, but after what they’ve is a reminder to all of us of how important it is that
been through, they deserve a few tears of joy. we take care of our own planet.

WALL-E (2008) The Martian (2015)

Only Disney could produce a film about I’ve saved the best till last. Matt Damon plays
environmental destruction that manages to be astronaut Mark Watney, who is part of a space
light-hearted and fun. When the film starts, the mission to explore Mars. He gets caught up in
Earth is a mess as a result of mankind’s greed and a huge storm and the rest of his crew, deciding
the last humans have escaped in a giant spaceship that he must be dead, return home without him.
into outer space. They’ve left behind an army of Watney must now somehow survive and try
robots to clean away the rubbish in the hope that to find a way of making contact with his base
one day humans can return. WALL-E is one of back on Earth. Two things make this a brilliant
these robots but his daily routine is interrupted film: its stunning special effects and Damon’s
by the arrival of EVE, a robot sent to see what memorable performance.
progress has been made. WALL-E falls in love, but
will EVE return his love and between them, can
they offer hope for the human race? Of course,
this delightful and entertaining animated film
is aimed at kids but it can be equally enjoyed by
adults.

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 RULE: We use linkers such as due to, as a result of, because of and
consequently to link actions and their consequences.
Due to, as a result of and 1 can come at the beginning of a sentence or in
the middle between the two clauses. They are followed by the reason for an action
or event.
These linkers are usually followed by a noun phrase. Due to and as a result of are
more formal than because of.
2 generally comes at the beginning of a new sentence or clause. It
introduces the effect of the cause mentioned in the previous sentence. It is followed
by a clause (subject and verb).

2 Complete the second sentence so that it has a similar meaning to the first
sentence, using the word in brackets. You must use between two and five words
including the word given.
0 Olivia didn’t have time to study for the test. Consequently, she didn’t do very well.
(because)
Because of a lack of time to study, Olivia didn’t do well in the test.
1 Paul ate too much. He felt ill. (result)
As a too much, Paul felt ill.
2 The weather was bad so the race was cancelled. (due)
The race was cancelled .
3 Jack had a bad cold. He didn’t go to school. (of)
Jack didn’t go to school cold.
4 The police got some information and arrested the man. (result)
The man was arrested information given to the police.
5 No one was interested so the concert was cancelled. (due)
The concert was cancelled lack of interest.

VOCABULARY
Adjectives commonly used to describe films
1 Match the words in italics from the blog with the definitions below.
1 really lovely 6 really exciting and really
2 really beautiful beautiful
3 really exciting 7 something you won’t forget
4 overemotional
5 difficult to believe 8 full of action

2 Choose the correct word to complete each sentence.

1 The ending of the film was really thrilling / sentimental. I was on the edge of my seat.

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2 I was surprised that the ending of the film was so stunning / sentimental. It was a horror
film after all.
3 It’s a delightful / far-fetched film. I loved every minute of it.
4 It’s full of explosions and fights and car chases. It’s a really action-packed /
delightful film.
5 I know it was a fantasy film, but for me the story was so far-fetched / memorable that it
just seemed ridiculous.
6 The characters were a bit dull but the costumes were thrilling / stunning.
7 It’s a really sentimental / memorable film. I’m sure I’ll be thinking about it for days.
8 The opening scenes of the film are action-packed / breathtaking. They’re absolutely
beautiful.

3 Work in pairs. Think of a film as an example for each of the sentences in Exercise 2.

SPEAKING
Work in pairs. Choose one of the categories below and think of four films for it. As
you discuss your choices, use the adjectives in Exercise 2 to help you describe your
films and agree on your final list.
The four greatest comedies
The four greatest love films
The four greatest action films

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Culture
1 SPEAKING Discuss the questions in pairs.
1 Have you ever seen a silent film?
2 Have you ever seen a film in black and white?

2 Scan the text to find the answers to these questions.

1 What technology did Etienne Gaspar Robert use to impress
his audiences?
2 What did Edison and Dickenson invent and how did it work?
3 What years are referred to as the ‘Golden Era of Hollywood’?

3 Read and check your answers to Exercise 2.

When Pictures Learnt to Walk and Talk: The History of Film

Early days: the magic lantern witches, ghosts and other spooky creatures.
Since its early days, In many ways, his shows were the forerunner
the evolution of film of modern horror films.
has been influenced The invention of film
by the development The late 19th century saw the development
of science. of reel film. At first it was made of paper and
Several scientists then, later, of a scientific invention called
in the 18th century celluloid. In the USA, Thomas Edison and
developed devices William Dickenson invented a camera that
that used hand- took a picture of a moving object every half
drawn pictures second. The pictures were then transferred
on a reflecting onto film and were watched through
surface, a candle a machine called the kinetoscope. The film
and a simple lens could only be watched by one person at
to project images a time, looking through a small window to see
onto a wall. These the moving images.
devices are known The next step in the evolution of film was
as ‘magic lanterns’. when brothers Auguste and Louis Lumière
More than a hundred years later, in 1798, developed the cinematographe, which made
Etienne Gaspar Robert gave lantern it possible to take moving pictures and
presentations in Paris. His audience sat on project large images. This used the same lens
one side of a transparent screen while he sat technology as the magic lantern. They started
on the other with his magic lantern. He scared producing short films that were all around 50
his enthusiastic audiences with images of seconds long. The most famous one was The

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Arrival of a Train at La Ciotat Station. When the The 1930s are often called the Golden Era of
film was shown for the first time, the audience Hollywood, with the development of the first
was so startled by the huge image of the train talking pictures or ‘talkies’ (up to then all films
coming towards them that they started to had been silent). The film studios also began
scream and run away. to produce documentaries and Western films.
Hollywood These days, of course, modern cinema
The 1920s were the most important years for audiences are used to computer generated
the development of modern film. In that period, imagery (CGI), which brings fantastical worlds
film studios came into existence and ‘stars’ and creatures onto the screen in stunning 3D.
were born. The film industry began to flourish, It’s sometimes difficult to see how it can be
and Hollywood became the world’s number one improved on. But as science and technology
place for film production: over 800 films were continue to develop, we can assume that our
made there each year. cinematic experience will continue to get
better and better.

4 Answer the questions.

1 What did the first magic lanterns 4 How did the Lumiѐre brothers impress
consist of? their spectators?
2 How did Etienne Gaspar Robert scare 5 Why did Hollywood become so
his audiences? famous?
3 What was the limitation of the
kinetoscope?

5 VOCABULARY Match the highlighted words in the article with the definitions.
1 very surprised
2 a round, wheel-shaped object on which film, etc. can be rolled
3 scary
4 a curved piece of glass in a camera or projector that makes objects seem closer, larger,
smaller, etc.
5 something that acted as an early less advanced model of another thing that will appear
in the future
6 that you can see through
7 grow rapidly

SPEAKING
Work with a partner. Discuss the questions.
1 Why don’t some people like films with special effects?
2 Make a list of films with great special effects.
3 What’s your favourite 3D film? Why?
4 What do you think will be the next stage in the development of film?

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 Home This animated alien blockbuster features the vocal talents of Big Bang Theory’s Jim
Parsons (aka Sheldon), singer Rihanna and comedian Steve Martin.
(2015)
When the Boov race of aliens from outer
space discover Planet Earth they think they’ve
found the perfect home. Having relocated all
humans to Australia, the Boov settle on Earth,
safe from their enemies the Gorg. That is until
one of them, the delightful but unfortunate Oh,
accidentally sends out a house-warming party
invitation, including the location, across the
universe. It won’t be long until the Gorg are with
them, making Oh the most unpopular Boov on
the planet. Can Oh, with the help of Tip, the last
free human on Earth, save the planet?

Although clearly aimed at the younger end of

the market, Home has plenty in it to appeal
to parents and older brothers and sisters, making it an enjoyable 90 minutes for all
the family. The story, while not the most memorable, is good enough to keep you
watching and there are plenty of hilarious moments. Parsons and Rihanna will help
the film appeal to teenagers, while Martin will keep parents happy. The perfect film for
a rainy day this holiday.

WRITING
A film review
1 Read the review. Who are these characters?
1 The Boov 2 The Gorg 3 Oh 4 Tip

2 The film review has three paragraphs. Which of them:

1 says what the writer liked or didn’t like?
2 gives some background details on the film?
3 contains a brief summary of the action?

3 Look back at the review and answer the questions:

1 What background information does the writer give in the first paragraph?
2 Write a summary of the story in two sentences.
3 What did the writer like (or not like) about the film?
4 What recommendation does the writer make?

4 Write a review of a film, book or play in around 200 words.

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EXTRA READING
1 PRE-READING Do you like action movies? What
was the last action movie you saw?

Posted on 5th May by Arman B

My dream job – Kazakh

movie action hero!
Kazakhstan’s film industry is going from strength to strength, with our
directors working on Hollywood blockbusters as well as films set here in
Kazakhstan. But what does it take to land a job in films? ENGLISH CLASS BLOG
I’ve always loved films, and recently I’ve been thinking that I’d like to work in Arman
films when I leave school. Not as an actor, though. I’ve always enjoyed sport, and I’m
a bit of a daredevil, so my ideal job would be … a stuntman! But how do you prepare Subscribe by email
for this? If only I knew where to start. submit
I’ve been doing some research and found out that there are people working as
stuntmen and stuntwomen in Kazakhstan. The stunt troupe Nomad was founded in 12 comments
2003 by Zhaidarbek Kunguzhinov. Originally a circus troupe, the group has evolved
into an internationally recognised stunt troupe with a great reputation for horse riding
and traditional fighting skills.
They’ve worked with Hollywood stars such as Bruce Willis and Chuck Norris. Recent posts
They also played a key role in the 2011 Kazakhstan epic film Zhauzhurek Myn Bala.
However, it’s demanding work: ‘To be part of our team, you have to be mentally My amazing weekend
in Astana
strong, as working on film sets is tougher than being in the army! There’s a lot of
Zhauzhurek Myn
pressure. This is why we only take kids over 18 years old … who constantly work
Bala – review
on themselves and perfect their skills,’ says Kunguzhinov. The men and women of
Kazakhstan 2030
the troupe train full time, five days a week. An important part of their work is training
horses for stunts or horseback fighting scenes. I like horses, but I wish I could ride
better. I think if I started training now, I would have a chance
by the time I’m 18.
My parents aren’t sure this is a great career choice and
I wish they would show a bit more support. But I think in
time they will understand that I’m determined to make my
dream come true. So I’ve asked my parents if I could spend
the holidays with my relatives in the mountains and they
said yes. My cousin’s a brilliant horsewoman and she often
enters local competitions. I’m sure I will learn a lot from
her. If I could take part in some horse games, it’d be a lot
of fun! I also ought to carry on learning tae kwon do – if I
had a black belt, I’d be able to do martial arts stunts. And
of course I’ll also work hard on my English – I might find
myself on a film set with a Hollywood A-list star one day!

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 2 Read the text. Then mark the sentences T (true) or F (false). Correct the false
sentences.
1 Kazakhstan has a thriving film industry.
2 Arman doesn’t like taking risks.
3 The Nomads stunt troupe is only known in Kazakhstan.
4 To work in a stunt troupe, you just need physical strength.
5 Arman will teach his cousin to ride better.
6 Arman will definitely get a black belt in tae kwon do.
7 Arman may find English useful in his career as a stuntman.

GRAMMAR
Second conditional (review)
1 Look at the sentence from the text and complete the rule.
If I started training now, I would have a chance by the time I’m 18.

RULE: We use the second conditional to talk about the consequences

of an unreal present action or 1 a probable / an improbable future action.
● Condition clause: if + 2 simple.
● Result clause: 3 / wouldn’t (would not) + verb.
The condition clause can come before or after the result clause.

2 Circle the correct words.

0 If I had / would have a bit more time, I went / would go and see my friends tonight.
1 They would learn / learned more if they would listen / listened more carefully.
2 If my school would be / was a long way from home, I would have / had to take a bus.
3 He lent / would lend you his tablet if you asked / would ask him nicely.
4 If he was / would be really ill, he stay / would stay in bed.
5 I gave / would give you her address if I knew / would know it myself.

I wish and if only

3 Read the sentences from the text. Complete the rule. Use the sentences to help
you.
1 If only I knew where to start. 2 I wish I could ride better.
3 I wish they would show a bit more support.

RULE:
● We use wish / if only + the 1 tense to express how we would like our current
situation to be different.
● We use wish / if only + 2 to say that we’d like the ability or permission to do
something.
● We use wish / if only + 3 to complain about a situation that we don’t like.
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LOOK! We can use was or were after a singular subject (I, he, she or it) when we
express wishes.
I wish I was older. / I wish I were older.

4 Complete the sentences with the correct forms

of the verbs.
see | stop | not get | not be | not fight | have
1 I wish this train journey so long.
2 I wish Liam talking for a while.
3 If only I an interesting book with me.
4 I wish Maddy with me all the time.
5 If only Maddy so angry with me.
6 I wish you your face when we all
shouted ‘Suprise’!

PROJECT
• Think about a Kazakhstani film you have enjoyed watching. Discuss in small
groups.
What was the plot about?
Why did you enjoy the film?
What is your favourite scene and/or dialogue? Why?
• Do some research. Find out more information about the Kazakhstani film you
chose.
When and where was it shot?
Who was the director?
What interesting facts can you find about the filming, script, shooting, etc.?
Who are the characters?
• Recreate your favourite scene and/or dialogue from your chosen film in English.
As a group, write the script for the scene as they remember it.
Include details such as:
• w�e�e a�� w�e� �t �a��e�s
• t�e �a�es of t�e c�a�acte�s
• t�e c�a�acte�s’ ��a�og�e
• a���t�o�a� ��fo��at�o� to ex��a�� w�at �s �a��e���g, fo� exa���e, (the phone rings),
(Amir sings quietly), etc.
Distribute the roles for the dialogue, sound effects, etc.
Practise the scene with your group.
Recreate the scene in class.

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OBJECTIVES

TR AVEL AND
FUNCTIONS: using intensifying
comparatives; expressing regret
GRAMMAR: comparatives (review);
third conditional; I wish / if only +

TOURISM
past perfect
VOCABULARY: ways of speaking;
phrasal verbs (2)

READING
1 SPEAKING Work in pairs. Look at the photos. Describe the situations and how the
people might be feeling, using these adjectives.
packed | stuffy | impatient The train is packed and some people
dull | polite | excited haven’t got anywhere to sit.
2 SPEAKING Choose one of the people and imagine their thoughts. Make notes.
Tell your partner the person’s thoughts for your partner to guess who it is.

3 Look at the title. What do you think happened? Why did people start talking and
why might the writer have thought this was a good thing? Read the blog to check
your ideas.

4 Read the blog again. Answer the questions.

1 How long, usually, is the writer’s train journey?
2 After the second announcement, what was the first thing people started to talk about?
3 What did the writer find out about other people?
4 In what way(s) did people help each other?
5 Why was the nurse ‘welcomed as a hero’?
6 What did people do when the train started moving?
7 What was the train journey like the next day?

5 SPEAKING Work in pairs and discuss the questions.

1 Would this be different if it happened in your country, do you think? If so, how?
2 What other situations can you think of in which strangers might start talking to each other?

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3 Can you remember a time when you started a conversation with someone you didn’t
know and realised that your first impressions were wrong?

Stuck in a lift
ROLE PLAY Work in groups of four. Students A and C: Go to page 195. Students B and
D: go to page 196.
Imagine you are four strangers travelling together in a lift. Suddenly the lift breaks down. An
engineer has been called but won’t be there for half an hour. Agree together on what you
should do.

people
day
The

started
TALKING
My journey home from school is sorry to announce that this train with a businesswoman. It turned
nothing special. The train’s always is delayed.’ out that there was so much more
busy but I usually find a seat and That seemed to calm people down to her than a suit. She spends
start reading or texting my friends, and so we all went back to what we her weekends mountain-climbing
making sure, like everyone else, were doing before, but soon there and is going to take three months
not to look at other people. Then, was another announcement: we off work to climb Everest. It was
twenty minutes later, I get off. were going to be there for a long fascinating talking to her. I’ve been
time – a train had broken down in wrong all my life, business people
But last Tuesday was different.
front of us. There was a loud groan are a lot cooler than I thought.
I was happily looking out of the
throughout the carriage but then Then I decided to get up and go
window listening to some new
something unexpected happened: for a walk down the train. I met
music I’d downloaded that morning
complete strangers started talking a woman who had been a student
when the train suddenly stopped.
to each other. At first, everyone just at my school seven years before
This wasn’t unusual and I didn’t
think anything of it. Then after complained about the trains, but and knew lots of my teachers. It
about five minutes, I noticed people then people started talking about seems my teachers were just as
were starting to get a bit annoyed. real things. I started chatting to strict then as they are now.
They were looking around, a couple of young tourists sitting People offered each other food and
wondering what the problem was. opposite me. They were from drink. A young woman took out her
Fifteen minutes later, people started Spain and they were travelling guitar and soon we were singing
getting more and more annoyed around the UK so I suggested along. It was so much fun. While
– the train still hadn’t moved. The some places they could visit. They we were singing, we heard there
longer the train stood still, the more said they were having an amazing was a diabetic man in another part
annoyed people became until finally time here. Next, I really surprised of the train who was feeling unwell,
the announcement came: ‘We are myself by starting a conversation and the woman from my school

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 went to help. It turned out she was people, complete strangers three were new. Although people were
a nurse, and when she came back hours before, even hugged. polite, they weren’t nearly as friendly
she was welcomed as a hero. as the people the day before had
Of course, this journey didn’t change
been. So I sat down and started
Then, after two and a half hours, anything. I took the train again on
texting. But I’ll never forget the
we started moving again. Everyone Wednesday but none of my new
day the train stopped and people
clapped and cheered and some ‘friends’ were there. All the faces
started talking.

Exaggeration
When we feel emotional about something, we tend to exaggerate – we call something ‘a
brilliant idea’, ‘the best (film) ever’, ‘an amazing journey’, etc. But we often don’t mean
that literally. As a listener you need to be aware of exaggeration and understand what the
speaker is really saying.
1 Read the example and answer the questions.

