IMPACT 1 Workbook and Grammar

1
impact WORKBOOK &

GRAMMAR BOOK
impact
The Impact Workbook & Grammar Book contains
activities that reinforce and consolidate the content
WORKBOOK &
GRAMMAR BOOK 1
impact
of the Student’s Book, and includes listening,
reading, writing, grammar and vocabulary practice.
Term 1
The Impact Workbook & Grammar Book includes:
14 pages of language practice, activities and an

additional reading for each unit
Now I Can self-assessment sections, giving
learners an opportunity to reflect on what they
have learnt and identify areas where they need
additional practice
Review sections, featuring question types
WORKBOOK & GRAMMAR BOOK

commonly found on standardised exams
Additional student-choice activities, providing
opportunities for targeted skills practice
Grammar tables that provide clear and simple
explanations of the grammar points covered in
each unit
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and download at www.eltngl.com/bahrainmoers.
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impact WORKBOOK
1
TERM 1
SERIES EDITORS
JoAnn (Jodi) Crandall
Joan Kang Shin
Unit 1 Life in the City 2

Unit 2 Amazing Jobs 12
Units 1–2 Review 22
Unit 3 Secrets of the Dark 24
Unit 4 Living Together 34
Units 3–4 Review 44
Choice Activities 46
Grammar Book 51
Bahrain Edition
Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Unit 1
Life in the City

1 Find ten vocabulary words. Then write the correct words to complete each sentence.
k ys craper snubckbuniquenv
nks k v ufk
opa vkf vu
nusua
ulitruralubsjjsh lkbeb
m bdhw f a peyep f bcapit
aluf fjf ilujlf
ur ban lang
ubbo
desig
ninbot
r towernosid
1. People often talk about the differences between life and

life. My friend is because she
lives for six months in the city and six months in the countryside.
2. I have another friend who has a very special window in his bedroom. The window is
in the roof and is the of a star. It’s like sleeping under the
stars! The is because he made
it himself – nobody else has one like it!
3. Living in a city is exciting. When I get a job, I

to live in Paris or Ottawa or Rome.
4. Is there a city in the world that doesn’t have tall buildings or

? Maybe, but every airport must have a communications
to help planes.
2 UNIT 1
2 Listen. Write the number of the sentence that goes with each picture. 002
a. b. c.
d. e. f.
3
7 Listen. Then read and tick T for True or F for False. Rewrite the false statements to make
them true. 003
T F
1. Renato is an architect.
2. He designs skyscrapers.
3. Renato’s design for a city has areas only for people.
4. In Renato’s city, cars travel above residents’ heads.
5. Renato’s design is only for older people.
6. Renato’s city design is safe for the residents.
7. The bicycle tracks are high up with the cars.
8. Renato’s city is expensive to build.
UNIT 1 3
GR AMMAR
Present simple: General statements
Architects design new buildings for cities. She studies the plans for the new capital.
The city’s design includes a lot of

The road goes next to an indoor park.
green spaces.
This tall tower doesn’t look new. The skyscraper has a garden inside.
To form the present simple, use the infinitive without to. I/You/We/They design unusual
buildings. Note that with he/she/it, we add -s to the verb: He/She designs a new skyscraper.
It looks amazing. To make a negative sentence, use don’t or doesn’t.
The spelling of some verbs changes after adding -s or -es. Add -es to verbs such as glass →
glasses, wash → washes, watch → watches. For verbs that end in y, drop the y and add -ies:
study → studies.
Some verbs are irregular: go → goes, do → does, have → has.
1 Read. Circle the correct verb. Listen to check your answers. 004
1. Capital cities has / have large public areas.
2. Children often play / plays in city parks.
3. An architect teach / teaches how to design buildings.
4. People doesn’t / don’t walk on this pavement.
5. Huge mountains surround / surrounds the capital city.
6. In winter the city park closes /close early.
7. She study / studies unusual architecture in Denmark.
8. The bridge doesn’t / don’t go to the sports centre.
4 UNIT 1
2
7 Write. Fill in the blanks with the correct present simple form.
1. In Bogotá, people sometimes (ride)
their bikes on the motorway.
2. Residents (like) to relax

by the stream.
3. Architects (not design)

skyscrapers for rural areas.
4. A new bridge (cross)

the motorway.
5. People (need) green spaces in capital cities.
6. Sometimes architects (plan) buildings with parks on the roof.
7. In urban areas, people (not enjoy) crowded pavements.
8. My village (have) a water tower.
9. A major motorway (connect) two big cities.
10. The stream (not go) through the city.
3
7 Write about a city you know. Use some of the words in the box.
Things: architecture bridge motorway shape pavement skyscraper tower

Descriptive words: concrete indoor outdoor rural unique unusual urban
Verbs: be construct cross design have need plan
4
7 Draw a plan of your city. Use a separate piece of paper. Practise talking about the details
of your plan with your classmates or teacher.
UNIT 1 5
1 Listen and read. As you read, notice the separate paragraphs. Why does the writer
start new paragraphs? 005
Desire Paths * *desire v. to want something

n. the feeling of wanting something
1
Everybody has seen one, most people have walked on one,
and perhaps you started a new one. We may not know the name,
but these paths are called ‘desire paths’. These are paths, tracks or
pavements made by people or animals walking on the grass to move
quickly from one concrete pavement to another. For example, we see
these paths in urban spaces where people don’t use the pavements,
but take a shortcut through green land, parks and gardens.
2
So why do people decide to walk on the green grass and not
on the pavements? Sometimes the architect’s plan for urban spaces
isn’t the best. Residents, people like you and me, who use the outdoor
areas every day, know the best and quickest way to walk from one
place to another.
3
The problem is that we destroy the grass when we make a
desire path. Also, these new tracks get wet and dirty easily. Concrete
is cleaner. We know that we need to protect our green spaces, but we
also need to move from place to place quickly.
Perhaps we need better designers and architects to plan our
4
pavements and urban green spaces. They should ask local people
and pay attention to what residents want.
6 UNIT 1
2 Answer the questions. Write the number of the paragraph on the line.
_____ 1. Which paragraph gives us a definition of desire paths?

_____ 2. Which paragraph tells us about problems with desire paths?
_____ 3. Which paragraph describes the reasons for desire paths?
_____ 4. Which paragraph discusses possible solutions to the problems?
3 Complete the diagram. Read the text again and make notes in the boxes.
1.
Reasons
2.
Desire paths
1.
Problems
2.
4 Think about the information from the texts in this unit. You’ve read about desire paths and
a plan to make London into a new type of national park. Read the sentences. Do you agree
with these ideas? Tick (✓) the boxes if you agree. Write a question mark (?) if you’re not sure.
Write (X) if you don’t agree.
1. There’s a lot of green space where I live.
2. We need to protect green spaces in cities.
3. I use desire paths.
4. Concrete pavements are important.
5. I feel happier when I spend time outdoors.
6. The walk to my nearest park is too long.
7. Architects should ask city residents about their ideas for green spaces.
8. People haven’t got enough information about nature in urban areas.
UNIT 1 7
GR AMMAR
In and on: Expressing location
People walk on the grass and make new There aren’t enough trees in cities.
paths.
There’s a restaurant on top of the skyscraper. We need more green spaces in urban areas.
I walk on the pavement. I like to relax in the park.
We use in and on to say where something is. Use in to give the idea that things
are inside something or in an area; for example, in buildings, cities and countries. in
People live in skyscrapers. There are many beaches in Rio de Janeiro. Rio de
Janeiro is in Brazil. Brazil is a country in South America.
on
Use on to say that something is on the surface or on top of something else. We
also use on with streets and roads. They live on an island. Their house is on
Broad Street. They often walk on the beach.
1 Circle the correct preposition.
1. Cars don’t go on / in pavements. 6. The Taj Mahal is on / in India.
2. There are a lot of skyscrapers in / on 7. The most popular Internet café is on / in

big cities. Main Street.
3. The Statue of Liberty is on / in an island. 8. The architect lives in / on Los Angeles.
4. You can find lot of green areas in / on 9. Many residents of Rio de Janeiro like
the countryside. to relax on / in the beach.
5. Moscow is in / on Russia. 10. There’s a new restaurant on / in top

of the building.
2 Listen. Complete the sentences with in or on according to the sentence you hear. 006
1. They’ve got a house a forest.
2. She lives Newtown Street.
3. We put our books the kitchen table.
4. I keep my pencils my desk drawer.
5. Is that a map of the city your hand?
8 UNIT 1
3 Write. Marta is in her first year at college. This is an email to her younger brother. Read
and fill in the blanks with in or on.
Hi Seba,
How are you? I’m fine now after two days (1) my new room at college. It’s
really cool here. Everybody can find me easily because my name is (2)
the door!
I don’t know the town very well yet, but my building is (3) Main Street, so
everything is close. I see that there’s a new park near my building. Guess what? It has
a skateboard track (4) the middle! So bring your skateboard when you come.
I think you can fit it (5) your bag, can’t you? Here’s a photo of the park.
I’m thinking of joining a club that does something called ‘Parkour’. Have you heard
of it? They also call it ‘urban free running’ – running (6) cities. Look it up
on the Internet. There are some amazing videos!
Say hi to Mum and Dad, and see if you can visit

me soon.
Bye for now!
Marta
4 Think about the design of the neighbourhood where you live. Write at least six sentences
using in and on and the words from the box. Practise talking about your neighbourhood with
your classmates or teacher.
bridge motorway park river shopping centre pavement skyscraper
I live in a skyscraper in Hong Kong.
UNIT 1 9
WRITING
When we want to tell someone about a person, a place or a thing, we often use descriptive
words. Words such as dirty, busy and wet are adjectives that go with nouns to paint a better
picture in our mind. Notice how these descriptive words create different pictures in our mind.
• Alexis skates on the dirty pavement. • Alexis skates on the busy pavement.
• Alexis skates on the wet pavement.
1 Organise.
1. Your topic is a place that needs changing. Think of a place you know that has a problem.
Maybe it’s very small, too dry or wet, or maybe there’s a lot of rubbish there.
In the first column, list three things you don’t like about the place. Then, in the second
column, think of how you can change each thing. Use descriptive words.
A place I don’t like My changes

