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  • Blockbuster 1 - 4

    Blockbuster is designed for learners studyingEnglish at beginner to intermediate level. Theseries follows the principles of the CommonEuropean Framework of Reference and combinesactive English learning with a variety of livelytopics presented in themed modules.

    Key Features

    theme-based units in modules a varied range of reading texts from authentic contemporary sources with

    exercises which encourage learners to read extensively as well asintensively

    realistic stimulating dialogues featuring people in everyday situations exploring grammar sections covering grammatical areas appropriate for

    each level plus a Grammar Reference Section a wide range of speaking activities pronunciation and intonation sections study skills and tips to help learners become autonomous cartoon strips, jokes and songs Culture Corner and Curricular Cuts sections at the end of each module pairwork activities self-check sections at the end of each module fully interactive CD-ROMs/DVD-ROMs

    A1-B1 CD-



    D - R OM

    Fully interactive DVD-ROMs offer students theoption to practise material inBritish English or American

    English. A Workbook with a complete Grammar Book helps

    students to further exploit vocabulary andgrammar structures presented in the course.

    Blockbuster 1 - 4 Grammar Books are also available

    Visit for free resources and Portfolio activities.





  • Jenny Dooley-Virginia Evans Students Book

  • MOD


    1 (P

    P. 6




    2 (P

    P. 2




    LE 3






    4 (P

    P. 5




    LE 5




    1 Hello! (pp. 6-7)

    2 Letters, Colours& Numbers (pp. 8-9)

    3 Whats this? (pp. 10-11)

    4 Meet my pet! (pp. 12-13)

    5 Meet my family! (pp. 14-15)



    alphabet, colours,school objects,numbers (1-20)everyday objects


    family members


    for numbers &spelling, a song

    a short text about aperson

    people & pets,choose the correctpicture, //, //a letter

    What questions

    a-an, subjectpronouns, the verbto be affirmativehow/what/whichquestions


    Culture Corner 1: Famous Sports People: David Beckham (p. 16), Curricular Cuts 1: (Art) Colours (p. 17), Self-Check 1 (pp. 18-19)

    introducing yourself/othersspell words, countfrom 1-20 identifyobjectsidentify objects

    introductions,greetings, askingabout agepresent your family,capital letters

    a short text aboutyourself

    a short text aboutyou and your pet

    a letter to a friendabout your family

    6 Whats your job? (pp. 22-23)

    7 Where are you from? (pp. 24-25)

    8 Nice people, nice places (pp. 26-27)

    9 Greetings from ...(pp. 28-29)

    10 My town (pp. 30-31)


    countries &nationalities,numbers (21-1000)countries,neighbourhoods

    attractions in bigcitiessights/places intowns


    dialogue, choosingthe correct picture

    song, specific words

    postcards, /s/, //

    a short descriptivetext about Montreal

    to be (negative &interrogative), thereis/are


    Culture Corner 2: Capital Cities (p. 32), Curricular Cuts 2: (Geography) European Capitals (p. 33), Self-Check 2 (pp. 34-35)

    talk about people &jobs, remember newwordspresent yourself, askabout people,

    describe yourneighbourhood

    greetings, sayinggoodbyedescribe a town,keep notes whilelistening

    a celebrity poster

    a postcard

    a short article abouta city

    11 Welcome! (pp. 38-39)

    12 My house (pp. 40-41)

    13 What have you got? (pp. 42-43)

    14 Home, sweet home! (pp. 44-45)

    15 My home, my castle (pp. 46-47)


    rooms, householdobjects


    types of houses,ordinal numbers (1st-10th) floorshouses

    dialogues, True/False statementsdialogue, renting aroom

    tick what peoplehave/havent got

    match pictures, /s/,/z/, /z/ plurals, song

    a letter, houseadvert

    prepositions ofplace

    have got, this/that these/those, plurals,possessives/


    Culture Corner 3: Famous Buildings (p. 48), Curricular Cuts 3: (Art & Design) Perfect Palaces (p. 49), Self-Check 3 (pp. 50-51)

    describe rooms

    position of objects,remember newwordsobjects near/far fromyou, spelling rulesfor plurals


    renting a house,rememberingadjectives

    a paragraph aboutyour living roomlabel rooms in yourhouse

    a short paragraphabout things in yourbedroom

    a letter to a pen friendabout your house

    21 Day in, day out (pp. 70-71)

    22 My Week (pp. 72-73)

    23 All year round (pp. 74-75)

    24 Free time! (pp. 76-77)

    25 People I love (pp. 78-79)

    everyday activities

    days of the week,habitsmonths, seasons,activities related toseasonsfree time activities

    peoplesappearance &character

    dialogues, finddifferencesdialogue, song

    holiday ads, correctsentences, //

    Ben Affleck

    adverbs offrequencypresent simple,negative/interrogative,prepositions of timeopposites

    Culture Corner 5: Springtime in the UK (p. 80), Curricular Cuts 5: (Literature) Spring (p. 81), Self-Check 5 (pp. 82-83)

    your daily routine,remember new wordspeoples routine,using a dictionaryfamily habits,join sentences (and/but)talking about free-time activities,reading for specificinformationdescribing familymembers/friends,predicting content

    sentences aboutyour daily routineyour weekly routine

    a paragraph aboutyour favouriteseasonan advertisementabout a holidayplace

    an article about afamous person

    16 Working withanimals (pp. 54-55)

    17 Animal magic(pp. 56-57)

    18 Actions (pp. 58-59)

    19 At work (pp. 60-61)

    20 Wild animals(pp. 62-63)

    jobs related toanimalsparts of animals,what animals can doverbs


    wild animals

    dialogues, finddifferencesdialogue, make truesentencestext about a person,/s/, /z/, /z/ A Life with Dolphins

    The Timber Wolf,song, gap filling


    can, present simpleaffirmativeprepositions of time(at, in)

    Culture Corner 4: Safari Park (p. 64), Curricular Cuts 4: (Science) Animals (p. 65), Self-Check 4 (pp. 66-67)

    describing pictures

    describing animals,acting out dialoguestalking aboutabilities telling the time,understanding thetopicpresent wild animals

    describing animalsand what they can doa short text about afamily member sentences aboutactivities you do

    a short text aboutthe tiger


  • MOD


    6 (P

    P. 8




    LE 7






    LE 8






    LE 9






    26 How much is it?(pp. 86-87)

    27 Whats for lunch?(pp. 88-89)

    28 Lets do ourshopping (pp. 90-91)

    29 I shopping(pp. 92-93)

    30 Lets cook! (pp. 94-95)

    supermarketsections/itemsfood & drinks,places to eat

    food items

    shops & products

    verbs used inrecipes

    matchingdialogues to picturesdialogue (orderfood), //, //

    a shopping list

    The Body Shop,song Annas GermanPancakes

    countable/uncountable nouns,a/an/some/ any,how much/manyprepositions of place

    the imperative

    Culture Corner 6: Eating in England (p. 96), Curricular Cuts 6: (Food technology) Ingredients in Recipes (p. 97), Self-Check 6 (pp. 98-99)

    buying fruit, learningnew words ordering food,remembering newwordsmaking a shoppinglist

    asking for & givingdirectionsinterpreting pictures

    a poster of fruits

    a menu

    a shopping list

    shops in yourneighbourhooda recipe

    31 Are you havingfun? (pp 102-103)

    32 On Sale! (pp 104-105)

    33 What are youdoing now? (pp. 106-107)

    34 Whats theweather like?(pp. 108-109)

    35 Shopping forclothes (pp. 110-111)

    holiday activities

    clothes & prices,materials, sizes



    places to buyclothes

    dialogues, choosecorrect word

    dialogue (choosinga shirt), write thecorrect floora postcard, predictcontent, //

    communicativetexts, reading fordetailed meaning,songThe clothes makethe man

    too enough

    present continuousvs present simple

    most some a few

    Culture Corner 7: The Climate in Sydney (p. 112), Curricular Cuts 7: (Science) Snow (p. 113), Self-Check 7 (pp. 114-115)

    describing holidays,understanding newwordsasking about prices/materials, findingsimilar phrasesfinding differences inpictures

    talking about clothes& weather, choosingthe right picture

    expressing likes/dislikes, doing aclass survey, writingfinal draft

    descriptions ofpeoples clothes

    a postcard

    an e-mail

    an article aboutteenagers taste inclothes

    36 On Holiday!(pp 118-119)

    37 Holiday Plans(pp 120-121)

    38 On board!(pp. 122-123)

    39 Lets Celebrate!(pp. 124-125)

    40 How about ...?(pp. 126-127)

    holidayaccommodation,signsholiday activities

    means of transport



    dialogues, registerat campsite

    an advertisement

    short descriptivetexts, explain routetravel agencyadverts, completemissing informationletter/card ofinvitation, song


    going to

    comparative forms

    present continuousvs going to

    Culture Corner 8: Art in Modern Buildings (p. 128), Curricular Cuts 8: (Science) The Solar System (p. 129), Self-Check 8 (pp. 130-131)

    describe holidayaccommodation

    holiday plans

    compare two places,give a guided tourmake arrangements

    make invitations,accept-refuse, /r/,silent /r/

    short advert about acampsite

    sentences aboutholiday plansshort text about ahistoric cityan advert for acelebration

    an informal letter ofinvitation

    41 Fame and Pride(pp 134-135)

    42 Great Tragedies(pp 136-137)

    43 Those whochanged theworld (pp. 138-139)

    44 Great Civilisations(pp. 140-141)

    45 Days toremember(pp. 142-143)

    famous people,dates from the pastdisasters


    ancient civilisations

    experiences &memories


    The Great Fire ofLondon, song

    Abraham Lincoln,sequence ofevents, match,speakThe Inca Civilisation,multiple choicenarrative, sequenceof events

    to be (past tense)

    past simple (regularverbs)

    past simple (irregularverbs)

    had-could, questionwordssuperlative forms

    Culture Corner 9: Ancient Art (p. 144), Curricular Cuts 9: (History) The History of the Alphabet (p. 145), Self-Check 9 (pp. 146-147)

    ask about pastactivitiesask personalinformation, -ed endingmake up a story, talkabout the past

    give factualinformationlikes-dislikes,compare more thantwo places, people,etc

    poster of famouspeoplefive sentences aboutwhat you didyesterdaya biography

    an article about anancient civilisationa story

    Christmas Around the World! (pp. 148-149), Its Carnival Time! (pp. 150-151), Happy Easter (pp. 152-153), Pairwork Activities (pp. 154-162), Grammar Reference Section (pp. 163-174), Word List (pp. 175-184),Key Self-Check Sections (pp. 185-189)


  • Work and PlayWork and Play BBeeffoorree yyoouu ssttaarrtt ...... What is your favourite animal? What does it look like? What can it do?

