1 First impressions

Reading and vocabulary

About   Galleries   Education   Shop
1 WHAT DO YOU THINK? Discuss the questions.
1 Read the quotations below. What is the message in each
one? Which do you think is most memorable and why?
nce.’
‘Nothing is uglier than ignora

‘I am powerful just ‘It’s OK to be

the way I am.’ who you are
and to love
.’
who you are
‘Celebrate the beauty
in difference.’

2 How important is appearance when you first meet

someone? What about when you know them well? Does

2
society put too much emphasis on appearance?
Read the article. How were the people in the article
Change how you see,
affected by the reactions to their appearance?
Society conditions us to see fashion models in a
Strategy Guessing the meaning of particular way, a way that we have long thought is the
unknown words norm. But what is ‘normal’, really? Rick Guidotti is a
There are several things that you can do to help you famous fashion photographer and his project Positive
guess the meaning of a new word. 5 Exposure challenges the way we see normal. The
1 Use the context. Looking at words before and after models he uses are a representation of the diversity
the unknown word and identifying the part of in society and include individuals with a visible
speech (noun, verb, etc.) of the word can help you to birthmark or genetic conditions such as albinism or
understand the meaning. Down’s syndrome. Positive Exposure shows young
2 Understand a word through its different parts. 10 people who have confidence in themselves, and a
You may already know one or more parts of the word. positive body image. Guidotti’s aim is to be inclusive
For example, birth + mark = birthmark. and to ‘change the way we see’.
3 Use your own language. Sometimes the English word
or part of the word is similar in your own language. Rick Guidotti was a fashion photographer. He
English = norm Dutch = norm Czech = norma regularly flew to New York, Paris and Milan to
Polish = norma 15 photograph ‘perfect people’. There was no one
overweight or plain on his photoshoots; they were all
elegant, slim and attractive models. Then, one day,
3 Read the strategy. Then guess the meanings of the
underlined words in the article. What helped you to after a photoshoot in New York, he noticed a young
guess: the context, understanding the different parts girl at a bus stop. She stood out from the people
or your own language?
20 around her because she was very pale-skinned and
fair-haired. In fact, she had a genetic condition called
4 Read the article again and answer the questions. albinism, and Guidotti thought she looked stunning.
1 Why did Rick Guidotti start Positive Exposure? Fascinated, he researched information about the
2 What type of people did he use to photograph? condition, but the images he found were upsetting
3 What was his reaction to the girl at the bus stop? 25 and sad. Albinism was presented as a disease, as
4 How was albinism presented in books? something ugly and unattractive.
5 Why was Christina shy?
6 What was the aim of the PEARLS project? Guidotti wanted to challenge people’s perception
7 How did Guidotti achieve this aim? of genetic conditions like albinism. He organized a
photoshoot just like the shoots he did with models
5 REACT Discuss the questions. 30 and photographed young people with albinism in the
1 How do you think the videos and blogs from Positive same way, using stylish clothes, make-up and lighting.
Exposure can help stop bullying in schools? The first girl, Christina, came in with her head down
2 Guidotti’s work encourages us to empathize. What is and made no eye contact. She looked self-conscious
empathy and why is it important? about being the centre of attention. Perhaps people
35 had made fun of her albinism or maybe she felt
4

4262354 2e Intermediate SB.indb 4 13/09/2021 09:19

 1a
LEARNING Scan a text for Use context to Use adjectives to
OBJECTIVES specific information understand new words describe appearance

V Insight Describing appearance

6 Study the highlighted adjectives in the article. Which
ones have a positive meaning and which ones have
a negative meaning?

7 Choose the correct word.

1 Photos of models are often airbrushed to make them
look more attractive / plain.
2 The dragon tattoo was detailed and colourful. It was
really plain / stunning!
3 You might say someone is good-looking, but another
person may think they are plain / attractive. It
depends on your point of view.
4 High heels can make people look tall and elegant /
overweight. They can be uncomfortable, too!
5 Marta didn’t like the photo she was tagged in. She said
she had an ugly / attractive frown on her face.
6 He was too small and slim / overweight for the T-shirt.

see how you change

It was two sizes too big!
7 Everyone looks beautiful / slim when they smile.
8 The boys wore suits for their graduation. They all
looked very handsome / beautiful.
awkward in front of a camera. But Guidotti knew
how powerful the camera was as a medium, and he V Insight Compound adjectives: appearance
wanted to use it to ‘present self-esteem, to present 8 Match the words below to make compound adjectives.
self-acceptance and to see beauty’. The photos Check your answers in the article.
40 Guidotti took were a big success and appeared in
magazines and on websites all around the world.

