High Note 4 Teachers Book [PDF]

Zitiervorschau

CONTENTS INTRODUCTION

4

What is High Note?

4

What is the High Note methodology?

4

Key concepts behind High Note

6

Course components

8

High Note unit walkthrough

10

High Note videos

16

Teaching pathways

17

How to teach for exams with High Note

18

How to flip the classroom with High Note

19

STUDENT’S BOOK PAGES WITH TEACHER’S NOTES

20

Contents

20

01 Get the message

22

02 Looking ahead

36

03 Influences

52

04 Inside story

66

05 Making sense of the senses

82

06 Where we live

96

07 Is it fair?

112

08 Digital perspectives

126

09 Highs and lows

142

10 Culture vulture

156

Culture Spot

172

Literature Spot

176

Watch and Reflect

180

Grammar Reference and Practice

190

Use of English

199

Communication

202

CULTURE NOTES

205

STUDENT’S BOOK AUDIO SCRIPT

215

STUDENT’S BOOK VIDEO SCRIPT

238

WORKBOOK ANSWER KEY

247

WORKBOOK AUDIO SCRIPT

261

CLASS DEBATES

268

GRAMMAR VIDEOS – EXTRA ACTIVITIES

270

PHOTOCOPIABLE RESOURCES

274

INTRODUCTION WHAT IS HIGH NOTE?

INSPIRATION

High Note is a dynamic and intensive five-level course for upper secondary students, ranging from A2 to C1 level of the Common European Framework of Reference (CEFR) and from 30 to 85 on the Global Scale of English (GSE). The course aims to bridge the gap between school reality and young adult life. It has been designed to inspire and challenge modern teenagers so that they can fulfil their ambitious goals: pass school-leaving and external exams, communicate fluently and accurately in English in a variety of situations, become successful university students and increase their employability perspectives. This is achieved by equipping learners with a combination of language skills and life competencies as well as systematically building their confidence when speaking English. Not only does High Note present new vocabulary and grammar, practise receptive and productive skills and acquaint students with typical exam tasks but it also teaches practical, everyday life skills that students will find useful both now and in the future. A specially prepared Life Skills development programme develops the types of skills that are needed at school, at university and at the future workplace: • academic and career-related skills (e.g. giving persuasive presentations, debating, managing an online image, planning a future career), • social skills (e.g. making the most of volunteering, understanding how the media works, identifying fake news) and • personal development skills (e.g. time management, building resilience, setting SMART goals). Throughout the course, students are also encouraged to think critically, use their creativity, assimilate new information and points of view, express and defend their opinions, develop research techniques, work alone and with others and reflect on their own learning. Additionally, High Note deepens students’ understanding of important social issues and increases their cultural awareness, which helps them become fully rounded citizens of the global community. The High Note syllabus is based on a combination of school curricula, school-leaving and external exam requirements and the Global Scale of English. This ensures comprehensive language coverage and the right balance of general English, exam and life skills. Students will be learning the right language and getting the right kind of practice to help them excel in their exams and communicate with confidence. Although the course has been designed for use in state sector schools, it is also suitable for use in private language schools, and the activities will work well with both smaller and larger groups. It offers a lot of flexibility of use as it contains a wealth of materials to provide extra support or further challenge for students, and extra ideas and resources for teachers to allow them to tailor their teaching package to their classroom.

The course material has been carefully prepared to appeal to students’ interests, inspire discussion and engage them in learning English both inside and outside the classroom.

WHAT IS THE HIGH NOTE METHODOLOGY? High Note is the direct result of extensive research and analysis of learners’ needs and wants. This research has shown that the learning objectives of many students aged 15–19 are increasingly ambitious. The course addresses these needs by building on four notions: inspiration, intensity, interaction and independence.

4

INTRODUCTION

Relevant The lessons in High Note are relevant to students in that they connect to their experiences. The reading and listening texts cover topics that learners at this age are naturally interested in and talk about in their everyday lives, such as technology, media, travel, relationships and sport, but also psychology, culture and future careers. New vocabulary and grammar are practised through questions about the students’ own lives and experiences, which makes lessons more personal and memorable.

Authentic Wherever possible, reading and listening texts come from authentic sources. Authentic Documentary Videos tell the stories of real people and present real places and events. Grammar Videos – ‘vox pop’ interviews with real people filmed on the streets of London – introduce students to authentic accents and real experiences and stories. All of this encourages authentic language learning.

Purposeful Each lesson in High Note has a clear purpose, whether it is vocabulary and grammar presentation and practice, general language skills development or exam practice. Every unit begins with a list of unit objectives to help students understand the learning goals. There is also a clear can-do statement at the foot of each lesson so that students and teachers know exactly what they are doing, and which students can tick when they feel they have achieved the lesson aim. The purposefulness of the material is enhanced by the practical Life Skills lessons, which help practise new competencies through engaging content and in a practical, discussion-driven way.

Absorbing The texts in High Note are thought-provoking and information-rich. They enhance students’ knowledge of the world and allow them to further investigate the themes they find interesting. Also, well-known topics are presented from unusual angles with the intention of sparking off natural opinion sharing, agreement and disagreement. Students’ knowledge of British culture and other English-speaking countries is systematically developed throughout the course through a variety of curious cultural facts in the main units, as well as in the Culture Spot and Literature Spot sections at the back of the Student’s Book.

Well-balanced High Note is a course which is well-balanced on many different levels and helps students engage more with the material. In terms of topics, there is a balance of light, humorous issues and more serious themes. In terms of lessons, there is a harmonious topic flow from one lesson to another. Exam training is also seamlessly woven into the course: students increase their exam readiness through step-by-step activities and task-based exam tips. Finally, video clips are naturally integrated into the lessons, and the course components complement one another.

INTENSITY

INDEPENDENCE

High Note challenges students both at a cognitive and linguistic level. The reading and listening texts push them to think critically and to raise their cultural and social awareness. The intensive grammar syllabus and wide vocabulary coverage encourage them to explore the language, understand how it works and improve accuracy. The video material, audio recordings and numerous speaking activities, (discussions, debates and role-plays), naturally foster fluency: students become immersed in the language and learn to talk at length in a variety of personalised and meaningful contexts.

High Note reinforces students’ independence by making them responsible for their own learning. In the context of language learning, independent learners are those who are able to recognise their learning needs, locate relevant information about language and develop relevant language skills on their own or with other learners. This results in increased recognition of strengths, weaknesses and progress, greater levels of confidence, more motivation, better management of learning and improved performance. High Note supports independent learning in a variety of different sections and exercises in the book.

INTERACTION When students are involved in the course material, the progress of their learning is quicker. In High Note, learners are encouraged to interact with the course and actively participate in every stage of the learning process.

Grammar • Students analyse examples of language and arrive at the grammar rules themselves; the guided inductive approach helps them understand and remember the rules better. • Watch out! boxes draw students’ attention to areas of special difficulty and help pre-empt common errors.

Vocabulary • New lexis is presented and activated in most lessons, with the main lexical set of the unit in a separate Vocabulary lesson. It is then recycled, consolidated and practised in the following lessons. • There are references to the language students have already come across in the course, which are called Think Back. This activates the knowledge students have already acquired. • The Remember More section activates the words from the word list through a series of exercises. Additionally, the Active Vocabulary boxes provide practical tips on how to activate the students’ memory when learning new words. • Vocabulary Extension sections in the Workbook introduce more words and phrases, focusing on such areas as phrasal verbs, collocations and wordbuilding.

Clear learning goals and models for success The goals at the beginning of each unit describe what the student will be able or better able to do at the end of the lesson. Skills strategies Active Reading and Active Listening boxes contain concise descriptions of the most important skills strategies, which students can actively practise through a series of exercises and use in the future. Exam strategies Strategy boxes contain useful tips on how to deal with most typical exam tasks. Active Writing boxes in the Workbook These contain a series of scaffolded tasks designed to develop the skills students need to write a given text type. Project work The Life Skills projects help students develop creative and collaboration skills and make decisions about the learning process and how to complete the project. Resources for self-study Resources such as word lists with the Remember More section at the end of each unit, the Grammar Reference and Practice section at the back of the Student’s Book, the Workbook, Online Practice and extra digital activities reinforce active consolidation of the material from the main units. Self-assessment sections in the Workbook These provide an opportunity for students to assess their progress and reflect on their learning.

Skills strategies • Active Reading and Active Listening boxes contain crucial general reading and listening skills strategies, such as predicting, understanding the main idea, finding specific information, dealing with new words or making inferences. These boxes also include critical thinking skills like distinguishing facts from opinions, identifying the author’s opinion or recognising bias. Students can experience the strategy by completing exercises that accompany it. • Active Writing boxes in the Workbook highlight the crucial stages in the process of writing a specific type of text.

Pronunciation Active Pronunciation boxes in the Listening sections in the Workbook help students perceive the interdependencies between sounds and give tips on how to pronounce particular sounds correctly.

INTRODUCTION

5

KEY CONCEPTS BEHIND HIGH NOTE 21ST-CENTURY EDUCATION In today’s world of an ever-increasing flow of information and a rapidly changing workplace, an education based on learning facts at a one-size-fits-all pace does not seem to work anymore. These days, learners can find answers to any questions they might have in just a few seconds and can teach themselves about any topic they are interested in. They do not need school to do what they can do themselves. What they do need, however, is guidance in how to use the available information in smart and efficient ways and the development of social and professional skills that are needed to succeed in the modern world. The aim of 21st-century education is, therefore, to equip students with those skills and help them grow in confidence to practise them both at and beyond school.

21st-century students We believe that today’s students are sophisticated, intelligent and independent. They multitask very capably and usually know a lot about other cultures. They are comfortable with global and intercultural communication, and feel at ease with using different types of technology. They typically have a point of view and are not afraid of expressing themselves. They are also comfortable with change and keen to keep their interests and abilities up to date. In terms of their future career, they would like to find a job that reflects their interests and offers flexibility (e.g. living and working anywhere in the world, choosing their own hours and office space, working with peers across the globe). All these characteristics and skills provide a unique opportunity for teaching English. When students realise their needs and interests are met and feel inspired by the course, the learning process can be quick and extremely rewarding.

21st-century teachers Modern teachers are forward-thinking leaders who are ready to address their students’ needs. With such a widespread access to information and resources of all kinds, it may often be the case that students will know more than teachers in some areas. Most likely, they will also be a step ahead of teachers in using technology. This means that the teacher’s role is likely to shift from an all-knowing expert to that of a guide or a mentor who supports students in the learning process, challenges them and motivates them.

21st-century skills and High Note High Note provides students not just with English language skills, grammar and vocabulary, but also develops the key skills needed in the global 21st-century community. Learning and Innovation Skills (the five Cs) Communication and collaboration: These skills are practised throughout the entire course. The large number of discussions and role plays entail natural communication and collaboration among students. Additionally, the Life Skills projects require students to decide on their roles in a team and take responsibility for their work. Creativity: This skill is developed through a range of thought-provoking questions students need to answer and a variety of authentic problems and tasks they need to solve, e.g. in the Life Skills projects.

6

INTRODUCTION

Cultural awareness: Students have numerous opportunities to discuss various culture-related issues (Reflect: Culture exercises). Documentary Videos cover a range of cultural topics and Grammar Videos expose students to a wide variety of native and foreign accents, which will develop their sensitivity to other cultures and their listening skills. At the back of the Student’s Book, students will also find Culture Spot lessons, which provide a wider perspective of cultural aspects linked to the unit topics and enable learners to compare cultural aspects of the English-speaking world with their own. The Literature Spot lessons, in turn, familiarise students with well-known literary works that have made an impact on popular culture. Critical thinking: Problem solving and reasoning skills are developed throughout the course, especially via the reading and listening activities. Students are encouraged to differentiate facts from opinions, critically assess different viewpoints, look at problems from various perspectives, assimilate new information and points of view, as well as express and defend their own opinions. Digital Literacy The content, as well as the means of delivery of High Note, are rooted in today’s digital environment and reflect the way today’s teenagers already manage their lives: the topics cover up-to-date technology and media, the Life Skills projects encourage the use of digital tools, and the digital components of the course increase students’ engagement with the course material. Life and Career Skills High Note offers a specially prepared Life Skills development programme which focuses on three key educational paths: academic and career-related skills (e.g. giving successful presentations, debating, using online resources for school projects, planning a future career), social skills (e.g. working in a team, making the most of volunteering) and personal development skills (e.g. time management, building resilience). The programme is introduced through the Life Skills lessons at the end of every second unit. They offer engaging content and practise new competencies in an active, discussion-driven way. The Life Skills projects at the end of each Life Skills lesson involve research, collaboration, critical thinking and creativity.

THE COMMON EUROPEAN FRAMEWORK FOR LANGUAGES The Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR) is a guideline published in 2001 by the Council of Europe which describes what language learners can do at different stages of their learning. In 2017, the CEFR Companion Volume with New Descriptors was published, which complements the original publication. The document enriches the existing list of descriptors and gives a lot of focus to cross-linguistic mediation and plurilingual/pluricultural competence. The term mediation is understood as mediating communication, a text and concepts. It combines reception, production and interaction and is a common part of everyday language use. It makes communication possible between people who, for whatever reason, are unable to communicate successfully with each other: they may speak different languages and require a translation, they may not have the same subject knowledge information and need an explanation or simplification, they may not be of the same

opinion and need someone to identify common ground. Mediation can also involve written texts – with the reader summarising, paraphrasing or interpreting the information for a different audience. High Note contains numerous mediation activities. They include open reading and listening comprehension tasks, transformation tasks, gapped summaries, rewriting texts in a different register, picture description, speculating or drawing conclusions. There are also tasks which cater for mediating concepts and communication such as communicative pairwork or groupwork tasks, projects or problem-solving activities.

Student’s Book

THE GLOBAL SCALE OF ENGLISH

Workbook

The Global Scale of English (GSE) is a standardised, granular scale that measures English language proficiency. Using the Global Scale of English, students and teachers can now answer three questions accurately: Exactly how good is my English? What progress have I made towards my learning goal? What do I need to do next if I want to improve? Unlike some other frameworks that measure English proficiency in broad bands, the Global Scale of English identifies what a learner can do at each point on a scale from 10 to 90, across each of the four skills (listening, reading, speaking and writing) as well as the enabling skills of grammar and vocabulary. This allows learners and teachers to understand a learner’s exact level of proficiency, what progress they have made and what they need to learn next. The Global Scale of English is designed to motivate learners by making it easier to demonstrate granular progress in their language ability. Teachers can use their knowledge of their students’ GSE levels to choose course materials that are precisely matched to ability and learning goals. The Global Scale of English serves as a standard against which English language courses and assessments worldwide can be benchmarked, offering a truly global and shared understanding of language proficiency levels. Visit www.english.com/gse for more information about the Global Scale of English.

ASSESSMENT FOR LEARNING With the GSE as the solid framework for syllabus design and assessment, High Note offers a uniquely sound and comprehensive Assessment for Learning package. Any test can be used either as an assessment of learning or an assessment for learning. Assessment of learning usually takes place after the learning has happened and provides information about what the student has achieved by giving them a mark or grade. You can also use tests as assessment for learning by providing specific feedback on students’ strengths and weaknesses, and suggestions for improvement as part of the continual learning process. It is the combination of both types of assessment which can provide a powerful tool for helping your students’ progress. Assessment for Learning is embedded throughout the High Note materials: in the Student’s Book, Workbook, Online Practice and Assessment Package.

Every unit begins with a list of unit objectives to help students understand the learning goals. There is also a clear can-do statement as the end line of each lesson so that students and teachers know exactly what they are doing. Students can tick the can-do box when they feel they have achieved the lesson aim. Every unit has a Revision section which includes exam training. Its goal is to provide examples of and practice in the specific tasks students are likely to face in test situations, focussing particularly on the relevant Cambridge English and Pearson Test of English General exams. Every unit contains a Self-assessment page where students assess how well they did in each lesson: in which areas they feel confident and where they feel they need more practice. This encourages students to reflect on their learning and helps them become independent learners. The Self-assessment page is followed by a Self-check page where students can do activities checking their knowledge of vocabulary and grammar from the unit with an additional focus on Use of English. The key to these exercises is at the end of the Workbook so that students can check their answers.

Assessment Package There are downloadable tests in A and B versions. The Assessment Package includes: • Placement test • Grammar quizzes • Vocabulary quizzes • Unit tests: – Vocabulary, Grammar, Use of English – Dictation, Listening, Reading and Communication – Writing • Cumulative review tests: Vocabulary, Grammar, Use of English • Exam Speaking tests Each test is provided in a Word format, so it can be easily modified if needed. The full Assessment Package is provided through an access code in the Teacher’s Book.

Extra digital activities and Online Practice (interactive workbook) By doing digital exercises, students can check their readiness for class tests and monitor their progress. For most exercises, wrong answer feedback and correct answers are provided. When teachers set up classes and assign activities, the gradebook function collects students’ results so that it is possible to diagnose and adjust one’s teaching to the performance of each individual or class.

INTRODUCTION

7

01

STUDENT’S BOOK

Get the message VOCABULARY Collocations with contact, message and touch, phrasal verbs, phrases for breaking the ice, communication idioms, emotion adjectives GRAMMAR

Present and past tenses, question tags, echo questions Use of English > page 191

SPEAKING

Expressing emotions

WRITING

An informal email

VIDEO

Grammar

Messaging through time …

• make it easier to stay in touch nowadays? • used to be a good way to quickly spread the message that an enemy was coming? • can carry a message over a long distance? • can be used to convey a short and simple message? • could be a good way to make contact if you were stuck on a desert island?

2

3

□ □ □ □

We use the Past Simple for: e actions that started and finished at a specific time in the past We use the Past Continuous for: f actions in progress at a specific time in the past g a long activity interrupted by a short one

□ □ □ □

8

□ □

Grammar Reference and Practice > page 172

5

Match time expressions below with the tenses in Exercise 4. Find more time expressions in the article.

Text messaging was not immediately popular, but in recent years it 6 (grow) very rapidly. In fact, these days we 7 (send) over 15 million text messages every minute! Platforms such as (also/contribute) to texting having become such Twitter, 8 an essential part of our lives today.

at the moment at the time currently earlier today ever since every so often for from time to time in recent years nowadays once in a while recently right now since the day before yesterday these days

6

Read Watch out! and explain the difference in meaning between sentences a and b.

1.2 Complete the text with the correct forms of the verbs in brackets. Sometimes more than one form is possible. Listen and check. In 1992, Neil Papworth, a software engineer and developer, (send) the first text message, which said simply, (work) for Sema ‘Happy Christmas’. At that time, he 2 (develop) the technology Telecoms, a company which 3 (not have) for Vodaphone. In those days, mobile phones 4 keyboards, so he had to type the message on a computer. Papworth was not, however, the first person to think of sending a short message. A man called Friedhelm Hillebrand 5 (already/suggest) the idea back in 1984. And it was Hillebrand who limited the message to 160 characters. 1

We use the Past Perfect for: k an action in the past that was completed before another action or time in the past

9

/ contact a/the message

Some state verbs can be used in continuous form to express a different meaning or a temporary action. 1 a She has lots of online friends. b We’re having a really good time in Greece. 2 a Mark appears to know a lot about apps. b Lynda is appearing as Cinderella in the new school play next week.

Discuss in pairs. How can a means of communication change someone’s life? Find examples in the text.

SPEAKING Complete the sentences with your own ideas. 1 I was talking to a friend the other day when … 2 Nowadays, more and more people are keeping in touch by … 3 By lunchtime yesterday, I had already …

WATCH OUT!

deliver establish lose maintain pass on / / touch

Present and past tenses

We use the Present Perfect Continuous for: j an action in progress or repeated over a period of time up until now

Make more collocations with the nouns message, contact, touch, using the verbs from the box.

1 2 3

Match the sentence halves. In pairs, discuss the reasons for your answers. 1 The phone is ringing . The phone rings . a all the time now that we run a business b and I can’t find where I’ve put it 2 I’ve been calling Mike . I’ve called Mike . a all day today b a couple of times today 3 It’s getting . It gets . a easier and easier to stay in touch with people b less difficult every time I write an essay 4 I was watching a film . I watched a film . a when the lights suddenly went out b when I got home from school 5 She has sent me a lot of emails recently, . She sent me long emails every day . a while she was travelling abroad b so I might get one today 6 When I looked at my phone, the message arrived . When I looked at my phone, the message had arrived, . a but I didn’t notice it buzzing earlier b at exactly the same moment 7 What do you think . What are you thinking ? a of my phone b about

We use the Present Simple for: routines and habits a b facts and things that are generally true

We use the Present Perfect Simple for: h actions and states which began in the past and continue until now i finished actions in the past when we don’t say exactly when they happened

1A GRAMMAR AND VOCABULARY In pairs, discuss the questions. Then read the article and check which forms of communication …

7

Study the Grammar box and match the underlined phrases 1–11 in the article with the meanings a–k.

□

Since the dawn of time people 1 have been using different ways of communicating at a distance. In ancient times, they used smoke signals and after writing developed, they 2 invented more ingenious methods of delivering messages; for example, sending a message in a bottle. It is believed this first began thousands of years ago. At the turn of the twentieth century, bottles were found which had been sent by people who 3 were travelling on board the Titanic. Happier stories have also come to light. In 1956, Ake Viking, a Swede, tossed a letter into the sea, hoping it would reach his future wife. Two years later he received a letter from a Sicilian girl, Paolina, who 4 had found his bottle and soon after they were married! Romantic, if not exactly environmentally friendly! The invention of the telegraph in 1837 sped up communication dramatically. A famous story tells of how a murderer, John Tawell, was caught after he had escaped on the train to London. A telegram was sent to the London police, and they 5 were waiting for him when he arrived there. His capture was hailed as a miracle of science! Since the invention of the Internet, the world 6 has become a different place. People 7 are still sending messages, apparently up to 60 billion a day, and it usually 8 takes only seconds to deliver them. But 9 are we now forgetting how to communicate face-to-face? Without a doubt there are some challenges, but there are also examples of when the Internet 10 has changed someone’s life for the better. Look at Tara Taylor’s case, a mother who 11 lives in the USA: when she uploaded a photo of her daughter to Facebook, a facefriend spotted a problem with one of the child’s eyes, so Tara took her to the doctor. It turned out that the girl had a rare disease, but her sight was saved! The story of communication is, in many ways, the story of the human race: we’ve always shared knowledge and built relationships, whatever means of communication we use.

1

4

We use the Present Continuous for: c things happening now or around now d situations which are changing during the present time

Documentary

• 10 topic-based units divided into seven main teaching lessons • 5 Life Skills sections at the end of every second unit which teach competencies indispensable to success in 21st century society • Flexible order of lessons apart from the first spread (Grammar and Vocabulary) and the last spread (Writing) • Clear lesson objectives (‘I can…’) based on the Global Scale of English (GSE) • Video in every unit (grammar, documentary) • Revision for every unit: practice of language and skills in an exam task format • Word list at the end of each unit with exercises activating key vocabulary and na miarę nowej szkoły tips on how to learn new words PEARSON ENGLISH PORTAL DLA NAUCZYCIELA ONLINE PRACTICE DLA UCZNIA • Grammar Reference and Practice: detailed explanations of all the grammar topics covered in the units with examples and exercises. • Use of English: more exam-orientated practice of the language • 2 Culture Spots • 2 Literature Spots • Watch and Reflect: worksheets for the Documentary Videos

01 Present and past tenses

GRAMMAR VIDEO

COURSE COMPONENTS

1 Read the question and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question. How has social media changed the way we communicate?

□ I can use the present and past tenses to talk about different actions.

4

HIT!

Online Practice to cyfrowe wsparcie dla ucznia, które obejmuje:  dostęp do materiału audio i wideo do kursu,

 Grammar Checkpoints, czyli dodatkowe interaktywne ćwiczenia utrwalające zagadnienia gramatyczne z rozdziału,  Vocabulary Checkpoints, czyli powtórka słownictwa w wygodnej interaktywnej formie,  Unit Checkpoints, czyli zestawy interaktywnych zadań dających okazję do przećwiczenia zagadnień gramatycznych, leksykalnych i komunikacyjnych przed sprawdzianem.

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

Indywidualny kod dostępu do Pearson English Portal znajduje się w książce nauczyciela. Z oprogramowania można korzystać online lub pobrać je na komputer i uruchamiać bez dostępu do Internetu.

Wejdź na stronę pearson.pl/pep i już dziś zobacz, jakie możliwości daje Pearson English Portal!

Access code to PEARSON PRACTICE ENGLISH APP • Student’s Book audio • Workbook audio • Video

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

WORKBOOK • Mirrors the Student’s Book unit structure • Additional grammar, vocabulary and skills practice to reinforce material in the Student’s Book • New reading and listening texts • Vocabulary extension in the Reading and Listening lessons • Pronunciation programme • Self-Checks after each unit • Self-Assessment sections after each unit • Lists of phrasal verbs and dependent prepositions

8

INTRODUCTION

Lubisz korzystać z rozwiązań cyfrowych? Utwórz klasę w ramach Online Practice, podaj uczniom jej numer ID i śledź ich postępy z pomocą szczegółowego zestawienia Gradebook.

Cyfryzację klasy zostawiasz uczniom? Z Online Practice zapewniasz im pakiet dodatkowych interaktywnych ćwiczeń do samodzielnej powtórki, a Ty prowadzisz lekcje tak, jak lubisz!

25

5

RESOURCE 4 RESOURCE 3 RESOURCE 2

TEACHER’S BOOK

RESOURCE 1

Let’s play tag! 1D GRAMMAR (Question tags)

Nice to meet you 1C VOCABULARY (Phrases for breaking the ice, idioms related to communication)

It’s not what you say, it’s how you say it 1B READING AND VOCABULARY (Identifying the author’s opinion)

1A GRAMMAR AND VOCABULARY title of the article. Why do you think the word ‘how’ is in larger font and in bold? What do you think the (Present and Read pastthe tenses) article might be about? In pairs, discuss your ideas. Then read the article quickly to check them.

try to hit it off

Read the first paragraph of the article again and choose the correct answer.

• • • • • • • • • •

Student’s Book pages with an overprinted answer key Ideas for extra activities References to additional materials and the course assessment Student’s Book audio and video scripts Workbook audio script Workbook answer key 45 photocopiable resources Culture notes Ideas for debate lessons Extra activities for the Grammar Videos

Sentence cards

I upload around fifty photos a day to Instagram.

4 Move forward three squares.

have a laugh

how you say it

Social media has changed the way we communicate forever.

I have been using I had lost my phone Have you ever read a social media message from a friend and not been sure what they meant? Was it sarcasm? Facebook for ten years couldn’t mydo you get across your emotions in a short message? How do you avoid offending Were they and being critical?call How but Snapchat is better. to hard say I for wasthem OK. to pick up the signals without seeing you? It is said that over eighty percent of someoneparents when it’s

make small talk

our communication is non-verbal – that is, we use body language and gestures to convey how we are feeling and what we really mean. Instead, we now use emojis to add artificial emotion to what we write. For example, if we make fun of our friend in a face-to-face conversation, then a look or grin can let them know we mean no harm. But in a social media message, we add a laughing emoji to let them know we are joking without explaining the whole joke. In situations like these, emojis are possibly a poor substitute for the skill body language employs in conveying our feelings and intentions. It’s a bit like adding dried garlic out of a packet to our spaghetti because you can’t be bothered to peel and chop a garlic clove; it does the job but it’s not the real deal. People are increasingly using icons as a substitute for not only body language but for the written language as well; these icons ensure you can get information across quickly, Present Continuous for without much effort. Younger generations spend Present Simple for facts Continuous for way than using face-to-face communication or indeed by carefully writing in the more timePresent communicating in this situations which are and things that are happening now traditionalthings way that that older generations were used to. the Maybe they are now more at changing during generally true home in ‘chatting’ or around than now talking to someone.present This is evidenced when you see time friends sat in coffee shops messaging each other over the table or at home

Past Simple for actions that started and finished at a specific time in the past

Past Continuous for actions in progress at a specific time in the past

Past Continuous for a long activity interrupted by a short one

Present Perfect Simple for finished actions in the past when we don’t say exactly when they happened

Present Perfect Continuous for an action in progress or repeated over a period of time up until now

Past Perfect for an action in the past that was completed before another action or time in the past

18 Swap places on the board with the person to your left.

Instant messaging is paragraph does People usually stay in In which I’m looking for the a writer give their main message? What is this message? getting more and more touch using message new laptop – a touch popular with older apps or text messages. screen. people.

The research team The video call meeting were working with was going really well I have been a blogger families in an Indian until the Internet for about a year. As a species, we have had remarkable success in evolving our ability to communicate. Over thousands of years village last month. went down. we have developed not only thousands of sophisticated languages and over twenty different alphabets, but also the skill to interpret the non-verbal messages behind them, using them all to build anything from personal relationships to empires. But in less than twenty years of the dawn of the Internet and social media, we have become so intent on reaching as many people as possible using as little effort as possible, that we may be

Present Simple for routines and habits/ things that happen repeatedly

290

the Internet and social media is to blame for us losing the ability to communicate.

Before the invention of the Internet and telephone, people communicated by letter.

Function cards

3 … shall we?

Snap is a tense game!

ask to stay in touch

5 … isn’t it?

19

6

… hadn’t he?

Go to square 15.

20

7

Choose your own sentence.

… don’t you?

9 … aren’t I?

8 Go back to square 1.

PHOTOCOPIABLE © PEARSON EDUCATION LIMITED 2020

Present Perfect Simple for actions and states which began in the past and continue until now

PHOTOCOPIABLE © PEARSON EDUCATION LIMITED 2020

293

291

PHOTOCOPIABLE © PEARSON EDUCATION LIMITED 2020

Access code to: PRESENTATION TOOL • Front-of-class teacher’s tool with fully interactive version of Student’s Book and Workbook activities with integrated audio and video • Easy navigation via either book page or lesson flow

ONLINE PRACTICE, EXTRA DIGITAL ACTIVITIES AND RESOURCES • • • •

Teacher view of Online Practice and extra digital activities Access to the Gradebook and student’s performance area Assigning tasks to the whole class, groups or individual students Automatic marking to save time

TEACHER’S RESOURCES • • • • • •

Photocopiable resources Culture notes Ideas for debate lessons Extra activities for the Grammar Videos Student’s Book and Workbook answer keys Audio and video with scripts

• • • •

Word lists with audio recordings Assessment Package consisting of ready-made tests in versions A and B Lesson plans A series of video clips on how to use the course material

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

EXAM PRACTICE BOOKS A series of booklets which provide additional, intensive practice and support for important international exams. These books work alongside the Level 4 Students’ Book: • Cambridge English First (FCE) • Pearson Test of English General Level 3 (B2/B2+). The audio and answer keys are available in the Teacher’s Resources. Additional information and support available on www.english.com/highnote

INTRODUCTION

9

HIGH NOTE UNIT WALKTHROUGH Each Student’s Book unit is divided into seven lessons (Lessons A-G). It always starts with Grammar and Vocabulary (Lesson A) and ends with Writing (Lesson G). The order of the other lessons varies from unit to unit and is determined by the most natural and harmonious flow of the presented topics. This helps make teaching and learning more flexible and varied.

GRAMMAR There are two grammar lessons in each unit: • The first grammar point is introduced at the beginning of each unit and is combined with vocabulary for more integrated learning (Lesson A: Grammar and Vocabulary). This lesson is additionally supported by Grammar Videos, which provide authentic, manageable chunks of the target grammar in a real context. The grammar is then recycled throughout the rest of the unit. • The second grammar lesson comes later in the unit and introduces another grammar point.

2

3

4

01

Clear summary of unit contents.

Learning objectives with an immediate opportunity for self-assessment.

6

10

Grammar Reference and Practice section at the back of the book, with more explanations and exercises. It can be used for remediation, extra practice or in a flipped classroom scenario.

Watch out! boxes draw students’ attention to areas of special difficulty and help pre-empt common errors.

INTRODUCTION

1

GRAMMAR

Present and past tenses, question tags, echo questions Use of English > page 191

SPEAKING

Expressing emotions

WRITING

An informal email

VIDEO

Grammar

4

4

3

• make it easier to stay in touch nowadays? • used to be a good way to quickly spread the message that an enemy was coming? • can carry a message over a long distance? • can be used to convey a short and simple message? • could be a good way to make contact if you were stuck on a desert island?

2

3

We use the Present Simple for: routines and habits a b facts and things that are generally true

□ □ □ □

□ □ □ □

We use the Present Perfect Simple for: h actions and states which began in the past and continue until now finished actions in the past when we i don’t say exactly when they happened We use the Present Perfect Continuous for: j an action in progress or repeated over a period of time up until now

□

5

Match time expressions below with the tenses in Exercise 4. Find more time expressions in the article.

6

Read Watch out! and explain the difference in meaning between sentences a and b.

Some state verbs can be used in continuous form to express a different meaning or a temporary action. 1 a b 2 a b

/ contact a/the message

1.6 Look at the photo. Listen to three conversations at a party. Which do you think is the best question they use to keep a conversation going?

2

Think of three more questions you could ask to get to know someone better.

6

She has lots of online friends. We’re having a really good time in Greece. Mark appears to know a lot about apps. Lynda is appearing as Cinderella in the new school play next week.

2

3

9

Look at the underlined examples of question tags from the dialogues. Then complete the sentences 1−4 below with the words in the box.

Grammar Reference and Practice > page 172

7

negative end positive modal It’s such a great city, isn’t it? Wow, so you’d never been there before, had you? I shouldn’t be so fussy, should I? 1 A question tag is a short question added to the of a sentence. 2 We form a question tag using an auxiliary or a verb and a pronoun. question tag. 3 A positive statement usually has a question tag. 4 A negative statement usually has a 1.7 PRONUNCIATION Listen and match what you hear with intonation pattern A or B below. Which pattern is used for a real question and which for confirming something the speaker already knows? A

5

B

1.8 Look at these more unusual question tags. Choose the correct words to complete the sentences. Listen and check. 1 This is silly, isn’t it / this? 2 Nothing ever changes, do / does it? 3 Come and look at this, will / don’t you? 4 Everyone was there, weren’t / wasn’t they? 5 Don’t be late, are / will you? 6 No one likes him, do / does they? 7 Let’s stay here, do / shall we? 8 I’m a bit late, don’t / aren’t I? 9 Pick me up at eight, don’t / could you?

1.9 Complete the conversations with no more than three words in each gap. Listen and check your answers. Ben Where would you live if you could live anywhere in the world? a good question, isn’t it? I don’t think Meg 1 I’ve ever really thought about it before. Hmm … Somewhere a bit warmer, I guess. too much rain in this country, isn’t there? Ben Yes, 2 Meg Oh yes, there is. But I wouldn’t want to live somewhere too hot. I mean, in some countries it can be 45 degrees in the summer. That would be unbearable, 3 ? Ben Actually, I used to live in Dubai. you? I bet 5 really hot, wasn’t it? Meg 4 Ben Boiling! But we had air conditioning, and a pool. Meg That sounds great. I wouldn’t mind living somewhere like that, actually. Ira Kate Ira Kate Ira Kate Ira Kate Ira

5 7

We use the Present Continuous to talk about: • actions in progress at the time of speaking: He is talking on his mobile. • temporary actions in progress around now: He’s ’s thinking of getting a new phone. • changes and developments: The news is spreading quickly. We also often use the Present Simple and Present Continuous to talk about the future. See Unit 2, page 25.

6

Present Perfect Simple and Continuous These link the past and the present. We use the Present Perfect Simple to talk about: • the duration of states that began in the past and continue up to now: He’s been stuck here for five years. • completed past actions with a present relevance/result: The lights have gone out. (And now it’s pitch dark here). He’s ’s changed dramatically. (He looks very different now.) • experiences during a present period of time: I’ve ’ve sent five thousand text messages so far. We use the Present Perfect Continuous to talk about: • the duration of actions that began in the past and continue up to the present: I’ve been here since 9a.m. • past processes with a present relevance/result: I’ve got better grades because I’ve been studing a lot lately. We use the Past Simple to talk about actions or events completed at a specific time in the past: Neil Papworth sent the first text message in 1992. We use the Past Continuous to talk about actions that were: • in progress at a specific time in the past (this often provides background to other past events): While Mark was waiting for us, his mum was texting. • interrupted by a shorter past action: She was studying when suddenly somebody tossed a brick through the window.

SPEAKING In pairs, write and role r play a conversation. Go to page 196.

□ I can use question tags and echo questions to keep a conversation going.

7

1A Present and past tenses We use the Present Simple to talk about: • habits and routines: He often loses touch with his colleagues. • permanent situations around the present time: He now shares a flat with a friend. • states (verbs not usually used in the continuous form), e.g. love, like, believe, think (opinion), know, look (appearance): He loves getting traditional letters. She looks very fit. Some state verbs change their meaning and can be used in the continuous form, e.g. think of of/about, see (go out with), look at: What do you think of this message? (opinion) What are you thinking about? I don’t see why you want to stay in touch with him. (understand) I’m seeing Dave these days. (go out with) I’d like to establish contact with that company, but my boss doesn’t look at it that way. (think in a particular way) Why are you looking at me that way?

Move up, ? I really need to sit down! Have you been dancing? ? Yes, I love the music they’re playing. 7 It’s not really my thing, actually. I find it a bit boring. 8 ? But everyone loves this band, 9 ? Not me. You have no taste in music then. Erm, seriously? ? Oh, sorry, I’m being a bit annoying, 10 11 ? Let’s stop talking about music then, Kate Yes, I think that might be best!

8

Variety of exercises provide meaningful practice of new structures in relevant contexts.

9

SPEAKING Complete the sentences with your own ideas. 1 I was talking to a friend the other day when … 2 Nowadays, more and more people are keeping in touch by … 3 By lunchtime yesterday, I had already …

8

1 Read the question and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question. How has social media changed the way we communicate?

□ I can use the present and past tenses to talk about different actions.

We use the Past Perfect to show the relationship between a situation in the past and an earlier state or action. The rules are similar to the rules for the Present Perfect: Before Colin met his wife, he had been single for a decade. We use the Past Perfect Continuous to talk about an activity which started before a second past event and was still in progress, or had recently finished when the second event happened. We often say how long the activity had been going on: They had been talking for an hour before Danny arrived. It is formed using had + (not) + been + Present Participle: When I woke up, I saw that my brother had been cooking. (It hadn't been completed or the result was that the kitchen was a mess.)

1

(lose touch) with a few of my friends . 1 I (make contact) with his cousin , 2 Dad so they’re not close. (chat) on her mobile ages. 3 She (see) each other in person? Can’t they (establish contact) with Mr Farley , but 4 I he hasn’t responded yet. (you / use) the laptop ? I need to send 5 an email. 6 My teacher took my mobile phone off me yesterday – (talk) to my friend ! I  (stay in touch) with me we had 7 He that argument. (love) going for a regular run . 8 I (prefer) to stay in on Saturday nights 9 Jamie . (stand) 10 Mike wanted to sit down because he all day at work.

2

5

6 7 8 9 10 11 12 13 14

3

6

Let’s go to the party, Sorry, I’m putting you on the spot, Somebody told you, Nobody gave you the message, Don’t forget, He’ll turn the laptop off, You couldn’t help me, Come to the party,

a b c d e f g h

could you? aren’t I? shall we? won’t you? won’t he? did they? will you? didn’t they?

1D Complete the questions with the correct question tag. 1 2 3 4 5

1A Complete the sentences using the correct tense and the verbs from the box. Use every verb twice.

1 Do you know that man? He at you all evening. the milk? Do you think it has gone bad? 2 Why lunch now. Will you join us, please? 3 We about something 4 Just look at his face: I bet he amazing! much time at the moment. 5 Apologies, but I I’ll get back to you soon, I promise. in the latest James Bond movie, 6 Daniel Craig No Time to Die. to be highly intelligent, but he’s awfully 7 She lazy too. What a waste! what you mean, but I can’t agree with you. 8 I it’s the best idea. 9 My mum much better with his hair cut. 10 Andy of cigarette smoke. 11 When I got home, the flat you anybody these days, Frank? 12

1D Match the sentence halves. 1 2 3 4 5 6 7 8

appear have look see smell think

Question tags can also be used for: • requests: Buy me the newspaper, could you? You’ll cook the dinner today, won’t you? • invitations: Come to visit us next summer, won’t you? • commands: Write it down, will you? Don’t make a mess, will you? Question tags are also used in echo questions. The main use of such questions is to show interest or express surprise and make a conversation go smoothly: A I used to live in Moscow. B Did you? I bet is was amazing!

4

at the time ever since from time to time in recent years right now once a week these days earlier today for

1D Question tags and echo questions A question tag is a short question added to the end of a sentence. It is formed using do / does / did (in simple tenses) or the auxiliary + a pronoun. A positive statement usually has a negative question tag and a negative statement has a positive question tag: You don’t understand, do you? She usually comes in late, doesn’t she? You are coming to the party, aren’t you? They haven’t been to London yet, have they? They went to school, didn’t they? She had a break, didn’t she? We had met them before, hadn’t we? This is an amazing house, isn’t it? Nothing has happend so far, has it? Those are Martha’s guests, aren’t they? Modal verbs are usually repeated in the tag questions, just like auxiliaries: I can email my CV, can’t I? Exceptions: Let’s go to the cinema, shall we? Someone has bumped into your car, haven’t they? Nobody came to the presentation, did they? I’m still employed, aren’t I?

1A Complete the sentences using the correct tense and a time expression from the box.

? He doesn’t come across very well, ? You can’t let it drop, ? You’re going to Paris, ? You haven’t seen my mobile, I should pay her a compliment when we first ? meet,  He’s not going to take to you if you insist on having ? the last word, The room looks different … Someone has moved the ? couch, ? Let’s get some ice cream, ? Come sit with us, Parents need to teach children not to drop litter, ? ? Pick it up, ? Nobody helped her, ? I’m having lunch with them, ? Don’t go out tonight,

1D Complete the conversation with question tags or echo questions. Bella Tia Bella

It’s Jade’s birthday party tomorrow. ? Oh, no! I haven’t bought her a present yet! Well, you only need to buy a little something, ? that close, are we? What I suppose so – 3 have you bought her? Some earrings – they’re silver. 4 ? That’s nice. You’ve been friends for a long time now … Well, I’ll have to think of something too. Let’s go to the party together, 5 ? ? Good idea! 7p.m. at mine? Don’t be late, 6 1

2

Tia Bella Tia

Bella

1A Complete the text using the correct tense and the verbs from the box. agree be x3 read send x2 tell work write Software programmer Neil Papworth 1 the first : ‘Merry Christmas!’. text message in 1992. It 2 for Vodafone at the time. Since the Papworth 3 really time of that very first message, people 4 so easy to forget that there long messages, so it 5 6 a limit of 160 characters per message back then! his children Papworth said that he only recently 7 the very first text message. that it was he who 8 many innovations in phone Since then, there 9 10 that this was perhaps technology, but Papworth a key moment in mobile history.

172

8

5

Grammar Reference and Practice

In pairs, look at the echo question in italics. Then answer questions 1−3 below. Cameron Actually, it’s my birthday tomorrow. Emma Is it? Do you have anything special planned? 1 What is the function of an echo question? 2 Do we use a positive or a negative question to reply to a positive statement? 3 Which intonation pattern from Exercise 4 do we use with an echo question: A or B?

Question tags and echo questions

4

5

9

WATCH OUT!

Discuss in pairs. How can a means of communication change someone’s life? Find examples in the text.

01

1

Text messaging was not immediately popular, but in recent years it 6 (grow) very rapidly. In fact, these days we 7 (send) over 15 million text messages every minute! Platforms such as (also/contribute) to texting having become such Twitter, 8 an essential part of our lives today.

at the moment at the time currently earlier today ever since every so often for from time to time in recent years nowadays once in a while recently right now since the day before yesterday these days

4

1D GRAMMAR

In 1992, Neil Papworth, a software engineer and developer, (send) the first text message, which said simply, (work) for Sema ‘Happy Christmas’. At that time, he 2 (develop) the technology Telecoms, a company which 3 (not have) for Vodaphone. In those days, mobile phones 4 keyboards, so he had to type the message on a computer. Papworth was not, however, the first person to think of sending a short message. A man called Friedhelm Hillebrand 5 (already/suggest) the idea back in 1984. And it was Hillebrand who limited the message to 160 characters.

Grammar Reference and Practice > page 172

5

7

1

We use the Past Perfect for: k an action in the past that was completed before another action or time in the past

□

deliver establish lose maintain pass on / / touch

1.2 Complete the text with the correct forms of the verbs in brackets. Sometimes more than one form is possible. Listen and check.

Present and past tenses

We use the Past Continuous for: f actions in progress at a specific time in the past a long activity interrupted by a short one g

Make more collocations with the nouns message, contact, touch, using the verbs from the box.

1 2 3

8

Study the Grammar box and match the underlined phrases 1–11 in the article with the meanings a–k.

We use the Past Simple for: e actions that started and finished at a specific time in the past

6

1A GRAMMAR AND VOCABULARY In pairs, discuss the questions. Then read the article and check which forms of communication …

Match the sentence halves. In pairs, discuss the reasons for your answers. 1 The phone is ringing . The phone rings . a all the time now that we run a business b and I can’t find where I’ve put it 2 I’ve been calling Mike . I’ve called Mike . a all day today b a couple of times today 3 It’s getting . It gets . a easier and easier to stay in touch with people b less difficult every time I write an essay 4 I was watching a film . I watched a film . a when the lights suddenly went out b when I got home from school 5 She has sent me a lot of emails recently, . She sent me long emails every day . a while she was travelling abroad b so I might get one today 6 When I looked at my phone, the message arrived . When I looked at my phone, the message had arrived, . a but I didn’t notice it buzzing earlier b at exactly the same moment 7 What do you think . What are you thinking ? a of my phone b about

□

In ancient times, they used smoke signals and after writing developed, they 2 invented more ingenious methods of delivering messages; for example, sending a message in a bottle. It is believed this first began thousands of years ago. At the turn of the twentieth century, bottles were found which had been sent by people who 3 were travelling on board the Titanic. Happier stories have also come to light. In 1956, Ake Viking, a Swede, tossed a letter into the sea, hoping it would reach his future wife. Two years later he received a letter from a Sicilian girl, Paolina, who 4 had found his bottle and soon after they were married! Romantic, if not exactly environmentally friendly! The invention of the telegraph in 1837 sped up communication dramatically. A famous story tells of how a murderer, John Tawell, was caught after he had escaped on the train to London. A telegram was sent to the London police, and they 5 were waiting for him when he arrived there. His capture was hailed as a miracle of science! Since the invention of the Internet, the world 6 has become a different place. People 7 are still sending messages, apparently up to 60 billion a day, and it usually 8 takes only seconds to deliver them. But 9 are we now forgetting how to communicate face-to-face? Without a doubt there are some challenges, but there are also examples of when the Internet 10 has changed someone’s life for the better. Look at Tara Taylor’s case, a mother who 11 lives in the USA: when she uploaded a photo of her daughter to Facebook, a facefriend spotted a problem with one of the child’s eyes, so Tara took her to the doctor. It turned out that the girl had a rare disease, but her sight was saved! The story of communication is, in many ways, the story of the human race: we’ve always shared knowledge and built relationships, whatever means of communication we use.

1

7

We use the Present Continuous for: c things happening now or around now d situations which are changing during the present time

Documentary

Since the dawn of time people 1 have been using different ways of communicating at a distance.

4

5

VOCABULARY Collocations with contact, message and touch, phrasal verbs, phrases for breaking the ice, communication idioms, emotion adjectives

Present and past tenses

Messaging through time …

Grammar presented through a variety of text types (blogs, magazine articles, dialogues, etc.) or recorded conversations.

Guided discovery approach to grammar makes new language more memorable and enhances motivation. Students check their guesses about grammar either with the Grammar box on the page, if present, or in the Grammar Reference at the back of the book.

01

Get the message

GRAMMAR VIDEO

1

Grammar Videos provide authentic examples of the presented grammar, which students can use as a model for their speaking.

173

9

Pronunciation exercises focus students’ attention on different aspects of pronouncing individual sounds and groups of sounds.

VOCABULARY Vocabulary is a vital element of each unit. It is integrated into all lessons and systematically developed. • The first lesson (Lesson A) combines new grammar with new vocabulary. • There is a separate Vocabulary lesson which presents the main lexical set(s) of the unit. • There is additional vocabulary input in the Reading, Listening, and some Speaking and Writing lessons. • There are extra exercises activating the word lists and tips on how to best memorise new words. 1

Vocabulary introduced through a variety of reading and listening texts and activities.

How to

1

Nice hammer!

5

Thanks, I got it for my birthday.

and make new friends

1B READING AND VOCABULARY 1

1 Do you recognise any of these films? Do you enjoy watching films about aliens? Say why. 2 What do you think would happen if we ever made contact with extraterrestrials?

2

Don’t worry too much about making a favourable impression. Often the best way to strike up a conversation is simply to comment on the weather, or say something funny about what’s happening around you. If you can have a laugh about the situation you’re in, it can really create a bond or connection between you.

3

Main lexical input of the unit in a separate Vocabulary lesson (the page in the same colour as the course level, i.e. green).

People are more likely to take to you if you come across as a warm and approachable person. So, make eye contact (though don’t stare) and smile.

2

2

Read the article. Which piece of advice do you think is the most useful? Say why.

3

Study the phrases highlighted in the article. Then complete the second sentence so that it means the same as the first, including the word given in capitals.

Frequent opportunities for using the new vocabulary in speaking contexts. 4

1.5 Listen again and write down what you hear. This time there will be pauses.

6

Additional vocabulary input in the Reading, Listening, and some Speaking and Writing lessons (in green boxes or with green highlight).

• An idiom is a fixed phrase that has a special meaning which is different from the usual meaning of the individual words, e.g. He jumped down my throat means He reacted angrily. • Idioms rarely translate exactly into another language. • Many idioms describe an image. If you can visualise the image – or even draw it – that might help you to remember and learn the idiom.

9 10

7

case. Cross out the wrong verb. Then check with the word list.

2

B

C

THINK BACK How good are you at identifying emotions?

6

think the people are feeling. Use the words from the box.

annoyed confused frightened furious nervous sad surprised thrilled

2

3

5 tense 6 ecstatic 7 bewildered 8 devastated

Complete the sentences with the adjectives from Exercise 2. Sometimes more than one answer is possible. about my exam results – I never 1 I’m completely thought I’d do so well! 2 He has no idea how he got home last night. He feels . completely when she found out he had 3 She was absolutely cheated in the exam again. as she waited for her job interview. 4 She felt very that someone will find out his secret. 5 He’s 6 Nothing is changing and he is becoming more and more about the situation.

4

In pairs, talk about occasions when you felt some of the emotions in Exercises 1 and 2. Give reasons for your answers.

5

What is emotional intelligence? Which of the ideas 1–9 do you think are related to this term? Discuss in pairs. 1 2 3 4 5 6 7 8 9

3

□ Being aware of your own emotions. □ Being able to reason and problem-solve. □ Being able to manage your emotions. □ Being able to feel and show empathy. □ Being able to remember information. □ Being able to motivate yourself. □ Being able to deal with conflict. □ Being able to manipulate people’s emotions. □ Being a good listener.

1.10 Listen to an interview and tick the ideas in Exercise 5 which the speakers described as being related to emotional intelligence. 1.10 Listen again and complete the sentences with a word, a phrase or a number. 1 One piece of research showed that people with high emotional intelligence earned $ more than those with a low EQ. , which is 2 Emotional intelligence is not different from IQ. 3 One way to become more self-aware is to write . a  4 We need to learn how to recognise our negative them. emotions in order to be able to 5 Other people cannot make us feel a certain way; for our own moods. we are largely can demonstrate 6 Body language, such as that you are listening. . 7 Active listening can also help you to avoid

Match the adjectives below with their synonyms in Exercise 1. Which of the words have a stronger meaning than their synonyms? 1 terrified frightened 2 astonished 3 exasperated 4 livid

4

7

8

SPEAKING In pairs, discuss the questions. 1 Which aspects of emotional intelligence do you think you are strongest at? 2 How could you further improve your emotional intelligence? What could be the benefits?

9

SPEAKING In groups, discuss the best way to approach the situations below. Think about how you could use self-awareness, manage your own emotions and listen to and empathise with the other person in the situation. 1 A close friend has started hanging out with a different group of friends. You get the impression that they are avoiding you. You feel hurt, and quite confused about what’s happening. 2 Your brother or sister seems quite depressed. They rarely come out of their room and when you try to talk to them they just grunt. You’re getting a bit worried.

□ I can identify specific information in a radio interview and talk about emotional intelligence.

6 1A GRAMMAR AND VOCABULARY 5.1

1B READING AND VOCABULARY 5.2

be stuck /ˌbi ˈstʌk/

alien civilisation /ˌeɪliən ˌsɪvəlaɪˈzeɪʃən/

01 species (n) /ˈspiːʃiːz/ spell out (phr v) /ˌspel ˈaʊt/ subtly (adv) /ˈsʌtlɪ/

1E LISTENING AND VOCABULARY 5.5 5

1F SPEAKING

annoyed (adj) /əˈnɔɪd/

anxiety /æŋˈzaɪəti/

apparently (adv) /əˈpærəntli/

be fed up with sth /ˌbi fed ˈʌp wɪð ˌsʌmθɪŋ/

astonished (adj) /əˈstɒnɪʃt/

be heartbroken /ˌbi ˈhɑːtˌbrəʊkən/

be conscious of sth /ˌbi ˈkɒnʃəs əv ˌsʌmθɪŋ/ bewildered (adj) /bɪˈwɪldəd/

be worried sick about sth /ˌbi ˌwʌrid ˈsɪk əˌbaʊt ˌsʌmθɪŋ/

clench jaws /ˌklentʃ ˈdʒɔːs/

blame sb for sth /ˈbleɪm ˌsʌmbɒdi fə ˌsʌmθɪŋ/

5.6

annoyance (n) /əˈnɔɪəns/

build relationships /ˌbɪld rɪˈleɪʃənʃɪps/

assume (v) /əˈsjuːm/

buzz (v) /bʌz/

assumption (n) /əˈsʌmpʃən/

capture (n) /ˈkæptʃə/

being (n) /ˈbiːɪŋ/

carry a message /ˌkæri ə ˈmesɪdʒ/

billion (num) /ˈbɪljən/

come to light /ˌkʌm tə ˈlaɪt/

brand-new (adj) /ˌbrænd ˈnjuː/

contribute (v) /kənˈtrɪbjuːt/

bring about (phr v) /ˌbrɪŋ əˈbaʊt/

1C VOCABULARY

confused (adj) /kənˈfjuːzd/

breathe a sigh of relief /ˌbriːð ə ˌsaɪ əv rɪˈliːf/

by chance /ˌbaɪ ˈtʃɑːns/

approachable (adj) /əˈprəʊtʃəbəl/

devastated (adj) /ˈdevəsteɪtɪd/

come across (phr v) /ˌkʌm əˈkrɒs/

break the ice /ˌbreɪk ði ˈaɪs/

ecstatic (adj) /ɪkˈstætɪk/

be concerned about sth /ˌbi kənˈsɜːnd əˌbaʊt ˌsʌmθɪŋ/

diagram (n) /ˈdaɪəɡræm/

come across as (phr v) /ˌkʌm əˈkrɒs əz/

emotional intelligence /ɪˌməʊʃənəl ɪnˈtelədʒəns/

comment on sth /ˈkɒment ɒn ˌsʌmθɪŋ/

empathy (n) /ˈempəθi/

Complete the sentences with the correct form of the verbs of movement. Then check with the word list.

essential (adj) /ɪˈsenʃəl/

distant (adj) /ˈdɪstənt/

create a bond/connection /kriˌeɪt ə ˈbɒnd/ kəˈnekʃən/

drive sb up the wall /ˌdraɪv ˌsʌmbɒdi ˈʌp ðə ˈwɔːl/

enormous (adj) /ɪˈnɔːməs/

EQ (emotional quotient) (n) /ˌi: ˈkjuː (ɪˌməʊʃənəl ˈkwəʊʃənt)/

feel blue /ˌfiːl ˈbluː/

Complete the phrasal verbs with prepositions. Then check with the word list. 1 2 3 4 5 6

4

SPEAKING In small groups, ask and answer the questions. 1 How do you think extraterrestrials might differ from us?

1 You’ve got to learn how to release / carry / manage your emotions positively. 2 It’s unlikely we will ever deliver / make / establish contact with aliens. 3 The article aims to convey / process / spread an important message. 4 I don’t want to come / get / turn into conflict with anybody.

1 I offered her a coffee to the ice. down 2 Why are you my throat? Calm down. 3 I don’t think Ann and Tim it off when they met. I guess they don’t have much in common. on air! I passed 4 I am my driving test!

3

1

10

Word List REMEMBER MORE 1 TTwo verbs collocate in each

7

1E LISTENING AND VOCABULARY

Which of the idioms in Exercise 7 are things you dislike someone doing when you’re talking to them? Say why. REFLECT | Society In pairs, make a list of top five rules for making a good impression or communicating well with other people at a party. 

4 Technology has many changes in the way we live. 5 That’s what I’ve been trying to to you, but you won’t listen! 6 It took me ages to exactly how to use the telescope. 7 You don’t understand? Do I have to what I mean? 8 Are we actual signals, or is it just random space noise? 9 When the Europeans arrived in Mexico, they brought a disease which 15 million Aztecs. 10 After the discussion, Tim realised that he anything she said. He was completely confused!

on other planets. look at the photos and discuss what emotions you □ I can identify the author’s opinion and talk about lifeIn pairs,

6

Study Active Vocabulary and discuss how you would express the idioms in Exercise 7 in your own language. How could you illustrate the idioms with a drawing?

□ I can talk about making new friends.

4

5

□ jump down somebody’s throat □ put somebody on the spot □ fire questions at someone □ refuse to let something drop □ insist on having the last word □ not get a word in edgeways

ACTIVE VOCABULARY | Idioms

1.4 Listen to someone talking about breaking the ice. What kind of behaviour does she find annoying when meeting new people?

6

8

8

In pairs, discuss how you met your best friend. Use some of the phrases from Exercise 3.

5

Active Vocabulary boxes support students in learning new vocabulary. • In the Vocabulary lessons, Active Vocabulary boxes draw students’ attention to the intricacies of some of the key lexical areas taught in the lesson, such as idioms, compound nouns, collocations and phrasal verbs, and help pre-empt frequent errors. • In the Remember More sections Active Vocabulary boxes provide tips for students on how to improve their ability to remember and learn new words, encouraging their independent learning skills.

1 How can the author’s opinion of the Voyager Golden Record best be summarised? a It contained the perfect selection of items. b It was very challenging to put together. c It has succeeded in communicating with aliens. d It was too focused on one or two cultures. 2 According to the author, aliens a probably only exist in films and books. b are statistically likely to exist. c are certainly out there somewhere. d have picked up our messages already. 3 What does the author think about the possibility of communication between humans and aliens? A a Aliens would be intelligent enough to work out a means of communication. b Culture differences would make communication impossible. c It would be ridiculous to try and communicate with aliens. d Aliens would assume that humans couldn’t understand them. 4 What does the author believe might happen if humans made contact with an alien civilisation? a They might treat people as a lower form of life. b It might be a complete waste of time. c It might lead to the destruction of the world. d They might help us to develop as a species.

a To be unable to say anything because someone else is talking all the time. b To embarrass someone by forcing them to answer a difficult question. c To have to make the final point in a discussion or argument. d To not stop talking about a particular subject. e To react angrily to something someone has said. f To ask someone a lot of questions quickly.

1 He started talking to her in the hallway. STRUCK with her in the hallway. He 2 She gave the impression of being very self-confident. ACROSS being very self-confident. She 3 Alice commented on how nice his shoes were. PAID about his shoes. Alice 4 I immediately liked him. TOOK immediately. I 5 We found it really funny. LAUGH about it. We really 6 I didn’t really like her friends when I met them. OFF with her friends when I met them. I didn’t really

Complete the sentences with the phrasal verbs from the article, in the correct form. 1 I was embarrassed when he that I had made some basic spelling mistakes. 2 It was cloudy, but he could still the distant star. 3 I an interesting article about space exploration the other day.

Read the article again and choose the correct answers.

Match the idioms 1–6 with their definitions a–f. 1 2 3 4 5 6

1 Can you work out the meaning of the title from the context? 2 Do you find it easy or difficult to break the ice with people you don’t know? Say why.

3 4

3

7

Look at the cartoon and the title of the article. In pairs, answer the questions.

6

CRITICAL THINKING Read ead the article and study Active Reading. What opinions about the contact between humans and aliens does the author express? How far do you agree with him?

1C VOCABULARY | Idioms and phrases related to communication 1

Match the highlighted phrasal verbs from the article with their definitions below. 1 To receive (a broadcast). 2 To cause something to happen. 3 To tell someone something you think they don’t know. 4 To see something with difficulty. 5 To destroy something completely. 6 To successfully communicate a message/an idea. 7 To explain something very clearly. 8 To meet or find something by chance. 9 To solve a problem. 10 To understand and remember something you are told.

ACTIVE READING | Identifying the author’s opinion • Writers often use opinion verbs and phrases to signal their position, e.g. I feel …, I think …, … In my opinion …, etc. • Sometimes they express their views more subtly by using modal verbs, e.g. We should …, … It must be …, etc. • They may also use phrases of probability, e.g. Maybe …, Possibly …, etc. • You will often find the author’s main message towards the end of the article. Remember that you can form your own opinion, rather than uncritically accepting what the author has to say.

Study Active Reading again. Which modal verbs, phrases of probability and expressions of opinion helped you to answer questions in Exercise 3?

5

In a text, the author presents his/her point of view on a topic and different arguments to support that view.

People often like it if you pay them a compliment, but don’t try small talk about too hard or you’ll sound insincere. Just make Just  where you live, what you’re studying and so on. You may find that in the end you really hit it off and become friends for life.

2

4

SPEAKING In pairs, look at the photos on page 7 and discuss the questions.

figure point spell pick strike speed

(how to do sth) (mistakes) (how to do sth) (signals) (a conversation) (your plans)

communicate face-to-face /kəˈmjuːnɪkeɪt ˌfeɪs tə ˈfeɪs/ convey a message /kənˌveɪ ə ˈmesɪdʒ/ deliver a message /dɪˌlɪvər ə ˈmesɪdʒ/

establish contact with sb /ɪˌstæblɪʃ ˈkɒntækt wɪθ ˌsʌmbɒdi/ get a response /ˌget ə rɪˈspɒns/ go out (lights) /ˌɡəʊ ˈaʊt (laɪts)/

ingenious (adj) /ɪnˈdʒiːniəs/ keep/stay in touch with sb /ˌkiːp/ˌsteɪ ɪn ˈtʌtʃ wɪθ ˌsʌmbɒdi/ lose contact/touch with sb /ˌluːz ˈkɒntækt/ˈtʌtʃ wɪθ ˌsʌmbɒdi/ maintain contact with sb /meɪnˌteɪn ˈkɒntækt wɪθ ˌsʌmbɒdi/

since the dawn of time /ˌsɪns ðə ˈdɔːn əv ˌtaɪm/

1 totally confused – b 2 intelligent or made in a complicated way – s 3 extremely upset – d 4 annoyed – e

speed up (phr v) /ˌspiːd ˈʌp/

Phrases

When you learn phrases from the word lists, you may divide them into groups according to the way they are built. For example, find all phrases with prepositions (with, off, up, etc.), like in Exercise 3 above or words that collocate with the same noun, like in Exercise 1.

feel down in the dumps /ˌfiːl ˈdaʊn ɪn ðə ˈdʌmps/ get on sb’s nerves /ˌɡet ˈɒn ˌsʌmbɒdiz ˈnɜːvz/

get into conflict /ˌɡet ˌɪntə ˈkɒnflɪkt/

give (somebody) an impression /ˌɡɪv (ˌsʌmbɒdi) ən ɪmˈpreʃən/

get out of here /ˌɡet ˈaʊt əv ˌhɪə/

figure out (phr v) /ˌfɪɡər ˈaʊt/

grunt (v) /ɡrʌnt/

gaze (v) /ɡeɪz/

have a laugh /ˌhəv ə ˈlɑːf/

have had it up to here with sth /həv ˌhæd ɪt ˈʌp tə ˌhɪə wɪð ˌsʌmθɪŋ/

get across (phr v) /ˌɡet əˈkrɒs/

IQ (intelligence quotient) (n) /ˌaɪ ˈkjuː (ɪnˌtelədʒəns ˈkwəʊʃənt)/

have the last word /ˌhəv ðə ˌlɑːst ˈwɜːd/

given that /ˈɡɪvən ðæt/

livid (adj) /ˈlɪvɪd/

hit it off (with somebody) /ˌhɪt ɪt ˈɒf (wɪθ ˌsʌmbɒdi)/

relief (n) /rɪˈliːf/

nod (v) /nɒd/

walk on air /ˌwɔːk ɒn ˈeə/

piece of research /ˌpi:s əv rɪˈsɜːtʃ/

weight off (one’s) mind /ˌweɪt ˈɒf (wʌnz) ˌmaɪnd/ 

gold-plated (adj) /ˌɡəʊld ˈpleɪtəd/ habitable (adj) /ˈhæbətəbəl/

humanity (n) /hjuːˈmænəti/

share knowledge /ˌ ʃeə ˈnɒlɪdʒ/

smoke signals (n) /ˈsməʊk ˌsɪɡnəlz/

spot a problem /ˌspɒt ə ˈprɒbləm/ spread the message /ˌspred ðə ˈmesɪdʒ/ stay in touch /ˌsteɪ ɪn ˈtʌtʃ/ text (v) /tekst/ text messaging / ˈtekst ˌmesɪdʒɪŋ/ toss (v) /tɒs/ turn out (phr v) /ˌtɜːn ˈaʊt/ without a doubt /wɪðˌaʊt ə ˈdaʊt/

disbelief (n) /ˌdɪsbəˈliːf/

get a word in edgeways /ˌget ə ˈwɜːd ɪn ˌedʒweɪz/

means of communication /ˌmiːnz əv kəˌmjuːnɪˈkeɪʃən/

rare (adj) /reə/

5.3

exasperated (adj) /ɪɡˈzɑːspəreɪtɪd/

hazardous (adj) /ˈhæzədəs/

rapidly (adv) /ˈræpɪdli/

wipe out (phr v) /ˌwaɪp ˈaʊt/

fixed (adj) /fɪkst/

make contact with sb /ˌmeɪk ˈkɒntækt wɪθ ˌsʌmbɒdi/

pass on a message /ˌpɑːs ˈɒn ə ˌmesɪdʒ/

vital (adj) /ˈvaɪtəl/

friends for life /ˈfrendz fə ˌlaɪf/

fear sb/sth (v) /ˈfɪə ˌsʌmbɒdi/ˌsʌmθɪŋ/

hail (v) /heɪl/

take in (phr v) /ˌteɪk ˈɪn/

fire questions at sb /ˌfaɪə ˈkwestʃənz ət ˌsʌmbɒdi/

evolve (v) /ɪˈvɒlv/ extraterrestial (adj,n) /ˌekstrətəˈrestriəl/

Write synonyms (ending in -ed) for each of these adjectives.

ACTIVE VOCABULARY |

estimate (v) /ˈestəmət/

superior (adj) /suːˈpɪəriə/

highly likely /ˌhaɪli ˈlaɪkli/

insincere (adj) /ˌɪnsɪnˈsɪə/ jump down sb’s throat /ˌdʒʌmp ˈdaʊn ˌsʌmbɒdiz ˈθrəʊt/ let something drop /ˌlet ˌsʌmθɪŋ ˈdrɒp/

humankind (n) /ˌhjuːmənˈkaɪnd/

make a favourable impression /ˌmeɪk ə ˌfeɪvərəbəl ɪmˈpreʃən/

insurmountable (adj) /ˌɪnsəˈmaʊntəbəl/

make eye contact /ˌmeɪk ˈaɪ ˌkɒntækt/

launch into space /ˌlɔːntʃ ˌɪntə ˈspeɪs/

make small talk /ˌmeɪk ˈsmɔːl ˌtɔːk/

linguist (n) /ˈlɪŋɡwɪst/

pay a compliment /ˌpeɪ ə ˈkɒmpləmənt/

make out (phr v) /ˌmeɪk ˈaʊt/

put sb on the spot /ˌpʊt ˌsʌmbɒdi ɒn ðə ˈspɒt/

nuisance (n) /ˈnjuːsəns/

strike up a conversation /ˌstraɪk ˈʌp ə ˌkɒnvəˈseɪʃən/

outer space (n) /ˌaʊtə ˈspeɪs/ pass on (phr v) /ˌpɑːs ˈɒn/

take to sb /ˈteɪk tə ˌsʌmbɒdi/

keep sb up at night /ˌkiːp ˌsʌmbɒdi ˈʌp ət ˌnaɪt/

problem-solve (v) /ˈprɒbləm ˌsɒlv/ put oneself in sb’s shoes /ˌpʊt wʌnˌself ˌɪn ˌsʌmbɒdiz ˈʃuːz/ reason (v) /ˈriːzən/ release negative emotions /rɪˌliːs ˌneɡətɪv ɪˈməʊʃəns/

5.7

be dead impressed /ˌbi ˌded ɪmˈprest/ be off /ˌbi ˈɒf/

self-aware (adj) /ˌself əˈweə/

convinced (adj) /kənˈvɪnst/

self-awareness (n) /ˌself əˈweənəs/

cross (adj) /krɒs/

significant (adj) /sɪɡˈnɪfɪkənt/

half-term (n) /ˌhɑːf ˈtɜːm/

snap (v) /snæp/

lead role /ˈliːd ˌrəʊl/

take responsibility for sth /ˌteɪk rɪˌspɒnsəˈbɪləti fə ˌsʌmθɪŋ/

loads of work /ˌləʊdz əv ˈwɜːk/

tense (adj) /tens/

long time no see /ˌlɒŋ ˈtaɪm ˌnəʊ ˌsiː/ nauseous (adj) /ˈnɔːziəs/

physicist (n) /ˈfɪzɪsɪst/

1D GRAMMAR

pick up (phr v) /ˌpɪk ˈʌp/

air conditioning /ˈeə kənˌdɪʃənɪŋ/

thrilled (adj) /θrɪld/

point out (phr v) /ˌpɔɪnt ˈaʊt/

annoying (adj) /əˈnɔɪɪŋ/

process (v) /ˈprəʊses/

bet (v) /bet/

to a large degree/extent degree/extent /ˌtʊ ə ˌlɑːdʒ dɪˈɡriː/ ɪkˈstent/

put together (phr v) /ˌpʊt təˈɡeðə/

boiling hot /ˌbɔɪlɪŋ ˈhɒt/

radio dish /ˈreɪdiəʊ ˌdɪʃ/

fussy (adj) /ˈfʌsi/

random (adj) /ˈrændəm/ realm (n) /relm/

have (no) taste in sth /ˌhəv (nəʊ) ˈteɪst ɪn ˌsʌmθɪŋ/

ridiculous (adj) /rɪˈdɪkjələs/

unbearable (adj) /ʌnˈbeərəbəl/

5.4

1G WRITING

be better off /ˌbi ˌbetər ˈɒf/

terrified (adj) /ˈterɪfaɪd/

put on a musical /ˌpʊt ˈɒn ə ˌmjuːzɪkəl/ reckon (v) /ˈrekən/ rehearse (v) /rɪˈhɜːs/ relieved (adj) /rɪˈliːvd/ step out (phr v) /ˌstep ˈaʊt/ tedious (adj) /ˈtiːdiəs/  tutor (n) /ˈtjuːtə/

sophisticated (adj) /səˈfɪstɪkeɪtɪd/ spacecraft /ˈspeɪskrɑːft/

14

Clearly organised word lists include all the explicitly taught vocabulary from the unit. All entries are recorded, which facilitates pronunciation practice.

15

7

Remember More section provides further vocabulary practice and activates the words from the list, which helps more efficient learning.

WORKBOOK • Vocabulary Extensions in Reading and Listening lessons introduce more words and phrases, focusing on such areas as phrasal verbs, collocations and word building. • There is also an extra Unit Vocabulary Practice section, which gathers the lexis from the entire unit. INTRODUCTION

11

READING

1

Active Reading boxes cover all crucial skills strategies, which students can actively practise through a series of exercises.

SPEAKING In pairs, look at the photos on page 7 and discuss the questions. 1 Do you recognise any of these films? Do you enjoy watching films about aliens? Say why. 2 What do you think would happen if we ever made contact with extraterrestrials?

2

1

4 5

CRITICAL THINKING Read the article and study Active Reading. What opinions about the contact between humans and aliens does the author express? How far do you agree with him?

ACTIVE READING | Identifying the author’s opinion In a text, the author presents his/her point of view on a topic and different arguments to support that view. • Writers often use opinion verbs and phrases to signal their position, e.g. I feel …, I think …, In my opinion …, etc. • Sometimes they express their views more subtly by using modal verbs, e.g. We should …, It must be …, etc. • They may also use phrases of probability, e.g. Maybe …, Possibly …, etc. • You will often find the author’s main message towards the end of the article. Remember that you can form your own opinion, rather than uncritically accepting what the author has to say.

3

Read the article again and choose the correct answers. 1 How can the author’s opinion of the Voyager Golden Record best be summarised? a It contained the perfect selection of items. b It was very challenging to put together. c It has succeeded in communicating with aliens. d It was too focused on one or two cultures. 2 According to the author, aliens a probably only exist in films and books. b are statistically likely to exist. c are certainly out there somewhere. d have picked up our messages already. 3 What does the author think about the possibility of communication between humans and aliens? a Aliens would be intelligent enough to work out a means of communication. b Culture differences would make communication impossible. c It would be ridiculous to try and communicate with aliens. d Aliens would assume that humans couldn’t understand them. 4 What does the author believe might happen if humans made contact with an alien civilisation? a They might treat people as a lower form of life. b It might be a complete waste of time. c It might lead to the destruction of the world. d They might help us to develop as a species.

2

6

6

6

Study Active Reading again. Which modal verbs, phrases of probability and expressions of opinion helped you to answer questions in Exercise 3? Match the highlighted phrasal verbs from the article with their definitions below. 1 To receive (a broadcast). 2 To cause something to happen. 3 To tell someone something you think they don’t know. 4 To see something with difficulty. 5 To destroy something completely. 6 To successfully communicate a message/an idea. 7 To explain something very clearly. 8 To meet or find something by chance. 9 To solve a problem. 10 To understand and remember something you are told.

3

7

SPEAKING In small groups, ask and answer the questions. 1 How do you think extraterrestrials might differ from us? 2 What could we learn from them if they visited our planet? 3 Should we be scared of communicating with aliens? Say why.

8

REFLECT | Culture In small groups, discuss what you would include in a message to send into space like the Voyager Golden Record. What do you think represents the best of human culture? 2 WATCH AND REFLECT Go to page 162. Watch the documentary Getting through to animals and do the exercises.

15

20

25

30

35

40

5

45

50

□ I can identify the author’s opinion and talk about life on other planets.

55

For centuries, people have gazed at the stars and wondered if there could be other beings out there. If so, how could we get a message to them? In the 1800s, people experimented with drawing enormous symbols on the ground, which they hoped could be made out from space. But ever since space travel became possible in the later part of the twentieth century, people have been looking for more sophisticated ways to make contact. In 1977, the Voyager spacecrafts were launched into space, each carrying a copy of the Voyager Golden Record, a twelve-inch gold-plated disc, with sounds and images intended to introduce the human race to any extraterrestrials that might find it. But how can you possibly get across to an alien civilisation what it means to be human and to live on our planet? Among other things, the Voyager record contained an X-ray of a human hand, an image of a street in Pakistan, diagrams of the structure of DNA, greetings from Earth in fifty-five languages and ninety minutes of classical, popular and traditional music tracks from around the world. More than forty years later, Voyagers 1 and 2 are still sending back vital information about outer space but, as far as we know, the messages about humanity have not been passed on. You might assume that this is because aliens are simply something we will only ever come across in movies, but you’d probably be wrong. In fact, it has been estimated that there may be as many as two billion potentially habitable planets in our galaxy alone, which means that we should take the possibility seriously. China is so convinced that we will soon make contact, that it has invested billions of pounds in building the world’s largest radio dish, which can pick up signals from even the very deepest realms of space. However, as the Polish philosopher and science fiction writer, Stanislaw Lem, pointed out, it is highly likely that, even if we do make contact, we won’t be able to take in or process what the aliens are trying to tell us. There are, he said, two insurmountable barriers: language and intelligence. The speakers of any two languages around the world will understand each other when they refer to concepts such as food, life and death and day and night. But with an alien culture, we can’t make any such assumptions. Then there is the fact that in order to travel to our planet, the aliens would have to be far more advanced than we are. Would we be able to figure out what they were saying any more than most animals understand what we say to them? I think we have to hope that their superior development would mean that they were able to find a solution to this problem. And might it be actually hazardous to send out signals to attract the attention of these superior beings? The well-known physicist and cosmologist Stephen Hawking certainly thought so. He often spelt out what he feared may happen, saying that aliens might treat us the same way we would treat bacteria – as a nuisance to be cleaned up. We’ve seen this scenario played out many times in films, such as Independence Day, where the aliens’ one goal is to wipe out humanity. It’s probably natural to fear that something so different from GLOSSARY ourselves could bring about the end of the world. extraterrestrial – a creature that people think may exist on another planet However, given that any visiting aliens are likely to be considerably more habitable – good enough for people to live in developed than us, might they perhaps have something to teach us? outer space – the space outside the Earth’s air, In the film Arrival, learning the aliens’ language changes the brain of the where the planets and stars are linguist in the film, leading her to evolve. She becomes able to see the past radio dish – a piece of equipment that collects radio and the future as clearly as the present, just as the aliens do, and we are waves from space and is used to find objects in space led to believe that she will be able to teach us all to do this. As a result, (radio telescope) humankind will become able to see the world from a brand-new realm – area perspective. Maybe, just as on this planet, we need to stop fearing those superior being – highly intelligent thing that exists who are different and open our minds to the possibilities that greater connection with others could bring.

01

2

3

4

Main comprehension exercises in the format of exam-specific tasks.

5

Vocabulary-from-the-text activities encourage students to notice and absorb new words and phrases.

Reflect exercises develop critical thinking, asking students to think more deeply about various social, cultural and value-related issues and consider various viewpoints. They can be found in different lessons within a unit and provide extra speaking practice and help build fluency.

6

By Danny Exeter

1.3

10

4

01

contact 5

Complete the sentences with the phrasal verbs from the article, in the correct form. 1 I was embarrassed when he that I had made some basic spelling mistakes. 2 It was cloudy, but he could still the distant star. 3 I an interesting article about space exploration the other day. 4 Technology has many changes in the way we live. 5 That’s what I’ve been trying to to you, but you won’t listen! 6 It took me ages to exactly how to use the telescope. 7 You don’t understand? Do I have to what I mean? 8 Are we actual signals, or is it just random space noise? 9 When the Europeans arrived in Mexico, they brought a disease which 15 million Aztecs. 10 After the discussion, Tim realised that he anything she said. He was completely confused!

DOCUMENTARY VIDEO

The Reading lessons feature a variety of information-rich and thought-provoking texts. They contain a range of exercises that practise reading for the main idea, followed by focusing on specific information, vocabulary practice and discussion. The Active Reading boxes cover all crucial skills strategies, which students can actively practise through a series of exercises. This lesson is additionally supported by Documentary Videos, which provide highly engaging clips that can be used as an extension to the themes raised in the reading texts. 1

M A K I N G

1B READING AND VOCABULARY

1

7

Getting through to animals

WATCH AND REFLECT SPEAKING In pairs, look at the photo of a scientist communicating with a parrot and answer the questions. 1 What question do you think the scientist is asking the parrot? 2 In what ways can humans and animals communicate? Mention your own experiences.

Watch and Reflect sections with authentic Documentary Videos that extend the topics of the reading texts. The clips are accompanied by the video worksheets at the back of the Student’s Book.

2

2 Watch the video and answer the questions. 1 What is the main reason why mammals can’t speak like humans? 2 What is the purpose of Catherine Hobaiter’s research with chimpanzees? 3 What does a chimp mean when it touches another chimp gently under the chin? 4 What has Professor Pepperberg’s research shown? 5 What is impressive about Griffin the parrot’s ability to lie? 6 What has scientific research into humananimal communication shown us so far?

3

Whose research in the video do you find more valuable or interesting? Say why. What other research into communication with animals do you know about?

4

2 Complete the sentences with the words from the box. Then watch the video again and check.

5

1 Most mammals actually have the same mechanical capacity to produce that humans do. 2 To what extent can we develop nonof communication with verbal mammals? Chimpanzees are our closest . And their main methods living and of communication are language movement. They use so much that primatologist Catherine Hobaiter is compiling a dictionary to help people figure out what chimpanzees are saying. 3 By deliberately choosing the wrong words, Griffin (the parrot) shows that and is he understands abstract capable of using language to deceive. Deception demonstrates a very high of intelligence. 4 There’s still a lot left to explore in this field, but the research so far shows between human some striking and animal communication, giving us a into what they feel, remarkable and how they behave.

All reading texts are recorded so that students can listen to them in their own time to focus on pronunciation.

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group. 1 How could technology help animals and humans to communicate in the future? 2 What are the advantages for humans of being able to communicate with animals? What are the advantages for animals? 3 Which animals would you most like to be able to communicate with? What questions would you ask them?

body concepts forms gesture insight level relatives similarities speech

6

WRITING TASK Imagine you are an animal that has learnt to communicate with humans. Write a blog post (200–300 words) in which you describe your experience. Mention: • the process of learning to communicate with humans • what you have learnt about humans • how you feel about your experience

GLOSSARY cerebral cortex – the outer part of the brain deceive – cause someone to believe something untrue deception – the action of deceiving someone mechanical capacity – physical ability mimicry – the action of imitating someone or something nerves – fibres that carry messages between the body and the brain neuron – a nerve cell that makes up the nervous system and sends messages to other parts of the body or the brain vocal tract – the passage in the mouth and throat through which we produce sounds

162

WORKBOOK New reading texts recycle the grammar and vocabulary covered in the Student’s Book and provide more skills practice.

LISTENING

A

B

C

The Listening lessons offer varied text types and tasks, and numerous opportunities for students to practise listening skills with new vocabulary. 1

1E LISTENING AND VOCABULARY

New vocabulary is clearly highlighted or presented in coloured boxes, making it easy to find.

1

2

2

Main comprehension exercises in the format of exam-specific tasks.

1

4

WORKBOOK

12

INTRODUCTION

1.10 Listen to an interview and tick the ideas in Exercise 5 which the speakers described as being related to emotional intelligence.

7

1.10 Listen again and complete the sentences with a word, a phrase or a number.

5

terrified frightened astonished exasperated livid

5 6 7 8

tense ecstatic bewildered devastated

Complete the sentences with the adjectives from Exercise 2. Sometimes more than one answer is possible.

In pairs, talk about occasions when you felt some of the emotions in Exercises 1 and 2. Give reasons for your answers. What is emotional intelligence? Which of the ideas 1–9 do you think are related to this term? Discuss in pairs. 1 2 3 4 5 6 7 8 9

10

1 One piece of research showed that people with high emotional intelligence earned $ more than those with a low EQ. , which is 2 Emotional intelligence is not different from IQ. 3 One way to become more self-aware is to write . a  4 We need to learn how to recognise our negative them. emotions in order to be able to 5 Other people cannot make us feel a certain way; for our own moods. we are largely can demonstrate 6 Body language, such as that you are listening. . 7 Active listening can also help you to avoid

Match the adjectives below with their synonyms in Exercise 1. Which of the words have a stronger meaning than their synonyms?

about my exam results – I never 1 I’m completely thought I’d do so well! 2 He has no idea how he got home last night. He feels . completely when she found out he had 3 She was absolutely cheated in the exam again. as she waited for her job interview. 4 She felt very that someone will find out his secret. 5 He’s 6 Nothing is changing and he is becoming more and more about the situation.

Frequent opportunities for personalisation and building fluency.

• New listening texts recycle the grammar and vocabulary covered in the Student’s Book and provide more skills practice. • Active Pronunciation boxes help students see superintendencies between sounds and give tips on how to pronounce particular sounds correctly.

6

1 2 3 4

3

3

THINK BACK How good are you at identifying emotions? In pairs, look at the photos and discuss what emotions you think the people are feeling. Use the words from the box. annoyed confused frightened furious nervous sad surprised thrilled

□ Being aware of your own emotions. □ Being able to reason and problem-solve. □ Being able to manage your emotions. □ Being able to feel and show empathy. □ Being able to remember information. □ Being able to motivate yourself. □ Being able to deal with conflict. □ Being able to manipulate people’s emotions. □

8

SPEAKING In pairs, discuss the questions. 1 Which aspects of emotional intelligence do you think you are strongest at? 2 How could you further improve your emotional intelligence? What could be the benefits?

9

2

SPEAKING In groups, discuss the best way to approach the situations below. Think about how you could use self-awareness, manage your own emotions and listen to and empathise with the other person in the situation. 1 A close friend has started hanging out with a different group of friends. You get the impression that they are avoiding you. You feel hurt, and quite confused about what’s happening. 2 Your brother or sister seems quite depressed. They rarely come out of their room and when you try to talk to them they just grunt. You’re getting a bit worried.

Being a good listener.

□ I can identify specific information in a radio interview and talk about emotional intelligence.

3

5

SPEAKING

D

The Speaking lessons prepare students for everyday interactions such as participating in conversations, being polite, giving instructions, expressing and challenging opinions. The dialogues present the functional language in a real-life context and make it both meaningful and memorable. 1

2

E

01

F

1

1F SPEAKING

Speaking boxes contain key functional language. The phrases are recorded in the Workbook.

1

1.11 Listen to six short conversations. What is the main emotion each speaker expresses? Why did each speaker feel that way?

2

Complete the Speaking box with the phrases from the box. Get out of here! I’m feeling a bit blue. I’m heartbroken. I’m worried sick about … I’ve had it up to here with … That’s a weight off my mind.

Pairwork activities and role plays encourage students to use the functional language from the lesson and increase their confidence in speaking English.

1

3

1.12 Listen to six statements. When you hear a beep, choose and say a suitable response from the box. I don’t blame you. I know, right? I’m really pleased for you. I’m so sorry to hear that. What a pain! What’s the worst that could happen?

4

Replace the underlined words with phrases from the Speaking box and suitable responses in Exercise 3. 1 A I’m extremely concerned about my cat – she isn’t very well. B That’s awful. It’s horrible when a pet is sick. 2 A I’ve got to give a presentation in class next week. I’m really nervous. I’ve been worrying about it a lot. lot B There’s no need to worry. worry You’ll be great! 3 A My parents are taking me to Florida this summer. B I don’t believe you! you You lucky thing! A Yes, I’m so happy. happy 4 A I’m completely fed up with people gossiping behind my back. B I don’t blame you. It’s awful. 5 A I finally finished my Geography project. B That must be a relief for you. you

SPEAKING | Expressing emotions Expressing anxiety It’s been keeping me up at night. 1

Expressing relief I can breathe a sigh of relief now. 2

Thank goodness. Expressing annoyance and frustration … is driving me up the wall! … really gets on my nerves.

5

3

In pairs, role play the situations. Student A, read the instructions below. Student B, go to page 200.

2

STUDENT A In pairs, role play the two situations. Use language for expressing emotions and for responding from this lesson.

Expressing surprise or disbelief You’ve got to be kidding me! 4

Who would have thought it?

1 You can’t decide what subjects to choose for your final year at school. You’re really worried about this. Tell your friend how you feel. 2 You did badly in your exams. Tell your friend how you feel.

Expressing sadness I’m feeling a bit down in the dumps. 5 6

For each situation which your partner describes, respond according to these instructions.

Expressing enjoyment or happiness I’m walking on air! I can’t stop smiling!

1 Express your happiness at the situation. 2 Express your surprise and pleasure.

□ I can use fixed phrases to express emotions.

11

WRITING The Writing lessons are carefully staged: they begin with an engaging input text relevant to students’ lives, which is followed up by a series of preparation exercises that lead to students completing the final writing task. 1

Engaging and relevant model text.

1

2

01

1G WRITING | An informal email Discuss in groups. Which of the following forms of communication do you use most often? Do you communicate with different people in different ways? Give reasons for your answer. emailing messaging through social media phoning texting video calling writing a letter

Writing boxes with useful tips and key language.

2

1 What has Scarlett been busy with recently? 2 Why is Maisie likely to be interested in news about Janie? 3 What three questions does Scarlett ask Maisie?

3

What is the relationship between Scarlett and Maisie? What words or phrases make this relationship clear?

1

From: Scarlett To: Maisie Subject: What’s up?

Hi Maisie, Long time no see. How are things? I was sorry to hear that you’ve been ill. Hope you’re feeling better now?

3

Things have been pretty busy here. I’ve been rehearsing for a musical, Bugsy Malone, which we’re putting on in a few weeks’ time. You like musicals too, don’t you? I’m playing the part of Blousey Brown, which is a pretty big role, so it’s loads of work! I’m really enjoying it, though I’m sure I’ll be terrified when I actually have to step out in front of an audience. We’re expecting over 200 people!

Graded writing tasks provide students with opportunities to practise their writing skills.

4

Read the email and answer the questions.

BTW, I saw Janie the other day at a party. She said she was working hard for her exams, and that’s why she wasn’t keeping in touch with you. Hmm … I’m not sure I believed her, someone told me that she was livid with you for having moved away. How ridiculous is that? It’s not like you could help it, is it? I wouldn’t let it keep you up at night, reckon you’re better off without her if that’s how she feels. Great news about you getting into Oxford University, BTW. Wow! I’m dead impressed. I’m still hoping to get a place at Sheffield University. Actually, I need to speak to one of the tutors about the course. Do you think I should email her, or ring her? What’s the best way to communicate?

2

Complete the Writing box with examples from Scarlett’s email.

WRITING | An informal email Organisation • Start with a friendly greeting, e.g. Hi/Hi there. • Mention your last contact with the other person, e.g. ./How are 2 ?/Haven’t seen you Long time 1 in ages. • Mention any news from your friend, e.g. I was sorry to hear that … • Cover each topic in a separate paragraph. • Finish with a friendly, informal goodbye, e.g. Well, that’s all for now./Hoping to hear from you soon./ to …/ Can’t wait to see you!/Give my 3 ,/Love,/Best,/Cheers, Take 4 Informal style • Use contractions, e.g. Hope you’re feeling better. • Use more informal quantifiers and intensifiers, e.g. big role./I’m 6 impressed./ … which is a 5 work. It’s 7 • Leave out the subject and auxiliary verb if the meaning is obvious, e.g. Great news about you getting into Oxford University!/Reckon you’re better off without him. • You may use question tags and rhetorical questions, ?/ 9 else? e.g. You like musicals too, 8

5

What else? Well, we’re all off to the coast for a few days for half-term – sun, sand, sea, and sleep. I’m exhausted! What kind of holidays do you enjoy best?

Match the interjections 1–9 with their meanings a–i. In pairs, take turns to make statements and responses. A I won the lottery! B Yay! 4 Aha! 1 5 2 Oops! 6 3 Argh!

Anyway, I guess I’d better go and get on with some revision for my exams. :(

□ □ □

Give my love to your family.

□ Hmm. □ Phew! □ Yuck!

a That’s amazing! b I (or someone else) made a small mistake. c Now I understand! d I’m cross or frustrated. e I’m not sure.

6

7 8 9

□ Wow! □ Yikes! □ Yay!

f That’s scary or worrying. g That’s brilliant news! Congratulations! h What a relief! i That’s disgusting.

Study Watch out! Then choose the sentences which are correctly punctuated. Give reasons for your answers. 1 a Ibiza is a fabulous holiday destination because it’s warm, sunny and a lot of fun. b Ibiza is a fabulous holiday destination because it’s warm sunny and a lot of fun. 2 a Actually, I’m pretty sure she had the lead role in the show. b Actually I’m pretty sure, she had the lead role in the show. 3 a My cousin Jacques – the French one – is coming to stay. b My cousin Jacques (the French one) is coming to stay.

WATCH OUT! We use commas • after the greeting, and also after we sign off, e.g. Hi Al, • after introductory adverbs, e.g. Well, However, Suddenly, Meanwhile, • to separate a series of three or more words or phrases We use • brackets and dashes to add extra information or make a comment on what you have just written • exclamation marks to express emotions • multiple question marks or exclamation marks to put more emphasis (informal writing)

7

Read the email from a seventeen-year-old boy to his friend of the same age. Rewrite it to make it more informal. Use the phrases in the Writing box.

To: Harry Subject: Personal update

Dear Sir, I hope that you are quite well? It has been quite a long time since we last made contact. You will be surprised to hear that I was able to pass all of my exams. I feel greatly relieved. I was quite convinced that I had made a great number of mistakes. I will shortly be going on holiday with my parents to Madeira. I am afraid that it may be a little tedious as I believe that only rather elderly people tend to holiday there. I would much prefer to go to Ibiza and go dancing with you. I am convinced that we would enjoy ourselves greatly. My parents would rather eat out in nice restaurants, particularly seafood restaurants, but I greatly dislike seafood. Do you? The thought of it makes me feel a little nauseous. Please do tell me in your next email what your holiday plans are. Kind regards, Stefan

8

REFLECT | Society Some people believe that the younger generation is losing the ability to communicate face-to-face or in any depth because of the rise of messaging online. Do you think there is any truth in this point of view?

9

WRITING TASK Write an email from Maisie to Scarlett, in response to her email in Exercise 2.

3

• Share some recent personal news. • Answer the questions Scarlett asks in her email. • Ask Maisie questions about her musical theatre show.

12

□ I can write an informal email.

13

WORKBOOK The Active Writing section guides students through all the stages of the process of writing a specific type of text. INTRODUCTION

13

01

REVISION

1

Revision 5

VOCABULARY AND GRAMMAR

1

Complete the sentences with the words from the box. There are four extra words.

1 A B 2 A B 3 A B 4 A B 5 A B 6 A B 7 A B

carry contact get across hit it off impression laugh pass on real bond strike up took to right from the start. We talked all evening! 1 We . I felt like I’d known her for 2 We created a a year, not an hour. 3 I don’t usually like someone immediately but I really him. 4 My grandparents are really funny. We always have . a good a conversation at 5 It’s sometimes difficult to parties with people you don’t know. 6 The canteen will be closed tomorrow. Can you please the message to the others?

Unit revisions reinforce skills and practise the language covered in the unit. They have two parts: a review of vocabulary and grammar with a focus on the Use of English type of tasks, and an integrated skills section. 1

2

1 I found it hard to understand what the physics teacher was talking about. FIGURE what the physics teacher was talking I found about. 2 You must explain your idea very clearly so he understands. SPELL your idea so he understands. You must 3 Mary has drawn my attention to a problem. POINTED Mary a problem to me. 4 I couldn’t process so much information. TAKE I all the information. 5 The arrival of aliens could cause panic. ABOUT The arrival of aliens could .

3

The Vocabulary and Grammar section focuses on reviewing the key language from the unit.

3

• The Use of English section consolidates the grammar and vocabulary through task types that are often used in exams. • The Use of English section at the back of the Student’s Book provides more exam-oriented practice of the language taught in the unit.

16

Useful strategies to deal with typical exam task types.

Choose the correct words to complete the sentences. 1 I’ve been talking / talked on the phone all afternoon. 2 Urgh, that is sounding / sounds awful! 3 I am thinking / think that young people generally spend / are generally spending too much time on social media. 4 Nowadays, it’s getting / it gets easier and easier to stay in touch with people. 5 I saw / was seeing a famous YouTuber yesterday while I shopped / was shopping. 6 When we arrived, Lucy had cooked / cooked dinner – it was ready on the table! 7 I’ve had / been having a phone for as long as I can remember.

? I’m sure you felt stressed out, I sure did. He paid me a lot of compliments. ? That’s nice! ? Don’t tell anyone my secret, Of course not! ? I’m always making the same mistake, But you always correct yourself, which is great! We hadn’t had such a good laugh for ages, Right! I really enjoyed myself. ? Let’s go to the coast, That’s a great idea! I think I’ve really hurt Sasha’s feelings. ? Why don’t you talk to her about it?

READING

7

?

Choose the correct words a–d to complete the text.

STRATEGY | Multiple choice Read the complete text to have global understanding. Look for clues around each gap as the word before or after the gap may be part of a set phrase, e.g. pay a compliment.

5

Staying In touch

SPEAKING

8

In pairs, role play the situation below. Then change roles and do the task again.

STRATEGY | Role play

People 1 recording information in the form of writing since ancient times. Latin, the language of religion, and French, the language of the rich and powerful, were the preferred languages in the Middle Ages in Europe. Subjects were usually connected to religion, trade and across government, although historians have also 2 love letters people wrote to stay in touch in those times.

Read the task and note down some statements and questions you could use. Decide if you have to role play a conversation between friends or strangers and use appropriate formal or informal register. Remember to be polite and speak clearly. Student A You feel a classmate is ignoring you. You thought he/ she was your friend and you are rather upset. Discuss the problem with Student B. Your goal is to find the best possible solution to the problem. Student B You are a friend of Student A, who shares a problem with you. Discuss the problem and suggest some solutions. Do your best to help. Use the phrases below to help you. You start first. • Is anything the matter? You look a bit down. • You’ve got to be kidding me! Can you think of something you have done that might have upset him/her? • Try and get it in perspective. Maybe he/she has problems and it isn’t you at all. • Why don’t you have a serious chat with him/her?

After the invention of the printing press in the mid-fifteenth century, books and documents in people’s native languages became readily available. This, together with improvements in education and the spread of postal services in the nineteenth century, permitted families and friends to 3 messages to each other by letter. 4 contact was much easier than it had ever been. years, though, everything has changed. Mobile In 5 phones, emails and text messages are replacing letters. Why bother writing a letter when you can make small 6 on the phone for very little cost? Most people would agree, however, that there is something very special about receiving a personal, handwritten letter. 1 2 3 4 5 6

a were a been a convey a Staying a last a chat

b had been b gone b carry b Passing b recently b speak

c have been c discovered c write c Maintaining c these c talk

A recent study in the UK revealed that only about twenty-five percent of adults in the UK can hold a conversation in a foreign language. 1 However, foreign language learning is now being prioritised in schools. French, Spanish and German are three of the languages identified as the most important. On the other hand, the situation in Europe is different. 2 English is now a compulsory subject in many primary schools too. Fluency in a foreign language in general and English in particular is considered highly important for a student’s future. There are many reasons for this. Firstly, having a good command of a foreign language is a useful skill to include on a curriculum vitae and can help young people be successful in their chosen career. What’s more, proficiency in a different language than your native one also makes travelling less stressful and fun! 3 This is a great way of promoting global understanding too. However, is English really as crucial as the large number of students of English would suggest? 4 The question of which languages will dominate the future is a difficult one to answer. It really depends upon which future we are considering. Take the future of business, for example. 5 Reports also suggest Arabic and Spanish will be important languages to do business in the future. This is all rather bewildering! As far as travelling is concerned, Chinese is the most spoken language in the world today, but as it is rather complex and more unevenly geographically distributed, it isn’t the ideal lingua franca. 6 So, English as a vehicle of international communication would seem to be here to stay.

A Finally, we shouldn’t forget that when students learn a foreign language, they are also learning about the culture of the country or countries where it is spoken. B Learning a foreign language has once again been given the importance it deserves. C It is easy to get your message across in a hotel or restaurant in Spanish and French, but neither is as widely spoken or as simple to learn as English. D This was attributed to a mixture of cultural reasons and past government policies. E Perhaps students in the UK are wasting their time by learning French and German, and should be turning their attention to Mandarin, the most spoken language in the world? F Brazil, Russia, India and China are considered to be the main emerging economies, so it would seem to make sense to study one of the main languages spoken in these countries. G The vast majority of students at secondary school learn a foreign language, which is often English.

USE OF ENGLISH

6

The next lingua franca

Read the text. Match sentences A–G with gaps 1–6 in the text. There is one extra sentence.

d are d come d receive d Spreading d recent d conversation

WRITING

9

Graded exam-style reading tasks (and listening tasks in other units) help students to review and practise reading/ listening skills.

6

Going to study in the USA! Hi, How are you? I haven’t seen you in ages. How are your studies going? Have you been doing anything exciting recently? Hey, I’ve got an offer of a place at university in the US! It’ll be a great opportunity for me to get a degree in engineering from a top college, but it’ll mean going abroad for a long time, and probably losing touch with all my friends here. I’m worried sick about this. I’m really not sure what to do − have you got any advice for me? Take care, Marianne

Use of English > page 191

Write your reply.

17

Carefully developed speaking activities help students review and practise speaking skills.

Writing exercises are based on the most frequent exam task types.

2

Unit 1

Unit 2

1

1

Complete the second sentence using the word in capitals so that it means the same as the first one. Use no more than four words, including the word in bold. 1 We heard the good news on our way back home. WERE back home. We heard the good news 2 I have a lot to do before I go on holidays. LOADS There is before I go on holidays. 3 When I’m very sad, I watch funny videos. DUMPS When I’m , I watch funny videos on You Tube. 4 She seemed rather arrogant at first. ACROSS She as arrogant at first. 5 I haven’t eaten meat for nearly a year. LAST The meat was a year ago. 6 After an hour, we found a way how to turn off unwanted messages. FIGURE to turn off unwanted It took us an hour messages. 7 The last time Sara came to the cinema was last winter. SINCE December. Sara hasn’t 8 This app enables people to maintain regular contacts. TOUCH . Thanks to this app, people can

2

2

Fly

annoy astonish become carry celebrate find get high send

The story of the Buxton girls is a reminder that just unlikely, it doesn’t mean because something is 7 it’s impossible.

Choose the correct words a–d to complete the text.

or be

green!

Although air travel is more popular than ever, only three percent of the world’s population chose this means of transportation in 2017, and only eighteen percent have ever done so. But things are changing. In 2016, there were around four billion air passengers. Every year the numbers trend. According to are higher and this is a/an 1 to 7.2 billion by 2035. estimations, this figure 2 to five percent of global The whole aviation sector 3 heating. Even if we assume that only three percent of the world’s population fly, we must admit that such high by percentage of global emissions is brought 4 a relatively small group. There is no other human activity that emits as much CO2 as flying over such a short period of time. For example, a person taking one roundtrip flight from Europe to the 5 to produce the same amount of CO2 Caribbean is as 80 Tanzanians within a year. So even if you eat vegan, about endangered rely on solar power and feel 6 species but still take a plane, you shouldn’t consider yourself green. So what can be done about it? There seems to be a solution, fuels such as coal or although an expensive one: 7 gas need to be more expensive. Unfortunately, this will in higher air fares. But the real question is surely 8 whether we really need to fly so much.

Complete the text with the correct form of the words from the box. There are two extra words.

A 10-year-old Laura Buxton 1 her grandparents’ 50th wedding anniversary in Staffordshire, England. Encouraged by her grandfather, Laura decided to have a bit of fun with one of the helium balloons decorating the party. Before letting it loose, she attached a note which 2 the message ‘Please return to Laura Buxton’ together with her address and phone number. Two days later and 140 miles away in Milton Lilbourne, a farmer 3 the balloon message in his field. Surprisingly, his neighbours were named the Buxtons, and they had a daughter whose name was Laura, so he passed the message on to them. This started a series of extraordinary coincidences. When Laura Buxton received the message,  it. she contacted the Laura Buxton who 4 When the two met up, they realized there were other similarities apart from their names. The girls were 5 to discover that they were both the same age, fair-haired, blue-eyed and the same height! On top of that, the girls had the same pets: female black Labrador dogs, grey rabbits and guinea pigs. The two hit it off right from the friends for life. start and 6

Complete the sentences with the correct form of the words in brackets. Add extra words were necessary. (get/soak) unless you take an umbrella. 1 You 2 The world population was six billion (turn/twenty-first) century. 3 When you are studying till 4 a.m., you (be/bound/feel) exhausted the next day. (do/job) 4 People thought that the use of robots such as cleaning and cooking. But there’s still a long way to go. (fight/control) 5 By the end of this month, they of the company for two years. (be/open) 6 My uncle had signed a contract and an ice cream parlour when his business partner backed out.

Message in a balloon

4

Read this email you received from your Englishspeaking friend, Marianne.

Use of English

5

6 3

Choose the correct words to complete the text. I’m a very good student, so I was really 1ecstatic / devastated when I found out I’d failed an exam. I was really 2 livid / down in the dumps while my friends who had passed felt like they were walking on air! I genuinely felt 3 thrilled / heartbroken for them but at the same time I was 4 hazardous / bewildered as to why I hadn’t passed. I was 5 exasperated / worried sick too as I had to tell my parents. Then the head teacher called me. She apologised and explained there had been a terrible mistake. I had come top, not bottom! What a weight off my 6nerves / mind!

4

2

2

Complete the second sentence using the word in bold so that it means the same as the first one. Use no more than five words, including the word in bold.

4

Complete the mini-dialogues with a question tag or an echo question.

1 2 3 4 5 6 7 8

a similar a will have risen a makes a by a likely a strongly a exhaust a affect

b upward b will be rising b produces b about b due b deeply b renewable b lead

c maximum c is rising c causes c in c common c considerably c acid c result

d downward d is going to rise d contributes d over d significant d merely d fossil d cause

191

WORKBOOK • The Self-assessment page provides an opportunity for students to assess their progress and reflect on their learning. • The Self-check page lets students verify how much they have learnt with regard to the unit objectives.

14

INTRODUCTION

LIFE SKILLS

01–02

How to give a persuasive presentation

ADDITIONAL LESSONS

5

1 What does Jenny say is the key message of her talk? 2 How does she make the beginning of her talk

LIFE SKILLS

Round

Are you LIFE SKILLS In case

The Life Skills lessons at the end of every second unit teach practical skills that are indispensable to achieve success in the modern 21st-century world.

2

3

Engaging content and an integrated skills approach help practise new competencies in an active, discussion-driven way.

ready for

03–04

ndhills

the Rou

Debating s, we’ve

your talk

Clubmeet

asked our

I have never forgotten my first day at primary school or at secondary school. (Use repetition by repeating

3 ay? t Thursd

ing nex

mpions

ate cha

nth’s deb

last mo

05–06

Supporting your arguments in a debate Listen to three pairsisof sentences. In each that … pair, which sentence sounds more interesting and

1

Clean-up Day

In pairs, look at the photos showing different volunteering opportunities and discuss the questions.

7

1 How are the volunteers in each picture helping others, or the environment? What other kinds of volunteering

07–08

a commitment. When applying to be a volunteer, make It is easy to think of many instances of this in daily life. want to do, then If you’ve got something you really responsible decisions about the project you want to be where thisremember, has happened Forcases as long as I can I’ve … loved to swim.

Silence and respect

But if you are really passionate about something, that … • What experience do I have that will help me to be

Lindsey Stone was a carer working with a group of adults with learning difficulties. She and her friend and colleague Jamie often took the group on day trips and holidays. The two friends had something of a running joke going on. When they were out and about, they would often take and post silly photos of

isone more enjoy lifeathan • Would I ratherWork workin from home orItface-to-face? pairs. Choose ofimportant the topicsto and make list make money. self-discipline is essential to success in life. • Could I organise a smaller project Developing myself (in school or The media does not have the right to report on the

One day they visited Arlington National Cemetery in Washington.

5

number of war veterans. Lindsey and Jamie saw a sign saying ‘Silence and Respect’ and thought it would be funny to take a photo of Lindsey pretending to shout. They posted the photo,

C

1

Life Skills projects involve research and encourage collaboration, critical thinking and creativity.

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

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

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

Read the definition of resilience. In what way does each photo symbolise the idea of resilience?

resilience (n) – the ability to keep going when life is difficult, and even learn something from the experience

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

2

In pairs, discuss the questions.

3

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

4

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

1 What different life situations can you think of where it would be useful or necessary to have resilience? 2 Do you think it is possible to develop resilience?

LIFE SKILLS | How to build resilience

2

• Accept that 1 happens and that it isn’t always possible to 2 it. and have a positive and hopeful • Try to keep things in 3 outlook. up easily. Break tasks down • Be determined and don’t 4 into small manageable chunks. • See a setback or disappointment as an opportunity to 5 something about yourself or about life. well and get enough sleep and • Take care of yourself. 6 exercise. • Even if you’re busy, make sure you have time to 7 yourself. or help from your friends • Be willing to ask for 8 and family.

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

What advice would you give to the following people to help them deal with their problem?

The government should have some control over what is tips 1–6 with extra

Use share your notes from Ex.10 to a short presentation. I think I’ve done something Teenagers should the responsibility forgive running to upset my best friend. Read a statement below. In small groups, make a list Howarguments to managefor your image andonline against that you could in I don’t know what it is, butofI can • Organise youruse arguments and examples into clear sections. tell from the way post she looks at me Don’t anything online without thinking about its that she’s annoyed with me. It isI think bettershe’s to donate money to established charities than presentation as persuasive and motivating as possible. going to start hanging outtowith someone volunteer your time as an inexperienced amateur? • Use some of the rhetorical devices from the Speaking box. else, and if that happens, I’ll have no friends • Give your talk to the class. Think about stress and intonation. at all because they’ll all like better. In her pairs, discuss thein question. Work groups or ofWhat four.smaller Preparevolunteer for a debate in the next Do a search on your name every six months so. projects couldclass. you set (e.g. bake sale, Useup the tipsholding from thealesson and the language from techniques they use to make their presentation impactful. My granny has had to go into • Find a pair who have chosen the same topic as you hospital. I can hear my parents that posting something privately doesn’t whisperingRemember about it in the kitchen, but they aren’t telling • With your partner, analyse your arguments and find Ask yourself you would be comfortable with your me what’s going on or ifif she’s going to be alright. I’m really worried. Set up an alert to let you know when someone tags • Then Student B in each pair presents the second argument. 6 In pairs, discuss the questions. • Listen to theyou don’t arguments of the other pair and think of Add a lot of new posts to move something 1 Describe a time you found really stressful want people to see to the third or fourth page of at school. • At the end of the debate, assess your arguments and 2 How do you deal with pressure? 3 Talk about a time you failed at something.

They really had never thought about their privacy settings or who might be sharing the photo until Lindsey woke up one day to find reporters and camera crews outside her door. 12,000 people had signed an online petition to have her fired from her job, because of the lack of respect shown by her photo. Soon she was one of the most hated women in America – and she did indeed lose her job as a result of her negative online presence.

B

7 8

9

Don'tfor download or share anything Interviewers jobs or university places that belongs to often ask questions like those in Exercise 6. Why do you think that is? Could someone else access yourIndigital footprint? How well do DEBATE Readand the impact statement. small groups, • Consider how you will gather your volunteers – asking make a list of arguments for and against that you could use in a debate. In pairs or small groups, discuss this statement. Should resilience be taught in schools or is it Adults should not be allowed to post pictures of their parents’ responsibility? children on social media without their explicit permission. Do the task below.

3

LIFE SKILLS | Project

CULTURE SPOT 2

Culture Spot lessons provide intriguing and useful information about various aspects of British culture.

3

63

93

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

123

153

CULTURE SPOTS

2

Houses of Parliament

EVERYTHING YOU NEED TO KNOW ABOUT THE

BRITISH PARLIAMENT CULTURE SPOT 1

1

A great number of musicians featured the themes and quotes from Shakespeare’s plays in a whole range of works: from the Beatles and Dire Straits to Metallica and the Lumineers. Taylor Swift was also inspired by the playwright 10 and recorded an award-winning song ‘Romeo and Juliet’. The smash musical hit The Lion King is a retelling of the plot of Hamlet, and a thriller novel Macbeth by the major Scandinavian writer, Jo Nesbo, brings to life the famous protagonist again as an inspector dealing with gangs, and 15 aiming for the top police job of commissioner. There is also a group called The Hip-hop Shakespeare Company, which combines rap and Shakespeare to bring the plays and sonnets to young audience.

Hamlet’s ‘to be or not to be’ is as valid today as it has ever been. Although controversy still remains about the authenticity 20 of many Shakespearean works, it is relatively safe to assume that he wrote the majority of the thirty-seven plays and a hundred and fifty-four sonnets attributed to him. All of these works have led to a variety of interpretations and adaptations which have impacted our lives in various 25 ways. There is a magic about Shakespeare’s stories and characters that reach out across the centuries. And that’s because he dealt with the issue: what it means to be human. His plays feature universal themes and emotions, and the questions he poses engage people from century to 30 century all over the world. Every one of us can understand (if not identify with) such emotions as falling in and out of love, jealousy, betrayal, ambition, ruthlessness, deception, misguided beliefs, etc. Shakespeare’s plays mirror our society today and the messages are still relevant. That is 35 why they can be performed in a multitude of different ways and places – Macbeth can be the Scottish King, or he can be a police inspector, Romeo and Juliet can be children of feuding families, or members of different gangs in the streets of New York.

The final activity (Reflect I Culture) encourages students to compare the introduced aspects of British culture with those of their own culture.

6

4.19 Listen to a conversation and check your answers 4. to the quiz questions.

Read the interview on page 156 and check your ideas in Exercise 1.

7

Complete the sentences with the correct form of verbs from the box. drag honour inherit overrun precede reclaim

Shakespeare died over 400 years ago, but today his plays and sonnets are still studied by over half the pupils in the world and the writer’s influence is literally everywhere. Let’s have a quick look at 5 modern pop culture.

Listening exercises extend the information introduced in the reading texts and offer extra skills practice.

Work in groups. What do you know about the British Houses of Parliament?

2

The influence of Shakespeare

Not of an age, but for all time.

Culture topics are introduced through reading texts, all of which have been recorded.

1

1

The town hall was reopened last week after a transformation – it has been completely modernised. with tourists and

1

– Ben Jonson

Work in pairs and answer the questions.

7

1 How many Shakespeare’s plays can you name? 2 Look at photos 1–3 below. Match the plays A–C to the photos. What do you know about the stories? A Hamlet B Macbeth C A Midsummer Night’s Dream

40 And the questions Shakespeare asks in his plays are just that – questions. He leaves it to us, his audiences to discuss and find our own responses. This is another way Shakespeare has influenced education today. Looking at Shakespeare’s plays and analysing the motivation of the 45 protagonists can help students develop critical thinking skills. By questioning our assumptions and beliefs we become better thinkers. The tragedy Romeo and Juliet raises questions, such as whether family ties are stronger than romantic love. In Othello we learn about racism and 50 intolerance. The issues of social division, crime, war, death, mental health, religion and many more are all touched on by Shakespeare and provoke debate today as much as they did in his era. One of the most famous quotations is Hamlet’s ‘to be or not to be’, and it is as valid today as it has ever been.

2

In pairs, discuss different ways Shakespeare’s work has influenced culture. Think about: film, literature, music, psychology, theatre.

3

Read the article on page 154. Which of your ideas from Exercise 2 are mentioned?

4

Read the article again and answer the questions. 1 Why does the writer mention Taylor Swift? 2 What is the writer’s opinion about the authorship of Shakespeare’s plays and sonnets? 3 Why, according to the writer, are Shakespeare’s plays still valid today? 4 How can studying Shakespeare help students today? 5 How did Shakespeare change the theatre in his lifetime? 6 Why are Shakespeare’s history plays important for us?

55 Shakespeare also had other significant impacts on our culture. It was his work that helped redefine modern theatre. He interacted with people from all backgrounds and classes and his staging of plays brought theatre to the general public, rather than only to those of the 60 upper classes. Back in the day, his audiences were loud and interactive, shouting comments, cheering, booing. The theatre after Shakespeare was never the same again. His plots also helped modern cinematic techniques develop; familiarity with the storylines of Shakespeare’s 65 plays allowed early cinema pioneers to experiment with silent movies; King John in 1899 and early special effects with the flying and disappearing fairies in A Midsummer Night’s Dream. In addition to this, Shakespeare shaped what we know about history and historical figures; his 70 plays supplement historical records about the kings and queens he portrayed. As well as this, questions he raised about people’s thought processes and behaviour, prompted early investigations into psychoanalysis. Sigmund Freud admitted to being influenced by 75 Shakespeare’s portrayal of Hamlet’s obsessions.

5

1 2 3 4 5

answer the questions. In pairs, tell your partner about … home of your country’s government 1 a time when you were inHow a bitisofthe a pickle. diff erent from the Houses of Parliament? 2 something that has come full circle. Doayou it’schase. better to keep traditions in 3 a time when you were on wildthink goose government, like those in the British Houses 4 something you recently managed to do by the skin of Parliament, or to modernise the rules and of your teeth. 5 someone you know who has a heart of gold.

10

REFLECT | Culture Look at the quotes from Shakespeare’s plays and answer the questions.

3

1 What do the quotes mean? Give –an(BrE) explanation ina country that elects an area of English. 2 Do you have any similar sayings in your language? 3 Can you think of a playwright novelist whoof has had wetland, etc. suitable – toormake an area desert, a similar influence on your language and culture? Talk about him/her.

Complete sentences 1–6 with nouns formed from the words in the box.

All’s well that ends well.

All that glisters is not gold.

Brevity is the soul of wit.

4.17 17 Listen to a conversation about new words that Shakespeare is believed to have created and complete the sentences. 1 Shakespeare appears to have invented between  words. 2 His plays were recorded because of the invention of . the of these words. 3 Today, people use about 4 The technique of creating new words as Shakespeare . did is known as . 5 An example of a simple word he created is 6 Today, we use his word ‘rant’ to describe when we .

2

2

4.18 Listen to the rest of the conversation and with an award for excellence in check your answers.

9

1 Students need to show with Shakespeare’s Hamlet to answer the questions. of the poem is not in doubt. 2 The 3 You can’t tell Katy about our conversation – it would of trust. be a . 4 A key characteristic of many dictators is about things without 5 People often make knowing all the facts. and fined him 6 The judge found him guilty of heavily.

Last but not least, of course, one of Shakespeare’s major influences was on the English language itself. He added a huge amount of vocabulary to enrich the English language so every day English speakers unthinkingly use 80 Shakespearean words or phrases. Check out our website to discover how you might be quoting Shakespeare when you speak!

The robb’d that smiles, steals something from the thief.

4

GLOSSARY boo – to shout ‘boo’ to show that you do not like a person, performance, idea, etc. enrich – make richer feuding – engaged in a long quarrel, dispute portray – show, describe pose a question – ask a question prompt sb to do sth – to make someone decide to do something protagonist – main character sonnet – type of poem with fourteen lines

155

New, culturally relevant vocabulary is introduced.

The Literature Spot lessons familiarise students with well-known literary works that have made an impact on popular culture.

3

Fact Boxes contain crucial information about the author of the literary text.

