www.isbn.ro/96286

ISBN 978-606-8964-78-2 / 9781108796286

MINISTERUL EDUCAȚIEI NAȚIONALE. #.
Audrey Cowan with Clare Kennedy, Chiara Soldi. #.
Cristina Rusu, Diana Todoran. #. and. #. Ioana Tudose.
Limba modernă 1.
Engleză Clasa a 6-a.
Editura art Klett.

Manualul şcolar a fost aprobat de Ministerul Educației Naționale prin ordinul de ministru nr. 5103/03.09.2019.
Manualul este distribuit elevilor în mod gratuit, atât în format tipărit, cât și în format digital, și este transmisibil timp de patru ani şcolari, începând din anul şcolar 2019 – 2020. Inspectoratul Şcolar. Şcoala, Colegiul, Liceul.
ACEST MANUAL A FOST FOLOSIT DE:
Anul.
Numele elevului.
Clasa.
Anul şcolar.
Aspectul manualului. format tipărit.
format digital. la primire. la predare. la primire. la predare.
1. 2. 3. 4.
Pentru precizarea aspectului manualului se va folosi unul dintre următorii termeni: nou, bun, îngrijit, neîngrijit, deteriorat.
Cadrele didactice vor verifica dacă informaţiile înscrise în tabelul de mai sus sunt corecte.
Elevii nu vor face niciun fel de însemnări pe manual.
Referenţi ştiinţifici: conf. univ. dr. Adrian Oțoiu, Facultatea de Litere, Universitatea Tehnică, Cluj-Napoca prof. dr. gradul I Irina Spătaru, Colegiul Național „Jean Monnet", Ploiești.
Coordonatori editoriali: Denise Salazar Wolfe, Roxana Jeler.
Corectori: Helen Lumb, David Richardson.
Redactori: Ioana Tudose, Oana-Cristina Stoica.
Tehnoredactor: Anca Vrănescu.
Ilustraţii: David Semple, Moreno Chiacchiera, Alessandra Chiarlo.
Credite foto: Shutterstock, Dreamstime, Pixabay, Freepik, Wikimedia Commons. Activități digitale interactive şi platformă e-learning: Learn Forward Ltd. Website: https://learnfwd.com.
Înregistrări şi procesare sunet: Zenit Arti Audiovisive, ML Sistems Consulting. Credite video: Dreamstime.
Descrierea CIP a Bibliotecii Naționale a României.
Limba modernă 1: Engleză: Clasa a VI-a.
Audrey Cowan with Clare Kennedy and Chiara Soldi,
Bucureşti : Art Klett, 2019.
ISBN 978-606-8964-78-2.
I. Cowan, Audrey.
II. Kennedy, Clare.
III. Soldi, Chiara. 811.111.
Publicația este înregistrată la British Library.
ISBN 978-1-108-79628-6.
art Klett.
CAMBRIDGE UNIVERSITY PRESS.
Manualul este rezultatul colaborării dintre Cambridge University Press și Art Klett.
Prelucrare după: Make it! Level 2, Student's Book and Workbook Combo with eBook şi Make it! Level 3, Student's Book and Workbook Combo with eBook, Audrey Cowan with Clare Kennedy and Chiara Soldi. Cambridge University Press 2016 Ediție originală. Cambridge University Press 2016 Ediție românească.
Cambridge University Press 2019.
Distribuit exclusiv de Art Klett.
Toate drepturile asupra acestei lucrări sunt rezervate Cambridge University Press. Nicio parte a acestei lucrări nu poate fi reprodusă, stocată ori transmisă, sub nicio formă (electronic, mecanic, fotocopiere, înregistrare sau altfel), fără acordul scris al Cambridge University Press.
Editura Art Klett.
C.P. 12, O.P. 63, cod 062650, sector 1, București.
tel.: 021 796 73 83; 021 796 73 80; fax: 021 369 31 99.
Comenzi online: www.art, educational.ro.

Pagina 3.
Page 3.
Foreword.
This textbook uses cutting-edge language and pedagogy research, it follows the Romanian Curriculum step by step and:
• creates an inclusive learning environment through modern learning strategies, games and dynamic activities to ensure all students achieve success;
• inspires passion and sparks the imagination through culture, film, documentaries and authentic videos of the English-speaking world;
• enables students to achieve success in language exams and external certifications.

Pagina 4.
Page 4.

6th grade.
Unit tour. Limba moderna 1. Engleză. Clasa a VI-a.
Printed Student's Book + Digital Student's Book (consistent with the printed version).
The Student's Book contains: 8 Urvis + Extra resources.
Each unit has the following structure: Vocabulary + Dialogue + Grammar + Fuructions + Skills and culture + Vocabulary strategies + Key strategies.
There is an Evaluation test after every two units, two skills tests and two term tests.
Extra resources: Grammar revision grade 5 let's real Culture Festivals, Project time! CLIL, Word bank.
Vocabulary. Presentation of the key vocabulary with multiple exercises, Introducerca vocabularului tematic al unității prin exerciții variate.
Vocabulary strategies contains strategic exercises and games for memorsing vocabulary, cuprinde diferite strategii didactice (organitori grafici şi jocuri care contribuie la memorarea cuvintelor noi.
Word bank. A bank of illustrations and photographs for building vocabulary and learning to use new words, Ilustrații şi fotografii care contribuie la îmbogățirea vocacabularului şi la învățarea cuvintelor noi.
Dialogue. Character dialoques teaching Everyday English expressions,
Dialoguri care ilustrează situații reale de comunicare cotidiană în limba engleză.
DVD Story. Videos featuring the same characters in realistic and everyday situations, Un miniserial de filme cu aceiaşi protagonişti-elevi surprinşi în situații fireşti şi cotidiene de comunicare corelate cu tema unității.
Project time! A series of activities to be done step-by-step in groups. It is related to the topic of the corresponding unit, O serie de activități de realizat pe grupe.
Acestea sunt corelate cu temele regăsite în lecțiile la care fac referire.
Grammar. Tables, explanations, exercises and contextualized grammar for learning and mastering grammar rules,
tabele, explicații, exerciții şi situații necesare pentru învățarea şi stăpânirea regulilor gramaticale.
Key strategies. Activities providing preparation for an exam or revision of the key structures from the unit, Activități de recapitulare sau de pregătire pentru
susținerea une testări.

pagina 5.
page 5.
Clasa a VI-a.
Manual, varianta tiparită + Manual, varianta digitală (conformă cu varianta tipăritā).
Manualul cuprinde: 8 Unități de învățare + Anexe.
Fiecare unitate are următoarea structură: Vocabular + Dialog + Grammatică + Comunicare + Abilități culturale + Strategii de învățare a vocabularului + Strategii de pregătire suplimentară.
Există un Test de evaluare la fiecare două unități, două teste de competență şi două evaluări sumative.
Anexe: Recapitulare gramatică - Clasa a V-a, Lectură, Cultură, Sărbători, Proiecte, CLIL, Dicționar ilustrat.
Functions. Activities and exercises helping students learn to express themselves in English and to use the language in real situations, Activități şi exerciții care îi învață pe elevi să se exprime în limba engleză şi să folosească limba în situații concrete de comunicare
Competences. A route through materials for developing key 21st century competences, Competențe cheie pentru cetățenii secolului al XXI-lea, urmărite prin activitățile propuse.
The digital book contains the following types of activities,
Manual digital conține următoarele tipuri de activități.
Static activity - listening, studying a significant image, Activitate satică, de ascultare şi observare a unei imagini semnificative.
Animated activity - video, animation,
Activitate animată (film, animație).
Interactive activity - exercise with immediate feedback after solving, Activitate interactivă, de tip exercițiu, în care elevii rezolvă şi primesc un feedback imediat.
Skills and culture. Texts and images to help students discover the English-speaking world, its culture and its traditions, and to practise the four skills: Reading, Listening, Speaking and Writing, Texte şi imagini care îi ajută pe elevi să descopere lumea vorbitorilor de limba engleză, cultura şi tradițiile acesteia, exersându-şi totodată, cele patru competențe generale.
Culture Heading oral and pro act activities to deepen knowledge of culture and traditions in English Speaking countries, Texte şi activități orale sau de proiect care aprofundează elemente de cultură şi tradiție din spațiul anglofon.
Festivals Presentation of widely-celebrated festival from English-speaking countries/ Prezentarea specificului unor sărbători foarte cunoscute din spațiul anglofon.
CLIL (Content and Language Integrated Learning) Materials covering non-linguistic curriculum topics, Materiale pe teme care extind sfera de cunoaştere a elevilor şi integrează conținuturile studiate.
Evaluation test. Two pages of evaluation after every two units, Două pagini de
evaluare la fiecare două unități.
Skills test (four pages), Test de competențe (patru pagini).
Two Term tests, Două Evaluări sumative.

pagina 6.
page 6.
Contents.
Vocabulary.
Dialogue.
Grammar.
Functions.
Unit 1. I love watching cartoons!
page 10.
Competences: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2.
Films page 11. Word bank 1: TV programmes. page 148. Vocabulary strategies: Creating a word cloud page 20.
What are you doing?
page 12.
A. Present simple and present continuous page 14.
B. Like / enjoy / love, hate + ing form page 15.
C. (Adverbs of manner page 16.
Buying cinema tickets page 17.
Pronunciation: The sounds n, and n page 15.
Unit 2.
Tomorrow it'll be cold and windy.
page 22.
Competences: 1.1, 1.2, 1.3, 2.1, 2.2, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1.
Weather and temperature.
page 22.
Word bank 2: Extreme weather and natural disasters. page 149.
Vocabulary strategies: Using a monolingual dictionary. page 32.
Will it be nice on Sunday?
page 24.
A. Will - Affirmative form page 26.
B. Will - Negative form page 26.
C. Will - Interrogative form and short answers page 27.
D. Question tags (negative tags after affirmative sentences) page 27.
E. Question tags (affirmative tags after negative sentences) page 28.
Making offers and promises page 29.
Pronunciation: Intonation in questions page25.
Evaluation test (Units 1-2) page 33-34.
Unit 3.
His hair was black.
page 36.
Competences: 1.1, 1.2, 1.3, 2.1, 2.3, 3.1, 3.2, 3.3, 4.1.
Appearance. page 37. Word bank 3: Parts of the body. page 150.
Vocabulary strategies: Creating smart flash cards.
page 46.
Where were you?
page 38.
A. Past simple of the verb to be Affirmative form page 40.
B. Past simple of the verb to be - Negative form page 40.
C. Past simple of the verb to be - Interrogative form and short answers page 41.
D. Question words with was / were page 42.
E. Past simple of the verb have - Affirmative form page 42.
Describing people.
page 43.
Pronunciation: Was: weak and strong forms page 41.
Unit 4.
He felt relaxed.
page 48.
Competences: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.2, 4.3.
Feelings and emotions page 49.
Word bank 4: Adjectives of personality.
page 151.
Vocabulary strategies:
Using a bilingual dictionary.
page 58 .
I started school here last year page 50.
A. Past simple of regular verbs - Affirmative form page 52.
B. Time expressions used with the past page 52.
C. Past simple of regular verbs - Spelling rules page 52.
D. Past simple of irregular verbs - Affirmative form page 53.
Apologising and making excuses.
page 55.
Pronunciation: The sounds t, d, and, id, page 54.
Evaluation test (Units 3-4) page 59 - 60.

pagina 7.
page 7.
Contents.
Skills and culture.
KEY strategies.
CLIL.
Culture.
Doctor Who? page 18 - 19.
Reading: Understanding a text about Doctor Who.
Listening: Understanding a discussion about TV programmes.
Speaking: Asking, answering questions about TV programmes.
Writing: Writing a short text about TV programmes.
Study tip: Linkers and, but, because.
Key strategies: Listening page 21.
A CLIL Geography page 126.
A Culture: A trip to Hollywood.
page 134.
The power of nature page 30–31.
Reading: Understanding a text about natural disasters.
Study tip: Reading for specific information.
Listening: Understanding weather forecast.
Speaking: Asking, answering about climate.
Writing: Writing an email.
Key strategies: Reading and writing.
Reading and writing. page 35.
Our favourite stars, then and now! page 44-45.
Reading: Understanding a text about stars' appearance.
Listening: Understanding a description of favourite stars.
Study tip: Matching specific information to photos.
Speaking: Describing favourite stars. Writing: Writing a description of favourite stars.
Key strategies: Listening for specific information. page 47.
B. CLIL History. page 128.
B. Culture: The USA and the UK: Multicultural nations. page 136.
Ask Annie for advice about the problems in your life.
page 56-57.
Reading: Understanding a text about teenagers problems.
Listening: Understanding a description of a problem.
Study tip: Listening for specific information.
Speaking: Asking, answering questions about a personal problem.
Writing: Writing a post about a personal problem.
Key strategies: Reading and writing.
page 61.

pagina 8.
page 8.
Contents.
Vocabulary.
Dialogue.
Grammar.
Functions.
Unit 5. Where did you stay? page 62.
Competences: 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 4.1.
Holiday places and activities.
page 63.
Word bank 5: Holiday things. page 152.
Vocabulary strategies: Creating a flow diagram. page 72.
Did you go cycling? page 64.
A. Past simple - Negative form page 66.
B. Past simple - Interrogative form and short answers. page 67.
C. Used to - Affirmative, negative and interrogative forms. page 68.
Making arrangements. page 69.
Pronunciation: The silent h page66.
Unit 6. I'm going to the museum.
page 74.
Competences: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1.
Places in town. page 75.
Word bank 6: Shops and services page 153.
Giving directions page 154.
Vocabulary strategies: Using maps page 84.
What are you doing on Saturday?
page 76.
A. Present continuous with a future meaning page 78.
B. Time expressions used with the future page 78.
C. Present simple with a future meaning page 79.
Asking for and giving directions page 81.
Pronunciation: The sounds, ts, and S, page75.
Evaluation test (Units 5 –6 ). page 85 - 86.
Unit 7.
Did you go by plane?
page 88.
Competences: 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 4.1, 4.2, 4.3.
Transport page 88.
Word bank 7: Travel and transport page 155.
Vocabulary strategies: Using word families page 98.
It's better than my bike page 90.
A. Comparative adjectives - Regular adjectives page 92.
B. Comparative adjectives - Irregular adjectives page 92.
C. As. as page 92.
D. Superlative adjectives - Regular adjectives page 93.
E. Superlative adjectives - Irregular adjectives page 93.
F. Possessives: noun + 's and of + noun page 94.
Agreeing and disagreeing page 95.
Pronunciation: The sound i: page 93.
Unit 8.
I never make my bed!
page 100.
Competences: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3.
Housework page 101.
Vocabulary strategies:
Verb and noun collocations page 110.
I have to help with the housework page 102.
A. Have to, don't have to page 104.
B. Have to - Interrogative form and short answers page 104.
C. Had to page 105.
D. Must / mustn't. page 105.
E. Mustn't, don't have to. page 106.
Making a polite request on the phone (will, can, would) page 107.
Pronunciation: The sounds, i and i: page 106.
Evaluation test (Units 7 - 8).
page 111 - 112.
Skills Tests.
page 114.
Term Tests.
page 118.
Grammar revision Level 1.
page. 122.
Let's read!
page 124.

pagina 9.
page 9.
Contents.
Skills and culture.
KEY strategies.
CLIL.
Culture.
My glamping holiday page 70 – 71.
Reading: Understanding a text about glamping. Listening: Understanding a conversation about a summer camp.
Speaking: Asking, answering about an unusual holiday.
Writing: Writing a blog about a holiday. Study tip: Writing a blog.
Key strategies: Reading and writing page 73.
C. CLIL Art.
page 130.
C. Culture:
Three great American cities. page 138.
Going geocaching page 82 - 83.
Reading: Understanding a description of geocaching. Listening: Understanding an interview on planning a geocaching day.
Speaking: Planning a day out.
Writing: Writing a description of a geocaching day.
Study tip: Using linkers.
Key strategies: Speaking.
page 87.
Greener transport for London.
page 96 - 97.
Reading: Understanding a text about green transport in London.
Listening: Understanding an interview about transport.
Speaking: Asking, answering questions about city transport.
Study tip: Understanding the aim of the task.
Writing: Writing a text about transport in a city.
Кеу strategies: Reading and writing. page 99.
D. CLIL Technology. page 132.
D. Culture: America coast to Coast. page 140.
The island. page 108 - 109.
Reading: Understanding an article about an English TV programme.
Listening: Understanding an interview about a TV programme.
Speaking: Asking, answering questions about an interview.
Study tip: Taking time to answer. Writing: Writing five golden rules to survive on a desert island.
Key strategies: Listening.
page 113.
Festivals.
St Patrick's Day page 142.
Thanksgiving page 143.
Project time!
page 144.
Irregular verbs.
page 165.
UK map.
page 166.
USA map.
page 167.
General and specific competences from the curriculum.
1. Understand oral messages in everyday communication situations.
1.1. Identify essential information in short recorded excerpts referring to predictable everyday aspects, when articulated slowly and clearly.
1.2. Identify the general meaning of clearly articulated oral messages.
1.3. Identify specific aspects of the culture of the language studied.
2. Speak in everyday communication situations.
2.1. Give a short presentation on a familiar topic.
2.2. Take part in short verbal exchanges with support from the interlocutor.
2.3. Express an opinion on a familiar topic, about a familiar situation.
2.4. Show willingness to be informed through reading.
3. Understand written messages in everyday communication situations.
3.1. Identify information from lists or simple functional texts (flyers, menus, timetables, advertisements).
3.2. Extract information from a clearly structured text (simple newspaper, online articles, brochures) in which numbers and names play an important part.
3.3. Identify detail information from a web document.
3.4. Show willingness to read for information purposes.
4. Write messages in everyday communication situations.
4.1. Fill in a form with personal information (education, interests, skills). 4.2. Present an activity in writing using connecting words ("and", "but", "because").
4.3. Participate in the exchange of simple written messages.
Competente generale şi specifice din programa şcolară.
1. Receptarea de mesaje orale in situatii de comunicare uzuală.
1.1. Identificarea informatiilor esentiale din fragmente scurte inregistrate, referitoare la aspecte cotidiene previzibile, atunci când se vorbeşte rar şi clar.
1.2. Identificarea semnificatiei generale a mesajelor orale curente, clar si rar articulate.
1.3. Identificarea unor elemente culturale specifice limbii studiate.
2. Exprimarea orală in situatii de comunicare uzuală.
2.1. Realizarea unei expuneri scurte, exersate, asupra unui subiect familiar. 2.2. Participarea la scurte interactiuni verbale cu sprijin din partea interlocutorilor.
2.3. Exprimarea unei păreri in legătură cu un subiect familiar / o situatie cunoscută.
2.4. Manifestarea interesului pentru participarea la schimbul verbal.
3. Receptarea de mesaje scrise in situatii de comunicare uzuală.
3.1. Identificarea informatiilor necesare din liste sau din texte functionale simple (pliante, meniuri, orare, reclame).
3.2. Extragerea informatiilor dintr-un text clar structurat (articole de ziar, digitale, simple, broşuri), in care numerele şi numele joacă un rol important. 3.3. Identificarea unor informatii de detaliu dintr-un document web.
3.4. Manifestarea disponibilitatii pentru informare prin lectură.
4. Redactarea de mesaje in situatii de comunicare uzuală.
4.1. Completarea unui formular cu informatii de identificare (educatie, interese, competente).
4.2. Prezentarea unei activitati in scris, utilizand cuvinte de legătură (și", dar", „pentru că").
4.3. Participarea la schimbul de mesaje scrise.

pagina 10.
page 10.
1. I love watching cartoons!
1. comedy.
2.
4.
5.
7.
8.

pagina 11.
page 11.
3.
6.
Look out!
In informal language, the names of some kinds of films are often shortened:
science fiction. sci-fi.
romantic comedy. rom com.
Cartoon. toon.
Word bank page 156.
1. Vocabulary.
Films.
1. Write the film words in the box under the pictures. Listen and check. Then listen again and repeat.
musical. science fiction. film.
comedy. action film. cartoon. horror film. romantic film. fantasy film.
2. Listen to two friends talking about their favourite kinds of films.
Complete the table with the missing information.
Name. likes. doesn't like.
Naomi. comedies,
Ben.
3. PAIRWORK. In pairs, ask and answer questions following the model in exercise 2.
A. What kinds of films does Naomi like?
B. She likes comedies and. but she doesn't like.
4. What are your favourite films? Complete the mind map with the titles of two films for each category.
Science fiction.
Comedy.
FILMS.
Cartoon.
Fantasy.
5. PAIRWORK. in pairs, ask and answer questions about your favourite films.
A. What are your favourite kinds of films, Luca?
B. I like action films and fantasy films, but I don't like romantic films.
A. What's your favourite action film?
B. It's.

pagina 12.
page 12.
1. Dialogue.
DVDSTORY 01.
What are you doing?
1. READ AND LISTEN. What kind of film is Chloe watching?
Adam. Hi Chloe. You're sitting here very quietly.
What are you doing?
Chloe. I'm watching this new action film on my tablet. It's called Justice.
Adam. An action film? But you don't usually watch action films!
Chloe. I know, but I'm enjoying this. It's really exciting!
Adam. Why? What's it about?
Chloe. It's about a gangster and a detective.
Justin Dobson is the detective. He's so cool!
Adam. Justin Dobson usually plays the bad guy in films.
Chloe. Yes, but in Justice he's playing the good guy and Jack Nelson is the bad guy.
Adam. So what's happening in the film now?
Chloe Justin Dobson is following Jack Nelson in his car - look!
Adam Wow! They're driving really fast! I love watching action films. This is brilliant!
Chloe. Yes, it is, but it's also my tablet and I'm watching this now.
Adam. Oh, come on, Chloe!
Chloe. But you never share your tablet with me!
Oh, OK. You can watch it later. if you behave nicely.
Adam. I always behave nicely!
Chloe. Yeah, right!
Listen again and repeat.
Everyday English.
What's it about?
the bad / good guy.
Oh, come on!

pagina 13.
page 13.
1. Dialogue.
2.COMPREHENSION. Read the dialogue again. Complete the sentences with the words and phrases in the box.
action films. detective. Adam. Jack Nelson. tablet. the bad guy. gangster.
1. Chloe is watching an action film on her tablet.
2. Adam thinks Chloe doesn't like. 3. The film is about a. and a.
4. Justin Dobson usually plays in films.
5. is playing the bad guy in this film.
6. loves watching action films.
3. Choose the correct answer.
1. (m watching, watch a film called Justice.
2, You don't usually watch, watching action films.
3, I'm enjoying, enjoy this film.
4. He usually is playing, plays the bad guy in films.
5. What happens / is happening in the film now?
6. You never share / are sharing your tablet with me.
4. Fill in the gaps with information from the dialogue on page 12. Listen and check. Then listen again and repeat.
Adam .Hi Chloe. You're sitting here very quietly. What are you doing?
Chloe. this new action film on my tablet. It's called Justice.
Adam. An action film? But you action films!
Chloe. I know, but I this. It's really exciting!
5. PAIRWORK. Think about films you like. Reproduce the dialogue in exercise 4, changing the words in bold. Use Word bank 1.
A. Hi Fede. You're sitting here very quietly.
What are you doing?
B. I'm watching this new comedy on my tablet.
It's called.
Now act out the dialogue with a partner.

pagina 14.
page 14.
1. Grammar.
A. Present simple and present continuous.
VIDEO.
We use the present simple to talk about habits. We often use adverbs of frequency before verbs in the present simple, such as always, sometimes, usually, often, never.
We use the present continuous to talk about actions in progress at the time of speaking.
We often use time expressions after verbs in the present continuous, such as now, at the moment etc.
I usually watch cartoons, but now I'm watching an action film. Peter sometimes does his homework in his room. Tonight he's doing his homework in the kitchen.
We can use time expressions such as always, continually, all the time etc. with the present continuous to show something happens very often (more often than usual), annoying the speaker. Why are you continually complaining about your life?
Get it right! As a rule, we don't use the present continuous with the following verbs of perception: like, love, hate, want, think, know, understand, remember, hear. see, taste, smell.
I love action films.
I am loving action films.
1. Choose the correct answer.
0. I usually do am doing my homework at school, but today I do, 'm doing it in my
room.
1. Graham usually goes / is going swimming on Saturdays, but the pool is closed today so he plays, 's playing a computer game.
2. I can't talk to you now because I have, 'm having my dinner.
3. They usually have / are having breakfast at home, but it's Saturday today and they have / are having breakfast in a café.
4. My mum usually works, 's working in London, but this month she works 's working in Bristol.
5. Harry usually watches / is watching sports programmes on TV but tonight he watches 's watching a film.
6. You drink, are drinking coffee today but you don't like / aren't liking it!
7. You are always losing / lose always things. Be more careful!
2. Read Judy's text and complete the sentences with the correct form of the verb in brackets. Listen and check.
My favourite films are comedies and fantasy films. I usually watch (watch) films on TV with my friends on Saturday evenings.
I (not, watch) films during the week because I (do) my homework in the evenings. If there isn't a good film on TV, I sometimes (chat) online with friends.
At the moment I (watch) a Sherlock Holmes film - it's brilliant!
Benedict Cumberbatch is in it and I (like) him. He often (play) the bad guy, but in this film he? (play) the famous detective Sherlock Holmes and he (try) to capture the evil Moriarty.
Moriarty (hate) Sherlock Holmes and (want) to kill him. I (think) Benedict Cumberbatch can act really well! I (enjoy) this film!
3. Find the mistakes in each sentence.
Then rewrite the sentence correctly.
0. My sister talks to my grandmother on the phone now.
My sister is talking to my grandmother on the phone now.
1. The students study for their English exam today.
2. Oliver is usually playing football on Sundays.
3. At the moment we have breakfast in a café.
4. I am always walking to school.
5. What do you do in the garden, boys?
It's raining!
6. Sally loves cartoons, but I'm liking sci-fi films.
7. Those girls aren't going to our school.
They're at Redland High School.
8. Why are you always be so rude?

pagina 15.
page 15.
1. Grammar.
Pronunciation. The sounds n and n.
4, Listen and repeat.
n.
watching. doing. sing.
n.
win. dinner. chin.
5. Listen and write the words in the correct column in exercise 4.
Listen and check. Then listen again and repeat.
cartoon. uncle. kangaroo.
lemon. bunch. earring.
B. Like / enjoy / love / hate + ing form.
VIDEO.
In English, the verbs we use to express personal likes and dislikes are usually followed by a noun or a verb in the ing form.
I like watching action films.
I enjoy going to the cinema.
They love reading comics.
We don't like playing rugby.
He hates playing computer games.
6. Put the words in order to write sentences.
0. likes / the baby / cartoons / watching.
The baby likes watching cartoons.
1. eating /pizza / loves / our dog.
2. computer games, you, like, do, playing?
3. hate / swimming / the girls / in the sea.
4. like / you / rugby / playing / do?
5. like, I, don't, going / by bus / to school.
6. doesn't / my mum, working, enjoy / at weekends!
7. music / love / we, listening to, rap.
8. don't like / our dogs / in the kitchen / staying.
9. fast cars / my brother / driving, enjoys.
10. hate, homework, doing, we.
7. Complete the interview using the words in brackets.
Steve. Do you like watching (you,like, watch) TV Rick?
Rick. No, I don't. I don't watch TV very often, but I (like, watch, videos) on YouTube on my tablet.
I (not, like / play) computer games.
Steve. (you / like / talk) to your friends online?
Rick. Yes, and I (like / meet) them on Saturday afternoons.
Steve. Where (you, like, go) with your friends?
Rick. We (love / play / sports) so we usually meet at the sports centre.
Steve. (you / enjoy / go) to the shops?
Rick. No, I don't! (hate / shop), but my sisters love shopping!
8. Complete the sentences to make them true for you. Use like, love, enjoy or hate.
0. I don't like watching music programmes on TV.
1. I watching TV documentaries about animals.
2. I surfing the internet.
3. My friends chatting online.
4. I watching football on TV.
5. My mum. listening to rap music.
6. I getting up early.
9. PAIRWORK. in pairs, ask and answer questions about what you like or don't like doing at the weekend.
ME.
Yes. No. Yes. No.
1. stay at home.
2. go to the cinema.
3. play sport.
4. read books.
5. go shopping.
6. play computer games.
A. Paul, do you like staying at home at the weekend?
B. No, I don't. I hate staying at home.

pagina 16.
page 16.
1. Grammar.
Round-up.
C. Adverbs of manner.
VIDEO.
We use adverbs of manner to show how somebody does something or how something happens. We usually put the adverb after the verb.
You're sitting very quietly. They're driving really fast.
We usually form the adverbs from the adjectives related to them, making the following changes: Regular adjectives + ly.
nice - nicely.
Adjectives of more than one syllable ending in y, y + ily,
easy - easily, noisy - noisily.
Irregular adverbs.
good - well. fast - fast.
10. Choose the correct answer.
0. My sister sings very bad / badly.
1. This actor is speaking very quick, quickly.
2. Julie can act well / good.
3. This music is too noisy / noisily.
4. The children are sitting very quiet / quietly.
5 This exercise isn't easy / easily.
6. I can do this exercise easy / easily.
11. Complete the sentences with the correct adverbs using the adjectives in brackets.
0. My dad usually walks slowly but he's walking quickly today because he's late!
(slow / quick).
1. David usually plays the piano but today he's playing. It's awful! (good, bad).
2. She usually speaks very but now she's talking to a Spanish boy so she's speaking (quick, slow).
3. Mum usually drives but she's driving today because of the traffic. (fast, slow).
4. My sister usually speaks but she's speaking this evening because the baby's asleepage (loud / quiet).
5. The students usually behave but today they're behaving and they aren't listening to the teacher. (nice / bad).
1. Read the dialogue and choose the correct answer.
Helen. Hi Mark, What here?
Mark. I'm just sitting here!
I'm thinking.
Helen. What. about?
Mark. About my little brother, Tom. He usually really well at school, but this
week he's behaving really.
Helen. Is he happy at school?
Mark. I don't know. He usually about school a lot, but this week he about school at all.
Helen. a lot of homework?
Mark. Yes, but he can usually do his homework. He always it really.
Helen. Has he got a lot of friends?
Mark. Yes, but his best friend his family in Brazil at the moment.
Helen. I that's why he isn't happy.
Mark. Oh yes, you're right, Helen. Thanks.
0. A. do you do.
B. are you doing.
C. you are doing.
1. A. quiet. B. quietly. C. well.
2. A. are you thinking.
B. do you think.
C. you're thinking.
3. A. is behaving. B. behave. C. behaves.
4. A. bad.
B. well. C. badly.
5. A. is talking. B. talks. C. talk.
6. A. doesn't talk.
B. don't talk.
C. isn't talking.
7. A. Does he get. B. Is he getting. C. He gets.
8. A. easily.
B. easy. C. bad.
9. A. is finishing. B. finish. C. finishes.
10. A. quickly. B. quick. C. slow.
11. A. visits. B. is visiting. C. visit.
12. A. think. B. is thinking. C. thinks.

pagina 17.
page 17.
Functions.
Buying cinema tickets.
1. Mark is at the cinema with his father. Read and listen to the dialogue. Then complete the chart with the information about the screening of each film. Listen again and repeat.
Dad. What times the next screening of Night at the Museurn 5. please?
Assistant. It's at half past eight.
Dad. How much are the tickets?
Assistant. They're £9.50 for adults and £7.00 for children under 14. Dad. Can I have one adult ticket and one child's ticket, please?
Assistant. Certainly. That's £16.50.
Dad. Thank you.
Mark. Which screen is it in? Assistant. It's in Screen 2.
Mark. Great. Thanks very much.
GLOBE PICTURE HOUSE.
SCREEN 1.
Iron Man 8 (12).
Next screening: 19.45
SCREEN 2.
Night at the Museum 5 (12).
Next screening:
SCREEN 3.
Dracula's Daughter (15).
Next screening: 20.30.
Admission prices: Adults £.
Children £.
Key expressions.
Questions.
What times the next screening of?
How much are the tickets?
Can I have. tickets, please?
Which screen is it in?
Answers.
It's at half past eight.
They're £9.50 for adults and £7.00 for children. Certainly. That's £. It's in Screen 2.
2. Listen and complete with the missing information.
CINECITY customer.
DATE 12.09.16.
TIME.
FILM.
SCREEN.
receipt.
NUMBER OF TICKETS.
PRICE £.
COMPETENCES.
cultural awareness and expression civic and social competences initiative.
3. PAIRWORK. in pairs, choose one of the other films in exercise 1 and act out a dialogue using the information in the chart.

pagina 18.
page 18.
1. Skills and culture.
Doctor Who?
Doctor Who is a cult BBC science-fiction TV series in the UK. Children and adults love watching it! It's about the adventures of an alien Time Lord. Her name is the Doctor. She looks human, but she isn't. She has a special power: she can travel in time.
She travels the Universe in her spaceship - the TARDIS. The TARDIS has a secret: on the outside it's a small, blue telephone box, but inside it's an enormous spaceship!
The Doctor is brave and intelligent. She loves travelling to distant parts of the Universe and she likes meeting new civilizations. She often helps them to fight their enemies and resolve dangerous situations. Sometimes she travels
into the past and sometimes she travels into the future. The Doctor also likes being with young people and she always has teenage friends with her. They help her in her adventures. Her enemies are the Daleks, the Cybermen and the Zygons.
The Doctor hates them, but Doctor Who fans love these monsters and baddies!
The Doctor Who science-fiction series is over years old, but British people still love it. Why is it popular? Fans say because it combines different
types of TV programmes - fantasy with science fiction, comedy with action - and it's always exciting. Every few years a new actor arrives to play the Doctor and this is an important part of the story - every fan has their favourite Doctor! Jodie Whittaker is the actress playing the Doctor now, 30 after replacing actor Peter Capaldi in 2017. She is the first woman to play this character and the thirteenth Doctor.
• Peter Capaldi as the twelfth Doctor (2013-2017).
Jodie Whittaker as the thirteenth Doctor (2017).
Glossary. spaceship. (especially in stories) a vehicle used for travel in space. enormous. very big, huge.
dangerous. (a person, animal, thing, or activity) that could harm you.

pagina 19.
page 19.
1. Skills and culture.
Reading.
1. Read and listen to the first paragraph of the text, then choose the
correct answer.
1.What is Doctor Who? A. a film. B. a TV series. C. a website.
2. What is it about? A. time travel. B. hospitals. C. science.
2. COMPREHENSION. Read and listen to the text. Are the sentences true (T) or false (F)? Correct the false ones.
T. F.
1. Doctor Who is a TV series for children and adults.
2. The Doctor is a human.
3. The Tardis is an alien.
4. The Doctor doesn't like travelling.
5. The stories in the series are always about the future.
6. The Doctor always travels with his teenage companions.
7. Doctor Who is a new TV series.
8. The same actor always plays the Doctor.
Listening.
3. Listen to Julie and Mark talking about TV programmes. Complete the table.
love. like. don't like. hate.
Julie. Mark. Julie. Mark. Julie. Mark. Julie. Mark.
Documentaries.
Sports programmes.
Detective series.
Japanese cartoons.
Disney cartoons.
Study tip. Linkers and, but because.
We use the linking words (linkers) and, but, because to add ideas together and make them coherent.
and adds information;
but expresses opposing views;
because explains something.
COMPETENCES.
cultural awareness and expression civic and social competences learning to learn.
Speaking.
4. PAIRWORK. Copy the table in exercise 3 in your notebook and complete it for you. In pairs, ask and answer questions about TV programmes.
A. Do you like watching documentaries?
B. Yes, I do. What about you?
Writing.
5. Write a short text about TV programmes you like or dislike.
Use the following example as a model.
My favourite kinds of TV programmes are cartoons.
I usually watch cartoons in the afternoon after school.
At the weekends I watch sports programmes.
I love sports programmes about basketball and Formula 1, but I hate watching programmes about golf because.

pagina 20.
page 20.
1. Vocabulary strategies.
COMPETENCES.
learning to learn civic and social competences.
Creating a word cloud.
Films.
1. Look at the kinds of films on pages 10-11 and complete the word cloud
with four other categories.
Strategy.
Creating word clouds is a fun way to collect and remember words referring to a same topic. You can write words in several directions using letters of different colours and sizes.
Cinema.
SCIENCE FICTION.

