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 …
and check which forms of communication …
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 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!
contact, touch, using the verbs from the box.
deliver establish lose maintain pass on
/
/
touch
□
□
□
□
We use the Past Simple for:
e
actions that started and finished at
a specific time in the past
We use the Present Perfect Continuous for:
j
an action in progress or repeated over
a period of time up until now
2 Make more collocations with the nouns message,
1
2
3
Present and past tenses
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
• 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?
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
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 In pairs, discuss the questions. Then read the article
7 Match the sentence halves. In pairs, discuss the reasons for
4 Study the Grammar box and match the
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
/
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.
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?
3 Discuss in pairs. How can a means of communication
change someone’s life? Find examples in the text.
□ 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
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8
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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
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• 45 photocopiable resources
• Culture notes
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• 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
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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
01
Clear summary of unit
contents.
Learning objectives
with an immediate
opportunity for
self-assessment.
01
Get the message
VOCABULARY Collocations with contact, message and touch, phrasal verbs,
phrases for breaking the ice, communication idioms, emotion adjectives
1
GRAMMAR
Present and past tenses, question tags, echo questions
Use of English > page 191
SPEAKING
Expressing emotions
WRITING
An informal email
VIDEO
Grammar
Present and past tenses
4
underlined phrases 1–11 in the article with
the meanings a–k.
Present and past tenses
We use the Present Simple for:
routines and habits
a
b
facts and things that are generally true
□
□
□
□
We use the Present Continuous for:
c
things happening now or around now
d
situations which are changing during the
present time
Documentary
We use the Past Simple for:
e
actions that started and finished at
a specific time in the past
□
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.
Grammar presented
through a variety of
text types (blogs,
magazine articles,
dialogues, etc.) or
recorded conversations.
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
□
□
□
□
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
8
We use the Present Perfect Continuous for:
j
an action in progress or repeated over
a period of time up until now
□
Grammar Reference and Practice > page 172
5 Match time expressions below with
the tenses in Exercise 4. Find more time
expressions in the article.
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
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.
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?
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
2 Make more collocations with the nouns message,
contact, touch, using the verbs from the box.
1
2
3
/
/
touch
/
contact
a/the message
change someone’s life? Find examples in the text.
6 In pairs, look at the echo question in italics. Then
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?
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.
4
9
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
Grammar Reference and Practice > page 172
7
negative end positive modal
B
1A Present and past tenses
answer questions 1−3 below.
2 Think of three more questions you could ask to get to
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.
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?
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.
Ira
Move up,
? I really need to sit down!
Kate Have you been dancing?
?
Ira
Yes, I love the music they’re playing. 7
Kate It’s not really my thing, actually. I find it a bit boring.
8
? But everyone loves this band, 9
?
Ira
Kate Not me.
Ira
You have no taste in music then.
Kate Erm, seriously?
?
Ira
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!
6
5
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?
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.
8 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
Variety of
exercises provide
meaningful
practice of new
structures in
relevant contexts.
How has social media changed
the way we communicate?
2
□ I can use the present and past tenses to talk about different actions.
5
5 Grammar Reference and Practice
01
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?
8
1 Read the question and
watch the video. Say what the
speakers answer. Then in pairs,
ask and answer the question.
3 Discuss in pairs. How can a means of communication
1D GRAMMAR
1
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 …
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.
deliver establish lose maintain pass on
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.
WATCH OUT!
4
4
5
6
1A GRAMMAR AND VOCABULARY
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.
□
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
in meaning between sentences a and b.
4
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
4 Study the Grammar box and match the
Messaging through time …
3
7 Match the sentence halves. In pairs, discuss the reasons for
GRAMMAR VIDEO
1
9
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 1A Complete the sentences using the correct tense and
a time expression from the box.
at the time ever since from time to time
in recent years right now once a week these days
earlier today for
(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.
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?
2 1A Complete the sentences using the correct tense and
the verbs from the box. Use every verb twice.
appear have look see smell think
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
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 1D Match the sentence halves.
1 Let’s go to the party,
2 Sorry, I’m putting you on the spot,
3 Somebody told you,
4 Nobody gave you the message,
5 Don’t forget,
6 He’ll turn the laptop off,
7 You couldn’t help me,
8 Come to the party,
a could you?
b aren’t I?
c shall we?
d won’t you?
e won’t he?
f did they?
g will you?
h didn’t they?
5 1D Complete the questions with the correct question tag.
?
1 He doesn’t come across very well,
?
2 You can’t let it drop,
?
3 You’re going to Paris,
?
4 You haven’t seen my mobile,
5 I should pay her a compliment when we first
?
meet,
6 He’s not going to take to you if you insist on having
?
the last word,
7 The room looks different … Someone has moved the
?
couch,
?
8 Let’s get some ice cream,
?
9 Come sit with us,
10 Parents need to teach children not to drop litter,
?
?
11 Pick it up,
?
12 Nobody helped her,
?
13 I’m having lunch with them,
?
14 Don’t go out tonight,
6 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
3 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
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 SPEAKING In pairs, look at the photos on page 7 and
Main lexical input of the unit in a
separate Vocabulary lesson (the
page in the same colour as the
course level, i.e. green).
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.
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.
1
2
3
4
5
6
the most useful? Say why.
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.
3 4
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.
6
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
1.4 Listen to someone talking about breaking the
ice. What kind of behaviour does she find annoying
when meeting new people?
case. Cross out the wrong verb.
Then check with the word list.
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.
2 Complete the sentences with
the correct form of the verbs
of movement. Then check with
the word list.
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 Complete the phrasal verbs
with prepositions. Then check
with the word list.
1 figure
2 point
3 spell
4 pick
5 strike
6 speed
(how to do sth)
(mistakes)
(how to do sth)
(signals)
(a conversation)
(your plans)
6
Additional vocabulary input in
the Reading, Listening, and some
Speaking and Writing lessons
(in green boxes or with green
highlight).
10 REFLECT | Society In pairs, make a list of top five rules
4
Exercise 1. Which of the words have a stronger meaning
than their synonyms?
1 terrified frightened
2 astonished
3 exasperated
4 livid
5 tense
6 ecstatic
7 bewildered
8 devastated
3 Complete the sentences with the adjectives from
4
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.
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
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
01
1B READING AND VOCABULARY
5.2
be stuck /ˌbi ˈstʌk/
alien civilisation /ˌeɪliən ˌsɪvəlaɪˈzeɪʃən/
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
by chance /ˌbaɪ ˈtʃɑːns/
approachable (adj) /əˈprəʊtʃəbəl/
come across (phr v) /ˌkʌm əˈkrɒs/
break the ice /ˌbreɪk ði ˈaɪs/
ecstatic (adj) /ɪkˈstætɪk/
diagram (n) /ˈdaɪəɡræm/
come across as (phr v) /ˌkʌm əˈkrɒs əz/
emotional intelligence /ɪˌməʊʃənəl ɪnˈtelədʒəns/
distant (adj) /ˈdɪstənt/
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/
enormous (adj) /ɪˈnɔːməs/
EQ (emotional quotient) (n) /ˌi: ˈkjuː (ɪˌməʊʃənəl
ˈkwəʊʃənt)/
feel blue /ˌfiːl ˈbluː/
communicate face-to-face /kəˈmjuːnɪkeɪt
ˌfeɪs tə ˈfeɪs/
convey a message /kənˌveɪ ə ˈmesɪdʒ/
deliver a message /dɪˌlɪvər ə ˈmesɪdʒ/
essential (adj) /ɪˈsenʃəl/
establish contact with sb /ɪˌstæblɪʃ ˈkɒntækt
wɪθ ˌsʌmbɒdi/
get a response /ˌget ə rɪˈspɒns/
estimate (v) /ˈestəmət/
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/
speed up (phr v) /ˌspiːd ˈʌp/
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/
vital (adj) /ˈvaɪtəl/
wipe out (phr v) /ˌwaɪp ˈaʊt/
5.3
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/
devastated (adj) /ˈdevəsteɪtɪd/
be concerned about sth /ˌbi kənˈsɜːnd əˌbaʊt
ˌsʌmθɪŋ/
disbelief (n) /ˌdɪsbəˈliːf/
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/
take in (phr v) /ˌteɪk ˈɪn/
5.6
annoyance (n) /əˈnɔɪəns/
get a word in edgeways /ˌget ə ˈwɜːd ɪn ˌedʒweɪz/
means of communication /ˌmiːnz əv
kəˌmjuːnɪˈkeɪʃən/
rare (adj) /reə/
superior (adj) /suːˈpɪəriə/
1F SPEAKING
exasperated (adj) /ɪɡˈzɑːspəreɪtɪd/
hazardous (adj) /ˈhæzədəs/
rapidly (adv) /ˈræpɪdli/
subtly (adv) /ˈsʌtlɪ/
1E LISTENING AND VOCABULARY
5.5
5
fixed (adj) /fɪkst/
make contact with sb /ˌmeɪk ˈkɒntækt wɪθ
ˌsʌmbɒdi/
pass on a message /ˌpɑːs ˈɒn ə ˌmesɪdʒ/
spell out (phr v) /ˌspel ˈaʊt/
friends for life /ˈfrendz fə ˌlaɪf/
fear sb/sth (v) /ˈfɪə ˌsʌmbɒdi/ˌsʌmθɪŋ/
hail (v) /heɪl/
species (n) /ˈspiːʃiːz/
fire questions at sb /ˌfaɪə ˈkwestʃənz ət ˌsʌmbɒdi/
evolve (v) /ɪˈvɒlv/
extraterrestial (adj,n) /ˌekstrətəˈrestriəl/
1 totally confused – b
2 intelligent or made in
a complicated way – s
3 extremely upset – d
4 annoyed – e
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.
2 Match the adjectives below with their synonyms in
7
1A GRAMMAR AND VOCABULARY
5.1
smoke signals (n) /ˈsməʊk ˌsɪɡnəlz/
Phrases
6
think the people are feeling. Use the words from the box.
10
for each of these adjectives.
ACTIVE VOCABULARY |
C
annoyed confused frightened furious nervous sad
surprised thrilled
someone doing when you’re talking to them? Say why.
Word List
7
B
5 What is emotional intelligence? Which of the ideas 1–9
□ I can talk about making new friends.
REMEMBER MORE
1 TTwo verbs collocate in each
1 How do you think extraterrestrials might differ from us?
1 THINK BACK How good are you at identifying emotions?
9 Which of the idioms in Exercise 7 are things you dislike
for making a good impression or communicating well
with other people at a party.
8
4 Write synonyms (ending in -ed)
5
• 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.
7 SPEAKING In small groups, ask and answer the questions.
1E LISTENING AND VOCABULARY
express the idioms in Exercise 7 in your own language.
How could you illustrate the idioms with a drawing?
ACTIVE VOCABULARY | Idioms
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!
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
8 Study Active Vocabulary and discuss how you would
In pairs, discuss how you met your best friend. Use some
of the phrases from Exercise 3.
1.5 Listen again and write down what you hear.
This time there will be pauses.
□ 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
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.
3 Study the phrases highlighted in the article. Then
4
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.
7 Match the idioms 1–6 with their definitions a–f.
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.
2 Read the article. Which piece of advice do you think is
3
6 Complete the sentences with the phrasal verbs from
3 Read the article again and choose the correct answers.
2 1C VOCABULARY | Idioms and phrases related to communication
answer the questions.
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.
Reading. What opinions about the contact between
humans and aliens does the author express? How far
do you agree with him?
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.
1 Look at the cartoon and the title of the article. In pairs,
phrases of probability and expressions of opinion
helped you to answer questions in Exercise 3?
5 Match the highlighted phrasal verbs from the article
2 CRITICAL THINKING Read
ead the article and study Active
People often like it if you pay them a compliment, but don’t try
too hard or you’ll sound insincere. Just make small talk about
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 Study Active Reading again. Which modal verbs,
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?
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 /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
discuss the questions.
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.
Active Reading boxes cover all crucial skills
strategies, which students can actively practise
through a series of exercises.
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 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?
1
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
4 Study Active Reading again. Which modal verbs,
phrases of probability and expressions of opinion
helped you to answer questions in Exercise 3?
5 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
1.3
5
10
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!
15
20
25
30
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.
35
4
40
5
45
50
□ I can identify the author’s opinion and talk about life on other planets.
01
contact
6 Complete the sentences with the phrasal verbs from
DOCUMENTARY VIDEO
1 SPEAKING In pairs, look at the photos on page 7 and
1
M A K I N G
1B READING AND VOCABULARY
55
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
01 WATCH AND REFLECT
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
Getting through to animals
1 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 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
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.
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 THINK BACK How good are you at identifying emotions?
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.
In pairs, look at the photos and discuss what emotions you
think the people are feeling. Use the words from the box.
2 Match the adjectives below with their synonyms in
2
Main comprehension exercises in the format of exam-specific tasks.
Exercise 1. Which of the words have a stronger meaning
than their synonyms?
1
1 terrified frightened
2 astonished
3 exasperated
4 livid
5 tense
6 ecstatic
7 bewildered
8 devastated
3 Complete the sentences with the adjectives from
Exercise 2. Sometimes more than one answer is possible.
3
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.
4 In pairs, talk about occasions when you felt some of
the emotions in Exercises 1 and 2. Give reasons for
your answers.
WORKBOOK
• 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.
12
INTRODUCTION
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
10
□ 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.
□
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
2
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.
Being a good listener.
□ I can identify specific information in a radio interview and talk about emotional intelligence.
3
5
SPEAKING
D
E
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
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?
3
Pairwork activities and role plays encourage
students to use the functional language from
the lesson and increase their confidence in
speaking English.
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.
1
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?
2 Complete the Speaking box with the phrases from
the box.
2
01
F
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 In pairs, role play the situations. Student A, read the
instructions below. Student B, go to page 200.
3
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 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.
2
01
1G WRITING | An informal email
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?
Writing boxes with useful tips and
key language.
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.
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.
4 Complete the Writing box with examples from
Scarlett’s email.
2 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 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!
□
□
□
□ 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.
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.
6 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?
3
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.
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
REVISION
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?
1
2 6
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
The Vocabulary and
Grammar section focuses on
reviewing the key language
from the unit.
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 Choose the correct words to complete the sentences.
2
• 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.
?
1 A I’m sure you felt stressed out,
B I sure did.
2 A He paid me a lot of compliments.
? That’s nice!
B
?
3 A Don’t tell anyone my secret,
B Of course not!
?
4 A I’m always making the same mistake,
B But you always correct yourself, which is great!
5 A We hadn’t had such a good laugh for ages,
B Right! I really enjoyed myself.
?
6 A Let’s go to the coast,
B That’s a great idea!
