speak your mind

EDIZIONE LEGGERA
S. McKINLAY – B. HASTINGS
WITH E. FOODY
SPEAK YOUR MIND
2
EDIZIONE LEGGERA
STUART McKINLAY
BOB HASTINGS
WITH ELIZABETH FOODY
FUNCTIONS ON VIDEO
WITH JOHN PETER SLOAN
978 88 8339 0913 A
www.pearsonlongman.it
Stuart McKinlay-
Bob Hastings
Speak your mind 2
Questo volume, sprovvisto del talloncino a fronte (o op-
portunamente punzonato o altrimenti contrassegnato) è
da considerarsi copia di SAGGIO-CAMPIONE GRATUITO
fuori campo I.V.A. (D.P.R. 26.10.1972, n. 633, art. 2, com-
ma 3, lett. d). Vendita e altri atti di disposizione vietati:
art. 17, c. 2 e 4, L.633/1941.
978 88 8339 091 3
9 788883 390913
L’opera è composta da:
•
Students’ Book and Workbook 2
•
Audio CD 2
indivisibili
€ 22,00

BE MORE SUCCESSFUL WITH SPEAK YOUR MIND!
Presenting language through high-interest topics and an emphasis
on reading and vocabulary development.
STRUMENTI PER L’INSEGNANTE
• Teacher’s Book with Tests 1
• Teacher’s Book with Tests 2
• 10 Class CDs
• The Complete Teacher’s Toolkit
• Speak Your Mind on CLIL
• LIMbook 1-2
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Edizione LEGGERA con CD audio
Students’ Book and Workbook 1 + Audio CD 1 (mp3)
Students’ Book and Workbook 2 + Audio CD 2 (mp3)
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• Exam practice
• Speak Your Mind on CLIL
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2
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© Pearson Italia spa
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STUART McKINLAY
BOB HASTINGS

WITH ELIZABETH FOODY
STUDENTS’ BOOK
2
© Pearson Italia spa
4
8
12
Revision: Present simple vs Present continuous
Extension: state and action verbs
Revision: Past simple
Extension: used to
Revision: Future tenses (Present continuous and going to)
Extension: Present simple for timetable future
Personality adjectives
Holidays
/d/, /t/ or /ɪd/
Describing the present situation
Talking about the past - Talking about habits in the past
Asking, giving and refusing permission

Talking about future plans and intentions
16
Modal verbs: should, must, can
Reflexive pronouns
Styles and accessories
/
Λ
/ or /
Ʊ
/

Giving advice
Talking about obligation
Talking about prohibition
Agreeing and disagreeing
READING Pretty in pink
LISTENING to a radio show
SPEAKING talking about the influence of colour
on your life
WRITING a short article about the influence of colour
on your life
24
Verb patterns
have to
Jobs and work
/
ɪ
/ or /
iː
/
Talking about obligation and lack of obligation
Describing a job
Taking and leaving messages
READING The best job in the world
LISTENING to phone calls
SPEAKING talking about voluntary jobs
WRITING fi lling in an application form
34
Past simple vs Past continuous
Defining relative clauses
Crime

Vowel sounds
Talking about what was happening
Giving and justifying opinions

READING Watch out! There are con artists about!
LISTENING t o a radio debate about illegal downloading /
a story about con artists
SPEAKING talking about con artists, crimes and
punishments
WRITING a letter about a con trick or a crime

42
will, may and might for predictions
Future forms – revision
First conditional
Natural disasters
/
eɪ
/ or /
aɪ
/
Making predictions
Giving a presentation
READING Not so plastic fantastic
LISTENING to a conversation about charities
SPEAKING talking about how to help the environment
WRITING a letter about how to make your school more
environmentally friendly
52
Present perfect with How long ?/for/since

Indefinite pronouns
Relationships – phrasal verbs
Past participles
Talking about duration
Expressing opinion
READING emails
LISTENING to phone calls and messages
SPEAKING talking about how you keep in touch
with friends
WRITING a personal letter
STUDY SKILLS Personal letters and emails
60
Present perfect continuous vs Present perfect
simple
Question tags
Indirect questions in the present
Communication and technology
Asking for confirmation
Being polite
READING A new idea in mobiles
LISTENING to a conversation in a shop
SPEAKING talking about mobile phone implants
WRITING an email to a mobile phone company
70
Modal verbs – revision
Second conditional
Health, illnesses and remedies
Sports
/
h

/
Asking for and giving advice
READING Sports mad
LISTENING to a psychologist giving advice in a radio
programme
SPEAKING talking about sports
WRITING a letter or email
STUDY SKILLS Informal opening paragraph
78
Modal verbs of deduction – present and past Intensifiers
Fine art and music
have
Making deductions in the present and in the past
Recounting a past event
READING Silibil’n’Brains
LISTENING to a text about music
SPEAKING talking about deception
WRITING a fi lm review
STUDY SKILLS Film review
88
Articles
Past perfect
Physical appearance
/
ɜː
/ or /
е
/
Describing appearance
READING Fitness fl ops

LISTENING to a dialogue on exergaming
SPEAKING talking about how to keep fi t
WRITING a short article on a fi tness fad
96
The Passive TV, media, fi lms
Media jobs
Main stress
Describing TV programmes and fi lms
Taking part in a conversation
READING The big break
LISTENING to a news bulletin
SPEAKING talking about the last fi lm you enjoyed
WRITING notes and messages
STUDY SKILLS Notes and messages
106
Reported speech
Reported questions and imperatives
say and tell
Careers
Reporting statements, questions and commands
Comparing photos
READING From classroom to newsroom
LISTENING to a description of a career
SPEAKING talking about jobs and careers
WRITING an essay about starting work later
114
Third conditional
Conditionals – revision
I wish/If only
Feelings

Strong adjectives
Expressing regret
Relating an experience
READING Eternal love
LISTENING to a psychologist talking about appearance
SPEAKING about proverbs
WRITING a story
A new start
1
REVISION A
The present
REVISION B
The past
REVISION C
The future
The present
REVISION
The past
REVISION
The future
0
Against the law
Against the law
3
Friends and family
Friends and family
5
Fit and well
Fit and well
7

Body beautiful
Body beautiful
9
Bad advice
11
It’s a disaster!
It’s a disaster!
4
Keep in touch
Keep in touch
6
True art
True art
8
Big news
Big news
10
Feelings
Feelings
12
Hard work
Hard work
2
CULTUREFRAME
5 Young people and the media 132
6 How we speak 134
3 British things to say 128
4 The British music industry 130
1 Going underground 124
2 Youth crime 126

UNIT PAGE GRAMMAR VOCABULARY
Past simple vs Past continuous
Crime
2
2
GRAMMAR CHECK – Unit 1-2
32
12
Extension: Present simple for timetable future
Modal verbs:
should, must, can
Styles and accessories
The future
GRAMMAR CHECK – Revision
14
Present perfect with
How long ?/for/since
Relationships – phrasal verbs
GRAMMAR CHECK – Unit 3-4
50
Indirect questions in the present
70
Modal verbs – revision
Health, illnesses and remedies
6
6
GRAMMAR CHECK – Unit 5-6
68
Articles
Physical appearance

9
9
8
8
GRAMMAR CHECK – Unit 7-8
86
Reported speech
Careers
11
11
GRAMMAR CHECK – Unit 9-10
104
12
12
GRAMMAR CHECK – Unit 11-12
122
© Pearson Italia spa
4
8
12
Revision: Present simple vs Present continuous
Extension: state and action verbs
Revision: Past simple
Extension: used to
Revision: Future tenses (Present continuous and going to)
Extension: Present simple for timetable future
Personality adjectives
Holidays
/d/, /t/ or /ɪd/
Describing the present situation

Talking about the past - Talking about habits in the past
Asking, giving and refusing permission

SPEAK OUT
Talking about future plans and intentions
16
Modal verbs: should, must, can
Reflexive pronouns
Styles and accessories
/
Λ
/ or /
Ʊ
/
Giving advice
Talking about obligation
Talking about prohibition
Agreeing and disagreeing
SPEAK OUT
READING Pretty in pink
LISTENING to a radio show
SPEAKING talking about the influence of colour
on your life
WRITING a short article about the influence of colour
on your life
24
Verb patterns
have to
Jobs and work
/

