Discovering English 3 Students’ Book by NUANS Publishing

DISCOVERING ENGLISH 3 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

Role models

LESSON 26

If we leave now...

LESSON 2

I’ll carry it.

LESSON 27

If you don’t save them...

LESSON 3

I’ve never been to Paris.

LESSON 28

We need to work harder.

LESSON 4

I’ve changed my mind.

LESSON 29

Space!

LESSON 5

Round up

LESSON 30

Round up

LESSON 6

I haven’t done it yet.

LESSON 31

We’ve got to go.

LESSON 7

Take the third exit.

LESSON 32

What have you been doing?

LESSON 8

Around the World in 80 days

LESSON 33

A race across Alaska

LESSON 9

Up, up and away!

LESSON 34

What did he say?

LESSON 10

Round up

LESSON 35

Round up

LESSON 11

She was crying...

LESSON 36

You are invited!

LESSON 12

While we were waiting...

LESSON 37

Someone had taken my bag.

LESSON 13

The Happy Prince

LESSON 38

Pirate story

LESSON 14

It looks really interesting.

LESSON 39

Making a video

LESSON 15

Round up

LESSON 40

Round up

LESSON 16

He’s tiny, isn’t he?

LESSON 41

You’d better sit down.

LESSON 17

How often do you…?

LESSON 42

It might be chocolates.

LESSON 18

Screen time

LESSON 43

You must be a writer.

LESSON 19

Welcome to Wildlife Watch.

LESSON 44

The patterns in Peru

LESSON 20

Round up

LESSON 45

Round up

LESSON 21

I’ll be fine.

LESSON 46

If I were you…

LESSON 22

How life used to be

LESSON 47

If I was a superhero...

LESSON 23

Finders keepers!

LESSON 48

We ought to find water.

LESSON 24

Your worst fears

LESSON 49

Three wishes

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 Student’s 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 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.

Interactions

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 in this level are:

The Morgan Family Lily and Ben (aged 13) are twins. Their younger sister Sophie is 7. 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).

Ben and Lily’s friends and teachers In the previous level the Morgans were visited by Lily and Ben’s American cousin Zoey, who is 19. In this level, she leaves them and goes travelling Europe with her slightly older cousin Josh. Ben has a best friend called Jack.

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

22 33 44 55 66 77 88 9 9 10 10 11 11 12 12 13 13 14 14 15 15 16 16 17 17 18 18 19 20 19 20 21

21 22 23 22 24 23 24 25 4

COMMUNICATION COMMUNICATION

Present Presentsimple simplequestion questionforms forms Defining Definingrelative relativeclauses clauseswith withwho whoand andwhich which Make Make++feel feel++adjective adjective

Give Givepersonal personalinformation information Talk Talkabout aboutpeople peopleyou youadmire admire Talk Talkabout aboutthings thingsyou youlike likeand anddislike dislike

Will, Will,going goingtotoand andpresent presentcontinuous continuousfor forfuture future Will Willfor foroffers offersand andpromises promises

Talk Talkabout aboutthe thefuture future Make Makepromises promises Make, Make,accept acceptand andrefuse refuseoffers offers Ask and talk about experiences Ask and talk about experiences

Present perfect: Have you ever … ? Present perfect: Have you ever … ? Simple past Simple past Present perfect with for and since Present perfect with for and since

Ask and answer questions with for and since Ask and answer questions with for and since

Round up Round up Present perfect with already, just and yet Present perfect with already, just and yet

Ask and talk about events with just, already and yet Ask and talk about events with just, already and yet

Imperative for directions Imperative for directions Prepositions of movement Prepositions of movement Will for predictions Will for predictions

Ask for and give directions Ask for and give directions

Comparative and superlative adjectives Comparative and superlative adjectives Round up

Agree and disagree with statements Agreepredictions and disagree statements Make andwith guesses about texts Ask andpredictions answer questions with about How long …? Make and guesses texts Predict duration Ask and answer questions with How long … ? Predict duration Make comparisons Talk about things you like and don’t like Make comparisons Agree and disagree Talk about things you like and don’t like Agree and disagree

Round up Past continuous Past continuous with past simple + when Past continuous Pastcontinuous continuouswith withwhile past simple when Past and as ++past simple

Past continuous with while and as + past simple Time expressions in story telling: before, when, during, soon after, then Time expressions in story telling: before, when, during, Stative verbs: look, sound, feel, taste, smell + adjective soon after, then look + as though / as if; look like Stative verbs: look, sound, feel, taste, smell + adjective Round look + up as though / as if; look like

Talk about continuing actions in the past Give background details in the past Talk about continuing actions in the past Giveabout background details in the past Talk things that were happening at the same time in the past

the past Understand a traditional story Link events in a story Understand a traditional story Talk Linkabout eventshow in a things story look, sound, feel, taste and smell

Round up Question tags

Questionphrases tags Adverbial of time: every month, twice a week etc. Adverbial time: every month, twice a week Like / enjoy phrases / dislike of / can’t stand / prefer + gerund etc. like / love + infinitive Would Would rather + infinitive without to Like / enjoy / dislike / can’t stand / prefer + gerund Would like / love + infinitive Clauses of concession with although Would of rather + infinitive without to Adverb contrast - however Round upof concession with although Clauses Adverb of contrast - however

Round up Modal verb might / might not Will / won’t for predictions, warnings and promises Reflexive pronouns: myself, yourselves etc. Modal verb might / might not Used / didn’t to for pastwarnings habits and Will /towon’t foruse predictions, andstates promises Reflexive pronouns: myself, yourselves etc. Reporting verbs: ask, explain, enquire, reply, say, tell Used to / didn’t use to for past habits and states Short responses with auxiliary verbs using so / nor Reporting verbs: ask, explain, enquire, reply, say, tell Expressions can’t stand, don’t mind and be frightened/ scared/afraid of + noun or gerund Short responses with auxiliary verbs using so / nor Round up Expressions can’t stand, don’t mind and be frightened/ scared/afraid of + noun or gerund

