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NATIONAL GEOGRAPHIC LEARNING /V ** CENGAGE Learning- Close TEACHER'S BOOK SECOND EDITION To access the resources on the online teacher zone, w h ich includes progress tests, quizzes, answ er keys and more, please visit NG L.C engage.com / closeup and use the passw ord Close-upTchr#! TEACHER'S BOOK Katrina Gormley SECOND EDITION □ NATIONAL GEOGRAPHIC LEARNING /V CEN GAG E Learning' Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States □ NATIONAL GEOGRAPHIC LEARNING \ Г Р Ы Г А Г С + С ENGAGE ** Learning- Close-up ВТ Teacher’s Book, Second Edition © 2016 National Geographic Learning, a part o f Cengage Learning Katrina G o rm ley ALL RIGHTS RESERVED No part o f th is w ork covered by th e copyright herein may be reproduced, tran sm itte d, stored, o r used in any form Publisher: Sharon Jervis o r by any means graphic, electronic, or mechanical, including but not lim ite d to photocopying, recording, scanning, d ig itizin g , taping, Web Project Editor: Bruce Nicholson d istrib u tio n , in fo rm a tio n networks, o r in fo rm a tio n storage and retrieval Com missioning Editor: Kayleigh Buller systems, except as pe rm itte d under Section 107 o r 108 o f th e 1976 Editorial Assistant: Georgina McComb United States C opyright Act, w ith o u t th e p rio r w ritte n perm ission o f the Cover Designer: Ken Vail Graphic Design Ltd publisher Com positor: W ild Apple Design Ltd National Geographic Editorial Liaison: For permission to use material from this te xt or product, submit all requests online at www.cengage.com/permissions Leila Hishmeh Further permissions questions can be emailed to permissionrequest@cengage.com ISBN: 978-1-4080-9557-7 National Geographic Learning C heriton House, N o rth Way, Andover, Hampshire, SP10 5BE United Kingdom Cengage Learning is a leading provider o f customized learning solutions w ith o ffice locations around th e globe, including Singapore, the United Kingdom, Australia, M exico, Brazil and Japan Locate your local office at: international.cengage.com /region Cengage Learning products are represented in Canada by Nelson Education, Ltd V isit National Geographic Learning online at ngl.cengage.com V isit our corporate website at www.cengage.com Photo credits Cover image: (front cover) Charles Krebs/Corbis, (back cover) nikkytok/Shutterstock Printed in Greece by B akis S A Print Number: 03 Print Year: 2016 itents C o n te n ts o f S tu d e n t's Book In tro d u c tio n to C lo se -u p U nit - Fam ily Ties V id e o - O n e W om an's C hoice 17 U nit - F ood, F ood, Food! 18 V id e o - G reek O lives 27 Review 28 U nit - The W o n d e rs o f N a tu re 30 V id e o - S w im m ing w ith Sharks 39 U nit - Special R elationships 40 V id e o - M an's Best Friend 48 Review 49 U nit - A Place to Call H om e 51 V id e o - Living in Venice 59 U nit - Ready, Steady, G o! 60 V id e o - W a te r S p o rts A d v e n tu re 68 Review 69 U nit - E xtrem e S ituations 71 V id e o - C oast G uard School 80 U nit - T im e to Spare 81 V id e o - Young A d v e n tu re rs 88 Review 89 U nit - High-Tech W o rld 91 V id e o - M ars Rovers 99 U nit 10 - That's E n te rta in m e n t! 100 V id e o 10 - Steel D rum s 108 Review 109 U n it 11 - Lessons to Learn 111 V id e o 11 - The Maasai Teacher 120 U n it 12 - The B ody B eautiful 121 V id e o 12 - The M e m o ry M an 129 Review 130 R ecording S crip t fo r S tu d e n t's Book 132 B1 W o rk b o o k Key 144 Contents Unit Family Ties p -1 Food, Food, Food! p -2 Reading V ocabulary (topic vocab) G m m a r Listening true/false, reading th e exam question first fam ily-related words present sim ple, present continuous, stative verbs m ultiple-choice questions (pictures), identifying differences choosing th e correct o p tio n, m ultiple-choice questions fo o d -re la te d words past sim ple, past continuous m ultiple-choice questions, listening fo r num bers m ultiple-choice questions understanding te x t types en viron m en t-related words present perfect sim ple, present p e rfect continuous gap-fill, thinking about th e answers first true/false, worrying a b o u t new w ords relationship-related w ords relative clauses: defining & non­ defining true/false, listening for similar w ords short texts, m ultiplechoice questions, elim inating answers ho m e -related words will, be g o in g to m ultiple-choice questions, understanding technical or specific w ords m atching, m atching descriptions sp ort-related words conditionals: zero 8< first m ultiple-choice questions (pictures), identifying em otions m ultiple-choice questions, reading fo r general understanding w ords related to ex tre m e situations past perfect sim ple, past perfect continuous gap-fill, checking spelling m ultiple-choice questions, reading around th e gap w ords related to free tim e m odals 8c sem i-m odals (1) m ultiple-choice questions (pictures), predicting from pictures R E V I E W 1: V o c a b u l a r y & G r a m m a r The W onders of Nature p -3 p -4 Special Relationships p -5 R E V IE W : V o c a b u la r y & G r a m m a r A Place to Call Home p -6 Ready, Steady, Go! p 5 -5 p -8 R E V IE W : V o c a b u la r y & G r a m m a r Extrem e Situations p -9 Time to Spare p -1 R E V IE W : V o c a b u la r y & G r a m m a r High-Tech World p -8 p -1 true/false, finding th e answers te ch n o lo g y-re late d words passive voice: tenses, by 8c with m ultiple-choice questions (pictures), listening again short texts, m ultiplechoice questions, checking similar w ords en tertain m en t-re late d rep o rted speech: statem ents gap-fill, co m p leting inform ation causative true/false, thinking ab ou t th e speakers adjectives, adverbs, so 8c such m ultiple-choice questions (pictures), keeping calm p -1 10 That’s Entertainment p -1 R E V IE W : V o c a b u la r y & G r a m m a r 11 Lessons to Learn words p 3 -1 m atching descriptions, finding synonyms e d ucatio n-related words p -1 12 The Body Beautiful p -1 m ultiple-choice questions, choosing th e best op tio n R E V IE W : V o c a b u la r y & G r a m m a r Gram m ar Reference: p 161-173 Irregular Verbs: p 174-175 bo d y -re late d words p -1 W riting Reference: p 176-181 Speaking References: P 182- 18З Speaking V ocabulary G m m a r W riting V ideo talking a b o u t family, describing photos, describing in detail collocations & expressions countable & un countable nouns, quantifiers em ail, using abbreviations, including all th e in form ation, inviting, asking fo r a reply, w riting a b o u t special events O n e W om an's Choice talking ab ou t fo o d & restaurants, describing photos, using differen t adjectives, using adjectives w o rd form ation used to & would, be used to & g e t used to review, ordering adjectives, m aking your w ritin g in teresting, G reek Olives talking ab ou t th e environm ent, listening to instructions, opening discussions prepositions, reading a m ultiple choice te x t first articles informal em ail, planning your work, friendly openings & endings, useful phrases Swim m ing with Sharks relationships, problem solving, considering advantages & disadvantages, giving advice phrasal verbs tem porals story (1), thinking o f ideas, organising a story / ideas, describing p eop le Man's Best Friend talking a b o u t hom es, general conversations, e x p a n d in g on th e to p ic , talking a b o u t a to p ic collocations & expressions fu ture plans & events, fu ture predictions informal letter, replying to a letter, using inform al language, accep tin g / rejecting invitations, responding to news, m aking suggestions Living in Venice talking ab ou t sport, decision m aking, giving opinions, agreeing & disagreeing asking if som eone agrees, giving your opinions w ord form ation second co nditional, if sentence transform ation (1), clauses o f purpose, transform ing sentences W ate r Sports A dventure describing photos, talking a b o u t extrem e situations, paraphrasing prepositions, collocations & expressions question tags, subject & o b jec t questions, n egative questions story (2), using narrative tenses, creating suspense, review ing your w riting Coast Guard School talking ab o u t fre e -tim e activities, decision m aking, ta lkin g ab o u t all th e options, talking a b o u t possibility phrasal verbs m odals & semim odals (2) postcard, linking w ords & phrases, w ritin g th e co rrect am ou nt, w riting a postcard Young A dventurers talking ab ou t technology, decision making, m aking a decision, deciding prepositions th e passive voice: gerunds, infinitives & m odal verbs sentence transform ation (2), using collocations, checking th e m eaning Mars Rovers talking about en tertainm ent, describing photos, talking ab o u t a ph