ɪ
/ or /
iː
/
Talking about obligation and lack of obligation
Describing a job
Taking and leaving messages
SPEAK OUT
READING The best job in the world
LISTENING to phone calls
SPEAKING talking about voluntary jobs
WRITING fi lling in an application form
34
Past simple vs Past continuous
Defining relative clauses
Crime
Vowel sounds
Talking about what was happening
Giving and justifying opinions

SPEAK OUT
READING Watch out! There are con artists about!
LISTENING t o a radio debate about illegal downloading /
a story about con artists
SPEAKING talking about con artists, crimes and
punishments
WRITING a letter about a con trick or a crime

42
will, may and might for predictions

Future forms – revision
First conditional
Natural disasters
/
eɪ
/ or /
aɪ
/
Making predictions
Giving a presentation
SPEAK OUT
READING Not so plastic fantastic
LISTENING to a conversation about charities
SPEAKING talking about how to help the environment
WRITING a letter about how to make your school more
environmentally friendly
52
Present perfect with How long ?/for/since
Indefinite pronouns
Relationships – phrasal verbs
Past participles
Talking about duration
Expressing opinion
SPEAK OUT
READING emails
LISTENING to phone calls and messages
SPEAKING talking about how you keep in touch
with friends
WRITING a personal letter
STUDY SKILLS Personal letters and emails

60
Present perfect continuous vs Present perfect
simple
Question tags
Indirect questions in the present
Communication and technology
Intonation of question tags
Asking for confirmation
Being polite
SPEAK OUT
READING A new idea in mobiles
LISTENING to a conversation in a shop
SPEAKING talking about mobile phone implants
WRITING an email to a mobile phone company
70
Modal verbs – revision
Second conditional
Health, illnesses and remedies
Sports
/
h
/
Asking for and giving advice
SPEAK OUT
READING Sports mad
LISTENING to a psychologist giving advice in a radio
programme
SPEAKING talking about sports
WRITING a letter or email
STUDY SKILLS Informal opening paragraph

78
Modal verbs of deduction – present and past Intensifiers
Fine art and music
have
Making deductions in the present and in the past
Recounting a past event
SPEAK OUT
READING Silibil’n’Brains
LISTENING to a text about music
SPEAKING talking about deception
WRITING a fi lm review
STUDY SKILLS Film review
88
Articles
Past perfect
Physical appearance
/
ɜː
/ or /
е
/
Describing appearance
SPEAK OUT
READING Fitness fl ops
LISTENING to a dialogue on exergaming
SPEAKING talking about how to keep fi t
WRITING a short article on a fi tness fad
96
The Passive TV, media, fi lms
Media jobs

Main stress
Describing TV programmes and fi lms
Taking part in a conversation
SPEAK OUT
READING The big break
LISTENING to a news bulletin
SPEAKING talking about the last fi lm you enjoyed
WRITING notes and messages
STUDY SKILLS Notes and messages
106
Reported speech
Reported questions and imperatives
say and tell
Careers
Reporting statements, questions and commands
Comparing photos
SPEAK OUT
READING From classroom to newsroom
LISTENING to a description of a career
SPEAKING talking about jobs and careers
WRITING an essay about starting work later
114
Third conditional
Conditionals – revision
I wish/If only
Feelings
Strong adjectives
Expressing regret
Relating an experience
SPEAK OUT

READING Eternal love
LISTENING to a psychologist talking about appearance
SPEAKING about proverbs
WRITING a story
1 Brick Lane
by Monica Ali
136
2 The Daydreamer
by Ian McEwan
138
3 The Curious Incident of the Dog in the Night-time

by Mark Haddon
140
4 Teacher Man
by Frank McCourt
142
READINGFRAME
VOCABULARY PRONUNCIATION FUNCTIONS SKILLS
WRITING
fi lling in an application form
Vowel sounds
Talking about what was happening
READING
Watch out! There are con artists about!
/
Λ
/ or /
Ʊ
/

Giving advice
READING
Pretty in pink
environmentally friendly
Past participles
Talking about duration
READING
emails
WRITING
an email to a mobile phone company
/
h
/
Asking for and giving advice
READING
Sports mad
WRITING
a fi lm review
STUDY SKILLS Film review
/
/ or /
/
Describing appearance
READING
Fitness fl ops
STUDY SKILLS Notes and messages
Reporting statements, questions and commands
READING
From classroom to newsroom
WRITING

a story
© Pearson Italia spa
PRESENTATION
1 Look at the photos. What can you say
about Jade, the girl with the phone,
just by looking at the photos?
• How old is she?
• Where does she come from?
• Anything else about her?
Jade’s very quiet and she rarely takes part in class
discussions. But she always writes excellent essays.
1
Jade’s eighteen, three years younger than me. We get
on OK, I suppose. Luckily, she usually spends her free
time with her boyfriend so I don’t see her very often.
3
5
I know Jade from Kendo classes. She’s getting pretty
good but she’s really modest about it! People think
Jade’s very serious but she’s got a fantastic sense of
humour. She’s really funny.
2
I come from Scotland but my wife’s English, we live in
Manchester. Alex and Jade are half-Scottish, half-English.
Still, I think my kids are quite proud to have some Scottish
blood in them!
4
Jade is doing really well at school at the moment
– she’s working very hard. I’m so proud of her. She
always comes top of the class in History and French.

She’s planning to study Politics at university. She still
spends all evening on the phone to Marc. I think she’s
talking to him now.
6
She’s such a caring person – I really love her. It’s just
a pity that we’re working hard for our mock exams
this term so we don’t see each other so often in the
evenings. But at least I see her at school every day.
OBJECTIVES
Grammar
 Revision: Present
simple vs Present
continuous
 Extension: state and
action verbs
Vocabulary
 Personality adjectives
Functions
 Describing the present
situation
2
5.02
Listen and read. What
do these people say about Jade?
Match the texts 1-6 below with the
speakers a-f.
a
father
2
b

mother
c
brother
d
teacher
e
boyfriend
f
friend
4
0
The Present
REVISION A
© Pearson Italia spa
3
5.02

Listen and read again. Then answer the questions.
1
What is Jade’s home town?
2
What’s her nationality?
3
How old is Jade’s brother?
4
Which are her best subjects at school?
5
What does she want to study at university?
6
Why doesn’t she see her boyfriend very often?

4 Read the texts again. What kind of person is Jade?
Underline all the adjectives that describe her.
big-headed  quiet  clever  funny  modest  outgoing
caring  serious  romantic  selfi sh  talkative  hard-working
5 Look at your answers to Exercise 1. Were any of your
predictions correct?
GRAMMAR REVISION
6 Match sentences 1-5 with defi nitions a-e.
1
She usually spends her free time with
her boyfriend.
2
We’re working hard for our exams this term.
3
She’s talking to Marc.
4
I come from Scotland.
5
She’s getting pretty good at Kendo.
a
a fact that doesn’t change
b
a routine or a habit
c
a temporary situation
d
a situation that’s changing
e
a situation or event happening now
7 Choose the correct alternative.

1
She doesn’t talk / isn’t talking on the phone now.
She’s in bed.
2
Mike often takes / is taking the bus to school.
3
Do you watch / Are you watching this or can
I change channels?
4
I study / am studying a lot more this year.
5
He usually teaches / is teaching French but he
teaches / is teaching Spanish at the moment.
6
My dad works / is working in an offi ce in the city.
8 Write the correct form of the verbs in brackets.
Use the Present simple or the Present continuous.
1
I always (feel) tired on Monday
mornings.
2
What (Jack / study) at college
this term?
3
My exams (go) quite well, I think.
4
I (not / get) enough sleep at the
moment.
5
We (not / see) each other at the

weekends very often.
6
Alison (argue) with her brother all
the time.
7
The children (not / get on) very well
these days.
8
They usually (play) together very
happily.
9 Complete the dialogue with the correct form of the
verbs in brackets. Use the Present simple or the
Present continuous.
Marc
Hi Jade, what
1
(do)?
Jade
I
2
(listen) to music by Steve
Reich. It’s modern classical music.
Marc
Classical music! But you only
3

(listen) to soul.
Jade
I
4

(try) a lot of different music
at the moment. This music is good to study to.
Do you want a copy?
Marc
No, thank you. Anyway, I’ve got you a present.
Jade
Oh, fantastic! A novel! You usually
5
(forget) my birthday!
Marc
No I don’t!
6
you
(like) your present?
Jade
Yes! You know I
7
(think)
fantasy novels are great and Philip Brown
is my favourite writer. The only books
I
8
(read) these days are
History textbooks!
FUNCTIONS
10 What is happening in your life at the moment?
In pairs, tell your partner.
A
I’m … at the moment. I’m also … these days.

