LH2_SB_B1_001-012_Unit 1_CGED_M1

LIVING 1

<P_LH2_SB_B1_U01_P001A> NEW PHO: attractive and interesting im- age for opener page, typical ‘middle class’ residential area in a city in one of LH’s main market countries, i.e. Türkiye or Mexico. The photo to include shop(s), coffee place and residential building/apartment block and some everyday activity that the students can talk about (e.g. shop- ping, carrying shopping, chatting, drinking coffee/having lunch)

OBJECTIVES talk about your home, life and routine talk about life events talk about your neighbourhood talk about how to reduce traffic where you live introduce yourself write an article about a past event

SPEAK Work in pairs. Discuss the questions. 1 Look at the picture. Does it look like where you live? How is it similar or different? 2 What are the people doing? Do they like living here? 3 Look at the idioms. Choose one, check the meaning and draw a picture. Can your partner guess which one it is?

a stone’s throw from

cost of living

fly the nest

home sweet home

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Talk about your home, life and routine THERE’S NO PLACE LIKE HOME 1.1

V verb + preposition

G present simple and present continuous

P consonant pairs

Adaptive Practice

LISTENING A SPEAK Work in groups. Discuss the questions. 1 Where do you live and who do you live with? 2 In your country, where do young people generally live – alone, with friends, with their parents? 3 At what age do people usually fly the nest in your country? Why? B 1.1 LISTEN FOR GIST Listen to the conversation and answer the questions. 1 What are Emma and Lucas mainly talking about? a Their current housemates. b Where to live after university. 2 What is the main problem they are discussing?

VOCABULARY Verb + preposition A

1.2 Complete the sentences from the conversation with the correct preposition. Then listen and check. 1 I’m thinking moving back to my parents’ place for a while. 2 I think I need to speak to them and talk moving back. 3 I’ve been looking shared houses, too. 4 I suppose I should talk them. 5 … more and more young people are living their parents these days. 6 I don’t really like the idea of having to rely my parents. Verb + preposition Some verbs can be used with different prepositions to mean different things. look at / look for • We’re looking at an apartment today. (going to see) • I’m looking for a new place to live. (trying to find) talk to / talk about

a Living with parents. b The cost of living.

freedom (n) being able to do what you want without limits relieved (adj) happy that something didn’t happen split (v) become two or more separate parts GLOSSARY C 1.1 LISTEN FOR DETAIL Listen again. Are the following statements true (T) or false (F)? 1 Lucas wants to move to a different town or city. T / F 2 Emma says a small room in a shared house is affordable. T / F 3 Lucas believes most people spend a large part of their salary on rent and bills. T / F 4 Lucas doesn’t want to live in a large, shared house anymore. T / F 5 Emma and Lucas decide to look for a place together for just the two of them. T / F 6 Emma is looking forward to moving back to her parents’ house. T / F D SPEAK Work in pairs and discuss the questions. 1 Do you think Emma and Lucas are making the right decision? 2 What are the advantages and disadvantages of living alone, living in shared accommodation and living with your parents? 3 Is the cost of living a problem in your country? Is it easy to find a place to live in your town or city?

• You need to talk to your boss. (someone) • We often talk about music. (something)

B Choose the correct options.

Emma

Hi Emma, sorry to hear you’re having money problems. But we’re happy you feel you can talk 1 about / at / to us about it. We’d like to pay your rent for this month. You can pay us back when you have a bit more money. You said you’d like to look 2 with / for / to somewhere cheaper to live. In the meantime, how about coming back to live 3 at / for / with us for a while? It will give us all the chance to look 4 about / at / for your financial

situation a bit more. Give us a call and let’s talk 5 about / of / on it. Lots of love, Mum and Dad

8:05AM

C SPEAK Work in pairs. What do you think Emma should do?