2

4.21 In pairs, ask and answer the questions about vampires. Then listen to a podcast and check

Read the fact box about Jeffrey Deaver, a popular modern American writer. Have you read any of his books? If so, what do you like about them?

2

Look at the words in the box. What do you think the book A Maiden’s Grave might be about? Share your ideas with the class.

4

4.20 Listen to a conversation between two students and check your ideas from Exercise 2.

8

3

5 6 7 8

□ Dave usually reads well written books. □ The book he is reading now was written in the previous century. □ Dave likes this writer because he is a typical thriller writer. □ The writer develops plots around problems that have relevance today. □ The book is about a criminal who has a disability. □ Dave likes the style the writer uses. □ Melanie, the teacher, sometimes imagines that she is not deaf. □ Melanie makes friends with the negotiator.

5

In pairs, discuss what you think might be in Melanie’s imaginary music room. Read Extract 1 and check your ideas.

6

Read Extract 2 and answer the questions. 1 Why did Melanie start imagining the secret music room? 2 Why is there no natural light in the music room? 3 What do you think Melanie’s attitude to signing is? Say why. 4 What was Melanie’s talent before she became deaf? 5 How did Melanie realise that she was going deaf?

7

3

Find these words in the text and try to guess their meanings. Then complete the sentences below with the words. bashfully dummy haunting grasp prodigy salvation 1 Living in the countryside for six months was very . isolating and installing wi-fi was my 2 The lecturer sometimes uses such complex sentences what he means. that I can’t 3 When I complimented Helen on her marks in the and said she’d been lucky. exams, she smiled , writing 4 Mozart is said to have been a child music from a very early age. music for that scene 5 The director chose some and it helped create the right atmosphere. ! You didn’t know the answer 6 Don’t call me a either.

158

Complete the sentences with the correct words highlighted hi in the text. 1 Owls are before dusk.

birds and it’s impossible to see them

In small groups, discuss the meaning of the following phrases from the extract. 1 You can be Deaf but hearing. 2 People who live according to their own hearts.

9

SPEAKING In pairs, discuss the questions. 1 On what occasions might people need to use ‘visualisation’ to help them? Say why. 2 Visualise your own perfect escape place. Describe it to your partner.

10

11

Dracula

1 Extract 1

Melanie did the only thing she could – what she’d done earlier: closing her eyes, lowering her head, she went away. The place she’d escaped to earlier today. Her secret place, her music room. 5 It’s a room of dark wood, tapestries, pillows, smoky air. Not a window in the place. The Outside cannot get in here. Here’s a harpsichord carved of delicate rosewood, inlaid with ivory and ebony. Here’s a piano whose tone sounds like resonating crystal. A set of golden vibes, a crisp, pre-war 10 Martin guitar.

REFLECT | Culture In pairs, discuss the questions. 1 Are people with disabilities reflected in novels, films or TV series in your country? Do you think this is a good thing? Say why. 2 Which other modern thriller writers are popular in your country? Do you enjoy their books? Say why.

4.20 Listen again and decide if the sentences are true or false. 1 2

Dracula 7

A Maiden’s Grave

hostage negotiator abandoned barn students demands

3

4 New vocabulary is introduced and practised.

Do you know any books or films about vampires? Do you enjoy them? Say why.

1

4

The literary texts have been carefully selected to offer a mixture of classic and contemporary writing and to appeal to students at this age. The language difficulty has been adjusted to the course level. All reading texts have been recorded.

1

LITERATURE SPOT 1

LITERATURE SPOTS

2

157

3

LITERATURE SPOT 2

1

a huge

a heart of gold The builders couldn’t lift the stones, so they had to to be in a pickle by a film about to come full circle to be on a wild goose chase large number of houses were built on the site that to do something by the Askin of your teeth

8

assume authentic betray deceive familiar ruthless

6

Look at some expressions made popular by Shakespeare. What do you think they mean?

154

4

33

Work in small groups. Choose a famous person Work in pairs. Make a plan to improve your online presence. who you think is resilient. Do some research about • Look your current online presence and consider if the person andat prepare a mini-presentation for the class. Make notes under the following headings: • Brief description of the person and what Writethey down at least five actions you will take in the diffi•culties experienced.

152

1

ork in pairs. Choose one of the topics below, or think of another one that you feel strongly about. Make a list

09–10

How to build resilience

1

Study the Life Skills box and think about your answers to the questions. Then, interview your partner ook using at some sentences from Jenny’s talk the box. Discuss what kind of volunteering projects and underline key words (words that carry the most would suit each of you. I’d like to talk about the aims and ambitions we all have. How to make the most of volunteering We need to have something to reach for and to help

How to manage your online image

A

2.19 Study the It’s Speaking box. Listenidea again and up for our beliefs. probably a good to stand complete the phrases with the words from the box. (Make this statement more convincing. Use emotional case conclude evidence point reinforces several support vital

LIFE SKILLS | How to be good at debating

Last year the annual Giant Beach Clean-up

How to … boxes summarise the lessons and give useful life skills tips.

7

Study the Life Skills box and match tips 1–6 with texts A–C. Some texts match with more than one tip.

on How toking make the most of volunteering still wor

Giant Beach

LIFE SKILLS

1 Doing well in exams requires several different things. (Think of three things and use tripling.)

you are

C

LIFE SKILLS

Rewrite the sentences following the instructions in brackets.

How to be good at debating

ng Club hills Debati

LIFE SKILLS

1

7

1.23 5 Watch or listen to Jenny, a student, giving a presentation. Answer the questions.

WRITING TASK T Imagine that you can have a conversation with anyone you choose in an imaginary place, someone you have or haven’t met or someone who is alive or dead. Write the conversation.

4

FROM PAGE TO LIFE

The book A Maiden’s Grave was made into a film Dead Silence in 1997, featuring James Garner as the FBI hostage negotiator and Marlee Matlin as Melanie, the young deaf teacher. The film received critical acclaim. It is a tense thriller which also raises awareness of problems encountered by the deaf and hearing-impaired. The title of the book comes from the song ‘Amazing Grace’ written in 1779.

GLOSSARY harpsichord – a musical instrument from the eighteenth century, like a small piano pelt sb with sth – to attack sb by throwing a lot of things at them pitch – a degree of highness or lowness of a musical tone / note sheet music – music in its printed form, especially single sheets of paper not formed into a book signing – a form of communication for deaf people using hands and fingers tapestry – a picture made from sewing different coloured threads taunt – a remark or joke intended to make someone upset vibes – a type of percussion instrument

Extract 2

15

20

25

30

35

40

45

50

It was a place that never existed and never would. But it was Melanie’s salvation. When the taunts at school had grown too much, when she simply couldn’t grasp what someone was saying to her, her music room was the only place she could go to be safe, to be comforted. Melanie, sitting on the comfortable couch in her secret place, decides she doesn’t want to be alone. She needs someone with her. Someone to talk with. Someone with whom she can share human words. Who should she invite? Today, when she opens the door, she sees a middleaged man with greying hair, wearing an ill-fitting navy blue jacket and black-framed glasses. The man from the field outside. ‘Hello,’ she says in a voice like a glass bell. ‘And to you too.’ She pictures him taking her hand and kissing it, rather bashfully, rather firmly. ‘You’re a policeman, aren’t you?’ she asks. ‘Yes,’ he says. ‘Can we talk for a while? That’s what I miss most, talking.’ Once you’ve spoken to someone, pelted them with words and felt theirs in your ears, signing isn’t the same at all. ‘I want to tell you a story. About how I learned I was deaf.’ Melanie had planned to be a musician, she tells him. From the time she was four or five. She was no prodigy, but she did have the gift of perfect pitch. Classical, Celtic, or country-western – she loved it all. She could hear a tune once and pick it out from memory on the family’s Yamaha piano. ‘And then … when I was eight, almost nine, I went to a Judy Collins concert. She was singing a song I’d never heard before. It was haunting. My brother had the concert program and I leaned over and asked him what the name of the song was. He told me it was ‘‘A A Maiden’s Grave’. He says, ‘Never heard of it.’ Melanie continues, ‘I wanted to play it on the piano. The day after the concert I asked my brother to stop by a music store and get some sheet music for me. He asked me which song. ‘‘A Maiden’s Grave,’ I told him. ‘What song’s that?’ he was frowning. I laughed. ‘At the concert, dummy. The song she finished the concert with. That song. You told me the title.’

is staying at Jonathan Harker, a solicitor, to arrange the sale of Count Dracula’s castle his employer. The Count a property on behalf of Jonathan to have all is a strange man who forces and warns him not their conversations at night alone. Jonathan soon to move around the castle in the castle. realises that he is a prisoner What I saw was the Count’s head coming out from the window. I did not see the face, but I knew the man by the neck and the movement of his back and arms. In any case I could not mistake the hands which I had had so many opportunities of studying. I was at first interested and somewhat amused, for it is wonderful how a small matter will interest and amuse a man when he is a prisoner. But and terror when I saw the whole man slowly emerge from the window and begin to crawl down the castle wall over that terrifying abyss, face down with his cloak spreading out around him like great wings. At first, I could not believe my eyes. I thought it was some trick of the moonlight, some weird effect of shadow; but I kept looking, and it could be no . I saw the fingers and toes grasp the corners of the stones, worn smooth by time, and by using in this way every irregularity of the wall, move downwards with considerable speed, just as a lizard moves along a wall. What type of man is this, or what type of creature is it of this horrible place overpowering me; I am in fear – in awful fear – and there is no escape for me; I am surrounded by

55 Then he laughed. ‘Who’s a dummy? ‘‘A Maiden’s – a dark deep hole which seems to have no bottom Grave’? ’? What’re you talking about? It was ‘‘Amazing – a word Grace.’.’ The old gospel. That’s what I toldused you.’in the past to mean a bedroom ‘No!’ I was sure I heard him say ‘‘A Maiden’s Grave,’ I was positive! And just then I realised that I’d been 60 leaning forward to hear him and that when – a deep narroweither valley between hills of us turned away I couldn’t really hear what he was saying at all. And that when I was looking at him, I was looking only at his lips, never his eyes or the rest of his face. The same way I’d been looking at everyone else 65 I’d talked to for the last six or eight months.’ After a moment she says, ‘I think that you’re Deaf.’ Bram Stoker, a novelist and short story writer, was born in ‘Deaf? Me?’ He grins awkwardly. ‘But I As can hear.’ he developed an interest in Ireland in 1847. a student ‘Oh, you can be Deaf but thehearing.’ theatre and became a theatre critic. He wrote many , published He looks confused. 70 ‘Deaf but hearing,’ she continues. ‘See, we call people who can hear Others. But some of the Others are more like us.’ ‘What sort of people are those?’ he asks. Is he proud to be included? She thinks he is. 75 ‘People who live according to their own hearts,’ Melanie answers, ‘not someone else’s.’ For a moment she’s ashamed, for she’s not sure that she always listens to her own.

FACT BOX Jeffrey Deaver

2

Jeffrey Deaver is a famous and well-respected bestselling crime and mystery author. He was born in 1950 in the USA and has degrees in Journalism and Law. He is the author of over thirty-five novels and three books of short stories for which he has received numerous awards. He has also written the lyrics for a country and western album. His books are sold in a hundred and fifty countries and he is rarely out of the bestseller lists worldwide. He says that his inspiration to write fiction came from reading the James Bond novel by Ian Fleming From Russia with Love when he was just 11. Years later, he was invited to write an additional book in the Bond series entitled Carte Blanche which he is immensely proud of. Other books by this author: The Blue Nowhere, The October List, The Bone Collector, Praying for Sleep, The Steel Kiss, Roadside Crosses, The Vanished Man.

161

159

From Page to Life boxes explain why this particular literary text is important for mass culture and what impact it has made. INTRODUCTION

15

HIGH NOTE VIDEOS GRAMMAR VIDEOS (VOX POPS) These are short clips of real people filmed on the streets of London, answering questions about their lives and opinions, following the topics and themes of the lesson. The purpose of this type of video is to provide short, manageable chunks of the target grammar structures presented in the lesson in a real context, which students can use as a model for their own speech, thus improving their productive accuracy. Because the vox pops are unscripted, authentic, spontaneous speech, students are exposed to real language uttered by speakers of English from the UK as well as from other countries. Number of videos: 10 (1 per unit) Place in the book: first grammar lesson in the unit (first spread) Video activities: in the Teacher’s Book (pages 270–273)

DOCUMENTARY VIDEOS These are 3–4-minute-long authentic, thought-provoking documentary films produced in cooperation with ITN Productions. The intention for the High Note documentaries concept is to provide film extension to the topics and themes raised in the units, which will enable students to get more insight into a given issue, think about it critically and discuss it at length. Authentic documentary videos will boost students’ motivation, expose them to natural, real-life language, extend their vocabulary and develop their receptive fluency and critical thinking skills. Number of videos: 10 (1 per unit) Place in the book: Reading or Vocabulary lessons Video activities: in the Watch and Reflect section at the back of the Student’s Book

LIFE SKILLS VIDEO

16

INTRODUCTION

In High Note 4, there is an extra Life Skills Video. It is an integral part of the first Life Skills lesson (Life Skills 01–02) which teaches techniques of using body language in presentations.

TEACHING PATHWAYS There are many different ways to teach English, which are influenced by such factors as a teacher’s specific teaching context, a preferred teaching style, the number of students in class, their level and background. For this reason, High Note was designed to be easily customised for each unique teaching situation. It was also created to make it easy and rewarding to integrate digital tools in one’s teaching in a gradual, step-by-step way. This diagram describes how High Note was prepared to be used and how all the components fit together to enable students to achieve the stated learning objectives most efficiently.

INPUT IN CLASS

TEACHER ASSIGNED

SB

COURSE ASSESSMENT AND EXAM PREPARATION TESTS

PRACTICE IN CLASS or HOMEWORK

EXAM BOOKLET

REMEDIATION / FURTHER PRACTICE HOMEWORK

SB

WB

TEACHER’S RESOURCES

ONLINE PRACTICE

IN CLASS

SB

ONLINE PRACTICE

EXTRA DIGITAL ACTIVITIES

PRODUCTION / PERSONALISATION SB

EXTRA DIGITAL ACTIVITIES

WB

WB

ONLINE PRACTICE

EXTRA DIGITAL ACTIVITIES

REVIEW IN CLASS

SB

WB

ONLINE PRACTICE

EXTRA DIGITAL ACTIVITIES

This diagram shows the estimated numbers of hours needed to cover specific sections of the Student’s Book. Depending on one’s teaching situation, these numbers may vary.

Core units 1–10 and Revisions 100–120 hours

+ Life Skills 110–130 hours

+ Culture Spot + Literature Spot 118–138 hours

+ Watch and Reflect + Use of English + Grammar Reference and Practice 148–168 hours

+ Photocopiable Resources + Tests 168+ hours

INTRODUCTION

17

HOW TO TEACH FOR EXAMS WITH HIGH NOTE High Note is a general English course that is beneficial for both exam and non-exam students. It provides a number of resources that help develop the technical skills students need to deal with exam tasks, while also improving and extending their general language skills. Exam training is woven seamlessly into the flow of a lesson. Each unit includes types of exam tasks that are typical of most school-leaving and international exams such as multiple choice, matching or gap fill and which test crucial subskills such as finding specific information or identifying facts from opinions. Students are exposed to realistic tasks with a focus on the target language of the unit. Over the course of the book, students build their exam strategies and their confidence through step-by-step activities and task-based exam tips.

DEVELOPMENT OF LANGUAGE Exam tasks require students to demonstrate a range of language at the appropriate level. The grammar and vocabulary sections in High Note develop this range in topicrelated units, which makes it easy for students to apply them to exam tasks and to the real world.

SKILLS STRATEGIES High Note carefully develops students’ general reading and listening strategies which students can use both in exams and in real life. The Active Reading and Active Listening boxes contain concise descriptions of such crucial sub-skills as understanding the main idea, finding specific information, differentiating fact from opinion, understanding the author’s attitude, understanding links in a text, and summarising. The descriptions are then followed by a series of practice exercises which help students apply and internalise a given strategy.

GRADED EXAM TASKS Exam tasks are introduced to students early in the course, but in a graded way. This may mean that a task has fewer questions or a simpler text or that it tests a more limited range of language. This helps them understand the exam task and therefore learn to deal with it more effectively.

RESOURCES FOR SELF-STUDY There are numerous resources which provide opportunities for self-study, give supplementary information and further practice. These can be used in class or at home. They include: • a Word List at the end of each unit in the Student’s Book • a Use of English section at the back of the Student’s Book • a Grammar Reference and Practice section at the back of the Student’s Book • audio scripts for the listening tasks • the Workbook/Online Practice • extra digital activities

EXAM PRACTICE BOOKS High Note comes with a series of booklets which provide additional practice and support for Pearson Test of English General exams and Cambridge English exams. The books have been matched to the specific levels of the course. Please see page 9 for more details.

EXAM CORRELATION The table below shows the correlation between the language level of each part of the High Note series and international exam requirements. GSE

High Note 1

High Note 2

30–40

37–52

WRITING TASKS To help students identify good practice in writing tasks, lessons in the Student’s Book provide model texts. There are also tasks that encourage students to analyse the model texts, which gives them greater understanding of how to complete the tasks themselves. There is a task at the end of each Writing section which mirrors the model so that students can practise writing an answer themselves. In the Workbook, there is an Active Writing section which guides students through all the stages of the process of writing a specific type of text.

18

INTRODUCTION

EXAMS

A2/A2+

Pearson Test of English Level 1, Cambridge Key (KET) and Preliminary (PET)

A2+/B1

Pearson Test of English Level 1 & 2, Cambridge Preliminary (PET)

High Note 3

50–62

B1+/ B2

Pearson Test of English Level 2 & 3, Cambridge Preliminary (PET) and First (FCE)

High Note 4

61–75

B2/ B2+

Pearson Test of English Level 3 & 4, Cambridge First (FCE)

B2+/C1

Pearson Test of English Level 4, Cambridge Advanced (CAE)

EXAM STRATEGIES There are exam strategies in every Revision section. They focus on those aspects of a given exam task that will help students deal with it effectively. The tips help students understand exactly what is being tested, what to look out for and develop a bank of appropriate exam techniques that they can refer to. As they work through the Student’s Book and become familiar with the tips, the exam tasks become easier.

CEFR

High Note 5

73–85

It is worth noting that a careful development of language in High Note, its systematic development of skills strategies, and a wide variety of exam tasks covered in the course may prove beneficial also for those students who intend to take other international exams than those described above, e.g. TOEFL, IELTS or International GCSE.

HOW TO FLIP THE CLASSROOM WITH HIGH NOTE The flipped classroom is an approach where classroom instruction is given to students at home via a video, tasks are usually given for homework and then completed in class with the teacher’s support. Teachers who flip their classrooms believe that the approach allows students to become more independent in their learning: rather than receive information in the classroom, they take more control and ensure they learn outside the classroom. In class, students have time to ask the teacher questions if they still do not understand and choose when they need support. This autonomy can motivate students and may result in a higher level of engagement. What is more, they gain more practice time and receive more feedback from the teacher on performance. In English language learning, flipping the classroom means students listen to or read information about language at home before a lesson, leaving more time for practice of that language in the classroom. Alternatively, it could be information about an exam technique or how to write a specific type of text. Students can tackle the same tasks or collaborate in groups on different tasks to ensure they work at a level suitable for them. In the lesson, the teacher begins by checking students’ understanding of the material that was set as homework (video, reading, listening or a grammar explanation), then gives several practice tasks to complete. Finally, at the end of the lesson, students reflect on what they have learnt to help them identify progress and areas where they still need to improve. This reflection allows students to gain a greater understanding of their strengths and weaknesses, and encourages them to set achievable learning goals for future lessons. High Note provides the following resources that will help flip the classroom:

VIDEO The teacher can ask students to watch any of the wide variety of video clips at home. This allows the teacher to check understanding before the lesson and adjust their lesson plan if students have found the language particularly easy or difficult.

VOCABULARY: WORD LISTS AND THE REMEMBER MORE SECTION The teacher can also start a unit by checking students’ knowledge of the unit vocabulary with the aim of identifying the areas which need more focus and maximising student’s exposure to the new words. For this purpose, he or she can ask students to analyse the word lists at the end of each unit and complete the exercises in the corresponding Remember More section.

WORKBOOK SUPPORT The Workbook contains exercises on the grammar points taught in each unit. These can be used as homework prior to the Grammar lesson to check what students already know. With students at this level, the grammar is unlikely to be completely new to them and so a test-teach-test approach can be used. Alternatively, the Workbook exercises can be completed in class to provide as much practice as possible while the teacher is available to offer support and clarify any confusing aspects of the language.

ONLINE PRACTICE Similarly to the paper Workbook, some of the exercises can be completed online prior to the lesson to maximise learning. This is particularly beneficial as the interactive Workbook exercises have an instant feedback functionality, which enables students to quickly check their answers.

EXTRA DIGITAL ACTIVITIES The extra digital activities contain Grammar and Vocabulary Checkpoints as well as Reading, Listening and Use of English banks of texts and exercises which help students prepare for class tests, check their progress and exam readiness. A teacher may choose to ask students to complete them before the class.

READING AND LISTENING TEXTS The teacher can also set a reading text (and its recorded version) or a listening text in a lesson as homework for the next class. By doing this, the time in class can be spent on checking comprehension and the actual discussion about the text rather than reading it or listening to it for the first time, which usually takes a lot of time. Another advantage of this approach is that students’ involvement with the text will be greater if they have seen it several times, which accelerates the learning process.

GRAMMAR REFERENCE AND PRACTICE The Grammar Reference and Practice section at the back of the Student’s Book contains detailed information about the meaning, function and form of the target language, with examples and practice exercises. These can be used by the teacher in class, when explaining language, but they can also be set as homework for students.

INTRODUCTION

19

CONTENTS UNIT

GRAMMAR

VOCABULARY

01 Get the message

pp4–5 Present and past tenses Grammar Video p9 Question tags and echo questions Pronunciation: Intonation patterns

pp4–5 Collocations with contact, message and touch p8 Idioms and phrases related to communication Active Vocabulary: Idioms p10 Emotion adjectives pp14–15 Word List

02 Looking ahead

pp18–19 Future forms for predictions Grammar Video p25 Future forms for plans and hopes

p19 Cause and effect phrases p20 Threats to the environment Documentary Video Active Vocabulary: Compound nouns Pronunciation: Stress in compound nouns p21 Weather-related vocabulary p22 Endangered species pp28–29 Word List

03 Influences

pp34–35 Past and present habits Grammar Video p40 Relative and participle clauses

pp34–35 Phrases for ways of behaving p36 Life events p37 Personal qualities and behaviour Pronunciation: Stress patterns in adjectives pp44–45 Word List

04 Inside story

pp48–49 Narrative tenses; Past Perfect Simple and Continuous Grammar Video Pronunciation: Weak pronunciation p51 Negative inversion

pp48–49 Conspiracy theories p50 News reporting Documentary Video Active Vocabulary: Collocations p54 Photography pp58–59 Word List

05 Making sense of the senses

pp64–65 Gerunds and infinitives Grammar Video p67 Verbs with gerunds and infinitives

pp64–66 The senses p68–69 Social work and education p70 Food and cooking pp74–75 Word List

06 Where we live

pp78–79 Modal and related verbs Grammar Video p81 Articles

p80 Nomadic lifestyle p82 Houses p84 Household problems and solutions Active Vocabulary: Phrasal verbs pp88–89 Word List

07 Is it fair?

pp94–95 Reported speech Grammar Video p100 Reporting verbs

pp94–95 Protests p97 Social issues Documentary Video Pronunciation: Stress in word families Active Vocabulary: Word building pp104–105 Word List

08 Digital perspectives

pp108–109 The passive Grammar Video p115 Impersonal passive structures

pp108–109 The Internet of Things p111 Technology, synonyms Active Vocabulary: Synonyms pp98–99 Cyberbullying pp112–113 Virtual Reality pp118–119 Word List

09 Highs and lows

pp124–125 Conditionals Grammar Video Pronunciation: Intonation in conditional sentences p130 wish, if only, past modals

pp124–125 Rags-to-riches stories p126 Failure and success p127 Chance and risk Documentary Video Active Vocabulary: Binomials pp134–135 Word List

10 Culture vulture

pp138–139 Past modals of speculation Grammar Video p141 Reduced adverbial clauses

pp138–139 Ancient artefacts p140 New Orleans and music p142 Spoilers p144 Performance Documentary Video Active Vocabulary: Easily confused words pp148–149 Word List

LIFE SKILLS How to give a persuasive presentation Life Skills Video

pp32–33

LIFE SKILLS How to be good at debating pp62–63

LIFE SKILLS How to make the most of volunteering pp92–93

LIFE SKILLS How to manage your online image pp122–123

LIFE SKILLS How to build resilience pp152–153 pp154–157 Culture Spot

20

pp158–161 Literature Spot

pp162–171 Watch and Reflect

(Documentary Video worksheets)

READING

LISTENING

SPEAKING

WRITING

REVISION

pp6–7 Making contact Active Reading: Identifying the author’s opinion Documentary Video

p10 A radio interview about emotional intelligence

p11 Using fixed phrases to express emotions

pp12–13 An informal email

pp16–17 Revision 01 Use of English > p191

pp26–27 A formal email

pp30–31 Revision 02

pp22–23 They need saving too! p21 A lecture about climate change Active listening: Understanding signposting

p24 Using fixed phrases to express indecision, agreement, disagreement and to reach a decision

pp38–39 Extract from Lion: A long way home Documentary Video

pp46–47 p41 Using generalisations to pp42–43 An opinion talk about something that is essay Revision 03 usually true Active Writing: Creating a line of reasoning Use of English > p192

p36 A radio programme about life events Active listening: Distinguishing between facts and opinion

Use of English > p191

p54 A radio programme about pp52–53 Secret plan to massacre 17,500 trees revealed: famous photos How locals fought to protect one of Europe’s greenest cities Active Reading: Recognising bias

p55 Telling an anecdote

pp56–57 A story

pp68–69 Sabriye Tenberken: A blind woman with a vision Active Reading: Making inferences Documentary Video

p70 A podcast about the history of ketchup Pronunciation: Stress in international food words

p71 Asking and answering pp72–73 A review questions about preferences

pp82–83 Living small Documentary Video

p85 Giving instructions p82 A radio programme about mobile lifestyle Active Listening: Understanding fast speech (1)

pp86–87 A report

pp98–99 Dancing man Active Reading: Understanding complex and compound sentences

p97 Films and TV series about social issues

pp102–103 An article

pp112–113 Virtual Reality: Walking in someone else’s shoes Documentary Video

p114 A radio programme about p110 Describing trends selfies Active Listening: Understanding fast speech (2)

pp128–129 Inspiring stories of resilience Active Reading: Following events in a narrative

p126 Personal stories about failure and success

pp142–143 Spoliers: Love ‘em or hate ‘em?

p140 A podcast about music

pp60–61 Revision 04 Use of English > p192

pp76–77 Revision 05 Use of English > p193

p101 Expressing and challenging opinions

pp90–91 Revision 06 Use of English > p193

pp106–107 Revision 07 Use of English > p194

pp116–117 A for-andagainst essay Active Writing: Evaluating other people’s views

p131 Discussing advantages pp132–133 and disadvantages A competition entry/ A letter of application

pp120–121 Revision 08 Use of English > p194

pp136–137 Revision 09 Use of English > p195

p145 Negotiating informally pp146–147 An article Pronunciation: Connected speech

pp150–151 Revision 10 Use of English > p195

pp172–189 Grammar Reference and Practice

p190 Irregular Verbs

pp191–195 Use of English

pp196–200 Communication

21

01

Get the message VOCABULARY Collocations with contact, message and touch, phrasal verbs, phrases for breaking the ice, communication idioms, emotion adjectives GRAMMAR

Present and past tenses, question tags, echo questions Use of English > page 191

SPEAKING

Expressing emotions

WRITING

An informal email

VIDEO

Grammar

Documentary

Messaging through time … Since the dawn of time people 1 have been using different ways of communicating at a distance. In ancient times, they used smoke signals and after writing developed, they 2 invented more ingenious methods of delivering messages; for example, sending a message in a bottle. It is believed this first began thousands of years ago. At the turn of the twentieth century, bottles were found which had been sent by people who 3 were travelling on board the Titanic. Happier stories have also come to light. In 1956, Ake Viking, a Swede, tossed a letter into the sea, hoping it would reach his future wife. Two years later he received a letter from a Sicilian girl, Paolina, who 4 had found his bottle and soon after they were married! Romantic, if not exactly environmentally friendly! The invention of the telegraph in 1837 sped up communication dramatically. A famous story tells of how a murderer, John Tawell, was caught after he had escaped on the train to London. A telegram was sent to the London police, and they 5 were waiting for him when he arrived there. His capture was hailed as a miracle of science! Since the invention of the Internet, the world 6 has become a different place. People 7 are still sending messages, apparently up to 60 billion a day, and it usually 8 takes only seconds to deliver them. But 9 are we now forgetting how to communicate face-to-face? Without a doubt there are some challenges, but there are also examples of when the Internet 10 has changed someone’s life for the better. Look at Tara Taylor’s case, a mother who 11 lives in the USA: when she uploaded a photo of her daughter to Facebook, a facefriend spotted a problem with one of the child’s eyes, so Tara took her to the doctor. It turned out that the girl had a rare disease, but her sight was saved! The story of communication is, in many ways, the story of the human race: we’ve always shared knowledge and built relationships, whatever means of communication we use.

Exercise 3 Examples in text: Ake Viking found his wife. Harold Hackett has received over 3,000 messages from around the world. John Tawell was caught by the police. Tara Taylor saved her daughter’s sight.

1A GRAMMAR AND VOCABULARY 1

In pairs, discuss the questions. Then read the article and check which forms of communication … • make it easier to stay in touch nowadays? • used to be a good way to quickly spread the message that an enemy was coming? • can carry a message over a long distance? • can be used to convey a short and simple message? • could be a good way to make contact if you were stuck on a desert island?

2

Make more collocations with the nouns message, contact, touch, using the verbs from the box. deliver establish lose maintain pass on 1 establish / lose / maintain contact 2 deliver / pass on a/the message 3 lose touch

3

Discuss in pairs. How can a means of communication change someone’s life? Find examples in the text.

4

REFERENCES

EXTRA ACTIVITIES IN CLASS

VIDEO SCRIPT page 238

• After Exercise 8, ask students to write one sentence for each of the functions a–k in the Grammar box in Exercise 6. Students can then swap answers with a partner to check.

CULTURE NOTES page 205

22

• After Exercise 10, ask students to come up with two more sentence stems of their own and swap them with a partner to complete.

01 Present and past tenses

4

7

Match the sentence halves. In pairs, discuss the reasons for your answers. 1 The phone is ringing b . The phone rings a . a all the time now that we run a business b and I can’t find where I’ve put it 2 I’ve been calling Mike a . I’ve called Mike b . a all day today b a couple of times today 3 It’s getting a . It gets b . a easier and easier to stay in touch with people b less difficult every time I write an essay 4 I was watching a film a . I watched a film b . a when the lights suddenly went out b when I got home from school 5 She has sent me a lot of emails recently, b . She sent me long emails every day a . a while she was travelling abroad b so I might get one today 6 When I looked at my phone, the message arrived a . When I looked at my phone, the message had arrived, b . a but I didn’t notice it buzzing earlier b at exactly the same moment 7 What do you think a . What are you thinking b ? a of my phone b about

Study the Grammar box and match the underlined phrases 1–11 in the article with the meanings a–k.

Present and past tenses We use the Present Simple for: a 7 routines and habits b 6 facts and things that are generally true

□ □ We use the Present Continuous for: 5 things happening now or around now c □ 10 situations which are changing during the d □ present time

We use the Past Simple for: e 2 actions that started and finished at a specific time in the past

□

We use the Past Continuous for: f 3 actions in progress at a specific time in the past g 8 a long activity interrupted by a short one

□ □ We use the Present Perfect Simple for: 9 actions and states which began in the h □ past and continue until now 11 finished actions in the past when we i □

8

1.2 Complete the text with the correct forms of the verbs in brackets. Sometimes more than one form is possible. Listen and check.

don’t say exactly when they happened

We use the Present Perfect Continuous for: j 1 an action in progress or repeated over a period of time up until now

□

In 1992, Neil Papworth, a software engineer and developer, 1 (send) the first text message, which said simply, (work) for Sema ‘Happy Christmas’. At that time, he 2 (develop) the technology Telecoms, a company which 3 (not have) for Vodaphone. In those days, mobile phones 4 keyboards, so he had to type the message on a computer. Papworth was not, however, the first person to think of sending a short message. A man called Friedhelm Hillebrand 5 (already/suggest) the idea back in 1984. And it was Hillebrand who limited the message to 160 characters.

We use the Past Perfect for: k 4 an action in the past that was completed before another action or time in the past

□

Grammar Reference and Practice > page 172

5

Match time expressions below with the tenses in Exercise 4. Find more time expressions in the article.

Text messaging was not immediately popular, but in recent years it 6 (grow) very rapidly. In fact, these days we 7 (send) over 15 million text messages every minute! Platforms such as (also/contribute) to texting having become such Twitter, 8 an essential part of our lives today.

at the moment at the time currently earlier today ever since every so often for from time to time in recent years nowadays once in a while recently right now since the day before yesterday these days

6

Read Watch out! and explain the difference in meaning between sentences a and b.

9

She has lots of online friends. We’re having a really good time in Greece. Mark appears to know a lot about apps. Lynda is appearing as Cinderella in the new school play next week.

GRAMMAR VIDEO

1 a b 2 a b

• Photocopiable extra Grammar Video activity 1, page 270

Exercise 8 1 sent 2 was working 3 was developing 4 didn’t have 5 had already suggested 6 has grown/has been growing 7 send 8 have also contributed

SPEAKING Complete the sentences with your own ideas.

1 Read the question and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question. How has social media changed the way we communicate?

□ I can use the present and past tenses to talk about different actions. FURTHER PRACTICE

Exercise 6 1 a have (got) – shows possession; state verb, so Present Simple b have – situation at the moment of speaking (part of fixed expression have a good time), so Present Continuous 2 a appear – used when saying how someone or something seems; state verb, so Present Simple b appear – take part in a film, play, concert, television programme; action verb, so Present Continuous (for future arrangements)

1 I was talking to a friend the other day when … 2 Nowadays, more and more people are keeping in touch by … 3 By lunchtime yesterday, I had already …

WATCH OUT! Some state verbs can be used in continuous form to express a different meaning or a temporary action.

Exercise 5 (Time expressions from the article are in brackets.) Present Simple: every so often, from time to time, nowadays, once in a while Present Continuous: at the moment, currently, right now, these days Present Perfect Simple/ Continuous: ever since, for, in recent years, recently, since, (since the dawn of time) Past Simple/Continuous: at the time, earlier today, the day before yesterday, a little while back (in ancient times, thousands of years ago, at the turn of the twentieth century, in 1956, two years later, soon after, in 1837, when) Past Perfect: ever since, for, since (after)

• Photocopiable resource 1: Snap is a tense game!, pages 276, 290 • Extra digital activities: Grammar Checkpoint 1A

• Grammar Reference and Practice, Student’s Book page 172

ASSESSMENT

• Workbook pages 4–5/Online Practice

Grammar Quiz 1A

5

NEXT CLASS Ask students to think about their favourite film about space or aliens and prepare a short synopsis to deliver to the class next lesson. Alternatively, ask students to write their synopses and display them around the class for other students to read.

23

1B READING AND VOCABULARY SPEAKING In pairs, look at the photos on page 7 and discuss the questions. 1 Do you recognise any of these films? Do you enjoy watching films about aliens? Say why. 2 What do you think would happen if we ever made contact with extraterrestrials?

2

Exercise 4 1 But how can you possibly get across to an alien civilisation … 2 You might assume that this is because …; there may be as many as … ; we should take the possibility seriously 3 I think we have to hope that … ; they were able to resolve this issue 4 … might they perhaps have something to teach us?; She becomes able to see the past … ; she will be able to teach us all … ; humankind will become able to see the world … ; we need to stop fearing those who … ; … greater connection with others could bring

6

Complete the sentences with the phrasal verbs from the article, in the correct form. 1 I was embarrassed when he that I had made some basic spelling mistakes. 2 It was cloudy, but he could still the distant star. 3 I an interesting article about space exploration the other day. 4 Technology has many changes in the way we live. 5 That’s what I’ve been trying to to you, but you won’t listen! 6 It took me ages to exactly how to use the telescope. 7 You don’t understand? Do I have to what I mean? 8 Are we actual signals, or is it just random space noise? 9 When the Europeans arrived in Mexico, they brought a disease which 15 million Aztecs. 10 After the discussion, Tim realised that he anything she said. He was completely confused!

7

SPEAKING In small groups, ask and answer the questions. 1 How do you think extraterrestrials might differ from us? 2 What could we learn from them if they visited our planet? 3 Should we be scared of communicating with aliens? Say why.

8

REFLECT | Culture In small groups, discuss what you would include in a message to send into space like the Voyager Golden Record. What do you think represents the best of human culture? 2 WATCH AND REFLECT Go to page 162. Watch the documentary Getting through to animals and do the exercises.

Read the article again and choose the correct answers.

□ I can identify the author’s opinion and talk about life on other planets.

REFERENCES

EXTRA ACTIVITIES IN CLASS

VIDEO SCRIPT page 238

• As an extension to Exercise 1, ask students to share their synopses with the class (or in groups of three if you have a large class). Encourage discussion about which film or films students like the sound of and might watch.

CULTURE NOTES page 205

24

6

In a text, the author presents his/her point of view on a topic and different arguments to support that view.

1 How can the author’s opinion of the Voyager Golden Record best be summarised? a It contained the perfect selection of items. b It was very challenging to put together. c It has succeeded in communicating with aliens. d It was too focused on one or two cultures. 2 According to the author, aliens a probably only exist in films and books. b are statistically likely to exist. c are certainly out there somewhere. d have picked up our messages already. 3 What does the author think about the possibility of communication between humans and aliens? a Aliens would be intelligent enough to work out a means of communication. b Culture differences would make communication impossible. c It would be ridiculous to try and communicate with aliens. d Aliens would assume that humans couldn’t understand them. 4 What does the author believe might happen if humans made contact with an alien civilisation? a They might treat people as a lower form of life. b It might be a complete waste of time. c It might lead to the destruction of the world. d They might help us to develop as a species.

Exercise 6 1 pointed out 2 make out 3 came across 4 brought about 5 get across 6 figure out 7 spell out 8 picking up 9 wiped out 10 hadn’t taken in

Match the highlighted phrasal verbs from the article with their definitions below. 1 To receive (a broadcast). 2 To cause something to happen. 3 To tell someone something you think they don’t know. 4 To see something with difficulty. 5 To destroy something completely. 6 To successfully communicate a message/an idea. 7 To explain something very clearly. 8 To meet or find something by chance. 9 To solve a problem. 10 To understand and remember something you are told.

CRITICAL THINKING Read the article and study Active Reading. What opinions about the contact between humans and aliens does the author express? How far do you agree with him?

• Writers often use opinion verbs and phrases to signal their position, e.g. I feel …, I think …, In my opinion …, etc. • Sometimes they express their views more subtly by using modal verbs, e.g. We should …, It must be …, etc. • They may also use phrases of probability, e.g. Maybe …, Possibly …, etc. • You will often find the author’s main message towards the end of the article. Remember that you can form your own opinion, rather than uncritically accepting what the author has to say.

Study Active Reading again. Which modal verbs, phrases of probability and expressions of opinion helped you to answer questions in Exercise 3?

5

ACTIVE READING | Identifying the author’s opinion

3

Exercise 5 1 pick up 2 bring about 3 point out 4 make out 5 wipe out 6 get across 7 spell out 8 come across 9 figure out 10 take in

4

DOCUMENTARY VIDEO

1

Exercise 2 Opinions expressed by author: The human race is very likely to encounter an alien civilisation at some point and when that happens, we should use the contact as a learning experience.

• After Exercise 7 (or for homework), ask students to write a review of the film they wrote a synopsis for. How many of the highlighted phrasal verbs from the text can they include in their review?

M A K I N G

contact 1.3

5

10

15

20

25

30

35

40

45

50

55

01

By Danny Exeter

For centuries, people have gazed at the stars and wondered if there could be other beings out there. If so, how could we get a message to them? In the 1800s, people experimented with drawing enormous symbols on the ground, which they hoped could be made out from space. But ever since space travel became possible in the later part of the twentieth century, people have been looking for more sophisticated ways to make contact. In 1977, the Voyager spacecrafts were launched into space, each carrying a copy of the Voyager Golden Record, a twelve-inch gold-plated disc, with sounds and images intended to introduce the human race to any extraterrestrials that might find it. But how can you possibly get across to an alien civilisation what it means to be human and to live on our planet? Among other things, the Voyager record contained an X-ray of a human hand, an image of a street in Pakistan, diagrams of the structure of DNA, greetings from Earth in fifty-five languages and ninety minutes of classical, popular and traditional music tracks from around the world. More than forty years later, Voyagers 1 and 2 are still sending back vital information about outer space but, as far as we know, the messages about humanity have not been passed on. You might assume that this is because aliens are simply something we will only ever come across in movies, but you’d probably be wrong. In fact, it has been estimated that there may be as many as two billion potentially habitable planets in our galaxy alone, which means that we should take the possibility seriously. China is so convinced that we will soon make contact, that it has invested billions of pounds in building the world’s largest radio dish, which can pick up signals from even the very deepest realms of space. However, as the Polish philosopher and science fiction writer, Stanislaw Lem, pointed out, it is highly likely that, even if we do make contact, we won’t be able to take in or process what the aliens are trying to tell us. There are, he said, two insurmountable barriers: language and intelligence. The speakers of any two languages around the world will understand each other when they refer to concepts such as food, life and death and day and night. But with an alien culture, we can’t make any such assumptions. Then there is the fact that in order to travel to our planet, the aliens would have to be far more advanced than we are. Would we be able to figure out what they were saying any more than most animals understand what we say to them? I think we have to hope that their superior development would mean that they were able to find a solution to this problem. And might it be actually hazardous to send out signals to attract the attention of these superior beings? The well-known physicist and cosmologist Stephen Hawking certainly thought so. He often spelt out what he feared may happen, saying that aliens might treat us the same way we would treat bacteria – as a nuisance to be cleaned up. We’ve seen this scenario played out many times in films, such as Independence Day, where the aliens’ one goal is to wipe out humanity. It’s probably natural to fear that something so different from GLOSSARY ourselves could bring about the end of the world. extraterrestrial – a creature that people think may exist on another planet However, given that any visiting aliens are likely to be considerably more habitable – good enough for people to live in developed than us, might they perhaps have something to teach us? outer space – the space outside the Earth’s air, In the film Arrival, learning the aliens’ language changes the brain of the where the planets and stars are linguist in the film, leading her to evolve. She becomes able to see the past radio dish – a piece of equipment that collects radio and the future as clearly as the present, just as the aliens do, and we are waves from space and is used to find objects in space led to believe that she will be able to teach us all to do this. As a result, (radio telescope) humankind will become able to see the world from a brand-new realm – area perspective. Maybe, just as on this planet, we need to stop fearing those superior being – highly intelligent thing that exists who are different and open our minds to the possibilities that greater connection with others could bring.

7

FURTHER PRACTICE

NEXT CLASS

• Workbook pages 6–7/Online Practice

Ask students to make a list of all the words they know relating to communication. Can they think of any idioms?

• Photocopiable resource 2: It’s not what you say, it’s how you say it, pages 276, 291

25

How to

Nice hammer!

and make new friends

Thanks, I got it for my birthday.

Don’t worry too much about making a favourable impression. Often the best way to strike up a conversation is simply to comment on the weather, or say something funny about what’s happening around you. If you can have a laugh about the situation you’re in, it can really create a bond or connection between you. People often like it if you pay them a compliment, but don’t try small talk about too hard or you’ll sound insincere. Just make Just  where you live, what you’re studying and so on. You may find that in the end you really hit it off and become friends for life. People are more likely to take to you if you come across as a warm and approachable person. So, make eye contact (though don’t stare) and smile.

1C VOCABULARY | Idioms and phrases related to communication Exercise 3 1 struck up a conversation 2 came across as 3 paid him a compliment 4 took to him 5 had a laugh 6 hit it off Exercise 5 She finds it annoying when someone talks too much, but she thinks it’s even worse when someone keeps firing questions at you and thus makes you do all the talking. Exercise 6 I hate it when someone talks so much that I just can’t get a word in edgeways. I know it’s often because they’re nervous, but it’s really annoying. However, maybe it’s even worse when someone keeps firing questions at you and making you do all the talking. To make a favourable impression on someone, you have to learn to get a balance between speaking and listening.

8

1

2

Read the article. Which piece of advice do you think is the most useful? Say why.

3

Study the phrases highlighted in the article. Then complete the second sentence so that it means the same as the first, including the word given in capitals. 1 He started talking to her in the hallway. STRUCK with her in the hallway. He 2 She gave the impression of being very self-confident. ACROSS being very self-confident. She 3 Alice commented on how nice his shoes were. PAID about his shoes. Alice 4 I immediately liked him. TOOK immediately. I 5 We found it really funny. LAUGH about it. We really 6 I didn’t really like her friends when I met them. OFF with her friends when I met them. I didn’t really

4

In pairs, discuss how you met your best friend. Use some of the phrases from Exercise 3.

5

1.4 Listen to someone talking about breaking the ice. What kind of behaviour does she find annoying when meeting new people?

6

1.5 Listen again and write down what you hear. This time there will be pauses.

Match the idioms 1–6 with their definitions a–f. 1 2 3 4 5 6

1 Can you work out the meaning of the title from the context? make people feel more friendly and willing to talk to each other 2 Do you find it easy or difficult to break the ice with people you don’t know? Say why.

□e jump down somebody’s throat □b put somebody on the spot □f fire questions at someone □d refuse to let something drop □c insist on having the last word □a not get a word in edgeways

a To be unable to say anything because someone else is talking all the time. b To embarrass someone by forcing them to answer a difficult question. c To have to make the final point in a discussion or argument. d To not stop talking about a particular subject. e To react angrily to something someone has said. f To ask someone a lot of questions quickly.

8

Study Active Vocabulary and discuss how you would express the idioms in Exercise 7 in your own language. How could you illustrate the idioms with a drawing?

ACTIVE VOCABULARY | Idioms • An idiom is a fixed phrase that has a special meaning which is different from the usual meaning of the individual words, e.g. He jumped down my throat means He reacted angrily. • Idioms rarely translate exactly into another language. • Many idioms describe an image. If you can visualise the image – or even draw it – that might help you to remember and learn the idiom.

9 10

Which of the idioms in Exercise 7 are things you dislike someone doing when you’re talking to them? Say why. REFLECT | Society In pairs, make a list of top five rules for making a good impression or communicating well with other people at a party. 

□ I can talk about making new friends.

REFERENCES AUDIO SCRIPT page 215

EXTRA ACTIVITIES IN CLASS

26

7

Look at the cartoon and the title of the article. In pairs, answer the questions.

• Start the lesson by eliciting students’ vocabulary from the list they made at home. Write any relevant words on the board. Give students one point for a relevant word and two points for an idiom. Congratulate the winner.

• After Exercise 7, put students in groups of three and tell them that each student has to talk for one minute. They should include as many phrases and idioms from Exercises 3 and 7 as they can. One student times them and the other counts the idioms. If they make a mistake, the other students can correct them. The winner is the student with the most idioms.

FURTHER PRACTICE • Workbook page 8/Online Practice • Photocopiable resource 3: Nice to meet you, pages 277, 292 • Extra digital activities: Vocabulary Checkpoint 1

ASSESSMENT Vocabulary Quiz 1

01

1D GRAMMAR 1 2

1.6 Look at the photo. Listen to three conversations at a party. Which do you think is the best question they use to keep a conversation going?

6

Cameron Actually, it’s my birthday tomorrow. Emma Is it? Do you have anything special planned? 1 What is the function of an echo question? 2 Do we use a positive or a negative question to reply to a positive statement? 3 Which intonation pattern from Exercise 4 do we use with an echo question: A or B?

Think of three more questions you could ask to get to know someone better.

Question tags and echo questions

3

Look at the underlined examples of question tags from the dialogues. Then complete the sentences 1−4 below with the words in the box.

Grammar Reference and Practice > page 172

7

negative end positive modal It’s such a great city, isn’t it? Wow, so you’d never been there before, had you? I shouldn’t be so fussy, should I? 1 A question tag is a short question added to the end of a sentence. 2 We form a question tag using an auxiliary or a modal verb and a pronoun. 3 A positive statement usually has a negative question tag. 4 A negative statement usually has a positive question tag.

4

5

B

1.8 Look at these more unusual question tags. Choose the correct words to complete the sentences. Listen and check. 1 This is silly, isn’t it / this? 2 Nothing ever changes, do / does it? 3 Come and look at this, will / don’t you? 4 Everyone was there, weren’t / wasn’t they? 5 Don’t be late, are / will you? 6 No one likes him, do / does they? 7 Let’s stay here, do / shall we? 8 I’m a bit late, don’t / aren’t I? 9 Pick me up at eight, don’t / could you?

1.9 Complete the conversations with no more than three words in each gap. Listen and check your answers. Ben Where would you live if you could live anywhere in the world? a good question, isn’t it? I don’t think Meg 1 I’ve ever really thought about it before. Hmm … Somewhere a bit warmer, I guess. too much rain in this country, isn’t there? Ben Yes, 2 Meg Oh yes, there is. But I wouldn’t want to live somewhere too hot. I mean, in some countries it can be 45 degrees in the summer. That would be unbearable, 3 ? Ben Actually, I used to live in Dubai. you? I bet 5 really hot, wasn’t it? Meg 4 Ben Boiling! But we had air conditioning, and a pool. Meg That sounds great. I wouldn’t mind living somewhere like that, actually.

1.7 PRONUNCIATION Listen and match what you hear with intonation pattern A or B below. Which pattern is used for a real question and which for confirming something the speaker already knows? A

In pairs, look at the echo question in italics. Then answer questions 1−3 below.

Exercise 7 1 That’s 2 There’s 3 wouldn’t it 4 Did 5 that was 6 will you 7 don’t you 8 Do you 9 don’t they 10 aren’t I 11 shall we

Move up, 6 ? I really need to sit down! Have you been dancing? ? Yes, I love the music they’re playing. 7 It’s not really my thing, actually. I find it a bit boring. 8 ? But everyone loves this band, 9 ? Not me. You have no taste in music then. Erm, seriously? ? Oh, sorry, I’m being a bit annoying, 10 ? Let’s stop talking about music then, 11 Kate Yes, I think that might be best!

8

SPEAKING In pairs, write and role r play a conversation. Go to page 196.

REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 215

• Grammar Reference and Practice, Student’s Book page 173

Grammar Quiz 1D

As an extension to Exercise 5, ask students to write a different sentence for each of the incorrect tag options in Exercise 5. Students swap with a partner to check their answers.

Exercise 6 1 to show interest or show that we’re listening 2 We use a positive question to reply to a positive statement. 3A

Ira Kate Ira Kate Ira Kate Ira Kate Ira

□ I can use question tags and echo questions to keep a conversation going.

EXTRA ACTIVITY IN CLASS

Exercise 4 1 B (confirmation) 2 A (real question) 3 B (confirmation) 4 B (confirmation)

• Workbook page 9/Online Practice • Photocopiable resource 4: Let’s play tag!, pages 277, 293 • Extra digital activities: Grammar Checkpoint 1D

9

NEXT CLASS Ask students to think about two situations in which they have felt a strong emotion, one negative and one positive, which they are happy to share with the class.

27

A

B

C

1E LISTENING AND VOCABULARY Exercise 1 A furious, annoyed, nervous B confused C frightened D nervous, confused E thrilled F sad

1

2

Exercise 3 1 ecstatic 2 bewildered 3 livid 4 tense 5 terrified 6 exasperated

THINK BACK How good are you at identifying emotions? In pairs, look at the photos and discuss what emotions you think the people are feeling. Use the words from the box.

6

1.10 Listen to an interview and tick the ideas in Exercise 5 which the speakers described as being related to emotional intelligence.

annoyed confused frightened furious nervous sad surprised thrilled

7

1.10 Listen again and complete the sentences with a word, a phrase or a number.

1 2 3 4

Exercise 5 Emotional intelligence is the capacity to be aware of, control, and express one’s emotions, and to handle interpersonal relationships judiciously and empathetically. The following ideas could be related to emotional intelligence 1, 3, 4, 6, 7, 9. Exercise 7 1 29,000 2 fixed 3 diary 4 release 5 responsible for 6 nodding 7 conflict

3

terrified frightened astonished surprised exasperated annoyed livid furious

tense nervous ecstatic thrilled bewildered confused devastated sad

about my exam results – I never 1 I’m completely thought I’d do so well! 2 He has no idea how he got home last night. He feels . completely when she found out he had 3 She was absolutely cheated in the exam again. as she waited for her job interview. 4 She felt very that someone will find out his secret. 5 He’s 6 Nothing is changing and he is becoming more and more about the situation.

4

In pairs, talk about occasions when you felt some of the emotions in Exercises 1 and 2. Give reasons for your answers.

5

What is emotional intelligence? Which of the ideas 1–9 do you think are related to this term? Discuss in pairs.

□✓ Being aware of your own emotions. □ Being able to reason and problem-solve. □✓ Being able to manage your emotions. □✓ Being able to feel and show empathy. □ Being able to remember information. □✓ Being able to motivate yourself. □✓ Being able to deal with conflict. □ Being able to manipulate people’s emotions. □ Being a good listener.

8

SPEAKING In pairs, discuss the questions. 1 Which aspects of emotional intelligence do you think you are strongest at? 2 How could you further improve your emotional intelligence? What could be the benefits?

9

SPEAKING In groups, discuss the best way to approach the situations below. Think about how you could use self-awareness, manage your own emotions and listen to and empathise with the other person in the situation. 1 A close friend has started hanging out with a different group of friends. You get the impression that they are avoiding you. You feel hurt, and quite confused about what’s happening. 2 Your brother or sister seems quite depressed. They rarely come out of their room and when you try to talk to them they just grunt. You’re getting a bit worried.

□ I can identify specific information in a radio interview and talk about emotional intelligence.

REFERENCES AUDIO SCRIPT page 215

EXTRA ACTIVITIES IN CLASS • Lead in to Exercise 1 by asking students to describe the emotions they made notes on at home in groups of three but

28

5 6 7 8

Complete the sentences with the adjectives from Exercise 2. Sometimes more than one answer is possible.

1 2 3 4 5 6 7 8 9

10

1 One piece of research showed that people with high emotional intelligence earned $ more than those with a low EQ. , which is 2 Emotional intelligence is not different from IQ. 3 One way to become more self-aware is to write . a  4 We need to learn how to recognise our negative them. emotions in order to be able to 5 Other people cannot make us feel a certain way; for our own moods. we are largely can demonstrate 6 Body language, such as that you are listening. . 7 Active listening can also help you to avoid

Match the adjectives below with their synonyms in Exercise 1. Which of the words have a stronger meaning than their synonyms? 1, 2, 3, 4 and 8 have a stronger meaning.

without saying the word itself. Can the other group members guess what the emotion is? • After Exercise 9, in the same groups, students think of one more situation to discuss. They then join another group, share their situations and discuss them.

FURTHER PRACTICE • Workbook page 10/Online Practice • Photocopiable resource 5: What’s your EQ?, pages 277, 294

D

E

01

F

1F SPEAKING 1

1.11 Listen to six short conversations. What is the main emotion each speaker expresses? Why did each speaker feel that way?

2

Complete the Speaking box with the phrases from the box. Get out of here! I’m feeling a bit blue. I’m heartbroken. I’m worried sick about … I’ve had it up to here with … That’s a weight off my mind.

3

I don’t blame you. I know, right? I’m really pleased for you. I’m so sorry to hear that. What a pain! What’s the worst that could happen?

4

Expressing anxiety It’s been keeping me up at night. 1 I’m worried sick about …

Expressing relief I can breathe a sigh of relief now. That’s a weight off my mind.

Thank goodness. Expressing annoyance and frustration … is driving me up the wall! … really gets on my nerves. 3

I’ve had it up to here with …

Expressing surprise or disbelief You’ve got to be kidding me! 4 Get out of here!

Who would have thought it? Expressing sadness I’m feeling a bit down in the dumps. 5

I’m feeling a bit blue.

6

I’m heartbroken.

Expressing enjoyment or happiness I’m walking on air! I can’t stop smiling!

Replace the underlined words with phrases from the Speaking box and suitable responses in Exercise 3. 1 A I’m extremely concerned about my cat – she isn’t very well. B That’s awful. It’s horrible when a pet is sick. 2 A I’ve got to give a presentation in class next week. I’m really nervous. I’ve been worrying about it a lot. lot B There’s no need to worry. worry You’ll be great! 3 A My parents are taking me to Florida this summer. B I don’t believe you! you You lucky thing! A Yes, I’m so happy. happy 4 A I’m completely fed up with people gossiping behind my back. B I don’t blame you. It’s awful. 5 A I finally finished my Geography project. B That must be a relief for you. you

SPEAKING | Expressing emotions

2

1.12 Listen to six statements. When you hear a beep, choose and say a suitable response from the box.

5

In pairs, role play the situations. Student A, read the instructions below. Student B, go to page 200. STUDENT A In pairs, role play the two situations. Use language for expressing emotions and for responding from this lesson. 1 You can’t decide what subjects to choose for your final year at school. You’re really worried about this. Tell your friend how you feel. 2 You did badly in your exams. Tell your friend how you feel.

Exercise 1 1 anxiety (because of impending exams) 2 relief (because she found her phone) 3 enjoyment/happiness (because he got his choice of university) 4 surprise/disbelief (because Andrew and Marta didn’t use to like each other) 5 anger/annoyance/ frustration (because she keeps receiving chain messages) 6 sadness/empathy (because his grandfather is in hospital) Exercise 3 1 What’s the worst that could happen? 2 I’m really pleased for you. 3 What a pain! 4 I’m so sorry to hear that. 5 I know, right? 6 I don’t blame you. Exercise 4 1 A I’m worried sick B I’m so sorry to hear that. 2 A It’s been keeping me up at night. B What’s the worst that could happen? 3 B You’ve got to be kidding me! A I’m walking on air! / I can’t stop smiling! 4 A I’ve had it up to here with 5 B a weight off your mind

For each situation which your partner describes, respond according to these instructions. 1 Express your happiness at the situation. 2 Express your surprise and pleasure.

□ I can use fixed phrases to express emotions.

11

REFERENCES

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

AUDIO SCRIPT page 216

Do this activity after Exercise 4. In pairs, one student should choose a phrase from the Speaking box to say to their partner. Their partner should think of a response in order to start a short exchange. Pick out any good conversations and ask pairs to repeat them for the class.

Workbook page 11/Online Practice

NEXT CLASS Ask students to do an Internet search to find out about the stage musical Bugsy Malone.

29

1G WRITING | An informal email Exercise 2 1 Rehearsing for a musical. 2 It seems that she may have been friends with Janie, but they have lost contact because Masie moved away and now Janie is cross with her. 3 She asks whether she should phone or email one of her course tutors, what the best way to communicate is, and what kind of holidays Maisie enjoys best. Exercise 3 They are friends. We can tell because of the informal style used, e.g. Hi, … sorry to hear that you’ve been ill, Give my love to your family, Take care.

1

Discuss in groups. Which of the following forms of communication do you use most often? Do you communicate with different people in different ways? Give reasons for your answer. emailing messaging through social media phoning texting video calling writing a letter

2

Read the email and answer the questions. 1 What has Scarlett been busy with recently? 2 Why is Maisie likely to be interested in news about Janie? 3 What three questions does Scarlett ask Maisie?

3

What is the relationship between Scarlett and Maisie? What words or phrases make this relationship clear?

From: Scarlett To: Maisie Subject: What’s up? Hi Maisie, Long time no see. How are things? I was sorry to hear that you’ve been ill. Hope you’re feeling better now? Things have been pretty busy here. I’ve been rehearsing for a musical, Bugsy Malone, which we’re putting on in a few weeks’ time. You like musicals too, don’t you? I’m playing the part of Blousey Brown, which is a pretty big role, so it’s loads of work! I’m really enjoying it, though I’m sure I’ll be terrified when I actually have to step out in front of an audience. We’re expecting over 200 people! BTW, I saw Janie the other day at a party. She said she was working hard for her exams, and that’s why she wasn’t keeping in touch with you. Hmm … I’m not sure I believed her, someone told me that she was livid with you for having moved away. How ridiculous is that? It’s not like you could help it, is it? I wouldn’t let it keep you up at night, reckon you’re better off without her if that’s how she feels. Great news about you getting into Oxford University, BTW. Wow! I’m dead impressed. I’m still hoping to get a place at Sheffield University. Actually, I need to speak to one of the tutors about the course. Do you think I should email her, or ring her? What’s the best way to communicate? What else? Well, we’re all off to the coast for a few days for half-term – sun, sand, sea, and sleep. I’m exhausted! What kind of holidays do you enjoy best? Anyway, I guess I’d better go and get on with some revision for my exams. :( Give my love to your family.

12

30

REFERENCES

EXTRA ACTIVITIES IN CLASS

CULTURE NOTES page 206

• As a follow-up to Exercise 1, ask students to discuss when it’s appropriate to write an email instead of a text message or social media chat. When is it appropriate to send an informal vs. a formal email?

• Before Exercise 2, ask students to tell the class what they found out about Bugsy Malone. Ask for a show of hands for who would go to watch the musical. Why?

01 4

Complete the Writing box with examples from Scarlett’s email.

WATCH OUT! We use commas • after the greeting, and also after we sign off, e.g. Hi Al, • after introductory adverbs, e.g. Well, However, Suddenly, Meanwhile, • to separate a series of three or more words or phrases

WRITING | An informal email Organisation • Start with a friendly greeting, e.g. Hi/Hi there. • Mention your last contact with the other person, e.g. ./How are 2 ?/Haven’t seen you Long time 1 in ages. • Mention any news from your friend, e.g. I was sorry to hear that … • Cover each topic in a separate paragraph. • Finish with a friendly, informal goodbye, e.g. Well, that’s all for now./Hoping to hear from you soon./ to …/ Can’t wait to see you!/Give my 3 ,/Love,/Best,/Cheers, Take 4

We use • brackets and dashes to add extra information or make a comment on what you have just written • exclamation marks to express emotions • multiple question marks or exclamation marks to put more emphasis (informal writing)

7

Informal style • Use contractions, e.g. Hope you’re feeling better. • Use more informal quantifiers and intensifiers, e.g. big role./I’m 6 impressed./ … which is a 5 work. It’s 7 • Leave out the subject and auxiliary verb if the meaning is obvious, e.g. Great news about you getting into Oxford University!/Reckon you’re better off without him. • You may use question tags and rhetorical questions, ?/ 9 else? e.g. You like musicals too, 8

5

I won the lottery! Yay! c Aha! 4 e Hmm. b Oops! 5 h Phew! d Argh! 6 i Yuck!

□ □ □

□ □ □

a That’s amazing! b I (or someone else) made a small mistake. c Now I understand! d I’m cross or frustrated. e I’m not sure.

6

Dear Sir, I hope that you are quite well? It has been quite a long time since we last made contact. You will be surprised to hear that I was able to pass all of my exams. I feel greatly relieved. I was quite convinced that I had made a great number of mistakes. I will shortly be going on holiday with my parents to Madeira. I am afraid that it may be a little tedious as I believe that only rather elderly people tend to holiday there. I would much prefer to go to Ibiza and go dancing with you. I am convinced that we would enjoy ourselves greatly. My parents would rather eat out in nice restaurants, particularly seafood restaurants, but I greatly dislike seafood. Do you? The thought of it makes me feel a little nauseous. Please do tell me in your next email what your holiday plans are. Kind regards, Stefan

□ □ □

7 g Wow! 8 f Yikes! 9 a Yay!

f That’s scary or worrying. g That’s brilliant news! Congratulations! h What a relief! i That’s disgusting.

Study Watch out! Then choose the sentences which are correctly punctuated. Give reasons for your answers. 1 a Ibiza is a fabulous holiday destination because it’s warm, sunny and a lot of fun. b Ibiza is a fabulous holiday destination because it’s warm sunny and a lot of fun. 2 a Actually, I’m pretty sure she had the lead role in the show. b Actually I’m pretty sure, she had the lead role in the show. 3 a My cousin Jacques – the French one – is coming to stay. b My cousin Jacques (the French one) is coming to stay.

Read the email from a seventeen-year-old boy to his friend of the same age. Rewrite it to make it more informal. Use the phrases in the Writing box.

To: Harry Subject: Personal update

Match the interjections 1–9 with their meanings a–i. In pairs, take turns to make statements and responses. A B 1 2 3

8

REFLECT | Society Some people believe that the younger generation is losing the ability to communicate face-to-face or in any depth because of the rise of messaging online. Do you think there is any truth in this point of view?

9

WRITING TASK Write an email from Maisie to Scarlett, in response to her email in Exercise 2. • Share some recent personal news. • Answer the questions Scarlett asks in her email. • Ask Maisie questions about her musical theatre show.

□ I can write an informal email. • After Exercise 9, put students in pairs for some peer correction. Get them to read each other’s emails and think about what their partner has done well and what could be improved. Students can then rewrite their emails at home, based on their partner’s feedback.

Exercise 4 1 no see 2 things 3 love 4 care 5 pretty 6 dead 7 loads of 9 don’t you 10 What

13

FURTHER PRACTICE Workbook page 12/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 14–15.

31

Word List REMEMBER MORE 1 TTwo verbs collocate in each

5.2

build relationships /ˌbɪld rɪˈleɪʃənʃɪps/

assume (v) /əˈsjuːm/

1 You’ve got to learn how to release / carry / manage your emotions positively. 2 It’s unlikely we will ever deliver / make / establish contact with aliens. 3 The article aims to convey / process / spread an important message. 4 I don’t want to come / get / turn into conflict with anybody.

buzz (v) /bʌz/

assumption (n) /əˈsʌmpʃən/

capture (n) /ˈkæptʃə/

being (n) /ˈbiːɪŋ/

Complete the sentences with the correct form of the verbs of movement. Then check with the word list.

essential (adj) /ɪˈsenʃəl/

Complete the phrasal verbs with prepositions. Then check with the word list. 1 2 3 4 5 6

4

1B READING AND VOCABULARY alien civilisation /ˌeɪliən ˌsɪvəlaɪˈzeɪʃən/

1 I offered her a coffee to break the ice. 2 Why are you jumping down my throat? Calm down. 3 I don’t think Ann and Tim hit it off when they met. I guess they don’t have much in common. 4 I am walking on air! I passed my driving test!

3

5.1 be stuck /ˌbi ˈstʌk/

case. Cross out the wrong verb. Then check with the word list.

2

1A GRAMMAR AND VOCABULARY

figure point spell pick strike speed

out up out up up up

(how to do sth) (mistakes) (how to do sth) (signals) (a conversation) (your plans)

carry a message /ˌkæri ə ˈmesɪdʒ/

billion (num) /ˈbɪljən/

come to light /ˌkʌm tə ˈlaɪt/

brand-new (adj) /ˌbrænd ˈnjuː/

contribute (v) /kənˈtrɪbjuːt/

bring about (phr v) /ˌbrɪŋ əˈbaʊt/

communicate face-to-face /kəˈmjuːnɪkeɪt ˌfeɪs tə ˈfeɪs/

by chance /ˌbaɪ ˈtʃɑːns/

convey a message /kənˌveɪ ə ˈmesɪdʒ/ deliver a message /dɪˌlɪvər ə ˈmesɪdʒ/

establish contact with sb /ɪˌstæblɪʃ ˈkɒntækt wɪθ ˌsʌmbɒdi/ get a response /ˌget ə rɪˈspɒns/ go out (lights) /ˌɡəʊ ˈaʊt (laɪts)/ hail (v) /heɪl/ ingenious (adj) /ɪnˈdʒiːniəs/ keep/stay in touch with sb /ˌkiːp/ˌsteɪ ɪn ˈtʌtʃ wɪθ ˌsʌmbɒdi/

enormous (adj) /ɪˈnɔːməs/ estimate (v) /ˈestəmət/ evolve (v) /ɪˈvɒlv/ extraterrestial (adj,n) /ˌekstrətəˈrestriəl/ fear sb/sth (v) /ˈfɪə ˌsʌmbɒdi/ˌsʌmθɪŋ/ figure out (phr v) /ˌfɪɡər ˈaʊt/ gaze (v) /ɡeɪz/ get across (phr v) /ˌɡet əˈkrɒs/

maintain contact with sb /meɪnˌteɪn ˈkɒntækt wɪθ ˌsʌmbɒdi/

habitable (adj) /ˈhæbətəbəl/

gold-plated (adj) /ˌɡəʊld ˈpleɪtəd/

make contact with sb /ˌmeɪk ˈkɒntækt wɪθ ˌsʌmbɒdi/

hazardous (adj) /ˈhæzədəs/

means of communication /ˌmiːnz əv kəˌmjuːnɪˈkeɪʃən/

humanity (n) /hjuːˈmænəti/

pass on a message /ˌpɑːs ˈɒn ə ˌmesɪdʒ/ rapidly (adv) /ˈræpɪdli/ rare (adj) /reə/ share knowledge /ˌ ʃeə ˈnɒlɪdʒ/

1 totally confused – bewildered 2 intelligent or made in a complicated way – sophisticated 3 extremely upset – d evastated 4 annoyed – exasperated

speed up (phr v) /ˌspiːd ˈʌp/

smoke signals (n) /ˈsməʊk ˌsɪɡnəlz/

spot a problem /ˌspɒt ə ˈprɒbləm/ spread the message /ˌspred ðə ˈmesɪdʒ/ stay in touch /ˌsteɪ ɪn ˈtʌtʃ/ text (v) /tekst/ text messaging / ˈtekst ˌmesɪdʒɪŋ/

When you learn phrases from the word lists, you may divide them into groups according to the way they are built. For example, find all phrases with prepositions (with, off, up, etc.), like in Exercise 3 above or words that collocate with the same noun, like in Exercise 1.

distant (adj) /ˈdɪstənt/

given that /ˈɡɪvən ðæt/

since the dawn of time /ˌsɪns ðə ˈdɔːn əv ˌtaɪm/

Phrases

diagram (n) /ˈdaɪəɡræm/

lose contact/touch with sb /ˌluːz ˈkɒntækt/ˈtʌtʃ wɪθ ˌsʌmbɒdi/

Write synonyms (ending in -ed) for each of these adjectives.

ACTIVE VOCABULARY |

come across (phr v) /ˌkʌm əˈkrɒs/

toss (v) /tɒs/ turn out (phr v) /ˌtɜːn ˈaʊt/ without a doubt /wɪðˌaʊt ə ˈdaʊt/

highly likely /ˌhaɪli ˈlaɪkli/

humankind (n) /ˌhjuːmənˈkaɪnd/ insurmountable (adj) /ˌɪnsəˈmaʊntəbəl/ launch into space /ˌlɔːntʃ ˌɪntə ˈspeɪs/ linguist (n) /ˈlɪŋɡwɪst/ make out (phr v) /ˌmeɪk ˈaʊt/ nuisance (n) /ˈnjuːsəns/ outer space (n) /ˌaʊtə ˈspeɪs/ pass on (phr v) /ˌpɑːs ˈɒn/ physicist (n) /ˈfɪzɪsɪst/ pick up (phr v) /ˌpɪk ˈʌp/ point out (phr v) /ˌpɔɪnt ˈaʊt/ process (v) /ˈprəʊses/ put together (phr v) /ˌpʊt təˈɡeðə/ radio dish /ˈreɪdiəʊ ˌdɪʃ/ random (adj) /ˈrændəm/ realm (n) /relm/ ridiculous (adj) /rɪˈdɪkjələs/ sophisticated (adj) /səˈfɪstɪkeɪtɪd/ spacecraft /ˈspeɪskrɑːft/

14

EXTRA ACTIVITIES IN CLASS • Individually, students think of one or two sentences to describe an idiom or phrase from the word list for Lessons 1C or 1F. They then say their sentence to a partner, who has to guess the idiom/ phrase.

32

• Individually, students think of one word to describe an adjective from Lesson 1E and tell it to a partner, who has to guess it. They should try to use emotion when they are speaking, to help convey the meaning of the word, e.g. Yippee! (ecstatic).

• Students play Taboo. Put them in pairs and ask them to choose 8–10 words from the word list they would like to remember and write each word on a separate piece of paper. On the same piece of paper, they should write three more words which should not be used when giving a definition of that word.

01 1E LISTENING AND VOCABULARY

species (n) /ˈspiːʃiːz/

5.5

spell out (phr v) /ˌspel ˈaʊt/ subtly (adv) /ˈsʌtlɪ/ superior (adj) /suːˈpɪəriə/ take in (phr v) /ˌteɪk ˈɪn/ vital (adj) /ˈvaɪtəl/ wipe out (phr v) /ˌwaɪp ˈaʊt/

1C VOCABULARY

1F SPEAKING

5.6

annoyance (n) /əˈnɔɪəns/

annoyed (adj) /əˈnɔɪd/

anxiety /æŋˈzaɪəti/

apparently (adv) /əˈpærəntli/

be fed up with sth /ˌbi fed ˈʌp wɪð ˌsʌmθɪŋ/

astonished (adj) /əˈstɒnɪʃt/

be heartbroken /ˌbi ˈhɑːtˌbrəʊkən/

be conscious of sth /ˌbi ˈkɒnʃəs əv ˌsʌmθɪŋ/ bewildered (adj) /bɪˈwɪldəd/

be worried sick about sth /ˌbi ˌwʌrid ˈsɪk əˌbaʊt ˌsʌmθɪŋ/

clench jaws /ˌklentʃ ˈdʒɔːs/

blame sb for sth /ˈbleɪm ˌsʌmbɒdi fə ˌsʌmθɪŋ/

confused (adj) /kənˈfjuːzd/

breathe a sigh of relief /ˌbriːð ə ˌsaɪ əv rɪˈliːf/

approachable (adj) /əˈprəʊtʃəbəl/

devastated (adj) /ˈdevəsteɪtɪd/

break the ice /ˌbreɪk ði ˈaɪs/

ecstatic (adj) /ɪkˈstætɪk/

be concerned about sth /ˌbi kənˈsɜːnd əˌbaʊt ˌsʌmθɪŋ/

come across as (phr v) /ˌkʌm əˈkrɒs əz/

emotional intelligence /ɪˌməʊʃənəl ɪnˈtelədʒəns/

comment on sth /ˈkɒment ɒn ˌsʌmθɪŋ/

empathy (n) /ˈempəθi/

create a bond/connection /kriˌeɪt ə ˈbɒnd/ kəˈnekʃən/

drive sb up the wall /ˌdraɪv ˌsʌmbɒdi ˈʌp ðə ˈwɔːl/

EQ (emotional quotient) (n) /ˌi: ˈkjuː (ɪˌməʊʃənəl ˈkwəʊʃənt)/

feel blue /ˌfiːl ˈbluː/

fire questions at sb /ˌfaɪə ˈkwestʃənz ət ˌsʌmbɒdi/

exasperated (adj) /ɪɡˈzɑːspəreɪtɪd/

friends for life /ˈfrendz fə ˌlaɪf/

feel down in the dumps /ˌfiːl ˈdaʊn ɪn ðə ˈdʌmps/

fixed (adj) /fɪkst/

get a word in edgeways /ˌget ə ˈwɜːd ɪn ˌedʒweɪz/

get on sb’s nerves /ˌɡet ˈɒn ˌsʌmbɒdiz ˈnɜːvz/

get into conflict /ˌɡet ˌɪntə ˈkɒnflɪkt/

give (somebody) an impression /ˌɡɪv (ˌsʌmbɒdi) ən ɪmˈpreʃən/

get out of here /ˌɡet ˈaʊt əv ˌhɪə/

grunt (v) /ɡrʌnt/

have had it up to here with sth /həv ˌhæd ɪt ˈʌp tə ˌhɪə wɪð ˌsʌmθɪŋ/

5.3

disbelief (n) /ˌdɪsbəˈliːf/

have a laugh /ˌhəv ə ˈlɑːf/

IQ (intelligence quotient) (n) /ˌaɪ ˈkjuː (ɪnˌtelədʒəns ˈkwəʊʃənt)/

have the last word /ˌhəv ðə ˌlɑːst ˈwɜːd/

livid (adj) /ˈlɪvɪd/

hit it off (with somebody) /ˌhɪt ɪt ˈɒf (wɪθ ˌsʌmbɒdi)/

relief (n) /rɪˈliːf/

nod (v) /nɒd/

walk on air /ˌwɔːk ɒn ˈeə/

piece of research /ˌpi:s əv rɪˈsɜːtʃ/

weight off (one’s) mind /ˌweɪt ˈɒf (wʌnz) ˌmaɪnd/ 

insincere (adj) /ˌɪnsɪnˈsɪə/ jump down sb’s throat /ˌdʒʌmp ˈdaʊn ˌsʌmbɒdiz ˈθrəʊt/ let something drop /ˌlet ˌsʌmθɪŋ ˈdrɒp/ make a favourable impression /ˌmeɪk ə ˌfeɪvərəbəl ɪmˈpreʃən/ make eye contact /ˌmeɪk ˈaɪ ˌkɒntækt/ make small talk /ˌmeɪk ˈsmɔːl ˌtɔːk/ pay a compliment /ˌpeɪ ə ˈkɒmpləmənt/ put sb on the spot /ˌpʊt ˌsʌmbɒdi ɒn ðə ˈspɒt/ strike up a conversation /ˌstraɪk ˈʌp ə ˌkɒnvəˈseɪʃən/ take to sb /ˈteɪk tə ˌsʌmbɒdi/

1D GRAMMAR

5.4 5

problem-solve (v) /ˈprɒbləm ˌsɒlv/ put oneself in sb’s shoes /ˌpʊt wʌnˌself ˌɪn ˌsʌmbɒdiz ˈʃuːz/ reason (v) /ˈriːzən/ release negative emotions /rɪˌliːs ˌneɡətɪv ɪˈməʊʃəns/

1G WRITING

5.7

be better off /ˌbi ˌbetər ˈɒf/ be dead impressed /ˌbi ˌded ɪmˈprest/ be off /ˌbi ˈɒf/

self-aware (adj) /ˌself əˈweə/

convinced (adj) /kənˈvɪnst/

self-awareness (n) /ˌself əˈweənəs/

cross (adj) /krɒs/

significant (adj) /sɪɡˈnɪfɪkənt/

half-term (n) /ˌhɑːf ˈtɜːm/

snap (v) /snæp/

lead role /ˈliːd ˌrəʊl/

take responsibility for sth /ˌteɪk rɪˌspɒnsəˈbɪləti fə ˌsʌmθɪŋ/

loads of work /ˌləʊdz əv ˈwɜːk/

tense (adj) /tens/ terrified (adj) /ˈterɪfaɪd/

air conditioning /ˈeə kənˌdɪʃənɪŋ/

thrilled (adj) /θrɪld/

annoying (adj) /əˈnɔɪɪŋ/

to a large degree/extent degree/extent /ˌtʊ ə ˌlɑːdʒ dɪˈɡriː/ ɪkˈstent/

bet (v) /bet/

keep sb up at night /ˌkiːp ˌsʌmbɒdi ˈʌp ət ˌnaɪt/

boiling hot /ˌbɔɪlɪŋ ˈhɒt/ fussy (adj) /ˈfʌsi/ have (no) taste in sth /ˌhəv (nəʊ) ˈteɪst ɪn ˌsʌmθɪŋ/

long time no see /ˌlɒŋ ˈtaɪm ˌnəʊ ˌsiː/ nauseous (adj) /ˈnɔːziəs/ put on a musical /ˌpʊt ˈɒn ə ˌmjuːzɪkəl/ reckon (v) /ˈrekən/ rehearse (v) /rɪˈhɜːs/ relieved (adj) /rɪˈliːvd/ step out (phr v) /ˌstep ˈaʊt/ tedious (adj) /ˈtiːdiəs/  tutor (n) /ˈtjuːtə/

unbearable (adj) /ʌnˈbeərəbəl/

15 Join pairs together into groups of four and get them to put their cards in two piles face down on the desk. They take it in turns to pick one card from the other pair’s pile and give a definition of the word on the card without using the ‘taboo’ words. If their partner guesses the word, they win a point. If not, or

if the student giving the definition uses one of the taboo words, the card is ‘burnt’ and no points are scored. The pair with the most points at the end are the winners.

FURTHER PRACTICE Workbook page 13/Online Practice

NEXT CLASS Ask students to revise Unit 1.

33

01

Revision

VOCABULARY AND GRAMMAR

1

Exercise 1 1 hit it off 2 real bond 3 took to 4 laugh 5 strike up 6 pass on

Complete the mini-dialogues with a question tag or an echo question.

Complete the sentences with the words from the box. There are four extra words.

1 A B 2 A B 3 A B 4 A B 5 A B 6 A B 7 A B

carry contact get across hit it off impression laugh pass on real bond strike up took to right from the start. We talked all evening! 1 We . I felt like I’d known her for 2 We created a a year, not an hour. 3 I don’t usually like someone immediately but I really him. 4 My grandparents are really funny. We always have . a good a conversation at 5 It’s sometimes difficult to parties with people you don’t know. 6 The canteen will be closed tomorrow. Can you please the message to the others?

Exercise 2 1 it hard to figure out 2 spell out your idea / spell your idea out 3 has pointed out 4 couldn’t take in 5 bring about panic Exercise 5 1 didn’t you 2 Did he 3 will you 4 aren’t I 5 had we 6 shall we 7 Have you

2

Complete the second sentence using the word in bold so that it means the same as the first one. Use no more than five words, including the word in bold. 1 I found it hard to understand what the physics teacher was talking about. FIGURE what the physics teacher was talking I found about. 2 You must explain your idea very clearly so he understands. SPELL your idea so he understands. You must 3 Mary has drawn my attention to a problem. POINTED Mary a problem to me. 4 I couldn’t process so much information. TAKE I all the information. 5 The arrival of aliens could cause panic. ABOUT The arrival of aliens could .

3

Choose the correct words to complete the text. I’m a very good student, so I was really 1ecstatic / devastated when I found out I’d failed an exam. I was really 2 livid / down in the dumps while my friends who had passed felt like they were walking on air! I genuinely felt 3 thrilled / heartbroken for them but at the same time I was 4 hazardous / bewildered as to why I hadn’t passed. I was 5 exasperated / worried sick too as I had to tell my parents. Then the head teacher called me. She apologised and explained there had been a terrible mistake. I had come top, not bottom! What a weight off my 6nerves / mind!

4

16

Choose the correct words to complete the sentences. 1 I’ve been talking / talked on the phone all afternoon. 2 Urgh, that is sounding / sounds awful! 3 I am thinking / think that young people generally spend / are generally spending too much time on social media. 4 Nowadays, it’s getting / it gets easier and easier to stay in touch with people. 5 I saw / was seeing a famous YouTuber yesterday while I shopped / was shopping. 6 When we arrived, Lucy had cooked / cooked dinner – it was ready on the table! 7 I’ve had / been having a phone for as long as I can remember.

6

STRATEGY | Multiple choice Read the complete text to have global understanding. Look for clues around each gap as the word before or after the gap may be part of a set phrase, e.g. pay a compliment.

Staying In touch People 1 recording information in the form of writing since ancient times. Latin, the language of religion, and French, the language of the rich and powerful, were the preferred languages in the Middle Ages in Europe. Subjects were usually connected to religion, trade and across government, although historians have also 2 love letters people wrote to stay in touch in those times. After the invention of the printing press in the mid-fifteenth century, books and documents in people’s native languages became readily available. This, together with improvements in education and the spread of postal services in the nineteenth century, permitted families and friends to 3 messages to each other by letter. 4 contact was much easier than it had ever been. years, though, everything has changed. Mobile In 5 phones, emails and text messages are replacing letters. Why bother writing a letter when you can make small 6 on the phone for very little cost? Most people would agree, however, that there is something very special about receiving a personal, handwritten letter. 1 2 3 4 5 6

a were a been a convey a Staying a last a chat

b had been b gone b carry b Passing b recently b speak

Use of English > page 191

• Use of English, Student’s Book page 191

• Unit 1 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 268–269

• Unit 1 Skills Test (Dictation, Listening, Reading, Communication) • Unit 1 Writing Test

?

Choose the correct words a–d to complete the text.

ASSESSMENT

• Extra digital activities: Use of English, Reading, Listening.

? I’m sure you felt stressed out, I sure did. He paid me a lot of compliments. ? That’s nice! ? Don’t tell anyone my secret, Of course not! ? I’m always making the same mistake, But you always correct yourself, which is great! We hadn’t had such a good laugh for ages, Right! I really enjoyed myself. ? Let’s go to the coast, That’s a great idea! I think I’ve really hurt Sasha’s feelings. ? Why don’t you talk to her about it?

USE OF ENGLISH

FURTHER PRACTICE

• Self-assessment 1 and Self-check 1, Workbook pages 14–15/Online Practice

34

5

c have been c discovered c write c Maintaining c these c talk

d are d come d receive d Spreading d recent d conversation

READING

7

The next lingua franca

Read the text. Match sentences A–G with gaps 1–6 in the text. There is one extra sentence.

A recent study in the UK revealed that only about twenty-five percent of adults in the UK can hold a conversation in a foreign language. 1 D However, foreign language learning is now being prioritised in schools. French, Spanish and German are three of the languages identified as the most important. On the other hand, the situation in Europe is different. 2 G English is now a compulsory subject in many primary schools too. Fluency in a foreign language in general and English in particular is considered highly important for a student’s future. There are many reasons for this. Firstly, having a good command of a foreign language is a useful skill to include on a curriculum vitae and can help young people be successful in their chosen career. What’s more, proficiency in a different language than your native one also makes travelling less stressful and fun! 3 A This is a great way of promoting global understanding too. However, is English really as crucial as the large number of students of English would suggest? 4 F The question of which languages will dominate the future is a difficult one to answer. It really depends upon which future we are considering. Take the future of business, for example. 5 C Reports also suggest Arabic and Spanish will be important languages to do business in the future. This is all rather bewildering! As far as travelling is concerned, Chinese is the most spoken language in the world today, but as it is rather complex and more unevenly geographically distributed, it isn’t the ideal lingua franca. 6 E So, English as a vehicle of international communication would seem to be here to stay.

A Finally, we shouldn’t forget that when students learn a foreign language, they are also learning about the culture of the country or countries where it is spoken. B Learning a foreign language has once again been given the importance it deserves. C It is easy to get your message across in a hotel or restaurant in Spanish and French, but neither is as widely spoken or as simple to learn as English. D This was attributed to a mixture of cultural reasons and past government policies. E Perhaps students in the UK are wasting their time by learning French and German, and should be turning their attention to Mandarin, the most spoken language in the world? F Brazil, Russia, India and China are considered to be the main emerging economies, so it would seem to make sense to study one of the main languages spoken in these countries. G The vast majority of students at secondary school learn a foreign language, which is often English.

SPEAKING

8

In pairs, role play the situation below. Then change roles and do the task again.

STRATEGY | Role play Read the task and note down some statements and questions you could use. Decide if you have to role play a conversation between friends or strangers and use appropriate formal or informal register. Remember to be polite and speak clearly. Student A You feel a classmate is ignoring you. You thought he/ she was your friend and you are rather upset. Discuss the problem with Student B. Your goal is to find the best possible solution to the problem. Student B You are a friend of Student A, who shares a problem with you. Discuss the problem and suggest some solutions. Do your best to help. Use the phrases below to help you. You start first. • Is anything the matter? You look a bit down. • You’ve got to be kidding me! Can you think of something you have done that might have upset him/her? • Try and get it in perspective. Maybe he/she has problems and it isn’t you at all. • Why don’t you have a serious chat with him/her?

WRITING

9

Read this email you received from your Englishspeaking friend, Marianne.

Going to study in the USA! Hi, How are you? I haven’t seen you in ages. How are your studies going? Have you been doing anything exciting recently? Hey, I’ve got an offer of a place at university in the US! It’ll be a great opportunity for me to get a degree in engineering from a top college, but it’ll mean going abroad for a long time, and probably losing touch with all my friends here. I’m worried sick about this. I’m really not sure what to do − have you got any advice for me? Take care, Marianne Write your reply.

17

35

THE

02

Looking ahead VOCABULARY Cause and effect phrases, compound nouns for threats to the environment, describing wildlife and threats to wildlife GRAMMAR

Future forms for predictions, plans and hopes Use of English > page 191

SPEAKING

Problem solving

WRITING

A formal email

VIDEO

Grammar

Documentary

FUTURE’S…

dystopia /dɪsˈtəʊpiə/ an imaginary place where life is extremely difficult and a lot of unfair or immoral things happen

… BRIGHT

… TERRIFYING!

In many ways, human life on this planet is better than it’s ever been. In many countries across the world, violence and crime have been dropping steadily. This may be due to better education, or perhaps to a reduction in extreme poverty. In 2016, the proportion of the world’s population living in extreme poverty fell to below ten percent for the first time. With any luck, no one 1 will be living in this way within a few decades.

Let’s be honest. We may have seen some improvement in poverty and crime figures in recent decades, but why assume that this pattern will continue? I’d argue that for most people life is actually unlikely to get better from now on.

Technology is also making our lives easier and safer, and this trend is bound to continue as we develop more and more ways to use it. For example, driving is sure to become safer. Human error is the key reason for most car accidents, and well-programmed and designed driverless cars may save huge numbers of lives. Such cars are already a reality and are going to become more and more common in the next few years. And finally, life expectancy is already higher than it’s ever been and as a result of better nutrition and medicine, young people today are likely to live their increasingly happy lives until the age of 150.

Advances in robotics and artificial intelligence will not only drastically reduce the number of unskilled jobs available, but will also eliminate semi-skilled administrative jobs which can be done by a computer. By 2050, young people trying and failing, to get graduating today 2 will have been trying, a permanent job for most of their ‘working’ lives! In twenty to thirty years’ time, a few lucky people will be rich and the rest of us will be much poorer than we are now. Within twenty years, people will have stopped fighting over oil – 4 we’ll be fighting over water instead, as global heating is certain to lead to water shortages in many countries.

3

2A GRAMMAR AND VOCABULARY 1

In pairs, read the definition of ‘dystopia’ and discuss the questions. 1 Do you enjoy reading books, watching films or playing video games set in a dystopia? Give reasons for your answers. 2 What examples of books/films/series can you think of?

2

Read the magazine article about two different visions of the future. Which text is dystopian? Which of them is closest to your opinion about the future of our world?

18

REFERENCES

EXTRA ACTIVITY IN CLASS

VIDEO SCRIPT page 239

Do this activity at any point after Exercise 8 or at the end of the lesson. Put students in groups of three or four and ask them to come up with three ideas about what the English classroom will be like in fifty years. They should incorporate future forms for predictions in their ideas.

CULTURE NOTES page 206

36

After 3–5 minutes, groups share their ideas with the class. Have a class vote on the predictions students think will most likely come true.

FURTHER PRACTICE • Photocopiable extra Grammar Video activity 2, page 270

02 Future forms for predictions

3

9

1.13 Complete the article with the phrases from the box. Then listen and check.

THINK BACK Look at two predictions from the texts. Which verb form is used when there is some evidence now for the prediction? be going to

is likely to mean is unlikely will be eating will be living will definitely have to will have will have been working will have switched will have risen will probably taste

1 Driverless cars are already a reality and are going to become commonplace in the next few years. 2 A few lucky people will be rich and the rest of us will be much poorer than we are now.

4

What will we be eating in the future? At the turn of the twenty-first century, the population of the world was just under seven billion people, but according to the United Nations, by 2075 that figure 1 to more than nine billion. This 2 that we will need to use more and more land for housing, especially as it is predicted that by 2050 a third of people 3 alone.

Match the underlined phrases (1–4) in the article to these tenses.

□ □ □

a 3 Future Perfect Simple b 2 Future Perfect Continuous c 1 Future Continuous Now match the tenses a–c in Exercise 4 to the explanations 1–3 below. 1 2 3

6

7

□c an activity in progress at a specific time in the future □a an activity which will be completed by a specific time in the future □b an activity which continues up to a specific

Luckily, scientists are already working on alternatives to meat, such as insects and synthetic protein. It may sound disgusting, but in a few years, all of us 7 it! In fact, most scientists believe that by 2025, we 8 completely to cheap synthetic meat which 9 identical to the real thing.

point in the future

Choose the correct answers to complete the sentences. 1 By 2025, software will be able / will have been able to predict traffic jams before they even start. 2 In a few years, tablets won’t exist anymore. They will be / will have been replaced by a projection from your watch. 3 By the time today’s young people retire, they will be working / will have been working for seventy years or more. 4 I don’t think we will need / are going to need passwords anymore because computers will be able to recognise our faces. 5 In a few decades, everyone will be growing / will have been growing their own food on the roof of their house or apartment building. 6 In fifty years, we are all going to live / will all be living on Mars because we will have destroyed / will have been destroying our own planet.

Chiara Wilton, who works for a company developing artificial meat says, ‘By the end of this year, we 10 on this project for ten years and over that time we have seen incredible developments. It’s now almost impossible to tell the difference between our artificial meat and the real thing.’

10

Read the sentences from the articles on page 18. Which highlighted phrases refer to cause and which to effect? 1 This may be due to better education. cause 2 As a result of better nutrition and medicine, young people today are likely to live until the age of 150. cause 3 Global heating is certain to lead to water shortages. effect

11

Rewrite the sentences in Exercise 10 using the phrases from the box. You can rewrite two of the sentences in several ways.

12

Find four more examples of structures using be + adjective + infinitive in the articles and decide how definite the author is.

Exercise 11 1 This may have been brought about/caused by/ have resulted from better education. 2 As a consequence of better nutrition and medicine, young people today … 3 Global heating is certain to bring about/cause/give rise to/result in water shortages.

SPEAKING In groups, complete the sentence beginnings with your predictions for the future. Explain your choices. 1 By 2089, … 4 A hundred years from now … 2 By the time I … 5 In fifty years’ time, … 3 Within our lifetime … 6 By the time this school year ends, …

Look at the underlined phrase in the sentence. How likely does the author think the prediction is ? a almost definite b probable c improbable Technology is also making our lives easier and this trend is bound to continue as we develop more ways to use it.

Exercise 8 1 will have risen 2 is likely to mean 3 will be living 4 will have 5 is unlikely 6 will definitely have to 7 will be eating 8 will have switched 9 will probably taste 10 will have been working

a big cause of as a consequence of bring about cause (v) give rise to result from result in

GRAMMAR VIDEO

5

on the environment as It is obvious what impact this 4 more and more trees are bound to be cut down to make way for houses. We will also need to produce more and more food and it 5 that we will be able to produce enough meat to feed all those people without further damaging the natural environment. Our eating habits 6 change.

Exercise 7 Examples from the articles: driving is sure to become safer – a young people today are likely to live – b life is actually unlikely to get better – c global heating is certain to lead to water shortages – a

3 Read the prompt and watch the video. Say what the speakers answer. Then in pairs, complete the sentence. By the time I’m 65, I will have …

Grammar Reference and Practice > page 174

8

Read through the predictions in Exercise 6 again. In pairs, discuss how likely you think they are to happen. Use phrases from Exercise 7 and the article to explain your views.

• Grammar Reference and Practice, Student’s Book page 174 • Workbook pages 16–17/Online Practice • Photocopiable resource 6: 2050, pages 277, 295 • Extra digital activities: Grammar Checkpoint 2A

□ I can use a variety of forms to talk about future predictions.

19

ASSESSMENT Grammar Quiz 2A

NEXT CLASS Ask students to think about the environmental issues in their home town and make notes.

37

2B VOCABULARY | Threats to the environment Exercise 3 1 acid rain 2 endangered species 3 exhaust fumes 4 fossil fuels 5 global heating 6 greenhouse effect 7 habitat loss 8 ozone layer 9 renewable energy 10 soil erosion 11 toxic waste 12 vehicle emissions 13 water scarcity 14 wind turbine

1

In pairs, look at the ‘before and after’ photos. What do you think happened? What impact did it have?

Before ...

3

PRONUNCIATION Read the compound nouns in Exercise 2 aloud. Is the stress on the first or the second word for each compound noun? Underline the correct word.

4

1.14 Study Active Vocabulary. Then listen again 1 and check your answers to Exercise 3. Practise saying the compound nouns.

ACTIVE VOCABULARY | Compound nouns • A compound noun is made up of two words. Usually the first part of the compound tells us the type or purpose of the second noun, e.g. climate change (climate tells us what type of change we are talking about). • The first word can be a noun, adjective or a verb, but the second word is always a noun, e.g. climate change (noun, noun), industrial waste (adjective, noun), swimming pool (verb, noun). • When both words are nouns, the stress is always on the first noun, e.g. climate change. When the first word is an adjective or a verb, the stress is on the second word, e.g. industrial waste.

Exercise 5 1 global heating 2 fossil fuels 3 soil erosion 4 exhaust fumes/ vehicle emissions 5 wind turbine, renewable energy 6 habitat loss, endangered species 7 toxic waste 8 Acid rain 9 water scarcity

5

After ...

2

1.14 Complete the compound nouns with the nouns from the box. Then listen and check.

1 Average temperatures around the world have risen by 1.5 degrees in the last century, almost certainly . as a result of 2 Eighty percent of the energy we consume is provided by which pollute the atmosphere. 3 Deforestation causes because tree roots are no longer in place to bind the earth together. 4 It is claimed that from cars kill twice as many people as accidents caused by vehicles. 5 Up to 300 homes can be powered by one , . using 6 is the greatest threat to which are close to extinction. 7 For safety reasons, must be stored in sealed containers underground. 8 damages buildings, forests, and kills fish. 9 By 2025, around 1.8 billion people are likely to face as a result of climate change (mainly droughts and floods).

6

effect emissions energy erosion fuels fumes layer loss rain scarcity species turbine heating waste

20

acid rain endangered species exhaust fumes fossil fuels global heating greenhouse effect habitat loss

ozone layer renewable energy soil erosion toxic waste vehicle emissions water scarcity wind turbine

□ I can talk about threats to the environment.

REFERENCES VIDEO SCRIPT page 239

EXTRA ACTIVITIES IN CLASS

38

8 9 10 11 12 13 14

• Before Exercise 1, elicit information on environmental issues faced in students’ local areas. Write any common ones on the board and try to establish which issue poses the biggest threat.

REFLECT | Culture In small groups, make a list of at least three environmental issues for each of the categories below. Then choose one category and present your choices to the class. Give reasons for your answers and say what people could do to deal with these problems. 1 The most urgent issues to deal with. 2 The issues where it would be easier to change people’s behaviour. 3 The issues which most affect people living in poorer countries.

DOCUMENTARY VIDEO

1 2 3 4 5 6 7

Complete the sentences with compound nouns from Exercise 2.

4 WATCH AND REFLECT Go to page 163. Watch the documentary The plastic whale and do the exercises.

• After Exercise 6, put students in groups and allocate one of the issues from Exercise 2 to each group. Groups research the issue online for 2 minutes, then present their findings to the class in quick presentations. Students can also complete the task for homework and present their ideas at the beginning of the next lesson.

FURTHER PRACTICE • Workbook page 18/Online Practice • Photocopiable resource 7: It’s a match, pages 278, 296 • Extra digital activities: Vocabulary Checkpoint 2

ASSESSMENT Vocabulary Quiz 2

02

2C LISTENING AND VOCABULARY 1

SPEAKING In pairs, look at the photos and make a list of weather-related vocabulary to describe them. Which of the types of weather have you heard about or experienced recently?

A

5

1 2 3 4 5 6 7 8 9 10

B

C

Study Active Listening. Then match the phrases for signposting 1–10 with the functions a–f.

□d I’m going to be talking about … □a To begin with, … □c … when, in reality,/in fact, … □b In other words, … □a The second thing that people often seem to think is … □c The fact is that … □a Then there are the people who … □c … whereas … □f Similarly, … □e So, to sum up, …

a sequencing an argument b indicating that the speaker is going to paraphrase what he/she just said c indicating that the speaker is going to argue against what he/she just said d introducing the topic e concluding f indicating that the speaker is going to give another example

D

ACTIVE LISTENING | Understanding signposting ‘Signposts’ are words or phrases that help you to follow what a speaker is saying, especially in a presentation or lecture. They can also indicate how something relates to what has already been said.

2

Make more weather-related collocations, using the nouns from the box.

6

floods heat humidity rain snow temperatures weather winds 1 blistering 2 freak 3 gale-force 4 heavy

3

/ /

/

/

5 high 6 scorching / 7 soaring 8 sub-zero 9 torrential

1 The percentage of scientists who believe that climate . change is real is about 2 To understand changes to climate, it is necessary to rather than the current weather. look at the 3 It is possible that warmer weather may actually cause . more 4 In the past temperature changes were gradual and caused by natural factors such as solar activity and . 5 Industrial developments have been responsible for increased emissions of greenhouse gases, which have . risen sharply, particularly since 6 While carbon dioxide may help plants to grow, it also . causes freak weather which destroys 7 Higher temperatures may benefit people living in but not elsewhere.

/ /

In groups, discuss the questions. 1 What problems do such weather conditions cause? 2 Do you think that the weather is changing? If so, what is causing that? 3 Look at some arguments people make about climate change. Do you think there is any truth in them? • Many scientists say that climate change isn’t real. • The temperature is actually cooling rather than heating up. • Climate change is not being caused by human beings, it’s just a natural temporary change in temperature. • Climate change has more positive than negative effects.

4

1.15 Listen again and complete the notes with no more than three words in each gap.

7

Exercise 2 1 heat, temperatures 2 weather, temperatures, winds 3 winds 4 rain, snow 5 temperatures, humidity 6 heat, temperatures, weather 7 temperatures 8 temperatures 9 rain Exercise 6 1 97 percent 2 (overall weather) trends 3 snowfall 4 volcanic eruptions 5 the 1950s 6 crops 7 (northern) Europe

REFLECT | Society In groups, discuss the questions. 1 Do you think recent changes in climate and weather are due to natural or human causes? Do you find the arguments in the lecture convincing? Say why. 2 Is climate change something that you worry about? Say why. 3 What do you think individuals can do to make a difference?

1.15 Listen to a lecture about climate change myths and facts. Does the speaker agree with any of the arguments in Exercise 3? no

□ I can understand signposting in a lecture and talk about climate change. REFERENCES AUDIO SCRIPT page 216

EXTRA ACTIVITY IN CLASS Do this activity after Exercise 6. In pairs, students each choose a collocation from Exercise 2 but do not tell their partner

which one. They pretend to look outside and say one sentence to describe the weather they have chosen. Their partner guesses the collocation.

FURTHER PRACTICE • Workbook page 19/Online Practice

21

• Photocopiable resource 8: Climate change myths and facts, pages 278, 297

NEXT CLASS Ask students to research and make notes on one endangered animal and what threats it faces.

39

2D READING AND VOCABULARY Exercise 2 • They are endangered species. • They are less known, considered not ‘exciting’ enough to get as much media coverage as ‘carismatic megafauna’.

1

In pairs, look at the photos on page 23. What do you think all these creatures have in common?

2

Read the article on page 23 quickly and find two things the creatures have in common.

3

Read the article again and match questions 1–10 with paragraphs A–E. Each paragraph may be chosen more than once.

Exercise 6 1 endangered 2 solitary 3 predators 4 extinct 5 cuddly 6 claws

6

The

In which paragraph does the author … 1 D suggest that a creature’s natural defence mechanism makes it more vulnerable to humans? 2 A tell us what kind of creatures get the least funding in terms of research and preservation? 3 C explain how the behaviour of a particular creature protects the environment in which it lives? 4 D tell us about a creature whose body is perceived as useful by some humans? 5 E mention a belief that a particular creature might be a good/bad sign 6 B explain how a creature’s physical features protect it from an extreme environment? 7 A explain why wildlife conservation institutions often choose certain animals to represent them? 8 C mention that a specific creature had disappeared completely from the wild before being brought back? 9 D describe an animal that is very different from others in its class? 10 C mention that one of the species is likely to become extinct as a result of chemical pollution?

□ □ □ □ □ □ □ □ □ □

4

5

blue whale The blue whale is the largest (and noisiest!) animal on the planet, but with less than 25,000 of these creatures . Blue whales are 2 left, they are critically 1 animals, preferring to travel alone or in small groups. other than man. They have few natural 3 Nowadays, they are a protected species, but they are still very much threatened by habitat loss caused by pollution and global heating.

The

pygmy tarsier

Write the highlighted words from the article under the correct heading. Animals

Parts of the body Adjectives to describe a creature

invertebrates crustaceans mammals reptile primate

backbone fins skeleton beaks scales claws

extinct slimy marine cuddly

Until 2008, the tiny pygmy tarsier was assumed to be ; nobody had seen one for many years before a team of anthropologists found a small group in the mountains of Sulawesi Island in Indonesia. , with The animals look very cute and 5 what looks like a permanent smile. Unlike larger on their hands and feet, tarsiers, they have 6 rather than nails – possibly to help them climb the slippery trees in their damp environment. 4

endangered nocturnal furry solitary

Complete the collocations from the article with the correct words from the box. Then check your answers in the text.

7

22

2

3

8

In the last 500 years, human activity has caused the extinction of over 800 species. One in four mammals, one in eight birds and one in three amphibians are in danger of extinction. In the UK last year, the government allocated £5,735 per vertebrate species, £95.82 per plant species and £4.32 per invertebrate species for research and protection.

SPEAKING Work in pairs. Go to page 196. Prepare a presentation.

□ I can identify specific details in an article and talk about endangered species.

REFERENCES CULTURE NOTES page 206

EXTRA ACTIVITIES IN CLASS • Lead in to the topic of the lesson by referring students to the notes they made at home. Put them in pairs or

40

SPEAKING In groups, discuss these statistics. What can be done about the situations? How could less popular species be ‘marketed’? 1

chemical critically extinct natural poisoning 1 Animals that are classified as ‘endangered’ are at risk of becoming extinct . 2 Leadpoisoning is life-threatening and requires immediate care. 3 Tigers – the largest living cats on Earth – are at the top of their food chain so they have no natural predators. 4 Potentially harmful chemical pesticides are used to kill pests such as insects, rodents, fungi or weeds. 5 The orangutan, black rhino or Amur leopard are critically endangered which means they are facing an extremely high risk of extinction.

Complete the short texts below with words from Exercise 4 and 5.

small groups to discuss and compare their answers, then invite a few students to share their answers with the class. • As an extension to Exercise 7, ask groups to research one of the statistics to find out more information. Give them 2 minutes to research the issue using

the Internet, then ask groups to present their findings to the class in a quick thirty-second presentation. If students do not have access to the Internet in class, ask them to complete the task for homework and present their ideas at the beginning of the next lesson.

THEY NEED SAVING TOO!

02

1.16

A Think of an endangered species. What comes to mind? The giant

panda, the blue whale, the snow leopard? And what do these creatures all have in common? They’re known as ‘charismatic megafauna’, in other words, large species of animals which appeal 5 to a lot of people. It’s no accident that the symbol of the World Wide Fund for Nature is a giant panda. These animals are cute or beautiful, or both, and of course we all want to save them. This popularity enables organisations such as the WWF to raise much-needed money to support a range of critically endangered species and protect their habitats. 10 However, less well-known or ‘exciting’ creatures are far more likely to actually become extinct because they don't get enough attention from researchers. Invertebrates (animals without a backbone backbone) make up over ninety percent of all the creatures on Earth, but get only a tiny percentage of the money available to protect our wildlife because people just don’t 15 connect to them in the way that they do to a tiger or an elephant.

the blob fish the California condor

B

And what about those creatures that many people would find positively ugly? The Ugly Animal Preservation Society’s mascot is the blob fish, voted the world’s ugliest animal. With its tiny eyes, big mouth and slimy pink body it’s far from attractive. This marine creature lives deep in the ocean, where the skeleton, which keeps 20 pressure is very high. As a result, it has tiny fins and no skeleton it from being crushed by the water pressure. Unfortunately, when fishing boats sweep the ocean floor, looking for other fish and crustaceans, these fish can get swept into the nets accidentally, which is causing their numbers to drop.

C

The California condor is another accidental victim of human activity. These huge birds with bald heads and big beaks weigh up to fourteen kilos, have a wingspan of up to two metres and can live as long as sixty years. They play an important role in the ecosystem by feeding on dead animals, thus preventing the spread of disease. Reintroduced into the wild after becoming extinct, other than in captivity, they are now under threat once more because of chemical pesticides introduced into the food 30 chain and lead poisoning from the ammunition used to kill the animals they feed on. 25

D The threat faced by the pangolin, however, is far from accidental. They are more

the aye aye

often targeted by poachers than any other animal in the world. Unique among mammals, it is covered in scales mammals scales, like a reptile reptile. They may not look very cuddly or cute, but these scales are highly prized in traditional Chinese medicine, which has caused 35 the population of pangolins in China to fall by up to ninety-nine percent since the 1960s. However, there is no research evidence that the medicine actually has a beneficial effect. Pangolins are a type of anteater. They have no teeth, but their claws are strong enough to dig through concrete. Their name in Cantonese means ‘the animal that digs through the mountain’. They are easy to catch because when 40 threatened they roll up into a ball. Their scales protect them from their natural predators, which cannot bite them, but it’s simple for a poacher to just pick them up.

E

Other creatures become endangered precisely because people find them ugly. Take the aye aye for example. Found only on the island of Madagascar, the aye aye primate. During the day they sleep in nests in the trees, 45 is the world’s largest nocturnal primate coming out to hunt at night. They are solitary creatures, furry furry, but strange looking, with big eyes, large ears and long, thin, pointed fingers. The middle finger is particularly thin and they use it to gently knock on trees. Then they reach into the tree and pull out any insects that respond to the knocking. Unfortunately, the way they look means that 50 they are traditionally considered an omen of bad luck. Some people even GLOSSARY believe that if they point that thin middle finger at someone, they will die. As a result, they are often killed, even though, like many endangered species, poacher – someone who illegally they are now protected by law. catches or shoots animals predator – an animal that kills and eats other animals  reintroduce – bring an animal back to an area after it has not existed there for some time wingspan – the distance from the end of one wing to the end of the other

the pangolin

23

FURTHER PRACTICE

NEXT CLASS

Workbook pages 20–21/Online Practice

Ask students to note down what recycling facilities there are in their area. If they don’t know, they should do an Internet search to find out. Students should think about whether they recycle enough and what else they can do to reduce waste.

41

Do you have an idea to help our school better

protect the environment?

Exercise 4 1 torn between 2 my finger on it 3 grab me 4 good point 5 spot on 6 we go with 7 as if we agree

2E SPEAKING

We have up to £1000 available to help you get your idea off the ground!

1

In pairs, look at the notice for a competition. Can you think of an idea that could help your school to protect the environment?

Complete the form to tell us about your idea and you might get a grant to make it a reality!

2

1.17 Go to page 197 and study some ideas for the 1 competition in Exercise 1. Then listen to a student committee discussing the ideas. Which idea do they finally choose?

3

1.17 Complete the Speaking box with the words from the 1.17 box. Listen to the conversation again and check your answers.

4

1.18 Complete the discussion with phrases from the Speaking box. Listen and check. Sam Which poster do you prefer? this one with Milo I don’t know. I’m 1 the water bottle, and that one with the bright colours. , but the one with the Jess I can’t put 2 . water bottle doesn’t 3 Milo Maybe it’s just not as original? Sam I don’t think this idea will really inspire people to take part. It takes a lot of effort to remember to bring in a reusable bottle. We need to think about how to motivate people to do it. , but maybe that depends Milo That’s a 4 on how we present the concept? Jess Yes, you’re 5 , Milo! That’s why we need a poster that really makes an impact. Sam OK, let’s make a decision on which poster the one with the bright then. Will 6 colours? Jess Yes, it looks 7 that one is the best idea.

5

In pairs, discuss the ideas for the competition in Exercise 1 and reach a decision. Use the language in the Speaking box.

6

In small groups, look at three posters on page 197. Choose one of the posters, giving reasons for your choice. Use language from the Speaking box.

banning single-use bottles

fence finger grab mind second spot track what with

SPEAKING | Problem-solving Expressing indecision I’m torn between … and … I’m on the 1 fence (about) … I’m having 2 second thoughts. I can’t make up my 3 mind . On the one hand, … but on the other hand, … I can’t put my 4 finger on it, but … Expressing agreement You’re 5 spot on! That’s 6 what I was going to say! Absolutely! Expressing disagreement It doesn’t 7 grab me. I think we’re on the wrong 8 track . That’s a good point, but … Ok, but another option might be … Seriously?! Reaching a decision So, let’s make a decision on this. Okay, so shall we go 9 with …? It looks as if we agree that …

24

□ I can use fixed phrases to express indecision, agreement, disagreement.

REFERENCES AUDIO SCRIPT page 217

EXTRA ACTIVITIES IN CLASS

42

• Before Exercise 1, refer students to the notes they made at home and invite them to share their findings with the class. List their ideas on the board and keep them till the end of the lesson.

• After Exercise 6, refer students to the list on the board. In pairs, ask them to discuss and decide on two ideas to adopt to help their own local environment, using language from the Speaking box. If there is time, invite different pairs to share their ideas with the class.

FURTHER PRACTICE Workbook page 22/Online Practice

02

2F GRAMMAR 1

In pairs, look at the infographic and discuss the questions.

6

1 Do these statistics surprise or shock you? Say why. 2 Do you ever consider environmental issues when buying clothes? Say why.

set up a small business recycling and 1 So, I customising denim. selling them online once I have enough items 2 I to sell. start working on a project to design a shop 3 I window display. go on display to the public at the beginning 4 It of next week. get an expert to come in and talk to the 5 So, I whole school about the topic. at 7 p.m. at the auditorium. 6 It

THE CLOTHING INDUSTRY Clothing production doubled from 2000 to 2014, and the number of garments purchased each year by the average consumer increased by 60 percent. Consumers keep clothing items about half as long as they did fifteen years ago, throwing them away after just seven or eight wears.

GREENHOUSE GASES

23

1.20 Look at these sentences from the recording. Then read the rules a–d below and complete the sentences with an appropriate form. Listen and check.

We use these phrases to talk about the future: a for plans, we can use be planning/hoping to + infinitive or be thinking of + gerund b for things happening very soon, we can use be about to + infinitive c for timetabled events, we can use be due to + infinitive d for formal or official arrangements, instructions or commands, we can use be to + infinitive

Making one kilo of fabric generates an average of twenty-three kilos of greenhouse gases!

2

1.19 Listen to three students talking on a radio programme. What projects are they involved in?

3

1.19 Listen again. Why are denim and cotton bad for the environment? How is Erin planning to sell her denim? How is Janie hoping to change people’s opinions?

Grammar Reference and Practice > page 174

7

Look at the rules in Exercise 6 again. Choose the correct verb forms to complete the mini-conversations. Jon

I’ve decided. I 1am going to give up / will give up buying new clothes for a year. Amy Really? Why’s that? Jon I think we all buy too many clothes and I 2am thinking / am hoping to save some money as well.

Future forms for plans and hopes

4

Match the examples of future forms from the recording with the explanations a–e.

□ □ □ □ □

1 c I’m going to turn them into pairs of shorts. 2 e Send me the details … and I’ll take a look. 3 a She’ll be explaining how to understand the labels on clothes. 4 d I’m meeting her next week to finalise the plans. 5 b It starts at 7 p.m. in the auditorium. a to talk about an action that is expected to happen in the normal course of events b to talk about a timetabled or scheduled future event c to talk about something which has already been decided d to talk about a future arrangement with another person e to talk about a future action decided at the moment of speaking

5

In pairs, discuss the pairs of sentences. Explain the difference in meaning, if any. 1 a I’m having lunch with Josie tomorrow. b I’m going to have lunch outside today because the weather’s lovely. 2 a Which platform does the train leave from? b The train will be leaving soon. Hurry up! 3 a Sorry about breaking your favourite mug. I’ll buy you a new one, I promise. b I’m going to buy a new coat this afternoon.

Mary Emma Mary Emma Mary

8

Why are you still awake? The online sale 3starts / is about to start at 2 a.m. Are you really 4planning / due to stay up that long? You’re right. I think I 5have / will have a nap now and set my alarm for 1.55 a.m. You’re crazy!

SPEAKING In groups, discuss these ideas.

Exercise 5 1 Both are used for future plans, but the Present Continuous is specifically about an arrangement with another person. 2 The Present Simple is used for a timetabled or scheduled event; the Future Continuous is used here to talk about what the speaker expects to happen in the normal course of events (trains usually leave when expected). 3 Will is used to describe a decision at the moment of speaking (the speaker didn’t know beforehand that they would break the mug); be going to describes an action which has already been planned or decided. Exercise 6 1 am planning/hoping to (a) 2 am thinking of (a) 3 am just about to (b) 4 is due to (c) 5 am planning to (a) 6 starts (c)

An item of clothing you’re about to buy. A project you’re hoping to complete soon. An exciting activity you’re doing this weekend. An event which is due to take place in your town this month. 5 Something you’re going to do when you have enough money.

REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 217

• Grammar Reference and Practice, Student’s Book page 174

Grammar Quiz 2F

After Exercise 8, students imagine they want to help the environment by changing the way they consume clothing. In pairs or groups, they discuss what they are about to do / are going to do / will be doing next year.

Exercise 3 Because of all the chemicals involved in making it dark blue. She’ll sell the items online. Janie wants to design a shop window display using only recycled clothes and textiles for people to see how great recycled clothes can look so that people would think twice before they throw old clothes away.

1 2 3 4

□ I can use a variety of forms to talk about plans and hopes. EXTRA ACTIVITY IN CLASS

Exercise 2 • recycling and customising denim clothes • designing a shop window display using only recycled clothes and textiles • educating other students about sustainable fabrics

• Workbook page 23/Online Practice • Photocopiable resource 9: Cover it!, pages 278, 298 • Extra digital activities: Grammar Checkpoint 2F

25

NEXT CLASS Ask students to make a list of situations when they might need to send a formal email.

43

2G WRITING AND VOCABULARY | A formal email From: Sean Bright To: Customer Service Subject: Reduce plastic!

yesterday at 20.13

Dear Sir or Madam, I am writing to draw your attention to a pressing problem to which your stores are contributing significantly by their use of non-biodegradable plastic packaging.

