Irregular Verbs

Infinitive Past simple Past participle

be was/were been
beat beat beaten
become became become
begin began begun
bend bent bent
bet bet bet
bite bit bitten
blow blew blown
break broke broken
bring brought brought
broadcast broadcast broadcast
build built built
burn burned/burnt burned/burnt
burst burst burst
buy bought bought
catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut
deal dealt dealt
dig dug dug
do did done
draw drew drawn
dream dreamed/dreamt dreamed/dreamt
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fly flew flown
forbid forbade forbidden
forget forgot forgotten
forgive forgave forgiven
freeze froze frozen
get got got
give gave given
go went gone
grow grew grown
hang hung hung
have had had
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
keep kept kept
kneel knelt knelt
know knew known
lay laid laid
lead led led
learn learned/learnt learned/learnt
leave left left

178
Infinitive Past simple Past participle
lend lent lent
let let let
lie lay lain
light lit lit
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
put put put
read read read
ride rode ridden
ring rang rung
rise rose risen
run ran run
say said said
see saw seen
seek sought sought
sell sold sold
send sent sent
set set set
shake shook shaken
shine shone shone
shoot shot shot
show showed shown
shut shut shut
sing sang sung
sink sank sunk
sit sat sat
sleep slept slept
smell smelled/smelt smelled/smelt
speak spoke spoken
spell spelled/spelt spelled/spelt
spend spent spent
spill spilled/spilt spilled/spilt
split split split
spread spread spread
stand stood stood
steal stole stolen
stick stuck stuck
sting stung stung
strike struck struck
swear swore sworn
sweep swept swept
swim swam swum
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
throw threw thrown
understand understood understood
wake woke woken
wear wore worn
win won won
write wrote written

Irregular Verbs 179

 Writing Bank

Informal Letter/Email
Before you start writing,
• make sure you understand why you are writing (asking for or giving information, complaining about
something, giving advice, saying thank you for something, saying sorry for something, etc).
• note down any ideas you have, making sure you cover all notes if relevant.
• make a plan for your letter/email.

Plan
Opening
Use an informal greeting.
Hi ..., / Hello ..., / Dear ...,
Paragraph 1
Thank the reader for their letter/email and say why you are writing. Give a small piece of news.
How are you? / How’s it going? / I hope you and your family are well.
Thanks for your letter/email. Your news sounds ... / It was great to hear your news!
I’m writing to ... / I think I told you that ... / And that’s the reason I’m writing.
Paragraphs 2-4
This is the main body of your letter/email. Use friendly, informal language to expand on your ideas,
supporting them with examples and reasons if relevant.
I’d love to ... / It would be great if we could ...
I’m sorry, but ... / I’m afraid I can’t ...
Why don’t we ...? / Shall we ...? / Let’s ...
The best thing to do is ... / If I were you, I’d ...
First of all, ... / As for...,
As well as ... / ... as well.
Besides/Apart from that ...
Paragraph 5
End your letter, making reference to the future or to the fact that you would like a reply if relevant.
Don’t worry too much. / Everything will be OK soon. / It won’t last forever.
I can’t wait to ... / I’m really looking forward to ...
Let me know if ... / Don’t forget to ...
I hope my advice has helped. / Let me know what happens. / I hope ... goes well.
Closing
Use an informal phrase for ending your letter/email and sign off.
Bye for now! / See you soon! / Take care! / Keep in touch! / Write soon!

When you have finished writing, check that

• you have followed your plan.
• your letter starts and ends appropriately.
• you have used topic sentences and linking words.
• you have used friendly, informal language.

Finally, check your work carefully for any mistakes in spelling, grammar and punctuation.

180
Formal Letter/Email
Before you start writing,
• make sure you understand why you are writing (asking for or giving information, complaining about
something, making suggestions, applying for something, apologising, etc).
• note down any ideas you have, making sure you cover all notes if relevant.
• make a plan for your letter/email.