Game

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1.1

GRAMMAR Present simple and present continuous A Read the sentences from the conversation between Lucas and Emma. Are they present simple (PS) or present continuous (PC)? 1 I really want to stay here, but everything is just so expensive. PS / PC 2 So, anyway, I’m actually thinking about moving back to my parents’ place … PS / PC 3 They always get back home late and play loud music until 2 am. PS / PC 4 And I think more and more young people are living with their parents these days. PS / PC B WORK IT OUT Complete the rules with simple or continuous . Present simple and present continuous 1 We use the present to talk about things which are always or generally true and to talk about routines. 2 We use the present to describe what is happening at the moment and to talk about trends. 3 We usually use the present with state verbs like be, need, like, prefer, want . 4 We often use the present with time expressions like at the moment, now, these days. C Go to Grammar Hub 1.1 at the back of the book. D Complete the sentences with the correct form of the verb in brackets. Use contractions where possible. 1 I really enjoy (enjoy) living on my own, but everything is becoming (become) so expensive. 2 I (look) for a new place to live. (you / know) of anywhere? 3 I (live) with two housemates. We generally (cook) a meal together a few times a week. 4 My housemate (save) money to buy a house, so he (work) extra hours in his job at the moment. 5 I (have) my own place. I really (enjoy) living on my own. I (not / like) sharing with others. 6 (you / like) living here? Or (you / prefer) your old place? E SPEAK Work in pairs. Complete the sentences with your own ideas. Then, share your ideas and ask questions to find out more. 1 I with my friends at least twice a week. 2 My hometown is becoming these days. 3 I personally don’t enjoy , but I love . 4 The cost of is increasing all the time.

PRONUNCIATION Consonant pairs A 1.3 Listen to the words and add them to the correct consonant group. sl sm sn sp st sw sleep B SPEAK Work in pairs. Take turns to add a word to each group and make a sentence with it. Give yourself one point for each word and sentence! I sleep 8 hours every night. SPEAKING TASK A PREPARE Write questions using you to ask about the information below. Think of one or two follow-up questions for each question. Do you live on your own? Do you like it? What are the pros and cons? Find someone who … Name lives on their own

has got an unusual hobby is saving up for something is learning another language is planning a big change in their life

B SPEAK Walk around the classroom asking and answering the questions. Try to find a different person who answers yes for each question. Ask one or two follow-up questions to find out more. c SPEAK Work in pairs. Tell each other about your classmates. Alicia lives on her own. She says it’s quite expensive, but she enjoys it.

I spoke to Alicia, too. She’s learning German as well as English.

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Talk about life events TIME FLIES 1.2

S skimming for key words

G past simple – regular and irregular verbs

V life events

Adaptive Practice

READING A SPEAK Work in pairs. Read the sentence and discuss the questions. When I was young, … a year was such a long time. Now I’m an adult, time passes so quickly. 1 Do you agree with this sentence? Why/Why not? 2 Can you think of an example when time passed quickly or slowly for you? When I was young, the school summer holidays were six weeks long – it felt like forever. A year was such a long time! Now I’m an adult, time passes so quickly. Why does time seem to fly as we get older? Psychologists have several theories about this. Here are the most popular ones: By Stefan Nyberg YEARS GET SHORTER? When did the Theory 1: The first theory is mathematical. When you were 5 years old, a year was 20 per cent of your life, so it seemed like a long time. When you are 50 years old, a year is only 2 per cent of your life, so it seems much shorter. Time can feel very different if you are a child or an adult. Theory 2: As children, we didn’t have much to worry about – we went to school, studied, came home and played with our friends. Adult life is fast, busy and stressful – it’s difficult to do everything we want to do. Many of us feel that there isn’t enough time in the day. Time seems to pass quickly because as adults we tend to rush to do something and then move on to the next job with no time to stop and think. Theory 3: As children, we knew exactly how many days it was until our next birthday or holiday. All that counting and waiting made the days seem to pass much more slowly. Some psychologists suggest adults don’t notice time passing because they are focused on ‘boring adult stuff’, like shopping or housework. The days, weeks and months pass quickly. Suddenly, another year is over and a new one is beginning. Theory 4: The routines of work and family life mean that, for many adults, the days all feel the same. This is different from our early lives, which were full of exciting first-time experiences. Back then, we started school and studied new things. Then we took exams, went on a first date and learnt to drive. When we look back on all these first-time experiences, we feel that the years were much longer because so many new things happened. All these theories have something in common: there is a clear difference between the way adults and children experience time. Perhaps we need to learn from children and slow down a bit more. The earth will keep spinning, but we are only here for a short time. Let’s enjoy it!

