Student Book Intermediate Jeremy Bowell and Paul KellyOXFORD UNIVERSITY PRESS en & Guide for Classroom Presentation Tool LIFE VISION Student Book Intermediate Jeremy Bowell and Paul KellyCONTENTS intropuction [ETT TE! fre feo fore p4 Vocabulary: School ‘Vocabulary: Becoming Grammar: Present simple | Grammar: ticles | an adult Grammar: Modal verbs of andpresent continuous Grammar: Conditionals obligation Dynamic and state verbs UNIT VOCABULARY 1 Coes READING ® / elo TES ot eo hE LISTENING © Games andgaming | Narrativetenses Qrveheardthat |Online safety Vocabulary: Games and | Grammar animation | before! Vocabulary: Cyberrimes gaming strategy: Previewing and That’s Gvor predicting entertainment Vocabulary: Events in ps stories i Review p18 Exam sll p19: Reading Missing sentences; Speaking Questions about personal information Qualities of a friend Present perfect and QaAfriend inneed The inclusive classroom Vocabulary: Friendships | past simple Strategy: Paraphrasing | Vocabulary: Feelings Ovlog for [since [Just | yet |ever | Vocabulary: Jobsand | Phrasebook: Giving advice Friends already lessons © Grammar animation | Pronunciation: p22 “The schwa /a/, Review 9.32. Bxam skills p33: Listening Summary completion; Use of English Mule choice cloze; WAting An orice Going online Modal verbs of Q Real or fake? Howto | Aminute on the internet Vocabulary: oing online | deduction and find out! Strategy: Tolking about Ovlog speculation Strategy: Skimming numbers, Fake news! Gcaammaranimation | Voeabulary Online life | Vaeabularyt Talking about numbers p34 Review p44 Exam skill p45: Reading Mltiple-choice comprehension, Speaking Situational ol-play exercise ‘Quantiiers @ Just for the fun oft! | Being sensitive log topic sentences sensitive and supportive Get active ee pa Review p 58 Exam skills p58: Listening Tuc, felse or not givens Use of English Multiple-choie clozey Senses Future tenses Quivingforever! | Overcoming obstacies Vocabutary:Senses | Grammaranimation | Strategy: Listeningfor | Vocabulary: Difficulties; Ovog ast Advice allocations Making sense Vocabulary: Predicting of food verbs p.60 Review p70 Exam skills .71: Reading Huliple matching; Speaking Picture comporison Travelling and holidays | Defining relative Q Helping hands ‘cultural awareness Vocabulary: Travel and clauses Strategy: Scanning for Vecabulary: Customs holidays © Grammar animation | specif information Ontheroad — | Qviog Vocabulary: Phasal verbs p74 Review p84 Exam skills p65: Listening Sentence completion, Use of English Word formation; Writing An email Social issues Reported speech Q Bethe change Planning a 7 an ae se ee ee . Ovlog collocations ‘campaign Making a Vocabulary: Collocations | Vecabulary: Campaign Review p96 Exam skills p57: Reading Multiple-choice shoe texts; Speaking Role-play Shopping Third conditional ‘Making a savings plan Vocabulary: Shopping | Grammar animation | Strategy: Dealing with _| Vocabulary: Money i Ovog unknown words Phrasebook: Taking about Buying and Vocabulary: Offers | possibilty and probability selling .100 Review p 110 Exam skills p 111: Listening Wulle matching; Use of English Open cloze; Wing An essay ) 2 ContentsVOCABULARYBOOSTER —p.112 GRAMMAR BOOSTER p.128 IRREGULAR VERBS LIST —p.148 VOCABULARY2 | GRAMMAR 2 READING ® / Barro irony te Feelingsadjectives | Used to Oritneverforgetthe | Onceupon atime... | Breaking news Vocabulary:Feelings | Be used to/ Get usedto | day! Strategy: Making notes Strategy: Using sequencing adjectives © ceammaranimation | Strategys Predicting | Phrasebook: Telings words story Pronunciation: -ed Maoe OR _ . a Relationships Present perfectsimple | @ The science of Welcome week Vocabulary: and continuous friendship Strategy: Planninga Strategy: Using paragraphs Relationships © crammaranimation | strategy: Recognising | presentation Phrasebook: Linking words register Phrasebook: Signposting © documentary Farhana'srafkis _ - _ — Comparativesand | @ The robots are ‘Screen time Love tor hate it? supertatives coming! Strategy:Planning Strategy: Expressing learning © Grammaranimation | StrategysListoningfor | Phrasebook: Describing similarities and eiffeences specific information | photos Vocabulary: Human / Computer collocations ‘Ability nthe past, | @Keepmovingt Compare and contrast | Winning isn't everything Vocabulary: citferent | present and future _| Strategy: Identifyingthe | Strategy: Givingstructure | Strategy: Supportingyour sports © crammaranimation | purpose tothe task arguments Vocabulary: Dependent | Phrasebook: Comparing Phrasebook: Forand against prepositions and contrasting photos essay Pronunciation: Writing An informal email (Documentary Race to the Pole Food The passive ‘sugar, the new What should weeat? | Go fora bite to eat Vocabulary: Food CGcrammaranimation | tobacco? Strategy: Takingturns Strategy: Expanding on main Strategy: Understanding effectively points reference words Phrasebook: Expressing Vocabulary: Scienceof | opinions food Vision 360 p.72 oO — Describing places Won-defining relative — | Q Tourist traps Experience of lifetime! | Something for everyone Vocabulary: Describing | clouses Strategy:identifving | Strategy: Using modal Strategy: Using descriptive places ©crammaranimation | attitudeandfeeling —_| verbs vocabulary Pronunciation: Phrasebook: skingfor Phrasebook: Starting and L Intonation information finishing ablog post positively © Documentary Rapa Nui Jobs Reported questions | @QWedon't want your | Making decisions ‘Shopping with a conscience Vocabulary: Teenagelife | Grammaranimation | help! Strategy: Managinga Strategy: Writing formal through the ages Strategy: Using dfferent_| conversation letters listening sis Phrasebook: Making decisions Pronunciation: Linking. Phrasebook: Contrast words Vision 360 9.98 ‘Advertising Verb patterns Othe psychology of | How tohagele Money matters Vocabulary: Advertising | ( Grammaranimation | advertising successfully ‘Strategy: Getting your Strategy: Understanding, | Strategy: Negotiating readers attention text organisation Phrasebook: Nezotiating Phrasebook: Writing an opinion essay © documentary Our clothes Contents 3 €''m in Bangladesh, one of the wettest countries in the world. When it rains heavily, parts of the country are sometimes under water for five months. Now, because of climate change, the situation is getting worse. That means i's difficult for children to go to school. However, the young people of Bangladesh want to study, and climate change won't stop them, 9 am. and we're picking up students ina boat on the Ganges River. However, we aren't taking them to school, because the boat is the school! This boat is @ classroom and part of the Shidhula ‘School, All the Shidhulai Schoo! boats have solar panels that provide electricity for technology ‘such as computers. Now, 30 primary schoo! students are studying on the boat. They always study for three hours a day, six days a week. Later, secondary school students will use the classroom to study for qualications that will hopefully help them progress to university to do a degree. Climate change is very bad for Bangladesh, and the people want it to stop. However, they also understand that we need to learn to live with it if we want life to continue. The Shidhulai Schoo! boats teach us how we can. Climate change and school 1 M@) Workin pairs. Look at the photos and answer the questions. 1 Where are the students having theirlessons? 2. Why do you think the students have to use these classrooms? 2 Read the blog. Which lines in the blog mention things you can see in the photos? 3 (GEIIIIES Check the rules for the present simple and the present continuous on page 128. 4 Find four examples of the present simple and four ‘examples of the present continuous in the blog post. 5. Complete the text with the present simple or the present continuous form of the verbs in brackets. Bangladesh * (have) very dry periods and very wet periods. Between June and October, rain, often? (fall) every day and today, 12 daly it? (rain) a lot. The water in the river* (rise) and it 5 (cover) some bulldings. Most of the schools ® (not open) this morning because the teachers and the children can't getto them. When ths happens, most children usually (stay) at home and they (not study). It was for this reason that Mohammed Rezwan decided to start the Shidhulai School. > 4 Introduction 6 Read the grammarbox. Find four more tate verbs in the blog. Dnreen eet Dynamic verbs describe actions, and we can use them inimple and continuous forms. State verbs describe states and situations and wedon't usually use them in continuous tenses. Some common state verbs are believe, belong, forget, hate, have, know, like, love, prefer, remember. I believe you ¥ Ermbetiorne goer 7 QEEEUIELB complete the table withthe highlighted education words from the blog. Adjectives Verbs Nouns Add the words below to the table in Ex 7. Listen and check. assigoment canteen essay fail grade pass revise term 9 @) MTEELIN discuss the topics. + Agood and bad thing about your school canteen, + How you revise for exams, + The schoo! subjects you hope to progress inthis year. + The grades you hope to ge for each subject. There are lots of healthy food choices in the canteen,Seneca Time flies! 1 ‘Answer the questions. 1 What are the different stages of fe (eg. childhood}? What do we often do at different stages in our lives (e.g. get married]? 2. What do you think the title 'time flies’ means? 2 Read the blog. Why does the writer feel close to his uncle? MY BLOG Family favourite = < Posted 14 September Fortunato, realy ia al my elas, but Im very cose to an uncte - my uncle Jen, my dad's brother. One ofthe reasons is because they're tins and realy look tke each other fact, dan has told me that during my éhildhood, | often thought he was my ded! Another reason is that my dad got mad in his ear wens, but Jan it ‘meet Elena, his wife, untl they were both in thera thirties. So, Jan vwas alnays at our house when | was growing Up, and because | was ‘anlonly ¢hild, he was like a very, very big brother! Anyway, later Jan got maried to Elena and they bought a house in the same street. Infact, the house is exactly the same as ours! The furniture s very simer to! They then stated family. | was a terager when Alco, their it child, was bom, and ci lot of babysiting fr ther, Now 11m midol6-a9ed and Jan and Elena are eldety. Theyre in their mide sevantes, but we stil e0e each other requ. They've been mated {0°25 years now, and we selbated thelr wedeing aniversary together last week. How time fos! 3 Read the blog again and look at the highlighted words. Find . + seven words or phrases that talk about age or periods of time, * five verbs and phrases that describe different events in life. + three words or phrases that talk about postionsin a emily 4 GIEKD Listen and check your answers to Ex3. 5 Complete the text with the correct form of some of the words and phrases from Ex 3. My? sisterandt 2 in Paris on 14 July 2005 ‘and we spent the early part of our 2 inthe French capital However, when we were seven, our family moved to London. Because of that, we've = speaking French at hhome and with our®___and. English at school and with our fiends. Now we're §__ we don't know if we're British or Frenchy, we say we're both! “2b 6 CHRD Listen toa conversation between Amy and Jordan. Are the sentences true (T) or false (F)?, Jordan is starting anew school Amy was born inthe local ar Amy's family doesn't come from the local area Jordan has only got one brother. Amy's brother doesn'tlive at home with his amily 6 Amy wants her fiends to meet Jordan, 7 @) Workin pairs. Use some of the words and phrases from Ex3 to ask and answer questions about each other and your families. A Where did you grou up? B I've spent all my life here, but my family is from 8 [EEN Look at the bold examples of the, a ‘and an in the blog. What kind of nouns do they go with: singular countable nouns, plural countable nouns or uncountable nouns? 