+
Guidotti went on to start the PEARLS project
fair blue -shouldered
and also worked on the documentary On Beauty.
For PEARLS, he asked 11 people with different pale -haired -tanned
45 disabilities to make a video and write a blog about broad sun -eyed -skinned
their lives. The videos and blogs were used in
high schools as part of anti-bullying programmes.
Students were able to ask questions and get to
know the bloggers – they saw the people, not the 9 How many compound adjectives can you make with
50 condition. One 15-year-old called Ashley was asked the words below?
if she felt embarrassed about her wheelchair when
she met people. She confidently replied that if they
only saw the wheelchair, that was their problem!

+
Then, in the documentary On Beauty, a mother dark blonde -sighted
55 comments on how handsome her son is in Guidotti’s straight long -skinned -haired
photos. The photos show her son as she sees him: blue green -eyed
a happy, loving child. ‘They were the most beautiful
pictures of this blue-eyed baby,’ she says.
Guidotti’s work celebrates the beauty in difference.
60 It also helps us empathize and put ourselves in other 10 TASK Work in pairs. Use the adjectives in exercises
people’s shoes. His models are not sun-tanned or 6–9 to make sentences about people you know.
broad-shouldered. But Positive Exposure encourages My sister is tall, dark-haired and blue-eyed. She looks like
us to see the person. It challenges us to accept our dad!
everyone for their differences and individuality, People say my cousin and I are very similar. We’re both
65 and to be more inclusive. ‘The ultimate goal is to broad-shouldered and fair-haired.
see someone with a difference and not see that
Vocabulary extra Describing hair page 15
difference,’ says Guidotti.
In other words, ‘Change how you see, see how Assess your progress Workbook page 11
you change’.
5

4262354 2e Intermediate SB.indb 5 13/09/2021 09:19

 1b Grammar and reading

Grammar Present simple and present continuous

1 WHAT DO YOU THINK? Look at the photo. How can this animal’s appearance help it to survive?
What problems does this animal face? How is it adapting to deal with those problems?

Adapt to Survive
Today, in our photo series on endangered animals, 1we’re looking
at the polar bear. 2Polar bears live in the Arctic – one of the planet’s
coldest environments. Their thick fur protects them from the
freezing temperatures, and they even have fur on the bottom of
their paws to protect them against the ice. Adult polar bears measure
up to 2.5 m long and weigh about 680 kg. They have an incredible
sense of smell and they can smell their favourite food – seals – up to
16 km away.
3
Every day, they walk across the ice and swim and dive in its coastal
waters to look for seals. 4This polar bear is waiting patiently by an ice
hole for a seal to appear. When the seal comes to the surface for air,
the polar bear stands up on its back legs to catch it and kill it.
Life for the polar bear is becoming more difficult. 5Humans are
always creating problems for the Earth, it seems. 6Climate change
is warming up the Arctic and the sea ice is melting, which is causing
polar bears a lot of problems. Some of them are spending more time
on the land, but they can’t hunt seals there. Others are swimming
longer distances in search of sea ice and seals, often without
success and leaving them exhausted. So, polar bears are starving.
7
Scientists believe that as the Arctic continues to warm up, two
thirds of the world’s polar bears could disappear this century.
8
Next week in our Adapt to Survive series, we’re looking at another
View all 362 comments endagered species: the snow leopard. Join us!

2 Read the text quickly and check your answers to exercise 1.

3 Read the text again. What do the numbers below refer to?
two thirds 2.5 16 680

4 REACT Work in pairs. What information in the text did you find surprising? Can you think of
other animals that need to adapt to survive? How are they adapting? Make a list. Then compare
it with other students.

Grammar Insight
5 Study sentences 1–8 in the text. Which ones are in the present simple and which are in the
present continuous? Match sentences 1–8 to rules a–h.
We use the present simple:
a to talk about routines or habits, often with adverbs of frequency like always, often, regularly,
usually, sometimes and time expressions like every day, on Mondays, twice a week, etc.
b to talk about facts and general truths.
c with verbs that describe states: believe, have, know, like, need, see, seem, think, want,
understand, etc.
We use the present continuous:
d to talk about actions happening now, often with expressions like right now, at the moment,
this week, etc.
e to talk about temporary, changing or developing situations.
f to talk about planned future arrangements.
g to talk about irritating habits, usually with always.
h to describe photos.

Further reference and practice Workbook page 84

4262354 2e Intermediate SB.indb 6 13/09/2021 09:19

 Use the present continuous to
1b
LEARNING Recognize numbers Use the present simple to talk about
talk about current activities and
OBJECTIVES and measurements routines, facts and general truths
planned future events

6 Make questions in the present simple or present continuous. Then match questions 1–7 to answers a–g.
1 how / a zebra’s stripes / help it to survive? a Because humans are destroying its natural habitat.
2 why / leopards / have / spots? b It’s waiting for a seal.
3 what / the polar bear in the photo / do? c They fly from the USA to Mexico to survive the winter.
4 why / the mountain gorilla / become / endangered? d So the animals they are hunting can’t see them coming.
5 how / peacocks / attract / a mate? e They usually show off their feathers.
6 what / Monarch butterflies / do / in the autumn? f To warn its enemies that it’s dangerous.
7 why / a tree frog / be / bright blue? g They help to confuse its enemies.
7 Complete the text with the present simple or present continuous form of the verbs in brackets.