7 A I think I’ve really hurt Sasha’s feelings.
? Why don’t you talk to her about it?
B
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
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 8
SPEAKING
Staying In touch
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.
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
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.
1 a were
2 a been
3 a convey
4 a Staying
5 a last
6 a chat
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
Use of English > page 191
Graded exam-style reading
tasks (and listening tasks in
other units) help students to
review and practise reading/
listening skills.
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.
WRITING
9 Read this email you received from your English-
6
speaking 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
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 Complete the second sentence using the word in
1 Complete the sentences with the correct form of the
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 Complete the text with the correct form of the words
from the box. There are two extra words.
annoy astonish become carry celebrate find
get high send
Message in a balloon
4
The next lingua franca
Use of English
5
6
3
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.
READING
an echo question.
Complete the sentences with the words from the box.
There are four extra words.
carry contact get across hit it off impression
laugh pass on real bond strike up took to
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.
4 7
5 Complete the mini-dialogues with a question tag or
VOCABULARY AND GRAMMAR
1 1
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
The story of the Buxton girls is a reminder that just
unlikely, it doesn’t mean
because something is 7
it’s impossible.
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.
2 Choose the correct words a–d to complete the text.
Fly green!
or be
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.
1 a similar
b upward
c maximum
d downward
2 a will have risen b will be rising c is rising
d is going to rise
3 a makes
b produces
c causes
d contributes
4 a by
b about
c in
d over
5 a likely
b due
c common
d significant
6 a strongly
b deeply
c considerably d merely
7 a exhaust
b renewable c acid
d fossil
8 a affect
b lead
c result
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
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
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 Study the Life Skills box and match tips 1–6 with
ay?
t Thursd
ing nex
mpions
ate cha
nth’s deb
last mo
case conclude evidence point reinforces several
support vital
LIFE SKILLS | How to be good at debating
05–06
Supporting your arguments in a debate
Listen to three pairsisof
sentences.
In each
that
…
pair, which sentence sounds more interesting and
1 In pairs, look at the photos showing different
Clean-up Day
volunteering opportunities and discuss the questions.
7 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.
1 How are the volunteers in each picture helping others,
or the environment? What other kinds of volunteering
Last year the annual Giant Beach Clean-up
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
07–08
How to manage your online image
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
1
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
5 What advice would you give to the
following people to help them
deal with their problem?
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 Read the definition of resilience. In what way does each photo
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.
yourIndigital
footprint?
How well do
8 DEBATEaccess
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.
2 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?
3
9 Do the task below.
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.
LIFE SKILLS | How to build resilience
3
LIFE SKILLS | Project
2
• 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
152
153
CULTURE SPOTS
CULTURE SPOT 2
Culture Spot lessons provide intriguing and useful
information about various aspects of British culture.
1
2
3
93
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.
• 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.
Houses of Parliament
EVERYTHING YOU NEED TO KNOW ABOUT THE
BRITISH PARLIAMENT
CULTURE SPOT 1
4.19 Listen to a conversation and check your answers
4.
to the quiz questions.
from the box.
drag honour inherit overrun precede reclaim
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.
7 Complete the sentences with the correct form of verbs
in Exercise 1.
The influence of Shakespeare
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.
6
2 Read the interview on page 156 and check your ideas
Houses of Parliament?
The town hall was reopened last week after
a transformation – it has been completely modernised.
with tourists and
1 Work in pairs and answer the questions.
Not of an age, but for all time. – Ben Jonson
Culture topics are introduced through reading texts,
all of which have been recorded.
1 Work in groups. What do you know about the British
1
7 Look at some expressions made popular by Shakespeare.
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.
1 a heart of gold
The builders couldn’t lift the stones, so they had to
2 to be in a pickle
by a film about
3 to come full circle
4 to be on a wild goose chase
large
number
of houses were built on the site that
5 to do something by the Askin
of your
teeth
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?
8
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.
10 REFLECT | Culture Look at the quotes from
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.
2
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
.
3
Shakespeare’s plays and answer the questions.
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.
words in the box.
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!
answer the questions.
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.
5 Complete sentences 1–6 with nouns formed from the
6
2
4.18 Listen to the rest of the conversation and
with an award for excellence in
check your answers.
9 In pairs, tell your partner about …
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?
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.
1 Do you know any books or films about vampires?
Do you enjoy them? Say why.
2
1 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
The Literature Spot lessons familiarise students with
well-known literary works that have made an impact on
popular culture.
3
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.
Fact Boxes contain crucial information about the
author of the literary text.
book A Maiden’s Grave might be about? Share your
ideas with the class.
hostage negotiator abandoned barn students
demands
3
4
4.20 Listen to a conversation between two
students and check your ideas from Exercise 2.
4.20 Listen again and decide if the sentences are
true or false.
□ Dave usually reads well written books.
□ The book he is reading now was written in the
previous century.
3 □ Dave likes this writer because he is a typical
thriller writer.
4 □ The writer develops plots around problems that
have relevance today.
5 □ The book is about a criminal who has a disability.
6 □ Dave likes the style the writer uses.
7 □ Melanie, the teacher, sometimes imagines that
she is not deaf.
8 □ Melanie makes friends with the negotiator.
1
2
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.
3
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
4
New vocabulary is introduced and practised.
4.21 In pairs, ask and answer the questions
about vampires. Then listen to a podcast and check
LITERATURE SPOT 1
LITERATURE SPOTS
2
157
3
LITERATURE SPOT 2
1
a huge
What do you think they mean?
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
154
4
33
63
often ask questions like those in Exercise 6.
Why do you think that is?
Could someone else
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.
tips 1–6 with extra
Don'tfor
download
or share anything
7 Interviewers
jobs or university
places that belongs to
symbolise the idea of resilience?
B
The government should have some control over what is
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.
think she’s
It isI better
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
arguments
Add a lot of new posts to move
something
don’t of the other pair and think of
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.
A
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
One day they visited Arlington National Cemetery in Washington.
How to … boxes summarise the lessons and
give useful life skills tips.
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
on
How
toking
make
the most of volunteering
still wor
Giant Beach
LIFE SKILLS
7
texts A–C. Some texts match with more than one tip.
you are
C
LIFE SKILLS
1 Doing well in exams requires several different things.
(Think of three things and use tripling.)
How to be good at debating
ng Club
hills Debati
LIFE SKILLS
Engaging content and an integrated skills
approach help practise new competencies
in an active, discussion-driven way.
in brackets.
1 What does Jenny say is the key message of her talk?
2 How does she make the beginning of her talk
LIFE SKILLS
1
7 Rewrite the sentences following the instructions
1.23
5 Watch or listen to Jenny, a student,
giving a presentation. Answer the questions.
Dracula
7 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
A Maiden’s Grave
8 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 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.
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
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.
Extract 2
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,
15 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.
20 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
25 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.
30 ‘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.
35 ‘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
40 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
45 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
50 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
pp120–121
Revision 08
p131 Discussing advantages pp132–133
and disadvantages
A competition entry/
A letter of application
pp136–137
Revision 09
Use of English > p194
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
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
4 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
□
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.
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.
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.
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.
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
• 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
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 …
GRAMMAR VIDEO
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.
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)
9 SPEAKING Complete the sentences with your own ideas.
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
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 CRITICAL THINKING Read the article and study Active
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
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.
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
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
6
phrases of probability and expressions of opinion
helped you to answer questions in Exercise 3?
5 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.
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.
□ 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
4 Study Active Reading again. Which modal verbs,
DOCUMENTARY VIDEO
1 SPEAKING In pairs, look at the photos on page 7 and
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
too hard or you’ll sound insincere. Just make small talk about
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.
1 Look at the cartoon and the title of the article. In pairs,
7 Match the idioms 1–6 with their definitions a–f.
answer the questions.
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.
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.
1
2
3
4
5
6
□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 Which of the idioms in Exercise 7 are things you dislike
someone doing when you’re talking to them? Say why.
10 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.
8
□ I can talk about making new friends.
REFERENCES
AUDIO SCRIPT page 215
EXTRA ACTIVITIES IN CLASS
26
• 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
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 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?
2 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.
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
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
Grammar Reference and Practice > page 172
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.
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
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
Move up, 6
? I really need to sit down!
Kate Have you been dancing?
?
Ira
Yes, I love the music they’re playing. 7
Kate It’s not really my thing, actually. I find it a bit boring.
8
? But everyone loves this band, 9
?
Ira
Kate Not me.
Ira
You have no taste in music then.
Kate Erm, seriously?
?
Ira
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!
□ 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 THINK BACK How good are you at identifying emotions?
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.
In pairs, look at the photos and discuss what emotions you
think the people are feeling. Use the words from the box.
2 Match the adjectives below with their synonyms in
Exercise 3
1 ecstatic
2 bewildered
3 livid
4 tense
5 terrified
6 exasperated
Exercise 1. Which of the words have a stronger meaning
than their synonyms? 1, 2, 3, 4 and 8 have a stronger meaning.
1 terrified frightened
2 astonished surprised
3 exasperated annoyed
4 livid furious
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
5 tense nervous
6 ecstatic thrilled
7 bewildered confused
8 devastated sad
3 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
10
□✓ 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
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
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.
SPEAKING | Expressing emotions
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.
2
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!
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
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
WATCH OUT!
Scarlett’s email.
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 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.
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
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
5 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 e Hmm.
1 c Aha!
5 h Phew!
2 b Oops!
6 i Yuck!
3 d Argh!
□
□
□
7 g Wow!
8 f Yikes!
9 a Yay!
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.
f That’s scary or
worrying.
g That’s brilliant news!
Congratulations!
h What a relief!
i That’s disgusting.
□
□
□
□
□
□
6 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.
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
case. Cross out the wrong verb.
Then check with the word list.
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.
2 Complete the sentences with
the correct form of the verbs
of movement. Then check with
the word list.
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 Complete the phrasal verbs
with prepositions. Then check
with the word list.
1 figure out (how to do sth)
2 point up (mistakes)
3 spell out (how to do sth)
4 pick up (signals)
5 strike up (a conversation)
6 speed up (your plans)
4 Write synonyms (ending in -ed)
1A GRAMMAR AND VOCABULARY
5.1
alien civilisation /ˌeɪliən ˌsɪvəlaɪˈzeɪʃən/
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/
communicate face-to-face /kəˈmjuːnɪkeɪt
ˌfeɪs tə ˈfeɪs/
by chance /ˌbaɪ ˈtʃɑːns/
convey a message /kənˌveɪ ə ˈmesɪdʒ/
deliver a message /dɪˌlɪvər ə ˈmesɪdʒ/
essential (adj) /ɪˈsenʃəl/
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/
diagram (n) /ˈdaɪəɡræm/
distant (adj) /ˈdɪstənt/
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/
given that /ˈɡɪvən ðæt/
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/
since the dawn of time /ˌsɪns ðə ˈdɔːn əv ˌtaɪm/
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/
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.
come across (phr v) /ˌkʌm əˈkrɒs/
lose contact/touch with sb /ˌluːz ˈkɒntækt/ˈtʌtʃ
wɪθ ˌsʌmbɒdi/
smoke signals (n) /ˈsməʊk ˌsɪɡnəlz/
Phrases
5.2
be stuck /ˌbi ˈstʌk/
for each of these adjectives.
ACTIVE VOCABULARY |
1B READING AND VOCABULARY
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 /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
an echo question.
1 Complete the sentences with the words from the box.
Exercise 1
1 hit it off
2 real bond
3 took to
4 laugh
5 strike up
6 pass on
?
1 A I’m sure you felt stressed out,
B I sure did.
2 A He paid me a lot of compliments.
? That’s nice!
B
?
3 A Don’t tell anyone my secret,
B Of course not!
?
4 A I’m always making the same mistake,
B But you always correct yourself, which is great!
5 A We hadn’t had such a good laugh for ages,
B Right! I really enjoyed myself.
?
6 A Let’s go to the coast,
B That’s a great idea!
7 A I think I’ve really hurt Sasha’s feelings.
? Why don’t you talk to her about it?
B
There are four extra words.
carry contact get across hit it off impression
laugh pass on real bond strike up took to
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
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?
2 Complete the second sentence using the word in bold
6 Choose the correct words a–d to complete the text.
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
.
STRATEGY | Multiple choice
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 Choose the correct words to complete the sentences.
16
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.
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 a were
2 a been
3 a convey
4 a Staying
5 a last
6 a chat
ASSESSMENT
• 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)
• Extra digital activities: Use of English,
Reading, Listening.
• Unit 1 Writing Test
b had been
b gone
b carry
b Passing
b recently
b speak
Use of English > page 191
FURTHER PRACTICE
• Self-assessment 1 and Self-check 1,
Workbook pages 14–15/Online Practice
?
USE OF ENGLISH
so that it means the same as the first one. Use no more
than five words, including the word in bold.
3 Choose the correct words to complete the text.
34
5 Complete the mini-dialogues with a question tag or
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 Read the text. Match sentences A–G with gaps 1–6 in
the text. There is one extra sentence.
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?
The next lingua franca
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.
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
9
1.13 Complete the article with the phrases from the box.
Then listen and check.
3 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.
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.
4 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
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.
5 Now match the tenses a–c in Exercise 4 to the
explanations 1–3 below.
□c an activity in progress at a specific time
in the future
a an activity which will be completed by
2 □
a specific time in the future
b an activity which continues up to a specific
3 □
1
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
6 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.’
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.
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.
a big cause of as a consequence of bring about cause (v)
give rise to result from result in
12 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, …
GRAMMAR VIDEO
How likely does the author think the
prediction is ?
Find four more examples of structures using
be + adjective + infinitive in the articles and
decide how definite the author is.
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
10 Read the sentences from the articles on page 18. Which
7 Look at the underlined phrase in the sentence.
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 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?
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
Before ...
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 Complete the sentences with compound nouns from
Exercise 2.
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 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.
effect emissions energy erosion fuels
fumes layer loss rain scarcity species
turbine heating waste
□ I can talk about threats to the environment.
REFERENCES
VIDEO SCRIPT page 239
EXTRA ACTIVITIES IN CLASS
38
8 ozone layer
9 renewable energy
10 soil erosion
11 toxic waste
12 vehicle emissions
13 water scarcity
14 wind turbine
• 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.
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 acid rain
2 endangered species
3 exhaust fumes
4 fossil fuels
5 global heating
6 greenhouse effect
7 habitat loss
20
1.14 Study Active Vocabulary. Then listen again
1
and check your answers to Exercise 3. Practise saying
the compound nouns.
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 Study Active Listening. Then match the phrases for
signposting 1–10 with the functions a–f.
