Focus 4 TB PDF [PDF]

Zitiervorschau

SECOND EDITION

TEACHER’S BOOK AREK TKACZ / BEATA TRAPNELL BARTOSZ MICHAŁOWSKI / ANGELA BANDIS / RACHAEL ROBERTS

GSE: 58-70 CEFR B2/B2+

Your course comes with a Presentation Tool, Teacher’s Resources and access to Online Practice with extra digital activities on the Pearson English Portal, and audio and video resources on the Pearson Practice English App. To access the Portal: 1 Go to english.com/activate 2 Sign in or create an account 3 Enter the access code below and click activate

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ESSDMR-BAZOO-VETCH-BLOBS-NADIR-EANES

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SECOND EDITION

B2/B2+ TEACHER'S BOOK

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Contents Introduction

T4

Focus 4 Unit walkthrough

T6

Focus 4 Component overview

T14

Using videos in the classroom

T16

Assessment Package

T17

Assessment for learning, GSE and 21st-century skills

T19

Mediation in Focus Second Edition

T20

How to teach with projects

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Focus Second Edition and Readers

T22

How to flip the classroom with Focus

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Focus 4 Student’s Book with answer key Contents

2

Unit 1

4

Unit 2

20

Unit 3

36

Unit 4

52

Unit 5

68

Unit 6

84

Unit 7

100

Unit 8

116

Video worksheets

132

Grammar and Use of English reference and practice

148

Workbook answer key

175

Culture notes

190

Student’s Book audioscript

197

Videoscript

213

Photocopiable resources

221

Life skills photocopiable resources

304

+ Student’s Book Word Store booklet with answers T3

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Introduction DEAR TEACHER, We are writing to you to introduce the new edition of Focus, our five-level course for upper secondary students. As writers, it is always a privilege to be invited to ‘have another go’ and we are grateful to our publisher Pearson for giving us this opportunity. At the same time, we are particularly wary of introducing change for change’s sake. ’If it ain’t broke, don’t fix it’ is a maxim we set great store by. In our own classrooms, we are still using ideas and teaching techniques that we learnt early on in our careers. Why? Because they still work. Consequently, the changes you will find in this new edition have been influenced by three important factors: 1) Your feedback, which we are happy to say has been overwhelmingly positive and extremely helpful in identifying areas to focus on. 2) Changing circumstances, where we have responded to the continuing evolvement of some exams – for instance: a stronger focus on Use of English tasks. 3) New opportunities, in particular the strategic partnership between our publisher Pearson and the BBC. This has enabled us to include some delightful BBC clips in each unit, adding an exciting new dimension to the course. All that said, we still believe that writing language learning materials is not an exact science. A ‘one size fits all’ set of materials just doesn’t exist. It can’t. There are too many variables: • The students – number, age, personality, attitude, life and learning experience, home support, class dynamic … • The school – syllabus, timetable, policies, Ministry reforms, classroom environment, equipment … And most importantly, you: • The teacher – your experience, your training, your beliefs, your motivation … So we accept that everybody’s teaching context is unique and the perfect English course is an unattainable dream. However, our own experience in the classroom has taught us to value three things above all when using teaching and learning materials: reliability, flexibility and credibility.

Reliability Quite simply, we want the materials to work. We don’t want the course to let you down in the classroom. So we continue with our clean design, clear, easy-to-understand instructions and a wide variety of engaging topics, texts and tasks that have been combined in a logical way that will make sense to you and to your students. We are pragmatic. We’ve made it clear when a lesson starts and when a lesson ends. We don’t want to give you any nasty surprises. We don’t want to overcomplicate things. The less time you spend setting activities up, the more time your students spend practising the language. And maximising language practice time is key – particularly for the core skills. Students learn by doing. They learn reading by reading more; listening by listening more; writing by writing more; and speaking by speaking more. Let’s give them more time to ‘do’. Needless to say, the course covers all the necessary language work appropriate for the level and follows the Common European Framework of Reference (CEFR). We hope you will appreciate the stimulating and memorable way in which each carefully selected grammar structure and vocabulary item is presented. But we are well aware that presenting language is not even half the story. We have designed these materials so that they systematically recycle the language that has been presented. ‘Use it or lose it’ is our motto. You will discover that this course, with all its supporting print-based and digital materials, provides your students with the repeated exposure and practice they require. Reliability = trust. We are confident you will be able to trust Focus Second Edition.

Flexibility One of the things we learnt early on in our careers is that you teach the students, not the lesson plan. There is no point in slavishly following a prescribed ‘teaching path’ through a set of materials if the students are not with you. Your ability to react to emerging classroom situations and adapt your lesson accordingly is a vital teaching skill. So while a course might provide you with a reliable framework that you feel comfortable with, you will always need options, you will always need variety, you will always need alternative ways of presenting and practising language. We strongly believe that a rigid unit structure does NOT have to be a teaching straitjacket. The lessons themselves are brimful of different ideas, task types and interesting information. Then the supplementary material we have developed, both print-based and digital, offers you almost limitless flexibility. You can give extra multiple choice grammar exercises, do a communicative A/B information-gap activity or watch a specially selected BBC clip. Flexibility = choice. We think you will appreciate the range of choice in Focus Second Edition.

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Credibility So, while we are sure that a reliable and flexible course will help you, it’s this third characteristic that really counts. You have to believe in the materials. You have to understand and assess the broad educational and methodological principles that underpin our materials and decide: are the ideas and the approach credible? Do they reflect your own views of how languages are learned? We’d like to take this opportunity to summarise our thinking on this and explain what lies at the heart of Focus Second Edition. We can do this by grouping our thoughts under three words beginning with ‘M’: Motivation, Memory and Meaning.

Motivation The American linguist and philosopher Noam Chomsky once said that almost everything in the education process was about getting the students’ interest in what they’re being taught. This is our starting point: students learn best when they are interested in the material. It’s as simple as that. We may not have got it right every time for your particular teaching context, but our overriding concern has been to select topics, texts and tasks that engage students both emotionally and intellectually. You need to organise the learning around things your students can relate to – things that are part of their life experience or things that they aspire to. An engaged learner is a more successful learner. We think course materials can play a big part in this key area of engagement.

Memory ‘Learning is remembering’, or so the adage goes. With the pressure all teachers are under to cover the syllabus, complete the course and finish the book, we worry that not enough time is spent on recycling. Too much presentation, not enough practice. Systematic recycling of new language is a core feature of Focus Second Edition. There is a particular emphasis on vocabulary. The linguist David Wilkins noted back in the 1970s that while we can convey very little without grammar, we can convey nothing without vocabulary. Words are the basic building blocks of any language, but how many times do you need to see a new word before you truly acquire it? Ten? Twenty? Thirty times? It’s definitely more than once! In the new Word Store sections, students using Focus Second Edition will devote valuable time to new vocabulary, as well as learning a variety of ways of recording it.

Meaning As the linguist and academic Rod Ellis reminds us, motivation in second language learning is derived from getting meanings across successfully. We are strongly opposed to mechanistic practice and drills where form dominates and meaning is irrelevant. If you ask your students to choose the correct quantifier in the question: How much/ many petrol is there in the car? I’m sure most of them will correctly choose much. But they might also legitimately wonder whose car we are talking about. And then think, ’But I don’t have a car. I’ve never bought petrol in my life. I can’t even drive …’ Why not ask them to choose the correct quantifier in this question: How much/many water do you drink? Then, when they have chosen the correct quantifier, they can at least ask their partner the question. Information is exchanged; students practise their speaking; the exercise is meaningful, not meaningless. This is one tiny example of an approach to learning that we passionately believe in. Don’t practice language for the sake of it. Language exists to make meanings, and our learning materials should reflect this. These are some of the more important ideas that we hold dear. Over the years, they have influenced our teaching and our writing. Credibility = belief. We want you to believe in Focus Second Edition. So, now it’s over to you. We’d like to take this opportunity to wish you and your students every success. Our warmest regards, Sue and Vaughan

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Focus 4 Unit walkthrough VOCABULARY LESSONS

Inspiring quotations to be used as conversation starters or to find out what students already know

1

The SHOW WHAT YOU KNOW boxes revise vocabulary students should already know, thus enabling all the students in the class to start at the same level.

VIDEO

VOCABULARY

1.1

5

Education • phrasal verbs • describing teachers and students • collocations 6

I can talk about further education, university courses and educational issues.

1 Match the words to make collocations. university/bachelor’s/master’s attend/have/skip communication/language/people fail/pass/take further/higher/private long/rewarding/successful

b

a b c d e f

1.2 Listen again and choose the correct option. Use a dictionary if necessary.

1 The daughter is gifted / weak. 2 The daughter is lazy / a swot compared to her father. 3 The father couldn’t settle down / make friends in class. 4 The father was disruptive / self-disciplined self-disciplined. 5 The father nearly got expelled / got a scholarship. scholarship 6 The father had lenient / strict teachers. 7 The father’s teachers gave up on / supported him. 8 The father was dyslexic / a bully. bully 9 The father did well / fell behind at school. 10 The father scraped through / failed his exams.

SHOW WHAT YOU KNOW 1 2 3 4 5 6

1

1.2 Listen to a father and daughter discussing the webpage. What does the daughter find out about her father?

career degree education exams lessons skills

2 Write two true sentences and a false one using collocations in Exercise 1. Can your partner guess which one is false?

7 SPEAKING What do you know about your

I’d like to do a master’s degree in Business Studies.

parents’ education? Discuss your ideas with a partner.

traditional fields of study on the signpost. What are the three most/least appealing subjects? Which way would you go? Discuss your ideas with a partner.

Live and learn

4 Read the information on the webpage. Which degree would you like to do the most?

Educating the mind without educating the heart is no education at all.

Economics Engineering Mathematics Humanities Law ?

Business Administration

Medicine

20

Modern Languages Philosophy 25

Sociology

10

1 Watch the BBC video. For the worksheet, go to page 132.

15

8

This course is a new, creative way to learn physics. Through studying heroes and villains, you’ll learn the answers to important real-life questions such as what the chemical composition of Captain America’s armour is. In other words, you’ll attend lectures on the real principles of physics, but they’ll be given in a more engaging and accessible way.

You’re keen to go on to higher education. But none of the traditional subjects appeal. Don’t worry, these days you can get a degree in most things. You like baking? You can major in baking technology management. More inclined towards fashion? How about writing writin a dissertation on handbag and accessories design? If you have ave a passion for something, somet you can usually find a course that specialises in your area. Here are three courses you never knew existed.

35

40

The university website warns that ‘You will not be taught how to surf, and it is important to realise that this is an academic course.’ That means you don’t graduate because you can catch a good wave – you have to sit exams here! Core modules include ecology and scientific aspects of health, fitness and sports nutrition. THE BEATLES, POPULAR MUSIC AND SOCIETY Liverpool Hope University, UK

1.3 Complete WORD STORE 1A with the base form of the phrasal verbs in red in the text and in Exercise 6. Then listen, check and repeat.

9 SPEAKING Complete the questions with the prepositions in WORD STORE 1A. Ask and answer the questions. 1 How often do you only just scrape exams? 2 Have you ever given anything that was important to you? 3 Have you ever fallen at school because of illness or some other issue? 4 If you go university, what subjects do you think you will major ? 5 In what subject or lesson do you find it most difficult to settle and concentrate? 6 What profession would you like to go ?

4

Live and learn WORD STORE 1D | Memory jog memory sieve vague vivid

2

– quit doing sth; stop hoping sb will change

1 have a clear/

3

– start working in a type of job

2 have a

4

– do sth after finishing another thing

3 have a good/terrible memory for sth

5

– study sth as your main subject

4 have a photographic

6

– only just succeed in doing sth

7

– become calm or confident

|

WORD STORE 1B Describing teachers and students D Y S L E X I C

1

2

5 have a memory like a 6

STORE 1B. 1 Mr Morris is a teacher. He doesn’t mind if you hand your homework in late. 2 Jackie is a . She spends all her time studying and always gets top marks. 3 Miss Nelmes is very . She demands absolute silence in her lessons. 4 May is musically . She can play almost any instrument and has a beautiful voice. 5 Barry is quite in class. He shouts out and generally causes problems. 6 Mike is very . He always does his homework as soon as he gets home.

WORD STORE 1C Collocations 12

1.5 Complete WORD STORE 1C with the base form of the verbs highlighted in the text and in Exercise 6. Then listen, check and repeat.

13 Complete the sentences with a suitable noun in

WORD STORE 1E | Collocations 1

1 Don’t enrol on a university unless you have a for it. 2 Sitting is much more stressful than writing a . 3 Getting a to study at a foreign university is an impossible dream. 4 Working in the of science and technology is better than being an artist. 5 You don’t have to attend to deepen your . Just google everything.

be found

6

3 8

1 2 3 4 5 6 7 8

acquire

2

7

-

having problems reading/spelling relaxed, permissive demanding someone who studies too hard (negative) someone who uses his/her strength to hurt others causing trouble talented able to work well alone

Mystery word:

be hit by 4 come out of 5 get 6 regain 7 solve

WORD STORE 1C | Collocations 1 attend/give a lecture

a skill

8 recover from

unconscious

lightning

a coma

an urge

consciousness

a mystery

an injury

2

of interest to sb

3

your knowledge

4

on a course

5

a degree/a scholarship

6

expelled

7

a passion for sth

8

an exam

do + noun

9

in the field of sth

You don’t have to be a savant to do amazing things.

10

WORD STORE 1C. Do you agree or disagree with them?

your memory

8 sb’s earliest memory

5

11 Complete the sentences with the words in WORD

memory of sth

/distant memory of sth

sharpen 4

1.4 Complete WORD STORE 1B with the underlined words in Exercise 6. Use definitions 1–8 to complete the crossword and find the mystery word. Then listen, check and repeat. Which words are used more often to describe a student and which ones to describe a teacher?

vivid

7 lose your memory

and students

5

Contextualised vocabulary presentation (listening or reading tasks)

– make less progress than others

WORD STORE 1B Describing teachers

3

If you enrol on this course, you’ll deepen your knowledge of the band’s music as well as how it was influenced by the city of Liverpool. The Beatles not only changed the world of music, but they also had a big impact on youth culture and fashion. This course will be of interest to those working in the field of cultural studies and if you want to go into the music industry.

1 fall behind

3

2 SURF SCIENCE AND TECHNOLOGY University of Plymouth, UK

30

LEARNING A NEW SKILL

WORD STORE 1A | Phrasal verbs

1 THE SCIENCE OF SUPERHEROES University of California, USA

History

Is this you?

5

WORD STORE 1

WORD STORE 1A Phrasal verbs

Architecture

DEGREE COURSES YOU DIDN’T KNOW EXISTED

Aristotle

Go to WORD STORE 1 page 3

10

3 SPEAKING Look at some

The WORD STORE booklet attached to the back of the Student’s Book includes additional vocabulary exercises. Sections A, B and C accompany the Vocabulary lessons.

WORD IN FOCUS | do do = perform (an action or activity) I’d like to do a master’s degree in Business Studies.

a dissertation do in idioms It has to do with the strength of the neuron networks in your brain.

3

Highlighted target vocabulary items

The BBC video is related to the unit topic, but it can be used at any point in the unit, e.g. as a starter or summary. Each video is accompanied by a video worksheet at the back of the Student’s Book.

UNIT 1

VIDEO

VIDEO WORKSHEETS

1

Learning a new skill

BEFORE YOU WATCH

5 Replace the underlined phrases with the correct form of an appropriate phrase in Exercise 4.

1 SPEAKING In what order do children typically

1 If something seems too good to be true, it’s because there is a hidden problem. problem 2 Learning a language is often a case of getting better and then getting worse. worse 3 I don’t like reading about things. I prefer listening to podcasts. 4 When you are faced with a difficult challenge, always try your best. best Never walk away. 5 Learning a new skill is so satisfying – that moment when everything starts to work perfectly. perfectly 6 In some sports – e.g. motor-racing – women should compete with men in an equal contest. 7 Whenever you meet interesting people, it’s worth collecting their phone numbers so that you can create a group of useful contacts.

learn these life skills? Discuss how old you were when you learnt how to do them. Learning how to … read ride a bike speak swim tie your shoelaces type walk write

2 SPEAKING Discuss the questions. 1 What new skills have you learnt since you became a teenager? 2 Is it easier to learn a new skill as a child, a teenager or an adult? Why? 3 Have you ever learnt how to juggle? Would you like to? Why/Why not?

WHILE YOU WATCH 3 4

1 Watch Chris (38) and Tahoe (8) learning how to juggle. Who is learning faster and why? 1 Choose the correct option and decide whether

the statements are true (T) or false (F). Then watch the video again and check your answers. 1 Chris decides to up the ante by pitting himself against / with Tahoe. 2 The catch / trick is that Tahoe is three decades younger than Chris. 3 Scarves help to find / form a juggling network because they speed the process up. 4 The practice stage is enjoyable. One step onward / forward, two steps back. 5 Chris claims that he’s not a big / large one for excuses, but he hasn’t done enough practice. 6 Chris is not impressed when he says to Tahoe: ‘Give it your best shot / throw’. 7 White matter fixes new brain pathways creating a sense of everything clicking into point / place.

6 SPEAKING Discuss the statements in Exercise 5. Do you agree with them?

7

1 Watch the video again. What is happening during stages 1–3?

1 The cognitive stage 2 The practice stage 3 The automatic stage

AFTER YOU WATCH 8 SPEAKING Think about your experience of learning English and discuss the questions. 1 What is the best age to start learning a language? Why? 2 Which learning stage do you think you are at now? 3 How does learning English compare with other learning experiences such as learning how to dance, to drive, to play the piano, to ski, etc.?

132

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GRAMMAR LESSONS

The grammar in each lesson is presented in context and highlighted, to make it easily identifiable.

2

VIDEO

1.2

Read about Gillian Lynne’s education. What do you think Gillian did when her mum and the psychologist left the room?

2

1.6 SPEAKING Listen to two friends talking about Gillian’s story and check your ideas in Exercise 1. Discuss what this story teaches us about educating children.

3 Read the GRAMMAR FOCUS. Complete the examples in the table using the verb forms in blue in the text in Exercise 1.

GRAMMAR FOCUS

2

5

10

15

20

25

Present and past habits • You can use the Present Simple and the Past Simple to talk about habits. You also use the Past Simple to talk about single past actions. • You can use used to to talk about regular past actions that don’t happen anymore or past states that are no longer true. She 1 used to fail all her exams. so good. Life 2 • You can use will (present) or would (past) to talk about characteristics or predictable actions. You don’t use them to talk about states. She 3 and move around instead of listening to the teacher. Her teachers 4 about her disruptive behaviour. Note: You don’t usually ask questions with this use of will and would. • You can use the Present Continuous or Past Continuous with always to stress the repetitiveness of an action or to show your annoyance. She 5 people. and handing in her homework She 6 late.

4 Complete the sentences with the correct form of the verbs in brackets. Use would where possible. If would is not possible, use used to. If used to is not possible, use the Past Simple. 1 2 3 4 5 6

Ken Robinson is an educationalist. In his book, The Element, he interviews people who have made a successful living doing what they love. This is Gillian Lynne’s story.

This school used to be (be) smaller than it is now. Mum (take) me to school every day. I (not like) going to school. I (hate) having school lunches. I (go) swimming every week. I (go) on a school trip to England.

5 SPEAKING Ask and answer questions based on the sentences in Exercise 4. Use used to or the Past Simple.

1.5

Gillian had a successful career in the theatre, but life didn’t use to be so good. When she was eight her schoolwork was a disaster, her handwriting was awful, and she used to fail all her exams. Her teachers would complain about her disruptive behaviour: she was always fidgeting and handing in her homework late. They told her mother that she had a learning disorder. So Gillian’s mother took her to see a psychologist and listed some of the problems: she never pays attention in class – she’ll get up and move around instead of listening to the teacher; she’s always disturbing people and her homework’s always late. Finally, the doctor turned to Gillian and said, ‘Gillian, I need to speak to your mother privately now. Don’t worry. We won’t be long.’ As they left the room, he turned on the radio on his desk …

2

3 Read GRAMMAR FOCUS I and complete it using the verb forms in blue in Exercise 2.

I’ll

2 Before setting off for school I’d

I’ll

3 At break time

I’d

I’ll

4 At lunchtime

I’d

I’ll

5 After school

I’d

I’ll

6 Before going to bed

I’d

I’ll

GRAMMAR FOCUS I 1 2 3 4

4

What was your daily routine when you were younger and how does it compare to now?

1 Before, Tim was always chewing the end of his pen. Now, he‘s always chewing gum. 2 Before, Julie her make-up. Now, she her phone. 3 Before, Sam about himself. Now, he about his new friends. 4 Before, Dave his temper. Now, he his keys. 5 Before, Mary lies. Now, she people what to do.

About daily routines

Grammar page 148

Personalised grammar activities

The grammar animation videos can be used for presenting new structures, for reinforcement after the teacher has presented the grammar point or as a general tool for review.

1 2 3 4 5 6 7 8 9 10

1.17 Complete Part 2 of the podcast with the correct

form of the verbs in brackets. Then listen and check. How many left-handed people do you know?

I often forget to bring (bring) my pens to school. I’ll never forget (meet) my best friend. I don’t remember (learn) how to swim. I always remember (switch) my phone off in lessons. I stopped (take) piano lessons a while ago. I usually stop (buy) sweets on my way. If my laptop freezes, I try (turn) it off and on again. I tried (work), but I was tired. I’ve never seen my father (lose) his temper. I often see my neighbour (drive) to work.

5

10

1 Hannah / with / Who / to / would / school / walk ?

3 use / Why / ‘quite intense’ / be / routine / Natasha’s / to / daily / did ? 4 eat / school / home / to / way / use / the / What / Nobuse / did / from / on ? 5 routine / structure / to / What / some / Harriet’s / used / daily / give ?

1 Name a person you know well who is in their twenties or older. Think about their daily routine when they were teenagers. Which statements could describe what they used to do? 1 He/she used to have a structured routine. 2 He/she used to make their own breakfast. 3 He/she used to play football with friends. 4 He/she used to belong to an athletics club.

3 Discuss the questions. Then watch the rest of the video (3:19–4:26) and check your answers.

1 What would Hannah like to get back into? 2 Why did Aaron use to drive around a lot? 3 Why did Natasha use to see her friends much more? 4 What does Nobuse miss doing? 5 Why did Harriet use to get more things done?

7 SPEAKING Are you a person who likes to have structure or variety in your day-to-day life? Why?

FOCUS ON LIFE SKILLS

Communication • Critical thinking 8 SPEAKING Discuss these sayings about youth.

5 He/she used to go to dance classes.

What do they mean and how much do you agree with them?

6 He/she used to chill at home in the evenings.

• School days are the best days of your life. • Youth is wasted on the young. • Youth is the best time to be rich and the best time to be poor.

7 He/she used to do stretches in the morning. 8 He/she used to drive around listening to music.

As a child I don’t remember deciding that I was left-handed. But when my primary school teacher (encourage/me/swap) saw me using my left hand for writing and drawing she 3 (manage/change) my natural inclination, and I didn’t stop hands. She didn’t 4 (waste time/try) to change someone’s natural writing with my left hand. Why 5 (let/them/use) the hand they feel comfortable with – you can’t handedness? Just 6 7 (expect/people/do) what isn’t natural to them!

3 Put the words in the correct order to make questions. Then watch the first part of the video (up to 3:18) again and answer the questions.

2 school / would / to / Aaron / How / get ?

Grammar page 149

So that’s the good news about being left-handed. The bad news is that manufacturers don’t (force/us/use) remember to make tools and machinery for left-handers. Society 1 (make/us/look) clumsy. objects that are designed for right-handed people and this 2

annoying. Compare your ideas with a partner. Do you know people who had or have any of these habits?

3 Watch the Focus Vlog. For the worksheet, go to page 133.

the verbs in brackets. Which sentences are true for you? Compare with a partner.

advise allow arrange avoid can’t afford can’t help can’t stand cause decide encourage expect fancy force imagine intend let manage of offer refuse remind seem spend/waste time urge warn (not)

8 List the habits in Exercise 7 from the least to the most

the one your parents had. Discuss how similar or different they are. 5

What did you use to do when you were a teenager that you miss doing now?

7 Complete the sentences with the correct form of

GRAMMAR FOCUS I. Check the lists on page 149 if you are not sure.

5

4 SPEAKING Compare your daily routine now with

• You Y use feel, hear, see, watch + object + -ing to describe ongoing actions or the same verbs + object + infinitive without to to describe finished actions. I watched Dan playing football and saw him score the winning goal.

4 Match the verbs in the box with verb patterns 1–4 in

verb from the box to complete both sentences in each example. Use the Present and Past Continuous with always

3

GRAMMAR FOCUS II

• You Y can use remember, forget, stop and try with the -ing form or a to + infinitive, but with a change in meaning. I remember doing my homework. Sadly, I didn’t remember to hand it in. Jim will never forget going on that school trip. He forgot to take any money. ‘I’ve stopped eating chocolate.’ ‘Really? Why did you stop to buy some on the way home?’ I tried to convince Jane but she doesn’t want my advice. Why don’t you try talking to her?