Mimicry
Animal survival is a fascinating subject. As these
photos 1 (show), nature often
2
(play) tricks on us. Two insects
3
(sit) on a flower. They both
4
(look) like bees, but one of them
5
(not be) a bee. It 6
(imitate) a bee in order to protect itself from predators. The real
bee on the left 7 (have) a sting, which it
uses to attack its enemies. However, the hoverfly on the right
8
(be) completely harmless. This imitation
of one species by another often 9 (happen)
10
in nature and is called mimicry. Animals
(copy) the appearance, actions or sounds of another animal and
this 11 (help) them to survive.

8 VOLUME-UP 1.1 Listen to an interview about urban wildlife.

Which two countries and animals does it mention?

9 VOLUME-UP 1.1
Listen again and answer the questions.
1 How is urbanization affecting animals?
2 Why are cities becoming difficult places for
animals to live in? Give one example.
3 How do crows use cars to help them in Sendai?
4 How are citizen scientists helping ecologists
in the Netherlands?
5 What is happening to snails’ shells in the
Netherlands? Why?
10 TASK Work in pairs. Imagine you are citizen scientists. Look at the facts below. Think about what the
animals usually do and why their behaviour is changing. Discuss the reasons with other pairs of citizen
scientists. Think about these factors.
chemicals climate change food habitat housing predators

usually live in Foxes usually live in rural areas like

foxes coming into towns more
rural areas forests. Why do you think foxes are
coming into towns more?
usually live in
butterflies numbers are declining
parks / gardens I think they’re doing that because … .

white-tailed usually live in living under houses / Assess your progress

deer forests eating grass in gardens Workbook page 11

4262354 2e Intermediate SB.indb 7 13/09/2021 09:19

 1c Listening, vocabulary and speaking

Listening and vocabulary

1 WHAT DO YOU THINK? How important are the things below when you form a first impression
(1 = most important)? Work in pairs and compare your answers.
age attractiveness body language clothes eyes facial expressions
hair colour and style height personality tone of voice

2 VOLUME-UP 1.2 Listen to an interview with a psychologist. Which of the things in exercise 1 does she say
influence our first impression of someone?

3 VOLUME-UP 1.2 Listen again. Are the sentences true (T) or false (F)? Correct the false sentences.
1 It takes a long time for the human brain to process a first impression.
2 What a person says has more impact than a friendly expression or gesture.
3 We make assumptions about a person’s personality based on their physical appearance.
4 Handsome or attractive people always make a good first impression.
5 If you are happy and relaxed, you will usually create a positive first impression.
6 If you look happy, the negative parts of your character are not so important.
7 A negative first impression is not difficult to change.
8 You need to get to know a person better to change your first impression.
4 REACT Work in groups and discuss the questions.
1 How often do you judge a person based on a first impression?
2 Can you judge someone on a first impression without realising you are doing it?
3 Do you think it’s possible to change your first impression of someone? Why / why not?

V Insight Words often confused: personality adjectives

5 Match the adjectives to the definitions. Which adjective in each pair has a negative meaning?
1 arrogant / assertive
a thinking you are better and more important than others
b expressing your opinions and feelings in a confident way
2 determined / stubborn
a not letting anything stop you doing what you’ve decided to do
b not willing to change your decision or consider anyone else’s opinion
3 emotional / sensitive
a having intense feelings about things and showing them
b being aware of your own feelings and other people’s
4 easy-going / lazy
a relaxed and happy to do whatever people want
b not liking to work or use energy
5 modest / shy
a not feeling confident in the company of people you don’t know
b not wanting to talk about the things you do well
6 Complete the sentences with adjectives from exercise 5.
1 Max never listens to anyone’s advice. He’s so .
2 You’ve achieved so much, but you’re so . You should tell everyone!
3 I don’t like getting up early at the weekend, but I’m definitely not a person.
4 You’re working so hard to get good results. I didn’t realize you were such a person.
5 Sara usually knows when her friends aren’t happy. She’s very to their feelings.
6 Nico thinks he’s more important than the rest of us. He can be really .
7 Esther is relaxed with people she knows, but in new situations she feels .
8 We love spending time with Kevin. He’s so and he gets on with everyone.
7 TASK Work in groups. Prepare four tips on how to make a good first impression. Then compare
your tips with another group and agree on the best three tips.