    Look at Module 5 Where are the pictures (1-5) from?

    Say the Unit number.

    FFiinndd tthhee ppaaggee nnuummbbeerr((ss)) ffoorr

    a famous actress


    a persons weekly routine


    a dictionary entry

    LLiisstteenn,, rreeaadd aanndd ttaallkk aabboouutt ...... everyday activities daily routines days of the week months of the year seasons seasonal activities free time activities holidays peoples appearances/characters

    Learn how to ... talk about daily routines and free time

    activities tell the days/months/seasons describe peoples appearances and



  • Units 21 - 25

    PPrraaccttiissee ...... present simple adverbs of frequency prepositions of time pronunciation of //

    WWrriittee ...... your daily routine your weekly routine about your favourite

    season an advertisement

    about a holiday place

    an article about a famous actress

    Culture Corner: Sprin

    gtime in the UK

    Curricular Cuts: Sprin



  • 3 a) Read the dialogues and complete thesentences (1-3).

    1 Claire gets up at ..................................... .2 Claire starts work at ............................... .3 Mary goes to the gym on ....................... .

    1 a) Match the pictures (1-9) to the activities (a-i).

    b) Which of these do/dont you doevery day?

    a read the paperb go to the gymc cook lunchd brush your teethe go to an Internet caf

    f walk to work/schoolg go water-skiingh sleep latei catch a train to work/


    What time do youstart work?

    At half past eight.

    What time is it? Im late for school! Youre right.

    b) Read the sentences, then closeyour books and try to rememberas many as possible.

    Day in, day out21

    2 a) Listen and repeat. Can youexplain these sentences in yourlanguage?

    Everyday Activities

    b) Explain the highlighted words inyour language.




    8I read the paper every day.I dont go to the gym every day.

    Remembering new words

    Try to make sentences using new words.This helps you remember them. Lookfor examples in your dictionary.





  • 5 In pairs, read the dialogues aloud.



    8 Portfolio: Write five sentencesabout your daily routine.

    I get up at 7:30 every day.

    4 Listen and read the dialogues. Find four differences.







    7 Look at the pictures. Ask andanswer, as in the example.

    S1: Do you read the paper every day?S2: Yes, I do. Do you go to the gym

    every day?S3: No, I dont. Do you etc

    6 Look at Ex. 2. In pairs, say whatthe other speaker says.

    Tom: What do you usually do in the morning,Claire?

    Claire: Well, I get up at 7:00 and I have breakfast.Tom: Do you catch the train to work?

    Claire: No, I dont. I always walk to work.Tom: What time do you start work?

    Claire: At half past eight.

    Mary: What time is it, Ann?Ann: Its eight oclock.

    Mary: Oh, no! Im late for school!Ann: You dont go to school today, Mary. Its

    Saturday.Mary: Youre right. I usually go to the gym on





  • On Monday, Paul plays football.

    2 a) Look and say what Paul does each day.








    play football

    ride / bike

    meet / friends

    play basketball

    have / piano lesson

    do / shopping

    watch / video

    b) Tell your partner whatyou do each day.

    On Monday, I have a piano lesson.

    b) What time do you get upon Sundays?

    b) Now answer the questions.

    1 What day is it today?2 What day is it tomorrow?3 What days are at the weekend?

    1 a) Listen and repeat. Translate into yourlanguage.


    3 a) Sue and Steve arefriends. What does Sue doon Sundays? Guess. Listenand read and check youranswers.


    MMyy WWeeeekk22

    Sue: Do you usually sleep

    late on Sundays, Steve?

    Steve: No, I dont. Sometimes

    I get up early and go

    for a walk. How about

    you, Sue?

    Sue: I get up early every day

    in the week, so on

    Sundays I always stay

    in bed until lunchtime.

    Steve: You lazy thing!


    Exploring GrammarAdverbs of Frequency

    He always sleeps late.She usually has lunch at 1:00.They sometimes go water-skiing.I often play basketball.He never plays basketball.


    4 Study the examples. Do weuse adverbs of frequencybefore or after the verb inEnglish? Find examples inEx. 3.

    Days of the week


  • Using a dictionary


    1 At weekends, LindaA never goes out.B always goes out.C sometimes stays in.

    2 On Saturday mornings, sheusuallyA meets friends. B goes shopping. C goes to the gym.

    3 Linda meets her friends atA a hotel.B home. C the caf in town.

    4 How often does Linda go fora walk?A every dayB very often C every Sunday morning

    5 Linda goes to the cinema on ...A Saturday evenings.B Sunday evenings.C Monday mornings.

    6 a) Linda is talking to herfriend about what she doesat weekends. Readsentences 1-5 and try toguess the correct answers.

    b) Listen and choose thecorrect answer: A, B or C.

    8 a) Read the title. What could the song beabout? Listen and read and check.

    b) Read and write the persons routine.Compare it with your routine.

    9 Portfolio: Write yourweekly routine.


    A dictionary entry canshow:

    how a word is pronounced what part of speech it is how we can use it in a sentence a simple explanation an example sentence

    On Mondays, I play footballOn Tuesdays, I meet friendsOn Wednesdays, I play basketballThe fun just never ends

    Im always very busy

    Ive got lots of things to do

    From Monday through to Friday

    And at the weekends too

    On Thursdays, I go shoppingAnd buy the things I likeOn Fridays, I go swimmingAnd I often ride my bike

    On Saturdays, I watch TVAnd stay up very lateOn Sundays, I have lots of funThe weekends are just great.


    5 Put in the correct order.

    1 eat / they / usually / at / lunch/ 1 oclock

    2 TV / morning / Martha /watches / never / the / in

    3 on / goes / always / he /swimming / Fridays

    4 late / Philip / works / often

    7 Look up the highlighted words in the song in yourdictionary. What part of speech are they? Whichones have got a direct opposite?


  • 4 Fill in on or in, as in the example.

    1 Marks birthday is on 3rd March.2 Als birthday is ........... August.3 Mike always drives to work ........... Mondays.4 I go ice-skating ........... winter.5 Bill goes shopping ........... Saturday mornings.

    3 What do you usually/never/always/often/sometimes do insummer/spring/winter/autumn? Choose from thepictures.

    1 a) Listen and repeat.Say the months of eachseason.

    In summer, I usually go swimming. I never fly a kite.

    Prepositions of Time

    We use on for days, dates and parts of a day (onMonday, on 12th March, on Friday morning).

    We use in for months and seasons (in July, insummer).

    AAllll yyeeaarr rroouunndd23









    Months & Seasons

    b) Which is your favouriteseason?



    2 a) Read the title. What isthe text about? Which ofthe words/phrases do youexpect to read?

    school beach go skiing watch TV ride bike snow

    Listen or read and check.

    Winter is great in Colorado. Its

    very cold but when it starts to

    snow, everything looks beautiful.

    Sometimes it starts to snow in

    September. I go skiing as often as I

    can. Its so much fun. Some of my

    friends go ice-skating but not me.Peter, USA

    b) Read again. What isPeters favourite activity?


  • 8 Join the sentences. Use and or but.

    Present Simple (negative &interrogative)Exploring Grammar

    5 How do we form the negative andinterrogative of the present simple?Look at the table and say.

    9 In pairs, use the prompts to ask andanswer questions, as in the example.

    7 In pairs, ask and answer.

    1 ................................. you play basketball?A: Do you play basketball?B: Yes, I do./No, I dont.

    2 ........................ you walk to school/work?3 ...................... your father go to the gym?4 ...................................... you get up early?5 ................................... your mother work?6 ................. you go swimming in summer?

    live in a flat? like pop music? play computer

    games ? catch a bus to


    dance well? get up early on

    Sundays? meet your friends

    every day?

    A: Do you live in a flat?B: Yes, I do. What about you?A: I dont. I live in a house. Do you etc

    Your teacher says names of days, dates,months, etc. The class, in teams, saythe correct preposition: in, on, at. Eachcorrect answer gets 1 point. The teamwith the most points is the winner.

    Teacher: Monday.Team A S1: on MondayTeacher: Correct! Team A gets 1 point.

    the weekendTeam B S1: at the weekend etc


    I/you/we/they donthe/she/it doesnt


    Do I/youDoes he/she/it


    I/you/we/they do.he/she/it does.

