Headway Academic Skills Listening Speaking 2 Teachers Guide [PDF]

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Headway

Academic Skills

Listening, Speaking, and Study Skills LEVEL 2 Teacher’s Guide

with Tests Philpot & Curnick

Tests CD-Rom includes: • Mid-course and end-of-course tests to evaluate students’ progress • Editable versions of tests to enable customization

Reading, Writing, and Study Skills • Student’s Book • Teacher’s Guide with Tests and Photocopiable Activities

LEVEL 2 Teacher’s Guide

Teacher’s Guide includes: • Lead-in activities to focus students’ attention on topics and skills • Step-by-step procedural notes and guidance for class management • Clear answer keys for quick reference • Background information to support topic or skill • Photocopiable worksheets and extension activities in every unit for further practice

Listening, Speaking, and Study Skills • Student’s Book • Teacher’s Guide with Tests and Photocopiable Activities • Class Audio CDs • Audio for Review sections free online: www.oup.com/elt/headway/audio

Listening, Speaking, and Study Skills

Headway Academic Skills bridges the gap between general and academic English. Aimed at students in higher education, this two-strand course can be used either on its own, or alongside a general English course. • Features thought-provoking topics relevant to students in higher education • Develops skills required for academic study, including note-taking, essay-writing, and giving presentations • Includes strategies for undertaking research and dealing with unfamiliar academic vocabulary

Headway Academic Skills

Headway Academic Skills

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Headway

Academic Skills

Listening, Speaking, and Study Skills Level 2 Teacher’s Guide

Sarah Philpot and Lesley Curnick Series Editors: Liz and John Soars

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1 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2011

The moral rights of the author have been asserted First published in 2011 2016  2015  2014  2013  2012 10 9 8 7 6 5 4 3 2 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work Photocopying The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by classes that they teach. School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale isbn: 978 0 19 474166 8   Teacher’s Guide Pack isbn: 978 0 19 474211 5  Teacher’s Guide isbn: 978 0 19 474203 0  Tests CD-ROM Printed in China This book is printed on paper from certified and well-managed sources acknowledgements The publisher would like to thank the following for permission to reproduce the following photographs: Oxford University Press pp.68 (Microphone/Mike Stone), 68 (Mobile phone/Photodisc), 68 (Calculator/White), 68 (Digital SLR camera/Vadim Ponomarenko), 68 (MP3 player/CreativeAct - Technology series), 68 (Wrist watch/ Dennis Kitchen Studio, Inc.), 68 (USB storage/Christophe Testi), 68 (Electrical plug/Photodisc), 68 (Glasses/Gareth Boden), 68 (Telephone/Stockbyte), 68 (Electronic dictionary/Oleksiy Maksymenko), 68 (Mini notebook PC/Photodisc), 68 (Fishing hook/Photodisc), 68 (Pencils/Image Source), 68 (Passport/Photodisc), 68 (Spiral bound notebook/Dennis Kitchen Studio, Inc), 68 (Television remote/ Digital Vision), 68 (Wall clock/Ingram), 68 (Map/Neus Grandia), 68 (Computer/ Tetra Images). Although every effort has been made to trace and contact copyright holders before publication, this has not been possible in some cases. We apologise for any apparent infringement of copyright and, if notified, the publisher will be pleased to rectify any errors or omissions at the earliest possible opportunity.

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Contents INTRODUCTION   p4



1 Moving on  p6

6 Food science  p28

LISTENING  New places, new people SPEAKING Introductions VOCABULARY DEVELOPMENT  Word stress REVIEW

LISTENING  Functional foods SPEAKING  Expressing approximations VOCABULARY DEVELOPMENT  Collocations (3) REVIEW

2 Island states  p11

7 Great Lives  p32

LISTENING  Separated by water SPEAKING  Talking about countries RESEARCH  Using the Internet (1) VOCABULARY DEVELOPMENT Synonyms REVIEW

LISTENING  Heroes and heroines SPEAKING  My hero VOCABULARY DEVELOPMENT Register REVIEW

8 Communication  p36

3 Careers in the media   p15 LISTENING  Two journalists SPEAKING  Talking about jobs and studies VOCABULARY DEVELOPMENT  Collocations (1 & 2) REVIEW 4 Innovations from nature   p19 LISTENING Biomimicry SPEAKING  Describing objects RESEARCH  Using the Internet (2) VOCABULARY DEVELOPMENT  Informal or formal? REVIEW

LISTENING  A survey on e-communicating SPEAKING  Asking questions VOCABULARY DEVELOPMENT  Adverbs and adjectives REVIEW

9 Significant objects  p41 LISTENING  The Lewis chess set SPEAKING Machines RESEARCH  Using the Internet (3) VOCABULARY DEVELOPMENT  Compound words REVIEW

10 Responsible tourism  p45

5 Conversations  p23 LISTENING  Welcome to the first day SPEAKING  Making conversation VOCABULARY DEVELOPMENT  Suffixes and prefixes REVIEW

LISTENING Ecotourism SPEAKING Transitions VOCABULARY DEVELOPMENT  Dependent prepositions REVIEW AUDIO SCRIPTS   p50 Additional Photocopiable activities   p64 Teacher’s Notes and Answers   p75

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Introduction Headway Academic Skills

What’s in the Student’s Books?

Headway Academic Skills is a multi-level course aimed at postsecondary students who need English in their academic studies. It comprises a Student’s Book and Teacher’s Guide for each strand and each level. Each level consists of 10 units covering a variety of topics relevant to students in higher education. Units focus on a wide range of academic listening, speaking, research, and/or vocabulary skills. Headway Academic Skills can be used alongside New Headway and New Headway Plus, or alongside any other general English course.

Each unit consists of 5 × 50–60 minute lessons. There are four or five sections: Listening, Speaking, Vocabulary Development and/or Research, and Review. Each Listening, Speaking, Vocabulary Development, and Research section has clear study skill aims presented in Study Skill boxes. These skills are practised through a series of controlled to freer practice exercises. Rules boxes highlight any grammatical areas which students may need as additional support. Language Bank boxes highlight the functional language which students may need to complete the speaking task.

LISTENING

Aims of Headway Academic Skills The aims of Headway Academic Skills are to help post-secondary students become more efficient and effective in their studies by: • developing strategies to improve listening skills, and to build up the techniques required for academic study, including note-taking in lectures, and developing critical thinking; • developing strategies to improve speaking skills, and to build confidence in expressing ideas and opinions, and giving presentations; • encouraging them to adopt various approaches for dealing with new or unknown vocabulary by practising effective use of dictionaries, and through making effective vocabulary records; • exploring and evaluating research techniques and resources, and crediting sources of information;  • promoting learner independence by encouraging students to return to earlier Study Skills to refresh their memories, or see how new skills build on and develop those previously presented. Students are given opportunities to practise their listening and speaking skills through brainstorming sessions, discussing issues, and sharing thoughts in realistic academic situations. Ultimately, Headway Academic Skills also aims to develop academic skills by being transferable to all areas of students’ day-to-day academic studies.

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Each listening section contains one or more listenings which students use to develop different study skills. These study skills are clearly detailed in Study Skill boxes and are linked to specific practice exercises. The listenings are of various types and styles which students will come across during the course of their academic studies, including lectures, discussions, seminars, and academic podcasts.

SPEAKING Each speaking section has clear outcomes for the students in terms of the type of text they may be asked to asked to perform, including summaries, discussions, and presentations using visual prompts. The skills covered take the students through the speaking process from brainstorming ideas, making notes, selecting and organizing notes, composing effective introductions and conclusions, and giving full presentations.

Vocabulary Development The vocabulary section contains skills and strategies which help students develop good vocabulary learning and recording techniques. It encourages them to become more autonomous learners by making them more effective users of dictionaries, helping them to work out meanings of new words, and encouraging them to keep coherent and well-organized vocabulary records.

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Research The principal skills addressed in these sections are formulating efficient search plans, and finding and assessing reliable sources of information such as an encyclopaedia and the Internet. This section also deals with the importance of recording and crediting sources which students use in their academic work.

Review In the review section, students are given the opportunity to reflect on skills learnt, to practise and develop them further, and to consider how these could be applied to their academic studies.

What’s in the Teacher’s Guide? Aims Each listening, speaking, vocabulary development, research, and review section has a summary of the aims of that section.

Lead In Lead-in activities are devised to focus students’ attention on the topic and skills of each section.

Procedure Class management and step-by-step instructions.

Extension activities

AUDIO SCRIPT There is a complete audio script in the back of the Student’s Book.

IELTS and TOEFL Whilst this course does not deal specifically with the questions which occur in public examinations such as IELTS and TOEFL, many of the skills taught in this course have a direct application to preparing for these exams.

Headway Academic Skills Teacher’s Guide The Teacher’s Guide is an easy-to-follow resource for the teacher offering step-by-step guidance to teaching Headway Academic Skills. As well as step-by-step procedural notes, the Teacher’s Guide contains a summary of aims, lead-in tasks, background information, extension activities, and a comprehensive answer key.

Why use a Teacher’s Guide? Both the Teacher’s Guides and the Student’s Books have been very carefully devised in order to develop specific academic skills. As such, the treatment of materials is often different from that in a general English course. For example, preteaching difficult vocabulary from a text before the students read it may interfere with subsequent skills work on drawing meaning from context, or on extracting only the essential information from a complex text. Teachers are therefore strongly encouraged to consult the Teacher’s Guide.

Extension activities offer ideas on how to extend skills practice, or give students an opportunity to reflect on their learning.

Additional photocopiable activity There is one extra practice activity for each unit with step-bystep instructions at the back of the Teacher’s Guide.

Answer Key For ease of use, the answer key is on the same page as the teaching notes for each exercise, but presented separately. The answer key for each exercise is clearly referenced in the procedural notes. For example, exercise 1 key is referenced   1 .

AUDIO SCRIPT There is a complete audio script on pp50–63 of the Teacher’s Guide. We hope you and your students enjoy working with Headway Academic Skills.

Class Audio CDs The audio to accompany the Student’s Book is available on two Class Audio CDs. It is intended that these will be used by the teacher in class. Selected audio from the Review sections is also available online at: www.oup.com/elt/headway/audio This can be used by students for homework or self-study.

Introduction

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1 Moving on LISTENING SKILLS  How to listen  •  Factors which affect listening SPEAKING SKILLS  Formal, neutral and informal language  •  Asking for repetition VOCABULARY DEVELOPMENT  Word stress (1)  •  Using a dictionary (1) and (2)

LISTENING  New places, new people 

pp4–5

AIMS

The aims of this section are to help students select the most effective way to listen, and to analyse and overcome the factors that make listening difficult.

• •

LEAD IN Focus the students’ attention on the page. Ask them to identify the skill LISTENING, and the topic (Dealing with being in a new place and meeting new people). Tell students to look at the photographs. Ask some students to say who the people in the photographs are, and what they may be listening to (young people/ students’ conversations; tourists/a guide; students/a lecture).

LISTENING  Answer key 

pp4–5

  1 Possible answers for education:  lectures, talks, seminars, tutorials, professors, teachers, other students, podcasts for general information:  radio, television, podcasts, audio Internet for pleasure:  music, conversations   3 1 to welcome new students and give them general/practical information 2 housing/accommodation, money/financial advice, and health   5

PROCEDURE

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Students read the instructions and complete the table with their own ideas. Ask students to compare their ideas in pairs. Write the headings from the table on   1 the board. Students come up and write their ideas. 2 Students read the STUDY SKILL and the instructions, and then look at the notice. Ask: – Where are you? (at a new university) – Who is the talk for? (new overseas students) – Who is giving the talk? (the Senior Tutor) – Where and when is the talk? (Lecture Theatre B3, 10 a.m. Wednesday 10th) Students read the questions. Elicit that they’ll be listening generally for the main points of the talk. 3 $ 1.1  Focus students’ attention on questions 1 and 2 in exercise 2. Play the CD   3 and elicit the answers. 4 Students read the instructions. Ask: – What sort of information do you need? (detailed) – How are you going to listen? (selectively) 5 $ 1.1  Students listen to the CD again and answer the questions.   5 6 Students read the instructions. Before they complete the notes, ask: – What sort of information do you need? (nouns, verbs and names) – How are you going to listen? (intensively) 7 $ 1.1  Students listen to the CD again and check their answers.   7

What makes listening difficult? p5

8 $ 1.2  Put students into pairs. Tell them to look at the photograph and say what

1 2 3 4

Dr Green Room 214 in the Senate Building for financial advice passport and student card   7

1 overseas 2 meet (students) 3 Roberts 4 appointment 5 Register   8 a 3 an announcement b 1 a conversation c 4 a survey d 2 a lecture e 5 a radio news item   9 Students’ own answers.   10 Possible answers Content:  difficult or new words, topic, level of interest Voice:  accents, speed, word boundaries, speech impediments Other:  background noise, no control (can’t stop or interrupt), poor grammar, more than one speaker, poor production, no preparation, incomplete utterances, only hear information once

the man’s job is (a radio news announcer). Go through the types of extracts the students will listen to. Students listen to the   8 CD and complete the task. 9 $ 1.2  Students read the instructions and complete the task. Play the CD again. Students work in pairs and discuss their ideas. Elicit some ideas from the class.   9

10 Students read the STUDY SKILL. Put students into pairs or small groups to discuss

the question. Draw the diagram on the board. Get feedback from the whole class and write up their answers.   10

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Extension activity

SPEAKING  Answer key 

Play $ 1.2 again. Stop after each extract and ask students to say which factors make the listening more difficult. Possible answers 1 Conversation: background noise, several speakers. 2 Lecture: speed of talk, accent, vocabulary. 3 Announcement: poor production, not prepared for type of information. 4 Survey: background noise. 5 Radio news item: unknown topic – no preparation, level of interest.

  1 1 N  2 F  3 F  4 I  5 N

SPEAKING  Introductions 

pp6–7

Aims

The aims of this section are to help students choose the appropriate language (grammar, vocabulary) and tone when speaking to others, and to practise ways of improving comprehension by asking for repetition and clarification.

• •

lead in Ask students who they have spoken to in the last two to three hours. Put their answers on the board, e.g. a member of their family, a friend, a teacher, a stranger, etc. Ask if they think that they spoke differently (in terms of the words they used, the grammar, the topics, etc.). Ask students for the reasons why.

Procedure

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$

1.3  Students read the STUDY SKILL. Stress the importance of using neutral language if students do not know the person they are speaking to. Students   1 listen to the CD and complete the task. 2 Students read the instructions and work in pairs. Give them 30 seconds to think about the register they should use for each introduction. Go round and monitor the conversations. Choose pairs of students to demonstrate the conversations to   2 the rest of the class. 3 $ 1.4  Students read the instructions. Ask: – What type of information are you listening for? (details) – How should you listen? (selectively)   3 Students listen to the CD and complete the table. 4 Students work in groups and introduce themselves. Go round and monitor. Ask some groups to demonstrate their conversation to the rest of the class.

pp6–7

  2

Possible answers Student A 1 (formal) A Good morning/afternoon, Professor Smith. May I introduce myself? My name is … B Good morning. 2 (neutral) A Hello, my name’s Susan Roberts. B Pleased to meet you. I’m Anne, Anne Green. Student B 3 (neutral) B Morning, I’m Alan, Alan Hopkins. A Hello. My name’s Rupert Downs. 4 (formal) B Good morning, Let me introduce myself. I’m Dr Richards. A I’m Mrs Kaplan. Pleased to meet you.   3 1 Dilek Sancak: Izmir 2 Sachit Malhotra: New Delhi, India; Accountancy and Finance, wants to work in an international organization 3 Mahmoud Subri: Amman, Jordan; finance and financial institutions

ADDITIONAL PHOTOCOPIABLE ACTIVITY Speaking 1  Formal and informal dialogues

Exchanging information p6

As the accurate exchange of email and internet addresses requires the correct pronunciation of the letters of the alphabet, you may wish to check this before doing exercises 5–9. Write the following words and the phonemic symbols on the board. Ask some students to say the words aloud. Say the letter ‘a’ and ask which column it should go in. Students work in pairs and put the letters in the correct column. Ask some students to come to the board and write up their answers. Check the answers with the whole class. /eI/ /i;/ /e/ /aI/ /@U/ /ju;/ /A;/ day see egg sky no you are a b f i o q r h c l y u j d m w k e n g s p x t z v

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5 Students read the instructions and complete the task.   5 6 $ 1.5  Students listen to the CD and complete the task. Ask some students to

come to the board and write their answers. The rest of the class compares and   6 checks. 7 $ 1.6  Students read the STUDY SKILL. Remind them that hearing information only once is one of the factors that can make listening difficult. Being able to ask for repetition will help their listening comprehension. Students listen to the CD and complete the task. Go through the answers with the whole class. You may wish to go through each of the short dialogues and ask students what the level of formality (register) is in each conversation   7 (1 informal; 2 neutral; 3 neutral; 4 informal; 5 formal). 8 Students read the instructions and complete the table. Tell them that they can make up the information if they do not wish to use their personal contact details. 9 Students read the instructions and the Language Bank. Put students into pairs to exchange their phone numbers and email addresses. When they have written these down, tell them to change partners and repeat the exchange. Ask some students to read out another student’s telephone number and email address to the class. The student whose details are being read out should say whether it is correct or not. (You may decide to omit this if students aren’t happy for their details to be read out.)

  5

1 underscore 2 hyphen 3 at 4 dot 5 forward slash   6 1 [email protected] 2 [email protected] 3 g.reddy@public_info.gov 4 [email protected] 5 www.researchinfo.net/mech-eng

1 2 3 4 5

  7 Did you say Was that I didn’t catch Third floor? could you repeat

extension ACTIVITy In groups of three, give students 60 seconds to brainstorm ways of introducing one person to another. Give them an example, May I present (Formal). At the end of the time, elicit students’ ideas and put them on the board. – (Fabio), I’d like to introduce . . . (F) – (Paloma), may/can I introduce . . . (N) – (Miguel), let me introduce . . . (N) – (Hans), this is . . . (I) Ask which phrases are more formal/neutral or informal. On the board, write Nice/Pleased to meet you. Example: A Sam, can I introduce Ahmed? B Nice to meet you, Ahmed. In their groups of three, students take turns to introduce the other two students to each other.

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VOCABULARY DEVELOPMENT  Word stress 

p8

AIMS

The aims of this section are to help students understand the importance of correct word stress so they can become more comprehensible to their listeners, and to help them become more autonomous by using a dictionary as a pronunciation aid.

•

LEAD IN Put the words from exercise 1 on the board. Students work in pairs to decide what part of speech each word is. (Answers are in brackets). detail (n) advise (v) campus (n) mobile (n) (less commonly an adjective) thirteen (adj) thirty (adj) return (v) (less commonly a noun) passport (n) account (n) (less commonly a verb) repeat (v) (less commonly a noun)

PROCEDURE

1

$

1.7  Students read the STUDY SKILL and the instructions. Play the CD. Check   1 the answers with the whole class. 2 $ 1.8  Students read the instructions and listen to the CD. Put students in pairs to compare answers. Ask some students to read the words aloud with the correct   2 word stress and pronunciation of schwa.

Using a dictionary p8

3 Students will need a dictionary for this exercise. Tell them to read the STUDY

SKILL and the instructions, and complete the task. Write the words on the board   3 and ask some students to come up and mark the stress.

Silent letters p9

4 Students read the instructions and the STUDY SKILL. Elicit the difference between the spelling and the pronunciation (one letter is not pronounced).

VOCABULARY DEVELOPMENT  Answer key 

p8

  1 1 detail 2 advise 3 campus 4 mobile 5 thirteen 6 thirty 7 return 8 passport 9 account 10 repeat   2 1 depend 2 tutor 3 accent 4 accept 5 lecture   3

Verbs Nouns 1 study 1 register 2 research 2 tutorial 3 present 3 visitor 4 debate 4 seminar finance 5 discuss 5   4 know: you don’t pronounce ‘k’ write: you don’t pronounce ‘w’ listen: you don’t pronounce ‘t’   5 1 sign 2 right 3 what 4 island 5 guest 6 science 7 business 8 column 9 answer

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5 $ 1.9  Students read the instructions and cross out the silent letters. Play the CD for students to check their answers.

  5

extension ACTIVITy You may find it useful to introduce your students to the Academic Word List (AWL). This lists the most commonly used words in academic English in order of frequency: the most frequently used being in Sublist 1. http://www.victoria. ac.nz/lals/resources/academicwordlist/. Write the following words on the board: analysis, approach, area, assessment, assume, authority, available, benefit, concept, consistent. Tell students to copy them and use their dictionaries to: a) find and mark the word stress b) find the part of speech c) check the meaning.

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REVIEW 

REVIEW  Answer key 

p9

AIMS

The aims of this section are to give students further practice in the skills learnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their other academic studies in English.

PROCEDURE

1

$

1.10  Students read the instructions. Ask how they are going to listen for the information they need (listening for general idea/gist). Play the CD. Check the   1 answers with the class. 2 $ 1.11  Students read the instructions. Ask them how they are going to listen for this information (intensively). Play the CD. Put students into pairs to check their   2 answers. Check the answers with the whole class. 3 Put students into pairs or small groups. Students read the instructions and   3 complete the task. Elicit the possible answers. 4 Students continue working in pairs or small groups to brainstorm other ways to   4 make listening easier in the three situations in exercise 3. 5 Students read the instructions and complete the task. Remind them to think about the correct level of formality. Check the answers with the whole class.   5

6 Students read the instructions and complete the task.   6 7 Students complete the questions and do the question-answer task in pairs. EXTENSION ACTIVITY

  7

Ask the students to list the skills they have learnt and practised in this unit. For example, – factors which affect listening – formal, neutral and informal language – asking for repetition – word stress – using a dictionary Put students in groups to discuss how to apply these skills to the work they do in their academic studies.

p9

  1 1 History of Computing 2 Business Management   2 LECTURER: Dr Knight What does ‘Bus. Management’ mean? 1 human resources? 2 finance? 3 management systems? NB and more aspects! TUTORS Dr Knight – Head of Dept. + tutor for Human Resources Mr Adams – Finance and Commerce Dr Williams – Bus. Systems   3 Possible answers 1 airport announcement b, d, f iii a, e i 2 conversation 3 lecture b, c, e ii   4 Possible answers 1 Listen for the announcment to be repeated / ask someone near you / find an information desk or screen 2 Ask friends to repeat information / ask them to slow down 3 Focus on key vocabulary / listen for other markers, e.g. however for contradiction, because for reason, etc.   5 1 Good morning 2 Hi 3 Hello 4 could you repeat 5 Did you say 6 I didn’t catch   6 Nouns Verbs Adjectives 1 dictionary 4 arrive 7 formal 2 vocabulary 5 complete 8 informal 3 university 6 answer 9 neutral   7 1 dictionary 2 university 3 vocabulary 4 formal, informal, neutral

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2 Where Island states in the world…? LISTENING SKILLS  Predicting content  •  Listening for gist (1)  •  Taking notes (1)  •  Recognizing signposts (1) SPEAKING SKILLS  Spoken punctuation (1)  •  Helping the listener (1) RESEARCH  Using the Internet (1) VOCABULARY DEVELOPMENT  Avoiding repetition (1)  •  Word stress (2)

LISTENING  Separated by water 

pp10–11

AIMS

The aims of this section are to help students listen for the general ideas in a talk, to practise listening for detail when note-taking, and to improve comprehension by listening for linking words.

•

•

LEAD IN Focus the students’ attention on the page. Ask them to identify the skill LISTENING, and the unit topic (Island states). Tell students they have 30 seconds to write the names of any islands they know. At the end of the 30 seconds, ask the student(s) with the longest lists to come to the board and write them up. Ask if any student has been to any of the islands on the board. Tell students to look at the two maps on p10. Ask: – Are any of these islands on the list on the board? – Has anyone visited any of these places? If any have, ask students to give brief descriptions.

PROCEDURE

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Students read the instructions and discuss the countries in pairs. Ask some pairs to share what they know with the whole class. Students read the STUDY SKILL. 2 Students read the instructions and complete the task. Write the table in exercise 2 on the board. Ask a student for the answer to question 1. Ask other students to   2 come to the board and write the vocabulary. 3 $ 2.1  Students read the STUDY SKILL and the instructions. Play the CD. Students   3 complete the tasks. 4 $ 2.1  Students read the STUDY SKILL. Give them a few moments to look through the notes and think about the type of information they need. Ask how they will listen for this information (intensively). Students listen to the CD again and complete the task. Put students into pairs to discuss their answers. Elicit the   4 answers from the class. 5 $ 2.2  Students read the STUDY SKILL and the instructions. Play the CD. Students complete the task. Ask some students to read their sentences aloud. The rest of   5 the class checks. 6 $ 2.3  Students read the instructions. Tell them to look at the first item. Play sentence 1 as an example. Ask students why ‘a’ is the correct answer (because   6 ‘and’ joins two similar pieces of information). 7 Refer students to the expressions in the Language Bank. You may wish to point out the importance of correct punctuation with the different linking words, e.g. a comma after ‘However’. Students read the instructions then complete the task individually. Ask some   7 students to read their sentences aloud.

answer keyAnswer key  LISTENING 

pp10–11

  2 1 how being an island affects a country’s economic development 2 agricultural products industries vanilla, maize, rice food processing coffee, coconuts electronics sugar cane petroleum refining mining   3 1 1 Madagascar  2 the Philippines 2 main topics: agriculture, industry   4 1 Indian 2 tropical 3 rice 4 coffee 5 sugar production 6 Asia 7 islands 8 sugar cane 9 mining 10 electronics   5 1 Although 2 but 3 However   6 (key signposts in brackets) 1 a (and …) 2 b (Although, …) 3 b (which …) 4 a (but …)   7

Students’ own answers.

Extension ACTIVITy Students listen to $ 2.1 again and read the audio script on p65. Ask them to underline examples of the use of although, however and but. You may also wish to draw their attention to other types of signposting. Tell students to read the first paragraph and find two examples of expressions that give examples (for example, such as) and one expression that gives the reason (because).

Unit 2  .  Where Unit 2 in.  the Island world states …?

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SPEAKING  Talking about countries 

pp12–13

AIMS

The aim of this section is to encourage students to make their presentations clearer by using punctuation and signposts to structure their talks.

• •

LEAD IN Ask students which two countries they heard and spoke about before (Madagascar and the Philippines). Ask them what they remember about: – the location – the climate – physical geography – the main industries – the agricultural products.