Present simple vs Present continuous

We use the
Present simple
for routines/habits and
facts that don’t change.
She usually
spends
her free time with her boyfriend.
I
come
from Scotland.
Time expressions:
never, rarely, often, sometimes,
usually, regularly, always.


We use the

Present continuous

for things happening

now, temporary situations and change and
development.
She
’s talking
to Marc.
We
’re working

hard for our exams this term.
She
’s getting
really good at Kendo.
Time expressions:
at the moment, these days, now,
nowadays, this term/year, all the time.
Remember:
to make questions and negative sentences
in the

Present simple we use the auxiliary verb do.
Do
you come from Ireland?
I
don’t
come from Ireland.
WB p. 148
5
REVISION A - The Present
The Present
0
© Pearson Italia spa
PERSONALITY ADJECTIVES
11 Complete the table with the personality
adjectives below.
bossy
 caring  cheerful  pessimistic  clever  funny  boring
friendly  popular  generous  hard-working  laid-back  lively
modest  outgoing  optimistic  polite  proud  quiet

big-headed  lazy  reserved  mean  rude  romantic
selfi sh  serious  shy  stupid  tolerant  helpful  loud
Positive Negative
caring

bossy

12
5.03
Find the opposite of the negative adjectives
below. Use a dictionary if you need to. Then listen,
check and repeat.
caring  pessimistic  big-headed  lazy  rude  loud
13 Choose the correct answer.
1
Lara loves meeting people.
She’s very .
a
friendly
b
generous
c
selfi sh
2
The British are quite . They feel
uncomfortable with strangers.
a
confi dent
b
punctual

c
shy
3
Tom’s . He thinks he’s number one.
a
big-headed
b
helpful
c
tolerant
4
My brother is about the future.
a
jealous
b
optimistic
c
proud
5
Dan’s very . He always has a smile
on his face!
a
cheerful
b
polite
c
rude
6
Jo’s . She always tells us what to do.
a

modest
b
bossy
c
talkative
14 Work in pairs. Choose fi ve adjectives that describe
your personality and two that don’t. Tell your partner
what your adjectives are. He/She guesses which two
do NOT describe you.
15 Complete the sentences with the words below.
rude  tolerant  selfi sh  big-headed
lively  lazy  polite  generous
1
My brother never thinks about other people. He’s
really .
2
I like my young cousins but they’re very .
I get really tired when I look after them.
3
What a nice, boy. He always says ‘please’
and ‘thank you’.
4
She always gets bad marks because she’s
very .
5
My aunt always gives us money and nice
presents. She’s very .
6
My father doesn’t like my clothes, my music or
my friends but my mother is more .

7
The children never say ‘thank you’ or ‘please’.
They are very .
8
She’s clever and attractive but she’s so
about it, nobody likes her.
16 Work in pairs. Choose a character but don’t tell your
partner. Describe your character’s personality. Your
partner guesses the character.
Captain Jack Sparrow  Cruella De Ville  Bill Gates  Pinocchio
your teacher  Homer Simpson  Nelson Mandela
Angelina Jolie  Roberto Begnini  Cinderella  Lisa Simpson
TeenLife
Quiz
6
VOCABULARY
© Pearson Italia spa
PRESENTATION
17 Do the quiz. Then look at the answers at the bottom
of the page to fi nd out what kind of person you are.
TeenLife
Quiz
How outgoing are you?
Take our personality quiz to
find out!
Tick the statements which are
true for you.
1 I prefer to go dancing than to watch a film
on my own.

2 I never forget my friends’ birthdays.
3 I always ask for an explanation if I don’t
understand.

4 I belong to at least one club or association.
5 I want to be famous one day.
6 I hate spending a lot of time alone indoors.
7 Most people agree that I’m easy to get
to know.

8 I love going to parties and clubs.
9 I always answer my mobile phone – even
when I don’t know who is calling.

10 I believe it’s always better to say what
you think.

GRAMMAR EXTENSION
18 Look at these examples and answer the questions.
I
watch
a lot of fi lms.
I
love
fi lms.
1
Which verb describes …
a
an action?
b

a state (thoughts, feelings, beliefs)?
2
Which of these verbs can you use in the Present
continuous?

State and action verbs

We use simple and continuous tenses with action
verbs. The meaning of the verb doesn’t change.
I
watch
a lot of fi lms.  I
’m watching
a fi lm now.
I
leave
school at 3 p.m.  I
’m leaving
school now.

We usually only use simple tenses with state verbs
(hate, like, love, need, remember, taste, think, etc.).
These verbs express feelings, opinions, perceptions,
possessions, stable characteristics.
I
love
fi lms.
NOT
I’m loving fi lms.
I

don’t like
sport.
NOT
I’m not liking sport.
WB p. 148
19 Read the quiz again and underline all the state verbs.
20 Tick (✔) the correct sentences and correct the wrong
ones.
1
What are you thinking about?
2
Jack isn’t liking the book.
3
I’m listening to a great piece of music.
4
George doesn’t know the answer.
5
I’m sorry but I’m not agreeing with you.
6
I’m thinking my answer is wrong.
7
You aren’t understanding the joke.
The verb think can describe both states and
actions but the meaning changes.
I
’m thinking about
(considering) getting that new
phone.
I
think

(believe) it’s too expensive.
NOT
I’m thinking it’s too expensive.
MIND THE TRAP!
8-10 ticks
You are a very outgoing, extrovert person – you love being
spontaneous and enjoy being the centre of attention. Some people
fi nd you too dominating – but you don’t care.
4-7 ticks
You are fairly outgoing and enjoy spending time with other people.
0-3 ticks
You are an introvert – you are a rather shy person and enjoy peace
and quiet.
QUIZ RESULTS
7
0
REVISION A - The Present
© Pearson Italia spa
PRESENTATION
1 Look at photos A and B and try to answer the
questions.
1
What do you think the situation is?
2
How are the people feeling? Why?
3
What are they looking at in picture B?
4
How is the boy feeling? Why?
2

5.04
Listen and read the dialogues. Check your
ideas from Exercise1.
3
5.04
Listen again. Are the statements true (T) or
false (F)?
1
Simon went on holiday to the seaside.
2
He had short hair.
3
He loved sweets.
4
Simon wanted to be a policeman.
5
He stopped playing the piano.
6
He played football.
Part A
Simon
Hi mum, this is Becky.
Mum
Hi, Becky, nice to meet you.
Becky
Nice to meet you too.
Part B
Mum
Here we are. This is Simon when he was four
years old on holiday in Croatia. We went

every summer.
Becky
What funny little fat legs! And his hair was
so long!
Mum
Yes, Simon had long hair when he
was a child. He didn’t like going to the
hairdresser’s.
Becky
Was he angry in this photo?
Mum
I think he was probably disappointed that
I didn’t buy him any sweets. The sweets
in Croatia were delicious, he loved them.
And this is Simon on his sixth birthday
in his fi reman’s uniform.
Becky
Did he want to be a fi reman?
Mum
Yes, he did, even when he was quite old!
Simon
Mum! This is really embarrassing!
Mum
Oh, and here’s Simon playing the piano.
Becky
When did he play the piano?
Mum
He started when he was about fi ve but
he stopped when he was nine or ten.
He always preferred playing football when

he was little. And this is Simon on his fi rst
day of secondary school! He wasn’t very
happy – there weren’t any boys with long
hair like him!
Simon
This is getting very annoying!
Becky
Oh my God, look at those trainers! Were
they fashionable then?
OBJECTIVES
Grammar
 Revision: Past simple
 Extension: used to
Functions
 Talking about the past
 Asking, giving and
refusing permission
 Talking about habits in
the past
B
A
8
0
The Past
REVISION B
© Pearson Italia spa
GRAMMAR REVISION
5 Complete the dialogue with the Past simple of the
verbs in brackets.
Mary

Hi Becky.
1
you
(have) a nice time with Simon?
Becky
Yes! I
2
(meet) his mum.
Mary
What
3
(be) she like?
Becky
She
4
(be) great! I really
5
(like) her. She
6

(show) me some photos of Simon when he
7
(be) a child.
Mary
How funny!
Becky
Yes, Simon
8
(not / think) it
was funny, but I

9
(think) it was
hilarious! We
10
(chat) for ages
and she
11
(make) tea and
sandwiches.
Mary
It sounds like you
12
(have) a
great time.
13
you
(see) Simon’s dad?
Becky
Well, he
14
(come) home fi ve
minutes before I
15
_________ (leave),
so I
16
(see) him and
17

(say) hello but I

18
(not / speak)
to him really.
6 Use the prompts to write questions in the Past
simple.
1
When / you / last / see your grandparents?
When did you last see your grandparents?
2
How long ago / you / check your email?
3
When / you / last / cook a meal?
4
You / go swimming / last month?
5
When / you / last time / study English for an
hour?
6
When / you / sunbathe / last?
7
How long ago / you / meet / your best friend?
8
When / you / last / go to the cinema?
FUNCTIONS
7 Now answer the questions in Exercise 6 so that they
are true for you using the time expressions from the
Grammar box.
I last saw my grandparents three weeks ago.
Pronunciation – /d/, /t/ or /ɪd/
8

5.05
Put the regular verbs in Exercise 4 in the
correct column. Then listen, check and practise
saying them.
/d/ /t/ /ɪd/
played
…
looked
…
decided
…

Past simple

We use the
Past simple
to talk about things that
started and fi nished in the past.

