Think 3 Student book

Challenge and inspire your teenage learners to think beyond language. American Think is a vibrant course designed to engage teenage learners and make them think. As well as building students´ language skills, it offers a holistic approach to learning: developing their thinking skills, encouraging them to reflect on values and building their selfconfidence. Topics are chosen to appeal to and challenge teenagers, firing their imagination and ensuring effective learning. Examstyle exercises and tips help students prepare for Cambridge English Key, Preliminary and First. Informed by the Cambridge English Corpus, the course reflects real language usage and ´Get it right´ sections help students avoid common mistakes.

www.frenglish.ru www.frenglish.ru T h e a u t h o r s w o u l d like to t h a n k all t h o s e w h o h a v e m a d e Corpus c o n t r i b u t i o n s t o t h e d e v e l o p m e n t , c r e a t i o n a n d p r o d u c t i o n of Think Development of this publication has made use of the Cambridge English Corpus (CEC) The CEC is a computer database of contemporary spoken and written English, which currently stands at over one billion words It includes British English, American English and other varieties of English It also includes the Cambridge Learner Corpus, developed in collaboration with Cambridge English Language Assessment Cambridge University Press has built up the CEC to provide evidence about language use that helps to produce better language teaching materials Many thanks to teachers in various countries for piloting the course and for their valuable feedback Thanks too to their students, for their enthusiasm and for putting up with manuscripts rather than the attractive pages our designers have created in the meantime The members of our digital team, Helen Kenyon, Amarjeet Purewal and Brendan Wightman for their expertise and creative thought Thanks also to Chris Williams for his invaluable production support We would like to thank the Cambridge English teams around the world for their continuous support We would like to thank very warmly our editorial team: Rebecca Raynes, Dena Daniel, Peter McFarlane, Delia Kidd and Kathryn Davies for all the energy and care they have put into this project Our special thanks go to Jo Burgess (Commissioning Editor), Katie La Storia and Claudia Fiocco (Publishers), Belinda Fenn (Publishing Manager) and James Dingle (Editorial Director) for their dedication to Think, the great spirit of collaboration and many excellent suggestions we got from them We are indebted to the Cambridge University Press leadership: Frances Lowndes (Global Publishing Director Schools), for being involved so actively in the planning stages of the project despite her huge workload; John Tuttle and Neil Tomkins (Deputy Managing Directors); Michael Peluse (Managing Director); and Peter Philips (Chief Executive) for the constructive dialogue over the years Last but not least, we would like to thank our partners Mares, Adriana and Claudia Without their support this project would not have happened E n g l i s h Profile This product is informed by the English Vocabulary Profile, built as part of English Profile, a collaborative programme designed to enhance the learning, teaching and assessment of English worldwide Its main funding partners are Cambridge University Press and Cambridge English Language Assessment and its aim is to create a 'profile' for English linked to the Common European Framework of Reference for Languages (CEF) English Profile outcomes, such as the English Vocabulary Profile, will provide detailed information about the language that learners can be expected to demonstrate at each CEF level, offering a clear benchmark for learners' proficiency For more information, please visit www englishprofile.org Cambridge Dictionaries Cambridge dictionaries are the world's most widely used dictionaries for learners of English The dictionaries are available in print and online at dictionary.cambridge.org Copyright © Cambridge University Press, reproduced with permission CAMBRIDGE UNIVERSITY PRESS THINK STUDENT'S BOOK University Printing House, Cambridge CB2 8BS, United Kingdom Online Workbook and Online Practice activation code Cambridge University Press is part of the University of Cambridge It furthers the University's mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence Scratch off and see your Online Workbook and Online Practice activation code Use your code to access your Online Workbook and Online Practice: the Think videos, extra vocabulary and