FILM.
ACTION FILM.
musical.
Comedy.
НА! НА! НА!
TV programmes.
2. Now make a word cloud for TV programmes with the words on page 156.
GAME.
Speedwriting.
In pairs, write the name of a TV programme as fast as you can for each category in exercise 2.
Whoever finishes first says 'Stop'. At that point, put down your pens and compare the words.
Play a second round with names of films.

pagina 21.
page 21.
1. Key strategies.
COMPETENCES. learning to learn.
Listening.
In some listening exercises, you hear five short dialogues. Each dialogue is associated with a question and three pictures. You have to listen to each dialogue twice, then answer each question choosing the correct picture.
LET'S PRACTISE!
1. Look at the pictures in exercise 3 and answer the questions.
1. What's the boy doing in each picture?
2. How do you say the prices?
3. What kinds of films are they?
4. What kinds of television programmes are they?
5. What is the girl doing in each picture?
STRATEGIES. Before you listen.
Read the question carefully and study the three pictures.
Identify similarities and differences between these pictures.
While you listen.
Listen carefully and study the pictures.
Do not choose the first picture you remember hearing about in the dialogue, Often, all three are mentioned, so you have to understand the context to answer
correctly.
The first time you listen, choose the picture you think is correct.
The second time you listen, check your answer.
2. Listen to the dialogue. Then read it (example dialogue) and circle the days of the week. Why are they mentioned?
Example.
0. When does the new film start?
A. FRIDAY.
B. SATURDAY.
C. WEDNESDAY.
The correct answer is C.
Example dialogue.
Dan. Hi, Jo.
Jo. Hey, Dan. The new film with Nick DiMartino is on at the cinema this week Dan Wow! Really? I want to see it!
Jo. Me, too. I usually go to the cinema on Saturdays.
Dan. I can't go on Saturday.
Jo. The new film starts on Wednesday but I can't go out on school days.
Dan. I know! We can go on Friday!
3. Listen to five short dialogues. Each dialogue corresponds with a different question. Choose the correct answer (A, B or C).
1. What does will like doing in the evenings?
A. B. C.
2. How much do the children's tickets cost?
A. B. C.
3. Which film do they choose?
A. B. C.
4. Which TV programme is on at 8:30?
A. B. C.
5. What's Molly doing?
A. B. C.

pagina 22.
page 22.
2. Tomorrow it'll be cold and windy.
1. sunny.
2.
5.
6.
7.
Weather and temperature.
1. Write the weather words in the box under the pictures. Listen and check. Then listen again and repeat.
freezing. warm. cloudy. snowing. windy. cold. sunny. raining. hot. foggy.
2. Listen to these people talking about the weather and complete the sentences.
0. Vanessa doesn't like the weather in England because it's cold.
1. Today in England it's.
2 It's usually. in Galway in summer. 3 It's and. today in Galway.
4. In winter in Patagonia it's.
5. Today it's in Scotland.
6. It's. in Milan today.

pagina 23.
page 23.
2. Vocabulary.
3. 4. 8. 9. 10.
spring.
Summer.
autumn.
winter.
3. Complete the sentences with the words in exercise 1.
0. I can't see the road. It's so. fogay.
1. It's -8°C. It's.
2. Where's my umbrella? It's.
3. The weather is good here and it's.
4. It's very. I think it's going to rain.
5. It's. today - let's go windsurfing.
6. In the desert it's more than 40 °C! It's really.
7. It's 25 °C so it's very today. Let's go to the beach!
8. Finally we can go skiing! It's.
Word bank page 157.
4. What's your favourite kind of weather? What kind of weather don't you like? Why? Write some sentences.
I like / love it when it's warm and sunny because we can go to the beach.
I don't like / hate it when it's raining because We can't play tennis.
5. PAIRWORK. Ask and answer questions about the weather.
A. Do you like it when it's? B. Yes, I do. I love it. No, I don't. I hate it.
A. Why? / Why not?
B. Because.
A. What's the weather usually like in summer?
B. It's.

pagina 24.
page 24.
2. Dialogue.
DVDSTORY O2.
Will it be nice on Sunday?
1. READ AND LISTEN. Underline all the words referring to the weather.
Kate. So, let's check if we've got everything for our trip to York and Whitby.
Here are the train tickets and reservation details for the hostel.
Sean. Do you think it will be cold in York?
After all, it's winter and it may be freezing up there!
Kate. Oh, come on! We aren't going to the North Pole!
Anyway, I didn't see the weather forecast last night.
Sean. I've got a cool weather app on my smartphone. Let's check it.
Sean checks his app.
Tom. So, what will the weather be like at the weekend, Sean?
Sean. On Saturday morning it will be cold and cloudy.
And it may rain in the afternoon.
Tom. If the weather is bad, it won't be a problem. We might visit the National
Railway Museum if it rains.
Kate. How boring! I really hope it won't rain, then!
Tom. Will it be nice on Sunday, when we're in Whitby?
Sean. Yes, it will. It'll be warm and sunny. Tom. It'll be the ideal weather to walk up to the abbey. We might meet Count
Dracula if we're lucky!
Listen again and repeat.
Everyday English.
after all.
Come on!
it may / might.
if.

pagina 25.
page 25.
Dialogue.
Get it right! We use may and might to say that something is possible and to express our uncertainty about future events. Tomorrow it may, might be cold. (I'm not sure.)
2. COMPREHENSION. Read the dialogue again and answer the questions. Write complete sentences.
1. Why is Sean worried?
2. What will the weather be like in York on Saturday morning?
3. What might the students do if it rains in the afternoon?
4. What will the weather be like on Sunday?
5. Why doesn't Anna want to go to the museum?
6. Who might they meet in Whitby?
3. Choose the correct answer.
1. Do you think it will, will it be cold in York?
2. Sean thinks it will, may be freezing in York.
3. They will to visit / visit the museum.
4. Kate hopes it will, won't rain because she doesn't want to go to the museum.
5. They walk/ will walk to the abbey, meet / to meet Count Dracula.
4. Fill in the gaps with information from the dialogue on page 24. Listen, check and repeat.
1. Tom. What will the weather be at the weekend, Sean?
Sean. On Saturday morning it cold and cloudy.
And it rain in the afternoon.
2. Tom nice on Sunday, when we're in Whitby?
Sean. It. warm and sunny.
5. PAIRWORK. Act out the dialogue in exercise 4. Change the words in bold, using your own ideas.
Pronunciation. Intonation in questions.
When we ask wh. questions (who, what etc) in English, our voice goes down.
When we ask yes, no questions, our voice goes up.
6. Listen and repeat.
Who's that man near your car?
When are your parents coming back?
What are you going to do tonight?
Where are the changing rooms?
Are you tired?
Would you like some tea?
Does your father work in a hospital? Did you see John yesterday?

pagina 26.
page 26.
2. Grammar.
A. Will - Affirmative form.
VIDEO.
Long form.
I will go.
You will go.
He, She, It will go.
We / You / They will go.
Short form.
I'll go.
You'll go.
He, She / It'll go.
We / You, They'll go.
Subject + will + base form of the verb.
We use will to:
1. make predictions;
It will be cloudy tomorrow.
2. make promises and offers.
I'll make the sandwiches for the party.
I'll tidy my room every Saturday.
1. Complete the sentences with will and one of the verbs in the box.
get married. make. study. win. write. leave. live. have. travel.
0. You will get married at the age of 30.
1. One of your relatives you a lot of money.
2. You in a house on a tropical island.
3. You. to a lot of countries.
4. You four children.
5. Your children at the best university in the world.
6. One of your children the Nobel Prize for Medicine.
7. You a great book about your life.
8. A famous film director a film from your book.
B. Will - Negative form.
VIDEO.
Long form.
I will not go.
You will not go.
He, She / It will not go.
We / You / They will not
Short form.
I won't go.
You won't go.
He, She, It won't go.
We, You, They won't go.
Subject + will + not + base form of the verb.
To make the negative form of will, we put not between will and the base form of the verb.
Get it right!
Pay attention not to confuse won't (will not) + base form of the verb.
with want + to + base form of the verb.
I won't live in a big city.
I want to live in a big city.
2. Complete the sentences with will or won't.
0. It's very cloudy. I think it will rain.
1. Tom doesn't study enough. He pass the English test.
2. It. snow today because it's too warm.
3. The weather forecast says it. rain all day tomorrow.
4. Kate. invite Colin to her party because she doesn't like him.
5. My brother hates sports, so he come to the football match with us.
6. Jane can play tennis very well. I think she win the match easily.
7. Joe and Brad are late for class again. Their teacher be very angry.
8. Mary is very good at languages. I'm sure she learn Russian very quickly.

pagina 27.
page 27.
2. Grammar.
C. Will – Interrogative form and short answers.
VIDEO.
Interrogative form.
Will I go?
Will you go?
Will he go?
Will she go?
Will it go?
Will we go?
Will you go?
Will they go?
Short answers.
Affirmative.
Yes, you will.
Yes, I will.
Yes, he will.
Yes, she will.
Yes, it will.
Yes, you will.
Yes, we will.
Yes, they will.
Negative.
No, you won't.
No, I won't.
No, he won't.
No, she won't.
No, it won't.
No, you won't.
No, we won't.
No, they won't.
Will + subject + base form of the verb?
Yes + subject + will.
No + subject + won't.
We always use the same form (will) in short affirmative answers, while in short negative answers we usually use the short form (won't).
3. Write questions with will. Then write affirmative (+) or negative (-) short answers.
0. it, be, sunny, tomorrow?(+).
"Will it be sunny tomorrow? Yes, it will."
1. you, live, in a small village? (-).
2. your English teacher / give / you, a test, this week? (+).
3. you and your friends, go, to the cinema, on Saturday night? (-).
4. an Italian film / win / an Oscar / next year? (-).
5. George Clooney, become / the president of the USA? (-).
6. it / snow / at the weekend? (-).
7. you, go, to England / next summer? (+).
8. all your friends, go, to university? (-).
D. Question tags - Asking for agreement (negative tags after affirmative sentences).
VIDEO.
Positive sentence (+). Negative sentence (-).
It's cold today, isn't it?
We can go to the cinema, can't we?
It will be sunny tomorrow, won't it? Tom likes the beach, doesn't he?
Mary has got three sisters, hasn't she?
Question tags are short questions that we add at the end of a sentence in spoken English and sometimes in informal writing. They can be used to ask for agreement.
4. Complete the sentences using the question tags in the box.
isn't he. hasn't she. don't you. won't it. don't they. won't she. can't you.
0. You speak French, don't you?'
'Yes, I do.
1. 'Cathy's got curly hair?
'Yes, that's right.
2. 'She'll be late again?
I think so.
3. 'Jack's on holiday?
'No, he's at home until next week.
4. 'Pat and Mike live in London?
"Yes, they do.
5. 'You can swim?"
'Unfortunately, I can't!
6. 'It will be a freezing winter?
'That's what the weather forecast says!


pagina 28.
page 28.
2. Grammar.
Round-up.
E. Question tags - Asking for agreement (affirmative tags after negativesentences).
VIDEO.
Positive sentence (+). Negative sentence (-).
It isn't cold today, is it?
We can't go to the cinema, can we?
It won't be sunny tomorrow, will it? Tom doesn't like the beach, does he?
Mary hasn't got three sisters, has she?
We can use a positive sentence + a negative tag (+, -) or a negative sentence + a positive tag (-, +). If the main sentence has an auxiliary verb or be, this is used in the tag. If not, do is used.
She isn't doing her homework, is she? You don't go swimming every Friday, do you?
There can be used as a subject in tags.
There isn't a problem, is there?
Get it right!
We do not use tags after questions.
It's cold, isn't it?
It's not warm, is it?
BUT NOT Is it cold, isn't it?
5. Put a question tag at the end of these sentences.
0. They aren't coming, are they?
1. You don't feel well?
2. Harry won't spend Christmas with his family?
3. Your sister doesn't like ice cream?
4. It isn't that bad?
5. There isn't any milk in the fridge?
6. You can't take part in the contest?
6. Read the interview and choose the correct answer (PJ = Professor Jones, P = Presenter).
PJ. The weather is getting warmer and I think the situation will becomey becomes very serious for us soon.
P. We have to do something quickly,' won't / don't we?
PJ. Yes, the ice at the Poles is already turning to water because temperatures are higher than in the past. Consequently, there will / won't be more water in the oceans and the sea might cover some tropical islands.
P. What will happen, happens to animals like penguins or polar bears?
PJ. There will / won't be any more penguins or polar bears if they can't find any food.
P. Will we, We will have lots of extreme weather?
PJ. Yes, the weather might be very bad.
I think hurricanes will / won't be stronger and the Mediterranean countries will / won't become deserts.
P. That's all very pessimistic. There is good news too, isn't / won't there?
PJ. I'm afraid there will / won't be any good news if we don't do anything about it. I think that if we change our way of life a little things will be better. But if we don't do anything, there 10 will be / are big problems for us in the future.
7. PAIRWORK. How will your life change in 20 years' time? Make notes.
In 20 years' time. ME. My partner.
1. you, be married?
2. you, have any children?
3. What kind of job, you, have?
4. Which hobbies / you, have?
5. Where, you, live?
6. you, live, flat or house?
Exchange information with a partner and take notes of his, her answers. Then tell the class about your partner's plan.
A. Will you be married in 20 years' time?
B. Yes, I will. And I'll have three children.
A. I'll be married too, but I won't have any children.

pagina 29.
page 29.
Functions.
Making offers and promises.
COMPETENCES.
cultural awareness and expression civic and social competences initiative.
1. Read and listen to the dialogue and fill in the gaps. Listen again and
repeat.
Mel. Sheila, tomorrow it's Kate's birthday. I don't know what to buy her. Sheila. I come with you to the department store?
Mel. Yes, get ready straightaway. At the department store.
Mel. Look! What that T-shirt?
Sheila. Yes, that's a good. I'm sure Kate like it.
Mel. It's really nice but it's £30. That's really expensive.
Sheila. OK. we pay half each? Kate's my friend, too!
Mel. Oh, thanks, Sheila._help you with your maths homework, I promise.
Sheila. That's fantastic. That's very nice of you.
Key expressions.
Offers and promises.
Shall I come with you to?
Shall we pay?
I'll help.
Responses.
Yes, please. No, thanks.
Oh, thanks, Sheila.
That's very nice of you.
2. Listen and say which dialogue is about:
A. going to the cinema. Dialogue.
B. organising a party. Dialogue.
C. meeting a girl. Dialogue.
3. Listen again and complete the sentences. Then listen and check.
Dialogue 1. I. you to her?
Dialogue 2. I. some sandwiches.
I. some pizzas?
Dialogue 3. I. us some tickets?
we. The Hunger Games on TV instead?
4. PAIRWORK. Decide with your partner what to buy for one of your friends for his, her birthday and write a dialogue similar to the one in exercise 1. Then act it out.

pagina 30.
page 30.
2. Skills and culture.
The power of nature.
The first earthquake happened in the middle of the night on 20th May 2012. I was asleep when suddenly my bed started shaking violently. My family and I ran quickly down the stairs into the street. There was a second earthquake nine days later. The two earthquakes killed seven people, injured another 50 and badly damaged most of the buildings in our town. After the earthquake we lived and slept in the streets for several days. I know that my country is in a seismic area, but some scientists think that one of the causes of the earthquake
might be 'fracking, the process of drilling down into the earth to find gas. If fracking continues, there might be more earthquakes.
(Luca from Finale Emilia, Italy).
Avalanches are quite common in the Swiss-Austrian Alps but what happened in 1950-51 is called 'The Winter of Terror. My grandfather remembers that in three months about 650 avalanches killed more than 265 people and damaged thousands of buildings. Heavy snowfalls, loud noises, vibrations and increases in temperature can cause avalanches. If climate change causes temperatures to rise, there will be more avalanches and there will be more deaths and destruction. (Anton from Innsbruck, Austria).
Achtung! Hiar verlassen .Sie das gesicherte Skigebiet! Alpine Gefahren!
Attention!
You an leaving the secured Alpine dangers!
Study tip.
Reading for specific information.
Think over what you must find in the text.
Don't read all the words.
Look through the text quickly and underline the key words or sentences.
Read the underlined sentences again carefully.
Reading.
1. Read and listen to the text. Match the names of the people to the photos. Photo 1. Photo 2. Photo 3.
2. COMPREHENSION. Read the text again and answer the questions.
1. How did Luca know it was an earthquake?
2. What might be one of the causes of earthquakes?
3. What happened in 1950-51 in Austria?
4. What are the main causes of avalanches?
5. What happened when Hurricane Katrina struck New Orleans?
6. Why is Claire worried about the future?
Listening.
3. Listen and complete the weather forecasts.
Scotland and Northern England.
Wales and the South West.
Central England.
The South and South East.
Today.
Tomorrow.

pagina 31.
page 31.
2. Skills and culture.
2. 3.
I remember the day before Hurricane Katrina arrived in New Orleans in August 2005. We received an evacuation order from the authorities. 80 per cent of the population left New Orleans. Some people took refuge in the Superdome, a stadium located on high ground, while others waited at home. I didn't have a car, sol went to the Superdome. The following day the storm arrived and the levees broke. About 80 per cent of the city was submerged under dirty water. Hurricane Katrina killed nearly 2,000 people and thousands of people lost their homes. It happened nine years ago but some areas of the city are still full of abandoned houses. Will New Orleans ever recover from the disaster? There will certainly be more hurricanes. Will my city still be so vulnerable in the future? (Claire from New Orleans, USA).
Glossary.
shaking moving backwards and forwards or up and down in quick, short movements. injured hurt.
damaged destroyed.
drilling making holes.
rise increase, grow.
levees walls of soil or other materials that are built next to a river to stop the river from flowing over the edges.
Will. recover. Will. become completely well again.
COMPETENCES.
competence in science and technology civic and social competences learning to learn.
Speaking.
4. PAIRWORK. Complete the chart with a weather forecast about a country of your choice. In pairs, ask and answer questions about your partner's country.
Country:
The North.
The West.
The South.
The East.
Temperature.
Conditions.
Writing.
5. As part of a student exchange programme a Finnish boy, girl is staying with you and your family for a week at Easter. Send him, her an email with the following points:
say how happy you are about his, her visit;
give a short description of your town;
describe the activities you will organise: where you will take him, her, what
you will do, what the weather will be like, etc.
Dear. I'm really happy that you're staying with us at Easter and.

pagina 32.
page 32.
2. Vocabulary strategies.
COMPETENCES.
learning to learn civic and social competences.
Strategy.
Using a monolingual dictionary is a good way to improve your English and learn new words. Monolingual dictionaries usually give the definition of the word and a sentence as an example to illustrate the context in which we use it.
Using a monolingual dictionary.
Weather and temperature.
1. Put the words in alphabetical order.
windy. thunderstorm. foggy. hurricane.
flood. freezing. snow. avalanche.
1. 2. 3. 4. 5. 6. 7. 8.
2. Look at the dictionary entry and answer the questions.
Snow', snao, noun, [U].
soft white pieces of frozen water that fall from the sky when the weather is cold:
children playing in the show.
heavy snow / rain.
an occasion when a lot of snow / rain falls.
snow, snow, verb.
it snows.
If it snows, snow falls from the sky:
It showed all day yesterday.
be snowed in.
to be unable to leave a place because there is too much snow:
We were showed in for two days.
be snowed under. to have too much work: I'm showed under with homework.
1. What's the definition for the noun Snow?
2. What's the example sentence?
3. What other words are associated?
4. What's the definition for the verb snow?
5. What's the example sentence?
6. What other words are associated?
3. Now look up these words in a learner's dictionary.
rain. climate. cloudy. avalanche. freezing. hurricane.
For each one, write:
A. the part of speech (noun, adjective, adverb, preposition or verb);
B. the definition;
C. an example sentence.
GAME.
Articulate!
Write the words in Word bank 2 (page 157) on 12 pieces of card.
Mix the cards and place them face down.
Split into two teams. Each team takes a turn to nominate a player. The player picks a card and has one minute to give a definition of the weather condition without saying the word.
If the team guesses the word, they score a point and keep the card. If they don't, the card goes to the bottom of the pile.

pagina 33.
page 33.
EVALUATION TEST.
UNITS 1 - 2.
Vocabulary.
1. Write six kinds of films.
1. 2. 3. 4. 5. 6. 6.
Grammar.
2. Choose the correct answer.
1. I always go / I'm always going swimming on Sundays.
2. It rains / It's raining so we can't go out.
3. I'm usually working, I usually work on Saturdays but luckily I'm not working, I don't work today.
4. Why you drink / are you drinking milk?
You don't like / aren't liking it!
5. We always go / We're always going on holiday to Greece but this year we are wanting, want a change.
6. Where are we going / do we go now?
12.
3. Underline the mistakes and correct the sentences.
1. We study for the exam tomorrow.
2. Charlie loves the cinema, but I'm enjoying the theatre.
3. I'm usually playing football on Sundays.
4. Why you are looking at me?
5. I'm not liking cheese.
6. We're watch the video right now.
7. She has a shower at the moment.
8. We are not meeting every week.
8.
4. Complete the sentences about what they like or don't like doing. Use the verbs in the box.
visit. eat. be. meet. stay.
speak. go. watch.
1. Jim likes fish and chips.
2. I hate. late for school in the morning.
3. They don't like. films on the computer.
4. We enjoy. to the cinema at weekends.
5. I don't like. English
6. My parents hate. at home on Saturday evenings.
7. I love. new places on holiday.
8. Do you enjoy. new people?
8.
5. Choose the correct answer.
1. Wow, you speak English really good, well.
2. Come in quiet / quietly - everybody's asleep.
3. I don't like that music - it's too noisy, noisily.
4. We're winning the game easy / easily.
5. That film isn't very good, well.
6. Can you run fast / fastly?
7. This exercise is just so easy / easily.
8. Speak slow / slowly please, I can't follow you.
8.
Functions.
6. Complete the dialogue with the correct words.
Customer. What is the next screening of Midnight Stars, please?
Assistant. It's at quarter. nine.
Customer. Ok, it's nine o'clock now, so I've got fifteen minutes left. How are the tickets?
Assistant. 're £10.50 for adults and £7.50 for children 14.
Customer. I have one adult ticket and two children's tickets, please?
Assistant. that's £25.50.
Customer. Here you are.
Assistant. Thank you.
Customer. screen is it in?
Assistant. Screen 3.
Customer. Thanks a lot.
8.
TOTAL. 50

pagina 34.
page 34.
EVALUATION TEST.
UNITS 1 - 2.
Vocabulary.
1. Look at the pictures and write the suitable weather words.
1. 2. 3. 4. 5. 6. 6.
Grammar.
2. Complete the sentences with will or won't.
1. The weather.(be) wet and cold tomorrow. (+).
2. You. (arrive) at school late! (+).
3. I (get) a good mark in the test. (-).
4. It. (snow) tonight.(-).
5. He. (win) the race. (-).
6. I think we. (have) fun at the weekend. (+).
7. They. (pass) the exam easily. (+).
8. You (become) a famous actor! (-).
9. My team (beat) your team! (+).
10. We. (stay) at home on Friday. (-).
10.
3. Complete the questions using the prompts and will. Give short answers.
1. (it / rain) tomorrow? No,
2. (you, learn) French at your new school? Yes,
3. (your parents, come) to the school concert? Yes,
4. (the teacher, give) us a test next week? No,
5. (your sister, be) angry with you? Yes,
10.
4. Choose the correct answer.
1. He is coming, isn't, doesn't he?
2. Mary likes flowers, doesn't / isn't she?
3. She will help you, will / won't she?
4. The weather will be very cold tomorrow, won't, will it?
5. You don't feel well, don't, do you?
6. You won't enter the competition, will / do you?
6.
5. Complete the sentences with the correct question tags.
1. It's Sarah's birthday tomorrow?
2. We can visit Mark and Julie this weekend?
3. Paul doesn't like football?
4. You'll meet me at the bus stop?
5. There won't be anyone here on Monday?
6. You don't feel ill?
7. Lisa has two brothers?
8. You'll be 14 years old next month?
9. You won't wear that ugly hat?
10. She lives in a four-bedroom apartment?
10.
Functions.
6. Complete the sentences with the phrases.
Questions: get you. I introduce. 'll make. shall.
Answers: yes. thanks. nice of you. very much.
1. We cook the dinner?' 'Thanks.
2. 'Shall. you to Ellie?' please.
3. I the birthday cake!
That's fantastic!
4. I'll an aspirin! That's very.
8.
TOTAL. 50.

pagina 35.
page 35.
2. Key strategies.
COMPETENCES.
learning to learn.
Reading and writing.
In some reading and writing exercises you are given five sentences referring to a same topic. You have to complete each sentence choosing the correct option: A, B or C.
STRATEGIES.
Before you choose, read each sentence and the three options (A, B and C) carefully.
Try to read the sentences using all the three options. Which of them makes more sense?
Choose the option that you think is the most suitable.
1. Read the sentences about a day out. Choose the best word (A, B or C) for each space.
0. The Martin family going on a trip tomorrow.
A. are. B. will. C. does.
The correct answer is A.
1. They go to the beach if the weather's nice, won't they? A. was. B. will.
C. is.
2. Mr Martin says it will rain tomorrow, he?
A. not. B. doesn't. C. does.
3. They. visit a castle on their holiday.
A. want. B. will. C. are.
4. The children to go to the beach.
A. won't. B. want. C. likes.
5. Mrs Martin doesn't mind to the beach or the castle.
A. going. В. go. C. went.
In other reading and writing exercises you are given five conversations, each of two lines. You have three possible options to answer in each case. You have to read the two lines of each conversation and choose the correct option: A, B or C.
STRATEGIES.
Read each line carefully.
Now try to answer using all the three options.
Which of them makes more sense?
Choose the option that you think is the most suitable.
2. Complete the five conversations. Choose the correct answer: A, B or C.
0. What are you going to do?
A. I'm watching TV.
B. I don't know.
C. We're doing our homework.
The correct answer is B.
1. I don't like cold weather!
A. So do I! B. It's freezing. C. Neither do I.
2. Hi, can I speak to Rory?
A. Who's calling? B. Are you Rory? C. Rory hasn't got a phone.
3. Shall I cook the dinner?
A. I never cook the dinner. B. Yes, please. C. No, you don't.
4. Would you like an ice cream?
A. No, I don't. B. Yes, I will.
C No, thanks.
5. I'll go to the shop for you!
A. No, thanks. I can't. B. I might go shopping. C. Thanks. That's nice of you.

pagina 36.
page 36.
3. His hair was black.
https: ro.pinterest.com.
1. Rachel and Lisa.
2. 4. 5.

pagina 37.
page 37.
3. Vocabulary.
3. 6.
Look out! When we use more than one adjective to describe something or someone, we separate the adjectives with a comma. We use the following order:
1. size.
2. type.
3. colour.
She's got blonde long wavy hair.
She's got long, wavy, blonde hair.
Word bank page 158.
Appearance.
1. Read and listen to the sentences. Then write the names of the people under the pictures. Listen and check.
1. My dad's got a beard and a moustache. His hair was black, but now it's grey.
2. My brother Josh has got curly, red hair and freckles. 3. My mum's got green eyes and short, straight, blonde hair.
4. My sisters Rachel and Lisa have got long, straight, blonde hair and blue eyes. 5. My granddad's got short, grey hair and he wears glasses and my granny's got curly, brown hair.
6. My cousins Gemma and Jane have both got long, straight, blonde hair, and Jane wears glasses.
2. Listen to Michael talking about his best friends. Write their names in gaps 1 and 2 in the table below.
Names. 1. 2. 3.
Eyes. blue, brown / green. blue / brown / green. blue, brown / green.
Hair. spiky / curly / straight / Wavy, blonde / red / brown, black.
spiky / curly, straight / wavy, blonde / red, brown, black.
spiky / curly / Straight / wavy / blonde / red / brown, black.
Other.
glasses, freckles / a beard / a moustache.
glasses, freckles / a beard / a moustache.
glasses, freckles / a beard / a moustache.
3.
Listen again and circle the words used to describe Michael's friends in columns 1 and 2.
4. Write the name of a partner in column 3 and circle the words that describe him, her.
5. PAIRWORK. In turns, describe the person you chose in exercise 4. Use the words you circled in the table. Can you guess who it is?
A. He's got long, curly, black hair.
He wears glasses.
B. Is it Bogdan?
A. Yes, it is!

pagina 38.
page 38.
3. Dialogue.
DVDSTORY 03.
Where were you?
1. READ AND LISTEN. Where are the two friends? Who is Adam waiting for?
Adam. Excuse me, I'm looking for my friend, Natalie Martin.
Waitress. Sorry, I don't know her. What does she look like?
Adam. She's slim, with long, brown hair.
Waitress. There was a girl in here half an hour ago. She was at that table. She had a cappuccino.
Adam. Was she short?
Waitress. No, she wasn't. She was quite tall and she had glasses.
Adam. No, that wasn't her. Natalie is quite short and she doesn't wear glasses. Waitress. Sorry.
Adam. Thanks anyway. Come on Vijay, let's go outside.
Vijay. Look, Adam - there she is! Natalie!
Natalie. enters the bar.
Natalie. Adam, there you are!
Adam. So where were you at 9:30?
Natalie. I was in the café.
Adam. No, you weren't.
Natalie. Yes, I was. I was in the mall café.
Adam. But my text says, 'Meet me at the Mill Café!
Natalie. No, Adam, look. Your text says, "Meet me at the mall café.
Vijay. She's right, Adam. Switch off predictive text!
Adam. Oops!
Listen again and repeat.
Everyday English.
Thanks anyway.
mall.
Switch off predictive text!

pagina 39.
page 39.
3. Dialogue.
2. COMPREHENSION.
Read the dialogue again and choose the correct answer.
1. Melanie has.
A. short, red hair. B. long, brown hair. C. curly, brown hair.
2. The girl in the café had.
A. an orange juice. B. a cup of tea. C. a cappuccino.
3. The girl in the café. C. wasn't tall.
A. was short. B. wasn't short.
4. The boys meet Natalie.
A. in the café. B. at the mall. C. outside.
5. Adam's text message to Natalie says to meet him.
A. at the mall café. B. outside the café. C. at the Mill Café.
3. Complete the sentences.
1. The girl in the café half an hour ago.
2. She short. She quite tall and she glasses.
3. Where you at 9:30?
4. I in the café.
5. No, you in the café.
4. Read the dialog on page 38 again and choose the correct answer.
Listen and check. Then listen again and repeat.
Natalie. Adam, there you are were!
Adam. So where are / were you at 9:30?
Natalie. I was, were in the café.
Adam. No, you wasn't, weren't.
Natalie. Yes, I was / were. I am, was in the mall café.
5. PAIRWORK. In pairs, complete the dialogue with information that is true for you. Then act out the dialogue.
A. there you are!
B. So where were you?
A. I was in the.
B. No, you weren't.
A. Yes, I was. I was.Where were you?
B. I was.

pagina 40.
page 40.
3. Grammar.
A. Past simple of the verb to be.
Affirmative form.
VIDEO.
I was in the café.
You were in the café.
He was in the café.
She was in the café.
It was in the café.
We were in the café.
You were in the café.
They were in the café.
Subject + was / were + complement.
The affirmative form of the verb to be in the past simple is was or were.
We use was with the subject pronouns, I, he, she and it.
We use were with the subject pronouns you, we and they.
Get it right!
In English, we always use the past simple of the verb to be (was, were) with born.
I am born in Newcastle.
I was born in Newcastle.
1. Choose the correct answer. Listen and check.
0. I was, were at home last night.
1. I was / were in London during the holidays.
2. Sally was / were at a swimming lesson yesterday.
3. The boys was / were born in Spain.
4. Tom was / were in my class two years ago.
5. That book was / were really good!
6. Sam and I was / were at Lucy's party on Saturday.
7. They was / were 10 years old in 1999.
8. It was / were my birthday yesterday.
2. Rewrite the sentences in the past simple.
0. Ellie is a student at Redland High School.
Ellie was a student at Redland High School.
1. I'm a doctor at the hospital.
2. He's 15 years old.
3. They're my best friends.
4. Karen's in class 8B.
5. The dog's black and white.
6. We're in New York.
7. You're late for the lesson.
8. The girls are tall and slim.
B. Past simple of the verb to be.
Negative form.
VIDEO.
I wasn't at home.
You weren't at home.
He wasn't at home.
She wasn't at home.
It wasn't at home.
We weren't at home.
You weren't at home.
They weren't at home.
Subject + was / were + not + compl.
The negative form of the verb to be in the past simple is wasn't (was not) or weren't (were not).
3. Rewrite the sentences in exercise 1 in the negative.
0. I wasn't at home last night.
2. 3. 4. 5. 6. 7. 8.

pagina 41.
page 41.
3. Grammar.
C. Past simple of the verb to be.
Interrogative form and short answers.
VIDEO.
Interrogative form.
Was I late?
Were you late?
Was he late?
Was she late?
Was it late?
Were we late?
Were you late?
Were they late?
Short answers.
Affirmative.
Yes, you were.
Yes, I was.
Yes, he was.
Yes, she was.
Yes, it was.
Yes, you were.
Yes, we were.
Yes, they were.
Negative.
No, you weren't.
No, I wasn't.
No, he wasn't.
No, she wasn't.
No, it wasn't.
No, you weren't.
No, we weren't.
No, they weren't.
Was / were + subject + complement?
Yes + subject + was / were.
No + subject + wasn't / weren't.
To make the interrogative form in the past simple, we put was or were before the subject pronoun. We form short answers with Yes or No + subject pronoun + was / were or wasn't / weren't.
4. Write questions using the prompts.
0. it / your birthday / yesterday?
Was it your birthday yesterday?
1. you / in Italy / four months ago?
2. you / 3 / in 2008?
3. your parents / at home / last weekend?
4. your friends / at / your house yesterday?
5. you / in bed / at ten o'clock last night?
6. your last English exam / difficult?
5. Give personal short answers to the questions in exercise 4.
Was it your birthday yesterday? Yes, it was.
D. Question words with was / were.
VIDEO.
In questions formed with interrogative words (also known as question words or Wh- question words), these words (what, where, when, who) are always placed at the beginning of the sentence. The words How and How much also belong to the question words group.
Wh- + was / were + subject.
Where were you?'
'I was at school!
When was Kate's birthday?'
"Her birthday was last week!
'Why were you late?'
'I was late because the clock was wrong.
'How was your exam?'
"My exam was easy, thanks!
6. Write questions for the following answers.
Use Where, When, Why or How.
0. My party was in December.
When was your party?
1. The school trip was great, thanks.
2. The concert was at eight o'clock.
3. The hotel was in the city centre
4. The food was cold because it was in the fridge.
5. My exam was last Friday.
Pronunciation. Was: weak and strong forms.
The past simple form of the verb to be (was) has two different pronunciations called strong and weak forms. The strong forms are stressed, while the weak forms are unstressed.
7. Listen and repeat. Strong form / woz / Weak form / waz.
Yes, he was!
He was 15 years old.
8. Listen and mark as W (weak form) or S (strong form).
1. l was a nurse in Greece.
2. He wasn't at school yesterday.
3. Yes, she was.

pagina 42.
page 42.
3. Grammar.
Round-up.
E. Past simple of the verb have.
Affirmative form.
VIDEO.
I had a red bike.
You had a red bike.
He had a red bike.
She had a red bike.
It had a red bike.
We had a red bike.
You had a red bike.
They had a red bike.
Subject + had + complement.
The affirmative form of the verb have in the past simple is had for all subject pronouns.
She had a tennis lesson yesterday.
They had a big house in France.
9. Rewrite the sentences using the past simple.
0. Harry has five brothers.
Harry had five brothers.
1. I have cereal for breakfast.
2. Jennifer has three children.
3. The students have a lot of exams.
4. You have beautiful hair.
5. We have a few ideas.
6. Mary has curly, brown hair.
7. Rob has a new car.
8. They have a nice house.
10. Complete the sentences about the following characters using the past simple of have and one of the adjectives in the box.
curly. black. long. blonde. grey.
0. Charlie Chaplin had curly hair.
1. Snow White hair.
2. Rapunzel hair.
3. The seven dwarves beards.
4. Cinderella hair.
1. Read Douglas's email and fill in the gaps with was, were, wasn't, weren't or had.
10.23 PM.
Hi Ed,
Sorry I wasn't at football last night - how it?
I at a concert with Nick. Remember him? He's that short boy with curly, black hair. He was in our science class last year.
Nick free tickets for the Maroon Five concert. It at the Millennium Stadium in town! There about 10,000 people in the stadium but we lucky. We really good seats near the front.
My favourite musician Mickey Madden. He's the tall guy with a beard and big glasses. He plays the bass guitar in the band. He's so cool! The concert awesome. It's a pity you there, too. I hope you a good time at football. See you soon, Douglas.
2. PAIRWORK. Think about a concert, a film or a sporting event you participated in. Then, in pairs, talk about it using the prompts below.
What / the event?
When / the?
How much / tickets?
Where / seats?
How many / people / there?
Who / favourite?
Was / it / a good?

pagina 43.
page 43.
Functions.
Describing people.
1. 2. 3.
1. Read and listen to Lucy describing her family. Write the names under the pictures.
Joe. Who do you look like in your family, Lucy?
Lucy. I look like my mum. We've got brown eyes and straight hair.
Joe. What about your sister, Sarah? What does she look like?
Lucy. She's quite tall, with very long, curly hair.
Joe. Does she look like you?
Lucy. No, she doesn't. She looks like my dad. They've both got big ears!
Joe. What colour hair has she got?
Lucy. She's got red hair, like Dad. Joe. What colour eyes has she got?
Lucy. She's got green eyes.
COMPETENCES.
cultural awareness and expression civic and social competences initiative.
Key expressions.
Questions.
Who do you look like?
What does. look like?
Does he / she look like you?
What colour eyes / hair has he / she got?
Answers.
I look like my mum.
He, she's tall with short hair.
No, he, she doesn't.
He, she's got blue / green eyes and brown, black hair.
2. Listen to Joe describing himself and his father and fill in the gaps.
Joe looks like his!
They've both got? hair and a big.
Joe has got. eyes and his dad has got brown.
3. PAIRWORK. In pairs, ask and answer questions about your families. Use the key expressions box and the dialogue in exercise 1 as a model.
A. Michael, who do you look like in your family?
B. I look like my dad. We've got.