The Past simple of am/is is was. The Past simple of
are is were.
to be
Affi rmative
He
was
disappointed.
They
were
delicious.
Negative

He
wasn’t
happy.
There
weren’t
any boys with long hair.
Yes/No
questions and short answers
Was
he angry?
Yes, he
was
. No, he
wasn’t
.
Were
they fashionable?
Yes, they
were
. No, they
weren’t
.
Regular and irregular verbs

We add -ed to regular verbs. For irregular verbs
see p. 279

We use the auxiliary did for questions and negative
sentences in the Past simple.
Affi rmative

He stop
ped
when he was nine.
We
went
every summer.
Negative
He
didn’t like
going to the hairdresser’s.
I
didn’t buy
him any sweets.
Q
uestions and short answers
Did
he
want
to be a fi reman?
Yes, he
did
. No he
didn’t
.
When
did
he
play
the piano?
Time expressions:

yesterday, last night/year/week/Saturday, in 2009, when
he was four, ten years ago, one day/morning.
WB p. 149
4 Write the Past simple of the verbs in the list.
How many are irregular?
1
play
11
see
2
look
12
visit
3
think
13
watch
4
say
14
stay
5
decide
15
hate
6
chat
16
promise
7

talk
17
meet
8
make
18
live
9
shout
19
speak
10
listen
20
laugh

9
0
REVISION B - The Past
© Pearson Italia spa
FUNCTIONS
9 In pairs, look at the photo and try and guess the
answers to the questions.
1
Where are they?
2
What do you think the problem is?
10
5.06
Listen to the conversation. Were your

answers to Exercise 9 right?
11
5.06
Listen again. Which things does the student
want to borrow? Make a list.
12
5.07
Study Speak Out. Then listen to the dialogues.
Which of the speakers 1-3 sounds rude? Why?
Question Yes No + reason
Can I
borrow your
dictionary?
Yes, of
course.
Sorry, you
can’t.
I’m using it.
Is it OK if I
smoke?
Sure, no
problem.
I’m afraid not.
It’s not
allowed.
Do you
mind if I
open the
window?
No,

please do.
I’m afraid I do.
It’s a bit
cold.
Do you mind
if I turn the TV
off?
No, I don’t
mind.
Yes, I do.
I’m watching it.
SPEAK OUT Permission
Go further looking at VIDEO CLIP 0
13
5.08
Listen and repeat some of the phrases from
Speak Out.
14 In pairs, ask for permission. Choose from the
ideas below.
borrow your watch/your shoes/some money …
use your glasses/dictionary/mobile phone …
ask you a question/for your phone number …
keep your pen …  visit you tonight
A
Is ¡t OK ¡f borrow your watch?
B
No, I’m sorry, you can’t. I need ¡t!
15 Make a dialogue for each situation.
1
You have to phone home from a friend’s house.

You don’t have a mobile phone.
2
The train is full. There is one free seat in the
middle of a large family.
3
You need to leave class early today but there’s a
test in the last hour.
4
You are on a bus. It’s very cold and the window
is open.
Do you mind if I
…? =
Is it a problem for you if
…?
If somebody asks you a question starting with
Do you mind if and it isn’t a problem,
you should answer No (= No, it isn’t a problem).
Do you mind if I sit here?
No
, I don’t./
No
, please do.
MIND THE TRAP!
10
© Pearson Italia spa
PRESENTATION
18 Complete the last part of the dialogue with the verbs
in brackets and used to.
Katie
How do you know all this stuff about me?

Josh
You don’t know who I am? Imagine me with
long hair and glasses.
Katie
Josh? Josh Hunter? We
1
(go) to
the same school! I didn’t recognise you. You
look so different. You
2
(be) in
my brother Gary’s year.
Josh

Yeah, and we
3
(go) to the same
swimming classes, Katie. It’s good to see you
again. I
4
(think) you were really
attractive when we were at school. But you
never paid any attention to me.
I
5
(visit) your brother just to see
you, but you never
6
(notice) me.
Katie

Yeah, well, you were different then.
You
7
(wear) horrible thick black
glasses and you
8
(have) long
hair and spots! You
9
(not / be)
so attractive
Josh
Yeah, thanks. You
10
(not / be)
so rude.
19 Tick (✔) the correct sentences and correct the
wrong ones.
1
We used to wear school uniform.
2
He used to fail his Maths exam last Friday.
3
She didn’t use to be so popular.
4
I used to forget to do my homework
yesterday.
5
Did you use to cry a lot when you were little?
6

Last summer I used to break my leg.
FUNCTIONS
20 In pairs, use the prompts to ask and answer about
changes in your life in the last fi ve years.
appearance  clothes  home  family  friends
school  likes and dislikes  free time
A
Which video games did you use to play
fi ve years ago?
B
I used to play Super Mario Bros all the time.
What about you?
16
5.09
Read and listen to the continuation of the
conversation on page 10, and say which avatar,
A or B, shows Katie when she was younger.
Josh
You used to live in Leeds, didn’t you?
Katie
Yes, but …?
Josh
You used to go to Wadley School.
Katie
Sorry, do I know you?
Josh
Your name’s Katie, and your brother’s called
Gary, but you didn’t use to call him Gary; you
used to call him Gazza. Your parents had a
shoe shop, but they sold it fi ve years ago and

moved to London.
Katie
Wait a minute!
Josh
You didn’t use to be so slim. You used to wear
lots of make-up and you used to have lots of
piercings too.
Katie
How do you know all this?
Josh
You didn’t use to have blonde hair, either.
GRAMMAR EXTENSION
A B
used to

Used to expresses a regular habit or state in the
past which doesn’t happen now. We can’t use used
to if something happened only once.
Affi rmative
I
used to
wear glasses but now I don’t need them.
Negative
She
didn’t use to
have blonde hair but now she does.
Yes/No
questions and short answers
Did
you

use to
have long hair?
Yes, I
did
. No, I
didn’t
.
WB p. 149
17 Use used to/didn’t use to to write about the changes
in Katie’s life.
1
Katie lives in London now, but she used to live
in Leeds.
2
Katie goes to university now, but …
3
Katie’s brother’s name is Gary, but …
4
Katie’s slim now, but …
5
Katie doesn’t wear much make up now, but …
6
Her hair is blonde now, but …
11
0
REVISION B - The Past
© Pearson Italia spa
I’m tired.
We need a holiday.
We’re so happy –

we’re going to visit
Europe this summer.
That’s right, a double room for two nights.
We’re arriving on July 13.



I can’t talk – we’re fl ying
to London in four hours.
I’m going to ask that
policeman for help.
PRESENTATION
1 Answer the questions.
• Do you enjoy travelling?
• Which countries interest you the most? Why?
• Are there any countries you don’t want to visit?
• Do you think tourists in Italy are a good or bad
thing?
2 Read and complete the cartoon with the captions
below.
a
Excuse me. Could you tell me which country
we are in?
b
I’m really tired. We need another holiday.
c
What about Europe? It’s small but people say
it’s quite interesting.
d
English breakfast included.

