TRY ME!

Includes:

Student’s Book Unit 7

Workbook Unit 7

samplematerial

Voc

ab

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rLi

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gEx

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Unit 1

Fam

ily li

fe

p6

Ag

es a

nd s

tag

es o

f lif

e, T

he fa

mily

Nou

n su

ffixe

s -m

ent,

-io

n, -

ence

▶P

rob

lem

lett

ers

Teen

ager

s' r

ight

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d re

spon

sib

iltie

s

An

info

rmal

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ail

Pre

sent

sim

ple

and

p

rese

nt c

ont

inuo

us

Art

icle

s

Aut

onom

y:

Con

trib

utin

g t

o fa

mily

life

▶Fa

mily

din

ners

Teen

ager

s’ re

spon

sib

ilitie

s

Ask

ing

for

per

sona

l in

form

atio

n

▶A

skin

g f

or

per

sona

lin

form

atio

n

Fam

ily a

rgum

ents

Fam

ily d

inne

rs

▶A

n in

form

al e

mai

l

Mak

ing

a t

imet

able

Read

ing

: Mul

tiple

-cho

ice

activ

ities

Spea

king

: Inf

orm

atio

n ro

le-p

lays

Unit 2

Who

did

it?

p

18

Crim

es a

nd c

rimin

als,

D

etec

tive

wor

k

Phra

sal v

erb

s co

nnec

ted

with

in

vest

igat

ing

and

fin

din

g

▶C

rim

e st

ori

es

Dis

cuss

ing

val

ues

A b

log

pos

t

Pas

t si

mp

le

Past

con

tinuo

us

Soci

al s

kills

an

d c

itize

nshi

p:

Thin

king

ab

out

right

and

wro

ng

▶D

escr

ibin

g a

n in

cid

ent

Doi

ng t

he r

ight

thi

ng

Ap

olog

isin

g

▶A

po

log

isin

g

Dis

cuss

ing

crim

e st

orie

s

Telli

ng s

torie

s

▶A

blo

g p

ost

A q

uest

ionn

aire

List

enin

g: T

rue/

Fals

e/N

ot

Men

tione

d a

ctiv

ities

Writ

ing

: Kno

win

g e

valu

atio

n cr

iteria

Ga

tew

ay

to e

xam

s: U

nits

1–2

p

30

Unit 3

Uni

vers

al

lang

uag

e

p32

Cou

ntrie

s,

natio

nalit

ies

and

la

ngua

ges

, Lea

rnin

g a

la

ngua

ge

Neg

ativ

e p

refix

es

un-,

in-,

im-,

ir-,

il-

▶M

app

ing

the

wo

rld

's la

ngua

ges

Bod

y la

ngua

ge

A la

ngua

ge

bio

gra

phy

som

e, a

ny, m

uch,

m

any,

a lo

t (o

f), a

few

, a

littl

e

Rela

tive

pro

noun

s

Soci

al s

kills

: Pu

blic

sp

eaki

ng▶

Lang

uag

es

Spea

king

in p

ublic

Ask

ing

for

info

rmat

ion

▶A

skin

g f

or

info

rmat

ion

Talk

ing

ab

out

soci

al

netw

orks

Dis

cuss

ing

defi

nitio

ns

▶A

lang

uag

e b

iog

rap

hy

Prep

arin

g a

pre

sent

atio

n

Use

of E

nglis

h:

Mul

tiple

-cho

ice

cloz

e ac

tiviti

es

Spea

king

: Kno

win

g

eval

uatio

n cr

iteria

Unit 4

He

alth

w

atc

h p

44

Part

s of

the

bod

y,

Hea

lth p

rob

lem

s an

d

illne

sses

Com

pou

nd n

ouns

co

nnec

ted

with

he

alth

and

med

icin

e

▶Te

en h

ealt

h ti

ps

Why

lear

n fir

st a

id?

Not

es a

nd

mes

sag

es

Pres

ent

per

fect

with

ev

er a

nd n

ever

Pres

ent p

erfe

ct w

ith fo

r an

d si

nce

Pres

ent p

erfe

ct w

ith ju

st, y

et,

alre

ady

Pres

ent p

erfe

ct a

nd p

ast s

impl

e

Phys

ical

w

ell-b

eing

: Le

arni

ng s

ome

bas

ics

of fi

rst

aid

▶A

ctio

n sc

enes

Giv

ing

firs

t ai

d

Des

crib

ing

pho

tos

▶D

escr

ibin

g p

hoto

s

Dis

cuss

ing

hea

lth t

ips

Talk

ing

ab

out

pas

t ex

per

ienc

es

▶N

ote

s an

d m

essa

ges

Writ

ing

a q

uiz

Read

ing

: Mat

chin

g a

ctiv

ities

Writ

ing

: Con

tent

and

sty

le

Ga

tew

ay

to e

xam

s: U

nits

3–4

p

56

Unit 5

TV a

dd

icts

p

58Te

levi

sion

, Ad

ject

ives

d

escr

ibin

g T

V

pro

gra

mm

es

Ad

ject

ives

end

ing

in

-ing

and

-ed

▶Sl

ow

TV

I jus

t w

ant

to b

e fa

mou

s!

A re

view

Co

mp

arat

ives

and

su

per

lati

ves

less

… t

han,

(not

) as

… a

s

too

and

(not

) eno

ugh

Pers

onal

w

ell-b

eing

: Th

inki

ng a

bout

fa

me

▶TV

to

day

Talk

ing

ab

out

fam

e

Neg

otia

ting

▶N

ego

tiat

ing

Dis

cuss

ing

Slo

w T

V

Giv

ing

op

inio

ns o

n TV

an

d fi

lms

▶A

rev

iew

A v

ideo

mes

sag

e or

em

ail

List

enin

g: I

den

tifyi

ng t

he

spea

ker

activ

ities

Spea

king

: Neg

otia

ting

y

Pp

rese

pre

prer

s P sm

any

man

man

man

PPev

ee

rev

eev

evr C

sup

esu

psu

pupe

Co

nte

nts

Co

nte

nts

Co

nte

nts

B1

Co

nte

nts

Co

nte

nts

Co

nte

nts

Co

nte

nts

Co

nte

nts

Co

nte

nts

Voc

ab

ula

ryR

ea

din

gG

ram

ma

rLi

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kills

Li

ste

ning

Spe

aki

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gEx

am

suc

ce

ss

Unit 6

Pla

net

Eart

h p

70

Geo

gra

phi

cal

feat

ures

, Th

e en

viro

nmen

t

Diff

eren

t us

es o

f get

▶Is

thi

s th

em

ost

imp

ort

ant

bui

ldin

g in

the

wo

rld

?

Car

bon

and

wat

er

foot

prin

ts

A fo

rmal

lett

er

be

go

ing

to

and

will

will

, may

, mig

ht

Zero

con

diti

onal

Firs

t co

nditi

onal

The

wor

ld a

roun

d

you:

Red

ucin

g

our

ecol

ogic

al

foot

prin

t

▶Su

stai

nab

le e

nerg

y

Red

ucin

g y

our

carb

on a

nd

wat

er fo

otp

rint

Mak

ing

arr

ang

emen

ts

▶M

akin

g a

rran

gem

ents

The

futu

re o

f the

pla

net

Talk

ing

ab

out

your

futu

re

▶A

fo

rmal

lett

er

A v

ideo

or

a p

oste

r

Use

of E

nglis

h: S

ente

nce

tran

sfor

mat

ion

activ

ities

Writ

ing

: Writ

ing

in e

xam

co

nditi

ons

Ga

tew

ay

to e

xam

s: U

nits

5–6

p

82

Unit 7

Job

hu

ntin

g

p84

Job

s an

d w

ork,

Pe

rson

al q

ualit

ies

Com

pou

nd a

dje

ctiv

es

▶D

o y

ou

have

an

unus

ual j

ob

?