pagina 44.
page 44.
3. Skills and culture.
http: www.then_and_now.co.uk.
OUR FAVOURITE STARS, then and now!
He was born in Memphis, Tennessee and was a famous child actor. Then he was a teenage pop star in the American boy band NSYNC. Now he's an actor in films like Bad Teacher, In Time, Friends with Benefits and The Social Network. He's married to the beautiful actress Jessica Biel and has a young son. Justin Timberlake has got it all and he's gorgeous too - ask any of his fans! He's got very short hair and a beard and his clothes are always trendy.
But Justin wasn't always so cool. In this photo he was 11 - who knew he had curly hair?
She was born in Pennsylvania, USA on December 13, 1989. When she was 14 years old, American singer and songwriter Taylor Swift was a country music mega-star. She was just 17 in 2006 when she had a number 1 song in the USA. She was 19 when she got a Best New Artist nomination at the Grammy Awards. She still sings but now she's also an actress and model, and she's famous for her
style and her blonde hair and blue eyes. But Taylor wasn't always so elegant. Here she's a cute girl with wavy hair.
Everyone knows Harry Potter, the cute little boy with brown hair, blue eyes and big glasses in the films about the magic school, Hogwarts. But that was then and this is Daniel Radcliffe now! Now the British actor is famous for his performances in the London theatre, and in films like The Woman in Black and Kill Your Darlings. His look is different now, too. He has got a fringe but he hasn't got glasses.
His hair is short and dark brown and he's got a beard.
Harry Potter is a cool dude today!
Glossary.
has got it all has everything.
so cool so attractive, fashionable.
cute beautiful, graceful.
cool dude awesome guy.

pagina 45.
page 45.
3. Skills and culture.
Reading.
1. Read the title of the text and look at the pictures. What is the text
about? Choose the correct option.
A. astrology. B. actors. C. music.
2. COMPREHENSION. Read and listen to the text. Are the sentences true (T) or false (F)? Correct the false ones.
T.
F.
1. Justin Timberlake is English.
2. He was in a boy band when he was a teenager.
3. Taylor Swift sings rap music.
4. Her nomination for Best Artist was in 2008.
5. Daniel Radcliffe works in the theatre in New York.
6. He looks the same today as he did in the Harry Potter films.
Study tip. Matching specific information to photos.
1. Think about the kind of information you are listening to: words to describe physical appearance.
2. Make a list of words you already know about this topic: type of hair and hair colour, face, body parts, adjectives (tall, short, slim etc.)
3. Underline the words in the list that can be used to describe the photos.
4. Listen and mark the words you hear.
5. Listen again and add all the other words that you understand.
Listening.
3. Listen to two people describing their favourite actors. Which actors are being described? Circle the correct option.
1. A. KRISTEN STEWART.
B. SCARLETT JOHANSSON.
2. C. ROBERT DOWNEY JR.
D. CHRIS HEMSWORTH.
4. Read the questions about the dialogue in exercise 3 and complete them with the missing words.
1. Who your favourite actor?
2. Where is he, she?
3. What films he, she in?
4. What does he / she like?
5. he, she got blonde hair?
6. he, she good looking?
Speaking.
5. PAIRWORK. Think about a famous person without saying his, her name. Ask each other the questions in exercise 4.
Writing.
6. Use the information in exercise 5 to write a description of the famous
person your partner chose.
Mark's favourite actor is Ben Affleck. He's American. He was in the films Good Will Hunting, Batman and Gone Girl. He's tall and he's got.
COMPETENCES.
cultural awareness and expression civic and social competences learning to learn.
Project time! Go to page 144-145.

pagina 46.
page 46.
3. Vocabulary strategies.
COMPETENCES.
learning to learn civic and social competences.
Strategy.
Smart flash cards are a very creative tool for learning and remembering words. On each card there is a picture and a corresponding word that describes it. There is also a sentence that refers to your life or personal experience, allowing you to put the word in context.
Creating smart flash cards.
Appearance and parts of the body.
1. Here are the instructions for making a smart flash card.
1. Find the picture of a person, for example a man with a beard.
2. Stick it on a sheet of paper and write the word BEARD. Then cut out the paper. 3. On the other side of the paper, write a sentence about a person you know.
Uncle David has got a brown beard.
1.
2. BEARD.
3. Uncle Dawid has got a brown beard.
2. Look for photos or draw pictures of the words on pages 37 and 158 (Word bank), and make smart flash cards. Remember to write a sentence about the people you know on the back of the cards.
GAME.
Picture dictation.
In pairs, draw a picture of a character without showing it to your partner. After that, one of you describes his, her own character and the other draws it. In the end, compare the drawings and swap roles.

pagina 47.
page 47.
3. Key strategies.
COMPETENCES. learning to learn.
Listening for specific information.
In some listening exercises, you are given five answers. On the left, you will find a list of five people, and on the right, a list of eight options. You will listen to a short dialogue twice. While you listen, you will try to identify important information and match each person with one option.
LET'S PRACTISE!
1. In listening activities, it is important to understand the details.
Listen and choose the correct option.
0. Julia's hair is short) long now.
1. Liam wears / doesn't wear glasses now.
2. Tom looks like his mum / dad.
3. Nick has got a beard / moustache.
STRATEGIES.
Before you listen.
Read the instructions.
Read the words from the exercise. In this way, the words that you hear will not be completely new to you.
While you listen.
Listen carefully and study the words.
Don't choose a word just because you recognised it. Remember that you
have to understand the context in which it is used. For example: I've got a smartphone.
I haven't got a smartphone.
The word smartphone appears in both sentences, but the first sentence is affirmative, while the second one is negative.
The first time you listen, concentrate and match each person with one option.
The second time you listen, check the answers.
2. Listen to Jamie describing his family. Match each member of the family to their physical appearance.
People.
1. Mum.
2. Dad.
3. Tanya.
4. Lucas.
5. Uncle David.
Appearance.
A. spiky hair.
B. slim.
C. moustache.
D. good-looking.
E. glasses.
F. brown eyes.
G. beard.
H. plump.
I. curly hair.

pagina 48.
page 48.
4. He felt relaxed.
1. afraid.
2. 4. 3. 6. 8.

pagina 49.
page 49.
4. Vocabulary.
Look out! In English, we use adjectives ending in -ed to talk about how we feel.
I feel bored in physics lessons.
Instead, we use adjectives ending in -ing to express an opinion or describe something.
Physics lessons are boring.
5. 7. 10.
Feelings and emotions.
1. Write the names of these emotions under the pictures. Listen and check. Then listen again and repeat.
worried. afraid. bored. relaxed. happy.
sad. excited. surprised. angry. tired.
2. Point out which adjectives in exercise 1 express a positive emotion and which ones express a negative emotion.
3. Listen to five people talking about how they are feeling. Fill in each gap with an adjective.
1. Ben felt relaxed.
2. Sally is feeling.
3. Joe is feeling.
4. Kate is feeling
5. Will is feeling.
4. Listen again and match the people to the reasons for the feelings they have.
1. C. Ben.
2. Sally.
3. Joe.
4. Kate.
5. Will.
A. He's having a birthday party.
B. She had an exam.
C. It was sunny and he was in the garden.
D. He's got a new pet.
E. She doesn't know where her brother is.
5. How do these pictures make you feel? Write an adjective under each picture.
1. 2. 3. 4.
6. PAIRWORK. in pairs, ask and answer questions about how you are feeling today. A. How are you feeling, today, Jim?
B. I'm feeling relaxed because.
Word bank page 159.

pagina 50.
page 50.
4. Dialogue.
DVDSTORY 04.
I started school here last year.
1. READ AND LISTEN. Why does Emma go to a different school?
Adam. Oh, hi, Emma. Emma, this is my friend, Ricky.
Emma. Hello.
Ricky. Nice to meet you, Emma.
Adam. Emma's my cousin.
Ricky. Do you live near here, Emma?
Emma. No, not now. We moved house two months ago.
I changed school two months ago, too.
Ricky. Do you like your new school?
Emma. Yes, I do. I'm happy there.
What about you?
Ricky. I started school here last year.
Adam. Ricky's Italian.
Emma. Really?
Ricky. Yes, I was born in Rome.
Emma. You're so lucky! I went to Rome last summer - it's beautiful.
Ricky. Yes, it is.
Emma. Do you like it here?
Ricky. Yes, I do. I was not happy about the weather at first, but I got used to it.
Emma. Do you like your school?
Ricky. Yes, it's great! I was really excited when I arrived but I felt worried about the exams.
Emma. Well you look very happy now!
How were your results?
Ricky. Not bad. I was happy, I passed them all.
Adam. He got an A star in one of them!
Emma. Wow! That's fantastic, Ricky.
Which exam was that?
Ricky. Italian!
Listen again and repeat.
Everyday English.
I got used to it.
Not bad. He got an A star.

pagina 51.
page 51.
4. Dialogue.
2. COMPREHENSION. Read the dialogue again.
Are the sentences true (T) or false (F)? Correct the false ones.
T. F.
1. Ricky and Emma are old friends.
2. Emma's family have got a new house.
3. Emma doesn't like her new school.
4. Ricky lives in Rome now.
5. Emma doesn't like Rome. 6. Ricky hates the English weather.
7. Ricky was relaxed about his exams.
8. Ricky's exams results were good.
3. Complete the sentences.
1. Emma house two months ago.
2. Ricky school here last year.
3. Emma to Rome on holiday last year.
4. Ricky worried about the exams.
5. Ricky all his exams.
6. Ricky an A star in Italian.
4. Read the dialogue on page 50 again and choose the correct answer. Listen and check. Then listen again and repeat.
Ricky. I'am, was born in Rome.
Emma. You were / 're so lucky! go, went to Rome last summer - it's beautiful. Ricky. Yes, it is.
Emma. Do you like it here?
Ricky. Yes, I do. I'm not, was not happy about the weather at first, but I got used to it.
Emma. Do you like your school?
Ricky. Yes, it's great! I am, was really excited when I arrive / arrived but I felt worried about the exams.
5. PAIRWORK. In pairs, reproduce the dialogue in exercise 4, changing the underlined words. Then act out the dialogue as a class.
A. I was born in New York. B. You're so lucky! I went to New York last summer - it's big.
A. Yes, it is.
B. Do you like it here?

pagina 52.
page 52.
4. Grammar.
A. Past simple of regular verbs.
Affirmative form.
VIDEO.
I started at 8:00 am.
You started at 8:00 am.
He started at 8:00 am.
She started at 8:00 am.
It started at 8:00 am.
We started at 8:00 am.
You started at 8:00 am.
They started at 8:00 am.
Subject + base form of the verb + ed + complement.
The affirmative form of regular verbs in past simple is the same for all persons. We make it by adding ed to the base form of the verb.
We walked to school yesterday.
I changed school last year, too.
1. Write the past simple form of the following verbs.
0. help. helped.
1. ask.
2. play.
3. show.
4. listen.
5. wait.
6. work.
7. open.
8. want.
9. need.
10. walk.
2. Complete the sentences with the past simple form of the verbs in the box.
open. show. work. wait. start.
finish. ask. watch. listen.
0. I listened to a radio programme last night.
1. We for Kate for an hour.
2. The lesson at 8:00 am.
3. I for more time in the exam.
4. Fred in Rome for three years.
5. The children all their presents.
6. I a great film on TV last night.
7. The concert at midnight.
8. My cousins us their town.
B. Time expressions used with the past.
VIDEO.
I walked to school yesterday.
She studied French last year.
That girl was in the café half an hour ago.
To talk about events or actions that ended in the past, we often use the past simple with time expressions like yesterday, last night, week, month, year, five minutes, weeks, years ago.
3. Complete the sentences using the correct time expression so they are true for you.
0. The lesson started 20 minutes ago.
1. I changed school.
2. I walked to school.
3. I watched a match.
4. I visited my grandparents.
5. We played basketball.
6. I wasn't at home.
C. Past simple of regular verbs.
Spelling rules.
VIDEO.
To regular verbs ending in e, we only add d.
like. liked.
change. changed.
To regular verbs ending in one consonant and y, we change the y in i , and then we add ed.
study. studied.
try. tried.
In some one syllable verbs ending in a vowel and a consonant, we double the consonant before we add ed.
In some two syllable verbs ending in a vowel and a consonant, with the last syllable stressed, we double the consonant as well.
stop. stopped.
chat. chatted.
travel. travelled.

pagina 53.
page 53.
4. Grammar.
4. Complete the sentences with the correct past simple form of the verb in brackets. Listen and check.
0. Flora changed (change) school last term.
1. Kenneth (love) Lisa when he was young.
2. The boys (arrive) last night.
3. We (study) maths, science and history last weekend.
4. Marco Polo (travel) to many places in China.
5. I (decide) not to go to university.
6. My grandparents (live) in Berlin from 1955 to 1960.
7. The train (stop) at five stations before London.
8. Helen and her friends (chat) online until eleven o'clock last night.
D. Past simple of irregular verbs.
Affirmative form.
VIDEO.
Base form.
Past simple.
buy. bought.
come. came.
do. did.
drink. drank.
eat. ate.
feel. felt.
find. found.
forget. forgot.
get. got.
give. gave.
go. went.
know. knew.
leave. left.
make. made.
meet. met.
Base form.
Past simple.
read. read.
run. ran.
say. said.
see. saw.
sing. sang.
sleep. slept.
speak. spoke.
spend. spent.
take. took.
teach. taught.
tell. told.
think. thought.
wear. wore.
win. won.
write. wrote.
Many verbs in English have an irregular form in the past simple. These forms must therefore be memorised (see page 164).
He came to England when he was 12.
I went to Florence on holiday last summer.
5. Decide if the verbs in the box are regular or irregular, and write the correct past simple form in the table below.
run. study. write. talk. invite. speak.
buy. wait. play. look. see.
Regular verbs.
studied.
Irregular verbs.
6. Complete the sentences with the correct past simple form of the verb in brackets.
0. I forgot (forget) my schoolbag yesterday.
1. We (go) to lbiza last August.
2. My granny( buy) me a new smartphone last weekend.
3. Our train (leave) at 4:30!
4. The football match was great - my team (win) 3-0.
5. I (see) Martin with Sandra at the sports club yesterday.
6. He (know) my brother when he was in Italy.
7. We (give) my mum flowers for Mother's Day.
8. Sally (make) a cake yesterday.
7. Complete the dialogue with the correct past simple form of the verbs in the box.
see. tell. feel. meet. get.
Sam. Hi Mum, I saw Kirsty today.
Mum. Oh? Where was she?
Sam. We at the bus stop and we the bus to town together.
Mum. How is she?
Sam. She's fine. She me about her new school.
Mum. I think she worried about starting a new school. Does she like it now?
Sam. Yes, she does.

pagina 54.
page 54.
4. Grammar.
8. Read the text and fill in the gaps with the correct form of the verbs in the box.
leave. meet. enjoy. be. say. know.
feel. study. talk. send. see. teach. go.
My grandfather was born in St Kilda, a remote island near Scotland, in 1945. There wasn't a school on the island, so he at home. His teacher him on the radio and he his homework to her by post. Sometimes he to the other pupils on the radio, too.
He talking to one girl, Flora, and often laughed and joked with her.
He happy speaking to her but he never her.
My grandfather the island when he was 18 and went to Glasgow.
One day he into a café and a beautiful girl.
He she was the girl for him. He asked the girl her name.
"Flora, she.
I come from a little island in the west of Scotland.
Pronunciation. The sounds t, d and id.
The affirmative form of the past simple can be pronounced in different ways, according to the final sound of the base form of the verb.
9. Listen and repeat.
t. d. and id.
looked. walked.
arrived. played.
decided. started.
10. Listen and write the verbs in the correct column in exercise 9.
washed. ended. changed. helped.
travelled. visited. waited. liked. tried.
Round-up.
1. Read Adam's project about what English schools were like in the past. Complete with the correct past simple form of the verb in brackets.
globe.
abacus.
slate.
chalk.
My school is very old. This is a picture of some school equipment from 1895! Now it is very modern but then everything was so different! There were (be) maps on the wall.
They (use) a globe for geography lessons, and they (count) with an abacus.
Every child (sit) at a different desk. They (write) on slates with chalk, not on paper, and they (correct) their mistakes with their fingers! Girls and boys (learn) in different classes and the school (have) different doors for boys and girls. They both (study) reading, writing, arithmetic, spelling and PE.
Boys also (do) lessons like maths and technology to prepare them for jobs after school. The teachers (teach) the girls cooking and making clothes to prepare them for being mothers! The teachers often (feel) angry with the children and (shout) at them! I'm so happy I'm at my school now and not in 1895!
2. PAIRWORK. In your opinion, what did children do every day in 1895? In turns, use the following prompts to write sentences.
0. Children / start, school, 6 years old.
Children started school at 6 years old.
1. Children, go, to work, 9 years old.
2. They, get up, at 5:00.
3. They / eat / bread / breakfast.
4. They / wash, in cold water.
5. They, walk/, to school.
6. They / study / religion / every day.

pagina 55.
page 55.
4. Functions.
Apologising and making excuses.
1. Read and listen to the dialogue. Choose the correct answer.
Julie. Hi, Chris. Can you come to my party on Friday / Saturday?
Chris. I'm really sorry, but I can't go out this weekend, week.
Julie. Oh no, that's a shame. Why not? What happened? Chris. I forgot the time and I got home early / late last Saturday.
My parents were very worried / angry.
Julie. OK, never mind. It doesn't matter. Chris. Have a great party!
Key expressions.
Apologies / Excuses.
I'm sorry.
I'm really sorry, but.
I can't go out this weekend.
I forgot the time.
Reactions.
That's a shame.
Why not? What happened?
It doesn't matter.
Never mind.
COMPETENCES.
cultural awareness and expression civic and social competences.
2. Use the key expressions box to complete the following short dialogue. Then listen and check.
Jack. Hi Angela. Can you come to the library today?
Angela. I'm but I can't come today.
Jack. Oh no, that's. Why?
Angela. Thaven't got any books with me today. I left my bag at home.
Jack. OK. It.
Angela. See you tomorrow.
3. PAIRWORK. In turns, choose one of the following situations and make a dialogue using the key expressions box.
1. You can't go swimming because you're studying for an exam.
2. You can't give your friend his dictionary because you left it in the library. 3. You can't go to the cinema because you haven't got any money.
4. You can't show your teacher your homework because you left it on the bus.
A. Do you want to go swimming, Jane?
B. I'm sorry, I can't.
A. That's a shame. Why not?
B. I'm studying for an exam.
A. OK, never mind.

pagina 56.
page 56.
4. Skills and culture.
http: www.askannie.co.uk.
ASK ANNIE.
for advice about the problems in your life.
Glossary. share. have or use something at the same time as someone else.
my own space. my personal space.
made fun of her. laughed at her.
became friends. developed an amicable relationship.
Reading.
1. Read and listen to the text. Choose the most suitable title for each
paragraph.
Paragraph 1. A. I love my room. B. My brother is so untidy!
Paragraph 2. A. My friend can't speak English. B. They're just bullies.
2. COMPREHENSION. Read the text and choose the correct option.
1. In his old house Luke.
A. shared a room with his brother.
B. had his own room.
2. Luke feels angry because his brother.
A. is untidy.
B. doesn't study.
3. Luke is worried about.
A. his brother.
B. his exams.
4. Brenda's friend Wei was shy because.
A. her English wasn't good.
B. she was from China.
5. Some of the girls at school.
A. weren't kind to Wei.
B. helped Wei.
6. Brenda wants to.
A. help Wei.
B. help the girls.

pagina 57.
page 57.
4. Skills and culture.
Luke 2000. Date: 02.05.20.
h: 17:30.
My family moved house three months ago when my dad got a new job. In our new house I share a bedroom with my brother, Jed. In our old house I had my own room. It was small but I loved it. I was calm and relaxed because I had my own space. My life was great. Now it's awful! Jed is friendly and funny but he's really untidy. He leaves his things on the floor, on the desk, on the chair and on my bed! He's also very noisy. Last night he talked to his friends for three hours on Skype and then he watched a film on his tablet. I felt really angry because I wanted to sleep. I can't study when he's in our room and now I'm worried about my exams - I need to get good results this year. What can I do?
Brend@O2. Date: 02/06/20.
h: 17:45.
I'm worried about my friend, Wei. She came to our school last term from China.
At first her English wasn't very good and she was shy and quiet. But she's very clever. The school gave her a special teacher to help her in class and she learned quickly. Now her English is fine. But some of the girls at school weren't kind to her.
They made fun of her and one of them wrote about Wei on a social media site. She felt quite sad and she stopped going out. Then I met Wei at a judo class and we became friends. She's a friendly, kind girl and she's very funny! She says she feels optimistic about life in England now but she's still a bit worried about the girls in her class. These other girls are just bullies. How can I help her?
Study tip.
Listening for specific information.
1. In the questions, underline the type of information you need (names, places, times, dates, etc.). For example, Millie in question 1, exercise 4.
2. Use the underlined words to write headlines in your notebook.
3. Listen and write down, under the headlines, every word you hear about the information you need.
COMPETENCES.
cultural awareness and expression civic and social competences learning to learn digital competence.
Listening.
3. Listen to two girls talking. How is Lucy feeling?
4. Listen to the dialogue again and answer the questions.
1. Who is Millie?
2. What happened when she got a new computer?
3. How are her results at school?
4. Has she got any friends online?
Speaking.
5. PAIRWORK. In pairs, choose one of the following situations and act out a dialogue referring to it. Try to ask four questions each of you.
1. You started a new school and you haven't got any friends.
2. You love football but you didn't get a place in the team.
A. Hi. what's wrong? B. I feel worried. A. Why? What happened?
Writing. 6. Write a post on Annie's website and explain the problem you talked
about in exercise 5. Then collect the posts and create a class blog.
My name's. I started a new school last month and I am worried because.
Project time! Go to page 146–147.

pagina 58.
page 58.
4. Vocabulary strategies.
COMPETENCES.
learning to learn civic and social competences.
Strategy. The bilingual dictionary is an essential tool for learning a language. To use it, you must know the English alphabet and a set of terms that are used in dictionaries.
Using a bilingual dictionary.
1. Put the following letters in the right place in the English alphabet.
j. K. W. X. Y.
A.
B.
C.
D.
E.
F.
G.
H.
I.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
U.
V.
Z.
2. When you use a dictionary, you have to understand what the parts of
speech are. Write the words in the correct category.
sleep. under. happy. quickly. apple.
clever. hair. well. feel. near.
Nouns (n). apple,
Adjectives (adj).
Adverbs (adv).
Verbs (V).
Prepositions (prep).
3. Study the dictionary entry for the word kind and answer the questions.
kind 1 adj bun. 2 n fel.
1. Which parts of speech can kind be?
2. What is the translation of kind in these sentences?
A. Martha is very kind to me.
B. What kind of films do you like?
4. Read the dictionary entries. Then read the sentences and translate the
words in bold.
play. 1v a juca, a cànta. 2n piesă de teatru.
last 1v a dura. 2 adj ultimul, trecut.
1. They play football in the park.
2. We saw a play by Shakespeare at the theatre.
3. How long does the film last?
4. We went on a school trip last week.
GAME.
Alphabet race!
In pairs, put the words in alphabetical order.
Look up the words in the dictionary and write their translations.
When you finish, shout 'Stop!'
1. surprise. 2. relax. 3. worry.
4. back. 5. fine. 6. free.

pagina 59.
page 59.
EVALUATION TEST.
UNITS 3-4.
Vocabulary.
1. Choose the correct answer.
My uncle's has got spiky / freckles hair. His hair's quite eyes / short, too. He's got blue hair, eyes like everyone else in the family and he has a moustache, spiky. He doesn't wear hair, glasses like me and hasn't got any eyes / freckles on his face!
6.
2. Unscramble the letters and find the words for physical appearance.
1. LCRUY. 2. EKSREFCL. 3. LNBOED. 4. TRIGHSAT. 5. DEBRA. 6. AVYW.
6.
Grammar.
3. Rewrite the sentences in the past simple.
1. The boy is tall.
2. My friends are in class 5A.
3. I'm not happy with you.
4. She's a teacher at my school.
5. We're always late for lessons.
6. They're not in my class.
6.
4. Read the answers and then write the questions.
1. I was on holiday last week.
2. My birthday was in March.
3. Yes, I was at the party last Saturday.
4. The test was really easy, thanks.
5. Because my alarm clock was wrong!
6. No, the film wasn't very good after all.
12.
5. Complete the questions and short answers.
1. you in London yesterday?" "No.
2. the film you saw yesterday evening good?' No.
3. she online last night?' "No.
4. Rob and Mark there yesterday?' "No.
5. your train on time last night?' 'Yes.
6. the sausages you ate yesterday good?' 'Yes.
6.
6. Write sentences using the prompts and the past simple form of the verb have. 1. I, a lot of homework to do, yesterday.
2. They, really nice car / last year.
3. She, party / last week.
4. Our class, exams, in July.
5. My brother, accident / last summer.
6. People / long hair / in the 1970s.
6.
Functions.
7. Match the questions to the answers.
1. Has your mum got dark hair like you?
2. Does your dad wear glasses?
3. Who do you look like in your family?
4. Has he got a beard?
5. Does your mother look a bit like you?
6. Is your dad tall with blue eyes?
7. Have you got any brothers or sisters?
8. What colour hair has your dad got?
A. Yes, but just for reading.
B. Just a sister, she's 17.
C. Not very much, she's tall and blonde.
D. No, he's quite short, actually.
E. No, just a moustache.
F. Dark. That's where I get it from.
G. No, she's blonde like my sister.
H. My mum, I think.
8.
TOTAL 50.

pagina 60.
page 60.
EVALUATION TEST.
UNITS 3-4.
VOCABULARY.
1. Complete the words referring to emotions and feelings.
1. H. Y.
2. T. D.
3. B. E.
4. E. I.
5. A. I.
6. R. A.
7. S.
8. S. R.
GRAMMAR.
2. Complete the sentences with the past simple form of the verbs in the box.
play. show. listen. wait. work.
want. need. walk.
1. We to music all evening long.
2. My father in a factory in his first job.
3. The children football in the park until it was late.
4. We for two hours but no buses arrived!
5. I him the pictures of our holiday.
6. After two hours of jogging we a rest.
7. The students to school because there were no trains or buses.
8. I a new computer for Christmas, not a new bike!
8.
3. Write sentences using the prompts and the verbs in the past simple.
1. Sam, stop, playing rugby last year
2. We / study / hard for the English test
3. They, chat, on the phone for hours
4. She, arrive / two hours late.
5. My parents / travel / to the concert by train.
6. I, live, in Mexico for two years.
12.
4. Complete the sentences with the past simple form of the irregular verb in brackets.
1. We (go) to Greece for our holidays.
2. They (leave) on the first train.
3. My friends (give) me a surprise party last weekend.
4. I (write) them an email about it.
5. I (see) my old friends at the concert.
6. I (know) all about it before them.
6.
5. Complete the text with the past simple form of the verbs in the box.
leave. forget. meet. get. say. find.
know. buy. think. see.
Last weekend was my friend Rod's birthday but unfortunately me and my other friends about it and Rod really angry. Luckily, one of my friends someone who worked in a local disco and we this person on Monday evening to organise a surprise party. He the disco was busy all week except for Thursday so we booked it for then. We a good DJ and lots of food and drink from the supermarket. On Thursday our friend it was just an ordinary meeting of our group and was shocked when he his name outside the disco. We danced all night long and the last person at 2 am.
10.
Functions.
6. Complete the dialogue with the missing words.
Jason. Can you come to my party tomorrow?
Safi. I'm Jason but I can't come.
Jason. Oh no, that's a. not? What?
Safi. Well my parents are really with me because my school report was bad.
Jason. Well, never see you at school on Monday.
6. TOTAL 50.

pagina 61.
page 61.
4. Key strategies.
COMPETENCES. learning to learn.
Reading and writing.
In some reading exercises you have to complete a dialogue. In the first part, you will find the dialogue with five missing lines. In the second part, you will find eight lines to choose from. You have to complete the dialogue choosing five of the eight lines proposed.
LET'S PRACTISE!
1. Read the questions and choose the correct option.
0. Was your granddad good-looking when he was young?
A. No, he isn't. He hasn't got any hair.
B. Yes, he was.
1. Does Max look like his dad?
A. No, he doesn't. He looks like his mum.
B. Yes, he likes his dad a lot.
2. Was your hair short when you were a child?
A. Yes, it's very short. B. No, it wasn't. It was quite long.
3. Has your sister got brown eyes?
A. No, they're blue. B. Yes, she's very tall and slim.
4. Who do you look like?
A. l look like tall. B. I don't know.
5. Where are your glasses?
A. They were very cool. B. I don't wear glasses any more. My eyes are OK.
STRATEGIES.
Before you begin, always read the entire dialogue.
Study the sentences that come before and after the lines you have to complete. After you finish the exercise, read the dialogue and check if it makes sense.
2. Complete the dialogue between two friends. What does Flora tell Emma?
Emma. Do you look like your dad or mum?
Flora. 1.
Emma. What colour hair has your mum got?
Flora. 2.
Emma. Your brother doesn't look like you. Does he look like your dad? Flora. 3.
Emma. You've got a little sister too, right?
Flora. 4.
Emma. Who does she look like?
Flora. 5.
Emma. Really? Have you got a photo of her on your phone?
A. She's got blue eyes and blonde curly hair.
B. Yes. Her name's Sophie and she's only six.
C. I think I look like my mum. We're both slim and tall.
D. I like my mum and dad.
E. I don't know. People say she's like me. I hope so because she's really pretty! F. Yes, he does. They've both got curly brown hair and they're quite stocky.
G. No, they haven't, but they've got big feet!
H. It's the same colour as mine and we've both got brown eyes.

pagina 62.
page 62.
5. Where did you stay?
1. cycling. 2. 3. 4.
5. 6. 7.
9. 10. 11. 12.

pagina 63.
page 63.
5. Vocabulary.
Holiday places and activities.
1. Write the words in the box under the pictures. Listen and check. Then listen again and repeat.
youth hostel. castle. beach. campsite. mountains. lake. railway station. airport. hotel. sightseeing. sunbathing. cycling.
2. Put the words in exercise 1 in the correct category.
Add two more words to each of them.
Places to stay:
Places to visit:
Transport places:
Activities:
3. Listen to two people talking about their last holidays. Write the words you hear in exercise 1 for each dialogue.
Dialogue 1:
Dialogue 2:
Dialogue 3:
Dialogue 4:
4. Listen to the dialogues again and complete the table for each person.
went to. stayed in. went ing.
Anna.
Sam.
Tom.
Becky.
5. PAIRWORK. In turns, complete the information about your last holidays and make a report.
I went to.
I stayed in a.
I went.
I thought the holiday was.
8.
Look out!
We use go + ing form to talk about activities we do during holidays, and qo + to + article + name to talk about places we visited.
They go skiing in Switzerland every winter.
We went to a castle on Sunday.
Word bank page 160.

pagina 64.
page 64.
5. Dialogue.
DVDSTORY 05.
Did you go cycling?
1. READ AND LISTEN. Where did Ricky go on holiday?
Mrs Martin. Hi Ricky, how was your holiday?
Ricky. Great thanks, Mrs Martin.
Mrs Martin. Where did you go?
Ricky. We went to Scotland.
Mrs Martin. Oh, I love Scotland! It's beautiful!
Did you stay in a hotel?
Ricky. Yes, we did. We stayed in a hotel in Edinburgh.
Mrs Martin. What did you do in Edinburgh?
Ricky. Well, we went sightseeing and we visited the castle.
Chloe. Did you take lots of photographs?
Ricky. No, I didn't. I forgot my phone so I couldn't take any photos!
My dad took some.
Mrs Martin. Did you go cycling?
Ricky. No, we didn't cycle this time.
We went walking in the mountains. Oh, and we went to the beach.
Mrs Martin. The beach? In Scotland? You're joking!
Ricky. No, I'm not. It was beautiful - you could see for miles.
Chloe. Did you go swimming?
Ricky. No, I didn't! I put my foot in the water, but I didn't go in!
It was really cold! I prefer the Mediterranean!
Listen again and repeat.
Everyday English.
You're joking!
You could see for miles.

pagina 65.
page 65.
5. Dialogue.
2. COMPREHENSION. Read the dialogue again and choose the correct answer.
1. Mrs Martin thinks Scotland is.
A. sad. B. beautiful. C. cold.
2. In Edinburgh Ricky's family stayed in.
A. a hotel. B. a youth hostel. C. a campsite.
3. His family didn't go.
A. cycling. B. to the mountains. C. to the beach.
4. Ricky didn't take any photos because.
A. he hasn't got a phone. B. he broke his phone. C. he forgot his phone.
5. He didn't go swimming at the beach because.
A. the water was cold. B. he forgot his swimming trunks. C. he can't swim.
3. Read the dialogue again and match the questions to the answers.
1. Where did you go?
2. What did you do?
3. Did you stay in a hotel?
4. Did you take lots of photographs?
5. Did you go cycling?
A. Yes, we did.
B. No, we didn't cycle.
C. We went to Scotland.
D. No, I didn't.
E. We went sightseeing.
4. Fill in the gaps with information from the dialogue on page 64.
Listen and check. Then listen again and repeat.
Mrs Martin. Hi Ricky, your holiday?
Ricky. Great thanks, Mrs Martin.
Mrs Martin.
Ricky. We went to Scotland.
Mrs Martin. Oh, I love Scotland! It's beautiful!
Ricky. Yes, we did. We stayed in a hotel in Edinburgh.
Mrs Martin. in Edinburgh?
Ricky. Well, we went sightseeing and we visited the castle.
5. PAIRWORK. in pairs, think about your last holidays and act out the dialogue in exercise 4, changing the words in bold.
A. Hi Ale, how was your holiday?
B. Great thanks, Sarah.
A. Where did you go?

pagina 66.
page 66.
5. Grammar.
A. Past simple.
Negative form.
VIDEO.
Long form.
I did not go.
You did not go.
He, she, it did not go.
We did not go.
You did not go.
They did not go.
Short form .
I didn't go.
You didn't go.
He, she, it didn't go.
We didn't go.
You didn't go.
They didn't go.
Subject + did + not + base form of the verb.
To make the negative form of the past simple, we put did + not before the base form of the verb. We use this rule with all regular and irregular verbs except the verb to be.
We didn't go camping.
You weren't at school last week.
1. Rewrite the sentences in the negative.
0. We went to the beach every day.
We didn't go to the beach every day.
1. I met the boys in the restaurant.
2. Sam felt tired last night.
3. You stayed in a hotel in Ireland.
4. We ran five kilometres yesterday.
5. It rained all week in London.
6. They saw their grandparents in Italy.
Pronunciation - The silent h.
2. Listen and repeat.
h.
hotel, hostel. honest, vehicle.
3. Listen and write the words in the correct column in exercise 2. Listen and check. Then listen again and repeat.
yoghurt. honey. house. hour. how.
4. Look at Jack's picture when he was six. All the following sentences about him are false. Correct them. Listen and check. correggile.
He didn't like playing in his bedroom.
He liked playing in the park.
1. He liked playing computer games.
2. His best friend was a boy.
3. Her hair was short.
4. He had a black and white cat.
5. He wore long trousers.
6. He loved Manchester United.
7. Heate a lot of apples.
8. He drank a lot of cola.
5. How were you when you were six? Read the sentences and correct them so they are true for you.
0. I did my homework every afternoon.
I didn't do my homework every afternoon.
1. late a lot of sweets.
2. I liked playing with Lego.
3. I went swimming every week.
4. I liked my teacher.
5. I spoke five languages.
6. I had long hair.
7. I was two metres tall.
8. I played the saxophone.

pagina 67.
page 67.
5. Grammar.
B. Past simple - Interrogative form and short answers.
VIDEO.
Interrogative form.
Did I go?
Did you go?
Did he, she, it go?
Did we go?
Did you go?
Did they go?
Short answers.
Affirmative.
Yes, you did.
Yes, I did.
Yes, he, she, it did.
Yes, you did.
Yes, we did.
Yes, they did.
Negative.
No, you didn't.
No, I didn't.
No, he, she, it didn't.
No, you didn't.
No, we didn't.
No, they didn't.
Did + subject + base form of the verb?
To make the interrogative form of the past simple, we put the auxiliary did before the subject + the base form of the verb. We use Yes, No + subject + did, didn't in short answers.
"Did you visit any Scottish castles?'
'Yes, we did. Where did you go on Saturday?' 'We went to the swimming pool!
Get it right!
Remember that in the negative and interrogative forms, the auxiliary to be changes its infinitive form into the past simple (do, does, did and don't, doesn't, didn't), while the main verb doesn't change its base form.
I didn't liked the film.
Did you saw Tim?
I didn't like the film.
Did you see Tim?
6. Write the questions using the prompts and the past simple. Listen and repeat. 0. you / stay / in a youth hostel? (-).
Did you stay in a youth hostel?
1. they / want, chips / with their burgers? (+).
2. Harry, play, football / last term? (+).
3. you, meet / your cousins / at the party? (-).
4. I, give, you / Lottie's number? (+).
5. you, have, a good holiday? (-).
6. Sally / buy, a present for her mum? (+).
7. Now write short affirmative (+) or negative (-) answers for the questions in exercise 6.
Did you stay in a youth hostel? No, I didn't.
8. Read Molly's letter. Fill in the gaps with the correct form of the verb in brackets. Listen and check.
Hi Sasha. I arrived in Tenerife last Saturday. I'm staying with Maria. Did you meet (meet) Maria last summer of my house? She's really nice.
(not, go) out on my first night. Maria's mum cooked me a special dinner. She cooked paella – it's a fish dish.
I (not / know).
I (not, like) it very much. On Sunday we went to the beach.
I (not, go) sailing but I tried windsurfing for the first time! you (try) windsurfing in Cornwall? I was so tired after! Yesterday we went to see the volcano. The weather was bad in the mountains, so we, (not / see) very much and I
(not / take) any photos, but I bought a postcard of the volcano later!
How (be) your holiday in Cornwall?
you. (see) your cousins there? See you soon. Love. Molly.
9. Write questions and answers about Molly's holiday using the prompts and where, when, what, who.
0. Molly / arrive, Tenerife? (last Saturday).
'When did Molly arrive in Tenerife?'
'She arrived in Tenerife last Saturday.
1. she / stay / with? (Maria).
2. Maria's mum, cook? (paella).
3. they, go, on Sunday? (the beach).
4. Molly / try, at the beach? (windsurfing).
5. she / buy? (postcard).