6

verb + to + infinitive: tend to choose verb + object + to + infinitive: verb + object + infinitive without to: verb + -ing:

7 Complete the sentences about annoying habits. Use one

lose talk tell

4

3

VIDEO

Focus Vlog About daily routines

Verb patterns

1 For breakfast, I’d have cereal with milk in primary school, but now I’ll just have a piece of toast.

1 Did this school use to be smaller than it is now?

6

1.16 Listen to the podcast again. Are statements 1–4 true (T) or false (F)?

1 No one knows what makes someone use their right or left hand. 2 Left-handers tend to choose creative professions. 3 Dominance of the left hemisphere enables left-handers to be better at 3D perception. 4 Rafa Nadal keeps winning because he is naturally lefthanded.

I’d

FOCUS VLOG

4

patterns with remember, remember stop, hear and see in Exercise 5. Explain the changes in meaning.

I can use a wide range of different verb patterns.

1.16 Listen to Part 1 of a podcast about being left-

handed. What jobs seem to be more suited to ‘lefties’?

and now. Compare your sentences with a partner. Who has changed the most? Primary school Now

check chew

VIDEO 6 Read GRAMMAR FOCUS II. Find examples of verb

Verb patterns – change in meaning 1

6 Write sentences comparing your routine at primary school

1 For breakfast

GRAMMAR Verb patterns

1.2 GRAMMAR

1

The right education

3

GRAMMAR

Present and past habits I can talk about present and past habits.

The GRAMMAR FOCUS boxes with rules and structures

2 Does the person you know do any of the things in Exercise 1 now?

3

3 Watch the video and match the statements

in Exercise 1 with the teenage daily routine of the speakers in the box. Aaron

Hannah

Harriet

Natasha

9 Think about how life as a teenager was different for your grandparents. Write notes under the headings. Think about daily routines, free time, friends, school and your own ideas. Ways life is easier for teenagers now

Ways life was easier for teenagers in the past

Nobuse

I once heard someone say that left-handed people were strange. But when you stop to think (avoid/conclude) about famous historical figures who were left-handed, you can’t 8 that they were brilliant! I’m sure Leonardo da Vinci, Mahatma Gandhi, Albert Einstein, Winston Churchill and Marie Curie would agree!

10 SPEAKING Discuss your notes. What is your conclusion?

10

133

Focus Vlog videos accompany selected Grammar lessons and present target structure in context. There is a corresponding video worksheet at the back of the book.

The GRAMMAR AND USE OF ENGLISH REFERENCE AND PRACTICE can be used for review at the end of a Grammar lesson or during unit review. It can also be used by fast finishers or students who require extra practice. Each structure presented in Grammar lessons has its own section in GRAMMAR AND USE OF ENGLISH REFERENCE AND PRACTICE, which includes a detailed explanation of the structure and additional practice exercises.

GRAMMAR AND USE OF ENGLISH 1.2

Present and past habits

To talk about someone’s habits and typical behaviour, we can use: • the Present Simple or the Past Simple to talk about repeated present or past actions or states: When I get home, I do my homework and practise the violin. My grandfather picked me up from school every day. • used to + infinitive to talk about states (e.g. with the verbs be, have, believe, like) or actions that happened regularly in the past but are no longer happening in the present. We do not use this structure to talk about single past actions: When I was at primary school, I used to be very eager to learn. I didn’t use to fall behind with my schoolwork. Did you use to like Chemistry? • would + infinitive to talk about past actions or behaviour typical for someone (but not states): Our Maths teacher would give us loads of homework. • will + infinitive to talk about repeated present actions or typical behaviour (but not states): She’ll watch TV or play games all day instead of studying for her exams. Note: We do not use the verbs will/would in this meaning in questions. • the Present Continuous or Past Continuous with the adverb always to complain about someone’s behaviour: She’s always putting things off. My neighbours were always complaining about the noise.

1 Choose the correct option. 1 When Marco and I shared a room in a hall of residence, he was always borrowing / will always borrow my things without asking. 2 When I was a kid, I would / used to believe that my dad was a spy. 3 Did you ever use to / used to cheat in exams? 4 It’s so annoying. She will always lose / is always losing her notebook. 5 Martha would ask / was asking the teacher plenty of questions after every lesson. She was very curious. 6 I always forget / will forget to bring a pen. Can I borrow one of yours?

2 Complete the sentences with one word in each gap. 1 I didn’t to worry about exams, but now I do because I need to get the best grades possible. 2 When Jim gets home, he start doing his homework until he has something to eat. 3 Our Science teacher always tell us to be careful when we do experiments using chemicals. 4 Cathy isn’t committed to her studies. She always chatting to her friends online for hours instead of doing her homework. 5 ‘ you use to study a lot when you were at school, Grandpa?’ ‘Of course! I was an excellent student.’ 6 When she was a teacher, she correct homework every day after school and at the weekend.

148

REFERENCE AND PRACTICE

3 Complete the sentences with the correct form of the words in brackets. Add extra words where necessary. 1 I had a kindergarten teacher who (use/ wear) a flower in her hair. 2 Have you noticed our History teacher (always/tap) his pen on the desk? 3 Our Maths teacher is really forgetful. Sometimes, she (will/set) us homework but forget to collect it. 4 Years ago, teachers (not/use/have) the equipment they do now. There was just a blackboard. 5 At my secondary school we used to watch videos on an old TV that (always/break down). 6 When you were at school, (use/have) a favourite teacher?

4 Choose the correct option, A, B or C to complete the text.

In every class, you get a mix of different personalities. There’s generally one kid who’s 1 the centre of attention. They 2 something completely inappropriate in the middle of a lesson so everyone laughs. Then there’s the shy kid who 3 at the back of the class and 4 at their desk when the teacher asks a question. When I was at primary school, I found reading and writing quite difficult and I struggled to keep up with my classmates. I5 much self-confidence. I 6 questions because I was convinced I’d get them wrong and look stupid. It seemed like the other kids 7 awards for something and I never did. That was until we started studying IT and I suddenly found the thing I was good at. Now I’m regularly top of the class … at least in one subject anyway. 1 A B C 2 A B C 3 A B C 4 A B C 5 A B C 6 A B C 7 A B C

used to be always trying to be always being ‘ll say ‘re saying said ‘s sitting is used to sitting sits would always look down is always looking down won’t look down didn’t use to have wouldn’t have wasn’t always having wouldn’t answer wasn’t answering ‘m not used to answering used to always winning were always winning will win

1.5

Verb patterns

Verb patterns Verbs preceded by other verbs or verb phrases may follow these patterns: • verb + to + infinitive, e.g. agree, arrange, can’t afford, decide, intend, learn, manage, offer, prefer, refuse, remember, seem, tend: I decided to leave school and find a job. My sister agreed to help me with my homework. • verb + object + to + infinitive, e.g. advise, allow, cause, enable, encourage, expect, force, remind, urge, warn: Robert’s mother encouraged him to study Law. The teacher reminded us not to use our mobile phones during lessons. • verb + object + infinitive without to, e.g. make, let: Do his parents let him hang out with his friends? My parents used to make me do a lot of house chores. • verb + gerund (-ing form), e.g. admit, avoid, can’t help, can’t stand, enjoy, fancy, imagine, keep, miss, practise, spend/ waste time, stop: I can’t stand wearing a school uniform. She recently stopped eating fast food, and she feels better already. • verb + gerund (-ing form)/to + infinitive: After the verbs begin, continue, hate, intend, like, love, prefer and start we can use both the -ing form and the to infinitive. The meaning stays the same or changes very slightly. I started playing chess. I started to play chess. He intends using the school website. He intends to use the school website.

Change in meaning • After the verbs remember, remember forget, stop and try we can use both the -ing form and the to infinitive form, however the meaning of the sentence changes: Jenny remembers locking the door. (She remembers that she locked the door.) Jenny remembers to lock the door. (She always remembers to lock the door.) Dad’ll forget giving me the money. (He will forget that he gave me the money.) Dad’ll forget to give me the money. (He hasn’t given me the money and he’ll forget to do it.) Liz stopped drinking coffee. (Liz doesn’t drink coffee anymore.) Liz stopped to drink some coffee. (Liz stopped doing something in order to drink coffee.) I tried turning the computer off and on again, but it didn’t help. (I tried this as an experiment to see if it would work). I tried to turn the computer off off, but the shutdown command didn’t work. (I made an effort to turn the computer off). • We use feel, hear, see, watch + infinitive without to in order to say we saw the whole action from beginning to end: I saw Mary paint a picture. (I saw Mary start on the painting, paint it and finish painting). We use feel, hear, see, watch + -ing form when we witness only a part of the action. I saw Mary painting a picture. (Mary was painting a picture when I saw her).

1 Complete the second sentence so that it has a similar meaning to the first. Use up to five words including the word in capitals. 1 Are you looking for volunteers? You could put a poster up in the school. TRIED Have you a poster in the school? 2 It’s really important that you hand in your assignment on Friday. FORGET You must your assignment on Friday. 3 I told him that dropping Spanish was a bad idea. ENCOURAGED I Spanish. 4 Those boots are much too expensive for me to buy. AFFORD I those boots. 5 Janice doesn’t go to dance classes any more. She quit two years ago. STOPPED Janice two years ago. 6 We watched the gardener when he planted some flowers in front of the building. They look great. WATCHED We some flowers in front of the building. They look great. 7 Would John like to come to the concert on Sunday? FANCY Does John the concert on Sunday? 8 Jorge has been forbidden from using his dad’s computer. ALLOWED Jorge his dad’s computer.

2 Complete the sentences with the correct form of the verbs in the box.

add admire bring do drive eat fix learn splash wear 1 Thankfully, my sister’s really practical and she managed my bike for me. 2 When we arrived at the cabin, it was really dark, but luckily Sam had remembered a torch. 3 When we’re at the farm, my uncle sometimes lets me his old van around the fields. 4 I saw some people to kayak on the river and it looked really fun. 5 Of course you can use the bikes, but can you just remind everyone helmets? 6 Everyone needs to wear plastic gloves to avoid the cleaning liquid on their skin. 7 When we reach the top of the hill, we’ll stop for a while by that wooden gate the view. 8 Obviously, if you keep white paint to the mix, the colour will get lighter and lighter. 9 My mum makes me lots of fish because it’s considered to be brain food. 10 Harry tends his homework at the last minute, which is why he isn’t doing well at school.

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Focus 4 Unit walkthrough LISTENING LESSONS

The listening lessons offer varied tasks and opportunities for students to practise listening skills with new vocabulary, as well as with graded exam-type tasks.

1.3

LISTENING

4

I can identify specific information in a detailed spoken dialogue about memory.

1.8 Listen to four people talking about memory.

Match statements A–E with speakers 1–4. There is one extra statement. Speaker 1:

1 SPEAKING Discuss how good you are at remembering the different things in the box. dates and times English words faces items on a shopping list names song lyrics

2

1.7 Read about two methods of memorising

a shopping list. Choose the best heading for each method. There are three extra headings. Then listen and check. A B C D E

5

Speaker 2:

Speaker 3:

5

WORD STORE 1D Memory

Greek philosopher Socrates famously said ‘Learning is remembering’. So, how can we improve our memory? The key is to use your imagination. Here are two ways of remembering a shopping list of eight items.

7 SPEAKING Complete the questions with the words in

1

10

15

2

20

25

6

Think of your home and get a mental image of the rooms in your house. Then, put the items on the list, one by one, in specific places in the rooms. For instance, you imagine the bread on the doormat as you come in the door. Then you go into the living room and the coffee is in front of the television, the yoghurt is on the sofa and the steak is stuck to the mirror on a wall. And so on, it’s all about making personal associations … you get the idea. This method isn’t just useful for memorising shopping lists. Some famous people have used it to give a speech without using notes.

2 have a

– do sth after finishing another thing

3 have a good/terrible memory for sth

– study sth as your main subject

4 have a photographic

6

– only just succeed in doing sth

7

– become calm or confident

1 have a clear/

bread clear learn mean steak wear 1.11 Add the words from Exercise 8 to the table.

6

need detail

1

/ɪə/

here careerr

2

/ɜː/

reserved squirt turn

3

/e/

egg

4

/eɪ/

made detail pay

5

/eə/

pair air rare

6

mean

your memory

WORD STORE 1E | Collocations

D Y S L E X I C

1

a skill

unconscious

be found

6

1 2 3 4 5 6 7 8

acquire sharpen

2 5

3 -

lightning

be hit by

having problems reading/spelling relaxed, permissive demanding someone who studies too hard (negative) someone who uses his/her strength to hurt others causing trouble talented able to work well alone

4

a coma

come out of 5

an urge

get 6

consciousness

regain

Mystery word:

7

a mystery

solve

WORD STORE 1C | Collocations

8

1 attend/give a lecture

an injury

recover from

2

of interest to sb

3

your knowledge

4

on a course

5

a degree/a scholarship

6

expelled

7

a passion for sth

8

an exam

do + noun

9

in the field of sth

You don’t have to be a savant to do amazing things.

10

WORD IN FOCUS | do do = perform (an action or activity) I’d like to do a master’s degree in Business Studies.

a dissertation do in idioms

Occasional spelling

/iː/

memory of sth

/distant memory of sth

5 have a memory like a

2

Then listen, check and repeat. Sound Typical spelling

vivid

8 sb’s earliest memory

4

The PRONUNCIATION FOCUS activities focus students’ attention on different aspects of pronunciation (sounds, stress, etc.) and help them improve their pronunciation.

1.10 Listen and repeat the words in the box. Do any of the words have the same vowel sound?

• Write down a shopping list of eight items and give it to your partner. • Study your partner’s list for sixty seconds using one of the methods in Exercise 2. • Take it in turns to recall your list. Did the tip help?

– start working in a type of job

5

8

PRONUNCIATION FOCUS

the instructions to complete the task.

– quit doing sth; stop hoping sb will change

4

7

1 What’s the most memory you have from your childhood? Why do you think you remember it so well? 2 Do you have a photographic ? Would you like to? 3 Have you ever heard about anyone who’s their memory and couldn’t remember anything? 4 If people can’t remember certain events, are there ways to their memory and help them remember? 5 What do you have the most terrible memory ? Names? Phone numbers? Anything else? 6 Do you know anyone who has a memory like a ? Is it difficult to be around such people?

3 SPEAKING Test your partner’s memory. Follow

2 3

1

WORD STORE 1D. Then ask and answer the questions.

9

jog memory sieve vague vivid

3

1.9 Complete WORD STORE 1D with the words in the

8

WORD STORE 1D | Memory

|

box. Then listen, check and repeat.

First, imagine a huge loaf of bread, and suddenly, coffee squirts out of the top and makes a fountain of dark brown liquid. After a few seconds, the dark brown changes to white yoghurt. The yoghurt forms a river and it goes under a bridge – the bridge is a steak. Some black and green olives are crossing the bridge and some big brown eggs are chasing them. The olives hide behind a big carton of orange juice. You lift an olive to your mouth to eat and it turns into an onion which tastes horrible. That’s it. You’ve reached the end.

– make less progress than others

WORD STORE 1B Describing teachers and students

More practice of the vocabulary sets from the lesson in the Student’s Book

1.8 Listen again and answer the questions.

MEMORY TIPS

1 fall behind

7 lose your memory

1 What is Speaker 1’s earliest memory? 2 Does Speaker 2’s grandfather have trouble remembering things? 3 Can Speaker 3 remember names and faces well? 4 Does Speaker 4 have a good memory?

Use your imagination Make up a dramatic narrative Learn how to give a speech Imagine what each item tastes like Visualise the items in a familiar place

WORD STORE 1A | Phrasal verbs

Speaker 4:

The speaker … A refers to someone who is incapable of forgetting anything. B wanted a family member to confirm whether his/her memory was correct. C disagrees with someone about how they keep a good memory. D wishes they could forget witnessing a crime. E can identify someone after seeing them for a short while.

Live and learn

WORD STORE 1

Exam-like listening tasks in the EXAM FOCUS

EXAM FOCUS Matching

Matching

It has to do with the strength of the neuron networks in your brain.

piece

7

3

READING LESSONS

Exam-like reading tasks in the EXAM FOCUS

1.4

READING

The Reading lessons feature a variety of reading texts, which also present factual information that is interesting and relevant to teenagers.

I can infer unstated information and understand relationships between ideas in a descriptive text.

talent, what would you like that talent to be? Discuss your ideas with a partner.

8

the quiz on page 9 and discuss your ideas with a partner.

1 What hidden talents did the five people discover? 2 What caused them to discover their hidden talents? 3 How do some experts explain the phenomenon?

EXAM FOCUS

Gapped text

A–E. There is one extra sentence.

Tim Berners-Lee

C We even know where many of the different brain functions, such as memory, sight and smell, are located. D However, their existence has led some researchers to argue that there is an undiscovered genius within all of us.

5

5

10

1.14 Complete WORD STORE 1E with the base form of the verbs in blue in the text. Explain the difference, if any, between the pairs of collocations. Then listen, check and repeat.

6 Complete the questions with the correct form of the verbs in WORD STORE 1E. Then answer the questions. 1 What aspects of the human brain a mystery? 2 Where was Jason Padgett when he was attacked and unconscious? 3 How common is it for savants to lose the new skills they have ? 4 Why did Ben McMahon a coma? 5 What was Orlando Serrell doing when he a head injury? 6 Where was Tony Cicoria when he by lightning? 7 When did Heather Thompson first an urge to paint? 8 Did she lose when it happened?

15

20

25

Tim Berners-Lee is proof that you don’t have to be a savant to do amazing things. Berners-Lee, a modest engineer and computer scientist is 1 the World Wide Web. In 1989 he was working for CERN, the European Organisation for Nuclear Research, in Switzerland. An essential part of his job was to 2 ideas with his colleagues and then share information with researchers in different geographical locations. It was while he was 3 for ways to improve the communication process that he 4 – he could use hypertext, a language for sharing text electronically, to allow computers all over the world to talk to each other – through the Internet. The World Wide Web was born! But Tim Berners-Lee did not have money 5 ! Had he been a more materialistic man, he could have become a multi-billionaire by charging royalties for his invention. Instead, he gave it to the world for free.

1 fall behind

– make less progress than others

10

15

2

– quit doing sth; stop hoping sb will change

3

– start working in a type of job

2 have a

4

– do sth after finishing another thing

3 have a good/terrible memory for sth

3 The brain’s storage capacity is practically unlimited.

5

– study sth as your main subject

4 have a photographic

6

– only just succeed in doing sth

7

– become calm or confident

|

25

30

thinker do you most admire? Decide on your top three and give reasons. Compare your ideas with other people in the class. 35

WORD STORE 1B Describing teachers and students

HIDDEN TALENTS

Despite some recent advances, there is still a great deal about the human brain that remains a mystery. We know it is made up of about 100 billion nerve cells, called neurons, connected like wires in a giant telephone exchange. We know messages pass down them like electrical signals and jump from one neuron to the next when chemicals known But what we don’t as neurotransmitters are released. 1 fully understand are things like consciousness, intelligence and creativity. Much of our knowledge comes from studying brain functions when things go wrong. There are some fascinating cases of where a bang on the head has brought about changes in personality or caused a person to become talented in a way they weren’t at all before the injury. A famous case was Jason Padgett, a furniture salesman from Washington, who was mugged by two men after leaving a karaoke bar. He survived the attack, but was left unconscious. Padgett began to see patterns in everything he looked at, and to draw complex geometric figures. He seemed to understand the mathematical nature of the universe despite the fact that he had little formal academic training. The man who had barely scraped though his school exams ended up pursuing a career in mathematics as a number theorist. Padgett’s is a case of acquired savant syndrome, a condition in which brain damage of some kind unlocks extreme mental abilities. All cases of acquired savant syndrome involve a head injury and the special abilities are typically in the fields of maths, languages, music or art. Having acquired the new skill, it is extremely rare for a savant to lose it. The change is permanent. Another example of this syndrome is twenty-four-year-old Ben McMahon from Australia, who fell into a coma after a car crash. A week later he woke up speaking Mandarin Chinese. He had studied Chinese at school, but had never been fluent until the accident. McMahon works now as a Chinese-speaking tour guide in Australia.

1 have a clear/

vivid

memory of sth

/distant memory of sth

5 have a memory like a 6

your memory

7 lose your memory

D Y S L E X I C

1

2

8 sb’s earliest memory

WORD STORE 1E | Collocations 1

40

45

50

55

60

65

Orlando Serrell suffered a head injury when he was knocked out in a baseball game at the age of ten. When he regained consciousness, he felt OK and finished the game. 3 He has never made a mistake. For instance, ask him about 11 February 1983 and he says ‘Friday. It was raining that day. I had a pizza – pepperoni sausage.’ Some knocks on the head are more dramatic than others. Tony Cicoria, an orthopaedic surgeon, was struck by lightning as he was leaving a public payphone. Luckily there was a nurse nearby and she saved his life. Several weeks after the accident, Cicoria developed a strong desire to listen to classical piano music and play the piano even though he’d never wanted to play a musical instrument before. He is now a successful pianist and composer. Although cases of female savants are not as common as those of males, there are some examples. Heather Thompson, a successful businesswoman from Washington, was loading her supermarket shopping into her car when the boot door crashed down onto her head. Although she never lost consciousness, the accident changed her life. Soon afterwards she felt an urge to paint, and overnight she became a talented abstract artist. She explained that her hands simply knew how to use colour and white spaces – it felt natural to her to paint. There is no single theory to explain each case, but many researchers believe that acquired savant syndrome happens when the right side of the brain compensates for an injury to the left side. The condition is rare – fewer than one hundred The challenge cases have been identified. 4 is how to access that hidden knowledge and skill without experiencing a bang on the head.

4

2 5

be found

6

3

7 8

1 2 3 4 5 6 7 8

acquire

a skill

sharpen

3

2

20

jog memory sieve vague vivid

2 On average a person has 70,000 thoughts each day.

1.13

5

WORD STORE 1D | Memory

1 A larger brain is smarter than a smaller brain.

5 Most people only use 10 percent of their brain.

10 SPEAKING Which scientist, inventor or

8

WORD STORE 1A | Phrasal verbs

4 The brain produces enough electricity to power a small light bulb.

with the expressions in Exercise 8. Why isn’t he a multi-billionaire?

B Some of us are athletic, some of us mathematical, some of us artistic, and others musical; some of us are just good, while some are exceptional.

WORD STORE 1E Collocations

have

9 Complete the text about Tim Berners-Lee

A After a year, he realised he had acquired extraordinary memory skills and could recall the day of the week of any given date.

E Soon afterwards, he noticed that his vision had changed. He also realised that he had developed remarkable mathematical abilities.

rack

1 be the brains behind sth = be responsible for inventing or organising sth 2 brainstorm sth = discuss (new) ideas 3 brainy = very intelligent (informal) 4 a brainwave = suddenly think of a good idea 5 have sth the brain = keep thinking constantly about sth 6 your brains = try very hard to remember or to solve sth

1.12 Listen and check your answers.

3 Read the text and answer the questions.

4 Read the text again. Complete gaps 1–4 with sentences

1.15 Complete the expressions with the words in the box. Use a dictionary if necessary. Then listen, check and repeat.

behind on

1 SPEAKING How much do you know about your brain? Do 2

Live and learn

WORD STORE 1

THE HUMAN BRAIN QUIZ fact or fiction?

7 SPEAKING If you could discover your hidden

Gapped text

-

having problems reading/spelling relaxed, permissive demanding someone who studies too hard (negative) someone who uses his/her strength to hurt others causing trouble talented able to work well alone

Mystery word:

be hit by 4 come out of 5 get 6 regain 7 solve

WORD STORE 1C | Collocations 1 attend/give a lecture

8 recover from

unconscious

lightning

a coma

an urge

consciousness

a mystery

an injury

2

of interest to sb

3

your knowledge

4

on a course

5

a degree/a scholarship

6

expelled

7

a passion for sth

8

an exam

do + noun

9

in the field of sth

You don’t have to be a savant to do amazing things.

10

WORD IN FOCUS | do do = perform (an action or activity) I’d like to do a master’s degree in Business Studies.

a dissertation

9

do in idioms It has to do with the strength of the neuron networks in your brain.

3

More practice of the vocabulary sets from the lesson in the Student’s Book

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SPEAKING LESSONS

Exercises in the Speaking lesson focus students’ attention on how functional language is used.

3.6

13

VIDEO

SPEAKING

The SPEAKING FOCUS boxes with the target language from the lesson

SPEAKING FOCUS

Organising a place to live

Suggesting a course of action What do you think about (+ -ing)? Maybe we ought to (just) … What would you say if we (+ Past Simple)? Given the choice, I’d rather … , and you?

I can justify my views when suggesting, agreeing to and objecting to a course of action.