Ask checking questions Talk about measurements Askand checking questions Ask talk about frequency of habits and routines Talk about measurements

Askand andtalk talkabout aboutthings frequency of habits and routines Ask you like/don’t like doing Talk about preferences Ask and talk about things you like/don’t like doing Talk about preferences Compare and contrast ideas Compare and contrast ideas

Talk about possible future events Express certainty and uncertainty Make promises and predictions Talk about possible future events Talk about past habits states Express certainty and and uncertainty Make promises and predictions Understand and summarise a story Talk about past habits and states Talk about likes and dislikes for activities Understand and summarise a story Agree with likes and dislikes

Talk about likes and dislikes for activities Agree with likes and dislikes

MAIN SKILLS FOCUS READING: A magazine article about role models SPEAKING: Ask and answer about personal role models

LISTENING: Information about a speaker’s role model WRITING: Write about a personal role model

SPEAKING: Make, accept and refuse offers to do things

WRITING: A dialogue about plans for a trip

SPEAKING: Ask and answer questions about past experiences READING: Part of a travel blog

SPEAKING: Ask and answer about recent experiences

READING: Travel advice and tips SPEAKING: Describing personal travel experiences

LISTENING: A personal account of travel experiences WRITING: Descriptions of photos

READING: A dialogue about recent events WRITING: A dialogue with a travel theme

SPEAKING: Describe recent events in photos

LISTENING: Directions to a place

SPEAKING: Give directions to a place

READING: An extract from a classic text SPEAKING: Agreeing and disagreeing with statements; ask and answer about journey durations

READING: Historical facts and records; an internet review of a festival SPEAKING: Agreeing and disagreeing with statements SPEAKING: Make, accept and decline invitations; ask for and give directions; make deductions and predictions about scenes in the photos

READING: Travel advice and tips LISTENING: Conversations about practical arrangements at a festival

SPEAKING: Describe a personal experience with background details WRITING: Describe a personal experience with background details SPEAKING: Ask and answer about continuous events in the past; describe an interesting/surprising/scary/amazing personal experience LISTENING: Information about the past from a tour guide READING: A classic fairy tale

SPEAKING: Discuss the message of a story

READING: An article about a museum experience

SPEAKING: Describe objects

READING: A joke SPEAKING: Describe an experience featuring continuous actions LISTENING: A conversation about an experience featuring continuous actions WRITING: A continuation of a scary story SPEAKING: Ask checking questions; ask for and give more details about an event READING: An interview; a social media review SPEAKING: Ask and answer questions for a survey LISTENING: Answers to questions for a survey READING: Accounts of personal media habits

SPEAKING: Discuss personal media habits

WRITING: Complete notes about a type of animal; research and write a short article SPEAKING: Ask checking questions about personal details LISTENING: An interview with a celebrity WRITING: A paragraph about imagined personal work and leisure experiences SPEAKING: Describe actions in a photo and personal responses to the photo; make predictions based on scenes in photos WRITING: Dialogues with predictions READING: An information leaflet about an open-air museum

SPEAKING: Ask and answer about past states and habit

READING: A short ghost story WRITING: A summary of a story

SPEAKING: Retell a story

READING: Personal accounts of likes, dislikes and fears SPEAKING: Ask and answer about likes, dislikes and fears READING: A conversation about past states and events SPEAKING: Compare likes, dislikes and fears

LISTENING: A personal description of a childhood WRITING: Accounts of older relatives’ childhoods

LESSON GRAMMAR GRAMMAR LESSON

25 26 26 27 27 28 28 29 29 30 30 31 31 32 32 33 33 34 34 35 35 36 36 37 37 38 38 39 39 40 40 41 41 42 42

43 43 44 44 45 45 46 46 47 47 48 48 49 49 50 50 6

COMMUNICATION COMMUNICATION

Round up First conditional: if + clause in present simple + will / won’t

Talking about consequences

Firstconditional: conditional:ifif++clause clauseininpresent presentsimple simple++will will/ / First won’t won’t

Talkingabout aboutconsequences consequences Talking

First conditional: + clause in present simple + will / Modal verb must /ifmustn’t won’t verb should / shouldn’t Modal Comparison adverbs Modal verb of must / mustn’t Modal should+/as shouldn’t (not) as +verb adjective Comparison of adverbs Superlative adjectives

Talking about consequences Give instructions and prohibitions with must / mustn’t Compare how actions are done Give instructions and prohibitions with Compare how actions are done Make comparisons

Quantifiers: every, all, some, others, many (not) as + adjective + as Superlative adjectives Round up Quantifiers: every, all, some, others, many Round up Have got + infinitive for obligation Have got + infinitive for obligation

Present perfect continuous with how long, for and since Present perfect continuous with how long, for and Defining relative clauses with who and which since Defining relative clauses with who and which Reported / indirect speech Reported / indirect speech

Present simple passive Present simple passive

Past perfect versus past simple Past perfect versus past simple Past tenses review: past simple, past continuous, past perfect Past tenses review: past simple, past continuous, past Linking perfectwords: as soon as, when, while, after Linking words: soon as, when, while, after Defining relativeasclauses with where Defining relative clauses with where

Had better + infinitive without to Had better + infinitive without to Modal verbs for deduction: can’t, might, could, must + Modal verbs for deduction: can’t, might, could, must + be be

Talk about size and distance Make comparisons Talk about size and distance

Make, accept and refuse invitations Make excuses Make, accept and refuse invitations Talk about obligations Make excuses Ask talk obligations about continuing actions Talkand about Ask and talk about continuing actions Define things with which and who Describe movement and journeys Define things with which and who Understand instructions Describe movement and journeys Report things that people said and thought Understand instructions Talk about processes Report things that people said and thought Talk about processes