PROCEDURE

1

$

2.4  Students read the instructions and listen to the CD. Elicit the answers to   1 the questions. Students read the STUDY SKILL. 2 $ 2.5  Students read the instructions. Play the CD. The students complete the   2 task individually. 3 Students work in pairs and practise reading the paragraph aloud to each other. Go round and monitor. Ask some students to read the paragraph to the class. 4 Students read the instructions and the notes. Elicit the answer from the class.

SPEAKING  Answer key 

pp12–13

  1 a There is a slight pause. b The voice (intonation) falls and there is a slight pause.   2 Australia is the largest island in the world. It is situated between the Pacific and Indian Oceans. It has different types of climate because it is so big. It is tropical in the north but has continental weather in the south. The centre is very dry.   4 The notes are organized by headings.   5 Possible answers 1 A topics are not collected together under headings B used headings to organize information 2 A no B yes, for example, However, although 3 A no – sentences run into each other/bad pausing B yes 4 A probably not B probably yes

  4

ADDITIONAL PHOTOCOPIABLE ACTIVITY Speaking 2  Spoken punctuation

5 $ 2.6  Students read the STUDY SKILL and the instructions. Go through questions 1–4. Ask: – What are the headings in question 1? (location, geography, climate, industries, agriculture) – What words are used to signpost contrasting information? (‘however’, ‘but’, ‘although’) – What indicates the end of a sentence? (falling intonation and a brief pause) – What makes a presentation easy to understand? (signposting, speed)   5 Play the CD and students answer the questions.

extension activity Students work in small groups. Tell them they have five minutes to brainstorm and write down the pros and cons of living in a city. For example, + good transport  – traffic pollution Ask some students to come to the board and write up their ideas. Give the groups five minutes to combine their ideas using contrastive linkers (however, although, but). Elicit the sentences from the class. The rest of the class listens and decides if they are correct in terms of both logic and grammar. Examples There is usually good transport in a city. However, there is also a lot of traffic pollution. ✓ There is usually good transport in a city. However, there is also more crime. ✗

1

RESEARCH 

p13

Students read the STUDY SKILL and the instructions. You may wish to set the research task for homework. 2 Students read the instructions and prepare their talk. Go round and monitor. Encourage students to note down a few expressions for showing contrasting information with their notes. This will remind them to use these expressions during their presentations. Students could work in pairs or small groups to practise their presentations. You may wish to schedule students to give their presentations to the class over a number of classes.

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VOCABULARY DEVELOPMENT  Synonyms 

p14

AIMS

The aims of this section are to help students develop a wider vocabulary by using synonyms, and to develop their pronunciation and listening comprehension.

•

LEAD IN Put the word study on the board. Ask students to tell you other words that are synonyms or near synonyms (research, read, investigate, look into).

PROCEDURE

1

Students read the STUDY SKILL and the instructions, and complete the task individually. Put students in pairs to compare answers. Emphasize that words may be very similar in meaning but can be used quite differently. Encourage students to use a dictionary to look at the differences between two synonyms.   1

2 Students read the instructions and complete the task. Put students in pairs to

compare answers. Ask some students to read the sentences aloud. The rest of the   2 class check their answers.

Stress on nouns and verbs  p14

3 Students read the instructions. Ask a student for the answer.   3 4 $ 2.7  Play the CD. Students listen to the sentences from exercise 3 and mark

  4 the stress. Students then read the STUDY SKILL. 5 $ 2.8  Students read the instructions. Play the CD. Students work individually to complete the task. Put students in pairs to compare their answers. Ask some   5 students to read the answers aloud. 6 $ 2.9  Students work in pairs or small groups and take turns reading the sentences aloud. Go round to monitor and correct. Ask some students to read the sentences aloud. The rest of the class compares their answers. Play the CD   6 for students to check their pronunciation. 7 Students read the instructions and ask and answer the questions in pairs. When   7 they have finished, you may wish to ask the questions to the whole class.

VOCABULARY DEVELOPMENT  Answer key 

p14

  1 1 e  2 b  3 f  4 c  5 d  6 a   2

1 wealthy 2 states 3 resulted in 4 illustration 5 discussing   3 1 noun  2 verb   4 1  produce  2 produce   5 1 a produce (noun) 2 a export (verb) 3 a record (verb) 4 a present (noun) 5 a research (noun)

1 2 3 4 5 6 7

b produce (verb) b export (noun) b record (noun) b present (verb) b research (verb)

  6 Companies cannot import without an import licence. The group will present its findings tomorrow. The students gave their professor a present when he retired. The secretary made a record of the meeting. If you wish to record this lecture, please do so. Singapore exports a lot of electronic equipment. Two of the main exports from Madagascar are vanilla and coffee.

  7 Students’ own answers.

extension activity Write the following words on the board: land, main, middle, presentation, situated, weather, well-known. Students look at audio script $ 2.6 Speaker B on p65. Tell them to find and replace the synonyms of the words on the board (countryside, principal, central part, talk, located, climate, famous). Ask some students to read the script aloud. The rest of the class listens and checks.

Unit 2  .  Where Unit 2 in.  the Island world states …?

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REVIEW 

REVIEW  Answer key 

p15

AIMS

The aims of this section are to give students further practice in the skills learnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their other academic studies in English.

procedure

1

Students read the instructions and do the task in pairs. Check the answers with   1 the class. 2 $ 2.10  Students read the instructions. Play the CD. Check the answers.   2 3 $ 2.11  Students read the instructions and complete the task. Play the CD.   3 4 Students read the instructions and complete the task.   4 5 Students read the instructions and complete the task individually. Put students   5 in pairs to compare answers. 6 $ 2.12  Students work in pairs or small groups and read the paragraph aloud to each other. Go round and monitor. Play the CD. Students check their answers. Ask a student to read the paragraph to the whole class. 7 $ 2.13  Students read the instructions and complete the task individually. Play   7 the CD. Put students in pairs to practise reading the paragraph aloud.

extension activity

p15

  1 1 4/four  2 Honshu   2

1, 2, 4   3

JAPAN LOCATION: Asia, near Russia, S. Korea, Pacific Ocean CLIMATE: tropical in south, cooler in north AGRICULTURE: rice, sugar beet, fruit, fish MAIN INDUSTRIES: cars, electronic goods   4 1 situated  2 principal  3 rich  4 automobile   5 Jamaica is an island in the Caribbean Sea, south of Cuba. It generally has a tropical climate, but the mountainous interior is more temperate. Agriculture is an important part of Jamaica’s economy. Sugar cane, bananas, coffee, citrus, yams, and vegetables are all grown on this small island.   7 1 Although  2 However  3 but

Ask the students to list the skills they have learnt and practised in this unit. For example, – predicting content when listening – taking notes – recognizing signposts – structuring their talks – word stress Put students in groups to discuss how to apply these skills to the work they do in their academic studies.

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32 Where Careersininthe theworld…? media LISTENING SKILLS  Taking notes (2)  •  Recognizing signposts (2) SPEAKING SKILLS  Spoken punctuation (2)  •  Sentence stress  •  Helping the listener (2) VOCABULARY DEVELOPMENT  Collocations (1) and (2)

LISTENING  Two journalists 

answer key LISTENING  Answer key 

pp16–17

AIMS

The aims of this section are to help students take notes using mind maps, and to improve comprehension by listening for signposts giving reasons and examples.

• •

LEAD IN Focus the students’ attention on the page. Ask students to identify the skill LISTENING, and the topic (Two journalists). Ask students to brainstorm some different jobs in the media (e.g. journalist, presenter, editor). Write them up on the board.

PROCEDURE

1

Elicit or explain the meaning of ‘skills’ and ‘qualities’. Ask for some examples of skills and qualities for a journalist (computer skills, interpersonal skills, good communication). Students read the instructions and do the task. Ask students to   1 compare their ideas in pairs. 2 $ 3.1  Students read the instructions and listen to the CD. Ask them to compare   2 their answers in pairs. 3 $ 3.1  Students read the STUDY SKILL. Focus their attention on the mind map. Ask if they use mind maps for taking notes. Discuss why or why not. Students read the instructions and the mind map they have to complete. Play the CD   3 again. Students compare answers.

Signposting p17

4 $ 3.2  Students read the instructions. Play the CD and students complete the

  4 task. 5 $ 3.2  Students read the instructions and complete the task individually.   5 Students listen to the CD again, and check their answers in pairs. 6 $ 3.3  Students read the STUDY SKILL and the instructions. Remind them of the STUDY SKILL on p11. Play the CD and students complete the task. Ask them to compare their ideas in pairs or small groups. Check answers with the whole   6 class. 7 $ 3.4  Students read the instructions and listen to the CD. The first one has   7 been done for them. Check answers. 8 $ 3.4  Students read the instructions and listen to the CD again. Check answers.   8

9 Students read the instructions and work with a partner to complete the answers. Students compare their answers in small groups.

  9

Extension ACTIVITy Students listen to $ 3.1 again and read the audio script on p66. Ask them to select five to ten words that may be important to them. Remind them or elicit what and how to record the items.

pp16–17

  1 Possible answers a journalist: good communication skills, writes/speaks well a scientist: logical, enquiring mind a news photographer: photographic skills, keeps up to date with events in the news   2 1 c  2 b  3 a   3 Research: Attending conferences Visiting research institutes Reading academic journals Tasks: Write articles Main challenge: Write clearly and simply Qualifications and skills: Good communication skills Science degree   4 1 No  2 Yes   5 1 He worked for a small TV channel. He researched news stories, wrote them and edited them. 2 He wasn’t very self-confident. 3 He announced the programmes. 4 He has a very good voice and good presentation skills. He sounds honest and serious and looks quite good on TV. 5 They need to be self-confident, calm, and neutral.   6 1 because  2 That’s why  3 For instance,  4 such as 5 for example  6 For this reason,  7 because of   7 1 f  2 d  3 b  4 c  5 a  6 g  7 e

1 2 3 4 5 6 7

  8 He didn’t want to become a scientist because … Maya was good at art. That’s why … You can find information from different sources, such as … The guest was late because of … Magazines are expensive to produce. For this reason … Newspapers are divided into sections, for example … Photographers specialize in a subject, for instance …

  9 Possible answers 1 … I’m not good at writing. 2 … the Internet. 3 … teacher, research scientist or computer scientist. 4 … I want to get good qualifications. 5 … the financial news. 6 … sports programmes. 7 … I have a mobile phone.

Unit Unit 2  3 .  .Where   Careers in the in the world media …?

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SPEAKING  Talking about jobs and studies 

pp18–19

AIMS

The aims of this section are to help students speak more clearly by using the correct intonation in yes/no and wh- questions, and to revise or raise awareness of sentence stress. Students will also practise using the signposts of reason and examples introduced in the listening section.

•

lead in Ask the students if they know what they want to do when they finish their studies. Elicit a few jobs and the reasons for doing them.

Procedure

1

Students discuss the questions in pairs. Only give two minutes for this as they will talk about jobs later. Ask a few students for feedback. 2 $ 3.5  Students read the instructions and listen to the CD. Elicit the answers. Students then read the STUDY SKILL. In pairs, students practise saying the questions with the correct intonation. Ask one or two to say the questions to the   2 whole class. 3 $ 3.6  Students read the instructions and listen to the CD. Elicit the answers from the class. You may like to elicit more yes/no questions and change them into wh- questions (Do you live in Madrid? Where do you live? Are you a student?   3 What do you study?). Make sure students use the correct intonation. 4 $ 3.6  Students read the instructions and listen again. Elicit the answers from   4 the class. 5 Students practise saying the questions from exercise 3 in pairs. Ask some students to say the questions to the class. 6 $ 3.7  Students read the STUDY SKILL. Write the example sentences on the board and ask two students to underline the stressed words. Model the correct stress (I’d like to go to that lecture. / Does class start at 10?). Students listen to the CD and complete the task. Ask them to compare their answers in pairs. Write the sentences on the board and elicit the answers from the whole class. Get the students to practise saying the sentences with the correct   6 sentence stress. 7 $ 3.8  Students read the instructions. Ask them to read the text first before asking you questions. If necessary, explain that font means the kind of typeface, e.g. Times New Roman or Arial. Students then complete the task in pairs. Ask them to compare their answers and take turns to read the paragraph aloud. Play   7 the CD so they can check their answers. 8 Students read the instructions and answer the questions. Elicit some answers without commenting on them. 9 $ 3.9  Play the CD. Students compare their answers.   9 10 $ 3.9  Students read the instructions and listen again. Elicit the questions. You may like to ask the students to give Kalim’s answers to the questions. Play the CD again if necessary.   10 11 Students read the STUDY SKILL and the instructions. Monitor the students as they do the task. Ask two or three pairs to repeat the task in front of the class.

SPEAKING  Answer key 

pp18–19

  2 The speaker’s voice rises at the end of the yes/no question and falls at the end of the wh- question.   3 1 yes/no 2 wh3 yes/no 4 wh5 wh6 yes/no 7 wh8 yes/no   4

1 2 3 4 5 6 7 8

Do you have any experience? How do you find your information? Is it difficult? What time do you start work? Where is the editor’s office? Would you like to work abroad? Why do you want to be a journalist? Have you written the article?

  6 1 I’m going to write my essay tonight. 2 The café doesn’t open till 10. 3 Do you have any free time this afternoon? 4 He doesn’t have any experience. 5 I think he’ll enjoy the new challenge. 6 When’s she starting the job?   7 Graphic designers of magazines decide how magazines should look. They choose the colours, the photos, the illustrations and the fonts, and decide the layout of the magazine. That’s why they have to be creative and have good visual communication skills. They also need to have good technical skills because they use design software programs such as Adobe® Photoshop. Finally, they should be well organized so they can complete their work in time.   9

Kalim talks about: – subjects he is studying – reasons for choosing subjects – future job   10

1 2 3 4 5

(So), what are you studying, Kalim? (Is) that interesting? (And why) did you choose it? (And what) do you want to do when you’ve finished? (Why) do you want to do that?

ADDITIONAL PHOTOCOPIABLE ACTIVITY Speaking 3  An interview

Extension ACTIVITy Students work with their partner from exercise 11. Tell them they are going to report back to a group about their partner. Put students into groups of four or six to make their report. Go round and monitor. If you have time, you may like to write their planned future jobs on the board. You could elicit the different responsibilities and skills for the different jobs.

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VOCABULARY DEVELOPMENT  Verb and noun collocations  p20 AIMS

The aim of this section is to develop students’ understanding of collocations and encourage them to make a note of them when writing vocabulary records.

•

LEAD IN Dictate the following verbs: write, read, drive and buy. Students work in pairs to find a noun that goes with each verb. Accept any reasonable answers (write a letter/an essay/an email, read a book/a text message, etc.).

PROCEDURE

1

Students read the STUDY SKILL. You may like to model the equal stress on the verb and the noun. Students read the instructions and do the task. Elicit the answers from the class. Encourage the students to give you the infinitive form of   1 the verb with the noun. 2 Students read the instructions and complete the task. Put students in pairs to   2 compare answers. Elicit answers from the class. 3 Students read the instructions. Remind them that ‘in the correct form’ means they should check which tense to use. Point out the time marker (last month) and verb forms was and will. Students work individually to complete the task. 4 $ 3.10  Play the CD and elicit the answers from the class. Put students into pairs or small groups to practise reading the sentences aloud. Remind them to give equal stress to the verb and the noun, and to use the correct sentence stress   4 overall. 5 Students read the STUDY SKILL. Remind them that when they record new vocabulary they can add the different possible collocations. Students then read   5 the instructions and complete the task. Elicit the answers from the class. 6 Students read the instructions and complete the task with a partner. Elicit the answers from the class. Encourage students to make a note in their vocabulary   6 records. 7 Students read the instructions and do the exercise. Check that they use suitable   7 verbs.

VOCABULARY DEVELOPMENT  Answer key  1 2 3 4 5

p20

  1 to introduce + speaker to attend + meetings to explain + idea to find + information to give + paper

  2 1 d  2 e  3 b  4 a  5 c   4 1 Over a thousand people attended the conference last month. 2 Keiko found a good solution to her transport problem – a bicycle. 3 The radio programme was produced in Sydney. 4 The visiting professor will give a talk on her research. 5 He never wanted to appear on TV.   5 1 a programme 2 an article 3 TV 4 a lecture 5 a conference   6 1 do  2 do  3 make  4 make  5 do  ​ 6 make  7 make  8 do  9 make  10 make   7

Possible answers 1 do your homework 2 make a speech 3 do research 4 make a phone call

extension activity In pairs, students use a dictionary to find at least three nouns that go with the following verbs: follow, tell, have, go. Examples: follow + a map / a road / me tell + the truth / a joke / a story / a lie have + dinner / a meeting / an appointment go + shopping / home / abroad / to a place

Unit Unit 2  3 .  .Where   Careers in the in the world media …?

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REVIEW 

REVIEW  Answer key 

p21

AIMS

The aims of this section are to give students further practice in the skills learnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their other academic studies in English.

procedure

1

$

3.11  Students read the instructions and do the task in pairs. Play the CD and   1 check the answers with the class. 2 $ 3.11  Play the CD again and students complete the mind map. Elicit answers   2 from the class. 3 $ 3.12  Students read the instructions. Ask one student to read the example. Students then complete the task. Play the CD and elicit the answers. Students   3 practise reading the sentences in pairs, using the right sentence stress. 4 Students read the instructions and do the task, comparing answers in pairs.   4 Elicit the answers from the class. 5 Students work in pairs to do the task. Remind them to use the correct intonation for questions.

extension activity Ask the students to list the skills they have learnt and practised in this unit. For example, – taking notes – recognizing signposts – spoken punctuation – collocations Put students in groups to discuss how to apply these skills to the work they do in their academic studies.

18

p21

  1 organizing a website editing using good communication skills managing content   2 Responsibilities: Choosing articles Editing articles Organizing the site Making the site attractive Skills and qualities: Communication skills Design skills   3

1 e  Good communication skills are essential, for example, it’s necessary to be able to write well. 2 d  I decide on the organization of the site, and that’s why I need good design skills. 3 c  I don’t need to be an IT expert, because the technical creation of the website is done by IT specialists. 4 b  Some sections of the site, such as the news, are updated every two hours. 5 a  We have to keep the articles short because of lack of space.   4

1 What  2 Why  3 Who  4 Which  5 Are

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42 Where Innovations nature in thefrom world…? LISTENING SKILLS  Using visuals (1) and (2)  •  Listening for detail (1) SPEAKING SKILLS  Defining and describing objects  •  Helping the listener (3) and (4) RESEARCH  Using the Internet (2) VOCABULARY DEVELOPMENT  Register (1)  •  Multi-word verbs

LISTENING  Biomimicry 

pp22–23

AIMS

The aims of this section are to help students use visuals to improve their listening comprehension, and to listen for explanations or repetition of details they might not have understood.

• •

LEAD IN Focus the students’ attention on the page. Ask them to identify the skill LISTENING, and the topic of the unit (Innovations from nature). Ask what students understand by ‘innovation’ (the creation of new things, ideas or ways of doing things). Ask for some examples (the Internet, mobile phones, wifi, etc.).

PROCEDURE

1

Students read the instructions and do the task. Discuss with the class the meaning of ‘biomimicry’ (using ideas from nature). 2 Students read the instructions and discuss the questions. Elicit answers without   2 giving specialized vocabulary. 3 $ 4.1  Students read the instructions and listen to the CD. Ask them to compare   3 their answers in pairs. 4 $ 4.1  Students read the STUDY SKILL and the instructions. Play the CD again. Check the answers and ask if anyone has any Velcro in class. Alternatively, you   4 might like to show them some. 5 Students read the instructions. Refer students to Figures 1–2 in exercise 2 to help   5 them. 6 $ 4.2  Students read the STUDY SKILL and the instructions. Ask them to do the task in pairs. Students listen to the CD and check their answers. If possible,   6 make an OHT of the answers to show the class. 7 $ 4.2  Students read the instructions. Play the CD again and students complete   7 the task. 8 $ 4.3  Students read the STUDY SKILL and the instructions. Play the CD and elicit   8 the answers from the class. 9 $ 4.4  Students read the instructions and complete the task. Students compare their answers with a partner. Play the CD and elicit the answers from the class.   9

extension ACTIVITy Students listen to $ 4.1 again and read the audio script on p67. Ask them to underline three examples of the phrase ‘this is’ which is used to explain or rephrase, and to circle examples of language referring to the diagrams.

answer keyAnswer key  LISTENING 

pp22–23

  2 Possible answers 1 Seeds. 2 Parts of the seeds stick to the fabric of the trousers due to the shape of the seeds (hooks). 3 The shoes close with Velcro.   3 Biomimicry, the invention of Velcro, and what inspired it.

1 2 3 4 5 6 7

  4 In the summer of 1948. He noticed seeds sticking to his coat. It took him 10 years. Velcro is usually made of nylon. The hooks catch the loops and hold the fabric in place. There is a loud noise, like something tearing. Velcro is used for closing shoes, clothes and so on.

  5 1 c  2 d  3 b  4 a   6 Figure 3: 1 surface 2 blood vessels 3 hairs 4 cut

Figure 4: 1 hole 2 fibres 3 resin   7

1 surface, hairs 2 blood vessels 3 blood vessels, cut 4 stop, start 5 resin   8 1 closes 2 it on again many times 3 a loud noise, like something 4 repairs the cut   9 1 This is 2 These are 3 or 4 those that 5 This

Unit Unit4 2 . . Innovations Where in the from world nature …?

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SPEAKING  Describing objects 

pp24–25

AIMS

The aims of this section are to help students cope with limited vocabulary by describing and defining things, and to speak more clearly by structuring their talks and pausing between groups of words.

•

lead in Write the word ‘gadget’ on the board. Ask students what they understand by this word (small device, machine or tool that has a particular purpose) and some examples of gadgets they have. Bring in any you have, e.g. Swiss army knife.

Procedure

1

$

4.5  Students read the instructions, listen to the CD and compare answers.   1

2 $ 4.5  Students read the STUDY SKILL. Ask them to brainstorm more examples of

shapes (round, square, rectangular, etc.) and materials (wood, leather, stone, etc.) and to write them on the board. If necessary, remind students of relative pronouns (which, that, etc.) and how to use them. Students read the instructions   2 and do the task. Play the CD again. They compare their answers in pairs. 3 Students read the instructions and write a description. Monitor them as they write. Students work in pairs and read their descriptions to each other. Ask three students who chose three different objects to read their descriptions to the class. 4 Students read the instructions and do the task. Encourage the stronger students just to write notes and key words. Weaker students can write out their descriptions. 5 Students work in pairs to give their talks. Choose two or three students to give their talks to the rest of the class.

ADDITIONAL PHOTOCOPIABLE ACTIVITY Speaking 4  Describing everyday objects

Structuring a talk p25

6 $ 4.6  Students read the STUDY SKILL. (You could also refer them back to the

STUDY SKILL on p19.) Go through the expressions in the Language Bank and do some choral repetition. Students read the instructions and listen to the CD. Get   6 them to compare their answers in pairs. 7 Students read the instructions and complete the task. They compare answers in   7 pairs. Ask one or two students to give their answers. 8 $ 4.7  Students read and listen to the STUDY SKILL. Do a choral repetition of the phrasing, paying attention to the intonation. $ 4.8  Students read the instructions for the exercise, listen to the sentences and   8 mark the pauses. Ask them to compare answers with a partner. 9 $ 4.9  Students read the instructions and listen to the CD. You may like to write the text on the board or an OHT and ask a student to mark the pauses in the   9 text. Students practise reading the text aloud. Monitor the students.

SPEAKING  Answer key 

pp24–25

  1 Figure 7   2

– – – – –

It’s made of plastic (not metal) it has five sides (not four) there are three points (not two) there’s a cable which is plugged into the wall (not phone). It’s used to connect (not adapt) plugs

  6 1 My talk today is about 2 There are two parts 3 first of all 4 secondly   7 Possible answers 1 My talk today is about 2 There are three parts to it 3 secondly 4 finally 5 look at the slide 6 to conclude   8 1 When a hole forms / in the surface of the material, / the resin moves to the hole / and blocks it /or closes it. 2 This material / can be used / to cover the surface of different machines, / like aeroplanes, / and so improve their safety.   9 Swimmers and other athletes / are always trying to swim faster,/ using less energy./ To do this,/ they must wear clothes which produce very little friction,/ or resistance,/ when they move through the air / or water. / Scientists who design these clothes / have studied some of the fastest fish in the sea,/ – sharks./ They have copied the skins of these animals / and invented a material which reduces friction./ The result / is that swimmers can swim even faster / and be more energy-efficient.

extension ACTIVITy In small groups, students play the game ‘20 questions’. One student thinks of an object (in the classroom, at home, in an office, etc.). The others guess the object by asking a maximum of 20 ‘yes/no’ questions. Remind them to use the correct rising intonation for the questions. Demonstrate the game first.

1

RESEARCH 

p25

Read the STUDY SKILL and the instructions with the students. Ask them to choose different pieces of technology, and make suggestions if necessary (GPS, podometer, solar-powered battery charger, etc.). Refer them to these STUDY SKILLS as well: Using the Internet (1) p13, Helping the listener (3) p25, and Defining and describing objects p24. Ask the stronger students to make just a few notes, and let the weaker students write out some phrases. 2 Students give their talks in small groups. Monitor and give feedback. Ask some students to give their talk to the class.

20

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VOCABULARY DEVELOPMENT  Informal or formal?  p26 AIMS

The aim of this section is to help students become aware of informal and formal vocabulary.

• •

lead in Dictate the following words: kid, guy, OK, yeah. Ask students to ask what all these words have in common (they are all informal, and would not be used in an academic context). Write the words on the board and elicit the more formal equivalent word (child, man, acceptable, yes).

Procedure

1

Students read the STUDY SKILL and the instructions and do the task in pairs.   1 Elicit the answers. 2 $ 4.10  Students read the instructions and underline the informal words and expressions. Ask them to compare their answers in pairs and think of more   2 formal replacements. Play the CD for them to check their answers. 3 Students read the instructions and do the task. They compare their answers with a partner. When eliciting the answers ask students to give the whole sentence   3 with the informal word. 4 Students read the STUDY SKILL. You may like to elicit other multi-word verbs that the students know (look like, get up, etc.). Students then read the instructions. Explain that ‘in its correct form’ means in the right tense, and that many multiword verbs are irregular. Students do the task in pairs. Encourage them to use   4 their dictionaries to check the meanings and irregular forms. 5 Students read the instructions. Remind them to check the form of the verb they need (present, past or ‘-ing’ form). Go round and monitor. Students then work in pairs to ask and answer the questions. You may like to ask individual students to ask a question to a student across the class. This student answers then asks   5 someone else the next question, and so on.

extension ACTIVITy Put the students in small groups. Ask them to think of other multi-word verbs that they know and present them to the group. Get the students to write a sentence for each multi-word verb. You may like to ask them to write the verbs on a piece of paper that you stick on the classroom walls. Other groups can then learn from these examples.

