CONTENTS

Welcome p 4 A A lucky pilot; Descriptive verbs; Phrasal verbs; Childhood memories; Elements of a story; Talking about past routines
B Future plans; Life plans; Future continuous; Future perfect; Being emphatic: so and such; Extreme adjectives
FUNCTIONS & SPEAKING GRAMMAR VOCABULARY
Unit 1 Issuing and accepting a challenge Verbs followed by infinitive or gerund Verbs of movement
Survival instinct Discussing situations and your emotional Verbs which take gerund and Adjectives to describe
p 12 reactions to them infinitive with different meanings: uncomfortable feelings
remember, forget, regret, try, stop WordWise: Expressions with right
Unit 2 Introducing information Relative clauses (review) Groups of people
On the road Discussing nomadic people which to refer to a whole clause Phrasal verbs (1)
p 20 Omitting relative pronouns
Reduced relative clauses
Life Competencies: Giving yourself a challenge , Culture: Nomadic people , Review

Unit 3 Emphasising Quantifiers Costumes and uniforms

Growing up Discussing sharenting so and such (review) Bringing up children
p 30 do and did for emphasis
Unit 4 Expressing frustration be / get used to (doing) vs. Personality adjectives
The art of thinking Guessing game to practise personality used to (do) Common adverbial phrases
p 38 adjectives Adverbs and adverbial phrases WordWise: Expressions with good
Literature: About a Boy by Nick Hornby, Life Competencies: Being supportive , Review

Unit 5 Advice and obligation Obligation, permission and prohibition Technology (nouns)
Too much tech? Talking about technology (review) Technology (verbs)
p 48 Necessity: didn’t need to / needn’t have
Ability in the past (could, was / were able
to, managed to, succeeded in)
Unit 6 Using intensifying comparatives Comparatives Ways of speaking
Better together Discussing community projects Linkers of contrast Friendship idioms
p 56 Role play: The missing suitcase

Culture: Four of the smartest cities , Literature: Little Women by Louisa May Alcott, Review

Unit 7 Cheering someone up Ways of referring to the future (review) Phrases to talk about the future:
Rose-tinted Silver linings game: thinking of optimistic Future continuous (review) about to, off to, on the point of, due to
glasses solutions Future perfect (review) Feelings about future events
p 66 WordWise: Expressions with so
Unit 8 Saying ‘Yes’ and adding conditions Conditionals (review) Phrasal verbs (2)
List it! Discussing wonders of the world Mixed conditionals Alternatives to if: suppose, provided,
p 74 as long as, otherwise, unless

Life Competencies: Being tactful , Culture: Seven wonders of the natural world , Review

Unit 9 Asking someone politely to change their I wish and If only Life’s ups and downs
Take charge behaviour I would prefer to / it if, It’s time, Work and education
p 84 Discussing further education and work I’d rather / sooner
experience
Unit 10 Making a point Reported speech (review) Sharing news
Unbelievable Introducing news Reported questions and requests Reporting verbs
news Interviewing a well-known person WordWise: Expressions with way
p 92 Discussing the ethics of journalism
Literature: The Remains of the Day by Kazuo Ishiguro, Life Competencies: Being yourself , Review

Unit 11 Sympathising about past situations Speculating (past, present and Space idioms
Shoot for the stars Discussing films future) Adjectives commonly used to
p 102 Discussing life in space Cause and effect linkers describe films
Unit 12 Speaking persuasively Passive report structures Geographical features
Off the beaten Giving a presentation about human activity The passive: verbs with two objects Verb + noun collocations
track and the natural world
p 110
Culture: A multinational enterprise , Literature: The Lost World by Arthur Conan Doyle, Review

2
C Conversations; Personality; Using should; Career paths; Decisions; Permission
D A change of lifestyle?; Reporting verbs; Negative adjectives; Another country; Changes; Regrets: I wish … / If only …
PRONUNCIATION THINK! SKILLS
Dipthongs: Train to Think: Thinking Reading A rticle: Surviving for seven weeks Article: How to survive in the wilderness
alternative spellings rationally Writing A diary page about an experience Listening Radio show: Exams advice

