(completed) Navigate Intermediate B1+ Coursebook (Teacher's Edition)

Teacher's Edition Rachael Roberts, Heather Buchanan and Emma Pathare series Adviser Catherine Walter

vigate Coursebook

with video

intermediate

OXPORD

Rachael Roberts, Heather Buchanan and Emma Pathare Series Adviser Advis er Catherine Walter

with video

OXFORD UNIVERSITY PRESS

Contents

3000™ ™ Navigate has been based O m O xford 3000 on the Oxford 3000 to ensure that learners are only covering the m ost relevant vocabulary.

1 Trends

page 6

Talk Talk about things that are changing Talk about friendships Talk about spending Talk Talk about states, th oughts and feelings Listen for key words Noun suffixes Ask for and give opinions Write for social media

2 What a story!

1.1 A re you re al ly m y f ri en d? p6

Present simple, continuous and perfect p6

1.2 Why spending's #trending p8

State verbs p9

1.3 Vocabulary and skills skills developm ent pio 1.4 Speaking and writing p i 2 1.5 O page 16

Talk Talk about past experiences Use narrative forms Sequence events Talk Talk about commun ication Understand references in a text Use Use comm ent adverbs Engage a listener and show interest Write a narrative

Narrative forms pi7

2.2 Unbelievable? pis

Sequencing events pi8

2.4 Speaking and writing p22 p22

page 26

page 36

Talk Talk about l iving on water Talk Talk about predictions and decisions Talk Talk about the natural world Talk Talk about probabil ity Understand consonant-vowel linking Understand idiomatic phrases about places places Avoid repetition Make enquiries

Ability p27

p28 3.2 Faking it? p28

Obligation, Obligation, permission and possibility p29 p29

p30 3.3 Vocabulary and and skills developm ent p30 p32 3.4 Speaking Speaking and wr itin g p32 3 .5 O

p35 Review p35 will/be going to for predictions and

4.2 Forest bathing p38 p38

Probability p38

decisions p37

4.4 Speaking p42 Speaking and and w riting p42

page 46

Video Songdo p44

p45 Review p45

p46 5.1 Universally popular? p46

p47 -ing form and infinitive with to p47

p48 5.2 Mosquito smasher! smasher! p48

Present perfect simple and past simple p49

p50 5.3 Vocabulary and and skills developm ent p50 p52 5.4 Speaking Speaking and wr itin g p52

page 56

V i de de o Film studies p54

p55 Review p55

6.1 Man and machine p56 p56

Defining and and non-defin ing relative clauses p57

6.2 Controlling p58 Controlling the weather? p58

Present perfect simple and continuous p59

6.3 Vocabulary and skills p60 skills developm ent p60 6.4 Speaking and writing p62 p62 6.5 C

2

p34 Vid eo A wom an's life: 1914 1914 vs vs 2014 2014 p34

4.1 Living on water p36 p36

5 .5 .5 O

Talk about machines in our lives Use Use defining and non-d efining relative clauses Talk about the climate and extreme weather Talk about recent events and changes Recognize linkers in conversation Understand and use adjective suffixes Write a professional email Change arrangements

p25 Review p25

4.3 Vocabulary and skills p40 skills developm ent p40

Talk about different genres of films -ing form and infinitive with to Describe a video game Use Use present per fect simple and past simple Understand linkers Use Use extreme adjectives Write a film review Compare and recommend

6 In control? contr ol?

V i de deo Seven goo d stories p24

p26 3.1 Challenges p26

4 .5 O

5 Entertainment

R e v i e w pis

2.3 Vocabulary and skills skills developm ent p2 0

Talk about challenges and success Talk Talk about ab ility Talk Talk about wor k skills Talk Talk about obligation, permission and possibility Recognize complex noun phrases (1) Use compound adjectives Give practical instructions Write a paragraph supporti ng an opinion

[ 4 Spac Space e

Vide o Social Social media marketing pi4

2.1 I'll I'll never forg et that day pi6

2.5 O

3 Life skills

GRAMMAR

Video Mist catchers p64

p65 Review p65

VOCA B UL A RY

PRONUNCIA TIO N

L IS TENING /REA DING

Friendship p7

Linking p7

0

S P E A K IN G / W R I T I N G

Vox pops pops 1 p7 Vi de deo Vox

Spending p8 Noun suffixes pH

L i st e n in g key words p io Speak ing asking for and giving opinions opinions pi2 Wr iting social social media media pi3

Describi Describing ng past experience experiencess pi6

Auxiliary verbs: verbs: had + was/were pi7

0

Vi de deo Vox pops 2 pi 7

Communication pi9 Comment adverbs p2 i

Reading references p20 Intonation Intonation - showing showing interest p22

Chal Challe leng nges es and and succ succes esss p26

Word Word stres stresss p26 p26

Speaking showing interest p22 W rit ing a narrative p23 p23

Work skills p28 p28

o

Compound adjectives p3l

Reading Read ing complex noun phrases (1) (1) p30

Video Vox pops 3 p29

Speaking practical instructions p32 W rit ing wri ting an opinion paragrap paragraph h p33 p33

Pauses Pauses in instruction instruc tionss p32

Living on water p36 The natural w orld p p3 38

Intonation - ce certainty p3 p39

Idiomatic phrases about places p4l

0

Vi de deo Vox pops 4 p39

Listening consonant-vowel linking p40 Wr iting avoiding avoiding repetition p42 p42 Speaking enquiries p43

Going to the movies p46

0

Adjectives to describe a video game p48

Word stress in longer words p48 p48

Extreme adjectives p5 p5i

Extreme adjectives p5 p5l

Vi de deo Vox pops 5 p47

Reading understanding linkers p50 Wr iti ng a film review p52 p52 Speaking comparing and recommending p53

Machines p56 Climate and extreme weather p58 Adjective suffixes p6i

Compound nouns p58

Q video Vox pops 6 p59 List enin g linkers in conversation p60 p60 w rit in g writin g a professio professional nal email email p62 p62 Spea king changing arrangements p63 p63

3

GRAMMAR

7 Ambitions

page 66

Talk about working conditions Talk about finished habits and sit uations Talk about experts and high achievers Use question forms Understand paraphrasing Use collocations Write an application letter or email Ask for and give clarification

used to and would p67

7.2 A sk an ex p er t p68

Question forms p69

7.3 Vocabulary and skills developm ent p70 7.4 Speaking and writing p72 7.5 O video Moving abroad to work p74

8 Choices

page 76

Talk about happiness factors Use real conditionals iaiK aDOUt personality ana Denaviour Talk about unreal situations in the present and future Recognize changing sounds in linked words Use prefixes Take notes while listening Prepare and give a short talk from notes

9 Appearances

page 86

Describe appearances Make comparisons Describe paintings Speculate and make deductions Question a text Use phrasal verbs Take part in online discussions Make effective complaints

8.1 World happiness report p76

Real conditionals p77

8.2 What makes a hero? p78

Unreal conditionals p79

8.3 Vocabulary and skills developm ent p80 8.4 Speaking and writing p82 8.5 C

Video Happiness in Mexico p84

Review p85

9.1 Real beauty? p86

Comparison p87

9.2 Paintings p88

Deduction and speculation p89

9.4 Speaking and w riting p92 9.5 © Video The seifie p94 page 96

Talk about business Talk about how things are done Talk about competition Use articles Hear unstressed words Phrases with take and have Write abo ut changes and differences Make recommendations

Review p95

10.1 Crowd-funding p96

Passives p97

10.2 Competitive sport p98

Using articles: a/an, the, - (no article) p99

10.3 Vocabulary and skills developm ent pioo 10.4 Speaking and writing pi 0 2 10.5 © Video Borussia Dortmun d pi04 page 106

Review pios

Unreal past condition al pi07

11.1 Outlaws pi06

Talk about crime Talk about unreal situations in the past

11.2 I should never have clicked'sen d'! pios should/shouldn't have pl09

Criticize past actions Hear modal verbs Understand words with multiple meanings Come to a decision Apologize

11.3 Vocabulary and skills developm ent pno

iaiKauout people s ueriaviour on social rneuia

11.4 Speaking and writing pH2 11.5 © Video Cyber crime pH4

12 Influence

page 116

Talk about advertising Understand and use reported speech Talk about persuading people Understand and use reporte d questions Recognize complex noun phrases (2) Use dependent prepositions Agree and disagree Write an advantages and disadvantages essay

Review pu s

12.1 A dv er ti si ng pH6

Reported speech pH7

12.2 How to persuade and influence

Reported questions pH9

people pi 18

12.3 Vocabulary and skills developm ent pi20 12.4 Speaking and writing pi22 12.5 C Video Starbucks pi24

Communication 4

Review p75

9.3 Vocabulary and skills developm ent p90

10 Compete and cooperate

11 Consequences

7.1 Good pro spects p66

page 126

Review pi25

Grammar Reference

page 136

VOCABULARY

PRONUNCIATION

Working conditions p66

LISTENING/READING 0

SPEAKING/WRITING

Vi deo Vox pops 7 p67

High achievers p68 Collocations p7i

Reading understanding paraphrasing p70 W rit ing an application letter or email p72 Speaking clarification p73

Sounding polite p73

Happiness factors p76

Intonation in if sentences p77

Video Vox pops 8 p77

Personali ty and behaviour p78 Prefixes p8i

Listening sound changes p80 W rit ing taking notes p82 Spea king giving a talk p83

Describing physical appearance p86

Changing stress p87

Describing paint ings p88

Sentence stress speculating p89

©

v id eo Vox pops 9 p87

Reading questioning a tex t p90

Phrasal verbs p9i

W rit ing t aking part in online discussions p92 Spea king making complaints p93

Business p96

Passives p97

Competitive sport p98

video Vox pops 10 p99

Listening unstressed words pioo

Phrases with take and have pioi

W ritin g changes and differences pl02 Speaking making recommendations pl03

Crime pi06

©

Behaviour on social media pio s

v id eo Vox pops 11 pi07

should/shouldn't have pi09

Words with multiple meanings pm

Listeni ng hearing modal verbs pn o Speaking decisions pH2 Writing apologizing p113

Linking pH7

Advertising pH6

Video Vox pops 12 pH7

Persuading people pus Dependent prepositions pi2i

Reading complex noun phrases (2) pl20 Speak ing agreeing and disagreeing pi22 W rit ing advantages and disadvantages essay pl23

Audioscripts

page 1 60

Irregular verbs

page 174

Phonemic symbols

page 175

5

______

1 1.1

Trends Are you really my friend? GOALS

■ Talk about things th at are changing

■ Talk about friendships

Grammar & Reading

pre sent simple, continuous an d perfect Search for people, places and things

1

Work in small groups. Read the statem ent and discuss the questions. ‘Among adult Facebook users, the average number of friends is 338.’

Face-to-face wit h Facebook friends

uke comment share

v

How m any of your Facebook friends have you seen lately? For Rob Jones, who 1is currently meeting every

1 Does this statistic surprise you? Why/Why not?

single friend on his Facebook page, the answer could

2 Is it possib le to really be friends with so ma ny people? Why/W hy not?

soon be 700.

PhOtOS

Like • comment • Share

His aim to raise money for a children’s charity means he has already come face-to -face with 123 internet ‘friends’ in seven countries, some of whom he has never met before. 2 He takes a photo for his Facebook page with everyone

he meets, and persuades them to give to his charity, and he has already raised more than £3,000. He hopes to have met all 700 within three years, travelling thousands of miles to thirty countries including New Zealand, on the othe r side of the world, in the process. People often say that Fa cebook friends aren ’t real friends. But Rob met his Polish girlfriend online and 3 they’ve now been togethe r for three years. He says

4fb/'s p r o v e s that the internet is a powerful tool. ‘I’m reuniting with friends, and in the process 5 I ’m learning a lot about myself. I now have goo d frien ds in

people I have never met before this.’ ‘Everyone has been great so far; 6 1generally spend a day with them and they choose what we do.’ His adventure has taken him across Europe, visiting England, Scotland (top photo), Poland (photo in the centre), Finland, G ermany and Switzerland, and 7he ’s also just visited a distant relative in the USA (bottom photo).

Read th e article. W hy is Rob Jones tryin g to mee t all 700 of his Facebook friends? Discuss your ideas with a partne r.

6

O m Oxford 3000™

1.1

3

Read the information in the Gra mm ar focus box and write sentences 1-7 in the article next to the appropriate grammar rule, a-f.

6a

1.2

1.3

1.4

1.5

Work with a partne r. Look at the verbs/verb phras es an d decid e if they are positi ve (P) or negative (N). 1 get on (well) (with someo ne) 2 meet up (with someone) 3 have a lot in com mo n (with someone) 4 fall out (with some one)

GRAMMAR FOCUS

present simple, present continuous and pres ent perfect simple We use the present simple to talk about a things that are always or generally true.

_____

5 help (someone) out 6 trus t (someone) 7 get/ke ep in touch (with someone)

_____

8 make friends (with someone)

_____

9 have an argu me nt (with someone)

_____

__________________________ _____

b things tha t happen regularly/repeatedly. We use the present continuous to talk about c things that are happening at/around the time when we speak. ________________________________________ d things tha t are changing.

1.1))) Listen agai n to Sara h a nd Josh and check your answers. PRONUNCIATION linking

• We use the present perfe ct simple to talk about e our expe rience (our lives until now). f

When we speak at normal speed, we link phrases so they often sound like one word.

things tha t have already/ just happened.

7a

-►Grammar Reference page 136 4a

geLon well with someone

Choose the correct options to complete the questions. 1 W hat is Rob trying / does Rob try to do?

Look at the phra ses in exercise 6a. Mark the way the words link in each phrase.

b

1.2 ))) Listen, che ck an d re pea t.

2 How many friends does he meet / has he met so far? 3 Why does he take / is he taking a photo of everyone he meets?

8a

4 Why does Rob believe that the inte rnet has been / is a good way of making friends?

1 I often groups of friends in the evening. You don't ne ed to som eone to be friends. It's fine to have different interests.

5 What is Rob learnin g / does Rob learn from the process? 6

Complete the st ateme nts using the correct form of the verbs/verb phrases in exercise 6a .

Who usually decides / is deciding what to do wh en Rob meets a Facebook friend?

I most people I know. There aren't m any people I don't like. A really good friend is someon e you can call at midn ight and ask them to . ________________________________

7 Which countries does he visit / has he visited ? b

Discuss the answers to the questions with a partner.

Vocabulary & Speaking

________________________________

The friends yo u at school are often friends for life. I’m always pleased wh en s omeone I haven't heard from in ages . I’m quit e easy-going. I rare ly my friends.

friendship

________________________________

5a

1.1))) Listen to two friends, S arah an d Josh, talk ing ab out

________________________

their friendships. Which diagram represents each person's friendship groups? close friends

friends from school

facebook

I'm not speaking to my sister at the mom ent - we've . It seems a bit childis h. my closest friend with all my secrets. 9 I ca n _______________________________

close friends

b

1.3 ))) Listen a nd check your answ ers. How m any of the

statem ents are tru e for you? Explain why to a partner.

b

Tell your pa rtne r which dia gram is more like your friendship groups. Explain why.

>

hriwd Draw a diagram of your friendship groups, like the ones in exercise 5a. Talk to a partn er about some of the peopl e in it. Ask each o ther que stions to get more information.

Q

VOX POPS VIDEO 1

7

1.2

Why spending's #trending GOALS

■ Talk about spending

Vocabulary & Listening

■ Talk abou t states, thou ghts and feelings

spending

Work with a partner. Look at the title of the lesson and discuss the questions. 1 What is hap peni ng in the photos? 2 Wha t does it me an if som ethin g is 'trending'? 3 Why might spending be trending? 2a

1.4 )| Listen to a short radio ne ws item about Bla ck F rid ay and compare w hat you hear with your ideas from exercise 1.

b Does anyth ing you heard surpri se you? 3a

1.4 )| Read the s tatements . Then listen again a nd decide if the s tatem ents are tru e (T) or false (F). Correct the false statements. 1 The expres sion Bl ac k Frida y has been used more th an two billion times on Twitter recently. 2 Bla ck F rida y only happ ens in the USA. 3 Some people have queu ed overnight. 4 Shoppers around the world spent more than 11 billion dollars on Bl ac k F rid ay last year. 5 There have been five injurie s in the last few years on Blac k F riday.

b Compare your answers with a partner. 4a

Put the words an d phras es in the box into the correct groups. customer consumer deals discounts half-price items purchaser purchases special offers two for the price of one

b Check your ideas with a partner.

\

shoppers

bargains /

buy at a lower price

people who buy

Work with a par tne r or in small groups. Discuss the questions. 1 What have you bought recently that was a bargain ? 2 Do you look for special offers such as two for the price of one in the supermarket? How impo rtant are they to you in choosing your pu rcha se s'? 3 Have you ever bought some thing you didn't need bec au se it wa s a g oo d dealt If so, give an example . 4 Would you be willing to que ue for hou rs to get a good discount ? For wha t kind o f item ?

\ shopping OOo

/

things we buy

E S _ Jill ’ J l

1 L

, ^ # / / / // / / (7 / W

v /

8

O u t O xford 3000™

m

fffm

r ///,,,

1.1

Grammar & Speaking

1.2

1.3

1.4

1.5

state verbs

6

Look at the posters. Do you agree with the message in them? Why/W hy not?

7a

1.5))) Listen to a radio intervi ew with a supp ort er of Bu y No thing Day. Whic h of the following points does he mention? Buy Nothing Day is important because it might

encourage pe ople not to ... 1 use shopping as a kind of therapy. 2 owe a lot of money. 3 sup port big companies. 4 consu me more than their fair share of the world ’s resources. 5 buy goods where the workers are badly paid. 6 buy good s with unnece ssary packaging. b Which of the point s would be most likely to make you

B_ J J

□

thin k about buying less? Discuss with a partner. 8a

Complete extracts 1-7 from the listening with the most appropria te form of the verbs in brackets. 1 Can you explain a little about what Buy Noth in g D ay (mean)? ______________

2 Whe n you real ly ( think) about it, the idea of buying things as a way of spen ding your leisure time is crazy. (believe) shop ping ma kes us happy, 3 We bu t it do es n' t. _______________

_______________

Yes, I We all

___________

Most of the time we bu y l ocall y... Most peop le difficult it i s ...

_______

b

9a

(agree), that's a good point. _ ( own) f ar t oo mu ch . ______________

(prefer) people to

(not/understand) how

1.6 ))) Listen an d c heck your answe rs.

What do all the completed verb forms in exercise 8a have in common? Read the information in the G ramm ar focus box a nd chec k.

GRAMMAR FOCUS

state verbs

~B H1H i

mI i

i i

10a Look at the posters for Bu y Not hi ng Day and complete the

text with the best form of the verbs in brackets - p resent simple or present continuous. In Poster 1 there are some people who 1 __________ (stand) inside a shop ping basket. I 2 (like) this one beca use 13 (think) it show s the idea of being trap pe d by shop ping very well. It 4 (seem) to be saying that we 5 (not/understand) that we are in a cage. It’s simple but quite a powerful message. Poster 2 6 (look) quite good , but I’m not sure wha t it 7 (try) to say. It’s obv iously based on the Tetris video game, and the fou r blocks at the top tha t say ‘b uy ’ clea rly 8 (fit), bu t I’m not sure it would make me want to stop sh opping. I definitely 9 (prefer) the firs t one.

Some verbs are most often used in simple tenses, even if we mean 'just now'. These state verbs are often used to talk about: •

How we think: know, mean, think , 1 _________ , 2 _________ ,

• • •

wh at we feel: like, want, hate, love, dislike, fe e l 4 What we possess: have, belong , 5 _________ What we experience: be, see, hear, look, smell, taste, seem

-*■Grammar Reference page 137 b

Put the verbs in exercise 8a into the correct category.

b Compare your answers with a partner.

11a E S 3 Work in small groups. Which of the posters do you

think is more effective? Give reasons. b Decide together on t he design of your own p oster to

prom ot e Bu y No thi ng Day. Which of the points in exercise 7a could you focus on? How will you m ake it effective? Present your ideas to the class.

9

1.3

Vocabulary and skills development GOALS

■

Listening & Speaking

Listen for key word s

■

Noun suffixes

1.7))) Read a nd lis ten to the info rma tion in the U nlock the code box about listening for key words.

keywords

1 a How has the internet chang ed people's lives? Work with

UNLOCK THE CODE

a part ner and make a list of 5-10 things which have really changed since the internet was invented.

listening for key wo rds Key words carry the most important information. They are generally nouns and verbs and are usually spoken more loudly and clearly than oth er words. For exam ple: t h r e e times a w e e k I send a lot of emails I like looking at shopping websites

4a

Look at these phr ases from the review in exercise 2. Which do you think are the most importan t words in each ph ra se ? D is cu ss w it h a p ar tn er , and un de rl in e t he m. 1 This is a fasc inati ng book. 2 We all know that the intern et is changi ng the way we do thin gs ,... 3 ... but Carr believes that it is also chan ging the very way our brain s work. 4 With the printed book, he argues, our brains learnt to thin k deeply. 5 In contrast, the internet encourages us to read small bit s of in fo rm at io n f ro m lot s o f dif fe re nt pl aces . 6 We are becoming better and better at multitasking ,... 7 ... but much worse at concentratin g on one thing.

Comp are your list with an othe r pair. Has life changed for the better? Are any as pects of life worse since the interne t was invented? Look at the cover of a recent book ab out the internet. Do you thin k the autho r is positive about th e effect of the interne t or negative? Read the book description an d check your ideas.

b 1.8 )J Listen a nd check yo ur ideas.

5

1.9))) Listen an d comp lete these opin ions abo ut the interne t with th e m issing key words. 1 Shopping and 2 Looking a t for our

____________________

3 People will _ other.

THE SHALLOWS How the internet is changing the way w e think, read and remember

10

This is a fascinating book. We all know that the internet is changing the w ay we do things, but Carr believes that it is also changing the very way o ur brains work. With the printed book, he argues, our brains learnt to think deeply. In contrast, the internet encourage s us to read small bits of information from lots of different places. We are becom ing b etter and better at multitasking, but much worse at concentrating on one thing.