oto, describing people, places & things phrasal verbs rep o rted speech: questions, com m ands & requests le tte r or story, orderin g ideas, choosing th e right question, free-tim e activities Steel Drums talking ab ou t school and education, decision m aking, changing opinions, changing your mind collocations & expressions, prepositions gerunds, infinitives report, rem em b ering com m on errors, checking fo r com m on errors, introducing & closing reports, school facilities and equipm ent, after-school Th e Maasai Teacher recom m ending, adjectives for fo o d & restaurants activities talking ab ou t your body, general conversations, in teracting w ith your partner, talking a b o u t health and fitness phrasal verbs com parison o f adjectives & adverbs dram atic stories, m aking stories m ore interesting, leaving en ou gh tim e, Th e M em o ry Man relationships Introduction to Close-up Introduction to Close-up W e lc o m e to C lo s e -u p S e c o n d E d itio n , an e x c itin g p re -in te rm e d ia te co u rs e w h ic h b rin g s E nglish to life th ro u g h s p e c ta c u la r N a tio n a l G e o g p h ic p h o to g p h y a n d fa c ts c a re fu lly s e le c te d t o a p p e a l to th e in q u is itiv e m in d s o f s tu d e n ts C o u rs e C o m p o n e n ts C lose-up B1 S tu d e n t's B ook w ith o nlin e s tu d e n t zo n e T he S tu d e n t's B o o k is d iv id e d in to tw e lv e to p ic -b a s e d u n its Each u n it s ta rts w ith a s tu n n in g p h o to g p h lin k e d to th e th e m e o f th e u n it a n d a s u m m a ry o f th e c o n te n ts o f th e u n it T h e re are fiv e tw o -p a g e lessons in each u n it c o v e rin g re a d in g , v o c a b u la ry , g m m a r, lis te n in g & s p e a k in g a n d w ritin g T h e u n it e n d s w ith a v id e o p a g e to a c c o m p a n y th e N a tio n a l G e o g p h ic v id e o c lip s fo u n d o n th e o n lin e s tu d e n t z o n e T h e v id e o c lip s are d e s ig n e d to e x p a n d s tu d e n ts ' k n o w le d g e o f th e w o rld th e y live in, a n d th e tasks in th e S tu d e n t's B o o k a id c o m p re h e n s io n and fu r th e r discussio n o f th e to p ic Each unit also contains: • tasks th a t a c tiv e ly d e v e lo p s tu d e n ts ' re a d in g , lis te n in g , s p e a k in g a n d w ritin g skills • • • E xam C lo s e -u p b o x e s a n d E xam Tasks th a t p ro v id e s te p -b y -s te p a d v ic e a n d s tra te g ie s fo r h o w to b e s t a p p ro a c h e xam tasks a n d have th e o p p o rtu n ity to p u t th e a d v ic e in to p c tic e U seful E xpre ssions b o x e s in th e s p e a k in g & w ritin g s e c tio n s th a t p ro v id e s tu d e n ts w ith a p p ro p ria te la n g u a g e w h e n d o in g c o m m u n ic a tiv e tasks p le n ty o f o p p o rtu n ity fo r discu ssio n o f th e to p ic s in th e Ideas F ocus s e ctio n s C lo se -u p B1 S tu d e n t's B o o k also c o n ta in s six re vie w s, o n e a fte r e v e ry tw o u n its, w h ic h c o n s o lid a te th e v o c a b u la ry an d g m m a r ta u g h t w ith in th o s e units A t th e b a ck o f th e S tu d e n t's B o o k, th e re is a w e a lth o f re fe re n c e m a te ria l T h e G m m a r R e fe re n ce a n d Irre g u la r V erbs List s u p p o rt th e G m m a r Focus w ith in each u n it T h e W ritin g R e fe re n ce p ro v id e s a s u m m a ry o f th e im p o rta n t p o in ts to re m e m b e r fo r each g e n re o f w ritin g as w e ll as a c h e c k list T h e re is also a S p e a k in g R eference, b rin g in g the U seful E xpressions p re s e n te d th r o u g h o u t th e co u rs e to g e th e r in o n e p la ce In a d d itio n , th e c o llo c a tio n s , expressions, p re p o s itio n s a n d phrasal v e rb s a c tiv e ly ta u g h t in th e S tu d e n t's B o o k are also lis te d fo r easy re fe re n c e T he o n lin e s tu d e n t zo n e in c lu d e s th e S tu d e n t's B o o k a u d io a n d v id e o , a n d th e W o rk b o o k a u d io a va ila b le t o d o w n lo a d C lose-up B1 W o rk b o o k T he W o rk b o o k a c c o m p a n ie s C lo s e -u p B1 S tu d e n t's B o o k Like th e S tu d e n t's B o o k , it is d iv id e d in to tw e lv e u nits and six review s Each u n it co n sists o f re a d in g , v o ca b u la ry , g m m a r, lis te n in g , Use y o u r E nglish a n d w ritin g T h e review s in c lu d e m u ltip le -c h o ic e g m m a r a n d v o c a b u la ry ite m s T h e a u d io o n th e o n lin e s tu d e n t zo n e c o n ta in s th e re c o rd in g s fo r use w ith th e lis te n in g tasks The W o rk b o o k 's c le a r a n d s im p le fo r m a t m eans th a t it can b e use d a t h o m e as w e ll as in class T h e W o rk b o o k is a va ila b le w ith o r w ith o u t th e O n lin e W o rk b o o k C lose-up B1 Teacher's B ook C lo s e -u p B1 Teacher's B o o k p ro v id e s c le a r lesson p la n s w ith d e ta ile d in s tru c tio n s a n d tip s fo r te a c h e rs o n h o w to m ake th e b e s t o f th e m a te ria l in th e S tu d e n t's B o o k T h e ke y t o all tasks in th e S tu d e n t's B o o k a n d W o rk b o o k are in c lu d e d , a lo n g w ith th e S tu d e n t's B o o k tra n s c rip ts w ith ju s tific a tio n fo r th e a n sw e rs to th e lis te n in g tasks u n d e rlin e d C lose-up B1 o nlin e te a c h e r zo n e T he o n lin e te a c h e r zo n e c o n ta in s a c o m p re h e n s iv e te s tin g p a c k a g e in p rin ta b le PDF fo rm a t T h e m u ltip le -c h o ic e quizzes, o n e fo r each u n it o f C lo s e -u p B1 S tu d e n t's B o o k , fo c u s o n th e ke y v o c a b u la ry a n d g m m a r ite m s p re s e n te d in th e u n it P rogress Tests, o n e fo r use a fte r e v e ry tw o u n its o f C lo s e -u p B1 S tu d e n t's B o o k, in c lu d e a re a d in g c o m p re h e n s io n ta sk, a w ritin g ta s k as w e ll as v o c a b u la ry a n d g m m a r tasks T h e re is also a M id -Y e a r Test (U nits 1-6) an d an E nd -o f-Y e a r Test (U n its 7-12) th a t p ro v id e a w ritte n te s t c o v e rin g re a d in g c o m p re h e n s io n a n d w ritin g , as w e ll as a lis te n in g te s t T h e re is a s e c tio n o f p h o to c o p ia b le v o c a b u la ry a n d g m m a r tasks w h ic h can b e used w ith s tu d e n ts w h o fin is h e a rly in class, as a w a y o f re visin g p rio r to a te s t, o r as e x tra p c tic e o f th e v o c a b u la ry and g m m a r A ll keys to th e s e te s ts are in c lu d e d The Close-up B1 o n lin e te a c h e r z o n e also in c lu d e s th e S tu d e n t's B o o k a u d io a n d v id e o a lo n g w ith th e W o rk b o o k audio and tra n scrip ts, p lu s th e W o rk b o o k tra n s c rip ts w ith ju s tific a tio n fo r th e a nsw ers to th e lis te n in g tasks underlined In a d d itio n , th e re is a S tu d e n t's R e co rd d o c u m e n t, w h ic h can b e p rin te d fo r each s tu d e n t, w h e re te s t results can be re c o rd e d Close-up B1 In tera ctiv e W h ite b o a rd S o ftw a re is d o w n lo a d a b le fro m th e o nlin e te a c h e r zo ne Close-up B1 In te c tiv e W h ite b o a rd S o ftw a re in c lu d e s c o n te n t fro m th e S tu d e n t's B o o k, p lu s th e a u d io a n d v id e o The Interactive W h ite b o a rd has e a s y -to -n a v ig a te , in te c tiv e tasks, w o rd d e fin itio n fu n c tio n s , g m m a r a n im a tio n and a series o f gam es fo r fu r th e r p c tic e Justification fo r re a d in g c o m p re h e n s io n a n d lis te n in g tasks is a v a ila b le a t th e to u c h o f a b u tto n , as is th e key t o all tasks C lose-up B1 In te c tiv e W h ite b o a rd S o ftw a re also c o n ta in s th e C o n te n t C re a tio n T o o l, w h ic h a llo w s te a c h e rs to create th e ir o w n in te c tiv e tasks to use in class, a n d is c o m p a tib le w ith any in te c tiv e w h ite b o a rd h a rd w a re Family Ties Reading: tru e /fa ls e , re ad in g th e exam question first Vocabulary: fa m ily -re la te d w ords, collocations & expressions Gram m ar: p res en t sim ple, p res en t continuous, stative verbs, c o u n ta b le & u n c o u n ta b le nouns, quantifiers Listening: Speaking: m u ltip le-ch o ice q uestions (pictures), id en tifyin g d ifferences talkin g a b o u t fam ily, d escrib ing p h otos, describing in d etail W riting: em ail, using ab b re viatio n s, including all th e in fo rm atio n , inviting, asking fo r a reply, w ritin g a b o u t special events MwT &pe»ier Ask students to loo k at th e title o f th e u n it and to explain w h a t it means (the relationships b e tw e e n p e o p le in th e same family) Ask th e m w hich o th e r w ords th e y know th a t can mean ties in this co n te xt (relationships, bonds, connections) Ask