1
2
3
4
5
6
7
8
9
10
B
C
□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.
floods heat humidity rain snow temperatures
weather winds
1 blistering
2 freak
/
3 gale-force
4 heavy
/
/
/
5 high
6 scorching
/
7 soaring
8 sub-zero
9 torrential
/
/
3 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
6
1.15 Listen again and complete the notes with no
more than three words in each gap.
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.
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
7 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’.
Exercise 6
1 endangered
2 solitary
3 predators
4 extinct
5 cuddly
6 claws
1 In pairs, look at the photos on page 23. What do you
think all these creatures have in common?
6 Complete the short texts below with words from
Exercise 4 and 5.
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.
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 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
endangered
nocturnal
furry
solitary
5 Complete the collocations from the article with the
correct words from the box. Then check your answers
in the text.
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.
The
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
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
7 SPEAKING In groups, discuss these statistics. What can
be done about the situations? How could less popular
species be ‘marketed’?
1
2
3
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.
8 SPEAKING Work in pairs. Go to page 196.
Prepare a presentation.
22
□ 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
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
is the world’s largest nocturnal primate
primate. During the day they sleep in nests in the trees,
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
45
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?
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
Complete the form to tell us about
your idea and you might get
a grant to make it a reality!
think of an idea that could help your school to 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
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.
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
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.
□ I can use fixed phrases to express indecision, agreement, disagreement.
REFERENCES
AUDIO SCRIPT page 217
EXTRA ACTIVITIES IN CLASS
42
4
• 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.
1 Do these statistics surprise or shock you? Say why.
2 Do you ever consider environmental issues when
buying clothes? Say why.
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
6
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.
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
We use these phrases to talk about the future:
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?
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
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
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.
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.
Mary
Emma
Mary
Emma
Mary
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!
8 SPEAKING In groups, discuss these ideas.
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.
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)
1 An item of clothing you’re about to buy.
2 A project you’re hoping to complete soon.
3 An exciting activity you’re doing this weekend.
4 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.
□ 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
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
A
B
1 In pairs, look at the photos and answer the questions.
2 Read Sean's email to Customer Service. What problem
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
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.
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 end the letter Yours sincerely.
b start the letter Dear Sir or Madam or Dear Sir/Madam.
c start the letter Dear Mr/Mrs/Ms Smith.
d 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 ask the recipient of the email/letter to take some action.
f state the problem(s) and offer some solutions.
g mention that you expect a reply.
h 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.
□
□
□
□
i use reduce rather than cut down on.
j use We are told that rather than Some people say.
k use I would ask you to rather than Please ….
l use I am writing not I’m writing.
5 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 …
6 Rewrite the sentences in a more formal style using the
words in brackets.
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)
7 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
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.
5.8
bind sth together /ˈbaɪnd ˌsʌmθɪŋ təˌɡeðə/
deforestation (n) /diːˌfɒrəˈsteɪʃən/
artificial intelligence /ˌɑːtɪˈfɪʃəl ɪnˈtelədʒəns/
endangered species /ɪnˌdeɪndʒəd ˈspiːʃiːz/
as a consequence/result of /əz ə ˈkɒnsəkwəns/
rɪˈzʌlt əv/
exhaust fumes /ɪɡˈzɔːst ˌfjuːmz/
2
□
be bound to /ˌbi ˈbaʊnd tə/
□
be likely/unlikely to /ˌbi ˈlaɪkli/ʌnˈlaɪkli tə/
4
5
□
□
2 Make collocations, using the
verbs from the box. Then check
with the word list.
draw express go/become
make tackle
be due to /ˌbi ˈdjuː tə/
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/
improvement (n) /ɪmˈpruːvmənt/
increasingly (adv) /ɪnˈkriːsɪŋli/
go
extinct
1
2 make an impact
3 express concern
4 tackle a problem
5 draw attention
key reason /ˈkiː ˌriːzən/
lead to sth /ˈliːd tə ˌsʌmθɪŋ/
life expectancy (n) /ˌlaɪf ɪkˈspektənsi/
nutrition (n) /njuːˈtrɪʃən/
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
benefit sb (v) /ˈbenəfɪt ˌsʌmbɒdi/
opposite meanings. Then check
with the word list.
permanent (adj) /ˈpɜːmənənt/
blistering heat/temperature /ˌblɪstərɪŋ ˌhiːt/
ˌtemprətʃə/
1 vertebrate – invertebrate
2 sub-zero temperatures –
projection (n) /prəˈdʒekʃən/
3 drop steadily – rise sharply
4 single-use – reusable
reduction (n) /rɪˈdʌkʃən/
4 Complete the phrases with the
correct adjectives formed from
the words in bold. Then check
with the word list.
1
2
3
4
5
predict (v) /prɪˈdɪkt/
reduce (v) /rɪˈdjuːs/
blistering/scorching temperatures
changes GRADE
puppies FUR
possibilities COUNT
flowers EAT
energy NEW
result from/in sth /rɪˈzʌlt frəm/ɪn ˌsʌmθɪŋ/
semi-skilled job /ˌsemiˈskɪld ˌdʒɒb/
switch (v) /swɪtʃ/
synthetic protein /sɪnˌθetɪk ˈprəʊtiːn/
unskilled job /ˌʌnˈskɪld ˌdʒɒb/
water shortage (n) /ˈwɔːtə ˌ ʃɔːtɪdʒ/
with any luck /wɪð ˌeni ˈlʌk/
• 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
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/
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.
EXTRA ACTIVITIES IN CLASS
carbon dioxide (n) /ˌkɑːbən daɪˈɒksaɪd/
solar activity /ˌsəʊlə ækˈtɪvəti/
5 Do the task below.
46
extinction (n) /ɪkˈstɪŋkʃən/
obvious (adj) /ˈɒbviəs/
3 Write words or phrases with
28
5.9
acid rain (n) /ˌæsɪd ˈreɪn/
alternative to sth /ɔːlˈtɜːnətɪv tə ˌsʌmθɪŋ/
□F Japan is a country with
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/
1
3
Exercise 4
1 gradual
2 furry
3 countless
4 edible
5 renewable
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.
temporary (adj) /ˈtempərəri/
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 Revision
Exercise 3
2 ✗ (will be giving), ✓
3 ✗ (will have discovered),
✗ (will live)
4 ✗ (will drive / will be
driving), ✓
5 ✗ (will have been working), ✓
Exercise 4
1 am hoping, am going
2 will be arriving, are coming
3 will give, will let
4 am planning, does (it) start
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
VOCABULARY AND GRAMMAR
1 Complete the sentences with the words from the box.
There are three extra words.
acid blistering boiling erosion freak freezing
fumes greenhouse layer ozone scarcity
torrential turbines vehicle
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 .
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.
4 Complete the dialogues with the correct future forms
of the verbs in brackets.
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!
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 A local youth group is organising a talk for teenagers
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.
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.
The weather in
our town in ten
years’ time.
What will
we be eating
twenty years
from now?
8 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
How to give a persuasive presentation
1 Do you ever watch inspiring or motivating short
talks online? Why do you think they are popular?
Discuss in pairs.
2 Look at the list of popular topics for motivating talks.
Which would you like to watch? Say why.
• 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.
3
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 Rewrite the sentences following the instructions
in brackets.
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?
LIFE SKILLS VIDEO
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.)
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.
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.
□1 Quotations
A well-selected quotation from a famous person can give
your argument more weight.
□4 Repetition
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.
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.
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
10 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.
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 Match the definitions 1–9 with the phrases for ways of
behaving from the box.
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
3A GRAMMAR AND VOCABULARY
1 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
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
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.
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 Look at sentences a–d and complete rules 1–3 with
used to or would.
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 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.
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 Replace the underlined parts in each sentence with
a different structure for talking about habits.
Past and present habits
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.
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
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 …
N
The intonation rises on adverbs when the speaker is annoyed.
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
• 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
11 Complete the sentences so they are true for you.
GRAMMAR VIDEO
7
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 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.
6 Look at the examples showing two forms which can
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?
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.
• 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 Which of the life events in the box can you see in photos
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.
A–C? Which of them can be the most challenging?
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.
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
opinion
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 …
4
2.03 Listen to the rest of the programme and make
notes for the four speakers: Dan, Lila, Daisy and Ben.
1 What was the life event?
2 How was it stressful?
3 What influence did it have?
4 What did he/she learn from it?
36
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.
6 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.
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 In pairs, ask and answer the questions.
6 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.
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
1
2
3
4
5
conceited
7
6
8
9
10
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
7
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.
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 Complete the description of Meghan Markle with
adjectives from Exercise 2.
2.05 Listen and check. Then practise saying
the words.
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
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.
with words and phrases from Exercise 9.
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.
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
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 Have just enough money to buy what you need.
2 Dealing with things without thinking about the future.
3 Didn’t have enough food.
4 Sit or stand very close to other people.
5 Asked for money or food from strangers.
6 Very thin.
7 Be comfortable in a particular place.
8 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 Complete the table with the highlighted words/phrases
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
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
5 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
15 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.
10
20
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
30 would all huddle together
together, gazing up at the stars, before closing our eyes in sleep.
25
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
35 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,
40 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 SPEAKING In pairs, discuss the question.
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.
What do you think is the origin of these phrases?
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?
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.
Relative and participle clauses
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)
3 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
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.
4 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.
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
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.
5 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.
Student B (page 200)
1 which was
2 when
3 which was
4 which/that
5 which/that
6 where
7 where/when
buying
9 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
Generation X Millennials
(born 1965–1980)
(born 1981–2000)
born not long
after WW2
Attitude
towards work
work harder
than any other
generation
Personality
characteristics
determined and
resourceful
fall of the
Berlin wall
9/11
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
3 In pairs, discuss what you heard. Do you think there
is any truth in these generalisations about different
generations? Say why.
4
Millennial elevator has three
buttons: up, down and whatever.
Gen Z: You can’t say that –
it hurts my feelings!
5 Rewrite the sentences as generalisations using the
words in brackets.
Generation Z (or Gen Z):
people born from 2001 onwards
1 Generation Z spend a lot of time online. (general)
2 They use Instagram rather than Facebook. (whole)
(born 1946–1964)
Events which
influenced
them
D
2.09 Study the Speaking box. Then listen again
and tick the phrases which are used in the phone-in
programme.
4 They have an entrepreneurial spirit. (nine)
5 They like getting a bargain. (cases)
6 They are into experiences rather than material
possessions. (extent)
7 They avoid clicking online ads. (more)
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 …
□
□
□
3 They take offence very easily. (tend)
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 In pairs, read the Fact Box with the statistics about
family life in the UK and answer the questions.
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?
2 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.
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
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?
ACTIVE WRITING | Creating a line of reasoning
• 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.
7 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.
a
□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.
□
□
□
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,
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.
include topic sentences and examples. Don’t forget to
give your personal opinion and some impersonal views.
□ I can write an opinion essay.
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
a out with sb
b an argument
c your temper
d fed up with sb
4 Complete the phrases with
make or do. Then check with
the word list.
1
2
3
4
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/
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/
collocations which describe
rows and arguments. Then
check with the word list.
1 lose c
2 get d
3 fall a
4 resolve b
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
a defining or non-defining relative clause.
In which sentences can the pronouns be omitted?
1 Complete the text with the words/phrases from the
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
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
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
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!
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.
2 Choose the correct words to complete the sentences.
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 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 Rewrite the sentences as one sentence using
• 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 Read the article above and complete the notes with
8 ‘Modern technology leads to increasing isolation
1–3 words in each gap.
STRATEGY | Note completion
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.
rather than creating a sense of belonging.’ What do
you think? Discuss in pairs. Use the arguments below
to help you.
For the statement:
• We interact with technology, not people, and end
up feeling lonely.
• Technology can’t help solve our problems.
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 In pairs, discuss the questions. the idea that a group/groups of
Exercise 4
1 enigma/puzzle
2 abducted/captured
3 hints/clues
4 exposed/revealed
5 bizarre/weird
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 fake (n) fraud, hoax
2 kidnap abduct, capture
3 kill assassinate, eliminate
4 mystery enigma, puzzle
5 signs clues, hints
6 state (v) claim, maintain
7 strange bizarre, weird
8 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 Complete the article with the correct past tense forms
of the verbs in brackets.
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
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
Amelia Earhart with the Past Perfect Simple or Past
Perfect Continuous forms of the verbs in brackets.
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.
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.
conspiracy theories? Give reasons for your answer.
13 SPEAKING In pairs, invent your own conspiracy theory.
Go to page 197.
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 7
1 both
2 Past Perfect Simple
3 Past Perfect Continuous
12 REFLECT | Society Why do you think people believe
GRAMMAR VIDEO
8 Study Watch out! Then complete the short text about
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?
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
Exercise 5
1 went viral
2 present both sides of the
story
3 attention span
4 shed light
5 public interest
HARVEY DEVELOPS EMPATHY
5 Complete the sentences with collocations from Ex. 4.
Hurricane Harvey brings
kindness as well as destruction.
This story will melt your heart.
.
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.
SECRETS OF SHRIMP FARMING
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
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
7 SPEAKING Would you like to work as a journalist?
DOCUMENTARY VIDEO
2
1 Includes strong criticism of someone or something.
hard-hitting
2 Unusual in an interesting way. quirky
3 Very sad. heartbreaking
4 Interesting enough to be reported. newsworthy
5 Considering all sides equally. balanced
6 Related to things that are happening at the moment.
topical
7 Not meant to be publicly reported. off the record
8 Shocking and exciting, not serious. sensational
9 (a news story) Published only in one place. exclusive
10 Causing feelings of happiness. heartwarming
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 Read the text again. In pairs, answer the questions.
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 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.
DOES INTUITION
REALLY EXIST?
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.
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!
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
2.13 Listen and write the sentences. Then rewrite
each of them using a negative adverbial. Sometimes
more than one answer is possible.
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.)
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.
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.
2.14 Listen and check your answers.
8 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?
□ I can use negative inversion to add emphasis.
REFERENCES
FURTHER PRACTICE
ASSESSMENT
CULTURE NOTES page 208
• Grammar Reference and Practice,
Student’s Book page 178
Grammar Quiz 4C
EXTRA ACTIVITY IN CLASS
As a follow-up to Exercise 8, ask students
to choose one news story to write, in class
or as homework.
• 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
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.
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
5 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
15 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.
10
Concerned individuals put in a Freedom of Information
request, which eventually revealed a secret operation
20 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
25 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.
30
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
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.
6 Find examples of nouns in the news reports with the
What do you think the reports are about?
suffixes in the table. Which suffixes are used to refer
to people? -ist and -er/-or
2 Read the news reports and answer the questions.
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
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.
each writer taking? How do you know? Underline the
appropriate parts of the texts.
the news reports again and find examples which
demonstrate bias. Why is it important to recognise bias?