    I/you/we/they dont.he/she/it doesnt.{ {






    10 Portfolio: Which is your favouriteseason? Write a short paragraph aboutit. Write: name of season activities you/your friends do

    1 Pat / play tennis () - basketball ()Pat plays tennis but she doesnt playbasketball.

    2 Lyn / like reading () - swimming ()Lyn likes reading and swimming.

    3 Tim & Bob ride a bike () - a horse ()4 Rosa go to the cinema () - theatre ()5 Tony speak English () - Spanish ()

    6 Fill in does, is or has.

    A: 1) ................... your brother play football?B: Yes, he 2) .............. . He 3) ............. in the

    school team.A: Really? 4) ........ he got a favourite team?B: Of course he 5) ................. . His favourite

    team 6) ............... Manchester United.A: 7) ............. he go and watch them play?B: No, but he watches them on TV.



    Yes, No,


  • 1 You can go to a Park Centre only in the summer.2 Backpackers Bus Tours offer tours in Europe only.3 Tomson Tours are very expensive.

    3 a) Read description No 1 below and theadvertisements (A-C). Use the underlined parts tofind the best holiday for Trevor.

    1 How do you spend your summer holidays?Where do you go? Who with? Tell the class.

    4 Read again and write theopposite adjectives.

    1 boring places ............... places2 old friends .................. friends3 expensive holidays ......................

    holidays4 old fashioned hotels ...... hotels5 dirty hotels ................... hotels



    2 Listen and correct the sentences.

    Call 0800-2170356 for more information.

    Come to a Park Centre

    near you this year. We

    have a wide range of

    sports, activities and fun

    things to do for all the

    family all year round. Why

    fly overseas when you

    can have a great holiday

    here at a Park Centre?

    Come to a Park Centre

    near you this year. We

    have a wide range of

    sports, activities and fun

    things to do for all the

    family all year round. Why

    fly overseas when you

    can have a great holiday

    here at a Park Centre?

    P a r k C e n t r e

    FFrreeee ttiimmee!!24Speaking

    Mr and Mrs Brown and theirchildren like lots of

    different sports andactivities. They usually

    take their holidays inspring, but they dont go


    Trevor is a teacher. He likes tomeet new people and see newplaces. Trevor gets six weeksholiday in the summer. In hisfree time he goes swimming and

    he reads.



    c) Now, explain the words inbold in your language.

    b) Read description No 2 andunderline the key words. What isthe best holiday for the Browns?

    Looking for specific information

    Underline key words in the descriptions,questions etc. Read the text(s) and try to findsentences, phrases etc that match the underlinedkey words. The matching sentences, phrases etcare usually paraphrased.


  • Talking about free-time activities

    b) Work in pairs. You are a famousperson. Your partner asks you aboutyour free-time activities.

    brother does love mother money

    My brother doesnt havemuch money.My mother loves thecountryside.

    A: What do you do in your free time, Brad?B: I go fishing or horse riding.

    Pronunciation ////Everyday English

    5 a) Listen and repeat.6 Listen and repeat.

    A: What do you do in your free time, Mrs Jones?B: I usually read a good book or watch TV. What about

    you?A: I go swimming!

    Join a Backpackers Bus Tour and spend4-6 weeks this summer in new and interestingplaces.We offer tours through Europe, the USA and Australia, with the chance to make new friends along the way.

    Visit our website at www.backpackers/

    Call 01882-762100 now!

    Tomson Tours offer cheap

    holidays with sun, sand, sea and

    fun for all the family. Why not

    visit Spain, Italy, Greece or

    Turkey and stay in one of our

    clean, modern hotels? We have

    lots of activities to offer, too.

    Tomson Tours






    Writing (project)

    7 Portfolio: Write a shortadvertisement about aholiday place.


  • b) Choose a person and describe him/her to your partner.

    John is tall and slim. Hes got ... hair, ... eyesand a ... and ... .

    2 a) Listen and choose the correctwords in bold.




    4 In pairs, talk about members of yourfamily or friends, as in the example.

    A: What does your mother look like?B: Shes tall and slim with blonde hair and blue

    eyes.A: And whats she like?B: Shes kind. She always wants to help people.

    1 kind2 clever3 funny4 honest

    a always tells the truthb is quick to understand thingsc wants to help other peopled can make people laugh

    A kind person wants to help other people.

    3 Match the words (1-4) to theirmeanings (a-d), then make sentences.

    1 Read andexplain the words

    in yourlanguage.


    PPeeooppllee II lloovvee25


    quite tall but a bit 8) slim/plump 9) long/shortblonde hair 10) blue/greeneyes

    quite short and 5) slim/fat 6) short/curly

    black hair 7) brown/green eyes

    quite 3) short/slim 4) grey/black hair greeneyes glasses

    1) tall/short and slim short brown hair 2) brown/blue eyes

    beard and moustache

    Skills Work


  • 5 a) Look at the title of the articleand read the first sentence of eachparagraph. Which paragraph ...

    1 is about Bens free-time activities?2 tells us the persons name, job,

    nationality, year of birth and wherethey live?

    3 is about the writers feelings?4 is about Bens appearance and


    6 Use the information in the plan to talk aboutHolly Marie Combs.

    Holly Marie Combs is ... .Holly is a ... .In her free time, she likes ... .Holly is wonderful. She is a great actress -- one of Hollywoods best.

    7 Portfolio: Write an article about Holly MarieCombs for your school magazine. You can usethe article in Ex. 5 as a model.

    PlanPara 1 Name:

    Holly MarieCombsNationality:AmericanJob: actressBorn in: 1973Lives in: Los Angeles

    Para 2 Appearance: beautiful, long blackhair, brown eyes Character: kind and honest neverlies to people

    Para 3 Free-time activities: goes horseriding, gardening, plays with her cats

    Para 4 What do you think of her?

    talk and write about daily routines and free-time activities/my favourite season

    tell the days/months/seasons describe peoples

    appearances & character write an advert about a holiday place write an article about a famous person




    by Sylvie

    b) Read again and say five truesentences about Ben Affleck.

    Ben Affleck is a famous


    actor and writer. Ben w

    as born in

    1972 and he lives in Calif


    Ben is a handsome man

    . He has

    got short brown hair and

    brown eyes.

    He is clever and funny, an

    d he makes

    friends easily.

    Ben hasnt got much f

    ree time.

    When he has, though, he li

    kes riding his

    motorbike, taking photo

    graphs and

    surfing the Net.

    Ben Affleck is great.

    Hes an

    excellent actor and a








    The first sentence of each paragraph(topic sentence) usually tells you whata paragraph is about. This helps youpredict what the text is about.


  • 1 Look at the pictures. Where do these flowers grow? What time of the year do they grow?

    3 Read the text and choose the best title. Then, explain the highlighted words.

    4 Read again and find:

    1 the names of four months2 three parts of a plant3 four colours4 two parts of the countryside

    1 daffodils 2 hellebores 3 snowdrops 4 bluebells

    2 Listen and read. Match the names of the flowers to the pictures.

    The first sign of spring in the UK is when flowers appear. There are lots of

    different kinds but the most well-known ones are daffodils, snowdrops,

    bluebells and hellebores.

    Wild daffodils have delicate yellow petals. You can see them in fields.

    Daffodils are the national emblem of Wales.

    Snowdrops are white. They are one of the early spring flowers. You can

    see them between January and March.

    Bluebells are blue and they look like bells. They flower in the woods

    before the leaves on the trees come out.

    Green hellebores are rare and unusual. They have green flowers but no

    petals. They appear between February and April in England and Wales.

    They are poisonous, but we use their roots in medicines.

    AB C

    5 Project: Stick pictures of flowers orflowers in your country on a piece ofcardboard. Write their names in English.






  • Spring makes the world a happy place

    You see a smile on every face.

    Flowers come out and birds arrive,

    Oh, isn't it great to be alive?


    I love the spring.Because every dayThere's something newThat is here to stay.Another bud opensAnother bird fliesAnother flower growsWhat a treat for my eyes.Steve

    Spring is here

    You can smell it

    in the air.

    On the trees

    Leaves are green.

    The grass is out

    Bees fly around.


    1 a) What is spring like in your country? What activities do you do in spring? What imagesdoes it bring to your mind?

    b) Which of these words can you see in the pictures?

    bud bird bee green leaves smile grass

    2 Listen and read to answer the questions.

    1 Why does Steve love spring?2 How does spring make Pedro feel?3 How does Anna know spring is here?

    3 Portfolio: In groups ofthree, write a poemabout spring. Draw orstick pictures todecorate it. Use thesewords:

    bee tree river





  • 1 Make sentences, as in the example.

    2 Complete the months.

    4 Put the days in the right order.

    5 Look at the pictures and answer thequestions.

    3 Circle the odd word out.6 Make a sentence for each word/phrase.

    1 read, cook, walk, school2 winter, summer, Sunday, spring3 short, gym, tall, slim4 kind, plump, clever, funny

    0 lateIm late forschool.

    1 at the weekend2 hair

    3 gym4 on Saturdays5 summer6 tall7 free time

    1 Who has got a moustache?2 Who has got a beard and moustache?3 Who has got long black hair?4 Who has got curly blonde hair?




    Jim 4 James & Ann /


    5 Sergio andRosa / atweekends

    3 Bill / themorning

    0 David does the shopping on Mondays.

    2 Isabella /the afternoon

    0 David /Mondays

    1 Paul /Saturdays

    1 ............... 2 ............... March

    3 ............... May June

    4 ............... August 5 ...............

    6 ............... November 7 ...............


    ( )Score: -10

    ( )Score: -7

    ( )Score: -7

    ( )Score: -8

    ( )Score: -8 ( )Score: -14

    Self-Check 5


  • 8 Write ten sentences about yourself. Use the adverbs offrequency.

