Discovering English 2 Students’ Book by NUANS Publishing

DISCOVERING ENGLISH 2 l STUDENTSâ&#x20AC;&#x2122; BOOK

Discovering English is a three-level lower secondary course written for students aged 11 to 14. It provides a well-balanced communicative syllabus covering functions, structures, vocabulary and grammar plus listening, speaking, writing and study skills. Students will love the delightful illustrations and photography, and the entertaining approach to learning English. Teachers will appreciate the easy-to-use format, imaginative activities and helpful guidance in the Teacher's Guide. Key features l Rich, lively, visually-exciting presentation l Up to date and varied topics which provide many opportunities for students to talk and write about their own lives l A clear learning focus and regular revision lessons in each course l A series of graded language structures and functions to create communicative trust l Lively, likeable characters in a contemporary setting l Four language skills are developed through a thorough integration of CLIL topics accompanied by the 4C's of the 21st Century Learning and Innovation Skills (Critical thinking, Creativity, Collaboration, Communication) l Interactive whiteboard software

www.nuanspublishing.com

BRIAN ABBS & INGRID FREEBAIRN with ALISON WOODER & JON MARKS

Contents How to use this book Scope and Sequence

LESSON 1

Zoey comes from California.

LESSON 26

I’m going to look after it.

LESSON 2

I’m a cousin of theirs.

LESSON 27

I want a bigger piece!

LESSON 3

What do you want to be?

LESSON 28

Which is the best?

LESSON 4

You must be home by nine.

LESSON 29

Don’t show it to me.

LESSON 5

Round up

LESSON 30

Round up

LESSON 6

We usually walk to school.

LESSON 31

How long is she staying?

LESSON 7

How fast can it run?

LESSON 32

My family

LESSON 8

Sometimes a bit bossy!

LESSON 33

I want you to throw Ben.

LESSON 9

We have to wear a uniform.

LESSON 34

Enter the dragon

LESSON 10

Round up

LESSON 35

Round up

LESSON 11

When the lessons finish.

LESSON 36

My parents won’t let me.

LESSON 12

You must bring an anorak.

LESSON 37

How about a trip to London?

LESSON 13

No running in the museum!

LESSON 38

We need to get up early.

LESSON 14

What beautiful gorillas!

LESSON 39

Would you like to go?

LESSON 15

Round up

LESSON 40

Round up

LESSON 16

What’s the matter?

LESSON 41

You’re never too old...

LESSON 17

Where were you?

LESSON 42

I should go to the gym.

LESSON 18

Who was Mozart?

LESSON 43

On top of the world

LESSON 19

What did you do?

LESSON 44

There isn’t enough room.

LESSON 20

Round up

LESSON 45

Round up

LESSON 21

Where’s the Town Hall?

LESSON 46

Have you ever...?

LESSON 22

Can you tell me the way?

LESSON 47

School trip to Paris

LESSON 23

There are a lot of parks.

LESSON 48

I was so excited...

LESSON 24

“The Bloody Tower”

LESSON 49

See you next term.

LESSON 25

Round up

LESSON 50

Round up

Words and expressions Common irregular verbs

k o o b is h t e s u o t w o H Discovering English is a three level course which takes students from CEFR A0 to B1 (beginner to intermediate). The emphasis is on skills development: students learn English by using it in lively communicative activities and by interacting with a wide range of written texts and audio recordings. Each level has four components: • a Students’ Book for use in the classroom • a Workbook for use in the classroom and/or for homework • a Teacher’s Book with step-by-step instructions for delivering each lesson • audio recordings available as digital audio files Each level provides a minimum core of approximately 40 hours lesson time. This can be expanded to around 80 hours with additional activities described in the Teacher’s Book, and by using some of the Workbook material in the classroom. A typical lesson features a dialogue or other text which introduces the main language points of the lesson. This is followed by activities which develop students’ understanding of that language, and require them to use it for themselves. The corresponding lesson in the Workbook offers a variety of grammar and vocabulary activities which consolidate the content of the lesson. To prepare for each lesson, the teacher is advised to read the instructions in the Teacher’s Book, and if necessary think of ways to adapt them to suit the needs of the individual class. For example, if the classroom lesson has a long duration, it may be necessary to add an extra game or activity (there are suggestions for this at the end of the lesson plans). It may be a good idea to bring the Teacher’s Book to the lesson and to glance at it from time to time as a reminder.

Chain drill One student asks a question to another, who then asks another and so on, directed by the teacher. Again, this can be useful for demonstrating activities, but it should not be used as the main way to practise new language.

Pair work Students communicate with each other in pairs. Almost every lesson in Discovering English features at least one pair work activity, as it is usually the most effective way for students to practise new language. Every student speaks for half the duration of the activity, rather than for a few seconds or not at all as in the other interactions described above.

Group work Students communicate with each other in small groups of three or more. This can be useful for some types of communication activity, especially role plays.

Regular characters Many of the lessons feature a regular cast of characters. It is a good idea to learn the names of the characters and the relationships between them at an early stage. The principal characters are:

The Morgan family Lily and Ben (aged 12) are twins. Their younger sister Sophie is 6. They live with their parents (Mr and Mrs Morgan) in Cambridge, a university city in the south-east of England. They have a dog called Leopold (or Leo) and a cat called Cleopatra (or Cleo). They are visited by Lily and Ben’s American cousin Zoey, who is 18.