school playground – broken bench new, wooden bench
Read your two lists and add more descriptive adjectives. Use a dictionary to help.
2. Plan your writing. You need an opening statement that describes the place and what
the problem is. This will be your topic sentence. It helps the readers understand your
idea. Write your topic sentence here:
Next, you’ll need a paragraph describing what the problem is, and a paragraph about
what the place looks like after the change. Remember to use descriptive words to create
a picture in your readers’ minds.
2 Write.
1. Go to page 21 in your book. Re-read the model text and the descriptive words.
2. Write your first draft. Check for organisation, content, punctuation, capitalisation
and spelling.
3. Write your final draft. Share it with your teacher and classmates.
10 UNIT 1
Now I can ...
1 talk about cities and different types of life in the city. Yes, I can!
I think I can.
Write two sentences about urban life. I need more practice.
Write two sentences about green spaces in cities.
2 use the present simple to talk about general statements. Yes, I can!
I think I can.
Write four sentences using the present simple form of any of the verbs from the box. I need more practice.
Two of your sentences should be negative.
construct design explore find grow live need pay plan use walk
3 use in and on to express location. Yes, I can!

I think I can.
Write four sentences about a place you know. Use in and on. I need more practice.
4 write an article describing a place in my neighbourhood. Yes, I can!

I think I can.
Use four or more descriptive words to write about a real place. I need more practice.
YOU DECIDE Choose an activity. Go to page 46.

UNIT 1 11
Unit 2
Amazing Jobs
1 Write. Put words into the correct place in the puzzle.
adventure career choice clues dangerous passion
D A N G E R O U S
2 Write. Complete the sentences with the words from Activity 1.

1. She loves to cook something new every day. She has a
for cooking.
2. Guillermo has been an underwater archaeologist for many years. That’s his
.
3. Would you like to work in an office or in an underwater cave?

For me that’s an easy !
4. We had an amazing in India! Every day we did something

different. What a great place!
5. Divers take risks in difficult places. Their job can be .
6. We had no to help us find the ancient city ruins.
12 UNIT 2
3 Write. Read each sentence and write the profession it describes.
archaeologist researcher
1. This person usually works in an office. researcher
2. This person usually doesn’t work outdoors.
3. This worker considers what is true or false and writes a report.
4. This person studies history and sometimes finds lost objects.
5. This worker trains with a team for many weeks.
6. This person works alone at a computer most of the time.
7. Sometimes, this person’s profession can be dangerous.
4 Listen. Match each speaker to a job from the box. Write the job on the line. 007
archaeologist diver office worker researcher ROV operator
1. 3. 5.
2. 4.
Write. Which profession in Activity 4 is your favourite? Least favourite? Complete the
sentences with your own ideas.
1. A/an is my favourite of these jobs because
2. A/an is my least favourite of these jobs because
3. I’m not sure about the job of because
UNIT 2 13
GR AMMAR
Present simple questions and answers: Talking about routines
Does a water slide tester travel to different Yes, he does. / No, he doesn’t.
countries?
Do water slide testers get any money? Yes, they do. / No, they don’t.
Do you know when a water slide isn’t good? Yes, I do. Sometimes the water doesn’t go on
some parts of the slide, or the design is not
perfect, so I stop in the middle.
Where do water slide testers work? We work in places such as hotels, theme
parks and cruise ships.
To form questions in the present simple, use do/does and the verb (infinitive without to). A
short answer to these questions starts with Yes or No, and we repeat do/does or doesn’t/don’t
but not the verb. Does an underwater explorer have a dangerous job? Yes, he does. Sometimes,
we give additional information. Do you like your office? No, I don’t. It’s too small.
When we look for specific information, we start the questions with question words (where,
what, when, why and so on). Where do researchers work? They work in an office.
1 Read and match the questions with the answers.

Write the letter on the line.
_____ 1. Does this man like his job? a. about $30,000 a year
_____ 2. Do people really do this job? b. Yes, he does! He enjoys it a lot.
_____ 3. How much money does he earn? c. No, he doesn’t. He just needs to be fit.
_____ 4. Why do designers need to test slides? d. Yes, they do!
_____ 5. Does he need special physical e. because water slides have to be safe
training? and fun
2 Listen. Then complete the short answers. 008
1. Yes, I do . 3. No, . 5. No, .
2. Yes, . 4. Yes, . 6. Yes, .
14 UNIT 2
3 Write. Use the words to ask questions.
1. he / speak / many languages
2. you / have / accidents
3. when / you / usually / work
4. he / need / interview
5. where / you / apply for / job
6. what / he / like / about his job
4 Write. Think about these unusual jobs. Imagine the answers to the questions.
1. What does a pet food tester do?
2. What does a professional sleeper do?
3. What does a golf ball diver do?
5 Choose one unusual job from this unit. Imagine you have an interview for that career.
Ask and answer two questions.
Question: What do underwater archaeologists do?
Answer: They study objects and places from the past, underwater!
Question 1:
Answer:
Question 2:
Answer:
UNIT 2 15
1 Listen and read. As you read, think what each paragraph is about. 009
Unlucky
Days at Work
1
When you choose an unusual career, like I did, you don’t expect
everything to be easy. I’m an underwater archaeologist, and things can go
wrong. That’s normal. Sometimes an advisor says that we might find bones in
a cave, for example, but we arrive and it’s empty. That tells me nobody lived
there. So now we ask – why didn’t anybody live in that cave? In this way we
create new research and change a bad situation into something positive.
2
When we explore an underwater cave, we work hard. We get up early,
check our equipment, and drive for many hours. Then we get out and walk,
carrying our heavy ropes and diving equipment. Like most people, we have to
follow a schedule carefully. We can’t spend too many hours diving.
3
One time we got our measurements wrong. I went down into a cave
on a 50-metre rope to check the cave. When I got near the bottom, the rope
wasn’t long enough. And then I saw that there was almost no water in the
cave! I looked very funny with all my expensive diving equipment in a cave
with no water! Anyway, underwater archaeology is my passion, and it’s better
than commuting to an office.
1. Give an example from paragraph 1 of a problem that the author had.
2. How are underwater archaeologists like many people? Give two examples.
3. What is one problem the author describes in paragraph 3?
16 UNIT 2
2 Read the text again. Complete the table for paragraph 1.
Paragraph 1
Topic Sentence
Supporting Details
Concluding Sentence
3 Think about the information in this unit. You’ve read about a photographer, a space
scientist and an underwater archaeologist. If you agree, tick (✔) the sentence. If you don’t
agree, change the sentence so that it’s true for you.
1. I want to be a professional photographer who works in the Himalayas.
I don’t want to be a professional photographer in the Himalayas. OR
I want to be a professional photographer in the Caribbean.
2. Space science costs too much money. We don’t need to learn about other planets.
3. Diving in a cave is probably the coolest job in the world.
4. Taking risks for your career is a bad idea.
5. Learning about the past helps us plan our future.
6. Explorers are important because we need to know more about our planet.
UNIT 2 17
GR AMMAR
Possessives: Showing ownership
The camera’s lens is broken. My camera isn’t working.
Thomas’s dad is a photographer. Is his mum a photographer, too?
NASA’s new space telescope takes great pictures. Its name is Hubble.
The children’s / boys’ password is new. Their new password is ‘adventure’.
To show that something belongs to a person or thing, we use these words: my, your, his, her, its,
our, their.
We can also show possession by adding ’s to a singular noun or to plural nouns that don’t end
in s: The diver’s job is interesting. Women’s passion for diving isn’t unusual.
Add only an apostrophe (’) to plural nouns that end in s: photographers’ cameras. Add ’s to
words that end in s: Mr Dickens’s house.
1 Listen for the possessives. Circle the word you hear. 010
1. Jupiter’s / Jupiter moon might have water.
2. The doctors’ / doctor plane is like a flying hospital.
3. Are these your / yours oxygen tanks?
4. The photographer’s / photographer camera is expensive.
5. All three researcher / researchers’ data needs to be in one report.
6. The bicycle has lost its / his wheel.
7. Please order three children / children’s meals.
2 Write the possessive form for each noun.

1. researcher researcher’s 5. office
2. women 6. Dickens
3. bicycle 7. puppies
4. advisors 8. house
18 UNIT 2
3 Complete the sentences. Use the correct words from the box.
my your his her its our their
1. Would you like to borrow my dictionary?
2. Oh no, flight is late. We’ll miss the connection in Madrid.
3. Excuse me, you dropped ticket.
4. The divers carry oxygen tanks.
5. Dr Emily Park has to change schedule this week.
6. His laptop isn’t working now, so he has to recharge battery.
7. Tony loves work. He’s an underwater photographer.
4 Listen. Then read and tick T for True and F for False. Rewrite any false sentences
to make them true. 011
T F
1. Judy’s job is to explore mountains.
2. Judy finds cool places in Dublin where animals also live.
3. Street art can change an ugly urban space into a more positive
environment.
4. Animals need green spaces in cities.
5. A lot of young people in Dublin go to parks.
6. Judy wants young people to have fun and also experience nature.
UNIT 2 19
WRITING
When we write good descriptive articles, we want our readers to understand our ideas clearly.
So, each paragraph needs a topic sentence, some details, and a concluding sentence.
steeplejack –n. a person who climbs tall buildings to clean, paint or repair them
1 Organise.
19 gloves
ropes hard hat
1. Your task is to write a description of someone’s daily
routine for an unusual profession. Look through the
unit for ideas on unusual jobs or do some research
on the Internet. For example, you can write about the belt
steeplejack in the photo.
2. Plan your writing. Your article needs a title and
bucket
should start with a topic sentence that describes the
unusual job. Then, write a few sentences about the
daily routine of the person who has this unusual job.
Finally, you will need a concluding sentence.
Use the table to help you plan and list the important details of your article. Think about
details such as where the person works, what kind of equipment he or she needs to do the
job, and what he or she does from day to day.
Title
Topic Sentence
Supporting Details
Concluding Sentence
2 Write.
1. Go to page 37 in your book. Re-read the model text and the writing prompt.
2. Write your first draft. Check for organisation, punctuation, capitalisation and spelling.
3. Check your final draft. Share it with your teacher and classmates.
20 UNIT 2
Now I can ...
1 talk about unusual careers. Yes, I can!
I think I can.
Describe one of these unusual careers. I need more practice.
golf ball diver
pet food tester
2 use the present simple to ask and answer questions about routines. Yes, I can!
I think I can.
Complete the questions and answers with do or does, and a verb. I need more practice.
My uncle is a video game tester.
he work every day? Yes, he . / No, he .
you get games from him? Yes, I . / No, I .
Where he (work)? He at home.
3 use possessives to show ownership. Yes, I can!

