Repaso y ampliación WHAT'S UP 3º ESO

GRAMMAR

UNIT 1

> Consolidation

1. Read the answers. Then write the

questions.

1 What’s your name?

My name is Matt.

2 _________________________________

I come from Edinburgh.

3 _________________________________

I live in London.

4 _________________________________

I am 13 years old.

5 _________________________________

I like rock and reggae music.

6 _________________________________

I speak two languages: French and

Spanish.

7 _________________________________

Yes, I have one brother.

8 _________________________________

My brother is 4 years old.

2. Complete the sentences with the correct

form of the verbs in brackets.

1 Do you speak (speak) German?

2 Chiara ____________ (come) from

Italy.

3 What ____________ your mother

____________ (do)?

4 Fernando and Nadia ____________ (not

live) in Manchester.

5 ____________ you ____________

(play) basketball?

6 ____________ Fernando ____________

(come) from Spain?

7 What sport ____________ Nadia

____________ (like)?

8 She ____________ (have got) a

motorbike but she ____________ (not

ride) it very often.

9 They ____________ (sell) cameras in

that shop.

3. Write sentences about the pictures.

1 The sun is shining.

2 _________________________________

3 _________________________________

4 _________________________________

5 _________________________________

6 _________________________________

4. Write complete sentences.

1 Darrel/not/like/swim

Darrel doesn’t like swimming.

2 Laura/prefer/play/tennis/to/play/chess

Teacher’s Resource Bank ESO 3 / © Pearson Educación, S.A., 2006

_________________________________

3 Sam/love/paint

_________________________________

4 Alison/enjoy/watch/videos

_________________________________

5 Rick/not/mind/cook

_________________________________

6 Hannah/hate/play/basketball

_________________________________

7 Bethany/like/go/cinema

_________________________________

5. Write the requests in the correct order

and write complete answers.

1 go/can/toilet/I/to/the? – no

Can I go to the toilet? No, you can’t.

2 window/open/can/the/we? – yes

3 Rob/dinner/stay/can/for? – yes

4 disco/to/can/go/I/the? – no

5 they/use/can/car/your? – no

6. Write the sentences in the correct order

using could or couldn’t.

1 could/when/three/not/walk/she/Sally/

was

Sally couldn’t walk when she was three.

2 I/not/the/prize/win/year/last/could

3 He/young/sing/could/was/Tom/very

well/when

4 could/swim/I/was/a/baby/when

> Extension

7. Look at the pictures and write a question

using the word given. Then write an answer.

1 (play) Is the dog playing?

No, it isn’t. It’s sleeping.

2 (sleep)____________________________

_________________________________

3 (dance)___________________________

_________________________________

4 (drink)____________________________

_________________________________

5 (talk)_____________________________

_________________________________


6 (drive)____________________________

_________________________________

8. Write questions based on the pictures and

then give your own answers.

1 Do you like playing tennis? Yes, I love it.

2 _________________________________

3 _________________________________

4 _________________________________

5 _________________________________

6 _________________________________

7 _________________________________

8 _________________________________


UNIT 2

> Consolidation

1. What is the past simple of these verbs?

1 am/is/are was/were

2 work ________________________

3 kiss ________________________

4 talk ________________________

5 phone ________________________

6 ask ________________________

7 think ________________________

8 see ________________________

9 go ________________________

10 have ________________________

11 take ________________________

2. Rewrite these sentences in the past.

Affirmative:

1 She lives in Rome.

She lived in Rome.

2 We go to the cinema.

3 You talk a lot.

4 They see their grandmother.

5 You take the bus to school.

6 He phones his friend.

Negative:

7 I don’t play tennis.

I didn’t play tennis.

8 She doesn’t have a computer at home.

9 We don’t write many letters.

10 He doesn’t watch TV.

11 You don’t phone your uncle.

12 They don’t have lunch at school.

> Extension

3. Look at the sentences in exercise 2. Write

questions in the past and short answers.

1 Did she live in Rome? Yes, she did.

2 _________________________________

3 _________________________________

4 _________________________________

5 _________________________________

6 _________________________________

7 Did I play tennis? No, I didn’t.

8 _________________________________

9 _________________________________

10 _________________________________

11 _________________________________

12 _________________________________


4. Look at the pictures and write sentences in

the past. (√ = affirmative, χ = negative,

? = question).

1 Did the girl use the Internet?

2 _________________________________

3 _________________________________

4 _________________________________

5 _________________________________

6 _________________________________

5. Write subject or object questions based on

the words and answers given.

1 Who? Mr Lafarge teaches French.

Who teaches French?

2 What? Ian eats toast for breakfast.

3 Who? I support Alavés.

4 Who? Tony lives in that house.

5 What? Listening to music helps me

study.

6 Where? Heather lives in Cork.

7 Where? Cork is in Ireland.

8 Which team? Liverpool plays at Anfield.

9 Who? Rob likes heavy metal.

6. Choose the correct object pronoun from

the box.

him them it her

1 I never write to (my grandparents) …

2 I really like (the film) …

3 Tom looks at (Jenny) …

4 We don’t trust (Paul) …


UNIT 3

> Consolidation

1. Complete the sentences with some or any.

1 There aren’t any bananas in the fridge.

2 Is there ______ orange juice in the

bottle?

3 There are ______ magazines on the

table.

4 There isn’t ______ money in my purse.

5 There are ______ beautiful toys in my

brother’s room.

6 There isn’t ______ milk in the fridge.

7 Is there ______ chocolate in the shop?

8 There are ______ envelopes on the table.

9 There aren’t ______ pillows on Brenda’s

bed.

10 There aren’t ______ stamps on the

envelope.

11 There isn’t ______ tea. We have to buy

some.

2. Complete the sentences using too much,

too many, enough or not enough.

1 There are 6 chairs and 8 people. There

are too many people.

2 There are 6 chairs and 6 people. There

are ____________ chairs.

3 There is a traffic jam. There are

____________ cars.

4 I must write a thousand words and I’ve

only got 20 minutes. There is

____________ time.

5 There are 5 people and I’ve cooked 15

kilos of rice. There is ___________ rice.

6 There are 22 boys at the party, but only

3 girls. There are ____________ girls.

7 There are 5 people and 5 books. There

are ____________ books.

8 Jamie never sits down, it makes me

tired. He’s got ____________ energy.

3. Complete the sentences with a possessive

adjective.

1 Our school is near where we live.

2 Can I have an aspirin? _____ head hurts.

3 Sandra can’t play tennis because of a

problem with _____ leg.

4 ‘Is that _____ brother?’ ‘My brother?

No.’

5 _____ last girlfriend was really pretty,

don’t you think?

6 They’re lucky. _____ parents aren’t

strict at all.

7 Mike’s got a new mobile – a present

from _____ mum.

8 We’re the best. _____ team always wins.

9 ‘What’s _____ name?’ ‘She’s called

Beatriz.’

4. Rewrite the sentences using possessive

pronouns.

1 It’s my ball.

The ball is mine.

2 It’s his bike.

3 They’re our chocolates.

4 They’re my cassettes.

5 It’s their car.


6 It’s her CD player.

7 They’re your friends, not my friends.

8 It’s our dog.

9 Its your problem.

> Extension

5. Write sentences about the pictures using

the words given.

1 (chips) There aren’t enough chips.

2 (goalkeepers)_______________________

_________________________________

3 (water)____________________________

_________________________________

4 (money)___________________________

_________________________________

5 (homework)________________________

_________________________________

6 (people)___________________________

_________________________________

6. Complete the sentences with possessive

pronouns.

1 ‘Can I look at your magazine?’ ‘Ask

Tanya. It’s hers.’

2 It’s your money and my money. It’s ___

3 That walkman is _____ but you can use it.

4 Rob and Andrea have got a computer.

It’s _____

5 Take it. I don’t want it. It’s _____ now.

6 Do you see that boy there? Well the

magazine is _____

7 Don’t touch it! Lisa doesn’t like people

touching things that are _____

8 We have no homework so the day is

_____ to enjoy.

9 ‘Is this your mobile?’ ‘No, it’s _____,


that girl there.’


UNIT 4

> Consolidation

1. Past simple or past continuous? Circle the

correct answer.

1 The wind blew/was blowing.

2 I found/was finding 100 euros in the

street.

3 The birds sang/were singing in the trees.

4 She broke/was breaking her leg during

the match.

5 I slept/was sleeping at the time of the

robbery.

6 It rained/was raining so we couldn’t go

out.

7 Suddenly I heard/was hearing a gunshot.

8 The fox jumped/was jumping over the

fence.

9 She kissed/was kissing me three times.


form of the verb.

1 I (think) was thinking about you when

you called.

2 We (play) _______________ tennis

when my racket broke.

3 While she was swimming, somebody

(steal) _______________ her towel.

4 I (have) _______________ the idea

while I was lying in bed.

5 He discovered the formula while he

(experiment) _______________ in the

laboratory.

6 When I was shopping I (meet)

_______________ Nigel in the street.

7 He found his wallet when he (look)

_______________ for his keys.

8 I did the washing-up while you (sleep)

_______________

9 When he was reading the newspaper he

(see) _______________ the advert.

> Extension

3. Read the story and find eight things you

can improve or correct.

Last week I walked 1 along the beach,

enjoying the sun and the sea. Children

played 2 in the sand and some people were

swimming in the water.

Suddenly I was feeling 3 a pain in my foot.

Ow! I said, and I was looking 4 at the blood

which came 5 from my toe. I was pulling 6

the piece of glass out and I went back to

my towel, where my friends sunbathed. 7

They’re horrible friends. When they saw

me they were laughing! 8

1 was walking 5 ______________

2 ______________ 6 ______________

3 ______________ 7 ______________

4 ______________ 8 ______________

4. Write complete sentences using the words

given and the correct form of (not) have to.

1 Lisa/no/get up/early

Lisa doesn’t have to get up early.

2 Janet/no/help/mum

3 Stan/do/homework/5.00


4 Tom and Sharon/wear/uniform/school

5. Write pieces of advice using the words

given.

1 have/shower/every/day

You must have a shower every day.

2 clean/teeth/after/lunch

3 eat/lot/chocolate

4 footballers/train/every/day


UNIT 5

> Consolidation

1. Complete the chart with the past

participle of the verbs.

Verb Past participle

read read

make

pass

ask

shut

hold

let

pay

know

learn

leave

lose

stand

fly

2. Write the sentences in the present perfect.

1 I eat Chinese food.

I’ve eaten Chinese food.

2 I see Star Wars, Episode Two.

3 Gary drinks papaya juice.

4 Neil meets the president.

5 They are on holiday.

6 You open the box.

7 We talk to Penélope Cruz.

8 Denise lives in Paris.

9 Carrie has breakfast.

3. Write the words in the correct order to

make sentences.

1 been/Tom/to/never/China/has

Tom has never been to China.

2 had/has/Pete/accident/never/an

3 never/have/met/Pelé/we

4 drunk/never/coffee/they/have

5 just/been/I/to/doctor’s/’ve/the

6 has/a/seen/just/María/ghost

> Extension

4. Write sentences using the present perfect.

1 Mary/break/a window. χ She/break/a

door. √

Mary hasn’t broken a window. She has

broken a door.

2 They/start/lunch. χ They/start/dinner. √

_________________________________

_________________________________

3 I/read/a newspaper. χ

I/read/a magazine. √

_________________________________

_________________________________


4 Sarah/lose/her car keys. χ Sarah/lose/her

house keys. √

_________________________________

_________________________________

5 John/break/his leg. χ

John/break/his arm. √

_________________________________

_________________________________

6 I/write/to my grandfather. χ I/write/to

my uncle. √

_________________________________

_________________________________

5. Complete the sentences using the present

perfect or past simple form of the verbs in

brackets.

1 Have you seen (you/see) the new Star

Wars film?

2 She ______________ (win) four prizes

this year.

3 I ______________ (see) Peter yesterday.

4 Where’s my car? John ______________

(take) it. He needed it.

5 ______________ (you/go) to the cinema

yesterday?

6 I ______________ (lose) my passport, I

need a new one.

6. Tick the correct sentences. Then correct

the mistakes in the other sentences.

1 I have never played hockey. √

2 I have been to Rome last year. χ

I went to Rome last year.

I have been to Rome.

3 It has been cold last week.

4 Mary has lost her keys.

5 Jennifer has broken her arm last Friday.

6 What did you do last summer?

7. Write questions and answers with ever and

never. Use the present perfect.

A: you/drive/a car? Have you ever driven a

car?

B: car χ /motorbike √ I’ve never driven a

car but I’ve driven a motorbike.

1 A: she/eat/Japanese food?

B: Japanese food χ /Chinese food √

2 A: Theresa and John/play/hockey?

B: hockey χ /golf √

3 A: you/lose/your passport?

B: passport χ /credit card √


UNIT 6

> Consolidation

1. Look at the calendar and complete the

sentences about Jamie.

Monday today

Tuesday go to the cinema

Wednesday meet some friends

Thursday play rugby

Friday go to the park

Saturday have a party

Sunday go to the mountains

1 On Tuesday Jamie is going to go to the

cinema.

2 What is Jamie ____________ do on

Wednesday?

3 He’s ____________________________

4 On Thursday ______________________

5 What ___________________on Friday?

6 He’s ____________________________

7 On Saturday ______________________

8 On Sunday _______________________

2. Write predictions.

1 she finish university/get good job

When she finishes university she’ll get a

good job.

2 I grow up/live in Germany

_________________________________

_________________________________

3 she get motorbike/travel a lot

_________________________________

_________________________________

4 he go to beach/have fun

_________________________________

_________________________________

5 holidays start/I happy

_________________________________

_________________________________

6 he buy mobile/talk all day

_________________________________

_________________________________

7 they have money/travel around the world

_________________________________

_________________________________

8 winter come/it snow

_________________________________

_________________________________

3. Complete the sentences with must, may,

might or can’t.

1 Score: 4-0. We can’t lose now!

2 ‘Do you know where Sarah is?’ ‘No

idea. She ____________ be at home.’

3 Parachuting ____________ be exciting.

I’d love to have a go!

4 You look stressed. Working twelve

hours a day ____________ be good for

your health.

5 Man ____________ be the cause of the

change in the world’s climate.

6 I’m not sure, but he ____________ win

the race.

7 He’s twenty metres in front. He

____________ be first at the line!

8 Animals ____________ be at fault for

the world’s pollution.

9 Global warming ____________ cause

other problems that we don’t know

about yet.


