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FLASH on English is a motivating, easy-to-use, four-level course which takes teenage learners from Elementary through to Upper Intermediate level. The comprehensive syllabus provides thorough grammar, vocabulary and skills work, builds students’ language awareness and encourages fluency and self-confidence. The combination of printed, digital and online material enhances the learning experience and helps teachers respond to students’ needs.

Clearly-structured units Double linguistic input in each unit Focus on authentic real-world language Clearly structured grammar presentations Extensive recycling and review of language Exploitation of different learning styles and mixed-ability features

Culture, CLIL and Literature lessons in every unit Graded and practical study-skills guide Grammar reinforcement with extensive explanations and practice in the Workbook

For the Teacher

Step-by-step teaching notes, tips and background notes on cultural issues

Wide offer of photocopiable testing materials Editable tests in the Multi-ROM Test Maker

FLIP BOOK

An interactive, IWB-compatible version of the Coursebook containing all recordings, links, reference materials and extras

Course componentsStudent’s BookWorkbook with Audio CDTeacher’s Resource PackClass Audio CDsMulti-ROM Test MakerTeacher’s FLIP BOOKFlash on English Online Resources

Common European Framework

A1 A2 B1 B2 C1 C2

ONLINE RESOURCES

Welcome to Flash on EnglishFlash on English is your new English language course. On these two pages you will find some information to help you learn to use your text book.

Flash on English contains 10 units, organised in this way:

Double linguistic input Each unit opens with a

first presentation text which can be in various formats (article, email, report).

The second presentation text is in the form of a dialogue with a photostory. This follows the daily life of a group of London teenagers who are dealing with their day-to-day problems and aspirations for the future.

Examples of grammatical structures and functions are presented in the Grammar and the Functions boxes, in a concise and clear form to allow the student full autonomy in carrying out the activities.

The Flashpoint box highlights particular language structures that are commonly used.

WB p. 8 refers to the correspondent exercises in the Workbook

Listen ’n’ speak page help to further develop and consolidate listening techniques to improve oral production. The Spoken English

section familiarises students with colloquial expressions used by native speakers.

The Flash on Grammar page is dedicated to presenting the grammar structures.

Flash Forward activities keep fast finishers busy.

P T PET and Trinity exam practice

The Flash on Skills section helps the students to develop their four language skills. Placed at the end of each unit, it alternately presents three types of text material. CULTURE

Focuses on social and cultural aspects of the English-speaking world.

CLIL Texts targeted to an

interdisciplinary approach to language learning on contemporary topics of interest to students.

LITERATURE Texts aimed at

familiarising students with literary genres, in both prose and verse.

Effective study and learning techniques are presented in each unit.

The Flash on CLIL section contains reading passages covering cross-curricular topics. It aims to stimulate the interest of students by providing them with content that is genuinely accessibile, interesting and meaningful. The activities help students develop reading and vocabulary skills. It can be used as extra reading material in the classroom or at home for self-study.

The main grammar items are presented schematically in the Grammar Reference at the end of the book, with information about grammar rules and extensive examples.

1

2

Fair Play

A Better World

p. 24

p. 8

p. 16

Unit Grammar Vocabulary Functions

Present perfect continuousPurpose and reason

Sports equipmentSporting locationsFootball phrases

Talking about sport Expressing purpose

Second conditionaltoo/enough

Global problemsWord building

Talking about global problemsExpressing ideas

Flashback 1-2

Popular Legends3

4

5

6

The Media

Images

The Food of Love

p. 26

p. 34

p. 42

p. 60

p. 44

p. 52

used to for past actions and stateswould vs used to

Relative pronounsRelative clauses

The passive (1)Question tags

Past perfectReflexive and reciprocal pronouns

ChildhoodNegative feelings

Art and stylesParts of a picture

Electronic mediaComputers

MusicMusical instruments

Talking about states in the pastDescribing fears

Describing a picture

Describing simple processes Expressing surprise and disbelief

Talking about past events

Flashback 3-4

Flashback 5-6

Contents

4

Pronunciation/Spoken English Skills Study Skills

/T/ vs /f/

so

Second conditional – stress and intonation

Giving examples

Culture – The Olympic Games

Reading An article about the Olympic GamesListening A talk about an international sports charitySpeaking A fundraising speechWriting A website article about a sporting event

CLIL – What was the Great Depression?

Listening Americans talking about the Great DepressionReading A text about the Great DepressionSpeaking An explanation of the Great DepressionWriting An election manifesto

Extensive reading

Tips for speaking

used to vs use

Hyperbole

w sound

which

Question tags

had/hadn’t

Active listening

Literature – Dracula by Bram Stoker

Reading A plot summaryListening An extract from the bookWriting A first-person account by one of the characters in the book Speaking A first-person account by one of the characters in the book

CLIL – The Italian Renaissance: Vasari’s Lives

Reading An article about Giorgio VasariListening An extract from Vasari’s Life of MichelangeloWriting A paragraph about Michelangelo, using linkers Speaking A discussion about a favourite artist

Culture – Smart Surfing – How can I be safer on the Net?

Reading An article about internet safetySpeaking A discussion about internet safetyListening A description of a well-known websiteWriting A description of a favourite website or device

Literature – High Fidelity

Listening A radio programme about the authorReading A summary of the bookWriting A compilation of songs; a message using connectorsSpeaking A description and explanation of a mix tape

Tips for listening

Combining sentences

Using study cards

Connecting ideas

5

6

Unit Grammar Vocabulary Functions

Too Much TV7

8

9

10

We’ve Got Rights!

Our Future

Role Models

p. 62

p. 70

p. 78

p. 96

p. 80

p. 88

Reported speechVerb + infinitive/Verb + -ing

The passive (2)Comparative adverbs

Reported questionsCausatives

Hobbies and leisureTV programmes

The environmentSaving the environment

Personality adjectivesJobs

Reporting what people say

Describing simple processes Giving advice

Describing personal qualities Suggesting someone does something

Third conditionalwish

Phrasal verbsExpressions with time

Expressing regrets and wishes

Flashback 7-8

Flashback 15-16

Contents

p. 98

p. 108

p. 114

Flash on CLIL

Grammar Reference

Audioscripts

Media Studies: On air (p. 98), History: World War II (p. 100), Science: Units of measurement (p. 102), Geography: The Commonwealth (p. 104), Politics: The European Union (p. 106)

7

Pronunciation/Spoken English Skills Study Skills

Voiced and unvoiced consonants

Reported speech

Connected speech

Repetition

Compound words

Impersonal you/one

Third conditional - connecting

Saying goodbye

Culture – TV around the world

Listening An interview about global TVReading A text on global TVSpeaking A discussion and report about alternatives to watching TVWriting A paragraph about alternatives to watching TV

Literature – Concrete poems

Reading A text about concrete poemsListening Three concrete poemsSpeaking A personal opinion of a concrete poem Writing A concrete poem

CLIL – Genes and genius

Listening A talk about genesReading A text about geniusSpeaking A discussion about intelligence Writing A biographical text about a genius

Culture – If Antony hadn’t fallen in love…

Listening The story of Antony and CleopatraReading A text about the birth of globalisationSpeaking A discussion about how Romans changed the worldWriting A text about globalisation today

Tips for reading (1)

How to write a concrete poem

Tips for reading (2)

PET ListeningPET ReadingPET Speaking

8

Fair Play1 It’sasportinglife! 1 Match the words to the photos.

1 motorracing2 basketball3 skiing4 waterpolo

2 Now listen and read the interviews (1-4). Complete the blanks with the names of the sports.

3 Put the sentences (a-f) in gaps 1-6 in the text. Then listen again and check your answers.

a howdidyoudothat? bheightisimportant; cItstartedinEnglandin1900. dMymumanddadtaughtme. eThismakesitmoredangerous. f WhendidpeopleinNorwaybeginthesport?

Write a brief description of the most popular sports in your country. Have your country’s athletes done well internationally in these sports? In which events?

FLASH FORWARD

Interviewer Howlonghaveyoubeenmanaging

teams?Trainer Well,Iretiredasaplayertenyearsago

andI’vebeentrainingteamssincethen…Interviewer Whatdoyoulookforinagood

player?Trainer Well,(6)______________;

playershavebeengettingtallerandtaller.Interviewer Andfaster?Trainer Yes,ofcourse,speedonthecourtis

important:playershavebeengettingfasterandtheyarebetteratgettingtheballinthebasket–scoreshavebeengettinghigherandhigher…

Interviewer Howlonghaveyoubeen ?Sportsman I’vebeen eversinceIwas12. (1)______________Interviewer Doyoualsoenjoywatching

competitions?Sportsman Yeah,I’vejustbeenwatchingthefinalonTV,

butIprefertodoit,youknow,togetontheslopesandfeelthewindinmyface.