Plan
Opening
Use a formal greeting.
Dear Mr Jones, / Dear Mrs Halton, / Dear Sir or Madam, / Dear Editor,
Paragraph 1
State your reason for writing clearly. Say that you have seen an article, an advertisement or a TV
programme and give details or your opinion if relevant.
I have just read about ... / I have just seen an article/advertisement/story about ...
I am writing to apply for/request/inform you/express my dissatisfaction with ...
The reason I am writing is to apply for/apologise for ...
Paragraphs 2-4
This is the main body of your letter/email. Use polite, formal language to expand on your ideas. Avoid
using phrasal verbs, expressions, contractions, etc. Support your ideas with examples and reasons if
relevant.
Firstly, ... / Secondly, ... / Finally, ...
I would like to ask/know ... / Could you tell me if ... / I was wondering ...
Paragraph 5
End your letter, summarising your main points. Make reference to the future or to the fact that you
would like a reply if relevant.
If my suggestions are put into action ... / I hope ... will act on my suggestions.
I am sure you agree that ...
I believe ... will ...
I look forward to hearing from you as soon as possible. / I look forward to your reply.
Closing
Use a formal phrase for ending your letter/email and sign off.
Yours sincerely, (when you know the name of the person you are writing to)
Yours faithfully, (when you don’t know the name of the person you are writing to)

When you have finished writing, check that

• you have followed your plan.
• your letter starts and ends appropriately.
• you have covered all the notes if relevant.
• you have used polite, formal language.

Finally, check your work carefully for any mistakes in spelling, grammar and punctuation.

Writing Bank 181

 Writing Bank

Article
Before you start writing,
• note down any ideas you have about the task.
• decide which ones are the best.
• organise the best ideas and make a plan for your article.

Plan
Title
Paragraph 1
Introduce the topic of your article so the writer knows what they are going to read about. Get the
reader’s attention by including an interesting fact or relating the topic to their own lives. Answer the
main question in the task by stating your preference or opinion if relevant.
Can you imagine ...? / Did you know that ...? / Would you like to ...? / Have you ever wondered ...?
Paragraphs 2 & 3
This is the main body of your article. Expand on your ideas, describing them and supporting them
with examples. Make sure each paragraph starts with a topic sentence.
First of all, ... / Firstly, ... / To start with, ...
Secondly, ... / Then there is ... / Furthermore, ...
Finally, ... / Lastly, ...
The most amazing/surprising thing is ... / What I find the most interesting/annoying is ...
Paragraph 4
End your article, summarising your opinion and giving your feelings if relevant.
All in all, ... / To sum up, ... / In short, ...

When you have finished writing, check that

• you have followed your plan.
• given your article a title.
• you have caught the reader’s attention in paragraph 1.
• each paragraph starts with a topic sentence.
• you have supported your ideas with examples.

Finally, check your work carefully for any mistakes in spelling, grammar and punctuation.

182
Essay
Before you start writing,
• make sure you understand what the task is asking you to give your opinion about.
• think about what your opinion is and how you will use the notes provided if relevant.
• note down any ideas you have for the task, including the opposing opinion if relevant.
• organise the best ideas and make a plan for your essay.

Plan
Paragraph 1
Introduce the topic of your essay so the writer knows what they are going to read about and give your
opinion.
Many people say ... / Some people believe ... / Young people say ...
Other people think ... / Older people believe ...
Nowadays ... / Now that ...
I think/believe that ... / My opinion is that ... / It’s my opinion that ...
Paragraphs 2-4
Use the notes provided or give arguments that support your opinion of the topic. Expand on your
ideas, supporting them with examples. Make sure each paragraph starts with a topic sentence.
The main reason for/advantage of ... is that ... / The most important reason/advantage is that ... /
Another reason/advantage is that ...
Furthermore, ... / Moreover, ... / In addition, ...
Firstly, ... / First of all, ... / To start with, ...
Secondly, ...
However, ... / On the other hand, ...
Lastly, ... / Finally, ...
Paragraph 5
End your essay, re-stating or summarising your opinion.
In my opinion, ... / As far as I am concerned, ...
All in all, ... / To sum up, ... / In short, ... / On the whole, ...

When you have finished writing, check that

• you have followed your plan.
• answered the question in the task.
• you have given your opinion clearly and used the notes if relevant.
• each paragraph starts with a topic sentence.
• you have supported your ideas with examples.
• you have used formal language, avoiding contractions, phrasal verbs, etc.

Finally, check your work carefully for any mistakes in spelling, grammar and punctuation.

Writing Bank 183

 Writing Bank

Story
Before you start writing,
• ask yourself questions about the sentence you have been given if relevant.
• decide if your story will be happy, sad, frightening or funny.
• note down any ideas you have for the task, making sure you include the points asked for in the task if relevant.
• make a plan for your story.