Tran

sfer

able

ski

lls

A le

tter

of

app

licat

ion

and

CV

Mo

dal

ver

bs

of

ob

ligat

ion,

pro

hib

itio

n an

d

advi

ce

Seco

nd c

ond

ition

al

The

wor

ld o

f wor

k:

Ass

essi

ng y

our

tran

sfer

able

ski

lls

▶Fi

lm a

nd T

V e

xtra

s

Tran

sfer

able

ski

lls

Mak

ing

pol

ite re

que

sts

▶M

akin

g p

olit

e re

que

sts

Dis

cuss

ing

unu

sual

job

s

Giv

ing

ad

vice

▶A

lett

er o

f ap

plic

atio

nan

d C

V

A d

escr

iptio

n of

tr

ansf

erab

le s

kills

Read

ing

: Tru

e/Fa

lse

activ

ities

List

enin

g: M

ultip

le-c

hoic

e ac

tiviti

es

Unit 8

Be

st

frie

nds

fore

ver

p96

Frie

ndsh

ips,

Fee

ling

s

Nou

n su

ffixe

s -n

ess,

-s

hip

, -d

om

▶A

less

on

infr

iend

ship

Lone

lines

s is

co

mm

on a

t un

iver

sity

An

emai

l of a

dvi

ce

Pas

t p

erfe

ct

used

to

Ger

und

s an

d in

finiti

ves

Pers

onal

w

ell-b

eing

: M

anag

ing

fr

iend

ship

s

▶D

isco

ver

your

sec

ret

self

Mak

ing

frie

nds

at u

nive

rsity

Rep

ortin

g a

pas

t ev

ent

▶R

epo

rtin

g a

pas

t ev

ent

Talk

ing

ab

out

frie

ndsh

ip

Dis

cuss

ing

inte

rest

s

▶A

n em

ail o

f ad

vice

A le

aflet

or

a w

ebp

age

Spea

king

: Rep

ortin

g

activ

ities

Writ

ing

: Ans

wer

ing

the

q

uest

ion

Ga

tew

ay

to e

xam

s: U

nits

7–8

p

108

Unit 9

Be

stse

llers

p

110

Fict

ion,

Non

-fict

ion

Phra

sal v

erb

s co

nnec

ted

with

re

adin

g a

nd w

ritin

g

▶Th

e lif

e o

f a

top

chi

ldre

n’s

auth

or

Prol

ogue

A s

tory

Rep

ort

ed s

pee

ch –

st

atem

ents

Rep

orte

d s

pee

ch –

que

stio

ns

Art

and

cul

ture

: En

joyi

ng fi

ctio

n▶

Bo

ok

vs. fi

lm

Boo

k d

escr

iptio

ns

A p

rese

ntat

ion

▶A

pre

sent

atio

n

Favo

urite

boo

ks

Rep

ortin

g in

terv

iew

s

▶A

sto

ry

Org

anis

ing

a b

ook

club

Read

ing

: Mis

sing

sen

tenc

es

activ

ities

List

enin

g: C

omp

letin

g n

otes

Unit 10

Log

on

p12

2U

sing

a c

omp

uter

, Th

e In

tern

et

Col

loca

tions

with

em

ail

▶Th

e co

mp

uter

that

beg

an it

all

Soci

al n

etw

orki

ng

tod

ay, n

o jo

b

tom

orro

w?

Text

mes

sag

es

The

pas

sive

– p

rese

nt

sim

ple

The

pas

sive

– o

ther

ten

ses

have

som

ethi

ng d

one

ICT:

Pro

tect

ing

yo

urse

lf on

the

In

tern

et

▶W

ikip

edia

Inte

rnet

sec

urity

Com

par

ing

and

con

tras

ting

p

hoto

s

▶C

om

par

ing

and

cont

rast

ing

pho

tos

The

imp

orta

nce

of t

he

Inte

rnet

Triv

ia q

uiz

▶Te

xt m

essa

ges

Prep

arin

g a

pre

sent

atio

n

Use

of E

nglis

h: C

loze

ac

tiviti

es

Spea

king

: Sp

ecul

atin

g

abou

t p

hoto

s

Ga

tew

ay

to e

xam

s: U

nits

9–1

0 p

134

Aa

Bb

B

Uni

t-b

y-un

it w

ord

list

p13

6 E

xam

suc

cess

p

144

Co

mm

unic

atio

n ac

tivi

ties

p

147

Irr

egul

ar v

erb

s p

149

Wri

ting

ban

k p

150

y

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lib

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Tiiiii

meetthe author

Follow the wave of Gateway 2nd edition

WHY CHOOSE

• Focus on Life skills equips students with the necessary transferible skills for life beyond the classroom.

• Flipped classroom approach by presenting grammar using videos outside the class, allows more time for in-class practice.

• Extensive exam preparation builds learners’ competence in external evaluations.

• A strong focus on study skills and independent learning contributes to students’ future success.

• Dedicated speaking and writing sections promote the development of accurate and effective communication skills.

2nd EDITION

Gateway 2nd Edition is designed to lead teenage students to success in exams. It also prepares students for further study and the working world.

In this new edition we’ve kept many of the features that have made Gateway so popular. But Gateway 2nd Edition has several exciting new features, such as the Flipped classroom videos and a new focus on Life skills. Meanwhile Gateway 2nd Edition offers brand-new, up-to-date texts to motivate you and your students.

And for all these features, new and old, we’ve refreshed the design and made it even clearer and easier to use.

I hope you and your students will enjoy teaching and learning with Gateway 2nd Edition!

David Spencer

samplematerial

Unit 7 included in

this sample

Jobs and work

aa

bbbbbbbbbbb

c

d

Vocabulary Aa Bb

84

Job hunting

Unit 7

Personal qualities

5 Complete the sentences with the words in the box.

ambitious • calm • caring • clever/bright • confident creative • fit • hard-working • patient • reliable sensitive • sociable • strong • well-organised

1 I’m a very well-organised person. I always plan very

carefully and I know exactly what I’m doing.

2 You need to be and if you

work with children because children need to know that

you like them and will help them. You also need to be and because it’s bad for

the children if you get angry with them.

3 Police officers are usually and because in some situations they need to

run fast and use force.

4 Top scientists are usually very . They can

find the answer to very complicated problems. They are

also . They need lots of imagination to

think of new ideas.

5 Philip works in a bank. He’s very – you

know that he’ll do his work well. He’s too.

He’s often the first to start work and the last to leave.

6 Susan is very good at working in a team. She’s very , she loves being with other people.

7 Firefighters need to be in difficult or

dangerous situations in order to help people.

8 Charles is really . He won’t be happy until

he’s the company director!

6 LISTENING 42 Listen to four people describing their jobs. What jobs do you think they are?

1

2 3

4

7 SPEAKING Work with a partner. Which words in 5 can you use to describe yourselves and why?

I think I’m quite sociable because I’m friendly with people in class.

1 SPEAKING Work with a partner. What are the jobs in photos a–d? Use the words in the box to help you. Check that you understand all the words.

builder • fashion designer firefighter • journalist • librarian

mechanic • nurse • plumber police officer • receptionist

shop assistant • vet

2 41 Listen and repeat.

3a Work with a partner. For each letter of the alphabet, can you think of a job?

A – architect, B – builder, C – company director …

3b Is there a letter that you can’t think of a word for? Ask other students.

4 Think of two or three jobs for these different categories. You can use words from 1 and your dictionary to help you.

1 People who work with children: teachers, au pairs, doctors

2 People who work outdoors:

3 People who do paperwork:

4 People who do manual work:

5 People who work with the public:

6 People who work in an office,

with numbers or with computers:

1 Read a message board about three people who have unusual jobs. Match each person with the correct photo. What are their jobs? Write a name or simple explanation for each one.

EXAM SUCCESS

You are going to do a True/False activity. What should you do after reading the text quickly for the first time to get a general idea?

➤ EXAM SUCCESS page 145

2 Read the texts again and decide if the statements are True (T) or False (F).

1 There are two different sides to Ryan’s

job.