Interviewer (2)______________Sportsman Well,peopleinNorwayhavebeen

forcenturies,becauseofthesnow.

Interviewer Haveyoubeenplaying long?Sportsman We’vebeenplayingfortenyears.Interviewer You’vewontheCupmanytimes: (3)______________Sportsman Wegetthemostballsintothenet!And

we’vebeenpractising foryears,youknow,wetraininapooleveryday.We’regoodswimmers!It’sbeenanOlympicsportforover100years.

(4)______________

Interviewer Whyis sopopularinFrance?Sportsman Well,we’vebeenorganising

competitionssince1894.Ithasbeengettingmorepopularbutcompetitionhasalsobeengettingtougher.

Interviewer Hasthesportbeengettingfaster?Sportsman Yes,speedsnowreachover300kmanhour

atsomecircuits.(5)______________

AD

CB

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9

1Vocabulary: Sports equipment

4 Match the words to the correct photos, then listen and check.

Say it!8 How ‘sporting’ are you? Complete this chart for (a) sports you have played and still play, (b) sports you have seen in person and (c) sports you have only watched on TV. Don’t write the name of the sport.

9 Work in pairs. Ask and answer questions to find out about your partner’s sports.

A What equipment do you use in this sport? B I use a racket... A Where do you play it? B On a court. A How long have you been doing/watching it? B I’ve been playing for two years. A Is it tennis? B Yes!

7 Make questions using the words in brackets.

1 You’rewet.(walk/in/therain?) Have you been walking in the rain? 2Sorry,I’mlate.(wait/alongtime?) 3Youlooktired.(howlong/work?) 4YourEnglishisexcellent.(howlong/have/ classes?) 5Yourboyfriend’sreallycool.(goout/foralong time?) 6You’vegotchocolateonyourface.(eat/ chocolate?)

6 Complete the sentences with the Present perfect continuous.

1 Istartedplayingfootballtenyearsago.Istill playfootball.I________________footballfor tenyears. 2Peoplestartedplayingfootball150yearsago. Theystillplayfootball.People_____________ for150years. 3Theystartedskiingat3o’clock.Theyarestill skiing.They_____________since3o’clock. 4Thefirsttennisgamewasinthe15thcentury. Peoplestillplaytennis.People_____________ sincethe15thcentury. 5IstartedplayingtennisinJuly.I’mstilllearning now.I_____________sinceJuly. 6Westartedwatchingthematchanhourago. We’restillwatchingnow.We_____________ foranhour.

Present perfect continuousWe’ve been playing for ten years.How long have you been skiing?

Find more examples of this structure in the interviews. Underline them.

GRAMMAR

have been playingball

______ ______

pitch ______ ______

2005 ______ ______

6 years ______ ______

When did you start playing/watching? How long?LocationEquipment

Vocabulary: Sporting locations5 Match the words in the boxes to make compound nouns, then listen and check.

racing car football basketball golf boxing ice-skating sports ski

ring rink stadium slope circuit court course pitch

GF

CBA

ED

J

H

I

1 surfboard2 racket3 whistle4 basket

5 skis 6 net 7 rugbyball 8 boxinggloves 9 golfball10 golfclub

1.03

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T

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1

1 Listen and read. Who is an idiot? Why?

Anna Ithasn’tbeenaverygoodgame… Robyn Nobody’sscored… Anna WhyaretheypassingtheballtoRobinsonall

thetime? Antonio Sohecanscore.He’sUnited’sbestplayer. Michael Well,he’sbeenhavingabadgame.Look,now

he’slosttheball. Antonio …andhewasoffside… Anna I’veneverunderstoodtheoffsiderule. Michael Yeah,I’vebeentryingtounderstanditfor

years…I’lltellyou…it’swhen… Robyn …aplayergetstheballintheotherteam’shalf

ofthepitch,hemusthaveaplayerfromtheoppositeteambetweenhimandthegoal.

Michael Wow,I’mimpressed!Howdoyouknowthat? Robyn I’vebeenreadingtherulessoIcanunderstand

thegame… Michael Really? Robyn No,Ijustgoogled‘offside…’ Anna Butwhat’sthepoint? Antonio It’stomakeitmoredifficulttoscore…a

corner…no,it’sout… Michael Look,Paulino’sgoingtotakethethrow-in… Antonio Robinson’sgottheball;he’sbeentryingto

scoreforthelasttwentyminutes… Michael It’safoul;he’scommittedafoul…oh,no,

apenalty…he’sgivenawayapenalty! Antonio Thatwasn’tapenalty…thereferee’sanidiot… Michael Oh,no,thereferee’ssendinghimoff…Ithink

we’velostthismatch. Anna Whydon’ttheyusevideotocheckthereferee’s

decisions?

He’sgivenawayapenalty!2 Read the statements and write T (true) or F (false), then correct the false statements.

1 Unitedarelosing. ___ 2Robinsonisagoodplayer. ___ 3Michaeldoesn’tunderstandthe ___ offsiderule. 4Robynhasreadabookabout ___ football. 5Robinsonwinsapenalty. ___ 6Robinsoncommitsafoul. ___

3 Put these words in the correct order to make questions. Then ask and answer in pairs.

1United/how/many/goals/have/ scored? 2best/player/who/is/United’s? 3game/been/who/has/having/a/ bad? 4offsiderule/why/Robyn/learn/the/ did? 5who/been/to/score/has/trying? 6the/referee/who/did/send/off?

Describe a sporting event you have been to. What was the sport? Was it a good game/event? Who was the best/worst player? What was the result? If you’ve never been to a game or you don’t like sport, explain why.

FLASH FORWARD

1.05

11

1

7 Give reasons in answer to these questions.

1 WhyaretheypassingtheballtoRobinsonallthetime?

So he can score. 2Whydotheyhavetheoffsideruleinfootball? 3WhydidRobyngoogle‘offside’? 4WhydidPaulinotakethethrow-in? 5Whyshouldtheyusevideoinfootballmatches?

Purpose and reason‘Why are they passing the ball to Robinson all the time?’ ‘So he can score.’

It’s to make it more difficult to score…

Find more examples of these structures in the dialogue. Underline them.

GRAMMAR

Say it!8 Find out what your partner has been doing recently and why. Ask about sport, free time, study, school, English, shopping...

A What have you been studying recently? B I’ve been studying English. A Why? B To prepare for my exams next month.

9 Think of why people do these things. Ask and answer questions giving as many reasons as you can. Then swap roles.

5 Think of a sports person you admire. Why do you like him/her? Choose some reasons from the list below and then add your own reasons.

1He/Sheisthebestplayerintheteam/intheir sport. 2He/Shedoesthingsnobodyelsecando. 3He/Sheisgood-looking. 4He/Sheispoliteandgeneroustootherplayers. 5He/Sheiscompetitiveandlikestowin. 6He/Sheplaysaccordingtotherules. 7He/Shecaresaboutsocialproblems. 8He/Sheisgoodtotheirfriendsandfamily.

6 Match the words below to make football phrases, then listen and check.

1 take a agoal 2lose b afoul 3make c theball 4score d thepost/bar 5hit e acorner 6commit f thematch 7pass g atackle

A Why do people play football? B They play football to score goals. A Why? B To win the match. A Why… ?

Write it!10Find as much information as you can about your favourite sportsperson and write a short biography.

Expressing purpose I’m studying hard to pass the driving test.In order to take part in the national race, you’ve got to win several local tournaments.‘Why are you in a hurry?’‘So we can see the movie!’

FUNCTIONS

score, pass, lose,____________________________________

game, player, ball,____________________________________

Verbs Nouns

1

go to school go out with friends have cars sleep play football read books shake hands

use mobile phones play video gamesget married learn English go on a diet

1.06

Vocabulary: Football phrases 4 How many words and phrases that have to do

with sport can you find in the dialogue? Add them to the table below.

My favourite sportsperson is Michael Phelps; he is the most decorated Olympian of all time, with 22 medals. He is the world recordholder in the 100-meter butterfly, 200-meter butterfly and 400-meter individual medley as well as the world recordholder in the 200-meter freestyle and 200-meter individual medley.