Last night’s train journey was terrible. It was the worst journey of my life. The train
was two hours late and then it stopped for ages in the middle of nowhere. I was so
bored I thought I was going to go mad. I hope today’s journey won’t be so bad.
1 How many exaggerations does the speaker make?
2 What are they?
3 What does he really mean in each case?
Pronunciation
2 SPEAKING Work with a partner. Tell
them about something really good or Linking words with /dʒ/ and/tʃ/
bad that happened to you recently. Use Go to page 182.
exaggeration.

GRAMMAR
Comparatives (review)
1 Match the sentence halves from the blog. Then read the rule and complete
it with 1–5.
1 The longer the train stood still, a friendly as the people the day before
2 Business people are a lot had been.
3 It seems my teachers were just as b and more annoyed.
4 Although people were polite, they c the more annoyed people became.
weren’t nearly as d cooler than I’d thought.
5 People started getting more e strict then as they are now.

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RULE:
A Use a lot / far / much + comparative to make a comparative stronger. Sentence

B Use just as, not nearly as and nowhere near as + adjective + as to intensify
a comparison. Sentences and
C Use comparative and comparative + short adjectives e. g. hotter and hotter to
talk about how something or someone is changing or increasing. Use more and
more + longer adjectives e.g. more and more interesting. Sentence
D Use the + comparative, the + comparative with short adjectives or the more +
adjective, the more + adjective + clause with long adjectives to show how two
events affect each other.Sentence

2 Complete the second sentence so that it has a similar meaning to the first sentence
using the word given. You must use between two and five words, including the
word given.
1 Today’s test was much easier than yesterday’s test. (nowhere)
Today’s test was as yesterday’s test.
2 I’m practising the piano a lot and I’m getting much better. (practise)
The more I I get at playing the piano.
3 I’m sure the price of food is going up each month. (and)
Food is getting each month.
4 I’ve been seeing a lot of John recently and I’m beginning not to like him so much. (less)
The more I see John, I like him.

FUNCTIONS
Using intensifying comparatives
1 Look at what the writer recommended to the tourists. Match the three parts.
1 You should visit a It’s easily the best time to i And it’s a whole lot cheaper than
Bath. visit. the train.

2 You should travel b It’s far and away the most ii And it’s miles less crowded than
around by bus. beautiful city in the UK. London.

3 You should come c It’s the easiest way to iii And it’s even warmer than it is now.
back in August. travel by far.

2 Make recommendations to visitors to your country using the sentences in Exercise

1 to help you. Then compare with a partner.
You should fly to Astana. It’s easily the best way to travel and it’s a lot quicker
than taking the train.

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 VOCABULARY
Ways of speaking
1 Which one of these sentences was probably not said on the train in the blog on
page 121?
1 ‘Do you know what’s wrong with the train?’
2 ‘You could maybe visit Manchester.’
3 ‘There’s never anywhere to sit on these trains.’
4 ‘Hi, my name is Raffa and this is Clara.’
5 ‘We’re sorry to say the train has a problem.’
6 ‘It was me. I had the last piece of chocolate cake.’

2 Match the sentences in Exercise 1 with the speaker’s communicative aim in each
one.
to suggest to announce to enquire
to introduce to confess to complain

3 Use suffixes from the list to complete the table.

-ion | -ion | -tion | -y | -ment | -t

1 to suggest to make a suggestion

2 to confess to make a
3 to introduce to make an
4 to enquire to make an
5 to announce to make an
6 to complain to make a

4 Write an example for three of the functions above. Read them to your partner to
guess.

This is Jo.
You’re making an introduction.
LISTENING
1 Write the words under the photos. Which country do you associate with these
things?
bowing | sushi | underground | kimono | chopsticks

2 SPEAKING What other things do you associate with this country? Compare your
ideas.

3 SB28 Listen to a speaker describing her trip to Japan to some students. Which
of the things in the photos does she mention?

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4 SB28 Listen again. Mark the sentences T (true) or F (false).

According to the speaker, …
1 many European people think the Japanese are unfriendly.
2 Japanese people are too polite.
3 buses in England usually arrive on time.
4 she usually eats with a knife and fork at home.
5 she still doesn’t know how to use chopsticks.
6 you need an open mind when you go abroad.
7 everyone in a country is the same.

5 Think of two more questions about Japan. What do you think the speaker might
say?

Stereotypes
1 SPEAKING Work in small groups.
Discuss these questions.
stereotype: a fixed idea about what
groups of people are like

1 Think about your own country, or

a region of your country. Do people Some people think the British aren’t very
from other places have fixed ideas friendly but that they’re very polite.
about the people who live there?
2 Why do you think people have these ideas?
3 Do you think there is any truth in the stereotypes of your country or region?

2 Some stereotypes are about nationalities. What other groups of people are there
stereotypes about? Write a list. Then compare your ideas.
people who live in small towns
3 In your groups, discuss stereotypes that you think people have about teenagers.
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Becca’s Blog:
A It isn’t a holiday D Homesickness
From London You know those Hollywood films where After a  few weeks you’ll start to miss
the foreigner is living a  nice, easy, all kinds of things (and people) from
to Lyon comfortable life in another country? Well, back home. That special food, that TV
forget it – that’s not how it is. You have programme, the friends who you used to
to do all kinds of things like open a bank hang out with. Well, it’s a phase you have
account, find somewhere to live, pay bills, to go through. If you’re really homesick,
Five not and so on. These things aren’t easy and call your family and friends and catch
so good things they take time. up on all the latest news. Otherwise,
about living keep going, the homesickness won’t last
abroad B Language problems forever.
Before I came, I thought my French was
pretty good. But being here isn’t like E Not everyone is happy
Regular readers of my that you’re there
French at school was. People talk to me
blog already know that
like they talk to each other – fast! There’s Mostly people are kind to me and happy
I’m a student living
new vocabulary which you have to pick up to see me. But there are exceptions.
and studying in France
and the first time I went to a hairdresser, Sometimes I go somewhere and someone
for a year. Overall it’s
she couldn’t understand a  word of what says something like: ‘Oh, no, another
turning out to be a great
I was saying! If I had practised more at English person!’ It’s not nice to hear, but
experience. But today
school, perhaps my pronunciation would you have to put up with it. I find it’s best to
I’ve decided to write
have been better. Speaking French all day try and ignore that stuff and concentrate
about some of the
wears me out though. Often, at night, I’ll on the nice people I meet. If I had taken all
challenges that living
watch anything on TV in English! Anything! the negative remarks seriously, I’d have
abroad can bring. Here
we go. been really unhappy! Still, overall, I’m very
C You might not like it glad to be here and I have no regrets at
It’s possible that after all the excitement all about coming. Sure there are problems
of moving to another country, you become but you can run into problems wherever
one of those foreigners who is unhappy you are. The experience gained by living
abroad. I ran into some people who abroad is invaluable. Living abroad is fun
couldn’t wait to leave France after just and a huge learning opportunity too. It’s
a few weeks. Well, there’s no country in made me more aware of the world.
the world that suits everybody, right? It’s
always a risk.

READING
1 Look at the photo and the title of the blog, and make notes on the following.
1 Where do you think the woman is? 2 Where do you think she’s from?
3 What is this blog entry about?

2 Read the blog and check your ideas.

3 Read the blog again and answer the questions.
1 What is Becca doing in France? 5 How does she suggest dealing with
2 Why does she say that it ‘isn’t a holiday’? homesickness?
3 Why is she sometimes tired at the end 6 How does she deal with comments
of the day? about her that she doesn’t like?
4 How were some other foreigners
different from her?
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VOCABULARY
Phrasal verbs (2)
1 Complete these sentences from the blog. Use the correct form of the phrasal
verbs from the list, then go back to the blog to check your answers.
put up with | bring about | run into | turn out | catch up on | pick up | go through
wear out
1 You have to a lot of new vocabulary.
2 Being homesick is a phase that you have to .
3 It’s not nice to hear people criticise you, but you have to it.
4 I called my sister back home and I all my friends’ news.
5 Speaking another language all day me .
6 Living abroad is to be a great experience for me.
7 I some people who wanted to leave France.
8 Living abroad can some challenges and difficulties.

2 Which of the phrasal verbs means:

0 make (someone) 4 experience
very tired wear out (a difficult situation)
1 meet (without having 5 have a particular result
arranged to) 6 learn or discuss
2 learn (informally) the latest news
3 tolerate 7 make happen

3 Answer the questions.

1 When was the last time you caught up on the latest news? What interesting things did
you find out and from whom?
2 What wears you out?
3 Have you ever run into a teacher outside school?
4 Can you think of any habits someone you know has that you have to put up with?
5 What difficulties does someone have to go through when they leave school and start
university?
6 Do you think it’s possible to pick up new words from listening to English-language
songs?

Learning from other cultures

1 Imagine you live in another country. Put the things in Becca’s blog (A, B, C, D, E) in
order (1 = the most difficult, 5 = the least difficult).
1 2 3 4 5

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 2 Choose the options that are true for you in these statements. Make notes about
your reasons.
1 I’d like / I wouldn’t like to visit other countries.
2 I’d like / I wouldn’t like to live in another country.
3 I’m interested / I’m not interested in other cultures.
4 Knowing about other cultures helps / doesn’t help me understand my own culture.
5 I think / I don’t think it’s good to have people from other countries living in my country.

3 SPEAKING Compare your ideas about Exercises 1 and 2 with the class. How
similar or different are you?

GRAMMAR
Third conditional
1 Read the example sentences and answer the questions. Then complete the rules.
If I had practised more at school, perhaps my pronunciation would have been better.
1 Did she practise enough at school? Could her pronunciation be better?
If I had taken all the negative remarks seriously, I’d have been really unhappy!
2 Did she take all the negative remarks seriously? Was she unhappy?

RULE: To talk about unreal situations in the past and their

imagined results, we use the third conditional.
● Condition clause: If + 1 .
● Result clause: would (not) have + 2 participle.
The condition clause can come before or after the result clause.

2 Match the parts of the sentences.

1 If I had studied harder, a I wouldn’t have passed the test.
2 If I hadn’t studied so much, b if she had got up when her alarm rang?
3 Would she have been late c we would have bought him a present.
for school d the test would have been a lot easier
4 If she hadn’t got up when her alarm for me.
rang, e if we had spent it all on food.
5 If we hadn’t spent all our money, f she wouldn’t have had time for
6 We wouldn’t have had enough money breakfast.
to go to the cinema

3 Put the verbs into the correct form to make third conditional sentences.
0 If she hadn’t been (not be) so rude, I would have helped (help) her.
1 If Paul (not invite) me to his party, I (be) really upset.

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2 If she (enter) the competition, I’m sure she (win) it.

3 They (go) in the sea if they (not forget) their swimsuits.
4 We (not win) the game if he (not score) that goal.

4 Read the statement. Imagine a different past and write as many third conditional
sentences as you can. Compare your ideas with a partner.
My grandparents met each other.

Culture
1 Centuries ago, there was a list
of the ‘Seven Wonders of the
Ancient World’. Do you know
any of the things or places that
were on that list?

2 Read the article about the New

Seven Wonders of the World.
Which one is:
the oldest? the newest?

The New Seven Wonders of the World

Recently, an online poll was held to choose the New Seven Wonders of the World.
Over 100 million people voted. Here are the seven winners.

Chichén Itzá, Yucatan Peninsula, 80 CE, was used by the Romans for about 500 years
Mexico for all kinds of public spectacles. Now it is almost
This was an important city for the Mayans between a complete ruin, as a result of earthquakes and the
about 800 and 1200 CE. It was a centre for trade in passage of time, but some parts can be visited. The
things like cloth, honey and salt. Most photographs Colosseum has become one of the most famous
of Chichén Itzá show a 24-metre high pyramid called images of Italy.
El Castillo. There is also a ruin known as El Caracol
Great Wall of China, China
which the Mayans used as an observatory – the view
This amazing structure was built over a period of
of the night sky from the top is beautiful.
more than two thousand years, ending in the 16th
Christ the Redeemer, Rio de Janeiro, century. It was built in order to keep out the hostile
Brazil tribes of Mongolia on the other side. The Great Wall
Built between 1922 and 1931, the ‘Cristo is not actually just one long wall, but a succession of
Redentor’ statue on Mount Corcovado has become many different ones. At around 6,500 kilometres, it’s
a worldwide icon of Brazil. The statue is about thirty the longest man-made structure on the planet.
metres high and the outstretched arms measure 28
Machu Picchu, Peru
metres end to end. Designed by a Frenchman and
High in the Andes mountains, the Inca city of Machu
built by Heitor da Silva Costa, it attracts thousands of
Picchu is believed to have been a sacred place for
visitors every year.
the inhabitants of nearby Cusco. The Incas built
The Colosseum, Rome, Italy it in the mid-1400s, though we don’t really know
This famous amphitheatre, built between 70 CE and how. The Incas abandoned the city and for many

129
 years, only local people knew about it, until it was a monastery.
rediscovered in 1911. Many tourists go there, mostly
Taj Mahal, Agra, India
by train from Cusco.
Built of white marble between 1632 and 1648, the
Petra, Jordan world-famous Taj Mahal is one of the most beautiful
The city of Petra flourished from nine BCE to 40 buildings in the world. It’s a mixture of Persian,
CE. It was the capital of the Nabataea Empire. The Islamic, Turkish and Indian styles. It was built by
city was built in a desert area by the people of this Emperor Shah Jahan as the place to bury his wife
civilisation, who were very skilled at finding and Mumtaz Mahal when she died. Inside, there are
storing water. There are many buildings carved out of flower gardens and pools.
stone, an amphitheatre that held 4,000 people and

3 Which place or thing:

1 is in a desert? 5 was built in ways we don’t really
2 has architecture from different places understand?
mixed together? 6 took nine years to construct?
3 has been damaged by natural events? 7 was used to look at the stars?
4 was designed to protect the people
who built it?

4 VOCABULARY Match the highlighted SPEAKING

words in the article to the definitions.
Discuss in pairs or small groups.
1 left the place for ever and never went back
1 Imagine you could choose one of
2 put something into a hole in the ground
the seven wonders to go and see.
3 grew, developed very successfully Which one would it be and why?
4 unfriendly and aggressive, wanting to attack 2 Think of two things from your
5 a famous thing or person that represents country that you could campaign
a group or country to be included in a list of seven
6 exciting public shows or events wonders of the world. Give
7 one thing coming after another reasons to support your choice.
8 made by cutting

WRITING
Essay
1 Read Javed’s essay. Why does he think the Simplon Tunnel is a modern wonder of
the world?

2 Read the essay again. Ten things are underlined. Five of the things are mistakes,
the other five are correct. Find an example of:
● a spelling mistake connecting word
● a mistake with the verb tense ● a preposition mistake
● a mistake with the wrong choice of ● a mistake which is a missing word

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3 Correct the mistakes in Javed’s writing.

4 Look again at the list of kinds of mistakes in Exercise 2.
1 Are there other kinds of mistakes that people make in writing? What are they? (e.g.
punctuation, …)
2 Does the list in Exercise 2 show the kinds of mistakes that you have sometimes made
in your writing so far using this book? If you’ve made other kinds of mistake, what
were they?
3 Make a checklist for yourself of ‘Mistakes I should try not to make when I write in
English’.

5 You’re going to write an essay entitled: ‘A Modern Wonder of the World’.

1 Look at question 2 in the Speaking exercise above. Choose one of the things that you
discussed there.
2 Make notes about why you think this thing is a good choice for a modern wonder of the
world.

6 Write your essay in 150–200 words.

● Make sure you state clearly what your choice is, and say where and what it is.
● Give reasons for your choice being a ‘wonder of the world’.
● When you have written your text, read it through again and use your checklist of
personal mistakes (Exercise 4.3) to make as sure as possible that there are no mistakes in
your writing.
A Modern Wonder of the World: The Simplon Tunnel
My choice for a modern wonder of the world is the Simplon Tunnel 1 at Switzerland. It’s
actually two tunnels – railway tracks run through both of them. They’re each almost
twenty kilometres long, so they’re not 2 … longest tunnels in the world now, but they
were when they were built, back in the beginning 3 of the twentieth century. The first
one was started in 1898 and opened in 1906. The other one was started in 1912 and was
opened in 1921, so each one 4 has taken about eight years to construct.
The first tunnel was built by drilling in both directions – when the two drill-holes
met in 1905, they were only two centimetres out of alignment. In those days, that was
a fantastic achievement.
While it 5 was being built, about 3,000 people worked on the construction every day. The
working conditions weren’t very good – for example, it was often very hot inside – and
more than sixty people died 6 while the building of the tunnel.
The tunnel joins Switzerland and Italy, 7 and it has helped to make 8 … travel between
the two countries a lot easier 9 then it was before. Now, people can put their car on the
train and take it through the tunnel, and so they don’t have to drive over the Simplon
Pass.
I think this was a great thing to build all those years ago and it has made a big
difference to the 10 whole of that part of Europe.

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 EXTRA READING
1 PRE-READING Where is Bektau-Ata? What kind of place is it?

Beautiful
Bektau-Ata
A secret worth
keeping
When I first met Timur I thought he was much light pollution to see the stars. If only
a really cool guy. He did extreme sports I’d brought my camera with me. I could’ve
and he took amazing videos of the places taken some great photos to show my
in Kazakhstan that he explored. I met him parents and my sister. But, unfortunately, I’d
through my cousin Oleg when he invited forgotten to pack it.
me to join them on their trip to Bektau- Although all the cycling had worn us out,
Ata. It turned out to be one of the best we sat around the campfire till late. We all
experiences I’ve had. took turns to tell a joke or a story. Timur’s
I guess Bektau-Ata isn’t very well-known dad used to be a sailor and he had some
abroad or even in Kazakhstan, but I wish I’d amazing stories to tell from around the world.
heard of it earlier. It’s a mountainous area And Timur is really funny. I wish I’d met him
in the Kazakh steppe, about 70 kilometres before and gone on more trips with him.
north of Balkhash. Timur’s dad drove us Sleeping in the tent wasn’t as comfortable
there in his jeep. We tied our bikes on top as I’d hoped. I shared the tent with Oleg
of the car with all our camping gear. It was and I had to put up with his snoring. If only
a three-hour drive, but what we saw when I’d packed my earplugs! But other than that,
we got there was certainly worth it. it was really peaceful. We only heard animals
I’d never seen such a strange, yet beautiful in the distance, but I didn’t feel scared. We
place. The ground was made of rock and got up before sunrise and hiked up Mount
there were holes in the rock that were filled Pik, one of the Bektau-Ata peaks, which
with rain water. We rode our bikes on this took us a couple of hours. The views were
hard surface and Timur made videos with spectacular!
his small camera on his helmet. I’d never felt After that, we biked around a bit more
so free in all my life. before packing everything and heading
We then found a place to camp the night home. On the way back, Timur and Oleg
and Timur’s dad lit a fire. We had something talked about planning a trip to Kiin-Kerish.
to eat and looked at the stars. There were They asked me if I wanted to go along and
so many, I felt dizzy. Back home, there’s too I’m sure you know what my answer was.