Talk about products and materials Talk about products and materials

Link past events in a narrative Link past events in a narrative Put past events in order in a narrative Put past events in order in a narrative Define places Define places

Give advice and warnings Give advice and warnings Apologise and accept apologies Apologise and accept apologies Talk about logical deductions Talk about logical deductions

Modal verbs for deduction: can’t, might, could, must + Modal verbs for deduction: can’t, might, could, must + be be Past simple passive Past simple passive

Talk about deductions Talk aboutabout deductions Speculate evidence Speculate about evidence Ask and talk about historical facts Ask and talk about historical facts

Second conditional: If + clause in past simple + clause Second conditional: If + clause in past simple + clause with would + infinitive with would + infinitive

Give advice with If I were you Give advice with If I were you Talk about future possibilities with if + would Talk about future possibilities with if + would

Second Secondconditional: conditional:IfIf++clause clauseininpast pastsimple simple++clause clause with would + infinitive with would + infinitive

Talk Talkabout aboutimaginary imaginarysituations situations

Modal Modalverb verbshould should/ /shouldn’t shouldn’tfor forobligation obligation Ought Ought(not) (not)to tofor forobligation obligation/ /responsibility responsibility Modal Modalverb verbcould couldfor forsuggestions suggestions Wish + past simple Wish + past simple

Talk Talkabout aboutthe thecorrect correctthing thingto todo do Make Makesuggestions suggestions Talk Talkabout aboutimaginary imaginarysituations situations Talk about wishes Talk about wishes

Round Roundup up

MAIN SKILLS FOCUS WRITING: Write captions for photos SPEAKING: Act a scenario connected with future possibilities READING: A scenario for a computer game

SPEAKING: Discuss future possibilities

READING: An announcement for a volunteer event SPEAKING: A phone call to report an event to the police

WRITING: A short story

SPEAKING: Ask and answer questions about space; discuss future possibilities connected with space travel READING: A scientist answers questions about space READING: Artists describing their work WRITING: A post on an internet forum

LISTENING: A problem phone-in radio show

SPEAKING: Make and accept invitations; make excuses LISTENING: A phone call from a parent to a school secretary WRITING: A note to confirm a telephone conversation SPEAKING: Talk about things you would miss if you didn’t have them; ask and answer interview questions WRITING: Write interview questions READING: A description of a geographical area LISTENING: An interview with a sportsperson SPEAKING: Discuss likes and dislikes connected with the weather READING: Instructions for building and lighting a camp fire SPEAKING: Give instructions for a task connected with outdoor activities SPEAKING: Give instructions based on a map WRITING: A short article for a magazine

LISTENING: An interview with an athlete

READING: A party invitation; an advertisement for a costume hire shop SPEAKING: Discuss experiences of parties WRITING: The text of an advertisement; an email about a party READING: An account of a humorous event LISTENING: An account of a humorous event

SPEAKING: Role-play going through airport security

READING: An account of a historical event

SPEAKING: Ask and answer questions about a crime

SPEAKING: Ask and answer questions about experiences connected with music; discuss ways to make a music video READING: A series of internet live messages WRITING: A description of a music video READING: A description of a TV show LISTENING: An interview with an actor about making a film

SPEAKING: Describe the stages of making a film WRITING: Tips for doing or making something

SPEAKING: Give advice and warnings

WRITING: A dialogue about an accident

READING: A narrative about receiving a delivery SPEAKING: Make guesses about people’s lives based on photos WRITING: A dialogue based on making deductions READING: An extract from a classic text SPEAKING: A role-play based on detectives making deductions READING: An article about an unusual place SPEAKING: Ask and answer questions about historical events WRITING: Sentences about historical events READING: A short story WRITING: A newspaper article about an unusual event

SPEAKING: Role-play an interview with a journalist LISTENING: An account of finding an unusual object

SPEAKING: Ask and answer about things you would like to be able to do LISTENING: A conversation about things the speakers would like to be able to do SPEAKING: Give advice

LISTENING: A phone call to ask for advice

SPEAKING: Talk about hypothetical survival situations

LISTENING: A dramatic dialogue

READING: A joke in narrative form

SPEAKING: Describe personal wishes

READING: A description of a fictional character LISTENING: An interview about personal wishes

SPEAKING: Ask and answer questions about personal wishes WRITING: Dialogues with advice and warnings; quiz questions

LESSON

sson In this le

Role models

• Give personal information • Talk about people you admire • Talk about things you like and dislike

SPEAK 1 Do you know these famous people? Match the photographs with the descriptions. American billionaire Brazilian footballer British actress Pakistani youth activist American cartoonist British scientist Singer from the island of Barbados

READ

Track 1.03

2 Read a magazine article about role models. Which three of these people do they talk about?

1. Ronaldinho

2. Emma Watson

6. Shakira

7. Stephen Hawking

any of us have a role model in our lives. Perhaps it is a teacher, a friend or a relative. It could be a celebrity or even a superhero. A role model is someone you admire, someone who makes a difference in the world and someone who inspires you to be a better person. We asked three young people to tell us about their role models. Jen: “Someone who I admire very much is Emma Watson. I think she’s a great actress. I love her movies, of course, but she does more than just act. She’s intelligent and a good speaker and she uses her fame to help women around the world.” Liam: “The school subject I like best is ICT, and I’d like to work with computers when I’m older. My role model is Bill Gates, and I want to be like him! He’s a billionaire and he’s one of the richest people in the world, but he gives a lot of money to charity. With his money, he’s fighting to stop malaria, which kills more than one million people every year.” Kwamie: “My role model is my mum, because she works really hard and she’s always there for me. Ours is a big family I’ve got three brothers and my gran lives with us too. It’s not always easy for her, but my mum is cheerful every day and she makes us all feel important. She’s my hero.”