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:
• 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.
statement, …
-tion
information, …
-sion/-cion
tension, …
-ist
-er/-or
worker, …
-ity
opportunity, …
-dom
7 Complete the sentences with the correct noun forms of
the words from the box.
active allege improve replace solve tense
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 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
4 Look at the articles again. Which side in the dispute is
ACTIVE READING | Recognising bias
Nouns
-ment
-hood
gaps 1–6 in the texts. There are two extra sentences.
5 CRITICAL THINKING Study Active Reading. Then read
Suffixes
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.
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
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
A picture is worth a thousand words. Do you think this
saying is true? Say why.
A
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.
□
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
A
and check your ideas.
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
B
C
5
2.17 Listen again and tick the phrases in the
Speaking box that you hear.
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
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?
7 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.
4
a stranger a wild animal on the loose
someone embarrassing themselves the supernatural
unusual or disgusting ingredients in a certain food
8 In pairs, tell your anecdotes. Is your partner’s story
Rounding off the anecdote
□
□ I’ll never forget …
□✓ I’ll never … again.
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.
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 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 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
Title
Give your story a catchy/interesting title.
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 Look at something closely and carefully.
2 Take a quick look at something.
3 Notice something or someone.
4 Shout angrily in a low deep voice (like a bull).
5 Shout loudly, usually because you are excited or angry.
6 Speak so quietly that you cannot be heard easily.
7 Go somewhere as quickly as possible.
8 Walk in a casual way, often in no particular direction.
7 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.
8 Complete the word map with the adverbs and
adverbial phrases from the box.
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
,
,
Manner
,
,
,
Exercise 6
1 peer
2 glance
3 spot
4 bellow
5 yell
6 mutter
7 race
8 wander
,
ADVERBS
Place
,
Time
,
,
Exercise 4
a Past Continuous and Past
Simple
b Past Simple
c Past Perfect
d Past Perfect Continuous
e Past Continuous
,
9 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.
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.
10 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 Complete pairs of sentences
3 Complete the text with the
correct form of the words in
brackets. Then check with the
word list.
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.
1
4 Match the two parts of the
collocations. Then check with
the word list.
a column
b span
c escape
d turnout
• 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
76
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/
off the record /ˌɒf ðə ˈrekɔːd/
potentially embarrassing /pəˌtenʃəli ɪmˈbærəsɪŋ/
present both sides of the story /prɪˈzent ˌbəʊθ
ˌsaɪdz əv ðə ˈstɔːri/
disturbing (adj) /dɪˈstɜːbɪŋ/
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/
hold sb prisoner /ˌhəʊld ˌsʌmbɒdi ˈprɪzənə/
verify sources /ˌverɪfaɪ ˈsɔːsəs/
intelligence agent (n) /ɪnˈtelədʒəns ˌeɪdʒənt/
viral news /ˈvaɪərəl ˌnjuːz/
Large Hadron Collider /ˌlɑːdʒ ˈhædrɒn kəˈlaɪdə/
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/
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/
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.
EXTRA ACTIVITY IN CLASS
generate revenue /ˌdʒenəreɪt ˈrevənjuː/
assassinate (v) /əˈsæsəneɪt/
4B VOCABULARY
5 Do the task below.
58
expose corruption /ɪkˌspəʊz kəˈrʌpʃən/
abduct (v) /əbˈdʌkt/
disappearance (n) /ˌdɪsəˈpɪərəns/
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.
1 attention b
2 election d
3 gossip a
4 narrow c
exclusive (adj) /ɪkˈskluːsɪv/
5.22
disappear without a trace /ˌdɪsəˈpɪə wɪðˌaʊt
ə ˈtreɪs/
with one word from the
word list.
Exercise 3
1 aimlessly
2 neighbourhood
3 pavements
4 Presumably
5 Suddenly
6 campaigners
7 obstruction
8 confronting
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 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 Complete the dialogue with the missing words.
A I’d like to work in journalism. I think it would be very
rewarding to help 1e _x _p _o _s _e corruption.
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.
Exercise 6
1 majority
2 improvement(s)
3 organisations
4 Clearly
5 unbelievably
6 replacement
7 freedom
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.
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.
3 Circle the odd one out.
1 glance / race / spot / peer The others are related to looking.
2 shuffle / snap / wander / tiptoe The others are ways of moving.
3 bellow / yell / shriek / whisper The others are loud.
4 shriek / mumble / mutter / gaze The others are related to talking.
4 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
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
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
Roundhi
e
Clubm
ebating
pions
te cham
’s deba
t month
ls D
our las
oundhil
e asked
R
’v
e
e
h
w
t
,
r
s
talk
y fo
on your
ou read
Are y
ursday?
ext Th
eting n
g
orkin
re still w
a
u
o
y
e
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.
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.
7
2.19 Study the Speaking box. Listen again and
complete the phrases with the words from the box.
case conclude evidence point reinforces several
support vital
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.
five senses
1 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.
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.
6
the rules.
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 SPEAKING In pairs, ask and answer the questions.
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?
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
+ infinitive
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
• 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
WATCH OUT!
the correct headings.
risk, can’t
… help, feel like, have difficulty
2.20 Complete the text above with the correct forms
of the verbs in brackets. Then listen and check.
(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
5 Write the verbs and verb phrases from the box under
+ gerund
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
correct forms of used to, be used to or get used to.
When greeting
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.
7 Study Watch out! Then complete the sentences with the
Gerunds and infinitives
4 Match the underlined phrases in the fact sheet with
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
2 Read the fact sheet on page 64. In pairs, identify two
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
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 SPEAKING In pairs, discuss the questions.
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?
a
b
c
d
e
f
g
h
i
j
2 Read the post. Are any of the sounds or smells the
Exercise 6
A fluffy
B spiky, prickly
C silky, smooth
D sticky
E coarse
F squishy
same as your ideas in Exercise 1?
Join the discussion
2.21 Listen and number the sounds in the order
that you hear them.
□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
5 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.
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.
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.
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
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 SPEAKING In pairs, think of items to match the
• 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 Complete the pairs of sentences with the correct forms
of the verbs in brackets. Give reasons for your answers.
A physiotherapist needs a good sense of touch.
A sound engineer has to have very good hearing.
2
(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
2.22 Listen and match speakers 1–4 with photos A–D.
Verbs with gerunds and infinitives
3
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 Complete the sentences with the correct forms of the
verbs from the box.
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).
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
4 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.
Grammar Reference and Practice > page 179
□2 D
7
2.24 In pairs, listen to the sounds and say what
you heard.
1 I heard someone whistling.
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.
8 SPEAKING In pairs, talk about something …
1 you meant to do, but haven’t had time for.
2 that needs cleaning regularly.
3 you remember doing when you were a child.
4 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.
what other meanings each word could have in a different
context. Then complete the pairs of sentences using the
highlighted words.
2 Read the article quickly and explain how the photos
are related to the text.
1 a He did it in a moment of blind panic.
b She trains guide dogs for the blind .
2 a We need to takeimmediateaction.
b He is herimmediateboss.
3 a I would like to pursue a career in journalism.
b The police didn’t pursue the speeding car as it was
going too fast.
4 a The new head teacher explained her vision for
the future of the school.
b Cats have very good night vision .
5 a Her accident put her off riding horses.
off
his degree for a year.
b He put
6 a She realised her ambition of becoming a pilot.
b She realised no one was listening.
7 a He found the exam very tough .
b She’s a very tough person. She isn’t easily
defeated.
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?
8 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.
5 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.
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.
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.
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.
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 Look at the highlighted words in the article and discuss
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.
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
50 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
55 to start their own social projects.
45 5
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.
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
65 develop good communication
A lot of people
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.
70 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.
60
“
for it.
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
85 same year. Sabriye shared her inspiring story in her book
My Path Leads to Tibet.
80 6
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
75 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 Do you like tomato ketchup? If so, what food do you
like to eat it with?
5 Match the words 1–5 with their opposites a–e.
1
2
3
4
5
2 Complete the recipe for tomato ketchup with the
words from the box.
boil chill food processor pan peel puree
simmer slice stir whizz
□b thick
□e crunchy
□a savoury
□c bland
□d spicy
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.
4
mayonnaise
chilli sauce
mustard
pickled gherkins
curry mango sauce
barbecue sauce
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
6 Use the words and phrases in Exercise 5 to describe the
EASY
TOMATO
KETCHUP
3
a
b
c
d
e
□✓ 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?
70
□ 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
• 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 What is your favourite savoury dish?
2 What is your favourite dessert?
3 Which is your favourite restaurant?
4 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.
• 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!
SPEAKING | Asking and answering about preferences
Grammar Reference and Practice > page 179
Asking about preferences
✓ Which do/would you prefer? … or …?
What would you rather do? … or …?
5 In pairs, ask and answer questions about the topics
□
□
below. Give examples and reasons for your preferences.
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.
□
□
□
□
• 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
A Which do you prefer: sweet or savoury food?
B 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.
6 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
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
7 WRITING TASK Write a review of one of the items in the
box. Use the Writing box and Watch out! to help you.
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 Complete the phrases with no
article, a/an or the. Then check
with the word list.
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.
3 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.
5A GRAMMAR AND VOCABULARY
5.29
parrot screeching /ˈpærət ˌskriːtʃɪŋ/
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/
hearing loss (n) /ˈhɪərɪŋ ˌlɒs/
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 Revision
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
VOCABULARY AND GRAMMAR
4 Complete the sentences with the correct form of the
verbs in brackets.
1 Choose the correct words to complete the text.
(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.
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.
3 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 a next
2 a on
3 a making
4 a keep
5 a up
6 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 Read the article and choose the correct answers.
7 In pairs, role play the situation below. Then change roles
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.
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 In pairs, look at the photos and answer the questions.
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?
2
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
Modal and related verbs
3 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 Complete the text with the words and phrases from
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
the box. Sometimes more than one answer is possible.
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.
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.
5 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.
6 Study Watch out! Then choose the best option to complete
Exercise 4
1 managed
2 succeeded
3 permitted
4 required
5 forbidden
6 obliged
7 allowed
8 supposed
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
the sentences. Sometimes both options are correct.
1 Hattie could / was able to pass her driving test.
2 I couldn’t / wasn’t able to cope with the heat.
3 Ann could / was able to speak four languages.
4 My sister didn’t want to move to Germany at first,
but my parents could / managed to persuade her.
5 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.
6 How did you manage to / could you stay so slim when
living at your grandma’s? She’s an excellent cook!
7 I somehow managed to / could make him believe me.
8 Manchester United could / were able to score two
goals in the last ten minutes!
8 Replace the underlined words with words and phrases
from the box. There are several alternatives for each
underlined part. Which phrases sound more formal?
a lot considerably far marginally miles nothing like
nowhere near significantly slightly way
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.
WATCH OUT!
Grammar Reference and Practice > page 181
10 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.
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.
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 MAKING THE WORLD
9 P.M.
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
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 He lives in an apartment.
2 She wants to be a digital nomad.
3 I’ve worked in Australia and New Zealand.
4 He goes to an Internet café to work.
5 He changed location last month.
3.3 Listen to the programme and answer
the questions.
1 What is Dan Hoyle’s job?
2 Where is he working from at the moment?
3 Is he successful in his job?
4 Is he generally happy with his lifestyle? Say why.
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?
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 on the move
2 home comforts
3 work remotely
4 put down roots
5 co-working space
6 settle down
7 tied down to one place
8 Complete the sentences with the phrases from Exercise 7.
appeal to you?
1 Does the idea of a life
or in a company office?
2 Would you prefer to
?
3 Would you prefer to work from home or in a
4 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
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.
□
□
□
□
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.
6 Write sentences, adding a/an or the where necessary.
1 I / live / in / flat / near / city centre / in / Dublin
2 I / have / dream / of climbing / Mount Kilimanjaro
3 I / prefer / mountains / to / sea
4 I / once / went / to / hospital / for / operation
5 I / would like / to go / to / college / in / USA
6 I / get on / well / with / people / who / live / next door
7 I / go / to / Bahamas / on / holidays / once / year
8 I live near / River Thames / which flows through / London
9 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 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.
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.
Then ask and answer the questions in pairs.
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’?
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.
2 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?
□
□
□
□
□
□
□
6 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).
3 In pairs, read the article again and answer the
questions.
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.
82
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.
DOCUMENTARY VIDEO
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
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
5 Complete the questions with words from Exercise 4.
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
5 ‘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
10 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
Living small requires careful planning and creativity
and who better to turn to for inspiration than
15 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,
So is there a benefit to sharing smaller spaces with
D a number of people? Simon Okelo believes so.
20 such as the use of deep wardrobes and cupboards for
storage. In this way, bedding can be folded and put away
Brought up in a crowded slum in Kenya, he shared a house
every day, allowing the room to be used for purposes
with twenty-four others and people would often just cram
other than sleeping. Another method is the use of sliding 50 into one room. He often slept in a storeroom next to the
doors which can divide the room into different living areas
living room because it was cool and airy
airy. Now Simon has
25 as and when required.
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,
55 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.
B
Professor Ellen Pader from the University of
Massachusetts, who has published research on
60 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
65 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
Living in a compact home might work for one,
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
30 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
35 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
40 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
45 their own private or personal space.
C
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
75 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.
70
80
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.
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?
2 Replace the underlined verbs in Exercise 1 with the verbs from
the box. Use one of the verbs twice.
do up get rid of mend replace
3 Look at the photos. Have you ever had any of these problems?
Exercise 6
1 came across it
3 mopped it up
5 wiped it down
6 swept them up
7 deal with it
If so, how did you deal with them? If not, how would you deal
with them?
Have you got …
a
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!
d First sweep it up with a dustpan and brush. Then press a
1 □
slice of bread onto the floor to pick up the remaining
tiny pieces.
a Fill a bag with vinegar, tie it round the head and fix it with
a rubber band. Leave until all the dirt has dissolved.
c Blow hot air on the area with a hairdryer until the mark
fades. Rub with olive oil to polish the surface.
f Rub toothpaste on it and then wipe down with a damp
dishcloth.
b Arrange the cables and label them with folded
masking tape.
e Soak it in warm soapy water. Then gently pull it until
it regains its original size and shape.
2 □
3 □
4 □
5 □
6 □
84
102
5 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
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.
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 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 In pairs, discuss the questions.
4 Study Watch out! Then rewrite the sentences starting
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
3.8 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
3
□
□
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.
with the words given.
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
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
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.
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.
it!
• 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
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%
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
5 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 A few of the floorboards are loose.
2 Nearly all the stains have been removed.
3 Most the chairs need repairing.
4 The majority us use the common room every day.
5 Several of light bulbs weren’t working.
6 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 Complete the Writing box with examples from the report.