pagina 68.
page 68.
5. Grammar.
C. Used to - Affirmative, negative and interrogative forms.
VIDEO.
We use used to for things that happened in the past but no longer happen. We also use it for things that were true but are not true any more.
We used to live in a big house. (but now we don't).
I used to have long hair in high school. (but now I don't).
Affirmative form.
Subject + used to + base form of the verb.
Negative form.
Subject + didn't + use to + base form of the verb.
Interrogative form.
Did + subject + use to + base form of the verb?
For both negative and interrogative forms, we don't use the past simple form of the verb used to.
I didn't use tised to like pineapple, but I like it now.
Did Sarah use used to be a teacher?
10. Write sentences with used to and the prompts below.
1. We / have a tree house in our grandmother's garden.
2. You / go to the mountains every winter?
3. He, not, drink green tea.
4. Tim, play the piano.
5. She, play tennis when she was younger?
6. I, not, have short hair.
7. My cousins / live in the countryside.
11. Write sentences about what you used to and didn't use to do when you were in primary school. Use the prompts below. 0. use a smartphone.
I didn't use to use a smartphone.
1. speak English.
2. write.
3. do karate.
4. ride a bicycle.
5. ski.
6. swim.
Round-up.
1. Read the interview about an exchange trip in New Zealand. Choose the correct answer.
New Zealand Trip 2016.
Pip. Where did you go, went in New Zealand?
Marcia. We didn't go / went to the capital, Wellington. We went to Auckland.
Pip. When did you leave / left London?
Marcia. We left on October 11th and arrived in New Zealand after 26 hours on the plane. We didn't get / got much sleep!
Pip. Where did you stay / stayed in Auckland? Did you stay with host families?
Marcia. We didn't stay / stayed with host families all of the time. We stayed in a youth hostel for four days. It was in the mountains and it didn't have / had any electricity!
Pip. What did you'do / did during the trip?
Marcia. We went windsurfing, rock climbing, horse riding, sailing and swimming with dolphins. There were so many great activities but we can't / couldn't do them all!
2. PAIRWORK. You went to New Zealand.
In turns, ask and answer questions. Use the prompts and the fact file.
How many days / you, stay?
What places / you, visit?
you / like / the food?
What, be, your favourite / activity?
A How many days did you stay, Peter?
B. I stayed for 15 days.
Top 3 tourist attractions in Auckland. The Sky Tower / Waiheke Island / The Sea Life Aquarium. Top 3 favourite foods in Auckland fish / sea food / ice cream.
Top 3 tourist activities in Auckland sailing / windsurfing / walking.
FACT FILE.

pagina 69.
page 69.
5. Functions.
Making arrangements - Suggesting, accepting, refusing.
1. Read and listen to the dialogue, then choose the correct answer.
Laura. Shall we go swimming, shopping on Sunday / Saturday, Ellie?
Ellie. That's a fantastic idea!
Laura. Let's go to the pool, shopping centre.
Ellie. No, I don't like the shopping centre.
Why don't we go to Victoria Street instead?
There are a lot of great cafés / shops there.
Laura. Yes, good idea! I like Victoria Street.
Where shall we meet?
Ellie. Why don't we meet outside the old railway station / castle?
Laura. Yes, OK. What time shall we meet?
Ellie. How about meeting at half past seven / eleven?
Laura. No, I'm sorry I can't. Is twelve o'clock.
OK for you?
Ellie. Yes, that's fine. See you then.
COMPETENCES.
cultural awareness and expression civic and social competences.
Key expressions.
Suggestions.
Shall we?
Let's.
Why don't we?
How about ing?
Is. OK for you?
Reactions.
That's a fantastic idea!
No, I don't like.
Yes, good idea! No, I'm sorry I can't.
No, I'm sorry I can't. Let's meet at.
Yes, that's fine.
2. Listen to the two dialogues and answer the questions.
Dialogue 1. Dialogue 2.
1. Where do they decide to go?
2. Where do they decide to meet?
3. What time do they decide to meet?
3. PAIRWORK. In pairs, make your schedules for the next weekend using the key expressions box and the prompts below.
go to the cinema, a football match, shopping.
go skiing / swimming / cycling.
go for a pizza, to a concert, dancing.
A. Why don't we go skiing on Sunday?
B. Good idea. Let's go with Julie and Tom.

pagina 70.
page 70.
5. Skills and culture.
http: www.wildlyglamourous.co.uk.
WILDLY glamourous.
1. Glamping holidays in beautiful places!
Wildly glamourous is a wild camping experience. Go camping in beautiful, remote places, with accommodation in luxury safari lodges and all the comforts of home!
http: www.lisawrenonlisa.co.uk.
My glamping holiday.
March 21, 2017. by Lisa Wren.
I didn't know what 'glamping' was until last summer. Well, that's when I had my first glamping experience! Why did we go glamping? Well, my dad loves camping but my mum doesn't like it, so Dad suggested a different kind of camping holiday, 'glamorous camping' or 'glamping'. You stay in a remote place, far away from towns, and you sleep in a tree house, or a safari tent, or a cabin. It's very cool! On our glamping holiday we stayed in a big tent called a "lodge'. Inside it was like a house! We had two bedrooms and a living room with a wood stove for cooking. We didn't have any electricity but there were lanterns to use at night. You could buy fresh food from the local farm too - eggs, milk, butter, cheese, bread, and meat. Mum didn't like cooking on the wood stove but we thought everything was delicious! I thought the glamping site was really beautiful. It was in a forest near the beach. It was very quiet and there were a lot of animals and birds. Every day we went cycling and walking, and we swam in the sea. There wasn't any wifi, so I couldn't use my tablet and write my blog (sorry blog readers!), but after a few days I forgot about it. In the evening I read books and played games with my family. Or I just sat outside and looked at the stars. It was a wonderful, relaxing holiday and a chance to get close to nature.
I glamping! Where did you go on holiday? Add a post!
Glossary. accommodation a place to stay.
wood stove a metal container with a pipe for smoke to escape and a door, in which you can burn wood to provide heat.
COMMENTS (58).


pagina 71.
page 71.
5. Skills and culture.
Study tip.
Writing a blog post.
1. Start with the topic write what kind of holiday it was;
Last winter, I went skiing.
2. describe where you stayed.
3. write about the food:
did you like it?
4. talk about the activities you carried out;
5. express your opinion:
did you enjoy your holiday?
6. after you finish writing, check your grammar and spelling.
Now read Luisa's blog post again then underline and number the parts that correspond with these points (1-6).
COMPETENCES.
cultural awareness and expression civic and social competences.
learning to leam digital competence.
Reading.
1. Read the texts quickly. What is a glamping holiday?
2. COMPREHENSION. Read and listen to Lisa's blog post. Answer the questions.
1. Where did Lisa's family go last year?
2. Where did they stay?
3. How many rooms were there?
4. Why did they use lanterns at night?
5. What did they buy from the local farm?
6. What did they do during the day?
7. What did Lisa do in the evening?
8. Why did Lisa like the holiday?
Listening.
3. Listen and complete the information about Paul's summer camp holiday. Then match the questions (1-5) to the answers (A-E).
1. He went to the camp last.
2. He stayed in a big house with a lot of.
3. He went - in the mountains and he went on the lake.
4. The food was and the were amazing!
5. Yes, he could phone his from the camp.
A. What activities did he do there?
B. Could he phone his family from the camp?
C. What was the food like?
D. When did Paul go to Lake Land Summer camp?
E. Where did he stay?
Speaking.
4. PAIRWORK. Imagine you had an unusual holiday. In turns, ask and answer the questions.
Where did you go?
Where did you stay?
What activities did you do?
Did you?
What was the weather / food like?
What did you enjoy most?
Writing.
5. Write a blog post about the holiday you described in exercise 4, including the information in the Study tip box.
Project time! Go to page 148-149.

pagina 72.
page 72.
5. Vocabulary strategies.
COMPETENCES.
learning to learn logical and mathematical competence.
Strategy.
A flow diagram is very useful in learning words that can be gathered together in a sequence.
Creating a flow diagram.
Holiday places and activities.
1. Study the words on pages 62-63 and 160 (Word bank), and add them to the flow diagram. Some of the words can be put in more than one place.
Things to take for a sightseeing holiday map,
Things to take for a beach holiday sun cream,
The journey airport.
Places to stay hotel.
Things to do go sightseeing.
Places to visit castle.
Things to do go sailing.
GAME.
20 QUESTIONS!
Student A chooses a country from the list below and imagines that he, she
went on holiday there, without making known his/her choice to his partner. Student B asks the questions in the past simple and tries to guess the place
Student A went on holiday. He, she can ask only 20 questions.
Student A can only answer with 'Yes, I did' or 'No, I didn't', without adding
extra information.
Countries.
Australia. Canada. Germany. Mexico.
Switzerland. The UK. France. Portugal.
Spain. The USA. Brazil. Argentina.
Questions. speak (language)?
eat / drink (special food)?
see (mountains / cities / beaches)?
visit (monuments)?

pagina 73.
page 73.
5. Key strategies.
COMPETENCES.
learning to learn.
Reading and writing.
In some reading exercises, you are given a short text with eight gaps to be filled in. For each gap there are three options. You have to read the text and choose the correct option: A, B or C.
STRATEGIES.
Read the text quickly.
Study the example carefully.
Begin with gap number 1.
Read the entire sentence.
Then study the words that come before and after the gap carefully.
Try to fill in the gap with all the three options.
Choose the option that you think is the most suitable.
LET'S PRACTISE!
1. Answer the question and then choose the correct option to complete the sentence.
0. We not go on holiday last year,
A. do. B. does. C. did.
What tense do we use with last year?
1. Jamie went to his friend's house after school. he wasn't there.
A. but. B. because. C. SO.
What conjunction do we use when something unexpected happens? 2. Paul and Henry often go in the mountains.
A. cycle. B. Cycling. C. cycles.
We talk about activities. What verb form do we use after go?
3. They went Scotland by train.
A. to. B. in. C. at.
What preposition do we use after go?
4. I speak English when I was 5.
A. can't. B. wasn't. C. couldn't.
Do we use the past or the present tense?
5. It. Amy's birthday two days ago.
A. was. B. is. C. were.
What tense do we use with ago?
2. Read the article about holidays. Choose the correct answer (A, B or C). BRITISH SEASIDE HOLIDAYS.
Seaside holidays became popular Britain in the nineteenth century. Before this ordinary families not have holidays. Only rich people went on holiday. For the first time, people go on holiday. Why? Because of trains! could travel long distances by train and train tickets were expensive. In the summer, lot of people travelled to the seaside from the big cities for a day out. The small villages on the coast grew into towns.
They built hotels, restaurants, shops and parks for the visitors. did the visitors do at the seaside? Parents sat on beach and the children played and swam in the sea. Later, families went holiday to the seaside for a week every summer.
0. A. on. B. to. C. in.
The correct answer is C.
1. A. did. B. do. C. does.
2. A. were. B. could. C. can.
3. A. It. B. He. C. They.
4. A. no. B. not. C. never.
5. A. the. B. this. C. a.6. A. What. B. How. C. Where.
7. A. the. B. a. C. these.
8. A. o. B. on. C. at.

pagina 74.
page 74.
6. I'm going to the museum.
1. Elton Road.
2. Royal Crescent.
3. Crew Street.
4. Morton Street.
5. 6. Lady Grey Street.
7. Town Square.
8. Hope Street.
9. King Street.
10. Station Road.
11. 12.
RAILWAY STATION.

pagina 75.
page 75.
6. Vocabulary.
Places in town.
1. Look at the map of Newtown. Match the words to the numbered pictures. Listen and check. Then listen again and repeat.
church.
bus stop.
bank.
library.
museum.
police station.
leisure centre.
post office.
hospital.
theatre.
stadium.
bus station.
art gallery.
car park.
Pronunciation - The sounds ts and S.
2. Listen and repeat.
ts.
church, choose.
S.
shop, shoes.
3. Listen and write the words in the correct column in exercise 2.
chin. special. show. station. much.
chicken. French. wash.
4. Listen to Amy and Mark. Where are they?
5. Listen again and complete the sentences.
1. Mark is at the and Amy is at the.
2. The café is next to the and near the.
3. There is a bus stop in front of the.
4. The café is opposite the and between the theatre and the.
6. PAIRWORK. Student A: you are at the bank. Student B: you are at the library. Call each other and decide where to meet in Newtown. Then swap roles and choose a new meeting place.
A. Hi, Kate. I'm at the bank. Where are you?
B. I'm at the library. Shall we meet at the park?
13. 14.
Word bank page 161-162.

pagina 76.
page 76.
6. Dialogue.
DVDSTORY 06.
What are you doing on Saturday?
1. READ AND LISTEN. What is Adam's plan for Saturday afternoon?
Ricky. What are you doing on Saturday afternoon, Adam?
Adam. I'm going to the leisure centre in Queen Street with Vijay and Jazmin.
We're going bowling.
Ricky. I love bowling! Can I come? I'm not doing anything on Saturday afternoon.
Adam. Sure. We need another player.
Ricky. OK. What time does the leisure centre open?
Jazmin. It opens at half past two but I booked the second bowling session.
It starts at half past three.
Adam. Yeah, we're going to the ice-cream parlour first!
Jazmin. Why don't you come too, Ricky?
You love ice cream!
Ricky. I'm sorry, I can't. I'm having lunch with my family at the pizza restaurant.
Where is the leisure centre?
Jazmin. It's next to the library in Queen Street.
Ricky. Hmm. What time does our session finish?
Adam. It finishes at half past four. My dad's coming to get me.
We can give you a lift.
Ricky. Cool, thanks Adam! Prepare to be amazed, guys. I was a bowling champion in Italy!
Listen again and repeat.
Everyday English.
booked.
session.
is coming to get me.
Prepare to be.
amazed, guys.

pagina 77.
page 77.
6. Dialogue.
2. COMPREHENSION. Read the dialogue again. Are the sentences true (T) or false (F)? Correct the false ones.
T. F.
1. The leisure centre is in King Street.
2. The leisure centre opens at half past three.
3. The friends' bowling session starts at half past two.
4. Ricky knows where the leisure centre is.
5. The friends' bowling session finishes at half past four.
6. Ricky is very good at bowling,
3. Complete the sentences.
1. What you tomorrow?
2. We to the ice-cream parlour.
3. Ricky anything on Saturday afternoon.
4. Ricky lunch at a pizzeria.
5. Their bowling session at 4:30.
6. Adam's dad to get him in his car.
4. Fill in the gaps with information from the dialogue on page 76. Listen and check. Then listen again and repeat.
Ricky. What you on Saturday afternoon, Adam?
Adam. I to the leisure centre in Queen Street with Vijay and Jazmin. We bowling. Ricky. I love bowling! Can I come? I not anything on Saturday afternoon.
Adam. Sure. We need another player.
Ricky. OK. What time the leisure centre?
Jazmin. It at half past two but I booked the second bowling session.
It at half past three.
5. PAIRWORK. What are your plans for the next weekend? Act out the following dialogue changing the underlined words.
A. What are you doing on Saturday, Ben?
B. I'm meeting Sam and George in town.
We're going shopping.
A. I love shopping! Can I come? I'm not doing anything on Saturday.
B. Sure.

pagina 78.
page 78.
6. Grammar.
A. Present continuous with a future meaning.
VIDEO.
We use the present continuous to talk about future plans when the plan is an arrangement'and when we already know the time and the place.
What are you doing on Saturday?
I'm going to the leisure centre.
Sally's having a party at her house at 8:30.
He's meeting us at the café later.
1. Look at the Clifford family's calendar and complete the following sentences. Use the present continuous form of the verb in brackets.
Mon. Susan swimming lesson, 4:15 pm; Mum & Dad, parents' evening, 7:30,
Greywalls School.
Tue. Mum, take dog to vet, 9:15 am: Ben, guitar lesson, 5:30 pm.
Wed. Ben, football practice, 3.45-5:00 pm; Mum, yoga class, 8:00 pm.
Thu. Mum & Dad, tennis game, 7:30 pm.
Fri. Susan, Karenis birthday party, 7:30 pm.
Sat. Ben, football match, 11:15 am;
Ben, school disco, 8:00 pm.
Sun. Lunch at Nina and Joe's house, 1:00 pm.
0. Susan's having (have) a swimming lesson at quarter past four on Monday.
1. Mum and Dad (go) to a parents evening at school on Monday evening.
2. Mum (take) the dog to the vet at quarter past nine on Tuesday.
3. Ben (play) football on Wednesday at quarter to four.
4. Mum (do) yoga on Wednesday evening.
5. Mum and Dad (play) tennis on Thursday evening.
6. Susan's friend, Karen, (have) a party on Friday evening.
2. Look at the calendar in exercise 1 again. Are the sentences true (T) or false (F)? Correct the false ones.
T. F.
0. Mum and Dad are going to the cinema on Monday evening.
Mum and Dad aren't going to the cinema on Monday. They're going to a parents' evening.
1. The dog is staying with their granny on Tuesday.
2. Ben is going to cricket practice on Wednesday afternoon.
3. Susan is going to a party on Friday.
4. Mum is playing tennis on Thursday.
5. Ben isn't playing football on Sunday.
6. The family is going out on Sunday evening.
B. Time expressions used with the future.
VIDEO.
We use the present continuous to talk about future plans with time expressions such as: this (afternoon / evening / weekend, year),
tomorrow (morning, afternoon, evening, night),
next (Saturday, week, summer, month).
in (two hours, four days / three weeks / five years).
I'm studying with Carol this weekend.
The boys are playing rugby tomorrow morning.
We're going to Florida next month.
They're moving house in two weeks.
When we use the present continuous for actions in progress, we use time expressions such as: now, right now, at the moment.
Get it right! Remember that time expressions used with the present continuous with a future meaning always come after the verb + the complement.
We're going to the museum next Sunday.
We're going next Sunday to the museum. She's arriving here tomorrow.
She's arriving tomorrow here.

pagina 79.
page 79.
6. Grammar.
3. Read the following sentences and decide if the present continuous is used with a future meaning (F) or with a present meaning (P).
0. F. Harry's going to the dentist tomorrow afternoon.
1. I'm studying with Janice at the moment.
2. Heidi's arriving at two o'clock tomorrow.
3. The children are playing in the park now.
4. Is the dog sitting in the car right now?
5. I'm meeting Sam this afternoon.
6. We aren't going on holiday this year.
7. Are you coming to the theatre with us next Friday?
8. The twins are starting school next term.
4. Put the words in order to write sentences. Then listen and check.
0. aunt / visiting, tomorrow, is, me, my.
My aunt is visiting me tomorrow.
1. exams / next week / are / starting /our.
2. not playing, tomorrow / basketball / I'm.
3. going / we're / next month, camping.
4. flying, Tim, is, in two days / to Cuba.
5. my cousins / in Canada / next summer / we're / visiting.
6. Frank, a party / having/tomorrow / isn't.
7. going / to the concert, you, are, on Friday?
8. Trevor / meeting, is, us, at the cinema, later?
5. Look at the calendar in exercise 1 again. It's Monday morning. Use the time expressions in the box to complete the sentences.
tomorrow morning. on Wednesday. on Saturday morning. this evening.
this Friday. next Sunday.
0. Mum's taking the dog to the vet tomorrow morning.
1. Mum and Dad are going to Greywalls School.
2. Mum's going to her yoga class.
3. Susan's going to a party.
4. Ben's playing football.
5. Nina and Joe are making lunch for us.
6. What are your plans for this week? Use the time expressions in the box to write sentences.
on Monday. tomorrow evening. in. days. tomorrow. on Saturday.
this week. next Sunday.
I'm playing hockey after school on Monday.
C. Present simple with a future meaning - for timetables, schedules, programmes.
VIDEO.
We use the present simple to talk about future events which are part of an arrangement or schedule: official schedules, date and time of an event etc.
The leisure centre opens at 2:30 on Saturdays.
What time does our session finish?'
'It finishes at half past four.
'When does the train leave for Newcastle?'
'It leaves at five o'clock this evening!
'When is your Spanish lesson?"
"It's on Friday afternoon.
7. Complete the dialogue with the present simple form of the verb in brackets. Then listen and check.
Jim. What is (be) on TV tonight?
Anne. Well, there (be) a good film on - The Worrian in Black.
Jim. What time it (start)?
Anne. It (begin) at half past ten.
Jim. Oh. And when it (finish)?
Anne. It (not, end) until a quarter to one!
Jim. Oh dear, that's too late for me.
I'm meeting Rebecca at the station tomorrow morning.
Anne. What time her train (arrive)?
Jim. Well, it (leave) Brighton at eight o'clock, it (get) here at about 9:30. Anne. No film for you then Jim!

pagina 80.
page 80.
6. Grammar.
8. Look at the travel plan and write questions using the prompts below.
EDINBURGH-ISLE OF WIGHT, travel plan 03/05/16.
Tram to Edinburgh airport. depart: 6:30. arrive: 7:00.
Flight to Gatwick airport. depart: 9:00. arrive: 10:30.
Train to Central London.
depart: 11:30. arrive: 12:05.
Train to Southampton.
depart: 13:30. arrive: 15:20.
Ferry to the Isle of Wight. depart: 16:00. arrive: 17:00.
0. What time / tram to the airport / leave?
What time does the tram to the airport leave?
1. What time / the plane to Gatwick / leave?
2. When / the train to Central London, depart?
3. When / the train / to Southampton / leave?
4. What time / the ferry to the Isle of Wight / sail?
5. When, it, arrive / at the Isle of Wight?
9. Now answer the questions in exercise 8.
What time does the tram to the airport leave?
It leaves at half past six.
Round-up.
1. Read Paula's email to Keith. Choose the correct answer.
Hi Keith,
How are you? Here are my plans for next weekend,
The plane arrives is arriving at Bristol at 3:00 pm on Saturday, I'm so happy you'meet, are meeting me!
Do you come / Are you coming by car or taxi? I go, am going to Bath on Sunday. The bus leaves / is leaving Bristol bus station at 11:30 and arrives / is arriving in Bath at 12:00. Then my English course starts / is starting on Monday at 10.00. I go, am going to lessons on Mondays, Wednesdays and Fridays but the lessons finish, are finishing at lunch time. See you on Saturday!
Paula x.
2. Complete Keith's answer with the correct form of the verbs in the box.
play.
come.
finish.
start.
drive.
go.
Hi Paula, I'm really happy you're coming to Bristol! My dad and I to the airport on Saturday, so no problem.
Then, we to a party at Jamie's on Saturday night.
Then next Friday in a football match. It at half past two and at 4:00, so you can come and watch me after your English class. Can't wait to see you! Keith x.
3. PAIRWORK. Imagine you have tickets for one of the following events. In pairs, ask and answer questions.
What: Paloma Faith concert.
Where: Hyde Park, London.
When: Saturday 8:00-11:00 pm.
What: football match.
Where: Old Trafford Stadium, Manchester.
When: Sunday 4:00-6:00 pm.
A. What are you doing at the weekend?
B. I'm going to a.

pagina 81.
page 81.
6. Functions.
Asking for and giving directions.
2. VICTORIA HOTEL.
LIBRARY.
MORTON STREET.
4. HILL STREET.
WHITE STREET.
CHURCH STREET.
1. 3.
GRAY STREET.
BRIDGE STREET.
5. OCEAN ROAD.
Look out!
We use How long + it + take to find out about the duration of an action.
How long does it take to walk to the park?
It takes about fifteen minutes.
COMPETENCES.
cultural awareness and expression civic and social competences.
1. Read, listen and complete the dialogues. Then listen again and show the places on the map.
1. Girl. Excuse me. Where's the.
Woman. It's near here. Just go along Bridge Street.
The is opposite the school.
2. Boy. Excuse me, how do we get to the.
Man. Go along this road, turn left into Hill Street, then go straight on and the
is on your right next to the library.
Boy. How long does it take to get there?
Man. It takes about ten minutes.
Key expressions.
Questions.
Excuse me. Where's the?
Excuse me, how do I / we get to the?
How long does it take?
Answers.
It's near here. It isn't far.
Go straight on. Go along this road.
Turn right, left.
Take the first, second street on the right, left.
It's opposite / next to, near the.
It takes about ten minutes.
2. Sally is at the station. Listen to the dialogue and follow the directions on the map. Where is she going?
3. PAIRWORK. Student A: choose a place on the map in exercise 1 and ask Student B for directions. Student B: tell student A how to get to the place from the school.
A. Excuse me, how do I get to the? B. Go.

pagina 82.
page 82.
6. Skills and culture.
GOING - GEOCACHING.
GEOCACHING.
Nicknames. Caching, Treasure Hunting.
First played. May 3rd 2000.
Team members. Any number.
Type. An adventure activity, played outside in teams.
Glossary. treasure hunt. a game in which the players are given a series of clues (= pieces of information) to direct them to a hidden prize.
trinket. a small attractive object, or a piece of jewellery that is cheap or of low quality.
GPS device. a system that can show the exact position of a person or thing by using signals from satellites.
Sounds fun! Sounds great!
Polly. Hi, Neil. Did you get my email about next weekend?
Neil. Hi, Polly! Yes, I did, thanks.
Polly. Are you coming?
Neil. Yes, I am! But I'm not sure I know what geocaching is exactly.
Polly. It's a kind of treasure hunt. You look for boxes called 'caches'. They've got treasures inside.
Neil. Treasures? That sounds interesting!
Polly. Yes, but don't get too excited.
It's usually something small - a trinket, or a toy.
It's something nice!
Neil. How do we find these caches?
Polly. First they give us numbers - 'co-ordinates' – for the caches. Then we put the co-ordinates into a GPS device and it shows us where the cache is on a map. Next, our team decides how to get to the place. Finally, we go there and find the cache. It's fun because we try to get there first, before the other teams find the cache.
Neil. Sounds fun! Where are we meeting? Polly. We're meeting at my house at nine o'clock.
Then my dad's driving us to the church.
That's where we begin.
Neil. What time does it start?
Polly. It starts at half past nine.
Neil. OK. And what time does it finish?
Polly. I don't know. We're meeting the other teams at the Bridge Café, after we find all seven caches.
Probably about half past one.
Neil. Half past one! How long does it take to find one?
Polly. Well, last week it took my team four hours to find them all.
Neil. Four hours!
Polly. Don't worry! This time we're not walking - we're cycling. We're taking our bikes.
Neil. We're cycling for four hours? Aargh!

pagina 83.
page 83.
6. Skills and culture.
Study tip.
Using linkers We use linking words (first, then, next, after that, finally) to show the sequence of events in a text, making it more fluid and easy to understand for the reader.
COMPETENCES.
cultural awareness and expression civic and social competences learning to learn.
Reading.
1. Study the pictures and the information. What is geocaching?
A. a sport. B. a job. C. an adventure activity.
2. COMPREHENSION. Read and listen to the conversation between Polly and Neil. Then answer the questions.
1. What are the friends doing next weekend?
2. What is inside a 'cache?
3. What time are the friends meeting?
4. How are they getting to the church?
5. Where does the activity finish?
6. How long did it take Polly's team to find all the caches last week?
Listening.
3. Listen to the interview about how to organise a geocaching day.
When will it take place? What time will it start?
4. Listen to the interview again and answer the questions.
1. What are they putting in the caches?
2. Where does the event start?
3. What time does the event finish?
4. How many caches are there?
5. What do the organisers check when the teams finish?
Speaking.
5. PAIRWORK. Organise a geocaching day at school. On a map, show the
points of departure and arrival and where to hide the three caches. Use the prompts below.
What, shall we, put, caches?
Why don't we?
What time / shall we / start and finish?
Where / shall we / hide / three caches?
Let's. Shall we, have, food? drinks? prizes?
Good idea. Let's.
Now present your project to the class.
We're putting. in the caches.
Writing.
6. Write a text to describe a geocaching day at your school. Use your answers in Exercise 5 and linking words.
First we're putting the wristbands in the caches. Then we're.
Next / After that we're. Finally, we.
Project time! Go to page 150 - 151.

pagina 84.
page 84.
6. Vocabulary strategies.
COMPETENCES.
learning to learn civic and social competences.
Strategy.
A map is a very useful tool for learning words referring to places. You can memorise the words easier because you can visually associate them with a picture.
Using maps.
Places in town.
1. Study the map and match the words with the numbers 1-10.
church. stadium. leisure centre.
hospital. bus station. bus stop.
police station. post office.
car park. bank.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
2. Draw or print the map of your city or a city you know. Then look at the
names of places on pages 74-75 and 161-162 (Word bank), and put them on the map.
GAME.
BATTLESHIPS. Draw a 15 x 15 puzzle. Call the vertical line 1-15 and the
horizontal line A-O.
Write 10 names of places (a letter per square). Do not show the words to anybody. Try to hit your opponent's places giving coordinates, for example F2.
After 15 attempts, who got less hit wins.
A. B. C. D. E. F. G. H. I. J. K. L. M. N. O.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
TRAIN. STATION. FLORIST'S.
BAKER'S.
BANK.
CHURCH.
STADIUM.
LIBRARY.
POST OFFICE.
HOSPITAL.
THEATRE.

pagina 85.
page 85.
EVALUATION TEST.
UNITS 5-6.
Vocabulary.
1. Read the definitions and write the words.
1. Avery high hill where there is often snow:
2. The sport, activity people do using a bike:
3. A place where people go camping:
4. A large area of natural water:
5. A place where you catch the train:
6. A large building where people stay when they're visiting a new place:
6.
2. Write two free time activities that use go + ing form (e.g. go horse riding).
go.
4.
Grammar.
3. Complete the sentences with the past simple negative form of the verbs in the box.
speak. like. know. go. win. meet. have. be.
1. I that film, it was so boring.
2. Luke wavy hair as a child.
3. Sally her friends in town.
4. Mr Frost very happy about the situation.
5. Ed to the theatre last night.
6. I to the players after the match.
7. The students the answer to the last question in the test.
8. We the match last night.
8.
4. Write questions using the prompts and the past simple. Then give short answers.
1. they / give / you, your present? Yes.
2. Sam, play, volleyball, last week? No.
3. you, meet, them, at the restaurant? Yes.
4. she, give, you, her number? Yes.
5. you, have, a good lunch? No.
6. she, pass / that exam, in January? No.
7. they / visit, you, in hospital? Yes.
8. I, send / you, that email? No.
16.
5. Write sentences with used to and the prompts.
1. My brother, sing well when he was in the choir.
2. You, read fairy tales written by Hans Christian Andersen?
3. We, not / speak French. Now we speak it fluently.
4. My sister / play the guitar.
5. You / ski in winter?
6. He, not, have a beard.
7. My cousins, live in Paris.
8. I not have / many friends. Now I'm very popular.
8.
Functions.
6. Put the lines of the dialogue in order. The first and the last lines are already numbered.
1. Raul, are you free tomorrow?
Why don't we meet at 7? The film's at half past.
OK, good idea. Shall we go and see Interstellar?
Yes, OK - I really like science fiction films.
Where shall we meet?
Yes, great, 7 pm is fine.
Yes, I am. Why?
Well, let's meet at the bus station, it's only five minutes from there.
Why don't we go and see a film?
Yes, OK, the bus station's good for me.
And what time shall we meet?
OK, see you tomorrow then.
8.
TOTAL 50.

pagina 86.
page 86.
EVALUATION TEST.
UNITS 5-6.
Vocabulary.
1. Look at the pictures and write the names of the places.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
10.
Grammar.
2. Look at Thomas's agenda and write eight things he will do early next week. Indicate the time of each activity as well.
Mon. Tues. Wed.
Morning. shopping with Mike and Jen. dentist 9 am.
Afternoon. swim 4:30 pm. birthday party. 5:00 pm, football at the park, 5:00 pm - 6:00 pm.
Evening. maths lesson 7pm. cinema with Lucy 8pm. meet Sam and Dom 7pm.
16.
3. Put the words in order to write sentences.
1. tomorrow morning / leaving / I'm / at 9 am.
2. playing, tomorrow / basketball, she, 's.
3. to Australia / flying / my brother, 's, in ten days.
4. Jay, having, isn't, a party / for his birthday.
5. our exams / next week, 're / starting, we.
6. going, 're, to Spain / next month, on holiday / they.
7. their relatives / in the States / next summer, they / visiting, 're.
8. coming / with us / you, are / on Saturday?
8.
4. Underline the mistakes and correct the sentences.
1. The match start in 10 minutes.
2. When your train arrives in London?
3. My coach leaving at 8 this evening.
4. What time do the show start?
5. The film's finish at 9.
6. Do your plane leave from Gatwick?
7. What time open the shop tomorrow?
8. The bank's close at 4 pm this afternoon.
8.
Functions.
5. Complete the dialogue with words in the box.
how. welcome. opposite. takes. get.
along. turn. far.
Girl. Excuse me, how do I to the station?
Woman. It isn't. Go the main street and after 100 m left.
The station's the bank.
Girl. OK, thanks. long does it take?
Woman. Oh, it about five minutes.
Girl. Thanks very much.
Woman. You're.
8.
TOTAL 50.

pagina 87.
page 87.
6. Key strategies.
COMPETENCES. learning to learn.
Speaking.
In some speaking exercises, the teacher gives Student A a card containing some information (eg. about an event, a restaurant, a shop or a museum) and gives Student B a card containing some ideas for questions. Student A has to answer Student B's questions. Student Bhas to ask Student A some questions and find out the information on their card. At the end of the dialogue, the two students have to swap roles using a different set of cards.
LET'S PRACTISE!
1. Match the prompts (1-8) with the questions (A-H).
1. D. time / begin?
2. phone number?
3. what sports?
4. when?
5. where, get ticket?
6. need ticket?
7. how long, trip?
8. name / shop?
A. Do I need a ticket?
B. What sports can I do?
C. What's the phone number?
D. What time does it begin?
E. Where can I get a ticket?
F. How long is the boat trip?
G. When is the concert?
H. What's the name of the shop?
2. Write the questions.
1. open, Saturday?
2. time / close?
3. where, festival?
4. when, open?
5. student tickets? £?
6. more information?
7. for teenagers?
8. £?
STRATEGIES. Student A - information card.
Read the information carefully.
Listen to the other student's questions.
Find the information and answer the questions.
Try to use complex sentences and do not read the information from the card.
Student B - question card.
Use the information on the card to form questions.
Listen to the other student's answers.
3. PAIRWORK. Student A: ask questions about the carnival.
Student B: answer the questions using the information given.
Student A: questions.
Date?
Where / start?
For teenagers?
What / see?
Disco tickets / £?
Student B: information.
MILTON TOWN CARNIVAL.
Saturday, 10 July at 2 pm.
COME AND SEE THE FUN!
Start: Town Square.
Finish: Lakey Park.
CARNIVAL FUN. in Lakey Park 5:00 pm - 11:00 pm.
FUN FOR ALL THE FAMILY!
Games for Children. Flower and Food Market.
Country Music concert. Barbecue. Teen Disco - over 12s. Tickets £5.

pagina 88.
page 88.
7. Did you go by plane?
1. car.
2. 5. 6. 9. 10.
Transport.
1. Write the words in the box under the pictures. Listen and check. Then listen again and repeat.
tram. bus. lorry. scooter. plane. taxi. boat.
car. bicycle. train. motorbike. underground. train.
2. Complete the sentences with the words in exercise 1.
0. They transported our furniture in a big lorry.
1. You have to go by if you want to go to that island in the lake.
2. When you are 16 you can ride a on the road.
3. The from Rome to New York takes 8 hours.
4. I learnt to ride a when I was 5 years old.
5. The Eurostar takes three hours to get from Paris to London.
6. Most people in London travel by because the roads are so busy.

pagina 89.
page 89.
7. Vocabulary.
3. 4. 7. 8. 11. 12.
Look out!
When we talk about the way we travel, we use by + means of transport. When we refer to walking, we use on foot, not by foot.
I go to school by bus.
We went to the island by boat.
The boys went to the park on foot.
Word bank page 163.
3. Listen to the dialogues. Complete the sentences with the missing words and choose the correct option.
0. Molly went to the cinema by motorbike car.
1. Ann is going to by scooter, taxi.
2. John is going to the by tram, bicycle.
3. Frank went to by train / car.
4. PAIRWORK. In pairs, ask and answer questions about how the members of your family go to school or to work.
A. How does your sister go to school?
B. She goes by bus.

