SB

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ru
Get B1+
INVOLVED Student’s Book
with Digital Student’s Book
Catherine McBeth Patricia Reilly

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Get INVOLVED
Collaborative projects
Collaborate with your classmates to develop your
problem-solving skills in the WDYT? projects.
Become an expert on a topic and
get involved with others in your class.
WDYT?
(What do you think?)
Real-world content
Learn about culture while you learn
English. Get Involved! is full of real-world
content, so go online and learn more
about the people, events and places in
the book.
Super skills
Get Involved! helps
develop your critical thinking,
collaboration, creativity and
communication skills, which are
essential for life in the 21st century.
CRITICAL THINKING
C
COLLABORATION
N
COMMUNICATION CREATIVITY
2
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Building skills for the real world
Social and emotional learning

Get Involved! helps you develop strategies to
deal with social situations and gives you the
vocabulary you need to discuss emotions
that you or others experience.
building
team to w ork really well, team
For a it.
create team spir
is important to
Media-rich content
Get Involved! videos help you with critical thinking,
communication and project presentations and improve
your video literacy skills.
Access On-the-Go Practice on your phone through the
Macmillan Student’s App and improve your English with
gamified content.
Inclusive
classroom
Show your strengths and talents by
putting your investigative skills and logic
to the test with Get Involved! Brain teasers.
Learn at your own pace with graded Workbook
activities and The longer read.
B R I N TEASER
A oto and read
the
1 Look at the ph elie go?
. Where did Ke
I asked the same question all day long, but introduction
She went to
people replied with a different answer every time. terview and
ten to the in
They insisted that they were telling the truth, and I Read and lis ces.
e the senten
7
2 b to complet
can confirm that their answers were always correct! choose a or
What was my question?
3
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READING AND
UNIT VOCABULARY GRAMMAR
CRITICAL THINKING
STARTERWhat do you Vocabulary: health and well-being, personal qualities, extreme adjectives, travelling, learning
know? techniques
Page 6
1 Making music Music and performance
Feelings and emotions
Present perfect simple and present
perfect continuous
An infographic
Music and your brain
WDYT? How can music
What music and when? Question tags Subskill: Recognising
bring people together? Questions with prepositions
informal writing
Page 12
2 Friends for life? Describing people Defining and non-defining relative

Friends and acquaintances clauses
An online article
Where’s your doppelgänger?
WDYT? What personal Things that friends do Reflexive pronouns and each other
characteristics help us to Subskill: Topic sentences
Personality quiz
get on with others?
Page 24
3 Mysteries Extreme adjectives

Descriptive adjectives
Modal verbs of deduction and
speculation
A magazine article
Modern-day mysteries
WDYT? What makes a Adverbs of manner, place Past perfect
good mystery? Subskill: Guessing
and time
meaning
Page 36 Moai heads, the pride
of Rapa Nui
4 What next? Future goals, plans and

aspirations
Future continuous and future
perfect
An article
Surprising things that teens
WDYT? What do you Verb + preposition Future modals can do!
think you will be doing in combinations Future time clauses
one/two/five/ten years’ Subskill: Recognising
Choosing your future examples
time?
Page 48
5 Environment The environment

Protecting the planet
The passive
be allowed to, let, make
An article
Could your wardrobe help
WDYT? What can you do Materials Impersonal phrases save the planet?
to be greener?
Park clean
Page 60 Subskill: Identifying the
central idea
6 Crimes and
consequences
Crime and criminals
Cyber-crime
Conditionals: zero, first, second and
third
A news article
Criminal creatures!
Crime in fiction Conditionals with unless
WDYT? What would you Subskill: Recognising
I wish and If only
change if you could make synonyms
the rules?
Page 72
7 Time flies! Reporting verbs

Idioms and expressions
Reported speech
Reported questions
A timeline
Filling time through the
WDYT? Time: how do about time decades!
people fill time, save it and
Wasting time Subskill: Recognising time
waste it?
references
Page 84
8 Sport Sports
Doing sport
Gerunds and infinitives
Quantifiers
An article
A message of hope
WDYT? How can sport Benefits of sport
be a force for good? Subskill: Scanning
Race to the Pole
Page 96
9 Look what you

know!
Vocabulary and Grammar review Reading: review of subskills
Page 108
Pronunciation p116 Project planner p118
4
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REAL-WORLD
LISTENING WRITING PRONUNCIATION PROJECT
SPEAKING
Grammar: present simple and present continuous; modal verbs (present and past); past simple, past continuous, used to;
present perfect and past simple; future tense review
Short interviews about Talking about A review Words starting s + Give a presentation about
music in public spaces feelings consonant a singer or band that you think
Subskill: Giving
brings people together
Subskill: Understanding recommendations Intonation in
the speaker’s attitude question tags Communication
Giving a presentation
A radio programme Reaching an An email about a /w/ and /h/ Create a podcast giving
about online and agreement problem advice to listeners about their
Word stress with
offline friends friendship problems
Subskill: Informal phrasal verbs
Subskill: Inferring linkers Collaboration
meaning Empathy
A podcast Expressing A narrative Word stress in Write a film script for a scene
about the Voynich certainty and doubt longer words from a mystery story or film
Subskill: Making
manuscript
your writing more Weak forms with Creativity
Subskill: Using key interesting past perfect Using a variety of creative
words to predict thinking techniques
A phone conversation A formal A formal email /g/ and /dʒ/ Write and edit your CV to
between two friends conversation apply for a part-time job
Subskill: Indirect Weak forms with
who are going to visit
questions have to Communication
each other
Demonstrating your skills and
Subskill: Taking notes strengths
while listening
A radio programme Comparing and A blog /ʃən/ Choose a green issue and
about cleaning up contrasting design a leaflet for a campaign
Subskill: Writing
beaches to raise awareness
a blog
Subskill: Collaboration
Understanding Being flexible
paraphrase
A radio phone-in about Talking about A for-and-against Intonation in Discuss the rules of your
online fraud and cyber- problems and essay conditional class/school and decide how
crime solutions sentences you would change them
Subskill: Using
Subskill: Identifying connectors of Critical thinking
speakers’ intentions addition and Cause and effect
contrast
A quiz Discussing A report Intonation in Interview a person from the

about time points of view reported questions past and report what he/she told
Subskill: Talking
you
Subskill: Avoiding about statistics
distractors Creativity
Using your imagination
A podcast Describing an An opinion essay /e/ /iː/ and /eɪ/ Make a video of your candidate
about sports that are event for Sports Star of the Year
Subskill: Using a /θ/ and /ð/
good for you
dictionary Critical thinking
Subskill: Answering Choosing and using reliable web
true/false questions sources
Listening: review of subskills Speaking: review of Key phrases Writing: review of subskills
Phrasebook p122 Irregular verbs p126
5
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STARTER What do
you know?
Questionnaire
We’re trying to find out what schools can do to improve
students’ well-being. We’d be grateful if you could fill in
this questionnaire as honestly as possible. Thank you!
YOUR INFORMATION
Name Michael Jones
Age 16
School Middletown Secondary School
Email [email protected]
YOUR SCHOOL
Are you starting a new school now?
No, I’m not. I’m studying at the same school as
last year.
How does your school look after your well-being?
We can talk to our tutor if we have any problems.
Has your school got a ‘relaxation room’ where you can
go to chill 1 (…) ?
No – we can’t relax at school. If we want a quiet
space, we have to go to the library.
FITNESS
How often do you usually do PE, and what do you do? Look after yourself!
We do PE twice a week – usually basketball,
football, athletics … Vocabulary: health and
How could PE be improved? well-being RMF
We should have outdoor gym machines in the
playground so we can keep 2 (…) during break times. 1 Check the meaning of these phrases.
1
You don’t have to work out for long, but every little helps! Then read the questionnaire and complete
DIET 1–6 with the correct words. Listen and check.
Do you usually have lunch at school?
chill out cut down on fast food
I eat at school every day, but I don’t always have the
canteen food – I sometimes bring sandwiches. cut out sugary snacks eat healthy food
feel stressed get enough sleep
Is it possible to eat healthy food at school?
improve your mood keep fit
They should definitely cut 3 (…) on the fast food
meet up with friends spend time outdoors
options in the canteen. They should also 4 (…) out the
unhealthy snacks from the vending machines! take care of yourself work out
YOUR IDEAS
What suggestions would you make to improve the well- 2 Copy and complete the diagram with the
being of students at school? phrases in exercise 1.
It would be great to have a ‘chill-out’ space at school eat healthy food
where we can go if we feel 5 (…) . Also, I’ve heard that
some schools are getting pet dogs nowadays because diet relaxation and
animals can help to improve your 6 (…) ! well-being
fitness
6
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Starter
3 How many phrasal verbs can you find in Grammar: modal verbs
exercise 1? Match five of them with the
definitions.
(present and past)
1 eat or do less of something 7 Read the examples. Copy and complete the
2 stop eating or doing something table with the correct modal verbs.
3 look after Modal verbs (present and past)
4 spend time relaxing We can’t relax at school. If we want a quiet space,
5 arrange to see someone we have to go to the library.
We should have gym machines so we can keep fit at
4 Read the questionnaire again and answer the break time. You don’t have to work out for long, but
questions. every little helps!
1 How does Michael's school look after students’
well-being? Modals
2 What does Michael suggest to improve students’ Present Past
fitness at school? ability / permission can / 1 (…) could / couldn’t
3 Does the canteen at the school serve fast food? obligation 2 (…) = must had to
4 What else does Michael suggest to improve
no obligation 3 (…) didn’t have to
students’ well-being?
prohibition mustn’t
Grammar: present simple advice 4 (…) / should have /
and present continuous shouldn’t shouldn’t have
5 Read the examples. Then answer the 8 Complete the sentences with modal verbs
questions. from exercise 7. There may be more than one
How often do you usually do PE? possible answer.
We do PE twice a week. 1 I didn’t meet up with friends last night because I
(…) study for a test.
Are you starting a new school at the moment?
No, I’m not. I’m studying at the same school now. 2 I tried to chill out before the exam, but I (…) relax
– I was too stressed.
1 Which tense is for actions in progress? 3 You (…) try to get enough sleep before an exam.
2 Which tense is for habits and routines? 4 I was glad I (…) spend time outdoors yesterday
3 Complete the table with the time expressions. because the weather was terrible.
How many more can you add? 5 You (…) work out at the gym if you don’t want to
– all types of exercise are good!
With present simple With present
6 You (…) eat too many unhealthy snacks if you
continuous
want to keep fit.
usually at the moment
9 Complete the questionnaire with answers that
6 Change the words in bold so the sentences are true for you.
are true for you. Write one negative and one
affirmative sentence for each. 10 Work in pairs. Compare your answers. In
1 We’re studying French now. your opinion, how could your school improve
We aren’t studying French now. We’re studying students’ well-being?
English. How do you think our school could
2 We study English six times a week. improve students' well-being?
3 I’m sitting next to the teacher at the moment.
I think our school should …
4 I usually work out every day.
5 I often meet up with friends on Sunday
evenings.
6 We’re finishing exercise 8 now.
7
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Starter
Explorers
Vocabulary: personal
qualities
Dwayne Fields:
1 In your opinion, which personal qualities do polar explorer
explorers need? Make sentences with these
adjectives or your own ideas.
Born: in 1 (…)
brave calm confident curious enthusiastic
patient practical sensible sociable talented Age 6: moved to 2 (…)
First expedition:
I think explorers have to be brave because they might to the North Pole with
go into dangerous situations. I don’t think they need two teammates
to be … because … walked 3 (…) km in 4 (…) days
suffered temperatures as
2 Would you like to be an explorer? Why/Why low as 5 (…) degrees
not? Next expedition:
to the South Pole
3 2 Listen to Caleb’s presentation about
Dwayne Fields. Which of the personal qualities Other achievements:
in exercise 1 do you think Dwayne has? • ambassador for the
Scouts
4 Listen again and complete 1–5 in the fact file • inspires young people
about Dwayne Fields. to get outdoors
5 Answer the questions.

1 Where did Dwayne grow up?
2 Why did he decide to go on an expedition?
3 What did he see while he was walking to the Vocabulary: travelling
North Pole?
4 What did he do when he arrived at the 7 Look at the travel words. Are they nouns,
North Pole? verbs or both? Write example sentences for
5 Why does Caleb think that Dwayne is each word.
inspirational? journey tour travel trip
Vocabulary: extreme Grammar: past simple, past

adjectives continuous, used to
6 3 Read the sentences and change the
words in bold for extreme adjectives from the 8 Read sentences 1–3. Then match them with
box. Then listen and check. a–c. Which tense do we use for each?
amazing exhausted freezing Past simple, past continuous and used to

huge unforgettable 1 Dwayne Fields used to live in Jamaica.
2 He moved to London at the age of six.
1 This is a nice story. 3 While he was walking to the North Pole he saw
2 Dwayne had a memorable trip. seals and polar bears.
3 The North Pole is a big area of ice.
a an action that happened while another action
4 It’s cold there. was in progress
5 I’d be tired if I walked to the North Pole! b a single completed action in the past
c a past habit or state
8
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Starter
9 Correct the sentences about Dwayne. Use Grammar: present perfect

the correct form of used to and the words in
brackets.
and past simple
1 Dwayne used to live in Canada. (Jamaica) 11 Read the examples and answer the questions.
He didn’t use to live in Canada. He used to live in
Present perfect and past simple
Jamaica.
Jade went to Everest Base Camp when she was 12.
2 He used to play in the snow. (forest)
Since then, she has skied to the North Pole and the
3 He used to train in the mountains. (gym) South Pole.
4 He used to be a Scout ambassador. (Cub Scout)
1 Which tense do we use to talk about a completed
10 Complete the text about explorer Jade activity that happened at a specific time in the
Hameister. Use the past simple or past past?
continuous form of the verbs in brackets. 2 Which tense do we use to talk about a completed
activity without a specific time?
While I 1 (…) (read) a magazine recently, I 3 Which time expressions are used in the example
2 (…) (see) an article about the polar sentences? Can you think of any other time
explorer Jade Hameister. She’s only 17 and expressions which we use with the present
she’s already skied to the North Pole and perfect and past simple?
the South Pole! While her friends 3 (…)
(celebrate) New Year in Melbourne, Australia, 12 Write present perfect or past simple
Jade was skiing across the Antarctic in questions. Then answer the questions with
freezing temperatures. Apparently, her love information from exercise 10.
of travel 4 (…) (begin) at the age of 12, 1 Jade / go / to the South Pole / yet ?
when her parents 5 (…) (take) her on a trip 2 Where / she / celebrate / New Year / last year ?
to Everest Base Camp. Since then, she’s had 3 she / ever / go / to Everest Base Camp ?
plenty of adventures. I felt a bit bad because 4 When / she / travel there ?
I 6 (…) (lie) on the sofa reading about her 5 Jade / already / have / lots of adventures ?
expeditions!
13 Work in pairs. Talk about your
Jade Hameister experiences of travel and adventure. Use the
phrases in the box or your own ideas.
What … ?
climb a mountain go skiing
When … ?
go to a very cold place
Where … ?
have an unforgettable experience
Who …
swim in the sea travel abroad
with?
Have you ever been to a very cold place?
Yes, I have.
Where did you go?
9
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Starter
Good intentions Grammar: future tense review

Vocabulary: learning 3 Read the examples. How many different
tenses can you find?
techniques
Future tense review
1 Check the meaning of the words in blue. 1 I think I will pass my exams in June.
Which things do you do? 2 I’m going to work hard this year.
3 My friends and I are meeting at a study group
on Saturday.
4 It starts at 10 o’clock in the morning.
What are the best ways
5 We’ll support and encourage you!
to keep practising your
English and achieve
your goals?
4 Match sentences 1–5 from exercise 3 with a–e.
Which tense do we use for each one?
a a promise d an intention
b a prediction e an arrangement
c a timetable
5 Choose the correct option.

▪ I often watch video tutorials – there are some
great ones to help you understand grammar. 1 I’m revising/will revise this weekend. I’ve already
▪ I sometimes listen to podcasts in English made my revision plan.
– there are podcasts for beginners and 2 What time will/does the exam start on Monday?
intermediate level too. 3 Do you think you are getting/will get a good
▪ It’s great to use apps – especially for practising mark in the test?
your pronunciation.
4 Sorry – the dog ate my homework.
▪ Always take notes in class – that helps me to
I’m going to/’ll do it tomorrow, I promise!
remember things later.
▪ You must revise for tests – ‘little and often’ is 5 We’re speaking/’re going to speak English
better than leaving it all until the end. fluently one day!
▪ I like to study with friends – it’s more fun!
6 Work in pairs. Talk about your intentions
and predictions for this year. Use be going to
2 and will.
Work in pairs. Ask and answer about the
activities in exercise 1. Use the present simple,
present perfect or past simple. How are you going to improve
your English this year?
How often do you … ?
I’m going to …
Have you ever … ?
What do you think we will learn this year?
When did you … ?
I think we’ll …
10
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Starter
What’s in this book? 4
1 Look through your book. Who, what or where are these?

1 2
8
5
6
2 Look more closely at Unit 1. Match features 1–8 with a–h.

1
WDYT ? a a section of the unit that summarises all the new
grammar and vocabulary
2 VIDEO SKILLS b a section where you watch and think about different
kinds of video clips
3 CRITICAL THINKING c an exercise where you practise all the grammar
you’ve learnt so far
4 B R I N TEASER d an activity where you have to find out more about
A
something online
5 GRAMMAR ROUND-UP e a question that comes at the beginning of every unit,
to get you thinking about the topic
6 Research f an exercise where you reflect on the process of doing
the project
7 QUICK REVIEW g an exercise that helps you to explore the ideas in the
reading text more deeply
8 FINAL REFLECTION h a fun grammar exercise
3 Now explore the rest of the The Classroom Challenge

book and answer the
questions. Can you answer 4 Match topics A–H with Units 1–8 in this book.
?
them all in two minutes? Can you be the first to finish?
1 How many units are there in the book? A the benefits of sport
2 How many pages are there in each unit? B smugglers, shoplifters and thieves
3 What do you always learn first in each unit?
C the six types of friend you need
4 Where can you check irregular verbs?
D time zones, time travel and leap years
5 How many pages of Phrasebook are there at the
end of the book? E the mysterious sculptures of Easter Island
6 What can you find on pp4–5? F plastic pollution in the oceans
7 In which unit will you review everything you
have learnt? G how to write your CV
8 What can you find on pp118–121? H why music is good for the brain!
11
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1 Making
music
WDYT? How can music bring
people together?
Vocabulary: music and
How important
performance; feelings and
emotions
Grammar: present perfect
simple and present perfect
continuous; question tags;
is music to you?
questions with prepositions 1 What’s most important to you in a song?
a The lyrics – I want to be able to sing it.
Reading: an infographic
about music and the brain b The music and how well the band or singer
performs it.
Listening: interviews about c Whether the lead singer is cool, of course!
music in public spaces
2 At a concert you probably …
Speaking: talking about a stand where you can dance and chat to friends.
feelings b notice the sound quality – if it’s bad it can
Writing: a review affect the performance .
c stand at the back of the audience so you can
Project: give a presentation listen without too many people around you.
about a singer or band
3 If a singer or band you like goes on tour, you …
a check out who the support band is first.
b quickly buy tickets before they sell out.
VIDEO SKILLS c perhaps download the live album.
Video skills p13 Music and performance

1 Copy and complete the diagram. Add more music words.
classical music composer DJ drums guitarist
hip hop jazz keyboard musician orchestra
Real-world speaking p19 Types of music Musical instruments

hip hop
MUSIC
Project pp22–23 People in music Other music words
12
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Vocabulary 1
5 Work in pairs. Guess if your partner
agrees (A) or disagrees (D) with the
statements.
1 In a band, I’d rather be the lead singer than a
guitarist or drummer.
2 Most support bands aren’t worth listening to.
3 All musicians should go on tour at least once
4 You like singers and bands that … every two years.
a make you want to dance. 4 I’d rather be in the audience than on stage at a
b tour regularly and often release new albums. concert.
c record your favourite songs. 5 I would love to perform on a music reality show
5 When a singer you like releases a new single, you … like The X Factor, America’s Got Talent or The Voice.
a quickly learn the lyrics so you can sing along to the
song. 6 Ask and answer to find out if your
b download it immediately. guesses in exercise 5 were correct.
c wait and see if it is a hit before you download it. Would you prefer to be the lead
6 You … singer or a musician in a band?
a think music is something to enjoy with friends.
I’d prefer to …
b would love to release a record one day.
c usually listen to friends’ playlists because Do you think most support
you don’t make your own. bands aren’t worth listening to?
In my opinion, …
Do you agree that … ?
Yes, of course, because … /

No, not at all, because …
VIDEO SKILLS
Mostly A – You’re a performer at heart. You love listening

to music that you can sing or dance to.
Mostly B – You’re a music superfan. You know all the latest
bands and singersand you couldn’t live without music.
Mostly C – You’re open-minded. You like to get
recommendations from friends.
2 Work in pairs. Answer the questions.

1 Which kinds of music do you like/dislike?
2 Which instruments can you play? Which would you
like to learn?
7 Watch the video with no sound. What
do you think it is about? Then watch the
3 What is the most interesting job in music? Why?
video with sound and check your answers.
3 Check the meaning of the words in bold.
8 Work in pairs. Discuss the questions.
Then do the quiz.
1 What is the purpose of a vlog?
4 Copy and complete the diagram with the 2 Why are vloggers popular?
words in bold from the quiz. 3 Would you like to be a vlogger? Why/Why not?
Nouns Both Verbs
13
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1 Reading and critical thinking
An infographic Subskill: Recognising informal writing
Informal writing is used for sharing information,
1 Work in pairs. Talk about the last time sending emails to friends and in magazines.
you listened to music. Characteristics include:
• Where were you? • contractions
• What type of music did you listen to?
• talking to the reader (using ‘you’)
• What were you doing at the time?
• asking the reader questions
2 Look at the words in the box. Do you think • exclamation marks
music can affect these things? Do you think it
• colloquial language and idioms
affects them in a positive or negative way?
ability to focus happiness how you exercise 6 Find at least one example in the infographic for
learning foreign languages maths ability each of the characteristics of informal writing
memory movement your dreams above.
3 Skim the infographic and check your guesses. 7 How would you expect formal text to be
Which things were not mentioned? different?
4 Read and listen to the text in the

4 8 Word work Match the definitions to the
infographic. Answer the questions. words in bold in the infographic. Are the words
1 What will you be good at if you have a strong
nouns, verbs or adjectives?
bridge between the two sides of your brain? 1 able to think in a clear and intelligent way
2 When you study, what can fast music help you 2 gets someone’s attention and prevents them from
to do? concentrating on something
3 How are music and memory connected? 3 deal with; put information in order to organise it
4 What effects will learning a musical instrument for 4 a time at which something happens
more than 14 months have? 5 the main patterns of sounds in a piece of music
5 What kind of music is good to exercise to? 6 makes stronger
6 How does music affect your mood?
5 Are the sentences true, false, or is there no 1 How, where and when do you listen to music?
information? Correct the false sentences. 2 Can you think of a time music helped you? How?
1 You mainly use one part of the brain when you 3 Do you think students should listen to music in
listen to music. class? Give reasons for your answer.
2 If you feel stressed when you study, listening to
slow music is a good idea.
3 You will always remember the same thing when CRITICAL THINKING
you listen to your favourite song.
4 People who play a musical instrument usually also
1 Remember Can you remember three ree facts
f
speak a foreign language. about music and the brain?
5 Teenagers typically listen to music for longer each 2 Apply Think about your personal reaction to
day than adults. music. How do your favourite songs make you
6 Humans were able to make music before they feel? What music:
could use language. a helps you study?
7 If you are listening to music, it will help you b makes you feel happy?
exercise for longer. c makes you want to continue exercising?
8 Being in the audience at a live music event is 3 Create Create a playlist for either a, b or c
better for your mood than performing with others. above and justify your choices. Include at least
five songs.
14
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Music
1
and your brain

Music is fun and relaxing. It allows us to express ideas and feelings –
but did you know it’s also good for your brain? We’ve been doing some
research and we’ve found six important benefits.
Thinking Language
When you listen to music, you People who play a musical
use many different parts of the instrument for at least 14 months
brain to process the rhythm, tune are better at learning both the
and sound. This strengthens a part of the grammar and pronunciation of foreign
brain called the corpus callosum, the bridge languages. Adults who only learnt music
between the right and left side of the brain. as children still have this ability. Why?
People with a strong corpus callosum are People have been making and listening to
better at solving problems, making decisions music for over 500,000 years, but they’ve
and planning. Studies also show that only been speaking languages for 200,000
students’ maths and reading skills improve if years. Scientists believe that communicating
they study music. through language developed from humans’
original use of music. When you train
musically, your language abilities develop too.
Focus
Background music without lyrics
is good for studying or working as
Physical ability
it can help you concentrate. How? Want to exercise for longer? Listen
It stimulates brainwaves – faster rhythms to music! When you get tired, the
help you stay alert and concentrate for body sends a signal to the brain
longer, and slower rhythms help you relax to stop, but listening to music distracts the
and feel less stressed or anxious. brain from this. Not only that, it can help
you exercise more efficiently and
use less oxygen. The best beats are
Memory house, hip hop, pop and disco.
Listening to
music improves
memory because
Mood
music activates the parts Have you ever
of the brain involved in felt happier after
controlling memory. listening to music?
Hearing a favourite old When you listen to music, the
song can bring back strong brain releases dopamine, the
memories of an occasion or ‘feel-good’ chemical. Being in
time when you used to listen the audience at a live music
to it. event or performing with
others also improves mood.
Did you know

A typical teen spends up to four hours a
day listening to music. That’s about 6,280
songs a year!
The longer read Resource centre 15

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1 Grammar
Present perfect simple and 5 Read the examples and answer the questions.
present perfect continuous Present perfect simple and present perfect
continuous
1 Read the examples and complete the rules He’s been writing a new song. He’s finished the first verse.
with states, time and experiences.
We’ve been doing some research. We’ve found six
Present perfect simple benefits of listening to music.
I’ve been here for two hours.
1 Which tense do we use when the action is unfinished
I’ve never sung on stage.
and the focus is on the action or process?
I’ve seen Shawn Mendes in concert.
2 Which tense do we use to show the present result of
We use the present perfect simple to talk about: a finished action, when the focus is on the result?
1 (…) we have or haven't had.
2 actions or (…) that started in the past and 6 Complete the text with the correct present
continue in the present. perfect simple or continuous form of the
3 actions where the (…) they happened in the past verbs in brackets.
isn't important. If we say when, we must use the WONDAGURL is a music
past simple. producer from Canada.
Her real name is
2 Complete the sentences with the present Ebony Oshunrinde and
perfect simple form of the verbs in brackets although she’s only
and your own ideas. in her 20s, she 1 (…)
1 I’ve never (…) (listen to) … (achieve) a lot. She
2 (…) (produce) records since she was a teenager
2 I haven’t (…) (hear) … Since then, she 3 (…) (work) hard to make a name
3 My best friend (…) (write) … for herself and 4 (…) (produce) records for artists
4 My parents (…) (see) … such as Rihanna and Drake. More recently she 5 (…)
(experiment) with a new sound, psychedelic rap,
3 Read the examples and choose the correct with singer Lil Uzi Vert and she 6 (…) (just start)
mentoring other young producers. No doubt we’ll
option to complete the rules. be hearing a lot more about her in the future!
Present perfect continuous
People have been making music for many years. 7 5Read the questions. Correct the mistakes.
They haven’t been practising much recently. Listen and check your answers.
What have you been listening to lately? 1 What music have you been listened to lately?
2 Have you ever perform in public?
We use the present perfect continuous to 3 Have you ever been listening to any rap songs?
talk about:
4 How long have you learning English?
1 actions that started in the present/past and
continue in the present/past, to emphasise the
8 Work in pairs. Ask and answer the
duration or repetition of the action.
questions in exercise 7.
2 actions that have just finished when we are/are
not interested in the results. 9 Answer the questions to solve the Brain teaser.
3 single/repeated actions in the recent
(unspecified) past, often with lately, recently. B R I N
A TEASER
4 Complete the sentences with the present
perfect continuous form of the verbs Four friends all play musical instruments.
in brackets. 1 Ben hasn’t been learning as long as Carla.
1 They don’t know what to do because they (…) 2 Debbie has just started learning.
(not listen) to the teacher. 3 Alex has been playing for six years.
2 He didn’t pass his music exam because he (…) 4 Carla began playing four years ago.
(not practise) much lately. Who has been playing the longest? Can you put them
3 He’s very talented. He (…) (make) musical in order of how long they have been playing?
instruments for many years.
16
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A B C Vocabulary and Listening 1
D E
Short interviews
F
6 7 Read the questions. What do you think
people might reply? Make notes. Then listen to
H
five interviews. Do the speakers mention any of
your ideas?
1 What do you think of music in public spaces, e.g.
shops and lifts?
2 Should people be able to listen to music on public
transport?
3 Should buskers be allowed?
Feelings and emotions
Subskill: Understanding the speaker’s
1 Read the words in the box. Which do you attitude
know? What do the other words mean?
Listening carefully to what the speaker says and their
angry bored calm content embarrassed tone of voice will help you understand their attitude.
happy jealous joyful kind lonely How are they feeling? Are they happy, surprised,
optimistic pessimistic sad satisfied scared embarrassed, etc.?
surprised sympathetic
7 Listen and match the descriptions a–f with
2 Match some of the words in exercise 1 with speakers 1–5. There is one description that you
pictures A–H. do not need.
Which speaker …
4 6Listen to the music. Which of the words a describes feeling embarrassed about something?
describes how it makes you feel? b is angry about something?
Abstract nouns c is surprised about something?
Many adjectives have noun forms. For feelings d mentions music that makes them feel calm?
and emotions they are abstract nouns – you e describes how some music encourages boredom?
can’t see, hear, smell, touch or taste them. Typical
f thinks music makes people more sympathetic to
noun endings include -ment, -ness, -ism and -ion.
others?
4 Match the nouns to the adjectives in 8 Listen again. Are the sentences true or false?
exercise 1. Then copy and complete the table. Correct the false sentences.
Notice any spelling changes.
1 Robberies and vandalism went down in stations
joy pessimism kindness jealousy happiness that started playing classical music.
surprise anger embarrassment sympathy 2 Slow pop music makes people shop faster.
calmness fear contentment boredom 3 By law, you have to wear headphones if you listen
loneliness satisfaction sadness optimism to music on public transport.
4 International Busking Day takes place in 1,000 cities
-ment -ness -ism/-ion other worldwide in July.
embarrassed – kind – pessimistic – joyful – 5 The band Imagine Dragons are from America.
embarrassment kindness pessimism joy
5 Choose five nouns. Think of a song to illustrate questions in exercise 6. Did you agree or
each one. disagree with the speakers? Why?
Pronunciation: Words starting with s + consonant p116 17

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1 Grammar
Question tags 5 Complete the questions with the correct
9
prepositions. Listen and check.