    1 A: ................... you and Peter like chocolate?B: Yes, I do, but Peter ................... .

    2 A: ................... Anne live in Lisbon?B: No, she ................... .

    3 A: ................... Paul and Mark go to school?B: No, they ................... .

    4 A: ................... you and Sarah go out every weekend?B: Well, I do, but Sarah ................... .

    5 A: ................... they cook dinner every day?B: No, they ................... .

    9 Complete do, does, dont or doesnt.

    7 Look at the picture. Make sentences as in theexample.

    10 Answer about yourself.



    0 long hair?Sandra and Liz have gotlong hair.

    1 curly hair?2 glasses?3 plump?

    4 slim?5 grey hair?6 very tall?7 short wavy hair?8 brown hair?

    1 Whats your favouriteday? Why?

    2 Whats your favouriteseason? Why?

    3 What do you do at theweekend?

    4 What time do you get upon Mondays?

    5 What month is it now?




    In pairs, do theactivity. Student Alooks at page 156.Student B looks atpage 160. Askquestions to completethe table.


    always often sometimesusuallynever


    ( )Score: -10

    ( )Score: -10

    ( )Score: -16


    ( )Score: -10

    My score .......Good ....... OK ......Not good .......

    Self-Check 5

    How do you

    want your hair

    cut, Steve?

    Like Dads

    leave a

    hole on



  • 1 She goes jogging every morning.

    2 Complete, using the correct verb. Then write true sentences about yourself and yourfamily.

    brush walk go (x2) sleep cook read have

    1 ......................................... to the gym2 .................................................. lunch3 .................................. to school/work4 ..................................................... late

    5 ........................................... the paper6 ........................... to an Internet caf7 .......................................... your teeth8 ........................................... breakfast




    go jogging/every morning

    play tennis/every Friday

    go swimming/every weekend

    go to work/by bus

    like/going shopping/every S


    go to the park/every Sunday


    21 Day in, day out

    1 Use the prompts to write sentences.


    WORKBOOKsample pages

  • 1 Write the days of theweek. Then, answer thequestions.

    What day is the 15th ofApril? 6th? 26th? 7th?30th? 11th? 17th?

    Its Tuesday. What day isit tomorrow?

    Its Sunday. Whats theday after tomorrow?

    Its Friday. What day isit in three days?

    ................ 7 14 21 28Tuesday 1 8 15 22 29................ 2 9 16 23 30Thursday 3 10 17 24................ 4 11 18 25................ 5 12 19 26................ 6 13 20 27

    This is Peter. He 1) .......... (be) eleven years old. He 2) .......... (live) in London. His motherand father 3) .......... (be) from Germany so Peter 4) ......................... (speak) English andGerman. He 5) ........................... (not/have got) a sister but hes got two brothers. He6) .......................... (want) to be a doctor like his father.

    Peter 7) ........................ (like) all sports but his favourite sport isswimming. He 8) ....................... (go) swimming every day from 7 till 9in the evening. In his free time he 9) ........................ (play) tennisand 10) ......................... (meet) his friends. Peter11) ......................... (not/like) computer games but he likeswatching TV. On Sunday evenings he 12) .............................(watch) a video with his brothers or with his friends.

    2 Complete the text using the correct form of the present simple of the verbs in brackets.

    My week 22

    1 Joan D2 Ann3 David4 Pete5 Paul6 Sarah

    3 Listen to Sarah and Joan talking about different activities. What does each person do?For questions 1-6, write a letter A-H next to each person. You will hear the conversationtwice.

    A plays footballB watches a videoC plays basketballD has a piano lesson

    E goes swimmingF goes to the theatreG has a French lessonH goes to the gym



    Present Simple


  • Blockbuster 1 is designed for learners studying Englishat Beginner level. The course follows the principles ofthe Common European Framework of Reference,Level A1 (Basic User).

    Students Book

    Workbook &Grammar Book withGrammar Reference

    in English


    Students CD

    Teachers Book

    My Language Portfolio

    Class CDs

    Test Booklet



  • Jenny Dooley-Virginia Evans Students Book

  • 2MOD


    1 (P

    P. 9




    2 (P

    P. 2




    E 3






    4 (P

    P. 5



    dialogue: IntroducepeopleYou and your Job(message board)

    A Passion forFashion (quiz)

    The Baker Family(web page)A day in the lifeof ... (article); song

    present simple

    present continuous

    present simple vspresent continuous adverbs offrequency


    Culture Corner 1: Teenagers at Work (p. 20), Curricular Cuts 1: (Art & Design) Self Portraits (p. 21) Self Check 1 (p. 22)

    likes dislikes

    talk about jobs

    future plans;describe clothes

    talk about familyactivitiesyour daily routine;paragraph planning


    short messages

    a short descriptionabout peoplesclothesyour family webpagean article about apersons dailyroutine

    houses & specialfeatures

    places in cities

    continents &countriesmap reading;weather



    N.Y. The city thatnever sleeps(article)A World ofDifference (quiz)Destination Mexico(factfile)

    email to a friend;song

    the imperative

    comparative -superlativea lot - a bit - much -very


    Culture Corner 2: Carlsbad Caverns National Park New Mexico (p. 34), Curricular Cuts 2: (Geology) Caves (p. 35)Self Check 2 (p. 36)

    describe yourhouse; learn newwordsask for/givedirections; matchpeople to placescompare cities

    describe location

    describe yourhouse

    a poster of typicalhouses in yourcountrya map & short textabout your town

    a quiz about townsin your countrya factfile about yourcountry

    an email to a friend

    11 It was great(pp. 38-39)

    12 Could you ...?(pp. 40-41)

    13 It reallyhappened(pp. 42-43)

    14 Fun ideas (pp. 44-45)

    15 It all began ...!(pp. 46-47)

    places in town

    famous peoplebiodata


    games & toys


    dialogue; festivaladvertDid you know that?(article)

    almanac entry forthe 1960s

    UnrecognisedPioneers (article)

    Yesterday Thestory of the Beatles(article); song


    can-could (ability)

    past simple(regular/irregularverbs)relative pronouns

    -ing/-ed participles

    Culture Corner 3: History of names (p. 48), Curricular Cuts 3: (History) The Vikings (p. 49)Self Check 3 (p. 50)

    talk about pastexperiencestalk about thingsyou can(t)/could(nt) dotalk about the past;narrate events

    verify facts;complete an orderformexpressfeelings/surprise(intonation)

    a short diary entry

    a short text about afamous person

    an almanac entry forthe 80s

    design a toy &describe it

    an article about asinger/band

    Culture Corner 4: Emergency Services in the UK (p. 62), Curricular Cuts 4: (Citizenship) People who help us (p. 63)Self Check 4 (p. 64)

    1 Stay in or goout? (pp. 10-11)

    2 What do you dofor a living?(pp. 12-13)

    3 A sense of style(pp. 14-15)

    4 Family activities(pp. 16-17)

    5 Everydayactivities (pp. 18-19)

    free-time activities


    clothes &accessories;coloursfamily members

    daily routine,everyday activities


    bulletin boardmessagesdialogue;telephone order

    to be

    possessiveadjectives/pronouns; plurals;prepositions ofplace; have got

    greetings &introductionsdescribe location ofobjects

    a personalinformation forma short paragraphabout things inyour room

    S1 Meeting People(pp. 4-5)

    S2 My PersonalThings (pp. 6-7)

    country &nationalitiespossessions

    16 What were youdoing? (pp. 52-53)

    17 It happened tome (pp. 54-55)

    18 In the news(pp. 56-57)

    19 I used to ... (pp. 58-59)

    20 Storytime (pp. 60-61)

    past activities inprogressnatural disasters

    accidents & injuries

    past habits; paststates


    past continuous

    past continuous

    past continuous vspast simple

    used to, pastsimple

    adverbs of manner;subject/objectquestions


    extracts fromarticlesnews report;intonation inexclamationsChildhoodmemories (article)

    story; song

    past activities

    talk about pastexperiencesexpress surprise/sympathy

    your childhoodmemories

    narrate events

    a paragraph aboutyour day yesterdaya short account ofan experiencea news report

    a short text aboutchildhoodmemoriesa story

    6 My house (pp. 24-25)

    7 Where is ...?(pp. 26-27)

    8 Our world (pp. 28-29)

    9 On the map (pp. 30-31)

    10 My home, mycastle (pp. 32-33)


    O UN


    ( PP.





    l aro









  • 3MOD


    6 (P

    P. 7




    E 7






    5 (P

    P. 6




    21 My Lucky Day(pp. 66-67)

    22 What will happen? (pp. 68-69)

    23 Progress (pp. 70-71)

    24 Witty or SillyInventions?(pp. 72-73)

    25 Future Life(pp. 74-75)

    future world

    star signs; characteradjectivestechnology



    a comic strip


    Greener cars for aGreener future(interview)Attention Inventors(advertisement)

