TÀI LIỆU HỌC TIẾNG ANH 3

TXENTH1611
 COURSE CONTENT
STT Bài Mục lục theo chương, mục của học phần

Lesson Unit 9: Holidays

1
1 9.1. Holiday stories
9.2. A different kind of holiday

Unit 9: Holidays
9.3. Two sides of Paris
9.4. Tourist information: real life requesting and suggesting
2 Lesson 2
9.5. Requesting information: writing an email requesting
information
9.6. Review and memory booster

Lesson Unit 10: Products

3
3 10.1. A lesson in logos
10.2. Product design

Unit 10: Products

10.3. Is stuff winning?
4 Lesson 4 10.4. Website design
10.5. A review: writing a review
10.6. Review and memory booster

Unit 11: History

5 Lesson 5
11.1. The history of video gaming
11.2. Messages from the past

Unit 11: History

11.3. Stealing history
6 Lesson 6 11.4. A journey to Machu Picchu: giving a short presentation
11.5. The greatest mountaineer: writing a biography
11.6. Review and memory booster

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 Unit 12: Nature
7 Lesson 7
12.1. What if …?
12.2. Nature in one cubic foot

Unit 12: Nature

12.3. Living with chimpanzees
8 Lesson 8 12.4. Discussing issues: finding a solution
12.5. The Eden Project: writing an article
12.6. Review and memory booster

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 LESSON 1
UNIT 9: HOLIDAY

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9.1: HOLIDAY STORIES

I. Overview of the lessons

1. Main contents
● Reading: A Holiday Problem
● Vocabulary: Holiday Collocations
● Grammar: Past Perfect Simple
● Speaking: A Holiday Story
2. Objectives
● Acquire new words about holiday
● Develop reading skill: ordering events
● Use past perfect correctly to tell a story
● Tell a story about a holiday

II. Procedures
1. Have you ever had these problems or other problems on holiday? What did you do?
● It rained all the time.
● You missed your plane / train / bus / ferry.
● The hotel wasn’t very good.
● You couldn’t find your bag at the airport.
● You got lost when you went sightseeing.
● Your family or friends couldn’t agree on what to do.
2. Read a story about a holiday. Why wasn’t the tourist happy with her room? What did
she do?
1. Because it was small and dark, it looked over the car park, the shower didn’t work.
2. She gave a large tip to the manager and got a better room.
3. Read the story again. Number the events (a–i) in the order they happened (1–9).
a. gave the manager a tip

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 b. arrived at the hotel
c. the engineer looked at the shower
d. gave the engineer a tip
e. booked the holiday
f. tried to turn on the shower
g. called reception
h. moved to room 405
i. waited at reception
Answers: 8-a, 2-b, 6-c, 7-d, 1-e, 4-f, 5-g, 9-h, 3-i
4. When do people give tips in your country? How much do they give?
5. Vocabulary: Holiday collocations
Complete the sentences with these verbs: book, call, check in, give, go, stay, unpack
1 I plan to ____________ abroad next year for the first time in my life.
2 When did you ____________ your holiday?
3 We hope to ____________ at a hotel in the centre of the city.
4 We need to ____________ at reception.
5 Let’s ____________ our bags and then go sightseeing!
6 Can you ____________ reception and ask someone to come and clean the room?
7 Do you always ____________ the waiter a tip in this country?
Answers: 1. Go, 2. Book, 3. Stay, 4. Check in, 5. Unpack, 6. Call, 7. Give.
6 Match these verbs to the groups of nouns: book, get, go, rent, stay
1 ____________ : on a tour, clubbing, diving
2 ____________ : at home, on a campsite, out all night
3 ____________ : a table (in a restaurant), a flight, a ticket
4 ____________ : a car, an apartment, skis
5 ____________ : twenty days’ holiday per year, sunburned, lost
Answers: go, stay, book, rent, get
7 Look at the grammar box. How do we form the past perfect simple?
- had + past participle (e.g. been, done, gone, fixed).

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 - Had is often reduced to ’d in informal English, especially when using pronouns
(e.g. I’d, he’d, we’d).
8 Answer the questions (a–b) for each sentence (1–2) in the grammar box.
a Which is the main action? Which action happened earlier?
b Which verb is in the past simple and which is in the past perfect?
Answers:
a 1 main action: wasn’t sure; happened earlier: had been excited
2 main action: gave him money; happened earlier:
hadn’t fixed my shower
b 1 past simple: wasn’t; past perfect: had been
2 past simple: gave; past perfect: hadn’t fixed
9 Read this conversation between two friends about a holiday. Choose the correct
options. Then listen and check your answers.
A: How was your holiday?
B: To be honest, I’m really happy to be home!
A: Why? What 1 happened / had happened?
B: Well, on the first day at the hotel, someone stole my bag at the reception desk.
A: Did you catch the person?
B: No. He 2 ran / ’d run out of the hotel entrance, so it was too late. The hotel 3
reported / had reported it to the police, but I never got it back. Fortunately, I 4 packed /
‘d packed my passport and money in a different bag, so as soon as I 5 bought / ’d bought
some new clothes I went sightseeing.
A: Great.
B: The rest of the holiday went well until the last evening. Suddenly there was no
electricity in the hotel. I went to find the manager, but she 6 left / ’d left for the night. But
luckily the assistant manager 7 had / had had some torches and candles and all the hotel
guests sat in the reception area and sang traditional songs from their different countries.
That was fun. In fact, that 8 was / had been probably the best night of the holiday!
10 Complete the sentences with the past simple or the past perfect simple.

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1 We landed late in London, so our connecting flight to Dubai _______________
(leave) and we had to stay at the airport hotel.
2 When my sister reached Rome, her luggage _______________ (not arrive) and
she spent an hour at lost luggage.
3 The hotel hadn’t expected them until the evening, so they ____________ (go) for
lunch while the hotel staff prepared the rooms.
4 We _______________ (not eat) for hours, but we finally arrived in the city centre
and found a restaurant that was open.
5 I realized I _________ (lose) my passport as soon as I put my hand in my pocket.
6 As soon as they had met their friends, they _________ (have) a wonderful time.
7 We’d had a wonderful meal, so we _______________ (give) the waiter a big tip.
8 I _____________________________ (leave) my passport at home by mistake, so
I had to go back.
Answers: 1. Had left, 2. Hadn’t arrived, 3. Went, 4. Hadn’t eaten, 5. Had lost, 6. Had, 7.
Gave, 8. Left/had left
12 You are going to tell a story about a holiday. You can invent the story or it can be
about something that happened to you or someone you know. Prepare five sentences
about it using these ideas.

13 Work in pairs. Take turns to read your story to your partner and decide if your
partner’s story is real or not.
SAMPLE ANSWER
Here are some example sentences from a possible story:
My family and I went to Greece five years ago. When we got to the airport, we realized
we had forgotten our passports. Dad drove home really fast and got the passports. The
holiday was great until we decided to rent a car for the day. We’d just visited an ancient
temple when we heard a loud noise. Somebody had driven into our car!

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Wrap-up
- Reading: A Holiday Problem
- Vocabulary: Holiday Collocation
- Grammar: Past Perfect Simple
- Speaking: A Holiday Story
Review: Choose the correct option to fill in the blanks
A: How was your holiday?
B: It was fine, in the end.
A: Why? What 1 ____________ (happened/ had happened)?
B: Well, when we 2 ____________ (arrived/ had arrived) at the hotel they were full
and so we 3 ____________ (didn’t have/ hadn’t had) a room.
A: Oh no! Why 4 ____________(did you book/ hadn’t you booked) the hotel?
B: I had! But someone 5 ____________ (made/ had made) a mistake with the
reservation. Anyway, they 6 ____________ (got/ had got) us rooms in another hotel, but
it was in another town.
A: So what 7 ____________ (did you do/ had you done)?
B: Well, I was really angry after everything that 8 ______________ (happened/
had happened), but the manager 9 ____________ (paid/ had paid) for a taxi to the other
hotel.
A: That was nice.
Answers: 1. Happened, 2. Arrived, 3. Didn’t have, 4. Hadn’t you booked, 5. Had made, 6.
Got, 7. Did you do, 8. Had happened, 9. Paid.

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9.2. A DIFFERENT KIND OF HOLIDAY
I. Overview of the lessons
1. Main contents
• Listening: Interview with a tour guide
• Word building: -ed / -ing adjectives
• Pronunciation: Number of syllables
• Grammar: Subject questions
• Speaking: The holiday of a lifetime
2. OBJECTIVES
• Develop listening skills: Deciding true or false
• Distinguish the use of –ed and –ing adjectives
• Use the correct form of subject questions
• Ask and answer about an imaginary holiday
II. Procedures
1 Before you listen: Do you prefer travelling in a group or on your own?
2 While-listen: Listen to part of an interview about a different kind of holiday.
Answer the questions.
1 What new job does Madelaine have?
2 What is she responsible for?
Answers
1 Madelaine is going to be a tour guide for a travel company.
2 She’s responsible for taking groups of tourists on adventure holidays – she has to
organize and plan different group activities for every day.
3 Listen to the interview again. Are the sentences true (T) or false (F)?
1 Madelaine has done her first tour.
2 Madelaine is going to the Galápagos Archipelago for the first time.
3 Some people on the tour come on their own.
4 You have to do the same activities as other people in the group.
5 Madelaine thinks the holidays are expensive.
Answers

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1 F (I’m going to be a tour guide)
2 T (a place I’ve always wanted to visit)
3 T (People often come on their own and make new friends.)
4 F (if someone wants a day on their own, that’s fine)
5 F (How much does it cost? ... actually I don’t know the answer to that
4 Would you like to go on one of Madelaine’s holidays? Which parts of the world
would you like to visit or work in?
5 Look at the wordbuilding box. Answer these questions. Then find other -ed and -
ing adjectives in the audioscripts on page 187.
1 Which adjective describes how a person feels?
2 Which adjective describes a place, person or thing?
Adjectives in audioscripts:
excited, interested, worried, boring, fascinating, exciting, amazing, bored
6 Choose the correct adjective.

A: So, how was your holiday?

B: I had an 1 amazed / amazing time. I’m so 2 bored / boring to be back at work.
A: I’m sure. Where did you go exactly?
B: We went hiking in Patagonia! It’s a 3 fascinated / fascinating place.
A: Yes, I watched an 4 interested / interesting TV programme about it once. The
mountains there are enormous. It looked like a 5 frightened / frightening place to climb.
B: Well, we had a fantastic guide so I wasn’t 6 worried / worrying. Though there was
one man who was 7 annoyed / annoying about all the climbing. He kept complaining and
saying he was 8 tired / tiring all the time.
A: Sounds like he booked the wrong holiday!
7 Pronunciation number of syllables
Listen to the sixteen adjectives from Exercise 6. Write the number of syllables you
hear in each word. Then listen again and repeat.
2 bored (1), boring (2)
3 fascinated (4), fascinating (4)
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4 interested (3), interesting (3)
5 frightened (2), frightening (3)
6 worried (2), worrying (3)
7 annoyed (2), annoying (3)
8 tired (1), tiring (2)
8 Use -ing and -ed adjectives formed from these verbs to talk about the topics (1-6).
1. a place you visited recently
2. a project you are working on
3. the last book you read
4. a person you met recently for the first time
5. a TV programme you saw last week
6. a present you received recently

9 Look at the grammar box. Complete the rules (1–2).

1 In subject questions / other questions, the question word replaces the subject.
2 In subject questions, we use / we do not use the auxiliary verb do or did.
10 Choose the correct option to complete the questions.
1 How many students study / do study English in your class?
2 How many days you stayed / did you stay in the hotel?
3 Which artist painted / did paint the ‘Mona Lisa’?
4 Where you lived / did you live when you were young?
5 What happened / did happen? I thought you were on holiday!
6 Which places I should visit / should I visit in Brazil?
7 Who can you help / can help me with my homework?
8 How much money you take / did you take with you?

11 A group of four friends are planning their next holiday together. Complete their
questions with the words in brackets and listen to check your answers.

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Ryan: OK, so first of all, how much money 1 ____________ (we / want) to spend this
year?
Maggie: Not much! It needs to be cheap. How about going camping?
Ryan: Good idea. Who 2 ____________ (want) to go camping?
Adriana: Only if we can go somewhere hot!
Maggie: But we’ll have to fly to go somewhere hot, and flying is expensive.
Peter: Who 3 ____________ (have) a car? We could drive somewhere with the tents.
That’s cheaper than flying.
Ryan: I can probably borrow my brother’s car. I drove to Spain last summer. It was
really hot.
Adriana: Which cities 4 ____________ (you / visit)?
Ryan: Barcelona and Madrid. I don’t mind going again.
Maggie: Great. How many people 5 ____________ (agree) with going to Spain?

Answers: 1. do we want, 2. Wants, 3. Has, 4, did you visit, 5. Agree

12 Work with a group of 3 or 4 classmates. Imagine you have won $1,000 from a
travel magazine to spend on a group holiday, lasting a week. Make questions about:
• the type of holiday you want to go on.
• the accommodation and places you want to visit.
• the types of activities (daytime and evening) you want to do.
Try to agree and plan a holiday which everyone in the group will enjoy.
Wrap-up
MAIN CONTENTS
• Listening: interview with a tour guide
• Word building: -ed / -ing adjectives
• Pronunciation: number of syllables
• Grammar: subject questions
• Speaking: the holiday of a lifetime
Review: Choose the correct option to complete the questions. Which are subject
questions?

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1 How many tourists visit / do visit your town or city every year?
2 What places photograph they / do they photograph?
3 Where they usually stay / do they usually stay?
4 Who shows / do show the tourists round the city?
5 How much costs a tour / does a tour cost?
Complete the adjectives with –ing or -ed
1 What’s the matter? Do you feel bor_____?
2 Is book is very interest______?
3 We had an amaz______ time in Peru.
4 Stop being annoy______ and leave me alone.
5 I’m really frighten______ of the dark.
Answers: bored, interesting, amazing, annoyed, frightened

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 LESSON 2
UNIT 9: HOLIDAYS

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9.3. TWO SIDES OF PARIS
I. Lesson overview
Flowing are the main contents of the lesson:
• reading: two sides of Paris
• critical thinking: the author’s purpose
• word focus: place
• speaking: a place you know
The aim of the lesson is to help students to:
• develop reading skill: note-taking and multiple choice questions
• understand different meanings of the word “place”
• talk about a place you know
II. Procedures
1. What tourist attractions is Paris famous for?
Sample answers: Eiffel Tower, Notre Dame Cathedral, Louvre Museum, Arc de Triomphe,
River Seine, cafes, Catacombs
2. Read the article. What two parts of Paris is it about?
Answer: The city above ground (cafés, museums, galleries, shopping, theatres, nightclubs)
and the city underground (the catacombs).
3. Read the first two paragraphs again and complete these notes about what a tourist
can do in Paris. Use words from the article.
1 see famous art and _____________
2 go up ________________
3 visit ________________________
4 eat some of the best __________________
5 go ________________
6 choose from ________________________
7 visit tunnels called ________________
8 walk down steps to see ________________

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The answers are: architecture, the Eiffel Tower, museums and art galleries, food in the
world, shopping, a huge number of theatres and night clubs, catacombs, bones and
skeletons.
4. Read the rest of the article. Choose the correct option (a–c) to answer these
questions.
1 Are tourists allowed to go underground?
a Yes, nowadays they can go everywhere.
b It depends on where they want to go.
c No, never.
2 Why are the tunnels dangerous?
a They might fall down.
b There are criminals down there.
c The writer doesn’t say.
3 How have people used other parts of the tunnels?
a For somewhere to live.
b For studying the architecture.
c For fun and entertainment.
4 Why is it difficult to find Dominique and Yopie’s room?
a They never take anyone there.
b The tunnels are very small and dark.
c It isn’t on a map.
Answers: 1b, 2c, 3c, 4c
5. Tick the three sentences which describe the author’s purpose. Give reasons for
your answers.
1 to compare and contrast two sides of Paris
2 to support the people who use the unofficial part of the tunnels
3 to suggest visiting some of the tunnels
4 to support the police in their work to stop people entering the tunnels
5 to inform the reader about something they don’t know about