grammar practice, readings and digital www.cambridge.org projects! ' Information on this title: www.cambridge.org/think © Cambridge University Press 2015 This publication is in copyright Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press Your activation code can only be used once You can access the online First published 2015 resources for 18 months after you activate the code Printed in Italy by Rotolito Lombarda SpA A catalogue record for this publication is available Online resources will be ready from January 2016 from the British Library How to use your activation code ISBN 978-1-107-56270-7 Student's Book Level ISBN 978-1-107-56262-2 Student's Book with Online Workbook and Online Practice Level ISBN 978-1-107-56325-4 Workbook with Online Practice Level ISBN 978-1-107-56349-0 Combo A with online Workbook and Online Practice Level • Go to www.cambridgelms.org/think • Click Register ISBN 978-1-107-56352-0 Combo В with online Workbook and Online Practice Level ISBN 978-1-107-56353-7 Teacher's Book Level ISBN 978-1-107-56354-4 Class Audio CDs Level ISBN 978-1-107-56358-2 Video DVD Level ISBN 978-1-107-56363-6 Presentation Plus DVD-ROM Level ISBN 978-1-107-56371-1 Presentation Plus DVD-ROM A Level ISBN 978-1-107-56382-7 Presentation Plus DVD-ROM В Level • Log in and enter your activation code above Additional resources for this publication at www.cambridge.org/think and grammar practice, readings and digital projects To join a class, ask your Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter • Answer the questions • You or your parent/guardian will receive an email • Follow the instructions in the email If you are a registered user: • Log in atwww.cambridgelms.org/think • Click Activate new product on your My Learning page • Enter your code Now you can use your Online Practice - the Think videos, extra vocabulary teacher for a class activation code Need help or information on system requirements? Click on Help and at w w w c a m b r i d g e l m s o r g / t h i n k Support www.frenglish.ru STUDENT'S В О О К З Herbert Puchtajeff Stranks & Peter Lewis-Jones КЯ CAMBRIDGE If UNIVERSITY PRESS www.frenglish.ru CONTENTS Welcome p A let and allow; Music; Verbs of perception; The big screen; Present perfect tenses; T V programmes Question tags; So I / Neither I; Accepting and refusing invitations; Party time; Indefinite pronouns; Arranging a party Giving advice; Better or worse?; Comparisons Unit Life plans Unit Hard times С Feeling under the weather; D Reported speech; Sequencing words; Asking for and offering help; IT problems; IT vocabulary; Passive tenses FUNCTIONS & SPEAKING GRAMMAR VOCABULARY Complaining Present tenses (review) Making changes Role play: Complaining to a family member Future tenses (review) Life plans Talking about the future p 12 В O u r endangered planet; W o r d W i s e : Phrases with up Talking about the past Narrative tenses (review) Descriptive verbs would and used to T i m e periods p20 Review Units & pages - Unit3 What's in a name? Giving advice (don't) have to ought to should(n't) Expressing obligation had better Giving recommendations, warnings can('t) must(n't) p30 Making and selling Expressions with name and prohibitions Unit Dilemmas Apologising and accepting apologies First and second conditional (review) Being honest Talking about hypothetical situations T i m e conjunctions Making a decision Expressing wishes p38 wish and if only W o r d W i s e : now Third conditional (review) Review Units & pages 46-47 Telling a story What a story! Relative pronouns T y p e s of story Defining and non-defining relative clauses Elements of a story Relative clauses with which p48 Unit How they it? Talking about sequence Present and past passive (review) Explaining how things are d o n e have something Review Units & Unit All the same? Extreme adjectives and done modifiers Future and present perfect passive (review) make and Invitations make let and be allowed Phrasal verbs (1) Talking about permission be get used to p56 P / must (not) pages 64-65 to Personality Talking about habits 66 Unit8 It's a crime W o r d W i s e : Phrases with all Giving and reacting to news R e p o r t e d speech (review) Crime Reporting what someone said, asked R e p o r t e d questions, requests and imperatives Reporting verbs or requested p74 Review Units & Making deductions What happened? Modals of deduction (present) Mysteries should(n't) Expressions with go have Modals of deduction (past) p84 Unit 10 Money J _ pages - Sympathising Future continuous Money and value Talking about future events Future