3 Whose role model… 1. 2. 3. 4. 5. 6.

... is very wealthy? ... is never in a bad mood? ... is a speaker for women? ... is not famous? ... is helping medical science? ... has made lots of films?

Jen’s / Liam’s / Kwamie’s Jen’s / Liam’s / Kwamie’s Jen’s / Liam’s / Kwamie’s Jen’s / Liam’s / Kwamie’s Jen’s / Liam’s / Kwamie’s Jen’s / Liam’s / Kwamie’s

LOOK! Someone (who) I admire is … The school subject (which) I like best is ...

3. Matt Groening

LISTEN

4. Malala Yousafzai

5. Bill Gates

SPEAK

Track 1.04

4 Listen to Naima talk about her role model, and complete the information below. Naima

You

Your partner

What’s the name of your role model? Where does he/ she come from? How old is he/ she? Is he/she famous? If yes, why? Why do you admire him/her?

SPEAK 5 Do you have a role model? Make notes under ‘You’ in the table. Then ask about your partner’s role model and make notes in the table.

WRITE 6 An online magazine has invited people to write about their role models. The articles which receive the most votes from readers will each win a prize of £200. Write an article. My role model A person I really admire is ...

7 Here are some answers. What are the questions? 1. My name’s Anthony, or Tony for short. What’s your name? 2. I’m from New Zealand. 3. I speak English and a bit of Arabic. 4. No, I’m not. I’m from a small family. It’s just me and my parents. 5. My main hobby is football, but I also like computer games and cycling. 6. My main ambition is to be a professional footballer. If that doesn’t happen, I’d like to be a sports teacher. 7. I admire Ronaldinho. He came from a poor family, and became one of the world’s greatest footballers.

8 Ask other students the questions.

GAME 9 Play a game called ‘Be someone else’. Imagine you and your partner are completely different people. You could be celebrities, sports people, cartoon characters or characters from your own imagination. With your partner, ask and answer the questions from Exercise 7.

LESSON

Up, up and away!

sson In this le • Make comparisons • Talk about things you like and don’t like • Agree and disagree

TOP 5 BALLOON FAC TS How much do you know about hot air balloons? 1. Hot air balloons can fly because hot air is lighter than cool air. To go up in a balloon, you make hot air with a burner. To go down again, you let the air get colder. 2. The earliest hot air balloons in the world were from China. Nearly two thousand years ago, Chinese soldiers used balloons as signals during battles. 3. in 1783, the Montgolfier brothers made the first balloon for passengers. On its first flight, it carried a duck, a sheep and a chicken. 4. The longest balloon flight ever was In 1999. A Swiss doctor called Bertrand Piccard travelled around the world in 20 days without stopping. 5. The scariest balloon ride in the world is probably the glass-bottomed balloon, the Palletways Dragon. It first flew in 2010 at the Bristol International Balloon Fiesta.

READ

Track 1.15

1 Match the facts with the headings. a. Terrifying view b. Non-stop voyage c. How do they work? d. Early war balloons e. Strange passengers

2 Read about the Bristol Balloon Fiesta. Would you like to visit this festival? Have you ever seen any festivals like this?

9 Bristol Balloon Fiesta

Track 1.16

This festival takes place every year in England. Sometimes up to 100 balloons are in the air at the same time.

3 Read the internet review from a visitor. Did he have a better time at the festival this year or last year? https ://ww w.tri p-rev iewe r.co.u k/Att

racti on_R eview -g186

n Fiesta in I’ve just got home after the Balloo it was very Bristol. I went to it last year, and strong for the disappointing. The wind was too most of the balloons to go up, and it rained rain! This year time. I really hate standing in the n’t as strong, it was sunnier and the wind was much more so all the balloons took off. It was better time. interesting, and we had a much more exciting Watching balloons take off is far und! There than just seeing them on the gro nt this year, were a lot more people at the eve e. The car her and it was a really good atmosp than last parking was a bit more expensive get into the to pay year, but you don’t have to most other Fiesta, so it’s still cheaper than . attractions. It was a great day out

6 Put the words in brackets in the right order to complete these sentences. 1. Hot air ballooning is most other sports. (than / much / expensive / more) just 2. Going up in the balloon is watching them from the ground. (than / lot / exciting / a / more) ballooning. 3. Parachute jumping is (more / than / far / frightening) hot air balloon 4. Funfair rides are rides. (as / not / as / exciting) speaking 5. Writing English is English. (easy / not / as / as)

7 Do you agree or disagree with the sentences? Talk with your partner. You can use phrases from Lesson 8, Exercise 3. 8 Read the cartoon. Why are the people in the balloon on the right not happy?

4 Find the sentences which compare two things.

LOOK! The wind was not as strong. The car parking was a bit/a lot/much more/ far more expensive.

SPEAK 5 What does the reviewer say about these topics for this year’s and last year’s Balloon Fiesta? • good time?

He had a much better time this year than he did last year. • • • • •

interesting? wind? weather? number of people? parking costs?

LESSON

She was crying...

DIALOGUE

Track 1.18

1 Lily is on the phone to Zoey. What was Lily’s mistake? LILY:

Hey Zoey, you’ll never guess what happened to me yesterday. ZOEY: Go on, try me. LILY: Last weekend we were staying with Uncle Steve in Bristol, and we decided to visit an old house called Tyntesfield. Uncle Steve told us it was haunted, so we had to see it! ZOEY: Wow! So did you see any ghosts? LILY: Well, I was walking around the gardens when something really strange happened. I was trying to get a good photograph of the house when suddenly a young woman ran in front of me. She was wearing a long white dress, and she was crying and holding a letter. ZOEY: That sure is spooky!

sson In this le • Talk about continuing actions in the past • Give background details in the past

LILY:

Then a man appeared. He was wearing an old-fashioned army uniform with a sword in his hand. She saw him and started to run towards the house. He was chasing her, waving his sword! I couldn’t believe it. The ghosts of Tyntesfield! I ran towards them, shouting, “No! Stop!” ZOEY: OK. Maybe I can guess the ending. They weren’t actually ghosts, right? LILY: No, of course they weren’t. I heard an angry voice saying, “Cut! Who’s this girl? We’ll have to film it again now!’”