I think I can.
Change the nouns to possessives. I need more practice.
1. (Kenji) Kenji’s advisor is a scientist. His advisor is a scientist.
2. (the baby) food is very tasty. food is very tasty.
3. (the men) restaurant is underwater. restaurant

is underwater.
4 write a report describing someone’s daily routine. Yes, I can!

I think I can.
I need more practice.
Title:
Topic sentence:
Details:
Conclusion:

UNIT 2 21
Units 1–2 Review
1 Read. Choose the word that best completes the sentences.
1. Tammy’s brothers and sisters don’t like snakes, but she does.
Her mother says that she’s in her family.
a. unique b. similar c. normal
2. Tim goes to bed at 6 a.m. and wakes up at lunchtime. He works most nights.
He’s because most people work during the day.
a. unusual b. common c. normal
3. Ivan asks the photographer some questions. He’s her for his blog.
a. researching b. interviewing c. considering
4. There are lots of parks and outdoor spaces in my city. I like living in
a(n) area.
a. rural b. urban c. countryside
5. I love history, so I know what profession I want to study in college. I want to

be an .
a. architect b. animal researcher c. archaeologist
6. Katerina climbs towers and skyscrapers in her work. She every day.
a. takes risks b. applies for c. constructs
2 Listen. Match each teenager to a career he or she might like. Write the number on
the line. 012
a. Steeplejack – travel the country; clean, repair tall buildings
b. Animal carer – outdoor spaces and parks; give medicine to sick animals
c. Personal trainer – sports centre; help people keep fit, learn sports
d. Underwater photographer – seas around the world; taking photos
e. Researcher – home; collect information, interview, write reports
22 UNIT 2
3
7 Read. Decide which answer (a, b, c, or d) best fits each blank space.
A Twenty-first Century Place to Live
My home is in Yangon, the old capital of Myanmar. Yangon (1) city centre is
changing fast; (2) old buildings are being replaced by new skyscrapers. People walk on
new concrete pavements. The city (3) modern architecture is amazing. There are three
new motorways and tall bridges over the river.
Many years ago (4) family bought an apartment on Strand Road, next to the
river. We could see boats from every room. Now (5) kitchen only has a view of a new
skyscraper. When we sit in our living room, we can see (6) favourite cinema.
1. a. ’s b. s’ c. its d. his
2. a. his b. ’s c. their d. its
3. a. his b. its c. ’s d. s’
4. a. my b. his c. ’s d. her
5. a. our b. their c. its d. s’
6. a. your b. s’ c. our d. its
4
7 Read the sentences. Circle the correct word.
1. The motorway don’t / doesn’t cross the river.
2. Do / Does children play in the park?
3. Why don’t / doesn’t you like working in an office?
4. Maya and her daughter plans / plan a visit to the water tower.
5. Does / Do we have any clues about the unusual symbols on that wall?
6. Before Coco can go to live in / on the jungle, she must learn how to climb.
7. Commuting to the city centre is more tiring in / on a bicycle.
8. My cousin’s profession is unusual. She tests pet food in / on a scientist’s laboratory!
9. Architects design our pavements but they don’t think about the people who
walk in / on them.
10. Her brother’s friend works in / on Saudi Arabia as a photographer.
UNIT 2 23
Unit 3
Secrets of the Dark

1 Read. Decide whether each sentence describes picture A or B. Write A or B.
A B
1. The boy is very active. 5. The streetlight is lit up.
2. The boy is going to sleep. 6. The streetlight isn’t lit up.
3. It’s after sunset. 7. It’s dark outside.
4. It’s daylight. 8. It’s after sunrise.
2 Listen. Then circle the best answers. 013
1. Ella walks to school in darkness / daylight.
2. The students see the sunrise / sunset.
3. The playground is lit up / not lit up.
4. When Ella walks home from school, cars drive with headlights on / headlights off.
5. People in Stockholm go to sleep / are active when it’s dark early.
24 UNIT 3
3 Read. Then match the sentence halves about daylight hours in Stockholm.
Write the letters.
In Stockholm, Sweden, there are 18 hours of daylight during the month of June. However,
in December, there are only five hours. This causes some health problems. People need the
sun’s vitamin D for healthy bones and skin. So the residents add extra vitamin D to their
winter diet by eating more yoghurt and drinking extra milk. Also, they usually take two
holidays a year to enjoy the sun.
There are other problems, too. People feel sad, lose energy, and go out to festivals less
often. In the city centre, tall buildings block the sunlight from reaching the pavements, so
sometimes offices and homes get less than 5 hours of light a day. However, when it snows, the
city looks brighter because streetlights and cars’ headlights light up the snow.
1. In the city centre, tall buildings a. helps people be healthy in the winter
months.
2. Eating more milk products
b. it has fewer hours of darkness in the
3. Some people feel unhappy
summer.
4. Although Stockholm has very few
c. the city appears lighter because of the
hours of sunlight in the winter,
streetlights shining on the snow.
5. One good thing is that when it snows
d. when they don’t have enough daylight.
e. block the sun, so it’s dark.
4 Write. Look at the picture and write sentences.

Use vocabulary words from the word box.
active darkness streetlights sunset
1.
2.
3.
4.
UNIT 3 25
GR AMMAR
Present continuous: Saying what is happening now
Non-action verbs Action verbs
We understand your idea. She’s wearing snow boots.
She doesn’t think it’s expensive. I’m ice-skating on the lake.
They stay at their grandmother’s house
You’re learning about time zones.
in the summer.
You look healthy. They’re making a green glowing light.
Some verbs describe actions: learn, skate, sing, grow, climb. We can use the be + –ing form
with these verbs. Now we are learning. I’m skating. They’re singing.
Other verbs don’t describe actions. We use them to describe situations, feelings and ideas:
be, live, believe, understand, have, hear, want. We don’t often use the be + –ing form with
these verbs.
Some non-action verbs can become action verbs with a change in meaning; for example: think,
have. I think this sunset is beautiful. I am thinking of the sunset I saw yesterday.
1 Choose the correct verb to complete each sentence. Think about if

the sentence describes something happening now (action verb) or
something that is always true (non-action verb).
1. She is wearing / wears a hat and gloves when it is
cold at night.
2. He believes / is believing there’s life on Mars.
3. Animals that glow in the dark include / are including

fireflies and jellyfish.
4. David Gruber often surfs / is surfing when he

goes on holiday.
5. Scientists are learning / learn that more underwater

creatures glow in the dark.
6. Kids love / are loving unusual animals.
7. I’m busy right now. I am working / work on

my report.
26 UNIT 3
2 Listen. Circle A for Action and NA for Non-action. 014
1. A NA 3. A NA 5. A NA 7. A NA 9. A NA
2. A NA 4. A NA 6. A NA 8. A NA 10. A NA
3 Write. Put each word under Day (sun) or Night (moon). Add more words using your own
ideas. Then write five sentences using the words from the lists.
awake car headlights dark darkness daylight go to sleep streetlight sunset
Day Night
1.
2.
3.
4.
5.
4 Finish these sentences. Use vocabulary from this unit. Don’t forget to use negatives.
1. During the day, a night security guard goes to sleep because he works at night .
2. We use streetlights so .
3. In Stockholm, people .
4. At sunset tonight, they .
5. People in many countries use fireworks when .
6. Today, we .
UNIT 3 27
1 Listen and read. As you read, underline the words in bold type from pages 44–45
of your Student’s Book. The first word is done for you. 015
The Inuvik Sunrise Festival

Canada’s north is a fascinating place. In Inuvik, a town in the Northwest
Territories, the sun goes down for a whole month in December and it doesn’t
rise above the horizon until January. It’s cold and dark during that time. The
moon glows softly and lights up the snow. Most days you just want to go to
sleep for 24 hours or you need your headlights on all the time when you’re
driving. In January, when the sun finally comes back and the darkness fades,
the people of Inuvik welcome the sun back with a huge annual party called
the Inuvik Sunrise Festival. This features the Inuvik drummers and dancers
accompanied by songs in the Inuvialuktun
language. The songs tell popular legends, stories
and traditions, and the moves in every dance
tell a story. There is no written language, so the
dances and songs are important to keep the local
culture alive. During the festival, you can watch a
snow carving competition, or walk around the ice
village with its amazing igloos and sculptures. If
you’re feeling cold, you can even warm up inside
an igloo or ice tipi, and if you’re hungry, you can try local food such as reindeer
or beluga whale! There is also a big bonfire and a fireworks display. When the
sun finally rises, the locals go to the highest point in town for a wonderful view
of the sunrise.
2 Read. Tick T for True or F for False.

