Angles6_SB

Prévia do material em texto

ABRIL / 2020
CEF
A1 A2
STUDENT’S BOOK
STU
D
EN
T’S BO
O
K
Angles is a six-level course aimed at 
pre-adolescent and adolescent learners of 
English as a foreign language. It takes students 
from level A1 to level A2 on the Common 
European Framework of Reference Scales.
Angles is designed to meet the needs of 
digitally fluent, hyper-connected learners 
who are also socially aware and emotionally 
mature, ready to discuss world issues and 
willing to empathise with people from different 
cultures. At the same time, it is intended to 
promote a classroom environment full of 
play time, designed to make students feel 
comfortable using English to communicate 
and take risks without feeling exposed.
Each volume in the series provides 30 hours 
of core work. Additional materials comprise 
the Classware with fully integrated media 
(audio, video and at least one digital activity 
in every lesson), as well as two special 
projects, photocopiable pages, online 
resources and a companion app.
STUDENT’S BOOK
 Square one makes use of editorial images 
(real-world photos and works of art) to develop 
learners’ visual reading skills and critical thinking
 Perspectives invites students to consider 
multiple sides of different situations, 
helping them to avoid oversimplifications 
and developing their empathy at the same time
 From my angle allows learners to interfere in the 
book, using Angles Stickers and other specially 
designed resources to personalise a number of 
pages, creating their own unique version of the book
 Window to the world raises students’ awareness of 
cultural and ethnic diversity, helping them build real 
world connections with the lesson contents
 Every angle implements an innovative visual 
approach to revision, recycling unit contents 
through image-driven tasks
Look back revises previous lesson contents 
through dynamic and fun speaking activities
Over to you lessons develop students’ spoken 
fluency and public speaking skills through 
collaborative tasks and exposure to authentic content
ACTIVITY BOOK
 Fully integrated with the Student’s Book
 Language reference boxes help students consolidate 
language points
TEACHER’S GUIDE
 Detailed lesson plans enriched with 
teaching notes, cultural notes, classroom 
management tips and BYOD routes
 QR codes for easy access to extra online resources
 Photocopiable activities
DIGITAL COMPONENTS
 Classware: an enhanced version of the Student’s 
Book accessed via interactive whiteboards. 
A platform from which teachers may access audio, 
video and specially designed digital activities.
 Engaging, fun and pedagogically sound digital 
activities focused primarily on developing oral skills 
and expanding learners’ knowledge of the world
 A companion app with Augmented reality 
functionalities, access to Checkpoint tasks 
(language consolidation), a personalised Vocabulary 
bank and a digital version of Window to the world
 Students and teachers have online access to: 
– Audio, video and digital activities used in class 
– Additional self-study activities with instant feedback
ISBN 978-85-8078-400-8
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Fotoarena: 9 (President Barack Obama with Ruby Bridges©White House Photo/Alamy, a mother covers her 
daughter with a stole©Rupak De Chowdhuri/REUTERS), 21 (refugee schoolchildren©Muhammad Hamed/
REUTERS), 24 (hot-air balloon flies near Ramesseum temple©Amr Abdallah Dalsh/REUTERS), 25 (graffiti 
in the historic center of Oviedo, Spain©Eloy Alonso/REUTERS, flight information boards©Enrique Calvo/
REUTERS), 40 (graffiti in London, Britain©Peter Nicholls/REUTERS), 41 (a man uses a typewriter in the 
streets in down town Lima, Peru©Mariana Bazo/REUTERS, old mobile phones©David W Cerny/REUTERS), 
52 (Protesters celebrate after Egypt’s president resigned on February 11th 2011. Cairo, Egypt©Dylan 
Martinez/REUTERS), 56 (man walking on a dried-up portion of Chandola Lake, India©Amit Dave/REUTERS), 
57 (man showing his oil-covered gloves on Coruripe beach, Brazil©Adriano Machado/REUTERS), 68 (The 
Lorax movie scene©Photo 12/Alamy), 72 (President Barack Obama with Ruby Bridges©White House Photo/
Alamy).
Getty Images Brazil: 8 (American and Mexican families play over the Mexican border with US©LUIS TORRES/
AFP), 57 (a newborn turtle walks into the sea at Praia do Forte, Brazil©EVARISTO SA/AFP). 
iStock: cover, 14, 17, 20, 22, 23, 26, 27, 28, 29, 30, 33, 37, 38, 39, 43, 48, 50, 54, 55, 58, 60, 62 (dog and 
cat, wild animals, insects, farm animals), 63, 64, 65, 67, 68 (electric charging station, bottle caps being 
recycled, handmade free library box, building with green façade), 71, 72 (beach, dog, house), 73, 74, 75, 77, 
78, 80, 81, 85, 87, 88, 89, 90, 91, 92, 93, 95, 97, 98, 100, 101, 102, 103, 105, 106, 108, 110, 111, 118.
Wikimedia Commons: 12 (US Marshals with Young Ruby Bridges on school steps – public domain), 
18 (Muzoon Almellehan©Frank Schwichtenberg under the GNU Free Documentation License and 
CreativeCommons), 62 (Nymphister kronaueri beetle – image uploaded by user Chhandama, Potamotrygon 
rex stingray©Yzx), 72 (Muzoon Almellehan©Frank Schwichtenberg under the GNU Free Documentation 
License and CreativeCommons).
© LF
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STUDENT’S BOOK
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Angles 6, Student’s Book
Publishing Manager: Raquel Carlos
Series Editor: Amalia Sarmento
Development Editors: Amalia Sarmento, Sueli Mizubuti 
Busmayer
Contributors: Adrian Kitchen, Adriana Gouvea, Andrew 
James, Angela Dias, Isadora Veiga, Janilson Torres Junior, 
Joshua Clayton, Mathew White 
Copyeditor: Tatiana Boynard
Proofreader: Tatiana Boynard
Intern: Lucas Janone
Language Consultant: Sue Sileci
Art Editor: Cláudia Rocha
Iconographer: Alessandra Libonatti
Intern: Lucas Rangel, Henrique Elias
Picture Research: Vivian Bittencourt
Design Project: Laboratório Secreto, PVDI Design, 
Estúdio Insólito
Composition: TypoStudio
Illustrations: Vanessa Alexandre, Rafael Lam, 
Flick Video Eireli
Digital Components Development: Cintia Nogueira
Digital Components Contributor: Akemi Iwasa
Digital Components Production: MTI Studio
Digital Components Proofreader: Carolina Leocadio
Audio Editor: Amalia Sarmento
Audio Recording Studio: Papprika
Video Editor: Amalia Sarmento
Video Production: Flick Video Eireli
© Learning Factory S/A, 2020
Angles is a trademark of Learning Factory.
ALL RIGHTS RESERVED. No part of this work 
covered by the copyright herein may be reproduced, 
transmitted, stored or used in any form or by any 
means graphic, electronic or mechanical, including 
but not limited to photocopying, recording, scanning, 
digitizing, taping or web distribution, information 
networks or information storage or retrieval systems 
without the prior written permission of the publisher, 
Learning Factory.
Angles 6 Student’s Book 
ISBN 978-85-8078-400-8
D a d o s i n t e r n a c i o n a i s d e c a t a l o g a ç ã o n a p u b l i c a ç ã o ( C I P )
( e D O C B R A S I L , B e l o H o r i z o n t e / M G )
Learning Factory
Rua Bambina, 130 / 4° andar
Botafogo, Rio de Janeiro - RJ. 22251-050
info@learningfactory.net
Although every effort has been made to trace and contact copyright holders before publication, this has not always 
been possible. We apologize for any apparent infringement of copyright and, if notified, the publisher will be 
pleased to rectify any errors or omissions at the earliest opportunity.
Learning Factory is not responsible for the permanence of external website URLs referred to in this publication, and 
cannot guarantee that the content of such websites will remain appropriate.
See photo credits on the third cover.
Printed in Brazil by nome da gráfica, mês de impressão 2020.
A589 Angles 6: student's book / Coordenadora Amalia Sarmento; 
 ilustradores Vanessa Alexandre, Rafael Lam. – Rio de Janeiro 
 RJ: LF Educacional, 2020. 
 120 p. : il. ; 21 x 28 cm – (Angles; v. 6)the stories? 
 Their parents. 
 Their friends.
2. What’s their first reaction? 
 They believe the stories.
 They think the stories are probably 
 fake news.
B Listen again and circle the correct options.
1. The story Mia’s dad told her is about a 
 poisonous / miraculous chemical.
2. The story Kyle’s mother told him is about 
 a teenager who went crazy / blind because 
 of his diet.
3. They decide to check / not to check the 
 stories.
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TALKING ABOUT THE NEWS
FRAME
Read these sentences from the dialogue and complete the Frame box with the highlighted words and 
expressions.3 
Mia My dad was going on and on about some 
 nonsense he’s seen on the news.
Mia They should know they can’t trust whatever 
 they read online. 
 doubt — feel uncertain about something
1. — recognise false stories that appear in newspapers or social media
2. — learn by study, observation or search 
3. — say or write something that is not true
 fact-check a news story — investigate a news report to verify the facts
4. — in a journalistic report or article 
 reliable — something or someone that can be trusted
 suspicious — making you feel that something is wrong
5. — believe that something is true
Look at the Frame box and do these tasks.4
A Complete the questions.
Do you everything you read 
online?
Have you ever read or heard a 
 story and decided to 
 it?
B Answer the questions in pairs.
DHMO – The Silent Killer. Get a 
worksheet from your teacher and 
follow the instructions.
5 6 Watch a video about the other news story 
Mia and Kyle checked. What surprises you 
about this story?
Answer these questions in groups.7
How do you keep up to date with the news?
Which newspapers, channels and websites do you trust? Why are they reliable?
Do you talk about current news with your friends and classmates?
Have you ever seen your parent sharing or talking about fake news? Did you help them find it out?
1.
2.
3.
4.
1.
2.
3.
4.
Mia It sounds like something my parents would 
 make up to make me eat stuff I don’t like. … 
 They should be able to spot fake news, right?
Kyle Maybe we should try to find out a bit more 
 about it.
Have you ever a story and 
told your parents? Did they ?
How can you know if _______________ is 
reliable?
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The stories that we share3E
TALKING ABOUT THE NEWS 
Choose one of the sentences to discuss.
 1. If you get suspicious about something you read 
 online, make sure you fact-check it before 
 posting.
2. Good journalists always doubt what people tell 
 them. They have to trust their instincts.
3. What are the reliable sites you visit to avoid 
 fake news?
Look at the photos and do these tasks.1 
A
B
A Describe the photographs. How similar or 
 different are they? 
B Discuss these questions. 
1. Do you eat at school?
2. Which photograph is most similar to the 
 meals you have?
3. What is the food at your school like? Do 
 you enjoy it?
Read a post that appeared on social media and 
answer the questions.
2 
1. How did Lucy find out about what happened?
2. Has the head teacher commented on the 
 situation yet?
3. Which photograph in #1 shows what Lucy 
 usually has for lunch? 
 It’s a rat! Get cards from your teacher and do 
these tasks.
3 
A Read the cards. Work in groups to put the 
 paragraphs in order.
B Read the story in the correct order and 
 complete the table.
WHO was involved?
WHAT happened?
WHEN did it happen?
WHERE did it happen?
Search
Lucy Davies
6 hours ago
Our school is in the news and not for good reasons! They’ve 
found a rat’s tooth in the rice. Ewwwww! I can’t wait to hear 
what the head teacher will have to say when we get to school 
tomorrow. I feel sorry for my friends who have to eat there. I am 
lucky. I bring my own packed lunch.
Rat-atouille on the Menu In School Canteen
Riverside School is in big trouble after one of its students 
found a rat’s tooth in the rice which was served at the 
school’s canteen last Friday...
262 75 559
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Read these sentences from the news story again 
and circle the noun(s) that each highlighted 
phrase refers to.
4 
Riverside School is in big trouble after one of its 
students found a rat’s tooth in the rice (1) which 
was served at the school’s canteen last Friday.
All students and teachers (2) who were eating at 
the canteen were worried…
A parent (3) who was visiting the school when the 
incident happened said he couldn’t believe it at 
first. 
I feel sorry for the kids (4) that eat in the canteen.
IDENTIFYING PEOPLE AND THINGS 
FRAME
PEOPLE 
Amelia April is one of 
the cooks who / that 
works at Riverside 
School.
She talked to the 
reporter who / that 
was covering the 
incident.
THINGS 
The rice which / that 
is made at the school 
is always good.
The rat’s tooth which / 
that was found in the 
rice has been taken to 
a local lab.
The newspaper later interviewed Amelia April, 
who is one of the cooks at Riverside School. 
Read what she said and do these tasks.
5
A Look at the Frame box and fill in the gaps 
 with who or which.
“All of us (1) work here feel really sorry 
about what happened. Some of us deleted social 
media accounts because of the aggressive messages 
(2) we were getting. We are always very 
careful with the food (3) we prepare. 
And I clearly remember checking the packages 
(4) were delivered last week and 
everything was OK. Yesterday I also talked to the 
driver (5) delivers the rice every week. 
They didn’t have any other problems with the rice. 
Could anyone have put the tooth in the rice on 
purpose?”
B In which gaps could we also use that?
C Read the testimonial again and answer these 
 questions in groups.
1. How do you think Ms April feels?
2. How does this story affect her personally 
 and professionally?
3. What advice would you give her?
6 Follow your teacher’s instructions to learn 
how to build a news story. 
Follow your teacher’s instructions and write a 
news story.
7
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The power of communication 
REFLECTION
1 Look at the photo and do these tasks.
OVER TO YOU! 3
EVERY ANGLE Look at page 74 and follow your teacher’s instructions.
A Describe the photo in pairs. 
B 
Look at the picture and watch a video. Then 
do these tasks.2 
Protesters celebrate after Egypt’s president 
resigned on February 11th 2011. Cairo, Egypt.
Read the text and discuss the 
questions. 
In January 2011, the first protest against 
Egypt’s President Hosni Mubarak gathered 
15 thousand people. A week later, following intense 
organisation over social media, 2 million Egyptians 
were on the streets. 
When Mubarak resigned, after 30 years in power, a 
protester tweeted: “We use Facebook to schedule 
the protests, Twitter to coordinate, and YouTube to 
tell the world.”
1. How can social media change protests 
 and demonstrations?
2. Are these changes mostly positive or 
 negative? Why?
3. How do you think protests were organised 
 50 years ago?
4. What changes do you believe will happen 
 in the future?
1. What do the picture and the video have in 
 common?
2. According to the video, does technology 
 have a positive or negative influence on 
 us? Why?
3. In what ways are the picture and video 
 similar or different to your life?
A Discuss these questions in pairs.
B Imagine a different ending for 
 the video.
C Get in groups to tell your endings. Together 
 choose one (or create a new one) to tell the 
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3 Compare the situations shown in #1 and #2 and do these tasks.
A Read the summaries and write #1 or #2.
B Think of both situations and talk in pairs. For each question, list three ideas. 
5 Now it’s your turn. Prepare a presentation about one of the topicsyou discussed in #3B. Use page 107 to 
organise your ideas.
ACTION
 It discusses the use of smartphones and 
 the internet in our personal lives and the 
 way we communicate with those around us.
1. How can communication technology help us in our daily lives?
2. How about in our community / city / country?
3. In what ways can communication technology be harmful to us or society?
MY FRAME
4 
 It discusses how the internet and social media 
 can be used on a larger scale, creating a 
 community and involving thousands of people. 
How to improve a presentation. Take a look at the presentation and make suggestions to 
improve it.
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3 Revision Section
TALKING ABOUT THE PARTS OF A GROUP (3B)
1 Complete the sentences using the expressions in the box. One 
expression will not be used.
1. I garlic. It tastes horrible.
2. You ran 10 km today? I ! 
 You only started running a month ago!
3. I a new skateboard now, 
 I’m saving money for a holiday trip.
4. I chocolate. I eat it for 
 dessert every day. 
2 Choose the correct option to complete the sentences 
according to the number of blue circles in each group.
EXPRESSIONS WITH CAN’T (3A)
1. All of / Some of the girls in my class play a 
sport.
2. Most of / Half of the songs she sings were 
written by other musicians. 
3. None of / Some of my favourite bands will 
play in the festival. 
4. Two of / One of my teachers has lived in 
 Canada.
EMPHASISING IDEAS (3C) 3 Rewrite the sentences replacing the underlined expressions with 
the ones from the box. Make sure the new sentences have the same 
meaning as the original ones. 
 can’t afford 
 can’t believe (it) 
 can’t help (it) 
 can’t live without 
 can’t stand 
 can’t thank you enough
 can’t wait 
can’t live without
can’t stand
can’t believe it
can’t help it
can’t afford
 all of 
 half of 
 most of 
 none of 
 one of
 some of
 clearly
 obviously 
 particularly 
 really 
 seriously 
 totally
clearly particularly really totally
1. I love superhero films. I especially like 
 Superman and Aquaman. 
2. She is obviously upset.
3. I completely agree with the teacher.
4. I truly believe she told the truth. 
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TALKING ABOUT THE NEWS (3D) 4 Match the sentence halves. 
who / which / that 
IDENTIFYING PEOPLE AND 
THINGS (3E)
5 Complete the sentences with who, that or which.
1. It’s difficult to spot fake news
2. We shouldn’t trust some newspapers,
3. Before sharing information, you should
a. find out if it is correct.
b. because it often looks very reliable.
c. because they are not reliable at all.
LESSONS 3A – 3E 6 Read the message a daughter sent her father. Use the words from 
the box to complete it. Two words will not be used.
all believe clearly news 
 doubt 
 fact-check a news story 
 find out 
 make up 
 on the news
 reliable 
 spot fake news 
 suspicious 
 trust 
1. That’s the teacher came from Spain.
2. What’s the name of the TV show 
 ended yesterday?
3. My dad is the kind of person never 
 gets angry.
4. I bought a book teaches you to make 
 origami animals.
Dad, are you coming to pick me up? I just heard something on the 
(1) that made me a bit nervous. My first reaction was 
“I can’t (2) it!” You know I have a talent for 
(3) fake news, but this time I was wrong. I checked 
the main news sites and (4) of the big media sites 
have reported it too. And now, looking at sky, (5) , 
there’s a storm coming. The storm (6) was 
announced for tomorrow is going to reach our region today! 
Can you please hurry? You know I can’t (7) it when I 
get wet. 
 none spot stand which who
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2
Natural World
BA
 4
Discuss in pairs.
1. What problems do the photos show? 
2. Are they common in your country?
If you could help solve the problems in one of the photos, which one would 