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.
ACTIVITIES
change a bulb
2 Find three phrases to describe
living in one place.
3 Complete the phrases in the
text with up or down. Then
check with the word list.
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!
1
4 Write the opposites. Then check
with the word list.
1 lacking – excess
2 spacious (house) – cramped
3 urban (surroundings) – rural
4 (environmentally) harmful –
environmentally friendly
5 Match the two parts of the
adjectives. Then check with the
word list.
a populated
b sized
c saving
d minded
6 Do the task below.
88
• 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,
106
shared working space /ˌ ʃeəd ˈwɜːkɪŋ ˌspeɪs/
switch off from work /ˌswɪtʃ ˈɒf frəm ˌwɜːk/
(be) tied down to one place /(bi) ˌtaɪd ˈdaʊn tə
wʌn ˌpleɪs/
work remotely /ˌwɜːk rɪˈməʊtli/
considerably (adv) /kənˈsɪdərəbli/
6C GRAMMAR
duty (n) /ˈdjuːti/
Cairngorm Mountains, the /ˈkeənɡɔːm ˌmaʊntɪnz/
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/
pay a fine /ˌpeɪ ə ˈfaɪn/
running water /ˈrʌnɪŋ ˌwɔːtə/
permission (n) /pəˈmɪʃən/
source (v) /sɔːs/
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/
stay out (phr v) /ˌsteɪ ˈaʊt/
strict rule /ˌstrɪkt ˈruːl/
succeed (v) /səkˈsiːd/
6B LISTENING AND VOCABULARY
5.37
5
5.38
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/
adopt a lifestyle /əˌdɒpt ə ˈlaɪfstaɪl/
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.
EXTRA ACTIVITIES IN CLASS
be supposed to do sth /bi səˈpəʊzd tə ˌdu:
ˌsʌmθɪŋ/
chatty (adj) /ˈtʃæti/
DOMESTIC
CHORES
1 like- c
2 densely a
3 space- d
4 medium- b
5.36
blow your nose /ˌbləʊ jə ˈnəʊz/
PROBLEMS
puddle of water
Exercise 2
put down roots
settle down
be tied down to one place
6A GRAMMAR AND VOCABULARY
maintain relationships /meɪnˌteɪn rɪˈleɪʃənʃɪps/
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
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.
1 Complete the sentences with the words from the box.
Exercise 1
1 settle down
2 on the move
3 far
4 tied down
5 nowhere near
6 cramped
7 co-working space
There are two extra words.
co-working space cramped far nothing like
nowhere near on the move settle down
spacious tied down
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
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
a3
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
a7
and meet other independent workers at the same time.
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.
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 Complete the sentences with the correct form of the
3 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.
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 Complete the second sentence using the word in bold
9 Look at the photos. In pairs, turns to describe the
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.
Use of English > page 193
LISTENING
8
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
.
photos and then discuss the questions below.
STRATEGY | Photo comparison
Do not describe each photo individually. Find some things
which are similar and some things that are different.
A
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
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.
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
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 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.
7 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 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
10 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
9 Look at examples a–c from the recording in Exercise 8.
3.11 Listen again. In which news story
(1, 2 or 3) did you hear each phrase?
What do you notice about the use of tenses? Match the
examples with rules 1–3 below.
5 In pairs, describe what happened at each of the three
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
protests using the phrases in Exercise 3.
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.
!’
‘
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.
□
□
Grammar Reference and Practice > page 183
10 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
case from Exercise 6.
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.
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
8
.
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?
7 In pairs, discuss the questions, giving examples in each
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?
□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 THINK BACK Work in pairs. Which of these social issues
Exercise 3
1 $150 billion
2 77%
3 19.1%
4 43 million
5 16
6 100
are a particular problem in your country? Say why.
homelessness immigration petty crime racism
unemployment vandalism
2 Check you understand the phrases in the box. Which of
Exercise 4
discriminate – discrimination
(discriminatory)
enforce – enforcement
(enforceable, unenforceable)
equal – inequality (equality,
equalise)
expand – expansion
(expanse, expansive,
expandable)
exploit – exploitation
(exploitative)
persecute – persecution
(persecutor)
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!
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 Complete the sentences with the correct form of words
from Exercise 5.
called
1 The exploitation of workers, sometimes
1
Exercise 6
1 justified
2 oppression
3 rebellion
4 discriminated
5 exploit
6 justice
7 equality
8 enforceable
2
3
4
5
modern slavery, generates around
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
.
6 6The police in England and Wales receive around
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
calls an hour related to domestic violence.
4 Find nouns in the text which are from the same word
1
2
3
4
5
6
7
8
family as the root words in the box. What other words
in the same families do you know?
discriminate enforce equal expand exploit persecute
5 Study Active Vocabulary and complete the table.
Noun
Adjective
1
enforcement
enforceable
2
equalise
3
(in)equality
equal
4
expand
expansion
expansive
exploit
5
exploitation
6
exploitative
7
discriminate
discrimination
8
discriminatory
institutionalise
institution
9
institutional
10
11
justify
oppress
14
96
114
rebel
13oppressive
rebel/rebellion
15
persecute
16
persecution
17
18
victim
victimise
justifiable/justified
justification
12oppression
rebellious
□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
Verb
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.
15 WATCH AND REFLECT
Go to page 168. Watch
the documentary Driving
social change and do the
exercises.
victimised
□ 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 SPEAKING Look at the photos. Have you seen any
4
of these films? Do you like it when films have a
serious message? Say why.
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.
3.15 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.
□
□
□
□
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
because they recognise him from TV.
5 In pairs, compare sentences a from the audioscript in
6 NG
7T
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.
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.
6 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
Exercise 2
1 organised crime, poverty,
violence, homelessness, drug
abuse, relative poverty
2 fast food, obesity,
unhealthy lifestyle
3 intolerance
4 gender equality
□ Leandro Firmino, who plays L’il Ze, lived in the area called
Cidade de Deus (City of God) before starring in the film.
2 □ The City of God area of the city was too dangerous to be
made safe.
3 □ Jess’s parents thought that football was not a suitable
game for a girl.
4 □ Morgan Spurlock was a vegan before he started filming Exercise 4
1T
Super Size Me.
2 F (It was made safe in 2009.)
5 □ The fast food company ended up thanking the film
3T
maker for his intervention.
4 NG (We only know his
girlfriend was a vegan.)
6 □ Sean McElwee always wanted to be on television or
5 F (They denied that his film
in a film.
it had any impact on their
7 □ People now approach Sean McElwee in the street
policies.)
1
2 Read the descriptions of four films/TV series. What
3
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 SPEAKING In pairs, read the title. What do you think
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
might have happened? Read the article and check
your ideas.
2 Match the highlighted words and phrases from the
news story with their definitions.
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)
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 Read the article again and complete the notes with
1–3 words in each gap.
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
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.
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 against
2 wrongly or badly
3 more than expected
4 more than is wanted
5 again
6 many
7 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
5 Choose the correct answers.
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 Study the Grammar box and complete it with the verbs
from the sentences in Exercise 4.
Reporting verbs
7E GRAMMAR
1 Read the news headlines. What do you think happened
Exercise 5
1 admit
2 refuse
3 agree
4 persuade
5 advise
6 regret
7 object to
8 insist on
9 criticise sb for
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
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
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.
9
Grammar Reference and Practice > page 183
6 Rewrite the sentences in reported speech, using
reporting verbs from the Grammar box.
1 Kate: ‘It was that man who stole the money!’
2 Callum: ‘I didn’t break Tim’s phone!’
3 Harry: ‘I’ll help you with the boxes.’
4 Adele: ‘You should get more exercise, Lee.’
5 Peter: ‘I’ll leave you if you do that, Maria!’
6 Michael: ‘I’ll always remember you!’
7 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
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
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
1 Playing loud
music on public
transport
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 Speaker 1
2 Speaker 1
3 Speaker 1
2 No automatic
right to treatment
Speaker 2
Speaker 2
Speaker 2
3 Hunting and
fishing
7
4
8 Complete the conversation with phrases from the
3.19 Study the Speaking box. Listen again and
complete the phrases with the words from the box.
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) …
3.20 Listen again and practise saying the sentences
with the correct intonation.
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.
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 SPEAKING What is a ‘cat café’? Have you ever been to
one? Read the article and compare it with your ideas
or experience.
2 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
6 Complete the sentences with a correct preposition in
WRITING | An article
each gap.
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.
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 Many verbs are often followed by a specific preposition.
Complete the table with examples from the article on
page 102.
against
A defend, protect
1
B campaign, rebel, fight back, demonstrate,
speak out
for
C 2 hope , lobby, beg, wish, negotiate
from
D ban, 3discourage, prohibit
in
E engage, intervene, interfere, participate
on
F exist, get by, live, 5 survive
to
G 6introduce,connect, join, relate
with
H 7 deal ,cope, struggle
4
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 be involved E
2 stop someone or something D
3 make connections G
4 manage a situation (well or badly) H
5 take care of someone or something A
6 want or try to get something C
7 manage to live on few resources F
8 oppose someone or something B
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?
7 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
8 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.
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 hate c
2 gender d
3 gun a
4 tuition e
5 juvenile b
a violence
b delinquency
c crime
d equality
e 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
4 Rewrite the sentences in reported speech, using the
reporting verbs from the box.
1 Choose the correct words to complete the dialogue.
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
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 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 Mark: ‘I didn’t take a photo of her!’
2 Jenny: ‘I’ll work hard at university, honestly!’
3 ‘I’m really sorry I mocked your idea,’ Marta said.
4 Bob: ‘You really must come to the talk next week!’
5 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 Complete the text with the correct form of the words
in brackets.
STRATEGY | Word formation
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).
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.
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.
3 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
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
make offenders’
parents pay for
damage
talks at schools
to explain why
it’s wrong
8 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
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
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.
and other
, such as clothing, could be
your body’s fat and water content.
which can monitor your heart rate could be
2
in your body and
the doctor if there
are any problems.
3 Some people are concerned that it is easy to
into a self-driving car, or that there might be a
causing an accident.
4 Increasingly, smart devices use a digital fingerprint
rather than a PIN.
or
5 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
4 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.
8 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!
5 Look at the sentences in Exercise 4 again and answer
the questions.
6 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!
9 In pairs, look at the photo of smart luggage on page 199
and answer the questions.
GRAMMAR VIDEO
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.
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.
16 Read the
question and watch
the video. Say what
the speakers answer.
Then in pairs, ask and
answer the question.
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.
2007
2010
2013
2016
2019
2021
Latin America
Central and Eastern Europe
Western Europe
Asia
United States and Canada
Middle East and Africa
1 In pairs, discuss the questions. Then look at the graph
and check your ideas.
Summarising data
Overall, the trend in … is upwards/downwards.
Between 2013 and 2018, …
During the period ...
It is noticeable that …
5 In pairs, study the (incomplete) chart below and
discuss the questions. Use patterns and phrases
from the Speaking box.
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?
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.
2 Study the graph and complete the sentences with the
phrases from the box.
grew slightly stayed the same steady rise
went up quite dramatically
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
3
In this graph, we can see …
3.22 Listen to somebody talking about the graph
and check your answers.
6
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
4 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.
110
128
□ I can describe trends and talk about the Internet of Things.
0
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
Smartwatches
Smart clothing
Fitness trackers
Wearable cameras
Smart glasses
7 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.
1 Not in use any more because a newer invention exists.
2 Small problems that prevent a device from working well.
3 Everything a piece of software can do.
4 Old-fashioned.
5 Most modern.
6 Using the most recent ideas and methods.
7 Deal with.
8 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.
6 Read Active Vocabulary and complete the sentences
with synonyms from the boxes below. Sometimes
more than one answer is possible.
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.
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.
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
7 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
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
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;
lights are too bright; really loud; so overwhelming; anxiety)
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.
4 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.
112
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 Study the words related to ASD from the text and
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
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l
a
e
r
l
a
u
t
r
i
V
08
s
e
o
h
s
s
’
e
els
e
n
o
e
m
o
ing in s
walk
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
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]
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
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 Every third photo taken by those aged 18–24 ...
2 But more to the point.
3 It isn't a good girls' night out.
4 It's about making other people feel jealous.
5 But that would mean they didn't have the opportunity ...
6 For every photo that gets posted ...
7 You can get some really great pictures.
pictures
8 … just in case someone might judge them.
9 But for others, it could become a problem.
10 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 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.
2 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?
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 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.
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 …
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.
□c Nearly 700,000 of users are thought to have
been affected.
a It is believed that Berners-Lee would now be the
2 □
richest man in the world …
b His new system, called Solid, is reported to be
3 □
1
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 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.
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 …
5 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
Are you giving away
too much information?
1
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?
2
3
2 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.
WRITING | A for-and-against essay
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
6 Combine sentences 1–5 with sentences a–e using the
words in brackets.
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.
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
gradually (adv) /ˈɡrædʒuəli/
5.50
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 wear – wearable
2 apply – appliance
3 function – functionality
4 browse – browser
graph (n) /ɡrɑːf/
alert your doctor /əˌlɜːt jə ˈdɒktə/
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/
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
self-driving car /ˌselfdraɪvɪŋ ˈkɑː/
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 Choose the correct verbs in the
phrases. Then check with the
word list.
1 fall / break down emotionally
2 launch / generate profits
3 track / spill your body’s fat
4 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 …
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/
5 Do the task below.
5.52
adaptor (n) /əˈdæptə/
sensor (n) /ˈsensə/
with the prepositions up, off
and down. Then check with the
word list.
sharply (adv) /ˈʃɑːpli/
slightly (adv) /ˈslaɪtli/
malfunction (n) /mælˈfʌŋkʃən/
revolutionise (v) /ˌrevəˈluːʃənaɪz/
3 Complete the phrasal verbs
rise steadily /ˌraɪz ˈstedili/
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
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)
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
1 Choose the correct words to complete the text.
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.
2 Complete the sentences with the words from the box.
There are two extra words.
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.
3 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.
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
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 a slight
2 a upgraded
3 a functionality
4 a down
5 a Nevertheless
6 a obviously
7 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.
□ 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?
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.
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
6 Study the Life Skills box and match tips 1–6 with extra
information a–f.
LIFE SKILLS | How to manage your online image
2 Work in pairs. Read two newspaper articles about the
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.
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?
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.
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?
consequences of a negative digital footprint. Student A
read Silence and Respect and Student B read Meme
Scheme. Then answer the questions.
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.
7 In pairs, discuss the questions. Could someone else
access and impact your digital footprint? How well do
you guard your privacy?
8 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 What do you think the phrase ‘rags-to-riches’ means?
Do you know any rags-to-riches stories?