T F
1. There is no light in Inuvik for one month.
2. People don’t wake up.
3. The Sunrise Festival takes place every year.
4. The Inuvik read traditional stories during the festival.
5. People make igloos out of ice.
6. People watch the sunrise.
28 UNIT 3
3 Write. What can you do at the Sunrise Festival if:
1. you want to eat?
2. you want to know about local traditions?
3. you are cold?
4. want to see the sun come up?
5. you like art?
4 Write. How are the Inuvik Sunrise Festival and the Chinese Lantern Festival similar?
Different? Fill in the Venn diagram.
Inuvik Sunrise Festival Both Chinese Lantern Festival
in January street celebration in February or March
5 Write. Imagine you are a writer for your school website blog. Write a few sentences about a
local festival you went to.
UNIT 3 29
GR AMMAR
At, on and in: Saying when things happen
Our New Year starts on 1st January. There’s no school on Thursday. It’s a holiday!
Stockholm has only five hours of daylight In the evenings, my brother is less active.
in November.
During the Inuvik Sunrise Festival, people go The sun rises at 9.30 in the morning.
to the highest point in town at sunrise.
We use on for days of the week and for specific dates: on Tuesday (morning), on 6th June.
We use in with months, years, seasons and periods of time: in February, in 2017, in (the) winter,
in the morning, in a minute.
We use at with exact times and certain expressions: at sunset, at lunchtime, at 3.45 p.m.
1 Listen. Circle in, on or at. 016
1. Many plants grow ( in / on / at ) night.
2. The Chinese New Year festival is usually ( in / on / at ) February.
3. My parents eat lunch ( in / on / at )12.30 p.m.
4. Chefs usually work ( in / on / at ) the weekend.
5. In Inuvik, the sun goes down for a whole month ( in / on / at ) December.
6. I was born ( in / on / at ) 2004.
7. These festivals start ( in / on / at ) the evening.
8. See you ( in / on / at ) Tuesday morning.
9. Birds are very active ( in / on / at ) dawn.
10. Don’t forget his birthday! It’s ( in / on / at )

1st April, too!
30 UNIT 3
2 Read Carlos’s blog. Then answer the questions using at, on or in.
Day 1: Iceland’s unique landscape, with its

snowy mountains and frozen lakes, is a perfect
place for photographers like me. It’s mid-winter,
and I hear that all over the country you can see
the famous Northern Lights, or Aurora Borealis.
I’m looking forward to seeing the night sky lit
up with green, red, yellow and purple light.
The best view is around midnight, they say. So,
here I am! I checked into my hotel. My camera
Gallery
battery is charging, and I’m waiting for the
sunset! See you tomorrow!
1. What time of year are the Northern Lights visible?
2. What time of day or night gives the best view of the Northern Lights?
3. When is the photographer going outdoors to take a photograph?
3 Read Carlos’s blog from Day 2. Complete the sentences with at, on or in.
Incredible! I can’t believe how beautiful the sky was last night. I left my hotel
(1) at 3.30 (2) the afternoon. The sunset was soon after that, (3) around
4.00. The weather here is freezing. It’s 23 degrees Fahrenheit (-5 C) (4) sunset.
I don’t like standing around outside (5) winter, so I decided to go back into the
hotel.
(6) about 8.00 (7) the evening, I put on my hat and went outside again.
Perfect timing! An amazing green light glowed in the sky in front of me, with lines of
purple and red. Wow! More people were outside by now, watching in silence. Click on
the gallery link to see my photos. More tomorrow! Flying home (8) Tuesday.
UNIT 3 31
WRITING
We can talk about an event using the five senses as we describe what we see, hear, taste,
smell and feel. With sensory words, our readers imagine that they are there at the event.
1 Organise.
1. Your task is to describe a colourful event, for example, a festival, fireworks, a sunset
or watching a wood fire.
2. Plan your writing. Your email should start with an introductory sentence that describes
the colourful event. Use the hand below to write three or more sensory words
to describe what you see, hear, taste, smell and feel. If needed, use a dictionary to help.
Write your introductory sentence here:
See:
Hear:
Taste:
Smell:
Feel:
3. In your email, use the sensory words you listed to help you describe the colourful event.
Finish your email with a brief statement of why this event is special and how you feel
about it.
2 Write.
1. Go to page 55 in your book. Re-read the model and writing prompt.
and spelling.
32 UNIT 3
Now I can ...
1 talk about night, darkness and nocturnal activities. Yes, I can!
I think I can.
Choose a nocturnal animal and a light festival. Write two sentences about each.
1.
2.
2 use non-action and action verbs. Yes, I can!

I think I can.
Write two sentences using action verbs and two sentences using non-action verbs. I need more practice.
believe feel glow shine understand watch
1.
2.
3.
4.
3 use at, on and in to say when things happen. Yes, I can!

I think I can.
Write sentences using the following information. I need more practice.
1. morning / watch / sunrise
2. weekend/ ride a bike / park
3. observe / animal / night
4 write an email to describe an event using adjectives and the five senses. Yes, I can!
I think I can.
Use sensory words to describe your experience at a fireworks show. I need more practice.

UNIT 3 33
Unit 4
Living Together
1 Read the clues. Then complete the words.
1. i l Animals that live in their natural setting
2. f t Fights, disagreements
3. a r To go away so we can’t see something
4. m r To injure, hurt or be unkind to someone

or something
5. c e A way in
6. a t Animals’ natural homes
2 Read. Complete each sentence with a word from Activity 1.

1. At sunset, wild animals come close to the tent, and then they .
2. People who don’t take care of their pets them.
3. Amy Dickman studies between wild animals and humans.
4. We had to the mountain area to observe the wild cats.
5. The snow leopard’s is in cold, mountainous areas.
6. There’s a special relationship between people and .
34 UNIT 4
3 Listen. Then tick T for True or F for False.. Rewrite
the false sentences to make them true. 017
T F
1. The programme was about animals.
2. He thinks that dogs are wild.
3. She thinks that Siamese crocodiles aren’t very clever.
4. The crocodiles’ habitat doesn’t have any water.
5. We can’t live without water.
6. Little animals catch crocodiles.
4 Read. Number the sentences in order.

We want to educate the villagers so that they can learn safe ways to live with the wildcats.
To help them, we need to find $2,000 to spend on saving the wildcats in my grandfather’s village.
It’s called ‘Save the Wildcats’ because we want to help the survival of these animals in Peru.
Good morning, everyone. I want to explain our project to you.
Please give money or your time to help Peru’s amazing wildlife

live together with local people. Thank you for listening!
People living in the mountains frighten the wildcats away when

they use the land for their farms.
Peruvian wildcat
5 Write. Complete the notes about the project in Activity 4.
1. In Peru, some villagers are .
2. The busy farms .
3. At the moment, people don’t want to help the cats because .
4. This project can help people .
5. I think I should .
UNIT 4 35
GR AMMAR
Modals: Describing obligation and advice
We must help endangered animals survive.

Necessary We have to allow sea turtles to lay their eggs on our beaches.
A conservationist has to work in difficult places.
An animal conservationist doesn’t have to be male. They can be

Not necessary
male or female.
We should learn more about the behaviour of unpopular animals,

Recommended
such as rats.
(should/shouldn’t)
People shouldn’t be afraid of Antiguan racer snakes.
To say that something is necessary, we use the words have to and must. They have almost the
same meaning, but must is stronger; there is no other choice. In negative statements, don’t
have to shows that something isn’t necessary. To give advice, we use should. Use should to say
it’s a good idea, and shouldn’t to say it’s not a good idea.
1 Write. Use must, have/has to, don’t/doesn’t have to, or should/shouldn’t according to the
clues given in brackets.
1. Sea turtles are endangered. We protect them. (necessary)
2. People have picnics on beaches where there are sea turtle

eggs. (not a good idea)
3. We use plastic bags when we go

shopping. (not necessary)
4. We recycle paper. (necessary)
5. People be very careful around

mother cats who defend their kittens. (a good idea)
6. You use the car every day.

(not necessary)
7. You interact with injured animals. (not a good idea)
8. Animals and people drink water to survive. (necessary)
36 UNIT 4
2 Listen. Is the idea necessary, not necessary, or recommended?
Tick the correct answer. 018
Necessary Not necessary Recommended
1.
2.
3.
4.
5.
6.
7.
8.
3 Write. Look at the pictures. Use the clues and must, has/have to, doesn’t/don’t have to,
or should/shouldn’t in your sentences.
1. snake handler / gloves
2. lion / circus
3. bird of prey / fish
4. turtle / plastic bags
UNIT 4 37
1 Listen and read. While you read, notice the problems (causes) and the big result (effect).
019
Stop the boat party –