you choose?
C
Look at the photos and read the 
captions. Discuss in groups.
1. How do the photos make you feel? Why? 
2. Are you worried about the environment? 
3. What could you do on your daily routine to make 
 our world a better place for us to live? 
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3
1
1. 
Oil covered gloves 
after cleaning the 
oil spill on Coruripe 
beach, Alagoas, 
Brazil (October, 2019) 
––––––––––
2. 
A man walks on the dry 
ground of Chandola 
Lake. Ahmedabad, India 
(April, 2018) 
––––––––––
3. 
A newborn Loggerhead 
turtle is released by 
Tamar Project members 
and walks in to the sea 
in Praia do Forte, Bahia, 
Brazil (2000).
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1 Answer the questions. 
Check this out! 4A
1. Do you like taking quizzes? 
2. Can you think of any quiz you took recently? 
What was the result?
3. If you have the chance to create your own quiz, 
what would it be about? 
2 Read a magazine quiz about the planet and do 
the tasks. 
A Go through the questions and tick the 
answers that apply to you. 
B Do you agree the results? Why (not)? 
Discuss it with your partner.
1. When I leave a room I… 
a. turn off the lights. 
b. let my parents do all of that boring stuff. 
c. turn on more lights.
2. When I can’t finish eating my dinner I…
a. throw into the compost all the food left on the plate.
b. give the leftovers to my dog/younger brother or sister. 
c. throw away the leftovers like all the other things 
 I don’t want anymore.
4. After a birthday party, I... 
5. When at a restaurant I… 
a. only order the vegetarian meal because I have 
reduced meat from my diet. 
b. make sure the food only contains organic foods. 
c. just choose anything from the menu. 
6. When shopping for clothes I…
3. When my family goes to the supermarket… 
a. I put my groceries in a reusable bag. 
b. I use the plastic bags provided. 
c. We don’t go to the supermarket, we only eat 
 takeaway delivered to our door!
a. help my parents wash up our plates. 
b. help my parents clean up by recycling the paper 
 party plates we used.
c. throw it all into a big plastic black bag and dump 
 it on the street for the rubbish truck!
a. just check out the shops for ideas as I only buy 
 second-hand clothes. 
b. choose essential purchases from sustainable 
 brands. 
c. walk around the mall and try on everything I want!
Now, check your score!
• If you got mostly A’s you are a World Saver! Don’t stop 
saving the planet and remember to tell everyone what you 
are doing!
• If you got mostly B’s you are almost a World Saver but you 
can do more to help the planet! Did you know that 84% of 
a typical household’s garbage can be recycled? Start today 
and make the difference!
• If you got mostly C’s you are… a Planet Waster! Stop what 
you are doing right now! The Earth needs you! Recycling and 
reusing are easy and can make a big difference!
Take the quiz!
How 
green
are you?!
In the 21st century, the environment is suffering. Ocean levels 
are rising while forests are being cut down every day. There 
are so many small actions that you can do that will help the 
earth in the present and the future. So what are you waiting 
for? Take this test to find out if you are a World Saver… or a 
Planet Waster!
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2 Read a magazine quiz about the planet and do 
the tasks. 
PHRASAL VERBS
FRAME
1. I have to cut 
down the use 
of plastic.
cut down – to 
reduce the use 
of something
2. Turn on the 
lights. It’s too 
dark in here. 
turn on – to start 
the function of 
something 
Turn off the TV 
before going to 
bed.
turn off – to stop 
the function of 
something
3. I want to try 
on these new 
shoes. 
try on – to 
experiment, 
to test
Let’s check out 
this new book. 
check out – to 
investigate, to 
examine
4. Please throw 
away the cup in 
the recycling bin. 
throw away – 
to discard 
something 
Wash up the 
cups when you 
finish dinner. 
wash up – to 
cleanthe dishes
5. Don’t forget to 
clean up before 
lunch.
clean up – to 
make someone 
or something 
clean and neat
3 Read and do the tasks.
A Match the sentences and the pictures in the 
Frame box. 
B What’s the sentence?
4 Do the tasks.
check out cut down cut out 
throw away turn off wash up
1. How would you feel if you had to cook all meals 
and also for your whole family for a 
month?
2. How often do you food you have 
bought but haven’t eaten? What could you do to 
avoid this waste? 
3. How long does it take you to have a shower? 
Could you this time? How much?
4. When buying food, do you and your family 
 the organic items as well or do you 
buy the food you are already used to? Why (not)?
5. How hard would it be for you to all 
electronic devices? How would you feel?
6. What kind of food or drinks would you like to 
 from your diet to eat healthier? 
A Look at the phrasal verbs and complete the 
questions. 
B Discuss the questions in groups. 
5 You have the opportunity to create 
two more questions for the magazine 
quiz. Write them and then interview 
your friends. 
A B C D E
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It’s everyone’s responsibility!4B
PHRASAL VERBS
Sentence creation. Get cards from your teacher and create sentences. 
1 Look at the photos and discuss the questions in pairs.
a. What types of media do the photos show? 
b. How often do you catch up with the news? 
c. What kind of media do you prefer? Why? 
d. What topics are you most interested in 
 reading about?
A What difficult situation do they 
face?
They are stucked in a heavy rain.
They are late for an important test.
B What do they decide to do?
Get out of the car. 
Stay in the car and wait. 
Drive through the flood.
3 Watch the video again and decide if the 
sentences are T (true) or F (false). 2 Watch a video about three friends going 
through some problems and answer the 
questions. 
The friends are stuck in terrible traffic. 
The planet is facing many environmental 
challenges.
The News report is about Asia. 
Nate thinks everyone is responsible for 
the planet.
Jodie decides to call her friend.
They stay in the car and listen to the news.
a.
b.
c.
d.
e.
f.
1.
2.
1.
2.
3.
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EXTREME WEATHER
FRAME
5 6 7 8
A Label the pictures using the words from #3. 
B How many tips do you need? 
4 Look at the Frame box and follow your teacher’s 
instructions.
3
1 2
hurricane
3 4
lightning blizzard
C Complete the sentences using words from 
the Frame box. 
1. We knew there was an 
because of a violent shaking of the ground.
2. Temperatures can reach 40°C during a 
 .
3. are very common in Brazil 
during summer.
4. Did you see the flash of ? 
5. Firefighters controlled the and 
saved the forest. 
5
1. There was a severe earthquake / flood.
2. The event happened in 2010 / 2018.
3. Haiti is a rich / poor country. 
4. The houses were of good / bad quality.
5. People are / aren’t receiving donations. 
6 In groups, read what people said about the 
environment. Then discuss the answers to the 
questions.
There is no way we can prepare for extreme 
weather situations. We never know when or 
where it might happen!
1. Do you agree with the sentences?
2. Do you think your country is prepared for 
extreme weather? Why (not)?
3. Are extreme weather conditions more or less 
frequent now than they were in the past? Why?
Listen to the news report and circle 
the correct option in the text.
earthquake
Nathan
I don’t think my city is prepared for heavy summer 
rains. Every summer we hear the same problems 
over and over again on the news: people losing 
their homes and floods destroying the city. What 
can be done to prevent this?
Sidney
I’m sure these heat waves in Europe and 
the hurricanes and earthquakes in Asia are 
consequences of global warming. 
Lisa
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Strange little things!4C
NATURAL DISASTERS 
1
You decide! Work in groups and follow your teacher’s instructions.
1. Can you identify the animals in the photos? 
2. How many animals can you name? 
2 Two different animal species were 
recently found. Read about them and 
do the tasks. 
New ant species found is… 
a beetle in disguise?! Not really! 
Scientists last week were surprised 
to find out that the new species 
found was actually a tiny beetle that 
rides on the back of orange Mexican ants. The Nymphister 
kronaueri, a small red beetle found in Costa Rica, uses the 
ants as transport and lives among the ants in secret, using 
them for travel and safety! This incredible discovery has… 
continued on page 7.
The new species 
of stingray is… 
electrifying!
Potamotrygon rex – 
an incredible brown 
Brazilian stingray – 
was discovered last week in Brazil’s Tocantins River, one of the 
most incredible places in the world – 35 percent of fish species 
found in the river can’t be found anywhere else on Earth. This 
new species of stingray has evolved an incredible protection 
tool – its stinger does not just have venom but also sends an 
electric shock to any predator that it comes into contact with. 
James Anderson has the whole story on pages 12-13! 
Glossary
disguise = change your appearance to look like 
someone else
stinger = a pointed part of an insect, plant, or 
animal that contains venom
3. What do you know about them?
4. Imagine you could be an animal for one day. 
 Which animal would you choose? Why? 
A Complete the table with information about 
these two animals.
B Answer the questions in pairs.
Scientific 
name:
 Country:
Curiosities:
The red 
beetle 
The brown 
stingray 
Nymphister 
kronaueri 
Potamotrygon 
rex
1. Which species do you like best? Why?
2. Have you heard of any new species? 
 Which one? 
Scientific Journal
Discuss the questions.
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When we use more than one adjective in a sentence we have to follow a particular order.
3 Joshua is talking to his mother about a news 
article he’s just read. Listen and decide if the 
sentences are T (true) or F (false).
1. The article is about a new species of shark. 
2. Joshua’s mother thinks it’s a fake article. 
3. Joshua believes the article is true because
 it’s from a reliable source. 
4. The article has quotes from reliable scientists.
Do you usually check the information you read? 
4 
Is it possible to identify a fake article online? 
How?
What kind of consequences may fake news 
bring?
ADJECTIVE ORDER
FRAME
OPINION SIZE COLOUR ORIGIN
stingray
ants
beetle
5 Look at the Frame box. Complete with the highlighted adjectives from the texts in #2.
6 Read and do the tasks.
A Read the extracts taken from the 
conversation in #3 and write the adjectives 
in the correct order. 
A (1) 
(beautiful / shark / 
Japanese / big) which can 
play soccer? No, wait, a 
(2) 
(grey / shark / huge) with 
an extra head and an 
Instagram account?
Are you sure? I mean, a 
(3) 
(grey / shark / tiny) — are 
people really going to 
believe that?
Yeah, it's this 
(4) 
(tiger / small / funny / 
yellow) which can jump so 
high, it can like fly from tree 
to tree.
B Check your answers.
C Describe what you see. 
7 
1.
2.
3.
Imagine you are going to create 
some fake news about a discovered 
species. Use the space below to 
develop it.
Scientific Journal
Discuss in pairs.
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Become a Zero Hero!4D
ADJECTIVE ORDER 
1
2
Look at the pictures and do the tasks.
Look at a magazine article about the zero 
waste movement and do the tasks.
Discuss the questions in pairs. How much do you know about the zero waste 
movement? 
Helping the planet! Add one more element 
that can help protect the planet. Talk to your 
partner about it. 
Guess what it is? 
A
A
B
1. What do the pictures have in common? 
2. Which ones do you and your family do? 
According to the article, what one of the 
big challenges we face when itcomes to 
climate change? 
Underline in the text the alternatives to stop 
using plastic.
St A: Go to page 78. 
St B: Go to page 81.
Now read the article and answer the 
questions.
B
1.
2.
The world is in 
trouble, says 
Zero Waste Hero 
campaigner Maggy 
Cline, and to save it 
we all need to become 
Zero-Heroes! 
“The time to act is 
now. Climate change 
is a very real danger. 
One of the greatest 
challenges we face 
is the pollution of 
plastic. It is clear that 
recycling isn’t enough 
to save our planet. 
Instead, the zero-waste 
movement focuses on 
not using plastics in 
the first place: take 
your own bags to the 
supermarket, reuse 
your water bottles, and 
avoid any single-use 
plastics! You can make 
a big difference by 
changing the way you 
buy and store food. 
We don’t have time to 
waste – join the Zero-
Waste Heroes today!”
Save the 
Planet, 
become a 
zero hero!
For more information and advice on our website 
zeroherosavestheworld@americanet.com
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2
Read the sentences and complete them with 
a word from the Frame box.
Listen to the audio and answer the 
questions.
AA
MAKING DEDUCTIONS ABOUT THINGS
FRAME
 Use must when we feel something is true.
Who is more worried about the planet: 
Janice or Scott? 
What’s Scott’s opinion about the zero 
waste movement? 
Does Scott like the idea of having a 
compost? 
What does Janice suggest to protect the 
environment? 
Paul isn't in class today. I'm sure he's sick. 
Paul isn't in class today. He be 
sick.
Maria is not in class. I think she’s sick. 
Maria is not in class. She be sick.
I’m sure he’s not Spanish. He only speaks 
English. 
He be Spanish. He only speaks 
English.
3 4
1. 1.
2.
2.
3.
3.
4.
Two friends are talking about the Zero Waster 
Project. Do these tasks.
Look at the Frame box and complete the tasks.
Who said what? Listen again and write 
J for Janet or S for Scott.
B
Answer the questions in pairs.C
"You must be out of your mind!"
"What about recycling? That must 
help!"
"No! Not at all… in fact, you might do 
some of the things already." 
"Reuse your own non-plastic bags 
at the supermarket, don’t use plastic 
straws or knives or forks, that kind of 
thing." 
"OK, OK… It can’t be that hard, can it? 
But you have to do the worm part, OK?" 
"That could be fun. …just buy any food 
full of worms!" 
1.
2.
3.
4.
5.
6.
Do you think your family would like to take 
part in the zero waste movement? Why 
(not)?
What are the pros and cons of taking part 
in a movement like zero waste?
1.
2.
 Use might and could to say something is 
possible but we are not sure. 
 Use can’t to express something we are sure 
it’s not possible. 
He's not in class. He must be sick.
The photo shows art made of recycled 
material. Look and complete the sentences.
B
The sculpture (be) made of 
metal. 
It / (be) very big. 
It (be) inside a museum. 
It / (be) in London. 
The sculpture / (get) 
rusty in the next few years.
1.
2.
3.
4.
5.
5 Who is it? Speculate who in class the 
questions could be about. 
The lights are off. She can’t be at home. 
She doesn't answer the phone. She might be busy.
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1
The house of the future4E
SPECULATING AND MAKING DEDUCTIONS
In pairs, think about an object you can’t live without and describe it to your friend. Can your classmates 
guess what it is?
1. What can you see in the picture? 
2. Do you live in a house or in a flat? What is it 
 like?
3. What do you like about the place where 
 you live?
A Answer the questions.
Look at the picture and do the tasks.
A I use it to exercise and to go to places I like. 
B It must be your bike because you use it all the time. 
 It might/could be your skateboard. 
B Use stickers to 
customise the house.
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2 Houses of the Future. Read an online ad 
announcing three different houses of the 
future. Do these tasks.
3 Look at Frame box and complete the sentences. 
FUTURE
FRAME
There won’t be any carbon emissions or fossil fuel 
here.
The house will have a solar power generator. 
There will be a self-cleaning heated pool.
This house will offer everything from a teleport 
telephone room to a fully automated smart-kitchen. 
NB
When we ask questions, we say:
Will there be solar panels in the house?
Yes, there will. / No, there won’t.
To talk about the future we use will or won’t 
+ main verb.
In the future there (be) cars. People 
 (use) tele-transporting machines. 
 there (be) school in the 
future? No, there . 
I think my sister (be) a singer 
because she loves singing. 
I (have) pets in the future because 
I’m allergic to them. 
1.
2.
3.
4.
5 My future house. You have the 
chance to design your house for the 
future. Work in pairs and reach a 
consensus.
6 The Dare to Dream building company has invited 
you to advertise your ideal house of the future. 
Write the advertisement and use your creativity. 
B Which predictions came true? Discuss in 
pairs. 
A Complete the sentences using there (will be) 
or there won’t be.
4 Read some predictions made in the past about the 
year 2020 and do the tasks.
 flying houses. 
pipes, drains or power lines because the 
autonomous house will move and be moved. 
 no C, X, or Q in our everyday 
alphabet. They abandoned 
because they are unnecessary. 
 wireless telephones. 
1.
2.
3.
B Answer the questions.
Which house do you prefer? Why?
What is the coolest element in each house? Why?
1.
2.
C 
People believe technology will rule the 
future. Do you think Sally-Anne from #2 
agrees with this? Why (not)?
A Profiles. Read the profiles and match 
the people to the houses that best suit 
their needs. Justify your choice.
Arthur C. Clarke, an inventor, science 
writer, and futurist, 1966.
John Watkins, 
civil engineer in 1900.
John Watkins in 1900.
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A sustainable world
1
2 Watch a clip from the film The Lorax. Discuss the questions in pairs.
OVER TO YOU! 4
REFLECTION
A
B
1.
A
D
B
C
Handmade free library box on a popular 
Cape Cod beach. 
Sustainable building in Paris with green 
facade made of living plants. 
Electric charging station in a car park in San 
Francisco. 
Bottle caps being recycled in Spain. 
ACTION
Look at the photos and do the tasks in pairs.
EVERY ANGLE Look at page 75 and follow your teacher’s instructions.
Describe what is happening in each photo.
Choose the correct caption to each photo.
2.
3.
4.
C
1.
1.
What do the photos have in common?
Is Thneedville a sustainable city? 
Answer the questions.
2.
2.
3.
3.
Can you find any of these projects in your city? 
Which ones?
What are some of the city’s characteristics?
What other sustainable ideas can you think of?
Is Thneedville a good place to live? Why (not)? 
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5 Work in groups to implement a sustainable idea in your street. Use page 108 to help plan and organise 
your ideas. 
6 Present your ideas to the class.
MY FRAME
3 Dr. Seuss creates the word ‘thneed’. Read its definition and answer the questions. 
4
1. Think about the habits you want to change. 
2. Think about what you are going to do to change these habits. 
3. Think about how you are going to advertise your ideas in your street. 
4. Think about a name for your project. 
1. What are your most special objects?
2. Why are these objects so special?
3. Which ones can you live without? 
Definition: 
ACTION
Think about your city and the place where you live. What habits do you want to change? Which 
sustainable ideas can you implement to change these habits? Add some ideas to the My Frame box.
(noun)
an object we all think 
we need but we could 
actually live without.
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4 Revision Section
PHRASAL VERBS (4A)
 