2
3
Exercise 5
1 might, can
2 sentence 4
3 Unless you work hard,
you won’t get rich.
when someone goes from poverty to being very rich
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.
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.
Conditionals
4 THINK BACK Match the conditional sentences 1–4
with their types and functions a–d.
□
□
□
□
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.)
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.
8 Choose the correct verb forms to complete the sentences.
Which type of conditional is used in each sentence?
11 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.
GRAMMAR VIDEO
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 / can get fired. (first, with may replacing will)
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)
• 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 SPEAKING In pairs, look at the photos and discuss
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.
the questions.
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
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?
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.
3 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.
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.
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?
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.
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 5
1 chance/opportunity
2 chance
3 opportunity
4 chance/opportunity
5 luck
6 chance/opportunity
7 chance
8 risk
9 risk
10 chance
for you. Then in groups, compare your answers.
1 The biggest piece of luck I’ve ever had was when …
2 Given the chance, I’d love to …
3 I would definitely grab the chance to …
4 I will have to wait and see if …
5 … isn’t worth the risk.
DOCUMENTARY VIDEO
words in the quiz in Exercise 1.
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.
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
6 SPEAKING Complete the sentences so they are true
4 Study Watch out! Then find five expressions with these
WATCH OUT!
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
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 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.
B 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.
C 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
kept him going.
going
D 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.
E 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.
F
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.
G 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.
H 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?
5 Read the news story and choose the correct answers.
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.
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.
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 Believed something without even thinking about it.
2 Communicate effectively.
3 Was forced to do something.
4 Experienced less harm than might be expected.
5 Had the necessary or wanted result.
6 Caused harm or suffering.
7 Be unable to guess something.
8 Stop him from worrying or thinking about something.
9 Had a very difficult or painful experience.
10 Thought carefully about what to do.
11 Helped him to continue, despite the difficult situation.
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
same as the first, including the word in bold.
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
.
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 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
8 Complete the second sentence so that it means the
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
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.
129
147
9E GRAMMAR
1 SPEAKING Look at the title of the article below. How
Exercise 3
1 Past Simple
2 would
3 Past Perfect
would you answer this question?
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
4 Match the bolded examples of past modals in
the text (a–e) with the meanings 1–5 below.
□
□
□
□
□
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 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.
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.
2
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
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.
I wish I could travel round the world.
4
6 Complete the second sentence so that it means the
same as the first, including the word in bold.
I thought I didn’t need to work hard at school. How
wrong I was! Really regret that now.
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
e
I wish my best friend would stop telling everyone my
secrets. It’s not how a friend should behave!
5
2 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 SPEAKING Think of a well-known public figure or
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
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.
The
adventure
3 Complete the Speaking box with the prepositions from the
of a lifetime!
box. Sometimes more than one correct answer is possible.
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.
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, …
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?
7 In pairs, follow the instructions.
6 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 …
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 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.
2 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 I want to enter the competition.
2 When I win, I’m going to use the money to …
3 Part of my job was training new employees.
4 I really really love travelling.
5 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 Complete the questions with
prepositions. Then check with
the word list. After that, answer
the questions with your partner.
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.
3 Complete the sentences with
the correct adjectives formed
from the words in bold. Then
check with the word list.
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.
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/
Colloquial language
inevitable (adj) /ɪˈnevətəbəl/
learn from your mistake /ˌlɜːn frəm jə məˈsteɪk/
lock out (phr v) /ˌlɒk ˈaʊt/
look back (phr v) /ˌlʊk ˈbæk/
make a success of your life /ˌmeɪk ə səkˈses əv
jə ˌlaɪf/
determined (adj) /dɪˈtɜːmɪnd/
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/
grow up in hardship /ˌɡrəʊ ˈʌp ɪn ˈhɑːdʃɪp/
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/
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.
get nowhere /ˌget ˈnəʊweə/
determination (n) /dɪˌtɜːməˈneɪʃən/
well-off (adj) /ˌwel ˈɒf/
ACTIVE VOCABULARY |
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 Choose the correct words to complete the sentences.
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
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 Complete the dialogue with the words from the box.
There are two extra words.
blessing break choice clue consider do flourish
messed up nowhere off ordeal take
– 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
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
4 Complete the sentences with a conditional form,
using the verbs in brackets.
(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 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!
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
personal interest
9 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 SPEAKING If you could visit any historical period for
a day, which would you choose? Say why.
2 Complete the table with the words from the box.
Past modals of speculation
5 THINK BACK Read these the extracts from the recording
and match the underlined verb forms with their
meanings a–c.
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 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?
4
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 The holes in the flute
2 The chesspieces
3 The dodecahedron
4 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
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.
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
10 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.
GRAMMAR VIDEO
7 Look at the sentences a–h from the recording and answer
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?
Vowels
• In NAmE, o often sounds like /aː/, e.g. strong /straːŋ/.
BrE uses the shorter sound /ɒ/, e.g. strong /strɒŋ/.
1 New Orleans is in the American state of
a Mississippi.
b Louisiana.
c Texas.
5 Read these extracts from the recording and match the
2 In which ethnic culture do both jazz and rhythm and
blues have their origins?
a French
b West African
c South American
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
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
4 BrE (/ˈʃɒkɪŋ/)
5 BrE (/ˈpʌtɪŋ//nju:/)
6 NAmE (/ˈmæɡəˌziːn/)
highlighted adjectives with their definitions (a–j). There
are five extra definitions.
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
a Smooth and soft.
b Easy to remember.
c Too loud, too much going on.
d Making you feel very excited.
e Full of happiness and good feelings.
f Gentle, making someone feel calmer.
g Having a regular beat that is repeated.
h Expressing deep feelings and sadness.
i Done many times in the same way, and boring.
j Unpleasant because it is played slightly above or
below the correct pitch.
6 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
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/.
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 SPEAKING Read a factfile about Amy Poehler. Which piece of
5 Study Watch out! and rewrite the sentences,
information do you find most interesting? Say why.
replacing the underlined section with
a participle phrase. Make any changes
necessary to make the meaning clear.
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
WATCH OUT!
2 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 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 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 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 ...)
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.
7 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 Replace and rewrite the underlined parts of the
sentences with prepositional phrases from Exercise 6.
1 He didn’t mean to spoil the ending.
ending
2 There was no question that she was guilty.
3 I thought that there would be a happy ending.
4 It is very probable that the show will be cancelled.
5 If news sites have to review episodes, it would be
something if they could avoid giving spoilers.
6 I didn’t look at Twitter in case I saw spoilers.
7 I have been excited and nervous since last week’s
episode, waiting to see what happens!
8 You’re only arguing because you like arguing!
9 Unlike his other shows, this one is really boring.
10 You shouldn’t watch less than a few episodes before
you decide.
11 I asked him what he had liked about the film besides
the special effects.
12 To tell the truth, I don’t really mind spoilers.
13 Revealing the surprising part of the TV series was
her mistake.
14 You make it sound as if I planned to do it!
it
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?
□
□
□
□
□
□
8 SPEAKING In pairs, discuss the questions.
4 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?
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.
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.
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
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.
5 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
10 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
15 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
20 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
25 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
30 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
35 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
40 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.
C Christenfeld also followed up his research two years
45 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
50 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
55 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
60 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
65 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.
70 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,
75 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
85 across the world, and a lot of the discussion is happening
in online communities. Maybe discussing spoilers is all part
of the fun?
80
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
6 Study Active Vocabulary. Work out the differences
2 THINK BACK Complete the table with the words
ACTIVE VOCABULARY | Easily confused words
you enjoy the most/least: theatre, comedy, film or TV.
Say why.
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
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 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.
4 Replace the underlined parts of the sentences with
phrases from Exercise 3. Make any other changes if
necessary.
Sometimes more than one correct answer is possible.
appalling breathtaking cheesy comical
exceptional lively magical offensive
unconvincing worthwhile
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.
144
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.
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
1 When he gave the final line of the joke,
joke nobody laughed.
2 Toni Collette is the star of the show.
3 You can’t miss this film.
4 I would never have the confidence to go up on a stage
and tell jokes.
jokes
5 I was in suspense right through the film.
6 I hate it when people shout things at comedians –
they’re doing their best!
7 We missed our favourite TV show yesterday, so we’ll
watch the latest one tonight instead.
8 My uncle told a few jokes and got everyone laughing.
5 Complete the sentences with the adjectives from the box.
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
between the pairs of words. Then go to page 199 to
check your ideas.
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?
Not an easy watch,
Hell on Earth, a new
play by David
Saunders about
the Vietnam War,
is certainly well worth
the effort.
Say why.
4
4.12 Study the Speaking box. Listen again and
complete the phrases with the words from the box.
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.
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
8 Go to page 199 and read descriptions of three shows.
In pairs, negotiate which show to see tonight.
□ I can negotiate informally.
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 Read the notice on a platform for art debate for young
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.
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
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.
programmes For example, Idris Elba probably
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
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 performance acting
series
2 show
breathtaking
3 excellent
plot
4 story
7 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?
8 Study Watch out! and complete sentences 1–5 with
correct words or phrases.
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.
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.
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 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
10A GRAMMAR AND VOCABULARY
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 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 Complete the conversation with the correct form of the
VOCABULARY AND GRAMMAR
1 Choose the correct words to complete the sentences.
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.
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 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.
verbs in brackets.
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!
3 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 Complete the second sentence using the word in bold
8 In pairs, role play the situation below. Then change
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
Use of English > page 195
LISTENING
7
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
roles and do the task again.
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.
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.
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.
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 In pairs, discuss the questions.
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 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?
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.
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.
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.
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.
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. – Ben Jonson
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
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 Look at some expressions made popular by Shakespeare.
What do you think they mean?
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
3
1
1 a heart of gold
2 to be in a pickle
3 to come full circle
4 to be on a wild goose chase
5 to do something by the skin of your teeth
2
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?
5 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
8
4.18 Listen to the rest of the conversation and
check your answers.
9 In pairs, tell your partner about …
1 a time when you were in a bit of a pickle.
2 something that has come full circle.
3 a time when you were on a wild goose chase.
4 something you recently managed to do by the skin
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.
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.
When you look closely,
not everything is as
All that glisters is not gold. good or valuable as it
seems on the surface.
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.
Short good jokes
are better than long
complicated stories.
Stealing or doing
The robb’d that smiles, steals bad things to
people isn’t as
something from the thief.
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?
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?
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,
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
45 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
50 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
55 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
60 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
6
2 Read the interview on page 156 and check your ideas
7 Complete the sentences with the correct form of verbs
3 Complete the sentences with information from the
drag honour inherit overrun precede reclaim
undergo
Houses of Parliament?
in Exercise 1.
interview.
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.
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.
4.19 Listen to a conversation and check your answers
to the quiz questions.
from the box.
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!
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.)
4 Someone knocks three times on the door to the
Commons at a State Opening to show respect.
5 The monarch can only enter the House of Commons.
6 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 MPs can’t call each other by name during a debate.
10 Members of the public can’t be present during
a debate in either House.
157
175
LITERATURE SPOT 1
1 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.
hostage negotiator abandoned barn students
demands
3
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.
□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
3 □
thriller writer.
T The writer develops plots around problems that
4 □
have relevance today.
F The book is about a criminal who has a disability.
5 □
T Dave likes the style the writer uses.
6 □
T Melanie, the teacher, sometimes imagines that
7 □
she is not deaf.
F Melanie makes friends with the negotiator.
8 □
1
2
5 In pairs, discuss what you think might be in Melanie’s
imaginary music room. Read Extract 1 and check
your ideas.
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’.
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
A Maiden’s Grave
8 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 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
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,
15 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.
20 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
25 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.
30 ‘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.
35 ‘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
40 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
45 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
50 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
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.
1 How can you identify a vampire?
2 What animal forms can a vampire take?
3 How can you protect against vampires?
3
4.22 Read the statements and decide if they
are true or false. Then listen and check.
□ Bram Stoker created the idea of vampires in
his novel Dracula.
2 □ Some of the events in Dracula might be based
1
on facts.
Exercise 4
1 1897
2 Egypt and China
3 100
4 dog jump/jumping
5 crates
8 diaries and letters
4
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.
Exercise 7
1 nocturnal
2 gruesome
3 revulsion
4 delusion
5 inaccessible
6 dread
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 …
7 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.
8 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 …
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.
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
178
Dracula
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.
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
20 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
25 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
30 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
35 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,
40 and though weatherworn, was still complete. I drew
back behind the stonework and looked carefully out.
B
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 WATCH AND REFLECT
Getting through to animals
1 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.
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
5 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?
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
02
5 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.
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
6 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 WATCH AND REFLECT
1 SPEAKING In pairs, look at the photo and answer the
questions.
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
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?
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
Long-lost sisters
5 SPEAKING In pairs or small groups, discuss
the questions. Then share your opinions with
another group.
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.
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
WATCH AND REFLECT
04
1 SPEAKING In pairs, look at the photos showing
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.
TV newsrooms from the past and the present and
answer the questions.
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 WATCH AND REFLECT
Making sense of synesthesia
1 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.
3 Do you think you experience multi-sensory
associations? If so, what are they and how often do
you have them?
Exercise 4
1 process
2 function
3 experiences
4 triggered
5 acquire
6 makes
7 mistake
8 influenced
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.
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
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’?
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.
WATCH AND REFLECT
06
5 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.
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
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185
07 WATCH AND REFLECT
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.
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.
Exercise 4
1 social change
2 path
3 opportunity
4 organisation
5 business
6 employment
7 clothes
8 poverty
9 prosperity
4
15 Complete the extracts from the video with the
words and phrases from the box. Then watch the video
again and check.
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.
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
186
Driving social change
6 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.
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.
1 Who are the people? What are they doing?
2 How could virtual reality be used in health care?
2
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
with virtual images to motivate patients.
3 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
WATCH AND REFLECT
5
08
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
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.
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
6 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.
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
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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)
19 Watch the video again and complete the
sentences with 1–2 words in each gap.
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.
odds problem risky sound sub-zero venture
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
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188
5 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
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
6 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
21 SPEAKING In pairs, look at the photo and
answer the questions. Then watch the video to
check your answers.
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 When was the last time you danced? Where was it?
Why did you do it? What was it like?
4
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.
WATCH AND REFLECT
10
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.
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
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189
190
Grammar Reference and Practice
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?
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.
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.
172
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.)
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?
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!
1 1A Complete the sentences using the correct tense and
a time expression from the box.
at the time ever since from time to time
in recent years right now once a week these days
earlier today for
(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 1A Complete the sentences using the correct tense and
the verbs from the box. Use every verb twice.
appear have look see smell think
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
4 1D Match the sentence halves.