O m Oxford 3000™

4 People don ’t

_ is _ all dayi s

ho w to

___________

to each

enough

5 Online is not always 6 Hyp erlin ks in distracting. 7 We are now using _ more all our

are very to

__________

8 Multitasking online makes us

less

1.1

6a

1.10))) Listen to pa rt of a radio pro gra mm e ab out the

b

1.10))) Listen ag ain. Acc ording to th e sp eakers, whi ch of the

1.3

1.4

1.5

Add the nouns from the review to the m ind map.

book. W hi ch of th e op in io ns in exerci se 5 do you h ear mentioned? b

1.2

frien ds hip Membership

opinions in exercise 5 would Nicholas Carr agree with?

achievement

\ government

’ -ship -ment

7a

b

Which of the opini ons in exercise 5 do yo u agree with? Discuss in sma ll groups. What arguments in favou r of the in terne t can you th ink of? Make a list in your group. Compare your list with anothe r groups'.

development employment

nouns

opportunity

-ity

security ~


no un suffixes -ion

8

Read the extra ct from a review of The Shallows. Name one thing the writer likes about the book, an d one thing he dislikes.

Book Review;

The

Shallows

communication

10 Match nouns in the mind map to the definitions. 1 the state of hav ing a job 2 conne ctions with friends, family, etc. 3 change which makes something better

by Nicholas Carr |

As someone who started working long before the internet arrived, I was shocked by the main ideas in The Shallows. The bo ok says that even though the digital age has resulted in amazing improvements in the ways we can get information, it is also causing us to lose our ability to do one thing at a time. It made me think hard about the way I use the internet and manage my relationships with people online. However, although Carr raises many interesting questions, I am not convinced that the so lutions to the p roblems he raises are as difficult as he suggests. Since I read the book, I have, for example, been keeping Face book and my email inbox closed while I work, to prevent myself from being distracted. Surely, all we need is a little careful judgement and good sense?

4 ways to deal with a probl em 5 forming an opinion/mak ing sensible decisions 6 a thing you have done successfully 7 having the chan ce to do som ethin g you wan t to do 11

Add noun suffixes to the words in brackets to complete the sentences. 1 The internet, and especially Skype, has improved (communic ate) with friends who live abroad. ( develop) of sma rtpho nes ha s mad e a 2 The huge difference to the way we all access information. 3 I am always extremely careful about my personal (secure) online. 4 I thi nk I'm lucky becaus e I've always had a very close (relation) with m y sister. 5 I don ’t have g y m (member) beca use I can't afford the time. 6 Many people think th e ( govern) should have some control over th e (inform) we c an get on the internet. 7 The internet offers great opport unitie s for finding (employ). __________

___________

__________

9a

Read the inform ation in the Vocabula ry focus box and find nouns in the review that end in -ship, -ment, -ion and -ity.

VOCABULARY FOCUS

noun suffixes

__________

___________

___________

•

Suffixes often change the class of the word (verb, noun, adjective, etc.). secure (adjective) -»security (noun) achieve (verb) -» achievement (noun) connect (verb) -» connection (noun) Notice ho w the spelling can change: comm unicate -» communication; able-* ability

•

__________

12 ifrvia W hich of the senten ces in exercise 11 are true for you?

Compare your answers with a pa rtner a nd give reasons.

Sometimes the word class stays the same, but the meaning is different. She is my be st friend, (noun) we have a close friendship, (noun)

11

1.4

Speaking and writing GOALS

■ Ask for and give opinions

Speaking & Listening

■ w rite for social media

asking for and giving

2a

opinions

1.11))) Listen to a rad io pr og ram me abou t guilt-free bra nds and check your ideas.

b 1.11))) List en ag ai n a nd make no te s in th e table . Look at the photos. Wh ich of these do you thi nk could be described as 'guilt-free brands'? Discuss your ideas with a partner. Home Tip s Ab o u t us

C on ta ct us

Reasons people Arguments in might feel guilty favour o f guilt-free about what they buy brands

Arguments against guilt-free brands

SEARCH

THE LATEST CONSUMER TREND: GUILT-FREE BRANDS Diamond ring

C Whi ch speak er do you agree wit h more, Gosia or Jem? Why? Discuss with a partner. 3a

Complete the phrases from the conversation. 1 So, Jem, wh at do y o u 2 Well, a s pe op le t h i n k ...

t he idea? , anyth ing which makes

___________

3 There's a lot more awareness, but it would be better i f...? 4 I'm that if people really unde rstoo d ... 5 Well, _ 6 If you

Tesla electric car

b 4a

the people who m ake Fairphone ... _, we ha ve to give p eo pl e t he op ti on ...

1.12))) Listen an d c hec k your a nsw ers . Divide the phra ses in exercise 3 into three categories: • giving your opinion • talking about other people's opinions • asking for someone's opinion

b Fairphone

Check your answers in the Language for speak ing box.

LANGUAGE FOR SPEAKING

asking for and

giving opinions Giving your opinion As far as I'm conc erne d,...

I'm convinced/certain ...

If you ask me ...

Perso nally...

Talking about o ther people's opinions Some people say th a t...

According to (someone),...

As ki n g f o r so m eo n e's op in io n

1 Negative questions (we expect someone to agree) Don't you thin k...?

Sho uldn't...?

2 Other ways: What do you think (abo ut)...? What are your views on ...?

12

How do you feel ab ou t...?

1.1

5

1.2

1.3

1.4

1.5

Complete the conversations with appropriate phrases from the Language for speaking box. Compare your ideas with a partner. 1 A

the fact tha t guilt-free bra nds are often more expensive? B __________ it's fine to pay a bit more to know tha t the environment isn’t being harmed.

2 A Most of us can’t afford electric cars. pe op le wh o bu y el ec tr ic ca rs ar e sh ow in g off how rich they are, rather t han actually caring about the pl an et ? B You may be right, bu t everyone will drive electric cars in the future. 3 A we should just buy less stuff. What do you think about that? __________

B 4

A

th at ’s a good idea. We all have far more than we really need.

__________

the governm ent mak e electric cars less expensive so everyone can afford one? __________

B Yes, definitely. 6

Ask your par tne r for their opinions on the questions in exercise 5. Cheap clothes can be made using children working

Reading & Writing 7

social me dia

Read the post from social media page #haveyoursay. Which of the following statements do you agree with? Discuss with a partner.

in poor conditions. So should we stop buying cheap clothes, or simply be more careful abou t finding o ut how and where they were made?

Comments Ian Martin: Everyl shld just buy less.

1 Not everyo ne can afford to buy more expens ive clothes. 2 Fashion changes quickly, so it's im porta nt to be able to bu y c he ap cl ot he s you ca n th ro w aw ay w he n th ey go out of fashion.

Cristina Oliveira: 2 keep up w/ fashion u need 2 buy cheap clothes. Can ’t afford expensive ones.

3 If you don't buy clothes mad e in poorer countries, you are pu tting people out of work. 4 It should be easier to find out which com panie s look after their workers properly.

Pippa Jones: Ppl need jobs, esp in poorer places. If u don’t buy, they d on’t work.

5 People buy far too man y things these days.

8

Now read the commen ts unde rneath the post and match them to the statem ents in exercise 7.

9

Read the informati on in the Language for writing box, then rewrite the comments as full sentences.

James Brook: Some ppl can’t afford 2 pay higher prices 4 clothes. Yumi Watanabe: Difficult 2 know which com panies r OK 2 buy from.

LANGUAGE FOR WRITING informal language for social media When we write for social media, we often: •

miss word s out, especially gramm ar word s such as a/the/l/ my/is/am/it, e.g. Sitting on bed (I'm sitting on m y bed)

•

use abbreviations or sho rt forms, e.g. people = ppl, with = w/, especially = esp, should = shld

•

use letter s or numbers for word s which sound the same, e.g. you = u, are = r, see = c, for = 4

10a

Write your own com men t on the post, using informal language.

b Look at the com ments written by two other s tudents in

your class and reply to each one, using informa l language.

13

Social m edia m arketing 1

Match the two halves of the sentences. a My company doesn't broadcast advertisements on b No wa da ys co mpan ie s pr ef er po sti ng ad ve rt is em en ts on c Online discussions show how advertisers engage d Advertisers need to find a successful way of reaching e I saw billboards advertising the product as I was walking 1 w it h c on su m er s. 2 their target audience. 3 social media sites to adve rtisi ng on TV. 4 throu gh the city centre. 5 TV any more.

2

3

Work with a par tne r and discuss the different advertising meth ods you can see in the photos. Can you think of other ways compan ies could choose to advertise their products?

d more interaction with customers e the process for creating a social media advert iseme nt f how to upload an advertise ment on social media O Watch again. Correct the sentences. a Most Americ an advertising com panies had an office in Mad ison Avenue in th e 1950s. b ‘Mad Me n' is a com m on nam e for p eo pl e w ho wo rk in advertising thes e days, c M ad w el l designs and develops social me dia sites, d It can take a whole month to write a short social media pos t. e Advertisers will always engage in a conversation with clients these days, f

14

;Yoimef l

O Watch the video. Which three things does the video talk about? a the history of social med ia marketing b ho w t o ge t a job in ad ve rt is in g c changes in the advertising industry

4

YouTub*

Nowadays, the principal effects of social media are well known.

5a

KES3 Work with a partne r. Thi nk about som ething you'd like to advertise on social media. It could be an event, pr od uc t, co mpan y or charity. No te do wn five key po in ts you want the public to know about it.

b

Write an adv ertisem ent to go on Twitter. It must be no longer than 140 characters.

N e w H y u n d a i 1 - 4 0 T o u r e r

Mdoo-sharing communltyl the largest worldwide vl

Latest TV

1.1

1.2

1.3

1.4

1.5

Review 1a

Complete the advice about friendship with the correct form of the verbs in brackets. Use the p resent simple, pr es en t co nti nuo us or pr es en t perfec t.

b Work with a partn er and explain your answers.

5a

1 If your life (change) recently, your friends might nee d to change too.

Complete the sen tences using the n oun form with a suffix of one of the wo rds from the box. develop

2 If yo u (just/move) to a new area, it's a good idea to join some clubs.

happy

inform

member

relation

secure

__________

1

money. 2 My

3 People usu all y ( make) friends at work, so try inviting s ome work colleagues out socially. 4 Don ’t automatically say no to an invitation, even if y o u __________ (get) ready for bed whe n the phone rings. If you keep sa ying no, peop le will stop invi ting you. ___________

5 Try to mee t your friend's friends. Th ey (like) them, so you probably will, too. 6 Whe n someon e (refuse) your invitation, try again anoth er time.

3 How can you afford th e __________ at the tenn is club? 4 He gave me some very use ful a bout the new apps tha t are available for my phone. 5 Have you seen the ne w o f houses by the river? 6 I don ’t really like my job, but I ne ed t h e of a regular salary. ___________

__________

b Work with a partner. Try to thin k of at least one more noun

that ends w ith eac h of the five suffixes used in exercise 5a.

b Work with a partner. W hich pieces of advice do you agree

with? Why/W hy not? Can you add o ne more p iece of advice? 6a

Choose the most appropri ate form to complete each sentence. Some times bo th forms are possible. Social networking sites 1 d o n o t s e e m / a r e n o t s e em i n g to help people make close friends, according to researchers who studied how the w eb sites 2 c h a n g e / are changing friendships. Although social networking 3 m e a n s / i s m e a ni ng that many people now 4 have/are having hundreds or even thousa nds of ‘friends ’, the researchers 5b e l i e v e / a r e believing that to become a real friend, it is still important to actually meet up. Social networking 6 h as b e c o m e / is becoming very popular recently, but although p eople 7 now keep in touch /are no w keeping in touch with more friends online, the researchers found th at we still usually have only around five close friends. We only develop real friend ship s when we 8 k n o w / a r e k no w in g we can trust someone.

b Work with a par tne r and explain why you chose each form.

3a

with my boss has never been very good.

___________

___________

2a

is more important than having lots of

___________

Choose the correct word to complete each phrase. 1 Personally / Definitely, I th in k... 2 Shouldn't / Mustn't people...? 3 I real ly a s k / f e e l that... 4 ... ify ou t e l l / a s k m e . 5 A cc o rd in g /A lo n g to ... 6 As fa r / lo n g as I'm co nce rned ,...

b Look at these quotati ons abou t friendship.

'Afrie nd is someone who knows all about you and still loves you .' E lbert It's the fr ie n d s you ca n call up at 4 a.m. that matter.' M arlene Dietrich '

Work with a partner. Discuss how you would define friendship, using the phr ases in exercise 6a.

1.13))) Listen to six ques tion s and wri te them down,

b Work with a partn er. Ask and ans wer the questions.

4a

Choose the word which is different from the others. 1

purch aser

seller

consumer

customer

2 3

special offers full price

bar gain s half-price

items discou nt

deals two for the price of one

15

I

_________________________________________________________

w h at a story! 2.1

I’ll never forget that day GOALS

■ Talk about past experiences

Vocabulary & Reading

■

use narrative forms

describing past

experiences Look at the photo and the hea dline of the article and discuss the questions. 1 What do you consider to be a bad day at work? 2 How could a hipp o be related to a bad day at work?

2

Read the mag azine article. Were your ideas close to what actually happened?

3

Read the article again and choose the correct verbs.

A bad day at work I’ll ne v er 1fo rg et / remind that day. It started out as just an ordinary day at work. I ne ve r 2expected / wondered that w ithin a few hours I would be in great danger! I was 27 and had been a river guide for several years, taking people down the Zambezi River. The sun was setting and we were reaching the end of the Lour one evening, when somethi ng knocked into the boat. Thinking it was the ot her boat, I turned round to push it away, when suddenly everything went dark. I was stuck inside something. I managed to free one hand and felt around - my hand touched a hippo’s nose. It was only then that I 3believed / realized I was underwater, my upper body actuall y in the hippo’s mouth! I tried to move as much as I could, and when he opened his mouth, I managed to swim away. But seconds iter, he struc k again, pulling me under the water. 14 remember / remind looking up at the surface of the water, and 5recognizing / wondering which of

16

OlW Ox ford 3000™

us could hold his breath the longest. Suddenly the hippo released me. By chance, a medical team was nearby, and they helped me to reach a hospital. Meanwhile, the hippo had quietly 6appeared / disappeared. 17 believe / expect, though, that v I met him one more time. Two years later I was travelling down the Zambezi again. Being there obviously 8 recognized

I reminded me of what

had happened. Then, jus t as we were going pas t the s ame place in the river, a huge hippo suddenly 9 appeared / 1 10 screamed /

realized. whispered so loudly that

those with me said they’d never heard anything like it. He went back under the water and was never seen again. I’m sure 1 11 recognized / realized the same hippo, still just as angry.

2.1

4a

Complete the questions with the verbs in the box. believe remind

expect realize wonder

recognize

7a

remember

2.4

2.5

Complete the story with t he c orrect form of the verbs in brackets.

That reminds me o f another story I heard about a man who had a lucky escape. He 1 __________ (be) at a barbecue restaurant on top of a mountain, and after the meal h e 2 (decide) not to take the cable car down with his friends, but to walk down instead. While h e 3 (look) for the path, he 4 _____ __(fall) into a stream and 5 (break) his leg. Una ble to move, he 6 (try) _ (work) to p hone fo r help, but his mo bile 7 because he 8 (drop) it in the stream. Knowing he was missing, teams of people 9 (look) for him, but it was twe nty-fou r days before they 10 __________ (find) him. L uck ily he 11 __________ (bring) a bottle of barbecue sauce with him to the barbecue, and he 12 (survive) by drin king wa ter mixed with the barbecue sauce.

___________

___________

3 Do you _belive _ the writer really _ recognize the same hippo two years later, or did it ju st __remind ________ him of the hippo that attacked him?

4 Did you expect the writer to retu rn to being a river guide after what ha ppene d? Would you? b Di sc us s y ou r a ns wer s w it h a p ar tn er .

5

2.3

A lucky escape

1 W hen did the writer realize that his head was inside a hippo? How do you think he felt? 2 Why do you think the wr iter remember s o clearly what he was seeing an d wonder a bout while he was underwater?

Grammar & Speaking

2.2

narrative forms

Work with a partner. Match verbs 1-5 to descriptions a-c. 1 I was 27 an d 1ha d be en a river guid e for several years. 2 The sun 2 was set ting and we 3were re ach ing the end of the tour one evening, w hen s omething knocked into the boat. 3 ... somet hing 4 kno cke d into the boat. Thinking it was the other boat, 15 tur ned roun d to push it aw ay... Setting the back ground to the story: 2 5 The m ain events in a story: 4

3

An event that happened before the main events in 1___ the story: __ 6a

b 2.1 )| List en and ch ec k yo ur an sw er s. C Work with a partner. W hat could the m an have said about

his lucky esc ape a few years later?

Read the Gram ma r focus box to check your ideas.

b Add one mor e example of each f orm from th e art icle on page 16 to the box.

GRAMMAR FOCUS

narrative forms

PRONUNCIATION auxiliary verbs:

8a

In narratives, we use the past simple for the main events in a story. 1

The sun was setting ...

Look at these two sentences from the story. What is the difference betwee n the two unde rlined verbs? How will their pronu nciati on be different? 1 That remin ds me of anoth er story I hear d about a ma n who ha d a lucky escape.

Something kno cke d into the boat.

we use the past continuous for background events, or longer actions interrupted by a shorter event.

had + was/were

2 He’d been at a barbe cue restauran t. b How are wa s and were pronounc ed in these sentences? Why?

We we re r ea chin g the end of the tour one evening, when

3 While he was looking for the pa th ...

something knocked into the boat.

4 Knowing he was missing, teams of people were looking for hi m ...

2

We use the past perfect for events that happened before the main past time we are talking about.

c 2.2))) Listen, che ck an d repeat.

I was 27 and had been a river guide for several years. 3

Gram mar Reference page 138

9

w m ’ A

Work wit h a partn er. S tuden t A, tur n to page 126. Stud ent B, tu rn to page 132.

O

VOX POPS VIDEO 2

17

2.2

Unbelievable? GOALS

■ Sequence events

Grammar & Reading

■ Talk about com munic ation

sequen cing events

1 a Work with a partner. Look at the photos and m atch them to the three short articles 1-3.

Hoaxes 1 Recently a picture has been circulating on the internet of a bright blue watermelon, described as a Japanese moon melon. It seems the fruit grows in Japan and eating it will change the taste of anything you eat afterwards, making sweet things taste sour, and so on. Each watermelon is supposed to co st abou t $200, but no one is actually offering it for sale, because it doesn’t exist. 2 On October 15, 2009, the media reported that a six-year-old b oy was inside a large silver balloon floating high in the sky. When the balloon landed, the boy was nowhere to be found, leading to fears that he had fallen out. However, it was later discovered that the whole story had been made up by the boy’s parents, in an attempt to get a reality TV deal

b W ha t do all th re e st orie s h av e in co mmo n? 3 In the early twentieth century, scientists were keen to find som e evidence that would prove the link between early man and apes. In 1912, it seemed the evidence had been found in Piltdown, England, when Charles Dawson dug up a human skull with an ape-like jaw. For more than thirty years, everyone believed that this skull, known as ‘Piltdown Man’, was genuine; but in 1953 a team of researchers discovered that it was, in fact, a fake, made from an ancient human skull and a modern ape jaw.

2

Read the stories again. Which st or y...? 1 is t he ol de st 2 is going round online 3 did people believe for the longest time 4 was a result of someo ne wanting to be famous

3

Work with a par tne r and discuss these questions. 1 Have you heard any of the se stories before, or any similar ones? 2 Why do you think people carry out hoaxes like these?

4a ■ skull the bones in the head of a human or animal ■ jaw the two large bones in your skull that contain your teeth

2.3))) Listen to a radio pro gra mm e about hoaxes. Did they mention any of your reasons?

b Wor k w it h a par tn er . List t hre e of th e re as on s for c ar ry in g out the hoaxes that are mentioned in the programme. C 2.3))) List en again an d check your answ ers.

18

O m O xford 3000™

2.1

5a

Complete the extracts about the first hoax mentione d in the radio programme , using the correct linking word or ph ra se from th e box. U se ea ch wo rd or p hr ase only onc e. as soon as by the time (that) until while

during

7a

2 The police were informed and helicopters were sent up to track the bal loo n they could find a safe way of getting hi m down. t he balloon landed an hour or so later, about 80 km away, the story was live on television. 4 Whe n the boy was not found inside, the media reported that he had fallen out the flight, and a huge search starte d. __________ , the boy was actually safe at home, hiding. The parents suddenly anno unced that they had found hi m at home, asleep. ___________

2.4

2.5

Read the story of the Piltdow n Man a nd choos e the best time linke r options.

The Piltdown Man hoax truly damaged science because 7 while / by the tim e the hoax was discovered, scientists had wasted nearly forty years believing a lie.

5 We can't say for sure because the couple never adm itted

it, but reporters were interviewing the family on TV, the boy accidentally m entione d th at the y’d done it to be on TV. He was su ppo sed to keep quiet about that.

2.3

1During / Wh ile the early twen tieth century, scientists were keen to find som e evidence tha t would prove the link between early man and apes. In 1912 that evidence seemed to have been found 2 mea nwhile / wh ile Dawson and Woodward were digging on a site in Piltdown, in the south of E nglan d.3 As soon as / Un til they saw the jawbone and the skull, they decided tha t this must be the evidence science needed. Woodward claimed that both bones belonged to a human being who had lived about half a million years ago, 4 by the time / during what is known as the Lower Pleistocene period. Most scien tists accepted this opinion 5 un til / while nearly forty years later, when it was discovered tha t the Piltdown Man was a fa k e .6 B y t he t im e / Meanwhile, Dawson, who most people consider responsible for making the fake, had died.

meanw hile

1 A couple, Richard and Mayumi Heene, let a large gas ba ll oo n float off in to th e ai r an d th en , it was high in th e sky, they cl aimed t hat the ir six-year-old son was inside the balloon.

3

2.2

__________

b 2 .4 ))) Com pare y our ans wer s with a pa rtne r. Listen a nd check your answers. 6

b 2.5))) Li st en and ch ec k yo ur an sw er s.

Vocabulary & Speaking 8a

Read the sentences in exercise 5a again. Choose the correct option to complete the informa tion in the Gra mm ar focus box.