A

Like many others, B I am deeply concerned by the huge quantity of plastic used to package items which simply do not require it. We are told that since the 1950s the world has produced 8.3 billion tonnes of plastic, of which around seventy-nine percent has been thrown into a landfill or left as waste in the general environment. C It is essential that we all take immediate action to prevent this. Much of this plastic is a result of unnecessary packaging. It is vital that this is reduced as much as possible. Some supermarkets have managed to cut the amount of plastic packaging by using sustainable cardboard instead of plastic, or simply by removing unnecessary plastic from tissue boxes, pizza boxes and other items. I would ask you to investigate alternative forms of packaging for your products as a matter of urgency. In the meantime, perhaps the quickest way to start to tackle this problem would be to sell fruit and vegetables without any extra packaging, creating a plastic-free aisle, where customers could use paper bags or their own reusable containers. Around a third of consumers say that they base their buying decisions on ethical practices, so providing an opportunity to buy fruit and vegetables plastic-free could help you to win over a large number of new customers. D I urge you to consider these possible solutions very seriously, and do everything in your power to reduce the amount of plastic you use in packaging, to protect the future of the planet.

I look forward to your response. Yours faithfully, Sean Bright A

Exercise 2 Sean describes the use of unnecessary plastic packaging. He suggests using sustainable cardboard, removing unnecessary plastic, and selling fruit and vegetables without any extra packaging.

26

1

B

In pairs, look at the photos and answer the questions. 1 In which photo do the vegetables look more appealing? Say why. 2 What environmental problems do you think the plastic packaging might cause?

□ I can write a formal email.

EXTRA ACTIVITIES IN CLASS • Lead in to Exercise 1 by referring students to the notes they made at home. Elicit some of their ideas and write them on the board. Encourage polite disagreement if appropriate. • Do this activity to help students with ideas for the writing task in Exercise 9.

44

2

Read Sean's email to Customer Service. What problem does he describe and what three solutions does he suggest?

3

Read the email again. Do you think that the problems and solutions the writer describes are likely to persuade the reader that something should be done?

Once students have discussed their ideas in pairs or groups in Exercise 8, invite representatives from different pairs/groups to share their ideas with the class. List students’ ideas on the board and get them to copy the list into their notebooks. This will give them a larger pool of ideas to choose from when they do the writing task.

FURTHER PRACTICE Workbook page 24/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 28–29.

02 4

Complete the Writing box by matching the sentence beginnings 1–12 with the endings a–l.

6

1 I heard that plastic litter in the sea is harming more than 600 species. (estimated) 2 It’s important to look after nature. (vital) 3 You’ve got to stop using plastic packaging! (urge) 4 All the best, James. (faithfully) 5 I’m really bothered by the amount of plastic we use. (concerned) 6 Get rid of plastic packaging! (banned) 7 I’m writing to tell you how bothered I am about … (express) 8 You should look into other options. (ask/investigate) 9 It’s important to do this right away. (essential/action) 10 You must do this very soon. (done/urgency)

WRITING | A formal email Greeting and signing off 1 c If you know the name of the person, 2 b If you don’t know the name of the person, 3 d If you start a letter Dear Sir/Madam, 4 a If you start a letter with the name of the person,

□ □ □ □

a b c d

end the letter Yours sincerely. start the letter Dear Sir or Madam or Dear Sir/Madam. start the letter Dear Mr/Mrs/Ms Smith. end the letter Yours faithfully.

Structure of the email (or letter) 5 h In the introduction, 6 f In the main paragraphs, 7 e In the final paragraph, 8 g Before you sign off,

□ □ □ □

e f g h

□ □ □ □

i j k l

5

7

use reduce rather than cut down on. use We are told that rather than Some people say. use I would ask you to rather than Please …. use I am writing not I’m writing. Read the email again. Match the underlined phrases A–D to the categories below. Giving your reasons for writing I am writing to express my concern about … 1 I am writing to draw your attention to … I am writing with regard to … Explaining why the issue is important 2 I am deeply concerned by … I am extremely worried that … I find it unacceptable that … It is for these reasons that I … Making a point forcefully 3 It is essential that … The situation cannot be allowed to continue. Call to action/asking for action I would ask you to … 4 I urge you to … I would be grateful if you could …

Match adjectives from box A and verbs from box B to sentences 1–4 to make collocations with the words problem and solution. A complex ideal fundamental minor realistic significant simple workable

ask the recipient of the email/letter to take some action. state the problem(s) and offer some solutions. mention that you expect a reply. state your reasons for writing.

Formal writing conventions 9 l Don’t use contractions, e.g. 10 i Avoid using phrasal verbs, e.g. 11 j Make points less personal/direct by using passives, e.g. 12 k Make your tone less direct by using hypothetical constructions, e.g.

Rewrite the sentences in a more formal style using the words in brackets.

B address deal with face implement offer provide

Exercise 6 1 It is estimated that plastic litter in the sea … 2 It is vital to look after nature. 3 I urge you to stop using plastic packaging. 4 Yours faithfully, James (+ surname) 5 I am deeply concerned by the amount of … 6 Plastic packaging should be banned. 7 I am writing to express my concern about … 8 I would ask you to investigate other options. 9 It is essential to take immediate action. 10 This must be done as a matter of urgency. Exercise 7 1 complex, fundamental, minor, significant 2 address, deal with, face 3 ideal, realistic, simple, workable 4 implement, offer, provide

1 I am writing to draw your attention to a pressing / / / / problem … 2 However, probably the simplest way to tackle / / / this problem would be … 3 I would suggest that this could be a(n) viable / / / / solution. / 4 A committee might be able to devise / / a solution to the problem.

8

SPEAKING Read the factfile below. Is the situation similar in your country? Can you think of any other solutions to the problems caused by this type of coffee cup?

9

WRITING TASK Write a formal email to a coffee shop chain in your country. Describe the problem of disposable cups and urge the chain to take action. Use your ideas from Exercise 8 and the language from this lesson to help you.

Disposable coffee cups

The problem The UK uses 2.5 billion paper coffee cups per year – less than 1 percent of them are recycled. The cups have a plastic coating which can only be recycled at specialist units. Possible solutions • The cups could be changed so there is a plastic lining which can be detached. • Customers could pay a fee to ‘rent’ a reusable cup and get the money back when they return it. • Cups could be made of something edible, like an ice cream cone. • Customers could be charged extra if they don’t bring their own cup (rather than getting a discount if they do).

27

45

Word List

Exercise 1 1 expectancy 2 emissions 3 beneficial 4 landfill 5 Disposable

REMEMBER MORE 1 Complete the statements with words from the word list in the correct form. Then decide which statements are false.

□

Make collocations, using the verbs from the box. Then check with the word list.

be sure to /ˌbi ˈʃɔː tə/ bring about (phr v) /ˌbrɪŋ əˈbaʊt/ cause (n, v) /kɔːz/ countless (adj) /ˈkaʊntləs/ driverless car /ˈdraɪvələs ˌkɑː/ drop steadily /ˈdrɒp ˌstedəli/ dystopia (n) /dɪsˈtəʊpiə/ dystopian (adj) /dɪsˈtəʊpɪən/ face sth /ˈfeɪs ˌsʌmθɪŋ/ fight over sth /ˌfaɪt ˈəʊvə ˌsʌmθɪŋ/ give rise to sth /ˌɡɪv ˈraɪz tə ˌsʌmθɪŋ/ human error (n) /ˌhjuːmən ˈerə/

increasingly (adv) /ɪnˈkriːsɪŋli/ key reason /ˈkiː ˌriːzən/ lead to sth /ˈliːd tə ˌsʌmθɪŋ/ life expectancy (n) /ˌlaɪf ɪkˈspektənsi/ nutrition (n) /njuːˈtrɪʃən/

extinction (n) /ɪkˈstɪŋkʃən/ for safety reasons /fə ˈseɪfti ˌriːzənz/ fossil fuel (n) /ˈfɒsəl ˌfjuːəl/ global heating /ˌɡləʊbəl ˈhiːtɪŋ/ greenhouse effect (n) /ˌɡriːnhaʊs ɪˈfekt/ habitat loss (n) /ˌhæbətæt ˈlɒs/ industrial waste /ɪnˌdʌstriəl ˈweɪst/ ozone layer (n) /ˈəʊzəʊn ˌleɪə/ pollute (v) /pəˈluːt/ provide sth (v) /prəˈvaɪd ˌsʌmθɪŋ/ renewable energy /rɪˌnjuːəbəl ˈenədʒi/ sealed container /ˌsiːld kənˈteɪnə/ soil erosion (n) /ˈsɔɪl ɪˌrəʊʒən/ store (v) /stɔː/ threat to sth (n) /ˈθret tə ˌsʌmθɪŋ/ toxic waste (n) /ˌtɒksɪk ˈweɪst/ vehicle emissions (n) /ˌviːɪkəl ɪˈmɪʃənz/ water scarcity (n) /ˈwɔːtə ˌskeəsəti/ wind turbine (n) /ˈwɪnd ˌtɜːbaɪn/

2C LISTENING AND VOCABULARY 5.10

Write words or phrases with opposite meanings. Then check with the word list.

obvious (adj) /ˈɒbviəs/

benefit sb (v) /ˈbenəfɪt ˌsʌmbɒdi/

permanent (adj) /ˈpɜːmənənt/

blistering heat/temperature /ˌblɪstərɪŋ ˌhiːt/ ˌtemprətʃə/

1 vertebrate – invertebrate 2 sub-zero temperatures –

projection (n) /prəˈdʒekʃən/

predict (v) /prɪˈdɪkt/

reduce (v) /rɪˈdjuːs/

3 drop steadily – rise sharply 4 single-use – reusable

reduction (n) /rɪˈdʌkʃən/

Complete the phrases with the correct adjectives formed from the words in bold. Then check with the word list.

semi-skilled job /ˌsemiˈskɪld ˌdʒɒb/

1 2 3 4 5

unskilled job /ˌʌnˈskɪld ˌdʒɒb/

result from/in sth /rɪˈzʌlt frəm/ɪn ˌsʌmθɪŋ/

changes GRADE puppies FUR possibilities COUNT flowers EAT energy NEW

switch (v) /swɪtʃ/ synthetic protein /sɪnˌθetɪk ˈprəʊtiːn/

water shortage (n) /ˈwɔːtə ˌ ʃɔːtɪdʒ/ with any luck /wɪð ˌeni ˈlʌk/

carbon dioxide (n) /ˌkɑːbən daɪˈɒksaɪd/ freak weather /ˌfriːk ˈweðə/ gale-force wind /ˈɡeɪlˌfɔːs ˌwɪnd/ gradual (adj) /ˈɡrædʒuəl/ greenhouse gas /ˌɡriːnhaʊs ˌɡæs/ heat wave /ˈhi:t weɪv/ heavy snow/rain /ˌhevi ˈsnəʊ/ˈrein/ humidity (n) /hjuːˈmɪdəti/ rise sharply /ˈraɪz ˌ ʃɑːpli/ scorching temperature /ˈskɔːtʃɪŋ ˌtemprətʃə/ soaring (adj) /ˈsɔːrɪŋ/ solar activity /ˌsəʊlə ækˈtɪvəti/

Do the task below.

sub-zero temperature /ˌsʌb ˈzɪərəʊ ˈtemprətʃə/

Write your own quiz similar to the one in Exercise 1 above. Find some interesting facts and write 4 true/false sentences with the phrases from the word list. You may challenge your classmates or publish your quiz online.

temporary (adj) /ˈtempərəri/

EXTRA ACTIVITIES IN CLASS • Write anagrams of 6–8 words from the word list on the board. Individually or in pairs, students try to solve the anagrams as quickly as they can. The first student/pair to do so wins. To make the activity easier, you could choose words from a category

46

be due to /ˌbi ˈdjuː tə/

improvement (n) /ɪmˈpruːvmənt/

blistering/scorching temperatures

28

exhaust fumes /ɪɡˈzɔːst ˌfjuːmz/

□

go extinct 1 2 make an impact 3 express concern 4 tackle a problem 5 draw attention

5

endangered species /ɪnˌdeɪndʒəd ˈspiːʃiːz/

as a consequence/result of /əz ə ˈkɒnsəkwəns/ rɪˈzʌlt əv/

be likely/unlikely to /ˌbi ˈlaɪkli/ʌnˈlaɪkli tə/

draw express go/become make tackle

4

deforestation (n) /diːˌfɒrəˈsteɪʃən/

artificial intelligence /ˌɑːtɪˈfɪʃəl ɪnˈtelədʒəns/

be bound to /ˌbi ˈbaʊnd tə/

5

Exercise 4 1 gradual 2 furry 3 countless 4 edible 5 renewable

bind sth together /ˈbaɪnd ˌsʌmθɪŋ təˌɡeðə/

□

□

5.9

acid rain (n) /ˌæsɪd ˈreɪn/

alternative to sth /ɔːlˈtɜːnətɪv tə ˌsʌmθɪŋ/

2

one of the lowest average (84.2 years). life e A simple and effective way to reduce vehicle e is to drive at steady speed. F Sugar has a b effect on the brain – it helps us learn faster and remember more. Each year, over 140 million pound's worth of clothing is thrown away and ends . up in l  D plastic cutlery and straws are on the way out. There are plenty of ecofriendly alternatives.

2B VOCABULARY

advances in sth /ədˈvɑːnsəs ɪn ˌsʌmθɪŋ/

□F Japan is a country with

4

3

5.8

1

3

2

2A GRAMMAR AND VOCABULARY

(e.g. Threats to the environment, Weather, Describing animals) and give students that category before they begin. • Students choose 6–8 words from the word list (or one word from each lesson) to describe to a partner. In pairs, they take turns to describe the words for their partner to guess.

torrential rain /təˈrenʃəl ˈreɪn/ variation (n) /ˌveəriˈeɪʃən/

To make it easier, students can tell each other which section the word is in. • Divide the class into teams. Give each team in turn a word of phrase from the word list. They have to use it correctly in a sentence. Each correct sentence gives each team one point, and the team with the most points at the end are the winners.

02 2D READING AND VOCABULARY 5.11 5 allocate (v) /ˈæləkeɪt/ amphibian (n) /æmˈfɪbiən/ anteater (n) /ˈæntˌiːtə/ anthropologist (n) /ˌænθrəˈpɒlədʒɪst/ appeal to sb (v) /əˈpiːl tə ˌsʌmbɒdi/ backbone (n) /ˈbækbəʊn/ be under threat /ˌbi ˌʌndə ˈθret/ beak (n) /biːk/ become/go extinct /bɪˌkʌm/ˌɡəʊ ɪkˈstɪŋkt/ beneficial effect /ˌbenɪˈfɪʃəl ɪˈfekt/ blue whale (n) /ˈbluː ˌweɪl/ chemical pesticides /ˌkemɪkəl ˈpestɪsaɪdz/ claw (n) /klɔː/

reintroduce (v) /ˌriːɪntrəˈdjuːs/

research evidence /rɪˈsɜːtʃ ˌevɪdəns/ scale (n) /skeɪl/

address a problem /əˌdres ə ˈprɒbləm/ aisle (n) /aɪl/ appealing (adj) /əˈpiːlɪŋ/

skeleton (n) /ˈskelətən/

as a matter of urgency /əz ə ˌmætər əv ˈɜːdʒənsi/

slimy (adj) /ˈslaɪmi/

ban (v) bæn

slippery (adj) /ˈslɪpəri/

biodegradable (adj) /ˌbaɪəʊdɪˈɡreɪdəbəl/

solitary (adj)  /ˈsɒlətəri/ spread of disease /ˌspred əv dɪˈziːz/ toxic waste (n) /ˌtɒksɪk ˈweɪst/ vertebrate (n) /ˈvɜːtəbrət/ vulnerable (adj) /ˈvʌlnərəbəl/ water pressure (n) /ˈwɔːtə ˌpreʃə/ wingspan (n) /ˈwɪŋspæn/

concrete (n) /ˈkɒŋkriːt/

2E SPEAKING

conservation (n) /ˌkɒnsəˈveɪʃən/

be on the fence (about sth) /ˌbi ɒn ðə ˈfens (əˌbaʊt ˌsʌmθɪŋ)/

critically endangered /ˌkrɪtɪkli ɪnˈdeɪndʒəd/

2G WRITING AND VOCABULARY 5.14

reptile (n) /ˈreptaɪl/

5.12 5

bothered (adj) /ˈbɒðəd/ charge sb (v) /ˈtʃɑːdʒ ˌsʌmbɒdi/ cut down on sth (phr v) /ˌkʌt ˈdaʊn ɒn ˌsʌmθɪŋ/ deal with a problem /ˌdiːl wɪð ə ˈprɒbləm/ detach (v) /dɪˈtætʃ/ devise a solution /dɪˌvaɪz ə səˈluːʃən/ disposable (adj) /dɪˈspəʊzəbəl/ draw (sb’s) attention to sth /ˌdrɔː (ˌsʌmbɒdiz) əˈtenʃən tə ˌsʌmθɪŋ/ edible (adj) /ˈedəbəl/

crustacean (n) /krʌˈsteɪʃən/

be on the right/wrong track /ˌbi ɒn ðə ˌraɪt/rɒŋ ˈtræk/

cuddly (adj) /ˈkʌdli/

be spot on /ˌbi ˌspɒt-ˈɒn/

damp (adj) /dæmp/

express (your) concern about sth /ɪkˌspres (jə) kənˈsɜːn əˌbaʊt ˌsʌmθɪŋ/

be torn between /ˌbi ˈtɔːn bɪˌtwiːn/

defence mechanism (n) /dɪˈfens ˌmekənɪzəm/

face a problem /ˌfeɪs ə ˈprɒbləm/

get a grant /ˌɡet ə ˈgrɑːnt/

feed on sth (phr v) /ˌfiːd ˈɒn ˌsʌmθɪŋ/

get your idea off the ground /ˌɡet jə aɪˈdɪə ɒf ðə ˌɡraʊnd/

find sth unacceptable /faɪnd ˌsʌmθɪŋ ˌʌnəkˈseptəbəl/

fin (n) /fɪn/ food chain /ˈfuːd tʃeɪn/ furry (adj) /ˈfɜːri/ get swept /ˌget ˈswept/ highly prized (adj) /ˌhaɪli ˈpraɪzd/ in captivity /ˌɪn kæpˈtɪvəti/ in danger of extinction /ɪn ˈdeɪndʒər əv ɪkˈstɪŋkʃən/ invertebrate (n) /ɪnˈvɜːtəbrət/ lead poisoning (n) /ˈled ˌpɔɪzənɪŋ/ make up (phr v) /ˌmeɪk ˈʌp/ mammal (n) /ˈmæməl/ marine (adj) /məˈriːn/

fundamental (adj) /ˌfʌndəˈmentl/

go with (phr v) /ˌɡəʊ ˈwɪð/

implement (v) /ˈɪmpləment/

grab sb /ˈɡræb ˌsʌmbɒdi/

landfill (n) /ˈlændfɪl/

have second thoughts /ˌhəv ˌsekənd ˈθɔːts/

offer a solution /ˌɒfə ə səˈluːʃən/

make a decision /ˌmeɪk ə dɪˈsɪʒən/

plastic coating /ˌplæstɪk ˈkəʊtɪŋ/

make an impact /ˌmeɪk ən ˈɪmpækt/

plastic lining /ˌplæstɪk ˈlaɪnɪŋ/

make up your mind /ˌmeɪk ˈʌp jə ˌmaɪnd/

pressing problem /ˌpresɪŋ ˈprɒbləm/

put your finger on something /ˌpʊt ˌjə ˈfɪŋɡə ɒn ˌsʌmθɪŋ/

provide a solution /prəˌvaɪd ə səˈluːʃən/

reusable (adj) /ˌriːˈjuːzəbəl/

realistic/simple solution /rɪəˌlɪstɪk/ˌsɪmpəl səˈluːʃən/

single-use (adj) /ˈsɪŋɡəl juːz/

sustainable /səˈsteɪnəbəl/

2F GRAMMAR

5.13

auditorium (n) /ˌɔːdəˈtɔːriəm/

megafauna (n) /ˌmeɡəˈfɔːnə/

average consumer /ˌævərɪdʒ kənˈsjuːmə/

natural predator /ˌnætʃərəl ˈpredətə/

clothing item /ˌkləʊðɪŋ ˈaɪtəm/

nocturnal (adj) /nɒkˈtɜːnl/

customise (v) /ˈkʌstəmaɪz/

ocean floor /ˌəʊʃən ˈflɔː/

denim (n) /ˈdenɪm/

omen (n) /ˈəʊmən/

double (v) /ˈdʌbəl/

pangolin (n) /pæŋˈgəʊlɪn/

garment (n) /ˈɡɑːmənt/

poacher (n) /ˈpəʊtʃə/

generate (v) /ˈdʒenəreɪt/

preservation (n) /ˌprezəˈveɪʃən/

on display /ɒn dɪˈspleɪ/

prevent sth (v) /prɪˈvent ˌsʌmθɪŋ/

purchase (v) /ˈpɜːtʃɪs/

primate (n) /ˈpraɪmeɪt/

set up a business /ˌset ˈʌp ə ˌbɪznəs/

pygmy tarsier (n) /ˌpɪgmi ˈtɑːsɪə/

window display (n) /ˈwɪndəʊ dɪˌspleɪ/

raise money /ˌreɪz ˈmʌni/

ethical practices /ˌeθɪkəl ˈpræktɪsəz/

tackle a problem /ˌtækəl ə ˈprɒbləm/ take immediate action /ˌteɪk ɪˌmiːdiət ˈækʃən/ tissue box (n) /ˈtɪʃuː bɒks/ urge sb to do sth /ˈɜːdʒ ˌsʌmbɒdi tə ˈduː ˌsʌmθɪŋ/ viable/workable solution /ˌvaɪəbəl/ˌwɜːkəbəl səˈluːʃən/ with regard to sth /wɪð rɪˈgɑːd tə ˌsʌmθɪŋ/

29

FURTHER PRACTICE Workbook page 25/Online Practice

NEXT CLASS Ask students to revise Unit 2.

47

02 Exercise 3 2 ✗ (will be giving), ✓ 3 ✗ (will have discovered), ✗ (will live) 4 ✗ (will drive / will be driving), ✓ 5 ✗ (will have been working), ✓

Revision

VOCABULARY AND GRAMMAR

1

4

Complete the sentences with the words from the box. There are three extra words.

1 A What are you up to later? (hope) to finish my university project. B Well, I (go) on the ‘Save the Planet’ After that, I protest! I’ve arranged to meet everyone at 5 p.m. (arrive) soon. 2 A Are you ready yet? The guests It’s almost seven o’clock! (come) at eight, not seven. Don’t panic! B They 3 A What do you think of the new weather app? (give) it a try later on. B I haven’t used it yet. I (let) you know. Then I (plan) to go to the lecture on the blob fish. 4 A I it (start)? What time B At 2 p.m. So hurry up!

acid blistering boiling erosion freak freezing fumes greenhouse layer ozone scarcity torrential turbines vehicle

Exercise 4 1 am hoping, am going 2 will be arriving, are coming 3 will give, will let 4 am planning, does (it) start

1 The weather is really weird. It’s freezing cold one minute and then boiling hot the next. 2 Pollution in the atmosphere results in acid rain. 3 Soil erosion happens when the plants and trees that keep it in place are destroyed by the elements or man. 4 The blistering heat caused the pavement to melt! 5 Powerful wind turbines use wind power to create energy. 6 A good way of reducing vehicle emissions is to promote the production of electric cars, which don’t produce harmful exhaust fumes . 7 Because of global heating, freak weather conditions are more common with periods of drought followed by torrential rain. 8 Below average rainfall can result in water scarcity .

Exercise 5 1 is about to start 2 is bound to happen 3 due to gale force winds 4 is likely to be worse 5 We are planning to meet 6 has given rise to

2

Choose the correct words to complete the sentences. 1 My dad works at sea. They sometimes catch slimy / soaked marine creatures by mistake, as well as fish! 2 A fish’s scales / fins help it to move through the water in the right direction. 3 It isn’t easy to take a good photo of an owl. As they are solitary / nocturnal, they are much more active at night! 4 Poachers / Predators capture rare creatures which are sometimes endangered / extinct, and sell them for a lot of money. 5 Lead poisoning / Pesticides used by human beings not only kill harmful insects but other creatures as well.

3

Look at the underlined expressions. Tick (✔) ( the correct ones, cross (✘) those that are wrong and correct them. 1 I hope I’ll earn ✘ so much money by the time I’m 40 that I won’t need to work anymore ✔ . will have earned 2 This time next week, you are going to give ✗ our presentation about climate change but you won’t have finished ✓ yet! 3 Some scientists think that by the end of the twentyfirst century we will be discovering ✗ a cure to many serious illnesses so probably we are going to live ✗ a lot longer. 4 I’m certain most people in the future will have driven ✗ electric cars. I just hope it won’t be ✓ too late for the environment. 5 By six o’clock, they will be working for ✗ twenty-four hours non-stop to clear up the damage caused by the flood. Extra help is certain to arrive ✓ soon.

Complete the dialogues with the correct future forms of the verbs in brackets.

USE OF ENGLISH

5

Complete the second sentence using the word in bold so that it means the same as the first one. Use between two and five words, including the word in bold. 1 The lecture is going to start soon. ABOUT . The lecture 2 It's been so hot today that it’s very probable there will be a storm here. BOUND here. It’s been so hot today that a storm 3 The bridge was closed because of gale force winds. TO The bridge was closed . 4 It is probable global heating will be worse in fifty years. LIKELY in fifty years. Global heating 5 We have arranged to meet on Thursday morning. PLANNING on Thursday morning. 6 Global heating has caused freak weather in many parts of the world. RISE freak weather in many parts of Global heating the world. Use of English > page 191

30

REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 218

• Use of English, Student’s Book page 191

• Unit 2 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 268–269

• Unit 2 Skills Test (Dictation, Listening, Reading, Communication)

• Self-assessment 2 and Self-check 2, Workbook pages 26–27/Online Practice

48

• Extra digital activities: Use of English, Reading, Listening

• Unit 2 Writing Test • Units 1–2 Cumulative Review Test • Units 1–2 Exam Speaking

LISTENING

SPEAKING

6

7

1.21 You are going to hear six short recordings. Read questions 1–6 and the possible answers. Then listen and choose the correct answer for each recording.

STRATEGY | Multiple choice • Read the questions and underline key words. Decide on the focus of each question, so you know what you’re listening for. • The task may include questions where you have to decide if the speakers agree or disagree about something. Remember the speakers may agree about some issues but disagree about others. • Before you choose the answer, listen to the whole recording. 1 You are going to hear a radio weather forecast. What does the presenter announce? a A hurricane is about to cross Britain. b The weather will get better. c Temperatures are below freezing everywhere. 2 You are going to hear two friends discussing a TV documentary. What do they disagree about? a That a TV programme about GM foods was interesting. b That GM crops are necessary. c People aren’t aware what animals eat. 3 You are going to hear two friends talking about something. What are they discussing? a which animal to sponsor b which animal photo to put on a website c which animals are in the greatest danger of extinction 4 You are going to hear a woman talking on a radio programme. What is the speaker’s purpose? a to review a film b to review a book c to explain her vision of the future 5 You are going to hear a student talking to a teacher. Why did the student choose this volunteering project? a It was recommended to him. b It will help him to learn people skills. c He would like to work with animals. 6 You are going to hear a young woman talking about a hobby. How does she feel about it? a She finds it boring. b She finds it addictive. c She would like to be better at it.

A local youth group is organising a talk for teenagers called The future is almost here. The group has asked you to help them to decide which is the most interesting topic for teenagers. Talk about the possible topics and then decide which is the most inspiring.

STRATEGY | Collaborative task Try to keep speaking rather than finish your discussion early. Show that you can use a range of vocabulary and grammatical structures. Recycling: clothes of the future!

The future of plastic.

WHICH TOPIC IS THE MOST INTERESTING?

Getting around in 2050: the future of transport.

8

The weather in our town in ten years’ time.

What will we be eating twenty years from now?

Now discuss these questions. 1 Do you think transport in your town or city will be the same in twenty years’ time? How might it be different? 2 Some people say we will eat pills instead of food in the future. Do you agree? Say why. 3 Why do people buy clothes from second-hand shops? 4 Do you think it’s a good idea to ban plastic containers? Say why.

WRITING

9

You see this leaflet about the proposed construction of a new road. You agree with the objections and decide to write a letter to the council.

Say NO now! The Council has proposed the construction of a new road link to the town centre to improve access and help businesses including shops. It is a BIG MISTAKE! • It will increase levels of noise pollution. • Vehicle emissions will rise. • It will damage both the environment and tourism. Write your letter.

31

49

LIFE SKILLS

Exercise 4 1 message 2 beginning 3 ending 4 connect 5 surprising 6 personal 7 enthusiastic 8 visual

1 2

Do you ever watch inspiring or motivating short talks online? Why do you think they are popular? Discuss in pairs. Look at the list of popular topics for motivating talks. Which would you like to watch? Say why. • • • • • •

3

How to give a persuasive presentation

How to be happy. Why stress can be a good thing. The importance of creativity. Why looking good isn’t really that important. How to be a more effective public speaker. The power of believing in your dreams.

1.22 Listen to two students talking about giving talks. One of them recently gave a motivational talk for the first time. What did she learn from the experience? that you have to connect with your audience

4

1.22 Complete the advice in the Life Skills box with 1 one word in each gap. Then listen again and check.

LIFE SKILLS | How to give a persuasive presentation (1) Planning and delivery . • Focus on getting across just one key 1 Everything you say should clearly relate to this. and 3 . Practise exactly • Plan a strong 2 what you’re going to say at these points. with the audience. You can do • It’s vital to 4 this through: – keeping good eye contact – engaging them with some 5 facts, saying anecdote something funny, or telling a 6 – making your voice sound 7 – using 8 aids and props.

32

REFERENCES

EXTRA ACTIVITY IN CLASS

NEXT CLASS

AUDIO SCRIPT page 218

You could do this activity before Exercise 1 or before Exercise 5. Invite students to tell the class about a presentation they found boring. Why was it boring? What exactly didn’t they like about it? What would they change in it to make it more interesting? If there is time, let them discuss in pairs/ groups first, then share ideas with the class.

Students think about their classmates’ feedback from Exercise 11 and prepare a new presentation. They record it and play it for the class in the next lesson or, if time allows, give their new presentations in front of the class. Conduct class feedback: was their classmates’ feedback helpful? Did it help them improve? How?

VIDEO SCRIPT page 239

50

01–02 5

1.23 5 Watch or listen to Jenny, a student, giving a presentation. Answer the questions.

7

1 What does Jenny say is the key message of her talk? 2 How does she make the beginning of her talk memorable and engaging? 3 What personal stories does she tell? 4 What is the prop she uses towards the end of the talk, and why does she use it?

1 Doing well in exams requires several different things. (Think of three things and use tripling.) Hard work, motivation and determination are all required for exam success. 2 I think you probably all agree with me. (Use a rhetorical question.) 3 I have never forgotten my first day at primary school or at secondary school. (Use repetition by repeating I have never forgotten) 4 It’s probably a good idea to stand up for our beliefs. (Make this statement more convincing. Use emotional adjectives or adverbs. Start with If we …) 5 This issue affects a lot of different people. (Think of three people or groups of people the problem affects and use tripling.) 6 I’m not sure what we should do about this. (Use a rhetorical question.)

LIFE SKILLS VIDEO

6

1.24 Study the Life Skills box. Then listen to four extracts from Jenny’s presentation. Write the number of each extract next to the rhetorical feature she uses. Some extracts relate to more than one point.

8

1.25 Listen to three pairs of sentences. In each pair, which sentence sounds more interesting and engaging? Say why.

9

1.26 Look at some sentences from Jenny’s talk and underline key words (words that carry the most meaning). Listen and check which words Jenny stresses. Repeat the stress and intonation. 1 I’d like to talk about the aims and ambitions we all have. 2 We need to have something to reach for and to help us move forward. 3 If you’ve got something you really want to do, then you shouldn’t let anything stop you. 4 For as long as I can remember, I’ve loved to swim. 5 But what they hadn’t realised was just how determined I was. 6 But if you are really passionate about something, don’t be afraid to take the risk.

LIFE SKILLS | How to give a persuasive presentation (2) Using rhetorical devices Rhetorical devices are techniques used by a speaker to make their language or arguments more persuasive or convincing.

□2 Emotion

People tend to respond to emotional language, or an appeal to their emotions.

□3 Rhetorical questions

A rhetorical question is asked to make a point, rather than to get an answer.

10

□1 Quotations

The repetition of a particular word or phrase, usually something which carries a key meaning.

□4 Tripling

People seem to respond to information in threes, so speeches often list three similar things, or make three similar points.

Exercise 5 1 The power of believing in your dreams. 2 She uses a quote from Martin Luther King. 3 She talks about winning her first swimming competition and becoming determined to swim competitively. Later, she describes a time when she nearly gave up after losing an important tournament. 4 The swimming cap she was wearing when she decided to become a competitive swimmer; the size and childishness of it illustrate just how far she has come. Exercise 7 Possible answers 2 Would you all agree with me? 3 I have never forgotten my first day at primary school and I have never forgotten my first day at secondary school. 4 If we don’t stand up for our beliefs, then we should be ashamed of ourselves! 5 This issue affects me, it affects you, it affects everyone. 6 I ask you, what should we do about this? Exercise 8 1B 2B 3A

Work in pairs. Choose one of the topics below, or think of another one that you feel strongly about. Make a list of arguments and examples to support them. 1 It is more important to enjoy life than make money. 2 Developing self-discipline is essential to success in life. 3 Video games are good for you.

A well-selected quotation from a famous person can give your argument more weight.

□4 Repetition

Rewrite the sentences following the instructions in brackets.

11

Do the task below.

LIFE SKILLS | Project Use your notes from Ex.10 to give a short presentation. • Prepare a presentation based on your plan. • Organise your arguments and examples into clear sections. • Use the tips from the Life Skills box to make your presentation as persuasive and motivating as possible. • Use some of the rhetorical devices from the Speaking box. • Give your talk to the class. Think about stress and intonation. • Listen to other students’ presentations. Notice what techniques they use to make their presentation impactful. • Choose the most persuasive presentation.

33

51

03

Influences VOCABULARY Behaviour, life events, role models, community and poverty GRAMMAR

Past and present habits, defining and non-defining relative clauses, participle clauses Use of English > page 192

SPEAKING

Generalising

WRITING

An opinion essay

VIDEO

Grammar

Documentary

3

Exercise 2 Positive: empathise with sb, give sb a compliment, make up with sb Negative: fall out with sb, let sb down, lose your temper, make fun of sb/sth, put up with sb/sth, talk behind sb’s back Exercise 3 1 wind sb up 2 blow things out of proportion 3 show off 4 burst into tears 5 mess about 6 have a go at sb 7 make a fuss of sb 8 be the peacemaker 9 tell sb off

be the peacemaker blow things out of proportion burst into tears have a go at sb make a fuss of sb mess about show off tell sb off wind sb up

3A GRAMMAR AND VOCABULARY 1

1 To say things in order to annoy somebody. 2 To react as if what has happened is much worse than it is. 3 To try and impress somebody. 4 To suddenly start crying. 5 To behave in a silly way. 6 To criticise someone. 7 To give someone a lot of attention. 8 To help other people resolve an argument. 9 To speak to somebody angrily about something wrong that they have done.

SPEAKING In pairs, ask and answer the questions. 1 Look at the photos. What are the benefits of being from a small/large family? 2 If you don’t have siblings, what do you think are the good or bad things about being an only child? If you do have siblings, how well do you get on with them?

2

THINK BACK Look at the phrases describing ways of behaving towards other people. Are these positive or negative things to do? Can you add any other phrases? empathise with sb fall out with sb give sb a compliment let sb down lose your temper make fun of sb/sth make up with sb put up with sb/sth talk behind sb’s back

Match the definitions 1–9 with the phrases for ways of behaving from the box.

4

SPEAKING In pairs, talk about how you get on with different members of your family. Use the phrases from Exercises 2 and 3. Do you think being the oldest, youngest or middle child, or an only child, affects your personality?

34

52

REFERENCES

EXTRA ACTIVITIES IN CLASS

VIDEO SCRIPT page 240

• Students can briefly talk about their own families after discussing the questions in Exercise 1. If they are allowed mobile phones in class, they can also show each other pictures of their family.

• After Exercise 10 or as an extension to Exercise 11, ask students to tell a partner three things each that they used to do / would do in their childhood which they don’t do now. Students can then write a paragraph about their or their partner’s past habits for homework.

03 5

Read the short texts. Which one describes an only or oldest child, a middle child and a youngest child? Go to page 197 to check your ideas.

8

a As a child, I used to spend my weekends playing with my friends. We would play all day together. b I was an only child and I used to feel bored at home on my own. c On Saturdays, I would go swimming with my dad. d I used to get up early when I was younger, but I nearly always have a lie-in now.

A

When I was little, my parents were forever telling me off about the things I’d done. I was quite naughty and I used to mess about from time to time, sure. I mean, there was one time when I dressed up in my dad’s clothes and went down the High Street pretending to be him! It was hilarious, but my parents didn’t get the joke. They took it way too seriously and blew it completely out of proportion. I really wasn’t that bad as a child! I just didn’t like being told what to do, and I would rebel a bit if anyone tried, but I always did my homework and helped around the house and that sort of thing.

B

My brother is always showing off. I’m not sure he even realises he’s doing it. He’ll go on and on about how great he’s doing at school, and everyone always makes a big fuss of him. It really winds me up, but if I say anything, my parents tell me I’m being jealous. It’s not fair.

1 We often use 1 used to to set the scene, and then, when the time reference is clear, we can use 2 would for other examples of past habitual behaviour. 2 We DON’T use 3 would to describe a past state. 3 We use 4 used to to talk about a past state or a situation that doesn’t happen any longer. Grammar Reference and Practice > page 176

9

bake a cake. B Every Sunday, my grandmother make a Victoria sponge, Sometimes she 5 love helping sometimes a chocolate cake. I 6 try and eat the raw cake mixture, though her. I 7 stop me if she saw me! I 9 do a lot of she 8 cooking with her, but nowadays I don’t do much at all. 4

10

Past and present habits

6

Habits in the present My brother is always showing off. Habits in the past When I was little, my parents were forever telling me off.

2.01 PRONUNCIATION Listen to sentences about present and past habits. Does each speaker sound neutral (N) or annoyed (A)? How does the intonation change? 1 2 3 4

A N A

5 6 7

A A N

11

N

The intonation rises on adverbs when the speaker is annoyed.

• Photocopiable extra Grammar Video activity 3, page 270

Exercise 10 1 will be 2 used to hate 3 am forever/constantly putting things off/ always put things off 4 was always pulling 5 are always/constantly/ forever showing off 6 used to go to, I would always dress up

Complete the sentences so they are true for you.

6 Read the question and watch the video. Say what the speakers answer. Then in pairs, answer the question. What did you find annoying in your parents’/siblings’ behaviour when you were younger?

□ I can use a variety of forms to talk about present and past habits. FURTHER PRACTICE

Exercise 9 1 used to (setting the scene and a habit) 2 used to (state) 3 used to (state) 4 used to (setting the scene and a habit; would is also possible) 5 would (past habitual behaviour; used to is also possible) 6 used to (state) 7 would/used to (past habit) 8 would/used to (past habit) 9 used to (doesn’t happen in the present)

1 I’m always … . It’s a really bad habit. 2 When I was little, I would … 3 The most annoying thing my friend does is that he/she will … GRAMMAR VIDEO

7

Replace the underlined parts in each sentence with a different structure for talking about habits.

Exercise 6 1 They show that a habit is/ was annoying. 2 The Past Simple can be used to describe a past incident or past habit which may still exist the present. The use of used to shows the action/ state no longer exist in the present.

1 If a friend does something silly, I am usually quite sympathetic. 2 I hated it when my big brother wound me up, but now I just ignore him. 3 I have a bad habit of putting things off. 4 When I tied my hair in a ponytail, my brother constantly pulled it. 5 If you show off, people won’t like you as much. 6 When I was little and I went to fancy dress parties, I dressed up as a cowboy.

Look at the examples showing two forms which can be used to talk about past and present habits. Find five more examples of such forms in the texts in Exercise 5. Then answer the questions below.

1 What effect on meaning does using the words forever, continually or always have? 2 What is the difference in meaning or emphasis between using Past Simple and used to?

Complete the short texts with used to or would. Sometimes both are possible. play basketball. A When he was younger, Simon 1 be quite tall for his age, but then all the He 2 other boys caught up. In fact, his younger brother, be tiny, is now quite a bit taller than him. who 3

C

My brother gets attention for being great at school, and my sister is the clown of the family. Me? I’m not really sure what my role is. I’m certainly the peacemaker when my brother and sister fight. They’re really loud and emotional, whereas I tend to keep my emotions to myself, really. I don’t burst into tears easily or start shouting. I usually just stay quiet and go off to my room.

Look at sentences a–d and complete rules 1–3 with used to or would.

• Photocopiable resource 10: Would I lie to you?, pages 279, 299 • Extra digital activities: Grammar Checkpoint 3A

• Grammar Reference and Practice, Student’s Book page 176

ASSESSMENT

• Workbook pages 28–29/Online Practice

Grammar Quiz 3A

35

NEXT CLASS Ask students to make notes about a stressful event they have experienced, which they are happy to share with the class. How did they react? Was the outcome positive or negative? What did they learn from the experience?

53

Exercise 2 1 Because events cause the brain to make new connections, which changes us. 2 No, because negative events can also influence us positively. It depends what we learn from them. Exercise 3 1 fact (We know from recent findings …) 2 opinion (People sometimes think … ; to my mind, …)

A

B C

3B LISTENING AND VOCABULARY 1

Exercise 4 Dan 1 Transferring from primary to secondary school. 2 He did badly at school. 3 He often got into trouble at school. 4 He learnt that he should put in more of an effort and not be scared of failing.

Which of the life events in the box can you see in photos A–C? Which of them can be the most challenging?

Daisy 1 Her family relocated to Germany for two years. 2 She hated not being able to communicate with people. 3 She felt down in the dumps. 4 She learnt the value of sticking at something even when it’s not easy. Ben 1 He was bullied when he started secondary school. 2 He felt upset a lot of the time. 3 He burst into tears. 4 He realised he doesn’t have to worry about what other people think of him. Exercise 7 1 wasn’t helpful to me 2 things don’t immediately happen in the way I want; happen in a particular way or have a particular result; later in the future, not immediately 3 it’s taught me that it’s worthwhile to continue doing something in a determined way in order to achieve something 4 had a lot of problems or bad experiences 5 dealt with the situation

2

2.02 Listen to the first part of a radio programme about the influence of life events and answer the questions. 1 Why does the speaker think that what happens to us can influence our personality? 2 Does the speaker think that negative events are to be avoided? Say why.

3

CRITICAL THINKING Study Active Listening. Are the extracts from the recording below facts or opinions? How do you know? 1 We know from recent findings in neuroscience, that the brain makes new connections based on what we learn from events which have happened to us. 2 People sometimes think that stressful or upsetting events shape us negatively, and joyful events have a positive effect, but to my mind, the opposite can also be true.

ACTIVE LISTENING| Distinguishing between facts and

Do you agree with the presenter that stressful or upsetting life experiences can have positive outcomes? In pairs, discuss your ideas.

7

In pairs, read the underlined phrases in the extracts from the recording and discuss their meaning. 1 He helped me to see that this attitude really wasn’t doing me any favours. 2 This experience really changed me because I saw that even when things don’t immediately go my way, that doesn’t mean that they won’t turn out to be positive in the long run. 3 And now, I speak German pretty well, so I’m really glad I kept trying. It’s taught me the value of sticking at something. 4 When I first went to secondary school, I had a really hard time. I was quite small for my age and the bigger kids used to wind me up about it. 5 I learnt a lot from watching how he handled the situation, and pretty soon they’d stopped teasing me as well.

To assess what a speaker is saying critically, it is vital to be able to distinguish between something that is a fact, and something that is simply the speaker’s opinion. • An opinion is an individual’s belief or viewpoint. It is subjective, rather than being based on evidence. It may be signalled by the use of such words as feel, believe or think or phrases such as If you ask me … / I have the impression that … • A fact is something for which there is some objective evidence which can be checked or verified. It may be signalled by a phrase such as The data shows … / The research indicates … 2.03 Listen to the rest of the programme and make notes for the four speakers: Dan, Lila, Daisy and Ben. 1 2 3 4

36

6

opinion

4

What was the life event? How was it stressful? What influence did it have? What did he/she learn from it?

2.03 Listen again and choose the correct answers. 2 1 What prevented Dan from doing well at secondary school? a He wasn’t being challenged enough by his teachers. b He wasn’t very academically gifted. c He was friends with people who didn’t pay attention in class. 2 Which of the following is an opinion and not a fact? a Colic can have a variety of causes. b Colic is usually worse in the evening and at night. c Lying flat makes colic more of a problem. 3 What was the hardest thing for Daisy when she went to school in Germany? a Struggling to communicate with people. b Leaving her old friends behind in the UK. c Not being treated well by the other kids. 4 The bullies stopped teasing Ben because a the new pupil defended Ben. b Ben grew taller as he got older. c Ben learnt to ignore them.

a clash between you and a parent/sibling a newborn baby in the family C a row/misunderstanding with your best friend flunking an important exam B relocating to a different town or country A splitting up with somebody

Lila 1 The birth of her little sister Carly. 2 She couldn’t accept the fact that her parents gave all their attention to her sister. 3 She felt unhappy. 4 She saw that even when things don’t immediately go her way, they may still turn out positive in the long run.

8

SPEAKING In pairs, add more life events to the list in Exercise 1. Then decide which of them might be the least or most diffcult to deal with. Say why.

□ I can distinguish between opinion and facts in a radio programme and talk about life events.

REFERENCES AUDIO SCRIPT page 219

EXTRA ACTIVITIES IN CLASS

54

5

• Students use the notes they made at home in Exercise 6. They can share their experiences before discussing the question or use it as an example to support their answers.

• After Exercise 7, students stay in their pairs and think of an experience from their past which they can describe using each of the highlighted phrases. For example, studying hard and passing their exams might have taught them the value of sticking at something.

FURTHER PRACTICE • Workbook page 30/Online Practice

• Photocopiable resource 11: Life events, pages 279, 300

NEXT CLASS Ask students to think about a famous person who is a role model for them and why, and another person who they consider to be a bad role model. If they are able, they could bring in a photo of them to share with the class.

03

3C VOCABULARY | Personal qualities and behaviour 1

6

In pairs, ask and answer the questions. Mark Zuckerberg Emma Watson Neymar Junior Serena Williams George R.R. Martin 1 Which of the people in the box do you recognise? What are they known for? 2 Do you admire any of them? Say why. 3 What personal qualities do you think they possess?

2

In pairs, decide if the adjectives in the box are positive or negative. Are there any which could be both? bigoted capable charming compassionate conceited decent dedicated defensive hypocritical idealistic immature inspirational modest passionate pushy sincere tough trustworthy

3

2.04 Listen and match the definitions you hear to ten of the words from Exercise 2.

4

Complete the sentences with the remaining words from Exercise 2. ; always telling everyone how great 1 He’s really he is. ; she’s determined to get what she wants. 2 She’s so that he refuses to accept anyone who thinks 3 He’s so differently from him. about animals; they’re so important 4 She’s really to her. ; you would never know that he’s 5 He’s quite a big star. 6 You can’t say anything to criticise her at all or she gets . angry; she’s so 7 He will look after your dog well; he’s reliable, responsible . and completely 8 She can deal with the most difficult situations; . she’s very 

5

1

2

3

4

5

conceited 7

6

8

9

10

7

2.05 Listen and check. Then practise saying the words.

8

In your opinion, what makes a good role model? Do you think any of the people in Exercise 1 are good role models? Give reasons for your answer.

9

Look at the words and phrases in the box. Which ones could you use to talk about someone who is a good role model?

□✓✓ a bad influence (on sb) □✓ a good/shining example of … □✓ admire □✓ despise □✓ find sb inspirational □✓ follow in sb’s footsteps □✓ idolise □ loathe □✓ look down on □✓ look up to □✓ put sb on a pedestal □ set a good example 10

2.06 Listen to Kara and Jake talking about good and bad role models. Tick the words and phrases in Exercise 9 which you hear.

11

Replace the underlined parts of the sentences with words and phrases from Exercise 9.

Complete the description of Meghan Markle with adjectives from Exercise 2.

Meghan, the Duchess of Sussex, has been an ambassador for more than one charity, and it’s pretty clear that she’s 1 about making the world a better place. She famously gave a(n) 2 speech at the UN (United Nations) Women’s Conference about the importance of speaking up for your values. As an actor, she was used to being in the public eye, and she seems and able pretty 3 to deal with criticism without getting angry or 4 . These qualities could be useful, because she has already been accused of being a ‘5 princess’, who only married Prince Harry to become rich and famous.

PRONUNCIATION Match the adjectives from Exercise 2 to the correct stress patterns in the table. There are several adjectives for some of the stress patterns.

1 You should be a good role model for the children. 2 He admired his mother and copied her by becoming a lawyer. 3 I can’t stand people who are arrogant and conceited. 4 Everyone has faults so don’t put her on a pedestal. a pedestal 5 The behaviour of some celebrities has a negative effect on many young people.

12

SPEAKING In small groups, ask and answer the questions. 1 Do famous people have a responsibility to be good role models? Say why. 2 Who do you think has more influence on you – public figures, your friends or your family? Say why. 3 Who could you be a role model for? Say why.

□ I can talk about personal qualities and behaviour. REFERENCES AUDIO SCRIPT page 219

If students have brought in any photos, they can share them with their partner.

CULTURE NOTES page 206

FURTHER PRACTICE

EXTRA ACTIVITY IN CLASS

• Workbook page 31/Online Practice

After Exercise 9, students, in pairs, discuss the role models they made notes about at home. They should explain their answers using the language in Exercises 2 and 9.

• Photocopiable resource 12: Say it how you mean it, pages 279, 301 • Extra digital activities: Vocabulary Checkpoint 3

Exercise 2 Positive: capable, charming, compassionate, decent, dedicated, idealistic, inspirational, modest, passionate, sincere, trustworthy Negative: bigoted, conceited, defensive, hypocritical, immature, pushy Both: tough Exercise 3 1 immature 2 charming 3 hypocritical 4 dedicated 5 sincere 6 compassionate 7 idealistic 8 inspirational 9 capable 10 decent Exercise 4 1 conceited 2 pushy 3 bigoted 4 passionate 5 modest 6 defensive 7 trustworthy 8 tough Exercise 5 1 passionate 2 inspirational 3 tough 4 defensive 5 pushy Exercise 6 1 tough 2 sincere 3 charming, decent, modest, pushy 4 conceited, defensive 5 immature 6 dedicated 7 bigoted, capable, passionate, trustworthy 8 compassionate 9 hypocritical, inspirational 10 idealistic Exercise 11 1 set a good example 2 looked up to, followed in her footsteps 3 despise/loathe 4 idolise her 5 a bad influence

37

ASSESSMENT Vocabulary Quiz 3

NEXT CLASS Ask students to do a search for people who have been on an epic journey and make notes. Why did they go on the journey? Did they encounter any difficulties along the way? Did they learn anything from their experience?

55

3D READING AND VOCABULARY

Exercise 6 Community: feel at home, gather together, sense of belonging, huddle together Poverty: make ends meet, went hungry, begged, subsistence, living day-today, hand-to-mouth, skinny, malnourished Exercise 7 1 make ends meet, subsistence, hand-to-mouth 2 living day-to-day 3 went hungry, malnourished 4 gather together, huddle together 5 begged 6 skinny 7 feel at home Exercise 8 1 Saroo came from a very poor family in India. They lived day-to-day and handto-mouth. The children often went hungry. Saroo didn’t go to school in India. After he got lost, he was adopted by a middle class couple from Australia so his life must have changed dramatically. We can assume that he started going to school, had his own room, and never went hungry again. 2 Saroo had really warm memories of his past and thought about them all the time. Although he was malnourished and often went hungry, Saroo was not too distressed about it. It was part of his life and he accepted it. What really mattered was his family and a real sense of belonging and wellbeing.

38

1

SPEAKING In pairs, look at the film poster. Have you seen this film? If not, what do you think it is about?

2

Read the blurb for the book on which the film is based and check your ideas.

This is the incredible true story of a little boy who boarded a train, got lost and eventually found his way home, twenty-five years later.

Five-year-old Saroo found himself utterly lost and alone on the streets of Calcutta. He survived and ended up being adopted by a middle-class couple from Australia, but he always remembered his birth family. Against all the odds, he eventually located his home town and retraced his steps to find his way back to them.

3

In pairs, ask and answer the questions. 1 How do you think Saroo finally managed to locate his birth family? 2 What do you think happened when he did?

4

Read an extract from the book on page 39 and answer the questions below. 1 Why did Saroo’s adoptive mum decorate the house with a map of India and Indian ornaments? Did Saroo understand why she did that at the time? 2 Why couldn’t Saroo find the place of his birth on the map? 3 How do you think he felt about his family in India? What evidence do you have from the text?

5

Read the text again and choose the correct answers. 1 Why was the author so intrigued by the map of India? a Because he could imagine all the wild animals living there. b Because the country was so enormous. c Because his home town was on that map. d Because his adoptive mother had given it to him. 2 Why did the author initially not talk much about his previous life in India? a He didn’t have the right words in English. b He couldn’t remember much about it. c He didn’t care much about what had happened before. d He preferred to think about it on his own. 3 How did the author feel about the time he spent with his family in India and their neighbours? a He felt he was part of a community. b He felt upset about being hungry. c He felt anxious about his sister. d He felt ashamed of his family’s poverty. 4 What does ‘oddly enough’ mean in lines 40–41? a sadly b understandably c in fact d surprisingly 5 What does ‘it’ in line 41 refer to? a begging for money on the streets b having to share everything c always feeling in need of food d feeling upset and unhappy

Complete the table with the highlighted words/phrases from the text. Add other words/phrases you know.

Community

Poverty

keep someone company

deprivation

7

Match the highlighted words/phrases in the text with their definitions below. For some of the definitions there is more than one correct answer. 1 2 3 4 5 6 7

8

Have just enough money to buy what you need. Dealing with things without thinking about the future. Didn’t have enough food. Sit or stand very close to other people. Asked for money or food from strangers. Very thin. Be comfortable in a particular place.

SPEAKING In small groups, discuss the questions. 1 How did the author’s life change as a result of getting lost at the age of five? 2 Why was Saroo so determined to find his birth family?

9

REFLECT | Society How do you think poverty influences someone’s life? Can there be any positive outcomes to being poor? 7 WATCH AND REFLECT Go to page 164. Watch the documentary Long lost sisters and do the exercises.

□ I can identify attitudes and feelings of characters in a text and talk about different cultural backgrounds.

REFERENCES VIDEO SCRIPT page 240 CULTURE NOTES page 207

EXTRA ACTIVITIES IN CLASS

56

6

DOCUMENTARY VIDEO

Exercise 4 1 To help him feel at home. No, he didn’t because he thought all houses had these things. 2 Because he didn’t know the exact name or where it was. 3 He loved them. The days he spent watching over his baby sister, he says he loved and looked up to his older brothers.

• Lead in to Exercise 1 by putting students in pairs or small groups and asking them to discuss the ideas they made notes about at home.

• As a follow-up to Exercise 6, ask students to discuss what they think of Saroo. Is he a good role model? Why? You could ask them to try to incorporate vocabulary from Lesson 3C in their answer. • To extend Exercise 9, expand the discussion into a class debate. Write the following motion on the board: There can never be a positive outcome to being poor.

Split the class into two and ask pairs from each half to present one point for or against the motion to the class. At the end of the debate, have a class vote for or against the motion.

03

LION: EXTRACT FROM

A LONG WAY HOME BY SAROO BRIERLEY

2.07

5

10

15

20

25

30

35

40

When I was growing up in Hobart, I had a map of India on my bedroom wall. My mother – my adoptive mother, Mum – had put it there to help me feel at home when I arrived from that country at the age of six to live with them, in 1987. She had to teach me what the map represented – I was completely uneducated and don’t think I even knew what a map was, let alone the shape of India. Mum had decorated the house with Indian objects – there were some Hindu statues, brass ornaments and bells, and lots of little elephant figurines. I didn’t know then that these weren’t normal objects to have in an Australian house. The map’s hundreds of place names swam before me in my childhood. Long before I could read them, I knew that the immense V of the Indian subcontinent was a place teeming with cities and towns, with deserts and mountains, rivers and forests – the Ganges, the Himalayas, tigers, gods! – and it came to fascinate me. I would stare up at the map, lost in the thought that somewhere among all those names was the place I had come from, the place of my birth. I knew it was called ‘Ginestlay’, but whether that was the name of a city, or a town, or a village, or maybe even a street – and where to start looking for it on that map – I had no idea. As children do, I picked up my new language quite quickly. But at first I spoke very little about my past in India. My parents didn’t want to push me to talk about it until I was ready, and apparently I didn’t show many signs that I gave it much thought. … But deep down, it did matter to me. My memories were all I had of my past, and privately I thought about them over and over … First of all, I remember days spent watching over my baby sister, Shekila, her grubby face smiling up at me as we played peekaboo. And I remember long, warm nights during the hot months of the year, when my family would join the others with whom we shared the house and gather together outside in the courtyard, while someone played the harmonium and others sang. I had a real sense of belonging and wellbeing on those nights. The women would bring out bedding and blankets, and we would all huddle together together, gazing up at the stars, before closing our eyes in sleep. As well as my mother and my baby sister, there were also my older brothers, Guddu and Kallu, whom I loved and looked up to. To help make ends meet, when Guddu was around ten, he took a job washing dishes in a restaurant. Even then, we often went hungry. hungry We lived one day at a time. There were many occasions when we begged for food from neighbours, or begged for money and food on the streets by the marketplace and around the railway station, but somehow we managed a subsistence, living day-to-day and hand-to-mouth. Everyone used to go out at the start of the day and get whatever they could, be it money or food, and at the end of each day we would return, put whatever we had managed to find on the table, and everyone would share. I remember feeling hungry most of the time, but oddly enough I wasn’t too distressed by it. It became part of life and I accepted it. We were very skinny children, with blown-up stomachs from gas and no food. We were probably malnourished, but then so were poor children all across India, so it was nothing out of the ordinary.

GLOSSARY brass – a very hard bright yellow metal that is a mixture of copper and zinc distressed – very upset figurine – a small model of a person or animal used as a decoration grubby – fairly dirty peekaboo – a game you play to amuse young children, in which you hide your face and then show it again teem with somebody/something – to be very full of people or animals, all moving about

39

FURTHER PRACTICE Workbook pages 32–33/Online Practice

NEXT CLASS Ask students to do an Internet search for 1–2 phrases or idioms about technology or the Internet and their origins. They should make notes.

57

3E GRAMMAR Exercise 2 See underlined text in audio script 2.08, page 220. Holly teaches her grandfather I’ve got to bounce and I’ll ping you. Exercise 5 1 In defining relative clauses. 2 The pronoun can be omitted in sentences 1 and 6. When the relative pronoun is the object of the clause in a defining relative clause, we can omit it. 3 It refers to a place. Whose. 4 Sentence 5. 5 Carbon paper was something with which people used to make a copy of a note or letter. Exercise 6 1 Televisions used to have a dial which was used to change the channel. 2 Technology is always changing, which I find exciting. 3 The person to whom Holly sent the text message was her grandfather. / The person who(m)/ that Holly sent the text message to was her grandfather. 4 Liam has lost his phone, which was very expensive. 5 Eugene, who is very absentminded, has lost his phone. 6 The UK, where ninety-nine percent of young Britons use the Internet, generally has good wi-fi. 7 My grandmother, whose wi-fi is very slow, struggles to stream videos. 8 Carbon paper was one of the items about which Holly was asking. / Carbon paper was one of the items that/which Holly was asking about. (The pronoun can be omitted in sentences 3 and 8. The person Holly sent the message to was her grandfather. Carbon paper was one of the items Holly was asking about.) Exercise 9 Student A (page 196) 1 which is 2 which/that is 3 which is 4 that was 5 which were 6 where

1

6

Rewrite the pairs of sentences as one sentence using a relative clause. In which sentences can the pronoun be omitted? 1 Televisions used to have a dial. The dial was used to change channel. 2 Technology is always changing. I find this exciting. 3 Holly sent a text message. She sent the message to her grandfather. 4 Liam has lost his phone. It was very expensive. 5 Eugene has lost his phone. He is very absentminded. 6 The UK generally has good wi-fi. Ninety-nine percent of young Britons use the Internet. 7 My grandmother struggles to stream videos. Her wi-fi is very slow. 8 Holly was asking about some items. Carbon paper was one of the items.

7

Study two participle clauses from the conversation in Exercise 2, and compare them with similar sentences using full relative clauses. What do you notice? Complete the rules below with the correct word.

hang up the phone go online cc an email dial a number

2

2.08 Listen to Holly talking to her grandfather. Check your ideas from Exercise 1. What new expressions does Holly teach him?

Relative and participle clauses

3

a There was a wire attaching the phone to the wall. (present participle clause) There was a wire which attached the phone to the wall. (relative clause) b The copy made by the carbon paper was called the carbon copy. (past participle clause) The copy which was made by the carbon paper was called the carbon copy. (relative clause)

THINK BACK Study the underlined relative clauses a and b and answer the questions. a The house which we just walked past belongs to my grandfather. b My grandfather's house, which I love, isn’t very modern. 1 Which sentence gives essential information that cannot be omitted? (defining relative clause) a 2 Which sentence gives some extra information that can be omitted? (non-defining relative clause) b

4

5

Student B (page 200) 1 which was 2 when 3 which was 4 which/that 5 which/that 6 where 7 where/when

SPEAKING In pairs, discuss the question. What do you think is the origin of these phrases?

Read some extracts from the conversation between Holly and her grandfather. Which of the underlined relative clauses are defining? 1, 4 and 6 1 … phones are something that you can keep in your pocket. your pocket 2 I had to go into the hall, where the phone was kept, kept and everyone could hear every word I said. 3 My girlfriend, who I was usually talking to, to used to get fed up with me whispering all the time! 4 … you had to have a wire that connected your computer with the telephone line. line 5 And it took ages to get a connection, which was really irritating. irritating 6 Carbon paper was something which people used to make a copy of a note or letter with. with Read the sentences in Exercise 4 and answer the questions. 1 In which type of relative clause can we use that instead of which or who? 2 In which two sentences can you omit the relative pronoun without affecting the meaning? Why is this? 3 What does the relative pronoun in Sentence 2 refer to? What relative pronoun is used to refer to possession? 4 In which sentence is the relative clause a comment on the whole of the main clause? 5 Look at this more formal version of Sentence 3: My girlfriend, to whom I was usually talking, talking used to … . Rewrite Sentence 6 in the same way.

1 We use a present participle to replace a relative clause with an active / a passive verb. 2 We use a past participle to replace a relative clause with an active / a passive verb. Grammar Reference and Practice > page 176

8

Replace the underlined parts of the relative clauses in each sentence with a present or past participle. 1 Did you take the charger that was plugged in next to the TV? plugged in 2 Anyone who wanted to speak on the phone had to go into the hall. wanting to speak 3 The only people who use non-smart mobile phones now are the elderly. using 4 I don’t want to sit next to that woman who is shouting into her phone. shouting 5 Mobiles are bad for the environment because of the metals that are needed to make them. needed 6 People who are buying that smartphone don’t realise that a new model is about to come out.

9

buying

SPEAKING In pairs, tell your partner about a piece of technology, using relative and participle clauses. Student A, go to page 196. Student B, go to page 200.

Grammar Reference and Practice > page 176

40

□ I can use defining and non-defining relative clauses to give additional information.

REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 220

• Grammar Reference and Practice, Student’s Book page 176

Grammar Quiz 3E

EXTRA ACTIVITIES IN CLASS • During Exercise 1, students can share their findings about the idioms/phrases they looked up at home.

58

• After Exercise 8, in pairs, students swap their sentences for peer checking.

• Workbook page 34/Online Practice • Photocopiable resource 13: It’s a word you need to guess, pages 279, 302 • Extra digital activities: Grammar Checkpoint 3E

NEXT CLASS Ask students to do an Internet search or ask parents/carers to find out the name of the generation they belong to and what characterises it (what their generation is like). They should make some notes.

03

3F SPEAKING A

B

C

Baby boomers: retired at fiftyfive on a full pension – think young people are lazy.

How Gen X sent text messages.

1

In small groups, look at memes A–D about different generations. What characteristics are they joking about? Are the jokes fair? Say why.

2

2.09 Listen to a radio phone-in programme about three different generations and make notes in the table. Baby boomers

Millennial elevator has three buttons: up, down and whatever.

5

born not long after WW2

Attitude towards work

work harder than any other generation

Personality characteristics

determined and resourceful

3 4

Rewrite the sentences as generalisations using the words in brackets.

people born from 2001 onwards 1 Generation Z spend a lot of time online. (general)

(born 1981–2000)

2 They use Instagram rather than Facebook. (whole)

(born 1946–1964)

Events which influenced them

Gen Z: You can’t say that – it hurts my feelings!

Generation Z (or Gen Z):

Generation X Millennials (born 1965–1980)

D

fall of the Berlin wall

3 They take offence very easily. (tend)

9/11

4 They have an entrepreneurial spirit. (nine) 5 They like getting a bargain. (cases)

work hard, but work the hardest also want a good – less holiday, work-life balance longer hours people say they value freedom, are selfish and very independent entitled

6 They are into experiences rather than material

possessions. (extent)

7 They avoid clicking online ads. (more)

In pairs, discuss what you heard. Do you think there is any truth in these generalisations about different generations? Say why. 2.09 Study the Speaking box. Then listen again and tick the phrases which are used in the phone-in programme.

8 They are into healthy eating and good habits. (broadly) 9 Generation Z tend not to take too many risks. (tendency) 10 They live much of their lives online. (overgeneralisation)

6

In pairs, discuss the questions. 1 Do you feel you belong to Generation Z? Say why. 2 Do you agree with the generalisations about Generation Z in Exercise 5? Say why. 3 Can you think of any other generalisations that people make about Gen Z?

SPEAKING | Generalising Talking about what you think is generally true

□✓ On the whole, … □ In general, … □ In some/many/most cases, … □ Broadly speaking, … □✓ By and large, … □ More often than not, … □✓ Nine times out of ten, … □ Ninety percent of the time, … □ To some/a great extent, … □ … tend to think/say/believe … □ There’s a tendency for … to …

7

In pairs, prepare a short presentation about your generation. Use these questions to help you. 1 Which events do you think have influenced your generation? 2 What is your generation’s attitude towards work / relationships / technology? 3 What personal qualities do you think are typical of your generation?

Acknowledging that you are generalising ✓ This is a bit of a sweeping statement, but … I may be overgeneralising, but … You might think this is an overgeneralisation, but …

□ □ □

8

Give your presentation to another pair. Use generalising language where appropriate. Do you agree with each other about what typifies your generation?

9

REFLECT | Society Do you think it is possible for people of different generations to be friends? How can society overcome generation gaps?

□ I can use generalisations to talk about something that is usually true. REFERENCES AUDIO SCRIPT page 220 CULTURE NOTES page 207

EXTRA ACTIVITY IN CLASS After Exercise 8, pairs can join another pair and share the information they found out about their parents/carers at home.

Exercise 5 1 In general, Generation Z spend … 2 On the whole, they use Instagram … 3 They tend to take offence … 4 Nine times out of ten, they have … 5 In some/many/most cases, they like … 6 To a great/some extent, they are into … 7 More often than not, they avoid … 8 Broadly speaking, they are into … 9 There’s a tendency for Generation Z not to take … 10 You might think this is an overgeneralisation, but they live …

They should pool their information to make some generalisations about the generation(s) using the language in the Speaking box. Get feedback from the class and formulate two or three points which were true for all the groups.

FURTHER PRACTICE Workbook page 35/Online Practice

41

NEXT CLASS Ask students to interview a parent or carer and ask their opinion on time spent as a family. Do they feel they get enough? Does technology get in the way? When was the last time the whole family spent time together? Were families closer in the past? Students make notes for the next lesson.

59

ARE FAMILIES AS CLOSE AS THEY USED TO BE? Many people today feel that relationships between members of the same family are not as close as they were perhaps a few generations ago. Changes in our working lives and the advent of technology have certainly altered how families interact, but I would argue that families generally remain as close as they ever were. Increasingly, parents are seeking a greater work-life balance and more flexibility in their working hours. This means that even in a family where both parents work, they are often able to ensure that at least one parent is available to take their children to after-school activities or to attend shows and concerts at the school. A better work-life balance also enables families to spend more quality time together than was perhaps the case a generation ago. It is commonly accepted that the time needed to run a household has also decreased over the last few decades as more and more labour-saving devices have been invented. A striking example of this is the humble washing machine, which Hans Rosling, a well-known Swedish statistician, called ‘the greatest invention of the industrial revolution’ because of the way that it liberated parents to spend more time with their children. Prior to its invention, it was usual to spend an entire day doing laundry – now the task is easily completed at the touch of a button or two. Going online can be seen as a way of bringing families together as well as a distraction. Whereas in the past family members living apart would have to write letters and often wait a long time for a reply, nowadays there are many more ways to keep in touch, such as social media and video calls. Overall, I believe that family members do actually communicate with each other more than they may have done in the past, whether through technology or face-to-face. In conclusion, I would say that while society may have changed, families remain as close as they were, aided by technology and greater flexibility in working patterns.

FACT BOX Family life in the UK • 10% of people surveyed said that the last time they spent quality time* with their family was more than a year ago. • 27% of parents said they’re so busy that in an average day they often don’t spend any time whatsoever with their children. • 42% of parents are worried that social media is distracting their children from quality family time. • 48% of those taking part in the survey said they feel guilty that they don’t spend enough time with their loved ones. * Time where you give your full attention to someone.

42

REFERENCES CULTURE NOTES page 207

EXTRA ACTIVITIES IN CLASS • In Exercise 1, students discuss their findings from their home interviews to support their answers.

60

• After Exercise 5, ask students to look back at the opinions they gave in Exercise 1 and change them into impersonal views using the phrases from the Writing box.

FURTHER PRACTICE Workbook page 36/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 44–45.

03

3G WRITING | An opinion essay 1

2

In pairs, read the Fact Box with the statistics about family life in the UK and answer the questions.

ACTIVE WRITING | Creating a line of reasoning

1 Is the situation similar in your country? Say why. 2 Would you agree that families have less quality time together than in the past? 3 Are families less close than they used to be?

• To construct a good argument, the reader needs to be able to follow your line of reasoning. A coherent paragraph will have sentences in a logical order. • In academic writing, each paragraph has a ‘topic sentence’ which contains the main idea of the paragraph which follows. The other sentences should support the topic sentence, giving further details, reasons or examples.

Read one student’s answer to the essay question given below and compare it with your ideas from Exercise 1. Some people think that families are not as close as they used to be. Do you agree? Write about … • mobile technology and the Internet. • changes in working life. • your own ideas.

3

Read the essay again. Which paragraphs are about the topics listed in the essay question? Which idea of their own has the writer included?

4

Study the Writing box and answer the questions.

7

a

Content and organisation Introduction: Summarise the topic of the essay, using your own words as far as possible, and state your position (thesis) with regard to the topic. Main body: Include two or three paragraphs setting out your arguments. You must include the two topics given in the essay question, plus an idea of your own. Each paragraph should be about one main idea. Conclusion: Summarise the main points of the essay and restate your opinion or thesis on the topic. Style and register • Use semi-formal or quite formal register, depending on the context. • Give your personal opinion using phrases such as: Personally, ... /In my opinion, ... /My personal conviction /2 /3 . is that ... /1 Include more impersonal views using phrases such as: It is often argued that … /It is often held that ... / /5 /6 . It is widely believed that ... /4 • Try to use a variety of linkers, including more formal ones, e.g. Nevertheless, …, In addition, …, Therefore, …

5

Complete the Writing box with the underlined phrases from the essay.

6

CRITICAL THINKING Study Active Writing. Then underline the topic sentences in paragraphs 2, 3 and 4 of the model essay in Exercise 2. What is the main idea in each case?

□2 For example, it is only too common to see families

eating out together with every member glued to his or her own screen. Technology may have brought some benefits b to society, but it has undoubtedly been bad for family life. c 1 Technology has revolutionised our lives in ways that no one would ever have predicted. d 3 This cannot help but contribute to the breakdown of the family, with everyone in their own little world.

□

1 What is the thesis of the essay? 2 What arguments does the writer give to support the thesis? 3 How does the thesis relate to the conclusion?

WRITING | An opinion essay

Read sentences a–d and identify which one is the topic sentence. Then put the sentences into the correct order to make a coherent paragraph. There is one sentence which you do not need.

□ □

8

How do the sentences you chose in Exercise 7 support the topic sentence?

9

Complete the phrases which can be used to support a topic sentence. 1 For instance , / For example, / To give just one example 2 A good/notable/ striking example of this is the … 3 There are many ways to communicate with family members, such as social media, video calls or instant messaging.

10

For each topic sentence below, write a paragraph with two supporting sentences. Use the statistics in the Fact Box as examples. 1 Social media is often seen as a key reason people are interacting less face-to-face. 2 Working parents are simply too busy to spend time with their family. 3 We all know that time spent with friends and family is precious.

11

Read the essay question below. Do you agree or disagree? Make notes to support your opinion. What else could be a strong influence? The friends you choose are more influential in your life than the family you are born into, or any other influence. Do you agree? Write about … • how families influence us. • how friends influence us. • your own ideas.

12

WRITING TASK Write your essay. Use the Writing box, include topic sentences and examples. Don’t forget to give your personal opinion and some impersonal views.

□ I can write an opinion essay.

Exercise 3 Paragraph 4 is about mobile technology and the Internet. Paragraph 2 is about changes in working life. Paragraph 3 includes the writer’s own idea: how modern labour-saving technology allows family members to spend more time together. Exercise 4 1 Families remain as close as they ever were. 2 Greater work-life balance means parents are more available to their children and able to spend more quality time together. Greater automation of housework has had a similar effect. The Internet and social media give more opportunities for families to communicate with each other when at a distance. 3 The conclusion restates the thesis: … while society may have changed, families remain as close as they were, aided by technology and greater flexibility in working patterns. Exercise 5 1 I would argue that … 2 I believe that … 3 I would say that … 4 Many people today feel that … 5 It is commonly accepted that … 6 … can be seen as … Exercise 6 Paragraph 2: The main idea is that parents have more availability for their family nowadays because of flexible working practices. Paragraph 3: The main idea is that technology has made running a household less time-consuming than in the past, allowing more family time. Paragraph 4: The main idea is that mobile technology and the Internet can connect families more, rather than pulling them apart. Exercise 8 The second sentence gives an example of how technology has been bad for the family. The third sentence clarifies how the example relates to the topic sentence.

43

61

Word List REMEMBER MORE 1 Complete the text with words from the word list.

that my It is sometimes 1h eld generation (Gen Z) is a bunch of their snowflakes who 2l ive lives online and tend to burst into 3 t ears when they 4f lunk any exam. And I could not disagree more! By and 5l arge , we're actually a 6s hining example for the younger generation. We want to make the world a 7b etter place. Unlike Millennials, we give everything a lot of 8t hought , especially the environment. We are compassionate and speak up for our 9v alues .

2

Complete the sentences with the correct particles. Then check with the word list. 1 I look up to people who have achieved something against all the odds. 2 After she had split up with her husband, her life turned upside down . 3 I’m lost in thoughts when I’m plugged in . 4 After the accident, he tried to live day- to -day, one day at a time.

3

Match the two parts of the collocations which describe rows and arguments. Then check with the word list. 1 2 3 4

4

lose c get d fall a resolve b

a b c d

5.15 blow things out of proportion /ˌbləʊ ˌθɪŋs ˈaʊt əv prəˈpɔːʃən/ burst into tears  /ˌbɜːst ˌɪntə ˈtɪəz/ catch up (phr v) /ˌkætʃ ˈʌp/ empathise with sb /ˈempəθaɪz wɪð ˌsʌmbɒdi/ fall out with sb /ˌfɔːl ˈaʊt wɪð ˌsʌmbɒdi/ get attention for sth /ˌget əˈtenʃən fə ˌsʌmθɪŋ/ get on with sb /ˌget ˈɒn wɪð ˌsʌmbɒdi/ get the joke /ˌget ðə ˈdʒəʊk/ give sb a compliment /ˌɡɪv ˌsʌmbɒdi ə ˈkɒmpləmənt/ go off (phr v) /ˌɡəʊ ˈɒf/ have a go at sb /ˌhəv ə ˈɡəʊ ət ˌsʌmbɒdi/ have a lie-in /ˌhəv ə ˈlaɪ-ɪn/ let sb down (phr v) /ˌlet ˌsʌmbɒdi ˈdaʊn/ lose your temper /ˌluːz jə ˈtempə/

out with sb an argument your temper fed up with sb

fun of somebody make connections do somebody a favour make up with somebody (end a quarrel) make

in the long run /ɪn ðə ˌlɒŋ ˈrʌn/ make connections /ˌmeɪk kəˈnekʃəns/ misunderstanding (n) /ˌmɪsʌndəˈstændɪŋ/ neuroscience (n) /ˈnjʊərəʊˌsaɪəns/ newborn baby /ˌnjuːbɔːn ˈbeɪbi/ prevent sb from doing sth /prɪˈvent ˌsʌmbɒdi frəm ˈduːɪŋ ˌsʌmθɪŋ/ recent findings /ˈriːsənt ˌfaɪndɪŋz/ relocate to a different place /ˌriːləʊkeɪt tə ə ˌdɪfərənt ˈpleɪs/ row with sb (v) /ˈraʊ wɪð ˌsʌmbɒdi/ shape (v) /ʃeɪp/ split up with sb (phr v) /ˌsplɪt ˈʌp wɪð ˌsʌmbɒdi/ stick at sth (phr v) /ˈstɪk ət ˌsʌmθɪŋ/

tease sb (v) /ˈtiːz ˌsʌmbɒdi/

make up with sb /ˌmeɪk ˈʌp wɪð ˌsʌmbɒdi/

to my mind /tə ˌmaɪ ˈmaɪnd/

mess about (phr v) /ˌmes əˈbaʊt/

turn out (phr v) /ˌtɜːn ˈaʊt/

middle child /ˌmɪdl ˈtʃaɪld/ 

turn sth upside down /ˈtɜːn ˌsʌmθɪŋ ˌʌpsaɪd ˈdaʊn/

naughty (adj) /ˈnɔːti/ only child /ˌəʊnli ˈtʃaɪld/

3C VOCABULARY

peacemaker (n) /ˈpiːsmeɪkə/

admire (v) /ədˈmaɪə/

put sth off (phr v) /ˌpʊt sʌmθɪŋ ˈɒf/

bad influence (on sb) /ˌbæd ˈɪnfluəns (ɒn ˌsʌmbɒdi)/

5.17

bigoted (adj) /ˈbɪɡətɪd/

raw cake mixture /ˌrɔː ˌkeɪk ˈmɪkstʃə/

capable (adj) /ˈkeɪpəbəl/

rebel (v) /rɪˈbel/

charming (adj) /ˈtʃɑːmɪŋ/

resolve an argument /rɪˌzɒlv ən ˈɑːɡjəmənt/

compassionate (adj) /kəmˈpæʃənət/

show off (phr v) /ˌ ʃəʊ ˈɒf/

conceited (adj) /kənˈsiːtɪd/

sympathetic (adj) /ˌsɪmpəˈθetɪk/

decent (adj) /ˈdiːsənt/

talk behind sb’s back /ˈtɔːk bɪˌhaɪnd ˌsʌmbɒdiz ˈbæk/

dedicated (adj) /ˈdedɪkeɪtɪd/

tell sb off about sth (phr v) /ˌtel ˌsʌmbɒdi ˈɒf əˌbaʊt ˌsʌmθɪŋ/

despise (v) /dɪˈspaɪz/

Victoria sponge (n) /vɪkˈtɔːriə ˌspʌndʒ/

find sb inspirational /ˌfaɪnd ˌsʌmbɒdi ˌɪnspəˈreɪʃənəl/

5.16 5 academically gifted /ˌækəˌdemɪkli ˈɡɪftɪd/

To learn phrases, use them in short stories or mini newspaper articles similar to the one in Exercise 1. By placing the new phrases in your own ’world’ of ideas, you help your brain to remember them.

have a hard time /ˌhəv ə ˌhɑːd ˈtaɪm/

make fun of sb /ˌmeik ˈfʌn əv ˌsʌmbɒdi/

3B LISTENING AND VOCABULARY

Short story or article

handle a situation /ˌhændl ə ˌsɪtʃuˈeɪʃən/

teach sb the value of sth /ˈtiːtʃ ˌsʌmbɒdi ðə ˈvæljuː əv ˌsʌmθɪŋ/

wind sb up (phr v) /ˌwaɪnd ˌsʌmbɒdi ˈʌp/

ACTIVE VOCABULARY |

flunk an exam /ˌflʌŋk ən ɪɡˈzæm/

make a fuss of sb /ˌmeɪk ə ˈfʌs əv ˌsʌmbɒdi/

put up with sb/sth (phr v) /ˌpʊt ˈʌp wɪð ˌsʌmbɒdi/sʌmθɪŋ/

Complete the phrases with make or do. Then check with the word list. 1 2 3 4

3A GRAMMAR AND VOCABULARY

be challenged enough /bi ˈtʃæləndʒd ɪˌnʌf/ clash between you and a parent /ˈklæʃ bɪˌtwiːn ˌjə ənd ə ˈpeərənt/

defensive (adj) /dɪˈfensɪv/

follow in sb’s footsteps /ˌfɒləʊ ɪn ˌsʌmbɒdiz ˈfʊtsteps/ good/shining example of sth /ˌɡʊd/ˌ ʃaɪnɪŋ ɪɡˈzɑːmpəl əv ˌsʌmθɪŋ/ hypocritical (adj) /ˌhɪpəˈkrɪtɪkəl/ idealistic (adj) /aɪˌdɪəˈlɪstɪk/ idolise (v) /ˈaɪdəlaɪz/

colic (n) /ˈkɒlɪk/

immature (adj) /ˌɪməˈtʃʊə/

do sb a favour /ˌduː ˌsʌmbɒdi ə ˈfeɪvə/

in the public eye /ˌɪn ðə ˌpʌblɪk ˈaɪ/ inspirational (adj) /ˌɪnspəˈreɪʃənəl/

44

EXTRA ACTIVITIES IN CLASS • In pairs, students write a conversation about a word or phrase in the word list but without mentioning the word itself. They can then act out the conversation to another pair for them

62

to guess the word/phrase. If the second pair can’t guess, the first pair can give them a clue by saying which section the word is in. If students still can’t guess, the original pair can role play their conversation for the class to guess at the end of the activity.

• Write Phrases relating to behaviour on the board. Dictate short definitions of phrases from Lesson 3A, e.g. suddenly start crying (burst into tears). Students supply the correct phrase for each definition. To make the activity easier, you could let students refer to the word

03 loathe (v) /ləʊð/

oddly enough /ˌɒdli ɪˈnʌf/

on the whole /ɒn ðə ˈhəʊl/

look down on sb (phr v) /ˌlʊk ˈdaʊn ɒn ˌsʌmbɒdi/

pick up a language /ˌpɪk ˈʌp ə ˌlæŋɡwɪdʒ/

onwards (adv) /ˈɒnwədz/

look up to sb (phr v) /ˌlʊk ˈʌp tə ˌsʌmbɒdi/

play peekaboo /ˌpleɪ ˌpiːkəˈbuː/

overgeneralisation (n) /ˌəʊvəˌdʒenərəlaɪˈzeɪʃən/

modest (adj) /ˈmɒdɪst/

retrace (v) /rɪˈtreɪs/

overgeneralise (v) /ˌəʊvəˈdʒenərəlaɪz/

passionate (adj) /ˈpæʃənət/

sense of belonging /ˌsens əv bɪˈlɒŋɪŋ/

personality (n) /ˌpɜːsəˈnæləti/

personal qualities /ˌpɜːsənəl ˈkwɒlətis/

sense of security /ˌsens əv sɪˈkjʊərəti/

phone-in programme /ˌfəʊn-ɪn ˈprəʊɡræm/

public figure /ˌpʌblɪk ˈfɪɡə/

skinny (adj) /ˈskɪni/

sweeping statement /ˌswiːpɪŋ ˈsteɪtmənt/

pushy (adj) /ˈpʊʃi/

stare at sth (v) /ˈsteə ət ˌsʌmθɪŋ/

take a risk /ˌteɪk ə ˈrɪsk/

put sb on a pedestal /ˌpʊt ˌsʌmbɒdi ɒn ə ˈpedəstəl/

subcontinent (n) /ˌsʌbˈkɒntɪnənt/

take offence /ˌteɪk əˈfens/

role model /ˈrəʊl ˌmɒdl/ set a good example /ˌset ə ˌgʊd ɪɡˈzɑːmpəl/ sincere (adj) /sɪnˈsɪə/ speak up for sth /ˌspiːk ˈʌp fə ˌsʌmθɪŋ/ tough (adj) /tʌf/ trustworthy (adj) /ˈtrʌstˌwɜːði/

3D READING AND VOCABULARY 5.18 5 adoptive mother /əˌdɒptɪv ˈmʌðə/ against all the odds /əˌɡenst ɔːl ði ˈɒdz/ anxious about sth /ˌbi ˈæŋkʃəs əˈbaʊt ˌsʌmθɪŋ/ beg (v) /beg/ blow up (phr v) /ˌbləʊ ˈʌp/ blurb (n) /blɜːb/ brass ornament /ˌbrɑːs ˈɔːnəmənt/ deprivation (n) /ˌdeprəˈveɪʃən/ distressed by sth /dɪˈstrest baɪ ˌsʌmθɪŋ/ feel at home /ˌfiːl ət ˈhəʊm/

subsistence (n) /səbˈsɪstəns/ teem with sth /ˈtiːm wɪð ˌsʌmθɪŋ/ understandably (adv) /ˌʌndəˈstændəbəli/ utterly lost /ˌʌtəli ˈlɒst/ well-being (n) /ˌwel-ˈbiːɪŋ/

3E GRAMMAR

5.19

3G WRITING

5.21 5

advent of technology /ˌædvent əv tekˈnɒlədʒi/ alter (v) /ˈɔːltə/ breakdown (n) /ˈbreɪkdaʊn/ bring benefits /ˌbrɪŋ ˈbenəfɪts/ coherent (adj) /kəʊˈhɪərənt/

carbon copy (n) /ˌkɑːbən ˈkɒpi/

conviction (n) /kənˈvɪkʃən/

carbon paper (n) /ˌkɑːbən ˈpeɪpə/

decrease (v) /dɪˈkriːs/

cc an email  /ˌsiːˈsiː ən ˈiː meɪl/

distraction (n) /dɪˈstrækʃən/

dial a number /ˌdaɪəl ə ˈnʌmbə/

ensure (v) /ɪnˈʃʊə/

get a connection /ˌget ə kəˈnekʃən/

flexibility (n) /ˌfleksəbɪləti/

get fed up with sth /ˌget ˌfed ˈʌp wɪð ˌsʌmθɪŋ/

humble (adj) /ˈhʌmbəl/

go online /ˌɡəʊ ˌɒnˈlaɪn/

impersonal (adj) /ɪmˈpɜːsənəl/

hang up the phone /ˌhæŋ ˈʌp ðə ˌfəʊn/

it is held that /ˌɪt ˌəz ˈheld ˌðæt/

origin (n) /ˈɒrɪdʒɪn/

labour-saving device /ˈleɪbə ˌseɪvɪŋ dɪˈvaɪs/

stream a video /ˌstriːm ə ˈvɪdiəʊ/

liberate (v) /ˈlɪbəreɪt/

take ages to do sth /ˌteɪk ˈeɪdʒəs tə ˌduː ˌsʌmθɪŋ/

line of reasoning  /ˌlaɪn əv ˈriːzənɪŋ/

the elderly (n) /ði ˈeldəli/

live apart /ˌlɪv əˈpɑːt/ notable (adj) /ˈnəʊtəbəl/

figurine (n) /ˌfɪɡjəˈriːn/

3F SPEAKING

gather together /ˈɡæðə təˌɡeðə/

baby boomer (n) /ˈbeɪbi ˌbuːmə/

gaze at sth (v) /ˈɡeɪz ət ˌsʌmθɪŋ/

bargain (n) /ˈbɑːɡɪn/

go hungry /ˌɡəʊ ˈhʌŋɡri/

be into sth /ˌbi ˈɪntə ˌsʌmθɪŋ/

grubby (adj) /ˈɡrʌbi/

be typical of sb/sth /ˌbi ˈtɪpɪkəl əv ˌsʌmbɒdi/ ˌsʌmθɪŋ/

revolutionise (v) /ˌrevəˈluːʃənaɪz/

broadly speaking /ˌbrɔːdli ˈspiːk ɪŋ/

run a household /ˌrʌn ə ˈhaʊshəʊld/

by and large /ˌbaɪ ənd ˈlɑːdʒ/

semi-formal (adj) /ˌsemi ˈfɔːməl/

characteristic (n) /ˌkærəktəˈrɪstɪk/

set out (phr v) /ˌset ˈaʊt/

entrepreneurial (adj) /ˌɒntrəprəˈnɜːriəl/

state (v) /steɪt/

huddle together /ˈhʌdl təˌɡeðə/ immense (adj) /ɪˈmens/ intrigued by sth /ɪnˈtriːɡd baɪ ˌsʌmθɪŋ/ keep sb company /ˌkiːp ˌsʌmbɒdi ˈkʌmpəni/ let alone /ˌlet əˈləʊn/ live day-to-day /ˌlɪv ˌdeɪ tə ˈdeɪ/ live hand-to-mouth /ˌlɪv ˌhænd tə ˈmaʊθ/ live one day at a time /ˌlɪv ˈwʌn ˌdeɪ ət ə ˈtaɪm/ locate (v) /ləʊˈkeɪt/ lost in the thought /ˌlɒst ɪn ðə ˈθɔːt/ make ends meet /ˌmeɪk ˈends ˌmiːt/ malnourished (adj) /ˌmælˈnʌrɪʃt/ nothing out of the ordinary /ˈnʌθɪŋ ˌaʊt əv ði ˈɔːdənəri/

5.20

prior to sth /ˈpraɪə tə ˌsʌmθɪŋ/ quality time /ˈkwɒləti ˌtaɪm/ register (n) /ˈredʒɪstə/ restate (v) /ˌriːˈsteɪt/

full pension /ˌfʊl ˈpenʃən/

statistician (n) /ˌstætəˈstɪʃən/

generalisation (n) /ˌdʒenərəlaɪˈzeɪʃən/

striking (adj) /ˈstraɪkɪŋ/

generalise (v) /ˈdʒenərəlaɪz/

survey (v) /səˈveɪ/

generation gap (n) /ˌdʒenəˈreɪʃən ˌɡæp/

thesis (n) /ˈθiːsɪs/

Generation X (n) /ˌdʒenəˌreɪʃən ˈeks/

undoubtedly (adv) /ʌnˈdaʊtɪdli/

Generation Z (n) /ˌdʒenəˌreɪʃən ˈzed/

working life /ˌwɜːkɪŋ ˈlaɪf/

material possession /məˌtɪəriəl pəˈzeʃən/

work-life balance /ˌwɜːk-ˈlaɪf ˌbæləns/

millenial (adj) /mɪˈleniəl/ more often than not /ˌmɔː ˈɒfən ðən ˌnɒt/

45 list for Lesson 3A during the activity. As a follow-up, you could ask students to write an example sentence for each phrase.

• Divide the class into teams. Give each team in turn a word of phrase from the word list. They have to use it correctly in a sentence. Each correct sentence gives each team one point, and the team with the most points at the end are the winners.

FURTHER PRACTICE Workbook page 37/Online Practice

NEXT CLASS Ask students to revise Unit 3.

63

03

Revision

VOCABULARY AND GRAMMAR

1

Exercise 1 1 decent/compassionate 2 compassionate/decent 3 Modest 4 making a fuss 5 pushy 6 showing 7 split up 8 influence 9 idolise

Rewrite the sentences as one sentence using a defining or non-defining relative clause. In which sentences can the pronouns be omitted?

Complete the text with the words/phrases from the box. There are two extra words.

1 My neighbours have a new-born baby. They are moving to a bigger house. . My neighbours 2 That boy’s mum is Japanese. He’s fluent in five languages. That boy . 3 My grandma’s house has no wi-fi. It’s very annoying. My . 4 They go to that beach in summer. It’s their favourite place. The beach . 5 She bought a camera yesterday. It’s an antique. The camera . 6 I just saw a girl. My brother used to be friends with her. I just saw the . 7 He lost his wallet. It was very worrying. He .

compassionate decent despise idolize immature influence making a fuss modest pushy showing split up News stories about 1 citizens who help old women individuals who are across the road, and 2 concerned about others do make the news from time to people who perform heroic acts without time. 3 4 and telling everyone about it can be interesting, especially if they are charming too and know how to talk to the camera. However, the stories in some types of newspapers and , attention-seeking websites are often about 5 off. Some of these individuals, who simply love 6 ‘celebrities’ even have their own TV shows giving detailed information about their lives and relationships. Why should the public be interested in who they 7 on young or row with? People like this are a bad 8 them and give people. Surely, we shouldn’t 9 them celebrity status!

Exercise 3 1 is (forever) borrowing 2 used to live / lived 3 will post / is posting 4 was (constantly) criticising 5 would go out / used to go out 6 is (always) sending Exercise 4 (Pronouns which can be omitted are in brackets.) 1 My neighbours, who have a newborn baby, are moving to a bigger house. 2 That boy, whose mum is Japanese, is fluent in five languages. 3 My grandma’s house has no wi-fi, which is very annoying. 4 The beach where they go in summer is their favourite place. / The beach (which) they go to in summer is their favourite place. 5 The camera (which/that) she bought yesterday is an antique. 6 I just saw the girl (who) my brother used to go out with. 7 He lost his wallet, which was very worrying. Exercise 5 1 wanting to make 2 parked 3 complaining 4 recently posted 5 growing up

2

1 I lost my temper / empathised with my sister last night. I usually control myself. 2 He’s the peacemaker / capable and always does his best to resolve arguments. 3 A good friend should never talk about / fall out with you behind your back. 4 She doesn’t earn much money and finds it hard to make ends meet / live hand-to-mouth. 5 They are both very defensive / sincere and always tell the truth. 6 I admire / loathe people who behave like that. What she did was unacceptable and shocking! 7 You can always count on her. She’s the most trustworthy / compassionate person I know. 8 It’s important that your friends huddle together / feel at home when they visit.

3

5

Replace the underlined phrase with a participle clause. 1 People who want to make an appointment should do so online. 2 Did you see that car which was parked next to ours? 3 They were behind a woman in the queue who was complaining about the service. 4 The advertisement which was recently posted on the site is very interesting. 5 Teenagers who grew up in the 1970s and 80s didn’t have mobile phones.

Choose the correct words to complete the sentences.

Complete the sentences. Use the Present Continuous or Past Continuous, will, used to or would. Sometimes more than one answer is possible. forever (borrow) my clothes 1 My sister without asking me. It’s very irritating! (live) in a house by the 2 When I was a child, we sea, but now we live in a city. (post) 3 My brother can’t keep a secret. He anything you tell him on his blog immediately. 4 When they were children, his older sister (criticise) him, but they’re best constantly friends now. (go out) every Saturday 5 A few years ago, we night, but we don’t any more. always (send) me error 6 My computer messages I don’t understand!

46

USE OF ENGLISH

6

Complete the text with one word in each gap.

Role model? You might think this is an overgeneralisation but on 1 the whole I believe that people don’t change much. Take my old school friend, Jackie MacDougall. Jackie was a quiet girl who everyone looked 2 up to because she always did the right thing. She was a dedicated student who 3 would always come top of the class in everything. When she was fourteen, she seemed to be very grown up in relation to the rest of us. She never behaved badly and always 4 set a good example. Jackie never went out much but was a very popular girl. By and 5 large , most of us put her on a pedestal. I didn’t hear much about Jackie after we left school. Many years later, I was picking up my eleven-year-old daughter from her new school one day. She said, ‘Look, that’s the new teacher who I was talking 6 about . I want to be like her when I grow up.’ I looked up and saw Jackie MacDougall! I was delighted my daughter wanted to 7 follow in her footsteps.

Use of English > page 192

FURTHER PRACTICE

ASSESSMENT

• Use of English, Student’s Book page 192

• Unit 3 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 268–269

• Unit 3 Skills Test (Dictation, Listening, Reading, Communication)

• Self-assessment 3 and Self-check 3, Workbook pages 38–39/Online Practice

64

4

• Extra digital activities: Use of English, Reading, Listening

• Unit 3 Writing Test

HOW TECHNOLOGY AFFECTS

FAMILY RELATIONSHIPS It is often held that technology in general does little to help family relationships as, in many cases, family members are more interested in their smartphones, and the TV than they are in each other. In the days before smartphones, the TV was blamed the most for breakdowns in communication between parents and children. It was argued that not only did ‘the box’ stop them from talking to each other, but clashes between family members over what programmes to watch created barriers and caused resentment. Some people still believe this is true today, ignoring the fact that TV programmes can be informative as well as just entertaining. In fact, TV programmes often provide topics for families to discuss, bringing them closer together rather than driving them further apart. What’s more, twenty-first century families don’t need to all watch the same programme at the same time, and they certainly don’t need to gather round a traditional television in the living room. The number of people watching TV online is increasing all the time. The fact that people can watch what they want, when and where they want should result in more time for families to be together rather than less, providing it is well-planned. The smartphone has perhaps taken over nowadays from the TV as the major reason given for a lack of communication between family members. Parents are often heard saying things like, ‘My teenage children never talk to me because they are playing games on their phones or messaging their friends,’ or, ‘My teenage son flunks his exams because he’s always chatting online.’ Parents often don’t see why their sons and daughters spend so much time online and fail to see the importance of having an online identity while most teens feel their online image is part of who they are. Nine times out of ten, they criticise the amount of time their children spend online rather than attempting to understand why they do it and manage it. In fact, adults are often not very good examples themselves. Who hasn’t witnessed a table at a restaurant where all the family members, young and old, are silently focused on their mobile devices? My personal conviction is that, broadly speaking, smartphones do have some negative effects on family relationships. One important reason for this is that this technology is still relatively new, and many families haven’t yet learned how to deal with it. However, with time everyone will understand the communication problems associated with our online lives better. Parents and children should discuss how they use technology to help them all make the most of technology instead of blaming it for their problems.

READING

SPEAKING

7

8

Read the article above and complete the notes with 1–3 words in each gap.

STRATEGY | Note completion

For the statement: • We interact with technology, not people, and end up feeling lonely. • Technology can’t help solve our problems.

Read the sentences carefully and underline the key words in each of them. The text may include the same key words or their synonyms. Try to predict what kind of information is missing. Then scan the reading text to find the missing information. 1 Some people think that families are less interested than they are in the TV and smartphones. 2 Before smartphones existed, TV was thought to be between family members. responsible for a 3 Some people today don’t realise that TV shows are . often not just entertaining but are also so they 4 A family’s viewing habits should be can spend time together. is one reason given by parents for failure 5 at school. 6 Parents frequently don’t understand why it’s . important for young people to have , which is why a lot of 7 Smartphones are families don’t know how to manage their use yet.

‘Modern technology leads to increasing isolation rather than creating a sense of belonging.’ What do you think? Discuss in pairs. Use the arguments below to help you.

Exercise 7 1 in each other 2 breakdown in communication 3 informative 4 well-planned 5 Chatting online / Spending time online / The smartphone 6 an online identity 7 (still) (relatively) new

Against the statement: • Technology can be used to strengthen our relationships with our friends and family. • Club or school websites and forums connected to our interests make us feel we belong.

WRITING

9

Read the task below. ‘We learn more from our school environment than we do from our friends and family.’ Do you agree? Write about … 1 values such as honesty. 2 skills. 3 your own idea. Write your essay.

47

65

04

Inside story VOCABULARY Conspiracy theories, news reporting, collocations, noun suffixes GRAMMAR

Narrative tenses, Past Perfect Simple and Continuous, negative inversion Use of English > page 192

SPEAKING

Telling anecdotes

WRITING

A story

VIDEO

Grammar

Documentary

Paul McCartney Elvis Presley

Amelia Earhart

4A GRAMMAR AND VOCABULARY 1

Exercise 4 1 enigma/puzzle 2 abducted/captured 3 hints/clues 4 exposed/revealed 5 bizarre/weird

In pairs, discuss the questions. the idea that a group/groups of people are working secretly to

1 What is a conspiracy theory? create a particular event or outcome 2 What conspiracy theories have you heard of? 3 What conspiracy theories do you think the photos relate to?

1 that her plane crashed somewhere in the ocean, leaving no evidence; that she was an undercover intelligence agent who had been spying on Japan for the US government and that her plane was shot down and she was captured; that she landed on a remote island and was never rescued; that she was abducted by aliens 2 aliens 3 the idea that Paul McCartney died in 1966 4 a human sacrifice

2

2.10 Listen to a podcast about conspiracy theories and check your ideas from Exercise 1. Do you think there is any truth in these theories? Say why.

3

Check you understand the words from the podcast in the box. Find two synonyms for each word 1–8 below. abduct assassinate bizarre capture claim clues eliminate enigma expose fraud hints hoax maintain puzzle reveal weird 1 2 3 4

fake (n) fraud, hoax kidnap abduct, capture kill assassinate, eliminate mystery enigma, puzzle

5 6 7 8

signs clues, hints state (v) claim, maintain strange bizarre, weird uncover expose, reveal

The Large Hadron Collider (LHC)

4

Beyoncé

2.10 Complete the questions with words from 2 Exercise 3. Sometimes more than one answer is possible. Then listen again and answer the questions. of Amelia 1 What possible solutions to the Earhart’s disappearance are mentioned? 2 According to conspiracy theorists, who or what her and held her prisoner? about which 3 According to the podcast, conspiracy theory are hidden in Beatles songs? as 4 What did the video about CERN, recently a hoax, claim to show? 5 Which of the conspiracy theories mentioned do you ? think is the strangest or most

48

REFERENCES

EXTRA ACTIVITIES IN CLASS

AUDIO SCRIPT page 220

• Do this activity at the beginning of the lesson. Draw students’ attention to the photos on page 48 and ask them what they know about the people/ object shown. Elicit students’ answers and share some information from the Culture notes with them. Tell students

VIDEO SCRIPT page 241 CULTURE NOTES page 208

66

that they are going to find out more about these people/object later in the lesson. • Do this activity after Exercise 9. Put students in pairs and ask them to write two sentences in the Past Simple on a piece of paper, then give them to another pair. They should then write

04 Narrative tenses; Past Perfect Simple and Continuous

5

THINK BACK Which past tense is used in each of the underlined parts of the extract from the podcast? Can you explain the difference in meaning between them? In 1932, Amelia Earhart ¹became the first female aviator to fly solo across the Atlantic. Five years later, she set out to fly around the globe. In the years following her Atlantic achievement, she ²had set seven women’s speed and distance aviation records and she was more than ready to take on this challenge. However, while she ³was was flying over the Pacific Ocean, she disappeared without a trace, never to be seen again.

6

Match the underlined phrases in the extracts to the descriptions.

□

1 b In the years following her Atlantic achievement, she had set seven women’s speed and distance aviation records. 2 a But some people suspect she was an undercover intelligence agent who had been spying on Japan for the US government.

□

a This is an action in progress in the past. b This is a completed action.

7

Complete the rules by writing Past Perfect Simple, Past Perfect Continuous or both. to make clear that a past action 1 We use happened earlier than another past action. to talk about an earlier completed 2 We use action. to talk about a situation or action 3 We use which continued up to a certain time in the past.

WATCH OUT! • We use the Past Perfect Continuous when we want to focus on the duration of an activity or when we are explaining a past result, e.g. She was tired because she had been flying for hours. • We do not use the Past Perfect Continuous with repeated actions when we say how many times something happened, e.g. She had been visiting him regularly.

9

WAS DIANA’S DEATH REALLY AN ACCIDENT On the night of 31 August 1997, Princess Diana 1 (die) tragically in a car crash in Paris. Was it an accident or 2 (someone/arrange) for her to be assassinated? Many people believed in such a conspiracy partly because Diana herself 3 (often/express) a belief that someone 4 (plan) to kill her in a car crash, making it look like an accident. The rumours were so disturbing that in 2004 the Metropolitan Police in London 5 (decide) to launch an investigation (happen) that night. into what 6 Did the paparazzi following Diana cause the crash on purpose? They 7 (certainly/drive) dangerously, but was it (actually/try) to kill her? possible that they 8 After months of investigations, the police finally 9 (conclude) that it had simply been an accident, but many people still maintain it was not, and that she was killed to prevent her exposing secrets about the British royal family.

10

The mystery of Amelia Earhart On 2 July 1937, Amelia Earhart’s plane disappeared. She 1 (try) to fly around the world. She 2 (already/complete) about 22,000 miles of the journey, with 7,000 miles left to go. She 3 (travel) for just over three weeks and 4 (visit) Brazil, Dakar, Khartoum and Bangkok when she lost radio contact. We know that Earhart 5 (just/run out) of fuel when she disappeared. It’s possible that she landed on a nearby island. In 1998, bones which a British expedition 6 (find) on an island in the Pacific in 1940 were analysed again. Scientists 7 (think) they belonged to a man, but they recently changed their minds and linked them to a tall white female who 8  (die) in around 1937. Could the bones be the remains of Amelia Earhart?

11

2.11 Listen again. Use a weak pronunciation for had /həd/, was /wəz/ and been /bin/. In pairs, practise reading the text in Exercise 9 aloud.

12

REFLECT | Society Why do you think people believe conspiracy theories? Give reasons for your answer.

13

SPEAKING In pairs, invent your own conspiracy theory. Go to page 197.

GRAMMAR VIDEO

Study Watch out! Then complete the short text about Amelia Earhart with the Past Perfect Simple or Past Perfect Continuous forms of the verbs in brackets.

2.11 PRONUNCIATION Listen to the sentences from the text. What do you notice about the way that the words had, was and been are pronounced? 1 Diana herself had often expressed a belief that someone was planning to kill her. 2 They had certainly been driving dangerously.

Grammar Reference and Practice > page 178

8

Complete the article with the correct past tense forms of the verbs in brackets.

Exercise 7 1 both 2 Past Perfect Simple 3 Past Perfect Continuous Exercise 8 1 had been trying 2 had already completed 3 had been travelling 4 had visited 5 had just run out 6 had found 7 had thought 8 had died Exercise 9 1 died 2 had someone arranged / did someone arrange 3 had often expressed 4 was planning to 5 decided 6 had happened / happened 7 had certainly been driving 8 had actually tried / actually tried 9 concluded Exercise 10 The words had, was and been are all pronounced using a weak form.

8 Read the sentence below and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question. Tell us about a surprising event in your life.

□ I can use narrative tenses to talk about past events. a Past Perfect Continuous sentence about an event that took place before the Past Simple event they now have. Pairs can then swap sentences for checking.

Exercise 5 1 Past Simple 2 Past Perfect Simple 3 Past Continuous 4 Past Simple The Past Simple is used to talk about a completed action at a specific time in the past, whereas the Past Continuous describes an ongoing or interrupted past action. The Past Perfect is used to indicate that something happened before another event or action in the past.

FURTHER PRACTICE • Photocopiable extra Grammar Video activity 4, page 271

49

• Photocopiable resource 14: We never went to the moon?, pages 280, 303 • Extra digital activities: Grammar Checkpoint 4A

• Grammar Reference and Practice, Student’s Book page 178

ASSESSMENT

• Workbook pages 40–41/Online Practice

Grammar Quiz 4A

67

4B VOCABULARY | News reporting Exercise 2 Because each page view is worth money in terms of advertising revenue. People want to click on the headlines and share the stories because they make us feel good or look better to other people.

1

In pairs, look at the headlines and discuss the questions.

4

2.12 Complete the sentences with the words from 2 the box to make collocations. Listen again and check.

1 Why do you think news sites write these kinds of headlines? 2 Why do you think people want to click on them and share the story? 3 Do you think the information in these kinds of stories is reliable? Say why.

attention awareness clickbait corruption generates go hit light present public verify 1 I’m responsible for creating all those headlines that attract attention. viral, that could mean 2 If the posts I write hundreds of thousands of page views, which more advertising revenue for the news site. 3 Articles published online need to be very brief because span these days. everyone has such a short of important issues. 4 I’m helping to raise on the 5 The articles I write rarely shed much the headlines. key issues that have 6 I’d love to cover traditional news stories which are interest, where I could expose . in the my sources 7 I’d also prefer to have the time to both sides of the story. or the space to

Trending now

Exercise 3 melt your heart, devastating truth

SHARK SURPRISE!

A father and son from Cardiff tried out their device to protect swimmers from shark attacks. You won’t believe what happened next!

Exercise 4 1 clickbait 2 go, generates 3 attention 4 awareness 5 light, hit 6 public, corruption 7 verify, present

HARVEY DEVELOPS EMPATHY

Exercise 5 1 went viral 2 present both sides of the story 3 attention span 4 shed light 5 public interest

5

Complete the sentences with collocations from Ex. 4.

Hurricane Harvey brings kindness as well as destruction. This story will melt your heart.

SECRETS OF SHRIMP FARMING

. 1 The video was so amazing that it because a balanced 2 A news article should view is vital. is fourteen 3 They say that most people’s minutes on average. on what 4 A good journalist should be able to is happening in the world. for the story 6 The court decided that it was not to be published.

6

Match the adjectives from the box with their definitions 1–10. Are the adjectives related to clickbait viral news stories or more traditional journalism? clickbait viral news stories

The devastating truth behind those delicious prawns.

balanced exclusive hard-hitting heartbreaking heartwarming newsworthy off the record quirky sensational topical

2.12 Listen to a clickbait journalist talking about 2 his work. Why does he think news sites write these kinds of headlines?

3

Study Active Vocabulary and find two more examples of collocations in the headlines in Exercise 1.

ACTIVE VOCABULARY | Collocations A collocation is a combination of two or more words that often go together, e.g. take someone hostage (NOT make someone hostage.) hostage The most common structures for collocations are: • adjective + noun, e.g. a bizarre theory • verb + noun, e.g. reveal the truth • adverb + adjective, e.g. potentially embarrassing • verb + adverb, e.g. discuss calmly

50

7

SPEAKING Would you like to work as a journalist? What do you think are the good and bad things about this job? 9 WATCH AND REFLECT Go to page 165. Watch the documentary Making the news and do the exercises.

□ I can talk about the news.

REFERENCES AUDIO SCRIPT page 221 VIDEO SCRIPT page 241

EXTRA ACTIVITY IN CLASS Do this activity after Exercise 6. Ask students to write a short fake news article in pairs or groups of three. Give students

68

Includes strong criticism of someone or something. hard-hitting Unusual in an interesting way. quirky Very sad. heartbreaking Interesting enough to be reported. newsworthy Considering all sides equally. balanced Related to things that are happening at the moment. topical Not meant to be publicly reported. off the record Shocking and exciting, not serious. sensational (a news story) Published only in one place. exclusive Causing feelings of happiness. heartwarming

DOCUMENTARY VIDEO

2

1 2 3 4 5 6 7 8 9 10

5 minutes for this, then ask them to swap articles with another pair/group. The new pair/group should give the article a headline and also choose as many words/ phrases from Exercises 4 and 6 as they can to describe it to the class.

ASSESSMENT

FURTHER PRACTICE

Vocabulary Quiz 4

• Workbook page 42/Online Practice

• Photocopiable resource 15: Newsflash!, pages 280, 304 • Extra digital activities: Vocabulary Checkpoint 4

04

4C GRAMMAR 1

Look at the different types of text you can find in a print or online newspaper. Which kind do you enjoy reading? Say why. gossip column human interest story news item opinion piece celebrity profile book/film review

2

Read the newspaper article. What type of text is it? How do you know?

3

1 Do you find the examples of intuition in the article convincing? Say why. 2 Tell us about a situation where you used your intuition.

Negative inversion

4

DOES INTUITION REALLY EXIST?

Take Megan Smith’s story, for example. When she was little, she went with her dad and little sister to the toyshop. Her dad bought her a toy she had been longing for and she was so excited when they got home that she stayed in the car to play with it while the others went inside. ‘Suddenly,’ she said, ‘I had an overwhelming urge to get out of the car and go into the house.’ So she did. Just as well, because no sooner had she gone inside than the wind started blowing so hard that an enormous tree branch fell onto the car, exactly where she had been sitting only moments before! Dan Crossland had a similarly narrow escape, but this was due to his mum’s intuition. The family had been planning a trip to Australia. Everything was organised, but then, just a week before they were due to leave, Dan’s mum suddenly decided that under no circumstances should they go. ‘There was no good reason for it that I could see,’ Dan said. ‘She just said that she couldn’t ignore the bad feeling she had.’ He was furious. Not only had he been looking forward to it, but he had also told all his friends. He felt stupid. Little did he imagine that he would come to thank his mum a week later … when the plane they were supposed to travel on crashed!

Look at sentences a–b from the article and answer questions 1–2. Then study the Grammar box and check. Find more examples of negative adverbials in the text. a Not only had he been looking forward to it, but he had also told all his friends. b Little did he imagine that he would come to thank his mum a week later. 1 What do you notice about the word order in these sentences after the negative adverbials? 2 What effect does using negative adverbial phrases like these have on the reader?

Meet two readers who believe they’ve experienced it. Have you ever had a moment where you ‘just knew’ what was going to happen, or what you should do? Intuition is when we know something without having to work it out, from deep inside our subconscious mind.

Read the text again. In pairs, answer the questions.

Negative inversion We use negative inversion to add emphasis (special meaning) to a sentence. After a negative adverb or phrase the word order changes: negative adverbial + auxiliary verb + subject + clause I had never felt so afraid. → Never had I felt so afraid. Some common adverbs and adverbial phrases are: • seldom/rarely • hardly/barely/scarcely … when … • never/at no time • under no circumstances/in no way • no sooner • not only … but also … • little (did I/they know/imagine …) Grammar Reference and Practice > page 178

5

Rewrite the sentences without changing their meaning. Start with the words in brackets. 1 They had only just left when the house exploded. (Scarcely) 2 You should not approach the suspect, who is armed and dangerous. (Under) 3 As well as stopping the mugger, he also drove the victim home. (Not only) 4 He didn’t imagine that his wife was a spy! (Little) 5 There has never been such a poor election turnout! (Never) 6 There is rarely a disaster on such a large scale as this. (Rarely)

Some might say these were just bizarre coincidences but in fact, there is some evidence that intuition really exists and that we can trust it. In no way should we abandon our logical conscious mind but we should perhaps also use the power of the unconscious.

6 7 8

2.13 Listen and write the sentences. Then rewrite each of them using a negative adverbial. Sometimes more than one answer is possible.

Exercise 5 1 Scarcely had they left when the house exploded. 2 Under no circumstances should you approach the suspect, who is armed and dangerous. 3 Not only did he stop the mugger, but he also drove the victim home. 4 Little did he imagine that his wife was a spy! 5 Never has there been such a poor election turnout! 6 Rarely is there a disaster on such a large scale as this. Exercise 6 1 The film had only just begun when people started to walk out. 2 I have seldom seen anything more shocking. 3 He definitely didn’t intend to offend anyone. 4 He is rich as well as attractive. 5 He had absolutely no intention of doing it again. 6 They had no idea who he really was. Exercise 7 1 Scarcely/Hardly/Barely had the film begun when / No sooner had the film begun than people started to walk out. 2 Rarely/Seldom have I seen anything more shocking. 3 In no way had he intended / did he intend to offend anyone. 4 Not only is he rich, but he is also attractive. 5 Under no circumstances would he do it again. 6 Little did they know who he really was.

SPEAKING In pairs, look at the sentences you wrote in Exercise 6. Imagine each one is part of a different news story. What could each news story be about?

REFERENCES

FURTHER PRACTICE

ASSESSMENT

CULTURE NOTES page 208

• Grammar Reference and Practice, Student’s Book page 178

Grammar Quiz 4C

As a follow-up to Exercise 8, ask students to choose one news story to write, in class or as homework.

Exercise 4 1 The word order changes – words are inverted. 2 It has a stronger effect and attracts more attention as it carries a stronger meaning/ emphasis.

2.14 Listen and check your answers.

□ I can use negative inversion to add emphasis.

EXTRA ACTIVITY IN CLASS

Exercise 2 It’s a human interest story. It talks about personal incidents which don’t have a wider social or political impact/interest. (… readers who believe they’ve experienced it.)

• Workbook page 43/Online Practice • Photocopiable resource 16: Little did I know … , pages 280, 305 • Extra digital activities: Grammar Checkpoint 4C

51

NEXT CLASS Ask students to look online for two news stories reported by different sources. They should screenshot or print the stories if possible, and make notes on any differences between the sources.

69

CONTRACTORS HALT SHEFFIELD ENVIRONMENTAL IMPROVEMENT SCHEME AFTER ALLEGATIONS OF INTIMIDATION AND ASSAULT

SECRET PLAN TO MASSACRE 17,500 TREES REVEALED: How locals fought to protect one of Europe’s greenest cities

5

10

15

20

25

30

Perhaps the local council and residents can take advantage of this suspension in the work to sit down and try to work out a solution. They'd better do it before the situation gets blown even more out of proportion.

2.15 The battle started in Rustlings Road, a leafy neighbourhood in the city of Sheffield. Residents of the street were woken in the middle of the night and ordered to get out of bed and move their cars, or have them taken away. 1 E Several of the residents, many elderly, were arrested, and, by the time they returned to their homes the following day, the council had seized the opportunity and the trees had been cut down. The eight trees were just the first to fall. Two cherry trees commemorating WWII heroes were chopped down with no warning, and all over the city other trees started to disappear. The council released a statement about their ‘improvement scheme’, claiming that replacement trees would be planted and that all the trees that they had cut down were diseased or blocking the pavement in a dangerous way. 2 B Only a few of the trees really seemed to fit the criteria published by the council. Concerned individuals put in a Freedom of Information request, which eventually revealed a secret operation to cut down a shocking total of 17,500 trees. 3 D These weren’t political activists, simply local residents, the majority elderly or middle-aged, who wanted a say on what was happening in their own streets. Undoubtedly, there was tension between the council workers and the residents, but to send in private security guards and police wearing riot gear seems excessive. 4 G Such an overreaction is surely laughable. To date, almost 6,000 trees have been chopped down, but in the face of pressure, not just from the protesters, but also from the government, it now looks likely that the massacre will stop, thanks to the bravery of these protesters and their musical instruments!