Objecting

1 Put these factors in order of importance when

No way!/Absolutely not!/You must be joking! (informal) Fair? I think it’s completely unfair. (Well yeah, but) wouldn’t it be better to …? I know/see what you mean/what you’re saying, but … I’m not convinced (we’ll be able to afford it/that’s a good idea/that’ll work).

looking for a flat to share with friends. decoration/furniture location privacy rent security size

2 SPEAKING Discuss your ideas in Exercise 1 with other classmates. Agree on the final order.

Pairwork activities encourage students to practise the functional language from the lesson and increase their confidence in using the language.

Compromising

3

2.13 Listen to a conversation between two friends who are talking about a flat to share. Which two factors from Exercise 1 are not mentioned?

4

2.13 Read the SPEAKING FOCUS and complete the conversation with one word in each gap. Then listen again and check.

Zoe: I can’t believe we’ve both been accepted into the same university! Amy: Isn’t it great? I’m so excited! And we’ll be living together. Zoe: I know. I can’t wait! Amy: What do you think 1 living in halls of residence? To be honest, I’m not sure. Zoe: No, me neither. Do you know Jay? Amy: Yep, why? Zoe: Well, his brother studies there and he says the halls are really old and noisy. Maybe we ought to just look for a place of our own. Amy: You’re 2 right. Zoe: The question is do we want to share with other people. It would probably be cheaper. Amy: Well yeah, but 3 it be better to get our own place? Obviously, it depends how much it costs, but if we could find the right flat at the right price, I think I’d prefer not to share. Zoe: I know what you mean, but I’m not 4 we’ll be able to afford it. Why don’t we 5 halfway and look for shared accommodation, but in a place where we could have our own rooms? Amy: I suppose that could 6 . That way we might even be able to afford something near the university. Given the choice, I’d 7 be within walking or cycling distance, and you? ly. I don’t even mind if it’s a small room, Zoe: Totally. as long as it’s close to the campus. Amy: That’s 8 then. So, let’s have a look online and see what we can find.

If you agree to (pay more), I’ll (take the smaller room). We could (split the cost/go halves/share). Why don’t we compromise/meet halfway (and agree that …)? I guess so./I suppose that could work. OK, that seems like a fair compromise.

Agreeing True./Right./Absolutely./Totally. You are absolutely right. I fully/completely agree. OK, that’s settled then.

5 SPEAKING Read the situation and discuss the questions with a partner. You and a friend are moving into a flat together for your first year at university. The flat is unfurnished and needs decorating, but you don’t have a great deal of money. • What furniture/household appliances do you think are the most important to buy? • What colours would you like in the flat (walls, curtains, carpets etc.)? • Who will get the bigger bedroom? • Who will do the decorating?

6 Prepare a dialogue in which you discuss the questions in Exercise 5. Try to get what you want, but also be ready to compromise. Use the SPEAKING FOCUS to help you.

Role-play videos presenting language in real-life situations, helping students improve their reception and speaking fluency

7 Practise the dialogue and act it out.

ROLE-PLAY

13

Organising a place to live

13 Watch the video and practise. Then role-play your dialogue.

43

USE OF ENGLISH LESSONS

The Use of English lessons help students to analyse meanings of language and structures.

Summative practice in the typical Use of English format

Use of English rules with extra practice at the back of the book

Me and Money Quiz

Modality – alternative structures

VIDEO

18

Do you usually pay with cash or card? What sort of things are you likely to pay for with cash?

1) Where do you keep your money? 3 Read and complete the LANGUAGE FOCUS with the 6 USE OF ENGLISH Complete the dialogue between A) base form of the phrases in blue Ron (R) and Eve (E) with a different word in each gap. B) in the article. Sometimes more than one answer is possible. 2) You get your allowance every Friday. What do R: Let’s go and have a cof coffee. you do with it? the results? E: I can’t af afford it! You know me – I never 1 to get A) Modality – alternative structures to the end of the week without spending all my pocket As questions. well as using modal verbs, youB)can express modality 2 Read the article about Jordon Cox. Answer the 3) When you something expensive how money. with adverbs (perhaps, etc.), adjectives orbuy participles 1 How did Jordon travel from Sheffield to Shenfield? Why? R: What happens if you need 2 buy something big much timeother do youverbs spend comparing prices? (she’s sure to, he’s obliged to, etc.) or with 2 Why were Jordon and his mother unable to afford to go out? like a jacket or a new phone? A) (we managed to, etc.) 3 What gave Jordon the idea for saving money through E: I’ve got my savings. My parents give me 10 euros a B)

News

Sport

We a t h e r

Po l i t i c s

Health

Education ability can, can’t, could

Money-saving teen Jordon Cox: permission From blogging to Berlin

can, could, may

5

10

15

20

25

30

prohibition Teenage blogger Jordon Cox claims he was can’t, couldn’t, able to save £7.72 on may not, his train journey from shouldn’t, Sheffield in the north of mustn’t England to Shenfield in obligation south-east England – by should, must taking a plane via Berlin. He was supposed to be getting the train from Sheffield to Shenfield, but found that it was cheaper to fly from Sheffield to Berlin and from Berlin to Shenfield. He then blogged about his journey on his money-saving blog, and immediately gained 7,000 Twitter followers.

What ways of paying are likely to become popular in the future?

week, but I’m not 3 to spend all of it. I 4 4) You’ve just millions be 1likely likely/be unlikely towon do/that … in the lottery. Whatto put 30 percent into a savings account. Then, I’m 5 to use the money I’ve saved for those things. would be bound to do … be the first thing you’d do? R: So what about money you earn doing babysitting? be 2 to A) do … E: I 6 supposed to save 30 percent of everything be certain to do … I earn, but recently I’ve been lending it all to my sister. 4 be 3 /beB) to do … She wants a new phone, but my parents have 7 5 to 5) doWhich … of these statements about money do her from using her savings, because she lost the last 6 you… most agree with? in doing one. She loses things a lot. If she gets a new phone, A) be allowed to do … she’s 8 to lose it quickly. B) be permitted to do … R: So it’s a waste of money! 7 not be E: Not for me – she’s paying me interest on the loan! to do … Mostly As: You’re a spender! You need to learn be forbidden to do/from doing … how to save for a rainy day. be banned from doing … SHOW WHAT YOU’VE LEARNT UNITS 1–4

Then Jordon saw a programme on TV called ‘Extreme when I shop online, but I don’t. Couponing’ – the reality TV series follows shoppers who 3 I can’t find my wallet, but it’s bound / permitted to are required to buy the most shopping for the least turn up sooner or later. money by using money-off vouchers or coupons. Jordon 4 I managed / was forbidden to save up for a new Sheffield was inspired by the programme and that week he wentphone out recently. I’m ordering one tomorrow. and succeeded in saving £10 on shopping. 5 My mum says I’m allowed / certain to use her credit Berlin Once he had started saving money, Jordon decided card to buy things online. Shenfield to share his tips on a Facebook page. One of his most 5 to Rewrite the sentences using the word in capitals to impressive ‘shopping trips’ was when he managed replace the underlined phrases. acquire shopping worth £500 for 4p, giving it all away to a charity for disadvantaged families. A few months later 1 he My online delivery ivery is late. It should be here by was running money-saving seminars. now. MEANT

A few years ago, Jordon thought he was likely to go My online delivery is late. It’s meant to be here by now. university when he was eighteen, but now he’s happy2 Janet couldn’tt persuade her parents to lend her any to have a job and financial security and is planning to more money. SUCCEED continue spreading his money-saving message. He thinks 3 Terry should have called called me last night, but he that if he saves for three years, he is sure to have forgot. SUPPOSED to buy a house. Not bad for a teenager! 4 Everybody must show their t ID when they open a bank account. REQUIRED 60 5 Tom willl probably waste all his money on new clothes. You know what he’s like. BOUND 6 You can spend up to €100 a day on this t store card. PERMITTED

clothes coffee public transport

THREE MONEY-SAVING TIPS

So how did Jordon become an expert in saving money? His story started when his father and mother split up. Choose the correct option. Then tick the sentences This meant that he and his mother were obliged4to live that are true for you and compare with a partner. on much less money. Jordon wasn’t allowed to work because he was too young, and consequently, they were 1 My parents succeed in / are banned from using my to unable to go out and enjoy the kind of things they used phone under any circumstances. do, such as going out for meals or trips. 2 I’m supposed / certain to change passwords regularly

35

1 A fail B miss 2 A the whole B every 3 A likely B possible 4 A can I C do you think I can’t 5 A Every C Other 6 A manage C have to 7 A you’re not allowed C your banned 8 A wishful B impulse

FOCUS VLOG

C C C B D B D B D B D C

let D pass each D all of banned D permitted do you think could I why can’t I The others Another are bound to succeed in you’re certain you’re sure reflex D reactive

Sam: Kat: Lilee: Shaelyn: Lucy:

contactless a digital currency phone-pay e-wallets contactless

you agree with. Can you imagine a world without any cash at all? pay for by card/in cash in your country? Discuss, then answer the questions.

correct answer, A, B, C or D.

ONE Don’t 1 an opportunity to get a discount on 2 your online purchases. Look for either a coupon or a code … or both! You can get a reduction in the price, and you’re also 3 to get free delivery. In shops, buy things when they’re on offer, or just smile and say, ‘Excuse me, 4 have a small discount please?’ It might work! TWO 5 way to save money is to have a present drawer. Buy presents and birthday cards when they’re on special offer. If you 6 buy something at the last minute, you’re unlikely to get a bargain, but if you have a stock of presents, whenever there’s a birthday you just open the drawer. THREE Leave your wallet at home. It’s a good idea to have days when 7 to spend any money. You’ll avoid 8 purchases!

18 Watch the rest of the video (1:59–3:18). Match the ways of paying the people think will be popular in the future with the explanations. Then watch the video again and check your answers.

4 SPEAKING Discuss which predictions in Exercise 3

1 SPEAKING Which of the following do people usually

Mostly Bs: You’re a saver! Are your parents bank managers?! 7 USE OF ENGLISH Read the text and choose the

have to do … need to do … ought to do … be 8 to do … be 9 to do … be 10 to do … be meant to do …

3

1 because it will be easy for people to leave the house and not have to take a bag or wallet. 2 because it saves people the hassle of having to go for currency exchange and carry loads of cash. 3 and maybe if they input that in other devices as well, that might become more popular too. 4 using a cellular device and a back-up – maybe a contactless card – if your phone dies. 5 but he/she personally hopes that people will stick to cash.

ALTERNATIVE STRUCTURES

groceries hairdressers taxi tips

1 What are the advantages and disadvantages of paying by card or with cash? 2 What other ways of paying can you think of? 3 Which way of paying do you use most?

2

18 Watch the first part of the video (up to 1:58) and complete the sentences with the names of the speakers in the box. Which speakers prefer cash to all other ways of paying?

Kat

Lilee

1

Lucy

Sam

Shaelyn

uses cash for everyday necessities. only uses cash for tips. uses a card except for paying her nail lady.

5

prefers cash, but can’t always find an

We can also use alternative structures to express modality in situations when modal verbs are not usually used (e.g. in past or future tenses, or infinitive clauses): I must help him. I had to/was obliged to help him.

Probability Modal verbs: can, can’t, could, may, might, must and: • be likely unlikely to do that: Tim is likely to sell the house. It was unlikely that Jenny’s offer would win. • be bound to do: You’re bound to feel nervous before the auction. • be sure to do: She is sure to pay a lot if she wants to buy that flat. • be certain to do: The manager is certain to ask difficult questions.

Ability Modal verbs: can, can’t, could and: • be able/unable to do: Zoe was unable to open a bank account. • manage to do: Will you manage to help her?

FOCUS ON LIFE SKILLS

Communication • Critical thinking

• succeed in doing: I succeeded in exchanging the trousers with no receipt.

5 SPEAKING Read the travel advice and discuss

Permission

questions 1–3 with your partner.

Modal verbs: can, could, may and: • be allowed to do: Will I be allowed to join the club?

Travel Advice

How much to tip in the USA Meal in a restaurant 15–20% of the bill

• be permitted to do: Students were permitted to open a charity shop.

Home delivery

10% of the order

Prohibition

Toilet attendant

50c–$3

Hotel cleaner

$2–5 a day

Taxi

15–20% of the fare

Hair, nails, etc.

15–20% of the price

Modal verbs: can’t, couldn’t, may not, shouldn’t, mustn’t and: • not be allowed to do: The school shop isn’t allowed to sell any sweets. • be forbidden to do/from doing: Guests are forbidden to use the pool after 11 p.m.

thinks it’s too easy to overspend with a card.

2 3 4

REFERENCE AND PRACTICE 4.7 Modality – alternative structures

4.7 USE OF ENGLISH

I can use a range of alternative structures to express modality.

Focus Vlog About money

1 SPEAKING Are you ‘a saver’ or ‘a spender’? Do the quiz LANGUAGE and discuss the answers with a partner. Do you agree with FOCUS

coupons? MODAL VERBS 4 Why did he change his mind about going to university? probability 5 What is Jordon saving for now? can, could, 6 How is Jordon’s attitude to money different from yours? may, might, must

18

VIDEO

USE OF ENGLISH

4.7

• be banned from doing: Students were banned from taking food into the room.

1 Is it common to leave a tip in your country in the places listed above? 2 How much do people usually tip? 3 Do you think tipping should be banned? Why/ Why not?

Obligation Modal verbs: must, should and: • have to do: You have to pay for extra luggage.

ATM.

18 About money

• need to do: We need to borrow money to go on a holiday.

Ought to is a ‘semi-modal’ verb. Although unlike modal verbs, it is used with the to + infinitive and it shares the other features of modal verbs. • be obliged to do: Is he obliged to pay for the damage? • be required to do: They are required to be punctual. • be supposed to do: You’re supposed to sign both copies. • be meant to do: I meant to text you but I forgot.

1 Complete the second sentence so that it has a similar meaning to the first. Use between three and five words including the words in capitals. 1 Unfortunately, they didn’t manage to meet their crowdfunding target. SUCCEED Unfortunately, they their crowdfunding target. 2 The band’s very popular, so the tickets will probably sell out quickly. LIKELY The band’s very popular, so the tickets quickly. 3 You can’t go into the backstage area without a security pass. ALLOWED You into the backstage area without a security pass. 4 We couldn’t get the book you wanted because it was out of stock. MANAGE We the book you wanted because it was out of stock. 5 The phone should come with a charger, but it wasn’t in the box. MEANT The phone a charger, but it wasn’t in the box. 6 Alex can’t train with the team because he insulted one of the instructors. BANNED Alex with the team because he insulted one of the instructors. 7 It’s highly likely he’ll withdraw from the tournament due to his injury. BOUND He from the tournament due to his injury. 8 Karl couldn’t answer the professor’s tricky questions. ABLE Karl the professor’s tricky questions. 9 Students can’t leave the school without parental permission. FORBIDDEN Students the school without parental permission.

• ought to do: Producers ought to choose names for their products carefully.

139

159

18 Watch the Focus Vlog. For the worksheet, go to page 139.

Use of English page 159

LANGUAGE FOCUS boxes with usage rules and structures

61

Focus Vlog videos accompany selected Use of English lessons and present target structure in context. There is a corresponding video worksheet at the back of the book.

T9

F01 Focus 2e TB4 Global 9781292234083 Introduction.indd 9

30.03.2020 14:31

Focus 4 Unit walkthrough WRITING LESSONS

Useful language for the writing task is presented through varied and relevant texts.

WRITING

1.8

The WRITING FOCUS boxes with key phrases and step-by-step guidelines on how to write a given type of text

3 Complete the headings in Sigrid’s CV with the phrases in the box.

A CV and a covering email

Education and qualifications Interests Employment history Personal profile Referees Skills and achievements

I can write a CV and covering letter to describe my skills, education and work experience.

4 Discuss the questions. Then read WRITING

1 SPEAKING Discuss the questions.

FOCUS I and check.

1 What kind of part-time or summer jobs do students in your country do? 2 Have you ever applied for a part-time or summer job? 3 Have you got a CV? How are CVs different from covering letters/emails?

1 How long is Sigrid’s CV and how has she made it easy to follow? 2 Why does she avoid using full sentences, e.g. I have a good command of English? 3 How are her referees linked to her experience?

2 Read Sigrid’s CV and covering email. What position is she applying for? Which skills and experience make her an appropriate candidate for the job?

From: [email protected] Subject: Sigrid Halverson – summer work application Attachments: Sigrid Halverson CV

S I G R I D H A LV E R S O N 5

14 Cherry Tree Drive,

Mob: 1101 351 191

Chatfield, CH17 3QP.

[email protected]

DOB: 23.10.02 1

10

Bright and responsible sixth-former with practical experience of caring for young children and a proven ability to work well in a team. 2

• well-developed communication skills • excellent command of Danish and Spanish • competent user of Microsoft Office

15

3

Currently: Queen Anne’s College, Chatfield Level 3 NVQ Childcare 2012–2019 Stoneferry School, Chatfield GCSEs Maths (C), English (B), Spanish (A), Combined Science (B), History (C), Geography (B), Art and Design (A), English Literature (B) 4

20

25

Summer 2019 Work experience: Chatfield Kindergarten, Childcare Assistant • dedicated member of care team assisting learning through play • relevant knowledge of health and safety regulations 2017–2019 Babysitting two preschoolers for family friends

30

Dear Ms Laver, I am writing in response to your online advertisement seeking staff for Chatfield Zoo’s summer activities programme. I wish to apply for the position of children’s activity coordinator. I am an eighteen-year-old childcare student and I am passionate about working with children. I intend to pursue a career as a kindergarten teacher when I finish my education. With this in mind, I hope to gain as much relevant experience as possible while I am still a student. I would welcome the opportunity to work with and learn from a successful organisation such as Chatfield Zoo. I gained considerable work experience at a local kindergarten last summer. During my work placement there, I worked alongside teachers, contributed to classes and supervised the children at break times. I also sat in on staff meetings and coordinated a very successful sports day. Additionally, as a keen athlete and artist, I feel confident I possess relevant skills and would be well suited to the position. I would be delighted to attend an interview at your convenience and have attached my CV for your consideration. Please do not hesitate to contact me if you require any further information. Yours sincerely, Sigrid Halverson

WRITING FOCUS I

9 Read LANGUAGE FOCUS II and complete the examples with the underlined verbs in Sigrid’s email. Then match the verbs with their meanings.

Organising a CV • A CV should be one to two pages long. • Save space and make your CV concise by avoiding full sentences.

LANGUAGE FOCUS II

• Use headings and bullet points to organise your CV logically.

Use these phrases to explain more about your work experience in a covering email. Use full sentences.

• Use positive language to describe your skills and experience.

1 2 3 4 5 6

I I I I I I

a b c d e f

attended but didn’t take part in helped to organise got gave my ideas, time and effort watched/checked worked together with

• Choose referees linked to your education and work experience. • Check whether a photo is required in the country where you are applying for a job.

5 Read WRITING FOCUS II. Find examples of each point in Sigrid’s covering email. Has she followed all the advice?

WRITING FOCUS II Organising a covering email

words from LANGUAGE FOCUS II.

• Say why you are writing and which job you are applying for. • Give details about yourself and explain why you want the job. • Explain more about your relevant skills and experience (don’t just repeat what’s on your CV). • Mention availability for interview and any attachments you are sending e.g. your CV.

6 Complete the examples in LANGUAGE FOCUS I with information from Sigrid’s CV.

LANGUAGE FOCUS I

11 Find other useful phrases in Sigrid’s covering letter. 12 SPEAKING Make notes on your ideal summer job.

1 2 3 4 5 6

What is it? What skills and experience would be helpful? Discuss your ideas with a partner.

competent user of Microsoft Office dedicated member of excellent command of practical experience of proven ability to well-developed

SHOW WHAT YOU‘VE LEARNT 13 Do the writing task. Use the ideas in WRITING FOCUS I and II, LANGUAGE FOCUS I and II and Exercise 12 to help you.

Mrs D. Sommer Course Coordinator (Childcare) Queen Anne’s College, Chatfield [email protected]

Exam-style writing tasks provide students with realistic opportunities to practise their writing skills.

Write a one-page-long CV and a covering email to apply for your ideal summer job.

LANGUAGE FOCUS I. 1 2 3 4 5 6

Mrs C. Waters Manager, Chatfield Kindergarten [email protected]

1 Two classmates and I the end-of-term party for our year at school. 2 While volunteering at the animal hospital, I  valuable knowledge of common pet illnesses. 3 I a group of younger students during a field trip to a museum. 4 During my work placement at the theatre, I rehearsals and watched the director. 5 I am proud to say I to some ideas that the company used in their marketing campaign. 6 I learned a lot because I some of the most experienced members of staff.

Use these phrases to give concise information on your CV. Avoid full sentences.

7 Complete the list of skills with phrases from

6

considerable work experience. teachers. to classes. the children at break times. staff meetings. a sports day.

10 Complete the extracts from covering emails with

• Use full sentences and a variety of positive language.

5

Art and design, mountain biking, cross-training, animals

gained

The LANGUAGE FOCUS boxes with extra usage rules and structures

Part 1 – CV • Use the headings from Sigrid’s CV. • Invent any necessary details. • Check that the CV is one-page long.

meet deadlines leading a team image editing software leadership skills Mandarin Chinese school athletics team

8 Make a similar list of your skills and abilities. Compare your list with a partner. Which of your skills and abilities might help you get the job Sigrid is applying for?

Part 2 – Covering email • Use Sigrid’s email as an example. • Give more details of your skills and experience than in the CV.