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 8 TR AV EL A N D TO U R ISM

2 Read the blog entry. Then mark the sentences T (true), F (false) or DS (doesn’t say).
1 Oleg introduced Timur to Arman.
2 Bektau-Ata is a popular place with locals and tourists.
3 Timur’s dad had driven to Bektau-Ata a few times in the past.
4 It was dangerous to cycle in Bektau-Ata.
5 Arman didn’t bring his camera with him.
6 Some of the noises during the night annoyed Arman.

GRAMMAR
I wish / If only + past perfect
1 Complete the sentences from the text on page 86. Use the correct form of the
verbs. Then complete the rule.
bring | hear | meet | pack
1 I wish of it earlier. 3 If only my camera with me.
2 I wish him before. 4 If only my earplugs!

2 Write sentences with I wish … or If only … .

0 I didn’t eat breakfast. Now I’m hungry.
I wish I’d eaten breakfast. RULE: To express regret about the past, we
can use I wish or If 1 + the 2 tense.
1 I didn’t go to bed early. Now I’m tired.
2 I didn’t ask her for her phone number.
3 Only 12 per cent?! I didn’t study last weekend.
4 Mum’s so angry – Dad forgot her birthday!
5 My friends missed the end of the film. They fell asleep!

3 Think of three things you’ve done recently that you now regret. Write sentences
with I wish … and If only … .
school | friends | money | family | holidays | shopping

FUNCTIONS
Expressing regret
1 Put the lines in order to make a conversation.
OLIVER I’m sorry to hear that.
OLIVER What’s the matter, Amelia?
OLIVER Maybe you should lie down for a few minutes.
AMELIA It was that third piece of cake. I wish I hadn’t eaten it.
AMELIA That isn’t a bad idea. I think I will.
AMELIA I’ve eaten too much. I’m feeling ill.

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 2 Work in small groups. Discuss your regrets from Exercise 3 above. Make
suggestions using expressions from the conversation in Exercise 1.

I wish I’d bought a present for

my brother’s birthday. Well, buy one now – it isn’t too late!
PROJECT
• Think about seven amazing places in Kazakhstan. Discuss in small groups.
What natural places in Kazakhstan are worth visiting?
What town or cities are worth visiting? What ancient and modern monuments are there?

• Do some research. Find out

more information about the
seven places you chose.
What can a visitor see and do
there?
When is the best time to visit?
What other information should
the visitor have?
• Write a leaflet presenting
your ‘Seven Wonders of
Kazakhstan’.
Write a short text for each place.
Illustrate each place with a photo or a drawing.
Organize a school exhibition with your class leaflets.
Set up a school vote for the ‘Seven Wonders of Kazakhstan’.

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9
OBJECTIVES
FUNCTIONS: advice and obligation

SCIENCE AND GRAMMAR: obligation, permission

and prohibition (review); necessity:
didn’t need to / needn’t have;

TECHNOLOGY
ability in the past (could, was / were
able to, managed to, succeeded
in); should / shouldn’t have
VOCABULARY: technology (nouns);
technology (verbs)

READING
1 How many different types of screen can you see in the photos? Can you think of
other types of screen that you see or use in a typical day? Make a list.

2 Thinking of the list you made in Exercise 1, what are the advantages and
disadvantages of having so many different screens in your daily life?

3 Read the texts and find out which of your ideas listed in Exercise 2 are mentioned.
4 Read the texts again. Match the paragraphs with the titles. There is one extra title.
A The consequences of 24-hour availability
B It’s a rich person’s world
C Parents need to establish limits
D Fewer screens, better lives

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 5 Which text talks about ...
a the harm screens can do even when we’re not watching them?
b why none of us are really out of contact any more?
c the effect of screen time on the family?
d how it’s almost impossible to live without modern technology?
e the financial implications of trying to limit the use of technology?
f the effects of spending too much time in front of a screen?

6 SPEAKING Work in pairs. Discuss the questions.

1 Think of a screen that your parents complain about you using too much. Why do they
complain?
2 Think of one type of screen that you couldn’t live without and one you could live
without. Tell your partner and give reasons.

SMART
SCREENS?
1 2
How much screen time do you allow your
Most modern cities, rather than being dark
children? This has become one of the most
at night, are filled with artificial lighting.
challenging issues for parents today. Most
Huge TV screens and neon signs are making
experts agree that screen time should be
it difficult for many residents to get a  good
limited and warn against allowing children night’s sleep. One city has decided to take
to spend too long in front of a screen. action against this night time pollution.
However, it’s not always so easy to follow
their advice. Clearly children can’t see how With a  population of over 11 million, São
harmful spending too much time in front of Paulo is the biggest city in Brazil and one of
the ten biggest cities in the world. Not so long
a screen can be. Furthermore, peer pressure
ago, the local government decided to pass
means that children think their parents
the ‘Clean City Law’ which said that large
are being unfair when they say they must
outdoor advertising was not allowed any
switch their electronic devices off. This
more. So, all existing signs had to be taken
often leads to stressful family situations. It’s
down despite the financial losses it meant for
easy to see why so many parents give in the city. The advertising companies were not
and let their children look at screens for far happy but the people living in the city were,
too long. Unfortunately, this creates greater with more than 70% agreeing that the new
problems in the future, such as the negative law had improved their quality of life.
effects on their ability to concentrate, their
fitness levels and mood. The more screen
time children have, the more irritable they
become. Of course, this situation isn’t new.
It started when the TV became popular in
the 1960s, but modern screens have made
it a lot more serious.
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 9 SCI EN CE A N D TECH N O LO G Y

3
Mobile phones have become such an important part of our lives that it’s difficult to imagine
how we could live without them. Of course, making and receiving calls is only one of their
functions. We use them to take photos, record videos, check our email and social media
accounts, surf the Internet, give us directions, play games, shop, check in for a flight, the
list seems almost endless. But it wasn’t all that long ago that people didn’t need mobile
phones and managed to live without them quite easily and maybe we were all just a little
bit happier. In the old days, if you wanted to call someone, you phoned their house. If they
weren’t home, it was just bad luck. However, because the mobile phone is mobile, we now
phone the person directly and if they don’t pick up immediately then we get annoyed. We
expect people to be reachable all day every day. As a result, no one is allowed to relax any
more. We’re supposed to answer our phones whether we’re at work, at home, on holiday or
even asleep. We have lost the ability to be unavailable and to truly switch off.

The PMI strategy

A good brainstorming strategy you can use when making decisions is the PMI strategy. On
a piece of paper, draw three columns and head them ‘plus’, ‘minus’ and ‘interesting’. Write
down the positive consequences (plus) and negative consequences (minus) of taking the
decision, and also what would be ‘interesting’ about carrying it out.
1 Look at the example below. Can you add any more ideas to the columns?
Books should be banned from schools
plus minus interesting
Lessons would be more interactive. Students would spend How would this
Students wouldn’t have to carry heavy even more time looking at change teachers’
books to and from school. screens. lives?

2 SPEAKING Work in groups. Choose one of the situations. Use the PMI strategy to
come to a decision.
● Your school has been asked to put on a play but you and your friends are not sure if
you should take part as it will mean staying after school for the next six weeks.
● Your group has been asked to take part in a reality TV show. It involves living without any
technology for a month. You are not sure whether you should take part.
● Your group has been invited to make a recommendation to the public transport service
of your town as to whether mobile phones should be forbidden on buses, trains and
trams.

137
 GRAMMAR
Obligation, permission and prohibition (review)
1 Complete the sentences from the texts on pages 136-137. Then complete the rule
with let, must, should, need to and not be allowed to.
1 Most experts agree that screen time be limited.
2 Children think their parents are being unfair when they say they switch their
electronic devices off.
3 Many parents give in and their children look at screens all the time.

RULE: To express obligation or necessity, we can use have to or 1 (as in

sentence 2).
To say something is (or isn’t) a good idea, we can use 2 (as in sentence 1).
To express no obligation or necessity, we can use don’t have to or don’t 3 .
To express permission, we can use 4 (as in sentence 3) and to say that
something is not permitted we use 5 .

LOOK!
1. had better = something is a good idea and is often used as a warning. The
form is always had better + base form of verb, even when talking about the
present.
2. be supposed to = there’s an obligation to do something but in reality people
don’t always do it. It is always used in the passive form (like be allowed to)

2 Complete the second sentence so that it has a similar meaning to the first
sentence. Use the word given. You must use between two and five words including
the word given.
1 Their daughter can’t go out after 8 pm. (allowed)
Their daughter go out after 8 pm.
2 Our teacher expects us to put up our hand if we want to ask a question. (supposed)
We put up our hand if we want to ask a question.
3 Their young son isn’t allowed to watch TV all day. (let)
They their young son watch TV all day.
4 You should really turn off the TV if you don’t want to get a headache. (better)
You off the TV if you don’t want to get a headache.

FUNCTIONS
Advice and obligation
1 Imagine an exchange student is coming to your school for a few weeks. Write
down three rules and three pieces of advice to help them.
You have to arrive at school by 9 am.
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 9 SCI EN CE A N D TECH N O LO G Y

2 SPEAKING Compare your sentences in pairs.

VOCABULARY
Technology (nouns)
1 Match the words with the pictures. A B

1 USB port | 2 headset | 3 adaptor | 4 webcam | 5 plug | 6 charger

7 ‘at’ symbol | 8 power lead | 9 protective case | 10 wireless router

C D E F

G H I J

2 Complete the sentences using the words in Exercise 1.

1 There’s something wrong with that email address. There’s no in it.
2 I forgot to bring a UK so I couldn’t plug in my laptop.
3 I left the for my phone at home and I’m almost out of battery. Can I borrow
yours?
4 You can’t get a wifi signal? Have you checked if the is switched on?
5 My laptop’s only got one so I can’t plug in my mouse and my phone at the
same time.
6 I couldn’t use my laptop. I left the at home and it was out of battery.
7 I’m going to plug in my . I don’t want everyone to hear what you’re saying.
8 It’s the wrong . You need an adaptor.

LISTENING
1 SPEAKING Mark the statements with 1 (agree), 2 (depends) or 3 (disagree). Then
compare your findings in class.
Watching TV …
1 can damage your brain. 4 is expensive.
2 is bad for your education. 5 is not as satisfying as spending
3 is addictive. time with friends.

139
 2 SB29 Listen to the conversation. Which of the statements in Exercise 1 does
Sheena mention?

3 SB29 Listen again. Complete the sentences.

1 Sheena wants to know why Aaron missed on Saturday.
2 Aaron’s been spending a lot of time on his tablet recently.
3 Aaron asks Sheena if she thinks he’s becoming a .
4 Aaron’s been staying up until recently.
5 Sheena warns Aaron about hidden advertising or placement in films.
6 Aaron wants to invite Sheena to an outdoor on Sunday.

GRAMMAR
Necessity: didn’t need to / needn’t have
1 Look at the examples from the listening and answer the questions. Then complete
the rule with didn’t need to do / needn’t have done.
I didn’t need to go [to the stadium] because I was able to watch it live online.
You needn’t have [bought two tickets] because I did …
1 Did Aaron go to the stadium?
2 Did Aaron buy two tickets?

RULE: When we use 1 , it means that

someone did something but in fact it wasn’t
necessary.
When we use 2 , it often means that someone
didn’t do something because it wasn’t necessary.

2 Choose a or b to follow each of the sentences 1–6. You must use all of the
sentences.
1 Mum cooked a big meal for us but we’d already eaten.
2 Mum came and ate with us at the restaurant.
a She needn’t have cooked. 1 b She didn’t need to cook.
3 I spent ages doing my homework last night and now Mr Peters isn’t here to take it in.
4 Mr Peters told us we had a choice to do the homework or not.
a I didn’t need to do it. b I needn’t have done it.
5 She took her umbrella but it was a really sunny day. 
6 The forecast said that it was going to be a lovely sunny day. So she left her umbrella at
home.
a She didn’t need to take it. b She needn’t have taken it.

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 9 SCI EN CE A N D TECH N O LO G Y

VOCABULARY
Technology (verbs)
Rewrite the sentences below, replacing the words in italics with the phrases in the list
in the correct form.
to upgrade (your system) | to save (a document) | to browse the Internet
to plug (a laptop) in | to sync devices | to post an update | to stream (a video)
to connect to wifi
1 Jack’s watching yesterday’s match on the Internet without downloading it.
2 I can’t access the Internet without using a cable. There’s no signal here.
3 I’m a bit bored so I’m looking at various websites on the Internet.
4 I think you should spend some money on improving your operating system; it’s very old.
5 You should always make sure different devices (laptop, tablet, etc.) contain the same
information so you’ve always got a backup.
6 The printer’s not working. Oh! It’s not connected to the electricity supply.
7 Mia hasn’t added new content to her blog on Facebook for a week. I hope she’s OK.
8 Sam is always losing files because he often forgets to store information on an electronic
device.

SPEAKING Pronunciation
Discuss in pairs. The schwa sound
1 How often do you post updates on social media? Go to page 182.
2 Which devices do you sync?
3 What was the last TV programme you streamed?

READING
1 Look at the photo on p. 142 and answer the questions.
1 What do you think the relationship between the people is?
2 What do you think they are doing?

2 Read through the article quickly and check your answers.

3 Read again. Find examples in the article of how elderly people used technology.
4 Read again and answer the questions.
1 What is Silver Surfers? 6 Where did they start giving lessons?
2 What does it show? 7 What were some of the elderly
3 Who started the project? people’s interests?
4 What inspired them to start the 8 What were some of their
project? achievements?
5 Who did they get to join them?

141
 Great success for teenage teachers:
When silver surfers get connected

A
new documentary
called Silver
Surfers shows the
inspiring story of a group
of teens helping elderly
people to improve the
quality of their lives by
teaching them how to
make use of the Internet.
The people were aged
between 76 and 93.
The outcomes of the
Rosemary Raynes, the users of Skype, Facebook and project were amazing:
director of the documentary, email. 89-year-old Sheila, together
got the idea for the film The two students were with a friend, managed to
when talking to her sisters so motivated by that success create a YouTube cooking
Poppy and Amy about that they got several of tutorial; 93-year-old Marilyn
a project they had started their friends to join them. succeeded in making a rap
several years before in Together, they started to video. Albert, 89, wanted to
Kingston, Canada. The two visit a local home for elderly learn how to use the web
teenagers and a group people. Many of the people to reconnect online with
of friends had a clear there couldn’t even switch people he hadn’t seen in
goal: they wanted to help on a computer without help. decades. He managed to use
elderly people to feel more But the young people were his new skills to reunite with
connected to other people, amazed how much they had his daughter, who he had
through the use of the learned after only a few lost touch with.
Internet. lessons. The documentary
They started the project It’s fascinating to see how has been met with great
after seeing how the Internet the silver surfers featured in enthusiasm in several
had changed their own the film all had very different countries, and a number of
grandparents’ lives. Their interests. Some of them follow-up projects have been
grandparents could use the wanted to use Facebook to launched. They are all aimed
Internet at a basic level but stay in touch with family at helping elderly people
wanted to become more members who had emigrated to explore the benefits of
proficient. After the two girls to countries as far away as technology, have fun, and
had given them a few basic IT Australia. Others were keen stay in touch with others
lessons, they were able to use to get ideas for travelling, – thanks to a wonderful
the computer confidently, learning how to play an initiative by two teenage
and became enthusiastic instrument or cooking. girls.

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 9 SCI EN CE A N D TECH N O LO G Y

5 SPEAKING Discuss with a partner.

1 What do you think of the Silver Surfer project?
2 Would you be prepared to join such a project? Why (not)?
3 Which example of the seniors’ achievements impresses you the most?
4 Have you ever tried to help someone you know with technology? Did you manage to
teach them successfully?

GRAMMAR
Ability in the past: could, was / were able to, managed to,
succeeded in
1 Read the examples from the article and then complete the rule with managed,
succeeded, could, couldn’t.
1 Many of the people there couldn’t even switch on a computer without help.
2 After […] a few basic IT lessons, they were able to use the computer confidently.
3 The outcomes of the project were amazing: 89-year-old Sheila […] managed to create
a YouTube cooking tutorial.
4 93-year-old Marilyn succeeded in making a rap video.

RULE: To talk about ability generally in the past we use 1 /

couldn’t.
To talk about ability at specific moments in the past, we use was / were
able to (2 to + infinitive, or 3 in + gerund).
To talk about a lack of ability at specific moments in the past, we use
4 / wasn’t (weren’t) able to.

2 Choose the correct answer to complete the sentences.

1 She broke her mobile phone a week ago. She to access any social networks since
then.
A couldn’t B hasn’t been able C hasn’t succeeded
2 He was so moved by the award he received that he continue with his speech.
A wasn’t able to B succeeded in C could
3 He played football again for the first time after his injury, but he only play for 20
minutes.
A could B managed to C succeeded in
4 She had to ask several people until she finally in finding some help.
A managed B succeeded C could
5 My little brother to walk just before his first birthday.
A could B was able C succeeded
6 I tried to climb that mountain once, but I to get to the top because of the bad
weather.
A couldn’t B didn’t succeed C didn’t manage

143
 Learning from elderly people
1 You’re going to talk about an elderly
person who has qualities that you
admire. Make notes on why you admire
this person.
2 Which of the qualities you have noted
do you think you would like to have in
your own life?

3 What could you do to develop those

qualities?

4 SPEAKING Discuss your ideas with

your partner.

5 WRITING Write a paragraph that

summarises what it is you have learnt
by thinking about the person.

One of our neighbours is a man called Mr Carter. He is over 80 years old, but
in many ways he seems to be very young. He’s got an excellent sense of humour,
and I’ve had great conversations with him. He’s a very good listener, and asks
very interesting questions. If there is one thing I would like to learn from him
for my own life then it is the way he seems to set goals for himself. For example,
Mr Carter has a little swimming pool in his garden, and he goes for a swim every
day, no matter what the weather is. And the weather can be quite cold at times
where we live!