4262354 2e Intermediate SB.indb 8 13/09/2021 09:19

 1c
LEARNING Understand the main
Use personality adjectives Use key language to speculate
OBJECTIVES points in a radio interview

Speaking Speculating
8 Work in pairs. Look at the photos. How would you describe the people? Why?

A B C D

9 VOLUME-UP 1.3
Listen to two dialogues about two of the people in the photos. Which two people are they
talking about?

10 VOLUME-UP 1.3 Complete the phrases from the dialogues. Then listen again and check.

Speculating
Modal verbs look / look like / look as if
He 1 be in his thirties. He 6 younger
He 2 / could understand us better. than I expected.
She 3 be nearly two metres tall. He 7 a typical
seem headteacher.
4
nice? She 8 she’s an
5
easy-going. Olympic athlete.

11 VOLUME-UP 1.4 Listen to the two people in the photos talking about themselves. What words do they use
to describe themselves?

12 VOLUME-UP 1.5 Complete the dialogue with the phrases below. Then listen and check.

he could definitely be useful he seem nice looks like a good basketball player
looks taller than might play basketball seems quite shy

Ed Have you met the new student in our class yet?

Lily Who’s that?
Ed His name’s Andi. Look – he’s talking to Olivia at the moment.
Lily He 1 I expected. He certainly 2 .
3
Ed Yes. I think he .
Lily Really?
Ed Yes. I think 4 for the team.
Lily Have you spoken to him? Does 5 ?
Ed Yes, I chatted to him in the corridor on the way to English. He 6 . Why
don’t I introduce you to him now?
Lily Eh … not just now. Maybe later.
Ed Who’s the shy one now, then?

 Global skills Adverbs

We often use adverbs when we are He could definitely be useful for the team.
speculating to show how strongly we think He certainly looks like a good basketball
something is true. When we do this, we stress player.
the adverb in the sentence.
13 What adverbs could we use to show that we are not sure how true something is?

14 TASK Work in pairs. Take turns to speculate about the other people in the
photos in exercise 8 and discuss your first impressions. Use the dialogues in
Assess your progress
exercises 9 and 12 to help you. Remember to use adverbs and to stress them.
Then compare your ideas with another pair. Workbook page 11

4262354 2e Intermediate SB.indb 9 13/09/2021 09:19

 1d CULTURE Reading, vocabulary and grammar

Reading and vocabulary

Say it with a
T-shirt
1 WHAT DO YOU THINK? Look at the photos in the
article and discuss the questions.
1 Would you wear these T-shirts? Why / why not?
2 What other types of T-shirt slogans do you know?
3 Slogans can sometimes be ‘conversation starters’.
What type of questions would you ask about the
slogans on these T-shirts? What answers might
people give?
2 Read the article. According to the writer, why do
people wear slogan T-shirts today?

3 Read the article again. Match sentences a–f to gaps

1–5 in the article. There is one sentence that you do
not need.
a Today the same design is used to advertise places
all over the world!
b Many of these phrases promoted charities too and
encouraged people to take action.
c They sold them at concerts to make extra money A slogan on a T-shirt can help you say a lot of things.
and promote their music. Words grab people’s attention; they can raise awareness of
d Photos of people in slogan T-shirts also looked great important issues and tell the world what you care about.
on social media. They can make people think or simply make them smile. So
e Stylish but pricey T-shirts by designers such as 5 how and why did we start wearing words?
Tommy Hilfiger became incredibly popular.
f Sadly, the slogan didn’t help him and he lost!
1940–1950s
V Insight Clothes and fashion T-shirts were originally a symbol of youth culture. The
4 Study the highlighted words in the article and in famous Hollywood actor James Dean wore a plain white
exercise 3. Then match them to definitions 1–6. one in the movie Rebel Without a Cause and made T-shirts
1 used by someone before 10 ‘cool’. However, the first slogan to appear on a T-shirt was
2 using a style from the recent past not particularly cool. ‘Dew it with Dewey’ asked people
3 completely new and different , to vote for Thomas E. Dewey in the 1948 US Presidential
4 fashionable in a way that looks expensive , elections. 1

5 expensive and having a famous brand name

6 typical of a period in the past and of high quality

1960s
15 One of the first shops to sell slogan T-shirts opened in
London. It was called Mr Freedom and sold T-shirts with
5 Use the adjectives in exercise 4 to describe the fun and retro designs from the 50s. People began making
clothes and style of people you know. their own T-shirts too, using iron-on lettering to create
 Global skills Culture
20
original slogans. At the end of the 60s, slogan T-shirts
became popular with pop and rock bands. 2 Today, we
6 Work in pairs and discuss the questions. still buy band T-shirts – from good-quality vintage shirts on
1 Which of these quotes best describes your eBay to shirts which tell people which tours we have seen.
idea of slogan T-shirts and why?
a ‘These aren’t my words. They’re just words
on a T-shirt.’
b ‘A slogan T-shirt can make you think, but
1970s
then you have to act.’ Companies such as Coca-Cola started to sell T-shirts with
2 Can protest slogans make a difference? How? 25 their logo on, as a cheap way to advertise. Slogans were
3 Some slogan T-shirts have been banned. Why also used in popular fashions such as punk, which often
might slogans be banned? recycled and adapted second-hand shirts. Wearing a punk-
4 Are slogan T-shirts bad for the environment? style T-shirt with a shocking slogan showed which ‘tribe’
How often do you think people wear them you belonged to or who you identified with. The 70s also
compared with plain T-shirts? 30 introduced the ‘I HEART NY’ slogan, which advertised New York
City as a great place to visit. 3