14

15

WORD LISTS

Glossary of vocabulary items from the unit with pronunciation, divided into lessons

UNIT 1 1.1 Vocabulary

Live and learn 4.1

accessible /əkˈsesəbəl/ appeal /əˈpiːl/ appealing /əˈpiːlɪŋ/ armour /ˈɑːmə/ attend a lecture /əˌtend ə ˈlektʃə / be of interest to /ˌbi əv ˈɪntrəst tə/ bully /ˈbʊli/ chemical composition /ˌkemɪkəl ˌkɒmpəˈzɪʃən/ core /kɔː/ deepen your knowledge /ˌdiːpən jə ˈnɒlɪdʒ/ design /dɪˈzaɪn/ disruptive /dɪsˈrʌptɪv/ dyslexic /dɪsˈleksɪk/ engaging /ɪnˈɡeɪdʒɪŋ/ enrol on a course /ɪnˌrəʊl ɒn ə ˈkɔːs/ fall behind /ˌfɔːl bɪˈhaɪnd/ get a degree /ˌɡet ə dɪˈɡriː/ get a scholarship /ˌɡet ə ˈskɒləʃɪp/ get expelled (from school) /ˌɡet ɪkˈspeld (frəm ˌskuːl)/ get top marks /ˌɡet tɒp ˈmɑːks/ gifted /ˈgɪftɪd/ give a lecture /ˌɡɪv ə ˈlektʃə/ give up on /ˌɡɪv ˈʌp ɒn/ go into /ˌɡəʊ ˈɪntə/ go on to /ˌɡəʊ ˈɒn tə/ graduate /ˈɡrædʒueɪt/ have a passion for /ˌhæv ə ˈpæʃən fə/ have an impact on /ˌhæv ən ˈɪmpækt ɒn/ hero /ˈhɪərəʊ/ inclined towards /ɪnˈklaɪnd təˌwɔːdz/ keen to do sth /ˌkiːn tə ˈduː ˌsʌmθɪŋ/ lenient /ˈliːniənt/ major in /ˈmeɪdʒə(r) ɪn/ management /ˈmænɪdʒmənt/ music industry /ˈmjuːzɪk ˌɪndəstri/ nutrition /njuːˈtrɪʃən/ principle /ˈprɪnsəpəl/ scrape through /ˌskreɪp ˈθruː/ self-disciplined /ˌself ˈdɪsɪplɪnd/ settle down /ˌsetl ˈdaʊn/ sit an exam /ˌsɪt ən ɪɡˈzæm/ strict /strɪkt/ swot /swɒt/ villain /ˈvɪlən/ work in the field of /ˌwɜːk ɪn ðə ˈfiːld əv/ write a dissertation /ˌraɪt ə ˌdɪsəˈteɪʃən/ youth culture /ˈjuːθ ˌkʌltʃə/

1.2 Grammar

Downloadable students’ MP3 recordings specially designed to practise vocabulary

4.2

annoying /əˈnɔɪ-ɪŋ/ complain about /kəmˈpleɪn əˌbaʊt disturb /dɪˈstɜːb/ educationalist /ˌedjʊˈkeɪʃənəlɪst/

fidget /ˈfɪdʒət/ hand in /hænd ˈɪn/ handwriting /ˈhændˌraɪtɪŋ/ learning disorder /ˈlɜːnɪŋ dɪsˌɔːdə/ lose your temper /ˌluːz jə ˈtempə/ make a successful living /ˌmeɪk ə səkˌsesfəl ˈlɪvɪŋ/ pay attention in class /ˌpeɪ əˌtenʃən ɪn ˈklɑːs/

1.3 Listening

4.3

accurately /ˈækjərətli/ association /əˌsəʊsiˈeɪʃən/ chase /tʃeɪs/ earliest memory /ˌɜːliəst ˈmeməri/ give a speech /ˌɡɪv ə ˈspiːtʃ/ have a clear memory of /ˌhæv ə ˌklɪə ˈmeməri əv/ have a distant memory of /ˌhæv ə ˌdɪstənt ˈmeməri əv/ have a good memory for /ˌhæv ə ˌɡʊd ˈmeməri fə/ have a memory like a sieve /ˌhæv ə ˈmeməri laɪk ə ˌsɪv/ have a photographic memory /ˌhæv ə ˌfəʊtəˌɡræfɪk ˈmeməri/ have a terrible memory for /ˌhæv ə ˌterəbəl ˈmeməri fə/ have a vague memory of /ˌhæv ə ˌveɪɡ ˈmeməri əv/ have a vivid memory of /ˌhæv ə ˌvɪvəd ˈmeməri əv/ improve your memory /ɪmˌpruːv jə ˈmeməri/ jog your memory /ˌdʒɒɡ jə ˈmeməri/ lose your memory /ˌluːz jə ˈmeməri/ make up /ˌmeɪk ˈʌp/ memorise /ˈmeməraɪz/ narrative /ˈnærətɪv/ squirt /skwɜːt/ visualise /ˈvɪʒuəlaɪz/ witness /ˈwɪtnəs/

1.4 Reading

4.4

a great deal /ə ˈɡreɪt diːl/ academic training /ˌækəˈdemɪk ˌtreɪnɪŋ/ acquire a skill /əˌkwaɪə(r) ə ˈskɪl/ advance /ədˈvɑːns/ bang on the head /ˌbæŋ ɒn ðə ˈhed/ be found unconscious /bi ˌfaʊnd ʌnˈkɒnʃəs/ be hit by lightning /bi ˌhɪt baɪ ˈlaɪtnɪŋ/ be left unconscious /bi ˌleft ʌnˈkɒnʃəs/ be made up of /bi ˌmeɪd ˈʌp əv/ be struck by lightning /bi ˌstrʌk baɪ ˈlaɪtnɪŋ/

Live and learn be the brains behind sth /bi ðə ˈbreɪnz bɪˌhaɪnd ˌsʌmθɪŋ/ boot /buːt/ brainstorm /ˈbreɪnstɔːm/ brainy /ˈbreɪni/ bring about /ˌbrɪŋ əˈbaʊt/ charge royalties /ˌtʃɑːdʒ ˈrɔɪəltiz/ come out of a coma /ˌkʌm ˌaʊt əv ə ˈkəʊmə/ compensate for /ˈkɒmpənseɪt fə/ complex /ˈkɒmpleks/ develop a desire /dɪˌveləp ə dɪˈzaɪə/ essential part /ɪˈsenʃəl ˌpɑːt/ fall into a coma /ˌfɔːl ˌɪntʊ ə ˈkəʊmə/ feel an urge /ˌfiːl ən ˈɜːdʒ/ geometric pattern /ˌdʒiːəˌmetrɪk ˈpætən/ get an urge /ˌɡet ən ˈɜːdʒ/ have a brainwave /ˌhæv ə ˈbreɪnweɪv/ have sth on the brain /ˌhæv ˌsʌmθɪŋ ɒn ðə ˈbreɪn/ knock sb out /ˌnɒk ˌsʌmbɒdi ˈaʊt/ lose consciousness /ˌluːz ˈkɒnʃəsnəs/ modest /ˈmɒdəst/ nerve cell /ˈnɜːv sel/ neurotransmitter /ˌnjʊərəʊtrænzˈmɪtə/ number theorist /ˈnʌmbə ˌθɪərəst/ overnight /ˌəʊvəˈnaɪt/ payphone /ˈpeɪfəʊn/ personality /ˌpɜːsəˈnæləti/ rack your brains /ˌræk jə ˈbreɪnz/ recall /rɪˈkɔːl/ recover from an injury /rɪˌkʌvə frəm ən ˈɪndʒəri/ regain consciousness /rɪˌɡeɪn ˈkɒnʃəsnəs/ release /rɪˈliːs/ remain a mystery /rɪˌmeɪn ə ˈmɪstəri/ remarkable /rɪˈmɑːkəbəl/ savant syndrome /ˈsævənt ˌsɪndrəʊm/ sharpen a skill /ˌʃɑːpən ə ˈskɪl/ solve a mystery /ˌsɒlv ə ˈmɪstəri/ suffer an injury /ˌsʌfər ən ˈɪndʒəri/ telephone exchange /ˌteləfəʊn ɪksˈtʃeɪndʒ/ unlock /ʌnˈlɒk/ vision /ˈvɪʒən/ wire /waɪə/

1.5 Grammar

perception /pəˈsepʃən/ swap /swɒp/ tend to do sth /ˈtend tə ˌduː ˌsʌmθɪŋ/ urge sb to do sth /ˈɜːdʒ ˌsʌmbɒdi tə ˌduː ˌsʌmθɪŋ/

1.6 Speaking

4.6

appear /əˈpɪə/ based on /ˈbeɪst ɒn/ certainly /ˈsɜːtnli/ certainty /ˈsɜːtnti/ clearly /ˈklɪəli/ confused /kənˈfjuːzd/ definitely /ˈdefɪnətli/ determined /dɪˈtɜːmənd/ enthusiastic /ɪnˌθjuːziˈæstɪk/ expression /ɪkˈspreʃən/ hard to be sure /ˈhɑːd tə bi ˌʃɔː/ intend to /ɪnˈtend tə/ judging by /ˈdʒʌdʒɪŋ baɪ/ obvious /ˈɒbviəs/ pedestrian /pəˈdestriən/ pull out /ˌpʊl ˈaʊt/ relieved /rɪˈliːvd/ thrilled /θrɪld/ uncertainty /ʌnˈsɜːtnti/

1.7 Use of English

4.7

address /əˈdres/ announcement /əˈnaʊnsmənt/ assembly hall /əˈsembli ˌhɔːl/ be up to your eyes in /bi ˈʌp tə jə ˌaɪz ɪn/ chapel /ˈtʃæpəl/ consist of /kənˈsɪst əv/ custom /ˈkʌstəm/ confiscate /ˈkɒnfɪskeɪt/ dazzle /ˈdæzl̩/ deal with /ˈdiːl wɪð/

delighted /dɪˈlaɪtəd/ demolish /dɪˈmɒlɪʃ/ exchange student /ɪksˈtʃeɪndʒ ˌstjuːdənt/ exchange trip /ɪksˈtʃeɪndʒ ˌtrɪp/ get-together /ˈɡet təˌɡeðə/ greet /ɡriːt/ guided tour /ˌɡaɪdɪd ˈtʊə/ hold /həʊld/ host family /ˈhəʊst ˌfæməli/ in honour of /ɪn ˈɒnər əv/ incidentally /ˌɪnsəˈdentəli/ leave sth out /ˌliːv ˌsʌmθɪŋ ˈaʊt/ omit /əʊˈmɪt/ postpone /pəʊsˈpəʊn/ pull down /ˌpʊl ˈdaʊn/ put sth off /ˌpʊt ˌsʌmθɪŋ ˈɒf/ put up with /ˌpʊt ˈʌp wɪð/ reception /rɪˈsepʃən/ refreshments /riˈfreʃmənts/ reject /rɪˈdʒekt/ reprimand /ˈreprəmɑːnd/ require /rɪˈkwaɪə/ tell sb off /ˌtel ˌsʌmbədi ˈɒf/ the Crown Jewels /ðə ˌkraʊn ˈʤu:əlz/ turn sb down /ˌtɜːn ˌsʌmbɒdi ˈdaʊn/ welcome party /ˈwelkəm ˌpɑːti/ welcome speech /ˈwelkəm ˌspi:tʃ/

1.8 Writing

4.8

apply for a position /əˌplaɪ fər ə pəˈzɪʃən/ at your convenience /ət jə kənˈviːniəns/ be passionate about /bi ˈpæʃənət əˌbaʊt/ childcare /ˈtʃaɪldkeə/ competent user of /ˌkɒmpɪtənt ˈjuːzər əv/

Word list considerable /kənˈsɪdərəbəl/ contribute to /kənˈtrɪbjuːt tə/ coordinate /kəʊˈɔːdəneɪt/ covering letter /ˌkʌvərɪŋ ˈletə/ dedicated member of /ˌdedɪkeɪtɪd ˈmembər əv/ excellent command of /ˌeksələnt kəˈmɑːnd əv/ gain work experience /ˌɡeɪn wɜːk ɪkˈspɪəriəns/ health and safety regulations /ˌhelθ ən ˈseɪfti ˌreɡjuˌleɪʃənz/ image editing software /ˌɪmɪdʒ ˈedɪtɪŋ ˌsɒftweə/ in response to /ɪn rɪˈspɒns tə/ kindergarten /ˈkɪndəɡɑːtn/ lead a team /ˌliːd ə ˈtiːm/ leadership skills /ˈliːdəʃɪp ˌskɪlz/ meet deadlines /ˌmiːt ˈdedlaɪnz/ part-time job /ˌpɑːt ˈtaɪm ˈdʒɒb/ practical experience of /ˌpræktɪkəl ɪkˈspɪəriəns əv/ preschoolers /priːˈskuːlə/ proven ability to /ˌpruːvən əˈbɪləti tə/ pursue a career /pəˌsjuː ə kəˈrɪə/ relevant /ˈreləvənt/ sit in /sɪt ˈɪn/ staff /stɑːf/ summer job /ˈsʌmə dʒɒb/ supervise /ˈsuːpəvaɪz/ valuable /ˈvæljuəbəl/ volunteer /ˌvɒlənˈtɪə/ welcome an opportunity /ˌwelkəm ən ˌɒpəˈtjuːnəti/ well suited /ˌwel ˈsuːtɪd/ well-developed /ˌwel diˈveləpt/ work alongside /ˈwɜːk əˌlɒŋˌsaɪd/ work placement /ˈwɜːk ˌpleɪsmənt/

MY WORD LIST STUDYING

MEMORY AND THE BRAIN

OTHER

The My Word List is a space where students can note down additional vocabulary related to the unit topics.

4.5

clumsy /ˈklʌmzi/ enable /ɪˈneɪbəl/ fancy /ˈfænsi/ handedness /ˈhændɪdnəs/ hemisphere /ˈheməsfɪə/ left-handed /ˌleft ˈhændɪd/ left-hander /ˌleft ˈhændə/ natural inclination /ˌnætʃərəl ˌɪŋkləˈneɪʃən/

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T10

F01 Focus 2e TB4 Global 9781292234083 Introduction.indd 10

30.03.2020 14:31

FOCUS REVIEW

Revision of vocabulary and grammar from the unit as well as Use of English, Reading, Listening, Speaking and Writing tasks in an exam format

FOCUS REVIEW 1 VOCABULARY AND GRAMMAR

4 Complete the sentences with the correct form of the

box B to make phrasal verbs, then complete the sentences with the phrasal verbs. A fall

go

B behind

major down

settle in

scrape

into

through

1 After the lunch break, the kids were excited and took time to . 2 Maths wasn’t my best subject and I just managed to the exam. 3 If you miss a few classes, it’s easy to . Then it’s hard to catch up. 4 He enjoys working with kids and he’d like to teaching as a career. 5 She wants to Biology at university, then get a job at a nature reserve.

3 Complete the text with one word in each gap.

THE SCHOOL REUNION

NEW YORK

BROOKLYN FREE SCHOOL

to having have had has been shown is shown made performed put off omit

B D B D B D B D

1.20 Listen to four people talking about classes they attend. Match the speakers with the statements. There is one extra sentence. You will hear the recording twice.

Speaker 1: Speaker 2: Speaker 3: Speaker 4:

A school with no grades, no homework, no tests and no obligation to attend classes. That’s the Brooklyn Free School, a learning institution that follows a ‘free’ education philosophy. Neither the school’s head teacher nor the teaching staff, who are known as advisers, tell the students what to do. 1 This is based on the school’s belief that learning only happens when it is self-directed and not imposed by others.

The speaker … A is looking to develop a professional goal. B is struggling with the amount of work on the course. C is motivated by feedback from the tutor. D is thinking of quitting the course. E is surprised by the attitude of the tutor.

The school is open to students from three to eighteen years of age. It encourages them to get involved in everything that concerns the school. In order to do so, students attend a Democratic Meeting where they have equal votes with the staff. This get-together is at the heart of the school’s Announcements are made, issues are raised philosophy. 2 and everyone cooperates for the well-being of the school. Attendance at the weekly meeting is one of the few school rules. Though some of the younger students don’t pay much attention, preferring to read or draw instead, they must be present.

New research suggests that having a smartphone on your a negative effect desk when you are studying tends 1 on your ability to concentrate. It 2 that in IQ tests where candidates had a smartphone nearby, even when they did not actively use it, they 3 less well than those without. It is thought that we have become accustomed to being alert to updates and notifications on our mobile devices. Thus, just having a smartphone in sight may be enough to 4 our attention from the task at hand. 1 A C 2 A C 3 A C 4 A C

8

A–F. There is one extra sentence.

USE OF ENGLISH

1 Many students can’t afford to go to university unless they get a degree / scholarship / dissertation. 2 I have a very vague / clear / photographic memory of my first day at school – I remember it really well. 3 Amy fainted, but thankfully after just a few seconds she remained / lost / regained consciousness. 4 George got bored quickly and his teachers complained he was disruptive / gifted / expelled in class. 5 Our sports coach is pretty lenient / self-disciplined / strict; she makes us work really hard in training. 6 You can’t possibly be hungry again – you always have food on / in / inside the brain!

LISTENING

7 Read the text. Complete gaps 1–5 with sentences

5 Read the text. Choose the correct answer, A, B, C or D.

2 Choose the correct option.

Last week I went to a school reunion and I was amazed how different the school looks now. The building where we 1 to have PE classes has been demolished and a new sports centre has been built instead. I clearly remember how we 2 beg our sports teacher to allow us to play games in the old building! Then I bumped into Caroline who I 3 always having arguments with. I hardly recognised her. She didn’t 4 to look so glamorous. But one thing hasn’t changed about her. She 5 always talking about others behind their back. It’s so unpleasant. The reunion also reminded me of the importance of punctuality that the school head teacher talked about so often. I got used to certain things so much that even now I 6 arrive at meetings at least fifteen minutes earlier than necessary!

READING

verbs in brackets. 1 If you need more details, try (look) online for information. Maybe you’ll find something. 2 The Music Academy exam board first listened to us all (sing) and then they announced who was admitted. 3 I’m sorry, sir. I forgot (check) if my essay is within the word limit you required. 4 Do you think our Chemistry teacher will let us (use) the lab to carry out our own experiments? 5 We were warned (not/touch) any of the exhibits.

1 Match the verbs in box A with the prepositions in

SPEAKING 9 Look at photos where people are learning new things at different ages. Discuss when it’s more difficult to learn new things: when you’re a child or an elderly person. Why?

A

A typical school day is different for every student. They can paint, play video games or work on laptops. Some prepare for the school’s annual play by rehearsing or building stage sets. In the kitchen, others might be baking a cake or sorting rubbish for recycling. Traditional classroom lessons are also available By offering these choices, if students wish to attend. 3 the school accommodates all needs. Being part of a group of classes on a regular basis fits some students best, while doing individual projects is what suits others.

you to have to have was showing has shown got on got through distract mess with

The school’s philosophy is a radical one. Parents hope it will make their children independent thinkers and problem solvers. However, the school’s system has its share of opponents. 4 This is due to the enormous freedom students have, which can lead to laziness and lack of discipline. Furthermore, they believe that students whose families cannot afford to hire private tutors have fewer chances of gaining college entry. It’s believed that the school’s academic preparation is inadequate. This seems to be supported by the fact that there are parents who have had to hire help to make sure their children learn the basics. 5 Since then, however, enrolments have increased and people are regaining confidence in the idea of self-regulated education and the school’s mission.

6 Complete the second sentence using the word in capitals so that it has a similar meaning to the first. Use up to four words in each gap, but do not change the word in capitals. 1 So, did you get that email I sent you about the new course? WONDERING I was that email I sent you about the new course. 2 Teachers are typically more aware of dyslexia now than they were in the past. TEND Teachers aware of dyslexia now than they were in the past. 3 Our English teacher often took us to the cinema to watch foreign films. WOULD Our English teacher to the cinema to watch foreign films. 4 My best friend has a very irritating habit of chewing gum loudly. ALWAYS My best friend loudly. 5 I’m not sure if I’ve told my parents about the school trip. REMEMBER I my parents about the school trip.

A B C D E F

18

B

Also, in its first academic year, a third of the original students left, as did the teachers. These are best for students who prefer a structured day along with a weekly timetable. Many students go there to escape the stress and exam pressures of conventional schools. Taking place every Wednesday, it gives staff and students an opportunity to be heard. Their main criticism is that it does not, in fact, adequately prepare students for real life. It’s entirely up to them to choose what they learn and how they wish to learn it.

WRITING 10 Read the writing task and write a covering email. Your town is going to host an international sport event during the summer holidays. The organisers are looking for English-speaking volunteers to assist the participants. Write a covering email for this post. Explain why you would like to do this job and why you are well-suited for it.

19

WORD STORE BOOKLET

The USE OF ENGLISH sections review language from the current and previous unit(s). They can be used as part of the unit review.

All the WORD STORE activities are tied into the Vocabulary, Listening and Reading lessons, giving students additional practice of new vocabulary. By completing the exercises in the WORD STORE, students compile their own mini dictionaries of the most important words and phrases from the unit.

USE OF ENGLISH 4

WORD STORE 4 PREPOSITIONS

Open cloze

PREPOSITIONS IN PHRASES WORD STORE 4A | Phrasal verbs AT

1 Complete the text with one word in each gap.

2 cut

Ziferblat – a café with a twist

USE OF ENGLISH 4

1 check

WORD STORE 4

up

on = reduce for = look carefully for sth

4 pay

for = spend (a lot of money)

Open cloze

WORD STORE 4D | Noun phrases

PREPOSITIONS belongings boot

flea house

pre-owned property 1 auctionaround house Shopping 2 car

= reserve

sale

WORD STORE 4D | Noun 3phrases checked bags = return

market = look in many differentboot shopsflea house 4 belongings 5 lost 8 spring = appear           pre-owned property Ziferblat and any chain café? At3Ziferblat youfor = look carefully for sth Are there any other differences 3 look 6 market stall Ziferblat – a café withare a twist 1 auction house of staff to serve you a cappuccino or given more freedom. You can ask a 4 for = spend (a lot of money) 4 pay 7 personal 0 Can you imagine a café whereyou thecan coffee is to free? In fact, at Ziferblat allSome drinkspeople and snacks WORD STORE 4B 2| Shopping collocations own learn prepare it on your own. even wash 5 sale car 5 put sth dishes.= reserve 8 goods 1 Well, it is! At are complimentary! You mightHowever, be thinking, can’t 6 be true, 1 bargain price 3 checked bags to do it. It’sit?’ optional. you ‘It don’t = return 6 send sth 2 unusual Manchester outlet, you only pay for the time you spend there – three 2 store 4 market The opening of the first café of this type in Russia in 2011 drew the 7 of the = look in many different shops 7 shop pence per minute. WORD STORE 4E | Being 3 value 5 lost media and attracted a crowd of trendsetters. And while now such pay per minute cafés are= appear           8 spring 3 4 purchase Ziferblat Are there any other differences 8 and any chain café? At Ziferblat you 6 market stall a doubt, one of the most innovative business ideas at very common, it was, 1 be loaded 2 of staff to serve you a cappuccino or are given more freedom. You the cantime. ask a 4 5 brand 7 personal WORD STORE 4B | Shopping own dishes. you can learn to prepare it on your own. Some people even wash 5 6 collocations product8 goods 1 bargain price to do it. It’s optional. However, you don’t 6 7 shopping rich store 2 7 8 attitude 2 cut

on = reduce

The opening of the first café of this type in Russia in 2011 drew the of the 3 media and attracted a crowd of trendsetters. And while now such pay per minute cafés are 4 a doubt, one of the most innovative business ideas at very common, it was, 8 5 2 Complete the second sentence so that it has a similar meaning to the first. Use between two and the time.

Key word transformation

five words including the word in capitals. Do not change the word given. Are we going? WE Let’s go, shall we ? 1 The security guard said the boys had stolen the bag. OF The security guard the bag. 2 so Anna will be angry if I’m late. BETTER Complete the second sentence that it has a similar meaning to the first. Use between two and or Anna will be angry. five words including the word in Icapitals. Do not change the word given. 3 We went to the cinema and then to a night club. BEEN Are we going? WE After we , we went to a night club. Let’s go, shall we ? 4 It wasn’t necessary for me to buy all those crisps because Jim got some too. NEEDN’T The security guard said the boys had stolen the bag. OF I all those crisps because Jim got some too. The security guard the bag. 5 It wasn’t a good idea for Jacky to buy that expensive pair of shoes. HAVE Anna will be angry if I’m late. BETTER Jacky that expensive pair of shoes. I or Anna will be angry. 6 We spent a lot of money on a really nice dinner at a restaurant. OUT We went to the cinema and then to a night club. BEEN We a really nice dinner at a restaurant. After we , we went to a night club. It wasn’t necessary for me to buy all those crisps because Jim got some too. NEEDN’T I all those crisps because Jim got some too. It wasn’t a good idea for Jacky to buy that expensive pair of shoes. HAVE Jacky that expensive pair of shoes. We spent a lot of money on a really nice dinner at a restaurant. OUT We a really nice dinner at a restaurant.

0

Key word transformation 2 0 1 2 3 4 5 6

value

purchase product

7

shopping

8

attitude

9

fabric

fabric

10

brand

6

10

9

WORD STORE 4E | Being rich and poor 3

society          1 be loaded

WORD STORE 4C | Verb phrases

5

rich

4

be broke

6

4 7

WORD STORE 4C | Verb phrases

5

be broke

2

1

3

4

7

FOR

5

TO to be honest (1.6): To be honest, I don’t know what to advise you to do in this situation. to my mind (8.8): To my mind, the benefits outweigh the drawbacks. to your left (1.6): To your left you can see a new extension. under any circumstances (4.7): My parents are banned from using my phone under any circumstances. under no circumstances (8.5): Under no circumstances are you allowed to enter the lab without my permission. under pressure (8.8): The head teacher was under pressure to resign.

WITH with regard to (5.8): We need to reconsider our policy with regard to immigrants. WORD IN FOCUS | of with sth in mind (1.8): With your recent conduct in mind, I feel you should resign from being the student of to describe a part/feature/quality, etc. of sth representative.

of after a numeral hundreds of years, thousands of bags

of to describe a part/feature/quality, etc. of sth of atopiece show possession organic versions of natural materials, of paper the recipient of the email

4

3

on arrival (3.7): On arrival yesterday, the visitors were given a guided tour of the movie set. on average (1.4): Every American owns seven pairs of jeans on average. on balance (3.8): On balance, there are pros and cons to remaining in the family home while at university. on behalf of (4.8): I am writing on behalf of my friends. on my way (1.5): I usually buy some sweets on my way home. on purpose (5.4): You’ve destroyed my dress on purpose! on social media (5.7): I’m so busy on social media that I can’t get down to any serious school work. on the border (3.1): My grandparents live in a market town on the border of England and Wales. on the coast (3.1): I used to live in a small village on the coast. on the ground (3.4): The communications system is controlled by staff on the ground. poor on the outskirts (3.1): He opened underground car parks on the outskirts of the city. on the website (1.7): We haven’t found any reference to the latest projects on the company’s website. on time (6.2): Don’t be late – you have to be there on time. on top of (2.8): On top of everything else, we now have extra classes every Saturday morning.

organic versions of natural materials, a piece WITHIN 8 of paper PREPOSITIONS AFTER ADJECTIVES

WORD IN FOCUS | of be on a limited budget

8

6

poor

be on a limited budget

enthusiasm for

ON

OTHER UNDER poor

3

society         

rich and

2

2

1

of after a numeral

of in phrasal verbs

6

within 500 metres (3.1): There is a park within 500 metres of the school. within easy reach (3.1): There is a play area within easy reach of our house. within walking distance (3.1): They opened underground car parks within walking distance of the centre.