1 Read the examples and choose the correct 1 When your favourite song comes on the radio, do
option to complete the rules. you turn the volume (…) ?
The music isn’t for the shoppers, is it? 2 What music do you like dancing (…) ?
They weren’t enjoying the music, were they? 3 If you have a problem, who do you talk (…) ?
Music has that effect, doesn’t it? 4 Where do you come (…) ?
You sang along to the song, didn’t you? 5 What kind of music are you interested (…) ?
You’ve seen them in concert, haven’t you? 6 What are you thinking (…) ?
She hasn’t bought the tickets, has she?
1 To form a question tag (except with be), we use questions in exercise 5.
an auxiliary verb in the correct tense. The auxiliary
verb agrees/doesn’t agree with the subject. 7 Choose the correct option.
2 When the verb in the main phrase is be, the tag is
with the correct form of be/do. In the present and GRAMMAR ROUND-UP
past continuous we also use be in the tag.
3 In the tag, the subject goes before/after the 1 2 3 4 5 6 7 8
auxiliary verb or be.
4 When the verb in the main phrase is affirmative,
the tag is affirmative/negative. When the BRINGING people together through music
verb in the main phrase is negative, the tag is What 1 connects/does connect peace and rock music?
affirmative/negative. Mitrovica Rock School! The city of Mitrovica is divided into
two parts and it is difficult for Serbs and Albanians to meet.
The idea of Rock School is to promote peace between people
2 8 Complete the question tags. Listen and from different backgrounds by allowing them to make music
check. Does the intonation go up or down in together.
the tag? When 2 it started/did it start?
1 You’ve never played a musical instrument, (…) ? For over ten years, the school 3 brought/has been bringing
musicians from these two different communities together.
2 Jazz music is fantastic, (…) ? The first classes 4 were/have been in Macedonia, but then
3 You don’t like singing, (…) ? local rock school branches opened in both parts of Mitrovica.
4 The last English class was fun, (…) ? Do students from both sides ever work together?
Yes, students from both sides form mixed bands and meet
5 You went to that school for five years, (…) ?
for rehearsals and workshops in Mitrovica and during
summer camps. Over 170 students have played in mixed
3 Work in pairs. Ask and answer the Serb-Albanian bands.
questions in exercise 2. Have they 5 made/been making any records?
Yes, and students have performed live in concerts. Some
Questions with prepositions bands 6 have been uploading/have uploaded videos to
YouTube.
A lot of students have taken part, 7 have they/haven’t they?
4 Read the rules and match a–c to 1–3. Yes, since the school started, over 1,200 8 have attended/
a What bands do you usually listen to? have been attending.
b Who is music in shops for?
c Did you turn the volume up?
The preposition comes at the end when:

1 a question word is the object of a preposition
2 we use phrasal verbs (e.g. switch off, make up)
3 we use verbs with dependent prepositions (e.g.
worry about, depend on, agree with, talk to).
Research
Find out more about music organisations that
promote peace, e.g. Playing for Change.
18 Pronunciation: Intonation in question tags p116

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Real-world speaking 1
Talking about feelings 5 Create your own dialogue. Follow the steps in
the Skills boost.
1 Look at the photos. Where are the people?
How do you think they feel? SKILLS BOOST
THINK
Your favourite band is playing in your town, but there
2 Watch the video. How is Matt feeling? are no tickets left. You meet a friend who asks what’s
Why? wrong.
3 Complete the dialogue with the words in the PREPARE

box. Watch again and check. Prepare your dialogue. Remember to use the Key
phrases for asking about and expressing feelings.
asked tomorrow wants weeks
PRACTISE
4 Watch again. Which Key phrases do you hear? Practise your dialogue.
Aisha PERFORM
Hi! I didn’t know you were coming Act out your dialogue for the class or record it and
to the concert. I can’t wait! play it to the class.
Matt
Oh, hi! Yeah, they’re one of my favourite bands.
Aisha 6 Peer review Listen to your classmates and
Is everything all right? You seem upset. answer the questions.
Matt 1 How well did they do the task? Were they
Well, I 1 (…) Ben to come to the concert with me, sympathetic?
but he said no. The thing is, I've just seen him here. 2 Which Key phrases did they use?
Aisha
3 Could they improve their dialogue? How?
Oh! I can see why you’re upset.
Matt
Key phrases
It's not just that. He’s supposed to be my
friend, but now he never 2 (…) to meet up. Asking about feelings
Aisha Is everything all right? / Are you OK?
How long have you been feeling like this? What's the matter? / What's wrong?
Matt How long have you been feeling like this?
For a few 3 (…) . To be honest, Do you want to talk about it?
I’ve been a bit upset about it. Expressing feelings
Aisha
To be honest, …
I’m not surprised. I’d feel the same.
I felt hurt. / I was upset/angry.
Matt
I’m feeling happy/upset/angry because …
I don’t know what to do.
Aisha
I feel (a bit/much) better now!
I’ve been (a bit/really) upset/angry about it.
Tell you what, watch the band with us. Let’s enjoy
tonight! Then 4 (…) you should talk to Ben. Real-world grammar
Matt How long have you been feeling like this?
Good idea. Thanks, I feel much better now! I’ve just seen him here.
Phrasebook p122 19
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1 Writing
1
Fe st iv al
Latitude Festival has been going since 2006. It takes place every year over four
days in July (Thursday to Sunday) at Henham Park, Suffolk. It’s an incredible
mix of music and other arts. Weekend tickets for over-16s cost around £200,
including camping. There are also cheaper weekend teen tickets for 13–15
year-olds and day tickets. Make sure you buy your ticket early, as they sell out fast.
2
This year, there were seven different music stages to choose from, with a
huge variety of bands and music styles, from rap to folk, pop to electronic. In
addition, there was theatre, film, literature and comedy. The sound quality was
excellent at all the stages and there were some great special effects. If you
enjoy watching new music talent, don’t miss the Sunrise Arena. I saw some
brilliant performances there, including Temples and Sigrid. Teenagers should
definitely check out the Teen Area – for me, it was the best thing about the
festival. I did two amazing workshops there. I’ve learnt a lot!
3 There isn’t much I’d change about the festival: it’s well-organised and
well-planned. However, I think there should be more showers as they got crowded.
In general, the food was fantastic, but small bottles of water cost £2.50, which
is too expensive.
4 It’s well worth going to Latitude. There’s something for everyone and the tickets
are good value. I’d recommend this festival, especially to teenagers who love
music and trying new things.
A review Subskill: Giving recommendations

We use a variety of expressions to give
1 Have you ever been to a concert or festival, or recommendations, e.g. You should definitely …
seen one on TV? What was good or bad about it?
4 Which of these expressions can you find in
2 Read the review and answer the questions. the review? What are they recommending?
Write the number of the paragraph where
you found the answer. Don't miss … I'd recommend …
1 What was the name of the festival? Where and when You should definitely … Make sure you …
was it? You definitely shouldn't … It's well worth …
2 What positive things does the review mention
about the festival? What was the best thing? 5 Rewrite the sentences using the words in
3 Was there anything the reviewer didn’t like or brackets. Make any necessary changes.
thought could be better? 1 The support band is great. (don’t miss)
4 Does the reviewer recommend the festival or not? 2 I think everyone should see this band live.
Who for? (make sure you)
3 It’s a good idea to go to the festival, especially
3 Read the review and the questions in exercise 2 if you like indie music. (I’d recommend)
again. Write a paragraph plan. 4 Buy a ticket. (it’s well worth)
Paragraph 1: 5 The best place to stand is at the front. (should
Give the name, location, date and other general definitely)
information.
Paragraph 2:
20
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QUICK REVIEW 1
6 Write a review of a concert or music festival
that you have been to or seen on TV. Follow Grammar
the steps in the Skills boost.
Present perfect simple
SKILLS BOOST I've known my best friend for five years.
THINK The guitarist has learntt to play a new song.
Choose a concert or festival.
My brother has bought the band's live album.
Make notes about it. Include basic information and
its good and bad points. Present perfect continuous
Note down any useful vocabulary from the model The band have been touring for two months.
text or unit. The lead singer has been writing songs since she was
a teenager.
PREPARE How long have they been singing together?
Look at your paragraph plan from exercise 3 and
write a plan for this review.
Present perfect simple and present perfect
Organise your notes.
continuous
We use the present perfect simple when the focus is on
Look at the phrases for recommendations and decide the result.
which to use and where to use them. We use the present perfect continuous to emphasise the
duration or repetition of the action. The focus is on the
WRITE action or process.
Write your review. Use the example in exercise 2 to I’ve been listening to music all morning. I’ve played five
help you. albums.
The lead singer has been writing some new songs. He’s
CHECK finished two so far.
Read your review and answer the questions.
Questions
1 Have you used grammar and vocabulary from
the unit? Question tags
2 Did you make and follow a paragraph plan? It isn’t rap music, is it?
3 Have you used phrases for making The concert was brilliant, wasn’t it?
recommendations? You didn’t enjoy the festival, did you?
You’ve never seen them play live, have you?
They’ve been playing together for years, haven’t they?
7 Peer review Exchange your review with Questions with prepositions

another student. Answer the questions. What bands do you like listening to?
1 Was the review clear and well organised? Did you switch the music off?
Who is the festival for?
2 Did it include appropriate recommendations?
3 Did it make you want to go to the concert/festival?
Give reasons for your answer. Vocabulary
10 Music and performance
Types of music: classical music, hip hop, jazz
People: audience, composer, DJ, guitarist, lead singer,
musician, support band
Nouns: drums, hit, keyboard, live album, lyrics, orchestra,
performance, playlist, sound quality
Verbs: perform, release, sell out, tour
Noun and verb: record
11 Feelings and emotions
Adjectives: angry, bored, calm, content, embarrassed,
happy, jealous, joyful, kind, lonely, optimistic, pessimistic,
sad, satisfied, scared, surprised, sympathetic
Nouns: anger, boredom, calmness, contentment,
embarrassment, fear, happiness, jealousy, joy, kindness,
loneliness, optimism, pessimism, sadness, satisfaction,
surprise, sympathy
21
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1 Project
WDYT?
How can music 3 Which information do the extracts include?
bring people • basic biographical details
(What do you think?) • how the singer brings people together
together? • physical description and description of
character
• main achievements
TASK: Give a presentation about • an interesting introduction
a singer or band that you think • opinion of the singer
brings people together.

STEP 2: PLAN
Learning outcomes
4 Work in groups. Choose a singer or band to
1 I can give a well-organised presentation with research. Think about:
relevant information.
• How do they bring people together?
2 I can use appropriate language from the unit.
• What kind of change do they help to bring about?
3 I can use communication skills to show the • What are their other achievements?
different parts of the presentation.
Graphic organiser Project planner p118 5 Choose who is going to research each part
of the presentation. Do your research and
make notes.
1 Watch a video of students giving a
presentation. Who is it about? STEP 3: CREATE
6 Work with your group. Share your research
and organise the information. Decide who
is presenting each part.
7 Read the tips in the Super skills box and

practise saying the Key phrases with your
group.
COMMUNICATION
Giving a presentation
STEP 1: THINK Tips
Organise your presentation.
2 Read the presentation outline and the Clearly indicate the different parts to help
Model project on p23. Match extracts A–D listeners follow more easily.
to sections 1–4 of the outline.
Key phrases
Outline Our presentation today is about …

First we’re going to …, then we’d like to … and
1 Introduction: Guess who? finally we’ll …
2 Life events Let’s start by …
3 Main achievements Now we’d like to move on to …
4 Bringing people together
In this part of the presentation, we …
5 Conclusion and summary
OK, that’s the end of our presentation.
6 Questions
Does anyone have any questions?
22 Grammar and Vocabulary Quick review p21

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Model project
B She’s done four big concert tours
Guess who
worldwide, bringing audiences together
to enjoy her live performances. These
have sold out! But she’s also brought
people together in different ways. She’s
A been doing charity work for many
years. She started the Clara Lionel
Foundation, CLF, in 2012.
C She’s one of the best-selling artists in

the world. She’s sold over 280 million
records worldwide. She’s had more
than 14 number-one hits and over
30 top-ten hits in the US and the
UK. She’s the only artist in the world
who’s done that this century! She’s
won many awards for her music.
She’s helped
schoolchildren
in Africa.
She’s been in the
Guinness Book of World D She was born in Barbados in 1988.
Records six times. She started singing when she was just
seven years old and she’s been singing
She’s been singing since then! She likes experimenting
since she was with different sounds including pop
seven years old.
and hip hop, and she’s recorded some
great dance songs. Some of her most
She’s banned audiences from famous songs include Diamonds ,
bringing umbrellas to her concerts. Umbrella and We Found Love .
8 Create your presentation. Use the tips and Key 1 FINAL REFLECTION
phrases in the Super skills box.
1 The task
STEP 4: PRESENT Was your presentation well
organised?
9 Read the How to … tips on p118. Then Was it easy for others to follow your
practise your presentation in your group. presentation? How do you know?
2 Super skill
10 Give your presentation to the class. Did your group use communication
11 Peer review Listen to the other skills effectively in the presentation?
presentations and answer the questions. 3 Language
1 Which presentation do you like best? Why? Did you use new language from
this unit? Give examples.
2 Think of a question to ask about each singer/band.
Beyond the task
Why do you think music is such a powerful way to bring
people together? How could musicians use this better?
23
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B
2 Friends
for life?
WDYT? What personal
characteristics help us
C
to get on with others?
Vocabulary: describing people;
friends and acquaintances; A
things that friends do
Grammar: defining and
non-defining relative clauses;
reflexive pronouns and each
other
Reading: an online article about
doppelgängers
Listening: a radio programme
about online and offline friends
Speaking: reaching an
agreement
Writing: an email about a
problem
Project: create a podcast
giving advice to teens
VIDEO SKILLS Describing people

1 Read the words in the box. Which could you use to describe
the people in photos A–F?
Video skills p25
friendly honest kind loyal mature patient
reliable responsible sociable tolerant
2 Read the information. Copy and complete the table with

the negative form of the adjectives in exercise 1.
Negative prefixes
Real-world speaking p31 We make the negative form of some adjectives with
prefixes.
un- unreliable, …
dis- dishonest, …
in-/im-/ir- impatient, …
Project pp34–35
24
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Vocabulary 2
D
5 Find words from exercise 3 that mean:
1 your brother or sister
2 a member of your family (not your siblings)
3 someone that you share a house with (not family)
4 someone who competes against you in sport
5 someone who competes with you for success,
love, money or power
6 someone you know, but not well
7 someone you don’t know at all
8 someone you work with
6 Look at the personal qualities in exercise 1

again. Which ones are most important for:
E 1 a friend? 3 a teacher?
2 a neighbour? 4 a teammate?
7 12Listen to four people talking about

people they know. Write a–d in the order you
hear them. Which forms of the adjectives
from exercises 1 and 2 do you hear?
a a classmate c a best friend
b neighbours d a relative
F
8 Choose three people you know and describe
them. Use adjectives from exercises 1 and 2.
• a sibling • a teammate
• a close friend • a classmate
f
• a relative
Nesrin is a close friend. She’s friendly and sociable, but
she’s also impatient!
VIDEO SKILLS
Friends and acquaintances

3 Check the meaning of these words.
Which ones can you see in pictures A–F?
acquaintance best friend/mate classmate
close friend colleague enemy
flatmate (UK)/roommate (US) next-door neighbour
opponent relative rival sibling stranger
teammate travel buddy
9 Watch the video. What questions does
the vlogger ask his friend?
4 Look at these words from exercise 3. Which
ones do you have? Which ones don’t you 10 Work in pairs. Discuss the questions.
have?
1 Why do vloggers make ‘friend quiz’ videos?
• colleague • sibling Why are they popular?
• flatmate • teammate 2 What questions would you ask a friend in this
• next-door neighbour • travel buddy type of video?
25
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An online article 6 Look at the information. Then complete the
sentences with ideas from the text.
1 Read the dictionary extract. What is the origin
Indefinite pronouns
of the word ‘doppelgänger’?
People: someone, anyone, no one, everyone
Things: something, anything, nothing, everything
doppelgänger
Places: somewhere, anywhere, nowhere, everywhere
NOUN: someone who looks like someone else;
lookalikes 1 Everyone wants to believe (…) .
From the German compound noun Doppelgänger: 2 You might (…) somewhere in the world.
Doppel (= double) + Gänger (= walker)
3 On (…) , you can try to find your doppelgängers
Have you met your doppelgänger?
anywhere in the world.
4 (…) share something more than physical
2 Read the first paragraph of the text and look appearance.
at the pictures. Answer the questions.
1 How many doppelgängers do we all have, 7 Choose the best option.
according to the text? 1 Santana and Isobel …
2 How many people are there in the world today? a are siblings.
3 How many doppelgängers can you see in the b met by accident.
pictures? c met through social media.
2 In the 28-day challenge, …
Subskill: Topic sentences a Harry won.
A topic sentence is usually the first sentence in a b Karen was Niamh’s rival.
paragraph. It often summarises what the paragraph
is about. c Niamh beat Terence and Harry.
3 Niamh …
3 Read the information and identify the a uploaded videos after meeting her
three topic sentences in the text. In which doppelgängers.
paragraph will you: b found three lookalikes in Ireland.
1 find out about the possible reasons why people c met her first doppelgänger in Italy.
are interested in doppelgängers? 4 Doppelgängers …
2 read about people who tried hard to find their a always have more in common than casual
doppelgängers? acquaintances.
3 read about the possibility of meeting a b are usually distant relatives.
doppelgänger by chance?
c sometimes feel a special connection.
4 Read and listen to the article. Check
13
your answers in exercise 3. What was the most
1 Do any of your friends look similar to you?
surprising thing you read in the text?
2 Would you like to find your doppelgänger?
3 Have you ever met any doppelgängers or identical
5 Word work Match the definitions to the
twins?
words in bold in the text.
1 to defeat an opponent in a game or competition
2 invited (someone) to take part in a competition CRITICAL THINKING
3 to meet someone unexpectedly
1 Understand Read the text again.
4 to (not) have the same interests or opinions as Are the doppelgänger stories generally
another person positive or negative?
5 looked for someone/something in many different 2 Apply Give examples to illustrate your answer
places to question 1.
3 Analyse Can you think of any ways in which
having a lookalike could be negative?
26
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2
Where’s y o u r d o p p e lg ä n g e r?
Everyone wants to believe they’re unique, but it’s actually possible that we
all have a ‘doppelgänger’ somewhere in the world. In fact, it’s said that we
each have seven lookalikes! But in a world of seven billion people, it isn’t
likely that you’ll just bump into your twin stranger … or is it? Seventeen-year-
old Santana Gutierrez, who lives in San Diego, USA, was walking around
a shopping mall when she met a total stranger who looked just like her. Her
doppelgänger, Isobel, was at the mall.
While Santana met her doppelgänger by chance, others have searched far
and wide for theirs. University friends Niamh Geaney, Harry English and
Terence Manzanga, who all studied in Dublin, Ireland, challenged each
other to find their doppelgängers in less than 28 days. Niamh was confident
that she could beat her rivals, and she did. In less than two weeks she’d
found Karen, who also lived in Dublin, and the two met
up. But the story didn’t end there! Niamh soon found two
more doppelgängers: Luisa from Genoa, Italy, and Irene
from Sligo, Ireland. The YouTube videos which she made
soon went viral. And Niamh, whose doppelgänger story
fascinated people around the world, decided to help others
with their search. She set up a website where people can
try to find their double anywhere in the world. So far, more
than four million people have signed up.
So why are we so fascinated by the idea of finding our

doppelgänger? Research shows that we generally trust Harry, Niamh
people whose features are similar to ours more than other and Terence
people. Historically, this made sense because people who
resembled us were probably our relatives, and therefore not enemies. Nowadays, though, you may
have nothing more in common with your doppelgänger than with any neighbour or acquaintance.
However, many doppelgängers say they feel an instant connection and share something more
than just physical appearance. Luisa even described her twin stranger as her ‘soulmate’. But don’t
worry if you’ve been searching and haven’t found your doppelgänger yet – it might happen when
you’re least expecting it!
Niamh and her three doppelgängers
Irene and Niamh

Niamh and Karen Niamh and Luisa

www.frenglish.ru
2 Grammar
Defining and non-defining relative clauses
1 Read the examples. Which nouns are defined 5 Choose the correct relative pronoun or adverb
by the relative clauses? and rewrite the sentences, adding commas
where necessary.
Defining relative clauses
1 My dad who/whose loves tennis taught me to play.
A defining relative clause gives essential
information that defines the noun. My dad, who loves tennis, taught me to play.
Santana met a stranger who looked like her. 2 My best friend who/whose birthday is on the same
We trust people whose features are similar to ours. day as mine is three hours older than me.
The videos which Niamh made soon went viral. 3 Last summer when/which we were doing our
Niamh’s website is a place where people can look exams it was really hot.
for their doppelgänger. 4 My sister’s flatmates which/who also study law at
university are really friendly.
Relative pronouns and adverbs 5 The city of Ankara where/which is the capital of
who for people which for things when for times Turkey is in Asia.
whose for possession where for places
who and which can be replaced by that

6 Join the sentences using a non-defining relative
clause.
2 Work in pairs. Complete the phrases 1 Mo Salah and his doppelgänger are both from
Egypt. His doppelgänger’s name is Ahmed Bahaa.
with the correct relative pronoun or adverb.
(whose)
Ask and answer.
Mo Salah and his doppelgänger, whose name is
Tell me about …
Ahmed Bahaa, are both from Egypt.
1 the place (…) you grew up.
2 Mo Salah scored 44 goals in one year for Liverpool.
2 an object (…) is important to you or your family. He is a famous footballer. (who)
3 a time (…) a friend has helped you. 3 A few years ago Mo Salah met
4 a person (…) is one of your neighbours. his lookalike. He was visiting
5 a relative (…) surname is different from yours. his home town. (when)
4 Photos of the lookalikes show
3 Join the sentences using a defining relative how similar they are. The
clause. Make any necessary changes. photos went viral on social
1 That’s my friend. His mum works with my mum. media. (which)
That’s my friend whose mum works with my mum. 5 In the village of Nagrig Mo
2 That’s the house. My best friend used to live there. Salah has built a school and
a hospital. He is from there.
3 They’re my teammates. They play rugby with me. (where)
4 That was the match. Our opponents won it.
5 2018 was the year. My niece was born then. 7 Answer the question to solve the Brain teaser.
4 Read the examples. Would these sentences B N
still make sense without the relative clauses? R A I TEASER
Non-defining relative clauses
Everywhere you go, I am always with you. I’m
A non-defining relative clause gives extra, but not with all the people who you love and also with
essential, information about the noun. We always those who are strangers. Without me, your
use commas with non-defining relative clauses. enemy is no longer your enemy, and your friend
In non-defining relative clauses, we can’t replace is no longer your friend.
who/which with that. What am I?
Niamh, Harry and Terence, who all studied in Dublin,
challenged each other to find their doppelgängers.
Niamh, whose story fascinated people around the
world, set up a website to help others.
28 Pronunciation: /w/ and /h/ p116

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Vocabulary and Listening 2
Things that friends do 3 Read the information. Complete the table with
three more phrasal verbs from the text.
1 Read the text. What type of friend are you?
Separable and inseparable phrasal verbs
You can insert other words between separable
phrasal verbs, but inseparable phrasal verbs can’t
be separated.
In the end they always let you down.
You always get on with your best friend.
Separable Inseparable
let (someone) down get on with (someone)
The six types of friends

Th youu
ds yo A radio programme
need… and one you do n’t!
ne t!
4 14Listen to a radio programme about
The friends you need: friendship. Which of these topics do they
The ‘brutally honest’ friend – this friend will mention?
never lie to you. They will always tell you the truth,
even when it hurts, because they care about you. • how to be a good friend • bullying
The ‘shared interest’ friend – someone who you • online and offline friends • travel buddies
can share a specific hobby with, be it sporty, • friends and money
crafty or plain crazy!
The ‘life and soul of the party’ – although not the Subskill: Inferring meaning
most reliable friend, they are fun to hang out with When we listen, we often use clues and previous
and will always cheer you up and make you laugh. knowledge to answer questions e.g. Who is
The ‘mentor/motivator’ – this is someone who you speaking? What is their relationship?
always respect. They inspire and support you, and
encourage you to go out of your comfort zone. 5 Listen again and answer the questions.
The ‘well-connected’ friend – this sociable friend 1 Who is talking?
knows everyone, and will put you in touch with
anyone that you need to meet. 2 Where are they?
The ‘loyal best friend’ – last, but definitely not 3 What is their relationship?
least, this is the friend that you always get on 4 What are they talking about?
with and never fall out with. They will never 5 Whose voice do you hear near the end?
judge you and they will always forgive you!
And the one to avoid: 6 Complete the sentences with information
The ‘fake bestie’ – they act like you’re best from the radio programme.
friends, making plans and promising to keep in 1 According to a recent study, we only have space
touch. But in the end they always let you down … in our life for (…) close friends.
2 The average person in Britain has (…) online
friends.
2 Find the words in bold in the text to match 3 According to the presenters, the advantages of
the definitions. online friends include (…) and (…) .
1 always say what’s true; never lie 4 The disadvantage of making friends online is (…) .
2 not be angry with someone if they upset you 5 In the next episode of the programme, they are
3 maintain contact with someone going to talk about (…) .
4 criticise someone 6 One listener has a problem because (…) .
5 make jokes or be funny for others
7 In your opinion, what’s the ideal number of
6 help someone achieve their goals friends to have in your life (online and offline)?
Pronunciation: Word stress with phrasal verbs p116 29

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2 Grammar
Reflexive pronouns and 5 Complete the sentences with a reflexive
each other pronoun or each other.
1 My two cats don’t like (…) . They fight a lot!
1 Complete the sentences with these reflexive 2 I love hanging out with my friends. We make (…)
pronouns. Are any of the forms the same? laugh.
3 Some friends of mine are in a band. They call (…)
herself himself itself themselves yourselves
‘The Rockettes’.
Reflexive pronouns 4 My first friend and I have kept in touch with (…)
since we were two.
Reflexive pronouns are used when the same person
is the subject and object of an action. 5 I’ve got a problem with my tablet. It keeps turning
(…) on.
singular
I promised myself that I’d see friends more often. 6 Write sentences. Use each other.
Do you see yourself as a good friend?
Good friends should listen to each other. They shouldn’t
My brother never buys 1 (…) new things. let each other down.
My sister treats 2 (…) all the time!
Does your phone often turn 3 (…) off? Good friends should/shouldn’t …
plural listen (to) fall out (with)
We surround ourselves with friends. let (someone) down talk (to)
Enjoy 4 (…) and see you all next week!
support fight (with)
Can people call 5 (…) friends if they’ve never met?
be jealous (of) look after (someone)
2 Match the sentence halves.

1 She taught a yourself! 7 Choose the correct option.
2 We watched b themselves new clothes.
3 You have to respect c herself Russian. GRAMMAR ROUND-UP
4 They bought d himself.
1 2 3 4 5 6 7 8
5 He often talks to e ourselves on video.
3 Work in pairs. Complete the questions Post Pals

with the verbs in brackets and the correct There’s nothing better than making someone
reflexive pronouns. Then ask and answer. smile, 1 is there/there is? That’s the idea behind
1 Have you ever (…) (teach) a new skill? a small charity called Post Pals, 2 where/which
2 What do you (…) (see) doing in five years’ time? supports children 3 who/which are in hospital
by sending cards, letters and small gifts. Post
3 Where do you and your friends go to (…) (enjoy) ? Pals, 4 whose/who patron is the DJ and TV
4 Have you ever (…) (hurt) in an accident? presenter Fearne Cotton, was set up by 17-year-
5 Do you and your classmates ever (…) (record) in old Vikki George at a time 5 which/when she
class? was spending almost 24 hours a day in bed due
to a serious illness. Vikki promised 6 herself/
themselves that she would do something to help
4 Match examples 1–2 with pictures A–B. other sick children. Now, years later, Post Pals
each other 7 has already/already has supported hundreds
of sick children and their siblings. So if you
1 They bought themselves gifts.
8 ’ve been thinking/thought of doing something
2 They bought each other gifts. positive, give it a go!
We use each other when each person does the
same action for the other person.
A B
Research
Go to the Post Pals website and find at least three
suggestions for writing a letter.
30
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Reaching an agreement 5 Create your own dialogue. Follow the steps in

the Skills boost.
1 Watch the video. What do Ryan and
Monica decide to buy? SKILLS BOOST
THINK
2 Watch again. Which Key phrases do you hear? Imagine it’s your friend’s birthday. Choose a few
ideas for gifts. Make notes about whether your friend
3 Complete 1–4 in the dialogue with four of would like them or not, and why.
these phrases.
PREPARE
Enjoy yourselves! I completely forgot! Prepare your dialogue. Remember to use the Key
It’s not his thing. Let’s do it! That’ll make him laugh! phrases for reaching an agreement.
PRACTISE
4 Listen and repeat the Key phrases. Pay
15
Practise your dialogue.
attention to the intonation.
PERFORM
Ryan
Act out your dialogue for the class.
Remember we’re going to visit Jason
in the hospital after school today.
Monica
6 Peer review Listen to your classmates.
Oh 1 (…) Answer the questions.
Ryan
1 Which possible gifts did they mention?
Should we buy him something to cheer him up?
Monica
2 Which phrases did they use?
Yes – that sounds like a great idea! 3 Did they reach an agreement?
Ryan
Let’s get him a Sudoku puzzle book! Key phrases
That’s something that he can do in the Making suggestions
hospital. What do you think? Shall we (buy) (him) something?
Monica
How/What about (a DVD)?
I don’t think he’s someone
Why don’t we get (him) (a comic)?
who does Sudoku really. 2 (…)
Ryan
Agreeing and disagreeing
OK, what about a video game then? Yes, that sounds like a great idea/a good plan!
Monica Yes, sounds good to me.
It’s not a bad idea, but can he play video games in (Sudoku) isn’t really (his) thing. (He) isn’t really into
the hospital? Why don’t we get him a comic? 3 (…) (Sudoku).
Ryan Checking with others
Great, how about a couple of Does that sound OK?
comics then? Does that sound OK? What do you think/reckon?
Monica
US UK
Yes, sounds good to me. 4 (…)
We’re going to visit him in the hospital. (US)
We’re going to visit him in hospital. (UK)
Phrasebook p122 31
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2 Writing
‘All about life’ podcast is preparing

a special edition all about friends.
Have you got a problem to resolve?
Email Sally at [email protected].
Tom Johnson To: [email protected] Friday
‘Friends’ edition of the ‘All about life’ podcast

Dear Sally,
1 I saw the information about your special edition of the podcast,
and I wonder if you can help me with a problem which is related
to a friend of mine.
2 So, this friend – let’s call him Joe – used to be a close friend, but we
hardly see each other anymore. I mean, we didn’t fall out – he just stopped getting in touch
and we don’t hang out together now. To be honest, it feels like he’s let me down just at a
time when I need someone to talk to.
3 Anyway, what I really mean is that I’m worried about ‘Joe’. We used to go out and enjoy
ourselves, but now he seems to be quite unsociable. His sister, who’s in my sister’s class,
says he hardly ever goes out now. Basically, I want to support him if he’s unhappy, but
I don’t want to force the situation if he doesn’t want to be friends anymore. What should
I do?
4 Well, that’s enough about my problem! I’m really looking forward to hearing your reply.
Best wishes,
Tom
P.S. I know you can’t reply directly, but I hope you can discuss my problem on the podcast!
An email about a problem 4 Look at Tom’s email and match paragraphs 1–4
with a–d.
1 Look at the advert. What kind of problems do a introduction to the situation
you think you will hear about in the podcast? b concluding phrase, closing greeting and postscript
2 Read Tom’s email. Then write one sentence to c opening greeting and reason for writing
summarise the problem that he’s writing about. d more detailed information about the situation
3 Complete the sentences with information Subskill: Informal linkers

based on Tom’s letter. Use defining or non- We use informal linkers such as so or anyway to
defining relative clauses. change a topic or give more detail about a topic.
1 Sally is someone who (…) .
2 This podcast, which (…) . 5 Copy and complete the table with the words in
3 Tom is writing about a problem which (…) . bold from Tom’s letter.
4 Tom and Joe, who (…) . To give more detail To change topic
5 Joe’s sister, who (…) . about a topic
So Anyway
32
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QUICK REVIEW 2
6 Choose the correct informal linkers.
Grammar
Dear Sally,
I wonder if you can help me with a problem. Defining relative clauses
1 Basically/Anyway, my sister is always borrowing A defining relative clause gives essential information that
my things, even without asking. I mean, I don’t mind defines the noun.
sharing things with her, but I think she should ask first! Santana met a stranger who/o that looks like her.
2 Anyway/I mean, what I want to know is how I can We trust people whose features are similar to ours.
talk to my sister without making her angry. The videos which/
h that Niamh made soon went viral.
3 So/To be honest, I guess I feel bad because I’m You might find your double at the moment when you least
older so I should set a good example. expect it!
4 Well/Basically, that’s enough about my problem.
I’m looking forward to listening to your podcast! Non-defining relative clauses
A non-defining relative clause gives extra, but not essential,
All the best, information about the noun.
Laila We always use commas with non-defining relative clauses.
In non-defining relative clauses, we can’t replace who/which
with that.
7 Write an email to Sally about a real or Niamh, Harry and Terence, who all studied in Dublin,
imagined problem related to a friend. Follow challenged each other to find their doppelgängers.
the steps in the Skills boost. Niamh, whose story fascinated people around the world, d
set up a website to help others.
SKILLS BOOST On the website, where millions of people have signed up,p
THINK you can search for your double.
Choose the problem that you want to talk about. Use Indefinite pronouns
your ideas from exercise 1.
anyone, everyone, no one, someone = people
Make notes about the situation and why it’s a problem. anything, everything, nothing, something = things
anywhere, everywhere, nowhere, somewhere = places
PREPARE
Organise your notes into four paragraphs: Reflexive pronouns and each other
Paragraph 1 opening greeting and reason for writing I promised myselff that I’d see friends more often.
Paragraph 2 introduction to the situation Do you see yourself as a good friend?
My brother never buys himselff new things.
Paragraph 3 more detailed information about the
We surround ourselves with friends.
situation
Enjoy yourselves and see you all next week!
Paragraph 4 concluding phrase and closing greeting
Can people call themselves friends if they’ve never met?
They bought each other presents.
WRITE
Write your email. Use the example in exercise 1 and
your notes to help you.
Vocabulary
CHECK
Read your email and answer the questions. 16 Describing people
1 Have you used informal linkers? dishonest, disloyal, friendly, honest, immature, impatient,
intolerant, irresponsible, kind, loyal, mature, patient,
2 Have you used at least two relative clauses? reliable, responsible, sociable, tolerant, unfriendly, unkind,
3 Have you included vocabulary related to friends, unreliable, unsociable
character adjectives and phrasal verbs?
17 Friends and acquaintances
4 Have you used the correct opening and closing
greetings? acquaintance, best friend/mate, classmate, close friend,
colleague, enemy, flatmate (UK)/roommate (US), next-
door neighbour, opponent, relative, rival, sibling, stranger,
teammate, travel buddy
8 Peer review Exchange your email with
another student and answer the questions. 18 Things that friends do
cheer (someone) up, fall out (with someone), forgive
1 Have they explained the problem clearly?
(someone), get on (with someone), hang out (with
2 What advice would you give? someone), judge (someone), keep in touch (with someone),
let (someone) down, lie (to someone), make (someone)
laugh, support (someone), tell (someone) the truth
33
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2 Project
STEP 2: PLAN
WDYT?
What personal
characteristics help us 4 Read the Super Skills information and look
(What do you think?) to get on with others? at the proverb. What is empathy? What
does the proverb mean? Do you have a
similar proverb in your language?
TASK: Create a podcast giving
advice to listeners about their
’Never judge someone
friendship problems.
until you’ve walked a mile in
Learning outcomes their shoes.’
1 I can make a podcast.
5 Work with your group. Read the tips in
3 I can use empathy to collaborate with others. the Super skills box and practise saying
Graphic organiser Project planner p118 the Key phrases with your group.
COLLABORATION
1 Watch a video of students recording Empathy
their podcast. What problems do they Tips
discuss? Try to understand the situation from the other
person’s point of view.
Keep an open mind and don’t judge.
Key phrases
Thank you for taking the time to …
We realise that it isn’t easy for you to …
You’re absolutely right to feel …
If I were in your position, I’d …
What would be best for you?
6 In your group, think about the problems

STEP 1: THINK you chose in exercise 3. Discuss possible
responses to the problems using the tips
2 Look at the podcast script in the Model and Key phrases in the Super skills box.
project. Match parts 1–4 with a–d.
a introducing the special guest and discussing STEP 3: CREATE
the first letter
b short introduction to the podcast 7 Read the How to … tips on p118 and
c conclusion plan your podcast script using the Model
d discussing the second letter project. Then record your podcast.
3 Work in groups of three: two podcast 8 Edit your podcast and add any music or
presenters and a special guest. Think of sound effects.
two friendship problems to discuss.

www.frenglish.ru
Model project
Podcast script
[intro music]
1 [Jack] Welcome to the ‘Teen

Life’ podcast! First of all, let’s
introduce ourselves – we’re
Jack and Alice and we’re your
hosts today. Coming up we have a special edition which
is all about friendship, and we’ll be dealing with your problems!
2 [Alice] Yes – we’re going to be reading some of the emails you’ve

sent us, and we’re going to talk with Dr. Baker, who’s an expert in
psychology!
[Dr. Baker] Hi everyone!
[Alice] OK, let’s get going and read the first email, which is about
friends who have fallen out.
[Jack reads the first email]
[Jack, Alice and Dr. Baker all discuss their response to the problem
in the email]
3 [Jack] Now, we have time for another email!