Culture Great scientists

1 Look at the photos. What things can

you see in each one?

2 Read the article about six scientists.

Number the photos 1–5.

A B

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 9 SCI EN CE A N D TECH N O LO G Y

1 Galileo (Italy, 1564–1642)

Galileo – his full name was Galileo Galilei – is
sometimes called ‘the father of modern science’. He
was a scientist, mathematician and astronomer. In
Galileo’s lifetime, telescopes were new and were
still quite basic. Galileo made improvements to the
design, including more powerful lenses, and was the
first person to see the four large moons of the planet
Jupiter.
His best-known achievement was to show that the
C Earth moves around the sun, and not the sun around
the Earth (although he was not the first person to have
the idea).

2 Kanysh Satbayev (Kazakhstan,

1899–1964)
Kanysh Satbayev was one of the founders of
metallogeny in Kazakhstan. In other words, he studied
how minerals (like gold, copper or iron) found in rocks
affect the Earth’s crust and make it different from one
region to another. He was the first Kazakh geologist
who studied metals in central Kazakhstan, in the
copper field of Ulutau-Zhezkazgan. Satbayev became
D interested in geology when he was young, thanks to
the geologist Mikhail Usov. He went on to found the
Institute of Geology, and was the first president of the
Kazakhstan Academy of Sciences in Almaty.

3 Karl Landsteiner (Austria, 1868–

1943)
Based in Vienna, Austria, Landsteiner was involved
in many research projects and made several key
discoveries. Together with a man called Erwin Popper,
he helped to identify the virus that causes the disease
polio.

E But even more importantly, in 1901, he discovered the

three main blood groups – A, B and O – and showed
that it is possible to transfer blood from one person to
another person. This led to the first ever blood transfusion in 1907, in New York.

4 Francis Crick (Britain, 1916–2004)

and James Watson (USA, born 1928)
In 1953, in Cambridge, UK, Crick and Watson announced to the world that they had found
‘the secret of life’. The secret is the structure of DNA, the material that makes genes, the
things we get from our parents that control how we grow. Their discovery meant that we
now know much, much more about the human body. And with that knowledge, there have
been enormous improvements in medicine and medical research, as well as in historical
research and solving crimes.

145
 3 Read the article again and write the names of the scientists.
Which scientist (or scientists) …
1 … studied what’s under the surface of our planet?
2 … demonstrated the Earth’s movement in space?
3 … worked with animals?
4 … did work that helped medicine?
5 … started a new science?
6 … invented something to stop diseases?
7 … improved a piece of equipment?
8 … did work that helped historians and detectives?

4 SPEAKING Discuss the questions.

a Which of the scientists do you think is the most important? Why? Share your ideas with
the class.
b There is only one woman here. Why do you think this is?

5 SPEAKING Match the words in bold in the article with their meanings. Write the
words.
0 the way that the parts of something are you do
organized structure 5 to cause a change in someone or
1 say who or what someone or something something
is 6 to behave towards people or things in
2 large or very important a certain way
3 simple, not complicated 7 things you use with your hands to do
4 something very good and difficult that jobs

WRITING
Instructions
1 Read the instructions on how to save a Word file. Who do you think it has been
written for and why?

2 Complete with the missing words. Then check in the instructions.

1 your file is a written document, you will be using a word
processing program.
2 The you need to do is to create a new file.
3 this, open up the program.
4 save the file, click on ‘file’ again.
5 you will be able to find your file easily.
6 , when you close your document, a dialogue box will appear.

146
 9 SCI EN CE A N D TECH N O LO G Y

One of the most important things you need to learn to do when using a computer to write
documents is to learn how to save a file.

1 If your file is a written document, then you will be using a word processing program such as
Microsoft Word. The first thing you need to do is to create a new file. To do this, open up the
program by clicking on the icon.
2 When the program has opened, click on the icon ‘file’ in the top left hand corner of the screen
and choose ‘new’ from the drop down menu. This will create a new document for you.
3 I recommend saving this document before you write anything. This means that if your
computer shuts down unexpectedly, you won’t lose the file. To save the file, click on ‘file’
again. From the drop down menu choose ‘save’.
4 A dialogue box or window will open asking you to type in the name of your document. You will
also need to choose a location for the file. Select ‘desktop’ from the list on the left hand side of
the box. This means you will be able to find your file easily when you start your computer.
5 Finally, when you close your document, a dialogue box will appear asking if you want to save
any changes. Click ‘yes’.

3 SPEAKING Discuss why the following tips are important when writing
instructions.
Tips for writing instructions.
● Think carefully about who you are writing for.
● Use clear language that is easy to understand.
● Give the instructions in a logical order.
● Use a friendly, informal style.

4 Choose one of the computing processes below and write down short notes for
each stage.
● how to create a folder ● how to cut and paste
● how to change the font ● how to rename a file

5 Write a text (120–180 words) describing the process you chose in Exercise 5.
Remember to:
● decide who you are writing these instructions for (a child? a beginner? a fairly
experienced user?).
● give your instructions in a logical order.
● think about the tips in Exercise 4.

147
 EXTRA READING
1 PRE-READING What problems related to water will we face in the future? What
can we do about them?

New water-saving technologies are being applied

Water
to use water more wisely in agriculture. These
technologies are hydrogel, agro textiles and drip
irrigation. Hydrogel is a type of material that looks
like gel, which scientists inject into a plant’s roots.
A treasure in This material helps the plant to absorb water even
when there is very little of it in the soil. So, the plant

Kazakhstan grows faster than plants that don’t have hydrogel.

Agro textiles are fabrics which farmers use to cover
Kazakhstan is a country with a lot of natural the crops to shelter them from extreme weather, as
resources, such as reserves of coal, oil, gas well as from birds, insects and weeds. This material
and uranium. However, with the annual rainfall still allows enough sun and rain to reach the plants
decreasing by 0.5mm every decade, it doesn’t so that they can grow. The other water-saving
have large water reserves. Water is necessary not technology used in Kazakhstan is drip irrigation.
only for people to live healthy lives, but also for the Long pipes bring small amounts of water to the
country’s economy. Kazakhstan is currently one roots of the plants. This is a more efficient way of
of the largest producers of wheat in the world, but watering crops because the water goes directly to
industries such as agriculture and mining require the roots and is not wasted through evaporation.
a lot of water.
These technologies are now used in more than
Unfortunately, water shortage is already a serious 150 farms in the northern parts of Kazakhstan,
problem faced by millions of people on a global like the Kostanay and Akmola regions. The results
scale, and a UN report estimates that by 2050 are already promising. The farms are producing
this number could be as high as 5 billion. We are a good number of strawberries in summer even
all responsible for future generations’ access to though there’s not much water available there
clean water and some say we should have started during that time of year because of droughts.
protecting the world’s water reserves a long time Perhaps we shouldn’t have doubted that scientists
ago. But there’s still time and there are interesting would find a way to fight the problem. But there is
things happening around Kazakhstan today to still a long way to go before the world is free from
ensure everyone has access to safe drinking water the problem of water shortage.
in the future.

148
 9 SCI EN CE A N D TECH N O LO G Y

2 Read the text. Answer the questions.

1 Why is rain a problem in Kazakhstan?
2 How does Kazakhstan’s economy depend on water?
3 What three water-saving technologies are used by Kazakhstani farmers today?
4 What part of a plant is injected with hydrogel? How does this help it?
5 How do agro textiles help to protect crops?
6 Why is drip irrigation more efficient?
7 What do the farms in the Kostanay and Akmola regions prove?

GRAMMAR
should(n’t) have
1 Look at these sentences from the text. Answer the questions. Then complete the
rule.
1 We should have started protecting the world’s water reserves a long time ago.
a Did we start protecting the world’s water reserves before?
b Would it have been a good idea to?
2 Perhaps we shouldn’t have doubted that scientists would find a way to fight the
problem.
a Did we doubt that scientists would find a way to fight the problem?
b Was it a good idea to?

RULE: To criticise actions in the past, we use should / shouldn’t + 1

+ the 2 form of the verb.

2 Choose should have or shouldn’t have to complete the sentences.

1 I should have / shouldn’t have watered the plants this morning because it’s going to rain
now.
2 The farmers should have / shouldn’t have started using drip irrigation decades ago.
They would have saved lots of water.
3 Indira should have / shouldn’t have bought those strawberries. They looked really
fresh, but she didn’t have enough money.
4 You should have / shouldn’t have taken a bath. Now there’s no hot water for me to
shower.
5 A: Damir and Kanat should have / shouldn’t have come on the trip to the lake with us.
They would have enjoyed it.
B: I know, but they were both busy at the weekend.
6 We should have / shouldn’t have drunk water from the river, but we didn’t know it
wasn’t clean.

149
 3 Write replies to the statements. Use should have or shouldn’t have and suitable
verbs. Then practise reading them out in pairs.
0 ‘I had five slices of pizza! Now I feel sick.’
‘You shouldn’t have eaten so much pizza!’
1 ‘We’ve broken the TV. Quick! Put the ball away!’
2 ‘I bought these jeans yesterday, but now I haven’t got enough money to buy Dad
a birthday present.’
3 ‘I failed the test!’
4 ‘Joey didn’t invite me to his party.’
5 ‘You only paid 100 for those tickets? I paid 250!’

4 SPEAKING Work in pairs. Write three sentences about famous people using
should have or shouldn’t have. Then read them out without saying the names.
Your partner tries to guess who the people are.

PROJECT
• Think about important scientists and inventors from Kazakhstan. Discuss in pairs.
What did they study/invent?
Why was their work important for Kazakhstan and the rest of the world?
• Do some research. Find out more information about one of the scientists or
inventors.
Where is/was he/she from? When was he/
she born?
How did he/she become interested in
science or technology?
What is important to remember about his/
her contribution?
• Imagine you have the opportunity to
interview your chosen Kazakhstani
scientist or inventor about his/her life
and work.
Write your questions and the scientist’s
answers based on your research.
Practise the interview with your partner.
Role play your interview in class and watch
your classmates’ interviews.
Have a class vote for the best interview.

150
 TEST YOU R SELF
U N ITS 1 & 2
VOCABULARY
1 Complete the sentences with the words in the list. There are four extra words.
about | take up | train | crawl | point | find out | warm up
swinging | off | give up | workout | set off | wandering | personal trainer
1 Zarina is excited. She’s to go paragliding for the first time.
2 Don’t now. You’re a great player. I’m sure you’ll get on the team
next time.
3 It’s important to properly before you go for a run, or you might
hurt yourself.
4 Aidana was slowly round the shop looking for a present for her
mum’s birthday.
5 Daniyar was on the of leaving the house when Mr Ivanov phoned
to cancel.
6 I’m going for a at the gym this afternoon. Do you want to join me?
7 We very early in the morning because we wanted to arrive before
it got dark.
8 I hope we who won the competition soon.
9 I haven’t got time to tidy up now. I’m to school in a minute.
10 My sister can’t walk yet but she can really fast! /10

GRAMMAR
2 Complete the sentences with the correct form of the words in brackets.
1 By the end of the festival tomorrow, I about fifteen films. (see)
2 Yesterday, my friends decided to the beach to play volleyball. (go)
3 Watch out! You that cyclist! (hit)
4 My brother says he remembers out of bed when he was two years
old. (fall)
5 Don’t stay on the computer all night or you exhausted the next
day. (feel)
6 I don’t mind the washing up at home. (do)

3 Find and correct the mistake in each sentence

1 It’s Gaukhar’s birthday next Friday and she will have a party on Saturday.
2 He jumped into the lake in order rescue the boy.
3 When we got to London, we had being travelling for a long time.
4 This time tomorrow, I’m lying on a beach in the sun.
5 We must finish cleaning the kitchen before our parents are arriving.
6 They’re going to cover the hole so to prevent future accidents. /12

151
 TEST YOU R SELF
FUNCTIONAL LANGUAGE
4 Circle the correct words.
1 I’ll never save enough money to go to Mexico. It’s really getting me down / light.
A
B Come on, look on the better / bright side. If you don’t go, you can buy that new
phone you want.
2 A Mum won’t let me watch the match until I tidy my room.
B Oh, cheer / hang up. Tidying your room won’t take long – I’ll help you!
A Thanks. Maybe there is a light / cheer at the end of the tunnel after all!
3 A Why are you doing so much exercise these days? Are you trying to lose weight /
train? /8
B No, but it’s good to warm up / keep fit, and running three times a week is a great
way of doing so.
4 A I do lots of sport and exercise so my body is strong, but I eat a lot of junk food so I
don’t think I’m very healthy / fit.
B Don’t forget that it’s not just your physical / mental health that’s important
either. You need to look after your mind too!

MY SCORE /30
22 – 30
10 – 21
U N ITS 3 & 4 0–9

VOCABULARY
1 Complete the sentences with the words in the list. There are four extra words
staff | took | sponsor | reef | make | encouraged | residents | refugees
donation | do | motorists | recommended | volcano | raise
1 Many flights were cancelled when a erupted and filled the sky
with ash.
2 I saw a documentary about leaving their countries to escape war.
3 My mum me to work hard at school.
4 I asked my friends to me to run five kilometres for charity.
5 The water in the bay is always calm because it’s protected by a .
6 Kanat’s dad gave him some good advice but I don’t think he it.
7 They are all local . Most of them live in the streets near us.
8 Dina’s presentation is next week, so she needs to some research
on the Internet.
9 Mr Akhmetov runs a small business. He has a of four people.
10 It’s a lot easier to money for a good cause these days
than it was before social media. /10

152
 TEST YOU R SELF
GRAMMAR
2 Choose the correct options.
1 A lot of money was / being raised when the children completed their challenge.
2 You’ll never be his friend unless / if you go and talk to him!
3 Timur asked Shyngyz if he will / would be at the football match that afternoon.
4 Many charity events have / are organised every year in this country.
5 The teacher asked Nargiz why she is / was standing outside the classroom.
6 Despite / Although he works very hard, Marat finds maths quite difficult.

3 Find and correct the mistake in each sentence.

1 The marathon will have shown live on TV.
2 I really like that man which plays Tamerlan on the TV.
3 Botagoz always does well in tests, although never studying.
4 She’s the runner what won the gold medal.
5 Nevertheless Amir’s French isn’t great, he understood a lot of the film.
6 My brother broke my phone, what means he has to buy me a new one. /12

FUNCTIONAL LANGUAGE
4 Circle the correct words.
1 ANext week, Akbota’s going to run a 15-kilometre race. That’s quite a / really
distance.
B Yes, it is. And she only started running a month ago, too. That’s amazing / daring.
2 A I heard that you got 95%. That’s OK / phenomenal. Well done!
B Thanks, I couldn’t believe it. And my parents thought it was incredible / quite.
3 A I ‘m betting / bet you can’t say ‘Good morning’ in five different languages.
B Well, you’re right – of course I can / can’t. /8
4 A You can / will never manage to stay off the Internet for two days.
B I think you’re right, but I dare / can dare you to stop using email for a week!

MY SCORE /30
22 – 30
10 – 21
0–9

153
 TEST YOU R SELF
U N ITS 5–7
VOCABULARY 1 Complete the sentences with the words in the list.
There are four extra words.
setting | download | action-packed | bring | helmets | breathtaking | ending
release | get | tour | hero | far-fetched | masks | grow
1 After the band released their new single, they went on for three months.
2 The of the film is an amazing doctor who can travel through time and save
people.
3 The effect of the fireworks and the music was really .
4 We were very lucky to up in such a family.
5 I’ve just read the last page of the book and I don’t like the .
6 His excuse for being late was so that I didn’t believe a word of it!
7 Our WiFi connection is really slow. It takes a long time to songs.
8 I think it can be very difficult to up children these days.
9 Dad always has our school things ready for us, even our cycling .
10 They’ve recorded a new CD and they’re going to it next week. /10

GRAMMAR
2 Complete the sentences with the words from the list. There are two extra words.
little | went | all afternoon | consequently | so far | few | go | due to
1 I’ve been studying Spanish for a month now, but I’ve only learnt a few
phrases.
2 I wish we out to eat more often.
3 Samya wanted to spend a more time on the project.
4 Alan is always eating rubbish food, and he’s put on a lot of weight.
5 Kyle has seen loads of films, but he’s only read a books.
6 I’ve been trying to translate these lyrics . I’m fed up!

3 Find and correct the mistake in each sentencee.

1 If they wouldn’t be so expensive, I’d buy some of those chocolates.
2 I wish you don’t live so far away.
3 Do you know how do they make this sweet?
4 If only we can see you more often.
5 The test was such difficult that nobody got everything right.
6 Ed asked me I have been to Spain. /12

154
 TEST YOU R SELF
FUNCTIONAL LANGUAGE
4 Circle the correct words.
1 Oh dear! This project is so / such difficult.
A
B What’s the problem? You’re usually so / such an imaginative person.
2 A You’re so / such a good writer. Can’t you do my homework for me?
B Don’t be so / such silly. You can do it yourself.
3 A You’ll never know / believe what happened just now. /8
B What / Really?
A I guessed all the answers in the TV quiz show correctly.
What are the chances / fates of that?
4 A The strangest / annoying thing happened to me yesterday.
I won a competition.
B What’s so strange about that?
A Well, go on / let me finish. The thing was I
hadn’t even entered it!
MY SCORE /30
22 – 30
10 – 21
0–9

U N ITS 8& 9
1 Complete the sentences with the words in the list. There are four extra words.
complained | upgrade | introduced | backup | ran into | headset | confessed
sync | access | suggested | stream | zip | go through | turned out
1 I asked him four times to give me my watch back, and then he that
he’d lost it.
2 I’m so happy that I passed my driving test. I wouldn’t want to that
again!
3 My file was so big that I had to it to send it by email.
4 My computer runs my new graphics very slowly. I need to it.
5 I know who Paul is, but I’ve never been to him.
6 I lost almost everything when my new computer crashed, but luckily I had a
of most of it.
7 I can see you but I can’t hear you because my is broken.
8 The neighbours about the noise at our party.
9 I need that cable to my MP3 player with my laptop.
10 I hadn’t seen Marie for ages, but yesterday I her at the cinema.
/10

155
 TEST YOU R SELF
GRAMMAR
2 Complete the sentences with the words and phrases from the list. There are two
extra words or phrases.
by far | wish | hadn’t | didn’t | needn’t have | nowhere near as | been able | wasn’t
allowed
1 The sequel is good as the first film.
2 Everyone laughs at my hair. If only I dyed it green.
3 My mum to go out with friends until she was 16.
4 My aunt hurt her hand last month. She hasn’t to play the piano
since then.
5 I you’d waited for me. Then this wouldn’t have happened.
6 Dave had already asked Mum about the trip, so I asked her.