GRAMMAR FOCUS

communication

Work with a partner. Look back at the extra cts from the radio progra mm e in exercise 5a and find the verbs which describe different ways of com mun icati ng or not.

b No w c om pl et e th e ne ws it em s w it h t he mo st ap pr op ri at e

verbs from the box in the correct form.

time linkers

announce

We use time linkers to describe how the timing of events in a story relates to one another.

claim

interview

mention

tell

Police 1 yesterday that calls to the emergency 999 numb er had risen s harply in recent months. They ___ the public to ignore a hoax story which 2 3 th at dialli ng 999 will charge your phone bat tery.

1 until / while describes w h e n something happened but not for how long 2 as soon as / by the time (that) describes an event that happens i m m e d i a t e l y a f t e r an event 3 until / meanwhile describes a contrasting event that happens w h i l e something else is happening 4 by the time (that) / during describes an action that happened before the main events

admit

5 during / as soon as describes an action that happens at a point w i t h i n this period of time

The newspa per which recently 4 that Beijing was showing d igital sunrises on huge screens because air pollution was too bad for pe ople to see the real thing has now 5 tha t a journ alist actua lly 6 the story.

6 during / until describes an action that continued up to a point and then stops

-> Grammar Reference page 139

9

inform

invent

keep quiet

report

SES3

Workw ith a par tne r or in small groups. Go to page 126. Choose one of the stories about a hoax.

19

2.3


■

Reading & Speaking 1

understand references in a text

■

Use com ment adverbs

references

Work with a partner. Discuss your reactions to the quotation below.

EXPERT: A MAN WHO MAKES THREE CORRECT GUESSES CONSECUTIVELY.*

*

DR L. J. PETERS (AMERICAN EDUCATIONALIST AND WRITER)

2a

Read the sentences. What does the underlined word in each sentence refer to? 1 We all read the article, bu t none of us liked it. 2 We all had to study science up to the age of sixteen at school, and so do studen ts at second ary school nowadays. 3 He may be the most famous scientist of all time, but Albert Einstein only got his first scientific job whe n he was twenty-nine.

b W ha t is d iffe re nt ab ou t th e w ay t he re fe re nc e w or d is us ed in sentence 3? 3a

Read the informati on in the Unlock the code box.

UNLOCK THE CODE understanding references We use reference words (e.g. she, us, those, one, so) to refer to a word or group of words in a text. Sometimes these words refer to a nounôr phrase that came before them. We all ate the pizza, but none o f us ///red[/fj The boss[le ft early and so did\we 1

Sometimes they refer to something after them. When \they\arrested the men, the police w ere v ery satisfied.

b No w r ea d para gra ph 1 of the article. 1 Underline the reference words. 2 Wh at do they refer to? 4

Read the article. Wha t is the main point it is making? 1 Women are better musicians than men. 2 Even experts are influenced by what they see. 3 Orchestras have improved the way they choose their musicians.

20

OlW Oxfo rd 3000™

1 In his bo ok Blink, the Canadian author Malcolm Gladwell tells a wonderful story. It shows, he says, that even if they are very experienced and intelligent, exp erts can be wrong. It’s about music, but it’s true for all kinds of other situations.

2 Before the 1980s, when they wanted to find and employ a new musician, orchestras used a very simple system. A group o f three ‘judg es’ from the o rchestra would sit in a room. One musician after another would com e in and play their instrument in front of them, and then the judge s would choose the best. Under this system, most of the musicians who were chosen were men. Naturally, since the judges were all experts, nobod y though t much of this: they m ust be able to tell a good musician from a bad one . Men were probably simply better musicians. 3 But then, for a num ber of reasons, in the 1980s, orchestras started putting up screens in the rooms where these auditions took place, so the judges co uldn’t see if the m usicians were men or women. Amazingly, orchestras started hiring m any more women. In fact, 1 __________ hired more women than men, which suggested that women were better musicians! 4 The conclusion was that the judges were deciding not on what they cou ld hear, bu t what they could see. Their ju d ge m en t pr ob a b ly ch an ge d a cc or di n g to w he th e r 2 were seeing a man o r a wom an. Personally, I find 3 very wo rrying - the idea that even experts are strongly influenced in this way. Gladwell even jo ke s th a t wh en 4 lo ok saround his classes at the best colleges in the USA, he thinks that every studen t has been chosen because 5 __________ is the prettiest, not the best.

2.1

5a

Read paragrap h 2 of the article and decide what the unde rline d words refer to. Check your answ ers with a pa rt ne r. they{\\ne 1)

__________

the best (line 6)

Vocabulary & Speaking 7a

them{ l i n e S ) _________

6

2.4

2.5

com m ent adverbs

Look at the sentence from the article on page 20. Underline the word which gives the w riter’s opinion. ‘Amazingly, orchestras started hiring ma ny more wom en.’

b Re ad par ag ra ph s 3 a nd 4. Add t he wo rd s be lo w i n t he correct place and draw an a rrow to the nou n they refer to. Check your answers with a partner. he/she

2.3

this (line 8)

on e (line 9)

he

2.2

it

they

they

b W ha t do es th e w ri te r feel ab ou t or ch es tr as hi ri ng w om en like this? 8

Work in small groups and discuss the questions. 1 Why did orchestras start hiring more women? 2 What do you think people judge other people on?

Read the informati on in the Vocabulary focus box. Underline two more examples of comment adverbs in the magazine article.

VOCABULARY FOCUS •

3 Wha t do you notice when you first meet people? •

comment adverbs

Some adverbs tell us the view or opinion of the speaker, e.g. curiously, luckily, remarkably, sadly, surprisingly, unfortunately Commen t adverbs usually go at the beginning of sentences. Surprisingly, orchestras started hiring many more women.

•

9

Sometimes comm ent adverbs can go in the middle of a sentence. Orchestras, curiously, started hiring women left, right and centre.

How does the choice of com men t adverb affect the mean ing of these sentences? 1 In ter estin gly / Fortunately, I know lots of people who wan t to work on television. 2 I got to the bus stop about five minu tes after the bus was due, but luckily / remarkably all the b uses were runnin g late. 3 Rem ar ka bl y / Sadly, none of the students passed the final exam. 4 Personally / Curiously, I find learnin g new thin gs easy.

10a ifcvia Work with a part ner. C hoose a situation or thi nk of one of your own when things went wrong or something unexpected happened. • a meal in a restau rant • missing a train/plane • thinking you recognize someone you know bu t actually don't know

b Tell y ou r p a rt ne r ab ou t t he m, us in g s om e of th e com m en t adverbs.

21

2 .4


■

Speaking & Listening

Engage a listener and show interest

showing interest

3

■ w rit e a narrative

Which of these statem ents do you agree with? Why? Discuss with a partner. • Coincidences are often meaningful and 'meant to happen'.

1 a Work with a partner. Look at the pictures an d words. Wh at do you think happ ene d in this true story?

• Coincidence s are just ma ths. If enough pe ople are involved, many odd-seem ing coincidences will happen. For example, at a typical football match with 50,000 people, statistically 135 people will share your birthday.

4a

2.6 )| Listen again and write down the phrases th e speakers use to engage the listener an d show interest.

b Ch ec k yo ur an sw er s in th e L an gu ag e for s pe ak in g b ox.


engaging the listener

and showing interest Engaging the listener

I heard this incredible story ab ou t... Someone told me abo ut... You're not going to believe this, b u t... Showing interest

Really? How amazing/surprising ...I That's awful/incredible .. .I What, you m ean ...? No way! You're joking!

PRONUNCIATION

5a

intonation - show ing interest

2.7))) Listen to the ways of show ing interes t. For each one, mark if you think the spea ker sounds in terested or not interested. What m akes thei r voice soun d interested? 1 W h at h ap pe ne d? 2 Oh no, th a t’s awful. 3 You're joking. 4 What, you mean the ring was on the carrot?! 5

Really?

6 No way! Th at ’s incredi ble! b 2.7))) Li st en and re pe at . b Ask y ou r t ea ch er ye s/ no questions to find out more about the story. C When you think you have enough facts, work together with your pa rtne r to tell the whole story. 2

2.6))) Listen to the story and co mp are with your ideas.

6

Work with a part ner. Stud ent A, tu rn to page 127. Stude nt B, tur n to page 133.

2.1

Read ing & Writing 7a

a narrative

Put the sections in the right order to mak e a logical story. A As soon as he told his son, they hugg ed each other a nd wen t for a coffee to talk. Barry ha d lost contact with his family while he was working abroad.

8a

2.5

time expressions

in a narrative it is important to say when events happened, as well as how quickly they happened. Try to use a variety of time expressions. Af te r a while/ln the end /ln an inst ant/ Just then A f ew y ears /m ont hs/ wee ks/d ays /ho urs a go Recently Straightaway

9

Complete the second sentence so that it has a similar me anin g to the first, using a time expression from the Language for writing box. There is one expression you do not need. 1 As soon as he heard the news, he rang her. When he heard the news, h e __________ . 2 Not long ago he had chan ged his job. He had change d his job . 3 At that moment, the car suddenly stopped. __________ , the car su ddenly stopped. 4 Finally, he went back to Australia.

1 E A few years ago, a taxi driver called Barry Bagshaw had a life-changing experience when he went to work one day.

, he went back to Australia. 5 Within seconds, everythi ng had changed. __________ , everything had changed. __________

6 A sho rt time later, he picked up his bag and left. __________

10

G By an am azin g coincidence, it turn ed out that his son, Colin, who had been living in South Africa, had re cently arrived to take up a new job in the sam e small town wh ere his father lived.

1 Announcing a story is about to start 2 Giving backg round information 11

, he picked u p his bag an d left.

Use the following story skeleton, or your own ideas, to write a story about a coincidence. Thin k about the order of events, and how to use time expressions to link the events together. • • • • • • • •

b W hi ch se ct io ns re la te to th e na rr at iv e str uct ure fr om th e Com mun icatio n exercise in Lesson 2.1?

3 Main events 4 Conclusion 5 Final comm ent

2.4

Read the story again and underline any words and phrases used to say when something happened.

LANGUAGE FOR WRITING

D Colin said, 'I did n't recogn ize him at all, but it is great to have my d ad back.'

F It see me d like any oth er day. Barry picked up a ma n an d his girlfriend from a hotel in the s easide town whe re he lived.

2.3

b Ho w m any o f th e ti me ex pr es si on s in th e La ng ua ge for writing box did you find?

B After a while, the woma n happe ned to notice Barry's identity card, hangin g up in the cab. 'Isn't that funny,' she said to her boyfriend, ‘you've got the sam e nam e as the taxi driver.' C The ma n then said, jokingly, ‘Is your first nam e Barry?' In an instant, the taxi driver's mouth went dry. He waited until there was somew here safe to park, pull ed the car over an d said, ‘Yes.’ The taxi driver had realiz ed that the m an in the ba ck of hi s ca b wa s his son, who he ha d no t s ee n for thirty-four years.

2.2

Man paints pictu re and sends it to a gallery. Man finds picture throw n into his garden. Did gallery ow ner really hate it? Man rings gallery owner/asks why she did this. Gallery ow ner says she really likes picture. Picture and other things stolen from her car. Thieves kept valuables/threw picture away into a garden. Thieves thre w picture away into artist's garden!

Read your partn er’s version of the story and answ er the questions. 1 What tim e expressions have they used? 2 How is their story the sam e as or different from yours?

23

2.5

Video

Seven good stories 1

Match the questions to the answers. 1 Does the story have an exciting plot? 2 Does the story make you laugh? 3 Does the story mak e you cry? 4 Is it a frigh teni ng story? 5 Are there any surpris ing moment s in the story? 6 Do you like the ending? a Yes, it’s a real ly fu nn y comedy . b Yes, be ca us e th e ch ar ac te rs all live ha pp il y ever afte r! c Yes, it's a tragedy. The couple die in each oth er's arms, d Yes, one ma n goes on an adventure. He meets many people , an d so me am azi ng th in gs hap pen to th em , e Yes, it's a shock when we discover that the hero of the story is actuall y the little boy who lives next door, f

2

Yes, it is. You belie ve the villa in is goin g to kill every one.

Work with a partner. Match a photo with one of the stories from the list below. What do you know abo ut thes e stories? • Macbeth • Aladdin • Cinderella

• Jaws • The Wizard o f Oz

• Dracula • Harry Pot ter

3

O Watch the video. Note down the seven types of stories. Match t hese to the stories in exercise 2.

4

O Watch again and choose the correct options to complete th e text. 1 Everyone / Certain people believe that stories are all based on seven types of plot. In Cinderella, Alad din and Harry Potter, the main characters a ll2 win and lose / lose something before learning a lesson about life. Villains 3 always / normally die at the end of tragedies, in sagas, the main characters go on a great journey. At the end of these stories, they usually 4 reach / fail to reach their destination, in a 'voyage and return' story, the main character will usually return home with 5nothing at all / a greater understanding o f the world. You will always find 6 a romantic tale / some funny characters in a comedy.

5a

ifcwa Work with a partner. Ch oose a story you know well. The story can be from a film or a book. Ask each ot her questi ons abo ut your story. Use the questions from exercise 1 to he lp you.

b De ci de whi ch of th e se ve n p lo t t yp es yo ur par tn er 's st ory be lo ngs to.

24

2.1

2.2

2.3

2.4

2.5

Review 1 a Complete the se ntences with the correct form of the

b Work with a partner. Choose one of the sent ences a nd

decide together what hap pened before and after this sentence. Write it as a short story, us ing some different time linkers.

verbs in brackets: past simple, past contin uous or past pe rf ec t s imp le .

3a

2.9 )| You will he ar defini tions for each of the v erbs below. N um ber ea ch wo rd as it is de fi ne d. appear

recognize

expect forget

remind scream

realize

wonder

b Work with a partner. Choose five of the verbs a nd write

A bad day 1 Last Tuesday my computer broke while I (try) to finish an imp orta nt piece of work. 2 So I (call) a friend who knows abou t computers, and he ca me over straightaway. ( have) a look at it, but he cou ldn't fix it. 3 He

sentenc es using them. Vary the topics and te nses you use. C Work with a different pair. Read out your sentences,

leaving out the verbs. The other p air has to put in the correct verbs in the correct form.

___________

4 He (take) my keys so he could come back to fix it the nex t day whi le I was at work.

Complete the sentences with an appropriate verb from the box in th e co rr ec t f orm .

5 The next morning when I (try) to leave for work, I discovered that h e ( lock) my front door from the outside, and I couldn't get out of the flat. ___________

adm it

___________

6 My par ent s I kno w

___________

7 I tried to call my friend, but h e (leave) his ph on e in my f lat. It (ri ng) righ t ne xt to me. 8 I (have) to wait for him to arrive, and so I was v ery late for work. ___________

keep quiet

mention

3 'Ladies and gentlemen, I am very happy to that the win ner of the award is ...' 4 He he had once worked for the Queen, but I didn’t believe him. 5 If you can ’t say anyt hing nice, you'd be tte r __________ . 6 'I'm sorry to __________ you that the com pany is closing down.' 5 a Add a comme nt adverb to show your attitude to each statement.

1 2a

inform

___________

Work with a partner. Circle had, was and were in the completed sentences. Decide together which should be pro nou nc ed as a ' wea k' for m.

sentence s aloud together.

claim

you had a new job, but she d idn't say 1 Lucy much a bout it. 2 At first he denied having taken the money, but in the end h e it was him.

(travel) abroad, and no one else ( have) a spare key.

___________

C 2. 8 ))) Listen and check your answers. Practise readin g the

announce

Each of the sentence s comes from a different story. Choose the correct option to complete each sentence.

2

1 By the tim e/ As soon as he arrived, she had already left. 2 W hile/ During the sum mer, he worked in an ice cream van.

, women in most countrie s earn betwe en 70% and 90% of wha t me n ea rn. __________

, 55% of unive rsity gr adua tes in the UK are

women. 3 4

, women talk almost three times as muc h as men. __________ , wom en live longer than men.

__________

3 He stayed there alone by the tim e/ until it got dark,

then, feeling sad, he went home. 4 He walk ed off happily. M ea nw hi le / While, she was already planning her revenge. 5 As soon as / During he got home, he tu rned on the news. 6 By the time / While I was w alki ng to work, I saw

b Discuss the statements with a partner.

6a

2.10 )JListen and write down four statements. Read the statements to your partner a nd respond to each one by showing interest.

something very strange.

25

3 3.1

Life skills Challenges GOALS

■ Talk about challenges and success


challenges and

■ Talk about ability

5

3.31 Complete the phrases in the text with the verbs in the box in th e co rre ct form. Th en liste n and check your answ ers .

success

avoid be deal give succeed in wa it

Work with a partner. Wha t do you find difficult to resist? For example: buying clothes, spendin g too much time online, eat ing junk food.

make (x2)

p refer

resist

rise

PRONUNCIATION word stress

Work with a partner. Look at the photo. The children are trying to resist the temptat ion to eat the marshm allow. Which child do you thi nk is more likely to succeed? Why? 3.1))) Listen to t he first par t of a talk on t he Ma rshm allo w Test results. What was Mischel's experim ent? 4

3.2))) Listen to the rest of the ta lk an d a nsw er the questi ons. Check your answ ers with a partner. 1 How long did the children have to wait without eating the marshmallow?

6a

Work with a partner. Say the verbs in the box aloud and mark the stress on each verb. achieve avoid succeed

manage

observe

prefer

resist

b What is the most com mon stress pattern in verbs with

two syllables? C 3.41 Listen, check and repeat.

2 How many of them failed the test? 3 In what ways were the children who didn ’t eat the mars hmal lows more successful in later life? 4 How did the successful children manage not to eat the marshmallow? 5 Why is it importa nt to be able to wait for som ething you want?

The Marshmallow Test In the Marshm allow Test, researchers left four-yearold children alone in a room with a marshmallow. If the children managed to 1 resist t e m p t a t i o n and not eat the marshmallow, the researcher promised them a reward of two marshmallows. However, most of the children found it diffic ult to 2 p a t i e n t and 3 in before to have something the time was up. They 4 i m m e d i a t e l y rather than 5 for what they really wanted. The researchers found that, as adults, those t o t h e c h a l l e n g e were children who could 6 generally much more successful than the others.

26

On

Ox ford 3000™

The best technique was to 1 _________ t h i n k i n g a b o u t the marshmallow at all. The successful children 8 w i t h t h e p r o b l e m by looking away or covering their eyes. If they didn’t think about the marshmallow, they didn’t have to 9 an effort not to eat it. When Mischel taught a different set of children this technique, nearly all the children 10 waiting the full time. Learning these techniques can help in adult the life because being able to wait helps us to 11 right choices.

3.1

7

Work with a par tne r and discuss the questions.

9a

ability

__________________________

► Think about somethin g else. Ifyou 4 turnin g your atten tion away from the chocolate for a while, you may forget about it altogether. ► Slop for a minute. Perhaps you felt you 5 spare the time to go for a run yesterday? But ifyou stopped and really though t abou t it, you’d see it was much more im portant than many of the things you did 6 do. _________________________________

... you will be able to make better decisions about your future.

_________________________________

► Think ahead. Plan for the future and you will 7 achieving your goals. _____________________

ability

Present and past

► Never buy thing s on impu lse. Go home and think abo ut it. Ifyou rea lly like it, you 8 (still) buy it tomorrow, or ne xt week.

• To talk about general ability, we use can/can't + infinitive or am/are/is able to.

•

0 © Q

► Remember that you 1 choo se to resist tem ptation if you want to. Just beca use you 2 stop yourself yesterday, doesn’t m ean you 3 n ever do it.

b Only 30% of t he kids w er e ab le to wa it th e ful l fif te en minutes. c The kids who cou ldn ’t resist temp tation were generally less successful, d When he taught the children some simple techniques ... nearly all the children su cce ede d in waiting the full fifteen minutes ,

•

3.5

Work with a partn er. C omplete the tips in th e blog using

How to succeed

a Some ate it straightaway, some ma nag ed to wait a while before givi ng in.

GRAMMAR FOCUS

3.4

Home > Success > How to succeed

Read the information in the Grammar focus box. Match sentence s a- e to 1-5 in the box.

e

3.3

can/ca n't, co uld /cou ldn ’t, (not) man age to, (not) succeed in, and (not) be able to in the c orrect form.

1 What kind of things do childre n find hard to wait for? 2 What happen s if children get everything they want immediately? 3 How can children learn to be patient? 4 What techn iques do you use whe n you need to resist temptation? For example, avoid thinkin g about it, pro mis e y ou rs el f a r ew ar d late r, ...

Grammar & Speaking

3.2

___________________

To talk about doing or not doing something with some difficulty, we use (don't/doesn't) manage to + infinitive/ succeed in + -ing.

► Spend time with people who arc resist temptation themselves. Pick up some valuable lessons by observing someone whose patience you admire.

in the past we use: a could/couldn't or was(n't)/were(n't) able to + infinitive (general a bility) 1 ____ b was(n't)/were(n't) able to (on a specific past occasion) 2

c (didn't) manage(d) tofsucceed(ed) in (with some difficulty on a specific past occasion)3 _____4 ____ Future

• To talk about future ability we use: a will/won't be able to + infinitive (general ability and on a specific future occasion) 5_ b will/won’t manage to + infinitive/will/won't succee d in + -ing (with some difficulty on a specific future occasion) If you work hard, I'm sure you'll manage to get the grades you need .

b Work w it h a p art ne r o r i n s ma ll gr ou ps . W hi ch ar e t he most useful tips? Put them in order of usefulness. 10

Work with a partner. Tell your part ner abou t... • some thing you can do now that you couldn 't do a few years ago. • a time whe n you succeeded in resisting temptation. • a time wh en you managed to deal with a problem successfully or make the right choice. • something you hope you will be able to do in the future and how you plan to do it.


27

3.2

Faking it? GOALS

■ Talk about w ork skills


■ Talk abou t obligation, permission and possibility

wo rk skills Sunday , 20 April

Work with a partne r. Look at the two jobs in the photos and decide what skills, apa rt from cooking skills, are nee ded for each job.

Review Last nig ht’s TV The best thing on TV last night was Faking It. It takes someo ne with no experience in a particular job and sends them to live and train with an exp ert for four weeks. They then have to take pa rt in a contest against professionals, and a panel of expert judges decides which participant is the ‘fake r’. At the beginning of the programm e, we met Ed working in a fast food van in all weathers, selling chips and burgers. In this job he didn’t need to do much apart from arrive at work on time and be reasonably pleasant to people. All this changed as he had to learn how no t to be p leasant to people as a head chef in a top London restaurant.