B 1.4 SKIM FOR KEY WORDS Read When did the years get shorter? and match the headings (a–e) with each theory in the text (1–4). There is one extra heading.

a The race against time b From spring to winter c New experiences slow down time

d It’s all about the numbers e Counting the days

Skimming for key words When you read an article for the first time, look for clues to help you understand the main idea of each paragraph. • Look for key words. These could be numbers or the same words repeated. • Look for words connected to the main topic. • Look at the first sentence of each paragraph to help you understand the topic. 1.4 READ FOR DETAIL Read again. Choose the correct options. 1 Time moved more quickly / slowly when the writer was a child. 2 As we grow old, every year becomes a smaller / larger percentage of our life. 3 Many adults feel they don’t have enough / have too much free time. 4 Time slows down / speeds up if we are looking forward to an event. 5 New experiences can help to slow down / speed up time. 6 All the theories agree that adults and children experience time the same / differently .

GLOSSARY

routine (n) your usual way of doing things stressful (adj) involving or causing a lot of pressure or worry theory (n) an idea that explains how or why something happens

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1.2

D MEDIATION You read an article asking for opinions about why time seems to fly as we get older. Choose one theory and write a short text. Give examples from your own life. GRAMMAR Past simple – regular and irregular verbs A WORK IT OUT Match the verb forms in bold in the sentences with the forms in the box. irregular verb (x2) negative question regular verb (x2) When 1 did the years get shorter? As children, we 2 didn’t have much to worry about – we 3 went to school, 4 studied , 5 came home and 6 played with our friends. 1 4 5 6 B Choose the correct options to complete the rules. Past simple – regular and irregular verbs Past simple positive 1 We use this to talk about finished / unfinished actions in the past. 2 3 2 For regular past simple verbs, we add -ed / -ing . 3 Irregular verbs all have the same form / have different forms . Past simple negative 4 We make the past simple negative with subject + didn’t / not + infinitive without to . Past simple questions 5 We make past simple questions with did + subject + past form / infinitive without to . 6 Question words ( What, Where, When, Why, How , etc.) come before / after did . 7 We use Yes, I did / do and No, I don’t / didn’t , etc. as short answers to past simple yes/no questions. C Go to Grammar Hub 1.2 at the back of the book. D Complete the conversation with the past simple form of the verbs. Will: 1 ( you / enjoy ) your childhood? Becca: Yes, I did. I 2 ( have ) some great friends. We 3 ( play ) together a lot and when we 4 ( be ) a bit older, we 5

E SPEAK Make questions about your childhood using the prompts. Ask and answer them with a partner. 1 you / enjoy / school? 2 you / have / best friend? 3 what / you / do in your free time? 4 you / help around the house? VOCABULARY Life events A Look at the pictures of important life events. Match the events in the images with four events in the words box. fall in love get a job get married get your own place go on your first date go to university have children learn to drive learn to swim leave home leave school retire start school take exams

B SPEAK At what age do people usually experience the life events in the box in Exercise A? SPEAKING TASK

Game

A PREPARE Work in pairs or small groups. You are going to tell each other about a first-time experience. Use the ideas in the box or your own ideas. Decide what experience you want to talk about.

first holiday without your parents first job leaving home and getting your own place starting school, university or college

B SPEAK Think about the following and plan what you want to say. Then, tell each other about your first- time experiences. Ask questions to find out more. • Where, when and why did you have the experience? • Who else was part of the experience? Did they play an important part? • What happened? What went well? Were there any problems? • Did you learn anything from the experience?

( go ) into town to go shopping and to the cinema. What sort of things 6

( you / do )? ( not / have )

Will: I 7

a good time. I 8 ( not / like ) school. I 9 ( enjoy ) some classes like music and art, but I 10 ( take ) my exams several times before I passed.

Becca: O h dear! So you 11

( not / have ) much free time, I imagine.

Will: Exactly!

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Talk about your neighbourhood LOVE WHERE YOU LIVE 1.3

V describing places

G used to

Adaptive Practice

READING A SPEAK Work in pairs. Discuss the questions. 1 Do you love where you live? Why/Why not? 2 Look at the pictures at the bottom of the page. What can you see? 3 Look at the glossary. How can a building be environmentally friendly? B 1.5 SCAN Read The forest in the sky quickly and complete the sentences with the correct word or number from the text. 1 Bosco Verticale is an Italian name that means ‘vertical ’. 2 The apartment buildings are in the city of in Italy. 3 There are around trees on the balconies of the buildings. 4 The apartment buildings are close to the city’s services, and transport. 5 The writer mentions other countries where there are planned or completed forest buildings.