3 Find and correct the mistake in each sentence

1 Nicole’s parents weren’t as strict with her brother than they were with her.
2 If it hadn’t rained, we had gone to the beach yesterday.
3 It is very kind of you, but you don’t need pick me up at my house. I can walk to the
restaurant.
4 He shouldn’t has left his laptop on all night. Now it needs charging.
5 If I would have known, I wouldn’t have told anyone.
6 She hurt her head when she fell off her scooter. She should wore a helmet. /12

FUNCTIONAL LANGUAGE
4 Circle the correct words.
1 AI think Paolo Nutini’s latest album is far and away / miles the best album he’s ever
released.
B I agree. It’s lot / even better than his second album.
2 A I must / need go home now, I still have homework to finish for tomorrow.
B No, don’t be silly! You mustn’t / don’t need to do it for tomorrow – it’s a holiday.
3 A Do your parents let / allow you stay out as late as you want? /8
B Yes, but only at the weekends and I have / must to tell them what time I’ll be home.
4 A I love this game – it’s easily / even the best game I’ve ever played.
B No way! ‘Prince of Shadows’ is a whole / good lot better than this.

MY SCORE /30
22 – 30
10 – 21
0–9

156
 PHOTOSTORY: episode 1a
1 Look at the photos and answer the

up
questions.

W h at ’s What do you think the problem is?

a?
What does Mia want to give up?

with Mi 2 SB32 Now read and listen to the

photostory. Check your answers.

FLORA Hi, Leo. Hi, Jeff.

LEO Hi, Flora.
FLORA Hey, has either of you seen Mia 2
lately?
JEFF No. I haven’t seen her for ages,
actually. MIA Don’t even joke about it. I never have
LEO Now you mention it, neither have time to do anything any more.
I. FLORA Come and sit down. I’ll get you
FLORA It’s strange, isn’t it? She hasn’t something to drink.
been to the café for a long time. I MIA You’re a star. That’s just what I need.
wonder what she’s up to. JEFF So what’s up, Mia? Why are you so
LEO Hey, look who it is. Hi, Mia! We busy?
were just talking about you. Where MIA Where shall I start? Mondays, I have
have you been hiding? extra French lessons. Tuesdays, it’s
tennis lessons. Wednesdays, violin
lessons. Thursdays, it’s orchestra.
Then every night I’m up late doing my
homework.
LEO It’s Thursday today.
MIA I know. I’m only here because
orchestra was cancelled this week.
Thank goodness.
LEO Don’t you like playing the violin?

157
 THE FOLLOWING WEEK …
MIA Not really. I mean, I like playing
an instrument. I just don’t think I
want to continue with the violin.
Do you know I spend up to an hour
every day practising?
FLORA So why do you do it?
MIA To keep my mum happy, I
suppose.
JEFF You should talk to her, tell her you
want to give it up.
MIA Yeah, maybe. But it’s not always so
easy to talk to her.
3
FLORA Well, you need to do
something. You don’t have any time
for yourself. I mean, we never get to
CHLOE Hi, Mia. see you any more.
MIA Hi, Chloë. MIA Yeah, I guess you’re right. It’s up to
CHLOE What’s up with you? You don’t me to do something about it.
sound very happy.
MIA It’s nothing.
CHLOE Really?
MIA Well, to be honest, I don’t really
feel like orchestra today.
CHLOE Why not?
MIA I haven’t had any time to practise.
And I’m tired. I don’t know if I’m up
to it.
CHLOE Don’t be silly. I’m sure it’ll be
fine. Look, Mr Wales wants to start.
Come on, Mia.
MIA Here we go. I am not looking
forward to this.

DEVELOPING SPEAKING
3 Work in pairs. Discuss what you think Mia decides to do. Write down your ideas.
We think that Mia decides to carry on with the violin and continues playing in the
orchestra.
4 EP1a Watch and find out how the story continues.

5 Answer the questions.

1 What happens at orchestra practice? 4 How is Mia learning the guitar?
2 What reasons does Mia give to her 5 Why does Mia enjoy playing the
mum for giving up the violin? guitar?
3 Why does Mia think her mum changed
her mind?

158
 PHRASES FOR FLUENCY
1 Find these expressions in the photostory. Who says them? How do you say them
in your language?
1 Now you mention it, … 4 Where shall I start?
2 Where have you been hiding? 5 Don’t be silly.
3 You’re a star. 6 Here we go.

2 Use the expressions in Exercise 1 to complete the conversations.

1 You look tired. Has it been a busy day?
A
Busy?
B First, I had a Maths test. Then I had Drama club at lunchtime. Then it
was a five-kilometre run in PE …
A Well, you just sit down and I’ll get you something to eat.
B Thanks, Mum.
2 A , Annie? I haven’t seen you for days.
B I haven’t been anywhere. You’re the one who disappeared.
A , I have been quite busy.
3 A It’s ten o’clock. Time for the test.
B I’m really not ready
for this. WordWise
A Me neither. I’ve got a feeling I’m
not going to pass.
Phrases with up
B You always pass. 1 Match the phrases in bold with the
definitions.
1 So what’s up, Mia?
Pronunciation 2 Do you know I spend up to an hour every
Linking words with up day practising?
Go to page 182. 3 I wonder what she’s up to.
4 Then every night I’m up late doing my
homework.
FUNCTIONS 5 It’s up to me to do something about it.
Complaining 6 I don’t know if I’m up to it.
a not in bed d capable of
1 Match the parts of the sentences. b doing e as long as / to a
1 I’m not happy a it takes up so c what’s the maximum of
with much time. matter? f my responsibility
2 The problem b picking on
2 Use words and phrases from Exercise 1 to
is that me.
complete the sentences.
3 He’s always c really like the
violin. 1 What have you been recently?
4 If I’m honest, I
2 I was late watching TV last night.
don’t d the way he
3 Oh, no! You look really unhappy. ?
talks to me.
4 It isn't my decision. It’s you to
decide.
2 ROLE PLAY Work in pairs. Student
5 He's 75 now, so he isn’t long walks.
A: turn to page 195. Student B: turn
6 This car can carry six people.
to page 196.

159
 PHOTOSTORY: episode 1b
1 Look at the photos and answer the questions.

d t h e hole What is Jeff holding?

An p er!
Who seems very interested in Mia’s friend?

get s d ee 2 SB35 Now read and listen to the

photostory. Check your answers.

1
2

FLORA What’s with the helmet, Jeff? CHLOE Hi, Mia. What a nice surprise!
JEFF It’s my dad’s. He does go-karting. How are you?
MIA Oh yeah, I remember now. You MIA Good, thanks, Chloë. These are my
told us about that. He’s pretty friends, Leo, Jeff and Flora.
good, isn’t he? CHLOE Hi, nice to meet you all. Hey, is
JEFF Oh yeah, he’s really into it. He that a motorbike helmet?
goes all the time now that he’s got JEFF Well, actually, it’s a go-kart helmet.
his own go-kart. Anyway, there’s It’s …
a problem with his helmet, so he CHLOE So, you’re a go-karter? Cool! I’ve
asked me to take it to the shop. always wanted to try go-karting!
MIA Oh, look! There’s Chloë. JEFF Well, um, yes. It’s just a hobby. But
LEO Who’s that? I race too, you know, now and again.
MIA She’s a friend of mine, from when Believe it or not, I’ve even won a few
I used to be in the orchestra. times.
JEFF Wow, she’s pretty! If I’d known CHLOE Wow! You actually race. That’s so
she was in the orchestra, I would cool. I’d really like to try go-karting,
have come to more concerts! but I’ve never had the chance.
JEFF Oh, that’s a shame. It’s good fun.
CHLOE I’m sure it is. Do you think I could
…?
JEFF What?
CHLOE Well, I was wondering if I could
come along with you sometime, maybe
watch you race. Any chance?

160
 JEFF Oh, um, well, maybe. I mean, yes,
of course. That would be great.
CHLOE Cool! So, when’s your next
race?
JEFF Um … Let me think. I’m not sure,
to be honest.
CHLOE Well, look, when you know, call
me, OK? Mia’s got my number.

CHLOE Talk to you soon, I hope, Jeff. Bye, everyone!

JEFF Yeah, see you, Chloë.
FLORA Are you out of your mind? You aren’t a go-
karter, and just now you said you were. Why did
you do that?
MIA Do you need to ask?
JEFF Well, she seemed really nice, you know, and she
likes go-karting.
LEO Between you and me, I think Jeff has just dug
himself into a big hole.
MIA Yes, I think you might be right. What are you
going to do now, Jeff?

DEVELOPING SPEAKING
3 Work in pairs. Discuss what happens next in the story. Write down your ideas.
We think Jeff asks his dad to help him.
4 EP1b Watch and find out how the story continues.

5 Mark the sentences T (true) or F (false).

1 Jeff phones Chloë. Sunday.
2 Chloë asks Jeff if he’s really a go-karter. 6 Jeff pretends that he’s hurt his knee.

3 Jeff goes to the go-kart track with his 7 His trick is discovered when he uses his
father. phone.
4 Jeff makes a film of himself driving a 8 Chloë never wants to see Jeff again.
go-kart. t
5 Jeff and Chloë arrange to meet on

161
 PHRASES FOR FLUENCY
1 Find these expressions in the photostory. Who says them? How do you say them
in your language?
1 What’s with (the helmet)? 4 Any chance?
2 Believe it or not, … 5 Are you out of your mind?
3 I was wondering if … 6 Between you and me, …

2 Use the expressions in Exercise 1 to complete the conversations.

1 A Andy, you could take Billy for a walk.
B Sorry, I can’t. , I’m really scared of dogs.
2 A Hi, Steve. Wow! those really old football boots?
B They’re ancient, aren’t they? , my dad used to wear them when he was at
school. I need new ones.
3 A Hi, Jane. My phone’s broken. I need to use yours. ?
B ? It’s brand new! I wouldn’t lend it to anyone!

FUNCTIONS
Apologising and accepting apologies
1 Write the expressions in the correct columns.
No problem. | I’m so sorry. | I feel awful about this. | That’s / It’s OK.
I don’t know what to say. | Don’t worry about it. | No worries | I’m so ashamed.

Apologising Accepting apologies

2 Work in pairs. Imagine you’re in these situations and act out conversations. Use
expressions from Exercise 1.
● A has spilled a drink on B’s trousers.
● A has arrived very late for a meeting with B.
● A has bumped into B and B has fallen over.
● A has completely forgotten B’s name.

162
 WordWise
now
1 Look at the words and phrases in bold in these sentences from the
photostory. Match them with the definitions.
1 Oh yeah, I remember now.
2 He goes all the time now that he’s got his own go-kart.
3 But I race too, you know, now and again.
4 You aren’t a go-karter, and just now you said you were.
5 What are you going to do now, Jeff ?

a in the near future d because finally

b at this moment e sometimes
c a moment or two ago

2 Use words and phrases from Exercise 1 to complete the sentences.

1 I’ve finished my work, so I’m going to hang out with my friends.
2 I don’t listen to this music all the time, but I like to play it.
3 Sally was here , but she’s gone out.
4 I’ll eat later. I’m not hungry .
5 I don’t walk to school I’ve got a bike.

Pronunciation
Linking words with up
Go to page 182.

FUNCTIONS
Complaining
1 Match the parts of the sentences.
1 I’m not happy with a it takes up so much time.
2 The problem is that b picking on me.
3 He’s always c really like the violin.
4 If I’m honest, I don’t d the way he talks to me.

2 ROLE PLAY Work in pairs. Student A: turn to page 126. Student B: turn to page
127.

163
 PHOTOSTORY: episode 1c
1 Look at the photos and answer the
questions.
Who are they all talking about?
d
The ner
What do you think Flora’s problem is?
2 SB38 Now read and listen to the
photostory. Check your answers.

JEFF Don’t look now, but Richie Ford’s sitting

behind you.
LEO Let me guess: he’s doing something on his
computer.
JEFF Got it in one.
LEO He spends all day on that thing.
JEFF I know. Hasn’t he got a life?
FLORA Pack it in, you two. You’re being mean.
MIA Yeah, and he can probably hear what you’re
saying.
JEFF No, it’s all right. He’s got his earphones in.
He’s such a nerd.
FLORA Oh, come on, Jeff. That isn’t nice.
JEFF I didn’t say there’s anything wrong with
being a nerd.
MIA No, but that’s what you meant. 1
JEFF No, it isn’t.
FLORA Then why use that word?
MIA Just because he’s into computers and he wears
glasses, it doesn’t mean he’s a nerd.
LEO I’m with you on this one, Jeff.
MIA What does that mean exactly?
LEO Don’t get me wrong. I’ve got nothing against
nerds. After all, my brother’s one! But Richie
Ford is most definitely a nerd.
JEFF Yeah, all we’re saying is that he should get off
the computer now and then and actually meet
some people.
FLORA And how do you know he hasn’t got lots of
friends?
JEFF Well, yes, OK – for all I know he’s got loads
of friends somewhere. But he’s always on his
own at school.
LEO That isn’t true at all. He’s got his best friend:
his computer.
FLORA Sometimes I just don’t know why I’m
friends with you two.
MIA Boys. They’re all the same.

164
 LEO Sorry, Flora, I can’t help you with this one. Error
code 324, you say? I’ve never even heard of that one
before.
FLORA Oh, no, Leo. You were my only hope. Ugh, this
computer!
LEO Now, if you were friends with Richie Ford,
of course …
FLORA Stop that. It isn’t funny. And anyway, if you
knew
as much as him, then maybe you would be able to
help.
LEO Yeah, good point. I’ll shut up.
FLORA So what am I going to do about my computer?
LEO Take it in and have it fixed, I suppose. There’s
that new computer shop down Brook Street. I hear
they’re really good.
FLORA Yeah, I’ll have to take it in tomorrow. I’m so tired
of all the problems I keep having with this
computer.
I want to get it fixed once and for all. Thanks for
trying, anyway.
LEO Don’t mention it. Hope they can fix it.

DEVELOPING SPEAKING
3 Work in pairs. Discuss what happens next in the story. Write down your ideas.
We think Flora asks Richie to fix her computer.
4 EP1c Watch and find out how the story continues.

5 Answer the questions.

Who …
1 fixes Flora’s computer? 4 is late for the first lesson?
2 invites Flora to go climbing? 5 is climbing the wall when they arrive at
3 decides not to go climbing? the sports centre?

PHRASES FOR FLUENCY

1 Find these expressions in the photostory. Who says them? How do you say them
in your language?
1 Got it in one. 4 Don’t get me wrong.
2 Pack it in. 5 Good point.
3 I’m with you on this one. 6 Don’t mention it.

165
 2 Use the expressions in Exercise 1 to complete the conversation.
TOM Did you use my laptop without asking me?
MIKE No, I didn’t.
TOM Well, I think you did. Dad, can you please tell Mike to ask first?
DAD 1 . I want everyone in the car in five minutes.
TOM Where are we going? Shopping?
DAD 2 !
TOM Again?! Do we have to?
MIKE 3 , Tom. Can’t we stay at home? We’ll only moan and make life difficult for
you and Mum if we come.
DAD Actually, that’s a 4 .
MIKE I mean, 5 . It isn’t that we don’t like being with you and Mum …
DAD No, you two can stay behind and tidy upthe house.
TOM Oh, great. Thanks, Dad!
DAD 6 . And no fighting!

WordWise
Phrases with all
FUNCTIONS 1 Complete these sentences from the
Invitations photostory with the expressions.
1 Complete the sentences with the after all | all day | once and for all
words in the list. for all I know | all we’re saying | all the same
about | would | count 1 He spends on that thing.
don’t | fancy | love | course 2 I’ve got nothing against nerds. ,
my brother’s one!
1 Why you come along?
3 Yeah, is that he should get off the
2 How bringing some
computer now and then.
friends along with you?
4 Well, yes, OK – he’s got loads of
3 Do you coming along?
friends somewhere.
4 That be fantastic. I’d
5 Boys. They’re .
to.
6 I want to get it fixed .
5 Yes, of . It’s a great
idea. 2 Replace the underlined phrases with
6 You’ll have to me out. expressions from Exercise 1.
2 ROLE PLAY Work in pairs. 1 He’s here from the morning to the evening.
Student A: turn to page 126. 2 I suppose it’s possible that he’s really nice.
Student B: turn to page 127. 3 Of course I like Italian food – as an example
to prove my point, I eat pizza, don’t I?
4 The point we’re making is that he’s a bit lazy.
5 Girls are always like this.
6 I’ve solved the problem so it never happens
again.
166
PHOTOSTORY: episode 1d
1 Look at the photos and answer the questions.

ra pp e d What is Jeff holding?

St
Who seems very interested in Mia’s friend?

h
for cas
2 SB35 Now read and listen to the photostory.
Check your answers.

1
2

LEO I’d really like one of these fancy

desserts. Like this one, with nuts and
everything, and the banana … JEFF Look what I found! Outside here, on
FLORA A banana split! Mmm, they’re the street, by the shoe shop. My lucky
amazing. Let’s see. Oh, they’re £6.99. day, eh? And your lucky day, too! Let’s
I don’t have that kind of money. go crazy – desserts are on me!
MIA Tell me about it. I’d really like one MIA But, Jeff, the money isn’t ours. We
of those hot chocolate drinks with all can’t just spend it on ourselves like
the extras. But I just can’t afford it. that.
LEO Well, don’t look at me. I’m broke too. JEFF Why not? There’s no way to find the
No banana splits for me either, person who lost it, is there?
I’m afraid. (Jeff arrives) MIA I’m just saying it doesn’t feel right,
JEFF Hi, you lot. Wow, you don’t look very that’s all.
happy. JEFF Don’t be silly. Come on, order
MIA Just feeling sorry for ourselves. We’re whatever
all strapped for cash, same as usual. you want.
JEFF Ah, well, in that case, you should be LEO OK. If you say so, Jeff!
really happy to see me!
LEO And why’s that, Jeff?