Lamma Island’s sea turtles are in danger!
When you think of Hong Kong, you probably don’t think of

wildlife, do you? But one of Hong Kong’s islands, Lamma Island, is also
home to endangered green sea turtles. Between June and October, they
come to the island’s Sham Wan beach to lay their eggs.
Special nature police must keep people away from the turtles.
At nesting time, you shouldn’t go near the beach. If the police see you,
you have to pay a fine, which can be a lot of money. However, the police
aren’t always there to protect the area. The biggest problem is human
behaviour. Boat parties play loud music, and tourists go swimming
and have picnics, which frightens the turtles away. Scientists and
conservationist groups say we need a bigger restricted* area to help the
turtles survive.
Experts agree that green sea turtles in Hong Kong are in danger.
The turtles are disappearing. One scientist said, ‘When a turtle is
afraid of going onto the beach, it has to lay its eggs underwater, where
they die.’ In 2006, there were 14 records of nesting turtles in Sham
Wan beach but only two after that, and not a single turtle has been
seen since 2012. Another expert said that the number of turtles should
increase in the future because now people are working on creating a
better relationship with the turtles.
*restricted adj. with limits, closed-off
38 UNIT 4
2 Read the text again. Find four problems (causes) that contribute to a result (effect) for the
green sea turtles.
Cause 1 Cause 2 Cause 3 Cause 4
Effect
3 Summarise the text. Tell someone about the Hong Kong green sea turtles. Write sentences
about the problems, the results and a possible solution.
1. One problem for the turtles is that .
2. Another problem for the turtles is .
3. A third problem for the turtles is .
4. Conservationists think .
5. One solution is .
4 Write. Think about the information from the texts in this unit. You have read about different
problems between humans and animals. Complete the list of advice.
At home: We .
At the beach: People .
In the mountains: Villagers .
UNIT 4 39
GR AMMAR
Modals: Describing ability in present and past
At that time, turtles could lay their eggs on
Crocodiles can sleep with one eye open.
the beaches.
Most domestic animals can’t survive in Conservation groups couldn’t rescue all
the wild. the birds.
Why can’t we interact with wildlife easily
The injured deer couldn’t avoid the predators.
in a city?
We use can/can’t to talk about ability in the present. We use could/couldn’t to talk about ability
in the past.
1 Listen. Circle the word you hear. 020
1. The baby panda can / can’t see people.
2. They could / couldn’t understand animals before.
3. Trained dogs can / can’t sniff for chemicals.
4. They can / can’t drive to the injured snow leopard.
5. They could / couldn’t save all the birds.
6. We can / can’t avoid using plastic bags.
7. The turtles could / couldn’t lay their eggs.
40 UNIT 4
2 Read. Underline the phrases with can, can’t, could or couldn’t. Then circle the correct word to
complete the sentence.
The Survival of the Antiguan Racer Snake

The Antiguan racer is probably the world’s
least known snake. It’s not dangerous and it
can’t kill you. However, these snakes are slowly
disappearing from Bird Island, a small island
off the coast of Antigua. How can we save these
racers?
Conservationist Jenny Daltry studies the snakes, so we can now
understand the Antiguan racers’ habitat and behaviour. During her
five-year project, they have removed the racers’ biggest predators,
black rats, from the island. Now the rats can’t prey on the snakes’ eggs.
However, the snakes can still die because of hurricanes or bad weather
conditions, other predators and tourists.
Sadly, there’s also another problem. Bird Island is so small that only
about 100 racer snakes could survive there. Jenny’s team hopes that they
can introduce racers to other nearby islands. They have already saved
the Antiguan racer; we can be sure that, without this project, this snake
would disappear.
You can read about Jenny’s project in an article on the Internet.
Because of this project, more racer snakes can / can’t survive on Bird Island.
3 Read the article again. Complete these sentences using can, can’t, could or couldn’t.
1. The Antiguan racer snakes .
2. Black rats .
3. Jenny and her team .
4. The five-year project .
5. Hurricanes, predators and tourists .
6. Researchers hope that .
7. This project means that now people .
8. You on the Internet.
UNIT 4 41
WRITING
After you write, you need to read your work and check it. Ask yourself
some questions: Is my writing organised? Are the ideas clear? Circle any
spelling and grammar mistakes. Finally, rewrite your work and proofread
it for any last changes.
1 Organise.
16
1. Your topic is how to take care of an animal. Think of animals you know about, have read
about, or seen in a film. What advice would you give to someone about how to take care of
this animal? Make a list of your ideas in the table.
Animal Advice
2. Plan your writing. You’ll need an introductory paragraph with a topic sentence.
Your topic sentence will state what type of animal you are writing about. Write your
topic sentence here:
Next, you’ll need a paragraph to give advice on how to take care of the animal. Explain the
situation with a few details.
Remember to finish your email with a brief statement of why it’s important to take care
of this animal.
2 Write.
1. Go to page 37 in your book. Re-read the model and writing prompt.
and spelling.
42 UNIT 4
Now I can ...
1 talk about interactions between animals and humans. Yes, I can!

I think I can.
Describe the relationship of the man and the baby elephant.
Write two or three sentences.
2 use modals to describe obligation and advice. Yes, I can!

I think I can.
Complete the sentences according to the clues. Use must, has/have to, I need more practice.
doesn’t/don’t have to or should/shouldn’t.
1. I help this injured animal, so it can survive.

(very necessary)
2. Animals have feelings, too. You mistreat them. (advice)
3. We keep the seas free of plastic bags. (necessary)
3 use modals to describe ability in the present and past. Yes, I can!
I think I can.
Complete the sentences with can/could or can’t/couldn’t. I need more practice.
1. A mountain lion climb over a 12-foot wall.

2. When it was born, the baby panda’s eyes were closed. It see.
3. Yesterday, they rescue some sea turtles.
4 write an advice email about how to take care of an animal. Yes, I can!
I think I can.
Describe a situation in which a human takes care of an animal. I need more practice.

UNIT 4 43
Units 3–4 Review
1 Read. Then choose the correct words.
A B
Please don’t call me today. After our meeting today, I had another idea.
I’m not feeling very well and I can’t (1) go to sleep / asleep without telling
(1) I’m staying / I stay in bed. you. I think we can ask teachers to talk to
Call me (2) on/ at about 10.00 students about how important it is to (2)
tomorrow morning. I (3) want / interact / rescue with wildlife and learn about
am wanting to check our science the animals’ behaviour and habitat. We can
project before class (4) on / at write a letter (3) in / at the morning to local
Monday. schools. What do you think?
C
Are you (1) observe / observing wildlife? Don’t forget
to take photographs of the birds, mice, rabbits and
insects around your home (2) at / in the weekend! Get
up early both days, (3) on / at sunrise. Bring your
photos to Monday’s club meeting (4) at /on 1 p.m.
2 Listen. Then choose the best answer. 021
1. Cars _____ .
a. stop to rescue salamanders
b. kill salamanders in the darkness
c. with headlights help salamanders
2. The speakers agree that _____ .

a. salamanders are very clever
b. salamanders are afraid of cars
c. salamanders should move faster
3. Snakes _____ .
a. hunt salamanders
b. don’t hunt salamanders
c. eat insects
44 UNIT 4
3 Read. Choose the best answer for each blank.
A conservation magazine reports that we must try to (1) _____ the destruction of
our planet. When people cut down trees to construct new buildings, they are destroying
animals’ (2) _____ . Forests are homes to thousands of (3) _____ animals. Now these animals
(4) _____ find new places to live. Some animals go into towns and villages because they
can’t (5) _____ for food in the forests. It (6) _____ dangerous in North Canada, for example.
While people are (7) _____ , wild bears have easy access to waste food in rubbish bins. Our
relationship with animals (8) _____ change if we want to share our planet.
1. a. avoid b. keep c. not
2. a. horizon b. time zones c. habitats
3. a. tame b. wild c. clever
4. a. have to b. need c. should
5. a. observe b. defend c. hunt
6. a. is becoming b. are becoming c. should becoming
7. a. asleep b. awake c. injured
8. a. couldn’t b. shouldn’t c. must
4
7 Read the sentences. Use the words in the box to complete the second sentence so that
the meaning is the same as the first sentence. Use no more than one word for each blank.
at couldn’t mistreat observe predator relationship sunrise sunset
1. While people are asleep, wild bears hunt for food in North Canada. Wild bears sniﬀ
around the rubbish bins in North Canada at night.
2. When it’s early morning in Europe, it’s 12.30 p.m. in India. When I see the
here in Spain, my friend in India is finishing her lunch!
3. I think the sky is more beautiful when the sun goes down. I believe
is more beautiful.
4. The world of insects fascinates me. I love to ants, spiders and tiny
animals.
5. People interact with domestic animals. Pets are easy to have a with.
6. Snakes eat mice and salamanders. Salamanders and mice have the same
– snakes.
7. Reports say that aquatic parks treat dolphins and whales very well. I hope that aquatic
parks don’t their sea creatures.
8. Yesterday the rats were not able to sniﬀ any of the landmines. The rats
find any landmines yesterday.
UNIT 4 45
YOU DECIDE Choose an activity. Unit 1
1 Use words from the list to talk about 4 Work in pairs. Interview an
life in one of your favourite places. architect.
motorway indoor land outdoor • Research an architect.
park rural surrounded by unique • Prepare three questions about the
unusual urban buildings she or he designs. Make notes
about the answers to your questions.
• Assign the roles of interviewer and
2 Use present simple verbs you know architect.
and the words in the list to make positive • Practise the interview.
and negative statements about a place you • Act out the interview in class, or use a
know. phone or tablet to make a video.
architecture concrete construct design

land live plan 5 Write. Think of a place that makes
you happy. Describe it.
• To plan your writing, follow the steps
on page 10 of your Workbook.
• Share your writing with your teacher
and classmates.
6 Write. You see this poster on a local

notice board.
3 Complete each sentence using your
own ideas. Use in or on in each sentence. Design Competition
Local residents, now you can help to
This skyscraper is unusual because it has plan your capital city! This is a unique
chance to give architects your ideas about
urban spaces and the architecture you’re
surrounded by. Do you have any unusual
That tower is unique. It
ideas for bridges, towers, skyscrapers or
pavements?
That park is a new design. It

Send an email to a friend describing your
ideas. Write at least 100 words.
46
1 Connect words from the two word 4 Work in pairs. Have a conversation
boxes to talk about careers. about work. Repeat the activity in class, or
advisor archaeologist photographer
make a video on your phone or tablet.
researcher scientist
Tell your partner about someone you know
adventure dangerous explore who has an interesting job and the work they
office passion schedule do. Include:
• the name of the job
2 Use present simple verbs to ask and • where he or she works
answer questions. Use words from the list. • what he or she does
• special skills
apply for commute consider create • any special study or training.
explore study take risks train
5 Write. Think of an unusual career

3 Complete each sentence with a you know something about. Describe it.
possessive. Where does it take place? What’s hard about
We left plans on the table. Please bring it. What’s fun?
them here. • To plan your writing, follow the steps
The photographer can’t find camera. Is
• Share your writing with your teacher
it in your office? and classmates.
Two researchers need to apply for jobs
again. Let’s interview them next week. 6 Write. Your friend sends you a
message.
Look at that building! shape is very
Dangerous jobs?
unusual.
Hi,
I love job. I explore underwater caves. This week my school project is about difficult
careers. I think unusual – and even dangerous
– jobs are interesting, don’t you? Do you know
anything about dangerous or unusual jobs?
Reply and describe your ideas.