PEOPLE, PLACES AND THINGS (1B) 2 Complete with the words in the box.
 everyone / everybody, everywhere, 
 everything
 someone / somebody, somewhere, 
 no one / nobody, nowhere, nothing
everything nothing somebody
1. There’s____________________ we can do to help him.
2. He eats ____________________ except health food.
3. ____________________ is going to get hurt if you’re not careful.
CONDITIONS AND CONSEQUENCES IN 
THE FUTURE (1C)
3 Match the columns to form sentences.
 Use if + present simple to talk about a 
future situation.
 Use will / might / can + infinitive 
to talk about the consequences of the 
situation.
 DESCRIBING TOYS (1D) 4 Find five adjectives to describe toys.
 boring / fun
 complicated / simple
 dangerous / safe
 relaxing / stressful 
 check out
 clean up
 cut down
 throw away
 try on
 turn on
 turn off
 wash up
1. Let’s that new sports shop. 
2. Don’t forget to the light when you leave.
3. You should on sugar and chocolate.
4. I never my old school books. I give them to the 
 local library.
a. check out b. throw away
a. clean up b. turn off
a. wash up b. cut down
a. throw away b. try on
1 Choose the correct alternative to complete the sentences.PHRASAL VERBS (4A)
EXTREME WEATHER (4B) Find the extreme weather terms.2
 blizzard
 earthquake
 flood
 heat wave
 hurricane
 lightning
 tsunami
 wildfire
V E N L P N A L T K H D
M K B E I H J S F U G O
I A W L K G U X R V V O
Z U E X I N H R B X Y L
S Q T R A Z I T Q K O F
Q H D M I C Z X N O N W
R T I I A F D A V I U K
X R R N W M D E R O N K
M A E N T L Z L M D T G
D E A I S X X I I Z Q O
H E A T W A V E B W U E
X C Q F P W F E X T I M
OPINION – SIZE – COLOUR – 
ORIGIN 
It’s an amazing gigantic black 
and white Canadian panda bear.
1. How much is that scarf? (Italian, brown, long)
2. I bought a bike. (red, beautiful)
3 Write the adjectives in the correct order.EXPERIENCES — ADJECTIVE ORDER (4C)
3. Basketball is an sport. (American, exciting)
4. Is this your bag? (blue, gorgeous, big)
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might must can’t
1. How much is that scarf? (Italian, brown, long)
1. Houses in the future be more intelligent. They 
 have more automatic functions.
2. there be cleaner energy in the future? 
 Yes, there . 
5 Complete the sentences with will or won’t.FUTURE (4E)
3. People use money in the future, only credit cards.
must, might/could, can’t
This photo (1) be in Rio de 
Janeiro. It (2) be in Canada 
or the USA. One thing is certain: 
it (3) be a cold place!
4 Use the words in the box to complete the sentences. MAKING DEDUCTIONS ABOUT THINGS (4D)
You studied the whole day. 
You must be tired. 
You had lunch 5 minutes 
ago. You can’t be hungry.
She’s late. She might / could 
be stick in the traffic. 
will/won’t + main verb
People will live in other 
planets. 
Will there be schools in the future?
Yes, there will. / No, there won’t. 
floods friendly multiracial must 
throw away won’t will 
Living a sustainable life is extremely important nowadays. 
Our planet is suffering and we (1) take 
care of it. It’s high time people understand that we should 
(2) litter in a trash can and not on the streets 
as it contributes to the (3) we have every year 
in Brazil. We live in a (4) multicultural country. 
I’m sure that if you do your part, this planet (5) 
be a better place in the future. There (6) be 
natural disasters and people will live in peace. 
6 Read the text and use words from the box to complete the 
sentences. One word will not be used. 
LESSONS 4A – 4E
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If you land on a space with an 
image, say three things about it.
Move one space
Move two spaces
Move three spaces
Go back one space
Go back two spaces
Miss a turn
Every Angle 1
Do or Make? 
your bed 
the dishes 
an exam
If you don’t believe 
 yourself, 
you’ll achieve nothing. 
Do you agree? Why?
15 14
13
7
FINISH
START
17
1
16
 (listen) to 
sad songs makes me 
depressed. 
Do you agree? Why?
How have your eating 
habits changed in the 
last three years? 
I used to / didn’t use 
to… Now I…
12
2
11
3
Talk about three 
things you used to 
do when you were 
a kid.
 (study) 
English is important. 
Do you agree? Why?
10
9 A
 
B did I.
I didn’t use to 
have a pet when 
I was a kid.
Talking 
your feelings is 
important. 
Do you agree? Why?
8
5 Talk about three 
things you have in 
common with your 
best friend.
My best friend… 
and so/neither...
6 Do or Make? 
homework 
a decision 
friends
4
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That’s a great idea. Get cards from your teacher and follow the instructions. Where are you going to 
spend your holidays?
Every Angle 2
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Communication game. Get in groups of three to play a game. Get cards from your teacher and follow 
the instructions. 
Every Angle 3
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Every Angle 4
Welcome to my island. Get cards from your teacher and follow the instructions. 
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Info Gap
Read the information about Cherry and talk in pairs to compare the dogs. Tick the sentences 
that are similar. 
Example: Cherry doesn’t like having a bath.
a. ...loves going to the park.
b. ...can’t swim.
c. ...doesn’t bark all the time.
d. ...is going to spend the holidays by the sea.
e. ...didn’t go to the vet last week.
A Cherry doesn’t like having a bath.
B Neither does Buck.
How adventurous is your friend? Ask questions to find out how adventurous your friend is. Put a tick or a 
cross in the sentences. 
Example:
A Have you ever…?
B  Yes I have. 
 x No, I haven’t. 
1. Travel abroad. 
2. Eat Japanese food.
3. See a wild animal.
4. Try a new sport. 
1C.5B CHERRY AND BUCK
2C.7 ARE YOU AN ADVENTUROUS PERSON? 
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1 Look at the table and do these tasks .
A
B
2 Ask Student B questions to confirm your guesses and complete the gaps. If necessary, move the stickers. 
3 Answer Student B’s questions to help them complete their table.
Read the information in the table.
 Look at the empty spaces. Can you guess what the communication tools are? 
 
4 Discuss the questions with your partner.
 How do you think these tools have changed people’s lives?
 Which of them do you believe had the biggest impact on society?
 Which one can’t you live without? Why?
3B.2 COMMUNICATION TOOLS
1 Electrical 
 Telegraph
 invented in the early 19th century
   immediate long-distance communication for the first time ever
 messages in morse code were transmitted using cables
 very popular until the 20th century, but nowadays can only be 
 found in museums
2 
 invented in 1874
 became popular a decade later
 machine to (1) letters, documents, etc.
 electric models started in 1900
 still used today, but only by people who want to look cool
3 Telephone
 invented in 1876 by Alexander Graham Bell
 real-time voice communication using electronic signals
 Bell thought his invention interfered with his work and didn’t have one 
 
4 
 invented in the 60s for network users in large organisations 
 real-time text chats
 became popular 30 years later when (2) made it 
 available to everyone
 the reason why emojis and abbreviations like LOL exist
5 Mobile Phone
 invented in the 70s
 immediate voice communication wherever you are 
 became commercially interesting a decade later
 very popular nowadays
6 
 invented in the late 90s
 online platform for (3) between people 
 responsible for a lot of antisocial behaviour, such as discrimination 
 and bullying
   can influence 85% of users’ decisions to buy a particular product,  
 according to research
Use stickers to complete the table.
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Look at the photos and describe it to Student B. 
Example: 
A It’s (a small American cake that serves one person).
B Cupcake! 
A Welldone. / 
 Sorry. Try again. 
Listen to Student B and guess which photo he/she is describing. 
4D.LOOK BACK GUESS WHAT IT IS 
1
2
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Info Gap
Read the information about Buck and talk in pairs to compare the dogs. Tick the sentences 
that are similar. 
Example: Buck doesn’t like having a bath.
a. ...doesn’t like going to the park.
b. ...can swim.
c. ...doesn’t bark all the time.
d. ...isn’t going to spend the holidays by the sea.
e. ...didn’t go to the vet last week.
A Cherry doesn’t like having a bath.
B Neither does Buck.
How adventurous is your friend? Ask questions to find out how adventurous your friend is. Put a tick or a 
cross in the sentences. 
Example:
B Have you ever…?
A  Yes I have. 
 x No, I haven’t. 
1. Watch a horror film. 
2. Try an extreme sport. 
3. Play an instrument. 
4. Travel alone. 
1C.5B CHERRY AND BUCK
2C.7 ARE YOU AN ADVENTUROUS PERSON? 
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1 Look at the table and do these tasks.
A
B
2 Answer Student A’s questions to help them complete their table.
3 Ask Student A questions to confirm your guesses and complete the gaps. If necessary, move the stickers. 
Read the information in the table.
 Look at the empty spaces. Can you guess what the communication tools are? 
4 Discuss the questions with your partner.
 How do you think these tools have changed people’s lives?
 Which of them do you believe had the biggest impact on society?
 Which one can’t you live without? Why?
1 
 invented in the early 19th century
   immediate long-distance communication for the first time ever
 messages in morse code were transmitted using (1) 
 very popular until the 20th century, but nowadays can only be 
 found in museums
2 Typewriter
 invented in 1874
 became popular a decade later
 machine to write / print letters, documents, etc. 
 electric models started in 1900
 still used today, but only by people who want to look cool
3 
 invented in 1876 by Alexander Graham Bell
 real-time (2) communication using electronic signals
 Bell thought his invention interfered with his work and didn’t have one 
     in his office
4 Instant Messaging
 invented in the 60s for network users in large organisations 
 real-time text chats
 became popular 30 years later when the Internet made it available to 
 everyone
 the reason why emojis and abbreviations like LOL exist
5 
 invented in the 70s
 immediate voice communication (3) you are 
 became commercially interesting a decade later
 very popular nowadays
6 Social networking
 invented in the late 90s
 online platform for interaction between people 
 responsible for a lot of antisocial behaviour, such as discrimination 
 and bullying
   can influence 85% of users’ decisions to buy a particular product,  
 according to research
3B.2 COMMUNICATION TOOLS
Use stickers to complete the table.
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Listen to Student A and guess which photo he/she is describing.
Example: 
B It’s a beautiful colourful flying insect that comes from a caterpillar.
A Butterfly! 
B Well done. /
 Sorry. Try again. 
Look at the photos and describe it to Student A. 
1 
 invented in the early 19th century
   immediate long-distance communication for the first time ever
 messages in morse code were transmitted using (1) 
 very popular until the 20th century, but nowadays can only be 
 found in museums
2 Typewriter
 invented in 1874
 became popular a decade later
 machine to write / print letters, documents, etc. 
 electric models started in 1900
 still used today, but only by people who want to look cool
3 
 invented in 1876 by Alexander Graham Bell
 real-time (2) communication using electronic signals
 Bell thought his invention interfered with his work and didn’t have one 
     in his office
4 Instant Messaging
 invented in the 60s for network users in large organisations 
 real-time text chats
 became popular 30 years later when the Internet made it available to 
 everyone
 the reason why emojis and abbreviations like LOL exist
5 
 invented in the 70s
 immediate voice communication (3) you are 
 became commercially interesting a decade later
 very popular nowadays
6 Social networking
 invented in the late 90s
 online platform for interaction between people 
 responsible for a lot of antisocial behaviour, such as discrimination 
 and bullying
   can influence 85% of users’ decisions to buy a particular product,  
 according to research
4D.LOOK BACK GUESS WHAT IT IS 
1
2
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Projects
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Project Community Helpers
Campaign analysis. Make a campaign.
2
3
4
1
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Project A Scale Model House
1 Select the materials. 
Think about the materials you’ll need and set them aside. 
2 Design your house.
Think about the number of rooms at the house. How big are they? 
How sustainable is your house? 
3 Plan the details. 
Think about other elements your house may have and 
don’t forget the colour of the walls. 
Scale model house draft. Design your scale model house for the future.
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Activity Book
1 Choose the correct option to complete each sentence.
2 Read the text and complete the questions and 
answers.
1A
used to; didn’t use to; Did… use to…? Yes, they did. / No, they didn’t.
DESCRIBING PAST HABITS OR SITUATIONS
___________ Fiona use to play with her cousins when 
she was a child?
“When I was a little girl, I lived in a small city in the 
mountains. I had many friends to play with, so I didn’t 
care about TV. We never travelled on our summer 
holidays, but I always had a great time. We had a 
vegetable garden where we planted lots of different 
fruit and vegetables, and they were delicious. I missed 
my grandparents a lot, because they lived in another 
city far away.”
“Life was very different when I was a young kid. 
There was no TV, so families (1) 
(sit) together after dinner and talk about their day. 
Driving from one place to another 
(2) (take) a long time, because 
cars (3) (be) so fast. There was no 
internet and it was difficult to find a telephone, so we 
(4) (write) letters to friends and 
relatives. The river near my house 
(5) (be) polluted, so I always went 
for a swim after school.”
1.
2.
a. Did b. Do
My father ___________ to go fishing every Sunday 
when he lived near the sea.
3 Look at what Mr Wilson says about life in the 
past and complete the text with the correct 
form of used to and the verbs in brackets.
(go) to the beach? 1.
(play) with her friends?2.
(eat) healthy food? 3.
(see) her grandparents? 4.
a. use b. used
3.
4.
 A Did you use to watch cartoons on TV?
 B Yes, I ___________ .
My mum used to ___________ volleyball in 
the school team.
a. did b. used
a. play b. played
Did she use to go 
No, she didn’t.
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Activity Book1B
1 Use the correct form of the verbs in the box to complete the sentences.
chat do fight help play
 -ing verbs (Listening to music is good to relax.)
TALKING ABOUT SITUATIONS (-ING AS SUBJECT)
 online may be 
dangerous if you don’t know the person.
 
is bad for your health.
1.
 prejudice is always 
important.
2.
 people makes me happy.3.
 chess isn’t very difficult.4.
 sports is good for 
your health.
5.
2 Look at the pictures and complete the sentences about the activities.
 
is always fun.
 
makes me nervous.
 
is my greatest difficulty 
in the triathlon.
 