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 6 to criticize people who use the unofficial tunnels
Answer:
1 (That’s the city that most tourists see when they visit Paris. But there is
another amazing part of Paris you could visit – and it’s underground. … Tourists
can visit part of these tunnels called the catacombs)
3 (But there is another amazing part of Paris you could visit – and it’s
underground.)
5 (There are another 250 kilometres of the tunnels which are closed to the
public. … Yopie says there are many other rooms like this under Paris.)
6. Read these sentences from the article. Match the phrases in bold in the
sentences (1–3) with the uses and meanings (a–c).
1 After a busy morning, it’s time to find a good place to eat.
2 It’s no place for anyone who is frightened of the dark or small places.
3 Theatre performances sometimes take place here.
a to advise certain people not to go somewhere
b to say something happens
c to recommend somewhere
answer: 1c, 2a, 3b
7. Answer these questions about your town or city.
1 Is it a place where there are lots of things for tourists to do? Why? / Why not?
2 Where are the best places for tourists to go sightseeing and shopping?
3 What special events take place every year?
Sample answer:
1. Hanoi, Vietnam is a city with a lot to offer tourists. There are plenty of things for
tourists to do, including exploring historical sites, trying local cuisine, and shopping
for souvenirs. The city is also known for its vibrant street life, which adds to its
charm and appeal.
2. The best places for tourists to visit in Hanoi are Hoan Kiem Lake, the Old Quarter,
the Temple of Literature. Hoan Kiem Lake is beautiful spot where people can walk
around and enjoy the view. The Old Quarter has plenty of shops and restaurants to

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 explore. The Temple of Literature is a historical place which once was the first
university of Vietnam.
3. Hanoi has special events every year like the Tet Festival, the Mid-Autumn Festival,
and the National Day of Vietnam. The Tet Festival is the most important holiday
and has colorful celebrations. The Mid-Autumn Festival is for families to come
together and eat mooncakes. The National Day is a holiday to celebrates the
country's independence.
8. Plan a two-minute presentation for a group of tourists about the place you live
or a place you know well. List what tourists can see and do there, using some of these
ideas.
• art galleries
• cafes and restaurants
• good places for sightseeing
• museums
• nightclubs
• places with a good view (e.g. a tower)
• shopping
• special events
• theatres
Start the description with: It’s a place where there are lots of things to do for tourists. For
example, lots of different festivals take place here …
Sample answer:
Hello and welcome to the Old Quarter in Hanoi, Vietnam! This neighborhood is
steeped in cultural history and there are plenty of things to see and do here.
If you're interested in the arts, there are many art galleries to explore and discover
the work of local artists. And if you need a break, cafes and restaurants are perfect
for a quick bite or a refreshing drink.
For sightseeing, the Hoan Kiem Lake is a must-see. It's surrounded by charming
parks and ancient temples. The Temple of Literature, built in the eleventh century
was the first university in Vietnam is just a few minute from Hoan Kiem Lake.

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 If you're looking for nightlife, the Old Quarter has several nightclubs where you can
dance and enjoy the local music. For those looking for a good view of the area, you
can climb the stairs to the top of the Hanoi Tower for panoramic views of the city.
Of course, there are also plenty of shopping opportunities in the Old Quarter,
including the famous Dong Xuan Market.
And throughout the year, there are many cultural events taking place, such as the
Lunar New Year celebrations, the Mid-Autumn Festival, and National Day of
Vietnam.
So, whether you're interested in art, food, culture, or just exploring the city, the Old
Quarter in Hanoi has something for everyone. Enjoy your time here and don't forget
to take in all the sights and sounds this neighborhood has to offer!
III. Wrap-up
The main contents of the lesson are:
• reading: two sides of Paris
• critical thinking: the author’s purpose
• word focus: place
• speaking: a place you know
IV. Review:
Complete part of the text with provided words

Corridors amazing buried fashion overnight

architecture shopping museum underground tunnels

When tourists visit Europe, Paris is usually top of their list. It’s a city where you can see
some of the most famous art and (1)____________in the world. Most tour groups start by
going up the Eiffel Tower for a view of the city, or they visit a (2)_________or art gallery.
After a busy morning, it’s time to find a good place to eat. There’s nothing better than
sitting outside a café or restaurant in Paris, watching people walking by, and eating some
of the best food in the world. The city is also famous for its (3) __________, so after lunch
it’s time for some (4) ________. And in the evening, there’s a huge number of theatres and
nightclubs to choose from.

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That’s the city that most tourists see when they visit Paris. But there is another
(5) ___________part of Paris you could visit – and it’s (6) _________. Paris has hundreds
of kilometres of (7) ___________. Tourists can visit part of these tunnels called the
catacombs, where over six million people were (8) __________in the nineteenth century.
‘Normal’ tourists are allowed here, but you have to walk down two hundred steps and
through long, dark (9)_________to see the bones and (10)_________. Some tourists have
even paid to stay down here.
Answers:
1 architecture
2 museum
3 fashion
4 shopping
5 amazing
6 underground
7 tunnels
8 buried
9 corridors
10 skeletons

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9.4. TOURIST INFORMATION
Real life: Requesting and Suggesting
I. Overview of the lesson
Following are the main points covered in the lesson:
• real life: requesting and suggesting
• pronunciation: /dʒə/
• speaking: tourist information
The aim of the lesson is to:
• develop speaking skill: ask and give suggestions
• pronounce correctly the sound /dʒə/
II. Procedures
1 Look at the information brochure for the Tarxien temples. Would you visit this
kind of place on holiday? Why? / Why not?
Sample answer:
• Yes. I would. It’s an interesting historical place, and it’s not very expensive.
• Probably. I’m really into exploring historical places. I might visit this monument
soon. It looks interesting to me.
• No, not really. I’m not very into history. I prefer going somewhere more interesting
and relaxing like a beach or a resort.
2 There is information missing in the brochure. What questions can you ask to
get the information (1–5)? Example: 1 What days is it open? / Is it open today?
Answer:
2 When / What time does it close?
3 How much does it cost to go in (for students)? / How much is it (for
students)?
4 How long does the tour last?
5 Where do the buses go/leave from? / Where can I catch the bus?
6 Listen to a conversation at the tourist information office. Complete the
information about the Tarxien temples.

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3 Listen to a conversation at the tourist information office. Complete the
information about the Tarxien temples.
This is a UNESCO World Heritage Site. The four Tarxien temples are around 5,000
years old.
Address: Neolithic Temple Street, Tarxien
Opening times: Open from (1) __________ to Sunday, from 10 a.m. to (2) __________
p.m. (Last admission at 4.30 p.m.)
Tickets: Book in advance or buy at the entrance
Adults: € 6.00
12 to 17-year-olds, seniors (over 65) and students:
€ (3) ________
Children (6–11): €3.00
Infants (5 and under): Free
Official guided tour: €20.00 with tour guide and lasts (4) ________ hours
Transport to the site: Buses every hour from the
(5) __________________________

Answer:
1 Monday
25
3 4.50
4 two
5 tourist information office

4 Look at the expressions for requesting and suggesting. Listen to the

conversation again and tick the expressions you hear.
Requesting information:
I’m interested in visiting…
Do you know the opening times? / what time does it open/ close?

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 Could you tell me the price? / How much is it?
Is there any public transport? How often does the bus go?
Are there any…?
Suggesting options:
How about ...-ing?
You can also…
Another option is to …
Or you could take..

Answer:
I’m interested in visiting …
Do you know the opening times? / What time does it open?
Could you tell me the price?
Is there any public transport?
How about … -ing?
Another option is to …
Audio script:
TI = tourist information, T = tourist
TI: Hello? Can I help you?
T: I’m interested in visiting the Tarxien Temples. Do you know the opening
times?
TI: Sure. Let me check. Tomorrow is Monday so it might be closed. A lot of
places are closed on Mondays in Malta. Oh, wait! The site is open every day.
T: Great! What time does it open?
TI: At ten and it closes at five.
T: Oh right. Could you tell me the price?
TI: It’s six euros and you can book a ticket here, if you want. But are you a
student?
T: Yes, I am.

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 TI: Then it’s four euros fifty. Also, how about booking a guided tour?
T: Um, I’m not sure. How much is that?
TI: The guided tour is an extra twenty euros. It’s a good tour, it lasts two hours.
T: Oh. I think I’ll just buy the ticket. One other thing – is there any public
transport?
TI: There’s a bus every hour from outside this tourist information office. Or
another option is to take a taxi. It isn’t too expensive.
5 Pronunciation /dʒə/
a Listen to these two questions. How does the speaker pronounce the first two
words?
Do you know the opening times?
Could you tell me the price?
Answer:
Spoken at normal speed, “Do you” and “Could you” are linked and assimilated –
Do you becomes /dʒə/ and Could you becomes /’kʊdʒə/.
b Listen again and repeat the questions.
6 Pretend to be a tourist or a person at tourist information.
Turn to page 155 and page 154 to make questions and answers.
Sample answer:
Possible questions for A/B:
• I’m interested in visiting the Caves of Lascaux / the Catacombs of Rome.
• Do you know the opening times?
• Could you tell me the price?
• Is there any public transport? How often does the bus go?
• Is there a tour? How long does the tour last?
III. Wrap-up
The lesson’s focus are:
• real life: requesting and suggesting
• pronunciation: /dʒə/
• speaking: tourist information
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IV. Review
6 Put these words in the correct order.
1 interested / caves / the / in / visiting / I’m
2 know / do / you / opening / the / times?
3 another / is / to /a / option / take / taxi
4 tell / could / you / the / me / price?
5 about / tour? / a / taking / how / sightseeing
6 bus / often / how / does / the / go?
7 you / could / family / ticket / buy / a
8 What/ open/ it /day /is?
Answer
1 I’m interested in visiting the caves.
2 Do you know the opening times?
3 Another option is to take a taxi.
4 Could you tell me the price?
5 How about taking a sightseeing tour?
6 How often does the bus go?
7 You could buy a family ticket.
8 What day is it open?

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9.5 REQUESTING INFORMATION
Writing an Email Requesting Information
I. Overview of the lesson
The main contents of the lesson are:
• writing: an email requesting information
• writing skill: formal expressions
The aim of the lesson is to help students:
• develop writing skill: writing an email requesting information
• use correctly formal expressions when writing emails
II. Procedures
1 When you want to go on holiday, how do you find out information about the
holiday? (e.g. online, from a travel agent, by email or phone)
Sample answer:
• I usually go online, check the website. I also ask my friends or my family.
• I usually phone a travel agent. I think it’s the quickest way to get the information I
need.
2 Read the email and answer the questions.
1 What is the writer’s reason for writing?
2 What two things does he want to know?
Answer:
1 to request more information about the ‘Explorer’s Holidays’ on their website
2 the exact dates of tours for next year and more details about the accommodation
3 Writing skill formal expressions
Find formal expressions in the email that have a similar meaning to these informal
expressions.
Starting
1 Hi
2 It’s about …
Requesting more information

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 3 Can you send me …?
4 Please tell me …
5 when you have them
6 I’d like to get …
Ending
7 Thanks for the information.
8 Hope to hear from you soon.
9 All the best
Answer:
1 Dear Sir or Madam
2 I am writing to request …
3 Could you provide me with …
4 I would be grateful if you could inform me …
5 as soon as they become available
6 I would like to receive …
7 Thank you in advance for providing this information.
8 I look forward to hearing from you.
9 Best regards,
4 Circle any contracted forms (e.g. I’m, it’s, you’re) in the email and in Exercise
3. Do we use contracted forms more in formal or informal writing?
Answer:
There are no contracted forms because we don’t use contracted forms in formal
emails or letters.
5 Choose the more formal option.
1 I’m writing to ask for / I am writing to request more information about your
product.
2 I would be grateful if you could / Can you send an up-to-date price list.
3 I would also like / I also want a copy of the holiday brochure.
4 Thanks / Thank you for your help / assistance.

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 5 I’ll tell / I will inform you when they are ready / available.
6 Could you confirm / Please let me know when I will receive / I’ll get the
payment.
7 Hope to hear / I look forward to hearing from you soon.
Answer:
1. I am writing to request
2. I would be grateful
3. I would also like
4. Thank you; assistance
5. I will inform; available
6. Could you confirm; will receive
7. I look forward to hearing
6 Write an email requesting information
You have looked at a holiday website for cruises around the coast of America.
Write and email requesting information about:
1. how long the cruise lasts (in weeks)
2. when and where the cruise starts and ends
3. the cost of a cabin.
Sample answer:
Dear Sir/Madam,
I am writing to request more information about the cruises around the coast of
America on your website. Specifically, I am interested in your next tour and would
appreciate it if you could provide me with the details about how many weeks the
tour lasts and the exact start and end dates of the tour.
I would be grateful if you could provide me with this information as soon as possible
so that I can plan accordingly.
Additionally, I would like to inquire about the cost of a cabin on the cruise. The
information on the website is not very clear, and I would like to receive more details
about this matter.
Thank you in advance for providing this information. I look forward to hearing from
you soon.
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 Best regards,
III. Wrap up
These are the main contents of the lesson:
• writing: an email requesting information
• writing skill: formal expressions
IV. Review
Sentences from two emails have been mixed up. One email is formal and one is
informal. Number the lines in the correct order, starting with line a.
A. Dear Sir or Madam
B. Thanks. All the best
C. I am writing to request further information about your “Bahamas Paradise”
D. I would also be grateful if you would send me full prices for next summer.
E. Do you remember how much the holiday cost?
F. Your sincerely.
G. I saw your advertisement on a website but would like to receive a brochure.
H. Hi Herbert.
I. Can you send me more info about that place you went to last year?
J. And what was the name of the restaurant you went to every evening?
Answer:
Formal email: 1A 2C 3G 4D 5F
Informal email: 1H 2I 3E 4J 5B

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9.6. REVIEW AND MEMORY BOOSTER
I. Overview
1 Main contents:
The main contents of 9.6 include:
• Grammar: Simple Past and Past Perfect; Subject questions
• Vocabulary: holiday collocations; -ing and -ed adjectives
• Real-life language: Requesting and suggesting language
2 Objectives
This part of the lesson aims at checking if students are able to:
• Distinguish the two tenses: past simple and past perfect.
• Use subject questions and other questions
• Talk about holidays
• Request information and suggest options
II. Procedures
1 (Grammar) Complete the conversation with the past simple or the past perfect
simple
A: How was your holiday?
B: It was fine, in the end.
A: Why? What …1…………………………(happen)?
B. Well, when we …2…………………………… (arrive) at the hotel they were full and
so we …3………………………….. (not/ have) a room.
A: Oh no! Why …4…………………………. (you/ not/ book) the hotel?
B: I had. But someone …5………………… (make) a mistake with the reservation.
Anyway, they …6……………… (get) us rooms in another hotel, but it was in another
town.
A: So what …7…………………… (you/do)?
B: Well, I was really angry after everything that …8……………….. (happen), but the
manager …9………………. (paid) for a taxi to the other hotel.
A: That was nice.

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Answer:
1 happened
2 arrived
3 didn’t have
4 hadn’t you booked
5 had made
6 got
7 did you do
8 had happened
9 paid
2 These phrases are from the Holiday Story on page 106. Try to remember and
tell the story using them
one of the most beautiful cities in the world
waited at reception for 15 minutes
was small and dark
decided to have a shower
wasn’t working
an engineer arrived
“I cannot fix it”
a tip for doing nothing
explained the problem to the hotel manager
moved into room 405

3 Choose the correct option to complete the questions. Which are subject
questions?
1. How many tourists visit/ do visit your town or city every year?
2. What places photograph they/ do they photograph?
3. Where they usually stay/ do they usually stay?
4. Who shows/ do show the tourists around the city?
5. How much costs a tour/ does a tour cost?

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 Answer:
1 visit
2 do they photograph
3 do they usually stay
4 shows
5 does a tour cost
4 Complete each sentence with a pair of verbs: check in + get; pay + give; call +
book; unpack + go
1. When you ……………… the bill, remember to ………… the waiter a tip.
2. Can you ………….. The restaurant and ………….. A table?
3. Let’s ……………. Our bags and ………….. Sightseeing.
4. First, ………………. At the airport and then ……………. On the plane.
Answer:
1 pay, give
2 call, book
3 unpack, go
4 check in, get
5 Complete the adjectives with –ing or –ed
1. What’s the matter? Do you feel bor……….?
2. This book is very interest ……….. .
3. We had an amaz………. Time in Peru.
4. Stop being annoy………. . And leave me alone!
5. This film is so excit……..…!
6. I’m really frighten………. of the dark!
Answer:
1 ed
2 ing
3 ing
4 ing

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 5 ing
6 ed
6 Look at the photos. What can you remember about these places? Discuss the
questions.
1. Where are these places?
2. What do you think you can see there?

