Фреска, Енглески језик 6, Right on 2, Уџбеник за шести разред основне школе ПРОМО

<strong>Енглески</strong> <strong>језик</strong> за 6. разред основне школе 

шеста година учења 

Jenny Dooley

Jenny Dooley 

<strong>Right</strong> on! 2 


Шеста година учења 

Уџбеник 

Прво издање 

Ауторка адаптације: Емина Јеремић Мићовић 

Рецензенти: др Бојана Гледић, лектор на Катедри за англистику, Филолошки факултет, Универзитет у Београду 

Ана Живковић, професор енглеског <strong>језик</strong>а, ОШ „Чегар” у Нишу 

Бранкица Тодић, професор енглеског <strong>језик</strong>а, ОШ „Светозар Марковић Тоза” у Елемиру 

Графичко обликовање: Express Publishing 

CIP - Каталогизација у публикацији 

Народна библиотека Србије, Београд 

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Тел.: 011/4056-164 

office@freska.rs, www.freska.rs 

За издавача: Гордана Кнежевић Орлић 

Главни уредник: Александар Рајковић 

Уредник: Ана Стојановић 

Штампа: Графостил, Крагујевац 

Тираж: 15.000 примерака 

ДУЛИ, Џени, 1970- 

<strong>Right</strong> on! 2 : енглески <strong>језик</strong> за 6. разред основне 

школе : шеста година учења 

: уџбеник / Jenny Dooley ; [ауторка адаптације Емина 

Јеремић Мићовић]. - 1. изд. 

- Београд : <strong>Фреска</strong>, 2019 (Крагујевац : Графостил). - 

128 стр. : илустр. 

; 30 cm + 1 електронски оптички диск (DVD) 

Тираж 15.000. - Word list: str. 126-128. 

ISBN 978-86-88341-62-2 

COBISS.SR-ID 277232908 

Министар просвете, науке и технолошког развоја Републике Србије одобрио је издавање и употребу овог 

уџбеника у петом разреду основне школе решењем број 650-02-00025/2019-07 од 27.03.2019. 

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових 

делова у било ком обиму и поступку, укључујући фотокопирање, штампање, чување у електронском облику, односно чињење дела 

доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу са места и у време 

које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона 

о ауторском и сродним правима. 

©<strong>Фреска</strong>, 2019. 

ISBN 978-86-88341-62-2


шеста година учења

MODULES 

Vocabulary 

Grammar 

pp 4-9 

My world 

pp 10-23 

Progress Check 1 

pp 24-25 

Fit for life 

pp 26-39 

Progress Check 2 pp 40-41 

• Countries/Nationalities 

• Numbers (ordinal/cardinal) 

• Family 

• Ages & Life stages 

• Clothes 

• House, rooms & furniture 

• Days, months, seasons 

• School subjects 

• Appearance & Clothes 

• Free-time activities 

• Behaviour & Feelings 

• Character 

• opposites: dis-, im-, un- 

• do, have, make, take phrases 

• Sports/Activities & Equipment 

• Food categories 

• Health problems/treatment 

• Parts of the body 

• to be/can/have got 

• Subject/Object pronouns – 

Possessive adjectives/pronouns 

• Possessive case 

• Plurals 

• this/these – that/those – there is/ 

there are 

• Prepositions of place 

• Question words 

• Present simple 

• Present continuous 

• Adverbs of frequency 

• Stative verbs 

• Prepositions of time 

• Past simple – used to 

• Past continuous 

• Present perfect 

• for – since – just – already – 

never/ever – yet 

• C/U nouns – quantifiers 

• Imperative 

Fun Time! 

pp 42-55 


pp 56-57 

All things 

high-tech 

pp 58-71 


pp 72-73 

Be Green 

pp 74-87 


pp 88-89 

Round we go! 

pp 90-103 


pp 104-105 

• Fun activities 

• Places of entertainment & 

activities 

• Types of TV programmes & 

films 

• go/do/have phrases 

• Musical instruments 

• Devices 

• Jobs 

• Computers/Computer 

language 

• Types of video/computer 

games 

• Environmental problems & 

solutions 

• Green activities 

• Wild animals 

• Chores 

• Shops & Services 

• Signs in public places 

• Geographical features 

• Travel & Transport 

• Natural disasters/weather 

• Materials 

• will – going to – present 

continuous (future meaning) 

• both/neither/either 

• -ing/-ed adjectives 

• Conditionals Type 0/1 

• Modals 

• (to) infinitive – -ing form 

• Singular – Plural nouns 

• Indefinite/Definite articles 

• One/Ones 

• Exclamations 

• Relative pronouns 

• some/any/no/every & compounds 

• Imperative 

• Prepositions of place/movement 

• Comparative – Superlative 

• Adverbs 

• Adjectives/Order of adjectives 

• Linking words 

2 

Songs (pp. 106-108) Festivities (pp. 110-119) Writing (pp. 120-125)

Reading & Listening Speaking Writing 

• Introduce yourself 

• Tell the time 

• Ask personal questions 

CLIL 

MODULE 1 (Citizenship): 

A rainbow of people 

p. 22 

MODULE 2 (PSHE): Germs 

p. 38 

MODULE 3 (Music): Musical 

instruments 

p. 54 

• Being 13 

• Let me out of here 

• Listening: dialogue 

(multiple matching) 

• Culture: Escape rooms 

• Express likes/dislikes 

• Describe a person 

• Pronunciation: 

pronounced/silent “h” 

• A survey 

• A blog entry about 

a visit to an escape 

room 

MODULE 4 (ICT): Internet 

Safety Tips 

MODULE 5 (PSHE): Green Living 

MODULE 6 (Geography): 

Weather and 

Climate 

p. 70 

p. 86 

p. 102 

• Sports blog 

• Health & Sports Day in 

Japan 

• Listening: an 

announcement (note 

taking) 

• Culture: The 

Championships, 

Wimbledon 

• Worth the Experience 

• Fun in all Weathers 

• Listening: dialogue 

(multiple choice) 

• Culture: Camden 

Market 

• Make suggestions - 

agree 

• Express likes/dislikes 

• Order at a fast food 

restaurant 

• Pronunciation: \w\, \v\ 

• Discuss weekend plans 

• Express an opinion 

• invite – accept – refuse 

• Choose a TV 

programme 

• Pronunciation: \e\, \œ\ 

• A comment to a 

blog about your 

favourite sport 

• An article about a 

sports event you 

have attended 

(recommend) 

• A text message 

• An email about 

your weekend 

plans (opening/ 

closing remarks) 

Projects 

MODULE 1 A poster – 

International 

Friendship Day p. 23 

MODULE 2 Invent a sport p. 39 

MODULE 3 A poster of traditional 

musical instruments p. 55 

MODULE 4 A leaflet – Dos & 

Don’ts of using 

smartphones p. 71 

MODULE 5 A poster – 

Environment Day p. 87 

MODULE 6 A brochure p. 103 

• Droids at Work 

• Video games 

• Listening: An 

announcement 

(note-taking) 

• Culture: Super Mario 

• Make predictions 

• Give instructions 

• Express preferences 

• Intonation: in questions 

• An article about a 

film with a robot 

• A forum entry 

about a character 

for a computer 

game 

Presentation Skills 

MODULE 1 Be a good friend p. 23 

MODULE 2 A sport 

p. 39 

MODULE 3 A traditional musical 

instrument 

p. 55 

• Flying the Green Flag 

• Volunteering in 

Yosemite National Park 

• Listening: an advert 

(note-taking) 

• Culture: Lake District 

National Park 

• Sightseeing in London 

• Survivors’ stories 

• Listening: story (order 

photos) 

• Culture: The Tube 

• Make suggestions 

• Shopping 

• Intonation: in 

exclamations 

• Give directions 

• Buy a bus ticket 

• Pronunciation: long u 

sound 

• A poster with ecofriendly 

school tips 

• An email about a 

visit to a place 

• A tweet 

• A story (sequence 

of events) 

MODULE 4 Smartphone 

etiquette 

MODULE 5 How to protect the 

environment 

MODULE 6 Landmarks 

Values 

MODULE 1 Friendship 

MODULE 2 Fitness 

MODULE 3 Music Appreciation 

MODULE 4 Respect 

p. 71 

p. 87 

p. 103 

p. 23 

p. 39 

p. 55 

p. 71 

MODULE 5 Environmentalism 

p. 87 

MODULE 6 Responsibility 

p. 103 

Word List (pp. 126-128) 

Irregular verbs 

3

Starter 

Hi, I’m Mary. I’m 

12 years old and 

I’m from New 

York, USA. These 

are my e-friends. 

1 

Countries & Nationalities – Numbers 

Look at the pictures, read the text and write the nationalities. 

1 

Marta and her 

brother Juan are 

from Barcelona, Spain. 

Marta’s 14 and 

Juan is 17. 

3 

Toby’s 11 

and he’s 

from Sydney, 

Australia. 

2 

Laura is 12 

and she’s from 

London, UK. 

4 

Paola is 17 and 

she’s from Buenos 

Aires, Argentina. 

5 

Ono is from 

Tokyo, Japan. 

She’s 13 

years old. 

1 Mary is ________________________ . 

2 Juan and Marta are ___________ . 

3 Laura is ________________________ . 

4 Toby is _____________________________ . 

5 Paola is ____________________________ . 

6 Ono is _____________________________ . 

Where are you from? ________________________________________ 

Introduce yourself 

2 

3 

Introduce yourself to the class. Use the text about Mary in Ex. 1 as a model. 

Write the numbers in your notebook. 

What is your house number? ________________________________ 

4 

4 

Which floor are these people on? Write the numbers. 

1 John (29) _________________________ 

twenty-ninth 

2 Tony (12)______________________ 

4 Pat 

5 Phil 

(57) _______________________ 

(70) _______________________ 

3 Sue (45)______________________ 6 Claire (1) ________________________

to be 

5 

Complete the questions, then answer them. 

1 ______ Are you from Spain? (✗ – Argentinian) No, _________________________________ 

I’m not. I’m from Argentina. 

2 ______ your best friend from Greece? (✓) _________________________________ 

3 ______ your parents teachers? (✗ – doctors) _________________________________ 

4 ______ your mum thirty? (✓) _________________________________ 

5 ______ you twelve? (✓) _________________________________ 

6 ______ your favourite colour red? (✗ – blue) _________________________________ 

Subject/Object personal pronouns – 

Possessive adjectives – Possessive pronouns 

I you he she it we you they 

me you him her it us you them 

my your his her its our your their 

mine yours his hers – ours yours theirs 

6 

Read the table. Choose the correct item. 

1 A: Is this your/yours jacket? 

B: No, it isn’t my/mine. It’s her/hers jacket. My/Mine is the blue one. Do 

you/your want it/its? 

2 A: Are these their/theirs gloves? 

B: Yes, they/them are. Where are my/mine gloves? I can’t find their/ 

them. 

3 A: I/My think this is us/our classroom. 

B: No, it/its isn’t. This is their/theirs classroom. Our/Ours is room A2. 

can 

7 

Fill in can or can’t. 

Hi, I’m George, I 1) ____________________ (✓) play 

tennis and I 2) __________________ (✓) ride a bike 

but I 3) _________________ (✗) do martial arts. My 

friends, John and Sam, 4) __________________ (✗) 

do gymnastics, but they 5) ___________ (✓) play 

basketball. My sister, Mary 6) ______________ (✗) 

play football very well. 7) ________________ you 

do martial arts? 

5

Starter 

8 

Family members 

Look at Sheila’s family tree and write the missing words. 

John, 72 

Kate, 70 

granddad 

1) ___________ 

Sam, 39 

Nancy, 34 

Peter, 37 

Kim, 36 

dad 

2) ___________ uncle 3) ___________ 

Mark, 15 Sheila, 13 Helen, 10 

Kristy, 8 George, 10 

brother 4) ___________ cousin 5) ___________ 

Note! 

nephew – niece 

George is Nancy’s 

nephew. Kristy is 

Nancy’s niece. 

Note! 

Age Stages 

0-1 baby 

1-3 toddler 

4-12 child 

13-18 teenager 

18-21 young adult 

22 + adult 

60 + elder 

9 

10 

have got 

a) Look at the family tree in Ex. 7 and complete the gaps with have got, 

has got, haven’t got or hasn’t got. 

1 John and Kate __________________ 

four children. 

2 Nancy and Sam _________________ 

a nephew, George, and a niece, 

Kristy. 

b) Complete the questions, then answer them. 

3 Kristy ____________ three cousins. 

4 Mark ____________ two brothers. 

5 Sheila and Helen __________________ 

a brother. 

1 ________ John ________ a wife? Yes, ______________________________________ . 

2 ________ Sam and Nancy ________ three children? _______________________ . 

3 ________ Kim ________ two daughters? ___________________________________ . 

4 ________ John and Kate ________ four grandchildren? ___________________ . 

Look at Sheila’s family tree again. What age stage is each person? 

6

Note! 

Most nouns take -s to 

form the plural. chair → 

chairs 

• Nouns ending in -s, 

-ss, -sh, -ch, -x and -o 

take -es to form the 

plural. bus → buses 

• Nouns ending in -o 

that come from other 

languages or are the 

short form of a word 

take only -s photo → 

photos 

Nouns ending in a 

consonant + -y drop 

the -y and take -ies in 

the plural. lady → ladies 

• Nouns ending in a 

vowel + -y take -s in 

the plural. boy → boys 

• Some nouns ending 

in -f or -fe drop the 

-for -fe and take 

- ves in the plural. 

leaf → leaves 

Irregular plurals: 

man → men 

woman → women 

child → children 

person → people 

mouse → mice 

goose → geese 

foot → feet 

tooth → teeth 

sheep → sheep 

fish → fish 

11 

12 

13 

Possession 

Look at the family tree in Ex. 8 again and choose the correct option. 

1 Peter is Kims/Kim’s husband. He’s Kristy’s & George’s/Kristy & George’s dad. 

2 Kristy and George are John and Kate’s/John’s and Kate’s grandchildren. 

3 Mark is Sheila’s and Helen’s/Sheila and Helen’s brother. 

4 Mark and George are cousins.The boys’/boy’s grandparents are John and Kate. 

Plurals 

Write the plurals. Compare with your partner. 

1 piano – ________ 6 watch – __________ 

2 woman – ________ 7 brush – __________ 

3 glass – ________ 8 potato – __________ 

4 foot – ________ 9 berry – __________ 

5 mouse – ________ 10 tooth – __________ 

this/these – that/those / Clothes 

Fill in: this, these, that, those and choose the correct word. 

☞ 

☞ 

1 ____________ is a dress/shirt and ____________ is a T-shirt/jacket. 

☞ 

☞ 

2 ____________ is a belt/scarf and ____________ are shorts/trousers. 

☞ 

☞ 

11 shelf – __________ 

12 knife – __________ 

13 fish – __________ 

14 person – __________ 

15 child – __________ 

3 ____________ are gloves/leggings and ____________ are boots/trainers. 

(a) 

quarter to 

(fortyfive) 

o’clock 

(a) 

quarter 

past 

(fifteen) 

14 

Telling the time 

Write the times in two ways 

as in the example. 

It’s ________________________ 

twenty past twelve. 

________________________ 

It’s twelve twenty. 

1 2 3 4 

half past 

(... thirty) 

_______________ 

_______________ 

_______________ 

_______________ 

_______________ 

_______________ 

_______________ 

_______________ 

7

Starter 

15 

Prepositions of place – there is/there are 

Look at the picture and choose the correct item. 

living room 

1 There’s a big window next to/between the two lamps/desks 

behind/beyond the sofa. 

2 There are cushions/pillows on/in front of the sofas/armchairs. 

3 There’s a sink/carpet above/under the coffee tables/bookcases. 

16 

Look at the picture. Fill in: Is there or Are there, then answer the questions. 

1 __________________ a bedside 

cabinet next to the bed? 

Yes, ________________________ 

2 _____________________ pillows 

on the bed? 

_____________________________ 

3 ______________________ a desk 

next to the bookcase? 

_____________________________ 

4 _______________ a teddy bear 

on the bedside cabinet? 

_____________________________ 

5 ______________________ books 

on the desk? 

_____________________________ 

6 ___________________ cushions 

on the floor? 

_____________________________ 

17 

Days of the week – months – seasons 

Write the missing days. 

Sunday, 1) ______________ , 2) ______________ , Wednesday, 3) ______________ , 

Friday, Saturday 

18 

Draw a symbol for each season. Then write the months in your notebook. 

8 

December 

January 

February

Note! 

Educational System 

in the UK 

primary school: 

5-11 years old 

secondary school: 


sixth form: 


university: 18+ years 

old 

19 

School subjects 

a) Choose the correct school subject. 

Tom’s favourite school subjects are 1) Maths/Music and 2) 

Science/Geography. He’s good at 3) Art/History, but he isn’t good at 

4) PE/English. 

b) What are your favourite school subjects? Tell your partner. 

My favourite school subjects are English and Science. 

20 

c) Is the school system in your country the same as in the UK? Tell the class. 

Question words 

a) Read the table. Match each question word (1-8) 

with the correct answer (a-h). 

Who? 

1 

a 

It’s 222-2222. 

Whose? 

2 

b 

Because it’s fun. 

When? 

3 

c 

I’m 14 years old. 

Where? 

4 

d 

Maths. 

Which? Maths or Art? 

5 

e 

I’m from Serbia. 

How (old)? 

6 

f 

2nd January. 

What/phone number? 

7 

g 

Maja’s. 

Why is PE your favourite subject? 

8 

h 

Todor. 

b) Complete the gaps with the correct question word. Ask and 

answer the questions about yourselves. 

1 _________’s your name? _____________________________________ 

2 _________ old are you? _____________________________________ 

3 _________ are you from? _____________________________________ 

4 _________’s your telephone number? _____________________________________ 

5 _________ is your birthday? _____________________________________ 

6 _________ is your best friend? _____________________________________ 

7 _________ is he/she so special? _____________________________________ 

9

Video 

• Vocabulary 

- appearance & clothes 

- free-time activities 

- behaviour & feelings 

- character 

- opposites: dis-, im-, un- 

- phrases with do, 

have, make, take 

• Grammar 

- present simple 

- present continuous 

- adverbs of frequency 

- stative verbs 

- prepositions of time 

- past simple – used to 

- past continuous 

• Speaking 

- describe a person 

- express likes/dislikes 

• Writing 

What’s in this 

module? 

- a paragraph about 

the findings of a 

survey 

- comment on a blog 

• CLIL (Citizenship): 

A Rainbow of People 

• Culture: UK escape 

rooms 

• Values: Friendship 

1 

Vocabulary 

Appearance 

1.2 

hair 

wavy/ 

black 

Listen and repeat. 

straight/long/ 

fair 

short/ 

brown 

eyes 

other 

blue green brown 

in his (early/mid/ 

late) twenties/ 

thirties 

short/thin of medium tall/chubby moustache glasses beard 

height/slim 

Bruce 

curly/ 

red 

height/weight 

Chris 

age 

young 

Lyn 

Lucy 

old 

10

2 

3 

Use the words in Ex. 1 to describe the people in the pictures, as in the 

example. 

Chris is young, short and thin with short straight fair hair. 

Clothes 

Who’s wearing … 

1 blue shorts & trainers? 

2 a red top and gloves? 

3 a checked red and black shirt? 

4 a stripey black and white T-shirt? 

5 a black suit & high heels? 

Choose a person. Make three mistakes. Your partner corrects them. 

Chris is tall and thin with short curly fair hair. He’s wearing jeans. 

Ken 

John 

Jane 

Sue 

Keith 

Anna 

11

1a 

Reading 

1 

Reading 

Video 

Read the text quickly. Find the names of: two school subjects, two sports, 

a famous singer, a pet, a drink. 

Being 

13 

What’s life like for 

13-year-olds? In this issue, 

TEENS talks to Bogdan, a 

boy from Belgrade. 

1 When does school start and finish? 

8:00 am to 2:00 pm, Monday to Friday. In the afternoon, I have extra Art and English 

classes, too. <strong>Right</strong> now, I’m studying for my English class. I’m sitting an English test 

tomorrow. 

Do you get homework? 

Yes, I do. After school, I take a break, then I do my homework. I usually stop at around 

8 o’clock in the evening. 

2 Do you get any pocket money? 

Every day, my parents give me some money for a snack. If I want to buy a CD, or 

something like that, I have to ask them for extra money. 

What do you do in your free time? 

I mostly play football and volleyball. This Saturday, I’m playing for my school football 

team. I also enjoy computer games, or listening to my CDs. My favourite singer is 

J Balvin. On Saturdays, I usually go to the cinema with my friends. 

3 Where do you live? 

In a three-bedroom flat with my parents, my sister, and our cat. My uncle is staying with 

us at the moment. He used to have his own house but he is looking for a small flat now. 

Do you argue with your parents? 

Nothing really serious. Sometimes we argue about me playing computer games too 

often. My mum is always complaining about me drinking cola. She says it’s bad for my 

health. 

4 What do you like and hate about being 13? 

I’ve got a really nice family and a lot of good friends. The only problem is my 

parents think I’m still a baby. 

What do you worry about? 

I worry about my future. I don’t know what job I want to do. 

• issue • extra 

• pocket money 

• argue about 

• worry about 

2 

1.3 Listen to and read the interview and match the four sections (1-4) to 

the headings in the list. One heading does not match. Write in your notebook. 

• Food • Hopes & Fears • School life • Hobbies & Free time • House & Home 

12 

3 

Make notes under the headings in Ex. 2 about Bogdan, then about 

you. How similar/different is your lifestyle to his? Tell the class.

1a 

Vocabulary 

Free-time activities 

1 

4 

a) 1.4 Listen and repeat. 

• going to amusement parks • surfing the Net 

• playing sports • watching TV series/videos 

• spending time with family/friends 

• going to the cinema • reading books/magazines 

• listening to music • posting photos on social media 

• exercising • drawing/painting • going shopping 

• making videos • playing video/computer games 

4 

b) Which of the activities can you see in the pictures? 

5 

c) Which of these activities are popular among 

children/youth in your country? 

2 

3 

6 

9 

8 

7 

5 

6 

Speaking 

The graph shows what students in 

Bogdan’s class like doing in their 

free time. Look and make 

sentences, as in the example. 

In Bogdan’s class, 86% (eighty-six 

per cent) like surfing the Net in 

their free time. 

Writing 

surf the Net 

play video games 

spend time with family/friends 

listen to music 

go to amusement parks 

play sports 

go to the cinema 

read books 

go shopping 

In groups of three, list six of the activities in Ex. 5. Give them to 

your classmates to tick (✓) what they do/don’t do at the weekends. Collect 

the answers and put them together. As a group, analyse the answers and 

write a short paragraph about your findings. 

86% 

70% 

62% 

50% 

32% 

57% 

43% 

15% 

5% 

13

1b 

Grammar 

Are you going to the 

gym now, Keith? 

Present simple – Present continuous 

We use the present simple to talk about: 

• habits/routines. They walk to school every day. He doesn’t leave 

home at 7:00. Does he have lunch at school? Yes, he does. 

• general states & facts. He speaks English. Water boils at 100°C. 

• permanent states. David lives in London. 

• timetables. The film starts at 6:00. 

Time expressions: every day/morning/weekend, often, always, 

never, on Mondays, once/twice a week/month, etc. 

No, I’m not. On 

Mondays I have football 

practice. 

We use the present continuous to talk about: 

• actions happening now/around the time of speaking. He’s 

studying now. They are living with me these days. She isn’t 

sleeping now. Is she reading? No, she isn’t. 

• temporary situations. He is working at a café for the summer. 

• fixed future arrangements. We’re travelling to London tomorrow. 

Time expressions: now, at the moment, at present, tonight, these 

days, etc. 

1 

2 

Read the theory. How do we form the present simple? the present 

continuous? 

Put the verbs in brackets into the correct form of the present simple. 

1 Mr Todd _________________________ (teach) Drama. 

2 Eva _________________________ (not/sing) very well. 

3 _________________________ (you/like) hanging out at the shopping centre? 

4 _________________________ (your mum/work) on Saturdays? 

5 I _________________________ (not/speak) Spanish very well. 

14 

Note! 

Adverbs of 

frequency 

Adverbs of 

frequency tell 

us how often 

something happens. 

They go before the 

main verb but after 

the verb to be. 

They are: 

always (100%) 

usually (75%) 

often (50%) 

sometimes (25%) 

seldom/rarely (10%) 

never (0%) 

3 

4 

Ask and answer questions. Use adverbs of frequency. 

1 How often/you/eat pizza? 

A: How often do you eat 

pizza? 

B: I usually eat pizza twice a 

month. 

2 How often/your mum/surf the Net? 

3 How often/you/go to bed late? 

4 How often/you/play football? 

5 How often/your dad/go shopping? 

Complete the gaps with the present continuous form of the verbs in 

brackets. 

1 They ______________________________ (not/come) with us tonight. 

2 I ______________________________ (meet) George for lunch tomorrow. 

3 ______________________________ (you/listen) to me? 

4 Jenny ______________________________ (cook) at the moment. 

5 Ed ______________________________ (sleep) on the sofa for the week. 

6 ______________________________ (you/leave) for school now?

1b 

Note! 

Stative verbs 

Some verbs don’t 

have continuous 

forms because 

they describe a 

state rather than 

an action (want, 

like, love, hate, 

know, believe, 

need, etc.). She 

knows him. 

(NOT: She’s 

knowing him.) 

5 

6 

A 

B 

A 

B 

A 

B 

A 

B 

A 

B 

A 

Put the verbs in brackets into the present simple or the present continuous. 

Hi Mary. You 1) __________________________ (look) nice in your new jeans. 

Thanks. Who 2) __________________________ (you/wait) for? 

Anna. We 3) __________________________ (go) to a school music performance. 

What time 4) _____________________________________ (it/start)? 

At 5, I 5) __________________________ (think), but I 6) __________________________ 

(not/be) sure exactly. Anna 7) __________________________ (know). 

How long 8) __________________________ (it/last)? 

An hour and a half. 

9) __________________________ (you/want) to come to my house afterwards? 

Thanks, but I can’t. I 10) __________________________ (meet) Sheila for dinner. 

That’s OK. Have a nice time. 

Thanks, same to you. 

Put the verbs in brackets into the present simple or the present continuous. 

Compose Inbox Trash 

Note! 

Prepositions of time 

at + time, periods of 

time, festivities (at 

12:00, at night, at 

the weekend, at 

Easter) 

in + months, years, 

centuries, seasons, 

parts of day (in June, 

in 2004, in the 11th 

century, in summer, 

in the evening) 

on + days, dates, 

specific periods of 

time/days (on 

Tuesday, on 6th 

April, on New 

Year’s Day, on 

Monday mornings) 

7 

Search 

Hi Monica, 

How 1) ______________________ (you/be)? I’m in Scotland for 

a summer course. It 2) _________________ (rain) quite a lot 

here, but I 3) ________________________ (not/mind). 

Lessons 4) _________________ (start) at 8:30 every morning 

and 5) _________________ (finish) at 4:00 in the afternoon. I 

6) _________________ (have) a very busy schedule, but I 

7) _________________________ (enjoy) my time here. Did I tell 

you? I 8) _____________________ (learn) to play the bagpipes 

in my music class! 

This week we 9) _________________________ (work) on a 

special project. We 10) _________________________ (look) for 

information on Highland dancing. We 11) _________________ 

(also/ have) dance classes as we 12) ______________________ 

(put) on a performance at the end of the course. 

Have to go now. Talk soon. 

Becky 

Send 

Ask and answer questions based on the email in Ex. 6. 

A: Where is Becky? 

B: In Scotland. Why is she there? 

Play in teams. In 2 minutes, write sentences using these time words/expressions. 

• now • every Monday morning • at the moment • tonight • these days • always 

• every summer • on Sunday afternoon • at the weekend • in winter • in the evening 

15

1c 

Play in teams. 

Choose a 

photo from 

Ex. 1a and 

mime the 

behaviour. The 

other team 

guesses how 

you feel. The 

team with the 

most correct 

answers wins 

the game. 

Vocabulary 

1 

Behaviour & Feelings 


1 2 3 4 

excited sad/upset angry bored 

5 6 7 8 

scared shy happy surprised 

b) Complete the sentences about yourself. Tell your partner. 

1 I feel happy when _______________________________________________________ . 

2 I feel sad when __________________________________________________________ . 

3 I feel angry when _______________________________________________________ . 

4 I feel scared when _______________________________________________________ . 

Note! 

We use the prefixes 

dis-, im- and un- to 

express opposite 

meanings. 

honest – dishonest 

patient – impatient 

popular – unpopular 

2 

Character 

Match the adjectives (1-9) to their justifications (a-i). Check in your 

dictionary. 

cheerful 

selfish 

generous 

popular 

talkative 

bossy 

energetic 

honest 

impatient 

1 

2 

3 

4 

5 

6 

7 

8 

9 

a 

b 

c 

d 

e 

f 

g 

h 

i 

hates waiting for things 

tells people what to do 

talks a lot 

smiles a lot 

likes giving people things 

only cares about himself/herself 

lots of people like him/her 

does a lot of things 

always tells the truth 

16 

3 

Use the adjectives in Ex. 2 to talk about your friends and family 

members, as in the example. 

A: What is your best friend like? 

B: He’s cheerful. He smiles a lot. He can be bossy at times. He likes telling 

people what to do.

1 

Describing a person 

Everyday English 

1d 

a) Read the dialogue. Which teacher (A or B) are Jessica and Rita talking about? 

b) Complete the dialogue. Use the sentences in the list. One sentence is 

extra. 

A 

Jessica Did you meet the new teacher in school, Rita? 

Rita No, I didn’t. 1) ________________________________ 

Jessica Well, he’s of medium height and he’s quite slim. 

B 

Rita Oh, really? 2) ________________________________ 

Jessica No, it’s dark actually! 

Rita 3) ________________________________ 

Jessica He’s quite cheerful and very popular already! Look! He’s 

chatting with Mr Prosser. 

2 

1.6 

Rita 4) ________________________________ 

Jessica That’s right. 

Listen, read and check. 

A Is his hair fair? 

B What does he look like? 

C How old is he? 

D What’s he like? 

E Is he the one with a short 

beard and a moustache? 

3 

Read the dialogue again. 

What does the new 

teacher look like? What 

is he like? 

C 

4 

Act out a 

similar dialogue. Use 

one of the teachers 

in the pictures (C or 

D), and the dialogue 

in Ex. 1 as a model. 

tall/slim/ 

funny/clever 

D 

Pronunciation pronounced/silent ? 

‘h’ 

1.7 Listen and repeat. In which words is ‘h’ silent? Circle 

them. 