is not as easy as it seems.
1. 2. 3.
4. 5.
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Activity Book1C
1 Underline the correct reply for each sentence. 
1.
 So am I.; So did he.; So were we. 
 I do. Carl did. They didn’t. 
 Me too. 
 Me neither.2.
2 Ellie and Lynn are twins. What do they have in common? Look at the chart and complete the sentences.
EXPRESSING SIMILARITIES AND DIFFERENCES 
Ellie has curly black hair and .1.
 A Susan has a dog. 
 B So does Matt. / Matt does.
 A I like action films. 
 B Me neither. / I don’t.
3. A Jeff lives near the church.
 B I do. / Me too.
4.
5.
 A I didn’t like the film.
 B Me too. / Me neither.
 A She doesn’t walk to school. 
 B Mike does. / So does Mike.
6. A I was so tired after the test!
 B So was I. / So did I.
have curly black hair like sports do yoga study Spanish
Ellie yes no no yes
Lynn yes yes no no
Ellie doesn’t like sports, but .2.
Ellie doesn’t do yoga and .3.
Ellie studies Spanish, but .4.
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Activity Book
1 Complete the sentences with do or make.
1D
2 Label the pictures with the correct activity. 3 Fill in this text about Ethan with the activities 
from #2.
EXPRESSIONS WITH DO AND MAKE
 do a course; exams; exercise; homework; nothing; the dishes; the housework; the shopping 
 make a decision; a mistake; a sandwich; an effort; friends; noise; your bed
Helen finds it easy to new friends.1.
I can’t this exercise. It's too difficult.2.
Tomorrow’s a holiday, I will finally relax 
and nothing all day.
3.
They are excellent students and always 
their homework.
4.
I always an effort to be patient with my little 
brother.
5.
Ethan always helps his parents (1) . 
He (2) every morning and 
(3) after dinner. On Saturdays, 
he and his dad go to the supermarket to 
(4) . He is also very patient with his 
little sister and sometimes (5) for 
her when she’s hungry.
1.
4.
2.
5.
3.
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Activity Book1E
1 Fill in the gaps with the correct preposition. 3 Complete Linda’s post with expressions 
from the box.
 verb + preposition believe in, care about, dream of, talk about, talk to, think about, write about, write to
I don’t believe ghosts, do you?1.
2.
2 Match the sentence halves.
HOW TO ENCOURAGE SOMEONE 
I keep a journal where I write my day, 
my feelings and my accomplishments.
3. I always think my childhood. I have so many 
happy memories!
Don’t forget to write that email the school 
principal!
4.
5. I don’t really care what people think of me.
Billy has always dreamed1.
2. She really cares
When you are sad, think3.
4. Do you talk 
about all the people who love you.
to your friends about your problems?
of becoming a ballet dancer.
about her little brother.
think about write about believe in
 care about talk to
Today I want to (1) my 
voluntary work, which is really important to me. I 
(2) making this world a better 
place and I think everybody can do something 
to help. I really (3) the 
environment, so I joined a group in my city. We 
clean beaches and parks and also plant trees 
whenever possible. We also (4) 
people about the importance of not littering in 
public places. What about you? 
If you are not involved in any kind of voluntary work 
yet, (5) what you can do to 
make a difference.
a.
b.
c.
d.
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Activity Book
1 Look at the photos and complete the sentences with the expressions in the box.
2 Match the sentences.
2A
I loved listening about his holiday. 
There is definitely something wrong with her. 
This photo was definitely not taken in Rio de Janeiro.
She wears white to work every day. 
He didn’t come to class today. 
It in Brazil. 
It a music festival. 
a.
b.
c.
d.
could be is definitely is definitely not might be
1.
2.
3.
4.
5.
He might be sick. 
Look at all that snow! 
It sounds like he had fun. 
She can’t stop crying. 
She could be a dentist.
a.
b.
c.
d.
e.
SPECULATIONS AND IMPRESSIONS
 This place could/might be in France. 
 This place is definitely (not) in Japan. 
 That noise sounds like a guitar. 
A B C D
It in Australia. 
It a flower. 
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Activity Book
1 Find the past participle of the verbs and write 
them down. 
2B
DO 
SEE 
STUDY 
BE 
EAT 
PLAY 
COME 
DRINK 
TRY 
VISIT 
She / play golf.
They / be at a festival.
She / drink tea.
They / try to sew.
They / visit Peru.
He / eat a big pizza.
1.
2.
3.
4.
5.
2 Look at what these kids have done and write 
sentences about them. 
TALKING ABOUT PAST EXPERIENCES
 present perfect have/has + past participle (I have been to China.; He has played for an international band.) 
R O M E E F D M T L D D
I Z N M P E U R M H E R
N X O E T W I Q V N I U
E C N I E E K O H P D N
E E S H D S I C H S U K
B I B E Y R T L T V T X
V H F Q A H E N O D S E
B W H E H T U D F K T I
P L A Y E D E N F P I E
O T P H O X Z N B Z A E
Y F Z R Q Q O W Q J K J
F S N T Y X B F S K G L
6.
1 2
3 4
5 6
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Activity Book2C
 Have you ever…? 
 Yes, I have.
Have you travelled by plane?
Have you ever 
 ?
a. ever
1.
1 Choose the correct option to complete each gap.
EXPERIENCES – QUESTIONS AND ANSWERS
 No, I haven’t.
 No, I haven’t… yet.
I haven’t been to England , but I’ve 
been to the USA.
2.
Have you ever seen a lion? 
No, I .
3. A
 B
I’ve never Indian food.4.
Jonathan met his new neighbours yet.
She visited many different countries.
5.
6.
b. yet
a. ever b. yet
a. have b. haven’t
a. ate b. eaten
a. hasn’t b. has
a. has b. have
2 Look at the photos and write questions with 
Have you ever…?. Then, answer the questions 
about you.
 
on a boat?
 
basketball?
 
a competition?
 ? ?
1 2
3 4
5 6
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Activity Book2D
1 Match the adjectives to their definitions.
crowded
memorable
world-famous
incredible
boring
1.
2.
3.
4.
3 Read Ana’s post about her trip to California and 
complete the gaps with adjectives from the box. 
2 Circle the best option for each sentence.
Everyone knows Rio de Janeiro is a crowded / 
world-famous touristic destination.
1.
2.
3.
4.
5.
beautiful, boring, crowded, elegant, incredible, incredibly, lively, magical, memorable, pretty, stressful, 
traditional, world-famous
DESCRIBING PLACES
something you can’t forget
something you can’t believe
full of people 
not interesting 
something that everybody 
knows
a.
b.
c.
d.
e.
This is such a boring / memorable hotel. 
There is nothing to do here.
We had a memorable / word-famous 
evening in Chile.
What a beautiful / stressful restaurant. 
It’s so noisy and small. 
5. I’ll never forget this lovely and magical / 
boring trip. 
boring crowded incredible
magical stressful traditional
What can I say about these holidays? It was 
absolutely an (1) trip! Well, I 
confess I didn’t like Los Angeles very much… It 
is such a (2) city with a really 
(3) traffic. Big cities are not 
for me! But I really loved Santa Monica and 
San Francisco! Ok, San Francisco is big, but 
it’s charming. Of course I went for a ride 
on the (4) cable cars, but 
what I really enjoyed about this trip were the 
(5) waves in Santa Monica. 
I had a great time and the weather was 
fantastic! The worst thing about the trip was 
the (6) flight back home… it 
was delayed and I had to wait for hours in the 
airport.
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Activity Book2E
1 Match the sentence halves.
2 Complete the sentences with expressions from 
the box. 
I haven’t been to that new restaurant. 
Did you like it?
Yes, , the food 
is delicious!
The Corcovado was 
definitely worth the 
visit!
The Corcovado is not 
a must-see in Rio, it’s 
really nothing special.
 A
 B
it’s a must-see it’s definitely worth it
it’s so not worth it you can’t miss 
definitely worth it, can’tmiss, must-see, so not worth it
CRITICISING AND MAKING RECOMMENDATIONS
The beaches in Rio are definitely
Don’t waste your time reading that book. It is so
The chocolate pizza is wonderful. You can’t
If you visit Paris, the Eiffel Tower is an absolute
1.
2.
3.
4.
must-see!
worth a visit.
not worth it.
miss it!
a.
b.
c.
d.
1.
I’m going to London for my holidays.
Really? 
Madame Tussauds museum, it’s 
awesome!
 A
 B
2.
I’m thinking about buying that 
backpack I saw at the mall yesterday.
. Too expensive 
and the material is not that good.
 A
 B
3.
What did you think of the new Marvel 
film? I haven’t seen it yet.
 ! The story is great 
and the special effects are fantastic!
 A
 B
4.
3 What are they saying? Tick the correct sentence 
for each picture. 
That film was a 
must-see!
That film was so not 
worth it!
Those clothes were so 
not worth the price.
Coming here was 
definitely worth it, the 
best prices we’ve seen 
so far.
You can’t miss the 
National Park. It’s so 
beautiful.
Visiting the National 
Park was definitely 
not worth it. It was hot 
and humid.
1
2
3
4
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Activity Book
EXPRESSIONS WITH CAN’T
3A
can’t afford, can’t believe (it), can’t help (it), can’t live without, can’t stand, can’t thank you enough, can’t wait 
1 Rewrite the sentences replacing the underlined words with expressions from the box.
Oh my goodness! I am shocked! What am I going to 
do? I don’t have enough money to buy a new bike 
now. 
Oh my goodness! I ! What am I 
going to do? I to buy a new bike 
now.
I can’t live without books. 
I can’t help checking my mobile phone all the time. 
I can’t believe Diana didn’t go to the concert. 
I can’t stand waiting.
Greg really hates horror films. 
Greg horror films.
1.
2.
3.
4.
can’t afford can’t wait
can’t stand can’t believe it
can’t thank you enough
I am very grateful to you for what you did. 
I for what you did.
They really want to start learning Spanish. 
They to start learning 
Spanish.
2 Match the columns.
It’s so boring.
She loves that band!
I read for at least one hour every day.
I just can’t control myself.
1.
2.
3.
4.
a.
b.
c.
d.
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Activity Book
1 What can you say about Laura and her group of friends? Look at the chart and complete the sentences 
with all of, half of, most of, none of, one of or some of.
3B
all of, half of, most of, none of, one of, some of 
2 Look at the picture and complete the sentences using expressions from the box. 
is wearing a jacket have long hair
is sleeping are wearing uniform
TALKING ABOUT THE PARTS OF A GROUP
Laura X X X X
Jeff X X
John X X X
Sally X X X X
Ruth X X X
Amy X X
Bill X X
Kevin X
1. the kids has a skateboard.
2. them like cats.
3. them live in a house.
1. Some of them .
2. All of them .
3. One of them .
4. None of them .
4. them enjoy fast food.
5. them live in London.
6. them has been camping.
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Activity Book3C
1 Match the adverbs on the left to their synonyms on the right.
is wearing a jacket have long hair
is sleeping are wearing uniform
clearly
particularly
seriously
totally
really
1.
2.
3.
4.
5.
2 Complete the sentences with the adverbs from the left column in #1. One of them will not be used.
3 Underline the adverbs that best complete the sentences.
clearly, obviously, particularly, really, seriously, totally
EMPHASISING IDEAS
I enjoy different kinds of music, but I 
 like rock. It’s by far my favourite 
style.
You can tell from his reaction that he 
 disliked your attitude. It’s so 
obvious!
I enjoy surfing. Well, to be honest, 
I love it!
I am happy to hear Rob didn’t get 
hurt in the accident.
I (1) totally / seriously agree with your opinion.
(2) Clearly / Particularly, she doesn’t want anybody to know. It’s a secret.
I am (3) totally / seriously worried about my test results. The science test was (4) seriously / particularly 
difficult.
especially
completely
obviously
severely
truly
a.
b.
c.
d.
e.
1.
1.
2.
2.
3.
3.
4.
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Activity Book3D
1 Match the terms in the box to their definitions. 
One of them will not be used. 2 Think before you share! Look at the sentences and 
decide: what you should or shouldn’t do before 
sharing content on social media? Write in the 
correct column (Do’s or Don’ts).
doubt, fact-check a news story, find out, make up, on the news, reliable, spot fake news, suspicious, trust
TALKING ABOUT THE NEWS
 – recognise false stories in 
newspapers or social media
 – invent, create a story
 – something or someone you 
can trust
 – believe
 – verify to confirm that 
something is correct / true
 – making you feel that 
something is wrong
1.
2.
3.
4.
5.
doubt fact-check make up 
reliable spot fake news suspicious
trust
trust everything that’s on the news
fact-check a news story even if the post 
looks reliable
doubt a story if it doesn’t appear in the 
mainstream media
share information you haven’t checked
find out more about the news story you want 
to share
Do’s Don’ts
6.
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Activity Book3E
2 In which of the sentences in #1 is it possible to 
replace who and which with that?
1 Describe the people and things in the pictures using who or which and the ideas in the box. 
who / which / that
IDENTIFYING PEOPLE AND THINGS
1. That’s the girl. She just moved in next door.
people use to cut things repairs cars serves food in a restaurant
we use to write and draw we use to protect ourselves from the rain
A waiter is a person1. A pencil is something 2. A mechanic is 3.
An umbrella 4. A knife 5.
All of them.
One of them.
None of them.
3 Read the pairs of sentences. Then write a 
sentence that has the same meaning.
2. This is the book. I am reading it.
3. This is the new mobile. It doesn’t need to be charged 
 every day.
4. Lisa is a girl. She has curly brown hair.
That’s the girl who/that just moved in next door.
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Activity Book4A
1 Look at the photos and match them to what the people are thinking. 
Please (discard) the trash in 
the bin.
Let’s (examine) this new pizza 
place. 
Let’s (activate) the TV to watch 
the game.
I never (put on) clothes when I 
go shopping.
1.A B
C D
PHRASAL VERBS
 check out (I always check out the shop for ideas.) 
 clean up (Can you help me clean up?) 
 cut down (Don’t cut down the trees.)
 throw away (Don’t throw away the leftovers.) 
 try on (I’ll try on these T-shirt.) 
 turn on (Please don’t turn on the lights.)
 turn off (Turn off the lights when you leave the room.) 
 wash up (Don’t forget to wash up.) 
Come and 
check out this 
new idea.
2.
Maybe I 
should cut 
down caffeine.
3.
Let’s throw 
away the trash 
in a recycling 
bin.
4.
I think I’ll 
try on this 
dress.
2 Complete the sentences with a phrasal verb. 
1.
2.
3.
4.
5.
6.
7.
We all need to (reduce) the use of 
smartphones.
I always help my mum (clean the 
dishes) after dinner.
Don’t forget to (shut down) the 
lights when you leave your bedroom. 
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Activity Book4B
heat wave
hurricane 
flood 
lightning 
wildfire 
earthquake 
We saw a bright flash and then the tree was struck 
by .
When the temperatures are extremely high, it gets 
too hot. Be sure to drink plenty of water during a 
.
The forest was completely destroyed by a 
. The fire department wasn’t able to 
put it out for four days.
There was water everywhere during the 
. Water overflowed the river and in 
some places, filled homes as high as two metres.
blizzard, earthquake, flood, heat wave, hurricane, lightning, tsunami, wildfire
1 Look at the photos and match them to the words. 2 Look at the words from the Vocabulary box and 
match them to the definitions.
A large amount of water covering an area. 
 
A violent movement of the earth’s surface. 
 
A fire thatburns out of control. 
 
 
A very hot weather. 
 
A violent wind with a circular movement. 
 
A bright flash in the sky. 
 
A heavy snowstorm with strong winds. 
 
A very large ocean wave caused by an underwater 
earthquake or volcanic eruption. 
 
1.
1.
2.
3.
4.
5.
6.
2.
3.
4.
5.
6.
A B
C D
E F
EXTREME WEATHER
1.
2.
3.
o
h k
w
e
r
t
i
w
c
z
i
i
7.
8.
3 Complete the sentences with a word from #2.
4.
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Activity Book4C
1 Write the adjectives below in the right column.
2 Label the photos using the given words. 
1. It’s a (yellow / beautiful) shirt. 
 