2

Work with a partner. Read the newsp aper review of a recent television program me and discuss these questions. 1 Did the particip ant succeed in his challenge? 2 Wh at difficulties did he face?

3

4

Would you enjoy learni ng to do som ething completely new in four weeks? Why/Why not? Discuss with a partner. Look at th e list of skills below (1-13). 1 2 3 4 5 6 7

being a good leader being confident in yourself making decisions managing (tight) schedules persuading people to do things taking responsibility working well under pressure

8 9 10 11 12 13

solving problems being reliable managing a team m ultita sking setting goals working hard

Which skill(s) is/are about.. • working with other people • managing limited time • using your intelligence

being a good boss being a good work er

Some skills can be in more t han one category. 5

28

Work in small groups. Decide togethe r which skills Ed neede d for both jobs. Give reaso ns for your choices.

O lW O xford 3000T'

Accord ing to Ed’s teacher, one of Londo n’s top chefs, to succeed as a chef you must have a passion for food, the ability to run a team, confidence, work to very precise times, and be able to cook. So, could Ed cook? He explained his technique was to ‘wa it until the burger went brown on both sides’; 1he did n’t have to do much m ore. To test his skills, his teacher asked him to cook the food in his fridge, 2 telling Ed he c ould prepare it any way he wanted. The results were not good. Even the vegetables were overcooked, as Ed didn’t realize th a t3 he didn ’t need to boil carrots for an hour or more.

But Ed’s biggest problem was that he hated telling people what to do. As the top ch ef explained to Ed, 4 ‘he couldn’t be a head ch ef and be nice’. Ed was shocked to realize th a t5 he co uldn’t say please and thank you all the time if he wanted the team to respect him. 6 He also had to learn how to walk and stand more confidently. Amazingly, after four weeks of hard work and quite a few problem s, none of the judges realized that Ed was a complete beginner. In fact, one offered him a job as a chef.

3.1

Grammar & Speaking

obligation, perm is si on and possibility

7a

Read the informa tion in the G ram ma r focus box. Look at ph ra se s 1-6 in th e review on pa ge 28 a nd ma tc h th em to rules a-fi n the box.

GRAMMAR FOCUS

3.3

3.4

3.5

Complete the text which c ompa res Ed's old job with his new one, using the verbs from the G ram mar focus box. Sometimes more than one answer is possible. When he was work ing in the bur ger van, Ed 1 be reliable and turn up for wo rk on time . He also 2 be polite to the customers. However, he 3 take much respo nsibility as his boss dealt with the money. He 4 get up early because the van opened at 11 a.m. When he wanted to, he 5 even take a day off work.

obligation, permission and

possibility Present • If something is necessary or obligatory, we use m u s t when talking about the feelings and wishes of the speaker, and have to to talk about obligations that come from someone or somewhere else.

•

3.2

Now tha t he's training to be a chef, it's very different. He6 manage a team, even though he finds it difficult to tell people what to do. It's also a very high-pressure job, so he 7 work to tigh t deadlines. However, he 8 _ wo rk outsid e any more, and he 9 take hom e really nice food when the restaurant has closed.

If it is necessary or obligato ry NOT to do something, we use m u s t n ' t , and do n't have to/d on 't need to if it isn't necessary or obligatory.

Past • If someth ing was necessary/obligatory, we use had to. a

We can't use 'must' with this meaning in the past. •

If someth ing was n't necessary, we use d i d n ' t h a ve t o / did n't need to.

b 3.5))) Li st en an d ch ec k y ou r a ns we rs . 8

Work with a partner. Stude nt A, turn to page 127. Student B, tu rn to pag e 133.

9a

Make a list of six work skills you feel you possess.

b

permission and possibility - could/couldn't

b Ho w d id you ac qu ir e th ese ski lls ? F or e xa mp le :

Present

We use c a n / c a n ' t if something is/isn't allowed or possible. Past If something was/wasn't allowed or possible, we use c o u l d / couldn't.

d

-> Gram ma r Referen ce page 141

I'm go od at w or king in a team . I use d to be c ap ta in o f the footb all team. I ha d to take responsibility for choosing the right players. I cou ld ...

Make simi lar notes abou t each of the skills you chose. C

ir-via Work with a part ner. Ask each other these questions.

• What are your three m ost imp ortan t skills? • What three positive things would your last boss/team colleagues/friends say abou t you?

Give full and convin cing answers, with reas ons and e xamples.

Q

VOX POPS VIDEO 3

29

3.3


■

Reading & Speaking

Recognize com plex noun phrases (1)

complex nou n

4a

phrases (1)

■

Use com pou nd adjectiv es

Look at the numb ered sentenc es in the article. Underline the subjec t and circle the verb.

b Decide if the s tate men ts are tr ue (T) or false (F). Correct

1

2a

Work with a par tner. Have you ever done any of these things? How did you feel? a taken a very imp ortan t exam

the false statements.

b m ade a s pe ec h or p re se nt ati on to a la rge num ber of people c sung in public d had an interview for a job you really wan ted

2 The Social Stress Test is a way of me asu rin g stress. 3 The signs of stress show that you are ready for a difficult experience.

Read the inform ation in the Unlock the code box about recognizing complex noun phrases.

a

UNLOCK THE CODE recognizing complex complex noun n phrases (1)

Sometimes the subject of a sentence can be very long or contain another verb. Su bject

Main v erb

Making a speech

is

sometimes hard to do.

Learning these ne w techniques

helps

in later life.

One o f t he te s t g ro up s

e xp er ie nc ed

s ym pt om s of s tre ss.

One group who took part in the experiment

were told

nothing.

1 It's difficult to find information on the internet about how to reduce yo ur stress.

4 Only one group had some damag e to their body. 5 Some people thi nk these results are difficult to prove. 5

Work with a par tne r and discuss the questions. 1 How would you feel in the situations in the Social Stress Test? 2 Do you agree that stress can so metim es be good for you? 3 How do you feel after a chal leng ing experience? Health and Fitness > Stress

When you read, it is important to be able to identify the subject and the main verb quickly.

b Look at the statements. U nderline the s ubjects and circle

the verbs. 1 Stress ca n actually be good for you. 2 Taking an impor tant exam often causes people to lose sleep. 3 Speaking in front of a large group of people can be very stressful. 4 People who are most und er stress show physical signs such as sha king or sweating.

Stress could be good for you - if you believe it is Have you ever given a talk or speech to a large

3a

Look at the phot os an d the title of the article. What do you thin k the article will say? Discuss with a partner.

b Read the article. Were your ideas in t he article?

30

OlW Oxfo rd 3000™

g r o u p o f p e o p l e ? If s o , y o u ’ ll p r o b a b l y r e m e m b e r i t as a very stressful experience ... y ou sweat , your m o u t h g o e s d r y , y o u r h e a r t s t a r t s b e a t in g f a s t .

3.1

i w r a i »h

6a

i

3.3

3.4

3.5

C Read the info rmation in the Vocabulary focus box about

»rai:mm com po und adjectives

compo und adjectives and check your answers.

Look at these com poun d adjectives from the article. Which nou ns do they describe?

VOCABULARY FOCUS

compoun d adjectives

b fi ve -m in ut e

Compound adjectives are generally made up of two words, usually either becoming a single word or joined by a hyphen. Here are some of the most common forms they can take.

Can you think of compound adjectives which match definitions 1-6?

1 ending in a past participle: left-handed, sho rt-sleeved 2 ending in -ing: good-looking, hard-working 3 end ing in a noun: two-hour, full-time

a

b

i k

3.2

stress-producing

1 describes somebody who uses their left hand to write 2

anothe r word for beautiful or handsome

3 the opposite of part-time 4

an adjective which means that something lasts two minutes

left -handed good- looking

going hand known speaking star

full -time two- minute

5 describes a shirt which has short sleeves

short- sleeved

6

hard- working

describes a person who works hard

7a Add a word from the box to make a com poun d adjective.

1 easy- going 2 home- made 3 five- star 4 overpriced

b

made

page

priced

5 500- page (no plural) 6 second- hand 7 English- speaking 8 well- known

Work with a partner. W hat do you think the c omp ound adjectives mean?

C 3.6))) Listen and m ark the m ain s tress in each one. d 3.6))) Listen again an d practi se saying the words. Like •comme nt • Share

8 And most people believe that stress is bad for you. 1 Putting ‘reduce yo ur stress levels’ into G oogle gets you 34 million hits. A rticles in the new spapers or on health websites are always telling us how to reduce ou r stress levels. 2 Titles like ‘23 scien tifically proven ways to reduce stress right now !’ are common. But what if it isn’t actually true?

_________________

2 Whe n you were young, did you ever w ea r home-made clothes? 3 Would you rather read a 500-page novel or watch a six-hour film?

____________

_________________

3 Experiments w ith a technique called the Soc ial Stress

4 When was the last time you thought something was over-price in a shop? 5 Who is the m os t well-known musician in your

Test suggest that stress is only harmful ify ou believe that it is. In the experiment, two groups of people were asked

to perform a series of stress-producing actions, such as doing a m aths test while the ‘instructo r’ shouted, ‘Faster! faster! Tha t’s not very good !’ Or giving a five-m inute talk to a group of ‘experts’ who were pretending to be bored.

country? Do you like him/he r? Why/W hy not? 6 Do you prefer a very strict or a ve ry easy-going teacher? Why? 7 Have you ever stayed in a 5 stard hotel? Where? When? English-speaking 8 Can you nam e five countries?

_________________

But the two groups had been treated d ifferently before they took the test. The first group had not been told anything, whereas the second group were told that stress is g o o d for you, and that 4 the dry mouth an d beating heart are the b od y’s way of preparing you for a challenge.

Amazingly, the results were quite d iffere nt .5 The peop le

Complete the questions with the compou nd adjectives in exercise 7a. Sometimes mo re tha n one an swe r is possible. 1 Have you ever boug ht a second hand car?

_________________

_________________

9

iriwn Work with a partn er. Ask and answ er the questions in exercise 8. Report the most inter esting answ ers to the class.

who had been told nothing show ed signs of damage to the blood vessels around the heart, w hile those of the

other group were normal - as if they were not under stress at all. 6 These results have been confirme d by o ther tests. It seems that the effects of stress depend on what you believe a bout stress!

31

3 .4


■ Give practical instructio ns

■ w rit e a paragraph supp orting an opinion

Listening & Speaking pra ctical instr uctions 1

3a

3.8 ))) Listen an d co mple te the inst ruct ions .

1 2

Look at the photos . Wh at do you th in k a ‘Litre of Light' is?

y ou do is cut a hole in the metal. done that, put the bottle in the

____________________

____________________

hole in the metal... 3

t he glue's fill the bottle with w at er ... 4 that, it’s time to go to the roof.

Alfredo Moser, a Brazilian mechanic, invented the 'Litre of Light' in 2002. Many thousands of hom es around the world now have light for free, using no electricity.

____________________

,

_____________________

____________________

b 3.8 )| Comp are your answer s with a partner. Listen again

and check.

PRONUNCIATION

pauses in instructions

We often put pauses in instructions to help people understand.

4a

3.9 ))) Listen an d fini sh ma rki ng the p aus es in the

instructions below. Next, // rub the bottle with sandpaper. // When you’ve done that, put the bottle in the hole in the metal and glue the bottle in place.

2a

Look at the illustrations. Describe wh at you see in each.

b

Practise giving the ins tructio ns clearly. fcftfaa Work in small g roup s and give ins truc tion s on how to do something. 1 Choose a skill you are good at and make brief notes on how to do it. Include five steps. 2 Use the informat ion in the Language for speak ing box. Add pauses to make the instruc tions clearer. 3 Work in small groups. Give each other the instructions. Whe n you listen, ask questions to make sure you understand.

Glue

5

___ ’

b 3.7 )| Listen to the ins tructio ns and complete 1-6 with one

word in eac h gap. 1

a hole in the m etal sheet,

the plastic bottle with sandpaper, 3 the bottle in the hole in the metal an d it in place. the bottle with water and ten millilitres of bleach, 2

the

on the bottle.

a hole in the roof the s ame size as the bottle.

32

LANGUAGE FOR SPEAKING Putting instructions in order The f ir st t hi ng y ou do i s ... When you've done th is ,... Explaining or s howing You do it like this. Let m e g iv e y ou an example. As ki n g qu es ti o ns How do yo u...? Can you say that part again?

giving instructions

While y ou 'r e d oi ng t h is , ... A fte r doing th is ,... Let me show you. Make s ur e ... OK, what next? Can you show me?

3.1

Read ing & Writing

writing a n opinion

paragraph 6

Work in small groups and discuss the questions. 1 Wh at was the last thing you learne d to do? 2 Do you thin k it's imp ortan t to learn new things as we get older? Why/Why not?

7

Read the parag raph from an article in an educationa l magazine. 1 What is the writer’s general opinion? 2 Whic h phrase shows the writer is giving their opinion?

9

3.2

3.3

3.4

3.5

Work with a partner. Choose the correct options to complete these sentences on the same topic as in the article. 1 Some people say that older people who continue to learn new things, such as / as well language and comp uter skills, stay healthier. 2 Research seems to show that learning new skills is good for our brains; fo r in stan ce / on top o f that, the activity of learn ing improves our memory. 3 A new hobby gives us somet hing to talk about with our friends a nd family. Too / In ad di tion , research has shown t hat our happ iness levels increase as we learn. 4 Learnin g helps us to stay interesting, too / such as, bec au se it gi ves us ne w ex pe ri en ce s an d mak es us sol ve new problems.

TECHNOLOGY-OPINION Nowadays the idea that learning is only fo r children is obviously no t true. It seems to me that as an adult you can’t rely on wh at you learn t in school to get by any longer. Technology at work and at home, such as computerized household appliances, tablets and mobile phones, are an essential part of everyday life. On top of that, all these devices are constantly developing. So, if you want to be able to function in the 21st century, you have to keep learning and developing, too!

8a

Read the paragraph again and underline one phrase for add ing informa tion to suppo rt the idea and one for giving an example.

b

Compare with your partner. Then read the information in the La nguage for writing box to check.


supporting an opinion

Support an opinion by adding more information and giving examples. A dd in g m o re in f o rm at io n • On top of that, .../In a ddit ion,...

It's important to learn new things. In addition, it seem s that learning new things is actually good for your brain. •

...also

as well.

10a ifcViM Work with a partn er. C hoos e a topic and d iscus s your opinions. • Everyone should learn how to do som ethin g new after the age of fifty. • Com panies should pay for their employees to receive training and education. • Adults can be better at learning new things than children.

b Make a note of three

ma in points to sup port your opinion. Thin k of examples for each point.

C Now wr it e th e pa ra gra ph. Use t he ph ra se s in th e La ng ua ge

for writing box to support your opinion w ith extra information and examples.

It's important to learn new things and it seems it's actually go od f or yo ur brain as well. Giving an example • ... such as ... for insta nce ,...

for exam ple,...

English and French used to be the most important languages to learn, but now other languages are becoming increasingly essential, e.g. Chinese and Arabic.

33

A w o m an 's life: 191 1914 vs 2014 1

Look at the photos. Work with a part ner and discuss the po ss ib le co n ne c ti on be tw ee n th e t h re e ph ot os .

2

How do do you thin k life life was different different for wom en in Britain one hun dre d years ago? ago? Discuss your ideas with a partner. Write one idea for each heading. •

Fam ily Life

•

Work

•

Marri age

•

Women's Rights

3

O Watch the video. video. Did the presenter mention any of your ideas from exercise 2?

4

O Watch again and choose the correct options to answer the questions. 1 How man y people visit the mus eum every year? a About half a million. million. b Ne ar ly a mil m il li on . 2 Why didn't man y wom en receive receive a full educatio n about one hun dred years ago? a Only a few schools allowe d ggirls irls to comp lete their education. b It was w as un u s u al for gi rls rl s to stay st ay at sc ho ol un ti l eighteen years old. old. 3 Wh at had the suffragettes achieved by 19 1914? a They had chan ged the lives lives of of man y women, b Th ey ha d pe rs ua de d so ci et y to pa y m or e at te nt io n to women's rights. rights. 4 Wh ich wome n got got the vote in 191 1918? 8? a The women who had carried out out certain jobs jobs during the First World War. War. b P ro pe rt y- ow ni ng w o m en wh o w er e al so ove r a certa in age. age. 5 What does the presenter say about women in Britain today? today? a There are more working women tha n at any other time in history, b Th e n u m b e r of wo m en at w ork or k is in cr ea si ng fast fa st er than the numbe r of men.

34

5a

E 0 3 Work in small groups. Make a list of of five five skills skills need ed in society one hundre d years ago. ago. Then make a list list of five five skills nee ded today. Are the lists very different?

b

Comp are your lists with a noth er group. Which skills skills do bo b o th gr ou ps ag re e ar e im p o rt an t i n so ci et y to da y?

3.1

3.2

3.3

3.4

3.5

Review 1a

Cross out the options which are not possible. possible.

6a

Complete the conversation with the p hrase s in the box. box.

couldn’t/c a n 't / was n’t n’t able to to swim unti l I was nearly ten. 1 I couldn’t/c

2 It was difficult, but I finally succeeded succeeded in in / man aged to / was able to learning. couldn’t / can't / can s wim very far. 3 However, I still couldn’t far. 4 I manag ed to / could / succeeded succeeded in in pass my dr iving test the t hird t ime I took took it. it. ablee 5 I was quite good at driving, but I cou ldn't/wa sn't abl to / managed to park correctly. 6 After I pas sed , I can / was able able to to / manag ed to drive to see my parents. b Work with a partner. Explain why the forms you crossed

out are incorrect. 2a

3.101 3.101 Listen and write the sentences you hear.

b Work with a partne r. D ecide if the sentences are about

obligation (O), (O), lack of obligation (LO (LO), perm iss ion (P) (P) or lack of permi ssio n (LP) (LP).. 3a

Match 1-5 1-5 to a-e to make expressions. expressions. 1 be a temptation 2 deal b t h e r i g h t ch o i c e

Make sure let me show you What next The first thing you do do is While you're doing that How do you you you do it like like this

c with a problem d to a c h a l l e n g e e pa pa t i e n t

3 make 4 res is t 5 ris e

A

the completed ph rases a nd tell your partner b Choose one of the about a time in your life when you did this. B

4a

Which verb can be used with each group of phrases? v e a good leader, confident in yourself, reliable 1 b e / h a ve

A

2 d e a l / m a n ag ag e a team, tight schedules rk hard, 3 m a k e / w o rk hard, well well und er pressure b Which th ree skills are most impor tant for a manager? B A

Discuss with a partner. 5a

3.1 .11 1))) Listen to the first par t of six com pou nd adjectives and complete th em with a word from the box. box. -going

-hand

-known

-looking

-speaking

-working

Write a sentence using each completed com pound b Write adjective. adjective. Compa re your answers with a partner.

B

1 _______________________________ to put some flour in a bowl, with a little salt. Then you crack an egg into the bowl. I’ I’m m not very good at tha t. 2 ___________________________ crack the egg without getting bits of shell shell in the bowl? bowl? No p ro bl em , 3 ________________________________ . Look, you crack it on the e dge of the bowl, like this. The n you mix it in and add the milk. 4 ________________________________ you m ix it very thorough thoroughly, ly, so th ere aren ’t any lumps. 5_________________________________? Then you have to wait for for about thir ty minutes. 6 ________________________________ you can get ready whateve r yyou ou want to put on the panca kes. Then you heat some oil or butte r and put some m ixture in the pa n. W he n th e fir st side si de is cook co ok ed, ed , you yo u f lip it over. ove r. Look,7 ________________________________ . Wow! That's clever.

b 3.1 .122)) )))) Liste Lis te n a n d ch ec k yo ur an sw er s. C Work with a partne r. Write a similar conversation

explaining how to do something, us ing the phrases in exercise 6a.

35

Space 4.1

Livi Living ng on water w ater GOALS ALS

■ Talk Talk about living living on w ater

■ Talk Talk about predictions and decisions decisions

Vocabulary & Speaking Speaking

living living on w ater 1

Work with a par tner. Look at the photos and use the words in the box to to describe them. at sea island

2a

beach canal c oast fe rry floa t inland lake mainland ocean reeds sand waves

Read the article from a business mag azine and look at the photos. W hat does the article say about eac h of them? Discuss your answers with a partner.

b Ho w m a ny of th e w or ds in ex er ci se 1 ca n y ou fi nd in th e text? text? Underline the m. 3

Work with a part ner or in small groups and discuss the questions. 1 What do you think are the advantages and disadva ntages of living on water? 2 Do you agree that large numbe rs of people will start living on water, water, rathe r tha n on land? Why/W hy not? 3 Would you like to live on water? Why/W hy not? not?

36

Om Ox ford 3000 3000™ ™

NEW S I M E B

e

I

money

a r t s+ life

people

Living on water As cities become bigger, those who can’t move inland are starting to consider moving out, onto the sea itself. There are already cultures where a life on water is nothing new. Islands made from reeds float in the middle of Peru’s Lake Titicaca, home to an ancient community. Venice is made up of 118 islands; and the Thai capital, Bangkok, with its canals, is famous for its floating markets. Fishermen live at sea for long per iod s, but coul d larg e numb nu mb er s of peop p eople le real ly move onto the water? Koen Olthuis, the Dutch founder of Waterstudio.nl and a floating architecture expert, thinks so. His company is involved in a project in the Maldives, a group of islands just 1.5 metres above sea level. By 2100, their beautiful beaches and white sand could be complet comp let ely und erw ate r. Howeve r, before bef ore the architects can solve this problem, some cash has to

4.1

Grammar & Speaking Speaking

will/be going to for

5a

pre p re d ic tio ti o n s a n d d ec isio is ion ns 4a

4.3

4.4

Trave^Blog

1 T h e rrii se se in in se se a l e ve ve l s will 2 Look at thos e black clouds. I t

Destinations Themes Shop Bookings Insurance

cause c ause huge problems. rain. r ain. going to

___________

So, yesterday we took the train from La Paz, Paz, Bolivia, into Peru, stopping at Puno, and today we 1 going to ( vis it) t h e f l o a t i n g i s la n d s o n L a k e Titicaca. I can’t wait. Ever since I first heard about these islands in a geography class many years ago, I’ve wanted to see them. Ac tually, I do n’t really enjoy boat trips, but I’m sure the water on the lake 2 will be (be) quite calm , as it’s a clea r sunn y day. It’s qu ite cold , tho ug h, so 13going to take (take) an extra sweater to keep warm.

b C om pl et e th e se nt en ce s w it h th e co rr ec t fo rm of will/be going to for decisions. 3 You You look a bit confu sed. Don ’t worry, I will help you. is going to 4 Tony g o to California next spring. go ___________

C Check your answers with a partner.

d Read the Gramm ar focus focus box box and choose the correct correct options to complete the rules.