pagina 90.
page 90.
7. Dialogue.
DVDSTORY 07.
It's better than my bike.
1. READ AND LISTEN.
What's the problem with Adam's bike?
Adam. Hi Ricky, hey, cool bike! Is it new?
Ricky. Yes, it is. It's the Trivali 300. It's the most recent model.
Adam. Wow! How much was it?
Ricky. It was £275.
Adam. I like it. It's better than my bike.
Ricky. What kind of bike have you got?
Adam. I've got a really old bike,
but I want to get the Inter 500. It's got all the newest technology.
Ricky. Is the Inter cheaper than the Trivali 300?
Adam. No, it's more expensive but it's faster because it isn't as heavy as the Trivali 300.
Ricky. How much is the Inter 500?
Adam. It's £350.
Ricky. Well, I think this bike is the best. I tried all the other ones in the shop and this one was the easiest bike to ride.
Adam. Really? Can I try it?
Ricky. Sure, but be careful.
Adam. Trust me, Ricky! I know what I'm doing.
Listen again and repeat.
Everyday English.
be careful.
trust me.
I know what I'm doing.

pagina 91.
page 91.
7. Dialogue.
2. COMPREHENSION. Read the dialogue again. Are the sentences true (T) or false (F)? Correct the false ones.
T. F.
1. Ricky has got a new bike.
2. Adam hasn't got a bike.
3. Adam wants to get the Trivali 300.
4. Adam doesn't like the Inter 500.
5. The Inter 500 is £350.
6. The Trivali 300 is easy to ride.
3. Complete the sentences.
1. The Trivali 300 is model.
2. The Trivali 300 is than my bike.
3. The Inter 500 has got all technology.
4. The Trivali 300 is than the Inter 500.
5. The Inter 500 is than the Trivali 300.
6. The Inter 500 isn't as the Trivali 300.
4. Fill in the gaps with information from the dialogue on page 90. Listen and check. Then listen again and repeat.
Ricky. Is the Inter than the Trivali 300?
Adam. No, it's but it's because it isn't as heavy as the Trivali 300.
Ricky. How much is the Inter 500?
Adam. It's £350.
Ricky. Well, I think this bike is the. I tried all the other in the shop and this
was the bike to ride.
5. PAIRWORK. Complete the dialogue with the names of two brand products (type of car, scooter, telephone etc.). Then act it out with a partner.
A. Is the. cheaper than the?
B. No, it's more expensive but it's better because it isn't as. as the.
A. How much is the.
B. It's £, I think.
A. Well, I think the. is the best.

pagina 92.
page 92.
7. Grammar.
A. Comparative adjectives.
Regular adjectives.
VIDEO.
Short adjectives (one-syllable).
adjective + er.
cheap. cheaper
tall. taller.
adjective + the last consonant doubled + er.
big. bigger.
slim. slimmer.
adjective ending in e + r.
late. later.
large. larger.
Long adjectives (two-syllable) ending in y.
adjective + y + ier.
early → earlier.
happy → happier.
Longer adjectives (two or more syllables).
more + adjective.
expensive. more expensive.
intelligent. more intelligent.
We use comparative adiectives to show how two people or things are different from each other. We use than with the comparative.
The red bike is cheaper than the blue bike.
Susie is prettier than Kate.
I'm more intelligent than my cousin.
1. Write the comparative form of the following adjectives.
t. new. newer.
1. short.
2. exciting.
3. thin.
4. cute.
5. tidy.
6. delicious.
7. boring.
8. serious.
Get it right!
Remember that we do not add er to the adjectives that form the comparative with more.
The pink flowers are more beautiful beautifuler than the yellow flowers.
2. Write sentences with comparative adjectives using the prompts.
0. Robin / short / Henry.
Robin is shorter than Henry.
1. war films / boring / comedies.
2. English / easy / maths.
3. Sally / tall / her friend.
4. This documentary / interesting / that film.5. I / tidy / my brother.
6. a bus / slow / a plane.
B. Comparative adjectives.
Irregular adjectives.
VIDEO.
good.
better.
bad.
worse.
far.
farther / further.
3. Complete the text with the comparative form of the adjective in brackets.
Public transport in the UK.
Trains are faster (fast) than buses but they are a lot (expensive). In the past, transport was (bad) than it is now and trains were often late. Now things are much (good) than ten years ago. The trains arrive on time and they go (far) than in the past. In cities like London, the underground is a good way to travel. Underground trains are (safe) and (quick) than buses.
C. As. as.
VIDEO.
We use as + adjective + as to talk about people or things that are equal in some way. We use not as + adjective + as when we talk about things that aren't equal.
That tree is as tall as our house.
A bike isn't as fast as a scooter.

pagina 93.
page 93.
7. Grammar.
4. Put the words in order to write sentences.
0. as / long / my hair / Betty's hair, isn't, as.
Betty's hair isn't as long as my hair.
1. famous, as / Lady Gaga / as / Beyoncé / is.2. underground trains, Buses, fast, as, as, aren't.
3. London / Rome, big, isn't, as, as.
4. her sister / tidy / Heidi, Is, as, as?
5. hot, as, as / Italy / France, Is?
Pronunciation - The sound i.
5. Listen and repeat.
cheap. me. sheep. we. please. ski.
6. Listen and tick the words that contain the sound i.
1. easy.
2. met.
3. meet.
4. three.
5. pleasant.
6. ten.
D. Superlative adjectives.
Regular adjectives.
VIDEO.
Short adjectives (one-syllable).
the + adjective + est.
cheap. the cheapest.
the + adjective + the last consonant doubled + est.
big. the biggest.
the + adjective + st.
safe → the safest.
Long adjectives (two-syllable) ending in y.
the + adjective + y + ier.
early. the earliest.
Longer adjectives (two or more syllables).
the most + adjective.
expensive — the most expensive.
We use superlative adjectives to show how more than two things are different form each other in the same group.
We use the. in, of. with the superlative.
Harry is the tallest boy in the class.
That's the nicest one of the beaches on the island.
7. Write the superlative form of the following adjectives.
0. near. the nearest.
1. slow.
2. fat.
3. thin.
4. pretty.
5. easy.
6. famous.
8. Complete the sentences with the superlative form of the adjective in brackets. Listen and check.
0. Who is the oldest (old) child in your family?
1. Mount Everest is (high) mountain in the world.
2. Which is (long) river in Italy?
3. Beatrice is (tall) girl in our class.
4. My schoolbag is (heavy) in the class!
5. Who is (fast) runner of all the students?
6. Which is (boring) book of these three books?
E. Superlative adjectives.
Irregular adjectives.
VIDEO.
good. the best.
bad. the worst.
far. the farthest / furthest.
Irregular adjectives have irregular comparative and superlative forms.

pagina 94.
page 94.
7. Grammar.
9. Complete with the correct form of the adjective in brackets.
In the past the shortest (short) way to Europe from England was by ferry boat across the English Channel. They also went to Le Havre and Dieppe in the north-west of France. These ports were (far) than Calais and the journey was (dangerous), in fact it was one of the (bad) in the world because of the bad weather.
Today there are many different ways to travel to France. People often think the (quick) way is by plane, but the Eurostar train through the Channel Tunnel is (fast) and (cheap) than the plane! However, a lot of tourists still choose the ferry boat to get to France in the summer because it's (comfortable) than the train and it's (relaxing). It's (exciting) when you arrive in another country by boat!
F. Possessives: noun + 's; of + noun.
VIDEO.
We use's with a singular noun to show possession.
We use it mostly for people or animals.
These are Charles's trainers. the rabbit's ears.
My brother's bike is green.
We use s' with a regular plural noun that ends in S.
my classmates' pencils.
For irregular plural nouns we use 's.
the women's bags.
We use of with a noun that is not a person, animal, country, or with a long group of words, to show possession.
the cover of the book.
the father of the boy playing in the garden.
10. Choose the correct answer.
0. My cat's, cats names are Kiki and Maya.
1. Pam's bag, The bag of Pam is on the floor.
2. I don't know the city's name / the name of the city.
3. How old are Chris's nephews / Chris' nephews, the nephews of Chris?
Round-up.
1. Read Rod's email about his trip to Iceland.
Choose the correct answer.
Hi Ellie,
How are you? I'm still in Iceland and I'm having a fantastic holiday! It's an amazing country! It's the "wilder, (the wildest and the most remote, remoter place in the world! It isn't as green as, greener the UK, and it's drier, more dry. There are mountains, lakes volcanoes and rivers but not many plants or animals. Some places look like the moon, but they're sunnier / more sunnier than the moon! Yesterday we went whale watching. The whales are some of the biggest, bigger animals in the sea They were longest, longer than a bus! Did you know they are'as intelligent, more intelligent as dolphins? We saw grey dolphins, too and a lot of different types of birds. Today we went to see a volcano in a helicopter. It was the better / best experience of my life! A helicopter doesn't fly as high as / higher a plane but the houses and cars you can see from a helicopter look smaller as, than toys!
See you soon, Louisex.
2. PAIRWORK.
Student A: choose a skateboard from the table below and describe it using the superlative or the comparative. Student B: guess what skateboard student A has chosen.
Voodoo Zombie 250.
Longboard Lander 399.
Zeppelin 24.
expensive / cheap. £59.99. £89.99. £75.00.
heavy / light. 2.5 kg. 3 kg. 2 kg.
long / short. 65 cm. 78 cm. 70 cm.
fast / slow. 40 km per hour.
35 km per hour.
35 km per hour.
A. It's the most expensive.
B. It's the Longboard Lander!
A. Yes, it is!
B. It's lighter than.

pagina 95.
page 95.
7. Functions.
Agreeing and disagreeing.
1. Read and listen to the dialogues. Who do you agree with?
1. Kyle. I love watching motorbike racing.
Dan. So do I! But my favourite sport is Formula 1.
Formula 1 is more exciting than MotoGP.
Kyle. I don't agree. MotoGP is better than Formula 1.
Dan. I think Formula 1 is the best sport in the world!
Kyle. I don't! MotoGP is the best!
2. Lisa. Wow, I think Sally's scooter is fantastic!
Emma. Me, too.
Lisa. Do you like the colour?
Emma. No, I don't. I don't like blue scooters.
Lisa. Neither do I. I think red is the nicest colour.
Key expressions.
Agreeing.
I love watching motorbike racing.
I don't like blue scooters.
So do I. Me, too! Neither do I.
Disagreeing.
Formula 1 is more exciting than MotoGP.
I think Formula 1 is the best sport in the world!
I don't agree.
I don't.
2. Complete the dialogue with the phrases in the key expressions box.
Then listen and check.
Tom. I think Sam's new skateboard is really cool!
Ben. It's fantastic!
Tom. I don't like skateboarding in the street, though.
Ben. I think it's dangerous.
Tom. I think the skate park is the safest place. ,
Ben. The safest place is at home.
3. PAIRWORK. Study the pictures. In turns, give your opinion on the objects, and agree or disagree.
A. I love this new smartwatch.
B. So do I. I think it's cool.
COMPETENCES.
cultural awareness and expression civic and social competences.

pagina 96.
page 96.
7. Skills and culture.
http: www.greenerlondon.co.uk.
Greener transport for London.
What's the best way to travel around London?
Here are some of the greenest ways for visitors to see London.
1. Cycle Hire.
See London by bicycle - it's cheaper, healthier and greener than the bus or the underground.
Bikes don't make any pollution and cycling is good for you! There are special cycle hire schemes in London and you can find bicycles at docking stations in different parts of the city. Pay by credit card at the machine in the street, get an unlocking code, choose a bicycle and start cycling! Tourists and locals all use this service and love it.
You can use the bikes for as long as you want and you can leave them at a different docking station when you finish. Cycling is the best way to see London's parks. The most popular trips by bicycle are a visit to Richmond Park to see the deer, Kensington Gardens for a picnic by the Serpentine Lake and St James's Park to see Buckingham Palace, where the Queen lives. So when you're in London, take a bike!
2. The River Bus Service.
River bus services are very popular with visitors to the UK's capital.
There are now six river bus routes along the River Thames. Boats leave from the special piers every 20 minutes and they travel as far as Greenwich. They're quicker than normal buses because there isn't much traffic on the river. They aren't as cheap as the underground trains but they are greener and they're certainly a nicer way to travel! A lot of boats have a café on board serving food and drink, and there are tables inside and outside. Some of them have a commentary for tourists and this tells the tourists about the different monuments on the route, too. The views from the water are incredible. You can see all the most famous landmarks in London from the river - Big Ben, Westminster Abbey, the London Eye, Tower Bridge and many more!
Why don't you try a trip on one?
3. Pedicabs.
See London with a pedicab, or bicycle rickshaw! You don't need to do any work the driver cycles and you sit and watch the streets of London go by. You can find these in the centre of London and they can take you all over the city! This is a popular way for visitors to move around London, but it's more expensive than riding your own bike!
Glossary.
greener. more ecological.
unlocking code. a code which allows you to open something that is locked.
piers. low structures built at the edge of water, used especially for getting into and out of boats.
on board. on the boat.
A. B. C.

pagina 97.
page 97.
7. Skills and culture.
Search.
Study tip.
Understanding the aim of the task.
1. Think about what kind of expressions you need for the activity.
2. Write the expressions you know and pronounce them in a loud voice.
3. Now try to use them in the speaking exercise.
COMPETENCES.
cultural awareness and expression civic and social competences learning to learn.
Reading.
1. COMPREHENSION. Read and listen to the text. Match the pictures to the paragraphs.
2. Read the text again and choose the correct answer.
1. Cycling is. other types of transport in London.
A. not as expensive as. B. more expensive than.
2. You need. to get one of the bicycles.
A. a key. B. a code.
3. The river bus service now has. routes on the River Thames.
A. six. B. sixteen.
4. The boats are than normal buses.
A. slower. B. faster.
5. The boats are more expensive than.
A. taxis. B. underground trains.
6. Riding your own bike is than travelling in a rickshaw.
A. cheaper. B. more expensive.
Listening.
3. Listen to the interview. What means of transport is it about?
4. Listen to the interview again and answer the questions.
1. Which two types of transport make a bicycle rickshaw?
2. How many hours a day does Simon work?
3. What does he do to relax?
4. What does he wear in the rain?
Speaking.
5. Think of means of transport in your town and complete each category.
The cheapest - The greenest. The fastest.
6. PAIRWORK. In pairs, ask and answer questions about the means of transport in your town. Which is the best? Do you agree?
A. What is the cheapest type of transport in our town?
B. I think it's the bus.
A. I don't agree. Cycling is cheaper. It's free!
Writing.
7. Write a text about the means of transport in exercise 6. Use the prompts below.
Where you can get it. Where it goes. How much it costs.
Why you think it's the best / cheapest, greenest, fastest.
I like the electric bus in Verona. You can get it from all parts of the city.
Project time! Go to page 152–153.

pagina 98.
page 98.
7. Vocabulary strategies.
COMPETENCES.
learning to learn logical and mathematical competence.
Using word families.
Strategy.
In a word family, we collect all the words referring to a same topic. This is a useful tool to revise words that you already know, or think about other words that could be added.
Travel and transport.
1. Complete with the means of transport on pages 88-89 and 163. Then, in groups, think of people and verbs that you can relate them to.
ROAD TRANSPORT.
PERSON.
VERB.
car.
driver.
to drive.
TWO-WHEEL TRANSPORT.
PERSON.
VERB.
bicycle.
cyclist.
to ride.
PUBLIC TRANSPORT.
PERSON.
VERB.
bus.
bus driver.
to catch.
AIR TRANSPORT.
PERSON.
VERB.
plane.
pilot.
to fly.
SEA TRANSPORT.
PERSON.
VERB.
boat.
captain.
to sail.
GAME.
Journey round the world.
Imagine you take part in a journey round the world that ends in London.
You have to use at least six different means of transport. How do you think
you will travel to get there first? You can use a planisphere.
Compare your proposal with a partner. Which of you projected the fastest journey?

pagina 99.
page 99.
7. Key strategies.
COMPETENCES.
learning to learn.
Reading and writing.
In some reading and writing exercises, you are given a short text, for example, an email or a letter, with ten gaps to complete. The missing words are generally prepositions, verbs, pronouns, articles or conjunctions. You have to read the text and complete the gaps with one word. Remember to spell the words correctly.
LET'S PRACTICE!
1. Read the sentences and choose the word you need to fill in the gaps.
0. We went Paris by train.
A. verb. B. preposition. C. pronoun.
1. He speak three languages - Romanian, French and English.
A. conjunction. B. possessive adjective. C. verb.
2. They went to China on holiday four years.
A. adverb. B. adjective. C. verb.
3. People use the underground the roads are very busy.
A. verb. B. conjunction. C. pronoun.
4. Paul going to Peru next week!
A. verb. B. preposition. C. pronoun.
5. The plane to London takes off at 2:30 pm day.
A. preposition. B. verb. C. adjective.
2. Now complete the sentences with the correct word.
3. Complete the email. Write one word in each gap.
STRATEGIES. Read the text quickly to understand the general idea.
Read the sentences that contain the gaps. Pay attention to the words that come before and after the gap.
Complete the sentence with one word. Short forms such as it's and hasn't are two words.
When trying to find the correct answer, think about the kind of word you need an adjective, an adverb, a preposition, a verb, a pronoun or a conjunction.
Hi Sandra.
Thanks for your postcard from Ireland.
I had a brilliant time at scout camp! We went to Pembroke in Wales and stayed on a campsite the sea. We travelled to Wales coach. It was a very long journey we stopped and had a picnic lunch after 2 hours.
were other scout groups at the campsite and we made a of new friends. We had sports competitions, too! day we went for a long walk along the coast and saw some dolphins in the sea. But best day was a boat trip to an island! We saw a lot of sea birds and fish. I loved being in Wales. I didn't want come home! See you soon.
Harry.

pagina 100.
page 100.
8. I never make my bed!
1. do the cooking.
2. 4. 5. 7. 8. 9.

pagina 101.
page 101.
8. Vocabulary.
3. 6. 10.
Housework.
1. Write the phrases in the box under the pictures. Then listen and repeat.
lay / clear the table. load, unload the dishwasher. do the vacuuming. feed the pet(s). tidy your room. hang out the washing. put out the rubbish. do the ironing. do the cooking. make your bed.
2. How often do you help with the housework? Complete ME column. Use the words in the box.
once a week. at weekends. every day. sometimes. never. twice a week. often.
How often do you? ME. My partner.
do the cooking. sometimes.
lay / clear the table.
hang out the washing .
load / unload the dishwasher.
do the vacuuming.
feed the pet(s).
make your bed.
tidy your room.
put out the rubbish.
do the ironing.
3. Now write a sentence for each chore in the table.
I sometimes do the cooking at home.
4. Listen to Jane and Sharon. Then complete the sentences.
0. Sharon's mum wants her to tidy her room.
1. Jane never her.
2. Jane's dad always.
3. Sharon's brother helps with the housework.
4. Jane's sister Daisy sometimes.
5. PAIRWORK. In pairs, ask and answer each other how often you help with the housework. Then complete "My partner" column.
A. How often do you make your bed, Mark?
B. I make my bed every day.

pagina 102.
page 102.
8. Dialogue.
DVDSTORY 08.
I have to help with the housework.
1. READ AND LISTEN. What is Vijay's big news?
Ricky. Are you coming to football practice on Sunday morning, Vijay?
Vijay. Sorry Ricky, I can't come. I've got a job!
Adam. No way! You have to be 16 to get a job!
Vijay. No, you don't, not for this job! I'm doing a paper round.
Ricky. What's a paper round?
Vijay. I have to deliver newspapers to people's houses in the morning.
Ricky. What time do you have to start?
Vijay. At half past six. And I mustn't be late.
Adam. Do you have to work every day?
Vijay. No, I don't. I don't have to work on school days - just Saturdays and Sundays.
Adam. Well, I have to help with the housework at home every day.
Ricky. What do you have to do?
Adam. I have to put out the rubbish and unload the dishwasher.
And I have to make my bed and tidy my room, too.
Ricky. The paper round sounds easier!
Listen again and repeat.
Everyday English.
sounds easier.

pagina 103.
page 103.
8. Dialogue.
2. COMPREHENSION. Read the dialogue again and match the sentence halves.
1. Vijay can't come to football practice because.
2. He starts work at.
3. Vijay only works.
4. Adam has to help.
A. half past six in the morning.
B. with the housework at home.
C. he's got a job.
D. at the weekend.
3. Choose the correct answer.
1. You have / have to be 16 to get a job.
2. Vijay has to/ have to deliver newspapers to people's houses.
3. What time have you / do you have to start?
4. Vijay has to/ have to start at half past six.
5. Vijay doesn't have to / mustn't be late.
6. Vijay mustn't / doesn't have to work on school days.
4. Fill in the gaps with information from the dialogue on page 102.
Listen and check. Then listen again and repeat.
Adam. Well, I help with the housework at home every day.
Ricky. What you do?
Adam. I put out the rubbish and unload the dishwasher.
And I make my bed and tidy my room, too.
5. PAIRWORK. Rewrite the dialogue in exercise 4 changing the words in bold with the housework you have to do. Then act it out with a partner.
6. PAIRWORK. in pairs, act out the dialogue changing the underlined phrases so they are true for you.
A. Who has to do the vacuuming in your house?
B. My dad has to do the vacuuming.
A. What does your brother have to do?
B. He has to feed the pets and tidy his room.
A. Are there any important rules?
B. Yes! He mustn't forget to make his bed!

pagina 104.
page 104.
8. Grammar.
A. Have to / don't have to.
VIDEO.
Affirmative form.
I have to. run.
You have to run.
He, she, it has to run.
We have to run.
You have to run.
They have to run.
Negative form.
I don't have to run.
You don't have to run.
He, she, it doesn't have to
We don't have to run.
You don't have to
They don't have to
We use have to for something that is necessary to do or that we are obliged to do.
We use don't, doesn't have to for an action that isn't necessary.
I have to study for two hours every evening.
He doesn't have to work on Sundays.
Get it right!
We do not use the short form of have to in affirmative sentences, but we can use it in negative sentences.
We have to leave for the airport at 5:00.
Not: We've to leave for the airport at 5:00.
She doesn't have to tell us.
1. Choose the correct answer.
0. You has to, have to take off your shoes.
1. You have to / has to put cheese on a pizza.
2. The children have to, has to go to bed at 9 o'clock on a school night.
3. I live near the school so I doesn't have to, don't have to take the bus.
4. Sally have to / has to do the cooking in her house on Saturdays.
5. Hooray, it's Sunday today! I don't have to, doesn't have to get up early for school!
6. We have to, has to feed the cats twice a day.
7. Students in British schools doesn't have to, don't have to buy their text books.
8. I have to, has to practise the piano every afternoon.
2. Complete the sentences with the correct form of have to (+) / don't have to (-) and the verb in brackets.
0. Dan has to wear (wear) a school uniform.
(+).
1. Carlo (go) to school on Saturdays. (+).
2. Dan (go) to school on Saturdays. (-).
3. Dan (stand up) when a teacher comes into the classroom. (+).
4. Carlo (sing) at the school assembly every morning. (-).
5 .Dan and Carlo (switch off) their mobile phones in lessons.(+).
6. Carlo (study) every day. (+).
7. Dan (study) every day. (-).
8. Dan and Carlo (take) their books to school.(+).
B. Have to - Interrogative form and short answers.
VIDEO.
Interrogative form.
Do I have to run?
Do you have to run?
Does he, she, it have to run?
Do we have to run?
Do you have to run?
Do they have to run?
Short answers.
Yes, you do. No, you don't.
Yes, I do. No, I don't.
Yes, he, she, it does. No, he, she, it doesn't.
Yes, you do. No, you don't.
Yes, we do. No, we don't.
Yes, they do. No, they don't.
The interrogative form of have to and the short answers have the same structure of the regular verbs.
We use have to for something that is necessary to do or we are obliged to do. We use don't, doesn't have to to show that there is no obligation.
Do you have to help at home?' 'No, I don't.
What time do we have to be at the stadium?
3. Rewrite the sentences in exercise 1 in the interrogative.
You have to take off your shoes.
Do you have to take off your shoes?

pagina 105.
page 105.
8. Grammar.
4.Use the prompts to ask questions with have to. Then use the information in the table to write short answers. Listen and check.
Simon / wash the car / Sundays.
"Does Simon have to wash the car on Sundays? "Yes, he does.
Name. Job. How often?
Simon. wash the car. tidy his room. on Sundays. on Saturdays.
Fiona. load the dishwasher. tidy her room. make her bed. three times a week. once a week. every day.
Martin. feed the pets. do the vacuuming. twice a day. once a week.
1. Simon, tidy his room / every day?
2. Fiona / load the dishwasher / every day?
3. Fiona / tidy her room / every day?
4. Fiona, make her bed / every day?
5. Martin / feed the pets/ three times a day?
6. Martin / do the vacuuming / every day?
C. Had to.
VIDEO.
The past tense of have to is had to. This form is the same for all persons.
Affirmative form.
I, you, he, she, it, we, they had to work yesterday.
Negative form I, you, he, she, it, we, they didn't have to work yesterday.
Interrogative form.
Did I, you, he, she, it, we, they have to work yesterday?
Short answers. Yes, I, you, he, she, it, we, they did.
No, I, you, he, she, it, we, they didn't.
5. Read the text about Greg's job. Complete the text with the correct form of have to. Listen and check.
Last year Greg needed some extra money for his school trip to Spain, so he got a job during the school term.”I had to get up (get up) very early, he says.
There was a lot to do before I went to school!
He (eat) his breakfast quickly. Then he (take) the dog for a walk. After that he_(load) the dishwasher and then he did his paper round.
'The first month I (get up) at half past five because I (walk) to the newsagent's, but after that I went by bicycle so I (not, get up) until 6 o'clock' he says.
After his paper round he (take) the bus to school. I (be) at school by nine o'clock, and sometimes I was a bit late, he says.
D. Must / mustn't.
VIDEO.
We use must + base form of the verb to talk about obligations.
We use mustn't + base form of the verb to show that something is prohibited or not allowed. Must and mustn't have the same form for all persons.
Students must be at school by 8:45.
All cars must stop when the traffic lights are red.
You mustn't talk in the library.
Students mustn't use calculators in the exam.
6. Write rules for your school using must or mustn't and the prompts below.
0. eat in class. You mustn't eat in class.
1. chew gum in class.
2. use a mobile phone in class.
3. listen to the teacher
4. arrive on time for the lesson.
5. talk to your friends during the lesson.
6. bring your homework to the next lesson.

pagina 106.
page 106.
8. Grammar.
Get it right!
Remember that must doesn't have an interrogative form. To ask questions about obligations and prohibitions, we use the interrogative form of have to.
Do we have to give our passports to the teacher?
Must we give our passports to the teacher?
E. Mustn't / don't have to.
VIDEO.
We use mustn't to talk about something that is not allowed. We use don't, doesn't have to to talk about something that is not necessary to do.
You mustn't talk in the library.
You mustn't take your phone into the exam.
I don't have to tidy my room every day.
You don't have to answer all the questions.
7. Complete the sentences with mustn't or don't, doesn't have to.
0. You don't have to buy any milk. There are four litres of milk in the fridge!
1. You eat these muffins, boys!
They're for the party tomorrow.
2. We be late for the history lesson. We've got a test today.
3. Ken has got a lot of money. He to work!
4. You use your mobile phone in the cinema.
Pronunciation - The sounds, i and i:
8. Listen and repeat.
i. ship, fit, sit.
i. sheep, feet, seat.
9. Listen and write the words in the correct column in exercise 8.
week. thin. leave. sea. give.
live. cheese. chicken.
Round-up.
1. Read the article and choose the correct answer.
Local Hero.
Fifteen-year-old Harry Smith from Torquay is our Local Hero for this month.
Harry is still at school and "has to doesn't have to study hard for exams this year, but he also had to / has to help in his family's hotel in Torquay.
Harry's mum is ill at the moment and she has to / have to stay in hospital, so Harry doesn't have to / has to help his dad in their small hotel.
Our reporter, Mary Philips asked Harry about his typical day.
Mary. Harry, what do you must / have to do before you go to school every morning?
Harry. Well, I'must / have to get up at 5:00 am and make breakfast for the guests in the hotel.
Then I have to, has to tidy their rooms and make the beds.
I'mustn't, don't have to do the vacuuming every day, because my dad does it.
I just have to, must load the washing machine.
Mary. Do you like working in the hotel?
Harry. Yes, I do! It's funny sometimes.
For example, the hotel rules say guests 'mustn't / don't have to bring pets but last week a woman brought her rabbit with her!
When I went to her room there was a rabbit on the bed!
I had to, have to catch it before I could make the bed!
Mary. Are you ever late for school?
Harry. At my school students " must / had to arrive by a quarter to nine.
Sometimes I'm a bit late but my teachers know I must have to do a lot of things to do before school, so they understand.
2. PAIRWORK. In pairs, use the prompts below to ask and answer questions about Harry's daily routine.
0. Harry / study hard / this year?
A. Does Harry have to study hard this year?
B. Yes, he does. He has to study hard this year because he's got exams.
1. Why / his mum / stay in hospital?
2. Harry, help, in the hotel / at the moment?
3. Harry / get up, early every morning?
4. What jobs / Harry, do, in the hotel?
5. What animal, Harry / catch, last week?
6. What time / students / arrive / Harry's school, every morning?

pagina 107.
page 107.
8. Functions.
Making a polite request on the phone (will, can, would).
1. Read and listen to the phone conversations. Then answer the questions.
1. Man. Hello?
Boy. Hello, can I speak to Ben please?
Man. Yes, certainly. Who's calling?
Boy. It's Michael. I'm in his class at school.
2. Woman Hello?
Girl. Hi, can I speak to Carly, please?
Woman. No, I'm sorry, she isn't here. Is that Amy?
Girl. Yes, it is.
Woman. Oh, hello, Amy. Would you like to leave a message?
Girl. Yes, please. Can you ask her to call me when she gets back?
Woman. Sure, I'll tell her.
Girl. Will you please tell her it's important?
1. Who is calling?
2. Who do they ask to talk to?
COMPETENCES.
cultural awareness and expression civic and social competences.
Key expressions.
Questions.
Hello / Hi. Can I speak to?
Who's calling? Is that Amy?
Would you like to leave a message?
Will you please?
Answers.
Yes, certainly. Just a minute. No, I'm sorry, he, she isn't here.
It's Judy. Yes, it is.
Yes, please. Can you tell / ask him, her?
Yes, of course.
2. Complete the dialogue with the phrases in the Key expressions box.
Then listen and check.
Girl. Hello?
Boy. Hi Natalie, please?
Girl. No, I'm sorry?
Boy. It's Bob.
Girl. Oh, hi, Bob. It's Rebecca.
Boy. Yes, please. to meet me at the cinema at 8:30?
3. PAIRWORK. in pairs, act out a phone conversation following the model in the previous exercises. Use the prompts below.
Name. At home? Message?
Sarah no, at shops meet,leisure centre, 5:30 today.
Fred no, playing tennis call, gets back.
Helen yes.
A. Hello. Can I speak to Sarah, please?
B. No, I'm sorry, she isn't here. She's at the shops.

pagina 108.
page 108.
8. Skills and culture.
THE ISLAND.
In a recent TV programme on British television, fourteen ordinary men from the UK travelled to an uninhabited island in the Pacific Ocean. They had to try and survive in the jungle. The men had to stay for six weeks on the island alone, with only a few tools and a video camera so they could film what happened. What were the biggest challenges for them?
1. The men knew their number one priority was to make a fire. They needed the fire to boil water and cook food. In tropical temperatures humans must drink 2 litres of water a day. But you mustn't drink water from the rivers - it's too dangerous. So before they could drink any water, they had to boil it. They didn't have any matches, so they had to start a fire using two sticks and dry grass. This was more difficult than they thought and took a very, very long time.
2. The island had a tropical climate. During the day the weather was sunny and warm but every night it rained for hours and hours. The men got very wet and cold and they couldn't sleep. They were very tired but they had to build a shelter. They cut down trees for the roof and made a place for the fire and beds to sleep on. It wasn't very comfortable but they were dry!
3. For the men the most difficult challenge was food. They knew they had to eat around 1,000 calories a day but they usually only ate around 200 calories a day - a little fruit and some coconuts. They had to spend hours every day looking for food but often they didn't find any. They tried to catch big animals like wild pigs and crocodiles. After a month they finally caught an enormous crocodile! All of the men had to help carry it and cook it. They said it was the most amazing moment on the island - and the crocodile was delicious!
Glossary.
uninhabited. deserted, with no people living in the place.
survive. continue to live or exist after being in a difficult or threatening situation.
tools. pieces of equipment that you use with your hands to make or repair something.
challenges. (the situation of being faced with) something that needs great mental or physical effort in order to be done successfully, and therefore tests a person's ability.
stick. a thin piece of wood or other material.
shelter. a place giving temporary protection from bad weather or danger.

pagina 109.
page 109.
8. Skills and culture.
Reading.
1. COMPREHENSION. Read and listen to the article about an English TV programme. Then match the titles to the paragraphs.
A. Food. B. Building a shelter. C. Making a fire.
2. Read the article again and choose the correct answer.
1. How long did the men have to stay on the island?
2. What did they have with them?
3. How much water must humans drink every day in tropical temperatures?
4. What did they have to use to start a fire?
5. Why couldn't the men sleep at night?
6. How many calories did they have to eat every day?
7. What food did they usually eat?
8. What happened after a month on the island?
Listening.
3. Listen to the interview with Nick. How did he feel on the island?
4. Listen to the interview again and choose the correct answer.
1. On the island there were a lot of dangerous people / animals.
2. The men spent most of their time looking for a boat/ food and water.
3. At first the men got water from the rain / river.
4. Nick had to go and get water on foot / by boat.
5. Every day in camp he swept the floor and cooked food / made tea.
6. Nick didn't have to do the vacuuming / cook snakes.
Study tip.
Taking time to answer.
Do not worry if you do not find the exact words in a speaking activity. You can: Use "fillers' (That's a good question. I'm not sure. Let me think);
ask your partner to repeat the question while you think about the answer (Could you repeat that please?).
Speaking.
5. PAIRWORK. In pairs, ask and answer questions about Nick. Use the following prompts and your imagination (take your time as suggested in the Study tip box).
Get water. Tidy the shelter. Catch wild animals.
Do the cooking. Wash the clothes. Catch fish.
A. Did he have to tidy the shelter?
B. No, he didn't. But he had to sweep the floor every day.
Writing.
6. Write a set of rules: five things you must or mustn't do and five things
you don't have to do to survive on a desert island.
Surviving the Island - the Golden Rules.
1. You mustn't go into the jungle alone. You must always go with a partner and take a lot of water to drink.
2. You don't have to wear a hat.
COMPETENCES.
cultural awareness and expression civic and social competences learning to learn.
Project time! Go to page 154-155.

pagina 110.
page 110.
8. Vocabulary strategies.
COMPETENCES.
learning to learn logical and mathematical competence.
Verb and noun collocations.
Strategy.
Constantly learning new verb and noun collocations is a very useful tool to improve and expand your vocabulary.
It allows you to reach a good level of knowledge of the language.
Housework.
1. Match the words in the box to the verbs in the spidergrams. Can you think of other nouns to add?
fruit. your dress. your desk. your clothes. a cupboard. the car. your coat.
the living room. your jacket. the bookcase. your hands. a picture.
the floor.
4. 1.
wash.
3. 2.
1. 2. 3. 4.
your room.
tidy.
your clothes.
1. 2. 3. 4. hang up.
2. What words can you use with do, make and have? Draw the spidergrams in your notebook. Use the model in exercise 1.
make. some biscuits.
do. the shopping.
have. breakfast.
GAME.
Mime!
Split into two teams.
The teacher calls one member at a time in front of the desk, and asks him, her to mime an action.
Each team tries to guess it and writes down the answers.
The team that guesses the most actions wins.

pagina 111.
page 111.
EVALUATION‌ ‌TEST.
UNITS‌ ‌‌7-8‌. ‌
Vocabulary‌.
‌1.‌ ‌Look‌ ‌at‌ ‌the‌ ‌pictures‌ ‌and‌ ‌write‌ ‌the‌ ‌words.‌ ‌
1. 2. 3. 4. 5. 6.
1. 2. 3. 4. 5. 6.
‌Grammar.
2. Write sentences using the prompts and the comparative form of the adjectives.
1. A rabbit, big, a guinea pig.
2. The cinema, far, the theatre.
3. The weather, bad, it was yesterday.
4. A house, expensive, a flat.
5. Their new film, funny, their first film.
10.
3. Put the words in order to write sentences.
1. as, big, London, Paris, as,'s.
2. as, fast, as, Football players, aren't, athletes.
3. as, tall, my brother, I'm, as.
4. not, We're, as, late, usual, as.
5. as, isn't, curly, My hair, as, Sally's hair.
10.
4. Complete the sentences with the superlative form of the adjective in brackets.
1. They're the (good) volleyball team in the world.
2. The Eurostar is the (quick) way to get to Paris from London.
3‌. ‌London‌ ‌is‌ ‌the‌ ‌(expensive) city in‌ ‌Europe.‌
‌4‌. ‌Alaska‌ ‌is‌ ‌the‌ ‌(far)‌ ‌point‌ ‌north‌ ‌in‌ ‌North‌ ‌America.‌
‌5‌. ‌My‌ ‌bag‌ ‌is‌ ‌the‌ ‌(heavy)‌ ‌of‌ ‌all‌ ‌the‌ ‌group‌.‌
10.
5. Choose the correct answer.
1. This dog's / dogs' name is Milo.
2. Do you know this song's lyrics / the lyrics of this song?
3. Let's look for the river's name / the name of the river on a map.
4. Is this Charles's / Charles' sister?
5. The ship's name, name of the ship you saw in the pictures was Mauretania.
6. I can't go to Dora's birthday party / the birthday party of Dora.
6.
Functions.
6. Complete the dialogue with the words in the box.
opinion. right. neither. agree.
do. so. brilliant. enjoy.
Martha. Do you athletics?
Angelika. Yes, I. I love all kinds of sports.
Martha. do I! I love golf, I think it's.
Angelika. You're, especially the big tournaments.
Martha. One sport I don't like is water polo.
Angelika. do I, it's really boring.
Martha. But I like swimming, it's great.
Angelika. Oh, I don't. In my that's boring, too.
8. TOTAL. 50.