Phrasal verb stress Train to Think: Distinguishing Reading A rticle: Getting to work Blog: A Brazilian adventure
fact from opinion Writing A
 n informal email Listening Radio quiz about migration in nature
Values: Learning from other
cultures

B2 First for Schools practice

Adding emphasis Train to Think: Changing your Reading B log: An embarrassing dad Website page: To sharent or not to sharent
opinions Writing An essay about parenting
Listening Podcast about a hero dad
Pronouncing words Train to Think: Lateral thinking Reading A rticle: A big change for artists Web post: A problem on Your answers here
with gh Values: Appreciating creative Writing A story beginning: ‘I had no idea what to do.’
solutions Listening Talking heads – thinking imaginatively
B2 First for Schools practice

The schwa /ə/ sound Train to Think: The PMI Reading A  rticle: A digital detox
strategy Article: Great success for teenage teachers: When silver surfers get connected
Writing Instructions Listening A conversation about an invention

Linked words with Train to Think: Exaggeration Reading Email: Comic Con Article: CoderDojo Coolest Projects International
/dʒ/ and /tʃ/ Values: Doing good Writing An essay about social media Listening Podcast: Friendships

B2 First for Schools practice

Intonation: Train to Think: Learning to Reading B log: My takes on life, the universe and everything
encouraging see things from a different Website page: Quotations for worriers
someone perspective Writing A short story ending: ‘Every cloud has a silver lining’
Listening Radio show: Silver Linings
Weak forms with Train to Think: The ‘goal-setting’ Reading Book review: The Checklist Manifesto by Atul Gawande
conditionals checklist Blog: Elisa’s list blog
Values: Lists Writing An essay: A wonder of the natural world Listening A conversation about bucket lists
B2 First for Schools practice

Linking: intrusive /w/ Train to Think: Jumping to Reading Presentation: Making difficult decisions Quiz: What kind of a friend are you?
and /j/ a hasty conclusion Writing A
 n article for the school magazine Listening A radio programme about life choices

Linking: omission of Train to Think: Recognising the Reading Magazine article: Fake news Article: The Secret Paparazzo
the /h/ sound source of a statement Writing A
 magazine article about an interview with a well-known person
Values: News or not? Listening A
 n interview with a foreign correspondent

B2 First for Schools practice

Stress on modal verbs Train to Think: Spotting flawed Reading Article: A mission to Mars
for speculation arguments Blog: Top four space films of all time
Writing A report about a problem on a school trip Listening Podcast about space tourism
Linking: intrusive /r/ Train to Think: Exploring Reading Article: Saving great discoveries!
hidden messages Article: Explorers: a friend to the native people: Cândido Rondon
Values: Human activity and the Writing A short biography Listening A talk about discovering new species
natural world
B2 First for Schools practice
Pronunciation pages 120–121    Get it right! pages 122–126    Speaking activities pages 127–128

3
 3 GROWING OBJECTIVES

UP
FUNCTIONS:
emphasising

GRAMMAR:
quantifiers; so and such (review); do and
did for emphasis

VOCABULARY:
costumes and uniforms; bringing up
children
Watch the video and think:
07
what’s the hardest part of being a teenager?

A C

B D

REAdING 4 Read the blog again and answer the questions.

1 What did Rain’s parents do on his first day of high school?
1 SPEAKING Look at the photos and
2 How many days did Rain’s dad, Dale, wave at the bus?
discuss the questions in pairs.
3 Which other family members got involved?
1 Do you enjoy dressing up? Why do you
4 What were the first and last costumes that Dale wore?
think people enjoy wearing costumes?
5 How much did Dale spend on the costumes?
2 Do you think fancy dress is just for kids?
6 How did he keep the cost so low?
3 Do you think it’s okay to make animals
wear costumes? Why (not)? 7 What did Rain think about his dad dressing up at the beginning?
And at the end?
2 SPEAKING Look again at the photos, and 8 What happened at the beginning of the next school year?
look at the title and the photo on the
next page. What do you think the blog 5 SPEAKINGWork in pairs and discuss the questions.
will be about? 1 Does Dale sound like a good dad? Explain your reasons.
2 How would you feel if your dad was like Dale? Why?
3 3.01 Read and listen to the blog to 3 Why do you think Dale wanted to dress up?
check your ideas.
30
 GROWING UP UNIT 3