I’m really interested in finding out more about how people live there. I believe we 4 will be able (be able to) ask them questions through a guide. I’d love to know what p eople eat - a lot of fish, fish, I suppose! I’d also like to know what they think the future holds for them and their families. families. Do they think the ir children children 5 (stay) on the islan islands? ds? What effe ct6 t e c h n o l o g y __________ (have) on their lives? I know they already have solar power and even black and white TVs.

GRAMMAR FOCUS will/be going to for predictions and decisions Predictions • When we want to talk about what we believe or think about the futu re, we use 1 will / be going to. to. •

When there is some evidence in th e present to support the prediction, or an action is starting or clearly on the way, we use2 will / be going to. to.

Decisions • When we make a decision decision at the mom ent of speaking, speaking, we use 3 will / be going to. to. •

4.5

Complete the blog entry about a trip trip to to Peru using will or be going to and th e verbs in brackets. brackets.

Work with a partner. Complete the sentences with the correct form of will/be going to to make predictions. ___________

When we have already made a decision, we use 4 will / be going to. to.

W

4.2

Just thought! It would be great to have some photos for the ll take _______ (take) my blog, so I 7 ___ camera, too. Just hope I don’t drop it in in the w ate r... r...

-*■Grammar Reference page 142

v

b C om pa re yo ur an sw er s w it h a p a r tn e r an d give reasons for your choices. To do this, Waterstudio will create a luxury floating development (with a conference centre, golf course and 185-villa resort), and use the money from this to develop artificial islands to provide houses for the Maldives’ poorer citizens.

C

6

As well as building on the water, architects are now starting to think about building under the water. AT Design have produced plans for a 10 km2floating city off the coast of Hong Kong, with islands above the water connected by un de rw at er tu nn el s and an d wal kwa ys. If an d wh en it is completed, the city will have gardens, a huge entertainment arena for sports matches and concerts and even its own farms, making it self-sufficient. People will be able to travel back and forth from the mainland by ferry, and the designers predict that it will be a huge tourist attraction. So, it seems that a life at sea will have a lot to offer!

4.11 Listen and check your answers.

ifiV ifiVK Ki Work wit h a part ner. Look at the intervie w questions. Ima gine you are someo ne who lives lives in one of the four places pictured in exercise 1, 1, and write a conversation, answering the questions (don't mention the nam e of the place) place).. • Wha t is is the bes t thing ab out living here? here? • Are there any disadvantages? • Tell Tell me abou t a typic al day. What are you going to do today, for example? • Do you think you'll ever move away? Why/Why not? • Wha t do you think life will be like like here in fif ty years?

7

Read your conversation to anot her pair. Can they guess where the p erson being interviewed lives? lives?

37

4.2

Forest bathing GOALS

■ Talk about the natural world


■ Talk about probability

the n atural world

1a 4.2 )J Listen to two people who have each been to one of the

pl ac es in ph ot os 1-4. W hi ch on es ha s he /s he bee n to?

b Which words h elped you decide?

2

Choose one of the othe r photos and m ake some notes describing it using the words in the box. cliffs g reenery forest fresh air pools landscape peaks season scenery soil steep sunset sunshine rocks valley(s) waterfalls

3

Take turn s to listen to your pa rtn er’s description and decide which photo he /she is describing.

Gramm ar & Listening

pro bability

Read the quotation. Wha t do you think might be the be ne fi ts of fores t b at hi ng ? Dis cu ss w it h a p ar tn er .

‘Shinrin-y oku, or fore st bath ing, is simp ly visiting the forest (or other na tural area) a nd wa lking slowly, taking in everything that you can see, hear, smell an d even tas te.’ 5a

4.3))) Listen to a radio interv iew an d not e dow n thr ee be ne fi ts of sp en di ng ti me in gr ee n sp aces . 1 _____________________________________________________________

2 _______________________________________ 3

___________________________________________

b Com pa re yo ur list w it h a par tn er .

38

OlW Oxford 3000t'

6a

Work with a partner. Look at the predictions and comp lete them with the n umbers in the box. 3

8.5

30

50

52

61

92

1 In the US people now sp en d 8 1/2 hours a day looking at a screen, and thi s trend will definitely spread around the world as smartphones become more common. 2 The percent age of British people living in cities is likely to rise t o 92 % by 2030. % 3 Countrie s such as Botswana, where in 1950 only 3 of people li ved in a city, may end up in a similar situation. 4 Now aday s 61 % of Botsw ana’s populat ion lives in cities and this percentage will probably rise further. 5 Walking in a forest for 30 min utes improves mood and might even stop you getting ill. 6 After a two-ho ur walk some people showed a 50 % increase in the white blood cells nee ded to help fight disease. 7 The Japanese government will b u i l d 52 mo re for est bath in g t ra il s w it hi n th e ne xt te n y ears , and ot he r countries may follow. b 4 .4 ))) Listen an d check y our predic tions.

4.1

7a

Look at the se ntences in exercise 6a. Read the information in the Gra mma r focus box and choose the correct options to complete the rules.

4.4

4.5

opinions a bout the future, using a probability phra se from the G ramm ar focus box. 1 By 2030 / eighteen cities / have more than

probability

twenty million inhabitants.

Modal verbs

2 Pollution / increase.

We can use the modal verbs will, may and might to talk about how sure we are about something. Might/may suggests a 1 smaller / greater possibility than will. •

4.3

9a Write the predictions so they agree with your own

GRAMMAR FOCUS will/may/might to talk about •

4.2

3 Food prices / rise as we need more space for people to live.

Adverbs and adjectives

4 Food / on the top of tall buildings.

We can also use the adverbs probab ly, p os sib ly and definitely and the adjectives likely and unlikely to give more information about how sure we are.

5 Cities / more green spaces.

Definitely, probably and po ssi bly com e2 after / before the modal verb in positive sentences and 3 a f t e r / b e f o r e the modal verb in negative sentences.

6 People / get much fresh air. 7 Every block of flats / a comm unal garden.

Likely and unlikely are followed by 4 infinitive + to /

8 People / spend as much time in nature.

i n f i n i t i v e w i t h o u t to

-* Gramm ar Reference page 143 b Comp are your ideas with a partne r. Give reasons for your

opinions.

b Com pa re yo ur an sw er s w it h a p art ne r an d g ive re as on s for your choices. 10 PRONUNCIATION

intonation - certainty

Our intonation can often signal how certain we feel about what we are saying.

8a

4.5))) Listen to four stat eme nts and write t he m d own.

b Answer questions 1-3.

I EMM Work in small groups and discuss your ideas. • How ofte n do you get out into green spaces? Can you describe a time you did? What m ade it mem orable? • How im porta nt do you think access to nature and green spaces is? Why? • Do you think this access to nature w ill become more or less important in the future? Why?

VOX POPS VIDEO 4

1 In positive statem ents , does the stress fall or rise on the modal verb ( will/may/might ) or on the adverb {probably/possibly/definitely)!

2 Is it the same in negative statements? 3 Where does the stress fall in sentenc es using (un)likelyl C 4.5))) Listen aga in an d repeat .

39

4.3


■ understand consonant-vowel linking


5

4 .6 ))) Listen to two phrases. How many words do you hear? 1

3

2

6

Neat and tidy

b W ha t h appen s to th e w or ds w he n y ou say t hem at no rm al speed? C

4.7 ))) Read a nd li sten to the info rma tion i n the Un lock the

code box about consonant-vow el linking.

a

UNLOCK THE CODE understanding consonant-vowel linking

When one word finishes in a consonant, and the next word begins with a vowel (or the other way round), the consonant often becomes 'attached' to the vowel. This means that it is difficult to hear the co rrect words: The person you are listening to actually said: I'll ask h er /adseska/, but you hear: Alaska. While you are listening, you have to check that what you hear makes sense in the situa tion.

3a

4 .8 ))) Listen to six phra ses and w rite dow n wha t you hear.

Compare what you have written with a partner. b 4. 9 ))) Listen again to the same phrases in sentences. Practise saying the phras es linking the words naturally. 4

4.10 ))) Listen to a n int ervi ew wit h Maurice , a p erso n who

hoards things, and answer the questions. 1 What kinds of things does Maurice hoard? 2 Wha t does he keep in the garden? 3 How does his wife feel abo ut it?

Om Ox ford 3000™

_____________________

2 I'm starti ng to 3 They mi ght 4

b Work w it h a p art ne r and di sc us s th e qu es ti on s.

2a

4.10 ))) Listen aga in an d com plete th e sen tenc es from th e

1 I just ca n' t

1 a Look carefully at the photo for one minu te. Then close the bo ok an d tel l yo ur part ne r as many th in gs as po ss ib le th at you remem ber seeing in the photo.

3 Wha t would it be like to live with som eone who did this?

understand idiomatic phrases about places

interview.

consonant-vowel linking

1 What adjectives would you use to describe the room? 2 Why do you thin k people hoard thi ngs in this way?

■

. space.

______________________

one day.

______________________

I've to 1995.

__________________

newspap ers, too, going back

5 So your house m us t

, then?

6 To be honest, she's not very happy. But 6

?

Work with a partne r and discuss the questions. 1 Wh at kinds of objects do you keep for a long time? 2 Why do you keep them? 3 Is your room/office/h ouse tidy or untidy? 4 Do you get stressed when you r living space is very untidy?

4.1

[ Vocabulary & Speaking

idiomatic phrase s

9a

abou t places 7

4.2

4.3

4.4

4.5

Look at the photo. Can you use any of the idioms in exercise 7 to describe w hat you see?

Read the conversations. Choose a or b as the better mea ning for the idiomatic phras es in bold. 1

A Ho w’s the new job? Do you feel at hom e yet? B I'm start ing to. But I'm not use d to working ni ne to five!

a feel heal thy b feel re la xe d an d co mf or ta bl e 2

A I th in k we nee d to move to a bigger office. B I agree. We've run out of space here!

a We don't need more, b We' ve us ed it all . 3

A W hat ’s your journe y to work like? B It's awful, we're packed in like sardines on the Tube.

a uncomfor tably crowded b sm el li ng a lot 4

A Do you live in the city centre? B Well, actually, we live miles from anywhere.

a in the suburb s b far fr om ot he r p eo pl e 5

A Are you sure you know how to get there? B Relax, I know this part of town like the back of my hand.

a be very familiar with a place b be ne w t o a pla ce 6

A Have you lost someth ing? B I can't fin d my glasses, I’ve looked all over the place.

b

in his new flat. Listen to the conversation. Wha t problem did Richard have?

a everywhere in this room b in ev er y r oo m 7

A Have you heard? Carlo’s buying a house.

C

a choosing a perm anent home b bu yi ng a bigge r hou se Read the Vocabulary focus box.

VOCABULARY FOCUS

idiomatic phrases

It is often easier to learn idioms in a topic group; for example, places.

I feel at home here. They're thinking of s e t t l i n g d o w n. They are generally fixed phrases.

I've looked all over the place NOT I've I

4.11))) Listen again. What do you think these p hrases mean?

• • • • •

B Yes, he told me a while ago th at he and Liza were thinking of settling down.

8

4.11 ))) Richa rd's friend Abby is visitin g hi m on his first day

10a

make yourself at home make room have (got) a lot of room take up space get rid of (something)

Complete these sentences so they are true for you. 1 If your work spac e is in a mess, it's a si g n... 2 It's imp ortan t to mak e room in your life fo r... 3 The thing in my home I would most like to get rid o f...

I don't/didn't want to settle down un til ... 5 The place I feel most at home is ... 4

b Wor k in sm al l gr ou ps . Di sc us s y ou r s en te nc es an d se e what you have in commo n.

41

4.4

Speaking and writing Av oi d r ep et it io n

Ma k e en quir ie s

avoiding repetition

Reading & Writing 1a

■

Read the de scription tak en from a travel website. Which place in the ph ot os do you th ink it is de sc ri bi ng ? **

The, TaMffl&r

BL OG

ABOU T

© 0 ©

CONTACT US

Wandering through is like stepping back in time. Na rrow streets and houses with orange-red roofs are surrounde d by mountain s and green fields. In spring the meadows are full of brightly coloured wild flowers. __________________

Perhaps the best view of the ancient city, and

the nearby coun tryside, is found by walking around the top o f the medieval city walls. Still in excellent condition, they are a lovely place to walk, shade d by tre es. Or e njoy the sunshine by strolling through the beautiful seventeenth-century gardens of the Parco Villa Reale. I f you’re lucky enough to visit on the th ird weekend of the month, don’t

miss the fascinating antique m arket, selling silver and brass, furniture and rare books. Fancy a picnic? Stop off at Forno A Vapore Amedeo Giusti for home-made sandwiches, made with tasty local produce. Or sit outside at Vineria I Santi and watch the world go by while you eat a variet y of delicious snacks.

b W hi ch p a ra g ra p h ...?

Essaouira, Morocco

a describes places to eat b de sc ri be s w ha t yo u ca n do th er e c describes how the place looks C

2

Does the description make you want to go there? Why/Why not? Read the information in the Language for writing box and ans wer the questions

Make your descriptive writing more interesting by: •

referring to the same thing with differe nt phrases and words ... surrounded by mountains and green fields. In spring the meadows are full of brightly coloured wild flowers.

•

using a mixtur e of nouns and reference words ... walking around the top of the medieval city walls. Still in excellent condition, they provide a cairn walkway, s haded by trees.

3a

The Tdiê&e^

It is too windy at the beach to enjoy sunbathing, but the beach is very nice for surfers. The city is a relaxed place, and it is nice to walk around the streets. You can go shopping and buy nice things, such as boxes made from thuja wood.

Fancy a picnic?

using a variety of adjectives narrow ancient tasty

©0 ©

is known as ‘the wi ndy city ’. The bui ldi ngs are m ost ly pai nte d wh ite, and the re is a red- bric k wall around the city.

• addressing the reader directly, using imperatives and questions ... enjoy the sunshine ... •

Read anothe r description. Which place in the photos is be in g d es cr ib ed th is ti me?

You can eat nice food such as grilled sardines at Chez Sam. Che z Sam is at ’s por t.

fascinating

1 Find two other words in the description which have the sam e me anin g as ‘walk ing’. 2 Find another word in the last paragraph which has the same me anin g as 'delicious'. 3 List at least five adjective s used to add intere st to the description. 4 Find three examples of imperatives addressing the reader.

42

b Ho w c ou ld th is de sc ri pt io n be im pr ov ed ? D is cu ss wit h a part ne r a nd wr it e an im pr ov ed ve rs io n togeth er. 4

Choose a place you know quite well and write a similar description, using the L anguage for writi ng box to help you.

4.1


enquiries

8a

4.2

4.3

4.4

Put the conversation in the right order, a Yes, tha t's right. It's in the base ment , b Yes, just on e l as t q ue st io n. Do I ne ed to ta ke a towel with me, or are they provided? c Tha nk you. Could you tell me the opening hours, please? d Hello, I und ers tand tha t the hotel has a gym? e It’s ope n from 7 a.m. until 9 p.m.

4.12 )| Wh en you travel, you often ne ed to call pe ople to make enquiries. Listen to someone makin g an enquiry and choose the correct situation. • Asking about opening hours • Asking about lost property • Asking about hotel facilities

4.5

f

Hello, how can I help you?

___

J _

g Tha nk you, that's great. h Can I help you with anyt hing else?

___

b 4.13))) Listen and ch ec k y ou r a ns we rs . C Work with a pa rtne r and role-play the conversation the

customer then has with the manager. 9a

Do a role-play with a partner. On your own, choose one of these situations. You have to c heck o ut of your hotel room at 11 a.m., bu t y ou ar e no t l ea vi ng th e ci ty u nt il 4 p. m. You n ee d somew here to leave your luggage. Call the front desk of the hotel and ask for help. You work in a big comp any. You thin k you left your ph one in th e ca nte en at lu nc ht im e. Call th e mai n reception of the co mpany a nd ask them to check. You have just started a course at your local college, bu t y ou no w h av e a pr ob le m wit h th e clas s t im e. You would prefer to study later or on a different day. Call the secreta ry and ask if you can change class.

6a

How did the wom an ask the waiter to check for her? Tell a partne r. A Check for me. B Could you chec k for me? C I won der if you could check for me.

b Work w it h a p art ne r. Cross ou t th e le tt er s or w or ds to ma ke true statements. 1 A / B / C is an instruction and the other two are polite enquiries. 2 A / B / C is the most polite form. 3

7

Polite forms in English often use more I fe w er words and conditional / imperative forms.

Work with a partn er. Ask politely, sta rtin g with I wond er i f, ...

b Take tu rn s to mak e y ou r e nq ui ri es . Use t he La ng ua ge for speak ing box to help you.


making enquiries

When we make enquiries, we generally use polite forms in English. Dealing with enquiries

How can I help you? Could I ju st ch eck so me details? Can I help you with anything else? Making enquiries

Could you ch eck this number for me? I wonder if you could chec k this number for me. Ju st o ne l as t quest ion.

1 for a pho ne num ber. 2 for some information. 3

if someone can repeat what they said.

43

4.5

Video

Songdo 1

Work with a partner. Discuss the meanin g of the phrase s in bold. Find exam ples of some of these phras es in the ph ot os . In my tow n,... a you can see a lot of large property development projects at the moment, b many people use environm entally friendly forms of transport such as walking or cycling, c designers are developing cutting-edge technology to help keep pollut ion levels low. d there are fast transport links to the cou ntry ’s other ma in cities.

2

Tell your part ner if you think the sentences in exercise 1 are tru e (T) or false (F) about your hometow n. Why?

3

O Watch the video. Answer the questions. a Why did city plann ers decide to develop a new city? b How is S ongd o di ffer en t to ma ny ot he r cit ies ?

4

O Watch again. Complete the sum mar y with the words in the box. businesses university land pollution

park

space

waste and rubbish

City developers are building Songdo on 1 ____________ which was underwater until some years ago. There are plenty of green spaces in the city, and there is a large2 ____________ in the centre with skyscrapers all around it. Property developers have built 80,000 new homes as well as schools and a 3 . The city aims to watch 4 ____________ levels carefully by using technology to measure energy use and car use. Designers are also planning a system which will soon use the population's 5 to generate renewable energy. Families like living here because there is so much 6 ___________ . Planners also hope th at the y will soon see more 7 ____________ in Songdo when transport links with Seoul are even faster. Songdo is a city of the future, and it could become a model for many other cities around the world.

5a

ifivia Work with a partner. Student A lives in Songdo and loves it. Student B has a small b usiness and yo ung family, and is thinkin g of moving to Songdo. Discuss whe ther or not Student B should move to Songdo.

b Work w it h an oth er p air and com pa re yo ur ide as.

44

4.1

4.2

4.3

4.4

4.5

Review 1a

Complete the replies with the correct form of will or going to and the verbs in br acke ts . 1 A B A B A A B A B A B

A B

3a

In 1998 British artist Richart Sowa created his first artificial island. He filled nets with empty plastic bottles, covered them with w o od and 1 and then planted mangrove plants. The island had a twostorey house and three 2 , where Sowa could relax and sunbathe. Unfortunately, the island w as destroyed by a hurricane in 2005, but Sowa has now built an even better one, with two sea-water 3 and even a solar-p owe red 4 . His hous e also has a was hing machine powered by the 5 __________ . Sowa believes th a t6 islands could be bu ilt on rive rs, 7 an d oceans all over the world, saving space, and meaning that people’s homes would be safe when the level of the water rose.

I just can't do this m aths problem. Don ’t worry, I (help) you. Can you len d me £20? I suppose so. Thanks , I promise I (give) it back next week. I'm starti ng college next week. Really? W ha t (study)? Have you got any plans for your bi rt hd ay ? Yes, I (have) a big party. Why have you got your coat on? I ___________(get) a few gro ceri es we need from the supermarket. You look tired. Yes, you’re right. I think I (go) to bed now. ___________

__________

__________

___________

_________

b Tell your part ner about som e plans you

have already made about: • holidays • work or study • celebrations

2a

Choose the correct options to complete the sentences. 1 I m ig h t/ I ’m not likely to get a new car soon. My old one is 10 years old now. 2 I'l l pr ob ab ly / I ’m go ing to go out tonight, but I haven't quite dec ided yet. 3 I'm de fin ite ly goi ng to / I ’m go ing definitely to live abro ad on e day. 4 I may / won’t move house soon. It's too expensive at the mo ment. 5 I wil l likely / definitely visit Bolivia one day. 6 I pr ob ab ly w on ’t / w on’t pr ob ab ly move to an oth er city. I like living here.

b Change t hree of the sentenc es so they are

true for you. Discuss your sentences wit h a partner.

Choose the best words to complete the text.

1 a season 2 a peaks 3 a pools

b sa nd b canals b rocks

c sea c beaches c cliffs

4 a coast

b sand

5 a waves 6 a fresh 7 a peaks

b beaches b st ee p b lakes

c waterfall c forests c floating c greenery

b Would you like to live on an island like this? Work with a part ne r and think

of three advantages an d th ree disadvantages of living there. 4a

Read the conversation between a receptionist (R) and a guest (G) and complete each sentence wi th up to four words. R Hello, Grand H otel.1 _________________ you? G Hello, I thin k I may have left my briefcase at reception this morn ing. I wond er 2 _________________ if it’s been han de d in? R Certainly. Could 13 _________________ some ? Wh at col our was it? G It's black, and it has my initials on it, MHG, Miguel Hernandez Garcia. R Thank you ... one moment... Yes, we have it. G Th at’s great. 15 _________________ I could come and pick it up this evening? R Yes, any time . C an I help you with 6 _________________ ? G No, th a t’s all. T hank y ou for you r he lp, th ou gh . I really 7

b 4.14))) Listen and check your answers. C Have the conversation w ith a partner. Close your book and try to reme mbe r it.