4. Match the parts of the sentences.

1 If it snows,

2 If it rains,

3 If it’s sunny,

4 If it’s cold,

5 If I take the bus,

6 If I do more exercise,

7 If I eat too much chocolate,

8 If I don’t study enough,

9 If I ask you nicely,

10 If I give you the camera,

a I’ll take my umbrella.

b I won’t pass the exam.

c we’ll go to the beach.

d will you lend me your mobile?

e I’ll wear a coat.

f they’ll go skiing.

g I’ll get there quicker.

h my dentist won’t be happy.

i will you take a photo?

j I’ll be fitter.

5. Complete the sentences with your own

ideas.

1 I’ll tell you a secret if you promise not to

tell anyone.

2 If I buy a new mobile,________________

_________________________________

3 If I go to the beach,__________________

_________________________________

4 If I fail an exam, my parents___________

_________________________________

5 I’ll have a birthday party if____________

_________________________________

6 I’ll buy you a present________________

_________________________________

7 I’ll be sad_________________________

_________________________________

> Extension

6. When there is evidence you can make

predictions with going to. Complete the

predictions based on the evidence in the

pictures.

cry fail fall kiss rain win

1 It’s going to rain. 2 Sam’s__________

3 Elsa’s__________ 4 They’re_________

5 The baby’s_______ 6 David’s________


7. Are these predictions based on evidence or

not? (Remember: will = no evidence, going to

= evidence.)

1 ‘Spain is winning 3-1. They’re going to

win.’ (evidence)

2 ‘It’s 0-0, but I think Spain will win.’ (no

evidence)

3 ‘I feel terrible. I think I’m going to be

ill.’ ____________

4 ‘I think the weather will be good at the

weekend.’ ____________

5 ‘He’ll pass the exam easily.’

____________

6 ‘Don’t touch that. You’ll break it.’

____________

7 ‘Can you feel the wind? There’s going

to be a storm.’ ____________

8. Write the sentences again using must/

may/might/can’t + have + past participle.

1 I’m fairly sure he didn’t win.

He can’t have won.

2 She probably left early.

_________________________________

3 They almost definitely bought the house.

_________________________________

4 It’s possible he was tired after working

so much.

_________________________________

5 I’m fairly sure I didn’t pass the exam.

_________________________________

9. Unless means if not. Normally it is used in

the second part of a sentence.

Example: We’ll play tennis unless it rains.

= We’ll play tennis if it doesn’t rain.

Rearrange the words to make complete

sentences.

1 park/cold/unless/it’s/we’ll/to/go/the

We’ll go to the park unless it’s cold.

2 score/celebrate/unless/the/won’t/they/

fans

_________________________________

3 will/unless/die/water/you/them/plants/

the

_________________________________

4 has/problem/he’ll/OK/a/be/unless/he

_________________________________

5 home/I’ll/music/go/improves/the/unless

_________________________________

6 accident/unless/she’ll/careful/have/she’s/

an

_________________________________

10. Rewrite these sentences using unless.

1 He’ll be sad if he doesn’t win.

He’ll be sad unless he wins.

2 I won’t go if you don’t go.

_________________________________

3 We won’t go skiing if it doesn’t snow.

_________________________________

4 She’ll lose if she doesn’t play well.

_________________________________

5 Tom will come if he doesn’t have to

work.

_________________________________

6 Plants will grow if there isn’t too much

pollution.

_________________________________


UNIT 7

> Consolidation

1. Look at the verbs in the box below and

decide which you should and shouldn’t do

and write sentences.

do your homework help at home

watch TV all day tidy your room

eat junk food talk to strangers

1 You should do your homework.

2 _________________________________

3 _________________________________

4 _________________________________

5 _________________________________

6 _________________________________

2. Complete the sentences for yourself in two

different ways using for and since.

1 I’ve lived in my house

for five years.

since I was ten.

2 I’ve had my favourite T-shirt

for_______________________________

since_____________________________

3 I’ve been at my school

_________________________________

_________________________________

4 My best friend and I have known each

other

_________________________________

_________________________________

5 I haven’t been to the cinema

_________________________________

_________________________________

> Extension

3. Give advice in these situations using

should or shouldn’t and a word from the box.

aspirin chocolate dictionary

football plaster train

1 I’ve cut my hand.

You should put a plaster on it.

2 I’m afraid of aeroplanes.

_________________________________

3 I don’t know what this word means.

_________________________________

4 I’ve got a bad leg.

_________________________________

5 Sarah’s got a headache.

_________________________________

6 Henry’s getting quite fat.

_________________________________

4. Complete the sentences using for or since.

1 How long have you been living in

England?

I have been living in England since

1998.

2 How long have you known Peter?

____________________________ we

were at school together.

3 How long has David had his car?

____________________________ 2002.

4 How long has Paula been learning

French?

____________________________ two

years.

5 How long have we been waiting for the

train?


____________________________ an

hour.

5. Write the questions for these answers.

1 How long has it been since you went

horse-riding?

I haven’t been horse-riding since I was

twelve.

2 _________________________________

I’ve lived in Cordoba for five years.

3 _________________________________

Martin and Sheila have been going out

together since last June.

4 _________________________________

I’ve been practising the piano for two

hours.


UNIT 8

> Consolidation

1. Write the sentences in the passive.

1 They make those cars in Japan.

Those cars are made in Japan.

2 They sell newspapers in kiosks.

_________________________________

3 People buy thousands of cars every day.

_________________________________

4 Bees make honey.

_________________________________

5 They grow bananas in the Canaries.

_________________________________

6 They invented the hamburger in

Germany.

_________________________________

7 They sold Coca-cola as a medicine at

first.

_________________________________

8 They gave Father Christmas his red and

white clothes in an advert.

_________________________________

9 They built the first shopping centres in

the United States.

_________________________________

2. Write sentences about each set of pictures

using the adjectives given in the box.

old popular shy happy

1 María is older than Liz.

2 _________________________________

3 _________________________________

4 _________________________________

angry tall young well-dressed

5 Graham is the angriest.

6 _________________________________

7 _________________________________

8 _________________________________


> Extension

3. Write sentences about the people and

objects using not as … as and an adjective

from the box.

big heavy hot old

popular tall wide

1 Jane, 16 years old. Tim, 14 years old.

Tim is not as old as Jane.

2 Andy, 1m 78. Colin, 1m 83.

_________________________________

3 Madrid, 38ºC. London 27ºC.

_________________________________

4 River Thames, 96m. River Ebro, 71m.

_________________________________

5 Neil, 68 kg. Mark, 83 kg.

_________________________________

6 An elephant. A horse.

_________________________________

7 John - 28 votes. Sandy - 37 votes.

_________________________________

4. Passive with or without by. Cross out the

phrases which are not necessary.

1 The race was won in record time by an

athlete.

2 The race was won by a Spanish athlete.

3 Rice is grown in Valencia by farmers.

4 English coins are produced at the mint

by workers.

5 Danny was bitten by a big dog.

6 The pictures were painted in 1896 by an

artist.

7 The robbery was committed at night by

a robber.

8 Two men were killed yesterday by

someone.

9 TV programmes are made in studios by

directors.

10 Big Brother is watched by millions.

5. Write complete sentences in the passive

using by only if necessary.

1 story/write/Internet/writer

The story was written on the Internet.

(‘by a writer’ not necessary)

Present:

2 Friends/make/the US/producers

_________________________________

3 videos/buy/fans of the show

_________________________________

4 many/photos/the Friends stars/take/

photographers

_________________________________

Past:

5 the book/write/1998/the writer

_________________________________

6 the story/read/millions

_________________________________

7 the fans/impress/story

_________________________________


VOCABULARY

ADJECTIVE SUFIXES AND PREFIXES

1. Make adjectives from these nouns by

adding the missing endings.

1 creation creat -ive

2 impression impress- __________

3 suspicion suspic- __________

4 doubt doubt- __________

5 romance romant- __________

6 fantasy fantast- __________

7 success successf- __________

8 wit witt- __________

9 fame fam- __________

10 wealth wealth- __________

11 use use- __________

12 elegance eleg- __________

2. Complete the sentences with the negative

form of an adjective from the box.

comfortable correct formal healthy

interesting pleasant popular possible

practical usual

1 This maths problem is impossible!

2 That answer is _______________

3 Sam is quite _________________

4 Jane’s shoes are very ______________

5 Andy’s clothes were too _____________

6 Paula slept in a very ___________ bed.

7 Mary’s book is _______________

8 Ann gave Bill a very _________ present.

9 The smell coming out of the jar was very

_______________

10 Greg’s lunch is very _______________

ADJECTIVES OF PERSONALITY AND

EMOTION

1. Order the letters to find adjectives to

describe emotions.

1 rodpu proud

2 nrayg _____________

3 eken _____________

4 reowidr _____________

5 redti _____________

6 riesnttede _____________

7 dhietfgern _____________

8 citxede _____________

2. Complete the sentences using the

adjectives from exercise 1 with a preposition

from the box below.

about about by in

of of on with

1 Julie was very proud of her new car.

2 The players were __________________

practising in the rain everyday.

3 I’m very ____________________ my

friend. I think he’s got a problem, but he

doesn’t want to speak about it.

4 The girls at school are ______________

seeing David Beckham. They think he’s

wonderful!

5 Claire’s only ____________________

shopping and fashion. She doesn’t talk

about anything else.

6 The students were very ______________

the idea of going on a school trip to

Granada.

7 When she came home late her parents


were very ____________________ her.

8 The baby started crying because he was

____________________ a dog.

3. Match each adjective with its

corresponding preposition.

1 tired in

2 interested of

3 good about

4 proud about

5 frightened of

6 afraid at

7 angry about

8 worried on

9 aware at

10 excited with

11 bad of

12 keen by

13 mad of

4. Find 13 more adjectives for describing

personality in the word search.

E K T F N Q E H A P P Y

V A I D A S O E U T L O

O P C E P T Y F V I R R

D L M C U A O F A M E G

R E L I A B L E Y E O A

I A E S P L T C H S C N

E S I I P E A T W S O I

H A D V S O C I A O M S

O N A E T E R V R C M E

N T N J R D A E F I I D

E L F A O K O I B A T D

S S P G N O R F A B T A

T I U E G H U M B L E U

P R E L A X E D J E D S

H A R D W O R K I N G I

5. Write the positive adjectives from exercise

4 and the corresponding negative adjectives.

Positive Negative

adjectives adjectives

happy depressed

________________ _________________

________________ _________________

________________ _________________

________________ _________________

________________ _________________

________________ _________________

________________ _________________

________________ _________________

________________ _________________

________________ _________________

________________ _________________

________________ _________________


________________ _________________ ADJECTIVES OF SIZE AND

MEASUREMENT

1. Find seven more adjectives of

measurement in the word search and write

them below.

W L O N G D Y I

Y K E S U B E W

A H G B I G M I

S I M K U E T D

F G U D S K A E

A H K Y K Z L U

S K S Z B M L Y

T W E U A O U A

A D H E A V Y M

Y U B O S L O W

1 heavy

2 _________________________________

3 _________________________________

4 _________________________________

5 _________________________________

6 _________________________________

7 _________________________________

8 _________________________________

2. Match the nouns and adjectives.

Noun Adjective

1 height a wide

2 cheapness b high

3 slowness c long

4 width d cheap

5 length e heavy

6 weight f slow


3. Complete the questions with the adjectives

in the box below.

big heavy high high

long long tall

1 How long is the River Nile? It is 6,690

kilometres.

2 How ______ is your house? It has three

bedrooms and two bathrooms.

3 How ______ is Alison’s sister? She’s

1m97.

4 How ______ is the suitcase? It weighs

30 kg.

5 How ______ is the London Eye? It is

140 metres.

6 How ______ does it take from London

to Stratford? About two hours.

7 How ______ do you go on the London

Eye? 135 metres above the London

skyline.

CLOTHES

1. Match the pictures with the words.

belt boots earrings shorts jackets

jeans sandals sweatshirt skirt suit

dress sweater sunglasses tie trainers

1 sweater 9 ___________

2 ___________ 10 ___________

3 ___________ 11 ___________

4 ___________ 12 ___________

5 ___________ 13 ___________

6 ___________ 14 ___________

7 ___________ 15 ___________

8 ___________


2. Find the opposite adjectives in the box.

baggy casual uncomfortable short

small nice unfashionable

1 big small

2 fashionable/trendy ____________

3 formal ____________

4 comfortable ____________

5 long ____________

6 horrible ____________

7 tight ____________

3. Find nine more items of clothing in the

word search and write them below.

T R O U S E R S E W A T

R A E E S D O H O W B J

U J L O H R Z I V I O I

Y T R A I N E R S C O T

U S S F I F H T N C T X

E B L K J A J J O X S A

A Z P L I M O U H E W O

F U U Y R R F E M H A N

M J A C K E T N A P L L

C U H B T E Y S S R E C

A O F O I J A H U S R R

S U A L I C U O T L X A

S W I T X A Y R E Z J Q

O H O A G X O T A W I T

C B I S H O E S L T A D

1 trousers 6 ___________

2 ___________ 7 ___________

3 ___________ 8 ___________

4 ___________ 9 ___________

5 ___________ 10 ___________

4. Match the words in the box below with the

pictures.

buckle button collar cuff heel

laces pocket sleeve strap zip

1 sleeve 6 ___________

2 ___________ 7 ___________

3 ___________ 8 ___________

4 ___________ 9 ___________


5 ___________ 10 ___________

5. Write the words from exercise 3 and the

parts of the clothes from the box below that

each can have.

buttons collar cuffs hem

laces pockets sleeves turn ups

1 trousers: turn ups, pockets, buttons, hem

2 _________________________________

3 _________________________________

4 _________________________________

5 _________________________________

6 _________________________________

7 _________________________________

8 _________________________________

9 _________________________________

10 _________________________________

COLOURS AND DESCRIPTIONS

1. Describe the objects using the words in the

box below.

checked plain spotted striped

1 2

3 4

1 It’s a plain vase.

2 _________________________________

3 _________________________________

4 _________________________________


2. Find nine more colours in the word

search.

S B E I G E U O S B

W L H M A B I X P R

E A F S B X A S E O

X C I L H T B G L W

A K P P U R P L E N

O G U C B I W B H W

C P R M U X G P A S

R O E L T F L I P I

E W D C O R A N G E

A T I F S I B K R T

M O X M W H E M E O

U Y E L L O W A Y S

1 beige 6 ___________

2 ___________ 7 ___________

3 ___________ 8 ___________

4 ___________ 9 ___________

5 ___________ 10 ___________

3. Look at the pictures. Then write sentences to

describe them using the adjectives in the correct

order.