1.5 READ FOR DETAIL Choose the best options to complete the sentences. 1 The Bosco Verticale was the building of its kind. a tallest b first

c most attractive 2 Four problems of life in central Milan are that it is noisy, crowded, and hot. a polluted b expensive c boring 3 The trees on the Bosco Verticale buildings keep out the heat, and pollution. a sunlight b wind c noise 4 The main problem with buildings like Bosco Verticale is that they are to build. a complicated b time-consuming c expensive 5 The writer thinks forest buildings are . a bad b important c attractive D SPEAK Work in pairs. Answer the questions. 1 Do you want to see forest buildings and cities in your country? Why/Why not? 2 Should we pay more to live in clean cities? Why/ Why not?

THE FOREST in the SKY

Where in the world can you live on the top floor of a 111-metre high-rise building, near the centre of a lively city, but still have breakfast under a tree on your balcony? Sounds almost impossible! Well, not if you live in the Bosco Verticale (vertical forest) buildings in Milan, Italy, where architect Stefano Boeri created a completely new approach to designing buildings. Like many big cities, Milan is noisy and polluted. It’s hot in the summer and in the city centre the green spaces are often quite crowded. The Bosco Verticale is situated in an old area of Milan. What problems did this area use to have? Well, the neighbourhood was particularly noisy and polluted and didn’t use to have much greenery. But Boeri’s team found a very creative answer to these problems. 800 trees and other plants grow high above Milan on the balconies of two modern buildings. The trees keep the apartments cool in summer and warm in winter. They also produce oxygen, which keeps the air clean. Noise from traffic also used to be a big problem, but these buildings are very quiet because the trees and plants stop the noise from the people and traffic in the streets below. Bosco Verticale is really convenient for the city’s shops, services and transport, it’s attractive, and it’s environmentally friendly. And there are now similar buildings either completed or planned in other Italian cities and in a number of other countries, including the Netherlands, Egypt, Malaysia and Mexico. But there is one major problem to solve. Buildings like this are extremely expensive. They cost more to build than a normal high-rise building. But if we want to live in cool, quiet cities with clean air, it is surely worth the cost.

GLOSSARY

architect (n) someone whose job is to design buildings environmentally friendly (adj) something designed not to harm the natural environment greenery (n) trees and plants vertical (adj) standing, pointing or moving straight up

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1.3

VOCABULARY Describing places A Match the adjectives with their opposite adjective in the box. attractive convenient crowded lively modern noisy polluted quiet 1 clean 2 loud 3 inconvenient 5 ugly 6 dull 7 peaceful

GRAMMAR used to A Complete the sentences from The forest in the sky with the missing words. 1 What problems did this area ________ have? 2 The neighbourhood was particularly noisy and polluted and have much greenery. problem, but … B WORK IT OUT Read the sentences. Choose the correct options to complete the rules. • I used to live … . • There used to be a car park here. • I didn’t use to like city life. • Did you use to get the bus to work? used to 1 We use used to to talk about past situations that exist / don’t exist now. 3 Noise from traffic also be a big

4 old-fashioned

8 empty

B SPEAK Work in pairs. Take turns to describe a picture. Guess your partner’s picture.

Game

2 The negative form is didn’t use / used to . 3 The question form is Did you/he/she/it/they use / used to …?

C Go to Grammar Hub 1.3 at the back of the book. D Complete the sentences with the correct form of used to and the verbs in the box. be go like play spend stop walk 1 I used to play with my friends in this park all the time when I was a child. 2 There lots of shops here. But many of them are now closed. 3 We people in the street to ask for directions. Today we just use our phones. 4 I living here at first, but now I love it. There are lots of things to do. 5 In the past, people a lot of time at home. But now they are there all day. 6 A: to school or get the bus? B: Actually, I by bike. E SPEAK Work in pairs. Say two true sentences and one false sentence about yourself and where you live with used to or didn’t use to . Use the verbs in the box or your own ideas. Your partner has to guess which one is false. be buy cycle drive eat get go have like live love play read visit walk work

SPEAKING TASK A You are going to describe your ideal neighbourhood. Work in small groups. Think about the following and plan what you want to say. • Where is it? Is it close to public transport? • Are there shops and other facilities and things to do? • Is the area attractive, clean, quiet, modern, etc? • Who lives there? Families, professionals, students? • Are there green spaces, such as parks? B SPEAK Work in pairs. Take turns to describe your ideal neighbourhood. Ask questions to find out more.