students to te ll th e rest o f th e class a b o u t a relation th a t th e y have a stro n g b o n d w ith and a n o th e r th a t th e y d o n 't g e t on so w ell w ith Ask students to lo o k a t th e p ictu re and th e ca p tio n and ask th e m to say ho w a p p ro p ria te th e c a p tio n is fo r th e p icture If th e y have tro u b le answ ering th e question, ask th e m w h a t th e p ictu re shows (three d iffe re n t hands w hich b e lo n g to p e o p le o f d iffe re n t ages - a child's hand, a y o u n g ad u lt's han d a n d an e ld e rly person's hand) Ask th e m to describe ho w and w hy p e o p le 's hands change as th e y g e t o ld e r and w h a t a person's hand can reveal a b o u t him o r her в E licit fro m stu d e n ts th a t by lo o kin g a t o ld fam ily p h o to s w e can learn a b o u t o u r fam ily's history Ask stu d e n ts to read th e title o f th e reading passage (M eet th e ancestors) and ask th e m w ho o u r ancestors are A llo w th e m to read th e d e fin itio n in th e W o rd Focus if necessary Ask stu d e n ts to read th e instructions in В and check that th e y unde rsta n d w h a t th e y have to G ive th e m tim e to w rite d o w n th e ir answers and to check th e m w ith a partner B efore stu d e n ts read th e te x t, ask tw o o r th re e students to nam e a w ay th a t th e y have listed A sk stu d e n ts to skim read th e te x t to fin d any relevant in fo rm a tio n Explain th a t th e y d o n 't have to read in d e ta il th is tim e round as th e y w ill have a n o th e r o p p o rtu n ity to read th e te x t later on O nce you have discussed th e ways m e n tio n e d in th e te x t, ask stu d e n ts if th e ir answers w ere th e same or n o t A llo w th e m to discuss th e d iffe re n t ways th e y have m e n tio n e d Answers Ask students to loo k a t th e p h o to s on th e rig h t-h a n d side o f th e page and te ll th e m to im agine th a t th e y are all from a fam ily album Ask stu d e n ts to say ho w th e p e o p le m ig h t be related Ask students to read th e instructions in A and check th a t th e y understand w h a t th e y have to Rem ind stu d e n ts th a t you w ill g ive th e m e xactly one m in u te to w rite d o w n as m any w ords as th e y can th in k o f th a t de scrib e fa m ily m em bers Tell th e m w hen to s ta rt and s to p w ritin g Ask students to com pare th e ir lists w ith a partner Then ask a stu d e n t to com e up to th e board to w rite w n all th e w ords th e o th e r students call out C orrect spelling and p u n ctu a tio n w here necessary Give students tim e to co p y d o w n th e w o rd s fro m th e b o ard they d id n 't include in th e ir ow n lists Suggested answers m um , mum my, m other, d ad, daddy, father, son, daughter, gran, granny, grandm a, g n d m oth e r, grandad, grandpa, g randfather, g re a t-g n d m o th e r, great-grandfather, cousin, uncle, aunt, nephew , niece, s te p -m o th e r/fa th e r/b ro th e r/s is te r, m o th e r/fa th e r/ brothe r/sister-in-la w D N A te st, listening to fa m ily stories to ld by o th e r fa m ily m em bers, genealogy, asking y o u r relatives a b o u t y o u r ancestors and m aking a record o f th em and a fa m ily tre e , lo o kin g in o ld new spapers and p u b lic records, lo o kin g on th e In te rn e t Teaching Tip E ncourage stu d e n ts to d w on th e ir ow n experience w hen c o m p le tin g B A llo w th e m tim e to discuss ho w they have le a rn t a b o u t th e ir ow n ancestors G ive th e m th e o p p o rtu n ity to te ll th e class fu n n y stories o r im p o rta n t in fo rm a tio n a b o u t th e ir ancestors A sk stu d e n ts to read th e instructions and th e o p tio n s A -С Explain th a t each o f th e o p tio n s links to th re e o f th e fo u r sections m arked in th e te xt A sk stu d e n ts to read th e te x t again and to match h eadings A , В o r С to th e co rre c t sections n u m bered 1-4 Ask stu d e n ts to d o th e task individually, b u t check answers as a class Unit Extrem e Situations o n e o f th e m a in p ro b le m s fo r ru n n e rs is th e sand It's e v e ry w h e re ! S tro n g w in d s can b lo w th e sand T R A C K N: Listening, U n it , P age 8 , В in to s a n d s to rm s a n d it can b e d iffic u lt t o b re a th e F o rtu n a te ly th e c o m p e tito rs in th e race o n ly have to ru n across a v e ry sm all p a rt o f it, b u t I d o n 't th in k it w M y n a m e is M r B e n n e tt T h a t's B -E -d o u b le N -E fe e l sm a ll to th e m ! d o u b le T A n d n o w to th e fin a l d e s e rt th a t ru n n e rs have to cope H e lives in C h ile T h a t's C -H -l-L -E T h e s h o p is in J ig s a w Lane T h a t's J -l-G -S -A -W This w as p a in te d b y Paul C e za n n e T h a t's C -E -Z A -d o u b le N -E w ith It m ig h t b e a b it o f a s u rp ris e - it's A n ta rc tic a ! T h a t's A -N -T -A -R -C -T -l-C -A M a n y d e s e rts are h o t and sandy, b u t th is o n e is c o v e re d in s n o w a n d ice It's the c o ld e s t a n d w in d ie s t p la c e o n th e p la n e t! Im agine ru n n in g in th a t p la c e fo r a w e e k? ! C o m p e tito rs have to c o m p le te tw o o f th e o th e r d e s e rt races b e fo re they can I T R A C K N: Listening, U n it , P ag e 8 , D tr y th is fin a l c h a lle n g e T h e c o n d itio n s m ig h t b e very d iffic u lt, b u t th e y ve th e c h a n c e t o see so m e amazing w ild life in A n ta rc tic a T h e y 'll see p e n g u in s , seals and N : You w ill h e a r s o m e in fo rm a tio n a b o u t a race in w h a le s a n d th e p e n g u in s m ig h t eve n jo in th e m on the e x tre m e p a rts o f th e w o rld F o r ea ch q u e s tio n , fill in ce ! T h e d iffe re n c e b e tw e e n th is d e s e rt race and the th e m issin g in fo rm a tio n in th e n u m b e re d space o th e rs is th a t a th le te s s le e p o n a sh ip th a t tra ve ls with H e llo , th is is Lizzy Banks re p o r tin g fo r S p o rts Life th e m , a n d th e y ve fo o d p ro v id e d T h e y nee d plenty T o d a y I'm s ta n d in g in th e A ta c a m a D e s e rt, in C h ile , o f h e a lth y fo o d as d u rin g th e day, th e c o m p e tito rs are S o u th A m e ric a T h a t's A -T -A -C -A -M -A It's n o t th e s o rt ru n n in g in v e ry e x tre m e c o n d itio n s o f p la ce m o s t p e o p le w a n t to c o m e to , b u t o n e o f th e W e ll, th e s e d e s e rts are all v e ry h a rd e n v iro n m e n ts, but m o s t c h a lle n g in g races in th e w o rld s ta rts r ig h t h e re - I'm sure c o m p e tito rs in th e F o u r D e s e rts race have an it's c a lle d th e th e F o u r D e s e rts Race C o m p e tito r s in a m a z in g e x p e rie n c e th is in c re d ib le race have t o ru n th r o u g h d e s e rts in d iffe r e n t c o n tin e n ts ! T h a t's q u ite a c h a lle n g e , is n 't it? Let's ta k e a lo o k a t s o m e o f th e d iffic u ltie s th e Unit Time to Spare ru n n e rs c o u ld have N o w , each p a rt o f th e ce is k ilo m e tre s Io n a a n d ta k e s days R unners have te n ts T R A C K an d m e d ic a l care, b u t th e y have to c a rry all th e ir o w n N : L isten ing , U n it 8, P age 0 , С c lo th e s a n d fo o d H e re in th e A ta c a m a D e s e rt, th e la n d sca p e is q u ite s im ila r to th e p la n e t M a rs, a n d th e te m p e tu re is a ro u n d 32 d e g re e s C elsius It's th e N: H o w is th e g irl g o in g to tra v e l to Scotland? B: d rie s t p la c e on e a rth So, o b v io u s ly it's N O T an easy So ve y o u r p a re n ts d e c id e d h o w y o u 're going to tra v e l to S c o tla n d y e t? p la c e to run! G : W e ll, I th in k w e 'll p ro b a b ly ta k e th e tr a in , because j N o w in th e n e x t p a rt o f th e c e , w h ic h is in J u n e , w e can s le e p o n th e tra in o v e rn ig h t c o m p e tito rs a o to th e G o b i d e s e rt in C h in a R e m e m b e r I said th a t ru n n e rs ve t o ca rry th e ir o w n c lo th e s ? T his b e c o m e s d iffic u lt in th is d e s e rt, b e c a u s e it can b e M : W h a t a b o u t g o in g b y co a ch ? T h a t's m uch cheaper | W : Yes, b u t it ta k e s lo n g e r a n d it is n 't as com fortable, j b o ilin g h o t d u rin g th e d a y b u t b e lo w fre e z in g a t n ig h t T h e o th e r th in g is m y d a d d o e s n 't w a n t to drive A n d , th e re can b e v e ry s tro n g w in d s a n d s o m e tim e s W e c o u ld s to p w h e n e v e r w e w a n te d in th e car, but| sn o w in th e m o u n ta in s You n e e d lo ts o f d iffe r e n t k in d s d a d says d riv in g is to o tirin g o f c lo th e s in th o s e kin d s o f te m p e tu re s ! N: W h a t has th e w o m a n p la n n e d to d o first? W h a t h a p p e n s a fte r A ta c a m a a n d G o b i? T h e n e x t p a rt o f th e race is in th e fa m o u s Sahara D e s e rt in E g y p t T his is th e h o tte s t a n d b ig g e s t d e s e rt o n e a rth , a n d F: I'm re a lly e x c ite d a b o u t s p e n d in g tim e tom orrow w ith E liz a b e th M : W h a t ve y o u g o t p la n n e d ? 