Ben and Lily’s friends and teachers Ben’s best friend is Jack; Lily’s best friend is Emma. They also make a new friend: Natalie, a teenage girl from the Island of Grenada. They have a teacher called Mr Patel.

Interactions A typical lesson features the following interactions:

Teacher to whole class This is useful for giving instructions and asking questions to check understanding. It should mainly be used to set up and prepare activities in which students take a more active role.

Choral drill Lead by the teacher, the whole class says a word or sentence together. This can be useful for practising pronunciation, but it should not be used as the main way for students to practise new language.

Teacher to individual student The teacher asks a question to a student, who answers it. This is useful for demonstrating activities before chain drills, pair work and group work (see below). It should not be used as the main way to practise new language.

e c n e u q e S d n a e p o c S LESSON LESSON GRAMMAR GRAMMAR

Occupations Occupations

22 33 44 55 66 77

Verb to be simple, imperative sentences, Verb to present be present simple, imperative sentences, possessive pronouns possessive pronouns Present simple: want to be would likelike to be Present simple: want to /be / would to be

Relationships Relationships

Can for permission Can for permission

Entertainment Entertainment

JobsJobs

Round up Round up How long…? + take, adverbs of frequency How long…? + take, adverbs of frequency

Transport Transport

Defining relative clauses Defining relative clauses

Nature and wildlife Nature and wildlife

8 8 9 9 10 10

Adjectives, adverbs of frequency, so/nor do I, so/nor am Adjectives, I adverbs of frequency, so/nor do I, so/nor am I Have to for obligation Have to for obligation

Personality adjectives Personality adjectives

11 11 12 12 13 1413 14 15 15 16 1716 1817 1918 19 20 20 21 2221 2322 24 23

Sequencing with when, before and after

2524 4

VOCABULARY VOCABULARY

Verb to be simple Verb to present be present simple

Clothes Clothes

Round up Round up

Sequencing with when, before and after Must for obligation, non-defining relative clauses

Everyday routines

Must for obligation, non-defining relative clauses Must and gerunds for rules and instructions

Must and gerunds for rules and instructions Commenting with What…, question forms review Commenting with What…, question forms review

Emotions, strong adjectives

Round up

Round up Have got for illnesses Simple to be Havepast: got for illnesses

Health and illnesses

Simple past: to be Simple past: verbs

Verbs in the past form

Simple past: verbs forms Simple past: question

Verbs in the form Verbs in the pastpast form

Simple Round up past: question forms

Verbs in the past form

Round up Prepositions of place

Prepositions of place: in, on, opposite...

Prepositions of place Imperative forms for directions

Prepositions of place: in, on, opposite... Places in a town/city

Relative adverbs: where, questions with much/any Imperative forms for directions

Places in a town/city Places in a town/city

Simple past review Relative adverbs: where, questions with much/any

Simple Round up past review

Places in a town/city

COMMUNICATION

MAIN SKILLS FOCUS

Ask and say where people come from Ask and talk about people’s jobs, interests and hobbies

READING: A description of a personal situation SPEAKING: Talk about a person’s personal situation WRITING: Complete a form with personal details

Introduce people formally Give more information about people

SPEAKING: Introduce yourself; introduce people to each other

Ask and talk about jobs and ambitions

READING: A personal statement about future ambitions WRITING: A personal statement about future ambitions

Ask for, give and refuse permission Talk about scheduled time

SPEAKING: Ask for and give/refuse permission WRITING: A message of invitation SPEAKING: Ask for and give/refuse permission LISTENING: Understanding personal details

Ask and say how people travel Ask and say how long journeys take

SPEAKING: Ask and answer about journeys WRITING: Descriptions of journeys

Describe animals and the way they behave Ask and talk about speed

READING: A short text of definition WRITING: Making notes SPEAKING: Asking for factual information

Compare personalities and interests

SPEAKING: Describe personality characteristics WRITING: A description of a friend’s personality

Ask and talk about things people have to do

READING: An informal email SPEAKING: Comparing personal obligations WRITING: An informal email READING: An informative article about a form of transport SPEAKING: Talk about personal routines and everyday obligations LISTENING: Detailed information about an object WRITING: A composition about school holidays

Link events in a sequence with when, before and after Talk about how often you do things

READING: An account of a character’s daily life SPEAKING: Ask questions about a character’s everyday life

Ask for and refuse permission Talk about rules and instructions Join ideas in a sentence with which

READING: A letter describing arrangements for a school trip SPEAKING: Ask for permission and give instructions

Talk about rules and instructions Explain rules and give instructions with must

READING: Practical information about a museum SPEAKING: Ask about and describe rules

Talk about behaviour (people and animals) Make and respond to comments about things

SPEAKING: Talk about animal behaviour READING: Facts about animal behaviour SPEAKING: Talk about personal emotions; make comments about things READING: Part of a role-play game SPEAKING: Give reasons for hypothetical actions LISTENING: An interview with an environmentalist

Ask and talk about health and illnesses

SPEAKING: Ask and say what the matter is; give health advice

Ask and talk about the recent past Ask for and give opinions

SPEAKING: Ask and answer about the recent past WRITING: A school sick note from a parent

Ask and talk about people in history

SPEAKING: Ask and answer questions about people from history READING: A summary of the life of a historical figure

Ask and talk about recent past activities Ask for and give opinions about past activities