T

T

Michael was born in 1985 near Baltimore, in Maryland…

4 Listen and repeat.

5 Listen and write these words in the correct column.

12

Streetfootball

1 Do you agree or disagree with these statements? Give reasons why/why not.

1 Wecanusefootballtochangetheworld. 2Footballisabeautifulgame. 3Kidscanplayfootballandlearnotherthings. 4Footballcanhelpuslearnforeignlanguages. 5Footballhelpsusunderstandpeoplefrom othercountries. 6Girlscanplayfootball.

Listening 2 Michael is interviewing someone from the organisation ‘streetfootballworld’. Listen and tick the points in exercise 1 that the speaker mentions.

3 Listen again and choose the correct answer.

1Howmanymemberorganisationsareinthe ‘streetfootballworld’network?About: a18 b80 c180

2Whydoes‘streetfootballworld’exist? aTohelpchildrenplaybetterfootball. bTochangetherulesoffootball. cTochangetheworldthroughfootball.

3 Whenwas‘streetfootballworld’founded? a2002 b2006 c2010

4 Howmanyteamstookpartinthefestivalin Germany? a4 b20 c24

5 ThekidsatthefestivalinGermanywere... athebestfootballplayers. binterestedinsocialproblems. cgoodstudents.

Listen’n’speak1

think final teeth feet festivalthief thing finger

fin thin fought thoughtmouth fill theft thick south

throw athlete

Our vision of the future:to use football to change the world!

7 Make this dialogue more natural by adding so in two places.

AItwasagreatgametoday. BDoyouthinkwe’regoingtowinthecup? AWemaydo.Itdepends. BWell,doyoufancygoingoutforcoffee? AYeah,let’sgotothatnewplaceintown. BOK,it’snotveryexpensive.Friendswentand theyreallylikedit. AAreyouready?

8 Listen and compare your answers with the speakers. Then practise the dialogue in pairs.

6 Now listen, check your answers and repeat the words.

Spoken English: so

Thewordsohelpstomakeconversationflow.Weuseso: toconnectsentences:

I wanted to play football so we went to the park. tostartanewtopic:

AThat was a nice meal. BSo, where do you want to go tomorrow? tosummarise:

So,you like pop music? toaskforconfirmation:

So, kids play football and learn other things at the same time?

1.07

1.07

1.08

1.09

1.11

1.10

thin, ________________________________________________________________________

fin, _________________________________________________________________________

\T\ \f\

Pronunciation: \T\ vs \f\

P

13

13

3 Choose the correct word or phrase.

1 I’vestartedlearningSpanishbecause/so that I’mgoingtoSpainformyholidays. 2I’mhavingtennislessonsso/in order toIcan improvemygame. 3Igoforawalkintheparkto/sokeepfit. 4Shetookupasportin order to/so thatmake newfriends. 5 Somepeopleonlygotofootballmatchesto/ somaketrouble.

4 Read the interview with Tony, a world skateboarding champion, and fill in the gaps with one word.

5 Now listen and check your answers.

1Flash on GrammarPresent perfect continuous

We use the Present perfect continuous (have/has + been + ing form) to describe: actions which started in the past and which

continue to the moment of speaking It’s been raining since this morning.

the result of an action or event It’s been raining, look at the road!

an action which has just stopped It’s been raining but it has stopped.

how long something has lasted It’s been raining for hours.

WB p. 4 WB p. 5

1 Put the verbs in brackets in the Present perfect continuous.

1I_________(learn)Englishforfiveyears. 2We_________(wait)outsidethecinemafor tenminutes. 3Robyn_________(not/goout)withMichaelfor verylong. 4Have_________(wait)long?Sorry! 5Youareverydirty–what_________(do)? 6Howlong_________(sit)inthatchair? 7They_________(surf)ontheNetallday! 8I_________(not/feel)verywell.IthinkI’vegot acold.

2 Complete these sentences with the Present perfect simple or the Present perfect continuous of the verbs in brackets.

1Ihave__________50textmessagestoday. I________________themallday.(send/write) 2I_________myexams!I’mgoingonholiday! (finish) 3We_________towinthecupforyearsand nowwe_________it!(try/win) 4People_________footballsince1848.(play) 5 TheEnglishfootballassociation_________ since1863.(exist) 6 Brazil_________theWorldCupfivetimes.(win) 7 They_________fornearly90minutesand they_________asinglegoal.(play/notscore) 8 Wecan’tplayfootball.It_________allday. (snow)

sent have been writing

We use the infinitive with to/in order to/so (that) to express reason or purpose. In order to is more formal. We went to the stadium to see/in order to see our team play.

We use the infinitive with to/in order to before a verb. Why do they train all the time?

To keep fit./In order to keep fit. We use so that before a clause (a subject and

a verb). They train all the time so (that) they can keep fit.

A Tony, when did you get your first skateboard?B I was 4 years old.A So you’ve (1)_______ skateboarding for 16 years!B Yeah, my mum and dad bought me the skateboard (2) _______ get me out of the house. A And did it work?B Well, they did it (3) _______ order to keep me quiet but I (4) _______ been skateboarding ever since.A How (5) _______ have you been skateboarding professionally?B Since I was 14 years old. A And you’ve been (6) _______ part in competitions all that time?B Yes, but I’ve been (7) _______ more time at home in the last few months…A Why, so (8) _______ you can get on with school?B No, not really, you see, I want to stay home (9) _______ spend more time on the business.A The business?B Yeah, you see, I’ve (10) _______ running my own skateboarding company, with my mum and dad.

1.12

FLASHPOINT

I’ve read the sports paper. (the focus is on the completion of the action)I’ve been reading the sports paper for 2 hours and I’ve just finished it. (the focus is on how long the action has been continuing for, even if it is now completed)

Purpose and reason

14

Flash on Skills1TheOlympicGames

Reading2 Now read the text to check your answers.

Before you read1 What do you know about the Olympics? Do this quiz to find out.

1 TheOlympicringsstandfor...

a thefivesenses. b thefivecontinents. 2Howlongisthemarathonrace?

a 24km. b 42km. 3ThefirstmodernOlympicswerein...

a 1896. b 1921. 4WomenhavetakenpartintheGamessince...

a 1896. b 1900. 5TherewerenoGamesin...

a 1920. b 1944.

6 TheRussianshavebeentakingpartintheGamessince...

a 1908. b 1952. 7Whichcountryhasneverwonamedal?

a Italy. b ElSalvador. 8Whichcountryhaswonthemostmedals?

a USA. b China. 9TheUKhashostedtheSummerOlympics...

a once. b threetimes.10 HowmanymedalshastheUKwonsofarattheSummer

Olympics?

a 628. b 780.

The Olympic FlagThe five rings of the Olympic flag symbolise the five continents.

Real Gold MedalsThe Olympic ‘gold’ medals haven’t been real gold since 1912.

The First MarathonIn 490 BC, a Greek soldier ran from Marathon to Athens to inform the Athenians that the war with Persia was over. ‘We’ve won’ he said, and fell down and died. The first modern marathon, in 1896, at the first modern Olympic Games, was approximately the same length as the first marathon (42.195 kilometres).

WomenWomen did not take part in the first modern Olympics in 1896. They have been participating in the Olympics since the second Games in 1900.

Cancelled GamesBecause of World War I and World War II, there were no Olympic Games in 1916, 1940 and 1944.

Russia Not PresentOnly a few Russian athletes took part in the 1908 and 1912 Olympics. Russia has been competing regularly since the 1952 Games.

Worst recordsSaudi Arabia has never won a gold Olympic medal. They have been competing since 1972.El Salvador has also never won an Olympic medal.

Best recordsThe USA has won more medals (2,189) at the Summer Games than any other country. They have taken part in all of the Games except in 1980.

UK at the OlympicsThe UK is one of only three nations (France and Switzerland are the others) to have competed at every Summer and Winter Olympic Games. London was the first and only city to host the Olympics on three occasions (in 1908, 1948 and 2012). Athletes representing the UK have won 780 medals at the Summer Olympic Games, and another 22 at the Winter Olympic Games. The UK is the only team to have won at least one gold medal at every Summer Games.

15

1Culture3 Read the text again and answer these questions.

1 Whoranthefirstmarathonandwhy? 2WhyweretherenoOlympicsin1940and1944? 3HowlonghasSaudiArabiabeentakingpartin theGames? 4WhichGamesdidtheUSAmiss? 5 WhendidtheUKhosttheOlympicGames?

6 Use the Internet to find out interesting facts about an international sports event e.g. the Winter Olympics, the Football World Cup... Read and find out the following about the event.

TheFlag Medals TheFirstCompetition Importantpeopleconnectedwiththesport Womeninthesport Worst/Bestrecords Howithaschangedovertheyears Yourcountryinthecompetition

Writing7 Write a text (about 130 words) for a website summing up the information collected from the Internet: use the text and headings above as a model. Then swap your texts with other students. Read each other’s work and learn from each other.