2 Ryan’s job suits any type of person.

3 Ryan believes that his job can have a

positive influence on people.

4 Grace has to act in her job.

5 Shop assistants never know what Grace’s

real job is.

6 Grace sometimes writes articles in

magazines.

7 Grace never writes bad things about the

shop assistants because she feels sorry

for them.

8 Some people are trying to get rickshaws

off the roads.

9 All the personal qualities that a rickshaw

driver needs are physical.

10 The worst time to find a customer is a

week day in the winter.

3

Think! Then compare ideas with your class.■ Do you think these jobs are important

for society? Why/Why not?

4 What do the underlined words in the text mean? Guess and then check in your dictionary.

5 SPEAKING What about you?

1 What do you think of the different jobs?

2 Which of the three jobs in the text would you like to do the most? Why?

CRITICAL THINKING

In this photo I’m not the one who’s going to jump. I’m getting that person ready. That’s my unusual job, and it’s more difficult than it looks. You have to prepare people both physically and mentally. Some get really frightened so you have to make them feel confident. And you must check all the equipment very carefully. If anything goes wrong, you’re responsible. Of course, you mustn’t be afraid of heights! I like my job because I’m sociable and I can meet people from all over the world. All sorts of people come to do bungee-jumping. For some of them the jump changes their life. It makes them feel more confident, like they can do anything! It’s nice to know that by doing your job, you’re making a difference. It can be hard work though. At busy times we get 25 people jumping in an hour.

Ryan O’Connor, Wellington – 6th Mar 2.25 pm

A lot of people like shopping. Me, I’m a professional ‘mystery shopper’. It’s like being an actor, or a spy. For example, I go to a clothes shop and tell a shop assistant that I want to buy a coat. I pretend to be a normal member of the public. I mustn’t tell them who I really am. But when I finish, I have to do paperwork, answering questions about the service. Usually shops pay me to do this. The boss wants to know if the shop assistants are doing a good job. Or sometimes magazines pay me because they want to write an article comparing different shops. It’s difficult because sometimes you have to say bad things about somebody who may lose their job because of your report. But I suppose shop assistants should always treat their customers well.

Grace Simmons, Manchester – 6th Mar 3.02 pm

A

B

5

10

15

20

25

55

60

65

70

75

30

35

40

45

50

1

DO YOU HAVEAN UNUSUAL JOB?

3333333

22222222

I’m a rickshaw driver. Rickshaws are a mixture of a bike and a taxi. Two or three people can sit at the back and you pull them by cycling. Nowadays there are a lot in London. Some taxi and bus drivers say we shouldn’t be on the streets because we’re dangerous. It’s important to stay calm in this job because those drivers often shout at us. But nearly all the work is late at night, when there isn’t much traffic. You don’t have to have any qualifications to be a rickshaw driver, but you have to be fit and strong. You must be patient too because sometimes you have to wait a very long time before finding a customer. Friday, Saturday and Sunday nights are the busiest. And rickshaws are much more popular in the summer. In the winter you get cold and wet.

Gavin Henderson, London – 6th Mar 4.14 pm

C

We want to hear from you!

Reading

85Unit 7

Modal verbs of obligation, prohibition and advice

1a Look at the sentences.

a You don’t have to have any qualifications to be a rickshaw driver.

b But you have to be fit and strong.

c Shop assistants should treat their customers well.

d I mustn’t tell them who I really am.

e You must check all the equipment very carefully.

f Some say that we shouldn’t be on the streets because we’re dangerous.

1b Which sentence(s) express:

1 obligation? b/e

2 no obligation?

3 prohibition?

4 advice or a recommendation?

1c What type of word comes after must, mustn’t, should, shouldn’t, have to, don’t have to?

GRAMMAR REFERENCE ➤ PAGE 94

2a PRONUNCIATION The letter ‘l’ is silent in the word ‘should’ – we do not pronounce it. Look at these sentences. Which letters do you think are silent in each sentence? Cross the letter(s) out.

1 Firefighters should be calm.

2 You mustn’t talk to the bus driver.

3 Discipline can be important.

4 My science teacher comes to school at half past eight.

5 Fashion designers shouldn’t copy other people’s designs.

6 He works as a guide at the castle on the island.

2b 43 Listen, check and repeat.

3 Use should and shouldn’t to give advice to these people. Use the pictures to help you. Then write one more sentence with should or shouldn’t for each picture.

1 I want to be a tour guide.

You should …

2 I want to be a chef.

You should …

3 I want to be a doctor.

You should …

4 I want to be a scientist.

You shouldn’t …

4 Choose the correct alternative. If you think both alternatives are correct, choose both.

1 You must/have to learn to play an instrument if you want to be a professional musician.

2 Builders mustn’t/don’t have to work in an office.

3 Doctors mustn’t/don’t have to tell secrets about their patients’ health.

4 Do you must/have to wear a uniform in your job?

5 People who work in banks must/have to do a lot of paperwork.

6 A firefighter has to/have to work in a team.

7 An architect mustn’t/doesn’t have to be fit to do his or her job.

8 My sister must deal/deals with the public in her job.

1111 2

333333 44444

86 Unit 7

Flipped classroom: watch the grammar presentation video.

Grammar in context Flipped classroom: watch the grammar presentation video.

Compound adjectives

1 Look at these words. They are compound adjectives, adjectives made by joining two words. The two words are usually connected with a hyphen (–).

well-organised hard-working

Complete the compound adjectives in the definitions with the words in the box.

badly • blue/brown/green • easy full • good • part • right/left • well

1 when you don’t work all day or all week in your job

-time

2 relaxed and calm

-going

3 when you don’t get much money in your job

-paid

4 when you work all day and all week in your job

-time

5 when you get paid a lot of money in your job

-paid

6 with blue/brown/green eyes

-eyed

7 when you write with your right/left hand

-handed

8 attractive

-looking

9 famous

-known

10 rich

-off

2 44 Listen and check your answers.

3a PRONUNCIATION 44 Listen again and repeat. Where is the stress in the compound adjectives? Is it on the first word, the second word or on both?

3b Practise saying the words with the correct stress.

4 Which of the compound adjectives on this page can you use to describe:

1 yourself?

2 your mother/father?

3 Rafael Nadal?

5 Rewrite each sentence using a modal verb of obligation, prohibition or advice.

1 It is not necessary to have experience to do the job.

You don’t have to have experience to do the job .

2 It is obligatory for builders to wear hard hats here.

Builders .

3 It is a good idea for Frank to work in the summer.

Frank .

4 In our school, teachers are not allowed to wear jeans.

In our school, .

5 It isn’t a good idea to wear very informal clothes for a job interview.

You .

6 It is not obligatory for our receptionists to speak French.

Our receptionists .

7 It is essential for Karen to be calm in her job.

Karen .

6a SPEAKING Look at the photos and choose a job. Make a note of things you have to/don’t have to/must/mustn’t/should/shouldn’t do in this job.

ccc d e

6b Work with a partner. Describe the job. Can your partner guess what it is?

Is it a football player?

You have to work at the weekend. You have to work in a team. You should learn other

languages in case you go to play in a different country. You shouldn’t eat fast food. You must be ambitious if you want to win competitions.

Yes, it is.

RRaRaRRaRafffafafafa lelelelel NNNNN dadadadadad lalalalalal

aaaaaaa bbbbbbbbbb

87Unit 7

Developing vocabulary Aa

Gateway to life skills: The world of work

TRANSFERABLE SKILLS

88

LIFE SKILLS OBJECTIVES KEY CONCEPTS

■ To learn about transferable skills and their importance in finding a job.

■ To consider practical examples of transferable skills in daily life.

■ To assess and express your own transferable skills.

(un-)employed [adj]: When his company closed, he became unemployed and had to look for a new job. employer, employee [n]: Employers usually look for ambitious people to become their employees. problem solving [n]: She’s good at problem solving, finding solutions in difficult situations. leadership [n]: People with good leadership can motivate and organise a group of people.