Suggested answer
- The Tarxien Temples are in Malta. You can see four temples from around 5000
years ago.
- The Caves of Lascaux are in the south-western region of Dordogne in France.
You can see paintings of animals on the cave walls that are over 17,000 years old.
- The Catacombs of Rome are under the ground in Rome, Italy. You can see
tunnels and bones there.
7 Put these words in the correct order
1. interested / caves/ the / in / visiting/ I’m
2. know/ do/ you/ opening/ the/ times?
3. another/ is / to / a / option/ take/ taxi
4. tell/ could/ you/ the/ me/ price?
5. about/ tour?/ a/ taking/ how/ sightseeing
6. bus/ often/ how/ does/ the / go?
7. you/ could/ family/ ticket/ buy/ a
Answer

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 1. I’m interested in visiting the caves.
2. Do you know the opening times?
3. Another option is to take a taxi.
4. Could you tell me the price?
5. How about taking a sightseeing tour?
6. How often does the bus go?
7. You could buy a family ticket.
8 Multiple choice question for Lesson 2 (see the file named Multiple choice
questions)
III. Wrap-up
These are the main points of Lesson 2:
Grammar: Simple Past and Past Perfect; Subject questions
Vocabulary: holiday collocations; -ing and -ed adjectives
Real-life language: Requesting and suggesting language

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 LESSON 3
UNIT 10: PRODUCTS

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10.1. A LESSON IN LOGOS
I. Lesson overview
Main contents
1. Reading: A lesson in logos
2. Word-building: word forms
3. Grammar: the passive
4. Speaking: famous products
The main objectives of the lesson include:
Objectives
1. Develop skills of scanning reading: T/F questions
2. Practice word-building: word forms
3. Review passive voice
4. Talk about a famous product
II. Procedures
Warm up:
Look at the logo.
What company is it?
Answer: APPLE

1 Look at the product in the photo. Do you recognize the logo on the laptop?
What is wrong with it? Read the article and check your answers.
A LESSON IN LOGOS
A logo is how people recognize your company. When you see a tick logo on an
advertisement, for example, you know it’s Nike sportswear. The gold ‘M’ on red says
‘McDonalds’. And everyone knows who made the technology you are using
when it has an apple on it.
The Apple logo is one of the simplest but most successful logos in the world. Apple
products are used in millions of homes and offices. Over five hundred iPhones are sold
every minute and the company makes more than two hundred billion dollars a year. An

36 | P a g e
Apple product is recognized by people all over the world because of its design and the
famous logo.
However, when the first Apple laptops were produced in 1999, Apple realized they had a
problem with their logo. When the laptop was put on a table, the customer saw the Apple
logo on the top of the laptop. But when the laptop was open, the logo was upside down.
This wasn’t a problem for the person using the laptop, but it didn’t look good to other
people. In the end, the logo was turned round so that the logo was seen correctly by other
people.
Why was it so important to Apple? Because when you see other people using a product,
you are more likely to buy it.

Answer: It’s the Apple logo used on Apple products. The logo on the laptop is upside
down.
2 Read the article again. Are these sentences true (T) or false (F)?
1 The writer thinks everyone knows about Apple products.
2 On the first laptops, the company didn’t use the Apple logo.
3 When you closed the first laptops, you saw the logo upside down.
4 On modern Apple laptops, other people can see the logo correctly when you are
using it.
5 If we see other people doing something, we often copy them.
Answer:
1 The writer thinks everyone knows about Apple products.
 T (An Apple product is recognized by people all over the world)
2 On the first laptops, the company didn’t use the Apple logo.
 F (the customer saw the Apple logo on the top of the laptop)
3 When you closed the first laptops, you saw the logo upside down.
 F (when the laptop was open, the logo was upside down)
4 On modern Apple laptops, other people can see the logo correctly when you are using
it.

37 | P a g e
  T (the logo was turned round so that the logo was seen correctly by other
people)
5 If we see other people doing something, we often copy them.
 T (when you see other people using a product, you are more likely to buy it)

Word-building: word forms

When you learn a new word, try to learn its other forms:
PRODUCE (v)
PRODUCT (n)
PRODUCTIVE (adj)
PRODUCTION (n)
PRODUCER (n)

4 Match these word forms with the definitions (1–5).

Advert Advertise Advertisement Advertiser Advertising

1 (verb) to tell the public about a product, job or service

2 (noun) short for the word advertisement
3 (noun) a person or company that advertises
4 (noun) a notice, picture or film telling people about a product, job or service
5 (noun) the activity of telling the public about a product, job or service
Answer:
1. Advertise
2. Advert
3. Advertiser
4. Advertisement
5. Advertising
5 Look at the word-building box. Complete these sentences with the correct form of
produce.

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1 I work for Mercedes and we _____________ cars and other vehicles.
2 Coca-cola is one of the most famous _____________ in the world.
3 Wine ____________ in France are worried about low sales this year.
4 My brother works in video _____________. He makes videos for online
advertising.
5 I’ve had a very _____________ day and I’ve finished all my work.
Answer:
1 Produce
2 Products
3 Producers
4 Production
5 Productive
6 Pronunciation: stress in different word forms
a Listen and underline the stressed syllables in these words. Notice how the stress
sometimes changes in the different word forms.
Advert Advertise Advertiser Advertising

Advertisement Product Produce Producer

Productive Production

b Listen again and repeat the words

`Advert `Advertise `Advertiser `Advertising
Ad`vertisement `Product Pro`duce Pro`ducer

Pro`ductive Pro`duction

7 Look at the sentences in the grammar box. Answer these questions.

THE PASSIVE
Present simple passive

39 | P a g e
 1. An Apple product is recognized by people all over the world
2. Apple products are used in millions of homes
Past simple passive
3. The first Apple laptops were produced in 1999
4. The logo was turned round

1 In a passive sentence we use the past participle of the main verb. What other verb
do we use?
2 Compare sentence 1 with this active sentence:
People all over the world recognize an Apple product.
In which sentence is people the subject and in which sentence is an Apple product
the subject?
3 Sentences 2, 3 and 4 don’t say who does the action. Why is this?
4 Sentence 1 says who does the action. Which word introduces this?
Answer:
a the auxiliary verb be
b In the active sentence, People is the subject. In the passive sentence, an Apple
product is the subject.
c Because we don’t know or aren’t interested in who or what does the action.
d The word by introduces who does the action (the agent).
8 Complete the information about YouTube with the present simple passive and the
past simple passive form of the verbs.
YouTube in numbers
• Six billion hours of YouTube video 1 _________________ (watch) every month.
• Four hundred hours of video 2 _________________ (uploaded) every minute.
• The first YouTube video 3 _________________ (call) ‘Me at the zoo’. It 4
_________________ (make) by Jawed Karim in 2005.
• Ten years ago, the site 5 _________________ (visit) by 20 million people per
month. Today, the YouTube website 6 _________________ (used) by 1.3 billion people
per month.

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• YouTube 7 _________________ (sell) in 2006 and now it
8 _________________ (own) by Google.
Answer:
1. are watched
2. are uploaded
3. was called
4. was made
5. was visited
6. is used
7. was sold
8. is owned
9 Read about another logo. Choose the correct option.
In the world of business, logos 1 design / are designed very carefully. Millions of dollars
2 spend / are spent on them, because logos 3 put / are put on every advertisement and often
on products too. Customers often 4 prefer / are preferred products with a famous logo.
So when companies 5 try / are tried to change their logo they have to be very careful. Gap
is a good example of how companies sometimes 6 make / are made mistakes with logos.
Gap clothes 7 buy / are bought all over the world and the simple blue logo 8 recognize / is
recognized on every high street. However, in 2010, the company 9 decided / was decided
to change the logo.
Many of its customers 10 complained / were complained, and a week later, the company
11 changed / was changed the logo back. The company hadn’t realized how much its logo
12 loved / was loved by its customers.
Answer:
1. are designed
2. are spent
3. are put
4. prefer
5. try
6. make
7. are bought
8. is recognized

41 | P a g e
 9. decided
10. complained
11. changed
12. was loved
10 Complete these sentences so they are true for you. Use the passive form of the verb.
1 My bag _________________ (make) in _________________. (which country?)
2 My favourite film _________________ (direct) by _________________. (who?)
3 My home _________________ (build) in _________________. (when?)
4 My favourite book _________________ (write) by _________________. (which
author?)
Answer:
1 My bag was made in Italy. (It was designed by Gucci and it cost £100.)
2 My favourite film was directed by Ridley Scott. (It’s called Thelma and Louise. It
stars Geena Davis.)
3 My home was built in 1975. (It’s a city centre apartment and has three bedrooms.)
4 My favourite book was written by Leo Tolstoy. (It’s called Anna Karenina and it’s
very long!)

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10.2. PRODUCT DESIGN
I. Lesson overview
Main contents
1. Vocabulary: Describing design
2. Listening: product design
3. Grammar: used to
4. Pronunciation: /s/ or /z/
5. Speaking: habits in the past
Objectives:
1. Describe product design
2. Practice pronunciation /s/ /z/
3. Use “used to” to talk about habits in the past
II. Procedures
Warm-up:
Look at the picture & describe the objects’ design
Answer:
Fashionable
Unique
Sophisticated
Elegant
Modern
Simple
Vocabulary: describing design
1 Read the sentences (1–7). Match the adjectives in bold to the definitions (a–g).

1 You don’t need to read the a simple, not complicated

instructions because it’s so user-friendly. b it does a good job

43 | P a g e
 2 I know my clothes are old- c easy to learn how to use
fashioned, but I can’t afford anything new. d simple and traditional but always in
3 I still use the same phone I had five fashion
years ago. It looks very basic but it works. e out-of-date, not modern
4 I can sell you this one now, but a f the latest or newest
more up-to-date model comes out in three g popular at the moment
weeks.
5 That style of dress is very
fashionable this summer. Everyone’s
wearing it.
6 I like her taste in clothes. She
always wears classic designs.
7 My mother gave me this bag. It’s
very useful because it holds everything.

Answer:
1.c
2.e
3.a
4.f
5.g
6.d
7.b
Listening
3 How do you listen to music? Do you use:
1 records?
2 cassettes?
3 CDs?
4 downloads?
5 streaming?
44 | P a g e
4 Listen to a radio programme about a famous product called the Sony Walkman.
Which things from Exercise 3 did it play?
Answer: cassettes
5 Listen again. Read the questions and choose the correct option (a–c).
1 What does the speaker say about listening to music in the seventies?
a People didn’t listen to as much music as they do now.
b You couldn’t listen to music on your way to school or work.
c Music wasn’t as good and it’s better nowadays.
2 What showed that the Sony Walkman was successful, according to the speaker?
a Lots of people bought it.
b Other companies copied it.
c It was in the English dictionary.
3 Why did some people think the Sony Walkman was a crazy idea?
a It didn’t look very stylish.
b It didn’t do lots of different things.
c It was too small.
Answer:
1.b
2.b
3.b
6 Look at the grammar box. What form of the verb follows used to?
USED TO
People used to buy music on vinyl records
My mother used to have a Sony Walkman
We didn’t used to download music
Did you use to buy CDs?

 the infinitive

45 | P a g e
7 Compare this sentence with the sentences in the grammar box.
Answer the questions (1–2).
He bought his first record in 1973.
1 Which form do we use to describe a single action at a specific time in the past?
2 Which form do we use to describe a habit in the past which is not true now?
Answer:
1. bought (the past simple)
2. used to buy
8 Underline the best option.
1 I used to / use to buy CDs but now I download all my music.
2 We used to go / went to our first music concert when we were fourteen.
3 Musicians used to play / played live all the time but nowadays they spend more time
in recording studios.
4 My brother didn’t use to / didn’t use have long hair, but he grew it when it became
fashionable.
5 I didn’t use to learn / didn’t learn the guitar until I was twelve years old.
6 My parents didn’t use to take / didn’t take me to concerts, but I go every week now.
7 Did you use / used to like this song?
8 When did you move / use to move to England?
Answer:
1. used to
2. went
3. used to play
4. didn’t use to
5. didn’t learn
6. didn’t use to take
7. use
8. move
9 Pronunciation: /s/ or /z/

46 | P a g e
a Listen and read the sentences. Notice the pronunciation of the words use and used.
Which words have the sound /s/ and which have the sound /z/?
I used to buy CDs but I didn’t use to buy records.
Nowadays, I use my mobile phone to download music.
Answer:
In the sentences, used to and didn’t use to have the sound /s/. The verb use, in I use, has
the sound /z/.
b Listen again and repeat the sentences.
10 Complete the sentences with used to, didn’t use to or did you use to and the given
verb.
1 My family ____________________ (spend) every summer on a boat. It was great.
2 I ____________________ (eat) vegetables when I was a child, but I love them now.
3 ____________________ (you / have) a camera before you got that mobile phone?
4 My sister ____________________ (play) the guitar in a rock band when she was
younger. They sounded terrible, but she loved it!
5 He ____________________ (earn) much money compared to what he earns
nowadays. His current job is really well-paid.
6 ____________________ (you / write) letters before email was invented?
Answer:
1. used to spend
2. didn’t use to eat
3. Did you use to have
4. used to play
5. didn’t use to earn
6. Did you use to write
Speaking
11 Speak about your past habits. Use used to & didn’t use to.
I used to play the guitar.
I didn’t use to like vegetables.

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Answer:
I used to have long hair / short hair / blond hair / a beard / a moustache.
I used to live in the country / with my parents / abroad.
I used to play football / tennis / ice hockey.
I used to go to dance classes / yoga classes / judo classes.
I didn’t use to play with dolls when I was a little girl
I didn’t use to like vegetables, but I eat them every day now

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 LESSON 4
UNIT 10: PRODUCT

49 | P a g e
10.3. IS STUFF WINNING?
I. Overview
1. Main contents
- Reading: Is stuff winning?
- Critical thinking: fact or opinion?
- Speaking: using less stuff
2. Objectives:
- Read for main ideas: skimming skills
- Practice speaking: problem-solution presentation
II. Procedure
Part 1: Warm-up
Look at the picture. What can you see in the picture? Is your home full of stuff like this?
Or is it very tidy with only a few things?

Part 2: Reading
1. Read this conversation between two people. Answer the questions.
A: This room is so untidy. There’s too much stuff everywhere.
B: I know. I’ll tidy it but I don’t have anywhere to put some of these things.
A: Well let’s throw some of it away. For example, what’s this thing?
B: No, don’t throw that away. I like to keep stuff like that, just in case.
Questions:
1 Where do you think it is happening?
2 Who is the conversation between?
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Answers:
1 It’s happening in a flat or house. The two people probably live in the same house.
2 It could be between flatmates, a couple or a parent and teenage or adult child. A
likely scenario might be a couple – one has moved into the other’s apartment and is
complaining that their partner doesn’t throw things away.
2. Look at the words stuff and thing in the conversation. Which is countable? Which is
uncountable?
A: This room is so untidy. There’s too much stuff everywhere.
B: I know. I’ll tidy it but I don’t have anywhere to put some of these things.
A: Well let’s throw some of it away. For example, what’s this thing?
B: No, don’t throw that away. I like to keep stuff like that, just in case.
Thing is countable (e.g. two things); Stuff is uncountable (e.g. some stuff)
4. Read the article quickly (page 123). What is the article mainly about? Choose the best
option (a–c).
a. Some people are buying too much stuff and need to spend less.
b. Some people are bored because they have nothing to do.
c. Some people are trying to have less stuff in their lives.
IS STUFF WINNING?
I bought another book today and have put it on a pile of unread books on my new coffee
table. There’s no more space on the table, which also has digital devices, coffee cups, and
some socks I need to put away in my bedroom. But my bedroom is also full of stuff. I pick
up my phone. The email inbox shows 243 unread emails. I’ve already missed three calls
this morning.

I know that I want less stuff in my life, but at the moment the stuff is winning. I seem to
spend all my time buying things, and then putting them away, when really I’d like more
time for family, friends and hobbies. The good news is that now there is an excellent
website to help people like me, called The Minimalists. When Ryan Nicodemus and Joshua
Fields Millburn set up this website, they had 52 visitors in the first month. Two years later,
it has over two million visitors a month.

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Ryan Nicodemus explains how it began. He was working between sixty and eighty hours
a week and spending his free time buying more products to make himself feel better. One
day, he decided to start working fewer hours and to get rid of all his stuff. After a while,
he realized he was much happier and he wanted to share his ideas with others. So he set up
the website with Joshua to give advice to other people about how to become ‘minimalist’.
On the website there are blog posts and lots of practical ideas. One of their ideas is to play
the thirty-day minimalism game. On day one you throw out, sell, recycle or give away one
object in your life. Then on day two, two objects. On day three, three objects.