STUDY SKILLS Extensive readingExtensive reading is when you read a lot of text quickly to get the main idea about a topic you like and are interested in.The Internet, like books, can be a very useful source of reading material. You can read a lot of material, you can choose what to read and you don’t have to stop and explain the text, just keep reading.

Tips! Don’t stop, keep reading when you don’t

understand a word. Don’t choose very difficult texts. Choose ‘easy’

texts so you can read quickly. If you do want to check a word, use an online

dictionary. Use the Internet to find texts you like. When you stop reading, make a few brief notes

about what you have read. Try not to take notes while you are reading: keep going.

Listening4 You will hear someone talking about ‘International Inspiration’. Choose the correct answer.

1 ‘InternationalInspiration’aimsto...

a improvethelivesofchildrenandyoung peoplearoundtheworld. b improvethelivesofchildrenandyoung peopleintheUK. c makechildrenandyoungpeoplemore awareoftheGames.

2‘InternationalInspiration’worksin...

a thedevelopedworld. b thedevelopingworld. c thewholeworld.

3‘InternationalInspiration’wantschildrento...

a takepartintheGames. b domoresport. c workharderatschool.

4Inhowmanycountriesis‘International Inspiration’alreadyworking?

a12. b10. c8.

5Whichofthesecountriesisnotmentioned?

aIndia. bParaguay. cJordan.

6Howmanyschoolswilltheorganisationlinkby 2012?

a200. b100. c300.

7Whoaretheambassadorsfor‘International Inspiration’?

a Topsportsstars. b Topfilmstars. c Famousathletes.

P

Speaking 5 Work in pairs. Imagine you are an ambassador for International Inspiration. Make a speech to collect money for the organisation: say why it is a good thing, why you need the money, etc.

1.13

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16

Which of the above facts are a) surprising and b) worrying?Write some notes about the things you feel grateful for in your life.

FLASH FORWARD

A Better World2 Theworldwelivein 1 Match the photos to the problems.

1 hunger2 naturaldisasters3 pollution4 homelessness

3 Read the text again and put these words in the gaps. Then listen again and check your answers.

2 Listen and read the text. Which of the problems in exercise 1 are mentioned?

If the world were a village…

So, if you have a house, food and clothes, you are luckier than 75% of the world’s population.So, be grateful for your good luck and do your best to make the world a better place for others.

cities South own Internet illiterate men

The last century was a century of war, disease, natural disasters, poverty and pollution. What can we do to make this century better? Would you manage if you had fewer possessions? Would you be happy if you didn’t have a roof over your head? Let’s think about our global village. Today, if the earth were a village with only 100 people in it, the village would look something like this:

60 people in the village would be Asians.12 people would be Europeans.9 would be from (1) _____________ America.5 people would be from North America.13 people would be Africans.1 person would be from Oceania (Australia and the Pacific Islands).50 people would be women.50 people would be (2) _____________ .33 people would be Christian.67 people would be non-Christian.41 people would live in towns and (3) _____________ .9 people would be disabled.

43 people would not have a health system to protect them from disease.18 people would not drink clean water.6 people would (4) _____________ 59% of the wealth of the village.33 people would suffer from malnutrition.16 people would not be able to read: they would be (5) _____________ .88 people wouldn’t have a computer.92 people wouldn’t have an (6) _____________ connection.48 people would live on two US dollars a day.

A B C

D

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2

So, if you have a house, food and clothes, you are luckier than 75% of the world’s population.So, be grateful for your good luck and do your best to make the world a better place for others.

Vocabulary: Global problems 5 Put the words into the correct category in the table below.

6 Listen and check.

Say it! 7 Which of the problems above are the most serious in your country? Why?

8 How could we solve the problems above? In pairs, make suggestions using the ideas below and your own ideas.

If we built more schools, there would be less illiteracy.

Write it! 9 T Now collect your ideas and write an article of about 130 words on global problems and their solutions.

Second conditional If the earth were a village, I person would be from Oceania. Would you manage if you had fewer possessions?Would you be happy if you didn’t have a roof over your head?

Find more examples of the second conditional in the text. Underline them.

GRAMMAR

FLASHPOINT

In written English we use were in all persons in the if clause. If I were you…/If she were here…

In spoken English we often say:If I was…/If she was...

knew d tell

build new hospitals make electric cars cheaper create jobs have more police officers have more doctors have stricter laws

punish drug traffickers

disease bullying loneliness terrorismdrugs human rights climate change

illiteracy robbery racism unemployment

climate change Environment

Education

Socialproblems

Health

Politicalproblems

Crime

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17

4 Complete the sentences with the correct form of the verbs in brackets. You can use contractions such as I’d (I would).

1 IfI______(know)theanswer,I’_____you(tell). 2Iwouldspendmoremoneyoneducationif I______(be)PrimeMinister. 3Iftheworldwereavillage,50people______ (be)men. 4IfI______(have)thepower,I______(stop) pollution. 5IfI______(have)acomputer,I______(surf) theInternet. 6Iffastfood______(not/be)cheap,people ______(not/eat)it. 7What______you______(do)ifyou______ (have)amillioneuros? 8______we______(have)fewerwarsifwomen ______(have)morepower? 9He_____(play)basketballifhe_____(be)taller.10 She______(not/live)inBrazilifshe______ (marry)anAmerican.

18

1 Read and listen to the texts.

IfIruledtheworld

2 Complete these sentences with information from the text. Use a word or phrase.

1 Antonio:Thereshouldbefewer________ontheplanet. 2Antonio:Wedon’thaveenough________foreverybody. 3Anna:Iwouldbuildmore________andschools. 4 Anna:Therewouldnotbeany________onthe streets. 5 Michael:________shouldnotbetooexpensiveforpoor people. 6 Michael:Thepoorshouldpayless________thantherich.

Continue Michael’s joke and make up a crazy manifesto; you can use these topics and your own ideas.

If I ruled the world, there would be no homework… pizza would be free…

FLASH FORWARD

school pizza footballholidays homework

2

‘If I ruled the world, rich countries

would help poor countries. Today,

millions of people make less than a

dollar a day. That’s not enough to

live on. They are too poor to buy

food and clothes for their children.

I would also reduce the birth-rate.

We have too many people to

feed. Families should have one

or two children. Finally, unemployment: I would

create new jobs, especially for young people;

there are not enough jobs for school leavers.’

‘If I ruled the world, I would

build more hospitals. The rich

would pay more tax and there

would be a better health system

for all. People shouldn’t die

because they can’t afford to go

to hospital. Medicines now are too

expensive for a lot of people, I’d make them free

for the very poor. Oh, yes, and there would be a

lot of free concerts with our favourite singers and

bands. Life would be one big party… just joking.’

‘We don’t do enough to help students.I’d give more money to schools and I would change the education system. It’s too old-fashioned. I would get older kids to help the younger ones, so children would learn from each other. If I ruled the world, everyone would have a good home to live in. There wouldn’t be any slums and there wouldn’t be any beggars on the streets…’

Robyn is writing an article for Teenscene called ‘If I ruled the world’. She is interviewing her friends.

1.16

2

3 Make complete sentences using too or enough.

1I/young/drive/car I am too young to drive a car. 2Iwas/tired/getup 3Chinese/difficult/learn 4Ididn’t/have/time/dotheshopping 5Ourteam/notgood/beat/ManchesterUnited 6You/not/talented/beastar

Vocabulary: Word building4 Find these words in the texts in this unit. Then complete the table below with words deriving from them.

5 Listen and check your answers.

6 Match words from the chart with these phrases.

1Therearetoomanychemicalsinthe foodweeatandintheatmosphere. ________ 2Therearen’tenoughjobsforpeople.________ 3Thereisnowar–howwonderful! ________ 4Wedon’tbuildenoughhomesfor everyone. ________ 5Whenpeoplearenotill. ________ 6Thethingschoolsgiveus. ________ 7Ideasandactivitiesrelatingto gainingandusingpowerina country. ________ 8Partsthatworktogetherasawhole foraparticularpurpose. ________

too/enoughMedicines now are too expensive for a lot of people...They are too poor to buy food and clothes for their children.There are not enough jobs for school leavers.That’s not enough to live on.

Find more examples of these structures in the texts. Underline them.