2 Answer the questions about Lily’s phone call. 1. What is Tyntesfield and where is it? 2. Why did Lily want to see it? 3. Why was she in the garden? 4. What was the young woman wearing? 5. What was she holding? 6. What was the man wearing? 7. What was he holding? 8. What did Lily do to help? 9. Why were the film crew angry?

Embarrassing

moments

1 I watched / w as watching a sa d film in the cinema, when my phone went / was going off. The people in front of me looked re al ly angry. 2 I did / was doin g an exam at scho ol, when suddenly my stom ach started / was starting to make a loud noise. Ever ybody in the room heard it. 3 I sang / was si nging really loudly in the shower, and I thou ght nobody else w as at home. When I cam e / was coming ou t, all my cousins were downstairs, laughi ng about it and clapping. 4 I took / was ta king a photo, trying to get a good picture, whe n I fell / was falli ng into the hotel swimming po ol. 5 I had / was ha ving a coke and so me crisps in a café. Then I no ticed / was notic ing that the crisps I was ea ting weren’t mine, bu ta complete stranger ’s! He looked a bit annoyed. Which of these st ories do you think is the most embarrassing? Do you have any embarrassing st ories?

WRITE 4 In pairs, imagine you have just had an embarrassing moment and you want to tell your friend about it. Plan and write a dialogue together. Think of the answers to these questions first. What happened? What were you doing before? How did you feel? What happened next?

LOOK! I was walking around the gardens when something really strange happened.

5 Act the dialogue for the class. A: Guess what happened yesterday. B: Go on, tell me. A: Well, I was ...

SPEAK

JOKE TIME!

3 Read the embarrassing stories and choose the best forms of the verbs.

What’s a ghost’s favourite dessert? I-scream!

LESSON

Round up

READ

Revise Lessons 11 to 14

Track 1.24

1 Read the joke. Can you guess the ending? (See below for the answer.) A young pirate was talking to an old pirate. The old pirate had a hook instead of one of his hands, and an eye-patch over one eye. “How did you lose your hand?” the young pirate asked. “I was swimming in the sea when a shark came and bit off my hand,” said the old pirate. “I was lucky to escape alive.” “And how did you lose your eye?” asked the young pirate. “Ah,” said the old pirate. “That happened while I was drinking a glass of orange juice.” “How on earth did you manage to do that?” said the young pirate, very surprised.

SPEAK 2 You were visiting a famous historical building. You saw some very famous actors making a film. Later you do an interview for a local radio station. The interviewer wants to know: • • • • •

sson In this le

where you where who you saw what they were wearing what they were doing what they were saying

3 Have you ever acted? What did you act in? How did you feel? Tell your classmates about your experience.

LISTEN

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4 Listen to Lily and Ben talk about their experience of drama. Choose the correct answers. 1. When was the acting project? a. Earlier today b. Yesterday c. Last week 2. Who was working on the acting project? a. Just Lily and Ben b. Lily’s class c. Everybody in Lily’s year 3. Who was showing them how to act? a. The drama teacher b. A group of actors c. Nobody 4. What was Lily doing while Ben was acting? a. Filming b. Watching c. Helping with the costumes 5. Who wants to be an actor in the future? a. Lily b. Ben c. Lily and Ben

WRITE 5 Think of ways to complete this story. Share your ideas. It was early one autumn evening. I decided to go for a walk though the forest before I went to bed. Describe the forest. I pulled my jacket more tightly around me. Describe the weather. Suddenly, I heard a noise. I looked up, frightened. Describe what you thought you saw. I laughed when I realised what it was. Describe what you really saw.

6 Choose the best ideas and write the story. LAST LINE OF THE JOKE “It was my first day with the new hook,” said the old pirate.

15 English r u o y k c e h C In th

ou have le ese lessons y

arnt how to

1 Talk about continuing actions in the past. What Where

was she/he were you

wearing? staying?

He was wearing an old-fashioned army uniform. We were staying with some friends of my mumâ&#x20AC;&#x2122;s.

2 Talk about things that were happening at the same time in the past ... I was watching TV They were walking in the garden

when

there was a knock on the door. they saw something very strange.

While I was taking a photograph, As I was getting into bed, While Ben was acting,

I heard a loud noise.

... and give background details in the past. She was wearing a long white dress, and she was crying and holding a letter.

3 Link events in a story. Before it started the long journey, one bird stopped to rest on the statue. During the next few weeks, the bird took all the princeâ&#x20AC;&#x2122;s jewels. Then the statue became covered in snow. When the spring came, the snow melted. After the people took down the statue, the ruler of the city had a dream.

4 Talk about how things look, sound, feel, taste and smell. This It

looks sounds feels tastes smells

nice. awful. great. disgusting.

5 Compare things with like and as though. It looks, sounds and smells like a house in 1724. It looks as though the family has just left the room for a moment.

LESSON

. h c t a W fe li d il W o t e Welcom

DIALOGUE

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SIMON: Welcome to Wildlife Watch, and I’d like to give a big welcome to our new presenter, Ellen Barzetti. ELLEN: Thank you, Simon. I’m excited to be here on this sunny spring morning. I hope we’re going to see some badgers in this beautiful Cambridgeshire woodland. SIMON: Well, it’s still a bit early in the day to see a badger. They prefer looking for food in the evening. However, you may be lucky as we’ve seen a lot of badger activity in the woods here this spring. Badgers live in family groups of 4 to 12 adults, and our camera team has spotted at least three of these. ELLEN: Excellent. So we’re going to be seeing some baby badgers too, are we? SIMON: I certainly hope so. ELLEN: What do badgers eat? SIMON: Well, although they sometimes eat hedgehogs and other small animals, they mostly eat insects, fruit and nuts. They’re very strong and they’re good hunters. ELLEN: So, are badgers endangered, Simon? SIMON: No, they aren’t. The number of badgers in Britain has increased a lot in the last ten years, and now there are probably 300,000 of them. However, that’s still not a huge population. ELLEN: Why aren’t there more? SIMON: Farmers complain that badgers spread diseases, although many scientists now think this isn’t true. Let’s look at what our cameras in the woods are seeing right now.

sson In this le Compare and contrast ideas with although and however

WRITE 3 Complete the sentences with although and however. 1.