In the same way that stuff can fill the space in our homes, some people think that there is
a problem with having lots of stuff in our heads. Often people go online because they don’t
want to be doing nothing, so they keep their brains busy with unnecessary activities.
According to a recent survey, most people born between 1980 and 2000 use their phones
when they have nothing else to do: 46% check their social media, 43% play games, and a
fifth do some online shopping.

In the same survey, some people said they were bored with their screens and online life;
for example, 27% of them said they were bored of watching TV and 14% were bored of
social media. So perhaps we need more time without all these devices and, like Nicodemus
and Milburn who have less stuff in their homes, we should also have less stuff in our heads.
Answer:
The article is mainly about: c. Some people are trying to have less stuff in their lives.
5. These sentences are missing from the ends of the paragraphs in the article. Read the
article again and match the sentences with the paragraphs (1–5).
a. They buy more stuff in order to avoid getting bored.
b. All these people are interested in how they can also have a ‘minimalist’ life.
c. Maybe one way to begin is by going offline for fifteen minutes a day and seeing if you
feel better!
d. And by the end of the month, you have thrown away lots of your stuff.
e. I also need to reply to a few text messages from work.

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Answers:
a. 4 – b. 2- c. 5 – d. 3 – e. 1
6. Look at the sentences (1–6) from the article. Which sentences:
a. give facts?
b. give the author’s opinion?
c. report other people’s opinion?
1. The email inbox shows 243 unread emails.
2. The good news is that now there is an excellent website to help people like me.
3. When Ryan Nicodemus and Joshua Fields Millburn set up this website, they had 52
visitors in the first month.
4. Some people also think that there is a problem with having lots of stuff in our heads.
5. People said they were bored of watching TV.
6. We should also have less stuff in our heads.
Answers:
1. a – 2. b – 3. a – 4. c – 5. c – 6. B
7. Underline the words in Exercise 6 which helped you to answer. Which types of words
or phrases did you underline:
1. for factual information?
2. for opinions and reporting opinions?
Answers:
1. Numbers suggest factual information: 243 unread emails; 52 visitors
2. Phrases like We should also … suggest a personal opinion, and phrases like Some people
think … and People said … report other people’s opinions. In sentence 2, adjectives like
good and excellent suggest a personal point of view – these are subjective adjectives.
8. Look at the article again. Which statement (a–c) do you agree with? Give reasons for
your answer.
a. On the whole, the article is based on facts and results.
b. On the whole, the article is based on the writer’s opinion and the opinions of others.
c. On the whole, the article is a good balance of fact and opinion.

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Answer:
c is the most likely answer. There’s a lot of reference to factual information: numbers (243
unread emails), surveys (27% of them said they were bored). But there are also many
examples of the writer’s views (I know that I want less stuff in my life).
Part 3: Speaking
9. Prepare a short presentation to convince other people to have less stuff in their homes or
to spend less time online. Use ideas from the article and add your own opinions. Include
these points:
• Present the problem.
• Present the reasons.
• Present the solutions.
Today I’d like to talk to you about the stuff in your home.
Do you spend time every day at the shops or online buying more things?
Part 4: Practice more
1a. Match the use of stuff in these sentences with the definitions (a–c).
1. Can you put away all this stuff on the floor, please?
2. Use this stuff to fix the broken cup.
3. I’ve already learnt this stuff in history lessons at school.
a. general information about a subject
b. different objects and things (which are not very important)
c. materials or substance when you do not know (or say) the exact name for it.
Answers:
1. b – 2. c – 3. a
1b. Match the use of thing in these sentences with the definitions (a–c).
1. This device is a thing for checking your health.
2. What’s that thing on the table?
3. I’m packing all my things for the holiday into this bag.
a. an object when you do not know (or say) the exact name for it
b. an object you don’t know much about, but you can explain its general purpose

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c. objects that belong to a particular person
Answers:
1. b – 2. a – 3.c
1c. Which is a countable noun? Which is uncountable?
Answer:
Stuff is uncountable, thing is uncountable
2. Complete the sentences with stuff, thing or things.
1. ‘What’s this __________ on your shirt?’ ‘I think it’s orange juice.’
2. I’ve brought some of my old __________ from home that I want to sell.
3. This is a __________ for opening tin cans.
4. We read a lot of __________ at university which I’ve forgotten.
5. What’s that __________ outside the house? Does it belong to you?
6. Who left all this __________ out in the kitchen?
Answers:
1. stuff – 2. things – 3. Thing – 4. stuff – 5. thing – 6. Stuff
3. Listen to six conversations about different objects. Write the number of the conversation
(1–6) next to the objects they talk about (a–f).
a. TV and radio
b. bags
c. dresses
d. a phone
e. CDs
f. books, paper and pens
Answers:
a. 6 – b. 1 – c. 2 – d. 5 – e. 3 – f. 4
Transcript:
Conversation 1
A: I love your new bag. Did you buy it in Italy?

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B: No, actually I bought it online, but I think it’s made in Vietnam. There’s a great website
that sells bags from all over the world. You should take a look. They’re much cheaper than
on the high street.
A: Great. Can you give me the address?
Conversation 2
A: What do you think? Do you like it?
B: Hmm, it’s nice, but a bit old-fashioned. What about the blue dress?
A: Really?
B: I know it’s quite basic, but it’s a classic look.
Conversation 3
A: Dad, did you use to listen to music on records or cassettes?
B: Neither. I’m not that old! The first music I bought was on CD. I used to buy a new CD
every month.
A: What did you do with them?
B: I think they’re probably in a box somewhere. Nowadays I download all my music.
Conversation 4
A: Does this stuff on my desk belong to you?
B: What stuff?
A: Books, paper and pens and some other things.
B: Oh that. It all belongs to Jim.
A: Where is he? I’d like him to move it.
B: He’s probably at lunch.
Conversation 5
A: Can I ask you a few questions as part of a survey?
B: Sure, go ahead.
A: How many times a day do you check your social media on your phone?
B: I’d say around twenty times a day. Or thirty maybe.
Conversation 6
A: In my opinion, we have too much stuff in our houses these days. We don’t need it all.

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B: I see what you mean, but I think people will have fewer things in the future because so
much of our life will be online. For example, I’m going to sell my TV and radio because I
don’t use them anymore. I use my tablet to watch films or listen to radio. So I think it will
change.
Part 5: Wrap-up
1. Reading: Is stuff winning?
2. Critical thinking: fact or opinion?
3. Speaking: using less stuff

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10.4. WEBSITE DESIGN
I. Overview
1. Main contents
- Vocabulary: Website design
- Real life: Giving your opinion
2. Objectives:
- Describe a website
- Practice speaking: discussing opinions
II. Procedure
Part 1: Warm- up
1. Look at the picture and say what it is.

Answer: A website
2. Answer the following questions
What is your favorite website? How often do you visit it? Why do you like it?
Part 2: Vocabulary
1 Complete the sentences with these words.

about us adverts contact content home links search

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1. The ____________ page is the first page you see on a website.
2. Good websites have ____________ to other pages and to other websites.
3. You can send a message on a website using the ____________ page.
4. The ____________ page has information about the company or the person who has the
website.
5. Some websites have ____________ which appear on the top or the side of the screen.
They can be really annoying!
6. Visitors want to read and watch up-to-date ____________ on a website.
7. The ____________ box helps you find specific information more quickly.
Answers:
1. home 2. links 3. contact 4. about us
5. adverts 6. content 7. Search
Answer the following questions
1. Which websites do you visit when you want to do these things?
• search for information
• listen to music
• find the translation of a word into English
• buy clothes, books or music
• find out the latest news
2. Why do you prefer these websites?
3. What do you think makes one website better than another?
Suggested answers:
1. People often use search engines such as Google to search for information. They look at
online encyclopaedias such as Wikipedia.
People use music websites such as Spotify or online radio stations.
There are many translation websites (e.g. Google translate) and online dictionaries.
There are many websites. People use eBay to buy almost anything, Amazon for books.
Well-known news websites in English include CNN and Huffington Post in the US and
BBC News and Mail Online in the UK.

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2. Student’s own answers
3. Reasons why one website might be better than another may include: it’s easy to navigate
around, it holds a lot of content, it’s reliable, it’s not biased and/or it reflects my views
(news websites), it has interesting graphics, it isn’t slow.
Part 3: Real life: Giving your opinion
3. Sergio and Rachel own a shop called Retake Records, which sells second-hand records
and CDs. They are planning a new website for online customers. Tick the topics they
discuss (1–8).
1. the name of the website
2. the home page
3. the contact page
4. a search box
5. product information
6. links to other sites
7.the ‘about us’ page
8. ways of paying
Answers:
1–2–3–4–7
4. Listen again and complete the sentences.
1. Great. I think we ____________ buy it today.
2. Let me show you. What do you ____________?
3. I see what you ____________, but we can have a photo of the shop at the top.
4. In my ____________ it’s more important that people see the records for sale.
5. R: Also it needs a search box so they can find the record they want.
S: Yes, you’re ____________.
6. R: Lots of other websites have an ‘about us’ page. ____________ you could put the text
there?
S: Good ____________.
7. S: Also, I think we could have a video of the shop on the page, with both of us talking
about who we are and what we do.
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R: Yes, I ____________.
8. I’m not ____________ about that. Regular customers will want to call or email us …
Answers:
1. should 2. think 3. mean 4. opinion
5. right 6. Maybe, idea 7. agree 8. sure
Transcript:
Sergio: So how’s it going? Did you find out about the website name?
Rachel: Yes, I’ve checked it and no one else has the website name
RetakeRecords.com.
Sergio: Great. I think we should buy it today. Oh, and I also started to design the
home page. Let me show you. What do you think?
Rachel: Err, it’s OK. But there’s a lot of text.
Sergio: Sure. But I think people will want to know about us.
Rachel: I see what you mean, but we can have a photo of the shop at the top, and then
maybe a contact page with more information. In my opinion it’s more important that people
see the records for sale as soon as they arrive on the home page. Also, it needs a search box
so they can find the record they want.
Sergio: Yes, you’re right.
Rachel: Lots of other websites have an ‘about us’ page. Maybe you could put the text
there?
Sergio: Good idea. Also, I think we could have a video of the shop on the page with
both of us talking about who we are and what we do.
Rachel: Yes, I agree. A video would be nice there. Customers will like it because it’s
personal. Maybe they can also contact us on that page.
Sergio: I’m not sure about that. Regular customers will want to call or email us
directly, so I think we need a simple contact page and put information on the ‘About us’
page.
5. Look at the expressions for discussing opinions and check your answers from Exercise
4.
Discussing Opinions

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Asking for an opinion:
What do you think?
What’s your opinion?
Giving your opinion:
I think we should…
In my opinion…
I’m not sure about…
Agreeing and disagreeing:
I agree./ You’re right./ Good idea.
I see what you mean, but…
I disagree. / I don’t agree.
Making suggestions:
Maybe you could…
I suggest you…
6. You are going to plan a new website. Answer the following questions.
1 What are you going to sell from your website?
2 What is the name of your business?
3 What pages do you need?
4 How will you show your product on the page?
5 What else will you have (e.g. videos)?
Talk about the plan for your new website in 1-2 minutes.
Part 4: Practice more
Vocabulary: websites
1 Read the clues (1–8) and complete the word puzzle to find the hidden word.

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1 Every modern company needs one of these.
2 This needs to be up-to-date and interesting so that more people visit your website.
3 To communicate with the company, click here and send an email.
4 These tell you about new products and services.
5 Use this box to find information quickly.
6 Click on these to visit other sites.
7 This page is the first one you see on a website.
8 You can find information such as the company history on this page.
Answers:
1. website 2. content 3. contact 4. adverts
5. search 6. links 7. home 8. about
2 Listen to Katarina and her manager talking about a company website. Answer the
questions.
1 What does Katarina want to add to the website?
___________________________________________________________
2 Why does she think customers will like it?
___________________________________________________________
3 What does Katarina suggest they write about in the blog posts?
___________________________________________________________
___________________________________________________________
4 What does the manager suggest?
___________________________________________________________
Answers:

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1. a blog
2. because they like reading news
3. news about products, interviews with customers who use their products, and photos of
employees in their free time
4. That Katarina writes the first post and they see if people read it.
3 Complete the conversation with these phrases. Then listen again and check.
I agree what do you think

you’re right maybe

I see what we could

in my opinion I’m not sure

we should

M: 1 ___________________ of our new website Katarina?

K: It’s good, but I think 2 ___________________ add a blog.
M: That’s interesting. Why do you think that?
K: Well, 3 ___________________, customers like reading news on websites. So we
can have news about our products.
M: 4 ___________________, but I think that sort of thing can go on the website with
advertisements.
K: 5 ___________________ about adverts, because people don’t look at them. People
will read about products if it’s a blog post and not an advert.
M: 6 ___________________ you mean, but what would you write about?
K: 7 ___________________ we could have interviews with customers who use our
products.
M: Good idea.
K: Or 8 ___________________ have photos of our employees in their free time –
something fun.
M: 9 ___________________. I suggest you write the first post and we can see if people
read it.

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Answers:
1. What do you think
2. we should
3. in my opinion
4. I agree
5. I’m not sure
6. I see what
7. Maybe
8. we could
9. You’re right
Transcript:
M = Manager, K = Katarina
M: What do you think about our new website Katarina?
K: It’s good but I think we should add a blog.
M: That’s interesting. Why do you think that?
K: Well, in my opinion, customers like reading news on websites. So we can have news
about our products.
M: I agree, but I think that sort of thing can go on the website with advertisements.
K: I’m not sure about adverts because people don’t look at them. People will read about
products if it’s a blog post and not an advert.
M: I see what you mean, but what would you write about?
K: Maybe we could have interviews with customers who use our products.
M: Good idea.
K: Or we could have photos of our employees in their free time – something fun.
M: You’re right. I suggest you write the first post and we can see if people read it.
4 Listen and respond discussing opinions
Listen to someone talking to you about a new website. Respond to each sentence with an
expression below and your own ideas.
I think we should… Good idea!

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Maybe we could… I agree!
I think we should have a home page and then some product pages.
Good idea!
Transcript:
C = Colleague, MA = Model answer
C: Why don’t we make a website to sell our products?
MA: Good idea!
C: I think we should design it as soon as possible.
MA: I agree.
C: It needs different pages. What do you think?
MA: I think we should have a home page and then some product pages.
C: You’re right. Do you have any other suggestions?
MA: Maybe we could have some pictures of our employees.
Part 5: Wrap-up
1. Vocabulary: Website design
2. Real life: Giving your opinion

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UNIT 10.5. A REVIEW
I. Overview
1. Main contents
- Writing: A review
- Writing skill: Giving your opinion
2. Objectives:
- Review a website
- Practice writing: giving opinion
II. Procedure
Part 1: Writing: A review
1 Read the review of a website and answer the questions.
1 What is the purpose of the website?
2 Why does the writer like the website?
3 What is one problem with the site?
4 What is the writer’s conclusion about the site?
Review:
One of my favourite websites is a free photo-sharing site called www.photoshowme.com.
It’s a great place for photographers to show their photos to other people.

The site has quite a few good features. Firstly, it’s easy to find photographs that you are
interested in. They are organized into different categories like ‘travel’, ‘food’ or ‘people’
so you can search for things you want to look at. Another good point is that you can
comment on each other’s photos, and every month a professional photographer is invited
to make comments. In my opinion, you learn a lot from this person’s comments.

The only problem is that it has too much advertising. I think that’s how the site makes
money, but when you are looking at beautiful photographs, it’s annoying when an advert
appears on the screen.
On the whole, it’s a useful website for anyone who loves taking photographs and
communicating with other people about them.
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Answers:
1 It’s a photo-sharing website – a place for photographers to show photos.
2 easy to find photographs; organized into different categories; can comment on each
other’s photos; professional photographer is invited to make comments; you learn a lot
from this person’s comments
3 too much advertising
4 useful website for anyone who loves taking photographs and communicating with
other people about them
2 Writing skill giving your opinion
a Write down any useful phrases in the review that:
a give positive opinions
One of my favourite … is…
b give negative opinions
c sum up the writer’s main opinion
Answers:
a give positive opinions:
One of my favourite (websites) is …
It’s a great place for … to …
The site has quite a few good features.
Firstly, it’s easy to …
Another good point is that (you can) …
b give negative opinions:
The only problem is that (it) …
it’s annoying when …
c sum up the writer’s main opinion:
On the whole, …
b Match these phrases to the uses (a–c) in Exercise 2a.
1 One thing I really like is that …
2 In general, …

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3 Another bad point is that …
4 One big advantage is that …
5 To sum up …
a give positive opinions
One of my favourite … is…
b give negative opinions
c sum up the writer’s main opinion
Answers:
1. a – 2. c – 3. b – 4. a – 5. C
3 Think of a website you often use. Make notes to answer the questions and plan a
review of the website.
Paragraph 1:
What is the website? What is it for?
Paragraph 2:
In your opinion, what are the good points about the website?
Paragraph 3:
Are there any bad points or problems with the site?
Paragraph 4:
On the whole, what do you think about the site?
4 Write your review. Use the useful phrases in Exercise 2.
5 Use these questions to check your review.
• Does it explain the purpose of the website?
• Does the review give positive opinions?
• Does it give negative opinions?
• Does it sum up the writer’s main opinion?
Part 2: Practice more
1 Look at the sentences from different reviews. Match the beginnings of the sentences
(1–8) with the endings (a–h).