VOCABULARY DEVELOPMENT  Answer key 

p26

  1 1 adhere 2 object 3 invent 4 obtain 5 illustrations 6 prevent   2

1 2 3 4 5 6

lots of – many great – excellent TV – television OK – acceptable kids – children sort of – fairly

  3 1 get here 2 like 3 made 4 thing 5 stuck 6 much better

1 2 3 4 5 6 7 8

  4 found out got to went over Carry on went down work out thought about put off

1 2 3 4 5 6

  5 get to working out thought about put off carry on go over

Unit Unit4 2 . . Innovations Where in the from world nature …?

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REVIEW 

REVIEW  Answer key 

p27

AIMS

  1 a An office complex and shopping centre – Figure 2 b A cross-section though a termite mound – Figure 1

procedure

  2 Figure 1: 1 chimneys 2 vents Figure 2: 1 chimneys 2 concrete arches 3 vents

The aims of this section are to give students further practice in the skills learnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their other academic studies in English.

1

Students read the instructions and do the task. Go round and monitor. Elicit the   1 answers. 2 $ 4.11  Students read the instructions and listen to the CD.   2 3 $ 4.11  Students read through the questions and listen to the CD again.   3 4 Students read the instructions and do the task. Remind them to check which form of the verb is needed. Go round and monitor. Students work in pairs to ask and answer their questions. Get several students to ask and answer their   4 questions in front of the class.

extension activity Ask the students to list the skills they have learnt and practised in this unit. For example, – using visuals – defining and describing objects – register – multi-word verbs Put students in groups to discuss how to apply these skills to the work they do in their academic studies.

22

p27

  3 1 It is in the capital city of Zimbabwe, Harare. 2 It is unusual because it has no air conditioning or heating system, but stays at a constant temperature. 3 Termites open and close the vents to keep the temperature constant. 4 Warm air escapes through the chimneys at the top. 5 The concrete arches protect the building from the sun by shading the windows. 6 The building uses less than 10% of the energy used in other buildings.   4

1 left out 2 start 3 stay 4 asking 5 get out

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52 Where Conversations in the world…? LISTENING SKILLS  Listening for detail (2)  •  Distinguishing speakers  •  Distinguishing levels of formality SPEAKING SKILLS  Conversational topics  •  Keeping a conversation going (1) and (2) VOCABULARY DEVELOPMENT  Word building (1) and (2)

LISTENING  Welcome to the first day 

pp28–29

AIMS

The aims of this section are to help students listen for detail by focusing on what to listen for, and to improve comprehension by distinguishing different speakers and the relationships between them.

•

LEAD IN Focus the students’ attention on the page. Ask them to identify the skill LISTENING, and the topic (An international conference). Ask if any students have been to a conference. If they have, ask them to describe where they went and the purpose of the conference. If not, ask what the purposes of conferences are (exchange of academic information, presenting new data/theories, etc.). Ask what students think happens at the beginning of a conference (welcome speech, organizing, introduction of speakers, etc.).

PROCEDURE

1

Students read the instructions and answer the questions. Ask students to compare their ideas in pairs. If necessary, explain ‘multi-disciplinary degree’ (a   1 degree in two or more unrelated subjects). 2 $ 5.1  Students read the instructions and complete the task. Ask some students to share their ideas. Play the CD for them to check their ideas. As this is a prediction exercise, there are no ‘right’ or ‘wrong’ answers. If necessary, explain or elicit that ‘Chair’ is short for ‘Chairperson’ (the person in charge of a meeting).   2

3 Students read the instructions. Tell them they have 30 seconds to brainstorm

words individually. Put students into pairs and give them another 30 seconds to brainstorm more words. Write the subjects (Nursing Studies, Law, Engineering, Environmental Studies) on the board. Ask some students to come to the board   3 and write their words. The whole class compares. 4 $ 5.1  Students read the STUDY SKILL. Put them into groups of four: A, B, C and D. Ask them to look at the subject their particular role is interested in (A Engineering, B Environmental Studies, C Law, D Nursing Studies). Explain that they are going to listen to information on these subjects and that they should only make notes on ‘their’ subject. Remind students to listen for key words. Refer them back to their answers for the previous exercise.   4 Students listen to the CD again and do the task. 5 $ 5.2  Students read the instructions, listen to the CD and complete the task   5 individually. Put them into pairs to check their answers.

answer keyAnswer key  LISTENING 

pp28–29

  1 M.A. European Law & Technology B.A. Business Administration & Japanese M.Sc. Mechanical Engineering & Social Sciences   2

The following are mentioned: – a welcome to participants – introductions

– room details – time details

  3 Possible answers 1 Nursing Studies: hospital, patients, ward, doctor, sister, surgery, care 2 Law: judge, court, lawyer, solicitor, police, criminal, international 3 Engineering: building, construction, bridges, roads, mechanical 4 Environmental Studies: global warming, ecology, carbon emissions   4 A Careers in Engineering and Social Science / room 46 / 5 o’clock B The effects of world trade on global warming / Central Hall / 2.30 C Science and the Law (in the 21st century) / Hall B / 11 o’clock D The role of IT in modern medicine / room 602 / 9.30   5 1 A  2 D  3 C  4 B   6 Possible answers 1 in a canteen / restaurant / conference hall 2 the conference / weather / the food and drink, etc.   7 1 Four. 2 Two men and two women.   8

1 b  2 a  3 c  4 d

Who is speaking? p29

6 Students read the instructions and look at the photograph. Ask some students to   6 share their ideas. 7 $ 5.3  Students read the STUDY SKILL. You may wish to ask students what is difficult about listening to a conversation in a foreign language between several people. Students then read the instructions and listen to the CD. Elicit the   7 answers from the class. 8 $ 5.4  Students read the instructions and complete the task. Play the CD.   8 Students work in pairs and compare their answers.

Unit 2  . Unit Where 5  . Conversations in the world …?

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9 $ 5.5  Students read the STUDY SKILL and the instructions and do the task. Play

the CD. Students work in pairs or small groups and discuss their ideas. Elicit the answers from the class. You may wish to go through, or elicit, the explanation   9 for each answer. 10 $ 5.6  Students read the instructions and complete the task. Play the CD. Elicit answers from the class and ask how they decided.   10 11 $ 5.6  Students read the instructions, listen to the CD again, and complete the task. Check the answers with the whole class.   11

Extension ACTIVITy Students listen to $ 5.2 again and read the audio script on p69. Tell them to underline the key words in the extracts from the four lectures. Answer key 1 engineer, hat, boots, building sites, mechanical, electrical 2 patient’s (records), medical (staff), hospitals 3 evidence, police, law (courts) 4 (international) commerce, environment

  9

1 Louisa Parker, Rebecca Fong and Richard West (first woman, second woman, second man). The three people must know each other as one person (Louisa Parker) introduces the others by name. 2 Tom O’Farrell (first man) is a stranger because he introduces himself to the others. 3 It starts formal and becomes neutral. At the beginning it’s more formal. Phrases such as ‘Excuse me’, ‘Please do’ and ‘Pleased to meet you’ are more formal. In the second part of the conversation, the use of first names (Tom), and the polite exchange of opinions are more neutral.   10 1 TS (teacher and students). The first speaker sounds older. She uses more neutral/informal phrases, e.g. ‘hello’ and first names with the two other speakers. They use more formal phrases e.g. ‘good afternoon’ and both sound younger. 2 S (strangers). They both use more formal phrases, e.g. ‘good morning’ and ask questions that friends would know the answer to. 3 F (friends) They all use informal language, e.g. tag questions ‘wasn’t it?’, ‘Me too’, incomplete sentences, e.g. ‘what handout?’, and fillers, e.g. ‘Look’.   11

1 2 3

24

A Hello, Alan, … B Oh, good afternoon. C Good morning. D Good morning. C Are you enjoying the conference (so far)? F Yeah, got a bit lost G Me too, helped a lot

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SPEAKING  Making conversation 

pp30–31

AIMS

The aims of this section are to help students choose appropriate topics of conversation and to maintain a conversation with their peers, tutors, etc.

•

lead in Ask students what kinds of topic they often talk about with: – their family members – their friends – their teachers. Put their ideas on the board.

Procedure

1

Students read the instructions and work with a partner to complete the task. Elicit ideas from the class and compare them to the information on the board   1 from the lead-in activity. 2 $ 5.7  Students read the STUDY SKILL and the instructions and do the task individually. Play the CD and check answers with the whole class. Ask students   2 how they decided. 3 $ 5.7  Students read the STUDY SKILL and the instructions. Play the CD again.   3 Put students in pairs to compare answers. Elicit answers from the class. 4 $ 5.8  Students work in pairs, A and B. Tell them to look at the example conversation. Play the CD. Choose two to read it aloud. Monitor the class and choose some pairs to repeat their conversations to the whole class. 5 $ 5.9  Students read the instructions and complete the task. Play the CD. Check   5 . the answers with the whole class. 6 $ 5.10  Students read and listen to the STUDY SKILL. Do a choral repetition of the correct intonation patterns. Students read the exercise instructions and practise the conversation from exercise 5 in pairs. Ask some students to read the conversation aloud. Elicit   6 which device the speaker is using in each case. 7 Students read the instructions and complete the task in pairs, A and B. Ask some pairs to repeat their conversations aloud. Tell the rest of the class to listen for the ways they show interest.

SPEAKING  Answer key 

pp30–31

  1 Possible answers The answers to this will vary depending on nationality, culture, etc.   2 1 Friends 2 Strangers 3 Strangers 4 Friends   3

1 2 3 4

And yours? isn’t it? What about you? And you? How about you?   5, 6

1 2 3 4

Really (with rising intonation) Leyburn (repetition of key word) and . . . (with rising intonation) Study habits? (repetition of key words)

ADDITIONAL PHOTOCOPIABLE ACTIVITY Speaking 5  Keeping a conversation going

extension ACTIVITy

Students work in pairs, A and B. Tell them they are going to have a conversation in the following situation: Student A has just arrived at his or her host family in England. Student B is the host who is meeting their new guest for the first time. With the whole class brainstorm some topics that A and B might want to talk about (A: the family, transport to college; B: their guest’s family, country, studies). Put these ideas on the board. Tell B to start the conversation by introducing him/herself and welcoming A into their home. Remind students to use strategies for keeping the conversation going and for showing interest. Go around the class and monitor the conversations. You may like to ask one or two pairs to demonstrate their conversation to the whole class.

Unit 2  . Unit Where 5  . Conversations in the world …?

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VOCABULARY DEVELOPMENT  Suffixes 

p32

AIMS

The aims of this section are to develop students’ understanding of the effect of adding prefixes and suffixes to a root word, and to help them comprehend the words when spoken through an understanding of basic stress patterns.

•

•

LEAD IN Put these words on the board, but not the numbers in brackets: – discussion (3) – biology (4) – medical (3) – introduction (4) – archaeology (5) – musical (3) Students work in pairs and decide how many syllables are in each word. Emphasize the importance of saying the words aloud to each other. Answers are in brackets.

PROCEDURE

1

$

5.11  Students read the STUDY SKILL and the instructions and listen to the CD.   1 Check answers with the whole class. You may wish to ask students to brainstorm other words ending in -ion / -logy / -ical. Tell students to mark the stress on these and then see if they can work out the rule. 2 $ 5.12  Students read the instructions and do the task. Put students in pairs to compare answers. Students listen to the CD and check their answers. Ask some   2 students to read the words aloud with the correct word stress. 3 $ 5.13  Students read the instructions and do the task individually. Play the CD to check the answers. Put students into pairs or small groups to practise reading the sentences aloud. Remind them to pause where there are commas in the sentences, to stress the important or content words, and to think about   3 phrasing.

VOCABULARY DEVELOPMENT  Answer key 

p32

  1 1 discussion  introduction  conversation 2 biology  archaeology  anthropology 3 medical  musical  physical   2 1 administration 2 education 3 pronunciation 4 technology 5 geology 6 zoology 7 electrical 8 mechanical 9 economical   3 1 government 2 development. 3 environment 4 capitalism 5 favouritism 6 journalism 7 friendliness 8 carelessness 9 Blindness 10 ability 11 community 12 diversity   4, 5 1 micro(organism) 2 post(-doctorate) 3 anti(-theft) 4 multi(national) 5 bi(annual)

Prefixes p32

4 Students read the STUDY SKILL and intructions. Read sentence 1 aloud and elicit the answer from the class. Students continue working individually to complete   4 the task. Put them in pairs to compare answers. 5 $ 5.14  Students read the instructions, listen and check their answers. Play the CD again. Students work in pairs and complete the task. Ask some students to   5 read the sentences aloud.

extension activity Ask students to choose words from exercises 2 and 4. Tell them to write definitions for their partner to guess the words. In pairs, they take turns asking and answering questions about the words.

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REVIEW 

REVIEW  Answer key 

p33

AIMS

The aims of this section are to give students further practice in the skills learnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their other academic studies in English.

procedure

1

Students read the instructions and do the task in pairs. Check the answers with   1 the class. 2 $ 5.15  Students read the instructions. Play the CD. Check the answers with the   2 whole class. 3 $ 5.16  Students read the instructions. Play the CD. Students work in pairs and   3 compare answers. 4 $ 5.17  Students read the instructions. Play the CD. Students work in pairs and compare answers. Elicit answers from the whole class. Ask how they decided the answer to (b) (Because of the topics. It would be quite unusual in many cultures to   4 discuss politics with a stranger.). 5 $ 5.18  Students read the instructions. Put them into pairs and ask them to predict which words and phrases could be used. Elicit some ideas and write   5 them on the board. Play the CD. Students compare answers. 6 Put students into pairs, A and B. Ask them to read the instructions and give them two minutes individually to think of ideas for the conversation. Students complete the task in pairs. Go round and monitor. Ask some pairs to repeat their conversation for the class.

extension activity Ask the students to list the skills they have learnt and practised in this unit. For example, – listening for detail – distinguishing speakers – distinguishing levels of formality – keeping a conversation going – word building Put students in groups to discuss how to apply these skills to the work they do in their academic studies.

p33

  1 Business Management accountancy human resources profit production IT (Information Technology) Internet microchip social networking world wide web Architecture buildings design skyscrapers urban planning   2 a 1 IT  2 Business Management  3 Architecture

b 1 microchip, world-wide web, social networking 2 human resources, production 3 design, buidings, urban planning   3 1 three speakers 2 three speakers 3 four speakers   4

a 1 weather/home  2 politics/elections b 1 S  2 F   5 1 What about you? 2 lecture 3 Really? 4 Why?

Unit 5  . Conversations

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6 Food science LISTENING SKILLS  Listening for gist (2)  •  Taking notes (3)  •  Interpreting meaning SPEAKING SKILLS  Helping the listener (5)  •  Checking understanding VOCABULARY DEVELOPMENT  Collocations (3)

LISTENING  Functional foods 

pp34–35

AIMS

The aims of this section are to help students improve their understanding of a text by listening for gist and taking notes, and to be aware of the difference between speculation and fact.

• •

LEAD IN Focus students’ attention on the page. Ask them to identify the skill LISTENING, and the topic (Functional foods). Avoid explaining what ‘functional food’ is at this stage. Ask them if they do their own cooking. If yes, ask them where they buy their food (supermarkets, markets, etc.). If no, ask them who cooks for them and what kind of food they like.

LISTENING  Answer key    1 1 a yogurt  b salt  c milk 2 Students’ own answers.   2 1 salt (iodine, salt) 2 milk (fatty acids Omega 3s) 3 yogurt (probiotics)

  3 Extract 1: enthusiastic   Extract 2: certain   Extract 3: unsure

Intonation helped with the answers, including some words, e.g. Extract 1: ‘an enormous improvement’   Extract 2: ‘real evidence’ Extract 3: ‘some evidence’, ‘However’, ‘need for more research’.

PROCEDURE

1 Students read the instructions and do the task. Go round and monitor.   1 2 $ 6.1 Students read the instructions and listen to the CD. Ask them to compare

  2 their answers in pairs. 3 $ 6.2  Students read and listen to the STUDY SKILL. Ask them to say the example sentences showing the attitude. Allow some exaggeration!   3 $ 6.1  Students then read the instructions and listen again. Play the CD. 4 $ 6.3  Students read the instructions and listen to the CD. Ask them to compare   4 their answers in pairs. 5 $ 6.3  Students read the STUDY SKILL, the instructions and the questions. Play the CD again. Ask some students to write the answers up on the board, using   5 figures not words.

Facts and speculation p35

6 $ 6.4  Students read the instructions and the sentences. Play the CD. Students

  6 do the task and compare answers. 7 $ 6.4  Students read the STUDY SKILL. If necessary, revise modal verbs of possibility (might, could, etc.). Students then read the instructions and the   7 questions. Play the CD again. 8 Students read the instructions and do the task in pairs.   8 9 $ 6.5  Students read the instructions and do the task. Ask them to compare   9 their answers in pairs. Play the CD while students check their answers. 10 Students discuss the statements from exercise 9 in pairs. Go round and monitor. You might like to discuss some of the statements with the class.

Extension ACTIVITy Students listen to $ 6.3 again and read the audio script on p71. Ask them to underline the signposting language of contrast and explanation.

  4

1 b  2 b  3 b  4 a  5 b   5 1 30 years ago, in the mid-80s 2 2 billion people, 30% of world’s population 3 In the early 1990s

4 42% 5 94%

  6 Statements 1, 3 and 4 are true.   7 1 scientists believe 2 may also have 3 is possible that 4 ’re found   5 add 6 are added to 7 Scientists 8 may   8

1 speculation  2 speculation  3 speculation  4 fact  ​ 5 fact  6 fact  7 speculation  8 speculation 1 2 3 4 5 6 7 8 9

28

pp34–35

  9 Taking vitamin pills might not always be good for you. A poor diet possibly causes brain damage. Some people believe that eating fish is good for the brain. Yogurts that contain live bacteria may be better for you. Experts claim that superfoods such as blueberries help prevent cancer. A little chocolate every day is probably not bad for you. Too much fat in your food can cause heart disease. Doctors think that not enough physical exercise is bad for your heart. It is possible that a stressful lifestyle is a cause of cancer.

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SPEAKING  Expressing approximations 

pp36–37

AIMS

The aims of this section are to enable students to use approximations when referring to figures, and to help the listener by asking questions and asking for repetition or clarification.

•

LEAD IN

Dictate the following numbers, times, etc: 49, 131, 9h29, 99.9, 21, 4h58, 982, 1,899. If you have a strong group you can give them bigger numbers: 1,987,674, etc. • Students check their answers with a partner. Ask some students to write the answers (just figures) on the board. Leave the numbers on the board. 1 $ 6.6  Students read the STUDY SKILL and the instructions. Explain that they are going to hear approximations and they must choose the exact corresponding figure from the box. You might like to play sentence 1 on the CD then stop and choose the correct number together. Students then complete the task. 2 $ 6.6  Play the CD again for the students to check their answers.   2 3 Go through the expressions in the Language Bank and make sure the students see the difference between ‘rounding up’ (almost, nearly) and ‘rounding down’ (more than, over). Ask the students to make approximations of the numbers you dictated at the beginning of the class (about 50 / almost 50, more than 30, etc.). Students then read the instructions and do the task. Encourage them to use expressions from the Language Bank. Go round and monitor. Ask a few students   3 to give you some possible answers. 4 Students read the instructions and do the task. If they say they don’t know the answers, explain that they must use approximations. Go round and monitor and encourage students to use different ways to express approximations. Ask a few to   4 give their answers to the class.

Checking understanding p37

5 Students read the instructions. Elicit what viruses are (very small

microorganisms) and some diseases they cause in people (colds, flu). You could also elicit that a virus is also a computer program which causes problems in a computer. Students work in small groups to answer the questions. Go round and monitor. Elicit the answers. If the students don’t know the answers, tell them they are   5 going to listen to a talk which will contain the answers. 6 $ 6.7  Students read the instructions and the notes. Play the CD.   6 7 $ 6.7  Students read the instructions and the Language Bank. Play the CD   7 again. 8 Students read the STUDY SKILL and work in pairs, A and B. Ask them to read the instructions and prepare what they are going to say. Weaker students can make notes. Students then do the task. Go round and monitor. Students change roles. Ask a few pairs to do the task in front of the class.

SPEAKING  Answer key 

pp36–37

  2 1 394  2 406  3 489  4 510  5 62  6 58   3

Possible answers 2 Prices increased by (just) over 2% last month. 3 A return ticket costs nearly €20. 4 About two grams of salt was added to one litre of liquid. 5 The computer was in constant use for almost seven hours. 6 The library was closed for nearly four weeks. 7 About 400 people have enrolled for the conference. 8 The cost of repairing the building was just over €300,000.   4 Students’ own answers.   5 Possible answers 1 Fresh fruit and meat goes bad after a few days. 2 It is kept in the fridge to prevent it from going bad so quickly. 3 To kill the bacteria that make the food go bad.   6 Date discovered 1915 Advantages 1 don’t attack humans or animals 2 only attack specific bacteria Added to food by spraying on to the surface Safety?  Some people believe they are safe, though more tests need to be done.   7 Asking the listener questions: ✓ Do you know what I mean (by …)? Asking the listener for questions ✓ Do you have any (other) questions? Asking for repetition or clarification ✓ Could you repeat that name / word, please? ✓ Could you explain …? Checking understanding by repeating ✓ So what you’re saying is …

ADDITIONAL PHOTOCOPIABLE ACTIVITY Speaking 6  Summarizing

Extension ACTIVITy Elicit again how to express approximations (under, over, around, about, more than, etc.). Dictate the following numbers to the students: 989, 31, 9%, 0.49. Remind them to write only the figures. Ask them to say each number as an approximation in at least three different ways. Students work in pairs and take it in turns to dictate other numbers to each other. Their partner then says the numbers as approximations.

Unit 6  .  Food science

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VOCABULARY DEVELOPMENT  Adjective and noun collocations  p38

VOCABULARY DEVELOPMENT  Answer key 

AIMS

The aim of this section is to raise awareness of adjective and noun collocations.

•

LEAD IN Focus students’ attention on the topic (adjective and noun collocations). Elicit what a noun is (a word used to identify people, place, thing, etc.) and an adjective (a word used to describe a noun). Ask for some examples of both.

PROCEDURE

1 Students read the STUDY SKILL and the instructions and do the task.   1 2 Students read the instructions and do the task. Encourage them to use a dictionary if they are not sure.

  2

3 Students read the instructions and discuss the task in pairs.

  3

As you check the answers, ask for examples to show that the students have understood the terms. For example, – What is a ‘balanced diet’? (a diet that includes all the major food groups, i.e. proteins, fresh fruit and vegetables, carbohydrates, fat). – What is ‘junk food’? (food that is unhealthy but quick and easy to prepare, e.g. burgers) 4 $ 6.8  Students read the instructions and do the task. Play the CD to check the   4 answers. 5 Students work in small groups to discuss the questions in exercise 4. Go round and monitor. Ask some groups to give their answers to the class.

1 2 3 4 5

p38

  1 beneficial effect low intelligence slight increase enormous improvement balanced diet

  2 1 b  2 c  3 b  4 c  5 c   3 (words to be crossed out) 1 strong 2 weak 3 junk 4 wide 5 poor 6 weak   4 1 fresh 2 stressful 3 physical 4 beneficial 5 small 6 high

Extension ACTIVITy Write the following sentence on the board: I have a huge / demanding / stressful job. Elicit which adjective does not go with the noun ‘job’ (huge). Dictate the following sentences. Students work in pairs to identify the adjective which does not go with the noun. (Answers in brackets.) The traffic was heavy / light / easy. (easy) Many people eat junk / quick / fast food. (quick) This exercise is light / easy / difficult. (light) There was a slight / wide / huge increase in prices this month. (wide) She suffers from a minor / poor / serious illness. (poor)

30

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REVIEW 

REVIEW  Answer key 

p39

AIMS

The aims of this section are to give students further practice in the skills learnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their other academic studies in English.

procedure 1 $ 6.9  Students read the instructions. Play the CD.   1 2 $ 6.9  Students read through the questions. Play the CD again.   2 3 $ 6.10  Students read the instructions and do the task in pairs. Play the CD to

check the answers. You may like to play the CD again for students to note the   3 exact words that were used to express fact or speculation. 4 Students read through the information on RDA (Recommended Daily Allowance) values. Make sure students understand the terms by asking some questions: – What do calories do? (provide energy) – What foods contain protein? (meat, fish) – What foods contain carbohydrates? (bread, pasta) – What foods contain fat? (cheese, butter) – What foods contain fibre? (wholemeal bread, fruit and vegetables) Students work in pairs, A and B. Student As look at the ‘Healthy Way’ cereal, Bs at ‘Good Balance’. Students read the instructions. You might like to do the first step with the class. Elicit, for example, ‘Healthy Way contains almost 10g of protein. This is probably very important in a breakfast cereal.’ Go round and monitor. Ask a few pairs to do the task in front of the class. 5 Students discuss the question in pairs. Go round and monitor. Accept any   5 reasonable answers, both have advantages and disadavantages.

Extension ACTIVITy Ask the students to list the skills they have learnt and practised in this unit. For example, – taking notes – checking understanding – collocations Put students in groups to discuss how to apply these skills to the work they do in their academic studies.

p39

  1 Dr Reinhardt is certain.   2

1 Processed foods that have lost a lot of their nutrients are not as good as functional foods. 2 Extra vitamins and minerals are added to foods because they are lost from the foods during processing or they do not occur naturally in the foods. 3 People who live in poorer countries and have a poor diet, and those who just eat badly. 4 The market grew by 9.6% in this country last year. The business is worth just under 1.5 billion euros today, and in just over two years the number of foods with Omega 3s has increased by over 68%.   3

statement

fact speculation

The market will grow.

✓

Substances like Omega 3s will be developed.

✓

People are concerned about their health.

✓

Food companies are developing new foods.

✓

Some new foods protect people from diseases. The future of functional foods is exciting.

✓ ✓

  5

Possilble answer ‘Healthy Way’ has less fat, but also less fibre. It has added calcium, which is good for bones and teeth, but ‘Good Balance’ has added Omega 3s.