GRAMMAR

natural pollution peaceful health politics influence unemployment homeless

create education system

FLASHPOINT

We say:enough money (enough + noun)hot enough (adjective + enough)

Noun Verb Adjective

naturepollution

________________________________________________________________________________________________________

– pollute

________________________________________________________________________________________________________

naturalpolluted

________________________________________________________________________________________________________

Say it! 7 Work in pairs. Ask and answer questions.

A What would you do about poverty? B If I had the power, I would create jobs. What

about you? A I’d take money from the rich and give it to the

poor. B What would you do about the homeless? A If I could, I would build more houses. And

you?

Write it! 8 Write about five problems and your solutions.

Expressing ideas If I ruled the world, I’d…If I had the power, I would…If I could, I’d…I think we should (all)…

FUNCTIONS

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19

Problem:There are too many cars on the roads.There aren’t enough trees or parks in our cities.

Solution:I would ban cars from the city centre.I would plant more trees/build more parks.

T

20

Listen’n’speak2

20

Wearetheworld 1 Discuss: What do people protest about nowadays? How do they protest? Does protesting making a difference? Discuss these examples.

1 Aviolentanti-warprotest 2 Arockconcertforthepoor 3 Apetitionagainstpoverty 4 Aprotestagainstfoodprices

2 You will hear part of an interview with Polo, a member of a rock band. How can teenagers help to end poverty?

3 Listen again and choose the correct answer.

1 WhydidPolodecidetobecomeasinger? aBecausehehadagoodvoice. bBecausehisfamilywaspoor. cBecausehewantedtobefamous.

2IfPolobecameapoliticianhewould... amakemoremoney. bfightforjustice. cbemorefamous.

3IfPolowerePrimeMinister,he’d... asellthepoormorethings. bvisitpoorcountries. cspendmoremoneyonpoorcountries.

4Whyareconcertsuseful? aAlotofpeoplegotothem. bTheymakealotofmoney. cTheyareaboutlove.

5 AccordingtoPolo,whatdopoliticiansworry about? a Losingpower. b Fightingpoverty. c TheInternet.

6 WhatdokidsinCanadadotofightpoverty? a Theysendfoodtothepoor. b Theyeatlessfood. c Theysignpetitions.

4 Listen and repeat.

1IfIgaveupsinging,I’dbeapolitician.

2 Ifwegotamillionsignatures,thatwould

be great. 3 Ifyouweren’tinarock band,whatwouldyou

liketobe?

5 Add arrows (up and down) to these sentences. Then listen and check.

1IfyouwerePrimeMinister,whatwouldyoudo? 2Ifwespentlessonweapons,there’dbemore moneyforpoorcountries. 3Ifyoudidn’teatfor30hours,youwouldknow whatitfeelsliketobehungry! 4Ifpeopleknewwhatitwasliketobepoor,they wouldhelp.

Pronunciation Second conditional - stress and intonation OntheIfclausethevoicegoesup,onthesecond clauseitgoesdown.

6 Add the above phrases to make this dialogue sound more natural. Then practise in pairs.

A Therearesomanyproblemsintheworld. There’spoverty. B Butwhatcanwedotohelp?Wecan’tdo anything. A Yes,wecan.Wecancreatemorejobs. B Buttherearemillionsunemployed.There’s nothingwecando. A Yes,thereis!Ifwebuiltmoreroads,there wouldbemorejobs.

Spoken EnglishGiving examples InwrittenandspokenEnglish,wesayfor exampleorfor instance,butwecanalsouse: for a start, for one thing, let’s take...

Let’s take petitions...For one thing, concerts are a good way to reach a lot of people.

Whenwegivemoreexampleswecansayanother thing.

P

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1.18

1.19

1.20

21

21

1 Complete the sentences with the correct form of the verbs.

1 IfI___________(have)moretime,I ___________(do)voluntarywork. 2Ifwe___________(be)sotired,we ___________(go)jogging. 3You___________(lose)yourkeysifyou ___________(put)theminasafeplace. 4IfI___________(find)awallet,I___________ (take)ittothepolicestation. 5I___________(invite)youtothetheatreifyou ___________(like)it. 6We___________(go)swimmingifthere ___________(be)aswimmingpoolinthe neighbourhood.

3 Use the prompts in the box and make sentences about yourself.

If I had a lot of talent, I’d…

4 Complete the gaps with too or enough.

1Ididn’tfinishmyhomeworkbecauseIdidn’t have___________timetodoit. 2Theweatherisn’twarm___________fora picnic. 3Ididn’tfinishthetestbecausethequestions were___________difficulttoanswer. 4Doyouhave___________moneytobuyanew laptop? 5AnewCDplayeris___________expensiveso I’lljustusemyoldone. 6 He’s___________shorttoplaybasketball. 7 Shedoesn’ttake___________exercise;she’s notveryfit.

5 Complete the dialogue with one or two words in each space.

SamHowwouldyouchangeyourlifeifyou (1)___________16again? Jo IfIwere16again,I(2)___________doa lotofcrazythings. SamWhat(3)___________youdo? Jo Firstofall,I(4)___________travelaround theworld. SamWhichcountrieswouldyouvisit? Jo IfI(5)___________thetimeandmoneyI’d gotoZanzibar. SamWhydon’tyou?You’renot(6)___________ oldtotravel. Jo Yes,I’mstillyoung(7)___________totravel butit’s(8)___________expensive. SamWhatotherthingswouldyoudo (9)___________youwereateenageragain? Jo I(10)___________fallinlove,againand again. SamAndiflove(11)___________yourheart? Jo Yes,lovecanbreakyourheart.ButI (12)__________notcomplain.Lifeistoo short.

2Flash on GrammarSecond conditional

We use if with the Past simple and would/might/could + infinitive in the main clause:

to talk about unreal situations and hypotheses If I won the lottery, I’d travel around the world. If we saved enough money, we could buy a car.

for giving advice and making suggestions If I were you, I’d talk to your teacher about that.

to talk about situations that do not exist If everyone had clean water, fewer people would die.

too/enough

too + adjective + for + nountoo + adjective + to infinitive(not) + adjective + enough (+ to infinitive)enough + noun (+ to infinitive)

enough

A B C

If it weren’t too cold to live in England,School would be more funYou’ll be late for schoolIf you leave me,

I’d go bungee jumpingIf I were more musical,If you kick that ball inside the house,

1

2

3

4

5

6

7

I’ll be very unhappy.

if it wasn’t so dangerous.I’d buy a house there.if you don’t get up now.you’ll break a window.if we had fewer lessons.I’d play the piano.

And if we did more sports.It’s already eight o’clock.But I can’t even sing!It frightens me.

Promise you’ll love me forever!But I’m happy in Spain.Why don’t you play outside?

2 Match the two halves of the sentences. Be careful! Some are first conditional and some are second conditional. Then add a comment from column C.

1If it weren’t too cold to live in England, I’d buy a house there. But I’m happy in Spain.

have a lot of talent have a plane have a lot of free time have the power live on your own be rich be a genius

WB p. 12WB p. 13

22

Flash on Skills2WhatwastheGreatDepression?

Listening2 Listen to three Americans talking about the Depression. Match each speaker with the correct photo.

Speaker1___Speaker2___Speaker3___

Reading3 Read the text. Which photos would you choose to go with the text? Why?

Before you listen1 Look at the photos from the Great Depression. What problems did people face in those days? Match the captions with the pictures.

In the 1930s, the Great Depression started in the US and then spread to many other countries. For many people, the Depression began on October 24, 1929, Black Thursday, the day the New York stock market crashed. Thousands of investors lost large sums of money and many lost everything. Banks, shops, and factories closed and left millions of people poor, jobless and homeless.

During this time, a lot of people lived in poverty. They did not have enough money to buy food and clothes. In the worst year of the Great Depression, 1933, in most western countries, one in four workers was unemployed. There were not enough government programmes to help the poor. Moreover, most women did not work, so if the husband lost his job, the family did not have enough money to live on.

It was too difficult to find work locally, so many unemployed people started ‘walking the road’, they

travelled from place to place to find work in other towns. They were too poor to have a car or buy train tickets so most people hitchhiked or got free lifts on trains. Many of these ‘rail riders’ were teenagers, but there were also older men, women, and their families travelling like this.

When Franklin D. Roosevelt became President in 1932, his ‘new deal’ spent more money to create jobs. Some European countries, too, tried to create new jobs by public works such as building roads, bridges and improving the railways.

But all this was not enough to end the Great Depression. Unfortunately, the Great Depression only ended with World War II (1939-1945). People at last found jobs because governments built weapons, ships and aeroplanes to fight the war; they grew food so people would have enough to eat – to fight the war.