I used to live in a small village before we moved here. I didn’t use to cycle much, but I ride my bike all the time now. There didn’t use to be so many coffee shops.

I don’t think you used to live in a small village.

Correct!

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REAL WORLD Talk about how to reduce traffic where you live

THE PROBLEM WITH PARKING 1.4

AUTHENTIC VIDEO A SPEAK Work in pairs. Look at the photo and the title. Discuss the questions. 1 What does the photo show? Do you have traffic problems like this where you live? 2 When do you use a car park? Is it always easy to find a place to park where you live? B WATCH FOR MAIN MESSAGE Watch the video and choose the best option to complete the sentence.

WATCH FOR DETAIL Watch the video again. Choose the correct options. 1 In New York City, the amount of space used by stationary vehicles is equal in area to 13 / 30 Central Parks. 2 In city centres, drivers looking for a parking space cause up to 13% / 30% of all traffic congestion. 3 Drivers cause the most congestion / pollution when they are looking for parking spaces because the cars move slowly and use a lot of fuel. 4 In Mexico City, new apartment buildings have a minimum / maximum number of parking spaces.

The main problem with parking is that … a it’s too expensive for a lot of people. b there are too many unused parking spaces. c it causes a lot of congestion and pollution.

5 Oslo / Zurich city centre is almost car-free and Oslo / Zurich has a maximum number of parking spaces. 6 In the future, there will likely be more / less need for parking spaces. D SPEAK Work in pairs. Discuss the questions. 1 What information in the video surprises you? 2 Do you think people are generally aware of the environmental problems of parking? 3 What are the pros and cons of reducing parking spaces in cities?

GLOSSARY

stationary (adj) not moving suffocating (adj) making it uncomfortable and/or difficult to breathe or move congestion (n) a situation that is crowded which makes it difficult to move

cruising (v) moving at a slow speed runaway (adj) becoming out of control

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AROUND THE WORLD A SCAN Read the questions and two people’s answers. Who mentions the following, Barbara (B) or Omar (O)? 1 In your country, what are the main problems associated with traffic? 2 Cars looking for parking cause congestion and a lot of pollution. What can we do about this? 1 noise B / O 2 accidents B / O 3 roadworks B / O 4 park-and-ride B / O 5 apps B / O 6 sharing rides B / O 7 cycling B / O 8 buses B / O

C SPEAK Complete the Speaking skills box with words from Barbara and Omar’s answers. Speaking skills Language for suggesting solutions to problems One 1 is (to) … Another 2 is (to) ... It would be a good 3 to … We 4 (to) … We should … We should/need to 5 (people to) … D SPEAK Work in pairs. Talk about how you think we can help solve the problems with parking from the video. Use the phrases in Speaking skills to help you. One solution is to increase the price of parking so that people use public transport more. MY WORLD A PLAN Think about how you can reduce the amount of traffic where you live. Make notes about some or all

Barbara , Italy

I’d say the main traffic problem in Italy is congestion in cities, particularly when people are going to and coming back from work. We also often have long delays on motorways due to roadworks. In the north,

many lorries travel between Austria and Italy, which causes a lot of harm to the environment, such as air pollution. One solution to the parking problem is to build more parking spaces near busy areas or on city outskirts. And also to have park-and-ride zones, where you can park your car and then get a bus into the centre. We also need smarter parking systems, like signs and apps, to help people find free parking spots. And to improve public transport, so that fewer people drive. We should encourage more walking or cycling for short trips.

of the following. • Charging more for parking • Creating car-free zones • Charging people to drive in the city

• Improving public transport • Providing alternatives such as bikes and scooters • Making roads one-way

B SPEAK Work in groups. Take turns to explain your ideas. The other people give their opinions on your ideas. Use the phrases in Speaking skills and the language below: • I agree with … • I think … is a good / sensible idea. • I’m not sure about … • I’m not sure … is practical.