Plan
Paragraph 1
Use the sentence you have been given if relevant. Introduce the main character and set the scene.
Use the past simple to talk about main events and the past continuous to set the scene.
Paragraphs 2 & 3
This is the main body of your story. Expand on your ideas, supporting them with examples. Use the
past perfect tense to talk about things that happened before the main events of your story. Use time
expressions to help the reader follow your story more easily. Make your characters seem more real by
writing about what they say or think and by describing how they feel. Keep the story moving, describe
the action and create atmosphere where appropriate.
Earlier that morning/afternoon/day
The night before / The previous day
after (that) / afterwards / then
as soon as / at that moment / suddenly / just as
Paragraph 4
Bring your story to an end, explaining how the main character feels or what the outcome of
the story is.
later on / later that day / eventually

When you have finished writing, check that

• you have followed your plan.
• your story ‘fits’ the sentence you were given.
• you have included the points asked for if relevant.
• you have used past tenses and time expressions correctly.

Finally, check your work carefully for any mistakes in spelling, grammar and punctuation.

184
Review
Before you start writing,
• decide if your review will be mainly positive or negative.
• decide what details are important to include and note down any ideas you have.
• organise the best ideas and make a plan for your review.

Plan
Title
Paragraph 1
Introduce the restaurant/shop/CD/etc that you are going to review and indicate whether your opinion
of it is positive or negative.
If you’re looking for ..., then you can’t beat ...
If you want ..., then give ... a miss!
Paragraphs 2 & 3
This is the main body of your review. Expand on your ideas, supporting them with examples and using
adjectives and adverbs to describe the place or thing you are reviewing. Include factual information
as well as your opinion, but avoid writing long lists. Show the strength of your opinion and mention
anything unusual.
It’s extremely/really/very ...
The ... is/are rather/quite ...
so + adjective/adverb that ...
such + adjective + noun that ...
a ... variety/choice/selection/range of ...
Paragraph 4
Give your recommendation and say who the place or thing you have reviewed is suitable or
unsuitable for.
I recommend ... / It’s well worth a visit.
You mustn’t miss ... / Don’t miss ...
I don’t recommend ... / I wouldn’t bother ...
... is (un)suitable for ... / ... would(n’t) enjoy ...
It’s perfect/ideal for ...

When you have finished writing, check that

• you have followed your plan.
• you have included important details.
• your opinion is supported with examples.
• you have given a clear recommendation.

Finally, check your work carefully for any mistakes in spelling, grammar and punctuation.

Writing Bank 185

 Writing Bank

Report
Before you start writing,
• decide what facts and information you will need to include.
• note down any ideas you have.
• decide what your recommendations or suggestions will be.
• divide your ideas up under subject headings and make a plan for your report.

Plan
Title
Paragraph 1
This is the introduction. Say what you are going to do in your report.
The aim of this report is ... / This report aims to ...
Paragraphs 2-4
This is the main body of your report. Use formal language to expand on your ideas, supporting them
with examples. Make sure you use a heading for each paragraph.
The main reason is ... / Another important reason is ...
Firstly, ... / Secondly, ...
Furthermore, ... / Moreover, ... / In addition, ...
Paragraph 5
Give recommendations or make suggestions about what you think should be done.
In my opinion, ... / As far as I am concerned, ...
To sum up, ... / In conclusion, ...

When you have finished writing, check that

• you have followed your plan.
• you have used headings and formal language.
• you have included recommendations or suggestions.

Finally, check your work carefully for any mistakes in spelling, grammar and punctuation.

186
 Speaking Bank

Comparing photos Giving advice

The similarities/differences between the photos I would advise you/him/her to ...
are ... My advice would be ...
Both photos show ... If I were you/him/her, I would ...
The common theme of the photos is ... If I were in your/his/her shoes/position, I’d ...
The photos have ... in common. I would recommend/suggest that ...
The photos are similar/different because ... I think it would be better/best/wise to ...
In both photos I can see ... In my opinion, you/he/she should (probably) ...
Sequencing your ideas Saying what you think
To begin with, ... I think/don’t think that ...
Firstly/First of all, ... I feel/don’t feel that ...
I’ll begin by saying/explaining ... I would say that ...
For one thing, ... I believe/don’t believe that ...
Next, ...
Expressing a preference
Secondly, ...
Another thing is that ... Personally I would prefer to/rather ...
Finally/Lastly, ... ... is more/less likely to ...
... would be more interesting/useful/helpful than ...
Contrasting advantages and disadvantages ... is not as interesting/useful/helpful as ...
Although ... has the risk of ..., the benefit would
Justifying your opinion
be ...
In spite of/Despite the problem of ..., it might be I say this because ...
better because ... I think this is the case because ...
Even though ... might cause ..., on the other That’s my opinion.
hand it might ... My opinion is ... because ...
... would be risky/less risky. However, on the plus My reason for saying this is that ...
side ... I chose this because ...
... avoids the danger of ..., but ... Asking your partner’s opinion
Making generalisations What do you think about ...?
Generally speaking, ... What’s your opinion of ...?
Most/A lot of the time, ... Do you agree that ...?
... seems to be true. What would you say about ...?
... is often the case. Why do you think ...?
As a rule/Normally, ... Can you explain/tell me why you said ...?