OBJECTIVES
Grammar
 Revision: Future tenses
(Present continuous
and going to)
 Extension: Present
simple for timetable
future
Vocabulary
 Holidays
Functions
 Talking about future
plans and intentions
1
4
5
2
3
6
7
8
9
12
0
The Future
REVISION C
© Pearson Italia spa
GRAMMAR REVISION
3 Look at the text for frames 3, 5, 6 and 8 in the cartoon
on page 12 and answer the questions.

Which sentences talk about:
a
a defi nite plan/arrangement for the near future?
b
an unfi nalised plan, future intention or ambition?
GRAMMAR EXTENSION

Future intentions and arrangements

To talk about future intentions, ambitions or
unfi nalised plans we use going to.
We
’re going to visit
Europe this summer.
I
’m going to ask
that policeman for help.

To talk about defi nite plans/arrangements in the near
future we use the
Present continuous
. We usually
mention the time and/or place as well.
We
’re fl ying
to London in four hours.
We
’re coming
home on Friday.
WB p. 149

Present simple for timetable future

We can use the
Present simple
to talk about
timetables in the future.
The bus
leaves
at 8.30.
What time
does
the plane
land
?
WB p. 149
4 Choose the best alternative in each situation.
1
You see a friend on the platform at the station.
He says: I’m catching / going to catch the 4.14
train to London.
2
Your ferry is delayed for six hours!
You’re very angry.
You say: I’m writing / going to write a letter of
complaint.
3
Your friend asks you to babysit this evening.
You can’t help.
You say: I’m meeting / going to meet my friends

at eight.
4
A friend has a holiday brochure from the travel
agent’s.
She says: I think I’m visiting / going to visit
Scandinavia this year.
5
Your fi ve-year-old brother is watching a
science fi ction fi lm.
He says: I’m exploring / going to explore space
when I grow up.
6
Your friends are packing a tent into their car.
They say: We’re going / going to go camping.
FUNCTIONS
5 In pairs, ask about your future plans. Use the Present
continuous or going to and the times below.
tonight  this weekend  next summer/winter holidays
A
What are you doing this weekend?
B
On Saturday evening I’m meeting a friend. I think
I’m going to play squash on Sunday morning.
6
Complete the dialogue with the Present continuous,
going to or the Present simple of the verbs in brackets.
Pam
Hi Tom! How are things?
Tom
Hi Pam, we’re really busy. We’re just packing

our suitcases. We
1
(leave) for the
airport in a few minutes.
Pam
Where
2
(you / go)?
Tom
We
3
(go) to Poland for a week.
We
4
(fl y) to Krakow at midday.
The fl ight
5
(leave) at 11.55.
Pam
Are you staying in Krakow all week?
Tom
No, we
6
(stay) there for three
nights. We’ve got a reservation in a guest
house in the city centre.
Pam
What
7
(you / do) there?

Tom
Well, we
8
(sightsee) and
I
9
(take) lots of photos. Then if the
weather’s good, we
10
(hike) in the
Tatra mountains for a few days.
Pam
Lucky you! I’m not sure where to go on
holiday this year. I
11
(pop) in to the
travel agent’s on my way home.
Tom
Well, don’t forget that the travel agent
12
(close) at 4.30 this evening,
it’s Friday.
7 Four of the sentences are incorrect. Find the
mistakes and correct them.
1
What time do you meet Stacy tonight?
2
The match is going to start at 10.00.
3
Are you going to eat that icecream?

4
You are going to call me tonight?
5
I am not go to school tomorrow. I have a doctor’s
appointment.
6
Kate is leaving in half an hour.
Write down:
1
an intention you have for next year.
2
a prediction about your next holiday.
3
a future ambition you have.
4
an arrangement you have for the weekend.
Give your answers to the teacher. The teacher will
read out some of the answers and the class guesses
who he/she is.
FINISHED FIRST FUN!
13
0
REVISION C - The Future
© Pearson Italia spa
The Present
1 Put the verbs in brackets into the Present simple or
continuous.
1
I (not / study) very hard this
year.

2
Jake often (watch) DVDs with
his friends.
3
She (not / play) volleyball now,
she (work) at the weekend.
4
(you / work) now?
5
Frank (spend) more time at
home these days.
6
My English (get) a lot better.
2 Complete the sentences with the correct form of the
verbs below. Use the Present simple or continuous.
give  not visit  play  try  copy  get up
1
Sharon the piano now.
2
Elisa very early at the moment.
3
She her grandmother very often.
4
I to learn Spanish this year.
5
My teacher us homework every day.
6
He always my answers.
State and action verbs
3 Complete the table with the verbs below.

make  understand  prefer  belong  speak  be  see
know  like  love  play  own  drink  work  think
State verbs Action verbs
4 Choose the correct alternative.
1
I talk / ’m talking to Harry at the moment, but he
doesn’t understand / isn’t understanding me.
2
We hate / ’re hating this wet weather.
It rains / is raining really hard.
3
Our class has / is having a new teacher
and she is seeming / seems really nice.
4

A
Do you make / Are you making a lot of
mistakes in this exercise?

B
Yes, and I ’m / ’m being really worried.
5

A
What do you think / are you thinking
of this fantasy novel?
B
I prefer / am preferring comic books.
6

A
What do you do / are you doing?
B
I text / ’m texting Susie.
The Past
5 Complete the text with the Past simple of the verbs
in brackets.
I
1
(start) college last year. On the
fi rst day I
2
(go) to the classroom and
3
(sit) at a desk. I
4
(wait) for
about half an hour and then I
5
(realise)
that I
6
(make) a mistake and that
I
7
(be) a day early for my course!
The next day there
8
(be) about
20 other students in the classroom. We all

9
(say) our names and the teacher
10
(talk) about the course. Then the
teacher
11
(start) to speak in Spanish!
I
12
(be) in the wrong class!
I
13
(feel) so embarrassed that
I
14
(stay) until the end of the lesson.
6 Reorder the words to make questions in the Past
simple.
1
did / me / yesterday / you / why / telephone / ?
2
you / what / have / did / lunch / for / ?
3
do / their / did / homework / the students / ?
4
get / how many / did / answers / right / you / ?
5
Sally / you / where / did / meet / ?
6
have / with / did / you / who / lunch / ?

7 Complete the sentences with the right form of the
verbs below.
come  do  work  be  get  spend  feel  go
I
1
really well at school last year
because I
2
really hard and my parents
3
proud of me. I
4
top of
the class in English because I
5
a lot of
time talking to my English friend Jess just before
the exam. I
6
really happy when I
7
the results and I
8
out
with Jess to celebrate.
used to
8 Reorder the words to make sentences with used to.
1
like / didn’t / John / use / playing / to / tennis
2

this / to / you / live / town / use / did / in / ?
3
you / me / call / to / used / Chicco
4
shop / used / parents / have / a / my / to
5
tall / Mike / to / be / use / didn’t / so
6
child / when / used / blonde / to / I / was / a /
have / hair / I
7
Jill / use / make-up / didn’t / to / wear
8
wear / you / use / uniform / every day /
did / to / your / ?
14
GRAMMAR CHECK Revision
© Pearson Italia spa
9 Use the words in brackets to complete the sentences
using used to when possible.
1
I (not / understand) English, but
now I (speak) it very well.
2
We (have) takeaway pizza every
Friday night, but we usually to a
restaurant now (go).
3
I (not / drink) milk these days, but
when I was a child I (love) it.

4
Sara (not / like) like sport, but
now she (play) volleyball every
weekend.
5
I (download) music from the
Internet now but I (buy) CDs.
6
My mum (drive) me to school, but
now I usually (walk).
The Future
10 Complete the dialogue with going to, the Present
continuous or the Present simple of the verbs in
brackets.
A
What
1
(do) tomorrow?
B
Well, I
2
(go) to London to visit Kieran.
A
What time
3
the train
(leave)?
B
I
4

(meet) Anna at the station at 3.30
and we
5
(get) the train together at
3.45. It
6
(arrive) in London at 6.00.
A

7
Kieran (come) to the
station to meet you?
B
Yes he is. He
8
(go) to the station after
work and he
9
(wait) for us there.
A
What
10
(do) then? Are you
11

(go) straight to Kieran’s house?
B
I’m not sure, but I think we
12
(eat)

out in central London. Kieran knows a lot of nice
places.
11 Complete the sentences with the correct form of the
verbs below. Use going to, the Present continuous or
the Present simple.
fail  stay  eat  take  open  go  start  visit
1
The shop at 8.30, so we are early.
2
I in a hotel in London tomorrow
night.
3
We to Ireland for a week in June.
4
you Dublin Castle?
5
This afternoon we a taxi to the
theatre.
6
There’s no food in the fridge, I don’t know what
we .
7
I think I this exam, I didn’t study
enough.
8
What time the show
this evening?
SUMMING UP!
Exam practice
12 Choose the correct alternative.