pagina 112.
page 112.
EVALUATION TEST.
UNITS 7-8.
Vocabulary.
1. Match the verbs to the correct nouns.
1. tidy.
2. lay.
3. hang out.
4. unload.
5. do.
6. feed.
A. the washing.
B. your room.
C. the cat.
D. the vacuuming.
E. the table.
F. the dishwasher.
6.
Grammar.
2. Choose the correct answer.
1. You have to, has to be 18 to drive here.
2. We have to, has to study English every day.
3. Mum doesn't have to / hasn't to work on Sunday.
4. My brother has to, have to study hard at school.
5. They doesn't have to / don't have to arrive early, there's no hurry.
6. Young children in the UK normally have to, has to go to bed before nine o'clock.
6.
3. Write questions using have to. Then give short answers.
1. we, make the bed?
Yes.
2. they / tidy their room?
No.
3. your sister / do the ironing?
Yes.
4. I call you?
Yes.
5. Mark, clear the table?
No.
6. you, put the rubbish out?
Yes.
12.
4. Write sentences using the prompts and the correct form of the verb have to.
1. When I was younger, I, make / my own bed.
2. you, walk home from school, last night?
3. I run, to catch the bus, this morning.
4. she / take / an umbrella yesterday?
5. your sisters, do, a lot of homework, in their last school?
6. He, not use / his dictionary / during the exam.
12.
5. Choose the correct answer.
1. You mustn't / don't have to touch the cakes, because they're for this evening.
2. You mustn't, don't have to buy any cheese.
There's lots of it in the fridge.
3. We mustn't, don't have to forget his birthday.
4. You mustn't, don't have to use your 3G.
There's wi-fi in the school.
5. You mustn't / don't have to do the washing up.
I can do it this evening.
6. You mustn't, don't have to talk during the lessons. The teacher gets really angry if you do.
6.
FUNCTIONS.
6. Complete the dialogue with words in the box.
gets. calling. leave. it's.
speak. sorry. ask. hello.
Woman.
Boy. Hello, can I to Robbie, please?
Woman. Who's?
Boy. Michael from school.
Woman. I'm Michael, he's out on his bike. Would you like to a message?
Boy. Yes, please. Can you him to call me when he back?
Woman. Yes, of course. Bye, Michael.
Boy. Bye, Mrs Perryman.
8.
TOTAL. 50.

pagina 113.
page 113.
8. Key strategies.
COMPETENCES. learning to learn.
Listening for specific information.
In some listening exercises, you have to listen to a dialogue or to a monologue and fill in the missing information.
LET'S PRACTISE!
1. Listen and choose the correct information.
0. A. 6:15. B. 6:45. C. 7:15.
1. A. £15. B. £50. C. £14.
2. A. 540 962135. B. 450 962135. C. 504 961245.
3. A. LEIGH. B. LEYGH. C. LEAGH.
4. A. EIKHUE. B. AEOWIE. C. AIKGWE.
5. A. Tuesday, 13th October. B. Tuesday, 30th October. C. Thursday, 30th October.
2. Listen and write the letters and numbers you hear. Then listen again.
0. My password is HL59AG9OX.
1. He's Dutch. His surname is.
2. They live at number Farm Road.
3. The price is £.
4. It opens at pm.
5. The town is called.
STRATEGIES.
Before you listen.
Read the instructions.
Read the prompts carefully.
Underline the information you have to find while listening.
While you listen.
The first time you listen, focus on the text and complete the missing information.
The second time you listen, check your answers.
3.Listen to the dialogue between a bar owner and a new employee. Then complete the card with the missing information. Listen to the recording twice.
1. First job: make.
2. Morning and afternoon: load the.
3. Breaks at: 11:30 and.
4. Lunch costs: £.
5. Last job: tidy.
Apple Tree CAFÉ.

pagina 114.
page 114.
SKILLS. TEST 1.
READING.
Last year I decided to research my family history and I found lots of interesting things.
My great-grandfather was a pilot. I saw some old photos of him.
He was a good-looking man with dark hair and a moustache.
In some of the photos he had glasses, maybe they were reading glasses.
When he was 50 he stopped work for a year, bought an MG sports car and travelled all around Europe by himself.
He went to Germany, Austria and Greece – that was a long journey in those days.
In the photos I saw he always looked happy and had a big smile on his face, I think he really enjoyed his life.
My great-grandmother was a nurse and worked in a local hospital for forty years.
She wasn't born here but came to Britain from France with her parents in 1940.
They were very worried when they first arrived and felt very sad, too.
I saw my great-grandmother's school reports.
She learnt English very quickly and was an excellent student.
I saw a photo of them together, they were both really tall but my great-grandmother looked fantastic in her dress and short dark hair.
I wanted to find out something about my grandparents, too.
My parents gave me some photos. They were both quite thin and good-looking and my grandmother had fair hair and freckles.
She had a nice smile, and looked a very friendly person. My grandfather was very tall. He looked like my father.
I had a big surprise when I saw my grandfather with a guitar around his neck - apparently he played in the same rock group for 10 years!
1. Write a number to indicate the order in which the relatives are described in the blog.
a. The grandfather:
b. The grandmother:
c. The great-grandfather:
d. The great-grandmother:
4.
2. Who do the following sentences refer to? Write: grandfather, grandmother, great-grandmother, great-grandfather.
1. He, She played in a musical band:
2. He, She emigrated with his / her parents:
3. He, She was a pilot:
4. He, She had freckles:
5. He, She was good at school:
6. He had a moustache:
6.

pagina 115.
page 115.
3. Choose the correct option.
This is part of my Instagram page dedicated to my old primary school.
The school close to my home and I really studying there.
I had two teachers - Ms Rooke a young, modern teacher and Mr Farrow, a very traditional teacher.
With Ms Rooke we songs and we often in a circle on the classroom floor to listen to a story.
That's her on the left of the photo.
Mr Farrow's classes completely different.
He had round and to be honest we were a bit of him.
He everything on the blackboard and we had to copy it immediately into our exercise books.
I think he only wanted to seem severe to control the class because I him some years later and he was very and friendly with me and my friends.
1. A. saw. B. was. C. did. D. had.
2. A. was. B. did. C. went. D. enjoyed.
3. A. spoke. B. sang. C. went. D. listened.
4. A. sat. B. did. C. saw. D. had.
5. A. was. B. made. C. were. D. did.
6. A. glass. B. hair. C. hairs. D. glasses.
7. A. worried. B. afraid. C. sad. D. bored.
8. A. wrote. B. made. C. asked. D. stopped.
9. A. knew. B. met. C. was. D. forgot.
10. A. worried. B. angry. C. relaxed. D. afraid.
10. WRITING.
4. You received this email from your new French penfriend Valérie.
Write an answer in about 80 words to describe your family and tell her what you did last weekend.
Hi.
I'm Valérie from France and I'm really happy to be your penfriend.
I'm a student. I'm quite short with black curly hair and brown eyes.
I've got a brother, his name's Franc and he's always happy! He's tall with black spiky hair and wears glasses.
My mum has got long dark hair and my dad's got wavy blonde hair.
What about your family? I went to the cinema last week and saw a very exciting action film.
It's a French film called La Peur but I don't think you know it.
What did you do last weekend? Love, Valerie.
10.
TOTAL. 30.

pagina 116.
page 116.
SKILLS TEST 2.
READING.
“The Young People's Holiday Company.
Come with us to Cornwall this year.
Why go to Spain or Greece when you can spend a great holiday with us in sunny Cornwall in the
west of England? We're organising a special trip for Romanian students in August.
It starts on August 13th and finishes on August 16th and we're visiting all the interesting places.
On the first day the train leaves from London at 8:00 and arrives in St Ives at midday.
Then a bus takes us from the railway station to the St Ives Youth Hostel, which is near a beautiful surfing beach.
On the second day we're going sightseeing. In the morning we're going to Land's End.
It has a visitor centre and a small museum, open only from 10 to 11 am.
In the afternoon, we're going to Penzance.
This is a large town with a lot of shops and you can find banks and post offices if you need them.
On Day 3 we're going to St Michael's Mount, which is a beautiful castle on a rock.
The guided tour of the castle starts at 9 am so we're leaving the youth hostel at 8 am.
The tour finishes at 11 so we're coming back to the youth hostel for some lunch and then the afternoon's free.
Some of us are going to the beach in the afternoon to go sunbathing.
On the last day we're staying in St Ives.
It's a beautiful little fishing village.
From the beginning of the 1900s artists began to set up studios in St Ives and it still has lots of art galleries.
We're visiting the Tate St Ives art museum, which is part of the famous one in London, and the rest of the day is free for sightseeing.
In the evening we're going to the Minack Theatre.
It's an open air theatre, right on the sea. We're seeing Othello by Shakespeare and the show starts at 7:30 pm.
1. Read the text and answer the questions.
1. Where is Cornwall?
2. How long is the trip to Cornwall?
3. What is on St Michael's Mount?
4. What is the name of the museum similar to the one in London?
4.
2. Read the text again, then decide if the sentences are true (T = true), false (F= false).
T. F.
1. The train journey from London to St Ives is three hours long.
2. They're going to the youth hostel by bus.
3. The youth hostel is near the sea.
4. The visitor Centre at Land's End is open in the afternoon.
5. They're going to Penzance in the afternoon.
6. The guided tour of St Michael's Mount is three hours long.
7. St Ives is a large town.
8. The Minack Theatre is inside a large building.
8.

pagina 117.
page 117.
3. Choose the correct option.
What the weather be like in the future? Weather forecasters say it be very good.
First of all the weather is going to get. It's going to be very hot! This will be bad for people, animals the planet.
There be more extreme weather all over the world: violent storms, strong winds and a lot of. The weather forecasters be wrong, some people say.
Unfortunately, they right. Extreme weather is happening now.
1. A. is. B. will. C. does.
2. A. want. B. won't. C. went.
3. A. hotter. B. the hottest. C. the warmest.
4. A. but. В. оr. C. and.
5. A. will. B. is. C. are.
6. A. raining. B. rained. C. rain.
7. A. might. B. are. C. did.
8. A. have. B. will. C. are.
WRITING.
4. Read the email from your English friend Alex. Write a 25-35 word email to Alex and answer his questions.
I can't wait to visit you in Romania next month!
What is there to do where you live? What are the best places to visit?
What are the best things to eat? Where are the best places to buy souvenirs?
10. TOTAL. 30.

pagina 118.
page 118.
TERM TEST.
UNITS 1-4.
VOCABULARY.
1. Write the words in the table, in the correct column.
documentary. freezing. worried. chat show. curly hair. musical. foggy. excited. sitcom. afraid.
freckles.
FILMS, TV PROGRAMMES. documentary.
APPEARANCE.
FEELINGS AND EMOTIONS.
WEATHER.
10.
GRAMMAR.
2. Circle the correct option.
0. Who do you speak to / are you speaking to now?
1. My dad usually works / is working but today he relaxes / is relaxing.
2. It rains / It's raining so we can't go out.
3. Ellis usually watches, is watching TV in the evening.
4. Where do you go, are you going? It's late.
5. We always go, are going to Spain, but this year we go, are going to France.
6. Don't disturb me, I'm talking, I talk to someone.
7. They usually eat, are eating at school, but today they have / are having lunch at home.
10.
3. Complete the sentences with will or won't and the correct form of the verbs in brackets.
0. The teacher will give (give) us the results of the test tomorrow.
1. The weather (be) warm and sunny today.
2. They (not, pass) the exam easily.
3. You (arrive) at school late!
4. My brothers (not, stay) at home on Saturday evening.
5. lt (not, snow) tonight.
6. I (beat) you at cards, as usual!
7. Our team (not, win) the match.
8. I think we (have) fun on holiday.
9. You (not, become) a famous actor!
10. Jenny (get) a good mark in the test.
10.

pagina 119.
page 119.
4. Complete the sentences with the past simple form of the verbs in brackets.
0. The match started (start) two hours ago.
1. My sister (wash) her hair last Saturday.
2. My parents (enjoy) the film last night.
3. We (have) a long chat yesterday morning.
4. I (send) you an email about it three days ago.
5. We (leave) early this morning because there (be) a lot of traffic.
6. I (not be) at the match yesterday.
7. My father (teach) in a secondary school for two years.
8. (you, be) happy with the result of your test? No, we (not be).
20.
5. Complete the email with the words in the box.
sport. favourite. friendly. preparing. wants. going. be. enjoys. a lot of. playing. goes.
Luc is from the south of France. He's 13 and he to the local secondary school.
His sport is rugby but he playing any kind of apart from handball, he absolutely hates it.
He's very nice and and hasfriends at school.
He doesn't like to school but he's really busy at the moment as he is his end-of-year exams.
He to be a pilot one day.
10.
WRITING.
6. Read Naomi's profile, then write a short presentation.
Name: Naomi.
Country: Japan.
Age: 12.
Family: father - teacher, mother - nurse. 1 brother (Kenzo, 14) and 1 sister (Hiromi, 9).
Hobbies: reading, swimming, cinema.
Likes. friendly people.
Dislikes: Monday mornings, football.
Naomi's from Japan.
She is.
In her family.
In her free time she.
She really likes.
but she doesn't like.
20.
TOTAL. 80.

pagina 120.
page 120.
TERM TEST.
UNITS 5-8.
VOCABULARY.
1. Choose the correct option.
0. Luke's mum always wants him to tidy / clear the table.
1. Bill? I'd like you to load, hang out the washing with your sister, it's a nice sunny day.
2. We needed a motorbike / lorry to move all our furniture from the old house.
3. It's a good idea to go there on a plane / foot in the morning, it's not so far.
4. There are a lot of cars in the city and I don't like driving so I always use a scooter, taxi.
5. A Tube is the London name for an underground train / the river bus service.
6. I love the sea so travelling by boat, lorry is something I really enjoy.
7. Can one of you unload / tidy the dishwasher? I haven't got time.
8. It's dangerous to go by scooter / foot when there's a lot of traffic.
9. Just a second, I need to put out the rubbish / the dishwasher.
10. I hate doing the bed / ironing - it's so boring.
10.
GRAMMAR.
2. Choose the correct option.
0. She looks as happy, happier than yesterday.
1. This test's easiest / easier than the other ones.
2. This bike isn't as fast as / as faster than the bike I had before.
3. Today's not as sunny as / sunny like yesterday.
4. I think the train is the more / most comfortable form of transport, you can just sit and relax.
5. This is the worst / worse restaurant in the whole town.
6. I like the yellow dress but I prefer the one blue / blue one.
7. The earliest / earlier train is at 5:00 am.
8. The Nile is the most long, longest river in the world.
10.
3. Complete the sentences with the correct present simple, present continuous or past simple form of the verbs in brackets.
0. I'm meeting (meet) Sam and the others at 8 pm this evening.
1. (you / can) ski when you were 5?
2. Why (you / send) me that picture last night?
3. My plane (leave) next Tuesday.
4. What (you, do) tomorrow evening?
5. We (go) to Los Angeles next month.
10.

pagina 121.
page 121.
4. Complete the second sentence so that the meaning remains the same.
0. The second film's good but I preferred the first one.
In my opinion the second film isn't as good as the first one.
1. A Ferrari's faster than a Porsche. A Porsche isn't a Ferrari.
2. Paris is 500 km from London, Rome's 1,500 km. Rome's from London than Paris.
3. It's important that you arrive on time. You arrive on time.
4. This box is nice, the other box is nice, too. This box is the other box.
16.
5. Rewrite the sentences in the affirmative (+), negative (-) or interrogative form.
0. Your friends liked the film. (-).
Your friends didn't like the film.
1. Did Kelly spend her holiday in the mountains? (+).
2. The shop opens at 8:30. (?).
3. She could swim very well. (-).
4. She finished first in the race. (?).
16.
WRITING.
6. Write a short presentation about Edward using the notes.
Name: Edward.
Age: 18.
Born: Winchester.
School: Winchester College.
Subjects: English, French and history.
Past studies. wanted to enter Oxford University but not successful.
Future plans:
work for 4 weeks in Sydney, Australia, then study Italian and French at Warwick University.
Start of university. 3rd October.
Edward is 18. He was born in Winchester.
12.
TOTAL. 80.

pagina 122.
page 122.
Grammar revision.
GRADE 5.
A. Articles.
Indefinite article.
a. in front of a consonant and u when pronounced ju.
a bike, a unit.
an. in front of a vowel and silent h: an animal, an hour.
Definite article.
the does not change; it is used with singular and plural nouns.
the bike - the bikes.
the unit - the units.
the animal - the animals.
the hour - the hours.
B. Personal pronouns, possessive adjectives and pronouns.
Personal pronouns.
Subject.
I.
You.
he.
she.
it.
We.
you.
they.
Compl.
me.
you.
him.
her.
it.
us.
you.
them.
Possessive adjectives.
my.
your.
his.
her.
its.
our.
your.
their.
Possessive pronouns.
mine.
yours.
his.
hers.
its.
ours.
your.
theirs.
1. We use object pronouns after a verb or a preposition.
Keira is in my class. I sit next to her. I love milk. I drink it every morning.
2. We never put an article before possessive adjectives and pronouns. Possessive adjectives and pronouns do not change there is only one form for the singular, plural masculine and feminine.
my father. your cat. our mother. your cats.
C. Present simple of the verb to be.
I am ('m).
You, We, They are (re).
He, She / It is ('s).
I am not ('m not).
You, We, They are not (aren't).
He, She / It is not ('s not).
Am I?
Are you / we, they?
Is he, she, it?
Short answers.
Yes, I am.
Yes, you, we, they are.
Yes, he, she, it is.
No, I'm not.
No, he, she, it isn't.
No, you, we, they aren't.
D. Present simple of the verb have got.
I, You, we, They have got ('ve got).
He, She / It has got ('s got).
I, You, We, They have not got (haven't got).
He, she, it has not got (hasn't got).
Have I, you, we, they got?
Has he, she, it got?
Short answers.
Yes, I, you, we, they have.
he, she, it has.
No. I, you, we, they haven't.
he, she, it hasn't.
E. Present simple.
I, you, we, They play.
He, She, It plays.
I, You, We, They do not (don't) play.
He, She, It does not (doesn't) play.
Do I, you, we, they play?
Does he, she, it play?
Short answers.
Yes, I, you, We, they do.
he, she, it does.
No, I, you, we, they don't.
he, she, it doesn't.
Spelling rules.
1. Verbs ending in o, ch, sh, ss, X.
do, does, watch, watches; brush, brushes; miss, misses; fix, fixes.
2. Verbs ending in a consonant + y:
tidy, tidies; fly, flies.
3. Verbs ending in a vowel + y.
play, plays; say, says.
F. Present continuous.
I am ('m).
You, We, They are ('re).
He, She, It is ('s) saying.
I am not ('m not).
You, We, They are not (aren't).
He, She / It is not isn't. saying
Am I.
Are you / we, they.
Is he, she, it.
saying?
Short answers.
Yes, I am.
Yes, you / we, they are.
Yes, he, she, it is.
No, I'm not.
No, you / we, they aren't.
No, he / she, it isn't.

pagina 123.
page 123.
Grammar revision.
GRADE 5.
We use the present continuous to talk about actions happening at the moment of speaking: Josh is talking on the phone with his mum.
We do not use it with verbs like be, want, like, love, hate, prefer.
Spelling rules.
1. Verbs ending in a vowel + a consonant run, running; shop, shopping.
2. Verbs ending in a consonant + e:
close, closing: write, writing.
3. Verbs ending in y and w.
study, studying: show, showing.
G. Prepositions of place.
in.
on.
under.
next to.
near.
between.
behind.
opposite.
in front of.
H. Prepositions of time.
at.
hours.
night.
weekend.
in.
parts of the day.
months.
years.
seasons.
on.
days of the week.
dates.
at 4:30.
at night.
at the weekend.
in the afternoon.
in June.
in 2017.
in (the) spring.
on Thursday.
on 5th December.
But remember: on Thursday afternoon.
I. Adverbs of frequency.
never. sometimes. often. usually. always.
My dad is always tired.
We usually go to school at 8:15.
She never gets up early.
J. The possessive's.
Singular noun. Claire's cat.
Regular plural noun. the teachers' room.
Irregular plural noun. the children's toy.
Two or more nouns. Kate and Jo's father.
K. Question words.
Who?
What?
When?
Where?
Which?
How old?
Whose?
L. Demonstrative adjectives and pronouns.
Singular. Plural.
Near. This. These.
Far. That. Those.
M. There is (isn't) / There are (aren't).
singular. There is / There's a pub.
plural. There are two pubs.
singular. There isn't a pub.
plural. There aren't two pubs.
N. Some / any.
There are some apples.
I've got some really nice friends.
There aren't any apples.
Paul hasn't got any pets.
Are there any apples?
Have you got any photos on your phone?
O. Can.
I, You, He, She, It, We, They can.
I, You, He, She, It, We, They cannot (can't).
Can I, You, He, She, It, We, They?
Short answers.
Yes, I, You, He, She, It, We, They can.
No, I, You, He, She, It, We, They can't.
We use can to show ability: Judith can speak Japanese.
P. Imperative.
Affirmative (=base form of the verb). Negative.
singular. Look! Don't look!
plural. Look! Don't look!
We do not use subject pronouns with the imperative.

pagina 124.
page 124.
Let's read!
Oscar Wilde was born on 16th October 1854 in Dublin, Ireland.
He was a bright child and he was interested in literature from an early age.
At Oxford University, he discovered his passion for Greek and Roman studies, and he also wrote his first poems.
After graduating from Oxford, he moved to London and soon became a successful writer.
In 1887, he published his first story about an American family who moved to a castle haunted by the ghost of a nobleman.
Wilde died in Paris, in 1900. Today, The Canterville Ghost is still a very treasured work and it has been adapted for the big screen several times.
Speaking.
1. Do you have a favourite author? Who is it?
2. What do you know about him, her?
3. What is your favourite work written by him, her?
4. You are going to study a fragment of a short story written by the Irish writer, Oscar Wilde.
Read his biography. Do you know any of the famous characters he wrote about?
Discuss for two minutes.
Reading.
5. Read the first eight lines quickly. Can you tell what kind of story this is?
a comedy.
a love story.
a mystery story.
a journal.
a science fiction story.
Adapted from.
The Canterville Ghost.
by Oscar Wilde.
VIDEO.
Virginia went out to ride on Brockley meadows, accompanied by the young Duke of Cheshire who wanted to spend the last week of his holidays at Canterville Chase.
While getting through a hedge, she ruined her dress so badly that she had to return home.
She didn't want to be seen by anyone, so she went up by the back staircase.
As she was running past the Tapestry Chamber, she saw the door open and someone inside.
She had the impression that it was her mother's servant, who would sometimes bring her work there, so she asked her to sew her dress.
She was so surprised to see the Canterville Ghost himself instead!
He was looking through the window, lost in his own thoughts.
His head was leaning on his hand, and his attitude was one of great sadness.
Little Virginia, who was scared at first and wanted to run away and lock herself in her room, felt sorry for him and decided to stay.
Maybe it was a good idea to comfort him after all.

pagina 125.
page 125.
Let's read!
The Ghost was indeed so deep in his melancholy that he did not notice her presence there until she spoke to him.
I'm so sorry for you. My brothers are leaving tomorrow, so maybe if you behave yourself, no one will annoy you,' she said.
You know it's absurd to ask me something like this,'he answered quite surprised to see and hear the young girl talking to him.
I must walk around at night, if that's what you mean.
It's my only reason for existing.
That's not true! You also know that your behaviour was rude!
Please don't go, Miss Virginia, he cried; I'm so lonely, so unhappy and I don't know what to do.
I haven't slept for three hundred years. I want to sleep and I can't!
Virginia approached him, kneeled down and looked at his old sad face.
"Oh, poor Ghost, she sighed. 'Don't you have a place where you can sleep in peace?
6. Now answer the questions.
1. Why did Virginia come back home?
2. Who did she see in the Tapestry Chamber?
3. Why was the Ghost sad?
7. Match the words (1-5) to their synonyms (A-E).
1. accompanied.
2. thoughts.
3. behaviour.
4. existing.
5. approached.
A. living.
B. attitude.
C. followed.
D. ideas.
E. come closer.
8. Read the text again and put the following sentences about Virginia in chronological order.
1. She went up the stairs.
2. She ruined her dress.
3. She went out to ride.
4. She saw the Ghost.
5. She asked her mother's servant to sew her dress.
6. She decided to stay and talk to the Ghost.
7. She asked the Ghost to change his attitude.
Glossary.
meadows. fields with grass and often with wild flowers.
hedge. a line of bushes or small trees planted very close together.
staircase. a set of stairs inside a building.
comfort. to make someone feel better when they are sad.
behave yourself. be good by acting in a way that has society's approval.
kneeled down. put both knees on the ground.
Writing.
9. What do you think it will happen next in the story?
Write 20-25 lines to continue the story. Before you write, make notes about:
the characters, consider adding some new ones in the scene;
the place and time of the action;
interesting moments in the action;
the dialogues.

pagina 126.
page 126.
A.
CLIL.
GEOGRAPHY.
Reading comprehension.
1. Read the first paragraph of the text. Write the words in the box in the correct category.
38 degrees. Celsius. tropical. rain.
Weather:
Climate:
WEATHER.
What is the difference between weather and climate? You might think they are the same, but they are not.
Weather refers to the general conditions in the air above the Earth at a particular place and time such as:
wind.
precipitation.
temperature.
Weather is what the forecasters on TV predict every day.
People find out about temperatures, humidity or if any thunderstorms are likely to form.
Climate refers to the general weather conditions usually found in a particular place over a long period of time.
There are five categories of climate in the world: tropical. moderate. continental. polar. dry.
TROPICAL. MODERATE. CONTINENTAL. POLAR. DRY.
The tropical climate is found near the Equator, in countries like Brazil and India, or on the African continent.
The moderate climate or temperate climate covers the area between the tropics and the polar regions.
The continental climate has four seasons, Romania has this type of climate.
The polar climate is found at the North Pole and South Pole and in the tundra.
Have you heard of Siberia? Part of it lies in the tundra.
The dry or arid climate is specific to an area often covered with sand and rocks, where there is very little rain for plants to grow.
This area is also known as a desert. Each of these five categories can be divided into different types.
The Mediterranean climate (the climate around the Mediterranean area) is an example of a moderate climate.
One of the biggest concerns these days is climate change, also referred to as global warming, caused by human activities.
Glossary.
precipitation. Water that falls from the clouds, especially as rain or snow.
tropical. from or relating to the area between the two tropics.
tundra. part of the very large area of land in North Asia, North America and northern Europe where trees do not grow because of the cold, and ground below the surface is permanently frozen.
2. Answer the questions.
1. What is the difference between weather and climate?
2. Where can you find the polar climate?
3. Where do we find the tropical climate?
4. How many seasons are there in Romania?
5. What is global warming?

pagina 127.
page 127.
A. CLIL.
GEOGRAPHY.
COMPETENCES.
technological and scientific competence learning to learn initiative.
Tip.
Completing dialogues.
Read the given phrases carefully before you complete a dialogue.
Try to understand the information to help you fill in the missing parts of the dialogue correctly.
Dialogue practice.
3. Helen is going on a trip to South Africa. Fill in the blanks with the phrases in the box.
It is! There are often heavy thunderstorms.
Yes, I am. Though the climate is different there.
I'm going to South Africa.
Yes, it does. There are often warm showers.
Well, the nights are quite cold and the days are very hot.
You. Where are you going on your next holiday?
Helen.
You. Really? Are you excited?
Helen.
You. What do you mean?
Helen.
You. Does it rain there?
Helen.
You. Is the weather stormy?
Helen.
You. Take care then!
Writing practice.
4. Imagine you are a weather forecaster. Write the weather forecast for tomorrow using the notes below.
boiling hot.
Partly cloudy in the morning.
mostly sunny in the afternoon.
temperatures below zero in the mountains at night.
mild winds in the west.
light showers in the south.
a thunderstorm is likely to form in the north.
Hi, my name is. Let's see the weather forecast for.
The weather is freezing cold, with temperatures below O degrees Celsius.
5. Now search for information on the Internet to prepare a weather forecast for your city.
Use the model in exercise 4. Present your forecast to the class. Draw a map of Romania to use during the presentation.
Oral presentation.
6. Describe why it is important to watch the weather forecast. Talk for a minute, answering the questions.
1. Do you watch the weather forecast on TV? What do you find interesting about it?
2. Where else can you find information about the weather?
3. Why is it important to know about the weather.
when you go to school?
when you travel?
when you do other routine or free time activities?

pagina 128.
page 128.
B.
CLIL.
HISTORY.
Reading comprehension.
1. Read the text and complete the diagram with the steps of the slave trade.
The British.
Empire.
and slavery.
British colonial expansion began in the 16th century after the victory of the English over the Spanish Armada in 1588.
By the beginning of the 18th century Britain had created a large empire, with colonies in Canada, America and the West Indies.
By the 19th century the British occupied Australia, New Zealand, parts of China and other territories in Africa and South-East Asia.
At the end of the 19th century, the British Empire consisted of more than 400 million people.
Glossary.
slave trade.
the buying and selling of human beings as slaves.
peak. the highest strongest, or best point of value.
steps. stages.
guns. weapons.
huge campaign. a big planned group of especially political, business or military activitiesthat are intended to achieve a particular aim.
AMERICA.
ATLANTIC OCEAN.
EUROPE.
AFRICA.
The triangular slave trade.
Much of the wealth of the British Empire came from the slave trade.
The slave trade reached its peak in the 18th century with the so-called 'Triangular Slave Trade which consisted of three steps.
First, the British traders took goods like cotton and guns to Africa and exchanged them for slaves.
Then, the traders took the slaves and sold them in North America and in the West Indies Finally, the traders returned to Great Britain to sell the products of the slaves'work, for example cotton, sugar and tobacco.
In total around 12 million Africans sailed to the Americas as slaves.
Conditions for the slaves were terrible and a lot of people began to oppose the slave trade.
In the 1780s the British politician William Wilberforce started a huge campaign which ended in 1833 with the Slavery Abolition Act.
This act abolished slavery in most of the British Empire.
2. Read the text again and answer the questions.
1. When did British colonial expansion begin?
2. When did the British Empire expand into China?
3. What was the population of the British Empire in 1899?
4. How many Africans sailed to the American colonies as slaves?
5. Who was William Wilberforce?

pagina 129.
page 129.
B. CLIL.
HISTORY.
COMPETENCES.
civic and social competences.
learning to learn.
digital competence.
initiative.
Dialogue practice.
3. Imagine you are talking to a slave from the British Empire.
Match the questions to the answers. Then write the dialogue in your notebook.
1. What's your name?
2. Where are you from?
3. Why are you here?
4. How did you arrive here?
5. How was your journey?
6. Were you alone on the ship?
A. No, I wasn't. There were hundreds of slaves like me on the ship.
B. My name is Noah.
C. It was very long and the conditions on the ship were terrible.
D. I'm from Africa.
E. Because British traders brought me here as a slave.
F. I arrived here on a big British ship.
Tip.
Using adjectives.
Adjectives such as terrible, horrible etc. can improve the quality of a text and make it more interesting.
The use of adjectives can also make the text easier to read.
Go back to your letter and try to include different types of adjectives.
Writing practice.
4. Imagine you are a slave involved in the slave trade and you managed to return home. Write a letter (50-70 words) to a friend telling him, her how you spent this long period, following the points below.
you arrived in the West Indies three months ago, on a British ship;
the journey was very long and the conditions were very bad;
the ship from Liverpool sailed to Africa where the slave traders loaded many slaves;
you arrived in the West Indies, but lots of slaves died in the journey:
you worked hard every day on the sugar and tobacco plantations.
Oral presentation.
5. Use the information in the fact file and talk for about a minute about Aman's experience.
Then search for additional information about the refugees in Great Britain on the Internet.
Fact file.
Name. Aman (refugee in the UK).
Age when immigrated. 18.
Country. Eritrea.
Arrival in the UK. 2012.
Aman's journey.
Sudan (jeep), Turkey (truck across desert), Greece (boat), UK (train);
terrible conditions, some people died.
Notes on Aman's family why he migrated.
mother and sisters are still in Eritrea repressive country;
dangerous for young men to stay: no future.

pagina 130.
page 130.
C. CLIL.
ART.
Reading comprehension.
1. Read the text and fill in the gaps with the words in the box.
gallery.
tourists. attractions. artists.
famous. paintings.
The National Gallery.
The National Gallery opened in 1824 and is now one of London's most important tourist and one of the most art galleries in the world.
In the there is a collection of nearly 2300 from the early Renaissance to Post-impressionism.
The most famous paintings in the gallery are by important European for example Sandro Botticelli, Leonardo da Vinci, Claude Monet and Vincent Van Gogh.
The National Gallery collection attracts millions of every year.
A treasure of Renaissance art.
The Virgin of the Rocks is a Renaissance masterpiece by Leonardo da Vinci.
There are two versions of the painting: one in the Louvre Museum, in Paris, and one in the National Gallery, in London.
The painting shows four figures sitting on some rocks: the Virgin Mary, the child Jesus, the Archangel Gabriel and the child John the Baptist.
These four figures are in a pyramid-like composition.
Leonardo used the techniques of chiaroscuro and sfumato.
A light from the top of the painting illuminates the four figures.
The use of perspective is clear in the painting.
The contrast between the dark rocks and the mountains in the distance gives the painting the impression of depth.
Title. The Virgin of the Rocks.
Artist. Leonardo da Vinci.
Year. 1495-1508.
Dimensions. 189.5 x 120 cm.
Location. National Gallery, London.
Techniques. Chiaroscuro, sfumato, perspective.
Glossary.
perspective.
(in art) the way that objects appear smaller when they are further away and the way parallel lines appear to meet each other at a point in the distance.
depth. the fact of a feeling, state, or characteristic being strong, extreme or detailed.
2. Answer the questions.
1. What period are the paintings at the National Gallery from?
2. When did the National Gallery open?
3. Who painted The Virgin of the Rocks?
4. How many versions of the painting exist?
5. Who are the figures in the painting?
6. What special techniques did the artist use?

pagina 131.
page 131.
C. CLIL.
ART.
Tip. Understanding setting.
When you have to write a dialogue, make sure you understood the communication situation,
Ask yourself: 1. "Who's talking?";
2. "Where are the interlocutors?";
3. "What is the topic of the converstion?"
This will help you understand which are the lines you have to write.
COMPETENCES.
cultural awareness and expression.
learning to learn.
initiative.
digital competence.
Dialogue practice.
3. You meet Julia and you tell her about your last weekend with your family in London.
Write the lines of the dialogue using the prompts.
You. Greet Julia and tell her that you went to London with your family last weekend.
Julia. Asks if you had a good weekend and what you did.
You. Answer that you visited the city on Saturday and some interesting museums on Sunday.
Julia. Asks what your favourite museum was.
You. Answer that your favourite museum was the British Museum.
Julia. Asks why.
You. Answer that you liked it most because you saw some famous sculptures and paintings.
Julia. Says you are lucky and that she would love to visit London, too.
Writing practice.
4. Write an email (50-70 words) to your friend Luca to tell him about your visit to Tate Modern. Begin with Hi Luca, and end with Write soon.
last summer you went to London and you visited Tate Modern, a famous modern art gallery;
the museum was first opened in 2000;
you can find works of art dating from the 20th and 21st centuries;
you saw Picasso and Andy Warhol's works.
Oral presentation.
5. Describe Leonardo da Vinci's painting, The Last Supper, to your classmates using the information in the fact file.
Search for additional information about it on the Internet. Talk for about a minute.
The title of the painting is The Last Supper.
Fact file.
Title. The Last Supper.
Artist. Leonardo da Vinci.
Year. 1494-1499.
Dimensions 4.6 m x 8.8 m.
Location. Church of Santa Maria delle Grazie, Milan.
Technique. perspective.
Description. the last supper of Jesus and his disciples; composition of the figures in the painting; the disciples look confused.