10

4262354 2e Intermediate SB.indb 10 13/09/2021 09:19

 1d
LEARNING Understand cohesion Use clothes and fashion words to Recognize and use different
OBJECTIVES in a text describe clothing and style verb patterns

Grammar Verb patterns

Grammar Insight
7 Study the rules. Then add the underlined verbs in the
article to the correct group.
a verb + infinitive with to: agree, promise, expect, need,
, ,
b verb + infinitive without to: shall, must, could, will, might,

c verb + -ing: suggest, admit, avoid, imagine, ,

d verbs + infinitive or -ing: love, ,

Further reference and practice Workbook page 85

8 Complete the second sentence so that it has a similar

meaning to the first sentence. Use the correct form of
the verbs in brackets.
1 a My friend said she’d help me choose a T-shirt.

1980s
b My friend choose a T-shirt.
(promise)
People often chose to wear slogans about social 2 a ‘Why don’t we buy a T-shirt at the concert?’ said Jola.
or political problems. 4 Bob Geldof’s ‘Feed b Jola a T-shirt at the concert.
(suggest)
35 the world’ T-shirt raised money, and Katherine
3 a Wearing shocking slogans is something he enjoys.
Hamnett’s ‘58% don’t want Pershing’ protested
b He shocking slogans. (love)
against nuclear missiles. These innovative T-shirts 4 a It looks like many old slogans are popular memes today.
made newspaper headlines and got people talking b Many old slogans popular
about important issues. memes today. (seem)
5 a I never thought they’d ban the slogan.

1990s–2000s
b I never them the slogan. (expect)
40
9 Study sentences 1–5. What is the difference in meaning
More and more companies used slogan T-shirts between sentences a and b?
to advertise their products – from football 1 a I remember buying a Disney T-shirt when I was a child.
teams to chic designer fashion brands such as b I remembered to buy a Disney T-shirt for my sister.
Ralph Lauren. People enjoyed wearing them; 2 a I’ll never forget going to my first rock concert.
45 slogans revealed their hopes and dreams, who b Don’t forget to bring the tickets for the rock concert!
they wanted to be and what group they wanted 3 a They tried to sell T-shirts at the charity run, but not
to belong to. 5 Celebrity slogan T-shirts also many people bought them.
became fashionable, with everything from ‘No b They tried selling T-shirts at the charity run to see if they
photos, please’ to ‘I am the American dream’. could raise more money.
4 a He stopped to look at the advert.
b He stopped looking at the advert.
50 Today 5 a I regret dyeing the T-shirt black.
b I regret to tell you that I’ve dyed the T-shirt black.
Nowadays, slogan T-shirts, especially political
ones, are very popular. People like showing which 10 TASK Complete the questions with the correct form of
side they’re on. Why not consider supporting the verbs in brackets. Then work in pairs and discuss
women’s rights with ‘This is what a feminist looks the questions.
55 like’? Or decide to be an eco-warrior with ‘There’s 1 Why might people want (buy) a slogan T-shirt?
no Planet B’? Slogans on T-shirts often argue with 2 Have you ever chosen (wear) a slogan in order to
each other too, such as ‘Make America great again’ shock people?
3 Can you imagine (make) a slogan T-shirt? What
and ‘America is not great’.
would it say?
Slogans are like short tweets, which can start a 4 Are there any slogans you would avoid (wear)?
60 conversation or give an opinion without being 5 Which item of clothing do you most regret (buy)?
interrupted. ‘I really like to sit on the bus in Vocabulary extra Clothes page 15
silence,’ says one person, ‘but still say something
with my T-shirt.’ Assess your progress Workbook page 11

 Watch the video Our clothes online 11

4262354 2e Intermediate SB.indb 11 13/09/2021 09:19

 1e Writing An informal email

Planning for writing

1 Read the advert below and answer the questions.
1 What is the advert for?
2 What does the Let’s Connect! project involve?
3 How can students learn more about it?

Let’s Connect!
GhS @GhentHigh
Our partner school in Ghana wants to connect with
students here at Ghent High.
Follow Message
What’s involved?
Writing emails to Ghanaian students aged between 16
6 108k 10 and 18. They’re all studying English, but they want to
Posts Followers Following connect with you to find out more about your life, family,
friends and school.