138 lo ve s classical m u s ic b e ca u se she pla ys th e F: W e ll, in th e e v e n in g w e 're g o in g t o th e th e a tre , b u t b e fo re th a t w e 're g o in g s h o p p in g all d a y ! W e 'll b e v io lin T h e re 's also a fa m o u s p ia n is t g iv in g a tire d a fte r all th a t s h o p p in g so I'v e b o o k e d a ta b le p ia n o re c ita l, w h ic h she m ig h t e njoy at h e r fa v o u rite re s ta u n t fo r d in n e r GIRL: M m m , b o th o f th o s e s o u n d nice I th in k s h e 'll e n jo y th e m b o th M: W o w , th a t IS a b u sy day! N: W h ich b ikini d o es th e yo u n g w o m a n p re fe r? TR A C K GIRL : W h ic h b ik in i d o y o u th in k I s h o u ld bu y? I re a lly N: L istening, U n it 8, P age 0 , E lik e th e s trip e d o n e N: T h e re a re seven q u e s tio n s in this p a rt F or G IRL 2: W e ll, p e rs o n a lly I th in k th e s p o tte d o n e lo o k s each q u e s tio n , th e re a re th re e p ic tu re s an d a s h o rt re c o rd in g C ircle th e c o rre c t p ic tu re a, b e tte r o n y o u G IRL : R eally? W h a t d o y o u th in k o f th is p la in one ? b o r c G IRL 2: W e ll, it's O K , b u t it's n o t as n ice as th e s p o tte d N: W h a t tim e d o e s th e girl's music lesson s ta rt one to n ig h t? N : W h e re is th e te n n is racket? DAD: W h a t tim e d o e s y o u r m u sic lesson s ta rt to n ig h t? F: GIRL: S e v e n -th irty M : W e ll, la s t tim e I saw it, it w as o n th e b e d DAD: A re yo u sure? I th o u g h t it w as s ta rtin g a t F: GIRL: N o , I m o v e d it fro m th e re a n d I th o u g h t I le ft it on th e chair t o n ig h t , b e ca u se th e re 's a c e le b tio n in th e hall a t o 'c lo c k I c a n 't fin d m y te n n is c k e t H ave y o u seen it? M : A h , I can see it now It's o n th e ta b le , u n d e r y o u r ja c k e t D a d , y o u 're r ig h t! It w as in th e n o te fro m m y te a c h e r T han ks fo r re m e m b e rin g It's so b o rin g w a itin g fo r th e class t o s ta rt! N : H o w m uch d o e s th e w o m a n pay p e r m o n th fo r h e r g ym ? N: W h ich s p o rt d id Tom try? M : I' m th in k in g o f jo in in g a g y m , b u t it's so e x p e n sive GIRL: D id yo u h e a r w h a t Tom d id o n his h o lid a y ? F: BOY: W e ll, I th in k he w a n te d to tr y w in d s u rfin g , so I gu ess it w as th a t GIRL: to o bad M : £ a m o n th ? T h e o n e I w e n t t o w as £ a m o n th , b u t I th in k a lo t's in c lu d e d in th e p ric e N o , it w a s n 't T h e re w a s n 't an y w in d s u rfin g a t th a t b e a ch , so he tr ie d w a te r-s k iin g in s te a d F: a nd he lo v e d it BOY: Really? M in e 's o n ly £ a m o n th I d o n 't th in k th a t's W o w ! T h a t's £ a m o n th m o re ! It m u s t b e g o o d fo r th a t p ric e ! Really? I k n o w th e y d o s a ilin g th e re I th o u g h t he w a n te d t o tr y th a t, b u t he o b v io u s ly N: a fte rn o o n ? c h a n g e d his m in d ! GIRL: N: W h ich c o n c e rt is th e b o y N O T g o in g to buy a tic k e t fo r? BOY: GIRL: n e x t m o n th BOY: B O Y: I w as th in k in g a b o u t an o rc h e s tra a c tu a lly She W e ll, I k n o w she likes c o o k in g W h a t d e lic io u s th in g d id she c o o k th is tim e ? GIRL: T h a t's a nice id e a W h a t s o rt o f c o n c e rt? A p o p c o n c e rt? S o m e g re a t b a n d s are p la y in g in to w n I w e n t to v is it G n n y to d a y She re a lly is an a m a z in g w o m a n I th in k I'll b u y m y c o u sin tic k e ts t o a c o n c e rt fo r h e r b irth d a y W h a t has th e g n d m o th e r d o n e this A c tu a lly , b e lie v e it o r n o t, she w as s u rfin g th e In te rn e t all a fte r n o o n B O Y: I d o n 't b e lie v e it! N o rm a lly , she's c o o k in g , o r g a rd e n in g , lik e n o rm a l g n n ie s ! I'm g la d she's a m o d e rn g n n y th o u g h ! 139 U n it H ig h -T ech W o rld J O H N : W o w , th a t's e x c itin g ! JU LIA : Yes, w e 're re a lly p le a s e d O f c o u rse , you TRAC K 9.1 d o n 't have to b e a s c ie n tis t o r an e n g in e e r to N: Listening, U n it , P a g e 1 , В c o m e h e re - in fa c t, y o u d o n 't eve n need to b e in te re s te d in s c ie n ce a n d te c h n o lo g y The I'v e s ta rte d a co u rs e o n g re e n te c h n o lo g y a t m y e x h ib itio n has s o m e th in g fo r e v e ry o n e , adults loca l c o lle g e , b u t I d o n 't th in k it's r ig h t fo r m e a n d c h ild re n A n d th e b e s t th in g is it's very really It's a im e d a t p e o p le w h o w a n t t o b e c o m e in te c tiv e w ith lo ts o f d iffe r e n t th in g s to p ro fe s s io n a ls an d I ju s t w a n te d t o le a rn a b o u t g o o d J O H N : Really? So p e o p le can p a rtic ip a te in th e te c h n o lo g y t o use a t h o m e e x h ib itio n I'd like a m o u n ta in b ik e fo r m y b irth d a y , b u t th e y 're q u ite e x p e n s iv e a n d I w a n t to tr y o n e o u t fir s t Lu ckily m y co usin says I can te s t his t o see if I lik e it a m a z in g a n d fu n th in g s th a t y o u m ig h t want t o use in y o u r o w n life A n d y o u can make O h w h y are th e s e n e w g a d g e ts so c o m p lic a te d ? It y o u r o w n g a d g e ts , tr y th in g s o u t a n d enter says th a t it's an e n e rg y -s a v in g d e v ic e , b u t it w o n 't c o m p e titio n s to o ! b e u sin g a n y e n e rg y a t all if I c a n 't u n d e rs ta n d h o w to s w itc h it o n ! JU LIA : T h a t's rig h t! Y o u 'll fin d a b o u t ,0 0 useful, A t sc h o o l th e y te ll us h o w im p o rta n t s c ie n ce a n d te c h n o lo g y are, a n d th e y w a n t m o re g irls to s tu d y J O H N : G re a t! So s c ie n ce a n d te c h n o lo g y is n 't boring a t all! JU LIA : E xa ctly! C o m e a n d lo o k a t th is J o h n ! These агеи s o la r-p o w e re d to y s a n d m o d e ls These models th e s e s u b je c ts I'm re a lly in te re s te d in th e m a n d - p la n e s , h e lic o p te rs a n d cars - have a solar o u r s ch o o l ta k e s us t o a re a lly g o o d e x h ib itio n p a n e l a tta c h e d to th e m S o m e o f th e m work e ve ry y e a r w h e re y o u can in te c t w ith th e n e w te c h n o lo g y It's g re a t! ] o n ly w h e n th e y 're in th e lig h t O th e rs have a I s p e c ia l b a tte ry so th e y can c o n tin u e working j I m a d e a m o d e l b o a t la s t year It w as p r e tty c o o l w h e n th e y 're n o t in d ire c t lig h t So, you can buy j - it w as p o w e re d b y a b a tte ry a n d c o n tr o lle d b y a o n e m a d e , o r y o u can b u ild y o u r o w n , which is re m o te c o n tro l, u n til I cra s h e d it! I w a n t to m a ke a m u ch m o re fu n , is n 't it? s o la r-p o w e re d o n e th is tim e TRA C K J O H N : S o u n d s g o o d to m e! I m u s t tr y th a t! A nd I hear|| y o u ve c o m p e titio n s fo r th e b e s t o r craziest I d e s ig n a n d s o m e races t o fin d th e fa stest solar- j N: L istening, U n it 9, P ag e 1 , D N: You w ill h e a r p a rt o f an in te rv ie w a b o u t a JU LIA : T h a t's rig h t! te c h n o lo g y e x h ib itio n F o r each q u e s tio n , c irc le J O H N : N o w , o n e q u e s tio n is e v e ry th in g a t the th e c o rre c t o p tio n a, b o r c INT: H e llo , I'm J o h n J a m e s o n re p o r tin g fro m th e p o w e re d m o d e l car! e x h ib itio n e c o -frie n d ly ? JU LIA : W e ll, th a t's n o t th e m a in a im o f th e exhibition, N e w W o rld F a m ily te c h n o lo g y e x h ib itio n T h is b u t a lo t o f th e n e w te c h n o lo g y here is green j e v e n t is on all w e e k e n d , fro m 10 am u n til a n d w e d o u n d e rs ta n d th e n e e d to p ro te ct p m It's o n ly a n d it's a lre a d y g e ttin g th e e n v iro n m e n t F o r e x a m p le , w e 'v e also got busy T h e re are lo t o f m u m s, d a d s a n d c h ild re n w a te r-p o w e re d g a d g e ts a n d th e re are areas j e v e ry w h e re ! I'm w ith J u lia Swanly, o n e o f th e w h e re k id s can have fu n a n d b u ild th e ir own e v e n t o rg a n is e rs Hi J u lia So, can y o u te ll us a ro b o ts w ith re c y c le d m a te ria ls b it a b o u t th e e x h ib itio n ? J O H N : T h a t's g o o d new s A n d w h a t o th e r ecofriendly i JU LIA : H e llo an d w e lc o m e , J o h n ! W e ll, th e N e w W o rld th in g s can w e fin d here? F a m ily te c h n o lo g y e x h ib itio n is n o w in its th year, a n d g e ttin g b ig g e r Last y e a r a b o u t ,0 0 p e o p le c a m e a n d th is y e a r w e th in k th e r e w ill b e a p p ro x im a te ly 10 ,0 0 ! 