AN EMBARRASSING DAD
If you think you have the world’s most embarrassing dad, then think again.
American teenager Rain Price was waved off to school from Dale even got other members of the family
the bus stop outside his house, by his dad, every day for involved, using Rain’s younger brother to play
a whole school year. OK, so that doesn’t sound too bad, Batman alongside his Robin.
but this was no ordinary goodbye, because each day Rain’s Amazingly, Dale only spent $50 on all of the
dad did it while wearing a different fancy-dress costume! costumes. He got loads of costumes from the
It all started on 16-year-old Rain’s first day of high school. family fancy-dress collection and then there
Like many proud parents, Rochelle and Dale, Rain’s mum and were several friends and neighbours who were
dad, sent him off to school with a big wave from the doorstep. happy to help.
That evening Rain made the mistake of complaining about how Some of Rain’s friends didn’t find it funny, but
embarrassing they were, which gave Dale a great idea. most of them looked forward to seeing what
The next morning, as Rain stepped onto the bus outside Dale would be wearing every day. And Dale
his house, he could hear all of his school friends laughing at found an international audience for his
something. He turned around and to his horror, there was his dressing up, too, as each day Rochelle took
dad waving him off, dressed as an American football player, a photo of her husband in fancy dress and put
complete with ball and helmet. But that was just the beginning. it on their blog, waveatthebus.blogspot.com,
For the next 180 school days, come rain or shine, Dale waved which became a hit on the internet. Even Rain
goodbye to his son dressed in a different costume. One day he was eventually able to see the funny side and
was a king waving his sword and shield, the next a chef in his realised that his dad was pretty cool after all.
hat and apron, the following a pirate. Then there was Elvis and For the final farewell on the last day of school,
Wonder Woman. Dale dressed up as a pirate and stood next to
a sign which said: ‘It’s been fun waving at the
bus. Have a great summer.’ But all good things
don’t always come to an end. The new school
year began, and Dale was there again, in fancy
dress, to wave at the bus.

7 SPEAKING Work in pairs and discuss how

the people’s opinions in Exercise 6 changed
throughout the school year and why.
Changing your opinions
It can be a mistake to believe something just because it’s
based on an opinion you’ve formed. Becoming a critical Initially, Rain thought that his dad was the
thinker means continually reflecting on your opinions, and most embarrassing dad in the world. But, with
time, he realised that maybe that wasn’t true.
being willing to change them if they aren’t based on evidence.
He learned to appreciate his dad’s sense of
6 Which people from the story may have had these humour.
opinions at some point? Write their names.
1 ‘My dad is the most embarrassing person in the
world.’ 8 SPEAKING Work in groups and discuss some
2 ‘Rain’s dad is really silly.’
opinions that you or family members have had
that have changed. Think about music, school,
3 ‘I don’t think Dale should do this – it’s going to cost
fashion, friends, etc.
a lot of money.’
31
 GRAMMAR Grammar video 08 VOCABULARY
Quantifiers Costumes and uniforms
1 Look at the blog on page 31 and complete the 4 SPEAKING Look at the list of clothes and
sentences. Then complete the rule with loads of, accessories. What costumes might people use
a little, all, several and none. these items for? Discuss in pairs.
1 Like proud parents … • sword and shield • helmet
2 He could hear of his • leather jacket • bathrobe
school friends laughing at something. • wig • mask
3 He got of costumes from • snorkel • apron
the family fancy-dress collection. • poncho • football top
4 There were friends and
neighbours happy to help. 5 Look at the photos. Who is wearing a costume?
5 of his friends didn’t find Who is wearing a uniform? Who is wearing a kit?
it funny, but of them A
looked forward to it.