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 1 One of my favourite a place to visit in the summer.
2 It’s a great b you can’t park near the centre.
3 Another good point is c films is Star Wars.
4 In my opinion, d recommend this museum to the whole
5 The only problem is that family.
6 On the whole, I’d e that you can have lunch there.
7 In general, it’s f it’s the best local restaurant.
8 To sum g up, it’s too expensive.
h a well-written book.

Answers:
1c – 2a – 3e – 4f – 5b – 6d – 7h – 8g
2 Number the parts of a review (a–g) in the correct order (1–7).
a It’s a great place to eat breakfast or lunch and socialize.
b The café has quite a few good features. Firstly, the wifi is free so you can do some
work on your laptop. Another good point is the atmosphere – the staff are all very friendly
and always smile when you arrive.
c However, next month they plan to add more space so it will be easier to get a table.
d One of my favourite places for meeting friends is The Border café.
e One problem is that it’s become too popular and so around midday it’s often difficult
to get a table. It’s annoying when you have to wait.
f On the whole, I recommend you try The Border for the food and the fun. They also
do takeaways, so if there isn’t a table, you can still get a coffee and sandwich on your way
to work.
g Also, one big advantage of The Border is that it’s in the city centre and you can park
your car round the back of the café.
Answers:
a. 2 – b. 3 – c. 6 – d. 1 – e. 5 – f. 7 – g. 4
3 Read these notes about an app for looking at the night sky. Then use the information
to complete the review.

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 Name of app? “Starfinder”
Main purpose?
- Looking at stars at night and recognizing them
Features?
- It gives you lots of information about the star when it sees one
- It gives you links to websites with more information
Problems?
- If you move your phone too quickly it can give the wrong information
Who is it for?
People who are fascinated by the stars and the planets

One of my favourite apps is _____________________________________

____________________________________________________________
It’s a great app for _____________________________________________
____________________________________________________________
The app has quite a few different features. Firstly, it __________________
____________________________________________________________
Another good point is __________________________________________
____________________________________________________________
The only problem with the app is _________________________________
____________________________________________________________
On the whole, it’s a useful app for anyone who ______________________
____________________________________________________________
Answers:
1. Starfinder
2. looking at stars at night and recognizing them
3. gives you lots of information about the star when it sees one
4. that it gives you links to websites with more information

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5. that if you move your phone too quickly it can give the wrong information
6. is fascinated by the stars and the planets
4 Choose an app on your phone and write a review about it.
Part 3: Wrap-up
1. Writing: A review
2. Writing skill: Giving your opinion
3.

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10.6. REVIEW AND MEMORY BOOSTER

I. Overview
1. Main contents
- Grammar
- Vocabulary
- Real life
2. Objective: Review the lesson
II. Procedure
Part 1: Grammar
1 Choose the correct options.
IKEA furniture 1 sells / is sold by the company from nearly 400 different shops around
the world, and from its online store. However, the company 2 didn’t used / didn’t use to
make furniture. It 3 started / was started in 1943 in Sweden by Ingvar Kamprad. Ingvar 4
use to / used to sell small objects like watches and pens by post. As the company grew, it
5 produced / was produced larger household furniture and today around 12,000 different
products 6 make / are made, including chairs, beds, cupboard, and pictures. IKEA is
famous for changing the way we buy products. In the past, furniture 7 finished / was
finished in the factory and customers 8 were bought / used to buy it ready-made from a
shop. But modern IKEA furniture 9 builds / is built by the customer after they buy it. Also,
furniture shops 10 used to / didn’t use to be in the centre of cities, but IKEA 11 built / was
built its shops outside the city centre. This idea was popular with customers and nowadays
you often see large shops outside the centre of cities.
Answers:
1. is sold 2. didn’t use
3. was started 4. used to
5. was produced 6. are made
7. was finished 8. used to buy
9. is built 10. didn’t use to be
11. built

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2 Look at the text in Exercise 1 again and answer these questions.
1 Which of the verb forms are passive?
2 Why do we use these passive forms?
Answers:
1 1, 3, 6, 7 and 9 are passive verb forms
2 The focus is on the action, not the person doing the action.
Part 2: Vocabulary
3 Complete this table of words.

Verb Adjective Noun Another noun Person

Advertise Advertising

Produce Product

Answers:

Verb Adjective Noun Another noun Person

Advertise Advertisement Advertising Advertiser

Advert

Produce Productive Product Produce Producer

4 Reorder the letters to make adjectives about products.

1 suer-rifelndy
2 casib
3 hashionfable
4 slacsic
5 lufuse

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6 lod-asfihoned
7 pu-ot-tade
Answers:
1. user-friendly
2. basic
3. fashionable
4. classic
5. useful
6. old-fashioned
7. up-to-date
5 Write five products or brands from Unit 10. Match them with the adjectives in
Exercise 4 or think of other adjectives.
E.g. Gap clothes – classic, fashionable
1. _____________________ - _____________________
2. _____________________ - _____________________
3. _____________________ - _____________________
4. _____________________ - _____________________
5. _____________________ - _____________________
6 Which part of the website (a–e) do you click to do these things (1–5)?
a about us
b contact
c home
d search
e link
1 to go to a different website
2 to send a message to the person or company who has the site
3 to look for specific information on the site
4 to return to the main page
5 to find out about the person or company who has the site?

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Answers:
1e – 2b – 3d – 4c – 5a
Part 3: Real life
7 Read part of a discussion between three people about the colour of a new logo for
the front of a shop. Write the missing words in the phrases.
A: The designers have sent the new logo in three different colours. 1 W_____ d_____
y_____ t_____ is the best colour?
B: 2 I_____ m_____ o_______, the black and white logo is the best. It’s easy to see.
C: I 3 d_________. Black and white is boring.
A: I 4 s_____ w_____ y_____ m _____. It isn’t very interesting.
B: OK, let’s look at the other two. 5 M_____ we c_____ use the yellow logo.
C: No, I 6 d_____ a_____. Yellow is very difficult to see in the street.
A: Yes, 7 y_____ r_____. So I suggest we use the blue logo.
B: 8 G_____ i_____. I think we should do that.
Answers:
1. What do you think
2. In my opinion
3. I disagree
4. I see what you mean
5. Maybe we could
6. I don’t agree
7. you’re right
8. Great idea
8 Underline the phrases in Exercise 7 for:
• asking for an opinion.
• giving an opinion.
• agreeing and disagreeing.
• making suggestions.

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Answers:
Asking for an opinion:
What do you think …?
Giving an opinion:
In my opinion …
Agreeing and disagreeing:
I disagree.
I see what you mean.
No, I don’t agree.
Yes, you're right.
Great idea.
Making suggestions:
Maybe we could …?
Part 4: Practice more
1 Complete the sentences with different forms of the word in bold.
ADVERT
1 There’s an ____________ in the newspaper for a sale at our local supermarket.
2 ____________ is a good career for creative people.
3 Do you ever ____________ your products on TV?
PRODUCE
4 The new employer isn’t very ____________. Maybe he needs more training.
5 How much does this ____________ cost?
INVENT
6 The wheel is probably the oldest ____________ in history.
7 John Logie Baird was a Scottish ____________ who is famous for his work with
the television.
SELL
8 How many books have you ____________ this morning?
9 In January lots of shops have a ____________.

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Answers
1. advert
2. advertising
3. advertise
4. productive
5. product
6. invention
7. inventor
8. sold
9. sale
Pronunciation stress in different word forms
2 Listen to the different forms of the root words in Exercise 1. Write the words you
hear next to the correct word stress.
O: _______________, _______________, _______________
Oo: _______________ _______________
oO: _______________, _______________
Ooo: _______________
oOo: _______________, _______________, _______________, _______________
Oooo: _______________
oOoo: _______________
Answers:
O: sales, sell, sold
Oo: advert, product
oO: invent, produce
Ooo: advertise
oOo: production, productive, invention, inventor
Oooo: advertising
oOoo: advertisement

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 LESSON 5
UNIT 11: HISTORY

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11.1. THE HISTORY OF VIDEO GAMING

I. Lesson overview
Main contents
• Reading: The history of video gaming
• Word-building: V + Preposition
• Grammar: Reported speech
• Listening: Reporting a conversation
• Speaking: Talking about games
Objectives
• Develop skills of scanning reading: T/F questions
• Practice word-building: V + Preposition
• Review reported speech
• Develop listening skills of reporting a conversation
• Talk about games
II. Procedures
Warm up:
• Do you like playing video games?
• What are your favorite video games in your country?

1 Work in pairs. Look at the photo in the timeline of video gaming and discuss
the questions.
1 What can you see in the photo?
2 When do you think it was taken?
3 How many differences can you think of between the game in the photo and
modern video games?
Answer:
1 Two people (perhaps a mother and son) are playing an old-fashioned video game.
You can see a TV screen and a handset device.

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2 In the 1970s
3 It’s black and white, two-dimensional, has simple line graphics, is connected to
the handset by a lead and is used on a TV set not a computer.

2 Read the timeline of video gaming. Answer the questions.

1970
The first video games appeared in the 50s and 60s but the first really successful game was
‘Pong’, which came out in 1972. People said that
they had never seen anything like it before. It was one of the first home video games that
you played against another person for points.
1980
When people remember playing video games in the late 70s and early 80s, they often
think of Space Invaders. That’s because everyone was talking about it at the time –
people of all ages said they loved it.
1990
At the beginning of the 21st century, Nintendo said they were working on a new type of
gaming device and that they would produce games for the whole family to play. The
device was called a ‘Wii’ and – unlike other video games – the games were active, and
you could do exercise in your living room. The Wii became popular with a new group of
people – the over fifties.
2000
Much smaller video game devices became available in the 90s. For example, you could
take the Game Boy with you anywhere. It had lots of different games, including Tetris,
which was the most popular. Many gamers said they played Tetris for hours and weren’t
able to stop!

1 Which video games does it mention?

2 Do you remember or know about any of the games?
3 Does anyone still play these games today?

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Answer:
1 Pong, Space Invaders, Tetris, Wii
2 Students’ own answers
3 Students’ own answers (These games are still played today, especially by people
nostalgic for old-style games)

3 Read the article again. Are these sentences true (T) or false (F)?
1 When Pong came out, it was a new kind of game.
2 Pong was a competitive game.
3 Only boys enjoyed playing Space Invaders.
4 A Game Boy only had one type of game.
5 People couldn’t stop playing Tetris.
6 The Wii had a different type of game and attracted new players.

Answer:
1 T (People said that they had never seen anything like it before)
2 T (It was one of the first home video games that you played against another person for
points)
3 F (everyone was talking about it at the time – people of all ages said they loved it)
4 F (It had lots of different games.)
5 T (Many gamers said they played Tetris for hours and weren’t able to stop!)
6 T (the games were active … popular with a new group of people – the over fifties)

Word-building: verb + preposition

Many verbs are often used with a preposition. When you learn a new verb, try to also
learn the different prepositions you can learn with it
play with, play against, play for, play in

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4 Complete the questions with these prepositions.
1 Do you often play video games __________ friends?
2 Which video games are most people talking __________ these days?
3 How much do you normally pay __________ a video game on your phone?
4 How much do you spend __________ video games every month?
5 When you leave the house, what do you always take __________ you?
6 Some people think video games are bad for you. Do you agree __________ them?

Answer:
1. With
2. About
3. For
4. On
5. With
6. With
REPORTED SPEECH
We use reported speech to report what someone said in the past
1. People said that they had never seen anything like it
2. People of all ages said they loved it
3. Nintendo said they were working on a new type of gaming device
4. They said they would produce games for the whole family to play
Note: After the verb said, you can use that but you don’t have to

6 Look at the grammar box. Match the sentences with reported speech (1–4) to
these sentences with direct speech (a–d).
a People of all ages said, ‘We love it.’
b Nintendo said, ‘We are working on a new type of gaming device.’
c Nintendo said, ‘We will produce games for the whole family to play.’
d People said, ‘We’ve never seen anything like it.’
Answer:
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 a. 2
b. 3
c. 4
d. 1
7 Underline the verbs in the direct speech in Exercise 6 and in the reported
speech in the grammar box. Then complete this table.
Direct speech Reported speech

Present simple 1

2 Past continuous

Present perfect or past simple 3

4 would
Answer:
1. Past simple
2. Present continuous
3. Past continuous
4. Will
8 Read the first sentence and complete the second sentence with correct verb
form.
1 The boy said, ‘I love the game Super Mario.’ The boy said that he __________ the
game Super Mario.
2 She said that she wanted a new Xbox. She said, ‘I __________ a new Xbox.’
3 When I phoned, Mum said the children were playing tennis on the Wii.
When I phoned, Mum said, ‘The children __________ tennis on the Wii.’
4 The company said, ‘We are planning a new version of the game.’ The company said
they _____________ a new version of the game.
5 Their message said they had gone to the cinema. Their message said, ‘We
__________ to the cinema’.
6 My father said, ‘I bought my first Game Boy in 1990.’ My father said he
____________ his first Game Boy in 1990.

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7 Julian said he would play against us later. Julian said, ‘I __________ against you
later’.
8 One scientist said, ‘Computer games will change people’s brains.’
One scientist said that computer games _____________ people’s brains.’

Answer:
1. loved
2. want
3. are playing
4. were planning
5. have gone
6. had bought
7. will play
8. would change
9 Listen to a short conversation between Jack and Sonia. Write down what they
say.
1 Jack: ___________________________________________________
2 Sonia: __________________________________________________
3 Jack: ___________________________________________________
4 Sonia: __________________________________________________
5 Jack: ___________________________________________________
Answer:
1. I need the TV for my game.
2. I’m watching a really interesting programme.
3. But I want to get to the next level!
4. You’re always using the TV. I haven’t watched it for ages.
5. I’ll play it later.
10 Rewrite the conversation from Exercise 9 as reported speech.
1 Jack said that he ____________________________________________

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2 Sonia said that she __________________________________________
3 Jack said that he ____________________________________________
4 Sonia said that he ___________________________________________
and that she _______________________________________________
5 Jack said that ______________________________________________

Answer:
1. needed the TV for his game.
2. was watching a really interesting programme.
3. wanted to get to the next level.
4. was always using the TV.
5. hadn’t watched it (the TV) for ages.
6. he would play it later.
11 Ask and answer these questions.
1 What sort of games (e.g. board games, computer games) are popular in your
country?
2 Do you often play any of these games?
3 What type of games do you prefer?
4 Will people play board games in the future? Or will they only play computer games?

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11.2. MESSAGES FROM THE PAST

I. Lesson overview
Main contents
• Vocabulary: Communication
• Listening: Listen to news stories
• Grammar: Reporting verbs (tell, say)
• Writing: Write a message
Objectives
• Practice using vocabulary on communication
• Develop listening skills of listening to news stories
• Review reported speech
• Write messages
II. Procedures
• Warm up:
- How do you contact your family and friends?
- Imagine how you could communicate with someone from the past?