perfect Jobs and work W o r d W i s e : by p92 Review Units & 10 Unit 11 Help! pages 0 - 1 Expressing purpose Verbs followed by gerund or infinitive Danger and safety Emphasising to in order to so as to Adjectives with negative so and such prefixes Phrasal verbs / wish If only + past perfect Phrasal v e r b s ( ) p 102 Unit 12 A first time for Expressing regret Talking about fears Nervousness and fear *U: Review Units 11 & 12 Pronunciation pages 118-119 pages 120-121 Get it right! pages 122-126 Speaking activities pages 127-128 www.frenglish.ru PRONUNCIATION Linking words with up THINK ! T r a i n to Think: Reading b e t w e e n the lines SKILLS Reading Article: miss my bad habits Article: For a better life i S e l f - e s t e e m : Life changes Photostory: What's up with Mia? Writing L i s t e n i n g A conversation about famous p e o p l e w h o started their careers late i Initial consonant clusters with Is/ A n email about resolutions I T r a i n to Think: Following an idea through Reading Article: Family life in 17th-century Britain i a paragraph Culture: W h e r e life is really hard [ V a l u e s : Animal rights Writing i Article: Events that shook the world A magazine article about a historical event L i s t e n i n g A class presentation about animals being put on trial ! Strong and weak forms: /DV/ T r a i n to Think: Identifying the main topic ; and /av/ of a paragraph Reading Article: Brand names Article: C r a z y names Fiction: Wild Country S e l f - e s t e e m : People and their names Writing by Margaretjohnson A reply to a letter asking for advice L i s t e n i n g A conversation about techniques for remembering names Train to Think: Thinking of consequences C o n s o n a n t - v o w e l w o r d linking j Reading Quiz: W h a t would Y O U do? Article: The day Billy Ray's life changed forever V a l u e s : Doing the right thing Photostory: A n d the hole gets d e e p e r ! i Writing A diary entry about a dilemma i L i s t e n i n g A guessing game: Famous Wishes T r a i n to Think: Thinking about different The schwa / э / in word endings Reading Article: E v e r y b o d y loves stories - but why? Article: Hollywood fairytales writing styles Culture: Ireland - a nation of storytellers S e l f - e s t e e m : A better world Writing A fairy tale L i s t e n i n g A conversation about a short story T h e /3/ T r a i n to Think: Understanding what's relevant phoneme Reading Article: The man who walks on air Blog: H o w Do They D o That? S e l f - e s t e e m : Life changes Fiction: The Mind Map by David Morrison Writing Explaining how things are d o n e L i s t e n i n g A conversation about a new tattoo Intonation - inviting, accepting T r a i n to Think: Thinking outside the box and refusing invitations V a l u e s : Stereotypes Reading Film synopses: Billy Elliot and Bend It Like Beckham Article: My prisoner, my friend, my president and my father Photostory: The nerd Writing An article about stereotypes L i s t e n i n g A talk about a trip to Japan Intonation - expressing surprise ] T r a i n to Think: Thinking about empathy Reading News reports: Thief feels sorry, Father angry victim of j V a l u e s : Respecting the law; Understanding online I that punishment will follow crime Article: Getting creative with crime Culture: Famous criminals Writing A report of a crime L i s t e n i n g A n interview about restorative justice Moving word stress T r a i n to Think: Fact or opinion? Reading Article: The truth is out there Article: Lost V a l u e s : Thinking carefully before you act Fiction: Howl Writing Met Myselfby David A Hill Explaining a mystery L i s t e n i n g A short story Short and long vowel sounds: T r a i n to Think: Exaggeration /i/-/i:/and/D/-/3U/ S e l f - e s t e e m : What's important for your future? Reading Article: Bitcoins: here to stay? W e b forum: A r e they worth it? Photostory: Strapped for cash Writing My life in the future L i s t e n i n g A quiz show: Show Me The Strong and weak forms: /till/ and Д э / T r a i n to Think: Understanding cause and effect Reading Money! News report: Local man's bravery rewarded Article: Emergency? W h a t emergency? S e l f - e s t e e m : Offering and accepting help Culture: The Great Escape Writing A story about a rescue L i s t e n i n g The story of the farmer, the donkey and the well Different pronunciations of ea T r a i n to Think: Logical conclusions Reading Article: The first thing you remember Readers' letters: My first (and last) time V a l u e s : Breaking new ground Fiction: Bullring Kid and Country Writing Cowboy by