• happy • honest • hate • hour • what • high • exhausted 

of medium height/thin/ 

cheerful/energetic 

17

1e 

Grammar 

Did you have 

volleyball practice 

yesterday, Sally? 

No, I didn’t. It used 

to be on Tuesdays, but coach 

changed it to Thursdays. 

1 

Past simple – used to 

We use the past simple for actions: 

• that started and finished in the past. She had lunch an hour ago. He didn’t 

come to the party last Friday evening. Did he leave yesterday? Yes, he did. 

• happening one after the other in the past. He woke up, got dressed and had 

breakfast. 

We use used to to talk about things that happened regularly in the past but they 

don’t happen anymore. He used to walk to school. He didn’t use to go to school 

by bus. Did he use to go to school with his friends? No he didn’t. 

Time expressions: yesterday, ago, last week/month, etc. 

Read the theory. Then, put the verbs in brackets into the past simple. 

Which verbs are regular? Which are irregular? 

Last week, my family and I 1) ___________________ (travel) to Orlando, 

Florida. On our last day there, we 2) ___________________ (visit) the 

Wizarding World of Harry Potter theme park at Universal Orlando Resort. 

We 3) ___________________ (leave) for the park early in the morning. 

Once we 4) _________________ (arrive), I 5) __________________ (not/ 

want) to miss anything so I 6) _________________ (rush) to Hogwarts 

Castle. Then, I 7) __________________ (go) on all the rides at the park 

and my sister 8) __________________ (watch) the show at Ollivanders 

Wand Shop. At the end of the day, we 9) __________________ (eat) at The 

Three Broomsticks restaurant. 

On our way back to the hotel, I 10) ___________________ (fall) asleep in 

the car almost immediately. It 11) ___________________ (be) a wonderful 

day! 

Posted by: Tom, 12 December at 2:15 pm 

What did your 

partner use to do 

when he/she was six? 

Ask to find out, 

then tell the 

class. 

18 

2 

3 

Form complete questions. Then, read the blog in Ex. 1 and answer them. 

1 Tom & his family/go/London/ 

last summer 

Did Tom and his family go to 

London last summer? 

No, they didn’t. They went to 

Orlando, Florida. 

2 they/visit/Universal Studios 

3 Tom’s sister/go/on all the rides at 

the park 

4 they/have/dinner/at their hotel 

5 his sister/fall/asleep/in the car 

Write what James used to/didn’t use to do when he was 6. 

1 live in a village (✓) ___________________________________ 

James used to live in a village. 

2 wear glasses (✗) ___________________________________ 

3 read comic books (✓) ___________________________________ 

4 spend summers at the seaside (✓) ___________________________________ 

5 go sailing (✗) ___________________________________ 

6 play video games (✗) ___________________________________

1e 

Past continuous (was/were + main verb + -ing form) 

Were you playing 

computer games yesterday 

afternoon, David? 

No, I wasn’t. I was 

reading a book. 

affirmative 

I/He/She/It was studying at 6 pm. 

We/You/They were studying at 6 pm. 

interrogative 

Was I studying at 6 pm? 

Were you studying at 6 pm? 

Was he/she/it studying at 6 pm? 

Were we/you/they studying at 6 pm? 

negative 

I/He/She/It wasn’t studying at 6 pm. 

We/You/They weren’t studying at 6 pm. 

short answers 

Yes, I was./No, I wasn’t. 

Yes, you were./No, you weren’t. 

Yes, he/she/it was./No, he/she/it wasn’t. 

Yes, we/you/they were./No, we/you/they weren’t. 

We use the past continuous for: 

• actions in progress at a specific time in the past. He was watching TV at 7 o’clock 

last night. 

• two actions in progress at the same time in the past. She was sleeping while he 

was surfing the Net. 

• an action in progress (past continuous) when another action interrupted it (past 

simple). He was cooking when she came home. 

Time expressions: at 9 o’clock yesterday morning/etc, at 10 o’clock last night, etc. 

4 

5 

6 

Read the theory. Then, complete the sentences. Use these verbs in the past 

continuous: rain, swim, watch, not play, not have. 

1 It ___________________________________ was raining 

hard yesterday evening. 

2 I ___________________________________ TV when Harry phoned. 

3 The Turners ________________________________ a picnic at 12 o’ clock yesterday. 

4 Fran’s sister _____________________ her new video game yesterday afternoon. 

5 She ___________________________________ in the pool last Saturday afternoon. 

Form questions and then answer them using the past continuous. 

1 Harry/send/emails/at 10 o’clock/last night – No/chat online 

2 Mary/cook/yesterday morning – No/do the shopping 

3 Matt and Eve/post photos online/on Sunday afternoon – Yes 

4 you/do/your homework/yesterday afternoon at 5 o’clock – Yes 

A 

B 

A 

B 

A 

Put the verbs in brackets into the past simple or the past continuous. 

1) __________________________ (you/have) a nice time in London? 

Oh yes. We 2) ___________ (take) a sightseeing tour on a double-decker bus. 

Really? 3) __________________________ (it/be) fun? 

Well, we 4) ____________________ (get) on the bus and 5) _____________________ 

(go) straight to the top deck. I 6) ______________________ (take) photos while 

Dad 7) _____________________ (film) the sights when it 8) _____________________ 

(start) raining. 

Poor you! 

19

1f 

Skills 

HOME 

ESCAPE ROOMS 

BLOG PHOTOS ABOUT 

Video 

A tall man with a beard brought us into a room. As he was leaving, he said, “Get out of this room in 60 

minutes – or you lose!” Then the door slammed shut. 

Hi everyone! Tom here. Don’t worry – we weren’t in danger. I’m talking about an escape room! My friends 

and I went to one at the weekend, and we had an amazing time! Escape rooms are like computer games 

in real life. You have to search the room for clues to get through the exit before your time runs out. 

Our room looked exactly like a Pharaoh’s tomb. We had to find clues and solve puzzles in order to get 

out. We were very excited, but at first, we didn’t know what to do! Daniel was shaking all the pots while I 

was tapping the walls, looking for a hidden door. We had some arguments and made the room kind of a 

mess, but finally, Gemma found the clue that helped us do the first puzzle, and after 

that we got the hang of it. Just as the clock was counting down towards zero, we 

solved the last one and the exit door opened. Phew! What a relief! 

It was our first time in an escape room, so we all felt really happy that we managed to 

do it. Now, we’re hooked! We all agreed to go again on Gemma’s birthday next week, 

and try a different escape room! 

Pharaoh’s tomb - Escape Room 

Post a comment 

• slam • exit 

• clue • tomb 

• shake 

• get the hang of 

• relief • hooked 

1 

2 

Reading 

1.8 Read the title of the blog and the first paragraph. What do you 

think the blog entry is about? Listen and read to find out. 

Read again and choose the correct item. 

1 Tom went to the escape room alone/with one friend/with more than one 

friend. 

2 The theme of the escape room Tom went to was historical/present day/ 

futuristic. 

3 Tom/Daniel/Gemma has a birthday soon. 

20 

DESIGN 

YOUR 

OWN 

ESCAPE 

ROOM 

3 

Read the text again and replace the words in bold below with words/ 

phrases from the text. 

1 The escape room they went to looked like this. 

2 They weren’t sure about what to do at first. 

3 She found the first clue. 

4 They’re going to another one soon.

1f 

Study skills 

Using dictionaries 

Dictionaries 

present words in 

alphabetical order. 

When you find 

the word you are 

looking for, read 

what it means, 

how to pronounce 

it and what part 

of speech it is. 

wh-questions 

(past simple) 

Form: 

wh-word + 

auxiliary verb + 

subject + main verb 

When did you visit 

the escape room? 

BUT who/what + 

main verb + object 

(to refer to the 

subject of the verb) 

Who wrote this 

blog entry? 

4 

5 

6 

Vocabulary 

Phrases with make, have, take, do 

Fill in: make, have, take, do. Then, check in your dictionary. Choose five 

phrases and make sentences about you. 

1 _______________ photos, your time, a break 

2 _______________ a great time, fun, a chat 

3 _______________ homework, a puzzle, chores 

4 _______________ a mess, a noise, a mistake 

Prepositions 

Choose the correct preposition. Check in your dictionary. Then use the 

words in brackets to ask and answer questions as in the example. 

1 James brought us into/onto this room. (who) 

Who brought you into this room? James. 

2 Lia was at/in danger because the house was on fire. (why) 

3 Jim talked for/about an adventure he had. (what) 

4 He went to/in an escape room at the weekend. (where) 

5 Vera played with/from a friend last night. (when) 

Speaking 

What makes escape rooms popular with teens? 

Culture Spot 

The first escape room 

opened in Japan in 

2007. Now there are 

over 350 of them in the 

UK alone! The Harry 

Potter escape room is 

one of the most 

popular with teens. 

7 

Listening 

1.9 Listen to Sam and Jessica talking about escape rooms. Match the 

people (1-5) to the theme of their escape room (a-h). 

Jessica 

Sam 

Kevin 

Tracy 

Andy 

1 

2 

3 

4 

5 

a 

b 

c 

d 

e 

f 

g 

h 

detective 

spaceship 

ancient Egypt 

mystery 

adventure 

submarine 

pirate 

old castle 

Are there escape 

rooms in your 

country? Which types 

are the most popular? 

8 

Writing (a comment on a blog) 

Imagine you went to an escape room. Post a comment on Tom’s blog. 

Write: what the theme was – who you did it with – what you enjoyed 

about it (80-100 words). 

See Writing 1 p. 120 

21

1 

CLI 

L C 

(Citizenship) 

Video 

1 

1.10 Look at the picture and read the title of the text and the headings 

in Ex. 2. What do you expect to read about? Listen, read and check. 

1 

Imagine a world with no differences 

at all. You go to a party, and everyone is 

wearing the same clothes. You are at a 

restaurant, but there’s only one thing on 

the menu to eat. You go to the cinema, 

but it only ever shows the same film. 

Does it sound like fun? 

2 

Τhe students at your school are the 

same in some ways. You all start and 

finish at the same time. You do the 

same lessons and homework. You 

follow the same rules and maybe you 

wear the same clothes – a uniform. But 

that doesn’t mean there are no 

differences! 

3 

Some students are good at schoolwork, 

some are good at sports. Some are tall and 

some are short. Some have got dark hair, but 

others have fair hair. This boy is shy, while that 

one is talkative. One girl is very energetic, and 

another is always cheerful. Some walk around 

while others use a wheelchair. 

4 

The world is full of difference, but this is 

what makes it so wonderful. Red, orange, 

yellow, green, blue, indigo and violet are all 

lovely colours, but they can only make a 

beautiful rainbow when they stand together 

in the sky. In fact, they are more beautiful 

together than when they are apart. Being 

different together is what gives life colour. 

• imagine • show 

• uniform 

• wheelchair 

• indigo • violet 

2 

3 

Read again and match the headings to the paragraphs. 

A Better together 

B Contrasts 

C The same but different 

D A boring world 

Think of a friend of yours. Tell the class three ways you are 

the same and three ways you are different. 

22

1 

Project Time 1 

Are you a good friend? Take the quiz to find out. 

ht 

ght 

R 

t 

Rig 

You’re friends, but are you ‘Best Friends Forever’? 

Take our quiz and see! 

on 

n 

on! 

o 

1 Do you know who your friend’s favourite actor/actress is? ✓ ✗ 

2 Do you share all your secrets with your friend? ✓ ✗ 

3 Do you often fight with your friend? ✓ ✗ 

4 Do you listen to your friend’s problems? ✓ ✗ 

5 Do you forgive your friend’s mistakes? ✓ ✗ 

6 Do you do things just to make your friend happy? ✓ ✗ 

7 Do you know how to make your friend laugh? ✓ ✗ 

8 Does your friend cry in front of you? ✓ ✗ 

9 Do you always tell the truth to your friend? ✓ ✗ 

10 Do you keep your friend’s secrets? ✓ ✗ 

i 

BFF Quiz BFF Quiz 

1 

8-10 ✓s = BFFs 6-7 ✓s = good friends 3-5 ✓s = just friends 1-2 ✓s = needs work! 

2 

3 

4 

It’s International Friendship Day. Find a good quote and prepare a 

poster for the class. Use the key words: friendship quotes. 

What makes a good friend? Put the ideas in the list under the 

headings. Add two more of your own. 

• helps you • lies to you • cares about you • listens to your problems 

• tells others your secrets • is there for you • keeps their promises 

• ignores you • doesn’t share their things • is fun to be with 

• gossips about you • makes you sad 

A good friend... 

Presentation skills 

A bad friend... 

Use the ideas in Ex. 3 to prepare and give a 

presentation on how to be a good friend. 

5 

VALUES 

Friendship 

“A friend to all is a friend to none.” Discuss with your partner. 

See Song Section p. 106 

23

1 

1 

Progress Check 

Vocabulary 

Look at the picture and choose the correct 

word. 

4 

Grammar 

Put the verbs in brackets into the present 

simple or the present continuous. 

24 

2 

3 

This is Steve. He’s fifteen years old. 

He’s 1) tall/long and 

2) thin/chubby. He’s got short, 

3) straight/wavy, 4) dark/fair 

hair, blue eyes, a big nose and full 

lips. He’s a 5) bored/cheerful 

boy and usually looks 

6) happy/popular. However, he 

looks 7) shy/angry today because 

he’s very 8) impatient/generous 

and hates 9) caring/waiting for 

people. He and his 

10) best/favourite 

Match the words to form phrases. 

friend Jim always 

11) go/play basketball 

together 12) at/in 6 pm on Wednesdays, 

pocket 

early 

amusement 

computer 

medium 

1 

2 

3 

4 

5 

but Jim is late today. 

Complete with: spend, worry, break, 

complain, issue. 

12 x 1 = 12 

5 x 1 = 5 

1 I bought the new _______________ of my 

favourite comic. 

2 Do you _______________ time with your 

family at the weekend? 

3 After we take a(n) _______________, we 

can do our homework. 

4 My parents always _______________ about 

me watching too much TV. 

5 Don’t _______________ about your future 

so much. 

a 

b 

c 

d 

e 

park 

height 

twenties 

money 

games 

5 x 1 = 5 

5 

6 

On weekdays, Jeremy 1) ____________________ (wake) 

up at 7 am. He 2) ____________________ (get) dressed 

and 3) ____________________ (have) breakfast before 

going to school. After school, he 4) __________________ 

(do) his homework and then, he 5) _________________ 

(watch) TV. Today is Saturday. Jeremy 6) ______________ 

(not/go) to school. He and his friends 

7) ___________________ (play) ice 

hockey. Jeremy 8) _______________ 

(love) ice hockey. He also 

9) ___________________ (train) 

with his team twice a week. They 

10) _____________ (play) in the 

championship next week. 

10 x 1 = 10 

Put the verbs in brackets into the past 

simple or the past continuous. 

1 While I _____________________ (visit) 

Romania last month, I ___________________ 

(see) amazing sights. 

2 Tony _____________________ (stand) up, 

_____________________ (take) his coat and 

_____________________ (leave) the house. 

3 What ___________________________ (you/do) 

at 4 o’clock in the afternoon yesterday? 

4 George _____________________ (not/sleep) 

when I ____________________ (arrive) home. 

5 Mario _____________________ (not/come) to 

the party with us last night because he 

_____________________ (be) tired. 

Choose the correct item. 

10 x 1 = 10 

1 She use/used to ride her bike to school. 

2 They didn’t use/used to travel abroad. 

3 Did Ian use/used to have long hair? 

4 We used to/used go skating. 

5 I didn’t used/use to play golf. 

6 You use/used to like cola. 

7 Did Tom used/use to buy CDs? 

7 x 2 = 14

7 

8 

Reading 

Read the email and replace the words in 

bold with words from the text. 

Listening 

Search 

Hi Jamie, 

It sounds like you had a great summer holiday. 

Sorry I didn't write earlier, but I was on holiday with my 

parents in Kisiljevo. It's a beautiful Serbian village near 

the Danube River. We travelled from there to the 

Golubac Fortress and the Nimnik Monastery. We also 

swam in Silver Lake, tried windsurfing and waterskiing, 

and attended a local festival. I was sad to leave, but it 

was a unique experience. 

My school holidays aren't over yet. Why don't you 

come and visit Belgrade for a week before school 

starts? My dad can give you a lift from the airport. 

Please come. 

All the best, 

Danko 

Reply 

6 x 3 = 18 

1.11 Listen to Liam and his mother 

talking about his first day at a new school. 

Match the people (1-6) to the adjectives 

(a-h). 

Mr Franklin 

Josh 

Kim 

Roger 

Cybil 

Giorgio 

1 

2 

3 

4 

5 

6 

a 

b 

c 

d 

e 

f 

g 

h 

cheerful 

generous 

popular 

talkative 

honest 

impatient 

energetic 

bossy 

Video 

1 He went with them on holiday. 

2 It is a Serbian village. 

3 The village is near it. 

4 They swam there. 

5 His school holidays aren't over yet. 

6 He can give Jamie a lift from the airport. 

5 x 2 = 10 

Compose Inbox Trash 

9 

10 


Complete the dialogue with sentences a-e. 

a What’s she like? 

b Let’s go meet her now! 

c Is she the one in the red T-shirt and 

jeans? 

d What does she look like? 

e Did you meet the new girl in school? 

A 

B 

A 

B 

A 

B 

A 

Hi Carrie! 1 

No, I didn’t. 2 

Well, she’s tall and slim. 

3 Is she friendly? 

Yes, she is. She’s very energetic too. 

4 

That’s right. 5 

Writing 

Competences 

Good Very Good Excellent 

Now I can … 

Vocabulary 

• talk about appearance, clothes, character, 

feelings & activities 

Reading 

• match headings to paragraphs 

• identify key information (multiple choice) 

Listening 

listen for key information (multiple matching) 

5 x 1 = 5 

Write a blog entry about a summer holiday 

experience of yours (80-100 words). 

11 points 

TOTAL: 100 points 

Speaking 

• describe a person 

Writing 

write a paragraph analysing a survey; a comment 

on a blog 

25

Video 

1 


module? 


- sports/activities 

& equipment 

- food categories 

- health problems/ 

treatment 

- parts of the body 

A 

• Grammar 

- present perfect 

- C/U nouns – 

quantifiers 

- for – since – just – 

already – never/ever – 

yet 

- present perfect vs 

past simple 

- imperative 

2 

• Speaking 

- make suggestions – 

agree 

- express likes/dislikes 

- order at a fast food 

restaurant 

• Writing 

- a blog entry about 

your favourite sport 

- an article about a 

sports event you’ve 

attended 

B 

C 

• CLIL (PSHE): Germs 

• Culture: The 

Championships, 

Wimbledon 

• Values: Fitness 

1 

Vocabulary 

Sports/Activities & Equipment 

1.12 

Match the words (1-13) to the letters (A-M). Listen and check. 

D 

1 A 

mat 

5 

wetsuit 

10 

punchbag 

2 

goggles 

6 

snowboard 

11 

trainers 

3 

flippers 

7 

puck 

12 

skates 

26 

4 

boxing 

gloves 

8 

9 

stick 

helmet 

13 

snorkel

E 

3 

5 

K 

F 

G 

H 

L 

4 

I 

J 

M 

2 

Write the sports/activities (1-5) under the correct heading in your notebook. 

do play go 

Note! 

You can use Why 

don’t we...?/Shall 

we...? or Let’s... to 

make a suggestion. 

3 

Speaking 

Making suggestions – agreeing 

Act out dialogues, as in the example. 

A: Why don’t we do yoga?/Shall we do yoga?/Let’s do yoga. 

B: That’s a great idea. 

A: Get your mat and I’ll meet you in 5 minutes. 

27

2a 

Reading 

1 

Reading 

Look at the pictures. What is this sport? Which series of books does it come 

from? How many players are there in each team? 

Read through to find out. 

Video 

BLOG 

HOME PHOTOS PROFILE CONTACT 

Steve’s 

Sports Blog 

Hi Bloggers! I’m sure that you’ve all heard of J. K. 

Rowling’s Harry Potter books. I’m a huge fan, so I’ve 

read all of them! They’re about a boy called Harry who 

goes to a school for wizards! While there, Harry’s 

favourite sport is quidditch, and now you can play it in 

real life! There’s a quidditch club at my school and I 

joined last month. It’s brilliant! 

In quidditch, everyone rides a broomstick. We can’t fly 

them like in the books, of course, so we run around with 

them between our legs. We play on a grass pitch and 

there are seven players on each team: one seeker, three 

chasers, two beaters and one keeper. The aim is to score 

points. That’s the chasers’ job. They try to throw a ball 

through one of three hoops at each end of the pitch to 

score 10 points. The beaters try to stop them and the 

keeper guards the hoop. After 18 minutes, the snitch 

comes out. In the books, the snitch is a golden flying 

ball. In real life, though, it’s a tennis ball in a long sock 

that hangs behind the shorts of the snitch runner! The 

seeker – that’s me – who catches the snitch and throws it 

through the hoop, gets 30 points and the game ends. 

The team which has scored the most points wins! 

It sounds crazy, but quidditch is the most enjoyable 

sport I’ve ever played – and it’s a good workout, too! 

Why don’t you give it a try? 

• fan • broomstick 

• pitch • score 

• point • hoop 

• guard • workout 

2 

3 

1.13 Listen to and read the text. What do you think makes quidditch 

exciting? Give reasons. 

Ask and answer questions based on the text, as in the example. 

A: Who wrote the Harry Potter books? 

B: J. K. Rowling. 

4 

Find 3 unusual sports. Which one do you think is the strangest? Why? 

28

2a 

5 

Vocabulary 

Sports 

Look at the photos. Which are: outdoor sports? indoor 

sports? both? Make sentences. 

ice skating 

tae kwon do 

curling 

cricket 

water polo 

Study skills 

Learning 

prepositions 

Learn words 

together with the 

preposition they 

go with. This will 

help you 

remember them. 

6 

air hockey 

Ice skating is an indoor and an outdoor sport. 


Choose the correct preposition. Then, answer the questions. 

1 Are you interested in/at kickboxing? 

2 What sports are you good of/at? 

3 What sports are you bad of/at? 

4 Do you take part with/in competitions? 

5 What are the benefits to/of playing team sports? 

badminton 

Note! 

Expressing 

likes/dislikes 

I’m interested in ... / 

I’m crazy about ... / 

I like ... / I love ... / I 

enjoy ... 

I’m crazy about 

curling. It’s exciting. 

I’m bad at ... / I 

hate ... / I don’t like / 

I can’t stand ... / I’m 

sick of ... 

I can’t stand cricket. 

It’s dull. 

7 

8 

Speaking 

Use the adjectives and the 

expressions in the box to tell 

your partner what sports you 

like/don’t like. 

I like ... because .... 

I don’t like ... because … 

Who else in your class 

likes/doesn’t like the same 

sports as you? Why? 

Writing (a comment on a blog) 

Like 

It’s ... 

fun 

exciting 

thrilling 

relaxing 

amazing 

Don’t like 

It’s ... 

boring 

dangerous 

tiring 

stressful 

dull 

Think of your favourite sport and make notes in your notebook under the 

headings: name of sport – place – number of players – equipment – aim – 

how to play it. Post a comment on Steve’s blog (80-100 words). 

29

2b 

Grammar 

Present perfect (have/has + past participle) 

Have you been 

to Rome? 

No, I haven’t. 

I’ve visited Milan, 

though. 

We use the present perfect for: 

• an action which started in the past and continues up to the present. She 

has lived here for five years. 

• an action which happened at an unstated time in the past and its results 

are visible in the present. He has broken his arm. (When? It’s not 

important. We can see that he broke his arm.) 

• experiences. Henry has visited Paris once. 

affirmative negative interrogative short answers 

I/We/You/They 

have eaten. 

He/She/It has 

eaten. 

I/We/You/They 

haven’t eaten. 

He/She/It hasn’t 

eaten. 

Have I/we/you/ 

they eaten? 

Has he/she/it 

eaten? 

Yes, I/we/you/they have./ 

No, I/we/you/they haven’t. 

Yes, he/she/it has./ 

No, he/she/it hasn’t. 

Note: The children have gone to the library. (They are on their way there or 

they are there now. They haven’t come back yet.) The children have been to 

the library. (They were there some time ago, but they have come back.) 


(present perfect) 

Form: 

wh-word + 


subject + main verb 

Where has Sally 

gone for the 

weekend? 

BUT who/what + 


main verb + object 

(to refer to the 

subject of the verb) 

Who has won the 

medal this year? 

1 

2 

3 

Read the theory. Write the past participle of the verbs. See the list of 

irregular verbs at the back of the book. 

1 play ___________ played 5 swim ___________ 9 be ___________ 

2 go ___________ 6 win ___________ 10 see ___________ 

3 travel ___________ 7 fly ___________ 11 take ___________ 

4 run ___________ 8 meet ___________ 12 finish ___________ 

Complete the sentences. Use verbs from Ex. 1 in the present perfect 

affirmative. Then, use the words in brackets to ask and answer questions. 

1 Paula ________________ has run a lot of marathons because she loves running. (why) 

Why has Paula run a lot of marathons? Because she loves running. 

2 She _________________ lots of medals for running. (what) 

3 She _________________ a sports fan since she was a young child. (how long) 

4 She _________________ lots of famous sports people. (who) 

5 Paula ________________ photos of most of them. (what) 

6 Paula is in a basketball team. They _______________________ 5 matches this 

year. (how many) 

7 They _________________ all over the country to play against other teams. (where) 

Fill in: have/has been or have/has gone. 

1 Roger and Amy _________________ to the market. They’ll be back in an hour. 

2 Lana and I _________________ to the museum before. 

3 Henry _________________ to New York only once. 

4 Steve isn’t here. He _________________ home. 

5 Becky _________________ to the gym. She left an hour ago. 

30

2b 

4 

Use the verbs in the list in the present perfect negative to complete the 

sentences. 

• go • book • be • decide • make 

1 Mary ____________________ hasn’t been to Spain, so she wants to go there this summer. 

2 She ____________________ which part of Spain she wants to visit, though. 

3 That’s why she ________________________________ her tickets yet. 

4 Her friend Alicia ____________________ any plans, so she might go with her. 

5 They are good friends, but they ____________________ on holiday together 

before. 

5 

Put the verbs in brackets into the present perfect, then answer the 

questions. 

1 A: ____________________________ (they/come) back from football practice ? 

B: No, they ____________________________ . 

2 A: ____________________________(you/see) James? 

B: No, I ____________________________ . 

3 A: ____________________________ (he/fly) in a plane before? 

B: Yes, he ____________________________ . 

4 A: ____________________________ (Martha/try) snorkelling? 

B: No, she ____________________________ . 

5 A: ____________________________ (we/pack) everything we need? 

B: Yes, we ____________________________ . 

6 A: ____________________________ (she/book) tickets for the game? 

B: Yes, she ____________________________ . 

6 

Look at the table. Ask and answer questions, 


1 James/do archery? 

A: Has James done archery? 

B: Yes, he has. 

2 Lucy & Mary/do archery? 

James Lucy Mary 

✓ ✗ ✗ 

3 James and Lucy/fly in 

a helicopter? 

4 Mary/fly in a helicopter? 

5 Lucy & Mary/try scuba diving? 

6 James/try scuba diving? 

✓ ✓ ✗ 

✗ ✓ ✓ 

31

2c 

fruit & vegetables 

carbohydrates 

(grains, sugar, etc) 

proteins 

(meat, poultry, dairy 

products, etc) 

fats 

(butter, oil, etc) 

Vocabulary 

1 

Food & Food categories 

1.14 Look at the pictures. List the food/drinks under the categories. 

Listen and check. Which of these are your favourite? 

✓ 

Lunch 

pizza 

bread rolls 

✓ 

spinach 

turkey 

mushrooms 

Dinner 

pasta 

✓ 

potatoes 

steak 

✓ 

chicken 

cabbage 

Breakfast 

✓ 

✓ 

A snack 

biscuits 

milk 

egg 

ice cream 

✓ 

✓ 

pear 

cornflakes 

orange juice 

nuts 

burger 

carrots 

grapes 

32 

Note! 

2 

• We can use both 

countable nouns in 

the plural and 

uncountable nouns 

after partitives 

(phrases of quantity): 

a piece/bowl/jar/cup/ 3 

slice/loaf/glass/carton/ 

bottle. a bowl of nuts, 

a glass of water 

• We use how many, 4 

a lot of/lots of, loads 

of, (too) many, some/a 

few, not many/(very) 

few, no/not any with 

countable nouns. 

• We use how much, 

a lot of/lots of, (too) 

much, some/a little, 

not much/(very) little, 

no/not any with 

uncountable nouns. 

Sally is training for a basketball match and needs to eat healthily. 

What does she have (✓) every day? Look and say, as in the example. 

What do you have for breakfast, lunch, dinner and a snack? 

Sally has a glass of milk and an egg for breakfast. 

Look at the food/drinks in Ex. 1. Which are countable nouns? 

uncountable nouns? 

Choose the correct item. Then, answer the questions about you. 

1 How much/How many milk do you drink every day? Three glasses/slices. 

2 Do you drink a lot of/a few water every day? 2 cartons/bottles. 

3 How many/much vegetables do you eat every day? Very few/little. 

4 Does your diet contain many/much fruit? Yes, I eat a lot/very little. 

5 Do you eat some/any fish? I eat very few/little fish. 

6 Do you eat many/any junk food? Sometimes, I eat a slice/loaf of pizza.

Note! 

1 


Ordering at a fast food restaurant 

Read the dialogue and fill in the gaps with the sentences (A-G). Two 

sentences are extra. 

2d 

would like 

We use would like 

to make a polite 

offer/request. 

Would you like 

chips? Yes, please./ 

No, thank you. I’d 

like a cola, please. 

Compare: Do you 

want to eat ...? 

(informal) 

Note! 

UK currency 

Coins 

1p = one/a penny 

2p = two pence 

5p = five pence 

10p = ten pence 

20p = twenty pence 

50p = fifty pence 

£1 = one/a pound 

£2 = two pounds 

Notes 

£5 = five pounds 

£10 = ten pounds 

£20 = twenty pounds 

£50 = fifty pounds 

! 

DESIGN 

A MENU FOR 

YOUR FAST FOOD 

RESTAURANT 

2 

3 

4 

Woman 

Dan 

Woman 

Dan 

Woman 

Dan 

Woman 

Dan 

Woman 

Dan 

Woman 

1.15 

The 

Snack 

Box 

Hello. Welcome to The Snack Box. 1) __________________________ 

Let’s see. I’d like a chicken burger, please. 

OK. Would you like chips with that? 

2) __________________________ 

Anything to drink? 

A can of lemonade, please. 

OK. 3) __________________________ We’ve got apple pie and a 

selection of ice cream flavours. 

No, thanks. 4) ____________________ A How about dessert? 