WITHOUT without (a) doubt (4.8): Without doubt, the worst part of the whole incident was being humiliated in front of everybody.

hundreds of years, thousands of bags How does Martin get hold of the second-handPREPOSITIONS AFTER NOUNS goods? access to (7.1): Teenagers claim to need constant access to

social media. aptitude for (7.1): Ginny seems to have a real aptitude for of as a dependent preposition painting. the recipient of the email The manager accused us of being too noisy. complaint about (4.8): I’d like to make a complaint about the way we were treated. of in phrasal verbs cost of (3.8): In 2018/19, the average cost of renting a room in halls of residence in the UK was about £140 per How does Martin get hold of the second-hand INTO week. goods? decline/drop/increase/rise in (5.3): There has been a sharp drop in the number of people commuting to work. of as a dependent preposition effect on (2.3): The accident had a terrible effect on Steve.

of to show possession FROM

5

8

IN

6

18

Lists of prepositions and phrasal verbs as well as prefixes and suffixes

Shopping around PREPOSITIONS

on = find information about

3 look

Can you imagine a café 0where the coffee is free? In fact, at Ziferblat all drinks and snacks 5 put sth it?’ WORD Well, it is! At are complimentary! You might be thinking, ‘It can’t be true, 1 STORE 4A | Phrasal6 verbs send sth 2 unusual Manchester outlet, you only pay for the time you spend there – three 1 check up on = find information about 7 shop 1 Complete the text with one word in each pence pergap. minute.

The WORD IN FOCUS section takes specific words or language from the unit and shows students different collocations and uses of it. This can be used to practise dictionary skills.

The manager accused us of being too noisy.

9

PHRASAL VERBS

excuse for expert in gift of Use a dictionary to translate the phrasal verbs into home to

your language.

ask for (1.7) – : You have to ask for permission to leave early. love of back sth up (6.7) – : The police officers are love of your life backed up by extra teams of people at the weekend. caught up in sth (8.4) – : A Spanish be in lovebe with memory forfamily were caught up in the tsunami. boss sb around (2.5) – : Stop bossing me network of around! I’m not your servant! break down (5.6) – : The car broke down in point of view the middle of nowhere. : Just as they were breaking range of break in (7.8) – in, Robert appeared at the bottom of the stairs. : A bang on the reason forbring sth about (1.4) – head has brought about changes in personality. : The police are going to report onbring in sth (7.3) – bring in new security measures. : Parents who are bringing respect ofbring sb up (2.5) – sense of up their first child tend to be extremely protective. : It’s a high-pressure job sort of burn out (5.1) – and you could burn out young. thought of carry out (5.1) – : The local newspaper carried out a survey on people’s attitude to the council’s policies. thousands of catch up with sb/sth (3.4) – : I use my mobile every few weeks to catch up with friends. time for check up on sth (4.1) – : Dustin called me to check up on some facts. urge to clean sth up (3.8) – : It took us ages to clean up the house after the party. clear out (5.7) – PREPOSITIONS AFTER VERBS : I need to clear out all the accept into junk in my bedroom. come along (1.7) – : Make sure all your staff accuse sb ofcome along to the meeting. come down to (5.7) – : It all comes down to money in the end. add to come out (2.6) – : His new novel is going to come out soon. apologise for come out of sth (1.4, 6.4) – : Great news! apply for Pete has come out of a coma. / The term ‘selfie’ comes out of the Australian habit of adding ‘ie’ at the end of words. : You can come over any associatecome with over (4.8) – time you like. come up (5.2) – : Don’t worry, something bid for sth better might come up. : He came blame sbcome for up against sb/sth (5.7) – up against bullying from other boys and often got into trouble. burst with come up with sth (2.1) – : We still haven’t come up with a name for our band. collaborate with crack down on sth (6.7) – : The government wants to crack down on terrorism. congratulate sb on curl up (8.7) – : Lynn curled up on the bed and fell asleep. consist of cut down on (4.1) – : You should cut down on the amount of chocolate you eat. contribute to deal with sb/sth (6.7) – : I can’t deal with so many problems at once. cope with drift apart (2.2) – : When John moved to another city, they drifted apart. die from drop out of sth (5.7) – : If I dropped out of college, my parents would never forgive me. focus on embark on sth (3.2) – : Phil left the band to embark on a solo career. insist on end up (4.3) – : Lost luggage will eventually end up on a market stall. interact with fall behind (with sth) (1.1) – : You can go away at the weekend but make sure you don’t fall behind 19 with your homework. fall for sb (2.3) – : The moment Tom saw Julie, he fell for her.

fall out (with sb) (8.7) – : Do you often fall out with your brothers and sisters? figure sth out (7.3) – : The couple couldn’t figure out which way to go. find sth out (4.4) – : I’d like to find out what SUFFIXES people think of me. Noun suffixes get down to sth (5.1) – : Let’s get down to work. Suffix Examples get on with sb (2.4) – : I have always got on -ion/-tion/-sion explosion, illustration, conclusion well with boys. get on with sth (5.1) – : I need to get on -ance/-ence disappearance, violence with my project now. -ism vandalism get out of sth (5.7) – : How do you always manage to get out of cleaning the bathroom? -ise expertise get round to (5.7) – : I need to go to the library, -ment but I haven’t got round to it yet. achievement recruitment, give away (4.7) – : He managed to acquire -ness vastness shopping worth £500 for 4p,fairness, giving it all away to a charity. give sth up (5.7) – : I’ve accountancy given up sweets. -ancy vacancy, give up on sb (1.1) – : The teachers gave -al approval, withdrawal up on him. go back (2.7) – : I’ll never go back to living -y mystery in a tower block. go for sth-cy (4.1) – : I wouldn’t go for a accuracy bracelet because I don’t like wearing jewellery. -ty/-ity stupidity, curiosity go into (1.1) – : Vivian wants to go into teaching. -dom freedom go in for (7.3) – : I’ve never gone in for adulthood, neighbourhood modern-hood art. go off (4.8) – : The thief ran away when the -ing handwriting, blessing security alarm went off. go on (2.8) – : Remember -ful handful when you were little and school summer holidays seemed to go on forever? leadership, apprenticeship go on to -ship (1.1) – : You’re keen to go on to higher education. -th strength, depth go out (2.7) – : Lights go out here at 11 p.m. -age orphanage, marriage go out with sb (2.3) – : Sheila’s parents don’t let her go out with Tim. -ics economics grow out of (5.7) – : This app grew out of the simple to let people know if you’re -sis idea that it’s good diagnosis, metamorphosis available. -ure – pressure grow up (1.7) : I grew up in a rural area. hand sth -er/-or in (1.1) – : I always try to hand in campaigner, creator my homework on time. mathematician hand sth -ian out (6.6) – : We need somebody to hand out invitations to the exhibition. -ist traditionalist, perfectionist hang on (5.6) – : Hang on, I’m not ready yet. hang out -ive (with sb) (4.8) – : He usually representative hangs out with friends downtown. applicant, adolescent hear from-ant/-ent sb (8.8) – : Have you heard from Jane since town? nominee -ee she moved to another interviewee, help sb out (6.7) – : This loan will help us happiness out. -ess keep at sth (5.1) – : I know it’s hard, but keep at it! Don’t give up! keep up with sb (5.7) – : Davey isn’t keeping up with the rest of the class in reading. kick back (7.6) – : On Friday night I like to kick back and listen to some relaxing music. kick sb out (4.8) – : Eve’s parents kicked her out because she didn’t want to contribute to the housework. knock sb out (1.4) – : Ali knocked out his opponent in the fifth round. leave out (1.7) – : You can leave out question 7. let sb down (5.7) – : I dropped out of college and let down my family. log on (4.3) You need a password to log on. look after (3.4) – : I’d like to see more people look after the land.

WORD BUILDING

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8

Adjective suffixes Suffix

Example

-ic

enthusiastic, iconic

-able/-ible

believable, accessible

-al

environmental, emotional

-ive

productive, disruptive

-us

anonymous, studious

-ing

challenging

-y

leafy, brainy

-ed

injured, ragged

-ate

passionate

-ful

painful, faithful

-less

pointless, useless

-ent/-ant

persistent, ignorant

-ly

friendly

-like

childlike

-ary

revolutionary

-ish

selfish

-ate

considerate

-ary

secondary

-ed

puzzled

Adverb suffixes Suffix

Examples

-ly

surprisingly

Verb suffixes Suffix

Examples

-ise/-ize (Am.E.)

familiarise, recognise

-en

deepen, frighten

-ify

justify, identify

-ate

domesticate, authenticate

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T11

F01 Focus 2e TB4 Global 9781292234083 Introduction.indd 11

30.03.2020 14:31

Focus 4 Unit walkthrough WORKBOOK

A corresponding Workbook lesson for each lesson in the Student’s Book

3

The SHOW WHAT YOU’VE LEARNT tasks in the Vocabulary and Grammar lessons helping students to check their progress and be aware of what they’ve learnt

Living spaces

3.1 6.2

VOCABULARY Locations • prepositions describing location • describing places • collocations and compound nouns

SHOW WHAT YOU KNOW 1 Complete the text with townscape and landscape features in the box. breathtaking view bridge canal fast-flowing river historic monument housing estate market square shopping centre slum waterfront restaurant

WORD STORE 3C | In the city 5 Match the beginnings of the sentences with the endings.

WORD STORE 3A | Prepositions describing location

1 2 3 4 5 6

2 Choose the correct option. Turn right at / in / on the roundabout. T 1 We live at / in / on the coast near Dover. 2 Luckily, I live in / within / by walking distance of the town centre so I never take the bus. 3 We often play football at / on / in the park. 4 The local shops are at / in / within easy reach of our house, they’re only five minutes away. 5 It’ It’s easy to get to the countryside because we live at / on / in the outskirts of town. 6 We don’t live at / on / in the suburbs, we live at / on / in the city centre. 7 Y You can get lots of tourist information at / on / in the town hall. 8 My school is in / within / at 500 metres of my house so it doesn’t take long to get there.

7 8

a parking where I live, so I leave my car at my parents’ house. b car park while I go shopping. c zone where no cars are allowed. d streets which make it picturesque. e commute to my office in the city centre. f lanes that you can use. g hills where you can go hiking. h pollution day and night. i network of buses and trams.

WORD STORE 3B | Describing places

My Everyday Blog I just had to write today about the latest urban development plans. Have you read them? They want to knock down some 200-year-old houses and use the land to build … yes, you guessed! A housing estate with 100 modern homes. I know there’s a shortage of housing in our town, but it’s not as if they’re getting rid of a1 with houses in a terrible condition – these are beautiful old buildings! And what about the old school? Surely that’s a 2 ? It should be turned into a museum, not destroyed! Luckily, it’s not all bad news. At the moment, the river is a real mess, but the council are finally going to clean it up. After they’ve removed all the rubbish, it will be a3 again, not a slow, dirty one. They’re going to build a new pedestrian 4 over the water so people can cross the river easily and a5 that will serve international food and be family-friendly. They’re also building a new 6 with over fifty shops, mostly for clothes.

3 Circle the word that does NOT collocate with the adjective given. 1 2 3 4 5 6

area ea / space / town / development street / town / neighbourhood space / back str market / square / nightlife / streets building / city centre / architecture / house square / atmosphere / nightlife / colours architecture / colours / castle / centre old town / scenery / village / development

cobbled lanes network on-street rolling underground zones

WHERE ON EARTH?

correct answer, A, B or C.

Have you visited somewhere interesting? We’d like to hear about it. Post your comments below:

Brazil’s cities combine some of South America’s most beautiful beaches with vibrant culture and B streets.

York, England

of

1

Get lost in the quaint little Seville’s Santa Cruz district.

York is about half way between London and Edinburgh and it’s a fascinating place to visit. We left our car in an underground car park and explored the city on foot because there is very little 1 parking in the centre. It’s a very bike-friendly city and there are many cycle 2 . There are also some car-free pedestrian 3 .

Many of Amsterdam’s budget hotels are located in the 2 area close to the Central Station. Visit the 3 old town in Lisbon and enjoy its many wonderful buildings.

These new houses will spoil the area completely. There’s a7 from the top of the hill looking down over the town at the moment, which people come from all over to see … but soon it’ll just be rows of houses. I think they should build the development on the other side of town.

For 5 architecture, visit Carcassonne in France. The town is built on a hillside, surrounding an old castle. Ibiza’s 6 nightlife includes some of the largest and most famous nightclubs in the world.

1 2 3 4 5 6

A A A A A A A

inner back streets square urban scenery medieval delicious

B B B B B B B

bustling cities urban building development shabby charming

C C C C C C C

3.3 6.2

SHOW WHAT YOU’VE LEARNT 7 Complete each pair of sentences with the correct words A–C. 1 That book up there on the shelf is just out of my . Could you pass it to me? School’s not far away, it’s within easy . A access B distance C reach 2 The nightlife is great, but it creates a lot of noise  . is a serious environmental problem in big cities. A parking B pollution C contamination 3 There’s a atmosphere in the town centre. All the fishing boats on the island are painted colours. A vibrant B bustling C picturesque 4 I use the train for my commute to work. It’s a It’ newspaper, so there’s a new edition every morning. A short B regular C daily 5 There’s a children’s play area in our local that we often go to. Let’s leave the car in the new underground car while we have lunch. A zone B parking C park

4 Match three near antonyms in the box with each of Extract from Student’s Book recording

the adjectives.

2.5

Part 1 Welcome to the Lifestyle Programme. Let’s start with the shocking resultsof ^ a recent survey: 35 percent British people do not know any their neighbours. Well, it’s not a problem for residents Springhill co-housing project in the southwest England. Springhill is a new housing development thirty-five homes in a typical residential area.

cold costly extravagant hostile infrequent irregular occasional overpriced temporary unsociable damaging wasteful 1 affordable costly, 2 daily 3 neighbourly 4 sustainable

REMEMBER BETTER of a recent survey

/5

To broaden your vocabulary and add variety to your texts and speech, check new adjectives online and make a note of near antonyms.

3 4 5

1 2

2 Match the adjectives with their definitions.

8 Find and correct the mistakes in the sentences.

affordable neighbourly daily sustainable

There’s a relying network of buses in our town. reliable 1 Would you rather live in a busy city centre or on the suburbs where it’s quieter? 2 The centre of Amsterdam is great for bikers because there are plenty of cycling lanes. 3 We visited a lovely market town at the border of England and Wales. 4 Although I haven’t lived there for a long time, Dundee is my house town – I was born there and often go back to visit family. it’s full of quaint 5 Our town attracts a lot of tourists – it’ back streets and historical monuments.

5 In your vocabulary notes, add more near antonyms for these adjectives from this unit.

well-established communal latest 1

1 able to continue without causing damage to the environment 2 inexpensive 3 most recent 4 happening every day 5 existing for a long time and respected or trusted by people 6 behaving in a friendly way towards the people who live near you 7 shared by a group of people who live together

3 Complete Part 2 of the extract with the adjectives in

/5

Exercise 2. Extract from Student’s Book recording

2.5

Part 2 Residents have their own self-contained flats or houses and gardens but share a common house for communal meals. The co-housing idea comes from Denmark where it is 1 and according to the 2 government housing figures, tens of thousands of Danish people live in this way. There is growing interest around the world in the model as a provider of 3 , sustainable social housing. Building materials are natural or recycled. Springhill is not only 4 in building terms, but in human terms too, encouraging the 5 social contact that we know is a key to health and happiness. We’re sure there’ll be a 100 percent improvement in 6 relations at Springhill.

When you’ve had enough of the city, there’s plenty more to explore – York is surrounded by the hills of the Yorkshire Dales and North York Moors, with a reliable 6 of buses to get there. It’s definitely worth a visit!

36

REMEMBER THIS Near antonyms are words which have contrasting meaning but are not exact opposites, e.g. surprising vs unsurprising vs normal.

the preposition of in five more places.

5

nightlife nightlife neighbourhood picturesque neighbourhood quaint vibrant

LISTENING LANGUAGE PRACTICE Prepositions • near antonyms • collocations and compound nouns

1 Complete Part 1 of the recording extract by adding

The city was built by the Romans and within the ancient walls there are some traditional 4 streets (rather bumpy for cyclists!) with medieval buildings. The centre is quaint and picturesque, but there are plenty of modern shops, thirty world-class museums as well as the beautiful Minster (the cathedral).

Bilbao’s centre has undergone huge urban 4 and is now home to The Guggenheim Museum.

I’ve heard they want to build a 8 so boats can go right through the town centre. Is that true? I hope not! We don’t live in Venice!

f

6 Complete the text with the words in the box.

4 Read the extracts from city guides and choose the

So what do you think? Comment below!

The shopping centre is a terrible idea. Now everyone goes to the shops round the old 9 , and we have a busy town centre. If people start to shop by the river instead, many places in the centre may end up closing, which would be a disaster!

urban quaint bustling shabby vibrant medieval picturesque

The city centre is great for biking because there are a lot of cycle There’s a pedestrian In the old town there are plenty of cobbled Bangkok isn’t a quiet city, there’s noise There isn’t any on-street The town is surrounded by rolling When I go into the city centre, I leave my car in an underground I don’t drive in the city because there’s a reliable We live in the suburbs so I have a short daily

The REMEMBER THIS and REMEMBER BETTER boxes containing useful strategies for memorising words and structures

1 2 3 4 5 6

bustling historical quaint reliable shabby vibrant

WORD STORE 3D | Collocations and compound nouns 6 Complete the sentences with the words in the box. domestic household housing multi-storey residential self-contained second tower The views of the city from our flat are fantastic because we’re up on the tenth floor. I never thought I’d enjoy living in a tower block, but I do. 1 I think car parks are a great way of providing room for more vehicles in a small space. 2 The traf traffic will get worse when they finish building the new development of 50 homes. 3 We used to live in the city centre, but we moved out to a quiet area on the city outskirts when we had children. 4 When Sue and Pete retire, their dream is to buy a home in Spain and spend every winter there. 5 I think the washing machine is the best appliance ever. It saves so much time! 6 Having lived in a house with two other people and got fed up with sharing the kitchen and bathroom, Jack’s now looking for a flat. 7 Who’ Who’s responsible for doing the chores, like washing up and cleaning, in your household?

37

39

The SHOW WHAT YOU KNOW tasks in the Vocabulary and Grammar lessons serving as a warm-up and to revise vocabulary or grammar students should already know

Skills Reviews with speaking, reading and writing tasks in the exam format help students to prepare for their exams.

2.10

SKILLS REVIEW

Additional vocabulary and grammar practice, the Writing Bank and Focus 3 Grammar Review with grammar explanations and revision of the grammar taught in level 3.

UNITS 1–2

VOCABULARY BANK

3 In pairs, discuss the questions about education.

SPEAKING

1 2 3 4 5

1 In pairs, ask and answer the questions. Talk about personality and friendship. Student A 

Student B 

1 What qualities do you look for in a friend? 2 Tell me about someone important you met at primary school. 3 What are the best ways to keep in touch with a friend who lives in a different city? 4 Is it important for friends to share the same interests? 5 Which of your negative qualities would you like to work on?

1 What activities do you enjoy doing with your friends? 2 Is it possible to be friends with someone you only know online? 3 Tell me about your best friend from when you were at primary school. 4 What advice would you give someone who wanted to make new friends? 5 Do our personalities change as we get older?

Translate T ranslate the phrases into your own language.

Some people think there are too many exams at school. What do you think? Do you think it’s a good idea for boys and girls to attend different schools? Why?/Why not? Should higher education be free for everyone? In what ways does technology help students at school? Should students be given more choice about the subjects they study? Why?/Why not?

People Life stages adolescence adolescent come of age

4 Do the task in pairs. Student A Look at the photos. They show people explaining problems. Compare the photos and say what the disadvantages of each method of communication are.

earliest memory elderly grow out of

Student B, how do you prefer to communicate with your friends? Why? 1

2

have a clear memory of have a distant memory of have a vague memory of

2 Look at the diagram. It shows different ideas for reducing stress at school. In pairs, follow these steps. • •

have a vivid memory of

Talk to each other about how effective each idea is for helping students feel less stressed at school. Say which idea would be best for your school.

life expectancy turn eighteen upbringing

Character features

Daily sports

3.10

SKILLS REVIEW

UNITS 2–3

Sofas in the corridors

Plants on every desk

READING

How effective are these for reducing stress at school?

Homesharing Is living with a flatmate only for university students and young people? In these expensive times, more and more people are seeking alternative ways to live. Two readers share their views on an innovative new way of cutting costs and living life to the fullest. Daphne

Relaxing music during lessons

Aquarium with fish

There’s no denying it, I’ve somehow become an old lady, but I’m not one to sit around complaining. I have a wonderful life and adore being independent, nonetheless I have to admit I’m getting a bit old to live alone. My house is my sanctuary and I have no intention of moving out, so I’m extremely happy to have found the perfect solution. I first came across homesharing when I read an article in an online newspaper about the high cost of renting in London. A reader had commented about homesharing being a cheaper alternative and I was intrigued. How it works is, anyone with a spare room can advertise it at an affordable price on a special website. People can apply to move in, but have to offer something in return for the cheap rent. They can do housework, cooking, shopping or simply spend time with the homeowner. It’s really easy to organise, as there are a number of online platforms that match you to a suitable housemate, almost like online dating! Anyway, I decided it was a great option for me, and within a few months Beatrice was here. Bea is a nineteen-year-old student studying fashion and she’s fabulous. Although there are almost seventy years between us, we have a very similar sense of style and she even borrows my hats and handbags for her shows. She’s definitely a free spirit and we often find ourselves roaring with laughter. She is always willing to help me, but understands she also has to respect my opinions, despite my age. I’m very strong-willed and I don’t want Bea to do everything for me. We do our shopping online, but I do all the cooking. Bea tends to do most of the cleaning, though to be honest, we don’t make that much mess.

34

Student B Look at the photos. They show teenagers doing different activities. Compare the photos and decide what they say about the people in 1them. Read the text on page 50. For questions 1–5, choose the correct answer A–D.

brainy bursting with confidence

Student A, which1 photo represents Why? before she met Beatrice? How best did Daphne feelteenagers about hertoday? living situation A She planned to move out of her home even though she loved living there. B She was determined to stay in her home. 1 2 C She felt she was too old to find a solution by herself. D She was uncertain she’d enjoy living with a flatmate. 2 Why does Daphne compare homesharing to online dating? A Because she had to read a lot of profiles before finding the perfect flatmate. B Because homesharing is only available to people who use the Internet. C Because the website is easy to use. D Because the website selects appropriate people for you. 3 What is the arrangement between Daphne and Beatrice? A Beatrice makes Daphne laugh and keeps her in a good mood. B Beatrice does the online shopping and Daphne cooks. C Daphne does the cooking and Beatrice does the cleaning. D Beatrice doesn’t do anything for Daphne. 4 What problems did Beatrice have with her previous flat? A It was too far away from her university. B She was lonely living by herself. C The flat was too small for her. D The rent was too expensive. 5 How does Beatrice feel about homesharing? A It’s not her cup of tea. B It benefits the homeowners the most. C She takes more pleasure in the present moment. D The pace of life living in a homeshare is too slow.

Beatrice Daphne is larger than life! I hope I’m as kind-hearted and witty as she is when I’m older. As soon as I met her, she made me feel completely at ease, and I knew I’d made the right decision. Previously I was living in a tiny, self-contained flat, but it was so far away from my university my daily commute was almost two hours long. I think I would have been lonely living alone, except I was never there. I was either studying or on the train. I do enjoy my own company, but I like being around other people too. Daphne lives in a beautiful townhouse on a quaint backstreet, quite unusual in central London. It has roses in the garden and ivy growing all over the walls. It’s quite big and I was sure it would be draughty, but inside it’s so cosy and unique. It’s full of interesting mementos and artefacts from Daphne’s life. Photographs of her family, maps of the countries she’s visited, paintings that she has created. Everywhere you look there is something that tells a part of her story. Homesharing has really changed my life. I’ve learnt to slow down and enjoy living in the moment with Daphne. It might not be everyone’s cup of tea, but for me it’s the perfect solution to being alone in a big city without much money. My life is so much richer now.

50

2 Read each text and put a cross (X) by the missing phrase.

(be) full of oneself adventurous af affectionate agile agreeable argumentative attentive bird-brained

carefree cautious character trait clumsy competitive conscientious daring determined enterprising enthusiastic fair fair-minded flake free spirit genial gentle good-natured highly intelligent honest hopeless humble

35

132

1 Flatmate required! We’re looking for a fun-loving but responsible student to move into our shared flat in a modern tower block in Manchester. The available room is small but has an ensuite bathroom and a great view of the local park. The kitchen is shared between four housemates and we split the cooking and cleaning. , call 011 444 792.

A To meet the requirements B To find out more C To look for a flat 2 To avoid accidents it’s essential to . Recently there have been a number of accidents caused by people staring at their mobile phones instead of looking where they are going.

A have a hairy moment B keep your wits about you C be second nature 3 There have been many studies conducted with the aim of discovering if personality is fixed from birth, with recent research suggesting that it’s to adapt. As they age, some individuals are even able to change and acquire traits that they consider to be particularly attractive.

A highly possible B equally important C quite the opposite

WRITING 3 Read the writing task and write an article. Have you spent time studying abroad? Or maybe you know someone from another country who has come to your town or city to study? If so, we want to hear from you. We are looking for articles to publish on our website about the difficulties of studying abroad and how to overcome those problems. A selection of the best articles will be published next month.