Louise Clover A story about a bad decision L i s t e n i n g A presentation about the history of the Internet www.frenglish.ru QBEEI Listen again Answer the questions W h y is Kim angry? H o w long is it until the exams finish? W h a t d o e s Lisa think about the situation? W h o d o y o u agree with: Kim or her dad? W h y ? ЕЕЯЗШЭ What your parents allow you to during exam time? What don't they let you do? Make lists Then compare with a partner Music Sort the words into two groups Label the groups Then think of four more items for each one drums i classical | jazz | violin guitar | p o p - j piano I rap Verbs of perception Complete the sentences from the conversation with the correct forms of (not) look Then match them with the rules let and allow 1 You Hey, Kim, what v e r y happy at? Ьшкдгщ Complete the conversation with the words Then listen and check looking W e use v e r b s of p e r c e p t i o n (look, allowed | makes | talent show I cross look I feel j sound | guitar | get et songs looking LISA Hey, Kim, what are y o u KIM M y Science book Can't y o u see I'm busy? LISA I'm just asking Sorry KIM No, I'm sorry I d o n ' t feel, taste) in the present continuous to talk about actions | at? in the present simple to talk about states Complete the mini-dialogues with the correct forms of the verbs great today LISA You d o n ' t KIM My dad v e r y happy W h a t ' s the LISA That d o e s n ' t KIM H e says I'm not _ LISA W h a t ? ! So he won't allow y o u to play in the matter? m me ° so c so g o o d W h y ? to b e in the b a n d n No H e says no music until after my exams LISA But they don't finish for four w e e k s ! KIM next w e e k ? KIM I know H e wants me to study and forget about writing H e won't even me practise the LISA But y o u n e e d some time to relax KIM I know it It just isn't fair 11 so angry w h e n I think a b o u t smell, taste A W h a t are y o u doing? В I the soup It great smell A M y socks really b a d ! В Then why you them? feel A Why you that j u m p e r ? В Because it's so soft I like the w a y it Work in pairs Kim tries to persuade her dad to let her play in the talent show Write a conversation of eight lines Then read it out www.frenglish.ru WELCOME e big screen ВВЕШ8И Work in pairs For each type of film, think of an example that you have both seen action I animated | comedy ! drama | horror | romantic c o m e d y Read the article What types of films does it mention? wJiG*i СЛ>^-И1Л , Behind the camera Read the article again and mark the sentences T (true), F (false) or DS (doesn't say) HHMHsHHHHHHMBHwBR Chris Columbus Chris Columbus's films are popular with - - y e a r - o l d s | science fiction I thriller C o l u m b u s started making films w h e n he w a s 30 His films aren't popular with older people \ f-~ : Lots of p e o p l e in H o l l y w o o d want C o l u m b u s to make films ПП He's never w o n an Oscar j^/J ЕШНЗШЗ Work in pairs Think of your favourite film director and discuss these questions W h a t films has this director made? W h a t d o y o u like a b o u t his/her films? A 12-year-old who gets left behind when his family go on holiday, a teenage magician fighting to save his world and the troubled son of a Greek god living in modern-day America: these are Present perfect tenses just three of the characters brought to life on the big screen by director Chris Columbus With films such as Home Alone, Harry Potter and the Chamber of Secrets and Percy Jackson and the Sea of Monsters, Columbus has certainly shown that he knows how tojet teenagers into the cinema Columbus has been making films for more than 30 years and has become one of the most successful film directors of all time Since he directed his first film, Adventures in Babysitting, in 1987, Columbus has been involved in some of the biggest films as both a director and a producer But Columbus doesn't only make action films for the teenage market He's also made a number of successful films for adults Comedies such as Mrs Doubtfire, dramas such as The Help and science fiction films such as Bicentennial Man have all helped make Columbus one of Hollywood's most popular film-makers Complete the sentences Use the present perfect simple or continuous form of the verbs and (circle) the correct words, They A m ^ ^ 4рцфт^е 87 minutes and neither side has.scored yet I yet htilj kOA^tff^ fc^otwatch) the final, so please don't tell me which singer w o n НМА you ^ J ' { (see) last night's show still I yet? B r a d Pitt and L a d y G a g a w e r e guests T h e children A-li^i pJA&l T V watching SpongeBob ( jt)ln