SPEAKING: Ask and answer about activities in the recent past READING: A conversation about a recent event READING: An account of a memorable event LISTENING: A conversation about a film SPEAKING: Make, accept and decline invitations WRITING: An email about events in the recent past

Ask and say where places are

READING: A description of a town SPEAKING: Ask and say where places are WRITING: A description of a town

Ask for and give directions

SPEAKING: Ask for and give directions

Ask and talk about places

SPEAKING: Talk about places in a city WRITING: An email with a description of a city

Talk about events from history

READING: A description of an event from history SPEAKING: Ask about and describe historical events WRITING: Facts about the history of a place READING: A narrative involving directions SPEAKING: Ask for and give directions LISTENING: Conversations about famous places in London

LESSON GRAMMAR GRAMMAR LESSON

2625 2726 2827 2928 3029 3130 31 32 3332 3433 3534

35 36 3736 3837 3938 40 39 40 41 4241 42 43 4443 44 45 45 46 46 47 47 48 48 49 5049 50 6

VOCABULARY VOCABULARY

Round up Going to future

Everyday activities

Comparative adjectives Going to future

Comparative forms of common adjectives Everyday activities

Superlative adjectives Comparative adjectives

Superlative forms of common adjectives Comparative forms of common adjectives

Superlative adjectiveswith first, then etc. Imperatives, sequencing

Superlative forms of common adjectives

Round up Imperatives, sequencing with first, then etc. Round up Present continuous for future plans and arrangements Present continuous for future plans and arrangements

Non-defining relative clauses Want + pronoun +relative infinitive Non-defining clauses

Family members Family members

Conjunctions: so / because Want + pronoun + infinitive Conjunctions: so / because Round up Round up

(Not) allowed + infinitive Suggestions with +What/How (Not) allowed infinitive about, Let’s... and Shall I/ we... Need + noun or infinitive Suggestions with What/How about, Let’s... and Shall I/ Useful things we... Would…? pronoun + like + infinitive Need + noun or infinitive Round up + pronoun + like + infinitive Would…?

Leisure activities Useful things Leisure activities

Round up

Adjectives with too / enough Adjectives with too / enough Should for obligation Should for obligation Could for ability in the past Could+ for ability in the past Enough nouns Enough + nouns Round up

Live entertainment Live entertainment

Round up

Present perfect for experiences Present perfect for experiences

Comparatives and superlatives review Comparatives and superlatives review So + adjective + that for cause and effect So + adjective + that for cause and effect Zero conditional : if + present simple Zero conditional : if + present simple Round up Round up

Comparative and superlative forms of common adjectives

COMMUNICATION

MAIN SKILLS FOCUS

Ask and talk about things you plan to do in the future

SPEAKING: Ask about and describe future intentions

Make comparisons

SPEAKING: Compare personal information

Make comparisons

READING: Facts about superlatives SPEAKING: Compare abilities WRITING: Facts about superlatives

Give instructions Describe a process

SPEAKING: Discuss a process for making something WRITING: A sequence of instructions READING: A transcript of an interview WRITING: A summary of an interview LISTENING: Understand details about looking after a pet

Ask and talk about future arrangements Ask and talk about times and durations of time Describe the features of a place

WRITING: Completing a form SPEAKING: Ask and answer about future plans READING: A description of a country WRITING: A description of a country

Ask and talk about family relationships Ask and talk about personal possessions

READING: A description of a family SPEAKING: Describing family relationships

Give, report and check instructions

READING: Instructions for physical actions SPEAKING: Ask about and report instructions

Ask for and say when things happened Talk about the results of actions

READING: An article about a famous person SPEAKING: Ask and answer questions about a famous person WRITING: A composition about family members’ leisure activity preferences READING: An email about arriving in a new country SPEAKING: Discuss recent experiences and future plans LISTENING: A description of a process WRITING: An email describing travel plans

Talk about what you are and aren’t allowed to do

SPEAKING: Talk about permission relating to everyday activities READING: An online post describing a problem

Ask for and make suggestions Make and respond to polite requests

SPEAKING: Make, accept and reject suggestions for leisure activities WRITING: An email suggesting leisure activities

Talk about needs

READING: An account of a creative process SPEAKING: Ask and answer about sleep habits

Make, accept and refuse invitations

SPEAKING: Make, accept and decline offers WRITING: Write and reply to an email of invitation READING: A post on an online forum SPEAKING: Offer advice for a problem; make a social arrangement WRITING: Write a post for an online forum LISTENING: A podcast about teenage problems

Ask and explain why people can’t do things

READING: An article about volunteering WRITING: An email to explain reasons for moving house

Talk about lifestyles and diet Criticise people

READING: An online request for advice SPEAKING: Offering health and fitness advice WRITING: Write a reply to an online request for advice

Talk about skills and abilities Talk about possibilities in the past

READING: An extract from a travel blog SPEAKING: Ask and answer questions about past abilities

Ask and say why things aren’t possible Criticise a place

READING: A narrative account of an event SPEAKING: Discuss problems and solutions WRITING: A paragraph about the qualities of a place READING: A comic strip adventure LISTENING: Advice about safety WRITING: Descriptions of problems

Ask and talk about experiences Ask for and give opinions

READING: An advertisement for a leisure activity SPEAKING: Ask and answer about personal experiences WRITING: A description of a personal experience

