4 Study the Grammar box and complete it with the bold verb forms from the article in Exercise 3. 5 0.00 Rewrite the sentences using the words in capitals. Then listen and check. 1 I’m sure it’s a lion. MUST It must be a lion. 2 It’s possible it escaped from the zoo. MIGHT 3 Perhaps it is very hungry by now. COULD 4 It’s possible it was somebody’s pet. COULD 5 Perhaps it grew too big. MAY 6 I’m sure it isn’t a lion. CAN’T 6 0.00 What do you think really happened? Listen to the news report and check your ideas. 7 Complete the sentences with a modal verb form from the Grammar box and the correct form of the verbs in brackets. 1 The traffic’s bad – I’m worried we might miss (miss) our train. 2 Dave (...) (not leave) yet, his coat is still here.
1 It definitely isn’t a tiger. Its head is too small. 2 I’m sure it’s a lion. Look at its neck.
Aligned with the NEW EDUCATION LAW
Real World Advanced 3 Maybe it’s a leopard or maybe it’s a cheetah. 3 Read the newspaper article. Are the statements true (T) or false (F)?
1 The man wasn’t sure that he saw a lion. 2 The woman was sure she heard a lion. 3 The police knew that a lion had escaped.
Focus on future skills
Collaboration Group and pair work in every lesson for a real exchange of information and opinions. LION ON THE LOOSE IN ESSEX? CULTURE
CAL
Level 3 Unit 4
Communication Multiple opportunities for personalised practice.
4.2 GRAMMAR Speculate about events in the present and the past
1 CLASS VOTE Would you like to have a wild animal as a pet? Why/Why not? 2 Look at the photos A–C and match them with the sentences 1–3.
GRAMMAR Present and past speculation ● Use must when you think something is or was true. Present: It must be a lion. Past: It 1 (…) a lion. ● Use may / might / could when you think it’s possible something is or was true, but you’re not sure. Present: It might be a lion. Past: It 2 (…) a lion. ● Use can’t (or couldn’t ) when you are sure something isn’t or wasn’t true. Present: It can’t be a domestic animal. Past: It 3 (…) a domestic animal . GRAMMAR TIME PAGE XX 4 Study the Grammar box and complete it with the bold verb forms from the article in Exercise 3. 5 0.00 Rewrite the sentences using the words in capitals. Then listen and check. 1 I’m sure it’s a lion. MUST It must be a lion.
A
B
C
2 It’s possible it escaped from the zoo. MIGHT 3 Perhaps it is very hungry by now. COULD 4 It’s possible it was somebody’s pet. COULD 3 They’re not at home. They (...) (go) out. 4 Monica (...) (be) in the library. It’s closed. 5 We’re not sure who did it. It (...) (be) someone from school. 6 The plane landed thirty minutes ago. Bill (...) (be) in baggage reclaim.
1 It definitely isn’t a tiger. Its head is too small. 2 I’m sure it’s a lion. Look at its neck. 3 Maybe it’s a leopard or maybe it’s a cheetah. 3 Read the newspaper article. Are the statements true (T) or false (F)? 1 The man wasn’t sure that he saw a lion. 2 The woman was sure she heard a lion. 3 The police knew that a lion had escaped.
Critical Thinking Problem solving and reasoning skills are developed through the course.