Omar, Egypt

Global Schools

In my country, the main traffic problems in the cities are overcrowded roads, pollution and accidents. There’s a lot of poor traffic planning and management – the road systems and one-way streets

B Read the Critical thinking box. Do Barbara and Omar express practical solutions? Have they used clear language to express their ideas? And parking is also a big problem. There are not enough car parks, so many people just park on the roads and this adds to the congestion. It would be a good idea to build more car parks, but there’s no space to build them. Another option is to encourage people to share rides, so that fewer parking spaces are needed. sometimes mean you have to drive a long way just to get a short distance. Noise from traffic is also a problem – people use their horns all the time.

C PRESENT In your group, decide on the best solution. Then present your idea to the class. Which group’s idea do you like the most?

Critical thinking Finding creative solutions

It is important to consider many alternatives when solving problems. First, understand the problem well. Think about the causes and the people involved. Then, make a list of possible solutions. Next, check the solutions to see how practical they are. Finally, choose the best solution. Considering different alternatives helps us find better answers.

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Introduce yourself FUNCTIONAL LANGUAGE 1.5

Café Hub

F greeting people and giving personal information, making introductions

VIDEO COMPREHENSION A

Watch the first part of the video. Complete the paragraphs below.

My name is Gaby. I’m originally from 1 , but now, London is my home. I’m a 2 . I live in this 3 with Neena and Zac.

My name’s Zac. I live with 4

My name’s Sam. This is my café! I’m 7 . I like food. I love 8 . I live here in 9 .

and Neena. I’m

originally from 5

games.

I make 6

I’m Milly. This is my clothes store. I’m 10 . I watch 11 listen to music and I read a lot.

Neena here. I live here in London with my two friends, Gaby and 12 . I’m a lawyer. I work in 13 .

B Watch the second part of the video and choose the correct options to complete each sentence. 1 Neena is / isn’t going to an interview. 2 Sam is / isn’t good. 3 Zac had / didn’t have a good holiday. 4 Zac invites / doesn’t invite Sam to the flat. FUNCTIONAL LANGUAGE A Complete the phrases with the words in the box. doing going long meet (x2) what

SPEAKING A Walk around the class and introduce yourself. Hello, my name’s Sven. Nice to meet you. B Walk around the class again. Greet the people you know. Hi, Maria. How’s it going? Good, thanks. How about you? C Prepare a presentation about yourself. Use the sentence beginnings to help you. • Hi! My name’s … • I’m originally from … • I’m a … • I work in … • I like … • I watch/listen to … D SPEAK Work in groups. Make your presentations. Which is the best one?

Greeting new people

Nice/Good to 2

Nice/Good to 1 you.

you,

too. Greeting friends

How are you? How’s it 3 How are you 4 What’s new?

I’m good. How about you?

Not much.

It’s great to see you! 5

time,

no see.

a nice surprise!

Watch the video again. Check your answers to Exercise A.

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WRITING 1.6

Write an article about a past event

W checking your writing

WRITING MODEL

D Match the different types of mistakes in the article to the colours. 1 grammar 2 vocabulary 3 spelling 4 punctuation a blue b red c pink d green E Find and correct one or two mistakes in each sentence. Is the mistake with grammar (G), vocabulary (V), spelling (S) or punctuation (P)?

Articles wanted! Tell us about a special or important event from your life. • How old were you? • What and where was the event? • What happened during the event? • Why is it a special or important event? We will publish the best articles next month. A Read the article. Does it include all the information suggested in the advertisement? Moving to a new home

1 I reading a good book at the moment. 2 I didn’t enjoyed school very much.

3 I dont eat meat or fish very often. 4 My parents have both 45 years old. 5 I use to play computer games all time. 6 Does you have any brother or sister? 7 I usually listen diffrent kinds of music. 8 My best friend speak three langauges. WRITING TASK A PLAN You are going to write an article about a special or important event from your life. Look at the advertisement again and make notes. B WRITE Write your article. Then check your writing using the list below and the skills box.