1 (purse) leather, black

It’s a black leather purse.

2 (bag) plastic, red

_________________________________

3 (hat) woollen, white

_________________________________

4 (diary) blue, leather

_________________________________

5 (rucksack) nylon, black and green

_________________________________


4. Describe the woman in the picture. Follow

the example.

1 _________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

2 _________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

GET

1. Write sentences using the correct form of

the verb get.

1 dark/9 o’clock/in summer

It gets dark at 9 o’clock in summer.

2 very hot/in August

_________________________________

3 I/tired/after/a long day

_________________________________

4 eat your food/before/it/cold

_________________________________

5 without/an umbrella/you/wet

_________________________________

6 I/bored/in maths class

_________________________________

7 we/excited/when/Rafael Nadal/plays

tennis

_________________________________

2. Rewrite the sentences using get or get to.

1 I arrived at the station at 5.30.

I got to the station at 5.30.

2 Denise received a letter this morning.

_________________________________

3 Sam reached the airport eventually.

_________________________________

4 My marks in the exam were bad.

_________________________________

5 Kim arrived at school late.

_________________________________

6 They gave him a great present.

_________________________________


GOOD/BAD AT, INTERESTED IN

1. Look at the chart and complete the

sentences about Ian.

Ian interested in good/bad at

1 play tennis no good

2 cook yes bad

3 play football yes good

4 dance no bad

5 swim yes good

1 Ian’s not interested in playing tennis but

he’s good at it.

2 Ian’s _____________________________

but he’s ___________________________

3 Ian’s _____________________________

and he’s __________________________

4 Ian’s _____________________________

and he’s __________________________

5 Ian’s _____________________________

and he’s __________________________

2. Write six sentences about yourself similar

to those in exercise 1. Use activities from the

box.

play chess swim run paint cook

play basketball/tennis/football dance

play the piano/guitar/violin sing

1 I’m interested in playing chess but I’m

bad at it.

2 _________________________________

3 _________________________________

4 _________________________________

5 _________________________________

6 _________________________________

7 _________________________________

MAKE AND DO

1. Match the phrasal verbs and expressions

(1-10) with the definitions (a-j).

1 make an effort

2 make a fuss

3 make up your mind

4 make it

5 make a mistake

6 make money

7 make do

8 make a noise

9 make up for

10 make up

a arrive in time

b complain/show unnecessary excitement

c make a loud sound

d decide

e do something wrong

f repay, compensate for

g try

h invent

i do well financially

j manage with something even though it

may not be ideal



form of a phrasal verb or expression with do

from the box.

do away with do up do with

do something do someone a favour

1 That car could do with a wash!

2 The house is very old, but he’s going to

_____________ it _____________

3 Don’t forget to _____________ your

coat.

4 I wish my school would _____________

homework!

5 Can you _________ me _____________

and find out if he likes me?

6 Karen is _____________ in the garden.


PROBLEMS IN THE WORLD

1. Write the mirror words.

1 tnemnorivne eht the environment

2 raw _______________

3 emirc _______________

4 sdneirf _______________

5 ecnaraeppa _______________

6 tnemyolpmenu _______________

7 esaesid _______________

8 ymonoce eht _______________

9 msicar _______________

10 ytrevop _______________

11 ecnatpecca _______________

12 skram loohcs _______________

2. Match the words from exercise 1 to the

correct definition.

1 People that you know well and enjoy

spending time with. friends

2 Illegal activities. __________

3 The land, water and air that people,

animals and plants live in. __________

4 When someone is allowed to become

part of a group. __________

5 A long period of fighting between

countries. __________

6 The situation or experience of being

poor. __________

7 Violent or unfair treatment against

people because they belong to a

different race. __________

8 The way that you look. __________

9 Numbers or letters that a teacher gives

you for your work. __________

10 The organisation of a country’s money,

business and products. __________

11 The state of not having a job.

__________

12 An illness or serious medical condition.

__________

3. Complete the sentences with words or

expressions from the list below.

against the law discrimination global

looks on the dole peace treaty

solar power vaccination

1 Solar power is an example of clean

energy.

2 The two countries have signed the

_____________ after ten years of

fighting.

3 Drunk driving is _______________

4 Stop worrying about your ____________

5 She had a typhoid _______________

before she went on holiday.

6 He is finding it very difficult to find a

job. He’s been _____________ for six

months now.

7 The ___________ economy is in a crisis.

8 Immigrants are suffering serious

_______________

4. Match the problems from exercise 1 to the

sentences in exercise 3.

1 the environment

2 _________________________________

3 _________________________________

4 _________________________________

5 _________________________________

6 _________________________________

7 _________________________________


8 _________________________________


READING AND WRITING

KEVIN’S FRIENDS

1. Read the text and circle the four adjectives which best describe Kevin.

funny generous hard-working lazy

quiet sociable talkative unsociable

Kevin Crowther likes being with other people and he likes telling them about things. He’s very popular

with his friends because he tells a lot of good jokes. Because he likes his friends’ company, he likes team

sports, but that doesn’t mean he’s good at them. For example, he’s interested in playing basketball because

his friends play a lot, but he’s not very tall and also he’s very bad at it. He enjoys football too, but he’s not

exactly Figo. He doesn’t mind playing tennis and he’s quite good at it, but he prefers playing doubles

because there are four people and not just two. He’s also very good at running but he doesn’t like it very

much because it’s a solitary sport. He loves cooking, but only when he does it for his friends. He hates

cooking for himself because there’s no one to talk to! He also hates working and he prefers watching videos

to doing his homework, but obviously, if his friends are watching the video too, he loves it!

2. Read the text again and answer these

questions.

1 Why is he popular with his friends?

Because he tells a lot of good jokes.

2 Why does he like playing team sports?

_________________________________

3 Is he good at playing basketball?

_________________________________

4 In tennis, does he prefer playing singles

or doubles tennis?

_________________________________

5 What sport is he very good at?

_________________________________

6 When does he like cooking?

_________________________________

7 Does he like working?

_________________________________

8 Does he prefer watching videos with his

friends?

_________________________________

> Write

3. Write a description of a friend or family

member. Think about these things:

• What is his/her personality?

• What are his/her interests or hobbies?

• Is he/she good at them?

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________


_________________________________


WHERE AM I?

1. Read the texts and decide where each person is. Write the numbers next to the correct places.

beach cinema 1 city centre mountain park

Text 1

I’m sitting next to some friends and we’re all looking at a big screen. I’m drinking orange juice and my

friends are eating popcorn. Some people behind us are talking very quietly. The man sitting in front of

me is very tall, so I can’t see very well. This always happens to me when I come here!

Text 2

I’m walking on the grass with my dog. He’s running between the trees and barking. He usually barks

when we come here. Two old men are sitting on a bench. They are talking and laughing. A girl is

running and she’s wearing a walkman, but I don’t know what music she’s listening to.

Text 3

I’m standing at a bus stop, waiting for the bus to come. Lots of cars are driving past and people on the

pavement are walking very fast. People always walk fast here, not like in the country. The shops are open

and people are buying different things. I can see a man in the shop across the street. I think he’s buying a

watch.

2. Read the texts again and answer the

questions.

Text 1

1 Who is she sitting with?

Some friends.

2 What is she drinking?

_________________________________

3 What are her friends eating?

_________________________________

4 What is the problem with the man sitting

in front of her?

_________________________________

Text 2

5 Where is the dog running?

_________________________________

6 What does the dog usually do when they

go there?

_________________________________

7 Do we know what kind of music the girl

is listening to?

_________________________________

Text 3

8 What is she waiting for?

_________________________________

9 How are the people walking?

_________________________________

10 What does she think the man is buying?

_________________________________


> Write

3. Think about a place you go sometimes. Close

your eyes and imagine you are there now.

Describe it. Think about these things:

•What are you doing?

•Who are you with? What are they doing?

•What usually happens when you are there?

•What can you see?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


WHICH PLACE?

1. Read the texts and match them with the titles.

a A Train Journey b A Library Visit c The Supermarket

1 My mum says I must go once a week because it’s important for my education and I don’t mind it.

The most important thing is that you should be quiet because people are studying or reading. If you

want to take books home, you have to be a member and you have to show your card, but if you only

want to look at something you don’t have to.

2 Well, obviously, you have to buy a ticket from the machine or the man in the ticket office. Then you

have to find the right platform and wait for it to arrive. When you find a seat, you mustn’t put your

feet on the opposite seat because it makes it dirty. You shouldn’t fall asleep if you’re on your own or

you might miss your stop!

3 First of all, you should make a list of the things you want. When you get there you should get a

trolley or a basket. If you need a lot of things, you should get a trolley and for this, in most places

you have to have a coin.

2. Read the text again and answer these

questions.

Text 1

1 How often must the girl go there?

Once a week.

2 Why should you be quiet?

_________________________________

3 What do you have to show to take a

book home?

_________________________________

Text 2

4 How many places can you buy your

ticket from?

_________________________________

5 Where do you have to wait?

_________________________________

6 Why shouldn’t you fall asleep?

_________________________________

Text 3

7 What’s the first thing you should do?

_________________________________

8 What should you get if you only want a

few things?

_________________________________

9 What do you need to get a trolley?

_________________________________


> Write

3. Choose one of these places and describe a

visit, explaining the rules or obligations.

• the cinema

• a restaurant

• the zoo

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


FAMOUS IN CHINA!

1. Read the text and decide which sentence best describes it.

a Human Taxi are touring and having a holiday.

b Rick is having a holiday after touring.

c Rick is recording an album before touring.

My name is Rick Shaw and I’m a singer but I’m not famous in Europe. I’ve got a band called Human

Taxi, with a keyboard player, a bass player and a drummer. I play the guitar as well as sing. I don’t

know why, but our records are big hits in China and we’re always in the charts there. That’s why next

month we’re touring China and Japan. We’re starting in Shanghai and finishing in Tokyo. In total

we’re touring for two months and we’re playing in 38 different places! After all that work I’m having a

holiday. I’m visiting relatives in Australia and I’m not singing or playing my guitar for three weeks.

I’m resting before I come back to Europe because when I get back to Britain we’re going into the

studio to start recording a new album. We’re calling it ‘Pull’. I’m planning to study Chinese too

because a couple of the songs on the new album are in Chinese and Japanese! Sayonara!

2. Read the text again and answer the

questions.

1 Are Human Taxi famous in Europe?

No, they’re not.

2 How many people are in the band?

_________________________________

3 What does Rick play?

_________________________________

4 Where are their songs in the charts?

_________________________________

5 Where are they playing their first

concert?

_________________________________

6 How long are they touring for?

_________________________________

7 Who is Rick visiting in Australia?

_________________________________

8 Where are they recording the new

album?

_________________________________

9 What are they calling it?

_________________________________

10 What is Rick planning to study?

_________________________________

> Write

3. Write about your plans for the next few

months. (You can invent them.) Think

about these things:

• Are you doing anything special? What?

• Are you going on holiday? Where are

you going?

• Are you visiting anyone? Who?

Next month I’m visiting my cousins in

France. We’re going by car to Marseille …

_________________________________


_________________________________ _________________________________


MISTERY MESSAGE

1. Read Steven’s story and circle the mode of communication described.

Internet letter mobile phone telephone

One Saturday morning, when I was bored at home in my bedroom, I received a message. It said: ‘C U

at 2.00 next to the big tree in the park’.

I thought it was strange because I didn’t recognise the number. I also didn’t know which tree, and when

I thought about it I also didn’t know which park, or which city! So I didn’t answer. It was obviously a

wrong number and I forgot about it. At about quarter past two I heard another ‘beep’ and I saw that I

had another text message. This time it said ‘I’m at the tree. Where R U?’ This time I sent a reply:

‘Which park?’ A minute later the reply came: ‘Finsbury!!’ Incredible! My local park! I made a

decision. I went to the park and looked for a big tree. I thought, ‘Who sent the message? A boy or a

girl?’ Then I found a very big tree and next to it was a girl with a mobile in her hand. She was

beautiful. But was it her? I phoned her number and watched. Her mobile rang! It was her!

2. Read the story again and answer the

questions.

1 Where was Steven when he received the

first text message?

In his bedroom.

2 What did he think about the message?

_________________________________

3 Did he know who sent the message?

_________________________________

4 What did he hear when the second

message arrived?

_________________________________

5 What did he do this time?

_________________________________

6 What was the name of the park?

_________________________________

7 Did he go to the park?

_________________________________

8 Who sent him the messages, a girl or a

boy?

_________________________________

> Write

3. What do you think happened next?

Continue the story. Think about these

things:

• Did Steven talk to the girl?

• If not, what did he do? If he did, what

happened?

• Did she know Steven?

• Who did she want to send the messages

to?

• Where was this person?

Steven didn’t know what to do, so he

waited for five minutes. The girl started to

walk away, so …

_________________________________

_________________________________

_________________________________


_________________________________ _________________________________


A SUMMER’S DAY

1. Read the story and put the paragraphs in order.

1 c 2 3 4

a The sisters were wearing only T-shirts and shorts because it was summer and it wasn’t cold. Then

Beth felt a drop of rain on her arm. She looked up and she saw that the clouds were getting darker.

b Hannah started to run. ‘Come on!’ she shouted to Beth. The rain was falling very heavily now and

the girls were getting wetter and wetter. When they arrived home they were completely wet. Their

mum said, ‘So you went swimming in the end!’

c On Saturday, Beth and Hannah decided to go to the park instead of the swimming pool. The weather

was quite good. The sun was shining at times but there were also some clouds that were moving

across the sky quickly because the wind was blowing.

d Then Hannah also felt a drop of rain on her leg, and then another. They decided that it was time to

leave because they didn’t want to get wet, so they started to walk towards the park gates. The rain

was now falling much harder.

2. Read the story again and answer the

questions.

1 Where did the girls decide not to go?

The swimming pool.

2 Was the sun shining?

_________________________________

3 Why were the clouds moving quickly

across the sky?

_________________________________

4 What were the girls wearing?

_________________________________

5 Who felt the rain first?

_________________________________

6 What did she see when she looked up?

_________________________________

7 Why did they decide to leave the park?

_________________________________

8 What did Hannah shout?

_________________________________

9 What did their mum think?

_________________________________


> Write

3. Write a story about a problem you had

with the weather. Think about these things:

• What were you doing?

• Where were you?

• What were you wearing?

• What was the weather like?