52

REFERENCES CULTURE NOTES page 209

EXTRA ACTIVITY IN CLASS After Exercise 5, put students in groups of three and ask them to look at the news stories they researched at home.

70

A controversial £2.2 billion scheme to improve roads and footpaths in Sheffield has been paused after claims that innocent workmen may have been POISONED by local residents. Suspiciously, the road 5 where the alleged incident took place is at the centre of year-long protests about trees being cut down. The three workmen say that they were given cups of tea by residents in the neighbourhood and that they later became violently ill. 5 F Their symptoms 10 were severe enough for them to report the incident to the police. Locals living on the street at the centre of the police investigation laughed off the accusation. ‘What a joke,’ said one woman from the street in question. 6 A In fact, there have been several 15 arrests for obstruction and even assault.

GLOSSARY accusation – a statement saying that someone is guilty of a crime or of doing something wrong assault – attacking someone physically commemorate – to do something to show that you remember and respect someone important or an important event in the past Freedom of Information request – a petition asking for access to recorded information held by public sector organisations obstruction – when someone or something prevents or delays a legal or political process riot gear – a set of equipment or tools the police need for a situation in which people are behaving in a violent way, especially when they are protesting about something

They should study the differences between them to try to locate any bias in either story, using the Active Reading box as a reference point. If students find any bias, they should consider the source of the story and try to determine why there might be bias. After 5 minutes, elicit any findings from the groups.

FURTHER PRACTICE • Workbook pages 44–45/Online Practice • Photocopiable resource 17: Your word against mine, pages 280, 306

04

4D READING AND VOCABULARY 1

In pairs, look at the photos from two news reports. What do you think the reports are about?

2

Read the news reports and answer the questions.

6

1 What happened in Rustlings Road? 2 Why did the council say they needed to cut down the trees? 3 Who did the council send to protect the workers from the residents? 4 Why were some protesters accused of assault? 5 What is the current situation in this battle?

3

Read the reports again. Match sentences A–H with gaps 1–6 in the texts. There are two extra sentences.

5

Suffixes

Nouns

-ment

statement, …

-tion

information, …

-sion/-cion

tension, …

-ist -er/-or

worker, …

-ity

opportunity, …

-hood

A However, despite her lack of sympathy, she did admit that the confrontations between the workers and the angry protesters had become more heated in recent weeks. B However, suspicion grew that perfectly healthy and safe trees were also being cut down. C A newly planted tree is much cheaper to maintain than a larger, older tree. D People were furious and took to the streets in protest. E They had been trying to save eight trees in their street for over a year, and, it seems, the council had finally lost patience with the campaigners. F When they realised that all three of them had been taken ill at the same time, they became convinced that they had been poisoned. G In recent weeks, one woman was arrested for blowing a toy horn, while a vicar was taken into custody for obstructing the road and playing his tambourine. H She stressed it was ridiculous to believe the residents could be guilty of harming the workers.

4

-dom

7

1 The political between the two countries continues. . 2 The two sides need to sit down and find a(n) for Emma 3 It will be difficult to find a suitable when she leaves her post. against him are shocking, but he denies 4 The all of them. in the standard of living in 5 There has been a(n) my country. have protested against the 6 Human rights prisoners’ treatment.

8

1 Their symptoms were severe enough for them to the incident to the police. the accusation. 2 Locals living on the street a solution. 3 Perhaps they can try to their opportunity. 4 The council had a statement about their 5 The council ‘improvement’ scheme. a request, which 6 Concerned individuals a secret operation. eventually

ACTIVE READING | Recognising bias

facts are exaggerated or distorted, there are stereotypes and overgeneralisations, there is little or no respect for different opinions, the language is very dramatic or emotive, there are quotation marks to indicate that the writer does not agree with a different opinion, • key facts which might undermine the writer’s view are missing.

Complete the collocations from the articles with the correct verbs from the box. Then check your answers in the text. come up with laugh off put in release report reveal seize

CRITICAL THINKING Study Active Reading. Then read the news reports again and find examples which demonstrate bias. Why is it important to recognise bias?

• • • • •

Complete the sentences with the correct noun forms of the words from the box.

Exercise 2 1 The residents of the streets were trying to save eight trees in their street for over a year after the local council released a statement about their improvement scheme. 2 The trees needed to be cut down as they were either diseased or were blocking the pavement. 3 The council sent security guards and police. 4 The residents were furious and took to the streets in protest; they were obstructing the road and playing musical instruments. Also, the residents were accused of poisoning the workers with tea. 5 Almost 6,000 trees have been chopped down, but the massacre is about to stop. Now the residents and the council are likely to work out a solution.

active allege improve replace solve tense

Look at the articles again. Which side in the dispute is each writer taking? How do you know? Underline the appropriate parts of the texts.

Very few texts are completely balanced or objective, and even the topic someone chooses to write about – or to ignore – can show their bias. However, there are some key indicators that a text is more strongly biased:

Find examples of nouns in the news reports with the suffixes in the table. Which suffixes are used to refer to people? -ist and -er/-or

9

REFLECT | Society Do you think that it is the job of a journalist to avoid any bias in their reporting? Is this even possible? Say why.

Exercise 7 1 tension 2 solution 3 replacement 4 allegations 5 improvement 6 activists

Exercise 8 1 report 2 laughed off 3 come up with 4 seized 5 released 6 put in, revealed

□ I can recognise bias in news reports and talk about protests.

Exercise 4 The first article seems to be on the side of the protesters, while the second seems to be more on the side of the council. Exercise 5 First article Emotive language such as massacre, seized their opportunity and with no warning is used. Quotation marks are set around improvement scheme. Nothing is mentioned about the suspected poisoning or any aggression on the part of the protesters. The protesters are twice described as elderly, which makes them seem more innocent. Second article The workmen are described as innocent and the protesters as angry. Capitals are used for POISONED. There is little or no respect for different opinions; the women interviewed about the suspected poisoning is portrayed as not caring. The author doesn’t mention what the people arrested for obstruction were actually doing, because that would make their actions seem less serious. Exercise 6 -ment: improvement, replacement, pavement, government, instrument -tion: operation, reaction, allegation, intimidation, question, confrontation, obstruction, solution, situation, proportion -sion/-cion: suspension, suspicion -ist: activist -er/-or: campaigner, protester, contractor -ity: majority, security -hood: neighbourhood -dom: freedom

53

NEXT CLASS Ask students to find a famous photo that they know of and bring to the next class, either as a print-out or saved on their phone. Ask them to consider what made the photo famous.

71

4E LISTENING AND VOCABULARY 1

In pairs, answer the question.

2

Check you understand the highlighted words. Then look at photos A–D and match them with these descriptions. 1 Sometimes the shot also shows his companions in the back of a car; sometimes it’s cropped to show just his likeness. D 2 This works well as a landscape photo because the eye goes across the photo from left to right. The subject matter might even evoke a feeling of dizziness in some people, so brilliantly does it illustrate the long drop below them. A 3 The image really captures the close relationship she developed with all the animals she worked with over her long career. C 4 The men are shown having their lunch break; they look very natural, not as if they were posing. A 5 This poignant photo is carefully composed; it doesn’t show the people shouting and throwing rocks at the little girl – just her and her security guards. B

3

Which photo do you find most striking? Say why.

4

2.16 Listen to four people (1–4) talking about famous photos. Match each speaker with their statement (a–g). There are three extra statements.

A picture is worth a thousand words. Do you think this saying is true? Say why. A

B

□

C

Exercise 5 1 Because it was in the middle of the Great Depression. 2 In New Orleans, USA. The law had just changed to allow her, and other black children, to attend previously all-white schools. 3 Her father was afraid she would be attacked and didn’t want her to go. Her mother felt it was important for her to go to help all African-American children. 4 Because once he had accepted her, the rest of the tribe followed. This enabled her to carry out important research. 5 Because he was fed up with smiling for the photographer. 6 He had already bought several copies to send to his friends.

□

□

□

Speaker: 1 d 2 c 3 f 4 b a The photographer knew immediately that the photo would become iconic. b The photo was one of many images taken that day. c Someone in the photo was about to change history. d The photo was taken as a kind of positive propaganda. e Someone in the photo was later killed. f The subject of this photo only became well-known after it was taken. g The subject of the photo was embarrassed about the image.

5

2.16 Listen again and answer the questions. 2 1 Why is the year that the photo of the workers was taken significant? 2 Where did Ruby go to school? What had just happened to change her life? 3 How did Ruby’s parents feel about her going to school? 4 Why was Jane’s relationship with David Greybeard particularly important? 5 Why did Einstein stick out his tongue? 6 What evidence did the editors hear that proved Einstein loved the photo?

D

6

What effect do photos like these have on the world? Can you think of any other examples of iconic photos?

7

SPEAKING In pairs, share some of your favourite photos on your phones. Ask and answer the questions. 1 Who or what is the subject matter of the photo? 2 What does the photo mean to you and what does it capture? 3 What had happened just before the photo was taken?

54

□ I can identify specific details in a radio programme and talk about photos.

REFERENCES CULTURE NOTES page 209

• As an extension to Exercise 7, students comment on their partner’s photo(s) using vocabulary from Exercise 2.

EXTRA ACTIVITIES IN CLASS

FURTHER PRACTICE

• In Exercise 6, students can support their discussion with the photos they brought in from home.

• Workbook page 46/Online Practice

AUDIO SCRIPT page 221

72

• Photocopiable resource 18: Famous photos, pages 281, 307

NEXT CLASS Ask students to think of something funny, embarrassing or scary that has happened to them and make notes.

04

4F SPEAKING 1

What is an urban myth? Read the short explanation and check your ideas.

A

Exercise 4 1 You’ll never believe what happened to me the other day. 2 I was travelling down to London from Oxford on the train. 3 Guess what? 4 Obviously, I was a bit taken aback. 5 It was probably the most embarrassing moment of my life!

An urban myth is a modern story that is usually completely false, though it may be based on some truth. It usually has some elements of humour and/or horror. For example, that there are alligators living in the New York sewer system. These stories are often reported as having happened to ‘a friend of a friend’ and they spread widely.

2

Look at the photos. How do you think they are connected to three urban myths? What do you think happens in these stories?

3

2.17 Listen and check your ideas. Which of these stories do you think are true, false or partly true? Then go to page 197 to check the answer.

4

Study the Speaking box and complete it with the phrases from the box. Guess what? I was travelling down to London from Oxford on the train … It was probably the most embarrassing moment of my life! Obviously, I was a bit taken aback. You’ll never believe what happened to me the other day.

SPEAKING | Telling an anecdote

B

5

2.17 Listen again and tick the phrases in the Speaking box that you hear.

6

Choose the most suitable comment adverb to complete the sentences. In pairs, explain your choices.

Anecdotes tend to have quite specific and predictable stages.

1 Obviously, / Theoretically, you don’t need any help with this – you’re doing brilliantly! 2 Disappointingly, / Foolishly, I forgot to take an umbrella. I should have known it would rain. 3 Presumably, / Apparently, attention spans are getting shorter – I read that somewhere. 4 Surely, / Fortunately, you don’t expect me to believe that? 5 Presumably, / Unbelievably, he doesn’t like vegetable; I’ve never seen him eating any. 6 Personally, / Surely, I like him, but a lot of people can’t stand him. 7 Theoretically, / Clearly, your job is not important to you, or you wouldn’t keep turning up late. 8 Unbelievably, / Surely, she was rude to a customer not just once, but four times! 9 Fortunately, / Theoretically, you can buy a ticket at the station, but the machine is always broken. 10 Personally, / Disappointingly, we lost the football match, even though we had a strong team.

Saying that an anecdote is about to start

□ □ That reminds me of (a time when) … . □✓ Have I ever told you about …? □✓ A friend of a friend told me this story. 1

Giving background information (people, time, place)

□ □ Well, I’m not sure if you know …, but … □✓ There was this guy who had been working there … 2

Introducing a turning point in the sequence of events

□✓ Anyway, to cut a long story short, … □ Suddenly, … □✓ No sooner had … than … □ Hardly had we … when … □✓ It turned out that … □ Before we knew what was happening … □ 3

Showing the speaker’s attitude (this can happen at any point, and more than once)

□ □ I couldn’t believe what was happening. □✓ Obviously,/Presumably,/Unbelievably,/Apparently,/etc. □✓ And then, to top it all, … □✓ I mean – I’ve done it, haven’t you? □✓ No word of a lie! □ Would you believe it?

C

7

4

Plan an anecdote that could become an urban myth. Use an incident that happened to you or someone you know, or the ideas below. Use the phrases from the Speaking box and the adverbs in Exercise 6. a stranger a wild animal on the loose someone embarrassing themselves the supernatural unusual or disgusting ingredients in a certain food

8

Rounding off the anecdote

□ □ I’ll never forget … □✓ I’ll never … again.

In pairs, tell your anecdotes. Is your partner’s story false or are there some elements of truth in it?

5

□ I can tell an anecdote.

REFERENCES

FURTHER PRACTICE

AUDIO SCRIPT page 222

Workbook page 47/Online Practice

EXTRA ACTIVITY IN CLASS

NEXT CLASS

Students can use the notes they made at home either as a warm-up activity by sharing them with a partner, or as material for their anecdote in Exercise 7, changing some details if required.

Ask students to make notes on their favourite story or novel and say what makes it interesting: how does the author keep the reader interested?

55

73

A Villain in Brighton

‘Hey, come here!’ he yelled yelled. I turned and ran. a My heart was pounding furiously in my chest as I raced through the narrow lanes. I wasn’t even sure if he was following me, but I wasn’t about to find out. Finally, completely out of breath, I stopped, with my back to the wall and quickly glanced around. I couldn’t see him. b I let out a sigh of relief. of relief c The day had started so well. well d I had been wandering aimlessly around the city, taking photographs, stopping occasionally for an ice cream or a coffee here and there, without a care in the world – doing what I always did every weekend in the parks and streets of the city. Little did I know that my life was about to change forever.

I first spotted him walking along the beach. He looked out of place among the families and young couples. e He was wearing a black suit and carrying a briefcase. briefcase He was muttering into a mobile phone, paying no attention to the flowers or the beautiful sunny weather. I had the bizarre thought that maybe he was a spy. I watched him as he sat down heavily on a bench. He peered peered curiously at me as I walked past him, but his attention was soon distracted by another call on his mobile. A few minutes later, I heard shouting behind me. ‘You!’ he bellowed bellowed angrily. ‘I’m going to get you!’ I started running. ‘Hey, come here!’ he yelled.

4G WRITING AND VOCABULARY | A story Exercise 3 1 By starting in the middle of the story. 2 That the writer, and not the mysterious man, is the criminal, or ‘baddie’. 3 Little did I know that my life was about to change forever. 4 speaking: yelled, muttering, bellowed; looking: glanced, spotted, peered; moving: raced, wandering

1

Work in pairs. Read the writing task and the story. The last paragraph of the story is missing. What do you think happens at the end? Write a story for a magazine beginning with the sentence: ‘Hey, come here!’ he yelled.

2

Now, read the last paragraph and check your predictions.

3

Study the Writing box and discuss the questions. 1 How does the writer make the start of the story interesting? 2 What is the plot twist in this story? 3 Find an example of negative inversion in the story. 4 What different verbs to describe speaking, looking and moving can you find in the story?

And now here I was, out of breath and scared. Suddenly, I felt a hand grab my arm. It was all over for me. The man had brought a policeman with him and I was being arrested – for stealing his briefcase. I thought I’d got away with it, as I had many times before. But not this time. Shame flooded through me. Now I was going to get my just desserts.

56

REFERENCES CULTURE NOTES page 209

EXTRA ACTIVITIES IN CLASS • Use this activity to lead in to Exercise 1. Put students in pairs or small groups and refer them to the notes they made at home. Get them to tell their partner/

74

group about their favourite story/ novel, reminding them to say why it is particularly interesting to them. As feedback, invite a few students to share their answers with the class. • Before students do the writing task in Exercise 10, put them in pairs to plan and make notes on their story. They should think about the points

in the Writing and Watch out! boxes, the details of the story and their discussions in the Lead-in about their own favourite story and what made it interesting. When they have finished writing, they can swap stories with a partner for them to check the story adheres to all the points in the Writing and Watch out! boxes.

04 WRITING | A story

8

Title Give your story a catchy/interesting title.

aimlessly angrily completely out of breath curiously for hours furiously heavily here and there later occasionally on a bench quickly with my back to the wall

Structure Your story should have a beginning, middle and end. You could also try starting the story in the middle of the action for dramatic effect, or by using a twist, where the ending is very different from what is expected. Language • Make sure you use a variety of past tenses. • Use time linkers to show when things happened, e.g. before, after, when. • Use direct speech to make your story more interesting, e.g. ‘Hey! Come here!’ he yelled. • Use negative inversion to add emphasis, e.g. No sooner had … • Use a range of vocabulary including a different verbs to describe ways of speaking, looking and moving, and adverbs to add extra description to the verbs in your story.

4

Read underlined sentences a–e in the story. Which past tenses are used in each example?

5

Now match sentences a–e in the story with functions 1–5 below.

□ □ □ □ □

1 e Describing an ongoing action that forms the background to a story. 2 a Contrasting an event in progress with a single action that interrupts it. 3 c Describing an action which was completed before a time in the past. 4 b Describing a single completed action in the past. 5 d Describing a situation or action which was in progress up to a time in the past.

6

Work out the meaning of the highlighted words in the story. Then match them with their definitions. 1 2 3 4 5 6 7 8

7

Look at something closely and carefully. Take a quick look at something. Notice something or someone. Shout angrily in a low deep voice (like a bull). Shout loudly, usually because you are excited or angry. Speak so quietly that you cannot be heard easily. Go somewhere as quickly as possible. Walk in a casual way, often in no particular direction.

Complete the sentences with the correct forms of the verbs from the box. gaze mumble shriek shuffle snap stare tiptoe 1 The dress looked wonderful. She gazed at herself in the mirror, pleased beyond words. 2 He mumbled in his sleep so I couldn’t understand him. 3 I didn’t want to wake her, so I tiptoed out of the room. 4 ‘Aargh!’ she shrieked . ‘You frightened me to death!’ 5 ‘Stop it!’ she snapped . ‘What on earth are you doing?’ 6 She stared at me as if she had seen a ghost. 7 He shuffled slowly along the pavement, like an old man.

Complete the word map with the adverbs and adverbial phrases from the box.

, ,

Manner , ,

,

Exercise 6 1 peer 2 glance 3 spot 4 bellow 5 yell 6 mutter 7 race 8 wander

,

ADVERBS Place ,

9

Time ,

,

,

Study Watch out! Then put the words in the correct order to make sentences. Sometimes more than one option is possible. 1 he / in my ear / yelled loudly 2 she / blankly / at him / for several seconds / stared 3 they / worked / all day / very hard / in the factory 4 I / on the bench / sat / for over two hours / patiently 5 she / proudly / the winner / announced / at midnight 6 in the taxi / I / suddenly / realised that I had left / my bag 7 she / curiously / before her exam / felt 8 began to drive / around London / he / aimlessly

WATCH OUT! There are three common positions for adverbs within a clause. 1 At the end of a clause (for adverbs of manner, place and time), e.g. I ran away quickly. / I’m sitting here. / I’ve been waiting for ages. 2 Before the main verb (adverbs of manner can go in this position), e.g. I quickly ran away. 3 At the beginning of a clause to add emphasis (adverbs of place and time can go in this position), e.g. With my back to the wall, I waited. • If all three types of adverb (manner, place, time) are used in the same clause, the order is: manner → place → time I had been wandering aimlessly around the city for hours.

10

Exercise 4 a Past Continuous and Past Simple b Past Simple c Past Perfect d Past Perfect Continuous e Past Continuous

Exercise 8 Manner: aimlessly, angrily, completely out of breath, curiously, furiously, heavily, quickly Place: here and there, on a bench, with my back to the wall Time: occasionally Exercise 9 1 He yelled loudly in my ear. 2 She stared at him blankly for several seconds. / For several seconds, she stared blankly at him. 3 They worked very hard in the factory all day. / They worked very hard all day in the factory. 4 I sat patiently on the bench for over two hours./ I patiently sat on the bench for over two hours. 5 She proudly announced the winner at midnight. / At midnight, she proudly announced the winner. 6 I suddenly realised that I had left my bag in the taxi. 7 She felt curiously before her exam. / Before her exam, she felt curiously. 8 He began to drive around London aimlessly. / He began to aimlessly drive around London.

WRITING TASK Complete the writing task. Use the Writing box and Watch out! to help you. Write a story for a magazine beginning or ending with the sentence: Julia had never imagined that her day would turn out to be such a disaster.

□ I can write a story.

57

FURTHER PRACTICE Workbook page 48/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 58–59.

75

Word List REMEMBER MORE 1 Choose the correct words. Then check with the word list.

1 Newspapers use clickbait / hit headlines to grab readers’ attention. 2 The mysterious creatures captured / maintained the child on his way to school. 3 The £10 note he used was fake / fraud. 4 I was shocked by that documentary, it was really heartwarming / hard-hitting.

2

Exercise 3 1 aimlessly 2 neighbourhood 3 pavements 4 Presumably 5 Suddenly 6 campaigners 7 obstruction 8 confronting

3

58

generate revenue /ˌdʒenəreɪt ˈrevənjuː/

assassinate (v) /əˈsæsəneɪt/

go viral /ˌɡəʊ ˈvaɪərəl/

aviation (n) /ˌeɪviˈeɪʃən/

hard-hitting (adj) /ˌhɑːd-ˈhɪtɪŋ/

aviator (n) /ˈeɪvieɪtə/

heartbreaking (adj) /ˈhɑːtˌbreɪkɪŋ/

bizarre (adj) /bəˈzɑː/

heartwarming (adj) /ˈhɑːtˌwɔːmɪŋ/

capture (v) /ˈkæptʃə/

hit the headlines /ˌhɪt ðə ˈhedlaɪnz/

cause a crash /ˌkɔːz ə ˈkræʃ/

in the public interest /ɪn ðə ˈpʌblɪk ˌɪntrɪst/

claim (v) /kleɪm/

kindness (n) /ˈkaɪndnəs/

clue (n) /kluː/

melt (v) /melt/

conclude (v) /kənˈkluːd/

newsworthy (adj) /ˈnjuːzˌwɜːði/

1 This is strictly off the record . It cannot be made public. The swimmer broke the record for the 100m butterfly. 2 The media is more likely to cover a story if it’s attention-grabbing. To cut a long story short, two months later we finally published the book.

disturbing (adj) /dɪˈstɜːbɪŋ/

Complete the text with the correct form of the words in brackets. Then check with the word list.

hold sb prisoner /ˌhəʊld ˌsʌmbɒdi ˈprɪzənə/

In my dream, I was walking (aim) around my 2 (neighbour) for hours. (pave) were wet and The 3 (presume), slippery. 4 it was raining but it didn’t seem to (sudden), bother me at all. 5 I saw a crowd of strange looking 6 (campaign) who were (obstruct) causing an 7 in the road. I didn’t want to risk 8 (confront) them so I turned around to go home. Then I woke up.

launch an investigation /ˌlɔːntʃ ən ɪnˌvestɪˈɡeɪʃən/

4C GRAMMAR

maintain (v) /meɪnˈteɪn/

celebrity profile /səˈlebrəti ˌprəʊfaɪl/

puzzle (n) /ˈpʌzəl/

coincidence (n) /kəʊˈɪnsɪdəns/

reveal (v) /rɪˈviːl/

conscious (adj) /ˈkɒnʃəs/

run out of fuel /ˌrʌn ˈaʊt əv ˈfjuːəl/

election turnout (n) /ɪˈlekʃən ˌtɜːnaʊt/

set a record /ˌset ə ˈrekɔːd/

gossip column (n) /ˈɡɒsɪp ˌkɒləm/

Match the two parts of the collocations. Then check with the word list. attention b election d gossip a narrow c

a b c d

column span escape turnout

potentially embarrassing /pəˌtenʃəli ɪmˈbærəsɪŋ/ present both sides of the story /prɪˈzent ˌbəʊθ ˌsaɪdz əv ðə ˈstɔːri/

eliminate (v) /ɪˈlɪməneɪt/

quirky (adj) /ˈkwɜːki/

enigma (n) /ɪˈnɪɡmə/

raise awareness /ˌreɪz əˈweənəs/

expose a secret /ɪkˌspəʊz ə ˈsiːkrɪt/

reveal the truth /rɪˌviːl ðə ˈtruːθ/

fake (adj, n) /feɪk/

sensational (adj) /senˈseɪʃənəl/

fraud (n) /frɔːd/

shed light on something /ˌ ʃed ˈlaɪt ɒn ˌsʌmθɪŋ/

hint (n) /hɪnt/

take sb hostage /ˌteɪk ˌsʌmbɒdi ˈhɒstɪdʒ/

hoax (n) /həʊks/

topical (adj) /ˈtɒpɪkəl/ verify sources /ˌverɪfaɪ ˈsɔːsəs/

intelligence agent (n) /ɪnˈtelədʒəns ˌeɪdʒənt/

viral news /ˈvaɪərəl ˌnjuːz/

Large Hadron Collider /ˌlɑːdʒ ˈhædrɒn kəˈlaɪdə/

5.24

abandon (v) /əˈbændən/

set out to do sth (phr v) /ˌset ˈaʊt tə ˌduː ˌsʌmθɪŋ/

human interest story (n) /ˌhjuːmən ˈɪntrɪst ˌstɔːri/

suspect (v) /səˈspekt/

look forward to sth /ˌlʊk ˈfɔːwəd tə ˌsʌmθɪŋ/

take on a challenge /ˌteɪk ɒn ə ˈtʃæləndʒ/

long for sth /ˈlɒŋ fə ˌsʌmθɪŋ/

uncover (v) /ʌnˈkʌvə/

narrow escape /ˌnærəʊ ɪˈskeɪp/

undercover (adj) /ˌʌndəˈkʌvə/

news item (n) /ˈnjuːz ˌaɪtəm/

weird (adj) /wɪəd/

opinion piece /əˈpɪnjən ˌpiːs/

4B VOCABULARY

5.23

attention span (n) /əˈtenʃən ˌspæn/ balanced view /ˌbælənst ˈvjuː/ bizzare theory /bəˌzɑː ˈθɪəri/

Write 2–3 standard and clickbait headlines for events that happened globally or locally. Remember that the clickbait headlines must grab the reader’s attention.

• Ask pairs to choose 6–8 verb + noun collocations from the word list for Lesson 4B. Get them to fold an A4 piece of paper in half four times, to give them sixteen small rectangles. Ask them to tear the paper down the lines to make sixteen bits of paper. On them they

off the record /ˌɒf ðə ˈrekɔːd/

disappearance (n) /ˌdɪsəˈpɪərəns/

Do the task below.

EXTRA ACTIVITY IN CLASS

76

expose corruption /ɪkˌspəʊz kəˈrʌpʃən/

abduct (v) /əbˈdʌkt/

disappear without a trace /ˌdɪsəˈpɪə wɪðˌaʊt ə ˈtreɪs/

1 2 3 4

5

exclusive (adj) /ɪkˈskluːsɪv/

5.22

Complete pairs of sentences with one word from the word list.

1

4

4A GRAMMAR AND VOCABULARY

clickbait headlines /ˈklɪkˌbeɪt ˌhedlaɪnz/

subconscious (adj) /sʌbˈkɒnʃəs/ suspect (n) /ˈsʌspekt/ under no circumstances /ˌʌndə nəʊ ˈsɜːkəmstænsəz/ urge (n) /ɜːdʒ/

cover a story /ˌkʌvə ə ˈstɔːri/ discuss calmly /dɪˈskʌs ˌkɑːmli/

should write the collocations, putting the first half of each collocation in one pile and the second half in another pile. They can then swap piles with another pair to match up. Finally, they should check their answers with the other pair.

• Individually, students write gap-fill sentences using the collocations they matched in the previous activity. They should only gap one word from each collocation. To make the exercise easier, they could supply the first letter of each word. Then, in new pairs, they swap sentences, complete them and check their answers with their partner.

04 4D READING AND VOCABULARY

resident (n) /ˈrezɪdənt/

on the loose /ɒn ðə ˈluːs/

accusation (n) /ˌækjəˈzeɪʃən/

reveal a secret operation /rɪˌviːl ə ˌsiːkrɪt ˌɒpəˈreɪʃən/

personally (adv) /ˈpɜːsənəli/

activist (n) /ˈæktɪvɪst/

riot gear (n) /ˈraɪət ˌɡɪə/

allegation (n) /ˌælɪˈɡeɪʃən/

seize an opportunity /ˌsiːz ən ˌɒpəˈtjuːnəti/

alleged (adj) /əˈledʒd/

severe (adj) /səˈvɪə/

assault (n) /əˈsɔːlt/

solution (n) /səˈluːʃən/

bias (n) /ˈbaɪəs/

suspension (n) /səˈspenʃən/

bravery (n) /ˈbreɪvəri/

suspicion (n) /səˈspɪʃən/

campaigner (n) /kæmˈpeɪnə/

suspiciously (adv) /səˈspɪʃəsli/

chop sth down (phr v) /ˌtʃɒp ˌsʌmθɪŋ ˈdaʊn/

take advantage of sth /ˌteɪk ədˈvɑːntɪdʒ əv ˌsʌmθɪŋ/

5.25 5

come up with sth (phr v) /ˌkʌm ˈʌp wɪθ ˌsʌmθɪŋ/ commemorate (v) /kəˈmeməreɪt/ concerned (adj) /kənˈsɜːnd/ confrontation (n) /ˌkɒnfrənˈteɪʃən/ contractor (n) /kənˈtræktə/ council (n) /ˈkaʊnsəl/ excessive (adj) /ɪkˈsesɪv/ fit the criteria /ˌfɪt ðə kraɪˈtɪəriə/ footpath (n) /ˈfʊtpɑːθ/ freedom of information /ˌfriːdəm əv ˌɪnfəˈmeɪʃən/

presumably (adv) /prɪˈzjuːməbli/ remind sb of sth /rɪˈmaɪnd ˌsʌmbɒdi əv ˌsʌmθɪŋ/ sewer system (n) /ˈsjuːə ˌsɪstɪm/ spread widely /ˈspred ˌwaɪdli/

take into custody /ˌteɪk ˌɪntə ˈkʌstədi/ take to the streets /ˌteɪk tə ðə ˈstriːts/ tambourine (n) /ˌtæmbəˈriːn/

surely (adv) /ˈʃɔːli/ theoretically (adv) /θɪəˈretɪkli / to cut a long story short /tə ˈkʌt ə ˌlɒŋ ˈstɔːri ˌ ʃɔːt/ unbelievably (adv) /ˌʌnbəˈliːvəbəli/ urban myth (n) /ˌɜːbən ˈmɪθ/

4G WRITING AND VOCABULARY 5.28 aimlessly (adv) /ˈeɪmləsli/

tension (n) /ˈtenʃən/

bellow (v) /ˈbeləʊ/

to date /tə ˈdeɪt/

completely out of breath (adv phr) /kəmˈpliːtli ˌaʊt əv ˈbreθ/ 

vicar (n) /ˈvɪkə/ violently ill /ˈvaɪələntli ˌɪl/ want a say on sth /ˌwɒnt ə ˈseɪ ɒn ˌsʌmθɪŋ/

4E LISTENING AND VOCABULARY 5.26

curiously (adv) /ˈkjʊəriəsli/  furiously (adv) /ˈfjʊəriəzli/ gaze (v) /ɡeɪz/ get away with sth (phr v) /ˌget əˈweɪ wɪθ ˌsʌmθɪŋ/

get blown out of proportion /ˌget ˈbləʊn ˌaʊt əv prəˈpɔːʃən/

capture an image /ˌkæptʃə ən ˈɪmɪdʒ/

get your just desserts /ˌget jər ˌdʒəst dɪˈzɜːts/

halt (v) /hɔːlt/

composed (adj) /kəmˈpəʊzd/

glance (v) /ɡlɑːns/

heated (adj) /ˈhiːtɪd/

cropped (adj) /krɒpt/

here and there (adv phr) /ˌhɪə ənd ˈðeə/

horn (n) /ˌhɔːn/

dizziness (n) /ˈdɪzinəs/

mumble (v) /ˈmʌmbəl/

human rights (n) /ˌhjuːmən ˈraɪts/

evoke (v)  /ɪˈvəʊk/

mutter (v) /ˈmʌtə/

improvement scheme (n) /ɪmˈpruːvmənt ˌskiːm/

iconic (adj) /aɪˈkɒnɪk/

occasionally (adv) /əˈkeɪʒənəli/

intimidation (n) /ɪnˌtɪməˈdeɪʃən/

landscape photo (n) /ˌlændskeɪp ˈfəʊtəʊ/

peer (v) /pɪə/

lack of sympathy /ˌlæk əv ˈsɪmpəθi/

likeness (n) /ˈlaɪknəs/

pound (v) /paʊnd/

laugh sth off (phr v) /ˌlɑːf ˌsʌmθɪŋ ˈɒf/

poignant (adj) /ˈpɔɪnjənt/

race (v) /reɪs/

laughable (adj) /ˈlɑːfəbəl/

pose (v) /pəʊz/

shriek (v) /ʃriːk/

leafy (adj) /ˈliːfi/

propaganda (n) /ˌprɒpəˈɡændə/

shuffle (v) /ˈʃʌfəl/

lose patience /ˌluːz ˈpeɪʃəns/

reluctant (adj) /rɪˈlʌktənt/

snap (v) /snæp/

massacre (n, v) /ˈmæsəkə/

shot (n) /ʃɒt/

spot sth (v) /ˈspɒt ˌsʌmθɪŋ/

neighbourhood (n) /ˈneɪbəhʊd/

significant (adj) /sɪɡˈnɪfɪkənt/

stare (v) /steə/

obstruct (v) /əbˈstrʌkt/

stick out (phr v) /ˌstɪk ˈaʊt/

tiptoe (v) /ˈtɪptəʊ/

obstruction (n) /əbˈstrʌkʃən/

subject matter (n) /ˈsʌbdʒɪkt ˌmætə/

wander (v) /ˈwɒndə/

overreaction (n) /ˌəʊvəriˈækʃən/ pavement (n) /ˈpeɪvmənt/ poison (v) /ˈpɔɪzən/ put sth in (phr v) /ˌpʊt ˌsʌmθɪŋ ˈɪn/ release a statement /rɪˌliːz ə ˈsteɪtmənt/ replacement (n) /rɪˈpleɪsmənt/ report sth to the police /rɪˈpɔːt ˌsʌmθɪŋ tə ðə pəˈliːs/ request (n) /rɪˈkwest/

4F SPEAKING

5.27 5

yell (v) /jel/

be taken aback (phr v) /ˌbi ˌteɪkən əˈbæk/ car park attendant /ˌkɑː ˌpɑːk əˈtendənt/ clearly (adv) /ˈklɪəli/ crackling noise /ˈkræklɪŋ ˌnɔɪz/ disappointingly (adv) /ˌdɪsəˈpɔɪntɪŋli/ foolishly (adv) /ˈfuːlɪʃli/ obviously (adv) /ˈɒbviəsli/

59 • Students choose one or two words/ phrases from each lesson that they want to remember and write example sentences. Tell them to try to think of sentences about themselves or people they know if possible. This will help them remember the words/phrases.

FURTHER PRACTICE Workbook page 49/Online Practice

NEXT CLASS Ask students to revise Unit 4.

77

04

Revision

VOCABULARY AND GRAMMAR Exercise 4 1 had just solved 2 broke, fell, had been trying 3 was/were playing, went 4 had been standing, arrived 5 closed, had phoned, was, was 6 was travelling, realised 7 had been working, hadn’t had 8 had taken, realised, had been doing/had done Exercise 5 1 Never have I heard 2 Under no circumstances 3 Seldom do I see 4 Not only did 5 No sooner had 6 Little did 7 Scarcely had 8 Rarely do

1

4

Complete the dialogue with the missing words.

B I agree, although it depends what type of a journalist you are! Some don’t work in the 2p _u _b _l _i _c interest. They love exaggerating and write 3s e_ _n _s _a _t _i _o _n _a _l stories about things that aren’t really very important at all, just to get people to read their reports. People seem to love clicking on their clickbait 4h e_ _a _d _l _i n_ _e _s , whatever the story. A True. What makes a story worth publishing depends on the newspaper or site. Some of them seem to think that _ _s w _ _o _r _t _h _y . stories about absolute rubbish are 5n e_ w I’d like to write 6b a_ _l _a n_ _c e_ _d articles presenting both 7 s _i d_ _e _s of a story. I’d really like to shed 8l _i g_ _h _t on issues of real importance that people should know about.

glance / race / spot / peer The others are related to looking. shuffle / snap / wander / tiptoe The others are ways of moving. bellow / yell / shriek / whisper The others are loud. shriek / mumble / mutter / gaze The others are related to talking.

Complete the sentences with the correct form of the verbs in brackets. (just / solve) 1 They were delighted as they the puzzle. (break) his leg last week. Before he 2 Julian (fall), he (try) to climb to the top of the mountain. 3 The concert was great, but when the band (go) out. (play) their second song, the lights It was a shame because it is my favourite song! (stand) outside the council 4 The protesters building for two hours when the reporters (arrive). (close) two days ago because 5 The airport (phone) to say there (be) someone (be) a bomb in the terminal building. Luckily, it only a hoax. (travel) to a football match on a train when 6 I (realise) it was going in the wrong suddenly I direction! (work) 7 He explained he was late because he all night and was very tired. He added that it was the (not have) second time that week that he any sleep. (take) the 8 It was only after the photographer (realise) what he (do)! photo that I

A I’d like to work in journalism. I think it would be very rewarding to help 1e _x _p _o _s _e corruption.

Exercise 6 1 majority 2 improvement(s) 3 organisations 4 Clearly 5 unbelievably 6 replacement 7 freedom

Circle the odd one out. 1 2 3 4

Choose the correct words to complete the sentences. 1 The spy exposed / claimed his story was true, although it is difficult to believe him. 2 The millionaire who disappeared had probably been abducted / captured by gangsters. 3 She spent four years in prison for hoax / fraud. 4 No one will ever know what really happened. It remains a clue / an enigma. 5 They were arrested on suspicion / allegation of drug dealing. 6 I love taking landscape / composed photos of the countryside. 7 What I’m about to tell you is off the record / hard-hitting. You mustn’t tell anyone I told you! 8 This photo captures / evokes a feeling of nostalgia.

2

3

5

Complete the sentences with the phrases from the box. Little did Never have I heard No sooner had Not only did Rarely do Scarcely had Seldom do I see Under no circumstances

B What if you had to write a really sad, 9 h _e _a _r _t _b _r e_ _a _k _i _n _g story? Could you do it? A I guess so, but I’d like to work on happy, 10 h e_ _a _r _t w _ _a _r m _ _i _n _g ones too which help readers feel good.

1 2 3 4 5

such a weird story! should you leave the building. such poignant photos. he run a marathon, but he did it alone! she made the statement than she realised she had made a big mistake. he know what a lucky escape he had had. 6 she started reading when she realised it was 7 a hoax. they publish stories as interesting as this one. 8

USE OF ENGLISH

6

Complete the text on page 61 with the correct words formed from the verbs in bold. Use of English > page 192

60

REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 222

• Use of English, Student’s Book page 192

• Unit 4 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 268–269

• Unit 4 Skills Test (Dictation, Listening, Reading, Communication)

• Self-assessment 4 and Self-check 4, Workbook pages 50–51/Online Practice

78

• Extra digital activities: Use of English, Reading, Listening

• Unit 4 Writing Test • Units 3–4 Cumulative Review Test • Units 3–4 Exam Speaking

THE DEATH OF THE PRINT MEDIA ? By the year 2000, online news sites had begun to spread, although the vast 1 (MAJOR) of people still read their news in a traditional print newspaper. Soon after, many people switched to online news sites because of rapid 2 (IMPROVE) in mobile Internet technology and the digital media itself.

the new online readership. However, and perhaps 5 (BELIEVE),, not only are the big printed dailies still here, but they rely on their print versions for profit, generating revenue through advertising. In fact, 18- to 34-year-olds spend much more time reading paper newspapers than they do their online equivalent!

(ORGANISE) in Many employees of print media 3 the UK lost their jobs due to the widespread closures of local and regional press offices. In order to survive, the national daily print newspapers took the opportunity to develop digital media alternatives. 4 (CLEAR), this strategy worked as it pleased both readers who preferred print and

So, we can perhaps conclude that digital media isn’t simply (REPLACE) for old-fashioned print media, but a6 rather a compliment. Anyway, surely it is the 7 (FREE) of the press that matters, rather than the way information is presented to us?

SPEAKING LISTENING

7

2.18 Y You are going to hear part of a radio interview with a journalist. Read questions 1–6 and the possible answers. Then listen and choose the correct answer.

8

Look at the photos showing news stories. Compare the pictures and say what you think the stories are. Then say which of the news stories would you prefer to read.

A

STRATEGY | Multiple choice In this task, you need to listen for specific information to choose the correct answer. You won’t hear exactly the same words that are in the options. While listening, pay attention to the meaning, not individual words. 1 Who or what influences people the most? a the Internet b the mass media c people we know and respect 2 Why does Ray tell the story about The War of the Worlds broadcast? a To show what a good writer Orson Welles was. b To demonstrate people usually trust the media. c To show that Americans still believe in aliens. 3 What opinion about the media does Ray express? a It should keep people informed about important subjects and people. b Journalists should be better trained. c It is often deliberately biased. 4 What does Ray say about fake news? a The social media is responsible for it. b People enjoy passing round untrue stories. c It is passed round because people believe it. 5 How does Ray feel about people’s attitude to news? a confused b worried c frustrated 6 Why does Ray mention crowdfunding? a To show how the media can be used to do positive things. b To explain how to use it to start a new business. c To draw attention to some social issues.

B

WRITING

9

You read this advertisement on your college website about a competition and decide to enter.

Writing Club Enter our competition for new authors! Write a story beginning or ending with the sentence: It was the most unusual day Jeremy had ever had! The best three entries will be posted on this website next week. We look forward to reading your story! Write your story.

61

79

LIFE SKILLS

How to be good at debating

b u l C g n i t a b e D s l l dhi

Roun

e

undhills

the Ro ady for

Clubm ebating

D

we’ve ur talks,

re g on yo Are you ill workin t s e r a e you

pions

te cham

’s deba t month

ur las

asked o

ursday?

ext Th eting n

In cas s. some tip e iv g o t

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

Sinead You have to be flexible, because you might have to argue for something you don’t even agree with. It’s a good idea just to try and come up with lots of different arguments to begin with. Then you can start to analyse them and see if they really are strong arguments or not. A good tip is to avoid any statements that are too extreme. As soon as you find yourself using language such as ‘always’ or ‘never’, it’s a clue that your argument might not actually be that strong.

Martin Preparation is really important. Take some time to think through all your arguments really well. Do you have any evidence to support what you’re saying? Think of some good examples you can give; it can be hard to think of these on the spot. Are you sure that the point you want to make is really relevant or logical? Be sure that your opponent can’t easily find flaws in what you’re saying.

Exercise 1 1 The exact format of a debate can vary, but it is much more formal than a conversation, with each ‘side’ in the debate having a set opportunity to put forward their arguments, or to argue against the other ‘side’s’ arguments.

1

In pairs, discuss the questions. 1 How is a debate different from a conversation? 2 What is a typical structure of a formal debate? Put the points below in the correct order. a 4 The debate is summed up and winner announced. b 2 The speakers for the proposition and opposition present the main arguments. c 1 Teams hear the statement for the debate and in their groups come up with arguments. d 3 Speakers from both teams present their rebuttals.

□ □ □ □

2

Read some advice on a student Debating Club website on how to be good at debating. Choose the three pieces of advice you find most useful. Compare your ideas with a partner.

62

80

REFERENCES

EXTRA ACTIVITY IN CLASS

AUDIO SCRIPT page 223

After students hold their debate, get them to discuss their experience in groups or as a whole class. Did they use language from the Speaking box? Did they follow the tips from the lesson?

Were they helpful? What did they find easy/difficult? What do they think went well? What would they do differently next time? If appropriate, students can also provide positive feedback on each other’s performance.

03–04 3

Study the Life Skills box and match tips 1–6 with texts A–C. Some texts match with more than one tip.

7

case conclude evidence point reinforces several support vital

LIFE SKILLS | How to be good at debating

□ □ □ □ □ □

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

4

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

Statement: There is too much explicit footage of violence, crime and war shown on television news. Counterargument: The use of such footage is justified. People need to see exactly what is going on in the world, so they can do something about it.

5

2.19 Listen to two students starting to debate on the topic from Exercise 4. Match arguments a–f below to each speaker, in the order they are mentioned. Speaker 1 Speaker 2

□ □ □ □ □ □

1 c 2 a 3 e 1 b 2 f 3 d

a Watching violence on TV creates more violence. There have been cases where seeing news items about brutal crime has led to copycat crimes being carried out. b There is little research evidence to back up the idea that watching violence makes you aggressive. c Watching war, crime and violence on TV news has a negative impact on our emotions. There was research carried out on this at the University of Sussex. d People have always been interested in violence, e.g. Shakespeare’s plays are sometimes violent. e The speaker doesn’t enjoy watching violence and feels it is unnecessary to show it on the news. f Watching upsetting news items can make people care more, not less. Research shows that it may make people give more to charity.

6

Look again at the arguments in Exercise 5. Which of them are the strongest/weakest? Which Speaker will be more successful at the debate? Say why.

2.19 Study the Speaking box. Listen again and complete the phrases with the words from the box.

SPEAKING | Supporting your arguments in a debate Explaining why your argument is valid It is 1 vital to realise that … The crucial 2 point is that … It is clearly the 3 case that … I would argue that … Referring to research/statistics In 4 support of this, I could point to … In a recent study, researchers found that … According to … It has been found that … There is some 5evidence that … Giving examples to back up your argument It is easy to think of many instances of this in daily life. For instance, … There have been 6 several cases where this has happened … Summarising/Linking your argument to what has already been said So, as we have seen … therefore we must 7conclude that … This clearly 8reinforces everything I have said up until this point. In light of what was said earlier, we can see that …

8

Work in pairs. Choose one of the topics and make a list of arguments for and against the statement. The media does not have the right to report on the private lives of well-known people. The government should have some control over what is published by the media. Friends are more important in life than family. Teenagers should share the responsibility for running the household with their parents.

9

Do the task below.

LIFE SKILLS | Project Work in groups of four. Prepare for a debate in the next class. Use the tips from the lesson and the language from the Speaking box to help you. • Find a pair who have chosen the same topic as you in Exercise 8. Decide which pair will argue for and which against. • With your partner, analyse your arguments and find the best two. • In each pair, Student A presents the first argument. • Then Student B in each pair presents the second argument. • Listen to the arguments of the other pair and think of some counterarguments. • At the end of the debate, assess your arguments and decide who won the debate.

63

81

05

Making sense of the senses VOCABULARY The senses, words with more than one meaning, food and cooking GRAMMAR

Gerunds and infinitives, used to, be/get used to, verbs with gerunds and infinitives (change in meaning) Use of English > page 193

SPEAKING

Asking and answering about preferences

WRITING

A review

VIDEO

Grammar

Documentary

Fascinating facts about the

FIVE SENSES 1 The human finger is so sensitive that it is capable of detecting a surface bump only 0.0001 mm high – the diameter of a bacterial cell. By contrast, the human eye cannot detect anything smaller than 0.01 mm.

2 Rhinoceroses are so short-sighted that they are unable to tell a person and a tree apart from a distance of five metres.

3 Men have a keener sense of smell than women. 4 Around twenty-five percent of people are ‘supertasters’. Supertasters have more taste buds than the average person, which means they have a particularly sensitive palate and tend to dislike bitter foods.

5 For the Ongee people of the Andaman Islands, smell is the most important sense. When greeting an Ongee, instead of asking, ‘How are you?’ it is usual to ask, ‘How is your nose?’ asking

6 Touch is the first sense to develop in babies and the last to fade at the end of our lives.

7 If you sit too close to a television screen, you risk damaging your eyesight eyesight.

8 Standing close to loudspeakers at concerts (where sound levels can reach 120 decibels) can cause hearing loss in 7.5 minutes.

9 It is not possible to perceive smells while you are asleep. 10 Elephants use infrasonic sound to communicate. These low frequency sounds, which are not audible to humans, enable elephants to make out sounds from 285 kilometres away.

11 Males are much more likely to be colour-blind than females. 12 Seeing sounds, hearing colours and tasting words are examples of what happens when somebody has synaesthesia, a brain condition which creates connections between the senses.

64

REFERENCES

EXTRA ACTIVITIES IN CLASS

VIDEO SCRIPT page 242

• After Exercise 7, put students in pairs and ask them to take turns to say one thing they used to do, one thing they are used to doing and one thing they are getting used to. When they have finished, invite different students to tell the class what they found out about their partner.

CULTURE NOTES page 209

82

• As an extension to Exercise 8, put students in groups according to which sense they said they would find most difficult to live without. They should brainstorm ways to adapt to make living without that sense easier. Allow 2–4 minutes for this, then invite students from different groups to share their ideas with the class.

1

five senses

In pairs, discuss the questions. 1 What are the names of the five senses? 2 Which is your strongest sense? Say why. 3 How are animal senses different to human senses? Give some examples of animals with powerful sensory abilities.

2

Read the fact sheet on page 64. In pairs, identify two facts which are not true. Go to page 198 to check your answers.

3

Complete the sentences with the highlighted words and phrases from the fact sheet. is your ability to see. 1 Your , you can’t tell the difference 2 If you are between some colours. something , you can see, hear, 3 If you or understand someone or something with difficulty. , you have a good sense of taste. 4 If you have a if you are better than other people 5 You have a at detecting smells. is another word for ‘notice’. 6 if you are only able to see things that 7 You are are close to you. things when you distinguish 8 You between two or more things. are the tiny bumps on your tongue that allow 9 you to recognise flavours. is another way of saying ‘deafness’. 10

6

2.20 Complete the text above with the correct forms of the verbs in brackets. Then listen and check.

7

Study Watch out! Then complete the sentences with the correct forms of used to, be used to or get used to.

Match the underlined phrases in the fact sheet with the rules.

WATCH OUT!

We use the infinitive: 1 after certain verbs, e.g. tend to dislike 2 after many adjectives, e.g. usual to ask 3 to express purpose, e.g. to communicate 4 after first, second, third, last, etc., e.g. first sense to develop We use the gerund: 5 after certain verbs, e.g. risk damaging 6 after prepositions, e.g. instead of asking 7 as the subject of a sentence, e.g. Standing 8 after conjunctions like when, before, after, while, e.g.

• We use be/get used to + -ing to say we are accustomed to doing something: I’m used to wearing glasses. (= This is normal for me.) I’m getting used to wearing glasses. (= This is slowly becoming normal for me.) • We use used to + infinitive when we refer to things in the past which are no longer true: I used to wear glasses. (= I don’t wear them now.)

8

risk, can’t … help, feel like, have difficulty

+ infinitive

tend, tend … to, fail, happen

+ object + infinitive with to

encourage, force enable, …

+ object + infinitive without to

let, make help, …

Grammar Reference and Practice > page 179

GRAMMAR VIDEO

+ gerund

• Photocopiable extra Grammar Video activity 5, page 271 • Grammar Reference and Practice, Student’s Book page 179 • Workbook pages 52–53/Online Practice

Exercise 6 1 encouraging 2 to believe 3 knowing 4 to type 5 looking 6 to test 7 to touch 8 doing 9 to be Exercise 7 1 got used to wearing 2 didn’t use to like 3 is used to sleeping 4 did (people) use to deal 5 am not used to eating 6 get used to balancing

SPEAKING In pairs, ask and answer the questions.

10 Read the question below and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question. What are you used to doing on Saturday morning?

□ I can use gerunds and infinitives to talk about different actions. FURTHER PRACTICE

Exercise 3 1 eyesight 2 colour-blind 3 make (something) out 4 sensitive palate 5 keener/keen sense of smell 6 Perceive 7 short-sighted 8 tell (things) apart 9 Taste buds 10 Hearing loss

1 Which sense would you find it most difficult to live without? Say why. 2 If you could have one super-heightened sense, what would it be and what could it help you to do?

Write the verbs and verb phrases from the box under the correct headings. can’t help encourage fail feel like force happen have difficulty let make

Exercise 2 Items 3 and 7 are not true. Women have a keener sense of smell than men. Contrary to popular myth, sitting too close to a TV will not damage your eyes, but it may cause eyestrain.

(wear) 1 My contact lenses felt weird at first, but I them eventually. (not like) eating fish, but I love it now. 2 I (sleep) on a hard mattress – it doesn’t bother him. 3 He people (deal) with poor eyesight 4 How before the invention of glasses? (not eat) so much food. 5 I’m full – I (balance) on a skateboard. 6 It can be hard to

When greeting

5

Exercise 1 1 sight/eyesight, smell, taste, touch, hearing

If you share the common belief that there are five senses, it’s time to think again! It was Aristotle who was responsible (encourage) us 2 (believe) that we have for 1 five of them, but common sense suggests we possess more than that number. In fact, the current scientific consensus is that we have a further five senses. One of these is (know) which parts ‘proprioception’ – the sense of 3 (type) of our body are where. This enables us 4 (look) at the keyboard or walk around without 5 without having to watch our feet. Try this experiment 6 (test) your proprioception: close your eyes and (touch) your nose. If you slowly move your finger 7 (do) this, then your proprioception have difficulty 8 (be) as good as it could be. is unlikely 9

Gerunds and infinitives

4

05

The myth of the

5A GRAMMAR AND VOCABULARY

• Photocopiable resource 19: Pelmanism, pages 281, 308 • Extra digital activities: Grammar Checkpoint 5A

65

ASSESSMENT Grammar Quiz 5A

NEXT CLASS Ask students to read the questions in Exercise 1 in Lesson 5B and make notes on them for the next lesson.

83

5B VOCABULARY | The senses Exercise 3 1 mouth-watering 2 subtle 3 overpowering 4 smelly 5 stink 6 stench 7 aroma 8 scent

1

4

1 What are your favourite sounds and smells? 2 Are there any sounds or smells you really dislike? 3 Did you have a favourite toy or something else to comfort you when you were young? What did it feel like? 4 Do you hold an object to help with stress? What does it feel like?

2

Exercise 6 A fluffy B spiky, prickly C silky, smooth D sticky E coarse F squishy

SPEAKING In pairs, discuss the questions.

a b c d e f g h i j

Read the post. Are any of the sounds or smells the same as your ideas in Exercise 1?

Join the discussion

5

eloise_loves_rain_2005 says:

What are your favourite and least favourite sounds and smells? love_my_life_16 says: : waves crashing on the seashore, Sounds I love the crunching of snow, bubble wrap popping, leaves rustling in the wind, meat sizzling on a barbecue, birds chirping, cats purring, the thudding sound of my dog’s tail wagging against the wall.

2.21 Listen and number the sounds in the order that you hear them.

Study Watch out! Then choose two sounds from Exercise 4 and write your own sentences. Use the same word as a noun and a verb.

WATCH OUT! Many words for sounds, e.g. crunch, crash, pop, rustle, hum, thud, screech, buzz are both verbs and nouns/gerunds: I can hear the hum/humming of a washing machine. The computers were humming softly in the office.

6

Check the meaning of the words in the box and match them with the pictures. Some words can be matched with more than one picture. coarse fluffy prickly silky smooth spiky squishy sticky

pete_against_noise says: : the high-pitched noise of a dentist’s Sounds I hate drill or a knife scraping against a plate, the buzzing of flies, the deafening noise of motorbikes revving their engines outside my window.

□7 the crunching of snow □1 bubble gum popping □6 the rustling of paper □3 meat sizzling □3 birds chirping □5 a washing machine humming □10 the thud of something falling □9 a parrot screeching □8 the roar of an engine □2 a bee buzzing

A

B

C

D

E

F

busy_bee_17 says: : the scent of roses, bacon, the delicious Smells I love aroma of bread baking in the oven, … mmm ... totally mouth-watering, aftershave or perfume (as long as it’s mouth-watering subtle and not too overpowering overpowering). nosy_neighbour_101 says: : the stench of drains and bins on Smells I hate a hot day, smelly socks, public toilets – they stink stink! Yuck!

3

Use the highlighted words from the post in Exercise 2 to answer the questions. 1 Which adjective describes the smell of something delicious cooking? 2 Which adjective describes a mild smell which may be difficult to detect? 3 Which adjective describes a smell which is too strong? 4 Which adjective describes a bad/unpleasant smell? 5 Which verb means ‘smell horrible’? 6 Which noun describes a horrible smell? 7 Which noun describes a pleasant smell of food? 8 Which noun describes a pleasant smell of flowers?

66

SPEAKING In pairs, think of items to match the descriptions. 1 a perfume / aftershave that you find overpowering 2 a flower with a subtle scent 3 food that has a mouth-watering aroma when it’s cooking 4 something that stinks when it goes off 5 an animal that makes a high-pitched noise 6 something that crunches when you step on it 7 a machine which sounds deafening 8 a fruit or vegetable with coarse skin 9 an animal that’s fluffy when it’s young

□ I can talk about the senses.

EXTRA ACTIVITIES IN CLASS • Start the class by referring students to the notes they made at home and getting them to compare and discuss in pairs. Encourage them to elaborate and give reasons. If time allows, invite a few students to share their answers with the class.

84

7

• As a follow-up to Exercise 6, get students to think of one more object for each of the adjectives in the box.

FURTHER PRACTICE • Workbook page 54/Online Practice • Photocopiable resource 20: You name it, pages 281, 309

• Extra digital activities: Vocabulary Checkpoint 5

ASSESSMENT Vocabulary Quiz 5

05

□4 A

□3 B

5C GRAMMAR 1

In pairs, think of jobs which require a very good sense of smell, hearing, touch, taste or very good eyesight.

□1 C 5

A physiotherapist needs a good sense of touch. A sound engineer has to have very good hearing.

2

2.22 Listen and match speakers 1–4 with photos A–D.

2.23 Complete the extracts from the listening 2 with the correct forms of the verbs in brackets. Use a gerund or an infinitive (with or without to). Then listen and check. 1 Obviously, the animal would need to have (have) an X-ray for confirmation, but you can diagnose a lot just by touch. 2 You need good hearing too because if someone is trapped in a building, you need to be able to hear them shouting (shout). 3 In an emergency, you can’t stop to ask (ask) questions. 4 Or worse – they’ll stop coming (come) here to eat!

6

5 My job requires me to have excellent hearing, so that when I listen to my students sing (sing), I can work out exactly what needsimproving(improve).

4

Grammar Reference and Practice > page 179

Complete the sentences with the correct forms of the verbs from the box. burn crash drive get land practise score sign wash when I walked into 1 I could smell something the house. into the car and off. 2 He saw the man his violin. 3 I can hear my neighbour on her leg. 4 She felt the mosquito on the shore. 5 I love listening to waves the winning goal? 6 Did you see him ? 7 Do these grapes need . 8 These documents require

Look at the sentences in Exercise 3. Then complete rules a–d below with words infinitive and gerund or choose the correct word. a Some verbs like forget, go on, mean, regret, remember, stop and try can be followed by 1 infinitive or 2 gerund , but the meaning changes depending on which form we use. b To talk about a completed action after the verbs feel, hear, listen to, see and watch, we use object + 3 infinitive . c To talk about an action in progress after those verbs, we use object + 4 gerund . d After the verbs need, deserve and require the gerund has 5a passive / an active sense.

Complete the pairs of sentences with the correct forms of the verbs in brackets. Give reasons for your answers. (give) my cat some medicine, but it 1 a I tried didn’t make her better. (give) my cat some medicine, but she b I tried wouldn’t swallow it. (take) your swimming kit. 2 a Remember (bring) my swimming kit, but b I remember now I can’t find it. (give) up 3 a Becoming a perfumer means spicy food. (put) so much chilli b Oops! I didn’t mean sauce on my chips! (taste) ice cream for the 4 a I’ll never forget first time. (put) the ice cream in the freezer. b Don’t forget (inform) you that the restaurant 5 a We regret has closed down. (not study) harder last year. b I regret

Verbs with gerunds and infinitives

3

□2 D

7

2.24 In pairs, listen to the sounds and say what you heard. 1 I heard someone whistling.

8

2 I heard a door slam.

AUDIO SCRIPT page 223

EXTRA ACTIVITY IN CLASS Do this activity at any point after Exercise 6. Ask pairs to prepare sixteen small pieces of paper. On each piece they should write a verb from Exercises 3, 4, 5 or 6. Students put the cards face down

Exercise 6 1 burning 2 get, drive 3 practising 4 land/landing 5 crashing 6 score 7 washing / to be washed 8 signing / to be signed Exercise 8 3 I heard (some) children laughing. 4 I heard a man cough. 5 I heard a woman scream. 6 I heard a dog barking. 7 I heard people clapping. 8 I heard someone whistle.

SPEAKING In pairs, talk about something … 1 2 3 4

you meant to do, but haven’t had time for. that needs cleaning regularly. you remember doing when you were a child. you sometimes try doing when you can’t sleep.

□ I can use verbs with gerunds and infinitives to talk about different actions. REFERENCES

Exercise 5 1 a giving (try + gerund = do something as an experiment to see if it works) b to give (try + infinitive = attempt to do something) 2 a to take (remember + infinitive = you remember first, then you do it) b bringing (remember + gerund = you do something and then you remember this) 3 a giving (mean + gerund = involve, result in) b to put = (mean + infinitive = intend) 4 a tasting (forget + gerund = do something first, then forget you did it) b to put (forget + infinitive = not do something because you didn’t remember) 5 a to inform (regret + infinitive = a way of offering an apology) b not studying (regret + gerund = regret a past action)

on the table and take turns to turn them over and make a sentence using either a gerund or an infinitive. Their partner then has to make a sentence with the same word using the form their classmate didn’t use (gerund or infinitive).

FURTHER PRACTICE • Grammar Reference and Practice, Student’s Book page 179

67

• Workbook page 55/Online Practice • Photocopiable resource 21: Fifteensecond rule, pages 282, 310 • Extra digital activities: Grammar Checkpoint 5C

ASSESSMENT Grammar Quiz 5C

85

5D READING AND VOCABULARY

Exercise 4 1 She was born with an eye disease. 2 They teased her and excluded her. 3 Because there was no Braille for the Tibetan language. 4 The high altitude means that people are exposed to sun rays which cause eye damage. 5 They were supportive of her decision. 6 They believe blindness is a punishment for bad deeds committed in an earlier life. 7 Children are taught how to read, write and speak in Tibetan, Chinese and English, but also learn skills that enable them to be independent. 8 She made herself focus on the things she could do rather than the things she couldn’t. 9 Developing good communication skills and becoming good at solving problems. 10 It’s good not to have too many choices in life, since this forces you to focus on the important things. Exercise 5 2 True – She was no longer isolated when she went to a school for the blind. It’s implied that she felt better because ‘she came to terms with it,’ which means she accepted it. 3 True – It’s implied because there was no Braille writing system in Tibet, although it doesn’t mention a reading system. 4 True – It mentions ‘in their past life’. 5 False – Paul Kronberg, her partner … set up ‘Braille Without Borders’ with Sabriye. 6 False – She has achieved a ‘nomination for the Nobel Peace Prize’ but does not say if she won this. Exercise 7 (The underlined meaning is the one used in the text.) 1 a seeming to be unreasonable, out of control; b not able to see 2 a without delay; b nearest in relationship or rank 3 a try to achieve something over a period of time; b chase 4 a dream for the future; b ability to see 5 a make somebody lose interest in something; b delay, postpone 6 a achieve something you want to do; b become aware of something

68

1

SPEAKING In pairs, look at the photos on page 69 and describe what you can see.

2

Read the article quickly and explain how the photos are related to the text.

3

Read the quote by Sabriye Tenberen on page 69. What does it tell you about her personality?

4

Read the article again and answer the questions. 1 What was the cause of Sabriye’s blindness? 2 How did her classmates treat her before she changed schools? 3 Why was it difficult for Sabriye to read Tibetan texts when she first went to university? 4 What is the main reason for the high incidence of blindness in Tibet? 5 What was her parents’ reaction to her decision to travel to Tibet? 6 Why are many Tibetans ashamed of blindness? 7 How does the school founded by Sabriye and Paul help children? 8 According to Sabriye, what helped her to accept her blindness? 9 What personal skills does Sabriye attribute to her blindness? 10 In what sense does Sabriye think being blind is a positive thing?

5

1 Sabriye used to feel ashamed of being blind. We can make a guess that this sentence is true, because it says ‘she did all she could to hide her blindness’. However, this is implied, not stated directly. 2 She felt better when she changed schools because she no longer felt isolated. 3 While at Bonn University, Sabriye wanted to study the Tibetan language but wasn’t able to. 4 Tibetans believe that we have more than one life. 5 Sabriye founded ‘Braille without Borders’ on her own. 6 Sabriye won the Nobel Peace Prize.

4 a b 5 a b 6 a b 7 a b

8

6

SPEAKING In pairs, discuss the question. Do you agree with Sabriye’s philosophy that ‘it’s a blessing not to have too many options in life’? Give reasons for your answer.

He did it in a moment of blind panic. She trains guide dogs for the blind . We need to takeimmediateaction. He is herimmediateboss. I would like to pursue a career in journalism. The police didn’t pursue the speeding car as it was going too fast. The new head teacher explained her vision for the future of the school. Cats have very good night vision . Her accident put her off riding horses. off his degree for a year. He put She realised her ambition of becoming a pilot. She realised no one was listening. He found the exam very tough . She’s a very tough person. She isn’t easily defeated.

Complete the sentences with the correct prepositions from the box. Then check your answers with the text. about (x2) of to (x2) with 1 Her vision has been to educate sighted people about what it means to be blind. 2 It wasn’t until she went to boarding school for the blind that she finally came to terms with her blindness. 3 She decided to travel to rural Tibet, to spread the word about her Braille system. 4 Sabriye wanted to prove the world that she was as capable of doing things as anyone else. 5 Sabriye explains that to adjust to her blindness, she had to make herself focus on what she could rather than couldn’t do. 6 Desperate to fit in, she did all she could to hide her blindness.

9

REFLECT | Society In pairs, ask and answer the questions. 1 What kind of challenges and prejudices do disabled people face in your country? 2 What do you think of the Paralympic Games? Have they improved attitudes towards disability? Say why.

ACTIVE READING | Making inferences Sometimes writers do not state information directly. They leave out details which they think are unnecessary. You can work out the missing information by making guesses or inferences. Inferences are made based on clues in the text and on our background knowledge and experience.

Look at the highlighted words in the article and discuss what other meanings each word could have in a different context. Then complete the pairs of sentences using the highlighted words. 1 a b 2 a b 3 a b

CRITICAL THINKING Study Active Reading. Then Look at the statements below and decide if they are true or false. Find the corresponding underlined sections in the text (1–6) and explain why you think the information is implied.

11 WATCH AND REFLECT Go to page 166. Watch the documentary Making sense of synesthesia and do the exercises.

□ I can identify clues in a text and talk about disabilities.

REFERENCES

EXTRA ACTIVITIES IN CLASS

VIDEO SCRIPT page 242

• As a Lead-in, ask students if they know of anyone who has overcome a disability to achieve something great. Invite any students who volunteer to share their answers with the class. If there is time and if students have Internet access, you could ask them to do a quick Internet search.

CULTURE NOTES page 210

86

7

DOCUMENTARY VIDEO

Exercise 2 Suggested answers Photo 1: This photo shows Sabriye riding her horse. This is how she was travelling in Tibet. Photo 2: These are children from the school that Sabriye and Paul set up in Tibet.

• After Exercise 7, put students in pairs and ask them to try to think of at least two more homonyms to add to the seven in Exercise 7 and put them into sentences. You could let them use their dictionaries if they need help.

05

SABRIYE TENBERKEN

A blind woman with a vision Sabriye teaching in her school for visually impaired children in Lhasa, Tibet

2.25 Sabriye Tenberken was just twenty-six years old when, in 1997, she rode horseback into Tibet to pursue her dream of founding a school for visually impaired children. 5

10

Born in Germany, with poor vision because of an eye disease, Sabriye had once been able to make out faces, colours and landscapes, but by the age of twelve she was totally blind. At school she was teased and left out by her classmates and patronised by her teachers in a way that set her apart from the other children. 1Desperate to fit in, she did all she could to hide her blindness and prove to the world that she was as capable of doing things as anyone else. But not accepting her blindness made her miserable and it wasn’t until she went to a boarding school for the blind that, surrounded by people like herself, she finally came to terms with it. At the school, students were taught Braille, horse riding, swimming, whitewater kayaking and downhill skiing, and most importantly, self-confidence and self-reliance.

2

15

When, a few years later, Sabriye studied Tibetology at Bonn University, she discovered that the Braille writing system did not exist in Tibetan, but she didn’t let that put her off. off Instead, she devised her own Tibetan Braille system. This gave her the idea of going to Tibet to introduce her new system to the local people. She had also learned through her studies that there was a particularly high occurrence of visual impairment in Tibet, partly due to poor diet and inadequate medical care in remote areas, but mostly because of eye damage caused by the sun’s rays at high altitude.

50

55

Sabriye may be blind, but she does not lack vision. Her vision has been to help blind people integrate themselves into their communities and educate sighted people about what it means to be blind. 60

3

20

25

30

35

40

So just before her final year, despite a lack of support from everyone apart from her immediate family, she decided to travel to rural Tibet, to spread the word about her Braille system and the school she was planning to set up. She figured that the best way to travel was on horseback, so this is what she did, accompanied by three companions, two of whom were Tibetan. The journey was tough tough, but for Sabriye the hardest part was seeing the way blind children are treated. Some were abandoned or left in the streets, and almost all were illiterate and uneducated. 4The reason for this neglect is that many Tibetans believe blindness is a punishment for bad acts committed in their past life. When the local people saw Sabriye walking and riding a horse, they refused to believe she was blind at first. But she managed to persuade them that through her school their children too would be able to ride horses, read and write.

During her travels, Sabriye met Paul Kronenberg who became her partner both personally and professionally, and together they set up ‘Braille Without Borders’, a school where children were taught how to read, write and speak in Tibetan, Chinese and English, and learnt skills which would enable them to live independently. From there students have been able to establish their own businesses and earn a living. They have since also opened Kanthari, an International Leadership Training Institute in Kerala. Its aim is to help people situated on the margins of society to start their own social projects.

45 5

65

70

In a magazine interview, Sabriye explains that to adjust to her blindness, she had to make herself focus on what she could rather than couldn’t do. She admits it took her a few years to realise the gifts that blindness had given her. For example, it has forced her to A lot of people develop good communication skills, to become a good say I can’t do it problem-solver, and given her because I’m blind, a stronger and more colourful or I have red hair, or imagination. It is often assumed my feet are too big. that all blind people can see is Get the right team darkness, but she says her world around you, don’t set is colourful as she can colour it boundaries and go however she likes.

“

for it.

75

Sabriye’s work has achieved worldwide recognition, including a nomination for the Nobel Peace Prize. In 2006, she was awarded two Mother Theresa Awards, one for herself and one for ‘Braille Without Borders’ – the only time the same person has received this honour twice in the same year. Sabriye shared her inspiring story in her book My Path Leads to Tibet.

80 6

85

FURTHER PRACTICE

NEXT CLASS

• Workbook pages 56–57/Online Practice

Ask students to think about their favourite food and why they like it. They should make some notes for the next class.

• Photocopiable resource 22: The longest 200 metres, pages 282, 311

”

In the same interview, when asked what her life would have been like had she not become blind, she replied, ‘This may sound surprising, but I think it’s a blessing not to have too many options in life. Limits can be very fortunate. They let you focus on what is necessary, on what is meaningful.’

69

87

5E LISTENING AND VOCABULARY 1 2

Do you like tomato ketchup? If so, what food do you like to eat it with?

5

1 2 3 4 5

Complete the recipe for tomato ketchup with the words from the box. boil chill food processor pan peel puree simmer slice stir whizz

Match the words 1–5 with their opposites a–e.

6

EASY TOMATO KETCHUP

□b thick □e crunchy □a savoury □c bland □d spicy

70

4

chilli sauce

mustard

pickled gherkins

curry mango sauce

barbecue sauce

□✓ the origins of ketchup □ the meaning of ‘ketchup’ □✓ attitudes to tomatoes □✓ ketchup bottles □ ketchup sales □✓ different countries’ tastes in ketchup □ where to store ketchup

2.26 In pairs, read the sentences and decide what kind of words might fit in each gap. Then listen again and complete the sentences. Use no more than three words in each gap. in the sixth century. 1 Ketchup was first created in 2 The first British ketchup recipes contained fish, mushrooms and , but not tomatoes. 3 In the seventeenth and eighteenth centuries, Europeans thought that tomatoes were . 4 Tomato-based ketchup recipes didn’t gain popularity until . 5 The was invented in 1983. 6 Scientists have recently developed a substance that could prevent ketchup from at the bottom of a bottle. 7 In the UK and Venezuela, ketchup is than the ketchup in the USA. 8 Although ketchup in the Philippines is made from , it doesn’t taste like it. 9 Consumer research shows that young people like food more than their parents do.

7

SPEAKING In pairs, discuss the questions. 1 What food have you discovered through travelling abroad or within your country, which you now eat regularly? 2 Do you agree that young people prefer spicier food? Is this true in your family? 3 Are there any tastes that you dislike? What do you think has influenced your dislike?

8

2.27 PRONUNCIATION Listen and underline the 2 stressed syllable in the international food words. Listen again and repeat. croissant falafel gnocchi guacamole lasagne mayonnaise meringue mustard pretzel quiche schnitzel yoghurt

9

REFLECT | Culture Why do you think some tastes are universal and some are specific to a particular country?

□ I can identify specific details in a podcast and talk about food and cooking.

REFERENCES AUDIO SCRIPT page 223

EXTRA ACTIVITIES IN CLASS • After Exercise 6, put students in pairs to tell each other about their favourite food they made notes on at home, using the vocabulary in Exercise 6.

88

mayonnaise

2.26 Listen to a podcast about ketchup and tick the topics that are mentioned. 1 2 3 4 5 6 7

Exercise 4 1 Asia 2 nuts 3 poisonous 4 the 1870s 5 plastic squeeze bottle 6 getting stuck 7 sweeter 8 bananas / a banana base 9 spicy

sweet runny/watery tasty mild smooth

Use the words and phrases in Exercise 5 to describe the condiments (sauces, pickles, etc.) in the pictures.

Take 2kg of tomatoes and 1 slice them in half (no need to 2 peel them). Place in a large 3 pan , then 4 stir in 500ml of vinegar, 300g of sugar and some salt and pepper. Bring to the 5 boil , then reduce the heat and 6 simmer gently for about 20 to 25 minutes. food Transfer to a blender or 7processor and 8 whizz until 9 you have a smooth puree . 10 chill before serving.

3

a b c d e

• Students make their own thirty-second podcast about their favourite food, using the one in Exercise 3 as a model. If they have access to the Internet in class, they can research their food with a partner. They can then record their podcasts on their phones at home, to share with the class in the next lesson.

FURTHER PRACTICE • Workbook page 58/Online Practice • Photocopiable resource 23: The Taste Podcast, pages 282, 312

05

5F SPEAKING 4

Study the Speaking box and Watch Out! Then complete the second sentence so that it means the same as the first. 1 I don’t want to eat too late. . I’d rather 2 I like home-cooked meals more than takeaways. . I prefer 3 Would you rather eat inside or outside? ? Which 4 I really don’t mind. . I’m 5 If I could choose, I’d prefer to go somewhere quiet. . Given 6 I don’t like one more than the other. . I like 7 I don’t mind where we go. . I’ll go 8 I would prefer you not to complain about the food. . I’d rather

Exercise 4 1 not eat too late 2 home-cooked meals to takeaways 3 would you rather do, eat inside or outside? 4 easy 5 the choice, I’d prefer to go somewhere quiet 6 them both equally 7 wherever you prefer/ like/want 8 you didn’t complain about the food

WATCH OUT! 1

In pairs, discuss the questions. 1 2 3 4

What is your favourite savoury dish? What is your favourite dessert? Which is your favourite restaurant? What do you usually order there?

2

2.28 Listen to a conversation. What do the friends choose to eat? Mexican food

3

2.28 Study the Speaking box. Then listen again and tick the phrases in the box which the friends use in their conversation.

SPEAKING | Asking and answering about preferences Asking about preferences ✓ Which do/would you prefer? … or …? What would you rather do? … or …?

□ □

• We use an infinitive without to after would rather and would sooner: I’d d rather eat something light. I’d rather not go out tonight. I’d d sooner sit outside. (This is more formal.) • We use I prefer + gerund to talk about general preferences: I prefer eating home cooked food. • We use would prefer + infinitive with to for a specific situation: I would prefer to eat at home this evening. • We use would rather + subject + past tense to say that we don’t want somebody to do something: I’d rather you didn’t tell me what to order! Grammar Reference and Practice > page 179

5

• • • • • A B

Expressing general preferences I prefer … (gerund) to … (gerund). I don’t like either of them. ✓ I like them both equally. I generally favour … over …

□ □ □ □

Making a choice

□✓ I’d prefer (to) … rather than … □✓ I’d rather … □ I’d sooner (do) … than … □✓ Given the choice, … □ I’d go for … any day/every time. □✓ I have a (slight) preference for (+ noun/gerund) Giving someone else the choice It’s up to you. ✓ It’s your call. ✓ I’m easy. Whatever/Wherever/Whichever you prefer.

□ □ □ □

In pairs, ask and answer questions about the topics below. Give examples and reasons for your preferences.

6

sweet / savoury food eating with the family / eating in front of the TV Italian food / Chinese food getting a takeaway / eating out informal cafés / traditional restaurants Which do you prefer: sweet or savoury food? I favour savoury over sweet food, because I don’t have a sweet tooth. So, if I’m hungry between meals, given the choice, I’d rather have some nuts than a biscuit.

In groups of three, look at the restaurant adverts on page 198. Role play the conversation and decide which of the restaurant you would like to go to. Discuss the options, explaining your preferences. • Student A, go to page 196. • Student B, go to page 200. • Student C, go to page 200.

□ I can ask and answer questions about preferences. REFERENCES AUDIO SCRIPT page 224

EXTRA ACTIVITY IN CLASS After Exercise 6, students write three or four true sentences using phrases from the Speaking and Watch out! boxes –

they can be about any topic they like. They then work in pairs or groups to share their sentences and find out if their partner/group agree with them.

FURTHER PRACTICE Workbook page 59/Online Practice

71

NEXT CLASS Ask students to think about a café, a computer game, a music album, a restaurant or an exhibition they feel strongly about, and make notes on what they particularly liked/didn’t like about it.

89

Museum of the Senses The

review by Isaac Rogers I happened to come across this gem of a museum last week on a family trip to Prague, so we decided to check it out. I’m so glad we did as it turned out to be a thoroughly enjoyable experience. The exhibits in the museum are designed to challenge your senses. There are lots of optical and other sensory illusions, which are totally mind-blowing. You start by walking through a dark tunnel, where you can just about make out a stream of water, then you see it flowing upwards. Seriously freaky! Everything’s accompanied by scents so you can actually smell the water (even though it’s not real) and then you get the odour of stinky drains. That was pretty gross! Next you walk through a (virtual) park where you can hear birds chirping, then you suddenly walk through a vortex tunnel, which is a sort of rotating cylinder with flashing lights that makes you feel completely disorientated. What I particularly liked was the room where you seem to be walking along a rope between two skyscrapers. That was super scary! You really feel like you’re about to fall. Another highlight was the bed of 3,000 spiky nails which you lie on – without feeling any pain. I was also impressed by an intriguing machine called a Chladni Frequency Generator, which lets you turn sounds into visual patterns of fine powder. My only criticism of the museum is that the experience just went by too fast. I really enjoyed all the exhibits, but would love to have been able to see and experience even more. Despite that, I’d definitely recommend going if you’re in Prague because not only is it informative and fun, it’s highly instagrammable so you’ll definitely come away with some invaluable souvenirs in the form of funny pics!

72

EXTRA ACTIVITIES IN CLASS • Students use the notes they made at home to help them write a review in Exercise 7. Before they begin their review, ask them to add to their notes in pairs, including all the information they need from the Writing and Watch out! boxes. They can then swap

90

notes with a new partner for them to comment on anything they might have missed or any mistakes they might have made. Ask students to refer to the adjectives in Exercise 5 and include one or two in their review, if possible, along with an intensifier for each from the Watch out! box.

• When students have written their review, they can swap answers with a partner for peer correction. While reading their partner’s review, they should pay special attention to any errors in content and organisation, style and register and use of intensifiers. They can use the Writing and Watch out! boxes as guides.

05

5G WRITING AND VOCABULARY | A review 1

SPEAKING In pairs, look at the photos from The Museum of the Senses in Prague and discuss the questions. 1 What can you see in the photos? 2 What aspect of the senses do the photos illustrate?

2

Read a review of the museum and answer the questions. 1 Was the reviewer’s overall impression positive or negative? Which words tell you this? 2 Would you describe the tone of the review as formal or informal? Say why. 3 What was the reviewer most impressed by? 4 Was there anything he didn’t like about it?

3

Study the Writing box. Then complete the gaps in the box with examples from Isaac’s review.

WRITING | A review Introduction Give brief details of where and when you went, and your overall impression. First main paragraph Describe the event/exhibition/museum/show, etc. Include information of what you did and what you saw/heard. Second main paragraph Describe the positive aspects. Use phrases such as: What I 1 liked was … The/A/One/Another 2 was … I was (also) 3 /blown away by … Third main paragraph Write about any negative aspects. Use phrases such as: My only 4 is … If I have one criticism, it’s … It didn’t live up to my expectations. I feel this let it 5 a bit. I was (also) disappointed by … Conclusion Make recommendations with phrases such as: I’d 6 recommend going … I don’t recommend seeing … I would give this museum a miss if … It’s (not) worth visiting … Style and register • Use an informal, personal style. • Use informal, conversational vocabulary, e.g. lots of, mind-blowing, gross, etc. • Use phrasal verbs, e.g. come across, check out, etc. • Share your personal feelings, e.g. What I liked was …, I was disappointed by … • Use exclamation marks, e.g. That was super scary!

4

Study Watch Out! Then find six more examples of intensifiers in the review. thoroughly, totally, seriously, pretty, super, highly

WATCH OUT! We can use an intensifier (e.g. very, extremely, absolutely) before an adjective to make its meaning stronger. Use a range of intensifiers to make your writing more interesting. • Very, extremely, super, hugely, highly, incredibly can only be used with gradable adjectives, e.g. The sound effects were extremely loud. • Absolutely, completely, totally and utterly can only be used with non-gradable adjectives, e.g. The exhibition was absolutely fascinating. • Pretty, really and seriously can be used with both types of adjectives. (These adverbs are for informal use.)

5

Complete the sentences with the adjectives from the box. bad deafening fascinating gross impressive interesting loud mind-blowing petrified ridiculous scared silly . 1 a The stench of drains was really . b You’re right. It was absolutely when we walked across the 2 a I was seriously tight rope. . b I was totally . 3 a The sound effects were incredibly ! b Yes, they were really in this photo. 4 a I look completely How embarrassing! . b Yes, you do look pretty . 5 a The Chladni Frequency Generator was utterly too. b Yes, I found it very . 6 a The optical illusions were extremely . b I thought they were totally

6

Complete the sentences with intensifiers. Use a different word in each sentence. packed. 1 The museum was 2 The special effects mind-blowing. 3 There were some noisy kids there. 4 Some the photos I took were hilarious. 5 The entry tickets were expensive. helpful. 6 The museum staff were

7

WRITING TASK Write a review of one of the items in the box. Use the Writing box and Watch out! to help you.

Exercise 2 1 positive (gem, enjoyable, mind-blowing, my only criticism, definitely recommend) 2 informal; use of: vocabulary (mind-blowing, freaky, gross, instagrammable); phrasal verbs (check it out); exclamation marks and abbreviations; informal intensifiers (pretty, super, seriously) 3 the room with illusion of walking between skyscrapers, the spiky bed, the Chladni Frequency Generator 4 He felt he didn’t spend enough time there, so he couldn’t enjoy all the exhibits. Exercise 3 1 particularly 2 highlight 3 impressed 4 criticism 5 down 6 definitely Exercise 5 1 a bad b gross 2 a scared b petrified 3 a loud b deafening 4 a ridiculous b silly 5 a fascinating b interesting 6 a impressive b mind-blowing Exercise 6 Suggested answers 1 absolutely/totally/utterly 2 absolutely/totally/utterly 3 extremely/incredibly/ seriously 4 absolutely/totally/utterly 5 extremely/incredibly/ seriously 6 extremely/incredibly/ seriously

a café a computer game a music album a restaurant an exhibition • Write about something you know well. • Before you begin, make notes about what you liked/ didn’t like. • Use a lively, informal style. • Use a range of adjectives and adjective intensifiers to emphasise your opinions • Give a clear recommendation at the end. It can be positive or negative.

□ I can write a review.

73

FURTHER PRACTICE Workbook page 60/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 74–75.

91

Word List REMEMBER MORE 1 Write the missing nouns from the noun compounds. Then check with the word list.

1 I don’t like wearing glasses so I switched to contact lenses a year ago. 2 You can test your eye sight online to see how good your vision is. 3 This model of food processor is a perfect combination of a blender, mixer and chopper. 4 The taste buds for something sweet are on the tip of the tongue.

2

3

Complete the phrases with no article, a/an or the. Then check with the word list.

5A GRAMMAR AND VOCABULARY 5.29

prickly (adj) /ˈprɪkli/

audible (adj) /ˈɔːdəbəl/ be capable of (doing) sth /ˌbi ˈkeɪpəbəl əv (ˈduːɪŋ) ˌsʌmθɪŋ/ brain condition (n) /ˈbreɪn kənˌdɪʃən/ bacterial cell /bækˌtɪəriəl ˈsel/ colour-blind (adj) /ˈkʌlə-ˌblaɪnd/ common sense (n) /ˌkɒmən ˈsens/ contact lenses (n) /ˈkɒntækt ˌlenzəs/ deafness (n) /ˈdefnəs/

purr (v) /pɜː/ rev (v) /rev/ roar of an engine /ˈrɔː əv ən ˌendʒɪn/ rustling of paper /ˈrʌsəlɪŋ əv ˌpeɪpə/ scent (n) /sent/ scrape (v) /skreɪp/ silky (adj) /ˈsɪlki/ smelly (adj) /ˈsmeli/ smooth (adj) /smuːð/

decibel (n) /ˈdesəbel/

spiky (adj) /ˈspaɪki/

detect (v) /dɪˈtekt/ distinguish (v) /dɪˈstɪŋɡwɪʃ/ eyesight (n) /ˈaɪsaɪt/

squishy (adj) /ˈskwɪʃi/ stench (n) /stentʃ/ sticky (adj) /ˈstɪki/

flavour (n) /ˈfleɪvə/

a sweet tooth 1 I have which is bad for my figure. 2 We need to make sure that the blind are given equal opportunities. 3 Given the choice, I prefer the scent of roses to the smell of violets. 4 It’s not easy to earn a living with a degree in literature.

hearing loss (n) /ˈhɪərɪŋ ˌlɒs/

Choose the right verb. Then check with the word list. 1 My teacher tells me to always find / pursue my dreams. 2 I found it hard to come / go to terms with the fact that I had been rejected. 3 It comes / goes without saying that exams generate stress. 4 Tomorrow the student council will do / make a recommendation for their candidate.

parrot screeching /ˈpærət ˌskriːtʃɪŋ/

infrasonic (adj) /ˌɪnfrəˈsɒnɪk/ keen sense of smell /ˌkiːn ˌsens əv ˈsmel/ low frequency /ˌləʊˈfriːkwənsi/

stink (v) /stɪŋk/ subtle (adj) /ˈsʌtl/ thud of sth falling /ˈθʌd əv ˌsʌmθɪŋ ˌfɔːlɪŋ/ wag (v) /wæɡ/

make out (phr v) /ˌmeɪk ˈaʊt/

5C GRAMMAR

perceive (v) /pəˈsiːv/

confirmation (n) /ˌkɒnfəˈmeɪʃən/

possess (v) /pəˈzes/

diagnose (n) /ˈdaɪəɡnəʊz/

proprioception (n) /ˌprəʊpriəˈsepʃən/

perfumer (n) /pəˈfjuːmə/

sensitive palate /ˌsensətɪv ˈpælət/

physiotherapist (n) /ˌfɪziəʊˈθerəpɪst/

sensory ability (n) /ˌsensəri əˈbɪləti/

sound engineer (n) /ˈsaʊnd ˌendʒəˈnɪə/

short-sighted (adj) /ˌ ʃɔːt-ˈsaɪtɪd/

swimming kit (n) /ˈswɪmɪŋ ˌkɪt/

super-heightened (adj) /ˌsuːpə-ˈhaɪtnəd/

trap (v) /træp/

synaesthesia (n) /ˌsɪnəsˈθiːziə/ taste bud (n) /ˈteɪst ˌbʌd/ tell sb/sth apart /ˌtel ˌsʌmbɒdi/ˌsʌmθɪŋ əˈpɑːt/

5B VOCABULARY

5.30

5.31

5D READING AND VOCABULARY 5.32 adjust to sth (v) /əˈdʒʌst tə ˌsʌmθɪŋ/ abandon (v) /əˈbændən/

aroma (n) /əˈrəʊmə/

attribute to sth (v) /əˈtrɪbjuːt tə ˌsʌmθɪŋ/

bee buzzing /ˈbiːˌbʌzɪŋ/

be left out /ˌbi ˌleft ˈaʊt/

ACTIVE VOCABULARY |

birds chirping /ˈbɜːds ˌtʃɜːpɪŋ/

blessing (n) /ˈblesɪŋ/

Word puzzles

bubble gum popping /ˈbʌbəl ˌgʌm ˌpɒpɪŋ/

blind (adj) /blaɪnd/

A good and amusing way to remember some phrases is to replace the words with photos or drawings and glue them to a piece of paper. For example, you could for the use these pictures phrase ‘blind panic’.

coarse (adj) /kɔːs/

blind panic /ˌblaɪnd ˈpænɪk/

comfort sb (v) /ˈkʌmfət ˌsʌmbɒdi/

blindness (n) /ˈblaɪndnəs/

crunching of snow /ˈkrʌntʃɪŋ əv ˌsnəʊ/

boarding school for the blind /ˈbɔːdɪŋ ˌskuːl fə ðə ˈblaɪnd/

deafening (adj) /ˈdefənɪŋ/ fluffy (adj) /ˈflʌfi/ go off (phr v) /ˌɡəʊ ˈɒf/ high-pitched (adj) /ˌhaɪ-ˈpɪtʃt/

Braille (n) /breɪl/ capable of (doing) sth /ˈkeɪpəbəl əv (ˌduːɪŋ) ˌsʌmθɪŋ/

machine humming /məˈʃiːn ˌhʌmɪŋ/

come to terms with sth /ˌkʌm tə ˈtɜːms wɪð ˌsʌmθɪŋ/

meat sizzling /ˈmiːt ˌsɪzəlɪŋ/

commit (v) /kəˈmɪt/

mouth-watering (adj) /ˈmaʊθ-ˌwɔːtərɪŋ/

desperate to do sth /ˈdespərət tə ˌduː ˌsʌmθɪŋ/

overpowering (adj) /ˌəʊvəˈpaʊərɪŋ/

disability (n) /ˌdɪsəˈbɪləti/

74

EXTRA ACTIVITIES IN CLASS • Students choose an adjective from the word list for Lesson 5B for their partner to guess, but can only describe it using nouns which the adjective describes, e.g. cat, hat, jumper, cloud (fluffy).

92

• Ask students to choose 3–4 words or phrases from the word list and write each word/phrase on a piece of paper. Collect all the pieces of paper, put them in a bag and get each student to take out 3–4 pieces of paper. They must

write one sentence with each of the words/phrases they picked. To make the activity more challenging, you could ask students to use the words/ phrases in such a way that they form a cohesive piece of writing.

05 disabled (adj) /dɪsˈeɪbəld/

uneducated (adj) /ʌnˈedjəkeɪtɪd/

5F SPEAKING

downhill skiing /daʊnˌhɪl ˈskiːɪŋ/

vision (n) /ˈvɪʒən/

complain about sth /kəmˈpleɪn əˌbaʊt ˌsʌmθɪŋ/

earn a living /ˌɜːn ə ˈlɪvɪŋ/

visual impairment /ˈvɪʒuəl ɪmˈpeəmənt/

contemporary (adj) /kənˈtempərəri/

educate sb about sth /ˈedjʊkeɪt ˌsʌmbɒdi əˌbaʊt ˌsʌmθɪŋ/

visually impaired /ˈvɪʒuəli ɪmˈpeəd/

favour sth over sth /ˈfeɪvə ˌsʌmθɪŋ ˈəʊvə ˌsʌmθɪŋ/

enable sb to do sth /ɪˈneɪbəl ˌsʌmbɒdi tə ˈduː ˌsʌmθɪŋ/ establish a business /ɪˌstæblɪʃ ə ˈbɪznəs/

whitewater kayaking (n) /ˌwaɪtˌwɔːtə ˈkaɪækɪŋ/

5E LISTENING AND VOCABULARY 5.33

eye damage (n) /ˈaɪ ˌdæmɪdʒ/

bland (adj) /blænd/

fit in (phr v) /ˌfɪt ˈɪn/

boil (v) /bɔɪl/

force sb to do sth /ˈfɔːs ˌsʌmbɒdi tə ˈduː ˌsʌmθɪŋ/

bring to the boil /ˌbrɪŋ tə ðə ˈbɔɪl/

found a school /ˌfaʊnd ə ˈskuːl/

chill (v) /tʃɪl/

high altitude /ˌhaɪ ˈæltɪtjuːd/

condiment (n) /ˈkɒndəmənt/

illiterate (adj) /ɪˈlɪtərət/

croissant (n) /ˈkwɑːsɒŋ/

immediate family /ɪˌmiːdiət ˈfæməli/

crunchy (adj) /ˈkrʌntʃi/

imply sth (v) /ɪmˈplaɪ ˌsʌmθɪŋ/

decline (v) /dɪˈklaɪn/

inadequate (adj) /ɪnˈædəkwət/

falafel (n) /fəˈlæfəl/

incidence (n) /ˈɪnsɪdəns/

food processor (n) /ˈfuːd ˌprəʊsesə/

integrate (somebody) into sth /ˈɪntɪɡreɪt (ˌsʌmbɒdi) ˌɪntə ˌsʌmθɪŋ/

gain popularity /ˌɡeɪn ˌpɒpjəˈlærəti/

make inferences /ˌmeɪk ˈɪnfərənsɪz/ meaningful (adj) /ˈmiːnɪŋfəl/ miserable (adj) /ˈmɪzərəbəl/ neglect (v) /nɪˈɡlekt/ occurrence (n) /əˈkʌrəns/ Paralympic Games (n) /ˌpærəˈlɪmpɪk ˈɡeɪmz/ patronise sb (v) /ˈpætrənaɪz ˌsʌmbɒdi/ prejudice (n) /ˈpredʒədɪs/ problem-solver (n) /ˈprɒbləm ˌsɒlvə/ pursue a dream /pəˌsjuː ə ˈdriːm/ put sb off (phr v) /ˈpʊt ˌsʌmbɒdi ˈɒf/ realise (v) /ˈrɪəlaɪz/ recognised (adj) /ˈrekəɡnaɪzd/ recognition (n) /ˌrekəɡˈnɪʃən/ remote (adj) /rɪˈməʊt/ ride horseback /ˌraɪd ˈhɔːsbæk/ rural (adj) /ˈrʊərəl/ self-confidence (n) /ˌself ˈkɒnfɪdəns/ self-reliance (n) /ˌself rɪˈlaɪəns/ set sb apart (phr v) /ˌset ˌsʌmbɒdi əˈpɑːt/ sighted (adj) /ˈsaɪtɪd/ spread the word about sth /ˌspred ðə ˈwɜːd əˌbaʊt ˌsʌmθɪŋ/ surround (v) /səˈraʊnd/ the blind (n) /ðə ˈblaɪnd/ Tibet (n) /tɪˈbet/ Tibetan (adj, n) /tɪˈbetn/

5.34

given the choice /ˌɡɪvən ðə ˈtʃɔɪs/ have a sweet tooth /ˌhəv ə ˌswiːt ˈtuːθ/ home-cooked meal /ˈhəʊmˌkʊkt ˌmiːl/ It’s your call. /ˌɪts jə ˈkɔːl/ takeaway (n) /ˈteɪkəweɪ/

5G WRITING AND VOCABULARY

gnocchi (n) /ˈnjɒki/ guacamole (n) /ˌɡwɑːkəˈməʊli/ lasagne (n) /ləˈzænjə/ mayonnaise (n) /ˌmeɪəˈneɪz/ meringue (n) /məˈræŋ/ mild (adj) /maɪld/ mustard (n) /ˈmʌstəd/ pan (n) /pæn/ peel (v) /piːl/ pickled gherkins /ˌpɪkəld ˈɡɜːkɪnz/ pretzel (n) /ˈpretsəl/ puree (n) /ˈpjʊəreɪ/ quiche (n) /kiːʃ/ runny (adj) /ˈrʌni/ savoury (adj) /ˈseɪvəri/ schnitzel (n) /ˈʃnɪtsəl/ simmer (v) /ˈsɪmə/ slice (v) /slaɪs/ spicy (adj) /ˈspaɪsi/ stir (v) /stɜː/ suspicious of sth (adj) /səˈspɪʃəs əv ˌsʌmθɪŋ/ tasty (adj) /ˈteɪsti/ thick (adj) /θɪk/ thump (v) /θʌmp/ vinegar (n) /ˈvɪnɪɡə/ watery (adj) /ˈwɔːtəri/

5.35 5 accompanied by /əˈkʌmpənid baɪ/ come across (phr v) /ˌkʌm əˈkrɒs/ come away (phr v) /ˌkʌm əˈweɪ/ deafening (adj) /ˈdefənɪŋ/ disorientated (adj) /dɪsˈɔːrientɪd/  drain (n) /dreɪn/ even though /ˈiːvən ˌðəʊ/ fine powder /ˈfaɪn ˌpaʊdə/ flashing lights /ˌflæʃɪŋ ˈlaɪts/ freaky (adj) /ˈfriːki/ frequency generator (n) /ˈfriːkwənsi ˌdʒenəreɪtə/ gem (n) /dʒem/ gross (adj) /ɡrəʊs/ highlight (n) /ˈhaɪlaɪt/ impressive (adj) /ɪmˈpresɪv/ informative (adj) /ɪnˈfɔːmətɪv/ instagrammable (adj) /ˈɪnstəɡræməbəl/ intriguing (adj) /ɪnˈtriːɡɪŋ/ invaluable (adj) /ɪnˈvæljuəbəl/ mind-blowing (adj) /ˈmaɪndˌbləʊɪŋ/ nail (n) /neɪl/ odour (n) /ˈəʊdə/ petrified (adj) /ˈpetrɪfaɪd/ ridiculous (adj) /rɪˈdɪkjələs/ rotating cylinder /rəʊˌteɪtɪŋ ˈsɪləndə/ sensory illusion (n) /ˌsensəri ɪˈluːʒən/ stinky (adj) /ˈstɪŋki/ thoroughly (adv) /ˈθʌrəli/ tight rope /ˌtaɪt ˈrəʊp/ upwards (adv) /ˈʌpwədz/ utterly (adv) /ˈʌtəli/ vortex (n) /ˈvɔːteks/

whizz (v) /wɪz/

tough (adj) /tʌf/

75 • In teams and with books closed, students list as many cooking verbs and adjectives from Lesson 5E as they can in a given time limit. When the time is up, the team with the most words write them on the board in two lists

(Verbs and Adjectives). The other teams take it in turns to add more words to each list. They all get one point for each correct word on their list and the team with the most points are the winners.

FURTHER PRACTICE Workbook page 61/Online Practice

NEXT CLASS Ask students to revise Unit 5.

93

05 Exercise 4 1 making, to buy 2 leaving, stealing 3 sorting / to be sorted, to do 4 to bring, putting 5 to inform 6 to go, go, going

Revision

VOCABULARY AND GRAMMAR

1

4

Choose the correct words to complete the text.

Complete the sentences with the correct form of the verbs in brackets. (make) a funny 1 Soon after the car stopped (buy) some petrol. noise, I stopped (leave) the shop! I saw him 2 Look at that boy (steal) some chocolate from the shop counter! (sort) out. It’s full of 3 A This wardrobe needs old clothes! (do) it last week! B Sorry. I meant (bring) the tickets? 4 A Did you remember (put) them in my wallet B Oh no! I remember but I can’t find them now! (inform) you that 5 This email says, ‘We regret your job application arrived too late to be considered. 6 A Shall we go to the new photography exhibition on Thursday? (go) on Sunday if that’s OK. B I’d prefer (go) at the weekend. A Actually, I’d rather not (go) to exhibitions during the week I prefer when it’s quieter.

As soon as I walked into the empty restaurant, I suspected it wasn’t going to be a good evening. I have a keen sense of 1aroma / smell and I could tell something was burning in the kitchen. Not a good start. Unfortunately, my friend and I were seated at a table near to the toilets. The 2stench / scent when someone opened the door was so 3subtle / overpowering that we immediately moved over to a window seat. Then, my friend told me the colour scheme wasn’t very attractive either. I am 4short-sighted / colour-blind, so I couldn’t 5tell / see the loud red and sickly green everywhere apart. But she assured me it was enough to put you 6off / away from your food. I don’t like strong, 7savoury / spicy food so I ordered a mild curry. It looked 8tasty / sweet enough, but the reality was disappointing. It was 9bland / mouth-watering and had very little taste. After, I ordered a chocolate mousse for dessert, which was very 10runny / thick,, like chocolate water.

USE OF ENGLISH

5

Choose the correct words a–d to complete the text.

Pink noise 2

Choose the correct words to complete the sentences. Sometimes more than one answer is possible.

More people than we realise suffer from insomnia. They just can’t get to sleep or stay asleep. Their 1 family suffer too as people who can’t sleep aren’t usually good company. Some insomniacs going to bed and when they are try to put 2 eventually ready, they do the most bizzare things just to fall asleep, such as counting sheep. They think anything! Others 4 thinking it’s worth 3 of a place they love.

1 His immediate family encouraged him to perceive / pursue / make out his dreams. 2 Don’t touch that cactus. It’s super prickly / silky / squishy. 3 The child’s hands are very sticky / coarse / spiky because she has been playing with glue. 4 We could smell the subtle scent / aroma / stink of roses as we entered the room. 5 The Maths exam was really smooth / tough / bland but I managed to get a good grade. 6 There was no noise except for the humming / buzzing / rustling of paper as the students began the test.

3

Well, help may be at hand! Scientists have found that gentle sound simulation, when synchronised to the rhythm of your brain waves, can significantly improve deep sleep. This is called ‘pink noise’. We the low frequency sounds while can make 5 sleeping, but they aren’t loud enough to wake us up. Ocean waves, waterfalls, heart beats and even traffic are natural examples. Listening to pink noise safe so there’s no need to worry about is 6 potential hearing loss.

Complete the sentences with the correct form of the verbs in brackets. 1 My grandma always encourages me to try (try) new recipes. 2 If you listen to very loud music, you risk damaging (damage) your hearing. 3 You should never use your phone while driving (drive). 4 Look at this cool gadget. It’s for waking (wake) you up in the morning. 5 My aunt can’t see very well, but she won’t let me help (help) her. 6 His grandpa used to have (have) good eye-sight but now he’s totally blind. 7 I quickly got used to living (live) in the city centre although I didn’t like it at first. 8 I make my family dinner every day so I am used to cooking(cook) for other people.

1 2 3 4 5 6

a next a on a making a keep a up a finally

Use of English > page 193

76

FURTHER PRACTICE

ASSESSMENT

• Use of English, Student’s Book page 193

• Unit 5 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 268–269

• Unit 5 Skills Test (Dictation, Listening, Reading, Communication)

• Self-assessment 5 and Self-check 5, Workbook pages 62–63/Online Practice

94

• Extra digital activities: Use of English, Reading, Listening

• Unit 5 Writing Test

b near b up b suggesting b would b out b absolutely

c direct c off c trying c prefer c off c utterly

d immediate d down d recommending d are d through d hugely

READING

SPEAKING

6

7

Read the article and choose the correct answers. 1 What does ’gastronomy’ mean? a the knowledge involved in preparing or eating good food b a field of study on food c a technique used by famous cooks and foodies d a kind of sophisticated recipe 2 The information on the Yale University Babylonian tablets tells us a how to cook dishes. b what people ate every day. c what dishes were popular with the wealthy. d meat stews were similar to stews today. 3 What happened in the 1800s? a The French studied the science of food preparation. b People started to enjoy food more. c Gastronomy began in France. d People started to consider eating as a sensual experience. 4 The author thinks restaurant owners and cooks should a pay more attention to the chemical aspects of cooking. b introduce molecular cuisine. c consider the diner’s whole sensory experience. d read more books about gastronomy. 5 The writer’s purpose is to a criticise the use of science in food preparation. b show how gastronomy has changed over time. c explain why our senses are important when we eat. d teach us about molecular gastronomy.

In pairs, role play the situation below. Then change roles and do the task again. Student A You are going to cook a birthday dinner for a friend with Student B. Your friend likes eating most things. Personally, you love fish, vegetables and healthy food. You don’t think people should eat sugary desserts. You don’t want to spend too long cooking. Persuade your friend you should cook a healthy dish that is economical and easy. Student B You are going to cook a birthday dinner for a friend with Student A. Your friend likes eating most things. You’d like to cook a sophisticated dinner, no matter how long it takes. You’d love to try out a new recipe you’ve seen for a chocolate cake. You start first. • So, what kind of a meal would you prefer to cook? • To be honest, given the choice I’d rather cook something special. • I’d go for (meat) any time! • Whatever you prefer is fine by me.

WRITING

8

You have read this advertisement on a student website.

WHAT’S ON IN TOWN? We’re looking for reviews of the best places for students to hang out and to eat in town. Tell us about your experiences! We’d love to know! • Describe your favourite places. • Tell us why you recommend them. • Is there anywhere you would advise against? We look forward to hearing from you!

Write your review.

FOOD AND SCIENCE The art and science of choosing, preparing and appreciating food is known as ‘gastronomy’. We tend to associate this concept with top chefs and food connoisseurs who spend their time fine dining and writing reviews of their eating experiences. In fact, it covers such diverse areas as food science, cultural food studies and food manufacturing. Gastronomy itself has been around as long as food has. Cookery books from different periods in time reveal a lot not only about the food people liked to eat then, but also about society. The oldest ‘cookery’ books are in fact three tablets from Yale University Babylonian collection dating back to 1700 BCE. They show us the kinds of things the rich liked to eat: mainly meat-based stews and different kinds of breads. Interestingly, only the ingredients are listed and there are no cooking instructions. It was in the 1800s that gastronomy began to emerge as a field of study that went beyond food preparation and simple enjoyment. Led by the French, gastronomists began to view dining as an experience in which all of the senses interacted, enabling us to fully enjoy a meal. From that time on, our understanding of how our senses work and interact with our environment increased hugely.

One interesting scientific development that made a big impact on the world of restaurant and home cooking at the end of the twentieth century was molecular gastronomy. This concerns the physical and chemical transformations that occur during cooking. Chefs who understand this can create mouth-watering and unusual dishes. For instance, they can make fruit look and taste like meat! Gastrophysics, or the science of flavour perception, is another fascinating scientific approach to food. Its followers know that tasting with the tongue is only part of the overall pleasure of eating. Charles Spence, in The New Science of Eating, explains that noise interferes with our ability to taste sweetness. He provides lots of other examples, such as the fact that food eaten off a red plate tastes worse, and that we think crisps with a noisy crunch are better than quieter ones. This is all something to be taken into account by restaurant owners and chefs. The world of gastronomy today is, without a doubt, strongly influenced by science. However, there are some people who believe that fresh ingredients and well-prepared food served with respect for the consumer are the most important things of all.

77

95

06

Where we live VOCABULARY Words and phrases for comparing and contrasting, nomadic lifestyle, size and space, household problems and solutions GRAMMAR

Modal and related verbs, articles Use of English > page 193

SPEAKING

Giving instructions

WRITING

A report

VIDEO

Grammar

Alberta, Canada

Documentary

Dubai, United Arab Emirates

Stockholm, Sweden

Singapore

6A GRAMMAR AND VOCABULARY 1

2

In pairs, look at the photos and answer the questions.

Modal and related verbs

1 What do you know about these places? If you could go to one of these places to study for six months, which would you choose? Say why. 2 What challenges might you face? What aspects of your home country might you miss?

3

3.1 Listen to Joshua and Alice talking about moving to a different country. Which of these topics do they mention? What do they say about those topics?

□ food □✓ language □✓ local laws □ missing friends □✓ people’s behaviour □✓  weather

THINK BACK Complete the table with the modal verbs. be able to can can’t could couldn’t don’t have to have to may must mustn’t need to needn’t ought to should shouldn’t

Obligation and necessity

need to have to

No obligation / No necessity

don’t have to, needn’t

Prohibition Ability / Lack of ability

must, mustn’t could, ought to, should, need to must, mustn’t be able to, can’t, could, couldn’t

Permission

may, mustn’t

Duty and advice

78

REFERENCES

EXTRA ACTIVITIES IN CLASS

AUDIO SCRIPT page 224

• As an extension to Exercise 1, students could do an Internet search for the study opportunities in the country they chose in question 1 and present them in pairs or groups of four.

VIDEO SCRIPT page 242

• Do this activity as an extension to Exercise 3. Put students in pairs and ask

96

them to discuss what different things they need to / don’t need to / mustn’t do, etc. when moving to a new country to study (e.g. You have to learn the language otherwise you won’t be able to communicate with people.). Encourage them to use as many of the modal verbs from the table as they can.

06 4

3.2 Complete these extracts from the recording with the words from the box. Listen and check.

7

allowed forbidden managed obliged permitted required succeeded supposed

don’t have to (x2) forbidden mustn’t need to obliged shouldn’t supposed to will have to won’t be able to

to settle in pretty well. 1 I’ve in making quite a few friends. 2 I’ve 3 Even my younger sister, who’s only fourteen, is to drive. to have an adult driver with her. 4 Obviously, she’s to chew gum in Singapore. 5 It’s by law to 6 When you use a public toilet, you’re flush it afterwards. to stay out after 7 Whereas at home, I’m not 10 p.m. to 8 If you really need to blow your nose, you’re go to the bathroom.

5

6

Things you should know before moving to Sweden Shopping

You 1 jump the queue in shops. You 2 get a ticket from the machine and wait for your number to be called. Also, don’t bring too much cash. You 3 use it in most places. And don’t wait for the cashier to pack your bags – you’re 4 pack your own!

The environment

Swedes are really green. Littering is 5 everywhere, and if you’re caught dropping even the tiniest bit, you 6 pay a fine. You are also 7 by law to sort out your recycling.

Match each sentence in Exercise 4 with meanings a–e below. a b c d e

□1 □2 ability □3 □7 permission □4 □6 obligation □5 prohibition □8 duty and advice

Social etiquette

Don’t expect Swedes to be chatty. They don’t talk to you if they 8 . Punctuality is important though. You 9 turn up late or early. In some other ways they’re quite informal: at school, you 10 call your teacher Professor or Mr or Mrs as they prefer to be called by their first names.

Study Watch out! Then choose the best option to complete the sentences. Sometimes both options are correct. 1 2 3 4 5 6 7 8

Hattie could / was able to pass her driving test. I couldn’t / wasn’t able to cope with the heat. Ann could / was able to speak four languages. My sister didn’t want to move to Germany at first, but my parents could / managed to persuade her. He wanted to check what was behind the cupboard, but wasn’t able to / couldn’t move it away from the wall as it was too heavy. How did you manage to / could you stay so slim when living at your grandma’s? She’s an excellent cook! I somehow managed to / could make him believe me. Manchester United could / were able to score two goals in the last ten minutes!

8

Exercise 7 1 mustn’t/shouldn’t 2 need to 3 won’t be able to 4 supposed to 5 forbidden 6 will have to 7 obliged 8 don’t have to 9 shouldn’t/mustn’t 10 don’t have to Exercise 8 1 much: a lot, considerably, far, miles, significantly, way; a bit: slightly, marginally 2 not nearly as: nothing like, nowhere near

Replace the underlined words with words and phrases from the box. There are several alternatives for each underlined part. Which phrases sound more formal?

1 Winter in Canada is much colder than in Singapore, but only a bit colder than in Sweden. 2 Winter in Singapore is not nearly as cold as in Canada.

9

Choose the correct words to complete the sentences. Sometimes more than one answer is possible. 1 Singapore is very safe compared with / to / from other countries. 2 Dubai is expensive in / by / on comparison with many countries. 3 In Sweden, the days are very long in summer whereas / wherever / but in winter they are very short.

10 GRAMMAR VIDEO

• For ability on a specific occasion, we use be able/managed to (NOT could), e.g. My parents were able to/managed to find a nice apartment. Not My parents could find a nice apartment. • In negative sentences, we can use couldn’t for both general and specific ability, e.g. I couldn’t settle in.

Exercise 4 1 managed 2 succeeded 3 permitted 4 required 5 forbidden 6 obliged 7 allowed 8 supposed

a lot considerably far marginally miles nothing like nowhere near significantly slightly way

WATCH OUT!

Grammar Reference and Practice > page 181

Complete the text with the words and phrases from the box. Sometimes more than one answer is possible.

SPEAKING Use the words and phrases from Exercises 8 and 9 to make comparisons between the places in the photos on page 78 and your own country. 12 Read the question below and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question. What were you supposed to do recently but didn’t manage to?

□ I can use modal and related verbs to talk about obligation, necessity, prohibition, advice, ability or permission. FURTHER PRACTICE • Photocopiable extra Grammar Video activity 6, page 271

• Photocopiable resource 24: Read my mind, pages 283, 313 • Extra digital activities: Grammar Checkpoint 6A

• Grammar Reference and Practice, Student’s Book page 181

ASSESSMENT

• Workbook pages 64–65/Online Practice

Grammar Quiz 6A

79

NEXT CLASS Ask students to think about what jobs you can do from anywhere in the world using just a laptop, and make notes for the next lesson.

97

6B LISTENING AND VOCABULARY Exercise 1 1 A digital nomad is a person who uses telecommunications technologies to earn a living and, more generally, conducts their life in a nomadic manner. They often work remotely from foreign countries, coffee shops, public libraries, co-working spaces, etc.

18 AUGUST

9 P.M.

MAKING THE WORLD YOUR HOME

A growing number of people are becoming digital nomads, who can do their job from anywhere in the world. Find out more about this mobile lifestyle in today’s programme.

Exercise 2 1 He’s a website designer. 2 He’s in Bali. 3 Yes. (His business is going well.) 4 Yes. (He wouldn’t give it up for anything.) Exercise 5 1 He lives in an apartment. (aparment) 2 She wants to be a digital nomad. (wanstebeya) 3 I’ve worked in Australia and New Zealand (australiarandnewzealand) 4 He goes to an Internet café to work. (towaninternecafé) 5 He changed location last month. (changelocationlasmonth) Exercise 6 1 from one location to another (toowanaother) 2 the idea of working remotely. (theyidearof … remoly) 3 to be affordable (beyaffordable) 4 a permanent base (permanentbase) 5 make new friends (friens) Exercise 8 1 on the move 2 work remotely 3 co-working space 4 home comforts 5 put down roots 6 settle down 7 tied down to one place

80

1

In pairs, read the advert for a radio programme and  discuss the questions.

2

When English is spoken at a fast speed, sounds can change. • When a word ends in -t or -d and the next word begins with a consonant, we don’t say the t or d, e.g. 1 permanent home sounds like ‘permanenhome’ 2 good job sounds like ‘goojob’ • This sometimes happens with t or d with in a single word, e.g. 3 friends sounds like ‘friens’ • When a word ends with a vowel sound and the next word begins with a vowel sound, we add a y, w or r sound to link the words, e.g. 4 be a nomad sounds like ‘beyanomad y yanomad ’ 5 go away sounds like ‘gowaway’ 6 China and India sounds like ‘ChinarandIndia’

5

3

What is Dan Hoyle’s job? Where is he working from at the moment? Is he successful in his job? Is he generally happy with his lifestyle? Say why. 3.3 Listen again and choose the correct answers.

1 What did Dan most dislike about his life before becoming a digital nomad? a Not enough holidays. b The repetitive work routine. c The long commute to work. 2 How did Dan’s parents feel about his decision to adopt the nomad lifestyle? a They were concerned he might never come back. b They were worried he wouldn’t earn enough money. c They feared he might get homesick. 3 When choosing a new location, Dan is most interested in places a which offer an exciting lifestyle. b which are by the sea. c where there are a range of shared working spaces. 4 What does Dan say about life on the move? a It can be hard to meet like-minded people. b It’s not easy to maintain relationships with his circle of friends. . c He occasionally misses his home comforts. 5 For Dan, what is the biggest challenge of working remotely? a The inability to switch off from work. b Poor Internet connectivity in some places. c Feeling like you’re on holiday and not wanting to work.

3.5 PRONUNCIATION Read sentences 1–5 out loud. 3 Then underline the features of fast speech. Listen, check and repeat. 1 2 3 4 5

3.3 Listen to the programme and answer the questions. 1 2 3 4

3.4 Study Active Listening. Listen and repeat the 3 phrases.

ACTIVE LISTENING | Understanding fast speech (1)

1 What do you understand by the phrase ‘digital nomad’? 2 What do you imagine are the advantages and disadvantages of this lifestyle?

He lives in an apartment. She wants to be a digital nomad. I’ve worked in Australia and New Zealand. He goes to an Internet café to work. He changed location last month.

6

3.6 Listen and write the phrases. Which features of fast speech can you hear? Listen again and repeat.

7

Complete phrases which you heard in the radio programme with the words from the box. comforts down move remotely roots space to one place 1 2 3 4

8

on the move home comforts work remotely put down roots

5 co-working space 6 settle down 7 tied down to one place

Complete the sentences with the phrases from Exercise 7. 1 2 3 4

appeal to you? Does the idea of a life or in a company office? Would you prefer to ? Would you prefer to work from home or in a If you became a digital nomad, which of your would you miss the most? with 5 What do you think is a suitable age to a partner? 6 If you had to move to another country, what would in the new place? help you to ? 7 Why do you think some people hate being Why do they prefer a nomadic lifestyle?