2. I have a (brown / small / Chinese) dog. 
 
3. That’s a (Japanese / fantastic) restaurant. 
 
4. Lucy’s mum has a (Italian / big / red) car. 
 
5. I bought a (American / black / fantastic / small) 
 schoolbag. 
A 
American big blue Brazilian brown funny huge tiny ugly wonderful
ADJECTIVE ORDER
OPINION – SIZE – COLOUR – ORIGIN 
(It’s a wonderful big brown German clock.; I bought a pair of comfortable brown Italian boots.) 
Opinion Size Colour Origin
3 Put the adjectives in order and write the 
sentences. 
cat dictionary English 
ant black (x2) beautiful 
huge tiny
A 
A 
1.
2.
3.
big blue
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Activity Book4D
1 Which sentences have the same meaning? Match the columns.
3 Complete the sentences with the correct word. 
1.
must, might/could, can’t
(She's never late for class. She must be sick.; I might travel on my holidays. I'm not sure.; The lights are off. She can't 
be at home.)
MAKING DEDUCTIONS ABOUT THINGS 
1. I am sure it is true. 
2. I think it is true. 
3. I am sure it is false. 
It could be true. 
It can’t be true. 
2 Which photo A, B or C do the sentences below refer to? 
1. It must be in Rio de Janeiro. 
2. It must be old. 
She spent the whole weekend studying. She 
 be tired. 
She be home. She called me 5 minutes 
ago from the mall. 
Karen is studying for a test. She not be 
able to go out. 
2.
3.
4.
5.
3. It might be cheap. 
4. It could be for sale. 
5. It can’t be in Paris. 
6. It might be in a museum. 
A B C
It must be true. 
It might be true.
I don’t know where he is. He be at his 
grandma’s. 
She didn’t eat anything. She be very 
hungry. 
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Activity Book4E
1 The optimist and the pessimist: complete their predictions for the future. 
Will there be flying cars in the future?
He loves pets.
He is so talented! 
There won’t be any schools in the future. 
Will there be a lot of people in the party?
2 Match the columns.
1.
2.
3.
4.
FUTURE 
 will / won’t + main verb (Robots will/won’t replace teachers.)
 Will there be…? Yes, there will. / No, there won’t. (Will there be flying cars in 2050? Yes, there will. / No, there 
 won’t.)
5.
I think he will be a vet.
People will study at home.
Yes, there will.
I’m sure he will be famous.
No, there won’t. She only invited 
her best friends. 
a.
b.
c.
d.
e.
3 Predicting the future. Write sentences saying what you think will or won’t happen in the future. 
There will .
There won’t .
. 
1.
2.
3.
There (be) less 
people living in the streets.
People (suffer) 
from health problems anymore.
Water supplies (end).
The world (be) 
more polluted.
Violence 
(increase).
Children (have) 
time to play. 
1.
2.
3.
4.
5.
6.
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What makes a friend?OVER TO YOU! 1
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In touch with natureOVER TO YOU! 2
106
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107
The power of communicationOVER TO YOU! 3
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A sustainable worldOVER TO YOU! 4
108108
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Wild cats at a National 
Park in Zimbabwe. 
Harare (Zimbabwe)
Mardi Gras, the famous New Orleans 
Carnival, 2016. Black and white kids take part 
in the parade together. New Orleans (USA)
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Earthquake in Haiti in 
January 2010. (Haiti) 
Nymphister kronaueri 
found in Costa Rica. 
(Costa Rica)
Proud Egyptians celebrated the resignation of 
President Mubarak, like these two girls with the word 
Egypt painted in Arabic on their foreheads. (Egypt)
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Stickers
LESSON 1A | SQUARE ONE.B
LESSON 2A | SQUARE ONE.C
LESSON 1A | ACTIVITY 2B 
114
here 6 p.m. 8 p.m. Main
President Barack Obama 
meets Ruby Bridges. She 
is the girl portrayed in the 
painting “The Problem We 
All Live With”, which can 
be seen in the background. 
July 2011, Washington, DC.
American and Mexican 
families play with a toy 
called “up and down” over 
the Mexico-USA border. 
July 2019, Mexican 
border with US.
A mother covers her 
daughter to keep 
her warm as they 
wait for a school bus. 
January 2019, India.
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LESSON 2E | ACTIVITY 3
OVER TO YOU 2 | ACTIVITY 4C
There’s no Wi-Fi 
at this hotel. This place 
is .
Everyone should have 
a relaxing experience. 
It’s . 
Bahamas is 
 . 
This hotel is definitely 
 . 
There are lots of bugs. 
LESSON 3A | ACTIVITY 1A
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Stickers
LESSON 3B | ACTIVITY 2 LESSON 4A | SQUARE ONE.C
LESSON 4E | ACTIVITY 1B
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WINDOW TO THE WORLDIRREGULAR VERBS
INFINITIVE PAST SIMPLE PAST PARTICIPLE
be was/were been
come came come
do did done
drink drank drunk
drive drove driven
eat ate eaten
feel felt felt
go went gone
have had had
learn learnt learnt
see saw seen
take took taken
think thought thought
Remember 
The past simple is sometimes the same as the 
past participle, and sometimes different.
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Fotoarena: 9 (President Barack Obama with Ruby Bridges©White House Photo/Alamy, a mother covers her 
daughter with a stole©Rupak De Chowdhuri/REUTERS), 21 (refugee schoolchildren©Muhammad Hamed/
REUTERS), 24 (hot-air balloon flies near Ramesseum temple©Amr Abdallah Dalsh/REUTERS), 25 (graffiti 
in the historic center of Oviedo, Spain©Eloy Alonso/REUTERS, flight information boards©Enrique Calvo/
REUTERS), 40 (graffiti in London, Britain©Peter Nicholls/REUTERS), 41 (a man uses a typewriter in the 
streets in down town Lima, Peru©Mariana Bazo/REUTERS, old mobile phones©David W Cerny/REUTERS), 
52 (Protesters celebrate after Egypt’s president resigned on February 11th 2011. Cairo, Egypt©Dylan 
Martinez/REUTERS), 56 (man walking on a dried-up portion of Chandola Lake, India©Amit Dave/REUTERS), 
57 (man showing his oil-covered gloves on Coruripe beach, Brazil©Adriano Machado/REUTERS), 68 (The 
Lorax movie scene©Photo 12/Alamy), 72 (President Barack Obama with Ruby Bridges©White House Photo/
Alamy).
Getty Images Brazil: 8 (American and Mexican families play over the Mexican border with US©LUIS TORRES/
AFP), 57 (a newborn turtle walks into the sea at Praia do Forte, Brazil©EVARISTO SA/AFP). 
iStock: cover, 14, 17, 20, 22, 23, 26, 27, 28, 29, 30, 33, 37, 38, 39, 43, 48, 50, 54, 55, 58, 60, 62 (dog and 
cat, wild animals, insects, farm animals), 63, 64, 65, 67, 68 (electric charging station, bottle caps being 
recycled, handmade free library box, building with green façade), 71, 72 (beach, dog, house), 73, 74, 75, 77, 
78, 80, 81, 85, 87, 88, 89, 90, 91, 92, 93, 95, 97, 98, 100, 101, 102, 103, 105, 106, 108, 110, 111, 118.
Wikimedia Commons: 12 (US Marshals with Young Ruby Bridges on school steps – public domain), 
18 (Muzoon Almellehan©Frank Schwichtenberg under the GNU Free Documentation License and 
CreativeCommons), 62 (Nymphister kronaueri beetle – image uploaded by user Chhandama, Potamotrygon 
rex stingray©Yzx), 72 (Muzoon Almellehan©Frank Schwichtenberg under the GNU Free Documentation 
License and CreativeCommons).
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ABRIL / 2020
CEF
A1 A2
STUDENT’S BOOK
STU
D
EN
T’S BO
O
K
Angles is a six-level course aimed at 
pre-adolescent and adolescent learners of 
English as a foreign language. It takes students 
from level A1 to level A2 on the Common 
EuropeanFramework of Reference Scales.
Angles is designed to meet the needs of 
digitally fluent, hyper-connected learners 
who are also socially aware and emotionally 
mature, ready to discuss world issues and 
willing to empathise with people from different 
cultures. At the same time, it is intended to 
promote a classroom environment full of 
play time, designed to make students feel 
comfortable using English to communicate 
and take risks without feeling exposed.
Each volume in the series provides 30 hours 
of core work. Additional materials comprise 
the Classware with fully integrated media 
(audio, video and at least one digital activity 
in every lesson), as well as two special 
projects, photocopiable pages, online 
resources and a companion app.
STUDENT’S BOOK
 Square one makes use of editorial images 
(real-world photos and works of art) to develop 
learners’ visual reading skills and critical thinking
 Perspectives invites students to consider 
multiple sides of different situations, 
helping them to avoid oversimplifications 
and developing their empathy at the same time
 From my angle allows learners to interfere in the 
book, using Angles Stickers and other specially 
designed resources to personalise a number of 
pages, creating their own unique version of the book
 Window to the world raises students’ awareness of 
cultural and ethnic diversity, helping them build real 
world connections with the lesson contents
 Every angle implements an innovative visual 
approach to revision, recycling unit contents 
through image-driven tasks
Look back revises previous lesson contents 
through dynamic and fun speaking activities
Over to you lessons develop students’ spoken 
fluency and public speaking skills through 
collaborative tasks and exposure to authentic content
ACTIVITY BOOK
 Fully integrated with the Student’s Book
 Language reference boxes help students consolidate 
language points
TEACHER’S GUIDE
 Detailed lesson plans enriched with 
teaching notes, cultural notes, classroom 
management tips and BYOD routes
 QR codes for easy access to extra online resources
 Photocopiable activities
DIGITAL COMPONENTS
 Classware: an enhanced version of the Student’s 
Book accessed via interactive whiteboards. 
A platform from which teachers may access audio, 
video and specially designed digital activities.
 Engaging, fun and pedagogically sound digital 
activities focused primarily on developing oral skills 
and expanding learners’ knowledge of the world
 A companion app with Augmented reality 
functionalities, access to Checkpoint tasks 
(language consolidation), a personalised Vocabulary 
bank and a digital version of Window to the world
 Students and teachers have online access to: 
– Audio, video and digital activities used in class 
– Additional self-study activities with instant feedback
ISBN 978-85-8078-400-8
6
© LF
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 1. Língua inglesa – Estudo e ensino. I. Sarmento, Amalia. 
 II.Alexandre, Vanessa. III. Lam, Rafael. IV. Série.
 CDD 428.24
E l a b o r a d o p o r M a u r í c i o A m o r m i n o J ú n i o r – C R B 6 / 2 4 2 2
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 Past habits Describing 
situations 
Scope and Sequence
I used to play basketball.
UNIT 1 RELATIONSHIPS
8 and 9 10 and 11 12 and 13
REVISION SECTION 1 > 22 and 23 ACTIVITY BOOK > 85 to 89
1B1A
 Similarities and 
 differences 
14 and 151C
 Talking about 
 friendship
 Friendship
20 and 21OVER TO YOU! 1
 Do and make
16 and 171D
Dog School 
 Describing 
places 
 Speculations 
 and 
 impressions
 Talking about past 
 experiences
UNIT 2 TOURISM
24 and 25 26 and 27 28 and 29
REVISION SECTION 2 > 38 and 39 ACTIVITY BOOK > 90 to 94
2B2A
 Experiences 
30 and 31
34 and 35
2C
2E
 Presenting a 
holiday destination 
 Galapagos
36 and 37OVER TO YOU! 2
32 and 332D
 I’ve been 
to the 
Iguazu 
Falls. 
Free Solo 
Ruby Bridges 
Storks and 
The boss baby
 Encouraging others 
Always 
believe in 
yourself.
18 and 191E 
Muzoon’s 
Letter
Dennis, the youtuber 
 Have 
you ever 
eaten 
sushi? Most beautiful places 
 Critising and making 
 recommendations
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 Communication 
technology 
 Use of mobiles
 Emphasising 
 ideas 
 
Scope and Sequence
 Expressions with can’t
 Talking about 
 the parts of 
 a group
I just can’t stand this 
consumerism.
One of our favourite 
teachers is Mr Jones.
UNIT 3 COMMUNICATION
40 and 41 42 and 43 44 and 45
REVISION SECTION 3 > 54 and 55 ACTIVITY BOOK > 95 to 99
3B3A
 Identifying people 
and things
46 and 47
50 and 51
3C
3E 52 and 53OVER TO YOU! 3
 Talking about 
 the news
 Kyle and Mia
48 and 493D
 Phrasal verbs Extreme weather 
When I leave the 
room I turn off 
the lights.
UNIT 4 NATURAL WORLD
56 and 57 58 and 59 60 and 61
REVISION SECTION 4 > 70 and 71 ACTIVITY BOOK > 100 to 104
4B4A
 Using adjective order 
 Talking about the future 
 Making deductions 
 Talking about sustainable cities
 The Lorax 
62 and 63
66 and 67
64 and 65
68 and 69
4C
4E
4D
OVER TO YOU! 4
The house will have a solar 
power generator. 
Yeah, it is this funny 
small yellow tiger.
Clearly, he 
didn’t like 
the joke you 
made. 
 Zero-tech
 Extreme situation 
The lights are off. She 
can’t be at home.© LF
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Every 
Angle Info Gap Project 1
Window to 
the World
Stickers
7672
110
Activity Book
10585
83
114
Project 2
84
Over to you!
Extra Pages
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Each of the four units begins with 
a Square one activity. It deals with 
image-as-text, so students are invited 
to have conversations about a set of 
pictures in order to reconstruct the 
stories they tell in a critical way.
PROJECTS
There are two Projects in each volume of 
Angles. The main aim of each Project is to 
give students a chance to be protagonists 
of their learning process through a set of 
tasks where they will research topics of their 
interest, create materials and present their 
ideas through different media.
Lessons B to E begin with a 5-to-10 
minute Look back activity designed 
to recycle content from the previous 
lesson through a fun and dynamic 
speaking activity.
Tip boxes provide students with further 
information about the language.
EVERY ANGLE
Over to you lessons begin with an 
Every angle activity. It consists of a 
visual recap of the unit contents.
Info gap activities allow students to speak 
in pairs exchanging pieces of information 
that one student has and the other student 
needs in order to fulfil a task.
Perspectives aims at retelling a 
story already told in the lesson from 
a different point of view.
PRONUNCIATION
Pronunciation boxes help students 
pronounce the sounds of the English 
language in a more natural way.
From my angle activities allow 
students to interfere in the material, 
customising contents on the page.
Frame boxes contain the core lexical and 
grammatical items of a lesson.
A set of especially designed Stickers 
(which can be found at the end of the 
book) makes the customisation of the 
material even more fun.
Window to the world is designed to give 
students a chance to get in touch with 
different cultures and lifestyles while 
raising their awareness of global issues. 
An icon in the lesson will refer students to a 
two-page interactive world map at the end 
of the book where they will be able to put 
the story in context, both geographically 
and culturally. Window to the world is 
linked to extra contents available in the 
Angles app.
FRAME 1 
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Digital components are tightly integrated into the 
framework of the course. Angles has a wide range of 
highly engaging media tools for both classroom use and 
self-access. 
DIGITAL COMPONENTS
APP
The Angles app is a mobile companion to the 
course. It is designed for self-access and it has 
four sections: 
Augmented reality, a section that overlays digital 
content – videos, animations or games – over the 
book pages, making the content pop up on 
students’ mobile devices;
Window to the world, which complements the print book 
feature by taking students on journeys around the world 
using appealing images and video activities;
My vocabulary, a customisable vocabulary reference that 
helps students organise, memorise and revise vocabulary;
Checkpoints, a stimulating progress checking tool.
CHECKPOINTS
Checkpoints (described in the above section) are 
responsive and thus accessible online via desktop or mobile 
devices, allowing students to access content on the go.
CLASSWARE
The Classware is a digital and interactive version of 
Angles to be used with IWBs. It is a powerful tool that 
allows instant access to audio, video and digital activities 
without leaving the page.
DIGITAL ACTIVITIES
Digital activities provide both teachers and 
students with an opportunity to practise the language in 
a dynamic and motivating manner. There is at least one 
digital activity in each lesson.
VIDEO
There are Video activities in every Unit. They 
aim at presenting students with real-life situations so that 
they can be exposed to functional language in context.
REVISION SECTION
There is a Revision section at the end of every unit, 
with a language reference and brief written tasks. 
Students may use them to study and revise the main 
grammar points and vocabulary items of each unit.
ACTIVITY BOOK
The Activity book tasks are in the black and white 
pages at the end of the Student’s Book. There is one 
page of Activity book exercises per lesson with a 
language box summarising the main grammar and 
vocabulary items.
OVER TO YOU
Every unit ends with an Over to you lesson for 
students to develop their spoken fluency and public 
speaking skills. Featuring authentic content and 
purposeful tasks, they are designed to foster learner 
independence and creativity.
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Relationships
 1
A
B 
1. Were you right about the relationship between the people in each photo? 
2. Which situation in the photos would you most like to be in? Why?
Loot at the photos. In your opinion, what’s the relationship 
between the people in each photo?
Get stickers and add the correct caption to each photo.
2
C 
1. Choose one person and write down an adjective next to them. 
2. Try to find a classmate who has written about the same person. 
3. Talk to each other about why you think the person is feeling that way.
How do you think each person is feeling?
8
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1
1.
 