When I 1 had thirteen, my family moved from a small town to a large city. 2 at first, I didn’t want

to leave my friends, my school, or the familiar places where me and my friends 3 use to hang out and play. Everything in the city seemed noisy and fast. My new school was much 4 biger and I didn’t 5 knew anyone. The first week, I felt a bit lonely and lost. But after that, everything 6 start to change. I 7 did new 8 freinds, including a couple of classmates who lived near me, and the city started to feel more familiar and friendly. Slowly, I 9 started enjoy city life. That event, moving home and changing 10 scool, was both special and important because I learnt that change can be difficult but also full of new exciting opportunities. Now, when I 11 see back, 12 Im happy we moved because it opened my world and taught me how to adapt to new situations. B Work in pairs and discuss what you remember about: 1 how the person felt at first. 2 when and how things started to change. 3 why the event was special. C Work in pairs. Correct the 12 mistakes with grammar, vocabulary, spelling and punctuation in the article. Use the information in the box to help you. Checking your writing Follow these tips to help you make your writing better. • Read your writing slowly and carefully as you are writing (e.g. each new sentence). • Read through the complete writing once you have finished. • Check your spelling, grammar and vocabulary and correct any mistakes. • Check your punctuation (capital letters, full-stops, apostrophes, etc.). • Read through one more time.

I mentioned what and where the event was and what happened during the event.

I said why it was special or important. I checked my work for grammar, vocabulary, spelling and punctuation.

C REVIEW Work in groups and read each other’s articles. Can you see any grammar, vocabulary, spelling and punctuation mistakes? D SPEAK Ask and answer questions to find out more about each other’s special or important events.

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REVIEW

GRAMMAR A Complete the paragraph with the present simple or present continuous form of the verbs in brackets.

VOCABULARY A Complete the text with the correct prepositions.

Samaritans is a UK charity that helps people 1 with

Dreaming

personal problems. Every six seconds,

someone calls looking 2

support.

Tokyo of

Callers can talk 3 a day and can rely 4

volunteers 24 hours

them to listen and

help. Many callers don’t want to talk 5 their problems with people they know well or live 6 . Samaritans volunteers keep all conversations private and are always there to help. B Complete the profile with the past simple forms of the verbs in the box. become get go have hold leave retire work 1911 – born in Lincolnshire, UK; the oldest of nine children 1930 – 1 left school and 2 to Oxford University; met Susan Whanslaw 1936 – became a priest; 3 CHAD VARAH founder of the Samaritans in different

Friends Tatsuo and Daisuki shared a small flat in Tokyo for three years. Tatsuo 1 speaks (speak) French and recently left for a temporary job in Paris. He 2 (work) there as a tour guide for the summer. Apartments 3 (cost) a lot in Tokyo and Daisuki can’t afford to stay. At the moment, he 4 (live) with his parents outside the city. They get on well, but Daisuki 5 (not like) the two-hour daily train journey into Tokyo. He is not the only one in this situation. More and more of his friends 6 (leave) the city these days because it’s so expensive. Every morning, the train that Daisuki 7 (catch) is full of young people, making the long journey to work and dreaming of their own place in the city. B Complete the sentences with the past simple of the verbs in the boxes. pass take teach 1 My father me how to drive. He is patient and a good teacher. But I my driving test three times before I . be get not know work 2 I what job I wanted to do when I at school. So, I for my parent’s business for a few years. I then a job at a local law firm. go leave study 3 I home and to university when I was 19. I economics and business. C Complete the sentences about yourself. 1 I used to be . 2 I used to play . 3 I used to like . 4 I didn’t use to like .

places in the UK 1940 – 4

married to Susan; the

couple 5 five children 1953 – founded the Samaritans; 6 many positions in the organisation 1969 – 7

an OBE in recognition of his

work; awarded CBE in 1995 2003 – 8

from all work at the

age of 92.

C Choose the correct options. 1 The river is very clean / polluted . Don’t swim there. 2 The building is modern / old-fashioned . It’s just a few years old. 3 The bus was empty / crowded . We had to stand. 4 The shopping centre was very lively / dull . Most of the shops had offers. 5 The park is very noisy / peaceful . Lots of people are playing loud music. 6 The office block is very attractive / ugly . I’d hate to work there. 7 The music is too loud / quiet . Can you turn it down? 8 My office is just ten minutes’ walk from here. It’s very convenient / inconvenient .

TEACHER ZONE

QUIZ

WORKBOOK

ASSESSMENT

LONG READ

MEDIATION

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