9 Read the sentence from the blog below. Then complete the rules. ‘They bought a house in thesamestreet. In fact, the house is exactly the same as ours! Weuse* ___whenwe talk about something for the first time. Weuse? __when we talk ‘about something again. 10 @ Write a blogpost that describes a favourite relative or someone you arelose ta, Explain your relatioralip witht person and why you are close to them. Use ‘vocabulary from this lesson. Work in pars. ‘Share and ask questions about your blogs. Introduction 5 6 Introduction Use conditonals and tlk about becoming an adult. If | was eighteen 2 @) MTT Workin groups. Think of three things that you would like to do if you turned eighteen tomorrow. Explain your choices, Which ones do you think: are really possible? Why? 2 Read the online questionnaire. Whose plans do you think are the most interesting? Why? Ve like to gatlajob as a gym instructox. Infact, if pass my lMe-saving certicate this year, I'l get a summer job at the beach. t'llbe a start er tart my/oWn BUSINESS. ove Using social media, but lots Cf adults don't know how to use it to tell people about their businesses, s0I'd teach them. Nobody knows about you i you aren't on social meal ear I'd travel around South America and practise the Spanish that I've studied at school. if you want to really learn a foreign language, you have to speak it as much as possible. ‘love my family, but I'd really tke to belindependent, so | think '¢ leave home. But | wouldn't want to rent a fat and have to pay bils — I'd govabroad, travel the world and ‘experience different cultures. That's independence! Cm IF tumed eighteen tornortow, I'd try and pass my efving have a problem: I'd need a car! \'d love to go to university! It | pass my final exams at schoo!, 1 apply'to university to study law. make it] work hard +e 3 (QUAIL Checkthe rules for zero conditional, first conditional and second conditional on page 130. 4 Read the questionnaire again and find an example of each type of conditional, 5 Complete the rules with the words below. ppastsimple _presentsimple (x3) will+ ver would + verb nnn ‘The 2er0 conditional talks about a result which always follows particular action. We use the? ____to describe the action and the? _to describe the result, The frst conditional says that the result of an action is possible orlikely. We use the to describe theaction and*__to describe the result. The second conditional describes an imaginary situation and its result. We use the ® to describe the actionand® __to describe the result. (GRAMMAR BOOSTER 6 GHEY Listen to two friends talking about going abroad to study. Answer the questions. Would you like to study abroad? Why? / Why not? 1 Why would Emily be realy ner 2 What wil Emily doifshe leaves hame? 3 What could Andy and Emily do if they wentto university? 4 What happens ifyou go to university abroad? 5 What wll happen if they pass their final exams? 7 Read the questionnaire again. Complete the table with the highlighted words. Becoming Things adults studying an adult ‘can have turn eighteen : é : : Working Livingatone Leisure activities 8 GIEKD Ada the phrases below tothe table in Ex7. Listen and check. geta creditcard opena bank account una marathon take upa new hobby 9 @) GUUS Make a list of three positive things and three negative things about leaving home. In groups, share your lists. Present the most positive ideas to the class.1 @) GUL Answer the questions. 1 Which jobs at home do you hate doing the most? Why? 2 Whiel ty 3. How much time do you spend doing these jot 4 Doyou think it would be a g jobs don’t you mind doing: of a for parents to pay INTRODUCTION heir children to do jabs at home? Why? / Why not? 2 Read the article. Who do you think will grow up to be the most independent: teenagers in Japan, ‘the USA or Kenya? coe Helping at home Do you think it's unfair when your parents ask you to help at home? Compare what you have to do and don’t need to do with what other teenagers around the world do and then decide! Japan Japanese children must help at home land school rom an erty age. From the | age o fe, they help with loading the washing machine and «foling clothes. at school al students have to clean ther Cdaserooms atthe end ofthe day by swooping the floor dusting the shelves and desks and | taking out the rubbish Widen, even very young cidren, need to use public transport to {gett and from school, then they travel lon ~ 3 Read the article again. Answer the questions about the highlighted phrases. Which jobs 1 areconnectedto the kitchen? 2. do you doin your bedroom? 3 areconnected t 4 do you do all around the house? 4 CHIE Match the phrasesbelow to categories 1-4inEx3, Listen and check leaningthe cooker clearing the table decoratingacake doing the housework drying the dishes emptying the washing machine roning clothes (GH Listen and match the clues to phrases from Ex3.and4. Listen and check your answers to Exs Work in pairs. Write definitions for three of the phrases not used in Ex5. Read your definitions to another pai. Can they guess ‘the phrase? USA Children in the USA don't have to help at home often. A recent study showed that they don’t cdo more than 30 minutes of housework a day. The jobs that at mealtimes by laying the table they do most frequently include ‘and washing the dishes. They also often have to do other jabs such as watering the plants or 10 Kenya in Kenya, most children mustn't eave home for school unt they have tiled ther bedrooms. In the evenings, chicken help at home ‘taking out the rubbish. = Read the bold sentences in the article and complete the rules with the words below. noobligation obligation prohibition (Eres 1 We use have to, need to and must to talk about. 