The Great Depression

1.21

B

C

A

1 A poor man and his young children

2 A man in search of work

3 Foodline

4 Farming

23

2CLIL

4Read the text again and write T (true) or F (false).

1 TheGreatDepressionstartedintheUnitedStates. ___

2Millionsofpeoplewerepoor. ___ 3Mostworkershadajob. ___ 4Mostwomenwentouttowork. ___ 5Peoplewenttoliveinothertowns. ___ 6Teenagerswenttoliveinthecountryside. ___ 7ThePresidentoftheUSAin1932was JohnKennedy. ___ 8Europeancountriesdidnothavea depressioninthe1930s. ___ 9Thedepressionendedbeforethe SecondWorldWar. ___10TheSecondWorldWarbeganin1939. ___

5 Translate the words in bold in the text into your own language.

Speaking6 A friend has asked you ‘What was the Great Depression?’ Give them a simple explanation, using the information in the text. First, take notes from the text. Use the following questions to help you.

WhendidtheGreatDepressionstart? Howdiditbegin? Howdidpeople’sliveschange? Whatweresomeoftheproblemstheyfaced? Howdidtheytrytosolvetheproblems? Whatdidgovernmentsdo? HowdidtheGreatDepressionend?

Writing7 You want to be elected president. Prepare your manifesto as a leaflet to give to other pupils. Add problems and solutions to this chart.

8 Sum up the information in the manifesto and write about your plans as a president.

If I had the power, I’d build more schools and better schools!

STUDY SKILLS Tips for speaking Don’t worry about making mistakes – mistakes

show you are learning something new. Good speakers are good listeners – listen to other

people and respond to them. It’s OK to pause and think about what you’re

going to say next: er…erm... is fine, but don’t overdo it! Use expressions to help you gain time while you

are thinking: I mean, you know what I mean, you see, it’s sort of. Speak English in class. Read a lot of different genres: magazines,

newspapers, comics... Learn useful expressions: for instance, for one

thing, let’s take, well, first of all, let me think…

A BETTERWORLD

PROBLEMNOT ENOUGH SCHOOLSTOO MUCH POLLUTIONNOT ENOUGH HOMESTOO MUCH POVERTYTOO MUCH CRIME____________________________________________________________________________________

SOLUTIONBUILD MORE SCHOOLSBAN TRAFFIC; USE BICYCLES_____________________________________________________________________________________________

P

D

Flashback12

24

GRAMMAR Present perfect continuous 1 Complete the sentences with the Present perfect or Present perfect continuous of the verbs in brackets.

0 I_____________Frenchyet.(not/learn) 1I________toFrance.(never/be) 2I________emailsallday.(write) 3She________inlovewithanotherguy.(fall) 4I________mywallet.Ican’tfindit.(lose) 5I’mtired.I________allmorning.Istillhaven’t finished.(work) 6Theroadsarewet.It________!(rain) 7You________TVsincethismorning.That’s enough!(watch) 8TheUS________since1776.(exist) 9I________Englishforfiveyears.(learn)

Purpose and reason2 Choose the correct word or phrase.

0 WewenttoTokyosothat/tovisitfriends. 1I’mlearningEnglishbecause/soIwanttostudy inLondon. 2IreadbooksinEnglishso/toimprovemy readingskills. 3I’vestoppedeatingbreadin order to/because loseweight. 4Shestudieshardsothat/in ordertoshecan getagoodmark. 5Theywenttobedearlyin order to/because theyweretired.

3 Match the actions and the reasons.

0 I’vestartedgoingtothegym,… 1 I’vechangedmyhair,… 2 I’vebeengoingtobedlate,… 3 I’vebeenhavingpianolessons,… 4 I’vebeengoingskiingeveryweek,… 5 I’vebeensavingallmypocketmoney,…

asoIcanbuymyfriendapresent. bsothatIcankeepfit. csoIcanlookdifferent. dbecauseI’vebeengoingtoalotofparties. einordertolearntoplaybetter. f becausewe’vehadalotofsnow.

Second conditional4 Complete the following sentences with the verbs in brackets. Use the second conditional.

0 Ifyou______enoughmoney,I______you some.(have/not/lend) 1IfI_______taller,I_______basketball.(be/ play) 2I_______andseeadoctorifI_______you. (go/be) 3I_______abetterguitaristifI_______more. (be/practise) 4They_______moremoneyifthey_______it. (have/not/waste) 5IfI_______inthecountry,I_______bored. (live/get) 6She_______toCanadaifshe_______ajob. (move/not/have) 7You_______morefriendsifyou_______out more.(make/go)

5 Complete the sentences with the verbs below. Use the first or second conditional.

0 We_______forthewindowifwebrokeit. 1You_______anaccidentifyou’renotcareful. 2Ifwegetanewcar,we_______toLosAngeles. 3Ifwe_______abiggerhouse,I’dhavearoom ofmyown. 4Ifwe_______ourhomework,we’llgoout. 5You’dhavemorefreetimeifyou_______a teacher. 6I_______myuncleandauntifIgoto Australia. 7 IfLucy_______amillionpounds,she’dgive somemoneytocharity.

too/enough6 Complete the gaps with too or enough.

0 Yourhairis_______long.Getahaircut. 1Thiscoffeeis_______hottodrink. 2Idon’thave_______moneytobuyanMP3. 3Chineseis_______difficultforme. 4Youdon’teat_______food. 5They’re_______shorttobeintheteam. 6Youdon’tread_______booksinEnglish.

9

5

5

14

7

6

hadn’t ’d lend

’d pay

too

haven’t learnt

b

__

pay visit be have (x2) win drive finish

Flashback 12

25

passed

It was awful – I hated it

disease

Round up!7 Complete these dialogues with one or two words.

0 A Whathaveyou_______doinginyourEnglish class? B We__________doingthePresentperfect. 1A _______youbeenlearningEnglishlong? B I_______learningEnglishforfiveyears. 2A _______haveyoubeenlivinghere? B I’vebeen_______hereallmylife. 3A Youlooktired._______beengoingtobedlate? B No,I’ve_______workingallnight. 4A _______haveyouandPaulbeengoingout? B We’vebeengoingout_______twoweeks. 5A Howlonghave_______feelingill? B I_______badlastnight.

8 Find the extra word.

0 I’vebeenhavelivingheresinceIwasachild. 1 They’repassingtheballtoMessisotohe canscore. 2I’vebeenhavelearningEnglishforyears. 3Ilearnttodriveinordertothathavemore freedom. 4Shecrashedthecarbecauseofshewascareless. 5They’vebeenbetryingtochangetherulesof football. 6Igaveyouthemoneytosobuyapullover. 7It’senoughtoohotinhere. 8Wedon’thavetooenoughtimetowalkto school.

VOCABULARYSport9 Choose the correct word: a, b or c.

0 He_______theballtoJones. awon bpassed ctook 1Howmanygoalsdidyou_______? ascore bpass close 2Hewasthebest_______intheteam. aplay bgame cplayer 3It’sagainstthe_______topickuptheball. agame bfoul crules 4 Ronaldoisgoingto_______thecorner. amake btake cscore 5 He_______alotoffouls. acommitted blost cdid 6 We_______thematchbecausetheywerebetter. afouled bwasted clost

been

have been

10

8

6

10Write E (equipment), L (location), or S (sport).

0 whistle ___ 1surfing ___ 2surfboard ___ 3pitch ___ 4motorracing ___ 5skiing ___ 6skis ___ 7slope ___

Global problems11 Complete these words for problems using the clues in brackets.

0 _______(illnesses,badhealth) 1naturald_______s(likefloods,fires,earthquakes) 2p_______n(dirtyairandwater) 3home_______s(nohome) 4po_______y(nomoney) 5un_______ment(nowork) 6h_______r(nofood) 7l_______ness(nofriends) 8il_______y(can’treadorwrite) 9climatec_______e(weatherchanging)

FUNCTIONSExpressing ideas12 Put the words in the correct order.

A Howwastheconcert? B (0)_____________________.(awful/It/was– it/I/hated) A Why? B Well,(1)_________________.(too/the/loud/ music/was) A Tooloud? B Yeah,(2)_________________.(the/was/ terrible/sound) A Buttheyareagoodband! B Well,inmyopinion(3)_________________. (enough/they/good/weren’t) A Whatwasthesingerlike? B Icouldn’thearhim.(4)_________________. (his/voice/loud/was/too) A Perhapsthe(5)_________________! (microphone/mouth/close/was/his/to/too) B Howlongwastheconcert? A (6)_________________.(and/long/it/boring/ was/too)

9

15

6

100Total:

E 8waterpolo ___ 9court ___ 10iceskating ___ 11course ___ 12gloves ___ 13stadium ___ 14circuit ___ 15ring ___

26

1 Which adjectives could you use to describe these characters? Discuss your choices in pairs.

2 Listen and read the text.

Popular Legends3 Vampires:thenandnow

3 Read the text again and answer these questions.

1 What did people think the attacker in Birmingham did? 2 What did vampires look like in the past? 3 What do Hollywood vampires look like now? 4 How do people become vampires in films? 5 Who wrote the first novel about Dracula? 6 Who is the author of the Twilight novels?