[Jack reads the second email]
[Jack, Alice and Dr. Baker all discuss their response to the problem
in the email]
4 [Jack] You’ve been listening to the

‘Teen Life’ podcast – we hope you’ve
enjoyed it! Catch up with us again next
time, when we’ll be discussing your
problems related to exams.
2 FINAL REFLECTION
Thanks for listening!
1 The task
Did you successfully follow the
[final music]
instructions to create your podcast?
Did your podcast sound professional?
2 Super skill
STEP 4: PRESENT Did you use empathy to respond to
your listeners’ problems?
9 Upload your podcast to a host site and play Did you collaborate effectively as
the audio file in class. Answer any questions ‘co-hosts’ and ‘special guest’ on
about your podcast. the podcast?
3 Language
10 Peer review Listen to your classmates’
Did you use new language from
podcasts and answer the questions.
this unit? Give examples.
1 Which podcast sounded most professional? Why?
2 Think of a question to ask your classmates about Beyond the task
the creation or presentation of their podcast. Think about other situations when people need to use
empathy. Give examples related to school, family life and
the world.
35
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3 Mysteries
A
WDYT? What makes a

good mystery?
Vocabulary: extreme
adjectives; descriptive
adjectives; adverbs of manner,
place and time
Grammar: modal verbs of
deduction and speculation;
past perfect
B
Reading: a magazine article
about modern-day mysteries
Listening: a podcast about
the Voynich manuscript
Speaking: expressing
certainty and doubt
Writing: a narrative
Project: write and act out a
film script
VIDEO SKILLS
Video skills p37

Extreme adjectives
1 Look at the words in the box. Which are used …
amazing ancient awful delighted exhausted
freezing huge tiny unforgettable
Real-world speaking p43 1 to describe how people feel? 2 to describe things?
2 Describe the photos using the words in exercise 1. What do you know
about them?
• a pyramid • Aztec sun stone • crop circles
• dark matter • Kryptos sculpture
Project pp46–47 Descriptive adjectives

3 Read the text and check the meaning of the adjectives in bold.
36
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C
Vocabulary 3
4 Match the words in the box to the definitions.
disappointing dramatic entertaining
puzzling unbelievable
1 not as good as you had hoped for or expected

2 too unlikely to be true
3 enjoyable or fun to do
4 exciting and impressive
5 confusing or difficult to understand or solve
5 Work in pairs. Talk about books or films

using the adjectives in exercises 3 and 4.
D
I loved A Spy in the House! It’s entertaining
and original.
One of my favourites is the last Harry

Potter book. It’s thrilling and frightening.
6 19Listen to four people talking. Which

of the photos are they describing? Which
adjectives do they use?
VIDEO SKILLS
E
7 Watch the video. What scenery and

nature do you see?
Teens recommend
Can you recommend a good mystery book or film? 8 Work in pairs. Discuss the questions.
1 What type of video is this?
Watch The Maze Runner. It’s about a boy who has to
a an advert for a travel agency
escape from a maze. There are frightening bits, but
it’s a really thrilling and original story. Very enjoyable! b a travel vlog
c a mini documentary
I loved Ingo! Sapphire and her brother Conor live 2 What makes the video interesting and
by the sea. One day, Sapphire follows Conor and attractive? Think about music, images and
discovers Ingo, a fascinating world under the sea. It’s colour.
a realistic story and there are some amusing bits too.
3 Who do you think the audience for the
video is?
Ink is an unforgettable book! It’s about a curious
world with two societies: people who tattoo their
life events on their skins and the ‘blanks’ who don’t.
They fear each other, but should they? It was really
inspiring and thought-provoking.
Pronunciation: Word stress in longer words p116 37

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A magazine article 4 Read and listen to the text. Are the
20
sentences true or false? Correct the false

1 Look at the photos and headlines. What do the sentences.
two stories have in common? 1 Blue dogs were seen in cities all over the world.
2 Some of the dogs had owners and others lived on
2 What do you think might be the explanation for the streets.
the two mysteries? Scan the texts and check
3 The dye factory was many kilometres away from
your guesses. the river.
Text A The dogs are blue because … 4 Ego Leonard is the real name of the Dutch artist.
a someone painted them. 5 It is not clear what the slogan on the figures means.
b they ate food which turned them blue.
c they are a new species of blue dog. 5 Choose the correct option.
d something else happened. (What?) 1 When a journalist posted photos of the blue dogs …
Text B The large figure on the beach is … a people from different countries became
a a trick photo. interested.
b advertising. b people were puzzled and worried.
c part of an environmental protest. 2 It was unlikely anything in the river made the dogs
blue because …
d something else. (What?)
a the river was too far from the dye factory.
b no dogs were ever seen in the river.
Subskill: Guessing meaning
3 Why did the dogs go in the puddles?
When you find a word you don’t know, try to guess
the meaning. a They were hot.
b They were thirsty.
• What part of speech is it?
4 Which is true about the figures?
• Do you recognise any part of the word?
a They were made to advertise a toy.
• Can the word/sentences before/after help you? b They are nearly two metres tall.
• Can the topic help you? 5 Ego Leonard …
a may be responsible for making the figures.
3 Word work Use the Subskill tips to guess b said that he had made the figures.
the meaning of the words in bold in the text.
1 locals 6 Work in pairs. Answer the questions.
a people who live nearby 1 Which story did you think was more interesting?
b places Why?
2 turned out 2 Have you heard of any similar mystery stories?
s
a arrived
b resulted / that had a particular result CRITICAL THINKING
3 dye
a substance used for changing the colour 1 Understand Read the second
of fabric or hair story and find the two different
ideas on why it might have happened.
b machine to produce electric parts
2 Analyse Explain the ideas and why they are/
4 puddles aren’t possible. Think of other possible solutions.
a strange things that happen 3 Evaluate Decide on a solution to the mystery
b small pools of liquid and justify your reasons for it.
5 advertising stunt
a ordinary advertising campaign
b unusual advertising done to get public attention
6 slogan
a short phrase that is easy to remember
b word puzzle that uses logic
38
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3
Modern–Day Mysteries
Blue dogs and giant plastic figures.
Unbelievable or fascinating? It
seems everyone loves a good mystery
and solving them is fun – but do all
mysteries have a solution?
A Mystery blue dogs

It’s not every day you see bright blue dogs. When they started appearing in Mumbai in India, locals
found it puzzling, then worrying. A journalist posted photos on social media and the story quickly
went viral. Soon, people from all over the world wanted to know what had happened. Could someone
have painted them? Was it a joke? Were they a new species? It turned out that all the dogs were ‘street
dogs’ without owners. At first, people thought that the dogs could have been in a polluted river and
this somehow turned them blue. However, nobody had ever seen dogs there. Then locals noticed dogs
on the land outside a dye factory a few kilometres away from the river. The dogs had managed to get
inside the fences. There were puddles of blue dye all around. It was very hot and the dogs must have
rolled in the water to cool off, leaving their fur blue. Luckily, the colour wasn’t permanent and the dogs
were fine!
B Giant man found

on beach
Finding a plastic figure on a beach might not sound
particularly curious, but when it’s 1.8 metres high, it is!
When people first saw the photos, they thought they
weren’t real – but the figure, which looks like a giant
Lego man, is real. It was found on a beach in Japan,
and similar figures have appeared on beaches around
the world, including the Netherlands and the UK. It
can’t be a dramatic advertising stunt, as some people
thought, because Lego have said they didn’t create the
figures. So, who is making them and why? One theory
is that they might be the work of a Dutch artist who
calls himself ‘Ego Leonard’. He might have made the
figures to protest about the amount of plastic in our
oceans. Leonard hasn’t confirmed if this is true. All the
figures have the curious slogan ‘No Real Than You Are’
on them. What does it mean? Did Leonard make the
figures? Why? Nobody is sure – perhaps you will solve
the mystery!
A girl plays near a giant smiling Lego man in Zandvoort.
REUTERS/Marco de Swart (NETHERLANDS)

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3 Grammar
Modal verbs of deduction couldn’t

and speculation We can use both couldn’t and can’t to speculate and
make deductions about the past.
1 Read the examples and choose the correct He can’t/couldn’t have had bad news.
option to complete the rules.
3 Look at the photo and complete the
Present Past sentences. Use a modal and past form of the
It must be a joke. It must have been verbs in brackets.
a joke.
1 He (…) (have) bad news.
It might be the artist’s It might have been the
work. artist’s work. 2 He (…) (win) something.
The figures could be a The figures could have 3 He (…) (get) a new job.
protest. been a protest. 4 He (…) (hear) something
It can’t be an advertising It couldn’t/can’t have been wonderful.
stunt. an advertising stunt. 5 He (…) (ask) his girlfriend
to get married. If so, she
1 We use must when we think that something is (…) (say) ‘yes’!
definitely/possibly true.
2 We use could and might when we think 4 Complete the text with present or past modals
something is definitely/possibly true. and the correct form of the verbs in brackets.
3 We use can’t when we think something is It 1 (…) (be) in a museum, or it 2 (…) (be) in an art
definitely not/possibly not true. gallery. It isn’t clear. He 3 (…) (like) the sculpture
4 To talk about the present/past we use the modal because he is taking a photo of it. Also, there
verb + infinitive, and to talk about the present/ 4 (…) (be) any rules about taking photos there.
past we use modal verb + have + past participle. The photographer 5 (…) (take) the photo recently
because the camera looks quite old. I suppose he
2 Look at the photo and read what people said 6 (…) (be) a history or art student. I’m not sure, but
about it. Complete the sentences with must, he 7 (…) (do) a project about this sculpture recently,
could, might or can’t. Do you agree? and that’s why he’s there.
1 The photo (…) be in Britain or it (…) be in another
country. I’m not sure.
2 It (…) be in a town because there aren’t any
tunnels like this in villages.
3 She ‘s wearing a dress, so she (…) be a runner.
Definitely not.
4 She (…) know the photographer, or he (…) be a
stranger.
5 She (…) want to go through the tunnel, or she
wouldn’t be there. I’m sure of that.
6 It (…) be night time because I can see daylight at
the end of the tunnel.
5 Answer the question to solve the Brain teaser.
B R I N
A TEASER
A man lived on the tenth floor of a block of

flats. Every morning, he used to get in the lift
and go all the way down to the ground. Every
evening, he got out on the fifth floor and
walked the rest of the way.
Why?
40
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Adverbs of manner, place A podcast
and time
Subskill: Using key words to predict
1 Read the examples and complete 1–3 with Key words can give you an idea of what you might
manner, time and place. hear. Thinking about this before you listen means
you can check your guesses as you listen.
Adverbs of manner, place and time
He ran away quickly.
3 Look at the key words from the podcast and
She played well. choose the most likely option. Why do you
I searched everywhere, but I couldn’t find it. think it is correct?
She ran downstairs to play.
We’re going tomorrow. code decode experts manuscript mysterious
partially solve unknown language
Yesterday, I made a film. It took all day.
She’ll eventually go to university.
1 The language in the manuscript is probably a
1 Adverbs of (…) describe where an action language …
happens. a we don’t speak now, like Latin.
2 Adverbs of (…) tell us when an action happens, b that nobody knows anything about.
how long it takes or when it finishes.
2 They probably mention …
3 Adverbs of (…) tell us how an action is done.
a how people have tried to find answers.
2 Complete the information about a podcast b why people enjoy reading old manuscripts.
with the correct adverbs. Can you find more 3 It is possible that …
adverbs in the text? a someone has managed to understand some of
the manuscript.
in 1912 quickly inside
b nobody will ever understand the manuscript.
GREAT MYSTERIES 4 Listen and check your guesses. Were you

21
correct?
Science has made huge breakthroughs, but it can’t
explain everything.
5 Listen again. Are the sentences true or false?
Nowadays, computers do difficult calculations 1 (…) , Correct the false sentences.
but could they have existed
hundreds of years ago? The 1 There are no drawings of people in the manuscript.
Antikythera mechanism is 2 The evidence suggests that the writer was very
a computer. It was found familiar with the language in the book.
2 (…) a shipwreck in 1900 –
3 The manuscript first became famous when
but it was built around 100
Emperor Rudolph II bought it.
BC! It was used to calculate
the position of stars long 4 It’s possible Leonardo da Vinci wrote the book.
before scientists knew about 5 A lot of people have tried to decode the book and
astronomy and physics. understand the language.
The Voynich manuscript was bought by Wilfrid 6 The Ardic family say they have decoded about 500
Voynich 3 (…) . It doesn’t look remarkable, but it’s
words.
written in an unknown language. It was written
smoothly which suggests the writer knew the
language well. Is it a code or a lost language?
Nobody knows! 1 What do you think makes the Voynich manuscript
most fascinating?
2 Do you like solving mysteries? Give reasons for
your answer.
41
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3 Grammar
Past perfect 4 Choose the correct option.
1 Read the examples and complete each rule GRAMMAR ROUND-UP
with one word.
Nobody had ever seen the language before he 1 2 3 4 5 6 7 8
bought the book.
Ardic first saw the manuscript four years ago – he Strange weather?
?
hadn’t heard of it before that.
The small town of Lajamanu in Australia,
Had Voynich heard about the manuscript and then
tried to find it? 1 (…) is hundreds of miles from the sea, had a
surprise recently. It started raining fish! The
fish were alive when they hit the ground, so
1 We use the past perfect to talk about an action
they 2 (…) alive when they were up in the sky.
that happened (…) another action in the past.
Residents 3 (…) as many fish as they could –
2 The actions in bold happen (…) the actions in they were happy it 4 (…) crocodiles! So how
blue. 5 (…) ? Scientists have asked 6 (…) that question,
3 We form the past perfect with subject + (…) (not) but they don’t have an answer yet. They think
+ past participle. a tornado 7 (…) caused the mysterious rain.
Tornadoes can lift up water and fish from
Short form of had rivers and drop them far away. It isn’t the first
time something like this 8 (…) . There have been
The short form of had is ’d. Don’t confuse this with
the short form of would. reports of rain with frogs, coins and birds in
different countries around the world!
I’d been there before. = I had
I’d like to go there. = I would 1 a whose b which
2 a must have been b must be
2 Complete the sentences with the past perfect
3 a collected b were collecting
form of the verbs in brackets.
4 a didn’t rain b hadn’t rained
1 We (…) (not hear) about ancient computers
before we listened to the podcast. 5 a it happened b did it happen
2 After we (…) (look) at the photo, we tried to 6 a themselves b himself
understand how the device worked. 7 a can’t have b might have
3 We (…) (not think) of researching this before we 8 a has happened b has been happening
read about it.
4 What (…) you (…) (learn) about the topic before
you listened to the podcast? Research
Time expressions Find out more about strange weather incidents
Time expressions that we use with the past perfect of animals or objects falling like rain. Where has
include by the time, ever, never, already, by then. it happened? What did it rain? What could the
explanation be?
3 Read the text and choose the correct option.

The giant heads – or ‘moai’ – on Easter Island are a mystery. When
the first Europeans 1 arrived/had arrived on the island in the 1700s,
they 2 never saw/had never seen anything like the statues before.
The Rapa Nui people 3 made/had made them out of rock between
1250 and 1500. 4 After/By the time they had carved them, the people
somehow 5 moved/had moved the huge heavy statues around the
island. One theory is that the people cut down all the trees and 6 used/
had used them to roll the statues into place. Another theory is that they
transported the statues by ‘rocking’ them forwards. The scientists who
suggested this theory 7 already did/had already done an experiment
with a copy of a statue. They moved the copy 100 metres 8 after/before
they had tied ropes to the head. However, this method wouldn’t work
well on hills. Perhaps the statues will always be a mystery!
42 Pronunciation: Weak forms with past perfect p117

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Expressing certainty and doubt 4 Watch again. Which Key phrases do you hear?
1 Do you ever lose or misplace things? How do 5 Create your own dialogue. Follow the steps in
you try to find them? the Skills boost.
2 Watch the video and answer the SKILLS BOOST

questions.
THINK
Your friend can’t find an item. Think about where
1 What can’t Sam find? he/she might have left it.
2 Where do they think the missing item might be?
PREPARE
3 Complete the dialogue with five of the words Prepare your dialogue. Remember to use the Key
in the box. Watch again and check. phrases for expressing certainty and doubt.
always bag books class lunchtime school PRACTISE

Sam
PERFORM
I can’t believe it! I can’t find my headphones.
Julia Act out your dialogue for the class or record it and
play it to the class.
When did you last use them?
Sam
I think I used them at 1 (…) , 6 Peer review Listen to your classmates and
but I’m not absolutely certain.
Julia answer the questions.
You definitely didn’t use them then. We 1 How well did they do the task?
were at film club, remember? They might 2 Which Key phrases did they use?
be in your 2 (…) . Have you looked?
Sam
I’m sure they’re not there. I’ve looked three times.
Key phrases
Julia Expressing certainty
I wonder if they’re in your locker? There’s no doubt that … / No doubt …
You got some 3 (…) out earlier. It’s/That’s definitely … / You definitely didn’t …
Sam
I’m sure/certain/positive that …
I doubt that they’re there.
I 4 (…) keep them with me. It’s/They’re sure to (come). / It’s clear that …
Julia
Expressing doubt
Well, maybe they’re in your pocket.
That’s where they were last time! I’m not (absolutely/really) certain/sure (that …)
Sam It’s unlikely that … / I doubt that …
No, I’ve already checked. And anyway, Maybe/Perhaps … / I wonder if/whether …
I didn’t listen to music on the way to … might (not) …
school because I was talking to Alex.
Julia Real-world grammar
Umm … are you sure you actually They might be in your bag.
brought them to 5 (…) today?
Sam
Well … I can’t remember! Perhaps I didn’t!
Phrasebook p123 43
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3 Writing
A mysterio
m ious stranger
s
A narrative
i 4 Rewrite the sentences, replacing the
underlined adjectives with the words in the
1 Read the first episode of the story. Which box. Then add the adjectives in brackets.
paragraph or paragraphs:
ancient delighted exhausted
1 give the main events?
freezing tiny unforgettable
2 introduces surprising information to interest the
reader in reading the second episode? 1 The box, which was very small, looked old. (heavy)
3 introduces the setting of the story? The heavy box, which was tiny, looked old.
2 We were very happy to receive a present.
2 Read the episode again and answer the
(unexpected)
questions.
3 When I touched the box, it was very cold. (curious)
1 Who is/are the main character/characters?
4 My story about a box is very memorable.
2 Where does it happen?
(mysterious)
3 When does it happen (past, present, future)?
5 After these events, we were very tired.
4 What are the main events? (unbelievable)
5 What happens at the end of the episode? 6 The box looked very old. (strange)
Subskill: Making your writing more 5 Join the sentences using the words in brackets.
interesting Make any necessary changes.
Use a variety of adjectives, including extreme 1 Alex touched the box. His heart beat fast. (as)
adjectives. You can also use adverbs (manner, time, 2 One cold dark evening, someone knocked on the
place), and a variety of tenses. door. I opened it. (so)
3 We saw the box. We didn’t know what to do. (when)
3 Find examples in the episode of: 4 I opened the box. Something unexpected
• descriptive adjectives • modals of deduction happened. (after)
• dialogue and supposition
5 We were looking at the box. We heard a strange
• different tenses • adverbs of manner, sound. (while)
place and time
44
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QUICK REVIEW 3
6 Choose three sentences from exercise 5 and
rewrite them using adverbs in the box or your Grammar
own ideas.
calmly carefully fast gently Modal verbs of deduction and speculation
We use mustt when we think that something is definitely
loudly quickly slowly
true.
We use couldd and mightt when we think something is
7 Read the text and look at the photo. Write an possibly true.
episode of a story about the box. Follow the We use can’tt when we think something is definitely not true.
steps in the Skills boost. Present
That must be true, as there’s no other explanation.
It could be from a museum.
Someone knocks on your
It might be a trick.
door. When you open it, there It can’t be from France because the writing isn’t French!
is nobody there, but there is a
small box. It looks very old and Past
has strange pictures and writing They must have leftt it as a surprise.
Our neighbour could have done it.
on it. There is a note which says, ‘Only open
It might have been anyone.
the box if you know the answer.’ It can’t have been /couldn’t have been Maria, she’s on holiday.
Past perfect
SKILLS BOOST We use the past perfect to talk about an action that
THINK happened before another action in the past.
Think about these questions. After I had opened the door, I saw the parcel.
1 Who could have left the box, and why? When Ellen arrived, I still hadn’t opened the box.
2 What might the writing and pictures mean? And Had someone leftt the box as a surprise?
the note?
3 What happened next?
Make notes. Use the questions in exercise 2 to help
Vocabulary
you.
22 Extreme adjectives
PREPARE amazing, ancient, awful, delighted, exhausted, freezing,
Organise your notes into paragraphs. Use your huge, tiny, unforgettable
answers in exercise 1 to help you.
23 Descriptive adjectives
WRITE amusing, curious, disappointing, dramatic, entertaining,
Write your story. fascinating, frightening, inspiring, original, puzzling,
realistic, thought-provoking, thrilling, unbelievable
CHECK 24 Adverbs of manner, place and time
Read your story and answer the questions.
1 Have you tried to make your writing interesting? Adverbs of manner
2 Have you used modal verbs of deduction and She walked slowly through the village.
speculation? He played the guitar carefully.
3 Have you used a variety of tenses, including the Adverbs of place
past perfect? After I got home, I went upstairs.
4 Have you included adjectives for describing I’ve looked everywhere, but I can’t find it.
things and events?
Adverbs of time
This story takes place in the year 2050.
8 Peer review Exchange your story with We worked on the film all day.
another student. Answer the questions.
1 Has the writer included all the answers to the
questions in exercise 2?
2 Have they included all the things in the checklist?
3 Do you like the story? Give reasons for your answer.
45
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3 Project
STEP 2: PLAN
WDYT? What makes a good
3 Read the script again and answer the
(What do you think?) mystery? questions.
1 How does the scene start and end?
2 How does it get your attention and create
TASK: Write a film script for a a mystery?
scene from a mystery story or film, 4 Work in groups of four. Choose a film or
or invent your own story. Film your book to write a scene from, or invent your
own story.
scene or act it out in class.
5 Work with your group. Read the tips in
Learning outcomes
the Super skills box and practise saying
1 I can organise and write a film script in the the Key phrases with your group.
correct style.
CREATIVITY
3 I can use a variety of creative thinking
techniques.
Using a variety of creative
Graphic organiser Project planner p119 thinking techniques
Tips
Brainstorm as many ideas as you can and then
1 Watch a video of some students choose the best ones.
performing their film script. Who do you Listen to music to help spark ideas.
think Marie is? Why? Research the topic.
Have a break and do something active if you
get stuck.
Key phrases
OK, let’s (brainstorm some ideas / decide which
story to use).
Why don’t we (have a break / add some music)?
What about (adding some sound effects)?
Who’s going to (write notes / research the story)?
Who wants to (take each part / type the script)?
I’ll (video the scene / find some music).
STEP 1: THINK
6 Research the story and make notes.
2 Read part of the group’s film script. Which Discuss which scene to write and how it
features are not included in a film script? will start and end. Use the tips and Key
• description of where/when things happen phrases in the Super skills box.
• notes about actions
• full descriptions of costumes STEP 3: CREATE
• short descriptions of character
7 Read the How to … tips on p119. Then
• information about sounds create your film script. Use the correct
• details of how the characters should say style and the relevant information from
each line exercise 2.

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Model project
[INTERIOR, OUTSIDE A PRISON CELL – NIGHT]

CHARLES, a Musketeer, adventurous, mid 30s, walks quickly inside the cell, with a young woman called
MARIE.
CHARLES Is this the place? Hurry, man, let us in.
GUARD, 50s, in a rush, worried.
GUARD Five minutes, then you must leave.
They all enter the cell together.
[INSIDE THE CELL]
MARIE, a beautiful young woman, finely dressed, early 20s and nervous
MARIE Sir, I have been looking for you for a long time. My name is …
PRISONER, wearing an iron mask so we cannot see his face, weak but dignified. Age unknown.
PRISONER (interrupting, looking at Marie) Antoinette, is that you? Is that really you? It can’t be. That’s
impossible! They told me you were dead! For a moment I thought … Who are you, and what do you want?
MARIE My name is Marie Lavelle – at least I thought that was my name. But now I think that might not
be my real name. My mother, Antoinette, died recently and I found some papers …
PRISONER (voice over – prisoner’s thoughts) Antoinette, my darling Antoinette, her mother? Yes, it could
be. Or could it be a trick?
PRISONER Papers? (pause) What did your mother look like?
CHARLES Sir, we wish to help you. This young lady believes that she might be related to you. But we must
know your true identity!
PRISONER I cannot do that. It would put us all in danger.
MARIE At least let me see your face! Charles can take your mask off.
GUARD What? No! You didn’t say anything about taking off his mask. You must leave now.
CHARLES Come with us!
GUARD Help! The prisoner is trying to escape!
Sound of running feet and shouting as other guards come.
[END OF SCENE]
3 FINAL REFLECTION
8 Film your scene or practise acting it out.
1 The task
STEP 4: PRESENT Was your film script successful?
Was it in the correct style?
9 Present your film to the class or act out your 2 Super skill
scene. How well did your group use a variety
10 Peer review Watch the other groups’
of creative thinking techniques?
scenes and answer the questions. 3 Language
1 What do you think happens right after each scene Did you use new language from
finishes? this unit? Give examples.
2 Which scenes made you want to watch more? Beyond the task
How/Why? Does hearing or reading about a mystery make you
3 Which scenes did you like best? Why? want to find the answer? Why/Why not?
47
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4
START
What next? HERE
Well, I’ve got a

plan …
WDYT? What do you think you will

be doing in one/two/five/
Sounds great!
What’s your plan?
ten years’ time?
Vocabulary: future goals,
plans and aspirations; verb + Travel Work
preposition combinations
Grammar: future continuous
and future perfect; future Dream big! I’m going to
modals; future time clauses travel around the world.
For fun or money?
Reading: an article about
things that teens can do
Listening: a phone Start small! I’m
conversation between two going to ride a moped Let’s save the I’m going to get
friends round my country. world! I’m going to a part time job –
do voluntary work I need to save up!
Speaking: a formal
conversation
Writing: a formal email I love a challenge.
I’m going to set up
Project: write your CV to
apply for a part-time job You might be a dreamer, but my own business.
no doubt you’ll make lots of
new friends along the way.
Have fun!
VIDEO SKILLS Sound’s like
you’ve got it all
planned out.
Aim high!
Video skills p49
Future goals, plans and aspirations

Real-world speaking p55 1 Complete the diagram for you, using the expressions in the box.
get married go to college/university have children learn to drive
leave home leave school pass your exams rent a flat retire start work
What will you be doing in …
Project pp58–59 less than 5 more than 10

5–10 years’ time?
years’ time? years’ time?
48
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Vocabulary 4
What’s next for you? 4 Match 1–5 with definitions a–e.
1 a degree 4 an apprenticeship
2 a career 5 a CV (UK)/résumé (US)
3 an exchange
I’ve no idea! It’s way too a a job or profession that you do for much of your
soon to choose a career. working life
b a course of study at university, or the qualification
you get after completing the course
OK, but it’s good to have goals in life! c a document with your qualifications and skills that
Which of these do you fancy? you send to someone when you apply for a job
d time spent working with a particular person or
company to learn the skills of the job they do
e a programme where students of different
nationalities live in each other’s countries for a
Study I’d like to pass
period of time
my driving test.
5 Listen to two students talking about their
25
Study abroad or stay plans. Who plans to do these things, Ben or
at home? I’d like to do an Alice?
apprenticeship.
There’s apply for a vocational course do a degree
everything from get a part-time job go to university
Keep it simple! agriculture to travel round the world write a CV
I’m going zoology!
to go to
university and 6 Work in pairs. Ask and answer.
get a degree. 1 Do students in your country get part-time jobs? If
I’d like to apply so, what kind of jobs?
for a course in 2 Do young people in your country do voluntary
art/music/
Go for the drama.
work? If so, what kind of work?
adventure! I’m 3 Do you know anyone who has been on an
going to go on exchange? If so, where to?
an exchange. 4 Do students at your school get any careers advice?
If so, when?
Great - that’s a start!
Remember it’s never VIDEO SKILLS
too early to get some
careers advice and
write your CV. Good
luck!
2 Look at the ‘What next?’ game and

check the meaning of the words in bold.
3 Play the ‘What next?’ game. Do you agree

with the result? Compare your answers
with your partner. 7 Watch the video. What different
situations do you see?

1 What is the purpose of this video?
2 What would you like to find out more about?
Pronunciation: /g/ and /ʤ/ p117 49

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An article 6 Word work Find phrases 1–5 in the text.
1 Check the meaning of these words and Then match them with the definitions a–e.
expressions. Which of them have you done? 1 come of age
2 be about to
dye your hair get your driving licence
3 turn (16)
have/get your ears pierced ride a moped
travel independently work part-time 4 get your hopes up
5 save lives/a life
2 Look quickly at the text. How many expressions a to reach your (16th) birthday
from exercise 1 can you find? What other
b to prevent people/someone from dying
activities are mentioned?
c to reach the age when you are legally an adult
3 26 Read the text and complete gaps 1–6 d to be going to happen or do something very soon
with the sentences below. Then listen and e to hope for something so much that you’ll be
check your answers. disappointed if it doesn’t happen
a And if you can’t wait to be your own boss, at 16 you
can also set up your own business! 7 Complete the sentences. Use the words in
brackets and facts from the text.
b However, evidence shows that 16–17 year-olds are
more likely to vote than those aged over 18. 1 In the UAE, you can’t (…) . (until)
c Every second of every day, three people around 2 You can fly a glider (…) . (without)
the world receive a life-saving blood transfusion. 3 With your parents’ permission, you can (…) . (ride)
d And you only need to wait until you’re 17 to pass 4 You could save three lives if (…) . (donate)
your test in Ireland, Poland, Austria and the UK. 5 You can dye your hair (…) . (age)
e However, you must be over 18 to make more
permanent changes. 8 Work in pairs. Decide what you think
f Most commercial pilots start work in their 20s, should be the legal age to do these things.
but 19-year-old Luke Elsworth is one of Britain’s Give reasons.
youngest.
• drive • be an adult • dye your hair
Subskill: Recognising examples

• leave school • vote
At what age do you think
Sometimes examples appear at the beginning we should be able to drive?
of a sentence: For example, … For instance, …
Sometimes they are introduced in the middle I think … because …
of a sentence: like, such as, including, e.g. (= for
example)
CRITICAL THINKING
4 Find three places in the text where the writer
gives examples.
1 Remember Look at the text again. List all the
5 Answer the questions. Use expressions for topics that are mentioned.
giving examples where possible and vote, fly a glider, …
information from the text.
2 Understand Find examples in the text that
1 In which countries can you vote at the age of 16? show how legal ages differ in different countries.
2 Where can you get a learner’s driving licence In Scotland 16-year-olds can vote, but in the UAE
before you’re 15? you can’t vote until the age of 25.
3 Where can you be a blood donor at the age of 17? 3 Analyse Compare the legal ages for the topics
4 What must all young people in the UK do until the mentioned in the text with your country. What
can you do earlier? What do you have to wait
age of 18?
longer for?
5 How can young people in Britain change their
appearance at the age of 16?
50
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4
Surprising things
that teens can do!*
Although you don’t come of age in
most countries until you’re 18, it’s
surprising what teens CAN do around
the world. Have a look at our list and
let us know what you think!
1 Vote
If you’re about to turn 16 in Austria, Brazil, Ecuador or
Scotland, then you’ll be receiving your first ballot papers
soon. In most other countries, though, you can’t vote
until you’re 18. 1 (…) . But if you live in the United Arab
Emirates, you’ll have to wait until you’re 25!
2 Fly a glider
Did you know that you can fly a glider before driving a
car? For example, in Britain you can fly solo at 14 with
your parents’ permission, and at 16 without. But don’t get
your hopes up – you can’t fly a plane with an engine
until you’re over 18! 2 (…) .
3 Drive
Although you can ride a moped (with parental
permission) at the age of 15 in many countries, you
probably won’t have started driving by then. But in some
American states, including Alaska and Wyoming, many
young people will already have obtained their learner’s
parents’ permission, it’s always better to tell them what you’re up to!
* But remember – even though you can do something without your
licence by their 15th birthday! 3 (…) .
4 Give blood
Did you know that donating one pint of blood can save
up to three lives? 4 (…) . In some countries, like Japan,
Canada and Britain, you can give blood at the age of
17. If you start then, imagine how many lives you will
have saved by the time you’re 30!
5 Work
Even if you won’t be working full-time for another few
years, you can get a part-time job while you’re studying
in most countries. In Britain you can leave school at 16,
although you must continue with some kind of education
(e.g. an apprenticeship or part-time vocational course)
until the age of 18. 5 (…) .
6 Change your ‘look’