45

_ _ _ _ _ _ Entertainment 5.1

Universally popular? GOALS

■ -ing form and infinitive with to

■ Talk about different genres of films


going to the m ovies

3

5.1 )| Listen to a review of bot h films and answ er the questions. 1 Whic h genre/k ind does the reviewer say each film is? 2 Which film does the reviewer prefer?

What are your favourite kinds of films? • • • •

2

action films comedies musicals thrillers

• • • •

science fiction animated films rom corns horror films

3 Which film has won a prize? 4a

Complete the sentences with the words/phrases in the box.

THE SECRET LIFE OF W A L T E R M I T T Y

Work with a partner. Look at the film posters. What kind of film do you thin k each one is? Whic h film would you pr ob ab ly pr ef er to see? Wh y?

action hero actors cast (n) character performance plays (v) remake (n) scenes special effe cts stars (v)

1 Ben Stiller

in the film The Secret

______________________

Life o f Walter M itty. 2 The film is a/ a n

of a film made in

1947. 3 He _____________________

the part of the main , Wal ter Mitty.

4 Mitty dreams of being a/a n who rescues people from dangers. 5 The filmed in Iceland and the Himalayas have am azing , and show Mitty doing appare ntly impossible things. 6 Although the re are several very good in th e , Stiller's is the best. _____________________

____________________

________

b

Complete the sentences with the words/phrases in the box.

W 2tf%: A flOMorLCVE AN [7 FURY anima ted

chara cters

plot (n)

set (v)

voiced

1 Rio 209 6: A St or y o f Lo ve a n d Fu ry is a/a n film, which i s in three different pe ri od s of Brazil's hist ory . 2 The m ain are by B ra zi li an acto rs, Se lton Mel lo and Cam il a Pi ta ng a. 3 The is quite difficult to follow if you don't know ab out Brazilian history. ____________

_____________________

_____________________

_________________

C Have you change d your min d about w hich film you would

pref er to see ? W hy /W hy not ? D is cu ss yo ur re as on s w it h a pa rt ne r.

46

OlW Ox ford 3000™

5.1

Gramm ar & Speaking

-ing form and

infinitive with to 5a

5.2

5.3

5.4

5.5

7a Work with a partner. Complete the description of the plot of Stepp ing on the Flying Grass, a film from Indonesia, by choosing the correct form of the verb. In some sentences, bot h fo rm s ar e possib le.

Look at the extracts from the review and choose the correct form of the verbs: -ing or infinitive with to. Some verbs can take both forms. 1 Walter Mitty is a quiet man who secretly dreams of b e i n g / t o be an action hero. 2 Soon, however, his advent ures start becom ing/ to become real. 3 He decide s setting o u t/ to set out on a jou rney to find a missing photographic negative. 4 At the start of the film, we meet the main character, a Tupinamba Indian in Brazil, attempting sav ing / to save his tribe. 5 After he fails sav ing / to save them and the woman he loves, he magically tu rns into a bird. 6 He hopes bein g/ to foe with Janaina, the w om an he loves, once more.

A beautiful film about the dreams of village school children in rural Indonesia, Stepping on the Flying Crass is both visually stunning and truly moving. When their teacher asked them to write an essay about their dearest dreams and wishes, a group of village schoolchildren begin 1 (think) seriously about what they plan 2 __________ (do) with their lives.

7 We the n see the couple living in 1825 an d 1970 before returning/ to return to the future in 2096. 8 It is a disturb ing future where poor people can't afford bu ying / to buy water.

Puji enjoys 3 (be) useful and just wants 4 (help) others . Me i fantasizes ab ou t 5 (become) an actress. She spends hours practising in front of the mir ror, bu t does she really love 6 . (act), or is it actually her mother's dream? Agus's family can't affor d 7 (eat) any special food at home, but he really w an ts8 (eat) at an authen tic Padang restaurant in the city. When an opportunity arises to make some money, he decides 9 _ (make) his dream come true. As the film progresses, he gradually realizes that for dreams to come true you need 10 (work) at them.

9 He and Janaina continu e f i g h t i n g / t o f i g h t agains t evil. 10 The story is told with such pas sion that you can't help enjoying/ to enjoy it.

b

Check your answers with a partner.

6

Read the informati on in the Gra mm ar focus box and complete the ru les with verbs or prepositions from exercise 5 with a partner.

GRAMMAR FOCUS -ing and

infinitive with to

-ing form • Afte r some verbs we use the -ing form of other verbs: avoid, imagine, finish, miss, recommend, suggest , 1 _______ These include verbs expressing likes and dislikes: can't stand, enjoy, feel like, hate, like, love, prefer

b

8

We also use the -ing form after prepositions: about, after, at, by, in, on, 2 _________ , 3 _________

>6

>7

___________

2 Are there any actors you really can't st an d __________

(watch)? Why/Wh y not? 3 Do you lik e ( watch) films base d on books that you have enjoyed (read)? Why/Why not? 4 Have you ever enjoyed a film you didn't exp ec t ________ (like)? Why did you c hange your mind? ___________

>8___________

both forms • Some verbs can be followe d by both -ing and infinitive with to, with little or no change in meaning (though note that we don't usually use two -ing forms next to each other): begin, can't stand, hate, like (= enjoy), love, prefer, 9

5 What do you te nd ( think) is the mos t impor tant: t he plot, the cast or the script? Why? 6 Are there any films you ho pe (see) in the near future? Why do you w an t (see) them? ___________

10

■4 Gram ma r Refer enc e page 144

ifcvia Complete the questions with the correct form of the verbs in brackets. Work with a partn er. Ask and answ er the questions. 1 Do you av oid ( watch) any partic ular genre of film? If so, w hich one? Why?

i n f i n i t i v e w i t h to • After some verbs we use the infinitive with to of other verbs. These include: afford, agree, aim, appear, expect, intend, manage, need, plan, seem, tend, want, would like , 4 , 5

5.2 )| Listen and check your answers.

O

VOX POPS VIDEO 5

47

5.2

Mosquito smasher! GOALS

■

Describe a video game

■

Use present perfect simple and past simple


adjectives to describe a video gam e

1

Work with a part ner or in small groups and discuss the questions. • •

Do you play any games on your phone, com puter or tablet? Which adjectives could you use to describe any of the games? amusing disappointing dull enjoyable entertaining intelligent ordinary original predictable silly surprising unexciting violent

E22M30ESH3Z1

word st ress in longer wo rds

In longer words w ith more than two syllables, it is importa nt to put the stress on the correct syllable to be understood.

2a

Put the adjectives in exercise 1 with more than two syllables into the columns according to the stress pattern. • • •

• • •

• • • •

• • • •

0iwiu.sivu)

b 5.3))) List en, ch ec k a nd re pe at . 3

Read the article and answ er the questions. 1 Why is the video games industr y growing so fast in Nigeria? 2 Wha t is special about the games produ ced by Maliyo Games? 3 Which adjectives does the writer use to describe video games?

Nigerian video games score highly Meet Sharp Sule! He works hard to make a living by dashing through the streets of Lagos, Nigeria on his bike, avoiding cars, trucks and potholes, while collecting the coins he needs to realize his dream of owning a bigger transport business. There are plenty of people just like Sharp Sule in Lagos, but he's actually a character in an original new video game, designed, as Hugo Obi, founder of Maliyo Games, says, 'to showcase African culture to the world, through games'. Over the past few years, a growing middle class that is looking for entertainment has resulted in Nigerian movies and music sweeping across the continent, as sub-Saharan Africa becomes increasingly connected online. Now game publishers hope to achieve the same success. Last year Nigerians bought an astonishing 21.5 million mobile phones, so more and more people are looking for entertaining apps and games. The global video game industry is now w orth $66 billion - more than Hollywood - but so far many of the games produced have been rather unexciting and predictable. In contrast, Maliyo aims to produce something clever, amusing, and definitely African. As well as Sharp Sule, Maliyo has also recently produced another h ighly enjoyable game, Mosquito Smasher. Like many video games, it's quite violent - but the only things tha t get hu rt are the mosquitos, a constant irritation in Lagos and in many other countries around the world. In fact, the games do seem to have a worldwide appeal. European companies have already copied Mosquito Smasher and Nigerian company Gamsole, which a few mon ths ago became the first in the region to gain more than 1 million app dow nloads, said most of its fans log in from Brazil, India and the US.

48

Om Ox ford 3000™

5.1

Grammar & Speaking pre sent perfect

6a

simple and p ast simple 4

Look at these extracts from the article. Which of the verbs in bold are about a specific, finished time in the p ast and which are about unfinished time?

5.3

5.4

5.5

The artic le on page 48 is abo ut daily life in Lagos, Nigeria. Read a blog about li ving in New York and choo se th e correct form of the verbs.

ABOUT EVENTS BLOG

1 Over the past few years, a growing middle class that is looking for ent ertai nme nt has resulted in Nigerian movies and music sweeping across the continent, as sub-Sa hara n Africa is becoming increasingly connected online. 2 Last year Nigerians bought an as tonish ing 21.5 million mobile phones, so more and m ore people are looking for entertaining apps and games. 5

5.2

CL SEARCH

B L O G E N T R Y /2 6 J U L Y 1 1’ve liv ed / 1l iv e d in New York for abou t three years

now. It’s an exciting place to live, but there are quite a few annoying things about it, too. For a start, it’s incredibly expensive. When 2 I’ve moved / 1m o ve d into my flat three years ago, the rent was already quite high, but i t 3has gone up / wenf up three times since then.

Read the Gram mar focus box and choose the correct options to complete the rules.

GRAMMAR FOCUS

It can also be quite a violent place. 4 1haven’t been / I wasn’t mugged yet, but my best friend has. Luckily, she wasn’t actually hurt; 5 they’ve just taken / they jus t took her bag.

We use the present perfect to talk about • 1finished / unfinished time periods So far many of the games prod uced have been rather unexciting...

And the tra ffic - it’s dreadful. It 6has taken / took me more than an hou r to get to wo rk today, and nearly as long to get home.

time expressions with present perfect and past simple

•

However, 7 I’ve never lived / 1never lived anywhere where there is so much to do. Over the past month 8 I’ve been / 1went to the theatre three times, as well as to a num ber of great art exh ibitions. 9 I’ve also jus t / 1 also jus t started salsa classes. You can find everything from e verywhere here.

a past actio n with a 2 past / present result European companies have copied Mosquito sm ash er...

Other time expressions often used with the present perfect: ever, for, just, never, since, yet We use the past simple fo r3 finished / unfinished time periods.

So, although living in New York has some bad points, on ba lance I do n’t think I wan t to live anywh ere else in the world.

Last year Nigerians bought an astonishing 2.5 million mobile p h o n e s. .. Other time expressions often used with the past simple: last, in January, on Wednesday, recently, when, yesterday

-* Grammar Reference page 145

b

5.41 Listen and check your answers.

7a ifevm Work in small groups. Describe th e positive or

negative features of a video gam e you know that you would include in a video game like Sharp Sule. If you don 't know a video game, make one up.

b

Use the questions below to plan a video game and pres ent your idea to other students. • Who is/are the main character(s)? Give them some background. • What do they have to do in the video game? • w ha t adjectives could you use to describe your video game and make it attractive to people?

C Describe the video game.

5.3


■

Reading & Spea king

und erstand linkers

■

Use extrem e adjectives

und erstanding linkers

The kids are in bed, the house is quiet, and my wife and I turn on the TV. What’s on? It doesn’t really matter, because thirt y secon ds later, I’m working on my laptop. Meanwhile my wife is on Facebook on her phone. This is a typical evening in our house. And w ha t’s more, it’s how m any of us watch TV. The second screen is part of m odern-d ay life, espe cially for young people. A second screen can be a tablet, a smartphon e, a laptop or a hand-held gaming unit used whilst watching TV. Smartphone and tablet owners in particular are very keen on second-screen viewing. People use second screens to look at things that are related to or totally different from what they are watching on TV.

- r* g ( S Comments

1

The more ways we have to interact with peo ple the better - it’s absolutely essential we are accessible all the time, especially / wh at’s more with a job like mine, where custom ers email at all hours of the day and night.

Work in small groups and discuss the questions.

2a

•

How much TV do you watc h on average each day?

•

Do you do anyth ing else while you are watch ing TV?

Like •Comment •Share V

Look at the headline an d the photo and discuss what you thin k the article is about.

If you ask me, it is extremely rude. Nobody talks to each other any more. My son plays games all day. Meanwhile / As well my daughter spends her days chatting online. It’s absolutely infuriating.

b Read parag raph s 1 and 2 and ch eck your ideas.

3a Work with a part ner a nd look at the highlighted expressions

in paragr aph 1. Which phras es are linkers for...? 1 2 3 4

3

On the one hand / In addition, I don’t like the idea

of constan tly looking at screens, but on the other, I must adm it that unless the programm e is absolutely fascinating, I tend to che ck emails and messages while I watch.

adding information emphasizing something saying two things happen at the same time giving both sides of the argument

b Read the inform ation in the Unlock the code box about

linkers to check your answers.

4

Read the three comme nts on the article above and choose the correct options.

5

Read the whole article and answer the questions. Check your answers with a partner.

UNLOCK THE CODE linkers We use linkers to organize information when we speak and write. They are like signposts and have different purposes: • adding information: as well, what's more • saying tw o things happen at the same time: meanwhile • emphasizing: above all, especially • giving both sides of the argument: on the one hand

C Read the rest of the article. Add the highlighted phr ases to the categories in exercise 3a.

50

Om Ox ford 3000™

1 Wha t two types of technology are used most for second-screen viewing? 2 Wha t kind of people like second-s creen viewing? In which countries are second screens most popular? And least? 4 Wha t is the adv antage of second-s creen viewing? 3

5 What is the mai n disadvantage of second-sc reen viewing?

5.1

Vocabulary & Speaking 6

extreme adjectives

8

5.2

5.3

5.4

5.5

Work with a partner. Here are some more extreme adjectives. Can you work out what th e unde rlined adjectives mean?

Look at sentenc es 1-2 from the comme nts in exercise 4. How does the w riter feel? Which words does h e/she use to express his /he r feelings?

1 I ca n’t walk any further. I'm absolutely exha us ted . I’ll have to sit down. 2

1 It's absolutely infuri ating. 2 ... the prog ram me is absolutely fasc ina ting ...

She was absolutely am aze d when she saw her sister stan ding at the front door. They hadn ’t seen each other for ten ye ars.

3 Tha t smells absolute ly delici ous. I love the smell of

garlic. What are you cooking? 4 It's absolutely astonishi ng. This is the first time you have n’t be en late t his year! 5 I ca n’t carr y that . It’s absolutel y en orm ou s. I'll nee d some help to get it up th e stairs.

3 A recent study carried o ut in Brazil, Germany, Russia, the UK, and the USA showed that viewers use second screens to ch at (72%); to follow/like prog ramm es (57%); to share posts (61%); to watch clips (61%); to find information (66%); and for gaming (49%). In addition, the study found that Brazilian viewers used second screens the m ost, while those in Germany used them the least. 4 Of course, second screens are both good and bad for TV companies. On the one hand, they can take our attention away from the TV. On the othe r hand, they can improve our viewing experience with interesting information and chat. One thing is for sure: with apps and social media on the rise, the second screen is here to stay. Like • comment • Share

7a

b

6 Put the heat er on. It’s absolute ly freezing in here.

EM UEH M sIZl extreme adjectives when we use extreme adjectives, we stress both the adverb and the adjective.

9a

\ /

5.5))) Listen to the sentences and underline the stressed syllables in the adverbs an d adjectives in bold. 1

I'm absolutely exhausted.

2

She was absolutely amazed.

Match adjectives 1-7 to adjectives a-g which have a similar meaning.

3 That smells absolutely d elicious.

1 bad 2 annoying

a essential b terrifying

5 It’s absolutely enormous.

3 good 4 im portant 5 interesting

c awful d infuriating e impossible

6 difficult 7 scary

f

brilliant g fascinating

Which adjectives are stronger?

c Read the informati on in the Vocabulary focus box about extreme adjectives to check your answers.


extreme adjectives

Use extrem e adjectives when you wa nt to make the meaning of the adjective much stronger: bad -* awful; difficult -*• impossible; annoying -* infuriating; important - * essential; interesting - * fascinating; scary -* terrifying

4 It's absolutely astonishing.

6 It’s absolutely freezing in here.

b

Practise the stress.

C 5.6))) Now listen to the sen tenc es in exercise 8 and pra ctise them, s tressing the extreme adverbs and adjectives. 10 bfcMM Work in small groups . Wh at is your reac tion in thes e situations? Why? Use some ex treme adjectives to express how you feel. • You are having a meal w ith a friend wh o keeps looking at his/her phone and sending messages. • You settle down to wa tch your favourite TV programme and a friend calls you. • A friend invites you to dinner, bu t leaves the TV on and keeps watching while you are eating. • Your flatma te wan ts to play noisy video games, but you want to watch a TV documentary.

• To make extrem e adjectives sound even stronger, use absolutely: The game was absolutely brilliant.

• With non-extre me adjectives, use very, or extremely: The film was extrem ely scary.

51

5.4


Reading & Writing

■ Write a film review

■ Compare and recommend

3a

a film review

1 a You are going to rea d a revie w of the classic Americ an film, The Shaw shan k Redemption, bas ed on a book by Stephen King. What in forma tion do you expect to find in the review?

Read the inform ation in th e Language for writing box about con tract linkers.


contrast linkers

We use the following linkers to show that things are different. A lt h o u g h /E ve n th ou g h

Altho ugh I don 't like ac tion films , I loved this one.

b Compa re your ideas with a-e below.

a the writer's opinion

d who stars in the film

Despite/ln spite of

b th e pl ot /s to ry li ne c the name of the director

e w he th er th e bo ok is better than the film

Despite seeing the film twice, I still didn't understand the ending. However

2

Read the review and matc h the informa tion from the review (a-e) to the para grap h it is in.

b Underline the linkers a nd wha t follows them in the review.

Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4

However, I loved the rest of the film.

_____________________

_____________________

_____________________

Home TI M

ROBBINS

Reviews MORGAN

FREEMAN

The Best Film of All Time? What is your favourite film of all time? We are inviting fans to post reviews this month. Then you can vote for your favourite. The Shawshank R edemption was directed by Frank Darabont and is based on a novel by Stephen King. Starring Tim Robbins and Morgan Freeman, the film is surprisingly sad in places, but essentially, it is a positive story abou t friendship and hope. Despite failing at the box office when it was originally released in 1994, it has now become a modern classic.

The film is set in the late 1940s in the USA. Tim Robbins plays Andy Dufresne, a banker who is falsely sent to prison for killing his wife. At first, Andy finds prison life difficult. Flowever, he soon makes friends with another prisoner, Ellis ‘Red’ Redding (Morgan Freeman), who is in for life. Andy gets a job in the prison library and helps with the prison’s finances. This changes everything for Andy and allows him to spend years planning the surprising events at the end of the film.

T h e S h a w s h a n k R e d e m p t io n kkkt k

Frank Darabont Tim Robbins, Morgan Freeman Release date: 1994

Director: Cast:

52

Darabont makes few changes to King’s original novel, and m anages to m ake the end result even more exciting than the book. Thomas Newman’s soundtrack creates an exciting atmosphere throughout the film. The Shawshank R edemption is terrific entertainment. Freeman’s performa nce is very moving, and Tim Robbins gives one of his best performances of his career. Although the film is a little slow in places, the end is absolutely brilliant and I highly recommend it to everyone.

5.1

Complete t he ext racts from a review of the film One Day with the correct contrast linkers. Then check with a partner.

7

5.2

5.3

5.4

5.5

5.7))) Listen to extra cts from conve rsati ons abo ut mus ic and ente rtain me nt and answe r the questions. Conversation 1

Which statistic surprises one of the speakers? Conversation 2

Do they both want to watch the programm e about the environment? Conversation 3

What doesn’t the speaker recomm end? 8 *907«CS

5.7))) Listen again and complete the sentences . Whi ch ph ra se s tel l you w ha t th e speak er’s opin io n is? 1 The statistics look m uc h 2 T h a t

_____________________

3

.

_____________________

!

tha t if you have to go to work the

_____________________

next day! 9

* * * * * One Day is a story abo ut love and friendsh ip based on

David Nicholls’ very successful novel. The two main characters, Emm a and D exter (Anne Hathaway and Jim Sturgess) meet at university and becom e friends 1 they grow apa rt during the next few years. The story follows them on the same day every year... Sturgess plays the up per-class Dexter with g reat skill. 2 __, Hathaway’s perform ance is the best in the film ,3 her terrible English accent. Nicholls’ novel was a charming, clever roma ntic comedy about how the world has changed over the past twe nty years. 4 it is not as One Day brilliant as the novel, the film is still funny, entertaining and worth seeing.

5a Thin k about a film you have recently enjoyed. Make notes on the film using the points from exercise lb and the language in the Language for writing box on page 52.

b

comparing and

recommending 6

1 2 3

g oing to 3D versions of films ... sitting throug h a whole opera ... sure th at I like jazz...

_____________________

_____________________

_____________________

4 The first time I went to a live co nc ert 5 Listening to recorded music is

_______________

... ...

LANGUAGE FOR SPEAKING comparing and recommending Comparing

It's nothing like as good a s ... I expected it to be ..., but it's not really, it's m ore /les s... than I thought it would be. Recommending (or not)

I'd really recommend you see/hear/watch ... I wouldn't recommen d it. I'm not at all sure abou t that. I'm pretty sure that I ... It's really/not worth + noun or + -ing it sounds/looks ... great/fantastic/awful/boring...

10a ifcwa Use the phras es in exercises 8 and 9 and the Language for speaking box to make notes for a short talk on one of these topics or one of your own. • My favourite music • A film/TV series I really enjoyed/really did n't enjoy • A great videogam e

Write a revie w of the film.


Complete the sentence s with phras es from the Language for speaking box to express what you think ab out these topics, an d finish the sentence s so they are true for you.