167
 WAITRESS The usual, Mrs Brady? A large
coffee?
MRS BRADY I’d better have a small coffee
today. You know, this morning I lost
£20.
WAITRESS Oh no! That’s a shame. I’m
really sorry to hear that.
MRS BRADY Yes. I must have lost it
around here somewhere. That’s a lot
of money for me.
WAITRESS Oh dear! What a pity! Never
mind – maybe you just misplaced it
and you’ll find it again. 3
MIA Did you hear that? We ate the old
lady’s money!
FLORA I know. How awful!
LEO Look what you did, Jeff!
JEFF Don’t look at me! It’s not my fault.
I didn’t eat all of this by myself, you
know!

DEVELOPING SPEAKING
3 Work in pairs. Discuss what happens next in the story. Write down your ideas.
We think they go and speak to the old lady and give her some money.
4 EP1d Watch and find out how the story continues.

5 Match 1–7 with a–g.

1 The four friends decide a gets some money in advance for a job.
2 Jeff b gets money from a jar at home.
3 Flora c gives some money to the old lady.
4 Leo d to get money to give to the old lady.
5 Mia e finds some more money in her pocket.
6 In the café, Flora f sells some old books.
7 The old lady g finds money in all kinds of different
places.

PHRASES FOR FLUENCY

1 Find these expressions in the photostory. Who says them? How do you say them
in your language?
1 same as usual 4 … is / are on me.
2 Don’t look at me! 5 … , that’s all.
3 Hi, you lot. 6 It’s not my fault!
168
2 Use the expressions in Exercise 1 to complete the conversations.
1 A I haven’t got enough money for lunch.
B Well, ! I can’t pay.
C It’s OK. I’ll pay for the food. Lunch !
2 A . How are you all?
B Oh, , really. Nothing changes a lot, does it?
3 A Wow, this room is really untidy!
B Hey! ! Julie made the mess, not me.
C OK, calm down. I didn’t say it was you. I just said it was untidy, .

FUNCTIONS WordWise
Sympathising by
1 Look back at the photostory. 1 What do the phrases in bold refer
Complete the extracts with the to? Match 1–4 with a–d.
phrases in the list.
1 It’s called ‘the gold of the Internet
That’s a shame | Never mind | How age’ by some people.
awful | What a pity | I’m really sorry 2 He got the Bitcoins by solving
MRS BRADY This morning I lost £20. complicated Maths problems.
WAITRESS Oh no! 1 !2 to 3 I found it in the street, by the shoe
hear that. shop.
MRS BRADY […] That’s a lot of money for 4 Dad, I need £20 by tomorrow.
me. a a location
WAITRESS Oh dear! 3 !4 – b a time in the future
maybe you just misplaced it
c a way to do something
and you’ll find it again.
d the person / people who do
MIA We ate the old lady’s money! something
FLORA I know. 5 !
2 Complete the sentences with the
2 Work in pairs. Write four-line phrases.
conversations like the one in Exercise by the entrance | by the end of class
1 about each of these situations. by the football club | by selling
Then act them out.
1 Please finish Exercise 2 .
You tell your friend that … 2 He’s paid a lot that he
● your exam results are very bad. plays for.
● you lost some money. 3 Meet me tomorrow to the
● you broke your mobile phone. cinema.
4 Jeff got money old books.

169
PHOTOSTORY: episode 1c
1 Look at the photos. The four friends have issued
each other a challenge involving their phones.

c h a l le nge What could it be?

The 2 SB42 Now read and listen to the photostory.

Check your ideas.

EMMA It’s been such a busy week.

LIAM Too right. So many things to do.
NICOLE Same here. And all of these projects
for school. It’s been fun, though. Hasn’t
it, Justin?
JUSTIN Sorry?
EMMA Oh, come on, Justin. You’re not
listening to us at all.
NICOLE Always on your phone doing
something or other.
JUSTIN Sorry. I know it’s a bad habit, but
whenever someone texts me I’ve just got
to reply right away. 1
NICOLE Seems like we’re not important to
you any more. You’re constantly on the
Thanks,
phone. Oh, sorry. Oh, hi, Julia. Yeah …
Liam.
sure I’m going … yes, we’re all going …
NICOLE You know what? We’re telling Justin
No idea … Hang on a sec. Let me ask
off for being on his phone too much, but
… Guys? When’s the Chilly Balloons
we’re all just as bad.
concert? Is it next week?
JUSTIN Ha! True! Hey, I challenge us all not
JUSTIN On the 7th, nine o’clock.
to use our phones for the whole weekend.
NICOLE Julia? On the 7th at nine o’clock …
Not once. I bet you can’t.
I’ll be at home, I guess. Sure … OK. Well,
NICOLE Ridiculous. Of course we can. Why
I have to be off now, but give me a shout
wouldn’t we be able to?
over the weekend when you have time.
EMMA Oh, come on. Three days without a
OK, bye! … Right. Where were we?
phone? No problem!
JUSTIN Seems like we’re not important to
JUSTIN OK. Let’s try it, shall we? You’ll
you any more. You’re constantly on the
never survive the weekend without your
phone.
phones. You’ll see. Anyone who uses
NICOLE Hang on – it was Julia and it was
their phone has to treat the others to
important. I was only helping her.
coffee or whatever they want at the café.
EMMA Did you hear that the cheapest
OK?
tickets to the concert are £42?
EMMA OK. I’m in.
LIAM What? That can’t be right. Let me
JUSTIN No phones, right up to Monday
check. Here we are. Chilly Balloons …
morning, starting now. Deal?
Saturday 7th … tickets from £25.00 to
OTHERS Deal!
£100.00.
EMMA Oh, that doesn’t sound too bad.

170
DEVELOPING SPEAKING

3 Work in pairs. Discuss what happens next in the story. Write down your ideas.
We think that two of them succeed and two of them don’t.
4 EP2a Watch to find out how the story continues.

5 Answer the questions.

1 Why does Nicole’s dad think she doesn’t answer her phone?
2 What did Emma do that meant she lost the challenge?
3 What did Liam do or not do about the challenge?
4 How long did Justin manage to not use his phone for?
5 What did Nicole do that meant she didn’t win the challenge?

PHRASES FOR FLUENCY

1 Find these expressions in the story. Who says them? How do you say them in your
language?
1 Same here. 3 Give me a shout 5 You know what?
2 something or other 4 Where (were we)? 6 (It’s a) deal!

2 Use the expressions in Exercise 1 to complete the dialogues.

1 A I was really busy over the weekend. No time to relax! I always had to
do.
B ! I didn’t stop for a moment.
2  A Listen, if you find the homework difficult, and I can try to help you.
Then maybe you can make us a snack later.
B ! Thanks a lot, Georgia.
3  A This exercise is exhausting.
B You’re right. ? We should have a break.
4 A So, I think we should do that.
B Hang on, let me answer this phone call. … Sorry about that. Right, ?

171
 WordWise
Expressions with right
1 Look at these sentences from the unit so far. Complete them with phrases from
the list.
right? | right away | Too right | right up to | All right! | Right …
1 I just feel like I’ve got to reply .
2 A It’s been such a busy week.
B . So many things to do.
3 No mobiles, Monday morning. Deal?
4 You know my friends Emma, Justin and Liam,
5 OK, bye! , where were we?
6 A I told you. No technology all weekend.
B

2 Complete the sentences with a phrase using right.

1 You’re the new girl at school, ?
2 The party was great. I stayed the end.
3 There’s a problem at home. I need to leave .
4 , everyone. I want you all to listen …
5 A That film was terrible.
B . I hated it as well.
6 A Can you give me a hand with my homework?
B . I’ll be with you in a minute.

172
PHOTOSTORY: episode 2b
1 Look at the photos and answer the questions.

r ’s
Look at what the teacher has written on the board.
1

Write What do you think the homework is?

2 How does Emma feel about the homework?

block
3 Do you think Justin is being helpful?
2 SB43 Now read and listen to the photostory.
Check your ideas.

1
2

TEACHER OK, everyone, so this is what I EMMA And she wants it by Friday! That’s
want you to do by Friday, OK? A short the day after tomorrow. I’ll never come
story, of five hundred words. up with anything by then. An original
EMMA Five hundred words!? She can’t be story? Me? No chance.
serious! LIAM Sounds like you’ve given up without
TEACHER … and the story has to end with even trying.
the words, ‘Thanks, you saved my life!’ NICOLE Liam’s right, Emma. I mean, come
EMMA What? This is awful. I can’t do that. on, it can’t be that hard, can it?
I’m hopeless at writing stories. EMMA An original story, five hundred
TEACHER It has to be original, though. words long? I think that’s pretty hard.
No using old stories and changing JUSTIN What’s the ending again?
them a bit here and there. I want EMMA Someone says, ‘Thanks, you saved
something that’s yours and yours my life!’
alone. Be creative! OK, end of lesson. JUSTIN OK, that’s five words. So far, so
Bye! good. All you need is another four
hundred and ninety-five.
EMMA You know, Justin, I may not be very
good at creative writing but I can think
of a few words for you right now!
NICOLE OK, calm down.
JUSTIN Well, I’m sorry, Emma. But you
know, all you’ve got to do is think of a
story you’ve read or a film you’ve seen
…
EMMA No, no, that’s just it – it has to be
original.

173
 LIAM Well, there must be some
stories she’s never read.
EMMA You don’t know Miss
Jenkins. She’s read every book,
seen every film …
JUSTIN Why don’t you write a story
about a girl who’s got to write a
story, and her friends give her
3
a great idea and then she says
‘Thanks, you saved my life!’ The
hero could be a really cool guy
EMMA OK, well this isn’t getting me
called Justin.
anywhere. And I’ve got to go home. I’m off
NICOLE Give it a rest, Justin!
– I’ll see you lot later. And thanks for all
the help, Justin! You’re a real pal – not.
JUSTIN Hey, what did I do?
LIAM Well, you were a bit out of order, Justin.
You can see that Emma’s stressed out
already, and you didn’t exactly help, did
you?

DEVELOPING SPEAKING
3 Work in pairs. Discuss what happens next in the story. Write down your ideas.
We think Emma watches a film and gets an idea.
4 EP2b Watch to find out how the story continues.

5 Match the sentence beginnings and endings.

1 Emma sees a woman who a but she can’t get the keys out.
2 The woman works for b the last thing the woman says.
3 The woman is desperate because c is looking for something.
4 Emma tries to help d using something she got at a shop.
5 When Emma gets an idea e the owner of an art gallery.
6 Emma gets the keys out f she goes to a shop nearby.
7 Emma’s really happy about g she hasn’t got a spare set of keys.

PHRASES FOR FLUENCY

1 Find these expressions in the photostory. Who says them? How do you say them in
your language?
1 (She) can’t be serious. 4 That’s just it.
2 (What’s the ending) again? 5 Give it a rest.
3 Calm down. 6 (You were a bit) out of order.

174
2 Use the expressions in Exercise 1 to complete the sentences.
1 I know you told me before, but what’s your name ?
2 A Let’s go for a walk in the park.
B A walk in the park? You ! It’s raining!
3 A Come on, we’re late!
B , we’re not late at all, we’ve got another fifteen minutes.
4 A Your hair looks really stupid!
B Oh, , Michelle. I’m tired of how you criticise me all the time. You’re really
, you know?
5 A I don’t feel like going out. Let’s stay here and watch TV.
B . You never want to go out.

FUNCTIONS WordWise
Expressing frustration Expressions with good
1 Read the photostory again. Which 1 Use the phrases in the list to complete
of these things does Emma not say? these sentences from the unit so far.
What do all the sentences have in for good | So far, so good | not very good at
common? It’s no good | It’s a good thing | it’s all good
1 I can’t (do that). 0 The lights have stopped animals coming to
2 I’m hopeless (at …) the farm for good .
3 This is hopeless! 1 I’m creative thinking.
4 No chance. 2 That’s five words. .
5 I give up. 3 She gave me an A minus, best I’ve ever got!
6 I’ll never (come up with anything). So .
7 This is pointless. 4 . I just can’t get the keys out.
5 Emma’s such a nice person.
2 Think about the woman who loses
her keys. Write three things she 2 Which phrase means:
might have thought using the
1 for ever
expressions in Exercise 1.
2 It’s not successful.
I’ ll never get the keys out. 3 Everything is all right.
4 We have started but not finished, but
everything has been OK until now.
5 not talented at
6 I’m/We’re/You’re lucky that …

175
 PHOTOSTORY: episode 2c
1 Look at the photos and answer the

p et it ion questions.

The com
1 What do you think Liam wants to do?
2 What does Emma think of his idea?
2 SB44 Now read and listen to the
photostory. Check your ideas.

LIAM So, what about this one, Emma?

This was the sunset outside our house
yesterday. What do you think? Pretty
amazing, isn’t it?
EMMA Um. Yes, it’s pretty … um. It’s
pretty! It’s the best one you’ve shown
me so far.
1
LIAM I’m really getting into photography.
And I’ve only been doing it for two
months or so. It’s amazing what great
EMMA Then he tells me he’s thinking photos you can get just using your
of entering the school photo phone.
competition. I don’t want to be EMMA Yes. Yes, I guess so.
negative but there’s no way he’s good LIAM Anyway, there’s a photo competition
enough. next month at school that I’m thinking
JUSTIN Yeah, he showed me some of his of entering. First prize is a tablet. I
photos the other day too – pictures think I’ve got a really good shot.
of some trees that he thought looked EMMA That’s great. Go for it.
cool, but I wasn’t that impressed.
They were out of focus for a start!
NICOLE He hasn’t shown me any of his
photos yet. Are they really that bad?
JUSTIN I’m afraid so. They’re the sort of
thing you might post online and get
a few ‘likes’ but they’re certainly not
going to win any competitions.
EMMA But that’s just it. He thinks he’s
got a good chance. I don’t want him 2
to get his hopes up.
JUSTIN He’s got no chance at all.
NICOLE So, what are we going to do? We EMMA Well, you said he hadn’t shown you
can’t let him make a fool of himself. his photos yet. Why don’t you ask to see
EMMA I don’t know. I tried to tell him them and then tell him the truth?
they weren’t that good, gently of NICOLE Oh thanks. So I get to be the bad
course, but you know Liam. guy? And I haven’t even seen them!
JUSTIN Yes, it can be difficult to tell him Maybe I won’t think they’re bad.
things sometimes. He’s always so EMMA Fair enough. But if you do agree
enthusiastic. with us, then you’ve got to stop him! It’s
NICOLE Well, we have to do something. too late for us to say anything.
EMMA I’ve got an idea. JUSTIN Yeah, we can’t tell him now. You
176 NICOLE What? have to try at least.
DEVELOPING SPEAKING
3 Work in pairs. Discuss what happens next in the story. Write down your ideas.
We think Emma helps Liam by giving him some of her photos for the competition.
4 EP2c Watch to find out how the story continues.

5 Mark the statements T (true) or F (false).

1 Nicole talks to Liam but doesn’t tell him 4 Emma, Justin and Nicole decide to
what she really thinks. go to the photography exhibition
2 Liam thinks Emma really likes his separately.
photos. 5 Justin claims that he had previously
3 Nicole thinks Justin didn’t try very said that Liam was
hard. a great photographer.
6 Liam took the winning photos with
his phone.

PHRASES FOR FLUENCY

1 Find these expressions in the photostory. Who says them? How do you say them
in your language?
1 Anyway, … 4 get (his) hopes up
2 Fair enough. 5 Go for it.
3 … for a start, … 6 make a fool of (himself)

2 Match the expressions in Exercise 1 to these meanings.

a try it d appear ridiculous to others
b have high expectations e I understand why you said / did that
c the first reason is … f So, let me change the subject

3 Use the expressions in Exercise 1, in the correct form, to complete the mini-
dialogues.
1 A Well, there are lots of reasons I don’t want to go there. It’s very expensive,
.
B . We’ll have to think of another place to go, then.
2 A There’s a singing competition at school next month. I thought I might .
B Well don’t ; Susan Kenny’s bound to win it.
3 A So have you decided to go for the school football team trials?
B No, I decided not to. I’m not good enough and I’d only .
A That’s a shame and I’m sure that wouldn’t happen.
B , even if I did get in, they play on Saturday mornings and I like to lie in on
Saturdays.

177
 PHOTOSTORY: episode 2d
1 Look at the photos and answer the questions.

li p
1 Where do you think the four friends are going?

n ews c
The
2 Why do you think Nicole’s late for the bus?

2 SB45 Now read and listen to the photostory.

Check your ideas.

JUSTIN So where’s Nicole? We’re going to

miss the bus.
EMMA We’ve still got a few minutes. She’ll
be here. She’s not going to miss a trip to
the skate park.
JUSTIN Well, text her. It’ll be here any
minute.
LIAM No, don’t bother. Here she is. Come
on, Nicole. Hurry up!
NICOLE Sorry I’m late. You’ll never believe
1 what happened.
EMMA What?
NICOLE I’ll tell you on the bus when I’ve
got my breath back. Oh, I’m so excited!!
EMMA So come on then. Tell us. What
happened?
NICOLE Guess!
LIAM Guess?
NICOLE Yes, we’ve got twenty minutes to
kill. Come on, bet you can’t guess.
JUSTIN You were abducted by aliens,
but then they realised they’d got the
wrong person and brought you back.
NICOLE Ha, ha. Very funny. But
surprisingly enough, you’re wrong.
EMMA OK, you were halfway here when
you realised you’d forgotten your
phone so you had to go back and get it.
NICOLE No, but that’s a pretty good guess.
Have another go.
LIAM I know. You stopped at the 2
supermarket to buy us crisps or
chocolate or something. Please say I’m
right. I’m starving!
NICOLE No, sorry.
EMMA This is way too difficult. I hate
guessing. Give us a hint at least.

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JUSTIN Wait! I’ve got it! You met Ben NICOLE Fair enough. Are you ready? I am
Anderson and stopped for a chat. going to be on television tonight! On
LIAM Who on earth is Ben Anderson? the news.
JUSTIN That new guy in Mrs Brooks’ JUSTIN You’re what?
class. Tall, dark hair, sporty. Nicole LIAM Yeah, right.
really likes him. NICOLE No, honestly. I’m going to be
LIAM Oh really? Tell us more! on the news. I was stopped by an
NICOLE It’s none of your business, Liam. interviewer on the street and asked
And in any case, Justin’s wrong. Well, what I thought about the plans to
about why I’m late, at least. More close down the cinema. I’m going to
guesses! be on the news!
EMMA No, Nicole, we give up. You’re
going to tell us eventually anyway.