Unit 6  .  Food science

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7 Great lives LISTENING SKILLS  Taking notes (4)  •  Listening for detail (3) SPEAKING SKILLS  Presentations  •  Spoken punctuation (3)  •  Giving opinions, agreeing and disagreeing VOCABULARY DEVELOPMENT  Register (2) and (3)

LISTENING  Heroes and heroines 

pp40–41

AIMS

  2 1 b  2 c

LEAD IN

  3 achievements qualifications character birth death education family

The aims of this section are to help students deal with unclear or missed information when taking notes, and to distinguish when speakers are giving facts or opinions by listening for key phrases.

• •

LISTENING  Answer key 

Focus students’ attention on the page. Ask students to identify the skill LISTENING, and the topic (Heroes and heroines). Ask students if they can name any national heroes from their country. Write these names on the board. Ask why they chose these people as national heroes.

PROCEDURE

1

Students read the instructions and discuss the questions. Ask some students to share their ideas with the class. 2 $ 7.1  Students listen to the CD and check their answers.   2 3 $ 7.2  Students read the instructions and complete the task. Put students into pairs to discuss their ideas. Students listen to the CD and check their answers.   3

4 $ 7.2  Students read the STUDY SKILL and the instructions. Tell them to look at

the layout of the notes. Ask them what is missing (the headings for 1, 4 and 5, and information). Ask students if they can guess the missing headings from the notes below. Put their ideas on the board. Play the CD again. Students compare answers in pairs. You may wish to write the notes on the board and ask some   4 students to come to the board and write in their answers.

Opinions and facts p41

5 $ 7.3  Students read the instructions. Play the CD and ask students to compare their answers.

  5

6 $ 7.3  Students read the instructions. Play the CD again. Elicit the answers from the class.

  6

7 $ 7.3  Students read the STUDY SKILL and the instructions. Ask what they should listen for (expressions such as ‘I believe’/’I think’). Play the CD. Put students into   7 pairs to discuss their answers. Check the answers with the whole class.

Extension ACTIVITy Ask students to read audio script $ 7.2 on p72 and to underline any new vocabulary. Students work in pairs and try to explain their partner’s new words. Tell students to use an English-English dictionary to look up any words that neither student knows. Remind them to make a note of pronunciation, irregular forms and usage (formal, informal, etc.) as well as the meaning. Ask each pair to choose three of the new words. Put students into groups of four to exchange and explain the new vocabulary to each other.

pp40–41

✓ ✓ ✓ (✓ just the year and place) ✗ ✓ ✓

  4 1 Family/Childhood/Early life born 1836 in East London one of 12/twelve children 2 Education/Qualifications good school enrolled as nursing student 1865 Society of Apothecaries (= chemists) learnt French medical degree at University of Paris 3 Problems impossible for women to study medicine banned from classes for doctors 4 Character determined, hard-working, courageous, generous 5 Achievements first woman doctor founded a hospital for women became an example for other women   5 Alexander Fleming nationality: Scottish achievement: discovered penicillin Crick and Watson professions: – Crick = physicist and biologist – Watson: biologist and zoologist Achievement: their discovery of DNA Florence Nightingale nationality: English achievement: the founder of modern nursing   6

1 (Y) Yasmin  2 (P) Parvin  3 (J) James   7 1 O (To my mind) 2 F 3 O (for me) 4 O (Personally) 5 F 6 F

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SPEAKING  My hero 

pp42–43

pp42–43

AIMS

  4 Answers will vary depending on individual students’ presentations.

LEAD IN

  5 1 She was born in East London, which was a very poor part of the city. 2 Madame Curie, who was Polish, lived most of her life in France. 3 Lancaster University, where I studied, was founded in 1964.

The aims of this section are to help students improve their presentation skills, including pausing to show extra information, and to practise useful language for discussions.

•

SPEAKING  Answer key 

Give students two minutes to tell each other about one job they would like to do, and one job they would hate to do. Encourage students to give reasons. Ask some students to tell the class about their choices.

PROCEDURE

1

Students look at the photographs and name the professions (engineers and firefighters). Students read the instructions and do the task individually, then discuss their answers in pairs. Remind students to use expressions to show their opinion. 2 Ask if anyone knows who Carl von Linde was. Students read the STUDY SKILL and the instructions and do the task in pairs. 3 Students read the instructions. Make sure they write down headings A–E. Ask some students to write their notes on the board. These can be discussed with the whole class. Put students into pairs or small groups. Tell them that they each have one minute to give a presentation based on their notes. Ask them to listen to their classmates’ presentation and make notes on: – the use of headings to direct their presentation – the use of language to indicate opinions – the choice of information presented. Go round and monitor. You may wish to ask some students to give their presentations to the whole class. 4 $ 7.4  Students read the instructions and the questions. Play the CD. Put students into pairs or small groups to discuss the answers and the differences   4 between their own presentations and the one they listened to.

  6

1 2 3 4 5 6

I believe in my opinion I disagree I agree you’re right I think

Pausing p43

5 $ 7.5  Students read the instructions. Play the CD and students do the task

individually. Write the sentences up on the board. Play the CD again. Ask some students to come to the board and add the commas. Students read the STUDY   5 SKILL and practise saying the sentences.

Agreeing and disagreeing p43

6 $ 7.6  Students read the STUDY SKILL, the instructions and the Language Bank.

Emphasize the importance of disagreeing politely. Play the CD. Put students into pairs to compare their answers. You may wish to ask   6 three students to read the conversation aloud. The rest of the class checks. 7 Students read the instructions and discuss their opinions in pairs. Ask some pairs to demonstrate their discussions to the whole class. 8 Read the instructions with the students. You could set the preparation for the presentations as homework and ask students to hand in their presentation notes before they do the presentations. 9 Students read the instructions and give their presentations. When both students in each pair have completed their talk, they should discuss which of the two people presented is the better ‘hero’. Go round and monitor. Choose some students to give their presentations to the whole class. This could be extended into a class debate and vote on the ‘best hero’.

ADDITIONAL PHOTOCOPIABLE ACTIVITY Speaking 7  Expressing opinions

extension ACTIVITy Students work in pairs. Ask them to look at audio script $ 7.4 on p73. Explain that they are going to take turns to read the short talk aloud to each other. Remind them to ‘help the listener’ by pausing to show clauses, and pausing and using falling intonation to show full stops.

Unit 7  .  Great lives

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VOCABULARY DEVELOPMENT  Register 

p44

AIMS

The aim of this section is to develop students’ understanding of the importance of using the correct register in different situations.

•

You may wish to get students to brainstorm the different expressions they use to disagree with people in their own language. Students discuss which phrase(s) they use with which people, e.g. members of their family, fellow students, professors, etc. $

7.7  Students read the STUDY SKILL and the instructions. Put students into pairs or small groups to compare their ideas. Play the CD. Check the answers   1 with the whole class. 2 Students read the instructions and complete the task. Go through the answers   2 with the whole class.

Formal and informal verbs p44

3 Students read the instructions and complete the task. Elicit the answers from the   3 class. 4 Students read the STUDY SKILL and the instructions. They complete the task individually and compare their answers in pairs. Ask some students to read out   4 the sentences. The rest of the class check their answers. 5 $ 7.8  Students read the instructions and use a dictionary to find replacement   5 verbs. Play the CD. Students listen and check their answers.

34

p44

  1 1 b  2 e  3 a  4 c  5 d   2

1 d  2 b or c  3 a  4 b, c or d

LEAD IN

PROCEDURE

1

VOCABULARY DEVELOPMENT  Answer key 

  3

1 d  2 c  3 f  4 b  5 a  6 e   4

1 entered 2 discover 3 decrease 4 collect 5 omitted 6 increase   5 1 argued 2 suggested 3 study 4 discovered 5 eradicated 6 chose

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REVIEW 

REVIEW  Answer key 

p45

AIMS

The aims of this section are to give students further practice in the skills learnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their other academic studies in English.

procedure

1

$

7.9  Students read the instructions, listen to the CD, and do the task   1 individually. Check the answers with the class. 2 $ 7.10  Students read the instructions. Play the CD. You may wish to write the notes on the board and ask some students to come up and write their ideas.   2 Check the answers with the whole class. 3 $ 7.11  Students read the instructions. Play the CD. Students complete the task.    3 4 $ 7.12  Students read the instructions and complete the task. Put students into pairs to compare answers. Play the CD. Students check their answers. Students practise reading the paragraph aloud. Get some students to read aloud to the   4 whole class. 5 Students work in small groups. Get some students to respond to the statements for the whole class to listen to and check.

extension activity Ask the students to list the skills they have learnt and practised in this unit. For example, – listening for detail – spoken punctuation – giving opinions, agreeing and disagreeing – register Put students in groups to discuss how to apply these skills to the work they do in their academic studies.

p45

  1 1 Background (information) 2 Career and achievements 3 Opinion/Why he is a hero   2 NAME: Jonas Salk NATIONALITY: American PROFESSION: doctor/microbiologist 1 Background 1.1 born: 1914 1.2 family: immigrants 1.3 college: law then medicine 2 Career and achievements 2.1 worked w Thomas Francis Jr – a microbiologist to discover a flu vaccine 2.2 1947 head Virus Research Lab. Univ. of Pittsburgh 2.3 1952 tested 1st vac. on volunteers (inc. his family and himself!) 2.4 1955 became national hero 3 Opinion/Why he is a hero 3.1 has saved millions of lives / medical genius 3.2 refused to profit from his discovery / generosity   3

1 F  2 T  3 F   4 Albert Sabin, who was born in 1906, discovered the first oral polio vaccine. It was much easier to vaccinate people, especially children, by giving the vaccine on a sugar lump than injecting them with a needle. Using this vaccine, which is so easy to give, polio has been practically eradicated and millions of lives have been saved.

Unit 7  .  Great lives

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8 Communication LISTENING SKILLS  Understanding incomplete speech  •  Contractions and linking SPEAKING SKILL  Asking questions in a survey  •  Register (4)  •  Reporting results VOCABULARY DEVELOPMENT  Modifying adjectives  •  Ordinary and strong adjectives

LISTENING  A survey on e-communicating 

pp46–47

AIMS

The aims of this section are to help students improve their understanding of features of natural speech such as incomplete sentences, contractions and linking.

• •

LEAD IN Focus students’ attention on the page. Ask students to identify the skill LISTENING, and the topic (e-communicating). With books closed, ask students for different forms of communication. Write them on the board. Ask which forms were used in the past, and if they can think of forms that might be used in the future.

Procedure

LISTENING  Answer key 

  2 Speaker 1 emails, phone calls, texting, social networking Speaker 2 emails, phone calls, texting Speaker 3 social networking, blogs   3

1 But, I suppose, texting the most. 2 Don’t use it, no. 3 18–24. 4 I think it’s a waste … Don’t know why people use them. 5 Use them all the time. 6 Well, I like my friends … I like to tell them what I’m doing.   4 1 F  2 T  3 NG

1

Students read the instructions and do the task in pairs. Get feedback from the whole class. 2 $ 8.1  Students read the instructions. Play the CD. Check the answers with the   2 whole class. 3 $ 8.1  Students read the STUDY SKILL and the instructions. Play the CD again. Students compare answers in pairs. Check the answers with the whole class.   3

Understanding spoken English p47

4 $ 8.2  Students read the instructions. Play the CD. Check the answers with the

  4 whole class. 5 $ 8.2  Students read the instructions. Play the CD again. Students compare   5 their answers in pairs. 6 $ 8.3  Students read the STUDY SKILL and the instructions. Play the CD. Students   6 complete the task. 7 $ 8.3  Students read the instructions. Play the CD again. You might like to get the students to practise saying the sentences in pairs. Go round and monitor.   7 Check the answers with the whole class.

pp46–47

1 2 3 4 5 6

  5 Speaker 1 mainly phones and sends and receives texts. She sends about 15 texts a day. He sends texts the most. He uses the Internet for checking his emails. Speaker 3 uses the phone for phone calls the most. She’s probably got over 50 apps.

  6 1 four  2 six  3 five  4 five  5 four  6 four

1 2 3 4 5 6

  7 We’re doing (a survey.) Do you have a (mobile phone?) I couldn’t live (without it.) I’ve got lots (of apps.) What kind of (apps?) I can’t even (remember.)

Extension ACTIVITy Students listen to $ 8.1 again and read the audio script on p74. Tell them to underline all the contractions used in the interviews. Students work in pairs and practise reading the sentences with the contractions aloud.

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SPEAKING  Asking questions 

pp48–49

AIMS

The aims of this section are to revise different question forms, to help students be polite when asking questions, and to practise reporting the results of a survey. Students will also devise, carry out and report on a survey.

•

LEAD IN Ask students if they have answered questions in a survey recently (or ever) in the street, on the Internet or on the phone. If they have, ask them what the topic was.

PROCEDURE

1

$

8.4  Students read the instructions and complete the task individually. Put students in pairs to compare answers. Play the CD. Elicit the answers from the   1 whole class. 2 $ 8.4  Students read the STUDY SKILL and the instructions, and complete the questions individually. Put students in pairs to compare answers. Play the CD   2 again. Elicit the answers from the class. 3 Students work in pairs to ask and answer the questions in exercise 2. Elicit the correct intonation for the questions. Go round and monitor. You might like to ask a few pairs to do the task in front of the class.

Speaking to strangers p48

4 $ 8.5  Students read the STUDY SKILL and instructions and do the task. Play the

CD. Elicit the answers from the whole class. Point out the grammar and form of certain structures: – would you mind + -ing (e.g. would you mind answering). A positive answer is ‘no, of course not’. – could you + infinitive – may I + infinitive – thank you for + noun (your help) or gerund / -ing form (answering). Students practise saying the sentences in pairs. Go round and monitor and make   4 sure they sound polite!

ADDITIONAL PHOTOCOPIABLE ACTIVITY Speaking 8  Doing a survey

SPEAKING  Answer key 

pp48–49

  1 ✓ wireless ✓ speed of connection ✓ dial-up ✓ helpline

1 2 3 4 5 6 7

  2 May I ask you Do you have the What kind of connection Is it a Is the speed of the Internet connection What do you do Is the helpline service

  4 1 Excuse me! Would you mind answering a few questions? / Would you mind answering some questions for me? 2 Good afternoon! May I ask you a few questions? 3 Excuse me! Could you answer a few questions? / Could you answer some questions for me? 4 Thank you for your time. / Thank you for answering my questions. 5 Thank you very much for your time. / Thank you very much for answering my questions.   5 1 d  2 a  3 c  4 b   6 1 The survey was to find out about Internet connections at home. 2 25 people were questioned. 3 They were between 18 and 24. 4 Most people had broadband. 5 The broadband connection was ‘very fast’ or ‘fast’. 6 The dial-up connection was ‘slow’ or ‘very slow’. 7 A minority described the helpline service as ‘poor’. 8 The conclusion was that most of the young people questioned had broadband connection at home and were generally satisfied with the service.

Reporting results p49

5 $ 8.6  Students read the instructions. Play the CD. Elicit the answers from the whole class.

  5

6 $ 8.6  Students read the instructions. Play the CD again.   6 7 Students read the STUDY SKILL. Go through the expressions in the Language

Bank. Students read the instructions and do the task. You might like to let weaker students write out the report. Encourage stronger students just to use notes. 8 Students work in pairs to give their reports. Go round and monitor. Ask two or three students to give their reports to the class. Ask the students to compare the reports they heard. What differences did they notice?

Unit 8  . Communication

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Doing a survey p49

9 Depending on your teaching circumstances, the students could carry out this

survey on the general public (if you are in an English-speaking environment), other English-speaking students in your institute or other students in the class. They could then be given several days to do the task. Divide the students into groups of three or four. Give each group a topic according to their interests or from the list below: Shopping on the Internet, Computer games, Television watching, Social-networking sites. Students read the instructions and do the task. As they prepare the questions, go round and monitor. Remind them to use the polite introductory phrases. Students carry out the survey and prepare their report. Ask the students to give their reports to the whole class. As the students listen, get them to note any surprising or interesting results. Get feedback from the whole class.

EXTENSION ACTIVITY Students listen to $ 8.2 again and read the audio script on p74. Ask them to underline the polite phrases used in each conversation. In pairs, students practise reading the conversations, focusing on using the correct intonation.

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VOCABULARY DEVELOPMENT  Adverbs and adjectives  p50 AIMS

The aim of this section is to revise adverbs that modify adjectives.

•

•

LEAD IN Write two columns on the board: one headed ‘Adverbs’, the other ‘Adjectives’. Elicit what an adjective is (a word that describes a noun) and an adverb (a word that modifies or adds more information to verbs, adjectives or phrases). Ask the students to copy the headings onto a piece of paper. Tell them you are going to dictate some words to them and they must put them into the correct column. Dictate the following words in jumbled order: – Adverbs: well, badly, very, quite, extremely, really, incredibly – Adjectives: good, cold, hot, kind, difficult, friendly, important Students compare answers with a partner. Ask two students to come to the board and write up the answers.

PROCEDURE

1

Students read the STUDY SKILL and instructions, and do the task. Elicit the   1 answers from the whole class. 2 Students read the instructions and do the task. Draw the scale on the board or an OHT. Ask one or two students to come and put the words in the correct place   2 on the scale. 3 Students read the instructions and do the task. Go round and monitor. Students   3 compare their answers with a partner. Elicit a few answers from the class. 4 $ 8.7  Students read the STUDY SKILL and the instructions, and do the task. Play   4 the CD for them to check their answers. 5 Students read the instructions and do the task. Elicit the answers from the whole   5 class.

VOCABULARY DEVELOPMENT  Answer key 

p50

  1 1 very 2 extremely 3 not very, really 4 less 5 fairly   2 weakest   not very  ​fairly  ​very  ​really  ​extremely  ​strongest   3 Student’s own answers.

1 2 3 4 5 6 7

  4 I was absolutely exhausted. The report was absolutely fascinating. Kalim found the exam absolutely impossible. The winters were absolutely freezing. The arrangements for the conference were absolutely perfect. The lecture theatre was absolutely enormous. Lina was absolutely terrified before doing her presentation.

  5 1 very 2 very 3 absolutely 4 absolutely 5 very 6 absolutely 7 very 8 absolutely

EXTENSION ACTIVITY Dictate the following adjectives: cold, hot, good, small, big, useful, difficult, pleased, interesting, tired. Elicit the strong adjectives, e.g. cold–freezing, interesting–fascinating, etc. Put students into pairs and say that they are going to agree with everything their partner says, and repeat it, using a strong adjective. Write an example on the board: A It’s cold today! B Yes, it’s freezing. Students write their own short sentences using ordinary adjectives and then practise the dialogues in pairs.

Unit 8  . Communication

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REVIEW 

REVIEW  Answer key 

p51

AIMS

The aims of this section are to give students further practice in the skills learnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their other academic studies in English.

procedure

1

$

8.8  Students read the instructions. Play the CD. Students compare their   1 answers with a partner. Elicit the answers from the whole class. 2 $ 8.9  Students read the instructions and listen to conversation 1 again.   2 3 Students read the instructions and do the task. Encourage the students to make contractions. Go round and monitor. Ask one or two groups to read the conversation aloud to the class. 4 $ 8.10  Students read the instructions. Play conversation 2 again.   4 5 Students read the instructions and do the task. Go round and monitor.   5 6 Students work in pairs to do the task. Remind them about the correct intonation for questions. Ask some pairs to repeat some of their questions and answers in front of the class.

Extension ACTIVITy Ask the students to list the skills they have learnt and practised in this unit. For example, – understanding incomplete speech – asking questions in a survey – modifying adjectives Put students in groups to discuss how to apply these skills to the work they do in their academic studies.

40

p51

  1 conversation 1 Main topic: choosing a subject for a presentation They agree to talk on the subject of access to the Internet. conversation 2 Main topic: which visuals to use for their presentation They agree to make a powerpoint presentation with slides. conversation 3 Main topic: when and where to practise the talk They agree to meet at 2p.m. at the library.   2 1 have you got any 2 do you think 3 very original 4 do you mean 5 Parks 6 there’s free 7 you have to 8 Let’s do   4

1 What? 2 lots of stuff 3 too many 4 I’ll mail you mine.   5 Possible answers Why do people say using the Internet can be dangerous? Do you think Internet access should be free? What kind of Internet access do you have? How much time a day do you spend on the Internet? What do you think is the best thing about the Internet? How often do you use the Internet when you travel? Have you got a wireless connection at home?

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9 Significant objects LISTENING SKILLS  Supporting an argument  •  Understanding words in context  •  Taking notes (5) SPEAKING SKILLS  Helping the listener (6) and (7) RESEARCH  Using the Internet (3) VOCABULARY DEVELOPMENT  Compound adjectives  •  Compound nouns

LISTENING  The Lewis chess set 

LISTENING  Answer key 

pp52–53

AIMS

The aims of this section are to improve students’ listening comprehension by identifying how speakers support their arguments using reasons, evidence and examples, to help students work out the meaning of new words, and to improve their note-taking skills.

• •

LEAD IN Focus students’ attention on the page. Ask them to identify the skill LISTENING, and the topic of the unit (Significant objects). Ask students in small groups to make a list of five objects they own that they consider important or significant. Write these on the board. Get some students to explain why these objects are important to them.

PROCEDURE

1

Students read the instructions and match the objects and names. Elicit answers   1 from the whole class. 2 Students work in pairs and discuss the questions. Get feedback from the whole class. You could ask students to name two other objects that have changed   2 human history and say how. 3 $ 9.1  Students read the instructions. Play the CD. Go through the answers with   3 the whole class. 4 $ 9.1  Students read the STUDY SKILL and the instructions. You may wish to get students to think about the types of words and phrases that can be used to introduce support for an argument (for reason: because; for examples: such as; for explaining: which means). Play the CD again. Students check their answers in pairs. Put the plan on the board and ask some students to come up and write their notes. The rest of the   4 class checks their answers. 5 $ 9.2  Students read the instructions. Give them a few moments to look through the statements. You may wish to ask them to predict the answers based on their own knowledge. Play the CD. Students compare their answers in pairs.   5

6 $ 9.2  Students listen again and complete the notes. Play the CD.   6 7 $ 9.3  Students read the STUDY SKILL and the instructions. Play the CD. Check the answers with the class.

  7

8 $ 9.3  Students read the instructions. Play the CD again. Ask students to compare their answers in pairs. Elicit the answers from some pairs.

  8

9 $ 9.4  Students read the instructions. Remind them that if they did not hear a

piece of information clearly, they should just write down what they heard and check it afterwards. Play the CD. Ask some students to write up the answers on   9 the board. Discuss the spelling with the whole class. 10 $ 9.5  Students read the STUDY SKILL. Point out that students can use their own abbreviations, short forms and symbols for their own notes. Students listen to the talk and make notes. Play the CD. Go round and monitor as students are writing. Emphasize that students should not attempt to write complete sentences.   10

pp52–53

  1 1 a wheel 2 chessmen 3 a Roman mirror   2

Students’ own answers.   3 1 In the 12th century. 2 India.   4 1.1 links humanity through time and place (the past) 2 the coming together of three cultures 2.2 the Islamic world 2.3 Mediaeval Christian Europe 3 chess as a war game 3.1 humans can transform war into something positive   5

1 T  2 F  3 NG  4 T  5 T   6 POINT OF VIEW: The mirror is a significant object. Reason 1 first time people could see themselves Reason 2 changed the way people saw the world: example the image is reversed example you can see behind you   7 1 that is  2 which means  3 in other words   8 1 c  2 b   3 b   9 1 bust 2 tunic 3 Gems 4 wealthy   10 Reasons: 1 shows how imp. trade in 4th C CE 2 tells lots re soc. in Rom. Emp. Late 4th C Background: found in England Date: hidden end 4th/beg 5th ... Rom Emp breaking up + less security Other items 15,000+ coins +200 gold and silver items –570 solid gold about 100 silver spoons +14,000 silver 3 pepper pots

Unit 9  .  Significant objects

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Extension ACTIVITy

SPEAKING  Answer key 

In 2010, the Director of the British Museum, Neil MacGregor, chose 100 objects to represent different cultures throughout the ages and from around the world. These talks are available to listen to and download as podcasts from http:// downloads.bbc.co.uk/podcasts/radio4/ahow/rss.xml You may wish to direct your students to the BBC’s list of objects. Tell them to choose one object and to listen to the podcast about it. They should make notes on the object and why it is significant and present this to the class. Remind students to listen for language that expresses reasons, shows evidence or gives examples.

  3 1 Students’ own answers. 2 domestic machine, revolutionized, poor conditions 3 in other words, that is, such as

SPEAKING  Machines 

p54

AIMS

The aims of this section are to encourage students to make their presentations clearer by explaining specialized vocabulary, and by using a variety of expressions to support their arguments.

•

RESEARCH  Answer key  1 2 3 4 5

p54

p55

  1 the Louvre Museum, Paris, France MIT Museum, Cambridge, Massachusetts, USA the Egyptian Museum, Cairo, Egypt the Field Museum, Chicago, USA (National) Museum of Flight, East Lothian, Scotland (among others)

LEAD IN Remind students of the list of significant objects they collated on the board in the last lesson. Ask students to say how many of them were machines.

PROCEDURE

1

Students read the STUDY SKILL and the instructions, and do the task individually. Ask some students to explain new vocabulary to the class (e.g. founded, domestic life, mass production, poor conditions, low wages). Remind students to record any new words or phrases. 2 Students read the STUDY SKILL and instructions. Give them five minutes to prepare their presentations. Remind them to use expressions from both of the Study Skill boxes on p54. Put students into small groups to give their presentations. Go round and monitor. Choose two or three students to give their presentations to the class. 3 $ 9.6  Students read the instructions. Play the CD. Students stay in their groups   3 to discuss the questions.

ADDITIONAL PHOTOCOPIABLE ACTIVITY Speaking 9  Problem solving

extension ACTIVITy Tell students to choose 3–5 words from their own field of study. Students work in pairs or small groups and explain the vocabulary using the expressions from the Language Bank on p54.

1

RESEARCH 

p55

Students read the STUDY SKILL and the instructions. If it is not possible to do the   1 research in class, students could do this for homework. 2 Set this exercise for homework. You may wish to spend some time in class brainstorming suggestions for significant objects. 3 Remind students to check the structure of their presentation, referring back to the Study Skill on p42, if necessary. 4 As each student will give a two-minute presentation, these could be timetabled so that one or two students give their presentations at the start of each of the following lessons.

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VOCABULARY DEVELOPMENT  Compound adjectives  p56 AIMS

The aim of this section is to develop students’ understanding of compound adjectives and nouns.

• •

LEAD IN Ask students what they understand by the term ‘compound adjectives’ (an adjective of two words, usually an adverb or adjective + a present or past participle). Put students in pairs. Tell them they have 30 seconds to write down any compound adjectives they remember.