Write 80–100 words.
47
1 Describe things that happen during 4 Work in pairs. You want to walk to
the day and at night. Use words from the list. your friend’s house after dark. Your parents
don’t like the idea. Role-play the dialogue.
darkness fascinate glow
go to sleep light up nocturnal • Choose roles (yourself, your mum or
observe streetlight dad).
• Think about the road, the pavement,
the streetlights, the car headlights
2 Use action and non-action verbs to and the time.
describe the things in the word box. • Practise the dialogue. Change roles,
and practise the dialogue again
Example: At dawn we see the sunrise. The sun
• Assign final roles.
is rising now, and I’m watching it!
• Act out the dialogue in class, or use a
dawn daylight festival phone or tablet to make a video.
headlights horizon streetlights
sunrise sunset time zones
5 Write. Think of an event that usually
happens at night. Use sensory words to
3 You received a text message from a describe the event.
cousin who just moved to your neighbourhood.
Answer the questions using at, on or in. on page 32 of your Workbook.
Hi! Sorry to text again, but I forgot to ask • Share your writing with your teacher
you some questions. and classmates.
When are you home?
What time do you go to sleep?
6 Write. Your teacher asks you to
In the mornings, are you usually awake write a story. This is the title of the story.
when it’s still dark?
When is the best time to call you? My Five Senses Saved Me!
Evenings? Saturday mornings?
Also, I want to take photos of my new
Write your story. Write at least
house and the view. When is the sunset 100–120 words.
tonight?
See you at school!
48
1 Spin a paperclip to choose words 4 Work in pairs. Plan an interview
from the circle. Use the words you land on to with an animal conservationist.
make sentences about wildlife.
• Research a conservationist who works
with animals.
• List several things about his or her work
that interest you.
• Prepare three questions about his
behaviour defend or her work. Make notes about the
answers to your questions.
• Choose roles and practise the interview
with a partner.
prey feelings • Act out the conversation in class, or use
a smartphone or tablet to make a video.
predator habitat 5 Write. Think about someone you

know. Then choose an unusual animal.
Imagine a scene in which they interact. The
scene can be realistic, or it can be a fantasy.
2 Give advice to young people about • Share your writing with your teacher
living together with wildlife. Use words from and classmates.
the list and must, should/shouldn’t and have/
has to or don’t/doesn’t have to. 6 Write. Read the advertisement.
Then write an email.
afraid of avoid frighten
hunt learn mistreat Photo Story
rescue survive Are you a good photographer? We need amazing
photos that show relationships between people and
unusual animals.
3 Think of a predator you know about.

What is its prey? Use can, can’t, could and Write an email to a person who interacts with
couldn’t to describe its behaviour. an unusual animal. Describe your ideas for a
photo story. Write 80–100 words.
49
GRAMMAR BOOK
Unit 1 Life in the City

Present simple 52
In and on 54
Unit 2 Amazing Jobs
Present simple questions and answers 56
Possessives 58
Unit 3 Secrets of the Dark
Present continuous 60
At, on and in 62
Unit 4 Living Together
Modals 64
Grammar boxes 68
Irregular verbs 69
51
Unit 1 Life in the City
Present simple: Talking about facts
We use the present simple to talk about:

● things in general.
I live next to the High Line.

It gets hot in Spain in the summer.
● things we do regularly or often.
The musicians play every Saturday.

He visits his grandparents every weekend.
● permanent states.
The High Line is in New York City.

My mum lives in Spain.
In the third person singular affirmative (he, she, it), we add -s to the verb.
grow grows
visit visits
We add -es to verbs which end in-ss, -sh, -ch, -x and -o in the third person singular affirmative.
dress dresses
wash washes
catch catches
mix mixes
go goes
When a verb ends in a consonant + -y, we take off the -y and add -ies in the third person singular
affirmative.
carry carries
When a verb ends in a vowel + -y, we just add -s in the third person singular affirmative.
stay stays
In the negative and question forms, we use the auxiliary verb do/does and the main verb in its
infinitive form.
The High Line doesn’t stay open all night.
The residents don’t meet on Wednesdays.
Does she like going to the park?
Do you think green spaces are important?
In short answers, we only use do/does. We don’t use the main verb.
Does she like going to the park? No, she doesn’t.
Do you think green spaces are important? Yes, I do.
See grammar box on page 68.
52 UNIT 1
1 Complete the table.
Verb Third person singular Verb Third person singular
open opens live
enjoy worry
go explore
allow build
sell watch
2 Circle the correct verb.

Example: I go / goes to the park every weekend.
1. The park protect / protects the animals.
2. London has / have a lot of green spaces.
3. The park close / closes at night.
4. We spend / spends a lot of time outdoors in the summer.
5. The bridge go / goes over the river.
6. She pay / pays to go to concerts in the park.
7. People don’t / doesn’t have enough information about nature in urban areas.
8. Architects design / designs buildings.
3 Complete the sentences with the negative form of the present simple.
Example: I don’t live in London. (live)
1. They the museum very often. (visit)
2. She to the park every day. (go)
3. He festivals. (enjoy)
4. The park at night. (close)
5. Children to pay to go to the concert. (need)
6. He at weekends. (work)
7. People next to the river. (walk)
8. She trees. (plant)
UNIT 1 53
In and on: Expressing location
In and on are prepositions of place. We use them to say where things are located. We use in for objects
or places within or inside something.
Lion City is in eastern China.
His hands are in his pockets.
There are many archways in Lion City.
We use on for objects or places on the surface or on top of something.
Lion City is not on a mountain.
There are sculptures of animals on these archways.
His hands are not on the table.
REMEMBER
Sometimes, in and on have different meanings when they are attached to specific nouns.
The meaning will usually be clear from the context.
For example, on the plane/train/bus is more likely to mean within the plane/train/bus NOT on top of it!
He sat in the chair is more likely to mean on top of the chair NOT within the chair!
1 Complete the sentences with in or on.

Example: Shi Cheng is an ancient city in China.
1. China is Asia.
2. London is the river Thames.
3. There are many sculptures Shi Cheng.
4. There is a butterfly the flower.
5. There are lots of butterflies the garden.
6. Most cities Europe have green spaces.
7. There are lots of cafés the neigbourhood.
8. This is my favourite place Earth.
9. They live an island in the Pacific Ocean.
10. We saw lots of rubbish the sea.
54 UNIT 1
2 Circle the correct word.
Example: He phoned to say he was in / on the train.
1. There are lots of boats in / on the river.
2. He went on a discovery walk in / on the city.
3. There are lots of tall skyscrapers in / on the capital.
4. He spends too much time in / on his phone.
5. Look at the posters in / on the wall.
6. He planted lots of vegetables in / on the garden.
7. Birds build nests in / on trees.
8. There’s a new shopping centre in / on my town.
9. There are some amazing videos in / on the Internet.
10. I like to relax in / on my home.
3 Are these sentences correct? Tick the correct sentences. Rewrite the incorrect sentences.
Example: She reads the news in TV.
She reads the news on TV.
1. There are lots of rural areas in Kazakhstan.
2. There are tall skyscrapers on the city.
3. Have you got a map on your bag?
4. You can see many green spaces in London.
5. He took photographs on three different continents.
6. People like to walk in the High Line paths.
7. Every weekend we have a picnic in the High Line gardens.
8. The city is in the coast.
UNIT 1 55
Unit 2 Amazing Jobs
Present simple questions and answers: Talking about routines
We use the present simple to talk about things we do:

● regularly or often.
Does a pastry chef wear a uniform?

Yes, he does./No, he doesn’t.
Do pastry chefs work every day?
Yes, they do./No, they don’t.
● as part of a routine.
How do you create beautiful desserts?

I plan the design. Then I find the right ingredients.
In the negative and question forms, we use the auxiliary verb do/does and the main verb in its
infinitive form.
The players don’t practise on Tuesdays.
Where does a waiter work?
REMEMBER
In short answers, we only use do/does. We don’t use the main verb.
Does she wear a uniform for work?
No, she doesn’t.
Do you love your job?
Yes, I do.
1 Complete the table.
Verb Third person singular Verb Third person singular Verb Third person singular
drive drives try catch
bake cook wash
do hurry train
dress clean explore
56 UNIT 2
2 Complete the sentences with the negative form of the present simple.
Example: I don’t wear a uniform. (wear)
1. They to work. (drive)
2. She food. (prepare)
3. They for big groups. (cook)
4. The restaurant on Mondays. (open)
5. She Japanese. (speak)
6. He risks in his job. (take)
7. I to work in an office. (want)
8. They during the winter. (train)
3 Complete the questions with the present simple. Write the answers.
Example: Do you wear a uniform at work? (you / wear) ✔ Yes, I do.
1. outside? (the researchers / work) ✔
2. an assistant? (the head chef / have) ✔
3. underwater? (they / train) ✔
4. how to dive? (the students / know) ✘
5. exploring caves? (you / enjoy) ✔
6. lots of skills? (the entertainers / need) ✔
7. lots of time off? (the waiters / get) ✘
8. the food? (the captain / cook) ✘
4 Use the prompts to write questions in the present simple.