1 Put these types of communication into the two categories in the table. Can
any words go in both categories?
An advert an email a Facebook page
A letter or card a newspaper
A phone conversation a presentation
A sticky note on the fridge
A radio programme a text message
A Whatsapp message

Answer:
Personal (with family and friends): a letter or card, a phone conversation, a sticky note on
the fridge, a text message, a WhatsApp message
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Public (with lots of people): an advert, a newspaper, a presentation, a radio programme
Both categories: an email, a Facebook page
3 Look at the newspaper headline and photo.
-Who do you think wrote the message?
-What do you think the message says?
4 Listen to the news story about the message in the bottle. Number the three parts
of the story (a–c) in the order you hear them (1–3).
a the history of messages in bottles
b how someone found the message in a bottle
c why someone sent the message in a bottle
Answer: b – c – a
5 Listen to the news story again. Choose the correct option (a–c).
1 How did the captain feel when he saw the bottle in the sea?
a surprised b disappointed
c curious
2 Why had someone written the message?
a as a love letter b because they were lost at sea
c as part of a scientific experiment
3 Why is this a world record?
a It’s the longest message in a bottle which anyone has found at sea.
b It’s the oldest message in a bottle which anyone has found at sea.
c It’s the oldest message in a bottle which anyone has written.
4 Why did the ancient Greeks put bottles in the sea over two thousand years ago?
a to find out if the Mediterranean Sea and the Atlantic Ocean were connected
b to send messages to ships in the Mediterranean Sea and the Atlantic Ocean
c to help sailors who were lost in the Mediterranean Sea and the Atlantic Ocean
5 In 1915, why did the sailor send the message to his wife?
a to say he was coming home b to say that he loved her
c to say where he was

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Answer: c – c – b – a – b
REPORTING VERBS (SAY and TELL)
1. He told news reporters that he had been very curious when he had seen the
message
2. The message said that his boat was sinking and that he loved her

6 Read the sentences in the grammar box and answer these questions.
1 Which verbs report the words of someone?
2 Which reporting verb is followed by an object (e.g. you, her, them, reporters)?
3 Which reporting verb is not followed by an object?
Answer:
1 told and said
2 told
3 said
7 Choose the correct options to complete the conversation.
A: Did I 1 say / tell you there was a great TV programme on last night?
B: No, what was it about?
A: Space travel in the next one hundred years. They 2 said / told that humans would
soon land on Mars.
B: Really? When did they 3 say / tell that would happen?
A: The presenter didn’t 4 say / tell exactly, but probably in the next thirty years.
B: OK. I read an article that 5 said / told there would be a hotel on the moon soon.
A: Yes, but someone 6 said / told me a few years ago that there were going to be space
hotels orbiting the Earth soon, and nothing’s happened yet.
Answer:
1 Tell
2 Said
3 Say
4 Say

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5 Said
6 Told
8 Work in pairs. Report these messages using say or tell.
1 ‘Your lunch is in the fridge.’ She ____________ him that his
________________________________________________.
2 ‘I’m lost in the middle of the city.’ He ____________ that he
________________________________________________.
3 ‘I’ve loved you for years.’ Maria ____________ Joel that she
________________________________________________.
4 ‘We’re waiting for you at the café.’ They ____________ that they
________________________________________________.
5 ‘I’ll call you back later.’ Dave ____________ me that he
______________________.
6 ‘You need to phone this number.’ The message ____________ that I
________________________________________________.

Answer:
1 told/ lunch was in the fridge
2 said/ was lost in the middle of the city
3 told/had loved him for years
4 said/ were waiting for me/him/her/us at the café
5 told/ would call me back later
6 said/ needed to phone this (that) number

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 LESSON 6
UNIT 11: HISTORY

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11.3. STEALING HISTORY

MAIN CONTENTS:
11.3. Stealing history
• Vocabulary: ancient history
• Reading: Stealing history
• Critical thinking: Emotion words
• Word focus: One
• Speaking: Saving history
11.4. A journey to Machu Picchu

• Real life: Giving a short presentation

• Pronunciation: Pausing
11.5. The greatest mountaineer
• Writing: A biography
• Writing skill: Punctuation in direct speech
11.6. Review and memory booster

SECTION 1: STEALING HISTORY

1. Warm-up
Rules:
- Listen to the prompts and guess the words.
A r c h a e o l o g i s t
1. This word has 13 letters
2. This is someone who studies the historical objects
When you arrive Abu Sir al Malaq, you’ll meet a lot of acheologists from museum.
But you also see a lot of soldiers. Why? Let’s find out!
2. Vocabulary ancient history

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Activity 1:
You are going to read an article which includes these words. Match the people (1–4) with
the definitions (a–d) and the objects (5–8) with the photos (e–h).
People
1 archaeologist
2 soldier
3 robber
4 collector
a someone who buys a certain type of object (e.g. coins, paintings)
b someone who is in the army and wears a uniform
c someone who steals from others (and breaks the law)
d someone who studies the buildings and objects of people who lived in the
ANSWER: 1D 2B 3C 4A
Activity 1:
You are going to read an article which includes these words. Match the people (1–4)
with the definitions (a–d) and the objects (5–8) with the photos (e–h).
Objects
5 tomb
6 statue
7 painting
8 pot
ANSWER: 5H 6F 7G 8E
Activity 2:
Look at the title of the article. What do you think it is about? Why will it talk about
the four types of people in Exercise 1?
EXAMPLE ANSWERS

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Stealing History is an emotive title. On one level, it refers to people stealing historical
objects from historical sites. On another level, it refers to the idea that these robbers are
taking away a country’s history, or stopping experts from finding out more about the past.
The text will probably talk about the four people. Archaeologists look for ancient objects,
robbers
steal them and sell them to collectors for a lot of money, and soldiers try to stop the robbers.
Vocabularies of the reading
ancient: cổ đại hillside: sườn đồi famous: nổi tiếng discover: khám phá
period of history: thời kỳ lịch sử
because of + mệnh đề: chỉ lý do
colleague: đồng nghiệp
statue: bức tượng
Activity 3:
Read the article and check your answers from Exercise 2. Then answer
these questions.
1 What was the name of Abu Sir al Malaq in the past?
2 Why was it famous?
3 What sort of people work at Abu Sir al Malaq?
4 Why do criminals come to Abu Sir al Malaq?
5 What is Amal Farag trying to do?
6 The robbers take some objects to sell. What do they often do with the other objects?
7 In the past, who else has stolen from Egypt?
8 Why does the problem continue?
ANSWER
1 Busiris
2 It was one of ancient Egypt’s largest cities and it was famous for its architecture and
buildings.
3 archaeologists from museums
4 to steal things (historical items)

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5 to protect the area from the robbers
6 They throw away the rest (the less good pieces) – they destroy hundreds.
7 Roman armies; different countries which controlled Egypt between the 16th and
mid-20th centuries.
8 It’s big business.
Activity 4:
Look at these sentences and compare them with the sentences in the article. What
extra words does the author use in the article?
1 These people are here to discover more about Egypt’s history. (paragraph 2)
hard-working
2 Her team are trying to save the history at Abu Sir al Malaq. (paragraph 3)
desperately
3 It continues to be big business. (paragraph 4)
sadly
Activity 5:
Why does the writer use these words? What do they tell us about the writer’s opinion?
The author uses adjectives and adverbs to show how he or she feels about things – to
express an emotional viewpoint.
Activity 6:
Read the sentences from the article. Match the use of "one" in the sentences to the
explanations.
1. Busiris was one of ancient Egypt’s largest cities and it was famous for its
architecture and buildings.
2. there is only sand and stone with one or two small villages nearby.
3. They are moving them one by one to museums and safe places.
4. One day in 2012, she was working here.
5. Maybe one day the problem will be solved.
a. to talk about a particular day in the past
b. to talk about a careful process

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c. to talk about one in a group of people or things
d. to talk about a small number of people or things
e. to talk about some point in the future
ANSWER: 1c 2d 3b 4a 5e

Activity 7:
Work in groups. You would like to open a new museum about your local town or city.
Make notes about the following.
what your town was famous for in the past
what historical objects you can show in the museum
what you can tell visitors about
EXAMPLE ANSWERS
Here are some possible reasons for opening a museum:
This town desperately needs a new museum for a number of reasons. Firstly, it was famous
for bicycle production in the past, but there’s no museum to help people remember those
wonderful days. Secondly, there are many fine bicycles in private hands and we can show
them in the museum. We can tell visitors about the hard-working employees of the bicycle
manufacturer and of the way bicycles were once made here.

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11.4. A JOURNEY TO MACHU PICCHU

OBJECTIVES
At the end of the lesson, students will be able to:
• Give a short presentation
• Know how to pause at the right place.
1. Warm-up
Watch a video and note down the “don’t”
Link video https://www.youtube.com/watch?v=5p0rTNVNWN8
1. Show up late without your materials
2. Leave your cell phone on and answer it
3. Speak in a monotonous voice
4. Stare at and read the screen
5. Use negative body language
6. Fill a slide with small texts
2. Real life

Activity 1:
Do you ever give talks or presentations in your own language (or in English)? What
are they about? Why would people give talks or presentations in these situations?
• at work
• at school or university
• at a special occasion (e.g. a wedding)
SAMPLE ANSWER
At work
In meetings (e.g. presenting sales figures); selling to a client (e.g. presenting a new
product);
training staff (e.g. presenting company plans for the future)
At school or university:

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- In class (e.g. presenting a piece of work);
- In exams (e.g. making a formal presentation);
- At university (e.g. to present research findings)
At a special occasion:
- at a wedding people make lighthearted speeches (e.g. the speeches of the father of
the bride and the best man at a wedding – telling funny stories);
- at a funeral people commemorate the dead person’s life with stories and praise
Activity 2:
Listen to parts of a presentation about Peru and Machu Picchu. Which of the topics
(a–f) does the presenter talk about?
a the people in Peru and their customs
b the history of Machu Picchu
c the history of the Incas
d the capital city of Peru
e his own journey
f the food in Peru
ANSWER: b, c, e

3. PRONUNCIATION
Activity 3:
Listen again and complete the expressions for giving a short presentation.
ANSWER:
1 thank you
2 talk
3 begin
4 say
5 look
6 next
7 show

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8 up
9 questions
a Presenters often pause at the end of a sentence, the end of a phrase, or before
and after important words they want to emphasize. Listen and read the first part of
the presentation. Notice the first four pauses (/) and write in the other pauses.
Good morning / and thank you all for coming. / Today / I’d like to talk about my holiday
in Peru / and in particular, about my journey to Machu Picchu. It’s also called ‘The Lost
City of the Incas’. Let me begin by telling you about the history of Machu Picchu.
b Work in pairs. Try reading the same part of the presentation with similar
pauses.
Good morning / and thank you all for coming. / Today / I’d like to talk about my holiday
in Peru, / and in particular, / about my journey to Machu Picchu. / It’s also called / ‘The
Lost City of the Incas’. / Let me begin by telling you / about the history of Machu Picchu.
Prepare a short presentation for your partner. Think about a historical place you have
visited and make notes for these questions. Then give your presentation.
• Where is it?
• Why is it important?
• Who lived there in the past?

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11.5. THE GREATEST MOUNTAINEER

OBJECTIVES
At the end of the lesson, students will be able to:
 Write a biography
 Use punctuation in direct speech.

1. WARM UP
Who is this?

Born October 28, 1955, Seattle, Washington, U.S.), American computer programmer and
entrepreneur who cofounded Microsoft Corporation, the world's largest personal- computer
software company. He wrote his first software program at the age of 13.
Who is this?

Born and raised in Ho Chi Minh City, his father is Chinese and his mother was born in
Tien Giang, Vietnam. He can speak Vietnamese, Cantonese and English.
Who is this?

A Vietnamese singer and songwriter. Most of his songs became big hits and earned the top
ranking in Vietnamese music charts. His mainstream music genres are electronic, pop
dance, and pop ballad.

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2. WRITING A BIOGRAPHY
Activity 1:
Think of three pieces of information you would expect to find in biography. Work in
pairs and compare your ideas.
- when and where he was born
- Childhood
- Job / career
Activity 2:
Read the biography of Reinhold Messner. Does it include your ideas from Exercise
1? Which paragraphs (1–4) mention these topics (a-f)?
a when and where he was born
b facts about his childhood and early life
c why he became well known d something he said
e what other people think or have said about him
f what he is doing now
ANSWER
a paragraph 2 (born in 1944 in a small village in the mountains of northern Italy)
b paragraph 2 (His father was a climber and took his son up a mountain when he was
only five. As a teenager Messner climbed with his younger brother Günther.)
c paragraph 1 (one of the first men to climb Mount Everest without oxygen in 1978;
first man to climb all fourteen of the world’s mountains over eight thousand metres)
d paragraph 2 (‘it’s the most beautiful place in the world’ )
e paragraph 3 (‘Reinhold had so many new ideas,’ says Kammerlander. ‘He found
new ways, new techniques.’ )
f paragraph 4 (Nowadays Messner spends more time at home with his family and he
has written over sixty books.)
3. WRITING SKILL: PUNCTUATION
Activity 3:
Writing skill punctuation in direct speech

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a The biography of Messner includes direct speech. Underline three examples of
direct speech in the text.
… he still says, ‘it’s the most beautiful place in the world.’ ‘Reinhold had so many new
ideas,’ says Kammerlander. ‘He found new ways, new techniques.’
b Answer these questions about punctuation rules for direct speech.
1 Where do you put the two quotation marks?
2 Do you always put a full stop at the end of the quotation or only if it ends the
sentence?
3 Where do you use a comma? What does it separate?
ANSWER:
1 Immediately before and after the quotation
2 only if it ends the sentence
3 A comma is used before or after the quotation – it separates ‘he/she
says/said’ from the quotation.
c Complete these sentences with the missing punctuation to
show direct speech.
1 My grandfather always told me you should follow your dreams
2 Yes we can said Barack Obama when he campaigned to become the US
President
3 Film critics said she’s the greatest actress of her generation
4 Education is the most powerful weapon said Nelson Mandela
ANSWER:
1 My grandfather always told me, ‘You should follow your dreams.’
2 ‘Yes, we can,’ said Barack Obama, when he campaigned to become the US
President.
3 Film critics said, ‘She’s the greatest actress of her generation.’
4 ‘Education is the most powerful weapon,’ said Nelson Mandela.
Mini-project
Activity 4:

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Write a short biography (100–140 words) about someone famous or someone you admire.
Try to include all the topics in Exercise 2 and remember to use the correct punctuation with
quotations or direct speech.
Activity 5:
Exchange your biography with a partner.

SECTION 4: REVIEW AND MEMORY BOOSTER

Activity 1:
Rewrite the direct speech as reported speech
1. 'I want to fly in space'
He said he _______________
2. 'I'm driving home'
She said she ______________
3. 'We visited the pyramid in Giza'
They said they ____________
4. 'He's gone to the museum'
You said he ______________
5. 'One day I'll go on holiday to Rome'
Matt said one day he _______
ANSWER:
1. 'I want to fly in space'
He said he wanted to fly in space.
2. 'I'm driving home'
She said she was driving home.
3. 'We visited the pyramid in Giza'
They said they'd visited the pyramid in Giza.
4. 'He's gone to the museum'

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You said he'd gone to the museum.
5. 'One day I'll go on holiday to Rome'
Matt said one day he'd go on holiday to Rome.
Activity 2:
Complete the sentences with the correct form of say or tell
1. I ____ him to hurry up
2. Did she ______ what time she was coming?
3. Don't ______ me the answer. I'll work it out.
4. Who ______ we'd find the tomb here?
5. Did the archeologist ______ who built this house?
6. Sarah _____ she'd be a bit late.
ANSWER:
1. I told him to hurry up
2. Did she say what time she was coming?
3. Don't tell me the answer. I'll work it out.
4. Who said we'd find the tomb here?
5. Did the archeologist say who built this house?
6. Sarah said she'd be a bit late.
Activity 3:
Work in pairs. Tell your partner:
something about the story of this bottle
something the newsreader on the TV or radio said this morning.
something your English teacher told you.
Example answer:
A fishing captain found the one-hundred year old bottle in his net. It was part of an
experiment. Scientists wanted to learn about the movement of water so they threw 1,900
bottles (with a message) into the sea. It’s the oldest message in a bottle ever found.
Activity 4:
Choose the correct option

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In 2010, everyone was talking (1) on/about a new video game called Angry Birds.
Everyone was playing (2) in it/ it on their mobile phones because unlike other types of
video games - you didn't have to spend much money (3) at/ on the app and you can take it
(4) with/ on you everywhere. For a few months, it was the most popular video game in the
world. There were Angry Birds toys and clothes, TV shows and adverts. There is even an
Angry Bird park in Finland where you can play (5) for/ against other people using large
Angry Birds.
ANSWER: 1 ABOUT 2 IT 3 ON 4 WITH 5 AGAINST
Activity 5:
Complete the text with these words

Paintings archeologists statue

tomb pots

ANSWER:
The Inca civilisation was the largest civilisation of South America in the 13th and 14th century.
Today, you can visit the huge pyramids that the Incas built, and (1) archeologists a are still finding
objects such as (2) pots for cooking or (3) paintings showing pictures from their past. For example,
the small (4) statue on the left of the photo is a llama. It was found in the (5) tomb of an important
person from an ancient Inca city.
Real life
Activity 6:
Match the beginnings of the sentences (1-7) with
the endings (a-g)

1 Good morning everyone .......................

2 Today I'd like to talk ..............................
3 Let me begin by telling .........................
4 So, that's everything I wanted to ...........
5 Now, let's look .......................................