50 should include in your presentation, e.g. history, things to do, etc. Refer to Exercise 1 for more ideas. B RESEARCH. Use the internet to find facts about your choice. • Make notes. • Find images and video links. • Note down any particularly good websites to share. C WRITE. Prepare your presentation. • Prepare a slide presentation with images/ videos. Unit 4 O n Sunday evening at 8.00 p.m. a holidaymaker was walking to his caravan with his 11-year- old son when he thought he saw a lion. He told reporters,‘It was dark, but I could see a large animal. It can’t have been a domestic animal – it was too big. I thought it might have been a lion. So we ran, very quickly!’ The seaside resort was full of holidaymakers and at least ten people saw the animal. One woman said, ‘I heard a loud roar at 10.00 p.m. It must have been a lion. No other animal can make a noise like that.’ Police have told everybody to stay inside as they believe a lion may have escaped from a nearby zoo. 5 PROJECT TIME Task Create and give a short presentation about a European capital city for someone who hasn’t been there before. A CHOOSE AND BRAINSTORM. Decide which city you are going to talk about. • Think about the search terms you will need to find information on the internet in English. • Decide what categories of information you 10 CULTURE GOING LOCAL
5 Perhaps it grew too big. MAY 6 I’m sure it isn’t a lion. CAN’T 6 0.00 What do you think really happened? Listen to the news report and check your ideas. 7 Complete the sentences with a modal verb form from the Grammar box and the correct form of the verbs in brackets. 1 The traffic’s bad – I’m worried we might miss (miss) our train. 2 Dave (...) (not leave) yet, his coat is still here. 3 They’re not at home. They (...) (go) out. 4 Monica (...) (be) in the library. It’s closed. 5 We’re not sure who did it. It (...) (be) someone from school. 6 The plane landed thirty minutes ago. Bill (...) (be) in baggage reclaim.
LION ON THE LOOSE IN ESSEX?
Collaboration and Creativity PROJECT TIME Task Create and give a short presentation about a European capital city for someone who hasn’t been there before. A CHOOSE AND BRAINSTORM. Decide which city you are going to talk about. 1 CLASS BRAINSTORM Look at the photo. What information would you like to know about Rio de Janeiro? Use the prompts below and your own ideas. 2 0.00 Match the words with the definitions location food and drink language transport monuments culture 5 10
O n Sunday evening at 8.00 p.m. a holidaymaker was walking to his caravan with his 11-year- old son when he thought he saw a lion. He told reporters,‘It was dark, but I could see a large animal. It can’t have been a domestic animal – it was too big. I thought it might have been a lion. So we ran, very quickly!’ The seaside resort was full of holidaymakers and at least ten people saw the animal. One woman said, ‘I heard a loud roar at 10.00 p.m. It must have been a lion. No other animal can make a noise like that.’ Police have told everybody to stay inside as they believe a lion may have escaped from a nearby zoo.
C ritical THINKING
C ritical THINKING
How good are your creative and speculation skills? In pairs, write a conversation beginning with the line Where’s my tablet? I can’t find it. A: Where’s my tablet? I can’t find it. B: You might have left it … How good are your creative and speculation skills? In pairs, write a conversation beginning with the line Where’s my tablet? I can’t find it. A: Where’s my tablet? I can’t find it. B: You might have left it …
at
1–5. Then watch the video and check. açaí cariocas favelas frescobol samba 1 a popular beach sport 2 the inhabitants of Rio de Janeiro 3 an African-inspired music and dance style 4 areas of informal urban housing 5 a healthy berry popular in Rio’s juice bars 3 0.00 Watch the video again. Answer the questions. 1 How is the presenter going to get information about the city? 2 What can you see from the cable car? 3 Is the cable car free? 4 Where can you often find Rio’s famous juice bars? 5 How much does it cost to use the outdoor gyms at the beach? 6 When do people usually go to lapa? 7 how much does it cost to use the outdoor gyms at the beach? 8 What type of music is often played in the bars? 4 Would you like to go to Rio de Janeiro? Why? / Why not? What would you do there? Discuss in pairs or groups.
Rio
our
• Include simple bullet points. • Check your slides carefully. D PRACTISE. Study the Useful language box and practise reading your presentation. Useful language … is located in … … is famous for ... The most famous building is … . The … used to live here in the ...