9

SPEAKING In pairs, take turns to ask and answer the questions in Exercise 8. Give reasons for your answers.

□ I can understand fast speech and talk about mobile lifestyle.

REFERENCES AUDIO SCRIPT page 225

EXTRA ACTIVITIES IN CLASS • Students use the notes they made at home to support their discussions in Exercise 1.

98

4

• After Exercise 7, put students in groups and ask them to choose one of the phrases each. They take it in turns to describe the phrase without saying the phrase itself and avoiding giving a definition of the word, e.g. I don’t have time to sit down for lunch. I usually eat a sandwich while I’m travelling on the underground. (on the move).

The other students in the group try to guess the phrase.

FURTHER PRACTICE • Workbook page 66/Online Practice • Photocopiable resource 25: Making the world your home, pages 283, 314

Meet Mrs BILBO BAGGINS: A an Oxford graduate who quit society to live a hobbit-style existence in a mud roundhouse in B the Welsh hills.

Emma Orbach lives without C electricity electricity, gas or running water in D a self-made roundhouse in rural Wales. The daughter of a wealthy musician, she grew up in an old castle. She was educated at one of E the most expensive boarding schools in England. She also studied Chinese F at university. university After such a privileged start, she could have done anything she wanted with her life, but for her the key to happiness was being in the natural world. G The house is made from wood, mud and straw. She lives there all year round, sourcing as much food as possible from the land. She gets eggs from her chickens, milk from her goats and keeps horses, which she uses for transport. Technology is banned from her home. ‘Electricity makes me feel weird,’ and ‘H microwaves are not good for the Earth,’ says Emma. She has an outdoor bathtub, which she heats over an open fire about I once a month. She rarely goes into J the local village, but when she does, she either goes on foot or on village horseback, but never uses motorised transport.

06 4

Write the categories from the box under the correct headings. Use the place names below to help you. buildings/locations that include the name of a town cities continents countries with plural names countries containing a noun like Republic, Kingdom monuments mountains mountain ranges oceans, seas and rivers regions

Use the with …

Use no article (ø) with …

rivers

cities

Exercise 4 Use the with: countries containing a noun like Republic, Kingdom, countries with plural names, monuments, mountain ranges, oceans, seas and rivers, regions Use no article (ø) with: buildings and locations that use the name of a town, cities, continents, mountains

Europe the Mediterranean the Danube the Netherlands the Alps Oxford University Mount Everest the Eiffel Tower the Czech Republic Bangkok the Middle East Grammar Reference and Practice > page 182

5

Complete the article with a, the or no article (ø). In pairs, explain your choices.

Leaving home comforts to enjoy nature At the age of sixteen, Zeki Basan decided to give up his home comforts and live alone in 1 a tent. At the time, he was 2 the youngest student doing a two-year course at the School of Adventure Studies on the Isle of Skye in 3 ø Scotland. 4 The tent was in a remote part of 5 the island and almost impossible to find without 6 ø detailed directions. Every morning, he would get up at 6 a.m., wash in 7 the/a river, light 8 a fire and drink 9 a cup of tea before going to 10 ø college. He had very little contact with his friends and his mother, who he only saw once 11 a month. His love of 12 ø nature had begun at an early age as he had grown up in 13 the Cairngorm Mountains in a very remote home. In the winter, he sometimes had to ski to and from 14 ø school! While studying at the Adventure School, he also gave 15 ø lessons to 16 ø conservation experts about how to survive in 17 the wild.

6C GRAMMAR 1

In pairs, describe the house in the photo. Would you like to stay in a house like this? Say why.

2

Read the article. What do you think about the lifestyle that Emma has chosen?

Articles

3

Complete rules 1–9 with a/an, the or no article (ø). Then match the underlined examples in the text above with the rules.

□ □ □ □ □ □

1 D We use a/an when we mention a thing, place, etc. for the first time. 2 G We use the when we mention the same thing, place, etc. for a second time. 3 A We use a/an to say that a thing is one of many. 4 C We use ø in general statements with plural H countable or uncountable nouns. 5 J We use the when we know what thing or person it is because it is unique or refers to something specific. 6 E We use the with superlatives. 7 I We use a/an to relate two different measures, e.g. twice a day, £3 a kilo. 8 B We use the to talk about the physical environment, e.g. the town, the country, the sea. 9 F We use ø with words like prison, hospital, school, college, etc. when we are talking about their purpose as an institution.

□ □ □ □

6

Write sentences, adding a/an or the where necessary. 1 2 3 4 5 6 7 8 9

I / live / in / flat / near / city centre / in / Dublin I / have / dream / of climbing / Mount Kilimanjaro I / prefer / mountains / to / sea I / once / went / to / hospital / for / operation I / would like / to go / to / college / in / USA I / get on / well / with / people / who / live / next door I / go / to / Bahamas / on / holidays / once / year I live near / River Thames / which flows through / London river is / second / longest / river / in / UK

7

SPEAKING In pairs, rework the sentences in Exercise 6 so they are true for you.

8

Go to page 198. Use the notes to write a paragraph.

□ I can use articles to talk about general and specific things. REFERENCES CULTURE NOTES page 210

EXTRA ACTIVITY IN CLASS After Exercise 4, write a list of nouns on the board, some which take the and some which take no article. Split the class into two teams and have one student from

each team take a turn. Call out a word and invite the students to say the article. The first student to say the correct article gets a point for their team. Continue until all the words have been read.

FURTHER PRACTICE • Grammar Reference and Practice, Student’s Book page 182

Exercise 6 1 I live in a flat near the city centre in Dublin. 2 I have a dream of climbing Mount Kilimanjaro. 3 I prefer (the) mountains to the sea. 4 I once went to hospital for an operation. 5 I would like to go to college in the USA. 6 I get on well with the people who live next door. 7 I go to the Bahamas on holidays once a year. 8 I live near the River Thames which flows through London. 9 The river is the second longest river in the UK.

81

• Workbook page 67/Online Practice • Photocopiable resource 26: Geography quiz, pages 283, 315 • Extra digital activities: Grammar Checkpoint 6C

ASSESSMENT Grammar Quiz 6C

99

6D READING AND VOCABULARY

Exercise 4 1 excess 2 spacious 3 confined 4 compact 5 densely populated 6 airy 7 vast 8 cramped 9 medium-sized

1

SPEAKING In pairs, look at the photos on page 83 and answer the questions. 1 How would you feel about living in a house or flat as small as those shown in the photos? 2 When you are at home, how much time do you like to spend alone? 3 Do you share or have you shared a bedroom with a sibling? How do/did you feel about that? 4 When you are in a space with other people, e.g. in a library or on public transport, how do you feel if someone sits too close to you? How close is ‘too close’?

2

□ □ □ □ □ □ □

4

Match the highlighted words and phrases from the article with their definitions. 1 Additional and not needed because there is already enough of something. 2 With lots of room. 3 Very small and restricted, surrounded by walls. 4 Small, but arranged so that everything fits neatly into the space available. 5 (In a city) having a lot of people living close together. 6 with plenty of fresh air. 7 Extremely large. 8 Not having enough space. 9 Neither small, nor large.

SPEAKING In pairs or small groups, discuss the questions. Give reasons and examples. 1 In what way is ‘living small’ a more environmentally friendly way of living? 2 Do you agree that living in a very large home might have disadvantages? Say why. 3 Has reading this article changed your views about how much space people need? Say why. 4 Do you think the space where we live affects our well-being? Say why. 5 Rate the things in the box below from 1 to 5 (1 = very important, 5 = not at all important). having your own room space a friendly community location a nice view

7

REFLECT | Culture Do you think people from different cultures have different expectations about how much living space they need? Say why. 13 WATCH AND REFLECT Go to page 167. Watch the documentary Sailing your dreams and do the exercises.

□ I can identify specific details in an article and talk about houses and space.

REFERENCES VIDEO SCRIPT page 242

EXTRA ACTIVITY IN CLASS Do this activity after Exercise 7. Put students in pairs or small groups and ask them to design the ideal compact home. Ask them to draw a floor plan

100

6

In pairs, read the article again and answer the questions. 1 What advantages of living in a tiny home are mentioned? 2 What suggestions for maximizing space in a small home are mentioned? 3 What were the findings of the HI-SEAS experiment? 4 What aspect of his life in Kenya does Simon Okelo miss? 5 According to Ellen Prader, what are the advantages of sharing a space with others? 6 According to Dak Kopec, how can living in a very large home be harmful?

Exercise 5 1 densely populated 2 confined 3 medium-sized 4 excess 5 spacious 6 compact, spacious 7 airy 8 cramped 9 vast

Complete the questions with words from Exercise 4. Then ask and answer the questions in pairs. cities 1 What are some of the largest and most in the world? space like 2 How do you feel about being in a a lift? 3 Would you describe your room as small, large or ? 4 If you lived in a location where space was non-existent, items would you throw away? which of your Say why. cafés or small, cosy ones? 5 Do you prefer large, Say why. enough to fit in a desk, bed and 6 Is your room and allows for doing cartwheels closet, or is it in it? 7 Is there a window in your bathroom that makes it and light? 8 Have you ever slept in uncomfortable conditions, with a lot of people in one room? Tell about it. 9 Would you like to live in a 90m2 studio flat in which the living room, kitchen and bathroom are in one open space? Say why.

Read the article and match questions 1–7 with paragraphs A–G. In which paragraph does the author … 1 B give examples of ways to design a home to make the most of limited space? 2 A discuss the factors leading to a move towards smaller properties in some countries? 3 D refer to a person who feels nostalgic about a time when he/she had less space? 4 G summarise the answer to the question asked in the title? 5 F describe the negative social impact of living in an outsized home? 6 E explain that in some cultures too much privacy is seen as a negative concept? 7 C outline the findings of an investigation into the implications of living with others in an enclosed space?

3

82

5

DOCUMENTARY VIDEO

Exercise 3 1 more affordable, more ecological, less wasteful, encourages you to engage with rest of the world 2 folding bedding into deep closets so rooms can be used for different purposes, sliding doors 3 People need some personal space, but they get on better if they spend some time socialising, instead of always going to their private space. 4 He misses the sense of community and being close to others. 5 It encourages you to respect others and to learn to negotiate. 6 Living in a large home prevents you from going outside because all your needs are met within the home. You don’t get to mix with people who aren’t your friends, so you don’t learn how to deal with conflict.

on an A4 piece of paper. It should be no more than 30 m² in size. Ask students to include everything people would need to live, e.g. a kitchen, bathroom, eating area, living space and sleeping space, and any special features they can think of. They should think about the inside and the outside. Give students 5–6 minutes to design their homes, then ask them to

present their ideas to another pair or to the class if there is time. Alternatively, students can pin their plans up around the classroom for other students to read and comment on.

FURTHER PRACTICE Workbook pages 68–69/Online Practice

LIVING small

06

How much living space do we really need? 3.7

Could you live in a home that is only thirty-seven square metres in size? That is the size of a so-called ‘tiny home’, which has become a big craze in some parts of the world, giving rise to a new social trend: the ‘tiny house movement’. These compact properties have become considerably more popular as people recognise the benefits of ‘living small’. For some, it’s the only way to afford a home, but for others it’s a positive lifestyle choice, offering a way of living more ecologically and less wastefully. Living in a small space means that you have to get rid of your excess possessions. It also forces you to go out and engage with the rest of the world.

A

5

10

Living small requires careful planning and creativity and who better to turn to for inspiration than the Japanese, the masters in the art of saving space. In densely populated cities like Tokyo, many people live in apartments smaller than ten square metres. They have managed to come up with ingenious space-saving solutions to make the apartments feel less cramped, such as the use of deep wardrobes and cupboards for storage. In this way, bedding can be folded and put away every day, allowing the room to be used for purposes other than sleeping. Another method is the use of sliding doors which can divide the room into different living areas as and when required.

B

15

20

25

So is there a benefit to sharing smaller spaces with a number of people? Simon Okelo believes so. Brought up in a crowded slum in Kenya, he shared a house with twenty-four others and people would often just cram into one room. He often slept in a storeroom next to the living room because it was cool and airy airy. Now Simon has settled down in Seattle with his wife and two children, in a three-bedroom house, with a kitchen, living room, study and playroom. But while he appreciates the space, he misses the sense of community and being close to others. He claims that whenever he goes back to his childhood home, he sleeps better.

D

50

55

Professor Ellen Pader from the University of Massachusetts, who has published research on the impact of space on relationships, believes a major benefit of sharing space with others is that you learn respect for other people, and you also learn to negotiate with people, instead of just withdrawing when things get difficult. In the USA and other western countries, there is an assumption that we all need privacy, but this is not a universally shared belief. In Mexico for example, according to Pader’s research, people often prefer to share bedrooms and bathrooms because being alone feels like a punishment.

E

60

65

30

35

40

45

Living in a compact home might work for one, C or even two people, but what about when you are obliged to compete for space with several others? This is a question being investigated by the HI-SEAS project in Hawaii – a NASA-funded Mars simulation experiment. HI-SEAS is a ‘habitat’ located on the slopes of a volcano in the Pacific Ocean, and its goal is to understand how people can successfully live and work together on trips into space. Six crew members share a space which is eleven metres in diameter, i.e. the size of a mediumsized, one-bedroom apartment. They each have their own personal space, big enough for a tiny bed and chair. They are not permitted to leave the capsule unless they are wearing a spacesuit, so ‘popping outside for a breath of fresh air’ is not an option. There have been five ‘missions’ so far, lasting between six and twelve months. The experiment shows that although some privacy is essential, people in confined spaces get on better when they spend more time together rather than retreating to their own private or personal space.

70

75

80

Is it possible that living in larger, spacious environments can actually be harmful? Environmental psychologist Dak Kopec, of the University of Las Vegas, has concerns about the number of vast mansions being built in the area, which have parental suites on one side of the house and children’s suites on the other. He fears that such arrangements could limit social interaction between parents and children. He also points out that there isn’t a need for children to go outside because they have everything they need at home.

F

So why is living space important? We need to get the right balance of having enough of it to allow some privacy, but not so much that we no longer interact with others. Whilst everyone needs some personal space, shared areas may be equally important.

G

83

NEXT CLASS Ask students to think of a task in the home which they don’t know how to do and to research how to do it, either by asking a family member or by searching online for a tutorial. They should make notes in order to explain how to do the task to a partner in the next lesson.

101

6E VOCABULARY | Household problems and solutions Exercise 2 change – replace remove – get rid of fix/repair – mend decorate – do up Exercise 5 1 came across 2 had broken down 3 mopped up 4 done up 5 wiped down 6 swept up 7 deal with

1

THINK BACK In pairs, discuss the questions.

2

Look at the photos. Have you ever had any of these problems? If so, how did you deal with them? If not, how would you deal with them?

Have you got …

b

a blocked showerhead?

tangled leads and wires?

c

d

a water stain on a wooden table?

shattered glass on the floor?

e

f

clothes which have shrunk in the tumble-dryer?

a scratched screen?

4

Check you understand the highlighted words. Read the online article. Match hacks 1–6 below with problems a–f in Exercise 3. Which of the hacks do you like best? Which might you try?

Deal with common household problems using these great hacks!

1

□d First sweep it up with a dustpan and brush. Then press a

2

□a □c □f □b □e

3 4 5 6 84

102

The other day I went into the kitchen and 1 a puddle of water on the kitchen floor. It turned out that the freezer 2 and was leaking. So I 3 the water. Shortly afterwards, my brother went into the kitchen and slipped on the wet floor. Unfortunately, he was carrying a cup of coffee, which he dropped and it smashed into pieces, and the coffee splashed all over the wall, covering it with brown stains! The worst thing was that the kitchen had only recently been 4 and the walls were freshly painted (white, of course!). So I 5 the wall with a damp cloth while my brother 6 the bits of broken coffee cup. Luckily, we managed to 7 all the mess before our parents came home.

do up get rid of mend replace

a

slice of bread onto the floor to pick up the remaining tiny pieces. Fill a bag with vinegar, tie it round the head and fix it with a rubber band. Leave until all the dirt has dissolved. Blow hot air on the area with a hairdryer until the mark fades. Rub with olive oil to polish the surface. Rub toothpaste on it and then wipe down with a damp dishcloth. Arrange the cables and label them with folded masking tape. Soak it in warm soapy water. Then gently pull it until it regains its original size and shape.

Study Active Vocabulary and complete the text with the correct forms of the phrasal verbs from the box. break down come across deal with do up mop up sweep up wipe down

Replace the underlined verbs in Exercise 1 with the verbs from the box. Use one of the verbs twice.

3

Exercise 6 1 came across it 3 mopped it up 5 wiped it down 6 swept them up 7 deal with it

5

1 Are you a practical person? Do you how know to: • change a bulb? • fix a leaking pipe? • remove a carpet stain? • repair a flat tyre? 2 Have you ever helped to decorate your house (with paint or wallpaper)? 3 Have you ever climbed a high ladder? What for?

ACTIVE VOCABULARY | Phrasal verbs A phrasal verb is made up of a verb and a particle (adverb or preposition). • Some phrasal verbs have no object, e.g. The freezer broke down. The door handle has come off. • When a phrasal verb has an object, sometimes the verb and particle can be separated, e.g. Switch the light on. / Switch on the light. • If the object is a pronoun, it must go between the verb and particle, e.g. Switch it off. (NOT Switch Switch off it.) it Other separable phrasal verbs include: wipe down/off off, mop up, do up, sweep up, clear up, carry out. • With some phrasal verbs, the verb and particle cannot be separated, e.g. We’ve run out of toilet paper.. (NOT We’ve run toilet paper out of of.) Other inseparable phrasal verbs include: deal with, go with, keep up with, come across.

6

Replace the underlined parts in Exercise 5 with pronouns. Change the word order where necessary.

7

SPEAKING In pairs, talk about similar household disasters. Use words and phrases from this lesson.

8

REFLECT | Society Do you think that some jobs around the house are still considered men’s or women’s jobs, or has this changed? Give reasons for your answer.

□ I can talk about household problems and solutions.

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

ASSESSMENT

After Exercise 6, ask students to use the notes they made at home to explain the household task they have learnt to a partner. When they have finished, ask each student from each pair to explain their partner’s task to the class in order to check that they have understood. They should incorporate any relevant new vocabulary from Exercises 2, 4 or 5.

• Workbook page 70/Online Practice

Vocabulary Quiz 6

• Photocopiable resource 27: Mend it, fix it, rent it, pages 283, 316

NEXT CLASS

• Extra digital activities: Vocabulary Checkpoint 6

Ask students to find and watch online a simple origami (paper model making) video, e.g. for a cat, bird or plane, and learn how to make the paper model. They should make notes so that they can show a partner in the next lesson.

6F SPEAKING 1

4

In pairs, discuss the questions. 1 Have you ever decorated your room? 2 How do you personalise your room to make it your own space? 3 Have you ever assembled flat-pack furniture? Did you enjoy it? Say why.

2

□ □

3

1 You just need some scissors and masking tape. . All 2 You turn on the oven by pressing this switch. . The way 3 I used a damp dishcloth to remove the stain. . What . 4 Next you soak it in water. What . 5 I only touched the glass and it shattered! All . 6 He’s really good at DIY. What . 7 Rub the surface with some olive oil. What 8 You start a car by turning the key in the ignition. . The way

3.8 Listen to Tom and Natalie giving DIY (Do It Yourself) instructions. Who mentions the following things? Write T (Tom), N (Natalie) or B (Both). a T parents c N cleaning

Study Watch out! Then rewrite the sentences starting with the words given.

□ □

b T following instructions d B using a screwdriver

3.8 Study the Speaking box. Listen again and complete the phrases with one word in each gap.

SPEAKING | Giving instructions

WATCH OUT!

Explaining what to do It’s advisable to … The first 1 thing you do is … When/2 Once you’ve done that, … What you do is … 3 All you have to do is … The key/main thing to remember is … It’s vital/essential 4 that you … 5 Make sure the … The next 6 step is to … The way you … it is …

• We can make a sentence more emphatic by beginning with What …, e.g. Slide the door to the right. → What you do is slide the door to the right. I covered it with tape. → What I did was cover it with tape. • We can use All (that) … in the same way, e.g. Press the button. → All you do is press the button. He just turned the handle and it came off. → All he did was turn the handle and it came off. • We can use … the way (that) … to emphasise how something is done, e.g. The way that you do it is to … / by + -ing … The way it works is …

Explaining what not to do Make sure you don’t … Be careful 7 not to … Try to avoid (+ -ing) … I’d advise you not to … There’s no need to … 8 Whatever you do, don’t … Finishing the instructions And that’s it. And that’s all there is 9 to

it!

5

In pairs, go to page 198 and explain how to make a speaker. Use phrases from the Speaking box and Exercise 4.

6

In pairs, discuss how to carry out these DIY tasks. Use the phrases from the Speaking box and Watch out! to help you.

Exercise 4 1 you need are some scissors and masking tape. 2 you turn on the oven is by pressing this switch. 3 I did was (to) use a damp dishcloth to remove the stain. 4 you do next is (to) soak it in water. 5 I did was touch the glass and it shattered! 6 he’s really good at is DIY. 7 you need to do is rub the surface with some oil. 8 you start the car is by turning the key in the ignition.

• Putting up a picture. • Changing a light bulb. • Decorating your room.

□ I can give instructions.

85

REFERENCES

FURTHER PRACTICE

NEXT CLASS

AUDIO SCRIPT page 225

Workbook page 71/Online Practice

Ask students to think about things they would like to change about their school or college. Does it need any new facilities or repairs? Ask them to make notes on how they would set about making these changes.

EXTRA ACTIVITY IN CLASS Do this activity after Exercise 5 or 6. Put students in pairs or groups and get them to show each other how to make the paper model they learnt at home, using language from the Speaking box.

103

report: Student Common Room Renovation Aims The aim of this report is to identify areas for improvement in the student common room and make suggestions for how to achieve this. The report is based on a survey of fifty students.

A Seating Nearly all students felt that the chairs and sofas were in bad condition. Several cushions are stained and many chairs legs are badly scratched. Many students also complained that the chairs were heavy and should be replaced with ones that were easy to move around.

B Entertainment All of the students were of the opinion that there should be some form of entertainment. Several suggested a table tennis table. Opinions were divided about whether there should be a smart TV. Approximately half felt this would be beneficial, whereas the other half expressed concern that this might distract from study and conversation.

C Décor Regarding wall colour, whilst a few expressed a preference for bright colours, around three quarters of students had no strong feelings on the matter.

D Space A few students expressed a wish for the common room to contain storage lockers where they could place their bags. The vast majority of students, however, were concerned this would make the room feel cramped.

E Food facilities Very few students were satisfied with the current food preparation facilities, namely, a toaster. A significant number complained they were obliged to go to the nearby supermarket to get food. A few suggested installing a vending machine. However, a considerably larger number wanted to be able to use a fridge and microwave.

Conclusion and recommendations In conclusion, it seems that the priority is to replace the seating, provide a table tennis table, repaint the walls and install a fridge and microwave. Regarding the unresolved question of installing a smart TV, I would recommend asking all students in Years 11 and 12 to vote on this.

6G WRITING | A report Exercise 2 Problems: seating, entertainment, décor, space, food facilities Suggested solutions: replace the seating, provide a table tennis table, repaint the walls, install a fridge and microwave

1

SPEAKING In pairs, look at the photos of a school common room and discuss the questions. 1 Does your school have a common room where students can study, socialise and relax between lessons? If so, how does it compare with the ones in the photos? 2 What would your ideal common room be like? Think about the ideas in the box. décor entertainment facilities food light seating space

2

Read the Writing task below and the report. What kinds of problems are described? What are the solutions? The director of a school wants to renovate and update the school common room to make it a better place to study, socialise and relax. You have been asked to conduct a student survey and write a report about what needs to be improved, and make suggestions.

86

EXTRA ACTIVITY IN CLASS • Start the class by referring students to the notes they made at home and getting them to discuss the ideas and their reasons. This can be done in pairs, small groups or as a class.

104

• Before students attempt the writing task in Exercise 8 on their own, ask them to plan another report in pairs, using the ideas from the notes they made at home. They should follow the steps in the Writing box, then swap their plan with another pair for peer checking. Students could then write the report at home, using their notes.

FURTHER PRACTICE Workbook page 72/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 88–89.

06 Complete the Writing box with examples from the report.

WRITING | A report Organisation • Give your report a simple and concise title. • Begin with an introduction explaining the purpose of the report and how you obtained the information, e.g. /purpose of this report is to … The 1 The report is intended to … on a survey of … The report is 2 Twenty-five students took part in the survey. • Use headings and bullet points. • Use linkers like regarding or with regard to to announce a change of topic. Style • Use an impersonal, semi-formal style. • Include your personal opinion in the final paragraph. Body • Report the opinions a wish for/preference for/ concern that … Some … 3 Many … were 4 the opinion/view that … … had no strong 5 on the 6 7 Opinions were about … Some people commented that … • Use quantifiers to express people’s opinions Just over half … 8 half … The majority of … Some/Several/Many/All/None/Hardly anybody … A few/A large/A 9 number of …

4

Complete the diagram with quantifiers from the report.

100%

0%

5

All /Almost all Most/2 3 Many/ /Several (of)/Much Some/Just over half/4 /Around half A handful of/5 /A small number of 6 /Hardly any/Very little None 1

Which of the quantifiers in Exercise 4 can be used with … a countable nouns? b uncountable nouns? c both countable and uncountable nouns?

6

Study Watch out! Then read the sentences and correct the mistakes. 1 2 3 4 5 6

A few of the floorboards are loose. Nearly all the stains have been removed. Most the chairs need repairing. The majority us use the common room every day. Several of light bulbs weren’t working. There’s very little storage space.

• We use of after (a) few, (a) little, much, many, some, several, most when they are followed by a pronoun (it, them) or another determiner (a, the, this, my), e.g. Some of the students … (NOT Some the students …) … • When they are followed by a noun, we do not use of of, e.g. Some students (NOT Some of students) students • After (nearly) all or both, we often drop of before a determiner, e.g. All (of) of the students … of) • We always use of after long quantifying phrases, e.g. a number of … the majority of …

7

Write four sentences about what is happening in your classroom at the moment. Use a different quantifier in each sentence.

8

WRITING TASK Read the Writing task, study the survey results and write a report. Use the Writing box to help you. Your local council wants to address the problem of a lack of recreational facilities where young people can meet up with their friends. You have been asked to write a report about the situation and make suggestions. You have already done the survey and the results are shown below.

RECREATIONAL FACILITIES SURVEY

Survey results based on interviews with 40 young people. i he fac lities for et Ar g people adequ at n e ou

Exercise 3 1 aim 2 based 3 expressed 4 of 5 feelings 6 matter 7 divided 8 Approximately 9 significant 10 seems Exercise 4 1 Nearly all 2 The vast majority of 3 A significant number 4 Approximately half 5 A few 6 Very few Exercise 5 a many, several, a significant number of, a handful of, a small number, a few, very few b much, very little c all, nearly all, almost all, most, some, the vast majority, just over half, around half, hardly any, none Exercise 6 1 correct 2 correct 3 Most of the chairs need repairing. 4 The majority of us use the common room every day. 5 Several light bulbs weren’t working. 6 correct

?

• Conclusion and recommendations In conclusion, it 10 /appears that … Taking everything into consideration, … I would strongly recommend … The best solution would seem to be …

WATCH OUT!

y

3

No (90%) Yes (9%) No opinion (1%)

o y ou m os ere d W h o u t wi t h f r i e t l y nd g n s? a h

On the street (37%) At a friend’s house (26%) Shopping centre (15%) Fast food outlet (13%) Sports centre (9%) ilities wo uld t fac a h k W most li e to se e? u yo Youth café (28%) Youth cinema (9%) Swimming pool, AstroTurf* (25%) Under 18, alcohol-free discos, karaoke live bands (21%) Dance, drama and music classes (17%) *an artificial surface like grass that sports are played on

□ I can write a report.

87

105

Word List Exercise 1 Problems: blocked showerhead, carpet stain, dirt, leaking pipe, scratched screen, shattered glass, tangled leads, water stain Activities: clear up, do up, decorate a room, mend, mop up, polish a surface, sweep up

REMEMBER MORE 1 Add more words and phrases from the word list to the vocabulary map.

embrace the differences /ɪmˌbreɪs ðə ˈdɪfərənsəz/

conservation expert (n) /ˌkɒnsəˈveɪʃən ˌekspɜːt/

flush a toilet /ˌflʌʃ ə ˈtɔɪlɪt/

go on foot /ˌɡəʊ ɒn ˈfʊt/

forbid (v) /fəˈbɪd/

Isle of Skye, the /ˌaɪl əv ˈskaɪ/

jump the queue  /ˌdʒʌmp ðə ˈkjuː/

Mediterranean, the /ˌmedətəˈreɪniən/

marginally (adv) /ˈmɑːdʒənəli/

Netherlands, the /ˈneðələndz/

nothing like /ˈnʌθɪŋ ˌlaɪk/

Oxford graduate (n) / ˈɒksfəd ˌɡrædʒuət/

nowhere near /ˈnəʊweə ˌnɪə/

privileged (adj) /ˈprɪvəlɪdʒd/

obligation (n) /ˌɒbləˈɡeɪʃən/

quit (v) /kwɪt/

oblige (v) /əˈblaɪdʒ/

roundhouse (n) /ˈraʊndˌhaʊs/

If a vacuum cleaner breaks down , I sweep the floors. If my guest spills something, I wipe it 2 down . If my younger brother drops a toy, I pick it 3 up . It seems that I’m the only one in this house who has any duties! I even have to do 4 up my own room. When I graduate, I’ll be on the move so I won’t be tied 5 down to any place that needs cleaning. As soon as it gets dirty or messed 6 up , I’ll be gone!

pay a fine /ˌpeɪ ə ˈfaɪn/

running water /ˈrʌnɪŋ ˌwɔːtə/

permission (n) /pəˈmɪʃən/

source (v) /sɔːs/

Write the opposites. Then check with the word list.

stay out (phr v) /ˌsteɪ ˈaʊt/

Find three phrases to describe living in one place. Complete the phrases in the text with up or down. Then check with the word list.

lacking – excess spacious (house) – cramped urban (surroundings) – rural (environmentally) harmful – environmentally friendly

Match the two parts of the adjectives. Then check with the word list. 1 2 3 4

like- c densely a space- d medium- b

a b c d

populated sized saving minded

permit (v) /pəˈmɪt/ prohibition (n) /ˌprəʊhəˈbɪʃən/ punctuality (n) /ˌpʌŋktʃuˈæləti/ settle in (phr v) /ˌsetl ˈɪn/ significantly (adv) /sɪɡˈnɪfɪkəntli/ slightly (adv) /ˈslaɪtli/ sniff (v) /snɪf/ social etiquette (n) /ˌsəʊʃəl ˈetɪket/

strict rule /ˌstrɪkt ˈruːl/ succeed (v) /səkˈsiːd/

6B LISTENING AND VOCABULARY 5.37 5

Danube, the /ˈdænjuːb/

6D READING AND VOCABULARY 5.39 afford sth (v) /əˈfɔːd ˌsʌmθɪŋ/ airy (adj) /ˈeəri/ appreciate (v) /əˈpriːʃieɪt/ arrangement (n) /əˈreɪndʒmənt/ bedding (n) /ˈbedɪŋ/ capsule (n) /ˈkæpsjuːl/ compact (adj) /kəmˈpækt/ compete for sth (v) /kəmˈpiːt fə ˌsʌmθɪŋ/ confined (adj) /kənˈfaɪnd/ cram (v) /kræm/ cramped (adj) /kræmpt/ craze (n) /kreɪz/

annual holiday /ˌænjuəl ˈhɒlədi/

densely populated (adj) /ˌdensli ˈpɒpjəleɪtəd/

commute (n, v) /kəˈmjuːt/

diameter (n) /daɪˈæmɪtə/

connectivity (n) /ˌkɒnekˈtɪvəti/

enclosed (adj) /ɪnˈkləʊzd/

co-working space /ˌkəʊˈwɜːkɪŋ ˌspeɪs/

engage with sth (v) /ɪnˈɡeɪdʒ wɪð ˌsʌmθɪŋ/

digital nomad (n) /ˌdɪdʒətl ˈnəʊmæd/

environmental psychologist (n) /ɪnˌvaɪrənmentl saɪˈkɒlədʒɪst/

home comforts (n) /ˈhəʊm ˌkʌmfəts/ like-minded (adj) /ˌlaɪkˈmaɪnˌdɪd/

Look at the word list and choose five phrasal verbs that you would like to learn. Write a short story with them similar to the one in Exercise 2 above or use the phrases in sentences. Remember to make your sentences meaningful, e.g. I always stand up for my friends when they are in trouble.

maintain relationships /meɪnˌteɪn rɪˈleɪʃənʃɪps/

• Put students in pairs and assign one category from Exercise 1 to each student (Domestic chores – problems and Domestic chores – activities). Each student writes anagrams with words/phrases from their category,

5.38

adopt a lifestyle /əˌdɒpt ə ˈlaɪfstaɪl/

Do the task below.

EXTRA ACTIVITIES IN CLASS

106

work remotely /ˌwɜːk rɪˈməʊtli/

Cairngorm Mountains, the /ˈkeənɡɔːm ˌmaʊntɪnz/

1 2 3 4

88

(be) tied down to one place /(bi) ˌtaɪd ˈdaʊn tə wʌn ˌpleɪs/

6C GRAMMAR

1

6

switch off from work /ˌswɪtʃ ˈɒf frəm ˌwɜːk/

duty (n) /ˈdjuːti/

ACTIVITIES change a bulb

5

shared working space /ˌ ʃeəd ˈwɜːkɪŋ ˌspeɪs/

considerably (adv) /kənˈsɪdərəbli/

Exercise 2 put down roots settle down be tied down to one place

4

be supposed to do sth /bi səˈpəʊzd tə ˌdu: ˌsʌmθɪŋ/

chatty (adj) /ˈtʃæti/

DOMESTIC CHORES

3

5.36

blow your nose /ˌbləʊ jə ˈnəʊz/

PROBLEMS puddle of water

2

6A GRAMMAR AND VOCABULARY

mobile lifestyle /ˌməʊbaɪl ˈlaɪfstaɪl/ nomad lifestyle /ˌnəʊmæd ˈlaɪfstaɪl/ on the move /ɒn ðə ˈmuːv/ put down roots /ˌpʊt ˈdaʊn ˌruːts/ settle down (phr v) /ˌsetl ˈdaʊn/

then both students close their books. Point out that they should not show their anagrams to their partner. Students then swap lists and the first student to solve all the anagrams is the winner.

environmentally friendly /ɪnˌvaɪrənmentli ˈfrendli/ excess (adj) /ˈekses/ finding (n) /ˈfaɪndɪŋz/ fold (v) /fəʊld/ get on (phr v) /ˌget ˈɒn/ have concerns about sth /ˌhəv kənˈsɜːns əˈbaʊt ˌsʌmθɪŋ/

• Put students in pairs or small groups and ask them to choose ten words from the word list to make a story with. They have 5 minutes to write their story, then share it with another pair/ group. The other pair/group should try to write down the ten words they think are from the word list.

06 ingenious (adj) /ɪnˈdʒiːniəs/

dirt (n) /dɜːt/

flat pack /ˈflætˌpæk/

limit (v) /ˈlɪmɪt/

dishcloth (n) /ˈdɪʃklɒθ/

follow instructions /ˌfɒləʊ ɪnˈstrʌkʃənz/

living small /ˈlɪvɪŋ ˌsmɔːl/

dissolve (v) /dɪˈzɒlv/

It’s advisable to /ˌɪts ədˈvaɪzəbəl tə/

living space (n) /ˌlɪvɪŋ ˈspeɪs/

do up (phr v) /ˌduː ˈʌp/

horizontally (adv) /ˌhɒrəˈzɒntli/

mansion (n) /ˈmænʃən/

door handle (n) /ˌdɔː ˈhændl/

ignition (n) /ɪɡˈnɪʃən/

maximize (v) /ˈmæksəmaɪz/

dustpan (n) /ˈdʌstpæn/

personalise (v) /ˈpɜːsənəlaɪz/

medium-sized (adj) /ˈmiːdiəmˌsaɪzd/

fade (v) /feɪd/

put up (phr v) /pʊt ˈʌp/

nostalgic (adj) /nɒˈstældʒɪk/

fix (v) /fɪks/

rectangle (n)

outline (v) /ˈaʊtlaɪn/

flat tyre /ˌflæt ˈtaɪə/

rectangular (adj)

outsized (adj) /ˈaʊtsaɪzd/

hack (n) /hæk/

slide (v) /slaɪd/

parental (adj) /pəˈrentl/

keep up with (phr v) /ˌkiːp ˈʌp ˌwɪð/

screw sth in /ˌskruː ˌsʌmθɪŋ ˈɪn/

plenty (pron) /ˈplenti/

label (v) /ˈleɪbəl/

screwdriver (n) /ˈskruːˌdraɪvə/

point sth out (phr v) /ˌpɔɪnt ˌsʌmθɪŋ ˈaʊt/

leak (v) /liːk/

switch plate /ˈswɪtʃ pleɪt/

pop outside /ˌpɒp aʊtˈsaɪd/

leaking pipe /ˈliːkɪŋ ˌpaɪp/

vertically (adv) /ˈvɜːtɪkli/

property (n) /ˈprɒpəti/

masking tape /ˈmɑːskɪŋ ˌteɪp/

unscrew (v) /ʌnˈskruː/

punishment (n) /ˈpʌnɪʃmənt/

mend (v) /mend/

washi tape /ˈwɒʃi ˌteɪp/

put sth away (phr v) /ˌpʊt ˌsʌmθɪŋ əˈweɪ/

mop up (phr v) /ˌmɒp ˈʌp/

restricted (adj) /rɪˈstrɪktɪd/

pick up (phr v) /ˌpɪk ˌsʌmθɪŋ ˈʌp/

retreat (v) /rɪˈtriːt/

polish a surface /ˌpɒlɪʃ ə ˈsɜːfɪs/

room (n, uncountable) /ruːm/

puddle (n) /pʌdl/

sense of community /ˌsens əv kəˈmjuːnəti/

regain (v) /rɪˈɡeɪn/

sliding door (n) /ˌslaɪdɪŋ ˈdɔː/

remove (v) /rɪˈmuːv/

slope (n) /sləʊp/

replace (v) /rɪˈpleɪs/

slum (n) /slʌm/

rub (v) /rʌb/

express a wish/a preference /ɪkˌspres ə ˈwɪʃ/ə ˈprefərəns/

so-called (adj) /ˌsəʊˈkɔːld/

rubber band (n) /ˌrʌbə ˈbænd/

facility (n) /fəˈsɪləti/

social interaction /ˌsəʊʃəl ˌɪntərˈækʃən/

scratched screen /ˌskrætʃt ˈskriːn/

fast food outlet (n) /ˈfɑːst ˌfuːd ˌaʊtlet/

space-saving (adj) /ˈspeɪsˌseɪvɪŋ/

shattered glass /ˌ ʃætəd ˈɡlɑːs/

floorboard (n) /ˈflɔːbɔːd/

spacious (adj) /ˈspeɪʃəs/

shrink (v) /ʃrɪŋk/

handful (n) /ˈhændfʊl/

storage (n) /ˈstɔːrɪdʒ/

slip on sth (v) /ˈslɪp ɒn ˌsʌmθɪŋ/

hang out (phr v) /ˌhæŋ ˈaʊt/

storeroom (n) /ˈstɔːrʊm/

smash into pieces  /ˌsmæʃ ˌɪntə ˈpiːsəz/

suite (n) /swiːt/

soak (v) /səʊk/

have strong feelings on sth /ˌhəv ˌstrɒŋ ˈfiːlɪŋz ɒn ˌsʌmθɪŋ/

vast (adj) /vɑːst/

soapy (adj) /ˈsəʊpi/

loose (adj) /luːs/

wastefully (adv) /ˈweɪstfəli/

sweep up (phr v) /ˌswiːp ˈʌp/

priority (n) /praɪˈɒrəti/

withdraw (v) /wɪðˈdrɔː/

switch on (phr v) /ˌswɪtʃ ˈɒn/

recreational (adj) /ˌrekriˈeɪʃənəl/

whilst (conj) /waɪlst/

switch off (phr v) /ˌswɪtʃ ˈɒf/

regarding (prep) /rɪˈɡɑːdɪŋ/

tangled leads /ˌtæŋɡəld ˈliːdz/

seating (n) /ˈsiːtɪŋ/

tumble dryer (n) /ˌtʌmbəl ˈdraɪə/

socialise (v) /ˈsəʊʃəlaɪz/

water stain /ˌwɔːtə ˈsteɪn/

storage locker /ˈstɔːrɪdʒ ˌlɒkə/

wipe down (phr v) /ˌwaɪp ˈdaʊn/

table tennis table /ˈteɪbəl ˌtenɪs ˌteɪbəl/

wipe off (phr v) /ˌwaɪp ˈɒf/

take sth into consideration /ˈteɪk ˌsʌmθɪŋ ˌɪntə kənˌsɪdəˈreɪʃən/

carpet stain (n) /ˈkɑːpɪt ˌsteɪn/

6F SPEAKING

unresolved (adj) /ˌʌnrɪˈzɒlvd/

carry out (phr v) /ˌkæri ˈaʊt/

assemble (v) /əˈsembəl/

vast majority /ˌvɑːst məˈdʒɒrəti/

change a bulb /ˌtʃeɪndʒ ə ˈbʌlb/

cut out (phr v) /ˌkʌt ˈaʊt/

vending machine (n) /ˈvendɪŋ məˌ ʃiːn/

clear up (phr v) /ˌklɪə ˈʌp/

diagonally (adv) /daɪˈæɡənəli/

come off (phr v) /ˌkʌm ˈɒf/

DIY /ˌdiː aɪ ˈwaɪ/

decorate a room /ˌdekəreɪt ə ˈruːm/

fitting (n) /ˈfɪtɪŋ/

6E VOCABULARY

5.40

arrange (v) /əˈreɪndʒ/ blocked showerhead /ˌblɒkt ˈʃaʊəhed/ break down (phr v) /ˌbreɪk ˈdaʊn/ brush (n) /brʌʃ/

6G WRITING

5.42 5

adequate (adj) /ˈædɪkwət/ AstroTurf (n) /ˈæstrəʊtɜːf/ common room (n) /ˈkɒmən ˌruːm/ conduct a survey /kənˌdʌkt ə ˈsɜːveɪ/ décor (n) /ˈdeɪkɔː/

5.41 5

89 • Put students in groups of four and divide each group into two pairs. Ask each pair to choose three words from the word list which they think the other pair might not know the meaning of. They should write a definition for each word – two should be correct, and one incorrect. When they are ready,

they should read out their words and definitions, for the other pair to guess the incorrect definition. If any pairs had definitions which weren’t guessed correctly as false, they can share them with the class to guess at the end of the activity.

FURTHER PRACTICE Workbook page 73/Online Practice

NEXT CLASS Ask students to revise Unit 6.

107

06

Revision

VOCABULARY AND GRAMMAR

1

Exercise 1 1 settle down 2 on the move 3 far 4 tied down 5 nowhere near 6 cramped 7 co-working space

4

Choose two correct options to complete the sentences. 1 We have to / mustn’t / ought to call the plumber. I can’t fix this leaking pipe myself. 2 Luckily, I could / was able to / managed to make new friends quickly at university. 3 You needn’t / don’t have to / can’t repair the flat tyre today. We can do it tomorrow. 4 The shop isn’t obliged to / mustn’t / doesn’t have to remove the scratches from your smartphone screen free of charge, but you can ask. 5 You aren’t permitted to / aren’t forbidden to / mustn’t bring pets on the train. You’ll have to go by bus. 6 When I moved to Madrid, I wasn’t able to / couldn’t / didn’t manage to understand Spanish, but now I’m fluent. 7 You are not allowed to / not permitted to / not obliged to work unless you have a visa. 8 People driving a car are required to / are able to / should carry a driving licence.

Complete the sentences with the words from the box. There are two extra words. co-working space cramped far nothing like nowhere near on the move settle down spacious tied down Flo used to work in an office and unlike her friends, she had never wanted to travel the world. She had always with her husband, wanted to buy a house and 1 Mark, who was also keen to stay in the town where all the they were living. He didn’t like being 2 time as he found living in different places stressful. They both agreed that staying in one place was better option than travelling. However, one a 3 day Flo decided to leave her office job as the regular . She nine to six schedule made her feel very 4 wanted to feel free! Getting another job was 5 as easy as she had thought it would be. Finally, she came to a decision: she would set up her own company. , she found As their home was small and quite 6 in their area where she could base her office a 7 and meet other independent workers at the same time.

Exercise 3 2 We’re doing it up. 3 I came across this/it when I was vacuuming. 4 Get rid of them, please. 5 Can you pick it up, please? 6 They can’t deal with it. 7 You need to mop that/it up. Exercise 6 1 are supposed to let them 2 me to settle down 3 wasn’t able to put down roots 4 to be tied down to 5 was always on the move

5

Complete the text with ø (no article), a/an or the.

Snapshots of My Life BY PETE Although some people in 1 the UK live in flats, 2 an awful lot of people prefer houses. They tend to be more spacious and often have 3 a garden. My uncle and aunt live in 4 a small house in 5 the country. The view from 6 the top of 7 the nearby cliffs over the North Sea is 9 the most amazing one I have ever seen! I’ve been to visit them four or five times 10 year ever since I can remember and we often a drive to 11 the Pennines and go hiking. Now that I’m at 12 ø college, I can’t visit so often. 8

2

Choose the correct words to complete the sentences. 1 Comfortable, medium-sized / confined room for rent in shared house with storage. 2 Animals in zoos often suffer because they have to live in confined / vast spaces. 3 Can you change / repair this light bulb, please? This one’s stopping working. 4 They live on a remote / densely populated island in the north of England which does not have many inhabitants. 5 You need a dustpan and brush / dishcloth to sweep up that shattered glass. 6 Oh no! There’s a stain / soak on the new carpet. I hope I can remove it. 7 All the leads behind the TV are blocked / tangled.

3

Next year, I’m going to study in 13 the USA at 14 ø Washington University, and after that I want to travel round 15 ø South America. But I know I’ll always come and visit my aunt and uncle in their beautiful home near the sea.

6

Replace the object with a pronoun. Change the word order where necessary. I’ll wipe it down. 1 I’ll wipe down the table. 2 We’re doing up the kitchen. 3 I came across this ring when I was vacuuming. 4 Get rid of these empty bottles, please. 5 Can you pick up the fork, please? 6 They can’t deal with so much work. 7 You need to mop up that water.

Complete the sentences with the correct form of the words in brackets. Add extra words were necessary. 1 Do you think it’s true that there’s an old law in Scotland saying that if a stranger knocks on your door, (suppose/let/ asking to use the toilet, you they) in? (I/settle) and get 2 My parents would like married, and I feel like travelling the world! 3 Because of her father’s job, her family had to move (able/put) roots anywhere. a lot and 4 When I finish school, I’m going to live like a digital (be/tie) nomad because I don’t want one place. (be/always/the move), never 5 Back then, he staying in one town more than a few days.

90

REFERENCES AUDIO SCRIPT page 226

FURTHER PRACTICE • Use of English, Student’s Book page 193 • Class debates pages 268–269

108

• Self-assessment 6 and Self-check 6, Workbook pages 74–75/Online Practice

• Unit 6 Skills Test (Dictation, Listening, Reading, Communication)

• Extra digital activities: Use of English, Reading, Listening

• Unit 6 Writing Test

ASSESSMENT

• Units 5–6 Exam Speaking

• Unit 6 Language Test (Vocabulary, Grammar, Use of English)

• Units 5–6 Cumulative Review Test

USE OF ENGLISH

SPEAKING

7

9

Complete the second sentence using the word in bold so that it means the same as the first one. Use no more than five words, including the word in bold.

STRATEGY | Transformations Do not change the key word. Remember that there is a word limit so always check the number of words. 1 It’s a lot colder in England in winter than in the south of France. SIGNIFICANTLY in the south of France in winter than it is in England. 2 I managed to find somewhere to study German as soon as I arrived. ABLE somewhere to study German as soon as I arrived. 3 You’re allowed to ride a bike on local roads. PERMITTED Bike riders on local roads. 4 In Spain you should eat an orange with a knife and fork. SUPPOSED an orange with a knife and fork. In Spain 5 I think Maths is slightly more difficult than Physics. MARGINALLY I think Physics . 6 How many bags can I take on the plane? ALLOWED How many bags on the plane? 7 I was able to pick up the language quickly. SUCCEEDED the language quickly. 8 In the UK, it isn’t necessary to carry an ID card. REQUIRED You an ID card in the UK.

STRATEGY | Photo comparison Do not describe each photo individually. Find some things which are similar and some things that are different. A

1 Would you prefer to live in the house or the apartment block? Say why. 2 Some people believe that getting rid of unnecessary things in your house makes you happier. How far do you agree with this opinion? 3 Some people say that the location of a house is more important than its size. Do you agree? Say why.

LISTENING 3.9 You are going to listen to an international student called Stephanie talking about her life. Complete the notes below with 1–3 words in each gap. • Stephanie says people who have grown up in different . cultures are known as 1 • Many of Stephanie’s new friends want to 2 . • Stephanie speaks 3 fluently. • It is neither 4 nor fancy for Stephanie to pop over to see her family just for a weekend. • The most important factor in keeping up friendships at a distance is 5 . • Stephanie will complete her university course in 6 .

Exercise 7 1 It’s significantly colder 2 I was able to find 3 are permitted to ride 4 you are supposed to eat 5 is marginally easier than Maths 6 am I allowed to take 7 I succeeded in picking up 8 are not required to carry

B

Use of English > page 193

8

Look at the photos. In pairs, turns to describe the photos and then discuss the questions below.

WRITING

10

Your local government wants to improve the town centre and make it better for people. Your college principal has asked students to write a report on the situation to send to the local government. In your report, you should:

Exercise 8 1 third culture kids 2 travel the world 3 Spanish and English 4 cheap 5 (having) (a) routine 6 2022

• describe some of the problems in the town centre, • suggest what improvements should be made to solve these problems. Write your report.

91

109

LIFE SKILLS

How to make the most of volunteering

Giant Beach

C

Clean-up Day Last year the annual Giant Beach Clean-up Day saw volunteers collect nearly 65 tonnes of plastic and other litter from beaches around the country! Join us for a day of fresh air, fun with others and a real sense of achievement in making the beach a cleaner and safer place for local wildlife, as well as nicer for us. Contact your local Giant Beach Clean-up organiser and turn up on the day with your own bin bags and gloves. Send any photos you take on the day to us, and we’ll post them online to encourage even more people to join us in cleaning up our beaches.

B

PROVIDE HOT MEALS AND FRIENDSHIP Derwick Hot Meals provides around 30,000 hot meals a year for homeless and vulnerable people. We are looking for volunteers to join our outreach team who go out onto the streets every Monday, Thursday and Sunday evening, delivering hot food – and friendship – from the vans. A driving licence would be helpful. We are seeking people with good communication skills, enthusiasm and understanding. You would need to be available for at least one evening a week, for three or four hours. A

Become a befriender

As a befriending volunteer you will be visiting an elderly person either in their own home, or in a care home, spending time with them and doing the things they want to do. You will be helping to reduce their social isolation by giving them some contact with the world outside their home. It’s a direct way to make a difference to someone’s life, and you might make a new friend. You will be expected to call or visit the older person for between 30 and 60 minutes once a week, over an extended period of time. Agreed expenses are paid.

92

110

REFERENCES

EXTRA ACTIVITY IN CLASS

AUDIO SCRIPT page 226

If students have access to the Internet in class, they could do a search for volunteering opportunities in their area in small groups. They can then present

one volunteering opportunity to the class, with the aim of selling the idea to them. At the end of the presentations, have a class vote on which presentation was the most effective.

05–06 1

In pairs, look at the photos showing different volunteering opportunities and discuss the questions. 1 How are the volunteers in each picture helping others, or the environment? What other kinds of volunteering can you think of? 2 Have you done any volunteering? If so, tell your partner what you did and what you learned from the experience.

2

Read notices A–C on a volunteering website. Match them with questions 1–6. Some texts match more than one question. Which volunteering opportunity … 1 would pay any costs involved? asks for a specific qualification? 2 asks you to bring your own equipment? 3 does not involve working in a team? 4 requires the least commitment in terms of time? 5 uses social media accounts to recruit volunteers? 6

□ □ □ □ □ □

3

In pairs, discuss the questions. 1 How would volunteering at these places benefit other people or the local community? 2 What kind of commitment does each volunteering opportunity require? 3 Which opportunity appeals to you the most/the least? Say why.

4

3.10 Listen to a radio programme about the personal benefits of volunteering. Using the headings below, list the benefits the speaker mentions. • Social life • Personal development • Career development

5

Work in pairs. Look back at your notes in Exercise 4. For each project on page 92, discuss possible personal benefits in terms of the volunteer’s personal development, social life and career development.

Study the Life Skills box and think about your answers to the questions. Then, interview your partner using the box. Discuss what kind of volunteering projects would suit each of you.

LIFE SKILLS | How to make the most of volunteering It’s important to remember than volunteering is a commitment. When applying to be a volunteer, make responsible decisions about the project you want to be involved in. Ask yourself these questions: 1 What can I offer? • What causes are important to me? • What skills do I have that I could offer? • What experience do I have that will help me to be a volunteer? 2 What can I realistically commit to? • How much time can I afford to give? • Am I better at working alone or in a team? • Would I rather work from home or face-to-face? • Could I organise a smaller project myself (in school or local community)? 3 What can I learn? • What skills would I like to learn? • What experience can I get? • What else could I learn from volunteering?

8

Read a statement below. In small groups, make a list of arguments for and against that you could use in a debate. It is better to donate money to established charities than to volunteer your time as an inexperienced amateur?

9

3.10 Listen to the recording again and complete the sentences with the missing words. 1 A lot of volunteering involves working in a team so required to work closely you get a chance to with others. people. 2 Volunteering can be a good way to within an area that you hope to 3 You might also build a career in when you’re a bit older. of stress and 4 Volunteering has been shown to anxiety, and that it can help with depression too. to 5 We know that being helpful to others produce ‘feel good’ chemicals. others, and doing something meaningful is 6 pretty powerful.

6

7

10

In pairs, discuss the question. What smaller volunteer projects could you set up (e.g. holding a bake sale, delivering meals or books to patients in a local hospital)? Make a list of possible projects.

Exercise 2 1 A (expenses are paid) 2 B (a driving licence would be helpful) 3 C (bring your own bin bag and gloves) 4 A (working one to one with an elderly person) 5 C (it’s one day a year) 6 C (it mentions sharing photos online) Exercise 4 Possible answers Social life: a way to meet new people and make friends; good if you are shy Personal development: reduces stress and anxiety; improves symptoms of depression; makes you happier; pleasure from doing something meaningful Career development: learn to work in a team; develop ‘soft skills’, such as communication skills, problem-solving or project planning; learn specific skills such as doing the accounts, building or making something; gain experience relevant to a future career, e.g. events planning Exercise 5 1 develop the skills 2 get to know 3 get some experience 4 reduce the effects 5 stimulates the brain 6 Connecting with

Do the task below.

LIFE SKILLS | Project Work in pairs or small groups. • Choose one of the projects you listed in Exercise 9. • Think about what the aims of your project are specifically – to raise money/awareness, help the community, other? • Decide on the scale of your project – is it a one-off event, or something that happens regularly? • Make a list of the skills you would need from your volunteers. • Decide if there is anyone you need to ask for permission. • Consider how you will gather your volunteers – asking individuals, word of mouth, poster, social media? • Present your ideas to the class.

93

111

07

Exercise 2 1 students’ rally against gun violence 2 environmentalists’ protest against the government’s decision to allow further construction in the National Park 3 students’ march against tuition fees The photo shows protest 2.

Is it fair? VOCABULARY Language to describe protest, social issues, easily confused words, online abuse, common prefixes and suffixes, dependent prepositions GRAMMAR

Reported speech, reporting verb patterns Use of English > page 194

SPEAKING

Expressing your opinion and challenging somebody else’s opinion

WRITING

An article

VIDEO

Grammar

7A GRAMMAR AND VOCABULARY 1

SPEAKING In pairs, read the quote. What do you think it means? Give reasons for your answers.

Our lives begin to end the day we become silent about things that matter. matter Martin Luther King

Exercise 3 1 stage 2 lobby for 3 rally against 4 wave 5 chant 6 put pressure on 7 take to 8 cause

2

3.11 Listen to three news reports about different protests. What is each protest about? Which one is shown in the photo above?

94

3

Use the words in the box to complete the phrases and collocations from the news reports in Exercise 2. cause chant lobby for put pressure on rally against stage take to wave 1 2 3 4

EXTRA ACTIVITY IN CLASS

AUDIO SCRIPT page 227

This activity can be done before or after Exercise 10. Put students in pairs and ask them to write a short news report using reported speech. However, they have to try to get in all the phrases in Exercise 4. Ask pairs to raise their hands

CULTURE NOTES page 210

a protest a change gun violence placards

5 6 7 8

slogans the government the streets a public outcry

Exercise 4 1 rally against 2 took to the streets, stage a protest, lobby for a change 3 chanting the slogan, waving placards, causing a public outcry, put pressure on the government

REFERENCES VIDEO SCRIPT page 243

112

Documentary

when they have finished. When the first pair has finished, invite them to read out their report to the class and invite the class to check for reported speech and all the phrases in Exercise 4. Alternatively, join pairs together into groups of four to check their reports.

07 4

3.11 Listen again. In which news story (1, 2 or 3) did you hear each phrase?

5

In pairs, describe what happened at each of the three protests using the phrases in Exercise 3.

9

Look at examples a–c from the recording in Exercise 8. What do you notice about the use of tenses? Match the examples with rules 1–3 below.

Reported speech

a ‘She said she’s going to go to the one next week as well.’ b ‘She says it’s really important to keep protesting until something changes.’ c ‘She says she’s really determined.’

6

1

3.12 THINK BACK Look at these sentences reporting what people said in Exercise 2. Write what they said originally in direct speech. Listen and check. 1 She said that approximately 250 students were gathering at that time. .’ ‘Approximately 2 She said that there had been more than 520 shootings in the city that year. year .’ ‘There 3 He asked why lawmakers couldn’t understand how gun violence impacted their lives. ?’ ‘Why 4 He asked lawmakers to come and see what it was like to live there. .’ ‘If any lawmakers are listening, 5 She said that could lead to as much as forty-eight percent of the park being destroyed. .’ 'This 6 He said it seemed unlikely that day’s demonstration would make any difference. .’ ‘It 7 He said that education should clearly be free. .’ ‘It 8 He ordered the cameraman to stop filming there. !’ ‘

□ □

Grammar Reference and Practice > page 183

10

3.13 Listen to two students discussing a friend who joined the protest against tuition fees and answer the questions. 1 Did Kathy think the protest was a success? yes 2 What does she plan to do next? Say why.

Rewrite each statement in reported speech.

Factory workers staged a rally yesterday to lobby for higher pay. They were chanting slogans and waving banners. The factory has been a major employer in the area for many years. I spoke to an employee who had been working at the factory for thirty years. 1 The journalist said that

.

The pay is so bad now that we can’t survive on it. Everyone has the right to enough money to live on. I’d like the management to take this situation seriously. Why is no one listening to us?

In pairs, discuss the questions, giving examples in each case from Exercise 6. 1 What usually happens to tenses in reported speech? 2 How does the word order change when we report a question? Think about Wh- and Yes/No questions. 3 What verb could you use to report a command? 4 How do will and can change in reported speech? 5 How do could and should change in reported speech? Do you know any other modal verbs which also behave like this? 6 What happens to pronouns, place and time phrases in reported speech? 7 What verb(s) do we use to report requests?

8

speech when the reporting verb is in the present tense. 2 a We may choose NOT to change direct speech into reported speech when the action in the direct speech is still happening or is going to happen. 3 b We may also choose NOT to change direct speech into reported speech when the direct speech describes a general truth or fact that is unlikely to change.

2 The factory employee said that

11

.

SPEAKING In pairs, each choose one of the questions below and ask your partner for their opinion. Listen to their answer. Then find a new partner and report what your first partner said. 1 What are some situations that have caused a public outcry in your country? 2 Is it better to take to the streets or to sign a petition? 3 What can you do to protest, other than staging a rally?

GRAMMAR VIDEO

7

□c We do NOT change direct speech into reported

14 Read the sentence below and watch the video. Say what the speakers answer. Then in pairs, tell your stories. Tell us about a situation when you needed someone’s help.

She said she was going to keep protesting until something changed. She was going to go to another protest the following week.

□ I can use reported speech to talk about what someone else said. FURTHER PRACTICE • Photocopiable extra Grammar Video activity 7, page 272

• Photocopiable resource 28: There’s no Planet B, pages 284, 317 • Extra digital activities: Grammar Checkpoint 7A

• Grammar Reference and Practice, Student’s Book page 183

ASSESSMENT

• Workbook pages 76–77/Online Practice

Grammar Quiz 7A

Exercise 6 1 250 students are gathering right now 2 have been more than 520 shootings in the city this year 3 can’t they/lawmakers understand how gun violence impacts our lives 4 come and see what it’s like to live here 5 could lead to 48 percent of the park being destroyed 6 seems unlikely that today’s demonstration will make any difference 7 should clearly be free 8 Stop filming here Exercise 7 1 Tenses shift backwards (e.g. 1 are gathering → were gathering; 2 have been → had been; 6 seems → seemed). 2 In Wh- questions, the word order changes to be the same as a statement (e.g. 3 Why can’t lawmakers understand → why lawmakers couldn’t understand). In Yes/No questions, we use if in the reported question and the word order of a statement. 3 tell, order, demand, etc. (e.g. 8 He ordered the cameraman to stop …) 4 will → would (e.g. 6 will make → would make); can → could (e.g. 3 Why can’t …? → Why … couldn’t) 5 They don’t change (e.g. 5 that could lead to → that could lead to; 7 should clearly be → should clearly be). Might, need, ought to and would do not change in reported speech. 6 These also change in reported speech (e.g. 2 this year → that year; 6 today’s → that day’s; 3 our lives → their lives; 8 here → there). 7 We use ask/request to report a request (e.g. 4 come and see → He asked lawmakers to come and see) Exercise 10 1 The journalist said that factory workers had staged a rally the day before / the previous day to lobby for higher pay. They had been chanting slogans and waving banners. The factory has been a major employer in the area for many years. I spoke to an employee who had been working at the factory for thirty years. 2 The factory employee said that he pay was so bad now that they couldn’t survive on it. Everyone has the right to enough money to live on. He’d like the management to take this situation seriously. He asked why no one was listening to them.

95

NEXT CLASS Students finish and/or illustrate their reports and upload them to the online classroom space if you have one, or pin them up around the classroom at the beginning of the next class for other students to read and comment on.

113

7B VOCABULARY | Social issues 1

Exercise 3 1 $150 billion 2 77% 3 19.1% 4 43 million 5 16 6 100

THINK BACK Work in pairs. Which of these social issues are a particular problem in your country? Say why. homelessness immigration petty crime racism unemployment vandalism

2

Exercise 4 discriminate – discrimination (discriminatory) enforce – enforcement (enforceable, unenforceable) equal – inequality (equality, equalise) expand – expansion (expanse, expansive, expandable) exploit – exploitation (exploitative) persecute – persecution (persecutor)

Check you understand the phrases in the box. Which of these social issues have you read/heard about lately? domestic violence gender equality hate crime institutional racism juvenile delinquency modern slavery organised crime relative poverty

3

Read the fact file about current social issues worldwide and choose the correct numbers from the box to complete it. Check your answers on page 198. 43 million 77% 16 100 19.1% $150 billion

6 SHOCKING WAYS the world needs to change! 1

Exercise 6 1 justified 2 oppression 3 rebellion 4 discriminated 5 exploit 6 justice 7 equality 8 enforceable

2 3 4 5 6 4

The exploitation of workers, sometimes called modern slavery, generates around 1 each year. Women in Australia still only earn about 2 of the salary their male counterparts receive, which is a clear example of gender inequality. Studies into law enforcement in the US show institutional racism with African Americans who receive sentences on average 3 longer than white Americans receive for the same crimes. More than 4 people around the world have been forced to leave their homes as a result of conflict and persecution. Statistics from the US show that more than half of all juvenile delinquency court cases involved juveniles under the age of 5 . The police in England and Wales receive around 6 calls an hour related to domestic violence.

ACTIVE VOCABULARY | Word building A suffix added to the base form of a word can often indicate what class of word it is. To form nouns we commonly use: • -ism (sexism) • -dom (freedom) • -ment ment (government) • -sion/tion/cion (suspicion, population) • -ity ity (brutality) • -ness (weakness) • -ance/ence (defence, reliance) • -ice (practice). To form verbs we commonly use: • -ate (complicate) • -ify ify (clarify) • -ise (victimise) • -en (shorten) • -ute (commute) or the base form of the word. To form adjectives we commonly use: • -able/ible (flexible) • -al (formal) • -ful (useful) • -ive (productive) • -less (homeless) • -ous (nervous) • -ory ory (contradictory) or the past participle form.

6

1 Harry felt that there was a good reason for what he . did and that his actions were of women 2 Feminism aims to overcome the by society. and 3 The government completely crushed the re-established order. against because of the 4 She felt she had been colour of her skin. 5 Criminal networks are constantly finding new ways to people and force them to work for nothing. . 6 We need to find the criminals and bring them to  of 7 Everything is being done to ensure opportunity for everyone. ? 8 Does your lawyer think the contract is

7

Find nouns in the text which are from the same word family as the root words in the box. What other words in the same families do you know?

Verb

Noun

Adjective

1

enforcement

enforceable

2

equalise

3

(in)equality

equal

4

expand

expansion

expansive

exploit

5

6

exploitative

7

discrimination

8

discriminatory

institutionalise

institution

9

institutional

10

11

discriminate

justify

oppress 14

96

114

rebel

exploitation

13oppressive

rebel/rebellion

15

persecute

16

17

18

victimise

justifiable/justified

justification

12oppression

rebellious

persecution

□D equality □D discrimination □S institution □S enforcement □D exploitation □D justify □D rebel □D persecution

equalise discriminatory institutionalise enforceable exploitative justifiable rebel persecute

8

SPEAKING In small groups, discuss which of the facts in the fact file about social issues you found most shocking. Say why.

DOCUMENTARY VIDEO

Study Active Vocabulary and complete the table.

enforce

3.14 PRONUNCIATION Listen to eight pairs of words from the same family. Write S (same) when the main stress in both words is on the same syllable, and D (different) when the word stress changes. 1 2 3 4 5 6 7 8

discriminate enforce equal expand exploit persecute

5

Complete the sentences with the correct form of words from Exercise 5.

15 WATCH AND REFLECT Go to page 168. Watch the documentary Driving social change and do the exercises.

victimised

victim

□ I can talk about social issues.

REFERENCES

FURTHER PRACTICE

ASSESSMENT

VIDEO SCRIPT page 243

• Workbook page 78/Online Practice

Vocabulary Quiz 7

EXTRA ACTIVITY IN CLASS

• Photocopiable resource 29: It’s an issue, pages 284, 318

NEXT CLASS

After Exercise 2, ask students to close their books and dictate only the first or second part of each of the compound nouns in Exercise 2. Students try to complete them as quickly as they can. The first student to do so is the winner.

• Extra digital activities: Vocabulary Checkpoint 7

Ask students to think of (or do an Internet search for) a film which addresses a particular social issue and make notes on it.

07

7C LISTENING AND VOCABULARY 1 2

4

SPEAKING Look at the photos. Have you seen any of these films? Do you like it when films have a serious message? Say why.

1

Read the descriptions of four films/TV series. What social issues do they touch? 1 City of God is a Brazilian film which depicts the growth of violence in the poverty-stricken suburbs of Rio de Janeiro from the 1960s to the 1980s. The main character, Rocket, accidentally starts documenting the life of the gangs there. 2 Super Size Me is a documentary film which follows the film maker, Morgan Spurlock, as he spends thirty days eating only fast food and measuring the impact on his physical and mental health. 3 Born This Way is an American reality TV series which features seven young adults with Down syndrome as they navigate relationships and jobs, and grow more independent. 4 Bend It Like Beckham is a British-Indian romantic comedy which tells the story of an eighteenyear-old British-Asian girl whose parents have forbidden her from playing her beloved football.

3

2 3 4 5 6 7

5

□

□

□

2 c 3 b 4 e Speaker: 1 d a It had little to no effect on the situation as a whole. b It featured someone who put their own life in danger to tell the world about a situation. c It was probably part of a general shift in how society felt about something. d It helped reduce poverty in a particular city. e It has helped people to be more accepting of others. f It aimed to encourage greater cultural awareness. g It led to a short-lived but dramatic improvement in the situation.

A

□ Leandro Firmino, who plays L’il Ze, lived in the area called Cidade de Deus (City of God) before starring in the film. □ The City of God area of the city was too dangerous to be made safe. □ Jess’s parents thought that football was not a suitable game for a girl. □ Morgan Spurlock was a vegan before he started filming Super Size Me. □ The fast food company ended up thanking the film maker for his intervention. □ Sean McElwee always wanted to be on television or in a film. □ People now approach Sean McElwee in the street

In pairs, compare sentences a from the audioscript in Exercise 2 with sentences b. Work out the differences in meaning of the highlighted words. Check your ideas on page 198. Then write your own sentences with these words.

6

Exercise 4 1T 2 F (It was made safe in 2009.) 3T 4 NG (We only know his girlfriend was a vegan.) 5 F (They denied that his film it had any impact on their policies.) 6 NG 7T

SPEAKING In pairs or small groups, discuss the questions. 1 What social issues did you hear discussed in the audio? 2 What other films or TV series can you think of that have tried to raise awareness of social issues? How successful were they in this?

B

Super Size Me

because they recognise him from TV.

Exercise 2 1 organised crime, poverty, violence, homelessness, drug abuse, relative poverty 2 fast food, obesity, unhealthy lifestyle 3 intolerance 4 gender equality

1 a The area is probably somewhere for a tourist to avoid. b The escaped prisoner will not be able to evade capture for long! 2 a He consumed over 5000 calories a day. b It was two degrees above zero. 3 a Spurlock set out to prove the harm caused by eating fast food. b They tested his blood for glucose. 4 a The diet raised his cholesterol significantly. b The magic carpet rose up into the air. 5 a At the end of the film, the hero dies. b We were thinking of moving house, but in the end we decided against it.

3.15 Listen to four people talking about the films and TV series in Exercise 1. Match Speakers 1–4 with what they say about the film/series (a–g). There are three extra options.

□

3.15 Listen again and decide if statements 1–7 are true (T) or false (F), or if the information is not given (NG).

C

Bend It Like Beckham

City of God

□ I can identify specific details and talk about social issues in films.

97

REFERENCES

EXTRA ACTIVITIES IN CLASS

FURTHER PRACTICE

AUDIO SCRIPT page 227

• After Exercise 4, students, in pairs, make two more sentences for two or three of the easily confused pairs of words. They can then swap with another pair for checking.

• Workbook page 79/Online Practice

CULTURE NOTES page 210

• Students can use the notes they made at home to support their discussions in Exercise 6.

• Photocopiable resource 30: Films and social issues, pages 284, 319

115

7D READING AND VOCABULARY 1

Exercise 2 1 fat-shame 2 maliciously 3 shrug it off 4 had the last laugh 5 mocked 6 took a stance against 7 humiliate

2

Exercise 3 1 a The forty-seven-year-old (Sean) knew that people sometimes mocked him for being overweight. b Sean is head of finance for a chain of hotels. c Sean was usually able to shrug off people mocking him. 2 a Sean wasn’t aware of the fact that the people laughing at him had posted a video. b The post about Sean was shared widely. c The post prompted a wave of abuse from other internet trolls. 3 a The women raised $40,000 in just a few days. b The money was both to finance the trip and to support a number of anti-bullying charities. c Sean was soon on his way to California. Exercise 4 1 (immature) internet trolls 2 size 3 got bigger 4 realised his mistake / was surprised 5 Sending malicious communications 6 fake profiles Exercise 6 1 anti- (anti-bullying) 2 mis- (misjudged) 3 extra- (extra-special) 4 over- (overweight) 5 re- (rethought) 6 multi- (multi-talented) 7 dis- (disagree, discovered, distress); un- (unaware, unfortunately, unsafe, uncomfortable, unacceptable); il- (illegal); in- (insecurities); im- (immature, impossible); non(nonsense)

SPEAKING In pairs, read the title. What do you think might have happened? Read the article and check your ideas.

1 To make somebody feel bad about their weight. 2 In a way which is intended to hurt someone. 3 To treat something as unimportant and not worry about it. 4 To finally be successful after other people have criticised you. 5 To laugh at someone and try to make them look stupid by saying unkind things about them. 6 To stand up for what you believe. 7 To make someone feel ashamed or stupid, especially when other people are present.

3

Study Active Reading. Then look at the underlined sentences (1–3) in the text and separate out the clauses in the same way.

ACTIVE READING

Understanding complex and compound sentences

Long sentences often include a mixture of dependent and independent clauses, e.g. A group of women in Los Angeles, who were campaigning to encourage everyone to have a positive body image, decided to take action. • A clause which makes sense on its own is known as an independent clause, e.g. A group of women in Los Angeles decided to take action. • A clause which doesn’t make sense on its own is known as a dependent clause, e.g. … , who were campaigning to encourage everyone to have a positive body image, … Breaking the sentence down into its separate elements can help you understand the meaning better, e.g. But this time, as well as laughing at him in person, someone decided to publicly fat-shame him by posting the video online, with a hurtful comment. 1 Someone laughed at Sean in person. 2 They decided that this time they would also post a video of Sean online. 3 They added a hurtful comment.

4

6

Work out the meaning of the words from the article. Then match their prefixes with correct meanings 1–7. overweight unaware immature nonsense rethought extra-special anti-bullying multi-talented insecurities unfortunately discovered unsafe illegal distress impossible misjudged uncomfortable disagree unacceptable 1 2 3 4 5 6 7

Read the article again and complete the notes with 1–3 words in each gap.

against wrongly or badly more than expected more than is wanted again many a negative meaning (6 prefixes)

7

Think of other words with the prefixes and write sentences with them.

8

REFLECT | Society In pairs or small groups, discuss the question. Think of another situation where it was difficult to do the right thing, but you managed to do it. What factors helped you to do this? Tell your partner/group about it.

□ I can understand complex and compound sentences in articles.

REFERENCES CULTURE NOTES page 210

EXTRA ACTIVITIES IN CLASS • Do this activity after Exercise 6. Put students in pairs and tell them the class is going to have a race to see who can be the first to come up with one new

116

Choose the correct answers. 1 What is the writer emphasising in the first paragraph? a Sean was old enough to have developed some self-confidence. b It was nothing new for Sean to be ridiculed for his weight. c Being humiliated online was far worse than being mocked in person. d Internet trolls hide their identities online because they are cowardly. 2 What is Sean’s attitude towards the people who posted the video of him online? a He feels very sorry for them. b He tries not to think about them at all. c He thinks they probably feel bad about themselves. d He is grateful to them for what happened. 3 What is the writer’s main point in the final paragraph? a If you ignore bullies, they usually give up and go away. b The bullies made a big mistake doing what they did. c Sean’s case was rather different from other cases of bullying. d We all have a responsibility to take a stance against bullying. 4 What do we learn about Sean’s character from reading this article? a He would like the bullies to suffer themselves. b He is quite sensitive to criticism. c He wants to give something back to society. d He enjoys being the centre of attention.

Match the highlighted words and phrases from the news story with their definitions.

after a video of 1 Sean O’Brien was targeted by him dancing was posted online. 2 A message to Sean was posted on Twitter by a group of Californian women who believed that a positive . body image should not depend on your despite 3 With celebrity support, the movement Sean’s initial assumption that people would quickly lose interest. 4 Sean had thought that not many people would go when he saw a long line of to the party, but people at the door. is illegal in the UK. 5 makes 6 The fact that online bullies often use them harder to prosecute.

98

5

word for each of the prefixes in the box in Exercise 6. Ask students to put their hands up when they have finished. Allow most of the class to finish, then check the words of the first pair. If the words are all correct, congratulate them as being the winners. If not, check the answers of the second pair and so on.

• As a follow-up to Exercise 8, ask students to also discuss other ways in which people can be bullied and what can be done to tackle it.

07

‘DANCING MAN’

3.16

Sean O’Brien, shamed by online bullies, has the last laugh

For Sean O’Brien, it was just an ordinary night out with friends. 1 The forty-seven-year-old head of finance for a chain of hotels, knew that people sometimes mocked him for being overweight, and he was usually able to shrug it off. But this 5 time, as well as laughing at him in person, someone decided to publicly fat-shame him by posting a video of him dancing online, with a hurtful comment. 2 Sean was completely unaware of it, but the post about him was shared widely, and it prompted a wave of abuse from immature Internet trolls. trolls 10 However, as well as the cyberbullies, other people were watching. A group of women in California, who were campaigning to encourage people to have a positive body image whatever their size, decided to take action. They put out a message on Twitter, inviting Sean on an all-expenses15 paid trip from London to Los Angeles, to meet and dance with them. There was just one problem: they had no idea who he was! They started a hashtag #FindDancingMan. When Sean’s friends first told him about the search for ‘dancing man’, he figured it was a bit of nonsense which 20 would soon blow over, and decided not to bother doing anything about it. But the movement got bigger and bigger, and was soon joined by celebrities such as Ellie Goulding and Pharrell Williams. So, Sean rethought his decision, made contact, and the women – all 1,700 of them – started raising 25 money to throw him an extra-special party in LA. 3 In just a few days, they had raised $40,000, both for the trip and to support a number of anti-bullying charities, and Sean was on his way. way First stop was New York, where he appeared on the Today show, dancing with the singer-songwriter, Meghan Trainor, 30 famous for her body positive anthem, ‘All About That Bass’. Then it was off to the party in California. Sean had assumed that just a few people would turn up, but he realised his mistake as soon as he saw over 1,000 people queuing to get into the nightclub! The event was deejayed by the multi35 talented musician, record producer, singer, songwriter and photographer, Moby, and guests included a number of other celebrities. Sean danced all night and the story of how he and the women’s group in California took a stance against cyberbullying was reported around the world.

they had been bullied or victimised could receive support. The ‘dancing man’ himself has become a fundraiser for several anti-bullying charities. 45 Sean commented in an interview at the time that he was amazed that something which started out so badly, had become such a positive movement. He said that he had actually never really thought about the people who posted the original images, concluding that they must have their 50 own insecurities, to put the spotlight on someone else so maliciously. Sean certainly had the last laugh. We will probably never know exactly why they decided to try and publicly humiliate Sean, but unfortunately, it is certainly the case that the Internet is full of such bullies. 55 A recent UK survey discovered that forty-two percent of people under twenty-five had felt unsafe online and fifty-six percent said they had witnessed online bullying. In the UK at least, cyberbullying itself is not illegal, but sending ‘malicious communications’ for the purpose of causing anxiety or distress 60 is punishable by up to six months in prison. Unless the bully is known to the victim, however, it can be almost impossible to find them and enforce the law, as they usually hide behind fake profiles. However, in this particular case, the bullies completely 65 misjudged the impact their actions would have in the end. We are often told that the best idea is not to give bullies any attention, but it may be that the best way to deal with cyberbullying is to act as these women did and be brave enough to make it clear that we are uncomfortable with this 70 kind of behaviour, that we disagree with what is being said and that bullying is completely unacceptable.

40 As a result of the event, some of the women set up Dance Free Movement, an online forum where anyone who felt

GLOSSARY anxiety – an uncomfortable feeling of nervousness or worry about something blow over – If an argument or unpleasant situation blows over, it ends or is forgotten. distress – a feeling of extreme worry, sadness, or pain insecurity – a feeling of lacking confidence and not being sure of your own abilities wave of abuse – a sudden increase in cruel or violent treatment of someone

99

FURTHER PRACTICE

NEXT CLASS

• Workbook pages 80–81/Online Practice

Ask students to report a short conversation they hear on the day before the next lesson. They should write it in their notebooks.

• Photocopiable resource 31: Cyberbullying – don’t stand for it, pages 285, 320

117

SACKED FOR BEING TOO YOUNG! Megan Thomas, aged twenty, from Surrey, has become the first person to win a discrimination claim when she was fired aer being told she was too young to do her job properly. Under age discrimination laws, it is illegal to discriminate in any way on the basis of age. The London club where Megan was employed justified their actions by saying that she did not have the necessary maturity for the role. She was awarded a sum of £10,000.

SKIRTING ROUND THE RULES A heatwave in Britain this week caused a rebellion at a school in Exeter aer boys were told that they were not allowed to wear shorts despite soaring temperatures. The young rebels decided to stage a protest, arguing that it was discriminatory for girls to be allowed to wear skirts or trousers, when they did not have this choice. To make the point about equality, the boys turned up wearing skirts. As a result, the school has changed its uniform policy to allow the wearing of shorts.

5

Reporting verbs

7E GRAMMAR Exercise 5 1 admit 2 refuse 3 agree 4 persuade 5 advise 6 regret 7 object to 8 insist on 9 criticise sb for Exercise 6 Suggested answers 1 Kate accused him / the man of stealing the money. 2 Callum denied breaking / that he had broken Tim’s phone. 3 Harry offered to help me/her/ him/us/them with the boxes. 4 Adele suggested getting / that Lee should get more exercise. / Adele advised Lee to get / that Lee should get more exercise. 5 Peter warned Maria that he would leave if she did that. 6 Michael promised that he would always remember / to always remember him/her. 7 Jenny congratulated Sandra on getting engaged. 8 Amal apologised for forgetting Kerry’s birthday.

100

1

Read the news headlines. What do you think happened in the stories?

2

Now read the reports. Do you agree that the situations were unfair? Do you think the outcome in each case was the right one? Say why.

3

3.17 Listen to some students discussing the news reports. Whose opinion do you agree with more in each case? Say why.

Reporting verbs

4

3.18 Complete these extracts from the recording with the correct forms of the verbs in brackets. Listen and check. 1 The school refused to let (let) them wear shorts in a heat wave, didn’t they? 2 They insisted on them wearing (wear) really hot trousers. 3 It’s not surprising that the boys objected to doing (do) that, is it? 4 Well, I heard that they successfully persuaded the school to change (change) the uniform policy. 5 The company admitted that had made (make) a mistake in hiring her. 6 But they agreed to give (give) her the job in the first place, didn’t they? 7 How can they then criticise her for being (be) young? 8 Maybe they regretted giving (give) her the job. 9 It’s a pity someone didn’t advise them not to fire (not fire) her for being too young.

Reporting verbs are used to summarise what someone said. They follow these patterns: • verb + that + clause, e.g. agree, deny, explain, promise, regret, suggest, 1 • verb + object + that clause, e.g. advise, remind, warn • verb + to-infinitive, e.g. offer, promise, regret, 2 ,3 • verb + object + to-infinitive, e.g. encourage, remind, ,5 warn, 4 • verb + gerund, e.g. admit, advise, deny, recommend, suggest, 6 • verb + preposition + gerund, e.g. apologise for, 7 • verb + preposition (+ object) + gerund, e.g. 8 • verb + object + preposition + gerund, e.g. accuse sb of, congratulate sb on, praise sb for, warn sb aginst/about 9

Grammar Reference and Practice > page 183

6

Rewrite the sentences in reported speech, using reporting verbs from the Grammar box. 1 2 3 4 5 6 7

Kate: ‘It was that man who stole the money!’ Callum: ‘I didn’t break Tim’s phone!’ Harry: ‘I’ll help you with the boxes.’ Adele: ‘You should get more exercise, Lee.’ Peter: ‘I’ll leave you if you do that, Maria!’ Michael: ‘I’ll always remember you!’ Jenny: ‘I hear you’ve got engaged, Sandra. Congratulations!’ 8 Amal: ‘I’m really sorry I forgot your birthday, Kerry.’

7

SPEAKING In pairs, report unfair situations. Student A, go to page 196. Student B, go to page 200.

□ I can use reporting verbs to summarise what someone said.

REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 228

• Grammar Reference and Practice, Student’s Book page 183

Grammar Quiz 7E

EXTRA ACTIVITY IN CLASS

118

Study the Grammar box and complete it with the verbs from the sentences in Exercise 4.

After Exercise 5, in pairs, students swap the conversations they wrote at home and rewrite them, but this time using a variety of reporting verbs. Students can then swap back conversations for marking.

• Workbook page 82/Online Practice • Photocopiable resource 32: Tell me what they said, pages 285, 321 • Extra digital activities: Grammar Checkpoint 7E

NEXT CLASS Ask students to think about any new laws they would like to make and why, and make notes.

07

7F SPEAKING Dreamer4U added a question

Jul 19, 2019

I’m curious: can you think of any laws that don’t exist, but really should? For example, people who play loud music on public transport should be fined. 1010man added an answer

Jul 19

I’ve got loads of ideas: people who don’t look after their health shouldn’t get free medical treatment. Also, people who shoplift should be banned from shopping centres. JulieJools added an answer

Jul 20

Wow, @1010man, you’re tough! I think we should do more to protect animals. All forms of hunting and fishing should be banned. It’s unnecessary and cruel.

1

Do you think that rules and laws are always right? Give reasons for your answer.

2

Read the message board discussion. Which suggestions do you agree or disagree with? Say why.

3

3.19 Listen to Kyle, Anna and Lauren discussing the suggested laws. Make notes about their opinions.

Law discussed

Kyle’s opinion

Anna’s opinion

Lauren’s opinion

5

Look again at the phrases in the Speaking box. What makes the phrases stronger or more tentative?

6

3.20 Listen to three pairs of sentences. Which speaker in each pair sounds as if they have a strong (S) opinion? Which speaker sounds more tentative (T)? Say why.

1 Playing loud music on public transport

1 Speaker 1 2 Speaker 1 3 Speaker 1

2 No automatic right to treatment 3 Hunting and fishing

4

3.19 Study the Speaking box. Listen again and complete the phrases with the words from the box.

7

3.20 Listen again and practise saying the sentences with the correct intonation.

8

Complete the conversation with phrases from the Speaking box. Then practise reading it in pairs. Al

Do you think the law should be changed to make punishments for shoplifting more severe? that people would be less likely to shoplift Bob 1 if they knew they’d get an automatic prison it would be much more effective sentence. 2 than banning them from the shop, for example. 3 , but studies have shown that a lot of Al shoplifters are shoplifting food and clothes because they can’t afford to buy them. How would sending them to prison help? we should just let them steal, then? Bob 4 we need Al No, but it isn’t as simple as you say. 5 to look at each case and see why they did it: if they’ve done it before, if they’re likely to do it again and so on. that we need Bob I can see what you mean, but 6 to have a strong deterrent, to stop people from doing it at all.

concerned debatable entitled saying expert frankly goes inclined principle see shadow tend

SPEAKING | Expressing and challenging opinions Expressing your opinion Strong opinion It 1 goes without saying that … I really think/don’t think that … Without a 2 shadow of a doubt, … 3 Frankly , I think it’s obvious that … Less strong opinion My impression is that … I’m of the opinion that … As far as I’m 4concerned, … Counter opinion It’s a good idea in 5 principle , but … I can 6 see where they’re/you’re coming from, but … Tentative opinion I’m no 7 expert , but … I 8 tend to think (that) … I’m 9 inclined to think (that) …

Speaker 2 Speaker 2 Speaker 2

9

REFLECT | Society In groups, discuss the questions. 1 What is your opinion about the suggested ‘new laws’ discussed on the message board? Are any of them appealing or practical? 2 What new laws do you think should be introduced?

Challenging somebody else’s opinion That’s 10debatable, isn’t it? You’re 11 entitled to your opinion, but … Are you 12 saying that …?

□ I can express and challenge opinions.

Exercise 3 1 Kyle: This should be a law, but maybe it’s not practical. Anna: It’s not practical. Who would enforce the law? Lauren: Thinks the bus driver could enforce the law. 2 Kyle: How would you decide who should be subject to this law? Anna: It wouldn’t work. Lauren: It’s impractical because it would not be possible to work out who was responsible for what. 3 Kyle: Hurting animals is always wrong. Anna: People should decide for themselves. Lauren: Hunting should be banned, but maybe not fishing as fish don’t feel pain. Exercise 5 The more tentative expressions are less firm/direct. The speaker qualifies his/her opinion with words such as tend, but, I’m no expert, etc. Exercise 6 1 Speaker 1 S (She uses highly, which makes her sound more sure of her opinion.) Speaker 2 T (He uses Well, a common way of making something sound less direct. He uses a a question tag to invite agreement. The intonation also expresses a much less decided view.) 2 Speaker 1 T (She uses Well and probably. The intonation is also more tentative.) Speaker 2 S (The utterance is very plain, with no qualifying phrases, adverbs, etc. which makes it more direct and stronger.) 3 Speaker 1 S (The utterance is very plain, which makes it more direct and stronger.) Speaker 2 T (He uses Well, and probably. He uses a question tag to invite agreement. The intonation is also tentative.) Exercise 8 Suggested answers 1 I think 2 As far as I’m concerned 3 I can see where you’re coming from, 4 Are you saying that 5 I’m of the opinion that 6 I’m inclined to think

101

REFERENCES

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

AUDIO SCRIPT page 228

To support their discussion in Exercise 8, students can refer to the notes they made at home. Encourage them to agree or disagree using the language in the Speaking box.

Workbook page 83/Online Practice

119

7G WRITING AND VOCABULARY | An article

P ws

for thought

Did you know that there are at least nine million stray cats living wild in the UK, surviving on scraps? In the UK at least, local councils have no legal responsibility to deal with them, and their numbers are growing. But there is one initiative that is trying to help. All across the country, people are setting up ‘cat cafés’ and I visited one last month.

Exercise 1 A cat café is a theme café whose attraction is cats that can be watched and played with. Some cat cafés even offer living-room-like areas where you can play with the cats while enjoying a drink. Exercise 3 1 The writer uses a pun: Paws (pause) for thought. 2 The writer asks a rhetorical question and gives a surprising statistic. 3 It returns to the problem stated in the introduction (millions of stray cats) and appeals to people to think carefully before getting a cat; it also repeats the pun from the title.

From the outside it looked like any other café, but once I was inside I saw why it’s called a cat café. Curled up on every piece of furniture were a dozen or so cats, just hoping for us to make a fuss of them. I ordered a cup of tea and a cake (with absolutely no cat hairs in it!) and the owner explained that the Cat Café was a way of introducing people to stray cats and that they might then choose to adopt one and take it home. I love cats, but it would be impractical for me to have one. I discovered though, that there are lots of other things the people

1 2

SPEAKING What is a ‘cat café’? Have you ever been to one? Read the article and compare it with your ideas or experience. Read the Writing task. In which paragraph of the article does the writer address the two underlined parts of the task? paragraph 3

who run the café are doing to help. For example, there is a scheme that they’re running to build shelters for other stray cats, to protect them against the weather. I had no idea of the scale of the problem before visiting the Cat Café and my visit really opened my eyes to this situation, and to everything that is being done to help. Participating in such projects is, without a shadow of a doubt, worthwhile because they educate the public as well as helping individual animals. If you want to get a kitten, think carefully about what you will need to do in order to look after it properly. Don’t just think about how cute the kitten looks: ‘paws for thought’! Consider the time, energy and expense involved before you get a cat. I don’t want to discourage you from adopting a cat, but remember that once you have taken it into your home, you are responsible for its well-being and safety.

3

Study the Writing box and discuss the questions. 1 Which tip from the Writing box does the writer use in the title? 2 Which tips in the Writing box does the writer use to make the introduction engaging? 3 How does the conclusion emphasise the ideas in the introduction?

You recently found out about an initiative to help stray animals. Write an article for a youth magazine in which you describe this initiative and express your opinion on how worthwhile such actions are.

102

EXTRA ACTIVITIES IN CLASS • After Exercise 4, play a quick dictation game with the class. Ask students to close their books. Read out some of the words in the table randomly for students to write down the correct dependent preposition. To check answers, ask students to swap papers

120

with a partner for marking, and give the class the correct answers. The student with the most correct answers wins. • After Exercise 10, put students in pairs and ask them to read each other’s articles and give their partner feedback. Has their partner followed the tips in the Writing box? Have they

included a range of dependent prepositions? What have they done well? What could be improved?

FURTHER PRACTICE Workbook page 84/Online Practice

07 WRITING | An article

6

Title Attract your reader’s attention with a catchy/interesting title. You could: • use a question form, e.g. Can we save stray cats? • use a pun, e.g. Paws for thought, • use alliteration, e.g. Captivating Cat Café.

1 If they keep increasing money paid to a university, students may rebel against the high cost of education. 2 People sometimes feel they don’t want to interfere in someone else’s relationship. 3 Although it is difficult, people need to speak out against racial discrimination. 4 People need to be discouraged from throwing litter on the streets. 5 Women need to negotiate for equal pay with men. 6 The growth in organised crime is related to increased poverty. 7 Older people may find it more difficult to cope with long working hours. 8 How are students expected to survive on so little money?

Introduction Clearly define what your article is about. You could: • address your readers directly, • give a surprising fact or statistic, • tell a personal anecdote, • ask a rhetorical question. Main paragraphs • Each paragraph should have a clear topic. • Use an informal, chatty style throughout. • Use informal punctuation, e.g. exclamation marks. Conclusion Return to the main idea from the introduction; leave the reader with something to think about. You could: • repeat the words form the title, • make a suggestion, • give a personal opinion, • ask a thought-provoking question.

4

7

8

A defend, protect B campaign, rebel, fight back, demonstrate,

speak out

C 2 hope , lobby, beg, wish, negotiate

from

D ban, 3discourage, prohibit

in

E engage, intervene, interfere, 4participate

on

F exist, get by, live, 5 survive

to

G 6introduce,connect, join, relate

with

H 7 deal ,cope, struggle

5

Verbs with similar meanings often use the same dependent preposition. Look at the groups of verbs A–H in the table in Exercise 4 and match them with the general meanings 1–8 below. 1 2 3 4 5 6 7 8

be involved E stop someone or something D make connections G manage a situation (well or badly) H take care of someone or something A want or try to get something C manage to live on few resources F oppose someone or something B

Read the Writing task and choose a topic from the box in Exercise 7, or your own idea, to write about. Use the Writing box to help you. Write a topic sentence for each paragraph. You recently took part in a demonstration about an issue you feel strongly about. Write an article in which you describe the protest, explaining why it was important and what you hoped to achieve.

1

for

Match the sentences in Exercise 6 with some of the issues from the box.

□7 age discrimination □ animal rights □2 domestic violence □5  gender equality □6 gun violence □3  racism □4 the environment □1 □8 tuition fees

Many verbs are often followed by a specific preposition. Complete the table with examples from the article on page 102.

against

Complete the sentences with a correct preposition in each gap.

9

Read two possible introductions for the Writing task in Exercise 8. Rewrite them in a more suitable style using the ideas in the Writing box to help you. 1 Women have become more equal over the last few decades, but it’s still difficult for them to succeed professionally. They also often don’t earn the same salary. 2 Universities are planning to increase their fees to more than £10,000 a year. I think this isn’t fair. Students whose families are on a low income won’t be able to attend university.

10

WRITING TASK Write your article. Use the Writing box to help you. • Use your notes and topic sentences from Exercise 8. • Use a lively, informal style. • Don’t forget to include a range of dependent prepositions.

□ I can write an article.

103

NEXT CLASS • Students illustrate their articles using photos and create a poster. The posters can then be displayed around the classroom for other students to read. • Ask students to study the word list and do the Remember More exercises on Student’s Book pages 104–105.

121

Word List REMEMBER MORE 1 Complete the text with the

correct form of the verbs from the word list.

My class wanted to 1p ut pressure on the local authorities to build a swimming pool in our school. Last Monday we 2t ook action and we 3s taged a protest outside the town hall. About banners 100 students 4w aved and placards. We even 5c hanted slogans like: ‘Swimming pool in our school!’. Sadly, the school head said we shouldn't have 6 t aken to the streets. He said we could have signed a 7p etition instead. Exercise 2 1 illegible 2 misjudged 3 inequality 4 immature

2

Complete the sentences with the correct negative words formed from the words in bold. Then check with the word list. 1 My teachers complain that my handwriting is completely (LEGIBLE). (JUDGE) 2 The driver the situation on the road and drove into the barrier. 3 We must do more to fix the problems of poverty and (EQUAL) in the world. 4 When she went to university, (MATURE) she was still and dropped out after her first year.

3

Match the two parts of the noun compounds. Then check with the word list. 1 2 3 4 5

hate c gender d gun a tuition e juvenile b

a b c d e

violence delinquency crime equality fee

ACTIVE VOCABULARY |

7A GRAMMAR AND VOCABULARY

inequality (n) /ˌɪnɪˈkwɒləti/

5.43

institution (n) /ˌɪnstɪˈtjuːʃən/

cause a public outcry /ˌkɔːz ə ˌpʌblɪk ˈaʊtkraɪ/

institutional (adj) /ˌɪnstəˈtjuːʃənəl/

chant slogans /ˌtʃɑːnt ˈsləʊɡənz/

institutional racism /ˌɪnstəˈtjuːʃənəl ˌreɪsɪzəm/

clashes with the police /ˌklæʃɪz wɪð ðə pəˈliːs/

institutionalise (v) /ˌɪnstəˈtjuːʃənəlaɪz/

clear majority /ˌklɪə məˈdʒɒrəti/

justifiable (adj) /ˈdʒʌstəfaɪəbəl/

demonstration (n) /ˌdemənˈstreɪʃən/

justification (n) /ˌdʒʌstɪfɪˈkeɪʃən/

environmentalist (n) /ɪnˌvaɪrənˈmentəlɪst/

justified (adj) /ˈdʒʌstɪfaɪd/

grant (n) /ɡrɑːnt/

justify (v) /ˈdʒʌstɪfaɪ/

lawmaker (n) /ˈlɔːmeɪkə/

juvenile (adj, n) /ˈdʒuːvənaɪl/

lobby for change  /ˌlɒbi fə ˈtʃeɪndʒ/ online petition (n) /ˌɒnlaɪn pəˈtɪʃən/

juvenile delinquency (n) /ˌdʒuːvənaɪl dɪˈlɪŋkwənsi/

protestor (n) /prəˈtestə/

modern slavery (n) /ˌmɒdn ˈsleɪvəri/

push for development /ˌpʊʃ fə dɪˈveləpmənt/

on average /ɒn ˈævərɪdʒ/

put pressure on the government /ˌpʊt ˈpreʃə ɒn ðə ˈɡʌvəmənt/

oppress (v) /əˈpres/

rally against gun violence /ˈræli əˌɡenst ˈɡʌn ˌvaɪələns/ shooting (n) /ˈʃuːtɪŋ/

oppressive (adj) /əˈpresɪv/ organised crime /ˌɔːɡənaɪzd ˈkraɪm/ persecute (v) /ˈpɜːsɪkjuːt/

social issues /ˌsəʊʃəl ˈɪʃuːz/ stage a protest /ˌsteɪdʒ ə ˈprəʊtest/ take to the streets /ˌteɪk tə ðə ˈstriːts/ troublemaker (n) /ˈtrʌbəlˌmeɪkə/ tuition fee (n) /tjuˈɪʃən ˌfiː/ wave placards /ˌweɪv ˈplækɑːdz/

7B VOCABULARY

oppression (n) /əˈpreʃən/

5.44 5

persecution (n) /ˌpɜːsɪˈkjuːʃən/ petty crime /ˌpeti ˈkraɪm/ rebel (n) /ˈrebəl/ rebel (v) /rɪˈbel/ rebellion (n) /rɪˈbeljən/ rebellious (adj) /rɪˈbeljəs/ receive a sentence /rɪˌsiːv ə ˈsentəns/

aim to do sth /ˈeɪm tə ˌduː ˌsʌmθɪŋ/

relative poverty /ˌrelətɪv ˈpɒvəti/

contradictory (adj) /ˌkɒntrəˈdɪktəri/

reliance (n) /rɪˈlaɪəns/

defence (n) /dɪˈfens/

suspicion (n) /səˈspɪʃən/

discriminate (v) /dɪˈskrɪməneɪt/

victim (n) /ˈvɪktɪm/

discrimination (n) /dɪˌskrɪməˈneɪʃən/

victimise (v) /ˈvɪktəmaɪz/

discriminatory (adj) /dɪˈskrɪmənətəri/

victimised (adj) /ˈvɪktəmaɪzd/

domestic violence /dəˌmestɪk ˈvaɪələns/ enforce (v) /ɪnˈfɔːs/ enforceable (adj) /ɪnˈfɔːsəbl/ enforcement (n) /ɪnˈfɔːsmənt/

Word families

equal (adj) /ˈiːkwəl/

If you are studying for an exam, create lists of words that belong to the same word family (e.g. justify (v) / justice (n) / justified (adj) / justifiable (adj), and add to them words for other parts of speech (i.e. negative adjective: unjustified or adverb: justifiably). Grouping words in this way is useful to practise for word formation type tasks. You can use an online dictionary to help you, e.g. www.ldoceonline.com.

equalise (v) /ˈiːkwəlaɪz/ equality (n) /ɪˈkwɒləti/ expand (v) /ɪkˈspænd/ expansion (n) /ɪkˈspænʃən/ expansive (adj) /ɪkˈspænsɪv/ exploit (v) /ɪkˈsplɔɪt/

7C LISTENING AND VOCABULARY 5.45 approach (v) /əˈprəʊtʃ/ as a whole /əz ə ˈhəʊl/ at the end /ət ði ˈend/ avoid (v) /əˈvɔɪd/ be accepting of others /ˌbi əkˈseptɪŋ əv ˌʌðəz/ beloved (adj) /bɪˈlʌvɪd/ cultural awareness /ˌkʌltʃərəl əˈweənəs/ depict (v) /dɪˈpɪkt/

exploitation (n) /ˌeksplɔɪˈteɪʃən/

dramatic improvement /drəˌmætɪk ɪmˈpruːvmənt/

exploitative (adj) /ɪkˈsplɔɪtətɪv/

evade (v) /ɪˈveɪd/

gender equality (n) /ˈdʒendə ɪˈkwɒləti/

feature (v) /ˈfiːtʃə/

hate crime (n) /ˈheɪt ˌkraɪm/

grow independent /ˌɡrəʊ ˌɪndəˈpendənt/

104

EXTRA ACTIVITIES IN CLASS • Write the following words on the board: justify, enforce, discriminate, equal, rebel, expand, persecute, exploit, oppress. Ask students to form a noun for each word using suffixes. If there is time, you could then ask them to write an example sentence for each noun.

122

• Divide the class into teams. Dictate to each team in turn a word from the word list to spell correctly for one point. Ensure each pair of words has similar spelling difficulty. Students get an extra point of they can use it correctly in a sentence. The team with the most points at the end are the winners.

• In pairs, students take it in turns to say a word from the word list for their partner to write a definition. Allow 3–4 minutes for this, then ask pairs to say how many definitions they came up with. Ask the pair with the most words and definitions to read them out to the class. The class can decide if they are all correct. Congratulate the pair with the most correct definitions.

07 harm (n) /hɑːm/

sensitive to sth /ˈsensətɪv tə ˌsʌmθɪŋ/

in the end /ɪn ði ˈend/

shrug sth off (phr v) /ˌ ʃrʌɡ ˌsʌmθɪŋ ˈɒf/

insight (n) /ˈɪnsaɪt/

start a hashtag /ˌstɑːt ə ˈhæʃtæɡ/

notorious (adj) /nəʊˈtɔːriəs/

take a stance against sth /ˌteɪk ə ˈstɑːns əˌɡenst ˌsʌmθɪŋ/

put sb’s life in danger /ˌpʊt ˌsʌmbɒdiz ˈlaɪf ɪn ˈdeɪndʒə/

7G WRITING AND VOCABULARY 5.49 ban sb from (v) /ˈbæn ˌsʌmbɒdi frəm/ beg for (v) /ˈbeɡ fə/ campaign against (v) /kæmˈpeɪn əˈɡenst/

take action /ˌteɪk ˈækʃən/

captivating (adj) /ˈkæptəveɪtɪŋ/

raise (v) /reɪz/

target (v) /ˈtɑːɡɪt/

connect to sth (v) /kəˈnekt tə ˌsʌmθɪŋ/

rise (v) /raɪz/

throw a party /ˌθrəʊ ə ˈpɑːti/

cope with sth (v) / ˈkəʊp wɪθ ˌsʌmθɪŋ/

shift (n) /ʃɪft/

turn up (phr v) /ˌtɜːn ˈʌp/

curl up (phr v)  /ˌkɜːl ˈʌp/

short-lived (adj) /ˌ ʃɔːt ˈlɪvd/

unaware (adj) /ˌʌnəˈweə/

defend against sth (v) /dɪˈfend əˌɡenst ˌsʌmθɪŋ/

test blood for glucose /ˌtest ˈblʌd fə ˈɡluːkəʊs/

wave of abuse /ˌweɪv əv əˈbjuːs/

demonstrate against sth (v) /ˈdemənstreɪt əˌɡenst ˌsʌmθɪŋ/

7D READING AND VOCABULARY

7E GRAMMAR

discourage from (v) /dɪsˈkʌrɪdʒ frəm/

5.46 5

5.47 5

apologise for (v) /əˈpɒlədʒaɪz fə/

abuse (n) /əˈbjuːs/

engage in (v) /ɪnˈɡeɪdʒ ɪn/

be fired/sacked /ˌbi ˈfaɪəd/sækt/

all-expenses-paid trip /ˌɔːl ɪkˈspensɪz ˌpeɪd ˈtrɪp/

exist on (v) /ɪɡˈzɪst ɒn/

deny (v) /dɪˈnaɪ/

anthem (n) /ˈænθəm/

fight back against (phr v) /ˌfaɪt ˈbæk əˈɡenst/

discrimination claim /dɪˌskrɪməˈneɪʃən ˌkleɪm/

anti-bullying charity /ˌæntɪˈbʊliɪŋ ˈtʃærəti/

get by on (phr v) /ˌget ˈbaɪ ɒn/

heatwave (n) /ˈhiːtˌweɪv/

anxiety (n) /æŋˈzaɪəti/

hope for (v) /ˈhəʊp fə/

insist on (doing) sth /ɪnˈsɪst ɒn (ˌduːɪŋ) ˌsʌmθɪŋ/

blow over (phr v) /ˌbləʊ ˈəʊvə/

interfere in (v) /ˌɪntəˈfɪə ɪn/

make a point /ˌmeɪk ə ˈpɔɪnt/

chain of hotels /ˌtʃeɪn əv həʊˈtelz/

intervene in (v) /ˌɪntəˈviːn ɪn/

maturity (n) /məˈtʃʊərəti/

cowardly (adj) /ˈkaʊədli/

introduce sb to (v) /ˌɪntrəˈdjuːs ˌsʌmbɒdi tə/

cyberbully (n) /ˈsaɪbəˌbʊli/

object to (doing) sth /əbˈdʒekt tə (ˌduːɪŋ) ˌsʌmθɪŋ/

join to (v) /ˈdʒɔɪn tə/

cyberbullying (n) /ˈsaɪbəˌbʊliɪŋ/

praise sb for sth /ˈpreɪz ˌsʌmbɒdi fə ˌsʌmθɪŋ/

deejay (v) /ˈdiːdʒeɪ/

skirt round sth /ˈskɜːt ˌraʊnd ˌsʌmθɪŋ/

distress (n) /dɪˈstres/

uniform policy /ˈjuːnəfɔːm ˌpɒləsi/

fat-shame sb (v) /ˈfætˌ ʃeɪm ˌsʌmbɒdi/

warn sb about sth /ˈwɔːn ˌsʌmbɒdi əˌbaʊt ˌsʌmθɪŋ/

have the last laugh /ˌhəv ðə ˌlɑːst ˈlɑːf/ head of finance (n) /ˌhed əv ˈfaɪnæns/

7F SPEAKING

humiliate sb (v) /hjuːˈmɪlieɪt ˌsʌmbɒdi/

be entitled to sth /ˌbi ɪnˈtaɪtləd tə ˌsʌmθɪŋ/

hurtful comment /ˌhɜːtfəl ˈkɒment/

be inclined (to do sth) /ˌbi ɪnˈklaɪnd (tə duː ˌsʌmθɪŋ)/

illegal (adj) /ɪˈliːɡəl/ immature (adj) /ˌɪməˈtʃʊə/ indecisive (adj)  /ˌɪndɪˈsaɪsɪv/ insecurity (n) /ˌɪnsɪˈkjʊərəti/ maliciously (adv) /məˈlɪʃəsli/ misjudge (v) /ˌmɪsˈdʒʌdʒ/ mock sb (v) /ˈmɒk ˌsʌmbɒdi/ multi-talented (adj) /ˌmʌltiˈtæləntɪd/ prompt sth /ˈprɒmpt ˌsʌmθɪŋ/ prosecute (v) /ˈprɒsɪkjuːt/

5.48 5

legal responsibility /ˌliːɡəl rɪˌspɒnsəˈbɪləti/ live on sth (v) /ˈlɪv ɒn ˌsʌmθɪŋ/ negotiate for (v) /nɪˈɡəʊʃieɪt fə/ participate in (v) /pɑːˈtɪsəpeɪt ɪn/ paw (n) /pɔː/ prohibit from (v) /prəˈhɪbɪt frəm/ protect against (v) /prəˈtekt əˈɡenst/ relate to (v) /rɪˈleɪt tə/ scale of the problem /ˈskeɪl əv ðə ˈprɒbləm/

curious (adj) /ˈkjʊəriəs/

speak out against (phr v) /ˌspiːk ˈaʊt əˌɡenst/

debatable (adj) /dɪˈbeɪtəbəl/

stray (adj) /streɪ/

deterrent (n) /dɪˈterənt/

survive on scraps /səˈvaɪv ɒn ˈskræps/

frankly /ˈfræŋkli/

wish for (v) /ˈwɪʃ fə/

in principle /ɪn ˈprɪnsəpəl/

worthwhile (adj) /ˌwɜːθˈwaɪl/

loads of ideas /ˈləʊdz əv aɪˌdɪəz/ medical treatment  /ˈmedɪkəl ˌtriːtmənt/ shoplift (v) /ˈʃɒpˌlɪft/ tag (n) /tæɡ/

punishable (adj) /ˈpʌnɪʃəbəl/ put the spotlight on sb /ˌpʊt ðə ˈspɒtlaɪt ɒn ˌsʌmbɒdi/ receive support /rɪˌsiːv səˈpɔːt/ rethink (v) /riːˈθɪŋk/ ridicule sb (v) /ˈrɪdəkjuːl ˌsʌmbɒdi/

105

FURTHER PRACTICE Workbook page 85/Online Practice

NEXT CLASS Ask students to revise Unit 7.

123

07

Revision

VOCABULARY AND GRAMMAR

1

Exercise 2 1 misjudged 2 discriminatory 3 unacceptable 4 victimise 5 enforcement 6 Equality 7 rebellious Exercise 3 1 (that) the report the newspaper had published the day before had caused a scandal 2 not to block the doors of the building 3 they had been campaigning against gun violence when they were arrested 4 more people live in relative poverty than we think 5 why she couldn’t listen to what they were saying 6 everyone who had taken part in the rally that day would come/go back the following week 7 they were going to be at the rally against gun violence that afternoon Exercise 4 1 Mark denied having taken a photo of her. 2 Jenny promised (that) she would work hard / to work hard at university. 3 Marta apologised for mocking my/his/her/our/ their/the idea. 4 Bob insisted on me/her/ him/us/them coming / that I/ he/she/we/they come to the talk the following week. 5 The teacher accused me/ him/her/a student of copying the essay from the Internet. 6 Aunt Susan advised me/him/ her/us/them to arrive early. Exercise 5 1 organisation 2 entertainment 3 immature 4 uncomfortable 5 insecurities 6 clarify 7 illegal 8 justifiable/just

Choose the correct words to complete the dialogue. A Look! There must be 1above/ over a thousand people in the square. They look like they’re staging a 2public outcry / protest against something. They’re waving 3banners / slogans. B That one says, ‘Stop modern 4slavery / delinquency now!’ This type of organised 5poverty / crime is much more common than many people think. Criminals make people job offers which look good, but the money is terrible and they can’t leave! This kind of 6 exploitation / discrimination of people who just want an honest job is disgusting! We really should do more to 7prevent / discourage this from happening. A I agree. More people should 8rebel / speak out against it. I think the people over there are doing a great job of 9rising / raising awareness of the problem. B I really admire people who 10take a stance against / interfere in something that is wrong.

2

4

Complete the sentences with the correct form of the words from the box. accept discriminate enforce equal judge rebel victim

accuse advise apologise deny insist promise 1 2 3 4 5

Mark: ‘I didn’t take a photo of her!’ Jenny: ‘I’ll work hard at university, honestly!’ ‘I’m really sorry I mocked your idea,’ Marta said. Bob: ‘You really must come to the talk next week!’ The teacher: ‘I think you copied the essay from the Internet.’ 6 Aunt Susan: ‘It’s a good idea to arrive early.’

USE OF ENGLISH

5

First, decide if you need a noun/verb/adjective, etc. in a gap. For example, if you have a determiner (e.g. the, a/an, my/ your/their, etc, whose, another, other) in a sentence, you need to form a noun. Remember that a few words in the text will be negative (e.g. favour – unfavourable).

Students’ Unions When you register at a university in the UK, you automatically become a member of its Students’ (ORGANISE) which represents Union. It is an 1 students during their time at university. (ENTERTAIN) during In addition to providing 2 the new students’ first week, the Students’ Union is perhaps best known for organising student societies which any student can join. (MATURE) when Some students are quite 3 they start their studies and need support. They can (COMFORT) at parties feel very awkward and 4 where they hardly know anyone, and might easily get depressed. The Students’ Union offers important services to help with this. Even if you simply lack (SECURE) get the confidence and your 5 better of you because of your new environment, there is always someone to talk to.

Rewrite the sentences in reported speech, making any necessary changes. 1 ‘The report the newspaper published yesterday has caused a scandal’. . Mr Jones said 2 ‘Don’t block the doors of the building!’ We ordered them . 3 ‘They were campaigning against gun violence when they were arrested.’ . She said that 4 ‘More people live in relative poverty than we think.’ It is thought that . 5 ‘Why can’t you listen to what we are saying?’ He asked her . 6 ‘Everyone who has taken part in the rally today will come back next week.’ . We told the journalists that 7 ‘We are going to be at the rally against gun violence this afternoon.’ . They said that

Complete the text with the correct form of the words in brackets.

STRATEGY | Word formation

how many sandwiches he would need for 1 He the party and didn’t make enough. as he 2 We think some of the boss’s attitudes are tends to give men more opportunities than women. 3 The school called the boy’s parents because his . behaviour in class was completely other people because they 4 Bullies sometimes are jealous of them. is hard if there are not enough police officers. 5 Law means that everyone has exactly the same rights. 6 and didn’t do 7 When I was a teenager, I was what my parents wanted.

3

Rewrite the sentences in reported speech, using the reporting verbs from the box.

And that’s not all. The Union will also help to answer questions on day-to-day matters, such as the cost of transport passes and accommodation. They will be (CLEAR) any doubts you have, pleased to 6 however small you think they are. Finally, the Union campaigns for its members’ rights on a wide range of issues. It lobbies the university and government for real change, but never engages in ((LEGAL) activities. If you wish to start a any 7 campaign for something you believe in, the Union will ((JUST JUST). JUST). support you, provided your cause is 8

Use of English > page 194

106

FURTHER PRACTICE

ASSESSMENT

• Use of English, Student’s Book page 194

• Unit 7 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 268–269

• Unit 7 Skills Test (Dictation, Listening, Reading, Communication)

• Self-assessment 7 and Self-check 7, Workbook pages 86–87/Online Practice

124

• Extra digital activities: Use of English, Reading, Listening

• Unit 7 Writing Test

READING

6

Read four texts about how some people protest. For questions 1–7, choose from texts A–D. Each text may be chosen more than once. Which person … 1 believes you don’t need any money to protest against something? B 2 changed his/her approach to protesting? D 3 describes an imaginative protest? A 4 has never been involved in a protest? C 5 has used social media to protest? D 6 is involved in a campaign that hasn’t been successful yet? B 7 doesn’t see himself/herself as a leader? C

GETTING YOUR MESSAGE ACROSS Have you ever protested about something? We asked four people to tell us what they think about the different ways people make themselves heard.

A

I think that what you do really depends on who you want to reach with your message. It also depends on whether lots of others share your belief, and on your personality. And, of course, whether you have funding. One memorable protest that comes to mind happened a few years ago now. Some people dressed up as giant pigeons and blocked traffic near Trafalgar Square in London. They aimed to put pressure on the London authorities to lift the ban on selling pigeon food in the square. I could see where they were coming from, but I disagreed. In fact, I successfully led a campaign in favour of the ban.

B

Some people say you need financial support in order to organise a campaign or to lobby the authorities for change, so they do nothing. Having resources is important, but in reality all you need is determination and a little time. Even someone who isn’t very creative like me can make a simple banner or placard. I’ve been lobbying my town authorities with some friends to persuade the local government to plant more trees in our town for two years now. It still hasn’t worked but I’m sure our persistence will pay off eventually!

C

As far as I’m concerned, social media is the obvious way to get your message across. Politicians know this. In fact, some rarely take to the streets! All you need to do is to pay for a good Internet connection which most people have anyway these days. On a more personal level, I let my friends know my views on social networks, but organising a campaign against something would be much harder. It isn’t something I’d feel comfortable doing as I’m much happier following others. I really don’t like being in charge as I don’t think I have the necessary skills. I’d like to support a campaign one day though. Maybe to protect animal rights.

D

Last year, I joined a group that wanted to clean up the town where I live. It was seriously dirty when we began. I used to go to the town centre two days a week after school, pick up litter and clean pigeon poo off old monuments, all for free! I soon realised that volunteering like this helped but didn’t solve the problem. The only way to change the town authorities’ attitude and to get them to spend more money on this kind of thing was to campaign for real, long-lasting change. So, I used networking websites to organise a petition and a small street rally. I’m pleased to say the authorities have just confirmed they will spend more money on keeping the town clean!