Assessing your

They both need to be reliable.They both need to work with their hands.

2 READING Read the article. What are ‘transferable skills’ and why are they important?

1 Work with a partner. What skills or qualities do both mechanics and chefs need?

In the past, people left school, found a job

and then continued to do that job for the rest of their lives. So, they only learned the skills for one specific job. But nowadays, most people do a number of jobs during their lifetime. This might be because they want to change jobs or perhaps they have to change jobs because they become unemployed. Today it is still important to learn skills for a particular job, but it is also important to learn ‘transferable skills’. These are skills that we can use in not just one job but in almost any job.So, what are the most important transferable skills for the 21st century? Of course, in just about any job you need IT skills. Computers and new technology are everywhere. If you’re a shop assistant, an architect or a mechanic, you must be comfortable using new technology.

But even a highly-skilled user of new technologies needs other skills. Very few people work completely alone. So in order to be successful you have to be able to communicate well with others. Good communication is an interpersonal skill. Other interpersonal skills include leadership and teamwork. These are highly valued by employers. Can you motivate others and direct them if necessary? On the other hand, are you able to listen to and take orders from others? Can you work together as part of a bigger team? That’s important if you work for a top international bank or

S K I L L ST R A N S F E R A B L E

89

4 Look back at your lists in 1. Did you write down any transferable skills? What important transferable skills from the text could be useful in the two jobs?

5a LISTENING 45 Watch or listen to three young people talking about things they do or did in their free time. Tick (✓) the transferable skills that are part of what they do or did.

3 Read the text again and answer these questions.

1 Why were transferable skills less important in the past?

2 Who needs IT skills and why?

3 What are examples of ‘interpersonal’ skills and why are they necessary?

4 Who is maths important for?

5 What skill is important when there are situations we did not expect?

6 Do employers usually want ambitious or unambitious people? Why?

LIFE TASK

You want to consider your own transferable skills.

Follow this plan:

1 Look at a list of transferable skills on page 147. Give yourself a mark from 5 (brilliant) to 1 (poor) for each skill. Add any other skills which you have which are not on the list.

2 For all of the skills where you have 3 or more, think of an example to justify your answer. It could be based on things you do at school, in your free time or to help out at home and/or in a job, if you have one

3 Use the list and your examples to write a description of your transferable skills. You could use this when you apply for a course or a job.

if you work in a local café. Creating a good impression on customers and colleagues is essential in almost all jobs, too.

Other general skills are important too. Maths is one of them. A waiter needs to be able to count money and give correct change. Bankers work with numbers and so do shop assistants. Using your hands can be useful in a number of jobs, too. And then there’s problem solving. In any job there are situations that we are not ready for. It’s important that you can react to those situations in a positive way and find solutions.

Finally, employers are interested in your personal qualities. Are you well-organised? Are you reliable and responsible? Most employers will also look for people who are ambitious and want to continue learning and improving in their job, so that the company moves forward too. In the end, perhaps this is the most important transferable skill of all – the desire to keep learning new things. As Albert Einstein said, ‘Once you stop learning, you start dying!’

5b 45 Listen again and make a note of examples to justify your answers in 5a.

6 Work in a small group and compare your answers in 5.

Amelia Kieran Molly1 Friendly and

caring2 Good

communication skills

3 Good at motivating others

4 Good at organising others

5 ICT skills6 Leadership7 Maths and

money8 Patience9 Problem

solving10 Teamwork

Second conditional

1a Look at these sentences. Then choose the correct alternative in sentences a–c.

1 If I went, I’d meet some famous actors.

2 If I were you, I’d do it.

3 I would earn a hundred pounds if I worked all weekend.

a We use the second conditional for possible and probable/improbable and imaginary situations and their consequences.

b We use the second conditional to talk about the past/the present or future.

c We can use the expression If I were/was you, I’d … to give advice/express obligation.

1b Choose the correct alternative.

1 In the part of the sentence with if we use the past simple/would(n’t) + infinitive.

2 In the other part of the sentence we use the past simple/would(n’t) + infinitive.

3 We can/can’t use was or were with if I/he/she …

GRAMMAR REFERENCE ➤ PAGE 94

2 Look at the situations and write sentences using the second conditional.

1 I don’t work because I’m still at school.

If I wasn’t still at school, I’d work. 2 He isn’t a pilot because he can’t see

very well.

3 She doesn’t repair computers because

she doesn’t know how to.

4 I’m not a professional athlete because

I’m not fast enough.

5 I don’t work as an interpreter because

I only speak two languages.

6 We want to leave this company

because we aren’t happy here.

7 She can’t take part in the concert

because she doesn’t sing very well.

1 SPEAKING Extras are the people who appear in the background, behind the main actors in films and TV series. What do you think are the good and bad things about working as an extra? Make two lists with a partner.

2 LISTENING 46 Listen to someone talking about being an extra. Tick the ideas in your lists which they mention.

EXAM SUCCESS

You are going to do a multiple-choice listening task. In this type of exercise you have to choose one of a number of statements which corresponds to the information in the listening text. What should you do if you don’t hear the answer to one of the questions?

➤ EXAM SUCCESS page 145

3 46 Listen again and choose the correct answers.

1 Sarah doesn’t know what to do because …

a they haven’t offered her the job.

b she isn’t a professional actress.

c she doesn’t know if she likes the job they’ve offered.

2 Sarah probably won’t get a famous actor’s autograph because …

a you can’t say hello to the actors.

b they don’t allow you to ask for autographs.

c all of the actors there are just normal people.

3 Extras …

a spend more time waiting than acting.

b only work five or ten minutes a day.

c always have to repeat the same scene many times.

4 The main reason why Sarah may decide to take the job is because …

a it is quite well-paid.

b she has a cousin who works as an extra.

c she really likes historical films.

5 Evan convinces Sarah to take the job by suggesting that she should …

a speak to the director.

b make good use of the time when she isn’t actually filming.

c become a film director one day.

4 SPEAKING What about you?

Would you like to work as an extra in a film or TV series? Why/Why not?

90 Unit 7

Listening Grammar in context

4b SPEAKING Work with a partner. Take it in turns to ask for and give advice using If I were you …

If I were you, I’d look for a job.

I need money.

5a SPEAKING Look at the situations and think about what you would do in each one and why. Make notes.

1 When you arrive at school, you see that you aren’t wearing shoes. You’re wearing your slippers! What would you do?

2 You tell your best friend that you are too busy to go out tonight. Later, another friend persuades you to go out. Suddenly, you see your best friend 50 metres away, but they haven’t seen you yet. What would you do?

3 Your mother is trying on some very unusual clothes in a clothes shop. She obviously likes them. She asks what you think of them. What would you do?

4 You buy a pair of jeans. When you get home, you find a very nice jacket inside the bag with your jeans. You didn’t buy the jacket. What would you do?

5 Somebody offers to buy you a tablet if you do a bungee-jump. You really need a tablet but you are afraid of heights. What would you do?

5b Work with a partner. Compare your ideas for each situation.

I wouldn’t. The teachers wouldn’t be happy if you missed class.

I would go home again.

3 Complete the text with the correct form of the verbs in the box.

be • do • eat • look • play • put

There are some very unusual jobs!

If people (a) golf better, this first job

wouldn’t exist. Some golf clubs pay professional divers

to go into lakes and collect all the golf balls that go into

the water.

If you (b) like a famous person, you would

be able to make money. You could pretend to be the

famous person and appear at parties or in adverts or TV

shows.

Believe it or not, some people taste dog food

professionally to check that it tastes good. If I

(c) dog food, I’d be ill!

One hotel in London had a professional bed warmer.

They paid somebody to get into the bed for five

minutes and make it warm. If I (d) that

job, I’d fall asleep all the time!

Would you buy an orange if it (e) green

or yellow? Most people wouldn’t. But in some warm

places the natural colour of oranges isn’t actually

orange. That’s why some people’s job is to make

oranges orange – by suddenly making them cold or by

exposing them to ethylene gas.