Make comparisons Give opinions

SPEAKING: Evaluating pictures; describing personal experiences WRITING: A description of a personal experience

Talk about reasons and consequences

READING: An email describing a school trip SPEAKING: Ask and answer questions about a travel experience

Ask and say what the matter is Talk about consequences

SPEAKING: Describe photos; speculate about past events READING: An account of a historical event SPEAKING: Ask and answer about personal experiences LISTENING: A radio quiz show

LESSON

. ia n r fo li a C m o fr s e m Zoey co READ 1

Read the text. How old is Zoey, and where is she from? Track 1.03

sson In this le • Ask and say where people come from • Ask and talk about people’s jobs, interests and hobbies • Vocabulary: occupations

Zoey Farrow is Ben and Lily Morgan’s American cousin. She is eighte en years old. She comes from California, on the west coast of the USA. She lives with her parents in San Francisco. She is a student at high school. After high school, she wants to visit the Morgans in Cambridge. After that, she wants to go to college. She doesn’t know which subject she wants to study. She has many interests and hobbies. She loves reading, swimming and surfing but her favourite hobby is white-water rafting on the Colorado River. She thinks that is very exciting.

Worldwide Work VACATION JOBS IN BRITAIN

5 In pairs, ask and answer about people’s jobs. A: B: A: B:

What does Zoey do? She’s a student. What does Zoey’s father do? He works for a tech company.

Section 1

Zoey Farrow NAME NATIONALITY HOME TOWN AGE OCCUPATION INTERESTS

I’m a student.

I’m Zoey’s father. I work for a tech company.

Section 2

ropriate box.) PREFERRED JOB (Please tick the app OUTDOOR ✓ DAY ✓ EVENING INDOOR ADDITIONAL INFORMATION th I would like to work wi media. computers and/or social

SPEAK 2 In pairs, ask and answer about Zoey. A: Which part of the USA does Zoey come from? B: She comes from San Francisco, California. 1. Which part of the USA does Zoey come from? 2. Does she live alone? 3. Where does she study? 4. What does she want to do after high school? 5. What does she like doing in her spare time? 6. Where does she go white-water rafting? 7. Why does she like it?

WRITE

I’m Zoey’s mother. I work for another tech company. There are lots of them around San Francisco.

I’m Zoey’s uncle. I’m a construction worker.

3 Copy and complete the holiday

I’m Zoey’s aunt. I’m a pharmacist. I work part-time in a hospital.

I’m JJ. I’m a friend of Zoey’s. I’m a hairdresser.

job website form for Zoey.

SPEAK

WRITE

4 In pairs, use the completed form to interview

6 Use the form and the text about Zoey to write a paragraph about your friend. Write about:

Zoey. A: B: A: B:

What’s your name? My name’s Zoey Farrow. Where do you come from? I come from San Francisco in California.

• where your friend comes from • his or her occupation • his or her ambitions and hobbies

LESSON

sson In this le

Round up

Revise Lessons 1 to 5

Sam (left, in the yellow T-shirt) is a member of a family who are all mad about ballooning. “One of my main ambitions is to learn how to pilot a balloon on my own. My father, who’s a very good balloonist, takes us all ballooning with him most weekends. We take it in turns to ride with him in the basket. In the photo, we’re all in the basket, but the balloon can only lift two or three people at a time. Sometimes I pilot the balloon when the wind isn’t too strong and it’s in the right direction. That’s an amazing feeling. Dad always stays with me and helps, but I can fly the balloon where I want. The rest of my family are the back-up team. The back-up team are the people who follow the balloon in cars and help the crew when the balloon lands. On windy days they have to drive for miles! I want to learn to fly a balloon alone. The trouble is, you can’t get a balloon licence under the age of seventeen and I’m only fifteen.”

READ

Track 1.07

1 Correct the information. 1. Sam goes ballooning every month. No, he doesn’t. He goes ballooning most weekends. 2. Sam always pilots the balloon. 3. The back-up team are the people who pilot the balloon. 4. Anyone can get a licence to fly a balloon.

2 Complete these sentences to make a summary of the text. Most weekends the family ... Sam sometimes ... The rest of the family ... Sam wants to learn ... but he’s only ...

SPEAK 3 You want to go and see a horror film with a friend. Use the guide to act the conversation with one of your parents. YOU:

PARENT: YOU:

PARENT: YOU: PARENT:

YOU: PARENT: YOU:

Ask permission to see a horror film called City of Zombies at the cinema in the town centre tomorrow evening. Refuse permission. Ask permission to see a science fiction film called Space Robots instead which is on at the same cinema. Give permission and ask what time the film starts. Say what time the film starts. Tell him / her to come straight home afterwards. He / she must be back by 10 o’clock. Explain that the film doesn’t finish until 10.15. Give or refuse permission.

Can I see a horror film at the cinema in the town centre tomorrow evening? PARENT No, ...

5 LISTEN

WRITE

Track 1.08

4 Listen to Daniel talking about the things he

5 Write a paragraph about Daniel.

wants to do in the future. Copy and complete the information.

Daniel is a ... boy who lives ... and wants to be a ... If he can’t be ... he wants ... He also wants ...

Age: Nationality: Job 1st choice: Job 2nd choice: Other ambitions:

nglish E r u o y k c e Ch In th

ou have lea ese lessons y

rnt how to:

1 Give information about yourself and other people (nationality and job) ... Where What

come from?

do you

do?

come from live in

California.