Interested?
Come along to the sixth form common room after school
this Tuesday.

2 Read the model email on page 13 and answer the questions.

1 Does Matteo include all the information asked for in the advert?
2 What other information does he include?
3 What does he ask Kwame to do?
3 Read the strategy. Then read the model email again and underline examples of informal
language and register.

Strategy Informal emails: language and register

When we write informal emails, it’s important to use appropriate language and register.
Use an informal opening greeting, e.g. Hello, Hi there.
Address the sender by their first name.
Use contractions, exclamation marks and appropriate emojis.
Sign off with an informal greeting, e.g. See you soon, Love from.

4 What is the purpose of each paragraph in the model email? Complete the organization boxes
with the headings below.
Describe a photo Hobbies and interests Information about you Reason for writing

Writing Insight Describing position

5 Study the phrases we use to identify the position of people and things in a photo. Look at
the highlighted phrases in the model email and complete the gaps.
1
the back / front on the right / 4
in front of in the top / bottom / right-hand / left-hand
behind corner
in the 2 (of) in the foreground / 5
3
the left / right of next to
6 Correct the sentences.
1 The boy on the top left-hand corner is Felix.
2 Who’s the boy in the middle of the photo, on the back?
3 Nobody can see me because you’re standing right in left of me.
4 That’s the Eiffel Tower at the background.
5 You can see me in this photo. I’m right at the middle of the group.
6 What’s that on the foreground of your selfie?

12

4262354 2e Intermediate SB.indb 12 13/09/2021 09:19

 1e
LEARNING Consider audience, genre and purpose Use appropriate language and Use phrases to describe
OBJECTIVES to plan and write an email register in an informal email position in a photo

To: kwame@ghana.com
From: matteo@ghent_high.bg
Subject: Let’s connect!

Hi Kwame,

1 My name’s Matteo and I’m from

Explain briefly why you are writing. Belgium. I’m writing to you as
part of the Let’s Connect! project.

I live in Ghent with my parents

2 and brother. There are about
Write about yourself, your family and 1,000 students in my school,
your school. but only 20 in my class. I usually
cycle to school and I meet my
friends on the way.

3 I’m attaching a photo of me and my friends from last summer. The sun’s
Describe your friends. Explain where shining in the background, so it’s a bit difficult to see us all clearly. I’m
they are in the photo and give some the tall one in the middle of the photo at the back. The boy on the left
information about their personalities. in glasses is Lars. He’s funny but a bit lazy! The fair-haired boy
on the right is Sander. He’s my best friend. The girl to the right of Sander
is Kim – that’s his sister. Jade’s at the front with Lara – they’re always
smiling!
4
I love hanging out with my friends. I’m a member of a board games
Talk about things you like doing and how
club and we meet up to play once a week. It’s great fun! I also play in
often you do them.
the same football team as Sander every Saturday.

Can you send me a photo of you and your friends when you email me
back?

Bye for now,

Matteo

Writing your email

Home | Get support | Links

Think about the type of language and the phrases for
position you will use.
Partner Links
Create a plan for your email. Plan to write four
We are looking for 16-year-old students to establish links with one of our paragraphs and decide what information to include in
partner schools in Brazil. each one.
The students in our partner school want to connect with you to practise
their English and to find out more about life in other places. Tell them WRITE Write the first draft of your email. Use the
about you, your life, your friends and your school. Don’t forget to attach model email and your paragraph plan to help you.
a photo and describe yourself and your friends.
REVIEW Check your writing. Use the checklist to
help you.
PLAN Read the task and check you understand it.
Have you:
Plan your email. Think about the information you need used the correct email format and register?
to include and make notes about: included all the information asked for in the task?
yourself, your family and where you live. used phrases for position to describe the photo?
where your friends are in the photo. checked your spelling, grammar and punctuation?
what your friends look like and their personalities.
things you like doing and when you do them. Assess your progress Workbook page 11