If people (f) their chewing gum in the

bin, we wouldn’t need ‘Gum Busters’. These are people

who use water at high pressure to take away chewing

gum from any type of surface.

4a Look at these situations. Think of good advice to give somebody in these situations. Make notes.

1 I need money.

2 I want to work in the US one day.

3 I want to help to protect the environment.

4 I’m always tired in the morning.

5 I can’t sleep at night.

6 I make a lot of spelling mistakes.

91Unit 7

Making polite requests

4 SPEAKING Work with a partner. Take it in turns to use the table to make polite requests for information.

Could you tell meCould I askCan you tell me

ifwhatwhenhowhow muchwhat sort of person

the job starts?I can apply?you are looking for?we have to do?you need experience?the wages are?

PRACTICE MAKES PERFECT

5a SPEAKING Work with a partner. Do this role-play using the polite requests from the Speaking bank.

You are speaking to somebody about a summer job. Find out:■ the dates and wages■ if the job is full-time or part-time■ necessary personal qualities■ if experience is necessary or not.

Student A: Prepare questions to ask for information about the job at Cinerama Cinemas.Student B: You have information about the job at Cinerama Cinemas on page 148. Invent any extra information if necessary.

Yes. What would you like to know?

Good afternoon. I’m calling about your job offer in the newspaper yesterday.

5b Now change roles.

Student B: Prepare questions to ask about the job at Sports Star Camp.Student A: You have information about the job at Sports Star Camp on page 148. Invent any extra information if necessary.

1a SPEAKING Look at the adverts for summer jobs. If you were looking for a job, which would you be interested in and why? Work with a partner and compare your answers.

1b Work with a partner. Choose a job and make a list of questions that you would want to ask to find out more information about the job.

Is the job full-time or part-time? What are the wages?

2 LISTENING 47 Listen to a teenager calling about one of the adverts. Which advert is she calling about? Does she ask any of your questions from 1?

3 47 All the expressions in the Speaking bank are polite ways of requesting information. Listen to the dialogue again and put the requests in the order that you hear them.

SPEAKING BANK

Useful expressions for making polite requests

Can you tell me what the wages are?

Could I ask for some information first?

Could you tell me if the job is full-time or

part-time?

We need people to work

evenings and at the

weekend. Responsibilities

include checking tickets

and selling popcorn and

soft drinks. Watch the

latest films … free! Join our

young and dynamic team!

Phone 0181 754 6022 for

more information about

wages and conditions.

CINERAMA CINEMAS

We are looking for shop assistants for the summer. If you love fashion, we want you to join our team. Good conditions. Perfect for students. Phone 0151 897 6543 for information about how to apply.

Red Lemon Fashions

Phone 0121 977 2001 for enquiries and application forms.

ARE YOU MAD ABOUT SPORT? Would you like to spend all summer teaching sport to people from around the world? Then come and work at our international sports camp! Phone 0191 121 5533 for information about where to send CVs, etc.

A CA ADDD A

SUMMERJ O B O F F E R S

US Au pairs

SPORTS STAR CAMP

Ever wanted to visit California? Are you patient, caring and good with kids? Work as an au pair in LA this summer.

Free flights, food and accommodation!

Developing speaking

92 Unit 7

3 Read the letter and CV again and find the information in 2.

1 The Stoke Times newspaper on 10th February

4 Write your own CV. Use the CV in 1 as a model.

5 Look again at the letter in 1 and complete the information in the Writing bank.

WRITING BANK

Useful expressions and conventions in formal letters.

■ In formal letters, we write our addressand the date in the top, right-hand corner.

■ We write Mr for men, Mrs for married women

and for women when we do not

make any distinction if they are married or not.

■ We can use the phrase I

to hearing from you at the end of formal letters.

■ When we know the name of the person we are

writing to, we end the letter Yours .

■ We do not usually use in formal

letters. For example, we would write I would like

not I’d like.

6 Work with a partner. Look at this job advert. What qualities, skills or experience would be useful for this job?

A letter of application and CV

1 Read this letter of application and CV. Which summer job offer on page 92 do you think this person is replying to? Why?

You need to be sociable. Experience in a fast food restaurant would be useful.

PRACTICE MAKES PERFECT

7a Write a letter of application. Use the letter in 1, your ideas from 6, and the Writing bank to help  you.

Write a letter to apply for the job at the fast-food restaurant and:■ state which job you are applying for■ say what experience you have■ describe your personal qualities■ end your letter.

WRITING BANK ➤ PAGE 151

7b Read letters by other students. Who would you give the job to? Why?

2 Read the letter and CV again. Where does Diana give the following information – in her letter, in her CV or in both?

1 where and when she saw the job offer letter / CV / both

2 her personal qualities letter / CV / both

3 her contact details letter / CV / both

4 her hobbies letter / CV / both

5 information about her experience letter / CV / both

34 Norton Road

Stoke

S03 6HT

14th February

Dear Ms Simpson,

I am writing in response to your advertisement in The Stoke Times. I would like to apply for the job which you

advertised in this newspaper on 10th February.

I enclose a CV with information about myself, including

education and work experience. As you can see, I have

experience of working with children and I also think that

I am caring, patient and very hard-working.

I look forward to hearing from you.

Yours sincerely,

Diana Huxley

Diana

Huxley C U R R I C U L U M V I T A E

G E N E R A L I N F O R M A T I O N

Address 34 Norton Road, Stoke, S03 6HTTelephone (home) 0342 455 3212Telephone (mobile) 632 12 34 56Email dhuxley@anynet.uk

E D U C A T I O N A N D Q U A L I F I C A T I O N S

Green Coat School, Stoke

A levels in Economics (Grade A), Sociology (Grade B) and English (Grade B)

W O R K E X P E R I E N C E

March 2013 – March 2015

Part-time teaching assistant at Sunnydale Kindergarten, StokeJuly – August 2012

Helper at Green Valley Summer Camp, Brighton

I N T E R E S T S

Cookery, SurfingGood knowledge of computers – MS Office, PowerPoint, Excel, Word

JOB OPPORTUNITY

Email a letter and CV to Gary Daly gdaly@21stcenturyfood.co.uk

We need waiters and waitresses to work in our new, 21st century

fast-food restaurant. Are you friendly? Are you fun? You are?

Come and work for us!

Developing writing

93Unit 7

94 Unit 7

Grammar reference

should, shouldn’t

Second conditional

have to, don’t have to

FORM

Affirmative Police officers have to wear a uniform.

Negative Teachers don’t have to wear a uniform.

Question Do police officers have to wear a uniform?

Short answers Yes, they do./No, they don’t.

USE■ We use have to to talk about things which are

obligatory or necessary.■ We use don’t have to to talk about things which are

not obligatory or necessary.

FORM

Affirmative You must switch off your mobile phone in class.

Negative You mustn’t use your mobile phone when driving.

USE■ We use must to talk about rules, regulations, and

obligations.■ We use mustn’t to talk about prohibitions.■ Must is not very common in the question form.

We usually use have to.

FORM

Affirmative You should arrive on time.

Negative You shouldn’t be late.

Question Should I wait outside?

Short answers Yes, I should./No, I shouldn’t.

USE■ We use should and shouldn’t to give and ask for

advice and recommendations.

must, mustn’t

FORM

If + past simple, … would/wouldn’t + infinitiveIf I knew about cars, I’d become a mechanic.If we didn’t listen, we wouldn’t understand his explanations.If I was a millionaire, I wouldn’t know what to do with my money.The past simple comes in the part of the sentence with if. Would does not appear in this part of the sentence.If I would need help, I would call you.The part of the sentence with if can go at the start of the sentence or at the end. There is no difference in meaning. However, if the part with if goes at the start of the sentence we must use a comma before the second half of the sentence.If I had a bike, I’d cycle to school.I’d cycle to school if I had a bike.

■ We can use were instead of was with if.If I were/was a millionaire, I would give money to that charity.