RULE: Quantifiers are words and expressions that we

use to talk about amount.
0% 6

hardly any
a few / 7 ,
not many / much, a small number of
some / 8
9
/ a lot
of, lots of, plenty, much / many, a good B
deal of
most, almost all, the vast majority of
10
100%

2 Choose the correct words.

1 I’ve got a few / loads of followers on my YouTube
channel – more than 20,000.
2 I spend a lot of / hardly any time with my friends –
we meet up every day after school and most
weekends, too. C
3 I spend most / hardly any of my time on my tablet.
It’s the most important thing I’ve got.
4 A small number / Most of my teachers are really nice.
I really like this school.
5 Most / All of my family live near me, but I’ve got an
uncle who lives in Australia.
6 I spend almost all / hardly any of my money on
downloads. I don’t really care about music.

3 SPEAKING Work in pairs and discuss the sentences

6 SPEAKING Work in pairs and discuss the questions.
in Exercise 2. Which of them are true for you?
1 Do you or does anybody you know wear a uniform
workbook page 28 for work? Describe it.
2 Can you list five jobs in which people wear uniforms?
3 Describe a sports kit to your partner, but don’t
say what sport it’s for. Can your partner guess?
4 Describe your perfect costume to wear to
a fancy-dress party.
workbook page 30

32
 growing up unit 3

LISTENING
7 Look at the photos. What do you think the podcast
will be about?

8 3.02 Listen to the podcast. Mark the

sentences T (true) or F (false).
1 This is a story with a tragic ending.
2 This is a heart-warming story of a father’s
love for his daughter.
3 We learn how a father is motivated by
his daughter’s love of the outdoors.
4 Ricky van Beek regularly competes in the
Paralympics with his daughter, Maddy.
5 Many people are inspired by watching the
father and daughter duo compete
in triathlons.

9 3.02 Listen again and choose the

correct answers.
1 What is unusual about Maddy and her father,
Ricky van Beek, competing together in outdoor races?
A Ricky finds walking difficult.
B Maddy has a condition that means she is
unable to walk.
C Maddy has a fear of water.

2 What was a major handicap for Ricky when they

began racing?
SPEAKING
A He smoked heavily and he was not very fit.
B He couldn’t give up smoking. 10 Work in pairs and discuss the questions.
C He didn’t like running on bumpy roads. Look at the examples below. Have your parents or your
3 What is the main motivation for Ricky? siblings ever made a similar sacrifice for you or a good
cause you are passionate about?
A the feeling of freedom that running gives him
• done a sponsored swim or walk with you
B seeing the joy that it gives his daughter
• baked cakes to help you raise money for charity
C being an inspiration to others
• climbed a mountain with you
4 What will Ricky do if Maddy can no longer race • helped you when you were scared
with him? • given up their time to teach you to play a musical
A He will give up racing. instrument
B He will continue to race with her in his heart.
C He will find another sport for her to 11 Have you ever done any of these things,
participate in. or something similar, for a brother or sister,
or a friend?
5 How does seeing them race together make
people feel?
A They are inspired to take part in future
marathons.
B They wish that they could race with their
daughters.
C They feel moved by the love Ricky’s actions
show for his daughter.