1 Answer the questions. 1. What type of TV programme is it? 2. Where are the presenters? 3. What do they hope they are going to see?

2 Complete the notes about badgers. Diet: Preferred feeding time: Social groups: Population in Britain: Problem with farmers:

the badger’s diet is mostly worms and snails, they also eat a lot of fruit and seeds. the adult badgers 2. sometimes fight, mostly they are very social animals. 3. The badger has very bad eyesight. , its sense of smell is excellent. badgers live in holes 4. underground, they are not very good at digging. they don’t often do it, 5. badgers can climb trees. 6. We waited in the woods for three hours. , we didn’t see any badgers that evening.

4 Choose the most important facts, and then

LOOK! However, you may be lucky. Although they sometimes eat small animals, they mostly eat insects, fruit and nuts.

write a short article about badgers in Britain. It should be 120 to 180 words. Use although and however at least once each.

DID YOU KNOW? Badgers weigh up to 14 kilogrammes, and can run at up to 30 kilometres per hour. Look out!

LESSON

Pirate story

READ

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1 Read the story. Who is the hero of the story? Who is the villain?

ne cold and stormy January evening in 1581, a Spanish trade ship called Marie of San Sebastian was sailing around the Cornish coast. The ship was carrying a cargo of very fine cloth. When he sold it, the captain would make a small fortune. The ship had been at sea for many weeks. The crew were all looking forward to spending their share of the money in the next big port. The weather was turning bad. When the captain saw big, dark thunderclouds, he knew he had to find a safe harbour for the night. The crew steered the ship into a small bay. As soon as they got to the shore, they saw a big, fine house. The captain hoped to find some help there. He knocked on the door, and then a servant showed him into a room where a friendly, well-dressed woman in her sixties was sitting by a fire. “I am Lady Mary Killigrew,” she said. “Welcome to my home. As soon as I saw that your ship was in trouble, I ordered my servants to prepare a meal for you and your men. You must stay here until the weather gets better. I am very happy to help you.” When the captain heard Lady Mary’s kind words, he was delighted. His men ate hot pies and drank ale in the kitchen. After the meal, they all went to bed. The captain didn’t know that Lady Mary Killigrew was one of Cornwall’s most successful pirates. While he and his men were sleeping, she ordered her servants to steal the cargo and the ship too. The next morning, when the captain found that his ship had gone, Lady Mary was nowhere to be seen ...

sson In this le • Read a true story about pirates • Use time expressions to link events in a story • Vocabulary: words connected with the sea

38 2 Answer the questions. 1. What was on the Spanish ship? 2. Why did the captain have to find a safe harbour? 3. What did Lady Mary offer the crew? 4. What happened in the morning?

LOOK! When he sold it, the captain would make a small fortune. As soon as they got to the shore, they saw a big, fine house. You must stay here until the weather gets better. After the meal, they all went to bed. While he and his men were sleeping, she ordered her servants to steal the ship.

WRITE 3 Choose the correct words to complete the sentences. 1. The sailors fell asleep until / as soon as they got into bed. 2. Then / While the sailors slept, Lady Maryâ&#x20AC;&#x2122;s servants stole their ship and its cargo. 3. After / While the storm, the sea was calm. 4. While / When the sailors returned to their ship, they found it was gone. 5. The captain trusted Mary Killigrew until / as soon as it was too late.

4 Complete these sentences. Use the events in the story. 1. As soon as the captain saw thunderclouds in the sky ... 2. When the captain met Lady Mary ... 3. Lady Mary invited the captain to stay until ... 4. While the captain and the crew were asleep ...

SPEAK 5 Do this role-play in pairs. A: Imagine you are the Spanish captain. You go to the local authorities to complain about what has happened to you. Answer the officialâ&#x20AC;&#x2122;s questions. B: You are an official in charge of stopping pirates. Ask the Spanish captain questions about what happened. Why were you sailing round the Cornish coast? Where had you come from?

LESSON

u r e P in s n r e tt a p e h T

READ

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1 Scan the article quickly. What is the main topic? a. The history of early Peruvian cultures and their religious ideas b. How to preserve prehistoric art from the weather c. A description of an archaeological site and some background facts

THE NAZCA LINES ca Desert in Peru, 400 km 1. Flying over the dry, windless Naz terns on the ground. south of Lima, you can see huge pat and are the largest They cover an area 450 km square Many of them are prehistoric work of art in the world. several kilometres long. long straight, interconnected lines, , insects and other Some of the designs are of birds, fish or geometric designs. animals. Others are of trees, leaves e created by the Nazca 2. The lines (called geoglyphs) wer g the red stones which people. They were made by movin ground underneath. cover the desert, to show the white e from between 500 Archaeologists believe the lines dat BC and 500 AD. the lines were almost 3. When Nazca culture declined, explorer noticed entirely forgotten. In 1553, a Spanish when planes started them, but it was not until the 1940s ent of the geoglyphs flying over the area, that the full ext s started their research. was understood, and archaeologist the lines were for. Some 4. Nobody knows for certain what lines for religious believe that people walked along the lines were used as a reasons. Others suggested that the solar system. There kind of calendar or as a guide to the y were made for alien are even some wild theories that the spaceships! rking to preserve the 5. The UNESCO organization is wo lution and human lines from the effects of weather, pol t these ancient damage. With its help, it is hoped tha the imaginations works of art will continue to inspire of generations to come.