2. We use don't have to and don’t need to when there is 3 We use mustn'tto talk about EXT ‘@) Work in groups. Explain three things that are obligations or prohibitions in your ife to the other members of the group. {have to catch the bus at eight o'clock every morning to get to school I dor't need to catch the bus because | can walk to school in, ten minotes, (@) (OLE Work in pairs. Write a paragraph for the online article about the jobs young people do at home in your country. ‘+ What type ofjobs do young people do at home and at school? + When do they usually do these jabs? ‘+ How much time do they spend on helpingiin the house every week? Introduction 7 ¢VOCABULARY | @ READIN @ciosarskuts | @werrine Ane safety Anewspaperreport 6 ticle @ SPEAKING Tellinga story pau2-a23, P1s2-1334 Complete the sentences with the words and phrases below. 1 isa different way of saying 2 Htyoudosome ait 3 To food me activ ere ust Listen and match the definitions (1-16) you hear to the words and phrases below. challenge i cheat ql competitiv solution entertainment strate sllow the rule ke pa give up ke turns 6 Complete the questionnaire about gaming with the correct form of some of the words from Ex. 1 Areyo and do you feel upset if you lose? 2 Doyou easily if you can'tplay a game? 3 Doyoulike doing by yourself rather than playing games in teams? 4 Do you get bored when another player takes along timeto the answerorto whenit’s theirturn? S Canyouuse the that ' you need to play some video gamesin other a vwaysin your life? 4 6 Isiteasyto by breaking the rules in the games that you enjoy playing? How do you feel when someone doesn't 7 Doyou play games because they provide youwitha—__orfor orboth? ‘8 When you play with others, who doyou liketo haveasa________onyourside? CABULARY 7 @ Workin pairs. Discuss the questions in the ‘questionnaire in Ex 6. Think about your partner's answers and decide which games you think they would enjoy. 8 GERE complete the description of a gamewith the correct form of some ofthe words from Ex5, Listen and check, Which game is she describing? CIN ACL ieee eNO Mme see Tell the gaming community what it is and why you love it! es ee | started playing ita few years ago and | now play at a club, ‘as well as on my computer and online. It's a game for two players and each player * ‘to move their pieces, You also have to play against the clock and ? ‘quite quickly, and that makes it more exciting! | love it because it's a real mental * and I'm always | suppose I'm quite because | hate ® learning new * ‘even when it's clear that I'm going to lose. 9 @) HUME think of agame that you enjoy playing, Make notes about it using the ideas below. In pairs, explain your game to your partner. Guess the game that your partners talking about. + the numUse narrative tenses to describe past events and situations. Narrative tenses 4 Rewrite the sentences using the past simple, past continuous or past perfect. 2 @) MELTS ENS Workin pairs. Read the card. 1 They created the video game. They madea film What do you think happened? Then listen to Erika, Lara and version of the video game. Sam’s explanation. sit the sameas yours? After they had created the video game, they made a film version oft 2 Priawon the game. | tried to think of the answer. Pria won the game while | was trying to think of the 3. Bukayo sawan advert for the card game, Bukayo boughtit. Bukayo because forit 4 Alex started to watch a video, but then | arrived When Alex 5. Weateall the pizza, Then we watched the film. Wedidn't until 6 Yourdad waited for you in the car. You gotoff the 2 Read the bold sentences in Ex 1. Then choose the correct tale alternative to complete the rules. you 7 Maya wasin hospital She broke her n playing @ Grammar animation football 1 Weuse the past simple / continuous to talk about Maya. because activities that were in progress around a certain time in ste. thepast 8 Sara cheated. You spoke to your brother on the 2 We use the past simple / continuous to talk about phone. completed actions in the past. Sara while 3 Weuse the past simple / continuous for an action ‘or event that interrupted a background event; 9 We couldn't goto the concert. We didn’t r weuse the past simple / continuous for the to buy tickets, background event. Because we we 4 Weuse the past perfect to show that one action happened after / before another in the past. Weform the past 10 We played online. Suddenly an unknown player perfect simple with had / have and the present / past joined the group. participle of the main verb, an unknown INMAR BOOSTER player 5 Complete the questions with the correct form of be, do or have. What tense is used in each question? 3 Complete the crime report with the correct past simple, past 1 What the woman drinking? continuous and past perfect form of the verbs in brackets. 2: When she see the fy? 3 When the waiter served he? Orlnenice 4 Where the waiter go? 5 What she just done when she called oe thewaiterforthesecond time? erieeed 291 Henley Lane, Coventry CV3 4SQ 6: Wha shesay!t 6 Listen to Erika describing another situation. Mr Andrews said that while he * (Pead) a text Then answer the questions in ExS. message, a young man ina red jacket (take) 7 @) GEA Listen again and then in pairs discuss his phone, Mrs Abbott told me she — (notice) the question that Erika asks at the end, 1 young man in a ed jacket on the samo street a moment eae peas 8 @) EMMETT workin pars, student A:read aiosesaa wore Gaile Nene) the information on page 149, Student B: read the sere’ Scapa ae aa information on page 150. Complete the exercise. attack Mr Andrews from behind, ) 10 Unit 1Preview an article about stories and make predictions. 1.3 READING I’ve heard that one before! 31 @) HTTETIGS Workin pairs. Discuss the questions. 1 Lookat the picture, It shows a scene from a famous story. Which story is it from? 2 What was your favourite story as a child? How did it end? 3 What are your favourite sorts of stories now? Bouman ee ‘Youwill understand a text better if you activate your knowledge of the topic. To da this, you can look at pictures, titles, paragraph headings and the first sentence of each paragraph. You can also use your awn experience. 