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Student's Book
Kathy Gude
&
Michael Duckworth
OXFORD
Unit
7
l:o",,,,unk~/on
Reading and Vocabulary
Thel~l\~
Grammar 1
The
present Slmple
aoo
the
presenl
Conlln~
I
Listening and Speaking
<;<;ning the message
~,
R:
M.tciling
h""dio&5:
«)mprehen'>ion
quesllon~
Ex2Im
training:
Matej]jng
h"adin~
10 parllgrilphs
V,
Verb',
,ay.,olt.l(J<:ok
or
lr/r>
4
L:
Telepoone m=se';
.~.lcI,ing:
HOle-toking
Ex.1m Il3inilll:
M.ldling
The
mea~lns
of
words; Ameri«ln
E"gli~h
and
British Engli3h
F: T
n
g
abou
t
rooming:
Aski
ng
lor
in
forma
li
011
,lIu
Pag~
4
6
&
Z
The
bigti",e
SUcces$
,R:
Choosing
a
title:
Tru~
or
f,ise:
Multiple
cboice
'Eam
lnlnlng:
Reading lor
specifi<
inlormation:
Multiple Iholce
Y: Opposite mecninss:
Word
10rm~tiQn
The
pas!
simple and
the
JM~1
conl,nuous
P:
,IV, Idl
or
Jld'
A
!!IC\(Y
b
rea
kl
Le
fl\!eOf
f~[>e:
Compleling
f)()!\.",\
Exam
t"'ining:
True
or
t~l5e
P; SI
ressM
words
~:
films
F:
upr""ing
smferenee~:
M<lking
,u~olions
20
Page
16
16
Wild chlld
'R:
Reading
lor gener.ll
meaning:
Mi~ing
Sf.Olenc.es
Ellam
O1llning:
Rl:3ding lor
g<'nrralllleaning: Missing
sentenlb
V:
Phra..<o"ilh diHe/enl
meJni~:
ph,;)",1
I'e,b$
(onnec1ed "'ith
Iht
lamil)': Collocation\ with
g~13nd
ma~
18
Comparath-e;
~nd
lUjl('r1<'lti,-es
3
Ho",e Qnd.,-u",ily
F:unlly relatlomhil»
L:
frueo,f~lle
Ex:!.m
II<I(nlng:
frve
or
lal~
s:
J.l
P:
Word<,(r~
Understanding
a(IYcrli.\cmcn~
F:
P~ooading;
Making
m~nsernen15
P3ge 30
30
34
•
BodYQndsoul
The
troth
aboull~lIng
alnld
R:
Mdl(
Iling
h&~dings; (omp,cl1cn~on
QUe5Iions
bam
lraining:
Matching heading,
to
paTagl;lph>
v-.
SyronYffi\: Alljecti"e:\
wilh
-cd
and
-irtg;
E:<tl\'R1eadje\liw,>
The prc:<cm pcrle({
Taking
(are
of
YOIlOeIl
~
MulliplNhoicc
qUCj(ions
E.um t",'"ing;
Multiple-choice
que,lions
S-o!lftdblte>:
II~el hn~
S:
food:
Likes
ono
disl
ik~: S.~lin8
up
a
,nJ,'
lJJ(
F: Talking dboUllikl1 and
dillikl'S,~ PcrW~ding
olhm
10
~gree
Page
42
42
fJ<t"'rIlew..,lI..,
R:
Reading
lo(
~pe(ifi,c
inlonllation: Matching heJding:.
'I:
Nounl:
EO\'iron'Tl\'ntal
problems
44
46
A
<IellOle balance
5'
The
lIVorldahead
FUllue
10rl11s
L:
P:
S:
f:
.\
lYelIlher 'IOI1'c3sl:
M~I(hillg
Silenlll'tIC'S
GJeen
living:
MJlcim:
predictiom:
l;)lkinS
.]IXM
Ihe
futllre
PlJllning and
fllJkil1l,
~rr.'w'rn~n:~
P:lge
56
~6
58
60
Ii
'Nel/Vhorlzons
A
golden
oppor1unlty
R: True
or
IIlIS/1
V:
OP~le:\:
What's
Ill<'
diflcrcnce':
\\\)nh
wnnl~-"~
witl1\\llrk
The prcscnl pcrl.xl
conlinuous
SUt'ihl31
l:
Completing
nOI0:-5;
Mal(hin~
~ounoblle-l:
Pure
11,0,,,-;
~:
finding
J
p;)l1timc
job
f:
Giving
ad\,jc~and 'cspondi~g: E~c1k1I1gjI13
irl!olnl<llion
P~ge
68
68
:{1
70
7Z
Glan'
stride!