 ––––––––––
2. 
––––––––––
3.
3
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1 Discuss in pairs.
But you used to say…1A
Look at the e-leaflet and do the tasks.2
Listen to a mother and a daughter talking 
about the concert and do the tasks.3
A Answer the questions.
Who wants to see Brutallica? 
Who’s playing? 
1.
1.
Who wants to see Jester Shadow? 
Where are they playing?
2.
2.Who’s going to the concert?3.
B Read this extract from the dialogue. Who 
do you think is right? Talk in pairs.
A Talk in pairs and tick the information you 
already have.
Did you use to go to festivals?
Well, yes, I did. Everybody did back 
then.
Wait a minute. 1995? You were 15!
16!
But you used to say I couldn’t go to 
concerts until I was 18. That’s really 
unfair. And now I’m 18 and I can’t go 
because I have to babysit!
Things are different now. Festivals 
used to be safer.
Come on! They’re still safe!
And they didn’t use to be so 
expensive.
Vicky
DebbieWho’s opening the concert? 3.
What time does it start?4.
Can you buy tickets online?5.
B Get stickers and add the missing 
information.
Vicky
Debbie
Vicky
Debbie
Vicky
Debbie
C Individually, think of three words to 
describe the relationship between Vicky 
and her mum. Then talk in pairs.
Compare the words you thought of with 
your partner. Justify your choices.
1.
Do you and your parents have a similar 
relationship?
2.
Look at the highlighted sentences in #3B and circle 
the correct options.4
The sentences describe present / 
past habits.
1.
To do that we use used to + infinitive / 
use to + infinitive.
2.
1. What are your favourite bands? 
2. Have you ever seen them live?
BRUTALLICA
JESTER SHADOW
ROckSTATiOn FM pRESEnTS
Live at the Arena
Buy tickets 
(doors open at )
opening gig by
10
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DESCRIBING PAST HABITS 
FRAME
We use used to + infinitive to talk about what 
things were like in the past.
I used to watch Peppa Pig when I was younger. 
My parents didn’t use to have a car when 
I was a kid. 
Did your parents use to go to concerts when 
they were your age? 
Yes, they did. / No, they didn’t.
 PRONUNCIATION USED TO 
I used to bike to school but now I take 
the bus.
She didn’t use to like classical music, 
but nowadays she loves it.
Did you use to have short hair when 
you were little?
Listen and repeat the sentences below. 
Look at the Frame box and do the tasks.
When we were younger. Follow your 
teacher’s instructions and talk about 
what things were like in the past.
5
6
A Vicky and Leo are friends. Complete the 
dialogue.
Vicky
Leo
What is so funny, Leo?
My grandma... and her smartphone. 
Look, she took pictures of her old 
photo albums.
Gosh! Is that you? 
(1) be that chubby?
Yes, I did. I (2) eat 
a lot of junk food back then.
I see. Oh, look at this! Is that a 
medal?
Yeah, I (3) play 
basketball for the school team. 
Well, at least you 
(4) be a couch 
potato!
That’s true. I (5) do 
sports and play outside all the time.
Really? So you (6) 
play sports via video game like you 
do now, right?
Very funny…
Vicky
Leo
Vicky
Leo
Vicky
Leo
Vicky
Leo
B Listen to the dialogue and check your 
answers.
C Read the dialogue aloud with a friend.
Look at some of Vicky's old photos and talk about 
the things she used / didn't use to do.7
11
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MY LIFE HAS CHANGED
“No man is an island.”1B
Compare your life today to that of five years ago.
Look at the photo and read the paragraph. What 
do you think the story is? Use the questions 
below to help you.
1
Get cards from your teacher and 
do these tasks.2
How do you think Ruby felt when she saw 
the painting?
1.
President Obama said that if it wasn’t 
for Ruby, he might not be there, looking 
at that painting by her side. What did he 
mean?
When Ruby Bridges was a kid in New Orleans, 
she had to walk several miles to get to school 
every day. There was another school, much 
closer to her home. But Ruby couldn’t enter that 
school. It was prohibited.
2.
Look at a few sentences from the text and tick 
the correct boxes.3
In your opinion, why couldn’t Ruby go to the 
school closer to her home?
1.
Who do you think the people in the photo are?2.
What are the highlighted words?1.
Talk about things you used to do but you don’t 
anymore.
Talk about things you didn’t use to do, but now you 
do.
Ask your partner about changes in their life. 
Did you use to…?
Where do you think they are?3.
A Ruby Bridges’s story. Read part of 
the story. List the people you have 
information about.
B Work in groups and try to find out how 
the parts of the story connect. What’s the 
correct order of the paragraphs?
C Watch the video and discuss these 
questions in groups.
From your point of view, is racism a 
problem in your country? Why?
3.
Verbs in the -ing.
Verbs in the infinitive.
What do they do in the sentences? 2.
They are the sentence objects.
They are the sentence subjects. 
Walking to school alone was dangerous. 
Teaching Ruby was an act of bravery.
Talking to President Obama made her 
feel proud and brave.
New Orleans, 1960. 
12
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 her mother with her 
helped Ruby on her first day at school.
What does she mean? 
1.
1.
Robert Coles was a child psychiatrist who 
offered to counsel Ruby and her family 
during that difficult period. 
articles about Ruby helped him make her 
story famous.
Why was Ms Henry’s attitude so important?
2.
2.
A
Read about some of the people who were 
important in Ruby’s story. Complete the 
gaps using the correct form of a verb from 
the box. 
Look at the Frame box and do these tasks.4
Read this quote by Ruby Bridges’s teacher, 
Barbara Henry, and discuss the questions.5
B Discuss these questions in pairs.
Charles Burks, one of the police officers 
who escorted Ruby to school, later 
explained how he felt: “ 
beside her made me proud. She never 
cried. She showed a lot of courage.”
Are attitudes like this still necessary today? 
Why (not)?
 made me 
feel sad / worried / 
anxious when I was 
a child.
 was 
problematic / 
challenging 
because I was 
very young.
Examples:
She means that teaching Ruby was…
Being Ruby’s teacher probably made Ms Henry…
Fighting prejudice is still…
How easy it was, the magic: two strangers 
with hearts free of prejudice became as 
one. We had only each other and we, in 
truth, needed no other. As much as I was 
there for her, she was there for me.
3.
3.
have walk write 
TALKING ABOUT SITUATIONS 
(-ING AS SUBJECT)
FRAME
You can use -ing verbs as the subject of sentences 
to talk about specific situations. 
Waking up early every day can be difficult for some 
students. 
Reading my first book in English was a bit difficult. 
Doing exercise makes me very tired.
What difference did it make for Ruby to 
have these people by her side?
1.
Who are the people who are always there 
for you?
2.
C Playing games is easy! Play 
noughts and crosses.
Complete the sentences and talk in groups.6
 is 
my greatest 
difficulty / 
strength.
Barbara Henry
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I don’t. Do you?1C
DESCRIBING SITUATIONS
Discuss these questions in small groups.1 
Look at the photos below and do these tasks.2 
Watch a video about two dogs who are 
going to dog school for the first time and do 
these tasks.
3 
A Discuss in small groups.
Cherry and Buck eat shoes. 
Complete the sentences so they are true about yourself. Talk in pairs.
1. 
2. 
3. 
1. is my favourite free time activity.
2. makes me happy.
3. is really boring.
What animals do you think are the best 
pets? Why?
How are the dogs feeling?
1.
1.
What unusual pets can you name? 2.
Do you have any pets? What is it / are 
they like?
3.
angry guilty happy scared Who is more nervous, the dogs or the 
humans? 
2.
B Are these sentences T (true) or F (false)?
Cherry is shy.
The girl believes she is shy.
4. Cherry and Buck love having a bath.
5. The boy and the girl believe their dogs 
aren’t going to miss them.
C Discuss in pairs.
In your opinion, what do Cherry and Buck 
think of their owners?
1.
Do you think Cherry and Buck would like to 
change owners? Why (not)?
2.
Which dog, Cherry or Buck, would you 
prefer to have as a pet? Why?
3.
A Match the photos with an adjective from 
the box.
B Talk in pairs. Imaginewhy each dog is 
feeling that way.14
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Look at some sentences from the video and do 
these tasks.4
A Do you remember what they said? 
Adam
CherryVeronika
Buck
EXPRESSING SIMILARITIES AND 
DIFFERENCES
FRAME 
Sally loves shopping.
So does Matt. 
(Similarity: Sally and 
Matt love shopping.)
B Look at the Frame box and the phrases you 
circled in #4A. Answer these questions.
Which replies sound more natural when you 
want to say something is similar for you or 
someone else, As or Bs?
1.
How do you reply when you want to say 
something is different for you or someone 
else?
2.
She is really very shy.
Oh, I just loved this school.(A) So am I! / (B) I am very shy too.
(1) . Food’s great…
1.
Adam
Veronika
She loves watching my favourite 
series with me. 
(A) So does Buck! / (B) Buck loves 
watching my favourite series 
with me too.
2.
Adam
Veronika
She doesn’t like having a bath.
(A) Neither does Buck! / (B) Buck 
doesn’t like having a bath either.
3.
Adam
I’m not sure they are going to 
survive.
(A) Neither am I. / (B) I’m not sure 
they are going to survive either. 
4. Veronika
I don’t. (Difference: 
Sally likes shopping. 
I don’t.)
David didn’t have lunch yesterday.
Neither did I. 
(Similarity: David 
and I didn’t have 
lunch yesterday.)
Mary did. (Difference: 
David didn’t have 
lunch yesterday. 
Mary did.)
You can also use Me too and Me neither to 
express similarities in informal situations.
Think of Cherry and Buck from the video and do 
these tasks.5
A Cherry and Buck are waiting for their owners 
at the end of their first day at the dog school. 
Complete the dialogue. 
Cherry
Buck
But I’m so tired!
(2) .
Cherry
Buck
Really? Of course you aren’t! You 
haven’t done anything… 
No shoes…
Cherry
Buck
Oh, come on, Buck! Well, now I 
want to see Adam! I miss him so 
much!
(3) . But I do miss 
Veronika…
Cherry Oh, really?? Well, when I get home 
I’ll have a nice time on the sofa!
Buck (4) . And I’m going to 
eat some shoes.
Cherry (5) . Adam keeps all 
the shoes locked in the wardrobe… 
Buck Poor you… One thing is certain: I 
won’t have a bath today!
Cherry Ha! (6) . Well, I think 
they wouldn’t dare, right?
B Cherry and Buck.
St A: Go to page 76. 
St B: Go to page 79.
C What do they have in common? 
Follow your teacher’s 
instructions.
My Muzzlebook. Get cards from your 
teacher and complete your profile in the 
social media Muzzlebook. Then follow your 
teacher's instructions.
6
15
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You’re such a drama queen!1D
Cross words out to make true sentences about yourself. Then compare ideas in pairs.
Watch two film trailers and do the tasks in pairs.1 
Listen to a conversation between two sisters and do the tasks.2
SIMILARITIES AND DIFFERENCES
Look at the highlighted expressions in #2B and do the tasks.3
A
A
Complete the Frame box. 
Talk about how similar or different the 
situations are.
I don’t have a brother and / or a sister.1.
I don’t play video games / watch series every day.2.
I’m not very shy / talkative / funny / creative.3.
The doctor’s doing some (1) 
to make sure the baby’s OK. 
B Imagine you’re going to have a baby 
brother. How do you feel?
A What are they talking about? How do they 
feel?
B Do you remember the missing words? 
Listen and check.
They’ve made a really bad (2) .
Babies make a lot of (3) . 
She wants me to help her do 
(4) too. But I’m only 8.
So did I, but we soon made new 
(5) , right?
C How does a younger sibling affect a child's life?
B In pairs, talk about:
a difficult decision you had to make once;
a course you’d like to take;
the housework chores you can’t stand doing.
I don’t watch 
series every day.
Neither do I. I 
have to study 
during the week.
16
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A
Look at the Frame box and do the tasks below.4 
Choose expressions from the Frame box 
to label the photos. 
It’s easy to new friends when you 
change schools.
1.
Babies always a mess. It’s 
important to an effort and be 
patient.
2.
B Complete the sentences.
Everybody in the family should 
the dishes. 
3.
Older brothers and sisters never 
 mistakes.
4.
It’s OK if you decide to 
nothing when you’re tired. But you should 
 some exercise every day.
5.
C Do you agree with the sentences in #4B? 
Why? Talk in small groups.
Do or make? Let’s play a memory game.5 
You have to make an effort! Follow 
your teacher’s instructions and have a 
conversation.
6 Imagine you’ve just heard you’re going to have a 
baby brother or sister. Talk in groups about how 
you feel about it. 
7
COLLOCATIONS WITH DO AND MAKE
FRAME
Don’t forget to do your homework. 
Who does the shopping at your home?
I’m hungry. I think I’ll make a sandwich. 
My sister makes her bed every morning.
DO MAKE
a course
exercise
homework
a 
a mess
a mistake
a sandwich
1 2
3 4
nothing
the dishes
the shopping
an effort
your bed
17
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1E
1. Doing / Making the dishes can be quite fun. 
2. Holidays are great to do / make nothing. 
3. We should never do / make decisions when we are under pressure.
Circle the correct option. Then talk in pairs: do you agree with the sentences?
DO OR MAKE?
Do you know any activists? Talk in small groups.1 
Who needs encouragement?
A
A
Discuss these questions.
Discuss these questions.
B Read about Muzoon. Why do you think she became an activist? 
What does an activist do? 
Did Muzoon mention anything you had 
predicted in #1C?
1.
1.
Why do you think people become activists? 
Try to summarise her message in one 
sentence. 
2.
2.
Do you know any activists? What do you 
think of them?
Inspired by Muzoon’s letter, an NGO started a 
project asking people to send encouragement 
letters to refugees. Why does anyone write a 
letter to someone they don’t know?
Muzoon Almellehan is a Syrian activist and refugee who 
is known for her work to keep Syrian girls in school. After 
meeting some refugee children in Chad, a country in Africa 
where the terrorist organisation Boko Haram operates, she 
wrote them a powerful letter. 
Born: April 1999, in Syria
Residence: United Kingdom
MUZOON ALMELLEHAN
3.
3.
C Imagine the letter Muzoon wrote to the refugee children in Chad. What message do you believe she 
wanted to send?
Muzoon’s letter was transformed into a video. Watch the video and talk in groups.2
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The reason why Enrico wrote the letter.
The most important part of the message.
The greeting.
The closing phrase.
1.
B Read Amina’s letter. Why is she writing to 
refugees?
C Are the sentences T (true) or F (false)?
Amina and Muzoon have never been to 
a refugee camp.
1. 
2. 
3. 
Amina and Muzoon encourage the 
reader to fight for a better future. 
Amina and Muzoon mention the 
importance of education.
D Refugees are forced to leave their homes 
and often their countries. Imagine you have 
to leave your home and your country. What 
do you miss the most? Why?
A Circle the second word in each expression.
Look at the highlighted expressions in #2B and do these tasks.3
B What do they have in common? 
C Complete the Frame box.
HOW TO ENCOURAGE SOMEONE VERB + PREPOSITION
FRAME
Always believe (1) yourself. 
Caring (2) others is essential. 
Dreaming (3) a better future can help you get there. 
Think about your options and make a decision. 
Talk about everything that makes you sad. 
Talking (4) friends always helps. 
Writing (5) your experiences is important. 
Write to me if you need help.
NB Sometimes the same verb can be used with different prepositions. Look at the examples with talk and 
write above.
A
Look at the Frame box and do these tasks.4 
Follow your teacher’s instructions and write a 
letter of encouragement.6 
Enrico's letter. Get cards from your 
teacher and follow the instructions.
Always believe in…
You have the right to dream of…
It’s a good idea to talk to / about…
You should think about…
B Number the sections of the letter.
2.
3.
4.
What would you say? Talk to people 
whoneed encouragement.5
Examples:
Dear friend,
I may never meet you in person, but I am writing to you 
because I think about you and believe in your future. 
I want you to know you have the right to dream of 
having a better future.
I used to be in a refugee camp too. I’m writing about 
my experience to show you how much I care about you. 
When I was in the camp, one thing that really helped 
me was talking to someone. My teacher and I talked 
about the importance of studying and he helped me in 
my most difficult moments.
So, please, stay strong. Believe in yourself and 
dream of better days. They will come.
Love,
Amina
16 y.o. (from Sudan now living in Spain)
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What makes a friend? 
EVERY ANGLE Look at page 72 and follow your teacher’s instructions.
OVER TO YOU! 1
REFLECTION
Read the quote and do these tasks.1 
A Talk in small groups.
What are the most important relationships 
you have?
Do you agree with the quote? Why (not)?1.
2.
B Think about your best friend and discuss in pairs. 
1. How have your habits changed because of your 
 best friend?
2. Mention three things you have in common.
3. Mention three things you don’t have in common.
Watch a video and do these tasks in pairs.2 
A Before you watch, read the summary 
 of the video and list three things you 
 think make a good friend.
B While you watch, check if the items in 
 your list are mentioned in the video.
C After you watch, discuss these questions. 
1. What part of the video did you like best? Why?
2. In your opinion, what things are unacceptable 
 in a friend? 
In this episode of Small Talk, we 
look at the power of relationships and 
what makes someone a friend.
ACTION
Relationships are all there is. 
Everything in the universe only 
exists because it is in relationship 
to everything else. Nothing exists 
in isolation. We have to stop 
pretending we are individuals 
that can go it alone.
Margaret J. Wheatley, 
Writer and management consultant
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MY FRAME
Look at the photo and read the caption. Then discuss in small groups.4 
 3 Imagine you’ve changed schools. Think of possible difficulties you might have to make new 
friends. Add some ideas to the My Frame box.
Imagine some foreigner students are going to join your school next year. 
Get in groups and do these tasks.5 
A Prepare a presentation to help new kids at your school.
B Use page 105 to create a poster to advertise the presentation.
C Present your ideas to the class. 
1. How have your habits changed because of your 
 best friend?
2. Mention three things you have in common.
3. Mention three things you don’t have in common.
1. What part of the video did you like best? Why?
2. In your opinion, what things are unacceptable 
 in a friend? 
1. How do you usually feel 
 on the first day of the 
 new school year?
2. Do you think the kids 
 in the photo feel the 
 same? Why?
3. Think about the list in the 
 My Frame box. What 
 other difficulties might 
 arise if you not only 
 change schools but also 
 move countries?
4. What tips would you 
 give to someone starting 
 at a new school in a 
 different country? Add 
 some ideas to the My 
 Frame box. Refugee schoolchildren on the first day of the new school year at a Palestinian 
refugee camp in Amman, Jordan. September 2018. 
ACTION
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1 Revision Section
EXPRESSIONS WITH DO AND MAKE (1D)
EXPRESSING SIMILARITIES AND DIFFERENCES (1C) 
Fill in the blanks with so or neither.3 LESSONS 1A – 1E
 