2 Read the strategy. Then answer the questions. In pairs, ‘compare your answers, 1. Read the first sentence of the article, What does it say about stories? 2 Read the paragraph headings. What do you think the paragraphs will be about? 3 What words do you expect tofind in an article like this? Write down five words. 3 EELS GERD Read the collocations. Are they ‘examples of verb + noun, adjective+ noun or verb + adverb? Listen and repeat. achieve success bad place difficult start end the argument finish badly get better improvequickly meetthe challenge perfect lifestyle 5 Read the article again and match the questions to the different story types (A-F). Sometimes more than one answer is possible. Which story type is about people who: 1 arenot satisfied with what they have? 2 finish the story more or less as they started it? 3 have problems because of others? 4 are wrong about what is happening in their lives? 5 choose todo the wrong thing? 6 make their own lives better? 6 My Workin pars. Discuss the questions about the article. 1 Accordingtothe article, how many story types end well and how many finish badly forthe characters? 2 Orderthe types story from the one you ikemostto the one youlike east. Explain why you've put themin this order. 3 Canyouthink of a well-known story for each type? 7 @) GUESS Workin groups. Describe your favourite story to your group. Say what type of story its, Do not give the tite or say the names ofthe characters. Can they guess hich story tis? 4 GHEE) Complete the article with the correct form of the collocations in Ex3. Listen and check. That sounds familiar! Storytellers have known for years that the same types of stories are regularly repeated, but nobody could agree on how many basic story types existed. Some guessed there were five, while others said there were as many as nine. Now a university professor has * « After a computer program had studied 1,700 novels, it discovered that there were six basic story types. Do you recognise them? A Rags to riches D Tragedy, part 2 Life gave the main character a? Atfrst.they In some ways, Tragedy part2iscreller than part 1! Life was § ‘were poor and had no hope of a better future. However thanks for the main character, but usually because of the mistakes they had made inthe to their skills or hard work or competitive personality or all pas, problems soon appeared and changed all that. However, after these first three - things slowly get better until finally success theirs! problems their situation improved again and they started to believe that al their B Riches to rags ‘The main character began the story ina perfect situation. problems were finally behind them. Unfortunately, that’ ther biggest mistake, as life gets a ot worse and the story ® very badly for them! Perhaps it’s a young woman who had everything or @ young --«-E_Cinderella syndrome man with the > _Then they made bad decisions The main characteris a good person who began the story ina” ‘or had bad luck and things started to go wrong. At the end, the with lots of difcutes, usually because they were poor andthe people around ‘main character has lost everything and we're crying with them! them had been mean or cruel. Then, something happened to give them hope, but © Tragedy, part 1 For tragedy to realy work, the main character has to suddenly as things were ® _ more problems came. Inthe end, however, hope ‘wins, thelr dream becomes true and the main character lives happily ever after. find real happiness and * at the start of the F Meeting the challenge story. Then, we sitand watch as they lose everything as quickly Our heros an ordinary person who was happy with their ordinary lif, but one as they found it. Why do they lose it? Perhaps they found day everything suddenly changed when a big problem appeared, However, the success in a bad way or they didn't realise hw lucky they'd main character® and faced the problem. The tory ends with our been, and they had wanted more and more. Asa result fe hero retumingto their normal if, but they are now a better person thanks punished them! to ther experience Unit. 111.4 GLOBAL SKILLS Discuss online safety strategies. Online safety 2 @) GLEE Workin pairs. Discuss the questions. 1 What are the advantages and disadvantages of using the internet? Make alist 2. What types of crime take place online? 2 Match the news headlines tothe cybercrimes below. Listen and check. cyberbullying friendship scam hacking identity theft phishing piracy virusattack ————————— Details of doctors’ professional lives sold online to create false medical websites. ecoeetlenity an pene ts! Lonely woman lends and then loses thousands of dollars to virtual ‘rien eu Pk) Ces Pos ccs ‘Studios promise to stop illegal copying of films. Thousands of unprotected computers affected. 3 Read the emails, Which two cybercrimes do they show? o., From: Unknown ‘Subject: Hi Hi Jack, |'m on holiday at the moment and it has been great so far, but there has been a small problem. The other day lost my wallet. We were sitting in a café when | suddenly realised it was missing! |ooked everywhere and asked in shops too, but ne luck! I hate asking this, but | didn't know who else to ask ... Do you think {you could send mea lttle money? I'd only need enough to get by for a few more days. If you can click on this link, you can send me the money directly By the way, | really hope we ean meet up when I'm back. From your friend in need! oeng > oenw From: National Lottery ‘Subject: Your Lottery Winning Ticket Congratulations! ‘Your email address won a prize in the National Lottery in category “B’ This means you have won £1,500,000.00 (one milion, five ‘hundred thousand pounds). Pease contact us to receive your prize. We ask you to provide the following information: name, telephone number, nationality, age, ‘occupation and bank account number. Please do not tll family and friends about your success until we hhave sent you the money. Yours faithfully, Mrs Annie Smith Online Coordinator 12 Unita 4 Match the sentence halves. What type of cybercrime do you think each piece of adviceis for? Which advice would you use for the scams in Ex3? 