13

4262354 2e Intermediate SB.indb 13 13/09/2021 09:20

 Review 1

Vocabulary Grammar
1 Complete the sentences with the words below. There is 5 Complete the sentences with the present simple or
one word that you do not need. present continuous form of the verbs in brackets.
1 ‘Look at that cheetah! How fast
elegant handsome overweight plump slim
(it / run)?’ ‘Over 110 km/h!’
stunning unattractive
2 ‘How many hours (pythons /
1 I think too much make-up is actually . sleep) every day?’ ‘Eighteen.’
2 Stylish and clothes don’t need to be 3 ‘How long (flies / live)?’
expensive. ‘Two to three weeks.’
3 Usually people use the word ‘ ’ to describe 4 ‘Which animals eat while
men. (they / lie) on their backs?’ ‘Sea otters.’
4 More than a billion adults globally are unhealthily 5 Look at that hummingbird! It
, with many being obese. (fly) backwards!
5 Most ballerinas are very in order to be light. 6 Male mosquitoes never (bite)
6 Wow! You look absolutely in that outfit! humans.
7 Zebras normally (eat) all day.
Marks /6 8 ‘That lion (not hunt). Why?’
2 Complete the sentences with compound adjectives. ‘Male lions (not usually / hunt).’
Use the words in brackets. 9 Andy and I (watch) a
1 I’m very . I never tan. (pale-) documentary about polar bears tonight. Do you want to
2 There was a photo of a fair-haired, baby on join us?
the cover. (blue-) Marks / 10
3 She had blonde hair when she was younger, but now
she’s . (dark-) 6 Complete the dialogue with the present simple or
4 I’m , so I’ll need a bigger jacket. (-shouldered) present continuous form of the verbs below and the
5 You’re . Have you been on holiday? (-tanned) words in brackets.
6 She wears glasses because she’s . (-sighted) change (×2) do give leave mean seem
Marks /6 think

3 Complete the sentences with the adjective form of the Jake Do you see that? What 1
nouns below. There is one noun that you do not need. (that chameleon)?
Mike It 2 colour. Oh wow! It was
arrogance assertiveness emotion laziness green. Now it’s purple!
modesty shyness stubbornness Jake Why 3 (chameleons) colour?
1 Luke never works hard. He’s . Mike They mainly use colours to communicate.
2 Katie hates meeting new people. She’s . Jake What message 4 (you) that
3 Mark thinks he’s better than everyone else. He’s one 5 us right now?
. Mike Darker colours 6 (usually)
4 Jo refuses to change her mind. She’s . it’s angry.
5 Al always says what he wants. He’s . Jake Well, that chameleon 7 very
6 Sofia’s very quiet and about her success. angry. It’s now black!
Mike Oh dear! We 8 now, OK?
Marks /6 Sorry for bothering you!
4 Replace the words in brackets with the words below. Marks /8
chic designer innovative retro second-hand 7 Rewrite the sentences. Start with the words in
stylish brackets.
1 ‘Let’s go to the concert,’ she said. (She suggested)
Trainers are both comfortable and 1 2 I think I might dye my hair red. (I’m considering)
3 Buying these shoes was a mistake. (I regret)
(fashionable). Converse’s early black and white design has
4 Packing a swimsuit is essential. (Don’t forget)
become a 2 (vintage) classic, and 3
5 Buying designer brands isn’t compulsory. (You
(owned before) Converses sell for lots of money. Many don’t need)
fashion houses now sell 4 (expensively branded) 6 Why don’t you wear a belt with that? (Try)
ranges. In 2007, Nike did something 5 (new and 7 It looks like clothes are getting cheaper. (Clothes seem)
different): they created gold trainers. They cost $50,000 – 8 I’m getting a piercing when I turn 18. (I decided)
but they do look 6 (fashionable and expensive)! Marks /8

Marks /6 Total / 50

14

4262354 2e Intermediate SB.indb 14 13/09/2021 09:20

 Vocabulary extra 1

Describing hair Clothes

1 Label the photos with the words below. 1 Match the words below to definitions 1–12.
Afro hair a bob a bun curly hair dyed hair Bermudas camisole top cardigan
locs a plait a ponytail a shaved head cargo pants / trousers fleece hoody joggers
spiky hair straight hair wavy hair leggings maxi dress mini skirt polo shirt vest

1 a sweatshirt with a hood

1 2 3 2 a very short skirt
3 a sleeveless top for men
4 a long dress which reaches the ankles
5 a long-sleeved top made of soft warm material
6 an informal pair of trousers often worn for sports
practice
7 loose informal trousers with large pockets on the legs
4 5 6 8 shorts that come down to just above the knees
9 a summer top for women which is held up by straps
10 a T-shirt with a collar
11 women’s trousers that fit tightly around the legs
12 a top made of wool with buttons down the front
2 Label items 1–12 with the words in exercise 1.
1 3 4
2
7 8 9

5
10 11 12 6

2 Complete the sentences with the words in exercise 1. 8

1 Her hair is quite short and is the same length all around. 9
She’s got .
2 His hair is short with sharp points. He’s got .
3 She divides her hair into three parts and joins them
together. She’s got .
11
4 Her hair is red and yellow! She’s got . 10 12
5 His hair is very curly and not very easy to comb. He’s got
.
6 She hasn’t got any curls. She’s got .
7 His hair is twisted into long thick pieces which hang
down from his head. He’s got .
8 All of her hair is together at the back of her head. She’s
got . 1 7
9 The hairdresser cut his hair very short with a machine. 2 8
He’s got . 3 9
10 She wears her long hair in a ball on top of her head. 4 10
She’s got . 5 11
11 His hair forms lots of round shapes. He’s got . 6 12
12 Her hair is slightly curly. She’s got .
3 SPEAKING Work in pairs. Which clothes do you usually
3 SPEAKING Work in pairs. Think of people you know wear in warm weather? Which clothes do you usually
with the hairstyles in exercise 1. wear in cool weather?