DESCRIBING PAST HABITS OR SITUATIONS (1A)
 used to; 
 didn’t use to; 
 Did… use to…? 
 Yes, they did. / No, they didn’t.
Underline the correct option to complete the sentences.1 
1. When I was young, I used / use to 
 play with my neighbours.
2. Do / Did you use to wear glasses 
 when you were a child?
3. I didn’t use / used to ride a bike 
 very often when I lived in the city.
HOW TO ENCOURAGE SOMEONE (1E) -ing verbs as the subject of sentences
Use the verbs in the box in the correct form to complete the 
sentences. One verb will not be used.2 TALKING ABOUT SITUATIONS (1B)
eat study fight do
1. homework is more important than it seems.
2. fruit and vegetables every day is a great thing 
 you can do for your health. 
3. maths is really difficult for me.
 So am I.; So do I.; So did I.
 So is he/she.; So does he/she.; 
 So did he/she.
 I do.; I did.; I was. 
 He/She does.; He/She did.; 
 He/She was. 
 Me too.; Me neither.
1. My dad is an architect and is my mum. 
2. You mean you don’t like sports at all? Well, do I.
3. Josh was at the party on Saturday and was Jake. 
4. You are not going to see that film and is your 
 sister.
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 do a course; 
 exams; 
 exercise; 
 homework; 
 nothing; 
 the dishes; 
 the housework; 
 the shopping
 Match the columns to form sentences.4 EXPRESSIONS WITH DO AND MAKE (1D)
Complete the sentences with the correct preposition.5 
LESSONS 1A – 1E
 
Read the dialogue and use words from the box to complete the 
conversation. Two words will not be used.6 
 
1. You should make 
2. I sometimes help my 
 mum do 
3. I’m hungry, I think I’ll 
 make 
a. the housework.
b. an effort to be more 
 patient with Tom.
c. a sandwich.
HOW TO ENCOURAGE SOMEONE (1E)
 verb + preposition: believe in, care 
 about, dream of, talk about, talk to, 
 think about, write about, write to 
1. Did you talk Helen the party?
2. My little brother believes ghosts.
3. I always think what I can do to help people.
4. I write all kinds of things on my blog.
Lynn Hey, Dan! I heard Linda started voluntary work with that 
 environment group and I am thinking (1) joining her. 
 Why don’t you come too?
Dan Great idea! (2) the environment is really important!
Lynn Definitely! We can help the environment and also (3) 
 new friends! My sister (4) to do voluntary work at an 
 animal shelter and she met nice people there!
Dan That’s cool! It will be great, I really believe that small actions 
 can make a big difference!
Lynn (5) do I – think globally, act locally!
 make a decision; 
 a mistake; 
 a sandwich; 
 an effort; 
 friends; 
 noise; 
 your bed
so make about neither
helping used in
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A
2
Tourism
 2
1. What do they show?
2. What do they have in common? 
3. If you could be in one of these places, 
 where would you be? Why?
Look at the photos and read 
the captions. Then answer 
these questions.
B
How often do you travel? 
What means of transport do you use to 
visit a city? Why? 
Read the grafitti on the photo. 
Why would someone write that? 
What does responsible tourist mean? 
How important is it?
Discuss in pairs.
1.
2.
3.
4.
C Imagine the photographs are the finalists of a photography competition. Get a sticker 
with a trophy and stick it on the photo you think should be the winner.
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3
1
1. 
A graffiti in the historic 
centre of Oviedo, 
Spain (2017)
––––––––––
2. 
A hot-air balloon 
flies over a funerary 
temple in Ramesseum, 
Cairo (2010) 
––––––––––
3. 
Flight information board in 
Malorca airport, 
Spain (2019)
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Festivals are amazing!2A
1
A Discuss in pairs.
1. What do these festivals have in common? 
2. What are the differences between them?. 
B 
C Talk to a classmate about the festival you 
 wrote. Ask him/her to guess which one is it. 
2 Read the social media post below and do the tasks.
A Answer these questions.
1. Why did Jane Wanderlust decide make this post?
2. After reading the text, how much did you learn 
 about the festival? 
B Talk in pairs. 
1. Would you like to go to the Lantern 
 Festivalin Chiang Mai? Why?
2. What wish would you make? 
 
J ane Wanderlust
Lantern Festival – it is just incredible! It’s celebrated 
on the full moon night of November, and hundreds of 
people launch colourful lanterns — khom loy — into the 
sky to celebrate the end of the Monsoon season. I took 
this photo in the historical place called Chiang Mai, a 
city of misty mountain in the north of the country, but 
the festival is celebrated throughout the region. After 
you have bought your lantern, you light the candle and 
let the lantern fly through the sky – and don’t forget to 
make a wish! Highly recommended – one of my favourite 
experiences on my trip so far!
This photos show carnival in Brazil and Holi Festival in India. Look at the photos and do the tasks. 
Write five or six words 
about a festival you like. 
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3 Listen to Bryan and Zoe discussing the post 
 in #2, speculating about the festival and 
A Write T (true) or F (false), according to 
 what you hear. 
 
 1. Thailand is a very cold country. 
2. Thailand is famous for its tropical 
beaches. 
 3. The Lantern Festival celebrates 
 the end of the wet season, called 
 the Monsoon season. 
 4. Bryan likes geography.
B Discuss in groups.
 How do you like your geography classes? 
What kind of activities do you enjoy?
 What countries in Asia would you like to 
visit? Why?
4 Look at these examples from the listening text 
and do the tasks.
A Do you remember what Bryan and Zoe were 
 talking about? Write the correct word in each 
 balloon. 
lake China Asia Asian
B Answer these questions. 
1. Are Bryan and Zoe sure that what they’re 
 saying is completely true?
2. Is there any difference between saying “It 
 might be a lake” and “It could be a lake”? 
 If so, what is it?
Zoe
SPECULATIONS AND IMPRESSIONS
FRAME
We use the following expressions when we 
aren’t sure that what we’re saying is 100% true. 
It sounds like it’s 
a good place for a 
relaxing holiday.
This place could / 
might be in Australia.
When we’re sure, we 
often use the adverb 
definitely.
It’s definitely (not) a 
good idea to go to the 
festival.
5 Look at the Frame box and do these tasks.
A Complete the sentences using one of the 
 expressions.
1. Listen to this music. It there’s a 
 party somewhere.
2. This place is Brazil. I went there 
 over my last holidays.
3. They be at home. The lights are on.
4. He be American. He speaks 
 very good English.
B In pairs, talk about the festivals below using 
the expressions in the Frame.
6 Your teacher will show you three pictures. 
 Can you guess what they show? 
7 My festival. In groups, create your own 
 festival for a specific calendar event.
It sounds like it’s in (1) .
It’s definitely (2) .
Zoe
It could be celebrated in (3) .
Bryan
It might be by a (4) or near a river.
Bryan
do the tasks.
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SPECULATIONS AND IMPRESSIONS
 
I love the rush of adrenaline!2B
 What could it be? Talk together about the photos and try to guess where they are.
1 Discuss the questions in groups.
 1. Do you like sports? Which ones? 
2. How often do you practice them? 
3. Are there sports that you consider 
dangerous? Which ones?
2 Alex Honnold is a very experienced 
 sportsman and is talking about the sport 
 he likes practicing. Watch the video and 
 answer these questions. 
 1. What’s the extreme sport shown in the video?
2. What is unusual about how Alex climbs?
3. Why do you think some people like risky 
 sports?
B In groups, decide which package tour do you and your friends prefer? Why?
A Write which package people should choose if they want to…
 1. have an extreme experience siting down
2. do an extreme sport and try local food
3. do a beach sport and enjoy the nightlife
3 A webpage is announcing some exciting things to do in Australia. Read the webpage and do the tasks.
Australia 
come for the wildlife 
and stay for the WILDLIFE!
Think normal holidays are boring? 
Want a more exciting vacation?
Tired of safe activities and want something 
more dangerous?
If the answer to those questions is yes, then Bucket list International 
has the perfect package for you! You can enjoy all that Australia has 
to offer, from extreme sports to extreme relaxation! And all in one of 
the most beautiful and vibrant countries in the world!
Package A: Heaven on Earth
Visit the iconic Three Sisters at Echo Point in the Blue Mountains and 
experience the spectacular Australian scenery from a great height! 
Try bungee jumping off cliffs or hang-gliding off mountains, and when 
you land enjoy the fantastic cuisine of Australia – kangaroo burgers, 
barbecue seafood, and much much more! 
Package B: Rock out!
Think beaches are boring? Think again! In this package, you will go 
sandboarding in the morning and go diving on the Great Barrier Reef 
in the afternoon – and at night, go crazy listening to one of the many 
outdoor musical events! 
Package C: Chill Out
This package is for those who want to have extreme experiences 
sitting down! Extreme ironing, extreme eating, and extreme nature 
as you take a safari through some of the most amazing nature in the 
world!
Visit us on bucketlistinternational@australiatravel.co.au
SO, WHAT ARE YOU WAITING FOR?! 
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4 
Joey and Brenda are brother and sister who are 
going on a family trip to Australia. 
A Listen to their conversation. Which 
package did they choose?
B Now listen to the conversation again and 
circle the best options. 
 1. Joey thinks the trip to Australia sounds 
exciting / scary. 
2. Brenda and Joey’s mother likes / doesn’t 
like the idea of doing extreme sports.
3. Their father does / doesn’t do extreme 
sports regularly.
4. Joey and Brenda agree that seeing 
animals in Australia is / isn’t a great idea.
C What do you think Joey and Brenda’s parents 
will say when they hear their children want to 
do an extreme sport and go on a safari? 
5 Look at these sentences from Joey and Brenda’s 
conversation and do the tasks.
Brenda I have done some extreme sports 
before.
Joey She has talked about this.
C Look at the Frame box and underline the past 
 participle in the sentences.
A Answer these questions about the sentences.
 1. Is Brenda talking about a past or a future 
experience? 
2. Do we know when it happened?
3. Which is more important: the fact or the 
date and time?
B Look at the sentences again and complete 
 this information.
To talk about a general past experience, we use 
 or has + the past participle.
TALKING ABOUT PAST EXPERIENCES
FRAME
We use the present perfect have/has + past 
participle to talk about a past experience. 
We’ve been to similar places before. 
I’ve studied French. 
He’s tried an extreme sport. 
He’s talked about this.
Contractions
 I have = I’ve
 He has = he’s
6 Look at the Frame box and do the tasks.
B Play a game.
A Complete the sentences. 
 1. I a penguin. 
2. She to Disney. 
3. I to a celebrity. 
4. He different countries 
 abroad. 
7 Work in pairs. Talk to a friend about three places 
you have been and what you have done there. 
Then swap. 
A I have been to the Iguazu Falls and seen the 
 waterfall. 
B That’s so cool!
A What about you? 
B I have…
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Have you ever been there? 2C
SPOT THE LIER!
Tell your partner about a true or a fake experience you’ve had. Can your friend find out if you’re telling the 
truth or lying?
A Before you watch the video, try to answer 
these questions. 
 
 1. Has Dennis faced any problems? Which 
ones?
2. What has he done during his trip? 
B Watch the video and check your predictions.
C Discuss.
1 Look at the photos and answer the questions.
1 2
3 4
 1. Where do you think these photos were taken? 
2. Have you ever been there? 
3. Can these placesbe considered the most 
beautiful ones in the world? 
2 
 1. Do you agree with the video selection? 
2. Would you choose a different place to 
 represent Brazil? Which one?
3. Which of the countries shown in the video 
have you visited?
4. Which countries would you like to visit?
3 
 1. What is Dennis planning to do? 
2. How does he feel about it?
3. How would you feel if you were in a cat 
reserve?
4. Have you ever been around wild animals? 
 If not, would you like to? 
4 Look at the sentences and answer the questions.
Have you ever been to a wild animal park?
No. I haven’t been to a park like that yet but 
I’m planning to go there next month. 
 1. Has Dennis’ brother been to Zimbabwe? 
2. Do you think he’ll go there in the future? 
Watch The 22 most beautiful places in the 
world and answer the questions. 
Dennis is an adventurous 
youtuber who loves to post 
videos of his trips. Work in 
groups and do the tasks.
3. How did you feel?
4. Did you like it? Why?
1. What happened?
2. What have you done?
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EXPERIENCES — QUESTIONS AND ANSWERS
FRAME
How come I’m 
and ?
Have you ever eaten Sushi? 
Yes, I have. 
No, I haven’t. 
No, I haven’t eaten sushi yet (but I’m going to).
5 Work in pairs and do the tasks.
 1. I some problems.
2. My brother here yet.
3. you guys watching 
 to a park like that?
A Look at these sentences from the video and 
 complete the gaps.
B Ask and answer questions about the 
 photos. 
6 Now look at this meme and do the tasks.
1. The girl doesn’t know how to drive. 
 2. She wants to learn how to drive. 
 3. The girl is old enough to drive.
A Tick the correct sentences. 
B Draw your own meme and write 
a sentence about it.
7 
St A: Go to page 76.
St B: Go to page 79.
Are you an adventurous person? How well do you know your partner? 
How come I'm 5 and I haven't learnt 
how to drive yet?
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This is such a magical place! 2D
TALKING ABOUT EXPERIENCES!
 Find someone who... Get cards from your teacher and find out what your friends have done.
1 Look at the cartoon and answer the questions.
 1. What does the tourist complain about? 
2. Have you ever been in a situation like that? 
DESCRIBING PLACES
FRAME
 POSITIVE
 A beautiful country
 A traditional and elegant capital city
 waterfalls
 Blue Cave tour
 mountains
 experience
 tourist experience
 