1 Let’s go to the party, c
2 Sorry, I’m putting you on the spot, b
3 Somebody told you, h
4 Nobody gave you the message, f
5 Don’t forget, g
6 He’ll turn the laptop off, e
7 You couldn’t help me, a
8 Come to the party, d
5 1D Complete the questions with the correct question tag.
? does he
1 He doesn’t come across very well,
? can you
2 You can’t let it drop,
? aren’t you
3 You’re going to Paris,
? have you
4 You haven’t seen my mobile,
5 I should pay her a compliment when we first
? shouldn’t I
meet,
6 He’s not going to take to you if you insist on having
? is he
the last word,
7 The room looks different … Someone has moved the
? haven’t they
couch,
? shall we
8 Let’s get some ice cream,
? won’t you
9 Come sit with us,
10 Parents need to teach children not to drop litter,
? don’t they
? will you
11 Pick it up,
? did they
12 Nobody helped her,
? aren’t I
13 I’m having lunch with them,
? will you
14 Don’t go out tonight,
6 1D Complete the conversation with question tags or
echo questions.
Bella
Tia
Bella
Tia
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,
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
3 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
9
many innovations in phone
Since then, there
that this was perhaps
technology, but Papworth 10
a key moment in mobile history.
a could you?
b aren’t I?
c shall we?
d won’t you?
e won’t he?
f did they?
g will you?
h didn’t they?
Exercise 6
1 Is it
2 don’t you
3 we’re not
4 Are they
5 shall we
6 will you
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
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 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
173
Grammar Reference and Practice
2A Future forms for predictions
2F Future forms for plans and hopes
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 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 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.)
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.
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?
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.
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).
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)
174
1 2A Choose the correct tense to complete the sentences.
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.
2 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.
4 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.
food travel technology the environment
population housing
We will be eating more vegan food in 50 years’ time.
5 2F Choose the correct option to complete the
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.
3 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.
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.
sentences.
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.
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
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
6 2F Complete the conversation with the phrases from
the box.
won’t return going to ’ll see will be trying
’ll be compensating due to speak ’s hoping to
Katy
Ben
Katy
Ben
Katy
Ben
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
7 2F Finish the sentences so that they are true for you.
.
1 I’m hoping to
.
2 My mum is thinking of
.
3 My teacher is due to
.
4 I’ll be
.
5 I’m going to
tomorrow at 7.30 a.m.
6
by Friday.
7 My best friend
175
191
192
Grammar Reference and Practice
3A Past and present habits
3E Relative clauses
• 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.
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.
3E Participle clauses
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.
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.
1 3A Complete the sentences with the words from the box.
didn’t use to is always ‘ll used to live used to go
would
to Cornwall every year.
1 We
showing off!
2 Hillary
in Scotland when I was young.
3 He
argue with my sister every day when we
4 I
were young.
mess about and then blame it on me.
5 He
like getting a compliment.
6 I
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.
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.
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.
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.
matches with the meaning given.
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.
Exercise 1
1 used to go
2 is always
3 used to live
4 would
5 ’ll
6 didn’t use to
5 3E Rewrite the sentences using a present or past
participle clause.
1 Who’s the girl who is crying over there?
the girl crying over there
Who’s
2 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.
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.
3 3E Complete the sentences with a relative pronoun or
a relative pronoun + preposition. In which sentences
can you omit the pronoun?
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
176
4 3E Look at the pairs of sentences and decide which one
?
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.
6 3E Complete the sentences so they are true for you.
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,
.
.
.
.
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
177
Grammar Reference and Practice
Exercise 1
1 had checked
2 Had, been visiting
3 had recorded
4 had been learning
5 hadn’t known
6 had been
watching
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 3
1 had we eaten
2 had I opened
3 did we claim
4 she seen
5 did he get
6 did he agree
4A Narrative tenses; Past Perfect Simple
and Continuous
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.
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.
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.
4C Negative inversion
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.
178
1 4A Complete the sentences with the Past Perfect
Simple or Continuous and the verbs in brackets.
(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.
2 4A Complete the text with the Past Perfect or Past
Perfect Continuous form of the words from the box.
fall find not reveal report try work
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.
3 4C Complete the sentences with the correct form of the
words in brackets.
(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
4 4C Rewrite the second sentence using the words in
bold so that it means the same as the first one.
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.
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.
5A Gerunds and infinitives
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!
Infinitive without to
We use an infinitive without to after let and make:
They may make you feel happier.
Let your heart slow down.
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 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.
5C Verbs with gerunds and infinitives
(change in meaning)
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.
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.
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.
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.
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.
5F Would rather, would sooner
• 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.
179
193
194
Grammar Reference and Practice
1 5A Complete the sentences with 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.
2 5A Complete the conversation with a verb from the
Exercise 2
1 going
2 to be
3 to look
4 walking
5 sounding
6 changing
7 listening
8 standing
box using a gerund or an infinitive.
be change go listen look sound stand walk
Callum
Theo
Callum
Theo
Callum
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!
3 5A Write two sentences using the infinitive and gerund
forms for each one.
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.
180
4 5C Read the pairs of sentences and match them to the
correct meaning (a–b).
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.
3
I tried to bake some
bread. b
I tried baking some
bread. a
a I did it so as an
experiment.
b It was effort and it
possibly wasn’t nice.
5 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?
Alice
Kat
Alice
Kat
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).
6 5F Write the second sentence using the word in bold so
that it means the same as the first one.
1 I don’t want to talk about it. RATHER
I’d rather not talk about it.
2 I don’t want you to study English philology. DID
I’d rather you did not study English philology.
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.
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.
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.
6A Modal and related verbs
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.
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.
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)
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.
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.
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 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.
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)
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.
Related verbs
The police managed to find the bomb in time.
He succeeded in persuading her to help.
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
Why has cruelty to animals been allowed in this country?
We are permitted to enter the lab.
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
Students are not allowed to take mobile phones into exams.
In my last job, we were forbidden to use the Internet in
the office.
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
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.
Related verbs
Human divers are not required to do the job.
Secret agents are not obliged to be glamorous.
181
Grammar Reference and Practice
2 6A Choose the correct words or phrases to complete
6C Articles
the conversation.
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.
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
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)
1 6A Match the sentences 1–7 to the related verbs a–g
and then to the use in the box (A–G).
A prohibition B no obligation C duty and advice
D possibility E obligation and necessity F permission
G ability
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
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.
G
4 I can walk for miles! b
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.
A
D
182
Lilly
Freya
Lilly
Freya
Lilly
Freya
Lilly
Freya
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.
3 6C Choose the correct forms to complete the sentences.
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!
4 6C Complete the conversation with: a/an, the or no
article (–).
Sam
Luke
Sam
Luke
Sam
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
2
7A Reported speech
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.
We use reporting verbs like: say, tell, ask, reply, answer,
enquire, announce, order (more about the verbs in 7C).
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
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.
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.
7E Reporting verbs
We use a great variety of verbs to summarise what people
say. Some of them have more than one pattern.
• 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
• Verb + object + (that)
He warned him (that) he was wasting his time.
Others: advise, persuade, promise, remind, tell
• 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 + (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) gerund
She suggested getting a job as a secretary.
The salesmen regretted not making a better deal.
Others: admit, advise, deny, recommend
• Verb + preposition + (not) gerund
They apologised for not listening to her.
Others: insist on, object to
• 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
More than one pattern is possible with these verbs:
admit, advise, agree, deny, insist, promise, recommend,
regret, remind, suggest, warn.
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
183
195
196
Grammar Reference and Practice
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.
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 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
184
1 7A Write the second sentence using the word in bold
so that it means the same as the first one.
4 7E Complete the sentences with the correct form of the
verbs in the box. Add that when necessary.
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.
break delete deny go humiliate not post
promise should work
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.
4 ‘We must put more pressure on the government,’
I said. THAT
I said that we had to put more pressure on the government.
5 ‘Don’t chant anything offensive,’ Pete advised us. TO
Pete advised us not to chant anything offensive.
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.
she had bullied me.
1 She
him
I would help with his placard.
2 I
me.
3 He threatened
the photo.
4 We warned her
the school rules.
5 She admitted to
on the rally.
6 They insisted on
so hard on the anti-bullying
7 I praised her for
campaign.
we
have a meeting.
8 He proposed
she
the malicious post.
9 I demanded
5 7E Complete the text using the correct form of the
verbs in brackets. Add that or prepositions where
necessary.
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.
2 7A Rewrite the conversation using reported speech.
Saskia
Niall
Saskia
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
3 7A Write six sentences about Niall and Saskia’s
conversation using the verbs from the box.
admit congratulate invite remind repeat warn
Niall
Saskia
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.
THE
ICE BUCKET CHALLENGE
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.
6 7E Write sentences that are true for you about
something you …
1 were encouraged to do.
2 promised to do.
3 congratulated somebody on.
4 objected to doing.
5 offered to do.
6 insisted on doing.
8A The passive
The form
The passive is made with a form of be and a past participle.
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.)
Present Simple
A transmitter is worn on the body
and digital messages are sent via the
body’s electrical field.
Present
Continuous
The invention is being welcomed
by coffee-lovers and couch potatoes
everywhere.
Past Simple
‘Fresh Brew’ was created by British
coffee company ‘Beans R Us’.
Past
Continuous
When we last heard, the ‘mirror’ was
still being developed in a lab in France.
Present Perfect
Once a profile of your lifestyle has
been built up …
Past Perfect
When Lois realised she had been
followed to her front door, she quickly
activated her bag.
Modal verbs in
passive
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.
going to
It is going to be shown at the ‘New
Inventors’ show next month.
will
A computer shows how your
appearance will be affected in future.
The passive
infinitive
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
gerund
It’s a ‘must have’ if you are worried
about being attacked.
Nobody likes being told about their
bad habits, especially by a computer!
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!
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.
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.
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.
Other verbs like this are: hand, offer, pay, promise, send, teach.
8F Impersonal passive structures
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)
185
Grammar Reference and Practice
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
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
1 8A Change the active sentences into the passive.
4 8F Rewrite the sentences using it + passive + that
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
.
2 8A Complete the text with the correct passive form of
the verbs in the box. Sometimes more than one tense
choice is possible.
clause.
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.
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.
5 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.
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.
display charge monitor launch track
recommend create
6 8F Complete the text with the correct passive structure.
Use the verbs in brackets.
Early smartwatch adopter
Relationship killers?
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!
Social media
(think/be) contributing to
friendship breakdowns among teens. Moreover,
2
also
(believe) the constant need
it
for approval is causing anxiety.
1
3 8A Complete the sentences with your own ideas. Use
the passive forms.
186
1 I don’t really fancy
2 Nobody likes being
3 Most people like
4 Somebody has
5 The Internet of Things seems
6 When I was on my mobile phone, I
.
.
.
.
.
.
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.
9A Conditionals
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.
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.
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.
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.)
1 9A Complete the sentences with a correct form of the
words in brackets.
Bea
Mum
Bea
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.
Bea
Mixed conditionals combine clauses from the second
and third conditional types.
Mum
• 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.)
• 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.)
9E Wish / If only | Past modals
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.)
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.)
Mum
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?
2 9A Write mixed conditional sentences using the words
in bold.
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.
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
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
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.)
187
197
198
Grammar Reference and Practice
3 9E Write sentences using I wish and If only.
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.
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
4 9E Complete the conversation with wish and past
modals.
Lea
Saskia
Lea
Saskia
Lea
(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
10A Past modals of speculation
• 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)
• 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.
• 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.
• 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.
• 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)
10C Reduced adverbial clauses
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.
5 9E Use the prompts to write sentences using I wish or
past modals. Use your own ideas.
1 You’ve eaten too much. I wish I hadn’t eaten so much!
2 You didn’t do your homework yesterday.
3 You said some mean things to your friend.
4 You went on holiday last year. It wasn’t great.
5 You met your friend in town but left your wallet at home.
6 You flunked Chemistry last semester.
7 You've just spent all your money!
188
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 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).
1 10A Complete the text with the correct form of the
4 10C Combine the two sentences, using a participle
verbs from the box. Sometimes more than one answer
is correct.
clause.
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.
must/take might/move must/have could/transport
might/use could/use would/take can’t/be
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.
5 10C Complete the text with the correct form of the
Summer Solstice at Stonehenge
verbs from the box.
2 10A Read the situation. Then for every situation, write
adapt be become know play spend use
sentences using past modals of speculation.
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.
.
.
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
.
Jamie Cullum
‘Sinatra in sneakers’
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.
Exercise 5
1 Playing
2 knowing
3 Having spent
4 using
5 Having been
6 Becoming /
Having become
7 Adapting /
Having adapted
3 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.