PROCEDURE

1

$

9.7  Students read the STUDY SKILL and the instructions. Play the CD. Check answers with the whole class. Put students into pairs to read the sentences aloud. Tell them to pay particular attention to the stress on the compound adjective.   1

You may wish to explain that the rules for writing these adjectives are not firmly fixed, but that generally if a compound adjective is used before a noun (e.g. grumpy-looking queen) then it is hyphenated. If it stands alone, (e.g. it is beautifully prepared) it is not hyphenated. 2 $ 9.8  Students read the instructions and complete the task individually. Put students into pairs to compare answers. Play the CD. Students check their   2 answers.

Compound nouns p56

3 $ 9.9  Students read the instructions. Play the CD. Ask some students to tell the class where they have marked the stress. Students then read the STUDY SKILL.

VOCABULARY DEVELOPMENT  Answer key 

p56

  1 1 (grumpy-)looking 2 (highly-)prized 3 time(-consuming)   2 1 (highly-)polished 2 (loose-)fitting 3 (fierce)-looking 4 (highly-)developed 5 (hand)made   3 1 The chess set represents the coming together of three important cultures. 2 A game of chess is essentially a war game, a battlefield. 3 Perhaps the Lewis chess queens had toothache. 4 The object I find significant is the sewing machine. 5 These machines meant that mass production of clothes was possible.   4 1 crime rate / crime fiction 2 science department / science fiction 3 university department 4 plastic surgery 5 websites   5

1 crime fiction or science fiction 2 plastic surgery 3 crime rate 4 websites 5 university department

  3

4 Students read the instructions and do the task individually. Put students in pairs to compare answers. Ask some students to read out the matches. The rest of the   4 class checks their answers. Point out that more than one match is possible. 5 Students read the instructions and complete the questions. Get students to ask you the questions to check they have the correct compound noun. Put students into pairs to ask and answer the questions. Go round and monitor.   5

extension activity Students work in pairs or small groups. Tell them you are going to give them the first half of a compound noun. They will have 30 seconds to write as many compound nouns as possible starting with the words: 1 fire  2 head  3 hand. After 30 seconds, find out which pair or group has the most compound nouns. Ask them to write their words on the board. The rest of the class compares answers and checks that the words are compound nouns and are correctly spelt. Give students 1 point for each compound noun. The group or pair with the most points wins. Possible answers 1 fire + man/fighter/engine/alarm/arm/drill/escape 2 head + scarf/phones/lights/line/teacher/quarters 3 hand + shake/book/bag/gun/cuffs/stand

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REVIEW 

REVIEW  Answer key 

p57

AIMS

The aims of this section are to give students further practice in the skills learnt in this unit, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their other academic studies in English.

procedure

1

$

9.10  Students read the instructions. Play the CD. You may wish to write the notes on the board and ask some students to come up and write in their ideas.   1 Check the answers with the whole class. 2 $ 9.10  Students read the instructions. Play the CD again. Students complete the task. Ask some students to read out the sentences. The rest of the class check   2 their answers. 3 You may wish to set this exercise as homework. Students read the instructions and use the notes to make a presentation. 4 When students have prepared their talks, put them into pairs to give their presentations. Go round and monitor. You could select some students to give their presentations to the whole class. 5 Students complete the questions in pairs, and ask each other the questions. Go round and monitor. You may wish to get students to ask and answer the   5 questions in open pairs so that the whole class can listen.

p57

  1 Invented: 19th C Significance: changed people’s lives 1 fire nec. for cooking & heating 2 w/out match • lighting fires time-consuming & difficult 3 w match cd • light fires immed.   2 1 match 2 instantaneously 3 superseded   5 1 television (channel) 2 note(book) 3 pass(word) 4 news(paper) 5 credit (card) 6 house(hold)

Extension ACTIVITy Ask the students to list the skills they have learnt and practised in this unit. For example, – supporting an argument – understanding words in context – using key words and abbreviations – using the internet – compound adjectives and nouns Put students in groups to discuss how to apply these skills to the work they do in their academic studies.

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10 Responsible tourism LISTENING SKILLS  Dealing with longer listenings (1) and (2) SPEAKING SKILLS  Transitions  •  Dealing with questions VOCABULARY DEVELOPMENT  Dependent prepositions

LISTENING  Ecotourism 

pp58–59

AIMS

The aim of this section is to help students deal with longer listenings using strategies such as predicting, listening for signposting, key words and taking notes.

• •

LEAD IN Focus students’ attention on the page. Ask them to identify the skill LISTENING, and the topic (Ecotourism). Write the word ‘holiday’ on the board. Ask students to work in pairs and brainstorm what they associate with a holiday. Get feedback and write up some words on the board.

Procedure

1

Students read the instructions and discuss Figures 1–3 in pairs before answering questions a–d. Get feedback from the whole class. Don’t give a definition of   1 ‘ecotourism’ at this stage. 2 $ 10.1  Students read the instructions. Play the CD. Elicit the answers from the class. Ask the students to listen for key words and expressions that show the second advertisement is for ecotourism (make a difference to the local community,   2 help, learn skills, recycle, solar panels, locally-grown food). Play the CD again. 3 Students read the STUDY SKILL and the instructions and do the task individually. Get them to compare their answers in pairs. You might like to draw the mind map on the board and ask some students to come up and write their answers.   3 Discuss other possible answers. 4 Students read the instructions and do the task. Go round and monitor. Accept   4 any reasonable questions. 5 $ 10.2  Students read the instructions. Play the CD. Encourage them to write the   5 headings on a piece of paper, leaving enough space to make notes. 6 $ 10.3  Students read the instructions. Play the CD. Students compare their notes in pairs. Write the headings on the board and elicit the notes for each heading from the class after only one listening. (Remind students that in real life they only listen to a lecture once!) If your students find it difficult, play the CD   6 again after you have elicited as much information as possible. Students look back at their questions in exercise 4 and try to answer them. Remind them that this is a way to predict and start thinking about the topic.

LISTENING  Answer key 

pp58–59

  1 Fig. 1 a cruise ship / liner Fig. 2 skyscrapers, New York Fig. 3 young people building a house

Possible answers a) Advantages: improves economy of area, increases jobs, increases exchange between people. Disadvantages: changes the environment, causes pollution, local people are exploited, only for people who can afford it, takes away homes for locals b) – for sun, sea and relaxation – to have an adventure, to discover new areas – to discover a new city, see the sights, culture c) Ecotourism could be Fig 3. d) Ecotourism is responsible tourism where the environment is respected and local people benefit.   2 a) ecotourism (advert 2) b) ordinary tourism (advert 1)   3

Possible answer ECOTOURISM: Conservation: energy, water Protection of environment: recycling, reduce pollution Benefits: plants & animals, environment Education: tourists, local community   4

Possible answers 1 What are the advantages of ecotourism? 2 Who benefits from ecotourism? 3 Where do ecotourism holidays take place? 4 How much money does ecotourism bring to local communities?   5 Possible answers 1 Definition and principles 2 Example 3 Financial impact cf general tourism 4 Conclusion   6 Possible answer 1 Definition and principles responsible travel – conserves environment & improves wellbeing of locals. 3 principles: – 1 minimizes effect on locality – small scale, no big hotels, locals involved – 2 improves or conserves environment – through education, conservation & recycling, using renewable energy, e.g. solar – 3 locals should benefit – earn money & better education, schools, health services, access to places, transport, etc.

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7 Students read the instructions and do the task in pairs. Ask for feedback from

  7 two or three pairs. 8 $ 10.4  Students read the instructions. Play the CD. Elicit answers from   8 individual students. 9 $ 10.4  Students read the instructions. Play the CD again. 10 Students read the STUDY SKILL and discuss their answers in pairs to the questions in exercise 9. Go through the answers with the whole class.   10

ADDITIONAL PHOTOCOPIABLE ACTIVITY Speaking 10  Describing a graph

Extension ACTIVITy Students listen to $ 10.2 and $ 10.3 again and read the audio scripts on p77. Ask them to underline all the signposting language showing the structure of the talk and the transitions. For example, ‘There are four parts to my lecture, ‘First of all’, ‘Secondly’, ‘In the third part’, etc.

  6 (continued)

2 Example 10 days in Vietnam, local guides show culture & customs, tourists stay in local hotels, souvenirs made by local community. Also tour operator supports charity, poor children go to school & protects endangered animals. 3 Financial impact cf general tourism In ecotourism 95% money spent by tourists goes to locals, cf. trad. hols. 20%, cruise hols even less. 4 Conclusion Ecotourism responsible way to travel, benefits guest & host (tourist & local). Take photos & leave benefit for community.   7 Possible answers 1 Student’s own answers. 2 You lose concentration, stop listening, miss information, panic. 3 Give up! Feel frustrated. Start concentrating again.   8 She mentions losing concentration, missing information, signposting language, keywords, summaries.   10

1 2 3

If you stop concentrating you stop following or understanding. You shouldn’t worry, but start listening again. You can do the following: – 1 Listen for signposting language which tells you a new section is starting. – 2 Listen for key words that you recognize and start again from there. – 3 Listen for the speaker’s summary of what they’ve said at the end. By listening to this you can find out what you have missed then check with a colleague or research it on the Internet.

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SPEAKING  Transitions 

pp60–61

AIMS

The aims of this section are to improve clarity of a student’s talk by making clear transitions between sections, to help students deal with questions, and to revise and combine all the speaking skills seen in this book with a longer presentation.

• •

LEAD IN Focus students’ attention on the topic (Transitions). Ask what this means in a talk (moving from one section or one speaker to the next). Students work in pairs and brainstorm the features of a good presentation. Get feedback from the whole class and write up their ideas on the board. Possible answers Clear – clearly spoken/ clearly structured / well organized Well prepared Interesting – content and form Adapted to audience – content and form

SPEAKING  Answer key  1 2 3 4 5

pp60–61

  2 In this section I’ll discuss Going back to This leads me to I’d like to turn to Let’s think about

  4 Possible answers 1 I’m sorry I don’t know. / That’s a difficult question to answer. 2 Can I come back to that later? / Can I answer that later? 3 I’m not sure what you mean by that. / Could you explain what you mean? / Could you repeat the question, please?

PROCEDURE

1 Students read the STUDY SKILL and the instructions and do the task. 2 $ 10.5  Students listen and check their answers. Play the CD. Students practise

saying the sentences aloud in pairs. Go round and monitor. Ask some students   2 to say the sentences in front of the class. 3 Students read the instructions and work in pairs.

Dealing with questions p60

4 Students read the instructions and do the task. Elicit their answers. Students

  4 then read the STUDY SKILL. 5 Students read the instructions and do the task. If they don’t have enough information, encourage them to use the Internet to find more. (You might like to set the task as homework). Go round and monitor. 6 Put students in pairs, A and B. Students read the instructions and do the task. Make sure both A and B give their talks. Ask a few pairs to give their talks to the whole class.

A presentation p61

7 This activity combines all the speaking skills previously seen in the book.

Explain that each student is going to give a presentation. You might like them to choose their topic or allocate a topic from the list (or any other relevant topic to your class). Encourage students to read through all the steps first. Depending on your teaching situation your students can do their research at home or in class. 8 If you have a small class, students can give their talks to the whole class. If you have a large class, divide them into small groups. You might like to record the talks if you can and if your students agree to be recorded. Make sure that the listeners take notes as they listen and, depending on class size and participation, you could designate certain students to ask a question at the end of each talk. Ask the listeners for feedback on the talks and give some yourself, mentioning good and less good points, content and form.

Extension ACTIVITy Students listen to $ 10.4 again and read the audio script on p77. Ask them to mark the pauses. In pairs, the students practise reading the audio script to each other. Ask a few students to read it out to the whole class.

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VOCABULARY DEVELOPMENT  Words and dependent prepositions 

VOCABULARY DEVELOPMENT  Answer key  p62

AIMS

•

•

  1 1 in  2 at  3 to  4 for   2

The aims of this section are to increase students’ awareness of and revise dependent prepositions of nouns, verbs, and adjectives.

1 of  2 between  3 in  4 for

LEAD IN

1 People who suffer from diabetes need to follow a careful diet. 2 The student was accused of cheating in the exam. 3 How many candidates applied for the job of research assistant? 4 Aziz did not agree with the other students on the best place for a holiday

With books closed, tell the students you are going to dictate some sentences with missing words. They must write down the sentences and find the missing words (in brackets). Sentences to dictate: Listen _______ the CD. (to) Give the book _____ me. (to) It depends ______ the weather. (on) You have to pay _____ the damage. (for) She borrowed the book _______ the library. (from) Students compare their answers in pairs. Elicit the answers and the topic of this section.

PROCEDURE

1

p62

Students read the STUDY SKILL. Point out or elicit that the first example (disappointed with) is an adjective, the second (increase in) is a noun and the third (consists of ) a verb. The prepositions that go with the words have to be learnt. There are no rules! Students read the instructions and do the task. Encourage them to use their dictionaries. To check the answers with the whole class, get students to read out the complete sentence and make sure that the prepositions are not stressed.

  3

  4 1 in  2 at  3 of  4 between  5 with  6 for   5 spend/depend/concentrate + on good/bad/hopeless + at agree/disagree/argue + with decrease/interested/increase + in apply/responsible/ask + for

  1

2 Students read the instructions and do the task.   2 3 $ 10.6  Students read the instructions and do the task. Play the CD to check answers.

  3

4 Students read the instructions and do the task. Check the answers. Put students in pairs to ask and discuss the questions. Remind them to use the correct   4 intonation. 5 Students read the instructions and do the task. Encourage them to use their   5 dictionaries.

Extension ACTIVITy Students compete to find the correct preposition. Write on the board or dictate the following sentences with gaps: I’m not very interested ____ politics. (in) At school I was bad ____ Maths. (at) Who is responsible ____ making all that noise? (for) What is the major cause ____ air pollution? (of) Are you bored ____ talking about the Internet? (with) The table is made ____ wood. (of) The first student to finish with the correct answers (in brackets) is the winner.

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REVIEW 

REVIEW  Answer key 

p63

AIMS

The aims of this section are to give students further practice in the skills learnt in this book, and to give them the opportunity to review the work they have done. A further aim is to encourage students to apply what they have learnt to their other academic studies in English.

PROCEDURE

1

Focus students’ attention on the photos. Ask: – Has anyone been to any of these places? – What are they like? Put students in pairs to do the task. Go round and monitor. Get feedback from the whole class. Elicit what the students have done (used their knowledge to   1 predict what they may hear in the listening). 2 $ 10.7  Students read the instructions. Remind them of the Study Skill on p4. Ask how they are going to listen (for general information). Play the CD. Elicit the answers from the whole class.   2 3 $ 10.7  Students read the instructions. Elicit how they are going to listen (selectively for detail). Play the CD again. Students check their answers with a   3 partner. Elicit the answers from the whole class. 4 $ 10.8  Students read the instructions. Refer them to the Study Skill   4 (Distinguishing speakers) on p29. Play the CD. 5 $ 10.8  Students read the instructions. Remind them of the Study Skill on p28.   5 Play the CD again. 6 $ 10.9  Students read the instructions. Play the CD. Elicit the answer.   6 7 $ 10.9  Students read the instructions. Play the CD again. Students compare their answers. Elicit answers from the whole class. Ask the kind of expressions they were focusing on (signposting language for organizing a talk, giving examples,   7 and reasons). 8 Students read the instructions and do the task. Go round and monitor. Check the answers with the whole class. Put students in groups to discuss the   8 questions. Ask some groups to give their opinions to the class.

Extension ACTIVITy Ask the students to list the skills they have learnt and practised in this unit. For example, – dealing with longer listenings – using phrases to show transitions – dependent prepositions Put students in groups to discuss how to apply these skills to the work they do in their academic studies.

p63

  1 Possible answers Switzerland – Western Europe – Skiing, walking, mountain climbing – Mountains, chocolate Rio de Janeiro – Brazil, South America – Sightseeing, to watch football – Carnivals, Statue of Christ the Redeemer Jordan – Middle East – Archaeological sites, ancient monuments – Petra   2 1 People go to Switzerland for scenery and skiing. 2 Climate change is resulting in warmer winters and less snow.   3

1 2 3 4

Luxembourg does not border Switzerland. Tourists travel to the top of the mountains by public transport. No. All levels of skiers go to Switzerland. The tourism representatives are installing artificial snowmaking machines and developing resorts higher in the mountains.

  4 Four people are talking: two men and two women.   5 economics of tourism: 2nd part tourist sights: 3rd part history of tourism: 1st part   6 1 historical ancient sites 2 natural reserves 3 city tourism   7 1 I want to talk to you about 2 Firstly 3 finally 4 because of 5 for example   8 1 about  2 for  3 by  4 in

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Audio scripts $

1.1

Good morning, everybody. Let me introduce myself: I’m Dr Green and I’m the Senior Tutor for overseas students. So, first of all, I’d like to welcome you to the university. I hope that you will work hard and profit from your time here. Over the next couple of weeks, I’m going to meet each of you individually, but this morning I just want to give you some general information about the practicalities of life here on the campus: housing, money, and health. For anything to do with accommodation, please see Mrs Roberts in Room two hundred and fourteen in the Senate Building. That’s room two-one-four. For any financial advice, such as setting up a bank account, transferring money, etc, make an appointment to see Dr Reynolds, the Student Financial Adviser, in Room one hundred and seventeen, one-one-seven, in the Admin block. The university health centre is next to Admin and it is a good idea to register with the centre as soon as possible. To do this, you just need to give your personal details to the receptionist. Oh, and you will need to show her your passport and student card. Right! Any questions so far? No? OK, then let’s move on to the reason you’re here: your studies. You will be given tutors in your individual subject area, but I’m the person to see if you have any more general concerns about your work. For example, timetable problems or … $

1.2

1 [E= Emily, A= Annie] E Hey, Annie, I’m glad I’ve run into you. Have you got yesterday’s book list? A Yeah, but not here. E Oh! Any chance you could send it to me? A Course, what’s your email? E It’s Emily, that’s e…m…i…l…y dot shaw, that’s s…h…a…w at interfone, i…n…t…e…r…f…o…n…e dot com. All small letters. 2 As you can see from the graph, the urban population has increased rapidly. At the same time, the rural population has fallen dramatically. One explanation for this may be … 3 Please note that Professor Lee’s talk on Innovations in Medicine will be held in Room 407, not 507 as stated on the programme. 4 A Excuse me, sorry, excuse me! I’m doing a survey on … B Sorry, haven’t got the time now. A Excuse me, madam. I’m doing a survey on shopping habits and I wondered if I could ask you some questions. It will only take two minutes. C Er, well, OK, then. 5 Two people are known to have been killed and ten others injured after an accident involving a main line train and a car which, apparently, had got stuck on a crossing. $

1.3

1 Hello, everyone. My name’s Ali El Hendi. 2 Hello, may I introduce myself? I am Dr Phillips. 3 Professor Adwan, isn’t it? Hello, I’m Mrs Elliot, Lina Elliot, from Administration. 4 Hi, I saw you in the lecture. I’m Mei… 5 Morning, I’m Elif, Elif Tan, and I’m from Istanbul. $

1.4

Tutor  OK, we’re all here, so let’s get started. As this is the first tutorial of the year, I think it would be a good idea if everyone briefly introduced themselves. I’ll start with myself. I’m Dr Peter Black and my particular subject is Accountancy and European Law. And . . .

A Morning everyone. I’m Dilek Sancak and I’m from Izmir, in Turkey. Like you all, I’m studying Accountancy and Finance. B Hello, my name is Sachit Malhotra from New Delhi, the capital of India. And I’m doing Accountancy and Finance as I’d like to work in an international organization after graduating. C Hi, I’m Mahmoud Subri and I’m from Jordan. Also, from the capital city, Amman. At the moment I’m more interested in finance and financial institutions, but that may change over the course! $

1.5

1 It’s Emily, that’s e-m-i-l-y dot shaw, that’s s-h-a-w, at interfone, i-n-t-e-r-f-o-n-e, dot com. All small letters. 2 Jim dot grant 32, that’s j-i-m, dot g-r-a-n-t 32, at liv, that’s l-i-v, dot a.c., dot u.k. 3 G dot reddy, that’s r-e-d-d-y, at public underscore info, that’s p-ub-l-i-c, underscore, i-n-f-o, dot gov, that’s g-o-v. 4 Buzz dot Peters, that’s B-u-z-z dot P-e-t-e-r-s at nsw dot ac dot aus, a-u-s. 5 W-w-w dot researchinfo, that’s r-e-s-e-a-r-c-h i-n-f-o dot net, that’s n-e-t, forward slash mech hyphen eng, that’s m-e-c-h hyphen e-n-g. $

1.6

1 A Give me a ring on my mobile. The number’s 076532215. B Did you say two two one five? A Yeah, two two one five. 2 A Let me make a note of your email address. B Sure. It’s [email protected] A Was that thirteen or thirty? B Thirteen, one three. 3 A Good morning, this is Ella Peters speaking. Is that Chang Li? B Yes, it is. Sorry, this is a bad line. I didn’t catch your name. A Ella, Ella Peters. We met at the conference last week. 4 A It’s Paul. Can I pop round and return that book I borrowed? Where’s your room? B It’s Bowland Tower, room nine on the third floor. A Third floor? B Yeah, … 5 A The best person on this subject is Dr Shehadeh and I advise you to read her latest article. B Sorry, could you repeat the name, please? A Certainly, Dr Shehadeh, that’s S-h-e-h-a-d-e-h. $

1.7

1 detail  2 advise  3 campus  4 mobile  5 thirteen 6 thirty  7 return  8 passport  9 account  10 repeat $

1.8

1 depend  2 tutor  3 accent  4 accept  5 lecture $

1.9

1 sign  ​ 2 right  ​ 3 what  ​ 4 island  5 guest  ​ 6 science  ​ 7 business  8 column  9 ​answer $

1.10

Lecture 1

Well, good morning and welcome to the Institute of Computing Studies. I’m going to start by giving you an outline of the first five lectures in the History of Computing course. I’d also like to recommend two essential books on your ‘Computers: Ancient and Modern’ reading list.

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Lecture 2

The first and most important question is: what does ‘Business Management’ mean? Does it mean human resources, that is looking after people at work? Does it mean finance? Does it mean management systems? Well, of course, it means all of these aspects and more! $

1.11

Lecture 2

The first and most important question is: what does ‘Business Management’ mean? Does it mean human resources, that is looking after people at work? Does it mean finance? Does it mean management systems? Well, of course, it means all of these aspects and more! So, let’s get to know each other. I’m Dr Knight and, as well as being Head of Department I will be your tutor for Human Resources. On my right, is Mr Adams who will be teaching you about Finance and Commerce, and this is Dr Williams. She is your Business Systems tutor. Now, today … $

2.1

Good afternoon. As I said in the handout, today we’ll be looking at what effect being an island, i.e. being separated by water, has on how a country develops economically. I hope you’ve all read the material I suggested. If you have, you’ll know that we’ll be using Madagascar and the Philippines as our examples. We’ll look in depth at how their industries, and agriculture, for example food processing, coffee growing, developed because they are islands. However, before going into too much detail, let me give you an overview of each island. As you can see from Map one, Madagascar is situated in the Indian Ocean, off the east coast of Africa. It has a tropical climate around its coast but is dry in the south. Although it is very mountainous, it’s also very rich agriculturally. Today its main crops are rice, vanilla, coffee, and sugar cane, and, unsurprisingly, its main industries are food processing and sugar production. Map 2 shows the second of our two island states, the Philippines. It’s very different. It is in fact made up of over 7,000 islands. The Philippines is situated in the Pacific Ocean in South-East Asia. It’s got a tropical climate, so two seasons: wet and dry. The main island, Luzon, is mountainous inland. These mountains were once covered in forest. However, increased agriculture, mining, and the wood industry have led to deforestation. The Philippines produce a range of crops including rice, maize, coconuts, and sugar cane. The main industries are mining, petroleum refining, electronics, and food and drink processing. OK, so that’s the brief overview. Now let’s turn to how their industries and agriculture were developed as a result of being islands. Just a couple of quick examples to give you the idea. Madagascar’s location in the Indian Ocean meant it became an important trading post and so was able to quickly develop the export of its agricultural produce. The Philippines in the Pacific Ocean … $

2.2

1 Although it is very mountainous, it’s also very rich agriculturally. 2 It has a tropical climate but is dry in the south. 3 However, increased agriculture, mining, and the wood industry have led to deforestation. $

1 2 3 4

2.3

Australia is a large country and … Although Australia is a large country, … Most of the population still work in agriculture, which … Most of the population still work in agriculture, but …

$

2.4

Map 2 shows the second of our two island states, the Philippines. It’s very different. It is in fact made up of over 7,000 islands. The Philippines is situated in the Pacific Ocean in South-East Asia. It’s got a tropical climate, so two seasons: wet and dry. $

2.5

Australia is the largest island in the world. It is situated between the Pacific and Indian Oceans. It has different types of climate because it is so big. It is tropical in the north but has continental weather in the south. The centre is very dry. $

2.6

Speaker A I come from Sri Lanka it is a very hot country in

south Asia. The climate is tropical. It is famous for its tea production, rice, sugar cane, and rubber. There’s lots of flat countryside. There are mountains in the middle it’s cooler in the mountains. Our industries are telecommunications, banking, clothing, and tourism. Speaker B My talk is about Sri Lanka. It is an island located in South Asia, in the Indian Ocean, south of India. The countryside is quite flat in most places. However, there are mountains in the central part of the island. The climate is tropical with two monsoons, that is heavy rains, a year. Although Sri Lanka is particularly famous for its tea production, rice, sugar cane, and rubber are also important agricultural products. The principal industries are telecommunications, banking, clothing, and tourism. $

2.7

1 The main produce is coffee. 2 Coffee factories produce a lot of waste. $

2.8

1 a produce 2 a export 3 a record 4 a present 5 a research $

1 2 3 4 5 6 7

b produce b export b record b present b research

2.9

Companies cannot import without an import licence. The group will present its findings tomorrow. The students gave their professor a present when he retired. The secretary made a record of the meeting. If you wish to record this lecture, please do so. Singapore exports a lot of electronic equipment. Two of the main exports from Madagascar are vanilla and coffee.