I was playing football with my friends on

the beach. The sun was shining and it was

very hot …

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________


WHAT’S MY JOB

1. Read the text and decide what Liam’s profession is. Circle the correct answer.

doctor footballer golfer gymnast

The first thing is that I must eat well. I mustn’t eat unhealthy things like chips or hamburgers. I must

eat lots of salad, pasta and fish. This is a bit of a problem because I’m happier eating fast food, but if I

want to win I must follow a strict diet.

Obviously I must train every day but before I start I must make sure I’m ready. I must stretch all my

muscles; in my legs and arms, and also in my neck, my back and my stomach. I must be very flexible

in my sport and stretching stops me from hurting myself.

Also, I must be very strong in all parts of my body, so I must spend a lot of time in the weight room,

lifting weights. The stronger you are, the better you can be at my sport, if you maintain your flexibility.

Finally, I must practise as much as possible. Some of the events in my sport are quite technical and

without practice you can’t win.


questions.

1 What mustn’t Liam eat?

Chips and hamburgers.

2 What kind of food is he happier eating?

_________________________________

3 Does he train every day?

_________________________________

4 What must he do before he starts

training?

_________________________________

5 What five places must he stretch?

_________________________________

6 What must you be in this sport?

_________________________________

7 Where must he spend a lot of time?

_________________________________

8 How does he describe some of the

events in his sport?

_________________________________

> Write

3. Imagine you can decide some of the rules

of your school or at home. Write about what

people must and mustn’t do. Think about

these things:

At school:

• What must the pupils do?

• What must the teachers do?

At home:

• What must your parents do?

• What must your brothers/sisters do?

At school the teachers must make the

classes shorter and the breaks longer and

we must watch more videos …

_________________________________

_________________________________

_________________________________


_________________________________

_________________________________


SUPERNATURAL?

1. Read the texts and match them with the pictures.

Text 1 ...

Karl’s parents have just received a postcard from their son. Karl says he has been taken to Jupiter by

aliens. Karl’s mother said: ‘It’s not the first time that Karl has told us something like this. He’s got a

lot of imagination and he has just bought a book about extra-terrestrials. I suppose that’s where he got

the idea from.’

Text 2 ...

Martha and Patricia have just come back from a weekend in the country.

‘We’ve been to look for UFOs,’ said Martha, ‘and we’ve had a great time. We’ve seen some strange

lights in the sky and we’ve heard some mysterious noises.’

‘We want to go again,’ added Patricia.

Text 3 ...

‘Chris has a special talent. He’s telepathic – he can read your mind. It’s incredible. For example, he’s

told me that I’ve had pizza for lunch and that I’ve just come home from school.’

‘But Neil, everybody knows we have pizza at school on Thursdays, and it’s five o’clock. Of course

you’ve just come home from school.’

‘Oh. I didn’t think of that.’


questions.

1 Who has just received a postcard from

Karl? His parents.

2 Is Karl’s mother worried?_____________

3 What has Karl just bought?____________

_________________________________

4 Where have Martha and Patricia been

this weekend?______________________

5 Did they have a good time?___________

_________________________________

6 What have they seen and heard?________

_________________________________

7 What is Chris’s talent?_______________

_________________________________

8 What day is it?_____________________

_________________________________

9 Is Chris really telepathic?_____________

_________________________________


> Write

3. Have you ever experienced anything

strange? Write about it (or invent it). Think

about these things:

• What did you see, hear or experience?

• When did it happen?

• Was it good or bad?

• How do you feel about it now?

I’ve seen a ghost, just once. Last year I

was at my grandmother’s house when I

heard a strange noise …

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________


MUSIC FESTIVALS

1. Read the text and circle the best title.

a How to Get Tickets to a Music Festival

b A Look at a British Music Festival

c Different Types of Music Festivals

Since the end of the 1960’s, pop music festivals have become very popular all over the world. One of

the largest in England is at Glastonbury in June. It has become very famous and attracts the best British

bands.

This is what Carol says about the festival: ‘I’ve been to Glastonbury for the last four years and I love it!

The music’s brilliant and the atmosphere is really good.’

The Glastonbury festival usually lasts three days, from Friday to Sunday, and you can buy your ticket

at record shops or on the Internet. Many people buy a three-day ticket and stay in tents at the festival

campsite.

One problem at the campsite is keeping clean. Another teenager at the festival, James, has told us why:

‘There are thousands of people here and I haven’t had a shower since I arrived two days ago. It’s

impossible. You just have to accept that you’re going to be dirty.’


questions.

1 How long have pop music festivals been

popular?

Since the end of the 1960’s.

2 What is the name of a famous English

festival?

_________________________________

3 How many years has Carol been going

to Glastonbury?

_________________________________

4 How many days is the festival?

_________________________________

5 Where can you buy the tickets?

_________________________________

6 Where do many people stay at the

festival?

_________________________________

7 What is a problem at the campsite?

_________________________________

8 What hasn’t James done at Glastonbury?

_________________________________

> Write

3. Would you like to go to a music festival?

Write your opinion. Include these things:

• Why would/wouldn’t you like to go?

• What do you think are the good things

and bad things about a music festival?

I wouldn’t want to go to a music festival

because I don’t like big crowds …

_________________________________


_________________________________

_________________________________


SHOPPING

1. Read the text and circle the best title.

a A Day at the Sales b Helen Finds a Bargain c How much?!

Helen was given some money for her birthday, so last Saturday she went shopping with her boyfriend,

Steve, in Oxford Street, where all the popular shops are in London. It wasn’t January, when the big

sales are on, but in some of the shops the prices were reduced. Helen was looking for a new top or

jacket. Steve wasn’t looking for anything in particular, but he was hoping Helen might buy him a

present.

Helen found a blouse she really liked but when she was told the price, she said ‘How much?!’ It was

100 pounds and that was too much for Helen.

They were getting tired but it wasn’t long before they found a small shop with a big sign in the window

saying ‘Special Discount Prices’. They went in and Helen immediately saw a jacket that she liked. ‘I’m

sure it’s too expensive,’ she said to Steve, but when she looked at the price she couldn’t believe it. Only

eight pounds. She bought it and was very happy, and so was Steve, because he was given a CD as a

present by Helen.


questions.

1 Why did Helen have money?

It was given to her for her birthday.

2 Who did she go shopping with?

_________________________________

3 Did they go to the January sales?

_________________________________

4 What kind of clothes was Helen looking for?

_________________________________

5 Did Steve want to buy anything?

_________________________________

6 Was the blouse expensive?

_________________________________

7 Why did they go in the small shop?

_________________________________

8 How much did the jacket cost?

_________________________________

9 Why was Steve happy?

_________________________________

> Write

3. Write about something you bought

recently. Think about these things:

• What did you buy?

• Where did you buy it?

• Why did you buy it?

• How much did it cost?

Last weekend I went shopping with my

friends at a big shopping centre. I wanted

to buy some CDs …

_________________________________

_________________________________


_________________________________ _________________________________


WHOSE PLANS?

1. Read the texts and decide which plans you like the most. Circle your answer.

1 Sam’s 2 Jamie’s 3 Judith’s 4 nobody’s

a) Sam’s plans

I’m going to have a quiet night on Friday. Some friends are coming round to my house and we’re going

to watch a video and eat pizza. I think there’ll probably be about six of us. On Saturday I’m going to

get up early because I have to study and I want to finish before lunch – I’ve got an exam on Monday.

b) Jamie’s plans

Some friends and I are going to the park. We’re going to play chess. There are special tables and we

play against the people who are there. I don’t think I’ll win but it’ll be fun. After that we’re going to a

hamburger restaurant to have something to eat. I really hope Judith will be there.

c) Judith’s plans

At first the plan was to go to the cinema but now we’re not going. I think we’re going to a disco.

I imagine we’ll have a good time but I’m not going to bed late because I want to study with Sam in the

morning. Not because I want to study. I want to be with Sam!


questions.

1 What is Sam going to do on Friday

night?

_________________________________

2 How many people will be there?

_________________________________

3 Why is he going to get up early on

Saturday?

_________________________________

4 What is Jamie going to do in the park?

_________________________________

5 Is he confident?

_________________________________

6 Does he think he’ll be hungry

afterwards?

_________________________________

7 Who does he like?

_________________________________

8 Is Judith going to the cinema?

_________________________________

9 Is she going to bed early?

_________________________________

10 Who does she like?

_________________________________


> Write

3. Write about some of your plans and your

expectations. Think about these things:

• What are you going to do? Who are you

going to be with?

• Where are you going to be? Will it be

fun, interesting, boring, dangerous, etc.?

Tonight I’m going to the cinema with my

girlfriend to see a horror film. I think it

will be good …

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________


PROTECTING THE ENVIRONMENT

1. Read the texts and decide which person is the most ecological and the least ecological.

a The most ecological is ___________

b The least ecological is ___________

Kim: In my house we do some things to help the environment. We recycle paper because if we don’t,

they’ll cut down more trees, and we recycle plastic and glass because there’ll be more rubbish if we

don’t do it. I sometimes save energy by turning off the lights but I often forget.

Noel: I know the environment is important, but it won’t make much difference if I do things or not.

I sometimes recycle things, but the nearest recycling centre is a long way from my house, so I usually

put everything in the rubbish. If I remember, I turn off the lights, but I don’t save water. It rains a lot

where I live and I don’t think it’s necessary.

Nathalie: I’m a member of Friends of the Planet, a local ecological organisation, and I do as much as

I can to protect nature. I recycle paper, glass, plastic and batteries and I’m very economical with

electricity in my house. I also go on demonstrations to protest against companies that damage the

environment. If we don’t do this, our planet will suffer.


questions.

1 Who lives a long way from a recycling

centre?

Noel.

2 Who is a member of a ‘green’

organisation?

_________________________________

3 Who forgets to turn off the lights?

_________________________________

4 Who lives in an area where it rains a lot?

_________________________________

5 What does Nathalie recycle that Kim

doesn’t?

_________________________________

6 Why does Kim recycle paper?

_________________________________

7 Why does Nathalie go on

demonstrations?

_________________________________

8 Does Noel often recycle things?

_________________________________


> Write

3. Write about what you do in your house to

protect the environment. Think about these

things:

• What do you recycle? Where do you

take it?

• Do you save water? How?

• Do you save energy? How?

In my house we recycle paper. I take it to a

container in the street. We don’t recycle

glass but …

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________


PENGUIN READERS FACTSHEET

THE BLACK CAT AND OTHER STORIES

BY EDGAR ALLAN POE

Teacher’s Notes

> Summary

In their strange atmosphere and the fantastic

events they describe, the four stories in this

collection are typical of Edgar Allan Poe’s

tales: part horror story, part romantic poetry. In

The Black Cat, one of Poe’s most famous

stories, the evil done by an originally good man

comes back to him in the terrible revenge of his

once-loved cat. In The Oval Portrait, a traveller

comes across a remarkably life-like painting of

a woman in a mountain castle. He also finds a

book, which tells him the portrait’s horrible

secret. Berenice is the weird story of a strange

man’s proposal of marriage to his cousin, and

her terrible fate at his hands. In The Mask of the

Red Death, another famous story, a prince tries

to escape a horrible epidemic by locking the

doors of his castle – but of course fails.

> About Edgar Allan Poe

The American poet, fiction writer and critic,

Edgar Allan Poe (1809-49), was responsible for

some of the most unforgettable stories of terror

ever written. They were the products of the

mind of an unstable man, who lived a short and

unhappy life.

Poe was born in January 1809 in Boston,

USA. His life began tragically, as both of his

parents had died by the time he was two. He

went to live with a family, the Allans, who

became his foster parents. He went to good

schools and university, but had to leave

university early because he fell out with his

foster father, who never really understood him.

Poe was deeply upset; his relationship with his

foster father worsened, and Poe left home for

ever.

Poe showed early literary promise, finding a

publisher for his first collection of poetry,

Tamerlane and Other Poems, before he was

twenty years old. After a spell in the army he

started on a career in journalism and began

writing short stories. He married when he was

twenty-six. Despite being a good, hard-working

editor and also producing articles and short

stories all the time, Poe never had much money,

and much of what he did have was spent on

alcohol.

When Poe’s wife died young in 1847, any

stability in his life disappeared and he himself

was dead two years later, found unconscious in

the street after a session of heavy drinking.

> Background and themes

Horror stories are as popular today as they were

when the genre was at its height of popularity

some two hundred years ago. Now we can find

horror not only in books and plays, but also in

films and comics and on the Internet. But in

nineteenth-century Europe it was, of course,

through books that people enjoyed the


excitement and thrills of the horror story.

In the early part of the nineteenth century,

Mary Shelley published her novel Frankenstein

(1818). From this time until the latter part of the

century when Bram Stoker’s Dracula was

published, there was no shortage of novels and

short stories telling tales of terror, murder,

mystery and suspense. Some of the great

writers of the nineteenth century concentrated

much of their efforts in this direction, among

them Charles Dickens, Robert Louis Stevenson

and Sir Arthur Conan Doyle.

At the beginning of the nineteenth century on

the other side of the Atlantic, the novel was

struggling to make its mark on the United

States. The USA was still a very young country

at that time, having only become independent in

1776. Remarkably little in the way of American

literature had been produced before

Independence. The novel had always been

regarded with suspicion by the leading thinkers

of the country, most of whom were Puritans

with strict moral values. They considered the

novel to be a potentially dangerous thing, with

the power to have a bad influence on young

people. Moreover, there was a strong tendency

to look down on authors writing in the English

language who were not living and publishing

their work in Great Britain. Irving Washington

was the best-known writer writing in English

and living outside Great Britain.

He freely admitted to borrowing heavily from

European literature and based one of his most

famous stories, Rip Van Winkle, on a folk tale

from Germany.

Early American novelists tended to be

cautious. Many of them aimed to please

Puritans and publishers alike by putting morals

before plot. One such writer was Charles

Brockden Brown (1771-1810), but the books he

published at the turn of the century were

different from his others in one respect – he

included an element of horror in them. A little

later, Nathaniel Hawthorne (1804-1864) wrote

novels and collections of short stories

concerning themselves with evil and the darker

side of the human soul.

Edgar Allan Poe was influenced by both

Brockden Brown and Hawthorne, who was a

contemporary of his. The most successful of

Poe’s stories were in the tradition of Gothic

fiction, and combine terror and guilt in a lyrical

style that reminds us that he was a great poet,

too. He also wrote some of the first science-

fiction stories; and in his character C. Auguste

Dupin, he virtually created the modern

detective story. In addition, he was one of the

most feared critics in America.

It is typical of Poe’s tragic life that he died

just as people were starting to read him in ever-

increasing numbers and he was becoming

famous. After his death, his reputation

continued to grow, especially in Europe, and for

well over a century he has been one of the most

widely-read authors in any language.