Level 3 Unit 4 should include in your presentation, e.g. history, things to do, etc. Refer to Exercise 1 for more ideas. B RESEARCH. Use the internet to find facts about your choice. • Make notes. • Find images and video links. • Note down any particularly good websites to share. C WRITE. Prepare your presentation. • Prepare a slide presentation with images/ videos. 50 • Think about the search terms you will need to find information on the internet in English. • Decide what categories of information you Projects are based on the principles of team work to foster collaboration, creativity and initiative. Students are encouraged to work in groups and learn collaboratively. Unit 4 • Include simple bullet points. • Check your slides carefully. D PRACTISE. Study the Useful language box and practise reading your presentation. 10 5 a mistake that doesn’t spoil the holiday? 6 an accident that puts somebody in a better mood? activities encourage students to use the language and build fl uency. 2 1 CLASS VOTE What makes a holiday enjoyable? Vote for the most important things. a local bus trip a youth hostel an adventure amazing views fantastic beaches friendly people good shops good weather internet access outdoor activities 2 You are going to read three competition entries. a) Read the competition instructions. b) Look at the photos and titles and predict what each story is about. c) Read the stories quickly to check your ideas. 3 0.00 Read the travel stories again. Answer the questions with A, B or C. You can choose each story more than once. Which story mentions … 1 a sound that makes people stop what they’re doing? 2 an improvement in the weather conditions? 3 a plan to see something special? 4 an important life lesson? Extensive comprehension
Cultural awareness BBC Culture pages provide students with fascinating real world information and broaden their cultural horizons.
Legend has it that people would ... For museum enthusiasts, there are ... The best way to travel around is by ... The locals eat …
CULTURE
E DELIVER. Give your presentation to the class. F VOTE. Vote on the best presentation. GOING LOCAL
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Unique intensive reading programme
PROJECT TIME Task Create and give a short presentation about a European capital city for someone who hasn’t been there before. A CHOOSE AND BRAINSTORM. Decide which city you are going to talk about. • Think about the search terms you will need to find information on the internet in English. • Decide what categories of information you should include in your presentation, e.g. history, things to do, etc. Refer to Exercise 1 for more ideas. B RESEARCH. Use the internet to find facts about your choice. • Make notes. • Find images and video links. • Note down any particularly good websites to share. C WRITE. Prepare your presentation. • Prepare a slide presentation with images/ videos. • Include simple bullet points. • Check your slides carefully. D PRACTISE. Study the Useful language box and practise reading your presentation. Useful language … is located in … … is famous for ... The most famous building is … . The … used to live here in the ... 65 60 50 55 B A perfect sunset Last October my mum and I went to Barcelona for a long weekend. Mum had heard that Barcelona is perfect for a city break as it has a bit of everything, so off we went. The city, one of the largest on the Mediterranean, has world famous museums, parks, mountains, a port and a beach. Having said all of this, when we arrived, we had no idea what we were going to do. We had no plans and, of course, couldn’t speak the local language, so we looked through a (Spanish) guidebook in our youth hostel to get some ideas! We eventually decided to go to the top of Tibidabo, a mountain overlooking Barcelona.
tyle
1 CLASS BRAINSTORM Look at the photo. What information would you like to know about Rio de Janeiro? Use the prompts below and your own ideas.
4.4 READING and VOCABULARY Understand how travel stories are organised
ars
GLOBETROTTER TRAVEL COMPETITION
Send your story and photos to: enquiries@globetrotter.com
Students develop reading skills and strategies in every unit through reading texts in a variety of genres , including literature .