1 Be careful with what you share 2. Speak to family members about great offers 3. Do not answer emails or give personal information to people 4 Be careful ofnew online friends who you have never met in reallife Install security software Avoid clickingon you receive before sending any money. and who soon ask for favours special offers, fun’ online questionnaires, etc that then ask or personal information, and update it frequently because onceit's online it’s out of your control F youdon’t know or companies that you have never used isten to a podcast about online ‘communities and cybercrime. Answer the questions. 1 What does Aaron do? 2 What does Helen do? 3. What do they say are the good things about online communities? 4 What isone example of behaviour in other members of a community that youshould be careful about? 5 What are two things you can do itsomeone does something wrong? 6 @) GMELIN workin groups. Think of three ways of avoiding cybercrime to add to the listn Ex4, Share your answers with the class 7 Read the email about the National Lottery in Ex 3 again. Complete the email to a friend asking for advice. “ aero peo HiFreya, "ve had an email from the * and it says that I've? | sometimes buy a ticket, but | can't remember buying one this time. The email asks for? including mybank# The email also says that | shouldn't : but lust wanted to check what you think before I give them my details.Talk about feelings. VOCABULARY Feelings adjectives 1 @) Read the dictionary definition. Then look at the headings and pictures on the web page below. What do you think the coincidences will be? coincidence /kov'nsidany/ noun (C/U] two or more similar things happening at the same time by chance, in a surprising way: ‘We hadn't planned to meet; it was just a coincidence. 2 Read the web page. Which coincidence do you think is the most unusual? Why? Top three incredible but true coincidences eee See earn) Meets TVreporterIivKupcnet used to tre! ae USS. novelist Anne Parrish used to visit ‘ to find another man’s 5 of lightning, she was® to find a copy. he in the wrong room? When he looked used to it because it hit him ‘to have at home in a bookshop in ‘Hannin the story, but Hannin contacted ‘Sometime later, Summerford (209 N. Weber Street, Colorado where he had found a tie with Kupcinet's | lightning hit him again. OST in her old book! 4 that lightning wasn't 3 GER MSE check the meaning 6 My Workin pairs, Discuss the questions in the questionnaire of the adjectives below. Which ones do you in Ex, think describe positivefeelings andiwhichones 7 jy Workin groups. Describe a coincidence Gescr 0G Tega VA CML eS? ete ane Che, that you have experienced recently, for example having the same amazed annoyed cheerful confused birthday as someone else or meeting a friend while on holiday. Use convinced delighted disappointed ‘some of the adjectives from Ex 3. Think of possible explanations for embarrassed fascinated frightened the coincidences. lonely nervous painful relaxed Jack and had just messaged about United's new manager and | was ‘amazed when | went into the sitting room and found that my dad was, ‘4 Complete the web page with stot the adjectives hing tha TV ran cd they maheltalking shoot took from Ex3, More than one adjective is sometimes possible. Then compare answers in pairs. Irmunot convinced that it's a real coincidence because everybody has 5 Replace the highlighted words inthe been talking about that story recently ‘questionnaire with some of the adjectives in Ex3. Cereals iins) [iWon are people "ally interested to discover a {°° yeu thik coincidences make people fee alone or ‘coincidence: when it happens to themselves or more connected to other people? Ss ‘other people? BR na iasiarcacawedorrmata TE Deyo tink pone umay et proud fierce ) | Bow do most of us eo! when we discover that a that have happened to them or do they feel "bad and ‘coincidence involves someone we know: annoyed or happy and positive? _— fF you experionced an amazing coincidence, would you 4 & When are we most likely to experience coincidences: be °sad to find that there was a very logical explanation, when we are *a bit angry and “worried about or would it help you feel less confused? something or when we are happy and feel “calm? vocasuianysooster [TETSWEEYPRM TUT Use used to, get used to and be used to to talk about habits. (aver rd We use get used to + ing / noun to say that something. Used to 1 Read the dialogue. Find three reasons why Sean nearly lost hislife in the sea. Tom Sotell me about that coincidence at your local beach Kate It's about four-year-old Sean Barrett, who used to love going to the beach. He wasa very brave child, but he didn't use to notice danger. Tom Really? What did heuse to do? Kate Well, for example, he had got used to playingin the water and was very confident, but he till hadn't learned to swim. Tom sure his mum enjoyed watching him though. Kate Not relly! She was used to Sean playingan the beach, bout she alvays used to watch him carefuly. But on one trip, he escaped, He went into the water and tried to swim, but the sea was too strong and pulled him under. Tom Ohno! Kate Fortunately, a woman on the beach, alice Manley, saw what was happening and ran into the water, rescued him and saved Sean's life. Tom And the coincidence? Kate 'mcomingto that! Anyway 2 Read the dialogue again and complete the rules. @crammar animation | didn’tuseto useto usedto 1. When we want to talk abouta repeated situation or action that is not true now, we can use infinitive, 2 The negative form is + infinitive, 3. In questions, the form is Did + subject + + infinitive. 