$

2.10

In this lecture about island states we’re going to turn our attention to Japan and will be looking at three main areas: location and climate, land use and agriculture, and the principal industries. $

2.11

In this lecture about island states we’re going to turn our attention to Japan and will be looking at three main areas: location and climate, land use and agriculture, and the principal industries. Firstly, where is Japan? As you can see from the map, it is in north-east Asia and is situated close to Russia and South Korea in the North Pacific Ocean. The climate is very varied. In the south it is tropical, but in the north it has a cooler, more temperate climate. This allows a range of agricultural products to be grown, for example rice, sugar beet, and fruit. Fishing is also important to Japan’s economy. It is estimated that Japanese fishermen catch about 15% of the world’s catch.

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However, it is the other industries, particularly car manufacturing and the production of electronics goods that are the main sources of Japan’s wealth. $

2.12

Jamaica is an island in the Caribbean Sea, south of Cuba. It generally has a tropical climate, but the mountainous interior is more temperate. Agriculture is an important part of Jamaica’s economy. Sugar cane, bananas, coffee, citrus, yams, and vegetables are all grown on this small island. $

2.13

Although Jamaica exports a lot of agricultural products, tourism is its main industry. However, recently the number of tourists has decreased. This has hurt the economy, but the government hopes that tourism will improve again as the global economy grows. $

3.1

Well, let’s start. Good morning, everyone! My name’s Mari Kaplan and I’m here to talk to you about my job. I’m a science journalist, that is, I write scientific news articles. I’d like to tell you what this job involves, the main challenge for a science journalist, what skills you need, and finally, why I chose this profession. So, what does the job involve? Generally, a science journalist has two main things to do. Firstly, they have to research what’s new in the world of science. And secondly, they need to write articles. First of all, the research: journalists have to find out about new scientific discoveries. How is this done? Well, there are several different ways, for example, by attending academic conferences, and listening to talks; or by visiting research institutes and interviewing the scientists there – finding out about the work they are doing. And a third way we journalists keep informed is by reading academic journals. This is just like any other journalist who needs to know what’s happening. But here, the subject is always science! Next, once they have the news item, the journalist writes an article. This brings me to our main challenge. The key question here is, ‘Who’s going to read the article?’ The kind of article you write depends, of course, on who the reader will be. Let me give you an example. If the article is for a newspaper, most readers will be nonscientists. For this reason, we have to write about scientific subjects in a clear and simple way. This is the challenge! So, what qualifications and skills does a science journalist need? Well, usually they need a science degree and secondly, they have to be able to write clearly and simply about science subjects, in other words have good communication skills. I’ve always been fascinated by science and I’ve always wanted to communicate my interest to others. That’s why I chose this career. I enjoy the challenge of explaining a complex idea in simple terms. I’ve got the science background because of my degree in Chemistry and the necessary communication skills from a post-graduate degree in Journalism. So, my education has given me the qualifications and skills for this challenging job. Now if you have any questions, I’ll be happy to answer them. $

3.2

A So, Ahmed, what was your first job? B  My first job was with a small TV station. I didn’t present the news. I researched the news stories, wrote them, and edited them. Then a presenter read the stories on air. A Did you want to present the news yourself? B  No, not really. I liked researching and editing. I didn’t think about being a presenter because I wasn’t very self-confident and you need to be. Anyway, one day someone was ill and they needed a person to announce the programmes, so they asked me. It was just to say a few lines, so I agreed. Afterwards, they told me I have a very good voice and good presentation skills. Apparently,

I sound honest and serious and I suppose I look quite good on TV! So that’s why the producer suggested more live television work to me. At first I wasn’t sure. It’s quite stressful speaking live on TV, but eventually I agreed to do it. I started reading the news and I discovered that I really liked it! And so I continued. A You said you need to be self-confident. What other qualities are important? B  Actually, there are a few other things that are necessary. For instance, sometimes you need to be calm. A Why’s that important? B  Well, many things can go wrong, such as a guest being late. Imagine you’re just going to introduce someone onto the programme, and then you hear he or she hasn’t arrived. You need to think quickly and find something else to say. A Are there any other important qualities? B  Yes, you need to stay neutral. Sometimes you have to announce bad news, for example a serious accident or disaster. It’s important to keep neutral and not show your feelings. $

3.3

1 I didn’t think about being a presenter because I wasn’t very self-confident. 2 Apparently, I sound honest and serious. That’s why the producer suggested more TV work to me. 3 There are a few qualities that are necessary. For instance, sometimes you need to be calm. 4 Well, many things can go wrong, such as a guest being late. 5 Sometimes you have to announce bad news, for example a serious accident or disaster. 6 Most readers will be non-scientists. For this reason, we have to write in a clear and simple way. 7 I’ve got the science background because of my degree in Chemistry. $

1 2 3 4 5 6 7

3.4

He didn’t want to become a scientist because … Maya was good at art. That’s why … You can find information from different sources, such as … The guest was late because of … Magazines are expensive to produce. For this reason … Newspapers are divided into sections, for example … Photographers specialize in a subject, for instance …

$

3.5

1 Do you want to be a journalist? 2 What do you want to do? $

1 2 3 4 5 6 7 8

$

1 2 3 4 5 6

3.6

Do you have any experience? How do you find your information? Is it difficult? What time do you start work? Where is the editor’s office? Would you like to work abroad? Why do you want to be a journalist? Have you written the article?

3.7

I’m going to write my essay tonight. The café doesn’t open till 10. Do you have any free time this afternoon? He doesn’t have any experience. I think he’ll enjoy the new challenge. When’s she starting the job?

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$

3.8

Graphic designers of magazines decide how magazines should look. They choose the colours, the photos, the illustrations and the fonts, and decide the layout of the magazine. That’s why they have to be creative and have good visual communication skills. They also need to have good technical skills because they use design software programs such as Adobe ® Photoshop. Finally, they should be well organized so they can complete their work in time. $

3.9

[I = Interviewer, K = Kalim] I So, what are you studying, Kalim? K Economics and Business Studies. I Is that interesting? K Yeah, it’s because it’s a good combination. The courses are varied but the subjects go well together. I And why did you choose it? K I really liked Economics at school, that’s why I wanted to study it in more detail at university. But I also wanted to do Business Studies. I’m very interested in different aspects of business, such as finance, marketing, and accountancy. I And what do you want to do when you’ve finished? K Well, I’m not sure but at the moment, I’d like to work for an international company. I I see. Why do you want to do that? K Because I think there are lot of possibilities for a good career. $

1 2 3 4 5

3.10

Over a thousand people attended the conference last month. Keiko found a good solution to her transport problem – a bicycle. The radio programme was produced in Sydney. The visiting professor will give a talk on her research. He never wanted to appear on TV.

$

3.11

[I = Interviewer, V = Vince] I So, Vince, what’s your job? V Well, I’m an online producer, that is, I manage the content of the website of a TV company. I OK, so do you write everything that’s on the website? V No, not everything. Actually, I have four major responsibilities. I choose the articles and then I edit them. Also, I decide on the organization of the site, that’s where and how everything appears. And finally, it’s my job to make the site attractive to people who visit it. I And what skills are important to do this? V Well, first of all, good communication skills are essential, for example, it’s necessary to be able to write well and communicate with other people. As I said, I decide on the organization of the site, and that’s why I need good design skills too. But I don’t need to be an IT expert, because the technical creation of the website is done by IT specialists. I What makes your job difficult? V Well, some sections of the site, such as the news, are updated every two hours. So things are always changing. And there’s a problem of space. We have to keep the articles short because of lack of space. I And what advice would you give someone who wants to be an online producer? V That’s simple. Work hard. Work very hard! $

3.12

1 Good communication skills are essential, for example, it’s necessary to be able to write well. 2 I decide on the organization of the site, and that’s why I need good design skills.

3 I don’t need to be an IT expert, because the technical creation of the website is done by IT specialists. 4 Some sections of the site, such as the news, are updated every two hours. 5 We have to keep the articles short because of lack of space. $

4.1

Today we are going to talk about biomimicry. This is using nature as a model, or how biology can inspire engineering. I will give an example of an invention that was inspired by nature. The invention I’ve chosen is one of the most famous examples of biomimicry – Velcro. This is the material that fastens or closes things, such as shoes, clothes, and bags. It’s also used to attach objects to materials and keep them in place. The Swiss engineer George de Mestral invented Velcro after observing something similar in nature. One day in the summer of 1948, de Mestral went for a walk in the countryside. When he got home, he noticed some seeds sticking to his coat. Figure 1 shows these seeds on some denim material. De Mestral took the seeds off his coat and examined them closely. He saw that there were very small hooks on the end of them. If you look at the inset in Figure 1 you can see a close-up of one of the seeds and the hooks on it. These hooks attached themselves to anything with a loop, like fibre on clothes, or animal hair. He noticed that the seeds stuck repeatedly, so he could remove the seed and stick it on again many times. He decided to use the same system to make a fabric. After ten years of trying out different things, he produced Velcro. Velcro is used in clothes, shoes and sandals like those in Figure 2. There are two parts to Velcro. The first part uses hooks and the second, loops, as you can see in Figure 2. The material is usually nylon. When the two parts are pressed together, the hooks catch the loops and hold the fabric in place. When the loops and hooks are separated, they produce a characteristic ripping sound. This is a loud noise, like something tearing. The two parts can be pressed together and pulled apart many times, making Velcro very useful for closing shoes, clothes, and so on. $

4.2

Hello, and welcome to today’s unit on biomimicry – using nature as a model. I’d like to talk about self-healing plastics. These are plastic materials that can heal or repair themselves. The invention of these materials takes their inspiration from skin. Look at Figure 3 in the unit. This is a diagram of skin. You can see the surface of the skin at the top, with a few hairs coming through. At the bottom there are red and blue blood vessels. There is also a cut in the surface of the skin. What happens when you cut yourself? Well, your body heals, or repairs itself when special blood cells move from the blood vessels to the cut. These cells stop the bleeding and start the healing, or repairing process. A material has been developed that acts in the same way. The material is a composite, that is, it’s made of different parts. If you look at Figure 4 now, you can see this composite material. One part is fibres. These fibres, which contain resin, go horizontally and vertically through the material and are similar to blood vessels. When a hole forms in the surface of the material, the resin moves to the hole and blocks, or closes it. And so it repairs the hole. This material can be used to cover the surface of different machines, like aeroplanes, and so improve their safety. $

4.3

1 This is the material that fastens or closes things. 2 He noticed that the seeds stuck repeatedly, so he could remove the seed and stick it on again many times. 3 When the loops and hooks are separated, they produce a characteristic ripping sound. This is a loud noise, like something tearing. 4 What happens when you cut yourself? Your body heals, or repairs the cut.

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$

4.4

1 Scientists are studying spider silk. This is the material that spiders make. 2 The silk is made up of polymers. These are long chains of connected molecules. 3 Lizards can walk up walls. How do they manage to adhere to, or stick to the wall? 4 Energy-efficient processes, those that use less energy, are necessary today. 5 Many people talk about sustainable development. This aims to protect the environment for the future. $

4.5

It’s a really useful object. It’s made of plastic and it’s small so it’s quite light. It has a lot of faces and each one is pentagonal in shape, in other words, it has five sides. In the middle of each face there are three points for putting a plug into. Then there’s a cable which is plugged into the wall. It’s called an e-ball multi-plug adaptor and it’s used to connect plugs from electronic devices to an electrical supply. It’s great and everyone should have one! $

4.6

My talk today is about how nature has inspired architecture. There are two parts to it – first of all, a description of a natural construction which keeps a constant temperature and, secondly, how architects have copied this system and built a high-rise building with a similar cooling system. $

4.7

There are two parts to it / – first of all, / a description of a natural construction / which keeps a constant temperature / and secondly, / how architects have copied this system / and built a high-rise building / with a similar cooling system. $

4.8

1 When a hole forms / in the surface of the material, / the resin moves to the hole / and blocks it /or closes it. 2 This material / can be used / to cover the surface of different machines, / like aeroplanes, / and so improve their safety. $

4.9

Swimmers and other athletes / are always trying to swim faster,/ using less energy./ To do this,/ they must wear clothes which produce very little friction,/ or resistance,/ when they move through the air / or water./ Scientists who design these clothes / have studied some of the fastest fish in the sea,/ sharks./ They have copied the skins of these animals / and invented a material which reduces friction./ The result / is that swimmers can swim even faster / and be more energy-efficient. $

1 2 3 4 5 6

4.10

Scientists are inspired by many aspects of nature. The professor thought the exam results were excellent. The students were advised to watch a documentary on television. It is not acceptable to cancel an appointment at the last minute. Schools are concerned about how much exercise children take. The lecture was fairly interesting.

$

4.11

The design of an office complex and shopping centre in the capital city of Zimbabwe was inspired by nature. The Eastgate Centre in Harare is unusual because it has no air conditioning or heating system, but stays at a constant temperature. The inspiration for its design comes from the African termite. These are small insects that build large mounds, or nests. The temperature inside the mound is kept constant through a system of vents, or openings that the termites open and close. When the vents are open, cooler air

from the outside is drawn into the mound while hotter air escapes through chimneys at the top of the mound. The Eastgate Centre follows the same principles. There are vents at the bottom of the building and chimneys at the top. Cool air is sucked through the building and warm air escapes through the chimneys. In addition, concrete arches protect the building from the sun by shading the windows. As a result, the building uses less than 10% of the energy that other similar buildings use and so the building is an excellent example of an environmentally-friendly design! $

5.1

Good morning. Welcome to the international conference on ‘MultiDisciplinary Studies’. I am Dr Felipe Castillo-Fiera, Chair of the Organizing Committee, and I am delighted to see colleagues from all around the world with us today. It is a truly international gathering! I am sure that we are all going to learn a great deal from each other during the next two days, not only from the lectures and seminars, but also from the more informal discussions that take place over coffee and lunch. I am also pleased to see that so many students have joined us, too. Welcome to you all. Before the first speaker of the day, I would like to point out a few changes in the programme. You will find a copy of the programme in your welcome packs. Everyone found it? Good. So, Dr Maria Smart’s talk at 9.30 on ‘The role of IT in modern medicine’ will be in room 602, not 502. That’s room 6-0-2. Dr Smart will be looking at how computer technology is changing nursing and hospital practice. Professor Anwar’s discussion group on Science and the Law in the twenty-first century is now timetabled for 11 o’clock this morning, and not five this afternoon, and will be in Hall B. The discussions will cover both criminal and business law. Because of this change, the university workshop on careers in Engineering and Social Science will now be taking place at 5 o’clock this afternoon in room 46 instead. Lastly, I’m sure some of you are probably interested in the effects of world trade on global warming, and how to protect the planet. If so, you will be pleased to hear that Professor Carlo Brunetti has kindly agreed to give a talk on this important subject immediately after lunch today, that’s at 2.30 in Central Hall. Well, I think that’s all. Let me again welcome you to Madrid and I hope you will all profit from today’s events. $

5.2

1 How do people see a member of our profession? I think that if you asked a member of the public, they would say an engineer is a man wearing a hard hat and big boots who walks around building sites. But that picture is not true in today’s world. There are mechanical or electrical … 2 So, as I was saying, patients’ records are now stored electronically. This, of course, means that information can be shared faster and more efficiently between medical staff. It also means that hospitals no longer … 3 To sum up, we’ve looked at the increasingly important role of studying evidence in laboratories, the use of DNA being the most well known. The police have used this evidence in law courts for many years now. So, let’s go on to … 4 No, indeed, Dr Smith, not all the effects of increased international commerce on the environment are negative. As I was saying, studies have shown that some trade can have positive ... $

5.3

[TO = Tom O’Farrell, LP = Louisa Parker, RF = Rebecca Fong, RW = Richard West] TO Excuse me, may I join you? LP/ RF Please do. / Yes, of course. TO Thanks, I’m Tom O’Farrell, by the way.

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LP Pleased to meet you. I’m Louisa Parker (TO Hello), this is Rebecca Fong, and this is Richard, Richard West. RF Hello, there. TO Morning. RW Pleased to meet you. $

5.4

RW So Tom, what did you think of Dr Smart’s lecture? TO I thought it was excellent, actually. What about you? RW Me, too, in fact it was one of the best presentations I’ve ever heard! W1 I agree. Dr Smart is a brilliant speaker. W2 I’m not sure I agree with ‘brilliant’, but it certainly was an interesting start to the conference. $

5.5

TO Excuse me, may I join you? LP/RF Please do. Yes, of course. TO Thanks, I’m Tom O’Farrell, by the way. LP Pleased to meet you. I’m Louisa Parker (TO Hello), this is Rebecca Fong, and this is Richard, Richard West. RF Hello, there. TO Morning. RW Pleased to meet you. So Tom, what did you think of Dr Smart’s lecture? TO I thought it was excellent, actually. What about you? RW Me, too, in fact it was one of the best presentations I’ve ever heard! LP I agree. Dr Smart is a brilliant speaker. RF I’m not sure I agree with ‘brilliant’, but it certainly was an interesting start to the conference. $

5.6

1 A Hello, Alan, what did you think of Dr Smart’s talk? B Oh, good afternoon. Um, I thought it was very interesting. I particularly liked her description of nursing in the future. A I agree. The nursing profession is really going through some interesting changes, isn’t it? What about you, Jill? Did you enjoy it? C Absolutely, I thought … 2 C Good morning. D Good morning. C Are you enjoying the conference so far? D Very much. What about you? C Yes, there’ve been some interesting speakers. What area of multi-disciplinary studies are you involved in? D I’m … 3 E That was fascinating, wasn’t it? F Yeah, but I got a bit lost in the middle. G Me too, but the handout helped a lot. F What handout? G Didn’t you get the handout? Look, I’ve … $

5.7

1 A Hi, Lucy! How’s your family? B Hello, Sally. They’re fine, thanks. And yours? A Yes, well, thanks. Are you going … 2

A It’s a great city for a conference, isn’t it?

3

A I’m from Chicago.

B Yes, it is. Is this the first time you’ve been here? A No, actually, I know the city quite well. What about you? B This is the first time … B Really! Me, too. Where exactly? A Hyde Park district, near the university. And you? B I’m quite close to you. I’ve got an apartment …

4 A I’ve finished my essay. How about you? B Another five minutes. Will you wait for me? A Yeah, sure. I’ll just … $

5.8

A OK, that’s it. I think I’ll stop now and have a break. What about you? B Yes, I think I will too. Are you going for lunch now? A Yes, I am – what are you going to do? $

5.9

A I had an interesting time this weekend. B Really? What did you do? A I went on a study trip to Leyburn. B Leyburn? A Yeah, it’s a small coastal town in the north. B Oh, and . . .? A Well, it was fascinating. We did a survey of study habits. B Study habits? A Yeah, study habits. It was amazing what we discovered about … $

5.10

Really? And? Leyburn? Really? Really? $

5.11

1 discussion  introduction  conversation 2 biology  archaeology  anthropology 3 medical  musical  physical $

5.12

1 administration  ​2 education  ​3 pronunciation  ​4 technology  ​ 5 geology  ​6 zoology  ​7 electrical  ​8 mechanical  ​ 9 economical $

5.13

1 The government is increasing tax on fuel. 2 We are looking into the development of a new multidisciplinary course in Arabic and American Studies. 3 Thank you for that very interesting talk on the environment. 4 This morning’s lecture is on the early history of capitalism. 5 As a teacher, you must not show favouritism in the classroom. 6 I know many of you are interested in a career in journalism. 7 The friendliness of the island people is well known. 8 The accident was caused by the driver’s carelessness. 9 Blindness can be caused by bacteria in rivers and lakes. 10 Young children have the ability to learn languages easily. 11 The local community will benefit from the new sports centre at the university. 12 It is important that biological diversity, that is the range of animals and plants, is maintained. $

5.14

1 A microorganism is a very tiny living creature. 2 A post-doctorate student is someone who continues to study after they have a Ph.D. 3 An anti-theft alarm is a device in a car that makes a loud noise if someone tries to steal the car. 4 A multinational organization is one that works in many different countries. 5 A biannual event is one that happens twice in one year.

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$

5.15

$

1 Since the invention of the microchip and the creation of the world-wide web, the way we exchange information has changed dramatically. This series of lectures will investigate how the nature and content of communication has changed. Hence, the title: From speech to social networking. 2 This field of study can be divided into several important areas. For example, we’ll be looking at the importance of the role of the HR department, that’s human resources, in a modern company as well as the basic principles behind the production of goods and services. 3 When you tell people what you are studying, they will usually think that you design houses, theatres, and other buildings. However, as you are aware, our profession involves far more than that. For example, many of our graduates go on to work in urban planning departments in cities across the country or work … $

5.16

1 A What do you think, Mia? B I’m not so sure but … C Surely it’s quite clear that … A Please let Mia finish. C Sorry, Mia. B As I was saying, it’s … 2 A I absolutely agree with Dr Smith’s point. B Well, I’m afraid that my research team produced very different results. How would you explain that, Dr Smith? C Obviously I would have to study your results more thoroughly in order to … 3 A How’s the course going? B Not bad, actually. But there’s an awful lot of work! C Yeah, for my course, too. But most of it’s research and reading, which I really like. D Lucky you! I have to write two or three essays a week! $

5.17

1 A Beautiful day, isn’t it? B Glorious. I’m pleased to be here – it’s rainy and cold at home! A Ah, and where’s ‘home’? 2 A What do you think of the election results? B I’m pleased. I was really hoping they’d win. What about you? A I’m not so sure. I really thought it would be a victory for … $

5.18

A Is this your first term? B Yes, it is. What about you? A Yes! And I’m having problems finding my lecture room! B What lecture is that? A Archaeology 101. B Really? A Yes. Why? B I’m studying Archaeology, too! $

6.1

1 This was an enormous improvement. In fact, this functional food has probably saved many young lives and prevented millions of people from having low intelligence, just by simply and cheaply adding iodine to salt. 2 Now let’s turn to another example of good functional foods. These are ones containing the fatty acids Omega 3s, which scientists believe reduce the risk of heart disease. There is real evidence now that they may also have beneficial effects on other diseases, such as some cancers, and … 3 Indeed there is some evidence that probiotics may attack certain infections. However, there is a need for more research and information about their safety and use before we can be sure.

6.2

This is very important. It’s a wonderful invention. ​I’m sure. This has been clearly shown. ​There is some truth in that, but … Maybe. $

6.3

Part 1

Good morning. Today’s lecture is about ‘functional foods’. What are they and what do they claim to do? First of all, what are functional foods? Well, the name ‘functional foods’ was invented in Japan about 30 years ago in the mid-80s. Clearly, all food is functional, as it provides nutrition, taste, and so on. But ‘functional foods’ are foods which give extra benefits such as improving health and reducing the risk of disease. These functional foods are made by adding minerals, vitamins, or live bacteria to ordinary food. First, let’s look at an example of a type of food that contains extra minerals. We all know that minerals are very important for health. Take the example of iodine. If a child doesn’t get enough of it, then their brain doesn’t develop normally. But iodine is also essential for adults. Not having enough can cause serious problems in people of all ages. This is a problem that affects two billion people, that’s around 30% of the world’s population. So, a functional food was produced to try and solve this problem, by adding iodine to salt. The results have been amazing. Let’s look at Tanzania. In the early 1990s, 42% of the population in Tanzania were lacking iodine, that’s more than four out of ten people. Iodine was then introduced into salt and the results were very promising. Just twelve years later 94% of children had normal iodine levels in their bodies. This was an enormous improvement. In fact, this functional food has probably saved many young lives and prevented millions of people from having low intelligence, just by simply and cheaply adding iodine to salt. $

6.4

Now let’s turn to another example of good functional foods. These are ones containing the fatty acids Omega 3s, which scientists believe reduce the risk of heart disease. There is real evidence now that they may also have beneficial effects on other diseases, such as some cancers, and it is possible that Omega 3s improve brain function in older people. They can’t be made by the body and so must be eaten. They’re found naturally in certain foods like some fish. However, now food manufacturers add Omega 3s to common foods, such as fruit juice, eggs, and milk. Eating these foods with added Omega 3s can have real health benefits. A third example of functional foods are ones with probiotics in them. These are live microorganisms, or good bacteria, which have a health benefit. Probiotics are added to foods like yogurts and yogurt drinks. Scientists think that they help the body fight diseases. Indeed there is some evidence that probiotics may attack certain infections. However, there is a need for more research and information about their safety and use before we can be sure. $

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6.5

Taking vitamin pills might not always be good for you. A poor diet possibly causes brain damage. Some people believe that eating fish is good for the brain. Yogurts that contain live bacteria may be better for you. Experts claim that superfoods such as blueberries help prevent cancer. A little chocolate every day is probably not bad for you. Too much fat in your food can cause heart disease. Doctors think that not enough physical exercise is bad for your heart. It is possible that a stressful lifestyle is a cause of cancer.

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$

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6.6

Almost 400 people attended the lecture. Over 400 people attended the lecture. The equipment cost nearly €500. The equipment cost more than €500. The lecture lasted for over an hour. The lecture lasted for less than an hour.

$

6.7

A Today I’m going to talk about a way of making food safer. We know that we can only keep fresh food, such as meat or fruit, for a short time because it goes bad. This is because bacteria attack the food and start to break it down. Keeping the food cold in the fridge stops the bacteria from growing quickly. Cooking or heating the food to a high temperature also stops the bacteria from growing. Another way is to kill the bacteria on the food, without changing the food itself. This can be done by adding special viruses or ‘bacteria eaters’ called bacteriophages. B Could you repeat that name, please? A Yes. Bacteriophages. These viruses were discovered in 1915, almost a hundred years ago. They have two advantages. Firstly, they don’t attack humans or animals, so they don’t cause any diseases. And secondly, they only attack specific bacteria. They don’t kill good bacteria, such as those found in probiotics. Do you know what I mean by probiotics? C Yes, they are bacteria that are added to food to give a health benefit. A Exactly. Now these bacteriophages can be added to food to kill some of the bad bacteria. B Could you explain how they are added to the food? A Yes, a liquid solution of the bacteriophages is sprayed onto the surface of the meat, or other food. Do you have any other questions? C Are these bacteriophages completely safe? A Studies so far have shown that they are, although some scientists believe that more testing needs to be done. C So what you’re saying is that there may be some danger from using bacteriophages on food… $

6.8

1 Do you eat fresh fruit every day? What do you eat? 2 What do you do to manage a stressful lifestyle? 3 Do you think regular physical exercise is important? What exercise do you take? 4 Do you believe functional foods have beneficial effects on health? Give some examples. 5 Do you think a small amount of chocolate is good for you? Why / Why not? 6 Can certain foods help you develop high intelligence? Give some examples. $

6.9

[I = Interviewer, DR = Dr Reinhardt] I  It is common today to add vitamins and minerals to foods and sell them as functional foods that are healthier than other foods. But do these functional or fortified foods really have beneficial effects on our health? Today I’m talking to Dr Reinhardt, head of the Food Science and Technology department at the university. Dr Reinhardt, are these foods really better for us than ordinary foods? DR  First of all, it depends what you mean by ordinary foods. If we are talking about processed food, which has lost a lot of its nutrients, or a lot of the fast food that people eat today, yes, functional foods are probably much better. This is because functional foods have extra minerals or vitamins. These are added because they are lost from the foods during processing; or sometimes these ingredients just don’t occur naturally in the foods.