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6 That's the end ........................................
7 But before I finish, ................................
a you a bit about the city of Pisa
b of my talk
c and thank you for coming.
d are there any questions?
e about my visit to Italy.
f say about Pisa
g at my next stop which was the city of Florence
ANSWER: 1c 2e 3a 4f 5g 6b 7d

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 LESSON 7
UNIT 12: NATURE

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12A WHAT IF …?
MAIN CONTENTS:
 Vocabulary: Extreme weather
 Reading: what if…?
 Grammar: second conditional
 Speaking: hopes and dreams
OBJECTIVES:
 Acquire new words about Extreme weather
 Develop reading skill: answer the questions
 Use second conditional effectively
 Describe hopes and dreams
Warm-up: Hidden Picture Game
RULES:
To play, simply click on the colored shapes.
This will reveal the hidden picture.
As the shapes disappear, students should try to guess the word.

ANSWER : FLOOD
Vocabulary extreme weather
1 Match these weather words with the photos (a–d).
Flood Hail Snowstorm Thunder and
lightning

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READING
WHAT IF
Randall Monroe is a scientist and he used to work for NASA. One day he started a blog
called What if …? Every week people send Randall questions about unlikely or
impossible things, and Randall gives scientific answers.
Here are some What … if …? questions about weather and nature.
What would happen if lightning hit you in a submarine? What if you were in a boat?
If you were in a submarine, you’d be safe because you’d be underwater. However,
lightning usually hits the tallest thing, so if you were on a flat surface, like in a boat on
the sea, you wouldn’t be as safe.
Would I be safe if I was in a swimming pool during a thunderstorm?
You wouldn’t be safe if your head was above the water. Lightning might hit you. And if
the lightning hit the water near you, the electrical energy would spread outwards across
the water.
If it was raining, how fast would you have to drive to break the car windscreen?
The rain would break the glass if you drove at the speed of sound. But if you did that, the
car would take off! Rain wouldn’t break the glass if you drove at a normal speed. But in
freezing temperatures, hail would break the windscreen if you drove fast. In fact, that
sometimes happens in some parts of the world.

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2 Read the article. What kind of questions does Randall answer on his blog?
Every week, people send Randall questions about unlikely or impossible things, and
Randall gives scientific answers.
3 Read the article again and answer these questions with yes or no.
1 Does Randall work for NASA?
2 Do people send in questions about things that really happened?
3 Does Randall use scientific facts to answer the questions?
4 Are you safer from lightning on a submarine than on a boat?
5 Can the electricity from lightning move across water?
6 Can hail break a car windscreen?
ANSWERS:
1 No (he used to work for NASA)
2 No (unlikely or impossible things)
3 Yes (Randall gives scientific answers)
4 Yes (because you’d be underwater)
5 Yes (the electrical energy would spread outwards across the water)
6 Yes (if you drove fast)

Grammar second conditional

If you were in a submarine, you’d be safe.

If you were in a boat, you wouldn’t be as safe.
You wouldn’t be safe if your head was above the water.
The rain would break the glass if you drove at the speed of sound.
Would I be safe if I was in a swimming pool during a thunderstorm?
What would happen if lightning hit you in a submarine?
Use: Impossible or unlikely situations in the present or future and their results
Form: If + past simple, would + bare infinitive
- We can use 2nd conditional to give advice.

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 - We use phrase “If I were you (more formal)…or If I was you….
- 4 Put these words in the correct order to make second conditional sentences. The
first word is correct.
1 If / time, / I / had / you / help / I / with / your / ’d / homework / .
2 You / need / help / wouldn’t / listened / class / if / you / in / .
3 Would / you / for / ask / friends / your / money / if / didn’t / you / have / any / ?
4 I / ancient / Rome / ’d / visit / if / time / travel / possible / was / .
5 They / use / translator / a / wouldn’t / English / they / if / spoke / .
6 If / business, / a / new / started / you / would / produce / what / you / ?
ANSWER:
1 If I had time, I’d help you with your homework.
2 You wouldn’t need help if you listened in class.
3 Would you ask your friends for money if you didn’t have any?
4 I’d visit ancient Rome if time travel was possible.
5 They wouldn’t use a translator if they spoke English.
6 If you started a new business, what would you produce?
5 Complete the text with the correct form of the verbs.
What would happen if there wasn’t a Gulf Stream?
The Gulf Stream is a stream of warm water which begins in Florida and travels across the
Atlantic Ocean. As a result, countries on the west coast of Europe have warmer climates.
If the Gulf Stream 1 _________________ (stop) flowing, Europe 2 _________________
(be) very different. Countries like Great Britain 3 _________________ (become) much
colder, especially in winter. If the sea was colder, spring and summer 4
_________________ (not / last) as long. Farmers 5 _________________ (not / be able
to) produce certain types of food and heating costs 6 _________________ (go up). So if
we 7 _________________ (not / have) the Gulf Stream, a lot of Europeans 8
_________________ (have to) change the way they live.
ANSWER:
1. Stopped
2. Would be

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 3. would become
4. wouldn’t last
5. wouldn’t be able to
6. would go up
7. didn’t have
8. would have to
6 Complete the second sentence using the second conditional. Describe the
opposite situation to the first sentence.
1 It doesn’t rain here so the land is very dry.
If it _________________, the land _________________ as dry.
2 The river never floods, so we don’t have to leave our homes.
If the river _________________, we
__________________________________________________ leave our homes.
3 We don’t get hot temperatures in my country, so people don’t need air
conditioning.
If we _________________ hot temperatures in my country, we
_________________ air conditioning.
4 We need to check the weather forecast every day because there are sudden
tornadoes at this time of year.
If there _________________ sudden tornadoes at this time of year, we
_________________ check the weather all the time.
5 It doesn’t snow here in winter, so we are able to drive to work every day.
If it _________________ here in winter, we _______________________ drive to
work every day.
ANSWER
1 It doesn’t rain here so the land is very dry.
If it _______rained__________, the land ____wouldn’t be_____________
as dry.
2 The river never floods, so we don’t have to leave our homes.
If the river _____flooded____________, we ___________________would
have to_______________________________ leave our homes.
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 3 We don’t get hot temperatures in my country, so people don’t need air
conditioning.
If we ______had___________ hot temperatures in my country, we
_______would need__________ air conditioning.
4 We need to check the weather forecast every day because there are sudden
tornadoes at this time of year.
If there _______weren’t__________ sudden tornadoes at this time of year,
we ______wouldn’t need to___________ check the weather all the time.
5 It doesn’t snow here in winter, so we are able to drive to work every day.
If it ______snowed___________ here in winter, we ________wouldn’t be
able to_______________ drive to work every day.
12A Review
1. If I __________ more money, I would buy a car.
a) have
b) had
c) would have
d) will have
2. If she __________ how to speak French, she would not take
lessons.
a) knows
b) know
c) knew
d) known
3. If he were older, he __________ vote.
a) will
b) could
c) can
d) will be able to
4. The men would have money if they _________.
a) work
b) works
c) worked
d) working

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 5. What would you do if you __________ the lottery?
a) win
b) will win
c) won
d) have won
6. If Tom __________ to class, he would learn more.
a) go
b) goes
c) have went
d) went
7. The children would do better if they __________ more time.
a) have
b) has
c) having
d) had
8. Where would you __________ if you could go anywhere in the world?
a) go
b) goes
c) went
d) have gone
9. Would you __________ to live in a big house or a small house?
a) like
b) likes
c) liking
d) liked
10. Who would you meet if you __________ meet anyone in the world?
a) can
b) could
c) can't
d) will be able

ANSWER:
1B 2C 3B 4C 5C

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 6D 7D 8A 9A 10B

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12.2. NATURE IN ONE CUBIC FOOT
MAIN CONTENTS:
 Vocabulary: Nature
 Listening: A documentary
 Grammar: anywhere, everyone, nobody, something
 Speaking: questions with any-
Warm-up: Jumbled words Game
Make words from the scrambled letters

R G E D N
ANSWER:

G R D E N

Vocabulary nature
1 Work in pairs. Discuss the questions.
1 Do you like taking photos? What kinds of photos do you take?
2 Do you ever take photos of nature? Why? / Why not?
2 Look at the photos (A–D). Which of these places (1–8) can you see in the photos?
Which three places are man-made?

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1 forest
2 mountain
3 field
4 river
5 garden
6 ocean
7 park
8 desert
ANSWER:
A: ocean
B:forest, mountain (possibly park)
C: forest (possibly park)
D: river
Field, garden and park are man-made
3 Add these activities to the table in Exercise 3. Use a dictionary if necessary. Then
think of one more activity for each verb.
• see every day?
• see when you go on holiday?
• never see?
EXAMPLE ANSWERS
Answers depend on your students, but for typical town-dwellers the following are likely:
See every day: garden, field, perhaps park
On holiday: mountain, ocean
Never see: perhaps desert
Listening

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4 Listen to a documentary about David Liittschwager, the photographer. Why does he
take photos of wildlife in the green metal frame?
Answer:
to show us that everyone can find nature and that different species of plants and animals
are always somewhere nearby / to record living things in different places around the
world
5 Listen to the documentary again. Are these sentences true (T) or false (F)?
1 Many people think they don’t live near nature.
2 David Liittschwager wants people to notice the wildlife near them.
3 David took his green metal frame to different parts of the world.
4 He spent three weeks taking photos around the world.
5 He only photographed living things that are smaller than one millimetre in size.
ANSWER:
1 T (If you live in the middle of the city, maybe you think that there’s nowhere
to look at nature.)
2 T (wants to show us that everyone can find nature)
Script

3 T (recording living things in different places around the world … He took it

to different locations)
4 F (five years recording living things … around the world.)
5 F (photographed everything living)
If you live in the middle of the city, maybe you think that there’s nowhere to look at
nature. Or if you have a local park, perhaps you don’t see anything except people walking
their dogs. However, David Liittschwager, the photographer, wants to show us that
everyone can find nature. Different species of plants and animals are always somewhere
nearby.
David spent five years recording living things in different places around the world. He
used a green metal frame which measured one cubic foot and took it to different
locations. Then he spent three weeks in that place and photographed everything living

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inside the green metal cube. That included leaves, animals, plants, fish, even living things
which were smaller than one millimetre in size. Some of his photos were taken in places
far away from any towns, such as the middle of a forest, the side of a mountain, the ocean
or a river, but some of them were taken in parks in the middle of cities.
12b Nature in one cubic foot
MAIN CONTENTS:
 Vocabulary: Nature
 Listening: A documentary
 Grammar: anywhere, everyone, nobody, something
 Speaking: questions with any-
OBJECTIVES:
 Acquire new words about Nature
 Develop listening skill: answer the questions
 Use anywhere, everyone, nobody, something effectively
 Make questions with anywhere, anyone/anybody, anything
Grammar anywhere, everyone, nobody, something, etc.

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6 Look at the grammar box. Look at the parts of the words highlighted in yellow.
Then complete these rules with -thing, -where, -body or -one.
1 We use _________________ or _________________ to talk about people.
2 We use _________________ to talk about places.
3 We use _________________ to talk about objects.
Answer:
1 We use _____-body____________ or _______-one__________ to talk about
people.
2 We use ______-where___________ to talk about places.
3 We use ____-thing_____________ to talk about objects.

7 Look at the parts of the words highlighted in blue in the grammar box. Complete the
sentences with any-, every-, some- or no-.
1 _________________ body loves taking photos. It’s very popular.
2 _________________ body likes that photo. We all look terrible in it.
3 ‘Did _________________ body take a photo of me?’
‘No, I don’t think _________________ body did.’
4 _________________ body took my photo. It’s in today’s newspaper.
Answer:
1 ___Every______________ body loves taking photos. It’s very popular.
2 ___No______________ body likes that photo. We all look terrible in it.
3 ‘Did ____some/any_____________ body take a photo of me?’
‘No, I don’t think ____any_____________ body did.’
4 ________Some_________ body took my photo. It’s in today’s newspaper.

8 Read about the places in the photos A–D. Choose the correct options.

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 Central Park, New York
Some people think that there isn’t 1 anywhere / anyone to see nature in New York. But
Central Park is a quiet place with a forest full of plants and animals, and you can always
find 2 somewhere / nowhere to sit and watch and listen to nature.
Monteverde Reserve, Costa Rica
There’s probably 3 nowhere / nothing else in the world with so many different plants.
There are plants of all sizes and colours 4 everywhere / somewhere you look.
Duck River, Tennessee
5 Everybody / Somebody in Tennessee who likes fishing knows about the Duck River. It’s
one of the best rivers in the USA for different kinds of fish.
Coral reef, French Polynesia
6 Everything / Everybody looks bright and colourful on a coral reef and there’s always 7
anything / something beautiful to look at, from the multi-coloured coral to the orange,
green and yellow sea life.
Answer:

1anywhere 2somewhere 3nowhere

4 everywhere 5 everybody 6 everything 7 something

9 Complete the questions and answers in four different conversations. Use the highlighted
words from the grammar box.
A: Did you go 1 ______________ where interesting yesterday?
B: No, I stayed in. I wanted to watch 2 ______________ thing on TV about plants
and animals in South Africa.
A: Sorry I’m late. Has 3 ______________ one phoned for me?
B: 4 ______________ body phoned but some 5 ______________ left this letter at
reception.
A: I’m starving, I’ve had 6 ______________ thing to eat all day.
B: Well why don’t we go and get something to eat? There are cafés 7
_____________ where in this part of town.
A: Have you seen my pen? I left it 8 some______________ on my desk.

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B: No, I haven’t. And 9 no______________ moved 10 any______________ when
you were out.
Answers:
A: Did you go 1 ____any__________ where interesting yesterday?
B: No, I stayed in. I wanted to watch 2 __some____________ thing on TV about
plants and animals in South Africa.
A: Sorry I’m late. Has 3 ____any__________ one phoned for me?
B: 4 ____No__________ body phoned but some 5 ___body/one___________ left
this letter at reception.
A: I’m starving, I’ve had 6 _____No_________ thing to eat all day.
B: Well why don’t we go and get something to eat? There are cafés 7
_every____________ where in this part of town.
A: Have you seen my pen? I left it 8 some___where___________ on my desk.
B: No, I haven’t. And 9 no__body/one____________ moved 10
any_thing_____________ when you were out.
Speaking
10 Work in pairs. Complete the questions with words starting with any-. Then take
turns to ask the questions and answer in your own words. Try to use words with
any-, every-, some- or no- in your answers.
1 Are you going _______________ nice on holiday this year?
2 Did you do _______________ interesting last weekend?
3 Have you ever met _______________ you know while you were on holiday?
EXAMPLE ANSWERS
1 Are you going anywhere nice on holiday this year?
(Yes, I’m going somewhere hot. / No, we aren’t going anywhere.)
2 Did you do anything interesting last weekend?
(Yes, I visited somewhere by the sea. / No, I did nothing.)
3 Have you ever met anyone/body you know while you were on holiday?
(I met an old school friend when I was in Paris last year. / I’ve never met anybody I
know on holiday.)

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12b Review
1 There isn’t anywhere / anyone in the world like home.
2 There’s someone / no one who knows as much about plants as you.
3 We want to go somewhere / somebody with lots of wildlife for our holidays this
year.
4 Go outside and do somewhere / something interesting instead of watching TV all the
time.
5 Everyone / Everything would like to see animals in the wild but very few of us do.
6 I heard the noise of a bird but there’s nothing / anything in the tree.
7 Be careful where you walk. Everywhere / Nowhere in the jungle can be dangerous.
8 Would you like everything / anything to drink?
9 Everything / Something on the earth needs water to survive.
10 There’s anybody / somebody at the door. Can you answer it?
Topic for revision
1. Topic 1: Describe an experience you had with bad weather
You should say:
 what sort of bad weather it was
 when it happened
 where you were when it happened
and explain how it affected you and what you did.
2. Topic 2: Describe a memorable visit to a park or the countryside
You should say:
 where it was
 who you went with
 what did you there
and explain what made the stay memorable.