Giving examples Agreeing

For instance, ... I (completely) agree with you.
For example, ... I think you’re right about that.
..., such as ... I feel (exactly) the same.
..., as in the case of ..., That’s my opinion too.

Expressing uncertainty Disagreeing

I’m not certain, but ...
I’m not 100%/really sure, but ...
The man/woman is probably/possibly ...
The people might be ...
It’s possible/likely that ...
I think/would guess that ...
Showing understanding
I understand your problem, but I’d probably ...
It’s difficult to decide, but ...
Both options have advantages and
disadvantages, but ...
It’s a difficult decision, but ...
I think in your position that I might ...
I disagree/don’t agree that ...
I think you are/might be wrong about that.
I wouldn’t say that because ...
I don’t think that’s the case, because ...
Agreeing/Disagreeing in part
You have a point, but ...
I see what you mean, but ...
Asking for clarification
Sorry, could you repeat that please?
Could you say that again?
I didn’t quite understand what you said.
I’m sorry, but I’m not sure what you mean.
What did you mean by ...?
Can you explain why you said ...

Speaking Bank 187

 Speaking Information

Unit 1
3 Student A information

Your friend has recently moved to a new town and school and is feeling a bit lonely. She would like
some advice on how to make friends and improve her social life. She is keen on photography, but
there is no local photography club for young people. Using this information, answer Student B’s
questions.

Option 1 Option 2
What are
Tell her to start her own
some possible Tell her to join an existing sports club.
photography club.
solutions?
Starting and running a club could
What are the Your friend won’t be doing the activity
be hard work and take a lot of
disadvantages of she really wants to do, and won’t meet
time. Your friend will need to be
each solution? people with the same interests.
well-organised and confident.

4 Extra practice

Student B: Look at the pictures and use the information on page 191 to answer Student A’s
questions.

Student A: Look at the pictures and ask Student B these questions to find out what the
situation is.
• What is the problem?
• What are some possible solutions?
• What are the disadvantages of each solution?

Using the information you have learnt, give Student B your advice on what you think the best
solution is and why. Explain why you didn’t choose the other solution.

188
Unit 4
3 Student A information
Your brother has received a T-shirt for his birthday from his favourite aunt. She wants him to wear
it this weekend at his birthday party, which friends and family will be attending. However, he thinks
the T-shirt is horrible, and he doesn’t want to wear it in front of his friends. Using this information,
answer Student B’s questions.

Option 1 Option 2

He could exchange it for a different

What are some He could wear the T-shirt to the
T-shirt, which he will feel more
possible solutions? party in order to please his aunt.
comfortable in.

What are the He will feel embarrassed and

His aunt will be upset and hurt that
disadvantages of uncomfortable, and might not
he didn’t like her choice.
each solution? enjoy his party as a result.

4 Extra practice

Student B: Look at the pictures and use the information on page 191 to answer Student A’s
questions.

Student A: Look at the pictures and ask Student B these questions to find out what the situation is.
You should look at the pictures and ask:
• What is the problem?
• What are some possible solutions?
• What are the disadvantages of each solution?

Using the information you have learnt, give Student B your advice on what you think the best
solution is and why. Explain why you didn’t choose the other solution.

Speaking Information 189

 Speaking Information

Unit 10
3 Student A information
You are going to university in Britain in September and want Student B’s advice on how to spend
the summer.

Options English course in Britain Travelling in Europe

Visit a variety of European countries
Improve English
and experience different cultures
Advantages Meet students and make friends
Amazing opportunity to have fun and
before course starts in September
spend quality time with friends

Miss a fantastic opportunity which May find course in September

may not arise again more difficult because of language
Disadvantages
Little chance to relax and enjoy the problems
summer before starting course Will probably be very expensive

4 Extra practice
Option 1 Option 2

Situation
Student B’s cousin is half Italian and goes to an Italian school every Saturday, but she misses
hanging out with her friends. Student B would like Student A’s opinion on what she should do.