I  So, do we need to eat them? DR  Yes, people who have a poor diet, who eat the same types of food every day, can suffer from a lack of essential vitamins or minerals. And the reasons for a poor diet can be varied. Some people living in poorer countries do not have any choice. They eat what they can. Other people just eat badly, even though they could have a balanced diet. In both these cases, eating functional foods can be beneficial. But for those of us who eat well, and by that I mean a well-balanced diet with plenty of fruit and vegetables, enough protein, and not too much fat or carbohydrates, functional foods are probably unnecessary. I  And is there a big market for functional foods? DR  Yes, this is a growing business. It’s been estimated that the market grew 9.6% in this country last year. That’s nearly 10% in one year! The business is worth just under one and a half billion euros today. And all the time new products are being developed and sold in our shops. In fact, in just over two years, the number of foods with added Omega 3s has increased by over 68%! And that’s just one example! … $

6.10

I  So Dr Reinhardt, what is the future of functional foods? DR  The market will probably continue to grow and I think more substances like Omega 3s will be developed. Nowadays people are concerned about their health and the food they eat and this isn’t going to change. There’s always going to be an interest in new foods and food companies are researching into them all the time. They are developing ones that may protect people from diseases and foods that could even increase intelligence. The future of functional foods is certainly very exciting and I believe we’ll see some great new products in our supermarkets. $

7.1

[P = Presenter, ER =Emma Reynolds] P Good evening and welcome to the last in our present series of Heroes. As regular listeners will know, each week we invite one guest to present their hero to us, and another guest to discuss that choice. This week we have the well-known author and Professor of Tropical Diseases, Dr Emma Reynolds, and her hero is Dr Elizabeth Garrett Anderson, who was born in London in 1836. So, Emma, why choose Garrett Anderson as your hero, or should I say heroine? ER Well, for many reasons, actually. First of all, … $

7.2

P  Good evening and welcome to the last in our present series of Heroes. As regular listeners will know, each week we invite one guest to present their hero to us, and another guest to discuss that choice. This week we have the well-known author and Professor of Tropical Diseases, Dr Emma Reynolds, and her hero is Dr Elizabeth Garrett Anderson, who was born in London in 1836. So, Emma, why choose Garrett Anderson as your hero, or should I say heroine? ER  Well, for many reasons, actually. First of all, in 1865, at the age of 29, she became the first woman in England to become a doctor, and so gave other women all over the country the opportunity to also practise medicine. P  And that’s why she’s your heroine? ER  To my mind, it’s not just her great achievement. It’s the way she did it. She was a strong and determined character and nothing stopped her. P  What do you mean? ER  Let me tell you a bit about her childhood. She was born in 1836 in East London, which was a very poor part of the city, and she was one of 12 children. But she went to a good school and decided she wanted to be a doctor. But at that time, it was impossible for women to study medicine. Instead of giving up,

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she enrolled as a nursing student and slipped into classes for doctors. P  Didn’t anybody notice? ER  Well, of course they did and banned her from the classes. P  So, what did she do next? ER  She enrolled in the Society of Apothecaries, or what we’d call chemists, or pharmacists, today, passed the exams and in 1865 received a certificate to practise medicine. P  So, that was the end of the fight? ER  Not exactly. And this is why I admire her so much. Although she could practise medicine, she was still determined to get a proper medical degree. P  But, I thought you said that was impossible. ER  It was in England. But that didn’t stop her. She taught herself French and then took a medical degree at the University of Paris. In my opinion, this was a huge achievement. P  Definitely a role model for determination and hard work! ER  Indeed! But she went further. She founded a hospital in London for women, staffed completely by women. This was a first in England. And, by the way, the hospital still exists! P  So, how would you sum up your decision to make Elizabeth Garrett Anderson your heroine? ER  For me, it’s her character: determined, hard-working, courageous, and generous, especially to other women who wanted to follow her into medicine. And, of course, her achievements: becoming the first woman doctor, founding a hospital for women, and becoming an example for other women. A great life! P  Thank you Emma. Now, I’d like to bring in Dr Adam Robbins. Dr Robbins is … $

7.3

[J = James, Y =Yasmin, P =Parvin] J I don’t think that Garrett Anderson is a great hero. To my mind, a hero should be someone who’s found a cure for a disease, for example someone like Alexander Fleming, the Scottish biologist who discovered penicillin. Apparently, he saw many soldiers die from blood poisoning in the First World War and wanted to find something that would stop this happening. And he did! I mean, penicillin has saved millions of lives. What do you think, Yasmin? Y I believe that choosing a hero is a very personal thing. I mean, for me, my grandfather’s a hero. But, with regard to Fleming, I think he was one of the great 20th century scientists, but not the greatest. Personally, I’d vote for Crick and Watson. Crick was an English physicist as well as a biologist while the American, Watson, was a biologist and zoologist. Working together, their discovery of DNA has changed the world of medicine. P Absolutely, but what about someone like Florence Nightingale? In my opinion, she’s a real English hero. You know, she was the founder of modern nursing. She started simple things like, well, just by getting doctors and nurses to wash their hands between patients, she saved thousands and thousands of lives. I mean, that’s amazing, isn’t it? And, what’s more, she was also a great statistician and she … $

7.4

I would like to tell you about my hero, the inventor Carl von Linde. Firstly, I’ll tell you about his background, then I shall talk about his achievements, and, finally, tell you why I think he is a hero. So, first of all some background. Von Linde, who was born in Berndorf in Germany in 1842, was originally expected to study religion like his father. However, he decided he wanted to be an engineer so he went to Zurich to study and then worked as an engineer before becoming a university professor. Now, I’ll tell you about his main achievement. Von Linde invented something that we could not live without today: the refrigerator or ‘fridge’. People had used ice boxes for many years to

try to keep food fresh and to stop it rotting and going bad. With the invention of the fridge, this became possible to do properly for the first time. In my opinion, von Linde is a hero for two main reasons. Firstly, I admire him for his character. Although he was expected to study religion like his father, he knew he wanted to be an engineer. That must have been very difficult for him and his family. Secondly, I think that the fridge is one of the most useful inventions of all time. It is impossible for many of us now to imagine what life was like before it. Fridges are relatively cheap and reliable and available for everyone. To sum up, for me von Linde is a hero because he succeeded in producing something everyone uses. $

7.5

1 She was born in East London, which was a very poor part of the city. 2 Madame Curie, who was Polish, lived most of her life in France. 3 Lancaster University, where I studied, was founded in 1964. $

7.6

A Well, I believe, a real hero is an ordinary person who does something extraordinary. You know, like that group of blind climbers who conquered Everest. Now, they’re heroes in my opinion. B I disagree because that’s a personal act of heroism. By ‘hero’ I mean someone who is respected and admired for doing something that has an effect on the lives of many people. C I agree. A hero has to be someone who has had a real impact on how we live. A Yes, I suppose you’re right. In that case, I think I’ll vote for Alexander Fleming. His discovery of penicillin has saved millions of lives. B Yes, that’s not a bad suggestion, but what about … $

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7.7

I’m terribly sorry, but I don’t think you’re right. I think you could be mistaken. I think you could be wrong. I think you’re wrong. No, you’re wrong.

$

7.8

$

7.9

Lee and I argued initially about our choice of hero. I had chosen Marie Curie but Lee had suggested Jonas Salk. We discussed it for some time and then decided to study the effects of both people’s work more deeply. Then I discovered how Jonas Salk had developed the vaccine for polio and that this vaccine, and a later one, eradicated polio around the world and saved millions of lives. So, finally I also chose Salk. A So, Lee. It’s your turn for a presentation. Who have you chosen? B My choice of hero is Jonas Salk, the American virologist. First of all, I’ll give you some background information. Then, I’ll tell you about his career and achievements, and finally, I’ll explain why I think he is a hero. $

7.10

So, Jonas Salk was born in New York City in 1914. Although his parents were immigrants and had little formal education, they wanted their children to be well educated. As a result, Jonas was the first member of his family to go to college. At first he studied law but then changed to medicine. It was during his medical training that he developed an interest in viruses. After medical school he worked with the microbiologist Thomas Francis Jr. to try and discover a vaccine for influenza, or ‘flu’ as it is more commonly known. This research was successful, and an

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anti-flu vaccine was developed. Salk’s interest then turned to the disease poliomyelitis, or ‘polio’. In 1947 he became Head of the Virus Research Laboratory at the University of Pittsburgh and started working on a polio vaccine. In 1952 he tested the first vaccine on volunteers including himself and his family. In 1955, after further testing, the discovery of a polio vaccine was made public, and Salk become a national hero. This vaccine, and its development later by Albert Sabin, has saved lives all over the world. There are two main reasons why I chose Jonas Salk. Firstly, because his work on both flu and polio vaccines has saved millions of lives. Not only that, but today polio has been almost completely eradicated from the world. My second reason is that Salk refused to patent his discovery and make a profit from it as he wanted the vaccine to be as cheap and freely available as possible. So, it is the combination of Salk’s medical genius and his generosity that, in my opinion, makes him a hero. $

7.11

A Thank you, Lee. That was very interesting. Now, some reactions. Suheir, what do you think? B Well, it’s true that Salk discovered the first polio vaccine, but it was Sabin’s vaccine that was more generally used and saved more lives. So, I think that Sabin’s more of a hero than Salk. A Interesting. Peter? C Well, I know what Suheir means. But it was Salk that did the first vital studies. Without this work, Sabin could not have produced his vaccine. So, in my opinion, Salk is a great man. $

7.12.

Albert Sabin, who was born in 1906, discovered the first oral polio vaccine. It was much easier to vaccinate people, especially children, by giving the vaccine on a sugar lump than injecting them with a needle. Using this vaccine, which is so easy to give, polio has been practically eradicated and millions of lives have been saved. $

8.1

1 A Excuse me! Would you mind answering a few questions? B What about? A We’re doing a survey about how people communicate. Email, blogs, phone calls, texts, and so on. It’ll only take a few minutes. B OK then. A Which way of communicating do you use the most – texting, email, phoning, or social networking like Facebook? B Yes, I use Facebook. But, I suppose, texting the most. Yes, I text a lot. I think it’s really useful. A And do you use the phone? B Sure. But it’s cheaper to text. A And Twitter? Do you use Twitter? B Don’t use it, no. Never. A What about emails? B Yes, every day. A And can I ask your age range? 18–24, 25–30? B 18–24. A Thank you very much for your help. 2 A Excuse me! Can I ask you a few questions about ways you communicate? B Yes, as long as it doesn’t take too long. A Do you use an online social networking site? B A what, sorry? A A networking site, like Facebook or MySpace? B Never. A Could you tell me why? B I think it’s a waste… Don’t know why people use them. They’re completely useless. A And do you send texts or speak on the phone?

B Well, it depends. If it’s urgent, or to a close friend, I’ll call. But if it can wait, then a text. A And emails? B Use them all the time. They’re essential. A Thanks, and could you tell me your age range? B Between 45 and 50. 3 A Good morning, I’m doing a survey on communicating. Could I ask you a few questions? B Yeah, of course. A Do you use an online social networking site, like Facebook or MySpace? B Yes, I do. A And why, may I ask? B Well, I like my friends … I like to tell them what I’m doing. A Do you use Twitter? B Hmm, yes I do. A And do you have a blog? B Yes. A Er, how often do you update it? B Every day. No, not that much. Four times a week, say. A And finally, could you give me your age? B Yeah, I’m 26. $

8.2

1 A Hello there! We’re doing a survey on mobile phones. Could you answer a few questions, please? B Yes, sure. A Do you have a mobile phone? B Yeah, I do. A And what do you mainly use your mobile phone for? B Phoning and sending and receiving texts. A And um, how many calls do you make a day? B Well, it depends. Between 5 and 10. A Er, how many texts do you send and receive a day? B Probably about 15. A Do you use Internet access on your phone? B No, no … never. A What other applications do you use on your phone? B Let me think. Yeah, I use the calendar a lot. A Thank you very much for your time.

3

A Excuse me! May I ask you a few questions, please? B Yes, OK. A Do you have a mobile phone? B Yeah, of course. A And what do you mainly use it for? B Oh, sending texts. A And phone calls? B Yes, of course, but I send more texts. A And do you use Internet access on your phone? B Yes, sometimes – to check my emails. A What other applications do you use? B Um, the camera. A And games? The calendar? Listening to the radio? B No, never. A Well, thank you very much for your help. A Excuse me! Would you mind answering a few questions? B No, not at all. A Do you have a mobile phone? B Oh yes! A What do you mainly use it for? B Everything. Phone calls, texts, emails, Internet … I couldn’t



A What is the most important function for you? B Phone calls, I suppose. It is first after all, a phone. A Do you have other applications? B Sure, I’ve got lots of apps.

2

live without it.

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A What kind of apps? B Every kind. GPS, train times, weather, games, dictionary, translator. To be honest, I can’t even remember what some of them are for. I’ve probably got over fifty by now. A And do you … $

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8.3

We’re doing a survey. Do you have a mobile phone? I couldn’t live without it. I’ve got lots of apps. What kind of apps? I can’t even remember.

$

8.4

A Excuse me! I’m doing a survey on the Internet. May I ask you a few questions, please? B OK. A Do you have the Internet at home? B Yes, I do. A What kind of connection do you have? Dial-up? Broadband? B Er, broadband. A Is it a wireless network? B Yes, it is. I can use the Internet all over the house. A Is the speed of the Internet connection: a) very fast, b) fast, c) slow or d) very slow? B Sorry, could you repeat the options, please? A Of course. Is the speed of the Internet connection: a) very fast, b) fast, c) slow or d) very slow? B I’d say a) very fast. A What do you do if there’s a problem with the connection? B I phone the helpline. A Is the helpline service: a) excellent, b) very good, c) good, d) poor, or e) very poor? B Very good, though it is a bit slow sometimes. A Thank you and … $

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8.5

Excuse me! Would you mind answering a few questions? Good afternoon! May I ask you a few questions? Excuse me! Could you answer some questions for me? Thank you for your time. Thank you very much for answering my questions.

$

8.6

The survey was carried out to find out about Internet connections at home. A small group of twenty-five people, between the ages of 18 and 24 were questioned in the street. People were asked about the type of connection they had and their satisfaction with the service. As we expected of this age group, 100% of the people questioned had Internet access at home. The majority of people, almost 80%, had broadband, and described the speed as ‘very fast’ or ‘fast’. Most of these people had a wireless network. The remaining 20%, who had dial-up connection, found it slow or very slow. When there was a problem, the helpline service used was found to be good or very good, for most people, although a few described it as ‘poor’. To conclude, this short survey shows that most of the young people questioned have broadband connection at home and are generally satisfied with the service. $

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8.7

I was absolutely exhausted. The report was absolutely fascinating. Kalim found the exam absolutely impossible. The winters were absolutely freezing. The arrangements for the conference were absolutely perfect. The lecture theatre was absolutely enormous. Lina was absolutely terrified before doing her presentation.

$

8.8

1 A So, have you got any ideas for our presentation? What do you think we should talk about? B Well, I thought we could do something on using mobile phones. C Hmm. Not very original. What about access to the Internet? A What do you mean? C I mean, where and how people access the Internet. At home, university, in parks. B Parks? C Yes, in some cities, there’s free Internet in the parks. A Yeah, and in some cafés too. I suppose we could do that. And who pays? At home you have to pay for Internet access, at university it’s free, and so on. B Yes, OK then. Let’s do that. Access to the Internet. We can do some research on the net. 2 A How’s it going?

B What? A How are you getting on? B Fine. I’ve found lots of stuff about free access in different countries and in different places and …

C Good. Now, we need to talk about visuals. A Visuals? C Yes, are we going to make a Powerpoint presentation? Or give out some photocopies. Or maybe we could make a big poster.

A Yeah, I think we should use a Powerpoint. B Yeah, but not too many … and I mean there shouldn’t be too much information on each slide.

C No, of course not. If you give me the information that you’ve found, I can make some Powerpoint slides of it.

B OK that would be great. A Yes, I’ll mail you mine. 3 A Thanks for the Powerpoint slides. They look really good. I think it’s all ready now.

B Yeah, they’re great. But I’d really like to practise the talk, all together.

C That’s a good idea. But when and where? A What about straight after the class on Tuesday? B No, I’ve got a tutorial then. What about after lunch, Tuesday? C Yes, but before 5, as I’ve got football practice then. B OK. Does two o’clock suit everyone? A Yeah, fine. C OK. And where? B Well, let’s meet at the main entrance to the library and I’ll book one of those small workrooms.

$

8.9

1 A So, have you got any ideas for our presentation? What do you think we should talk about? B Well, I thought we could do something on using mobile phones. C Hmm. Not very original. What about access to the Internet? A What do you mean? C I mean, where and how people access the Internet. At home, university, in parks. B Parks? C Yes, in some cities, there’s free Internet in the parks. A Yeah, and in some cafés too. I suppose we could do that. And who pays? At home you have to pay for Internet access, at university it’s free, and so on. B Yes, OK then. Let’s do that. Access to the Internet. We can do some research on the net. $

8.10

2 A How’s it going? B What? A How are you getting on?

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B Fine. I’ve found lots of stuff about free access in different

countries and in different places and … C Good. Now, we need to talk about visuals. A Visuals? C Yes, are we going to make a Powerpoint presentation? Or give out some photocopies. Or maybe we could make a big poster. A Yeah, I think we should use a Powerpoint. B Yeah, but not too many … and I mean there shouldn’t be too much information on each slide. C No, of course not. If you give me the information that you’ve found, I can make some Powerpoint slides of it. B OK that would be great. A Yes, I’ll mail you mine. $

9.1

This week, I shall talk about the game of chess and the Lewis chessmen, and give three reasons for their significance. The chess set I have in mind was found on the Isle of Lewis, off the northwest coast of Scotland in 1831. It was originally made in the twelfth century, probably in Norway. There are three reasons why I think these chessmen are significant. Firstly, they represent a tradition of playing games that human beings have enjoyed from the beginning of time, and in this way connect us to people who have lived before us, in the past, showing us what links humanity through time and place. Secondly, this chess set represents the coming together of three important cultures and traditions: India where the game originated in the 6th century; the Islamic world which brought the game to Europe; and Mediaeval Christian Europe, which adopted the game enthusiastically. Lastly, the game of chess is essentially a war game, a battlefield, though fortunately one where no one is hurt. It shows how human beings can transform war into something more positive; perhaps football would be another example of this. $

9.2

I would like to suggest that the mirror is a significant object. Mirrors were first made of polished metal or obsidian, a type of stone, around 6000 BCE. The earliest example was found in Çatal Hüyük in present-day Turkey. The Romans were responsible for creating the first mirrors made of glass. So, why is the mirror a significant object? Well, for the first time, human beings could actually see themselves. This may seem very obvious today, but imagine what it was like for someone to see their own image for the very first time. They could look at their own faces, and could even improve their appearance with cosmetics if they wished. Furthermore, the mirror changed the way people ‘saw’ the world in two important ways. Firstly, with a mirror, the image is reversed; that is, right becomes left, and secondly, with a mirror you can see behind you. This must have seemed almost magical to our ancestors. $

9.3

1 The chessmen were carved, that is cut, from the teeth of whales and one set was painted red. 2 The first glass mirrors were made by the Romans. The method of making these mirrors convex, which means curved out, changed little until the 15th century. 3 Mirrors were highly prized and were often put into the graves, in other words the places where people were buried, of dead soldiers and leaders so that they could take them to the next world. $

9.4

This silver pepper pot is in the shape of the bust, or top half, of a woman with holes in the bottom to release the pepper. The woman herself is wearing a loose tunic, or dress, and she wears gems, valuable stones, set in a gold necklace around her neck. Her hair is beautifully prepared. She would probably have had a hairdresser to

do it for her. She is clearly a wealthy woman, as only a person with money could afford to have pepper with their meals. $

9.5

This week’s item is the Hoxne pepper pot. It was just one object among thousands found in a field in November 1992. It is significant for two reasons: firstly, it shows us how important and how farreaching trade was in the 4th century CE. The pot was found in England, but pepper only grew in India. So, we know that pepper was shipped first to Egypt, and then transported around Europe and North Africa. The pot is also significant because it tells us a lot about society in the Roman Empire in the late 4th century. This silver pepper pot is in the shape of the bust, or top half, of a woman with holes in the bottom to release the pepper. The woman herself is wearing a loose tunic, or dress, and she wears gems, valuable stones, set in a gold necklace around her neck. Her hair is beautifully prepared. She would probably have had a hairdresser to do it for her. She is clearly a wealthy woman, as only a woman with money could afford to have pepper with their meals. Archaeologists believe that the treasure, including the pepper pot, was hidden around the end of the 4th / beginning of the 5th centuries. This was probably because the Roman Empire was beginning to break up and there was less security so rich people wanted to hide their money and jewels. As well as the pepper pot, over 15,000 coins were found and more than 200 other gold and silver items. Of the coins, just under 570 were solid gold and just over 14,000 were silver. There were also about 100 silver spoons and three other pepper pots. All together this is the largest treasure ever to be found in the British Isles. $

9.6

The object I find significant is the sewing machine. It is significant for the effects it had on women in the home, and on the clothes and fashion industry. Let me give you some background information. The Singer Sewing Machine Company started in 1851 but it wasn’t until 1857 that the first real domestic machine, in other words, machine to be used in the home, was made. In 1870 the company sold over 170,000 machines and this increased to something over half a million machines by 1880. By about 1913 or so, over three million machines had been sold around the world. These machines revolutionized, that is, completely changed, domestic life for many women. Before it took about 10 hours to make a simple dress, but with a machine it took about one hour. As a result, women had more free time, and some women did sewing for other people to make a bit of extra money. On the other hand, these machines meant that mass production of clothes was possible and many women went out to work in factories where they suffered poor conditions such as long hours and bad lighting, as well as low wages and a loss of independence. $

9.7

1 The Lewis Chessmen are particularly famous for the grumpylooking queens. 2 Mirrors were highly-prized objects. 3 Before the invention of the match, lighting a fire was time-consuming. $

1 2 3 4

9.8

Mirrors were made of highly-polished stone or metal. The tunic of the Hoxne pepper pot was loose-fitting. Some of the chessmen are fierce-looking soldiers. Only a highly-developed society could produce such beautiful objects. 5 Before the invention of the sewing machine all clothes were handmade.

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$

9.9

1 The chess set represents the coming together of three important cultures. 2 A game of chess is essentially a war game, a battlefield. 3 Perhaps the Lewis chess queens had toothache. 4 The object I find significant is the sewing machine. 5 These machines meant that mass production of clothes was possible. $

9.10

My choice of a significant object is the humble match, in other words, the simple stick with a black or pink tip that is used to light fires. It is significant, I believe, because of the change it made to people’s lives. Fire is something human beings cannot live without. We need it to cook food and to provide heat. Before the invention of the match in the 19th century, lighting a fire was a time-consuming and difficult process. But with the invention of the match, fires could be lit instantaneously, that is to say, people could cook their food or get warm immediately. Now that matches have been superseded, that is, replaced, by gas and electronic lighters it is easy to forget the significance of the simple matchstick. $

10.1

1 Treat yourself to a relaxing cruise in the Mediterranean and enjoy a wonderful holiday on our luxury ship! Daytime visits to interesting ports, where our fully-trained guides will show you the sights. Delicious food served all day long! Fabulous evenings on the ship with entertainment. Shops with everything you need on board this fantastic cruise ship. CruiseWell Holidays will take care of you! 2 Fiji Community Holidays! Take part in this exciting project and make a difference to the local community. Help dig and plant gardens, or build huts. Learn traditional skills and some words in the local language at the same time. In this village we recycle as much as possible, use solar panels to heat the water, and all meals are made from locally-grown organic food. $

10.2

OK, I think I’m going to start now. Good morning everyone. Today I’d like to talk about ecotourism. There are four parts to my lecture. First of all, I’ll give a definition of the term ecotourism and I’ll explain the principles of this type of tourism. Secondly, I’ll give you an example of real ecotourism. In the third part I’ll give you some figures about the financial impact of green tourism compared to tourism in general and, finally, I will conclude my lecture. $

10.3

So, in this first section I’ll discuss what ecotourism is. Well, it’s responsible travel to natural areas. And what is responsible travel? This is travel which conserves the environment and improves the welfare or well-being of local people. There are three main principles to this idea. Firstly, ecotourism should minimize, that is make as small as possible, the effect on the locality. Secondly, ecotourism should improve or conserve the local environment. And thirdly, the local population should also benefit as a result of the tourism. Let’s look at those principles in detail. Firstly, minimizing the effect on the locality. This is done by making sure that the tourism is small-scale and that something is given back to the community through the projects carried out. No big hotels are built and local people are as involved as possible in the tourism. Secondly, ecotourism conserves or improves the environment. It does this through education, conservation, and recycling. This is education of the local people and also the tourists who visit. Conservation of the environment means respecting it by, for example, using renewable sources of energy, like solar power, or

avoiding unnecessary use of plastics. And recycling as much as possible is important too. Let’s think, then, about how the local population benefit. Well, this can be in financial ways, of course, by earning money from the tourists, but also through education, better schools, access to places of interest, better health services, and improved roads and other means of transport. Now I’d like to turn to an example of ecotourism holidays. These holidays are organized all over the world, mainly to natural areas. Most importantly, each holiday must make a difference to the local community. Let me give you one example: a ten-day holiday in Vietnam where tourists can learn about the local customs and culture and, at the same time, help the economy of the country. Only local guides are employed to show the tourists the sights and explain the different customs and culture. The tourists stay in locally-owned hotels and can buy souvenirs made and sold by the local community. In addition, the tour operator supports a charity which enables the poorest children to go to school and the company also helps protect some endangered animals. So, you can see that this holiday can make a difference to local people. This leads me to the financial impact. In fact, there are some surprising and encouraging figures. An increasing number of people want their holiday to have a positive impact on local people and, as I’ve just said, ecotourism does this. Look at Figure 1. This shows the percentage of money from holidays that goes to the local community. As you can see, this figure is 95%. In comparison, for traditional package holidays, only 20% of the money spent reaches local people and for cruises it is even less than that. So, finally, to summarize the main points of my talk. Ecotourism conserves the environment and improves the lives of local communities. I gave an example of a holiday in Vietnam which benefits the people living in that area in different ways. Finally, I presented some financial information about ecotourism. So, to conclude, real ecotourism is a responsible way to travel, benefiting both the guest and the host. By that I mean both the tourist and the local people. Someone said, ‘Take only photographs. Leave only footprints.’ I think this is a good principle, but I would like to improve it. I would say, ‘Take only photographs. Leave some benefit for the local community!’ $

10.4

Many students have problems listening to lectures and longer talks in a foreign language because they find concentrating for a long time difficult. It’s very easy to switch off and then not follow, or understand, what the lecture is about. If this happens, don’t worry. Just start listening again. You can still pick up the other main ideas. I think there are three ways to do this. Firstly, listen for the signposting language which tells you that a new part or section is starting. Secondly, listen for keywords on the subject that you recognize. Then continue to listen to the talk from that point. Thirdly, at the end of a talk the speaker often summarizes what has been said. By listening for this summary you can find out what has been talked about, and what you might have missed. You can then find this information by checking the lecture notes of a colleague or researching it on the Internet. $

10.5

1 In this section I’ll discuss the importance of tourism for the economy. 2 Going back to my first point about the employment of local people. 3 This leads me to the third part of my talk. 4 I’d like to turn to the subject of money brought into the country. 5 Let’s think about the disadvantages of tourism.