    A Better Tomorrow?(essay); song


    negative prefixes;willwill, be going to

    conditional type 1

    Culture Corner 5: Arizona Science Center (p. 76), Curricular Cuts 5: (Science) Why is the sky blue? (p. 77)Self Check 5 (p. 78)

    reassurance/surprise/concernmake predictions

    complete advert

    state opinions

    give opinions;paragraphplanning;conclusion

    an ending to acomic stripnext weekshoroscopea short paragraphabout a car of thefuturea future productposter

    opinion essay

    26 Cities (pp. 80-81)

    27 Fun in the city(pp. 82-83)

    28 What a city needs(pp. 84-85)

    29 Eating out in thecity (pp. 86-87)

    30 Greetings from ...(pp. 88-89)

    places in a city

    landmarks &activitiescity facilities

    places to eat,dishes

    holiday places;types of holiday;weather; means oftransport

    dialogue; Welcometo Vienna (article)

    letter to a friend

    email to a friend

    Eating in Silence(restaurant review)

    postcard; matchpeople & activities;song

    a/an, the

    present perfect

    present perfect (yet,already, just, since,for)present perfect vspast simple

    Culture Corner 6: A Fairy Tale British House (p. 90), Curricular Cuts 6: (Geography) Investigating a river (p. 91) Self Check 6 (p. 92)

    make suggestions

    activities in bigcitiessocialise/catch upwith news

    express tastes;discuss last visit torestaurantopening/closingremarks inpostcards; talkabout the weather

    a homepage abouta city in yourcountryletter to a friendfrom a holiday resortan email aboutchanges in theplace you live inrestaurant review

    a postcard from aholiday resort

    31 Health matters(pp. 94-95)

    32 Rules &Regulations(pp. 96-97)

    33 Eco-friendly(pp. 98-99)

    34 Home safety (pp. 100-101)

    35 Problem Solved (pp. 102-103)

    health problemsand advicenotices

    objects & materials;the environment

    dangerous objects



    signs & notices

    Think Green(article)

    Safe as houses(article)letter giving advice;song

    reflexive pronouns

    must(nt), (dont)have to

    countable/uncountable nouns;quantifiersclauses of purpose


    Culture Corner 7: UK laws for teenagers (p. 104), Curricular Cuts 7: (Science) Germs (p. 105)Self Check 7 (p. 106)

    express sympathy/adviceexpress opinion &prioritise

    give advice(should-shouldnt)

    ask for/give/refusepermissionask for/give advice

    a joke

    an advert for acampsite

    an eco-friendlyposter

    a poster of safetyrulesa letter of advice

    Optional Units: A Very Scary Holiday (pp. 122-123), Its Maine-ly about a Festival (pp. 124-125)Pairwork Activities (pp. 126-129)Irregular Verbs (p. 130)Grammar Reference Section (pp. 131-142)Word List (pp. 143-150)American English British English Guide (p. 151)Key Self Check Sections (p. 152)



    8 (P

    P. 1



    music & feelings


    good manners

    ways of learning

    films; characteradjectives


    Chalk and Cheese(article)

    Are you polite?(quiz)

    What is your mainintelligence?(article)I, robot (filmreview); song

    too - rather - quite

    -ing form, (to)infinitive, reportedspeech (say/tell)question tags

    some - any - no -every & compounds

    the passive(present & pastsimple)

    Culture Corner 8: Are you a survivor? (p. 118), Curricular Cuts 8: (Music) Music & Mood (p. 119)Self Check 8 (pp. 120)

    make/grant/refuserequestsstate preferences

    pay and receivecompliments

    intonation inapologies/excuses


    a comic strip

    a paragraph aboutyour favouriteactivitiesa message

    a poster

    a film review

    36 Music all around(pp. 108-109)

    37 Im the fun twin! (pp. 110-111)

    38 Mind yourmanners (pp. 112-113)

    39 Types ofintelligence(pp. 114-115)

    40 Films &Characters(pp. 116-117)


    t will





    el C



    ty fi





  • 51

    Life ExperiencesLife Experiences

    Before you start ... Where were you last weekend? How did you

    like it? Which is your favourite band? Talk about them. Whats your favourite toy/game?

    Look at Module 4 Where are the pictures 1-5 from? Say the

    page number.

    Find the page number(s) fornewspaper headlines

    a news report

    some famous people

    a story in pictures

    Listen, read and talk about ... what you were doing yesterday natural disasters accidents and injuries childhood memories

    Learn how to ... describe past experiences talk about natural disasters react to good or bad news express surprise and sympathy talk about accidents and disasters

    Practise ... past continuous past simple past continuous used to past simple subject/object questions adverbs of manner

    Write ... about what you/your family were doing

    yesterday a magazine article about a natural

    disaster a short news report a text about your childhood memories a short story

    Culture Corner: Emergency Services in the UK

    Curricular Cuts: (Citizenship) People who help us

    MODULE4Units 16 - 20

  • What were you doing?16

    1 Look at the pictures. Inpairs, discuss what thepeople were doingyesterday at 6 pm.

    A: What were Jack and his daddoing at 6 pm yesterday?

    B: They were working on thecomputer.

    3 Look at the drawings andthe phrases above. What doyou think the dialogue isabout? Listen and check.



    Activities in progress

    Jack & his dadwork on the computer

    1Robertamake a salad


    Penny: Oh, Sandy, youre back! How was your day?Sandy: Dont ask! It was a nightmare!Penny: Oh dear! What happened?Sandy: Well, at about 10 oclock this morning I was

    doing the shopping at the new supermarketin the high street.

    Penny: Oh yes? Whats it like? Its enormous, I heard.Sandy: It is, but Im not going there again.Penny: Why?Sandy: To start with, I wasnt looking where I was

    going and I knocked over a whole display ofcakes with my trolley.

    Penny: Oh, no! Did anyone see you? Sandy: Two shop assistants were filling the shelves

    nearby. When they saw me, they rushed tohelp, but one of them slipped and fell down.

    Penny: Thats bad.Sandy: Well, it gets worse! I was waiting to pay at

    the checkout when I realised I didnt havemy purse. I had to put all my shopping back.

    Penny: You poor thing! Was everyone looking atyou?

    Sandy: Yes, they were all looking and laughing atme. I was so embarrassed.

    Penny: What a day!

    4 a) Read the dialogue and find two things that wentwrong for Sandy. How did she feel? Then explainthe words in bold.

    Reading2 Listen and repeat. Theseare expressions from adialogue between two friends.Group them into expressionsof complaint and sympathy.

    Dont ask! It was a nightmare! Oh, no! Oh dear! Thats bad. It gets worse!

    b) Which sentences best describe the drawings?52

  • 8 Portfolio: Think of a day that everythingwent wrong. Take roles and act out adialogue similar to the one in Ex. 4.Use phrases from Ex. 2. Record yourdialogue.6 What were they doing at 6 oclock

    yesterday evening? Use the prompts toask and answer.



    7 What were you / your friends / yourparents / etc doing yesterday at 8:00 am /10:00 am / 1:30 pm / 10:00 pm? You canuse the activities in the pictures (1-6)and your own ideas.

    9 Portfolio: What were you / your familydoing yesterday at 7:00 am, 3:00 pm,8:00 pm? Write a short paragraph.


    5 Read the examples and match them tothe rules. Find more examples in thedialogue. Use them to say whathappened to Sandy.

    Exploring Grammar

    Past continuous

    We use the past continuous to talk abouta an action happening in the past when

    another action interrupted it.b an action in progress at a certain time

    in the past.c two or more actions which were

    happening simultaneousy in the past.Form: personal pronoun + was/were + verb-ing (I was walking, you were walking, etc)


    3Tim & Zoeplay video games

    4Alicewalk her dog

    5Anndo homework


    A: What were you doing at 8:00 am yesterday?B: I was having breakfast. What were you doing?A: I was having a shower.

    A: Was Mary playing the piano?B: No, she wasnt. She was playing the violin.At about 7 oclock she was making a salad.

    Ann was doing her homework while Jack wasworking on the computer.She was walking the dog when it started raining.

    Joeride a motorbike ()/fly a helicopter ()

    Ann & Tomdrive home ()/have a snack ()

    Maryplay the piano ()/play the violin ()

    Bob & LizListen to music ()/watch TV ()

    Peterread a comic ()/walk the dog ()


  • 54

    It happened to me!17

    2 Which of the words/phrases below are related to a hurricane/an earthquake?Act out these events, without using words.


    1 What are these disasters (A-F) called in yourlanguage? Listen to the sounds. Which picturesdo they match? How do they make you feel?

    Natural disasters

    b) Read the texts and decide whether thestatements (1-4) are Right (A) or Wrong (B). Ifthere is not enough information choose Doesnt say(C). Then, explain the words in bold.





    BBvolcanic eruption

    FF hurricane


    Reading for detailed understanding

    Read the texts quickly. This will help you understand whattype they are, their general content and the authorspurpose. Read the statements, then read again carefullyand find the part of the texts that each statement refers to.The information may be phrased in different words.

    deep rumbling noise buildings/rocking objects/flying wind/howling people/shaking ground/shaking

    1 A tree hit John Lewis as he was running.A Right B Wrong C Doesnt say

    2 The weather in Dade County was very bad on August 24th.A Right B Wrong C Doesnt say

    3 Mrs Johnson was shopping at the time of the earthquake.A Right B Wrong C Doesnt say

    4 Mrs Johnsons friend couldnt run fast.A Right B Wrong C Doesnt say

    3 a) The sentences below are taken from texts A and B on p. 55. What could the texts be about?Listen and read to check.

    A 1 The wind was howling and the sky was dark.2 A tree flew right past me.

    B 1 As we were running the tremor was getting worse.2 The buildings were rocking from side to side.

  • 55

    17d an action happening in the past when

    another action interrupted ite gradual development of an action in the


    1 A: So what ...................................................(you/do)at the time of the earthquake?

    B: Dont ask! We ........................................(shelter) under the table while thewhole house .............................. (rock).

    2 A: ............................................ (you/watch) TV yesterday at 6:00?

    B: No, I ........................................... (work) in the garden while Ann and Bob .......................................... (paint) the fence.

    3 A: What ...................................... (they/do) at this time yesterday?

    B: They.................... (get) ready to go out.