So, that’s a chicken burger, small 

chips and a lemonade. 

5) __________________________ 

Here you are. 

Thank you. 

Listen and check your answers. 

Take roles and read the dialogue in Ex. 1 aloud. 

B Can I take your order? 

C That’s £5.00, please. 

D Would you like anything else? 

E Just a small portion. 

F That’s all. 

G Please take a seat. 

Work in pairs. Imagine you are in The Snack Box. Use the menu to 

act out a dialogue similar to the one in Ex. 1. 

Chips 

small £1.00 

medium £1.50 

large £2.00 

Burgers 

cheeseburger £2.50 

chicken burger £2.50 

vegetarian burger £2.00 

Other dishes 

spaghetti with 

tomato sauce £4.40 

pizza (pepperoni, 

cheese) £4.20 

Desserts 

apple pie £2.50 

ice cream 

(chocolate, vanilla, 

strawberry) £2.00 

Drinks 

cola, lemonade £1.50 

mineral water 90p 

hot chocolate £1.50 

Pronunciation 

\w\, \v\ 

1.16 

Listen and repeat. Think of more words with the same sounds. 

\w\ what, would, water, waiter 

\v\ very, vegetables, valley, village 

33

Have you bought the 

tickets? 

Yes, I’ve already 

booked them online. 

for – since – just – already – never/ever – yet 

for – since – just – already – never/ ever – yet 

She has known him for five years. (period of time) 

He has lived here since 2010. (starting point of an action) 

I’ve just finished my homework. (= a short time ago) 

I’ve already done my homework. (= before now) 

I’ve never tried yoga. (= at no time) 

Have you ever tried windsurfing? (= at any time) 

Have you spoken to them yet? (= so far) 

I haven’t met her yet. (= so far) 

1 

Read the theory. Choose the correct item. 

1 Have you yet/ever tried paragliding? 

2 Becky has just/yet finished exercising. 

3 She has ever/already talked to the doctor. 

4 Tony has lived in London for/since ten years. 

5 He has been in the ice hockey team for/since last year. 

6 Have you been to the gym yet/since? 

7 They have never/yet been ice skating. 

2 

Fill in: never, for, just, ever, already (x2), yet (2). 

1 Have they met Jane ____________________? 

2 He’s ____________________ paid the bill. 

3 She’s ____________________ tried rock climbing. 

4 We haven’t been skiing ____________________ five years. 

5 Have you ____________________ been to Italy? 

6 We’ve ____________________ had lunch. 

7 I’m afraid he’s ____________________ left. 

8 I haven’t done my homework ____________________ . 

3 

What have/haven’t you/your friends done today? Tell your partner. Use 

already, yet or just. 

34

Have you seen 

Kelly? 

Present perfect – Past simple 

Yes, she was in the 

library an hour ago. 

4 

5 

6 

Read the theory. Put the verbs in brackets into the present perfect or the 

past simple. 

A 

B 

A 

B 

A 

B 

We use the present perfect for an action that happened at an unstated time in 

the past. 

He has been to Paris twice. (When? We don’t know. The time is not mentioned.) 

We use the past simple for an action that happened at a stated time in the past. 

He left at 9 o’clock yesterday. (When? At 9 o’ clock.) 

Hi, Bill. I 1) _________________________ (not/see) you for weeks. How are you? 

I’m fine, thanks. Actually I 2) _________________________ (just/come) back 

from holiday. 

That’s great. Where 3) _________________________ (you/go)? 

I 4) _________________________ (go) to visit my cousin in Naples. 

5) _________________________ (you/have) a good time? 

It 6) _______________________ (be) wonderful. I even 7) _______________________ 

(try) windsurfing! 

Put the verbs in brackets into the present perfect or the past simple. 

1 A: _______________________ Have you seen (you/see) Marko? 

B: Yes, I _______________________ (see) him a few days ago. 

2 A: When _______________________ (they/meet) for the first time? 

B: I’m not sure exactly, but they _______________________ (know) each other 

for years. 

3 A: How long _______________________ (they/live) in Croatia? 

B: Not long; they _______________________ (move) there six months ago. 

4 A: _______________________ (you/check) your emails last night? 

B: No, I _______________________ (not/have) a chance yet. 

5 A: When _______________________ (Columbus/discover) America? 

B: In 1492. 

6 A: _______________________ (you/hear) from Laura? 

B: Yeah! She _______________________ (call) me from Belgrade last night. 

7 A: _______________________ (you/finish) the reports yet? 

B: No, I _______________________ (type) only three so far. 

8 A: How long _______________________ (she/play) basketball? 

B: For years; she _______________________ (start) learning at the age of eight. 

Use these time words/adverbs to make sentences. Tell your partner. 

• since last January • three weeks ago • last Monday • last summer 

• since 2017 • for two months • already • last Sunday morning • yet 

• for three years 

35

2f 

Skills 

Video 

1 

Reading 

1.17 Look at the pictures and read the title of the text. What would you 

like to know about Health and Sports Day in Japan? Write two questions. 

Listen to and read the text. Does it answer your questions? 

Health and Sports Day 

by Koki Shiono 

Here in Japan, we’re very keen on 

sports. In fact, we even have a 

national holiday to celebrate our 

love of sports! It’s called Health and 

Sports Day and it takes place every year on 

the second Monday in October. Japanese 

people have celebrated this day since 1966. It 

commemorates the opening of the Summer 

Olympics in Tokyo, two years before, in 1964. 

On Health and Sports Day, most schools hold 

their annual Field Day. It’s like a mini Olympics! 

Students compete in teams and take part in a 

huge variety of events. 

I’ve always enjoyed Field Day at my school, and 

this year was no different! The day began with a 

parade of all the teams. Then, all of the 

competitors spread out across a field for 

group stretching. 

During the day, we competed in many traditional 

track and field events like the 100-metre sprint 

and the long jump, but we did some unique 

Japanese games, too! For example, in tama-ire 

large teams have 2-3 minutes to throw as many 

small beanbags as possible into a basket at the 

top of a tall pole! And in o-tama korogashi 

teams of two have to roll a giant ball through an 

obstacle course! 

Health and Sports Day isn’t just for kids. It 

promotes an active lifestyle for people of all 

ages! Actually, there were some special events 

for parents at my school, too! My dad didn’t 

compete because he had a headache, but I think 

that was just an excuse! Anyway, the 

whole day was a lot of fun. 

I can’t wait for next 

year! 

• commemorate • compete 

• annual • parade • competitor 

• group stretching • sprint 

• obstacle course • promote 

• active lifestyle • headache 

36 

2 

3 

Read again and, for questions 1-3, choose the correct answer (A, B or C). 

1 When was the first Health and Sports Day in Japan? 

A 1962 B 1964 C 1966 

2 In tama-ire competitors play 

A individually. B in big groups. C in teams of two. 

3 Koki believes that his father 

A wasn’t really ill. B wanted to compete. C wasn’t feeling well. 

Do you find this event interesting? Why? Why not?

2f 

Vocabulary 

Health problems/treatment 

4 

1.18 


Sue 

Anna 

Mark 

Mike 

Nick 

Note! 

We use the imperative 

to: 

– give orders: Don’t go 

out! Stay home until 

you feel better. 

– offer sth: Have some 

tea, it’ll help you feel 

better. 

– give instructions: 

Drink one spoonful of 

this medicine, every 

12 hours. 

– make a request: Give 

me a thermometer, 

please. 

– make a suggestion: 

Let’s go to the doctor’s. 

Culture Spot 

The Championships, 

Wimbledon is a 

tennis competition 

that takes place 

every summer in 

London. It lasts two 

weeks. 

1 a headache 2 a sore throat 

5 

6 

7 

8 

Speaking 

Read the text again and make notes under the headings: name of event – 

place – date – reason – activities. Imagine you are on TV. Present the event 

and invite people to attend it. 

Listening 

Use the ideas in the box to ask and answer as in the example. 

• take a painkiller • see a doctor • drink some cough syrup • get some rest 

• stay in bed 

A: I don’t feel very well. 

B: What’s wrong/the matter? 

1.19 Listen to an 

announcement about 

a school sports day 

and fill in the gaps 

(1-5) in the notice. 

Writing (an article) 

3 a stomach ache 

Fill in the gaps with the phrases in the list. 

A: I’ve got a headache. 

B: Take a painkiller. 

• well worth • have a great time • miss the chance 

4 a temperature 

Cherrywood School Sports Day 

5 a cold 

Wednesday, 1) ______________ June 

Events start at 2) ______________ 

3) ______________ different events 

Medals presentation by 4) ______________ champion Paul Abbott 

Special prize from Taylor’s 5) ______________ Shop 

1 Don’t _________________________ to go. It’s fun for all the family. 

2 It’s ___________________ going to this festival. You’ll enjoy every minute of it. 

What are some 

of the sports 

events that take place 

in your country? Present 

them to the class. 

9 

3 If you like sports, you’ll _________________________ at this festival. 

You have attended a sports event in your country. Collect information 

under the headings in Ex. 6. Use your notes to write an article for an 

international teens magazine (80-100 words). 


37

2 

2 CLI 

L P H 

L (PSHE) 

Video 

What are they? 

Germs are tiny living things. They are so small that we can't see them – but 

they are everywhere! 

What do they do? 

Like every living thing, germs need to survive. They can only do that by 

getting into plants, animals or people. Some germs are good for our bodies. 

For example, they help us digest food. Other germs can cause diseases. 

How to protect ourselves from germs 

• germ • living 

• survive • digest 

• cause • disease 

• cough • sneeze 

• public transport 

• soap bubble 

Wash Your Hands 

after: 

– using the bathroom 

– coughing, sneezing or visiting a sick person 

– playing outside 

– using public transport 

– touching animals or pets 

before: 

– preparing or eating food 

How: 

– use warm water and soap 

– rub your hands together for at least 20 seconds 

– put soap bubbles on the backs of your hands, under your nails and between 

your fingers 

– wash the soap off under warm running water 

Germs are everywhere, but there's no need to be afraid of them. As long as you 

follow this advice, you can stay clean and healthy! 

1 

2 

1.20 Look at the pictures. What do you know about germs? What would 

you like to learn? Write down two questions. Listen to and read the text to 

see if you can answer your questions. 

Replace the words in bold with words from the text. 

1 They are tiny. 

2 Some germs can cause it. 

3 You must wash them quite 

often. 

4 You use it with warm water to 

wash your hands. 

5 They are between your fingers 

when you wash your hands. 

38 

3 

Collect information about other ways to protect ourselves from 

germs. Create a poster. Present it to the class.

1 


ht 

ght 

R 

t 

Rig 


n 


o 

Collect information about popular sports events in your country. 

Create a poster. Write a few words about each event under each picture. 

Tour 

TID 

International 

Danube 

i 

2 

2 

Invent a sport. You can use the ideas below to help you. 

Name Type Where to play it Rules Equipment 

indoor 

outdoor 

field 

beach 

number of players 

scores/time 

ball 

stick 

3 


Present the sport you invented in Ex. 2 to the class. 

4 

5 

VALUES 

Fitness 

Read the list. Choose the 

statements that are true 

for you. Can you think of 

any other benefits? 

Why should people 

play a sport? Tell the class. 

My favourite sport is … . It … 

• helps me deal with stress. 

• relaxes me. 

• challenges me. 

• helps me meet new people. 

• keeps me fit. 

• teaches me discipline. 

• helps me forget about 

my worries. 

• teaches me respect for others. 


39

2 

1 

2 

3 

40 


Vocabulary 

Complete the sentences with do, play, go 

and one of the words in the list. 

• goggles • wetsuit • boxing gloves 

• puck • mat 

1 When you ________ snowboarding, you 

need a snowboard and _______________ . 

2 When you ________ ice hockey, you need 

a stick and a _______________ . 

3 When you ________ yoga, you need a 

_______________ . 

4 When you ________ snorkelling, you need 

flippers, a snorkel and a _______________ . 

5 When you ________ kickboxing, you need 

a punchbag and _______________ . 

Fill in: sore, temperature, stomach, cold, 

headache. 

1 Penny has got a ____________________ . She 

keeps sneezing. 

2 Steve ate too many sweets and now he 

has a ______________ ache. 

3 Ann has got a __________________ throat. It 

hurts when she swallows. 

4 Mike has got a ______________ . His 

parents think that’s because he spends 

too much time playing games on his 

computer. 

5 Jane has got a ____________________ . Her 

forehead is really hot. 


5 x 1 = 5 

5 x 1 = 5 

1 How many/much milk do we have? 

2 I need to buy a slice/loaf of bread at the 

supermarket. 

3 There are only a little/few grapes left. 

4 We don't have some/any orange juice 

for breakfast. 

5 Can I have a glass/jar of water, please? 

6 There are lot/lots of strawberries in the 

fridge. 

6 x 1 = 6 

4 

5 

6 

Grammar 


perfect. 

1 ______________________________ (you/see) 

this poster about the sports day? 

2 I ______________________________ (be) to the 

British Museum twice. 

3 Stuart ______________________________ 

(never/run) in a marathon. 

4 The children _____________________________ 

(not/come) back yet. 


perfect or the past simple. 

1 She _________________ (go) to the park. 

She’ll be back in an hour. 

2 ________________________________ (he/start) 

playing tennis in 2016? 

3 It looks like Jane _________________ (lose) 

weight. 

4 I _____________________ (not/see) her since 

Monday. 

5 She _________________ (fall) off a ladder 

yesterday. 


4 x 2 = 8 

5 x 2 = 10 

1 She has ever/never played quidditch 

before. 

2 They have been here since/for last May. 

3 He has just/yet left. 

4 Have you since/ever been to America? 

5 She has already/yet booked the tickets. 

5 x 1 = 5

7 

8 


Match the sentences to make exchanges. 

1 

2 

3 

4 

5 

a 

b 

c 

d 

e 

Would you like chips with that? 

Hello. Can I take your order? 

That’s £10, please. 

How about dessert? 

Anything to drink? 

I’d like a chicken burger, please. 

Here you are. 

Yes, a large portion, please. 

A vanilla ice cream, please. 

A bottle of mineral water, please. 

Reading 

5 x 2 = 10 

Read the text and decide if the statements 

are R (right) or W (wrong). 

A glass of 

, please! 

Water is the best thing for us when we are thirsty, but it is 

important to us in other ways, too. In fact, our bodies are 

about 60% water. That means we are more water than 

bone. 

Drinking water helps us to do sport better. We can lose up 

to 10% of our body's water when we exercise. We need to 

drink more so that we can replace that water and 

perform well. Drinking water also helps our 

brains work. If you don't drink enough water, 

you can get headaches and you feel tired. 

But how much is enough? Most experts 

suggest around eight glasses a day. What 

about you? Do you drink enough water? 

1 Drinking water can help us in lots 

of ways. 

2 Half of our body is water. 

3 We lose most of our water when 

we exercise. 

4 You should drink water to think 

better. 

5 Drinking plenty of water can stop 

you from getting headaches. 

6 Experts think 8 glasses of water 

per day is too much. 

6 x 3 = 18 

9 

10 

Listening 

1.21 Listen to a radio advertisement 

and fill in the gaps (1-5) in the advert. 

Now Open! 

Writing 

5 x 3 = 15 

Write an email to your English e-friend 

about meals in your country (80-100 

words). Write about what people eat for: 

breakfast, lunch and dinner. Include the 

times of the meals. 

Competences 


Now I can … 

Croft Sports Centre 

• Indoor and outdoor sports 

• Learn 1) _____________ from famous sportsperson 

• Don’t miss the 2) _____________ course! 

• Special membership is £3) _____________ a year 

• Members must be over 4) _____________ years old 

• Close to Bute 5) _____________ 

• Email: ghaven@croftsportscentre.com 

18 points 


Vocabulary 

• talk about sports, activities & equipment 

• talk about food & food categories 

• talk about health problems 

Reading 

• read for specific information (multiple choice 

questions) 

• identify reference 

Listening 

listen for specific information (gap fill) 

Speaking 

• order at a fast food restaurant 

• present a poster on protection from germs 

• give a presentation about a sport I have 

invented 

Writing 

• write a blog entry about my favourite sport 

• write an article about a sports event 

41


module? 


- fun activities 

- places of 

entertainment 

- types of TV 

programmes/films 

• Grammar 

- will – going to – 

present continuous 

(with future 

meaning) 

- -ed/-ing adjectives 

- conditionals (zero, 

type 1) 

- both – neither – 

either 

1 

Vocabulary 

Fun activities 

Video 

a) Look at the pictures and fill in the verbs in the list. 

• take • play • see • watch • sample • go (x2) • pick 

b) 1.22 Listen and check your answers. 

• Speaking 

- discuss weekend 

plans 

- choose TV 

programmes 

- express an opinion 

- invite – accept/refuse 

• Writing 

- an instant message 

- an email about your 

weekend plans 

• CLIL (Music): 

Musical instruments 

• Culture: Camden 

Market 

• Values: Music 

appreciation 

1 ____________ science 

exhibits at the Nikola 

Tesla Museum. 

2 ____________ horse riding 

in Topčider Park. 

42

3 ____________ a ride on Marshal Tito’s 

Blue Train. 

4 ____________ down the Danube on a 

sightseeing cruise. 

5 ____________ golf on Ada 

Ciganlija. 

6 ____________ up bargains 

at stalls in Zemun Flea 

Market. 

7 ____________ a football match at 

Rajko Mitic Stadium. 

8 ____________ delicious Serbian pastries 

in Zeleni Venac. 

2 

Imagine you are in Belgrade. Say what you are going to do this weekend. 

A: We’re going to play golf on Ada Ciganlija this Saturday. What about you? 

B: We’re going to go horse riding in Topčider Park. I can’t wait. 

A: Sounds good! 

43

Reading 

• speed • motor racing 

• bend • put on 

• safety glasses 

• protect • track 

• measure • length 

• ride • last • vanish 

• underwater 

1 

2 

1.23 Go through the text quickly. Which is 

the top attraction in each place? Listen and 

read to find out. 

Read the article and choose the roller coaster 

which matches the sentences. 

On which roller coaster (A or B) … 

1 do you need to wear special equipment? 

Sue Davies 

Do you like roller 

coasters? HF :) 

#funtime 

3 

2 do you travel at extremely fast speeds? 

3 do you disappear from sight? 

4 do you travel on a bendy track? 

What do these numbers stand for? 

• 240 • 1 • 32 • 2,440 • 2 

Video 

Worth the 

You can find roller coasters in most amusement parks around 

the world – but some are more extreme than others! 

44 

A 

Ferrari World 

Abu Dhabi, UAE 

If you have a need for speed, you’ll love 

Ferrari World in Abu Dhabi, UAE. This 

amusement park, which celebrates the 

world of motor racing, includes the fastest 

roller coaster in the world – the Formula 

Rossa. This roller coaster goes up to 240 

kilometres per hour and has lots of bends, 

so you feel like you are in a 

Formula 1 race! Actually, you go 

so fast that you need to put 

on safety glasses to protect 

your eyes. Are you brave 

enough to ride it? 

B 

Cosmo World Yokohama, Japan 

Cosmo World is a huge amusement park in Yokohama, 

Japan. With its 32 fun attractions it promises a great day 

out. What makes this place unique is Vanish, an amazing 

roller coaster whose track measures 2,440 feet in length. 

That means each ride lasts about 2 minutes. Why does 

it have this name? Well, this is the only roller coaster 

in the world where you vanish into an 

underwater tunnel! When you approach the 

tunnel, you feel like you are going to crash 

into a pool of water! It’s very scary … and 

very wet!

Vocabulary 

Places of entertainment 

4 

1.24 Listen and repeat. 

Which of these places are 

popular among children/ 

youth in your hometown? 

1 amusement park 

2 concert hall 

3 circus 4 exhibition centre 5 theatre 6 stadium 

5 

What can you do in the places in Ex. 4? Choose from the list. Tell your partner. 

• attend a performance • see a sports event • listen to classical music 

• go on a roller coaster • see clowns and acrobats • see a robotics exhibition 

You can go on a roller coaster at an amusement park. 


6 

7 

8 

Choose the correct preposition. Then, answer the questions. 

1 What place is popular in/with teens in your area? 

2 Is there an amusement park in your city? What rides is it famous for/on? 

3 Are you fond in/of visiting amusement parks? 

4 Are you afraid of/in going on roller coasters? 

Speaking 

Which is your favourite amusement park? Write about: name – 

place – opening hours – special attractions – tickets. Present the amusement 

park to the class. 

Writing (a text message) 

Match the abbreviations to what they mean. 

Study skills 

Text language 

We can use 

abbreviations when 

we write text 

messages. Using 

abbreviations saves 

time and space. 

a 

9 

1 CU2moro 2 B4N 3 TTYL 4 THX 5 HF 

bye for now 

b 

thanks 

c 

have fun 

Imagine you are at one of the places in the texts in 

Ex. 1. Send a text message to your friend. Write: 

where you are – who with – what the roller coaster is 

like. You can use abbreviations (50-60 words). 

d 

see you tomorrow 

e 

talk to you later 

You won’t believe it. 

I’m … with … . 

We … . B4N. 

45

Let’s go to 

the amusement park 

tomorrow. You’ll 

love it. 

Sorry, I can’t. I’m 

going to take part in a 

sports competition. Kelly and 

Sally are coming, too. 

will – going to – Present continuous 

We use will for: 

• on-the-spot decisions. I’m too tired. I won’t go out tonight. 

• predictions based on what we think, believe or imagine with the verbs think, 

believe, hope, know. I think forests will disappear in 50 years’ time. 

• promises. I’ll be back in an hour. Don’t worry. / I promise I’ll be on time. 

• offers. I’ll help you with your project. 

We use be going to for: 

• future predictions based on what we know or see. Look at the sky! It’s not 

going to rain today. 

• future plans & intentions. Are you going to buy a new laptop now that you 

have the money? No, I’m not. I’m going to buy a new smartphone, instead. 

Time expressions: tomorrow, next week/month/year, soon, etc. 

Can I come? 

Sure. 

1 

Read the theory. How do we form the affirmative, negative and 

interrogative of will? be going to? When do we use these two tenses? 

2 

Complete the gaps. Use: will or won’t and the verbs in the 

list. 

• rise • join • be • go • rain 

1 A: Look outside – it’s raining heavily. We can’t go to the 

park. 

B: That’s OK. We ____________________ to Paul’s house to play 

computer games, then. 

2 A: It’s so cold at the moment! 

B: You’re right, but I believe that the temperatures 

__________________________ later in the week. 

3 A: I hope that the weather ____________________ nice while 

we’re on holiday. 

B: Don’t worry! I’m sure it ____________________ . 

4 A: Ted _______________ us at the cinema. He has to work late. 

B: Oh no! 

46 

3 

Ask and answer questions using the prompts and will or won’t. 

1 newspapers/exist/in the future? 

A: Will newspapers exist in the 

future? 

B: No, they won’t. 

2 everyone/speak/same 

language/in 100 years? 

3 people/travel in flying cars/ in 

the future? 

4 robots/do our housework/in the 

future? 

5 people/go on holidays/to other 

planets/in 50 years? 

6 students/learn in virtual 

classrooms/in the future?

4 

5 

6 

Complete the sentences. Use the appropriate form of be going to and the 

verbs in the list. 

• visit • chat • play • watch • attend 

This weekend ... 

1 John _______________________________ isn’t going to play football. (✗) 

2 Steve _______________________________ a film at the cinema. (✓) 

3 Paula _______________________________ her cousins. (✗) 

4 Jim and Andy _______________________________ to each other online. (✓) 

5 Kim and her mum ______________________________ a theatre performance. (✗) 

Ask and answer questions. Use the prompts and be going to. 

1 you/travel abroad this summer? 

2 you/work on TV when you grow up? 

3 where/you and your family/spend the weekend? 

4 your parents/attend a performance next Saturday? 

Put the verbs in brackets in the future simple (will) or the be going to form. 

1 A: Have you got this week’s Teen Sports magazine? 

B: I’m not sure. I _____________________________ (have) a look. 

2 A: The drama club ______________________ (hold) a performance this Sunday. 

B: Really? I _____________________________ (come)! 

3 A: There’s a documentary about celebrities on TV tonight. 

B: I know. I ____________________________ (not/watch) it, though. 

4 A: Do you think _____________________________ (Peter/come) to the party? 

B: No. He _____________________________ (spend) the weekend with his uncle. 

Note! 

We use the present 

continuous for fixed 

arrangements in the 

near future. John’s 

leaving tomorrow. 

He bought his train 

ticket yesterday. 

7 

Ann 

Tom 

Look at the notes. Correct the sentences. Write in your notebook. 

Saturday 

play video games with Sam 

go shopping with Mark 

Ann 

Tom 

Sunday 

watch basketball match 

attend a performance 

1 Ann is watching a basketball match with Sam on Saturday. Ann isn’t watching 

a basketball match with Sam on Saturday. She’s playing video games with Sam. 

2 Tom is playing video games on Sunday. 

3 Tom and Mark are attending a performance on Saturday. 

4 Ann and Sam are going shopping on Saturday. 

5 Ann is attending a performance on Sunday. 

8 

Tell your partner two things: you are/aren’t doing this evening – you 

are/aren’t going to do this weekend – you predict about the future. 

47

3c 

Vocabulary 

1 

Types of TV 

programmes/films 

1.25 


1 

game show 

2 

science fiction 

3 

soap opera 

5 

cookery show 

4 

thriller 

6 

documentary 

7 

action/adventure 

8 

fantasy 

9 

animation/cartoon 

48 

Study skills 

Intonation 

Use suitable 

intonation to show 

your feelings. This 

helps your listener 

understand you 

better. 

2 

Expressing an opinion 

Use the adjectives and the expressions to discuss TV programmes and films, 


• good • great • interesting 

• educational • fantastic 

• amusing • funny 

• OK • not bad 

• silly • childish • awful • boring 

• terrible 

• I prefer ... • I love ... 

• I’m crazy about ... • I’m interested in 

• I think they’re OK • They’re not bad. 

• I’m tired of ... • I’m bored with ... 

• I’m fed up with ... • I’m sick of ... 

• I hate ... • I can’t stand ... 

A: What do you think of documentaries? 

B: I find them boring. I prefer science-fiction films. What do you like watching? 

A: I love thrillers. They’re fantastic.


3d 

Choosing TV programmes 

1 

1.26 Steve and Anna are trying to decide what to watch on TV. What do 

they choose to watch? Listen and read to find out. 

Steve Anna, that new game show is on TV. Do you want to watch it? It 

started 5 minutes ago. 

Anna Not really. What else is on? 

Steve Well, there’s this film on – it looks like it’s a science-fiction film. 

Anna Oh, I know that one. It’s called Fourth World. Let’s watch it. 

Steve OK, but I want to watch a football match later. 

Anna What time is it on? 

Steve It’s at 8:00 on Channel 4. Mary and Josh are coming over to watch 

it, too. 

Anna Sounds good. I’ll get some popcorn. 

Note! 

• -ing adjectives 

describe what 

something is/was 

like. The film was 

boring. (What was 

the film like? 

Boring.) 

• -ed adjectives 

describe how 

someone feels/ 

felt. We were 

bored. (How did 

we feel? Bored.) 

2 

3 

Complete the gaps with -ing or -ed adjectives of the verbs in brackets. 

1 The action film is really _____________________________ (excite). 

2 They are __________________________ (interest) in watching the documentary. 

3 You’ll be _____________________________ (disappoint) by the acting. 

4 The special effects are _____________________________ (amaze). 

Act out a dialogue choosing a TV programme/film to watch. Use 

the online TV guide below and the dialogue in Ex. 1 as a model. 

TV 

GUIDE 

Channel 1 

tvguide.com 

6:00 pm 6:30 pm 7:00 pm 7:30 pm 8:00 pm 

Friends 

(US sitcom) 

Missing 

(Thriller film) 

Channel 2 

Magic Forest Eggheads 

(fantasy show) 

(game show) 

Ready Steady 

Channel 3 Cook! News & Weather 

(cookery show) 

Channel 4 

The Simpsons 

(cartoon) 

Sharks (documentary) 

EastEnders 

(soap opera) 

Do you 

know it? 

(game show) 

Elephants 

(documentary) 

Lost (action film) 

England vs 

France 

(live football match) 

B&C (comedy) 


\e\, \œ\ 

1.27 

Listen and repeat. Can you think of more words with these sounds? 

\e\ bed, met, pet 

\œ\ bad, mad, pat 

49

oth – neither – either 

Both adventure 

films and science 

fiction films are 

fantastic. 

1 

What do you 

get if you mix red 

and white, Kelly? 

Both action and fantasy films are great. (this AND that) 

Neither thrillers nor soap operas are funny. (NOT this and 

NOT that) 

We can watch either Friends or EastEnders. (this OR that) 

Study the examples. Fill in: neither, both or either. 

1 _______________________ game shows and documentaries are educational. 

2 We can watch _______________________ Elephants or Missing. 

3 _______________________ soap operas nor cookery shows are interesting. 

4 _______________________ thrillers and science fiction films are scary. 

Zero conditional (type 0) 

You get 

pink. 

I prefer 

thrillers. 

Form: if/when + present simple ➝ present simple 

If/When you drop a ball, it bounces. 

Use: We use the zero conditional for general truths, habits 

and scientific facts. We also use it to give instructions and 

advice. 

Note: We separate the two clauses with a comma when the 

if-clause is before the main clause. 

If/When water reaches 0°C, it freezes. 

BUT Water freezes if/when it reaches 0°C. 

50 

2 

3 

Read the theory. Write sentences, as in the example. 

1 the baby/be hungry ➝ he/cry 

_________________________________________________________________________ 

If/When the baby is hungry, he cries. 

2 you/not water/plants ➝ they die 

_________________________________________________________________________ 

3 you/eat/too much junk food ➝ you/gain weight 

_________________________________________________________________________ 

4 you/put your hand in a fire ➝ you/get burnt 

_________________________________________________________________________ 

5 you/spend/a lot of hours/in front of a screen ➝ your eyes/get tired 

_________________________________________________________________________ 

Complete the sentences with your own ideas. 

1 If I go to bed late, _______________________________________________________ . 

2 I feel angry when _______________________________________________________ . 

3 If I watch TV for too many hours, ______________________________________ . 

4 If I am hungry, ___________________________________________________________ . 

5 When it’s too hot, I _____________________________________________________ .

First conditional (type 1) 

Form: if + present simple ➝ future simple (will + 

infinitive without to) 

If you study, you’ll get good grades. 

It won’t be fun if you don’t come with us. 

Use: We use the first conditional to talk about 

a possible or probable situation in the present or 

future. We also use it to make promises and offers. 

Note: unless = if not (Unless it rains, we’ll go to the 

park. (If it doesn’t rain, ...) 

Why don’t you 

come round to play a 

video game, David? 