Use the passive form of verbs to talk about the past

44 2 Match the paragraphs with the headings. a. How and when the lines were made b. Patterns in the Nazca Desert c. Saving the lines for the future d. The discovery of the lines e. Various explanations

LOOK! The Nazca people created the lines. The lines were created by the Nazca people. People forgot about the lines. The lines were forgotten.

3 Change these sentences from the active to the passive form. Start with the words in brackets. 1. We believe the lines are at least 1,500 years old. (The lines ...) 2. An explorer noticed the lines in 1553 (In 1553, the ...) 3. In the 1940s, people in planes photographed the lines. (In the 1940s, the lines ...) 4. Some people say that aliens made the lines. (Some people say that the ...) 5. Nobody knows what the lines were for. (It is not ...) 6. People often photograph the lines from the air. (The lines ...)

SPEAK 4 Match the events with the people, places and dates.

1. Star Wars 2. The telescope 3. The first spacecraft 4. Romeo and Juliet 5. The Eiffel Tower 6. The tomb of Tutenkhamun a. Luxor, Egypt / 1922 b. Shakespeare / 1595 c. Paris / 1889 d. Hans Lippershey / 1608 e. Russia / 1957 f. George Lucas / 1977

5 Ask and answer about these historical

events. Start your questions with Who, When or Where and use the passive form. Use these verbs to help you. launch discover make direct invent write build

A: When was Star Wars made? B: In 1977. A: Who was it directed by?

WRITE 6 Write sentences about the events, using the passive form. Star Wars was made and directed by George Lucas in 1977.

LESSON

ter. a w d n fi o t t h g u o e W

DIALOGUE

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Here is some dialogue from a film. A ship has sunk, and three survivors have arrived on a desert island. Adam:

We should look for other survivors from the shipwreck. Cathy: Yes, we should. But first we ought to find some water to drink. If we don’t find water, we won’t survive for very long. Douglas: We could look for things to eat too. Cathy: Yes, that’s a very good idea. But water first, that’s the most important thing. Douglas: OK, you’re right. Adam: Yes, let’s look for water.

sson In this le • Talk about the correct thing to do with should and ought to • Make suggestions with could • Talk about imaginary situations with if and would

48 1 Answer the questions.

5 Look at this list of things found on a beach

1. What do the survivors agree to do? 2. Why is it the best idea?

after a shipwreck. In groups of three or four, decide which would be the most useful and the least useful. Explain your reasons and number them in order from 1 to 10.

LOOK! We should look for other survivors from the shipwreck. We ought to find some water to drink. We could look for things to eat too.

SPEAK 2 Imagine that you are survivors on a desert island. Talk about your answers to these questions in small groups. Which answers are the best, and why? 1. Where would you build your shelter? a. on the beach b. in the trees behind the beach c. in the centre of the island

some rope a large plastic sheet a lighter a mobile phone a knife a pair of boots a metal cup some insect repellent a guitar a warm jacket

JOKE TIME!

2. How would you send a rescue signal? a. We’d light a fire to make smoke. b. We’d write a message on the beach. c. We’d make a big flag. 3. How would you find food? a. We’d hunt animals. b. We’d find some edible plants and fruit. c. We’d try to catch some fish.

LISTEN

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3 Listen to the rest of the dialogue from the film. What do the survivors agree to do for each question in Exercise 2?

SPEAK 4 Work in groups of three. You are the survivors on the desert island. Plan and act a role-play for this question. Use should, ought to and could. How are you going to pass the time on the island? a. play games b. sit on the beach and wait for help c. do exercises to keep fit

LESSON

Three wishes

READ

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1 Read the story. Have you heard this joke before?

Three wishes T

hree sailors, Bill, Jake and Harry were shipwrecked in a storm. They swam to a desert island where they found some drinking water and some fruit and fish to eat, and built a shelter from driftwood. A few months passed, but no ship came to rescue them. One day Harry said to the others, “I miss my family so much. I wish we could sail home.” “Same here,” replied Jake. “I wish I had an axe. If I had one, I could cut down some trees and build a boat.” “Let’s see what we can find on the beach,” said Bill. So they walked along the beach, looking for anything that might help them. After a while, Bill saw something shiny in the sand. He reached down to pick it up and rubbed the sand off it. It was a golden lamp. Suddenly, there was a puff of smoke from the lamp and a large genie appeared in front of them. “I am the genie of the lamp,” he said. “I have the power to give you three wishes. You each have one wish. Use your wishes wisely, gentlemen.” “That’s easy,” said Harry. “I wish I was at home with my wife and family.” BANG! With a flash, Harry disappeared. Then the genie turned to Jake. “And you, sir?” “I wish I was safe at home with my family too,” said Jake. BANG! Jake was gone, too. “How about you, sir?” asked the genie to the third sailor. “I can’t make up my mind. I don’t have a wife or family,” said Bill. “Can you come back next week and I’ll make my wish then?” “Certainly.” A week later, the genie reappeared. Bill was sitting with his head in his hands, tears running down his face. “What’s the matter?” asked the genie, kindly. “How can I help you? You still have your wish left.” “It’s so lonely here on my own.” answered Bill. “I wish my friends were still here with me on the island.” BANG!

Talk about wishes

49 2 What happened next? Discuss your ideas. 3 True or False? If false, make a correct sentence. 1. The sailors found food and drink on the island. 2. They built a boat. 3. Jake had an axe. 4. Bill found an axe on the beach. 5. The lamp was magical. 6. The genie gave the sailors three wishes each. 7. all three sailors wanted to return to their families. 8. Jake and Harry will be angry with Bill.