Would you like to win a digital camera? Your entry must include:
• basic information about your
destination • be entertaining • describe an unexpected event • include lots of creative description • be 200 to 250 words long YEAR’S COMPETITION
the
0.00 Match the words with the definitions BEST STORIES FROM LAST 1–5. Then watch the video and check. açaí cariocas favelas frescobol samba 1 a popular beach sport 2 the inhabitants of Rio de Janeiro 3 an African-inspired music and dance style 4 areas of informal urban housing 5 a healthy berry popular in Rio’s juice bars 3 0.00 Watch the video again. Answer the questions. 1 How is the presenter going to get information about the city? 2 What can you see from the cable car? 3 Is the cable car free? 4 Where can you often find Rio’s famous juice bars? 5 How much does it cost to use the outdoor gyms at the beach? 6 When do people usually go to lapa? 7 how much does it cost to use the outdoor gyms at the beach? 8 What type of music is often played in the bars? 4 Would you like to go to Rio de Janeiro? Why? / Why not? What would you do there? Discuss in pairs or groups. 6 Read the information box about travel stories. Find examples in the three stories. Quote from the text. A Under a canoe I was in the Lake District with my family for our summer holiday. There were four of us: Dad, Mum, my grumpy 12-year-old sister and me. We chose this destination because it is an area of incredible natural beauty and there are loads of outdoor activities you can do like canoeing and trekking. The Lake District is a National Park with over twenty lakes including Lake Windermere, which is England’s largest lake. On the first day, it was raining but Mum and I set off in our canoe while Dad had to share with my sister and put up with her bad mood. The lake was calm, it stopped raining and I felt the warmth of the sun on my shoulders. All around us we could see dense forest and steep hills. On the other side, a waterfall cascaded down the hillside into the lake. ‘This is all right,’ I thought. Seconds later, I was less happy. While he was admiring the view, Dad crashed into our canoe and knocked us into the water. It was cold – extremely cold. And wet. Fortunately, we survived (the cold and the embarrassment). My sister thought it was so amusing, she cheered up! Then she wore a smile for the rest of the holiday. 15 5
C Out in the wild I love wild animals, so my parents took me on holiday to South Africa for my eighteenth birthday. I remember the holiday as a series of images: the cold blue ocean, funny penguins, miles of unspoilt beaches, lively cafés and friendly people. But the highlight of the holiday was a three-day safari. The safari was an unforgettable experience, totally out in the wild! Fortunately, we were with experienced rangers who taught us about the habitats and life cycles of the animals we saw, as well as making sure that we were safe.
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4 SYNONYMS Complete the questions with words from the stories that have a similar meaning to the words in brackets. 1 Does the writer of Story A suggest that her sister is usually (…) ? (bad-tempered) 2 Does the father have to (…) his daughter’s bad mood? (tolerate) 3 What happened as the father was (…) ? (enjoying the scenery) 4 What did the writer of Story B (…) to get ideas for things to do? (read quickly) 5 Did they find a place to (…) at the stunning views? (look for a long time) 6 Did they sit on a bench (…) Tibidabo? (with a view over) 7 According to the writer of Story C , what was the (…) of the holiday? (best part) 8 Is it easy to (…) wild animals on a safari in South Africa? (see) 9 Did the writer suddenly feel (…) in the wild? (unable to do anything) 5 In pairs, answer the questions in Exercise 4 in your own words.
Safari parks in South Africa are covered in trees and bushes. This makes it difficult to spot animals. But our safari rangers were really good at finding them: we saw elephants, giraffes, zebras, buffalo bathing in a lake and a family of lions sleeping peacefully under a tree. Suddenly, we heard a noise close to the jeep. There was a flash of yellow and a loud roar – nobody moved a muscle.The leopard ran back into the bush and left us feeling terrified. One of the rangers suggested that it was probably protecting its cubs. At that moment, I learnt something: humans created the internet and spaceships, but we are helpless in the face of nature.
Travel stories ● Grab the reader’s attention at the start. ● Give basic facts about the location. ● Describe places and events with interesting vocabulary. ● Explain how people felt at the end of the story. ● End with a reflection. We sat on a bench overlooking the sparkling lights of the city far below. We had no idea where we were, but we didn’t care because we got our perfect view of a blood-red sunset over Barcelona. According to the guidebook, the sunsets from up there were splendid. We set off by bus from the city centre. The bus took us higher and higher above the city. I couldn’t wait to gaze at the stunning views over Barcelona. At every stop, passengers got off until we were the only two left. Then the bus driver stopped the bus and got off too. ‘Tibidabo?’ we asked him. He pointed to a mountain on the other side of the valley. We were on the wrong mountain!