If I finish 

early, I’ll come. 

4 

5 

Read the theory. How do we form the first conditional? 

Put the verbs in brackets into the present simple or future simple. Put 

commas where necessary. 

1 If we _________________ (go) to the stadium we _________________ (see) our 

favourite band perform live. 

2 The teacher ____________________________ (explain) the exercise to you if you 

_________________ (ask) him. 

3 I _________________ (not/lend) you my camera unless you _________________ 

(be) careful with it. 

4 I _______________________ (come) to your party if my parents _________________ 

(let) me. 

5 If I _____________________ (meet) Joe tonight I ______________________ (tell) him 

the good news. 

6 If Kathy _____________________ (visit) us we ___________________________ (order) 

pizza for dinner. 

6 

Put the verbs in brackets into the correct tense. 

What type of conditional is each sentence? 

Continue the 

story. 

S1 If it’s hot 

tomorrow, I 

will go to 

the beach. 

S2 If I go to the 

beach, … etc 

1 When water freezes, it ________________________ 

(become) ice. 

2 If it rains, we ________________________ (not/go) 

to the exhibition centre tomorrow. 

3 If you heat ice, it ________________________ 

(melt). 

4 If you’re hot, I ________________________ (open) 

the window. 

5 If the tickets ________________________ (not/be) expensive, we’ll go to the 

theatre. 

51

3f 

Skills 

Reading 

Video 

1 

1.28 Look at the texts. Which is: an advert? an email? 

What is each about? Listen and read to find out. 

A Hi Julian, 

Hope you’re well! On Saturday, my brother and I are 

going to play mini-golf at Jurassic Falls Adventure Golf! 

It’s an outdoor mini-golf course in East London with a 

dinosaur theme. There are life-sized model dinosaurs throughout 

the course and some of them play sound effects! Then, we’re going to eat 

lunch there at Gogyuzu, a dinosaur-themed restaurant! 

Are you doing anything at the weekend? Why don’t you join us? We’ll pick 

you up at around 10, and bring you back afterwards. I hope you’ll be able 

to make it. I think we’ll have a lot of fun there! 

Let me know soon, 

Alex 

Capital Karts 

Feel the Speed! 

B 

Don’t let the cold rainy weather get you down! Capital 

Karts in Barking, just 15 minutes from Central London, 

has the UK’s longest indoor go-karting track. It’s 1,050 

metres long and you can drive at speeds of up to 45 

miles per hour! For just £10 per person you can enjoy a 

30-minute session. Coming as a large group? Just give us 

a call and we’ll find a special rate for you! Next month 

(February), we’re also going to start go-karting lessons 

with professional racing drivers! See our website for 

more details. 

• outdoor 

• life-sized 

• pick sb up 

• track 

• session 

• rate 

2 

Read the texts and decide if the statements are R (right), W (wrong) or 

DS (doesn’t say). 

1 Jurassic Falls Adventure Golf is an indoor mini-golf course. 

2 You can get a special price if you have lunch at Gogyuzu. 

3 Alex offers to give Julian a lift to the mini-golf course. 

4 Capital Karts has a dinosaur theme. 

5 People always book their go-karting session before they get there. 

6 You can get a discount if you and your friends go to Capital Karts 

together. 

52 

3 

Which of the places in the texts would you like to visit? Why? Tell 

the class.

4 

Vocabulary 

Do/go/have phrases 

1.29 

Choose the correct item. Listen and check. 

Skills 

3f 

1 have/go roller skating 

3 go/do windsurfing 

2 have/do a sleepover 

4 do/go paintballing 

5 have/do a games night 6 do/go t’ai chi 

Culture Spot 

Camden Market is a 

popular place for 

teens in London. 

With a lot of stalls, 

shops, cafés and 

restaurants it is the 

perfect place to pick 

up bargains and try 

delicious street food. 

Collect 

information 

about a place in your city 

teens love visiting. Talk 

about: name; location; 

what to do/see. 

Note! 

5 

6 

Speaking 

Discuss, as in the example. Use the ideas in Ex. 4 as well as your 

own ideas. 

A: Would you like to go paintballing this Saturday? 

B: Sure, why not?/That’s a great idea./Thanks, but I can’t./I’d love to, but I can’t. / 

Sure, but I can’t make it after 7 pm. 

Listening 

1.30 Listen to John and Sue discussing a weekend activity and for 

questions 1-5 choose the correct answer (A, B or C). 

1 What will Sue do on Saturday afternoon? 

A play tennis B attend a party C go to an escape room 

2 The escape room they will go to looks like a room in 

A a spaceship. B a normal house. C a castle. 

3 They are going to an escape room 

A opposite a post office. B beside a library. C near an office building. 

4 Entry to the escape room will cost 

A £5. B £10. C £15. 

5 Sue and John agree to meet at 

A 7:00. B 6:30. C 6:45. 

Opening/Closing 

remarks 

Writing (an email about your weekend plans) 

• How are you 

doing? 

• How are things? 

• Write back soon. 

7 

Imagine you are going to Capital Karts this weekend. Write an email to 

your English-speaking friend. Write: where you are going – who with – 

what you are going to do. Invite him/her to join you (80-100 words). 


53

1 

Video 

1.31 Look at the pictures of the musical 

instruments. Listen and repeat. 

There is a wide variety of musical instruments from every 

corner of the planet. Most instruments, though, fit inside 

four main categories. 

1 guitar 

WOODWIND instruments look like a 

pipe with finger holes or keys. To play 

them, you blow air through them 

and place your fingers over 

these holes or keys. 

3 clarinet 

STRING instruments have a 

certain number of strings. To 

play them, you can use a bow 

or strike or pluck the strings. 

2 saxophone 4 violin 

5 trumpet 

BRASS instruments are long tubes of brass, 

wood or shell. To play a brass instrument, you must 

vibrate your lips as you blow air into it. The air goes into 

a tube. You can make different sounds by pressing keys 

(like the trumpet) or sliding a part of the instrument (like the 

trombone). 

6 trombone 

• blow air • bow 

• strike • pluck 

• vibrate • slide • shake 

9 piano 

PERCUSSION instruments are 

instruments you can play by hitting or 

shaking them. We use them to keep the 

rhythm or make special sounds. 

7 xylophone 

8 drums 

The piano can be either a string instrument 

(because it has strings) or a percussion instrument 

(because you hit it). 

54 

Design your own 

homemade musical 

instruments. Present 

them to the class. 

2 

3 

1.32 Which musical instrument can be a string or a percussion 

instrument? Listen and read to find out. 

Read the text. Which type of musical instrument 

1 keeps the rhythm? 

2 sometimes needs a bow to play it? 

3 sometimes looks like a pipe with holes? 

4 do you play by vibrating your lips?

1 


a) 1.33 Listen to the music extracts (1-6). Match them to the musical 

instruments (a-f) below. 

1 2 3 4 5 6 

Spain 

1 

a 

accordion 

Greece 

2 

b 

guitar 

Ireland 

3 

c 

frula 

France 

4 

d 

bouzouki 

Japan 

5 

e 

fiddle 

Serbia 

6 

f 

koto 

b) 1.33 Listen again. Match the countries (1-6) to their traditional 

musical instruments (a-f). 

2 

3 

Research traditional musical instruments in Europe. Prepare a 

poster for the class. 


Collect information about a 

traditional musical instrument in your 

country under the headings: name – 

type – description – other facts. Present 

the instrument to the class. 

4 

VALUES 

Music appreciation 

a) Read the statements. Which do you agree with? 

Which do you disagree with? Why? Discuss with 

your partner. 

1 Listening to music is a waste of time. 

2 Music helps people create stories without words. 

3 Music helps people express their feelings. 

4 Music can bring people together. 

5 Music is just noise. 


b) 

Choose a 

piece of 

music. Draw 

a picture or 

think of a 

story. Present 

it to the class. 

55

3 

1 

2 

3 

56 


Vocabulary 

Fill in: circus, theatre, stadium, concert hall, 

amusement park, exhibition centre. 

1 You can watch a performance with 

actors at a(n) _________________ . 

2 You can see a robotics exhibition at a(n) 

_________________ . 

3 You can listen to classical music at a(n) 

_________________ . 

4 You can see a sports event at a(n) 

_________________ . 

5 You see clowns and acrobats at a(n) 

_________________ . 

6 You can go on a roller coaster at a(n) 

_________________ . 


Grammar 


6 x 1 = 6 

1 Let’s do/go paintballing next weekend. 

2 Lisa is going to have/do a sleepover 

with her school friends. 

3 How often do you go/do rollerskating? 

4 Henry usually plays/goes windsurfing at 

the weekend. 

5 I enjoy watching documentaries/ 

thrillers because they are educational. 

6 Let’s do/go t’ai chi. 

7 He likes picking/sampling up bargains 

at markets. 

8 He enjoys watching soap shows/operas. 

1 We will travel/are going to travel to 

Warsaw next Saturday. 

2 It’s too cold. I will close/am closing the 

window. 

3 Both/Neither cartoons and game shows 

are funny. 

4 They are leaving/will leave tomorrow 

morning at 7:30 by train. 

5 The film was amusing/amused. 

8 x 1 = 8 

5 x 2 = 10 

4 

5 

Put the verbs in brackets in the correct 

tense. 

1 When I _______________ (be) tired, I usually 

listen to music. 

2 When people talk to her, she 

_________________ (turn) red. 

3 If you ________________ (leave) now, you’ll 

be there before the lecture starts. 

4 If it rains this afternoon, we _____________ 

(not/go) to the park. 

5 They __________________ (not/come) if they 

finish late. 

5 x 2 = 10 


Complete the dialogue. Use the 

statements (a-e). 

A 

B 

A 

B 

A 

B 

A 

B 

A 

a What time is it on? 

b Do you want to watch it? 

c Don’t worry. 

d Oh, I know that one. 

e What else is on? 

Paul, your favourite cookery show is on 

TV. 1 

Not really. I’m not interested in that 

show anymore. 2 

Well, there’s this film on – it looks like 

an action film. 

3 It’s called Fifth Gear. Let’s watch 

it. 

OK, but don’t forget I want to watch a 

documentary later. 

4 

It’s at 7:00 on Channel 4. 

5 The film will be over before it 

starts. 

Great. I’ll get some snacks. 

5 x 3 = 15

6 

Wonder, by R.J. Palacino, is an inspiring book 

about a ten-year-old boy, August Pullman. August 

has a medical problem which means his face 

doesn't look like other people's. Even though he 

just wants to be like everyone else, people always 

treat him differently. 

August didn't use to go to school. He always did 

his lessons at home because his parents thought 

school would be difficult. But when August starts 

fifth grade, he goes to Beecher Middle School. A 

lot of the other students, led by the biggest bully, 

Julian, are unkind to August. But he makes some 

good friends, Jack and Summer, who don't care 

what August looks like. 

Wonder deals with a lot of important issues, such 

as family problems and bullying. The most 

important message, however, is that you can't 

judge anyone by the way they look. A beautiful 

person can be nasty, just as someone who looks 

like August Pullman can be good, kind and brave. 

I highly recommend Wonder. R.J. Palacino's 

writing will make you laugh and cry. Every 

teenager should read this book! 

7 

Reading 

Read the text. Decide if the sentences are 

R (right), W (wrong) or DS (doesn’t say). 

1 August Pullman's medical problem 

began when he was a baby. 

2 August's first day at school was 

when he started fifth grade. 

3 Julian is one of August's friends. 

4 The main message of the book 

is about bullying. 

5 The writer says Wonder will make 

readers feel happy and sad. 

Writing 

Wonder 

5 x 4 = 20 

Write an email to your English friend 

about your plans for the summer. Say: 

where you are going to go – who with – 

what you’re going to do there. Invite your 

friend to come with you (80-100 words). 

15 points 

8 

Listening 

1.34 Listen to Suzanne and Kent talking 

about a film and for questions 1-4 choose 

the correct answer (A, B or C). 

1 What kind of film does Suzanne suggest? 

A a horror film 

B a drama film 

C a science-fiction film 

2 The sitcom Suzanne’s brother wants to 

watch is at 

A 7:00. B 9:00. C 9:30. 

3 Kent will watch the film with his 

A brother. B cousin. C aunt. 

4 What will Kent eat while watching the 

film? 

A popcorn B crisps C carrots 

Competences 


Now I can … 

Vocabulary 

• talk about fun activities 

• talk about places of entertainment 

• talk about TV programmes & films 

• talk about musical instruments 

Reading 

• read for specific information (multiple 

matching) 

• identify detail (R/W/DS statements) 

Listening 

listen for specific information (multiple choice) 

Speaking 

• choose a TV programme/film 

• express an opinion 

• invite – accept/refuse 

Writing 

• write a text message 

• write an email about my weekend plans 

4 x 4 = 16 


57

Video 


module? 

1 

- - - - - - - - - - - - - - - - - - - - - - - - - - - 


- devices 

- jobs 

- computers 

- video/mobile games 

• Grammar 

- modals 

- (to)-infinitive/-ing 

form 

• Speaking 

- make predictions 

- give instructions 

- express preferences 

• Writing 

- an article about a 

film with a robot 

- a forum entry about 

a character for a 

computer game 

• CLIL (ICT): Internet 

safety tips 

• Culture: USA popular 

video game character 

• Values: Respect – 

Digital citizens 

1 

I can send 

messages. 

2 

Vocabulary 

Devices 

2.1 Label the pictures. 

Listen and check. 

• tablet • games console 

• smartphone • drone 

• virtual reality headset 

• MP3 player 

- - - - - - - - - - - - - - - - - - - - - - - - - - - 

3 

I can take 

photos. 

- - - - - - - - - - - - - - - - - - - - - - - - - - - 

I can listen 

to music. 

58

I can read 

my favourite 

books. 

5 

- - - - - - - - - - - - - - - - - - - - - - - - - - - 

I can play 

VR games. 

4 

- - - - - - - - - - - - - - - - - - - - - - - - - - - 

I can play 

games. 

6 

3 

2 

- - - - - - - - - - - - - - - - - - - - - - - - - - - 

Speaking 

Making predictions 

Which of the devices in the pictures have you got? 

How do you use them? Choose from the ideas 

below. 

• play games • call friends • send text messages 

• read books • listen to music • watch films 

• go online • keep in touch with friends/relatives 

• video chat with friends/relatives 

• take photos from the air 

• interact with 3D objects & play VR games 

I’ve got a games console. I play games with my 

friends. 

Which devices do you think will/won’t be around in 20 years? Give 

reasons. 

59

Video 

at Work 

When we think of droids, one film series comes 

to mind – George Lucas’ Star Wars! Let’s take a 

close look at what these robots can do. 

C-3PO, 

or Threepio to his friends, is 

a protocol droid. This type of 

droid tells others how they 

should behave when they meet 

aliens from different planets. 

Threepio can also speak over 7 

million different languages. People 

sometimes get angry with him because 

he talks a lot. It’s not his fault, 

though – they programmed 

him that way! 

R2-D2 is C-3P0’s 

best friend. R2-D2 is an 

astromech droid. He works on 

spaceships as a mechanic. He mostly 

repairs things, but he is also able to cut 

things with a saw, project holograms and 

put out fires. He sometimes flies with 

pilots when they go on dangerous 

missions. He’s small, but he's 

really brave. 

BB-8 and R2-D2 are 

very similar. Both of them 

are brave astromech droids. BB-8 

looks a bit different, though, because he 

is round. He can do the same things that 

R2 can, but his shape means he can roll 

around quickly. This is very useful for 

BB-8 because he often needs to get out 

of trouble fast! 

droid \drOId\ (n) a 

robot in sciencefiction 

films, books, 

etc that behaves 

like a human 

• behave • fault 

• alien • mechanic 

• repair • saw 

• project • put out 

• trouble 

1 

2 

3 

Reading 

2.2 

Listen to the music and look at the pictures. What images come to mind? 

2.3 Read the dictionary definition. What different types of droids are 

there? Listen and read to find out. 

Read again and for questions 1-3 choose the correct answer (A, B or C). 

1 What does a protocol droid do? 

A gives others advice B teaches alien languages 

C programmes other droids 

2 An astromech droid 

A often breaks things. B isn’t allowed in space. 

C makes things work again. 

3 What makes BB-8 different to R2-D2? 

A his job B his shape C his character 

4 


How can the droids in the text be useful during a space mission? 

60 

1 What comes in/to mind when 3 Astromech droids work on/at 

5 Choose the correct preposition. you listen to this piece of music? spaceships. 

2 People often get angry of/with 

him because he talks a lot. 

4 He took a closer look at/in the 

problem.

Vocabulary 

Jobs 

6 

2.4 


A artist B dentist 

YOU’RE 

HIRED! 

C doctor D mechanic E nurse F pilot 

What do you 

think your future 

profession 

will be? 

7 

8 

Match the sentences (1-10) to the jobs (A-J) in Ex 6, then say. 

1 C 

2 

3 

4 

5 

6 

G photographer H secretary I shop assistant J waiter 

I treat sick people. 

I type letters and answer 

the phone. 

I fly planes. 

I serve customers in a shop. 

I repair cars. 

I take photos. 

A doctor treats sick people. 

Speaking 

Design your own droid for a 

science-fiction film. Decide what the droid 

will look like and what it can do. Give 

the droid a name. Present your droid 

to the class. 

7 

8 

9 

10 

I paint pictures. 

I serve people food and 

drinks. 

I care for people who are 

ill. 

I treat people’s teeth. 

9 

Writing 

Find another film with 

robots. Write a short article 

about it for the school English 

magazine. Write: name of 

film – name of robot(s) – what 

it/they can do. 

61

Can I enter the 

lab, Mr Harris? 

I’m afraid you can’t, 

David. You have to 

wait here. 

Modals 

Permission (can/could) 

Can I go out? (Is it OK if ... ? – polite) 

Could we take photos? (Are we allowed to …? – more formal) 

You can enter the room. (You have permission to.) 

Possibility (could/may/might) 

He could/may/might come to the party. (It’s a possibility.) 

Prohibition (mustn’t) 

You mustn’t touch the exhibits. (It’s prohibited; you aren’t allowed to.) 

Obligation (must/have to) 

I must respect my parents. (I’m obliged to. I say so.) I have to wear a uniform at 

school. (I’m obliged to. It’s the rule. The headmaster says so.) 

I had to go to the dentist yesterday. (past) 

We will have to be there by 9:30. (future) 

Necessity/Lack of necessity (have to/need to) 

You have to/need to be here on time. (It’s necessary.) 

You don’t have to/need to come to the meeting. (It’s not necessary.) 

Advice/Recommendation (should) 

You should drink more water. (I advise you to.) 

Offers (shall/can) 

Shall I wash the dishes? Can I help you? (Do you want me to …?) 

62 

Think of your 

favourite sport. 

Tell you partner 

three rules of the 

sport using have 

to and mustn’t. 

Your partner 

guesses the sport. 

A: You have to hit 

a ball over a 

net. You have to 

use a racket. 

You mustn’t 

touch the net. 

B: Tennis! 

1 

2 

Read the theory. Choose the correct modal. 

1 A: I’m going shopping later. 

B: You should/need to go to 

the new mall – it’s great! 

2 A: Are you on a diet? 

B: Yes, the dietician says I must/ 

have to eat lots of fruit. 

3 A: Did you see the weather 

forecast? 

B: They say it might/must rain 

later. 

4 A: The computer class starts at 

7:00. 

B: We don’t have to/mustn’t be late. 

5 A: You mustn’t/don’t need to buy 

tickets. Entrance is free. 

B: Really? 

6 A: You shouldn’t/mustn’t enter this 

room. 

B: I’m sorry. I didn’t see the sign. 

Rewrite the sentences using these modal verbs: shall, don’t have to, 

mustn’t, can, should, had to. 

1 You have permission to go. 

You can go. 

2 It’s prohibited to eat in the 

computer lab. 

3 Do you want me to make some 

sandwiches? 

4 I advise you to buy a new printer. 

5 It’s not necessary to go to the 

supermarket. 

6 We were obliged to wear gloves in 

the lab.

Modals 

Requests/Demands (can, could/may) 

Can I have some more cake? (informal) 

Could/May I have a glass of water, please? (formal/polite) 

Ability (can/be able to/could) 

He can/is able to cook well. (He has the ability to …; general 

ability) He could run very fast when he was younger. (He had 

the ability to …; general ability in the past) He was able to 

upload the files. (He managed to …; specific ability in the past) 

Preference (would) 

I would like to watch TV. (specific preference) 

BUT I like watching TV in the evenings. (general preference) 

Suggestion (can/could/may/might) 

We can/could/many/might stay home and watch a film. 

(I suggest staying home ... . Let’s stay home ... .) 

Were you able 

to download the 

files, Keith? 

No. Could you 

help me, please? 

Note! 

We can also use will 

to make requests. 

Will you open the 

door for me? 

3 

4 

NO ENTRANCE 

TO ICT CLASS 


1 Tony could/may ride a bike when 

he was four. 

2 The children wouldn’t/weren’t 

able to play outside yesterday 

because it was raining. 

3 I could/would like to check my 

emails. 

TURN OFF ALL 

ELECTRONIC 

DEVICES 

DURING LESSONS 

4 May/Would I have some juice, please? 

5 Could/Can I borrow your laptop, sir? 

6 It’s quite sunny. We could/would go 

swimming. 

7 Shall I/Am I able to get you some tea? 

8 You don’t have to/mustn’t cook 

tonight. We'll eat out! 

What does each notice say? Choose the correct answer. 

1 2 3 4 

SEMINAR IN 

PROGRESS 

ASK 

TEACHERS TO 

USE THE 

LAB 

FULL EQUIPMENT 

PROVIDED FOR 

TENNIS PRACTICE 

1 a You mustn’t enter this room. b You should go to this seminar. 

2 a You shouldn’t bring your phone into the classroom. 

b You have to switch off your phone. 

3 a You should get permission to use this lab. 

b All teachers have to use this lab. 

4 a You could use your own racket. b You don’t have to bring a racket. 

5 

Complete the sentences about you. Tell your partner. 

1 I should ______________________ . 5 I wasn’t able to _____________ . 

2 I must _______________________ . 6 I would like to ______________ . 

3 I don’t have to ______________ . 7 I could _______________________ . 

4 I have to _____________________ . 8 I might ______________________ . 

63

4c 

Vocabulary 

A webcam 

B screen 

C tower 

D printer 

1 

E external hard drive 

F mouse 

G router 

H scanner 

I speakers 

J keyboard 

K flash drive 

Computers 

2.5 Match the pictures (1-11) to the words in the list (A-K). Listen and 

check, then repeat. 

1 

4 

5 

2 

3 

6 

7 

8 

9 10 

11 

2 

Fill in: upload, download, click on, scan, save, delete, connect, install, 

stream, print. Check in your dictionary. 

64 

1 You need a router to ___________________ to the Internet. 

2 To choose an item, you must ___________________ it with your mouse. 

3 You need a good Internet connection to __________ live shows on a laptop. 

4 You need a printer to ___________________ documents or pictures. 

5 Always ___________________ your important files on a back-up hard drive. 

6 A lot of people _________________ videos onto video-sharing websites so 

that everyone can watch them. 

7 Before you _________________ the new software, you should _________________ 

any unused programs from your computer. 

8 You can ___________________ pictures and documents with a scanner. 

9 You shouldn’t ___________________ music or films without paying for them.

Everyday English 4d 

1 

Giving instructions 

Complete the dialogue. Use the sentences (A-E). 

HEREFORD SECONDARY SCHOOL 

P O R T A L 

A B 

C D 

E 

George Excuse me, Mr Banks. I’m afraid I can’t 

upload my assignment to the school 

portal. 1) ____________________ 

Mr Banks Of course. First, open your Internet 

browser and go to 

www.herefordhs.com/portal. 

George OK. 2) ____________________ 

Mr Banks Then, click on where it says Log in. 

George Got it! 3) ____________________ 

Mr Banks Yes, exactly! Type in your username and 

password. Then click Enter. 

George OK. What’s next? 

Mr Banks Now, choose ‘History’ and click on 

Upload assignment. 

George 4) ____________________ 

Mr Banks Almost. Now open the window, find 

your file, click on it, then click on Open. 

George OK. Then on the browser I click on 

Upload this file, right? 

Mr Banks Yes, your file is now on the portal. 

George 5) ____________________ 

Mr Banks You’re welcome, George. 

2 

2.6 Listen and check. Then, put 

pictures A-E in the correct order. 

Compare with your partner. 

A What do I do then? 

B Is that all? 

C Could you help me? 

D That’s where I sign in, right? 

E All right. Thank you very much, 

Mr Banks. 

3 

Look at the pictures (A-E) and act out the dialogue. 

Intonation 

(in questions) 

2.7 

Listen and repeat. Mind the intonation. 

What are you doing? 

How do you do this? 

Can you fix it? 

Do you need any help? 

Is everything OK? 

Where can I put this? 

When can you help me? Are you ready? 

Note! 


➘ falling intonation 

Yes/No questions ➚ 

rising intonation 

65

Study skills 

Learning grammar 

Compare English 

grammar structures 

with structures in 

your mother 

tongue. This helps 

you learn grammar 

easier. 

(to)-infinitive 

We use to-infinitive after: 

• would love, would like, would prefer 

I’d love to go shopping with you. 

• the verbs agree, ask, decide, expect, 

hope, manage, need, offer, promise, 

seem, want, etc. We decided to spend a 

day at the exhibition. 

• too/enough. He is too young to drive a 

car. He is old enough to drive a car. 

We also use to-infinitive to express purpose. 

I’m calling to place an order. 

We use infinitive without to after modals 

(can, could, should, may, might, must, etc.) 

and let/make. She may be late for the 

lecture. He made me stay in. 

Do you want to 

go to the cinema, 

Keith? 

No. It’s too cold to go 

out. We can stay in and play 

video games. 

1 

Read the theory. Are there similar structures in your language? 

Put the verbs in brackets into the correct form with or without to. 

1 A: Where is John? 

B: In his office. Paul asked him ______________ (send) some emails. 

2 A: I’d love ____________________ (see) the new exhibition centre. 

B: We can ____________________ (go) there together if you like. 

3 A: Did you enjoy your visit to the science museum? 

B: Yes, I managed ____________________ (take) some great photos. 

4 A: We hope ___________________ (visit) the new science centre this 

morning. 

B: Can I ____________________ (join) you? 

5 A: Would you like ____________________ (come) to the lecture? 

B: I’m not sure, I might ____________________ (have) a violin lesson 

later. 

6 A: I want ____________________ (buy) Modern Warfare for Tony. 

B: Really? I think he is too young ____________________ 

(play) computer games like that. 

2 

In teams, complete the sentences. 

1 I’d like ____________________ . 

2 I decided _________________ . 

3 I promised ________________ . 

4 I’d love ___________________ . 

5 I can ______________________ . 

6 I should _____________________ . 

7 I let _________________________ . 

8 I managed __________________ . 

9 I hope ______________________ . 

10 I offered ____________________ . 

66

Oh! I love 

hanging out with 

my friends. 

She only 

likes texting. 

-ing form 

We use the -ing form after: 

• the verbs like, love, dislike, hate, enjoy, prefer, fancy. I enjoy posting 

videos on social media. 

• the verb go when we talk about activities. Mary goes windsurfing every 

year. 

• the verbs avoid, admit, begin, continue, deny, look forward to, risk, 

start, finish, etc. He avoids giving his real name to people he doesn’t 

know online. 

• the phrases be busy, it’s no use, it’s (not) worth, there’s no point (in), 

etc. There’s no point trying to get the files back. They’re lost. 

3 

4 

Chain story 

Use these words to 

continue the story. 

• love • too • can 

• would love • go 

• want • ask 

• enough • start 

• manage 

• look forward to 

S1 My best friend 

Tony loves playing 

computer games. 

S2 Last Friday it was 

too cold to go 

out, so … 

Read the theory. Put the verbs in brackets into the correct form. 

1 A: Would you like ____________________ (watch) a film on TV? 

B: Not really. I just started ____________________ (type) up my essay. 

2 A: I’d like ____________________ (thank) you for your help. 

B: We really enjoyed ____________________ (work) with you. 

3 A: Are you going ____________________ (shop) this weekend? 

B: No, I’m trying to avoid ____________________ (spend) money these days. 

4 A: You shouldn’t ____________________ (get) upset about the broken hard 

drive. 

B: I just hate ____________________ (lose) files, though. 

5 A: I’m looking forward to ____________________ (get) my new computer. 

B: I’m afraid they might not ____________________ (deliver) it until Monday. 

6 A: Shall I ____________________ (show) you how to connect the TV to the 

laptop? 

B: Not now. I’m busy ____________________ (do) my project. 

Put the verbs into the correct form. Give reasons. 

1 She is too tired __________________ (chat) with her friends online. 

2 She went to the mall __________________ (buy) headphones. 

3 He decided __________________ (study) computer engineering. 

4 Do you fancy __________________ (come) with us to the museum? 

5 How can I __________________ (help) you? 

6 I hate __________________ (listen) to classical music. 

7 It’s no use __________________ (try) to fix this 

laptop. 

8 I promised _________________ 

(help) Ann upload 

her video. 

67

4f 

Skills 

Reading 

Video 

Hey, everyone! It’s my birthday today and my 

parents bought me the latest role-playing 

game. It features my favourite video game 

character. His name’s Link and he looks like an elf. 

In the game, a princess is in danger so Link has to 

rescue her. Along the way, he fights monsters and 

collects magic items. Link doesn't talk a lot or have 

special powers, but I think he’s great because he’s 

clever and brave. Tell me about your favourite video 

game character. 

Posted by: Finlay_17, 3/7, 12:12 

Happy birthday, Finlay! I like Link, too, but I’m crazy about a character in a platform 

game. Sonic is a spiky blue hedgehog and he can run really fast! In the game, he 

has to collect gold rings. There are lots of traps in his way so he has to jump over 

them. Sonic can spin around to get extra speed, but he never gets dizzy! The thing 

I like best about him is that he never gives up. Sonic's always ready to try again 

and run even faster next time. 

Posted by: SallyB_16, 3/7, 17:53 

• latest • feature 

• elf • rescue 

• special power 

• spiky • hedgehog 

• gold ring • trap 

• spin around 

• speed • dizzy 

1 

2 

Do you play video/mobile games? Where do you play them: on a games 

console? on a computer/laptop? on a smartphone/tablet? Tell your partner. 

2.8 Look at the pictures. Do you know who these characters are? What 

special characteristics does each one have? Listen and read to find out. 

ARE 

VIDEO GAMES 

GOOD 

OR BAD 

3 

Read again and decide whether each sentence (1-6) is about Link or Sonic. 

Write L (Link) or S (Sonic). 

This video game character 

1 jumps over things a lot. 

2 helps someone important. 