51

hyperactive

wise witty

hypersensitive imaginative

Feelings and emotions agonizing

GRAMMAR: Train and Try Again 3.2 Future forms including the Future Perfect Continuous 3.5 Quantifiers

UNIT 3 3 Complete the text with the words and phrases in the box. a little both deal of every few great deal had been is little most most of much number of was where which (2x)

1 Match the beginnings 1–10 with the endings a–j to make sentences. 1 2 3 4 5 6 7 8 9 10

Tea is consumed in 1

She hopes she wil This time next year, they will By 8 p.m. we will have Will you have Should I be worried if most of my friends Every house on that street Accepting suggestions She said goodbye to each She always says good That sounds fantastic! There are a few apples left, I’d love to (go). There are only few bananas left,

country around the globe. But did you

WRITING BANK Introducing opinions It seems/appears that … It would seem/appear that …

It is believed/recognised that … a student as they left the room. Well, it’s worth a try. b looks quite the same. There is little/no doubt that … c already built her own houseI by the time is suppose it’llshe work. forty-five. d have girlfriends and I don’t?Agreeing with opinions e of the students as they leave the room. f finished your job by t I (completely) agree that/with … 3 Choose the correct answers A–C. g have opened the shopping mall. Future time clauses Cause and result t agree more that/with … By this time tomorrow, he A for Scotland. h been working on our schoolI couldn’t pr In sentences referring to the future, we use the Present A will have left B will be leaving C is leaving i we’d better go and buy some. That’s fine with me. Simple after the following conjunctions: 1 On Sunday at 12 o’clock, I my friends in the j I don’t think we need to buy any today. • if e If you don’t have breakfast at home, countryside. I think so too. you will feel hungry very soon. A will visit B will have visited C will be visiting Summative Practice Units 1–3 • when e W We will cook the pasta when Luigi arrives. 2 By the time we get to the stadium, the match . I agree it is true that … A will start B will have started 2 Choose the correct option. • unless e Y You won’t lose weight unless you eat fruit I am of the same/a similar opinion because … C is going to start and vegetables every day. 1 None of the / Neither All 3 I you tomorrow at school. 1 • before e I’ll brush my teeth before I go to bed school meeting. He’s absolutely right. A will see B see C will be seeing 2 All / Every / Both • after e W We’ll have some coffee after we get back home. 4 We Stan in the café at two thirty today. He has a point. 3 Y You can call me at work at 8 will have arrived opposing opinion e I’ll wait for you Introducing until you finish your homework. A meet B are meeting C will meet 2 • until will be arriving / will arrive • as soon as e I’ll call you as soon as I finish. 5 Where for your summer holiday this year? where 4 This is the town that which Apologising A are you going to go B do you go • as long as e I’ll make breakfast as long as you do his summer holidays. Informal phrases 3 C shall you go the washing-up. 5 I’ll still be working I’ll have been working I’ll have 6 You must be hungry. you a sandwich? worked in the garden when you I may not ... I’marrive reallyso sorry (that) 4 A Am I going to make B Will I be making 1 Match the sentences with their functions. hear the doorbell. Just let yourself in, will you? C Shall I make Sorry bothering you. 6 How long will they be building willfor they have built j I think I’ll go for a walk today. 7 Look at those dark clouds. It soon. will they have been building 1 Jill loves cooking and she’s going to become 5 A rains B is going to rain C is raining Sorry to bother you. end of year? It should be ready now! a chef. 8 I promise I out too late. 7 My parents didn’t immediately agree let letting 2 Will you show me how to use the new oven? 6 Sorry for any trouble. A won’t be staying B am not going to stay to let me go on holiday with my friends. 3 We have Biology class every Monday at 11. C won’t stay 8 She was waiting / had been waiting waitedwrite earlier, but I … 4 The students will have received their results Sorry I didn’t almost an hour when she was finally served some food. 4 Read Ben’s schedule for university tomorrow. Then by Friday. 7 haven’t will written not will writing 9 By the end of June, I will haveSorry beenI saving be for so long. /5Sorry complete the sentences with the Future Continuous The for planet become warmer in the future. for so long. saving / will have saved or the Future Perfect forms of the verbs in brackets. 6 Dad’s so tired that he’s going to fall asleep 10 Plans making / made which made 8 on the sofa. I’m writing to tell you how sorry I am to ... (about) … prove not to be well-thought-out. 8.00 leave the house 1.00 have lunch 7 Shall we go out for dinner tonight? 8.30 arrive at university 2.00 labb experiment 8 I’ll be meeting Sam at the station at two o’clock. It will never happen again. 9 9.00 lecture start starts 5.00 leave lab 9 We’re going away next weekend. Neutral phrases 11.00 lecture finishe finishes 5.30 arrive home a an action in progress at a future time b an event that will happen before a specific future time I apologise for … 10 By 8.15, he will have left (leave) the house. c a prediction based on evidence 1 At 8.45, he (wait) for the lecture to start. Please accept my apology … d a scheduled event based on a timetable Ending 2 By 9.15, the lecture (start). e a suggestion 3 At 10.30, he (sit) in the lecture hall. Article f an intention 4 By 2.00, he (eat) his lunch. g a prediction Introduction 5 At 3.00, he (do) a lab experiment. h a future plan or arrangement 6 By 5.15, he (finish) the experiment. i a request Did you know that …? 7 By 6.00, he (arrive) home. j a decision taken at the moment of speaking

FOCUS 3 GRAMMAR REVIEW

Have you ever wondered why/how 2 …? Choose the correct option to complete the sentences. What would you do if …?

Hang on a minute. I get / I’ll get my jacket and then we can leave. 1 Tom will have left / will be leaving by 3 p.m. tomorrow. 2 Technology will make / will be making life easier in the future. 3 Josh and Kate are returning / will return from their holiday tomorrow. 4 Shall / Will I make you a cup of tea, Grandma? 5 Slow down! You’re going to have / You’re having an accident! 6 Don’t forget to meet Jim at the station; his train will arrive / arrives at 3:45 p.m. 7 Do they finish / Will they have finished painting their house by next week? 8 You can call Alice in the evening. She won’t be working / isn’t going to work then.

5 Complete the sentences with the correct forms of the verbs in brackets. Our coach thinks we will win (win) the match, but I’m not so sure. 1 This time next month, he (sail) in the Mediterranean. 2 When your music lesson (start)? 3 We (go) to the concert on Friday, but we haven’t bought tickets yet. 4 I (have) a dinner party tomorrow night, so I need to go shopping today. 5 The phone’s ringing; I (answer) it. 6 I (bring) you the newspaper, Dad? 7 The Smiths (not move) into their new house by the summer. 8 Don’t walk to the station; I (drive) you there.

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F01 Focus 2e TB4 Global 9781292234083 Introduction.indd 12

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PHOTOCOPIABLE RESOURCES

Photocopiable vocabulary, grammar, writing, speaking and Use of English activities in the Teacher’s Book

whistle-stop tour of European cities Resource 13 A 3.1 Vocabulary (cities)

has technology developed? Resource 40 How 7.6 Speaking Part 1

DAY 1 This charming city located on the Atlantic coast was shabby for many years. It's well-known for the double-deck metal bridge over the Douro River, built by Gustav Eiffel's student.

Porto

1 2 3 4 5 6 7

a fortune-teller Resource 14 Text 3.2 Grammar (future forms)

Barcelona

DAY 2 The city is famous for its buildings. Student A

Rome

DAY 3 The historic centre bustling

Venice

DAY 4 The city has it's best explored on foot.

review of a TV series or a film Resource 36 A 6.8 Writing

1 What will I ______________ doing this ______________ Write a review of at least 200 words next year? DAY 5 of a film series that you have watched Some of the city's many many times and still enjoy. pedestrian zones • Write an interesting opening sentence reputation as the most romantic destination in the world. and state your overall opinion of the series. 2 How many countries will DAY 6 • Summarise the plot of the series I __________ __________ The whole city, known as the Venice of the North thanks to its canals,without revealing spoilers and give the to by the end of the year? has a large reasons why you enjoy watching it. by bike. • Add a conclusion that includes

Paris

Amsterdam

a recommendation.

DAY 7 The largest destination offers free admission to its best 3 Where willmuseums. I _____________ living in ten years' DAY 8 __________? From the get a breathtaking view rolling hills

London

Edinburgh

lecture

In my review … • I have used the opening paragraph to attract the reader’s attention, mentioned the name of the film series and stated my overall opinion of it. • I have used the main paragraphs to give more details about the plot and characters and said why I still enjoy watching the series. • I have summarized my review and made a recommendation in the conclusion. • I have used a formal style. • I have checked my spelling. • I have written at least 200 words. • My text is neat and clear.

1

_________ with information

PRESENTATION

TEXT 3

building Resource 54 Word Focus Review 8, Use of English

interactive

1a c 2a c 3a c 4a c

A GIVING CLARIFICATION

Prague

DAY 12 The castle and the city's other main sights are Instructions of the famous Charles Bridge. for Student A

BECOMING A FATHER

Sorry I forgot to text you last night. I felt simply exhausted Josh used to be the life and 1_________ of the party, but then a few years ago he became a father for the first time, and and went to bed at eight. I guess it’s because I 1_________ solidly for eight hours the night before! My last exam is tomorrow and he changed completely. Nowadays some people simply can’t 2 _________ about little form of the word given in capital letters so that the texts I really need to get a top mark in order to get a 2_________. My stand beingsentences round him because he each Read the gapped and complete gap with the his correct are logical grammatically correct. parents would be relieved if we had some extra money next son’sand achievements. I know that parents should praise their year. children for their accomplishments, not only 3_________ them off when they have done something wrong. But we all wish Josh Anyway, what are you doing this weekend? We’re playing would stop volleyball on Saturday morning. The sports centre has becomeEXERCISE 1 telling us that his child is the best at everything!EXERCISE 5 3 Don’t get me wrong, I think that Josh’s son is a nice kid, but we so busy that we now have to book the court _________ advance! 4 gifted child Have you changed your mind about Brenda’s party? Text don’t to be thatour he’s 1 After the need powerit cut, werepeated couldn’t get TV _________ set to work, 1 It is obvious that the local council and the citizens have overcalled and over again. me if you fancy 4_________ to the party after all. My mum can so we an _________________ to see what had to work in _________________ if they want to improve life take you home when it’s over. happened. ELECTRIC in their area. PARTNER 1 a sense b  b swot

Part 2

learnt by the ____________ DAY 11 I graduate fromwith college? The city boasts a beautifully preserved old town its streets and may soon catch up with the top destinations in Eastern Europe, Follow the thrilling adventure about a magical ring in director Peter Jackson’s cinematic masterpiece, Lord of the such as Prague or Krakow. Rings. The three-films three-film [1] series, a superb adaptation of J.R.R. Tolkien’s classic epic, is a visual spectacle

B SIGNALLING CONFUSION

had been studying have been studying discount degree in at come to come

b was was used to studying d would would be studying b career d scholarship b on d from b coming d for coming

c I learn soul about nature, thed  d secret The more more _________________ a is always boasting b  b used to boast I find it.2 MIRACLE c would boast d  d has been boasting It’s better to ask for assistance if you don’t know how 3 a tell b  b see to _________________ the system because it’s not a matter c put d  d cut of pressing the ‘on’ button. ACTIVE 4 a so b  b so much Don’t you think that leaving youngd  children c such d such a in a car on a hot day is rather _________________ and that such parents should be somehow punished? RESPONSIBLE

2 3

4

1

____________________

2

____________________

3

____________________

4

____________________

282

TEXT 2

EXERCISE 2

The major problem with inexperienced workers is their _________________ to fully understand the strict safety procedures we have in our factory. ABLE

EXERCISE 6

MANAGING PERSONAL FINANCES

I’ve always been terrible at saving money. Mainly because We were overwhelmed by my parents’ _________________ 1 I tend 1_________ more than I earn. 2_________ my latest project when they lent us a substantial amount of money to buy brought me quite a handsome amount of money, I still can’t a flat. GENEROUS afford a holiday. When I realised I was going to spend the Don’t you agree that entering a war zone was 2 summer months at home, I decided to do something about it. a _________________ decision? We could have died. RISK I started by reading some blogs telling people how to It’s a real skill to _________________ a dress or a skirt and 3 manage their finances. Most of the tips sound reasonable and to do it well. Making it shorter is much easier. LONG I’ve put them into practice. Now, when I get paid at the end It’s _________________ to drive and text at the same time of the month, I always pay rent and put some money aside for because it poses a serious threat to other road users. and the food was delicious. After the meal, the aunt apologised a 3_________ day. I also try to spend less. Last week I went to the LEGAL 4 3 _________ her behaviour and said that she 4_________ such a fuss shopping centre and found a fabulous dress. The price on the 4 _________ was £29.99, but it turned out it really was … £49.99. in the first place. So, in the end, I didn’t buy it. I was so proud of myself! 1 a terrible b vague c 2a c 3a c 4a c

d vivid b quaint d shabby b for d to b had to make d ought ought to have made

photographic cobbled cramped about at shouldn’t have made needn’t have made

1 a spend b  b spending d to spending c to spend d  2 a Despite b  b Even though I am afraid we can’t proceed c However d  d Yet with your order without the _________________ ofb  the manager, who is currently 3 a poor b rainy on holiday. APPROVE d  c hairy d limited 4 a bid tend to be b  b fabric Many animals ____________ early in the morning d  label d bracelet or late incthe evening because they hide or sleep during the heat of the day. ACT

EXERCISE 3 1

2

3 4

292

4 Second Edition _________________ PHOTOCOPIABLE It Focus was only thanks to Holly’s negotiations that we paid so little for that Persian carpet. SKILL We rushed to get home before the storm which we could see coming – the sky began to _________________ and we could hear some thunder in the distance. DARK Lucy looked at Michael in total _________________ when he admitted he had no intentions of marrying her. BELIEVE

277

Having been stranded on a desert island for six days without food or much water, we breathed a sigh of _________________ when we saw a rescue ship approaching us. RELIEVE There must have been some _________________ at the meeting because Claire left it very abruptly without even saying goodbye. UNDERSTAND

EXERCISE 7 How come the world’s leading _________________ weren’t able to predict such a serious financial crisis? Didn’t they spend months discussing it? ECONOMY It’s common for most twins to be virtually ____________ as they feel a strong bond with each other. SEPARATE

3

After that terrible car crash the whole town ____________ with the families who lost their children. SYMPATHY

4

Taking early ___________ may save you from becoming unemployed if the company you work for is likely to go bust. RETIRE

EXERCISE 8

Martin Luther King is known to have stood up against segregation and _________________ in the USA. RACE

4

There is nothing more _________________, from my point of view, than finding a spider in the bathroom. TERROR

2

We were looking forward to reading her _________________ but unfortunately she died just before finishing it off. BIOGRAPHY

© Pearson Education Limited2

In the past our local factories used to have hundreds of full-time _________________. Now most of them can’t find any job. EMPLOY

1

If they had taken the trouble to _________________ things

PHOTOCOPIABLE between them, they might still be together. CLEAR

© Pearson Education Limited

3

Focus 4 Second Edition

I don’t think she liked my suggestion to _________________ the plot of her latest crime story. Well, she shouldn’t have asked for my opinion if she can’t take criticism. SIMPLE

4

A WEDDING ANECDOTE 1 My father keeps saying that he has a 1_________ memory of the day he got married, as if it happened yesterday. They didn’t have a lot of money in those days, so they didn’t have a large 2 wedding reception. They invited close family and friends to a small restaurant in the neighbourhood for dinner. 3 The entrance to the restaurant looked a bit 2_________ and my father’s aunt didn’t want to enter at first. It took some time 4 to convince her. Still, the restaurant was spotlessly clean inside,

1

[1] Incorrect compound form. [2] Wrong word form. [3] Grammatical error/Wrong tense. [4] Wrong word form. [5] Wrong expression. [6] No recommendation given. PHOTOCOPIABLE

© Pearson Education Limited

I thought I could get a lot of money for the painting but it turned out to be completely _________________. WORTH

3

EXERCISE 4

© Pearson Education Limited

PHOTOCOPIABLE

2

TEXT 4

lost should mean exactly

that thrills me time and again. The series tells the gripped gripping [2] story of Frodo Baggins, who must destroy a ring in order to save civilisation from evil. The ring, which has been lost for centuries, is being sought by dark and powerful forces. Bilbo and his band of trusty companions risked risk [3] their lives to accomplish the terrifying mission to destroy the ring fires of Mount Doom. The suspense and rising tension always leave me on the edge of my seat. Complete the speech bubbles on Student B'sin the worksheet. Write: The films are absolute absolutely [4] phenomenal in terms of visual special effects. Even though the series was 6Limited a sum of money. © Pearson Education released in 2001–2003, the computer-generated imagery, particularly the high-quality action scenes, is still 7 something that is worth studying. excellent by today’s technological standards. This is enhanced by the breathtaking landscapes of New Zealand where the story is set. The series is a feast for the eyes and one I never tire of watching. 8 the names of two countries. All and all All in all [5], Lord of the Rings embodies everything you could possibly want in a fantasy film. 9 a period of time. It is an outstanding production which manages a perfect balance between plot and action. I’m sure I will continue 10 a number. to enjoy it for many years to come and I highly recommend it to anyone who loves an epic tale [6].

252

TEXT 1

posters gadgets

exhibiting actual 2_________

Vilnius

PHOTOCOPIABLE

Resource 49 Multiple choice cloze (texts)

MESSAGE TO A FRIEND

Follow the thrilling adventure about a magical ring in director Peter Jackson’s cinematic masterpiece, Lord of the Rings. The three-films series, a superb adaptation of J.R.R. Tolkien’s classic epic, is a visual spectacle that thrills me time and again. The series tells the gripped story of Frodo Baggins, who must destroy a ring in order to save civilisation from evil. The ring, which has been lost for centuries, is being sought by dark and powerful forces. Bilbo and his band of trusty companions risked their lives to accomplish the terrifying mission to destroy the ring in the fires of Mount Doom. The suspense and rising tension always leave me on the edge of my seat. The films are absolute phenomenal in terms of visual special effects. Even though the series was released in 2001–2003, the computer-generated imagery, particularly the high-quality action scenes, is still excellent by today’s technological standards. This is enhanced by the breathtaking landscapes of New Zealand where the story is set. The series is a feast for the eyes and one I never tire of watching. All and all, Lord of the Rings embodies everything you could possibly want in a fantasy film. It is an outstanding production which manages a perfect balance between plot and action. I’m sure I will continue to enjoy it for many years to come.

DAY 10 Strøget, the world's longest of the second largest Scandinavian city and the Christian Andersen's The Little 5 Mermaid. What language will I have

Copenhagen

helps people identify their location have greatly reduced mortality rate and made life-span much longer allows people to get information quickly, to connect with each other Focus Review 1, 4, 5 and 6, Use of English is a reliable source of everyday transportation has revolutionised travelling, fighting forest fires or delivering packages provides an efficient and unlimited source of energy has made communication quicker Read texts 1–4. Choose the correct answer, a, b, c or d.

Powerpoint presentation

x

DAY 9 4 How long will I __________ It's the second largest city in Norway, but its centre with ____________ driving when backstreets I buy my own car?

Bergen

a b c d e f g

Answers

FOLD

Questions

nuclear power the telephone the aeroplane the car antibiotics GPS the Internet

PHOTOCOPIABLE

1

2

The man who rescued a woman from drowning was awarded a medal for _________________ by the mayor. BRAVE There are a few _________________ rules at a youth hostel like respecting other people’s privacy. WRITE

3

With easy access to all my contacts stored in my mobile phone, I don’t ever try to _________________ phone numbers. MEMORY

4

The number of programmes in which ______________ can vote for the best performer has grown substantially. VIEW

© Pearson Education Limited

Focus 4 Second Edition

297

Life skills photocopiable resources teaching competencies indispensable to success in 21st-century society

Life skills teacher’s notes

LIFE SKILLS

1

How to be good at debating

3 Study the Life Skills box and match tips 1–6 with

the texts on page 308. Mark them H (Huan), S (Sinead) or M (Martin). Some texts match with more than one tip.

Roundhills Debating Club

LIFE SKILLS

Are you ready for the Roundhills Debating Clubmeeting next Thursday?

□ Think of lots of possible arguments to support your statement. 2 □ Analyse the arguments to see how strong they are, and adapt them as needed. 3 □ Back up your arguments with good reasons and examples or research. 4 □ Make your arguments persuasive, but avoid being too overly emotional. 5 □ Keep your points relevant. 6 □ Don’t exaggerate or make wild claims.

Huan If you want to be good at debating, you have to learn to put your personal views to one side. It doesn’t really matter what you personally believe, you have to stay objective. It’s fine to be passionate and try to get people on your side, but that isn’t the same thing as being aggressive or bursting into tears.

4 Read the statement below and the counterargument to it. Which do you agree with most? Say why.

Statement: There is too much explicit footage of violence, crime and war shown on television news.

LIFE SKILLS Sinead

2

You have to be flexible, because you might have to argue for something you don’t even agree with. It’s a good idea just to try and come up with lots of different arguments to begin with. Then you can start to analyse them and see if they really are strong arguments or not. A good tip is to avoid any statements that are too extreme. As soon as you find yourself Lindsey Stone or was a carerit’s working group of adults with using language such as ‘always’ ‘never’, a cluewith that ayour She and her friend and colleague Jamie argument might notlearning actuallydifficulties. be that strong.

Counterargument: The use of such footage is justified. People need to see exactly what is going on in the world, so they can do something about it.

How to manage your online image

5

Silence and respect

often took the group on day trips and holidays. The two friends had something of a running joke going on. When they were out and about, they would often take and post silly photos of themselves online.

Martin

Preparation is really important. Take some time to thinkOne through all visited Arlington National Cemetery in Washington. day they your arguments really well. Do you have any evidence Many to support famous people are buried there, as well as a great what you’re saying? Think of some good examples younumber can give; of war veterans. Lindsey and Jamie saw a sign saying it can be hard to think of these on the spot. Are you sure that the ‘Silence and Respect’ and thought it would be funny to take point you want to make is really relevant or logical? Bea photo sure that of Lindsey pretending to shout. They posted the photo, your opponent can’t easily find flaws in what you’re saying.

had a giggle … and didn’t think much more about it.

They really had never thought about their privacy settings or who might be sharing the photo until Lindsey woke up one day

1 In pairs, discuss the questions.

1 How is a debate different from a conversation? to find reporters and camera crews outside her door. 12,000 2 What is a typical structure of a formal debate? Put the points below in the correct order. people had signed an online petition to have her fired from her a The debate is summed up and winner announced. job, because of the lack of respect shown by her photo. Soon b The speakers for the proposition and opposition she some was one of the hated women in America – and she did How to build present the main arguments. 2 resilience Read advice on amost student Debating Club c Teams hear the statement for the debate and in indeedon how lose her as a result of her Choose negative website to job be good at debating. theonline presence. their groups come up with arguments. three of advice find most useful. Justpieces because of oneyou thoughtless post onCompare social media. your ideas with a partner. d Speakers from both teams present their rebuttals.

□ □ □ □

3

308

LIFE SKILLS

© Pearson Education Limited

Focus 4 Second Edition

MEME SCHEME

PHOTOCOPIABLE

It’s many students’ dream, an offer of a place at Harvard, one of the most prestigious universities in the world. But for ten students, that dream crashed and burnt after university administrators discovered a private group chat.

The administrators were horrified to find a number of very offensive memes being posted by the group of friends, who had found each other through an official university group for upcoming students. The private group chat had been created specifically to post shocking memes, and only those who could come up with something truly offensive were admitted as members. No doubt, these students believed that the private nature of the group meant that no one would ever see what they posted. Unfortunately, they were A wrong, and all of them had their offers of a place at Harvard withdrawn.

310

B

Listen to two students starting to debate on the topic from Exercise 4. Match arguments a–f below to each speaker, in the order they are mentioned.

Speaker 1 Speaker 2

6

Study the Speaking box. Listen again and complete the phrases with the words from the box. case conclude evidence point reinforces several support vital

How to be good at debating

1

In case you are still working on your talks, we’ve asked our last month’s debate champions to give some tips.