> Communicative activities

The following teacher-led activities cover the

same sections of text as the exercises at the

back of the reader, and supplement those

exercises. For supplementary exercises

covering shorter sections of the book, see the


photocopiable Student’s Activities pages of this

Factsheet. These are primarily for use with

class readers but, with the exception of

discussion and pair/groupwork questions, can

also be used by students working alone in a

self-access centre.

> Activities before reading the book

1 Ask students if they like stories (in books or

films) which frighten them. Why/Why not?

Ask them what the most frightening story

they know is. Can the class agree on one

story?

2 Ask students to look up mad and horror in

their dictionaries. Then tell them that Edgar

Allan Poe led a difficult life and believed that

he was mad. Ask students to talk about the

following:

— Is it necessary for a writer to be mad to

be able to write real horror stories?

— Do the readers of horror stories like the

stories more if they too have a difficult

life?

— Can horror stories be dangerous for

some people?

> Activities after reading a section

The Black Cat

1 Put students into small groups. Ask them to

discuss these questions.

Ask them to look up superstitious in their

dictionaries.

a Are black cats ‘evil’ in your culture?

b Are you superstitious? If so, what about? If

not, why not?

2 Put students into pairs. Ask them to discuss:

The Black Cat begins: ‘You are not going to

believe this story, but it is a true story …’.

Do you think this is a good way to start a

story which is impossible to believe? Does it

make the story seem more or less easy to

believe?

The Oval Portrait

1 Put students into small groups.

They tell the story. Each student says one

sentence, until the story is finished. They try

to do it in three minutes.

2 Put students into small groups.

Ask them to make up a story for one of the

other pictures in the room. One person in the

group tells their story to the class. The class

decides which story is best.

Berenice

Put students into groups of four people. Ask

them to roleplay a conversation between two

policemen/women and two of Egaeus’s

servants. The policemen/women ask questions

and the servants explain what happened.

The Mask of the Red Death

Put students into pairs. They role-play a

conversation between a newspaper reporter and

the stranger in the mask. Reporters ask

questions like ‘Why did you go to the Prince’s

party?’


> Activities after reading the book

Put students into small groups. Ask them to

look up vampire and ghost in their dictionaries,

and then to discuss these questions:

a What do you most like to find in horror

stories – murder, vampires, ghosts, etc.?

b Do you think Poe’s stories are better as books

or as films? What can you do with a film that

you can’t do with a book? Think of five

things, for example music, and make a list.

Then compare lists as a class.

It will be useful for students to know the

following new words. They are practised in the

‘Before You Read’ sections of exercises at the

back of the book. (Definitions are based on

those in the Longman Active Study

Dictionary.)

The Black Cat

axe (n) this is like a big knife; people use it to

cut down trees

bury (v) to put somebody who is dead under

the ground

cellar (n) a room under the ground in a house

evil (adj) very, very bad and doing bad things

horrible (adj) very unpleasant

horror (n) great fear

mad (adj) ill in the mind

object (n) a thing that you can touch

plaster (n) this is put on walls to make them

smooth

servant (n) somebody who works for a person

in their house

The Oval Portrait

decorate (v) to put paint or paper on the walls

of a house

oval (adj) with a shape like an egg

portrait (n) a painting of a person


mask (n) this is worn over someone’s face to

hide it


Student’s Activities


1. Try to answer these questions, then look in

the Introduction at the front of the book to

find the answers.

a When did Edgar Allan Poe live?

i 1809-1849, ii 1919-1959, iii 1950-1990

b Which country did he come from?

i England ii The United States

iii Australia iv Scotland

The Black Cat

> Activities before reading the story

1. Look at the picture on the front of the

book. What words does a black cat make you

think of? Write them down and then talk

about them with another student.

At the middle of page 6

2. Which of the words below describe the

people or animals in the story?

bad brave clever good

happy kind loving sick

The story-teller

His wife

Pluto

The second cat

> Activities after reading the story

1. All of these sentences are in the story. Put

them in the same order as they are in the

story.

a But the more I hated the cat, the more he

seemed to love me.

b … I pulled her hand away from my

wrist, lifted the tool again, brought it

down hard and buried it in the top of her

head.

c It was the shape of a large cat, hanging

by its neck.

d It was that evil enemy of Man called

Drink who was changing me.

e I put my hand up, touched it, and found

that it was a black cat – a very large one,

as large as Pluto.

f I knocked hard on the part of the wall

where my wife was.

g I took my knife from my pocket, held

the poor animal by his neck and cut out

one of his eyes.

h And there was the cat, standing on her

head, his red mouth wide open in a

scream, and his one gold eye shining

like fire.

i There, on his front, was the shape of an

object I am almost too afraid to name …

It was that terrible machine of pain and

death – yes, the GALLOWS!

j I caught the cat and hung him by his

neck from a tree until he was dead.

2. Talk about this question with another

student. Can you agree? Was the second cat


Pluto?

The Oval Portrait


1. Look at the picture at the beginning of the

story. Guess which of these words you will

read in the story:

afraid beautiful electricity

paint photographer

Talk about your answers with another

student. Try to agree. When you’ve read the

story, check back to see if you were right.

At page 14, line 8

1. What’s happening in the story?

a Why do you think the story-teller closes

his eyes?

b Who do you think the woman in the

portrait is?

c Talk about your ideas with another

student. Can you agree?

2. What do you think is going to happen

next? Discuss your ideas with another

student.

Page 14, line 8 to the end of the story

1. Answer these questions.

a What is strange about the portrait?

b Why does the story-teller again pick up

the book by his bed?

c Why did the beautiful woman hate her

husband’s paintings?

d What happens to the woman when her

husband is painting her?

e Why does she die?

2. Continue to write the story, beginning like

this:

‘I put the book down, and looked at the

portrait again. Now something was

happening to the portrait. I was even more

afraid than before, because now …’

Berenice


1. Look at the picture on page 18, and the

words below it. Write down five words that

you think you will read in the story. Talk

about them with another student. When you

have read the story, check back to see if you

were right.

At page 20, line 16

1. Write down the three best words

to describe Egaeus and the three best to

describe Berenice. Then write sentences

to describe Egaeus and Berenice. In what

ways are they different?

At the top of page 24


a Why does Berenice change so much?

b What is wrong with Egaeus?

c Why does Egaeus ask Berenice to marry

him?


2. Work with another student. Look at the

beginnings of newspaper stories below.

Which newspaper story, if any, do you think

says what is going to happen in the story?

Look up vampire in your dictionary.

A Berenice drinks blood

Beautiful woman is really vampire.

A man died in a strange old house

yesterday …

B Man kills girl because of her teeth

Police took a man away from his home

yesterday after he killed his cousin

because of her teeth. ‘I am a murderer,’

he said. ‘But I did it because her teeth

were so bad. I saw them for the first time

last night …’

C Man takes out girl’s teeth

A very strange thing happened at the big

house on the hill last night. A man took

out all his cousin’s teeth. ‘I wanted

them,’ he said …

> Activities after reading the story


a Why does Egaeus want Berenice’s

teeth?

b When does the servant girl tell Egaeus

that Berenice is dead?

c When does Egaeus next wake up?

d How many hours can’t he remember?

e What is in the box on the table? Whose

are they?

2. Were you right about question 2, the

newspaper stories, above? Talk to other

students. Were they right?



1. Look at the picture on page 28. Guess

when this story happens.

a before 1600

b 1700-1800

c 1800-1900

2. Think about the title of the story. Why do

you think the Prince is throwing the key into

the lake? Make some guesses.

At the bottom of page 31


a What is the Red Death?

b Why did the prince take 1,000 friends to

his house in the forest?

c Why did he throw the key into the lake?

d What did the Prince do five months

later?


2. Mark ‘true’ √ or ‘false’ .

The Prince’s house has:

a servants ___

b a high wall outside ____

c only seven rooms ____

Each of the seven rooms has:

d different furniture ______

e lamps ____

f a clock _____

g windows the same colour as everything

inside it _____

h When the clock makes a sound each

hour, the dancers stop dancing and have

strange thoughts. ________

3. Talk to another student. How are the

seven rooms going to be important in the

story? Try to guess.

Page 32 to the end of the story


a Why was everybody dressed so

strangely at the party?

b Why did people look at the tall masked

man with anger and horror?

c Who killed the Prince?

d Why did everybody die?

2. Talk with another student. What do you

think is the importance of the clock in this

story?


Which story frightened you most? Put them in

order, from most frightening to least

frightening.

The Black Cat, The Oval Portrait, Berenice,



MARTIN LUTHER KING BY COLEEN

DENGAN-VENESS

Teacher’s Notes

> Summary

This biography follows the dramatic life story

of one of the world’s most famous campaigners

for peace. The writer has divided the story into

the events that first brought King to the civil

rights movement and the many episodes on the

road to a better life for blacks in America.

Born in 1929 into a comfortable home in the

southern United States, King first learned about

the importance of skin colour when he was 5

and could not go to the same school as his

white friend. At 15 he was made to give up his

seat to a white passenger on a two-hour bus

journey. He enjoyed his college years in

Philadelphia and Boston in the North of the US,

where life for blacks was much better and more

equal with whites. He was tempted to stay, but

at 25, decided to move back to the

segregationist South, to Montgomery, Alabama,

where whites hated blacks and where people

needed his help. Here the real campaign began.

The book describes the origins of slavery and

how the North and South of America came to

have extremely different attitudes to blacks.

King’s very public life began in 1955 with the

Montgomery bus boycott, which saw the Ku

Klux Klan (KKK) firebombing King’s home.

King started making speeches all over the

country and fighting to stop segregation in

schools. After reading Gandhi and Thoreau,

whose ideas are described in the book, King

taught non-violent resistance to his followers.

Hate must be met with love.

The book follows the struggle in the South

for equality. Terrible violence was committed

against African-Americans. Politicians were

divided. President Kennedy supported King and

began to draw up a civil rights bill, and then

came the famous march on Washington, with a

crowd of 200,000 marchers including 50,000

whites.

Violence continued between blacks and

whites in the South as blacks tried to challenge

segregationist policies with direct action. Some

gains were made, but many blacks lived in

terrible poverty. As they became radicalised,

they became more violent and they stopped

listening to King. Their anger culminated in the

Watts riots in Los Angeles in 1965.

In 1968 King made his last speech in front of

an audience in Memphis. The next evening he

was shot dead in a parking lot. Blacks have

equal political and voting rights today, thanks

to the work of Martin Luther King at the head

of the civil rights campaign.

King’s story, which has helped shape modern

America, is as powerful today as it was when

he lived it. Readers will probably find this

lively account both shocking and compelling.


This biography shows that Martin Luther King,

Jr. dedicated his life to his cause, and although

he had a wife and four children, his time was

not his own. The cause of civil rights for

African-Americans was so big and his


campaigns made it so active, that he could

never rest. He lived a very public life in front of

the world’s press. His heart, mind and actions

were ruled by his religious and political beliefs;

he was driven. Other protest leaders who have

given up their lives to their cause include

Mahatma Gandhi, Nelson Mandela and Aung

San Suu Kyi in Burma, who has left her family

and children in England to fight for democracy

in her country.

The central theme of King’s campaign for

civil rights was non-violence. It worked better

for King in the US than it did for Gandhi in

India, where independence was accompanied

by terrible fighting between Muslims and

Hindus. There are lots of examples in King’s

campaign of non-violent protest working. His

campaign brought huge publicity and because

King taught blacks to meet the whites with

love, not hate, it made the whites look silly and

evil in the eyes of the world. For example,

when students organised lunchtime protests (see

page 18), the world saw white men arresting

peaceful blacks because they sat in the wrong

seats in a lunch bar in Woolworth’s. When

children marched in Birmingham, Alabama (see

page 24), the police used water cannons and

dogs against them, arrested them and put them

in jail.

Another important weapon in King’s fight

against injustice was publicity. For many poor

blacks, life was simply a struggle to feed their

families and keep a place to live. King needed to

reach all those people and show them that their

lives could be better. He made speeches all over

America. He held meetings. When he was

arrested, news of his arrest was in newspapers

around the world.

African-Americans became radicalised and

wanted to fight. Some went further than King

wanted, and used violence, as in the Watts riots

in 1965 in Los Angeles. But he taught them that

they could change things. Publicity then

included posters, newspapers, meetings, word of

mouth, marches, demonstrations, radio, and

early television.

The central wrong-doing of this story is

racism. The belief held by one race that they are

better than another or that they can rule another

is behind most human conflict. The early slave

traders treated black people as animals. It has

taken centuries for most whites to stop believing

they are superior to blacks. Many whites today

still believe they are superior to blacks, in all

parts of the world. Racism exists in more or less

extreme forms in most cultures, and is one of the

most pressing issues in world politics today.

This is a long story to tell in a short space.

Encourage students to read more or search the

Internet if they are interested. One useful site is

thekingcenter.com. Students may also come

across anti-King sites which try to show that

King was not a good man.

There are plenty of people in the world today

who wish the KKK had won the fight in the

south of the US in the 1950s and 1960s.




back of the reader, and supplement those







discussion and pair/group work questions, can


self-access centre.


1 Ask students to look at the list of contents on

page iii. What do these titles tell us about

Martin Luther King, Jr? Expand the titles into

predictions and ideas, and write notes on the

board.

2 King, like Mahatma Gandhi, is associated

with non-violent protest. Do students think

peaceful protest can change things in the

world? Can they think of examples where it

has worked in their country?


Pages 1–13

Get students to read about Rosa Parks on page

10 again. Put them into pairs. Tell them to

imagine they are young reporters on

Montgomery newspapers. Half of the pairs

work for a white newspaper. The other half

work for a black newspaper. They prepare their

reports. Compare reports across the class,

looking at ways students have used to express

bias and give only one side of the story.

Pages 14–28

Put students in pairs or small groups. Give each

pair one of the following episodes in the story.

Ask them to summarise it in two or three

sentences and then read their summary to the

class:

King’s trip to Ghana, p.15; Rich’s lunch bar

p.18; the vote for US president, November

1960; the May 15 Freedom Ride p.20; the

children’s march pages 24–25; Little Rock

High School, p.22; Bull Connor, pages 25–26;

the Washington march, p.27; the Sixteenth

Street Baptist Church, p.28.

Pages 29–41

The story of Martin Luther King, Jr. is the story

of the fight by African-Americans to change a

racist society into a non-racist society. Ask

students to think about why we have racism and

where it comes from. Invite them to talk about

racism in their own culture. Have they

experienced racism themselves? What is the

best way to respond to racism?