3 is intelligent. 

4 doesn’t say much. 

5 is famous for moving fast. 

6 doesn’t let anything stop him. 

68 

4 

Compare the two characters in the text in Ex. 3. Which character 

seems more fun to you? Why?

5 

Vocabulary 

Video/Mobile games 

2.9 Listen and repeat. Which 

types of games are popular among 

children/youth in your hometown? 

Skills 

1 action/adventure 

4f 

2 sports 3 problem-solving 

4 simulation 

Culture Spot 

Mario is the 

most 

popular 

character 

with 

gamers in 

the USA. 

He first 

appeared in 1981. 

Which is the 

most popular 

video game character 

in your country? 

Present him/her to 

the class. 

6 

7 

8 

Listening 

2.10 

5 strategy 

Listen to an announcement about a competition and fill in the gaps. 

Speaking & Writing 

6 platform 

Talk about the types of games in Ex. 5, as in the example. 

A: Do you like strategy games? 

B: No, I don’t. I think/believe they’re difficult/boring/easy. 

A: How about sports games? 

B: I’m crazy about them. They’re fun/cool/interesting. 

A: I agree with you. 

Date: Saturday, 1) _______________ June 

Dress as: 

video game characters 

Competition time: 2) _______________ o’clock 

First prize: 

3) _______________ 

Other prizes: video games and 4) _______________ 

Entertainment: local 5) _______________ 

Create your own video game. Think about: name – type of 

video game – main character – story. Present your video game to the class. 

9 

Use your answer in Ex. 8 to write a forum entry about your video game’s 

main character. Write: his/her name – what he/she is like – what he/she can 

do – what makes him/her special (80-100 words). 


69

4 

CLI 

L C 

L (ICT 

CT) 

Video 

1 

2.11 What do we need to do to stay safe on the Internet? Listen to and 

read the text to find out. 

Device advice 

Make sure your device has 

anti-virus software and keep it 

up to date. Use your anti-virus 

software to scan your 

device regularly. 

Stay safe online with these simple tips. 

Stranger danger 

Never open emails from people 

you don’t know. They could 

contain viruses. Also, never give out 

your personal information 

online (e.g. your real name 

and address). 

Signing in 

and signing out 

For your email account you need to choose 

a username and password. Make sure you 

have a strong password that nobody 

could guess and keep it secret! Always 

make sure you sign out when 

you use a public computer. 

Shopping online 

Only shop at Internet shops which have 

a padlock icon beside the web address. 

This means that the site is safe. To be 

extra safe, don’t click on links that send 

you to online shops. Instead, type in 

the address yourself. Then, you can 

know it’s not a scam site. 

• anti-virus software 

• up to date 

• username 

• password 

• virus 

• padlock 

• scam site 

3 

2 

Read the text again and complete the sentences. 

1 It’s important to install _______________________________________ . 

2 Your password must be ______________________________________ . 

3 Some emails can be unsafe because they _____________________ 

_______________________ . 

4 When you want to visit an online shop, you should __________ 

_______________________ . 

List the ideas in the text under the headings Do & Don’t. Tell the class. 

4 

What did you know about Internet safety? What did you learn from 

the text? How can these tips help you? Write a few sentences. 

70

1 


Read the sentences about smartphone etiquette. Which sentences apply/ 

don’t apply to you? 

1 

2 

3 

4 

5 

6 

I use headphones when I am listening to 

music in public. 

I turn off my smartphone in cinemas. 

I always answer my smartphone while I 

am walking or riding my bike. 

I am polite in messages and comments. 

I ignore the people I am talking to when I 

get a message on my smartphone. 

I ask people before I put photos of them 

online. 

7 

8 

9 

10 

I never give out someone’s phone number 

without asking. 

I talk loudly on my smartphone on public 

transport. 

I take photos of people in public without 

asking. 

I send everyone updates all the time. 

2 

3 

Use the ideas in Ex. 1 to create a leaflet about the dos and don’ts of using 

smartphones. Use photos or drawings. 


Collect more information about smartphone etiquette. Think 

about: responding to texts/messages – sending texts/messages/updates 

late at night – the sounds your smartphone makes – places where you 

shouldn’t use your smartphone (library, classroom, etc). Prepare and give 

the class a presentation. Make a video of your presentation. 

4 

5 

VALUES 

Respect 

Use the verbs to complete 

the sentences. 

• keep • download • be 

• post 

Are you a good 

digital citizen? Give 

examples. 

Digital 

citizens 

Never ... 

1) ________ pirated music. 

2) ________ pictures of others without their permission. 

Always ... 

3) ________ your posts private. 

4) ________ careful about who you are talking to online. 


71

4 

1 

2 

3 

72 


Vocabulary 

Fill in: give (x2), repair, features, project, 

behave, gets, rescue. 

1 Can you _______________ me some advice 

about Internet safety? 

2 He has to _______________ the Princess in 

the game. 

3 _____________ well during the class. 

4 BB-8 _______________ into a lot of trouble 

in the Star Wars films. 

5 In the future, smartphones will be able 

to _______________ holograms. 

6 I broke my camera. Can you _________ it? 

7 Don’t __________ up too easily – try again! 

8 This game _______________ space battles 

between aliens and droids. 

Fill in: viruses, scam, password, screen, 

flash. 

1 Put the file on this ________________ drive. 

2 To choose a file on the __________________ , 

you must click on it. 

3 Be careful to avoid ________________ sites. 

4 You should install a program that will 

protect your computer from ___________ . 

5 Always keep your ________________ secret. 

Grammar 

8 x 1 = 8 

5 x 2 = 10 

Put the verbs in brackets into the correct 

form. 

1 Would you like _____________ (see) it? 

2 She avoids __________ (buy) things online. 

3 It’s not worth _____________ (try) to fix it. 

4 You mustn’t _____________ (tell) lies. 

5 He’s too young _________ (learn) to drive. 

6 I love _____________ (surf) online. 

7 I’d like _____________ (go) out tonight. 

8 She wants __________ (get) a new laptop. 

9 I hate _____________ (listen) to jazz music. 

10 He promised _____________ (help) me. 

10 x 1 = 10 

4 

5 

6 


1 We have to/must pay attention in class. 

Our teacher says so. 

2 Jane must/had to go to the bank 

yesterday. She needed some money. 

3 We don’t need to/mustn’t go to school 

today. It’s Sunday. 

4 You shouldn’t/mustn’t touch that. It’s 

forbidden. 

5 He couldn’t/shouldn’t speak English 

when he was 8. 

6 You wouldn’t/shouldn’t download films 

illegally. 

7 Could/Shall I have some tea, please? 

8 Can/Shall you help me send this email? 

9 Karen could/was able to upload the 

videos in the end. 

10 Mary would/might come to the party 

but she isn’t sure yet. 

Listening 

2.12 Listen to an announcement about 

a competition and fill in the gaps (1-5). 

DigiFan 

Competition 

Writing 

10 x 1 = 10 

• Win 10 video games 

• Character can be a person, a(n) 1) ________ 

or a monster 

• Give character a(n) 2) ___________ and a story 

• Closing date is 31st 3) ____________ 

• Make sure character is 4) __________ 

• Send entries by email or post to 43 Holt 

5) ________ , Brentford 

5 x 3 = 15 

Write a forum entry describing your 

favourite computer game. Write: name – 

type – main character(s) – plotline (80-100 

words). 

17 points

7 

8 


Complete the dialogue. Use sentences a-e. 

a Got it! 

b Could you help me upload my 

assignment to the school portal? 

c What’s next? 

d Thank you, Mr Aston. 

e What do I do then? 

A 

B 

A 

B 

A 

B 

A 

B 

A 

B 

Posted by: 

Sally_Oldman05 

18:33 23/6 

Excuse me, Mr Aston. 1 

Sure. First, open your Internet browser 

and go to the school portal. 

OK. 2 

Then, click on where it says Log in. 

3 That’s where I sign in using my 

username and password. 

Yes, exactly! Now click Enter. 

OK. 4 

Now choose Maths and click on Upload 

assignment. Select your file in the 

window, click on Open and then click 

on Upload this file on the browser. 

5 

You’re welcome, Mary. 

Reading 

5 x 2 = 10 

Read the entries and decide whether each 

sentence (1-5) is about Sally (S) or Paul (P). 

My parents bought me a new smartphone for 

my birthday. I'm crazy about it! I take it 

everywhere with me and use it all the time. 

That’s the problem really. I have it in my 

bedroom at night and it’s the first thing I look at 

when I wake up. I didn’t think it was a problem, 

until it broke one day, so I needed to give it to 

someone to repair it. I noticed that not having it 

really affected my behaviour. I was getting 

upset and angry with my friends. I felt a lot 

better when I got it back. Does this happen to 

you? What should I do, people? 

Posted by: 

Thomson_Paul 

20:17 24/6 

You’re not alone, Sally. Just a couple of hours without 

my smartphone used to make me worried and nervous. 

A friend told me that there are special camps where 

teenagers can stay to get treatment. They spend their 

time doing outdoor activities away from their devices. I 

decided to try the same thing. Not at a camp, though – 

at home. I did more exercise outside (without my phone, 

of course) and I made sure I didn’t have my smartphone 

in my bedroom at night. I’m fitter and happier now. I 

haven’t stopped using my smartphone, but I’m in 

control these days. Hope this helps. 

This person … 

1 sleeps next to their smartphone. 

2 gives the other some advice. 

3 uses their smartphone more wisely 

now. 

4 can’t live without their smartphone. 

5 got an idea from a friend. 

Competences 


Now I can … 

Vocabulary 

• talk about devices & computers 

• talk about jobs 

• talk about video games 

Reading 

read for specific information (multiple choice/ 

multiple matching) 

Listening 


Speaking 

• give instructions 

• express preferences 

• give a presentation on smartphone etiquette 

Writing 

• write an article about a film with a robot 

• write a forum entry about a video game 

character 

5 x 4 = 20 


73

Help! 


module? 

Problems 


- the environment: 

problems & solutions 

- green activities 

- wild animals 

- chores at a camp 

• Grammar 

- singular – plural 

nouns 

- definite/indefinite 

articles 

- one/ones 

- so – such – what – how 

- relative pronouns 

- some/any/no/every & 

compounds 

- imperative 

• Speaking 

- make suggestions 

- shopping 

• Writing 

an email 

• CLIL (PSHE): 

Green living 

• Culture: The Lake 

District National Park 

• Values: 

Environmentalism 

3 

1 

endangered animals 

air pollution 

4 

rubbish 

2 

deforestation 

Vocabulary 

The environment 

74 

1 

2.13 

Match the problems to the solutions. Listen and check.

Video 

Solutions 

We can do it! 

A 

walk or ride a bike 

B 

recycle or reuse 

C 

adopt an animal 

D 

plant trees 

2 

Make sentences, as in the example. Use 

reduce or save. 

If we walk or ride a bike, we can reduce air 

pollution. 

75

5a 

Reading 

Video 

Lauren’s 

Blog 

Flying the Green Flag 

Blog entry 

Hi everyone! I’ve got exciting news! Today, my school received a Green Flag! 

It’s now flying over the school assembly hall! What’s a Green Flag? Well, Eco- 

Schools, an international organisation which promotes eco-friendly schools, 

gave it to us. In the past year, we’ve installed recycling bins in the school 

corridors and each classroom has energy-efficient bulbs. Also, every Friday 

is ‘Travel Smart Day’. That’s when everyone who lives close by – both 

students and teachers – walks or rides bicycles to school instead of coming 

by car. Does anyone else go to an Eco-School? 

Monday 14/05 12:11 

Comment by Tina_TEXAS, USA, 14 

Welcome to the club, Lauren! My school’s an Eco-School, too! We’re very 

proud of our Green Flag and do lots of eco-friendly activities. For example, 

we use an outdoor classroom on sunny days to save on electricity, and in 

Art class we create art from recycled materials. Also, every Friday we 

collect litter in nearby parks. Everyone joins in and we have good fun 

together! 

Monday 14/05 19:13 

Comment by Ricky_ PAISLEY, SCOTLAND, 13 

Hey Lauren! Congratulations! I attend an Eco-School, too. We spend a lot 

of our time at school doing eco-friendly activities. We use food waste from 

the canteen to make compost. Then, we use the compost to help grow 

organic vegetables in our greenhouse. We also collect rainwater in buckets 

to water our vegetables. As our headmaster says, “Every little helps!” 

Tuesday 15/05 17:34 

76 

• receive 

• assembly hall 

• promote • install 

• energy-efficient bulb 

• recycled materials 

• litter • food waste 

• canteen • compost 

• organic • greenhouse 

• bucket 

1 

2 

Reading 

Read the text quickly. Find all the words in the blog related to school 

areas. 

2.14 Listen to and read the blog. Decide if the statements (1-5) are 

R (right), W (wrong) or DS (doesn’t say). Correct the wrong statements. 

1 They haven’t put up the Green Flag in Lauren’s school yet. 

2 There are Eco-Schools in countries around the world. 

3 On ‘Travel Smart Day’, Lauren walks to school. 

4 In Tina’s school, they sometimes have lessons outdoors. 

5 All the food in the canteen in Ricky’s school is organic.

3 

Vocabulary 

Green activities 

Reading 

2.15 Fill in: organise, build, create, start, grow, do. 

Listen to check. 

1 2 

3 

5a 

___________ a recycling club 

___________ organic 

fruit & vegetables 

___________ art from 

recycled materials 

4 5 6 

___________ a birdhouse ___________ environmental projects ___________________ a clean-up day 

Note! 

To make 

suggestions, we 

use: 

• How/What 

about + -ing? 

• Why don’t 

we …? 

• We could … . 

• Let’s … . 

4 

5 

Use the ideas in Ex. 3 to make suggestions about green activities at 

your school, as in the example. Use the language in the box. 

A: How about starting a recycling club? 

B: That’s a great idea! 


Choose the correct preposition. 

Walk to School Scheme 

Do you live close 1) in/by? Then why not walk to school instead of 

travelling here 2) on/by car? We’re starting a Walk to School scheme 

and we want everyone to join in! The first day of the scheme will be 

3) in/on Friday. For more information, talk 4) to/for Mr Richards. 

6 

Speaking 

Compare the schools in the 

blog to your school. 

THINK 

7 

Writing 

What can you do to 

make your school more eco-friendly? 

Think of five things and prepare a 

poster for your classroom. 

• Collect litter in the 

school playground. 

• Use less paper. 

77

5b 

Wow! 

That’s such a 

nice bag, Sally! 

What’s in it? 

Your shorts. 

Keith asked me to 

give them to you 

Grammar 

Singular – Plural nouns 

• Concrete nouns are nouns we can see, touch, hear, taste and feel. They have 

singular or plural forms. milk, pie, car, music, etc 

• Abstract nouns are nouns we cannot see, feel, hear, taste or touch. They are 

uncountable: love, advice, etc. Some uncountable nouns are: 

FOODS: cheese, meat, flour, etc 

DRINKS: milk, water, oil, etc 

SCHOOL SUBJECTS/FIELDS: maths, physics, etc 

MATERIALS: gold, wood, stone, etc 

OTHER: advice, information, furniture, money, news, pounds, snow, weather, etc 

Some nouns are in a plural form, but take a singular verb: athletics, billiards, darts, 

news, etc. The news is shocking. 

Some nouns always take a plural verb: clothes, congratulations, jeans, people, 

police, scissors, shorts, stairs, trousers, etc. His trousers are in the wardrobe. 

Some nouns can have both singular and plural forms, but they have a different 

meaning. Compare: This glass is Anna’s. I can’t find my glasses. 

• Collective nouns refer to a group of nouns. These are: audience, class, group, team, 

staff, etc. They take a verb in the singular or plural depending on who we refer to. 

Compare: The team is playing well. (all the players in the team) The team are 

wearing blue jerseys. (each player in the team) 

78 

1 

2 


1 The news today is/are all about Texas Eco-School. 

2 When you play lacrosse, do you wear your glass/glasses? 

3 Where is/are my football shorts? 

4 Athletics is/are a great sport for young people. 

5 Where is/are the money Mr Smith donated to the charity? 

6 100 pounds is/are lots of money for this tablet. 

7 The advice she gave us was/were very useful. 

8 Maths is/are my favourite subject. 

9 This class is/are doing really well. 

10 The police is/are looking for two men who got two paintings form the 

local museum. 

Fill in is or are. 

1 Darts _________________ his favourite free-time activity. 

2 I think Maths _________________ a difficult subject. 

3 Gymnastics _________________ her favourite activity. 

4 Where _________________ the scissors? 

5 Careful! My sunglasses _________________ on that chair. 

6 What _________________ the weather like today? 

7 Those pyjamas _________________ very old. Why don’t you buy a new pair? 

8 Aerobics _________________ a fun way to exercise. 

9 I’m afraid the news _________________ not good. 

10 Your jeans _________________ on the bed.

Grammar 

5b 

Definite/Indefinite articles 

Play in two teams. 

Make sentences 

using the names 

below. Each correct 

sentence gets one 

point. The team 

with the most 

points is the 

winner. 

• Mediterranean Sea 

• Easter Island 

• Malta • Poland 

• Mount Everest 

• National Museum 

• Oxford Street 

• River Thames 

• Italy • London 

• Lake Victoria 

• Sahara Desert 

3 

We use a/an with singular countable nouns when we talk 

about them in general. 

We use the with singular or plural nouns when we talk 

about sth specific, that is, when we mention the noun for a 

second time or when it is already known. I’ve booked a 

room in a hotel. The room costs £50 per night. 

• We also use the with the names of: rivers (the Nile), 

oceans (the Atlantic Ocean), seas (the Baltic Sea), deserts 

(the Gobi Desert), groups of islands (the Maldives), 

unique landmarks (the Eiffel Tower), hotels (the Ritz), 

museums (the British Museum), mountain ranges (the 

Alps), and cinemas/ theatres (the Tivoli). 

• We don’t use the with the names of: countries (Spain), cities 

(New York), streets (Henry Street), parks (Hyde Park), 

mountains (Everest), lakes (Lake Titicaca), individual islands 

(Majorca), continents (Asia), languages (English) and in the 

expressions go to school, by car/train, on foot etc. 

Read the theory. Underline the correct item. 

Do you know where 

the Sahara is? 

You are a 

genius! 

In Africa. 

I know! 

1 We visited the Charles Dickens/Charles Dickens museum while we were in 

London. 

2 We usually go to school/the school on foot/the foot. 

3 The documentary was about the Sun/Sun. 

4 Pandas are an endangered/the endangered species. 

5 The Nile/Nile is one of the longest rivers in the world. 

6 A lecture/The lecture we attended last night was about rivers. 

7 It’s a good idea to visit the Oxford/Oxford Street in London. 

8 The Central Park/Central Park is a huge/the huge city park in the US. 

Note! 

We use one/ones to 

avoid repeating a 

noun. 

A: Mark wants to 

read a book. 

B: Why don’t you give 

him the one you 

bought last month? 

A: Look at these 

beautiful red 

dresses. 

B: I prefer those blue 

ones over there. 

4 

Complete with a/an, one/ones or the where necessary. 

1 A: Are you staying at ______ hotel in ______ Paris? 

B: Yes. It’s ______ Notre Dame Hotel. It’s the ______ on the banks of ______ 

River Seine you told me about. 

2 A: Are you going to ______ Malta this year? 

B: No. We’re going to ______ Switzerland. We’re staying in ______ chalet in 

______ Alps. It’s the ______ Jeff stayed in last year. 

3 A: We’re going to ______ Lake Ontario in ______ Canada this summer. 

B: Really? We’re trekking across ______ Sahara Desert. 

4 A: We’re having ______ amazing time in ______ Dublin. Today, we’re 

visiting ______ National Museum. 

B: Make sure you visit ______ Phoenix Park. It’s ______ largest park in ______ 

Europe. 

5 A: Let’s buy some souvenirs. There are beautiful mugs over there. Which 

______ do you like? 

B: The blue ______ are great. 

79

3 wasp 

1 

1 butterfly 

Wild animals 


b) Which of these wild animals 

can be pets? 

4 chameleon 

2 dolphin 

5 monkey 

6 tortoise 

7 tiger 

8 crocodile 

9 beetle 

10 salamander 

11 frog 

2 

Read the definitions. List the animals in Ex. 1 under the 

headings. Say or write sentences, as in the example. 

amphibian \œm"fIbÆiÆń\ (n) 

an animal that spends a 

part of its life in water 

and a part on land 

insect \"InÆsekt\ (n) an animal 

that has three main body 

parts and six legs; some 

insects have got wings 

reptile \"repÆtaIl\ (n) a 

cold-blooded 

animal with scaly 

skin that lays eggs 

mammal \"mœmÆ´l\ (n) a 

warm-blooded 

animal, usually with 

hair, that feeds its 

babies with milk 

A butterfly is an insect. It’s got six legs and wings. 

Choose 

a country and 

find photos of 

animals that 

live there. 

Design a poster. 

Label the 

photos. 

80 

brown bear 

red fox 

roe deer

£2.50 

1 

Shopping 

Complete the dialogue. Use the sentences (A-E). One sentence is extra. 

Note! 

We read large numbers 

like this: 

£2,542 (two thousand, 

five hundred and fortytwo 

pounds) 

Read the prices: £5,680, 

£3,257, £4,299. 

£5.75 

£5.75 

£6,99 

2 

3 

4 

£3.50 

Dan Look! There’s the gift shop. Let’s get something for 

your niece. 

Assistant Hello. 1) __________________________________________ 

Amelia Hi, we’d like to get something special for my niece. 

Assistant 2) _________________________________________________ 

Dan I like the look of the soft toys. 3) _______________ 

Assistant They’re £5.75 each and with every purchase you 

make, we donate half the money to the San 

Martinez Wildlife Sanctuary to help care for sick or 

injured animals. 

Amelia That sounds like a great idea! We’ll take two – a 

toy tiger and a toy lion, please. 

Assistant What an excellent choice! 4) ____________________ 

Amelia Here you are. 

Assistant Here’s your change and A How much are they? 

receipt. Thank you for B Have you got it in red? 

shopping at San 

C How can I help you? 

Martinez Safari Park 

Gift Shop. 

D That’s £11.50 in total. 

E Is there anything in 

particular you would like? 

2.17 

Listen, read and check. 

Read the dialogue aloud. 

Take roles: two of you are customers, the other one is a 

shop assistant in the gift shop. Act out a dialogue similar to the 

one in Ex. 1. Use the pictures. 

Intonation in exclamations 

Read the theory. Then, fill in: so, such (a/an), how, what (a/an). 

1 We had __________ good time! 

2 It was __________ bad weather! 

3 __________ nice mug! 

4 He works __________ hard! 

5 __________ tasty apples! 

6 __________ expensive it was! 

2.18 

Now listen and repeat. Mind the intonation. 

Note! 

so/such/what/how 

so + adjective/adverb It was so hot! They 

ran so quickly! 

such (a/an) + adjective + noun It was such 

a difficult rescue! It was such bad news! 

What (+ adjective) + uncountable 

noun/plural noun What awful weather! 

What nice T-shirts! 

What a/an (+ adjective) + countable 

singular noun What a (nice) day! 

How + adjective/adverb How tired we 

were! How fast she was running! 

81

5e 

Grammar 

The man who lives 

next door runs the 

animal shelter. 

Relative pronouns 

Relative pronouns give more information about the subject or the object of the 

sentence. 

People: That’s the woman who/that works at the school canteen. 

Things/Animals: The leaflet which/that is on the table is about air pollution. 

Possession (people, things and animals): That’s the girl whose brother works as 

a volunteer in the animal shelter. 

Place: The petshop where she works is next to my house. 

1 

Read the theory, then complete the sentences. Use: who, which, whose or 

where. 

I know. He’s the one 

whose son plays in the 

school football team. 

1 Isn’t that the factory _______________ has installed filters on its chimneys? 

2 The tiger _______________ we are trying to save is badly hurt. 

3 The boy _______________ uncle works in the zoo is Ben. 

4 The girl _______________ won the competition is from Malaysia. 

5 This is the building _______________ Bob lives. 

6 The girl _______________ aunt lives next door has adopted a panda. 

Take turns 

to make sentences 

about the pets/ 

people/things/places 

in the list. Use 

relative pronouns. 

• hamster • goldfish 

• vet • scientist 

• kitten • puppy 

• rabbit • volunteer 

• animal shelter 

• pet shop 

• greenhouse 

S1: A hamster is a 

pet which lives in 

a cage. 

S2: A hamster is a 

pet which ... 

2 

Join the sentences. Use the words in brackets, as in the example. 

1 The person called me last night. She works at the shelter. (who) 

The person who works at the shelter called me last night. 

2 That is the charity. It helps endangered animals. (which) 

3 Last night, I met a girl. Her mother is a well-known scientist. (whose) 

4 Ruby Jones is the woman. She volunteers at our local charity. (who) 

5 That is the building. The charity event took place there. (where) 

6 This is the animal shelter. Paul works there. (where) 

82

Grammar 

5e 

some/any/no/every & compounds 

Would you like 

something to 

drink, Sally? 

No, thanks. I had some 

orange juice earlier. 

We use some and its compounds (somebody/someone, something, somewhere) in 

affirmative sentences, and in interrogative sentences to make a request or an 

offer. There are some tigers in the zoo (affirmative). Can I have some leaflets, 

please? (request) Would you like something to eat? (offer) 

We use any and its compounds (anybody/anyone, anything, anywhere) in negative 

or interrogative sentences. There isn’t anything in the bag. Are there any lions in 

the zoo? 

We use no (= not any) and its compounds (nobody/no one, nothing, nowhere) in 

affirmative sentences with a negative meaning. There is nothing to see. (= There 

isn’t anything to see.) 

We use every and its compounds (everybody/everyone, everything, everywhere) 

in affirmative, negative and interrogative sentences. They did everything they 

could to save the tiger. Not everyone signed the document. Is everyone here? 

3 

Read the theory, then choose the correct word. 

1 The bird can’t fly anywhere/somewhere because it has hurt its wing. 

2 I can’t see anything/nothing under the desk. 

3 I called you last night, but someone/no one answered the phone. 

4 Everyone/Anyone is at the animal shelter right now. 

5 I’m certain I saw the cat everywhere/somewhere in the garden. 

4 

Complete the exchanges with some, any, every, no and their 

compounds. 

1 A: I want to do _______________ to help the environment! 

B: _______________ in my school is taking part in the beach cleanup 

day. You can come, too. 

2 A: Hello! Is there _______________ I can do for you? 

B: Yes. I’m looking for a pair of plastic boots. Have you got 

_______________ black ones? 

3 A: Can _______________ help me put the recycling signs up? 

B: I’ll help, Mr Carter. I’ve got _____________ to do for half an hour. 

4 A: Have you got _______________ gloves I can borrow? It’s cold 

outside! 

B: Sure. I’ve got a blue pair _______________ around here. Let me 

find them. 

5 A: Did you buy _______________ in the zoo’s gift shop? 

B: No, there was _______________ that I liked. 

83

Video 

OLUNTEERING in 

YOSEMITE NATIONAL PARK 

Wendy Roberts has just returned from a volunteering holiday in 

Yosemite National Park in California, USA. Here are some extracts from 

her journal. 

Monday 

This morning, I arrived in Groveland, 

a small town just outside the park. 

There, I joined up with the other 

volunteers in the group; they’re from 

all over the world! Everyone seems 

really friendly. We’re staying in a 

hotel here tonight, but tomorrow 

morning we’re heading into the 

park. I can’t wait to get to work. 

Tuesday 

This morning, we entered the park 

and set up our tents. Our campsite’s 

in a deep valley on the bank of the 

Merced River. We all have to tidy 

our tents, and it’s my job to do the 

washing-up in the river and help in 

the kitchen! In the afternoon, we 

walked to Yosemite Falls where we 

picked up litter and repaired paths. 

Wednesday 

Today, we went up the river in kayaks. Black bears and deer were 

watching us from behind the trees! Eventually, we arrived at our 

destination and our group leader gave us digital cameras. Every year, 

photos from the exact same spots are taken around the park. It’s called 

‘repeat photography’ and it allows experts to compare photos from year 

to year, and spot any environmental problems. It was fun work – and it 

feels good to make a difference! I think I’ll come back next year to do 

some more volunteering! 

• extract • journal 

• volunteer 

• set up • valley 

• bank • repair 

• path • deer 

1 

2 

Reading & Speaking 

2.19 Listen to the sounds. Where are you? 

What can you see? How are you feeling? 

2.20 Read the title of the text and the introduction. What jobs can you 

do as a volunteer in Yosemite National Park? Listen and read to find out. 

Study skills 

Predicting content 

The layout of a text 

helps us predict its 

content. 

3 

Read the text and, for questions 1-3, choose the correct answer (A, B or C). 

1 The people in Wendy’s volunteer group 

A are from the same country. 

B were old friends of hers. 

C met each other for the first time. 

2 The campsite where Wendy stayed 

A was at the edge of a river. B was deep in the park. 

C had lots of litter. 

3 Wendy used a digital camera to photograph 

A wild animals. 

B her group. 

C the park. 

84 

4 

What makes Wendy an eco-teen? Tell the class.

Skills 

5f 

Vocabulary 

Chores 

5 

2.21 Listen and repeat. Which of these chores did Wendy do during her 

holiday? 

1 set the table 

2 clear the table 3 do the washing-up 

4 help in the kitchen 

5 tidy the room 

6 take out the rubbish 

7 do the laundry 8 clean the bathroom 

Note! 

Let/Make 

After the verbs let and 

make we use infinitive 

without to. 

My mum lets me go 

out on a Saturday 

night but she makes 

me do the washing-up 

before I leave. 

6 

7 

Which of the chores in Ex. 5 do you: always, usually, often, sometimes, 

rarely, seldom, never do at home? Which chores do your parents make you 

do? Tell the class. 

I always tidy my room. My dad makes me clear the table after dinner. 

Listening 

2.22 You will hear some information about a volunteering holiday in a 

national park. For each question, fill in the missing information in the gaps. 

Culture Spot 

The Lake District 

National Park is the 

largest national 

park in England 

where people go on 

volunteering 

holidays. 

Age: 1) ___________ – 18 

Accommodation: each volunteer gets a separate 

2) ___________ 

Duties: • 3) ___________ fences and signs 

• pick up 4) ___________ 

• do wildlife surveys 

Volunteers need: • walking boots 

• a 5) ___________ 

Apply before: 6) ___________ 

Which is the largest 

national park in your 

country? What can 

people do and see 

there? 

8 

Writing (an email) 

Imagine you went on a volunteering holiday to the park in Ex. 7. Write an 

email to your English friend about your experiences there. Write about: 

the park’s name and location – your duties – your feelings (80-100 words). 