7

1

□2□3□ □ □ □

SPEAKING Supporting your arguments in a debate Explaining why your argument is valid It is 1

to realise that … The crucial 2

It is clearly the 3

is that …

that … I would argue that …

Referring to research/statistics In 4

of this, I could point to …

In a recent study, researchers found that … According to … It has been found that … There is some 5

that …

Giving examples to back up your argument It is easy to think of many instances of this in daily life. For instance, … There have been

6

cases where this has happened …

Summarising/Linking your argument to what has already been said So, as we have seen … therefore we must 7 This clearly 8 this point.

that …

everything I have said up until

In light of what was said earlier, we can see that …

8 Work in pairs. Choose one of the topics and make a list of arguments for and against the statement.

1 2 3 The media does not have the right to report on the private lives of well-known people. a Watching violence on TV creates more violence. There have been cases where seeing news items about The government should have some control over what is brutal crime has led to copycat crimes being carried published by the media. out. Friends are more important in life than family. b There is little research evidence to back up the idea Teenagers should share the responsibility for running that watching violence makes you aggressive. the household with their parents. c Watching war, crime and violence on TV news has a negative impact our emotions. There wasand research 9 questions. Do the task below. 1 Inon pairs, read the definition discuss the 6 Study the Life Skills box and match tips 1–6 with extra carried out on this at the University of Sussex. information a–f. d People have always been interested in information violence, digital footprint – the about a LIFE particular SKILLS Project e.g. Shakespeare’s plays areexists sometimes person that on theviolent. Internet as a result of their LIFE SKILLS How to manage your online image e The speaker doesn’t enjoy watching violence and feels Work in groups of four. Prepare for a debate in the next online activity it is unnecessary to show it on the news. class. Use the tips1fromDon’t the lesson and the language from thinking about its post anything online without f Watching upsetting news items can make people the Speaking box to help you. consequences first. 1 Give some examples of ithow create care more, not less. Research shows that maysomeone make could • Find a pair who have chosen thetosame topic youanything negative. 2 Take steps remove oras hide people give morea negative to charity. digital footprint. in Exercise 8. Decide which pairrules will argue andas which 3 The same apply for online in real life. 2 In what ways could a negative digital footprint affect against. 4 Do a search on your name every six months or so. Look again at the arguments your life? in Exercise 5. Which of • With your partner, and find 5 analyse Checkyour yourarguments privacy settings regularly. them are the strongest/weakest? Which Speaker will 2 Work in pairs. Read two newspaper articles about the best two. 6 Don’t avoid an online presence altogether. be more successful at the debate? Say why. the consequences of a negative digital footprint. • In each pair, Student A presents the first argument. Student A read Silence and Respect and Student • Then BStudent B in each pair presents second a Remember thatthe posting something privately doesn’t read Meme Scheme. Then answer the questions. argument. necessarily protect you. • Listen to the arguments the other pair and think of b Ask of yourself if you would be comfortable with your Text 1 some counterarguments. What it. advice would you give to the grandmother seeing or5 reading 1 What was Lindsey’s intention in posting the photo? • At the end of the debate, your and following people to tags help them c Set upassess an alert to arguments let you know when someone 2 Why did the photo provoke such a strong reaction? deal with their problem? decide who won the you, debate. or mentions you online. 3 Do you think Lindsey deserved to lose her job? d Add a lot of new posts to move something you don’t Say why. I think want people to see to the thirdI’ve or done fourthsomething page of Text 2 to upset my309 best friend. © Pearson Education Limited Focus 4 Second Edition PHOTOCOPIABLE search results. don’t know what it is, 1 Why were the university administrators horrified? e Employers actively lookIfor employees who arebut I can tellworld. from the way she looks at me 2 Why did the students think no one outside the group comfortable in the online that she’s annoyed with me. I think she’s would see what they had posted? f Don't download or share anything that belongs to going to start hanging out with someone 3 What was the outcome of them posting the memes? anyone else without permission. else, and if that happens, I’ll have no friends 3 Tell your partner what happened in the incident you at all because they’ll all like 7 In pairs, discuss the questions. Could someone elseher better. read about and discuss the questions. access and impact your digital footprint? How well do you guard your privacy? 1 Do you think what happened in each case was too My granny has had to go into harsh? Say why. can hear my parents 8 DEBATE In pairs or smallhospital. groups, Idiscuss this 2 How do you think the people’s lives were affected in whispering about it in the statement. the years after the incident. kitchen, but they aren’t telling 3 What could they have done differently? Adults should not be allowed post going pictures me to what’s onofortheir if she’s children on social media without going their to beexplicit alright.permission. I’m really worried. 4 In pairs, decide if the following statements are true or false. 9 Do the task below. 6 In pairs, discuss the questions. 1 What you post online stays online forever. 2 Once you have a negative online reputation, 1 Describe a time you found really stressful LIFE SKILLS Project you can’t do anything about it. at school. 3 It’s better to have no online profile at all. C Work in pairs. Make a plan to improve online 2 Howyour do you deal with pressure? presence. 4 What you post in a private message cannot be seen 3 Talk about a time you failed at something. by others. • Look at your current online presence and consider if 7 Interviewers for jobs or university places anything should be removed. 5 Listen to a radio podcast with the author of often ask questions like those in Exercise 6. 1 Read the definition of resilience. In what way doesabout each photo • Think what you could add to make a good a book about online etiquette and check whether Why do you think that is? symbolise the idea of resilience? impression on universities or future employers. the speaker agrees with your answers to Exercise 4. Write down atand least five actions you will take in the resilience (n) – the ability to keep going when• life is difficult, 8 DEBATE Read the statement. In small next few weeks. even learn something from the experience groups, make a list of arguments for and • Share some of your ideas withagainst the class. that you could use in a debate. 2 In pairs, discuss the questions. Should resilience be taught in schools or is it 1 What different life situations can you think of where it would be © Pearson Education Limited Focus 4 Second Edition parents’ responsibility? 311 PHOTOCOPIABLE useful or necessary to have resilience? 2 Do you think it is possible to develop resilience? 9 Do the task below.

© Pearson Education Limited

Focus 4 Second Edition

PHOTOCOPIABLE

3

Sometimes, you really can’t do anything to improve the situation but you can always learn from it. Maybe that’s about learning what you might do differently another time, or simply gaining a heightened awareness of the positive things in your life. Accept that change happens and that you can’t always control it.

As much as anything, building resilience is about changing how you look at the world. When difficult situations arise, try to keep them in perspective. Don’t assume that because something has gone wrong, everything will continue that way. See the problem as a challenge, and trust that eventually you will overcome it, even if it takes a few tries. Try setting yourself small, manageable tasks that will move you slowly towards your final goal.

When going through tough time, it’s important to take care of yourself. Eat foods that will nourish and sustain you, get enough sleep and exercise. Make time for activities that you enjoy and that bring you pleasure.

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And remember that you don’t have to do everything alone. The support of others can make all the difference between being resilient and feeling overwhelmed. Appreciate and make use of any support offered, and don’t be afraid to ask for help when in need.

Focus 4 Second Edition

PHOTOCOPIABLE

Listen to Anna and Joe talking about a difficult situation in their life. Make notes about the situations and how they were dealt with.

4 Read the article and use the information to complete the summary in the Life Skills box.

• Accept that 1 happens and that it isn’t always possible to 2 it. • Try to keep things in 3 and have a positive and hopeful outlook. • Be determined and don’t 4 up easily. Break tasks down into small manageable chunks. • See a setback or disappointment as

LIFE SKILLS Project Work in small groups. Choose a famous person who you think is resilient. Do some research about the person and prepare a mini-presentation for the class. Make notes under the following headings:

• Brief description of the person and what difficulties they experienced. • How they dealt with the difficulties. (They may not have dealt with them well at first). • How they were supported by others, if appropriate. • What they learnt and/or how they changed as a result. • The positive impact they have had on others or on the world.

Audioscript

1

S1 = Speaker 1 S2 = Speaker 2 S1: Today I hope to persuade you that there is indeed too much explicit footage of violence shown on television news and that this has a negative impact on both our own well-being, and on the population in general. To begin with, it is vital to realise that we have only recently been exposed to such detailed media coverage of violence around the world. A few decades ago, people didn’t watch anything like the amount of graphic footage we do today, simply because filming and broadcasting technology didn’t allow for it. The change is clearly having a negative impact on our society. In support of this, I could point to some research carried out at the University Answer key of Sussex. Their study found that people who watched an entirely negative news bulletin reported Exercise 1 feeling more anxious than those who watched a more 1 positive or mixed bulletin. They also worried more The exact format of a debate can vary, but it is much about the future. more formal than a conversation, with each ‘side’ in Secondly, I think there is an argument that watching the debate having a set opportunity to put forward their violence on TV creates more violence. There have arguments, or to argue against the other ‘side’s’ been several cases where this has happened, for arguments. instance, when troubled young people have copied mass shootings they saw on the news. 2 Thirdly, I personally find explicit footage on the news a 4 very disturbing. I like to know what’s going on in the b2 world, but I do not feel that it is necessary to see c 1 everything in detail. d3 So, as we have seen, there are several strong arguments against showing explicit footage of Exercise 3 4 violence, and therefore Exercise we must conclude that this 1S is both unnecessary and1 harmful. Basically true. Even if you delete it, you don’t know who 2S S2: I am going to speak against the statement there may have saved itthat to re-post. 3M is too much explicit footage of violence television 2 False. In many on countries, you can file a ‘right to be 4H Extra activity in class news. Firstly, let us think about the belief thatYou can also ‘bury’ the problem by forgotten’ request. 5M watching violence on TV makes people act more As a follow-up to Exercise 6 or during Exercise 7, students posting a lot of positive stuff about yourself. 6S violently.isIt is clearly the case that many people Google their own name to find out what information 3 False. It’s better to have a positive online presence than stored about them on the Internet. Studentsbelieve discussthis, in but the crucial point is that there is Exercise 5 noevidence presence. actually very little research to back this up. pairs or small groups how the information available about Speaker 1: 1 c 2 a 3 e 4 False. of People may it and then share, or the It is amount almost certainly something a myth, if screenshot a very them makes them feel. Are they happy with the Speaker 2: 1 b 2 f 3 d app may be hacked. popular of information available? Do they think it’s too much one. or point,6there is some Exercise 7 not enough? What can they do to change it?In fact, to make my second Exercise evidence that watching upsetting news items can 1 vital 1 f more about 2 d what3isb 4a 5c 6e actually make people care Culture notes 2 point happening to others. A notable example of this is 3 case the way relevant charities have Arlington National Cemetery in Washington, D.C. isthat onedonations to Audioscript 4 support of America’s oldest national cemeteries and been is the shown restingto often rise as a result of such news It’s becoming more and more common for university bulletins. 5 evidence place for more than 400,000 active duty service admissions officersthe or fact employers to check someone’s Finally, we should take into consideration members, veterans and their families, including those 6 several offering them a place or a job. In that people have alwaysdigital been footprint interestedbefore in hearing who fought in the American Civil War from 1861–1865. 7 conclude sixty-eight of executives who took part in an or seeing violence. To givepercent an example, The cemetery lies on land that once belonged to the stories about fact, 8 reinforces online survey saidofthat theywar would do such an online thethe plays of William Shakespeare are full crime, step-grandson of George Washington. In 1864 War forwould information asthey part of the recruitment process. and murder, people say that Department officially set aside approximately 200 acres and yet fewsearch arereinforces you that someone investigating your digital should not be watched.How This sure clearly of the property to use as a cemetery. Monuments, footprint would impressed, and not horrified, by what everything until this point.beWatching memorials and dedicated trees feature throughout the I have said up they found? Think twice before posting anything violence isand in no way actually harmful. cemetery among the headstones of service members inappropriate. A good rule of thumb is to ask yourself astronauts, nurses, chaplains, war correspondents, etc. how you would feel if your grandmother saw what you’ve Harvard University is a private research university in shared or posted! Basically, you should behave online as Cambridge, Massachusetts, USA. It was established in you would in real life. Don’t make rude comments, don’t 1636 with just nine students and a single tutor. Today it steal other people’s property – make sure you always has an enrolment of more than 20,000 students. It is the check if you need permission to download or share Exercise 7 oldest institution of higher education in the United States something. Suggested answer and was named after its first benefactor, John Harvard, It’s also a good idea to google yourself every six months who left his library and half his estate to the institution in to know how you will respond in the future or so and to set up an alert They to let want you know when his will. A statue of John Harvard stands today in front of under stress or ifMake things go wrong. They are looking for someone tags you, or mentions you online. sure Extra in class University Hall in Harvard Yard, and activity is the university’s someone because they are usually more you check both your full name and anyresilient nicknames. 305 best known©landmark. By the end of the twentieth Pearson Education Limited Focus 4 Second Edition PHOTOCOPIABLE determined, more tolerant of other people, more likely Do this activity after Exercise 2. If students have access What if you do find something you’re embarrassed century, Harvard had educated sixInternet US presidents. ‘good’ risks and will need less support to the in class,Other ask them to find about? a photoWell, online obviously if youto take posted it, you(sensible) should be famous alumni include composer Bernstein,for them and to able overall. which Leonard defines resilience showtoittake to it down. Once something is posted, it is poet T.S. Eliot, actress Natalie Portman andshould Helen Keller, a partner. They explain what about thecompletely photo never gone, because any information posted the first blind-deaf person to earn aresilience. bachelor’sPartners degree.should agreeinorthe defines disagree and arena of the Internet can be archived or very public Audioscript say why. If you do not have access to thesaved Internet class, of different ways, but taking it down in ainnumber A = Anna J = Joe students can describe what their photo would show. help. If someone else posted it, or shared it will certainly Answer key A: My name is Anna and I suffer from epilepsy. This to another site, you can try contacting the site owner. If Exercise 1 means that I have seizures where I fall over and this doesn’t work, you can ‘bury’ the post by posting a lot become unconscious for a few minutes each time. Answer key Possible answers of new, more positive stuff. For example, you could start You wouldn’t expect me to be a competitive runner, 1 everything you have said or posted 1online and Exercise a blog, make a lot of comments on other people’s sites would you? But I am. A few years ago my epilepsy everything that has been said or posted about you and blogs, write reviews of books you have read and so Photo A: A lighthouse gets bashed by storms and waves, got really bad and I spent six days unconscious in on. This will push the negative post down the search online; images where you are tagged; social and media but stays strong shines its light to help sailors. hospital. When I woke up, I had to use a wheelchair engine results. It’s important to note that having a profiles; reviews you’ve posted; comments you’ve made for a while, and then I had to learn to walk again. Photo B: Someone who is unable to walk can adapt and positive digital footprint is much better than having no 2 relationships with others; employability; credit But I was determined to start running again, and use the top part ofrating; their body. digital footprint at all. Employers these days are very having to adhere to a professional of conduct eventually I did. I have a trainer who’s also a good Photo C:code A plant growing in an inhospitable is not likelyplace to look out for people with an up-to-date presence friend. He goes with me when I run, so there’s always Exercise 2 finding it easy to grow, but does so anyway. online who are actively engaging with others in their field someone there to look after me if I have a seizure. of work or study: commenting on blogs, sharing relevant Exercise 2 Text 1 I suppose I just don’t want to let epilepsy get in links to articles and so on. the way of living my life. I know I’m going to be 1 Possible answers: when you are/a family member is ill; 1 She thought it was funny and would make her friends Just be careful what you post, and don’t rely on a champion runner one day. when you are having problems with friends; when you you post privately staying laugh. It was for fun. something private. Someone J: I’m Joe. My family and I live in a small city called under exam pressure 2 Because it was seen as beingare highly disrespectful to the may screenshot it and then share it widely, or the app you Worcester, in the UK. When I was little, we had use may be hacked into. You should also check your war veterans buried at Arlington Cemetery. Exercise 3 a huge flood. The rain was incredible. I’ve never seen privacy settings as terms and conditions on websites can Text 2 anything like it since. There was so much water that Anna: She is optimistic about the future (she’s planning change, and what was private six months ago might now firefighters had to come and carry everyone out of to be a champion runner). She doesn’t give up 1 They found a lot of offensive memes. be more public. the school. To be honest, I wasn’t frightened. It was easily. She’s willing to take some risks and she 2 It was a private group, so they thought nobody else quite exciting, and no one got hurt. But then our enjoys a challenge. She understands that she can’t would read their posts. house got flooded too. We tried to save what we (yet) control her epilepsy, but she can control how 3 Their offers of a place at Harvard were withdrawn. could, but most of our furniture and belongings were she responds to it, i.e. not give up her dream completely ruined. We had to stay with a relative for because of it. She knows how to build positive 306 © Pearson Education Focus 4 Second Edition PHOTOCOPIABLE several months until the house could be dried out relationships (e.g.Limited with her trainer). and redecorated and we could get the insurance Joe: He dealt well with change (having to live money to get new stuff. I was really heartbroken somewhere else). He and his family were able to about losing all my gadgets and other belongings. ask for help in finding somewhere to live. He has But, do you know, it made me realise that, actually, learned something from the disappointment. He when it comes to it, possessions don’t matter that has a good relationship with and values his friends much. Things can always be replaced. It’s the people and family and he kept the incident in perspective. in your life who are really important. Exercise 4 After students hold their debate, get them to discuss their experience in groups or as a whole class. Did they use language from the Speaking box? Did they follow the tips from the lesson? Were they helpful? What did they find easy/diffcult? What do they think went well? What would they do differently next time? If appropriate, students can also provide positive feedback on each other’s performance.

Life skills teacher’s notes

R E S I L I E N C E : skills and strategies People sometimes think that a resilient person is someone who is never upset or worried by stressful situations, but in fact, resilience is something that people build by going through difficulties and coming out the other side. Everyone can learn to be more resilient.

Life skills

Extra activity in class

Life skills teacher’s notes Life skills

2

Life skills teacher’s notes Life skills

1 2 3 4 5 6 7 8

3

change control perspective give learn Eat enjoy support

PHOTOCOPIABLE

© Pearson Education Limited

Focus 4 Second Edition

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T13

F01 Focus 2e TB4 G oba 9781292234083 n oduc on ndd 13

30 03 2020 14 31

Focus 4 Component overview STUDENT’S BOOK and WORD STORE • 8 topic-based units divided into 8 main teaching lessons: Vocabulary, Grammar (2 lessons), Listening, Reading, Speaking, Use of English and Writing • Video (BBC videos, Focus Vlogs, Grammar animations, Role-play videos) in every unit – see references in the Teacher’s Book at the top of the page and next to the exercises • Word list at the end of each unit

VIDEO

2

• Video worksheets for the BBC clips and Focus Vlogs

People • personality adjectives • compound adjectives • describing personality

Human nature

I can talk about people and describe their personalities.

SHOW WHAT YOU KNOW

WORD STORE 2A Personality adjectives 5

1.21 Complete WORD STORE 2A with the adjectives in red in the quiz. Use a dictionary if necessary. Then listen, check and repeat.

6 Read the descriptions and choose the correct option. Use WORD STORE 2A to help you. 1 Megan is brave enough to say things that shock people. She’s quite daring / insecure. 2 Janet understands difficult concepts and enjoys debating serious topics. She’s intellectual / witty. 3 Tom is diplomatic and is unlikely to upset or embarrass people. He’s very thorough / tactful. 4 Sue has a very gentle, loving nature. She’s extremely perceptive / affectionate. 5 Rick never talks about his achievements. He’s very humble / moody. 6 Harry believes that most people are good and honest. He’s very spontaneous / trusting.

ambition friendliness honesty kindness patience politeness responsibility sensitivity

AGREEABLE

ambition, ambitious, unambitious

2 SPEAKING Discuss the qualities in Exercise 1 that you admire most/least and the qualities you think you possess.

KNOW YOURSELF

You’re kind-hearted and sensitive to the needs of others. Being relaxed, trusting and laid-back, you work well with others. In difficult situations, you’re tactful and avoid hurting people. In fact, you’re very good at making people feel at ease. You’re affectionate and show your feelings. You’re good-natured, friendly and popular.

IMAGINATIVE

PERSONALITY TEST

10

WORD STORE 2B Compound adjectives 7

1.22 Complete WORD STORE 2B with the underlined words in the quiz. Then listen, check and repeat.

8 Match each comment with an appropriate compound adjective in WORD STORE 2B.

You’re artistic and creative and so you have the ability to think outside the box. You’re daring and you’re not afraid to do adventurous things. You’re also quite perceptive and intellectual and have a love of learning.

How well do you really know yourself? Read

1 ‘Everyone seems really stressed. I’m cool. No problem.’ 2 ‘I’m not going to change my mind, I’m determined.’ 3 ‘I’m happy to fit in with what everybody else thinks.’ 4 ‘I was hopeless. I should have done so much better.’ 5 ‘I can see both sides of the argument.’

ORGANISED

each sentence carefully and circle the symbol next to it if you feel it truly describes the real you.

Aristotle

15

You’re thorough – you like to plan things carefully. Being quite strong-willed, you usually get what you want. You’re level-headed and you think things through carefully. In future, you will excel in leadership positions.

9 Which compound adjectives in WORD STORE 2B are positive and which are negative? Which describe you? Kind-hearted and good-natured are positive, but short-tempered and self-centred are negative. I think I’m strong-willed, and sometimes self-critical.

1

I learn new things fast.

11

I come up with new ideas.

2

I feel others’ emotions.

12

I make new friends easily.

WORD STORE 2C Describing personality

3

I do jobs straight away.

13

I prefer small groups of people.

10

I have a soft heart.

4

NATURE OR NURTURE?

Go to WORD STORE 2 page 5

4 SPEAKING Write a short sentence that summarises

I am quite deep and fairly conscientious. 1 How accurate do you think this personality test is? 2 Why do you think people like doing personality tests? 3 Can you learn more about a person from a fifteenminute personality test or a fifteen-minute chat?

1 Write positive and negative adjectives for each noun in the box.

We are what we repeatedly do. Excellence, then, is not an act, but a habit.

5 Watch the BBC video.

5

3 Do the personality test and then read the key. your results. Compare your results with a partner and then discuss the questions.

5

• Focus Reviews after every unit: Vocabulary and Grammar practice; Use of English and skills in an exam format • Clear lesson objectives (‘I can…’) taken from the Global Scale of English (GSE)

VOCABULARY

2.1

I like being alone.

14

5

I have a vivid imagination.

15

I usually start conversations.

6

I make people feel relaxed.

16

I love helping others.

7

I like telling funny stories.

17

I enjoy the arts.

8

I know myself well.

18

I keep my things tidy.

9

I pay attention to detail.

19

I think before I speak.

10

I love partying.

20

I plan things in advance.

DEEP

20

SOCIABLE

For the worksheet, go to page 134.

KEY

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The symbols represent five different personality types. How many of each symbol did you choose? 30

20

You’re a deep thinker and you’re not comfortable with small talk. You’re not insecure, but you are quite humble, and you can be a little self-conscious or even self-critical at times. You enjoy your own company, but you’re not a loner – you like being with close friends. Above all, you’re fair-minded and if you feel strongly about something, you’re not afraid to speak up.

You’re the life and soul of the party and love being the centre of attention. People enjoy your company because you’re witty and spontaneous. You’re larger than life and good fun to be around. However, on bad days you can be moody and short-tempered. Also, there are times when you appear a little self-centred and full of yourself.

1.23 Complete WORD STORE 2C with the highlighted expressions in the quiz. Then listen, check and repeat.

11 SPEAKING Replace the underlined phrases with an expression in WORD STORE 2C. Which statements do you agree with and why? Discuss with a partner. 1 It’s up to teachers, not parents, to inspire and encourage a desire for knowledge in children. 2 Computers will never replace humans because they can’t view things creatively. 3 People often perform better in oral exam situations when they feel comfortable. 4 People who have a really high opinion of themselves rarely make good friends. 5 Everybody would like to be entertaining on social occasions.

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• Grammar and Use of English Reference and Practice: detailed explanations of all the grammar and Use of English topics covered in the units • Lists of pronouns and numerals, irregular verbs and a key to phonetic symbols • WORD STORE booklet with additional vocabulary and Use of English practice as well as lists of prepositions, phrasal verbs, prefixes and suffixes

Access code to EXTRA DIGITAL ACTIVITIES AND RESOURCES • Grammar and Vocabulary Checkpoints to help students check how ready they are for class tests and to monitor their progress • Reading, Listening and Use of English banks of texts and exercises • All audio and video resources

Access code to PEARSON PRACTICE ENGLISH APP • Student’s Book audio • Word lists with audio • Video

STUDENT’S BOOK and WORD STORE with ONLINE PRACTICE This version of the Student’s Book contains everything described above (Student’s Book and WORD STORE, extra digital activities and resources, Pearson Practice English app) PLUS: • Interactive Workbook with instant feedback • Gradebook to review students’ performance

WORKBOOK • Mirrors the Student’s Book unit structure and pagination • REMEMBER THIS boxes drawing attention to tricky language • REMEMBER BETTER boxes with tips on remembering new language • Speaking Bank with useful phrases in the Speaking lessons • Skills Review sections in each unit with either speaking tasks in an exam format (Student A and Student B versions) or reading and writing exam tasks. • Self-check after each unit with Vocabulary, Grammar and Use of English exercises • Vocabulary Bank – a topic-based word list with vocabulary from all units, followed by exercises • Focus 3 Grammar Review – grammar explanations and revision of the grammar taught in level 3.