DEVELOPING SPEAKING

3 Work in pairs. Discuss what happens next in the story. Write down your ideas.
We think they go to watch the news but the TV stops working.
4 EP2d Watch to find out how the story continues.

5 Answer the questions.

1 Why does Emma ask Justin: ‘Don’t you 3 What does Nicole tell the reporter?
ever watch the news?’ 4 Who sends Emma a text and a video?
2 What time do they meet at Nicole’s 5 Why is Nicole embarrassed by the
house? video?

PHRASES FOR FLUENCY

1 Find these expressions in the photostory. Who says them? How do you say them
in your language?
1 …, at least 4 … or something
2 don’t bother 5 It’s none of (your) business.
3 … on earth … 6 … in any case, …

2 Use the expressions in Exercise 1 to complete the sentences.

1 Why did you dye your hair green?
2 Can you lend me £20? Or £5, ?
3 There’s no wifi in the camp where we’re going, so to write me any emails.
4  I’m bored. Let’s go swimming .
5  I don’t really want to go to the party, and I haven’t been invited.
6 Stop asking me questions! !
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 PRONUNCIATION
UNIT 1
Intonation: encouraging someone
1 SB5 Read and listen to the dialogue.
BECKY Hi, Harry! You don’t look very happy. What’s up?
HARRY Well… I just failed my driving test.
BECKY Oh! That’s too bad… but don’t let it get you down. Plenty of people fail the first
time!
HARRY Actually, it’s not the first time.
BECKY Oh well, look on the bright side – you can only get better!
HARRY I suppose so… I just feel kind of stupid.
BECKY It’ll be all right! You just need a bit more practice, that’s all. I know you can do it!

2 Draw arrows above the blue phrases to show how Becky’s voice goes up
SB5
and down.

3 SB6 Listen, repeat and practise.

UNIT 2
Diphthongs: alternative spellings
1 SB7 Read and listen to the five tongue twisters. Notice the different spellings
of the same sounds.
1 Simon might’ve died when he climbed on the ice.
2 Joe tiptoed alone through the snow.
3 We stayed until late; when it rained we went straight away.
4 When they got down from the mountain they found it was just out of town.
5 The boys enjoyed the noise as the water boiled.
2 SB8 Listen, repeat and practise.

UNIT 3
/f/, /v/ and /b/ consonant sounds
1 SB11 Read and listen to the advertisement.
Visit the beautiful village of Victoria!
The village is surrounded by forests and farms.
There’s a fantastic river for fishing.

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 PRO N U N CI ATIO N

You can buy souvenirs and see very old buildings.

There are buses to the beach from Monday to Friday.
You’ll never forget your visit to Victoria!

2 Say the words with the /f/, /v/ and /b/ sounds.
3 SB12 Listen and repeat the sentences.

UNIT 5
The schwa /ə/ in word endings
1 SB17 Read and listen to the tongue twisters.
Ireland’s a nation with famous traditions.
My neighbour’s a brilliant classical musician.
The monster’s a villain who frightens the children.

2 SB17 Listen again and focus on the syllables in blue. Are they stressed or
unstressed? They all have the same short vowel sound. What is it?

3 SB18 Listen, repeat and practise.

UNIT 6
Adding emphasis
1 SB20 Read and listen to the dialogue.
MILLIE Hannah’s such a good tennis player! Did you see the match yesterday?
ROB Yes! It was so exciting!
MILLIE She didn’t win, but she did play really well.
ROB It was such a pity she lost! She tried so hard.
MILLIE Yes, it was such a difficult match.
ROB I know. Anyway, I do think she’s amazing!
2 SB20 Listen again. What is the effect of the words in bold?
3 SB21 Listen, repeat and practise.

UNIT 7
been: strong /biːn/ and weak /bɪn/
1 SB23 Read and listen to the dialogue.
JILL Where have you been? The party’s already started.
PETE Shh! I’ve been hiding in the kitchen.
JILL We’ve been looking for you everywhere. We want to play a game.
PETE Well, I’ve been trying to find a bin to put this sandwich in. It’s horrible!

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 2 Say the strong and weak forms of been, /biːn/ and /bɪn/. What other word sounds
like /bɪn/?

3 SB24 Listen and repeat the dialogue.

UNIT 8
Linking words with /dʒ/ and /tʃ/
1 SB26 Read and listen to the dialogue.
JACK Would you like a cup of tea?
SALLY Do you know what? I’d really prefer coffee.
JACK Oh! Did you buy some when you went out?
SALLY No. Didn’t you?
JACK Don’t you remember? I told you we didn’t have any coffee!
SALLY Do you know what? Tea sounds great!
2 SB27 Listen, repeat and practise.

UNIT 9
The schwa sound
1 SB30 Read and listen to a voicemail message, paying attention to the words in
blue. Which sound do they all share?
Thank you for calling the Computer Now Helpline. To find out how to zip a file, upgrade a
system or stream a video, press 1. To learn how to connect to wifi, browse the Internet or
post an update, press 2. For all other enquiries, press 3.
2 SB31 Listen, repeat and practise.

PHOTOSTORY 1A
Linking words with up
1 SB33 Read and listen to the dialogue.
STEVE What’s up, Jenny?
JENNY I’m tired! I’m up late every night studying.
STEVE You need your sleep! Can’t you get up later?
JENNY Not really. I’ve taken up the flute this year. I practise in the mornings.
STEVE Well, it’s up to you, but I’d give that up!
JENNY Hmmm … I wish I hadn’t signed up for the school orchestra now!

2 What happens to the words in blue? Circle the correct word to complete the
rule:
A word ending in a consonant / vowel sound links with the following word when it begins
with a consonant / vowel sound.

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 PRO N U N CI ATIO N

3 SB34 Listen, repeat and practise.

PHOTOSTORY 1B
Consonant–vowel word linking
1 SB36 Read and listen to the dialogue.
LISA I was only joking, but I wish I hadn’t said it.
I think she hates me.
HENRY Well, it was unkind of you to say you didn’t like her new haircut.
LISA I know! I can’t believe I said that she looked like a boy! It just came out. What
should I do?
HENRY First, I’d apologise. Then I’d admit that I prefer it long. Actually, I think she looks
amazing!

2 SB36 Underline examples of linking in the dialogue. Then listen and check.

3 SB37 Listen, repeat and practise.

PHOTOSTORY 1C
Intonation – inviting, accepting and refusing invitations
1 SB39 Read and listen to the dialogue.
MAX Hi, Gina! I’m organising a hiking trip. Why don’t you come along?
GINA Thank you, Max. I’d love to. When are you going?
MAX Next Saturday. We’re going to climb Mount Sunrise. How about bringing some
friends?
GINA That’s a great idea! Oh … I’m already going out on Saturday. What a shame. I’m
sorry, Max.

2 SB39 Underline the two invitations and the sentences where Gina accepts and
refuses the invitation. What happens to Max and Gina’s voice in each case? Listen
again and check.

3 SB40 Listen, repeat and practise.

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 GET IT RIGHT!
UNIT 1
Future continuous vs. future simple
Learners often confuse the future continuous with the future
simple.

We use the future continuous to talk about events which will be in

the process of happening at some time in the future.
✓ This time next week I’ll be sitting on the beach in Aktau.
✗ This time next week I’ll sit on the beach in Aktau.

Decide if the sentences can be written in the future continuous. If so, rewrite them
using this tense. What’s the difference in meaning between the future simple and
future continuous form in these cases?
0 When you get to the station, I’ll wait for you at the main entrance.
When you get to the station, I’ ll be waiting for you at the main entrance.
1 This time next year we’ll be at university and we’ll live away from home.

2 I’ll have a look in my diary and see if I’m free on the 5th.

3 This time next week I’ll do my final exams. Scary!

4 Some people think that tablets will soon replace laptops.

5 I’ll play hockey when you arrive at the station tomorrow but Chloe can meet you.

6 I think you’ll have a good time when you go to Spain.

UNIT 2
Verb patterns
Learners often use the wrong verb form after certain verbs,
using the gerund instead of to + infinitive and vice versa.
✓ I’m looking forward to going to the festival.
✗ I’m looking forward to go to the festival.

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 G E T IT R IG HT

Which of these sentences are correct and which are incorrect? Rewrite the
incorrect ones.
0 Arman was looking forward to climb the cliff.
Arman was looking forward to climbing the cliff.
1 They wanted going sailing but the weather conditions were too extreme.

2 I enjoy to wander around outdoor markets when I’m on holiday.

3 Jo refused to swim across the river.

4 Do you think you’ll manage completing the race?

5 Tim doesn’t mind helping out on the football course at weekends.

6 Kate had hoped reaching the glacier by early afternoon but slipped on the ice and
broke her leg.

7 The children learnt building a shelter during the survival course.

8 Megan was happy when she got her exam results as she’d expected failing.

remember, try, stop, regret and forget

Learners often use the wrong verb form after the verbs
remember, try, stop, regret and forget, which can all be followed
by both the gerund and infinitive but with different meanings.
✓ I really think you should stop smoking.
✗ I really think you should stop to smoke.

Choose the correct verb form.

1 Did you remember buying / to buy some milk?

185
 2 Nurzhan stopped getting a drink / to get a drink at a café on the way to the beach.
3 I will never forget climbing / to climb Everest. It was the ultimate experience.
4 Kathryn tried climbing / to climb Everest three times but never succeeded.
5 Madina stopped studying / to study after the exam.
6 They regretted going / to go to the party as they didn’t know anyone and they felt
awkward.
7 Dad tried completing / to complete the crossword but it was impossible.
8 I regret informing / to inform you that there are no places left on the course.

UNIT 3
Present simple passive vs. past simple passive
Learners sometimes confuse the present simple passive with
the past simple passive.

We use the past simple passive to refer to events which took place
in the past.
✓ I was really surprised when I first read the email.
✗ I am really surprised when I first read the email.

We use the present simple passive for events which have started
and are still going on now.
✓ We’ll go to Astana in two weeks – the tickets are booked.
✗ We’ll go to Astana in two weeks – the tickets were booked.

Correct the following sentences.

1 I always keep shopping until the mall was closed.

2 I am born in Britain and have lived here since then.

3 I’m proud that my town is chosen as City of Culture.

4 The hotel was located in front of the beach, so that will be very convenient.

5 Ten minutes later my tent is flooded and I had to leave it because everything was wet.

6 I am given a puppy for my last birthday.

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UNIT 4
which vs. who in relative clauses
Learners sometimes confuse who and which.

We use who to refer to people and which to refer to things.

✓ Next week I’m going to visit my Uncle Zhenis, who lives in Karagandy.
✗ Next week I’m going to visit my Uncle Zhenis, which lives in
Karagandy.

Complete the sentences with who or which.

0 There are several problems which can’t wait any longer.
1 My friend Anuar, I’ve known since primary school, is coming.
2 Animals can protect themselves shouldn’t be kept in a zoo.
3 My dad works for a company sells dental products.
4 It’s a great film but it’s really sad. It’s about a soldier goes to war.
5 She was the only one talked to me.
6 He’s currently working for a charity helps elderly people.

that and which in relative clauses

Learners often use that instead of which in non-defining relative
clauses.
✓ Working leads to self-esteem, which is vital for most people.
✗ Working leads to self-esteem, that is vital for most people.

Match the two parts of the sentences and rewrite them as one sentence using
either that or which. Use that where possible.
0 The students raised over £10,000 for a helps give us confidence.
charity b b is an amazing amount.
1 ALS is a disease c can cause speech problems.
2 Domenico Lucano had an idea d I think is very brave of her.
3 Our teacher always praises us when e saved his village.
we’ve done well in a test, f I had learnt while working there.
4 I spoke to him using Italian,
5 Elana has decided to run a marathon
for charity
0 The students raised over £10,000 for charity, which is an amazing amount.

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 Reported speech
Learners often omit if when reporting yes/no questions, or use
the auxiliary do when it isn’t needed. Learners also need to be
careful with word order in reported speech.
✓ He asked me if I wanted to go.
✗ He asked me did I want to go.
✓ The teacher asked me how old I was.
✗ The teacher asked me how old was I.

Tick the correct sentences and rewrite the incorrect ones correctly.
1 Simon asked me did I remember to 4 She asked could everybody
pass on the message to the class. hear her.
2 He asked if he was in their way. 5 The students asked the speaker what
3 Sandra asked how well worked had been the causes of the war.
the machine. 6 The students asked the charity worker
if she did think her job was difficult.

UNIT 6
much vs. many
Learners often confuse much and many.
✓ There are many more advantages than disadvantages.
✗ There are much more advantages than disadvantages.
✓ There was much more information on the website.
✗ There was many more information on the website.

Complete the sentences with much or many.

1 There wouldn’t be so naughty children if parents were stricter.
2 I can spend as time as necessary making the costume.
3 She should ask Mrs Aliyeva for advice. She knows so about parenting.
4 The book contains useful ideas about bringing up children.
5 You should come inside now. You’ve already spent too time in the sun.
6 There is more to be said about this but we don’t have time now.

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 G E T IT R IG HT

much and most

A common error for learners is mistakes with most by preceding
it with the or following it by of when this isn’t necessary.
✓ Most drivers are careless.
✗ The most drivers are careless.
✓ Most parents find bringing up children a challenge.
✗ Most of parents find bringing up children a challenge.

Tick the correct sentences and cross the incorrect ones. Then rewrite the incorrect
sentences correctly.
1 The most of my teachers at school were 4 Sally tried on a few outfits but the most
quite strict. of them were too big for her.
2 Most of my friends use their phones a 5 It would be interesting to know if most
lot. of people agreed with Amy Chua’s
3 Aslan spent most of the time I was parenting ideas.
there getting ready for the fancy-dress 6 Were the most of your old school
party. friends at the reunion?

UNIT 7
Cause and effect linkers
Learners often make mistakes with cause and effect linkers: so,
consequently, because of, due to, as a result of.
✓ It’s easier to go by train because you have no parking problems.
✗ It’s easier to go by train for you have no parking problems.

Choose the correct linker.

1 Consequently / Due to / Because the film’s success, the director became extremely well-
known.
2 Many people watched the solar eclipse. So / Because of / As a result, a number of
people were admitted to hospital with eye damage.
3 It’s a very popular tourist destination because of / as a result / due its breathtaking
views.
4 Emily spent most of her money in the first week of her holiday and because /
consequently / as a result had very little to spend in the second week.
5 I really hate being interrupted because / so / consequently please wait for me to finish
speaking!
6 Aigerim’s dad was cross as a result / for / because of her disappointing exam results.

189
 Second conditional tenses
Learners sometimes use the wrong tenses in the clauses of the
second conditional.
We form the second conditional by using the past simple tense in
the if clause, and the would form in the main clause.
✓ If I knew what to do, I would do it.
✗ If I would know what to do, I would do it.

Correct the following sentences.

1 If you answered my email I will be very pleased.

2 It would be fantastic if you would come to visit me.

3 If I find your mobile, I would bring it on Monday

4 I am very grateful if you could meet me at 11 on Sunday.

5 If I broke this vase, my parents will be angry.

6 I will love it if you could visit me in the holidays.

if vs. when

Learners often confuse if with when.

We use if to indicate possible actions or events.

✓ It’ll be best for us if everyone goes by bicycle. Car parking facilities
are limited.
✗ It’ll be best for us when everyone goes by bicycle. Car parking
facilities are limited.

We use when to indicate events which have happened in the past

or are going to happen in the future.
✓ I can pass on your message. I’ll tell him when I see him tomorrow.
✗ I can pass on your message. I’ll tell him if I see him tomorrow.

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 G E T IT R IG HT

Complete these sentences with if or when.

0 I was very pleased when I read your letter.
1 I had a great time I went to Shymbulak.
2 Would it be OK I invited my friend?
3 I’ll call you I get home tonight.
4 Do you mind we meet at 5.00 instead of 4.00?
5 you’re free on Saturday, come to the cinema with us!
6 He went to Africa he was 21 because of his job.
7 How much would it cost we were a group of ten?

UNIT 8
Comparatives
Learners often use the comparative instead of the superlative
and vice versa.
✓ That was the worst evening of my holiday.
✗ That was the worse evening of my holiday.
✓ Their behaviour seems to getting worse.
✗ Their behaviour seems to getting worst.

Complete the sentences with the correct superlative or comparative in the list.
happier | happiest | harder | hardest | higher | highest | better | best
1 The the questions, the more money can be won by the
participants.
2 What’s the way to ask someone out?
3 When Dina got married it was the day of her life.
4 The the salary, the more extra money to spend you have.
5 The exam I sat yesterday was the one I’ve ever done.
6 Luke and Sally’s engagement party would have been if they’d
invited more people.
7 Askhat decided to climb the mountain in Kazakhstan.
8 Some people think that the richer you are the you are.

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 would
Learners often use would in the if clause of conditional
sentences instead of using a present, past simple or past perfect
form.
✓ Don’t hesitate to contact me if you need any more information.
✗ Don’t hesitate to contact me if you would need any more information.
✓ If you had come to the park, you would have enjoyed yourself.
✗ If you would have come to the park, you would have enjoyed yourself.

Put the words in order to make sentences. In each sentence there is an extra word
that you don’t need.
1 If / would / run through / the / mistake / calculations / they / they / would / have / realised
/ had / their / .

2 cook book / The / wouldn’t / meal / wouldn’t / turned out / lent / so well / if / you / hadn’t
/ me / have / your / .

3 would / ’ll / that / She / do / her / provided / we / help / it / .

4 get / infection / you / hands, / might / don’t / would / wash / If / your / you / an / .

5 The / wouldn’t / been / have / ripped / would / it / had / cloth / if / stronger / .

6 as / time / won’t / It / problem / long / a / as / would / arrive / on / be / you / .

wish / if only
Learners often use the past simple instead of the past perfect
after wish / if only when talking about the past.
✓ I wish I had gone to the party.
✗ I wish I went to the party.

Match the two parts of the sentences.

1 I wish we won 4 Ruslan’s mum wishes
2 I wish we had won he studied harder
3 Ruslan’s mum wishes 5 If only I had slept until later
he had studied harder 6 If only I didn’t sleep so late

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 G E T IT R IG HT

d I wouldn’t be so tired now.