33
 REAdING
1 Work in pairs. Look at the photos and
OR
TO SHARENT
the title of the article. What do you think
‘sharenting’ is?
ENT
NOT TO SHAR 2 3.03 Read and listen to the article
to check your ideas.
‘I can’t believe you put that
3 Read the article and the comments again.
photo of me on Instagram!’ Who said or did these things? Write the
Does this sound familiar? Do your parents post photos of you name.
online? Are there photos out there that you really don’t want the
1 had previously
world to see?
discussed the issue of sharenting with
We all know that parents just want to do their best for their
her mother.
children. However, parents around the world are creating a digital
footprint for their children before they can give consent. Future 2 made the
employers might be able to access those images online. decision to continue sharenting against
French police have warned that parents could face future her daughter’s wishes.
lawsuits from their children for violating their privacy. 3 said parents
Under French privacy law, you are currently not allowed to should think carefully before they share.
publish a photo of someone without their consent.
4 thinks it was
Some children have publicly asked their parents not to share
OK to share some pictures and not others.
photos on Instagram or on their blogs. Children grow up fast and
parents must respect that. 5 thinks it’s OK
‘Mom, we’ve discussed this. You may not post anything without to sharent when very few people will see
my consent.’ Apple Martin famously wrote the above comment the photos.
under a selfie taken by her famous mother, Gwyneth Paltrow, of 6 thinks parents
the two of them skiing, and a media storm followed.
should respect their children’s wishes.
The daughter of Christie Tate, a mummy blogger, found lots of
essays and photos of herself online when she googled herself. 4 SPEAKING Work in pairs and discuss
She did ask her mother if the content could be taken down,
but her mother refused. the questions.
Ray Fitzgerald, a parenting coach, advises his followers to stick 1 Have your parents ever shared a photo
to the ‘three P rules of posting’: of you that you wish they hadn’t?
• PRIVACY – Make sure private images stay private and 2 What are your opinions on sharenting?
check that your privacy settings are as tight as possible. Do you think parents should ask for
• PERCEPTION – If you were a teenager, would you like your your consent before posting a picture
parents to share that picture of you online? If the answer is no, on Instagram or on other social media?
then don’t post it.
• PERMISSION – Always ask a teenager’s permission before
posting an image. SPEAKING
I asked some teenagers and here are some of their comments:
5 Read each sentence and choose a number
I don’t usually mind. My mum and dad have given me from 1–5 (1 = I strongly agree, 5 = I strongly
a very happy childhood. They’ve been great parents. disagree.)
But then last week my mum shared a picture of me and her
in the park. It was such a bad picture. I was so embarrassed. 1 Teenagers should always be
Sharenting is bad news. SAM supported by their parents. 1 2 3 4 5
2 Parents are not the most
My mum has so few followers, I don’t mind. But it’s
different if your parents are famous or have thousands important people in
of followers. Gwyneth Paltrow is very famous and so many teenagers’ lives. 1 2 3 4 5
people saw that skiing picture. I do think her daughter was 3 Parents should give teenagers
right to be angry. JACK freedom of choice in everything. 1 2 3 4 5
I did see the picture and I do follow Gwyneth Paltrow. 4 Teenagers should spend as
I didn’t think the picture itself was so terrible. However, much time as possible with
I do understand her daughter’s anger. JENNY parents/family. 1 2 3 4 5
After much discussion, most people seem to agree that it’s time
to stop sharenting when your children are about 12 or 13.
6 Discuss your answers in groups. Which
The pictures can be so embarrassing and they’re out there forever. question(s) do almost all of you agree on?
Where do you stand on this issue? And which one(s) do almost all of you
disagree on? Why?
34
 growing up unit 3