3 Complete the sentences with thecorrectformof used to and the verbs below. be like tive notdo not speak walk write not read 1 Did you use tobe frightened of the dark? 2 Harry science fiction films, but he hates ther now. 3 he ablog before he started a vlog? 4 She_ novels before, but now she finishes one every week! 5 Emily_____anyexercise, butnow she goes to the gym every day. 6 Where they before they came to Liverpool? 7 1|___ to Bella very often, but now we chat every day. gy. to school before you got abicycle? > 14 Unita wasn’t familiar to you before, but now you are becoming more comfortable with it. Luis soon got used to the diferent timetable when he started university 1've been in Japan for a month and In getting used to ying on the other side of the road. { don't think Il get used to the long, dork winter nights in Finland. When we want to say something has now become very familia to us and that ithas become a normal habit, we can use be used to + ing / noun, {mused to cycling on the other side of the road now, 4 Rewrite the sentences with the correct form of get used to or beused to. 1 Reading novels on my tablet has now become normal forme. I've got used to reading novels on my tablet now. 2. We now know howto use the new camera, We the new camera perfectly 3 Are you becorning more comfortable with driving on the other side of the road? ‘Are you the road? 4 InAlex’s country, itdoesn’train alot. He now lives in Ireland where it rains all the time. Alex ina country tke ireland ‘where it rains all the time! 5 You'll soon be comfortable speaking Spanish every day. on the other side of You'll soon Spanish every day. 6 Itisn't normal for me to eat a lot of meat. H alot of meat. G] Listen to Tom and Kate talking about Sean. What was the incredible coincidence? Listen again and answer the questions. 1 Whatdid Sean still use to do? 2 What did he use to do less of? 3 Whyhad the man fallen into the sea? 4 What did Sean do? 7 Write three sentences about things that you used to do, but do not do now and things that you did notuse to do, but do now. Then write three sentences about changes in yourlife that you have got used to. 8 @) GLUT Tell yourpartner about your ‘sentences from Ex. Ask your partner questions about them.Predict events in a story about a bad experience. 1.7 LISTENING PU never forget the day! 4 Listen to Part 1ofa story, Were any ‘of your predictions correct? 1 $@) Work in pairs. Discuss the questions. 5 Listen again, Put the events in the 1 What type of story from page 11 audience? Why? uuld be most popular with an orderthat they happened. Someone 2. How would you fee! about teling a story to an audience? 1A lookedin the mirror t'mcertain that | would feel very nervous! B went tothe bathroom. 3 Ifyou had totella story in a class presentation, what could you do to laughed. prepare? Use the words below to help you D went to thekitehen, ‘audience character context emotions practise short E cried, F asked Jack to do something 2 @ CHEE workin pairs. Read the questions. What dothewords ike prediitlonsabouittie in bold mean? Then askand answer the questions. conclusion of the story. Listen to Part 2. 1 Where could you finda bird’s nest outside? What part of someone's Were your predictions correct? appearance might you compare toa bird's nest? What do you think 2. Do you receive any pocket money? What do you spend it on? + Jack's mother will say? 3 When was the last time you went to the barber's or the hairdresser's? Jack will do? 4 When was the last time you were really grateful? Why? + Jack will learn from the experience? 5. Whowas the last person you saw burst.into tears during film or TV 7 Complete the table with the different parts ofthestory. The people involved in the main action How people first reacted to the event What was happening in Jack’s life series? What was happening in the film or TV series? When was the ast time you made a real mess of something? What happened? 7 ifsomeone makes fun of you, do you get annoyed or do you laugh at yourself? : ; : : : i Before you listen, think about the context of what you are going to hear. ifyou understand the context (a story, a conversation, lecture et youcanusethisknomledge to thinkabout the possible content and language you will hear While you are listening, think about what seems His mum's reaction Adescription of the main event Wherethe eventtook place likely to happen next and then see if you are correct. This can help you to Introduction situation understand better. 1 2 3 My Read the strategy. Look again at the words and phrases in Ex2 and the podcast screen below. What do you think the listening is going to be ‘Action Consequences and about? In pairs, discuss your ideas. conclusion 5 1 The Once Upon a Time 8 @) ELETIGG Workin pairs. Answer the questions below. 1. Did you enjoy the story? Why? 2. Doyou think Jack is a good storyteller?” Why? /Why not? 3 Writea list of three things a storyteller should do and three things a storyteller shouldn't do, not? 9 Tella story to your partner. Think about the Points below and use the table in Ex 7 to planit. ‘audience character context emotions length AOC 2 | think it would be a good idea to think about the age of the audience and the sort of stories that they probably like Unit. 15 q ren eet ee eet at ete een Uma ea otc1.8 SPEAKING Once uponatime. Brame To prepare to speak in public, make a few notes about your main ideas. These notes should just include afew key words ‘or phrases which referto each idea and help you to move steadily from one idea to thenext. 1 @) Read the strategy. Then read the notes below. In pairs, try to tel the story from the notes. Meeting Maria's family + Nearly fourteen - same class + Lunch at her house - full of Marias farnily - celebrate grandparents’ 50 years together - nervous} + Be careful with the water jug and glasses! - only ‘wedding presents - others last / broken + Eating lunch - annoying fy = tried fo hit fy ~ hit the water jugl Hundreds of pieces! + Silence - embarrassed - then Maria's grandparents laughing! eeeed 2) BED Listentothe story. Wasi similar tothe story you told? What were the differences? Discuss in pairs. 