    5 Put the verbs in brackets in the pastcontinuous.

    9 Portfolio: Imagine you were an eye-witness to one of the natural disastersA-F. Write your account for the localmagazine. Write:

    when it happened where you were how people were feeling what you were doing what was happening who was with you


    6 Listen to two eye-witness accounts.Which natural disaster is each oneabout?


    I will never forget what happened onAugust 24th. It was a dreadful day foreveryone in Dade County. The windwas howling and the sky was black.Objects were flying all around me as Iwas trying to find a safe place. As Iwas running towards an undergroundshelter, a tree flew right past me.Inside, some people were huggingeach other while others were cryingand shaking. It was unbelievable!

    John Lewis (45), Miami, Florida


    It was about 11:30 am and I wasshopping with my friend. Suddenly,there was a deep rumbling noise andthen I felt that the ground was shakingso I grabbed my friends hand. She wastrembling. I told her to run. As wewere running the tremor was gettingworse. The buildings were rockingfrom side to side and the roads werecracking. I was so scared I thought wewerent going to survive! Everybodywas screaming and crying. It wasterrible!

    Vera Johnson (38), Paso Robles, California


    7 Use the phrases in Ex. 2 to say whathappened to John and Vera.

    8 Work in pairs. Imagine youexperienced each of the disasters inpictures A-E. Act out short exchanges.


    c) Give the articles a title.

    4 Match the underlined tense forms in thetexts to their uses. Find more examples.

    Exploring Grammar

    Past continuous

    a two or more actions happening at thesame time in the past

    b actions giving background informationc actions happening at a specific time in the


  • 56

    In the news18Reading

    a Paul/hurt/back/exerciseb Cathy/cut/foot/play/gardenc Sam/fall off/bike/cycle/next

    to/beachd Janet/sprain/ankle/play/

    footballe James/slip/walk down/street

    1 e James slipped while he waswalking down the street.


    Accidents & injuries

    1 A in2 A wooden3 A is4 A she5 A saw6 A then7 A few8 A tried

    B onB secondB wasB herB watchedB afterB littleB trying

    C atC nextC hasC hersC lookedC alsoC lotC try

    b) List the events in the order they happened.Imagine you were there when Peter had theaccident. Use your list to tell the story.

    1 What happened to each ofthese people yesterday?Match the pictures (1-5) tothe prompts (a-e), thenmake sentences, as in theexample.




    4 5

    2 Look at the title of the newspaper article. In whichcontext do you expect to find the following words?Listen and read to check.

    escaped unhurt falling 25 feet balcony lying on the ground started crying balcony railings scratches completely unhurt

    3 a) Complete the text. Choose the best word (A, B,or C) for each space.

    A two-year-old child11)) in Germany escapedunhurt after falling 25feet from the 22)) ............floor of a house inDusseldorf yesterday.

    Eva Klein, 28,33)) ............ visiting afriend with her son Peterwhen he fell.

    The children wereplaying on the balcony,44)) ............ explained. Iheard a noise and ranoutside, but Peter wasgone. I 55)) ............ downand saw him lying on the

    ground. I thought he wasdead.

    But 66)) ............ Peterstarted crying and sherealised there was hope.

    Staff at nearby SolingenHospital were amazed tofind that besides a77)) ............ scratches hewas completely unhurt.

    Police are now88)) ............ to find out howPeter could have fallen offthe balcony in the firstplace. They believe hemay have slipped throughthe balcony railings.

  • 4 Study the example. What tenses do we use:

    Find more examples in the text.

    She was visiting a friend with her son, Peter, when he fell.

    5 Join the sentences. Use when or while.

    Past simple Past continuous

    7 Listen and repeat.

    8 In pairs, use expressionsfrom the box in Ex. 7 toreact to the news headlines.

    A: It says here that a dog saved a5-year-old girl.

    B: Thats great!

    9 Portfolio: Use the prompts inEx. 6 to write a news reportlike the one on p. 56. Write:

    who when where what events in detail (how it

    happened) action taken



    6 a) You are going to hear someone reporting acrash. Look at the picture and the prompts and

    guess the story.

    helicopter crash sunbathe swim warm afternoon fly engine roar start falling clear sky people gather rescue pilot/passengers

    1 I was walking downthe street

    2 Sue had anaccident

    3 John and Lisacrashed the car

    4 Did you burn yourfinger

    5 Were you sleeping

    a they were going towork.

    b the telephonerang?

    c you were cookingdinner?

    d I slipped andbroke my ankle.

    e she was cyclinghome.

    Exploring Grammar

    to talk about an action that was in progress in the past? to talk about a past action which interrupted another past

    action which was in progress? Wow! Thats great! Really? How wonderful!


    How terrible! Oh dear! Thats awful! Oh no! Thats shocking!


    Intonation inexclamations

    Everyday English



    b) Now listen and check your guesses.


  • 58


    2 a) Look at the text and the pictures. Do yourecognise these people? What are they famous for?

    I used to ...

    1 Which of these did/didntyou use to do when youwere eight years old?


    StevenSpielberg wasborn in Ohio,USA. As achild he usedto shoot short

    films about flying saucers.Thats how his career started.The ddiirreeccttoorr of such ssccaarryy filmsas Poltergeist, Jaws andJurassic Park, used to bescared of just abouteverything. Today he is stillscared of flying and going in

    NicoleKidman wasborn inHonolulu,Hawaii. TheKidmans usedto live in the

    USA before they mmoovveedd toAustralia. When Nicole wasyoung, she used to takeballet classes because shewanted to be a ballerina.

    b) Which of the activities in Ex. 1 do you thinkeach person used to do when he/she was younger?Listen and read to check.

    Tom Cruise wasborn in NewJersey, USA.When TomCruise was

    fourteen he wanted tobecome a pprriieesstt. He alsoused to wwrreessttllee on his highschool team and only ttooookk uuppacting when he injured hisknee. Now, his hobbies areskydiving, scuba diving andflying his ssttuunntt plane.

    AlthoughKeanu Reeveshas aHawaiianname, he wasborn in

    Lebanon and he ggrreeww uupp inCanada. At school he usedto play ice hockey and hhiissnniicckknnaammee was The Wall.Today he enjoys riding hismotorbike.

    3 a) Read the text, then replace the pronouns in boldin sentences 1-5 with the appropriate names.

    1 He directed the film, Jaws.2 He spent his childhood in Canada.3 His friends used to call him The Wall.4 He wanted to be a wrestler.5 Her family left the USA to go to Austalia.

    AA BB


    Childhood memories


    Past habits

    When I was eight I used to takeballet lessons. I didnt use to playchess.

  • 59


    4 a) Match the examples to the rules.Used to Past simple

    She used to play/played with her dolls when shewas six. (She doesnt play with her dolls anymore.)They bought a house by the sea last year. (NOT: ... they used to buy a house.)

    We use ................. or ................. to talk aboutpast states and habits.We use ................. to talk about an action whichhappened at a specific time in the past.


    6 You will hear three shortconversations. For questions 1-3, put atick () under the right picture.


    1 What used to be Marys favourite toy?




    2 Where did Tony use to spend Saturdaymornings?




    3 What did Ann use to have for breakfastwhen she was seven?



    8 In pairs, interview each other aboutyour childhood. Use the prompts belowas well as your own ideas. Then tell theclass. Talk about:

    favourite toy/game where you spent your holidays hobbies/free-time activities ambitions


    9 Portfolio: Use your answers in Ex. 8 towrite a short text about yourself when youwere a child. Write about what youused/didnt use to do then.


    b) Read again and find the names of:

    four countries an island three films four free-time activities

    Then, explain the words in bold.

    7 Close your book, then say what eachperson in Ex. 2 used to do when theywere younger.

    b) Find examples of used to in the text.Where could you also use past simple?

    Exploring Grammar

    5 Use the prompts to ask and answerquestions about Sally.

    have long hairwear casual clothes

    wear glasseswalk to school

    be a bit overweightlive in Woodstock

    A: Did Sally use to have short hair then?B: No, she didnt. She used to have long hair.

    Then Nowhave short hair

    wear formal clothes wear contact lenses

    drive to workbe slim

    live in Toronto

  • 60

    2 a) Read the story. Which is the best title for it?

    It was a beautiful winter morning and everything was

    covered in snow. Karen and Fiona were walking slowly

    through the forest on their way to the frozen lake. They were

    both very excited because they loved skating.

    When they reached the lake, the girls put on their skates

    and walked carefully onto the ice. See! I told you it was

    safe! Karen said to Fiona. I dont know, Fiona said in a

    scared voice. What if we fall through the ice? Dont be

    silly! Karen laughed loudly as she skated towards the

    middle of the lake.

    Suddenly, Karen heard a loud crack. She looked down

    and saw that the ice was breaking. Fiona! Help! Karen

    screamed in terror. Fiona skated quickly over to Karen,

    grabbed her hand and pulled her to safety.

    An hour later, the two friends were sitting in front of a

    roaring fire, sipping hot chocolate. Karen looked at Fiona

    and said softly, You saved my life! Thats what friends are

    for, Fiona replied and hugged her. It was a day to


    1 Look at the pictures and, in pairs, try to put them into the correct order. Can you guess the story? Listen and check.

    b) Work in pairs. Which sentences best describeeach picture (A-D)? Then, explain the words inbold.




    C D


    4 List the events in the storyin the order they happened.Use your list to retell thestory to the class. Can youthink of another ending?


    20 StorytimeSkills Work





    Subject/Object questions

    5 a) Compare the examples.Which question asks for thesubject/object? In whichquestion is the verb formnot in the interrogative?