4 4.1 6.2

Shopping around VOCABULARY

3 Complete the advice with five of the phrasal verbs in Exercise 2. Change the form if necessary.

Shopping • phrasal verbs • shopping collocations • verb phrases

shopsafely.co.uk

Free advice for careful consumers Mobile phones

ShOW WhAT yOu knOW

If you are going to pay out for an expensive new phone, first 1 on the manufacturer’s plans – they may be bringing out a new model soon. You should also 2 , as prices vary between companies and your phone might be on special offer somewhere. Before you sign a contract for a new phone plan, 3 any potential disadvantages, for example, do you have to stay with the same company for a year or longer? Could you get a cheaper deal if you 4 the number of messages you send? Finally, remember you can also look online for special offers. If you don’t like the phone when it arrives, then

1 Complete each gap with one word. The first letters are given.

SHOP SHOP SHOP! What are your best and worst shopping habits? Tell us about them below! If the price is low, I’ll buy it, even if I don’t need it. I can’t resist a 1b ! I love going to the 2s to see what I can 3p up! I can never save any money. @Sam23 I’m good with money. I look for things that are on 4s offer and I go to 5c shops too. You can find brilliant second-hand stuff there. When it comes to shoes and boots I think it’s worth paying a bit more – that way you can get something that’s good 6q that will 7l for ages. @shoppingboy

5

it immediately – the longer you wait, the more likely you will end up having to keep a phone you’re not keen on.

I’m not bothered by 8f , who cares about being on trend? I have my own style. I love stuff from years ago, so I go to 9v shops. You can get great 10d clothes in the best ones! @old_style I know it’s superficial, but I buy things for the 11b – I think people look at labels. Sometimes I manage to wait until things are 12r so I don’t spend so much, but not always. @Alex929

WORD STORE 4B | Shopping collocations

A

bargain chain ethical impulse local mass-produced online responsible

B

attitude brands prices products purchases shopping store values

2 Complete the phrasal verbs in the sentences with the correct particles. Emily checked up on the best online sites before she bought anything. 1 Don’t just buy something in the first place you go to; shop a bit and make sure you get the best price. 2 Katia is going to a wedding next month, so she’s looking for some red shoes to go with her outfit. 3 We spend loads on eating out in restaurants, we’ve got to cut on the amount we spend. 4 I ordered some shoes online, but they’re too small so I’m going to send them and get a refund. 5 They hadn’t been into the town centre for a while, but when they went they saw that two new clothes shops had sprung on the same street. 6 Matt wasn’t sure if he wanted the suit, so the shop assistant agreed to put it for 24 hours to give him time to think about it. 7 Maxine is always happy to pay for expensive sunglasses – I definitely wouldn’t spend that much on them!

A: Can I ask you some questions about shopping? B: Sure. A: Firstly, do you think it’s important to support brands that promote ethical values? B: Definitely. That’s why I always buy Fair Trade products – they’re environmentally friendly. A: What about 1 ? Are there any businesses from round here that sell products made in this area? B: I don’t know of any. We mostly have high-street . shops, you know, the usual 2 is so great. There That’s why I think 3 are lots of websites where you can buy cool stuff. A: But don’t you think the Internet encourages 4 ? I mean, you just have to click and that’s it. It’s so easy to buy things you weren’t intending to. B: I guess so. I mean, I’ve definitely bought things I hadn’t meant to. A: Where do you shop for 5 ? B: I think you get the best deals online, too. I don’t do much shopping in town. The only things you can get that everyone buys. there are the 6 If you want something more individual, then you have to shop on the Internet. A: Would you say you have a 7 to shopping and buying things? B: I’d like to think so. I don’t shop just because I’ve got money to spend, I buy stuff that I need, rather than things I happen to want.

WORD STORE 4C | Verb phrases 6 Choose A, B or C to complete the sentences.

1

2

4 Match words in boxes A and B to make collocations. Then complete the definitions.

WORD STORE 4A | Phrasal verbs

5 Complete the interview with collocations in Exercise 4.

things that are made cheaply and in big quantities using machines mass-produced products 1 things that you buy without planning to 2 one of a group of shops owned by the same company 3 buying things from websites 4 when the cost of something is less than usual, or very low 5 morally correct beliefs about what is right and wrong 6 products made in a particular region or area 7 when your approach to things is sensible and can be trusted

3

4

5

I’m saving up for my holiday, so I A on a limited budget at the moment. A am B have C put When you’re ready to pay, you your PIN in the machine. A type B enter C give Some shops a bad reputation, but actually they’re pretty good. A give B do C have You’ve worked really hard. You should yourself to something nice. It doesn’t have to be expensive! A pay B give C treat There’s a great market here on Sunday mornings. It’s a brilliant place to bargain-hunting. A find B look C go It’s important to local producers, so I tend to avoid shopping in supermarkets and chain stores. A support B spend C buy

REMEMBER BETTER On a separate piece of paper, make a list in English of products or services that you have paid for that fit the categories below. Look at the list later or tomorrow and see if you can remember what the categories were. A product/service that you got for a bargain price. A product/service that you paid out for. A product/service you shopped around for. A product/service which you found through online shopping. A product/service that you got in a chain store. A product that was an impulse purchase.

52

ShOW WhAT yOu’vE lEARnT 7 Read the text and complete each gap with one word.

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• Grammar: Train and Try Again – additional grammar activities • Writing Bank with phrases from the WRITING FOCUS boxes in the Student’s Book • Answer keys to the Self-check, Grammar: Train and Try Again and Focus 3 Grammar Review sections

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TEACHER’S BOOK and WORD STORE • Unit-by-unit Student’s Book pages with overprinted answer key • WORD STORE pages with overprinted answer key • Ideas for extra activities and projects • References to additional resources and the course assesssment • Teacher’s Book pagination mirrors the Student’s Book pagination • Workbook answer key • Culture notes • Student’s Book audioscript and videoscripts • 60 photocopiable resources with instructions and answer key • 3 Life skills photocopiable resources with instructions and answer key

Access code to: PRESENTATION TOOL • Front-of-class teacher’s tool with fully interactive version of Student’s Book and Workbook activities with integrated audio and video • Easy navigation via either book page or lesson flow ONLINE PRACTICE, EXTRA DIGITAL ACTIVITIES AND RESOURCES • Teacher view of Online Practice and extra digital activities • Access to the Gradebook and student’s performance area • Assigning tasks to the whole class, groups or individual students • Automatic marking to save time TEACHER’S RESOURCES • Photocopiable resources with instructions and answer key • Life skills photocopiable resources with instructions and answer key • Culture notes • Student’s Book pages with overprinted answer key • Workbook answer key • Audio and video with scripts • Word lists with audio recordings • Assessment Package consisting of ready-made tests in versions A and B • Lesson plans • A series of video clips on how to use the course material

CLASS AUDIO CDS Audio material for use in class (Student’s Book)

EXAM PRACTICE BOOKS A series of booklets which provide additional, intensive practice and support for important international exams. These books work alongside the Level 4 Student’s Book: • Cambridge English First • Pearson Test of English General Level 3 and Level 4 The audio recordings and answer keys are available in the Teacher’s Resources.

Additional information and support available at www.english.com/focus T15

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Using videos in the classroom There are four types of videos in Focus Second Edition:

1 BBC VIDEOS These are short (3–6 minutes) video clips produced by the BBC. As an extension of the topics covered in the units, the authentic, natural-language BBC videos give students an opportunity to hone their reception skills while further enhancing their vocabulary. Each video is accompanied by a Video worksheet for students to practice comprehension and use the extra vocabulary. Students are also prompted to discuss the topics covered in the videos and relate them to their own experiences, improving their critical thinking skills. For the Video worksheets, go to the back of the Student’s Book. You can use the BBC videos at the beginning or at any other time in the unit. No. of videos: 8 (1 per unit)

2 FOCUS VLOGS (VOX POPS) These short clips have been given the form of a vlog. Filmed on the streets of London, they feature real people answering questions that touch upon their lives and opinions, while following the topics and themes covered in the lesson they appear in. They present the target grammar or Use of English structures in a real context in small, easyto-manage chunks for the students to model their own speech on, helping them improve their productive accuracy. The vlogs feature unscripted, authentic, spontaneous speech of speakers of English from the UK as well as from other countries and as such, they expose students to real language they can encounter in their lives. Each vlog is accompanied by a Vlog worksheet at the back of the Student’s Book. You can use the vlogs at the end of the Grammar or Use of English lesson that they appear in. No. of videos: 8 (1 per unit)

3 GRAMMAR ANIMATIONS Each of these videos features two parts: an animated cartoon presenting the grammar structure in context and a teacher’s explanation with the purpose of reinforcing students’ understanding and learning of the structure. You can use all or only part of the video to help your students learn grammar in an engaging and attractive way. Not being part of the lesson, these videos can be used independently as an introduction to the Grammar lesson, as its summary or even mid-lesson as an extra resource to facilitate students’ learning. No. of videos: 16 (2 per unit)

4 ROLE-PLAY VIDEOS The function of these short videos is to present the key Speaking lesson language provided in the SPEAKING FOCUS box by showing it used in real-life situations. They enable students to not only learn, but acquire language by offering them visual clues such as location, body language and facial expressions, which help to improve students’ communication skills in terms of both reception and speaking fluency. Each video has an A and B version for the students to role-play. Use the role-play videos at the end of the Speaking lessons. No. of videos: 18

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Assessment Package Test type Placement Test Grammar Quiz Vocabulary Quiz Use of English Quiz Unit Tests

Vocabulary, Grammar and Use of English (A/B) Dictation, Listening and Reading (A/B) Writing

Review Tests

Vocabulary, Grammar, Use of English and Reading (A/B) Writing Speaking (A/B/Teacher’s notes)

End-of-year Test

Listening, Use of English and Reading (A/B) Writing Speaking (A/B/Teacher’s notes)

Quantity

Total marks

Timing

1 16 8 8

100 15–20 15–20 15

60 mins 10–20 mins 10–20 mins 10–20 mins

8 8 8

30 30 30

25–35 mins 25–35 mins 30 mins

4 4 4

60 30 20

40–45 mins 30 mins approx. 12 mins per pair

1 1 1

60 20 20

40–55 mins 30 mins 12–15 mins per pair

Overview of the Package

Versions of tests

The Focus Second Edition Assessment Package provides a wide range of tests which can be used at different points in the course. Level 4 has: • 1 Placement Test • 16 A and B Grammar Quizzes • 8 A and B Vocabulary Quizzes • 8 A and B Use of English Quizzes • 8 A and B Unit Tests • 4 A and B Review Tests • 1 A and B End-of-year Test

Most tests, except Placement Test and Writing sections, have two versions: A and B. Versions A and B are designed to be at exactly the same level of difficulty and feature the same task types; however, the test items in each are different. For listening tests, the test items are different but the audio is the same in both A and B versions, making it easy to administer. You can use the A/B tests in two ways: • give half of the class A versions and half of the class B versions – this helps to deter cheating, • give all students the A test and then use the B test either for students who missed the test or as a re-test or remedial work for students whose score shows they need a little more work on the unit objectives.

Assessment of learning or assessment for learning? Any test can be used either as assessment of learning or assessment for learning. Assessment of learning usually takes place after the learning has happened and provides information about what the student is achieving by giving a mark or a grade. You can also use the tests as assessment for learning by providing specific feedback on students’ strengths and weaknesses, and suggestions for improvement as part of the continual learning process. It is a combination of both types of assessment which can provide powerful tools for helping your students’ progress.

Marking Writing and Speaking tests Writing and Speaking tests have detailed mark keys to help you mark consistently and give students meaningful feedback. If you have the mark scheme for the exam your students will ultimately take, you may prefer to refer to this. Whichever mark scheme you use, it can be very useful to go through it with your students before they take the test so they know what they are going to be marked against. You can then refer back to these marking criteria in your feedback.

Exam preparation As your students are going to be working towards their exam, the tests also provide regular opportunities for them to try exam-style tasks in a low-stakes test environment, which should help them feel more confident going into the final exam. We would recommend using past papers or practice papers in addition as you get close to the date of the exam.

Expected outcomes We would expect all students who have completed the instructional material to score at least 50 percent, and the best students to score 90–100 percent on any given test. We have deliberately included more challenging questions in each test so as to help you identify students performing above the level.

Tests on paper The tests are provided in both PDF and editable format. We recommend using the PDF versions as they are. However, if you do need to edit the tests, this should be possible. When you are marking Listening and Reading tests, there is an extended answer key to help you explain why a question is right or wrong, or which part of the text an answer can be found in. There are also assessment criteria for Speaking and Writing tests.

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Assessment Package Placement Test

Review Tests

The Focus Second Edition Placement Tests are designed to help the teacher to place students at the right level of the Focus Second Edition series. Each test contains 100 multiple-choice questions and is designed to last for an hour. For placing students, we would suggest the following approach according to scores: • 10 and under correct: Consider starting the student at the level below (3). • 10–40 correct: Start the student at the expected level (4) and monitor progress to check whether remediation or extra support is required. • 50–75 correct: Consider an extra oral interview to determine whether the student should start at the expected level (4) or could start at the level above (5) with extra support. • More than 75 correct: Start the student at the level above (5).

There are four Review Tests (one every two units). These are cumulative achievement tests, and so test the learning objectives from all units so far: Review Test 1: Units 1–2 Review Test 2: Units 1–4 Review Test 3: Units 1–6 Review Test 4: Units 1–8 Depending on your school year, you may wish to do all of these or just some of them. Each test has three parts: Vocabulary, Grammar, Use of English and Reading; Writing; Speaking. The Vocabulary, Grammar, Use of English and Reading part has A and B versions. There is only one version of the Writing task. Students do the Speaking tasks in pairs, and there are separate materials for Students A and B, as well as the answer key which includes notes for the teacher with questions. As with the Unit Tests, you can assign all or none of the parts of the test, depending on the time available.

Vocabulary Quizzes There are eight A and B Vocabulary Quizzes, which test the vocabulary taught in each Vocabulary lesson in the Student’s Book. Depending on the quiz, they should take between ten and twenty minutes each.

Grammar Quizzes There are sixteen short A and B Grammar Quizzes (two per unit), which test the grammar taught in each Grammar lesson in the Student’s Book. The Grammar Quizzes can be used at the end of a lesson, for homework, as a review at the beginning of the next lesson or later in the unit as quick revision.

End-of-year Test The End-of-year Test provides a skills-based test covering learning objectives from the whole course. The test has three parts: Listening, Use of English and Reading; Writing; Speaking. The Listening, Use of English and Reading part has A and B versions. There is only one version of the Writing task. Students do the Speaking tasks in pairs, and there are separate materials for Students A and B, as well as the answer key which includes notes for the teacher with questions. You can assign all or none of the parts of the test, depending on the time available.

Use of English Quizzes There are eight A and B Use of English Quizzes, which test the structures taught in each Use of English lesson in the Student’s Book. Depending on the quiz, they should take between ten and twenty minutes each.

Unit Tests There are eight Unit Tests, which test the learning objectives from each unit. These should be administered after each respective unit review. Each test has three parts: Vocabulary, Grammar and Use of English; Dictation, Listening and Reading; Writing. The Vocabulary, Grammar and Use of English part and Dictation, Listening and Reading part have A and B versions. There is only one version of the Writing task. You can assign all or none of these, depending on the time available. If you are including the Listening test, it is best to do the listening first, and then students can do the other sections in their own time.

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Assessment for Learning, GSE and 21st-century skills ASSESSMENT FOR LEARNING Focus Second Edition includes elements of Assessment for Learning methodology. The aim is to enhance learning by supporting students in understanding what they know and what they need to do next, making them active in their own learning. At the same time, using Assessment for Learning helps teachers to understand where their students are in their learning and make decisions about how to help students improve. When we talk about Assessment for Learning, we’re really talking about assessing students formatively, watching and listening to our students to see how far they understand and using this to help decide what we need to do next. This can be during any activity in class or using a test from the Assessment Package. In Focus Second Edition, a handful of Assessment for Learning techniques and activities have been integrated into each unit to give students an awareness of what and how they are learning and give you, the teacher, lots of opportunities to assess how each student is doing. Each unit starts with a thought-provoking quote linked to the topic of the unit to get students thinking about the theme as a whole, as well as help them remember any topic vocabulary that they already know. The SHOW WHAT YOU KNOW section at the start of the unit reinforces this and helps all students start from a confident beginning. Throughout the unit, you can use class activities and/or the quizzes in the Assessment Package to check students’ learning and deal with any misunderstandings or areas of weakness during the cycle of learning. Consider using the quizzes and other tests in alternative ways: have students work on them together or mark each other’s papers. Ask them to highlight areas for revision or further work. Rather than marking papers right or wrong, indicate how many answers are wrong and ask students to work together to find the errors, using their classmates’ feedback, the Internet, or reference books to help make the corrections. In addition, the vocabulary and grammar lessons in the Workbook finish with SHOW WHAT YOU’VE LEARNT exercises which help students be aware of their own learning. The Self-check sections at the end of each Workbook unit give students an opportunity to revise the grammar and vocabulary from the unit and check their progress.

The GLOBAL SCALE OF ENGLISH The Global Scale of English is a standardised, granular scale from 10 to 90, which measures English language proficiency. Unlike other benchmarks that describe attainment in broad bands, it identifies what a learner can do at each point on the scale across speaking, listening, reading, and writing skills. For instance, a person who has a speaking ability of 47 ‘can describe their dreams, hopes, and ambitions.’ The scale is designed to motivate learners by demonstrating incremental, step-by-step progress in their language ability. Teachers can use their knowledge of their students’ Global Scale of English level to choose materials that are precisely matched to ability and learning goals. The Global Scale of English serves as a standard against which English language courses and assessments worldwide can be benchmarked, offering a truly global and shared understanding of language proficiency levels. Visit www.english.com/gse to learn more about the Global Scale of English.

21ST-CENTURY SKILLS Focus Second Edition provides students with an opportunity to develop the skills they need to be successful in a 21st-century community, with its increased need for the efficient use of the information the students have learnt. Discussion and role-play activities throughout the course encourage students to practise their communication and collaboration skills, which they develop further while working together on the projects found at the end of each unit (see the teacher’s notes to the Focus Review sections). The projects are aimed at developing both students’ personal skills and their creativity. The Focus Vlog videos expose students to various native and foreign accents of English as the speakers talk about their personal experience and the cultures of their home countries. Moreover, the Focus Vlog worksheets include the Focus on Life Skills sections with activities designed to develop creativity and teamwork as well as collaboration, communication and digital skills. The BBC videos featuring engaging stories from various cultures expand students’ cultural awareness, encouraging them to discuss the ideas presented and to compare them with their own experiences, providing an opportunity to hone their critical thinking skills. The Life skills photocopiable resources at the back of the Teacher’s Book develop students’ future career, social and personal development skills, focusing on such topics as: giving effective presentations, choosing a career, taking part in a debate, setting achievable goals and using online resources.

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Mediation in Focus Second Edition In 2017, the Council of Europe released the CEFR Companion Volume with New Descriptors – a set of new Can Do statements to complement the original 2001 publication. A key focus for this new set of descriptors is Mediation. When most people think of Mediation, they either think about disputes (resolving conflict between two parties) or, in the context of language, they think of translation and interpreting. Both are true, but the term is used more broadly to cover spoken and written language functions in which the learner is conveying and interpreting meaning. Mediation descriptors may be new to the CEFR, but mediation itself is not new – within the same language (intralingual) or from one language to another (interlingual). It combines reception, production and interaction and is a common part of everyday language use – making communication possible between people who, for whatever reason, are unable to communicate successfully with each other: they may speak different languages and require a translation, they may not have the same subject knowledge information and need an explanation or simplification, they may not be of the same opinion and need someone to identify common ground. Mediation can also involve written texts – with the reader summarising, paraphrasing or interpreting the information for a different audience. How is Mediation organised in the CEFR? The scales (categories) for mediation are presented in three groups, reflecting the way in which mediation tends to occur. 1 Mediating a text consists of passing on to another person (in speech or writing) the content of a text which is, for various reasons, inaccessible to them. It includes: • relaying specific information (e.g. listening to or reading something and then passing the information on to a third party). This may not be an explicit activity at the lower levels of the course, but this skill is practised whenever learners are asked to listen for information or scan the text and then tell the teacher/classmate what they have understood; • explaining data (e.g. in graphs, diagrams, charts); • processing text (e.g. summarising a text or set of texts, making a technical text understandable to a non-specialist, passing on key information from an announcement or set of instructions); • translating a written text; • note-taking (lectures, seminars, meetings); • expressing a personal response to creative texts (including literature) (e.g. explaining why you like a story/film, interpreting a character’s reactions, describing how a creative text makes you feel); • analysis and criticism of creative texts (including literature) (e.g. critically evaluating the success of a creative text, comparing different approaches to a subject in different creative texts, explaining the techniques used by the author to create emotions, atmospheres). 2 Mediating concepts involves facilitating access to knowledge and concepts for others. It includes: • collaborating in a group (e.g. asking for other people’s opinions, inviting others into the discussion, saying why you agree or disagree with an opinion, asking questions to keep the discussion going, highlighting the main issues that need to be discussed); • leading group work (e.g. allocating turns in a discussion, keeping the discussion on topic, asking questions to clarify meaning, asking others to explain their reasoning behind an opinion, encouraging others to elaborate on what they have said). 3 Mediating communication facilitates understanding and successful communication between users who may have individual, sociocultural, sociolinguistic or intellectual differences. It includes: • facilitating pluricultural space (e.g. supporting inter-cultural exchanges, understanding cultural differences, demonstrating an understanding of different perspectives); • acting as intermediary in informal situations (with friends and colleagues); • facilitating communication in delicate situations and disagreements. Where is Mediation in Focus Second Edition? Plenty of Mediation activities can be found in Focus Second Edition – both for mediating the texts intralingually and interlingually. Look out for all open reading and listening comprehension tasks, transformation tasks, gapped summaries, rewriting texts in a different register (formal/informal), picture description, speculating or drawing conclusions. There are also numerous tasks which cater for mediating concepts and communication – look out for communicative pairwork or groupwork tasks, projects or problem-solving activities. Source: Common European Framework of Reference for Languages, Learning, Teaching, Assessment, CEFR Companion Volume with New Descriptors

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How to teach with projects THE BENEFITS OF TEACHING WITH PROJECTS The benefits Projects help students to work together to produce a presentation, a poster, etc. in English. They usually require students to do research and present the information in a creative way. Projects in the English language classroom provide several benefits: 1 Authentic use of language Students work on a task which requires them to use English authentically. Projects also often develop all four skills: reading, writing, listening and speaking. 2 Development of personal skills Projects often require learners to collaborate, enabling them to develop skills such as the ability to cooperate, solve problems and communicate. 3 Development of autonomy As project work involves students making decisions about how to achieve their learning objective, they are able to develop learner autonomy with support and guidance from their teacher. 4 Development of critical thinking skills Students can develop information literacy and media literacy when doing research online, determining what information is useful, biased, false, etc. They can also develop critical thinking skills when analysing that information, evaluating it and deciding how to use it. 5 Development of creativity Many projects require learners to be creative in some way. Creativity, along with collaboration, communication and critical thinking skills are considered to be key skills for 21st-century learning.

HOW TO EXTEND FOCUS PROJECTS The teacher’s notes to each Focus Review lesson include a topic for a project. We encourage teachers to acquaint their students with the project at the beginning of the unit so that they can work on it over a longer period of time. Here is one of the topics from Focus 4 Second Edition: Work in groups. Imagine that you live in an unusual place, e.g. on the International Space Station, a desert island, in an igloo, etc. and you want to show what the living conditions are like. Do some research online and prepare a digital presentation or poster about the place. Then present it to your class. To expand the project, students’ work on it could be divided into a few stages: 1 In class: After the first lesson of the unit, students are given the topic of the project. Homework: Each student researches a an unusual place to live. 2 In class: Students share their research with their groups and then select the place they are most interested in. Homework: Students go away and do more research on the place they have selected. They take notes. They plan a presentation about it. 4 In class: Groups work together and give each other oral feedback and suggestions on their plans. Homework: Then they prepare their presentations. 5 In class: Students present their work to the class. Then they vote on the most interesting place to live and discuss why.

6 Increased motivation Project work adds variety to lessons and gives students an opportunity to use English in contexts close to their lives. Students’ motivation increases when they make their own decisions regarding what exactly their project will focus on and then have a chance to present it to others. It is important to note that while project work provides many development opportunities, students are likely to need support in exploiting those opportunities, such as advice from their teacher on how to work independently or feedback on their communication skills.

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Focus Second Edition and Readers In order to help students achieve greater fluency in English and gain confidence and pleasure in learning the language, we have carefully selected a list of Pearson English Readers to accompany each level of Focus Second Edition.

Level 1 LEVEL 2

LEVEL 2

LEVEL 2

Jane Eyre, a poor girl, leaves her cruel aunt’s house and goes away to school. Later, she becomes a teacher and works for the rich Mr Rochester. She loves him and wants to marry him. He loves her too, but he has a dark secret …

90

Series Editors: Andy Hopkins and Jocelyn Potter GSE 10 Level 6

A1

A2 +

B1 +

B2 +

C1

30

40

50

60

70

80

90

3000 headwords

Level 5

2300 headwords

Level 4

1700 headwords

Level 3

1200 headwords

Level 2