85

use plastic bags 

5 

CLI 

L (PS 

H 

PSHE) 

1 

What are some ways you can help the environment in your daily life? Read 

through to find out. 

Video 

There are lots of things 

we can do in our daily 

lives to care for our 

planet. Here are a few 

tips to help you go 

green! 

Use 

Water is life, so it’s important we don’t waste 

1) _______________ ! Turn off the tap while 

brushing your teeth and 2) _______________ a 

shower instead of a bath. Do the washingup 

in a bowl rather than under running 

water. Use dishwashers and washing 

machines only for full loads. 

less electricity 

Save water 

Switch off the light when you leave a room 

and turn off your TV and other devices 

instead of leaving 3) _________________ on 

standby. The more electricity we use, the 

4) _________________ we burn fossil fuels. 

Plastic bags 5) __________ a long time to 

degrade and they can harm wildlife when 

they end up in our rivers, lakes and 

seas. So, take your own cloth bag when 

you 6) _____________ shopping and say 

‘no’ to plastic bags! 

Don’t 

86 

• running water 

• full load 

• on standby 

• degrade 

• cloth bag 

Note! 

We use the 

imperative to 

express prohibition 

and rules of conduct. 

Don’t throw litter! 

(negative) (It’s 

prohibited) 

Turn off the light 

when you leave your 

room. (positive) (rule 

of conduct) 

2 

3 

4 

5 

Read the text again and fill in the gaps (1-6) with the appropriate word. 

Each gap needs one word only. 

2.23 Listen to and read the text. Which of the tips in the text do 

you already do? Which do you plan to do in the future? Tell your partner. 

Use the verbs in the positive or negative imperative to make sentences. 

• save • use • go • turn 

1 __________ shopping with plastic bags. 

2 __________ off all electrical appliances when you don’t need them. 

3 __________ dishwashers when they are not full yet. 

4 __________ electricity to help the planet. 

Find more tips about green living. Think about: rainwater – 

old clothes – food – paper. Prepare a leaflet.

1 


ght 

t 

ght 

R 

Rig 

i 


n 


o 

Look at the picture. What do you think it means? Tell the class. 

5 

Don’t blow it! 

Good planets 

are hard to find. 

2 

3 

It’s Environment Day at your school. Prepare a poster to advertise the 

event. 

Presentation Skills 

Collect information about what we 

can do to protect the environment. Prepare and 

give the class a presentation. 

4 

VALUES 

Environmentalism 

Explain the quotes. 

Look deep into nature, and 

then you will understand 

everything better. 

Albert Einstein 

5 

It’s Earth Day at your school. 

Think of activities to celebrate it, e.g. 

plant trees, watch documentaries, 

create green art, etc. The class selects 

three of the ideas. 

No water, no life. 

No blue, no green. 

Sylvia Earle 


87

5 

1 

2 

3 

88 


Vocabulary 

Fill in: deforestation, pollution, 

endangered, rubbish, electricity. 

1 Air __________________ is a serious 

problem in big cities. 

2 We can plant trees to help reduce 

__________________ . 

3 Households produce a lot of 

__________________ these days. 

4 Turn off unnecessary lights to save 

__________________ . 

5 We need to protect the habitats of 

__________________ animals. 

5 x 2 = 10 


1 Students did/created works of art from 

recycled materials. 

2 Ted had to start/set the table before we 

ate. 

3 James organised/started a clean-up day 

last month. 

4 They build/grow their own fruit in a 

greenhouse. 

5 You need to tidy/clear your room. It’s 

very messy! 

5 x 1 = 5 

Grammar 


1 He played such/so well! 

2 There’s anything/nothing in the bag. 

3 Is/Are there any news about Paul? 

4 You shouldn’t go anywhere/nowhere 

because you’re ill. 

5 Can someone/no one help me carry the 

bags, please? 

6 The information I found was/were very 

useful for my project. 

7 What/How good news! 

8 Where is/are my shorts? 

8 x 1 = 8 

4 

5 

6 

Complete the sentences with who, which, 

whose or where. 

1 The boy __________ is playing the violin is 

my brother. 

2 Sally is the girl __________ mother is a vet. 

3 This is the restaurant __________ we meet 

every Sunday. 

4 The woman __________ company sells 

these clothes is my mum’s friend. 

5 The charity __________ James started is 

very successful. 

5 x 2 = 10 

Fill in the where necessary. 

1 The world’s largest ocean is ______ Pacific 

Ocean. 

2 We’ve already been to ______ British 

Museum. 

3 ______ Hyde Park in London is really 

beautiful. 

4 ______ Malta is an island in the 

Mediterranean Sea. 

5 ______ Parthenon is in Athens, Greece. 

Listening 

Earth 

5 x 1 = 5 

2.24 You will hear some information 

about Earth Day at a secondary school. For 

each question, fill in the missing 

information in the gaps. 

Day 

Day of activities: 1) _______________________ , 21st April 

Classes end at 2) __________________________________ 

Activities: 

• plant trees beside the 3) __________________________ 

• hear talk about 

4) ___________________________ 

• make art from recycled 

materials 

Students should bring: 

• pair of gloves 

• empty 5) __________________ 

Sign up for clean-up day: 

outside the 6) __________________ 

6 x 2 = 12

7 

Reading 

Read the text. Decide if the sentences are 

R (right), W (wrong) or DS (doesn’t say). 

My Blog Website E-mail 

One Man and his Dog's Blog 

Hi, Stefan here! I've just got back from somewhere 

really special: Tara National Park, Serbia. It's got a 

huge variety of wildlife, including several endangered 

species, such as the European otter, the grey wolf and 

the brown bear. Visitors can even go on a bearwatching 

tour, but I didn't do this because you have to 

be still and quiet for hours. I was with my dog Rocky, 

of course, and he's not very good at being still and 

quiet! 

You can take dogs to Tara National Park, but you must 

keep them on a lead at all times. You also have to stay 

on the paths, but that's OK because there are 25 of 

them and they cover 220 km! My favourite was the 

Banjska Stena path. There's a tower at the top. It's 12 

metres tall, and from there I took some fantastic 

photos of Lake Perucac, the Drina River Canyon and 

the mountains around it. 

Visitors can try rock climbing and rafting in Tara 

National Park, too, but I couldn't do those things with 

Rocky! We visited the Solotnik Fortress, though, and 

we stayed in a cabin next to a lake. I went swimming 

every morning, but Rocky stayed on the shore and 

watched me. Most 

dogs love water, 

but not Rocky! 

What's your 

favourite national 

park? Let me know 

in the comments. 

Post 

1 Stefan has visited Tara National 

Park before. 

2 Stefan didn't go on the 

bear-watching tour because 

it sounded boring. 

3 Rocky and Stefan walked along 

all 25 paths in Tara National Park. 

4 Stefan didn't go rock climbing. 

5 Rocky enjoyed swimming in the lake. 

Video 

5 x 5 = 25 

8 

9 


Match the exchanges. 

How much are they? 

I’ll take these two. 

How may I help you? 

Thank you very much. 

That’s £20 in total. 

Writing 

Competences 


Now I can … 

Vocabulary 

• talk about environmental problems & solutions 

• talk about green activities 

• talk about chores 

Reading 

• understand detail (R/W/DS sentences) 

• read for specific information (multiple choice) 

• complete an article (open cloze) 

Listening 


Speaking 

• make suggestions 

• go shopping 

Writing 

5 x 2 = 10 

You have recently visited a place of natural 

beauty in your country or another country. 

Write an email about it. Write: the place’s 

name and location – what activities you 

did – your feelings (80-100 words). 

15 points 


• create a poster 

• write an email about a volunteering holiday I 

went on 

1 

2 

3 

4 

5 

a 

b 

c 

d 

e 

Here you are. 

I’d like to buy a 

mug, please. 

Excellent choice. 

They’re £16.40 

each. 

You’re welcome. 

89

Video 


module? 


- shops & services 

- signs 

- geographical 

features 

- means of transport 

- shapes/materials 

• Grammar 

- prepositions of 

place/movement 

- comparative 

- superlative 

- adverbs 

- order of adjectives 

- linking words 

• Speaking 

- ask for/give 

directions 

- buy a ticket 

• Writing 

- tweets about 

getting around 

- a story 

• CLIL (Geography): 

Weather and Climate 

• Culture: The Tube 

• Values: Responsibility 

1 

Vocabulary 

Shops & Services 

a) 2.25 Look at the map. Listen and repeat. Which are shops? 

Which are services? Which are open spaces? 

b) Look at the map and ask answer as in the example. 

A: Excuse me, where’s the bookshop? 

B: It’s next to the newsagent’s. 

c) Which shops/services are there in your area? Tell the class. 

90 

2 

Look at the map again. Where can you: 

buy: a magazine? 

a stamp? flowers? meat? 

cheese? fish? bread 

rolls? a teddy bear? 

have: dinner? lessons? 

play: with your friends? 

keep: your money? 

borrow: a book? 

You can buy a magazine at the newsagent’s.

Prepositions of place 

opposite 

behind 

next to 

in front of 

between 

Prepositions of movement 

to 

into 

along 

onto 

across 

out of over through 

Note! 

Giving directions 

• Go up/down/ 

along (a road). 

• Turn left. 

• Turn right. 

• Take the first/ second 

etc, left/right. 

3 

4 

Look at the map for a minute. Close your books and write down as many 

shops/places you can remember. Tell the class. 

Speaking 

Use prepositions of movement, the phrases in the box and the 

map to give directions from: 

• the school to the bookshop • the fishmonger’s to the hospital 

• the delicatessen to the library • the butcher’s to the post office 

• the florist’s to the police station 

A: Could you tell me how to get to the bookshop, please? 

B: Certainly. First, go down Apple Street and turn left into Marple Street … . 

91

6a 

Reading 

1 

Listening & Reading 

2.26 Listen to and read the text quickly and find five means of transport. 

What kind of text is this? 

Video 

5 FOLLOWING 

45 FOLLOWERS 

LONDON 

FOLLOW 

Sally Shaw @theshawthing • 5hr 

Hi ppl! I’m on a red double decker bus – the best way 2 see London’s landmarks. Here’s 

Buckingham Palace. Maybe I’ll see the Queen! TMB 

Dan Turner @DannyBoy06 • 3hr 

Try a bike tour, Sally. It’s cheaper than taking a bus and more environmentally friendly. IMO it’s the 

quickest way 2 get around .#London 

Alfie Foley @theoneandonlyalfie • 3hr 

I went on a cable car over the River Thames. I could see all the sights up there. Definitely more 

exciting than buses or bikes! It was gr8! #London 

Bobby Danvers @bobnotdan • 2hr 

Sorry, but a cable car ride isn’t as exciting as a helicopter tour! I went last summer. Had the time of 

my life. Can’t wait 2 go again! #London 

Lily Piper @lilyofthevalley • 2hr 

How about a cruise along the River Thames? A boat’s the most relaxing way 2 check out all 

London’s tourist attractions. BFN! #London 

92 

• landmark 

• environmentally friendly 

• get around • sights 

• cruise • check out 

• tourist attraction 

2 

3 

Read again and decide if the sentences below are R (right), W (wrong) or 

DS (doesn’t say). 

1 It is Sally's first time in London. 

2 Bike tours are bad for the environment. 

3 Alfie prefers cable cars to buses. 

4 Bobby enjoyed flying in the helicopter. 

5 Lily thinks river cruises are tiring. 

Do you know of any other interesting places to see in London?

Reading 

6a 

Vocabulary 

Signs 

A 

4 

2.27 Match the signs (A-H) to the 

places you can see them (1-8). Listen and check. 

F 

B 

D 

H 

E 

G 

C 

Culture Spot 

The London 

Underground, or the 

Tube, is the World’s 

first underground 

railway. About 5 

million passengers 

commute per day. 

5 

1 B a school 4 a park 

7 a department store 

2 a library 5 a bookshop 

8 a supermarket 

3 a hospital 6 a car park 

What does each sign mean? Tell your partner. 

B means there’s a school nearby and you should drive with care. 

Speaking 

6 

Which tour would you choose to see the sights in London? Why? 

Collect 

information 

about a transport 

system in the capital 

city of your country. 

Present it to the class. 

Note! 

ppl = people 

BFN = Bye for now 

gr8 = great 

IMO = In my opinion 

TMB = Text me back 

2 = to/two 

7 

8 

Writing 

Read the box. Find examples in the text in Ex. 1. Use abbreviations to 

complete the gaps. 

1 I’m having a _______________ 

time! 

2 Morning _______________ . I’m on 

holiday! 

3 _______________ , a cruise is the best! 

4 Need advice. Please _______________ . 

5 That’s all from me! _______________ . 

Imagine you went on holiday in your country’s capital city. In groups, write 

tweets about how to get around like the ones in Ex. 1. Use abbreviations. 

Remember: do not use more than 280 characters per tweet. 

93

6b 

Peter’s Café is 

too expensive. It is 

more expensive than 

Ann’s Café. 

Grammar 

Comparative 

We use the comparative form to compare two people, animals, places, things or objects. 

Short adjectives: 

adjective + -er + than (+ noun) The museum is older than the library. It’s noisier here 

than in the village. The museum is bigger than the gallery. 

Long adjectives: 

more/less + adjective + than (+ noun) Los Angeles is more crowded than New York. 

Berlin is less exciting than London. 

• as ... as: for two people, animals, things etc that are the same His car is as fast as 

yours. 

• not so/as ... as: for two people, animals, things etc that aren’t the same Her house 

isn’t so/as big as yours. 

Yes, but the waiters 

aren’t as friendly as the 

ones in Peter’s Café. 

too – enough 

• too + adjective: for something that is more than we want/need It’s too expensive to 

travel by plane. 

• adjective + enough: for something that is as much as we want/need He’s old 

enough to drive a car. 

Irregular forms: good – better, bad – worse, much/many – more, little – less 

94 

Note! 

Adjectives tell us 

what something or 

someone is like. 

They are the same 

in the singular and 

the plural. They 

come before a 

noun (a tall 

building) or after 

the verb to be (The 

building is tall.). 

1 

2 

3 

Read the theory. Then, write the comparative forms. 

1 fast – ________________ faster 

7 beautiful – ________________ 

2 attractive – ________________ 8 easy – ________________ 

3 large – ________________ 9 bad – ________________ 

4 thin – ________________ 10 good – ________________ 

5 small – ________________ 11 little – ________________ 

6 heavy – ________________ 12 careful – ________________ 

Form complete sentences using comparative forms. 

1 London/beautiful/Paris London is more beautiful than Paris. 

2 the department store/large/the clothes shop 

3 the stadium/big/the post office 

4 The Eiffel Tower/heavy/the Statue of Liberty 

5 The museum tickets/cheap/the art gallery tickets 


1 It is more colder/colder in Poland than it is in Spain. 

2 The river cruise isn’t exciting enough/too for Jimmy. 

3 Windsor Castle is as famous as/than Buckingham Palace. 

4 Cities are as busy/busier than the countryside. 

5 It’s too/enough cold to go swimming. 

6 Serbia is big/bigger than Croatia.

What’s the 

tallest building 

in the city, Kelly? 

The library because it’s 

got the most stories. 

4 

5 

Superlative 

Grammar 

We use the superlative form to compare one person, animal, place, thing or 

object with two or more other people, animals, places, things or objects. 

Read the theory. Then, write the superlative forms. 

1 slow – ________________ 

the slowest 

2 expensive – ________________ 

3 good – ________________ 

4 attractive – ________________ 

5 hot – ________________ 

6 nasty – ________________ 

6b 

Short adjectives: the + adjective + -est (+ noun) + of/in The Pacific Ocean is the 

deepest ocean in the world. Which is the noisiest city in the world? The mall is 

the biggest building in the city. 

Long adjectives: the + most/least + adjective (+ noun) + of/in Mumbai in India is 

the most crowded city in the world. Which is the least expensive restaurant in 

your city? 

Irregular forms: good – the best, bad – the worst, much/many – the most, little 

– the least 

a) Write the superlative forms. 

7 exciting – ________________ 

8 easy – ________________ 

9 bad – ________________ 

10 many – ________________ 

11 famous – ________________ 

12 close – ________________ 

Geographical features 

1 Iguazu Falls is ________________________________ (impressive) 

waterfall in the world. 

2 The Atacama Desert is ________________________ (dry) place on Earth. 

3 The River Nile is _________________ (long) river on Earth. 

4 The Amazon Rainforest is __________________________ (big) 

rainforest in the world. 

5 Gotahuasi Canyon in Peru is the __________________________ (deep) 

valley in the world. 

6 Bondi Beach is _______________________ (popular) beach in Sydney. 

6 

b) Compare geographical features in your country. 

Write sentences about your city/town in your notebook. Use the 

comparative or superlative forms of the adjectives in brackets. 

• (tall) building • (big) park • (good) place to hang out • (crowded) area 

• (busy) shop • (expensive) place to eat 

The Avala Tower is the tallest building in Belgrade. 

95

Travel & Transport 

1 

2 

Look at the imap. Where can you see it? What can you see? 

In which of the places on the map can you find ... 

• canoes, houseboats, jet skis? • planes, helicopters? 

• trucks, cars, vans, motorbikes buying fuel? 

• passenger ships, cruise ships, yachts? • buses, coaches, trams? 

• express trains? • fire engines? • underground trains? • ambulances? 

We can find canoes, houseboats and jet skis on a river. 

96 

Note! 

In English we use: 

• at to give a 

general location. 

We have just 

arrived at the 

airport. 

• in to give a 

specific location 

(especially inside 

a building). 

There is a dutyfree 

shop in the 

airport. 

• by + bus/taxi etc. 

BUT on foot 

3 

4 

Choose the correct word. Check in your dictionary. 

Make a sentence using the other word. 

1 Oh no! I lost/missed the train. 

2 He got/went on the bus and sat by the window. 

3 He often drives/takes a taxi to work. 

4 He doesn’t know how to ride/fly a plane. 

5 We saw the plane take/sail off. 

6 He commutes to work by/on bus. 

What means of transport in Ex. 2 are there in your 

city/town/village? Which one do you like the best? Why?

1 

2 

3 

Buying a ticket 

2.28 

Listen and repeat. Find the stressed words. 

• Can you please tell me what time the next train to Bath is? 

• How long is the trip? • Can I have two tickets for the fast train, then? 

• That’s two adult tickets for the 8:45 to Bath, right? • Single or return? 

• They’re £20 per person so that will be £40, please. 

• Can I pay by credit card? • Have a nice journey. 

2.29 The sentences in Ex. 1 are from a dialogue between a ticket agent 

and a customer. Who says each sentence? Listen, read and check. 

Read the dialogue again. Where is Sue going? How much are the tickets? 

Ticket agent Hello! 

Sue Hi. Can you please tell me what time the next 

train to Bath is? 

Ticket agent There’s a fast train that leaves at 8:45 or slow 

trains that leave every twenty minutes. 

Sue How long is the trip? 

Ticket agent It's 90 minutes on the fast train. The slow ones 

take about two hours. 

Sue OK. Can I have two tickets for the fast train, then? 

Ticket agent That’s two adult tickets for the 8:45 to Bath, right? 

Sue Yes please. 

Ticket agent Single or return? 

Sue Single, please. 

Ticket agent Just a moment. … They’re £20 per person so 

that will be £40, please. 

Sue Great. Can I pay by credit card? 

Ticket agent Sure. Here are your tickets. Have a nice journey. 

Sue Thank you. 

4 

5 


Take roles and read the 

dialogue aloud. 

Act out a similar dialogue. 

Use the dialogue in Ex. 3 as a model 

and the information in the table. 

Long sound \u…\ 

York tickets 

single: £30 

return: £54 

duration: 70 mins 

Departures: 9:00 

12:00 

13:15 

16:30 

2.30 


• noon • food • too • blue • true • Sue • cruise 

• use • huge 

97

6e 

Grammar 

Where’s that beautiful 

brown wooden dish from? 

It’s from Kazakhstan. 

We bought it last 

summer. 

Adverbs 

Adverbs give more information about verbs, adjectives or other adverbs. There 

are adverbs of manner (how) Tom speaks fast., time (when) Fay left yesterday., 

place (where) Amy is here., frequency (how often) Kate is always early. and 

degree (how much) Fran is very intelligent. 

• We usually form an adverb of manner by adding -ly to the adjective. quick – 

quickly 

• Adjectives ending in -le drop the -e and take -y. possible – possibly 

• Adjectives ending in consonant +y drop the -y and take -ily. noisy – noisily 

• Adjectives ending in -l take -ly. careful – carefully 

• Adjectives ending in -ic take -ally. electronic – electronically 

Irregular forms: 

good – well, fast – fast, hard – hard, early – early, late – late 

1 

Identify the adverbs in bold in the sentences. 

1 Tracey will go tomorrow. time 4 That's a really good story. 

2 Dan walks slowly. 

5 They are sometimes late for school. 

3 Sue’s outside. 

6 The plane leaves tonight. 

2 

Complete the sentences with the adverb formed from the adjective in 

brackets. 

1 Daisy walked ____________________ quickly (quick) into the kitchen. 

2 Kelly spoke ____________________ (soft) to the children. 

3 The kids were playing ____________________ (happy) in the garden. 

4 Anne was watching TV ____________________ (quiet). 

5 He ate the sandwich ____________________ (hungry). 

3 

Complete the sentences with the adverbs of manner derived from the 

adjectives in the list. 

• careful • quiet • electronic • easy • good • late 

1 Marko is studying ___________________ in his room. 

2 Jane passed the Geography test ___________________ . 

3 Max never arrives at school ___________________ . 

4 The tourists were listening to the guide ___________________ . 

5 I sent the message to Ann ___________________ . 

6 She’s happy. She did ___________________ in the quiz and got two tickets to 

London. 

98

Look! They’ve got some 

lovely woollen scarves 

here. 

Order of adjectives 

Grammar 

6e 

Yes, but they 

are a bit expensive. 

4 

When there are two or more adjectives before a noun, they appear as follows: 

Opinion Size Age Shape Colour Origin Material Noun 

▲ triangular, 

a beautiful, big, new, 

● round, 

■ square, 

grey, French, steel tower 

● oval 

We do not use more than three adjectives. 

Read the theory. Then, put the adjectives in brackets in the correct order. 

1 The Eiffel Tower is a(n) __________________________ tower. (huge/iron/old) 

2 Rome is a(n) _____________________________ city. (ancient/Italian/beautiful) 

3 My dad has just bought a(n) _________________________________________ car. 

(green/American/new) 

4 I’ve got a(n) ___________________________ bag. (brown/expensive/leather) 

5 Jenny’s got a(n) _________________________________________ swimming pool. 

(rectangular/big/amazing) 

5 

Look at the pictures. Use the adjectives to complete the descriptions. 

• cotton • square • blue and white 

1 It’s a ______________________________ bag. 

Find photos of 

souvenirs from 

various countries. 

Prepare a poster. 

Present them to 

the class. 

• red • straw • Spanish 

2 It’s a ______________________________ hat. 

• plastic • green • cheap 

3 It’s a pair of ______________________________ 

flip-flops. 

That’s a 

Serbian Licider 

heart. It comes 

in lots of 

different 

colours and 

patterns. 

• orange • Chinese • silk 

4 It’s a(n) ______________________________ scarf. 

• expensive • blue • metal 

5 It’s a(n) ______________________________ 

suitcase. 

99

6f 

Skills 

1 

Listening & Reading 

2.31 Read the first paragraph of Jamie’s story and look at the pictures. 

Why did Jamie stay only one night in Kaikoura? Listen and read the forum 

post to find out. 

Search 

SURVIVORS’ 

stories 

Have you ever been in a natural disaster? What happened? 

What did you do? Post your survival story here. 

Video 

Jamie’s story 

It was 13th November, 2016, and my parents and I were on holiday in Kaikoura, 

New Zealand. We spent the first day there sightseeing. When I got back to my 

room, I was really exhausted and went to bed early. I had no idea that my first 

night in Kaikoura was also my last one! 

Just after midnight, a loud noise woke me up. My room was shaking. It was an 

earthquake! My mum and dad rushed into my room and we all ran out of the 

hotel. Lots of people were outside. As we were standing there, we felt 

aftershocks – smaller earthquakes that come after the big one. I was very 

scared! 

After a while, the emergency services arrived. There were no roads and bridges 

so there was no way out of Kaikoura! Luckily, helicopters were on their way to 

get everyone to safety. We made our way to a school field where a helicopter was 

waiting. We climbed in and took off. 

As we were flying away, I saw all the destruction below. The roads had huge 

cracks in them. Later, we found out that there was also a tsunami. What a 

holiday! We left New Zealand early in the morning and flew back to England. I feel 

so lucky that we lived to tell the tale. 

100 

• midnight • shake 

• rush • aftershock 

• emergency services 

• take off • destruction 

• live to tell the tale 

2 

3 

Read the forum post and, for questions 1-4, choose the correct answer (A, B 

or C). 

1 What is the writer’s main purpose? 

A to describe a frightening experience 

B to explain why earthquakes happen 

C to talk about emergency services 

2 Why did Jamie sleep early? 

A There was nothing to do in the town. 

B He was leaving the next day. 

C He was very tired. 

3 Why couldn’t they leave the town? 

A The earthquake damaged the roads. 

B There was no means of transport. 

C The emergency services wanted them to stay. 

4 How does Jamie feel now? 

A sad B scared C relieved 

Give the story a different ending.

Vocabulary 

Natural disasters 

3 

Skills 

5 

tornado 

6f 

4 

2.32 


1 

2 

flood 

4 

tsunami 

earthquake 

fire 

5 

Use words from Ex. 4 to complete the newspaper headlines. 

A B C D 

FOREST 

________________ 

BURNS DOWN 

NATIONAL PARK 

________________ 

WARNING BECAUSE OF 

HEAVY RAIN 

________________ 

SHAKES TOWN 

NO DAMAGE 

REPORTED 

LIVES LOST AS 

____________ 

STRIKES COASTAL 

AREAS 

6 

Listening 

2.33 

Listen and put the pictures (A-D) in the correct order (1-4). 

Note! 

We use linking 

words: first, then, 

next, as soon as, 

after that, finally, 

etc to help the 

reader/listener 

follow the story. 

Study skills 

Past tenses in 

stories 

We use past tenses 

(past simple, past 

continuous) when 

we narrate an 

event or tell a 

story. 

7 

8 

A B C D 

Speaking 

Use these phrases and linking words from the box to tell Paul’s story to the 

class. 

• walk on beach • people scream • see tsunami • start running to hotel 

• be scared • climb in helicopter • fly away • feel lucky 

Writing (a story) 

Imagine you are Paul. Use the pictures in Ex. 6 and your answers in Ex. 7 to 

write your story for the school short story competition (80-100 words). 


101

6 

CLI 

L (Geography) 

Video 

1 

Reading & Listening 

2.34 How does the weather differ from the climate? What climate types 

are there in the world? Listen and read to find out. 

Weather and Climate 

A 

B 

C 

D 

POLAR 

TEMPERATE 

MEDITERRANEAN 

ARID 

TROPICAL 

The weather describes the conditions of the 

atmosphere in a certain place at a certain time. 

So, when we talk about what temperature a place 

has right now, or if it’s sunny, rainy, windy or 

cloudy, we are talking about that place’s weather. 

Weather conditions change all the time, from hour 

to hour and day to day. 

Climate is the average weather of an area over a 

period of 30 years. So, weather is what we can 

see outside the window right now, but climate is 

the weather that we can expect to have in a 

certain place each year. Different parts of the 

world have different climates. 

Areas around the Equator have a tropical 

climate. There, temperatures are high throughout 

the year, and there are two seasons: a dry season 

and a wet season, when it rains a lot. 

Places which have an arid climate are very dry; it 

rarely rains there and they don’t have regular 

seasons. Some places in this zone, like the 

Sahara Desert, have very high temperatures, 

while others can be quite cold. 

Areas in the temperate climate zone haven’t got 

extreme temperatures. Most places in this zone 

have got four seasons, and it’s never too hot or 

too cold, even in summer and winter. One type of 

temperate climate is the Mediterranean climate. 

Areas in this zone have dry summers and rainy 

winters. 

Areas that have a polar climate are very cold. It 

snows a lot and there are strong winds. In these 

places, winters are very long and summers are 

cool but short. 

• temperature 

• weather conditions 

• average • Equator 

• dry • wet • regular 

• extreme • cool 

2 

Read the text. Which climate type has got …. 

1 shorter summers than winters? 

2 very high temperatures? 

3 almost no rain throughout the year? 

4 rainy winters without extreme temperatures? 

5 four seasons? 

102 

3 

4 

Which climate types can you see in the pictures? 

Collect information about the weather and the climate of 

your country. Create a poster. Present it to the class.

1 


ght 

t 

ght 

R 

Rig 


n 


o 

Collect information about landmarks in your country tourists 

should visit under the headings: what – where – when. Create a brochure. 

i 

6 

Sights of 

Serbia: 

Belgrade 

The Belgrade Fortress 

is a must-see. They 

built it in 279 BC. 

2 


Use your research in Ex. 1 to prepare and give a presentation about landmarks 

in your country to a group of exchange students visiting your school. 

3 

VALUES 

Responsibility 

A good traveller takes only photographs 

and leaves only footprints. 

Are you a responsible traveller? Do the quiz to find out. Use A (Always), 

B (Sometimes) or C (Never). 

1 I ask for permission before I take photos of locals. 

2 I respect the locals’ way of life. 

3 I try to learn a few sentences of the local language. 

4 I meet local people. 

5 I try local food. 

6 I buy locally produced goods. 

7 I don’t buy products made from endangered animals. 

8 I use local transport. 

9 I put litter in the bin. 

10 I respect wild animals and do not disturb them. 

Mostly As: You’re a responsible traveller. Well done! 

Mostly Bs: Not bad, but think about how you can become a better traveller. 

Mostly Cs: Oh no! You need to try harder to become a responsible traveller. 

4 

Prepare a 2-minute video 

about being a responsible traveller. Use 

the ideas in the quiz as well as your own. 

Upload the video to the school website or 

show it to your class. 


103

6 

1 


Vocabulary 

Choose the correct word. 

1 We went on a train/cruise down the 

river. 

2 The ferry sailed into the flood/port. 

3 The earthquake/tsunami made the 

houses shake. 

4 He keeps his money in the delicatessen/ 

bank. 

5 Did you see all the tourist attractions/ 

trucks? 

5 x 2 = 10 

4 

Complete the gaps with the correct form 

of the word in brackets. 

1 Spain is the ______________________ (sunny) 

country in Europe. 

2 The driver smiled ________________________ 

(happy) at me. 

3 Their new house is _______________________ 

(large) than their old house. 

4 The Prado Museum is ____________________ 

(crowded) than the British Museum. 

5 Tara was __________________________ (quiet) 

reading a book in her bedroom. 