Teens in Britain can dye their hair without permission Did you know?
at the age of 16. Legally, 16-year-olds can also make American scientist Alia Sabur didn’t wait to do
changes such as having their ears pierced. 6 (…) . things at the usual times. She got a black belt in
Always think carefully before doing anything you taekwondo at the age of nine, started university
might regret! when she was 10, and became the world’s youngest
professor at the age of 18!
Any surprises? Let us know! When can you
do these things in YOUR country?
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4 Grammar
Future continuous and future perfect
1 Read the examples. Then complete the rules 4 Study the table. Then complete the sentences
with have or be. with the correct time expressions.
Future continuous Time expressions
We use the future continuous to talk about actions Future continuous Future perfect
that will be in progress at a specific time in the
at 5 o’clock by 5 o’clock
future.
on 5th February by 5th February
+ I will be studying at university in three years’
time. in January by 2030
- I won’t be working in three years’ time. in five years’ time by (the end of ) next year
? What will you be doing this time next year? this/next week/month/year by the time (subject + verb)
(at) this time next week by the age of 18
Future perfect
We use the future perfect to talk about actions that 1 (…) three years’ time, I will be studying at university.
will be complete before a specific time in the future. 2 (…) 10 o’clock this evening, I will have finished dinner.
+ Many American teens will have learnt to drive 3 (…) 7 o’clock tomorrow morning, I will be having
by the age of 16. breakfast.
- I won’t have started driving by then. 4 (…) the age of 19, we will have voted for the first time.
? Will you have voted by the age of 17? 5 (…) this time next week, we will be sitting in this
classroom again.
1 We form the future continuous with will/won’t +
(…) + -ing form. 5 Change the sentences using the future
2 We form the future perfect with will/won’t + (…) continuous or future perfect form.
+ past participle.
1 The teacher will correct our exams on Monday.
2 Complete the future continuous sentences. By Tuesday, the teacher will have corrected our exams.
Use these verbs or your own ideas. 2 My brother has his first driving lesson tomorrow from
9:00 to 10:00.
do my homework go on holiday
At 9:30 tomorrow, my brother (…) .
sleep study travel work
3 When we are 18, we become legal adults.
1 At 8:30 tomorrow morning, I (…) . By the age of 18, we (…) .
2 In August, I (…) . 4 We are doing work experience next week from
3 This time next week, I (…) . Monday to Friday.
4 In ten years’ time, I (…) . On Wednesday next week, we (…) .
5 At six o’clock this evening, I (…) . 6 Work in pairs. Ask and answer the
6 At midnight tonight, I (…) . questions.
3 Complete the future perfect sentences with What will you be doing in the summer holidays?
the affirmative or negative form of the verbs
What will you have done by the end of this week?
in brackets to make them true for you.
By the age of 28, … 7 Answer the question to solve the Brain teaser.
1 I will/won’t have left (leave) home.
2 I (…) (finish) studying.
B R I N
3 I (…) (find) a job. A TEASER
4 I (…) (rent) a flat.
5 I (…) (travel) abroad. The average person sleeps for about eight hours
a night – one third of a 24-hour day!
6 I (…) (improve) my English!
If you sleep for eight hours every night for your
whole life, for how many years will you have slept by
the age of 99?
52
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Verb + preposition 3 Work in pairs. Ask and answer the
combinations questions.
1 How do you think life in San Francisco or Krakow
Verb + preposition
would differ from life in your town/city?
Some verbs usually go with a particular preposition.
2 Which kind of activities would you like to take part
They are generally followed by a noun, or -ing form in if you went to these places?
of a verb.
3 How do you think you might benefit from visiting
these places?
1 Read the information. Where are these cities?
4 Would you like to apply for a trip like this? Give
Which would you prefer to visit, and why?
reasons for your answer.
5 If you were going on a trip like this, what kind of
Twin cities: things might you worry about?
San Francisco
and Krakow A phone conversation
Welcome to San Francisco! You’ve probably seen the 4 Listen to the conversation and choose
27
famous Golden Gate Bridge, so you’ll know that the city is the best summary.
surrounded by the ocean. Here you’ll be able to take part a Piotr is visiting San Francisco to play in a baseball
in water sports such as surfing and sailing. You can usually
tournament.
rely on the Californian summer – San Francisco benefits from
14 hours of sunshine a day in July. b Brad is visiting Piotr in Krakow before Piotr visits
However, if you go in the water, make him in San Francisco.
sure you prepare for the cold. You’ll
need to wear a wetsuit all year. Don’t
Subskill: Taking notes while listening
worry about the sharks in the bay near
Alcatraz – they aren’t dangerous! It’s often useful to take notes during a phone
conversation. Write only the important information
such as times, dates and other things you need to
If you’re thinking about visiting
remember.
Poland, we’re sure you’ll agree
with us that Krakow is a great 5 Listen again and choose the correct option in
choice! Make sure you visit the Piotr and Brad’s notes.
Market Square and Wawel Castle. You’ll also be able to try
the local cuisine – lots of restaurants specialise in ‘pierogi’
Piotr’s notes:
(Polish dumplings). The weather in Krakow will depend on mee t Brad at airp ort at 1 17:3 0/19
the season. Winter differs from San :30
don ’t forg et to 2 get pas spo rt/a
Francisco because it’s much pply
for visa
colder, so you’ll need to bring
warm clothes. Summer is usually call Brad on 3 Sun day /Mo nda y
warm, and you’ll be able to go
hiking in the Tatra mountains.
Brad’s notes:
Contact us if you’re interested in
applying for a trip to meet with people in your twin city!
arm
need to take: 4 swim min g trun ks/w
clothes and 5 football boot s/hi king
2 Look at the words in bold in exercise 1. Then boots
copy and complete the table with the correct visa
don’t need to: 6 get money/apply for
prepositions.
Verb + preposition 6 Answer the questions.
in 1 (…) 2 (…) 1 Who is going to meet Brad at the airport?
take part worry rely 2 Where will they go swimming?
specialise think depend 3 When is the ‘Juwenalia’ festival?
3 (…) 4 (…) 5 (…) 4 Where is Alcatraz prison?
benefit prepare agree 5 When was the last earthquake in San Francisco?
differ apply meet
53
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4 Grammar
Future modals 5 Choose the correct option.
1 Study the examples. Which two modals don’t GRAMMAR ROUND-UP
have a future form?
1 2 3 4 5 6 7 8
Present Future
ability or can/can’t - What will you be doing
possibility be able to We will/won’t be
able to swim in the
in three years’ time?
lake.
Hopefully, I will be studying at university in three
obligation must - years’ time. But I’ll 1 need/have needed to earn
and necessity some money in the holidays too, so I plan to work
have to/ You will have to/will
need to need to bring your as a lifeguard. When I get the qualification,
swimming trunks. I will 2 can/be able to work at the beach.
no obligation don’t have/ You won’t have to/ That’s not bad for a summer job, 3 is/does it?
or necessity need to won’t need to catch At least I won’t 4 have to/must work indoors!
the train.
2 Correct the future modal sentences. Which

ones are true for you?
1 We won’t can leave school until we’re 18.
In three years’ time, I will
2 I will must take a test if I want to ride a moped.
5 do/be doing an
3 I won’t needing to retake my exams in
apprenticeship in catering –
September. I want to be a chef. By this
4 I will to need to buy a new English book next year. time next year I will 6 finish/
5 We will can speak English fluently in the future! have finished school. After
that, I’ll apply for a part-time
Future time clauses course, 7 which/that I can do at
my local college. Then I plan to
3 Read the examples and complete the rules set up my own business. It
8 must be/must have been
with future simple or present simple.
great to be your own boss!
We’ll go to a baseball game when you come to San
Francisco.
Remember to apply for your visa as soon as you can.
Hopefully, I’ll be travelling around
I won’t be able to call you until I get back.
the world! I want to set off as soon
We use the 1 (…) immediately after the time as I 9 finish/will finish my studies.
expressions when, as soon as and until. We use the I 10 work/’ve been working part-time
2 (…) in the other part of the sentence. for a year to save some money. By the
time I return I hope I will 11 have visited/
4 Complete the sentences with the correct form be visiting every continent in the world
of the verbs in brackets. – well, except Antarctica. People say I
12 can’t/won’t be able to find a job
1 I (…) (learn) to drive as soon as I (…) (be) old
when I come back, but we’ll see!
enough.
2 When I (…) (leave) school, I (…) (apply) for college.
3 I (…) (not look) for a job until I (…) (get) my degree.
4 You (…) (make) new friends when you (…) (move)
house.
5 As soon as my brother (…) (finish) his exams, we
Research
(…) (go) on holiday. Whose future plans do you like best? Find out more
6 We (…) (not stop) working until we (…) (retire) ! about your goals for future study, work or travel.
54 Pronunciation: Weak forms with have to p117

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A formal conversation 3 Watch again. Which Key phrases do you hear?
1 Watch the video. Has Bea studied abroad 4 Create your own dialogue. Follow the steps in
before? the Skills boost.
2 Watch again. Complete gaps 1–4 in the SKILLS BOOST

THINK
conversation. Imagine you are going to study abroad. Look at the
questions in the model dialogue. Make notes about
Anna your own answers.
Hello Bea! I’m Anna, one of the
teachers at The Language Academy. PREPARE
Bea Prepare your dialogue. Remember to use some of the
Hello! Pleased to meet you. Key phrases.
Anna
Pleased to meet you too! So, I think PRACTISE
you will be studying with us soon? Practise your dialogue. Remember to use formal
Bea language.
Yes, that’s right. I’ll be starting
on 25th June, for 1 (…) weeks. PERFORM
Anna
Act out your dialogue for the class.
Great! I’d like to ask you a few questions so
we can decide which class will be best for you.
Bea 5 Peer review Listen to your classmates.
Yes, of course. I’ll do my best to help you. Answer the questions.
Anna
1 Do they give full answers to the questions?
How long have you been studying Spanish, Bea?
2 Which Key phrases do they use?
Bea
3 Do they use formal language?
For about 2 (…) years. I’ve studied at school,
and I also did a summer course last year.
Anna Key phrases
OK, and have you taken any Spanish exams? Pleased to meet you.
Bea Pleased to meet you too!
Well, by the time I come I will have I’d like to ask you for some information / a few
passed my Advanced exam, hopefully! questions …
Anna
Of course. I’ll do my best to help you.
Great! And have you studied 3 (…) before? I’m/We’re looking forward to seeing you / meeting
Bea
you …
Yes, I have. I did an exchange trip
Thanks for your time. Just let me know if you need
two years ago with a 4 (…) family.
Anna anything else / any more information.
OK, that’s all for now. We’re looking Real-world grammar
forward to meeting you in person soon!
Bea
I’ll be starting on 25th June.
I will have passed my Intermediate exam.
Yes, me too! Thanks for your time. Just let
me know if you need any more information.
Phrasebook p123 55
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4 Writing
Sam Johnson To: [email protected]

A
What will you be
doing this summer? Subject: Enquiry about voluntary work
a Dear Mr Brown,
Apply for the best summer
job in the world! b I am writing in response to an advert I saw about
Students 14+ wanted to environmental projects. I am interested in doing voluntary
accompany teens at c work and I would be grateful if you could send me
summer camp. some more information.
Share your language and culture,
help with activities, and stay at a d Firstly, the advert mentions that the projects are in the
great place for free! UK. Could you tell me where the projects are exactly?
Interested? Reply to Imelda Green Also, I was wondering if we can choose what kind of
at [email protected] environmental project we do.
e Secondly, I’d like to know when the projects begin. I will
be doing my end-of-year exams in June and I won’t be
B able to travel until I finish. Regarding the accommodation,
Plant trees I was wondering if we can choose where we stay.
and have fun!
Voluntary work on f Finally, I’d also like to know if I could get a grant for travel
environmental projects expenses. If I decide to go ahead, will I be able to apply for
in the UK. Free food and the grant online?
accommodation (camping,
shared dormitories or local g Many thanks for your help. I look forward to hearing
homestay). Some grants from you.
are available to cover travel
costs. h Yours sincerely,
Enquiries to Jack Brown, Sam Johnson
[email protected]
A formal
f l emailil Subskill: Indirect questions
We use indirect questions when we want to be
1 Look at the adverts and read Sam’s email. more polite or formal.
Which advert is she replying to? Direct questions:
When do the projects begin?
2 Read Sam’s email again. Match parts a–h Can we choose the accommodation?
with 1–8.
Indirect questions:
1 standard phrase to end the email
I’d like to know when the projects begin.
2 standard phrase to ask for information I was wondering if we can choose the accommodation.
3 opening greeting
4 closing greeting 3 Choose the correct option.
5 first request for information 1 The word order of indirect questions is the same
6 second request for information as/different from direct questions.
7 third request for information 2 We use/don’t use do/does/did in indirect
questions.
8 reason for writing
3 When the direct question doesn’t start with Wh-/
How, we use if/do in the indirect question.
56
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QUICK REVIEW 4
4 Find two more indirect questions in Sam’s
email. What would the direct questions be? Grammar
5 Change the direct questions into indirect Future continuous
questions. We use the future continuous to talk about actions that
1 Is the accommodation free? will be in progress at a specific time in the future.
I’d like to know (…) . + I will be studying at university in three years’ time.
2 When does the job start? - I won’t be working in three years’ time.
? What willl you be doing this time next year?
Could you tell me (…) .
3 Will I have to send my CV? Future perfect
I’d also like to know (…) . We use the future perfect to talk about actions that will be
complete before a specific time in the future.
4 What are the activities? + Many American teens will have learnt to drive by the age
I was wondering (…) . of 16.
- I won’t have started driving by then.
6 Write a formal email asking for more ? Will you have voted by the age of 17?
information about advert A. Follow the steps
Future modals
in the Skills boost.
Ability or possibility
SKILLS BOOST We will/won’t be able to swim in the lake.
THINK
Read the advert carefully. What do you need more Obligation and necessity
information about? Make notes. You will have to/will need to bring your swimming trunks.
PREPARE No obligation or necessity

Organise your email into five sections: You won’t have to/won’t need to catch the train.
1 opening greeting and reason for writing Future time clauses
2 first request for information We’ll go to a baseball game when you come to San Francisco.
3 second request for information Remember to apply for your visa as soon as you can.
4 final request for information I won’t be able to call you untill I get back.
5 standard end phrase and closing greeting
WRITE Vocabulary
Write your email. Use the notes above to help you.
28 Life events
CHECK get married, go to college/university, have children, learn
Read your email and answer the questions. to drive, leave home, leave school, pass your exams, rent a
flat, retire, start work
1 Have you used the correct greetings and format?
2 Have you included at least two indirect questions? 29 Future plans, goals and aspirations
3 Have you included at least one example of future apply for a course, choose a career, do an apprenticeship,
tenses, future modals or future time clauses? do voluntary work, get a degree, get a part-time job, get
(some) careers advice, go on an exchange, make new
4 Have you included at least one example of friends, pass your driving test, ride a moped, set up your
vocabulary for goals and aspirations, and verb own business, study abroad, travel round the world, write
+ preposition structures? your CV
30 Verb + preposition combinations
7 Peer review Exchange your email with agree with, apply for, benefit from, depend on, differ from,
meet with, prepare for, rely on, specialise in, take part in,
another student. Answer the questions. think about, worry about
1 Has the writer used a sufficiently formal style?
2 Have they asked useful, interesting questions?
3 Have they used indirect questions correctly?
57
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4 Project
WDYT?
What do you think 4 Look at Katy’s CV again and answer the
questions.
you will be doing 1 How many kinds of contact information does
in one/two/five/ten she give?
years’ time? 2 How is her personal statement relevant to the
job she’s applying for?
3 In your opinion, which of her skills would be
TASK: Write and edit your CV to most useful in the job?
apply for a part-time job. 4 What sort of relevant experience has she got?
5 Do you think she is a good candidate for the
Learning outcomes job? Why?
1 I can write a CV and personal statement.
2 I can communicate my skills and strengths. STEP 2: PLAN
3 I can write a CV and check for errors of spelling, 5 Work in pairs. Read the How to … tips
grammar and presentation.
on p119 and make notes of your key
Graphic organiser Project planner p119 information.
6 Work in your pairs. Read the tips in the

1 Watch a video of a student explaining Super skills box and practise saying the Key
how to write a CV. How many parts has her phrases with a partner.
CV got?
COMMUNICATION
Demonstrating your skills

and strengths
Tips
Be confident and honest.
Be brief and focus on the key information.
Key phrases
I’m a good (listener). / I’m good at (working with
other people).
STEP 1: THINK I consider myself to be a good (communicator).
I’m a keen (photographer).
2 Look at the part-time jobs and decide (Playing basketball) has taught me the importance
which one you want to apply for. Why? of (teamwork).
• YouTube host I’ve taught myself (digital editing/to edit photos).
• cat-sitter My teachers have been impressed by my (time
management).
• film extra
3 Read Katy’s CV in the Model project. Which STEP 3: CREATE

job is she applying for? How do you know?
7 Write your CV. Use the tips and Key phrases
in the Super skills box. Then check your CV
before exchanging with your partner for
editing.

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Model project 1 Your personal information
Include your name, address, email and
phone number so that they will be
able to contact you. You don’t need to
Katy Jackson include your date of birth or a photo.
123 Long Lane, Newtown, Berkshire, BK3 7YG
2 Your ‘personal statement’
[email protected]
07782 825437 This is a summary of your key skills
and objectives, and should be relevant
I am a confident, well-organised student with a passion for animals. I am currently to the position you’re applying for.
preparing for my GCSE exams and hoping to work part-time as soon as the school You shouldn’t write more than three
year ends. In the future, I aim to have a career as a vet. sentences.
SKILLS
Team work: I’m good at working with other people and working independently. 3 Your key skills
Communication: I consider myself to be an excellent communicator. I have also Think about what you will have to do
done voluntary work at an animal rescue centre where I learnt how to deal with a in this position, and focus on the skills
range of animals. you will need to have.
Languages: I speak English (mother tongue) and French (intermediate). 4 Your education and qualifications
IT: I’m competent in word processing as well as photo and video editing software.
Where are you studying now and what
EDUCATION
will you have achieved by the time you
2016–2020 Newtown Secondary School begin this position? Will you be taking
I will be taking 8 GCSEs in June: maths, language, literature, biology, chemistry, any specific exams?
French, history and IT.
5 Your relevant work experience
2019 School prize for biology project.
RELEVANT WORK EXPERIENCE You probably won’t have gained much
work experience yet, but you can
Part-time dog-walking and pet-sitting, various employers (2018 – present)
include voluntary work as well as part-
This work requires excellent time management and a high level of responsibility. time work or summer jobs.
Voluntary work, Newtown Animal Rescue Centre (2019)
6 Your interests
The staff have been impressed by my ability to get on with all their animals.
INTERESTS Think about what activities you’ve
been doing recently. But don’t talk
I am a keen photographer and I have taught myself digital photo editing
about your social life – choose hobbies
techniques.
such as sport, music or drama to
I am also a member of my school football team and will be taking part in a demonstrate skills such as teamwork
regional tournament this summer. or creativity.
4 FINAL REFLECTION
1 The task
STEP 4: PRESENT
How complete is your CV?
Did you know? How successful was the editing
The average recruiter spends less than 10 seconds process?
looking at each CV! 2 Super skill
How well did you demonstrate your
8 Look at your partner’s CV for 10 seconds. skills and strengths? Give examples.
What’s your first impression?
Did you include some Key phrases?
9 Peer review Read your partner’s CV and 3 Language
answer the questions. Did you use new language from
1 Which is the most interesting part? this unit? Give examples.
2 Which part needs more work?
Beyond the task
3 Can you find any errors of spelling, grammar or
Think about what you will be able to add to your CV in
presentation?
one or two years’ time. Don’t forget to update it later!
59
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5 Environment
WDYT? What can you do

to be greener?
C
Vocabulary: the environment;
protecting the planet;
DO D
materials
Grammar: the passive; be
allowed to, let, make;
impersonal phrases
Reading: an article about A
clothes and the environment
Listening: a radio programme
about cleaning up beaches
B
Speaking: comparing and
contrasting
Writing: a blog
Project: create a leaflet for an
environmental campaign
VIDEO SKILLS
The environment
Video skills p61
1 Match the verbs with the nouns. Can any of the verbs go with
more than one noun? Add more words.
Verb Nouns
give up look after reduce the environment plastic
recycle save plant pollution trees waste water
Real-world speaking p67 2 Which of the things in exercise 1 …

1 do you do to help the environment?
2 can people in your school do?
3 should the government do more about?
Protecting the planet

Project pp70–71
3 Look at the photos. What do they show? Which things are problems?
Which are eco-friendly solutions?
4 Check the meaning of the words in bold. Then match photos A–H
to the Dos and Don’ts. Would you add any advice?
60
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F Vocabulary 5
6 31Complete the sentences with a suitable
verb. Look at the poster to help you. Then
listen. Does Kamil agree or disagree with the
statements? What do you think?
E 1 It’s OK to (…) clothes. It’s too much work to mend
them.
2 It’s a good idea to (…) things, for example, make old
clothes into a bag.
3 It’s not young people’s job to (…) endangered
species.
4 The government should make sure companies don’t
(…) rivers and seas with chemicals and other waste.
5 When people (…) forests, it can cause serious
problems.
6 It’s impossible to (…) plastic bags. People will always
GREEN TEENs say ...

use them.
7 Work in pairs. Look at the Dos again and

put the advice in order of importance. Compare
DON’T with other pairs. Can you convince them that
Cut down trees and destroy your order is correct?
G
forests – we need to reduce
deforestation We think the most important
Pollute rivers, seas and oceans
thing to do is make everyone
use renewable energy.
Use pesticides – ban them
Throw away old clothes – mend We don’t agree. We think you
old clothes instead! should ban plastic bags.
H If you don’t need them,
give them to charity Banning plastic bags is good, but
Send rubbish to landfill –
using renewable energy is more
recycle, reuse and repurpose important, because other types
things as much as po ssible of energy create pollution.
You’re right. OK, next we have …
5 Find words for these definitions. Which exist VIDEO SKILLS

or are used in your country?
1 the process of removing the trees from an area of
land
2 the slow increase in the temperature of the Earth
3 types of animals or plants that may soon become
extinct
4 the changes that are thought to affect the world’s
weather
5 forms of energy for providing electricity that use
natural processes, e.g. sun, wind
6 chemicals used for killing insects, especially those
that damage crops 8 Watch the video. What different images
7 a place with turbines to produce energy from the are used?
wind
8 energy from sunlight 9 What is there in the video that helps
9 a large hole in the ground where waste is buried you to understand it? Think about:
• text • images • the presenter
Pronunciation: /ʃən/ p117 61

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An article 4 Word work Match the definitions to the
1 Write as many words and expressions as you words in bold in the text.
can related to the environment. Then look at 1 sets of clothes that are worn together
the heading of the article. Which of your words 2 making goods in big quantities in a factory
do you think will be in the article? 3 causing damage or problems
climate change, renewable energy … 4 an important product that people use regularly
5 small things that you wear with clothes as decoration
2 Read the article quickly and choose the best
6 not desired or no longer desired
option.
The article is about … 5 Are the statements true or false? Correct the
1 the best way to organise your wardrobe. false statements.
2 how your choices when you buy and use your 1 Growing enough cotton for two pairs of jeans takes
clothes could benefit the environment. 15,000 litres of water.
2 Making a pair of jeans produces the same amount
Subskill: Identifying the central idea of CO2 as driving 125 kilometres.
The main message of a text is the central idea. 3 Nowadays people don’t wear their clothes as often
Understanding this means identifying: as they used to.
1 the main topic 4 In the UK, 235 million items of clothing will be
2 what the writer wants you to know donated to charity next year.
Looking at the title, first and last paragraphs and 5 To create a capsule wardrobe, you only need one
noticing repeated words and phrases can help you pair of trousers that matches lots of different tops.
to understand the main message. 6 You can use accessories in your capsule wardrobe to
make outfits look different.
3 Read and listen to the text. Answer the
32
questions. 6 Work in pairs and answer the questions.

1 The title suggests that … 1 What do people usually think about when they want
a having fashionable clothes is bad for the to protect the environment?
environment. 2 How many items of clothing are produced every
b there is a link between what’s in our wardrobes year?
and the environment. 3 How many Olympic pools could you fill with the
2 The first paragraph suggests that … clothes thrown away in one hour in America?
a the number of items of clothing we have is 4 How many items should you ideally have in a
important. capsule wardrobe?
b the most important environmental problem is 5 How long should you live with your wardrobe after
endangered species. you’ve first organised it?
3 The last paragraph recommends readers to … 6 How many pairs of jeans does the advice suggest for
a capsule wardrobe?
a talk to other people about their clothes.
b do something about the contents of their own
wardrobe. CRITICAL THINKING
4 Look for any repeated words or phrases and then
choose the best option. The main message of the
text is: 1 Remember What are the steps for creatingcre a
a To help the environment we need to reduce capsule wardrobe?
the amount of clothes we have and a capsule 2 Analyse Think about the contents of your
wardrobe is a good way to do this. wardrobe. How many things do you have? Is there
anything you’ve never worn?
b In order to protect the environment everyone
should buy fewer pairs of jeans, recycle their 3 Create Make a list of all your clothes and
create a list of your top 10 items that you would
clothes and use more accessories.
definitely keep in your capsule wardrobe.
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5
Could YOUR WARDROBE Make your wardrobe greener

help save the planet? 1 Organise your wardrobe.
What do you wear? Put anything
you don’t wear to the side.
How many clothes do you own? 20 items? 50? 100? When we think
2 Live with your wardrobe for
of protecting the environment, we usually think of things like
three months.
saving endangered species, using renewable energy or reducing
Don’t buy anything new.
deforestation. We don’t think about how many clothes we have. Here’s
why we should. 3 Donate or recycle anything you
haven’t worn.
The fashion industry is one of the most Even worn-out clothes can
EVERY YEAR, harmful industries for the planet. Huge be recycled.
2 BILLION PAIRS amounts of energy and natural resources are
used to produce clothes. Consider a pair of 4 Start creating your capsule
OF JEANS ARE jeans. Around 15,000 litres of water were used wardrobe.
MANUFACTURED to grow the cotton for them, over 300 grams Before you buy anything new,
WORLDWIDE. of pesticides were used on the cotton, and ask yourself:
chemicals were used in dyeing the material. • Do I really need it?
Manufacturing the jeans produced 32 kilos of carbon dioxide – as • Is it good quality?
much as driving 125 kilometres. Add to that the energy that was used • Will I wear it regularly?
to transport and sell them. Multiply those figures for each item you • Can I wear it with lots of
have and you start to see the size of the problem. other items in my wardrobe?
That’s not all – fashion produces a lot of waste. Worldwide, 100 Tip! Try the three rule: one casual,
billion new pieces of clothing are produced every year, but each one smart and one in-between for
item is worn 30% less than in the past. Enough unwanted clothes each ‘staple’, for example jeans
are collected every hour in America to fill three Olympic swimming or shoes.
pools! In the UK alone, experts predict that 680 million items of
clothing will be thrown away next
spring. Some will be given to charity
or recycled, but an astonishing 235
million items will end up in landfill.
But we all want to look good too! A
capsule wardrobe could be the answer
– simply put, it’s having a small
number of clothes and using them
to make as many different outfits as
possible. For example, each pair of
trousers should match with lots of
different tops.
Use accessories, such as belts, ties or
jewellery to add variety to each outfit.
For a true capsule wardrobe, the limit is
37 items – could you do it? Try!
Nothing is going to be done about the
problem unless we all take action. We
can each start with our wardrobe!

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5 Grammar
The passive 4 Complete the sentences using the passive form.
1 He isn’t going to repair the TV.
1 Match 1–4 with examples a–d. Then write the The TV (…) .
negative forms of the passive verbs in a–d. 2 They aren’t going to recycle these newspapers.
The passive These newspapers (…) .
a 15,000 litres of water were used by farmers to 3 They will cut down lots of trees.
grow the cotton for the jeans. Lots of trees (…) .
b Nothing is going to be done about the problem 4 The government won’t stop water pollution.
unless we all take action.
Water pollution (…) .
c 100 billion new pieces of clothing are produced 5 People are going to use more renewable energy.
every year.
More renewable energy (…) .
d In the UK, 680 million items of clothing will be
thrown away next spring. 5 Complete the text with the correct passive or
1 present simple passive active form of the verbs in brackets.
2 past simple passive
3 future passive with will (predictions)
4 future passive with be going to (plans)
The passive infinitive
The passive infinitive can be with or without to,
depending on the verb it follows. It is used after
modal verbs and can be used after other verbs.
Even worn-out clothes can be recycled.
The number of clothes we buy needs to be reduced.
Many cities around the world 1 (…) (give) free or
Many teenagers expect to be given new clothes.
reduced-cost transport in exchange for recycling.
The new clothes aren’t going to be designed today. In Surabaya, in Indonesia, plastic bottles 2 (…)
(accept) instead of money on buses and you
2 Complete the text with the correct present or 3 (…) (get) two hours of free travel. In Beijing in
past simple passive form of the verb in brackets. China, free train rides 4 (…) (give) to people who
recycle. Last year in Istanbul, 25 machines 5 (…)
4Ocean is a company that makes bracelets from rubbish (install) that take plastic bottles. The bottles 6 (…)
in our oceans. It 1 (…) (start) by Andrew Cooper and (scan) by the machine and then it 7 (…) (add)
Alex Schulze in 2017. Each bracelet uses almost 500 g of credit to passengers’ metro cards. These cards can
rubbish. The beads 2 (…) (make) from recycled glass 8 (…) (use) on all forms of public transport. More
bottles and the cord 3 (…) (make) from plastic bottles. machines 9 (…) (install) by the council later this
Andrew and Alex had the idea when they went on a year. Experts predict that recycling machines like
surfing trip to Bali and saw all the rubbish in the water. these 10 (…) (use) in more cities in the future.
When they started, local fishermen 4 (…) (pay) to collect
rubbish instead of fish and the bracelets 5 (…) (create)
to raise money to continue. In the first two years, nearly 6 Answer the question to solve the Brain teaser.
one million kilos of rubbish 6 (…) (remove) from oceans
worldwide by 4Ocean. Now, over 150 people 7 (…)
(employ) by the company and the latest technology
B R I N
A TEASER
8 (…) (use) to remove rubbish from the water.
Some pieces of coal and a scarf were found on
the ground. They weren’t put or dropped on
3 Complete the sentences with the correct form the ground.
of the passive. Use the verbs in brackets. What were they used for and why were they there?
1 Where (…) the clothes (…) ? (will / send) Ask your teacher as many yes/no questions as you
2 (…) the materials (…) ? (going to / improve) need to.
3 My top (…) in time for the party. (will / not / mend)
4 The clothes (…) in our new factory. (will / make)
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Materials
1 What materials do you know? Make a list.
metal, silver, gold, wool, cotton …
2 Check the meaning of the words in the

33
box. Try to guess which materials complete

the text. Then listen and check.
aluminium bamboo brick cardboard
concrete denim foam iron leather A radio programme
nylon polystyrene rubber sand steel
stone/rock 5 Look at the photo. What do you think
34
she does to help the environment? Listen and

check.
Keep your plastic out of the ocean!
Marine pollution is a huge problem. There Subskill: Understanding paraphrase
are 18,000 pieces of plastic litter per square Comprehension questions often use different words
kilometre of our oceans and every year 100,000 to say the same thing as a speaker in a listening text.
turtles, dolphins, whales, seals and other marine
animals are killed by it. Over 80% of turtles are Read the questions and think how else you could
affected by marine rubbish. express them before you listen.
How long does it take rubbish
to break down at sea? 6 Read exercise 7 and find equivalent phrases for
1 (…) boxes: three months – the following:
five years 1 most 4 over
Plastic bags: 10–20 years
2 (…) shoes: 25–40 years 2 years ago 5 between 13 and 30 years old
3 (…) cups: 50 years 3 certain 6 start a campaign to clean up
4 (…) cans: 200 years
Plastic bottles: 450 years 7 Listen again. Are the statements true or false?
5 (…) fishing nets: over 600 Correct the false statements.
years Glass bottles: 1,000,000 years 1 In the past, people thought it would be necessary
When these things do break down, they to recycle plastic.
can be eaten by fish – and then we eat the fish.
2 People put more than 8 million tons of plastic in
Stop marine pollution NOW! oceans each year.
3 Carolina Sevilla used Instagram to begin a beach
clean-up campaign.
3 What do you have or can you see that is made 4 You have to do your beach clean-up at a specific
of the materials in exercise 2? time every month.
5 The majority of Instagram users are aged 13–30.
Nouns as adjectives
Some nouns can be used as adjectives. This often 8 Complete the sentences.
happens with materials, e.g.
1 The amount of plastic waste that people have
This bag is made of plastic. (noun)
recycled is …
It’s a plastic bag. (noun as adjective)
2 @5minutebeachcleanup is the …
3 Beach clean-up photos have been sent from
4 Rewrite the sentences using the nouns as America, Australia …
adjectives.
4 Carolina’s video was watched …
1 My jacket is made of leather. It’s a …
5 The campaign reached young people who …
2 These tins are aluminium. They’re …
3 The sculpture is made of stone. 9 Work in pairs. What do you think of
4 The nets are nylon. Carolina’s campaign?
5 The cushion is foam.
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5 Grammar
be allowed to, let, make Impersonal phrases
1 Read the examples and the rules. How do you 5 Read the examples and choose the correct
say be allowed to in your language? option to complete the rules.
be allowed to It is said that over 8 million tons of plastic is thrown
People are allowed to throw away so much plastic. into our oceans every year.
You aren’t allowed to throw rubbish in the sea. Years ago, it was thought that recycling plastic
wouldn’t be necessary.
In the past, people were allowed to throw
everything away. 1 We can/can’t use impersonal phrases with say/
Was she allowed to advertise the campaign? think when we do not know or are not interested in
who spoke.
1 We use be allowed to to say what someone is or is
2 We use it + correct form of be + said/thought + that
not permitted to do. + clause/expression.
2 We form it with the correct tense of be + (not) +
allowed to + verb. 6 Write impersonal sentences.
1 ten years ago / think / that / plastic pollution
2 Work in pairs. Complete the sentences
wouldn’t be a problem
with the correct form of be allowed to and the
2 say / that / climate change is getting worse
verbs in brackets. Then ask and answer.
1 (…) you (…) (go) out during the week when you 3 think / that / many more animals will become
were 12 years old? endangered
2 (…) students at your school (…) (use) mobile 4 many years ago / say / that / global warming
didn’t exist
phones in class?
3 (…) your best friend (…) (go) to concerts? 7 Choose the correct option.
4 (…) you and your friends (…) (stay out) late at
the weekend last year?
GRAMMAR ROUND-UP
3 Complete the rules with let or make.
1 2 3 4 5 6 7 8
let and make
The campaign lets people choose when and where
they clean up beaches. Game for change
Carolina let followers share their photos on her It 1 is thought/has thought that global
Instagram feed. temperatures will rise at least 2O C by 2100 – but
Many countries make people recycle paper, glass how do you encourage people to take action on
and tins. climate change? Campaigns 2 aren't working/
Her video made people think about the problem. haven't worked in the past, so now scientists are
trying a different approach. Thousands of people
1 We use (…) + object + verb to say what a person around the world 3 invited/were invited to
participate in a game called World Climate. In the
(or thing) obliges someone to do.
game, players take the role of officials at the United
2 We use (…) + object + verb to talk about giving Nations. The game 4 makes/lets players decide
or getting permission. what to do about different problems – they don’t
have a choice. A computer 5 is analysed/analyses
4 Choose the correct option. their choices and predicts how people’s health and
1 Yesterday, my friend made/let me tell her a safety from natural disasters 6 will be affected/is
going to be affected by their choices in the future.
secret. I didn't really want to.
Researchers 7 whose/who interviewed 2,042
2 Every weekend, my mum makes/lets me clean players discovered that when people knew more
my room. I don’t like doing it. about climate change, they wanted to do more
3 When I go to my friend's house, he doesn’t make/ to fight it. It seems games 8 must be/might be a
doesn’t let me choose what to do – it isn’t fair. good way to bring about change.
4 Our teacher makes/lets us give our homework in
late if we need to.
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Comparing and contrasting 4 Look at the Key phrases and find examples in
the dialogue.
1 Look at the photos. What do you think about
when buying something new? 5 Create your own dialogue. Follow the steps in
the Skills boost.
2 Watch the video. Do the friends mention
any of your ideas from exercise 1? SKILLS BOOST
THINK
You need to buy a new item of clothing and you
3 Complete the dialogue with the words in the want the product to be as green as possible. Imagine
box. Watch again and check. you are in a shop. Compare two items and then
quality recycled thinking waste choose one.
PREPARE
Laura
Prepare a dialogue. Remember to use the Key
I need a new cell phone. Do you know phrases for comparing and contrasting.
if there are any eco-friendly ones?
Marta
PRACTISE
Let’s see … These two are more Practise your dialogue.
eco-friendly than most phones.
Laura
PERFORM
Why’s that? Act out your dialogue for the class or record it and
Marta
Well, this one creates less 1 (…) . The case is
made of recycled plastic and it’s easy to repair.
Laura 6 Peer review Listen to your classmates.
That’s great! So it lasts longer than most Answer the questions.
phones. What about the other one? 1 How well did they do the task?
Marta
2 Which Key phrases did they use?
It also uses 2 (…) materials, but
you can’t repair it easily.
Laura Key phrases
What about 3 (…) ? Are other It’s/They’re (greener) than …
smartphones better than these two? It’s/They’re more/less (eco-friendly) than …
Marta
It isn’t/They aren’t as (useful) as …
I’d say they’re as good as most smartphones.
The camera on this one is great. It lets you It’s/They’re as (good) as …
take amazing photos, even at night. The (cheaper), the (better).
Laura Not only is it (eco-friendly), but it’s also (good value).
Sounds good. US UK
Marta
How much are you 4 (…) of spending? I need a new cell phone. (US) I need a new mobile
Laura phone. (UK)
Oh, the cheaper, the better!
Marta
I’d get the second one, then. Not only
is it green, but it’s also a great deal.
Phrasebook p124 67
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5 Writing
My green inspiration
Each week I write about someone or something that’s helping the environment.
By Greengirl This week I’ve been finding out all about amazing bamboo bikes.
1 (…)
Bamboo bikes have been around since 1896. Only the frame is made of
bamboo. They’re a great choice if you care about the environment, plus
there are some top-class ones.
2 (…)
Bamboo bikes are really eco-friendly, unlike traditional metal ones. Bamboo
grows really fast (some species can grow 4 cm an hour!) and it can be grown
anywhere without pesticides. There’s no deforestation. Once a year, you cut
off what you need and the plant keeps growing.
3 (…)
As well as being lighter than most metal bikes, they’re smooth to ride because the bamboo
frame is flexible. While I was testing one, I hit a hole in the ground, but I hardly
noticed it.
4 (…)
You can get pretty much any type of bike you want – mountain bike, racing bike, hybrid ...
You can design your own as well!
5 (…)
At the moment, they’re only sold online – but that could change in the future.
6 (…)
Yes! There are lots of websites where you can buy kits that contain everything you need.
When I looked at the websites, I saw that some companies also run workshops to help
you build your bamboo bike. So, bamboo bikes are definitely the way to go!
Next week I’ll be writing about sunglasses. Join me then! 93 comments
A blog 3 Match 1–5 to sentences that mean the same in

the text. Why are the sentences in the text more
1 Read the blog. Does the blogger think bamboo appropriate for a blog?
bikes are a good idea? 1 Bamboo bikes are definitely the best option.
2 It is possible to obtain many types of bicycle.
2 Read the blog again. Match the questions a–f
3 There are many websites that sell complete kits for
with paragraphs 1–6.
building bamboo bicycles.
a Why are they good for the environment?
4 Next week, I will write about sunglasses.
b Where can you get them?
5 In addition, it is possible to design a bicycle for your
c What other advantages are there? specific needs.
d Can you make your own?
e What exactly are they? 4 Complete the sentences with as well as, as well,
f What types are there?
or, plus, but or also.
1 The bikes are not expensive, (…) they last a long time.
Subskill: Writing a blog 2 (…) lasting a long time, the bikes are not expensive.
A blog is usually written in an informal style. 3 The bikes are not expensive and they last a long
time (…) .
• Use short paragraphs to make it easy to read.
4 The bikes are not expensive, and they (…) last a
• Talk directly to the reader using a friendly tone, long time.
colloquial language and idioms. 5 You can either buy the bikes online (…) in a shop.
• Use informal connectors (and, but, also, too …). 6 You can buy the bikes online, (…) not in a shop.
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QUICK REVIEW 5
5 Look at the fact file. Then rewrite the sentences
using the words in brackets. Write three more Grammar
sentences using too, but and as well.
The passive
Look, no plastic! We often use the passive when the focus is on the action.
• The frames in these sunglasses are made from wood It isn't important who/what did the action.
from old skateboards. Clothes are sold d more often now.
• The wood is strong and flexible. The sunglasses are This T-shirtt was made in Asia.
very light. How many clothes will be thrown away next week?
Are endangered species going to be protected?
• Old skateboards are repurposed to make the frames, so
they aren't thrown away. be allowed to
• They’re available in different styles. We use be allowed to to say what someone is or is not
• If you throw the frame away, it doesn’t harm the permitted to do.
environment. No plastic is used. Fast fashion was allowed to grow quickly.
We are not allowed to use mobile phones at school.
1 Skateboard wood is very strong. It’s flexible. (as
well as) make and let
We use make to say what a person or thing obliges
2 You don’t need to use plastic. You don’t need to
someone to do.
use much metal. (or)
We use let to talk about getting or giving permission.
3 The frame is made of wood so it’s eco-friendly. My parents let me stay up late on Saturday night.
There are some great designs. (plus) They make me do my homework.
4 The sunglasses look cool. No trees were cut down
Impersonal phrases
to make them. (also)
We use impersonal phrases when we do not know or we
are not interested in who spoke.
6 Write a blog about an environmentally friendly It is said that …
product. Follow the steps in the Skills boost. Previously, it was said that …
These days, it is thought that …
In the past, it was thoughtt that …
SKILLS BOOST
THINK
Decide which product you want to blog about.
Vocabulary
PREPARE
1 Find all the information and pictures you need.
35 The environment
2 Organise your information in a logical order. Look
give up plastic, look after the environment, plant trees,
at the model to help you.
reduce pollution/waste, recycle plastic/waste, reuse things,
3 Think about where you could link sentences. save water
WRITE 36 Protecting the planet