7 If only Pete hadn’t let you down
e you’d still be friends.
8 If only Pete didn’t let you down
f the match. Everyone was so
a at school so he could get into disappointed.
university. g at school and got into university.
b all the time, you’d be friends.
h I’d have more time in the mornings.
c a match occasionally. It would be nice!

UNIT 9
don’t have to vs. mustn’t
Learners sometimes make errors with don’t have to and mustn’t.

Although have to and must both mean something is necessary,

don’t have to means that something is not necessary, whereas
mustn’t means that something is prohibited.
✓ I don’t have to work tonight, as I’ve already finished everything.
✗ I mustn’t work tonight, as I’ve already finished everything.
✓ I mustn’t fail my exam, or I’ll have to retake it.

Write the sentences with mustn’t or don’t have to.

0 You / stay out late or you’ll be really tired tomorrow.
You mustn’t stay out late or you’ ll be really tired tomorrow.
1 You / finish your essay now. Mr Jenkins said that we can hand it in next Friday.

2 You / bring anything to the party – just bring yourself!

3 You / eat food in class – it’s against the rules.

4 You / talk during exams.

5 You / revise every unit. The exam only includes Units 1 to 3.

6 You / use your phone in class. It’ll be confiscated.

should

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 Learners often use would and must instead of should.
✓ Lots of people think that animals should be free.
✗ Lots of people think that animals must be free.

For each pair of sentences tick the correct one.

1 a Your computer is very slow. I think you should upgrade your system.
b Your computer is very slow. I think you must upgrade your system.
2 a Assel wouldn’t have moved abroad if she hadn’t been unhappy here.
b Assel shouldn’t have moved abroad if she hadn’t been unhappy here.
3 a Our teachers should motivate us to study more so we do better in exams.
b Our teachers would motivate us to study more so we do better in exams.
4 a We should do something to save the planet now or it will be too late. We’ve
no option.
b We must do something to save the planet now or it will be too late. We’ve no
option.

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STUDENTS A & C
UNIT 8, PAGE 121
Student A
You are an 18-year-old student who suffers from claustrophobia (which means you really
don’t like enclosed spaces). You can be in a lift for three or four minutes, but after that
you panic and need to get out as soon as possible. When you are stressed, you usually
sing to help you relax.

Student C
You are a middle-aged lawyer. You have work to do in your office and you think it’s very
important that you get to your office soon. You are not a very patient person. You do not
like students or unemployed people very much, and you absolutely hate music.

PHOTOSTORY 1A
Student A
You aren’t very happy with your brother or sister.
He/She plays loud music that you don’t like when you’re trying to work. He/She doesn’t
even keep the door closed. What else upsets you about this? You have decided to talk to
him/her about it. Try and use the expressions in Exercise 1.
Excuse me, [name], I need a word …

PHOTOSTORY 3A
Student A

1 Invite your partner to do these things with you. Then add one more idea of
your own.
● Watch a football match at the local sports ground.
● Meet some of your friends and go to the shopping centre.

2 Accept or refuse your partner’s invitations.

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 STUDENTS B & D
UNIT 8, PAGE 78
Student B
You are an elderly person, about 65 years old. You have been in situations like
this before and it doesn’t worry you very much. However, you have an important
appointment with your doctor in an hour’s time so you really need to get out as soon as
possible. You would like the other people to do something practical to fix the situation.

Student D
You are an unemployed person in your 20s. You are in the lift because you are going to a
job interview which starts in 30 minutes. But it’s not a job you really want so you are not
very worried and you’re relieved to have the excuse not to go. Also you are a very calm
person and you enjoy helping other people. You also enjoy singing.

PHOTOSTORY 1A
Student B
You aren’t very happy with your brother or sister. He/She keeps taking your clothes
without asking you. He/She makes a real mess when he/she takes them from your
wardrobe. What else upsets you about this? You have decided to talk to him/her about
it. Try and use the expressions in Exercise 1.
Excuse me, [name], I need a word …

PHOTOSTORY 3A
Student B

1 Accept or refuse your partner’s invitations.

2 Invite your partner to do these things with you. Then add one more idea of
your own.
● Watch a horror DVD at your place.
● Go for a long walk in the mountains.

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 WORD LIST
Kazakh Russian

UNIT 1
about to /əˈbaʊt tə/ даярлану собираться что-либо сделать
on the point of /ɒn ðə pɔɪnt əv/ жиналу собираться что-либо сделать
off to /ɒf tə/ жол жүру уезжать
carry on /ˈkæri ɒn/ жалғастыру продолжать что-либо делать
come round /kʌm raʊnd/ келу подойти
find out /faɪnd aʊt/ біліп қою узнать
get on /ɡet ɒn/ тату тұру ладить
give up /ɡɪv ʌp/ тоқтату бросить заниматься чем-либо
hang out /hæŋ aʊt/ қыдыру гулять
look after /lʊk ˈɑːftə/ бағу присматривать
set off /set ɒf/ жолға шығу отправиться
show up /ʃəʊ ʌp/ көріну явиться
take off /teɪk ɒf/ жерден көтерілу взлетать
take up /teɪk ʌp/ әуес істі бастау начать заниматься чем-либо

UNIT 2
climb /klaɪm/ өрмелеп шығу залезать
crawl /krɔːl/ еңбектеу ползти
descend /dɪˈsend/ төмен түсу спускаться с
stagger /ˈstæɡə/ сүрініп жүру идти, спотыкаясь
hop /hɒp/ секіру подпрыгивать
rush /rʌʃ/ асыға жүгіру мчаться
swing /swɪŋ/ тербелу качаться
tiptoe /ˈtɪptəʊ/ аяғының ұшымен идти на цыпочках
жүру
leap /liːp/ секіріп аттау перепрыгнуть
wander /ˈwɒndə/ аралау бродить
fitness /ˈfɪtnəs/ фитнесс фитнесс
injure /ˈɪndʒə/ жаралау повредить

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keep fit /kiːp fɪt/ бапта болу быть в хорошей физической
форме
physical /ˈfɪzɪkəl/ физикалық физический
personal trainer /ˌpɜːsənəl жеке жаттықтырушы личный тренер
ˈtreɪnə/
stretch /stretʃ/ созу растягивать, тянуть
train /treɪn/ шұғылдану, жаттығу заниматься, тренироваться
warm up /wɔːm ʌp/ ширату, жаттығу разминаться
weight /weɪt/ салмақ вес
workout /ˈwɜːkaʊt/ жаттығу тренировка

UNIT 3
do research /duː rɪˈsɜːtʃ/ зерттеу изучить
give advice /ɡɪv ədˈvaɪs/ кеңес беру дать совет
give an example /ɡɪv ən мысал келтіру привести пример
ɪɡˈzɑːmpl/
give a speech /ɡɪv ə spiːtʃ/ сөз сөйлеу выступить с речью
make a complaint /meɪk ə шағымдану пожаловаться
kəmˈpleɪnt/
make a deal /meɪk ə diːl/ келісім жасау договориться
make a decision /meɪk ə dɪˈsɪʒən/ шешімге келу придти к решению
make an effort /meɪk ən ˈefət/ күш салу постараться
make amends /meɪk əˈmendz/ өтеу искупить
make friends /meɪk frendz/ дос болу подружиться
make fun of /meɪk fʌn əv/ мазақтау насмехаться
make a joke /meɪk ə dʒəʊk/ қалжыңдау шутить
make a journey /meɪk ə ˈdʒɜːni/ саяхатқа шығу совершить путешествие
make a wish /meɪk ə wɪʃ/ армандау загадать желание
make money /meɪk ˈmʌni/ табыс табу, ақша зарабатывать
жасау
make progress /meɪk ˈprəʊɡres/ табысқа жету делать успехи
make a speech /meɪk ə spiːtʃ/ сөз сөйлеу произнести речь
play the fool /pleɪ ðə fuːl/  ақымақтану дурачиться
play a joke /pleɪ ə dʒəʊk/ қалжыңдау подшутить над
play a part /pleɪ ə pɑːt/ рөл атқару играть роль
take advantage of /teɪk ədˈvɑːntɪdʒ мүмкіндікті воспользоваться
əv/ қолдану

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take advice /teɪk ədˈvaɪs/ кеңеске құлақ асу воспользоваться советом
take a decision /teɪk ə dɪˈsɪʒən/ шешім қабылдау принять решение
take a joke /teɪk ə dʒəʊk/ қалжыңдау шутить
take a journey /teɪk ə ˈdʒɜːni/ саяхаттау путешествовать
take a photo /teɪk ə ˈfəʊtəʊ/ суретке түсіру сфотографировать
take revenge /teɪk rɪˈvendʒ/ өш алу отыграться
bay /beɪ/ шығанақ бухта
canyon /ˈkænjən/ шатқал каньон
dune /djuːn/ құм төбе бархан
glacier /ˈɡlæsiər/ мұздық ледник
mountain range /ˈmaʊntɪn тау тізбектері горный хребет
reɪndʒ/
reef /riːf/ риф риф
volcano /vɒlˈkeɪnəʊ/ жанартау вулкан
waterfall /ˈwɔːtəfɔːl/ сарқырама водопад

UNIT 4
audience /ˈɔːdiəns/ аудитория аудитория
crew /kruː/ команда команда
employee /ɪmˈplɔɪiːz/ жұмысшы работник
employer /ɪmˈplɔɪəz/ жұмыс беруші работодатель
immigrant /ˈɪmɪɡrənts/ қоныс аударушы иммигрант
inhabitant /ɪnˈhæbɪtənts/ тұрғын жители
motorist /ˈməʊtərɪsts/ жүргізуші автомобилист

pedestrian /pɪˈdestriənz/ жаяу жүргінші пешеход

politician /ˌpɒlɪˈtɪʃənz/ саясаткер политик
refugee /ˌrefjʊˈdʒiːz/ босқын беженец
resident /ˈrezɪdənts/ тұрғын житель
staff /stɑːf/ ұжым коллектив
celebrity /səˈlebrəti/ атақты адам знаменитость
charity /ˈtʃærɪti/ қайырымдылық благотворительность
donation /dəʊˈneɪʃən/ қайыр, садақа пожертвование
raise money /reɪz ˈmʌni/ қаражат жинау собирать деньги
social media /ˌsəʊʃəl ˈmiːdiə/ әлеуметтік желілер социальные сети
sponsor /ˈspɒnsə/ демеушілік ету спонсировать

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support /səˈpɔːt/ қолдау поддержать
take part in /teɪk pɑːt ɪn/ қатысу участвовать
volunteer /ˌvɒl.ənˈtɪə/ ерікті волонтёр
agree /əˈɡriː/ келісу соглашаться
claim /kleɪm/ мәлімдеу заявить
demand /dɪˈmɑːnd/ талап ету требовать
encourage /ɪnˈkʌrɪdʒ/ ынталандыру поощрять
explain /ɪkˈspleɪn/ түсіндіру объяснить
invite /ɪnˈvaɪt/ шақыру пригласить
persuade /pəˈsweɪd/ қолқалау, көндіру уговорить
recommend /ˌrekəˈmend/ ұсыну рекомендовать
refuse /rɪˈfjuːz/ бас тарту отказаться

UNIT 5
character /ˈkærəktə/ кейіпкер персонаж
dialogue /ˈdaɪəlɒɡ/ сұхбат разговор
ending /ˈendɪŋ/ соңы конец
hero /ˈhɪərəʊ/ батыр герой
opening /ˈəʊpənɪŋ/ кіріспе вступление
plot /plɒt/ сюжет сюжет
setting /ˈsetɪŋ/ қойылым место действия
villain /ˈvɪlən/ қаскүнем злодей
(auto)biography /ˌɔːtəbaɪˈɒɡrəfi/ автобиография автобиография
crime novel /ˈkraɪm ˌnɒvəl/ қылмыстық роман криминальный роман
historical novel /hɪˈstɒrɪkəl ˌnɒvəl/ тарихи роман исторический роман
horror story /ˈhɒrər ˌstɔːri/ қорқыныш произведение в жанре
жанрындағы роман ужасов
poetry /ˈpəʊɪtri/ поэзия поэзия
romantic novel /rəʊˈmæntɪk романтикалық любовный роман
ˌnɒvəl/ шығарма
science fiction /ˌsaɪəns ˈfɪkʃən ғылыми-фантас- научно-фантастическая
novel ˌnɒvəl/ тикалық әдебиет литература
short stories /ʃɔːt ˈstɔːriz/ қысқа әңгіме короткие рассказы
travel literature /ˈtrævəl ˌlɪt.rə.tʃər/ туристік әдебиет туристическая литература

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UNIT 6
apron /ˈeɪprən/ алжапқыш фартук
belt /belt/ белдік ремень
cape /keɪp/ жамылғы плащ
football top /ˈfʊtbɔːl tɒp/ майка футбольная майка
helmet /ˈhelmət/ дулыға шлем
leather jacket /ˌleðə ˈdʒækɪt/ былғары күрте кожаная куртка
mask /mɑːsk/ бетперде маска
sunglasses /ˈsʌŋˌɡlɑːsɪz/ күннен қорғайтын солнцезащитные очки
көзәйнек
sword and shield /sɔːd ənd ʃiːld/ семсер және щит и меч
қалқан
wig /wɪɡ/ парик парик
bring up /brɪŋ ʌp/ тәрбиелеу воспитывать
childhood /ˈtʃaɪldhʊd/ балалық шақ детство
do (your) best /duː jɔːr best/ қолдан келгенше стараться изо всех сил
тырысу
do well /duː wel/ жақсы қатысу хорошо выступить
get ahead in life /ɡet əˈhed ɪn laɪf/ табысқа жету преуспеть в жизни
grow up /ɡrəʊ ʌp/ есею взрослеть
soft /sɒft/ жұмсақ мягкий
strict /strɪkt/ қатал строгий

UNIT 7
compose music /kəmˌpəʊz музыка жазу сочинять музыку
ˈmjuːzɪk
download a song /ˌdaʊnˈləʊd ə ән жүктеу скачать
sɒŋ/
enter a talent /ˌentə ə ˈtælənt таланттар участвовать в конкурсе
show ʃəʊ/ байқауына қатысу талантов
enter the charts /ˈentə ðə tʃɑːts/ үздіктер шеруіне войти в список лучших
ену
go on tour /ɡəʊ ɒn tʊə/ гастрольге шығу гастролировать
perform live /pəˈfɔːm lɪv/ жанды дауыста ән петь вживую
айту
record (a single) /rɪˌkɔːd ə ˈsɪŋɡəl/ ән жазу записать сольную песню

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release (a single) /rɪˌliːs ə ˈsɪŋɡəl/ әнді жарыққа выпустить песню
шығару
start a band /stɑːt ə bænd/ топты құру создать группу
write lyrics /raɪt ˈlɪrɪks/ лирика жазу писать лирику
action-packed /ˈækʃənˌpækt/ атыс-шабыс (экшн) в жанре экшн
жанрында
breathtaking /ˈbreθˌteɪkɪŋ/ әсерлі захватывающий
delightful /dɪˈlaɪtfəl/ ғажайып восхитительный
far-fetched /ˌfɑːˈfetʃt/ жалған неестественный
memorable /ˈmemərəbəl/ есте қаларлық незабываемый
sentimental /ˌsentɪˈmentəl/ сентименталдық сентиментальный
stunning /ˈstʌnɪŋ/ таңғалдыру ошеломляющий
thrilling /ˈθrɪl.ɪŋ/ қызықты захватывающий

UNIT 8
announce /əˈnaʊns/ хабарлау объявить
announcement /əˈnaʊnsmənt/ хабарландыру сделать объявление
complain /kəmpleɪn/ шағымдану жаловаться
complaint /kəmˈpleɪnt/ наразылық жалоба
confess /kənˈfes/ мойындау признаться
confession /kənˈfeʃən/ мойындаушылық признание
enquire /ɪnˈkwaɪə/ анықтау выяснять
enquiry /ɪnˈkwaɪəri/ сауал вопрос, запрос
suggest /səˈdʒest/ ұсыну предложить
suggestion /səˈdʒestʃən/ ұсыныс рекомендация
catch up on /kætʃ ʌp ɒn/ соңғы наверстать упущенное
жаңалықтардан
хабардар болу
bring about /brɪŋ əˈbaʊt/ тудыру приводить к
go through /ɡəʊ θruː/ төзу испытать, преодолеть
put up with /pʊt ʌp wɪð/ көну смириться, терпеть
run into /rʌn ˈɪntuː/ кездесіп қалу случайно встретить
turn out /tɜːn aʊt/ болып қалу оказываться, стать
wear out /weər aʊt/ жүйкесін жұқарту утомлять

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UNIT 9
adaptor /əˈdæptə/ адаптер переходник
'at' symbol /ˈət ˌsɪmbəl/ «айқұлақ» таңбасы знак «собачка»
charger /ˈtʃɑːdʒə/ зарядтау зарядное устройство
құрылғысы
headset /ˈhedset/  құлаққап  наушники
plug /plʌɡ/ электр желісі электросеть
power lead /ˈpaʊə liːd/ кабель кабель
protective case /prəˌtektɪv ˈkeɪs/ қорғаныс защитный чехол
қабықшасы
USB port /ˌjuːesˈbiː pɔːt/ USB-порт USB-порт
webcam /ˈwebkæm/ уеб-камера веб-камера
wireless router /ˌwaɪələs ˈruːtə/ сымсыз беспроводной
коммутатор маршрутизатор, коммутатор
browse the /braʊz ðiː ғаламторды шолу просматривать интернет
Internet ˈɪntənet/
connect to wifi /kəˌnekt tə wifi желісіне подключиться к wifi
ˈwaɪfaɪ/ қосылу
plug (a laptop) in /plʌɡ ə ˈlæptɒp электр желісіне подключить к электросети
ɪn/ қосу
post an update /pəʊst ən ˈʌpdeɪt/ соңғы мәліметті разместить новое сообщение
жазу
save (a document) /seɪv ə (құжатты) сақтау сохранить (документ)
ˈdɒkjəmənt/
stream (a video) /striːm ə ˈvɪdiəʊ/ видеоны онлайн смотреть видео онлайн
көру
sync devices /sɪŋk dɪˈvaɪsɪz/ құрылғыларды синхронизировать
үйлестірү
upgrade (your /ʌpˌɡreɪd jɔː (системаны) обновить (систему)
system) ˈsɪstəm/ жаңарту

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