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 LESSON 8
UNIT 12: NATURE
MAIN CONTENTS:
12.3. Living with Chimpanzees
- Reading
- Word focus “start”
- Speaking: Asking and answering about important dates
12.4. Real life
- Finding a solution
12.5. The Eden project - writing
- Plan and write an article about a place you know well or would like to visit
12.6. Review and memory booste

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12.3. LIVING WITH CHIMPANZEES
1. Warm-up
Look at the pictures and call the name of the animals

Dog Lion Giraffe Chimpanzee rabbit

What are your favorite animals? Explain why.

Some useful expressions
⎯ I like ….
⎯ I love …..
⎯ My favorite animal is …………
2. Reading

The life of Jane Goodall

Jane Goodall and her mother started their new life in Africa on July 14, 1960. They
arrived on the east shore of Lake Tanganyika in the Gombe National Park. A group of

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 men met them and carried their luggage. They didn’t have very much: a tent, a few
clothes and a cup. Later on the same day, somebody said they had seen a chimpanzee.
Straight away, Jane started running towards the forest, where she saw a chimpanzee for
the first time.
Jane had always dreamed of visiting Africa and studying chimpanzees, but she didn’t
know much about them and she had no scientific qualifications. However, after she
arrived in Gombe, she spent many months watching groups of these animals and learning
about them. She started to write about them in her diary and after many months of
difficult work, she made three important and new discoveries: chimpanzees ate meat,
they used tools to get food and they also made tools.
She began to publish articles in journals such as National Geographic magazine. After a
while, scientists started reading her articles and Jane was offered a place at university.
Finally, in 1966, she became Doctor Jane Goodall. Her work also made her famous.
There was a film documentary, Miss Goodall and the Wild Chimpanzees (1963) and then
the first of many books, called My Friends the Wild Chimpanzees (1969).
During the seventies, there was a war in the region and Gombe became a dangerous place.
Many foreigners left, but Jane stayed. Eventually the war ended, but there was another
problem at the start of the 1980s. As the human population increased in Gombe, more
trees were cut down. With fewer trees, the chimpanzees lost their natural habitat and it
became difficult for them to survive. By the end of the decade, only about a hundred
chimpanzees were living in Gombe. At this time, Jane started working with local people
to grow more trees in the region.
After 1989, Jane left Gombe and started travelling to other parts of the world. She gave
lectures about her work and she organized safe places for young chimps whose parents
had died or been killed. Now in her eighties, she spends about three hundred days a year
giving interviews, talks and lectures, meeting with government offi cials about animal
conservation and raising money for the Jane Goodall Institute which continues her
research. And she still spends part of every year in the forest in Gombe, watching her
chimpanzees.

Look at the picture and the title of the reading text and guess what the reading text is about.

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Answer: It is about the life of the woman called Jane Goodall and her link to Chimpanzees.
Activity 1:
Read the article about Jane Goodall quickly. Which paragraphs (1–5) describe:
a her early life in Africa?
b how she became well known?
c her current life and work?
Key
a. paragraph 1, 2
b. paragraph 3
c. paragraph 5

Activity 2: Read the article again. Put these events in the order they happened and write
the year or decade.
Under the key words in each sentence and find the information in the reading text.
a The human population in the region increased.
b She became a doctor.
c A war started in Gombe.
d. She saw her first chimpanzee. 1 – 1960
e. She started writing a diary.
f. She goes back to Gombe every year.
g. She published her first book.
h. She left Gombe to travel and give talks.
Answer

Events Order Time

d. She saw her first chimpanzee. 1 – 1960 1 1960
e. She started writing a diary. 2 1960s

b She became a doctor. 3 1966

g. She published her first book. 4 1969

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 c A war started in Gombe. 5 1970s
a The human population in the region increased. 6 1980s
h. She left Gombe to travel and give talks. 7 1989

f. She goes back to Gombe every year. 8 Now

Activity 3: Match the words from the article (1–5) with the definitions (a–e).
1 tool (line 17) a. an object for making and doing things
2. natural habitat (line 34) b. the protection of nature and wildlife
3. survive (line 35) c. a place where you find a certain type of animal or plant
4. lecture (line 42) d. a formal talk to people about a specific subject
5. conservation (line 48) e. continue to live

Tips
- Find the words in the sentences
- Read the whole sentences and guess the meanings
- match the words and meanings
Answers
1. A
2. C
3. E
4. D
5. B
Activity 4: Read the article again. Are these sentences true (T) or false (F)? Or is the
information not in the article (N)?
1 Jane and her mother hadn’t enjoyed life back in England so they moved.
2 They didn’t arrive with many possessions.
3 Jane had studied chimpanzees at university.
4 No one knew that chimpanzees ate meat before Jane discovered it.

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5 Some scientists didn’t believe Jane’s research at first.
6 During the seventies and eighties, humans caused the problems in Gombe.
7 For a while, Jane stopped helping chimpanzees.
8 Jane has retired from her job.
Answer
1N (The information isn’t in the text.)
2T (They didn’t have very much: a tent, a few clothes and a cup)
3F (Jane had always dreamed of visiting Africa and studying chimpanzees, but
she didn’t know much about them and she had no scientific qualifications.)
4T (she made three important and new discoveries: chimpanzees ate meat …)
5N (The information isn’t in the text.)
6T (there was a war in the region and Gombe became a dangerous place … As the
human population increased in Gombe, more trees were cut down)
7N (The information isn’t in the text.)
8 F (Now in her eighties, she spends about 300 days a year giving interviews, talks and
lectures, meeting with government officials about animal conservation and raising money
for the Jane Goodall Institute which continues her research.)
Post reading
Look up vocabulary from the reading passage
1. Dream of + Ving (v)
2. Qualifications (n)
3. Publish articles (v)
4. Journals (n)
5. Make sb Adj (v)
6. Local people (n)
7. In her eighties
8. Give + interviews, talks, lectures:
9. Raise money (v)
10. Animal conservation (n)

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3. Word focus
Activity 1: Look at the words in bold in the sentences. Match the uses of the word start to
the forms (a–d).
1 Jane Goodall and her mother started their new life in Africa on July 14, 1960.
2 She started to write in her diary every day
3 During the seventies a war started.
4 Jane started running towards the forest
a verb + to + infinitive
b verb + -ing form
c verb + noun phrase
d verb (not followed by an object or verb)
Answer
1. C
2. A
3. D
4. B
Activity 2: Match the questions (1–4) with the answers (a–d).
1 Why did you start to learn Chinese?
2 What time does the football match start?
3 If you started a new life, what would you do?
4 Why did you start working here?
a I had a part-time job in the summer and then they offered me a full-time job.
b I thought it would be useful in the future.
c I don’t know. Maybe I’d go and work with animals somewhere.
d At three.
Answer
1. B
2. D
3. C

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 4. A
Further practice
Translate these sentences into English using “start”
1. Khi nào thì bạn bắt đầu công việc mới?
2. Họ bắt đầu xây ngôi nhà này từ tháng 1 năm nay.
3. Chúng ta phải bắt đầu sớm vì chuyến đi này kéo dài 6 tiếng đồng hồ
4. Động cơ không khởi động.
Answer
1. When will you start your new job?
2. They started building the house in January.
3. We'll need to start early because the journey takes six hours.
4. The engine won't start.

2. Speaking
Activity 1: Work in pairs. Imagine you are Jane Goodall. Answer these questions with
the information from paragraphs 1 and 2 of the article.
1 When did you first arrive in Africa?
2 What possessions did you have with you?
3 When did you see a chimpanzee for the first time?
4 What three discoveries did you make about chimpanzees?
Answer
1 I started my new life in Africa on July 14, 1960.
2 I didn’t have very much: a tent, a few clothes and a cup.
3 I saw a chimpanzee on the first day I arrived.
4 I discovered that chimpanzees ate meat, used tools to get food and made tools.

Activity 2: With your partner, write four more questions for Jane Goodall using
information in paragraphs 3, 4 and 5.
Use these clues

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 ⎯ Publish articles
⎯ Become famous
⎯ People leave Gombe
⎯ Work with local people
⎯ In 1966
⎯ Population increased
⎯ Now

Activity 3: With your partner, write four more questions for Jane Goodall using
information in paragraphs 3, 4 and 5.
Suggested answers
Where did you publish articles / who published your articles?
How did you become famous?
When was your first book published? What was it?
Why did many people leave Gombe?
What problems were there when the population increased?
How did you work with local people?
After 1989, what did you do?

Activity 4: Work with another pair and take turns to ask and answer your questions in
exercise 9
For example:
A: What happened to you in 1966?
B: I became a Doctor.
Activity 5: Talk about your important events in your life
- Use past tenses for events in the past
- Vocabulary
✔ Turning point: bước ngoặt
✔ By my side: bên cạnh tôi, kề vai sát cánh
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 ✔ Had a chance to: đã có cơ hội để
✔ Got their back: có sự hỗ trợ giúp đỡ của họ
✔ Stand on my own feet: tự đứng trên đôi chân của mình
✔ Leave my high school: Tốt nghiệp trường cấp 3
✔ Pass the entrance exam: Đỗ đại học
✔ Get a part time job: Có việc làm bán thời gian
✔ Meet someone: Gặp ai đó

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12.4. REAL LIFE
Skill: Finding a solution
Objectives:
✔ Use some useful language to discuss the issues
✔ Practice making a conversation to find a solution
Discussion
Look at the picture and answer the questions

a. What do you see? How do the girl and tiger feel?

b. Do you ever visit zoos?

Suggested answers
a. The tiger may feel confused by the people in the glass or may be thinking of them as
lunch; the girls feel curious about a tiger.
b. Students’ own answers
For example: Yes, I’ve visited Thu Le zoo twice.
No, I’ve never been to the zoo
Activity 1: Read and answer the questions

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1. What is going to happen to the zoo?
2. What problem does the council need to solve?
3. What would happen to the council if the zoo closed?

Activity 2: Listen to a conversation between the leader of the city council and the zoo
manager. Are the sentences true (T) or false (F)?
1 If the zoo doesn’t receive more money, it will close.
2 Lots of people visit the zoo.
3 The zoo manager thinks zoos help some animals to survive.
4 The zoo manager likes the suggestion about advertising.
5 The zoo manager likes the suggestion about sponsorship.
Answers
1 T (The problem is that the zoo will close without the council’s help. How about
giving us more money?)
2F (It just isn’t attracting enough tourists.)
3T (It’s also an important place for animal conservation.)
4F (But if we don’t have any money, we can’t advertise.)
5T (Actually, that isn’t a bad idea. You might be right!)
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Activity 3: Complete the sentences with these phrases. Then listen again and check.

1 ________________ giving us more money?

2 ________________ the council doesn’t have any more money for the zoo.
3 ________________ find a solution soon, then we’ll have to close it.
4 ________________ advertised the zoo more?
5 But if we don’t have any money, ________________ advertise.
6 Well, ________________ try sponsorship?
7 Actually, ________________ a bad idea.
8 ________________ be right!

Answers
1. How about 2. I’m sorry, but
3. But if we don’t 4. What if you
5. We can’t 6. Why don’t you
7. that isn’t 8. You might

Listen to the recording again

Z = zoo manager, C = city council leader
Z: I’m very worried about the situation. The problem is that the zoo will close without
the council’s help. How about giving us more money?
C: I’m sorry, but the council doesn’t have any more money for the zoo.
Z: But if we don’t find a solution soon, then we’ll have to close it. And the zoo is part
of the city. It’s a tourist attraction.
C: Yes, but that’s the point. It just isn’t attracting enough tourists. You’re going to have
to find the money from somewhere else.

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Z: It’s also an important place for animal conservation. If we didn’t have zoos, some
of these animals wouldn’t survive.
C: I understand that, but we need to find a different solution. What if you advertised
the zoo more? In the newspaper, on the radio or online, for example.
Z: But if we don’t have any money, we can’t advertise.
C: Well, why don’t you try sponsorship? You know, ask a company to support the zoo.
Z: Actually, that isn’t a bad idea. You might be right!
C: I have the names of some company bosses you could contact …

Match the sentences in Exercise 4 with the correct category in expressions for finding a
solution.
Stating and explaining the problem: 3
Making suggestions: 1, 4, 6
Responding positively: 7, 8
Responding negatively: 2, 5

Activity 4: Work in groups of four. Have a meeting to discuss the zoo’s problems.
Student A: Turn to page 153.
Student B and Student D: Turn to page 155.
Student C: Turn to page 154.

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12.5. THE EDEN PROJECT
Skill: Writing an article
Objectives:
✔ Know how to plan an article
✔ Practice writing an article

1. Discussion
Activity 1: Read the article about a place called The Eden Project and answer the
questions.
1 What can you see at the Eden Project?
2 Why do people visit the Eden Project?
Answers
1 Huge plastic domes called ‘biomes’ – the Rainforest Biome and the Mediterranean Biome,
as well as outdoor gardens, art exhibitions, theatre performances and outdoor concerts
2 To see the Biomes and exhibits, to learn about the natural world, and to do courses in
plants and nature

2: Writing skill: plan an article

Activity 1: Work in pairs. The writer used the Eden Project website to research and plan
this article. Think of three more ways to research an article.
⎯ newspapers and magazines
⎯ find a book on the subject
⎯ interview people who work there
⎯ visit the place
⎯ read websites about it (e.g. Wikipedia)

Activity 2: When you plan an article, it’s useful to write questions and organize the
information from your research using a mind map. Match the questions (a–f) to the
information (1–6) in the mind map.

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a What is the place?
b When and where did it open?
c What else is there?
D Why is it important?
e What’s the most interesting thing about the place?
f Who visits it?
Answers
a.1 b. 3 c. 5 d. 6 e. 4 f. 4 e. 2

Activity 3: Look at the mind map and read the article again. How does the writer organize
his information? Match the information (1–6) to these parts of the article.
Introduction (paragraph 1): 1, 2, 3
Paragraph 2: 4
Paragraph 3: 5
Conclusion (paragraph 4): 6

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Activity 4: Plan and write an article about a place you know or would like to visit. Write
120–140 words. Follow these steps.
1 Decide where you can research the information.
2 Write questions you want to answer and find the information.
3 Plan the article with a mind map. Write the questions and information on your mind map.
4 Decide which information will go in which paragraph.
5 Write the article using the mind map.

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12.6. REVIEW AND MEMORY BOOSTER
Objectives:
✔ Review grammar and vocabulary in lesson 7 and 8

Exercise 1: Complete the sentences with these words.

1 This ____________ is for cutting the fruit down from trees.

2 Scientists have made an important ____________ about chimpanzees.
3 Lots of animals are losing their natural ____________ because humans are cutting the
forests down.
4 We can’t ____________ in the jungle without clean water.
5 Modern zoos are often involved in ________ projects to try and save different species.
6 The author is going to give a ________ about her latest book about working with lions.
Answers
1. tool 2. Discovery 3. Habitat 4. Survive
5. Conservation 6. lecture

Exercise 2: Complete the sentences for you. Then compare your sentences with a partner.
1 If I had a million dollars, I’d …
2 If I could go anywhere in the world, I’d go to …
3 If I lived in another country, I’d live in …

Exercise 3: Complete the sentences with these pairs of words.

1 __________ is as beautiful as this region. _________ you look, there are trees.

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2 _____________ told me there’s a snake ________ in the grass, so be careful.
3 Has _____________ seen Michelle? I can’t find her _____________.
4 _____________ is hungry. Is there _____________ in the fridge?
5 I left a message but _________ called me back. Is __________ on holiday?
6 I’d like ______ special to eat but _____ on the menu looks very interesting.
Answers
1. Nowhere – everywhere
2. Someone somewhere
3. Anyone – anywhere
4. Everyone – anything
5. Nobody – everybody
6. Something – nothing

Exercise 4: Work in pairs. Look at the photos from the unit and answer the questions
for each photo.
1 What time of day is it?
2 What’s the weather like?

Photo 1: 1 early morning or late afternoon 2 very snowy / snowstorm

Photo 2: 1 afternoon 2 flood
Photo 3: 1 night 2 lightning

Exercise 5: Work in pairs. Look at these words for places in nature. Compare the two
places in each pair and say one similarity and one difference.

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forest / park
They both have trees, but a forest has a lot more trees.

Answers
river / ocean: a river and an ocean both have water, but an ocean has more water and it’s
salty.
park / garden: a park and a garden both have flowers and plants, but a park is much bigger.
river / park: a river and a park both have nature and wildlife, but a river is much longer and
has water.
field / forest: a field and a forest both have a lot of nature, but a forest has trees and a field
has crops or farm animals.
ocean / desert: an ocean and a desert are both very big, but a desert is dry and an ocean is
all water.

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