A
Hi Kate. What
1
?
B
I’m packing my suitcase! I
2
to Barcelona
for the weekend.
A
What time does your plane leave?
B
The taxi
3
in twenty minutes and my plane
4
at 1.30.
A
Wow. What
5
to do in Barcelona?
B
I’m going to try and see all the Gaudì architecture
and I
6
spend a day on the beach too.
A
Brilliant. I
7
Barcelona. I

8
there every
year, I used
9
a good friend there, but he
10
back to England about a year ago.
B
Why
11
that?
A
Well, he missed his family I suppose and he
12
Spanish so I think he felt a bit lonely.
B
What does he do now?
A
He works in a bank and he
13
Spanish at
the moment because he thinks he
14
back
to Spain again soon.
1 a you do b are you do c are you doing
2 a ’m going b go c ’m going to go
3 a is coming b comes c is going to come
4 a is leaving b leaves c is going to leave
5 a are you going b are you c do you

6 a am going to b going to c going
7 a am loving b love c loves
8 a used to go b was used to go c use to go
9 a have b to have c had
10 a moved b did move c used to move
11 a he do b he did c did he do
12 a not speak b used to speak c didn’t speak
13 a is studying b studies c is going to study
14 a is going b is going to go c goes
Translation
13 Translate.
1
Partiamo per la Spagna giovedì.
2
Il treno arriva alle 9.
3
Studierò francese l’anno prossimo.
4
In questi giorni lavoro tanto.
5
Studio inglese per due ore la settimana.
6
Andava in piscina ogni sabato da piccolo.
7
Ieri ho incontrato Sue al parco.
8
Dove hai comprato quella borsa?
Dictation
14
5.10

Listen and write.
15
0
REVISION
© Pearson Italia spa
OBJECTIVES
Grammar
 Modal verbs: should,
must, can
 Refl exive pronouns
Vocabulary
 Styles and accessories
Functions
 Giving advice
 Talking about obligation
 Talking about prohibition
 Agreeing and disagreeing
A

First of all you shouldn’t sit and wait for friends to come to you. You should be
pro-active and introduce yourself to groups of students. You should try and join
conversations, maybe just butt in with a question, especially just before lunch time
so you can walk with other students to the canteen and hopefully fi nd some dining
companions.
B

Of course when you are new you should be friendly to all the other students but you
should look for the type of people you were friends with in your previous school. After
all these are the kinds of people you like and get on with.
C

Sometimes trying to make friends in the classroom isn’t easy. All eyes are on you and
you can feel embarrassed because every time you speak all the other students stop
and listen. Even the most confi dent people clam up in this situation. Joining a club or
doing a sport can be a great way to make new friends in a more relaxed setting.
You should fi nd out what clubs there are outside of school hours and do an activity that
you enjoy, this way you can have fun and hang out with people with the same interests
as you.
D

Making friends can be especially hard when you are a naturally shy person, so you
should stay calm and try and look confi dent even if you don’t feel it. Making eye contact
and speaking up can make you seem more confi dent, but remember you shouldn’t try
too hard, be cool and people will think you are friendly but not desperate! The most
important thing to remember is you shouldn’t change your personality, be natural, and
you are sure to meet people like you and make some lasting friendships.
FITTING IN WITH THE “IN” CROWD
Starting a new
school can be
intimidating,
all the other
students know
each other and
you haven’t got
any friends.
It’s very tough
being the new
kid so here is
our guide to
fi tting in and

making friends.
16
1
A new start
© Pearson Italia spa
PRESENTATION
1 Look at the photographs, what do you think is
happening in each photograph?
2
5.11
Read the article and match the headings 1-4
to the correct paragraph A-D. Then listen and check.
1
Relax
2
Make the fi rst move
3
Try a different setting
4
Find the right type of friends
3 Read the article again and match the verb phrases 1-6
to the defi nitions a-f.
1
fi t in
a
to have a friendly relationship
2
butt in
b
to be accepted by other people

in the group
3
get on with
c
to relax
4
clam up
d
to spend a lot of time with
particular people
5
hang out
e
to interrupt
6
be cool
f
to suddenly stop talking
especially when you are
nervous
GRAMMAR
4 John has joined the school football team. Complete
the advice with should/shouldn’t and a verb below.
touch  take  have  be  shout  pass  injure  practice  keep
1
He his football boots.
2
He late for practice.
3
He the ball to the other players,

he it when he can’t score.
4
He the ball with his hands.
5
He a shower after practice.
6
He at the referee.
7
He other players.
8
He at home and at school.
FUNCTIONS
5 Read the situations. Write advice using
should/shouldn’t and the suggestions below.
stay up late at night  tell your parents  ask for directions
eat snacks  share your partner’s
ask for help  go to school today  have a snack
1
I don’t know where the computer lab is.
You should ask for directions.
2
I have forgotten my English book.
3
I don’t understand this exercise.
4
I feel really tired in class.
5
I feel very ill.
6
It’s only 11.30 but I’m hungry.

7
I feel fat, I want to lose weight.
8
I want to go to my friend’s house after school.
6 What do you think is the best way for a new student
to fi t in at your school? Choose the correct answer.
1
You should / shouldn’t wear expensive designer
clothes.
2
You should / shouldn’t try and answer all the
teacher’s questions.
3
You should / shouldn’t offer to do homework
for other students.
4
You should / shouldn’t tell your teacher your
classmate is cheating in tests.
5
You should / shouldn’t wait for people to talk
to you.
6
You should / shouldn’t invite people to your
house after school.
7 Compare your answers with the class,
do you all agree?
should/shouldn’t

We use should/shouldn’t to give advice and to say
what is/isn’t a good idea.

Affi rmative
You
should
try and join conversations.
You
should
be friendly.
Negative
You
shouldn’t
wait for friends to come to you.
You
shouldn’t
try too hard.
Questions and short answers
Should
I speak loudly?
Yes, you
should
. No, you
shouldn’t
.
What
should
I do to make new friends?

Should is a modal verb and it is followed by the
infi nitive

without to

.

The form is the same for all subjects.
WB p. 156
Add four pieces of advice for a new student in your class.
You shouldn’t go out with your classmate’s
girlfriend/boyfriend.
FINISHED FIRST FUN!
17
A new start
A new start
1
© Pearson Italia spa

www.unwrittenschoolrules.co
GRAMMAR
must/mustn’t

We use must/mustn’t to express obligation and
prohibition.
Affi rmative
Students
must
wear a uniform.
They
must
switch their mobiles off.
Negative
They
mustn’t

run in the corridor.
You
mustn’t
look too clever.

Must is a modal verb and it is followed by the
infi nitive without to
.

The form is the same for all subjects.
WB p. 157
Mustn’t and can’t have a similar meaning in the
negative form:
Boys also
mustn’t
show any weakness.
You
can’t
complain too much at my school.
= prohibition
In the affi rmative they are different:
You
can
have other interests.
Puoi avere altri interessi. = possibility
You
must
support a team.
Devi tifare una squadra. = necessity, obligation
MIND THE TRAP!