Example: where / your brother / work Where does your brother work?
1. who / he / work with
2. when / your brother / finish work
3. why / you / ask so many questions
4. what / firefighters / wear to work
5. when / you / start work
6. how often / your boss / work late
7. why / you / not enjoy your job
8. why / you / train as a chef
UNIT 2 57
Possessives: Showing ownership
We show ownership in two ways:

● With an apostrophe and an s:
Singular: ’s
This dentist’s job isn’t done in an office.
Plural: s’
Pilots’ days are very long.
● With a possessive adjective:
My job is helping ill people. What’s your job?
REMEMBER
The possessive adjective replaces the or a.
The job is exciting. My job is exciting.
Subject pronouns I you he/she/it we you they
Possessive adjectives my your his/her/its our your their
1 Complete the sentences with possessive adjectives.

Example: My job is in the city. (I)
1. The ship has own pool. (it)
2. Where is office? (you)
3. journey to work takes an hour. (they)
4. job is very dangerous. (she)
5. Photography is passion. (he)
6. dad is a scientist. (we)
2 Change the sentences using an apostrophe and an s.

Example: The friends of my sister. My sister’s friends.
1. The job of your father.
2. The mother of the orangutan.
3. The teeth of my patients.
4. The skills of their doctors.
5. The goal of the service.
6. The choice of your parents.
58 UNIT 2
3 Match the sentence halves.
1. The dentists often visit a. her career choice.
2. He’s a college professor but b. is your book?
3. My sister is happy with c. their patients in unusual places.
4. Our train was delayed so d. I need it for my job.
5. I learnt Spanish because e. for its architecture.
6. Can you tell me if this f. his job is to explore underwater.
7. London is famous g. we missed the opening.
4 Are these sentences correct? Tick the correct sentences. Rewrite the incorrect sentences.
Example: The dentists chair is very comfortable.
The dentist’s chair is very comfortable.
1. My parent’s friend is an explorer.
2. Dr Jones’s job is to collect rock samples.
3. Jimmys’ job is exciting.
4. Mr and Mrs Evans both love his jobs.
5. My dads goals are to be happy and healthy.
6. The childrens’ aunt is in Alaska.
7. Will scientists discover ice on Jupiter’s moons?
8. Dangerous jobs have our advantages.
WRITING
Write an interview about a family member’s job. Use present simple questions and possessives.
Example: What does your father like about his job?
My father flies planes. He loves his job because pilots’ roles are so varied. Their routes change
every day.
UNIT 2 59
Unit 3 Secrets of the Dark
Present continuous: Saying what is happening now
We use the present continuous to talk about:

● things that are in progress at the time of speaking.
What are they doing? They’re eating their lunch.

● things that are in progress around the time of speaking or that are temporary.
He’s looking for a new flat.

The present continuous is formed with am/are/is and the main verb with the -ing ending.
jump jumping
When the verb ends in -e, we take off the -e and add -ing.
make making
When the verb ends in a vowel + consonant, we double the final consonant and add -ing.
win winning
When the verb ends in -l, we double the -l and add -ing.
cancel cancelling
When the verb ends in -ie, we take off the -ie and add -y and -ing.
tie tying
lie lying
die dying
We can use time expressions such as now, at the moment, these days, at present, today, etc., with the
present continuous.
She’s washing her car at the moment.
1 Write the -ing form of the verbs in the box in the correct column of the table.
worry live come hunt hide hit give look hide
put write run sit stop study swim sleep read
get getting ride riding play playing
worrying
60 UNIT 3
2 Complete the sentences with the affirmative form of the present continuous.
Example: I’m working in England. (work)
1. They in Spain. (live)
2. The sun . (set)
3. Look! That plant . (grow)
4. The baby monkeys . (sleep)
5. We about time zones. (learn)
6. I to understand the problem. (try)
7. We the film about whales. (enjoy)
8. My sister a year in Italy. (spend)
3 Complete the sentences with the negative form of the present continuous.
Example: I’m not wearing a coat today. (wear)
1. They to work because there is too much traffic. (drive)
2. She to the cinema tonight. (go)
3. The owls right now. (hunt)
4. The cubs with each other. (playing)
5. I this film. (enjoy)
6. He any more. (train)
7. They for the location today. (search)
8. My friends to New York. (fly)
4 Complete the questions with the present continuous. Write the answers.
Example: Are you working on the ship? (you / work) ✔ Yes, I am.
1. suitable clothes? (they / wear) ✘
2. by bus? (you / travel) ✔
3. a good time? (you / have) ✔
4. in the city? (your parents / live) ✘
5. right now? (we / leave) ✔
6. outside? (it / rain) ✘
7. to me? (he / talk) ✔
8. dark? (it / get) ✔
UNIT 3 61
At, on and in: Saying when things happen
At, on and in are prepositions of time. We use them to say when things happen.
We use on with days and dates.
on Monday(s) / on my birthday / on New Year’s Day / on 1st June
We use in with months, years, seasons and times of day.
in May / in 2017 / in winter / in the holidays / in the morning
We usually use at with exact times and certain expressions.
at eight o’clock / at night / at the weekend / at Christmas
1 Write the time expressions in the correct column of the table.

New Year’s Day August Mondays 1066 the 1990s 9 p.m.
Sunday morning quarter to twelve midday 1st January Midsummer’s Day
the early morning winter the end of the day eleven o’clock
at on in
New Year’s Day

Example: at / on Tuesdays
1. in / on Tuesday morning
2. in / on the early morning of Tuesday
3. at / on the end of Tuesday
4. at / on the first Tuesday in / on August
5. at / on the end of the day at / on Tuesday
6. one Tuesday morning in / on the early 1980s
62 UNIT 3
3 Complete the sentences with at, on or in.
We went to Morocco in December. 1 summer it is too hot in Morocco,
but 2 winter, the temperature is perfect. 3 Wednesday, after two days in Marrakesh,
we went down to the coast at Essaouira. 4 the evening of the first day, we went for a walk
around the city. 5 sunset, we went to a lovely restaurant. 6 Thursday morning we
went to the beach, where my sister and I tried kite-surfing and my parents went horse-riding. 7
lunchtime, we went to the old fishing port. Finally, 8 the afternoon, we visited the traditional
market, where I bought a beautiful blanket. It was an amazing trip.
4 Complete the email with at, on or in.
Subject: Hello from the Arctic
Hi Anna,
Thanks for your email. Of course I can tell you about my town! I live in the Arctic, in a place
called Tromsø. In winter, it hardly gets light. There are 20 hours of darkness every
day. However, 1 summer, the sun doesn’t set and there is daylight 2
midnight! There is so much to do here. You can go on a whale safari 3 eleven
o’clock 4 night, or go swimming in the sea 5 three o’clock 6
the morning! You can’t do that 7 January, though, because it’s far too cold. My
birthday is 8 22nd January, and we always go to North Cape to have dinner and
see the northern lights. They’re amazing! Can you see them from your city?
Write soon!
Brigitte
WRITING
Write a holiday postcard to a friend, using the present continuous and at, on or in.
Example: I am writing this from France. We are enjoying our holiday. On Monday we went to the beach
in Biarritz in the morning.
UNIT 3 63
Unit 4 Living Together
Modals: Describing obligation and advice
Modal verbs are verbs which do not function on their own. They require a second verb, in the form
of a bare infinitive.
We use must and have to:
● to talk about obligation and necessity.
We must save rhinos.

They have to do something about poaching.
● to talk about the present and the future.
We must stop killing rhinos now.

We have to visit the rhino sanctuary next year.
We use mustn’t to talk about things we are not allowed to do (prohibition).
I mustn’t be late.
We use don’t have to to talk about what is not necessary or obligatory.
We don’t have to use rhino horn products.
We use should and shouldn’t for recommendations and suggestions.
You should run a marathon to raise money.
We shouldn’t ignore the problem.
1 Complete the sentences with must or mustn’t.

Example: We mustn’t kill endangered species. ✘
1. You use rhino horn products. ✘
2. Elephants be protected. ✔
3. We dig up sea turtle eggs. ✘
4. Rangers protect the parks. ✔
5. You buy ivory. ✘
6. They frighten the baboons away. ✔
7. We destroy animals’ habitats. ✘
8. We look after the environment. ✔
64 UNIT 4
2 Is the idea necessary (N) or recommended (R)? Write N or R.
Example: We should clean up the beaches. R
1. You mustn’t throw litter in nature reserves.
2. You shouldn’t use so much plastic.
3. We must try to avoid human-wildlife conflict.
4. You mustn’t light fires in the national park.
5. You must not leave your vehicle.
6. They shouldn’t drive so close to the elephants!
7. You shouldn’t be afraid of rats.
8. You must leave the park by sunset.
3 Complete the sentences with must, have/has to or should/shouldn’t according to the

clues given in brackets.
Example: You should listen to his advice. (a good idea)
1. You stay behind the fence. (necessary)
2. He learn about the animals’ behaviour. (necessary)
3. She take the injured turtle to the hospital. (a good idea)
4. We tell people about the problem. (a good idea)
5. We stop people taking the eggs. (necessary)
6. I train for four years. (necessary)
7. Bears live in their natural habitat. (a good idea)
8. They go back to the forest now. (necessary)

Example: You shouldn’t / don’t have to ignore the problem.
1. You mustn’t / don’t have to drive quickly in the reserve.
2. She doesn’t have to / don’t have to take another exam this year.
3. We must / mustn’t mistreat animals.
4. We don’t have to / shouldn’t destroy their habitat.
5. The villagers have to / has to wear masks.
6. We should / shouldn’t take the turtle’s eggs.
7. We must / don’t have to use rhino horn for medicine.
8. People don’t have to / doesn’t have to have monitors in their homes.
UNIT 4 65
Modals: Describing ability in the present and the past
We use can and can’t:

● to talk about ability in the present.
Elephants can communicate over long distances.