1 Class discussion. Martin Luther King, Jr. was

a hero to young black people in the 1950s

and 1960s. Who are today’s heroes? What

battles do they need to fight in today’s

world?

2 Put students in small groups. When someone

is murdered for a political reason, like

Gandhi in 1948 and King in 1968, they may

become more important, not less. Students

can discuss these questions: What happens to


people’s ideas and actions when they are

killed? Are people more interested or less

interested in them? Are they remembered or

forgotten?

> Glossary

arrest (v) when the police take someone away

bail (n) money paid to the court so someone

can leave prison until their case comes to court

bomb (v) bombs are dropped from planes

during wars; when you bomb someone’s house,

you throw, for example, cans of gasoline

through the window

boycott (v) to stay away from something or

stop doing something for political reasons

campaign (n) a program of activities with a

political purpose, usually to try and change

something

civil rights (pl n) the rights that a person has by

law, for example, to go to school and to vote

demonstrate (v) to show how you feel about

something, often on the streets

equality (n) having the same rights as other

people

freedom (n) the right to do what you like

jail (n) prison

leader (n) the person in an organisation or

group who decides things

march (n) when people walk together from one

place to another with a political message

peace (n) when there is no war

preacher (n) a person who makes speeches

about religion

protest (n) when a group of people do

something, often on the streets, to show their

feelings about something

segregate (v) to keep black people away from

white people; for example, to have different

schools and different buses

slave (n) someone who is owned by another

person; they must work for them without any

pay

violence (n) when people try to hurt and kill

other people

voting rights (pl n) the right in law to vote

Pages 14–28

riot (v) when people run wild, usually in a city;

they fight police, break store windows, burn

cars




Read the introduction on page iv and put

these words in the right places.

country dream national

peaceful segregation

a Martin Luther King, Jr.’s birthday is a

__________ day in the US.

b King loved his __________ but hated its

laws against black men.

c __________ means that a black woman

cannot sit next to a white woman on the

bus.

d He wanted all protests and marches to be

__________.

e His __________ was for a better world

for everyone.

> Activities while reading the book

Pages 1–13

1. Look through this section of the book

quickly. Find these dates and match them

with the things that happened.

1807 February 15, 1948

December 1955 December 1, 1955

January 30, 1956 August 28, 1963

a King became a preacher.

b King made his ‘I have a dream’ speech.

c Rosa Parks was arrested on the bus in

Montgomery, Alabama.

d Slave ships became illegal in America.

e The civil rights campaign began.

f The KKK bombed King’s house.


a How old was King when he first learned

that life was hard for blacks?

b Why did he leave his good life in the

North for the segregated South?

c On the train from Connecticut to Atlanta

in 1945, what happened to him in the

dining car?

d What did King think about Gandhi’s

ideas of non-violent protest?

e Black soldiers received a different

welcome from white soldiers when they

returned from the war in 1945. What

happened?

f What job did Coretta Scott have before

she married King?

g What job did she have after they were

married?

3. Work with another student. Look at page

10. One of you is Rosa Parks. The other is

the Montgomery bus driver. What do they

say on the bus?

4. Which of these were for the Montgomery

bus boycott? Which were against?

the bus company the KKK

the black taxi companies the politicians

the MIA the police

world opinion

Pages 14–28


a Why did Henry Thoreau refuse to pay

money on his earnings to the US

government?


b What did Mahatma Gandhi help to win

with his peaceful protests?

c What happened in Montgomery in the

weeks after the blacks won the boycott?

d Why were King’s arrests ‘good for his

campaign’?

e Why were King and the students given

steak for their first meal in prison in

October 1960?

f Why didn’t King help John F.

Kennedy’s campaign for president?

2. Find the right name.

a 35th President of the United States

b A Birmingham preacher

c Atlanta city judge

d Police chief, Birmingham, Alabama

e State leader, Alabama

f State leader, Arkansas

g Time Magazines’s Man of the Year 1957

I Bull Connor

II Fred Shuttlesworth

III George Wallace

IV John F. Kennedy

V Judge Mitchell

VI Martin Luther King, Jr.

VII Orval Faubus

3. Imagine you were on the Freedom Ride

bus on 15 May near Anniston, Alabama.

Write a few sentences to someone in your

family about what happened. How did you

feel? What did you do?

4. Imagine the South without Martin Luther

King in the 1960s? What happens? What is it

like? Talk to another student.


a Why did President Eisenhower send

soldiers to Little Rock, Arkansas, in

1957?

b In King’s letter from Birmingham Jail,

what does ‘Wait!’ mean for black

people?

c What did people think when they saw

US policemen and dogs attack black

children on a protest march?

d Why was John F. Kennedy worried

about this civil rights bill?

e How many whites joined the march on

Washington?

f Two terrible things followed King’s ‘I

have a dream’ speech in August 1963.

What were they?

Pages 29–41

1. Put these words in the right places.

defend destroy introduce

organise protect solve

take

a War is not the only way to __________

problems, King said.

b King decided to __________ protest

marches against segregation in Selma,

Alabama.

c In February 1965 President Johnson

promised to __________ voting rights

for everyone.


d Alabama state leader, George Wallace,

refused to __________ the Selma to

Montgomery march in March 1965.

e Malcolm X told blacks to __________

themselves with guns against the white

enemy.

f Stokely Carmichael told whites, ‘You

will have to __________ [freedom] from

the whites!’

g Because King was against the war in

Vietnam, President Johnson wanted to

__________ him.

2. How was Stokely Carmichael’s message

different from King’s?

3. In what ways are blacks still not equal

with whites in the US?


1. What do you think is the best moment in

this story? What is the worst moment?

Write some ideas. Look at another

student’s ideas. Have you chosen the same

things?

2. What social problems make you want to

demonstrate in the streets? Write a list.

3. Describe Martin Luther King, Jr. in one

sentence.


STRIKER BY PETER AND KAREN VINEY

Teacher’s Notes

> Summary

A professional goalkeeper in top league football

suffers a terrible injury. At a difficult moment

in a match, in the penalty area, he fouls a

striker. The striker kicks him between the eyes.

He is blinded. Doctors later tell him he will

never see again.

The play is set in a courtroom. The

goalkeeper’s lawyer is trying to prove that the

striker’s action was dangerous. She wants to

show that he was to blame for her client’s

injury. They want twenty million pounds in

compensation.

The striker’s lawyer argues that it was an

accident – nobody was to blame. He says that

footballers earn very high salaries because it is

a dangerous sport. Both sides call witnesses –

the referee, a police officer, a sports

commentator, the managers of both clubs.

The play ends at the moment the jury leaves

the courtroom to decide on the case. The

readers or the actors can make up the ending for

themselves, judging the evidence they have

heard as if they were a real jury.


The central question of the play is whether

someone is to blame for an accidental injury. In

many countries around the world there is an

increasing tendency to find someone to blame

for an event and take them to court. If someone

slips over on the pavement, for example, they

might try to sue the council in charge of

pavement maintenance. If something goes

wrong during a hospital operation, the patient

may choose to sue the hospital for whatever

extra suffering he or she has experienced. A

few years ago this would not have happened.

People would have said it was an accident or

bad luck, and would not have expected money.

There are legal firms that specialise in

‘ambulance chasing’. They look for clients who

have suffered injury and encourage them to take

the person who might be responsible to court.

The two footballers at the centre of this play

earn very high salaries. They play for top

league clubs (the names are invented). League

football is big business today. Clubs have huge

turnovers, which include fees from television

rights for showing their games, sale of football

shirts and other merchandise as well as the

money the fans pay to come into the ground.

But clubs have to compete for top players and

pay very high wages, and these are often more

than they can afford. Several UK football teams

are in deep financial trouble. International

European matches are very important not just

for the glory and reputation of the club, but for

income as well.

Top football earner in the UK in 2002 was

David Beckham of Real Madrid and England,

who collects millions of pounds for advertising

as well as his wages. An average footballer’s

wages are £500,000 a year, making them

among the country’s highest earners. Players

may have a relatively short career, but of course

there are many jobs in football off the field that


they can move into when they retire from

playing – as manager, coach, on sports

governing bodies, in the media and marketing.

In today’s more flexible job market, many

people have to re-train halfway through their

working lives.

The courtroom has been a popular place for

drama for centuries, going right back to

Shakespeare’s Merchant of Venice. It provides

a good opportunity to build up suspense and

tension. There can be sudden twists provided by

new evidence or surprise witnesses, as in this

play. There are opportunities for close

psychological and emotional studies of

character. Witnesses can be tricked into saying

the wrong thing by clever lawyers. The

resolution of the story often comes suddenly

and dramatically at the very end in the verdict

of the jury – guilty or not guilty.

You don’t need a great knowledge of football

to understand Striker. The authors have

deliberately used a judge who knows nothing of

the game and has to have all the rules

explained. He doesn’t even seem to know how

many players are in a football team, despite the

fact that football is Britain’s most popular sport.

As well as making the judge a useful device for

explaining the rules, the authors are making the

political point that judges are very often

removed from popular culture and the things

that are important in ordinary people’s lives.




back of the reader and supplement those






discussion and pair/groupwork questions, can


self-access centre.


Discussion. Why do courtroom dramas make

good films and plays? Ask students for their

ideas (see Themes section above for ideas if

you need them). Elicit examples of courtroom

scenes in film, plays and books they know.


Act 1

Debate. ‘Footballers should not earn more than

£100,000 a year.’

Divide the class in two. One half argues for.

The other half argues against. Give them time

to prepare arguments. After the debate, take a

free vote.

Acts 2 and 3

Quiz. Divide the class into teams of three or

four. Each team prepares five questions based

on these sections of the play. Teams ask their


questions in turn. The other teams answer in

turn. Only one attempt to answer each question

is allowed. Teams score points for questions

that no one can answer. Students who answer

the questions correctly score points for their

team.

Act 4

Write the names of the characters on slips of

paper. Hand them out to students at random.

Students hide their identity. Each student has to

say something in the style of his/her character

that contains a clue to his/her identity. The rest

of the class have to guess who the student is.

Repeat the activity until all students have had a

turn.


Debate. Today it is much more common to try

to sue somebody if you have an accident. Is this

a good thing or a bad thing? Should people

have to accept bad luck? Should they always

get money for their injuries?

> Glossary

It will be useful for your students to know these

new words. They are practised in the exercises

at the back of the book. (The definitions are

based on those in the Longman Active Study

Dictionary.)

Act 1

act (n) this play has four main parts or acts;

each act has several scenes

blind (adj) someone who can’t see is blind

case (n) here, a court case; facts that the police

put together to say that somebody has done

something against the law

evidence (n) facts that lawyers use in court to

show that something is true or untrue

goalkeeper (n) a position in a football team: the

goalkeeper stands in front of his or her team’s

goal and tries to stop the ball going in; he can

use head, hands, body and feet to stop the ball

injure (v) when a player is injured, it means

that they are hurt; they get an injury (n)

knock out (v) to kick or hit someone very hard

so that they cannot get up from the ground and

their eyes are closed

penalty (n) in football, if a player breaks the

rules in their own goal area, a player from the

other team can try to kick the ball into their net

with only the goalkeeper to stop him or her

referee (n) the person who controls a game of

football and makes sure the rules are followed

save (v) in football, if the goalkeeper saves the

ball, he or she stops the ball going into the net

scene (n) a small part of a play: Act 1 of this

play has three scenes

score (v) to get the ball in the other team’s goal

sue (v) to take someone to court to get money

from them because they have hurt you in some

way

truth (n) the true facts about something

Acts 2 and 3

deliberate (adj) something that is planned, that

is not an accident

foul (n) in football, something that is against


the rules

league (n) a group of football teams who all

play each other twice in one football season,

once at their own ground and once at the other

team’s ground

manager (n) a manager is employed by a

football club to look after the team; he or she

chooses the players for each game and tells

them where to go and how to play

striker (n) a member of a football team; the

striker’s job is to score goals

whistle (n) the referee makes a high sound with

his whistle to stop and start the game




1. Read page iv of the book. Complete these

sentences.

a Joe Norris plays for

b Pat Godwin played for

c Joe Norris is a

d Pat Godwin was a

e Joe Norris is

f Pat Godwin is

g Both played for

I European footballer of the year.

II blind.

III goalkeeper.

IV Melchester United.

V striker.

VI England.

VII Northcastle City.

2. Work in small groups. Can you find and

then explain any football rules in English?

Use a dictionary if you need extra words.

3. Look at the picture on pages vi and vii.

Who …

a watch but do not take part?

b watch and decide the case at the end?

c gives evidence to the court?

d controls the court?

e make the cases for Pat and Joe?

f takes notes during the case?

> Activities while reading the book

Act 1

Scene 1

1. Mr Barrymore says, ‘My Lord, Ms

Ferguson wants the jury to feel sorry for Pat

Godwin.’ In what three ways does she do this

in Scene 1?


a What do people in court call the judge?

b Who helps to look after the witnesses in

court?

c What word could Ms Ferguson use

instead of ‘attack’ at the top of page 2?

d Full time in a football match is 90

minutes. How long before the end of the

game did the foul take place?

e Where did the foul take place – in

Northcastle’s penalty area or in

Melchester’s penalty area?

f What could Pat Godwin see after the

kick?

Scene 2

1. Make pairs.

a playing I injuries

b early II teeth

c serious III match

d front IV days

e football V forties


2. Correct these sentences.

a Pat Godwin is forty-one.

b Dino Zoff was goalkeeper for England.

c Pat has had four serious injuries.

d He broke his front teeth and lost his leg.

e He has sued someone for each injury.

Scene 3

1. Put prepositions in the spaces.

a Two years ago Pat was kicked

__________ the teeth.

b There was a lot of blood __________ his

mouth.

c People read about the fight __________

all the newspapers.

d Photographers took pictures __________

the fight.

e There was a penalty __________ the

twelfth minute.

f Joe always kicks penalties __________

the left of the goalkeeper.

g The court will return __________ lunch

__________ two o’clock.

2. Work with a partner. One of you is Pat,

the other is Joe. You have just finished the

game with Ireland. What do you say before

the fight starts?

Act 2

Scene 1

1. Write the questions to these answers.

a ‘I’m the team doctor there.’

b ‘Five years.’

c ‘Because I could see that the injury was

serious.’

d ‘Yes, the best doctors in the world.’

e ‘No, he won’t.’

2. Mr Barrymore doesn’t have any questions

for Dr Bond. Why not, do you think? Can

you think of a question he could ask to help

Joe Norris? Talk to another student.