I’m a student.

... and ask for and give information about other people. Where

come from? live?

does she / he

What

do?

comes from California. She/ lives in He works for a tech company. ’s a student.

2 Ask and say what someone is called. Who’s Zoey?

He’s

She’s Lily’s cousin.

the Morgans’ Lily and Ben’s

neighbour.

She’s a cousin of

Lily’s. mine / yours/ his / hers.

He’s a neighbour of ours / yours / theirs.

3 Ask and talk about future ambitions. What would you like to

be do

when you leave school?

4 Ask for and give or refuse permission. Can I go to the party?

a pilot. I want to be an engineer. I’d like She / He wants to go to university. She’d / He’d like

Yes, all right. No, I’m sorry, you can’t. Yes, but you must

be home by 9 pm. come straight home.

5 Ask and talk about scheduled times. What time When

does the film

start? finish?

starts finishes

at 5pm.

LESSON

s! hat beautiful gorilla

sson In this le • Talk about behaviour (people and animals) • Make and respond to comments about things • Vocabulary: emotions, strong adjectives

Name: Mountain gorilla Number alive now: Fewer than 900

READ

Track 1.19

1 Read the information in the Natural History Museum about mountain gorillas.

SPEAK 2 Memorise the information. Then ask and answer questions about it. 1. Where do they live? 2. How many are there? 3. How big are they? 4. What is a silverback? 5. How do they behave? 6. What do they eat? 7. What dangers do they face?

3 Mountain Gorillas are one species of gorilla. What do you know about gorillas in general? Discuss your ideas.

Where they live: Mountain forests, Uganda, Rwanda and Congo, central Africa. Weight and Appearance: Adult males can weigh up to 200 kg. Adult males grow silver fur on their backs, so they are called silverbacks. Behaviour: They live in family groups led by the top male gorilla. They do not like living alone. They care for each other and they do not often fight. Diet: They usually eat fruit and leaves. Main dangers: Humans hunt and kill them and also cut down and burn the forests where they live.

14 READ

6 In pairs, talk about what you do when you

Track 1.20

4 Read the facts. How are gorillas similar to humans?

DID YOU KNOW…?

Five amazing facts about gorillas

y can Gorillas are very intelligent. The ut 25 use tools and they can make abo . different sounds to communicate ir chests or 2 Male gorillas often hit the ry. hit the ground when they are ang s to This is to tell other male gorilla stay away. sad and 3 Gorillas cry when they are laugh when they are happy. the ground or 4 Gorillas make nests onnig ht. They build in trees to sleep in at leaves. these nests with branches and

. In There are four species of gorilla 00 total there are only about 100,0 gorillas in the wild.

feel like this. A: What do you do when you feel angry? B: I go and play computer games until I feel better. A: What do you do when you feel nervous? B: I try to feel more relaxed.

7 Complete the table with the words in the box. amazing awful beautiful delicious terrible tiny brilliant Adjective

Strong adjective

big

enormous / huge

pretty small tasty good

bad

8 Make comments about these things. gorilla / big A: What a big gorilla! B: Yes, it’s huge. flowers / pretty A: What pretty flowers! B: Yes, they’re beautiful.

SPEAK 5 Match the adjectives with the emotions. 1. angry 2. sad 3. surprised 4. nervous 5. scared 6. confused A

pizza / small smell / bad biscuits / tasty cat / pretty car / big good / idea

LESSON

What did you do?

DIALOGUE

• Ask and talk about recent past activities • Ask for and give opinions about past activities • Vocabulary: verbs in the past form

2 Make new pairs. Ask and

Track 1.27

answer again. Also ask and say if you enjoyed what you did.

JACK: What did you do last weekend? BEN: I went swimming and I visited my grandparents. What about you? JACK: I went to a football match. BEN: Did you enjoy it? JACK: Yeah, it was great. BEN: Who won the match? JACK: Cambridge United, of course!

A: What did you do last weekend? B: I ... A: Did you have a nice time? / Did you enjoy it? B: Yes, it was great. / No, I didn’t. It was boring.

3 In pairs, talk about a film you saw recently.

SPEAK 1 In pairs, ask and say what you did last weekend. Use the words in the box to help you. A: What did you do last weekend? B: I played computer games. What about you? A: I had lunch at a pizza restaurant with my parents.

sson In this le

played

went

had

visited

stayed

football

shopping

lunch with my family

my at home grandparents

computer games

to the cinema

a headache

my friends

in bed all day

the guitar

swimming

an early night

my cousins

up late

A: Did you have a nice weekend? B: Yes, I did. It was great. A: What did you do? B: I went to the cinema on Saturday night. A: What did you see? B: I saw ... A: Did you enjoy it? B: Yes, I did. I thought it was very exciting.