    Who went to the cinema?Sally went to the cinema.What did she see? She saw E.T.

    b) In pairs, ask and answersubject/object questions basedon the story. Use: who what when where

    1 A wonderful day

    2 A forest walk

    3 A day to remember

    Exploring Grammar

    3 Which paragraph tells us: when and where the story

    happened? who the main characters were? what the climax event was? what the weather was like? what happened in the end?

  • I was walking alongOn my way to your placeWith my hands in my pocketsAnd the wind in my faceThen all of a suddenIt started to rainAnd the wind started blowingLike a hurricane

    But I didnt run and I didnt hideI didnt try to get insideI didnt even feel the stormThe thought of you kept me dry and warm

    The rain was fallingIt was flooding the streetI was soaking wetFrom my head to my feetThe wind was howlingWhat a scary soundThe sky was darkAnd there was no one around


    9 Listen to the sounds. Can you guess whathappened next?

    7 Use the phrases to make sentences.

    Come on, Sparky!

    Sequence of events

    Before you write a story, decide on the main character(s) andthe events. Write the events in the order they happened. Thishelps the reader understand the story more easily.

    8 The picture shows the beginning of a story. Look atit and answer the questions.


    1 Where were they?2 What time of year was it?3 What was the weather like?4 What was happening?

    b) Read the song. How doesthe singer feel? Why?

    11 a) Look at the title of thesong. In pairs, write sixwords you expect to find inthe song. Listen and read tocheck.

    talk/write about accidents &natural disasters

    talk/write about what I used todo when I was younger

    narrate past experiences react to good/bad news express my surprise write a short story

    20Adverbs of manner

    6 Look at the highlighted adverbs in the story. 1 How do we usually form adverbs?2 What do these adverbs tell us?

    a how something happensb how often something happens

    3 Where do we usually place adverbs of manner?a before the main verb b after the main verb

    ran quickly spoke loudly walked slowly shouted angrily sang happily smiled proudly

    Introduction (Para 1) set the scene (who, when, where, what)

    Main Body (Paras 2 & 3 ) events leading to the main event,main event

    Conclusion (Para 3) end story, your feelings

    10 Use your answers from Exs. 8 and 9 to write a storyfor the school magazine competition, entitled: A LuckyEscape (100-120 words). Use the plan below.

  • 62

    2 Read or listen to the text andanswer the questions (1-4). Then,explain the highlighted words.

    If you need to contact the police, fire

    brigade, ambulance service orcoastguard in an emergency

    DIAL 999 or 112

    1 Look at the title and introduction to the text below, then answer the questions. a What do you think its purpose is: to give information/to advertise something?b Where do you think you could read it: on a noticeboard/in a phone book?c Who do you think the target reader is: the public/special groups of people?

    Which number should you call if:

    1 you have a minor health problem?2 you see someone trying to break into a

    house?3 you see a house on fire?4 there is a power cut in your house?

    3 Project: Write a short text givinginformation, including telephonenumbers, about the emergency servicesin your country.

    Reading outside the classroom

    Reading a variety of English texts from differentsources will help improve your reading skills.


    For immediate and confidential health advice and information,

    24 hours a day, seven days a week, call NNHHSS DDiirreecctt

    00884455 4466

    WHEN ITS AN EMERGENCYHere are some useful numbers you

    may need for help and advice on health, house or

    safety matters.


    Accident and emergency

    departments at local hospitals will

    treat serious injuries and sudden


    If it is not an emergency, then

    contact your doctor or call NNHHSS

    DDiirreecctt (see entry, below)


    In an emergency, you can usually call

    the local surgery for a recorded

    message explaining how to contact

    the doctor or dentist on duty.


    Dial 999 or 112 only in an

    emergency where there is danger

    to life or a crime is in progress.


    Local fire officers can provide

    helpful advice about fire safety. For

    details of your Local Fire Safety

    Office, call Enquiries at the main

    HQ on ((002200)) 77558877 44771188


    If you have a problem with your

    electricity, gas or water supply which

    needs immediate attention, call one

    of these 24-hour helplines.


    0800 783 8838


    0800 111999


    0845 920 0800

  • 1 2 34


    1 a) Match the pictures tothe jobs below.

    paramedic firefighter police officer lollipop lady

    2 How do these people helpus? Use the prompts tomake sentences. Use yourown ideas as well.

    help/cross busy road teach/ road safety

    take people/hospital give/ first aid

    put out fires rescue people

    stop crime protect people

    b) What are these jobscalled in your language?

    Police officers stop crime andprotect people.

    3 Read the title of the text.Think of two questions youhave about the policeservice in the UK. Listenand read and see if you cananswer them.

    4 Read the text and explain the words in bold. Inpairs, ask and answer wh- questions based on thetext.

    A: Whos the head of each police force in the UK?B: The Chief Constable. Who is ...

    5 Project: What about the police force in yourcountry? Talk about:

    organisation (head of force, structure, base) duties entry & requirements years of training uniform

    The United Kingdom doesnt have one police force.Instead, there are 50 different forces around the country.

    At the head of each force is the Chief Constable (or,in London, the Commissioner). Police constables, under thesupervision of sergeants and inspectors, do the generalpolice work, such as patrolling the streets, answering callsand so on. The police station is their base.

    Entry to the police force is open to men and womenover the age of 18 who are physically fit and have goodeyesight. Every police officer does two years of policecollege courses and on-the-job training.

    Police constables wear a uniform and a helmet and,unlike in many other countries, they do not carry a gun.Detectives, who investigate crimes, wear plain clothes.

  • 64

    Self Check 4

    1 Choose the correct word.1 Sophie managed to pull her to safety/checkout.2 We sat in front of a howling/roaring fire.3 Tom Cruise took up/grew up acting while at school.4 The boy managed to escape unhurt/safe.5 The ground started shaking/rumbling.6 They laughed strongly/loudly at the joke.7 The buildings were shaking/rocking from side to side.8 Grab/Knock my hand and Ill pull you out.

    3 Put the verbs in brackets into the past simple orpast continuous.

    1 At 7 oclock yesterday evening Josh ..................... (do) the shopping while Ann ........................ (cook) dinner.

    2 They .................................. (watch) TV when it .................................... (start) raining.

    3 The wind ........................................... (howl) and the sky.................................................. (get) darker and darker.

    4 It ........................................ (rain) hard so she ............................................................... (take) a taxi back home.

    5 While John ................................................ (walk) in thepark, someone .................................... (try) to rob him.

    2 Match the words to form phrases.hurtsprainheardisplay

    my ankleof cakesmy backa noise


    in horrornoiserailingsfilms

    4 Write the question about the underlined word(s) ofeach answer.

    1 A: ................................................................................. ?B: Ann and Liz went to the forest.

    2 A: ..................................................................................?B: Frank saw an accident.

    3 A: ..................................................................................?B: An earthquake happened last week.

    4 A: ..................................................................................?B: They flew to Madrid.

    5 What did(nt) Mary use todo when she was ten? Usethe prompts.

    1 ride a bicycle 2 send emails 3 go to the theatre 4 take ballet lessons

    6 Match the numbers (1-4) tothe letters (a-d).

    1 I lost my wallet.2 They managed to rescue

    the pilot.3 100 people died in the

    earthquake.4 How was your day?

    a Thats great!b Dont ask!c Thats too bad!d Thats shocking!

    How didyou burnboth ears?

    I was ironing when

    the phone rang,

    and I answered the

    iron by mistake.

    But you burnt

    them both.

    As soon as I put the phone

    down, it rang again.

    My total score ...........Great ........ Good .......Try harder ..........

    ( )Points: -8 x 2 16

    ( )Points: -8 x 2 16

    ( )Points: -4 x 3 12

    ( )Points: -4 x 5 20

    ( )Points: -4 x 4 16

    ( )Points: -5 x 4 20

  • aanndd bbee aa cchhiilldd aaggaaiinn





    Modern four-bedroomhouse in the centre of



    CCoommppeettiittiioonnAre you uunnddeerr 1188??Are you aann iinnvveennttoorr?Then this could be thestart of something big!SSeenndd uuss yyoouurr iinnvveennttiioonn

    56 Apple Street

    Ticket 3.50

    Bright, spaciousliving room

    Dining room Kitchen Four bedrooms Two bathrooms Large garden

    Telephone: 0945 061 2061email:[email protected]


    Beautiful family house,five minutes from thecentre of Canterbury

    $3,000 per perso


    (all inclusive)

    cchhiillddrreenn uunnddeerr 44


    10 days 5-star hotel watersports horse riding tennis and lots more

    LLaasstt ccaallll:: 2233 SSeepptteemmbbeerr, T:203-230-0000, 46 Apple Street, Haundey

    Every Friday8:00-11:00 pm

    SET 1 Pairwork ActivitiesStudent A

    Visual Materials

  • 1 How much do you know aboutHalloween? Do the quiz tofind out. Check your answers.

    1 On what day is Halloween celebrated? December 25B April 1C October 31

    2 The word comes from medievalEnglands All Hallows ............... .A EveB timeC month

    3 ................ and black are coloursassociated with Halloween.A RedB OrangeC Blue

    4 People carve ................ into jack-o-lanterns.A melonsB watermelonsC pumpkins

    5 Children go from door to doorand say ................ !A Treat or trickB Trick or treatC Trick or beat

    2 a) How did Halloween start? When? Listen andread to find out.

    The Story ofHalloween

    2,000 years ago, the Celts lived in the area which

    is now Ireland, the United Kingdom and northern

    France. They used to grow their own food and they

    considered harvest time to be the end of the year.