The great pyramid of Giza, Egypt The Great Wall of China
Puma Punka, Bolivia Göbekli Tepe, Turkey Chichen
Itza, Yucatan, Mexico
189
Irregular Verbs
Use of English
Irregular Verbs
5.71
190
awake /əˈweɪk/
awoke /əˈwəʊk/
awoken /əˈwəʊkən/
lose /luːz/
lost /lɒst/
lost /lɒst/
be /biː/
was/were /wɒz/wɜː/
been /biːn/
make /meɪk/
made /meɪd/
made /meɪd/
beat /biːt/
beat /biːt/
beaten /ˈbiːtn/
mean /miːn/
meant /ment/
meant /ment/
become /bɪˈkʌm/
became /bɪˈkeɪm/
become /bɪˈkʌm/
meet /miːt/
met /met/
met /met/
begin /bɪˈgɪn/
began /bɪˈgæn/
begun /bɪˈgʌn/
overcome /ˌəʊvəˈkʌm/
overcame /ˌəʊvəˈkeɪm/
overcome /ˌəʊvəˈkʌm/
bet /bet/
bet /bet/
bet /bet/
pay /peɪ/
paid /peɪd/
paid /peɪd/
bite /baɪt/
bit /bɪt/
bitten /ˈbɪtn/
bleed /bliːd/
bled /bled/
bled /bled/
prove /pruːv/
proved /pruːvd/
proved /pruːvd/
proven /pruːvən/
blow /bləʊ/
blew /bluː/
blown /bləʊn/
put /pʊt/
put /pʊt/
put /pʊt/
break /breɪk/
broke /brəʊk/
broken /ˈbrəʊkən/
bring /brɪŋ/
brought /brɔːt/
brought /brɔːt/
quit /kwɪt/
read /riːd/
quit /kwɪt/
read /red/
quit /kwɪt/
read /red/
build /bɪld/
built /bɪlt/
built /bɪlt/
ride /raɪd/
rode /rəʊd/
ridden /ˈrɪdən/
burn /bɜːn/
burned /bɜːnd/ or
burnt /bɜːnt/
burned /bɜːnd/ or
burnt /bɜːnt/
ring /rɪŋ/
rang /ræŋ/
rung /rʌŋ/
rise /raɪz/
rose /rəʊz/
risen /ˈrɪzən/
burst /bɜːst/
burst /bɜːst/
burst /bɜːst/
run /rʌn/
ran /ræn/
run /rʌn/
buy /baɪ/
bought /bɔːt/
bought /bɔːt/
say /seɪ/
said /sed/
said /sed/
catch /kætʃ/
caught /kɔːt/
caught /kɔːt/
see /siː/
saw /sɔː/
seen /siːn/
choose /tʃʊːz/
chose /tʃəʊz/
chosen /ˈtʃəʊzən/
seek /siːk/
sought /sɔːt/
sought /sɔːt/
come /kʌm/
came /keɪm/
come /kʌm/
sell /sel/
sold /səʊld/
sold /səʊld/
cost /kɒst/
cost /kɒst/
cost /kɒst/
send /send/
sent /sent/
sent /sent/
creep /kriːp/
crept /krept/
crept /krept/
set /set/
set /set/
set /set/
cut /kʌt/
cut /kʌt/
cut /kʌt/
shake /ʃeɪk/
shook /ʃʊk/
shaken /ˈʃeɪkən/
deal /diːl/
dealt /delt/
dealt /delt/
shine /ʃaɪn/
shone /ʃɒn/
shone /ʃɒn/
dig /dɪg/
dug /dʌg/
dug /dʌg/
shoot /ʃuːt/
shot /ʃɒt/
shot /ʃɒt/
do /duː/
did /dɪd/
done /dʌn/
show /ʃəʊ/
showed /ʃəʊd/
shown /ʃəʊn/
draw /drɔː/
drew /druː/
drawn /drɔːn/
shrink /ʃrɪŋk/
shrank /ʃræŋk/
shrunk /ʃrʌŋk/
dream /driːm/
dreamed /driːmd/ or
dreamt /dremt/
dreamed /driːmd/ or
dreamt /dremt/
shut /ʃʌt/
shut /ʃʌt/
shut /ʃʌt/
sing /sɪŋ/
sang /sæŋ/
sung /sʌŋ/
drink /drɪŋk/
drank /dræŋk/
drunk /drʌŋk/
sink /sɪŋk/
sank /sæŋk/
sunk /sʌŋk/
drive /draɪv/
drove /drəʊv/
driven /ˈdrɪvən/
sit /sɪt/
sat /sæt/
sat /sæt/
eat /iːt/
ate /et/
eaten /ˈiːtən/
sleep /sliːp/
slept /slept/
slept /slept/
fall /fɔːl/
fell /fel/
fallen /ˈfɔːlən/
feed /fiːd/
fed /fed/
fed /fed/
smell /smel/
smelled /smeld/ or
smelt /smelt/
smelled /smeld/ or
smelt /smelt/
feel /fiːl/
felt /felt/
felt /felt/
speak /spiːk/
spoke /spəʊk/
spoken /ˈspəʊkən/
fight /faɪt/
fought /fɔːt/
fought /fɔːt/
find /faɪnd/
found /faʊnd/
found /faʊnd/
speed /spiːd/
speeded /ˈspiːdəd/ or
sped /sped/
speeded /ˈspiːdəd/ or
sped /sped/
fly /flaɪ/
flew /fluː/
flown /fləʊn/
forbid /fəˈbɪd/
forbade /fəˈbæd/
forbidden /fəˈbɪdn/
spell /spel/
spend /spend/
spelt /spelt/
spent /spent/
spelt /spelt/
spent /spent/
forget /fəˈget/
forgot /fəˈgɒt/
forgotten /fəˈgɒtn/
spill /spɪl/
spilled /spɪld/ or
spilt /spɪlt/
spilled /spɪld/
or spilt /spɪlt/
forgive /fəˈgɪv/
forgave /fəˈgeɪv/
forgiven /fəˈgɪvən/
split /splɪt/
split /splɪt/
split /splɪt/
freeze /friːz/
froze /frəʊz/
frozen /ˈfrəʊzən/
get /get/
got /gɒt/
got /gɒt/
spoil /spɔɪl/
spoiled /spɔɪld/ or
spoilt /spɔɪlt/
spoiled /spɔɪld/ or
spoilt /spɔɪlt/
give /gɪv/
gave /geɪv/
given /ˈgɪvən/
spread /spred/
spread /spred/
spread /spred/
go /gəʊ/
went /went/
gone /gɒn/
stand /stænd/
stood /stʊd/
stood /stʊd/
grow /grəʊ/
grew /gruː/
grown /grəʊn/
steal /stiːl/
stole /stəʊl/
stolen /ˈstəʊlən/
hang /hæŋ/
hung /hʌŋ/
hung /hʌŋ/
stick /stɪk/
stuck /stʌk/
stuck /stʌk/
have /hæv/
had /hæd/
had /hæd/
strike /straɪk/
struck /strʌk/
struck /strʌk/
hear /hɪə/
heard /hɜːd/
heard /hɜːd/
sweep /swiːp/
swept /swept/
swept /swept/
hide /haɪd/
hid /hɪd/
hidden /ˈhɪdn/
swim /swɪm/
swam /swæm/
swum /swʌm/
hit /hɪt/
hit /hɪt/
hit /hɪt/
swing /swɪŋ/
swung /swʌŋ/
swung /swʌŋ/
hold /həʊld/
held /held/
held /held/
take /teɪk/
took /tʊk/
taken /ˈteɪkən/
hurt /hɜːt/
hurt /hɜːt/
hurt /hɜːt/
teach /tiːtʃ/
taught /tɔːt/
taught /tɔːt/
keep /kiːp/
kept /kept/
kept /kept/
tear /teə/
tore /tɔː/
torn /tɔːn/
know /nəʊ/
knew /njuː/
known /nəʊn/
tell /tel/
told /təʊld/
told /təʊld/
lead /liːd/
led /led/
led /led/
think /θɪŋk/
thought /θɔːt/
thought /θɔːt/
lean /liːn/
leaned /liːnd/ or
leant /lent/
leaned /liːnd/ or
leant /lent/
throw /θrəʊ/
threw /θruː/
thrown /θrəʊn/
learned /lɜːnd/ or
learnt /lɜːnt/
learned /lɜːnd/ or
learnt /lɜːnt/
understood /ˌʌndəˈstʊd/
understood /ˌʌndəˈstʊd/
learn /lɜːn/
understand /
ˌʌndəˈstænd/
upset /ˌʌpˈset/
upset /ˌʌpˈset/
upset /ˌʌpˈset/
leave /liːv/
left /left/
left /left/
wake /weɪk/
woke /wəʊk/
woken /ˈwəʊkən/
lend /lend/
lent /lent/
lent /lent/
wear /weə/
wore /wɔː/
worn /wɔːn/
let /let/
let /let/
let /let/
win /wɪn/
won /wʌn/
won /wʌn/
lie /laɪ/
lay /leɪ/
lain /leɪn/
wind /waɪnd/
wound /waʊnd/
wound /waʊnd/
light /laɪt/
lighted /ˈlaɪtəd/ or
lit /lɪt/
lighted /ˈlaɪtəd/ or
lit /lɪt/
withdraw /wɪðˈdrɔː/
withdrew /wɪðˈdruː/
withdrawn /wɪðˈdrɔːn/
write /raɪt/
wrote /rəʊt/
written /ˈrɪtn/
Unit 1
Unit 2
1 Complete the second sentence using the word in
1 Complete the sentences with the correct form of the
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 Complete the text with the correct form of the words
from the box. There are two extra words.
annoy astonish become carry celebrate find
get high send
Message in a balloon
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
The story of the Buxton girls is a reminder that just
unlikely, it doesn’t mean
because something is 7
it’s impossible.
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.
2 Choose the correct words a–d to complete the text.
Fly green!
or be
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.
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
Unit 1,
Exercise 2
1 was
celebrating
2 carried
3 found
4 had sent
5 astonished
6 have become
7 highly
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
1 a similar
b upward
c maximum
d downward
2 a will have risen b will be rising c is rising
d is going to rise
3 a makes
b produces
c causes
d contributes
4 a by
b about
c in
d over
5 a likely
b due
c common
d significant
6 a strongly
b deeply
c considerably d merely
7 a exhaust
b renewable c acid
d fossil
8 a affect
b lead
c result
d cause
191
199
200
Use of English
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
Unit 3,
Exercise 2
1 dedicated
2 Oddly
3 trustworthy
4 Unlike
5 belonging
6 security
7 Apparently
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
Unit 4
Unit 5
Unit 6
1 Complete the second sentence so that it means the
1 Complete the second sentence using the word in bold so
1 Complete the sentences with the correct form
1 Write one word which can be used in all three sentences.
same as the first one. Use no more than five words.
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.
2 Complete the text with the correct form of the words
in brackets.
Different generation different social media
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.
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.
192
that it means the same as the first one. Use no more than
five words including the word given.
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
2 Choose the correct words a–d to complete the text.
The Black Volga
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!
1 a TV
2 a engaged
3 a mark
4 a bizarre
5 a in front of
6 a aimlessly
7 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
of the words in brackets. Add extra words were
necessary.
(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.
2 Complete the text with one word in each gap.
The power of scent
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.
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.
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.
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.
2 Choose the correct words a–d to complete the text.
Keret House
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.
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 5,
Exercise 2
1 affects/
influences
2 a/the/this/
that
3 buds
4 put
5 such
6 make
7 even
8 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.
1 a–
2 a had to
3 a nowhere near
4 a–
5 a managed
6 a might
7 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
193
Use of English
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
Unit 7,
Exercise 2
1 victimised
2 unaware
3 told
4 embarrassing
5 discriminatory
6 equal
7 sympathise
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 8,
Exercise 2
1 disconnect
2 recognition
3 apparently
4 profoundly
5 noticeable
6 growth
7 wearables
Unit 7
Unit 8
Unit 9
Unit 10
1 Complete the second sentence using the word in bold
1 Complete the second sentence so that it means the
1 Complete the sentences with the correct form of the
1 Write one word which can be used appropriately in all
so that it means the same as the first one. Use no more
than five words, including the word given.
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 Complete the text with the correct form of the words in
the box. There are two extra words.
Too thin for the fitness centre?
aware discriminate embarrass equality exploit
justify sympathy tell victim
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.
,
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.
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.
194
same as the first one. Use no more than five words in
each gap.
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.
2 Complete the text with the correct form of the words in
brackets.
Is your
smartphone
making you less smart?
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.
words in brackets. Add extra words were necessary.
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.
2 Complete the text with the correct form of the words
in brackets.
HOW WE REALLY 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.
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.
2 Complete the text with one word in each gap.
A YOUNG
STAR IS BORN
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.
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
Unit 9,
Exercise 2
1 hazardous
2 survivors
3 setback
4 Similarly
5 increasingly
6 inheritance
7 risk-takers
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 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.
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.
195
201
202
Communication
STUDENT A
3E Exercise 9, page 40
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.
Fax, 1
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.
8F Exercise 6, page 115
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.
5F Exercise 6, page 71
You want to go out for dinner with Students B and C. These
are your preferences:
• You don’t like packed places.
• You like informal, simple places.
• Somewhere with a terrace / garden.
7E Exercise 7, page 100
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.
advise explain insist object offer refuse suggest
A
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.
1
9A Exercise 11, page 125
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.
ALL STUDENTS
1D Exercise 8, page 9
In pairs, use some of the conversation starter
questions to prepare a short dialogue. Use
question tags and echo questions.
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?
2D Exercise 8, page 22
B
Study some ideas for the competition in Exercise 1
on page 24.
Then discuss these statements with Student B.
Say what impact they have on people’s lives.
Read the short text. Tell Student B about the
person and comment on some key points in
their lives using conditional forms.
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.
2E Exercise 2, page 24
Rewrite these sentences using impersonal
passive structures. For each sentence, use
different types of structures.
2
3
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.
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: 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.
USE THIS –
OR USE NEARLY
250 PLASTIC
BOTTLES THIS YEAR.
C
BAN THE
BOTTLE
AND BRING
BACK THE TAP!
3A Exercise 5, page 35
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.
4A Exercise 13, page 49
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.
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
4F Exercise 3, page 55
2E Exercise 6, page 24
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.
A
Plastic
never
goes
away.
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.
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.
Now discuss whether you think what happened in this
situation was fair. Give reasons for your answers.
196
197
Communication
5A Exercise 2, page 65
6F Exercise 5, page 85
Items 3 and 6 are not true.
8A, Exercise 9, page 109
5F Exercise 6, page 71
Magic and magical can both be used to describe
something that can perform magic, e.g. a magic wand,
a magical animal. Magical can also be used to describe
something beautiful and exciting, e.g. a magical evening.
Comic is used to describe things which are meant
to be funny; it is always used before the noun,
e.g. a comic film. Comical is used to describe something
that makes you want to laugh, often because it is silly; it
can be used before or after the noun, e.g. a comical hat /
the hat was comical.
Historic is used to describe something that was or will
be important in history, e.g. a historic occasion. Historical
is used to describe books, plays and films that deal with
the past, e.g. a historical novel.
Childlike is used to describe positive qualities that are
typical of a child, e.g. She has a childlike way of looking at
things.Childish is used to show disapproval of behaviour
that makes one seem much younger than they really are,
e.g. Don’t be so childish!
Tasteful can be used to describe something made or
decorated with good taste, e.g. tasteful furnishings.
Tasty food has a good taste, but is not sweet.
Lively is used to describe someone who has a lot of energy.
Alive is used to describe somebody that is still living, not
dead, but also something full of energy and happiness,
e.g. face alive with excitement, house alive with activity.
Invaluable is used to describe something extremely useful,
e.g. The internet is an invaluable source of information.
Worthless is used to describe something of no value,
importance, or use, e.g. a worthless piece of information.
Student A: All you need is two paper cups and a toilet roll.
Student B: What you do first is …
In groups of three, decide which of the restaurants below
you would like to go to. Discuss the options, explaining
your preferences.
How to make a speaker from paper cups and a toilet roll
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 cups onto ends of toilet roll.
Gino’s’ Pizza
Enjoy a delicious
homemade Italian meal.
Quiet and relaxed,
outdoor seating.
2.5 km away
★★★
A
B
C
D
E
F
Mango Tree Spice n’ Grill
0.7 km away
★★★★★
6C Exercise 8, page 81
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.
• 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
Read the descriptions of three more shows on at
the Muse Art Festival. In groups, negotiate
which show to see tonight.
Quiz key
7B Exercise 3, page 96
(634 reviews)
10F Exercise 8, page 145
9C Exercise 1, page 127
Great place for a long
night out with friends.
Amazing view, live music,
classic and cont