USE

We use the second conditional to talk about imaginary or improbable situations and their consequences.The imaginary or improbable sentences are in the present or future, NOT in the past.If I found money in the street (imaginary present situation), I would give it to the police (the consequence of this situation).

We use If I were you, I’d …, to give advice and recommendations.If I were you, I’d study more.

 1 Jobs and work  architect • builder • company director • fashion designer • firefighter • journalist • librarian mechanic • nurse • plumber • police officer • receptionist • shop assistant • vet

 2 Personal qualities  ambitious • calm • caring • clever/bright • confident • creative • fit • hard-working patient • reliable • sensitive • sociable • strong • well-organised

 3 Compound adjectives  badly-paid • blue/brown/green-eyed • easy-going • full-time • good-looking part-time • right/left-handed • well-known • well-off • well-paid

 4 Other words and phrases  ➤ page 140

Vocabulary

Language checkpoint: Unit 7

95Unit 7Total: / 40 points

Grammar revision

should, shouldn’t, If I were you / 5 points

must, mustn’t, have to, don’t have to / 7 points

Second conditional / 8 points

1 Choose the correct alternative. If two alternatives are correct, choose both.

1 People must/mustn’t/don’t have to make a lot of noise in a hospital.

2 You must/mustn’t/have to study a lot to be an architect.

3 People who work in a bank doesn’t have to/don’t have to/mustn’t wear a uniform.

4 You has to/have to/must know how to use a computer to work in a bank.

5 Visitors to the museum mustn’t/must/don’t have to take photos. It is prohibited.

6 A professional football player mustn’t/doesn’t have to/don’t have to work in an office.

7 You must/don’t have to/mustn’t drink and drive.

2 Choose the correct alternative.

Sam: I want to work in the US. Can you give me some advice?

Tanya: You should (a) look/to look for job adverts on the Internet.

Sam: (b) I should/Should I send my CV?

Tanya: Yes, if I were you I (c) sent/would send a letter and a CV by email. But you (d) should/shouldn’t worry if it takes a long time for an answer. They probably have hundreds of people sending CVs. If I were you, I (e) would/should be patient.

JOBS AND WORK / 8 points

1 Complete the jobs with vowels.

1 j r n l s t 5 r c p t n s t

2 b l d r 6 v t

3 p l m b r 7 f s h n d s g n r

4 s h p s s s t n t 8 m c h n c

PERSONAL QUALITIES / 6 points

2 Complete the sentences in a logical way.

1 Alex is very ambitious because .

2 He’s very reliable. He .

3 She’s very caring. Do you remember when she ?

4 Dean is very sociable. He always .

5 When you’re creative, you .

6 If you are very bright, you .

3 Write sentences in the second conditional.

1 I/see a bear ➤ take a photo of it

2 my brother/be angry ➤ shout

3 my parents/win the lottery ➤ give me a present

4 I/not have a pen ➤ ask my friend for one

5 we/not have a TV ➤ talk more

6 he/not be very good at football ➤ not play in the

first division

7 I/live in Italy ➤ speak Italian

8 we/have wings ➤ be able to fly

COMPOUND ADJECTIVES / 6 points

3 Complete with the appropriate word.

1 a job which gives you a lot of money:

well-

2 relaxed and calm: easy-

3 famous: well-

4 when you write with your right hand:

right-

5 attractive: good-

6 when you work all day in your job:

full-

Vocabulary revision

samplematerial

Unit 7 included in

this sample

58 Unit 7 I can talk about jobs, work and personal qualities

3 Find adjectives in the word search and match them with the correct synonym or definition.

K H A Z L Z S Z F N G W

X F R M Q C A R I N G Z

I C M D B R V I O M K C

K R R R E I C R L F E L

B E M E P J T A D S W E

U L T P A S C I G B A V

W I K O E T G L O G Y E

P A Q O X D I K Z U U R

Y B F W T N F V W W S Q

A L W A W A H I E P I C

U E W R I G N K T P C D

S O C I A B L E T E K R

1 with lots of imagination and new ideas

2 healthy

3 can lift heavy things

4 intelligent

5 kind, helpful and sympathetic to

other people

6 a friendly person who likes being with

other people

7 somebody you can depend on

8 somebody who doesn’t easily get

excited, worried or angry

9 somebody who wants to be the best

VOCABULARY EXTENSION

4 Write the nouns for these adjectives.

1 ambitious 4 creative

2 confident 5 strong

3 reliable 6 fit

5 Complete the sentences with nouns from 4.

1 Even with all my , I couldn’t lift it.

2 You need a lot of to stand on a

stage and talk to lots of people.

3 My is to become a famous singer.

4 If I’m going to run in the marathon, I need to

improve my .

5 My brother is an artist and his paintings show a lot

of .

1 Complete the jobs with the missing vowels (a, e, i, o, u).

1 2

3333 44

5555 6

1 r c p t n s t

2 b l d r

3 s h p s s s t n t

4 m c h n c

5 f s h n

d s g n r

6 j r n l s t

2 Look at the person in the photo. Do you think the sentences about her job are True (T) or False (F)?

1 She works with children. T / F

2 She works indoors. T / F

3 She does paperwork. T / F

4 She does manual work. T / F

5 She deals with the public. T / F

6 She travels a lot. T / F

7 She works with numbers. T / F

8 She works with a computer. T / F

Vocabulary Aa BbB

Job hunting

59I can understand an article about a job Unit 7

2 Read the blog again and decide if the statements are True (T) or False (F). Write down the number of the line where you found the answer.

1 Sarah creates sculptures of different sizes. T / F

2 Sarah wasn’t interested in art when she

was young. T / F

3 She has worked as a full time cheese

sculptor since 1981. T / F

4 She became a cheese sculptor by chance. T / F

5 Sarah only works in the US. T / F

6 It sometimes takes Sarah ten days to finish

even a simple sculpture. T / F

7 Sarah quite often makes mistakes when

she’s carving in front of other people. T / F

8 Cheese sculptures last longer than we

think they do. T / F

9 Sarah creates cheese sculptures to

encourage people to eat cheese. T / F

3

Which of the statements are facts (F) and which are opinions (O)?1 Cheese sculptures can last a long time

in the right conditions. F / O

2 Cheese sculpture is more interesting than a TV commercial. F / O

3 There aren’t many cheese sculptors in the world. F / O

4 Cheese sculpture is a form of advertising. F / O

5 Butter sculpture is more difficult than cheese sculpture. F / O

6 Wisconsin Cheddar is a good cheese for making sculptures. F / O

4 Match the underlined words in the article with the definitions.

1 an artistic object that you make by

shaping different material

2 make bigger

3 cutting a shape

4 opportunity or possibility

5 try something

6 choice

7 a mineral in cheese that is good

for bones

8 an area of work that you choose for

your future

CRITICAL THINKING

1 Look at the photo. What do you think the animal sculpture is made of? Read the article to check your answer.

a gold b stone c cheese

For most people, cheese is something you should eat to get your calcium. But not for Sarah Kaufmann. Sarah

looks at cheese in a completely different way. She is one of a few people in the world who have a very unusual job. Sarah is a cheese sculptor from Wisconsin in the US. Sarah spends her days designing and carving cheese into statues! Sometimes these sculptures are enormous, like a 137-kilo gorilla she once created, or quite small – she also makes little sculptures, like violins, for weddings or other special events.

But how did she get such an unusual job in the first place? It’s not the most common option when students are thinking about a career! Sarah was always an artistic child and she did an art course at college when she left school. She eventually became the creative director of a dairy company and she employed people to carve cheeses. She thought it would be a good way to promote the cheeses. Then, she decided to have a go at doing the sculptures herself and found she loved it. Sarah started carving cheese in 1981. By 1996, her sculptures were so popular that she had to give up her regular job and start sculpting cheese full time. Now she travels all over the world creating cheese sculptures for food fairs, supermarkets and other special events.