Write a short introduction, the main part of your blog ban, build wind farms, climate change, cut down trees,
entry and your conclusion. deforestation, destroy, landfill, global warming, mend
clothes, pesticides, pollute, protect endangered species,
CHECK renewable energy, repurpose, solar power, throw away
Read your writing and answer the questions. 37 Materials
1 Have you used the correct style for a blog? aluminium, bamboo, brick, cardboard, concrete, denim,
2 Have you organised your blog clearly? foam, iron, leather, nylon, polystyrene, rock, rubber, sand,
3 Have you used connectors of addition and contrast? steel, stone
4 Have you used passive verbs where appropriate?
7 Peer review Exchange your blog entry

with another student. Answer the questions.
1 Is the blog well organised and clear?
2 Would you use this product? Give reasons for your
answer.
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5 Project
WDYT?
3 Read the inside of the leaflet and find
What can you do examples of the features in exercise 2.
(What do you think?) to be greener?
STEP 2: PLAN
4 In what order do the writers cover these
TASK: Choose a green issue and topics in their leaflet? Would you put them
in the same order? Why?
design a leaflet for a campaign to a Basic facts about the issue with some statistics
raise awareness. to illustrate them
b Things people can do about the issue
Learning outcomes
c An interesting title and photo to get people’s
1 I can create a leaflet to raise awareness of an attention
important issue.
2 I can use appropriate language from the unit. 5 Work in pairs. Read the How to … tips on
p120. Then choose and research an issue.
3 I can be flexible when collaborating with others.
Make notes for sections a–c in exercise 4.
Graphic organiser Project planner p120
air pollution deforestation energy pesticides
plastic-free living recycling renewable transport
1 Watch a video of two students STEP 3: CREATE

presenting their leaflet. What issue did
they choose? 6 Work in your pairs. Read the tips in the
Super skills box and practise saying the Key
phrases with a partner.
COLLABORATION
Being flexible
Tips
Flexible thinking can help you find creative
solutions to problems and planning.
Break the problem into small ‘pieces’.
Find solutions for each piece. Choose the best one.
STEP 1: THINK Key phrases

Wait a minute … Let’s read the task again.
2 Which of these features do you think the What do we have to do exactly?
leaflet should contain to be effective? What’s the best way to do the task effectively?
Explain your reasons. Which is the best option?
• attractive photos OK, let’s try (finding some statistics) instead of
• statistics about the issue (writing the title).
• a general introduction to the issue I think the best plan is (to share the research) …
• a detailed history of the issue
• easy practical advice on what people can do 7 Create your leaflet and prepare to talk
• text in long paragraphs with no headings about it. Use the tips and Key phrases in
• bullet points to make it easy to follow the Super skills box.

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Model project
Could your
food save Reducing
the planet? food waste to
fight climate
Find out change!
how!
Why is food waste a problem? What can YOU do?

Imagine going shopping and buying ten bags of food, walking out 1 Don’t buy too much food. It’s better to go shopping more often
of the shop and throwing three full bags in the bin. Crazy, right? An and buy less each time. That way, you always have fresh food.
incredible 30% of food is wasted! 2 Serve smaller portions. If you put too much food on your plate, you
Growing and producing food uses up huge amounts of natural won’t eat everything and you’ll end up throwing some away. Using
resources and energy. Not only that, when it ends up in landfill, it smaller plates helps.
produces a greenhouse gas called methane. It’s bad for the planet! 3 Organise your cupboards and fridge – first in, first out.
Put new shopping at the back and older products at the front.
Did you know? When you open your cupboards or fridge you can see what needs to
• Almost 50% of fruit and vegetables produced are never eaten. be used first.
• In Europe, 29 million tonnes of dairy products are wasted every

4 Store your food correctly.
year, e.g. 574 billion eggs. Not in the fridge: tomatoes, eggs, bananas …
• In America, 60 million
Where in the fridge?
tonnes of food, worth $162 billion, In the door: milk, juice …
are wasted every In the middle: fish, meat, yoghurts …
year. Just over half At the bottom: salad, fruit …
ends up in landfill. 5 Understand dates. ‘Best-before’ dates are only recommendations.
• Globally, 30% of You can still eat food after them. ‘Use-by’ dates should be followed.
cereal products are 6 Don’t throw food away. If you aren’t going to use it, donate it to a
thrown away every food bank or give it to friends instead.
year – 286 million
tonnes!
5 FINAL REFLECTION
STEP 4: PRESENT 1 The task
8 Practise your presentation in your pairs. How informative and motivating
was your leaflet?
9 Present your leaflet to the class. How clear was the presentation?
2 Super skill
10 Peer review Look at the other pairs’ How well did you use flexible thinking?
leaflets and watch their presentations.
3 Language
1 Which leaflet(s) do you like best? Why?
2 Which leaflet(s) gave the best practical advice? this unit? Give examples.
Beyond the task

What could your school do to be greener?
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6 Crimes and
consequences
WDYT? What would you change if you
could make the rules?
Vocabulary: crime and

A B
criminals; cyber-crime
Grammar: conditionals: zero,
first, second and third; unless; I
wish/If only
Reading: a news article about
criminal animals
Listening: a radio phone-in
about online fraud and cyber
crimes
Speaking: talking about
problems and solutions
Writing: a for-and-against
essay
1 When a Lancashire couple
Project: change the rules of 2
returned from holiday, they were A man was stopped for smuggling at
your class/school
shocked to find a burglar asleep Guangzhou Baiyun Airport in China
in their bed. He had cooked when X-ray operators became 2 (…) .
dinner, done the washing, and The traveller had tried to smuggle his
tidied the house. The home- pet turtle through security by hiding it
VIDEO SKILLS owners locked the door so he inside a KFC sandwich.
couldn’t 1 (…) .
Video skills p73

Crime and criminals
1 Look at crime stories 1–6. Which ones match the cartoons?
2 Complete the crime stories with the correct form of some of
38
the words in the box. Then listen and check.
Real-world speaking p79 arrest detective escape rob and steal

guilty prison punish rob We say ‘rob a person/place’ and ‘steal a thing’.
steal suspicious victim They robbed a bank and stole a lot of money.
3 Look at the words in exercise 2 again and find …

1 two adjectives
2 two words for people
Project pp82–83 3 one place
4 two verbs with similar meanings
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Vocabulary 6
C
5 Work in pairs. How serious are the

crimes in exercise 4? Give reasons for your
answers.
We think that the most/least
serious crime is … because …
6 Work in pairs. Choose punishments for

the criminals in exercise 4. Use the words in
the box or your own ideas.
3 do community service get a life sentence
When a Glasgow man tried to rob a shop
go to prison pay a fine
holding a cucumber covered in a black sock,
he was seen by an off-duty policeman. The
officer 3 (…) him for attempted robbery. In our opinion, burglars should …
4
7 Listen to what happened in the crime
39
When 4 (…) in Florida posted a ‘wanted’ stories in exercise 1 and match 1–6 with a–f.
photo of a suspected vandal, he wasn’t Were any of the punishments the same as the
happy with the picture, so he sent them ones you chose in exercise 6?
a selfie. The man, who was wanted for
vandalism and arson, got more than 1 The burglar a got a life sentence.
2,000 ‘likes’ for his photo. 2 The smuggler b went to prison for 40 months.
3 The robber c paid a £200 fine.
5 4 The vandal d was allowed to travel.
A criminal was already in prison for a different
5 The murderer e went to court.
crime when he had a heart attack and confessed
that he was also 5 (…) of murder. 6 The shoplifters f was arrested thanks to
The 50-year-old thought he wouldn’t social media.
live to face his punishment, but he survived.
6 VIDEO SKILLS
Two shoplifters became victims of theft while
they were shoplifting in a general store in
Ogden, Utah. A stereo was 6 (…) from their
vehicle in the car park.
4 Copy and complete the table with the

words in bold from crime stories 1–6.
Crime Criminal
burglary 1 (…)
2 (…) smuggler 8 Watch the video. What crimes are
shoplifting 3 (…) mentioned or shown?
4 (…) thief (thieves)
5 (…) robber 9 Work in pairs. Discuss the questions.
6 (…) vandal 1 What type of video is this?
2 Which of these adjectives describe the video:
7 (…) murderer
informative, entertaining, funny, dramatic,
persuasive? Why?
73
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A news article 7 Choose the best option.
1 The rodents would have destroyed more
1 Have you ever heard of these things? Tell the money if …
class. a the police chief hadn’t caught them.
a an animal that has committed a crime b technicians hadn’t opened the cash machine.
b animals that have helped to catch criminals c they hadn’t run away.
2 Read and listen to the article. Match each

40 2 The person responsible for the smuggling cat …
animal to description a or b in exercise 1. a was planning to dig a tunnel.
b was in prison for robbery.
3 Complete 1–3 in the news stories with three of c will probably never be identified.
these headlines.
3 Sriaram Nagarajan …
a Prisoners’ feline friend
a works at a newsagent’s in Aberdeen.
b Amazing law-abiding animals
b paid for the stolen Doritos.
c Please don’t feed the birds!
c works for the RSPB bird charity.
d A very expensive Indian meal
4 The parrot, dog and horses …
Subskill: Recognising synonyms a also broke the law.
Writers often use synonyms to avoid repeating the b were all caught on CCTV.
subject too often. c all helped to prevent crime or catch criminals.
rats = rodents = bank-robbing rodents = suspects
1 Have you ever destroyed a banknote by mistake?
4 Find synonyms for the cat and the bird in the If so, how?
news stories.
2 How do people use animals to solve crimes rather
the cat = a small cat, …
than commit crime?
the bird = Sam, …
3 What would you do if you witnessed Sam the seagull
shoplifting?
5 Word work Match the definitions to the
words in bold in the text. 4 Which of the news stories do you like best? Why?
1 objects that a thief has obtained illegally

2 saw a crime CRITICAL THINKING
3 adjective to describe someone who respects
the law
4 someone who people think has committed 1 Understand Read the stories again. n Li
List and
a crime summarise the ‘crimes’ committed by the animals.
Were any of the animals aware of their ‘crimes’?
5 adjective to describe someone who breaks
2 Analyse In which story were humans involved
the law
in committing the ‘crime’? Find evidence in the
text.
3 Evaluate Decide whether animals can ever be
1 Where were the bank-robbing rats? considered responsible for crimes. Should they
2 How much money did the rats destroy? ever be punished? If so, how? Give reasons for
3 Where was the little cat? your answers.
4 Why were prison officers suspicious when
they saw the cat?
Did you know?
5 Where was Sam the seagull caught on camera?
Four men aged 61, 67, 75 and 77 committed the
6 What was Sam’s favourite snack? biggest burglary in English history, stealing more
than €200 million worth of jewellery from a safe
deposit in London.
74
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CRIME
6
Criminal CREATURES!
A shoplifting seagull, bank-robbing rats and a smuggling cat –
here are some unusual crime suspects!
8.0 30.0
0.0 45.0
7.5 28.0
8.0 43.0
7.0 26.0
6.0 41.0
6.5 24.0
4.0 39.0
6.0 22.0
2.0 37.0
5.5 20.0
0.0 35.0
5.0 18.0
8.0 33.0
4.5 16.0
6.0 31.0
47A589 POLICE DEPARTMENT 47A679 POLICE DEPARTMENT 23C875 POLICE DEPARTMENT
4.0 DANGEROUS 14.0
4.0 REWARD OFFERED 29.0 WANTED
HT 8cm WT 230g DOB 02.01.1973 HT 30cm WT 4kg DOB 06.01.1974 HT 45cm WT 1kg DOB 09.12.1972
1 (…) 3 (…)
Rats ate their way through banknotes worth What would you do if you saw a shoplifter? Some
nearly $20,000 / €18,000 inside a cash machine customers at a newsagent’s in Aberdeen, Scotland,
near Tinsukia in Assam, India. Apparently, the started paying for the stolen goods because they
bank-robbing rodents had got into the machine thought it was so funny – the thief was a bird!
through a hole for the electric cables. Fortunately, Named ‘Sam’ by locals, the law-breaking seagull
technicians arrived 12 days after the machine used to walk into the shop, steal a bag of crisps,
stopped working. If they hadn’t discovered the and calmly walk out. Then he opened the bag with
problem, the rats would have eaten even more his beak and shared the treat with his friends.
money! Local police chief Prakash Sonowal said According to shopkeeper Sriaram Nagarajan
that a suspect’s lifeless body had been found when interviewed by the BBC, Sam always waited
among the shredded banknotes. The rest of the patiently for the perfect moment – he wouldn’t go
gang must have escaped. Photos of the ruined in unless Sriaram was busy. The seagull’s thefts
banknotes went viral on social media. were caught on security cameras, and if you
watch the video, you’ll see that his favourites are
cheese-flavoured Doritos.
2 (…) Experts from a bird protection charity warn that
When a small cat was stopped at the prison we shouldn’t feed seagulls in urban areas. If we
gates in Arapiraca, Brazil, officers were right to feed them, they become dependent on humans
be suspicious. Attached to the cat’s body were a and they can even become violent. So if you see
mobile phone and charger, memory cards and Sam, don’t treat him to a bag of Doritos!
batteries. Was the feline smuggler part of a big
escape plan? Would prisoners have dug a tunnel READ MORE stories about law-abiding
if they had got their hands on the smuggled animals:
goods? Who knows what would have happened • The parrot that witnessed a murder.
if the cat had not been stopped! But which of the • The dog that caught a burglar.
263 prisoners was behind it? Unless the cat talks, • The horses that chased vandals.
we’ll probably never know …

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6 Grammar
Conditionals: zero, first, 4 Complete the sentences in your own words.
second and third Use the second conditional.
1 If someone stole my phone, I …
1 Look at the table and match the conditionals 2 If someone bullied my friend, I …
with uses a–d. 3 If I saw a shoplifter, I …
Conditionals 4 If laws didn’t exist, …
Zero conditional: If/When you feed wild birds, they
become dependent.
5 Read the information. Then use it to write
third conditional sentences.
First conditional: If you watch the video, you’ll see
that Sam loves Doritos. 1 4
Police stop robbers from
Second conditional: If you saw a shoplifter, what stealing huge diamond. Authorities fine
would you do? tourist after
Third conditional: If technicians hadn’t identified 2 Murderer arrested after
he jumps in
the problem, the rats would have eaten all the parrot witnesses crime. fountain.
money.
3
a the probable future result of a real situation in the Thieves identified on shop CCTV.
present
b the imaginary consequences of past events that
never happened, so are now impossible Conditionals with unless
c a situation that is always true
d the possible consequences of an imaginary
6 Read the information. With which type of
situation in the present or future conditional do we usually use unless?
unless + affirmative = if + negative
2 Match the sentence halves. Unless the cat talks, we’ll never know!
1 If I witnessed a crime,
= If the cat doesn’t talk, we’ll never know!
2 If/When you see a seagull, We can use unless with all types of conditionals, but
3 The burglar wouldn’t have broken into their home it’s more common with first conditionals.
4 If the bank robbers are caught,
a if they hadn’t been on holiday. 7 Rewrite the sentences using unless.

b they will go to prison. 1 If you don’t break the law, you won’t go to prison.
c I would report it. 2 If you don’t study hard, you won’t pass your exams.
d don’t feed it Doritos! 3 I won’t go out tonight if I don’t finish my project.
4 If you don’t use a password, your account isn’t
3 Complete the text with the correct first secure.
conditional form of the verbs in brackets. 5 Our teacher won’t be happy if we don’t finish
the exercise.
Crazy but true . . .
Be careful next time you’re on holiday! If you 1 (…)
8 Answer the question to solve the Brain teaser.
(build) sandcastles on the beach in Eraclea, you will
have to pay a fine of up to €250. And if you feed the
B R I N
birds in St Mark’s Square in Venice, the fine 2 (…) (be) A TEASER
between €70 and €700. You will pay up to €240 if you 3
(…) (climb) on a monument in
One bright winter’s day, a body was found in
Milan, and up to €500 if you
a field. A man had been murdered, but there
4 (…) (not walk) your dog weren’t any footprints. If it hadn’t snowed,
three times a day in Turin. there would have been footprints on the grass.
And if your dog 5 (…) (go) to If the sun hadn’t come out, there would have
the toilet in the streets of Capri, been footprints in the snow.
they 6 (…) (find) you and fine you What was the weather like at the time of the murder?
€2,000 – they’ve got DNA samples for
all the dogs on the island!
76 Pronunciation: Intonation in conditional sentences p117

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Cyber-crime
1 Check the meaning of these words. Then
complete 1–8 in the text.
click on a link con (someone) cyber-bullying
fraudster hacker identity theft junk mail
login details open an attachment
protect (yourself ) (phishing) scam spam
Meet the
‘Scammer A radio phone-in
Grannies’! 4 41Listen to part of a radio phone-in. Which
of these topics are mentioned?
The mission of the ‘Scammer Grannies’ was simple:
to con their own grandchildren! They wanted to show burglary cyber-bullying hacking online fraud
how easy it is for anyone to be the victim of online phishing scams smuggling
fraud. First, the Scammer Grannies learnt to create
a fake email address. Then, they persuaded their
grandchildren to 1 (…) on a link or open an 2 (…) . Subskill: Identifying speakers’ intentions
Four out of five of their victims fell for their You can often identify a speaker’s intention by
3 (…) scams! listening to their intonation and tone of voice, and
To 4 (…) yourself from the Scammer Grannies (or the expressions they use. Their intention could
any other online fraudsters!): be to inform, advise, congratulate, complain,
• never give your full 5 (…) details – anyone could sympathise, etc.
be a potential 6 (…) or con artist
• never turn off filters for spam or 7 (…) mail 5 Listen again and match phrases from callers
• cyber-8 (…) is a crime – if you see it, report it! 1–5 with intentions a–e.
Remember: if something looks too good to be true, 1 ‘this is a fantastic idea - well done to all …! ’
it probably is!
2 ‘it’s horrible! I wish people wouldn’t do it …’
3 ‘if I were you, I’d avoid …’
2 Read the information. Copy and complete the 4 ‘I think we ought to have …’
table with words from exercise 1. 5 ‘there’s loads of information online …’
Word families a to advise people against using Wi-Fi hotspots
When you learn a new word, make a note of all its forms.
b to congratulate the Scammer Grannies for raising
awareness of online fraud
Verb Noun (activity) Noun (person)
c to give information about online resources
to hack hacking 1 (…)
d to complain about online scams
to scam 2 (…) scammer(s)
e to suggest changes to cyber-bullying laws
3 (…) a con con artist(s)
to bully 4 (…) bully (-ies) 6 Are the sentences true or false? Correct the
to commit fraud fraud 5 (…) false sentences.
1 Jake’s grandma is a ‘Scammer Granny’.
3 Work in pairs. Ask and answer 2 Eliza was the victim of a social-media scam.
the questions.
3 Shakir often uses public Wi-Fi hotspots.
1 Do you know anyone who has been the victim of
4 Moira has been bullied online.
hacking or an online scam?
5 Maxi recommends a particular website.
2 How do you protect yourself from online fraud or
identity theft?
3 Do you think that the laws are strict enough for
online fraud and cyber-bullying?
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6 Grammar
I wish and If only 4 Are the sentences present/future wishes or past
regrets? Rewrite them with I wish/If only and the
1 Read the information and complete 1–2 with correct tense.
past perfect or past simple. 1 I opened a phishing email.
I wish/If only … If only I hadn’t opened a phishing email! = past regret
We use I wish/If only + 1 (…) to talk about present 2 I’d love to be 18 already!
or future wishes. 3 I didn’t use a strong password.
I wish we could keep chatting. 4 I forgot to log out of my account.
If only I knew how to help my friend! 5 I can’t drive a car.
We use I wish / If only + 2 (…) to talk about
6 I’d love to have a new bike!
past regrets.
If only my grandma had been a ‘Scammer Granny’! 5 Choose the correct option.
I wish I hadn’t used the Wi-Fi hotspot.
GRAMMAR ROUND-UP
I wish I were …
I wish I were rich! 1 2 3 4 5 6 7 8
We use I wish I were when the situation is
hypothetical.
2 Choose the correct option.

Present or future wishes
1 I wish I have/had a new mobile – mine is really old!
2 If only I were/had been outside now – it’s so hot! Look after your bike!
3 I wish we can/could go home early today. In which city are there more bikes than
Past regrets people? Amsterdam* in the Netherlands!
According to local police, 50,000–80,000
4 I wish I didn’t fall/hadn’t fallen out with my bikes 1 steal/stole/are stolen every year
sister last night – I feel bad now. in Amsterdam. So if you go cycling there,
5 I wish I have/had studied more yesterday. Then I you 2 ’ll need/’d need/are needing a strong
wouldn’t have to do it tonight. lock. But you’ll also have to be careful where
6 If only I didn’t click/hadn’t clicked on that link – you park – the authorities will take your
bike away 3 if/unless/whether you park it
now I’ve got a virus!
legally. You aren’t 4 allowed/made/let to
lock your bike to a lamp post, traffic sign or
3 Complete the I wish sentences with the correct bridge. If you 5 do/did/had done, they would
form of the verbs in brackets. take it away to the Fietsdepot – a special
1 This exercise is so difficult! place 6 which/when/where they store
I wish this exercise weren’t so difficult! illegally parked bikes! Anyway, in Amsterdam
I learnt some good tips for avoiding bike
2 I don’t know the answer. theft: get a ‘bike tattoo’, hide a small GPS
I wish I … (know) the answer. tracker in your bike, or paint it a bright
3 I didn’t understand the lesson. colour. I wish I 7 know/knew/’d known that
before my bike was stolen – if I’d painted it
I wish I … (understand) the lesson. bright pink, perhaps they wouldn’t 8 take/
4 I’d love to be at home now. took/have taken it!
I wish I … (be) at home now.
5 I’ve got so much homework tonight. * There are almost 850,000 residents in
Amsterdam, and about 881,000 bikes!
I wish I … (not have) so much homework
tonight.
6 I didn’t do my maths project last night.
I wish I … (do) my maths project last night. Research
Find out if it’s possible to borrow a bike or scooter in
your nearest town or city.
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Talking about problems 4 Create your own dialogue. Follow the steps in
the Skills boost.
and solutions
SKILLS BOOST
1 Watch the video. What is Sam and Bea’s THINK
plan of action? Think of a problem for your dialogue. Make notes
about your plan of action.
2 Watch again. Which Key phrases do you hear?
PREPARE
3 Complete 1–5 in the dialogue with five of Prepare your dialogue. Remember to use the Key
these words. phrases for talking about problems and solutions.
bike call doubt lock mobile report wait PRACTISE

Practise your dialogue. Make sure you use the
Sam appropriate tone of voice.
Hey, what’s up?
Bea PERFORM
Hi there! Hey, you won’t believe it – Act out your dialogue for the class.
someone has stolen my 1 (…) !
Sam
Oh no, what a pain! What, right here? 5 Peer review Listen to your classmates.
Bea Answer the questions.
Yeah. Look – what a nightmare! 1 What is the dialogue about?
If only I’d used a better 2 (…) !
Sam
2 Which Key phrases do they use?
Hey, don’t panic. We’ll sort it out. 3 Do they use the correct tone of voice?
Bea
Hmm. What shall I do? I wish Key phrases
I hadn’t left it here. Solutions/next steps
Sam Problems
You won’t believe it, but … What shall I/we do?
OK, let’s make a plan. You should
definitely 3 (…) it to the police. What a pain/nightmare! Let’s make a plan.
Bea Regrets You/we should definitely
Yes, otherwise we won’t be able to claim on …
If only I’d/I hadn’t …
the insurance. The thief won’t be caught. Yes, otherwise …
I wish I’d/I hadn’t …
Sam But first, maybe … ?
Consoling someone
You’re right. You should 4 (…) Yes, I’ll do that.
your mum first, maybe? Don’t panic/worry.
Bea We’ll sort it out.
Sam
Yes, I’ll do that. Everything’ll be OK!
Don’t worry. Everything’ll
be OK. They might find it! Real-world grammar
Bea
If only I’d used …
Hmm, I 5 (…) it. But fingers crossed! I wish I hadn’t left it here.
Phrasebook p124 79
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6 Writing
Online debate forum Debates Forums Polls
Should cyber-bullying
be illegal? Yes or No
1 Most people agree that cyber-bullying is cruel and must be stopped.
However, some people don’t think it’s necessary to make it illegal. There are
arguments for and against this position.
2 One of the main arguments for making cyber-bullying illegal is that it can
be like hacking or hate speech, which are already illegal. Those in favour of
making cyber-bullying illegal say that the law should cover psychological as
well as physical crimes. Furthermore, if cyber-bullying were illegal, it would
put off other people. Bullies would think twice if they knew they would be
punished.
3 On the other hand, some people argue that too many people would go
to prison if cyber-bullying were illegal. In addition, they say that there is
a difference between saying and doing terrible things. Moreover, they
argue that cyber-bullying is already covered by existing laws so it
doesn’t need extra laws.
4 To sum up, I am in favour of making cyber-bullying illegal, not only
because it would punish the bullies but also because it would stop
others. If we don’t make cyber-bullying illegal, some people might think
it is acceptable. Nevertheless, I think that the punishment should
include education for the bullies, not just sending them to prison.
A for-and-against essay
1 Read the essay. Is the writer for or against 4 Choose the correct option.
making cyber-bullying illegal? Are school rules necessary?
2 Match paragraphs 1–4 with a–d. 1 All societies need rules to keep discipline, and
schools are no different. Moreover/Nevertheless,
a arguments against
schools would be more stressful if there weren’t
b arguments for any rules.
c conclusion (including the writer’s opinion) 2 However/Although school rules can be useful,
d introduction to the debate they shouldn’t be too strict because childhood is
the only time in life when we can be free!
Subskill: Using connectors of addition 3 Rules are necessary not only/moreover in society
and contrast in general, but also at school.
We often use connectors of addition and contrast to 4 Some school rules can make life easier. And/
show the relationship between two sentences However, rules such as wearing a uniform prevent
or ideas. students from expressing their own personality.
5 School rules promote fairness and respect.
3 Copy and complete the table with the words They also/although make life safer and more
and phrases in bold in the essay. comfortable for students and teachers.
6 On the one hand, there are many reasons for
Addition Contrast having school rules. In addition/On the other
and, also, (…) (…) (…) but, although, (…) (…) hand, society has already got plenty of laws so it
(…) (…) wouldn’t matter if school rules didn’t exist.
80
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QUICK REVIEW 6
5 Are the arguments in exercise 4 for or against
school rules? Can you think of any Grammar
more arguments?
For: Conditionals: zero, first, second and third
We use the zero conditional to talk about a situation that is
• All societies need rules to keep discipline, and always true.
schools are no different.
If When you feed wild birds, theyy become dependent.
• Schools would be more stressful if there weren’t
any rules. We use the first conditional to talk about the probable
future result of a real situation in the present.
Against: Iff you watch the video, you’ll see that Sam loves Doritos.
• School rules shouldn’t be strict because childhood We use the second conditional to talk about the possible
is the only time in life when we can be free! consequences of an imaginary situation in the present or
future.
6 Write a for-and-against essay to answer the Iff you saw
w a shoplifter, what would
d you do?
question Are school rules necessary? Follow the We use the third conditional to talk about the imaginary
steps in the Skills boost. consequences of past events that never happened, so are
now impossible.
Iff technicians hadn’t identified
d the problem, the rats would
SKILLS BOOST have eaten all the money.
THINK
Decide if you are for or against school rules. unless
Use ideas from exercise 5 and your own ideas. unless + affirmative = if + negative
Think about your introduction and conclusion. Unless the cat talks, we’ll never know!
= If the cat doesn’t talk, we’ll never know!
PREPARE We can use unless with all types of conditionals, but it is
Organise your notes into four paragraphs: more common with first conditionals.
1 introduction to the debate I wish / If onlyy …
2 arguments for or against We use I wish / If only + past simple or continuous to talk
3 the opposite point of view about present or future wishes.
4 conclusion (including your opinion) I wish we could keep chatting.
If only I knew how to help my friend!
WRITE We use I wish / If only + past perfect to talk about past
regrets.
Write your essay. Use the example in exercise 1 to
If only my grandma had been a ‘Scammer Granny’!
help you.
I wish I hadn’t used the Wi-Fi hotspot.
CHECK
Read your essay and answer the questions.
1 Have you used the correct connectors of addition Vocabulary
and contrast?
2 Have you used vocabulary related to crime and 42 Crime and criminals
consequences? arrest, burglar, burglary, detective, escape, guilty, murder,
3 Have you included at least two examples of murderer, prison, punish, rob, robber, robbery, shoplifter,
conditional sentences? shoplifting, smuggler, smuggling, steal, suspicious, theft,
4 Have you written four paragraphs? thief/thieves, vandal, vandalism, victim
43 Cyber-crime
bully (n/v), bullying, click on a link, commit fraud, con (n/v),
con artist, cyber-bullying, fraud, fraudster, hack, hacker,
7 Peer review Exchange your essay with hacking, identity theft, junk mail, login details, open an
another student. Answer the questions. attachment, phishing, protect (yourself), scam (n/v),
scammer, scamming, spam
1 Has the writer presented both sides of the argument?
2 Have they reached a conclusion, giving
their opinion?
3 Have they included extra arguments and examples?
81
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6 Project
WDYT? What would you
change if you could
CRITICAL THINKING
Cause and effect

make the rules? Tips
Negative consequences might put people off
doing the wrong things.
TASK: Discuss the rules of your Positive rewards might encourage people to do
the right things.
class/school and decide how you
Key phrases
would change them. Present your If you … you’ll have to …
decisions to the class. When people … they have to …
What would happen if someone … ?
Learning outcomes What would you change?
1 I can work with others to discuss school rules and I wish we could …
consequences. Would we be able to enforce it?
3 I can think critically to evaluate appropriate 4 Read the new rules and consequences on
consequences. p83 again, and answer the questions.
Graphic organiser Project planner p120 1 Do you think the rules are fair?
2 Do you think the consequences are fair and
can be enforced easily?
1 Watch a video of students presenting 3 Are there any positive rewards?
the rules for their French class. How many
rules do they have? STEP 2: PLAN
5 Work in your groups.
1 Decide whether to discuss the rules for your
English class or your school.
2 Brainstorm all the current rules that you can
think of.
3 Discuss how you would change these rules,
and whether you would add any new rules.
6 With your group, discuss the possible

consequences of your new rules. Use the
tips and Key phrases in the Super skills
STEP 1: THINK box.
2 Look at the old and new rules in the Model
project. In what ways have the students STEP 3: CREATE
changed the rules?
7 Read the How to … tips on p120. Then,
3 Work in groups. Read the tips in the Super in your group, discuss your new rules
skills box and practise saying the Key and consequences to make sure that
phrases with your group. everyone agrees.
8 Create your new rules and consequences.