Student B: Look at the pictures and use the information on page 191 to answer Student A’s
questions.

Student A: Look at the pictures and ask Student B these questions to find out more about
the situation.
• What are the options?
• What are the advantages of each option?
• What are the disadvantages of each option?

Using the information you have learnt, give Student B your advice on what you think the best
option is and why. Explain why you didn’t choose the other option.

190
Unit 1 Extra practice
4 Student B information

You and your sister have been invited by some friends to a pop concert with your favourite band.
Your sister is very disappointed because she’s got an exam the next day and can’t go to the concert.
You want to see the band, but you don’t want to upset your sister.

Option 1 Option 2
What are Go to the concert and promise
Don’t go to the concert and stay at
some possible to buy tickets for your sister next
home instead.
solutions? time the band are in town.

What are the Your sister will probably be angry Although your sister will be happier,
disadvantages and upset and might not talk you will miss the concert which your
of each to you for a while. She might do friends are going to. You will be
solution? badly in her exam as a result. disappointed.

Unit 4 Extra practice

4 Student B information
Your sister has saved up for months and bought her best friend an expensive digital camera for
her 18th birthday, but the day before her birthday she discovers another friend has bought the
same present.

Option 1 Option 2

Take the camera back to the Explain to the other friend that
What are some possible shop, get a full refund and she has been saving for months
solutions? give her best friend the money and ask whether the friend could
instead. get a different present.

Your sister will be

disappointed that she couldn’t
What are the The other friend might be angry
give the present she wanted,
disadvantages of each with your sister and might refuse
and her friend might be
solution? to get a different present.
disappointed to receive money
instead of a present.

Unit 10 Extra practice

4 Student B information
Your cousin is half Italian and goes to an Italian school every Saturday, but she misses hanging out
with her friends. Using this information, answer Student A’s questions.

Options Leave the Italian school Continue with Italian school

Opportunity to spend her Saturdays

Keep her family happy
with her friends
Advantages Improve her knowledge of Italian
Chance to do fun things like bowling
language and culture
and shopping

Misses out on spending

Family might be disappointed Saturdays with friends
Disadvantages Risk of losing Italian skills and contacts Friends might be busy at
Lack of connection with Italian roots other times
May feel left out and lonely

Speaking Information 191

 KEMENTERIAN PENDIDIKAN MALAYSIA

Serial No.: KPM-2020-978-967-0951-44-7-0101 Acknowledgements

The publication of this textbook involves cooperation
First published by Hamilton House Publishers Ltd from various parties. Our wholehearted appreciation and
37 Bagley Wood Road gratitude goes out to all involving parties:
Kennington • C
 ommittee members of quality control, Educational
Oxford Resources and Technology Division, Ministry of Education
England Malaysia
• O
 fficers in Educational Resources and Technology
ISBN for the international: 978-9963-721-87-0 Division, Ministry of Education Malaysia

First published in Malaysia 2021

All rights reserved. No part of this publication may be
reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise without the
prior written permission of the publishers. Any person
who carries out any unauthorised act in relation to this
publication may be liable to criminal prosecution and
civil claims for damages.
This edition is published under license from Hamilton
House Publishers Ltd by:
Tiga Ros Trading Sdn Bhd
40 Jalan Bagan Nira 26/8, Seksyen 26
40400 Shah Alam, Selangor
Tel: 03 5192 9622
Fax: 03 5191 0807
The publishers would like to thank the following for
permission to use copyright material:
• I ncident Technologies, Unit 4, Reading. For more
information, please visit: http://www.incidentgtar.com.
Butlins, part of Bourne Leisure, Unit 9, Listening. For
more information, please visit: http://www.butlins.com.
Uncharted Play, Unit 11, Reading. For more information,
please visit: http://www.unchartedplay.com. World
Wildlife Fund For Nature, Unit 12, Reading Task 2. ©
1986 Panda Symbol WWF - World Wide Fund For Nature
(formerly World Wildlife Fund)

e-mail: enquiry@sapmbooks.my
Website: www.sapmbooks.my

Font type: Heveltica LT STD

Font size: 10 pt

Printed by:
World Line Marketing Sdn Bhd
Lot 12 Jalan CJ 1/6
Kawasan Perindustrian Cheras Jaya
43200 Cheras, Selangor