Carving cheese is not an easy job. Sarah has to first design the sculpture on paper. Then she must enlarge the drawings and copy them to make the sculpture. If it’s very large or complicated the work might take up to ten days to finish! Sometimes she has to do this in front of an audience and she mustn’t make a mistake. But Sarah rarely does. She’s very good at her work. We imagine that a sculpture made of cheese won’t last very long but surprisingly one of these can last up to seven or eight weeks. Of course it shouldn’t be in a warm place. Sarah’s cheese of choice for sculpting is Wisconsin cheddar because it’s quite hard and salty and it doesn’t have to be in a fridge. It’s also very tasty. Sarah sometimes works long hours – 10 to 12 hours sculpting, but she keeps going. She doesn’t have to stop work to eat either, because she can just eat the cheese!

But why do people make sculptures out of cheese? Apparently, it’s all about educating and informing people of the benefits of eating cheese – an unusual form of advertising! But, it’s much more interesting than a TV advert about cows and farms, isn’t it? If I had the chance, I would love to try it! There’s another professional job connected with carving food into sculptures and that’s butter sculpture. Now, that might be a little more difficult!

5 10

15 20

25 30 35

40 45

A SMELLY JOB?

Reading

60 Unit 7 I can use modal verbs to talk about obligation, prohibition and advice

4 Complete the sentences with should or shouldn’t.

1 People use violence to solve their problems.

2 You take medicine when you aren’t ill.

3 You help your friends when they have problems.

4 When you’re bad at something, you practise to get better.

5 People switch off their mobile phones in the cinema.

5 Circle the correct alternative. Sometimes two are correct.

1 Children has to/have to/don’t have to go to school.

2 You must/mustn’t/don’t have to copy in exams.

3 Doctors must/mustn’t/have to work hard.

4 You has to/have to/must wear smart clothes if you work in a bank.

5 Hospital visitors mustn’t/must/don’t have to talk in a loud voice or shout because it is prohibited.

6 You must/don’t have to/mustn’t use a mobile phone in a petrol station.

GRAMMAR CHALLENGE

6 Find and correct a mistake in each sentence.

1 Children under 15 must to go to school.

2 This exercise is optional – you mustn’t do it.

3 If you’ll break the rules, you’ll get punished.

4 You should to do extra work if it’s difficult.

5 Students haven’t to wear a uniform in our school and so you can wear what you want.

6 If you have to doing it now, I’ll help you.

7 You musn’t drink and drive – it’s illegal.

8 You don’t have to open the car door when the car is moving.

9 You should eat chocolate just before you go to bed because it isn’t good for your teeth.

1 Read the sentences and choose the alternative which describes the meaning of the sentence.

1 Wisconsin Cheddar doesn’t have to go in the fridge. obligation/no obligation

2 Sarah has to enlarge the drawings. obligation/prohibition

3 You should eat cheese to get calcium. recommendation/obligation

4 A cheese sculpture doesn’t have to be very big. no obligation/prohibition

5 You must try your best. obligation/prohibition

6 You shouldn’t leave cheese in a warm place. prohibition/advice

7 You mustn’t get distracted when you’re carving. no obligation/prohibition

2 Write complete sentences using the prompts below and the correct form of have to or don’t have to.

1 Normally teachers/wear a uniform.

2 Normally a firefighter/wear a uniform.

3 I/go to school on Sunday.

4 A receptionist/know how to use a computer.

5 Builders/wear hard hats.

3 Complete the sentences with must or mustn’t.

1 You write carefully in exams.

2 People make a lot of noise inside hospitals.

3 Students use mobile phones in class.

4 Professional musicians practise playing their instrument.

Grammar in context

61I can understand people talking about jobs Unit 7

3 28 Listen again and decide if they agree (A) or disagree (D) about these things.

1 They have to make the right decision now. A / D

2 The boy should study computer science. A / D

3 A well-paid job is important. A / D

4 The girl should study drama. A / D

5 Acting is badly-paid. A / D

VOCABULARY EXTENSION

4 Match these words to make compound adjectives. Then match them with the definitions (a–f). Use your dictionary if necessary.

1 self- dressed

2 open- fashioned

3 well- reliant

4 bad- minded

5 old- respected

6 well- tempered

a open to new ideas and different opinions

b not modern

c people have a good opinion of you

d you get angry often or quickly

e able to do things for yourself and not

depend on other people

f wearing good clothes

5 Complete the sentences with the compound adjectives from 4.

1 She’s very , but that’s

because she spends all her money on clothes.

2 I like him because he’s very . He listens to you and

thinks before he says yes or no.

3 She’s very independent and . She doesn’t think her

parents have to do everything for her.

4 My older brother is so .

He always shouts at me, and for no reason!

5 She’s a writer. Lots of

people have bought her books and admire her

work.

6 I think she’s quite . All her

clothes are long and look like my grandmother’s

clothes!

1 Complete the crossword.

1 2

3

4 5

6 7

8

Across

1 He’s the first person to arrive at work and the last

person to go. He does more than anybody else.

He’s very hard- .

4 They’re a very attractive couple. She’s very beautiful

and he’s good- .

6 You’ve got the pen in your left hand. Are you

left- ?

8 She’s the director of a large multinational company.

I’m sure she’s well- .

Down

2 You should be more relaxed and easy- .

3 That teacher only teaches two lessons a day. He’s

part- .

5 She’s well- . She always knows where she

should be and what she has to do.

7 People from Northern Europe sometimes have blonde

hair and are blue- .

STUDY SKILLS

How do you learn new vocabulary? Which do you think is better: revising for a long time just once before an exam or revising for a shorter period more frequently?

➤ STUDY SKILLS page 95

2 LISTENING 28 Listen to the dialogue between two friends and answer the question.

What is the main focus of their discussion?

a which job is best paid

b what they should study at university

c what jobs their family members do

AaDeveloping vocabulary and listening

62 Unit 7 I can use the second conditional

6 If John was faster, he (play)

football better.

7 They’d leave the restaurant immediately if they (not like) the food.

8 If I knew the answer, I (tell)

you.

9 If I (find) money in the street,

I’d try to find out who it belonged to.

10 I’d buy that coat if I (have)

enough money.

11 If I were you, I (ask) the

teacher to explain the homework again.

GRAMMAR CHALLENGE

5 Rewrite the sentences using the words given. Do not change the meaning.

1 It’s a good idea to stay at home and revise this evening. should

and revise this evening.

2 It isn’t necessary to give this homework in tomorrow. have

We

this homework in tomorrow.

3 Eating in class isn’t allowed. we

in class.

4 I’d like to be rich and go round the world. if

round the world.

5 My advice is to go to bed early. if

to bed early.

6 You should buy your mum a present to say thank you. would

If I

to say thank you.

7 It’s too cold to go to the beach today. enough

It’s

to the beach today.

8 Apples are healthier than crisps not

Crisps

apples.

1 Match the halves to make sentences.

1 If you were good at computer science,

2 If I were an actor,

3 I’d study that course

4 If I had a summer job,

5 I’d change my job

a I would enjoy every day.

b I’d have to get up early in the holidays.

c if it were shorter.

d if I didn’t enjoy it.

e that would be a great choice.

2 Look at the sentences in 1 and decide if these rules about the second conditional are True (T) or False (F).

1 The second conditional talks about improbable and imaginary situations. T / F

2 The second conditional talks about past situations. T / F

3 We use would in the half of the sentence with If. T / F

4 We can use was or were with If I/he/she. T / F

5 The half of the sentence with If always comes first. T / F

3 Circle the correct alternative.

1 If you aren’t/weren’t my brother, I’d be really angry.

2 If it was hot all year, I won’t/wouldn’t go out.

3 If I were/am you, I’d buy a new mobile phone.

4 If they didn’t/don’t have a pet, they’d be able to go away in the summer.

5 We would/will enjoy the concert more if we knew the songs.

6 They would/will continue running if they didn’t get tired.

7 I’d do what he said if he was/is my boss.

8 TV would be better if there aren’t/weren’t any adverts.

9 If I could/can sing, I’d start a band.

10 If you went out more, you won’t/wouldn’t be lonely.

4 Complete the sentences with the second conditional form of the verbs given.

1 If I (have) a problem, I’d call

you.