140 JU LIA : W e ll, w e 'v e also g o t n e w te c h n o lo g y th a t save e n e rg y , lik e s p e cia l b a tte ry -p o w e re d bikes and INT: all th e la te s t e c o -frie n d ly e n te r ta in m e n t a n d c o m p e titio n b e fo re th e e n d o f s u m m e r te rm so if m u sic g a d g e ts You can te s t th e m o u t b e fo re y o u are g o o d a t s in g in g , d a n c in g o r p la y in g m usical yo u b u v th e m w h ic h is s o m e th in g y o u d o n 't in s tru m e n ts , th is c o m p e titio n is fo r y o u ! o fte n g e t th e ch a n ce to d o in sh o p s Y o u r p e rfo rm a n c e s h o u ld b e b e tw e e n -3 m in u te s Ju lia , th a n k s v e ry m u ch fo r ta lk in g to m e lo n g a n d y o u can use th e s c h o o l a sse m b ly hall to I'm o ff t o m a ke an e c o -frie n d ly r o b o t fo r m y p c tis e b e fo re th e fin a l day You s h o u ld w o rk in d a u g h te r te a m s o f six to e ig h t a n d y o u n e e d to have fo u r m ain p e rfo rm e rs : o n e m u s ic ia n , o n e s in g e r a n d tw o d a n c e rs T h e g ro u p th a t w o n th e c o m p e titio n last y e a r h a d te n Unit T h a t's E n te rta in m e n t p e o p le , b u t u n fo rtu n a te ly th is y e a r w e d o n 't have so m u c h sp a ce fo r th e p e rfo rm a n c e s so p le a se re m e m b e r T R A C K 1 N: Listening, U n it , P age , С th a t e ig h t is th e lim it It's th e fo u r th y e a r w e ve o rg a n is e d th is ty p e o f e v e n t fo r th e e n d o f te r m a n d in th e la s t fe w ye a rs w e 'v e The fe e lin g yo u g e t w h e n y o u 're s ta n d in g o n it is m u sica l c o m e d y o r s o m e th in g s im ila r to G le e This k n o w all o f th o s e p e o p le a re w a tc h in g y o u , it's v e ry y e a r w e 're h o p in g fo r s o m e th in g a b it d iffe re n t W e 're e x c itin g lo o k in g fo r m u s ic th a t is m o re a lte rn a tiv e a n d d a n c e M o s t p e o p le p re fe r to w o rk o u t a t th e fr o n t o f th e te a m s th a t can m ix classical w ith m o d e rn s ty le s T h is is th e a tre d o in g th e lig h ts o r s o u n d , b u t I lik e w o rk in g q u ite a c h a lle n g e , b u t w e 're sure m a n y o f o u r ta le n te d h ere You d o n 't see th e a u d ie n c e , b u t y o u g e t to s tu d e n ts can use th e ir im a g in a tio n a n d skills! m e e t th e a c to rs a n d m u sicia n s a n d it's g o o d fu n Last ye a rs w in n e rs w e re fro m y e a r a n d th e y g a v e a w h e n e v e ry o n e is e x c ite d a b o u t th e p e rfo rm a n c e w o n d e rfu l p e rfo rm a n c e , e s p e c ia lly th e p ia n is t a n d lead b e fo re th e y g o o n sta g e sin g e r B u t as I said, d o n 't c o p y th e s ty le o f p re v io u s O u r s ch o o l p la y th is y e a r is q u ite d iffic u lt fo r us years! Try a n d b e o rig in a l a n d cre a tiv e ! b a c k s ta g e T h e a c to rs ve a sce n e w h e re th e y all O u r ju d g e s fo r th e c o m p e titio n th is y e a r are M a rtin e a t ro u n d a ta b le So w e 'v e g o t chairs, c u p s, p la te s , W ils o n , w h o has his o w n c o n te m p o ry d a n c e c o m p a n y fo o d a n d d rin k , knives, fo rk s a n d all s o rts b a c k h e re fo r te e n a g e rs a n d G G C o o l K, a y o u n g p p e r w h o has It's a c o m p le te m e ss! ju s t re le a s e d h e r firs t a lb u m o n th e In te rn e t T h e re is n 't m u ch ro o m in h e re T h e re are 15 g irls a ske d fo r d iffe r e n t k in d s o f e n te rta in m e n t, fo r e x a m p le , m a g ica l W h e n yo u fe e l th e h e a t o f th e lig h ts a n d A n d th e re are s o m e g re a t p riz e s fo r th e w in n e rs th is in th e p la y a n d w e all p u t o u r c o s tu m e s o n in h e re year T h e firs t p riz e w in n e rs w ill g e t a v is it to th e You have t o b e v e ry o rg a n iz e d o r y o u s ta rt lo s in g W e s tb e a t In te rn a tio n a l A c a d e m y a n d th e c h a n ce to th in g s ve a sp e c ia l class w ith th e b e s t m usic a n d d a n c e I'm v e ry lu c k y b e ca u se in th is p la y I w e a r s o m e te a c h e rs A n d o th e r p riz e s in c lu d e a t r ip t o a W e s t End b e a u tifu l th in g s , th e dresses are e s p e c ia lly lo v e ly m u sica l in L o n d o n o r a s e t o f s h e e t m u sic w ith lyrics It's g re a t t o b e a b le to w e a r d iffe r e n t style s E v e ry o n e is w e lc o m e t o c o m e a n d see th e p e rfo rm a n c e s in th e T ow n C o u n c il H all, w h ic h is b ig e n o u g h fo r 0 p e o p le a n d has a fa n ta s tic s ta g e a n d TRACK e x c e lle n t s o u n d syste m T h e re is p le n ty o f sp a ce in N: L istening, U n it , P age , E th e b a c k s ta g e area w h e re y o u can p u t an y c o s tu m e s , in s tru m e n ts o r p ro p s a n d g e t c h a n g e d in th e d re s s in g N: You w ill h e ar so m e in fo rm a tio n a b o u t a school music and d an ce c o m p e titio n F o r each q u e s tio n , fill in th e missing in fo rm a tio n in th e n u m b e re d space This is an a n n o u n c e m e n t fo r all s e c o n d a ry s c h o o l ro o m So, d o n 't w a it u n til it's to o la te t o e n te r o u r c o m p e titio n C o n ta c t M rs A d a m s , th e m u sic te a c h e r w h e n y o u have d e c id e d to p a rtic ip a te You can also fin d in fo rm a tio n s tu d e n ts W e are o rg a n is in g a m u s ic a n d d a n c e 141 U n it 11 Lessons to Learn R: W o w ! It all s o u n d s fa n ta s tic ! So y o u d id n 't miss h o m e th e n ? T R A C K 1 A: W e ll, it w a s n 't easy to a d a p t to th e fo o d and eating tim e s th e r e T h e y e a t la te r in th e d a y th a n w e N : L istening, U n it 1 , P a g e , D a n d I w as re a lly h u n g ry s o m e tim e s , e sp e cially at N : Look a t th e six sen ten ces You w ill h e a r tw o 12 w h e n w e n o rm a lly have lu n ch ! A n d I missed my frie n d s , a boy, Robin an d a g irl, A n n a , ta lk in g little s is te r a n d all m y frie n d s , lik e y o u , o f course! a b o u t a school tr ip a b ro a d D e c id e if each R: Yeah, rig h t! W e ll, I h o p e w e g e t a s c h o o l tr ip now I sen te n ce is c o rre c t o r in c o rre c t W r ite T (True) o r k n o w a b o u t y o u rs F (False) R: Hi A n n a I h a v e n 't seen y o u fo r s o m e tim e W h e re have yo u b ee n ? A: U n it T h e B o d y B eau tifu l D id n 't I te ll you? M y class w e n t o n a s c h o o l t r ip to F rance last m o n th I'v e b e e n p c tis in g m y F rench T R A C K a lo t so I h o p e I'm g o in g to pass th e n e x t e xa m w e N: L isten ing , U n it , P ag e , В have! R: W e ll, I can p u t m y sh o e o n b u t I c a n 't w a lk th is year, b u t w e 'll d e fin ite ly g o o n an e x c h a n g e I'm in a lo t o f p a in a n d I c a n 't tu rn m y hea d at all p ro g m m e to G re e c e n e x t year T h a t's w h a t m y T h e s e th re e are O K b u t th is o n e , n e x t to th e Lucky yo u ! M y sc h o o l is n 't o rg a n is in g a n y th in g te a c h e r to ld us, anyw ay So h o w w as th e trip ? A: It w as p re tty g o o d W e all s ta y e d w ith a d iffe r e n t th u m b , w o n 't m o v e a t all F rench fa m ily, w ith a g irl o r b o y th e sa m e a g e as I h a d t o c o v e r th e m , o n e a t a tim e , and read some le tte rs o f f a b o a rd across th e ro o m us, a n d w e w e n t t o th e ir s c h o o l o r d id d iffe r e n t a c tiv itie s w ith th e class a n d th e fa m ily a t w e e k e n d s R: S oun ds g re a t W h a t w as th e fa m ily like? A: T h e y w e re re a lly fr ie n d ly a n d th e g irl m y a ge T R A C K 2 N: L isten ing , U n it , P age , С N: T h e re are six q u e s tio n s in th is p a rt F or each C h a n ta l w as p r e tty c o o l She likes th e sa m e k in d o f m usic a n d c lo th e s as m e, so w e ju s t sh a re d q u e s tio n , th e re are th re e p ic tu re s and a short o u r s tu ff w h ile I w as th e re ! A t firs t I f e lt a b it shv re c o rd in g C irc le th e c o rre c t a n sw e r a, b, or c a n d e m b a rra s s e d b e ca u se m y F rench w a s n 't th a t g o o d a nd I fo u n d it d iffic u lt t o c o m m u n ic a te w ith e ve ry o n e B u t I so o n g o t b e tte r a t s p e a k in g it a n d N: W h a t a c tiv ity d o th e frie n d s d e c id e to do? GIRL: I fe e l re a lly u n fit! I n e e d to d o m o re s p o rt but I e v e ry th in g b e c a m e easier R: T h a t's n o rm a l, is n 't it? It's g re a t y o u