 NEGATIVE
 Stressful and boring city life
 place
 
PRONUNCIATION | STRESSED SYLLABLES
 Listen to the words and underline the 
stress syllable. Then, listen and repeat. 
4. What do you prefer: environmental or 
 cultural tourism? Why?
3. How does he feel in the last scene?
Oh no. 
Look at all 
this people! 
No, please. 
Leave me 
alone. 
Wow! Look at 
this place! 
 beautiful 
 traditional 
 elegant 
 lively
 magical 
 incredibly 
 pretty
 world-famous
 memorable
 incredible
 stressful
 crowded
 boring
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2 Flyer. Look at the leaflet and do the tasks. 
A Look at the photos and identify each paragraph on the leaflet. 
1 2
3 4
3 Look at the Frame box and do the tasks.
A Complete the sentences with one word.
 1. Oh, no. This is such a 
 place. It’s very noisy. 
2. This is a monument. 
 Everyone knows about it. 
3. This city is full of bars 
and great music. 
B Look at some photos and follow your 
 teacher’s instructions.
C Customise the speech bubbles 
 on the leaflet in #2. 
4 Match the photos. Get cards and follow your 
 teacher’s instructions. 
5 In groups, choose a place and advertise it.
B Look at the highlighted words in the text and complete the Frame box. 
4. There are too many people in here. It’s a 
 restaurant.
5. It’s an hotel. Things must be 
 expensive in here.
Alaska Croatia
Laos Morocco
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It’s a must-see!2E
 DESCRIBING PLACES 
 Describe a word and challenge your friend. 
1 Talk in pairs.
 1. How do you usually spend your holidays? 
2. Do you keep in touch with your friends when 
 you’re on holidays? How? 
3. Talk about your best holidays ever.
2 Read the message and do these tasks.
A Write T (true) or F (false) next to the 
 sentences.
1. Rachel’s friend loves the idea of 
 visiting Turkey. 
 2. Rachel thinks the food in 
 Disneyland is great. 
 3. Rachel has been to wonderful 
 beaches. 
4. She has taken lots of photos and 
 has some tips about Turkey. 
B Use the expressions to complete the 
 WhatsApp conversation.
are an absolute must-see 
can’t miss the beaches
 is definitely worth a visit
It’s so not worth it
C Read Rachel’s WhatsApp 
 message again and create 
 emojis to complete the 
 conversation. 
CRITICISING AND MAKING RECOMMENDATIONS
FRAME
RECOMMENDING SOMETHING
The beaches are definitely worth a visit. 
You can’t miss the National Park. 
The National Gallery is a must-see!
CRITICISING SOMETHING
The Italian restaurant is so not worth it. 
Rachel
Online
Hey Gill! Wassup?
I’m here in Turkey and this place is spectacular.
I know you are not happy about visiting Turkey 
but you know what… Turkey (1) !
I have done like everything! We’ve gone 
sightseeing in so many cool places like… the 
Travertine Thermal Pools (2) !
I know you dream of going to Disneyland 
in Orlando but it is so… so… boring! 
Everyone has been there… (3) .
Yesterday I tried Ískendr Kebab. It’s almost too 
good to be true. 
Yes! Not like those awful fake meals in 
Disneyland… real food.
And we’ve been to some incredible beaches… 
(4) , they are like… paradise. 
And I have taken millions of photos. Do you want 
me to send you some tips? Sending now!
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1. She has dived.
 2. She has gone bungee jumping. 
 3. She has seen amazing fish.
4. She has taken a ride on a roller coaster.
5. She has relaxed at the Travertine 
 Thermal Pools.
6. She has eaten spicy food.
7. She has been to Cappadocia.
8. She has taken a lot of photos.
3 
4 Gill is now in Turkey and she sent a voice message to Rachel. Listen and do the tasks.
A Tick the things Gill has done. B What about you? Tick the activities you have 
 already done. 
 relax in a thermal pool
 try spicy food
 take a ride on a rollercoaster
 be to Pantanal
 take a hot-air balloon ride
 eat a hamburger 
5 I’m having a great time! Follow your teacher’s instructions to help write a text message.
6 Imagine you’re on holidays. Write a message to your friend talking about it. 
C Now talk to a friend and make some recommendations.
 The Wanderer Family is on holiday in the Bahamas. What are these people thinking?
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In touch with nature
EVERY ANGLE Look at page 73 and follow your teacher’s instructions.
OVER TO YOU! 2
MY FRAME
1 What do you know about The Galapagos Islands? 
Do this quiz and test your knowledge. 2 Watch a video about the Galapagos Islands and do 
these tasks. 
A What do you know about the gigantic 
tortoises? Write T (true) or F (false).
REFLECTION
1. What country are the Galapagos Islands 
 part of?
a. Ecuador
b. Argentina
c. Panama
2. Which of these famous scientists visited it 
 and studied its wildlife?
a. Albert Einstein
b. Charles Darwin
c. Stephen Hawking 
3. Which animal was the archipelago named 
 after?
a. Galapagos penguin
b. Galapagos sea lion
c. Galapagos giant tortoise 
1. They are the most famous animal in 
 Galapagos. 
 2. Galapagos mean ‘gigantic’ in old 
 Spanish. 
 3. Gigantic tortoises eat the greenvegetation. 
4. The arrival of humans have affected 
 the green vegetation. 
B Watch the video and check 
your answers.
C Discuss the questions in pairs.
3 Imagine you’re going on trip to explore the nature. What do you think this place is like and what do you 
expect to find there? Add some ideas to My Frame.
Have you ever been to a place like 
Galapagos? How was it?
1. 
Would you like to visit Galapagos? Why? 2. 
How has the tortoise habitat been affected 
by humans?
3. 
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4 Look at the photos showing some tourists and do these tasks.
A Choose the best caption for each photo.
ACTION
1. Give your place a name. 
2. Include a unique characteristic about this place. 
3. Mention what one can do there. 
4. Express your opinion about the place. 
5. Make recommendations. 
5 Imagine you’re a tourist and you love being in contact with nature. Look at the hotel and choose a 
place to stay.
6 Work in groups and decide on a destination close to nature to celebrate the end of term. Use page 106 to 
help plan and organise your ideas.
7 Present your holiday destination to the class. 
B In pairs, discuss the questions.
Have you ever been to a destination 
like this? How was it? 
Which destination do you prefer? 
Why? 
Do these photos give you any more 
ideas to add to the My Frame box?
1. 
2. 
3. 
C Customise the stickers 
and improve the photos.
People enjoying a hot day at 
Costa Beach in Espirito Santo 
People crossing the 
suspension bridge in Lynn 
Canyon Park in Vancouver 
People visiting and hiking at 
the Seljalandsfoss waterfall in 
Iceland 
Woman skiing and enjoying the 
midday sun in Colorado 
1. 
2. 
3. 
4. 
A B
C D
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2 Revision Section
1. It is a school. 
2. It an art class.
3. It is a university class.
4. The children already know how to read.
Complete the sentences about the photo using the expressions in the box.1SPECULATIONS AND 
IMPRESSIONS (2A)
 could/might
Complete the gaps with the present perfect of 
the verbs in brackets.2TALKING ABOUT PAST EXPERIENCES (2B)
present perfect have/has + past participle
 She has been to Australia.
 They have tried Indian food. 
1. Saul (be) to Mexico twice.
2. Wendy (try) Thai food.
3. Hugh (eat) snails.
4. I (talk) to a celebrity.
Complete the questions using the correct form 
of the verb. Answer them about yourself. 
3EXPERIENCES — QUESTIONS AND ANSWERS (2C)
Have you ever…?; Yes, I have. / No, I haven’t.; 
No, I haven’t… yet.
 Have you ever played basketball? 
 Yes, I have. 
 No, I haven’t. 
 I haven’t played basketball yet.
1. Have you ever (eat) something 
really exotic?
2. Have you ever (travel) by boat?
3. Have you ever (live) abroad? 
4. Have you ever (talk) to a celebrity? 
definitely definitely not might could be
 definitely (not)
 sounds like
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4 Find the adjectives that match the descriptions.DESCRIBING PLACES (2D)
 can’t miss 
 a must-see 
 so not worth it
CRITICISING AND MAKING RECOMMENDATIONS (2E) 5 Match the columns to form sentences.
LESSONS 2A – 2E 6 Complete the sentences with words from the box. One word will 
not be used.
been boring haven’t lively must-see sounded visited
 beautiful
 boring
 crowded
 elegant
 incredible
 incredibly
 lively
 magical
 memorable
 pretty
 stressful
 traditional
 world-famous
1. Full of activity, full of energy: 
2. You will never forget: 
3. Not interesting: 
4. Known all over the world: 
5. Full of people, packed: 
1. Don’t waste your 
 time watching that 
 film. 
2. This year’s music 
 festival will have 
 great hip hop bands!
3. Fernando de 
 Noronha is simply 
 amazing!
a. It is definitely 
worth a visit!
b. It’s so not worth it.
 
 c. You can’t miss it! 
Kate I have (1) to New York, but I (2) 
 visited the Statue of Liberty. 
Jack Why not? It’s a (3) !
Kate I know. My sister told me to go, but it (4) 
 a little bit (5) . It’s just a slow 
 boat ride to see a statue.
Jack No, seeing the Statue of Liberty is interesting. 
Kate I’ll make sure to go to the Statue of Liberty on 
 my next trip. I love New York. It’s so (6) ! 
 There is always something to do.
 definitely worth it
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 3
C Add your own graffiti to photo 1. 
Communication
A Look at the photos and read the 
captions. Discuss in pairs.
1. What do they have in common? 
2. What are the pros and cons of each 
 of these methods of communication?
3. Why do you think people keep old 
 things such as typewriters or 
 outdated mobile phones?
B Discuss in groups.
1. Do you ever draw or add images to written 
 messages? Why (not)? 
2. Have you ever used a typewriter? Can you 
 think of any situations in which it could be 
 useful nowadays?
3. How often do you get a new mobile phone? 
 What do you do with the old one?
1
1
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1
2
3
1. 
A graffiti (possibly by 
Banksy) found 
where hundreds of 
climate protestors 
camped in 2019. 
London, UK (2019)
––––––––––
2. 
A man uses a typewriter to 
write a document 
for a customer in the 
streets of Lima. 
Lima, Peru (2017)
––––––––––
3.
Old mobile phones 
in a private museum 
of phones in Dobsina, 
Slovakia.
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smart 
watch
internal 
storage
screen 
size
accessories battery life camera
I can’t live without it!3A
Look at the table with smartphone features and do 
these tasks.
1 
A Get stickers to complete the table.
B What are the most important features for 
 you? Talk in pairs.
 Listen to a podcast about a new smartphone 
 and do the tasks.
2 
A Tick the features in #1 that are mentioned.
B What does Joe say about the ZX10? Circle 
 the correct option.
1. The screen is much brighter / bigger.
2. The buds are really small / good.
3. The basic version comes with no 
 buds and a shorter battery life / 
 internal memory.
C Compare the features of your smartphone 
 with those of a classmate.
Listen to three friends talking about the ZX10 
and do these tasks.
3 
A Answer these questions.
1. How many of the friends want the new 
 phone?
2. How many are going to get it?
B Listen again and use words from the box to 
 complete the sentences.
Ben (2x) great Liz
playing games taking photos Sam
1. has a ZX9 and wants the 
 ZX10 because she loves .
2. has a ZX8 and thinks it’s 
 still . 
3. ’s phone is four years old. 
 He loves and needs a 
 faster phone. 
4. Sam makes a helpful suggestion to 
 . 
C Who do you most identify with? Why? 
Read these sentences from #2 and #3. Match the 
highlighted phrases to their meaning.4
Joe I (1) can’t live without my music. 
Liz I (2) can’t wait to get mine. 
Liz I (3) can’t help it. I really need the new phone. 
Ben I just (4) can’t stand this consumerism. 
Sam My parents have already said they (5) can’t 
 afford to buy me a new phone.
 am unable to change this feeling or behaviour 
 don’t have the money 
 need 
 really want 
 hate 
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EXPRESSIONS WITH CAN’T
FRAME
I can’t live without computer games.
I can’t live without playing computer games.
My sister can’t stand K-pop.
My sister can’t stand listening to K-pop.
My parents can’t afford a new car.
My parents can’t afford to buy a new car.
I can’t wait for the weekend.
I can’t wait to enjoy the weekend.
Look at the Frame box and do the tasks.5 
A Complete the sentences.
I love TV series. I watch at least one 
episode a day. I just .
For my birthday, mum said she 
 a new mobile and a 
trip, so I chose the trip.
I superhero films. 
They’re all the same to me.
My mobile is brand new, but the battery life 
isso short! I . 
I exercising. It’s my 
favourite free time activity.
B Do you know people who say / do similar 
 things? Talk about them in pairs.
 I can’t live without it! Follow your 
teacher’s instructions.
6
I can’t help going for a run every day.
I need to go for a run every day. I can’t help it.
 
Should we get new mobile phones every year? 
Your school is organising a podcast competition 
on this theme. Follow the steps to create your 
podcast in pairs.
7 
1. Make a list of two or three arguments.
2. Prepare an introduction sentence and organise 
 your speech. Make sure you use expressions 
 from the Frame box.
3. Record and then present your podcast in 
 groups.
Student 
Voices
Should 
teenagers 
get new 
mobile 
phones 
every year? 
I only got good grades because of your help. 
I can’t thank you enough.
We’ve just had lunch and you’re hungry again? 
I can’t believe it!
1. 
2. 
3. 
4. 
5. 
Tell us what 
you think!
No way! You 
know I can't 
stand salad.
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EXPRESSIONS WITH CAN’T 
All of us3B
What are they saying? Create the dialogue in pairs.
 Communication tools2 
Take the quiz in pairs.3 
B Discuss the questions.
Get in pairs and do these tasks.1 
A How many tools for communication can you 
 think of in one minute?
1. Which ones do you regularly use? 
2. Which ones have you never used? 
3. Which ones do you believe are useless 
 nowadays?
St A: Go to page 77. 
St B: Go to page 80.
COMMUNICATION
How much do you remember 
about the communication 
tools you have read about?
1. None of these tools were 
 invented before 1900. 
2. Half of them took at least ten 
 years to become popular. 
3. All of these tools are still in use 
 today. 
4. Most of them required 
 electricity to be used when they 
 were created. 
5. Some of these tools can be 
 accessed on smartphones. 
6. One of them is only used by 
 people who believe old- 
 fashioned things are cool. 
Look at the highlighted expressions in the 
quiz and complete the Frame box. One of the 
expressions will not be used.
4
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TALKING ABOUT THE PARTS OF A GROUP
FRAME
1. 
2. 
3. 
4. 
5. 
NB: 
You can also use a number followed by of:
One of our favourite teachers is Mr Jones.
Mum likes the three of us to play together.
half of
Listen to the sentences in the Frame box. Which ones sound more natural? Is of stressed? 
PRONUNCIATION | OF
Look at the infographic and at the Frame box to 
complete the sentences.5 
We interviewed 20 students to 
discover some of their communication 
habits and got the following answers.
4 have an 
INSTAGRAM® 
account
20 have 
SMARTPHONES
 of the students have 
smartphones. 
 of them have already sent 
a message during a test. 
 the students use 
WhatsApp® to talk to their friends. 
 have an Instagram® 
account. 
 have ever spent more 
than five hours on the internet non-stop. 
6 My classmates. What are our communication 
habits like?
QUESTION YES NO
I interviewed (eight) students.
All / Most / Half / Some of the 
students I interviewed…
Only one / two / three of them…
Five / Ten of our classmates…
Discuss these questions in groups.7
1. Are you surprised by the results of your 
 survey? Why (not)?
2. What communication habit would you like 
 to change in your life? Why?
3. Can you imagine how people will 
 communicate in the future?
17 use WhatsApp® 
to TALK to their 
friends
10 have sent a 
message during a 
test at least ONCE
NO students 
have ever spent 
more than five
hours on the 
internet NON-STOP
1.
2.
3.
4.
5.
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Clearly, this is a big thing.3C
TALKING ABOUT THE PARTS OF A GROUP
Look at the pictures and discuss the questions.1 
D Discuss some quotes from the video in 
 groups.
A Answer these questions.
C Match what Patricia said to the situations 
 you ticked in #2B. 
Look at the highlighted expressions in #2C and #2D and decide if the sentences below are T (true) or F (false).3 
1. Describe each picture. What do you think is 
 happening?
B Tick the pictures in #1 that represent some of the ideas she mentioned. 
1 2 3 4
1. They are all used to add emphasis to the 
 sentences. 
2. You can still understand the sentences if 
 you remove them. 
a. “Most of us are clearly living multiple 
 lives, like the real one, in which we’re 
 maybe not really happy..." 
b. “Obviously, they sell our data, they 
 use all this data to sell us stuff we 
 don’t want or need.” 
c. “Then I hope to see you all face to face 
 and really listen to you.” 
1. “Going zero-tech is a particularly difficult 
 thing to do in 2020.” Do you believe it’s 
 possible? Why (not)?
2. “I seriously believe that the internet is the 
 problem here. It’s transformed us into 
 online lies.” Do you agree? Why (not)?
A teenager called Patricia decided to go zero-tech. Watch the video she recorded for her friends and 
family and do these tasks.2 
1. What three things is Patricia quitting?
Follow your teacher’s instructions.
2. Which picture(s) make you feel happier? Why?
3. All the words express the same idea. 
2. Why is she doing that?
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clearly – obviously, certainly
obviously – easily understandable, noticeable
particularly – especially, more than usual
really – truly
seriously – badly, severely
totally – completely
EMPHASISING IDEAS
FRAME
 We can emphasise adjectives. 
Maths is particularly difficult for me. 
 We can emphasise verbs. 
 I totally agree with you! 
 We can emphasise whole sentences. 
 Clearly, he didn’t like the joke you made. 
Some people commented on Patricia’s video. Do these tasks.
4
A Look at the Frame box and read the comments 
 on the left. Number the sentences below to 
 complete the comments.
 Seriously, this is something we have to 
 talk about...
 This is really amazing and I’ll obviously do 
 everything I can to help! 
 Something is clearly wrong with social 
 media, …
 All of our friends use the internet and 
 they’re totally fine, thanks.
Jill Wesker 15 minutes ago
You make your mum so proud, honey! 
(1) No to phones, yes to hugs!
Reply 
Dana Wong 12 minutes ago
Say what? No net forever? How will we keep 
in touch? SF is soooo far from London! I’ll 
miss our chats so much! (2) via 
pigeon?!?!?!?! hahahaha
Reply 
Barry Valentine 6 minutes ago
Oh, come on! What’s your point? 
(3) The internet makes our lives 
so much easier that complaining about it 
seems just silly. I think you’re only trying’ 
to get attention.
Reply 
Denzel Burton 3 minutes ago
Yes! Well done! (4) and we have 
to take back our control! Am now going to 
IMMEDIATELY delete my accounts! You’re 
so right! Let’s hang out TOGETHER in REAL 
LIFE next Saturday? You in?!
Reply 
B Imagine Patricia meets the people 
 who wrote the comments. Role play their 
 conversations.
I really think...
I’m seriously worried about...
Clearly / Obviously, ...
It will be particularly difficult to...
Discuss these statements in groups.5 
1. Social media platforms, like Facebook and 
 Instagram, make people feel sad.
2. It’s impossible to have a face-to-face 
 conversation nowadays in which we don’t talk 
 about things we’ve seen on social media.
3. Tech companies know too much about us.
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ADDING EMPHASIS
Discuss one of the statements in groups. 
If it’s on the news, it’s true.3D
2 
1. School uniforms should be optional.
2. Reading a book is better than watching a film.
3. Everybody should learn how to cook.
What was the last piece of news you have read or heard about? Write a headline for the front 
page of the newspaper. 1
Listen to two friends talking about news stories and do these tasks.
A Choose the correct options. 
1. Who tells Mia and Kyle