SPEAKING

7

Your town wants to reduce the amount of vandalism and has proposed different solutions. In pairs, talk about the different ideas and then decide which two you think will work best. heavier punishment for vandals

more youth clubs so young people have something to do

WHAT ACTION SHOULD BE TAKEN TO REDUCE VANDALISM IN YOUR TOWN? more police on the streets to enforce law and order

8

make offenders’ parents pay for damage

talks at schools to explain why it’s wrong

In pairs, take it in turns to ask and answer the questions. 1 What do you think causes juvenile delinquency and vandalism? 2 Some people think the social issues we are concerned about change as we get older. Do you agree? Say why. 3 Why do you think people do things they know are wrong?

WRITING

9

You saw this advertisement on a student website.

ARTICLES WANTED GENDER EQUALITY Are girls and boys treated the same at school? Are the same subjects popular with girls and boys? Are there any differences between the careers boys and girls are encouraged to follow? Write an article answering these questions. The best article will be posted on our website. Write your article.

107

125

08 ET INTERNGS OF THIN h

THE

Digital perspectives VOCABULARY The Internet of Things, technology synonyms, phrasal verbs GRAMMAR

Infinitive and gerund forms of the passive, impersonal passive structures Use of English > page 194

SPEAKING

Describing trends

WRITING

A for-and-against essay

VIDEO

Grammar

Documentary

HOUSE SMART d off rn on an tu ts nt door Ligh o fr ; tically al automa it ith a dig opens w nt fingerpri

es whic Machin nd store a gather, d data an analyse o t ad it can uplo net r the Inte

ES VEHICL g cars vin ri -d lf e S

, BLES activity WEARA h to measure tc a w rt Sma te, etc heart ra

HEALTH heart rate and ed Embedd sure sensors res p d o lo b Y SECURIT r e k c a tr t Pe

2

Check you understand the words and phrases in the box. Then use them to complete the sentences. alert (v) embedded facial recognition software hack (v) household appliances malfunction sensors smart devices track wearables 1 2

Exercise 2 1 Smart devices, wearables, track 2 Sensors, embedded, alert 3 hack, malfunction 4 facial recognition software 5 household appliances

8A GRAMMAR AND VOCABULARY

3 4

1

In pairs, look at the infographic and discuss the questions. 1 What other examples of technology (either current or future) can you think of for each category? 2 Are you excited about the possibilities offered by the Internet of Things (IoT)? Say why.

5

and other , such as clothing, could be your body’s fat and water content. which can monitor your heart rate could be in your body and the doctor if there are any problems. Some people are concerned that it is easy to into a self-driving car, or that there might be a causing an accident. Increasingly, smart devices use a digital fingerprint rather than a PIN. or  A smart feeder that lets you feed your pet remotely or a smart fridge that keeps grocery lists are just a few . examples of used to

108

REFERENCES AUDIO SCRIPT page 229 VIDEO SCRIPT page 244 CULTURE NOTES page 211

EXTRA ACTIVITIES IN CLASS

126

• Do this activity after Exercise 7. Refer students back to the infographic on IoT

on page 108 and get them to write two questions about it using the passive (e.g. What kind of people will smart watches be worn by?). In pairs, they swap questions, answer them and discuss their answers with their partner. • Do this activity after Exercise 8. Put students in small groups and ask them to prepare a short presentation

on IoT using the passive. Ask them to think about what is available now and what might be available in the future. If they have access to the Internet in class, they can research what might be available in the future, otherwise they can speculate. Give students 5–6 minutes to prepare, then ask them to present their ideas to another group or to the class.

08 3

3.21 Listen to an extract from a podcast about the Internet of Things and discuss the questions.

7

Complete the second sentence so that it means the same as the first one, using infinitive or gerund passive forms.

1 Did the speakers talk about any of your ideas from Exercise 1? 2 Give some examples from the podcast of arguments for and against the Internet of Things.

1 It appears that a magic mirror is now available. . A magic mirror now appears 2 You can ask it to check the weather. . The mirror can 3 You can arrange for the mirror to turn the water on. . You can arrange for the water 4 You won’t risk a flood in the bathroom because the taps stop automatically. Because the taps stop automatically, there is no risk . of the bathroom 5 The mirror knows that if nobody is in the bathroom, it needs to turn the lights off. The mirror knows that if nobody is in the bathroom, . the lights 6 I believe most people would enjoy this kind of ‘virtual servant’ looking after them. this kind I believe most people would enjoy of ‘virtual servant’.

The passive THINK BACK Look at the examples of the passive from the recording. Identify the tense or grammatical form (e.g. a modal) in each example. 1 The next big thing in technology is the Internet of Things, or the process by which more and more of the devices and appliances which we use every day are made ‘smart’ and connected to the Internet. 2 Within a decade or so almost every appliance in your house could be connected. 3 The fridge will be designed to reorder food as you use it. 4 Your front door will use facial recognition software to decide if you should be allowed into the house or not. 5 Studies are being carried out which claim that it will revolutionise our lives. 6 It has even been referred to as ‘the fourth Industrial Revolution’. 7 Look at the recent crash which was caused by a sensor malfunction in a self-driving car in the USA. 8 The number of humans who were required to be in the self-driving car – ready to take control of it in an emergency – had recently been reduced from two to one. 9 Can you imagine how many accidents are going to be caused by computer error when no one is watching the road? 10 I was regularly being kept awake at night.

5

Some verbs are followed by the infinitive and others by a gerund form. Study sentences a–b from the recording and answer questions 1–2 about them. a The number of humans who were required to be in the self-driving car … b I don’t really fancy being monitored at all!

Complete the text with the correct passive form of the verbs in brackets. Add by or with when appropriate.

Nowadays, more and more everyday objects 1 (turn into) smart devices, often with surprising benefits. For example, have you ever considered getting a smart pillow? A friend bought me one when I told her that my wife had been complaining about 2 (keep) awake at night by my snoring! The pillow 3 (can/set) to play your favourite music to help you to get to sleep, and then the quality of your sleep 4 (will/track) throughout the night. Every time you snore, it 5 (should/detect) the pillow, which will vibrate so that you turn onto your side. You can also set a vibrating alarm to avoid 6 (wake up) a loud bell or a buzzer. The pillow is extremely comfortable too as it 7 (make) natural fibres and is very soft. When I tried it, it felt like my head 8 (support) clouds!

Look at the sentences in Exercise 4 again and answer the questions. 1 How do we form the passive in each of the sentences? 2 When we use the passive, are we focusing more on the action or on the person or thing doing the action? 3 The ‘agent’ (the person or thing which causes the action) is mentioned in two sentences. Why is it necessary in those cases? 4 What word do we use instead of by when we talk about the material or ingredients used to do something? The cake was made gluten-free flour.

6

8

9

In pairs, look at the photo of smart luggage on page 199 and answer the questions.

GRAMMAR VIDEO

4

16 Read the question and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question.

1 Which sentence contains a passive infinitive and which a passive gerund? 2 Why are passive infinitives and gerunds used? Look at the words in bold.

Would you mind being served by a robot?

□ I can use the passive to talk about actions. • Photocopiable extra Grammar Video activity 8, page 272

• Photocopiable resource 33: Find someone who … , pages 286, 322 • Extra digital activities: Grammar Checkpoint 8A

• Grammar Reference and Practice, Student’s Book page 185

ASSESSMENT

• Workbook pages 88–89/Online Practice

Grammar Quiz 8A

Exercise 4 1 Present Simple 2 a modal 3 Future Simple 4 a modal 5 Present Continuous 6 Present Perfect 7 Past Simple 8 Past Perfect 9 (future with) going to 10 Past Continuous Exercise 5 1 with the correct form/tense of the verb be + the past participle of the main verb 2 on the action 3 Sentences 7 and 9 use an agent. The information that it was the sensor/computer error that caused the crash is the most important or newest information. To emphasise this, we use the passive and put this information at the end (the information principle). 4 with Exercise 6 1 Sentence a contains a passive infinitive; sentence b contains a passive gerund. 2 A passive infinitive is used when a is followed by an infinitive (require sb to do sth). A passive gerund is used when a verb is followed by a gerund (fancy doing sth). Exercise 7 1 to be available 2 be asked to check the weather 3 to be turned on 4 being flooded 5 need to be turned off 6 being looked after by Exercise 8 1 are being turned into 2 being kept 3 can be set 4 will be tracked 5 should be detected by 6 being woken up by 7 is made with 8 was being supported by

Grammar Reference and Practice > page 185

FURTHER PRACTICE

Exercise 3 2 For: it will make life easier and more efficient, leaving free time to do other things; benefits of, for example, being able to monitor your heart rate Against: safety aspects; potential for criminals to hack into systems; some devices are unnecessary

109

NEXT CLASS Ask students to bring a copy of a simple line graph to class (or save one on their phones). It can be about any topic they like.

127

8B SPEAKING AND VOCABULARY SPEAKING | Describing trends

Number of IoT connected devices in billions 7

Introducing data The graph illustrates …

6

Describing changes over time • noun + verb + adverb The number of … /Sales … /Users … ➚ … increased/rose/grew/went up … ➘ … declined/decreased/went down/dropped … … slightly/sharply/steadily/gradually/dramatically … ➙ … stayed the same/remained steady … • There + is/was/has been/etc + adjective + noun There will be a … … slight/sharp/steady/gradual/dramatic … ➚ … increase/rise/growth (in the number of users/ sales/etc) ➘ … decrease/fall/drop/decline (in the number of users/sales/etc)

5

4

3

2

1

0

Exercise 2 1 steady rise 2 stayed the same 3 grew slightly 4 went up quite dramatically Exercise 4 2 In Central and Eastern Europe, the number of devices remained steady between … 3 There was a slight increase in the number of devices in the Middle East and Africa between … 4 Western Europe and the United States and Canada had a similar number of devices until 2016 when the number of devices in Western Europe increased/rose/grew sharply. / when there was a sharp/dramatic increase/ growth/rise in the number of devices in Western Europe.

1

2007

2010

2013

2016

2019

2021

Latin America

Central and Eastern Europe

Western Europe

Asia

United States and Canada

Middle East and Africa

In pairs, discuss the questions. Then look at the graph and check your ideas.

in the number of IoT 1 Overall, there was a devices used globally. 2 In Central and Eastern Europe, the number of devices between 2013 and 2016. pretty much 3 The number of devices in the Middle East and Africa between 2016 and 2019. 4 Western Europe and the United States and Canada had a similar number of devices until 2016 when the . number of devices in Western Europe

4

3.22 Listen to somebody talking about the graph and check your answers.

In pairs, study the (incomplete) chart below and discuss the questions. Use patterns and phrases from the Speaking box. 1 Which of these wearables do you own? 2 Which would you like to own? Say why. 3 Why do you think some wearables became popular so quickly? Did this trend continue? Say why. 4 Which type of wearable do you expect to be the most/ the least popular in the future? Say why.

6

□ I can describe trends and talk about the Internet of Things.

3.23 Listen and complete the graph with a line for fitness trackers. Compare the line you have drawn with your partner.

Wearable devices sold in world markets (in thousands) 200

150

100

50

Study the Speaking box. Then rewrite the sentences in Exercise 2 using one of the patterns from the Speaking box. Overall, there was a gradual increase in the numbers of IoT devices used globally. OR Overall, the number of IoT devices used globally rose steadily.

128

5

Study the graph and complete the sentences with the phrases from the box. grew slightly stayed the same steady rise went up quite dramatically

3

110

Summarising data Overall, the trend in … is upwards/downwards. Between 2013 and 2018, … During the period ... It is noticeable that …

1 When do you think IoT devices first became available? When did they start to get really popular? 2 Where do you think IoT devices are most popular: Asia, Western Europe or the United States and Canada?

2

In this graph, we can see …

0

7

2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 Smartwatches

Smart clothing

Fitness trackers

Wearable cameras

Smart glasses

In pairs, use your own ideas to complete the graph for the other wearables. Which kind of smart device do you think will become more or less popular? Present your completed graph to the class, using language from the Speaking Box.

REFERENCES

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

AUDIO SCRIPT page 229

After Exercise 7, put students in new pairs or small groups and refer them to the graphs they have brought with them. Ask them to take it in turns to present it to their partner/group using language from the Speaking box.

Workbook page 90/Online Practice

08

8C VOCABULARY | Technology, synonyms 1

SPEAKING In pairs, look at the cartoon and the title of the article. What do you think an ‘early adopter’ is in terms of technology?

2

Read the short article below and check your ideas from Exercise 1. Are you an early adopter? Say why.

3

THINK BACK In pairs, explain the meanings of the underlined words in the article.

4

Match the highlighted words and phrases from the article with their definitions.

6

dated obsolete old-fashioned outdated 1 That style of trousers looks really now. 2 The software isn’t working very well because it’s . rather manners, such as 3 He has what I call good opening the door for a lady. – you can’t even get 4 My phone is so old it’s a charger for it anymore.

1 2 3 4 5 6 7 8

Not in use any more because a newer invention exists. Small problems that prevent a device from working well. Everything a piece of software can do. Old-fashioned. Most modern. Using the most recent ideas and methods. Deal with. The ability of one piece of equipment/software to be used with another. 9 Change for something newer or better. 10 Stored on a computer/other device so it won’t be lost.

5

Choose the correct words to complete the sentences. 1 Before I turn off the computer, I always upgrade / back up all my work. 2 Upgrading the software caused some gadget / compatibility problems. 3 A glitch / device caused the computer to shut down. 4 The computer didn’t have enough memory to crash / handle the program. 5 If the browser is outdated, some of the functionalities / adaptors on the website may not work. 6 They replaced their outdated / state-of-the-art desktop computers with faster, lighter tablets.

Read Active Vocabulary and complete the sentences with synonyms from the boxes below. Sometimes more than one answer is possible.

appliance(s) gadget(s) device(s) to slice 5 The kitchen drawer is full of handy onions or peel eggs and so on. was hidden inside a pen. 6 The spy’s listening , such 7 We will need a van to move the kitchen as the freezer and cooker.

ACTIVE VOCABULARY | Synonyms Synonyms are words or phrases which have exactly or nearly the same meaning as other words or phrases. • There is usually some small difference in meaning or register, e.g. an appliance is something electrical used in the house (a fridge). Gadgets and devices tend to be smaller (gadget gadget is used in an informal register). • Sometimes synonyms have different connotations: dated and old-fashioned both mean ‘not modern’, but dated has a negative connotation, whereas old-fashioned can have a positive connotation if the speaker believes things were better in the past.

7

Exercises 1 and 2 Suggested answer The term early adopter refers to a person who uses a new product before others. They are likely to pay more for the product than later adopters and do it for a variety of reasons, e.g. if using the product improves efficiency, reduces cost or raises the early adopter’s social status. Companies rely on early adopters to provide feedback about product deficiencies. Exercise 4 1 obsolete 2 bugs or glitches 3 functionality 4 outdated 5 state-of-the-art/latest 6 state-of-the-art/latest 7 handle 8 compatibility 9 upgrade 10 backed up Exercise 6 1 dated/old-fashioned 2 outdated 3 old-fashioned (positive connotation) 4 obsolete 5 gadgets (devices also possible, but less likely) 6 device 7 appliances

SPEAKING Tell your partner about a piece of technology you or your family own which used to be state-of-theart and which is now outdated or even obsolete.

EARLY ADOPTER OR LAGGARD? Are you the kind of person who queues up all night because gadget? you can’t wait to get your hands on the latest tech gadget Do you always upgrade to the newest version of your favourite device immediately? Or do you wait until your device is so old and outdated that it can’t handle new apps, or keeps crashing or overheating and when it needs to be backed up, up there isn’t enough memory left to do it?

That’s the trouble with being an early adopter.

If you just have to have that improved functionality functionality, or try out a new trend before everyone else, then you’re what’s known as an ‘early adopter’. On the other hand, if your phone is so old that you can’t even swipe on it, then you’re a ‘laggard’. Early adopters tend to be young, but not always that young, because buying state-of-the-art technology is expensive. Essentially, you’re paying more to have your device first and as soon as you’ve bought it, its value will go down, and, of course, it will eventually become obsolete. New devices often come with compatibility issues, so that you also need to buy new adaptors or cables. Being a pioneer also means dealing with any bugs or glitches that the manufacturers didn’t or couldn’t predict. It's worth thinking twice before you splash out on that shiny new gadget on the day it’s released.

□ I can talk about technology and gadgets.

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

ASSESSMENT

Do this activity after Exercise 5. Individually, students write sentences with the words from the incorrect options in Exercise 5. If there is time, you could then put them in pairs and get them to swap sentences for their partner to check for sense.

• Workbook page 91/Online Practice

Vocabulary Quiz 8

• Photocopiable resource 34: Pitch it!, pages 286, 323

NEXT CLASS

• Extra digital activities: Vocabulary Checkpoint 8

111

Ask students to do an Internet search for devices which help people with disabilities. They should choose one device and make notes.

129

8D READING AND VOCABULARY 1

3.24 SPEAKING Read and listen to the first paragraph of the article. Does it describe a positive or a negative experience? Why do you think the person is feeling that way? a negative experience (clues: anxious;

2

Read the rest of the article and check your ideas. What other experiences are described in the article?

3

Read the article again and choose the correct answers. 1 Why does the writer describe an experience of going shopping in the first paragraph? a To explain exactly why some people suffer from ASD. b To demonstrate why having ASD can cause someone to get upset. c To emphasise the social problems created by large shopping malls. d To justify the use of Virtual Reality to help people to understand an experience. 2 Which of these statements best reflects what the writer says about ASD? a People with ASD can’t cope with noisy environments. b Many people feel upset or angry about having ASD. c Different people will experience ASD in different ways. d Public places should be better designed for people with ASD. 3 The writer cites Chris Milk to illustrate that a VR can also be a way for people to communicate over a distance. b video may actually separate us from the people we see onscreen. c VR is so powerful it could cause people to break down emotionally. d VR has the potential to alter how we interact with each other. 4 What do the examples in Paragraph 4 indicate? a That it is relatively easy to trick people into doing something. b That many people are inspired to visit the places they see through VR. c That VR can stimulate people’s willingness to take action. d That people generally believe what they want to believe. 5 What attitude towards VR is expressed by the writer in the last paragraph? a It has some value but should be treated with caution. b It is fairly pointless compared with real life experience. c It is hardly comparable to real life experience. d It is a passing fashion that will fade away.

Exercise 4 For: • It’s 3D, not just 2D. • It connects humans to other humans. • It can change people’s perceptions. • It can encourage people to take action. Against: It’s a voluntary experience but you can’t escape from real life. We can stop the experience any time, unlike real life. It doesn’t include feelings – just sights and sounds. We experience it for a limited time only. Exercise 5 hypersensitivity – if someone is hypersensitive to a drug, substance etc., their body reacts very badly to it meltdown – an occasion when a person becomes extremely upset and cannot deal with a situation neurotypical – without autism or Asperger’s syndrome overwhelming – having such a great effect on you that you do not know how to react sensory overload – a condition where one or more of the body’s senses experience over-stimulation from environmental elements such as urbanization, crowding, noise, mass media, technology a wave of anxiety – exhilaration and adrenaline rush that come with each rise and fall Exercise 6 1 hold down 2 fitted in 3 ate away 4 broke off from 5 ended up 6 bump inyo 7 Going through 8 Calm down 9 come up against

4

112

lights are too bright; really loud; so overwhelming; anxiety)

Summarise the arguments in the text for and against using VR to help people ‘walk in someone else’s shoes’. Overall, do you think it is a good idea? Say why.

Study the words related to ASD from the text and discuss their meaning with a partner. What other situations might someone with ASD find difficult? Say why. hypersensitivity meltdown neurotypical overwhelming sensory overload a wave of anxiety

6

Replace the underlined parts of the sentences with the correct forms of the highlighted phrasal verbs from the article. 1 You can’t expect to keep a job if you’re always late! 2 I have never really felt part of the group at school. 3 Every time she thought about it, the anxiety made her feel very bad. bad 4 He stopped what he was doing to talk to her. 5 The noise was too much for her and she finished by running from the room. 6 I didn’t expect to see you here! 7 Experiencing something difficult can help you to grow as a person. 8 Relax – it’s going to be OK. 9 If you encounter any problems, let me know.

7

SPEAKING In pairs, discuss the questions. 1 Apart from VR, how else could technology help people with disabilities or those whose brains are not neurotypical? 2 What would you include in a VR experience to help people understand what it is like to have a disability or to be homeless? 17 WATCH AND REFLECT Go to page 169. Watch the documentary Virtual medicine and do the exercises.

□ I can identify specific details in a text and talk about virtual reality.

REFERENCES VIDEO SCRIPT page 244 CULTURE NOTES page 211

EXTRA ACTIVITIES IN CLASS • Do this activity after Exercise 6. Individually, students write gap-fill sentences with the phrasal verbs in

130

5

DOCUMENTARY VIDEO

Exercise 2 Other experiences: • having problems at school or holding down a job; • a VR experience to help neurotypical people fully take in what sensory overload feels like (People can watch the video using special 3D glasses, which take them more fully into the experience.) • In another experiment, some people went through the virtual experience of chopping down a tree. • … the experience of being in a refugee camp or being disabled or being in a war zone.

Exercise 6. To make the exercise easier, they could supply the first letter of both parts of the verbs. Then, in pairs, they swap sentences, complete them and check their answers with their partner. • After or during Exercise 7, students use the notes they made at home to present their chosen device to their partner.

FURTHER PRACTICE Workbook pages 92–93/Online Practice

NEXT CLASS Ask students to do an Internet search for interesting facts/statistics about selfies and make notes.

y t i l a e r l a u t r i V

08

s e o h s s ’ e one els

e

om s n i g n i k wal 3.25

1 The doors shut with a thud behind me as I walk into the

shopping centre. Immediately, there’s a buzz of noise. I can hear two or three different types of music being played in various shops. A woman walks past me, carrying lots 5 of shopping bags. I can hear the sound of them rubbing against each other. I try to shrug it off, but it’s made me feel a bit more anxious. The lights are too bright. A man is shaking a pot full of coins – I think he’s collecting money for charity. It’s really loud. I carry on through the shopping 10 centre. I can smell fried food. There’s a ride-on children’s toy train playing music and spinning around. I bump into a friend, but I can’t stop to talk to her because it’s all so overwhelming. I need to calm down. A wave of anxiety overcomes me. I need to get out of here.

2 This is a description of what it might feel like for some

people with ASD (autism spectrum disorder) to go to a shopping centre. While people’s experiences vary a lot, as does the degree of their symptoms, one of the key issues for many individuals with autism is a hypersensitivity to 20 sights, sounds, smells and tastes, which can make a simple activity, such as going shopping in a public place, extremely stressful. Some people are able to cope with this kind of sensory overload reasonably well, though the stress might eat away at them inside. But for others, it all becomes too 25 much and they end up having a meltdown – in other words, they get upset or angry. This can make it difficult to fit in with or even to keep friends because neurotypical people just don’t understand the pressure that has led the person with autism to act in this way. It can also lead to people with autism 30 having problems at school or with holding down a job, as they may come across as unreliable or bad-tempered.

3 Inn order to help neurotypical people understand what it’s like

to have autism, could Virtual Reality (VR) help? Virtual Reality is a computer-generated simulation of an experience, which 35 is seen in 3D, and which can feel almost exactly like really being in that situation. While 2D video can sometimes almost put up a wall between us and other people’s experiences, VR can help to break that wall down. According to Chris Milk in his TED talk, Virtual Reality connects humans to other humans 40 in a unique and profound way which can change people’s perceptions of each other. Perhaps in response to such ideas, the National Autistic Society has developed a VR experience to help neurotypical people fully take in what sensory overload feels like. People can watch the video using special 45 3D glasses, which take them more fully into the experience. So far, it has had six million views, and the comments certainly indicate that it’s having a powerful effect.

4 The potential impact of VR in helping us to understand one

another and the world around us is exciting. For example, 50 Greenpeace has reported that a VR experience which transported people to the Amazon rain forest doubled the number of charitable donations. In another experiment, some people went through the virtual experience of chopping down a tree. Afterwards, the researcher ‘accidentally’ spilt 55 his drink and those people who had been ‘chopping down trees’ reached for fewer paper napkins, suggesting that their experience had subconsciously encouraged them to stop wasting paper.

5 VR has also been used to give people the experience of 60 being in a refugee camp, or being disabled, or being in a war zone. But can these experiences really help us to walk in someone else’s shoes? A major difference between simulated and actual experiences is that we volunteer to put on the VR headset. We can break off at any time and go back to 65 our normal lives, whereas the people whose lives we’re experiencing don’t have that luxury. And, while we can experience the sounds and sights of a refugee camp, we don’t come up against the same difficulties. There is also the fact that trying out something for a few minutes is very different 70 from experiencing it over several months, years or a lifetime. Virtual Reality can certainly provide another way of looking at the world, but ultimately, it’s still no substitute for real life experience, and shouldn’t be considered as such. 113

131

8E LISTENING AND VOCABULARY Exercise 2 presenting a flattering picture of yourself; managing how the world sees you; changing other people’s perceptions; remembering an event; making other people feel jealous; showing off about your life

1

SPEAKING In pairs, discuss the questions. 1 Why do people take selfies? 2 Do you ever take selfies? Say why.

2

3.26 Listen to a radio programme about selfies. What reasons for taking them are mentioned?

3

3.26 Listen to the programme again and choose the correct answers. 1 Lucy thinks the main reason selfies became so popular is because a people wanted to be able to create an ideal image of themselves. b social networking provided a reason for people to share self-portraits. c modern technology made it more straightforward to take photos of ourselves. d people like looking at photos of themselves. 2 What does Lucy think about the habit of taking group selfies on a night out? a It’s a good way to record memories. b It’s boring for other people who weren’t present at the time. c It’s a way of making people envious of your popularity. d It gets in the way of people having fun. 3 Which of the following is stated as a fact and not an opinion? a Some people don’t want photos of themselves to look like selfies. b It’s fashionable to employ a local photographer to capture perfect images. c Young people reject most of the photos which they take of themselves. d People who are bothered about what they look like, don’t worry how much they spend. 4 How does Lucy define ‘selfitis’? a Feeling compelled to constantly take and post selfies. b A modern-day version of being self-obsessed. c A made-up disorder that someone created as a hoax. d Having a constant need for other people to like you. 5 How does Lucy feel about people who take dangerous selfies? a admiring b sympathetic c excited d confused

Exercise 4 1 flattering 2 curate 3 attributes 4 superficial 5 deceptive 6 enhance 7 flaws 8 features Exercise 5 1 [takem’by] 2 [bup’more] 3 [goog’girls] 4 [aboup’making] 5 [woulb’mean] 6 [thak’ge’s] 7 [cangge’], [greap’pictures] 8 [ingcase] 9 [coulb’become] 10 [whem’people]

4

Complete the extracts from the recording with the words from the box. attributes curate deceptive enhance features flattering flaws superficial People started taking selfies not just to present a 1 picture of themselves, but also to manage and 2 what they wanted to tell the world about their physical 3 , their personality, their relationships, their hobbies. On a 4 level, their holiday photos look relaxed and natural, but in reality they’ve been very carefully planned – . You can add and paid for. Appearances can be 5 how you look, remove any 7 or filters to 6 . even change the shape or size of your facial 8

114

3.27 Study Active Listening, then look at the extracts below. What do you think changes in the underlined final consonant sounds in fast speech? 1 2 3 4 5 6 7 8 9 10

Every third photo taken by those aged 18–24 ... But more to the point. It isn't a good girls' night out. It's about making other people feel jealous. But that would mean they didn't have the opportunity ... For every photo that gets posted ... You can get some really great pictures. pictures … just in case someone might judge them. But for others, it could become a problem. It doesn't help when people ‘like’ the photos.

ACTIVE LISTENING | Understanding fast speech (2) When English is spoken at fast speed, the consonant sounds /t/, /d/ and /n/ at the end of a word can change to become more like the consonant sound at the beginning of the next word. Being aware of these processes will help you to understand fast English better. • before /m/, /b/ and /p/ that man sounds like ‘thapman’ good boy sounds like ‘goob’boy’ in public sounds like ‘impublic’ • before /g/ and /k/ that gate sounds like ‘thak’gate’ mad cow sounds like ‘magcow’ green car sounds like ‘greengcar’

6

REFLECT | Society In pairs, discuss the questions. 1 Why do many people only post flattering pictures of themselves? Does this make other people like them more? 2 Can someone’s flaws make them more likeable? Say why.

□ I can understand fast speech and talk about taking selfies.

REFERENCES AUDIO SCRIPT page 230

EXTRA ACTIVITIES IN CLASS • Before or after Exercise 1, refer students to the notes they made at home and invite them to share any interesting information they found with the class.

132

5

• Individually or in pairs, students write example sentences with the words in Exercise 6. They can then remove the words to create a gap-fill exercise and give it to another student/pair to complete.

FURTHER PRACTICE • Workbook page 94/Online Practice • Photocopiable resource 35: Selfies are everywhere!, pages 286, 324

NEXT CLASS Ask students to do an Internet search to find out about the invention of Solid by Tim Berners-Lee and make notes.

08

8F GRAMMAR 1

2

SPEAKING Tim Berners-Lee, the inventor of the Internet, famously said that being able to monitor Internet activity meant that you could get more intimate details about someone’s life than anyone they ever spoke to. Does this worry you? Say why.

Impersonal passive structures

3

Match sentences 1–3 from the text with patterns a–c in the Grammar box below. Then find five more examples of the patterns in the text. 1

Read the article about Tim Berners-Lee and list five potentially problematic issues with the Internet which are mentioned. How do you feel about these issues?

2 3

May Tim Berners-Lee change the world again? Three decades ago, Tim Berners-Lee created something that changed the course of human history – the World Wide Web, also known as the Internet. It is believed that Berners-Lee would now be the richest man in the world if he had not decided to release the source code for free. The Internet was always expected to generate profits for big business, but perhaps even Berners-Lee could not have predicted that just a few huge corporations would come to control it. It is estimated that around seventy-five percent of Internet traffic is generated by three giant companies.

Berners-Lee is now working on a new idea: a way to give back control to the people. His new system, called Solid, is reported to be a platform whereby users can control access to the data and content they generate on the Internet. He might just change the world all over again …

a platform whereby users can control access …

Impersonal passive structures We can report people’s beliefs and opinions using verbs such as say, think, believe, know, claim, estimate, expect and a passive structure. There are three patterns: a for present or past belief: it + passive (be + past participle) + that clause b for present belief: subject + passive (be + past participle) + to-infinitive c for present belief about a past event: subject + passive (be + past participle) + perfect infinitive (to have been + past participle) Grammar Reference and Practice > page 185

4

Berners-Lee says that he has been ‘devastated’ at some of the uses his invention has been put to. For example, when it was revealed that hackers had influenced certain presidential elections, or when a social media site admitted carrying out secret psychological experiments – nearly 700,000 are thought to have been affected. It has often been remarked that if you’re not paying for a service or product, you’re not the customer – you’re the product! In other words, all the information you are giving away about every aspect of your life is what is valuable. Top Internet companies are thought to have already filed patent applications for devices which are designed to listen out for changes in mood or emotion in the voice, indicating that they plan to find out even more about us in the future.

□c Nearly 700,000 of users are thought to have been affected. □a It is believed that Berners-Lee would now be the richest man in the world … □b His new system, called Solid, is reported to be

Rewrite the sentences using the first pattern (a) from the Grammar box. 1 People say that Berners-Lee never made a penny from his invention. It is said that Berners-Lee never made a penny from his invention. 2 Experts expect that Internet users will lose more and more privacy. 3 Some people have suggested that the Internet should be privatised. 4 Initially people thought the Internet was just for computer geeks. 5 Experts have estimated that more than half the world can now access the Internet. 6 Some people have claimed that the Internet is a failed experiment.

5

Exercise 2 1 It is largely controlled by just four companies. 2 Hackers have used it to interfere with elections. 3 A social media site carried out secret experiments on users. 4 People using free sites give away data that can be used or sold. 5 Some companies are planning to listen to people’s mood and emotions. Exercise 4 2 It is expected that Internet users will lose … 3 It has been suggested that the Internet … 4 Initially it was thought that the Internet … 5 It has been estimated that more than … 6 It has been claimed that the Internet … Exercise 5 1 Berners-Lee is said to have never made a penny … 2 Internet users are expected to lose more … 3 Initially, the Internet was thought to be just for … 4 More than half the world has been estimated to be able to access the Internet now. 5 Facebook has been found to have more than …

Rewrite the sentences using patterns b and c from the Grammar box. 1 People say that Berners-Lee never made a penny from his invention. 2 Experts expect that Internet users will lose more and more privacy. 3 Initially, people thought the Internet was just for computer geeks. 4 Experts have estimated that more than half the world can now access the Internet. 5 Research has found that Facebook has more than one billion active users. SPEAKING In pairs, rewrite the sentences and discuss them. Student A, go to page 196. Student B, go to page 200.

□ I can use impersonal passive structures

to talk about beliefs and opinions.

REFERENCES CULTURE NOTES page 211

EXTRA ACTIVITIES IN CLASS • Before students read the text in Exercise 2, ask them to share their notes on Solid with the class so that everyone has the benefit of the shared knowledge.

• After Exercise 5, ask students to write 2–3 statements about Solid using impersonal passive structures. They should use the information they shared as a class to help them.

FURTHER PRACTICE • Grammar Reference and Practice, Student’s Book page 185

115

• Workbook page 95/Online Practice • Photocopiable resource 36: An impersonal auction, pages 287, 325 • Extra digital activities: Grammar Checkpoint 8F

ASSESSMENT Grammar Quiz 8F

133

THE PROS AND CONS OF TRACKING OUR PERSONAL DATA These days it is extremely common for companies to track Internet users’ data in order to target them with personalised content or advertising. 1 Some people feel quite comfortable with this, and may even find it helpful, whereas others consider it an invasion of privacy. It is estimated that seven in ten Internet users are happy to give away personal data while browsing online. There may be some clear benefits to doing this. 2Although most people are careful with data such as online banking details, many actually prefer more personalised marketing and feel that their search results are likely to be more accurate and relevant if the search company better understands their needs. Another positive aspect of data tracking is that people can be automatically logged onto a site, rather than having to enter a password. 3 This is clearly far more convenient, even though it is, of course, less secure. 4 In spite of these potential benefits, a significant number of people are choosing to use ad-blocking software in order to avoid digital advertising altogether. In some cases, this is simply because they find the adverts annoying or intrusive, but it is also because of a desire to avoid being tracked online. In most cases, this is probably harmless. 5 Nevertheless, a surprising amount of information can be collected: what you have bought, where you have been, what you have ‘liked’ on social media, and a great deal more. Most people really have very little idea how much data is being given away every time they click, or what that data will be used for. In conclusion, it seems obvious that while people remain largely unaware and unable to make informed choices, the ability of companies to collect data should be limited or they should be required to specifically ask for permission.

8G WRITING | A for-and-against essay 1

What kind of information about yourself might you be giving away? Do the quiz then check your answers on page 199.

QUIZ

Exercise 3 For: search results are likely to be more accurate and relevant if the search company better understands their needs; people can be automatically logged onto a site, rather than having to enter a password Against: some adverts are annoying or intrusive; desire to avoid being tracked online

1 2 3

2

Are you giving away too much information? You do an online quiz to find out more about the characteristics of your sign of the zodiac. What could happen as a result? You go on holiday and tag your location on social media. What might you then notice online? You fill in a form online and give the day and month of your birth, but not the year. Is this risky?

Read the Writing task. In pairs, make a note of some possible arguments for and against tracking Internet users’ personal data. Nowadays many companies track Internet users’ personal data using ‘cookies’ in order to deliver personalised content or advertising. Write an essay discussing the advantages and disadvantages of this practice.

3

Read one student’s essay. List the arguments for and against tracking online personal data.

116

EXTRA ACTIVITIES IN CLASS

134

• Before students do Exercise 6, put them in pairs or groups of three to discuss possible arguments for and against sharing data. Give groups a few minutes for discussion, then elicit some ideas from different groups. Write any valid ideas on the board for the whole class to have available for their essays.

• Do this activity after Exercise 9. Put students in pairs and ask them to read each other’s essays and give their partner feedback. Is the information organised into four clear paragraphs? Are the ideas expressed clearly? Has their partner contrasted ideas using the ways set out in the Writing box? What have they done well? What could be improved?

FURTHER PRACTICE Workbook page 96/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 118–119.

08 4

Complete the Writing box with examples from the text.

6

WRITING | A for-and-against essay

1 Many cookies are harmless. 2 There were several major cyber attacks last year. 3 Many people are aware that cookies are embedded in websites. 4 Internet searches which use facial recognition software will soon be possible. 5 Good cookies make websites more user-friendly.

Introduction • Summarise the topic of the essay, using your own words: 1 it is extremely common for companies to … In recent years, it has become more and more common … • Outline points of view which you are going to discuss: 2 feel … whereas others … Main body • In your first main paragraph, give arguments in favour of the situation from the task: There may be some clear 3 to doing … of … is … Another positive 4 Note: We often use tentative language when presenting the arguments: There may be some clear benefits to doing … • In your second main paragraph, give arguments against the situation from the task: benefits many people ... In spite of these 5 Nevertheless, many people feel … Note: When you are giving other people’s opinions, use a mixture of impersonal passive forms and more direct ways of describing what people feel or think: that … It is 6 It is commonly believed that … It is argued by some people that … Many people are of the opinion that … Conclusion • Summarise the main points and give your opinion: that … (indirectly) In conclusion, it seems 7 In my considered opinion … (directly)

5

In pairs, study sentences 1–5 in the essay and the linkers (words or phrases used to link ideas) in the table. Then answer the questions below.

Conjunctions of contrast

while, whereas

Conjunctions of concession although, even though Prepositions of contrast

despite, in spite of

Adverbs of contrast

however, nevertheless, nonetheless

Combine sentences 1–5 with sentences a–e using the words in brackets.

a Most of us have no idea what they do. (while) b People will need to actively agree to this. (although) c Some are designed to steal private information. (however) d It should be possible to use the sites without accepting them. (nevertheless) e Most companies have not changed their security systems. (in spite of)

7

Rewrite the sentences in Exercise 6 using different phrases of contrast in Exercise 5.

8

CRITICAL THINKING Study Active Writing and read the essay topic below. Make a note of different perspectives on the topic that you could use in your essay.

Nowadays, young people have the ability to create their presence on social media through the photos, updates and comments they post. Write an essay discussing the advantages and disadvantages of this practice.

ACTIVE WRITING | Evaluating other people’s views A for-and-against essay needs to introduce different perspectives, and critically evaluate them, considering in what ways they may have good arguments as well as any flaws. In your essay, explain how arguments made by others are strong as well as point out any weaknesses in them.

9

WRITING TASK Write your essay. Use the Writing box to help you. • Make an outline plan and notes for each paragraph. Use your ideas from Exercise 8. • Make sure you consider both sides of the argument. • Use impersonal passive structures where possible. • Don’t forget to include phrases of contrast where appropriate.

1 In sentence 1, is while also possible with no change of meaning? Which option is more formal? 2 In sentence 2, which conjunction, although or even though, adds more emphasis? 3 Is it possible to change the order of the clauses in sentence 3 with although and even though? 4 In sentence 4, is it possible to replace in spite of with despite without making any other changes? 5 In sentence 5, is there any difference in meaning or formality between nevertheless, however and nonetheless?

□ I can write a balanced for-and-against essay.

Exercise 4 1 These days 2 Some people 3 benefits 4 aspect 5 potential 6 estimated 7 obvious Exercise 5 1 yes; whereas is a little more formal. 2 even though 3 yes 4 yes 5 no difference in meaning, but nevertheless and nonetheless are more formal than however Exercise 6 1 (c) Many cookies are harmless. However, some are designed to steal private information. 2 (e) In spite of there having been / In spite of the fact that there were several major cyber attacks last year, most companies have not changed their security systems. 3 (a) While many people are aware that cookies are embedded in websites, most of us have no idea what they do. / Many people are aware that cookies are embedded in websites, while most of us have no idea what they do. 4 (b) Internet searches which use facial recognition software will soon be possible although people will need to actively agree to this. / Although internet searches which use facial recognition software will soon be possible, people will need to actively agree to this. 5 (d) Good cookies make websites more user-friendly. Nevertheless, it should be possible to use the sites without accepting them. Exercise 7 Possible answers 1 Many cookies are harmless. Nevertheless/Nonetheless, some are designed to steal private information. 2 Although there were several major cyber attacks last year, most companies have not changed their security systems. 3 Whereas/Although many people are aware that cookies are embedded in websites, most of us have no idea what they do. 4 While internet searches which use facial recognition software will soon be possible, people will need to actively agree to this. 5 Good cookies make websites more user-friendly. Nonetheless/ However, it should be possible to use the sites without accepting them.

117

135

Word List REMEMBER MORE 1 Choose the correct words.

8A GRAMMAR AND VOCABULARY

Then check with the word list. 1 What prevents something from working as well as it should? glitch / laggard 2 What do you do when you move your finger across a touch screen in order to activate a function? handle / swipe 3 What do you call a thing which is no longer useful, because something newer and better has been invented? latest / obsolete 4 What do you call someone who is very interested in a particular subject and knows a lot about it? adopter / geek

2

Make nouns from these verbs. Then check with the word list. 1 2 3 4

3

wear – wearable apply – appliance function – functionality browse – browser

5

grow slightly /ˌɡrəʊ ˈslaɪtli/

analyse (v) /ˈænəlaɪz/

growth (n) /ɡrəʊθ/

detect (v) /dɪˈtekt/

illustrate (v) /ˈɪləstreɪt/

digital fingerprint /ˌdɪdʒətl ˈfɪŋɡəˌprɪnt/

increase (n) /ˈɪnkriːs/

embedded in your body /ɪmˌbedəd ɪn jə ˈbɒdi/

increase (v) /ɪnˈkriːs/

facial recognition software /ˌfeɪʃəl ˌrekəɡˈnɪʃən ˌsɒftweə/

noticeable (adj) /ˈnəʊtəsəbəl/ overall (adj) /ˌəʊvərˈɔːl/

gluten-free flour /ˌɡluːtən ˈfriː flaʊə/

pretty much /ˈprɪti mʌtʃ/

hack into something /ˈhæk ˌɪntə ˌsʌmθɪŋ/

remain steady /rɪˈmeɪn ˌstedi/

heart rate (n) /ˈhɑːt ˌreɪt/ household appliance (n) /ˈhaʊshəʊld əˌplaɪəns/ Internet of Things /ˌɪntənet əv ˈθɪŋz/

Choose the correct verbs in the phrases. Then check with the word list. fall / break down emotionally launch / generate profits track / spill your body’s fat walk / wear in someone else’s shoes

Are mobile phones a threat or a blessing when in hands of small children? Write three sentences using impersonal passives in which you present some facts and/or opinions. Start your sentences with phrases from section 8G, e.g. It is argued by some people that …

sharply (adv) /ˈʃɑːpli/

smart clothing (n) /ˈsmɑːt ˌkləʊðɪŋ/

monitor (v) /ˈmɒnɪtə/

smart glasses (n) /ˈsmɑːt ˌɡlɑːsɪz/

natural fibre /ˌnætʃərəl ˈfaɪbə/

stay the same /ˌsteɪ ðə ˈseɪm/

pillow (n) /ˈpɪləʊ/

steadily (adv) /ˈstedəli/

remotely (adj) /rɪˈməʊtli/

steady rise /ˈstedi ˌraɪz/

reorder (v) /riˈɔːdə/

upwards (adv) /ˈʌpwədz/

require sb to do sth /rɪˈkwaɪə ˌsʌmbɒdi tə ˈduː ˌsʌmθɪŋ/

wearable camera /ˌweərəbəl ˈkæmərə/

8C VOCABULARY

5.52

adaptor (n) /əˈdæptə/

sensor (n) /ˈsensə/

appliance (n) /əˈplaɪəns/

set an alarm /ˌset ən əˈlɑːm/

back up (phr v) /ˌbæk ˈʌp/

smart device /ˌsmɑːt dɪˈvaɪs/

browser (n) /ˈbraʊzə/

snore (v) /snɔː/

bug (n) /bʌɡ/

tap (n) /tæp/ track your body’s fat and water content /ˌtræk jə ˌbɒdis ˈfæt ənd ˈwɔːtə ˌkɒntent/

compatibility (n) /kəmˌpætəˈbɪləti/ crash (v) /kræʃ/

use a wearable /ˌjuːz ə ˈweərəbəl/

dated (adj) /ˈdeɪtɪd/

vibrate (v) /vaɪˈbreɪt/

early adopter /ˌɜːli əˈdɒptə/

virtual servant /ˌvɜːtʃuəl ˈsɜːvənt/

functionality (n) /ˌfʌŋkʃəˈnæləti/

8B SPEAKING AND VOCABULARY 5.51 decline (n,v) /dɪˈklaɪn/ decrease (n) /ˈdiːkriːs/ decrease (v) /dɪˈkriːs/ downwards (adv) /ˈdaʊnwədz/

Do the task below.

rise steadily /ˌraɪz ˈstedili/

slightly (adv) /ˈslaɪtli/

malfunction (n) /mælˈfʌŋkʃən/

self-driving car /ˌselfdraɪvɪŋ ˈkɑː/

Complete the phrasal verbs with the prepositions up, off and down. Then check with the word list.

1 2 3 4

graph (n) /ɡrɑːf/

alert your doctor /əˌlɜːt jə ˈdɒktə/

revolutionise (v) /ˌrevəˈluːʃənaɪz/

1 shrug it off (and don’t worry) 2 calm down (after a fight) 3 break off (a conversation) 4 end up (living in the middle of nowhere)

4

gradually (adv) /ˈɡrædʒuəli/

5.50

drop (n,v) /drɒp/ fall (n,v) /fɔːl/ fitness tracker (n) /ˈfɪtnəs ˌtrækə/ go down (phr v) /ˌɡəʊ ˈdaʊn/ go up dramatically /ˌɡəʊ ˈʌp drəˈmætɪkli/ gradual (adj) /ˈɡrædʒuəl/

glitch (n) /ɡlɪtʃ/ handle /ˈhændl/ handy (adj) /ˈhændi/ laggard (n) /ˈlæɡəd/ latest (adj) /ˈleɪtɪst/ obsolete (adj) /ˈɒbsəliːt/ old-fashioned (adj) /ˌəʊld ˈfæʃənd/ outdated (adj) /ˌaʊtˈdeɪtɪd/ overheat (v) /ˌəʊvəˈhiːt/ release (v) /rɪˈliːs/ shut down (phr v) /ˌ ʃʌt ˈdaʊn/ splash out on sth (phr v) /ˌsplæʃ ˈaʊt ɒn ˌsʌmθɪŋ/ state-of-the-art technology  /ˌsteɪt əv ðiː ˈɑːt tekˈnɒlədʒi/

118

EXTRA ACTIVITIES IN CLASS • Write the following words on the board: functional, track, sense, browse, compatible. Ask students to find nouns in the word list which are formed from these verbs, and to write an example sentence for each one.

136

• Put students in groups of four for a game of word association. Ask a

student to choose a word from the word list. The student says the word, then the next student should say a word they associate with the first word. It is then that student’s turn to choose a word for the next person in the group, etc. The group continues in this way until one student can’t think of a word. They are out and the game continues until there is a winner.

• Write anagrams of 6–8 words from the word list on the board. Individually or in pairs, students try to solve the anagrams as quickly as they can. The first student/pair to do so wins. To make the activity easier, you could give them the first letter of each word (e.g. by circling or underlining it in the anagrams).

08 swipe (v) /swaɪp/

reasonably well /ˌriːzənəbli ˈwel/

8F GRAMMAR

tech gadget (n) /ˈtek ˌɡædʒɪt/

refugee camp (n) /ˌrefjʊˈdʒiː ˌkæmp/

upgrade (v) /ʌpˈɡreɪd/

rub against sth /ˈrʌb əˌɡenst ˌsʌmθɪŋ/

carry out an experiment /ˌkæri ˈaʊt ən ɪkˈsperəmənt/

8D READING AND VOCABULARY 5.53 alter (v) /ˈɔːltə/ ASD (autism spectrum disorder) /ˌeɪ es ˈdiː (ˌɔːtɪzəm ˈspektrəm dɪsˈɔːdə)/ bad-tempered (adj) /ˌbæd ˈtempəd/ break down emotionally (phr v) /ˌbreɪk ˈdaʊn ɪˌməʊʃənəli/ break off (phr v) /ˌbreɪk ˈɒf/ bump into sth (phr v) /ˌbʌmp ˈɪntə ˌsʌmθɪŋ/ buzz of noise /ˌbʌz əv ˈnɔɪz/

5.55

sensory overload (n) /ˌsensəri ˈəʊvəˈləʊd/

change the course of sth /ˌtʃeɪndʒ ðə ˈkɔːs əv ˌsʌmθɪŋ/

shrug sth off (phr v) /ˌ ʃrʌɡ ˌsʌmθɪŋ ˈɒf/

devastated (adj) /ˈdevəsteɪtɪd/

spill sth (v) /ˈspɪl ˌsʌmθɪŋ/ spin around (v) /ˈspɪn əˌraʊnd/

file a patent application /ˌfaɪl ə ˈpeɪtnt ˌæplɪˈkeɪʃən/

stimulate (v) /ˈstɪmjəleɪt/

generate profits /ˌdʒenəreɪt ˈprɒfɪts/

subconsciously (adv) /sʌbˈkɒnʃəsli/

geek (n) /ɡiːk/

substitute (n) /ˈsʌbstɪtjuːt/

give sth away (phr v) /ˌɡɪv ˌsʌmθɪŋ əˈweɪ/

take in (phr v) /ˌteɪk ˈɪn/

have control over sb/sth /ˌhəv kənˈtrəʊl ˌəʊvə ˌsʌmbɒdi/ˌsʌmθɪŋ/

thud (n) /θʌd/ treat with caution /ˌtriːt wɪθ ˈkɔːʃən/

intimate details /ˌɪntəmət ˈdiːteɪlz/ Internet traffic (n) /ˈɪntənet ˌtræfɪk/

calm down (phr v) /ˌkɑːm ˈdaʊn/

trick sb into doing sth /ˈtrɪk ˌsʌmbɒdi ˌɪntə ˌduːɪŋ ˌsʌmθɪŋ/

charitable donation /ˌtʃærətəbəl dəʊˈneɪʃən/

ultimately (adv) /ˈʌltəmətli/

make a penny of sth /ˌmeɪk ə ˈpeni əv ˌsʌmθɪŋ/

come up against sb/sth (phr v) /ˌkʌm ˈʌp əˌɡenst ˌsʌmbɒdi/ˌsʌmθɪŋ/

unreliable (adj) /ˌʌnrɪˈlaɪəbəl/

privacy (n) /ˈprɪvəsi/

vary (v) /ˈveəri/

privatise (v) /ˈpraɪvətaɪz/

VR (Virtual Reality) /ˌviː ˈɑː (ˌvɜːtjuəl riˈælɪti)/

remark (v) /rɪˈmɑːk/

walk in someone else's shoes /ˌwɔːk ɪn ˌsʌmwʌn ˈelsəs ˌ ʃuːz/

self-portrait (n) /ˌself ˈpɔːtrɪt/

war zone (n) /ˈwɔː ˌzəʊn/

whereby (adv) /weəˈbaɪ/

comparable (adj) /ˈkɒmpərəbəl/ computer-generated simulation /kəmpjuːtə ˌdʒenəreɪtəd ˌsɪmjəˈleɪʃən/ despair (n) /dɪˈspeə/ disabled (adj) /dɪsˈeɪbəld/ eat away at sb/sth (phr v) /ˌiːt əˈweɪ ət ˌsʌmbɒdi/ ˌsʌmθɪŋ/ emphasise (v) /ˈemfəsaɪz/ encounter a problem /ɪnˌkaʊntə ə ˈprɒbləm/

wave of anxiety /ˌweɪv əv æŋˈzaɪəti/

listen out for sth (phr v) /ˌlɪsən ˈaʊt fə ˌsʌmθɪŋ/

source code /ˈsɔːs ˌkəʊd/

willingness (n) /ˈwɪlɪŋnəs/

8G WRITING

8E LISTENING AND VOCABULARY

ad-blocking software /ˈæd ˌblɒkɪŋ ˌsɒftweə/

5.54

5.56

accurate (adj) /ˈækjərət/

altogether (adv) /ˌɔːltəˈɡeðə/

end up doing sth (phr v) /ˌend ˈʌp ˌduːɪŋ ˌsʌmθɪŋ/

affect (v) /əˈfekt/

fade away (v) /ˌfeɪd əˈweɪ/

appearance (n) /əˈpɪərəns/

fit in (phr v) /ˌfɪt ˈɪn/

attribute (n) /ˈætrəbjuːt/

go through sth (phr v) /ˌɡəʊ ˈθruː ˌsʌmθɪŋ/

bother about sth (v) /ˈbɒðə əˌbaʊt ˌsʌmθɪŋ/

deliver personalised content /dɪˌlɪvə ˈpɜːsənəlaɪzd ˌkɒntent/

headset (n) /ˈhedset/

capture an image /ˌkæptʃə ən ˈɪmɪdʒ/

digital advertising /ˌdɪdʒətl ˈædvətaɪzɪŋ/

hold sth down (phr v) /ˌhəʊld ˌsʌmθɪŋ ˈdaʊn/

curate (v) /ˈkjʊərət/

informed choice /ɪnˌfɔːmd ˈtʃɔɪs/

hypersensitivity (n) /ˌhaɪpəsensəˈtɪvəti/

deceptive (adj) /dɪˈseptɪv/

intrusive (adj) /ɪnˈtruːsɪv/

key issue /ˌkiː ˈɪʃuː/

enhance (v) /ɪnˈhɑːns/

invasion of privacy /ɪnˈveɪʒən əv ˌprɪvəsi/

meltdown (n) /ˈmeltdaʊn/

envious (adj) /ˈenviəs/

nevertheless (adv) /ˌnevəðəˈles/

neurotypical (adj) /ˌnjʊərəʊˈtɪpɪkəl/

feature (n) /ˈfiːtʃə/

notice (v) /ˈnəʊtɪs/

onscreen (adv) /ˈɒnskriːn/

feel compelled to do sth /ˌfiːl kəmˈpeld tə ˌduː ˌsʌmθɪŋ/

nowadays (adv) /ˈnaʊədeɪz/

overcome (v) /ˌəʊvəˈkʌm/ overwhelming (adj) /ˌəʊvəˈwelmɪŋ/ paper napkin (n) /ˈpeɪpə ˌnæpkɪn/ passing fashion /ˌpɑːsɪŋ ˈfæʃən/ passing glimpse /ˌpɑːsɪŋ ˈɡlɪmps/ pointless (adj) /ˈpɔɪntləs/ profound (adj) /prəˈfaʊnd/ put up a wall /ˌpʊt ˈʌp ə ˌwɔːl/

flattering (adj) /ˈflætərɪŋ/ flaw (n) /flɔː/ likeable (adj) /ˈlaɪkəbəl/ self-obsessed (adj)  /ˌself əbˈsest/ self-portrait (n) /ˌself ˈpɔːtrɪt/ straightforward (adj) /ˌstreɪtˈfɔːwəd/

as a result of sth /əz ə rɪˈzʌlt əv ˌsʌmθɪŋ/ convenient (adj) /kənˈviːniənt/

relevant (adj) /ˈreləvənt/ search company (n) /ˈsɜːtʃ ˌkʌmpəni/  tag a location /ˌtæɡ ə ləʊˈkeɪʃən/ target sb (v) /ˈtɑːɡɪt ˌsʌmbɒdi/ whereas (conj) /weərˈæz/ zodiac (n) /ˈzəʊdiæk/

superficial (adj) /ˌsuːpəˈfɪʃəl/

119

FURTHER PRACTICE Workbook page 97/Online Practice

NEXT CLASS Ask students to revise Unit 8.

137

08

Revision

VOCABULARY AND GRAMMAR Exercise 2 1 outdated, handle 2 household, malfunctioning 3 wearables 4 overheating, device 5 dated 6 embedded, track

1

Exercise 5 1 was a dramatic increase in 2 I bumped into 3 It was revealed (that) 4 has dropped slightly recently / has recently dropped slightly / has slightly dropped recently 5 hold down a job 6 is made with

Choose the correct words to complete the text.

2

Complete the sentences with the words from the box. There are two extra words.

4

Rewrite the sentences in the passive. 1 More people are buying smart household appliances these days. . More smart household appliances 2 People claim that virtual reality experiences are exactly the same as the real thing. . It 3 People expect self-driving cars will reduce the number of traffic accidents. . It 4 They require you to have proof of identity to get in. You . 5 We believe that at least twenty companies have lost important data due to the recent computer virus. . Important data 6 People think that shoppers bought over five hundred fake smartwatches here last month. . It

alert bug dated device embedded handle household malfunctioning outdated overheating track wearables . It can’t this new 1 This software is very programme. That’s why it’s crashing all the time. appliance and now it’s 2 We paid a lot for this . I’m going to take it back to the shop. , such as smartwatches at the gym, 3 People use to measure how their body reacts to training. . It’s so hot you can’t even 4 Her computer is touch it! I think she should back up all her data and . buy a new . 5 My smartphone still works, but is already I bought it three years ago. 6 I think that in the future everyone will have a sensor in their body which will their body’s fat and water content.

Complete the sentences with the passive form of the verbs in brackets and by/ y with where necessary. y/ (use) 1 The number of smart devices that globally is going up all the time. (wake up) the neighbour’s faulty burglar 2 I alarm again last night. (ask) to write 3 They didn’t remember they a review of the new app. (just / automate) so some people 4 The factory have lost their jobs. (control) powerful 5 I think all our houses computers soon. (prepare) the highest quality 6 Our dishes natural ingredients. (speak) to like that. That woman 7 I didn’t enjoy was very rude.

Many young people spend a lot of time working on their online image. Some of them 1feature / curate their image like this for fun, others feel it is an important part of who they are, and some just want to 2fit in / hold down with a certain group of friends. Teens use their smart 3gadgets / devices to blog, comment and communicate their ideas and often post photos that have been 4embedded / enhanced with the 5latest / outdated app installed on their phones. Many people feel that posting only 6flattering / superficial photos is 7deceptive / hypersensitive as these aren’t the real person. Not only this, but it can lead to negative body image, with many teens 8 ending up / going through with mental health issues.

Exercise 3 1 are used 2 was woken up, by 3 had been asked 4 has just been automated 5 will be controlled by 6 are prepared with 7 being spoken Exercise 4 1 are being bought these days 2 is claimed that virtual reality experiences are … 3 is expected that self-driving cars will reduce … 4 are required to have proof of identity to get in 5 is believed to have been lost by at least … 6 is thought that over five hundred fake smart watches were bought here last month (by shoppers)

3

USE OF ENGLISH

5

Complete the second sentence using the word in bold so that it means the same as the first one. Use no more than five words, including the word in bold. 1 The number of users increased dramatically. DRAMATIC the number of users. There 2 I met an old friend by chance yesterday. BUMPED an old friend yesterday. 3 Someone revealed the organisation didn’t have a software licence. REVEALED the organisation didn’t have a software licence. 4 There has been a slight drop in the number of sales recently. DROPPED . The number of sales 5 Some people find it difficult to keep a job. DOWN Some people find it difficult to . 6 They make the appliance with the latest state-of-the-art material. MADE the latest state-of-the-art The appliance material.

120

REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 230

• Use of English, Student’s Book page 194

• Unit 8 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 268–269

• Unit 8 Skills Test (Dictation, Listening, Reading, Communication)

• Self-assessment 8 and Self-check 8, Workbook pages 98–99/Online Practice

138

• Extra digital activities: Use of English, Reading, Listening

• Unit 8 Writing Test • Units 7–8 Cumulative Review Test • Units 7–8 Exam Speaking

6

Choose the correct words a–d to complete the text.

MOOC stands for Massive Open Online Course. There has been a 1 growth in their number since they appeared early this century. In fact, paper and envelope-based distance-learning courses are rarely found these days and are considered 2 .

SPEAKING

8

The photos show technology being used in public places. Take it in turns to compare the photos. Then ask the questions below.

A

MOOCs use Internet-based learning platforms, is improving all the time. Glitches whose 3 are unusual. Students rarely come 4 against technical issues provided the device they are using to access their course isn’t outdated. 5 in the past educational opportunities were limited by financial resources and geographical location, anyone anywhere can study on a MOOC as long as they have Internet access. It is 6 believed that education is being revolutionised by MOOCs, as the vast majority are free and qualifications are not required to register for them. They are usually taken by people genuinely interested in improving their knowledge, or by those who wish to see if they are sufficiently interested in a subject to study it in more depth. 7 , MOOCs currently have no formal assessment system or certification.

B 1 2 3 4 5 6 7

a slight a upgraded a functionality a down a Nevertheless a obviously a Though

b dramatic b declined b appliance b on b Despite b very b Although

c short c embedded c use c up c However c much c However

d forward d obsolete d function d back d Whereas d commonly d Despite

Use of English > page 194

LISTENING

7

3.28 You are going to hear five short extracts in which people are talking about how they make money from the Internet. Match speakers 1–5 with questions a–h. There are three extra questions.

STRATEGY | Listening for gist First, skim through the questions to find out what information is needed. Sometimes you will be asked to get the gist – the whole picture – and not details so listen out for words that create that picture.

Questions to ask your partner: Student A: Where do we have security cameras? Say why. Student B: Some people are against security cameras. Say why.

□ 2 □g 3 □h 4 □a 5 □c

1 f

What is the most difficult: a hosting people you don’t like? b having an old computer? c unequal pay for men and women? d dealing with the unexpected? e not earning much money? f online sales and marketing? g finding enough time? h not selling things he/she likes?

WRITING

9

Young people spend a lot of time curating their online profiles. Write an essay providing arguments for and against this practice.

121

139

LIFE SKILLS

How to manage your online image

Silence and respect Lindsey Stone was a carer working with a group of adults with learning difficulties. She and her friend and colleague Jamie often took the group on day trips and holidays. The two friends had something of a running joke going on. When they were out and about, they would often take and post silly photos of themselves online. One day they visited Arlington National Cemetery in Washington. Many famous people are buried there, as well as a great number of war veterans. Lindsey and Jamie saw a sign saying ‘Silence and Respect’ and thought it would be funny to take a photo of Lindsey pretending to shout. They posted the photo, had a giggle … and didn’t think much more about it. They really had never thought about their privacy settings or who might be sharing the photo until Lindsey woke up one day to find reporters and camera crews outside her door. 12,000 people had signed an online petition to have her fired from her job, because of the lack of respect shown by her photo. Soon she was one of the most hated women in America – and she did indeed lose her job as a result of her negative online presence. Just because of one thoughtless post on social media.

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

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

122

REFERENCES

EXTRA ACTIVITY IN CLASS

AUDIO SCRIPT page 231

As a follow-up to Exercise 6 or during Exercise 7, students Google their own name to find out what information is stored about them on the Internet.

CULTURE NOTES page 211

140

Students discuss in pairs or small groups how the information available about them makes them feel. Are they happy with the amount of information available? Do they think it’s too much or not enough? What can they do to change it?

07–08

1

In pairs, read the definition and discuss the questions.

digital footprint – the information about a particular person that exists on the Internet as a result of their online activity 1 Give some examples of how someone could create a negative digital footprint. 2 In what ways could a negative digital footprint affect your life?

2

Work in pairs. Read two newspaper articles about the consequences of a negative digital footprint. Student A read Silence and Respect and Student B read Meme Scheme. Then answer the questions.

6

LIFE SKILLS | How to manage your online image 1 f Don’t post anything online without thinking about its consequences first. 2 d Take steps to remove or hide anything negative. 3 b The same rules apply online as in real life. 4 a Do a search on your name every six months or so. 5 c Check your privacy settings regularly. 6 e Don’t avoid an online presence altogether. a Remember that posting something privately doesn’t necessarily protect you. b Ask yourself if you would be comfortable with your grandmother seeing or reading it. c Set up an alert to let you know when someone tags you, or mentions you online. d Add a lot of new posts to move something you don’t want people to see to the third or fourth page of search results. e Employers actively look for employees who are comfortable in the online world. f Don't download or share anything that belongs to anyone else without permission.

Text 1 1 What was Lindsey’s intention in posting the photo? 2 Why did the photo provoke such a strong reaction? 3 Do you think Lindsey deserved to lose her job? Say why. Text 2 1 Why were the university administrators horrified? 2 Why did the students think no one outside the group would see what they had posted? 3 What was the outcome of them posting the memes?

3

Tell your partner what happened in the incident you read about and discuss the questions. 1 Do you think what happened in each case was too harsh? Say why. 2 How do you think the people’s lives were affected in the years after the incident. 3 What could they have done differently?

4

In pairs, decide if the following statements are true or false. 1 What you post online stays online forever. 2 Once you have a negative online reputation, you can’t do anything about it. 3 It’s better to have no online profile at all. 4 What you post in a private message cannot be seen by others.

5

3.29 Listen to a radio podcast with the author of a book about online etiquette and check whether the speaker agrees with your answers to Exercise 4.

Study the Life Skills box and match tips 1–6 with extra information a–f.

7 8

In pairs, discuss the questions. Could someone else access and impact your digital footprint? How well do you guard your privacy? DEBATE In pairs or small groups, discuss this statement. Adults should not be allowed to post pictures of their children on social media without their explicit permission.

9

Do the task below.

LIFE SKILLS | Project Work in pairs. Make a plan to improve your online presence. • Look at your current online presence and consider if anything should be removed. • Think about what you could add to make a good impression on universities or future employers. • Write down at least five actions you will take in the next few weeks. • Share some of your ideas with the class.

Exercise 1 Possible answers 1 everything you have said or posted online and everything that has been said or posted about you online; images where you are tagged; social media profiles; reviews you’ve posted; comments you’ve made 2 relationships with others; employability; credit rating; having to adhere to a professional code of conduct Exercise 2 Text 1 1 She thought it was funny and would make her friends laugh. It was for fun. 2 Because it was seen as being highly disrespectful to the war veterans buried at Arlington Cemetery. Text 2 1 They found a lot of offensive memes. 2 It was a private group, so they thought nobody else would read their posts.. 3 Their offers of a place at Harvard were withdrawn. Exercise 5 1 Basically true. Even if you delete it, you don’t know who may have saved it to re-post. 2 False. In many countries, you can file a ‘right to be forgotten’ request. You can also ‘bury’ the problem by posting a lot of positive stuff about yourself. 3 False. It’s better to have a positive online presence than no presence. 4 False. People may screenshot it and then share, or the app may be hacked.

123

141

09

Highs and lows VOCABULARY Words related to money, failure and success, binomials, collocations GRAMMAR

Zero, first, second and third conditionals, mixed conditionals, wish and if only, past modals for regrets Use of English > page 195

SPEAKING

Discussing advantages and disadvantages

WRITING

A competition entry/Letter of application

VIDEO

Grammar

Documentary

Natalia Vodianova

9A GRAMMAR AND VOCABULARY Exercise 3 1 hardship, well-off/affluent, inheritance 2 affluent/well-off 3 lucrative 4 extravagant, costly 5 splash out, put aside

1 2 3

Exercise 5 1 might, can 2 sentence 4 3 Unless you work hard, you won’t get rich.

What do you think the phrase ‘rags-to-riches’ means? Do you know any rags-to-riches stories? when someone goes from poverty to being very rich

Conditionals

4

4.1 Listen to a radio programme about some real-life rags-to-riches stories. Whose opinions do you agree with most, Andrea’s or Dominic’s? Say why.

□ □ □ □

1 d If his father hadn’t broken his ankle, Schultz’s life might have turned out differently. 2 c If Natalia wasn’t beautiful, she wouldn’t be a model. 3 b If you work hard, you’ll get rich. 4 a Anyone can be successful if they’re determined enough. a zero conditional (A situation that the speaker considers is always or generally true.) b first conditional (A situation that the speaker considers is likely to happen in the future.) c second conditional (A hypothetical or improbable situation in the present or future.) d third conditional (A hypothetical situation in the past.)

4.1 Complete the sentences using the words in the box. Then listen again and check your answers. In some cases more than one answer is possible. affluent costly extravagant hardship inheritance lucrative put aside splash out well-off , 1 Lots of successful business people used to live in through their own hard work, but became very . rather than through a family families, and there’s 2 Some people are born into no doubt that makes life easier. 3 Natalia Vodianova started out poor, but by the age of 17 modelling contract. she had a lifestyle for 4 She doesn’t seem to have a particularly clothes of course. a millionaire, apart from all the 5 All these rags-to-riches stories, which encourage people on designer clothes and so on! I’d like to hear to money to deal more stories about people who with unexpected bills or decided to invest their money.

THINK BACK Match the conditional sentences 1–4 with their types and functions a–d.

5

Look at the sentences in Exercise 4 again and answer the questions. 1 Which two modal verbs (other than will/would) are used? 2 In which sentence can you replace if with when? 3 Rewrite Sentence 3 using unless instead of if.

124

REFERENCES

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

AUDIO SCRIPT page 231

Do this activity after Exercise 10. Put students in pairs and ask them to imagine what their life would be like now if they had had more opportunities, fewer opportunities or different ones. Ask students to share their ideas with a partner using mixed conditionals. Give an example about yourself if necessary.

• Photocopiable extra Grammar Video activity 9, page 272

VIDEO SCRIPT page 244 CULTURE NOTES page 212

142

• Grammar Reference and Practice, Student’s Book page 187 • Workbook pages 100–101/Online Practice

09 6

Study pairs of sentences (a–b) of the same meaning. Why are sentences a known as mixed conditionals? Which two types of conditionals do they mix? Study the Grammar box and check your answers. 1 a If Natalia Vodianova hadn’t become a model, she wouldn’t be famous now. b Natalia Vodianova became a model, so she is famous now. 2 a If she wasn’t a supermodel, she wouldn’t have raised so much money for charity. b She raised so much money for charity because she is a supermodel.

9

4.2 PRONUNCIATION Listen and check your answers from Exercise 8. What happens to the intonation in sentences where the clauses are divided by a comma?

10

Read the article about Oprah Winfrey and complete the sentences with correct conditional structures. so poor, she so motivated to 1 If she succeed. in East Nashville High, she 2 If she decided to pursue a career in media. America’s first black female news 3 She presenter before she was twenty if she so determined. so determined to get ahead, she might 4 If she when she was fired. 5 If she such drive and determination, she her own media empire today. 6 If she for president, she the first female American president ever.

Mixed conditionals Mixed conditionals combine clauses from both second and third conditionals. There are two types: • If + Past Perfect, would(n’t) + infinitive We use this to talk about the present consequences of a hypothetical past situation: If I’d gone to university, I would have a better job. • If + Past Simple, would(n’t) + perfect infinitive We use this to talk about the effects of a hypothetical present situation in the past: If she wasn’t smart, she wouldn’t have earned all that money.

OPRAH WINFREY’S

RAGS-TO-RICHES S T O R Y Oprah Winfrey is a TV personality, actress, entrepreneur, and one of the richest and most influential women in the USA. Hers is a real rags-to-riches story as she grew up in great hardship. As a child, Oprah was so poor that she sometimes wore potato sacks instead of clothes. Now, her net worth is estimated at around $3 billion. Oprah believes that her success is partially due to her excellent education at East Nashville High, where she discovered her interest in media. Before she was twenty, she had become America’s first black female news presenter. Although she was fired from this job after just a few months, she didn’t give up. She quickly got a new job on a talk show named The Oprah Winfrey Show. Now Oprah has her own lucrative media empire. All of this has only been possible because of her drive and determination. There is even some talk of her running for president, becoming the first ever female American president. Such stories are very inspiring, but are they realistic? Is it really that easy for those who are born into hardship to succeed like Oprah?

Grammar Reference and Practice > page 187

7

Use the information to write two conditional sentences: one second or third conditional, and one mixed. 1 Natalia Vodianova likes children. She has five children of her own. She decided to have a large family. 2 Howard Schultz visited Italy. He decided to start selling Italian-style coffee in the USA. Italian-style coffee is very popular in the USA today. 3 Starbucks now has over 28,000 stores in seventyseven countries. Shultz earned billions of dollars in his role as CEO. Starbucks wouldn’t be such a famous brand. Choose the correct verb forms to complete the sentences. Which type of conditional is used in each sentence? 1 If his father didn’t break / hadn’t broken his ankle, he would / wouldn’t have lost his job. (third) 2 You would have to / will have to work for a living unless you will inherit / inherit a lot of money. (first) 3 If you don’t go / hadn’t gone in to work today, you may / may can get fired. (first, with may replacing will) may / 4 You won’t have any money left if you keep / kept splashing out like that. (first) 5 If you could do anything, which job will / would you choose? (second) 6 If you didn’t / hadn’t have a lucrative job, you might not be able to afford that car. (second) 7 It can be difficult to put money aside if you weren’t / aren’t well-off. (first, with can replacing will) 8 What would she have done if she didn’t / hadn’t become a model? (third)

11 GRAMMAR VIDEO

8

SPEAKING In pairs, take it in turns to tell rags-to-riches stories. Student A, go to page 196. Student B, go to page 200.

• Extra digital activities: Grammar Checkpoint 9A

ASSESSMENT

Exercise 7 1 If Natalia Vodianova didn’t like children, … … she wouldn’t have five children of her own. (second conditional) … she wouldn’t have decided to have a large family. (mixed conditionals) 2 If Howard Schultz hadn’t visited Italy, … … he wouldn’t have decided to start selling Italian-style coffee in the USA. (third conditional) … Italian style coffee wouldn’t be so popular in the USA today. (mixed conditionals) 3 If Starbucks didn’t have over 28,000 stores in seventyseven countries, … … Schultz wouldn’t have earned billions of dollars in his role as CEO. (mixed conditionals) … Starbucks wouldn’t be such a famous brand. (second conditional) Exercise 9 In sentences with a comma, i.e. where the conditional clause comes first, there is a rise in intonation on the first clause and a fall on the second clause. Exercise 10 1 hadn’t been, wouldn’t/ might not have been/be 2 hadn’t studied, might not have 3 would/might have never / wouldn’t/might not have become , wasn’t/weren’t 4 hadn’t been, have given up 5 hadn’t had/didn’t have, wouldn’t have 6 runs/ran, will/would be

18 Read the question below and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question. How would your life be different now if you had chosen a career you dreamt about as a child?

□ I can use mixed conditionals to talk about present effects of a hypothetical situation in the past. • Photocopiable resource 37: On one condition, pages 287, 326

Exercise 6 Sentences a are known as mixed conditionals as they combine clauses from both second and third conditionals.

125

NEXT CLASS Ask students to think of a think of a time when they failed at something and what they learnt from the experience. They should make notes for the next lesson.

Grammar Quiz 9A

143

9B LISTENING AND VOCABULARY 1

Exercise 3 1 He climbed through the window. 2 She didn’t turn over the page and therefore missed out the last question on her exam paper. 3 She wouldn’t have gone to Bristol University and she wouldn’t have met her husband. 4 To create a website to help people decide which gym to sign up to. 5 Because the gym owners weren’t interested in it. 6 She was too young and immature. 7 She has learned to save some of her money.

SPEAKING In pairs, look at the photos and discuss the questions.

3

4.3 Listen again and answer the questions. 1 How did Speaker 1 eventually get into the meeting room? 2 Why didn’t Speaker 2 get into Oxford University? 3 How would her life have been different if she hadn’t made that mistake? 4 What exactly was Speaker 3’s business idea? 5 Why didn’t his business idea work? 6 What does Speaker 4 think was the main reason for the mistake she made? 7 What has she learned from her mistake?

1 What is the common theme in all the photos? 2 What is the problem in each photo? 3 Could failure be a step towards success? Say why. A

4

Complete the table with the words from the box. Then complete the extracts from the recording with the correct form of words from the box. blunder flop flourish get nowhere masterstroke mess up pay off setback

Exercise 4 1 messed up 2 blunder 3 flourished 4 masterstroke 5 got nowhere 6 paid off 7 setback 8 flop

B

Success

flourish, masterstroke, pay off

Failure

blunder, flop, get nowhere, mess up, setback

1 I was embarrassed and felt like I’d really . and I didn’t get the marks 2 It was a huge I needed to go to Oxford. at Bristol and got a great degree. 3 In the end, I . 4 I had what I thought was a really good idea – a , and in the end I gave up. 5 I really tried, but just 6 If I’d invested a few weeks in finding out about my . business idea, it would have really – do your 7 But I did learn something from the market research first. . 8 The idea was a complete

C

5

Complete these extracts from the recording with the words from the box. attempt blessing (x2) lot

2

4.3 Listen to four people talking about mistakes they made. For Speakers 1–4, choose from the list (a–g) what each speaker says. There are three extra options.

□

□

□

□

2 f 3 a 4 g Speaker: 1 c a This mistake was about doing things in the wrong order. b The speaker felt this mistake was really someone else’s fault. c Other people took the mistake less seriously than the speaker initially did. d The speaker thinks they made the mistake because they didn’t work hard enough. e The speaker lost a relationship as a result of their mistake. f This mistake came as a shock to the speaker. g The speaker believes their life would be better now if they hadn’t made the mistake.

126

6

SPEAKING In pairs, discuss the questions. 1 Do you agree that a setback can sometimes be a blessing in disguise? Can you give an example from your own experience? 2 Can you think of any famous people who really messed up but learnt from the experience and made a success of their lives?

7

REFLECT | Society In pairs, discuss the quote.

Anyone who never made a mistake, never made anything new. Albert Einstein

□ I can identify specific details in a recording and talk about failure and success.

REFERENCES AUDIO SCRIPT page 232

EXTRA ACTIVITIES IN CLASS • After Exercise 4 or 5, ask students to add as many success and failure words to the table as they can in 2 minutes. If they can’t think of any, they can use

144

1 I started walking around in a vain attempt to find another door. 2 There was a lot at stake because I had to get top marks to have any chance of getting in. 3 I guess what we think is a complete disaster often turns out to be a blessing in disguise. 4 It was a bit of a mixed blessing really because I was really too young to have so much money.

an online thesaurus to look them up. Elicit words from the class, write any new words on the board and elicit or explain their meaning. Encourage students to record any new words in their notebooks. • Students can refer to the notes they made at home during their discussion in Exercise 6.

FURTHER PRACTICE • Workbook page 102/Online Practice • Photocopiable resource 38: Mistakes, pages 287, 327

Risk-taking QUIZ

09

1 Would you ever do a bungee jump? a No, it wouldn’t be worth the risk. b I’d love to have the opportunity. c I’ve already done one.

9C VOCABULARY | Chance and risk 1

Are you a risk taker? Do the quiz and find out. Check your score on page 199.

2

Study Active Vocabulary and complete the binomials with the words from the box using the correct conjunctions. Then find two binomials in the quiz. give more pick safe sooner take it there touch ups 1 2 3

choose downs later

4 5 6

leave it less sound

7 8 9

take then go

ACTIVE VOCABULARY | Binomials Binomials are phrases where two words are joined with a conjunction, usually and or or (touch and go). • The two words often begin with the same sound (slowly but surely). • Sometimes they have a similar or opposite meaning (peace and quiet, highs and lows). • The order of the words is fixed and needs to be learnt as part of the expression.

4 You’re parking your car when someone leaving the car park gives you their ticket, which is still valid. What do you do? a Consider it a lucky break – now you don’t have to pay for a ticket. b Tell them it’s wrong and that you refuse to run the risk of getting caught by the car park attendant. c Thank them, but still buy your own ticket, just to be on the safe side.

5

Complete the sentences with risk, chance, opportunity or luck. Sometimes more than one correct answer is possible. 1 Given the , where would you most like to travel? 2 Alice is so much more experienced than Ross; of getting the job. he doesn’t stand much to thank you for all your help. 3 I’d like to take this 4 As soon as I heard about the trip, I grabbed the to go on it. ! I just found £10 on the floor! 5 What a piece of ; I won’t make the offer again. 6 This is your last because he’d 7 We only found the house by forgotten to bring a map. 8 I’m sure parachuting would be exciting, but it wouldn’t in my opinion. be worth the 9 I stayed at home because I didn’t want to catching a cold. of passing your exams 10 You’d have more if you studied more.

Replace the underlined words with binomials in Exercise 2. 1 At some point, point you will have to make a decision. 2 The best universities can select which students to accept. 3 They wanted me to sign up for the course immediately immediately, with no time at all to consider. 4 You have to learn to compromise in a relationship. 5 I’m offering you £50; you can accept it or not. 6 Although she was ten years older, she looked about the same age. 7 After a hazardous journey, they were relieved to get home with no problems. problems 8 They’ve had some good and bad times, times but are doing well now.

4

3 Your friend is cooking some food you’ve never tried before. Do you a grab the chance to try something new? b wait and see what it looks like before you decide? c explain politely that it doesn’t look like something you’d like?

6

Study Watch out! Then find five expressions with these words in the quiz in Exercise 1.

WATCH OUT! The words risk, chance, opportunity and luck have related meanings and are easily confused. In particular, the word chance can be used in several different ways: I’d love to have the chance (opportunity) to bungee jump. There’s a slim chance (possibility) that we might succeed, but we’d need a lucky break. If you do sports, there’s always a chance (risk) of injury. It was pure chance (luck) that we met that night.

REFERENCES VIDEO SCRIPT page 245

EXTRA ACTIVITY IN CLASS After Exercise 1, students, in pairs, talk about whether they think the results of the quiz are accurate for them and

Exercise 3 1 Sooner or later 2 pick and choose 3 there and then 4 give and take 5 take it or leave it 6 more or less 7 safe and sound 8 ups and downs Exercise 5 1 chance/opportunity 2 chance 3 opportunity 4 chance/opportunity 5 luck 6 chance/opportunity 7 chance 8 risk 9 risk 10 chance

SPEAKING Complete the sentences so they are true for you. Then in groups, compare your answers. 1 2 3 4 5

DOCUMENTARY VIDEO

3

2 What do you look for in a friendship? a Give and take on both sides. b Someone to push me out of my comfort zone. c Someone who thinks just like me.

Exercise 2 1 pick and 2 ups and 3 sooner or 4 take it or 5 more or 6 safe and 7 give and 8 there and 9 touch and

The biggest piece of luck I’ve ever had was when … Given the chance, I’d love to … I would definitely grab the chance to … I will have to wait and see if … … isn’t worth the risk.

19 WATCH AND REFLECT Go to page 170. Watch the documentary Houston, we’ve had a problem and do the exercises.

□ I can talk about chance, risk opportunity and luck.

127

whether they believe they are (or are not) indeed risk-takers. What do they think the consequence of being a risk-taker is? Is it important to take risks?

• Photocopiable resource 39: What’s on my card?, pages 288, 328

FURTHER PRACTICE

ASSESSMENT

• Workbook page 103/Online Practice

Vocabulary Quiz 9

• Extra digital activities: Vocabulary Checkpoint 9

145

INSPIRATIONAL STORIES OF RESILIENCE

4.4

A

B

C

1 Indonesian teenager, Aldi Adilang, is only nineteen, but he has already gone through the ordeal of being lost at sea not just once, but an incredible three times! The first two times he got off relatively lightly; lightly he was drifting for a week, and the second time for two days. Those experiences sound terrifying enough, but on the third occasion he was floating – alone in the ocean – for forty-nine long days, not knowing if he would ever see his friends and family again. 4 But after a week his supplies ran out. He caught fish and used parts of his wooden hut to make a fire and cook the fish. Not having any more fresh drinking water, he had no choice but to drink sea water. However, he filtered the sea water through his clothes to at least reduce the amount of salt. This must have done the trick because he survived in this way for four days until, thankfully, it rained and he was able to collect some rainwater. 6 After this setback, he really started to worry. To try and take his mind off his situation he sang, read and prayed. However, the isolation took its toll on him. He admitted that at one point he almost gave up

F

G

kept him going. going

D

E

8 Safely back home with his family, Aldi considered his options. options. His family lived in some hardship and his job was, from his perspective, relatively lucrative at $134 a month. However, having found himself drifting three times since he started the job aged sixteen, he and his family decided it simply wasn’t worth the risk. From now on, he’ll be staying firmly on dry land. 3 This day had started just like any other, until the rope attaching his rompong to the bottom of the sea broke and he, already 125 kilometres from the coast, started to drift even further away on the current. At first, he wasn’t too worried. After all, this had happened to him before – twice! He took it for granted that sooner or later his boss would come and rescue him, as he had done before. Aldi had a week’s supply of food. He was sure it would all be fine.

H

2 From when he was sixteen years old, Aldi had spent weeks at a time working on a fishing trap, known as a rompong, a kind of hut which floats in the middle of the sea, but is attached to the sea bed with a rope. Every night he would light lamps to attract the fish to his nets. It was a lonely kind of life. He had a walkie-talkie on which he could speak to other rompong workers up to five miles away, and once a week a boat would come to collect the fish and top up his supplies of food, gas and drinking water. 5 His survival skills were keeping him alive, but he was starting to wonder if he would ever be rescued. He saw more than ten ships sail past him, but none of them seemed to have a clue that he was there. He tried waving a towel, and communicating via his radio, but got nowhere. After a few weeks, he thought he had at last got his lucky break when he managed to talk to the captain of an Indonesian ship by walkie-talkie. The captain promised he would return and pick him up once they had finished work for the day. Heartbreakingly, Aldi never saw the ship again. 7 In the end, after forty-nine days, he saw a Panamanian ship, the Arpeggio. Desperate to make himself understood he used the few words of English he knew over the radio: ‘Help! Help!’ The ship had already passed him by, but it turned around to pick him up. The video taken by the crew shows his tiny hut floating in the ocean, and the moment when he was taken on board, finally safe and sound. The boat was heading for Japan, so they took him with them. Finally, the Indonesian embassy collected him and flew him home, almost two months after his ordeal had begun.

128

EXTRA ACTIVITIES IN CLASS • After Exercise 7 or 8, give students a minute to look again at the highlighted collocations in the text and ask them to close their books. Say the first part of each collocation, and ask students to

146

complete it, e.g. take something for … (granted), get off relatively … (lightly), go through an … (ordeal). In stronger classes, students could also do this in pairs, taking turns to say the first part of a collocation for their partner to give the last word.

• Students write example sentences for the highlighted collocations in the text. Encourage them to try to think of sentences about themselves or people they know if possible.

09

9D READING AND VOCABULARY 1

SPEAKING In pairs, look at the photos in the news story. What do you think happened?

2

Read paragraph A and check your ideas.

3

Paragraphs B–H are in the wrong order. Number the paragraphs in the correct order (2–8) to make a coherent text. Give reasons for your choices.

4

Study Active Reading. Then underline the parts of the text which helped you to decide on the order of the paragraphs in Exercise 3.

5

1 What do you think would be the best title for the article? a How to survive a month at sea b Third time unlucky? c The lonely life of a fisherman d Ocean tragedy for a teenager 2 Why is the word heartbreakingly used in Paragraph G? a To explain how Aldi must have felt when he saw the ship. b To justify why Aldi felt that his troubles were now over. c To express the writer’s own feelings about the captain’s actions. d To describe how the captain felt about Aldi. 3 What is suggested about Aldi’s job in Paragraph D? a The job was well-paid and relatively easy work. b He risked his life by taking the job because he was poor. c His parents were relieved when he gave up the job. d The job did not pay enough to support his family. 4 How can we describe Aldi’s personality? a He is resourceful and determined. b He is always optimistic about the future. c He has a tendency towards depression. d He is resentful about what happened to him.

ACTIVE READING | Following events in a narrative When reading a narrative, in this case a news story, look out for the typical structure of this kind of text: • summary of what happened • background to the events • main events – notice linkers such as at first, after, then, finally or in the end • conclusion • coda, where the writer makes a comment or brings the story up to date You can also follow the logic of a narrative by looking for ways in which the ideas are connected: •

□ Words and phrases may be repeated, or the writer may

•

□

•

□

•

□

use related words or synonyms to connect ideas: Aldi had a week’s supply of food … But after a week his supplies ran out. The first time something is mentioned, the writer may use an indefinite article, and then the definite article: … but is attached to the sea bed with a rope … the rope attaching him to the bottom of the sea broke … Linkers can be used to show the relationship between parts of the text: Not having any more fresh drinking water, he had no choice but to drink sea water. However, he filtered the sea water through his clothes … Reference words, such as pronouns, can also show connections between different parts of the text: However, he filtered the sea water through his clothes to at least reduce the amount of salt. This must have done the trick because he survived in this way for four days.

6

SPEAKING Was Aldi lucky or unlucky? How could things have been different? In pairs, discuss what happened.

7

Match the highlighted collocations from the text with their definitions below. 1 2 3 4 5 6 7 8 9 10 11

8

Believed something without even thinking about it. Communicate effectively. Was forced to do something. Experienced less harm than might be expected. Had the necessary or wanted result. Caused harm or suffering. Be unable to guess something. Stop him from worrying or thinking about something. Had a very difficult or painful experience. Thought carefully about what to do. Helped him to continue, despite the difficult situation.

Exercise 7 1 took it for granted 2 make himself understood 3 had no choice but to 4 got off (relatively) lightly 5 done the trick 6 took its toll (on) 7 (not) have a clue 8 take his mind off 9 gone through the ordeal 10 considered his options 11 kept him going Exercise 8 1 kept me going at/through this difficult time 2 have a clue where I had left my purse 3 take my mind off my worries 4 he got off lightly and wasn’t badly injured 5 have taken a toll on her health 6 had no choice but to accept her offer of help

Complete the second sentence so that it means the same as the first, including the word in bold.

9

REFLECT | Society How do you think you would cope in a similar situation to Aldi’s?

□ I can identify events in a narrative news story. FURTHER PRACTICE

NEXT CLASS

• Workbook pages 104–105/Online Practice

Ask students to think of three things about their past which they wish they had done differently and make notes.

• Photocopiable resource 40: Refugee rescue, pages 288, 329

Exercise 6 Possible answers • If he hadn’t taken the job, he wouldn’t have been put in danger. • If he wasn’t poor, he wouldn’t have needed to take the job. • If the Indonesian captain had come back for him, he would have been rescued much sooner. • This would be a happier ending if there weren’t still so many boys doing this job.

1 My friends helped me get through this difficult time. . KEPT My friends 2 I had no idea where I had left my purse. CLUE I didn’t . 3 I watched a film to distract myself from my worries. . TAKE I watched a film to 4 It was a serious accident, but he was lucky and wasn’t badly injured. LIGHTLY It was a serious accident, but . 5 These problems have had a negative impact on her. . TOLL These problems 6 He had to accept her offer of help. CHOICE He .

GLOSSARY ordeal – a terrible or painful experience that continues for a period of time sea bed – the land at the bottom of the sea supplies – food and other ordinary goods needed by people every day top up – to add to something in order to bring it up to the level you want

Read the news story and choose the correct answers.

129

147

9E GRAMMAR 1

Exercise 3 1 Past Simple 2 would 3 Past Perfect Exercise 6 1 wish I lived in France 2 needn’t have gone to the hospital 3 wish you wouldn’t interrupt me 4 shouldn’t have offended her 5 only I hadn’t said that to him 6 could have gone to India, but I decided not to

SPEAKING Look at the title of the article below. How would you answer this question?

4

□ □ □ □ □

1 d I did something, but it wasn’t necessary. 2 e I didn’t do something because it wasn’t necessary (or I thought it wasn’t). 3 b It was a good idea for me to do something, but I didn’t do it. 4 c It wasn’t a good idea for me to do something, but I did it. 5 a Something was a possibility, but I didn’t do it.

What would you change in your life either now or in the past? When I asked this question on Twitter, here are some of the answers I got: sad, motivating and even funny. I wish I had gone to university. I wanted to get a job and earn good money, but aI think I could have earned more and got a better job if I had a degree.

1

Grammar Reference and Practice > page 187

5

If only I had followed my dream to be a ballet dancer! I was too scared of failure. I might not have been good enough, but bI should at least have tried.

I shouldn’t have listened to the teacher who told me I would never go to university because I couldn’t spell. I’m dyslexic, not stupid, and guess what? Now I have two degrees!

c

If only I was better at finishing what I star … ;)

3

I wish I could travel round the world.

4

6

e I thought I didn’t need to work hard at school. How wrong I was! Really regret that now.

I wish my best friend would stop telling everyone my secrets. It’s not how a friend should behave! In pairs, read the online article. What advice would you give to the people who tweeted a response?

wish/if only only, past modals

3

THINK BACK Look at the underlined examples in the text (1–5) and complete rules 1–3 below. Then read Watch out! and find an example in the text where was could be replaced by were. tense to talk about 1 We use wish/if only + present regrets, or things we would like to change. to talk about how we 2 We use wish/if only + want someone else’s behaviour to change. tense to talk about past 3 We use wish/if only + regrets.

7

WATCH OUT! In more formal contexts, was is often replaced by were after wish/if only, e.g. I wish I were able to help you in this matter.

130

148

Complete the second sentence so that it means the same as the first, including the word in bold. 1 I’d love to live in France. WISH . I 2 It wasn’t necessary for you to go to the hospital. NEEDN’T . You 3 It’s so annoying when you interrupt me! WISH ! I 4 It wasn’t a good idea to offend her. SHOULDN’T . You 5 I really regret saying that to him. ONLY . If 6 It was possible for me to have gone to India, but I decided not to. HAVE . I

5

2

Choose the correct verb forms to complete the sentences. Sometimes both answers are correct. 1 Your room is a mess! I wish you would pick up / picked up your clothes from the floor! 2 I didn’t need to wait / needn’t have waited long for him because he arrived a couple of minutes later. 3 You should have had / needn’t have had breakfast; then you wouldn’t be hungry now. 4 If only he knew / would know the truth! 5 I wish I had bought / bought her a nicer present – she looked a bit disappointed when I gave it to her. 6 I shouldn’t have / couldn’t spent all that money; I could / can have put some aside instead. 7 If only he were / is still here! 8 You needn’t have / didn’t need to bring food; there’s plenty here already.

2

When I was younger, I spent too much time worrying about what other people thought of me. I know now that d I needn’t have worried because most people aren’t judging anyone else, and if they are, it doesn’t really matter.

Match the bolded examples of past modals in the text (a–e) with the meanings 1–5 below.

SPEAKING Think of a well-known public figure or a person from history. Write the regrets that he/she might have had. In pairs, discuss your ideas and guess who your partner’s person is/was. 1 He/She wishes/wished … 2 If only he/she … 3 He/She shouldn’t … 4 He/She needn’t … He wished he had never become president of the USA. If only he hadn’t gone to Dallas that day. He needn’t have been in an open top car. (American President John F. Kennedy)

□ I can use I wish/If only/should/need/could to talk about present and past regrets.

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

ASSESSMENT

This activity can be done at any point after Exercise 3. Put students in pairs and refer them to the notes they made at home. Get them to share and discuss their ideas using I wish/If only. Then, if time allows, invite a few students to share their ideas with the class.

• Grammar Reference and Practice, Student’s Book page 187

Grammar Quiz 9E

• Workbook page 106/Online Practice • Photocopiable resource 41: I wish I could use those words!, pages 288, 330 • Extra digital activities: Grammar Checkpoint 9E

09

9F SPEAKING 1

In pairs, read part of a website and discuss the questions. 1 How is this kind of trip different from ordinary tourism? 2 Have you ever taken part in a holidays like this? If not, would you like to? Say why. 3 What do you think might be the advantages and disadvantages of this kind of travel for the places and people being helped?

2

4.5 Listen to a radio programme about volunteer tourism. Make notes on the advantages and disadvantages Laura, an expert in tourism, mentions.

3

Complete the Speaking box with the prepositions from the box. Sometimes more than one correct answer is possible.

The

adventure

of a lifetime!

about against at for of on to

How would you like to see the wonders the world has to offer, while also giving something back?

SPEAKING | Discussing advantages and disadvantages A… One … Another … The first …

major minor obvious possible potential significant

advantage of argument 1for/against benefit of good point 2 about positive aspect of argument 3against/for disadvantage of/to downside 4 of/to drawback 5 of/to negative aspect of minus point of

… is that …

Why not come and coach football skills in a secondary school in India? As well as passing on your love of the game, you’ll be helping to build their confidence and social skills. And how about helping to build local housing, using sustainable bricks in Livingstone, near the magnificent Victoria Falls in Zambia? Part of the project involves collecting rubbish to make the recycled bricks, meaning that your work has a doubly important impact.

Exercise 2 Advantages: opportunity for tourists to learn more about an ecosystem while doing something positive to help preserve it; money generated for local economy; encourages and preserves local culture and customs Disadvantages: tourists’ interest in local culture can lead to places becoming ‘living museums’, where everything is done simply to entertain the tourists; local people may be displaced to make room for tourists; the pressure that hosting tourists can put on local infrastructure

Summing up your argument/Giving your opinion On first consideration, this seems … Ultimately, there are arguments 6 on both sides. However, … Having looked 7 at both sides of the argument, I think/believe … Although some people might disagree, I can’t help feeling that …

4

4.5 Listen again and write down at least three phrases you hear which describe advantages or disadvantages. Compare your ideas with a partner.

5

In pairs, look at the question and make a list of at least three advantages and three disadvantages for each way of travelling. Most people prefer to travel with friends or family. However, there are also some benefits to travelling solo. What are the advantages and disadvantages of each way of travelling?

6

7

Complete the sentences, using some of your ideas from Exercise 5. Advantages 1 The first good point … 2 An obvious benefit … 3 A positive aspect … 4 A significant advantage … 5 Another argument …

Disadvantages 1 One potential downside … 2 An obvious drawback … 3 A possible minus point … 4 One negative aspect … 5 A major argument …

Exercise 4 • On first consideration, this seems … • The first obvious advantage is that … • Another argument in support of … is … • A further benefit of eco-tourism is that … • However, having looked at both sides of the argument, … • Another possible drawback is that … • And an obvious downside to … is … • Ultimately, there are arguments on both sides, …

In pairs, follow the instructions. 1 Decide who will talk about travelling solo and who will talk about travelling with friends/family. 2 Spend a few minutes individually preparing to talk about the advantages and disadvantages of your chosen way of travelling. Think about how you will introduce the topic and what your conclusion might be. 3 Talk for one to two minutes each. Your partner should listen and make notes about the advantages and disadvantages you mention.

□ I can discuss advantages and disadvantages. REFERENCES

FURTHER PRACTICE

AUDIO SCRIPT page 232

Workbook page 107/Online Practice

EXTRA ACTIVITY IN CLASS

NEXT CLASS

As an extension to Exercise 7, students swap arguments and complete the task again. They could do this in the same or new pairs.

Ask students to think about what their dream job might be and be ready to talk about it in the next lesson.

131

149

WIN a

dream job competition and travel the world!

Does your dream job involve travelling? Maybe you’re really into travel photography or you enjoy blogging about your trips? Maybe you’d like to do something to help people or wildlife overseas, or maybe you see yourself as a digital nomad? Increasingly, companies are offering the chance to win a dream job like this. Just take a look at some of the competitions currently open: Travel researcher for the New York Times, researching the fifty-two best places to visit around the world.

Work as a digital nomad in four cities of your choice and report back on your experience and the experiences of the colleagues you meet for Modern Travel Magazine.

Videographer grapher to travel with a cycling tour of West Africa over a four-month period, making a documentary about the trip.

Teach English as a volunteer for six months in Siem Reap, Teach Cambodia. Flights and all expenses paid.

Raquel da Silva To: Dream Job Competition Re: Competition entry

Dear Sir/Madam, I am writing to enter the competition to win the opportunity to teach English in Cambodia for six months. I have always been fascinated by Cambodia and it has also been my lifelong dream to visit the ancient temple of Angkor Wat. If I won this competition, I would take every opportunity to travel and explore the history and culture of Cambodia. Working as a teacher would appeal to me enormously for several reasons. I would very much value the opportunity to give something back to the people of Cambodia, who often live in hardship, rather than simply visiting as a tourist. In addition, I believe that teaching would allow me to really get to know local people. I have studied English to a high level and believe that my skill in this language would enable me to teach it successfully. Furthermore, I do have some experience of teaching English already on a children’s summer camp in my home city. I was responsible for running sessions in English for nine- to twelve-year-olds. I would very much welcome the chance to further develop my teaching skills and learn about this country myself, both inside and outside the classroom. I feel that I would be a good candidate because not only do I have the relevant skills and experience, but I am also passionate about Cambodia and its people. It would mean a great deal to me if I won this competition, and I hope you will give my entry serious consideration. Please find my CV enclosed, for further details of my qualifications and experience. I look forward to hearing from you. Yours faithfully, Raquel da Silva

132

150

REFERENCES

EXTRA ACTIVITIES IN CLASS

CULTURE NOTES page 212

• Start the class by referring students to the notes they made at home and get them to share their ideas in pairs or small groups. Then, after Exercise 1, ask if any of the students’ dream jobs were similar to those mentioned in the advert.

• If students do the writing task in class, ask them to swap letters with a partner for some peer-correction. They should check each other’s work and make suggestions for improvements. They can then rewrite their letters, in class or as homework, taking in their partner’s suggestions.

9G WRITING | A competition entry / A Letter of application 1 2

SPEAKING In pairs, read the advert for a competition. Discuss which of these opportunities would appeal to you the most or least. Give reasons for your answers. Read a competition entry for one of the competitions listed in the ad in Exercise 1 and answer the questions. 1 Which opportunity does Raquel want to be considered for? 2 Do you think she has a good chance of winning? Say why. 3 How does she make her entry persuasive?

3

Complete the Writing box with examples from Raquel’s letter.

4

Rewrite the sentences using more formal language from the Writing box. 1 2 3 4 5

I want to enter the competition. When I win, I’m going to use the money to … Part of my job was training new employees. I really really love travelling. I speak three languages and I have some office experience. 6 I’m happy to come for an interview whenever you want. 7 Get in touch if you want to know more.

5

Combine the sentences using the words in brackets. 1 I am interested in hairdressing. I also have experience in this area. (as well as) 2 I am fluent in French. I also speak some Spanish and Portuguese. (not only) 3 I believe I would be an asset to the team. I would be willing to commit for at least a year abroad. (furthermore) 4 I have experience of this kind of work. I also have relevant qualifications. (in addition to) 5 I am physically fit. I enjoy cycling. (besides) 6 I am hard-working. I am dedicated. (not only)

6

WRITING TASK Read the advert below and choose one of the dream jobs described in the ad in Exercise 1. Write your competition entry/letter of application. Use the Writing box to help you.

WIN

your

dream job

Travel Competition!

Would you like a chance to travel and try out your dream job at the same time? Write to us, saying: • why this would be your dream job. • what skills or qualifications you have which would be useful. • what previous experience you have in this area, or experience of travelling (if any).

• Make an outline plan and notes for each paragraph. • Think about what you can say to persuade the reader that you would be perfect for this opportunity. • Don’t forget to use emphatic structures and linking phrases.

09

WRITING | A competition entry/A letter of application Opening paragraph Say why you are writing. 1 to enter the competition to … With reference to your competition to win …, I would like to apply … Main body This is the part where you should try to convince the reader that you deserve to win the competition/get the job/etc. • Give details of any relevant experience you have (work experience or hobbies); say why it is relevant and what skills you developed: I was 2 for … My duties included … I am passionate about … I was in charge of … As part of my role, I … • Mention any relevant qualifications: I gained a qualification in … I am a fully qualified … • Use emphatic structures to make your points stronger and more persuasive: I also … Not only do I …, 3 have some experience of … Furthermore, I 4 • Use formal linking phrases to add ideas: 5 , I believe that teaching would … Furthermore, … Moreover, … Closing paragraph Close with a suitable phrase. . Please find my CV attached/6 I would be glad to attend an interview at your convenience. I7 to hearing from you. If you require any further information, please do not hesitate to contact me. Style and register The style of the letter should be quite formal, and because you don’t want to appear to be making any assumptions about winning the competition, you should use hypothetical structures: If I 8 this competition, I would … I would/should very much like to … I would welcome the opportunity/chance to …

Exercise 2 1 Teaching English as a volunteer in Cambodia for six months. 2 Yes, probably – she seems well-qualified. 3 She gives plenty of good reasons why she should win, listing her experience, ambitions and skills. Exercise 3 1 I am writing 2 responsible 3 but 4 do 5 In addition 6 enclosed 7 look forward 8 won 9 Sir/Madam Exercise 4 Suggested answers 1 I am writing to enter … 2 If I won, I would use the money to … 3 My duties included training new employees. 4 I am passionate about travelling. 5 Not only do I speak three languages, but I also … 6 I would be glad to attend an interview at your convenience. 7 If you require any further information, please do not hesitate to contact me Exercise 5 1 As well as being interested in hairdressing, I also have some experience … 2 Not only am I fluent in French, but I also speak some … 3 … to the team. Furthermore, I would be willing to … 4 In addition to having experience of this kind of work, I also have … 5 Besides being physically fit, I also enjoy cycling. 6 Not only am I hardworking, but I am also dedicated.

Greeting and signing off • If you know the name of the person you’re writing to, you should begin and end like this: Dear Mr Johnson, Yours sincerely, • If you don’t know their name, begin and end like this: , Dear 9 Yours faithfully,

□ I can write a competition entry / a letter of application.

133

FURTHER PRACTICE Workbook page 108/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 134–135.

151

Word List REMEMBER MORE 1 Complete the sentences with

the words from the word list.

1 The millionaire’s rags-to – riches story is being made into a film. 2 There were ups and downs in his career, but life is like that. 3 I need peace and quiet to study for exams. 4 Slowly but surely , my father is feeling better after the surgery.

2

3

Complete the questions with prepositions. Then check with the word list. After that, answer the questions with your partner.

9A GRAMMAR AND VOCABULARY 5.57 affluent (adj) /ˈæfluənt/ be born into poverty /ˌbi ˈbɔːn ˌɪntə ˈpɒvəti/ CEO (Chief Executive Officer) /ˌsiː iː ˈəʊ/ compensation (n) /ˌkɒmpənˈseɪʃən/ costly (adj) /ˈkɒstli/

lock out (phr v) /ˌlɒk ˈaʊt/ look back (phr v) /ˌlʊk ˈbæk/

market research (n) /ˌmɑːkɪt rɪˈsɜːtʃ/

drive (n) /draɪv/

masterstroke (n) /ˈmɑːstəstrəʊk/

drop out of college /ˌdrɒp ˈaʊt əv ˈkɒlɪdʒ/

mess up (phr v) /ˌmes ˈʌp/

entrepreneur (n) /ˌɒntrəprəˈnɜː/

mixed blessing /ˌmɪkst ˈblesɪŋ/

extravagant (adj) /ɪkˈstrævəɡənt/

pay off (phr v) /ˌpeɪ ˈɒf/

get ahead (phr v) /ˌget əˈhed/

put a deposit down on a flat /ˌpʊt ə dɪˌpɒzɪt ˈdaʊn ɒn ə ˌflæt/

hardship (n) /ˈhɑːdʃɪp/ health insurance (n) /ˈhelθ ɪnˌ ʃʊərəns/ influential (adj) /ˌɪnfluˈenʃəl/ inherit (v) /ɪnˈherɪt/ inheritance (n) /ɪnˈherətəns/

setback (n) /ˈsetbæk/ sign up to a gym /ˌsaɪn ˈʌp tʊ ə ˌdʒɪm/ take sth seriously /ˌteɪk ˌsʌmθɪŋ ˈsɪəriəsli/ top marks /ˌtɒp ˈmɑːks/ vain attempt /ˌveɪn əˈtempt/

key motivator /ˌkiː ˈməʊtəveɪtə/

9C VOCABULARY

lose out (phr v) /ˌluːz ˈaʊt/

be on the safe side /ˌbi ɒn ðə ˈseɪf ˌsaɪd/

lucrative (adj) /ˈluːkrətɪv/

by chance /ˌbaɪ ˈtʃɑːns/

media empire (n) /ˈmiːdiə ˌempaɪə/

comfort zone (n) /ˈkʌmfət ˌzəʊn/

management consultant (n) /ˈmænɪdʒmənt kənˈsʌltənt/

compromise (v) /ˈkɒmprəmaɪz/

modelling contract /ˌmɒdlɪŋ ˈkɒntrækt/ ownership (n) /ˈəʊnəʃɪp/ pursue a career /pəˌsjuː ə kəˈrɪə/

5.59

give and take /ˌɡɪv ən ˈteɪk/ given the chance /ˌɡɪvən ðe ˈtʃɑːns/ grab the chance /ˌɡræb ðə ˈtʃɑːns/

put sth aside (phr v) /ˌpʊt ˌsʌmθɪŋ əˈsaɪd/

have the chance/opportunity /ˌhəv ðə ˈtʃɑːns/ ˌɒpəˈtjuːnəti/

rags-to-riches (adj) /ˌræɡz tə ˈrɪtʃɪz/

highs and lows /ˌhaɪz ən ˈləʊz/

raise money for charity /ˌreɪz ˈmʌni fə ˌtʃærəti/

last chance/opportunity /ˌlɑːst ˈtʃɑːns/ ˌɒpəˈtjuːnəti/

run for president /ˌrʌn fə ˈprezɪdənt/ splash out (phr v) /ˌsplæʃ ˈaʊt/ start out poor /ˌstɑːt ˈaʊt ˌpɔː/ turn out (phr v) /ˌtɜːn ˈaʊt/ TV personality (n) /ˌtiː ˈviː ˌpɜːsəˈnæləti/ well-off (adj) /ˌwel ˈɒf/

9B LISTENING AND VOCABULARY

Listening to song lyrics of your favourite artists or watching a gripping series is a great way to expand your vocabulary, especially colloquial words and phrases. When watching a film or series, it is useful to turn on the English subtitles. You will benefit even more if you press the pause button and write down the phrases you want to learn.

learn from your mistake /ˌlɜːn frəm jə məˈsteɪk/

determined (adj) /dɪˈtɜːmɪnd/

Complete the sentences with the correct adjectives formed from the words in bold. Then check with the word list.

Colloquial language

inevitable (adj) /ɪˈnevətəbəl/

make a success of your life /ˌmeɪk ə səkˈses əv jə ˌlaɪf/

grow up in hardship /ˌɡrəʊ ˈʌp ɪn ˈhɑːdʃɪp/

ACTIVE VOCABULARY |

get nowhere /ˌget ˈnəʊweə/

determination (n) /dɪˌtɜːməˈneɪʃən/

1 What would your life be like if you were born into a well-off family? 2 Would you consider running for president of your country? Say why. 3 What would you do if you found out about the party all your friends but you have been invited to? 4 Do you know anyone who started out poor and has become rich? Talk about them.

1 As people become more affluent (FLUENT), so their standard and style of living improves. 2 His arguments were persuasive (PERSUADE), but the managers still turned down his proposal. 3 Running a vegetarian restaurant is a costly (COST) business. 4 Feeling resentful (RESENT) can be self-destructive.

flourish (v) /ˈflʌrɪʃ/

5.58 5 a lot at stake /ə lɒt ət ˈsteɪk/ blessing in disguise /ˈblesɪŋ ɪn dɪsˌɡaɪz/ blunder (n) /ˈblʌndə/ come as a shock /ˌkʌm əz ə ˈʃɒk/ do an exam /ˌduː ən ɪɡˈzæm/ find out about sth /ˌfaɪnd ˈaʊt əˌbaʊt ˌsʌmθɪŋ/ flop (n) /flɒp/

lucky break /ˌlʌki ˈbreɪk/ more or less /ˌmɔː ɔː ˈles/ park attendant (n) /ˈpɑːk əˌtendənt/ peace and quiet /ˌpiːs ən ˈkwaɪət/ piece of luck /ˌpiːs əv ˈlʌk/ pick and choose /ˌpɪk ən ˈtʃuːz/ pure chance /ˌpjʊə ˈtʃɑːns/ risk taker (n) /ˈrɪsk ˌteɪkə/ run the risk of sth /ˌrʌn ðə ˈrɪsk əv ˌsʌmθɪŋ/ safe and sound /ˌseɪf ən ˈsaʊnd/ slim chance /ˌslɪm ˈtʃɑːns/ slowly but surely /ˌsləʊli bət ˈʃɔːli/ sooner or later /ˌsuːnə ɔː ˈleɪtə/ stand a chance (of doing sth) /ˌstænd ə ˈtʃɑːns (əv ˌduːɪŋ ˌsʌmθɪŋ)/

134

EXTRA ACTIVITIES IN CLASS • Remind students what binomials are (or elicit a brief explanation from a student) and give them time to look at the word list for Lesson 9C and highlight all the binomial phrases there. Ask them to close their books and dictate some of the phrases,

152

gapping the first or second part (e.g. safe and … (sound); … (take it) or leave it). Students should write down the completed phrases. After checking answers with the class, you could ask students to write example sentences for the phrases.

• Play True or False with vocabulary from the word list. Divide students into teams. Give teams in turn true/false statements about a word/phrase, e.g. When you mess up, you do something badly. (T) When you are determined, you are not sure if you should or shouldn’t do something. (F). Students have to decide if each statement is true or false.

09 take it or leave it /ˌteɪk ɪt ɔː ˈliːv ɪt/

resentful (adj) /rɪˈzentfəl/

voluntourism (n) /ˌvɒlənˈtʊərɪzəm/

take the chance/opportunity to do sth /ˌteɪk ðe ˈtʃɑːns/ˌɒpəˈtjuːnəti tə ˌduː ˌsʌmθɪŋ/

resilience (n) /rɪˈzɪliəns/

Zambia /ˈzæmbiə/

there and then /ˌðeə ən ˈðen/ there is a chance of sth /ˌðeə ˌɪz ə ˈtʃɑːns əv ˌsʌmθɪŋ/ touch-and-go (adj) /ˌtʌtʃ ənd ˈɡəʊ/ ups and downs /ˌʌps ən ˈdaʊnz/ valid ticket /ˌvælɪd ˈtɪkɪt/ wait and see /ˌweɪt ən ˈsiː/ worth the risk /ˌwɜːθ ðe ˈrɪsk/

relatively (adv) /ˈrelətɪvli/ resourceful (adj) /rɪˈzɔːsfəl/ run out (of sth) (phr v) /ˌrʌn ˈaʊt (əv ˌsʌmθɪŋ)/ sea bed (n) /ˈsiː ˌbed/ sign language (n) /ˈsaɪn ˌlæŋɡwɪdʒ/ sound (adj) /saʊnd/

9G WRITING

5.63 5

asset (n) /ˈæset/ at your convenience /ət jə kənˈviːniəns/ attend sth /əˈtend ˌsʌmθɪŋ/ be in charge of sth /ˌbi ɪn ˈtʃɑːdʒ əv ˌsʌmθɪŋ/

supplies (n) /səˈplaɪz/

be passionate about sth /ˌbi ˈpæʃənət əˌbaʊt ˌsʌmθɪŋ/

support a family /səˌpɔːt ə ˈfæməli/

blog about sth /ˈblɒɡ əˌbaʊt ˌsʌmθɪŋ/

survival (n) /səˈvaɪvəl/

Cambodia /kæmˈbəʊdiə/

take its toll on sb /ˌteɪk ˌɪts ˈtəʊl ɒn ˌsʌmbɒdi/

commit (v) /kəˈmɪt/

take sth for granted /ˌteɪk ˌsʌmθɪŋ fə ˈɡrɑːntɪd/

dedicated (adj) /ˈdedɪkeɪtɪd/

take sb on board /ˌteɪk ˌsʌmbɒdi ɒn ˈbɔːd/

enclose (v) /ɪnˈkləʊz/

cause harm/suffering /ˌkɔːz ˈhɑːm/ˈsʌfərɪŋ/

take your mind off sth /ˌteɪk jə ˈmaɪnd ɒf ˌsʌmθɪŋ/

enter a competition /ˌentə ə ˌkɒmpəˈtɪʃən/

coda (n) /ˈkəʊdə/

top up (phr v) /ˌtɒp ˈʌp/

coherent (adj) /kəʊˈhɪərənt/

third time lucky /ˌθɜːd ˈtaɪm ˌlʌki/

conclude (v) /kənˈkluːd/

turn around (phr v) /ˌtɜːn əˈraʊnd/

consider your options /kənˌsɪdə jə ˈɒpʃənz/

walkie-talkie (n) /ˌwɔːki ˈtɔːki/

9D READING AND VOCABULARY 5.60 5 attract (v) /əˈtrækt/ badly injured /ˌbædli ˈɪndʒəd/

current (n) /ˈkʌrənt/ desperate (adj) /ˈdespərət/ distract sb from sth /dɪˈstrækt ˌsʌmbɒdi frəm ˌsʌmθɪŋ/

9E GRAMMAR

5.61 5

dyslexic (adj) /dɪsˈleksik/ follow your dream /ˌfɒləʊ jə ˈdriːm/

do the trick /ˌduː ðə ˈtrɪk/

judge sb (v) /ˈdʒʌdʒ ˌsʌmbɒdi/

drift (v) /drɪft/

regret (v, n) /rɪˈɡret/

firmly (adv) /fɜːmli/ fishing trap (n) /ˈfɪʃɪŋ ˌtræp/

9F SPEAKING

entry (n) /ˈentri/ fully qualified (adj) /ˌfʊli ˈkwɒlɪfaɪd/ furthermore (adv) /ˌfɜːðəˈmɔː/ gain a qualification /ˌɡeɪn ə ˌkwɒlɪfɪˈkeɪʃən/ give sth serious consideration /ˌgɪv ˌsʌmθɪŋ ˌsɪəriəs kənˌsɪdəˈreɪʃən/ hesitate (v) /ˈhezɪteɪt/ increasingly (adv) /ɪnˈkriːsɪŋli/ lifelong dream /ˌlaɪflɒŋ ˈdriːm/ moreover (adv) /mɔːrˈəʊvə/ persuasive (adj) /pəˈsweɪsɪv/

5.62 5

relevant (adj) /ˈreləvənt/

advantage of sth /ədˈvɑːntɪdʒ əv ˌsʌmθɪŋ/

run a session /ˌrʌn ə ˈseʃən/

get off relatively lightly /ˌget ˈɒf ˌrelətɪvli ˌlaɪtli/

argument against/for sth /ˈɑːɡjəmənt əˈɡenst/ fə ˌsʌmθɪŋ/

Siem Reap /ˈsiəm ˌriəp/

give up hope /ˌɡɪv ˈʌp ˌhəʊp/

coach sb (v) /ˈkəʊtʃ ˌsʌmbɒdi/

go through the ordeal /ˌɡəʊ ˈθruː ðə ɔːˌdiːl/

disadvantage of/to sth /ˌdɪsədˈvɑːntɪdʒ əv/tə ˌsʌmθɪŋ/

float (v) /fləʊt/

have a negative/positive impact on sth /ˌhəv ə ˌneɡətɪv/ˌpɒzətɪv ˈɪmpækt ɒn ˌsʌmθɪŋ/

doubly (adv) /ˈdʌbli/

have no choice but to do sth /ˌhəv nəʊ ˈtʃɔɪs bət tə ˌduː ˌsʌmθɪŋ/

downside of/to sth /ˈdaʊnsaɪd əv/tə ˌsʌmθɪŋ/

have tendency towards sth /ˌhəv ˈtendənsi təˌwɔːdz ˌsʌmθɪŋ/

magnificent (adj) /mæɡˈnɪfəsənt/

drawback of/to sth /ˈdrɔːbæk əv/tə ˌsʌmθɪŋ/

head (v) /hed/

major (adj) /ˈmeɪdʒə/

heartbreakingly (adv) /ˈhɑːtˌbreɪkɪŋli/

minor (adj) /ˈmaɪnə/

hut (n) /hʌt/

minus point of sth /ˌmaɪnəs ˈpɔɪnt əv ˌsʌmθɪŋ/

Indonesian (adj, n) /ˌɪndəʊˈniːziən/

negative/positive aspect of sth /ˌneɡətɪv/ ˌpɒzətɪv ˈæspekt əv ˌsʌmθɪŋ/

keep (sb) going /ˌkiːp (ˌsʌmbɒdi) ˈɡəʊɪŋ/ lightly (adv) /ˈlaɪtli/  make oneself understood /ˌmeɪk wʌnˌself ˌʌndəˈstʊd/

welcome the opportunity/chance to do sth /ˌwelkəm ði ˌɒpəˈtjuːnəti/ˈtʃɑːns tə ˌduː ˌsʌmθɪŋ/

potential (adj) /pəˈtenʃəl/ obvious (adj) /ˈɒbviəs/ significant (adj) /sɪɡˈnɪfɪkənt/

not have a clue /nɒt ˌhəv ə ˈkluː/

social skills /ˌsəʊʃəl ˈskɪlz/

ordeal (n) /ɔːˈdiːl/

sustainable bricks /səˌsteɪnəbəl ˈbrɪks/

Panamanian (adj, n) /ˌpænəˈmeɪniən/

volunteer tourism (n) /ˌvɒlənˈtɪə ˌtʊərɪzəm/

135 In stronger classes, students could also play in groups, with players taking it in turns to give statements for their group to decide if they are true or false. Each correct answer gives teams one point and the team with the most points wins.