h a d to s p e a k h a v e n 't g o t tim e BOY: a n d liste n all th e tim e M y te a c h e r says th a t's th e I k n o w , I fe e l th e sam e W e s p e n d hours sitting s tu d y in g fo r e xa m s b e s t w a y t o learn a la n g u a g e So, d id y o u v is it any n ice p la ces o r d o a n y th in g in te re s tin g ? A: W e d id O n e w e e k e n d , I w e n t s k iin g w ith m y h o s t GIRL: O r o n th e c o m p u te r w h e n w e 're n o t! BOY: W e ll, w h y d o n 't w e g o ru n n in g fo r an hour b e fo re s c h o o l? fa m ily an d C h a n ta l I'v e n e v e r b e e n s k iin g b e fo re so it w as q u ite h a rd , b u t b y S u n d a y I c o u ld g e t u p GIRL: R u n n in g ? You m u s t b e jo k in g ! A n d it's to o cold e v e ry tim e I fe ll o v e r a n d s ta rt a g a in O h , a n d w e in th e m o rn in g s I th in k w e s h o u ld g o to the w e n t to Paris, o f co u rs e It's such a b e a u tifu l c ity b u t g y m a t th e s p o rts c e n tre a fte r class it's g o t so m u ch t o see it's a lm o s t t o o a m a z in g ! BOY: B u t it's re a lly e x p e n s iv e , is n 't it? GIRL: M m m m , I'm n o t sure T h e o th e r o p tio n is W e n e e d e d to sta y fo r th re e days t o re a lly see e v e ry th in g , b u t w e o n ly h a d a S a tu rd a y a n d S u n d a y w a lk in g in th e m o u n ta in s a t th e w e e k e n d We ve m o re tim e fo r th a t 142 BOY: B u t I o fte n g o a w a y a t w e e k e n d s t o m y N : W h ich p a rt o f h e r b o d y d id th e w o m a n hurt? g n d p a re n ts M a y b e w e s h o u ld d o s o m e th in g It's v e ry p a in fu l tw o d a ys la te r, a n d I c a n 't m o v e a fte r sch o o l GIRL: a n y p a rt o f m y a rm n o w ! If I tr y to m o v e m y O K I'll c h e ck th e p ric e s a t th e s p o rts c e n tre o n fin g e rs , w h e n I'm g e ttin g d re s s e d , fo r e x a m p le , it re a lly h u rts T h a t's n o t th e area I h it, b u t eve n m y lin e s h o u ld e r is p a in fu l O b v io u s ly , w h e n y o u h it th a t N: W h e n w ill th e m an le a v e h osp ital? m id d le p a rt o f th e a rm so h a rd , it a ffe c ts e v e ry th in g I c a n 't w a it t o g e t o u t o f th is p la c e I'v e b e e n a b o v e a n d b e lo w th a t s p o t! It m u s t b e a re a lly he re a w e e k alread y, b u t n o w I'm g e ttin g b e tte r s e n s itiv e p a rt o f th e a rm I s u p p o s e an d th e d o c to rs are fin a lly s a y in g th a t I can lea ve to m o rro w I'm re a lly lo o k in g fo rw a rd to N : W h a t d o e s th e m an d e c id e to buy? g o in g h o m e ! M in d y o u , th e y 'v e sa id I'll n e e d t o re st fo r tw o w e e k s , so I w o n 't b e a b le t o g o M : O h , th is is h o p e le s s ! I c a n 't fin d any c lo th e s I like T h is o n e T -s h irt is n ice , b u t th e y d o n 't have it in m y b a c k t o w o rk im m e d ia te ly size I q u ite lik e th e s e tro u s e rs b u t th e y 're to o s h o rt N: H o w d o es th e g irl th in k she h u rt h er F: W h a t a b o u t th e s e s h o rts ? sh ou lder? M : W o n 't it b e to o c o ld t o w e a r th e m ? GIRL: I'v e had th is te r r ib le p a in in m y s h o u ld e r fo r th re e days now I'm n o t sure w h a t I d id , b u t M u m says I'll have to g o t o th e d o c to r if it's n o t F: M : O h O K I'll have th e m th e n T h e y 'll lo o k g o o d w ith b e tte r soo n BOY: It w as p ro b a b ly th a t te n n is m a tc h la st w e e k GIRL: W e ll, I d o n 't th in k so, b e c a u s e I d id n 't fe e l N o , I d o n 't th in k so th e T -shirts I have a t h o m e F: O h g o o d , I am p le a s e d ! a n y th in g a t th e tim e a n d I w as fin e u n til th re e d a ys a g o I p ro b a b ly s le p t in a s tra n g e p o s itio n in m y sle e p BOY: W e ll, d o yo u k n o w w h a t I th in k ? I th in k y o u 'v e b e e n s ittin g fo r to o Io n a in fr o n t o f th e c o m p u te r It's v e ry b a d fo r y o u GIRL W e ll, ves I th in k y o u 're r ig h t I d o s p e n d a lo t TRA C K N: S p e a k in g , U n it , P age , D T h e p h o to s s h o w y o u n g p e o p le d o in g d iffe r e n t th in g s to ta k e ca re o f th e ir h e a lth N o w , I'd lik e y o u to ta lk to g e th e r a b o u t w h a t y o u d o to ta k e care o f y o u r h e a lth a n d h o w o fte n a n d w h e re y o u d o th is o f tim e c h a ttin g to frie n d s o r p la y in g g a m e s N: W h ich p ic tu re show s th e boy's uncle? A t s c h o o l w e 'v e b e e n le a rn in g a b o u t p e o p le w ith d is a b ilitie s It's in c re d ib le th e w a y th a t b lin d p e o p le can u n d e rs ta n d th in g s ju s t b y h e a rin g , to u c h in g and s m e llin g th in g s A n d p e o p le in w h e e lc h a irs are really s tro n g a n d fa st M y u n c le had an a c c id e n t and he m o ve s a ro u n d w ith n o p ro b le m o n his o w n on w h e e ls I've also g o t a n e w fr ie n d a t s c h o o l w h o is d e a f I'm le a rn in g sig n la n g u a g e t o c o m m u n ic a te w ith h im It's a m a zin g ! 143 W ORKBOOK B1 KEY U n it L istening A U n it R eading A You s h o u ld lo o k a t ea ch s e t o f R eading A You s h o u ld u n d e rlin e th e k e y w o rd s В 1T 3T F 5F 6F 8F T 10F p ic tu re s to id e n tify th e d iffe re n c e s b e tw e e n th e m С 1a c b c c b You s h o u ld re a d th e te x t first В b c 3a b b 7a 8c d 5d 10a V o c a b u la ry V o cab u lary A aunt cousins g n d m o th e r s te p m o th e r nephew A get fe ll keep p a id b o ilin g d e s s e rt peel to p ie c e s s y m p a th y s tir a v is it a d ia ry В m a rrie d a fa m ily niece В e ld e rly re lia b le lazy scru ffy honest m id d le -a g e d G m m a r A lives is b u rn in g are p la n n in g usually d o e s It's g e ttin g d e te rm in e are alw ays arg are yo u d o in g have 10 leaves pay get have В G m m a r A fe w M any lo t o f little В is are is is 5 8 m u ch a lo t is are is is W ritin g A M ich a e l is a ch e f, b u t he n e v e r c o o ks a t h o m e fo r his fa m ily ! T eenagers are b e c o m in g m o re b b 3a and m ore in d e p e n d e n t th e se days T h e sun rises in th e e a st a n d it sets in th e w e st W h y is y o u r little s is te r c ry in g ? Is she th irs ty ? c o rre c t 144 1d f 3e 4h 5b 6c g В bought w as fry in g w e re e a tin g w as w a tc h in g В В I k n o w J im v e ry w e ll b e ca u s e w e eggs b ro c c o li pizza cro issa n ts som e num ber b 2a c b 5a 6a b w e n t to u n iv e rs ity to g e th e r c o rre c t M y g n d fa th e r is a s c ie n tis t a n d he likes t o in v e n t th in g s W heat G m m a r A le ft knew d ro p p e d had Use y o u r English A V o c a b u la ry A th irs ty s ta rte r 8a h a te d , c lo s e d w as w a tc h in g , fo r g o t w as ta lk in g , d ro p p e d frie d , b o ile d w e re n 't h a v in g , c a lle d o rd e re d , w as w as re a d in g , w e re playing d id n 't g o , d id n 't like Listening С th , th , St, p m D S tu d e n t's o w n a n s w e r A You s h o u ld b e ca re fu l w ith numbers an d d a te s b e c a u s e th e y can sound v e ry sim ilar С b 2c За c b 6a Vocabulary В A You lik e d th e n e w cafe ch oose d e c id e v a rie ty b rig h t tre n d y You w ill c a fe fo r You w ill ca fe You w ill m ix in g w rite a re v ie w o f th e y o u r s c h o o l m a g a z in e say w h a t y o u th in k o f th e say p o s itiv e th in g s a b o u t h a d , have had s a n d w ic h c o ffe e p ic tu re s flo w e rs w a ite rs A used am D use d id w o u ld to used g e ttin g S tu d e n t's o w n a n s w e r R e v ie w V o c a b u la ry b c c d d b b 8c В В 6 Grammar since w e n t, has g o n e ve b e e n w a itin g , w a ite d c h o ice Listening A You w ill w rite b e tw e e n o n e a n d th re e w o rd s in each g a p С fiv e /5 g lo b a l w a rm in g c itie s a n d c o u n trie s n o t e n o u g h w a te r I C o lle c t W a te r fre s h w a te r Line d id n 't use t o c o o k Line houses d id n 't have Line a rcha e o lo g ists fo u n d c d 1 a 12a b b 15d 16b 17c 18c 19b 20c Line Line Line Line Line G m m a r 1a c d 4a 5a b d 8a d c 1 a 12 a d d 15a b a c c c U n it В b u ild in g s w e re s tre e t a n d d b u ild in g s d id n 't have 10: se rvice areas w e re /1 1: p e o p le used to / w o u ld ve fo o d to m a to e s c h e e se lo s t, ve lo s t ve b e e n w o rk in g , w o rk e d has v is ite d , v is ite d tre n d y c o lo u rfu l ago been С c u sto m e rs d e c id e th e ca fe tra d itio n a l В G m m a r A has yet V o c a b u la ry A at A fte r, o v e r in, fro m on 1a d c b d Use yo ur English A a p p ro x im a te ly tre n d y ta sty frie d tra d itio n a l e xp e n sive h u n g ry v a rie ty R ead in g A R e a d in g th e te x t q u ic k ly can h e lp y o u id