L:
5eflltnu,
Ulmplclion: Trueo,
lal~e
(and
error
wm.,\T1on)
Eum
t.-.inini'
Scnl~n(e
completion
S: Talkingaboullrce
lime
SaundbUtl:
I
"ani
10
~,..ak
Irer
8~
let'\.
'~Yisc
Unill 5
and
6
7.A
sportingll-,e
The JomaiGlII boblleilh ltam
It:
P1ed,cting
conlcnl:
(omprthell"iion
qU('\lion>
V:
woros<onl)fCled
wilh
sport;
Compound
no~,\\:
Mvc(/)-;
of dtji,ree
The past
perlect
Pllge
82
82
It:
Tme or
M
(o~dirionafl
If
Strange but true
Ghoslly figu res
(JI,e;
MIlKhing information: Ulmp,chenslOll
Maiming
inform~tion
v:
II'h"1'\ Ihe
differencc'; Ncg;llr.", pfcfixe"
Qu~ions
():3m
Ir'alning:
The
(,llling
cow
L:
True
or
IJI~
land mo, <o".oioo): MlllriDle-<hoice
~u"lliorrs
Exaf1
lrajning;
Try"
L'I
f"t..e
P:
saTtl<!
lOund .
dilfN,:nt
SlIelllng
S:
(.ood
luck Jnd
baclluck,
Gi",ng
an "((Qunl
f:
r)i\(~~ing
lopj<:>;
Moklng
)'Qur
slory
more
rlll~r61jng
Page
94
94
'm'iJiThi
96
98
9 Ogtosee
the
",,"orld
"n unuiu.allour
of
London
R:
CompleTing
information: MIlI(hing
V: Verb, and phldS<ll
\-elb>;
TrIlvcI
nouns: WOrdS
COIlnec1ed
"'i\h loa>'t1
Reponed
spCC(h
I,qud onO
denl
l;
Mnoun~~l~nt'i;NOINakin~,
.\Iulliple-dloke
s:
questions
Planning"
holld.!y:
l\ooiOng
a holiday:
lcllinst someone
'haUL
a
hGllddy
Page 108
108
fhe
legal age
R:
True
or
lo!se; Matching
Eum
trainin&,
Ke','
\\'O,d5
V: Ph
r:l '"
IWlbl:
Preposi\ io n' and
rjm~
110
112
70.,..ilestones
The ,O<lssive
lime for a
ch~nge
L:
PrediCling concem: Mulliple choice
Exam
training:
Multiple (hoice
s:
Tu'ni~g
point5
12t1
122
lZ4
R:
,eading; V: YO<abulal'l, l: Ibtening;
s:
speaking, F:
functions;
G:
G.ramma,
, (ulture focus/Grammar 2
•
(Of
I,
(Oll't
Writing
Writing an informal emall
Di<!"nt fr;enlh
Exam
trainillt
Informal emails
Word focus
Verbs
\l'ord~
Reading for pleasure
love story
by Erich Segal (",told
by
Rosemary Border)
history of English
or
!,Iol)
be oble to
lOIlne<ted
with
studying
learning a language
Languago and
~lioll~lities
Messages
and notes
o
Srilish
cinema
6:
~J1irlel
12
Writing a
biOlJ3phy
A~r'sl[je
15
OppOlile meanillgl
Success
Types
of movies
Show business
The
audience
Meanings of
make
26
Phra~
with ditterent mNnings
Phralal velbs (onne<ted \«l(h (he family
gel
or
moke?
Family
relationships
A
man of the
se.s
by Ouisline Lindap
24
27
'~cial
diY'
In
the USA
, Relath-e pronouns
Wrlllng
a
sludent mag;uine article
A
\'ery
special day
The _
diary 01
Adrlan
Mole
by
Sue
lown","d
33
40
· 'ng
in the
extreme: Alaska
• T e pmenl perfecl or
the
past simple?