19 READ

Track 1.28

4 Where are Lily and Ben? What did they do last week? other’s Ben and Lily were in their grandm ay garden. It was a warm, sunny Frid ir Gran. afternoon. They liked visiting the s in a wa she She was always fun. Today with a deckchair under the apple tree, guitar on her knees. “Hi, Gran!” said Ben. school “Hello, you two. How was your last m seu Mu trip to the Natural History ed. week? Did you enjoy it?” she ask Lily. “My said l,” coo “Yes, we did. It was tent. y favourite thing was the butterfl came and They’re so beautiful. A butterfly sat on my nose.” ket. Lily took her phone out of her poc She showed Gran a photo of the butterflies. you “What about you, Ben? What did like best?”

d the “The butterflies were OK, but I like dinosaurs best.” ber “Yes, me too,” said Gran. “I remem tory His l ura Nat the last time I went to the re. the I Museum. There was a film crew w her? met Nicole Kidman. Do you kno I asked for r. She’s a famous Australian acto ndly. She her autograph. She was very frie even gave me a signed photo.” ed Lily. “Really? What was the film?” ask

“Paddington.” ught it “We’ve got that film on DVD! I tho dington’s was really funny. Did you get Pad autograph, too?” Everybody laughed.

5 Write short answers to the questions. 1. Was it cold in the garden? No, it wasn’t. 2. Were Emma and Ben in London this week? 3. Did Emma and Ben enjoy the trip? 4. Did Ben like the butterflies best? 5. Did Gran meet a famous person? 6. Was Nicole Kidman friendly?

6 Why do you think everybody laughed at the end of the story? 7 Find the past forms of the verbs in the story and complete the table. Which verbs are irregular? Which are regular? Underline the irregular verbs. PRESENT

PAST

PRESENT

ask

meet

give

see

enjoy

sit

take

have

think

PAST

8 Put the missing words in the right order to complete the questions. Then ask your partner the questions. 1. Did last month / your grandparents / you / visit 2. What you / do / last night / did 3. Did go / last summer / you / in the sea 4. Did a shower / this morning / have / you 5. What you / did / have / for breakfast 6. Did any museums / you / last year / visit

? ? ? ? ? ?

LESSON

... ld o o o t r e v e n e ’r u o Y

READ

sson In this le • Ask and explain why people can’t do things

Track 2.23

friends at home

1 Read the article from a magazine. What does Bethany do twice a week after school?

ethany is fourteen years old. She is a volunteer for a small charity called Friends at Home. Two afternoons a week, after school, she visits old people in her town. “A lot of older people live alone,” says Bethany. “They want to meet other people, but it’s too difficult for them to leave the house. I visit two people, Tom and Julie. It’s too far for them to walk to the shops or to visit friends and family. Taxis are too expensive and there aren’t enough buses in this town.”

“Tom is in his nineties, and he’s teaching me how to play chess, which he loves. I’m not nearly good enough to beat him, but I’m getting better. And I’m teaching Julie how to use the internet. She’s 89, but she always says, “You’re never too old to learn something new!” and she’s going to buy a tablet

soon. “I really like volunteering for this. It feels great to help other people, and I’m really learning a lot from my new friends.”

SPEAK 2 Ask and answer the questions.

3 Ask and answer the questions.

1. 2. 3. 4. 5.

1. Why do some old people want to get out of the house? 2. Why can’t they visit family and friends? 3. Why can’t they use taxis? 4. Why can’t they use buses? 5. Why does Bethany like volunteering?

What is the name of the charity? What is Bethany learning from Tom? What is Bethany not good enough to do? What is Bethany teaching Julie? What does Julie always say?

LOOK! The writing is too small. It’s too small for me to read. It’s not big enough. It’s not big enough for me to read.

41 1

4 In pairs, talk about the cartoons.

WRITE

A: What’s the matter in the first picture? B: The little girl isn’t tall enough to reach the biscuit tin. A: What do you think she is thinking? B: I’m too short! / The shelf is too high! / I’m not tall enough!

6 Ruby Davis, who is 86, is planning to move into a small flat next month. Ruby is writing an email to her son to tell him why. Look at the notes and complete the email with too and enough.

5 Look at the sentences and rewrite them, using too or enough.

Example: I’m too poor to buy this car. I’m not rich enough to buy this car. 1. My little sister is too young to go swimming on her own. She isn’t . 2 The water isn’t hot enough for Natalie to swim in the sea in Dover. . The water is 3. My car isn’t big enough for five people. . My car is 4. My socks are too dirty for me to wear for another day. . My socks aren’t 5. That chair is too uncomfortable to sit on. . That chair isn’t

Send New Message To Subject

Dear Simon going to move to a small This is just to let you know that I’m . This house isn’t right for flat in the town centre on May 2nd me now for lots of reasons.

• house / big (too) (enough) • my bedroom / not warm in winter (enough) • house / not close to town centre • shops / far away (too) ) • house / too far from my friends (too to moving, so don’t worry Anyway, I’m really looking forward me with the move. about me. Your sister is going to help , could you help too? Are you free on May 2nd? If you are Lots of love Mum

LESSON

sson In this le

Round up

Revise Lessons 41 to 45

Look out! It’s an avalanche.

Kathy! What’s that rumbling noise?

skiing Sam and Kathy are on a . trip in the Swiss Alps Quick, get behind that rock!

Come on, Sam. Let’s ski down to the next valley.

We haven’t got enough time.

Take your skis off.

I can’t. My leg hurts too much. I think it’s broken. It’s getting dark.

There isn’t enough light for anyone to see us now.

There they are.

How did you find us? We could see your red jackets.

I’m too tired to stay awake. I’m going to sleep. You mustn’t go to sleep.

READ

You two were lucky. You should never go off piste alone.

Track 2.29

LISTEN

Track 2.30

1 Read the story and answer the questions.

2 Listen to part of a talk on mountain climbing.

1. 2. 3. 4.

Which advice below does the speaker give?