e n tify t e x t ty p e s G m m a r A th e T h e ,a n В a - th e , th e A , th e В th e a th e th e th e 10 a 1b 2c 3d 4c 5b V o c a b u la ry A b 2a c 4a c b Writing A age: special shape: s tro n g o rig in G re e c e o p in io n : tin y m a te ria l: b r ig h t c o lo u r: s tic k y size: silk В re n e w a b le e n e rg y c lim a te c h a n g e e n d a n g e re d s p e cie s c o n s e rv a tiv e areas Fossil fu e ls s o la r p o w e r p o w e r s ta tio n n a tu l h a b ita t th e a T he Use y o u r English have k n o w n K a te fo r fro m S c o tla n d to a (b io lo g y ) te a c h e r have b e e n (w a itin g ) h e re fo r has g o n e ta k e a c tio n on has b e e n s tu d y in g since h a lf an h o u r a g o 145 W ritin g A S ta rtin g an em ail E n d in g an em ail H ello Hi! H o w are you? H o w are th in g s ? H o w 's it g o in g ? Bye! Bye fo r now See y o u so o n S peak to yo u later T h a t's all fo r now W rite s o o n ! В 1F 2F ЗТ 4T С Hi g o in g to G ood so o n now Listening A G m m a r 1b 2d 3c 4d 5d You s h o u ld re a d th e q u e s tio n s firs t 8c b c 11 d c 13a b 15a 16a b d С T 2F T T 5F T R eading A 1d A You can e lim in a te an a n s w e r option w h e n y o u c a n 't fin d an y sim ilar В f 3a e c b in fo rm a tio n in th e te x t m ade up lo o k u p to h a n g in g o u t В 1a 2a 3a c b le t y o u d o w n ask M a ry o u t V o c a b u la ry b re a k u p w ith T o m g e t on p u t p u p ils d o w n A b b 3a b 5a 6a В R eading A L o o k in g a t th e w o rd s a ro u n d a n e w w o rd can h e lp yo u fin d th e m e a n in g As soon th e m o m e n t b e fo re u n til В F 2T 3T 4F 5F 6T 7F 8F T F V o c ab u lary w ith on of on В s im ila r b e lo n g rely p ro u d liste n c o n c e n tra te A 1c b b c 5a 6c c o rre c t T h e bu s w h ic h / t h a t M y frie n d , w h o s e a p la ce w h e re c o rre c t th e tim e o f y e a r w h e n c o rre c t T h e ca fe, w h ic h d e ta c h e d h o u se s e m i-d e ta c h e d h o u se c o tta g e ca s tle te n t G m m a r W ritin g A W ill, clean are g o in g t o b re a k are g o in g to p a in t w ill tid y w ill h e lp a re n 't g o in g to g o w o n 't p a y b c 3a В 1F 2F 3F С is n 't g o in g to d riv e В d f b c 5a h e 8g Emma in E m m a 's h o u se , in th e s tre e t o n th e w a y t o s c h o o l a n d a t th e school E m m a 's m u m T h e re is n o b o d y a t h o m e , a t s c h o o l o r in th e s tre e t E m m a re a lise s th a t it is o n ly fiv e o 'c lo c k in th e m o rn in g a n d h e r c lo c k has b ro k e n D S tu d e n t's o w n a n s w e r В b lo c k o f fla ts b u n g a lo w A G m m a r U se y o u r English 1c b b b b 6a d o f n e w w o rd s 146 A 1a b b b c 6a В G m m a r U n it on w ith to w ith U n it V o c a b u la ry D S tu d e n t's o w n a n sw e r A 6c 7b R e v ie w V o c a b u la ry b 2a b c d b c d 9a b 1 b 12a b d d 16a 17a b Listening A U sin g th e c o n te x t can h e lp you u n d e rs ta n d te c h n ic a l w o rd s С 1a b c b 5c 6a V o c a b u la ry A m ove ta ke ta ke make m a ke m ove в V o c a b u la ry I c o u ld w rite d o w n th e s co re if I th e h o u s e w o rk house your bed a b re a k A had a pen Liz w o u ld d o a e ro b ic s if she had a m ess th e dishes w ith th e tim e s a b a th c k e t v o lle y b a ll h e lm e t tra c k te a m in d iv id u a l re fe re e Use y o u r English s k iin g Grammar В A is g o in g to fa ll I'll d o tra in leaves are m o v in g w o n 't p a y m ig h t sp e n d f d 3a e b c G m m a r is w ill g o in g are be w ill to ld w o u ld fre e d o m d a n g e ro u s b a s k e tb a ll o u td o o r p la y e rs c o m p e tito rs c o n c e n tra tio n A sits w ill p la y can В d o n 't get eat W ritin g ta k e w ill w o n 't s to p h a ve A in o rd e r to to b e ca u se w ill g o w a tc h e s w ill g o В th e tim e T h e y w o u ld g o s n o w b o a rd in g if th e y h a d th e m oney a th le tic 11 c o n fid e n c e 12 lo s t so th a t fo r Use yo u r English w ill b e / am g o in g to be it's g o in g to is g o in g t o b u y I w o n 't c o m e h o m e am g o in g t o d e c id e a b o u t A It is im p o r ta n t t o id e n tify e m o tio n s in p ic tu re s w h e n th e re are q u e s tio n s В a b o u t p e o p le 's fe e lin g s no fiv e b e tw e e n o n e a n d th re e th e se c o n d s e n te n c e Writing С c 2a b 4a 5a 6c С fo r assist D me to Sarah y o u m a ke u p to h a v e n 't ta k e n A really fa n ta s tic I'll O f co u rse c a n 't В fin d a p la c e t o stay any o ld fu rn itu re she d o e s n 't С n eed to s p e n d a fe w d ays w ith h e r tra in Yes, she has Yes, she has in fo rm a l Listening V o c a b u la ry A d e fin ite ly c o m p e te fo llo w e rs p ro p e r В d a n g e ro u s d e p th p ro p e r ly s u p e rv is io n c o n c e n tra tio n fre e V o c a b u la ry 1a d 3a c c b d 8a 9c d 1 b 12a b 14b c d c 18a d b G m m a r G m m a r A w o u ld b e , d id d n k , w o u ld n 't fe e l w o u ld y o u d o , d is a g re e d D Student's o w n a n sw e r Unit Reading В A If I h a d a te n n is c k e t, I w o u ld g iv e it t o y o u If I h a d tim e , I c o u ld g o t o th e 1a 2a 3a c b b 7a c b 10a 11a b c b c b c 18c h a d , w o u ld jo in U n it No, yo u d o n ’t В 1e f b 4d 5a R e v ie w 3 m a tc h If I h a d tic k e ts , I c o u ld w a tc h th e gam e R ead in g A You s h o u ld m a k e n o te s to u n d e rs ta n d th e m a in id e a o f each p a g p h 147 в G m m a r d 2а Зс Ь 5Ь A V o cab u lary A in ju re d d is a p p e a re d d ie d В ga ve su rv iv e d coped В 6 В had n e v e r v is ite d saw h a d re a ch e d e n te re d had b e e n h ik in g h eard p ic k e d up had b e e n w a lk in g she had b e e n ru n n in g (had) d lu n ch b e fo re had (a lre ady) p a c k e d h e r b a g h ad b e e n w a itin g Listening A B ora B ora across O ver about over 148 got w ent saved Past S im p le Past P e rfe c t C o n tin u o u s Past P e rfe c t S im p le Past C o n tin u o u s В yes sca re d tr y t o fin d th e ir w a y / a s o lu tio n С S ally g o t lo s t in th e ju n g le S ally h e a rd s o m e th in g th a t s c a re d her S ally h id b e h in d a tre e S ally c a m e u p w ith a p la n S ally m a n a g e d to e sca p e D S tu d e n t's o w n a n s w e r re a d th e s e n te n c e s w ith th e g a p s to th in k o f a w o rd th a t w o u ld fit В 1a 2c c d 5a b c 8a 9a b b e lo w on in above В R ead in g A You s h o u ld re a d th e te x t q u ic k ly a n d V o cab u lary A W h a t d o R alph a n d P ig g y fin d ? W h a t d o th e y use t o lig h t a fire ? W h o rescues th e m ? U n it d o u b le W h o w ro te L o rd o f th e Flies? W ritin g A had b e e n w a lk in g B allard o v e r 120 C a p ta in N e m o s ch o o l e x p lo re r is n 't w ill d id n 't b 2a c d 5a c b 8a e x p e d itio n jo u rn e y c o n d itio n s c o m p a n io n С 5 U se y o u r English d e s tin a tio n e x p lo re r G m m a r A c o u ld w o n 't keep gone V o c a b u la ry A m a rtia l a rts s c u lp tu re p h o to g r a p h y p a in tin g d m a c o o k e ry b a lle t В p h o to g r a p h y e x p lo re c a p tu re m a rtia l arts c o o k e ry cra w l G m m a r A c o u ld c o u ld w a s n 't a b le to c o u ld o u g h t to s h o u ld m ay m ust В can c o u ld b e ought s h o u ld n 't was able to m ust m ay c a n 't L istening A You s h o u ld th in k a b o u t w h a t the lis te n in g w ill b e a b o u t, th e words y o u m ig h t h e a r fo r each picture a n d th e d iffe re n c e s b e tw e e n the p ic tu re s С 1c 2a 3c 4a c b V o c a b u la ry A 1e d 3a b В to o k to c a lle d fo r fo u n d o u t to o k up call o u t s h o w o ff 5c G m m a r A You m u s t / have to have a licenc to fly a p la n e Can / M a y I have som e orange ju ic e , please? You n e e d n 't / d o n 't have to buy b re a d You m u s t / have to leave the p a rty a t e le v e n o 'c lo c k You n e e d n 't / d o n 't have to buy h e r a b irth d a y p re se n t В В can to have n e e d n 't re v o lu tio n is e d d e v e lo p e d 5 e x p e rim e n te d m ust p ro g re s s e n g in e e rs G m m a r Use your English w hich m ust fo r a b le fin d A be to ld w ith w a s n 't in fo rm e d Writing A by b e e n c le a n e d 1b 2a 3c bought re p a ire d They can have Use y o u r English are n o t / a re n 't c le a n e d d o e s n o t / d o e s n 't lik e b e in g a p o s tc a rd y o u r fa m ily С and because w ill to m o r r o w like to o d t o b e re p la c e d w as a ske d t o d o has b e e n tra in e d w e w e re g iv e n w e re n o t d o n e В W r itin g A В to ld can b e d e liv e re d is o fte n used w ill b e b o rro w e d is b e in g fix e d w o n 't b e te s te d w as b e in g s e n t w as d e v e lo p e d ta s ty ju d o e n e rg y s p e cie s cope lo v e