15

4262354 2e Intermediate SB.indb 15 13/09/2021 09:20

 Global skills Setting goals

1 WHAT DO YOU THINK? Discuss the questions.

1 Why do people set goals?
SMART goals Make sure your goal is SMART
and it’s much more likely that
2 Can you think of any possible disadvantages you’ll achieve it!
of setting a goal?
2 VOLUME-UP 1.6 Match questions 1–5 to the SMART goals
in the infographic on the right. Then listen to
a talk and check your answers.
1 When will you achieve your goal by?
2 What is your action plan? Do you have all the
resources you need?
S M A R T
3 Can you achieve this goal in the time available?
Realistic Time-bound
Specific Measurable Actionable
4 What exactly do you want to achieve and why?
5 How will you know when you’ve achieved
your goal?

3 Read the infographic below. What should you do if you fail to achieve a goal?

From doing to reviewing So you’ve set a SMART goal,

you’ve worked towards it and
the deadline has arrived. Now

From doing to reviewing

it’s time to review how it went.
Did you achieve your goal?

YES NO

Well done! Grin Don’t worry!

Think about why you were successful. The important thing is to understand why. Here are some common
What helped you to succeed in reasons and some possible solutions.
achieving your goal? The goal was too difficult to achieve. Maybe you need to make your
How did you track your progress? next goal easier or set a more realistic deadline.
What problems did you face? How You were busy. Find ways to include your goal into your daily routine.
did you overcome them? For example, if you’ve planned to learn three new English words 
Will you use the same strategies a day, you could look at them while you’re brushing your teeth.
again in the future? You forgot. Setting a reminder on your phone or using a habit tracker
Will you do anything differently app can help you remember what you’ve planned to do.
next time? You didn’t feel motivated. There are strategies you can use to stay
motivated. For example, think about ways to reward yourself.
It was the wrong goal. Maybe you have more important things to
focus on or you’d prefer to try something else. That’s OK. If this isn’t
the right goal for you at the moment, choose a different one.

Now that you’ve reflected on what you’ve learned, you

can decide what your next goal should be. Planning and
reviewing our goals takes time, but it’s time well spent if
we want to make things happen in our lives. After all, as
the saying goes, ‘a goal without a plan is just a wish’.

16

4262354 2e Intermediate SB.indb 16 13/09/2021 09:20

 GS
LEARNING Understand what Evaluate strategies Reflect on the process of
OBJECTIVES motivates you to achieve goals setting and reviewing goals

4 Read the infographic in exercise 3 again. Then think

about a goal that you’ve set in the past and discuss STAYING MOTIVATED
the questions. There are lots of ways to motivate yourself to achieve a
1 Was it a SMART goal? If so, how? If not, why not? How goal. Different strategies work for different people, but
could you have improved it? here are some ideas that you could try.
2 Did you achieve it? Why / why not? Don’t be too ambitious. Don’t set too many goals.
3 What problems did you face while you were working If you start small, you’re more likely to succeed.
towards your goal? Did you use any strategies to Visualize your goal. Imagine yourself after you’ve
overcome these problems? achieved your goal. How will you feel? What new
5 Read the tips on the right. Which strategies do you opportunities will you have?
think are the most useful for you? How many more Reward yourself. Track your progress using a diary,
ideas can you add to the list? app or sticker chart. Reward your effort as well as
your success.
6 Use the words in each column to make eight Focus on your ‘personal best’. Try not to compare
collocations. You can use the same words more than yourself to other people.
once. In what order might you do these things after Help each other. If you work towards a goal with a
setting a goal? friend, you can motivate each other. Sharing your
plans and your progress with another person can
achieve a goal be very motivating.
set a strategy
overcome a deadline
face a problem
use your progress
work towards
track

7 PROJECT Follow these steps to set a goal for the

coming week.
1 Choose a SMART goal for the coming week and plan
how you’re going to achieve it. Create a diagram like
the infographic in exercise 2 and make notes on each
aspect of your goal.
2 Share your diagram with a partner and discuss your
goal. How have you made sure your goal is SMART?
Can your partner suggest any improvements? What
problems do you think you’ll face? What strategies will
you use to overcome them?
3 Over the next week, put your plan into action. Review
your success in the next lesson.

Assess your progress Workbook page 124

Video Setting goals

Watch the video to find out what

Emma, Madina, Harry and Adil do
to make sure they achieve their goals.

  

 Watch the video online 17

4262354 2e Intermediate SB.indb 17 13/09/2021 09:20