5 x 2 = 10 

2 

Fill in: missed, lost, flew, rode, drove. 

1 John _______________ his bike to work. 

2 She _______________ her bus to school. 

3 The pilot _____________ the plane through 

a terrible storm. 

4 The last time I _______________ a car was 

five years ago! 

5 She _______________ her keys and can’t get 

into the house. 

5 x 2 = 10 

5 

Complete the sentences with the adverb 

formed from an adjective in brackets. 

1 He walked _______________ towards the 

door. (slow) 

2 We had a _______________ good time. 

(real) 

3 She did _______________ in the test. (good) 

4 The children ate their dinner ___________ . 

(hungry) 

5 It’s _______________ hot today. (terrible) 

5 x 1 = 5 

3 

Grammar 

Put the adjectives in the correct order. 

1 David has a(n) ______________________ (old, 

ugly, green) car. 

2 My dad built me a _______________________ 

(small, wooden, beautiful) treehouse. 

3 The Statue of Liberty is a ________________ 

(huge, copper, French) statue. 

4 She bought a ___________________ (brown, 

leather, new) purse. 

4 x 2 = 8 

6 

Listening 

2.35 

Listen and complete the gaps (1-5). 

Travel Agency 

Destination: Malta 

Length of holiday: 1) _________ weeks 

Hotel: 2) _________ Inn 

Beach activities: swimming, snorkelling 

and 3) _________ 

Attractions in Valetta: visit museums, see 

old stone 4) _________ 

Cost: £ 5) _________ per person 

104 

5 x 3 = 15

7 

Reading 

Read the text and decide if the sentences 

below are R (right), W (wrong) 

or DS (doesn’t say). 

Video 

Want to know why 

you should make 

Serbia's secondlargest 

city, Novi 

Sad, your next 

holiday destination? 

Find out below. 

Novi Sad has something for everyone. There are beautiful 

parks, charming cafés and interesting museums to visit, 

as well as the Petrovaradin Fortress. The Dino Park is 

very popular with children, and adults will enjoy Novi 

Sad's lively nightlife when the sun goes down. Love 

music? You won't be disappointed! Every July, Novi Sad 

hosts Serbia's largest music festival! 

Visitors can easily go on day-trips from Novi Sad, too: 

Fruška Gora is close by. If you're interested in history, 

you'll enjoy seeing the 16 monasteries on this mountain. 

If you prefer nature, the mountain is also a national park. 

You can get to Novi Sad by bus, train or on one of the 

cruise ships on the Danube. The city is only an hour's 

drive from Nikola Tesla Airport, so visitors from abroad 

can easily reach us, too. 

What are you waiting for? Book you city break in Novi 

Sad today! 

9 


Complete the dialogue with sentences (a-d). 

a How much is it? 

b I’d like a ticket to Brighton, please, for 

tomorrow afternoon. 

c Have a nice journey. 

d Will that be single or return? 

A Hello! 1 

B <strong>Right</strong>. 2 

A 

B 

Return, please. 

OK. There is a coach leaving at 4:30 and 

another at 6 o’clock. 

A I’ll take the 4:30 coach. 3 

B 

A 

B 

It’s £37. 

Great. Here you are. 

Here is your ticket. 4 

A Thank you. 

Competences 


Now I can … 

4 x 2 = 8 


8 

1 Only one city in Serbia is bigger 

than Novi Sad. 

2 The Dino Park is the most popular 

attraction in Novi Sad. 

3 There is a music festival in the city 

in summer. 

4 Fruška Gora is the name of 

a famous monastery. 

5 There is an airport in the city 

of Novi Sad. 

Writing 

5 x 4 = 20 

An English magazine for teens that you 

read is asking for readers to send in stories 

with the title The Flood. They will publish 

the best. Write your story (80-100 words). 

14 points 

Vocabulary 

• talk about shops & services in a city 

• talk about means of transport 

• talk about natural disasters 

Reading 

• identify R/W/DS sentences 

• identify key information (multiple choice) 

Listening 

understand a sequence of events (put pictures in 

correct order) 

Speaking 

• give directions 

• buy a train ticket 

Writing 

• write tweets about how to get around 

• write a story 

105

Video 

1 

3.1 Listen to the song and fill in the 

gaps with these adjectives: cultural, 

cheerful, colourful, enjoyable. Then, sing 

along. 

1 

2 

“A lot of different 

flowers make a 

bouquet.” 

How is the saying related to the 

song? 

Read the title of the song. Think of 

five words you expect to appear in 

the song and write them down. 

Video 

Our World 

of Difference 

Your world, my world, 

Wonderful! 

Different countries, different cities, 

1) _________________! 

Light people, dark people, 

Beautiful! 

North, south, east, west, 

2) _________________! 

Our wonderful world of difference 

With all its colours and shapes, 

Our wonderful world of difference, 

Where all of us have a place! 

Your world, my world, 

Wonderful! 

Sweet tastes, sour tastes, 

3) _________________! 

Happy places, happy faces, 

4) _________________! 

Young people, old people, 

Respectful! 

Module 1 

Fit and healthy 

106 

2 

3.2 Listen to the song and tick 

the words that appear in it. Then, 

sing along. 

3 Write 

another verse for the song. 

Your body is amazing 

It’s not just a machine 

Make sure you take good care of it 

And keep it fit, fit, fit 

The checklist for your body 

Is good sleep and exercise 

And when it’s time to eat a meal 

Eat well, eat fresh, eat wise 

Play a sport or hit the gym 

Feeling healthy, fit and slim 

Doing exercise is the best 

But don’t forget to rest, rest, rest 

Get in shape, you’re number one 

Health is best for everyone 

Hit the streets, go for a run 

Being healthy’s fun, fun, fun Module 2

Video 

1 

2 

3 

1 

2 

3 

Complete the gaps with: fun, 

backs, me, stuff, seaside, 

inside, pouring, do. 

3.3 Listen and check. 

Then, sing along. 

What is the weekend 

like for you? 

Video 

Write down ten verbs related to 

technology. 

3.4 Listen to the song. Which of 

the verbs in your list appear in the 

song? Then, sing along. 

Imagine you had no gadgets for 

a day. What would it be like? 

Weekend uploading 

Saturday’s here, let’s head outside 

It’s not the day to stay 1) _______________ 

Don’t stay at home, don’t watch TV 

Hey come and play ping pong with 2) _______________ 

The weekend’s here for everyone 

Shake off the week and have some 3) _______________ 

Meet up with friends, they love it too 

There’s so much now to see and 4) _______________ 

Sunday is here, so go for a ride 

Go hiking, go fishing, go to the 5) _______________ 

But if you feel tired, stay home and relax 

Watch some cool series and lie on your 6) _______________ 

Monday’s dull and Tuesday’s boring 

Wednesday’s slow, and Thursday’s 7) _______________ 

But Friday’s here and sure enough 

The weekend’s back to do fun 8) _______________! 

Connected 

Module 3 

Tech,…tech,…tech,… 

Tech-no,…techno,…techno, 

Techno-lo,… Technolo,… 

Technolo-gy,… Technology! 

With technology, you can: 

Click it, share it, send it, play it 

Scan it, make it, watch it, stream it. 

But don’t forget to update it. 


Save it, read it, keep it, post it 

Print it, solve it, love it, like it. 

You can always stay connected. 


Print it, solve it, love it, like it 

Install it and upload it. 

But remember! Don’t delete it! 

Module 4 

107

1 

2 

3.5 Listen to the song and 

choose the correct word. Then, sing 


Draw or find a picture 

that matches what you hear. Present 

your picture to the class. Explain 

what it means. 

SAVE the EARTH 

Save the Earth, our world, our 1) house/home 

Save the Earth, there’s 2) just/only one! 

We’ve got to clean up everywhere 

All it 3) takes/needs is a little care! 

Reduce the pollution in the air, 

Everybody 4) has/needs to be aware. 

Don’t take the 5) car/bus, it’s best to walk, 

Or ride your bike to school or work. 

Beautiful trees are being 6) cut/burnt down, 

So our green forests are turning brown. 

Don’t 7) throw/waste so much precious paper, 

8) Use/Save it and reuse it later. 

Animals 9) need/want attention, too 

And that is up to me and you, 

Stop over-fishing in our 10) lakes/seas, 

Stop hunting - save our creatures, please! 

Module 5 

Video 

Video 

1 

2 

3.6 Listen and fill in the 

missing words. Then, sing 


What is holiday time to 

the singer? Is it the same to 

you? 

and 

Holiday time is nearly here 

I’ll do what I do every 1) ________________ – 

I’ll take a look out and around 

And put my 2) ________________ on foreign ground! 

I’ll get on a 3) ________________ one sunny day, 

And I’ll travel somewhere far away. 

I’ll travel over land and 4) ________________ 

And visit places dear to me! 

Some take the bus, some take the 5) ________________ 

But when I leave I’ll take the plane! 

I want to enjoy the sun, 6) ________________ and sand, 

Go east or west to exotic lands! 

Get to the airport, find the gate, 

Holiday time, I just can’t 7) ________________! 

People to meet and places to see, 

Lots of adventures 8) ________________ for me! 

Module 6 

108

Festivities 

Halloween (p. 110) 

Guy Fawkes Night (p. 112) 

New Year’s Eve (p. 114) 

St Patrick’s Day (p. 116) 

Mother’s Day (p. 118) 

Writing 

An article about a person (p. 120) 

An email about an event (p.121) 

A film review (p. 122) 

An article about a job (p. 123) 

A comment on a blog (p. 124) 

A story (p. 125)

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Video 

On 31st October, children in the UK celebrate Halloween. Kids dress up as monsters, 

witches and vampires and go 'trick-or-treating' around their neighbours’ houses! People 

decorate their homes with spooky skeletons and carved pumpkins with candles inside. 

But although everyone wants to have fun at Halloween, safety is very important. So, here 

are some tips for staying safe at Halloween: 

Walk safely 

• Always go trick-or-treating with an adult. 

• Cross the road at the traffic lights. 

• Watch for cars at all times. 

Safe costumes 

• Don’t wear long costumes that you can trip on. 

• If you wear a mask, make sure it has large eyeholes so you 

can see where you’re going! 

• Wear bright, colourful costumes so drivers can see you. 

1 

Reading 

3.7 Listen to and read the text. How are the children in the picture 

staying safe at Halloween? Match the phrases 1-3 to the phrases a-c to 

make correct sentences. 

They are going trick-or-treating 

They aren't wearing 

They are wearing 

1 

2 

3 

a 

b 

c 

bright colours. 

with an adult. 

long costumes. 

2 

Find the words in bold in the text in the word search. 

M M O N S T E R S S B S D V M 

O U Y B A M O T E K S K Y M M 

W C E V A M P I R E S E G D S 

I X X A H H U E G L U R U V Z 

T R I C K O R T R E A T I N G 

C P U M P K I N S T K U Q Y M 

H L N U Y P U M P O I Y S X A 

E C O S T U M E S N Z S S R S 

S A A P S F S A W S J T R W K 

110

3 

Congratulating & Responding 

a) Read the dialogue. Replace the underlined phrases/sentences with ones 

from the box. 

A 

B 

All your costumes are amazing, but we've decided that Nikola's is the 

best. Congratulations, Nikola! You've won first prize! 

Thanks! 

Congratulating 

• Well done for ...! 

• Congratulations on 

your success! 

Responding 

• Thanks a million! 

• Thank you so much! 

b) Act out similar dialogues for the following situations. Use 

phrases/sentences from the model dialogue and the box. 

• you scored the most points on the Halloween quiz at school 

• your house won the competition for the spookiest decorations on the 

street 

Asking for help 

• Can you give me a 

hand/help me out 

(with ...)? 

• I could use some help 

(with ...). 

• Can you do me a 

favour? 

Giving notice 

• Yes/OK/Sure/No 

problem, but ... 

• I can, but I’m afraid I 

... 

• I’d be happy to help, 

but ... 

4 

5 

Asking for help – Giving notice 

a) Read the dialogue. Replace the underlined phrases/sentences with ones 

from the box. 

A 

B 

Jane, can you give me a hand with the decorations? 

Sure, but I’ve got basketball practice at 6:00 pm. 



• you need your dad to come with you trick-or-treating but he needs to 

wrap up some presents 

• you need your friend to help you cut holes on your mask but she/he is 

going shopping this afternoon 

Design your own Halloween costume. Make sure you 

follow the tips in the text to make it safe. Present your 

costume to the class. 

111

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Video 

People in the UK celebrate Guy Fawkes Night, or Bonfire Night, 

on 5th November every year to remember the failure of the Gunpowder plot, 

a plan to kill the king. 

The Gunpowder Plot 

On 5th November 1605, a man called Guy Fawkes with a group of people 

working with him tried to blow up the Houses of Parliament. They wanted to 

kill King James I and his leaders because they didn’t agree with his ideas. They 

decided to use lots of gunpowder. Guy Fawkes had to guard the 36 barrels of 

gunpowder and light them up when it was time. However, soldiers discovered 

and arrested him. That night, people lit bonfires to celebrate King James I’s 

escape. 

Activities 

Every year, people throughout the country get together with their families and 

friends, light bonfires and watch fireworks displays. Some people make a 

model of Guy Fawkes and burn it on the bonfire, too. Children and adults love 

sparklers on Bonfire Night! They are small fireworks which they hold in their 

hands and wave them around. 

Food 

A popular treat on Bonfire night is parkin, a delicious cake! 

People also like eating toffee apples. Jacket potatoes are 

another food that people enjoy on Bonfire Night. They cook 

the potatoes in the bonfire and then add toppings like 

bacon, cheese and butter. They are very tasty! 

112

1 

2 

Reading 

3.8 Listen to and read the text. Decide if the sentences are R (right), 

W (wrong) or DS (doesn’t say). 

1 Bonfire Night takes place every year on the 5th of November. 

2 Guy Fawkes worked alone. 

3 King James I had 36 leaders. 

4 Guy Fawkes lit up the barrels of gunpowder. 

5 People enjoy sparklers. 

6 They cook parkin in a bonfire. 


S A B O N F I R E F L P A R K I N 

F C T E D M G L J W G O E X W A S 

I X Y F H A N E S K U P S V E T Z 

R G U A R D L K I S N O P B F O D 

E H P I E R T I M T P I A N G P H 

W K P L A N H N B Y O U R I T P I 

O L R U J I O G D I W Y K M H I P 

R U E R A F N E E O D T L K U N U 

K S Q E B E S C A P E F E Y I G T 

S H A W B V C X Z A R D R A P S S 

N M H M B L O W U P P L S L S A T 

3 

Are there any special days for any historical figures in your 

country? Collect information, create a poster and present it to the class. 

113

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Video 

New Year’s Eve 

Can you imagine spending New Year's Eve in shorts and a T-shirt? This is how people celebrate in 

Hawaii, where the weather in December is warm and sunny! Hawaii is part of the USA, but a New Year's 

celebration there includes traditions from all over the world! Let's take a look at some of them ... 

New Year's Eve in Hawaii is never quiet. There 

are fantastic fireworks displays on many 

islands, including one at Waikiki Beach that 

takes place on a boat! The Chinese brought 

fireworks to Hawaii in the 19th century. They 

believed the loud noise scared evil spirits away. 

On New Year's Eve, Hawaiians eat lots of 

different food. There is bean soup from 

Portugal, pork adobo from the Philippines and 

ozoni soup from Japan. Many families also 

make round rice cakes called mochi. 

Another Japanese tradition is making 

kadomatsu. These are decorations of bamboo 

and pine that bring good luck. People put them 

next to the front doors of their houses. Even 

though the tradition started in Japan, these days 

it's actually more popular in Hawaii! 

Reading 

1 

a) 3.9 Listen to and read the text. Then match to make 

correct sentences. 

A kadomatsu is 

Fireworks are 

Bean soup is 

Mochi are 

2 

3 

4 

a 

b 

c 

d 

from China. 

round rice cakes. 

a special decoration. 

from Portugal. 

1 

b) Label the pictures with the words in bold from the text. 

1) ________________ 2) ________________ 

114 

3) ________________ 4) ________________ 5) ________________

2 

How do you wish someone a Happy New Year in Hawaiian? Use the code 

to find out. 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 

G C Q X L Z D N J T W A R H E B Y S O V K M I F U P 

14 12 25 ’ 19 5 23 

___ ___ 

22 12 21 12 14 23 21 23 

_ __ _ ____ 

14 19 25 

_ __ __ 


3 

3.10 Complete the dialogue with the correct question word: what, who, 

where, when, how. Listen and check. 

Expressing Gratitude 

• Thank you/Thanks 

(very much) for ... . 

• I just wanted to say 

thank you (for ...). 

• I’m really grateful 

(for ...). 

• It was very kind of 

you./It means a lot 

to me. 

Responding 

• You’re welcome. 

• My pleasure. 

• Don’t mention it. 

4 

5 

Lucy Hi, Jamie! Great party! 

Jamie Hey, Lucy! 1) __________________ did you get here? 

Lucy About 10 minutes ago. Thank you for letting me bring my 

cousin, by the way. It was very kind of you. 

Jamie Don’t mention it. 2) __________________ is she? 

Lucy She’s over there. She’s wearing a red top and jeans. 

Jamie Oh, I see her. 3) __________________’s her name? 

Lucy Ella. 

Jamie She’s really tall. 4) __________________ old is she? 

Lucy She’s older than us. She’s sixteen. 

Jamie 5) __________________ is she talking to? 

Lucy: That’s Paul’s brother. I guess they’re about the same age. 

Come on, let’s go and say hello. 

Expressing gratitude & responding 

Replace the underlined phrases/sentences with ones from the box. 

Act out short dialogues for the following situations. Use 

phrases/sentences from the box. 

• your cousin invited you to his house to celebrate New Year's Eve 

• your friends helped you decorate your house for your New Year's Eve 

party 

6 

How do you celebrate New Year in your country? Create a poster. 

Present your poster to the class. 

115

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Video 

17 th March 

St Patrick's Day is an Irish celebration, but Irish people 

brought it to the USA when they moved there in the 

18th century. The first big St Patrick's Day celebration 

in the USA was in Boston in 1737. These days, there 

are 36.5 million people in the USA with Irish 

ancestors, but St Patrick's Day is for everyone! So 

where are the best places to celebrate? 

The biggest parade in the USA is in New York City. 

About 150,000 people march in the parade and 

another two million watch it! People wear shamrocks 

– a small plant that is the symbol of Ireland – and lots 

and lots of green. 

In Chicago, people don't just wear green on St Patrick's 

Day – they even dye the Chicago River green! In 

California, there is the Los Angeles County Irish Fair and 

Music Festival. Around 2,000 people perform live Irish 

music, and there are food stalls, magic shows, 

dancing and rides. There is even an Ancient Irish 

Village with blacksmiths, dressmakers, storytellers and 

singers. 

Even though St Patrick's Day is an Irish celebration, the 

USA is definitely one of the best 

places to celebrate it! 

1 

Reading 

3.11 Listen to and read the text. Match the places (1-3) with 

the events (a-c). 

New York City 

Chicago 

Los Angeles 

1 

2 

3 

a 

b 

c 

dying the river green 

the biggest parade in the USA 

an Irish Fair and Music Festival 

116

2 


M A G I C S H O W S S C A D 

P A R A D E C R B G E H C A 

R H E A P Y E R J S V M S N 

I A E G I R I S H M U S I C 

D M N E R I J Z W P R K C I 

E H M F O O D S T A L L S N 

S H A M R O C K S D Q A P G 

Apologising 

• Sorry (it was an 

accident/it was my 

fault). 

• I’m very/terribly/ 

awfully sorry. 

• I’m (really/so) sorry. 

Accepting an apology 

• That’s alright./That’s 

OK. 

• Never mind./It doesn’t 

matter. 

• Don’t worry about it./ 

No worries. 

3 

Apologising 

a) Read the dialogue and replace the underlined phrases/sentences with 

ones from the box. 

A 

B 

A 

B 

A 

Hi, Robbie! You didn't meet us at the St Patrick's Day Parade! 

I'm sorry. I wasn't feeling well. 

That's OK. 

I'm sorry I didn't call you. 

No worries. 



• you accidentally spilled cola on your friend's costume 

• your friend invited you to a party at his house and you forgot about it 

4 

5 

Create a poster showing how people celebrate St Patrick's 

Day in the UK. Present it to the class. 

Prepare a poster showing important holidays and events in 

your country. 

117

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Video 

5 DIY Mother's Day Gifts 

In countries all over 

the world, people celebrate 

Mother’s Day on the second 

Sunday in May every year. 

It is a day when children show their 

mothers how much they love them. 

Some people buy flowers and 

presents for their mums, but the 

best gifts are the ones that 

money can't buy! 

Poem 

Painted Flower Pot 

Turn old tin cans into pretty flower 

pots with some colourful 

1) _____________________ and string! 

Handmade Card 

Make your mum smile with a special card. 

All you need is card, pencils or 

2) __________________ and your imagination! 

Write a special poem for your mum, 

then roll it up and tie it with her 

favourite -coloured 3) ______________ . 

Photo frame 

Buy a simple wooden photo frame, decorate it 

and put a 4) __________________ of you and your 

mum inside. 

Breakfast in bed 

As a special 5) ____________________ , 

make your mum's favourite breakfast 

and take it to her bedroom on a tray. 

118 

Across 

3 You need pencils or 

crayons for this. 

5 Take this to your mum 

on a tray. 

1 

2 

Down 

1 Use an old tin can to 

make this. 

2 Write this and tie it with 

a ribbon. 

4 Put a picture of you and 

your mum inside. 

Reading 

3.12 Complete the text. Use: ribbon, crayons, treat, paint, picture. 

Listen and check. 

Complete the crossword. 

2 

3 

4 

5 

1

3 

3.13 Listen to and read the dialogue. What present do Amy and Lucy 

decide to get for their mum? 

Note! 

One/Ones replace 

a noun in the 

singular or plural 

form, to avoid 

repetition. 

Amy What shall we buy mum for Mother's Day? 

Lucy I don't think we should buy her a present this year; I think we 

should make one. 

Amy Good idea! How about a painted flower pot? I saw some nice 

ones in the flower shop down the road. 

Lucy I like that idea, but we haven't got any paint. 

Amy Don't worry, I'm sure granddad has some. Let's make mum a 

card, too. 

Lucy I've already made one at school. Do you want to sign it? 

Amy Thanks, but I'll make one myself. I think it's nicer for mum to get 

two cards. 

4 

Read the dialogue again and replace the words in bold with words from 

the dialogue. 


We use: 

• who to ask about people: Who wants some ribbons? John. 

• what to ask about things: What else do you need? Some glue. 

• whose to ask about possession: Whose card is this? It’s Mary’s. 

• why to ask about reason: Why are you making this card? Because it’s Mother’s 

Day. 

5 

6 

Fill in the correct question word and choose the correct preposition. 

1 A: ____________ are you looking on/for? 

B: A nice card. 

2 A: ____________ are you thinking for/about? 

B: Making breakfast for mum. 

3 A: ____________ did you ask for/about paint? 

B: Because I want to decorate a flower pot. 

4 A: ____________ are you talking to/on? 

B: Aunt Claire. 

5. A: ____________ crayons are these? 

B: They belong to/with Kim. 

Choose one of the gifts from the text to make for your mum. 

119

1 

An article about a person 

1 

2 

Read the task. Underline the key words 

and answer the questions. 

You read this on the school noticeboard. 

Who’s your favourite person? Why is he/she 

special to you? Send us your article and we 

will publish it in next month’s issue of the 

school magazine. 

Write your article for the school magazine 

(80-100 words). Write: ■ who your favourite 

person is ■ what he/she looks like ■ what 

he/she is like ■ why he/she is special to you. 

1 What are you going to write? 

2 Who is going to read it? 

3 What is it going to be about? 

4 How many words are you going to 

write? 

Model analysis 

Read the model. Copy the spidergram into 

your notebook and complete it with 

information from the article. 

why special 

character 

name 

favourite 

person 

appearance 

relationship 

Writing Tip Justifying character qualities 

When we describe a person’s character, we support 

our description with examples. When we describe 

negative qualities we use mild language (tends to 

be, can be, is a bit, etc). He’s cheerful. He always 

smiles. He can be a bit impatient at times. He 

doesn’t like waiting for people. 

3 

4 

Fill in: creative, caring, shy, loyal, generous, 

sensitive. 

1 Helen is ___________ . She always supports 

her friends when they have problems. 

2 John is very ___________ . He can come up 

with new ideas. 

3 Harry is a bit ___________ . He doesn’t 

speak when he is in a group of people. 

4 Paul is ________________ . He often gives 

his friends gifts. 

5 Sue can be ___________ . She gets upset 

when people say bad things about her. 

6 Jane is very ___________ . She always looks 

after her little brother. 

Your turn 

Brainstorming: Copy the spidergram in Ex. 2 

into your notebook. Complete it with 

information about your favourite person 

(e.g. best friend). 

120 

My favourite person 

Is there a person in your life that is special to 

you? For me, it’s my cousin, Adam. I think 

he’s great! 

Adam is good-looking. He is 16 years 

old, tall and slim with short wavy fair 

hair and blue eyes. 

He is very honest. At school, all his 

classmates like him because he never 

tells lies. He has a great sense of 

humour, too. He always tells funny 

stories. He is a bit lazy, though. He 

doesn’t like working hard. 

My cousin is a really special person. He 

is always there to help me and we have 

lots of fun together. 

5 

Use your notes in Ex. 4 to write your 

article for the school magazine. Use 

phrases from the Useful Language box. 

Useful Language 

Appearance 

• Age: … is … years old.; … is in his/her early 

twenties/mid thirties/late forties. 

• Height: … is tall/short/of medium height. 

• Weight: … is thin/slim/chubby. 

• Hair/Eyes: … with long/short straight/curly/wavy 

dark/brown/fair hair and blue/green/brown eyes. 

Character 

• … is cheerful/honest/kind/popular, etc. 

• … can be bossy/selfish, etc at times. 

Why special 

• ... always supports me in good times and bad. 

• ... teaches me a lot about the world/life.

An email about an event 2 

1 

2 

Read the task. Underline the key words, 

then complete the sentences. 

Your school has organised a special sports 

event. Write an email to your English-speaking 

friend describing the event and your feelings 

(80-100 words). 

1 You are going to write ________________ . 

2 It is going to be for your ______________ . 

3 It is going to be about _________________ . 

4 You have to write between ___________ . 


Read the model. Copy the spidergram 

into your notebook and complete it 

with information from the email. 

From: Boran 

To: Tony 

Subject: Little Olympics 

Hi Tony, 

How are you doing? I’ve just returned from a fabulous 

school event! We call it the Little Olympics and it takes 

place every June in the stadium near our school. 

The day started with all the students entering the 

stadium holding the Olympic flag. Then, the games 

started. There were running races, the high jump and 

long jump, and other Olympic sports. For each event 

there were three winners who got gold, silver or 

bronze medals. I took part in the discus and came 

second. I felt very proud! 

After, there was food and soft drinks for everyone. I felt 

sad when it was all over. Do you 

hold anything 

similar at your 

school? 

Write back. 

Boran 

feelings 

activities 

special event 

name 

date 

place 

3 

4 

5 

6 

Writing Tip Describing feelings 

When you write about an event you attended, 

describe your feelings. This gives the reader a 

better understanding of how you felt. 

How did Boran feel at the event? Why? 

Fill in the feelings in the sentences. 

• relieved • disappointed • exhausted 

• proud • excited 

1 I felt ____________ . I just wanted to sleep! 

2 I was _________________ that the event was 

over – I wanted more time there! 

3 I felt _________________ that the team had 

no serious injuries. 

4 I felt so _________________ when I came 

first in the long jump. 

5 I felt _________________ that I did the high 

jump even though I didn’t win. 

Your turn 

Brainstorming: Imagine you are Tony. Copy 

the spidergram in Ex. 2 into your 

notebook. Complete it about a special 

sports event held at school. 

Use your notes in Ex. 5 to write your email 

to Boran. Use phrases from the Useful 

Language box. 


Event 

• sports event • end of school year celebration 

• basketball tournament, etc 

Place 

in the school playground/local swimming pool/ 

basketball court/assembly hall/gym, etc 

Date 

• every May/June, etc. • just before the school 

closes for the summer holidays 

Activities 

• play basketball • compete with other schools 

• have a contest • have snacks and soft drinks 

Feelings 

• We all felt proud/happy/excited. 

• It was a great day! 

121

3 

A film review 

1 



Your school English magazine wants reviews 

about your favourite film. Write your review 

(80-100 words). In your review include: 

■ background information (name, type, 

actors) ■ a summary of the plot ■ general 

comments ■ a recommendation. 




4 How many words are you going to 

write? 

3 

4 

Match the paragraphs to the descriptions. 

1 

2 

3 

4 

general comments 

recommendation 

name, type, actors 

summary of plot 

Fill in: sci-fi, director, special effects, stars. 

1 The film has great ___________________ , 

which make the alien planet look real. 

2 The Spaceship is a __________________ film. 

3 Brad Pitt ___________________ in the film. 

4 Ridley Scott is the ___________________ . 

2 


Read the review and complete the table. 

Writing Tip Using adjectives 

Use a variety of adjectives. It makes your writing 

more interesting to the reader. 

122 

A Spider-Man: 

Homecoming is an 

action film. It stars Tom 

Holland as Peter Parker 

and Michael Keaton as 

the Vulture. 

B In the film Peter Parker tries to balance his life in 

high school with his career as the superhero Spider- 

Man. Things take a turn for the worse, though, when a 

new villain appears – the Vulture! 

C This action-packed film has a clever plot and 

amazing special effects. Also, the cast is very talented. 

D I highly recommend this film. It’s a must-see for all 

the family! 

Name: 

Type: 

Main actors: 

Summary of plot: 

Comments: 

Recommendations: 

5 

6 

Replace the words in bold with the correct 

word in brackets. 

1 The cast is good. (exciting/talented) 

2 The special effects are good. (fast/ 

amazing) 

3 The plot is good. (clever/interested) 

4 The acting is good. (excellent/quick) 

Your turn 

Copy and complete the table in Ex. 2 

about your favourite film. Use your notes 

to write a review of the film. Use phrases 

from the Useful Language box. 


Background information 

• … is a comedy/action/adventure/sci-fi etc. film. 

• It stars … as … . 

Summary of plot 

The film tells the story/follows the adventures of … . 

General comments 

It has amazing special effects/a clever plot/an 

excellent cast/great acting/beautiful music etc. 

Recommendation 

• I highly recommend it. • Don’t miss it. 

• You won’t be sorry!

1 

2 



Your school English magazine wants articles 

from students whose relatives do interesting 

jobs. Write your article (80-100 words). Write 

about: ■ job ■ duties ■ working hours 

■ feelings about job. 