Scene 2

1. Complete this information about Tony

Webb.

Age:___________________________________

Job now:________________________________

Previous job:____________________________

No. of times he played for England:__________

Shirt number:____________________________

2. What does Tony Webb say that he doesn’t

mean? Find some examples. Talk to another

student.

3. Make these sentences into things that

Tony Webb might say:

a That’s __________ kick I’ve ever seen!

(bad)

b He’s __________ goalkeeper I’ve ever

seen! (slow)

c This is __________ match I’ve ever

been to! (boring)

d I’m __________ reporter you’ve ever

heard! (good)

Scene 3

1. What do these numbers refer to?

I 11; II £8million; III 8th;

IV £30,000; V £4million;

VI 19; VII 3rd; VIII 5;

IX £1.5million


a Pat Godwin’s weekly pay

b number of years Pat still had as

goalkeeper

c Northcastle’ position in league on 20

March

d Northcastle’s position in league at end of

season

e price of new goalkeeper

f what Pat Godwin will earn after injury

g number of players in a team

h age of Gary Sinclair, the number 2

goalkeeper

i money received by Northcastle for

Sinclair

2. Answer the questions.

a What reason does Cox give for finishing

8th in the league?

b Why was their new goalkeeper so

expensive?

c Mr Barrymore suggests another reason

for finishing 8th. What is it?

d When the club bought their new

goalkeeper, they also sold their young

goalkeeper. How much money did the

two sales cost the club?

e Fred Cox says that his club lost millions

because they didn’t get a place in

Europe. They didn’t get a place because

they lost their goalkeeper. How does Mr

Barrymore answer this point?

3. Do you think Ms Ferguson has made a

good case for Pat Godwin? Talk to another

student.

Act 3

Scene 1

1. Correct these sentences.

a Sarah Newman was at the game as a

spectator.

b She was watching the players when

Godwin and Norris crashed to the

ground.

c She ran onto the field immediately.

d Godwin was holding the ball away from

his face.

e The police haven’t looked at the

evidence.

2. Which football countries have a lot of

fighting in the crowd? Does yours? Talk to

other students.

Scene 2

1. Work in a group of six students. Find

some space. Alan Dean describes what

happened on page 21. Each of you is one of

the players on the field. Act it out but take

care!

2. Work with another student. You are the

managers of the two teams. You meet in the

tunnel between the pitch and the dressing

rooms. What do you say? Improvise a

conversation.

Scene 3

1. Put these events in order.

a Both doctors came onto the field.

b Both men fell to the ground.

c Godwin fouled Norris.

d Godwin was carried off.


e He gave Melchester a penalty.

f Norris kicked Godwin.

g The referee gave Godwin a red card.

h The whistle went.

2. Norris kicked the ball when it was right in

front of Godwin’s face. What do you think of

this action? Talk to another student.

Act 4

Scene 1

1. Cutler has changed his mind since 20

March.

a What did he think when it happened?

b What does he think now?

2. Why do you think he has changed his

mind? Ms Ferguson suggests that he wants

to move to Manchester United. Do you think

she is right? Talk to another student.

Scene 2

You are reporting on Joe Norris’s evidence

for a TV station outside the court. Describe

what he says happened in the penalty area.

Describe what he says about Pat Norris as a

goalkeeper. Work in pairs.

Scene 3


a The judge talks about car accidents.

What does he mean?

b What do you think is Mr Barrymore’s

most important piece of evidence?

c Whose actions were more dangerous do

you think – Godwin’s or Norris’s?

d If the jury decides for Godwin, how

much money would you give him?

e If the jury decides for Norris, how much

money would you give him?


1. Choose one of the pictures in the book.

Describe what is happening.

2. Write a news report of the match in which

Pat Godwin lost his sight. Give your story

a headline. Find a suitable photograph

from a newspaper of an actual game and

write a caption. Make it as exciting and

sensational as you like.

3. Why do top football players earn a lot of

money? Write some reasons.


ANSWER KEY

Grammar

Unit 1

1. 2 Where do you come from? 3 Where do you live?

4 How old are you? 5 What sort of music do you

like? 6 How many languages do you speak? 7 Do you

have any brothers or sisters? 8 How old is your

brother?

2. 2 comes; 3 does/do; 4 don’t live; 5 do/play;

6 does/come; 7 does/like; 8 has got/doesn’t ride;

9 sell.

3. 2 The/Some fish are swimming. 3 A woman is

dancing. 4 Some boys are riding bicycles. 5 A man is

driving a car. 6 A girl is reading a magazine.

4. 2 Laura prefers playing tennis to playing chess.

3 Sam loves painting. 4 Alison enjoys watching

videos. 5 Rick doesn’t mind cooking. 6 Hannah hates

playing basketball. 7 Bethany likes going to the

cinema.

5. 2 Can we open the window? Yes, you can. 3 Can Rob

stay for dinner? Yes, he can. 4 Can I go to the disco?

No, you can’t. 5 Can they use your car? No, they

can’t.

6. 2 I could not win the prize last year. 3 Tom could

sing very well when he was young. 4 I could swim

when I was a baby.

7. 2 Is the boy sleeping? No, he isn’t. He’s running.

3 Are they dancing? Yes, they are. 4 Is the woman

drinking? No, she isn’t. She’s eating. 5 Are the girls

talking? No, they aren’t. They’re swimming. 6 Is the

man driving? Yes, he is.

8. 2 Do you like playing chess? 3 Do you like playing

basketball? 4 Do you like painting? 5 Do you like

cooking? 6 Do you like dancing? 7 Do you like

surfing the Internet? 8 Do you like playing football?

(Plus students’ own answers.)

Unit 2

1. 2 worked; 3 kissed; 4 talked; 5 phoned; 6 asked;

7 thought; 8 saw; 9 went; 10 had; 11 took.

2. 2 We went to the cinema. 3 You talked a lot. 4 They

saw their grandmother. 5 You took the bus to school.

6 He phoned his friend. 8 She didn’t have a computer

at home. 9 We didn’t write many letters. 10 He didn’t

watch TV. 11 You didn’t phone your uncle. 12 They

didn’t have lunch at school.

3. 2 Did we go to the cinema? Yes, we did. 3 Did you

talk a lot? Yes, you did. 4 Did they see their

grandmother? Yes, they did. 5 Did you take the bus

to school? Yes, you did. 6 Did he phone his friend?

Yes, he did. 8 Did she have a computer at home? No,

she didn’t. 9 Did we write many letters? No, we

didn’t. 10 Did he watch TV? No, he didn’t. 11 Did

you phone your uncle? No, you didn’t. 12 Did they

have lunch at school? No, they didn’t.

4. 2 The boy didn’t use his mobile. 3 The woman read

the letter. 4 Did the girl phone someone? 5 The boy

didn’t use the computer. 6 Did the man write a letter?

5. 2 What does Ian eat for breakfast? 3 Who do you

support? 4 Who lives in that house? 5 What helps

you study? 6 Where does Heather live? 7 Where is

Cork? 8 Which team plays at Anfield? 9 Who likes

heavy metal?

6. 1 them. 2 it. 3 her. 4 him.

Unit 3

1. 2 any; 3 some; 4 any; 5 some; 6 any; 7 any; 8 some;

9 any; 10 any; 11 any

2. 2 enough; 3 too many; 4 not enough; 5 too much;

6 not enough; 7 enough; 8 too much.

3. 2 My; 3 her; 4 your; 5 His; 6 Their; 7 his; 8 Our;


9 her.

4. 2 The bike is his. 3 The chocolates are ours. 4 The

cassettes are mine. 5 The car is theirs. 6 The CD

player is hers. 7 The friends are yours, not mine.

8 The dog is ours. 9 The problem is yours.

5. 2 There are too many goalkeepers. 3 There’s too

much water. 4 He hasn’t got enough money. 5 She’s

got too much homework. 6 There are too many

people (in the lift).

6. 2 ours; 3 mine; 4 theirs; 5 yours; 6 his; 7 hers; 8 ours;

9 hers.

Unit 4

1. 2 found; 3 were singing; 4 broke; 5 was sleeping;

6 was raining; 7 heard; 8 jumped; 9 kissed.

2. 2 were playing; 3 stole; 4 had; 5 was experimenting;

6 met; 7 was looking for; 8 were sleeping; 9 saw.

3. 2 were playing; 3 felt; 4 looked; 5 was coming;

6 pulled; 7 were sunbathing; 8 laughed!

4. 2 Janet doesn’t have to help her mum.

3 Stan has to do his homework at 5.00.

4 Tom and Sharon have to wear a uniform to school.

5. 2 You must clean your teeth after lunch.

3 You mustn’t eat a lot of chocolate.

4 Footballers must train every day.

Unit 5

1. 1 made; 2 passed; 3 asked; 4 shut; 5 held; 6 let;

7 paid; 8 known; 9 learnt; 10 left; 11 lost; 12 stood;

13 flown.

2. 2 I’ve seen Star Wars, Episode Two.

3 Gary has drunk papaya juice.

4 Neil has met the president.

5 They’ve been on holiday.

6 You’ve opened the box.

7 We’ve talked to Penélope Cruz.

8 Denise has lived in Paris.

9 Carrie has had breakfast.

3. 2 Pete has never had an accident.

3 We have never met Pelé.

4 They have never drunk coffee.

5 I’ve just been to the doctor’s.

6 María has just seen a ghost.

4. 2 They haven’t started lunch. They have started

dinner.

3 I haven’t read a newspaper. I have read a magazine.

4 Sarah hasn’t lost her car keys. Sarah has lost her

house keys.

5 John hasn’t broken his leg. John has broken his

arm.

6 I haven’t written to my grandfather. I have written

to my uncle.

5. 2 has won; 3 saw; 4 has taken; 5 Did you go; 6 have

lost.

6. 3 χ It was cold last week; 4 √ ; 5 χ Jennifer broke her

arm last Friday; 6 √.

7. 1 A: Has she ever eaten Japanese food? B: She has

never eaten Japanese food but she has eaten Chinese

food.

2 A: Have Theresa and John ever played hockey? B:

They have never played hockey but they have played

golf.

3 A: Have you ever lost your passport? B: I’ve never

lost my passport but I have lost my credit card.

Unit 6

1. 2 going to; 3 going to meet some friends; 4 he’s

going to play rugby; 5 is he going to do; 6 going to

go to the park; 7 he’s going to have a party; 8 he’s

going to go to the mountains.

2. 2 When I grow up I’ll live in Germany. 3 When she

gets a motorbike she’ll travel a lot. 4 When he goes

to the beach he’ll have fun. 5 When the holidays start

I’ll be happy. 6 When he buys a mobile he’ll talk all


day. 7 When they have money they’ll travel around

the world. 8 When winter comes it will snow.

3. 2 may/might; 3 must; 4 can’t; 5 may/might;

6 may/might; 7 must; 8 can’t; 9 may/might.

4. 1 c); 2 a); 3 c); 4 e); 5 g); 6 j); 7 h); 8 b); 9 d); 10 i).

5. Students’ own answers (2-4 with will; 5-7 with if +

present).

6. 2 Sam’s going to fall. 3 Elsa’s going to win.

4 They’re going to kiss. 5 The baby’s going to cry.

6 David’s going to fail (the exam).

7. 3 evidence; 4 no evidence; 5 no evidence; 6 no

evidence; 7 evidence.

8. 2 She may have left early. 3 They must have bought

the house. 4 He might have been tired after working

so much. 5 I can’t have passed the exam.

9. 2 The fans won’t celebrate unless they score. 3 The

plants will die unless you water them. 4 He’ll be OK

unless he has a problem. 5 I’ll go home unless the

music improves. 6 She’ll have an accident unless

she’s careful.

10. 2 I won’t go unless you go. 3 We won’t go skiing

unless it snows. 4 She’ll lose unless she plays well.

5 Tom will come unless he has to work. 6 Plants will

grow unless there’s too much pollution.

Unit 7

1. 2 You should help at home. 3 You shouldn’t watch

TV all day. 4 You should tidy your room. 5 You

shouldn’t eat junk food. 6 You shouldn’t talk to

strangers.

2. Students’ own answers.

3. 2 You should travel by train. 3 You should use a

dictionary. 4 You shouldn’t play football. 5 She

should take an aspirin. 6 He should stop eating

chocolate.

4. 2 I’ve known Peter since we were at school together.

3 He’s had it since 2002. 4 She’s been learning

French for two years. 5 We’ve been waiting (for the

train) for an hour.

5. 2 How long have you lived in Cordoba? 3 How long

have Martin and Sheila been going out together?

4 How long have you been practising the piano?

Unit 8

1. 2 Newspapers are sold in kiosks. 3 Thousands of cars

are bought every day. 4 Honey is made by bees.

5 Bananas are grown in the Canaries. 6 The

hamburger was invented in Germany. 7 Coca-cola

was sold as a medicine at first. 8 Father Christmas

was given his red and white clothes in an advert.

9 The first shopping centres were built in the United

States.

2. Students own answers.

3. 2 Andy is not as tall as Colin. 3 London is not as hot

as Madrid. 4 The River Ebro is not as wide as the

River Thames. 5 Neil is not as heavy as Mark. 6 A

horse is not as big as an elephant. 7 John is not as

popular as Sandy.

4. 2 OK; 3 by farmers; 4 by workers; 5 OK; 6 by an

artist; 7 by a robber; 8 by someone; 9 by directors;

10 OK.

5. 2 Friends is made in the US. 3 The videos are bought

by fans of the show. 4 Many photos of the Friends

stars are taken. 5 The book was written in 1998.

6 The story was read by millions. 7 The fans were

impressed by the story.


Vocabulary

Adjective suffixes and prefixes

1. 2 impressive; 3 suspicious; 4 doubtful; 5 romantic;

6 fantastic; 7 successful; 8 witty; 9 famous;

10 wealthy; 11 useful; 12 elegant.

2. 2 incorrect; 3 unpopular; 4 impractical; 5 informal;

6 uncomfortable; 7 uninteresting; 8 unusual;

9 unpleasant; 10 unhealthy.

Adjectives of personality and emotion

1. 2 angry; 3 keen; 4 worried; 5 tired; 6 interested;

7 frightened; 8 excited.

2. 2 tired of;

3 worried about;

4 interested in;

5 keen on;

6 excited about;

7 angry with;

8 frightened of.

3. 2 interested in;

3 good at;

4 proud of;

5 frightened by;

6 afraid of;

7 angry with;

8 worried about;

9 aware of;

10 excited about;

11 bad at;

12 keen on;

13 mad about.