PRESENTATION
UNWRITTEN SCHOOL RULES!
All schools have rules; students must wear a
uniform, they mustn’t run in the corridor, they
must switch their mobiles off in school. But
these rules are easy, we all know them, but what
about the unwritten rules that we must follow?
Let us know about your school’s unwritten rules.
Post a Comment | Bookmark this Page | Next
At my school in the classroom you
mustn’t look too clever and answer all the
questions, the other students will secretly
think you are a “boffi n”!
Rachel, 16
Boys should pretend to be interested in
football at my school. You can have other
interests but you must keep up to date
with the latest football scores and support
a team if you want to be popular. I hate
football but it’s what most of the boys talk
about – it’s so boring.
Neil, 15
It isn’t cool to be the “teacher’s pet” so you
mustn’t chat with the teacher after lessons
or try to be the teacher’s best friend at
my school – it’s so silly really because our
teachers are really nice.
Nicky, 15
Boys also mustn’t show any weakness, so
you can’t complain too much at my school

– that’s the best way to get bullied. Equally
you shouldn’t be too mean to other kids, no
one really likes a bully.
Oliver, 14
8
5.12
Listen and read the blog and decide if the
statements are true (T) or false (F).
1
It’s a good idea to try and answer all the
teacher’s questions at Rachel’s school.
2
At Neil’s school the boys think that football
is boring.
3
It’s a good idea to know a lot about football
at Neil’s school.
4
It’s not a good idea to try and be the
teacher’s best friend at Nicky’s school.
5
The students don’t like the teachers
at Nicky’s school.
6
At Oliver’s school bullies are cool and popular.
9 Use the blog to complete the list of “unwritten”
rules using must/mustn’t.
1
Students answer all the questions.
2

Boys be able to talk about football.
3
Students be friends with the teachers.
4
Boys complain too much.
10 What do you think of the “unwritten” rules in the
blog? Are any of the rules the same at your school?
Make a list of fi ve “unoffi cial” rules for your school
using must/mustn’t.
Pronunciation – /Λ/ or /Ʊ/
11
5.13
Listen and repeat.
/Λ/ /Ʊ/
must
up
one
love
should
could
good
put
18
© Pearson Italia spa
SKILLS – LISTENING
12 Complete Study Skills with the words below.
Don’t worry  context  check  knowledge
FUNCTIONS
16 Complete Speak Out with the words/phrases below.
I’m afraid I disagree.  I agree up to a point.

I couldn’t agree more.  Absolutely!
Listening effectively
• Listen and guess what the
1
is.
•
2
if you don’t understand every word.
• Use the context and your
3
to guess
what happens next.
• Listen for key words to
4
your ideas.
STUDY SKILLS Listening
Agreeing
• That’s so true!
• That’s a good point!
• Exactly!
•

1

•

2

Partial agreement
• That may be true, but

• You’ve got a point, but
•

3

Disagreeing
• I’m sorry, but I can’t agree with you.
•

4

• No way!*
• Come off it!*
* Very direct and perhaps rude for people
you don’t know well.
SPEAK OUT Agreeing and disagreeing
Go further looking at VIDEO CLIP 1
13 Look at the photo and answer the questions.
1
Where are the people?
2
What is happening?
3
How do you think the people are feeling?
14
5.14
Listen and match the studio guests 1-3
to their occupations a-d. There’s one extra.
1
John Mondiale

a
student
2
Matt Mondiale
b
psychiatrist
3
Angela Webb
c
psychologist
d
head teacher
15
5.14

E
Listen again and write A (Angela),
J (John) or M (Matt).
1
disagrees with school uniforms.
2
thinks rules are good for students.
3
thinks parents shouldn’t criticise school
rules.
4
thinks that teachers don’t listen to students.
5
thinks that uniforms don’t make students
feel equal.

6
thinks that teachers are in touch with
students.
17 Give your opinions on the statements below then
agree or disagree with your partner/the class. Use
Speak Out to help you.
1
Parents mustn’t tell their children what to wear.
2
Students mustn’t break school rules.
3
When you think a rule is wrong you should
say so.
4
There must be rules at school.
19
1
A new start
© Pearson Italia spa
PRESENTATION
18
5.15
Listen and read the article. Whose attitude to
clothes is most similar to your own?
19 Read the text again and underline the refl exive
pronouns.
GRAMMAR
20 Complete the sentences with the correct refl exive
pronoun.
1

Samar is paying for her studies .
2
Be careful, Tim! Don’t cut !
3
Do you like my dress? I made it .
4
We didn’t have any help, we did it .
5
Supermodels annoy me. They take
so seriously!
6
My dad likes to go shopping by .
21 Complete with the correct refl exive pronoun or each
other. Then, in pairs, ask and answer the questions.
1
How many times a day do you look at
in the mirror?
2
Do you think we can look at for
twenty seconds without laughing?
3
Do your friends smoke or eat too much? Or do
they look after ?
4
Do you and your friends enjoy when
you go shopping together?
5
Do you and your friends ever lend
clothes?
6

Do you enjoy spending time by ?

Refl exive pronouns
Singular
myself/yourself/himself/herself/itself
Plural
ourselves/yourselves/themselves
Reciprocal pronouns
each other/one another

We use refl exive pronouns when the object and the
subject are the same.
I buy my clothes
myself
.

We use by + refl exive pronoun to mean alone or
without any help.
I go shopping
by myself
.

We use reciprocal pronouns when the action of two
subjects is reciprocal.
I help her, she helps me. = We help
each other
.
WB p. 157
We don’t normally use refl exive pronouns with
these verbs: wash, dress, shave, brush.

I
shave
before I have a shower.
NOT
I shave myself.
MIND THE TRAP!
We asked some teenagers for their opinions …
Sian thinks people should always try to look good because
appearance is important. Sian loves shopping with her friends.
‘We really enjoy ourselves. We help each other to look good.’
Mick doesn’t care about clothes. ‘Some people should spend
less time looking at themselves in the mirror and worrying about
clothes. Your personality is more important than your appearance.’
Claire thinks clothes should express your personality and your
individuality. She makes her clothes herself. ‘I think it’s important to have
an original look.’
Chris thinks clothes must be practical. ‘I think you should wear clothes that you
feel comfortable in, you shouldn’t be a slave to fashion and wear ridiculous clothes
just because it’s “designer”. I hate shopping. I don’t usually buy my clothes myself.
Other people get them for me.’
Omar cares about his appearance, but he doesn’t think you should spend a lot on
clothes. ‘I think when you pay for your clothes yourself, you’re more careful about
what you buy.’
SHOULD YOU CARE ABOUT WHAT YOU WEAR?
less time looking at themselves in the mirror and worrying about
clothes. Your personality is more important than your appearance.’
thinks clothes should express your personality and your
individuality. She makes her clothes herself. ‘I think it’s important to have
SHOULD YOU CARE ABOUT WHAT YOU WEAR?
20

© Pearson Italia spa
STYLES AND ACCESSORIES
22 Put each word into the correct group. Then add as many other words as you can in three minutes.
23
5.16
Listen and read the text below and put the phrases in bold from the text in the correct column in the table.
Describing clothes – order of adjectives
Opinion Size/length Style/cut Colour/shade Material Noun Preposition + noun
cool



tight


trendy

light grey
grey

cotton


tracksuit top
leggings

with a zip


boots  bracelet  eyeliner  belt  trainers  coat  earrings

scarf  cardigan  tights  wristband
lipstick  tracksuit  blouse  sweatshirt
ring  necklace  nose ring  sandals  mascara
Clothes

Make-up Footwear
Accessories
Jewellery

24 Put the adjectives in the correct order. Use the table
in Exercise 23 to help you.
1
striped / a(n) / old-fashioned / cotton shirt
2
silk / large / a / blue blouse
3
gold / long / beautiful earrings
4
nylon / a / cheap / white tracksuit
5
cotton / beige / baggy shorts
6
horrible / grey / woollen socks
7
funny / with writing on it / a T-shirt
8
ripped / with a patch / denim jeans
25 Describe what one of your classmates is wearing
today. Your partner tries to guess who he/she is.
26

E
Choose a fashion or style that is popular
with a group of people in your country.
Write a description of about 200–250 words.
•
Paragraph 1
Mention the clothes, accessories and make-up they
usually wear.
•
Paragraph 2
Mention the kind of music they listen to.
•
Paragraph 3
Mention how they typically spend their free time.
What’s new on the

High Street
FASHION TRENDS
Ryan is wearing a cool light grey cotton tracksuit top
with a zip up the front and no sleeves, he’s wearing a light
green cotton t-shirt and smart dark blue jeans and
dark grey canvass trainers. He’s also wearing a thick
leather bracelet.
Beth is wearing a tight blue vest top with thin white
straps, trendy grey leggings, a light blue cap, fl at light
blue pumps and a chunky blue bracelet. She’s also
wearing eyeliner and mascara and has a pair of big plastic
sunglasses and a pair of headphones round her neck.
?
Vocabulary in action p. 254

21
VOCABULARY
© Pearson Italia spa
SKILLS – READING
27 Follow the instructions.
• Look at the T-shirts. Quickly decide which
colour you like the most.
• Find out what your choice of colour means
in the box at the bottom of the page.
Do you agree? Why/why not?
• Do you think that our favourite colours
say a lot about our personalities?
28 Quickly read the article and choose which
statement a-d best summarises it.
a
As children girls and boys learn to prefer some
colours to others.
b
Pink is a more delicate colour than blue.
c
The colours of children’s toys are changing all
the time.
d
We prefer certain colours because of the roles
people had thousands of years ago.
29
5.17
Read the article again and complete
gaps 1-4 with the sentences a-f below.
There are two sentences you don’t need.