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$

1 2 3 4

10.6

People who suffer from diabetes need to follow a careful diet. The student was accused of cheating in the exam. How many candidates applied for the job of research assistant? Aziz did not agree with the other students on the best place for a holiday.

$

10.7

Switzerland is a popular tourist destination for many people. Situated in Western Europe, it is bordered by Germany, France, Austria, Italy and Liechtenstein. This landlocked country is perhaps one of the most beautiful in Europe. Tourists come mainly for the spectacular mountain scenery and enjoy easy access to some of the highest mountains in Europe, thanks to the extensive public transport system. In the winter the main attraction is skiing. Switzerland offers many top-class skiing resorts with a wide choice of ski runs for all levels of skiers, from beginners to advanced. The mountain regions rely on skiing as their main source of income. However, there is now a developing problem as a result of climate change. Average temperatures are rising, resulting in warmer winters and less snow. Without enough snow, winter tourism in the mountains will not be possible and the economic survival of these regions is at risk. The tourism representatives are reacting to these changes by taking several measures, such as installing artificial snow-making machines and developing resorts higher in the mountains where the temperatures are lower. $

10.8

A So today we are looking at Rio de Janeiro as a tourist destination. I’ve asked some of you to prepare some background information for us. Perhaps we could start by asking the speakers to introduce themselves and their talks. Camille, would you like to start? B Yes. In the first part, I’m going to talk about the history of tourism in Brazil and particularly how tourism has developed in Rio. A Thank you. Eun Suk? C In the second part, I shall be describing the financial impact that tourism has had in Rio. I’ll explain how much money has been earned in real terms over the last 10 years. D And in the third and final part I’m going to give a brief description of the main tourist sights in Rio and talk to you about new projects that have been introduced, for example, visiting the favelas, that is the very poor slum areas of the city. A Thank you. So, perhaps we can get started. Camille? $

10.9

Good morning and welcome. Today I want to talk to you about three main tourist destinations in Jordan. Tourism is a very important part of the economy in Jordan, that’s why Jordan is investing a lot in this sector. Firstly, I will talk about the historical ancient sites, perhaps the most famous attraction of Jordan. Secondly, I will go on to talk about the natural reserves. And finally, I will finish with city tourism. First of all, the historical ancient sites. Of course, Jordan is famous because of Petra, which is one of the new seven wonders of the world and a UNESCO world heritage site. This spectacular city in the rock receives millions of visitors every year. But there are many other ancient sites, for example, Jerash, Madaba and the desert castles.

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Photocopiable Speaking Activities Contents 1 Formal and informal dialogues

65

2 Spoken punctuation

66

3 An interview

67

4 Describing everyday objects

68

5 Keeping a conversation going

69

6 Summarizing

70

7 Expressing opinions

71

8 Doing a survey

72

9 Problem solving

73

10 Describing a graph

74

Teacher’s Notes

75

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Speaking 1  Formal and informal dialogues Did you say 555-1980? Excuse me, sir. Are you Dr. Huffington? Good morning, Dr. Huffington. First, may I introduce myself? I am Ryan Andrews. Hi, I’m Layla. I think you’re in my chemistry class. Morning, Layla. I’m Diana. Are you taking Dr. Huffington’s organic chemistry class? Pleased to meet you, Mr. Andrews. Dr. Huffington, I would like to join your organic chemistry class on Monday afternoons. Bye. See you! Sorry, did you say organic chemistry on Monday afternoons? Sorry, I’m afraid not. I advise you to visit the registrar. Sure! Why don’t you pop round sometime and we’ll review our notes? That sounds good. Give me a ring on my mobile. The number’s 555-1980. Yes. 555-1980. I’m off to class. See you later! Yes. You know, I’m looking for a study partner. Would you be interested? Yes, I am. May I help you? Yes, Dr. Do you know if there is a place available in your class?

Diana:

Layla:

Dr. Huffington:

Ryan:

Diana:

Layla:

Dr. Huffington:

Ryan:

Diana:

Layla:

Dr. Huffington:

Ryan:

Diana:

Layla:

Dr. Huffington:

Ryan:

New Headway Academic Skills  •  Level 2

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Speaking 2  Spoken punctuation Student A 1  Read the following paragraph aloud to your partner. Remember to pause briefly when you see a comma or a full stop. Remember, to show the end of a sentence, the speaker’s voice goes down.

Today’s lecture is about Singapore and Malaysia. Singapore is a successful island state, situated between Malaysia in the North, and Indonesia in the South. Its climate is hot, humid, and rainy. Because Singapore has very little agriculture, the country must import most of its food. Singapore’s economy depends on exports. Its principal exports are electronics, information technology products, and medicine. It also exports chemicals and machinery.

2 Listen to your partner read about Malaysia. Add commas or full stops when your partner pauses. Circle the letters which need to be capitalized. Ask your partner to repeat if necessary.

Malaysia is not an island state it is also located in Southeast Asia connected to Thailand in the North with Singapore in the South Malaysia has a tropical climate much like Singapore however it is much larger than Singapore and has a much more varied geography in Malaysia there are plains hills and mountains like Singapore Malaysia produces electronics although it also exports oil and gas

3 Compare your answers with the paragraph on your partner’s paper.

Student B 1 Listen to your partner read about Singapore. Add commas or full stops when your partner pauses. Circle the letters which need to be capitalized. Ask your partner to repeat if necessary.

today’s lecture is about Singapore and Malaysia Singapore is a successful island state situated between Malaysia in the North and Indonesia in the South its climate is hot humid and rainy because Singapore has very little agriculture the country must import most of its food Singapore’s economy depends on exports its principal exports are electronics information technology products and medicine it also exports chemicals and machinery

2 Read the following paragraph aloud to your partner. Remember to pause briefly when you see a comma or a full stop. Remember, to show the end of a sentence, the speaker’s voice goes down.

Malaysia is not an island state. It is also located in Southeast Asia, connected to Thailand in the North, with Singapore in the South. Malaysia has a tropical climate, much like Singapore. However, it is much larger than Singapore, and has a much more varied geography. In Malaysia, there are plains, hills, and mountains. Like Singapore, Malaysia produces electronics, although it also exports oil and gas.

3 Compare your answers with the paragraph on your partner’s paper.

66  New Headway Academic Skills  •  Level 2

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Speaking 3  An interview Television presenter You are a television presenter for a programme about jobs. For each item below, prepare a question to ask your group members. You will need to ask your group members questions about each topic. Use the table to make notes about your group members before the interview.

Job title: Qualifications: Necessary skills: Length of time in job: Reason for choosing job: Tasks and responsibilities: Previous jobs: Group member:

Job:

Expert You are a guest on a television programme about jobs. For each item below, prepare an answer to give during the programme.

Job title: Qualifications: Necessary skills: Length of time in job: Reason for choosing job: Tasks and responsibilities: Previous jobs:

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Speaking 4  Describing everyday objects

microphone

mobile

calculator

camera

MP3 player

watch

memory stick

electrical plug

(reading) glasses

landline phone

electronic dictionary

laptop computer

hook

pencils

passport

notebook

television

clock

map

computer

68  New Headway Academic Skills  •  Level 2

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Speaking 5  Keeping a conversation going Student A: Keeping a conversation going Discuss one of the topics below with a partner for three minutes. Your teacher will time you. While your partner is talking about a topic, practise using the techniques on the right to keep the conversation going.

Keeping a conversation going

Topics a brilliant person in your field of study

Tick these techniques as you use them.

a device that has changed your life

ask a new question

some TV programmes that you really enjoy

ask for further, more detailed information

the best way to study English

repeat a key word

your favourite kind of weather

return a question

why you are taking this class

show interest with “And?”

why you would/would not want to be a news photographer

show interest with “Really?”

your favourite subject from high school

Student B: Keeping a conversation going Discuss one of the topics below with a partner for three minutes. Your teacher will time you. While your partner is talking about a topic, practise using the techniques on the right to keep the conversation going.

Keeping a conversation going

Topics a country that you would like to visit

Tick these techniques as you use them.

how you keep in contact with your friends

ask a new question

someone you know of who works in the media

ask for further, more detailed information

the type of climate you prefer

repeat a key word

where you like to get your news (newspaper? TV? Internet?)

return a question

why you chose your university or college

show interest with “And?”

your favourite place to go at the weekend

show interest with “Really?”

your hometown

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Speaking 6  Summarizing Student A: Two Superfoods Read the text below. Then, without looking at the text, summarize the important information for your partner. Your partner will listen, ask questions, and complete the notes. When you have finished, swap roles.

Superfood 1: Blueberries

Superfood 2:

One of the most delicious ways you can take care of your health is to include a lot of fresh fruit in your diet. Blueberries are among the best fruits you can choose. They have a lot of antioxidants, which are chemicals that fight cancer and heart disease. Another benefit of blueberries is that they can help decrease inflammation. Inflammation is a symptom of many diseases. They are also a good source of Vitamin C.

Benefits

When you buy blueberries, look for berries that are very dark in colour. These have the most antioxidants. You can save money by buying them frozen, instead of fresh. Frozen blueberries are just as healthy as fresh ones. You can use blueberries in cakes, eat them with yoghurt for breakfast, or just eat them as a snack. Doctors and nutritionists recommend eating about 30g of blueberries a day.

1 2 good fats, (reduce

)

3 a good source of useful for 4 reduce lower Dangers 1 nuts have 2 eat

per day

3 Recommendation: Put them in small bags

Student B: Two Superfoods Listen to your partner summarize a text. Complete the notes for Superfood 1. If you need to, ask questions for clarification. When you have finished, swap roles. Read the text below. Then, without looking at the text, summarize the important information for your partner. Your partner will listen, ask questions, and complete the notes. When you have finished, check you are both correct with the texts.

Superfood 1:

Superfood 2: Walnuts

Benefits:

Walnuts are another superfood that have a lot of health benefits. In addition to antioxidants, walnuts have a lot of good fats, including Omega-3s. Omega-3s have been shown to reduce the risk of heart disease. They may even prevent cancer. Walnuts are also a good source of protein and fibre. This makes them useful for dieting, because protein and fibre can help people feel full. New research shows that walnuts can even reduce the effects of stress. Eating walnuts lowers your blood pressure. So, if you have a high-stress life, try to include walnuts or walnut oil in your diet.

1 a lot of (chemicals that

)

2 decrease (a cause of

)

3 a good source of How to buy: 1 look for 2 frozen berries are 3 eat

a day

70  New Headway Academic Skills  •  Level 2

It’s important to remember, however, that all nuts have a lot of fat and calories. This means that you need to eat them in moderation. Nutritionists recommend eating only about 25g of nuts a day. When you buy walnuts, put them in small bags for a quick snack.

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Speaking 7  Expressing opinions Name: Tim Berners-Lee

Name: Muhammad Yunus

Background: • Nationality: British

Background: • Nationality: Bangladeshi

• Born: 8 June 1955

• Born: 28 June 1940

• Education: Studied Physics at Oxford University

• Education: Studied at Dhaka University

Career: • Engineer

Career: • Economist

• Computer Programmer

• Professor of Economics

• Professor at MIT (Massachusetts Institute of Technology)

• Founder of Grameen Bank

Greatest achievements: • Invented the World Wide Web in 1989

Greatest achievements: • Developed the idea of microcredit (giving poor people small loans with reasonable interest rates, to help them get out of poverty)

• Created the first website in 1991 • Started the World Wide Web Consortium • Fought to keep the WWW free and open for anyone to use • Worked with the British government to make Founded more open and accessible on the Web

• Founded Grameen Bank, which specializes in microloans, in 1980 • Expanded Grameen Bank to include textiles, telecoms and software companies • Won the Nobel Prize in Economics in 2006

Name: Stephanie Kwolek

Name: Louis Pasteur

Background: • Nationality: American

Background: • Nationality: French

• Born: 31 July 1923

• Born: 27 December 1822

• Education: Studied Chemistry at Carnegie Mellon University

• Died: 28 September 1895

Career: • Wanted to become a doctor, but became a chemist

• Education: Studied at École Normale Supérieure, Paris

• Chemist for DuPont, beginning in 1946 • Serves on the National Research Council and the National Academy of Sciences

Career: • Professor of Physics in 1848 • Professor of Chemistry at University of Strasbourg

Greatest achievements: • Invented Kevlar in 1971

Greatest achievements: • Developed and supported Germ Theory (that illnesses are caused by germs)

• Kevlar is the material used to make bullet-proof vests, which protect police, soldiers, etc.

• Proved that bacteria were responsible for spoiling milk and other drinks

• 17 different inventions

• Invented a method of killing the bacteria in milk, making it safe to drink

• Was added to the National Inventors Hall of Fame in 1995 • Won the National Medal of Technology in 1996

New Headway Academic Skills  •  Level 2

• Developed vaccine for anthrax and rabies • Was awarded the Grand Croix of the Legion of Honour

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Speaking 8  Doing a survey A survey about studying English Use the topics below to create a survey for your classmates about studying English. You may use wh- questions, yes/no questions, or multiple choice questions.

1 Using technology to study English 2 The most difficult part of learning a language 3 Ways to practise English outside class 4 Techniques for improving your listening

A survey about studying English Use the topics below to create a survey for your classmates about studying English. You may use wh- questions, yes/no questions, or multiple choice questions.

1 The most enjoyable thing about learning a language 2 Study techniques for learning vocabulary 3 Working in a group 4 Techniques for improving your speaking skills

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Speaking 9  Problem solving Significant objects 1 Work with a group. Imagine that you are part of a research team that is travelling to another planet, without returning to Earth. You have very limited space, so each group will only be able to bring three useful human inventions.

2 Choose one group member to record the group’s ideas, and use this paper to brainstorm inventions. Think of at least one support and one counter argument for each idea.

3 Discuss your ideas, and choose only three inventions. Be sure to allow every group member a turn to talk. 4 Report on your group’s conversation to the class. Be ready to counter any arguments against your choices. Invention

Support arguments

Counter arguments

✓

Final choices

   2

1

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   3

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Speaking 10  Describing a graph Student A Study the chart about Carbon Emissions. Describe it to your partner. Answer any questions your partner has. When you have finished, swap roles and complete the second chart.

Carbon Emissions (kg per passenger mile)

(percentage of GDP)

0.5

12

0.4

10 8

0.3

6

0.2

4

Bus

Train

0

Aeroplane

0 Personal car

2 Cruise ship

0.1

Student B Listen to your partner talk about the first chart. Complete the chart as your partner describes it. Ask questions to clarify the information. Do not look at your partner’s paper until you have finished drawing the chart. Then swap roles and describe the second chart.

How important is tourism to the economy? (percentage of GDP)

(kg per passenger mile) 0.5

12

0.4

10 8

0.3

6

0.2

74  New Headway Academic Skills  •  Level 2

Jordan

Madagascar

0

Indonesia

0

Australia

2 Switzerland

0.1

Brazil

4

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Teacher’s Notes: Speaking 1 and 2 1  Formal and informal dialogues

2  Spoken punctuation

AIM

AIM

To recognize and use formal and informal language in dialogues. This is to practise the Study Skill, Formal and Informal language, Student’s Book (pp6 and 7). This is a jigsaw activity. Cut up the dialogue and the names of the speakers before class.

To give students practice in pausing, and showing where sentences end when they are speaking, as in the Study Skill, Spoken punctuation, Student’s Book Unit 2 (p12). This is a dictation exercise.

PROCEDURE

PROCEDURE

1 Photocopy one copy of the worksheet per pair of students. 2 Ask students what they remember about formal and informal language from Student’s Book, Unit 1, (pp6–7). 3 Students work in pairs. Distribute one worksheet per pair. Give the pairs of students the sentences from the dialogues and the sets of names. Tell students to arrange the strips into two dialogues. Each dialogue is about two people meeting each other for the first time. One dialogue will use formal language and the other will use informal language. 4 When students have finished arranging the dialogues, they practise the dialogues and discuss what makes each one formal or informal. 5 At the end of the activity, go over the answers and give feedback as necessary.

1 Photocopy one copy of the worksheet per pair of students, and cut in half. 2 Review the Study Skill on Student’s Book, Unit 2, p12 (Spoken punctuation). 3 Students work in pairs, Student A and Student B. Distribute the worksheets so that one student has the worksheet for Student A, the other for Student B. 4 As Student A reads, Student B listens and adds punctuation. When Student A has finished reading the text, Student B reads and Student A listens and adds punctuation. 5 At the end of the activity, students compare their answers with the punctuated paragraph on their partners’ papers. 6 Students can then practise reading the texts, with pauses and showing where sentences end.

ANSWERS

Formal: Ryan: Excuse me, sir. Are you Dr. Huffington? Dr. Huffington: Yes, I am. May I help you? Ryan: Good morning, Dr. Huffington. First, may I introduce myself? I am Ryan Andrews. Dr. Huffington: Pleased to meet you, Mr. Andrews. Ryan: Dr. Huffington, I would like to join your organic chemistry class on Monday afternoons. Dr. Huffington: Sorry, did you say organic chemistry on Monday afternoons? Ryan: Yes, Dr. Do you know if there is a place available in your class? Dr. Huffington: Sorry, I’m afraid not. I advise you to visit the registrar. Informal: Layla: Hi, I’m Layla. I think you’re in my chemistry class. Diana: Morning, Layla. I’m Diana. Are you taking Dr. Huffington’s organic chemistry class? Layla: Yes. You know, I’m looking for a study partner. Would you be interested? Diana: Sure! Why don’t you pop round sometime and we’ll review our notes? Layla: That sounds good. Give me a ring on my mobile. The number’s 555-1980. Diana: Did you say 555-1980? Layla: Yes. 555-1980. I’m off to class. See you later! Diana: Bye. See you!

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Teacher’s Notes: Speaking 3 and 4 3  An interview

4  Describing everyday objects

AIM

AIM

To reinforce the skills involved in talking about jobs and studies, as well as the Study Skills of Signposting, Pronunciation, and Helping the listener Students Book (pp17, 18 and 19). This is an interview activity.

To reinforce the Study Skills of Listening for detail and Helping the listener (4), Student’s Book (pp24 and 25). This is a team game activity.

PROCEDURE

1 Before the lesson, print out the worksheet and cut it into cards. 2 Divide the class into two teams. 3 Shuffle the cards and give a card to Player 1 on Team A. Do not allow any other students to see the card. 4 Player 1 describes the object on the card, without saying the name of the object. He/she may talk about what it looks like, what it is made of, how it is used, and so on. 5 Team A may discuss the answer and ask questions, but they can only guess once. If they guess correctly, they receive one point. If they guess incorrectly, Team B can have one guess. 6 After the first card has been used, it is Team B’s turn. Player 1 in Team B now describes the object on the next card. 7 Change players for each turn, so that everyone in the class has a chance to describe an object. If the class is too large, assign roles of score keeper or judge/referee. 8 Alternatively, students can do the activity in groups of 4–5. In this case, you will need a set of cards for each group.

1 Review the Study Skills Recognizing signposts on Student’s Book p17, Spoken punctuation and Sentence stress (p18), and Helping the listener (p19). 2 Divide students into groups of four to six. For very small classes, this activity may be done in pairs. 3 Assign roles. Each group should have one interviewer and one to five experts. Students may choose their own jobs or areas of expertise, or play a fictional character. 4 Give each interviewer the top half of the page. Give each expert the bottom half. 5 Allow students at least ten minutes to prepare the questions/ answers before starting the interview part of the activity. The Interviewer should note down the names and jobs (or future jobs) of the rest of the group members. The Experts should be familiar with the questions the Interviewer writes. The Experts may even suggest questions for the Interviewer to include. The preparation may also be done as homework. 6 Within their groups, the Interviewer asks the Experts about their jobs, as if they were on a panel on a television programme about jobs.

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PROCEDURE

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Teacher’s Notes: Speaking 5 and 6 5  Keeping a conversation going

6 Summarizing

AIM

AIM

To reinforce the Study Skills of Keeping a conversation going, Student’s Book (pp30 and 31). This is a pairwork activity.

To reinforce the Study Skills of Note-taking, Summarizing, Helping the listener, and Asking for clarification, Student’s Book (pp34, 36 and 37). This is a pairwork activity.

PROCEDURE 1 You will need a clock or timer for this activity. It may be useful, but not necessary, to use a bell or other noise-maker. 2 Photocopy one copy of the worksheet per pair of students, and cut it in half. 3 Review the Study Skill on Student’s Book pp30–31 (Keeping a conversation going 1 and 2). 4 Divide students into pairs, Student A and Student B. 5 Student A begins with one of the topics from his/her sheet. Student B must try to use the techniques from the Study Skills to continue the conversation for three minutes. 6 Set the timer for three minutes and tell the students to begin. They must continue to talk for the full amount of time. After 3 minutes, ring the bell or tell the students to stop, swap roles, and continue with the next topic for three minutes. 7 Variation: Depending on class composition and classroom layout, you may wish to use this as a mingling activity and ask students to swap partners after each conversation.

PROCEDURE 1 Make enough photocopies so that each student receives one half of the page. 2 Review the concepts of key words and summarizing factual information. 3 Divide students into pairs, Student A and Student B. Give out the texts and tell students they are going to summarize the information in their text. 4 Give students about five to ten minutes to read their text quietly. 5 First, Student A tries to summarize the text in his/her own words while Student B completes his/her notes. Student A should try not to look at the text, but may use it to check spelling and details. Student B can ask questions, but should not look at Student A’s text. 6 The students swap roles to work on the second text. 7 Check the outlines by asking students to write them as homework.

ANSWERS Superfood 1: Blueberries Benefits: 1 a lot of antioxidants (chemicals that fight cancer and heart disease) 2 decrease inflammation (a cause of many diseases) 3 a good source of Vitamin C How to buy: 1 look for berries that are dark in colour 2 frozen berries are just as healthy as fresh ones 3 eat 30g a day Superfood 2: Walnuts Benefits 1 antioxidants 2 good fats, Omega-3s (reduce cholesterol) 3 a good source of protein and fibre useful for dieting 4 reduce effects of stress lower blood pressure Dangers 1 nuts have a lot of fat and calories 2 eat 25g a day 3 Recommendation: Put them in small bags

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Teacher’s Notes: Speaking 7 and 8 7  Expressing opinions

8  Doing a survey

AIM

AIM

To reinforce the Study Skills of Speaking from notes, and Expressing an opinion, Student’s Book (pp42 and 43). This is a group activity.

To reinforce the Study Skills of Asking questions in a survey, and Reporting results, Student’s Book (pp48 and 49). This is a group activity.

PROCEDURE

PROCEDURE

1 Photocopy one copy of the worksheet per group of four students and cut it in four. 2 Divide students into groups of four. 3 Give each student a card. 4 Draw students’ attention to the language in the Language Bank on Student’s Book, p43 (Expressions for discussion). 5 Students take turns talking about the people on their cards. Then, the groups discuss which person made the biggest contribution to the world. Finally, each group should report back.

1 Photocopy one copy of the worksheet per pair of students and cut it in half. 2 Review the Study Skill on Student’s Book p48 (Asking questions in a survey). 3 Divide students into groups of four to six. For very small classes, this activity may be done in pairs. 4 Working in groups, students create a survey about study skills from the prompts on the sheet. 5 When the survey is complete, they may conduct it on their classmates, or on students in other classes, if available, as homework. 6 Finally, students report on their survey results.

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Teacher’s Notes: Speaking 9 and 10 9  Problem solving

10  Describing a graph

AIM

AIM

To reinforce the Study Skill of Supporting an argument, Student’s Book (p52). This is a group activity.

To reinforce the Study Skills of Describing a graph or chart and Dealing with questions, Student’s Book (p60). This is a pairwork activity.

PROCEDURE 1 Photocopy one copy of the worksheet for each student. 2 Divide students into groups of four to six. For very small classes, this activity may be done in pairs. 3 Review the Study Skill (Helping the Listener) and the Language Bank (Expressions for supporting an argument) on Student’s Book p54. 4 Set up the activity by asking students to imagine that they are members of a research team who will go to a distant planet. Each group can only bring three significant objects to help them live on the planet. 5 In their groups, students first brainstorm several objects and support/counter arguments for each object. 6 The students then discuss which three objects they will bring. Circulate and ask prompting questions if the students make their decisions too quickly. 7 Finally, a member of each group reports on their three items, and describes how they arrived at their consensus.

PROCEDURE 1 Photocopy enough copies so that each student receives one half of the page. 2 Prepare students for the activity by reviewing what they know about responsible tourism and the importance of tourism to countries’ economies. Review the Study Skill (Dealing with Questions) on Student’s Book p60. 3 Divide students into pairs, Student A and Student B. 4 Instruct students not to look at each other’s papers. 5 First, Student A describes his/her graph to Student B, who attempts to sketch it out on his/her paper. Student B may ask Student A questions if necessary. 6 The students swap roles. 7 They compare their charts with the original charts to correct their answers.

Answers: Carbon Emissions (kg per passenger mile) 0.5 0.4 0.3 0.2 0.1 Bus

Train

Aeroplane

Personal Car

Cruise Ship

0

How important is tourism to the economy? (percentage of GDP) 12 10 8 6 4

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Jordan

Madagascar

Indonesia

Australia

Switzerland

0

Brazil

2

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