Have you read Dracula or Twilight or seen any films about vampires? Write a short paragraph describing the story.

FLASH FORWARD

Then: People used to really believe in vampires. Now: Today, we do not believe in vampires; but in January 2005, in Birmingham, England, there were rumours that an attacker bit his victims; some people were afraid of being attacked by a vampire in the streets of the city.

Then: In folklore, vampires didn’t use to be rich and handsome: they were poor, ugly people. Now: Hollywood vampires are usually handsome and aristocratic; when they are female, they are beautiful.

Did you use to like ghost stories when you were young? What about vampire stories? What did people use to believe about vampires? What do people think today? Let’s look at how vampires have changed over the centuries…

Then: People used to believe that you became a vampire when an animal jumped over your grave. Now: In films, to become a vampire, another vampire has to bite you!Then: People used to think that vampires could appear during the day or night. Now: In a lot of Hollywood films, vampires are afraid of the light and only come out at night.Then: You only used to read about vampires in novels: the first was Bram Stoker’s Dracula. (1897) Now: They have become popular in novels, films and TV programmes. Shows featuring vampires are watched by millions of TV viewers.Then: In literature, vampires didn’t use to be romantic heroes, they were evil. Now: Today, vampires are often sympathetic; Stephenie Meyer’s teenage hero, Edward Cullen, is a mysterious, romantic hero. Then: A vampire used to be a terrifying monster. Now: A vampire is a sad outcast from society. Then: Vampire stories used to be adult stories and aimed at an adult market. Now: Millions of teenagers love reading Stephenie Meyer’s Twilight for the romance between schoolgirl, Bella Swan, and her handsome vampire teenage boyfriend, Edward.

A

handsome beautiful terrifying ugly innocent sad romantic evil

1.22

CB

used to for past actions and statesPeople used to really believe in vampires.Vampires didn’t use to be romantic heroes. Did you use to like ghost stories when you were young?

Find more examples of used to in the text. Underline them.

GRAMMAR

3Vocabulary: Childhood7 When you were young, which of these things did you believe in, were you afraid of or did you enjoy? Put the words or expressions into the best category for you.

FLASHPOINT

Remember the question is Did you use to…? NOT Did you used to...?

ghosts Father Christmas UFOs the dark fairy tales going to school spiders tests

bedtime stories playing with toys going to bed early being alone at home

strangers certain kinds of food sleeping alone playing on the swings

certain animals empty houses meeting new people

Believein Afraidof Enjoy

Say it!8 In pairs, make statements about your own childhood.

A I used to be afraid of ghosts. B I didn’t use to enjoy fairy tales.

Write it!9 Write about your and your partner’s childhood.

I used to be afraid of ghosts but I’m not now. Paul didn’t use to believe in UFOs. He still doesn’t believe in them.

4 Complete these sentences with used to or didn’t use to.

200 years ago…

1 People ___________ travel by horse. 2 People ___________ watch TV. 3 Young people ___________ believe in vampires. 4 People ___________ read about vampires in novels like Dracula. 5 Children ___________ play computer games. 6 People ___________ go to the cinema.

5 Make questions using the sentences in exercise 4.

Did people use to travel by horse?

Say it!6 Do you know the names of these objects? Make statements using used to.

27

used to

____________________________________________________________

____________________________________________________________

____________________________________________________________

My mother used to listen to music cassettes with a cassette recorder. Now I listen to music with my MP3.

Talking about states in the past I used to be terrified of spiders. I used to be nervous about visiting the doctor.

FUNCTIONS

Then Now

2828

1 Listen and read. Who is afraid of Night of the Vampires?

Michael Oops! There must be a power cut. Robyn Oh, no, what are we going to do now? Michael It happened yesterday, too. I was having a

shower when the lights went out! Anna Really! Robyn Horrible. I used to be really afraid of the dark…

I would stay awake for hours. Michael Oh, I don’t mind it. Antonio I’ve got an idea; why don’t we tell ghost stories? Robyn Ghost stories? No, please, they give me the

creeps. Anna We used to tell ghost stories at camp; we

would sit around the campfire and we’d take turns to tell a story. I wasn’t really scared.

Robyn My dad used to tell me ghost stories, terrifying; I would lie awake in bed, afraid to switch the light off…

Antonio Oh, ghost stories are fun. Anna Aren’t you afraid of anything? I hate spiders…

creepy. Antonio So do I. You know, the other day, I was sitting

at my desk when I felt something crawling down my back – it was a spider – ugh!

Michael The only thing I’m scared of is going to the dentist.

Antonio That’s not scary. What’s the scariest film you’ve ever seen?

Robyn Night of the Vampires. I was watching it alone at home the other day – frightening…

Anna Night of the Vampires – scary! Michael Do you know what most people are most

afraid of? Guess…

Weusedtotellghoststories...2 Who’s afraid of what? Write Anna, Antonio, Michael or Robyn.

1 the dark _____________ 2 ghost stories _____________ 3 spiders _____________ 4 the dentist _____________

3 Make questions using the following prompts.

1 Why / lights / go / out? Why did the lights go out? 2 Who / use / be / afraid of the dark? 3 Who / like / ghost stories? 4 Who / use / go / to camp? 5 What / they / do / at camp? 6 What / Robyn’s dad / use / do?

4 Now ask and answer the questions in pairs.

Do you know what most people are most afraid of? Can you guess what Michael is going to say? Write things... (a) you used to be afraid of when you were young; (b) you are afraid of now. I used to be afraid of dogs… Now I’m afraid of flying…

FLASH FORWARD

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3

5 Rewrite the sentences with would where possible.

1 There used to be a great cinema in town. We used to go to the cinema every Saturday. We would go to the cinema every Saturday. 2 My grandfather used to be a police officer. He often used to work at night. 3 Our grandmother used to be a great storyteller. She used to tell us amazing stories. 4 My grandfather was very kind. He used to buy us sweets and mum and dad used to complain. 5 I used to be very shy. I used to go to parties and not speak to anyone. 6 I used to have a bicycle. I used to ride it all around the city.

Vocabulary: Negative feelings6 Match the words with the pictures. Then listen and check.

7 What feelings do people often have in the following situations?

big dogs barking flying in an aeroplane for the first time seeing a snake going to the dentist having an important exam walking home in the dark having no money having no friends speaking in public meeting strangers

They often feel terrified of big dogs barking.

Say it!8 Talk about how you feel in the situations above. Compare with a partner. Which feelings do you share with your partner?

Write it!9 Write notes about something that frightened you when you were a child but doesn’t now. Use these questions to help you.

What was the thing or event that made you feel afraid? What did you do when you felt that way? How old were you? Did anyone know about your fear? Did your parents/friends help you? What did they do? How do you feel about the thing now?

would vs used towould: past actionsWe would sit around the campfire.

used to: past actions and statesWe used to tell ghost stories at camp.I used to be really afraid of the dark.

Find more examples of used to and would in the dialogue and underline them. Are they used with actions or states?

GRAMMAR

Describing fearsI am/feel...

Something is...

terrified/afraid/scared of going into an empty house at night.

nervous/anxious/worried about going to the doctor.

sad/miserable/depressed/upset because we have problems with friends.

confused/puzzled when we don’t understand something.

frightening/scary/creepy/terrifying/worrying/depressing/upsetting.

FUNCTIONS

FLASHPOINT

Would is followed by an infinitive without to.She would tell us stories.

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sad scared confused worried

1 _____________

3 _____________

2 _____________

4 _____________

T

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1 Before you listen. Answer these questions in pairs and then report back to the class with your findings.

1 Do you sleep with the light on or off? 2 Do you like being in the house alone? 3 What would you do if you heard strange noises in the middle of the night? 4 Have you ever had a strange experience, something you couldn’t explain?