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Model project
Our old French class ru
les
You must speak Frenc
h.
No mobiles in class.
You must do your home
work.
You mustn’t be late for
class.
Bullying will not be to
lerated.
Our new rules and consequences

1 Everyone must speak French at all times. If you
speak in your mother tongue, you will have to put
a coin in a charity box, each time.
2 Students are allowed to bring mobiles into class for research, but nothing else. If
you use your mobile phone for anything but research, you will have to leave it in
a box.
3 You must do your homework on time. If you don’t do your homework on time, you
have to write an explanation in French about why you didn’t do it.
4 You mustn’t be late for class unless you have a note from a parent or doctor.
If you’re late for class, you’ll have to stay after school for the same number of
minutes you were late.
5 Bullying will not be tolerated. If anyone bullies another student, they will have to
go to the headteacher’s office.
6 If we study well and pass our tests, we will choose what we do in one class each
month.
6 FINAL REFLECTION
1 The task
Did you manage to agree on your
STEP 4: PRESENT rules and consequences?
How clear was the presentation
9 Practise presenting your new rules and of your rules?
consequences. Make sure you can justify 2 Super skill
them, and prepare to answer questions. Did you use critical thinking to
consider the consequences of your
10 Present your rules and consequences to the rules?
class.
Did you include any positive
11 Peer review Listen to other groups’ motivational rewards?
presentations and answer the questions. 3 Language
1 In your opinion, which are the best and the worst Did you use new language from
rules? this unit? Give examples.
2 Are the consequences fair and easy to enforce? Beyond the task
If you could, would you change any of society’s laws? How?
83
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Time
7 flies!
There’s
WDYT?
no time
Time: how do people
like the
(What do you think?) fill time, save it and present!
waste it?
Vocabulary: reporting verbs;
idioms and expressions about Time is more valuable than money.
time
Grammar: reported speech;
reported questions
Reading: a timeline showing
how people have filled their Don’t waste
time over the years your time living
Listening: a quiz about time somebody else’s
Speaking: discussing points life.
of view
Writing: a report
The purpose
of life is to
Project: carry out and report
an interview have a good
Here today, gone tomorrow! time.
VIDEO SKILLS
Reporting verbs
1 Look at the unit title. Why do people say that ‘time flies’?
Video skills p85
2 Work in pairs. Read the quotes and discuss the questions.
1 What do you think each quote means?
2 Which quotes do you agree/disagree with?
3 Which is your favourite quote? Why?
Reported speech
Real-world speaking p91 We use reporting verbs to report what someone said.
‘Time is money!’ she said. She said that time was money.
3 Copy and complete the table with these reporting verbs.
admit advise agree ask explain invite

offer promise refuse say suggest tell
Project pp94–95
Verb + to Verb + object + to Verb + that
agree advise admit
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Vocabulary 7
Time waits for no one. 5 Read the text and choose the correct
reporting verbs. Who do you think the police
might arrest next?
CRIME NEWS
The time to
make friends is
T he Daily News 1 reported/replied that
a murder had been committed yesterday
afternoon. A man was arrested, but he
before you need 2 insisted/denied that he had committed the
Good crime. He 3 claimed/recommended that he
them.
things had been at work from 9:00 until 5:00. When
the police questioned his business partner, she
come to 4 insisted/announced that he had not been in
those who the office all day. Later,
wait. the police 5 confirmed/
complained that the
same fingerprints had
been found in the office
and at the crime scene,
Time you 6 arguing/adding that
enjoy wasting they were about to make
is never a second arrest.
wasted!
6 Look again at the reporting verbs in
exercise 5. Which verb pattern from
exercise 3 do they all follow?
7 Listen to five short extracts. Which of

44
these verbs matches each extract?

announce complain insist recommend reply
VIDEO SKILLS
4 Check the meaning of the reporting

verbs in the box. Then match six of them
with the definitions a–f.
add announce argue claim complain
confirm deny insist point out
recommend reply report
a to say something as an answer

b to say that you are not satisfied
c to say that something is good or suitable
8 Watch the video. What problem does
d to make a public or official statement
Lara have? What advice is she given?
e to give reasons why you believe something
f a phrasal verb that means ‘to tell someone 9 Work in pairs. Discuss the questions.
something’ 1 Why do vloggers make ‘advice’ videos? Why are
they popular?
2 What would you give advice on if you made a
vlog like this?
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A timeline 6 Word work Are these definitions of the
1 Look at the pictures below and on p87. Have words in bold correct? Correct any errors.
you ever used any of these things? When? 1 A craze is something that gets popular quickly.
2 A video arcade is a place where people used to
2 45 Guess whether the sentences are true or watch films.
false. Then read, listen and check. 3 A must-have gadget is something that lots of
1 Some people can solve the Rubik’s Cube puzzle in people want.
less than a minute. 4 A millennium is a period of a hundred years.
2 People used to play Mario Bros before personal 5 When something makes a comeback, it becomes
game consoles were invented. popular again.
3 In the late 1990s, some Furbies were arrested.
4 Facebook was the first social networking site. 7 Answer the questions.
5 Pokémon Go! uses augmented reality. 1 How many Rubik’s Cubes have been sold?
2 Who are the main characters in the Mario Bros
video game, and who are their enemies?
Subskill: Recognising time references
Time references can help you to understand the 3 What language(s) could Furbies speak?
sequence of events in a text. For example: 4 How much time do people spend on Facebook
every day?
in the early/mid/late (80s), by (the 1990s), soon after/
5 Find one argument for and one against Pokémon Go!
afterwards, (a decade) later, after (ten years), the
previous/following year, now/nowadays/today/
currently
8 Work in pairs. Look at the pictures.
Answer the questions.
3 Check the meaning of the time references 1960s 1970s 1980s 1990s 2000s 2010s
above. Which can you find in the text?
1 Which of the dates do you associate with each
4 Complete each pair of sentences with two of picture?
the time references from each box, to make 2 Have you ever used any of these things?
the information true. 3 What else could you add to the timeline?
in the early 1980s nowadays since then
A B
1 The Rubik’s Cube became a craze (…) .
2 (…) you can find a lot of tips on YouTube.
24 hours 2004 by 2007

C
3 Facebook was invented in (…) .
4 (…) , Facebook had 30 million users.
20 years later 2016 in the 1990s
5 The original Pokémon craze happened (…) .

6 Pokémon Go! came out (…) .
CRITICAL THINKING
5 Complete the sentences.
1 The Rubik’s Cube was invented by (…) .
1 Remember Look at the timeline and write a list
2 Mario Bros was produced by (…) .
of all the ‘time-fillers’ that are mentioned.
3 The Furby was first sold in (…) . 2 Understand Write a description of each item
4 Facebook was invented by (…) . on your list.
5 In the first two years, Pokémon Go! was 3 Evaluate Do the things on your list waste time?
downloaded by (…) . Do any of them save time? Do they have any
other advantages?
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7
Timeline: filling time through the decades!
Did you know?
Check out this timeline to see how
The Rubik’s Cube is named after its
people have ‘filled’ their time over inventor, Hungarian professor of
the years. What would you add? architecture Ernő Rubik.
Send us your ideas!
Rubik’s Cube 1980
When the Rubik’s Cube craze began in 1980, some people said that it would never last. But
more than 350 million cubes have been sold since then, and people are still trying to beat
the world record – currently less than five seconds! If you want to try, then first have a look
on YouTube, where lots of competitive ‘cubers’ are offering to share their secrets!
Mario Bros 1983

Do you remember Mario and Luigi? These brothers – some
people argued that they were twins – were plumbers who had
to fight strange creatures under the city of New York. In the
early 1980s many people spent hours playing this game in
video arcades. Soon afterwards, Nintendo announced that
they were bringing out Super Mario Bros for home computers
and game consoles.
Furby
A robotic creature called Furby was the ‘must-have’ new gadget of 1998. Furbies spoke 1998
their own language (Furbish) – for example, they said ‘doo-dah’ (‘yes’) or ‘boo’ (‘no’) when
their owner told them to do something – but they could also ‘learn’ English. The following
year, the US National Security Agency actually banned Furbies from its buildings because
some people claimed that they could repeat top-secret information!
Facebook
Facebook wasn’t the first social networking site
of the new millennium, but it soon became the
2004
biggest. Created by Mark Zuckerberg in 2004, it
gained 1,200 users in the first 24 hours. Three
years later, Facebook reported that the number
of registered users had reached 30 million.
Nowadays, more than a billion people around the
world spend 950 million hours a day on Facebook!
Pokémon Go!
Twenty years after the original Pokémon craze, the ‘pocket monsters’ made a comeback
in Pokémon Go! This time, players had to use the GPS on their mobiles to find augmented
reality creatures. Some people complained that the game could be dangerous because
players were too distracted, but fans argued that it was great that they had to go outside
2016
and do exercise. Clearly many people agreed – after just two years, the Pokémon Company
announced that more than 800 million people had downloaded the game.
What’s next?
What do you think the next big craze will be? Some
experts suggest that mobile devices won’t exist in ?
20 years’ time, so perhaps we’ll be playing games
on chips implanted in our bodies. Or maybe the old
20th-century time-fillers will make a comeback.

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7 Grammar
Reported speech 4 Read the examples and answer the questions.
Reported requests, offers, suggestions
1 Read the examples. Then copy and complete and commands
the table of tense changes.
Requests
Reported statements ‘Please send your ideas!’ They asked us to send
We use reported speech to report something that our ideas.
someone said. Offers
Direct speech ‘We’ll share our secrets on YouTube!’ They offered
‘Millions of people have downloaded our new to share their secrets on YouTube.
game,’ announced the company. Suggestions
‘It can be dangerous,’ complained some people.
‘Let’s all waste time sometimes!’ The writer
‘We have to exercise outdoors,’ argued the fans. suggested that we should all waste time sometimes.
Reported speech Commands
The company announced that millions of people ‘Don’t take the Furby into the building!’ They told
had downloaded their new game. me not to take the Furby into the building.
Some people complained that it could be
dangerous. 1 Which three verbs take the infinitive with to?
Fans argued that they had to exercise outdoors. 2 Which two verbs require an object?
3 Which verb takes a that clause?
Tense changes
Direct speech Reported speech 5 Complete the reported offers, requests,
present simple 1 (…) suggestions and commands.
present continuous past continuous 1 ‘Can you give us an example?’
past simple past perfect I asked the teacher (…) .
present perfect 2 (…) 2 ‘How about working in pairs?’
future conditional The teacher suggested that (…) .
must / have to 3 (…) 3 ‘I could help you.’
We also change pronouns, possessive adjectives My classmate offered (…) .
and expressions of time and place. 4 ‘Don’t start exercise 7 yet.’
The teacher told us (…) .
2 Rewrite the sentences using reported speech.
1 Facebook: ‘The number of users has reached one 6 46 Listen and match messages 1–4 with a–d.
billion.’
a He asked me to call back when I got the message.
Facebook said (that) the (…) .
b My friend suggested that we should meet at midday.
2 My grandma: ‘I found all my old school friends on
Facebook.’ c The shop assistant offered to help me.
d She told us not to leave baggage unattended.
My grandma said (that) she (…) .
3 My uncle: ‘I can’t survive without social media!’ 7 Answer the question to solve the Brain teaser.
My uncle said (that) he (…) .
4 My sister: ‘The next craze will be virtual reality.’ B N
R A I TEASER
My sister said (that) (…) .
3 Rewrite the message in reported speech. I asked the same question all day long, but
people replied with a different answer every
Remember to make all necessary changes. time. They insisted that they were telling the
truth, and I can confirm that their answers were
Paul: ‘I’m going into town tomorrow – I have to get my always correct!
phone fixed. I dropped it and the screen has broken! I’ll call
you when I’m there. We can meet for lunch!’ What was my question?
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Idioms and expressions A quiz
about time 5 47Look at the quiz question. Can you guess
1 Look at the expressions. Can you think of any the answer? Then listen and check.
more expressions related to time?
• Time flies when you’re having fun! It’s QUIZ time!
• Better late than never! Test yourself with questions from your
favourite radio quiz. This week it’s all
• There’s no time like the present.
about TIME!
• You can’t turn back the clock. How many time zones are there in
• Time will tell! the USA?
• (be) on time five seven nine
• (be) just in time
• run out of time
Subskill: Avoiding distractors
• make time for (someone/something)
The speakers might mention all the possible answers,
• manage your time but only one is correct. Read all the options before
Understanding idioms/sayings listening so that you know what the distractors are.
An idiom is an expression which has a meaning that
is different from the literal meaning of the words. 6 Listen to the quiz again and choose the
Idioms and sayings are used to add interest. correct option.
1 Which famous time traveller travels in a TARDIS?
Time flies when you’re a Hermione Granger
having fun! = Time b Marty McFly
seems to pass quickly c The Doctor
when you’re having 2 What do we call the study of measuring time?
a good time.
a etymology
b horology
2 Read the information and look at the example c metronomy
expression. Do you have a similar idiom in 3 Which calendar do most countries use today?
your language? Does your language have any a the Julian calendar
other idioms related to time? b the Gregorian calendar
3 Match 1–4 with idioms and sayings from c the lunar calendar
exercise 1. 4 How long does it take for the Earth to make a
complete turn on its axis?
1 You should do something now rather than
waiting until later. a less than 24 hours
2 It’s better to arrive late than not to arrive. b 24 hours exactly
3 We will learn the result of an action or decision in c more than 24 hours
the future.
4 We can’t change things that have already
happened, even if we regret them. 1 Did Rachel answer the first question correctly?
2 Why did Rachel mention ‘leap years’?
4 Find expressions in exercise 1 that match 3 How many questions did Rachel answer correctly?
the definitions. 4 What did she win?
1 organise your time 5 Who did Rachel say hello to?
2 arrive at the correct time
3 arrive early enough so you don’t miss something
Research
4 you don’t have enough time to finish something
Find out more about leap years or different types
5 to find the time for something/someone despite
of calendars.
being busy
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7 Grammar
Reported questions 4 Work in pairs. Ask your partner the direct
questions from exercise 3. Then report your
1 Read the examples. Then answer the questions.
partner’s answers.
Reported questions
Where are you from, Fatima?
We use reported questions to report a question that
someone asked.
I’m from Antalya, in Turkey.
Questions with Yes/No answers
Are you ready?’ The presenter asked if/whether I asked Fatima where she was from, and she told me that
Rachel was ready. she was from Antalya.
‘Can you repeat the options?’ Rachel asked if/
whether he could repeat the options. 5 Choose the correct option.
‘Have you decided?’ He asked if/whether she had
decided. GRAMMAR ROUND-UP
Questions that begin with Wh-/How
‘Which famous time traveller travels in a TARDIS?’ 1 2 3 4 5 6 7 8
He asked which famous time traveller travelled in a
TARDIS.
‘How long does it take for the Earth to go round the Time travel …
sun?’ He asked how long it took for the Earth to
go round the sun.
Doctor Who
The Doctor
1 Are the tense changes the same as in reported Age: approx. 900–2,000 yearss old
statements? Home: Planet Gallifrey
Transport: the TARDIS
2 Do we use question marks in reported questions?
Enemies: Daleks and many
3 When do we use if/whether? other monsters and aliens
4 How does the word order change in reported
For anyone 1 which/who/whose
which/who/whoselives on
questions? another planet and doesn’t know, Doctor Who is
5 What happens in questions with do/does/did? the longest-running science-fiction TV programme
ever.
2 Rewrite the questions as reported questions. It 2 is/was/has beenbeenone of my favourite
Remember to change the tenses. programmes since I was a kid – when I was little,
1 ‘Will next year be a leap year?’ asked the quiz I was allowed 3 stay/to stay/staying
stay/stayingup late
presenter. to watch it. So I was really happy when someone
4 said/asked/told
said/asked/toldme that the next Doctor
The quiz presenter asked (…) . 5 is/will be/was going to bea woman – about
2 ‘What is a nanosecond?’ time, I thought! Jodie Whittaker became the
He asked (…) . Doctor when Peter Capaldi 6 is/was/were
‘regenerated’.
3 ‘How many babies are born every second?’
The Doctor has travelled through time, and
He asked (…) . 7 meet/has met/was meeting meetinga lot of famous
4 ‘Is the 13th Doctor a man or a woman?’ people, including Leonardo da Vinci and Einstein.
He asked (…) . I wish I 8 can/could/will be able to totime-travel!
If I could, I 9 travel/will travel/would travelto
5 ‘Who invented the first clock?’ Ancient Rome or Renaissance Italy. I’m sure
He asked (…) . people 10 watch/will be watching/will have
watched Doctor Who for years to come!
3 Read the reported questions. Then rewrite
them as direct questions.
1 I asked her where she was from. 6 Look at the questions in exercise 3 again. How
‘Where are you from?’ would the Doctor answer them?
2 I asked her how old she was.
3 I asked her how she usually travelled. Research
4 I asked her if she had met any famous people. Find the answers to the questions in exercise 2.
90 Pronunciation: Intonation in reported questions p117

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Discussing points of view 4 Create your own dialogue. Follow the steps in
the Skills boost.
1 Watch the video. Do you agree with their
opinions? SKILLS BOOST
THINK
2 Watch again. Which Key phrases do you hear? Choose your topic to debate: board games, classical
music, cosplay or video games. Decide who is for and
3 Complete the dialogue with five of these who is against. Make notes about your reasons.
words or phrases. There’s one word you don’t PREPARE
need. Prepare your dialogue. Remember to use the Key
a waste of time different great hate love silly phrases for discussing different points of view.
PRACTISE
Ryan Practise your dialogue.
A friend of mine has asked me to go to
that new sci-fi movie. What do you PERFORM
think about science fiction? Act out your dialogue for the class.
Monica
I 1 (…) it! There are so many great sci-fi movies!

Ryan
5 Peer review Listen to your classmates.
Do you think so? Answer the questions.
Monica
1 Which topic were they talking about?
Yes! Why, what’s your opinion?
Ryan 2 Which Key phrases did they use?
Well, it seems to me that it’s
2 (…) . I mean, it isn’t real, is it? Key phrases
Monica
Asking about other people’s points of view
I completely disagree! In my opinion, it’s
great to escape reality sometimes. Anyway, What do you think about … ?
today’s sci-fi could be tomorrow’s reality! What’s your opinion?
Ryan Giving your point of view
You have a point. But I’d It seems to me that … / In my opinion, …
rather watch something else.
Monica Describing other people’s opinions
Well, my sister went to see that movie (My sister) said that …
and she said that it was 3 (…) ! (Lots of people) have told me that …
Ryan Reacting to opinions
Maybe she’s right. But lots of people have Do you (really) think so?
told me that they thought it was 4 (…) .
Monica Maybe (you’re) right.
Well, we’re all 5 (…) , aren’t we? I (completely) agree/disagree!
Ryan You have a point. / Exactly. / We can agree on that!
Of course. We each have to make up our own mind.
US UK
Monica
Exactly. At least we can agree on that! My sister went to see that movie. (US) My sister went
to see that film. (UK)
Phrasebook p125 91
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7 Writing
REPORT about how we spend

our time on school days
by Laura Graft
This report summarises the results of a class survey about how we spend our time
1 introduction on school days. We asked 30 students to answer questions about how long they
spent studying sleeping and enjoying free time the previous day.
First, we asked how many hours people had spent at school, travelling to and from
school, and doing their homework. Forty per cent replied that they had spent 7–9
hours on these activities, while 60% said these activities had taken 9–10 hours.
When asked how many hours they had spent sleeping, the vast majority (more
than 90%) reported that they had slept 8–10 hours, with just 10% sleeping less or
2 main body more than this.
Regarding free time, eight out of ten students said that they had had 3–5 hours
free time the previous day, and 20% claimed that they had had less than three
hours. Popular free time activities included spending time with friends and family,
doing sport and going to activity clubs.
To sum up, this survey shows that students usually spend most of their time
3 conclusion sleeping or studying on weekdays, but in their free time they try to make time for
friends, family, sports and activities.
A report Subskill: Talking about statistics

We often use percentages and expressions of
1 Read the survey and answer the questions. quantity to talk about statistics in a report.
25% 50% 80% 95% a large proportion

eight out of ten half of the people more than half
SURVEY: How do you spend your
time on an average school day? one in four the (vast) majority the minority
How long did you spend …
• at school yesterday? (…) hours 4 Write the percentages and expressions of
• travelling to/from school? quantity in order, from the smallest to the
(…) minutes / hours biggest. Which ones mean the same?
• doing your homework?
(…) minutes / hours 80% = eight out of ten
• sleeping? (…) hours
How much free time did you have? 5 Find five statistics in Laura’s report. Write each
(…) hours one in a different way.
How did you spend your free time? Forty per cent = Less than half
(…)
2 Read Laura’s report. Are any of the answers

the same as your answers from exercise 1?
3 Read the report again. Which part:

a summarises the answers from the survey?
b gives a general conclusion?
c says what the report is about and how the
information was collected?
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QUICK REVIEW 7
6 Look at the results of another survey.
Grammar
1 What did you do to save time yesterday?
• About a quarter of my class said that they had got Direct speech
up earlier so that they’d have more time. We use direct speech to repeat the exact words that
• Fifty per cent had used public transport because it someone said.
was quicker than walking. ‘Millions of people have downloaded the game,’
• 95% had used technology to save time (e.g. for announced the company.
doing chores at home). ‘It can be dangerous,’ complained some people.
2 How did you waste time yesterday? Reported speech
• Ten per cent of respondents said that they had We use reported speech to report something that
spent too much time sleeping. someone said.
• About half of the people in my class reported that The company announced that millions of people had
they had watched too much TV. downloaded the game.
Some people complained that it could
d be dangerous.
• The majority (85%) admitted that they had wasted
time online. Reported requests, offers, suggestions
and commands
7 Write a report. Choose task a or b. Follow the ‘Please send your ideas!’ They asked us to send our ideas.
steps in the Skills boost. ‘We’ll share our secrets on YouTube!’ They offered to
share their secrets on YouTube.
a Carry out the survey in exercise 1 in your class,
‘Let’s all waste time now and again!’ The writer
and write a report about the results. suggested d that we should all waste time now and again.
b Write a report about the survey results in exercise 6. ‘Don’t take the Furby into the building!’ They told me not
to take the Furby into the building.
SKILLS BOOST Reported questions

THINK
Choose your task. Make sure you have all the Questions with Yes/No answers
information and statistics that you need. ‘‘Are you ready?’ The presenter asked if/whether Rachel
was ready.
PREPARE ‘Can you repeat the options?’ Rachel asked if/whether he
Organise the information into three sections: could repeat the options.
1 Introduction: say what the report is about and Questions that begin with Wh-/How
how you collected the information ‘Which famous time traveller travels in a TARDIS?’ He
2 Main body: summarise the answers to each asked which famous time traveller travelled in a TARDIS.
question in the survey ‘What do we call the study of measuring time?’ He asked
3 Conclusion: Sum up the results of the survey what we called the study of measuring time.
WRITE
Write your report. Use the example in exercise 2 to Vocabulary
help you.
CHECK 48 Reporting verbs

Read your report and answer the questions. add, admit, advise, agree, announce, argue, ask, claim,
complain, confirm, deny, explain, insist, invite, offer,
1 Have you used percentages and expressions of point out, promise, recommend, refuse, reply, report,
quantity to talk about statistics? say, suggest, tell
2 Have you used reported speech and reported
questions correctly?
49 Idioms and expressions about time
Time flies when you’re having fun!
Better late than never!
8 Peer review Exchange your report with There’s no time like the present.
another student. Answer the questions. You can’t turn back the clock.
Time will tell!
1 Has the writer mentioned all the questions
(be) on time / just in time
in the survey?
run out of time
2 Has the writer explained how the statistics were make time for (someone / something)
collected? manage your time
3 Did you read anything interesting or surprising?
93
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7 Project
WDYT? Time: how do people STEP 2: PLAN
fill time, save it and 4 Work in pairs. Read the tips in the Super
waste it? skills box and practise saying the Key
phrases with a partner.
TASK: Imagine you can travel CREATIVITY

through time. Interview a person Using your imagination
from the past and report to the Tips
class what he/she told you. It’s good to search for inspiration, but try to be
original in the end.
Learning outcomes If an idea doesn’t work straight away, keep
trying. As Einstein said, ‘Failure is success in
1 I can carry out an interview and report it to progress!’
the class.
Key phrases
Let’s brainstorm some ideas.
3 I can be creative and use my imagination.
Let’s think outside the box.
Graphic organiser Project planner p121 I know it sounds crazy, but how about … ?
That’s an amazing idea. I love it!
I’m not sure about that. It might be too difficult
Which idea is the most original, do you think?
1 Watch a video of students
Let’s explore this idea further.
presenting the conclusions from their
interview. How many questions did they
ask? 5 Work in your pairs. Brainstorm famous
people from history and agree which
person you are going to interview. Use
the tips and Key phrases in the Super
skills box.
STEP 3: CREATE
6 Read the How to … tips on p121. Then
carry out your interview.
• One student is the interviewer and one the
interviewee.
STEP 1: THINK • The interviewer should listen and take notes
of the answers.
2 Look at parts A and B of the Model project. • If possible, record your interview.
Were they made before, during or after the
interview? 7 Now work together to prepare your
report of the interview. You can write an
3 Look at A and B again. Which one uses article, make a presentation or make a
direct statements and questions, and video report. Use Part B to help you.
which one uses reported statements and
questions?

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Model project
W e int er vie we d
B
A
Project: inte
erview a famous person
Cl eo pa tra …
from the passt an d th is is
Alice and Jack wh at we lea rn t!
C
Cleopatra
Alexa
andria, Egypt
Introduction
32 BC
Hello! We’re Alice and Jack
and we’re doingg a project about time travel. Do
you mind if we ask you a few questions?
Report of
questions
and
answers
Conclusion
Weell we’v
’v come to the end
’ve
ooff our
our interview
w now.. Thannk
nk you so much for
makaking time foor us!
7 FINAL REFLECTION
STEP 4: PRESENT
1 The task
8 Practise reporting your interview to the class. Did you complete Part A and Part B?
Check that you’ve used reported
2 Super skill
speech correctly.
How creative was your project?
9 Report your interview to the class. Did you and your partner both use
your imagination?
10 Peer review Listen to your classmates’ 3 Language
reported interviews and answer the questions. Did you use reported statements
1 Which famous person did you find and reported questions?
most interesting?
2 Think of an extra question to ask about each Beyond the task
famous person. In the past, people didn’t have all the technology that we
have today. Do you think that we save or waste more time
with technology, or both?
95
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8 Sport
Isaac Jean-Paul is a Paralympic athlete.
WDYT?
He’s broken many world records in high
How can sport be jump and won two world championship
(What do you think?) a force for good? medals in both high jump and long jump.
He holds a high jump world record.
Vocabulary: sports; doing The Mountain Bike World Championship is an

sport; benefits of sport important biking competition. Rachel Atherton
has won the downhill title an astonishing five
Grammar: gerunds and times! She’s also won the World Cup six times.
infinitives; quantifiers That makes her the world champion with the
Reading: an article about the most medals in downhill mountain biking.
Refugee Olympic Team
Kiko Matthews had never
Listening: a podcast about rowed before she trained to
finding the right sport for you row 2,800 miles across the
Speaking: describing an Atlantic – alone! She had to
event work out and train hard, but
it was worth it. She broke
Writing: an opinion essay the world record by almost
Project: make a video of your a week and set a new record
of 50 days!
candidate for Sports Star of
Sporting greats
the Year
VIDEO SKILLS Sports

1 Copy and add as many sports as you can in one minute.
Video skills p97
Compare around the class.
yoga
football do
SPORT
play
athletics
hockey go
swimming
running
Real-world speaking p103
2 Work in pairs. Complete the questions in as many different ways
as you can, using collocations from exercise 1. Ask and answer. Then
tell the class about your partner.
1 Do you prefer (…) or (…) ?
Antoni prefers going running
2 How often do you (…) ? to playing football. He’s never
3 When was the last time you (…) ? done yoga, but …
Project pp106–107
4 Do you enjoy (…) ?
5 Have you ever (…) ?
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Vocabulary 8
Chloe Kim is a snowboarder.
When she was just 17 years
old she scored a perfect 100 5 Work in pairs. Complete the sentences
points at the X-Games! She with the correct form of a verb from exercise 4.
has won three gold medals
at the games, and she was Then ask and answer.
the first woman to do 1080s 1 Have you ever (…) a medal for a sport? What for?
back-to-back – that’s a hard 2 Has your team (…) another team recently and
snowboarding trick! The won a match?
X-Games (short for ‘Extreme
Games’) is a popular sports 3 Does your school ever (…) any sports events?
event which is held every What?
year. There are summer 4 Would you like to (…) in the Olympics? Why?
and winter games, like the 5 Do you (…) a football, basketball or volleyball
Olympics.
team? Which one?
6 Work in pairs. Choose the correct verb.

Then compare your answers. Do you agree or
disagree with the statements?
1 Serena Williams is a great tennis player. She usually
Do you support a team in wins/beats the other player.
the World Cup? It’s a football
2 Brazil’s football team are brilliant. They’re going to
tournament that takes place every
win/beat the next World Cup.
four years. When it was held in
Russia, France’s 19-year-old Kylian 3 Tennis is the best game/match in the world.
Mbappé became the youngest 4 I’d like to play in an international volleyball game/
person to score a goal in the final match with lots of fans watching.
game since 1958. Luckily, France
5 If I played/trained hard, I could be in an Olympic
didn’t lose the game; they beat
Croatia 4–2 to win the trophy. sports team.
6 I’m fit because I practise/play a lot of different
sports.
VIDEO SKILLS
Doing sport
3 Read the text and check the meaning of
the words in bold.
1 Which team beat Croatia in Russia?
2 What sport is Chloe Kim known for?
3 Who has won more events in his/her sport than
anyone else?
4 Who has medals in two sports?
5 Who has set a world record in rowing?
7 Watch the video. What activities do you
4 Complete the collocations with the words see? What record does he break?
in the box. Which are in the texts? What
collocations do you know for win and lose?
1 What features of the video show that this is a
a competition a goal a record documentary?
a team (x2) an event 2 How does this video make you feel? Why?
3 What makes the video interesting and
1 support (…) 4 score (…)
attractive? Think about:
2 hold (…) 5 break/hold/set (…) • music • images • colour and light
3 beat a champion/ 6 compete in (…) • story
another athlete/ (…)
Pronunciation: /e/ /iː/ and /eɪ/ p117 97

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An article 6 Decide if the statements are true or false. Correct
the false statements.
1 Work in pairs. Describe the photos. What 1 All the athletes in the unusual team were either
do you think the article is about? Why? Write runners or swimmers.
five words you expect to see in the article. 2 The athletes used their own national flags.
3 Globally there are more than 25 million refugees.
2 Read the dictionary extract. Are there many
4 Coubertin believed that sport could be used to
refugees in your country? What problems do
educate people.
you think they face?
5 The athletes won several medals.
6 There will not be a Refugee Team at any other
refugee NOUN [COUNTABLE] /refjʊˈdʒiː/
Olympic Games.
someone who leaves their country, especially during
a war or other threatening event 7 Complete the sentences.
Thousands of refugees have entered the camps along
1 Many athletes want to (…) .
the borders in recent days.
2 Worldwide, the number of refugees is (…) .
3 The Refugee Team was supported by (…) .
Subskill: Scanning 4 The Refugee Team helped to make people more
Scanning is a useful tool to read faster. When you aware of (…) .
scan, you only look for specific information. This 5 The writer hopes that in the future a refugee
helps you to answer questions faster and more team (…) .
easily.
CRITICAL THINKING
3 Scan the text and find …
1 the four countries the athletes are from.
2 the number of athletes in the team. 1 Remember Read the article again. List the
3 what the IOC is. sports mentioned and the purpose of the
Olympic Games.
4 what ‘displaced people’ are, and how many there
2 Apply Imagine you were on the Olympic
are.
Committee. If the Olympics were extended to
5 the name of the person who started the modern include other activities besides sport, which one
Olympics. activity would you include? For example: cooking,
computer games, story-telling or a sport that is
4 50Read and listen to the text. Check your not currently an Olympic sport.
answers in exercise 3. Which phrases in the 3 Evaluate Explain which activity you would
text confirm the answers? include and justify your answer. How does the
activity promote education and international
5 Word work Match the definitions to the peace?
words in bold in the text.
1 make people notice something
2 dealing with (problems or difficulties) Research
3 escape from a dangerous situation or place very Find out about two of the athletes in the first
quickly Refugee Olympic Team. Who are they? What have
they done since then?
4 an urgent, difficult or dangerous situation
5 made someone do something they didn’t want to
6 support or encourage something
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8
A message of hope
Do you remember watching the Rio Olympic Games? If so, you probably noticed an unusual team.
It was like no other Olympic team because for the first time the athletes came from four different
countries: South Sudan, Syria, the Democratic Republic of Congo and Ethiopia. The 10 members
competed in three different sports: running, swimming and judo. They competed together under the
Olympic flag, the famous five coloured rings. So who were the team and why were they so special?
The team was the Refugee Olympic Team. Being in founder, Pierre de Coubertin, saw sport not just as a
an Olympic team is the goal of many athletes. They physical activity, but also as a way to educate people.
dream of representing their country and winning a Creating the team was a way of doing that. The IOC
medal. But what do you do if you have no country? also wanted to send a message of hope to refugees
Imagine training for years at a sport and then having everywhere. The athletes in the Refugee Team were
to flee for your life. Refugees lose everything, not just able to compete as equals with other national teams.
their home. There are now over 25 million refugees People from all over the world supported the
worldwide and numbers are increasing. Added to team. Although the athletes didn’t win any medals,
that, there are around 40 million displaced people – it is important to remember that they achieved
people who have been forced to leave their homes something incredible. They demonstrated true
who are still in their country. Olympic spirit in their courage and
dedication, despite facing huge
difficulties. Not only that, they
helped to raise awareness of
the problems refugees have
to deal with.
The team received such a
positive reaction that the
IOC decided to continue
having a Refugee Team at the
Olympics. Don’t forget to look
out for them next time! We can
hope that one day there will be
no need for such a team, and
The International Olympic Committee (IOC) that, in part at least, may be
created the team to draw attention to this global because of sport.
refugee crisis. Why? The purpose of the games is to
promote international peace through sport. The

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8 Grammar
Gerunds and infinitives 4 Read the examples and complete the rules
with infinitive or gerund.
1 Read examples a–f and match them to 1–6. Verbs that take -ing/infinitive with a change
Gerunds and infinitives of meaning
a They wanted to bring attention to the refugee Do you remember watching the 2016 Olympics?
crisis. I must remember to find out more about the team.
b Being in an Olympic team is the goal of many They’ll never forget taking part in the Olympics.
athletes. Don’t forget to support the next refugee team.
c They dream of winning a medal. I stopped playing volleyball, but I miss it.
d The athletes miss being in their own countries. I was studying, but I stopped to play volleyball. I
e It’s important to remember that they achieved needed a break.
something incredible.
f They created the team to draw attention to the 1 We use remember/forget + (…) to talk about an
refugee crisis. experience in the past.
2 We use remember/forget + (…) to talk about doing
1 gerund as subject of sentence something in the future.
2 gerund after certain verbs, e.g. avoid, enjoy, miss 3 We use stop + (…) to talking about finishing an
3 gerund after prepositions activity and stop + (…) when we stop in order to
4 infinitive of purpose. Alternatively, we can use in do a different activity.
order to
5 infinitive after certain verbs e.g. agree, want, decide
5 Complete the text with the correct form of the
verbs in brackets.
6 infinitive after adjectives, e.g. interesting, necessary
Verbs that take the gerund or infinitive Jagger Eaton