pagina 132.
page 132.
D. CLIL.
TECHNOLOGY.
Reading comprehension.
1. Read the text and match the titles (A-D) to the paragraphs (1-4).
The world of gadgets.
1. Every minute, people send over 16 million text messages worldwide.
There are more devices than people in the world.
The company Apple Inc. alone sold 52 million smartphones in the first quarter of 2017.
Do these figures surprise you? It isn't easy to imagine life without a mobile phone, a laptop or a tablet.
2. Gadgets are fast becoming something people cannot live without.
Used for study, work entertainment or communication, they are part of our everyday life and most of the time they make our life easier.
3. The Internet is as cheap as ever or even free, and we get all the information and entertainment we need there.
We have wi-fi almost everywhere, and we cannot picture how past generations used to carry out their daily activities without Internet connection and communicating by smartphone or computer.
Tip.
Predicting the content.
To understand a text, remember that reading the title is extremely important.
Understanding the title allows you to predict some things about what you are going to read.
Glossary.
device. an object or machine invented for a particular purpose.
gadget. a small mechanical or electronic device or tool.
wi-fi. a system that allows computers, smartphones, or other devices to connect to the Internet or communicate with one another without a wire.
a click away. very close to.
stroll. a relaxed walk in nature.
miss out. to fail to enjoy something by not taking part in it.
4. In the past, people used to send letters, or spend hours in a library looking for a piece of information.
Today, everything is just a click away.
But is it really a good thing? Many times we miss out on personal relationships, on the pleasure of reading a book or a newspaper, or simply chatting with our friends during a stroll in the park.
A. Friends or enemies?
B. How did they do it?
C. Surprising figures .
D. Our friends and allies.
2. Answer the questions.
1. How many text messages do we send every 60 seconds around the world?
2. What are gadgets used for?
3. What do we use the Internet for?
4. How did people look for information in the past?
5. Why is it a bad thing to have gadgets?

pagina 133.
page 133.
D. CLIL.
TECHNOLOGY.
COMPETENCES.
technological and scientific competence.
learning to learn.
initiative.
digital competence.
Dialogue practice.
3. Read the dialogue between Katie and her little brother. Then complete it with the words and phrases in the box.
buttons. store a lot of music. touchscreen. smartphone. iPod. apps.
Tim. What did you buy, Katie?
Katie. I found this online shop that has everything! I got my new.
Do you like it?
Tim. Cool!
Katie. Yes. It's really practical because it's so small and it can.
Tim. What else did you buy?
Katie. Look at this. It's the best!
Tim. Really? It is quite big. Will you have room in your small bag for it?
Katie. Sure. Look at the. It's so elegant. Who needs to press when you have this?
Tim. You bet! Now you have to download all the.
Katie. Just Facebook and WhatsApp for now.
Writing practice.
4. Imagine you want to buy a new laptop. Write a short dialogue (10 lines) between you and the shop assistant, using the prompts below. Begin with Hello and end with Thank you. Good-bye.
Price. £350.
Screen size. 15.6 Inch.
Camera. 0.3 MP.
RAM Memory. 4GB.
Warranty. 5 years.
Oral presentation.
5. In pairs, talk about the way in which you use technology and its advantages and disadvantages. Refer to:
1. your studies, eg, homework, research, reading etc.;
2. your free time, e.g.communication, entertainment (watching films, series, listening to music, playing games etc.);
3. finding information.

pagina 134.
page 134.
A. Culture.
A TRIP TO HOLLYWOOD.
VIDEO.
1. When we think of Hollywood, we think of films - it's the centre of the American cinema industry.
Hollywood is a part of the city of Los Angeles in California.
In 1870, it was a small town but by 1920 it was a big city with an important film industry.
In 1911, the first film studios opened. These studios made silent films in black and white with stars such as Charlie Chaplin.
The 1930s and 1940s were great years for Hollywood. Hollywood films were very popular in a lot of countries.
The film studios made thousands of films and American actors and actresses became famous all over the world.
2. A bus tour is a good way to start your visit to Hollywood.
The bus takes you to all the famous places.
You can see the famous Hollywood sign on the hills above the city, the beautiful houses of famous film stars, the film studios and music companies.
Then the bus goes to Sunset Boulevard in the centre of Hollywood.
You can see the Kodak Theatre. The Oscar ceremony is in this theatre every year.
3. You can't go to Hollywood without a visit to a film studio!
A day at the Universal Film Studios is a great day out.
You see how they make films and learn more about all your favourite films.
You can meet film characters and take photos of them and watch 3-D and 4-D films.
Finally, you can have fun in the theme park.
4. Next, walk along Hollywood Boulevard. This is a famous street in the centre of Hollywood.
There are a lot of things to see and do here!
The Hollywood Walk of Fame is here. Look at the stars in the pavement and find the names of famous film actors from the past and present.
In the Hollywood Wax Museum you can see wax statues of glamorous film stars and also actors from your favourite films.
The Chinese Theatre and the El Capitan Theatre are on opposite sides of the street.
They are old movie theatres from the 1920s.
Outside the Chinese Theatre you can put your foot in the footprints of famous actors and actresses.
Then you can go inside and watch a movie.
You're probably hungry now.
There's a Soda Fountain Shop near the theatres.
You can't buy a hot dog here but you can have a traditional ice-cream soda or a real American milkshake!
Glossary.
pavement. a path with a hard surface on one or both sides of the road, that people walk on.
wax statues. sculptures made of wax.
footprints. the marks made by a person's foot.


pagina 135.
page 135.
A. Culture.
SEARCH.
COMPETENCES.
cultural awareness and expression.
digital competence.
Reading.
1. BEFORE YOU READ. What do you know about Hollywood?
2. Read and listen to the text, then match the titles (A-D) to the paragraphs (1-4).
A. Making films.
B. A busy street.
C. Hollywood history.
D. A tour of Hollywood.
3. COMPREHENSION. Read the text again and choose the correct answer.
1. They started to make films in Hollywood in.
A. 1870.
B. 1940.
C. 1911.
2. The 1930s and 1940s in Hollywood were.
A. famous for silent movies.
B. good years for the American film industry.
C. the start of the film industry.
3. On the bus tour, tourists can.
A. see famous actors and actresses.
B. watch the Oscar ceremony.
C. see famous places in Hollywood.
4. You can learn about film-making at.
A. Universal Studios.
B. the Chinese Theatre.
C. the Hollywood Walk of Fame.
5. The footprints of the stars are.
A. outside the Chinese Theatre.
B. inside El Capitan Theatre.
C.inside the Hollywood Wax Museum.
6. You can buy a milkshake at.
A. a hot-dog shop.
B. a soda fountain.
C the theatre.
Oral presentation.
4. The Italian film industry and Cinecittà studio were very important in the past.
Search for information about this place on the Internet.
What it is.
Where it is.
What it is like today.
5. Present the information found about Cinecittà to your classmates.
Organise it in two parts.
What it is and where it is.
What you can see and do there.

pagina 136.
page 136.
B. Culture.
1. 2. 3. 4.
The USA and the UK: MULTICULTURAL NATIONS.
VIDEO.
My name's Carey Chen. I'm 15, I'm not very tall. I've got long, straight hair and brown eyes.
I'm American and I'm mixed race. My family comes from Asia but my greatgrandmother was a Native American - I'm very proud of that!
A lot of Americans are mixed race because we are the descendants of the immigrants that arrived in America during the 19th and 20th centuries.
My dad's family came from China.
His grandfather arrived in America in 1946 and met my great grandmother here. My mum's family were from China, Vietnam and Korea.
I'm Cameron Fischer. People say I look American.
I'm tall, I've got blonde hair and blue eyes I don't think there is a typical American because our ancestors came from Europe, Asia and Africa.
I've got a German Surname because my dad's family came from Germany to America in the 19th century.
My mum's family came from England but I've got some Italian, Spanish and 15 Trish ancestors, too.
Last year, we did a project in my class on our families and we discovered we had ancestors from nearly every country in the world!
Glossary.
Native American. the people who lived in North and South America before Europeans arrived here.
descendants. people who are related to you and live after you, such as your child or grandchild.
ancestors. people related to you who lived a long time ago.
settled. arrived from another country in a new place, and started to live there and use the land.
Reading.
1. BEFORE YOU READ. Have a discussion as a class. Where are you from? Where does your family come from?
2. Read and listen to the text. Write the names of the students under the pictures.
3. COMPREHENSION. Read the text again and decide if the sentences are true (T) or false (F), or if the information is not given in the text (DS=doesn't say).
Correct the false sentences.
T. F. DS.
1. One of Carey's ancestors was a Native American.
2. All of Carey's family comes from China.
3. Cameron can speak German.
4. Cameron's got dark brown hair.
5. Hassan's parents came to Britain from Pakistan.
6. He can speak two languages.
7. Layla comes from London.
8. Layla visited the country her dad comes from last year.
9. The first Europeans arrived in America in 1850.
10. Only Europeans emigrated to the UK in the 20th century.

pagina 137.
page 137.
B. Culture.
My name's Hassan Khan. I'm a British Asian and I was born in England.
I've got short black hair, dark brown eyes and dark skin.
My grandparents came from Pakistan to Britain in the 1960s.
I can speak two languages: Punjabi and English.
I speak Punjabi with my Pakistani relatives and English at school with my friends.
We live in Birmingham and there's a big British Asian community there.
We celebrate Asian and British festivals. I'm proud of my two cultures!
I'm Layla Garvey. I've got long, curly brown hair and brown eyes and I'm quite tall.
I'm from London and London is a really multicultural city!
I'm mixed race. My mum's family is from London but my dad's family arrived in England from Jamaica in the 1950s.
A lot of my friends are mixed race like me.
Their ancestors came to London from all over the world, India, Italy, China, Africa, Greece and Turkey.
We went on holiday to Jamaica last year.
It was my first visit and it was really interesting to see where my dad's family lived many years ago.
THE HISTORY OF IMMIGRATION.
USA.
The first Europeans settled in America in the 17th century. For two hundred years slaves from Africa arrived in America and worked on farms.
Between 1850-1930 millions of immigrants from Europe and Asia went to America to look for work and a better life.
UK.
People from all of the countries of the British Empire started to emigrate to Britain in the 20th century.
After World War 2 a lot of immigrants came to work in Britain.
First, people from Poland and Italy arrived, then people from the Caribbean Islands, Asia and Africa.
Immigrants are still arriving in the UK today.
Oral presentation.
COMPETENCES.
cultural awareness and expression.
digital competence.
initiative.
4. In the 19th and 20th centuries, millions of Italians migrated all over the world.
Search on the Internet and find out which were the countries they went to.
Make a research to find out if you have any ancestors who migrated in the past.
What countries did they go to?
5. Present the results of your research to your classmates.

pagina 138.
page 138.
C. Culture.
THREE GREAT AMERICAN CITIES.
VIDEO.
Washington. THE FACTS.
Washington DC is the capital city of the United States of America.
It is in the north-east, in the District of Columbia, between the states of Maryland and Virginia.
It became the capital city in 1800 and its name comes from George Washington, the first President of the USA.
WHAT TO SEE.
Washington is the capital city so it has a lot of important national buildings and monuments.
There are a lot of government buildings in Washington: the White House (the home of the President) and the US Capitol (the parliament).
The National Mall is in the centre of Washington.
It is an enormous park (3 km long) between the Potomac River and the Capitol.
The Washington Memorial, in memory of George Washington, is also in the centre.
There are memorials to great US Presidents, art galleries and museums along the National Mall.
The Smithsonian Institution is there, too.
One part looks like a castle! There are 19 museums and art galleries, research centres and a zoo in the Smithsonian Institution.
Glossary.
settlers. people who arrive, especially from another country, in a new place, in order to live there and use the land.
skyscrapers. very tall buildings of many floors.
earthquake. a sudden violent movement of the ground.
prison. jail.
Reading.
1. BEFORE YOU READ. What American cities do you know?
2. Read and listen to the texts. Name the city where you can find the following monuments (W = Washington, N = New York and S = San Francisco).
1. The Capitol.
2. The Golden Gate Bridge.
3. The Statue of Liberty.
4. Alcatraz Prison.
5. The White House.
6. The Empire State Building.
3. COMPREHENSION. Read the texts again and answer the questions.
1. When did Washington become the capital city of the USA?
2. Who was the first President of America?
3. What is the Capitol?
4. Where is New York?
5. What was the first name of New York?
6. What is New York famous for?
7. Which state is San Francisco in?
8. What can you see in San Francisco Bay?
COMPETENCES.
cultural awareness and expression.
initiative.
digital competence.

pagina 139.
page 139.
C. Culture.
New York.
THE FACTS.
New York is a very big city in the USA and it is one of the greatest cities of the world.
It's on the east coast of the USA, in the state of New York,
on the Hudson River. The city is on three islands: Manhattan, Staten and Long Island.
In 1626, Dutch settlers built a small town there and called it New Amsterdam.
The name changed to New York in 1760 and it was the capital city of the state for five years (1785-1790).
In the 19th and 20th centuries, millions of immigrants arrived in New York.
The Statue of Liberty was the first thing they saw when they arrived in the USA.
It was a symbol of freedom and democracy.
WHAT TO SEE.
Go sightseeing in New York and visit all the places you see in films and on television!
There's the Statue of Liberty, Brooklyn Bridge and Central Park.
People say New York never sleeps. It's a busy city and there are a lot of things for tourists to do.
New York is famous for its skyscrapers, so go to the top of the Empire State Building and look at them all.
Or you can see an amazing show at a theatre on Broadway.
There are a lot of world famous museums and galleries too, such as the Metropolitan Museum of Modern Art and the Guggenheim Museum.
San francisco.
THE FACTS.
San Francisco is a big city in the state of California, on the west coast of the USA.
It's on the Pacific Ocean Spanish settlers built the city in 1776 and gave it the name of St Francis of Assisi.
In 1846 it became part of the United States.
San Francisco was very important during the Gold Rush but in 1906 an earthquake destroyed the city.
The people of San Francisco built their city again and during the 20th century it became very big.
Today it's an important centre of culture, business and high technology.
WHAT TO SEE.
San Francisco is on the coast so you can go on a boat trip round San Francisco Bay to see the Golden Gate Bridge and the famous prison of Alcatraz.
The city is famous for its cable cars and these are a great way to visit San Francisco.
The Golden Gate Park is near the bridge and China Town is great for shopping and restaurants.
Don't forget the Fisherman's Wharf - there are shops, museums and some excellent fish restaurants there!
Oral presentation.
4. Search for information about an important city in your country on the Internet. Use the prompts below.
Where it is.
The important dates in its history.
What to see.
5. Present the information found about the city to your classmates.
Organise it in two parts.
The facts.
What to see.

pagina 140.
page 140.
D. Culture.
AMERICA.
VIDEO.
The United States of America is a very big country but it isn't the biggest country in the world - both Russia and China are bigger. The USA is about 5,000 kilometres from coast to coast.
The first Europeans settled in America on the east coast.
After a few years, they started to travel west.
They travelled on horses or in wagons.
In the 19th century, the first railways appeared and people travelled by train.
Then, in the 20th century, they built roads.
People drove their cars across the USA. Route 66 was a famous road.
It went from Chicago to Santa Monica in California.
Now, people travel long distances by plane because it's quicker.
On a journey across the USA travellers see a lot of different landscapes: mountains, forests, plains and deserts.
The east of the USA changes from north to south.
The Great Lakes and Niagara Falls are on the border with Canada.
The Appalachian mountains start 15 in Canada and finish in the state of Georgia.
There are enormous forests in these mountains.
Florida, in the south, is very flat. There are a lot of very big, important cities in the east, such as New York, Boston, Washington DC and Miami, the biggest city in Florida.
Glossary.
plains. large areas of flat land.
border. a line separating two countries.
flat. (of land) without hills.
waterfall. water dropping from a higher to a lower point, sometimes from a great height.
Reading.
1. BEFORE YOU READ. What do you know about the geography of the United States of America?
2. Read and listen to the text. Then match the following places (1-6) to the areas (A-F) where they are located in the United States of America.
1. Niagara Falls.
2. the Appalachian Mountains.
3. the Great Plains.
4. Mount McKinley.
5. Death Valley.
6. Yellowstone National Park.
A. the centre of the USA.
B. the Rocky Mountains.
C. the east of the USA .
D. Alaska.
E. the border with Canada.
F. California.
COMPETENCES.
cultural awareness and expression.
initiative digital competence.

pagina 141.
page 141.
D. Culture.
COAST TO COAST.
The centre of the USA is very flat. The area between the Rocky Mountains and the Mississippi River is called the Great Plains.
The Mississippi River is the longest river in the USA.
The west of the USA is a land of extremes.
There's an Arctic landscape in Alaska and there are deserts in California.
The tallest mountain in the USA, Mount McKinley (6,198 m), is in Alaska.
The lowest point is in Death Valley in California.
Death Valley is also the hottest place in the USA and the driest - it doesn't often rain there.
The west also has some of the most amazing natural features in the USA.
The Rocky Mountains are in the west.
They start in Canada and finish near the border with Mexico.
They are 4,830 kilometres long. Yellowstone National Park is in the Rockies.
It is the oldest national park in the USA.
In fact it was the first national park in the world.
Yellowstone is an amazing place because it's on an enormous volcano!
Then, there's the Grand Canyon in a desert in Arizona.
It's 29 kilometres long and it's 18 kilometres wide at its widest point!
Further west, Yosemite National Park is in the Sierra Nevada mountains.
It has some of the oldest and biggest trees on Earth.
Some of the sequoia trees are thousands of years old.
El Capitan, one of the largest rocks in the world, is in Yosemite, too.
It's one of the most difficult rocks in the world to climb!
Ribbon Falls on El Capitan is the tallest waterfall in the USA - it's taller than Niagara Falls.
And we mustn't forget Hawaii! That's in the west, too.
It's a group of 132 islands in the Pacific Ocean and it's a state of the USA.
3. COMPREHENSION. Correct the sentences.
1. The USA is the biggest country in the world.
2. Route 66 went from New York to Los Angeles.
3. There aren't any trees in the Appalachian Mountains.
4. Florida is in the north-east of the USA.
5. The Mississippi is the shortest river in the USA.
6. Alaska is hotter than Death Valley.
7. The Rocky Mountains are in Mexico.
8. Yosemite National Park is older than Yellowstone National Park.
9. Niagara Falls is the tallest waterfall in the USA.
10. Hawaii is an island.
Oral presentation.
4. Do some research on the Internet about different Romanian landscapes.
Search for information about mountains, lakes, rivers, plains and delta.
Organise your research into three parts.
North. Centre. South.
5. Present the results of your research to your classmates describing the main features of the Romanian landscapes.

pagina 142.
page 142.
A. Festivals.
MAR 17.
ST PATRICK'S DAY.
VIDEO.
In Ireland, March 17th is an important day: it's St Patrick's Day!
St Patrick is the patron saint of Ireland and 17th March is the day he died.
St Patrick's Day is also celebrated around the world by the descendants of Irish emigrants.
In fact, millions of Irish people left Ireland in the 19th and 20th centuries.
Who was St Patrick? He was born in Wales in about 400 AD.
Pirates took him to Ireland when he was a young man.
He was a slave and during this time he became a Christian.
After six years, he escaped and returned to Britain.
Later, he went back to Ireland as a missionary.
Legends say St Patrick sent the snakes into the sea and that is why there are no snakes in Ireland.
St Patrick's Day is a celebration of Irish culture. People do traditional Irish dancing and they play Irish music.
There are parades in the streets and people wear green clothes and colour their faces and hair green, too.
In the evening famous buildings are illuminated with green light.
Today St Patrick's Day is celebrated in many countries all over the world.
The biggest St Patrick's Day Parade isn't in Dublin, but in New York!
And in Chicago, they colour the Chicago River green on 17th March.
In Sydney in Australia, Toronto in Canada and Buenos Aires in Argentina there are St Patrick's Day celebrations, too.
Reading.
1. Do you have a patron saint of your city?
Who is it? What day do you celebrate the saint's day?
2. COMPREHENSION. Read and listen to the text. Decide if the sentences are true (T) or false (F), or if the information is not given in the text (DS = doesn't say).
Correct the false sentences.
T. F. DS.
1. Only people in Ireland celebrate St Patrick's Day.
2. St Patrick was born in Ireland on 17th March.
3. St Patrick introduced snakes to Ireland.
4. There are many traditional cultural events on St Patrick's Day.
5. Green is the traditional.
Glossary.
AD. (Anno Domini) a Latin phrase referring to a year after Jesus Christ was born.
escaped. got free.
PROJECT. PATRON SAINTS.
1. Do some research on the Internet about the patron saint of your city.
When he, she lived.
Important events in his, her life.
Celebrations on the saint's day: food, parades, clothes, music.
2. Write a short text about the patron saint of your city, using the information you found. Include the following points:
Information about the saint.
How people celebrate the saint's day.

pagina 143.
page 143.
B. Festivals.
NOV.
THANKSGIVING.
VIDEO.
A. Americans celebrate Thanksgiving Day on the fourth Thursday of November.
It was originally a celebration to give thanks for a good harvest.
The first Thanksgiving celebration was in 1621.
About one hundred English men, women and children sailed to America on the ship The Mayflower in 1620.
Life was very difficult at first and a lot of them died.
The local Native Americans were friendly and they taught them how to grow and cook new types of food.
In the autumn, the settlers celebrated their first year in their new country.
They invited the Native Americans to their celebration because they wanted to thank them.
They cooked a big meal with local food and the first Thanksgiving lasted three days.
In 1863, President Abraham Lincoln made Thanksgiving Day in November a national holiday.
B. Thanksgiving Day is a time for families to get together.
In my family our Thanksgiving dinner consists entirely of American food, so there's a big roast turkey, sweet potatoes, cornbread and cranberry sauce and for dessert we have pumpkin pie.
After dinner we all watch the Thanksgiving Day Parade in New York on the television.
Bonnie.
C. A few days before Thanksgiving, there's a funny ceremony at the White House.
The President officially pardons a turkey! The lucky turkey goes to live on a farm for the rest of its life!
The day after Thanksgiving Day is called Black Friday.
It's the start of the Christmas shopping season. The shops are full of people buying Christmas presents for their family and friends.
Glossary.
harvest. the time of year when crops are cut and collected from the fields.
grow. prepare the land for plants to develop.
pardons. the actions of forgiving or having mercy on someone.
Reading.
1. Read and listen to the text. Match the titles below to the paragraphs (A, B and C).
1. Family celebrations.
2. Other traditions.
3. The first Thanksgiving.
2. COMPREHENSION. Read the text again and answer the questions.
1. When is Thanksgiving Day?
2. What did the first Thanksgiving celebrate?
3. What food did they eat?
4. What does Bonnie's family eat for Thanksgiving dinner?
5. Who pardons the turkey at the White House ceremony?
6. When is Black Friday?
PROJECT. CELEBRATION FOOD.
1. Do some research on the Internet about a festival in your country.
How did the festival start?
What special food do people eat?
How do people celebrate the festival?
2. Write a letter to your pen pal Bonnie inviting her to the festival.
Use the information you found and the prompts below.
The name of the festival.
When it is.
How it started.
What people do.
What special food people eat.

pagina 144.
page 144.
3. Project time!
MEETING MY FAVOURITE ACTOR.
You will work in pairs on a project that will be great fun!
Imagine you are a reporter and you have the chance of a lifetime: to interview your favourite actor.
You will:
talk about your favourite actor;
prepare an interview with your favourite actory.
write a short play and act it out.
find pictures and information about your favourite actor.
make a poster;
present the poster.
Warm-up.
1. In pairs, ask and answer the following questions:
1. Have you ever met any famous actors? When and where?
If you haven't would you like to meet them? Why (not)?
2. Who is your favourite actor?
3. What do you think your favourite actor's home looks like?
4. What would you ask your favourite actor?
5. Imagine one day in your favourite actor's life. What would it be like?
Prepare.
2. Together with your partner, choose one actor that you would both like to meet. Who is it?
3. Now, with your partner, prepare an interview with the chosen actor.
Think of five questions to ask. Use the suggestions below:
When and where was the actor born?
What kind of films is the actor famous for?
What daily activities and free time activities does the actor carry out when they are not making films?
Does the actor have a family? (Describe their family.)
What does their dream home look like?
4. Together, act out the interview you prepared in exercise 3.
One person will be the actor and the other person will be the reporter.
The reporter will ask the questions and the actor will answer them.

pagina 145.
page 145.
Project time!
5. Now prepare a short play together (2-3 minutes long) to illustrate a day in your favourite actor's life. Follow the steps:
Write the script.
Learn your lines.
Think about the costumes and props.
Act out the play in front of your classmates.
Try to make it as funny as you can.
Poster time!
6. Now make a poster about your favourite actor's home, life and performances or films.
Look for pictures and information on the Internet. Make notes on the information you find and print out some pictures.
bring.
a large sheet of cardboard.
coloured papers.
pictures.
coloured pencils, crayons.
markers.
glue.
scissors.
7. Present the poster in front of your classmates.
Check your results!
Through this activity you will:
practise giving your opinion on a topic.
conduct an interview based on your research of a topic.
think critically about details when writing a text.
develop your creativity by practising oral and written skills.
Create a poster by combining visual and written materials.

pagina 146.
page 146.
4. Project time!
LIFELINES.
You will work in groups of four on a project that will be great fun! Think about the most important moments in your life.
Make notes about the memories you think of. You will later include some of this information in your lifeline.
You will:
talk about important moments in your life;
choose stories, photos, objects and drawings that represent important moments in your life;
make a poster to illustrate your memories,
present the poster to your classmates;
display all the posters in a class exhibition;
ask and answer questions about the posters;
compare the posters;
choose the most impressive poster.
Warm-up.
1. With your teachers and classmates, think about important moments in your life that you would include in your lifeline.
Answer the following questions:
1. What is your best memory from kindergarten?
2. What was your first day of school like?
3. Where did you spend your first holiday? What interesting things do you remember about it?
4. How would you describe your primary school teacher?
5. Who is your best friend and why? Have you known each other for a long time?
6. Do you remember your first Christmas? What was it like?
7. What is the nicest birthday present you ever got? Who was it from?
Prepare.
2. In groups of four, share your most important memories and write them down.
Each person then puts their own information in chronological order to make a lifeline.
3. At home, look for photos and objects or make drawings and match them to each memory in your lifeline.
Write a short description to say what each photo, object and drawing means to you.

pagina 147.
page 147.
Project time!
4. In groups of four, draw a sketch of a poster which includes a lifeline for each member of the group.
bring.
a large sheet of cardboard.
coloured papers.
pictures.
coloured pencils / crayons.
markers.
glue.
scissors.
Poster time!
5. Now make your poster using all the materials you collected.
Present it in front of your classmates.
6. Display your posters in a class exhibition. Ask and answer questions about what you see.
Compare the posters and choose the most impressive one.
Check your results!
Through this activity you will:
practise giving your opinion on a topic.
think critically about details when writing a text.
develop your creativity by practising oral and written skills.
Create a poster by combining visual and written materials.

pagina 148.
page 148.
5. Project time!
A TRAVEL BROCHURE: VISIT A FAMOUS PLACE.
You will work in groups of four on a project that will be great fun!
Make an exciting travel brochure of a place that you would like your classmates to visit.
You will:
talk about places you have visited;
choose an interesting place you would like your classmates to visit;
search for photos and information about the place;
make a travel brochure about this place;
present your brochure;
compare your brochure to your classmates brochures;
choose the most interesting three brochures;
display all the brochures in a library exhibition.
Warm-up.
1. In pairs, ask and answer the following questions:
1. Where did you go on holiday last summer?
2. Who did you go with (parents, friends etc.)?
3. Why did you decide to go to this place?
4. What kind of brochures, travel guides, books or ads did you study before travelling?
5. Were they useful?
2. Look and read the brochure about a famous castle in Romania (page 149). Answer the questions:
1. Who built the castle?
2. How many rooms has the castle got?
Prepare.
3. Work in groups of four. Together, think of interesting places to visit like the castle in the brochure.
Choose one place that you think is the most interesting and that you would like your classmates to visit.
4. Use the Internet to search for information, photos and maps of the place.
You can also use travel brochures. Make notes on the information you need for your travel brochure.
Include the following points:
location (including a map);
transportation;
interesting facts about the place (history; geography; architecture, etc.);
a short description of the place;
information about opening and closing times;
ticket prices;
pictures;
additional information.
Poster time!
5. Now make a poster-sized travel brochure.
Present it in front of your classmates.
Try to convince them to visit the place you chose.
6. Compare the brochures and choose the three most interesting ones.
Display all the brochures in the school library.
bring. a large sheet of cardboard, coloured papers, pictures, coloured pencils, Crayons, markers, glue, scissors .
Check your results!
Through this activity you will:
carry out research to learn how to make a travel brochure.
think critically about details when writing a text.
Create a travel brochure using research skills and attention to detail.

pagina 149.
page 149.
Project time!
EXPLORE TRANSYLVANIA: HUNEDOARA CITY. VISIT THE HUNYADI CASTLE.
HOW TO GET THERE.
You can get to the castle by:
It's easy to find thanks to the numerous indicators.
FACTS ABOUT THE CASTLE.
The Hunyadi Castle, also known as the Corvinus Castle is one of the most beautiful places to visit in the heart of Transylvania and one of the biggest castles in Europe.
Its history dates back to the 15th century, when the military leader John Hunyadi decided to build this massive gothic structure as a military point and also as a home.
The Hunyadi Castle has 42 rooms, 2 bridges and 3 large areas: the Knight's Hall, the Council's Hall and the circular stairway.
A painting inside the castle shows the legendary raven which appears on the family coat of arms and which gave the name of John Hunyadi's successor Matthias Corvinus (from corvus which means raven in Latin).
It is said that Vlad the Impaler was held as a prisoner in this castle.
additional information.
Open daily: 10:30 am - 8:30 pm on Monday.
9:00 am - 8:30 pm from Tuesday to Sunday.
Standard ticket price: €5.

pagina 150.
page 150.
6. Project time!
VISIT A CITY OF THE FUTURE.
You will work in groups of four on a project that will be great fun!
You will design your own city of the future and choose four of the most interesting places to visit there.
You will make a poster to show what your city of the future looks like and present it in front of your classmates.
You will:
talk about what you think the city of the future looks like;
make a poster showing your city of the future;
talk about places you can visit in your city of the future;
present the poster in front of your classmates;
display all the posters in a class exhibition;
ask and answer questions about the posters.
Warm-up.
1. In pairs, answer the following questions:
1. Have you ever imagined a city of the future?
2. What do you think a city of the future looks like?
3. How do you travel in your city of the future? What means of transport can you use?
4. What places can you visit in the city of the future?
5. What can you do there in your free time?
6. What are the schools like in the city of the future?
Prepare.
2. Work in groups of four. Agree on what your city of the future looks like, making notes about the places people can see or visit.
Draw or print out the map of your city.
3. Use the Internet to look for pictures or make your own drawings to show what interesting places you can visit in your city of the future.
Write a short description for each picture or drawing.

pagina 151.
page 151.
Project time!
4. In your group of four, draw a sketch of your city of the future.
bring.
I a large sheet of cardboard.
coloured papers.
pictures.
coloured pencils / crayons.
markers.
glue.
Scissors.
Poster time!
5. Now make your poster using the materials you collected. Present it in front of your classmates.
Each of the four group members will talk about one of the interesting places you can visit in your city.
6. Display your posters in a class exhibition. Ask and answer questions about what you see.
Check your results!
Through this activity you will:
learn how to search for information to be a good travel guide and make your own presentation.
think critically about details when writing a text.
develop your creativity by practising oral and written skills.
give your opinion and express your feelings about an event.

pagina 152.
page 152.
7. Project time!
BE ECO-FRIENDLY!
You will work in groups of four on a project that will be great fun!
Imagine you work as environmentalists (people who are interested in the environment and who are trying to protect it from being damaged by human activities).
You will enter a poster in a competition. The poster will present an environmental problem in the area where you live, and it will suggest two solutions to the problem.
You will:
think about different environmental problems and place them in the correct category;
find solutions to protect the environment and save the planet;
make a poster for a competition, presenting an environmental problem in your area and suggesting two solutions to it;
present the poster;
answer questions about your poster;
ask questions about the information on the other posters.
PAPER.
PLASTIC.
ORGANIC.
GLASS.
Warm-up.
1. In pairs, ask and answer the following questions:
1. What are, in your opinion, the most important environmental problems the world is facing today?
2. Think of six environmental problems in the area where you live.
3. Can you think of solutions to these problems? Name actions you could take that are good for the environment.
4. Think of objects that can be reused or recycled. Put them in the correct category above.
5. Do you know any environmental organisations? Search for information on the Internet and discuss with your teacher and classmates.
2. With your teacher and classmates, brainstorm environmental problems that are present around the world, in your country and in your local area.
Use the categories and prompts below.
household.
city.
country.
planet.
pollution. radiation. toxic waste. detergents. litter. fumes. acid rain. global warming. endangered species. death of the forests.

pagina 153.
page 153.
Project time!
Prepare.
3. Split into groups of four. Each group is given one of the local environmental problems identified in exercise 2.
Make a poster to present this problem and suggest two solutions to it.
1. Search for photos or drawings showing the environmental problem present in your local area.
Write a short text to describe each picture or drawing.
2. Draw a sketch of your project: how do you want to organise it?
bring.
a large sheet of cardboard.
coloured papers.
pictures.
coloured pencils / crayons.
markers.
glue.
Scissors.
Poster time!
4. Now make your poster using all the materials you collected. Present it in front of your classmates then ask and answer questions about what you see.
5. Which poster illustrates the problem better? Which poster suggests the best solutions?
Check your results!
Through this activity you will:
practise giving your opinion on a topic.
think critically about details when writing a text.
develop your creativity by practising oral and written skills.
Create a poster by combining visual and written materials.

pagina 154.
page 154.
8. Project time!
DISCOVER THE AMAZON RAINFOREST.
You will work in groups of four on a project that will be great fun! Imagine you want to go on an adventure trip to explore and learn how to survive in nature.
The first thing to do is find out more about the place you are going to: the Amazon rainforest.
Then you will register for the trip. Lastly, you will decide what to take with you on this trip and make a poster for a survival kit.
You will:
complete a fact file about the Amazon rainforest after carrying out research;
make a quiz based on the information you collect;
do a quiz created by another pair;
fill in a registration form to join an adventure trip group;
make a poster for a survival kit to take to the Amazon;
present the poster;
write a diary entry for your first day in the rainforest.
Warm-up.
1. In pairs, search for information about the Amazon rainforest using the Internet, books, encyclopedias or magazines.
Read the following fact file and complete it with five more interesting facts about the topic.
Did you know?
1. A rainforest is a forest with a great variety of animal and plant species. It is found in tropical areas that receive a lot of rain.
2. The Amazon river area contains the world's largest tropical rainforest, known as the Amazon rainforest or the Amazon jungle.
3. The Amazon rainforest covers a large part of the South American continent: Brazil, Bolivia, Peru, Ecuador, Colombia, Venezuela, Guyana, Suriname and French Guiana.
4. It is considered to be the lungs of the earth' because its vegetation takes the carbon dioxide from the air and releases oxygen instead. 20% of the world's amount of oxygen is actually produced here.
5. The Amazon rainforest has around 40,000 plant species, 1,300 bird species and 2.5 million different insects.
6. 7. 8. 9. 10.

pagina 155.
page 155.
Project time!
2. With your partner, create a ten-question quiz using the information in exercise 1.
Add two possible answers to choose from for each of the questions.
3. Exchange quizzes with another pair. See it you can answer all their questions correctly and if they can answer yours.
How many answers did the other pair get right?
Prepare.
4. Work in groups of four. You want to join the group Explore and learn that organises trips to the Amazon rainforest.
Fill in a registration form.
Explore and learn.
Hiking and survival techniques.
Registration form.
NAME:
COUNTRY:
SURNAME:
CITY:
AGE:
NATIONALITY:
SCHOOL:
PHONE:
EMAIL:
5. Now that you are ready to go to the Amazon rainforest, you must choose which objects you can take with you in your survival kit.
At home, search for pictures and find information about the name and use of each object.
bring.
a large sheet of cardboard.
coloured papers.
pictures.
coloured pencils / crayons.
markers.
glue.
Scissors.
Poster time!
6. Now make your poster for your survival kit using the materials you collected.
Present it in front of your classmates. Then ask and answer questions about what you see.
Which survival kit do you think is the most useful? Why?
Follow-up.
7. Write a diary entry for your first day in the Amazon rainforest. Describe how you felt in the rainforest, what you did and what you saw there.
Check your results!
Through this activity you will:
practise giving your opinion on a topic.
make a quiz based on research.
think critically about details when writing a text.
develop your creativity by practising oral and written skills.
Create a poster by combining visual and written materials.

pagina 156.
page 156.
1. Word bank.
TV programmes.
1. write the names of the TV programmes under the correct pictures. Listen and check. Then listen again and repeat.
reality show. sports programme. sitcom. documentary. quiz show. soap opera. the news. detective series. chat show.
1. quiZ show.
2. 3. 4. 5. 6. 7. 8. 9.
2. Give points to each TV programme in exercise 1 based on your own scoring (1 = love, 2 = like, 3 = don't mind, 4= don't like, 5 = hate).
Then compare your choices with three partners.
ME. Matt. Sarah. James.
Sport programmes. 1. 1. 5. 1.
Documentaries. 1. 4. 4 . 2.
3. GROUPWORK. Tell the class about your results in exercise 2.
Three of us love sports programmes.
Two of us don't like documentaries.
Student's book page. 10 - 11.

pagina 157.
page 157.
2. Word bank.
Extreme weather and natural disasters.
1. Write the weather and natural disasters words under the pictures.
Listen and check. Then listen again and repeat.
hurricane. forest fire. earthquake. flood. landslide. drought.
tsunami. volcanic eruption. avalanche. thunderstorm. blizzard. tornado.
1. flood.
2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
2. PAIRWORK. Discuss the questions with your partner.
1. Can you think of an example of each extreme weather condition or natural disaster?
2. Where and when did they happen?
3. Describe what happened to the people or places where the event took place.
Student's book page 22 - 23.

pagina 158.
page 158.
3. Word bank.
Parts of the body.
1. write the names of the body parts in the correct spaces.
Listen and check. Then listen again and repeat.
1. head.
2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.
knee. chest. mouth. ankle. forehead. elbow. ear. eye. nose. arm. head. neck. eyebrow. shoulder. chin. leg. foot. hand.
2. Look at the pictures and complete the sentences with the words in the box. You are given the first letter for each missing word.
Listen and check. Then listen again and repeat.
stocky. tall. slim. short. good-looking. plump.
1. Tom is tall.
2. Susan is s.
3. Henry is p.
4. Faye is s.
5. Jerry is s.
6. Sam is g.
Tom.
Susan.
Henry.
Faye.
Jerry.
Sam.
3. PAIRWORK. In turns, describe yourselves saying things that are true or false about you.
Your partners correct you.
A. l'm tall.
B. True.
Student's book page 36 - 37.

pagina 159.
page 159.
4. Word bank.
Adjectives of personality.
1. write the adjectives under the pictures. Listen and check. Then listen again and repeat.
brave. shy. clever. funny. serious. calm. nervous. kind. quiet. friendly.
1. quiet.
2. 3. 4. 5. 6. 7. 8. 9. 10.
2. Look at the two photos. How do you think the two teenagers are?
Describe their character using adjectives of personality.
A. She's friendly and kind.
B.
3. PAIRWORK. Compare your descriptions to a partner's. Do you agree?
Anna thinks the girl is friendly and funny, but I think she's shy.
Student's book page 48 - 49.

pagina 160.
page 160.
5. Word bank.
Holiday things.
1. write the names of the objects under the pictures. Listen and check. Then listen again and repeat.
sunglasses. passport. camera. flip flops. backpack. towel. sun cream. sun hat. suitcase. swimsuit. map. goggles.
1. sunglasses.
2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
2. Complete the definitions with the words in exercise 1.
You wear a swimsuit for swimming.
1. help you to see under the water.
2. A keeps the sun off your head.
3. are comfortable shoes for the beach.
4. You need a to travel to another country.
5. A helps you to find the places you want to go.
6. You need a to get dry after swimming.
3. GROUPWORK. In groups, play a memory game: each member names two objects that he, she took on holiday, and then repeats the words already mentioned by the others.
Do you remember all the words? Compare your descriptions to a partner's. Do you agree?
A. I took a swimsuit and a towel.
B. I took a swimsuit, a towel, flip flops and sunglasses.
Student's book page 62 - 63.

pagina 161.
page 161.
6. Word bank.
Shops and services.
1. write the names of the shops under the pictures. Listen and check. Then listen again and repeat.
newsagent's. baker's. butcher's. bookshop. chemist's. greengrocer's. fishmonger's. florist's.
1. chemist's.
2. 3. 4. 5. 6. 7. 8.
2. What do you buy from the shops in exercise 1? Complete the sentences using the words in the box and the names of the shops. Listen and check. Then listen again and repeat.
flowers. bread. meat. plants. sausages. cakes. medicines. fish.
0. You buy bread and cakes at a baker's.
1. You buy newspapers and magazines at a.
2. You buy and at a butcher's.
3. You buy vegetables and fruit at a.
4. You buy and at a florist's.
5. You buy at a fishmonger's.
6. You buy at a chemist's.
3. PAIRWORK. In pairs, write a list of things you can buy from the shops in exercise 1.
Exchange lists and say the shops where you can buy the things mentioned by your classmates.
Shopping list for Saturday.
Birthday cake for Mum.
CoolTech magazine.
Box of aspirins.
I can buy the cake at the baker's.
Student's book page 74 - 75.

pagina 162.
page 162.
6. Word bank.
Giving directions.
1. write the words under the pictures. Listen and check. Then listen again and repeat.
traffic lights. bridge. pavement. crossroads. corner.
roundabout. zebra crossing. tunnel.
1. tunnel.
2. 3. 4. 5. 6. 7. 8.
2. Fill in the missing letters for each word. Listen and check. Then listen again and repeat.
1. past, a. o. g.
2. ro. d.
3. a. r. ss.
4. th. ou. h.
5. u. de.
3. Look at the pictures in exercise 2 and complete the directions using the words in the box.
past. round. across. through. under. along.

