Read and listen to the article again and answer the questions.

1. What problem will we have in the next thirty years?

2. Why are insects the solution?

3. What does the word they in bold refer to?

4. In what parts of the world do people eat insects?

                                                  The food of the future

                                       INSECTS - The superfood of the future

There are a lot of hungry people in the world, so how do we deal with it? In the next thirty years, we'll need to provide enough protein for billions more mouths, and with all these extra people there will be even less space for farming. One solution is for us to eat insects. They are a great source of protein and they don't need as much space or water as farm animals.

So why don't we eat insects regularly? The fact is that many people in Asia, Africa and South America already do. The problem is that Europeans and North Americans don't want to. Some governments are now trying to convince them why it is a good idea. The Nordic Food Lab in Copenhagen, for example, developed the 'Insect Deliciousness' project. Its chefs have been to five continents to discover an incredible world of insect flavour. In Australia, they tasted honey ants. They ate fried caterpillars in Tanzania, and in Mexico, they enjoyed desert-ant eggs. Will they and other similar organisations persuade Europeans and Americans to take a bite from a caterpillar or an ant? What's your view? How many people will eat insects in the future? How much food made with insects will you eat?

Read and listen to the article again and answer the questions.

1. What time of year do most teenagers do work experience in the UK?

2. Why does the writer think work experience is useful?

3. How long are placements?

4. What does Paul want to do when he finishes school?

The world of work experience

Forget relaxing with friends. The end of the school year is a time for working for most fourteen- and fifteen-year-olds in the UK. Around half a million teenagers in the UK do work experience every summer. This is a useful way to find out which jobs you might enjoy in the future. It is also important when you apply for university, or get a job in the future. For example, if you want to study to be an engineer, you could do work experience with a car manufacturer. Other popular work experience placements are in teaching, marketing, media, and finance. Placements usually last two weeks. Some teenagers have no idea what job they want to do. In this case, they need to think about their passions. For example, if you are interested in music, you could work in a music shop. Alternatively, if you love animals, you could work on a farm.

My work experience: Hi, I’m Paul, and I’ve just done two weeks’ work experience on a farm near where I live. It was brilliant. I enjoyed giving the animals their food in the morning. I also made sure the animals had exercise and I kept everything clean. At night, I helped to put the animals inside. It was hard work but I loved it. I hope the farm will give me a job when I finish school.

Read and listen to the article again and answer the questions.

1. How old are the young people who are supported by the Hideaway Youth Project?

2. What are the aims of Hideaway?

3. What happened in 1965?

4. What programmes should young people join if they want to become healthier?

5. What can people learn at the Young Men’s Project and the Young Women’s Project?

6. Why was 2014 an important year for Hideaway?

Hideaway Youth Project

Helping young people to make a difference

Aims

Hideaway tries to support young people aged eleven to twenty-five in Moss Side, Manchester. The organisation aims to give young people a way of expressing their opinions and making positive contributions to society.

History

In the 1960s, the city of Manchester had problems with crime, violence and unemployment. The founders of the Hideaway Youth Project wanted to provide a safe place – a ‘hideaway’ for young people in the Moss Side area in particular.

Since opening in 1965, the project has helped thousands of teenagers of different cultures, religions and races. They can share their stories and get advice, as well as take part in activities that develop skills. Many of these teenagers then go on to become project volunteers themselves.

Activities

Programmes include:

Powerhouse – fun sports activities such as football and basketball, or specialist sessions on cooking and art.

Healthy Living – young people learn about how important it is to eat well and do regular exercise. Young Men’s Project and Young Women’s Project – these two separate projects support and encourage young men and women to talk about sensitive topics openly and honestly. The sessions promote acceptance and tolerance, and build self-confidence.

Award winners

In 2014, the Hideaway Youth Project won the Youth Work Award for their success in helping young people be the best that they can be.

Read and listen to the text again and answer the questions.

1. How long has Liz Clark been travelling?

2. How did she get her yacht?

3. What does Liz do when she stops somewhere?

4. How does Liz pay for her trip?

5. Why does Rachel offer to join Liz on her journey?

                                              Rachel Ridley

Follow the dream

Hey! Do you dream of exotic places? Of trips to distant deserts and mountains? Do you dream of adventure? Well, Liz Clark has been living that dream, and I've been following her inspirational blog.

After finishing university, Liz learned to sail as one of her old professors offered to lend her his yacht for as long as she wanted it.

In October 2005, she set off on her journey. Liz found it hard to leave behind her friends and family, but she's been travelling to many fascinating places for over fifteen years. Among other countries, she has stopped off in Mexico, Costa Rica, Panama and the Galapagos Islands.