Some verbs (e.g. like, prefer, love, hate, begin, I can remember 1 (…) (watch) one of Jagger
continue, start) can take either gerund or infinitive Eaton's videos on YouTube and he was incredible!
with little or no change of meaning. He started skateboarding when he was four years
We like watching TV. old and his dad encouraged him 2 (…) (train)
We like to watch TV in the evening. hard. It’s important 3 (…) (learn) new tricks and
Jagger enjoys 4 (…) (test) his skills. After 5 (…)
(compete) in the X-Games at the age of 11,
2 Complete the sentences with the correct form he became the youngest competitor ever.
of the verb in brackets. If more than one form is He managed 6 (…) (win) a gold medal at
possible, write both. the games only a few years after. Now
1 I usually exercise by (…) (play) football. that skateboarding is an Olympic sport,
2 I think (…) (swim) is the best form of exercise.
Jagger is training hard in order 7 (…)
(compete) and hopes 8 (…)
3 I like (…) (do) yoga. (win) his first Olympic medal.
4 My friends don’t enjoy (…) (compete) in sports events.
5 I think it’s necessary (…) (do) some exercise every day. 6 Answer the question to solve the Brain teaser.
6 My best friend intends (…) (get) fitter next month.
B R I N TEASER
Verb + object + infinitive A
Some verbs follow the pattern verb + object +
infinitive e.g. help, advise, encourage, force, remind. Andy, Beth, Carlos and Daniela each have a
different favourite sport: volleyball, swimming,
The coach helped them to improve their performance.
basketball or karate.
Health experts advise people to do sport regularly.
1 Doing karate and playing basketball aren’t
things Beth likes.
3 Work in pairs. Are the sentences in 2 Carlos remembers playing volleyball and
exercise 2 true or false for your partner? basketball when he was younger, but he
refuses to do them now.
Do you usually exercise by playing football? 3 Neither of the boys enjoys doing martial arts.
Who prefers doing which sport?
100 Pronunciation: /θ/ and /ð/ p117

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Benefits of sport A podcast
1 Work in pairs. Discuss the photos using 4 Listen to the podcast. Which of the
51
the phrases below. sports in the poster in exercise 2 do they
• individual sport • team sport discuss?
• indoor sport • water sport
• outdoor sport • winter sport Subskill: Answering true/false questions
• summer sport • year-round sport Before you listen, read the statements carefully
and underline key words (nouns, verbs, adjectives,
2 Check the meaning of the words in the box. numbers, names etc.). Listen for synonyms. Choose
Which are important for each of the sports on the answers from the information given in the
the poster? recording.
accuracy balance confidence coordination

5 Read the statements and underline the key
fitness flexibility focus skill speed
words. Then listen again and decide if the
stamina strength
sentences are true or false. Correct the false
sentences.
1 Playing basketball can help you to improve your
Get active – find the right ability to make decisions.
sport for you 2 When you start swimming you should do the
highest number of lengths you can.
3 The podcaster says that cycling isn’t as popular as
it used to be.
4 According to the podcaster, it takes a lot of time to
improve in gymnastics.
5 You can go rowing indoors or outdoors.
6 Listen again and complete the sentences with

numbers.
1 Swimming just (…) minutes twice a week is a
good workout.
2 The Algarrobo swimming pool in Chile is (…)
metres long.
3 After cycling regularly for three months, cyclists’
brains were the same size as the brains of people
(…) years younger than them.
4 Skiers are about (…) % fitter than typical fit
people.
5 The first World Indoor Rowing Championship was
held in (…) .
Word families
Many nouns also have an adjective form, e.g.
skill (n) – skilful (adj) 1 Which sports do you like doing? What benefits do
you get from them?
3 Write the adjectives and example sentences. 2 Which sport or sports would you like to try? Which
1 accuracy – accurate 5 flexibility (…) would you not like to try? Why?
2 confidence (…) 6 focus (…) 3 What are the best ways to encourage young
people to do more sport?
3 coordination (…) 7 strength (…)
4 fitness (…) 8 skill (…)
Sports like skiing help you become more coordinated
and improve your coordination.
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8 Grammar
Quantifiers 3 Read the examples and match the two parts of
the rules.
1 Read the examples and complete the rules
with countable, uncountable or affirmative. not enough, enough, too much/many
Experts say not enough people participate in sport.
not much/many, few, a few, several, lots of/ Do you spend enough time doing sport?
loads of/plenty of
Fifty metres is far enough for me.
Few gymnasts will go on to professional level, but
People spend too much time in front of screens.
everyone can enjoy gymnastics.
Too many people stop doing sport.
Start by swimming a few lengths and then increase
the number.
1 not enough a the necessary amount
Several listeners asked about rowing.
2 enough b more than necessary
Most towns and cities have lots of/loads of/plenty
of indoor pools. 3 too much/many c less than necessary
There’s not much time left, so let’s talk about our
last sport for today.
4 Work in pairs. Complete the sentences
so they are true for you.
Not many people like the idea of training outside
on a cold day. 1 Few people I know (…) .
2 In my town, there aren’t enough (…) .
1 We use few/a few/several/not many/how many? 3 I think too many young
with (…) nouns. people (…) .
2 We use not much/how much? with (…) nouns. 4 I spend enough time (…) .
3 We use lots of/loads of/plenty of with both (…) and 5 I (…) too much (…) .
(…) nouns.
6 I’ve got plenty of (…) .
4 We usually use few/a few in (…) sentences and
much/many in negative sentences and questions. 5 Choose the correct option.
few/a few
We use few to emphasise a small number, but a few GRAMMAR ROUND-UP
is similar in meaning to some.
Few teenagers go skiing. = Not many teenagers.
1 2 3 4 5 6 7 8
A few of my friends go skiing. = Some of my friends go
skiing. Menna Fitzpatrick 1 (…) since she was five. She
learnt to ski by 2 (…) her dad because she is
almost blind. Menna, 3 (…) has only 5% vision,
2 Choose the best option. skis with her guide, Jennifer Kehoe. It 4 (…) easy
1 Few/Plenty of/Several people do sport every coordinating with another person while you
day. It isn’t enough! I wish more people did. are skiing. If Menna 5 (…) a skiing partner, she
2 There are few/lots of/not many sports centres wouldn’t be able to compete at speeds of 80 km
near me. It’s great to have so much choice. an hour. The pair consider 6 (…) a team. They work
well together, and at the Winter Paralympics in
3 There are not many/several/plenty of famous PyeongChang they won 7 (…) medals! Menna is
sports stars from my town. I can only think of two. now Britain’s most successful Paralympic skier
4 Doing team sports has several/loads/few and no doubt we 8 (…) more of her in the future.
benefits.
5 We can’t swim today because there is not 1 a skied b is skiing c has been skiing
much/a few/several water in the pool. 2 a follow b following c to follow
6 I want to run a 10-km race next year. I’m going to 3 a who b that c whose
start by running plenty of/a few/few kilometres 4 a must be b can’t be c might have been
and then increase gradually.
5 a won’t have b didn’t have c doesn’t have
7 There are several/plenty of/few exercise
6 a themselves b herself c each other
machines in the gym, so you never have to wait.
7 a too many b enough c lots of
8 a hear b will have heard c will be hearing
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Describing an event 4 Watch again. Which Key phrases do you hear?

1 Look at the photo. Where are Aisha and Elif? 5 Create your own dialogue. Follow the steps in
What do you think they are talking about? the Skills boost.
2 Watch the video and check your guesses in SKILLS BOOST

exercise 1. THINK
Describe a sports event to a friend who wasn’t there.
3 Complete the dialogue with the words in the 1 What happened at the start? And after that?
box. Watch again and check. 2 How did you feel?
3 How did the event finish?
match scored team win
PREPARE
Elif Prepare a dialogue. Remember to use the Key phrases
for describing an event and your feelings.
Hi Aisha, how was the match?
I suppose we lost again.
Aisha PRACTISE
You’ll never guess what happened!
Elif
Well, I’m sure we didn’t beat the

PERFORM
Act out your dialogue for the class or record it and
other team. We never 1 (…) .
Aisha play it to the class.
Well, the start was slow, but then we
Elif
2 (…) a goal … and then two more!
6 Peer review Listen to your classmates and
What? Three goals! That’s amazing! answer the questions.
Aisha 1 Which Key phrases did they use?
I know! The crowd went wild. Everyone 2 Could they improve their dialogue? How?
was clapping and cheering.
Elif
Key phrases
Then what happened? What was the final score?
Aisha Describing an event
The other 3 (…) scored three times, The start/finish was thrilling/exciting/slow/boring.
but by the time the match finished The crowd went wild/cheered. Everyone was clapping.
we had scored one more goal! You’ll never guess what happened!
Elif
Before I knew it, … / By the time …
So we won 4–3? I can’t believe it! I
wanted to come, but I had to go into Describing your feelings
town to buy a present for my sister.
Aisha
I’ve never been so excited/surprised/bored!
It was so exciting. I’ll never forget when I’ll never forget …
we scored the final goal. It was one It was (so) wonderful/amazing/exciting/boring.
minute before the end of the 4 (…) !
Real-world grammar
I wanted to come.
I had to go into town to buy a present.
Phrasebook p125 103

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8 Writing
‘IN SPORT, WINNING IS EVERYTHING.’
Omer Bayar
An opinion essay 3 Match the paragraphs A–D with the

descriptions 1–4.
1 Read Omer’s essay. Does he agree or disagree? 1 the conclusion summing up your opinion
2 the main reason you agree/disagree
Subskill: Using a dictionary 3 the introduction explaining the statement and
Use a dictionary to improve your writing. giving your opinion
Dictionaries give information about spelling and 4 additional reasons why you agree/disagree and
grammar as well as meaning. a short reference to a different opinion
2 Use a dictionary to complete 1–4 in the essay. 4 Find expressions with the same meaning as
1 a apart of b apart from c apart with the ones below.
2 a achivements b achievements c acheivements 1 In the past (…) .
Check the spelling. Are any letters missing or in the 2 Today (…) .
wrong order? 3 In my opinion/It seems to me that (…) (…) (…)
3 a focus b focuss c foccus (…) (…) .
Check the spelling. When does ‘focus’ have a double 4 What is more (…) (…) .
letter? Which is it? 5 Some people argue that (…) .
4 a great b greatly 6 To sum up/In conclusion (…) .
What part of speech (noun, verb, adjective, adverb)
is great? What does it mean? What about greatly?
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QUICK REVIEW 8
5 Complete the sentences using expressions
from exercise 4. Do you agree or disagree? Grammar
1 (…) , schools taught team sports rather than
individual sports. Gerunds and infinitives
2 (…) most schools recognise that it is important to We use gerunds as subjects of sentences, after prepositions
do both team and individual sports. and after certain verbs.
We use infinitives after adjectives and certain verbs.
3 (…) team sports are more important than
Doing sport regularly is part of a healthy lifestyle.
individual sports, but I disagree.
Before doing exercise you should warm up.
4 It is true that team sports help build social skills I missed riding my bike after I hurt my leg.
and cooperation. However, (…) individual sports They decided to make skateboarding an Olympic sport.
can build other strengths. I went to the sports centre to playy / in order to playy / so as to
5 (…) individual sports encourage cooperation and playy tennis.
allow people to develop at their own speed. (…) , It’s hard to score goals.
not everyone enjoys team sports. Verb + object + infinitive
6 (…) , I believe it is good to do both, but they My parents encouraged me to join a sports team.
should be optional rather than obligatory. The coach advised everyone to practise before the match.
6 Read the question. What do you think? Write Verbs that take gerund/infinitive with no
an opinion essay. Follow the steps in the Skills change of meaning
boost. They started playing / to play tennis.
We love watching / to watch our football team.
All students should do both team
and individual sports at school. Verbs that take gerund/infinitive with a
change of meaning
SKILLS BOOST forget, remember, stop
THINK Quantifiers
1 Decide if you agree or disagree with the statement.
There aren’t enough women’s football teams.
2 Write a list of reasons to support your opinion.
There isn’t much time to practise.
Not many teenagers go rowing.
PREPARE Very few people do too much exercise.
Organise your ideas into paragraphs. Use the model
A few people in my class have seen a live basketball match.
essay and paragraph plan (in exercise 3) to help you.
Several football players have been in the news.
Have you got enough energy to run a bit further?
WRITE You can do lots of / loads of / plenty of sports at the centre.
Write your opinion essay. Remember to use the words
People spend too much time sitting down and not being
and phrases in exercise 4. active.
There are too many people here. I can’t see!
CHECK
Read your essay and answer the questions.
1 Have you written four paragraphs?
2 Have you included useful phrases (opinions,
Vocabulary
adding ideas, concluding)?
3 Have you used gerunds, infinitives and
52 Sports
quantifiers? play – football, hockey
go – running, swimming
4 Have you used vocabulary related to sport?
do – athletics, yoga
53 Doing sport
athlete, beat, champion, championship, compete, game,
7 Peer review Exchange your opinion essay hold an event, hold/break/set a record, lose, match, medal,
with another student. Answer the questions. score a goal, support, team, tournament, train, trophy, win,
work out
1 Does the writer use appropriate grammar and
vocabulary? 54 Benefits of sport
2 Does the writer use correct spelling and present accuracy/accurate, balance, confidence/confident,
their opinions clearly? Do you agree or disagree coordination/coordinated, fitness/fit, flexibility/flexible,
with them? focus/focused, skill/skilful, speed, stamina, strength/strong
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8 Project
STEP 2: PLAN
WDYT? How can sport be a
3 Which of these features does the video
(What do you think?) force for good? include to make it attractive?
• photos • music
• video clips • diagrams and graphs
TASK: Make a video of your • headings
candidate for Sports Star of 4 Work in pairs and choose a sports star to
the Year. research.
Learning outcomes
5 Work in your pairs. Read the tips in the
Super skills box and practise saying the
1 I can make a video about a sports star to Key phrases with a partner.
persuade people to vote for my choice.
3 I can choose and use reliable web sources to CRITICAL THINKING
research information.
Graphic organiser Project planner p121
Choosing and using reliable
web sources
Tips
Make sure the website is reliable and secure.
1 Watch a video of students talking
Always check your facts on various websites.
about their favourite sports star. Where
Check the date of the article. Is the information
is Samantha Kerr from?
recent?
Is there an author’s name? Are the sources given?
Look at the domain name. Is it a newspaper or
government website?
Key phrases
Where did you get that information?
Is that website reliable/accurate/secure?
Let’s check the facts on different websites.
We should use an/the official website.
STEP 3: CREATE
STEP 1: THINK
6 Research your sports star and make
2 How would you organise parts a–e below notes. Include the information in exercise
to make a presentation? Read the extracts 2. Use the tips and Key phrases in the Super
in the Model project and check. skills box.
a description of what the sports star is like
b short summary of career
7 Read the How to … tips on p121. Then share
your research and decide how to organise
c a brief introduction giving name of the person
the information.
and their sport
d conclusion giving reasons why the person is a 8 Create your video. Add the things from
good candidate exercise 3 to make it attractive.
e awards and achievements

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Model project
proje
1
Hello. I’m Sarah and I’m Jack.
We’d like to present to you
a truly exciting footballer 3
for Sports Star of the Year. Sam is a skilful player, who is always focused
Samantha Kerr is from on the field, and she’s very accurate.
Australia, and she is a hugely
talented international star. I love watching Sam in action! Here you can
see her doing her famous backwards flip,
which she sometimes does after she scores
2 a goal. Sam wins matches, and she’s happy
Sam only started playing football to sign autographs and take selfies with
when she was 12 years old, but every person who wants one. There aren’t
she has already achieved a lot. enough players like her!
She first played professionally
in 2008. When she was 15, she
played for the Australian national
team for the first time in a
game against Italy. After playing
in several different teams in
Australia, Sam moved to America
to play for the Chicago Red Stars.
5
4
Through sport,
Sam is helping Sam won the National Women’s Soccer League
to change (NWSL) Golden Boot award in 2017. The Golden
attitudes. She Boot is for the player who scores the most goals
is proving to in a season. Sam won it again in 2018 – that’s
young people a record! Sam’s won several more awards,
that women’s including the Australian Women’s Player of the
football is an Year and Young Australian of the Year.
exciting game
with top-class
players, and that women can play just as well as men.
Sam is an international role model for women’s sport
who inspires young people to follow their dreams. For
these reasons, together with her many successes, we
8 FINAL REFLECTION
believe that Samantha Kerr is the ideal candidate for
Sports Star of the Year. 1 The task
How organised and attractive was
your presentation?
How effectively did your video
STEP 4: PRESENT present your candidate?
2 Super skill
9 Show your video to the class. Did you successfully choose and use
reliable web sources?
10 Peer review Watch your classmates’ 3 Language
videos and answer the questions.
1 Which video was the most successful at this unit? Give examples.
persuading you? Why?
2 Who do you think should win the Sports Star of Beyond the task
the Year? Vote as a class. Do you think all sports can be a force for good?
Give reasons for your answer.
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4
9 Look what
you know! L (…) AD
SI (…) G (…) R
3
1 2 POLL (…) T (…)
R (…) VE (…) S AND S (…) (…) S
SH (…) P (…) IFT (…) R

A (…) G (…) E
5 5
7
DO W (…) R (…) NE (…) T-D (…) OR

A (…) US (…) NG AT (…) L (…) TE E (…) PE (…) IE (…) CE NEI (…) H (…) OUR
Vocabulary 5 Complete the text with the correct option.

1 Look at the photos and complete the words. Carolina Marín is a Spanish badminton player. She
wanted to be a Flamenco dancer, but then a 1 (…)
friend introduced her to the game of badminton
2 Match answers 1–8 from exercise 1 to and she loved it. Coach Fernando Rivas noticed her
topics a–h. during a match and was impressed with her speed,
a (Unit 1) Music and performance 2 (…) and ambition. ‘I want to be the very best,’
b (Unit 2) Friends Marín said. ‘European champion. World champion.
Olympic champion,’ she 3 (…) . She gave an amazing
c (Unit 3) Describing things 4 (…) at the Rio Olympics and won a gold medal.
d (Unit 4) What’s next She’s won many other awards too, including three
e (Unit 5) Protecting the environment World Championships. Due to an injury, she had to
withdraw from a competition in 2019, which was very
f (Unit 6) Crime 5 (…) . However, Carolina was soon back to training
g (Unit 7) Reporting verbs after an operation and is already preparing 6 (…) next
h (Unit 8) Sport year’s competitions. She is optimistic that this injury
won’t 7 (…)
3 Which word or expression does not belong in her chances of
further success.
each group? Why?
What does the
1 manage your time, go running, run out of time, future hold for
time flies when you’re having fun Carolina? Only
2 embarrassed, jealous, content, entertaining time will 8 (…) !
3 strength, flexibility, champion, stamina 1 a near b close c acquaintance
4 teacher, fraudster, hacker, scammer 2 a strength b focused c skilful
5 noisily, afterwards, downstairs, funny 3 a pointed out b complained c added
6 feel good, agree with, prepare for, complain about 4 a record b audience c performance
7 support you, make you laugh, ask you, cheer you up 5 a thrilling b disappointing c puzzling
8 cardboard, blackboard, aluminium, rubber 6 a for b of c about
7 a destroy b protect c ban
4 Add three more words to each group in
8 a say b talk c tell
exercise 3.
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Look what you know! 9
Reading 4 Are the sentences true or false? Correct the
false sentences.
1 Look back at the Reading subskills in Units 1 MacRebur's product doesn't help to solve the
1–8. Which do you find most useful? Why? problem of plastic waste.
2 All roads in the UK are now built using the
2 Look at the photos and headlines.
55
recycled plastic.
Decide what each text, A–D, is about. Then 3 Shannon and Cheriece are both runners.
read and listen to the texts and check.
4 The Hylton sisters studied different subjects at
1 people who could be sports stars in the future university.
2 two people who didn’t succeed in committing 5 Ciara didn’t know Cordelia before they went to
a crime Germany.
3 two people who got to know each other 6 Very few people watched Ciara and Cordelia’s
4 a product that could help the environment video.
7 The thief’s friend stole more money than the thief
3 Look at the underlined words in the texts. Who had asked for.
or what do they refer to? Match the pronouns
8 The police only arrested the thief’s friend.
1–6 with the people or things they refer to a–f.
1 They (line 7) a The thief’s friend 5 Word work Look at the words in bold in the
2 They (line 17) b Ciara Murphy text. What part of speech are they? Can you
3 she (line 31) c Shannon and Cheriece Hylton remember what they mean? If not, look back
and check!
4 there (line 33) d the company
5 it (line 40) e Bremen 6 Work in pairs. Order the stories from
6 him (line 47) f the robbery most to least interesting. Compare with
another pair. Give reasons for your answer.
News in brief C How to find a friend

A Roads of the future? 25 When Ciara Murphy from Ireland
Plastic waste is a huge problem went to study in Bremen,
worldwide, but the co-founders of MacRebur have Germany, she didn’t know
come up with a product that could help – and tackle anyone. However, people kept
5 the pothole crisis at the same time. MacRebur 30 asking her if she had come with
recycles plastic that would otherwise end up in a sister or if she had a twin. The
landfill or incineration. They use recycled waste same thing was happening to
plastic that when mixed with their special activator Cordelia Roberts from the UK, who was also studying
can be used in asphalt to make roads. The product there. Then they bumped into each other and realised
10 has been used on roads in the UK and around the they looked identical. The ‘twin strangers’, as they
world. Perhaps one day all roads everywhere will be 35 call themselves, quickly became friends. They
laid using recycled plastic. posted a photo online and later made a video telling
their story which has been viewed over 70,000
B Athletes to watch times.
Shannon and Cheriece Hylton are twins and they’re D Bad robbers!
both world-class athletes. They’ve only been running
When two criminals tried to steal $100,000 from a
competitively since they turned 16. Now they’re
40 bank in Fairfield, USA, it all went wrong. One of the
15 hoping to represent Britain at the next European
thieves phoned the bank before the robbery to tell
Championships and at the Olympics, and perhaps to
them to put the money in a
win medals. They train hard every day and amazingly,
bag for his friend to collect.
they’ve also managed
The bank quickly phoned the
to complete university
police. After collecting about
20 degrees – Shannon
$900, his law-breaking friend
studied biomedical
45
tried to flee, but police were

science and Cheriece
studied business waiting to arrest him. They
management. then arrested the thief who
phoned the bank, who was
outside in the getaway car!
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9 Look what you know!
Grammar
Units 1 and 2 Units 3 and 4
1 Complete the dialogue with the correct form 1 Complete the text with the correct form of
of the verbs in brackets. Use the present the modal verbs of deduction and speculation.
perfect simple or present perfect continuous.
Hi Amy. You look happy. What What are these strange ‘pods’ on a mountain in Peru?
1 (…) (you/do) ? Although they look like they 1 (…) (could/be) science
research centres, they are in fact a hotel! How did
I 2 (…) (write) a new song. I 3 (…) (not they build it? Well, it 2 (…) (can’t/be) easy! The
finish) yet, but I 4 (…) (write) two verses. hotel is nearly 400 metres up a cliff, so the builders
3 (…) (must/use) special equipment to construct it.
That’s great. I’d love to hear it I suppose they 4 (…) (might/build) one pod first
when you 5 (…) (finish) . and then stayed up there to finish it. The materials
What about you? 6 (…) (you/practise) 5 (…) (must/be) very strong or it would fall down.
for your guitar exam? It’s soon, isn’t it? It definitely 6 (…) (can’t/be) easy for visitors to
reach either. In fact, guests have to do a 90 minute
Yeah, it’s next week. I 7 (…) (practise) a lot! climb to reach it – obviously they 7 (…) (must/enjoy)
climbing and not have vertigo! Fortunately, the
journey back is a lot easier; you go on a zip wire.
2 Choose the correct option to complete the It 8 (…) (must/be) an amazing experience!
questions. Then answer the questions.
1 You’re French, isn’t it/aren’t you?
2 Have you and your best friend ever fallen out with
each other/yourselves?
3 What kind of music do you usually listen to/for?
4 When you leave a room, do you always switch the
lights down/off? 2 Write questions with the future perfect or
5 You didn’t go out last night, do you/did you? future continuous. Then answer them.
1 what / you / do / at this time tomorrow ?
3 Complete the text with the correct relative
2 you / leave / school / by the end of next year ?
pronouns. Then say which are defining and
which are non-defining relative clauses. 3 where / you / live / in ten years’ time ?
4 will / you / get a job / by the age of 20 ?
Alfie Templeman, 1 (…) is from the 5 will / you / lie on the beach / on 1st January ?
UK, is a musical talent to watch – 6 will / get / married / by the age of 30 ?
and he’s still a teenager. Alfie, 2 (…)
sister is a pianist and plays trumpet,
comes from a musical family. He 3 Complete the sentences with the future
started playing drums aged seven simple or present simple form of the verbs
and then took up the guitar. 2016 in brackets. Then say which sentences are
was the year 3 (…) things really took
off – the then 13-year-old began true for you.
writing, recording and producing 1 As soon as I (…) (get) home this afternoon, I (…)
his own music. His bedroom, 4 (…) (phone) my best friend.
he spent many hours playing, was
his recording studio. The track 2 Next year, I (…) (can) speak English fluently.
5 (…) he released in 2018 was 3 When I (…) (leave) school, I (…) (get) a job. I (…)
immediately streamed thousands of (not go) to university.
times. His first EP, 6 (…) was called
Like an Animal, came out the same 4 I (…) (have to) revise for a test this week.
year. Alfie filmed the video for ‘Like 5 I (…) (not watch) television until I (…) (finish) my
an Animal’ in the town 7 (…) he homework.
grew up – and fans loved it! His
grandfather is the person 8 (…) 6 I (…) (buy) a car as soon as I (…) (be) old enough.
house was used for the video ‘Yellow
Flowers’ – and he appears in the
video!
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Units 5 and 6 Units 7 and 8

1 Complete the text with the passive or active 1 Write the sentences in reported speech using
form of the verbs in brackets. the verbs in brackets.
1 ‘I’ll go with you,’ she said to him. (insist)
Every year, 25 million tonnes of plastic
1 (…) (generate) by Europeans. They 2 ‘We must go,’ they said to me. (reply)
2 (…) (recycle) less than 30% of it. 3 ‘That restaurant is great,’ he said to us. (recommend)
Experts predict that even more plastic 4 ‘You never help me!’ Simon said to Amanda.
waste 3 (…) (create) over the next (complain)
decade. Clearly, we need a solution.
5 ‘I didn’t do it!’ the girl said. (deny)
Last year in Zwolle in the Netherlands,
the first cycle ‘smart path’ to use 6 ‘It’s your fault!’ she said to me. (argue)
recycled plastic 4 (…) (build) . A second
track 5 (…) (install) in the region soon. 2 Complete the reported questions.
The smart path has several benefits 1 ‘Have you ever been to Rome?’ she said to her
– people 6 (…) (encourage) to get friends.
more exercise and old plastic 7 (…)
She asked (…) .
(not waste) . The track 8 (…) (make) in
sections which are easy to transport. 2 Does your sister like rap music?’ Mike said to me.
It can also measure traffic conditions. Mike asked (…) .
It 9 (…) (think) that the benefits of the 3 ‘Where are Sam and Angela going on holiday?’
smart path could apply to roads, too. they said to me.
Perhaps one day, we 10 (…) (use)
They asked (…) .
plastic smart roads for all our journeys!
4 ‘What did you do yesterday?’ Kate said to Sue.
Kate asked (…) .
2 Complete the questions with the correct
form of make, let or allow. Then answer the 3 Choose the correct option.
questions.
1 Oh no! I forgot locking/to lock the door when I
1 your parents / usually / you / watch TV before you left home this morning.
do your homework ?
2 Doing/To do exercise is a healthy habit.
2 you / to go out with your friends every weekend ?
3 They went to the sports centre playing/to play
3 your teacher / you / learn vocabulary every lesson ? tennis, but it was closed.
4 when you were younger / you / to go to school by 4 Jack admitted borrowing/to borrow my jacket.
yourself ?
5 They’d played basketball for hours, so they
5 your parents / you / tidy your room last weekend ? stopped having/to have a rest.
6 your brother or sister / you / borrow anything last 6 We thought about going/to go for a swim, but
month ? decided not going/not to go.
7 Don’t worry, I won’t forget buying/to buy fruit on
3 Complete the text with the correct form of the
the way home.
verbs in brackets.
8 We were tired, so we stopped running/to run. We
wanted walking/to walk.
I’m in prison, but I wish I 1 (…) (not be) . If the police
2 (…) (not arrive) just as I was leaving the bank, they
3 (…) (not catch) me! If only I 4 (…) (not decide) to rob
the bank! The food here is awful. If I 5 (…) (be) at home
now, I 6 (…) (cook) some delicious food. When I 7 (…)
(cook) , I always 8 (…) (feel) calm. Why didn’t I train
as a chef? If I 9 (…) (train) as a chef, I 10 (…) (not get)
into this mess! I suppose it’s good that I didn’t steal any
money in the end. If the judge 11 (…) (be) kind, I 12 (…)
(not commit) another crime ever again. If I 13 (…) (get
out) of prison soon, I 14 (…) (train) as a chef! I wish I
15 (…) (can) start now!
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Listening 2 Listen again and complete the sentences with

a number or 1–3 suitable words.
1 Look back at the Listening subskills in Units 1 People have watched the video of 'Africa' online over
1–8. Which do you find most useful? Why? (…) times.
2 You are going to listen to four short extracts. 2 The art installation plays the song in a (…) in the
Before you listen, look at the photos and desert in Namibia in Africa.
answer the questions. 3 The speaker will be studying Surf Science and
Technology in Cornwall this time (…) .
1 What do you think each extract is about?
4 On the course, she’ll learn about making and
2 What words or phrases do you think you will hear?
producing (…) .
5 Cobras are snakes that are found in countries such as
A
India, Thailand and (…) .
6 In India, (…) people die from snake bites every year.
7 If you check your phone in the morning, you can
easily waste (…) minutes or more.
8 Choose a happy song with (…) because it will make
you more likely to move faster.
5 57 Read the questions and underline the

key words. Then listen to the full podcast about
B
morning routines and choose the correct option,
a, b or c. Listen again and check your answers.
1 In the morning, you should …
a only look at your phone after you leave the house.
b look at your phone and then put it in your bag.
c check your messages quickly, but don’t look at
social media.
2 If you use the ‘snooze’ button on your alarm clock, …
C a you will probably go back to sleep.
b you will feel terrible all day.
c you won’t really get any more rest.
3 If you need to take something you don’t normally
take, …
a put it in your bag the night before so you don’t
forget.
b write a note to remind yourself and stick it on the
D door.
c put it next to your homework and water bottle.
4 The night before, …
a put out your clothes and make your lunch.
b check ingredients for your lunch, but don’t make it.
c think about what you might have for lunch.
5 When you plan your routine, …
a calculate how long it takes to do each thing.
b try to vary the order in which you do things.
3 56Listen and match the photos A–D above c you should get dressed before breakfast.
with extracts 1–4. Were your guesses in
exercise 2 correct? 6 Work in pairs. Answer the questions.
1 Which extract did you think was most/least
interesting? Why?
2 What surprised you most? Why?
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Real-world speaking
A B C
D E F
1 Look at the photos A–F and match them 3 Work in pairs. Act out a short dialogue
with the situations 1–6. What phrases do you using the phrases in the boxes.
remember for each situation?
I’d just like to ask you a few questions.
1 Talking 2 Comparing 3 Describing an Pleased to meet you.
about and event
problems contrasting We’re looking forward to meeting you in person.
and solutions
4 Talking 5 Discussing 6 Reaching an 4 Create your own dialogue. Follow the steps in
about points of agreement the Skills boost.
feelings view
SKILLS BOOST
2 Match a question from A with a response in B THINK
Choose a situation and make notes:
to make mini-dialogues. Then match the mini-
dialogues with the situations in exercise 1.
• Your friend has been ill and you and another friend
want to buy him/her a present.
A
• You went to a sports event, but your friend missed
1 What’s your opinion? it. Describe it to him/her.
2 What should we do? • You meet a friend and he/she looks a bit upset. Ask
about his/her feelings.
3 Is everything all right?
4 Shall we buy Kate something to cheer her up? PREPARE
5 What happened then? Prepare a dialogue. Remember to include relevant
Key phrases from the book.
6 Are there any eco-friendly T-shirts?
B
PRACTISE
a Well, I’ve been feeling a bit upset.
b Sure. Not only are these eco-friendly, but they’re
PERFORM
Act out your dialogue for the class or record it and
also great value.
c I scored and the crowd went wild! I’ll never
forget it.
d It seems to me that it’s a waste of time. 5 Peer review Listen to your classmates and
e Let’s make a plan. First, we should report the answer the questions.
theft to the police. 1 Which task did they choose?
f Yes, that sounds like a great idea! 2 Which Key phrases did they use?
3 Could they improve their dialogue? How?
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Writing 2 Find these words, phrases and features in the

texts and answer the questions.
1 Read the texts quickly. What are they? 1 basically: What informal linkers do you know? Which
are used to give more detail? Which are used to
a a review e an email about a problem
change topic? (Unit 2)
b a blog f a for-and-against essay
2 an indirect question: When do we use indirect
c a narrative g a report questions? How do we form them? (Unit 4)
d a formal email h an opinion essay 3 I’d recommend : What other expressions do you know
1 for giving recommendations? (Unit 1)
Dear Mr Pilling,
4 not only … but also : What other words and
I am writing in response to your advert offering office expressions can add/contrast information? (Unit 6)
work experience. I would be grateful if you could send me
some more information. 5 a spelling the writer wants to check: What else can
Firstly, I would like to know if it’s possible to work in July you use a dictionary for? (Unit 8)
and August. Could you also tell me whether you offer any 6 an informal linker, an exclamation mark and the writer
training? addressing the reader directly (Unit 5)
2 3 7 a percentage and an expression of quantity: How else
I am in favour of having school can you talk about statistics? (Unit 7)
rules, not only because they make 8 an extreme adjective: How else can you make your
school safer but also because they It’s well-worth seeing writing more interesting? (Unit 3)
give a sense of community. this band live. I’d
Many people, however, believe that recommend it to 3 Choose a task and write your answer.
school rules are not a good thing. everyone, especially
First, some rules are not necessary. people who like Task A‘All students should learn a musical
rap music. instrument.’ Write an opinion essay.
4
Nowadays, sport is compulsory 5
Task B Write a blog about the best places for young
people to go in your town. Explain why.
at all secondary schools. Some To: Fred
people believe it should be Anyway, what I really mean
___ because not everyone is that I’m worried about my SKILLS BOOST
enjoys it. In my view, it should friend. Basically, I want to THINK
help her, but I don’t know
remain compulsory for several how. What should I do?
1 Decide which task to do and make notes.
reasons. Well, that’s enough about my 2 Look through the book and find useful language.
optional? opcional??
Check!! problems! I’m really looking
forward to your reply. PREPARE
1 Organise your writing.
6
When I looked out of the tiny
2 Think about the format of your text. Look back at
the writing tasks to help you.
window, I was astonished.
Sara seemed to be slowly
7 Firstly, we asked how
many hours people WRITE
floating upwards through had spent using Write your blog or opinion essay.
the air. ‘She can’t be flying,’ I technology the day
thought. ‘That’s impossible!’ before: 35% replied CHECK
that they had spent
over four hours using Read your writing and answer the questions.
technology, 55% had 1 Did you use correct grammar, spelling and
spent between one punctuation?
and three hours using 2 Did you use a range of vocabulary and
8
technology, and just appropriate connectors and phrases?
one in ten people had
spent under an hour.
4 Peer review Exchange your writing with