They can’t climb trees.
We use could and couldn’t:
● to talk about ability in the past.
People thought of ways they could help the crabs.

Before 2011, elephants couldn’t safely cross a road in Kenya.
1 Complete the sentences with can or can’t and the verb in brackets.
Example: Tunnels under roads can help elephants. (help)
1. we more species with this project? (help)
2. Animals without water. (not survive)
3. Scientists computers to check on animals in the forest. (use)
4. Wildlife bridges animal lives. (save)
5. The crabs the road safely. (not cross)
6. Elephants over long distances. (communicate)
7. We why the animals are dying. (not understand)
8. We anything about it. (not do)
9. How we the Antiguan racer snake? (save)
10. They enough food. (not find)
2 Match the questions to the answers.

1. Could elephants in Kenya cross a. Yes, it could.
roads safely before 2011?
2. Can they understand how to avoid traffic? b. Yes, they could.
3. Could the tunnel help preserve wildlife? c. No, they couldn’t.
4. Can the snake kill you? d. Yes, they can now.
5. Could they rescue the injured bird? e. Yes, it can.
66 UNIT 4
3 Use the prompts to write questions and answers.
Example: you / help me? (present)
Can you help me? ✔ Yes, I can.
1. bear cubs / survive on their own? (present)
✘
2. elephants / cross roads safely? (past)
✘
3. we / help? (present)
✔
4. you / make a poster for the campaign? (present)
✔
5. the turtles / lay their eggs safely? (past)
✘
6. crabs / avoid cars? (past)
✘
7. the poachers / be caught? (present)
✔
8. I / do more to help? (present)
✔

Example: I looked, but I can’t / couldn’t find the article on the Internet.
1. The divers thought they can / could see the whale.
2. They can’t / couldn’t see the snake because it was well hidden.
3. Nowadays, people can / could communicate with each other very easily.
4. We can’t / couldn’t fly to Iceland last week because of the volcano.
5. Fifty years ago, scientists can’t / couldn’t use data tracking devices.
6. The new equipment means that we can / could go deeper than ever before.
WRITING
Write:
1. a list of five rules or recommendations for preserving the environment, and
2. five things you can do yourself.
Example: I must use less plastic I can take my own bag to the supermarket.
UNIT 4 67
Grammar boxes
Units 1 and 2 Present simple
Affirmative Negative Question Short answers
I / You / We / They live don’t (do not) live Do … live? Yes, … do.
No, … don’t.
He / She / It lives doesn’t (does not) live Do … live? Yes, … does.
No, … doesn’t.
Unit 3 Present continuous

I ’m (am) reading ’m not (am not) reading Am I reading? Yes, I am.
No, I’m not.
He / She / It ’s (is) reading isn’t (is not) reading Is … reading? Yes, … is.
No, … isn’t.
You / We / They ’re (are) reading aren’t (are not) reading Are … reading? Yes, … are.
No, … aren’t.
Unit 4 Modals
I / You have to don’t (do not) have to Do/Don’t … have to ...? Yes, … have to/
/ We / should shouldn’t (should not) Should/Shouldn’t …? should/can/must/
They can can’t (cannot) Can/Can’t …? could.
must mustn’t (must not) Must/Mustn’t …? No, … don’t have to/
could couldn’t (could not) Could/Couldn’t …? shouldn’t/can’t/
mustn’t/couldn’t.
He / has to doesn’t (does not) have to Does/Doesn’t … have to ...? Yes, … has to.
She / It No, … doesn’t have to.
68
Irregular verbs
Infinitive Past simple Past participle Infinitive Past simple Past participle
be were been leave left left

beat beat beaten lend lent lent
become became become let let let
begin began begun lie (down) lay lain
bend bent bent light lit lit
bet bet bet lose lost lost
bite bit bitten make made made
bleed bled bled mean meant meant
blow blew blown meet met met
break broke broken overcome overcame overcome
bring brought brought pay paid paid
build built built put put put
burn burnt burnt quit quit quit
buy bought bought read read read
carry carried carried ride rode ridden
catch caught caught ring rang rung
choose chose chosen rise rose risen
come came come run ran run
cost cost cost say said said
cut cut cut see saw seen
deal dealt dealt sell sold sold
dig dug dug send sent sent
dive dived dived set set set
do did done sew sewed sewn
draw drew drawn shake shook shaken
drink drank drunk shine shone shone
drive drove driven show showed shown
dry dried dried shrink shrank shrunk
eat ate eaten shut shut shut
fall fell fallen sing sang sung
feed fed fed sink sank sunk
feel felt felt sit sat sat
fight fought fought sleep slept slept
find found found slide slid slid
flee fled fled speak spoke spoken
fly flew flown spend spent spent
forbid forbade forbidden spin spun spun
forget forgot forgotten stand stood stood
forgive forgave forgiven steal stole stolen
freeze froze frozen stick stuck stuck
fry fried fried sting stung stung
get got got stink stank stunk
give gave given strike struck struck
go went gone swear swore sworn
grind ground ground sweep swept swept
grow grew grown swim swam swum
hang hung hung swing swung swung
have had had take took taken
hear heard heard teach taught taught
hide hid hidden tear tore torn
hit hit hit tell told told
hold held held think thought thought
hurt hurt hurt throw threw thrown
keep kept kept understand understood understood
kneel knelt knelt wake woke woken
knit knitted knitted wear wore worn
know knew known weave wove woven
lay laid laid win won won
lead led led write wrote written
69
NOTES
70
NOTES
71
Illustration Credits
All illustrations were created by Luella Jane Wright.
Photography Credits
Cover © Paul Zizka. 4 © iStock.com/francois-roux. 5 Ivan_Sabo/Shutterstock.com. 6 (t) J. Castro/Moment/Getty Images.
(b) Tomas Jasinskis/Shutterstock.com. 9 Sergey Pazharski/Shutterstock.com. 11 Leungchopan/Shutterstock.com. 12
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Impact, Bahrain Edition, Workbook 1
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Workbook: Level 1, Units 1–4

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IMPACT STUDENT RESOURCES

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Print Number: 01 Print Year: 2020

1
impact WORKBOOK &

GRAMMAR BOOK
impact
The Impact Workbook & Grammar Book contains
activities that reinforce and consolidate the content
WORKBOOK &
GRAMMAR BOOK 1
impact
of the Student’s Book, and includes listening,
reading, writing, grammar and vocabulary practice.
Term 1
The Impact Workbook & Grammar Book includes:
14 pages of language practice, activities and an

additional reading for each unit
Now I Can self-assessment sections, giving
learners an opportunity to reflect on what they
have learnt and identify areas where they need
additional practice
Review sections, featuring question types
WORKBOOK & GRAMMAR BOOK

commonly found on standardised exams
Additional student-choice activities, providing
opportunities for targeted skills practice
Grammar tables that provide clear and simple
explanations of the grammar points covered in
each unit
Impact Workbook audio is available for streaming

and download at www.eltngl.com/bahrainmoers.
BRITISH ENGLISH
A1 A2 B1 B2
CEFR correlation
The exit level for Impact 1 is A2+.
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impact WORKBOOK &

14 pages of language practice, activities and an

WORKBOOK & GRAMMAR BOOK

Impact Workbook audio is available for streaming

Bringing the world to the classroom

ImpactBahrain_WB1_Cover_PP4_44416 NEW.indd 1,3 17/09/2020 13:00

Workbook: Level 1, Units 1–4

For permission to use material from this text or product,

Locate your local office at international.cengage.com/region

IMPACT STUDENT RESOURCES

Printed in Printed in Bahrain by AWAL Press

ImpactBahrain_WB1_Cover_PP4_44416 NEW.indd 4,6 04/09/2020 14:33

Unit 1 Life in the City 2

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Life in the City

1. People often talk about the differences between life and

3. Living in a city is exciting. When I get a job, I

4. Is there a city in the world that doesn’t have tall buildings or

3. Renato’s design for a city has areas only for people.

4. In Renato’s city, cars travel above residents’ heads.

5. Renato’s design is only for older people.

6. Renato’s city design is safe for the residents.

7. The bicycle tracks are high up with the cars.

8. Renato’s city is expensive to build.

The city’s design includes a lot of

Some verbs are irregular: go → goes, do → does, have → has.

1. Capital cities has / have large public areas.

2. Children often play / plays in city parks.

3. An architect teach / teaches how to design buildings.

4. People doesn’t / don’t walk on this pavement.

5. Huge mountains surround / surrounds the capital city.

6. In winter the city park closes /close early.

7. She study / studies unusual architecture in Denmark.

8. The bridge doesn’t / don’t go to the sports centre.

2. Residents (like) to relax

3. Architects (not design)

4. A new bridge (cross)

5. People (need) green spaces in capital cities.

6. Sometimes architects (plan) buildings with parks on the roof.

7. In urban areas, people (not enjoy) crowded pavements.

8. My village (have) a water tower.

9. A major motorway (connect) two big cities.

10. The stream (not go) through the city.

Things: architecture bridge motorway shape pavement skyscraper tower

Desire Paths * *desire v. to want something

_____ 1. Which paragraph gives us a definition of desire paths?

2. We need to protect green spaces in cities.

3. I use desire paths.

4. Concrete pavements are important.

5. I feel happier when I spend time outdoors.

6. The walk to my nearest park is too long.

8. People haven’t got enough information about nature in urban areas.

1 Circle the correct preposition.

1. Cars don’t go on / in pavements. 6. The Taj Mahal is on / in India.

2. There are a lot of skyscrapers in / on 7. The most popular Internet café is on / in

3. The Statue of Liberty is on / in an island. 8. The architect lives in / on Los Angeles.

5. Moscow is in / on Russia. 10. There’s a new restaurant on / in top

1. They’ve got a house a forest.

14 pages of language practice, activities and an