Wrlllng an Informallemr
News
from hospit.,1
S)'nol1'Jms
Adje<th-es
\\~th
-<iJ
,lnd
,ins
Extreme
adjeai\oes
Parucf lhe
y
A
balanced
diel
MNnings
of
do
52
NOU05
11
wea~1
fOIt'(w
Fnnktnstcln
by Ma'Y Shdky (relOld by Palrick Nobes)
50
53
" muse
musltl'/, haw
/0
and
Ix:
not o/Iowa!
/0
South
Africa: Kruger National Park
Writing
a
posturd
Wish \'Ou \\'('re- llele
A
ghost
I
n
love
by Mi(had Dean
Geographical
fNlUI~
The environment
67
&:IU(Jlllon UK style
" ·ll1g
(orllls
Writing a letter 01 appliation
and
a
CV
I
need a
jobl
Opp4»il~
What's the diHc,€nce?
~tJrtill8
OUI
The
thirty-nine
iteps
by
John Budlan [rei
old
by
NICk
Bullard)
Ex,lffiS
.,
Phr3~,1
I<:/M wilh
look
76
78
" IP01tS lepar,
Sports,
plal'tll
and
pl~c~
Alh'erbl
and
adjc<,ivcs
Whal' Ihe difference?
Free-lime aC1;vi';<1
JaJo.'s trial
bY
Vemon
Scan
nell
A'
girl called
Gor
den
byQ;r"id Batoon
93
Wrltl
ng
an artlde
Sport.s
for
Ihe
family
90
92
\\'h.'l,'~
onckrful plaus
" should. ought co
and
shouldn't
Wrlllng
a
story
Ghosts
lhe difference'
Prefixes
Dexr,bing pe1)ple
The
hound of the Baskervlllcs
,
by
Arthur wnan
Ooyle (retold
by Patri(k Nobcs)
100
102
Wri,lng
a
~mj.formal
email
liolidJy1
Enm lnlalng; Scmi'!olm<ll
tmai~
104
V~rbs
105
and
ph~S3I
\'erbs
Three men In a boat
by
I~roffie
K,
jerome
(retold by Diane Mow.lJj
Tr3\'l'1 nOU05
&in&3 tourist
Geltingaround
14
<ha ngi
ng
face
of Europe
G:
Word \ and
prepOloiOOClI
116
118
119
WritIng
and
Informal letter
Mirwit.1liQn
Phrasal vc/b,
Prepali!iorll and lime
Meanings
of
get
lobs and employmcnl
Huddtbeny
Finn
D\'
Malic: Twain (rClold hy Oiane l.1owalQ
The last
IIVOTd
',I
.~
How
much do you know
about langlIages?
1
What languages do the people
in
lhe~e
counlries
speak?
a
Belgium
b
Argenll1lCl
c Auslrali(l
2
Which three 01 these
longu~ges
each have more
than
300
million
weakers
l
a
Hifldi
b English
c
Chinese
d
Spclnish
e
Arabic
f French
g
Russi~n
3
How milny
languages are there in
the world?
a
60
b
600
cover
6.000
4
Reading
Z
Look
ae
the picture
in
the
arti<lc
on page 5. Wh"l doe:;
it
show? What do you think the
article
is about? Read the
article and
see
if
you
wer~
right
Read
the
article
again
and answer the
questions,
using
your
own words.
What does
Maluenndi
\hinkwe
can
do about
hiS
loneliness)
2
Whal
is going to
happen
in Ihe nexl 100
years?
) Why
do
languages
dre?
4 WhalLOn
people
do to ')<lve a
langu(Jgd
5 Why should
we
care
when
I~nguages
die?
,\~'{~)"d':'~"'I"lng
....
\\1'
:.' \""" :.
!
!
..Ir
Matching
headings to
paragraphs
Wr,eo you
er-atell
head
ings
IQ pMagraphs,
don't
JUS[
1001< for the same
words
in the
h~{Hjiflg
and (he
l>iHllgrdphs.
Insttild, think
aboul
the
meaning
of [he
whole
paragraph.
Vocabulary
Ve.rb5
5
find verbs
1-6
in
meanings
a···f.
the
article
and
match
them to their
a damage
something
completely
b
3
Match headings a-f to paragraphs
1-6
of the article.