    Every year, they celebrated New Years Eve on

    October 31st with a festival called Samhain. The

    Celts dressed in animal heads and skins for this

    b) Read the article and correct the sentences (1-5). Then, explain the words in bold.

    1 The Celts lived in Iceland.2 They celebrated New Years Eve on November 14th.3 Their festival was called Feralia.4 The Druids were ghosts.5 Pomona Day was a Celtic festival.






    EveryonelovesHalloween,but do youever wonderwhat itreallymeans?


    c) In pairs, ask and answer questions based onthe text.

  • 123

    1 Put the pumpkin

    on the table.

    2 Cut the top off the

    pumpkin with the knife.

    3 Use a spoon. Scoop

    out the insides.

    4 Draw the eyes,

    nose and mouth

    with the marker.

    5 Cut out the face with

    the small knife.

    6 Put a candle inside and

    light it.

    7 Put the top back on.

    8 Take the jack-o-lantern

    and put it outside on

    your porch until

    Halloween is over.


    a pumpkin

    a large sharp knife

    a spoon

    a small knife

    a permanent marker

    a candle

    Carving the perfect jack-o-lantern

    3 Project: Lets carve a jack-o-lantern.

    festival, and their priests, the Druids, built huge

    bonfires which the Celts gathered around to burn

    crops as sacrifices to their ancient gods.

    October 31st marked the end of summer and the

    beginning of winter and the Celts believed that on

    that night, the ghosts of the dead returned to

    Earth. The Celts thought that the ghosts helped the

    Druids to predict the future.

    In about 43 AD, after the Romans conquered the

    Celts, two Roman festivals, Feralia (when Romans

    remembered their dead) and Pomona Day (when

    the Romans honoured their goddess of fruits and

    gardens), were combined with the Celtic Samhain

    festival. Later, in the 7th century, when Christianity

    reached the land of the Celts, the Pope made

    November 1st All Saints Day. This was a time for

    people to honour saints and martyrs. This

    celebration was also called All Hallows or

    Hallowmas. The night before it became known as

    All Hallows Eve, which later changed to Halloween.

    Today, people celebrate Halloween with black

    cats and magic from Samhain, apples and

    harvest from Pomona Day and ghosts and

    skeletons from All Saints Day. Its a thrilling

    mixture of fun and fear!

  • 16 What were you doing?

    1 A: How was the play lastnight?

    B: It was terrible! I ........................ on stage and fell over!

    A: Oh, no! I bet you werereally ...................... .

    2 A: I'm going to get a ................................. for the shopping.B: Do you mind if I don't

    come with you? I want to look at the CDs.

    A: OK. I'll meet you at the ........................ .

    3 A: How did your job interview go yesterday?

    B: It was terrible! I was nervous and I ..................................... my cup of coffee! I don't think I got the job!

    A: Wow! What a ................................... !

    4 A: Did you see that ...................................... of flowers in the shop window?B: Yes, it was ........................ !

    2 The following people wereat home at 5:00 pmyesterday afternoon. Whatwere they doing? In pairs,ask and answer questions.Use the verbs:

    play cook read do

    Past Continuous

    1 Robert / play video gamesA: Was Robert playing video games?B: No, he wasnt. He was playing the piano.

    2 Tony and Steve / do homework3 Lisa / write a letter4 Jessie and Rick / listen to music

    3 In pairs, ask and answer questions using theprompts, as in the example.

    1 at 10 o'clock yesterday evening?A: What were you doing at 10 o'clock yesterday evening?B: I was watching TV.

    2 at two o'clock this morning?3 two hours ago?4 at half past eight yesterday morning?5 at 10 pm last Sunday?6 this time last year?7 when it started raining?8 at lunchtime yesterday?


    1 Fill in the correct wordfrom the list:

    nightmare enormous display trolley knocked over slipped checkout embarrassed


    4 Circle the correct response.1 A: I lost my wallet.

    B: a It was anightmare.

    b Thats too bad.

    2 A: I feel tired.B: a You poor thing!

    b What a morning!

    3 A: How was your day?B: a It gets worse.

    b Dont ask!

    4 A: I studied for the testall night and I stillfailed!

    B: a What's it like?b Oh, dear!

    Expressing complaint & sympathy

    Everyday English


    Jessie & RickTony & Steve

    Vocabulary WORKBOOKsample pages

  • 3 Sam & Chris


    1 Label the pictures.

    2 Fill in the correct word. shake unbelievable howling shelter crack rumbling grabbed trembled survive rocking

    1 There was a loud ......................sound and then the wind blewthe roof off the house!

    2 People were running to try andfind .................. from the rain.

    3 During the earthquake theside of the building started to......................... .

    4 The wind was so strong thatthe car was .........................from side to side.

    5 The man ................ the child'shand and pulled her back fromthe edge of the cliff.

    6 As the hurricane passed overour house, the furniturestarted to ......................... .

    7 The force of the flood movedcars and animals. It was......................... !

    8 Last night the wind was loudly, I couldn't sleep.

    3 The people at Shoreham Insurance Company were atwork yesterday morning when an earthquake struck.Look at the pictures. In pairs, ask and answerquestions, as in the example.

    send fax have meeting talk on the phone look at report work on computer

    Past Continuous

    1 A: What was Bill doing? B: He was looking at a report.

    4 Put the verbs in brackets into the past continuous.

    It was 7:00 pm and I 11)) ........................ ((ddrriivvee)) back home.

    I 22)) ........................ ((ssiinngg)) along to the music on the radio.

    Black clouds 33)) ........................ ((ggaatthheerr)) in the sky and a

    storm 44)) ........................ ((ccoommee)). Before I knew it, I was in

    the middle of the storm. I 55)) ........................ ((nnoott//ddrriivvee)) very

    fast but suddenly I lost control of the car. I tried to stop but

    it 66)) ........................ ((mmoovvee)) on its own! Before I realised

    what 77)) ........................ ((hhaappppeenn)), I crashed into a wall.

    Luckily another car 88)) ........................ ((ppaassss)) the other way

    so it stopped and took me to hospital. I was amazed I wasnt

    seriously hurt.

    It happened to me! 17

    9 The storm completely destroyed the village. Thevillagers were lucky to ................... .

    10 The children .................. when they heard the thunder.


    A .......................... B ..........................

    D ..........................C ..........................

    1 Bill

    4 the directors 5 Tom

    2 Jessica


  • Blockbuster 2 is designed for learners studying English at Elementary level.The course follows the principles of the Common European Framework ofReference, Level A2 (Basic User).

    Students Book

    Workbook & Grammar Book

    Students CD

    Teachers Book

    My LanguagePortfolio

    Class CDs

    Test Booklet & CD(also available on CD-ROM)


    Visit for free resources and Portfolio activities.

  • Jenny Dooley-Virginia Evans Students Book

  • 2MOD


    1 (P

    P. 5




    2 (P

    P. 1




    E 3





    Culture Corner 1: Time Off! (p. 16) Curricular Cuts 1: (Literature) Robinson Crusoe (p. 17) Self Check 1 (p. 18)

    2 Fun time(pp. 8-9)

    leisure activities;hobbies

    present simple;adverbs offrequency

    email to a friend multiplematching

    habits & routines;expresslikes/dislikes

    email to a friendabout yourhobbies/free time

    3 Chores!(pp. 10-11)


    presentcontinuous;stative verbs

    Helping hands(advertisement)

    listening forspecificinformation

    makesuggestions agree/disagree

    chart showingyour chores fornext week

    4 Lifestyles(pp. 12-13)


    presentcontinuous vspresent simple

    Being 14(interview)

    listening forspecificinformation

    talk aboutlifestyles


    5 Heroes &Villains(pp. 14-15)

    characteradjectives &appearance

    formingadjectives; linkingsimilar/opposingideas

    Simply the Best(article)

    listening for gist talk aboutcharacter &appearance; join sentences

    summary of atext

    Culture Corner 2: Fighting Animal Cruelty: The RSPCA (p. 30 Curricular Cuts 2: (Citizenship) Neighbourhood Watch(p. 31) Self Check 2 (p. 32)

    6 Clumsycrooks!(pp. 20-21)

    crimes &criminals

    past simple dialogue(reporting news);witness statement

    listening for detail;intonation ofstressed words

    express interest eyewitnessstatement

    7 Crimefighters(pp. 22-23)

    people who helpus


    Anything canhappen ... whileon duty (article)

    listening for specificinformation

    narrate a personalexperience

    short narrativearticle

    8 In search oftruth(pp. 24-25)

    detective stories past simple vspast continuous

    detective story(comic strip)

    listening & writingdown information

    interrogate sb comic strip

    9 On the Beat(pp. 26-27)

    police equipment used to/would Bobbies on theBeat (article)


    express doubt &certainty

    strange laws

    10 Things arenot alwaysas theyseem!(pp. 28-29)

    phrasal verbs:break; linkers

    Almost a Crime(story)

    listening toidentify timesequence

    set the scene story



    Culture Corner 3: Seeds of Hope (p. 44) Curricular Cuts 3: (Science) Disappearing Habitats (p. 45) Self Check 3 (p. 46)

    12 Friends indanger(pp. 36-37)

    endangeredanimals, animalcategories

    will vs going to;forming abstractnouns from verbs

    Your Voice -Animal Welfare(article); signs


    discuss ways toprotectendangeredspecies

    poster aboutways to protectendangeredspecies

    13 Take actionnow! (pp. 38-39)

    environment;global warming

    Type 0 & 1conditionalsphrasal verbs: turn

    global warming(web page)

    listening & writingdown information