GRAMMAR 10 Complete the second sentence so it has a similar

meaning to the first, using the word given and so/such,
so and such (review)
did for emphasis or too/not enough. Write between
7 Write the correct words to complete the two and five words.
sentences. Check in the article on page 34, 1 There were too many people at the meeting.
then complete the rule with so and such. Some people had to stand.
1 I was embarrassed. There at the meeting,
2 It was a bad picture. so some people had to stand. (chairs)
2 He spends too much money.
RULE: We use so and such to emphasise. He money. (save)
3
(a/an) + (adjective) 3 This book isn’t interesting enough. I’m not going to
+ noun finish it.
4
+ adjective This book is finish. (boring)
We often follow so and such with a that clause to
4 You’re wrong. I thought the book was really, really good.
talk about consequences.
It was such a difficult question that I didn’t know I the book. (like)
what to say. workbook page 29
It was so hot that I couldn’t sunbathe.
PRONUNCIATION
Adding emphasis Go to page 120.
8 Complete the sentences with so or such and
your own ideas.
0 It was such a hot day that
VOCABULARY
we stopped working and went to the beach .
1 The homework was
Bringing up children
difficult that … 11 Complete the phrases in the text with the words
2 He’s a good friend that … in the list.
3 The train was late that …
4 It was an exciting book that … bring | ​childhood | ​do (x2) | ​get | ​grow | ​soft | ​strict
workbook page 28 The toughest job in the world
do and did for emphasis Most parents want to 1
their best for their children and help them
9 Complete the sentences from the article on 2
ahead in life. They try to
page 34 with the missing word, then read 3
their children up well and give
the rule. them a happy 4 . But it’s not
1 I understand her daughter’s anger. always so easy. Children 5
up so
2 She ask her mother if the fast these days and it can be difficult to get it right all the
content could be taken down, but her time. Of course, parents know the importance of school
mother refused. and they want their children to 6
well, but what happens when the child doesn’t want to try?
RULE: We can use the auxiliaries do, does, did to If they are too 7 , their children
add emphasis to what we want to say, often when might rebel. If they are too 8 ,
we’re contradicting someone. then the children might only do the things they want to
A: You didn’t like the film, did you? do. It’s a difficult balancing act and, of course, parents get
B: I did like it! it wrong sometimes. After all, they’re only human.
A: She doesn’t want to go to the party.
B: She does want to go – she’s just shy. 12 Match phrases 1–8 from Exercise 11 with
their meanings.

Look a  make advances

in life
e  to describe a parent who
has very few (or no) rules
too and not enough
To say something is more than we need, we use too, b raise f  be as good as you can

and to say that it’s less, we use not enough. c get older g  to describe a parent who
too + adjective d be a success has lots of rules
too + many + countable noun h  the time of being a child
too + much + uncountable noun workbook page 30
not + adjective + enough

35
Literature
1 Look at the poster and then read the introduction to the extract.
Who do you think the people on the poster are?

2 3.06Read and listen to the extract. What two choices does

Marcus have?

About a Boy by Nick Hornby

Marcus is a schoolboy who lives with his mum, who is depressed. Marcus
has a hard time at school – he gets bullied quite a lot, especially because
of the clothes his mum makes him wear. Recently, Marcus has started to
become friends with Will, a rich, lazy man who buys him new trainers.
Here, Marcus and his mum are going home after visiting Will at his flat.

‘You’re not going round there again,’ she said on the ‘Marcus, trust me, OK? I’ve been your mother for twelve
way home. years. I haven’t made too bad a job of it. I do think about
Marcus knew she’d say it, and he also knew that he’d take it. I know what I’m doing.’
no notice, but he argued anyway. Marcus had never thought of his mother in that way
‘Why not?’ before, as someone who knew what she was doing.
‘If you’ve got anything to say, you say it to me. If you want He had never thought that she didn’t have a clue either;
new clothes, I’ll get them.’ it was just that what she did with him (for him? to him?)
‘But you don’t know what I need.’ didn’t appear to be anything like that. He had always
looked on being a mother as straightforward, something
‘So tell me.’
like, say, driving: most people could do it, and you could
‘I don’t know what I need. Only Will knows what I need.’
mess it up by doing something really obvious, by driving
‘Don’t be ridiculous.’ your car into a bus, or not telling your kid to say please
‘It’s true. He knows what things kids wear.’ and thank you and sorry (there were loads of kids at
‘Kids wear what they put on in the mornings.’ school, he reckoned, kids who stole and swore too much
‘You know what I mean.’ and bullied other kids, whose mums and dads had a lot
‘You mean that he thinks he’s trendy, and that […] to answer for). If you looked at it that way, there wasn’t
he knows which trainers are fashionable, even though an awful lot to think about. But his mum seemed to be
he doesn’t know the first thing about anything else.’ saying that there was more to it than that. She was telling
That was exactly what he meant. That was what Will him she had a plan.
was good at, and Marcus thought he was lucky to have If she had a plan, then he had a choice. He could trust
found him. her, believe her when she said she knew what she was
‘We don’t need that kind of person. We’re doing all right doing […] Or he could decide that, actually, she was off
our way.’ her head […] Either way it was scary. He didn’t want
Marcus looked out of the bus window and thought about to put up with things as they were, but the other choice
whether this was true, and decided it wasn’t, that neither meant he’d have to be his own mother, and how could
of them were doing all right, whichever way you looked you be your own mother when you were only twelve?
at it. He could tell himself to say please and thank you and
sorry, that was easy, but he didn’t know where to start
‘If you are having trouble, it’s nothing to do with what
with the rest of it. He didn’t even know what the rest
shoes you wear, I can tell you that for nothing.’
of it was. He hadn’t even known until today
‘No, I know, but –’
that there was a rest of it.