Where are the boy and girl? What are they doing? What bad thing happens? How did the rescuers find them?

1. You should always say where you are going. 2. You shouldn’t go climbing in bad weather. 3. You should never climb in winter. 4. You should always climb in groups. 5. You should take warm clothes. 6. You should take a lot of food.

45 SPEAK

WRITE

3 Work in pairs. Follow the instructions for a

4 What world problems do you

role-play.

know about? With a partner write sentences to make a list of some of your ideas. Use the words in the box.

BIKE FOR SALE Red, very good condition. Offers?

A: You want to buy a mountain bike. You want a bike which is less than two years old. You need five-speed gears. You don’t want to pay more than about £100. Phone up and decide if you want to go and see it. B: You are advertising your old bike online. It is three years old but in very good condition. You only used it about ten times. It only has three gears, but it looks great and it has good tyres for cycling off road. You need at least £100 for it. Try to sell it to A.

too many too much too little not enough not ... enough

food money for ... people places to live pollution traffic wars water

nglish E r u o y k c e Ch In th

ou have lea ese lessons y

rnt how to:

1 Describe problems with too and enough. Taxis

There

are too expensive. aren’t cheap enough.

She/He

is/isn’t enough

space to dance.

are/aren’t enough

seats.

is too short isn’t tall enough

to reach the biscuit tin.

2 Criticise someone’s lifestyle and diet ... You don’t eat

You’re He’s/She’s

too unfit.

He/She doesn’t take

You eat too many

snacks.

He/She drinks too much

coffee.

enough

fruit and vegetables. exercise.

3 ... and give advice. should You

eat shouldn’t

less fast food. more vegetables. so

much fast food. many hamburgers.

4 Talk about skills and abilities in the past. She/He

could couldn’t

read

when she/he was

four years old.

LESSON

READ

Experience Day Vouchers?

EXPE R IE NCE DAY VOUCH ERS

t rollercoaster? Have you ever been on a gian balloon? air hot Have you ever flown in a Have you ever met a lemur? bike? Have you ever ridden a quad

give an Experience Day For a totally different kind of gift, celebrate a birthday or other voucher – the perfect way to special occasion. to remember Experience Day vouchers: a gift

EXPE R IE N DAY

r Day vouche Experience way ct rfe pe e th

–

G IF T VOUCH E R

forever.

• Ask and talk about experiences • Ask for and give opinions

LOOK!

Track 2.31

1 Read the advertisement. What are

sson In this le

Have you ever...?

Have you ever ridden on a rollercoaster? Yes, I have. No, I haven’t.

46 SPEAK

4 Read the questionnaire and then ask and

2 Talk about these questions. 1. Do you know someone who would like one of these gifts? Do you think it is a good idea to have an experience as a gift? Why? / Why not? 2. Which experience would you choose for yourself?

3 Copy and complete the conversation with the missing words from the box. Then practise the conversation with your partner. about

ever

haven’t

have

A: Have you travelled by helicopter? , but I’ve travelled by B: No, I you? plane. How . A: Yes, I ? B: What was it A: It was very noisy, but exciting.

answer with your partner. Who said Yes the most often? Use these questions: • Have you ever ... ? • How about you? • What was it like?

5 Think of three other questions to ask your partner.

WRITE 6 Write about two or more of the topics below. The longest journey you’ve ever taken The best film you’ve ever seen The oldest person you’ve ever met The funniest party game you’ve ever played The biggest building you’ve ever visited The longest journey I’ve ever taken was from ... to ... It was ... The best film I’ve ever seen was ... I liked it because ...

HAVE YOU EVER...? Have you ever ridden..

YOU

YOUR PARTNER

on a rollercoaster? on a horse? on an elephant?

in a cable car? Have you in a balloon? ever been.. on TV? a ghost? Have you a famous musician? ever seen.. a film star? Have you ever eaten..

British food? snails? at a terrible restaurant?

Have you ever been to..

an open-air concert? a food festival? a football match?

Have you ever tried..

mountain climbing? windsurfing? roller skating?

n io s s e r p x e d n a s d r o W LESSON 1 Zoey comes from California. additional alone Do you live alone? ambition My ambition is to be a doctor. aunt college cousin exciting high school hobby One of my hobbies is swimming. indoor / outdoor I like outdoor activities. occupation part-time He works part-time in a hospital. prefer Which job do you prefer? social media spare time In my spare time I like reading. subject I don’t know what subject I want to study at college. surfing tech company vacation white-water rafting worldwide Occupations: construction worker, hairdresser, pharmacist

LESSON 2 I’m a cousin of theirs. apostrophe fish fishing kitchen neighbour position starving I’m starving. What can I eat? tea (meal) I like having eggs on toast for tea. to introduce Let me introduce you to my mother. village Relationships: aunt, cousin, uncle

LESSON 3 What do you want to be? ambition My ambition is to be a doctor. eldest equipment football club guitar live (music etc.) I’d like to see the band play live.

loads of I have loads of music on my phone. moon nursery school professional I’d like to be a professional football player. proper sound The band sounds great tonight. university wood My grandfather can make things with wood. Jobs: air steward, astronaut, carpenter, chef, detective, engineer, journalist, magician, musician, pilot, vet

mad about I’m mad about horror films. pilot (verb) Who’s going to pilot this plane? ride science fiction take it in turns My brother and I take it in turns who feeds the dog. team the rest of After the match, I was tired for the rest of the day. the trouble is I’d love to learn to fly but the trouble is, lessons are very expensive. wind windy

LESSON 4 You must be home by nine.