2 Listen to these sounds. Match them with the descriptions. Write 1-8.

someone opening a door knocking driving a car a car door closing going down the stairs sleeping a doorbell ringing a mobile ringing

3 Listen to two stories and match the titles with the stories. There are two titles you don’t need.

Story 1 _____________ Story 2 _____________

4 Listen again and match the pictures with story 1 or story 2.

8 Tell the class about a frightening experience; exaggerate using the expressions above.

These horrible dogs attacked me – I was petrified… I heard strange noises in the night – I was trembling with fear…

6 Listen and repeat.

1 Used 2 Use to 3 I used to be afraid of dogs. 4 Did you use to be afraid of dogs? 5 I didn’t use to be afraid of cats. 6 You should use a pencil. 7 I prefer to use a pen. 8 I used my mobile phone. 9 Did you use to live in Rome?

7 Write /s/ or /z/ after each of the following phrases. Then listen and check.

1 I didn’t use to have a mobile. ___ 2 My grandmother has never used a computer. ___ 3 I’m used to using the Internet. ___ 4 I never used to go camping. ___ 5 We used to live in a different house. ___ 6 I didn’t use to go to parties. ___

Listen’n’speak3

5 Use the pictures and these prompts to retell story 1. Add your own ending to the story.

Pronunciation: used to vs use

Spoken English: Hyperbole

Used to is pronounced differently from the verb to use: used to has an /s/ sound, while to use has a /z/ sound.

We often exaggerate when we speak about fear:

I was scared – I was dead scaredI was afraid – I was petrifiedI was frightened – I was absolutely terrifiedI was afraid – I was trembling with fear

Spooky

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1.26

1.26

Home alone A mysterious journey

The ghost My strange grandmother

stay grandmother feel the bed shaking I hear a knocking grandmother sleep next door

room empty go into the kitchen living room empty alone in the house my bedroom, lock the door

sleep wake up hear a voiceoutside my bedroom say my name

I covered my head with the blankets and in the end…

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1.28

A n

C n

B n

D n

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3Flash on Grammarused to would vs used to

1 Complete with used to or didn’t use to.

1 China ____________ have an emperor, but it doesn’t anymore. 2 200 years ago, people ____________ travel by air, but they fly a lot now. 3 In the past, most people ____________ live in villages. Now they live in towns. 4 In the 19th century, people ____________ eat fast food. They do now. 5 When I was young, we ____________ go camping. I don’t go anymore. 6 We ____________ have a lot of cinemas, but now there are only a few. 7 People ____________ work in the fields. Now most people work in offices. 8 We ____________ have sports centres but there are lot of them now.

2 Rewrite the sentences using used to or didn’t use to.

1 I didn’t travel a lot. I didn’t use to travel a lot. 2 I liked ice cream. 3 I was one of the tallest kids in the class. 4 I never liked swimming when I was young. 5 They were good friends. 6 We didn’t have computers. 7 The teacher explained things very well.

3 Make questions using these prompts.

When I was young…

1 I ate a lot of ice cream. Did you use to eat a lot of ice cream? 2 In the summer, I used to go to the seaside. 3 We used to live near the sea. 4 I used to play football. 5 My sister/brother used to shout at me. 6 My parents used to take me to school. 7 I used to go to bed late. 8 My grandmother used to tell me stories.

4 Now write your answers to the questions in exercise 3.

A Did you use to eat a lot of ice cream? B Yes, I did./No, I didn’t.

5 Look at these examples of used to and would. Match the questions to the correct examples.

1 Which examples are about habits in the past? 2 Which example is about a state in the past? 3 In which example is it not possible to use ‘would’?

a I used to visit my grandparents in the summer. b We would play in the park at the weekend. c We used to have a kitten.

6 Underline the correct answers. In some cases it is possible to use both used to and would.

1 My favourite teacher, Mrs Cooper, used to/would tell us stories. 2 Our primary school teacher used to/would shout at us. 3 Mrs Cooper used to/would wear her glasses on her head. 4 Mrs Cooper used to/would live in a house near the school. 5 I used to/would have a lot of toys in my bedroom. 6 My grandparents didn’t use to/wouldn’t have computers at school.

7 Look at what Julia has written about herself in the past and now. Write sentences with used to/ didn’t use to/would.

THENIam10yearsoldand…Inevertraveltoothercountries.Ihavealotofdolls.Wegoonalotoftripswiththeschool.Iworkveryhardatschool.

Julia didn’t use to travel to other countries, but now she travels a lot.

NOWToday,Iam15yearsoldand…Itravelalot.Ineverplaywithdolls.Wehaveonlyonetripayear.Iamlazyatschool.

We use used to for actions and states which continued or were repeated over a period of time in the past but have now stopped.

People used to live in villages; they didn’t use to travel a lot. Did they use to watch TV?

We use would for actions which continued or were repeated over a period of time in the past but have now stopped.

Would can’t be used to talk about states in the past.

Tom used to be very thin when he was younger.I used to live in London, but I moved to Edinburgh.When I was younger I used to/would spend hours kicking a ball.

WB p. 20

WB p. 20used to

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Flash on Skills3DraculabyBramStokerBefore you read1 Look at the pictures and write the correct caption below each one; there is one caption you do not need.

Reading2 Read the summary of the plot and put the pictures in the correct order. Write 1-5 in the boxes.

Jonathan Harker, a young English lawyer, leaves his fiancée Mina at home and goes to Transylvania to help the mysterious Count Dracula to buy a new house in London. In a past life, Dracula used to be a great man, and now he is an evil vampire. He takes Jonathan prisoner. The young man sees many strange and evil things in the castle, before escaping into the night.

A few weeks later, Dracula moves to London. His first victim is Lucy, Mina’s best friend. Professor Van Helsing, a vampire expert, knows that Lucy has become a vampire but he cannot save her.

Meanwhile, Jonathan has returned to England and he and Mina get married. Van Helsing explains to Jonathan that vampires are real and that this mysterious vampire is very dangerous. They have already destroyed the vampire Lucy, and now they have to destroy Dracula. The Count, however, has other plans, and while the men are searching his houses, he attacks Mina in the night, so that she will become a vampire, too. Jonathan has to save Mina;if he doesn’t kill Dracula,the vampire will make Minaone of his victims…

Bram Stoker’s Dracula (1897) was one of the first vampire stories. Stoker (1847-1912) was born in Dublin, Ireland.Jonathan runs away from the castle

Lucy becomes a vampire

Arriving at a mysterious castleJonathan and Mina’s wedding day

In the hands of the vampire

A dinner party

3 Read the statements and write T (true) or F (false).

1 While Mina is at home, Jonathan goes abroad. ___ 2 Count Dracula wanted to buy a house in Transylvania. ___ 3 Dracula used to be a bad man. ___ 4 Jonathan manages to escape from Dracula’s castle. ___ 5 Mina is the first of Dracula’s many victims. ___ 6 Jonathan arrives in London before Dracula. ___ 7 Van Helsing knows a lot about vampires. ___ 8 Van Helsing and Jonathan look for Dracula in his houses. ___

P

A B C

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Listening4 Before you listen, try to predict the story from (a) the picture and (b) these questions.

1 What was coming out of Dracula’s mouth? 2 What made Dracula feel afraid? 3 What did Jonathan see when he woke up? 4 What did the doctor see in the sky? 5 Why was the narrator looking at Mina’s teeth? 6 When is the vampire dangerous?

5 1 Now listen and answer the questions in exercise 4.

WritingUsing time expressions6 Put the correct time expressions in the gaps in the following extract from the story.

7 Listen and check your answers.

8 In groups, use the prompts below to write the story about how Jonathan first met Dracula. Use time expressions.

It was a cold dark night. I was riding my horse…

Speaking9 Take it in turns to tell the story.

STUDY SKILLS Tips for listening Use the questions to make predictions about the text.

Use visuals to make predictions about the text.

Don’t worry if you don’t understand everything.

Use your knowledge of the subject to make predictions.

Listen once for the general meaning; listen the second time for detail.

Listen to things you enjoy (songs, DVDs, ...).

when suddenly (x2) at first then seconds later immediately

cold dark night ride horse up a mountainat the top an old castle wolves in the forest

horse frightened start to snowwind blowing hear someone screaming

moon disappear behind the cloudsarrive at the castle wait outside the door

hear footsteps hear the key turning door open tall man at the door

black clothes very white face‘Good evening. I am Dracula’ ‘Come in’

‘I have been waiting for you…’

3Literature

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1.30

When(1) ___________ we came into the room, Dracula turned to us – blood was coming out of his mouth. (2) ___________ , he laughed a terrible laugh and (3) ___________ he became silent. (4) ___________ , he pushed Mina away and tried to attack us. (5) ___________ , he was coming closer towards us; we (6) ___________ held up our crosses; (7) ___________ , he stopped, afraid.

T P

D E 1