p ro u d b re a k В F T 3T D Student's o w n a n sw e r Listening Review A You w ill h e a r th e re c o rd in g tw ic e С b ro k e u p , re n e w a b le e n e rg ie b ro k e u p , is b e in g used D Vocabulary 1d d b 4a 5c d b 8c 9d d 1 b d d 14a 15d c c b 19a c Grammar 1b d b b b d 7a 8b b c 1 d b d 14a 15a 16a b 18a С 1c b b 4a b 6a b b V o c a b u la ry A on w ith about on to fo r p o p u la r fo r c a n 't d o n 't a b o u t th e U nless y o u g e t U n it Unit В g° R eading A N o , th e y d o n 't Reading A ca m e in s te a d su cce ssfu l В 1a 2a c b 5a re ly c o m m u n ic a te V o c a b u la ry Yes, th e y are В 1F 2T 3F 4F F T 7F 8F T Ю Т G m m a r A show Vocabulary A A 2 a c to rs d ire c to r s c rip t lines d o c u m e n ta ry re m o te c o n tro l satna v USB s tic k m ic ro c h ip b a tte ry la p to p R esearch ca m e C an th e p ro b le m b e fix e d ? It n e e d n 't b e / d o e s n 't n e e d to b e in s ta lle d now I re m e m b e r b e in g to ld th e answ er She d o e s n 't lik e b e in g d is a g re e d w ith H e o u g h t t o b e to ld th e tr u th I e x p e c t t o b e in fo rm e d В by be been В s o a p o p e s d re s s in g ro o m re a lity s h o w s b o x o ffic e be b e in g 149 G m m a r A to ld m e sent had h e a rd w as to ld his in fo rm e d said В В J im to ld m e I could b o rr o w his CDs R o b e rt said th a t he h a d seen th e film th e d a y b e fo re / th e p revio u s day M r H o g g to ld his s tu d e n ts th e y w o u ld b e p u ttin g on a play I to ld M a tild a th a t h e r b o o k w o u ld n 't be p u b lis h e d Serena said she had to g e t tic k e ts fo r th e o p e Listening A V o c a b u la ry She a ske d m e h o w o ld m y s is te r w as M u m to ld M a ry n o t to fo r g e t to fe e d th e ca t She a ske d T im w h e re th e b a tte rie s w e re Eliza to ld h e r s is te r t o s to p w a tc h in g th a t te r r ib le s o a p o p e H e a ske d h e r if she h a d g o n e t o th e c o n c e rt th e p re v io u s w eekend Use y o u r English 1a 2a d b 5a d W ritin g A F in a lly w h ile A fte r th a t Then F irst Yes, yo u sh o u ld G m m a r A has had sent w ill b e h a vin g T he S o u th B ank / Royal Festival Hall С F irst o f a ll, T h e n , A ft e r b re a k , T h e n , В 8pm A fte r th a t, F in a lly am h a v in g had D S tu d e n t's o w n a n s w e r w as h a v in g have w e re h a v in g R e v ie w are h a vin g is h a v in g V o c a b u la ry w ill have / am b c d 4a 5c d b 8a 9a b 1 b c 13a 14d 15c 16d 17b 8d A G m m a r You s h o u ld u n d e rlin e key words p h se s in th e sentences 1c 2c c c 5a b b 8b b 10c 11a 2c 13c 14a b c b c 1T 2F T F 5F 6T aw ay dow n on of out out В 1d f 3e c 5a b G m m a r A 150 d ip lo m a g n t p h ysica l u n ifo rm w rite a b o u t w h a t h a p p e n s a t y o u r school 8 V o cab u lary A out dow n c a n d id a te sciences a rts fo ld e r had p a in te d 6 is h a v in g 5 В c ry in g p o p u la r c u ltu re p rim a ry tim e ta b le c a n d id a te accent s u b je c t 3 4 a s to ry co u sin th /th ir tie th young e d u c a tio n fe e s g d u a te s В С A He a sked th e p h o to g p h e rs w h y th e y w e re fo llo w in g h im A d a m a sked w h o he c o u ld in v ite to th e p re m ie re She asked m e w h e re th e s ta g e was R o b b ie a ske d w h e th e r he c o u ld b o rro w m y cam era Lucy a ske d w h y no o n e had c la p p e d M a tth e w a sked m e h o w he c o u ld g e t t o th e th e a tre She a sked w h e th e r I h a d seen th e film Sheila a sked if I c o u ld b u y h e r a tic k e t U n it 11 R ead in g A You s h o u ld u n d e rlin e ke y w o rd s in th e d e s c rip tio n s В g b d e 5a Listening V o c a b u la ry A m a ke b re a k got В about at fro m fo r make in get at on w ith on Grammar A to g o help d o in g b u y in g t o fin ish s tu d y in g t o learn b o rro w В Line 4: w a n te d to s tu d y Line 5: to b e a c c e p te d Line 6: F o llo w in g his Line 7: b y re v is in g Line 7: m u s tn 't leave Line 9: s ta rte d to lo o k / lo o k in g Line 10: easy t o re a d Line 10: A fte r s tu d y in g В 4 В am h a vin g th e b o o k d e liv e re d a g re e d to h e lp m e w e re g e ttin g th e c o m p u te r fix e d had th e c h e m is try la b p a in te d S tu d y in g all n ig h t is n o t b o th o f / n e ith e r o f or e ith e r В s tu d e n ts tw o o p in io n s s u g g e s tio n s fo r im p ro v e m e n t b o o k s are o ld o r in b a d c o n d itio n a n d n o isy s tu d y area b u y m o re b o o k s an d m o v e th e s tu d y area S tudent's o w n a n sw e r U nit Reading A В 3c d 5b b lin k sneeze cough yaw n T h e o ld m an d ro v e a s p o rty re d Ita lia n car s tro n g e r m o s t im p o rta n t Use y o u r English h ig h ly p e rs o n a lity b e a u tifu l e asily th in n e r to ta lly in te re s te d c o n fid e n t W ritin g A b e c 4a d В F 2T 3T such in te re s tin g С so fr ig h te n e d such b o rin g such e x h a u s te d M ik e a n d G re g T h e y m e t a t h ig h s ch o o l, a t th e B ig Tunes m usic s h o p G re g steals a C D G re g ran o u t o f th e s h o p a n d M ik e re a lis e d th e ir frie n d s h ip w as p ro b a b ly over Listening A It is im p o r ta n t to k e e p ca lm b e ca u se b e in g n e rv o u s w ill m a k e it m o re d iffic u lt t o u n d e rs ta n d th e lis te n in g 17b18a V o c a b u la ry A b a c k e d a w ay h e a d e d fo r run o u t o f th in k in g u p s ta n d o u t h a n d in g o u t В handed run s ta n d w o rs e R e v ie w V o c a b u la ry b 2c b 4a d d d b 9a b 11a d d b b 16a 1a 2a c b b S tu d e n t's o w n a n sw e r G m m a r b c d 4a b d 7a 8a d b 1 b 12a c b d c b 18 c b a ck head th in k q u ic k ly in te llig e n t b e tte r В A Vocabulary ch e e k e y e lid fe a tu re s b lo o d T o m 's g o t a c u te little b la c k a n d w h ite b u lld o g c o rre c t c o rre c t G m m a r A tid ie r saddest No, it d o e s n 't 1b d nor B o th B o th o f / E ith e r o f / N e ith e r o f G m m a r A T h e c e le b rity w o re a b e a u tifu l lo n g p u rp le dress c o rre c t Use yo u r English W riting A n e ck chest b e a rd e y e b ro w s sigh b re a th e b ite la u g h m o s t fa s c in a tin g c e rta in ly e asily s e rio u s ly 151 Front cover im age: a close-up o f soap [ bubbles Close U P TEACHER'S BOOK D e v e lo p s tu d e n ts ' English w ith C lo se -u p , a n e w fo u r level co u rse fo r B1, B 1+, B2 and C1 s tu d e n ts s u ita b le fo r e xa m p re p a tio n C lose-up b rin g s English t o life th ro u g h s p e c ta c u la r N a tio n a l G e o g p h ic p h o to g p h y and fa c ts ca re fu lly s e le c te d t o a p p e a l t o th e in q u is itiv e m in d s o f s tu d e n ts T h e y w ill d is c o v e r real places, real p e o p le and real English th ro u g h a 'C lo s e -u p ' on th e w o rld a ro u n d th e m Key features • E xam -style ta sk ty p e s p re p a re s tu d e n ts a n d b u ild th e ir la n g u a g e c o n fid e n c e fo r a n g e o f in te rn a tio n a l E nglish exam s • S tu n n in g N a tio n a l G e o g p h ic p h o to g p h y used th ro u g h o u t • H ig h -in te re s t m a te ria l a d a p te d fro m N a tio n a l G e o g p h ic and o th e r a u th e n tic sources • T h e m e -re la te d N a tio n a l G e o g p h ic v id e o m a te ria l fo r each u n it • A c o m p re h e n sive syllabus th a t addresses th e ne e d s o f s tu d e n ts a t B1 level in c lu d in g a fo c u s o n skills d e v e lo p m e n t Close-up B1 consists of: • C lo se -u p B1 S tu d e n t's B ook + O n lin e S tu d e n t Z o n e • C lo se -u p B1 S tu d e n t's B o o k + O n lin e S tu d e n t Z o n e + e B o o k • C lo se -u p B1 W o rk b o o k • C lo se-up B1 W o rk b o o k + O n lin e W o rk b o o k • C lose-up B1 Teacher's B ook + O n lin e Teacher Z o n e • C lose-up B1 Teacher's B o o k + O n lin e Teacher Z o n e + IW B □ NATIONAL GEOGRAPHIC LEARNING 9781408098509 # *-* CENGAGE t% Learning National Geographic Learning, a part o f Cengage Learning, is a leading provider o f m aterials fo r English language teaching and learning th ro u g h o u t the w orld V isit ngl.cengage.com ... results can be re c o rd e d Close- up B1 In tera ctiv e W h ite b o a rd S o ftw a re is d o w n lo a d a b le fro m th e o nlin e te a c h e r zo ne Close- up B1 In te c tiv e W h ite b o a... interesting, leaving en ou gh tim e, Th e M em o ry Man relationships Introduction to Close- up Introduction to Close- up W e lc o m e to C lo s e -u p S e c o n d E d itio n , an e x c itin g p re -in... progress tests, quizzes, answ er keys and more, please visit NG L.C engage.com / closeup and use the passw ord Close- upTchr#! TEACHER'S BOOK Katrina Gormley SECOND EDITION □ NATIONAL GEOGRAPHIC LEARNING