4.

E K T F N Q E H A P P Y

V A I D A S O E U T L O

O P C E P T Y F V I R R

D L M C U A O F A M E G

R E L I A B L E Y E O A

I A E S P L T C H S C N

E S I I P E A T W S O I

H A D V S O C I A O M S

O N A E T E R V R C M E

N T N J R D A E F I I D

E L F A O K O I B A T D

S S P G N O R F A B T A

T I U E G H U M B L E U

P R E L A X E D J E D S

H A R D W O R K I N G I

5. happy-depressed; committed-uncommitted; decisive-

indecisive; effective-ineffective; hardworking-lazy;

honest-dishonest; humble-arrogant; organised-

disorganised; pleasant-unpleasant; relaxed-anxious;

reliable-unreliable; sociable-unsociable; stable-

unstable; strong-weak.

Adjectives of size and measurement

1.

W L O N G D Y I

Y K E S U B E W

A H G B I G M I

S I M K U E T D

F G U D S K A E

A H K Y K Z L U

S K S Z B M L Y

T W E U A O U A

A D H E A V Y M

Y U B O S L O W


2. 2 d); 3 f); 4 a); 5 c); 6 e).

3. 2 big; 3 tall; 4 heavy; 5 high; 6 long; 7 high.

Clothes

1. 2 skirt; 3 suit; 4 dress; 5 earrings; 6 sweatshirt;

7 shorts; 8 sandals; 9 trainers; 10 sunglasses;

11 boots; 12 jeans; 13 jacket; 14 tie; 15 belt.

2. 2 unfashionable; 3 casual; 4 uncomfortable; 5 short;

6 nice; 7 baggy.

3.

T R O U S E R S E W A T

R A E E S D O H O W B J

U J L O H R Z I V I O I

Y T R A I N E R S C O T

U S S F I F H T N C T X

E B L K J A J J O X S A

A Z P L I M O U H E W O

F U U Y R R F E M H A N

M J A C K E T N A P L L

C U H B T E Y S S R E C

A O F O I J A H U S R R

S U A L I C U O T L X A

S W I T X A Y R E Z J Q

O H O A G X O T A W I T

C B I S H O E S L T A D

4. 2 cuff; 3 button; 4 heel; 5 laces; 6 buckle; 7 strap;

8 collar; 9 pocket; 10 zip.

(any order)

5. 2 trainers: laces; 3 shoes: laces; 4 boots: laces;

5 jacket: collar, buttons, pockets, sleeves, hem;

6 shirt: collar, buttons, pockets, cuffs, sleeves; 7 coat:

collar, buttons, pockets, hem, cuffs, sleeves; 8 skirt:

buttons, hem; 9 jumper: cuffs, collar, sleeves;

10 shorts: pockets, buttons, turn ups, hem.

Colours and descriptions

1. 2 They are striped pyjamas. 3 It’s a spotted dress.

4 It’s a checked skirt.

2.

S B E I G E U O S B

W L H M A B I X P R

E A F S B X A S E O

X C I L H T B G L W

A K P P U R P L E N

O G U C B I W B H W

C P R M U X G P A S

R O E L T F L I P I

E W D C O R A N G E

A T I F S I B K R T

M O X M W H E M E O

U Y E L L O W A Y S

3. 2 It’s a red plastic bag. 3 It’s a white woollen hat.

4 It’s a blue leather diary. 5 It’s a black and green

nylon rucksack.

4. (Model answer) 1 He is tall and he has long straight

hair. He is wearing striped baggy trousers, a belt, a

shirt, a jumper and trainers. 2 It’s a short woman with

long curly hair. She is wearing boots, a short-sleeved

shirt, a checked skirt, a spotted tie and a necklace.

Get

1. 2 It gets very hot in August. 3 I get tired after a long

day. 4 Eat your food before it gets cold. 5 Without an

umbrella you get wet. 6 I get bored in maths class.

7 We get excited when Rafael Nadal plays tennis.

2. 2 Denise got a letter this morning.

3 Sam got to the airport eventually.

4 I got bad marks in the exam.


5 Kim got to school late.

6 He got a great present.

Good/bad at, interested in

1. 2 Ian’s interested in cooking but he’s bad at it. 3 Ian’s

interested in playing football and he’s good at it. 4 Ian’s

not interested in dancing and he’s bad at it. 5 Ian’s

interested in swimming and he’s good at it.


Make and do

1. 1 g); 2 b); 3 d); 4 a); 5 e); 6 i); 7 j); 8 c); 9 f); 10 h).

2. 2 do (it) up; 3 do up; 4 do away with; 5 do (me) a

favour; 6 doing something.

Problems in the world

1. 2 war; 3 crime; 4 friends; 5 appearance;

6 unemployment; 7 disease; 8 the economy; 9 racism;

10 poverty; 11 acceptance; 12 school marks.

2. 2 crime; 3 environment; 4 acceptance; 5 war;

6 poverty; 7 racism; 8 appearance; 9 school marks;

10 the economy; 11 unemployment; 12 disease.

3. 2 peace treaty; 3 against the law; 4 looks;

5 vaccination; 6 on the dole; 7 global;

8 discrimination.

4. 2 war; 3 crime; 4 appearance; 5 disease;

6 unemployment; 7 the economy; 8 racism.

Reading and Writing

Kevin’s friends

1. funny; sociable; talkative; lazy.

2. 2 Because he’s with his friends.

3 No, he isn’t.

4 He prefers playing doubles.

5 He’s very good at running.

6 When he cooks for his friends.

7 No, he doesn’t.

8 Yes, he does.

Where am I?

1. 2 park; 3 city centre.

2. 2 Orange juice. 3 Popcorn. 4 He’s tall. 5 Between the

trees. 6 Bark. 7 No. 8 The bus. 9 Fast. 10 A watch.

Which place?

1. 1 b); 2 a); 3 c).

2. 2 Because people are studying or reading.

3 Your card.

4 Two.

5 On the platform.

6 Because you might miss your stop.

7 Make a list.

8 A basket.

9 A coin.

Famous in China!

1. b).

2. 2 Four. 3 The guitar. 4 In China. 5 In Shanghai.

6 Two months. 7 Relatives. 8 In Britain. 9 ‘Pull’.

10 Chinese.


Mystery message

1. mobile phone.

2. 2 He thought it was strange.

3 No, he didn’t.

4 A beep.

5 He sent a message/He replied.

6 Finsbury.

7 Yes, he did.

8 A girl.

A summer’s day

1. 2 a); 3 d); 4 b).

2. 2 Yes, at times.

3 Because the wind was blowing.

4 T-shirts and shorts.

5 Beth.

6 Dark clouds.

7 Because they didn’t want to get wet.

8 ‘Come on!’

9 That they had gone to the swimming pool.

What’s my job?

1. gymnast.

2. 2 Fast food.

3 Yes, he does.

4 He must be ready/stretch his muscles.

5 Legs, arms, neck, back, and stomach.

6 Flexible.

7 In the weight room.

8 Quite technical.

Supernatural?

1. 1 b); 2 c); 3 a).

2. 2 No, she isn’t.

3 A book about extra-terrestrials.

4 To the country.

5 Yes, they did.

6 Strange lights and mysterious sounds.

7 He’s telepathic.

8 Thursday.

9 No, he isn’t.

Music festivals

1. b).

2. 2 Glastonbury. 3 Four. 4 Three. 5 In record shops or

on the Internet. 6 At the festival campsite. 7 Keeping

clean. 8 Had a shower.

Shopping

1. Helen Finds a Bargain.

2. 2 Her boyfriend, Steve.

3 No, they didn’t.

4 A top or a jacket.

5 No, he didn’t.

6 Yes, it was.

7 Because there was a sign that said ‘Special

Discount Prices’.

8 Eight pounds.

9 Because he was given a CD as a present.

Whose plans?


2. 1 He’s going to watch a video and eat pizza. 2 About

six. 3 To study for an exam. 4 He’s going to play

chess. 5 No. 6 Yes, he does. 7 Judith. 8 No, she isn’t.

9 Yes, she is. 10 Sam.

Protecting the environment

1. The most ecological is Nathalie. The least ecological

is Noel.

2. 2 Nathalie. 3 Kim. 4 Noel. 5 Batteries. 6 Because if

she doesn’t, they’ll cut down more trees. 7 To protest

against companies that damage the environment.

8 No, only sometimes.


Penguin Readers Factsheets

The Black Cat and Other Stories

• Teacher’s Notes

Open answers

• Student’s activities

Activities before reading the book

a (I); b (II).

The Black Cat

Activities before reading the story

Open answers.

At the middle of page 6

Open answers.

Activities after reading the story

1. d); g); j); c); e); a); i); b); f); h).

2. Open answers.

The Oval Portrait


The words photographer and electricity are not in the

story.

At page 14, line 8

1. Open answers.

2. Open answer.

Page 14, line 8 to the end of the story

1. a The woman in the portrait looks alive.

b To read the story of the portrait.

c Because her husband’s paintings were more

important to him than she was.

d She becomes more and more pale and ill. The

painting becomes more and more alive.

e She dies because the painting is finished. The

painting becomes alive and so she dies.

2. Open answers.

Berenice


Open answers.

At page 20, line 16

Open answer.

At the top of page 24

1. a Because she has some very bad illnesses. b He has

a type of monomania. He can’t stop thinking about

one thing. c Because he feels sorry for her. He knows

that she loves him.

2. Story C is what happens.

Activities after reading the story

1. a Because of his monomania. He can’t stop thinking

about them. He thinks that only the teeth can stop

him going mad. b When night was falling. c At

midnight; d For five or six hours, from when night

was falling until midnight. e 32 teeth. Berenice’s

teeth.

2. Open answers.



1. a).

2. Open answers.

At the bottom of page 31

1. a a terrible illness. b so that they could get away from


the Red Death. c so that nobody could get in or out of

the house. d five months later the Prince had a party.

2. a true; b true; c false (there were more rooms);

d true; e false (there were no lamps); f false (only the

black room has a clock); g false (the black room has

red windows); h true.

3. Open answers.

Page 32 to the end of the story

1. a Because the Prince chose the way everyone was

dressed, and the Prince was strange. b They looked at

him with anger because he was wearing black, which

made them think of death and they were trying to get

away from that. They looked at him with horror

because he was wearing a red mask which looked

like a dead man. This frightened them because it was

the mask of the Red Death. c The masked man.

d Because the masked man was Red Death, which

killed them.

2. Open answers.

Activities after reading the book

Open answers.

Martin Luther King


Communicative activities

Open answers.



a national; b country; c segregation; d peaceful; e dream.

Activities while reading the book

Pages 1–13

1. a February 15, 1948; b August 28, 1963; c December

1, 1955; d 1807; e December 1955; f January 30,

1956.

2. a He was 5. b Because the poor black people in the

South needed him. c The waiter took him to the back

of the car and pulled a cloth down in front of his face.

d He agreed with them. e The government gave

money to white soldiers for houses but not to black

soldiers. f She was a singer. g She was his secretary.

3. Open answers.

4. The black taxi companies, the MIA and world

opinion were for the boycott; the bus company, the

KKK, the politicians and the police were against the

boycott.

Pages 14–28

1. a Because he didn’t agree with the US war with

Mexico. b Freedom from British rule; c There was

terrible violence. d Because the newspapers always

wrote about it. e Because the world was watching.

f He said he wasn’t a politician.

2. a IV); b II); c V); d I); e III); f VII); g VI).

3-4. Open answers.

5. a Because Orval Faubus, state leader, was breaking

the law. b ‘Never!’ c They could not believe their

eyes. d He did not want another war between the

South and the North in America. e About 50,000.

f John F. Kennedy was shot dead. The KKK

murdered four young school girls in a church in

Birmingham.

Pages 29–41

1. a solve; b organise; c introduce; d protect; e defend;

f take; g destroy.

2. He didn’t believe in peaceful protest. When King was

murdered, he told blacks to get their guns.

3. They are paid less. The police stop blacks more often

on the roads. The police are violent towards blacks in

the cities.



1-3. Open answers.

Striker


Communicative activities

Open answers.



1. a IV); b VII); c v); d III); e I); f II); g VI).

2. Open answers.

3. a the spectators. b the members of the jury. c the

witnesses. d the judge. e the lawyers. f the clerk.

Activities while reading the book

Act 1

Scene 1

1. She asks, ‘Can he sit down …’ She says that he has

had terrible headaches. She asks for a glass of water

for him.

2. a My Lord; b the clerk; c kick or foul; d three

minutes; e Northcastle’s penalty area; f Nothing.

Scene 2

1. a IV); b V); c I); d II); e III).

2. a forty-one > thirty-five. b England > Italy. c four >

three. d He lost his front teeth and broke his leg. e He

has never sued anyone before.

Scene 3

1. a in; b around; c in; d of; e in; f to; g after, at.

2. Open answers.

Act 2

Scene 1

1. a ‘What’s your job at Northcastle City Football

Club?’ b ‘How long have you worked there?’ or

‘How long have you known Pat Godwin?’ c ‘Why

did you run onto the field?’ d ‘Has he seen any other

doctors?’ e ‘Will he ever see again?’

2. Open answers.

Scene 2

1. Age: 39

Job now: football reporter

Previous job: professional footballer

No. of times he played for England: 43

Shirt number: 9

2. That’s the worst foul I’ve ever seen!

He’s the worst referee I’ve ever seen!

That’s the easiest goal I’ve ever seen!

3. a the worst; b the slowest; c the most boring; d the

best.

Scene 3

1. a IV); b VIII); c VII); d III); e II); f IX); g I); h VI); i V).

2. a Because they lost Pat and didn’t have another good

goalkeeper. b Because all the clubs knew they had to

have a goalkeeper. So the prices went up. c Because

they didn’t score goals. d £4million. e He says that

clubs only earn millions in Europe if they win their

games.

3. Open answers.

Act 3

Scene 1

1. a She was the chief police officer at the game. b She

was watching the crowd. c She turned back to the

crowd. There was fighting. d He was holding the ball

in front of his face. e The police have looked at the

evidence carefully.

2. Open answers.


Scene 2

1-2. Open answers.

Scene 3

1. c); b); f ); h); a); d); g); e).

2. Open answers.

Act 4

Scene 1

1. a He thought it was a red card foul.

b He thinks it was an accident.

2. Open answer.

Scene 2

Open answers.

Scene 3

a He says that an accident can become a crime if

someone is hurt.

b-e. Open answers.


1-3. Open answers.


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Repaso y ampliación WHAT'S UP 3º ESO