1
change
a
b
c
d
What
communities
can do _6_
fhe
number
of
langudges in danger _ _
Thr
IClst speaker
Df
his
languilgt _ _
2 disappear
3 destroy
4
s\Jrvive
5
save
6
care
become
different
c. \;YI:
oket' a
diFficult
evt:nt
d SlOp somelhing
dying
''1
TIle most
important
reason
why
languages are
dyinRoul _ _
e
language~
and natural distlsler)
_
f
What happens
when
languagcs die
_
e stop existing
be
iIlIHe-'5led
something
. e three sentences
6
Choose three of the Ioe
about the
readi!l~
•
say,
talK, speaK
or
tell?
7 Complete these sentences with the correct form of
say,
talk, speak
or
telf.
1 He
i..
lonely becau_'>e he has nobody to _ _ to,
2 He
is the
Idst
and only person
in
Australia
who G:ln
___ his Aboriginal language.
3
'It's
S3d,'
he _ _ , 'but there's nothing we can do
about
it
now.'
4 The exper1s _ _ us
that
out
of
Ihe world's
6,000
languages, 3,000 wi 11 disappear in th(> nexl 100 years.
8
Complete
the
___
___
___
___
sentence~
using
soy, talk, speak
or
tell.
means
'10
know
a language'.
means
'ID
have
a conversation with',
is used
10
Rivc information
to someone
is used
to
describe someone's actual
words,
to
complete
the sentences.
9
Choose
the
correct
verb
1 He
said
/
£Old.
'I
wanl
to
dance.'
2 I
said
/
told
him thal it was
loo
late.
3 What did she
soy
/
lell
to him?
4 He
speaks
/
talks
three languages.
5 She likes
10
50eak
/
talk
about herself
il
lot
luerindi
(<1
name which means 'R.unning
Water')
is
ely because he
has
nobody to talk
10,
bul
his loneliness
n't chan'ge - h is the Irlst person in the world
\,vha
can
'. ak his
Aboriginal language. 'It's sad,' he says, 'but
re's nothing we
can do about
it
now.'
Exper who study
languages
say
Ihat Ihere are 51 other
. guages with just one speaker left - 28 of them
in
slraJia.
The~e
languages
are so dose
10
dying
out
that
. ody can
g<we
Ihem. Th cxp rls tell
Us
that
out
of the
, rid's 6,000
languages,
3,000
will
disappear
in
the next
'. years,
There are many reasons why
languages
die oul.
metim'es natural distlstQ(S such as earthquakes, floods or
unicanes
suddenly
q~troy
small groups of people who
. e in far awa.y pla€es. Sometimes the weather
changes
and
:. ere
isn't
en ugh
f~0d,
and
s0metimes strangers bring
~
w
diseases.
But disasteJ:s like these are not the biggest danger, and do
:- t
tell us why l,anguages are diSclppearing faster Ihiln ever
. fore. The 'Teal problel11
comes from
£he big world
.anguages
!luch as
EngHsh, Spanish,
Portuguese
and
::rench.
T~<day;
mainly
because
of America, English is the
;; -t
wm.:ld hU'lguage,
and
it is very
hard
fpr
smaller
·ngl.lages.
to
$u!,liv~,
=
There are lhings,that small communities can-do
to
ave a
.anguage, but tl\ey -neecl time and money. First, people need
:;') record
the
I~nguage
and write· it down, Then they need
: 1
train
t~~l)~(s,
and wrile
grammar book,
dictionaries
and
books
.f6~','schooJs.
We should
car~abol.lt
languages that are
in
danger just a
.';e
should care
about
-rare plants and animals. ''''Then a
.'lllguage .di.es out it is not like. when a
civilisation such
as
:_:,e
andenr
Greeks
01'
Egyptians
die.
They leave
behind
_uildings like the:
py~ids
in Egypt and the Parthenon
in
Greece - there is always soJ)'lething to show that they were
::lere.
But a
spoken
lan:guage leaves nothing
behind -
when
:: dies, there
is
only silence.
Look at the pie.tures which show different ways of learning
a
language.
Describe:
• who is in the picture.
• where they are.
• what they are doing,
Which of
the
activities in
the
pictu res do
you
do?
Which of the activities in the pictures do you think are most
helpful for learning
Cl
language?
Can you think of other activities
10
help lea rn
Cl
language?

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