Then listen and check.
a
Even a hundred years ago, people saw pink
as an aggressive colour whereas blue was
pretty and delicate.
b
Is it a problem that we are bringing up girls
to adore the colour pink?
c
It wasn’t until the twentieth century that the
situation changed.
d
Men perhaps prefer blue because they used
to hunt and a blue sky meant good weather
for hunting.
e
For the same reason, it used to be fashionable
for businessmen to wear red ties.
f
On the other hand, we teach girls that pink
is a cute, feminine colour.
30
E
Are the statements true (T) or false (F)?
1
Young Chinese men prefer blue to pink.
2
Only women used to eat forest fruits.
3
The author doesn’t agree that we prefer

certain colours because of evolution.
4
It is easy to fi nd clothes and toys in many
different colours for girls.
5
Pink was a colour associated with men
in Viking times.
6
It was unconventional for boys to wear
pink in 1914.
7
Sue Palmer believes there is no connection
between how we bring up girls and the
careers they choose as teenagers.
8
Most girls become less interested in
the colour pink as they get older.
SKILLS – SPEAKING
31
E
Answer the questions.
• Has your taste in colours changed since you
were younger?
• What were your favourite toys/clothes when you
were little? When did you grow out of them?
• Do you think there is more pressure on teenage
girls to wear “feminine colours”?
SKILLS – WRITING
32
E

Write a short article about the infl uence of colour
on your life. Think about:
• the colours you wore as a child.
• the colour of your bedroom and toys.
• who chose your clothes and toys, etc.
• the colours you wear now.
• has it changed? Why/why not?
Blue
You appreciate peace and quiet. You
are rather proud and get upset easily.
Red
You are outgoing and adventurous but
also a little bossy.
Purple
You are mature, sensible and self-
disciplined.
Grey
You are modest and hard-working but
also rather stubborn and shy.
Yellow
You are optimistic, clever and
conscientious.
Pink
You are funny and affectionate but
also indecisive and forgetful.
22
© Pearson Italia spa
THIS WEEK
4 February | The Scientifi c Journal
5

10
15
20
25
30
35
40
45
50
55
pretty in
pretty in
pink
S
cientists at Newcastle University recently
did an experiment. They asked young
British people in their twenties to choose
which colour they preferred out of two options.
Their results showed that women generally
prefer pink colours and men prefer blue. They
then repeated their experiment with young
Chinese people and the results were very
similar. The scientists’ conclusion was that
our preferences for different colours was the
result of evolution and something we are all
born with. They argued that women perhaps
prefer pink colours because in the past they
had to be good at identifying red berries and
other fruits of the forest.

1

It’s a nice theory, but there’s a problem with it:
it isn’t very convincing. The fact is that men in
their twenties prefer blue to pink because of
their upbringing – we teach boys from early
childhood that they should prefer blue, a more
masculine colour.
2
Look around any
toy shop – toys and books for girls are pink,
purple or red, whereas most toys and books for
boys are different shades of blue, brown or
green. Some parents think that there should be
more choice and we shouldn’t encourage these
colour rules but it is diffi cult to fi nd toys or
clothes for little girls that aren’t pink.
However, it hasn’t always been like this. Indeed,
for hundreds of years, people used to think pink
was the most suitable colour for boys and blue
for girls. To the Vikings, pink was a symbol of
masculinity and war.
3
For example,
in 1914 an American newspaper, advised that
mothers should ‘use pink for the boy and blue for
the girl, if you are a follower of convention.’ We
don’t really know why this changed, but it started
to happen after World War Two.
4

Sue Palmer, a child psychologist,
feels that it is. She believes that we must stop
‘our total obsession’ with pink because it has a
negative effect on girls’ personalities - it limits
their choices and decisions in life. She agrees
that girls typically don’t become interested in
science and business when they are teenagers.
However, she argues that this is because society
tells them they should be ‘pink princesses’. Boys
have an advantage, simply because they can
choose from a wider range of colours as they
grow up. Other experts argue that colours have
no infl uence on our personalities and the love of
pink is a harmless phase that girls soon grow
out of as they reach adolescence. Certainly when
I look at my teenage daughter with her black
clothes and black make up, our cute pink-loving
little toddler seems a very distant memory …
23
1
A new start
© Pearson Italia spa
THE IDEAL
Take the test to  nd
your ideal job!
}
For each pair of sentences choose
the one that best describes you.
JOB?
A I enjoy doing group projects

at school.
B I like studying on my own.
A I’m good at memorizing so
I do well in exams.
B I  nd it hard to remember
facts and information, but
I remember personal details
about people.
A I always hope to do better
than other students in the
exams.
B I love working with other
students and helping with
their problems.
A When I decide to do
something, I do it.
B I often change my mind.
A I must do my homework
before I can relax in an
evening.
B I can do my homework
any time; my social life is
the most important thing
to me.
A I want to do a practical job in
the future.
B I would like to do a creative job
in the future.
A I hate being the centre
of attention; I am more

comfortable as one of a crowd.
B I need to be the leader, I hate
being one of the crowd.
A I start feeling bored when I
don’t have new experiences
or meet new people.
B I avoid going to places I don’t
know with unfamiliar people,
I like being with my friends in
places I know well.
A
I
enjoy
enjoy
doing group projects
enjoy doing group projects enjoy
at school.
B
I
like
studying on my own.
like studying on my own. like
A
I always
hope
hope
to do better
hope to do better hope
than other students in the
exams.

B
I
love
working with other
love working with other love
students and helping with
their problems.
A
I
must
do my homework
must do my homework must
before I can relax in an
evening.
B
I
can
do my homework
can do my homework can
any time; my social life is
the most important thing
to me.
A
I
start
feeling bored when I
start feeling bored when I start
don’t have new experiences
or meet new people.
B

I
avoid
going to places I don’t
avoid going to places I don’t avoid
know with unfamiliar people,
I like being with my friends in
places I know well.
A
I’m good at memorizing so
I do well in exams.
B
I  nd it hard to remember
facts and information, but
I remember personal details
about people.
A
When I
decide
to do
decide to do decide
something, I do it.
B
I often change my mind.
A
I
hate
being the centre
hate being the centre hate
of attention; I am more
comfortable as one of a crowd.

B
I
need
to be the leader, I hate
need to be the leader, I hate need
being one of the crowd.
7
8
1
2
3
4
5
6
PRESENTATION
1 Check you know the jobs below. Then say which jobs
you can see in the photos.
artist  librarian  therapist  priest  accountant  scientist
nurse  engineer  fi refi ghter  computer programmer  pilot
police offi cer  doctor  architect  psychologist  writer
translator  fashion designer  teacher  musician
insurance agent  lawyer  judge  salesperson
businessman/woman  marketing manager  company director
banker  politician  TV presenter  reporter  actor  vet
2 Compare the jobs in Exercise 1. Which ones, in
your opinion, are:
• the hardest/easiest?
• the most stressful?
• the most interesting?
• the best/worst paid?

A
I think doctors have the most stressful job.
B
No, it’s more stressful to be a police offi cer.
3 Do the Ideal Job test and check your score on page
25. Do you agree with the results?
OBJECTIVES
Grammar
 Verb patterns
 have to
Vocabulary
 Jobs and work
Functions
 Talking about obligation
and lack of obligation
 Describing a job
 Taking and leaving
messages
Points
1 A
50
B
5 |
2 A
10
B
25 |
3 A
20
B

10 |
4 A
20
B
10 |
5 A
5
B
40 |
6 A
10
B
25 |
7 A
5
B
50 |
8 A
30
B
5
Results
Points Ideal jobs
60-90 librarian, therapist, priest, accountant, scientist, nurse
91-150 engineer, computer programmer, pilot, police offi cer, doctor, architect
151-200 psychologist, writer, translator, fashion designer, teacher, musician
210-250 businessman/woman, lawyer, judge, salesperson, insurance agent,
marketing manager
251+ company director, banker, politician, TV presenter, reporter, actor
24

2
Hard work
A
B
1
2
3
4
5
CAREER
QUIZ
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