LESSON 6 We usually walk to school.

afterwards borrow Can I borrow your pen? bus concert newspaper kiosk outside You must leave your dog outside. party permission Your parents have to give you permission to go on the trip. pocket money popcorn sleep-over Can you come for a sleep-over at my house on Tuesday? soccer straight I went straight home after the concert. ticket

about alphabet build (verb) catch (a bus) We sometimes catch a bus into town. fast journey How long does the journey usually take? lift (by car) Can you give me a lift to school this morning? method miles (an hour) slow speed limit The speed limit in the town centre is 30 miles an hour. terrific transport The fastest method of transport for the journey is by train. What a pity Transport: bike, bus, car, train, underground, walking

LESSON 5 Round up age amazing at a time Eat your sweets one at a time! back-up balloon / ballooning / balloonist basket crew direction Am I going in the right direction for the station? feeling It’s a great feeling. horror film licence lift member (of) Are you a member of this club?

LESSON 7 How fast can it run? catch (verb) chase (verb) Cats often chase birds and mice. endangered extinction fantastic grasslands habitat It’s good to see animals in their natural habitat. hunt (verb) in danger (of) The cheetah is in danger of extinction.

include (on) land measure (verb) I want to measure this room. member of neck open ground organisation powerful protect We need to protect these animals from hunters. rare toe wing express train Animals: bald eagle, bee, big cat, cheetah, lion, ostrich, pigeon, rabbit, rhea, tiger

LESSON 8 Sometimes a bit bossy. computer games dance (verb) dentist get up gymnastics interested in Are you interested in music? humour He has a good sense of humour. keen (on) I’m not very keen on football. nasty online pass (verb) Can you pass me that book, please? pop (music) practise I need to practise my English. rap rock (music) shop (verb) My brother hates shopping. swimming Personality adjectives: bossy, good-tempered, helpful, lazy, lively, moody, shy, tidy

LESSON 9 We have to wear a uniform. be like What’s your school uniform like? boring cleaning comfortable These shoes aren’t very comfortable. for a change Let’s go to the cinema for a change. good idea That’s a good idea! jewellery look after Can you look after my dog for a few minutes?

make-up We can’t wear make-up at school. think of wear (verb) weather weekday winter Clothes: jacket, pullover, shirt, skirt, T-shirt, tie, trousers, uniform

LESSON 10 Round up air already composition electro-magnet exist fly (verb) Do you know how to fly a balloon? high-speed The high-speed train travels at 600 km an hour. levitation magnetic make (type of vehicle) What make of car do you have? plane (aeroplane) touch (verb) track travel (verb) It takes an hour for me to travel to work. wheel

LESSON 11 When the lessons finish. assembly board (classroom) The teacher writes the questions on the board. copy (verb) Copy these sentences into your exercise book, please. exercise (physical) I try to do some exercise every morning before school. exercise book playground put on After my shower, I put on my school uniform. shorts textbook traffic wake up wash (verb) It’s important to wash your hands before you eat. yard

LESSON 12 You must bring an anorak. able to Visitors are able to buy souvenirs in the shop. anorak boots

bring clothing Please bring warm clothing with you. coach (vehicle) We are travelling to London by coach. everyone festival jeans last for The festival lasts for three days. mistake It’s OK to make mistakes when you are learning. museum notebook packed lunch I take a packed lunch with me to school every day. parent project (noun) We’re doing a school project on gorillas. tablet (electronic device) trip (noun) visit (noun) Our visit to the museum is on Tuesday. wet weather Yours sincerely

LESSON 13 No running in the museum! (cycle) rack admission You don’t have to pay for admission to the museum. carefully Listen very carefully to what the guide says. charge There is a charge of £5 for the exhibition. chewing gum entrance entry Last entry to the exhibition is at 4.30 p.m. everybody Listen carefully, everybody! exhibition flash (photography) go off handout There are forty questions on the handout. hungry on your own Don’t go off on your own. picnic section The exam is in four sections. shout sign (noun) temporary Tube (London underground)

rbs

e v r la u g e r ir n o m m o C

These verbs are in their infinitive / past tense / part participle forms

VERBS WITH NO CHANGE cost cost cut cut hit hit let let put put shut shut

cost cut hit let put shut

VERBS WITH ONE CHANGE bring brought build built buy bought catch caught feel felt find found get got hang hung have had hear heard hold held keep kept learn learned/learnt leave left lend lent lose lost make made mean meant meet met pay paid read read say said sell sold send sent shine shone sit sat sleep slept spell spelled/spelt spend spent stand stood tell told think thought understand understood win won

brought built bought caught felt found got hung had heard held kept learned/learnt left lent lost made meant met paid read said sold sent shone sat slept spelled/spelt spent stood told thought understood won

VERBS WITH TWO CHANGES be was begin began break broke choose chose come came do did draw drew drink drank drive drove eat ate fall fell ﬂy ﬂew forget forgot give gave go went grow grew know knew ride rode ring rang run ran see saw show showed sing sang speak spoke steal stole swim swam take took wear wore write wrote

been begun broken chosen come done drawn drunk driven eaten fallen ﬂown forgotten given gone grown known ridden rung run seen shown sung spoken stolen swum taken worn written