• Put students in pairs and ask them to choose five random phrases from the word list. They should then give their phrases to another pair. Pairs now have to write a cohesive piece of writing between 50–100 words including all the phrases. When they have finished, they should swap texts with the other pair for checking.

FURTHER PRACTICE Workbook page 109/Online Practice

NEXT CLASS Ask students to revise Unit 9.

153

09

Revision

VOCABULARY AND GRAMMAR

1

Exercise 2 1 messed up 2 consider 3 do 4 clue 5 take 6 off 7 choice 8 ordeal 9 nowhere 10 break Exercise 4 1 wasn’t/weren’t, wouldn’t have interviewed 2 won’t be / aren’t, know 3 had accepted, would be 4 wouldn’t have met, hadn’t gone 5 hadn’t given up, would be able to 6 wouldn’t have missed, were 7 was/were, would/ could buy

Choose the correct words to complete the sentences. 1 Western societies are very affluent / costly compared to poorer ones in the developing world. 2 She has made a lot of money from her work as a travel correspondent. It’s a very well-off / lucrative job. 3 There was a lot of hardship / setback in the village because the factory where most people worked closed. 4 When I received my first salary, I didn’t splash out / up. I put the money aside to buy a car. 5 There were some minor setbacks / flops at the beginning of the project, but in the end it went well. 6 His hard work paid up / off and he did really well in the final exams. 7 He took a digital presentation to the interview and they loved it. What a masterstroke / blunder! 8 I don’t like running chances / risks. I always prefer to be safe.

2

4

(not/be) an interesting person, the 1 If she (not/interview) her last week. journalists (not/be) successful unless 2 In general, people (know) what they want. they (accept) the job with the travel agency 3 If he (be) in Australia now. last year, he (not/meet) if they (not/go) to 4 They your last party. (not/give up) languages at school, 5 If you (be able) work abroad now. you  (not/miss) that job opportunity if you 6 You (be) more ambitious. (be) better off, she (buy) a new 7 If she car, but it’s out of the question until next year.

5

blessing break choice clue consider do flourish messed up nowhere off ordeal take

3

Complete the binomial phrases in the sentences with one word. 1 You must try to be flexible. There should be some give and take in any relationship. 2 I think it’s more or less certain you’ll get the job. 3 I had to decide if I wanted the job there and then. They said they couldn’t wait. 4 The band has had its ups and downs but they’re doing very well now. 5 We got lost in the fog on the mountain but in the end got home safe and sound . 6 She’ll have to get a job and start earning some money sooner or later. Her parents can’t pay for everything for much longer.

136

FURTHER PRACTICE • Use of English, Student’s Book page 195 • Class debates pages 268–269

Choose the correct words to complete the sentences. Sometimes more than one answer is possible. 1 I wish everything these days isn’t / wasn’t / weren’t so expensive. 2 If only my sister would stop / stopped / had stopped borrowing my clothes! It’s very irritating! 3 I wish I studied / would study / had studied sciences at school, but it’s too late now. 4 If only I can / could / should swim! I’d enjoy beach holidays more, I’m sure. 5 He needn’t have worried / shouldn’t have worried / didn’t need to worry about the test. He came top! 6 They really should have waited / didn’t need to wait / could have waited for you. It was unkind of them to leave so soon. 7 If only you had / would have / have told me, I can / could / would have helped!

Complete the dialogue with the words from the box. There are two extra words.

– I’ve lost the house key. A Oh no! I’ve really 1 What shall we do? our options; we could try to open B Well, let’s 2 that window or break it. A Let’s try to open it. My penknife might help. the trick. B Yes, that should 3 A It won’t open. What now? . B I haven’t a 4 A It’s so cold out here. Now I realise how much I 5 my nice warm house for granted. B Have a chocolate. It should take your mind 6 the cold. A Thanks! but to break the B Well, I think we have no 7 window. A But what if someone hears and thinks we’re burglars? of spending I don’t want to go through the 8 a night at the police station! , so I think we have to do it. B We’re getting 9 A Look! Here’s my sister. She’s got a key! ! B Brilliant. What a lucky 10

Complete the sentences with a conditional form, using the verbs in brackets.

USE OF ENGLISH

6

Complete the text with one word in each gap.

FOLLOW YOUR HEART Working in the travel business appeals to many young people who set their heart on working as a flight attendant. Some of them 1 apply to different airlines when they leave school, while others gain a relevant qualification first. One of the major benefits of this job is having access to discount airfares. Nevertheless, there are some significant downsides 2 to the job too: air crew can work long hours, pay isn’t always very good and passengers aren’t always easy to deal with. There are far more candidates than vacancies, so companies can 3 pick and choose. Sarah, a flight attendant with a major airline, advises young people who want a job in the air, ‘There’s a 4slight/slimchance that you might succeed so be prepared for rejection. A lot is 5 at stake, but don’t give up.’ Sarah is passionate 6 about her chosen career. ’If I 7 had not followed my heart, I could be very unhappy now. But this is the life for me!’

Use of English > page 195

• Self-assessment 9 and Self-check 9, Workbook pages 110–111/Online Practice • Extra digital activities: Use of English, Reading, Listening

ASSESSMENT • Unit 9 Language Test (Vocabulary, Grammar, Use of English) • Unit 9 Skills Test (Dictation, Listening, Reading, Communication) • Unit 9 Writing Test

154

READING

7

Read the article about fair play in sports. Match sentences A–F with gaps 1–5 in the text. There is one extra sentence.

STRATEGY | Missing sentences Read the sentences before and after the gap carefully. Look for reference words, e.g. personal pronouns, possessive pronouns, demonstrative pronouns. Discourse markers such as in addition, however, as a result, then will also help you to choose the correct sentence. A As a result of this, neither of them did as well as they could have done. B Although some people might disagree, I can’t help feeling that all the examples mentioned reflect the basic goodness of the human being. C One interesting example is about two runners who train together. D Survival of the fittest is the name of the game, and can turn perfectly nice, peace-loving human beings into unpleasant, aggressive individuals. E Although on the other hand, he might not be so well known today. F One of the best known of such sporting moments happened during the 1936 Olympic Games in Berlin.

SPEAKING

8

A student website wants to publish an article about what is important when choosing a career. In pairs, talk about the different considerations and decide which you think is the most important.

FA I R P L AY

Anyone who takes part in a competitive sport knows how sporting ambition and the natural human desire to win can bring out the worst in people. 1 D Elderly women with tennis rackets in their hands may stop at nothing to win the local club championship, in a similar way to professional footballers who forget all about fair play in a vain attempt to win their side a penalty. ‘He ran the risk of getting a red card, but he had no choice,’ fans justifying such disgraceful behaviour might observe. That isn’t quite right. There is always a choice. Fortunately, amongst all the stories of sporting selfishness, occasionally ones demonstrating the better side of human nature Luz Long, a German, and America’s hit the headlines. 2 F Jesse Owens were both trying to qualify for the long jump final. Owens succeeded thanks to Long’s tips and went on to win. If Long hadn’t helped Owens, perhaps he would have come first rather than second. 3 E Another notable Olympic moment that is memorable for the best of reasons happened more recently, this time in the 2016 Rio Games, when New Zealand’s Nikki Hamblin fell during the first round of the women’s 5,000 metres, tripping up another athlete by mistake, Abbey D’Agostino. A lot was at stake, but instead of continuing, D’Agostino stopped and helped Hamblin. 4 A However, they were both given a place in the final in recognition of their sporting attitude. In fact, if we really want to find them, there are lots of stories of sporting heroism. We can read about rugby players who stop playing to help an injured fellow player, of golfers who admit to doing something wrong even if no one saw, and of Formula One racing drivers stopping to help others who have had a serious accident. 5 B However, the stress of the highly competitive sports environment of today is taking its toll on how some sportsmen and women behave.

STRATEGY | Collaborative task When you discuss the questions, think of one or two reasons to justify your opinion or give an example. attractive salary

location near home

job security Luz Long and Jesse Owens at the 1936 Berlin Olympics

WHAT IS THE MOST IMPORTANT WHEN CHOOSING A CAREER?

WRITING

10

You have seen this advertisement on a student website.

THINKING ABOUT HAVING A GAP YEAR? the opportunity to travel

9

personal interest

In pairs, take it in turns to ask and answer the questions. 1 Happiness is more important in life than money. Do you agree? Say why. 2 We shouldn’t take risks in life and we should always play it safe. Do you agree? Say why.

Then enter this competition and

WIN A FREE COURSE! The following courses are on offer next summer: • Work on a conservation project and study Spanish in Peru. • Learn how to run a successful outdoor activity centre in Australia. To apply, write a letter telling us why we should choose you. Write your competition entry.

137

155

10

Culture vulture VOCABULARY Describing objects, musical styles, performance, prepositional phrases, descriptive adjectives, easily confused words GRAMMAR

Past modals, participle clauses Use of English > page 195

SPEAKING

Negotiating informally

WRITING

An article

VIDEO

Grammar

Documentary

A

B C

10A GRAMMAR AND VOCABULARY Exercise 6 Possible answers 1 can’t have been manmade because they’re so perfectly formed 2 must have been carved in Norway because they have typical Norwegian costumes 3 might have been used as a children’s toy 4 can’t have been unusual objects because so many of them have been found / might not have had any specific purpose.

1 2

SPEAKING If you could visit any historical period for a day, which would you choose? Say why.

Past modals of speculation

5

Complete the table with the words from the box. Some words may fit in more than one category.

1 The holes must have been man-made because they would fit a right-handed musician perfectly. c 2 It can’t just have been a coincidence. a 3 They might have been candle holders. b

beige bone bronze circular cream curved enormous flat geometric golden hollow ivory miniature pocket-size pointed rectangular solid spherical wooden Shape

circular, curved, flat, geometric, hollow, pointed, rectangular, solid, spherical

Size

enormous, miniature, pocket-size

Colour

beige, bronze, cream, golden, ivory

Material

bone, bronze, golden, ivory, wooden

3 4

In pairs, describe the ancient artefacts in the photos A–C, using words from Exercise 1. What do you think the objects were used for?

THINK BACK Read these the extracts from the recording and match the underlined verb forms with their meanings a–c.

a I’m pretty sure this was not true. b It’s possible that this was true. c I’m pretty sure this was true.

6

4.7 Listen to the sentences and complete the paraphrases using a past modal. 1 2 3 4

The holes in the flute The chesspieces The dodecahedron The dodecahedra

. . . .

4.6 Listen to a radio podcast about the objects and check your ideas.

138

REFERENCES

EXTRA ACTIVITIES IN CLASS

AUDIO SCRIPT page 233

• This activity can be done at any point after Exercise 2. Put students in pairs or small groups and assign four words from the box to each pair/group. Students write definitions for their words. If they aren’t sure, they should look the words up in a dictionary.

VIDEO SCRIPT page 245 CULTURE NOTES page 212

156

They then swap definitions with another pair/group, who have to find the words. • Do this activity after Exercise 9. If students have access to the Internet in class, ask them to do an internet search for photos of ancient artefacts in pairs. Ask them to choose two artefacts and discuss what they think each one must/ might/can’t have been used for.

10 Look at the sentences a–h from the recording and answer the questions. 1 How do we form continuous and passive forms with past modals? a He must have been planning to come back for them. b Nobody really knows what they might have been used for. c I can’t have been paying attention. d They could have been used to knit gloves. 2 Which sentence shows a stronger possibility? What word has the effect of making the possibility stronger? e They may well have been made by some kind of predator. f Some people think they could have been used to knit gloves. gloves 3 Which of these negative sentences demonstrates a lack of ability, rather than possibility? g People may not have understood the rules of chess. h The hyenas couldn’t have made such perfectly round holes with their teeth. Grammar Reference and Practice > page 188

8

Study Watch out! Then choose the best verb form to complete the sentences below. Sometimes both options are correct. 1 He might not have looked / have been looking where he was going when he tripped and fell. 2 This jewellery would / must have been expensive; it’s solid gold! 3 This picture might / can’t have been painted by the same artist; the style is completely different. 4 At that time, many children would have started / would have been started work at the age of eight. 5 He might / may have been lying; he’s untrustworthy. 6 He can’t / mustn’t have carried out the robbery; I was with him all evening.

9

4.8 Complete the text with the correct forms of the words in brackets. Then listen and check.

Exercise 7 1 We use the modal + have been + the present participle for continuous active forms. We use the modal + have been + the past participle for passive forms. 2 They both show possibility. Sentence e is stronger because of the use of the word well. 3 Sentence h. Generally, we don’t use couldn’t have done/ been to speculate.

THE NEBRA SKY DISC The Nebra Sky Disc is one of the most important Bronze Age artefacts ever found, and it 1 (might/never/discover) if two treasure hunters hadn’t found it in a German forest. When Henry Westphal and Mario Renner set out to search (can’t/expect) what they would for treasure, they 2 find there. Incredibly, they dug up two bronze swords and some other bronze (would/be) items as well as the Sky Disc. The collection 3 (must/know) worth as much as half a million euros. They 4 that so they tried to sell it but were eventually caught. When archaeologists were finally able to inspect the Sky Disc, they were stunned. In fact, they initially thought that it 5 (must/be) a fake. It is still uncertain exactly what it 6 (might/use) for, but it is definitely genuine and is at least 3,600 (would/make) locally years old. Analysis showed that it 7 and it looks like it probably came from the area in Germany where it was found.

10 GRAMMAR VIDEO

7

Exercise 9 1 might never have been discovered 2 couldn’t have expected 3 would have been 4 must have known 5 must have been 6 might have been used 7 would have been made

SPEAKING In pairs, look at the photo of Costa Rican balls below. What do you think they could have been used for? Go to page 199 to find out more about these objects. 20 Look at the question in Exercise 10 again and watch the video. Say what the speakers answer. Compare their answers with your own.

WATCH OUT! We use would + a perfect infinitive (have + past participle) when we are making an assumption about what happened in the past or drawing a logical conclusion: There would have been much simpler and cheaper ways of knitting gloves. (assumption) The Isle of Lewis belonged to Norway at that time, so the merchant would have been in his own country when he lost the chess pieces. (logical conclusion)

Costa Rican balls (1,000–1,500 years old)

□ I can use past modals to talk about hypothetical situations in the past. FURTHER PRACTICE • Photocopiable extra Grammar Video activity 10, page 272 • Grammar Reference and Practice, Student’s Book page 188 • Workbook pages 112–113/Online Practice

• Photocopiable resource 42: It must have been a clock!, pages 288, 331–332 • Extra digital activities: Grammar Checkpoint 10A

ASSESSMENT Grammar Quiz 10A

139

NEXT CLASS • Ask students to read about New Orleans and note down any information they find interesting. • Students find an example of music from their favourite genre (or a genre they don’t like) to play to their partner in the next lesson.

157

10B LISTENING AND VOCABULARY 1

In pairs, complete the quiz.

WATCH OUT! While regional accents vary, there are some differences.

QUIZ

What do you know about the city of

NEW ORLEANS?

1 New Orleans is in the American state of a Mississippi. b Louisiana. c Texas.

Consonants • In standard North American English (NAmE), the letter t in the middle of a word is often pronounced /d/, e.g. water /wɔːdə/. • In standard British English (BrE), there is often a /j/ sound before the sound /uː/. In NAmE the /j/ is usually dropped, e.g. tune /tjuːn/ tune /tuːn/ • The final /r/ is often silent in BrE, e.g. star /staː/, whereas in NAmE it is pronounced /staːr/. Vowels • In NAmE, o often sounds like /aː/, e.g. strong /straːŋ/. BrE uses the shorter sound /ɒ/, e.g. strong /strɒŋ/.

5

2 In which ethnic culture do both jazz and rhythm and blues have their origins? a French b West African c South American

1 New Orleans style R&B has a strong rhythmic beat that really gives you the urge to get up and dance! g 2 The moving and soulful Blueberry Hill was a massive international hit. h 3 Louis Armstrong’s style of jazz was a bit slower and more mellow. a 4 Zydeco has an upbeat tempo and is played at exhilarating speed. e, d

3 Which country first colonised the area and built the city? a France b Spain c England 4 The city’s nickname is a the Big Apple. b the Windy City. c the Big Easy. 5 What natural disaster affected New Orleans in 2005? a a hurricane b a fire c an earthquake

a b c d e f g h i j

6 Which of these musical styles is New Orleans famous for? a zydeco b jazz c hip-hop

Exercise 3 1 jazz 2 1956 3 jazz musician 4 three cents 5 trumpet 6 response

2

4.9 Listen to a podcast about New Orleans and check your answers to the quiz questions in Exercise 1.

3

4.9 Listen to the podcast again and complete the sentences. Use no more than three words/numbers in each gap. 1 Jelly Roll Morton is often credited as the originator of music. 2 Blueberry Hill was a huge success for Fats Domino in . to appear on the cover of Time Magazine 3 The first was Louis Armstrong. an acre for the 4 The United States paid less than city in 1803. and the piano are not instruments 5 The associated with zydeco. ’ originates from West African cultures. 6 ‘Call and

4

4.10 Study Watch out! Then listen to a speaker saying the same phrase twice. Which accent do you hear first: British English (BrE) or North American English (NAmE)? How do you know? 1 NAmE (/nu:/) 2 BrE (/ˈrɪvə(r)/) 3 NAmE (/ˈpɑː(r)di/)

140

6

Smooth and soft. Easy to remember. Too loud, too much going on. Making you feel very excited. Full of happiness and good feelings. Gentle, making someone feel calmer. Having a regular beat that is repeated. Expressing deep feelings and sadness. Done many times in the same way, and boring. Unpleasant because it is played slightly above or below the correct pitch.

Match the adjectives in the box with the remaining definitions in Exercise 5. Can you think of any other adjectives to describe musical styles? brassy catchy off-key repetitive soothing c

b

j

i

f

7

SPEAKING Choose a genre of music you enjoy (or don’t enjoy) and tell your partner about it, using adjectives from Exercises 5 and 6.

8

REFLECT | Culture Can you think of a city in your country which also has a rich musical tradition? What kind of music is it famous for and what kind of events are held there?

7 BrE (/strɒŋ/) 8

□ I can understand standard British and American accents and talk about music.

REFERENCES AUDIO SCRIPT page 233 CULTURE NOTES page 212

EXTRA ACTIVITIES IN CLASS • Lead in to Exercise 1 by asking students to share any interesting information about New Orleans they found online.

158

4 BrE (/ˈʃɒkɪŋ/) 5 BrE (/ˈpʌtɪŋ//nju:/) 6 NAmE (/ˈmæɡəˌziːn/)

Read these extracts from the recording and match the highlighted adjectives with their definitions (a–j). There are five extra definitions.

They could do this in pairs, small groups or as a whole class. • After Exercise 6, put students in pairs and ask them to listen to the music they have brought from home (quietly) and describe it together, using words from Exercises 5 and 6. In smaller classes, you could do this as a whole-class

activity, with students taking it in turns to play their music for the rest of the class to describe.

FURTHER PRACTICE • Workbook page 114/Online Practice • Photocopiable resource 43: New Orleans, pages 289, 333

10

10C GRAMMAR 1

5

SPEAKING Read a factfile about Amy Poehler. Which piece of information do you find most interesting? Say why.

Amy Poehler

1 She had starred in Inside Out so was invited to the Cannes Film Festival. 2 Clearly, the journalist expected her to agree, because he looked surprised when she didn’t. 3 She looked straight at him and replied, ‘Sure I did.’ 4 She felt she might be good at stand-up comedy, so she joined an improvisation group. 5 She moved to Chicago to join an improvisation group, even though she had never actually done any improvisation before.

Job

American comedian and actor

Best known for

Parks and Recreation, Mean Girls, Saturday Night Live, Inside Out

Best friend

Comedian Tina Fey, worked together in Mean Girls, Sisters, and on Saturday Night Live

Achievements

Golden Globe award for Best Performance in Parks and Recreation, an Emmy for Outstanding Guest Actress in a Comedy Series for Saturday Night Live, she also has a star on the Hollywood Walk of Fame

2

WATCH OUT!

Read an excerpt from an article about Amy. What does the text tell you about her personality?

There is a story about Amy Poehler at the Cannes Film Festival a few years ago. 1 Walking into the press conference for her film, lm she was asked by a journalist if she had ever expected she’d be there. Clearly, he thought she would modestly agree that she didn’t belong there, but, 2 having worked successfully in comedy for over twenty years, years she didn’t actually feel that way. She looked straight at him and replied, ‘Sure I did,’ 3 leaving him open-mouthed. open-mouthed At the age of 21, she moved to Chicago to join an improvisation group, even though she had never done any improvisation before. She felt she might be good at it – and she was. For Poehler, self-confidence isn’t so much about thinking that you’re great, as about not worrying too much what other people think of you. And many people just love her for it.

To use a participle clause, the subject of both clauses needs to be the same, e.g. Walking into the press conference, she was asked by a journalist … (Amy walked into the press conference and was asked ...) Compare: Walking into the press conference, the journalist asked Amy … (The journalist walked into the press conference and ...) If each clause has a different subject, we will need to make some changes to make the meaning clear, e.g. The man, having shut the door in my face, walked off down the path. Grammar Reference and Practice > page 188

6

Match the underlined examples of participle clauses in the text (1–3) with the three types of participle clauses below (a–c).

□ □ □

a 3 Showing a sequence of events. b 1 Showing that two things happened at the same time. c 2 Showing the result of an action.

4

Combine the two sentences, using a participle clause. 1 I didn’t realise what time it was. I missed the train. 2 I lost my key. I couldn’t get in the house. 3 He had met her before. He knew what to expect. 4 I had been standing for hours. I felt very tired. 5 I knew what had happened. I wasn’t surprised. 6 He ran to catch the bus. He felt his phone fall out of his pocket.

Reduced adverbial clauses

3

Study Watch out! and rewrite the sentences, replacing the underlined section with a participle phrase. Make any changes necessary to make the meaning clear.

Complete the second sentence so that it means the same as the first. Start the sentences with the words in brackets. 1 Because she has won several awards, Amy’s work is well-known. (Having ...) 2 As they are best friends, Amy and Tina Fey enjoy working together. (Being ...) 3 The actor Chris Pratt made his breakthrough on Parks and Recreation, and is now a big star. (Having ...) 4 Amy Poehler didn’t expect Parks and Recreation to be so successful, and didn’t realise it would run for seven seasons. (Not expecting ...)

7

Exercise 4 1 won several awards, Amy’s work is well-known. 2 best friends, Amy and Tina enjoy working together. 3 made his breakthrough on Parks and Recreation, the actor Chris Pratt is now a big star. 4 Parks and Recreation to be so successful, Amy Poehler didn’t realise it would run for seven seasons. Exercise 5 1 Having starred in Inside Out, she was invited to the Cannes film festival. 2 Clearly expecting her to agree, the journalist looked surprised when she didn’t. 3 Looking straight at him, she replied, ‘Sure I did.’ 4 Feeling (that) she might be good at stand-up comedy, she joined an improvisation group. 5 She moved to Chicago to join an improvisation group, never having (actually) done any improvisation before. Exercise 6 1 Not realising what time it was, I missed the train. 2 Having lost my key, I couldn’t get in the house. 3 Having met her before, he knew what to expect. 4 Having been standing for hours, I felt very tired. 5 Knowing what had happened, I wasn’t surprised. 6 Running to catch the bus, he felt his phone fall out of his pocket.

SPEAKING Tell your partner about a TV personality whose work you enjoy: what you know about their life and work, and explain why you like them.

□ I can use reduced adverbial clauses in written texts. EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

ASSESSMENT

This activity can be done before or after Exercise 6. Ask students to think of something that happened last weekend and make a sentence about it using a participle clause. They can then share their sentences with a partner or, in smaller classes, with the class.

• Grammar Reference and Practice, Student’s Book page 188

Grammar Quiz 10C

141

• Workbook page 115/Online Practice • Photocopiable resource 44: I’ll race you, pages 289, 334 • Extra digital activities: Grammar Checkpoint 10C

159

10D READING AND VOCABULARY Exercise 4 1 To enjoy being kept in suspense. 2 That knowing what is going to happen could enhance enjoyment. 3 The fact that many people enjoy watching or reading the classics despite knowing the ending. 4 That knowing what happens enhances enjoyment all the way through, not just at the end of the story. 5 That knowing the ending made the stories less moving and thought-provoking. 6 They like working out puzzles and other activities involving the use of logic. 7 He mentions how everyone watches different things at different times. Exercise 7 1 He spoiled the ending by accident. / He didn’t spoil the ending on purpose. 2 Without a doubt, she was guilty. 3 I was under the impression that there would be a happy ending. 4 In all likelihood, the show will be cancelled. 5 News sites may have to review episodes. In that case, they should avoid giving spoilers. 6 I didn’t look at Twitter for fear of seeing spoilers. 7 I’ve been in suspense since last week’s episode, waiting to see what happens! 8 You’re only arguing for the sake of arguing! 9 In contrast to his other shows, this one is really boring. 10 You should watch at least a few episodes before you decide. 11 I asked him what he had liked about the film in addition to the special effects. 12 In fact, I don’t really mind spoilers. 13 Revealing the surprising part of the TV series was a mistake on her part. 14 You make it sound as if I did it on purpose.

1

SPEAKING In pairs, look at the cartoon and answer the questions.

7

1 2 3 4 5

1 What is a spoiler? 2 How do you feel about spoilers? 3 Why do you think some people enjoy them?

2

Read the article and compare what the writer says with your ideas from Exercise 1.

3

Read the article and match questions 1–6 with paragraphs A–F. In which paragraph does the author … 1 E report the opinion that people who like spoilers may be a bit lazy? 2 B explain why people may get pleasure from rereading a book? 3 F talk about the social aspect of watching TV and films these days? 4 A mention how the media sometimes protect people from finding out too much? 5 C explain how knowing the plot can help people relax and enjoy something more? 6 D describe research which contradicted earlier findings?

□ □ □ □ □ □

4

6 7 8 9 10 11 12 13 14

8

In pairs, read the article again and answer the questions. 1 Why does the author suggest we may enjoy reading and watching fiction? 2 What did Christenfeld's first research study show? 3 What is Christenfeld suggesting when he refers to Romeo and Juliet in paragraph B? 4 What extra point was Christenfeld trying to make with his second study? 5 What did Johnson’s students conclude about stories which had been spoiled? 6 What does the article suggest about the personality of people who avoid spoilers? 7 What does the writer say about changing viewing habits?

5

Did anything you read in the article change your mind about spoilers? Say why.

6

Complete the phrases with prepositions from the box. You can use the prepositions more than once. Then check your answers by finding the phrases in the article.

Replace and rewrite the underlined parts of the sentences with prepositional phrases from Exercise 6. He didn’t mean to spoil the ending. ending There was no question that she was guilty. I thought that there would be a happy ending. It is very probable that the show will be cancelled. If news sites have to review episodes, it would be something if they could avoid giving spoilers. I didn’t look at Twitter in case I saw spoilers. I have been excited and nervous since last week’s episode, waiting to see what happens! You’re only arguing because you like arguing! Unlike his other shows, this one is really boring. You shouldn’t watch less than a few episodes before you decide. I asked him what he had liked about the film besides the special effects. To tell the truth, I don’t really mind spoilers. Revealing the surprising part of the TV series was her mistake. You make it sound as if I planned to do it! it

SPEAKING In pairs, discuss the questions. 1 Can you think of any books or films where you were under the impression that you knew what was going to happen, and then were completely surprised by the  ending? 2 Have you ever avoided social media for fear of seeing a spoiler? If so, give an example. 3 Do you find that sometimes spoilers ruin a show whereas at other times it makes no difference? Say why. 4 Do you agree that people who like to be in suspense are more abstract thinkers or more involved with the characters? Say why. 5 A teacher got his class to behave by threatening to tell them spoilers about a TV series. Do you think this was a good idea? Say why.

at by for in on under without in 1 suspense in that case 2 3 without a doubt at least 4 in addition 5 in fact 6 for the sake of 7

142

160

8 9 10 11 12 13 14

in under on in for by on

all likelihood the impression purpose contrast fear of accident their/his/etc part

GLOSSARY familiarity – a good knowledge of a particular subject take something into account – to consider or remember something when judging a situation thought-provoking – making you think seriously about a particular subject wreck (v) – to completely spoil something

□ I can identify specific details in a text and talk about spoilers.

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

This activity can be done after Exercise 6 or 7. Students choose five prepositional phrases from Exercise 6 and write sentences using them. They then remove the preposition from each phrase to create a gap-fill exercise. Students swap exercises with a partner and complete them, then swap back and check their answers.

Workbook pages 116–117/Online Practice

NEXT CLASS Ask students to make notes about a film, play or series they liked (or didn’t like).

SPOILERS LOVE ‘EM OR HATE ‘EM?

10

4.11

5

10

15

20

25

30

35

40

A Why do people enjoy reading fictional books, and watching fictional TV series and films? One theory is that it’s because we are in suspense about what is actually going to happen. We like it because the tension of wondering and guessing is pleasurable. In that case of course, someone actually telling you the plot would completely spoil the experience. Presumably, this is why we refer to a newspaper article or blog with that kind of information as a ‘spoiler’. Without a doubt, the majority of us do our best to avoid seeing spoilers. News sites are usually pretty careful to at least signal that there are spoilers coming up in their reviews, and when an important plot line gets ‘spoilt’, there’s a huge fuss online. But, it’s also clear that some people actually love reading spoilers. Why, when it’s only going to wreck their enjoyment? B You might be surprised to learn that research by psychology professor, Nicholas Christenfeld, would actually suggest the opposite: that reading or hearing spoilers can in fact enhance our experience. In his study, Christenfeld divided participants into two groups and gave each group the same stories to read. In addition to the stories, the second group were also given brief introductions to what they were going to read which subtly ‘spoilt’ the plots. You might assume that the first group found the stories more engaging, but surprisingly, it was the second group who claimed the greatest reading satisfaction. Christenfeld points out that when we really love a book or film, we often watch or read it again – sometimes many times. We aren’t doing this for the sake of finding out what happens. In all likelihood, says Christenfeld, we enjoy it more the second or third time because we are now free to notice more of the detail. As an example, he talks about Romeo and Juliet and points out that people don't go to see that expecting a surprise ending. Knowing what happens at the end of great classic works of fiction isn't going to ruin them.

45

50

55

60

65

70

75

80

85

C Christenfeld also followed up his research two years later with another study where he gave some of the participants spoilers. However, this time he stopped the participants reading the stories before they had finished and asked them about their enjoyment at that point. He argued that most people are under the impression that spoilers only have an impact on the reader’s reaction to the end of the story, but that this study showed that even halfway through reading the story, the participants who had read the spoilers were still finding the stories more engaging than those who didn’t know what was going to happen. According to Christenfeld, there is plenty of evidence that this fluent processing of information is enjoyable; that some familiarity with a work of art enables you to appreciate it more. D It’s a convincing theory, however a more recent study by Benjamin Johnson, an assistant professor of Communication Science, actually found that spoilers did negatively affect people’s enjoyment. Johnson gave 412 university students several short stories to read which they did not know. Before they read them, they were given summaries of the stories, some of which gave away the ending on purpose. Johnson found that, in contrast to Christenfeld’s research, the stories that had been ‘spoiled’ were considered to be less moving and less thought-provoking. E It may be that it is a matter of personal preference. Interestingly, Johnson has also carried out research which shows that the kind of people who are so keen to avoid spoilers that they don’t look at social media for fear of finding something out by accident tend to have a particular personality type. They like thinking through complex, abstract problems and are very emotionally involved with what they are reading or watching. People who are less emotionally connected with the characters, and who dislike abstract thought, are happy to know about what is going to happen because it requires less effort on their part. F Finally, we should probably take into account how much the Internet has changed our viewing habits. Gone are the days when everyone would watch the same thing at the same time and then talk about it at school or work the next day. Now, everyone is watching at different times across the world, and a lot of the discussion is happening in online communities. Maybe discussing spoilers is all part of the fun?

143

161

10E VOCABULARY | Performance Exercise 3 Theatre: be on the edge of your seat, play the lead Comedy: deliver the punchline, do a stand-up routine, heckle sb, tell a gag Film: be a must-watch, be on the edge of your seat, play the lead TV: be a must-watch, catch up on an episode, play the lead Exercise 4 1 he delivered the punchline 2 plays the lead 3 This film is a must-watch. 4 do a stand-up (comedy) routine 5 on the edge of my seat 6 heckle 7 catch up on the latest episode 8 gags Exercise 5 1 cheesy 2 unconvincing 3 magical/breath-taking 4 appalling 5 exceptional 6 offensive/appalling 7 worthwhile 8 comical 9 lively

1

SPEAKING In pairs, discuss which types of performance you enjoy the most/least: theatre, comedy, film or TV. Say why.

2

THINK BACK Complete the table with the words from the box. Some words may fit in more than one category. cast costume dialogue episode feature-length humour joke plot scene season set sitcom stage

Theatre

cast, costume, dialogue, humour, plot, scene, set, stage

Comedy

dialogue, humour, joke, sitcom, stage

Film

cast, costume, dialogue, feature-length, plot, scene

TV

cast, costume, dialogue, episode, plot, season, scene, sitcom

3

Add these phrases to the categories in Exercise 2. be a must-watch be on the edge of your seat catch up on an episode deliver the punchline do a stand-up routine heckle sb play the lead tell a gag

4

5 6 7 8

ACTIVE VOCABULARY | Easily confused words Some pairs of words are often confused. This may be because there are two very similar forms from the same root; adjectives ending in -ic and –ical often behave like this, e.g. magic / magical comic / comical historic / historical classic / classical • Sometimes two words look quite similar, but have completely different meanings, e.g. tasteful / tasty lively / alive • Sometimes it is the prefix or suffix which causes the confusion, e.g. invaluable / worthless childlike / childish

7

When he gave the final line of the joke, joke nobody laughed. Toni Collette is the star of the show. You can’t miss this film. I would never have the confidence to go up on a stage and tell jokes. jokes I was in suspense right through the film. I hate it when people shout things at comedians – they’re doing their best! We missed our favourite TV show yesterday, so we’ll watch the latest one tonight instead. My uncle told a few jokes and got everyone laughing.

8

Complete the extract from a review using words from this lesson. I have to admire anyone who is brave enough to do 1 stand-up comedy – the thought of being alone on the 2 stage , facing an audience who may not find you funny – or may even 3 heckle you – would absolutely terrify me. So I started the evening ready to like this show. The beginning was OK, the jokes were a bit 4 cheesy and I’d heard them before, but some of the 5 gags he told were actually quite 6 comical and made me laugh. However, at times he was so 7offensive that I almost stood up and walked out.

Complete the sentences with the adjectives from the box. Sometimes more than one correct answer is possible.

9

SPEAKING In pairs, discuss the questions. 1 What kind of comedy do you prefer to watch and why: stand-up comedy, a sitcom or a comedy film? 2 Do you mind if a joke is cheesy, or even a bit offensive?

DOCUMENTARY VIDEO

jokes that aren’t at all funny. 1 Dad is always telling ; I couldn’t believe in her 2 Her acting was totally as a character at all. ; it was exactly like being in the 3 The set was middle of an enchanted forest. . 4 It was the worst thing I’ve ever seen – really – far better than anyone 5 Her performance was else in the cast. sexist joke. 6 He told a really – I believe 7 The play was a bit upsetting, but it’s important that people talk about this issue. – I couldn’t 8 The costume made him look really stop laughing! show full of laughs and excitement 9 It was a(n) and kept our interest throughout.

21 WATCH AND REFLECT Go to page 171. Watch the documentary The bright lights of Broadway and do the exercises.

□ I can talk about performances.

REFERENCES VIDEO SCRIPT page 245

162

Choose the correct words to complete the sentences. 1 The magic / magical show was incredible – at one point the volunteers from the audience disappeared! 2 This lively / alive new play is a must-watch. 3 Amy Schumer’s new comic / comical film will be released next month. 4 I believe that theatre is worthless / invaluable unless the audience is fully engaged. 5 Come and see Shakespeare’s classic / classical comedy All’s Well That Ends Well. 6 People will still be talking about this historical / historic production in twenty years. 7 The costumes and scenery were very tasty / tasteful. 8 He plays the role with a childish / childlike innocence.

appalling breathtaking cheesy comical exceptional lively magical offensive unconvincing worthwhile

144

Study Active Vocabulary. Work out the differences between the pairs of words. Then go to page 199 to check your ideas.

Replace the underlined parts of the sentences with phrases from Exercise 3. Make any other changes if necessary. 1 2 3 4

5

6

the lesson. Give them some time to prepare individually before they begin.

CULTURE NOTES page 212

FURTHER PRACTICE

EXTRA ACTIVITY IN CLASS

• Workbook page 118/Online Practice

After Exercise 9, in pairs or small groups, students tell their partner(s) about their chosen film/play/series using the notes they made at home and words from

• Photocopiable resource 45: Show it, draw it, explain it, pages 289, 335 • Extra digital activities: Vocabulary Checkpoint 10

ASSESSMENT Vocabulary Quiz 10

NEXT CLASS Students find flyers/programmes for two theatre/film/dance performances or exhibitions they would like to see and print them or save them on their phone for the next lesson.

The

Muse

10

Dance, physical theatre and circus Cirque Works!

In this show, circus is brought right up to date with motorbike stunt men (and women) as well as classic circus performers. You won’t believe your eyes!

ART FESTIVAL

Comedy An exciting young comic talent, Raphael Pink, approaches stand-up in a totally original way. Always funny and never cheesy. Recommended.

10F SPEAKING 1

In pairs, read the extract from a programme for the Muse Art Festival and discuss the questions.

Music

1 Have you been to a similar kind of arts festival? 2 Do the shows in the programme appeal to you? Say why.

2

Trained as a classical singer, Cerys Williams, discovered a love of jazz while visiting New Orleans. Come and hear her mellow, soulful voice singing some songs you’ll recognise.

4.12 Listen to Ellie, Vicky and George discussing which show to go to: Cirque Works, Raphael Pink, Hell on Earth or Cerys Williams. Answer the questions. 1 Which show does each of them want to see and why? 2 What arguments against seeing the shows do the others make?

Theatre

3

Which of these shows would you prefer to see? Say why.

4

4.12 Study the Speaking box. Listen again and complete the phrases with the words from the box.

Not an easy watch, Hell on Earth, a new play by David Saunders about the Vietnam War, is certainly well worth the effort.

along awkward bit fair feel kind perhaps resolve see

SPEAKING | Negotiating informally Making suggestions How would you 1 feel about (+ -ing) …? I thought 2 perhaps we could … Supposing we … Would it be OK if …? Asking for clarification Isn’t that a 3 bit childish/silly/boring? So, are you saying (that) …? What 4 kind of thing were you thinking of? Accepting a suggestion I could go 5 along with that. 6 Fair enough. I’m happy with that. Not accepting a suggestion I don’t know if I would fancy that. I can 7 see what you’re saying, but … I don’t want to be 8awkward, but … Making a final decision So how can we 9 resolve this? Is everyone happy with that?

5

Study Watch out! Then rewrite the sentence in the box in four different ways, starting with the words given. 1 What if 2 Supposing

3 I thought 4 Would it be

? ?

Exercise 2 1 Ellie: Cirque Works – likes traditional circus acts, they have stunts on motorbikes, review says it’s breathtaking; Cerys Williams – is diffferent Vicky: Raphael Pink – could do with a good laugh, review says he’s funny; Cerys Williams – will do anything for a quiet life George: Hell on Earth – sounds worthwile and doesn’t want to waste time ‘watching rubbish’; Cerys Wiliams – has heard of her, she’s meant to be good 2 Cirque Works: George: it’s childish; Vicky: it’s not her thing Raphael Pink: George: hates stand-up comedy and heckling Hell on Earth: Ellie: sounds a bit depressing; Vicky: sounds totally depressing Exercise 5 1 What if we saw a comedy show instead? 2 Supposing we saw a comedy show instead? 3 I thought perhaps we could see a comedy show instead. 4 Would it be OK if we saw a comedy show instead?

. ?

WATCH OUT! When we want to make a tentative suggestion, we can use Supposing or What if + a past tense, e.g. Supposing/What What if we did something different? Let’s see a comedy show instead.

6

4.13 PRONUNCIATION Listen and write down exactly what you hear (even if it doesn’t appear to make sense).

7

4.14 Listen to full sentences including the phrases you wrote down in Exercise 6. Notice how these phrases actually sound in natural connected speech. Practice saying the sentences.

8

Go to page 199 and read descriptions of three shows. In pairs, negotiate which show to see tonight.  

□ I can negotiate informally.

Exercise 6 1 how would you 2 perhaps 3 isn’t that 4 fair enough 5 don’t know 6 I can see 7 I don’t want to be

145

REFERENCES

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

AUDIO SCRIPT page 234

After Exercise 8, put students in new pairs and refer them to the programmes/ flyers they have brought in. They repeat the activity in Exercise 8 using their own performances. Remind them to use language from the Speaking and Watch out! boxes.

Workbook page 119/Online Practice

163

10G WRITING | An article Exercise 5 • She plays … five main roles … • The show tells the story of a woman … • The plot is often quite complex, … • I was blown away by the performance of … • …, and I would argue … • The series is an excellent example of the way … • Far from being …, I believe that …

1

SPEAKING In pairs, discuss the questions. 1 Do you prefer to watch a film, a TV series or go to the theatre? Say why. 2 What are the advantages of each form?

2

3

A good title is an important part of making an article engaging. In pairs, decide what title you would give the article.

4

What else does the writer do to make you want to read the article and engage your interest? Find examples of some of these techniques in the article.

Read the notice on a platform for art debate for young people, and an article written in response. Do you agree with what the author says about watching TV series? Say why.

• Grabbing the reader’s attention at the beginning of the article. • Addressing the reader directly. • Giving personal opinions. • Giving concrete examples. • Using a range of interesting vocabulary items. • Using emphatic structures.

ARTICLES WANTED! A recent magazine article claimed that watching box sets on TV is a mindless form of entertainment which takes up too much of young people’s time. Write an article in response to this view in which you review a box set you have seen and say why you think this form of entertainment is worthwhile.

5

Find and underline phrases from the Writing box in the article.

IS TV ‘CHEWING GUM FOR THE EYES’? People used to think that TV was an inferior form of entertainment to film, but in recent years, I would say, the quality of some TV series has actually often been superior to that of many big-budget films. Just to give one example: I recently watched Orphan Black, Orphan Black a Canadian TV series. The show tells the story of a woman called Sarah Manning who discovers that not only is she actually one of many clones – the result of a secret experiment – but also that a global organisation is attempting to kill both 1 her and her ‘sister clones’. I was blown away by the performance of the lead actress, Tatiana Maslany. Not having heard of her before, I was particularly impressed by the quality of her acting. She plays all the clones, five main roles and a handful of smaller ones, and every character is completely distinct and instantly recognisable. The plot is often quite complex, and not 2 one which could be described as easy to follow. However, I believe that it is worth the effort to do 3 so, for the questions it raises about the ethical implications of cloning, and the impact of upbringing on who we become.

Tatiana Maslany

This series is an excellent example of the way in which the longer format of TV allows topics to be explored in more depth over several seasons and potentially a hundred or more episodes, rather than being limited to a ninety-minute feature-length film. In addition, many excellent film actors are now starring in TV series, and I would argue, often doing their best work in 4 such programmes. For example, Idris Elba probably such programmes gave the best performance of his career to date in Luther. Far from being ‘chewing gum for the eyes’, I believe that TV is easily the most exciting narrative art form we currently have. If you don’t believe me, just start watching Orphan Black.

Idris Elba

146

REFERENCES CULTURE NOTES page 212

EXTRA ACTIVITIES IN CLASS • This activity can be done after Exercise 8 or 9. Ask students to look back at a piece of writing from a previous unit.

164

They should read it and think about what changes they can make to avoid repetition. Alternatively, instead of reading their own writing, they could read one of their partner’s texts and make suggestions. • After Exercise 11, put students in pairs and ask them to read each

other’s articles and give their partner feedback. Has their partner followed the tips in the Writing and Watch out! boxes? Have they organised the information into clear paragraphs? Have they given their article an interesting title? What have they done well? What could be improved?

10 WRITING | An article

8

1 Tatiana Maslany was nominated for an Emmy three times, but she only actually won it once. 2 I couldn’t decide between chocolate or popcorn, popcorn so I got both . 3 The popcorn smelt delicious, so I bought some . 4 Lucy was planning to go and see ‘Othello’; ‘Othello’ I liked this . idea, so I decided to do the same 5 Craig always goes to see foreign subtitled films, lms but it’ll be the first such film for me.

An article sometimes involves reviewing a book, a film or a live performance and expressing your opinion. Introduction The introduction should grab the reader’s attention and outline what the article is about. Main paragraph describing the performance • Introduce the film/TV series/performance piece, giving key information about the show and summarising the plot: … is set in (Ohio/the 1950s) … … plays the role of … … tells the story of … As the story unfolds, we discover that … • Describe the show in more detail, talking about the major themes or the plot: The plot is (quite) complex/intriguing/ difficult to follow/predictable/etc. One of the main themes of the show/play/film is … One of the great strengths of the series is that … A huge twist that I didn’t see coming was … I saw the ending coming a mile off because … • Describe one or more of the lead actors’ performance(s): … gives a mesmerising/fascinating/convincing portrait of a woman/man who … …. ’s performance draws in the viewer/audience. I was blown away/unimpressed by the performance of … Main paragraph giving your opinion • Give your opinion and make connections between the event you described and the second part of the question: I would argue (that) … In my considered opinion, … … perfectly illustrates how/why … … is an excellent example of … … supports my belief that … Conclusion Summarise the main points which you have made. You may refer back to the opening paragraph: Far from being … I believe that it is … Range and variety of language Try not to repeat the same words, use synonyms, reference or simply more complex and interesting phrases.

6

Read the article again and find synonyms for these words which the writer used to avoid repetition. 1 2 3 4

7

performance acting series show breathtaking excellent plot story

We can also use reference words to avoid repetition. Look at the underlined words 1–4 in the article. What do they refer to in each case?

Study Watch out! and complete sentences 1–5 with correct words or phrases.

WATCH OUT! In both speaking and writing, we usually try to avoid repetition of the same words or phrases. • We can use pronoun reference, where we replace a noun or noun phrase with a pronoun. • We can also replace a noun or noun phrase with one or ones and other quantifiers, such as both or some. • We can replace a verb phrase with an auxiliary verb (do, be, have) and sometimes with an auxiliary + so or the same. • We can also use such before a or an or after expressions, such as the first, the only to substitute for a clause meaning ‘of this or that kind’.

9

Complete the text with one, ones, so, such or a pronoun. The character of Sarah Manning is the 1 one we identify with at the start of the series, but over time, we get to know the other clones and start to relate to 2 them too, even the ‘evil’ clone, Rachel. We sympathise with her because we can understand that 3 her upbringing made her the way she is, and that 4 such a childhood might very well have negatively affected anybody. We keep expecting her to join the ‘good’ clones, and when (spoiler alert!) she finally does 5 so , after five seasons, we all breathe a big sigh of relief.

10

WRITING TASK Read the notice below. Follow the instructions to write your own article. • • • •

Make an outline plan and notes for each paragraph. Think of an interesting title. Describe the performance and give your opinion. Engage your reader’s interest using a variety of techniques. (See the techniques in Exercise 4.)

ARTICLES WANTED! It is increasingly common to see young people giving performances (music, theatre, etc.) in city streets and squares. Write an article for a youth magazine in which you express your opinion about this phenomenon and describe a particular performance you found exceptional.

□ I can write an article.

Exercise 7 1 Sarah Manning 2 a plot 3 (follow) the plot 4 TV series

147

FURTHER PRACTICE Workbook page 120/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 148–149.

165

Word List REMEMBER MORE 1 Complete the film blurb with the words from the word list in the correct form.

Complete the sentences with prepositions. Then check with the word list. 1 The movie is bound to keep you in suspense. 2 I stayed at home for fear of the hurricane. 3 I was under the impression that we were going to the cinema tonight. 4 I get pleasure from walking along the beach on a windy day.

Exercise 3 1 pleasurable 2 coincidence 3 worthless 4 childish

3

Complete the sentences with the correct words formed from the words in bold. Then check with the word list. 1 The trip to a local chocolate museum was a (PLEASURE) experience. ((COINCIDE) 2 It was just a that we met at the theatre. 3 The statue looked valuable but was completely (WORTH). 4 Never in my life had I done (CHILD)! anything so

4

5.64 archaeologist (n) /ˌɑːkiˈɒlədʒɪst/ artefact (n) /ˈɑːtəfækt/

An innocent man is sent to prison and, in all 1l ikelihood, will be executed soon. It’s up to his smart brother to save him and come up with an escape plan. He gets into the same prison. His goal is to break them both out as quickly as possible. Without a 2d oubt , the series will 3 g rab your attention from the first 4e pisode and as the story 5 u nfolds , you are sure to be 6 f ully engaged. It’s a must7 watch for all who love suspense and drama.

2

10A GRAMMAR AND VOCABULARY

Do the task below. You’ve watched a film/series and you want to share your comments on a film review website. Write a short review or a blurb similar to the one in Exercise 1 above in which you will encourage the readers to watch the film/series. Use the words from the word list.

beige (adj) /beɪʒ/ bone (adj) /bəʊn/ bronze (adj) /brɒnz/ candle holder (n) /ˈkændl ˌhəʊldə/ carve (v) /kɑːv/ chessman (n) /ˈtʃesmæn/ chesspiece (n) /ˈtʃespiːs/ circular (adj) /ˈsɜːkjələ/ coincidence (n) /kəʊˈɪnsɪdəns/ cream (adj) /kriːm/ curved (adj) /kɜːvd/ date back (phr v) /ˌdeɪt ˈbæk/ dig sth up (phr v) /ˌdɪɡ ˌsʌmθɪŋ ˈʌp/ dodecahedra (n, plural) /ˌdəʊdekəˈhiːdrə/

treasure hunter /ˈtreʒə ˌhʌntə/ untrustworthy (adj) /ʌnˈtrʌstˌwɜːði/ walrus (n) /ˈwɔːlrəs/ weapon (n) /ˈwepən/ wooden (adj) /ˈwʊdn/

10B LISTENING AND VOCABULARY 5.65 acre (n) /ˈeɪkə/ be associated with /ˌbi əˈsəʊʃieɪtəd wɪθ/ be credited as /ˌbi ˈkredɪtəd əz/ blend (n) /blend/ bounce (v) /baʊns/ brassy (adj) /ˈbrɑːsi/ catchy (adj) /ˈkætʃi/ colonise (v) /ˈkɒlənaɪz/ ethnic culture /ˈeθnɪk ˌkʌltʃə/ exhilarating (adj) /ɪɡˈzɪləreɪtɪŋ/

dodecahedron (n, singular) /ˌdəʊdekəˈhiːdrən/

give sb the urge to do sth /ˌgɪv ˌsʌmbɒdi ði ˈɜːdʒ tə ˌduː ˌsʌmθɪŋ/

enormous (adj) /ɪˈnɔːməs/

have origins in sth /hæv ˈɒrɪdʒɪns ɪn ˌsʌmθɪŋ/

flat (adj) /flæt/

indigenous (adj) /ɪnˈdɪdʒənəs/

genuine (adj) /ˈdʒenjuɪn/

massive hit /ˌmæsɪv ˈhɪt/

geometric (adj) /ˌdʒiːəˈmetrɪk/

mellow (adj) /ˈmeləʊ/

golden (adj) /ˈɡəʊldən/

nickname (n) /ˈnɪkneɪm/

gorgeous (adj) /ˈɡɔːdʒəs/

off-key (adj) /ˌɒf ˈkiː/

hoard (n) /hɔːd/

originate from /əˈrɪdʒəneɪt frəm/

hollow (adj) /ˈhɒləʊ/

originator (n) /əˈrɪdʒəneɪtə/

inspect (v) /ɪnˈspekt/

pitch (n) /pɪtʃ/

ivory (adj) /ˈaɪvəri/

recover from sth (v) /rɪˈkʌvə frəm ˌsʌmθɪŋ/

knit (v) /nɪt/

repetitive (adj) /rɪˈpetətɪv/

man-made (adj) /ˌmænˈmeɪd/

rhythmic (adj) /ˈrɪðmɪk/

merchant (n) /ˈmɜːtʃənt/

soothing (adj) /suːðɪŋ/

metal detector (n) /ˈmetl dɪˌtektə/

soulful (adj) /ˈsəʊlfəl/

miniature (adj) /ˈmɪnətʃə/

upbeat (adj) /ˈʌpbiːt/

ornament (n) /ˈɔːnəmənt/

washboard (n) /ˈwɒʃbɔːd/

pocket-size (adj) /ˈpɒkɪt ˌsaɪz/

zydeco (n) /ˈzaɪdəkəʊ/

pointed (adj) /ˈpɔɪntɪd/ rectangular (adj) /rekˈtæŋɡjələ/ right-handed (adj) /ˌraɪt ˈhændɪd/ sculpture (n) /ˈskʌlptʃə/ set out (phr v) /ˌset ˈaʊt/ solid (adj) /ˈsɒlɪd/ solid gold (adj) /ˈsɒlɪd ˈɡəʊld/ spherical (adj) /ˈsferɪkəl/ stunned (adj) /stʌnd/ sword (n) /sɔːd/

10C GRAMMAR

5.66

do improvisation /ˌduː ˌɪmprəvaɪˈzeɪʃən/ make a breakthrough /ˌmeɪk ə ˈbreɪkθruː/ modestly (adj) /ˈmɒdɪstli/ open-mouthed (adj) /ˌəʊpən ˈmaʊðd/ outstanding (adj) /aʊtˈstændɪŋ/ shut the door in sb's face /ˌ ʃʌt ðə ˈdɔː ɪn ˌsʌmbɒdiz feɪs/ stand-up comedy (n) /ˈstændʌp ˌkɒmədi/ walk off (phr v) /ˌwɔːk ˈɒf/

148

EXTRA ACTIVITY IN CLASS • Students play Memory Challenge. Give them 2–3 minutes to study the word list, then ask them to close their books. Write Entertainment on the board, put students in pairs or small groups and set a time limit (e.g. 3 minutes). In their pairs/groups, they should write

166

as many words as they can. The pair/ group with the most items on their lists at the end of the time limit are the winners. To add a spelling element to the game, you could award one extra point for each correctly spelt item.

• Students play Pictionary. Split the class into two teams and invite one student from each team up to the board. Write a word from the word list on a piece of paper for each student. It should be a word which they can present in pictorial form, e.g. firepit, chesspiece. They should also be of equal difficulty. Students race to draw a representation

10 10D READING AND VOCABULARY 5.67 5

be in suspense /ˌbi ɪn səˈspens/

at least /ət ˈliːst/

be on the edge of your seat /ˌbi ɒn ði ˈedʒ əv jə ˈsiːt/

appreciate (v) /əˈpriːʃieɪt/

breathtaking (adj) /ˈbreθˌteɪkɪŋ/

by accident /baɪ ˈæksɪdənt/

cast (n) /kɑːst/

contradict (v) /ˌkɒntrəˈdɪkt/

catch up on an episode /ˌkætʃ ˈʌp ɒn ən ˈepəsəʊd/

convincing theory /kənˌvɪnsɪŋ ˈθɪəri/ engaging (adj) /ɪnˈɡeɪdʒɪŋ/

cheesy (adj) /ˈtʃizi/

familiarity (n) /fəˌmɪliˈærəti/ fluent processing of information /ˌfluːənt ˈprəʊsesɪŋ əv ˌɪnfəˈmeɪʃən/

performance (n) /pəˈfɔːməns/ performer (n) /pəˈfɔːmə/ resolve (v) /rɪˈzɒlv/ stunt man (n) /ˈstʌnt ˌmæn/ up to date (adj) /ˌʌp tə ˈdeɪt/

10G WRITING

childish (adj) /ˈtʃaɪldɪʃ/

enhance (v) /ɪnˈhɑːns/

easy watch /ˈiːzi wɒtʃ/

5.70

art form (n) /ˈɑːt ˌfɔːm/

childlike (adj) /ˈtʃaɪldlaɪk/

attempt (v) /əˈtempt/

classic (adj) /ˈklæsɪk/ 

be blown away /ˌbi ˌbləʊn əˈweɪ/

classical (adj) /ˈklæsɪkəl/

follow sth up (phr v) /ˌfɒləʊ ˌsʌmθɪŋ ˈʌp/

comic (adj) /ˈkɒmɪk/

be particularly impressed /ˌbi pəˌtɪkjələli ɪmˈprest/

for fear of /fə ˈfɪə əv/

comical (adj) /ˈkɒmɪkəl/

be set in /ˌbi ˈset ɪn/

for the sake of /fə ðə ˈseɪk əv/

deliver the punchline /dɪˌlɪvə ðə ˈpʌntʃlaɪn/

be superior to sth /ˌbi suːˈpɪəriə tə ˌsʌmθɪŋ/

get pleasure from doing sth /ˌget ˈpleʒə frəm ˌduːɪŋ ˌsʌmθɪŋ/

do a stand-up routine /ˌduː ə ˈstændʌp ruːˌtiːn/

big-budget film /ˌbɪɡ ˈbʌdʒɪt ˌfɪlm/

halfway through /ˌhɑːfˈweɪ θruː/ huge fuss /ˌhjuːdʒ ˈfʌs/ in addition /ɪn əˈdɪʃən/ in all likelihood /ɪn ɔːl ˈlaɪklihʊd/ in contrast /ɪn ˈkɒntrɑːst/ in fact /ɪn ˈfækt/ in suspense /ɪn səˈspens/ in that case /ɪn ˌðæt ˈkeɪs/ moving (adj) /ˈmuːvɪŋ/ on purpose /ɒn ˈpɜːpəs/ on your part /ɒn jə ˈpɑːt/ personal preference /ˌpɜːsənəl ˈprefərəns/ pleasurable (adj) /ˈpleʒərəbəl/ plot line /ˈplɒt ˌlaɪn/ point out (phr v) /ˌpɔɪnt ˈaʊt/ presumably (adv) /prɪˈzjuːməbli/ spoil (v) /spɔɪl/ take sth into account /ˌteɪk ˌsʌmθɪŋ ˌɪntə əˈkaʊnt/ tension (n) /ˈtenʃən/ thought-provoking (adj) /ˈθɔːt prəˌvəʊkɪŋ/ under the impression /ˌʌndə ði ɪmˈpreʃən/ viewing habits /ˈvjuːɪŋ ˌhæbɪts/ unlike (prep) /ʌnˈlaɪk/ without a doubt /wɪðˌaʊt ə ˈdaʊt/

enchanted (adj) /ɪnˈtʃɑːntɪd/

box set /ˈbɒks ˌset/

exceptional (adj) /ɪkˈsepʃənəl/

complex (adj) /ˈkɒmpleks/

feature-length (adj) /ˈfiːtʃə ˌleŋθ/

convincing (adj) /kənˈvɪnsɪŋ/

heckle sb /ˈhekəl ˌsʌmbɒdi/

distinct (adj) /dɪˈstɪŋkt/

historic (adj) /hɪˈstɒrɪk/

draw sb in (phr v) /ˌdrɔː ˌsʌmbɒdi ˈɪn/

historical (adj) /hɪˈstɒrɪkəl/

explore in depth /ɪkˌsplɔː ɪn ˈdepθ/

invaluable (adj) /ɪnˈvæljuəbəl/

get to know sb /ˌget tə ˈnəʊ ˌsʌmbɒdi/

keep sb’s interest /ˌkiːp ˌsʌmbɒdiz ˈɪntrɪst/

grab sb’s attention /ˌɡræb ˌsʌmbɒdiz əˈtenʃən/

lively (adj) /ˈlaɪvli/

handful (n) /ˈhændfʊl/

magic (adj) /ˈmædʒɪk/

implication (n) /ˌɪmplɪˈkeɪʃən/

magical (adj) /ˈmædʒɪkəl/

inferior (adj) /ɪnˈfɪəriə/

offensive (adj) /əˈfensɪv/

instantly (adv) /ˈɪnstəntli/

play the lead /ˌpleɪ ðə ˈliːd/

lead actor (n) /ˈliːd ˌæktə/

plot (n) /plɒt/

mesmerising (adj) /ˈmezməraɪzɪŋ/

release a film /rɪˌliːs ə ˈfɪlm/

mindless (adj) /ˈmaɪndləs/

set (n) /set/

narrative (adj) /ˈnærətɪv/

sexist joke /ˈseksɪst ˌdʒəʊk/

predictable (adj) /prɪˈdɪktəbəl/

sitcom (n) /ˈsɪtkɒm/

raise a question about sth /ˌreɪz ə ˈkwestʃən əˈbaʊt ˌsʌmθɪŋ/

tasteful (adj) /ˈteɪstfəl/

recognizable (adj) /ˈrekəɡnaɪzəbəl/

tasty (adj) /ˈteɪsti/

review (n,v) /rɪˈvjuː/

tell a gag /ˌtel ə ˈɡæɡ/ throughout (prep, adv) /θruːˈaʊt/

see something coming a mile off /ˈsiː ˌsʌmθɪŋ ˌkʌmɪŋ ə ˈmaɪl ˌɒf/

unconvincing (adj) /ˌʌnkənˈvɪnsɪŋ/

sigh of relief /ˌsaɪ əv rɪˈliːf/

worthless (adj) /ˈwɜːθləs/

sympathetic (of sb) (adj) /ˌsɪmpəˈθetɪk ˈəv ˌsʌmbɒdi/

worthwhile (adj) /ˌwɜːθˈwaɪl/

sympathise (v) /ˈsɪmpəθaɪz/

wreck sb’s enjoyment /ˌrek ˌsʌmbɒdiz ɪnˈdʒɔɪmənt/

10F SPEAKING

10E VOCABULARY

approach sth (v) /əˈprəʊtʃ ˌsʌmθɪŋ/

5.68

5.69

appeal to sb (v) /əˈpiːl tə ˌsʌmbɒdi/

alive (adj) /əˈlaɪv/

awkward (adj) /ˈɔːkwəd/

appalling (adj) /əˈpɔːlɪŋ/

be worth the effort /ˌbi ˈwɜːθ ði ˌefət/

twist (n) /twɪst/ unfold (v) /ʌnˈfəʊld/ unimpressed /ˌʌnɪmˈprest/ upbringing (n) /ˈʌpˌbrɪŋɪŋ/

be a must-watch /ˌbi ə ˌmʌst ˈwɒtʃ/

149 of the word for their team to guess. Teams get one point for correctly guessing their word first. Once the first team has guessed their word, two new students come up to the board. The team with the most points after all the students have had a turn wins.

• Individually, students write gap-fill sentences with words or phrases from the word list. To make the exercise easier, they could supply the first letter of each gapped word. Then, in pairs, they swap sentences, complete them and check their answers with their partner.

FURTHER PRACTICE Workbook page 121/Online Practice

NEXT CLASS Ask students to revise Unit 10.

167

10

Revision 4

VOCABULARY AND GRAMMAR

1

Exercise 3 1 breathtaking 2 exceptional 3 atmosphere 4 edge 5 opinion 6 worthwhile 7 lively 8 appalling 9 deliver 10 heckled Exercise 4 1 can’t have been made 2 must have been made 3 could have been made 4 would have needed 5 might have been looking 6 would have been 7 must have been watching Exercise 5 2 Looking / Having looked at the diamond carefully, she said, ‘I think it’s a fake. 3 Walking into town, she met several old friends. 4 Having been in charge of a big company for many years, he didn’t like being told what to do. 5 Having studied Mathematics, she was used to making complicated calculations. 6 Knowing the background to the situation, I understood how she felt. 7 Having watched the movie several times, he remembered every scene quite vividly.

Choose the correct words to complete the sentences. 1 There was a big bird’s nest inside the ancient tree trunk, which was completely solid / flat / hollow. 2 The sculpture was so spherical / enormous / curved they couldn’t get it through the door of the exhibition centre! 3 They were delighted when they found several bronze / pointed / bone coins with their new metal detector. 4 The music was so cheesy / golden / exhilarating we just couldn’t stop dancing. 5 This intriguing artefact is circular / ivory / upbeat in shape, but no one knows what its purpose was. 6 It’s quite clear. He stole the artwork without a doubt / on his part / in addition.

2

A Look at the circles in the field! They’re perfect! (can’t / make) by B They are so perfect they 1 a farmer. Farmers don’t have the equipment to do it. (must / make) by a farmer! Who else A But it 2 would make circles in a corn field? (could / make) by a designer. B Well, they 3 (would / need) special A But they still 4 equipment and why would a designer want to do something like that? (might / look) for attention. B He or she 5 A There are a lot of easier ways to get attention. Anyway, it’s private property, I guess ... B OK, well, I’ve got another theory. A So, who do you think did it? B Aliens of course! A big, flat field like this 6 (would / be) the perfect place for them to land, don’t you think? It’s obvious! (must / watch) too many sci-fi A I think you 7 movies recently!

Complete the sentences with the missing words. refers to the actors taking part in 1 The c ast a performance. is a more informal word for a joke. 2 A g ag is the storyline of a play, film, TV drama 3 The p lot or book. 4 The p unchline is at the end of a joke and usually makes people laugh. 5 A s itcom is a genre of comedy series usually broadcast on TV featuring the same actors. –up r outine 6 We say comedians do a s tand when they tell a series of jokes on stage.

3

Complete the conversation with the correct form of the verbs in brackets.

Complete the texts with the words from the box. appalling atmosphere breathtaking deliver edge exceptional heckled lively opinion worthwhile

really enjoyed the play. The scenery A Iwas , the acting was and 1

2

was quite magical. I was so the of my excited that I was on the 4 seat all the time. You felt as if you were , really there! In my considered 5 going along, although it’s really 6 the tickets aren’t cheap! 3

we shouldn’t have gone, but it’s too late B Itoknew be sorry now! It began quite well though. At least the first comic was 7 so we didn’t go to sleep, but he was only on stage for ten minutes! I think the next comic was inexperienced. He told some terrible jokes that just weren’t funny – they were 8 ! He didn’t 9 the punchlines well so no one laughed. Not surprisingly, the audience 10 him from beginning to end!

5

Rewrite the sentences, using a participle clause. 1 After I had found a nice birthday present, I bought some wrapping paper. Having found a nice birthday card, I bought some wrapping paper. 2 She looked at the diamond carefully and said, ‘I think it’s a fake.’ 3 As she walked into town, she met several old friends. 4 Because he had been in charge of a big company for many years, he didn’t like being told what to do. 5 As she had studied Mathematics, she was used to making complicated calculations. 6 I knew the background to the situation, so I understood how she felt. 7 He had watched the movie several times, so he remembered every scene quite vividly.

150

REFERENCES

FURTHER PRACTICE

AUDIO SCRIPT page 234

• Use of English, Student’s Book page 195 • Class debates pages 268–269

168

• Self-assessment 10 and Self-check 10, Workbook pages 122–123/Online Practice • Extra digital activities: Use of English, Reading, Listening

USE OF ENGLISH

SPEAKING

6

8

Complete the second sentence using the word in bold so that it means the same as the first one. Use between two and five words, including the word in bold. 1 After I had seen the film, I decided to buy the book. HAVING , I decided to buy the book. 2 Yes, I could agree with that! ALONG Yes, I . 3 I think some medieval traders were very rich. WOULD I think some medieval traders . 4 I thought she was from Australia. IMPRESSION I she was from Australia. 5 I don’t think you were listening very closely. CAN’T You very closely. 6 She didn’t know the city well so she got lost. KNOWING well, she got lost. 7 I think this artefact was probably used by cannibals. MUST by cannibals. I think this artefact

STRATEGY | Role play Cover all the points mentioned in the task. Try to say as much as possible about every point and avoid very short statements. Use expressions for making, accepting or rejecting suggestions.

Student B You are at home with a friend. You are trying to decide what to do at the weekend. You’d really like to go to see a photo exhibition and Saturday is the last night. Use the phrases below to help you. • I thought perhaps we could go to … • Isn’t that a bit childish? • I don’t want to be awkward, but … • OK, I could go along with that.

LISTENING 4.15 Y You are going to hear five short recordings. Read questions 1–5 and the possible answers. Then listen and choose the correct answer for each recording. 1 You are going to hear a couple talking about what music to have at a family party. They agree that a they should play lively music. b the guests won’t like jazz. c they should have live music. 2 You are going to hear a man talking on a radio programme. What do you think the man is talking about? a an old book b an antique vase c a statue 3 You are going to hear two friends talking about a TV programme. What did they like best about it? a the plot b the music c the acting 4 You are going to hear a woman leaving a recorded message about the Arts Festival. What would she like to do? a see a stand-up comic b go to the theatre c go to a musical performance 5 You are going to hear a radio advertisement. What is being advertised? a a play b a film c a museum exhibition

Exercise 6 1 Having seen the film 2 could go along with that 3 would have been very rich 4 was under the impression (that) 5 can’t have been listening 6 Not knowing the city 7 must have been used

Student A You are at a friend’s house. You are trying to decide what to do at the weekend, but you like different things. Talk to him/her and discuss the points below. You start the conversation. • Suggest going to the circus. • Mention the fact that it’s a winter performance on ice. • It’s the last performance this Saturday.

Use of English > page 195

7

In pairs, role play the situation below. Then change roles and do the task again.

WRITING

9

You have seen this post on a film-lovers website.

ARTICLES WANTED! Are young people today interested in films with a serious message, or do they prefer action films with superficial plots? Give us your opinion referring to films you know.

Write your article.

151

ASSESSMENT • Unit 10 Language Test (Vocabulary, Grammar, Use of English)

• Unit 10 Writing Test • Units 9–10 Cumulative Review Test • Units 9–10 Exam Speaking

• Unit 10 Skills Test (Dictation, Listening, Reading, Communication)

169

LIFE SKILLS

How to build resilience

A

B

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

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

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

When going through tough time, it’s important to take care of yourself. Eat foods that will nourish and sustain you, get enough sleep and exercise. Make time for activities that you enjoy and that bring you pleasure. And remember that you don’t have to do everything alone. The support of others can make all the difference between being resilient and feeling overwhelmed. Appreciate and make use of any support offered, and don’t be afraid to ask for help when in need.

152

170

REFERENCES

EXTRA ACTIVITY IN CLASS

AUDIO SCRIPT page 235

Do this activity after Exercise 2. If students have access to the Internet in class, ask them to find a photo online which defines resilience for them and to show it to a

partner. They should explain what about the photo defines resilience. Partners should agree or disagree and say why. If you do not have access to the Internet in class, students can describe what their photo would show.

09–10 5

What advice would you give to the following people to help them deal with their problem? I think I’ve done something to upset my best friend. I don’t know what it is, but I can tell from the way she looks at me that she’s annoyed with me. I think she’s going to start hanging out with someone else, and if that happens, I’ll have no friends at all because they’ll all like her better. My granny has had to go into hospital. I can hear my parents whispering about it in the kitchen, but they aren’t telling me what’s going on or if she’s going to be alright. I’m really worried.

6

1 Describe a time you found really stressful at school. 2 How do you deal with pressure? 3 Talk about a time you failed at something.

C

1

Read the definition of resilience. In what way does each photo symbolise the idea of resilience?

resilience (n) – the ability to keep going when life is difficult, and even learn something from the experience

2

3 4

7

Interviewers for jobs or university places often ask questions like those in Exercise 6. Why do you think that is?

8

DEBATE Read the statement. In small groups, make a list of arguments for and against that you could use in a debate.

In pairs, discuss the questions. 1 What different life situations can you think of where it would be useful or necessary to have resilience? 2 Do you think it is possible to develop resilience? 4.16 Listen to Anna and Joe talking about a difficult situation in their life. Make notes about the situations and how they were dealt with. Read the article and use the information to complete the summary in the Life Skills box.

LIFE SKILLS | How to build resilience • Accept that 1 happens and that it isn’t always possible to 2 it. and have a positive and hopeful • Try to keep things in 3 outlook. up easily. Break tasks down • Be determined and don’t 4 into small manageable chunks. • See a setback or disappointment as an opportunity to 5 something about yourself or about life. well and get enough sleep and • Take care of yourself. 6 exercise. • Even if you’re busy, make sure you have time to 7 yourself. or help from your friends • Be willing to ask for 8 and family.

In pairs, discuss the questions.

Should resilience be taught in schools or is it parents’ responsibility?

9

Do the task below.

LIFE SKILLS | Project Work in small groups. Choose a famous person who you think is resilient. Do some research about the person and prepare a mini-presentation for the class. Make notes under the following headings: • Brief description of the person and what difficulties they experienced. • How they dealt with the difficulties. (They may not have dealt with them well at first). • How they were supported by others, if appropriate. • What they learnt and/or how they changed as a result. • The positive impact they have had on others or on the world.

Exercise 1 Photo A: A lighthouse gets bashed by storms and waves, but stays strong and shines its light to help sailors. Photo B: Someone who is unable to walk can adapt and use the top part of their body. Photo C: A plant growing in an inhospitable place is not finding it easy to grow, but does so anyway. Exercise 2 1 Possible answers: when you are / a family member is ill; when you are having problems with friends; when you are under exam pressure Exercise 3 Anna: She is optimistic about the future (she’s planning to be a champion runner). She doesn’t give up easily. She’s willing to take some risks and she enjoys a challenge. She understands that she can’t (yet) control her epilepsy, but she can control how she responds to it, i.e. not give up her dream because of it. She knows how to build positive relationships (e.g. with her trainer). Joe: He dealt well with change (having to live somewhere else). He and his family were able to ask for help in finding somewhere to live. He has learned something from the disappointment. He has a good relationship with and values his friends and family and he kept the incident in perspective. Exercise 4 1 change 2 control 3 perspective 4 give 5 learn 6 Eat 7 enjoy 8 support Exercise 7 Suggested answer They want to know how you will respond in the future under stress or if things go wrong. They are looking for someone resilient because they are usually more determined, more tolerant of other people, more likely to take ‘good’ (sensible) risks and will need less support overall.

153

171

CULTURE SPOT 1

The influence of Shakespeare

Not of an age, but for all time. Shakespeare died over 400 years ago, but today his plays and sonnets are still studied by over half the pupils in the world and the writer’s influence is literally everywhere. Let’s have a quick look at 5 modern pop culture. A great number of musicians featured the themes and quotes from Shakespeare’s plays in a whole range of works: from the Beatles and Dire Straits to Metallica and the Lumineers. Taylor Swift was also inspired by the playwright 10 and recorded an award-winning song ‘Romeo and Juliet’. The smash musical hit The Lion King is a retelling of the plot of Hamlet, and a thriller novel Macbeth by the major Scandinavian writer, Jo Nesbo, brings to life the famous protagonist again as an inspector dealing with gangs, and 15 aiming for the top police job of commissioner. There is also a group called The Hip-hop Shakespeare Company, which combines rap and Shakespeare to bring the plays and sonnets to young audience.

Hamlet’s ‘to be or not to be’ is as valid today as it has ever been. Although controversy still remains about the authenticity 20 of many Shakespearean works, it is relatively safe to assume that he wrote the majority of the thirty-seven plays and a hundred and fifty-four sonnets attributed to him. All of these works have led to a variety of interpretations and adaptations which have impacted our lives in various 25 ways. There is a magic about Shakespeare’s stories and characters that reach out across the centuries. And that’s because he dealt with the issue: what it means to be human. His plays feature universal themes and emotions, and the questions he poses engage people from century to 30 century all over the world. Every one of us can understand (if not identify with) such emotions as falling in and out of love, jealousy, betrayal, ambition, ruthlessness, deception, misguided beliefs, etc. Shakespeare’s plays mirror our society today and the messages are still relevant. That is 35 why they can be performed in a multitude of different ways and places – Macbeth can be the Scottish King, or he can be a police inspector, Romeo and Juliet can be children of feuding families, or members of different gangs in the streets of New York.

1

154

REFERENCES AUDIO SCRIPT page 235 CULTURE NOTES page 212

172

– Ben Jonson

40 And the questions Shakespeare asks in his plays are just that – questions. He leaves it to us, his audiences to discuss and find our own responses. This is another way Shakespeare has influenced education today. Looking at Shakespeare’s plays and analysing the motivation of the 45 protagonists can help students develop critical thinking skills. By questioning our assumptions and beliefs we become better thinkers. The tragedy Romeo and Juliet raises questions, such as whether family ties are stronger than romantic love. In Othello we learn about racism and 50 intolerance. The issues of social division, crime, war, death, mental health, religion and many more are all touched on by Shakespeare and provoke debate today as much as they did in his era. One of the most famous quotations is Hamlet’s ‘to be or not to be’, and it is as valid today as it has ever been. 55 Shakespeare also had other significant impacts on our culture. It was his work that helped redefine modern theatre. He interacted with people from all backgrounds and classes and his staging of plays brought theatre to the general public, rather than only to those of the 60 upper classes. Back in the day, his audiences were loud and interactive, shouting comments, cheering, booing. The theatre after Shakespeare was never the same again. His plots also helped modern cinematic techniques develop; familiarity with the storylines of Shakespeare’s 65 plays allowed early cinema pioneers to experiment with silent movies; King John in 1899 and early special effects with the flying and disappearing fairies in A Midsummer Night’s Dream. In addition to this, Shakespeare shaped what we know about history and historical figures; his 70 plays supplement historical records about the kings and queens he portrayed. As well as this, questions he raised about people’s thought processes and behaviour, prompted early investigations into psychoanalysis. Sigmund Freud admitted to being influenced by 75 Shakespeare’s portrayal of Hamlet’s obsessions. Last but not least, of course, one of Shakespeare’s major influences was on the English language itself. He added a huge amount of vocabulary to enrich the English language so every day English speakers unthinkingly use 80 Shakespearean words or phrases. Check out our website to discover how you might be quoting Shakespeare when you speak!

2

1

Work in pairs and answer the questions.

7

1 How many Shakespeare’s plays can you name? 2 Look at photos 1–3 below. Match the plays A–C to the photos. What do you know about the stories? A Hamlet B Macbeth C A Midsummer Night’s Dream

2 3 4

3

1

Read the article on page 154. Which of your ideas from Exercise 2 are mentioned?

Complete sentences 1–6 with nouns formed from the words in the box. assume authentic betray deceive familiar ruthless 1 Students need to show with Shakespeare’s Hamlet to answer the questions. of the poem is not in doubt. 2 The 3 You can’t tell Katy about our conversation – it would of trust. be a . 4 A key characteristic of many dictators is about things without 5 People often make knowing all the facts. and fined him 6 The judge found him guilty of heavily.

6

a heart of gold to be in a pickle to come full circle to be on a wild goose chase to do something by the skin of your teeth

8

4.18 Listen to the rest of the conversation and check your answers.

9

In pairs, tell your partner about … 1 2 3 4

a time when you were in a bit of a pickle. something that has come full circle. a time when you were on a wild goose chase. something you recently managed to do by the skin of your teeth. 5 someone you know who has a heart of gold.

Read the article again and answer the questions. 1 Why does the writer mention Taylor Swift? 2 What is the writer’s opinion about the authorship of Shakespeare’s plays and sonnets? 3 Why, according to the writer, are Shakespeare’s plays still valid today? 4 How can studying Shakespeare help students today? 5 How did Shakespeare change the theatre in his lifetime? 6 Why are Shakespeare’s history plays important for us?

5

1 2 3 4 5

2

In pairs, discuss different ways Shakespeare’s work has influenced culture. Think about: film, literature, music, psychology, theatre.

Look at some expressions made popular by Shakespeare. What do you think they mean?

10

REFLECT | Culture Look at the quotes from Shakespeare’s plays and answer the questions. 1 What do the quotes mean? Give an explanation in English. See explanations below. 2 Do you have any similar sayings in your language? 3 Can you think of a playwright or novelist who has had a similar influence on your language and culture? Talk about him/her.

All’s well that ends well.

All that glisters is not gold.

Brevity is the soul of wit.

4.17 17 Listen to a conversation about new words that Shakespeare is believed to have created and complete the sentences. 1 Shakespeare appears to have invented between  words. 2 His plays were recorded because of the invention of . the of these words. 3 Today, people use about 4 The technique of creating new words as Shakespeare . did is known as . 5 An example of a simple word he created is 6 Today, we use his word ‘rant’ to describe when we .

As long as things end OK, it doesn’t matter what happened before. When you look closely, not everything is as good or valuable as it seems on the surface.

Short good jokes are better than long complicated stories.

The robb’d that smiles, steals something from the thief.

Stealing or doing bad things to people isn’t as satisfying when the victim doesn’t react.

GLOSSARY boo – to shout ‘boo’ to show that you do not like a person, performance, idea, etc. enrich – make richer feuding – engaged in a long quarrel, dispute portray – show, describe pose a question – ask a question prompt sb to do sth – to make someone decide to do something protagonist – main character sonnet – type of poem with fourteen lines

Exercise 3 Ideas mentioned in text: Culture/Theatre: Shakespeare enriched our language with new words and phrases. Music: Taylor Swift wrote a song based on the story of Romeo and Juliet. Film/Theatre: The Lion King is a retelling of the plot of Hamlet. Literature: The Jo Nesbo book is based on the idea of Macbeth. Psychology: Questions Shakespeare raised about people’s thought processes and behaviour prompted early investigations into psychoanalysis. Exercise 4 1 Because she recorded a song with lyrics based on the Romeo and Juliet story. 2 The writer thinks most of the plays were written by Shakespeare. 3 Because his plays talk about universal themes and the human character. 4 It can help them with critical thinking. 5 He made theatre accessible to the general public and not just the upper classes. 6 They give us extra information about kings and queens of the time. Exercise 5 1 familiarity 2 authenticity 3 betrayal 4 ruthlessness 5 assumptions 6 deception Exercise 6 1 2,000 and 3,000 2 printing press 3 1,700 4 coining 5 bedroom 6 shout about something to get it off our chest Exercise 8 1 when someone is really kind 2 to have a bit of a problem 3 to come back to the beginning 4 to just manage to do something 5 to try to find something that’s impossible

3

155

173

CULTURE SPOT 2

Houses of Parliament

EVERYTHING YOU NEED TO KNOW ABOUT THE

BRITISH PARLIAMENT Interview with British historian, Dr Brian Artefact There’s some confusion about the Houses of Parliament – why are they also called the Palace of 5 Westminster? Why are there two Houses? What exactly is Big Ben? Read our interview for some answers. So, what’s the reason for the two names?

Fascinating! What’s the difference between the Houses of Parliament and Parliament itself? OK, so the British Parliament is an institution which has

40 some very long traditions. First the English Parliament,

45

10 Interesting question. Well, they’re also called the Palace of

Westminster because the site was originally home to the early kings and queens of England. It was Canute, the king of Denmark, Norway and England, who started building here way back in the eleventh century. Since then, it has 15 undergone a few transformations. It has been destroyed by fire and rebuilt twice, once in 1512 and again in 1834. When the royal family moved out in the sixteenth century, parliament moved in, and has remained there until today. The place grew in size considerably when they built on 20 a reclaimed area of the Thames, and now it has an impressive façade along the river. Most people will recognise the silhouette of its iconic clock tower and call it Big Ben. But really it’s the Elizabeth Tower, and Big Ben is just the name of the enormous bell inside. 25 I didn’t know that! What other interesting facts can you

tell us about the buildings themselves?

50

55

60

formed in the thirteenth century, joined with Scotland to become the Parliament of Great Britain in 1707. Then in 1801, it was joined by the Parliament of Ireland, forming the Parliament as it is now. The political system can be quite confusing; Britain has a constitutional monarchy. That means that the king or queen is official Head of State, but he/she only rules symbolically. All the power is in the hands of parliament, which consists of the House of Commons and the House of Lords. When the people vote in an election, they vote for MPs to sit in the House of Commons. There are 650 elected MPs but because there are only seats for 427 of them, they need to arrive early in the mornings to secure a seat – otherwise, they will have to stand. Each MP represents an area, called a constituency. Elections normally happen every five years and the political party with the majority of MPs (the Government) sit on one side of the house on long green benches and face the Opposition. Their job is to debate important issues and make new laws. One of the most powerful people in the Commons is the Speaker who controls the debates. When MPs meet, it’s called ‘a sitting’ and starts with a strange tradition: the Speaker, who leads a procession into the chamber, is preceded by an official carrying a long, gold stick (the Mace). This is placed on the table; if it’s not there, tradition says that any laws passed will be illegal!

Oh, there is so much! Did you know, for example, that there are 1,100 rooms and nearly three kilometres of corridors! It’s a nightmare to try to find your way. As well as all the 30 offices, the buildings also house everything the MPs need, like, a gym, nursery, hairdresser’s, post office and even an old shooting gallery where MPs used to be able to practise using guns! Another piece of interesting information is that no animals are allowed inside the Houses of Parliament, 35 apart from guide dogs, of course, and an army of mice that are said to overrun the buildings! 65 Who are the Lords then, and what’s their role?

The Lords are aristocrats, lords, barons, etc. – people who inherit a title and others who have been honoured for outstanding service to the country by the monarch. Their job is to check the laws made by the Commons. They can 70 make recommendations for changes, but they cannot stop a new law completely. There are over 670 members of the Lords (with seating only for 400) and they debate in a very ornate chamber, with red benches. The State Opening of Parliament, a very grand and traditional event, takes place 75 here, in the House of Lords, and the monarch reads out a speech with the government’s plans for the coming year. Incidentally, that’s the only time the monarch is allowed inside the Houses of Parliament!

156

REFERENCES AUDIO SCRIPT page 235

174

1

Work in groups. What do you know about the British Houses of Parliament?

6

4.19 Listen to a conversation and check your answers to the quiz questions.

2

Read the interview on page 156 and check your ideas in Exercise 1.

7

Complete the sentences with the correct form of verbs from the box.

3

Complete the sentences with information from the interview.

drag honour inherit overrun precede reclaim undergo

1 The buildings used to be home of the English family. . 2 Big Ben is located inside 3 The building contains a lot of facilities for MPs, . for example has the final say on whether a new law 4 The is made. in both Houses, so some of 5 Seating for MPs is them need to stand during debates. have more power than the other House in 6 the Parliament.

1 The town hall was reopened last week after undergoing a transformation – it has been completely modernised. 2 Every summer, the town is overrun with tourists and you can’t park anywhere. 3 I won’t really have to work as I’ve just inherited a huge sum of money! 4 The builders couldn’t lift the stones, so they had to drag them over the ground. 5 The history lecture was preceded by a film about the period. 6 A large number of houses were built on the site that had been reclaimed from the sea. 7 Mr Crank was honoured with an award for excellence in teaching!

4

Find nouns formed from these words in the text. Then write sentences of your own using each of the noun. confuse constitute elect govern proceed recommend

5

Work in pairs. Read the trivia quiz about the Houses of Parliament and decide if the sentences are true or false.

DID YOU KNOW…? 1

There is a red line in front of the green benches in the House of Commons to allow processions through to the table.

2

MPs sit on benches facing each other as it is more convenient to argue.

3

The Speaker is dragged to the chair to symbolise that it’s a challenging job.

4

Someone knocks three times on the door to the Commons at a State Opening to show respect.

5 6

The monarch can only enter the House of Commons.

8

REFLECT | Culture In pairs, answer the questions. 1 How is the home of your country’s government different from the Houses of Parliament? 2 Do you think it’s better to keep traditions in government, like those in the British Houses of Parliament, or to modernise the rules and regulations? Say why.

GLOSSARY chamber – room or hall where the MPs meet constituency – (BrE) an area of a country that elects a representative to a parliament façade – front of building reclaim – to make an area of desert, wetland, etc. suitable for farming or building

Exercise 3 1 royal 2 the Elizabeth Tower 3 gym, nursery, hairdresser’s, post office, shooting gallery 4 Parliament 5 limited 6 The (House of) Commons Exercise 4 confusion, constituency, election, government, procession, recommendation Exercises 5 and 6 1 T (In the past it was to stop sword fights.) 2 T (It’s a tradition. The first ever members used to meet in a chapel in the Palace of Westminster and there they sat in the pews facing each other.) 3T 4 F (It symbolises the independence of the Commons from the monarch.) 5 F (Monarch can only enter the House of Lords and it happens only once a year during the State Opening of Parliament). 6 F (To symbolise insurance to protect monarch.) 7 F (MPs traditionally shout to support each other’s speeches and to vote.) 8 F (Sometimes by shouting, sometimes by queuing up in different lines.) 9 F (They can’t use such words as: liar / hypocrite / an MPs name.) 10 F (Yes, they can, in a special area.)

An MP is ‘kidnapped’ during a State Opening to symbolise a traitor.

7

There is a lot of shouting because MPs are forbidden to show support in a different way.

8

MPs vote by secret ballot – putting their names on paper into a box.

9 10

MPs can’t call each other by name during a debate. Members of the public can’t be present during a debate in either House.

157

175

LITERATURE SPOT 1 1 2

Read the fact box about Jeffrey Deaver, a popular modern American writer. Have you read any of his books? If so, what do you like about them? Look at the words in the box. What do you think the book A Maiden’s Grave might be about? Share your ideas with the class.

A Maiden’s Grave 8

1 You can be Deaf but hearing. 2 People who live according to their own hearts.

9

4.20 Listen to a conversation between two students and check your ideas from Exercise 2.

4

4.20 Listen again and decide if the sentences are true or false. 1 2 3 4 5 6 7 8

Exercise 6 1 When she started to have problems (e.g. taunting at school, not understanding what people said), she invented a place that she could go to. 2 To shut out ‘the outside’ – she feels safe. 3 It can’t replace listening to words or speaking because she loved that experience. This implies that Melanie would prefer hearing aids / implants to using sign language. 4 She had perfect pitch and could remember and play any music she heard. 5 She realised she had been subconsciously lip-reading and misinterpreted the words her brother had said as ‘A Maiden’s Grave’ instead of ‘Amazing Grace’.

5

In pairs, discuss what you think might be in Melanie’s imaginary music room. Read Extract 1 and check your ideas.

6

Read Extract 2 and answer the questions. 1 Why did Melanie start imagining the secret music room? 2 Why is there no natural light in the music room? 3 What do you think Melanie’s attitude to signing is? Say why. 4 What was Melanie’s talent before she became deaf? 5 How did Melanie realise that she was going deaf?

7

Find these words in the text and try to guess their meanings. Then complete the sentences below with the words. bashfully dummy haunting grasp prodigy salvation 1 Living in the countryside for six months was very isolating and installing wi-fi was my salvation . 2 The lecturer sometimes uses such complex sentences that I can’t grasp what he means. 3 When I complimented Helen on her marks in the exams, she smiled bashfully and said she’d been lucky. 4 Mozart is said to have been a child prodigy , writing music from a very early age. 5 The director chose some haunting music for that scene and it helped create the right atmosphere. 6 Don’t call me a dummy ! You didn’t know the answer either.

158

REFERENCES AUDIO SCRIPT page 236 CULTURE NOTES page 213

176

□T Dave usually reads well written books. □F The book he is reading now was written in the previous century. □F Dave likes this writer because he is a typical thriller writer. □T The writer develops plots around problems that have relevance today. □F The book is about a criminal who has a disability. □T Dave likes the style the writer uses. □T Melanie, the teacher, sometimes imagines that she is not deaf. □F Melanie makes friends with the negotiator.

SPEAKING In pairs, discuss the questions. 1 On what occasions might people need to use ‘visualisation’ to help them? Say why. 2 Visualise your own perfect escape place. Describe it to your partner.

hostage negotiator abandoned barn students demands

3

In small groups, discuss the meaning of the following phrases from the extract.

10

REFLECT | Culture In pairs, discuss the questions. 1 Are people with disabilities reflected in novels, films or TV series in your country? Do you think this is a good thing? Say why. 2 Which other modern thriller writers are popular in your country? Do you enjoy their books? Say why.

11

WRITING TASK T Imagine that you can have a conversation with anyone you choose in an imaginary place, someone you have or haven’t met or someone who is alive or dead. Write the conversation.

FROM PAGE TO LIFE The book A Maiden’s Grave was made into a film Dead Silence in 1997, featuring James Garner as the FBI hostage negotiator and Marlee Matlin as Melanie, the young deaf teacher. The film received critical acclaim. It is a tense thriller which also raises awareness of problems encountered by the deaf and hearing-impaired. The title of the book comes from the song ‘Amazing Grace’ written in 1779.

GLOSSARY harpsichord – a musical instrument from the eighteenth century, like a small piano pelt sb with sth – to attack sb by throwing a lot of things at them pitch – a degree of highness or lowness of a musical tone / note sheet music – music in its printed form, especially single sheets of paper not formed into a book signing – a form of communication for deaf people using hands and fingers tapestry – a picture made from sewing different coloured threads taunt – a remark or joke intended to make someone upset vibes – a type of percussion instrument

Extract 1

Melanie did the only thing she could – what she’d done earlier: closing her eyes, lowering her head, she went away. The place she’d escaped to earlier today. Her secret place, her music room. 5 It’s a room of dark wood, tapestries, pillows, smoky air. Not a window in the place. The Outside cannot get in here. Here’s a harpsichord carved of delicate rosewood, inlaid with ivory and ebony. Here’s a piano whose tone sounds like resonating crystal. A set of golden vibes, a crisp, pre-war 10 Martin guitar.

Extract 2

15

20

25

30

35

40

45

50

It was a place that never existed and never would. But it was Melanie’s salvation. When the taunts at school had grown too much, when she simply couldn’t grasp what someone was saying to her, her music room was the only place she could go to be safe, to be comforted. Melanie, sitting on the comfortable couch in her secret place, decides she doesn’t want to be alone. She needs someone with her. Someone to talk with. Someone with whom she can share human words. Who should she invite? Today, when she opens the door, she sees a middleaged man with greying hair, wearing an ill-fitting navy blue jacket and black-framed glasses. The man from the field outside. ‘Hello,’ she says in a voice like a glass bell. ‘And to you too.’ She pictures him taking her hand and kissing it, rather bashfully, rather firmly. ‘You’re a policeman, aren’t you?’ she asks. ‘Yes,’ he says. ‘Can we talk for a while? That’s what I miss most, talking.’ Once you’ve spoken to someone, pelted them with words and felt theirs in your ears, signing isn’t the same at all. ‘I want to tell you a story. About how I learned I was deaf.’ Melanie had planned to be a musician, she tells him. From the time she was four or five. She was no prodigy, but she did have the gift of perfect pitch. Classical, Celtic, or country-western – she loved it all. She could hear a tune once and pick it out from memory on the family’s Yamaha piano. ‘And then … when I was eight, almost nine, I went to a Judy Collins concert. She was singing a song I’d never heard before. It was haunting. My brother had the concert program and I leaned over and asked him what the name of the song was. He told me it was ‘‘A A Maiden’s Grave’. He says, ‘Never heard of it.’ Melanie continues, ‘I wanted to play it on the piano. The day after the concert I asked my brother to stop by a music store and get some sheet music for me. He asked me which song. ‘‘A Maiden’s Grave,’ I told him. ‘What song’s that?’ he was frowning. I laughed. ‘At the concert, dummy. The song she finished the concert with. That song. You told me the title.’

55 Then he laughed. ‘Who’s a dummy? ‘‘A Maiden’s Grave’? ’? What’re you talking about? It was ‘‘Amazing Grace.’.’ The old gospel. That’s what I told you.’ ‘No!’ I was sure I heard him say ‘‘A Maiden’s Grave,’ I was positive! And just then I realised that I’d been 60 leaning forward to hear him and that when either of us turned away I couldn’t really hear what he was saying at all. And that when I was looking at him, I was looking only at his lips, never his eyes or the rest of his face. The same way I’d been looking at everyone else 65 I’d talked to for the last six or eight months.’ After a moment she says, ‘I think that you’re Deaf.’ ‘Deaf? Me?’ He grins awkwardly. ‘But I can hear.’ ‘Oh, you can be Deaf but hearing.’ He looks confused. 70 ‘Deaf but hearing,’ she continues. ‘See, we call people who can hear Others. But some of the Others are more like us.’ ‘What sort of people are those?’ he asks. Is he proud to be included? She thinks he is. 75 ‘People who live according to their own hearts,’ Melanie answers, ‘not someone else’s.’ For a moment she’s ashamed, for she’s not sure that she always listens to her own.

FACT BOX Jeffrey Deaver Jeffrey Deaver is a famous and well-respected bestselling crime and mystery author. He was born in 1950 in the USA and has degrees in Journalism and Law. He is the author of over thirty-five novels and three books of short stories for which he has received numerous awards. He has also written the lyrics for a country and western album. His books are sold in a hundred and fifty countries and he is rarely out of the bestseller lists worldwide. He says that his inspiration to write fiction came from reading the James Bond novel by Ian Fleming From Russia with Love when he was just 11. Years later, he was invited to write an additional book in the Bond series entitled Carte Blanche which he is immensely proud of. Other books by this author: The Blue Nowhere, The October List, The Bone Collector, Praying for Sleep, The Steel Kiss, Roadside Crosses, The Vanished Man.

159

177

LITERATURE SPOT 2 Exercise 2 1 A vampire doesn’t eat or drink, is cold, has no shadow, has no reflection, must be invited in. Its teeth grow sharp. It can pass through walls or turn into an animal. 2 bat or wolf 3 with garlic, religious symbols, salt, holy water, sunlight Exercise 3 1 F (Vampire superstitions had been around a long time.) 2T Exercise 4 1 1897 2 Egypt and China 3 100 4 dog jump/jumping 5 crates 8 diaries and letters

1

Do you know any books or films about vampires? Do you enjoy them? Say why.

2

4.21 In pairs, ask and answer the questions about vampires. Then listen to a podcast and check your ideas.

3

2

□ Bram Stoker created the idea of vampires in his novel Dracula. □ Some of the events in Dracula might be based on facts.

8

5

Read the extract on page 161 and match one of the pictures A–C to the text. picture C

6

Read the extract again and choose the correct answers. 1 In paragraph 1, Dracula makes a gesture with his hands to a emphasise something he said. b explain something he does not say. c indicate what he wants the writer to do. 2 The writer mentions the ‘vast expanse’ (lines 20–21) of the view to a show the impossibility of escape for him. b emphasise the contrast with his own situation. c point out how much he misses his own country. 3 The writer knows the person at the window below is the Count because a the figure turns its head. b the person has the same physical characteristics. c the person is looking out of the window next to his own. 4 The writer is very scared because the Count is a in danger of falling. b with a dangerous animal. c doing something impossible.

160

REFERENCES AUDIO SCRIPT page 236 CULTURE NOTES page 214

In pairs, find these phrases in the extract and use the context to check their meaning. Explain them in simple English. 1 … the distant hills became melted … 2 … bathed in yellow moonlight … 3 … there is ground for my terrible fear …

4.22 Listen again and complete the sentences with 1–3 words in each gap. . 1 Dracula was written in 2 There are stories about evil spirits form ancient . pages 3 The book Dracula is claimed to be shorter than the manuscript. off the ship in 4 People saw a big, black Whitby. . 5 The cargo of the ship was large 6 The story is told through pages from by Jonathan.

Complete the sentences with the correct words highlighted in the text. birds and it’s impossible to see them 1 Owls are before dusk. , 2 I wouldn’t recommend this book – it’s very with a lot of blood and violence. . 3 He stared at the advert for the horror film in 4 The man was mentally ill and suffering from the that he was a king. by car when there’s a heavy 5 The isolated house is snowfall. on the day 6 I always wake up with a feeling of of exams.

4.22 Read the statements and decide if they are true or false. Then listen and check. 1

Exercise 7 1 nocturnal 2 gruesome 3 revulsion 4 delusion 5 inaccessible 6 dread

178

7

1 How can you identify a vampire? 2 What animal forms can a vampire take? 3 How can you protect against vampires?

4

Exercise 8 Suggested answers 1 … the hills a long way away seemed to merge/blur into each other … 2 … it was lit up by the yellow light from the moon … 3 … there is a reason for my terrible fear …

Dracula

9

REFLECT | Culture In pairs or groups, discuss the questions. 1 Do you think vampire based books and films are popular with young people in your country? Say why. 2 Do you think a story or a film is more frightening if what happens in it is possible, for example in psychological horror stories, rather than completely incredible, as in Dracula?

10

WRITING TASK Write the next diary entry for Jonathan.

FROM PAGE TO LIFE Dracula has had a major influence on popular culture. There have been more than two hundred films featuring Dracula himself (although many are not adaptations of the original book but unrelated stories using the character). The first important film was Nosferatu (1922). The book has also been adapted for stage plays, and the characters have inspired artists, song writers and writers of comic books and graphic novels. Novelists such as Stephanie Meyer, Anne Rice and Stephen King have all written famous books (many also made into films) featuring vampires. The trend has continued with highly popular TV series such as Buffy the Vampire Slayer (1992) and more recently the Twilight series of films.

A

Dracula ‘Be warned!’ Dracula continued. ‘Should sleep now or ever overcome you, or be likely to, then hurry to your own chamber or to these rooms, for your rest will then be safe. But if you are not careful in this respect, 5 then’ – He finished his speech in a gruesome way, for he motioned with his hands as if he were washing them. I quite understood; my only doubt was as to whether any dream could be more terrible than the horrible net of darkness and mystery which seemed to 10 be closing around me.

Later I was right when I wrote those last words, but this time there is no doubt in my mind. I shall not fear to sleep alone. I have placed the religious symbol over the head 15 of my bed – I imagine that my rest is thus freer from dreams then; and there it shall remain.

20

25

30

35

40

B

When he left me I went to my room. After a little while, not hearing any sound, I came out and went up the stone stairs to where I could look out towards the south. There was some sense of freedom in the vast expanse of countryside, although inaccessible to me, as compared with the narrow darkness of the courtyard. Looking out on this, I felt that I was indeed in prison, and I seemed to want a breath of fresh air, even though it were of the night. I am beginning to feel the effect of this nocturnal existence. It is destroying my nerve. I gasp at my own shadow and am full of all sorts of horrible imaginings. God knows that there is ground for my terrible fear in this evil place! I looked out over the beautiful expanse, bathed in soft yellow moonlight, till it was almost as light as day. In the soft light the distant hills became melted, and the shadows in the valleys and the gorges were a deep, deep black. The beauty seemed to chill me; there was peace and comfort in every breath I took. As I leaned from my window, my eye was caught by something moving a storey below me, and a little to my left, where I imagined, from the order of the rooms, that the windows of the Count’s own room would look out. The window at which I stood was tall and deep, and though weatherworn, was still complete. I drew back behind the stonework and looked carefully out.

or, is staying at Jonathan Harker, a solicit arrange the sale of to tle cas a’s cul Count Dra employer. The Count his a property on behalf of ces Jonathan to have all is a strange man who for ht and warns him not their conversations at nig alone. Jonathan soon tle cas to move around the er in the castle. realises that he is a prison

What I saw was the Count’s head coming out from the window. I did not see the face, but I knew the man by the neck and the movement of his back and arms. In any case 45 I could not mistake the hands which I had had so many opportunities of studying. I was at first interested and somewhat amused, for it is wonderful how a small matter will interest and amuse a man when he is a prisoner. But my very feelings changed to revulsion and terror when 50 I saw the whole man slowly emerge from the window and begin to crawl down the castle wall over that terrifying abyss, face down with his cloak spreading out around him like great wings. At first, I could not believe my eyes. I thought it was some trick of the moonlight, some weird 55 effect of shadow; but I kept looking, and it could be no delusion.. I saw the fingers and toes grasp the corners of delusion the stones, worn smooth by time, and by using in this way every irregularity of the wall, move downwards with considerable speed, just as a lizard moves along a wall. 60 What type of man is this, or what type of creature is it in the form of a man? I feel the dread of this horrible place overpowering me; I am in fear – in awful fear – and there is no escape for me; I am surrounded by terrors that I dare not think of …

GLOSSARY abyss – a dark deep hole which seems to have no bottom chamber – a word used in the past to mean a bedroom or private room expanse – a large, vast area gorge – a deep narrow valley between hills overpower – defeat physically weatherworn – aged by the weather

FACT BOX Bram Stoker Bram Stoker, a novelist and short story writer, was born in Ireland in 1847. As a student he developed an interest in the theatre and became a theatre critic. He wrote many short stories and other books, but Dracula, published in 1897, is his most famous. It is considered one of the finest examples of Gothic fiction and started the vampire trend in popular culture. C

161

179

01 1

Getting through to animals

WATCH AND REFLECT SPEAKING In pairs, look at the photo of a scientist communicating with a parrot and answer the questions. 1 What question do you think the scientist is asking the parrot? 2 In what ways can humans and animals communicate? Mention your own experiences.

Exercise 2 1 Because the connections in their brains are not the same as ours. 2 To compile a dictionary of chimpanzees’ body language. 3 It’s a begging gesture, which means the chimp wants something. 4 That parrots can understand and even use English like people. 5 It shows that he understands abstract concepts and demonstrates he is very intelligent and creative. 6 It has shown us there are similarities between human and animal communication and given us insights into how animals feel and behave.

2

2 Watch the video and answer the questions. 1 What is the main reason why mammals can’t speak like humans? 2 What is the purpose of Catherine Hobaiter’s research with chimpanzees? 3 What does a chimp mean when it touches another chimp gently under the chin? 4 What has Professor Pepperberg’s research shown? 5 What is impressive about Griffin the parrot’s ability to lie? 6 What has scientific research into humananimal communication shown us so far?

3

Whose research in the video do you find more valuable or interesting? Say why. What other research into communication with animals do you know about?

4

2 Complete the sentences with the words from the box. Then watch the video again and check.

5

1 How could technology help animals and humans to communicate in the future? 2 What are the advantages for humans of being able to communicate with animals? What are the advantages for animals? 3 Which animals would you most like to be able to communicate with? What questions would you ask them?

body concepts forms gesture insight level relatives similarities speech 1 Most mammals actually have the same mechanical capacity to produce speech that humans do. 2 To what extent can we develop nonverbal forms of communication with mammals? Chimpanzees are our closest living relatives . And their main methods of communication are gesture and movement. They use body language so much that primatologist Catherine Hobaiter is compiling a dictionary to help people figure out what chimpanzees are saying. 3 By deliberately choosing the wrong words, Griffin (the parrot) shows that he understands abstract concepts and is capable of using language to deceive. Deception demonstrates a very high level of intelligence. 4 There’s still a lot left to explore in this field, but the research so far shows some striking similarities between human and animal communication, giving us a remarkable insight into what they feel, and how they behave.

162

REFERENCES VIDEO SCRIPT page 238

180

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group.

6

WRITING TASK Imagine you are an animal that has learnt to communicate with humans. Write a blog post (200–300 words) in which you describe your experience. Mention: • the process of learning to communicate with humans • what you have learnt about humans • how you feel about your experience

GLOSSARY cerebral cortex – the outer part of the brain deceive – cause someone to believe something untrue deception – the action of deceiving someone mechanical capacity – physical ability mimicry – the action of imitating someone or something nerves – fibres that carry messages between the body and the brain neuron – a nerve cell that makes up the nervous system and sends messages to other parts of the body or the brain vocal tract – the passage in the mouth and throat through which we produce sounds

The plastic whale

1

4 SPEAKING In pairs, describe the photo. Then look at the title of the lesson and guess what the video is about. Watch the video to check.

2

4 Watch the video again and complete the information. 1 The scientists opened the dead whale’s stomach to . find out about its and 2 Inside the whale’s stomach, they found food bags. 3 Whales and other animals eat plastic waste in the sea . because it can look like 4 The death of ‘the plastic whale’ created a huge because people love whales. as a reaction 5 Kenneth Bruvik set up a massive to the whale’s death. volunteers cleared of coastline in one 6 morning. 7 The Norwegian government pledged to work with from the sea. other countries to

3

Have you ever taken part in a massive beach-cleaning operation or any other environmental action? Would you like to? Say why.

4

4 Complete the summary with the phrases from the box. Then watch the video again and check. end up feeding habits food for thought increased massively marine fauna reduce plastic use take action typical prey Plastic pollution in the world’s oceans and seas has 1 over the last fifty years. This is having a negative and habitats. Due to their 3 , effect on 2 many sea birds, fish and mammals such as whales and dolphins eat plastic waste. Shopping bags, garbage bags : fish, jellyfish or and wrappers can look like their 4 octopus. As a result, many animals die and some species . To make things worse, the waters are likely to 5 are also full of tiny pieces of plastic which fish eat and in our stomachs. That’s 7 , isn’t it? which 6 People, companies and governments must do more to across help clear pollution from the sea and to 8 to solve this global the world. We need to 9 problem or it is bound to become worse.

WATCH AND REFLECT

5

02

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group. 1 What kind of rubbish do you throw away? How much rubbish do you throw away in an average day? 2 Do you believe that we can ‘act locally and change our relationship with plastic’? Say why. 3 Imagine you are advisors to the environment minister of your country. Your task is to think of three realistic policies to reduce plastic waste in your country. Decide on your policies and then present them to the class. Which policies would be the most effective? We could introduce a deposit scheme on plastic bottles so that you get 50% off tickets to theme parks in exchange for used plastic bottles.

6

Exercise 2 1 feeding habits 2 shopping bags, wrappers 3 (things they usually eat such as) fish, jellyfish or octopus 4 media reaction 5 beach-cleaning operation 6 One hundred / 100, two/2 kilometres 7 clear plastic pollution

WRITING TASK Next weekend, you are going to take part in an activity to help clear up pollution. Write an informal email to a friend and: • • • •

describe what you are going to do, say why it is important, persuade him/her to do it with you, arrange when and where to meet.

GLOSSARY come into focus – to make something clear food for thought – something that deserves serious consideration get stuck – be unable to move or make progress hit – think of something suddenly hit home – to have a strong, disturbing effect on someone lump – a compact mass of a substance intestine – a long tube which carries food from the stomach and out of the body pledge – to make a serious promise

Exercise 4 1 increased massively 2 marine fauna 3 feeding habits 4 typical prey 5 become extinct 6 end up 7 food for thought 8 reduce plastic use 9 take action

163

REFERENCES VIDEO SCRIPT page 239

181

03

1

Long-lost sisters

WATCH AND REFLECT

SPEAKING In pairs, look at the photo and answer the questions.

5

1 Describe the photo. How might the two women be related? 2 Think about your own family. Which relatives are you most/least similar to in appearance and personality? Say why. Exercise 2 1 When she was in her 70s. 2 Because she is a musician and when she found out her birth mother may have been an opera singer, she was curious to see if she had any brothers or sisters. 3 He used Linda’s birth certificate and adoption order to find the name of her birth mother. That led him to five potential relatives from whom he got one positive response. 4 The fact that they had both followed in their mother’s shoes and made their careers in music. 5 They both have their mother’s nose. They empathise with each other and have a good connection. They share a good sense of humour.

2

3

How do you think Linda and Bridget’s relationship will evolve in the future? What about you? How do you think your relationship with your siblings/cousins will change in the future?

4

7 Complete the extracts from the video with the words from the box. Then watch the video again and check. adopted birth genes inherit nurture personality raised relatives Nature or 1 nurture ? Psychologists have long debated which affects our 2personalitythe most. Nature refers to all the genes and hereditary features that we 3 inherit from our family. Nurture, on the other hand, takes into account the environmental factors that impact us: how we are 4 raised , what we experience and who we spend time with. Linda Wright was a/an 5 adopted only child whose parents told her nothing about her birth family. It wasn’t until she was in her 70s that Linda was told her 6 birth mother may have been an opera singer. This struck a chord with Linda, as she was a musician herself. So she decided to find out whether she had any living blood 7 relatives . The similarities between Linda and Bridget show how important 8 genes are in shaping who we become later in life.

164

REFERENCES VIDEO SCRIPT page 240

182

1 Do you think it’s important for adopted people to find out about their birth family? Say why. 2 Which affects our personality most – nature or nurture? Say why. 3 What do you and your relatives have in common and how you are different? Say which are the most important characteristics you have inherited from your family.

7 Watch the video and answer the questions. 1 When did Linda Wright first find out some information about her birth family? 2 Why did Linda decide to start looking for people from her birth family? 3 How did Charlie Watson find Linda’s relatives? 4 What were Linda and Bridget most surprised by? 5 In what ways do Linda and Bridget think they are alike?

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group.

6

WRITING TASK Imagine you were adopted as a child and you have just discovered that you have a longlost sibling. Write a letter to the person concerned in which you: • explain why you are writing and how you got the person’s name and address, • tell him/her who you are and what your life is like, • request a meeting and suggest where and when you could meet.

GLOSSARY adoption order – a legal document permitting an adult to bring up someone else’s child as their own birth certificate – an official document recording a person’s birth genealogist – someone who studies family histories hereditary features – characteristics we inherit from our ancestors impact (v) – affect, influence nurture (n) – the process of educating or developing someone or something strike a chord with – cause someone to feel sympathy or enthusiasm unearth – find, discover

Making the news 1

WATCH AND REFLECT

04

SPEAKING In pairs, look at the photos showing TV newsrooms from the past and the present and answer the questions.

Exercise 2 1 Because they often have to present heartbreaking stories; the viewers are demanding and the world is constantly changing so newscasters have to be very adaptable. 2 They were simple mechanical devices consisting of a roll of paper inside a glass fronted box. Today’s have digital text displayed directly on the camera lens. 3 Live satellite broadcasts were introduced. They allowed onlocation reports from around the world to be shown live. 4 The fall of the Berlin wall in November 1989. 5 Because it’s instant, it tells the news that is happening around the world right now, the news that is relevant to the viewers. 6 You have to keep the viewers interested, make the news relevant to their lives. A newsreader is like the conductor of an orchestra; his/ her job is to keep a whole team working together in harmony.

1 How has TV news changed in the last 60 years? 2 Do you and your family watch the news on TV? If so, which news programmes do you prefer? If not, how do you keep up-to-date with the news?

2

9 Watch the video and answer the questions. 1 Why do newscasters have a challenging job? 2 How were the first autocues different from those which are used today? 3 How did new technology change news broadcasting in the 1980s? 4 Which historical event does news presenter Alistair Stewart consider to be his proudest moment? 5 Why does Eamonn Holmes consider rolling news to be the only news? 6 What does it take to be a newsreader according to Trevor McDonald and Alistair Stewart?

3

Check you understand the jobs below. Imagine you work in a TV newsroom. Which jobs would you prefer to have? Say why.

Exercise 4 1 Heartbreaking 2 broadcast 3 addressing 4 location 5 breaking 6 rolling 7 undergone 8 challenge

audio engineer camera operator crime reporter foreign correspondent news director news writer/editor presenter sports reporter weather forecaster

4

9 Complete the sentences from the video with the correct form of the words from the box. Then watch the video again and check. address break broadcast challenge heartbreak live location roll undergo 1 News presenting is one of the most challenging news, demanding jobs in television. viewers and a world that changes before your eyes, all mean that newscasters have to be very adaptable. with a presenter in shot 2 The first UK news was on the 4th of September in 1955. 3 This modern autocue allows presenters to read the the viewers. news while directly 4 In the 1980s, new technology changed things again, when live satellite broadcasts were introduced. This meant that, for the first time ever, . the news could be filmed live, on 5 Presenter Alistair Stewart remembers delivering – story live from Berlin in 1989. a famous 24-hour 6 In the 1990s, the introduction of news channels meant that viewers didn’t need to wait for the 6 or 10 o’clock news programmes. 7 Over the past sixty years, the job of a newscaster considerable changes. has is keeping people 8 ‘I think the toughest interested in what you are going to say.’

5

SPEAKING Discuss the questions in pairs or small groups. Then share your answers with another group. 1 In pairs, prepare a short news report about a topical item and present it to another group. You can include live reports and interviews if you like. Prepare an oldfashioned autocue to help you to present the news item. 2 At the end of the video the narrator asks, ‘How will TV news change again in the future and, when it does, how will the job of the newscaster change with it?’ Say what you think and give reasons for your opinions.

6

WRITING TASK Do you think modern technologies will help people to become better informed about what is really happening in the world? Write an essay giving your opinion.

GLOSSARY autocue – a device which projects text onto a screen to help people speak in public deliver (a story) – broadcast, bring into illuminate – light up loo paper – toilet paper newscaster – a news reader pulsating – very exciting relevant – of interest, connected tools of the trade – things used to help to perform a job or profession

165

REFERENCES VIDEO SCRIPT page 241

183

05 1

Making sense of synesthesia

WATCH AND REFLECT SPEAKING Read the fact box. Then, in pairs, look at the photo of Greg and answer the questions. 1 Which of the sounds below do you think the squiggles represents? • people talking at the street crossing • a helicopter flying overhead • an ambulance siren • construction work • traffic noise 2 Draw shapes that represent the sounds above for you. Then compare your drawings with your partner.