When she stops somewhere, she surfs, does yoga and writes her blog. Adverts on Liz's blog have been paying for her trip. There are beautiful beaches, crystal clear water and perfect surf in her photos.

But life on the ocean can also be difficult. ‘It feels so great to inspire others to live their dreams,' says Liz, ‘I've worked hard and it hasn't always been easy or fun.’

She also gets very lonely, but she keeps going. She's looking for some company on the boat to stay with her as she carries on her journey around the world. Liz, I think I'll join you! Does anyone else want some adventure?

Read the article and answer the questions.

1 What was her great interest as a young girl?

2 What is Silent Spring about?

Rachel Carson, an ecologist, a biologist, and a writer, was born in 1907 in Springdale, Pennsylvania. As a small girl, she was an avid reader and soon showed a keen interest in the natural world and writing. 1_________ She graduated from Pennsylvania College for Women (now Chatham University) in 1929, studied at the Woods Hole Marine Biological Laboratory, and received her MA in zoology from Johns Hopkins University in 1932.

Initially, Rachel Carson worked for the US Bureau of Fisheries as a part-time science writer. ²_________ She then spent the next few years serving as a marine scientist and editor for the US Fish and Wildlife Service. There, she became famous for her writings on environmental pollution and the natural history of the sea, ³_________ Climate change, rising sea-levels, melting Arctic glaciers, decreasing animal populations are part of her work. In her most influential book, Silent Spring (1962), Rachel Carson strongly disapproved of the widespread use of pesticides such as DDT. ⁴_________

and called for new policies to protect humans and the environment. She then was criticised by the chemical industry and some government officials, but never gave up. ⁵_________ Additionally, it helped spark the environmental movement, resulting in the establishment of the United States Environmental Protection Agency. That's why she was called the mother of modern ecology.

Rachel Carson died of breast cancer in 1964. However, her work continues to inspire new generations to protect all the living world.

Read the text, and answer the questions below.

In the 1970s, skateboarding suddenly became very popular. At first, skateboarders moved slowly on flat, smooth areas. Then they began to ride quickly. This is called 'freestyle' skateboarding. Soon they were skateboarding skillfully up ramps and doing tricks in the air. This is called 'ramp' skateboarding. Then they started skateboarding and doing tricks on the street. This was 'street-style' skateboarding - a combination of freestyle and ramp. For this, the skateboarders needed protective clothing such as knee and elbow pads and helmets. This allowed them to skateboard safely.

Today skateboarding is still a very popular sport, and there are lots of competitions.

1. When did skateboarding become very popular?

2. What are the three styles of skateboarding?

3. What was 'street-style' skateboarding?

4. Why do 'street-style' skateboarders need protective clothing?

5. Do you think skateboarding is a very popular sport now? Why or why not?

Look at the cartoon story and answer the questions. Use the words in brackets to help you.

1 What was the weather like? (the sun / shine, hot) What was the cyclist doing? (compete / in a race, lose)

2 Where did the cyclist go? (a bus stop) What did the bus do? (stop) What did the cyclist do? (get on)

3 What was the cyclist doing? (get off the bus) What did he drop? (ticket) Who saw him? (a girl)

4 Who finished the course first? (the cheat) What were the crowd doing? (cheer)

5 What was the man getting? (a medal) What did the girl give him? (a bus ticket)

Work in pairs. Look at the cartoon story again for one more minute. Close your books and tell the story to your partner. Use the past simple and past continuous.

Look at the cartoon story and answer the questions. Use the words in brackets to help you.

1 What was the weather like? (the sun / shine, hot) What was the cyclist doing? (compete / in a race, lose)

2 Where did the cyclist go? (a bus stop) What did the bus do? (stop) What did the cyclist do? (get on)

3 What was the cyclist doing? (get off the bus) What did he drop? (ticket) Who saw him? (a girl)

4 Who finished the course first? (the cheat) What were the crowd doing? (cheer)

5 What was the man getting? (a medal) What did the girl give him? (a bus ticket)

Work in pairs. Look at the cartoon story again for one more minute. Close your books and tell the story to your partner. Use the past simple and past continuous. 

Look at the cartoon story and answer the questions. Use the words in brackets to help you.

1 What was the weather like? (the sun / shine, hot) What was the cyclist doing? (compete / in a race, lose)

2 Where did the cyclist go? (a bus stop) What did the bus do? (stop) What did the cyclist do? (get on)

3 What was the cyclist doing? (get off the bus) What did he drop? (ticket) Who saw him? (a girl)

4 Who finished the course first? (the cheat) What were the crowd doing? (cheer)

5 What was the man getting? (a medal) What did the girl give him? (a bus ticket)

Work in pairs. Look at the cartoon story again for one more minute. Close your books and tell the story to your partner. Use the past simple and past continuous.