3 Read the Phrasebook. Listen again. Which of the phrases did the storyteller use? Eee twas the end / the beginning of inever forgetthe day / time when Iwas (nearly)... (years od). was...-ing at thettime. Then one day, ‘There were... ofusin theroom / house / classroom, et. Next, .. /after that, .../ Then ‘Assoonas...,/ Suddenly, Alter that experience, | Afterall this, Vleamned | Ene Regular verbsin the past simple and some adjectives end In-ed, We can pronounce-ed in three diferent ways: id, Hor fd 4 Read the pronunciation box. Listen and repeat the -ed sounds. Complete the table with the words below. Then listen again and check | annoyed delighted embarrassed repeated noticed relaxed remembered robbed wanted fia ih > 16 Unit fa} Make notes to tell a story. 6 Listen and complete the tips for storytelling from the Once Upon Time website. The Once Upon A Time RRC ole a Star with an opening line that your audience can to. + Give your story a = + Make? Don't write down the whole story ~ only use key words and phrases. + Express your + Talk about something that i # Tella story about a character who® in some way. +7 ____at yourself; audiences love storytellers that don't take themselves seriously. + Learn your story so you can say it, not read it * Practise, practise and practise so you can be ... YOU! 7 You're goingto tella short story. It can be true or invented. Think ofa topic that you want to talk about. Use the ideas below to help you. adaythatyoulost something a difficult journey afunny accident a pleasant / unpleasant surprise special event agreat/terriblemeal a perfect day a special birthday an unforgettable holiday 8 Prepare your story. Organise your story into four sections: the introduction, the situation, the action and the consequences. Make notes for each section. 9 M@) Workin pairs. Practise telling your story. Make sureyou.. + connect with the audience. + tell them when, who, where and why. + use narrative tenses. + use appropriate vocabulary. * use Phrasebook phrases. 10 ‘Workin pairs. Give your partner feedback on theirstorytelting, What did they do well? What could they improve?Use sequencing words in a news report. aca Chi gem ie see @ When he got under the window, he realised that the two-year-old gi was in very real danger of faling from the second floor ofthe bul, Wile he was watching the gi and wondering what to do, she suddeniy fll and Feuzi quicly held his arms out and caught her. Folowing tht, other members of the public realised what had happened and immediately care to help, but Feu had done the important job of saving the git’ fe. © inthe ena, despite the git fal, nether of them hac ary injures. Naturally, er parents were delighted tomeet Feu! afterwards and gave him a reward Later, a video of Feuzi saving the cigs ife went val and the story soon became news all around the world. @ Seventcon-yeer-old Fouzi Zabaat was walking down a street inthe Fath cistict of Istanbul when he “suddenly noticed a young child near the edge of a window in a building, At first, Feuzi watched the git ‘rom the miccle of he street, but as she got closer to the window, he dacided to stand under the window. Breaking news 1 My Work in pairs. Whatisa ‘rescue story” Why do you think they are popular? Can you remember any dramatic rescue stories? What happened and who was involved? 2 @) Look at the photo and headline of the news report. What do you think the newspaper article will be about? Discussiin pairs. 3. Read the news report. Put the paragraphs in the correct order. What was the most dramatic part of the story? Why? 4 Read the news report again. In which paragraph do we learn about .. the physical condition Feuzi and the girl were in? other people's reaction? 1 2 3 where everything happened? 4 how Feuzi saved the child? 5 how Feuzi became famous? 6 the hero forthe first time? 5 Which words and phrases helped you decide on the order of the paragraphs? Tus When you write narrative, you usually put the events in the order that they happened, You can make this clearer for yourreaders by sing sequencing wards uch as fist, then, next, etc, These words help the reader follow the development of the narrative. Us = mee 6 Read the strategy. Complete the table with the highlighted ‘words and phrases inthe article. Beginning first, firstly frst of all, Ordering events before, ater, nex, then, after that Introducingnew events unexpectedly, 4 : Describing eventsthat © = happenat the same time Ending finally tasty, ® 7 Choose the correct alternative. 1 Sam heard the explosion, Later / Lastly, he saw lots @ engines driving towards the factory. 2. Wewere walking pasta bank. Suddenly / While, a ‘man who was wearing a mask and holdinga big bag came running out! 3 While /Immediately they were rescuing the swimmer, a camera was filming them, 4 Before / At first, | didn’t understand what was happening. | thought it was al part ofa film 5 | phoned foran ambulance. Following that, Suddenly, | tried to speak to the injured man while we were waiting for the ambulance 8 @) GMELIN workin groups. Decide what have been the biggest local, national and international news stories recently. What makes a story interesting? 9 Read the task, Think of a story for a news report that will interest your audience, Write about a local, a national or international story for your school website or newspaper. Use your own ideas. 10 Plan your work, Make notes. 1 Think about what happened and when, Where did it happen and who did it happen to? 2. What could you include to make the report interesting? 3 Remember to use three paragraphs and think of a headline 4 Think about which phrases from Ex 6 you can use. 11. Write your news report. 12 G@EESSENIS did you + answer all the questions about the event? yaragraphs and order organise your ideas into cl the events clearly? + use narrative tenses correctly? + check yourspelling and grammar? unit 17 <«