Work with a par tne r and discuss the questions.

b Work in small groups. Talk for a minut e on your topic. C Listen to the person ta lking and ask questions to find out more information.

1 When do you like to listen to music? 2 Is there one film you think everyone should see? Why? 3 What TV progra mm es do you never miss? Why?

53

Film studies 1a You are a film produc tion studen t and you wan t to make a movie. Wh en would you us ually do each of these tasks? Put the tasks in the correct column. add music/special effects direct the actors edit the scene mix the sound record the sound shoot the film write the script

Before film ing

b 2

During filming

A fter filming

Which of these tasks can you see in the photos? O Watch the video. Complete the course details with the words in the box. jo bs

pla ce s

pr oc es s

Name of course:

se m es te rs

st ag es

ye ars

Film p roduction course

Length of course: 2 1 ___________ N u m b e r o f 2 ____________ : 4 N u mb er o f 3 ____________ : 25 Ai m o f co ur se: during the course, you will be involved in all

of the 4 ____________ of the film-making 5 ____________ and you will get valuable work experience doing many of the 6 you can find in the modern-d ay film industry.

3

O Watch again. Choose the correct options to complete the sentences. a These days it is com mon for people to have / w a n t a job in the film industry, b Th e Cit y College of Ne w York is now / has always been a free university for poorer s tudents, c Classes are always fu n / usually fu ll because there are ju st tw en ty-fiv e p la ce s o n ea ch co ur se , d At the end of the course, student s will get a degree / begin to work in film production.

4a

irivtH Work with a partn er. You are going to create a general knowledge quiz about the film industry. First, write down th e na me of a famous ... • film

• actor

• director

b Writ e f ive qu es ti on s us in g y ou r i de as from ex erci se 4a. C Work with a noth er pair. Read your general knowledge quiz

to each other. Can you answer all the questions?

54

5.1

5.2

5.3

5.4

5.5

Review 1a

Complete the statem ents with the correct form of the verbs in brackets. 1 I te nd to reading a book. 2 I can't st an d _____

3

Complete the two texts with the words in each box. In each case there are two words you do not need.

(prefer) watchin g a film

action hero starring

(watch) horror films.

animated

based on

character

plot

The Wind Rises is a/an 1 _film, 2 a sho rt story by Tatsuo Hori. The main 4 is an aircraft designer, Jiro Horikoshi, and the 4 is basically an account of his life.

3 Once I’ve sta rte d a film I always carry on (watch) it to the end , eve n if I don't like it. 4 Wh en I see well-kno wn actors are in a film, I always expect (enjoy) watc hing it. _____________________

______________________

5 I never se em watch m any films.

_____________________

6 If I got the chan ce, I'd lik e in a film.

(find) the time to actors cast plays special effects

(be)

The 5

of The Best Exotic Marigold Hotel are all ver y we ll-kn ow n 6 , and th e ir7 have generally been highly praised, especially that of Judi Dench, who 8 a rece ntly wido we d housew ife.

a partner. Choose the correct options to complete the text.

Animated films for grown-ups Animated films used to be clearly aimed at the under tens. But in the 1990s, Pixar, Dreamworks and other companies 1has started / started to make films which 2 has appealed / appealed to b oth kids and adults. Take Toy Story, for example, which 3 has become / became a top-selling film as soon as it was released, and 4 has made / made $361 million since then. A relatively new development, however, is animated films which are actually fo r adults. Hayao Miyazaki, for example, 5 has become / became world-famous in recent years for films such as Spirited Aw ay. His latest film, The Wind Rises , 6 has been / was one of the Best Animated Feature Film nominees for the Oscars this year, alongside the m ore usual children’s films.

b Do you enjoy anim ate d films? Why/W hy not? Discuss with

a partner.

scenes

______________________

b Which of these s tateme nts are t rue for you? Discuss with

2a

performances

4

Divide the adjectives in the box into those that have a posi ti ve m ean in g an d th os e th at h av e a neg at iv e o ne. amusing clever disappointing entertaining ordinary original surprising unexciting violent

5a

dull enjoyable predictable silly

5. 8 ))) Listen to six sente nces . R ewrite e ach sen tenc e

you hear to make it stronger. Either change the n ormal adjective to an extrem e adjective, or use a modifier. b Compare your sentences with a partner. Check that

together you have at least two different ways of making each sente nce stronger. 6a

5. 9 ))) Listen to som e n egative o pini ons abou t a film an d

complete the sent ences with up to three words. 1 It w a s 2 3 4 5

_____________________

good as I expe cted it to be.

It’s really n o t . I it. I’m you wo uld n't like it. It was much less int eres ting _____________________

_____________________

_____________________

.

b Work with a partne r. Chan ge each ph rase to ma ke it

pos itive . C Tell your par tne r about a film or TV prog ram me you have seen using some of the phrase s (positive or negative). Talk for 1-2 minut es each. Try to use as man y of the adjectives and opin ion phras es as possible.

55

In control? 6.1

Man and machine GOALS

■ Talk about machines in our lives


■

Use defining and non-defining relative clauses

machines

1

Do you prefer to be a pas seng er or the driver in a car. Why?

2a

Complete paragrap hs 1 and 2 in the online car maga zine article with the words in th e box. brake (v) busy tra ffic dr-tve r-less park (v) steer ing whe el

lane

m oto rw ay

b Com pl et e pa ra gr aphs 3 an d 4 of th e ar ti cl e w it h th e w or ds and ph rases in the box. accidents at speed injured junctions speed limit traffic lights traffic jams

Y o u r c a r i s n o w in c h a r g e : driverlessc a r s a r e a l re a d y h e re . 1 Driving along the 2 in the driver presses a button on the 4 The car is now driving itself.

.

This may sound like science fiction, b ut driverless cars are already on the roads in California. Many cars can alre ad y5 themselves by the side of the road, 6 auto ma tically when the car needs to slow down, and warn the driver if they are slipping out of the co rre ct 7 , so going driverless is just the next step.

overtake (v)

C 6.1 ))) Listen and check y our answ ers. d Which words and phras es are illustrated in the photos? What is happening at the junction?

Driverless cars come with fast broad band, a llowing them t o 8 other cars safely, and even communicate w ith 9 as they approach 10 ____________ . Being stuck in 11 _____________ could becom e a thing of the past, as driverless cars will be able to d riv e 12 much close r to each other. More than fifty million peop le die or ar e 13 in road 14 eve ry year, and 90% of thes e acciden ts are caused by human error. Go ogle’s driverless car sticks to the 15 and does n’t get tired. So wo uldn’t it be m uch safer if all cars were driverless?

3a Work with a partne r. Answer the questions on advantages and disadva ntages of driverless cars. 1 Would driverless cars actually reduce busy traffic or traffic jams? W hy/Why not? 2 Would they reduce the num ber of people injured in

accidents? Why/Why not? Who might particula rly benefit from not having to hold a steering wheel or use the pedals? 4 Would you trust the car's computer with your life? 3

b Wor k w it h an ot he r p ai r a nd com pa re yo ur id eas.

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6.1

6.2

6.3

6.4

6.5

Grammar & Speaking

defining and non-defining relative clauses

4

5a

Read comm ents a-c. Are they for or against driverless cars?

© Ecco254

© Dobs

© Itsme22

I hate comm uting to work - it’s s o s t r e s s f u l . 1 H a v in g a c a r that drives itself would be wonderful for me, and 2 a n y o n e e l s e wh o has to drive a lot, but doesn’t enjoy it. I must spend about 15 hours a week d rivin g.3 Think of all the e x t r a t i m e that I could use to check mv emails or read a book.

@Lucyloop - P e o p le were worried about seat belts too at one time! 4 M y c o u s i n , who has actually been in one o f these cars. said he felt perfectly safe, and so would I.

Driverless cars would provide transp ort to people who can’t drive themselves, such as blind people o r those w ho are physically d i s a b l e d . 5 M y o w n p h y s i c a l d i s a b i l i t y , which I have had since birth, means that I will never be able to drive a ‘real’ car, so a driverless car could really change my life .6 It would also be great for p e o p l e whose eyesight has got worse with age, or who have simply lost confiden ce in their driving.

Read the information in the Gramm ar focus box and matc h examples 1-6 in exercise 4 to a-f in the box.

GRAMMAR FOCUS

6a

6.2))) Complete the extrac t from a newsp aper article with the correct relative pronouns. Sometimes no relative pronoun is necessary. Listen and check your answers.

defining and non-defining

relative clauses •

I II

We use defining relative clauses to iden tify who or wh at we are talking about.

1 2 3

Intelligent machines 1 can serve us in supermarkets, give us directions and even drive for us are bec om ing pa rt of all our lives. Amazon drone Some of the things 2 machines can do now would have seemed impossible ju st a fe w years ago . A nd the re 's mo re to co me . Am az on promises rob ot drones 3 will deliver our packages, and Rolls-Royce says robo-ships, 4 w o n't need any crew, will soon be sailing our seas.

Who or that - for people Which or that - for things Whose - for possessions

a b ____________ c ____________ We can leave out the relative pronoun if it is the o bject of the verb. d ___________ •

We use non-defining relative clauses to give extra information. It is already clear who or what we are talking about.

1 2

Who (NOT that) - for people Which - for things

e ____________ f ____________ We use commas around the relative clause, to show that it is extra information.

But what will this mean for our workers? Some think tha t only peop le 5 skills are bette r than the mach ines' abilities will have wor k. Those 6 don't have high-level skills risk being unemployable, or will have to wo rk for very low wages.

-► Gram ma r Reference page 146

b Loo k at t he se nt en ce Think o f all the extra tim e th at I could use to check my emails or read a book. What does 'that' refer to? Why c an it be left out?

b De ci de wh ic h ex am pl es in th e ar ti cl e a re de fi ni ng rel ative clauses and which are non-defining. C

7a

Compare answers w ith a partner. Work with a partner. Make two lists, one of argume nts for and one of argu men ts agains t intelligent machines.

b Work w it h anoth er p air. On e pa ir sh ou ld ar gu e in favo ur of intelligent machines, th e other should a rgue against. Which argu ments are most convincing?

57

6.2

Controlling the weather? GOALS

■ Talk about the climate and extreme weather


1a

■ Talk about recent events and changes

climate an d extreme weather

Look at the photos and use the words in the box to describe wha t you can see.

PRONUNCIATION

2a climate change crop damage destroyed housing decrease/increase in rainfall drough t fires floods global warm ing heatwave high tempera tures landslide strong winds tropical storms water shortages

b Do y ou th in k cl im at e ch an ge an d ex tr em e w eat he r e ve nt s are cause d by global warmin g?

compound nouns

Look at the compound noun s in the box and divide them into two columns, acc ording to which word carries the mai n stress: the first or the second. climate change tropical storms

global warm ing strong winds wa ter shortages crop damage

b 6. 31 L is ten a nd ch ec k you r a ns we rs . C Work with a partner. Thin k about what p art of speech each

C Put the rest of the words into the correct colum n. E xt re m e w e a t h er ev en ts

E ff ec ts /C on s eq u en c es o f e x t r e m e w e a t h e r e v en t s

word is, e.g. noun o r adjective, an d work out a rule. 3

Work in small groups. Discuss these questions. 1 Do you thin k the weath er has been getting worse in recent years? Why/Why not? 2 Do you thi nk anythi ng can be done to control extreme weather? If yes, what?

58

OlW Ox ford 3000™

6.1

Grammar & Listening pre sent perfect

7a

simple and continuous 4a

6 .4 ))) Listen to the sta rt of a radio intervie w. W hy ar e

b 6.5 )| Listen to the rest of the interview and answer t he questions. 1 W hat is cloud seedin g? 2 Why doesn ’t cloud seedi ng work well in drought areas? 3 How can cloud seedin g help prevent hurricanes? 4 Why do people worry about using cloud seeding? 5 What solution have scientists in Geneva found? Look at these extracts from the interview and answe r the questions. a ‘... it seems that one group o f scientists has found a solution.’

f ________________________________________________________________

6.3

6.4

6.5

Complete the sum mar y of the listening with the correct form of the verbs in brackets. In recent years, there 1 (be) a noticeable increase in extreme we ather events. Many scientists now agree that climate change 2 _ (cause) this increa se. The science corresponden t in the programm e 3 (just finish) researching ways in which scientists around the world 4 (try) to artificially control or change weather patterns. These scientists 5 (explore) various techn ique s, including cloud seeding, over the past few years. However, many people are worried about putting chemicals into the atmosphere. Recently one team of scientists in Geneva 6 (discover) a way to use lasers to control the weather.

scientists resea rching ways to control the weather?

5

6.2

b 6.6))) Li st en an d ch ec k you r a ns we rs . 8

‘Professor Jean-Pierre Wolf and Dr Jerome Kasparian... have been experimenting w ith using lasers to co ntrol the weather.’

Read the news item and discuss with a partner. What kind of solutions might be possible?

1 Which action began in the past and is still continuing? 2 Which action was complete d at some point before now? W OR LD

6a

Add the two examples in exercise 5 to the correct place in the Grammar focus box.

GRAMMAR FOCUS

S PO RT S

Statistics from Thailand’s Meteorological Departm ent show that in the last four decades, average temperatures in the country’s north-east region have steadily increased. In addition, the seasonal rains have been arriving later and later over the last ten years. Crops have died from water shortages.

present perfect simple and

we use the present perfect simple for completed actions which happened at some point before now and still have an influence on the present. Subject + have/has + past participle 1

•

W EA TH ER

World News > Thailand

continuous •

B US IN ES S

However, although the problem is very serious, local people have begun to find new and imaginative solutions.

We use the present perfect continuous for unfinished actions which started in the past and continue up to now. It often answers the question How long...? Subject + have/has + been + present participle 2

We don't generally use present perfect continuous with state verbs, such as be, have and know.

9

irivia Work with the same partner. Read about two different rice farmers from Thailan d. Stu dent A, turn to pa ge 128. S tu de nt B, tu rn to pa ge 133.

Q

VOX POPS VIDEO 6


b Com pl et e th e se nt en ce s w it h t he co rr ec t fo rm of th e v er bs in brackets. (rise) over 1 It now seems clear that temperature s the pas t decades, a nd the t rend looks likely to continue. Clearly if changes in weather p atte rns (happen) as a result, we should be try ing to prevent further warming. ________

Many scientists (study) the effects of global warming on weather patterns an d ________ (publish) the results of this research. _________

59

6.3


■


Recognize linkers in conversation

■ und erstand and use adjective suffixes

linkers in conversation

WHAT THINGS CAN’T YOU LIVE WITHOUT?
1 in 20 said th ey n eed a foreign holiday on ce a year For WOMEN chocolate, a best friend, and a cup of tea are of high importance

s a id t h e y c o u l d easily live without their smartphone, computer, and social networking, but said they would find it very difficult

SSSKSI

i \

For MEN it is foo tball and a cooked breakfast

m

THE TOP TEN 1 Intern et conn ection

6 Cup of tea

2 Televi si on

7 A strong relationship

3

1

A best friend

4

Daily show er

5

Central heating

mil

59

b

6.8 1 Listen and com plete the extracts.

1

_____________________

, somewhere where the weather

is a bit more reliable.

8 Car

2

9 Glasses 10 Coffee

say every item t h e y o w n is r ep l a c e a b l e

_____________________

, I'm sure the challenge keeps

you healthy.

^

In a recent survey in the UK, people talked about the items they cou ldn't live without. Look at the infographic an d discuss the information with a partner. 1 Do the results sur pris e you? 2 Do you think the results would be different in your country? 3 W hat do you think would be in the top ten?

3

^

3a

b

, we've just boo ked two w eeks exploring the lakes and volcanoes of Nicaragua. I can’t w ai t...

_____________________

What do you think the m eaning /use of each missing phra se is in ex erci se 2b? D iscu ss w ith a p ar tn er . 6.9 )| Read and listen to the inform ation in the U nlock the code box about linkers in conversation to check your answers.

UNLOCK THE CODE linkers in conversation

2a

6.7))) Listen to s om eon e bein g asked w hat sh e co uld n’t live without. Wha t does she answer?

We use linkers to show how ideas are connected and to help listeners to follow the conversation. For example: • to get someone's attention we may say actually, in fact • to paraphrase we may say in other words, to put it another way, what I mean is • to return to a previous topic we may say as I was saying, anyway, anyhow

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OlW Ox ford 3000™

6.1

4

Which sentence a-d follows 1-4 most logically?

8

I w ear a lot of ma ke-u p to feel confide nt. 2 I also thin k it will cost too mu ch money. 3 I thin k you should always try som ethin g new. 1

6.4

6.3

6.5

Add the correct suffix to complete the adjectives in these sentences. -al

-y -ous

-able

-ful

-less

1 Eating chips is not very hea lth . 2 Mobile phones used to be really enorm ______ . Now the y’re much sma ller and lighter.

4 I hate waiting at bus stops or in train stations. a W hat I m ean is, I'm a bit impa tient, b In ot he r w ords , do n' t s tic k w it h th e sa m e old th in gs you’ll get old before you sho uld, c Actually, I never leave home withou t putting it on. I just don't wan t people to see m e withou t it.

3 Most of our possessions are replace live comforta bly with a lot less. 4 She's really mus ic instrumen ts, and sing.

d Anyway, to get back to the point, I don 't agree with the idea at all. 5a

6.2

. She can play thre e different

5 This guideboo k is completely use inform ation is out of date. 6 My shoes may not be fashion comfort .

6 . 1 0 ))) Listen to four m ore spe akers . W hat item s ca n't they

live without?

. We could

. All the bu t t he y ar e very

7 I thi nk this che ese is off. It’s very smell b 6.10))) Lis ten ag ai n an d co m pl et e th e ex tra cts. Speaker 1:

8

clothes.

, I’m in charge.

_____________________

Speaker 2: , I usually wear flat ones to get to the event. Speaker 3: _, wh er e is it? I had it a m om ent ago, wait it must be ... Speaker 4: , I thin k the real reason I love it so m uch is ... _____________________

9a

Complete the sentences so they are true for you. 1 The one possession I own that is not replaceable is ... 2 To be succes sful in life, I thi nk you should ... 3 I feel nervo us wh en ...

_______

6a

She loves we aring very colour

.

4 I'm/I'm not a practical person. I ca n/c an ’t ... 5 The mos t sociable per son I know is ... 6

Work in small groups. Discuss the things you feel you can't live without. Give your reasons, using the ph rases in the Unlock the code box on page 60.

At wed dings, it's trad ition al to ...

7 I thin k wha t I eat is hea lthy/u nhe althy becaus e ... 8

I find it easy/d ifficult to be che erful when ...

9 I feel com fortable wh en ... b M ak e a lis t o f the top five th in gs you ca n't l ive w itho ut .

10 I'm totally useles s a t ...


11 I’d love to/ha te to take part in dangerou s sports be ca us e. 1 2 I thin k you need to be very careful when ...

7a

adjective suffixes

Look at these sentenc es from the listening in exercise 5 and underline the adjectives. 1 2 3 4 5 6

Get nervous about catching the train. l find it very stressful. They're rather uncomfortable. l only wea r them to special events. It remind s me of all the happ y time s I had ... I'd be helpless w ith ou t it.

b Ho w do y ou kn ow th ey ar e ad jecti ve s? Re ad th e Vocabulary focus box and check your answers.

VOCABULARY FOCUS

adjective suffixes

We can make adjectives from verbs and nouns by adding suffixes. Some of the most common adjective suffixes are:

-ful -* careful, cheerful -less - » helpless, careless -ous - * dangerous, n ervous -able -» washable, sociable, reliable -a! - » musical, practical -y -* cloudy, dusty

b

Compare your answers in small groups.

helpless

careless

.W Q S h o b le

doudydanaerous

easwu care?ytyu s e f u l '

■

difficuBffifp'Sca, traditiondn e r v o u s reDaceabe

61

6 .4


■ w rit e a professional email

Reading & Writing

w riting a professional

■ Change arrangements

2

email 1

Read the Language for writing box and find at least five examples of inapp ropriate langu age in the email in exercise 1 .


Read the em ail from a stu de nt to a professor. How do you thin k the professor reacted? Why?

writing a professional email Subject box

Put enough information in the subject box so that the recipient (the person receiving it) can see instantly who it is from and what it is about. Subject: R E deadline for report A dd re ss in g t h e r ec ip ie n t

Generally use the surname and title and 'Dear', not 'hi' or 'hello'. Dear Dr Smart, If you are on an equal level, you might use the first name. Dear Chris, Certain set phrases can be useful. Thank you for you r email. I wonder if you could help me. I would like to apologize fo r... Unfortunately, I will not be able to ... Using abbreviations

The kinds of abbreviations you can use on social media are not appropriate. Using too much p unctuation

Avoid using exclamation marks (!) and emoticons, e.g.:) Signing off

Always sign off with your name (full name if they might not know who you are) and one of the following. Best wishes, Many thanks, Yours sincerely, (this is the most formal way)

Sent: Monday 09.52

To: [email protected] From: [email protected]

3a Work with a partner. Rewrite the email in exercise 1 to

make it appropriately professional.

Subject: Help!!! Hi Prof W can u help me w/ essay u set thurs? i no u went over it in class but I missed class. Too much WORK!! lot. pleeease help :) Danny

62

b Sw ap y ou r em ai l w ith an oth er p ai r. C om pa re w ha t you wrote. 4

Your boss has set you a de adl ine for a piece of work. You have been ill and will miss the d eadline. W rite a professional email to your boss, apologizing and explaining what has happened.

6.1


6.2

6.3

6.4

6.5

changing

arrangements 5a

6 . 1 1 ))) Listen to a phon e co nvers ation betw een tw o friends,

Pedro and Sara, and answer the questions. 1 Why can ’t Sara me et tomorrow lunchtime? 2 Why can't Pedro meet after work? 3 W hat has Sara arrang ed to do on Thursday? Pedro

b Che ck y ou r a ns w er s w ith a p ar tn er . 6a

Complete extracts 1-6 from the phone conversation. There's be en 2 I’ve g o t 3 How 1

. tomorrow lunchtime. after work instead? then.

_______________________

__________________

4 I'm really sorry, but I 5 I’m my sister. 6

_______________

pl ay in g t ennis w ith

I’ll spe ak to her, the n

you.

b 6 . 1 2 ))) Listen , ch eck an d re pea t. Replace three of the p hrase s in exercise 6 with these more formal alternatives, using the L anguage for speaking box to he lp you. 1 I’ll co nfi rm it w ith you. 2 I’m not available then. 3 Wou ld you be able to ...?