FACT BOX SYNESTHESIA Synesthesia is a condition which affects people’s senses. The stimulation of one sense causes the automatic stimulation of another sense. For example, when a synesthete sees something, they may involuntarily smell, hear or taste something else. One common type of synesthesia is the relationship of sounds with colours or shapes, e.g. a synesthete may hear a door opening and, simultaneously, see a particular colour or shape.

2

11 Watch the video and choose the correct words. 1 Synesthesia hardly ever / usually affects babies and young children. 2 Rebekah experiences letters as colours / sounds. 3 Rebekah finds it hard / natural to talk about her synesthesia with other people. 4 Greg never / sometimes gets confused when his senses of sound and sight combine. 5 Greg’s synesthesia helps him to compose his own music / conduct other people’s music. 6 Scientific research has shown that all / most of us experience synesthesia to some extent.

Exercise 4 1 process 2 function 3 experiences 4 triggered 5 acquire 6 makes 7 mistake 8 influenced

3

Do you think you experience multi-sensory associations? If so, what are they and how often do you have them?

4

11 Complete the extracts from the video with the correct form of the verbs from the box. Then watch the video again and check. acquire experience function influence make mistake process trigger the different Everyone’s brain has areas that 1 senses. Usually these areas are connected, but 2 separately. In a person with synesthesia, however, there are many more synaptic connections between the different parts of the brain that are responsible for a smell, senses. This means that if a synesthete 3 for example, other senses, like sound or touch, can be 4 at the same time. In some very rare cases a person can 5 synesthesia after a brain injury because as the brain repairs itself, new connections. But Greg doesn’t 7 his it 6 synesthesia for what’s actually happening in the world around him. Science has shown that each of our senses is subtly 8 by the other senses and we all make some multi-sensory associations.

166

REFERENCES VIDEO SCRIPT page 242

184

5

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group. 1 Imagine you are in your favourite place. Tell your partners what you can smell, hear, feel, taste and see. Can they guess where you are? 2 How could synesthesia be an advantage/a disadvantage in life? 3 Do you think people today experience sensations such as smells, sounds and taste as strongly as people in the past? Say why.

6

WRITING TASK Imagine you wake up one day to discover that you have developed synesthesia. Write a series of social media posts explaining what your first week as a synesthete is like. DAY ONE – When I woke up, I heard the smells of the house. The smell of coffee from the kitchen sounded like a siren and …

GLOSSARY conscious of – aware of hereditary – something that is passed on from one generation to the next hyperconnectivity – the state of being extremely connected judgemental – negative, quick to criticise multi-sensory associations – connections involving more than one sense squiggle – a short line that curves in an irregular way synaptic connections – connections between nerve cells in the brain synesthete – a person who has synesthesia

The floating home

1

13 SPEAKING In pairs, look at the photo and answer the questions. Then watch the video to check your answers.

WATCH AND REFLECT

5

1 What is unusual about this boat? 2 What do you think the boat could be used for? 3 Have you ever spent time on a boat? Where? When? What did you do?

2

3

Which of Tom’s inventions do you think is the most practical / fun / ridiculous?

4

13 Complete the summary of the video with the words from the box. Then watch the video again and check. arrangements challenges conditions convention design inventions maintenance is a passion. For inventor Tom Lawton, innovative 1 , so he decided to design He loves to challenge 2 a houseboat filled with unique inventions. The three biggest 3 facing Tom on the boat were: how to grow food, how to cook food, and how to get a good night’s sleep in . cramped 4 He made a ‘grow-and-go’ garden, which requires absolutely no 5 and a barbecue that can cook food both inside and outside the boat. Then he turned his and made a bed from attention to the sleeping 6 moving tennis balls. On launch day, friends and family came to try out the 7 Tom had designed. They were all very impressed.

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group. 1 Which is the greatest invention in human history? Say why. 2 The video ends with the saying ‘Necessity is the mother of invention’. Do you think that’s true? Say why. What else can inspire people to invent things? 3 Imagine you are participants in a competition for young inventors. Work together to: • decide what your invention is and how it works, • the benefits it will bring to people, • how you will make it. Then, present your invention to the class. Finally, vote for the best invention.

13 Watch the video again and answer the questions. 1 What kind of person is Tom Lawton? 2 When designing the boat, which three challenges does Tom face? 3 What does the grow-and-go garden need to help the plants to grow? 4 Why does Tom want the barbecue to work both inside and outside? 5 What’s the advantage of making a bed out of tennis balls? 6 Why does Tom name his boat ‘Necessity’?

06

6

WRITING TASK Write a formal email to a rich investor asking for financial backing for your new invention from Exercise 5. • Describe the invention. • Point out how successful it could be and how it could help people. • Explain how you intend to make and advertise the invention.

Exercise 2 1 Possible answers: He’s an inventor and he likes to challenge people’s normal way of doing things. / Although he has no experience of sailing, he’s made a houseboat filled with inventions. / He’s clever, cheerful and optimistic. 2 How to grow food, how to cook food and how to sleep well in a small space. 3 Rainwater, fish and a pump. 4 Because it rains a lot in Britain. / Because of the unpredictable British weather. 5 They can move around and massage you when you lie on them. 6 Because his boat is full of inventions and there’s a famous saying that ‘Necessity is the mother of invention.’ Exercise 4 1 design 2 convention 3 challenges 4 conditions 5 maintenance 6 arrangements 7 inventions

GLOSSARY closed-loop system – an automatic circular system fertilise – to add nutrients to earth to make it more productive filter – to clean or purify liquid or gas funnel – a chimney on a ship or boat launch day – the first time a new boat or ship goes in the water to begin its first voyage nutrition – the process of providing food to help people or things grow pump – to push liquid or gas up, down or along unique – the only one of its kind

167

REFERENCES VIDEO SCRIPT page 242

185

07 Exercise 2 1 She teaches the women who live there to be tailors and helps them market and sell their clothes in the USA. 2 She was shocked by the poverty, the high unemployment and the lack of opportunities in the slum and wanted to do something about it. 3 She worked selling vegetables at a market, but she didn’t make much money, so she was poor and even had to skip meals to feed her family. 4 By teaching them a useful skill – tailoring. 5 Very successful. The clothes are sold in many high-end shops and they even appeared in New York fashion week. 6 They need to find export markets to be able to sell more. Exercise 4 1 social change 2 path 3 opportunity 4 organisation 5 business 6 employment 7 clothes 8 poverty 9 prosperity

1

15 SPEAKING In pairs, look at the title of the lesson and the photo and answer the questions. Then watch the video to check your answers. 1 Describe the photo. Where do you think it might have been taken? 2 What do you think the video is about?

2

15 Watch the video again and answer the questions. 1 What does Ann Taylor do to help to improve the standard of living of the people in Gituamba slum? 2 What inspired her to do that? 3 What was Judith’s life like before she set up the clothes-making business with Ann? 4 How do Judith and Ann increase the confidence of the women from Gituamba? 5 How successful has the company been? 6 What does economist, Jeni Klugman, think companies from poor areas need to do? Explain your answer.

3

What would you do to help people living in slum conditions to improve their standard of living? Say why.

4

15 Complete the extracts from the video with the words and phrases from the box. Then watch the video again and check.

6

5

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group. 1 Do you think that successful business owners have a moral obligation to help people in need? Say why. 2 Do you think you might start your own business one day? If you did, what kind of business would it be? Would your business focus more on commercial or social objectives?

168

REFERENCES VIDEO SCRIPT page 243

In pairs, find out information about a business with positive social aims. • • • •

What does the business do? Where is it based? How does it benefit people / society? How successful is it in both its commercial and social objectives? Make a short presentation describing the business to the class. Vote to find out which business helps people / society the most.

business clothes employment opportunity organisation path poverty prosperity social change Anna Taylor is an activist. She drives 1 through her business. Anna started on this 2 when she was a teenager and her family moved from America to Kenya. ‘I know they [the women] can provide for their families but many of them don’t ever have the 3 .’ When she finished university, she set up an 4 in one of the most impoverished neighbourhoods of Nairobi. Anna founded the 5 with a local woman named Judith. Soon, Anna, Judith and their employees had enough simple, fashionable designs for Anna to go back to the United States to market and sell them. Lots of high-end , and they even appeared shops now stock their 6 at New York Fashion Week! However, all of this glitz and glamour has a serious purpose – to get money from American buyers so the to more and business can expand and provide 7 more hard-working women from Gituamba slum. Businesses like Anna’s may be a better way to combat 8 and create 9 in the long term.

186

Driving social change

WATCH AND REFLECT

7

WRITING TASK Write a formal email to a government minister about a social problem in your country. • Describe the problem and explain why action is required. • List the possible measures that could help improve the situation. • Make suggestions for the most effective measures to take.

GLOSSARY combat – fight against, stop glitz and glamour – attractive and exciting beauty that may be slightly superficial high-end – expensive, exclusive impoverished – poor morale – confidence, enthusiasm provide for – supply enough of what someone needs, e.g. food for one’s family skip meals – do without meals slum – a poor, dirty, overcrowded district tailor – a person who makes clothes viable – realistic, capable of working well wasteland – an unused area of land

Virtual medicine

1

17 SPEAKING In pairs, look at the photo and answer the questions. Then watch the video to check your answers.

WATCH AND REFLECT

5

Medicine, in particular, is waking up to the 1 of VR. As well as being used for general training, in the future virtual reality could also help surgeons prepare for specific real-life operations by 2 patients into the system. 3 track patients’ arm movements, so they can see them move on screen, even if they can’t feel that movement in real life. This helps to encourage patients, and the games add an 4 of fun to their normal exercises! Virtual reality is giving doctors and patients a new, digital 5 on medicine.

17 Put the events in the order that we see them. Then watch the video to check your answers.

□2 a A doctor explains what it feels like to perform virtual surgery. □6 b The narrator predicts how likely it is that new technologies will improve our health. □3 c We discover how VR could help to keep real patients alive. □1 d We find out about a new way for surgeons to practise their skills. □4 e We learn how the patients of physiotherapists can benefit from VR technology. □5 f We see how real images can be compared

6

Have you ever put on a virtual reality headset? If so, what was the experience like? If not, would you like to? Say why.

4

17 Complete the sentences with the correct words formed from the words in bold. Then watch again and check. 1 For years virtual reality or VR has been associated . ENTERTAIN with gaming and 2 Now it’s possible for them [doctors] to develop virtual operating theatre. their skills in an INTERACT 3 ‘You did get a fairly realistic idea in terms of your as well in terms of where to place depth instruments.’ PERCEIVE 4 ‘I wanted to set out to save a person’s life .’ INNOVATE through technological 5 Cash Lim has had a bad back for years and she thinks that seeing it in VR might just provide the she needs to get better. ENCOURAGE 6 ‘It does motivate me to do the exercise because of how it would help me get I can see the better.’ RELEVANT

Exercise 4 1 entertainment 2 interactive 3 perception 4 innovation 5 enouragement 6 relevance Exercise 5 1 benefits 2 scanning 3 Sensors 4 element 5 perspective

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group. 1 What are the potential uses for virtual reality in the future? Think about areas like health, sport, education, business, communication, entertainment and politics. 2 If it were possible to live in a virtual world where everything seemed perfect, do you think most people would choose to spend their lives there? Would you? 3 In pairs, think of an idea for a virtual reality application. Present your idea to the class. Then vote on which idea is the most popular.

with virtual images to motivate patients.

3

17 Complete the extracts from the video with the words from the box. Then watch the video again and check. benefits element perspective scanning sensors

1 Who are the people? What are they doing? 2 How could virtual reality be used in health care?

2

08

7

WRITING TASK Write a story about someone who enters a virtual world and can’t get out. • Think of a good title. • Make sure your story has a beginning, a middle and an end. • Try to think of a dramatic twist to finish the story.

GLOSSARY chiropractor – a health professional who specialises in treating bones and joints operating theatre – the place where surgical operations take place physiotherapist – a health professional who uses massage, heat treatment and exercise to treat physical problems stroke victim – someone who may die or lose control of their muscles due to the blood supply to the brain being cut off surgery – the treatment of health problems during which a surgeon cuts open the body to repair or remove something inside walk of life – occupation, profession

169

REFERENCES VIDEO SCRIPT page 244

187

09

WATCH AND REFLECT

Houston, we’ve had a problem

Apollo 13 astronauts after rescue, 1970.

Exercise 2 1 third 2 land astronauts 3 key systems 4 navigate, electrical power, CO2 5 three days

1

19 SPEAKING In pairs, look at the photo and answer the questions. Then watch the video to check your answers. 1 What is the message on the banner? 2 What do you know about Apollo 13?

2

Exercise 5 1 d (take in – understand) 2 c (sink in – be understood) 3 b (dawn on – become clear) 4 e (figure out – discover the cause of a problem; get back – return) 5 a (come up with – think of, discover; make (it) back – return to a point of departure)

mission to the Moon. 1 Apollo 13 was NASA’s on a part of the moon that 2 Its objective was to no person had been on before. 3 During the journey an explosion damaged some including navigation and power. 4 Flight director Gene Krantz had to solve three problems: . • Invent ways to last longer. • Make the to prevent the crew from • Remove the suffocating. , but eventually, 5 The astronauts’ ordeal lasted they got safely back to Earth.

3

How would you react if you had to go through an ordeal like the one in the video?

4

19 Complete the extracts from the video with the words from the box. Then watch the video again and check.

1 Space exploration is an inherently risky endeavour. 2 The crew focussed on fixing the problem . 3 After a three day ordeal involving low oxygen levels and sub-zero temperatures, the astronauts successfully made it through the Earth’s atmosphere and landed, safe and sound . 4 ‘It was really amazing to be at the point of the spear and watch this team perform basically against all odds .’ 5 Apollo 13 showed that space exploration is perhaps humanity’s riskiest venture .

170

REFERENCES VIDEO SCRIPT page 245

Match the beginnings and the endings of the sentences. Then work out the meaning of the highlighted phrasal verbs. 1 It was hard to take in 2 It took a while for 3 It dawned on him that 4 They worked hard 5 Finally, they came up with a solution

19 Watch the video again and complete the sentences with 1–2 words in each gap.

odds problem risky sound sub-zero venture

188

5

6

a that might allow them to make it back alive. b they were in serious trouble. c the scale of the problem to sink in. d how serious the setback was. e to figure out what they had to do to get back. back

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group. 1 What are the advantages and disadvantages of being an astronaut? 2 Do you think it’s worth spending money on space research? 3 Why do people enjoy taking risks? Think of all the risky things that you or people you know do.

7

WRITING TASK Write a for-and-against essay about the pros and cons of spending public money on space exploration.

GLOSSARY be at the point of the spear – be part of new discoveries lunar surface – the ground on the moon sparingly – in moderation, economically suffocate – die through not being able to breathe touch-and-go – unpredictable, uncertain

The bright lights of Broadway

1

WATCH AND REFLECT

21 SPEAKING In pairs, look at the photo and answer the questions. Then watch the video to check your answers.

7 And people all can relate to vaudeville. 8 Michaela’s next stop is connected to another part of Broadway’s rich heritage – tap dancing. 9 Musical theatre has remained popular with young and old for over a hundred years. 10 Broadway has been right at the centre of that – bringing new forms of music, dance and theatre to millions of people every year.

1 Why do you think this woman is dancing in the street? 2 What do you think she is going to do during this video?

2

21 Watch the video and answer the questions. 1 Why is it fair to consider Broadway as the home of musical theatre? 2 Why has Michaela Mallozzi come to New York? 3 When was vaudeville popular in America? 4 What kind of performers can you see in a vaudeville show? 5 What does a dance captain do in a vaudeville show? 6 How long have Pam and Jackie Covas been working on 1920s tap-dancing routines together? 7 What is the purpose of the Broadway Bound Kids community centre?

3 4

When was the last time you danced? Where was it? Why did you do it? What was it like? 21 Complete the sentences from the video with the correct prepositions from the box. Then watch the video again and check. about at by for of (x2) on (x3) through to (x4) with 1 Broadway, in New York, is the home of musical theatre. 2 Michaela Mallozzi is a dancer and a traveller, who experiences the world through dance. 3 On this trip, she’s in New York to find out about Broadway’s culture and heritage. On her first stop, she’s visiting the 4 longest-running musical on Broadway, Chicago. 5 It’s a must-watch show that is heavily influenced by vaudeville theatre. 6 Vaudeville was the precursor to musicals. It consisted of a variety of acts performed on stage one after another.

10

5

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group. 1 Do you prefer being present at live performances or watching them on TV or online? Say why. 2 Have you ever performed on stage? If so, what did you do, how successful was it and how did you feel about it? If not, what kind of show would you like to take part in? Say why. 3 What are the benefits – physical, social and mental – of working in a group to produce a play or a film?

6

WRITING TASK Write a letter of application to join West End Teens, a performing arts group for teenagers. • Explain why you think you are a suitable candidate. • Summarise your past experience in performing arts. • Describe your personality and any other useful skills you have. • Say why you want to join the group.

Exercise 2 1 Because there are forty-one venues and over twelve million people go to shows there every year. 2 To find out about Broadway’s culture and heritage. 3 From the late nineteenth/19th century to the early 1930s. 4 Magicians, comedians, jugglers and dancers. 5 He/She oversees the choreography. 6 For a long time; they first did it when Jackie was two years old and now she’s an adult. 7 To inspire and empower young people through the performing arts, to allow them to have fun and to be creative.

GLOSSARY choreography – the steps and movement in a dance empower – make someone stronger or more confident heritage – valued cultural traditions jazz hands – a hand gesture indicating excitement or happiness precursor – a person or thing that comes before something similar production – a creative work such as a play or a film vaudeville – a type of entertainment that was popular in the early twentieth century

171

REFERENCES VIDEO SCRIPT page 245

189

190

172

We use the Present Perfect Continuous to talk about: • the duration of actions that began in the past and continue up to the present: I’ve been here since 9a.m. • past processes with a present relevance/result: I’ve got better grades because I’ve been studing a lot lately. We use the Past Simple to talk about actions or events completed at a specific time in the past: Neil Papworth sent the first text message in 1992. We use the Past Continuous to talk about actions that were: • in progress at a specific time in the past (this often provides background to other past events): While Mark was waiting for us, his mum was texting. • interrupted by a shorter past action: She was studying when suddenly somebody tossed a brick through the window.

Present Perfect Simple and Continuous These link the past and the present. We use the Present Perfect Simple to talk about: • the duration of states that began in the past and continue up to now: He’s been stuck here for five years. • completed past actions with a present relevance/result: The lights have gone out. (And now it’s pitch dark here). He’s ’s changed dramatically. (He looks very different now.) • experiences during a present period of time: I’ve ’ve sent five thousand text messages so far.

We use the Present Continuous to talk about: • actions in progress at the time of speaking: He is talking on his mobile. • temporary actions in progress around now: He’s ’s thinking of getting a new phone. • changes and developments: The news is spreading quickly. We also often use the Present Simple and Present Continuous to talk about the future. See Unit 2, page 25.

We use the Present Simple to talk about: • habits and routines: He often loses touch with his colleagues. • permanent situations around the present time: He now shares a flat with a friend. • states (verbs not usually used in the continuous form), e.g. love, like, believe, think (opinion), know, look (appearance): He loves getting traditional letters. She looks very fit. Some state verbs change their meaning and can be used in the continuous form, e.g. think of of/about, see (go out with), look at: What do you think of this message? (opinion) What are you thinking about? I don’t see why you want to stay in touch with him. (understand) I’m seeing Dave these days. (go out with) I’d like to establish contact with that company, but my boss doesn’t look at it that way. (think in a particular way) Why are you looking at me that way?

1A Present and past tenses

Question tags are also used in echo questions. The main use of such questions is to show interest or express surprise and make a conversation go smoothly: A I used to live in Moscow. B Did you? I bet is was amazing!

Question tags can also be used for: • requests: Buy me the newspaper, could you? You’ll cook the dinner today, won’t you? • invitations: Come to visit us next summer, won’t you? • commands: Write it down, will you? Don’t make a mess, will you?

A question tag is a short question added to the end of a sentence. It is formed using do / does / did (in simple tenses) or the auxiliary + a pronoun. A positive statement usually has a negative question tag and a negative statement has a positive question tag: You don’t understand, do you? She usually comes in late, doesn’t she? You are coming to the party, aren’t you? They haven’t been to London yet, have they? They went to school, didn’t they? She had a break, didn’t she? We had met them before, hadn’t we? This is an amazing house, isn’t it? Nothing has happend so far, has it? Those are Martha’s guests, aren’t they? Modal verbs are usually repeated in the tag questions, just like auxiliaries: I can email my CV, can’t I? Exceptions: Let’s go to the cinema, shall we? Someone has bumped into your car, haven’t they? Nobody came to the presentation, did they? I’m still employed, aren’t I?

1D Question tags and echo questions

We use the Past Perfect to show the relationship between a situation in the past and an earlier state or action. The rules are similar to the rules for the Present Perfect: Before Colin met his wife, he had been single for a decade. We use the Past Perfect Continuous to talk about an activity which started before a second past event and was still in progress, or had recently finished when the second event happened. We often say how long the activity had been going on: They had been talking for an hour before Danny arrived. It is formed using had + (not) + been + Present Participle: When I woke up, I saw that my brother had been cooking. (It hadn't been completed or the result was that the kitchen was a mess.)

Grammar Reference and Practice

3

2

1

Do you know that man? He at you all evening. the milk? Do you think it has gone bad? Why lunch now. Will you join us, please? We about something Just look at his face: I bet he amazing! much time at the moment. Apologies, but I I’ll get back to you soon, I promise. in the latest James Bond movie, Daniel Craig No Time to Die. to be highly intelligent, but he’s awfully She lazy too. What a waste! what you mean, but I can’t agree with you. I it’s the best idea. My mum much better with his hair cut. Andy of cigarette smoke. When I got home, the flat you anybody these days, Frank?

Software programmer Neil Papworth 1 the first : ‘Merry Christmas!’. text message in 1992. It 2 for Vodafone at the time. Since the Papworth 3 really time of that very first message, people 4 so easy to forget that there long messages, so it 5 6 a limit of 160 characters per message back then! his children Papworth said that he only recently 7 the very first text message. that it was he who 8 9 many innovations in phone Since then, there that this was perhaps technology, but Papworth 10 a key moment in mobile history.

agree be x3 read send x2 tell work write

1A Complete the text using the correct tense and the verbs from the box.

8 9 10 11 12

7

6

5

1 2 3 4

appear have look see smell think

1A Complete the sentences using the correct tense and the verbs from the box. Use every verb twice.

(lose touch) with a few of my friends . 1 I (make contact) with his cousin , 2 Dad so they’re not close. (chat) on her mobile ages. 3 She (see) each other in person? Can’t they (establish contact) with Mr Farley , but 4 I he hasn’t responded yet. (you / use) the laptop ? I need to send 5 an email. 6 My teacher took my mobile phone off me yesterday – (talk) to my friend ! I  (stay in touch) with me we had 7 He that argument. (love) going for a regular run . 8 I (prefer) to stay in on Saturday nights 9 Jamie . (stand) 10 Mike wanted to sit down because he all day at work.

at the time ever since from time to time in recent years right now once a week these days earlier today for

1A Complete the sentences using the correct tense and a time expression from the box. Let’s go to the party, c Sorry, I’m putting you on the spot, b Somebody told you, h Nobody gave you the message, f Don’t forget, g He’ll turn the laptop off, e You couldn’t help me, a Come to the party, d

a b c d e f g h

could you? aren’t I? shall we? won’t you? won’t he? did they? will you? didn’t they?

? does he He doesn’t come across very well, ? can you You can’t let it drop, ? aren’t you You’re going to Paris, ? have you You haven’t seen my mobile, I should pay her a compliment when we first ? shouldn’t I meet,  He’s not going to take to you if you insist on having ? is he the last word, The room looks different … Someone has moved the ? haven’t they couch, ? shall we Let’s get some ice cream, ? won’t you Come sit with us, Parents need to teach children not to drop litter, ? don’t they ? will you Pick it up, ? did they Nobody helped her, ? aren’t I I’m having lunch with them, ? will you Don’t go out tonight,

Bella

Bella Tia

Tia

Bella Tia Bella

3 we’re not 4 Are they

5 shall we 6 will you

It’s Jade’s birthday party tomorrow. ? Oh, no! I haven’t bought her a present yet! Well, you only need to buy a little something, 2 ? that close, are we? What I suppose so – 3 have you bought her? Some earrings – they’re silver. 4 ? That’s nice. You’ve been friends for a long time now … Well, I’ll have to think of something too. Let’s go to the party together, 5 ? ? Good idea! 7p.m. at mine? Don’t be late, 6 1

1D Complete the conversation with question tags or echo questions.

11 12 13 14

8 9 10

7

6

1 2 3 4 5

1D Complete the questions with the correct question tag.

1 2 3 4 5 6 7 8

1D Match the sentence halves.

Exercise 6 1 Is it 2 don’t you

6

5

4

173

Exercise 3 1 sent 2 read 3 was working 4 have been writing 5 is 6 was 7 told 8 ’d sent 9 have been 10 agrees/ agreed

Exercise 2 1 has been looking 2 are you smelling 3 are having 4 is thinking 5 don’t have / haven’t got 6 is appearing 7 appears 8 see 9 thinks / doesn’t think 10 looks 11 smelled/ smelt 12 Are you seeing

Exercise 1 1 ’ve lost touch, in recent years 2 makes contact, from time to time 3 has been chatting, for, see 4 established contact, earlier today 5 Are you using, right now 6 was talking, at the time 7 hasn’t stayed in touch, ever since 8 love, once a week 9 prefers, these days 10 had been standing

191

174

Other modal verbs can be used instead of will with Future Continuous and Future Perfect forms to show different degrees of certainty (might, may, could ) (see also Unit 6). We can use certain phrases with the structure be + adjective + infinitive to talk about how probable it is that a future prediction will actually happen: • be bound/certain/sure to (this is almost definite) • be likely to (this is probable) • be unlikely to (this is improbable)

The Future Continuous, the Future Perfect and the Future Perfect Continuous are often used with by (2050, next year, then, the time, etc.) and in (ten years, two months).

If we want to focus on a duration of an action which is still ongoing at some point in the future, we use the form will + have + been + verb -ing (it is sometimes reffered to as Future Perfect Continuous): I will have been living in Berlin for three years in July.

We use the form will + have + Past Participle, sometimes referred to as the Future Perfect, to talk about an action that will be completed before a particular time in the future: In 100 years’ time half the world’s languages will have disappeared. Will you have finished it by then?

We use the form will + be + Present Participle, sometimes referred to as the Future Continuous: • to talk about an action that will be in progress at a particular time in the future: By the end of the century, more people will be living in the country than in cities. Will you be working on it at five thirty? • to talk about events that will happen as part of the normal course of events, or routine: She’ll be visiting her family at the weekend. (She does it every weekend.) As with other continuous forms, we do not use state verbs (be, believe, forget, like, want, etc.) with the Future Continuous.

1 1 Will we be living / have lived longer in the future? 2 I won’t be finishing / have finished this essay in time to hand it in by Friday. 3 We will have had / have this computer for four years this year. 4 My dad won’t be / won’t have been eating meat for 10 years today. 5 They‘ll be presenting / present their ideas tomorrow at 5p.m. 6 It’s probable that I’ll be buying / have bought my first driverless car by 2050. 7 3D printing is going to / will become immensly popular in 20 years time. 8 In the near future, it’s likely that Artificial Intelligence will become so widespread that the technology will be making / will have made legal decisions in court or diagnosing illnesses. 9 By that time, I will have moved / will have been moving to another planet in the Solar System. 10 I can't see you at 6 tomorrow. I will be playing / will have played basketball as usual. 11 If you decide to come by this afternoon, don't knock as I will probably be sitting / will sit in the back garden so I won't hear / am not going to hear you. 12 When you come back home tonight, please try to be quiet as everybody else will have already gone / will be going to bed.

2A Choose the correct tense to complete the sentences.

We can also use other phrases to talk about the future. • For plans, we can use be planning/hoping to + infinitive or be thinking of + gerund: I’m planning to get someone to fix my car. They’re hoping to do it soon. I’m thinking of creating a website. • When something is happening very soon we can use be about to + infinitive: They’re about to announce a new competition. • For timetabled events we can use be due to + infinitive: It’ It’s due to go on display next week. • For formal or official arrangements, instructions or commands we can use be to + infinitive: Prince Charles is to visit the new hospital and talk to the patients.

We use will: • to make predictions based on our opinions or expectations. We often use will with phrases like I think, I’m sure, I expect, or adverbs like possibly, probably, definitely: He’ll probably be late, as usual. I’m sure you won’t have any problems with it. • to express a decision made at the moment of speaking: On second thoughts, I think I’ll leave it till the weekend.

We use going to: • to talk about existing plans or intentions for the future: I’m going to study Architecture at college. • to make a prediction based on evidence you have now: You are going to have a busy weekend! (I know all the things my friend has to do at the weekend.)

2F Future forms for plans and hopes

2A Future forms for predictions

Grammar Reference and Practice

3

2

1 We’re sure that we will find a cure for cancer in the future. BOUND a cure for cancer in the future. We 2 I don’t think he will stop eating meat. UNLIKELY He eating meat. 3 Oil prices will definitely rise next year. CERTAIN Oil prices next year. 4 Violence and crime in our town will probably drop. LIKELY Violence and crime in our town are . 5 Global heating will get worse. SURE Global heating worse. 6 We’ll have to change our eating habits in the future without a doubt. DEFINITELY change our eating habits in We the future.

2A Complete the second sentence using the word in bold so that it means the same as the first one. Use no more than three words in each gap.

By the time he’s twenty-five … go to every e-sport tournament he can. By the time I’m twenty-five, I’ll be going to every e-sport tournament I can. … beat top players in the world. By the time I’m twenty-five, I’ll have beaten top players in the world 1 During the weekend … celebrate his victory with family and friends. … I’ll be celebrating my victory with family and friends. 2 By Monday … buy a new desk for his giant trophy. … I’ll have bought a new desk for my giant trophy. 3 By the end of October … get a driving licence. … I’ll have got driving licence. 4 By the end of November … drive a new car. … I’ll be driving a new car. 5 By the end of this year … invest the money wisely. … I’ll have invested the money wisely. 6 In the next 5 years …. improve his hand-eye coordination. … I’ll have improved my hand-eye coordination. 7 By the time he’s 20 … graduate from college. … I’ll have graduated from college.

2A Kyle Giersdorf is sixteen and he has just won a record-breaking $3m to become world champion of one of the most popular computer games. Write what he thinks he will have done and what he will be doing in the future.

7

6

5

4

do about his car? What’s your dad 1 He can’t just leave it like that. to the sales manager tomorrow. Well, he’s 2 to return I expect that lots of people 3 their cars too. Lying about vehicle emissions is really serious. You can’t say that the car you produced has low emissions when it doesn’t. the car because he loves it. Dad 4 get some compensation though. He 5 everybody, Really? I don’t think they 6 will they? … We 7

1 2 3 4 5 6 7

. I’m hoping to . My mum is thinking of . My teacher is due to . I’ll be . I’m going to tomorrow at 7.30 a.m. by Friday. My best friend

2F Finish the sentences so that they are true for you.

Ben

Katy

Ben

Ben Katy

Katy

won’t return going to ’ll see will be trying ’ll be compensating due to speak ’s hoping to

2F Complete the conversation with the phrases from the box.

1 I’m hoping / thinking of doing my presentation on endangered species. 2 We’re hoping of having / to have a wind turbine installed this year. 3 Tom is going to start / will be starting walking to school instead of getting the bus. 4 The programme on global warming starts / is due to go on at 6.30. 5 Dad’s picking up / about to pick up his new electric car tonight at 7 p.m. 6 The professor is due / about to start the research next week. 7 My sister is / is about to paint her room. 8 They’re thinking to donate / of donating most of their clothes to charity. 9 The Queen is planning / is to open the new bridge in Scotland.

2F Choose the correct option to complete the sentences.

We will be eating more vegan food in 50 years’ time.

food travel technology the environment population housing

2A What do you think the future will be like in 50 years’ time? Write your own predictions. Use the Future Perfect and the Future Continuous. Use the topics below.

175

Exercise 6 1 going to 2 due to speak 3 will be trying 4 won’t return 5 ’s hoping to 6 ’ll be compensating 7 ’ll see

Exercise 3 1 are bound to find 2 is unlikely to stop 3 are certain to rise 4 likely to drop 5 is sure to get 6 will definitely have/need to

192

176

• We use the Present or Past Continuous + always / constantly / forever to talk about a habit which is repeated more than usual, which the speaker finds unexpected or annoying: She’s always complaining about the weather. (present) She was forever arguing with her parents when she was younger. (past) • We use will/would + infinitive to talk about behaviour which is typical or characteristic of the person. They can describe both pleasant and annoying habits: She’ll turn up at eleven and act as if nothing’s wrong. (present) We’d spend the afternoons reading. (past) • We use used to + infinitive to talk about a past state or repeated past actions: I used to feel very negative about my job. At our old house I used to spend a lot of time with my friends. Would is not used to talk about past states. • We can introduce new topics with used to and we do not need to specify a time: I used to eat a lot of chips and burgers, but now I eat healthy food. (NOT I’d eat …) We use would when the topic has been established and we usually specify the time: My dad used to work nights. He would come home at six in the morning and we ’d have breakfast together, then he used to take me to school. Most texts describing habits contain a mixture of these forms.

A present (starting) or past (started) participle is often used to replace a relative clause: • We use a present participle to replace a relative clause with an active verb, e.g. There was a wire which attached the phone to the wall. = There was a wire attaching the phone to the wall. • We use a past participle to replace a relative clause with a passive verb, e.g. The copy which was made by the carbon paper was called the carbon copy. = The copy made by the carbon paper was called the carbon copy.

We use a present participle clause for an action or state that happened at the same time or after an event in the story: His system transformed their lives, enabling them to read and write. (because it enabled them) Participle and main clauses must have the same subject.

3E Participle clauses

We use who(m), which, that, whose, where, when in relative clauses. We use them after nouns, or noun phrases, to describe or give information about a person, thing, possessions, places and time. There are two kinds of relative clauses: defining and non-defining. Defining clauses are necessary to give essential information about exactly which person/thing is being talked about in the sentence. Commas are never used. We can use that instead of who/which in defining clauses: The person who/that that designed the house is a world-famous architect. The land where the house is built is extremely picturesque. When the relative pronoun is the object of the relative clause, you can omit who/which/that: The house (which/that) the family has built is unique.

Prepositions in relative clauses Prepositions usually go at the end of the clause in conversational English. In more formal written and spoken contexts, they can go at the beginning, but must be followed by which (for things) or whom (for people): This house is more modern than the last house (which/that) they lived in. = This house is more modern than the last house in which they lived. The architect knew the couple (who/that) he had designed the house for. = The architect knew the couple for whom he had designed the house.

Non-defining clauses always need commas: on either side if it’s in the middle of the sentence, or before if it’s at the end. We never use that in non-defining clauses.

There are two kinds of non-defining clauses: • to give extra, non-essential information about the person or thing being talked about in the sentence: He had just arrived home with his wife, who had been working that afternoon. The building, which many considered ugly at first rst, is today a UNESCO World Heritage site. • to add a comment about the first part of the sentence. We always use which in these clauses: People from all over the world visit the museum, which shows how deeply they are interested in learning about science.

When the relative pronoun is the subject of the relative clause, you cannot omit who/which/that: It was the woman who/that that had arrived earlier that day.

3E Relative clauses

3A Past and present habits

Grammar Reference and Practice

3

2

1

we relocated to was in the south. 1 The town she split up with last month, 2 Her fiancée, wasn’t very trustworthy. I used to work was always 3 The man complaining. I live, is charming. 4 The house, I had the row with. 5 She’s the lady they compete for money. 6 That’s the programme

3E Complete the sentences with a relative pronoun or a relative pronoun + preposition. In which sentences can you omit the pronoun?

1 She winds me up all the time. ALWAYS She ’s always winding me up. 2 He talks behind my back and then denies it. WILL will talk He behind my back and then deny it. 3 She used to burst into tears just to get attention. WOULD would burst into tears just to get She attention. 4 I made fun of my sister about her hair. USED used to make fun of my sister about her hair. I 5 You let me down all the time. CONSTANTLY You’re constantly letting me down. 6 He always blew things out of proportion. FOREVER He was forever blowing things out of proportion.

3A Complete the second sentence using the word in bold so that it means the same as the first one. Use no more than three words in each gap.

to Cornwall every year. We showing off! Hillary in Scotland when I was young. He argue with my sister every day when we I were young. mess about and then blame it on me. 5 He like getting a compliment. 6 I

1 2 3 4

didn’t use to is always ‘ll used to live used to go would

3A Complete the sentences with the words from the box.

6

5

4

1 2 3 4 5 6

is a place where I can for whom I would is a city that . , who’s a bit of a joker, , where I live, . , whose music I like,

.

.

.

.

3E Complete the sentences so they are true for you.

1 Who’s the girl who is crying over there? the girl crying over there ? Who’s 2 Most of my friends who were invited to the party arrived on time. Most of my friends invited to the party arrived on time . 3 I live in a house which was built in 1910. built in 1910 I live in a house . 4 Anyone who wants to go online should enter a password. Anyone wanting to go online should enter a password . 5 Those students who have flunked the exam will need to retake it. flunking / having flunked the exam will need to retake it . Those students 6 The story which was reported in the news blew things out of proportion. The story reported in the news blew things out of proportion.

3E Rewrite the sentences using a present or past participle clause.

1 a His cousin who was born in Argentina is a teacher. b His cousin, who was born in Argentina, is a teacher. b He’s got only one cousin. 2 a The windows, which overlooked the garden, were open. b The windows which overlooked the garden were open. a All of the windows were open. 3 a The students who took a test had a hard time. b The students, who took a test, had a hard time. b All the students had a hard time. 4 a The fans who came to the concert were wearing the official band t-shirts. b The fans, who came to the concert, were wearing the official band t-shirts. a Only some of the fans were wearing the official band t-shirts.

3E Look at the pairs of sentences and decide which one matches with the meaning given.

177

Exercise 3 (Pronouns which can be omitted are in brackets.) 1 (which/that) 2 who 3 for/with whom 4 where 5 (who/that) 6 in which

Exercise 1 1 used to go 2 is always 3 used to live 4 would 5 ’ll 6 didn’t use to

Exercise 3 1 had we eaten 2 had I opened 3 did we claim 4 she seen 5 did he get 6 did he agree

178

Exercise 2 1 had been working 2 had reported 3 had found 4 had fallen 5 had (aliens) been trying 6 hadn’t been revealed

Exercise 1 1 had checked 2 Had, been visiting 3 had recorded 4 had been learning 5 hadn’t known 6 had been watching

193

We use negative inversion to add emphasis (special meaning) to a sentence: negative adverbial + auxiliary verb + subject + clause I had never felt so afraid. → Never had I felt so afraid. Some common adverbs and adverbial phrases are: seldom/rarely never/at no time hardly/barely/scarcely … when … under no circumstances/in no way no sooner not only … but also … little (did I/they know/imagine …) Negative inversion can sound quite formal, but it is also used in more informal contexts for dramatic effect.

4C Negative inversion

Past Perfect Continuous had (not) + been + present participle We use the Past Perfect Continuous to talk about: • the duration of actions that began earlier in the past and continued to the time of the story: He had been studying bird migration for years. • earlier past processes with a relevance to the main events in the story: He had an accident with a pair of scissors that he had been playing with. We often use linking words or time phrases with the Past Perfect tenses, e.g. when, after, because, as, before, by, by the time. By the age of fifteen, he had completed his system. He missed that event because he had been in hospital for 2 weeks. • We use the Past Perfect Continuous when we want to focus on the duration of an activity or when we are explaining a past result: She was tired because she had been flying for hours. • We do not use the Past Perfect Continuous with repeated actions when we say how many times something happened: She had been visiting him regularly. NOT She had been visiting him three times.

Past Perfect Simple subject + had (not) + past participle We use the Past Perfect Simple to talk about: • the duration of states before a specific point in the past: She had been blind for twelve years when she started her journey. • completed earlier actions with a relevance to the time of the story: He wrote about a spot that he had discovered on the surface of Venus. • experiences that happened before a specific point in the past: By the time he died, he had written a lot of letters.

When we are telling a story about the past, we usually use the Past Simple for the main events and the Past Perfect Simple and Past Perfect Continuous to provide background information to those events.

4A Narrative tenses; Past Perfect Simple and Continuous

4

3

2

1

fall find not reveal report try work

4A Complete the text with the Past Perfect or Past Perfect Continuous form of the words from the box.

(check) the website twice before I went 1 I to school. Amelia Earhart (visit) Bangkok when 2 she disappeared? (record) 24 studio albums before he died. 3 Elvis (learn) to play the trumpet 4 Paul McCartney before he was given a guitar. (not know) about the hoax at the time. 5 We (watch) the news for 6 She was tired because hours.

4A Complete the sentences with the Past Perfect Simple or Continuous and the verbs in brackets.

5 We revealed the truth and then we uncovered more lies. NO SOONER No sooner had we revealed the truth than we uncovered more lies. 6 You can never expose the truth. UNDER NO CIRCUMSTANCES Under no circumstances can you (ever) expose the truth.

1 The story was false, but it went viral. NOT ONLY Not only was the story false, but it also went viral. 2 I have never heard such a heart-warming story. SELDOM Seldom have I heard such a heart-warming story. 3 I clicked on the headline and I knew it was fake. HARDLY Hardly had I clicked on the headline when I knew it was fake. 4 He didn’t realise the problems he’d caused. LITTLE Little did he realise the problems he’d caused.

4C Rewrite the second sentence using the words in bold so that it means the same as the first one.

(we/eat) dinner than he got up 1 No sooner and left. (I/open) the newspaper when I saw a 2 Scarcely sensational story. (we/claim) we were right. 3 At no time (she/see) seen such a weird story. 4 Never had (he/get) so much attention. 5 Rarely (he/agree) to give an interview. 6 In no way

4C Complete the sentences with the correct form of the words in brackets.

In July 1947, something crashed at a ranch near Roswell, in the fields that New Mexico. A witness, who 1 seeing a blazing craft shortly before afternoon, 2 it crashed. Within hours of the army telling reporters that a crashed flying saucer, senior officers then it 3 changed their story insisting that the only thing that 4 from the sky was a weather balloon. There have been two reports on the Roswell incident – 5 to visit and the truth 6 ? Opinion is aliens divided with Roswell being one of the most investigated mysteries in our time.

Grammar Reference and Practice

Infinitive or gerund The following verbs can be followed by the infinitive with to or the gerund, with no difference in meaning: begin, continue, hate, love and start. We use prefer + infinitive with to for a specific situation: I’d prefer to stay in tonight. We use prefer + gerund to talk about general preferences: I prefer staying in to going out.

Gerunds We use a gerund (-ing form) in the same way as a noun: • as the subject of the sentence: Jogging is good for you. Making bread involves … • after certain verbs: You should also avoid stopping suddenly. It involves taking a test. Other verbs taking a gerund: can’t stand, consider, don’t mind, enjoy, fancy, imagine, risk, suggest. • after prepositions: … your risk of having a heart attack. … to prevent it from rising too much. • after be used to and get used to I’m not used to pushing my body to the limit. (The situation is unfamiliar to me and I am not comfortable with it.) I’m getting used to doing more exercise. (The situation is becoming more familiar, but I am not comfortable with it yet.)

Infinitive without to We use an infinitive without to after let and make: They may make you feel happier. Let your heart slow down.

Infinitives We use an infinitive with to: • to explain the purpose of an action: You should eat them to reduce your risk of heart failure. Sugar is added to make the bread rise. • after certain verbs: You need to make sure you drink a lot of water. They often fail to notice all the details. Other verbs: agree, allow, appear, attempt, encourage, expect, force, help*, persuade, plan, promise, refuse. *Help can also be followed by the infinitive without to: They may help your brain (to) grow. • after certain adjectives: They’re quick and easy to cook. It’s important to remember that … Other examples: difficult, easy, helpful, likely. • after first, second, third, last, etc.: I’d be the last to help him!

5A Gerunds and infinitives

• We use an infinitive without to after would rather and would sooner: I’d rather go to the club. We could eat later if you would rather do that. My sister would rather not go to Italy. It’s too hot there. I’d rather dive than lie on the beach. She said she’d sooner die than live in the countryside. Note: I’d sooner is more formal than I’d rather. • We use would rather + subject + past tense to say that we don’t want somebody to do something: I’d rather you cleaned the bathroom. I’d rather you didn’t go there alone.

5F Would rather, would sooner

like + infinitive (to do something because it is a good idea): I like to spend at least three hours a day in the library. like + gerund (to enjoy something): I like working at home. • To talk about a completed action after the verbs: feel, hear, listen to, see and watch, we use object + infinitive without to: I saw somebody fall in the water. • To talk about an action in progress after those verbs, we use object + gerund: I saw him talking to the lifeguard. • After the verbs need, deserve and require the gerund has a passive sense: needs cleaning = needs to be cleaned.

stop + infinitive (to stop something in order to do something else): I keep stopping to make a cup of tea. stop + gerund (to no longer do something): I don’t stop studying till I’ve finished.

try + infinitive (to make an effort to do something difficult): I always try to plan it so that … try + gerund (to do something and see what happens): You should try working in the library. try + gerund is often used for giving advice.

forget + infinitive (to forget about something, so you don’t do it): I forgot to mention that … forget + gerund (to do something and (not) forget it later): I’ll never forget failing that exam. forget + gerund is usually used in the negative.

Verbs followed by an infinitive or a gerund, with a change in meaning: remember + infinitive (to remember something, then do it): I always remember to take a sandwich with me. remember + gerund (to do something and remember it later): I remember thinking that I needed to find a system.

5C Verbs with gerunds and infinitives (change in meaning)

179

Exercise 2 1 going 2 to be 3 to look 4 walking 5 sounding 6 changing 7 listening 8 standing

194

180

3

2

1

When I was in the market square last week, I stopped 1 to try (try) some tacos from a street vendor. The smell was amazing and the tacos were mouth-watering. I didn’t think you liked 2 eating (eat) spicy food. Well, I was persuaded 3 to give (give) them a go by my brother who was with me. I watched the chef 4 cook (cook) my taco – Mexican street food is delicious! Yes! You should try 5 making (make) them at home – they look quite easy 6 to do (do).

8 If you could choose, what would you prefer to do? RATHER If you could choose, what would you rather do? 9 My mum doesn’t want me to play truant. WAS My mum would rather I was at school. 10 We’d like our teacher to be fair. RATHER We would rather our teacher was/were fair.

6 He doesn’t feel like swimming today. WOULD He would rather not swim today. 7 Given the choice, I’d prefer to eat something savoury. RATHER Given the choice, I’d rather eat something savoury.

3 She prefers dancing to jogging. WOULD She would rather dance than jog. 4 I’d like you to cook tonight. I’m exhausted. RATHER I’d rather you cooked tonight. I’m exhausted. 5 I don’t want you to come over. NOT I’d rather you did not / not have you come over.

2 I don’t want you to study English philology. DID I’d rather you did not study English philology.

5F Write the second sentence using the word in bold so that it means the same as the first one.

Kat

Kat Alice

Alice

I began to sleep as soon as my head hit the pillow. I began sleeping as soon as the light was off. I began to . I began . I prefer to . I prefer . I love to . I love . I remembered . I remembered to . I forgot . I forgot to . I will try . I will try to . I will definitely stop . I will stop on my way home today.

6

a I did it so as an experiment. b It was effort and it possibly wasn’t nice.

5C Complete the conversation with the correct forms of the verbs in brackets. In which gap is it possible to use the gerund and the infinitive?

3 I tried to bake some bread. b I tried baking some bread. a

1 I forgot to buy flowers. a a I forgot, so I didn’t buy any flowers. I forgot buying the flowers. b b I bought the flowers, but then I forgot doing so. 2 a We are sorry we said it We regret to say the was closed. restaurant is closed. b We regret saying the b We are sorry that it’s restaurant was closed. a closed.

5C Read the pairs of sentences and match them to the correct meaning (a–b).

1 I don’t want to talk about it. RATHER I’d rather not talk about it.

Do you fancy 1 to that concert next held Saturday? It’s the first big one 2 there. 3 for I don’t know. I’m going into town some new clothes so my feet will hurt after 4 around town all day. old?! Why don’t you Talk about 5 the day? consider 6 to loud music makes my I could, but 7 ears hurt … at loud concerts, so Well, I’m used to 8 my ears and feet will be fine!

5

4

5A Write two sentences using the infinitive and gerund forms for each one.

Callum

Theo

Callum

Theo

Callum

be change go listen look sound stand walk

5A Complete the conversation with a verb from the box using a gerund or an infinitive.

1 She smelled the milk to check / checking it hadn’t gone off. 2 To tell / Telling her she’s deaf isn’t kind. 3 We’re talking about going / to go vegetarian. 4 She’d be the first to taste / tasting the food. 5 I encouraged him to have / having an eye test. 6 My mum can’t stand to listen / listening to loud music. 7 I was surprised hearing / to hear that he’s colour-blind. 8 When communicating / to communicate with children, keep your language simple. 9 I’m used to be / being short-sighted – it doesn’t bother me. 10 Leo used having / to have a sensitive palate, but he eats anything now. 11 Eventually, I will get used to wear / wearing glasses.

5A Complete the sentences with a gerund or an infinitive.

Grammar Reference and Practice

Related verbs Human divers are not required to do the job. Secret agents are not obliged to be glamorous.

No obligation We use don’t have to and needn’t to mean ‘it isn’t necessary’: He doesn’t have to be glamorous. (but it is not a problem if he is) Needn’t is a modal verb and has the same meaning as don’t need to: Pupils don’t need to/needn’t needn’t do this. The past form of these verbs have differences in their meanings: She didn’t need to go there. (we don’t know if she went or not) She needn’t have gone there. (she went, now we know she could have stayed away)

Related verbs We use be supposed to to talk about what should/ shouldn’t happen according to rules or according to what is generally expected. It is not used in continuous tenses: They’re supposed to be free. Animals are not supposed to suffer like this.

Duty and advice We use should/shouldn’t, ought to/oughtn’t to to give our opinion or advice. They are also sometimes used for rules and instructions. The meaning is weaker than must. A common modifier with this form is really: Animals shouldn’t suffer like this. You really ought to be an expert.

Related verbs We use verbs like be required to / be obliged to in all tenses to refer to an ‘outside authority’ that gives orders or sets rules: He was required to get proper qualifications in order to work as a doctor. We are obliged to come to school on time.

The verb need is rarely used as a modal auxiliary verb in modern English. In this example, it is used as a main verb (not an auxiliary): He needs to be courageous.

Have to/have have got to are often used to indicate that the obligation is from somebody else or from outside, while must is used to show it comes from the speaker. The difference is very slight, however, and often they are interchangeable. A common modifier with this form is really: I really must stop smoking. (= this is my idea – I want to do it) I have to stop smoking. (= there is an external reason – perhaps a doctor has told me this)

Have to is very similar to must. As it is not a full modal verb, it can be used in all tenses: For a perfect smile I had to wear braces for two years. You will have to keep this a secret for the rest of your life.

Obligation and necessity We use must to talk about what is right or necessary. There is no choice: A good spy must be an excellent driver.

6A Modal and related verbs

Related verbs This film is likely to (might) win a number of Oscars. It’s a very difficult test. Some people are bound to (are sure to) fail it.

Possibility We use: • can to talk about things which are generally possible: It’s very hot here in summer but it can rain heavily in winter. • could/might to say that a specific thing is possibly true: There could/might might be life on other planets. • can/could to suggest a possible future action, not that it is likely to happen: If we finish early tonight, we can/could go for a meal. • might to talk about an uncertain future intention: If we finish work early tonight, we might go for a meal.

Related verbs Students are not allowed to take mobile phones into exams. In my last job, we were forbidden to use the Internet in the office.

Prohibition We use mustn’t, can’t and couldn’t to say that something is not permitted: People can’t treat animals badly.

Related verbs Why has cruelty to animals been allowed in this country? We are permitted to enter the lab.

Permission We use can/could to ask for and give permission. Could is generally a little more polite, though intonation is most important in terms of politeness: Can/Could I ask you a question? You can stay out late tonight. / I couldn’t stay out late when I was younger.

Related verbs The police managed to find the bomb in time. He succeeded in persuading her to help.

Ability We use can/can’t and could/couldn’t to describe ability or lack of ability: She can swim very well. He could play chess better than anyone I knew. To describe the completion of a specific action in the past we use be able to, not could in affirmative sentences. In negative sentences both be able to and could are possible: Paul wasn’t able to/couldn’t couldn’t visit in person last Christmas, but he was able to (NOT could) phone.

181

195

182

1

D

A

F

5 Can we sit on the grass? c 6 You can’t take photos in here. e 7 I might take my dog to the park. a

d You’re re supposed to eat lunch in the café. e You’re not allowed to use a flash. f You aren’t required to leave your bag here. g You are obliged to leave a donation.

4 I can walk for miles! b

G

Related verbs a It’ss likely to be busy – it’s the holidays. b I managed to see the whole city. c We’re not allowed to walk or sit on it.

Modal verbs E 1 You must talk quietly here. C 2 You ought to ask before you eat. d B 3 You don’t have to take off your shoes. f

A prohibition B no obligation C duty and advice D possibility E obligation and necessity F permission G ability

6A Match the sentences 1–7 to the related verbs a–g and then to the use in the box (A–G).

Zero article • We use no article with plural and uncountable nouns when we make general statements: Life was very hard and over one million people emigrated. • We use no article with words like prison, hospital, school, college, etc. when we are talking about their purpose as an institution, e.g. I go to school every day. He's been in prison for 3 years now. • We also use zero article with most place names. (exceptions: the USA, the UK, the Czech Republic, the Hague)

The definite article – the We use the (with any noun) when it is known which particular item is being referred to. This is because the thing/person: • was mentioned before: I’m reading a really good article. The article talks about … • is unique: Half of the population live in the capital. • is defined specifically by the words that follow: My grandmother is still the head of the family. We also use the with: • superlatives: The largest Japanese population is in … • comparatives (when identifying one of a pair): I have two dogs. The bigger (of the two) is my favourite. • ordinal numbers: The first time I went there was in 2008. • decades, centuries: in the 1950s; in the 18th century

The indefinite article – a/an We use a/an with a singular countable noun when the listener doesn’t know which particular thing is being referred to, or it doesn’t matter which one. This is because: • it is one of many of the same class, e.g. a job, an apple • we mention a person or thing for the first time: I’m reading a really good article.

6C Articles

4

3

2

Grammar Reference and Practice

I’m going to Dubai next month. You’ve been there, haven’t you? Have you got any advice for me? There are a few things that you 1should / need think about before you go. Is it a beach holiday? Beach and sightseeing too. Well, you 2should / can wear a swimming costume, but you 3can / need to cover up when you aren’t on the beach. You 4have to / are able to respect the local culture, so you 5‘ll have / ‘re required to pack long-sleeved tops too as you 6 are able to / are required to cover your arms. OK. What about driving? Will we 7be able / forbidden to hire a car? Sure! My dad 8had to / was required to be really careful though as they drive really fast! Oh, and like here, it’s 9forbidden / not required to use a mobile phone while driving. It all sounds like it 10should / might be a bit scary. Not at all. It’s an amazing place! Pity we 11 weren’t able / didn’t need to stay for longer.

Sam

Luke

Luke Sam

Sam 2

What’s the largest of the Caribbean islands? Hmm … I think it’s 3 – Cuba, isn’t it? Why? Well, I’m starting 4 a new job in July, but it won’t be in 5 an office, so I can choose where I want to live! It’s only for 6 a year, so I thought I’d find 7 an interesting and warm place to live. I’m not sure about 8 – Cuba though – do you think I’ll be able to get on 9 the Internet? I don’t know. Perhaps you should do some research – 10 – life might be hard if you can’t work properly or you don’t like 11 the food for example. Yes. 12 The more I think about it, the more convinced I am that you are right. 1

6C Complete the conversation with: a/an, the or no article (–).

1 The / A / – Reykjavik is 2the / a / – northernmost capital on 3the / a / -the planet. 4The / A / – fugitive from Norway, Ingólfur Arnarson became 5the / a / – first Icelander when he settled on 6the / a / – island in 7the / a / – 1870s, around where 8the / a / – city is now. Nowadays, 37%, of 9 the / a / – population live within 10the / a / – capital’s city limits. In 11the / a / – summer, there are over 21 hours of sunshine 12the / a / – day, so if sounds good, then putting down roots in 13the / a / – Reykjavik is 14the / a / – place for you!

6C Choose the correct forms to complete the sentences.

Lilly Freya

Freya

Lilly

Lilly Freya

Freya

Lilly

6A Choose the correct words or phrases to complete the conversation.

No change It is not necessary to change the verb tenses in reported speech when: • we use a Present Simple/Present Perfect reporting verb: He says/has said he’ll be back next week. • the statement is reported soon after it was said so the situation is still relevant: He said he’ll be back next week. (It’s the same week.) • the reporter believes that the fact/opinion is still true: Dad said that secrets always come out in the end.

Modal verbs can/may ➔ could/might must ➔ must or had to Other modal verbs (could, would, should, might ) do not change: ‘You should pack your things. We must go to Hong Kong tomorrow.’ He said I should pack my things because we had to go to Hong Kong the following day.

References to time, place and this/that: place: here ➔ there time: now ➔ then week or tomorrow/next week ➔ the following day/week the next day/week yesterday/last week ➔ the day/week before tonight/today/this evening ➔ that night/day/evening this ➔ that (in time expressions) this/that ➔ the

We use reporting verbs like: say, tell, ask, reply, answer, enquire, announce, order (more about the verbs in 7C).

Basic rules When we report what people said, we usually: • move the original verb ‘one tense back’, except for the Past Perfect and modal verbs (see below for when we do not do this). • change pronouns as necessary: ‘I’ve found you a dog.’ He said/told me (that) he had found me a dog. • use say (that) or tell + object (that) to report statements: He said he would come. She told me she was home at that time. • use ask + (object) + if if/whether for yes/no questions. The word order of the question becomes a statement: He asked (me) if/ if whether I could write. • use tell + object + (not) + infinitive to report commands: He told me to meet him there that night. • use ask + object + (not) + infinitive to report requests: He asked me to take the fish finger out of the soup.

7A Reported speech

We use that + should clause to provide information about the object. We use it with verbs that express the idea that an action is necessary, e.g. demand, insist, propose, recommend, suggest: His boss suggested that he should take a holiday. They recommended that she should speak to her boss about the problem. We can also use these verbs with that + Present/Past Simple clause: He insisted that they take/took took the money. took a computer course. She proposed that he take/took

More than one pattern is possible with these verbs: admit, advise, agree, deny, insist, promise, recommend, regret, remind, suggest, warn.

• Verb + object + preposition + (not) gerund Her teachers criticised her answer for being too short. Others: accuse somebody of of, blame somebody/ something for, congratulate somebody on, praise somebody for, suspect somebody of

• Verb + preposition + (not) gerund They apologised for not listening to her. Others: insist on, object to

• Verb + (not) gerund She suggested getting a job as a secretary. The salesmen regretted not making a better deal. Others: admit, advise, deny, recommend

• Verb + object + (not) infinitive She advised him not to drop out of college. They encouraged him to try again. Others: ask, invite, order, persuade, remind, tell, warn

• Verb + (not) infinitive He offered to pay them $10 an hour for weekend work. The publishers promised to look at her book again. Others: agree, decide, refuse, threaten

• Verb + object + (that) He warned him (that) he was wasting his time. Others: advise, persuade, promise, remind, tell

• Verb + (that) He explained (that) tickets for the concert were sold out. She admitted (that) she had given her friend the wrong advice. Others: agree, complain, deny, insist, promise, recommend, regret

We use a great variety of verbs to summarise what people say. Some of them have more than one pattern.

7E Reporting verbs

183

184

Exercise 5 1 encouraged (people) to throw 2 was suggested that (people) should 3 criticised (the campaign) for being 4 insisted that 5 objected to getting 6 advised (us) that

Exercise 4 1 denied (that) 2 promised (him) that 3 to humiliate 4 not to post 5 breaking / having broken 6 going 7 working 8 that (we) should 9 that (she) delete

Exercise 2 Saskia asked (Niall) if/whether Niall/ he had been on the protest match the day before/the previous day. Niall/ He said (that) he hadn’t and asked (Saskia) what it had been about. Saskia/ She told him (that) the university had decided to close the library on Saturday afternoons, but for most students that was the best time to use it. Niall agreed and said (that) he was always there on Saturdays. Then he asked (Saskia) what they were going to do. Saskia/She said (that) there was a meeting that week to discuss a solution. She told him (that) he could go with her if he liked.

196

3

2

1

4

Well done, Saskia! You were amazing! Thanks, but there was a lot of opposition, remember? Niall Believe me – you were brilliant. I’m sure they’ll keep the library open. Saskia Well, I suppose you’re right. Niall Why don’t we celebrate it tonight? Saskia Hey, hey! Not so soon – we haven’t won yet! 1 Niall congratulated Saskia (and said she was amazing). 2 Saskia reminded Niall that there had been a lot of opposition. 3 He repeated she was brilliant and reassured her that they would keep … 4 Saskia admitted that he was right. 5 Niall invited Saskia to celebrate that night. 6 Saskia warned him that they hadn’t won yet.

Niall Saskia

admit congratulate invite remind repeat warn

7A Write six sentences about Niall and Saskia’s conversation using the verbs from the box.

Did you go on the protest march yesterday? No, I didn’t. What was it about? Well, the university has decided to close the library on Saturday afternoons, but for most students that’s the best time to use it! Niall Yes, you’re right. I’m always there on Saturdays. So, what are they going to do? Saskia There’s a meeting this week to discuss a solution. You can come with me if you like. Saskia asked

Saskia Niall Saskia

7A Rewrite the conversation using reported speech.

7 ‘We’ll see you tomorrow,’ she said. FOLLOWING She said she would see us/them the following day. 8 ‘I’m going to stop you here,’ the police officer warned. THERE The police officer warned us/them/him/her/me that he was going to stop us/them/him/her/me there.

6 ‘Not many people wanted to support our cause,’ Billy told me. HAD Billy told me that not many people had wanted to support their cause.

5 ‘Don’t chant anything offensive,’ Pete advised us. TO Pete advised us not to chant anything offensive.

4 ‘We must put more pressure on the government,’ I said. THAT I said that we had to put more pressure on the government.

6

5

THE

ICE BUCKET CHALLENGE

7E Complete the text using the correct form of the verbs in brackets. Add that or prepositions where necessary.

she had bullied me. She him I would help with his placard. I me. He threatened the photo. We warned her the school rules. She admitted to on the rally. They insisted on so hard on the anti-bullying I praised her for campaign. we have a meeting. 8 He proposed she the malicious post. 9 I demanded

1 2 3 4 5 6 7

break delete deny go humiliate not post promise should work

7E Complete the sentences with the correct form of the verbs in the box. Add that when necessary.

1 2 3 4 5 6 were encouraged to do. promised to do. congratulated somebody on. objected to doing. offered to do. insisted on doing.

7E Write sentences that are true for you about something you …

The ice bucket challenge was a huge viral campaign that 1 people (encourage/throw) freezing cold water over their heads and share it online. Millions of people took part and, at the same time, it 2 people (suggest/should) donate money to charity. More than 17 million people uploaded videos to Facebook. But some 3 the campaign (criticise/be) just a trend and 4 (insist) most participants didn’t mention the disease they were raising money for at all. But despite the few who 5 (object/get) wet,the campaign raised more than $100 million in a 30-day period. The charities involved have since 6 us (advise) they were able to fund a number of research projects and help many people.

2 ‘Should we make some placards?’ Hugo asked me. WHETHER Hugo asked me whether we should make some placards. 3 ‘What time do you want to meet for the march tomorrow?’ he asked us. NEXT He asked us what time we wanted to meet for the march the next day.

1 ‘Who did you see at a rally yesterday?’ Tony asked me. BEFORE Tony asked me who I had seen at the rally the day before.

7A Write the second sentence using the word in bold so that it means the same as the first one.

Grammar Reference and Practice

‘Fresh Brew’ was created by British coffee company ‘Beans R Us’. When we last heard, the ‘mirror’ was still being developed in a lab in France.

Past Simple Past Continuous

It’s a ‘must have’ if you are worried about being attacked. Nobody likes being told about their bad habits, especially by a computer!

There’s one drawback: it needs to be filled with coffee and water first. The company expects Body Download to be launched next year. The passive infinitive

The passive gerund

A computer shows how your appearance will be affected in future. will

Modal verbs in passive

It is going to be shown at the ‘New Inventors’ show next month.

It can be switched on by text message. Music and games could be downloaded in seconds. It should not be used as protection from wild animals.

Past Perfect

going to

When Lois realised she had been followed to her front door, she quickly activated her bag.

Once a profile of your lifestyle has been built up …

The invention is being welcomed by coffee-lovers and couch potatoes everywhere.

Present Continuous

Present Perfect

A transmitter is worn on the body and digital messages are sent via the body’s electrical field.

Present Simple

The agent We often use the passive to draw special attention to the agent by moving it to the end of the sentence. If we mention the agent, we use by. Active: British coffee company ‘Beans R Us’ created ‘Fresh Brew’. (attention on Fresh Brew) Passive: ‘Fresh Brew’ was created by British coffee company ‘Beans R Us’. (attention on Beans R Us) In the above example, we mention the agent (Beans R Us) because it is new and important information. We don’t mention the agent if it is: • obvious: A transmitter is worn on the body. (We know it is worn by a person.) • unknown: Agnes realised she had been followed. (We do not know who followed her.) • unimportant: It will be shown at the ‘New Inventors’ show. (Who will show it is not important.)

The form The passive is made with a form of be and a past participle.

8A The passive

We can report beliefs and opinions using verbs such as: say, think, believe, know, claim, estimate, expect and a passive structure: • it + passive + that clause: It is believed that Berners-Lee would now be the richest man in the world. (present belief) It was revealed that hackers had interfered … (past belief) • subject + passive + to- infinitive: His new system, called Solid, is reported to be a platform. (present belief). • subject + passive (be + past participle) + perfect infinitive (to have been + past participle): More than 700,000 people are believed to have been affected by the virus. (present belief about a past event)

8F Impersonal passive structures

Other verbs like this are: hand, offer, pay, promise, send, teach.

It gives anyone who touches it an electric shock. Anyone who touches it is given an electric shock. An electric shock is given to anyone who touches it.

The passive with two objects Some verbs can have two objects, and either object can become the subject in the passive – it depends where the writer wants to put the focus: It will show people the consequences of an unhealthy lifestyle. People will be shown the consequences of an unhealthy lifestyle. The consequences of an unhealthy lifestyle will be shown to people.

Contexts for the passive We usually avoid the passive in informal language. We can use you or they to refer to people in general: Look! You can switch it on by text message. They expect to launch Body Download next year. The passive is common in newspaper reports and academic writing because it makes the style more impersonal and objective.

Some verbs are usually followed by the infinitive and others by a gerund form: I require you to be on time. I don’t fancy going out tonight. When these verbs are used in the passive, the same verb patterns should be used: The humans who were required to be in the self-driving car … I don’t really fancy being monitored at all!

185

186

Exercise 6 1 is thought to be 2 is (also) believed that 3 is said that 4 are believed to ignore 5 is (often) suggested that 6 are thought to be 7 are pleased to have left 8 are believed to have suffered

Exercise 2 1 hadn’t been created 2 to be tracked 3 being monitored 4 was recommended 5 will be/are displayed 6 will be / is being launched 7 charging / to be charged

197

3

2

1

1 2 3 4 5 6

I don’t really fancy Nobody likes being Most people like Somebody has The Internet of Things seems When I was on my mobile phone, I

8A Complete the sentences with your own ideas. Use the passive forms.

I’ve been a runner for years. When I started running, yet and so, when they someday smartwatches 1 appeared in the runners’ community, I never felt the need 2 by a gadget of some kind. As I became more so I could check my competitive though I fancied 3 times and compare my runs with others. So one day I bought to me and I must admit that a smartwatch that 4 I love it! I start the watch when I run and at the end my stats 5 on an app on my phone. A new model 6 next year that can check your heart rate too. I already want every it! The only negative aspect is that it needs 7 night, but this won’t stop me from buying the new improved version as soon as it’s been released!

Early smartwatch adopter

display charge monitor launch track recommend create

8A Complete the text with the correct passive form of the verbs in the box. Sometimes more than one tense choice is possible.

. . . . . .

1 The doctor checks his blood pressure each time he visits her. His blood pressure is checked each time he visits the doctor. 2 They are updating my house to include smart lights. My house is being updated to include smart lights . 3 Someone hacked into their computer. Their computer was hacked into . 4 I realised that I activated the virus when I opened the program. I realised that the virus was/had been activated when I … . 5 We can switch our lights on with my phone! Our lights can be switched on with my phone ! 6 We will use facial recognition software to gain access through the front door. Facial recognition software will be used to gain access … . 7 We are going to track him with this device. He’s going to be tracked with this device .

8A Change the active sentences into the passive.

6

5

4

Relationship killers?

8F Complete the text with the correct passive structure. Use the verbs in brackets.

1 George is super-intelligent. (suppose) George is supposed to be super-intelligent. 2 He backs up his system daily. (believe) He is believed to back up his system daily. 3 He will be on sale by the end of next year. (expect) He is expected to be on sale by the end of next year. 4 He has been designed by students. (believe) He is believed to have been designed by students. 5 He has been fitted with anti-hacking software (think). He is thought to have been fitted with anti-hacking software. 6 He has been used in 50 homes to test him. (report) He is reported to have been used in 50 homes to test him.

8F Read about what people are saying about a new robot called George. Write sentences using subject + passive + to infinitive or perfect infinitive and the verb in brackets.

2 An overwhelming number of people are thought to have fitness trackers. It is believed that an overwhelming amount of people have fitness trackers. 3 Many devices have been reported to end up in landfill sites. It has been reported that many devices end up in landfill sites. 4 The upgrade will happen overnight, it was revealed. It was revealed that the upgrade will happen overnight. 5 More teens are said to be suffering from anxiety nowadays. It is said that more teens are suffering from anxiety nowadays.

1 The new state-of-the art system is expected to go live next month. It is expected that the new state-of-the art system will go live next month.

8F Rewrite the sentences using it + passive + that clause.

Although it 3 (say) many schools ban mobile phones during the school day, a lot of 4 (believed/ignore) this rule and students this at a time when lots of cyber-bullying is taking 5 often (suggest) life before place. It smartphones was easier for teens, and many 6 (think/be) limiting screen time or parents deleting social media apps completely. Some 7 (please/leave) these networking teens (believe/suffer) other sites, but others 8 problems, such as friends breaking off contact.

1

Social media (think/be) contributing to friendship breakdowns among teens. Moreover, 2 also (believe) the constant need it for approval is causing anxiety.

Grammar Reference and Practice

We use I wish / If only + would (not) + infinitive when we want something to happen, or a situation to change: I wish you’d stop doing that! (I don’t like it when you do it.)

We use I wish / If only + Past Perfect to talk about past regrets: I wish you’d told me what sort of party it was. (You didn’t tell me.) If only I’d left my car at home today. (I didn’t leave my car.)

Expressing dissatisfaction and regret I wish / If only We use I wish / If only + past to talk about present regrets: I wish I had a car. (I don’t have a car.) If only I was/were taller. (I’m not tall.) (I wish I were is more formal than I wish I was.)

9E Wish / If only | Past modals

• We use this pattern to talk about the consequences in the present of an imaginary past situation: If + Past Perfect, would (n’t ) + infinitive: If I’d won that competition I’d be richer than I am now. (I didn’t win. ➔ I’m not rich.)

• We use this pattern to talk about the effects of an imaginary present situation/state on the past: If + Past Simple, would (n’t ) have + perfect infinitive: If I didn’t speak Spanish, I’d never have met Carmen. (I speak Spanish. ➔ I met Carmen.)

Mixed conditionals combine clauses from the second and third conditional types.

Third conditional If + Past Perfect, + would/might/could have + perfect infinitive to talk about an imaginary situation in the past: If I’d won, I could have represented my city. If I hadn’t done all those things, I wouldn’t have done so well at university.

Second conditional If + past, + would/might/could + infinitive to talk about an unlikely or imaginary situation in the present or future: If I were a professional sportsman, I’d probably be much richer now. We can say if I was or if I were, but if I were is more formal.

First conditional If + present, + will/won’t/might/could + infinitive to talk about a possible situation in the future: If I don’t get the grades, I’ll have to get a job.

Zero conditional If + present, + present to talk about situations which are always true: If things don’t work out out, you just have to make the best of the situation.

9A Conditionals

2

1

I haven’t got a penny left this month, so I can’t buy that dress. (put) some money aside, Well, if you 1 (can buy) it. you 2 You know I’m not so good with money. (get) money, I 4 (spend) it If I 3 straight away. It would be good to save some. If you 5 (not put) aside some money, you 6 (be able) to buy what you want. never True! You are so good with money, Mum. (be) given a large I bet that if you 7 (save) for me! inheritance, you 8 (inherit) Yes, but hopefully, if you 9 10 (not spend) it all the millions, you next day, right Bea?

1 He has got a car. He has got high monthly costs. WOULDN’T , he high monthly costs. If he 2 She didn’t save money. She couldn’t buy the shoes. SAVED money, she able to buy If she the shoes. 3 They are an affluent family. They bought that house. NEVER an affluent family, they that If they house. 4 I didn’t set up a lucrative business. I don’t have any money now. WOULD a lucrative business, I a lot of money. If I 5 We weren’t rich. We aren’t at private school. HAD If we rich, we at a private school. 6 You worked hard, you are well-off. HADN’T If you , you so well-off now.

9A Write mixed conditional sentences using the words in bold.

Mum

Bea

Mum

Bea

Mum

Bea

9A Complete the sentences with a correct form of the words in brackets.

Past modals for criticising • We use should (not) have + past participle when we criticise a past action: You shouldn’t have read that letter. (You read it and I’m unhappy about this.) • We use could have + past participle when something was possible, but didn’t happen, so we are unhappy about the result: You could have told me you were coming! (It was possible for you to tell me, but you didn’t.)

187

Exercise 2 1 didn’t have, wouldn’t have 2 had saved, would be 3 weren’t, would never have bought 4 had set up, would have 5 had been, would be 6 hadn’t met, wouldn’t be

Exercise 1 1 had put 2 could have bought 3 get 4 spend 5 don’t put 6 will (never) be able 7 were 8 ’d save 9 inherited 10 wouldn’t spend

188

Exercise 4 1 shouldn’t have told 2 wish I hadn’t messed up 3 could have told 4 wish you’d stop 5 had made 6 shouldn’t have talked

198

5

4

3

(should/not tell) everyone about You 1 James. It was a secret. (wish/not mess up), Sorry, really, Lea – I 2 (can/tell) me it was a secret. but you 3 Well, I thought you’d have taken it for granted. (wish/ It’s not the first time either. I 4 stop) sharing my life with everyone. 5 (make) yourself Well, if only you understood in the first place! (should/talk) to you in the first place! I6

7 You've just spent all your money!

6 You flunked Chemistry last semester.

5 You met your friend in town but left your wallet at home.

4 You went on holiday last year. It wasn’t great.

3 You said some mean things to your friend.

1 You’ve eaten too much. I wish I hadn’t eaten so much! 2 You didn’t do your homework yesterday.

9E Use the prompts to write sentences using I wish or past modals. Use your own ideas.

Lea

Saskia

Lea

Saskia

Lea

9E Complete the conversation with wish and past modals.

1 I wish / well-off. (present) I wish I was/were well-off. 2 I wish / take her for granted. (past) I wish I hadn’t taken her for granted. 3 I wish you / give and take a bit. (present, expressing irritation) I wish you would give and take a bit. 4 If only they / safe and sound at home. (present) If only they were safe and sound at home. 5 If only he / know / it / not pay off. (past) If only he had known that it wouldn’t pay off. 6 If only she / consider / options. (past) If only she’d considered her options.

9E Write sentences using I wish and If only.

We can use a perfect participle when we want to emphasise that one action happened before the other one: After I had finished my work, I decided to have a bath. Having finished my work, I decided to have a bath. The subject of both clauses usually needs to be the same: Walking to her car, Amy smiled at the photographer. NOT Walking to her car, the photographer snapped Amy’s photo. (this sounds like the photographer, rather than Amy, was going to her car).

Having worked in comedy successfully for over 20 years, she didn’t actually feel that way. Because she had worked in comedy successfully for over 20 years, she didn’t actually feel that way. She looked straight at him and replied, ‘Sure I did,’ leaving him open-mouthed. She looked straight at him and replied, ‘Sure I did,’ which left him open-mouthed.

We can replace a full adverbial clause with a present or perfect participle. These kinds of participle phrases are relatively formal and most often used in written texts rather than spoken English: Walking into the press conference for her film, she was addressed by a journalist. As she walked into the press conference for her film, she was addressed by a journalist.

10C Reduced adverbial clauses

• We use would have + past participle when we are making an assumption about what happened in the past or drawing a logical conclusion: He would have been well-off at that time. (assumption) Maria would have graduated from school so she was able to land a well-paid job. (logical conclusion)

• When we are less certain, we use may/ may might not have + past participle: Dad may not have bought bread, so let’s get a loaf. You’d better take your laptop because Tom might not have taken his.

• When we are positive about an action in the past, we use must have + past participle: It must have been in January 1953 when grandpa met grandma in Paris.

• For a negative deduction about the past we use can’t/ couldn’t have + past participle: You can’t have vacuumed your room, it’s still dirty! She couldn’t have revised the material because she flunked the test.

• For a past possibility we use could/might have + past participle: He might have robbed the bank. (he was in the area and had a motive) They could have been to London. (but I’m not sure whether they were there or not)

10A Past modals of speculation

Grammar Reference and Practice

3

2

1

. .

The great pyramid of Giza, Egypt The Great Wall of China Puma Punka, Bolivia Göbekli Tepe, Turkey Chichen Itza, Yucatan, Mexico

10A What do you know about the ancient monuments below? Choose one and write sentences about how you think it was constructed, why it was built and what life was like at the time.

2 You studied really hard for a test, but you failed. I can’t have failed the test. . I couldn’t have studied hard enough. . 3 You have just walked past your gran’s house. Her lights were on. Now she’s not answering the phone. . She must have been having a bath. / have fallen asleep. 4 You are going camping with a friend, but you haven’t discussed what you are each going to pack. . We may not have packed a torch We might not have brought enough food . 5 Your dad took a train to London for a work conference. The train is due in London at 5p.m. It’s 6 o’clock. You think he might be at his hotel by now. . He would have arrived by now He could have checked into his hotel by now .

1 Your friend looks tired. I think he went to a party yesterday. He might have been up late. He could have got home late.

10A Read the situation. Then for every situation, write sentences using past modals of speculation.

Summer Solstice at Stonehenge

Stonehenge is a prehistoric monument in the south of England and is one of the world’s great mysteries. The stones are enormous and experts have differing from Wales to opinions on how the stones 1 animals to help them? Or 3 on the site. 2 wooden or stone balls? Stone balls were found near the ancient stone circle and researchers think they 4 to move the massive rocks. Moving the stones 5 days – some think that it 6 about two weeks to make the trek. However they did it, it 7 8 easy and the builders stamina and determination.

STONEHENGE

must/take might/move must/have could/transport might/use could/use would/take can’t/be

10A Complete the text with the correct form of the verbs from the box. Sometimes more than one answer is correct.

5

4

Jamie Cullum is a British musician known for his jazz in a rock band at influenced popular music. 1 that age 15, he became attracted to jazz and, 2 this was where his passion lay, he started singing in a year in Paris, he bars and on cruise ships. 3 moved back to the UK where he went to university to his own money, study film and music. Later, 4 he recorded his first album and then two years later 5 signed by a jazz label, he achieved fame. 6 famous, he earned himself a few nicknames: ‘Sinatra in sneakers’ and the ‘Beckham of jazz’. 7 songs by Hendrix and Radiohead, he became a firm favourite on British radio.

‘Sinatra in sneakers’

Jamie Cullum

adapt be become know play spend use

10C Complete the text with the correct form of the verbs from the box.

189

Exercise 5 1 Playing 2 knowing 3 Having spent 4 using 5 Having been 6 Becoming / Having become 7 Adapting / Having adapted

1 She didn’t find the stand-up routine interesting. She left the theatre. Not finding the stand-up routine interesting, she left the theatre. 2 I knew the museum well. I offered to take them round. Knowing the museum well, I offered to take them round. 3 I was reading your essay about modern film industry. I noticed a lot of mistakes. Reading your essay, I noticed a lot of mistakes. 4 As I walked around Stonehenge. I saw lots of tourists. Walking around Stonehenge, I saw lots of tourists. 5 I finished the book about The Pyramids. I gave it back to my dad. Having finished the book about the Pyramids, I gave it back to my dad. 6 They transported the enormous stones to England. They built the monument. Having transported the enormous stones to England, they built the monument. 7 He completed the bronze sculpture. They displayed it in the town square. Having completed the bronze sculpture, they displayed it in the town square. 8 She saw geometric shapes in the picture. She asked how they were made. Seeing the geometric shapes in the picture, she asked how they were made.

10C Combine the two sentences, using a participle clause.

190

built /bɪlt/

burned /bɜːnd/ or burnt /bɜːnt/

drawn /drɔːn/

dreamed /driːmd/ or dreamt /dremt/

led /led/

leaned /liːnd/ or leant /lent/

learned /lɜːnd/ or learnt /lɜːnt/

lain /leɪn/

lighted /ˈlaɪtəd/ or lit /lɪt/

beat /biːt/

became /bɪˈkeɪm/

began /bɪˈgæn/

bet /bet/

bit /bɪt/

bled /bled/

blew /bluː/

broke /brəʊk/

brought /brɔːt/

built /bɪlt/

burned /bɜːnd/ or burnt /bɜːnt/

burst /bɜːst/

bought /bɔːt/

caught /kɔːt/

chose /tʃəʊz/

came /keɪm/

cost /kɒst/

crept /krept/

cut /kʌt/

dealt /delt/

dug /dʌg/

did /dɪd/

drew /druː/

dreamed /driːmd/ or dreamt /dremt/

drank /dræŋk/

drove /drəʊv/

ate /et/

fell /fel/

fed /fed/

felt /felt/

fought /fɔːt/

found /faʊnd/

flew /fluː/

forbade /fəˈbæd/

forgot /fəˈgɒt/

forgave /fəˈgeɪv/

froze /frəʊz/

got /gɒt/

gave /geɪv/

went /went/

grew /gruː/

hung /hʌŋ/

had /hæd/

heard /hɜːd/

hid /hɪd/

hit /hɪt/

held /held/

hurt /hɜːt/

kept /kept/

knew /njuː/

led /led/

leaned /liːnd/ or leant /lent/

learned /lɜːnd/ or learnt /lɜːnt/

left /left/

lent /lent/

let /let/

lay /leɪ/

lighted /ˈlaɪtəd/ or lit /lɪt/

beat /biːt/

become /bɪˈkʌm/

begin /bɪˈgɪn/

bet /bet/

bite /baɪt/

bleed /bliːd/

blow /bləʊ/

break /breɪk/

bring /brɪŋ/

build /bɪld/

burn /bɜːn/

burst /bɜːst/

buy /baɪ/

catch /kætʃ/

choose /tʃʊːz/

come /kʌm/

cost /kɒst/

creep /kriːp/

cut /kʌt/

deal /diːl/

dig /dɪg/

do /duː/

draw /drɔː/

dream /driːm/

drink /drɪŋk/

drive /draɪv/

eat /iːt/

fall /fɔːl/

feed /fiːd/

feel /fiːl/

fight /faɪt/

find /faɪnd/

fly /flaɪ/

forbid /fəˈbɪd/

forget /fəˈget/

forgive /fəˈgɪv/

freeze /friːz/

get /get/

give /gɪv/

go /gəʊ/

grow /grəʊ/

hang /hæŋ/

have /hæv/

hear /hɪə/

hide /haɪd/

hit /hɪt/

hold /həʊld/

hurt /hɜːt/

keep /kiːp/

know /nəʊ/

lead /liːd/

lean /liːn/

learn /lɜːn/

leave /liːv/

lend /lend/

let /let/

lie /laɪ/

light /laɪt/

let /let/

lent /lent/

left /left/

known /nəʊn/

kept /kept/

hurt /hɜːt/

held /held/

hit /hɪt/

hidden /ˈhɪdn/

heard /hɜːd/

had /hæd/

hung /hʌŋ/

grown /grəʊn/

gone /gɒn/

given /ˈgɪvən/

got /gɒt/

frozen /ˈfrəʊzən/

forgiven /fəˈgɪvən/

forgotten /fəˈgɒtn/

forbidden /fəˈbɪdn/

flown /fləʊn/

found /faʊnd/

fought /fɔːt/

felt /felt/

fed /fed/

fallen /ˈfɔːlən/

eaten /ˈiːtən/

driven /ˈdrɪvən/

drunk /drʌŋk/

done /dʌn/

dug /dʌg/

dealt /delt/

cut /kʌt/

crept /krept/

cost /kɒst/

come /kʌm/

chosen /ˈtʃəʊzən/

caught /kɔːt/

bought /bɔːt/

burst /bɜːst/

brought /brɔːt/

broken /ˈbrəʊkən/

blown /bləʊn/

bled /bled/

bitten /ˈbɪtn/

bet /bet/

begun /bɪˈgʌn/

become /bɪˈkʌm/

beaten /ˈbiːtn/

been /biːn/

was/were /wɒz/wɜː/

be /biː/

awoken /əˈwəʊkən/

awoke /əˈwəʊk/

awake /əˈweɪk/

5.71

Irregular Verbs

sbreV ralugerrI

199

quit /kwɪt/ read /red/ rode /rəʊd/ rang /ræŋ/ rose /rəʊz/ ran /ræn/ said /sed/ saw /sɔː/ sought /sɔːt/ sold /səʊld/ sent /sent/ set /set/ shook /ʃʊk/ shone /ʃɒn/ shot /ʃɒt/ showed /ʃəʊd/ shrank /ʃræŋk/ shut /ʃʌt/ sang /sæŋ/

ride /raɪd/

ring /rɪŋ/

rise /raɪz/

run /rʌn/

say /seɪ/

see /siː/

seek /siːk/

sell /sel/

send /send/

set /set/

shake /ʃeɪk/

shine /ʃaɪn/

shoot /ʃuːt/

show /ʃəʊ/

shrink /ʃrɪŋk/

shut /ʃʌt/

sing /sɪŋ/

wrote /rəʊt/

understood /ˌʌndəˈstʊd/

understand / ˌʌndəˈstænd/

write /raɪt/

threw /θruː/

throw /θrəʊ/

withdrew /wɪðˈdruː/

thought /θɔːt/

think /θɪŋk/

wound /waʊnd/

told /təʊld/

tell /tel/

withdraw /wɪðˈdrɔː/

tore /tɔː/

tear /teə/

wind /waɪnd/

taught /tɔːt/

teach /tiːtʃ/

won /wʌn/

took /tʊk/

take /teɪk/

wore /wɔː/

swung /swʌŋ/

swing /swɪŋ/

win /wɪn/

swam /swæm/

swim /swɪm/

wear /weə/

swept /swept/

sweep /swiːp/

woke /wəʊk/

struck /strʌk/

strike /straɪk/

wake /weɪk/

stuck /stʌk/

stick /stɪk/

upset /ˌʌpˈset/

stole /stəʊl/

steal /stiːl/

upset /ˌʌpˈset/

stood /stʊd/

stand /stænd/

written /ˈrɪtn/

withdrawn /wɪðˈdrɔːn/

wound /waʊnd/

won /wʌn/

worn /wɔːn/

woken /ˈwəʊkən/

upset /ˌʌpˈset/

understood /ˌʌndəˈstʊd/

thrown /θrəʊn/

thought /θɔːt/

told /təʊld/

torn /tɔːn/

taught /tɔːt/

taken /ˈteɪkən/

swung /swʌŋ/

swum /swʌm/

swept /swept/

struck /strʌk/

stuck /stʌk/

stolen /ˈstəʊlən/

stood /stʊd/

spread /spred/

spoiled /spɔɪld/ or spoilt /spɔɪlt/

spread /spred/

spread /spred/

split /splɪt/

split /splɪt/

spilled /spɪld/ or spilt /spɪlt/

spilled /spɪld/ or spilt /spɪlt/

spill /spɪl/ spoiled /spɔɪld/ or spoilt /spɔɪlt/

spelt /spelt/ spent /spent/

spelt /spelt/ spent /spent/

spell /spel/ spend /spend/

split /splɪt/

speeded /ˈspiːdəd/ or sped /sped/

speeded /ˈspiːdəd/ or sped /sped/

speed /spiːd/

spoil /spɔɪl/

spoken /ˈspəʊkən/

spoke /spəʊk/

smelled /smeld/ or smelt /smelt/

smelled /smeld/ or smelt /smelt/

slept /slept/

sat /sæt/

sunk /sʌŋk/

speak /spiːk/

slept /slept/

sat /sæt/

sung /sʌŋ/

shut /ʃʌt/

shrunk /ʃrʌŋk/

shown /ʃəʊn/

shot /ʃɒt/

shone /ʃɒn/

shaken /ˈʃeɪkən/

set /set/

sent /sent/

sold /səʊld/

sought /sɔːt/

seen /siːn/

said /sed/

run /rʌn/

risen /ˈrɪzən/

rung /rʌŋ/

ridden /ˈrɪdən/

quit /kwɪt/ read /red/

put /pʊt/

proved /pruːvd/ proven /pruːvən/

paid /peɪd/

overcome /ˌəʊvəˈkʌm/

met /met/

meant /ment/

made /meɪd/

lost /lɒst/

smell /smel/

sleep /sliːp/

sit /sɪt/

sank /sæŋk/

put /pʊt/

quit /kwɪt/ read /riːd/

sink /sɪŋk/

proved /pruːvd/

put /pʊt/

paid /peɪd/

overcame /ˌəʊvəˈkeɪm/

met /met/

meant /ment/

made /meɪd/

lost /lɒst/

prove /pruːv/

pay /peɪ/

overcome /ˌəʊvəˈkʌm/

meet /miːt/

mean /miːn/

make /meɪk/

lose /luːz/

annoy astonish become carry celebrate find get high send

Complete the text with the correct form of the words from the box. There are two extra words.

1 We heard the good news on our way back home. WERE back home. We heard the good news 2 I have a lot to do before I go on holidays. LOADS There is before I go on holidays. 3 When I’m very sad, I watch funny videos. DUMPS When I’m , I watch funny videos on You Tube. 4 She seemed rather arrogant at first. ACROSS She as arrogant at first. 5 I haven’t eaten meat for nearly a year. LAST The meat was a year ago. 6 After an hour, we found a way how to turn off unwanted messages. FIGURE to turn off unwanted It took us an hour messages. 7 The last time Sara came to the cinema was last winter. SINCE December. Sara hasn’t 8 This app enables people to maintain regular contacts. TOUCH . Thanks to this app, people can

Complete the second sentence using the word in capitals so that it means the same as the first one. Use no more than four words, including the word in bold.

The story of the Buxton girls is a reminder that just unlikely, it doesn’t mean because something is 7 it’s impossible.

A 10-year-old Laura Buxton 1 her grandparents’ 50th wedding anniversary in Staffordshire, England. Encouraged by her grandfather, Laura decided to have a bit of fun with one of the helium balloons decorating the party. Before letting it loose, she attached a note which 2 the message ‘Please return to Laura Buxton’ together with her address and phone number. Two days later and 140 miles away in Milton Lilbourne, a farmer 3 the balloon message in his field. Surprisingly, his neighbours were named the Buxtons, and they had a daughter whose name was Laura, so he passed the message on to them. This started a series of extraordinary coincidences. When Laura Buxton received the message,  it. she contacted the Laura Buxton who 4 When the two met up, they realized there were other similarities apart from their names. The girls were 5 to discover that they were both the same age, fair-haired, blue-eyed and the same height! On top of that, the girls had the same pets: female black Labrador dogs, grey rabbits and guinea pigs. The two hit it off right from the friends for life. start and 6

Message in a balloon

2

1

Unit 1

Use of English

1 2 3 4 5 6 7 8

2

1

or be

green!

a similar a will have risen a makes a by a likely a strongly a exhaust a affect

b upward b will be rising b produces b about b due b deeply b renewable b lead

c maximum c is rising c causes c in c common c considerably c acid c result

Unit 2, Exercise 1 1 will get soaked 2 at the turn of the twenty-first 3 are bound to feel 4 would do away with jobs 5 will have been fighting over the control 6 was about to / was going to open

Unit 1, Exercise 2 1 was celebrating 2 carried 3 found 4 had sent 5 astonished 6 have become 7 highly

Unit 1, Exercise 1 1 when/while we were coming 2 loads to do / loads of work 3 down in the dumps 4 came across 5 last time I ate/had 6 to figure out how 7 been to the cinema since 8 stay in touch regularly

191

d downward d is going to rise d contributes d over d significant d merely d fossil d cause

Although air travel is more popular than ever, only three percent of the world’s population chose this means of transportation in 2017, and only eighteen percent have ever done so. But things are changing. In 2016, there were around four billion air passengers. Every year the numbers trend. According to are higher and this is a/an 1 to 7.2 billion by 2035. estimations, this figure 2 3 to five percent of global The whole aviation sector heating. Even if we assume that only three percent of the world’s population fly, we must admit that such high by percentage of global emissions is brought 4 a relatively small group. There is no other human activity that emits as much CO2 as flying over such a short period of time. For example, a person taking one roundtrip flight from Europe to the to produce the same amount of CO2 Caribbean is 5 as 80 Tanzanians within a year. So even if you eat vegan, about endangered rely on solar power and feel 6 species but still take a plane, you shouldn’t consider yourself green. So what can be done about it? There seems to be a solution, fuels such as coal or although an expensive one: 7 gas need to be more expensive. Unfortunately, this will in higher air fares. But the real question is surely 8 whether we really need to fly so much.

Fly

Choose the correct words a–d to complete the text.

(get/soak) unless you take an umbrella. 1 You 2 The world population was six billion (turn/twenty-first) century. 3 When you are studying till 4 a.m., you (be/bound/feel) exhausted the next day. (do/job) 4 People thought that the use of robots such as cleaning and cooking. But there’s still a long way to go. (fight/control) 5 By the end of this month, they of the company for two years. (be/open) 6 My uncle had signed a contract and an ice cream parlour when his business partner backed out.

Complete the sentences with the correct form of the words in brackets. Add extra words were necessary.

Unit 2

192

Unit 4, Exercise 1 1 attention spans are 2 had run out of 3 had the police arrived when 4 taken aback 5 no circumstances was the identity 6 sooner had I come/arrived than

Unit 3, Exercise 2 1 dedicated 2 Oddly 3 trustworthy 4 Unlike 5 belonging 6 security 7 Apparently

Unit 3, Exercise 1 1 (which was) recorded in 1987 2 burst into 3 regularly put 4 the shop where I bought 5 always showing 6 me to follow in her

200

2

However, it seems that Facebook is slowly becoming passé so the young find Snapchat or Instagram more interesting because those platforms are more 3 (TRUST). 4 (LIKE) Facebook, Snapchat doesn’t force its users to look at everybody’s information. Also, it allows you to communicate through images and pictures rather than words, which the young find more economical. What’s more, the youngest generation of social media users have a real sense of 5 (BELONG) while on Snapchat. Through its closed groups and temporary sharing, it provides them (SECURE) and relative privacy. with a feeling of 6 7 (APPARENT), Baby Boomers and Gen X do not realise what they are missing.

When Mark Zuckerberg and his friends founded Facebook in 2004, they would not expect that (DEDICATE) the service would have over 2 billion 1 users fieen years later. Nearly ninety percent of social (ODD) media users check Facebook every day. 2 enough, it is not the youngest generations, such as the Millennials or Generation Z that are the most addicted to it. Baby Boomers (those over sixty) check Facebook slightly more oen. The main reason is that for older users Facebook is the only social network they feel confident to navigate.

Different generation different social media

Complete the text with the correct form of the words in brackets.

1 Freddie Mercury recorded one of his last songs Delilah in 1987. He dedicated it to and named it after his favourite cat. , One of Freddie Mercury’s last songs Delilah, was dedicated to and named after his favourite cat. 2 When Fran was a small child, she used to cry for no reason. tears for no As a small child, Fran would reason. 3 Terry regularly does his assignments at a short notice. off his assignments until the last Terry will moment. 4 I bought my new headphones in this shop. my new headphones. This is 5 Alison has an annoying habit of making her friends admire her singing talents when they visit her. off her singing talents whenever Alison is her friends visit her. 6 My mother, who is a dentist, has always insisted that I should become a dentist myself. My mother, who is a dentist, has always expected footsteps in becoming a dentist.

1 2 3 4 5 6 7

2

a TV a engaged a mark a bizarre a in front of a aimlessly a As soon as

b newspapers b exposed b track b exclusive b at b deliberately b No sooner

c the public c revealed c trace c persistent c next to c presumably c Hardly

d the headlines d showed d trail d heartbreaking d behind d sensationally d Rarely

Since the previous century various products of technology, for example the car, have been key elements of many urban legends. One of them was the story of the Black Volga. Although it never hit 1 , it was familiar to a lot of people in Eastern Europe in the 1970s and 1980s. In extreme cases, some parents would resort to warning their kids: ‘If you aren’t good, you’ll be taken by the Black Volga!’. The legend 2 a black Volga limousine that was used to abduct people, especially little children, who then disappeared without a 3 . There were many versions of the legend circulating in different countries and all of them attracted a lot of public attention. Some were more absurd than others. For example, the most 4 version claimed that the car was driven by vampires. Others placed nuns and 5 priests the wheel. There were even witnesses who claimed the Black Volga had ram’s horns instead of wing mirrors. Whoever the driver was, they would 6 circle the streets to abduct innocent passers-by. Sometimes the car driver would ask a passing person what time it was. 7 had the person given the answer than they were dragged inside the car. Much as the story is a thing of the past, there are people who claim that the Black Volga still roams the streets so beware!

The Black Volga

Choose the correct words a–d to complete the text.

1 These days teenagers lose interest far too quickly. SPANS very short. These days teenagers’ 2 Since we had no fuel left, we had to change our travel plans. RUN fuel, we had to change our travel plans. As we 3 When the police arrived, the arsonist ran away. HAD Hardly the arsonist ran away. 4 The woman did not seem to be surprised at her friend’s strange behaviour. ABACK by her friend’s strange The woman wasn’t behaviour. 5 The identity of the man was not to be revealed, no matter what happened. NO of the man to be revealed. Under 6 Cosmo started writing the report as soon as I came. SOONER Cosmo started writing the report. No

Complete the second sentence using the word in bold so that it means the same as the first one. Use no more than five words including the word given.

1

1

Complete the second sentence so that it means the same as the first one. Use no more than five words.

Unit 4

Unit 3

Use of English

2

1

A study run by Nike showed that 7 though the brand was selling very well, adding scents to their stores increased sales by eighty percent! Nowadays, a lot of supermarkets use artificial smells to create a more pleasant environment for the customers – and to prevent them 8 leaving their stores too soon.

One study found that people were more likely to open their wallets if their environment smelled like ‘warm scents’, 5 as vanilla or cinnamon. This is because warm scents 6 people perceive the space around them as more crowded. People feel less in control in crowded spaces, and buying things helps them gain back some of that control.

It goes without saying that smell is one of our most important senses: it 1 about seventy-five percent of our daily emotions. Smell is directly connected to 2 part of our brain which is linked to memory. As a result, smelling a particular scent, for example of freshly made coffee, can trigger a happy memory more quickly than our taste 3 on the tongue experience the first sip. Research shows that sense of smell can be useful in commerce; retailers have been using the science of smell in their stores to attract customers. Interestingly, while the right smell can boost sales, unpleasant odour will 4 most customers off and eventually cause lower income.

The power of scent

Complete the text with one word in each gap.

(encourage/we/listen) 1 The teacher an opera composed by Alban Berg. (prevent/he/take) in the 2 We couldn’t competition although he wasn’t ready. (not/get/used/eat) late at night before 3 I I started working shifts. (take/first/photo). 4 I will never forget It was my baby brother eating spaghetti. (walk/tightrope). 5 He almost fell when he (try/change/study habit) 6 My friend has to improve her results at school. 7 We were all very tired during the run, but we (not/stop/have) a rest. decided 8 When I was a kid I preferred (get/takeaway/eat) at home. Now I enjoy only homemade meals.

Complete the sentences with the correct form of the words in brackets. Add extra words were necessary.

Unit 5

1 2 3 4 5 6 7

2

1

a– a had to a nowhere near a– a managed a might a turn out

ba b might b marginally ba b was able b ought b run out of

c an c could c considerably c the c succeeded c should c deal with

d the d was able to d nothing like d some d tried d are allowed d switch off from

The Keret House attracts a lot of attention all over the world. So if you ever 7 sightseeing ideas when visiting Warsaw, arrange a short visit there. Admission is approximately PLN 20.

The ‘world’s thinnest house’ was built in Warsaw in 1 2010 between an apartment building at Chłodna Street and a brick building at Żelazna Street. Designed by Jakub Szczęsny, the two-storey house was named after an Israeli writer Edgar Keret, who was also its first tenant. At first, the artist thought he 2 settle down in Warsaw, but then he decided to use it only on holidays. The structure 3 looks the neighbouring houses. Measuring just 122 centimetres at its widest point, the house seems much more spacious than it actually is. It contains all the necessary amenities, such as a micro-kitchen, a mini-bathroom with 4 running water and an ergonomic sleeping cubicle. The architect 5 in squeezing a tiny work area into the apartment, which made it a fully functional living space. Since there are no stairs leading to the upper floor, you 6 to use a ladder to access it.

Keret House

Choose the correct words a–d to complete the text.

1 Who did you address the parcel to? She refused to give me her home address . The presentation will address the problems of the young generation. 2 Please, handle the package with care. The door handle was made of pure gold. Sam knows how to handle difficult situations. 3 I love being on the move so a nomadic lifestyle is definitely for me. Can you move your car please? It’s blocking the gate. I used to move house several times when my parents got divorced.

Write one word which can be used in all three sentences.

Unit 6

193

Unit 5, Exercise 2 1 affects/ influences 2 a/the/this/ that 3 buds 4 put 5 such 6 make 7 even 8 from

Unit 5, Exercise 1 1 encouraged us to listen to 2 prevent him from taking part 3 had not got used to eating / could not get used to eating 4 taking my/the first photo 5 was walking / walked across/ on/along the tightrope 6 been trying to change / tried changing her study habits 7 not to stop to have 8 getting a takeaway to eat

Unit 8, Exercise 2 1 disconnect 2 recognition 3 apparently 4 profoundly 5 noticeable 6 growth 7 wearables

194

Unit 8, Exercise 1 1 is going to be released 2 had been broken 3 woken up 4 has/needs to be filled 5 given a chance/an opportunity 6 is reported 7 believed to have gone

Unit 7, Exercise 2 1 victimised 2 unaware 3 told 4 embarrassing 5 discriminatory 6 equal 7 sympathise

Unit 7, Exercise 1 1 denied throwing a party 2 advised me to deal 3 apologised for not answering 4 (that) parents had/ ought to put 5 regret not coming 6 to stand up for 7 shrug off

201

2

In the everlasting weight war, it seems easier to 7 with the overweight rather than the thin, but a ban on any group is unfair. Both fat- and thin-shaming is wrong and should never take place.

, Usually, it is overweight people that are 1 but it seems that times are changing. These days dark clouds are gathering over underweight people who are mostly 2 of becoming the possible target of a discrimination campaign. The management of a gym in Canada decided to ban thin people from becoming members. The founder of the gym 3 the press that he wanted his place to be a ‘safe haven’ for overweight people. He also accused thin gym users of 4 some of his bigger clients and urged them to reconsider their membership. Similarly, a few other gyms in Dallas, Chicago and Las Vegas introduced such 5 practices and they are clearly against 6 standards. Shockingly, some fitness centres screen potential clients making sure they really have those extra kilos to lose.

The fitness centre, as a rule, ought to be a shared workout environment for everybody. On no account should it rule anybody out because of their looks or fitness level. The reality, however, is far from that.

aware discriminate embarrass equality exploit justify sympathy tell victim

Too thin for the fitness centre?

Complete the text with the correct form of the words in the box. There are two extra words.

1 ‘No, I never threw a party at home without asking my parents for permission.’ DENIED at home without asking her parents Sylvia for permission. 2 ‘If I were you, I would deal with the problem immediately.’ ADVISED with the problem immediately. My best friend 3 ‘I’m terribly sorry I haven’t answered your call.’ FOR The manager my call. 4 ‘I think parents must put more pressure on the school authorities. ‘ TO more pressure on the school The reporter said authorities. 5 ‘It was a wrong decision not to come to the meeting.’ REGRET to the meeting. I 6 We should support our friends when they are in trouble. STAND our friends when they are in trouble. We ought 7 The project will be fine. Stop worrying about it! SHRUG The project will be fine so your worries.

2

1

making you less smart?

smartphone

Would you like to be smarter and have more free time? It’s all within your reach; all you need to do is to 1 (CONNECT) from your mobile phone. It’s true smartphones make our lives easier. They connect us with people we love, help us to work, and even order lunch. Thanks to the smartphone’s numerous functions, such as facial 2 (RECOGNISE), ambient display or mobile payment support, we often believe that we have improved the quality of our lives. But 3 (APPARENT), these are false hopes. New research reveals that our memory is 4 (PROFOUND) affected by phones and deteriorates when we are non-stop connected. According to these findings, it is not enough to turn your phone on silent or put it face down. The mere sight of it diminishes your cognitive abilities. Only being far away from your mobile device can give some 5 (NOTICE) improvements in your ability to process information. Paradoxically, the very same companies who have created the problem for us are now trying to address it. We’ve seen a considerable 6 (GROW) of parental control apps which can limit time spent on the phone and block apps or games. Another proposal to regain the control of your life are special apps and 7 (WEAR) which offer short daily exercises to help us use our phones in a healthy way. Whether or not this will be enough to reverse the trend remains questionable.

Is your

Complete the text with the correct form of the words in brackets.

1 They are going to release a new model of smartwatch next Monday. next Monday. A new model of smartwatch 2 Someone broke the computer screen so I wasn’t able to do my presentation. before I started my The computer screen presentation. 3 I hate it when someone wakes me up before midday! before midday! I hate being 4 You have to fill the coffee machine with water. The coffee machine with water. 5 The project gives everyone a chance to improve their computer skills. Everyone who takes part in the project is to improve their computer skills. 6 The newspaper reports that teens spend too much time online. that teens spend too much time online. It 7 The researchers believe that the number of desktop computer users has gone down since 2016. The number of desktop computer users is down since 2016.

Complete the second sentence so that it means the same as the first one. Use no more than five words in each gap.

Unit 8

1

Complete the second sentence using the word in bold so that it means the same as the first one. Use no more than five words, including the word given.

Unit 7

Use of English

2

1

Naturally, what each of us will specifically do depends (INHERIT) or environmental on our genetic 6 (RISK) factors. However, even the bravest 7 cannot predict how they will react in crisis.

When we think how we might react in a potential disaster such as a hurricane, we usually wonder whether or not we will panic. Actually, most of us do not behave hysterically in extremely stressful or 1 (HAZARD) situations. Researchers believe that the majority of us move through three stages in a disaster. The first one is denial in which people tend to move slowly, for example, after September 11 (SURVIVE) terrorist attack in New York, a lot of 2 admitted they had procrastinated leaving their offices, looking for their personal items to take with them before heading for the stairs. And this can be a major 3 (BACK) with catastrophic results. 4 (SIMILAR), plane crash survivors will try to take their carry-on bags with them as they exit the plane, while all they need to do is to focus on a safe and quick escape. In the next phase, people become 5 (INCREASE) irritated and they lose their abilities to think logically: they might have trouble performing simple tasks, such as putting on a life jacket. In the last phase, when the decisive moment comes, they are frozen or numb.

HOW WE REALLY REACT IN CRISIS

Complete the text with the correct form of the words in brackets.

1 If the taxi driver hadn’t taken a longer route, (arrive/time). we  (have/opportunity) to start my own 2 If I business, I would definitely take it. 3 He wouldn’t be where he is now if he (live/hardship) when he was a small child. (pass/exam) after the first year, 4 If she she wouldn’t be baby-sitting in the USA now. (drop/college), I’ll have 5 My mum says that if I to get a job. (give/she/chance) to apologise for 6 I wish you what she said. I think she deserved it. (stop/play/music) so loud! 7 I wish you It’s unbearable. (should/not/open/letter). It wasn’t 8 You addressed to you. (must/forget/turn) 9 The bathroom is flooded! I off the tap.

Complete the sentences with the correct form of the words in brackets. Add extra words were necessary.

Unit 9

2

1

Moreover, the roles offered to younger performers are often shallow and they lack the depth which is associated 3 with mature acting. Consequently, not everybody can show off their skills and become a success. Only a handful of actors go on to become movie stars who will 4 leave the audience open-mouthed. One of such rising stars is Timothée Chalamet. 5 Having been in the film industry for only five years, he has already received an Academy Award nomination for the Best Actor in Call me by Your Name. This nomination can’t 6 have been a coincidence as he had managed to prove his talent in the acclaimed Homeland Homeland drama series before that. The recent roles he played have earned him praise 7 from fans all over the world. Also, the film critics are impressed 8by/with his brilliant acting. It is clear his best days as an actor are still ahead of him.

Without a shadow of a 1 doubt , Hollywood is the land of opportunities for the young and ambitious. Thanks to their hard work, talent and discipline the world of fame and fortune can open up for them. However, it is not always so easy for actors in their 20s to grab the critics’ 2attention and receive favourable reviews − they have to prove much more than someone who has been in the business for decades.

STAR IS BORN

A YOUNG

Complete the text with one word in each gap.

Write one word which can be used appropriately in all three sentences. 1 The countryside near my home town is as flat as a pancake. I was late as I got a flat tyre on my to work. The actor used to have a flat in the city centre. 2 He was paralysed with fear when he saw a mountain lion. The artist left the country for fear of being recognised by paparazzi. Police fear that the thieves may try to steal the jewels again. 3 I can’t wait to see the new season of my favourite show. The roads are always busy when the holiday season starts. Every night in high season there is a live performance on the beach.

Unit 10

195

Unit 9, Exercise 2 1 hazardous 2 survivors 3 setback 4 Similarly 5 increasingly 6 inheritance 7 risk-takers

Unit 9, Exercise 1 1 would have arrived on time 2 had an opportunity 3 had not lived in hardship 4 had passed the exam 5 drop out of college 6 had given her a chance 7 would stop playing the music 8 shouldn’t have opened the letter 9 must have forgotten to turn

202

196

Now discuss whether you think what happened in this situation was fair. Give reasons for your answers.

sales assistant at the famous London store, Harrods, has claimed that she was forced to leave her job after the shop management 1told her she had to wear make-up. Melanie Stark had been working there for four years when a manager 2told her that wearing make-up was part of the company’s dress code. When she 3said she wouldn’t wear it, they sent her to work in the storeroom, away from customers. They 4said they would pay for a make-up workshop so she could learn how to apply it, and in addition, they 5said that perhaps she could just wear lipstick and mascara. However, Melanie 6didn’t not want to wear any make-up at all. Melanie said that a legal expert 7had told her that she could sue the company under the Equality Act.

A

advise explain insist object offer refuse suggest

Read a news report about an unfair situation. Tell your partner about what happened and what was said, replacing the underlined sections with the correct form of the reporting verbs from the box.

7E Exercise 7, page 100

• You don’t like packed places. • You like informal, simple places. • Somewhere with a terrace / garden.

You want to go out for dinner with Students B and C. These are your preferences:

5F Exercise 6, page 71

Now tell your partner about the piece of technology, without looking at the text you have completed. Don’t forget to use relative clauses and participle clauses.

short for ‘facsimile’, or ‘copy’, is a technology 2 nowadays largely obsolete. A fax machine, 3 used to transmit text pictured here, was something 4 and images over the phone. These large machines, 5 very popular in the 1990s, are now mainly museum pieces. electronic signatures on However, in some countries, 6 contracts are not yet legally recognised, they are still used.

Fax, 1

Complete the text about an item of old technology with relative pronouns and the correct form of the verb to be. Use participle clauses where possible.

3E Exercise 9, page 40

STUDENT A

Communication

Prepare a short presentation (2−3 minutes) about an endangered species. Research information about one species. Describe their physical appearance and habits and explain why they are under threat.

2D Exercise 8, page 22

1 What was the best thing you did this year? 2 What’s your favourite kind of music? 3 What would you do if you were president or prime minister of your country? 4 Where would you live if you could live anywhere in the world?

In pairs, use some of the conversation starter questions to prepare a short dialogue. Use question tags and echo questions.

1D Exercise 8, page 9

ALL STUDENTS

Haile Gebrselassie Haile Gebrselassie was brought up on a farm in Ethiopia. He was one of ten children, and his family was poor. Every day he had to run ten kilometres to school and the same distance back home at the end of the day. It is said that this is why he ran with his left arm crooked – as if he were still holding his school books! He won the World Cross Country Championship four times and the Gold medal at the Olympics in 1996 and 2000. In 2004, Haile wanted to become the first man to ever win the Gold three times in a row for the same race, but an injury meant he was unable to train, and he finished fifth. He is now an extremely wealthy man, and has invested in hotels, schools and other businesses in Ethiopia.

Read the short text. Tell Student B about the person and comment on some key points in their lives using conditional forms.

9A Exercise 11, page 125

Then discuss these statements with Student B. Say what impact they have on people’s lives.

1 Half the world’s population is now online. 2 The average Internet user spends 135 minutes a day on social networking sites. 3 Around fifty percent of Internet users are on Facebook.

Rewrite these sentences using impersonal passive structures. For each sentence, use different types of structures.

8F Exercise 6, page 115

Our idea: Clothes swap. Everyone brings clothes they no longer need and swap them for different items. Benefits for the environment: Students stop buying so many new clothes, which reduces the impact on the environment of manufacturing them. How we will use the grant: Publicise and promote the event and pay for the hire of a venue.

Our idea: Set up a day when everyone living less than two miles from school agrees to walk or cycle to school (rather than being driven in by their parents). Those living further away who usually come by car agree to share cars with at least one other student. Benefits for the environment: Reduce pollution on that day and encourage people to make it a regular thing. How we will use the grant: Make a short film about the project to encourage other schools in the area to try the same thing.

Our idea: Ban single-use plastic water bottles at school – students bring re-usable water bottles instead. Benefits for the environment: Reduce plastic use. If every student buys or brings in a single-use plastic bottle every day, that’s 2,000 bottles a day. How we will use the grant: Install drinking fountains, and set up campaign to encourage students to bring in re-usable water bottles.

A

Plastic never goes away.

In small groups, look at three posters designed to support the campaign to ban single-use plastic bottles from the school. Choose one of the posters, giving reasons for your choice.

2E Exercise 6, page 24

3

2

1

Study some ideas for the competition in Exercise 1 on page 24.

2E Exercise 2, page 24

BOTTLES THIS YEAR.

250 PLASTIC

OR USE NEARLY

USE THIS – C

BAN THE BOTTLE AND BRING BACK THE TAP!

1 This story is probably false, but the writer Douglas Adams claims it happened to him in 1976. There are many similar legendary tales about people who accidently become thieves in England and the US. 2 This story is definitely false. It was invented as a newspaper April Fool’s story. 3 This story is probably true. There have been reports from India of incidents of exploding mobile phones which led to fatal injuries. It has been claimed that it was because the man was using the incorrect equipment.

4F Exercise 3, page 55

a famous person a secret clues a bizarre theory an abduction a clone an assassination a lookalike a worldwide conspiracy between powerful people a reason why the ‘truth’ cannot be revealed or exposed

Use the prompts in the box to invent your own conspiracy theory. Write 1−2 paragraphs about what happened. Use Past Perfect Simple or Continuous where appropriate and some of the vocabulary from lesson 4A.

4A Exercise 13, page 49

Text A describes a typical youngest child – they are usually rebellious and a bit naughty. Text B describes a typical older child (or only child) – they are high achievers and want to please their parents. Text C describes a typical middle child – they don’t have such clear typical characteristics, but tend to be quieter and more inward-looking than their siblings; they are often good at negotiating.

3A Exercise 5, page 35

B

197

203

198

(634 reviews)

• Billy Barr lived over 40 years in woods. • only resident of Gothic, Rocky Mountains, Colorado, one of coldest places in US • 10 miles from nearest town; in winter, road closed • in 1973 was environmental science student; dropped out college, decided to collect data on snow in notebooks • lived in tent first, then wood cabin with just wood-burning stove and bed • still records data; now used in scientific studies • 2016 film The Snow Guardian dedicated to Barr

Use the notes below to write a paragraph about a man who lived alone in the woods for over 40 years. Pay attention to the use of articles.

6C Exercise 8, page 81

1.6 km away

Great place for a long night out with friends. Amazing view, live music, classic and contemporary food, vegan options. The best value for money!

The Hungry Cat

★★★★★

0.7 km away

Only fresh ingredients; healthy and trendy.

You won’t find better Thai food in town!

Mango Tree Spice n’ Grill

★★★

2.5 km away

Enjoy a delicious homemade Italian meal. Quiet and relaxed, outdoor seating.

Gino’s’ Pizza

In groups of three, decide which of the restaurants below you would like to go to. Discuss the options, explaining your preferences.

5F Exercise 6, page 71

Items 3 and 6 are not true.

5A Exercise 2, page 65

Communication

F

D

B

3 19.1% 4 43 million

5 16 6 100

1 If you avoid a place or a person you do not go near them. If you evade someone you do not let them catch you. 2 We normally use over, not above, with numbers, but when we talk about temperatures in relation to zero, we use above. 3 To prove something is to show that it’s true; to test something is to use it for a short time to see if it works in the correct way. 4 Both raise and rise refer to something going up, but raise is transitive (it has a direct object) – e.g. he raised his prices – and rise is intransitive (no direct object) – e.g. the prices rose. 5 In the end suggests there has been a long process or some uncertainty. At the end simply refers to the position within the story or film.

7C Exercise 5, page 97

1 $150 billion 2 77%

7B Exercise 3, page 96

E

C

A

1 Cut out circles. 2 Cut out front and sides of rectangle. NOT back edge! 3 Place phone on roll (phone MUST face you). Draw rectangle round base of phone. 4 Press play and insert phone in rectangular hole. Enjoy the sound! 5 Use toilet roll to draw circle on cups. NOT too high up (sound won’t amplify). 6 Push c