4 Find the wishes in the story.

LOOK! I wish I had an axe. (but I haven’t got an axe) I wish I was at home. (but I’m not at home)

WRITE 5 Write a wish for each situation. 1. It’s not sunny today. I wish it was sunny. 1. I can’t speak Spanish very well. I wish I 2. I don’t live in London. I wish I 3. My brother is so annoying. I wish he 4. We haven’t got any firewood. I wish we 5. I’ve got a terrible headache. I wish I 6. I’m hungry. I wish I

. . . . . .

SPEAK 6 If you found a magic lamp with a genie, what three wishes would you choose? Write them down. Then move around the class to find someone who has at least one wish in common with you.

DID YOU KNOW? Here are some traditions for times to make a wish. KOREA:

When you see the first full moon of the year

RUSSIA:

If you open a nutshell and find two nuts inside

SPAIN, PORTUGAL and SOUTH AMERICA: While you eat twelve grapes at midnight on New Year’s Eve USA and other countries:

When you blow out the candles on a birthday cake

n io s s e r p x e d n a s d r o W LESSON 1 Role models activist admire I admire your artistic talent. (magazine) article billionaire cartoon character celebrity charity He gives a lot of money to charity. cheerful fame Fame and fortune sometimes come at a price. hero imagination inspire His story inspires me to help at a local charity. malaria online magazine professional receive role model vote You can vote for your favourite actor. youth He was a good sportsman in his youth. Occupations: footballer, actor, cartoonist, scientist, singer

LESSON 2 I’ll carry it. abroad They are travelling abroad. blog conversation envious I’m envious of your trip. go on a trip give someone a lift Can you give me a lift into town? loads of I took loads of photos. luggage make plans We’re making plans for the summer holidays. order a taxi passenger platform

post online She posts a blog online. rucksack suitcase timetable Time expressions: in a few minutes, soon, right now, next week, in two days’ time

LESSON 3 I’ve never been to Paris. actually I’ve know her quite well, actually. before chat capital city competition event I’ve never been to any big sports events. hostel necessary Is it necessary to take a passport? questionnaire reason What’s the reason for your visit? several I’ve seen the film several times. spend time It’s good to spend time with friends. tournament yet I haven’t finished yet. wow!

LESSON 4 I’ve changed my mind. ages beginning At the beginning of the journey I took a lot of photos. climb either I don’t like meat and I don’t like fish either. enjoy enough That’s enough internet for now. exhausted I was so exhausted I fell asleep in class.

mountain on my feet You’ve been on your feet all morning. sightseeing spend time You spend half your time on the computer. sunset Time expressions: for ages since last week for now since I last saw you

LESSON 5 Round up amazing app I have an app on my phone for that. area It’s an interesting area. bill (noun) Can we have the bill, please? bother (verb) Sorry to bother you! description Can you give me a description of your lost bag? festival forum gallery hitch-hiking hitch a lift We hitched a lift to the garage. picnic Let’s have a picnic in the park. recommend Which restaurant do you recommend? sofa surfing thumb

LESSON 6 I haven’t done it yet. crash (verb) My cousin crashed his motorbike yesterday. destroy drop (verb) I’ve dropped my keys somewhere. fall over

Try not to fall over on the ice. feed I’ve fed the dog. forget I’ve forgotten what he said. lock (verb) Always remember to lock the door. lottery phone charger pocket purse ticket inspector wallet weather forecast Well done!

LESSON 7 Take the third exit. directions Can you give me directions into town? exit fault It’s not my fault. fed up with I’m fed up with my phone. find / lose your way We lost our way in the city. for goodness sake For goodness sake, stop complaining all the time! get lost Try not to get lost! know the way Do you know the way to the river? not long now on my way Tell mum I’m on my way home. roundabout turn left turning (noun) Our street is the first turning on the left. take the first right sat nav sign (noun) We saw a sign to the beach.

LESSON 8 Around the World in 80 days absolutely bank robbery

challenge (verb) I challenge you to a contest. completely disappear The robber has completely disappeared. disaster engineer exactly go wrong Something has gone wrong with my phone. I beg your pardon improvement I’ve noticed an improvement in your work. in reality in theory In theory, it was a good idea but in reality it was a disaster. joking Are you joking? play cards recent The recent improvements in medicine are amazing. shipwreck reporter take a long time It took a long time for my parcel to arrive. thief steamship

LESSON 9 Up, up and away! agree / disagree I agree with you. atmosphere There was a great atmosphere at the concert. attractions battle compare It is warm today compared to yesterday. disappointing fiesta funfair ride hot air balloon leaflet nonstop The children talked nonstop about the fiesta. on the ground

parachute jump scary It was scary to walk home in the dark. signal Wait for my signal before you move! soldier terrifying reviewer voyage It was my first voyage in a steamboat. war

LESSON 10 Round up along basket cure (verb) debate (noun) He spoke well in the debate. dentist engineer exhibition first aid I went to the first aid tent for help. healthy Tom has a healthy lifestyle. information point take place The event takes place every June. reach (verb) I reached the station on time.

LESSON 11 She was crying... annoyed Don’t be annoyed with me! appear Smoke appeared under the door. army complete stranger There was a complete stranger sitting in my garden. chase (verb) They chased the thief. clap (verb) The audience clapped their hands. Cut! dress embarrassing film crew ghost

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 cut hit let put shut

cost cut hit let put shut

VERBS WITH TWO CHANGES cost cut hit let put shut

VERBS WITH ONE CHANGE bring build buy catch feel find get hang have hear hold keep learn leave lend lose make mean meet pay read say sell send shine sit sleep spell spend stand tell think understand win

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

be begin break choose come do draw drink drive eat fall ﬂy forget give go grow know ride ring run see show sing speak steal swim take wear write

was began broke chose came did drew drank drove ate fell ﬂew forgot gave went grew knew rode rang ran saw showed sang spoke stole swam took wore 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

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