3 Read the extract again. Mark the sentences T (true) or F (false).

Then correct the false sentences.
1 Will buys Marcus a new jacket.
2 Marcus’s mum is very fashion-conscious.
3 Marcus doesn’t agree that he and his mum are doing OK.
4 His mother doesn’t think she’s a good mother.
5 The other kids at school never did anything wrong.
6 Marcus didn’t think he was capable of being his own mother.
36
 GROWING UP UNIT 3

4 VOCABULARY Match the highlighted words in the 8 WRITINGChoose a sentence from Exercise 6 and
extract with the definitions. develop it into a six-line dialogue. The sentence
1 up-to-date with modern 5 thought you choose could appear at the beginning,
fashion 6 silly, stupid middle or end.
2 do it in a really bad way 7 crazy
3 had no idea
9 Think about someone you know who is
SPEAKING
8 simple, not complicated
really good with children or teenagers. Then talk
4 no matter how
to your partner about your person. Give examples
5 SPEAKING Work in pairs and discuss the questions. and use emphasis when you can.
1 What do you learn about Marcus in the passage?
What is he like? WRITING
2 What are your mum and dad good at? Think of
An essay
the positive things about them.
1 INPUT Read the essay and find two

embarrassing things parents sometimes do

FUNCTIONS and two ways in which having a teenager can
Emphasising be hard for parents.
6 Add so, such, do or did to the sentences to make them
more emphatic. Make any other necessary changes.
1 He’s a good father.
2 She gets on well with children.
3 She’s patient.
4 My dad tried his best. 2 In pairs, think of more embarrassing things
5 My parents made some mistakes. your parents or other people’s parents do.
Write a list.
6 She’s soft on her children.

7 SPEAKINGWork in pairs. Who might be talking 3 ANALYSE Find these phrases in the essay and

to whom in each of the sentences in Exercise 6? match them with their meanings.
What was said before? 1 a shoulder to a has done something
cry on wrong/bad
2 guilty of b in front of other people
Parents can be really embarrassing sometimes! 3 feel rejected c showing your love
4 being d feel sad and pushed away
Our parents have always been a affectionate e someone who listens to
shoulder to cry on, but now we’ve
5 in public you and is sympathetic
reached an age where we want
to be more independent. At this
4 List some of the ways the author introduces
stage in our lives, we find some
a point.
of their actions embarrassing
and they find some of our First, Top of my list, ,
reactions upsetting. , ,
First, let’s look at what , ,
embarrasses us. Top of my list is dressing differently, which
applies to my mum. In fact, my friends think she’s cool, but 5 PLAN You’re going to write your own essay
I just wish she would dress like the other mothers. Second on about the same topic. Make notes for each of
my list is being affectionate in public. My dad is guilty of this. the four paragraphs:
He called out: ‘I love you’ from the car as he dropped me at the
school gate, and all my friends heard him. It was so uncool. • a short introduction
Now, let’s look at it from our parents’ point of view. Firstly, • two or three things from your point of view
they have lost an adoring child, who once thought of them as as a teenager
heroes. Secondly, they’ve spent many years looking after you • two or three things from your parents’ point
and now you’re rejecting their support. They find this difficult. of view
To conclude, I think parents should understand that teenagers • a conclusion, giving your final opinion.
want to be more independent, and teenagers should
understand that parents can feel rejected and that this can 6 PROdUCE Write your essay: Parents can be

be hurtful. really embarrassing sometimes! Use your

notes from Exercise 5 (about 200 words).

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