2 If the bus didn’t come, we

(walk).

3 I (not be) happy if my parents

didn’t let me go out.

4 You wouldn’t learn much if you

(play) computer games all day.

5 If you (learn) to speak a new

language, it would help you find a job.

Grammar in context

63I can make polite requests Unit 7

DESCRIBING PICTURES

4 Look at the photo and write your answers to the questions in your notebook. If you’re not sure of something, use I think and/or I imagine.

1 Who can you see in the photo?

2 Where are they?

3 What are they doing?

4 How do you think the people are feeling? Why?

5 LISTENING 30 Listen to a student talking about the photo. Complete the text.

There are four people (a) the photo.

Three of them are sitting (b) a table in a

restaurant and they are ordering a meal. The waitress

is writing (c) their order. I think it’s

lunchtime (d) they’re wearing summer

clothes that you wear (e) the day time.

I think the waitress is a student in her summer holidays.

(f) she wants to earn some extra money.

I think the people at the table are feeling happy

because (g) they’ve been shopping

and they’re having a break. They’re (h)

hungry, too! The waitress doesn’t look very busy

(i) she’s probably enjoying her job. It’s

not a very well-paid job, but (j) you are

good, the customers leave you tips.

6 SPEAKING Now look at the second photo and answer the same questions.

STUDY SKILLS

What should you do if you notice you are making mistakes when you are speaking?

➤ STUDY SKILLS page 95

1 Put the words in order to make polite requests.

1 me you starts Can tell job when the ?

2 if I need Could you any ask experience ?

3 you tell me apply how Could I can ?

4 we you do me tell to what have Can ?

5 Could the wages I ask what are basic ?

6 you me tell Can address your what is ?

2 Complete the dialogue with the requests from 1.

A: Good afternoon?

B: Good afternoon. I’m calling about a job that was

in the newspaper yesterday. Could I ask for some

information?

A: Certainly.

B: Thanks. (a)

A: Yes. It begins on 1st July and it finishes on 31st July.

B: Oh, I see. (b)

A: Well, you have to give some sports lessons in the

morning, and in the afternoon you take children on

excursions.

B: I see. (c)

A: It’s not essential, but we prefer people who’ve done

similar work before.

B: I understand. (d)

A: It’s £250 a week, and lunch is included.

B: (e)

A: You just need to send us a letter of application and CV.

B: That’s great. (f)

A: Yes, it’s …

PRONUNCIATION

3 29 Read the questions and circle the words you think are stressed. Listen and check. In the questions is can pronounced with /æ/ or /ə/?1 Can you tell me when the job starts?

2 Could I ask if you need any experience?

3 Can you tell me how I can apply?

4 Can you tell me what we have to do?

5 Could I ask what the basic wages are?

6 Can you tell me what your address is?

Developing speaking

64 Unit 7 I can write a letter of application and CV

6 Read the advert and write a letter of application for the job.

1 Read the letter of application on the right. What type of job do you think Benjamin wants?

a teaching tennis to adults

b organising tennis competitions

c organising sports and games for children

2 Circle the correct alternative in the letter on the right.

3 Put these headings in the correct place in the CV.

1 Interests

2 Education and qualifications

3 General information

4 Work experience

4 Now put these specific titles in the correct place in the CV.

a Address:

b Email:

c Telephone:

5 Take a piece of paper and write out your own CV. Use the completed CV on this page as a model.

Benjamin Martin

(a)

1 12 Sefton Street, Sunderland, SU7 8BV

2 (mobile) 0567 123 4567/ (home) 651 10 11 12

3 benmart@binter.com

(b) .

Summerfield School, Sunderland

(GCE) A-levels in English Literature, French and Economics

(c)

JULY 2013

Worked at Foxton Tennis Club giving lessons to 5–10 year olds

JULY 2015

Worked at Knightley Tennis Club as assistant

(d)

Tennis

ReadingGood knowledge of computers

CURRICULUM VITAE

12 Sefton StreetSunderland

SU7 8BV7th February 2015(a) Dear/Hi Ms Nicholson,

I am writing (b) in/for response to your advertisement in The Birmingham Sun. (c) I’d/ I would like to apply (d) at/for the job which you advertised in this newspaper on 5th February.I (e) give/enclose a CV with information about myself, including education and work experience. (f) Like/As you will see, tennis is one of my main hobbies. I have (g) experience/interest of giving tennis lessons and of working with children. I also think that I am patient, (h) good/well-organised and (i) hard/fast-working.

I look forward to (j) hearing/hear from you.(k) Yours sincerely/Love from,Benjamin Martin

Do you have some free time in the summer holidays and want to earn some money?

We are looking for three young people to be guides on our tour buses of the town. You will need to be interested in history and able to speak another language.

Send a letter of application with your CV to Norris Tours, 3 Church Lane, Southford, SU64 7FD

Developing writing

65Grammar and vocabulary revision Units 1–7

Vocabulary

1 Complete the sentences with the correct jobs.

1 There’s water coming through the ceiling! Call a .

2 The car won’t start. We need a .

3 We want a new wall in the garden. Dad’s employed a .

4 When you get to the hotel speak to the .

5 I want to change this shirt I bought yesterday so I’ll

talk to the .

6 Our cat isn’t very well so we have to take him to the .

2 Match these words to make compound adjectives. After each compound adjective, say if it describes a person (P) or a job (J).

going handed looking paid time working

1 hard- P / J 4 right- P / J

2 easy- P / J 5 good- P / J

3 part- P / J 6 well- P / J

3 Complete the adjectives about personal qualities with the missing vowels (a, e, i, o, u).

1 mb t s

2 c nf d nt

3 cr t v

4 s ns t v

5 f t

6 cl v r

4 Complete the sentences with the correct adjectives.

1 Connor enjoys looking after other people. He’s very

c .

2 Jacquie never gets worried, she always remains

c .

3 I love going out and meeting other people.

I’m s .

4 You can depend on me to do everything you ask.

I’m r .

5 Mollie expected to get 90% in her test, but she only

got 50%. She’s d .

6 Mark fell over during the football match. His leg is

b .

7 I’ve got a cold and my throat is very

s .

8 I was so sad at the end of the film that I cried. It was

very m .

Grammar

1 Complete the sentences with doesn’t/don’t have to or mustn’t.

1 I finish this homework before

Monday so I can relax now!

2 You park there because it’s

where the headteacher parks his car.

3 We wear a uniform.

4 My dad give me a lift to college

because I’ve got my own car now.

5 I go to bed late tonight because

I start work early tomorrow.

6 Kay be late again today.

2 Complete the sentences with the correct form of should, have to, will, might.

1 I apply for college next week, but I

don’t know which subjects I choose.

2 It rain later so you take

an umbrella just in case.

3 If I don’t get this job, I don’t know what

happen. My dad says I worry, but I do!

4 I fill in a job application. Can you help

me?

5 My sister get up early for her new job.

But I get up until 9.30!

3 Complete the sentences with the correct form of the verbs given.

1 If my brother (come) home

late I always (wake up), even

if he (be) very quiet.

2 I (go) to university if I (get) the right grades in my

exams next month.

3 I (not work) in an office even

if you (pay) me an enormous

salary!

4 If I (not have) a job

I (sit) at home and watch

daytime TV all day.

5 It’s my birthday next month. If

I (have) a party, (you help) me organise it?

Revision: Units 1 2 3 4 5 6 7 8 9 10

KEY COMPONENTS

For Students

For Teachers

Teacher’s Book Teacher’s Resource Centre

Presentation Kit

Test generatorFlipped classroom and Life skills videos

Student’s Book

Workbook

Digital Student’s Book

Online Workbook

Student’s Resource Centre

Sounds app

With carefully selected vocabulary and phrases from the course

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