My readers often ask where to buy organic cotton, so I thought another student. Answer the questions.
I’d do a post about my favourite stores. I’ve put the links 1 Which task did he/she do?
below so you can check them out. Imagine how good you’ll feel
2 Is the grammar, vocabulary and punctuation
wearing organic cotton! It’s definitely the way to go!
correct?
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REVIEW GAME
1 8
How many million tonnes Look at the photo.
of food are wasted in Who is this
America every year? explorer? How far
How much is the food did he walk to
worth? reach the
North Pole?
2
Look at the photo.
How many people had
downloaded the game of
Pokémon Go! two years
after it came out?
9 What was the name of

the shoplifting seagull?
What did customers
do when they saw it
shoplifting?
10 14
Look at the photo.
3
In the UK, how old do Where is The
Where can you see
you have to be to fly Doctor’s home in
this sculpture?
a glider without your Doctor Who?
a Australia
parents’ permission? b The UK
c The USA
4
What is a ‘fake bestie’
and why could they
cause you problems?
5
Look at the photo. Which
11
famous musicians has Who is the
Wondagurl worked with? skateboarder in
What does she do? the photo and
how old was he
15
when he started How many songs
skateboarding? does a typical
teenager listen to in
a year?
Where is Ahmed a 5,320
Bahaa from and b 6,280
which famous c 8,530
12
footballer is his
6
What campaign did doppelgänger?
16
Carolina Sevilla start? a Emmanuel Look at the photo.
a a campaign to protect Adebayor Who are the Scammer
endangered species b Karim Benzema Grannies and what do
b a beach clean-up c Mo Salah they try and do?
campaign
c a clothes recycling
campaign
13 What was the
7
strange weather in
How many time zones Lajamanu, Australia?
are there in the USA?
115
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Pronunciation
Unit 1 Unit 2
Words starting with s + consonant /w/ and /h/
When words start with s + another consonant, focus 1 63 Listen and repeat the words.
on pronouncing the /s/ sound and then the rest of the
word. /w/ /h/
when where anyone who whose whole
1 58 Listen and repeat the words.
stage stand study screen
2 Read and listen to six more words. In
64
which column should they go in the table?

speak skills strong special
• which • what • someone
2 59 Listen and repeat the tongue twister. • why • where • whether
Stand still on the special stage – especially if you
expect to escape. Word stress with phrasal verbs
1 Listen and repeat the phrasal verbs. Is
65
Intonation in question tags the stress on the verb or the particle?
Intonation in question tags can go up or down, 1 get on 2 fall out 3 sell out 4 let down
depending on whether we are asking a real question
(we don’t know the answer) or asking for confirmation
of what we know or think. Unit 3
1 60Listen to the sentences. The speaker is
Word stress in longer words
asking real questions. Does the intonation go In English, the number of syllables in a word does not
up or down at the end? necessarily correspond to the number of vowels and
there are not many word stress rules. It is a good idea to
1 Look! That’s the lead singer of the band, isn’t it?
mark and learn word stress.
2 We saw that band in concert, didn’t we?
2 61 Listen to the sentences again. This time,

1 How many syllables do the words have?
66
Write 3, 4 or 5. Then listen, check and repeat.
the speaker is asking for confirmation. Does
the intonation go up or down at the end? amazing amusing curious disappointing
dramatic enjoyable fascinating inspiring
3 62Listen to each sentence and mark the original realistic unbelievable unforgettable
intonation. Is the speaker now asking a real
question or asking for confirmation?
1 You’ve downloaded the playlist, haven’t you? 2 Where is the word stress? Copy and
67
complete the table with the words from

2 He doesn’t like rap music, does he?
exercise 1. Then listen, check and repeat.
3 Ariana Grande sang this song, didn’t she?
4 Classical music is relaxing, isn’t it?
(3 syllables) (3 syllables) (4 syllables)
(4 syllables) (4 syllables) (5 syllables)
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Pronunciation
Weak forms with past perfect Unit 6

1 68Listen to these sentences. Do we ever Intonation in conditional
stress the auxiliary verb in the past perfect? sentences
1 Sam had seen a ghost.
1 Listen and repeat the sentences. Pay
75
2 Had Sam been to the lake? attention to the intonation.
3 Sam hadn’t watched the film. 1 If you’re guilty, you’ll have to pay a fine.
2 If I witnessed a crime, I’d call the police.
2 Underline the words that are stressed in
69
these sentences. How is had pronounced? 2 Listen to the sentences. Does the
76
1 We hadn’t been to the island before. intonation rise or fall on the words in bold?
2 What had he heard in the night? 1 I wouldn’t leave your bag there if I were you.
3 They had already seen a pyramid. 2 Unless you use a password, your account isn’t
secure.
Unit 4 3 Many crimes wouldn’t have been solved if
scientists hadn’t discovered DNA.
/g/ and /dʒ/
1 70 Listen and repeat the words. Unit 7
/g/ /dʒ/ Intonation in reported questions
get goal agree job age exchange
1 Listen and repeat the direct and reported
77
2 71Listen to the words and add them to the questions.

table in exercise 1.
2 Listen and write the three reported
78
Weak forms with have to questions. Underline the stressed words.
1 Listen and repeat. Pay attention to the

72
schwa /ə/ sound at the end. Unit 8

1 have to 3 we’ll have to /e/ /iː/ and /eɪ/
2 you’ll have to 4 they won’t have to
/e/ is short, /iː/ is long and /eɪ/ is a diphthong that
combines the two sounds.
2 Listen and repeat the sentences. Pay
73
attention to how to is pronounced.

1 79 Listen to the sounds, /e/ /iː/ and /eɪ/.
1 You’ll have to go for an interview.
1 /e/ let 2 /iː/ be 3 /eɪ/ make
2 You won’t have to send a CV.
3 Will I have to pass a test? 2 80 Listen and complete the table.
athletics beat compete event
Unit 5 game medal play team train
/ʃən/ /e/ let /iː/ be /eɪ/ make

The suffixes -tion and -cion are pronounced /ʃən/. The
suffix -sion is also sometimes pronounced /ʃən/. These
suffixes are never stressed. /θ/ and /ð/
/θ/is unvoiced and /ð/ is voiced.
1 Listen and repeat the words. Pay
74
attention to the /ʃən/ ending.

1 81 Listen to the two sounds, /θ/ and /ð/.
• pollution • emission • comprehension
• deforestation • suspicion • education 2 Which sound do the words contain,
82
/θ/ or/ð/? Make two lists. Listen and check.

2 Look at the words in exercise 1 and mark the
word stress. What do you notice about it? • athlete • they • thing • either • both
• the • this • think • breathe
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Project
planner
mood,
how music emotions
Unit 1 Graphic organiser makes you
feel
hip hop,
jazz … types of
music
learning to bands,
How can music play an orchestras …
bring people instrument
together?
concerts,
festivals … performance
famous
singers/ charity
bands work
How to give a presentation

• Practise giving the presentation before the day. Time it and check it is not too long or short.
• If you are using a presentation tool, practise using it a few days before the presentation. Don’t use too many
slides – people want to listen to you, not spend all the time reading.
• Before you start the presentation, take three slow breaths to help you stay calm.
• During the presentation, make eye contact with different members of the audience in different parts of the
room. Don’t just look at one person.
• Speak loudly and clearly, but not too fast. Don’t ‘read’ your script. Also, don’t play with your notes or walk all
the time, as this can distract the audience.
Unit 2 Graphic organiser classmate,

sibling …
friends and
friendly, describing acquaintances
honest … people
feel a
connection
What personal doppelgängers
hang out, spending time characteristics help
cheer up with friends us to get on with
others?
finding problems things

solutions friends do trust, rely
on …
How to make a podcast

• Choose and research the topic of your podcast, and decide on a title for it. Make sure it’s an interesting title.
• Write a script to plan the structure and length of your podcast, and any music or sound effects.
• Record your podcast using a voice-recording app on your phone, or on a laptop with a microphone. Make sure you
speak clearly.
• Email the audio file to yourself so that you can edit it with free editing software. Remove any parts that aren’t clear,
and add music or sound effects if required.
• Listen to the whole podcast with all the edits included.
• Upload your podcast to a free web host.
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Project planner
Unit 3 Graphic organiser

mysterious
narratives quickly, well,
blue dogs, everywhere …
Voynich real-world adverbs of
manuscript mysteries manner, place
and time
What makes a
good mystery?
puzzling, adjectives mysterious

Kryptos
unbelievable … objects
sculpture,
dark matter …
How to write a scene for a film script

• Make sure you understand the purpose of a script: it is to tell a story in visuals and sound.
• Think about the answers to the following questions and make notes:
- Who is in the scene and how does the dialogue show their personality? (characters)
- Where and when does the scene happen? (location, time of day)
- How does it start and end to get viewers’ attention? (interest)
- What needs to happen in this scene? (action)
- What can people hear in the scene? (dialogue, sounds)
• Write the first draft of the scene and act it out. Decide what changes, if any, you want to make.
• Revise your draft and write the final version.
Unit 4 Graphic organiser work do an

apprenticeship
future goals,
plans and
family
take part in, verb + aspirations
apply for … preposition
combinations get married,
have children
studies
What do you think
you will be doing
formal emails in one/two/five/ten
go to
and years’ time? university,
CVs,
conversations college
interviews
surprising
things that
teens can do vote, drive,
give blood
How to write a CV
• Choose a template online or follow a model CV. Write one side of paper.
• Include sections for personal information, key skills, education and qualifications, work experience and your interests.
• Prioritise your skills and give specific examples to show how they are relevant.
• Take your time with your Personal Statement. Make sure that it is relevant to the position you’re applying for.
• Take care with the presentation of your CV – check the font style, font size, headers and layout.
• Ask a friend or relative to check your CV for you. Check for spelling, grammar or style errors.
• Keep updating your CV as you increase your qualifications and experience.
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Project planner
Unit 5 Graphic organiser phones,

bamboo
world bikes
climate eco-friendly
beach products
game
clean-ups,
keeping plastic
out of the
ocean What can you capsule
beaches do to be make your wardrobes
and greener? wardrobe
oceans cleaner
protecting
the
environment the planet
plant trees, renewable
recycle energy, wind
plastic … farms …
How to write a leaflet

• Think about the purpose of the leaflet and the audience.
• Decide what content you want to include and write the text.
- Include a title that catches people’s attention, a short introduction and a slogan.
- Use headings to separate sections.
- Write short paragraphs. These can include bullet points and images.
• Draw your layout plan. Leave enough space for your title and headings. These should be big enough to read
easily and in bold. Make it attractive by using different colours.
• Include good-sized eye-catching images that relate to the text. Use a font that is easy to read and big enough.
• Make a first draft of the leaflet. Show it to people and ask their opinion. Then produce your final draft.

Sam the
criminal seagull
crime and creatures
thieves, criminals
punish
What would you

change if you
could make the
rules? cyber-bullying
cyber-crime
phishing
scam, identity
theft … school/
classroom
rules
How to make new rules and consequences

• Brainstorm all the current rules, and then assess them with your group.
• Change any of the rules if your group agrees.
• Discuss the possible consequences and make sure that they are easy to enforce.
• Consider including steps in the consequences: for example, a first warning before the final consequence.
• Consider including positive rewards to motivate people to do the right thing.
• Rewrite the rules you want to be different. Check they are clear and easy to follow.
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Project planner

Time flies
when you’re
idioms and
having fun!
Rubik’s cube, Filling time expressions
Time will tell!
Pokémon through the about time
Go! … decades
at school Time: how do

people fill
how we time, save it
time travel
spend our and waste it?
time Doctor
outside Who
school
How to prepare, carry out and report an interview

• Research the person you’re going to interview and arrange the time and place to carry it out.
• Prepare your interview questions. Try to use open questions (e.g. ‘Tell me about …’) rather than Yes/No questions. The
answers will be more interesting!
• Prepare what you will say at the beginning and at the end of the interview. Make an ‘interview form’ with your
introduction, questions, space to make notes of the answers, and closing phrases.
• Carry out your interview. Remember to listen carefully and take notes of the interviewee’s answers.
• After the interview, organise your notes into an article or video to report to others what your interviewee said. Write
an introduction, a summary of your questions and answers, and a short conclusion.

Refugee
championship, doing Olympic
compete, hold sport a message Team
an event … of hope
How can sport confidence,

be a force for focus,
different benefits strength …
good? of sport
running, sports
swimming,
hockey …
inspiring team sports,

Is winning individual
people in
Jagger Eaton, everything? sports
sport
Menna
Fitzpatrick
How to make a presentation video

• Map out your presentation structure and decide what information to include in each part.
• Write the text/script. Be clear and use natural language that is easy to understand. Select the most interesting and
useful facts, and make sure your script is relevant for the task. Don’t include information that doesn’t support your
argument(s).
• Read the script out loud. Does it sound natural? Is it the right length? Are your points clear? Check for any mistakes.
• Choose your images and/or music. How will you add these to the video?
• Decide on your video format. You could record it with a camera, or use online video templates.
• Record and edit your video.
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Phrasebook
Unit 1 Talking about feelings
Asking about feelings
• Is everything all right?/Are you OK?
• What’s the matter?/ What’s wrong?
• How long have you been feeling like this?
• Do you want to talk about it?
Expressing feelings
• To be honest, …
• I felt hurt. / I was upset/angry.
• I’m feeling happy/upset/angry because …
• I feel (a bit/much) better now!
• I’ve been (a bit/really) upset/angry about it.
US UK Words from the unit
recognize recognise I didn't recognize (US) / recognise (UK) the actor.
Unit 2 Reaching an agreement

Making suggestions
• Shall we (buy) (him) … ?
• How/What about (a DVD)?
• Why don’t we get (him) (a comic)?
Agreeing and disagreeing
• Yes, that sounds like a great idea/a good plan!
• Yes, sounds good to me.
• (Sudoku) isn’t really (his) thing.
• (He’s) not really into (Sudoku).
Checking with others
• Does that sound OK?
• What do you think/reckon?
roommates flatmates My roommates (US) / flatmates (UK) are nice.

mall shopping centre I'm going to the new mall (US) / shopping centre (UK).
mail post I sent the letter by mail (US) / post (UK).
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Phrasebook
Unit 3 Expressing certainty and doubt

Expressing certainty
• There’s no doubt that …
• No doubt …
• It’s/That’s definitely …
• You definitely didn’t …
• I’m sure/certain/positive that …
• It’s/They’re sure to (come).
• It’s clear that …
Expressing doubt
• I’m not (absolutely/really) certain/
sure (that) …
• It’s unlikely that …
• I doubt that …
• Maybe/Perhaps …
• I wonder if/whether …
• … might (not)
elevator lift The elevator (US) / lift (UK) wasn't working so we had to
walk up the stairs.
Unit 4 Key phrases for formal conversations

• Pleased to meet you.
• Pleased to meet you too!
• I’d like to ask you for some information.
• I’d like to ask you a few questions …
• Of course. I’ll do my best to help you.
• I’m/We’re looking forward to seeing you/meeting you …
• Thanks for your time.
• Just let me know if you need anything
else/any more information.
apartment flat I live in a small apartment (US) / flat (UK) in the

city centre.
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Phrasebook
Unit 5 Comparing and contrasting

• It’s/They’re (greener) than …
• It’s/They’re more/less (eco-friendly) than …
• It’s/They’re not as (useful) as …
• It’s/They’re as (good) as …
• The (cheaper), the (better).
• Not only is it (eco-friendly), but it’s also (good value).
tire tyre We had to change the tires (US) / tyres (UK) on

our car yesterday.
aluminum aluminium Aluminum (US) / Aluminium (UK) is used to
make a lot of things.
Unit 6 Talking about problems and solutions

Problems
• You won’t believe it, but …
• What a pain/nightmare!
Regrets
• If only I’d/I hadn’t …
• I wish I’d/I hadn’t …
Consoling someone
• Don’t panic/worry.
• We’ll sort it out.
• Everything will be OK!
Solutions/Next steps
• What shall I/we do?
• Let’s make a plan.
• You/We should definitely …
• Yes, otherwise …
• But first, maybe … ?
• Yes, I’ll do that.
sympathize sympathise It's important to sympathize (US) / sympathise

(UK) with someone when they're upset.
vandalize vandalise A train at the station was vandalized (US) /
vandalised (UK) last night.
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Phrasebook
Unit 7 Discussing points of view

Asking about other people’s points of view
• What do you think about … ?
• What’s your opinion?
Giving your point of view
• It seems to me that …
• In my view, …
Describing other people’s opinions
• (My sister) said that …
• (Lots of people) have told me that …
Reacting to opinions
• Do you (really) think so?
• Perhaps (you’re) right.
• I (completely) agree/disagree!
• You’ve got a point.
• Exactly.
• We both agree about that!
mail post I forgot to mail (US) / post (UK) the letter yesterday!
schedule timetable I'm not sure what time the train leaves. Have you
checked the schedule (US) / timetable (UK)?
Unit 8 Describing an event

Describing an event
• The start/finish was thrilling/exciting/slow/boring.
• The crowd went wild/cheered.
• Everyone was clapping/cheering.
• You’ll never guess what happened!
• Before I knew it, …
• By the time …
Describing your feelings
• I’ve never been so excited/surprised/bored!
• I’ll never forget …
• It was (so) wonderful/amazing/exciting/boring.
field pitch There are lots of soccer fields (US) / football pitches (UK)
in this town.
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Irregular verbs
Infinitive Past simple Past participle
be /biː/ was/were /wɒz/ /wɜː(r)/ been /biːn/
beat /biːt/ beat /biːt/ beaten /ˈbiːt(ə)n/
become /bɪˈkʌm/ became /bɪˈkeɪm/ become /bɪˈkʌm/
begin /bɪˈɡɪn/ began /bɪˈɡæn/ begun /bɪˈɡʌn/
bet /bet/ bet /bet/ bet /bet/
break /breɪk/ broke /brəʊk/ broken /ˈbrəʊkən/
bring /brɪŋ/ brought /brɔːt/ brought /brɔːt/
broadcast /ˈbrɔːdˌkɑːst/ broadcast /ˈbrɔːdˌkɑːst/ broadcast /ˈbrɔːdˌkɑːst/
build /bɪld/ built /bɪlt/ built /bɪlt/
buy /baɪ/ bought /bɔːt/ bought /bɔːt/
catch /kætʃ/ caught /kɔːt/ caught /kɔːt/
choose /tʃuːz/ chose /tʃəʊz/ chosen /ˈtʃəʊz(ə)n/
come /kʌm/ came /keɪm/ come /kʌm/
cost /kɒst/ cost /kɒst/ cost /kɒst/
cut /kʌt/ cut /kʌt/ cut /kʌt/
do /duː/ did /dɪd/ done /dʌn/
draw /drɔː/ drew /druː/ drawn /drɔːn/
drink /drɪŋk/ drank /dræŋk/ drunk /drʌŋk/
drive /draɪv/ drove /drəʊv/ driven /ˈdrɪv(ə)n/
eat /iːt/ ate /eɪt/ eaten /ˈiːt(ə)n/
fall /fɔːl/ fell /fel/ fallen /ˈfɔːlən/
feed /fiːd/ fed /fed/ fed /fed/
feel /fiːl/ felt /felt/ felt /felt/
fight /faɪt/ fought /fɔːt/ fought /fɔːt/
find /faɪnd/ found /faʊnd/ found /faʊnd/
fly /flaɪ/ flew /fluː/ flown /fləʊn/
forget /fə(r)ˈɡet/ forgot /fə(r)ˈɡɒt/ forgotten /fə(r)ˈɡɒt(ə)n/
get /ɡet/ got /ɡɒt/ got /ɡɒt/
give /ɡɪv/ gave /ɡeɪv/ given /ˈɡɪv(ə)n/
go /ɡəʊ/ went /went/ gone /ɡɒn/
grow /ɡrəʊ/ grew /ɡruː/ grown /ɡrəʊn/
hang /hæŋ/ hung /hʌŋ/ hung /hʌŋ/
have /hæv/ had /hæd/ had /hæd/
hear /hɪə(r)/ heard /hɜː(r)d/ heard /hɜː(r)d/
hit /hɪt/ hit /hɪt/ hit /hɪt/
hold /həʊld/ held /held/ held /held/
hurt /hɜː(r)t/ hurt /hɜː(r)t/ hurt /hɜː(r)t/
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Irregular verbs
Infinitive Past simple Past participle

keep /kiːp/ kept /kept/ kept /kept/
know /nəʊ/ knew /njuː/ known /nəʊn/
lay /leɪ/ laid /leɪd/ laid /leɪd/
learn /lɜː(r)n/ learnt/learned /lɜː(r)nt/ /lɜː(r)nd/ learnt/learned /lɜː(r)nt/ /lɜː(r)nd/
leave /liːv/ left /left/ left /left/
let /let/ let /let/ let /let/
lose /luːz/ lost /lɒst/ lost /lɒst/
make /meɪk/ made /meɪd/ made /meɪd/
mean /miːn/ meant /ment/ meant /ment/
meet /miːt/ met /met/ met /met/
pay /peɪ/ paid /peɪd/ paid /peɪd/
put /pʊt/ put /pʊt/ put /pʊt/
read /riːd/ read /red/ read /red/
ride /raɪd/ rode /rəʊd/ ridden /ˈrɪd(ə)n/
ring /rɪŋ/ rang /ræŋ/ rung /rʌŋ/
run /rʌn/ ran /ræn/ run /rʌn/
say /seɪ/ said /sed/ said /sed/
see /siː/ saw /sɔː/ seen /siːn/
sell /sel/ sold /səʊld/ sold /səʊld/
send /send/ sent /sent/ sent /sent/
set /set/ set /set/ set /set/
shine /ʃaɪn/ shone/shined /ʃɒn/ /ʃaɪnd/ shone/shined /ʃɒn/ /ʃaɪnd/
show /ʃəʊ/ showed /ʃəʊd/ shown /ʃəʊn/
sing /sɪŋ/ sang /sæŋ/ sung /sʌŋ/
sit /sɪt/ sat /sæt/ sat /sæt/
sleep /sliːp/ slept /slept/ slept /slept/
speak /spiːk/ spoke /spəʊk/ spoken /ˈspəʊkən/
spend /spend/ spent /spent/ spent /spent/
stand /stænd/ stood /stʊd/ stood /stʊd/
steal /stiːl/ stole /stəʊl/ stolen /ˈstəʊlən/
stick /stɪk/ stuck /stʌk/ stuck /stʌk/
sweep /swiːp/ swept /swept/ swept /swept/
swim /swɪm/ swam /swæm/ swum /swʌm/
take /teɪk/ took /tʊk/ taken /ˈteɪkən/
teach /tiːtʃ/ taught /tɔːt/ taught /tɔːt/
tell /tel/ told /təʊld/ told /təʊld/
think /θɪŋk/ thought /θɔːt/ thought /θɔːt/
throw /θrəʊ/ threw /θruː/ thrown /θrəʊn/
understand /ˌʌndə(r)ˈstænd/ understood /ˌʌndə(r)ˈstʊd/ understood /ˌʌndə(r)ˈstʊd/
wake /weɪk/ woke /wəʊk/ woken /ˈwəʊkən/
wear /weə(r)/ wore /wɔː(r)/ worn /wɔː(r)n/
win /wɪn/ won /wʌn/ won /wʌn/
write /raɪt/ wrote /rəʊt/ written /ˈrɪt(ə)n/
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Macmillan Education Limited Westend61 pp17(b, c), 24(b), 54(cr), Getty Images/Zero Creatives p108(4), Getty
4 Crinan Street Images/zi3000 p53(b); Image Source p56; ©Jade Productions Pty Ltd 2018 p9;
London N1 9XW Macrebur: The Plastic Road Companyp109(lm); Kiko Matthews p96(r);Moment RF
pp70, 71(background); Moment Open p71(bl); By kind permission of Musicians
Companies and representatives throughout the world Without Borders p18; Reuters Pictures/Paul Vreeker p39(bl); Courtesy of Carolina
Sevilla p65(tr); Shutterstock.com/Anatolir p51(tr), Shutterstock.com/Evan Agostini/
Get Involved! Digital Student’s Book B1+ ISBN 978-1-380-06519-3 Invision/AP p23(a), Shutterstock.com/FLUTES p15(head), Shutterstock.com/
Andy Hooper/Associated Newspapers p109(bl), Shutterstock.com/boyphare
Text © Gill Holley, Catherine McBeth, Kate Pickering, Patricia Reilly 2021 p109(br), Shutterstock.com/Chibas1011 p45, Shutterstock.com/DG-Studio
Additional material by Helen Ward pp82, 83(background), Shutterstock.com/Granger p95(tr), Shutterstock.com/
Design and illustration © Macmillan Education Limited 2021 Uladzimir Gudvin p75(tc), Shutterstock.com/Halfpoint p21, Shutterstock.com/
ibreakstock p80(rc), Shutterstock.com/Ram Kay p40(cr), Shutterstock.com/
The authors have asserted their right to be identified as the authors of this work in KirillS p99(br), Shutterstock.com/Lucky Team Studio pp34, 35, Shutterstock.com/
accordance with the Copyright, Designs and Patents Act 1988. matsabe p15(music), Shutterstock.com/Danko Mykola p51(br), Shutterstock.com/
NickJulia pp46, 47, Shutterstock.com/Perfectorius p63(b), Shutterstock.com/Anita
First published 2021 Ponne p15(brain), Shutterstock.com/sdecoret p91(tc), Shutterstock.com/vijay0401
p15(mind); Courtesy of Twin Strangerspp11(r), 27(t).
All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system, or transmitted in any form or by any means, electronic, Video footage and stills supplied by:
mechanical, photocopying, recording, or otherwise, without the prior written BBC Studios Ltd pp 49; Digeo Productions pp13, 25, 61, 73, 85; DLA pp37, 97;
permission of the publishers. MTJ pp19, 31, 43, 55, 67, 79, 91, 103, 122, 123, 124; Maia Films pp22, 34, 46, 58, 70,
82, 94, 106.
Original design by Designers Educational Ltd and emc design ltd
Page make-up by Wild Apple Design Ltd Additional sources:
Illustrated by Esther Cuadrado (Beehive Illustration) pp30, 42, 72, 73, 111 Lisa M. DeBruine, Facial resemblance enhances trust, 2002. Proceedings of the
Cover design by Designers Educational Ltd Royal Society of London. Series B: Biological Sciences, 1307-1312 (269, 1498)
Cover illustration/photograph by Getty Images/DUEL, Getty Images/Maskot, Getty doi:10.1098/rspb.2002.2034
Images/Julie Moquet, Getty Images/ViDi Studio Rooney-Varga JN, Sterman JD, Fracassi E, Franck T, Kapmeier F, Kurker V, et al. (2018)
Picture and cover image research by Penelope Bowden, Proudfoot Pictures Combining role-play with interactive simulation to motivate informed climate
action: Evidence from the World Climate simulation. PLoS ONE 13(8): e0202877.
Authors’ acknowledgements https://doi.org/10.1371/journal.pone.0202877
Catherine McBeth would like to thank everyone around the world who has helped in The Best Brain Possible (14/07/2016), ‘How Listening To Music Benefits Your Brain’,
the creation of this book, and her family and friends for their support. thebestbrainpossible.com
Patricia Reilly would like to thank all of the team at Macmillan Education for their PubMed – NCBI (2020), ‘The effects of an early intervention music curriculum on
hard work and dedication to the project. She would also like to thank her family, prereading/writing’, www.ncbi.nlm.nih.gov/pubmed/11570934
especially Alisha, who makes everything worthwhile (and makes a great cup of tea!). Hyde, K. L., Lerch, J., Norton, A., Forgeard, M., Winner, E., Alan C. Evans, and
Gottfried Schlaug
The authors and publishers would like to thank the following for permission to Janata, Petr. (2009), University of California.
reproduce their photographs: Harston, W. (27/07/2016), ‘Top 10 facts about busking’, express.co.uk
Alamy Images p65(ocean), Alamy Images/Aaron Amat p85(cm), Alamy Images/ Sanghani, R. (09/10/2018), ‘Stacey Dooley Investigates: Fashion’s Dirty Secrets’, BBC.
Aleksandr Davydov p55, Alamy Images/Barry Diomede p83(tr), Alamy Images/ Smithers, R. (06/04/2017), ‘Britons expected to send 235m items of clothing to
FS-Stock p108(6), Alamy Images/Martin Harvey p112(c), Alamy Images/Historic landfill this spring’, The Guardian.
Collection p41(bl), Alamy Images/imageBROKER p53(c), Alamy Images/Island Chung, S-W (21/04/2016), ‘Fast fashion is “drowning” the world. We need a Fashion
Images p92(background), Alamy Images/Felix Lipovp37(d), Alamy Images/Martin Revolution!’, greenpeace.org
Lee pp22, 23(background), Alamy Images/Dragan Mihajlovic pp11(7), 64(r), Alamy Cho, R. (26/01/2011), ‘Our Oceans: A Plastic Soup’, Columbia University,
Images/Susan Montgomery p110(r), Alamy Images/keith morris p90, Alamy Images/ blogs.ei.columbia.edu
ery muhyiddin p15(speach), Alamy Images/Charlotte Murray pp58, 59, Alamy Images/ Delany, P. (14/02/2013), ‘How long it takes for some everyday items to decompose’,
Marcin Rogozinski p61(h), Alamy Images/Chris Strickland p96(l), Alamy Images/Hugh down2earthmaterials.ie
Threlfall pp11(3), 86(br), Alamy Images/Mike Walters p68(tr), Alamy Images/WENN Data from www.dpaw.wa.gov.au/management/marine/marine-parks-wa
Rights Ltd pp11(1), 20; Bananastock p17(h); Courtesy of Climate Interactive Parker, L. (20/12/2018), ‘A whopping 91% of plastic isn’t recycled’,
p66; Courtesy of Dwayne Fields/Angelique Payne pp8(tr), 115(8); E+ pp60,(c), 61; news.nationalgeographic.com
Getty Images pp61(girl), 65(inset), p95(cr), Getty Images/AFP p39(t), Getty Images/ Waste Wise Products, Inc. (19/05/2017), ‘Food Waste: An Economic and Environmental
AgFang p79, Getty Images/amanalang p80(tr), Getty Images/agsandrew pp11(2), Problem’, doi.org
37(a), Getty Images/alexsl p60(a), Getty Images/Antagain p75(tl), Getty Images/ The Guardian (19/09/2013), ‘Up to two-fifths of fruit and veg crop is wasted because
BFC/Ascent Xmedia p24(c), Getty Images/S Bardens - British Athletics p96(t), Getty it is “ugly”, report finds’, theguardian.com
Images/Thomas Barwick p24(a), Getty Images/FatCamera p48(r), Getty Images/ FAO (22/07/2015) ‘Food Loss and Waste Facts’, fao.org
bembodesign p87(tcl), Getty Images/Caspar Benson p75(b), Getty Images/Paul New Food Magazine (25/04/2018), ‘Whitepaper: It’s time to end food waste’,
Bradbury p108(5), Getty Images/Paul Bradbury pp12(c), 13, Getty Images/John newfoodmagazine.com
Burke p68(cr), Getty Images/Buyenlarge pp36(b), 115(14), Getty Images/Caiaimage Coggins, T. (21/12/2017), ‘Why Do Thousands of Bikes End Up in Amsterdam’s
p71(veg), Getty Images/carterdayne pp77(l), 115(br), Getty Images/Simon Crockett Canals Every Year’, theculturetrip.com
p37(c), Getty Images/cynoclub p76, Getty/d3sign/Moment p3(br), Getty Images/ Gavin, Mary L. (September 2014), ‘Fitness and Your 13- to 18-Year-Old’, kidshealth.org
Robert Daly p92(tr),Getty Images/Danita Delimont p112(a), Getty Images/Daniela Health Fitness Revolution (13/04/2019), ‘Top 10 Healthiest Sports’,
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www.frenglish.

Catherine McBeth Patricia Reilly

Social and emotional learning

What was my question?

2 Friends for life? Describing people Defining and non-defining relative

3 Mysteries Extreme adjectives

4 What next? Future goals, plans and

5 Environment The environment

7 Time flies! Reporting verbs

9 Look what you

A quiz Discussing A report Intonation in Interview a person from the

Phrasebook p122 Irregular verbs p126

5 Answer the questions.

Vocabulary: extreme Grammar: past simple, past

amazing exhausted freezing Past simple, past continuous and used to

9 Correct the sentences about Dwayne. Use Grammar: present perfect

Have you ever been to a very cold place?

Good intentions Grammar: future tense review

5 Choose the correct option.

What’s in this book? 4

1 Look through your book. Who, what or where are these?

2 Look more closely at Unit 1. Match features 1–8 with a–h.

3 Now explore the rest of the The Classroom Challenge

Vocabulary: music and

Video skills p13 Music and performance

Real-world speaking p19 Types of music Musical instruments

Project pp22–23 People in music Other music words

Do you agree that … ?

Yes, of course, because … /

Mostly A – You’re a performer at heart. You love listening

2 Work in pairs. Answer the questions.

Nouns Both Verbs

4 Read and listen to the text in the

and your brain

Did you know

The longer read Resource centre 15

Pronunciation: Words starting with s + consonant p116 17

prepositions. Listen and check.

The preposition comes at the end when:

18 Pronunciation: Intonation in question tags p116

3 Complete the dialogue with the words in the PREPARE

A review Subskill: Giving recommendations

7 Peer review Exchange your review with Questions with prepositions

brings people together.

7 Read the tips in the Super skills box and

Outline Our presentation today is about …

22 Grammar and Vocabulary Quick review p21

C She’s one of the best-selling artists in

VIDEO SKILLS Describing people

2 Read the information. Copy and complete the table with

6 Look at the personal qualities in exercise 1

7 12Listen to four people talking about

Friends and acquaintances

So why are we so fascinated by the idea of finding our

Niamh and her three doppelgängers

Irene and Niamh

The longer read Resource centre 27

who and which can be replaced by that

28 Pronunciation: /w/ and /h/ p116

The six types of friends