0. You go past the traffic lights.
1. You walk a zebra crossing.
2. You drive a roundabout.
3. You go a bridge.
4. You drive a tunnel.
5. You walk a pavement.
4. Write sentences about the places in exercise 1 that you can find in your town.
There's a roundabout near my school.
Student's book page 74 - 75.

pagina 163.
page 163.
7. Word bank.
Travel and transport.
1. write the means of transport under the pictures. Listen and check. Then listen again and repeat.
1. minibus.
2. 3. 4. 5. 6. 7. 8.
van. helicopter. ship.
ferry boat. coach. camper van. minibus. jeep.
2. Complete the sentences for each picture, using the words in the box.
get into.
ride.
get off.
catch.
get out of.
miss.
get on.
0. You get on a bus, a coach, a tram or a train.
1. You c. a train, a bus or a plane.
2. You m. a plane, a bus or a train.
3. You g. a bus, a coach, a tram or a train.
4. You r. a motorbike, a bicycle or a scooter.
5. You g. a car or a van.
6. You g. a van or a car.
3. PAIRWORK. In turns, describe a means of transport without saying its name. Can you guess what it is?
A. It can drive on snow and ice.
B. A jeep?
A. Yes!
Student's book page 88 - 89.

pagina 164.
page 164.
Irregular verbs.
Base form. Past simple. Past participle.
be. was, were. been.
beat. beat. beaten.
become. became. become.
begin. began. begun.
bend. bent. bent.
bet. bet. bet.
bite. bit. bitten.
bleed. bled. bled.
blow. blew. blown.
break. broke. broken.
bring. brought. brought.
build. built. built.
burn. burned, burnt. burned, burnt.
burst. burst. burst.
buy. bought. bought.
catch. caught. caught.
choose. chose. chosen.
come. came. come.
cost. cost. cost.
cut. cut. cut.
deal. dealt. dealt.
dig. dug. dug.
do. did. done.
draw. drew. drawn.
dream. dreamed, dreamt. dreamed, dreamt.
drink. drank. drunk.
drive. drove. driven.
eat. ate. eaten.
fall. fell. fallen.
feed. fed. fed.
feel. felt. felt.
fight. fought. fought.
find. found. found.
fly. flew. flown.
forbid. forbade. forbidden.
forget. forgot. forgotten.
forgive. forgave. forgiven.
freeze. froze. frozen.
get. got. got.
Give. gave. given.
go. went. gone.
Grow. grew. grown.
hang. hung. hung.
have. had. had.
hear. heard. heard.
hide. hid. hidden.
hit. hit. hit.
hold. held. held.
hurt. hurt. hurt.
keep. kept. kept.
know. knew. known.
lay. laid. laid.
lead. led. led.
learn. learned / learnt. learned / learnt.
leave. left. left.
lend. lent. lent.
let. let. let.
lie. lay. lain.
Base form. Past simple. Past participle.
lie. lied. lied.
light. lit. lit.
lose. lost. lost.
make. made. made.
meän. meant. meant.
meet. met. met.
pay. paid. paid.
put. put. put.
read, ri:d, read, red, read, red.
ride. rode. ridden.
ring. rang. rung.
rise. rose. risen.
run. ran. run.
say. said. said.
see. saw. seen.
seek. sought. sought.
sell. sold. sold.
send. sent. sent.
set. set. set.
sew. sewed. sewn, sewed.
shake. shook. shaken.
Shine. shone. shone.
shoot. shot. shot.
show. showed. shown.
Shrink. Shrank. shrunk.
shut. shut. shut.
sing. Sang. sung.
Sink. sank. sunk.
sit. sat. sat.
sleep. slept. slept.
smell. smelled / smelt. smelled, smelt.
speak. spoke. spoken.
Spell. spelled / spelt. spelled / spelt.
spend. spent. spent.
Split. split. split.
spread. Spread. Spread.
Spring. sprang. Sprung.
stand. stood. stood.
Steal. stole. stolen.
stick. stuck. stuck.
sting. stung. stung.
stink. stank. stunk.
strike. struck. struck.
Swear. swore. Sworn.
Sweep. Swept. Swept.
swim. swam. swum.
swing. swung. swung.
take. took. taken.
teach. taught. taught.
tear. tore. torn.
Tell.told. told.
think. thought. thought.
throw. threw. thrown.
understand. understood. understood.
wake. woke. woken.
wear. wore. worn.
win. won. won.
write. wrote. written.

pagina 165.
page 165.
THE UNITED KINGDOM.

pagina 166.
page 166.
THE UNITED STATES OF AMERICA.
ALASKA.
HAWAII.

pagina 167.
page 167.
Thanks and acknowledgements.
Thanks and acknowledgements.
The authors and publishers acknowledge the following you of ConTM material and ane grateful for the permissions and while every effort has been made, it has not always been possible to identify the sources of all the materialused, or to trace all copyright holders.
If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting and in the next update to the digital edition, as applicable.
The publishers are grateful to the following for permission to reproduce copyright photographs and material:
T = top, B = Below, L = Left, R = Right, C = Centre, B, G = Background.
page 17 (Glass): (klavenshutterstock page 43 Red-haired guilt; Firma V, Shutterstock; page 49 Girl with headphones Voyagen, Shutterstock page 7, 129 Flagst.
Ecelop Shutterstock. page 6 - 7, 50 - 51 B,G).
Dibova, Shutterstock, page 69 Skier Lukas Göjda, Shutterstock page 74 (Girl):
Syda Productions, Shutterstock page 4. 107 (Boy): Edyta Pawlowska, Shutterstock page 9. 131 (Statue), Holbow, Shutterstock page 10 (photo 1):
Rowan Atkinson on a Mini at Goodwood Circuit in 2009, Wikimedia Commons page 10 (photo 2):
fantasy-30100-40, Pixabay, page 10 (photo 4): 75603632 Dreamstime:
page 10 (photo 5): love adult-2178963, Pixabay. page 10 (photo 7:39592552, Dreamstime: page 10 (photo 8): 4844755, Dreamstime;
page 11 (photo 3) science fiction ulo 2289563, Pixaby:
page 11 photo 6, 79635684, Dreamstime: page 10 - 11 (B,G),
Vikasuh, Shutterstock page 10 - 11 (spotlight) Andkuch, Shutterstock page 10-11 (Video player);
Lyudmyla Kharlamova, Shutterstock; page 13 (CR); LuckyDesigner, Shutterstock;
page 13 (Car); 06photo, Shutterstock. page 13 (BL): Izf, Shutterstock; page 14 (TR): Woodhouse, Shutterstock; page 16 (TR);
Dmitry Kalinovsky, Shutterstock. page 17 (TL). Lukpedclub, Shutterstock page 17 (Popcorn); SOMMAL, Shutterstock page 17 (Ex2 photo 1). Dacascas, Shutterstock page 18 (TR: 64989701, Dreamstime: page 18 (CL): 22096014, Dreamstime: page 18 (BL): 21911630, Dreamstime: page 18(BL): Twelfth Doctor (Doctor Who), Wikimedia Commons:
page 18 (BR)-26360448, Dreamstime: page 22 (photo 1). Simon Reddy, Alamy Stock Photo:
page 22 (photo 2): Kzenon, Shutterstock; page 22 (photo 5) Olly, Shutterstock;
page 22 (photo 6); Olesia Bikel, Shutterstock page 22 (photo 7):
Beyond Fotomedia GmbH, Alamy Stock Photo; page 23 (photo 3): Antonio Guillem, Shutterstock: page 23 (photo 4):
Sergei Kazakow, Shutterstock; page 23 (photo 8); Laromir Chalabala, Shutterstock;
page 23 (photo 9): Oliveromg, Shutterstock page 23 (photo 10):
Syda Productions Shutterstock; page 23 (seasons): SusaZoom, Shutterstock; page 22 - 23 (BG); Marchello, 4, Shutterstock, page 22-23 (Icons) kontekst.com, Shutterstock page 25 (CL).
Benedictus, Shutterstock; page 25 (CR): Angela Harburn, Shutterstock p.25 (BL): Naddya, Shutterstock: page 26-27 (BG):
Patrick Poend, Shutterstock page 28 (TL); Iakov Filimonov, Shutterstock page 29 (CR);
Antoniodiaz, Shutterstock; page 29 (Balloons): Naddani Kongsima, Shutterstock page 30 (Mountain): Lysogor Roman, Shutterstock: page 30 Sign:
Anselm Baumgart, Shutterstock page 30 (Snow); PHOTOCREO Michal Bednarek, Shutterstock. page 30 (Graph): Cigdem, Shutterstock page 31 (TL): Paolo Bona, Shutterstock;
page 31 (TR): US. Coast Guard, diagital version by Science Faction, Getty Images: page 31 (Sign): NoSuwannar, Shutterstock page 33-34. 59-60, 85-86. 111-112 (Header):
Cginspiration, Shutterstock ;page 36 (photo 1), Julaline, Shutterstock page 36 (photo 2), Bikeriderlondon, Shutterstock; page 36 (TR):
Rohappy, Shutterstock page 36 (photo 4): Bonzodog, Shutterstock page 36, photo 5.
Auremar, Shutterstock page 36 (BL): Antonio Gravante, Shutterstock page 37 (photo 3): Auremar, Shutterstock page 37 (photo 3: Sea):
Triff, Shutterstock page 37 (photo 6), kzenon Shutterstock: page 36-37 (Faces): PALartist, Shutterstock, page 36 - 37 (B, G: Purple);
SharkDavid, Shutterstock page 36-37 (B,G Orange): Tiny Fish, Shutterstock page 39 (B, G): Click Bestsellers, Shutterstock page 39 (photo 1):
www.BillionPhotos.com, Shutterstock page 39 (photo 2); www.BillionPhotos.com, Shutterstock; page 39 (photo 3);
www.BillionPhotos.com, Shutterstock page 39 (photo 4); www.BillionPhotos.com, Shutterstock page 39 (photo 5);
www.BillionPhotos.com, Shutterstock page 39 (Girl) Asier Romero, Shutterstock page 40 (BL) Loskutnikov:
Shutterstock page 41 (CR): Bandy, Shutterstock page 40 - 41 (Triangle): Barbaliss Shutterstock: page 40-41 (B, G confetti): Miree555, Shutterstock page 40-41 (Streamer):
Kaesler Media, Shutterstock page 42 Stage: 72661054, Dreamstime page 43 (photo 1):
Christo, Shutterstock page 43 (photo 2). Sergey Novikov, Shutterstock page 43 (BL);
Vita khorzhevska, Shutterstock page 43 (Elderly couple): Edler von Rabenstein, Shutterstock page 44 (TL):
Rick Davis, Splash News corbis page 44 (TR): The Commercial Appeal, ZUMA Press, Corbis page 44 (CL) 26359143, Dreamstime: page 44 (CR)
David Crane, ZUMA Press, corbis page 44 (BL): RICHARD YOUNG, Shutterstock, Pex Features page 44 (BR) 26041202, Dreamstime page 44 (B,G); Zanirnan, Shutterstock: page 44 (Arrow) Lonely,
Shutterstock page 44 - 45 (Star): Mascha Tace, Shutterstock; page 45. (Ex 3: 1A) :
BAKAKLININE, Shutterstock; page 45(Ex 3, 1B): Istone, Shutterstock; page 45 (Ex 3: 2C): S_bukley, Shutterstock; page 45 (EX 3 2D;
Featureflash, Shutterstock; page 46. Michaellay Berlin, Shutterstock page 48 (TR) Egg design, Shutterstock page 48 (photo 1).
Violetblue, Shutterstock; page 48 (photo 2): File 404, Shutterstock; page 48 (photo 3) Vladimir Gorgiev, Shutterstock; page 48 (photo 4): Timof, Shutterstock page 48 (photo 6):
ArtFamily, Shutterstock; page 48 (photo 8): Antonio Guillem, Shutterstock page 48 (photo 9): Sandra van der Steen, Shutterstock; page 49 (photo 7); Image Point Fr, Shutterstock page 49 (photo 10):
Amixstudio, Shutterstock; page 49 (Ex 5: photo 1); Aleksey Stemmer, Shutterstock; page 49 (Ex 5 photo 2).
Woodhouse, Shutterstock; page 49 (EX 5 photo 3); Wawebreakmedia, Shutterstek page 49 (Ex : photo 4): Lakow Kalinin, Shutterstock page 48 - 49 (B,G);
Goodreason, Shutterstock; page 48 - 49 (Faces): Essl, Shutterstock; page 48 - 49 (Balls):
DairenMira, Shutterstock; page 51 (BL: Statue): Joshua Haviv, Shutterstock; page 53 (Br):
Kaspri, Shutterstock ;page 54 (TL). Caffra, Shutterstock. page 54 (Ex 1: Globe): Homydesign, Shutterstock, page 54 (Ex 1: Slate);
Lagui, Shutterstock; page 54 (EX 1. Abacus): Ortodox, Shutterstock; page 55 (TL): Tomasz Trojanowski, Shutterstock; page 55 (Header);
Alhovik, Shutterstock; page 55 (BL); Piotr Murcinski, Shutterstock; page 55 (BR); KiM NGUYEN,
Shutterstock; page 56 (Businesswoman: Syda Productions, Shutterstock; page 56 (B, G);
Andri Muzyka, Shutterstock; page 56 (Marks) Gordana Simic, Shutterstock page 57 (Characters):
Mayrurn, Shutterstock page 56 - 57 (B, G): Jezper, Shutterstock, page 62 (photo 1) Ljupco Smuokovski, Shutterstock page 62 (photo 2); Gorillaimages, Shutterstock, page 62 (photo 3);
Haraldmuc, Shutterstock; page 62 (photo 4); Funkyfrogstock, Shutterstock; page 62 (photo 5);
Sellingpix, Shutterstock; page 62 (photo 6), ProStockStudio, Shutterstock, page62 (photo 7); Guzel Studio, Shutterstock; page 62 (photo 9).
Oliveromg, Shutterstock; page 62 (photo 10); 06photo, Shutterstock; page 62 (photo 11);
Claudio Divizia, Shutterstock; page 62 (photo 12: Boy); Marcos Mesa Sam Wordley, Shutterstock page 62 (photo 12: Hostel):
Radiokafka, Shutterstock; page 63 (photo 8): Ollyy, Shutterstock; page 62 - 63 (B, G, Frames):
DVARG, Shutterstock; page 62 - 63 (B,G): Poprosby Alexey, Shutterstock; page 65 (CL);
Spumador, Shutterstock; page 65 (CR): PlusONE Shutterstock; page 65 (BL), Macka, Shutterstock: page 67 (Ex 8, photo 1): Maridav, Shutterstock; page 68 (Ex 2: photos 1):
ChameleonsEye, shutterstock; page 69 (Ex. 1: Girls); Gemenacom, shutterstock page 69 (Ex 1: photo 1).
Click49, Shutterstock; page 70 (L photo 1). Haveseen, Shutterstock; page 70 (L: photo 2);
Blend Images, Shutterstock; page 70 (L: photo 3); Proworks, Shutterstock; page 70 (L: photo 4):
BlueOrange Studio, Shutterstock; page 70 (TR); Monkey Business Images, Shutterstock; page 70 (B: Girl underwater);
www.BillionPhotos.com, Shutterstock; 70 (B: Night) Underworld, Shutterstock; page 70 (BR): Stokkete, Shutterstock; page 7O (B, G):
Triff, Shutterstock; page 75 (TL), Jurik Peter, Shutterstock; page 74 - 75 (B, G): Natrot, Shutterstock;
page 77 (Ice cream), Africa Studio, Shutterstock; page 77 (Bowling pins);
Tereshchenko Dmitry, Shutterstock; page 77 (Bowling ball), Pincarel, Shutterstock; page 77 (B): Goodmorning3am, Shutterstock page 80 (Map);
Peter Hermes Furian, Shutterstock; page 80 (Train); Graphic stocker, Shutterstock page 81 (BL): Sergey Nivens, Shutterstock. page 82 (TL);
Filip Obr, Shutterstock; page 82 (BL): Tyler Olson, shutterstock; page 82 (BL: Cache);
Lasse Hendriks, Shutterstock; page 82 (Smileys): Marxi_m, Shutterstock; page 82 (Smileys): Maxi_m, Shutterstock; page 83 (TL);
Snapgalleria, Shutterstock; page 82 - 83 (Map): Lyudmilaka, Shutterstock; page 88 (photo 1):
Teddy Leung, Shutterstock; page 88 (photo 2): TK Kurikawa, Shutterstock; page 88 (photo 5) Max blain, Shutterstock; page 88 (photo 6);
Italianvideophotoagency, Shutterstock; page 88 (photo 9) Tupungato, Shutterstock; page 88 (photo 10),
VanderWolf Images, Shutterstock; page 89 (photo 3) EQRoy, Shutterstock; page 89 (photo 4).
After6pm, Shutterstock; page 89 (photo 7); Oliver Hoffmann, Shutterstock; page 89 (photo 8): Pisaphotography, Shutterstock page 89 (photo 11);
Rawpixel, Shutterstock; page 89 (photo 12); Chicco Dodifc, Shutterstock; page 88 - 89 (Clouds) Yanle, Shutterstock; page 88 - 99 (B, G);
Ekaterina Garyuk, Shutterstock; page 91 (TL); Andrey Popov, Shutterstock; page 91 (BL): In Green, Shutterstock; page 91 (BR) Dn Br, Shutterstock; page 93 (BR);
Oleksiy Mark, Shutterstock; page 94 (Skateboards); Syqualo, Shullestock; page 95 (Bike);
Rainer Herhaus, Shutterstock; page 95 (Formula 1 car); David Acosta Allely, Shutterstock; page 45 (Road): Master3D, Shutterstock page 95 (CR);
AldanNi Shutterstock; page 95 (Ex 3: photo 1) 43570975, Dreamstime, page 95 (EX 3: photo 2);
Llaszlo, Shutterstock; page 95 (Ex 3: photo 3); Piyathep, Shutterstock, page 96 (photo A);
BlurAz, Shutterstock; page 96 (photo B): Aztec Image, Shutterstock; page 96 (photo C);
Maziarz, Shutterstock; page 96 (T: Skyline); Millena, Shutterstock; page 96 - 97 (Street);
EQRoy, Shutterstock; page 96 - 97 (Header): Lighspring, Shutterstock; page 98 (Transport icons):
Anna Frajtowa, Shutterstock; page 100 (photo1): Manfelyang, Shutterstock; page 100 (photo 2);
Air Images, Shutterstock; page 100 (photo 4) lightwavemedia, Shutterstock; page 100 (photo 5).
Milles Studio Shutterstock; page 100 (photo 7). Piotr Marcinski, Shutterstock page 100 (photo 8);
Iakov Filimonov, Shutterstock; page 100 (photo 9); Val Thoermer, Shutterstock page 101 (photo 3);
PhotoAlto, Sigrid Olsson; page 101 (photo 6): Alexander Raths, Shutterstock; page 101 (photo 10):
Iakov Filimonov, Shutterstock; page 100-101 (Tools); Ivan Mogilevchik, Shutterstock; page 100 - 101 (Vacuum cleaner);Darya Griboskaya, Shutterstock;
page 103 (Newspapers) Zerbor, Shutterstock; page 103 (CL: B, G); Nonnakrit, shutterstock; page 103 (BL), Yuriy Rudyy,
Shutterstock; page 105 (CR) R. MACKAY PHOTOGRAPHY, LLC, Shutterstock; page 106 (TR):
Angiolina Shutterstock, page 107 (BL): Jaroslava V, Shutterstock; page 108 (Tr). Howamo! Shutterstock; page 108 (Crocodile).
Nitat, Shutterstock; page 108 (C): NBC, Getty Images, page 108 (CR) NBC, Getty Images page 108(BL);
Ivanova Natalia, Shutterstock; page 108 (BC); NBC, Getty Images: page 108 (BR), ChameleonsEye Shutterstock; page 108 (B, G):
Only background, Shutterstock; page 108 - 109 (B, G): Locote, Shutterstock; page 114 (TL); LiliGraphie, Shutterstock; page 115 (TR):
Stocklout, Shutterstock; page 116 (TC) Billy Stock, Shutterstock; page 124 (TL) Oscar Wilde 1165545, Picabay; page 124 (BR) 02 Canterville Ghost, Wallace Goldsmith, www.gutenberg.org,
page 125 (TR) 04Wallace Goldsmith, Oscar Wilde - Canterville Ghost - He met with a severe fall, www.gutenberg. org, page 125 (CR):
03 canterville ghost wallace Goldsmith, image 12ha, www.gutenberg.org: page 125 (BR):
01 Canterville ghost image1ha, www.gutenberg.org: page 126 (wind) Set-of-vector-realistic-weather-icons-isolated-on-transparent-background, Freepik page 126 (precipitation):
Set-of-vector-realistic-weather-icons-isolated-on-transparent background, Freepik page 126 (temperature) Set-of vector realistic-weather-icons isolated on transparent background, Freepik;
page 126 (TR) 88538224/Dreamstime page 126 (BR): 18399797, Dreamstime page 127 (CL): 29748296, Dreamstime page 129 (BL):
Francesco Malavolta, Nurhoto, Corbis page 130 (Cl): Industry and Travel Shutterstock; page 130 (CR): Print Collector, Getty Images;
page 131 (Ex 5 photo 1), The Gallery Collection Corbis. page 132 (TL) digitation, 2084941, Pixabay. page 132 (CR);
840441318, Dreamstime: page 132 (BL): Cheerful women-with-phone-and-bags, Freepik page 133 (Ex 3) 62006421, Dreamstime: page 133 (Ex 4);
Concentrated teen with his laptop, Freepik: page 134 (TL: Aeroplane) Tovovan, Shutterstock; page 134 (Bus): Supannee Hickman, Shutterstock; page 134 (photo 1):
Subbotina Anna, Shutterstock page 134 (photo 2): Hollywood Bannosuke, Shutterstock p 134 (photo 3: Universal);
Kikungboy Shullestok; page 134 - 135 (Chinese theatre) Richard I Nowitz, Corbis, page 134 - 135 (Walk of fame),
Nito, Shutterstock: page 134 - 135 (Diner): Arthur Eugene Preston, Shutterstock; page 135 (Header)
Tanshtyl, Shutterstock; page 135 (Oscar statue), Joe Seer, Shutterstock; page 136 (photo 1):
PT Images, Shutterstock; page 136 (photo 2): Pkchai Shutterstock;

pagina 168.
page 168.
page 136 (photo 3): Samuel Borges Photography Shutterstock; page 136 (photo 4):
Ronnie Chua, Shutterstock; page 136 (B,G: photo 4): Mangpor2004, Shutterstock; page 136 (Map):
Magcom, Shutterstock; page 136 (Chinatown) Andrey Bayda, Shutterstock; page 137 (World map: Saytong Suksaeng, shutterstock: page 137 (Heder):
Cristina Muraca Shutterstock; page 137 (UK map ) Vin89, Shutterstock: page 137 photo 1. Businessment:
Three Rivers11, Shutterstock; page 137 (photo 2. Carnival). Francesco Carucci, Shutterstock: page 138 (Headed: Flag) Dicogm, Shutterstock page 138 (photo 1): Estockoto Shutterstock; page 138 (photo 2):
Andrea Izztti, Shutterstock; page 138 (photo 3: Statue): Action Sports Photography, Shutterstock; page 138 (photo 3: B, G): Orhan Cam, Shutterstock page 138 (photo 4):
Sean Pavone, Shutterstock; page 138 (Washington DC logo) BeRad, Shutterstock page 138 (Hat) VectorShots, Shutterstock page 130 Statue icon:
Archiwiz, Shutterstock; page 139 (Bridge icon: Archiwiz, Shutterstock; page 139 (Header):
Songquan Deng, Shutterstock: page 139 (photo 1. Bridge) Jenny Lilly, Shutterstock; page 139 (photo 2. The Empire State Building), 31584855. Dreamstime.
page 139 (photo 3, cable car): Plus Lee Shutterstock; page 139 (photo 4: Bridge) Jon Bilous, Shutterstock; page 140 (photo 1: Falls). Turtix, Shutterstock; page 140 (photo 2 Canyons):
Sumikophoto, Shutterstock: page 140 (photo 2: Photographer): Maridav, Shutterstock; page 140 (Header): Frazao Production, Shutterstock; page 140 (Map) Dobrazy,
Shutterstock; page 140 (Route highway Sing): Kajihin, Shutterstock; page 141 (TR Trees);
Holbox, Shutterstock; page 141 (CL), Turtix, Shutterstock; page 141 (CR) :Galyna Andrushko, Shutterstock; page 141 (Bison):
Eric Isselée, Shutterstock page 142 (photo 1: Building) Mandrilou, Shutterstock page 142 (Calendar): Photostockimage Shutterstock;
page 142 Cloverk Art_of_sun, Shutterstock page 142 (photo 2). Singingk Markus Gebauer Shutterstock page 142 (photo 3: Paradel: Stuart Monk Shutterstock page 143
Ex B: Girl: Yanlev, Shutterstock; page 143 (Calendar PhotoStockimage, Shutterstock page 143 (photo 1: Turkey): Brian Chase, Shutterstock: page 143 (photo 2 Parade) lev radin, Shuttstock; page 144 [TR]:
41512742, Dreamstime page 144 (BL); 48501174, Dreamstime page 145, 147, 151, 153, 155 (a large sheet of cardboard):
4165183 Dreamstime: page 145, 147, 151, 153, 155 (coloured papers): colorful, paper, 574014, Pixabay page 145. 147. 151, 153, 155 (pictures):
38443055 Dreamstime: page 145. 147, 151. 153, 155 (coloured pencils); 19941375 Dreamstime: page 145, 147, 151. 153, 155 (markers);
978646, Dreamstime: page 145, 147, 151, 153, 155 (glue): 27754869, Dreamstime; page 145, 147, 151, 153, 155 (scissors);
13494179, Dreamstime: page 146 (TR) sand notes organizer mike summer, Freepik; page 146 (BL) Lots of colorful balloons on the sky concept of love in summer and valentine-Wedding honeymoon Vintage effect style-pictures, Freepik: page 146:
Woman enjoying breath of wind, Freepik page 149 (Hunyadi Castle). Emicristea, 87893425, Dreamstime: page 149 (CL):
107722046, Dreamstime page 149 (raven): Michal Bednarek, 47592538 Dreamstime: page 149 (CR) Svlase, 60208976, Dreamstime: page 149 (B,G);
Pavel Voinau 89951650, Dreamstime; page 150: vacation, 29442759, Pixabay, page 151 (Ex 3): Alberto Grosescu, 31080741, Dreamstime: page 152 (ICR): 38154375, Dreamstime: page 152 (2CR);
page 152 (BL): Man embracing wife and child Freepik: page 152 (BR) 13284729, Dreamstime page 154 (CL);
Gabor KOvacs, 62445448, Dreamstime, page 154 (CR): Valeriy Kaplun, 63902796, Dreamstime page 156 (photo 1) Wheel of Fortune Hopeful (5164513914, Vikimedia Commons, page 156 (photo 2):
CBS Photo Archive, Getty Images page 156 (photo 3): 43557456, Dreamstime, page 156 (photo 4), 77193587, Dreamstime; page 156 (photo 5) Jeff Overs Getty Images page 156 (photo 6):
14989598 Dreamstime, page 156 (photo 7): CHEN WS Shutterstock; page 156 (photo 8): AF archive, Alamy Stock Photo, page 156 (photo 9); Sharon Haeger,
Shutterstock; page 157 (photo 1). Lisa S, Shutterstock page 157 (photo 2). Mihai Simonia Shutterstock; page 157 (photo 3): photo story, Shutterstock page 157 (photo 4):
Andrew Arseev Shutterstock; page 157 (photo 5): Minerva Studio, Shutterstock: page 157 (photo 6): Catmando, Shutterstock page 157 (photo 7): Richard Whitcombe, Shutterstock;
page 157 (photo 8): Nvelichko, Shutterstock; page 157 (photo 9): Igor Zh, Shutterstock page 157 (photo 10): Narongsak Nagadhana, Shutterstock page 157 (photo 11); Dmytro Gilitukha,
Shutterstock page 157 (photos 12): fabiodevilla, Shutterstock page 159 (photo 1: Girl): Aila Images Shutterstock page 159 (photo 2: Boy): PathDoc, Shutterstock page 160 (photo 1);
Anna Hoychuk, Shutterstock; page 160 (photo 2) Nito, Shutterstock page 160 (photo 3): Seen, Shutterstock page 160 (photo 4); Africa Studio, Shutterstock; page 160 (photo 5):
Bozena Fulawka, Shutterstock; page 160 (photo 6), Simon Greig, Shutterstock page 160 (photo 7): Chiyacat, Shutterstock page 160 (photo 8): Bruna Issa, Shutterstock p 160 (photo 9):
Michael Kraus, Shutterstock; page 160 (photo 10): Aedka Studio, Shutterstock page 160 (photo 11): Dio5050, Shutterstock page 160 (photo 12): Home Studio, Shutterstock: page 163 (photo 1);
Art konovalov, Shutterstock; page 163 (photo 2): Kletr, Shutterstock; page 163 (photo 3): Art konovalov, shutterstock page 165 (photo 4).
Matej Kastelic, Shutterstock; page 163 (photo 5); Sally Walls, Shutterstock page 163 (photo 6); Natali Glado, Shutterstock page 163 (photo 7);
Yuriy Chertol, Shutterstock; page 163 (photo 8): Kostagr, Shutterstock page 165 (map of the UK): 99399212, Dreamstime; page 166 (map of the USA): 56801036, Dreamstime.
Commissioned photography by: Lada Film page 12 (B,G). page 24 (B,G). page 38 (B,G). page 50 (B,G). page 51 (CL). page 64 (B,G), page 76 (B,G). page 90 (B,G). page 102 (B,G). and page 103 (CL).
Video stills photaphy by: Lada Film page 13(CL), page 39 (CL), page 51 (CR), and page 91 (CR).
Cover photographs by: Songquan Deng, Thinkstock: Jane0606, Shutterstock; The publishers are grateful to the following illustrators:
Dervid Semple 151; Moreno Chiacchiera 21, 66, 74, 75, 81, 84, 86, 158, 163; Alessandra Chiarlo 161, 162.
The publishers would like to extend a special thank you to Peter Anderson for all his support and hard work on this project.
The authors and publishers would like to thank the following teachers for the invaluable feedback they have provided during the development of the material:
franca Alberto, Erminia Alessandrini, Nadia Alegri, Michaela Andreatta , Francesca Assisi, Virginia Avino, Concetta Badolato, Anna Maria Barbieri, Claudia Battaglia,
Francesca Bellandi, Valentina Bennardo. Carolina Bergamini. Anna Bergese, Stefania Bonfanti. Ilaria Boni, Raffaella Borsatti. Daniela Brovedani, Paola Caiafa, Alessandra Candilio,
Rosaria Capasso, Francesca Cappadonea, Annamaria Casini, Ilaria Castelletti. Graziella Cavinato, Marina Codogno. Anna Crivellaro, Deborah Crivelli, Stefania Cuccarolo, Tiziana Cucco, Laura Dumini,
Anna Dare, Cammela De Bella, Orsola de Conciliis, Cinzia de Luca, Anna Rita De Rosa, Patrizia Del Gaudio, Giuliana Di Bari, Maria Di Dio, Veronica Duina,
Michela Falappone, Daniela Fantuzzi, Marina Favero, Enza Maria, Galasso, Patrizia Gallo, Stefania Garetto, Savina Gigona, Patrizia Groppa, Francesca Guadagnin,
Maria Carmela Guglielmi, Antonella Il Grande, Luisa Lupo. Caterina Luzzi. Elisa Maccagno, Manuela Maioli Paola Manfreda, Nadia Marazzi, Pamela Marchegiani,
Cristina Marini, Monica Marzarotto, Giuliana Minghelli, Natalina Monopoli, Cinzia Mora, Lucia Mori, Monica Munarin, Simonetta Nasoni, Maria Cristina Palmieri, Mario Pantaleo, Giuliana Pellanda, Marina Perasso, Maria Teresa Perugini, Tiziana Pinazzi. Donatella Puntoneri, Fatima Russo, Maribel Sabatella,
Emilia Sartori, Tatiana Scaltriti. Marialina Scariano, Luana Schera, Flaviana Schiavon, Alessandra Scotini, Silvana Soanga, Giuliana Sordillo, Anna Sorrentina.
Maria Alberta Spaggiari, Stefania Toccafondl, Gluseppe Tocci, Grazia Maria,Todisco,
Maria Silvana Tripoli, Claudia Troncarelli, Giuseppina Turnaturi, Roberta Vighi, Marianna Vita, Paola
Zambonelli, Ek, Elda Zanatta, Chiara Zorzo.
The publishers wish to extend a special thank you to the following teachers:
Roberta Benelli and Francesca Tamani.

pagina 169.
page 169.
Programa şcolară poate fi accesată la adresa: http: programe. ise. ro

pagina 170.
page 170.
Limba modernă 1.
Engleză.
Clasa a şasea.