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THAT’S MY WORLD! 1
oor
Useful language … is located in … … is famous for ... The most famous building is … . The … used to live here in the ... 52 Unit 4 20
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1 Answer the questions. 1 What do you use your smartphone for? 2 How many hours do you spend online per week? 3 Do you think teenagers in your country use their smartphone in the same way as teens in the UK? 2 Read the article quickly. Check your ideas to Question 3 in Exercise 1. 3 Read the Strategy box.
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C ritical THINKING
Legend has it that people would ... For museum enthusiasts, there are ... The best way to travel around is by ... The locals eat …
How good are your assessment and decision-making skills?
Smart schools? Are smartphones useful in the classroom? Or are they just a distraction?
or
In pairs or groups, decide which travel story from Exercise 2 should win the competition. Use the rules competition and the Information box to establish criteria to help you with your decision.
More than ninety percent of British teenagers own a mobile phone; a minority have two or more. These ‘screenagers’ spend more than twenty-seven hours a week online. They connect when and where they like with smartphones and tablets. Apparently, UK teenagers avoid using their smartphone to call friends. Instead, they choose to watch video clips, play games, share photos and send instant messages. As for social media, teens today like keeping in touch via Twitter, Snapchat or Instagram. They leave Facebook to their mums and dads! Teenagers may be connected all the time, but there is one place where most teenagers cannot use their digital devices: school. In the UK, there is no law about phone use in schools, but teachers can remove devices from students if necessary. Not all teachers agree though and some even try to use smartphones in class. However, a recent British report said that removing smartphones from schools will give students more time for their education. It said that smartphones are a big distraction, make students less productive and are bad for learning. One UK teacher explains why her school do not allow smartphone use in the classroom: ‘The problem is that students associate their phones with entertainment and contacting their friends. At the beginning of class, we ask all students to leave their phones on the teacher’s desk at the front of the classroom. This makes sure that they focus on the lesson and aren’t tempted to access their phones to chat, watch videos or play games. Teenagers are easily distracted.’ However, in the USA, some people do not agree. Recently, one school in New York decided to allow students to use smartphones at school. Teachers there believe smartphones can be an excellent resource for the classroom. ‘We carry a lot of information in our pockets and this information can be really useful,’ one teacher explains. ‘Smartphones give students instant access to texts and images; it’s very motivating. In the end, they still have to process and use the information they find by themselves online – this is learning.’ This teacher thinks smartphones can definitely make you smarter!
EXTEND YOUR READING Page XX
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Unit 4
The correct/incorrect statements appear in the same order as the information in the text. Correct or incorrect
E DELIVER. Give your presentation to the class. F VOTE. Vote on the best presentation.
Legend has it that people would ... For museum enthusiasts, there are ... The best way to travel around is by ... The locals eat …
4
0.00 Read the article again. Decide if each sentence is correct or incorrect. 1 The majority of British youths have several phones. 2 Young people in the UK don’t tend to talk to their friends on the phone. 3 UK teens avoid using the same social media site as their parents. 4 In the UK, it is illegal to use phones in the classroom. 5 All teachers in the UK believe phones are bad for students. 6 A British report stated that smartphones are an excellent educational resource. 7 In one school in Britain, students hand over their devices to help them concentrate better. 8 One teacher from New York says that smartphones are compatible with learning. 5 Do you think smartphones can make you smarter at school or do they distract from learning? Write a short paragraph to explain your view. Use information from the article.
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Unit 4
hy? / uss in
Extend your Reading section provides additional reading texts with exam tasks seamlessly integrated and further practice.
E DELIVER. Give your presentation to the class. F VOTE. Vote on the best presentation.
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