4 How many words are you going to write? 


Read the model. Match the paragraphs 

(A-C) to the headings (1-3). 

Showing the sights 

A Do you ever wonder what it is like working as 

a tour guide? My cousin Keith works as a tour 

guide in Paris and he enjoys every minute of it. 

B Keith brings groups of tourists on bus tours 

around the city to see the main sights. Sometimes, 

tourists ask difficult questions but he always has the 

right answers! In the evenings, he takes his 

group to traditional restaurants or they 

go to the theatre. 

C Keith works long hours 

but he doesn’t mind 

because he is sociable 

and loves meeting 

new people. He 

loves being a tour 

guide. 

An article about a job 4 

5 

6 

Writing Tip Linkers 

• and joins similar ideas. She arrives at work at 10 

and (she) reads the sports news. 

• but joins opposing ideas. He works in the 

evenings but (he) doesn’t mind. 

• or suggests an alternative. They go to museums 

or (they) visit art galleries. 

• so expresses result. He meets important people 

so he needs to wear a suit. 

• because shows reason. She doesn’t mind the 

long hours because she loves animals. 

4 

Fill in: and, but, or, so, because. 

1 John works outdoors _____________ he 

wears T-shirts and jeans. 

2 Jo leaves home at 8 _____________ she 

reaches work at 9. 

3 Mike works nights _____________ he doesn’t 

mind. 

4 Mary needs to be patient _____________ 

she works with very young kids. 

5 Paul drives to work ______ he takes the bus. 

Your turn 

Brainstorming: Read the rubric in Ex. 1. 

Think of an interesting job a relative of 

yours does. Copy the spidergram from 

Ex. 3 into your notebook and make notes 

under the headings. 

Use the completed spidergram from Ex. 5 

to write your article. Use phrases from the 

Useful Language box. 

3 

1 

2 

3 

working hours/feelings about the 

job 

duties of the job 

what the job is 

Copy the spidergram into your notebook 

and complete it with information from the 

article. 

feelings 

about job 

working hours 

person’s 

name: 

____________ 

job 

duties 


Introduction 

• What is it like working as a …? 

• … works as a/is a … . • His/Her job is a … . 

Duties 

• works … • does … • takes … • makes … 

Working hours 

• … works … hours a day/9-5/mornings/nights. 

• … doesn’t work regular hours. 

Feelings about job 

• … can’t imagine doing anything else. 

• … is very happy in/loves every minute of his/her 

job. 

123

5 

A comment on a blog 

1 

2 


and for statements 1-3 choose the correct 

option. 

This is part of a blog entry you have read. 

Phil’s Blog 

Hi everyone! I’ve just come back from a clean-up 

day and I’m very proud. My school cleaned our park. 

That inspired me to make a green resolution. I’m 

going to start recycling more. What green activities 

do you do at school? What’s your green resolution? 

Write a comment answering Phil’s questions 

(80-100 words). 

1 You are going to write a comment/letter 

on a blog entry. 

2 You are going to write about what you 

did/are going to do to help the 

environment. 

3 You are going to write 50-70/80-100 

words. 


Read the model. How does the writer 

start/end the comment? 

Hi Phil! This is Monica from Poland. Great blog! In 

our school, we recycle waste from the school 

canteen. We use it to make compost to put on 

the school garden. I think we can all do more to 

help the environment. I’m going to start helping 

in the animal shelter that is close to my house. It’s 

two years old and is looking for volunteers to 

help save animals’ lives and find homes for them. 

I’d love to get a puppy as a pet but our flat is too 

small. At the shelter, I’ll 

have the chance to 

learn lots of things and 

help stray animals in 

need. Looking forward 

to your next post. 

4 

5 

6 

7 

Writing Tip Error correction 

When you finish your piece of writing, check it for 

spelling, punctuation and grammar mistakes. 

Read the extract from a blog entry and 

correct the mistakes. There are two 

grammar, two punctuation and two 

spelling mistakes. 

Plastic bags are taking a long time to degrade. 

That’s why I dont use them? When I go shoping, I 

take cloth bags. You can to use cloth bags again, 

and they degrade easyly! 

a) Complete the sentences. Use: reuse, 

ride, switch, turn. 

1 I’m planning to __________ off the tap 

when I brush my teeth. 

2 My plan is to __________ off lights when I 

don’t need them. 

3 My green resolution is to __________ 

things instead of throwing them away. 

4 I’m going to __________ my bike to school. 

b) Match the results (A-D) to the 

resolutions (1-4). 

A 

B 

C 

D 

Your turn 

Read the task in Ex. 1. Make notes under 

the headings: green activities at school – 

my green resolution. 

Use your notes to write your comment on 

Phil’s blog entry. Use sentences from the 

Useful Language box to start/end. 


That will cause less air pollution. 

That will save electricity. 

That will create less rubbish. 

That will save water. 

124 

3 

Replace the underlined sentences with the 

sentences below. 

1 Can’t wait for your next blog entry. 

2 I really enjoy reading your posts. 

Introducing yourself/Greeting blogger 

• Hey Phil! • This is … from … . 

• Fantastic/Great blog! • Big fan of your blog! 

Closing remarks 

• Can’t wait for your next post! 

• Looking forward to your next post!

A story 6 

1 

2 

3 



An international teen magazine wants its 

readers to send in stories entitled A trip to 

remember. Write your story (80-100 words). 




4 How many words are you going to write? 


Read the story and match paragraphs A-C 

to the descriptions (1-3). 

A Last August, Ursula and her mum were 

walking up a mountain in Italy. It was warm, but 

cloudy. Ursula felt happy to be outdoors. 

B They were close to the top when suddenly it 

started to rain. Soon, there was water all over the 

path. It was very hard to walk on, and Ursula was 

scared that they might fall. Luckily, the rain 

stopped and soon they were able to carry on. 

C A short while later, they were standing at the top 

of the mountain. Ursula felt relieved they were safe 

and thrilled with the view. 

1 

2 

3 

what happened in the end & 

people’s feelings 

set the scene (people, place, time, 

activities, weather, feelings) 

events leading to the main event & 

main event 

Writing Tip Setting the scene 

We start our story by setting the scene. To do so, we 

describe the main characters (who), the place 

(where), the time (when), the characters’ activities 

(what), the weather and their feelings. 

Read the model. How did the writer set the 

scene? Use the headings: who – where – 

when – what – weather – feelings. 

4 

5 

6 

7 

Writing Tip Sequence words 

We use appropriate linking words (when, and, 

after, later, finally, as soon as, at the moment, 

while, etc.) to show the sequence of events in a 

story. He entered the hotel. He saw a woman 

waiting for him. – When he entered the hotel, 

he saw a woman waiting for him. 

Read the extract. Choose the correct item. 

It was raining 1) while/before I was waiting for the train to 

come. I felt really tired. 2) When/Finally it came, I got on 

and sat by the window. I was reading a book when, 3) later/ 

suddenly, the train stopped. At first, I thought it entered 

the station, 4) and/but then I realised something was 

wrong. 

Your turn 

Look at the picture. 

Use the ideas to write 

the first paragraph of 

a story. 

• Kate & her dad 

• last April 

• canoeing on Lake 

Ontario, Canada 

• warm • happy 

Put the events in the order they 

happened. 

A 

B 

C 

D 

E 

They made it back to shore just 

before the storm broke. 

They entered a café and watched 

the storm outside. 

They saw dark clouds in the sky. 

Kate and her dad were canoeing on 

Lake Ontario in Canada. 

They began to paddle back to 

shore. 

Use your answers in Exs 5 & 6 to write 

your story for the magazine in Ex. 1. 

125

Abbreviations (adj) adjective (n) noun (phr) phrase (pl n) plural noun (v) verb 

Key to Phonetic Symbols 

Vowels and diphthongs Diphthongs Consonants 

A… 

A… 

œ 

aI 

e 

eI 

I 

calm 

heart 

act 

drive 

pen 

say 

fit 

i… 

OI 

U 

u… 

‰… 

ø 

me 

boy 

could 

use 

third 

must 

eI great 

aI fine 

OI box 

I´ near 

e´ chair 

aU town 

Ú go 

U´ sure 

b 

d 

f 

g 

h 

j 

k 

l 

bed 

red 

fit 

dog 

hat 

you 

king 

lip 

m 

n 

p 

r 

s 

t 

v 

w 

mat 

not 

pay 

run 

soon 

talk 

van 

win 

z 

S 

Z 

N 

tS 

T 

D 

dZ 

zoo 

ship 

measure 

working 

cheap 

thin 

then 

joy 

126 

Unit 1 

beard /bI´d/ (n) = брада 

chubby /"tSøbi/ (adj) = буцмаст, дебељушкаст 

curly /"k‰…li/ (adj) = коврџава (коса) 

moustache /m´"stA…S/ (n) = бркови 

of medium height (phr) = средње висине 

thin /TIn/ (adj) = мршав 

wavy /"weIvi/ (adj) = таласаста (коса) 

Unit 1a 

argue (about) /"A…gju… ´"baUt/ (v) = 

расправљати о 

exercise /"eks´saIz/ (v) = вежбати 

extra /"ekstr´/ (adj) = додатни 

issue /"ISu…/ (n) = издање 

pocket money /"pÅkIt Æmøni/ (n) = џепарац 

sit a test (phr) = имати (радити) тест 

social media /"sÚS´l "mi…di´/ (n) = 

друштвене мреже 

take a break (phr) = направити паузу 

worry /"wøri/ (v) = бринути 

Unit 1c 

angry /"œNgri/ (adj) = љут 

bored /bO…d/ (adj) = који се досађује 

bossy /"bÅsi/ (adj) = заповеднички настројен 

cheerful /"tSI´f´l/ (adj) = ведар, весео 

energetic /Æen´"dZetIk/ (adj) = енергичан 

excited /Ik"saItId/ (adj) = узбуђен 

generous /"dZen´r´s/ (adj) = дарежљив 

honest /"ÅnIst/ (adj) = поштен, искрен 

impatient /Im"peISńt/ (adj) = нестрпљив 

popular /"pÅpj´l´/ (adj) = популаран 

sad /sœd/ (adj) = тужан 

scared /ske´d/ (adj) = уплашен 

selfish /"selfIS/ (adj) = себичан 

shy /SaI/ (adj) = стидљив 

surprised /s´"praIzd/ (adj) = изненеђен 

talkative /"tO…k´tIv / (adj) = причљив 

upset /Æøp"set/ (adj) = узнемирен 

Unit 1f 

clue /klu…/ (n) = знак, помоћ, наговештај 

exit /"eksIt/ (n) = излаз 

get the hang of sth (idm) = схватити, докучити 

hooked /hUkt/ (adj) = упецан, навучен 

in danger (prep phr) = у опасности 

relief /rI"li…f/ (n) = олакшање 

run out (of time) /røn "aUt/ (phr v) = истећи, 

нестати (време је истекло) 

shake /SeIk/ (v) = трести, мућкати 

slam shut (phr) = затворити уз тресак, 

залупити 

tap /tœp/ (v) = куцкати, тапкати 

1 CLIL 

be apart (phr) = раздвојен 

imagine /I"mœdZIn/ (v) = замислити 

indigo (colour) /"IndIgÚ/ (n) = индиго 

плава боја 

rainbow /"reInbÚ/ (n) = дуга 

rule /ru…l/ (n) = правило 

show /SÚ/ (v) = приказати 

uniform /"ju…nIfO…m/ (n) = униформа 

violet (colour) /"vaI´l´t/ (n) = љубичаста боја 

wheelchair /"wi…ltSe´/ (n) = инвалидска колица 


cry /kraI/ (v) = плакати 

gossip /"gÅsIp/ (v) = оговарати, трачарити 

ignore /Ig"nO…/ (v) = игнорисати, занемаривати 

keep a promise (phr) = испунити обећање 

lie /laI/ (v) = лагати 

secret /"si…kr´t/ (n) = тајна 

share /Se´/ (v) = делити 

tell the truth (phr) = говорити истину 

Unit 2 

boxing gloves \"bÅksIN gløvz\ (pl n) = 

боксерске рукавице 

flippers /"flIp´z/ (n) = пераја 

goggles /"gÅg´lz/ (n) = заштитне наочари 

helmet /"helmIt/ (n) = кацига 

ice hockey /"aIs ÆhÅki/ (n) = хокеј на леду 

kickboxing /"kIkÆbÅksIN/ (n) = кик-бокс 

mat /mat/ (n) = подлога 

puck /pøk/ (n) = пак 

punchbag /"pøntSbœg/ (n) = врећа за ударање 

skates /skeIts/ (n) = клизаљке 

snorkel /"snO…k´l/ (n) = сноркел, дисаљка за 

роњење 

snorkeling /"snO…k´lIN/ (n) = сноркелинг, 

роњење 

snowboard /"snÚbO…d/ (n) = даска за 

сурфовање на снегу 

snowboarding /"snÚbO…dIN/ (n) = 

сурфовање на снегу 

stick /stIk/ (n) = штап, палица 

wetsuit /"wetsu…t/ (n) = ронилачко одело 

yoga /"jÚg´/ (n) = јога 

Unit 2a 

broomstick /"bru…mstIk/ (n) = дршка метле 

fan /fœn/ (n) = обожавалац 

guard /gA…d/ (v) = чувати 

hoop /hu…p/ (n) = обруч 

pitch /pItS/ (n) = терен 

score /skO…/ (v) = постићи, освојити 

sock /sÅk/ (n) = чарапа 

workout /"w‰…kaUt/ (n) = вежба, тренинг 

Unit 2c 

carbohydrate /ÆkA…bÚ"haIdreIt/ (n) = 

угљени хидрат 

dairy products /"de´ri ÆprÅdøkts/ (n) = 

млечни производи 

fat /fœt/ (n) = масноћа, маст 

poultry /"pÚltri/ (n) = живина 

protein /"prÚti…n/ (n) = протеин 

Unit 2f 

active lifestyle (phr) = активан начин живота 

annual /"œnju´l/ (adj) = годишњи 

cold /kÚld/ (n) = прехлада 

commemorate /k´"mem´reIt/ (v) = одавати 

почаст 

compete (in) /k´m"pi…t "In/ (v) = такмичити 

се (у) 

competitor /k´m"pet´t´/ (n) = такмичар 

cough syrup /kÅf ÆsIr´p/ (n) = сируп против 

кашља 

group stretching /gru…p "stretSIN/ (n) групне 

вежбе истезања 

headache /"hedeIk/ (n) = главобоља 

keen (on) /"ki…n Ån/ (adj) = одушевљен 

long jump (phr) = скок у даљ 

obstacle course /"Åbst´k´l kO…s/ (n) = препрека 

painkiller /"peInÆkIl´r/ (n) = средство за 

умирење болова 

parade /p´"reId/ (n) = парада 

promote /pr´"mÚt/ (v) = промовисати 

sore throat (phr) = бол у грлу 

spread out /Æspred "aUt/ (phr v) = раширити се 

stomachache /"støm´keIk/ (n) = бол у стомаку 

temperature /"tempr´tS´/ (n) = температура 

track & field event (phr) = атлетска дисциплина

2 CLIL 

cause /kO…z/ (v) проузроковати 

cough /kÅf/ (v) = кашљати 

digest /daI"dZest/ (v) = варити (храну) 

disease /dI"zi…z/ (n) = болест 

germ /dZ‰…m/ (n) = микроб, бактерија 

living /"lIvIN/ (adj) = жив 

public transport /ÆpøblIk "trœnspO…t/ (n) = 

јавни превоз 

sneeze /sni…z/ (v) = кијати 

soap bubble (phr) = сапуница, мехурић сапуна 

survive /s´"vaIv/ (v) = преживети 

Unit 3 

exhibit /"Ig"zIbIt/ (n) = експонат 

pick up bargains (phr) = купити јефтино 

ride /raId/ (n) = вожња 

Unit 3a 

amusement park /´"mju…zmńt 

pA…k/ (n) = забавни парк 

bend /bend/ (n) = кривина 

circus /"s´…k´s/ (n) = циркус 

concert hall /"kÅns´t hO…l/ (n) = концертна 

дворана 

exhibition centre /ÆeksI"bISń 

"sent´/ (n) = изложбени центар 

last /lA…st/ (v) = трајати 

length /leNT/ (n) = дужина 

measure /"meZ´/ (v) = мерити 

motor racing /"mÚt´ ÆreIsIN/ (n) = ауто-трке 

protect /pr´"tekt/ (v) = заштитити 

put on (phr v) = ставити 

ride /raId/ (n) = вожња 

safety glasses /"seIfti "glA…sIz/ (pl n) = 

заштитне наочари 

speed /spi…d/ (n) = брзина 

stadium /"steIdi´m/ (n) = стадион 

theatre /"TI´t´/ (n) = позориште 

track /trœk/ (n) = путања 

underwater /Æønd´"wO…t´/ (adv) = подводни 

vanish /"vœnIS/ (v) = нестати 

Unit 3c 

action/adventure /"œkSń/´d"ventS´/ (n) = 

акција / авантура 

animation/cartoon /ÆœnI"meISń/kA…"tu…n/ 

(n) = анимација / цртани филм 

childish /"tSaIldIS/ (adj) = детињаст 

cookery show /"kUk´ri SÚ/ (n) = емисија о 

кулинарству 

documentary /ÆdÅkju"ment´ri/ (n) = 

документарни програм 

educational /Æedju"keISń´l/ (adj) = образовни 

fantasy /"fœnt´si/ (n) = фантастика 

game show /"geIm SÚ/ (n) = квиз 

science fiction /ÆsaIńs "fIkSń/ (n) = научна 

фантастика 

soap opera /"sÚp ÆÅp´r´/ (n) = серија 

(сапуница) 

thriller /"TrIl´/ (n) = трилер 

Unit 3f 

life-sized /"laIf saIzd/ (adj) = у природној 

величини 

outdoor /"aUtdO…/ (adj) = на отвореном 

pick (sb) up /ÆpIk "øp/ (phr v) = доћи по 

некога 

rate /reIt/ (n) = цена 

session /"seSń/ (n) = сесија (вожња) 

sleepover /"sli…pÚv´/ (n) = спавање ван куће 

track /trœk/ (n) = трака, стаза 

3 CLIL 

blow /blÚ/ (n) = дувати 

bow /baU/ (n) = гудало 

brass /brA…s/ (n) = месинг, лим 

clarinet /Æklœr´"net/ (n) = кларинет 

drums /drømz/ (pl n) = бубњеви 

finger hole /"fINg´ hÚl/ (n) = отвор за прсте 

fit /fIt/ (v) = уклапати се 

percussion /p´"køSń/ (n) = удараљке 

piano /pi"œnÚ/ (n) = клавир 

pipe /paIp/ (n) = цев 

pluck /pløk/ (v) = пребирати, ударати (по 

жицама) 

saxophone /"sœks´fÚn/ (n) = саксофон 

shake /SeIk/ (v) = протрести 

shell /Sel/ (n) = шкољка, оклоп шкољке 

slide /slaId/ (v) = гурати да клизи 

strike /straIk/ (v) = ударaти 

string /strIN/ (n) = жица 

trombone /trÅm"bÚn/ (n) = тромбон 

vibrate /vaI"breIt/ (v) = вибрирати 

violin /ÆvaI´"lIn/ (n) = виолина 

wood /wUd/ (n) = дрво 

woodwind /"wUdÆwInd/ (n) = дрвени 

дувачки инструмент 

xylophone /"zaIl´fún/ (n) = ксилофон 


noise /nO¸z/ (n) = бука 

waste of time (phr) = губљење времена 

Unit 4 

drone /drÚn/ (n) = дрон 

games console /"geImz ÆkÅnsÚl/ (n) = 

конзола за игрице 

interact /ÆInt´r"œkt/ (v) = комуницирати 

keep in touch (idm) = бити у контакту 

virtual reality headset /"v‰…tSu´l ri"œl´ti 

"hedset/ (n) = виртуалне наочари са 

слушалицама 

Unit 4a 

alien /"eIliń/ (n) = ванземаљац 

artist /"A…tIst/ (n) = уметник 

behave /bI"heIv/ (v) = понашати се 

come to mind (idm) = пасти на памет 

dentist /"dentIst/ (n) = зубар, стоматолог 

doctor /"dÅkt´/ (n) = лекар 

fault /"fO…lt/ (n) = грешка 

get out of trouble (idm) = изаћи из невоље 

mechanic /mI"kœnIk/ (n) = механичар 

mission /"mISń/ (n) = мисија 

nurse /n‰…s/ (n) = медицинска сестра 

photographer /f´"tÅgr´f´/ (n) = фотограф 

pilot /"paIl´t/ (n) = пилот 

project /pr´"dZekt/ (v) = пројектовати 

put out (fires) /ÆpUt "aUt/ (phr v) = угасити 

(ватру) 

repair /rI"pe´/ (v) = поправити 

saw /sO…/ (n) = тестера 

secretary /"sekr´t´ri/ (n) = секретар, 

секретарица 

shop assistant /"SÅp ´ÆsIstńt/ (n) = 

продавац, продавачица 

waiter /"weIt´/ (n) = конобар 

Unit 4c 

click (on) /"klIk Ån/ (v) = кликнути (на) 

connect /k´"nekt/ (v) = повезати 

delete /dI"li…t/ (v) = избрисати 

download /ÆdaUn"lÚd/ (v) = преузети 

external hard drive (phr) = екстерни хард диск 

flash drive /flœS "draIv/ (n) = флеш меморија 

install /In"stO…l/ (v) = инсталирати 

keyboard /"ki…bO…d/ (n) = тастатура 

mouse /maUs/ (n) = миш 

print /prInt/ (v) = штампати 

printer /"prInt´/ (n) = штампач 

router /"ru…t´/ (n) = рутер 

save /seIv/ (v) = сачувати 

scan /skœn/ (v) = скенирати 

scanner /"skœn´/ (n) = скенер 

screen /skri…n/ (n) = екран 

speakers /"spi…k´s/ (pl n) = звучници 

stream /stri…m/ (v) = стримовати, преносити 

tower /"taU´/ (n) = кућиште 

upload /øp"lÚd/ (v) = приложити 

webcam /"webkœm/ (n) = веб камера 

Unit 4f 

dizzy /"dIzi/ (adj) = ошамућен 

elf /elf/ (n) = патуљак 

feature /"fi…tS´/ (v) = приказати у главној улози 

fight /faIt/ (v) = борити се 

give up /ÆgIv "øp/ (phr v) = одустати 

gold coin (phr) = златник 

hedgehog /"hedZhÅg/ (n) = јеж 

latest /"leIt´st/ (adj) = најновији 

monster /"mÅnst´/ (n) = чудовиште 

rescue /"reskju…/ (v) = спасити, избавити 

special power /ÆspeS´l "paU´/ (n) = посебна 

моћ 

speed /spi…d/ (n) = брзина 

spiky /"spaIki/ (adj) = бодљикав 

spin around /spIn ´"raUnd/ (phr v) = вртети 

се 

trap /trœp/ (n) = замка 

Unit 4 CLIL 

anti-virus software (phr) = антивирусни 

софтвер 

padlock /"pœdlÅk/ (n) = катанац 

password /"pA…sw‰…d/ (n) = лозинка 

scam site /skœm saIt/ (n) = сајт који се бави 

преварама 

127

up to date \øpt´deIt\ (adj) = ажуриран 

username /"ju…zńeIm/ (n) = корисничко 

име 

virus /"vaI´r´s/ (n) = вирус 


comment /"kÅment/ (n) = коментар 

ignore /Ig"nO…/ (v) = игносрисати, не 

обраћати пажњу 

in public (prep phr) = на јавним местима 

public transport (phr) = јавни превоз 

update /"øpdeIt/ (n) = најновије 

информације 

Unit 5 

adopt /´"dÅpt/ (v) = усвојити, прихватити 

air pollution /"e´ p´Ælu…Sń/ (n) = загађеност 

ваздуха 

deforestation /di…ÆfÅrI"steISń/ (n) = крчење 

шума, посецање дрвећа 

endangered animals (phr) = угрожене 

животињске врсте 

plant /plA…nt/ (v) = засадити 

recycle /Æri…"saIk´l/ (v) = рециклирати 

reuse /Æri…"ju…z/ (v) = поново користити 

rubbish /"røbIS/ (n) = смеће, отпад 

Unit 5a 

assembly hall /´"sembli hO…l/ (n) = 

зборница 

bucket /"bøkIt/ (n) = канта, кофа 

clean up day /Ækli…n øp "deI/ (n) = дан 

чишћења 

compost /"kÅmpÅst/ (n) = компост, 

органско ђубриво 

corridor /"kÅrIdO…/ (n) = ходник 

energy-efficient bulb (phr) = штедљива 

сијалица 

food waste /fu…d weIst/ (n) = остаци хране 

greenhouse /"gri…nhaUs/ (n) = стаклена 

башта 

install /In"stO…l/ (v) = поставити 

organic /O…ÆgœnIk/ (adj) = органског 

порекла 

promote /pr´"mÚt/ (v) = промовисати 

proud (of ) /praUd (´v)/ (adj) = поносан 

(на) 

receive /rI"si…v/ (v) = примити 

recycling bin /Æri…"saIklIN bIn/ (n) = корпа за 

отпатке 

water /"wO…t´/ (v) = заливати 

Unit 5c 

amphibian /œm"fIbiń/ (n) = водоземац 

beetle /"bi…tl/ (n) = буба 

butterfly /"bøt´flaI/ (n) = лептир 

chameleon /k´"mi…liń/ (n) = камелеон 

dolphin /"dÅlfIn/ (n) = делфин 

frog /"frÅg/ (n) = жаба 

insect /"Insekt/ (n) = инсект 

mammal /"mœm´l/ (n) = сисар 

monkey /"møNki/ (n) = мајмун 

reptile /"reptaIl/ (n) = гмизавац 

salamander /"sœl´mœnd´/ (n) = 

саламандер, даждевњак 

tiger /"taIg´/ (n) = тигар 

tortoise /"tO…t´s/ (n) = корњача 

wasp /wÅsp/ (n) = оса, зоља 

Unit 5f 

bank /bœNk/ (n) = обала (реке) 

destination /ÆdestI"neISń/ (n) = одредиште 

do the washing up (phr) = опрати судове 

eventually /I"ventSu´li/ (adv) = коначно, на 

крају 

extract /"ekstrœkt/ (n) = део, одломак 

journal /"dZ‰…n´l/ (n) = дневник 

litter /"lIt´/ (n) = смеће, отпаци 

path /pA…T/ (n) = стаза 

pick up /ÆpIk "øp/ (phr v) = покупити 

set the table (phr) = поставити сто 

set up (a tent) /Æset "øp/ (phr v) = поставити 

(шатор) 

spot /spÅt/ (n) = место 

take out the rubbish (phr) = избацити смеће 

tidy /"taIdi/ (v) = поспремити 

volunteer /ÆvÅlń"tI´/ (v) = радити 

добровољно, волонтирати 

5 CLIL 

cloth bag (phr) = платнена торба, цегер 

dishwasher /"dISÆwÅS´/ (n) = машина за 

прање судова 

degrade /dI"greId/ (v) = разградити 

full load (phr) = пун 

fossil fuels /"fÅs´l Æfju…´ls/ (pl n) = фосилна 

горива 

on standby (prep phr) = на чекању у 

приправности 

recommended /Ærek´"mendId/ (adj) = 

препоручен 

running water \ÆrønIN "wO…t´\ (U n) = текућа 

вода 

switch off /ÆswItS "Åf/ (phr v) = искључити 

Unit 6 

baker’s /"beIk´z/ (n) = пекара 

bank /bœNk/ (n) = банка 

butcher’s /"bUtS´z/ (n) = месара 

chemist’s /"kemIsts/ (n) = апотека 

delicatessen /ÆdelIk´"tesń/ (n) = 

продавница сухомеснатих производа 

florist’s /"flÅrIsts/ (n) = цвећара 

library /"laIbr´ri/ (n) = библиотека 

newsagent’s /"nju…zÆeIdZńts/ (n) = 

новинарница 

police station /p´"li…s ÆsteISń/ (n) = 

полицијска станица 

post office /"pÚst ÆÅfIs/ (n) = пошта 

stamp /stœmp/ (n) = поштанска марка 

toy shop /"tOI SÅp/ (n) = продавница 

играчака 

Unit 6a 

cable car /"keIb´l kA…/ (n) = жичара 

check out /ÆtSek "aUt/ (phr v) = испитати 

cruise /kru…z/ (n) = вожња бродом 

environmentally friendly /InÆvaIrńmentli 

"frendli/ (adj) = еколошки 

get around /Æget ´"raUnd/ (phr v) = кретати 

се 

landmark /"lœndmA…k/ (n) = обележје, 

знаменитост 

sights /saIts/ (pl n) = знаменитости 

tourist attraction /"tU´rIst ´ÆtrœkSń/ (n) = 

туристичка атракција 

Unit 6c 

ambulance /"œmbj´lńs/ (n) = кола хитне 

помоћи 

canoe /k´"nu…/ (n) = чамац, кану 

cruise ship /kru…z SIp/ (n) = брод за 

крстарење, крузер 

fuel /"fju…´l/ (n) = гориво 

hovercraft /"hÅv´krA…ft/ (n) = летилица на 

ваздушном јастучету 

passenger ship /"pœsńdZ´ SIp/ (n) = 

путнички брод 

truck /trøk/ (n) = камион 

Unit 6f 

aftershock /"A…ft´SÅk/ (n) = накнадни потрес 

earthquake /"‰…TkweIk/ (n) = земљотрес 

emergency services /I"m‰…dZńsi 

"s‰…vIsIz/ (n) = хитне службе 

fire /faI´/ (n) = пожар 

flood /flød/ (n) = поплава 

midnight /"mIdnaIt/ (n) = поноћ 

rush /røS/ (v) = јурити 

shake /SeIk/ (v) = трести 

take off /ÆteIk "Åf/ (phr v) = полетети 

tornado /tO…"neIdÚ/ (n) = торнадо 

tsunami /tsU"nA…mi/ (n) = цунами 

6 CLIL 

average \"œv´rIdZ\ (adj) = просечан 

cool \ku…l\ (adj) = хладно 

dry \draI\ (adj) = суво 

Equator \I"kweIt´r\ (n) = Екватор 

extreme \Ik"stri…m\ (adj) = екстреман 

regular \"regj´l´r\ (adj) = редован 

temperature \"tempr´tS´r\ (n) = температура 

weather conditions (phr) = временске 

прилике 

wet \wet\ (adj) = влажан 


disturb /dI"st‰…b/ (v) = узнемиравати, 

ометати 

respect /rI"spekt/ (v) = поштовати 

128

Фреска, Енглески језик 6, Right on 2, Уџбеник за шести разред основне школе ПРОМО

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