8a

irivm Work with a partner. Choose one of these situations. You have arrange d to ... •

go to the cine ma .

• •

have a lunch time meeting in a restaura nt. work on a presen tation in the library.

b Ta ke tu rn s to ha ve a p hon e co nv er sa tion , us in g the pr om pt s, th e phra ses in ex ercise 6a and th e Language for speakin g box to help you.

changing arrangements Changing arrangements

I'm meant t o b u t ... We had thought we’d . . but no w ... How about getting toge ther...? Would you be able to meet o n ...? Saying you are/aren't free

I'm (not) available then. I can('t) make it then. That's fine with me.

Say hello and say who you are.

Say hello.

You need to change the time/place because of work/family/studies.

It's difficult for you to change it because you're busy at work/you have family problems/you are going on holiday.

Suggest a different time/ place.

Say why you can't do that time.

Confirming arrangements

I'll confirm it with you. I'll get back to you.

Find a time you are both happy with and agree to meet.

1 Say you'll check your diary and confirm later.

Say that's OK and finish the call.

63

Mist catchers 1

Look at the photos, which show some mist catchers in the Atacama Desert. Match the words and phrases in the box to things in the photos. a container

2

a net

a pipe

drinking wa ter

moisture

poles

Work with a partne r. Answer the questions using some of the w ords from exercise 1 . a Why do you thin k people use mist catchers in the Atacama desert? b How d o you th in k m is t c at ch er s w ork?

3

O Watch the video. Check your ideas from exercise 2. Were you right?

4

O Watch again. Match the two halves of the sentences. 1 There are a few areas in the desert which have had no rain 2 The mist catchers in the Cerro Grande Reserve have be en co llec ting ra in w at er 3 The fog drifts over the land from 4 Some water pipes carry water straight to 5 Water conserv ationists may find this system useful in 6 People in the Atacama Desert have been using water collection techniques a

other dry regions arou nd the world,

b th e Pa cif ic Oce an , c the fields where crops are growing, d for hun dred s of years, e for abo ut six years, f since history began. 5a

Work in groups. Read the situation. There is a serious lack of fresh water in your country. Water shortages have become common. You can't live without water and so you need to save every drop!

Plan how to deal with the se w ater shortages, at home or in your school. List your ideas und er these two headings. • Saving water • Collecting wate r

Prese nt your ideas to the class. Decide which ideas are th e be st an d why.

64

6.1

6.2

6.3

6.4

6.5

Review 1 a Work with a pa rtner. How is the inside of this ca r different

3a

from a stand ard car? Who might wan t a car like this? b

Read the article and com pare it with your ideas.

Match the two halves of each com pound noun. 1

climate

2

crop

3 global 4 heat

a warming b change

5 land 6 strong

e shortages f winds

c waves d damage

7 tropical 8 w ater

g slides h storms

b 6.13))) Listen a nd check yo ur an swe rs. P ractis e th e pr onu nci at io n w ith a p art ner . 4

Complete the questions using the presen t perfect simple or continuou s form of the verbs in brackets. If both are po ss ible, us e th e pr es en t p er fe ct co nt in uo us. 1 Do you think that the w eath er (get) worse in recent years? Why/Why not? you (enjoy) the w eather 2 recently? Why/Why not? 3 W hat’s the worst we ather yo u (experience)? What hap pened? 4 (Roughly) how ma ny tim es you (see) snow? Is it comm on in yo ur country?

_____________________

__________

Why should a c a r1 is self-driving look like an ordinary car? The Swiss company Rinspeed has designed a car 2 _transforms into a mo bile office. This would allow the passengers, 3 now do n't have to drive, to use their time to work or relax. The steering wheel would slide away and a desk, 4 would be large enough for a laptop, could be pulled out instead. The driver, 5 . seat wo uld be move able, could turn to face the other passengers to chat, or just relax and watch the films 6 _ would be available on four separate screens. C

2a

Complete the article using that, who, which or whose. Use that where possible. Complete the s entences w ith up to two words. The first letter of each is given. 1 You should keep both hands on the s w whe n you are driving.

__________

__________

2 Before you decide to o road ah ead is completely clear.

a car, make s ure the

___________

3 Do n’t drive over the spee d 1 __________ . 4 If the t 1 a re turning orange, you should stop rather than try and rush through. ___________ ___________

5 Many people fall asleep while driving on the m , so take reg ular breaks. __________

6

D on’t p on the pavem ent; it can be dange rous for blind people. ___________

b Check your answers with a p artner. Decide together which are the three most im porta nt pieces of advice. Say why.

___________

_____________________

__________

5 6

___________

th er e (be) any weather-related disasters in your country? W hat happened? (listen) to the weathe r __________ y o u forecas ts recen tly? If so, why? __________

___________

5 a 6.14 )J Write down each word you hear and the n add the correct suffix to each root word you hear to m ake a n adjective.

b Work with a pa rtner. T hink of at least two more adjectives with e ach suffix used in exercise 5a. 6a

Put the con versation in the right order. a Ah, I'm m eant to be meeting my brothe r and his wife for dinne r next S aturday. But I'll talk to them and get back to you. b Hi, Jo an ne , c Hi, it's Joa nne here. 1 d Oh dear. Sorry, but I’m not available then. How about next Saturday? e OK, th a t’s fine. f You know we were supp osed to be going to the c inema on Saturday? I'm really sorry, bu t th ere 's bee n a c ha ng e of plan . C an we go on Sunday instead?

b 6.15))) Listen and check your answers. C Work with a partne r. Write a similar conversation.

Practise your conversation together.

65

Ambitions 7.1

Good prospects

Young Europeans flock to Argentina for job opportunities Vocabulary & Reading 1

working conditions

Work with a partne r. Look at the cities on the map and discuss the questions. 1 What do you know about each city and/or the country? 2 If you had to choose one of these cities to live in, which one would you choose? Is there anyw here else you'd like to live and work?

2

Work with a partne r. Read the extract from a mag azine article and answer the questions. 1 Which countries do many of the young people moving to Argentina com e from? 2 W hat reason for moving does each person give? 3 Is each person happy with their decision?

66

Our

Ox ford 3000™

A mix of Italian, Spanish and English accents stand out in Buenos Aires neighbourhoods such as San Telmo, as the city welcomes a growing number of young professionals who have come here looking for jobs and a more relaxed lifestyle. Two years ago, Hanson decided to change his occupa tion, leaving his job at a London financia l services firm to teach English privately to business executives in Buenos Aires. 'The company was making people redundant/ he says. 'Sunny Buenos Aires is a welcome change from that stress. The climate is perfect, getting a job here was pretty easy and the people are great/ For Chiara Boschiero, a 33-year-old film producer from Italy, Argentina has provided better career prospects. 'In Italy, it is very difficult for a director under 40 to make a film. But Argentina is young, and there are many directors and producers here younger than I am who are very successful.'

7.2

7.1

3

Unde rline any words from the box in the article. W hat do you think they mean?

the money a person receives for the work they have done

2

an exam you have passed or course you have completed

c Maria designs gardens, d Joaquim used to live in Lisbon.

GRAMMAR FOCUS used to and would for past habits and states •

3 the pleasu re you get from your work 4 a place to live tha t your emplo yer pays for 5 a move to a higher position or more challeng ing job 6

7.5

a Maria would spend all day calling people and getting nowhere. b D er m ot did n't us e to be a m an ag er ,

Match the other words in the box in exercise 3 to the definitions. 1

7.4

Read the information in the G ramm ar focus box and complete it with example sentences a-d.

career prospects job satisfaction occupation prom otion qualification (make) redundant rent-free accom mod ation salary sick/holiday pay unemployed working conditions working hours

4

7.3

We use used to/didn't use to + infinitive for finished habits and states: things that were true but are not now. 1 2

•

money you get when you are temporarily not at work

7 whe n you are not able to find a job 8 the period of time when you are working 9 the situation you work in

We can also use would to talk about finished habits and typical past behaviour. 3

•

However, note that we CANNOT use would to talk about past states, only actions and typical behaviour. Dermot used to live in Ireland. NOT Dermot would live in Ireland.

5a Work in small groups. Decide the five most impo rtant reasons why someone might choose a job and put them in order of importance.

•

used to/d idn' t use to is only for past habits. For present habits we use the present simple. 4

b W hat other reasons can you think of?

-*■Gr am m ar Referen ce page 148

Grammar & Speaking

used to and would

7.1 )| Listen to thre e people who m oved abro ad to work.

Choose the correct options to complete the sentenc es. Use used to only or both used to and would.

1 Which countries did each speaker moved to/from?

1

9a

• Derm ot

• Maria

• Joaquim

2 W hat reasons do they give for their move?

I like staying up very late, but now I'm in b ed by 10.00 p.m. e very night. _____________________

W hen I was a teenager, I lot of sport, but now I just watch th em on TV.

play a

Work with a pa rtner. Look at the following statem ent ab out one of the speakers and answer the questions.

3

I a teenager.

D er m ot us ed to wo rk in Irelan d. He w ould sp en d a lot less time at work.

4

I get very nerv ous before exam inations w hen I was at university.

Was this true in the pa st? Is it true now? How do we know?

5 W hen I was a child, I spend hours m aking model cars and planes. I thin k life would be easy when 6 I beca m e an a dult - but that's not true at all.

have very long hair wh en I was

____________________

_____________________

____________________

b Make the sentences true for you and compare your

answers with a partner. 10 EES3 Work with a p artn er. S tude nt A, tur n to page 128.

Stud ent B, tur n to page 134. ©

VOX POPS VIDEO 7

67

7.2

Ask an expert GOALS

■ Talk about experts and high achievers


use question forms

high achievers

1

Work with a partne r. The photos show thre e people who are well known as experts. What do you think they are expert at? Do you recognize any of them?

2

Read biographies 1-3 and check if your ideas were correct.

1

■

Daniel Barenboim

Daniel Barenboim was born in 1942 in Buenos Aires, and moved to Israel in 1952. A talented musician, he began to learn the piano at five and gave his first public concert aged seven. As well as being an excellent musician and conductor, he is also well known for his work with young people. In 1999 he co-founded the West-Eastern Divan orchestra with Professor Edward Said to unite Israeli and Arab musicians. Barenboim has also set up a number of other projects to encourage young people to play music and has received various awards for his achievements.

2 -> Jane Goodall Jane Goodall was born in London in 1954. In her early twenties, she went to Tanzania, initially as a secretary to the anthropologist Louis Leakey. However, Jane was hard working and ambitious, and soon became a researcher herself, studying the be haviour of wild apes and chimpanzees. Her discoveries changed many b eliefs abo ut ape behaviour, and she became an expert on the subject. In 1991 she set up Roots & Shoots, a global e nviron me ntal and humanitarian youth education programme now based in more than 100 countries.

3a

Work with a partner. Look at the high lighted words in the biograph ies and decide if each one is a noun, verb or adjective. Work out wh at they m ean.

b Complete the se ntences using a suitable word from the

article. C ompare your answers with a p artne r and give reasons for your choices. 1 Many people never becom e really be cau se th ey ar e too shy.

3 ^ Re becca A d Ii n g t o n

2 He ’s ve ry He wants to become President one day. 3 She is to the highest mark in her class. 4 If you wan t to becom e a __________ , you will need to train every day. ___________

Rebecca Adlington was born in Mansfield, UK, in 1989. At nineteen she suddenly became famous as a champion swimmer, after winning two gold medals at the Beijng Olympics, the first British swimmer for 100 years to achieve this. She also did well at the London Olympics, winning two bronze medals. In 2005 , A dlingto n’s sister became dangerously ill, with encephalitis*. She recovered, but Adlington has said that her sister’s illness made her ‘more dete rm ined ’ to succeed. In 2013 she retired from swimming, but uses her fame to raise money for an encepha litis cha rity. en cep halitis an infection or allergic reaction which causes the brain to swell

68

Om Ox ford 3000™

5 She never won any for her her research cha nged the world. 4

, but

ifcwa Work with a partn er or in small groups and discuss

the questions. 1 To becom e an expert at som ething, which is more imp ortant - hard w ork or talent? 2 Is being ambitious always a good thing? Why/Why not?

7.1

Grammar & Speaking

question forms

6a

5a The three expe rts all took par t in an interview in a British newspaper. Look at the que stions an d answ ers and try to guess which person is answering. D iscuss your answers with a partner.

b

7.2

7.3

7.4

7.5

Read the information about question forms in the Gramm ar focus box, then add an exam ple for each type of question from the qu estions in exercise 5.

G R A M M A R F O CU S questions Direct questions

•

In questions we normally put an auxiliary verb (do, does, did) before the subject. 1

•

If the question word is the subject of the question, we don't use do/does/did.

Based on their answers, which person would you m ost/ least like to meet? Why?

2

indirect questions

1 Which living person do you most admire, and why?

•

My mum. She is the most thoughtful person that I've ever known.

Could you te ll me whic h living person you mo st admire? 3

2 How would you like to be remembered?

•

As someone who enjoyed life, was bubbly and worked hard.

3 Would you mind telling us what you most dislike about your appearance? My big shoulders.

Note tha t to make yes/no indirect questions we use if wou ld you mind telling me i f you think you are ambitious? I'd like to know if you think you are ambitious.

-» Grammar Reference page 149

b 7

1 Do you like giving interviews?

Look at the qu estions in exercise

5 and make them indirect.

Make interview questions using the prompts. Make at least two indirect questions. 1 Give an example of an em barrassing moment. What / happen?

No.

2 When were you happiest?

2 W hat / favourite smell?

When I did n't have to give interviews.

3 Like / watch sport? Why/W hy not?

3 What would your super power be?

4 Tell me abo ut a tim e w hen you felt angry. Who / m ake / angry and why? 5 How / relax? 6 What / think / greatest achievement?

To travel back in time - in order to spend a day with Mozart.

4 What makes you unhappy? When I don’t understand som ething.

3 *

We use indirec t questions to make questions more polite. The word order doesn't change and we don't use do/does/did.

7 Tell / favourite film? 8

it-Via Work wi th a pa rtne r. Go to page 128 an d prepar e your questions.

What is your most treasured possession? I don’t like possessions.

2 What is your earliest memory? When I was two, a drag on fly flew near me. A man knocked it to the ground and trod on it. I remem ber crying because I’d caused the dragonfly to be killed.

3 How would you like to be remembered? As someone who helped to change attitudes towards animals.

liepoog euep £ uiioque jeg lejueo z uoj6unpv eooeqey l.

69

7.3


■

Reading & Speaking

und erstand paraphrasing

■

understanding

paraphrasin g 1a

Look at the statem ents. W hat do they mean? Do you agree with them? Discuss with a partner. 1

I hav e n ot fai le d. I hav e si m pl y fo u n d ten th o usa nd wa ys tha t won't work. (Thom as Edison)

2 Failure is the key to success; each m istak e teaches us something. (Morihei Ueshiba) b Look a t the fir st st at em ent in ex ercise la . W hi ch wor d or ph ra se is expr ess ed in differen t word s in th e seco nd s tatement ? 2a

Read the inform ation in the Unlock the code box about par ap hra si ng .

UNLOCK THE CODE understanding paraphrasing To avoid repetition, w riters ta lk about the same thing in different ways. Writers use a synonym (either a word or phrase that means almost the same thing) to refer to the thing. Sometimes the new phrase has a different grammatical form. People who do well in th eir jobs get prom oted My colleagues are pr ett y ambitious. Most people who work here\want to get to the top

b

3a

b

Use collocations

Read paragraph 1 of the article. The und erlined words or phra ses ar e par aphra sed la te r in th e pa ra gra ph. Circl e t he phra se s w hic h ar e th eir n ear s yn on ym s. Think of two reaso ns why doing a task and failing could be good for you. Read the rest of the article. What rea sons doe s the w riter give for the valu e of failure?

The Festival of Errors 1 Some French education specialists recently put on a festival in Paris to encourage children to make mistakes. Yes, it's true! The(expe rts)were worried th at young people in France were not creative an d innovative e nough for the modern world. Since they believe that a school system th at concentrates on marks and grades will reduce the ability of the kids to produce new ideas, the activities in the week-long event showed the pa rticipan ts the wonder an d pleasure of getting things wrong. 2 Most people believe in success. In sport, politics and business, success is king. Look at ou r ed uca tion systems: they're based on the idea of encouraging people to be successful. We reward success in exams, for example, with e ntrance to university. We reward success at university with a good job. People who do well in their jobs get pro moted to hi gh er pos itio ns, an d so on. 3 But there are rea sons why we should value failure as well. The problem with th e success model is that it tends to give credit for safe behaviour. We follow the procedures, obey the rules. More importantly, it encourages people to hang on to old ideas. On the other han d, people who like to take risks, thin k creatively, and come up with new, perh aps impossible, ideas, are told they ar e failures. In a very fast-changin g world, this is not good practice. 4 An othe r point of view is provided by Dr Astro Teller who works for Google, a company famous for its incredible successes, an d equ ally unbelievable failures. He says tha t if you criticize people for having good ideas, they will give up. His example is: imagine you send out a group of scouts* to a new land to find mountains to climb. They do their best to find one, but can't. If you blame them when they come back, those scouts will qui t. 5 And what about learning a language? Sometimes you have to take risks, because otherw ise it becomes difficult to comm unicate. If you're trying to talk to a person, and they don't understand you, then you have to find a completely different way of saying w hat you w ant to say! So making a mistake can mean you also make progress! ■ scout a person sent ahead to get informa tion

70

Om Ox ford 3000™

7.1

The underlined w ords in paragraphs 2-5 are synonym s for words th at come earlier in the article. Write the words they refer to.

7.3

7.4

7.5

Read the inform ation in the V ocabulary focus box about collocations.

VOCABULARY FOCUS

collocations

Paragraph 2

do well

Paragraph 3

give credit for

There are several different types of collocations organized by word class, noun, verb, adjective, etc. The most common are:

Paragraph 4

unbelievable

•

verb + noun - obey the rules

blame

•

adjective + noun -> a good job

quit

•

verb + adverb or adverb + verb - » think creatively

talk to

•

adverb + adjective -» hugely imp ortant

Paragraph 5

5

7.2

be successful

When you record collocations, it is essential to note down the grammar words like a or my as well. If you use the wrong grammar words, it will sound unnatural.

Answer the questions. 1 According to the article, how are successful people rewa rded at work?

e.g. I always t ry to do my best. NOT halways-try-to d o -th e -best.

2 Why can failure be useful? W hat does it teach us? 3 W hat is the example of the scouts in paragra ph 4 suppo sed to show? 4 W hat does the writer thin k you need to do to comm unicate in anothe r language? Work with a partne r. W hat are the main ideas from the article that you both agree with?

6

9

Work with your partne r. Write a sum ma ry of the article, using your ideas from exercise 6 and th e collocations in exercise 7 to help you.

10a C omplete the questions abo ut work and study with collocations made from one word in colum n A and one word in colum n B. C olum n A

Vocabulary & Spea king 7

collocations

jo b

Find these collocations in the article in exercise 3. In your own words, what do you think they mean? Paragraph 2

1 a g oo d j ob

C olum n B jo b

take

em ployees

obey/follow

creatively

temporary

risks

supervise

satisfaction

th ink

the rules

2 ge t promoted

1 Which is more imp ortan t - a good salary or a/an /?

3 higher positions

Paragraph 3

4 follow the procedures

2 At work, is it better to obey the rules, or to __________ ? 3 Have you ever had a ? W hat was it? Did you want it to become perm anent? 4 Have you ever had a job where you had to o t h e r __ ________ ? Did you like the respon sibility? 5 Would you like a job where you had to come up with new ideas, or one where you sim ply __________ ? and come up with 6 Do you find it easy to new ideas? H ow do you do it?

5 obey the rules 6 think creatively 7 come up w ith ideas

Paragraph 4

8 do their best

Paragraph 5

9 take risks

vv

__________

10 completely different 11 make progress

1 I ™

*

b 7.2))) Listen an d check y our answ ers.

11a hfcvm Work with a p artne r or in small groups. Ask and answ er

the q uestion s in exercise 10. Give reasons for your answ ers. b Report the two most interesting ans wers to the class.

? 71

7.4


■ W r i te an a p p li c at i o n l e t t e r o r e m ai l

an application letter or email 1

Work with a partne r. Read the adverts and answe r the questions. 1 W hich advert needs people who are interested in learning about different cultures? 2 W hich needs people who have ideas about the latest trends? 3 Wh ich advert needs people with good group work skills? 4 W hich appeals to you most? And least? Why?

Team leaders needed for immediate start! Want to get into management? Alre ady g ot e xperie nce?

We are looking for new and experienced leaders to manage our expanding group of coffee shops. We want excellent

decision-makers who are good with people to organize and lead teams of up to ten employees in our new branches across the country. Opportunities for international travel.

Applications to Raj at [email protected] . No phone enquiries, please.

Study trips abroad Have the experience of a lifetime: spend tw o months studying abroad. Trips available for studying science, spo rt, art, local culture or languages. Included in the trip: • •

Overnight visits to places of local interest Short stays with local families

Applicants should have at least a school leaver’s certificate, plus a strong interest in travel. Send applications to Carmen Ramos at [email protected] or a pply online.

Social bloggers wanted for online lifestyle magazine Are you good with words and happy to write in your own language and /or English? We are looking for writers with something to say about social media, fashion, food and entertainment. Our readers love to learn about what’s new around the world. If you have great ideas and experiences to share with our magazine’s online community, apply now to Sam Fielding at [email protected] . Interviews start next week (face-to-face or Skype).

72

■ Ask for and give clarification

2a

Which of the th ree adv ertisem ents in exercise 1 is Asuncion applying to? 1Dear / To A 2 This ema il is about / 1am writing regarding your advertisement fo r __________ posted on the Jobs & Training website this month. B 3 As y ou w ill see fro m the at ta ch ed CV, / Read the CV and yo u’ll see that, at present, I am working as an assistant manager in an international relocation office, helping companies set up abroad. In my present position, my main responsibility is organizing project teams to help companies find good locations in other countries, and I recently won a company award for this work. C With my work exp erien ce and skills, I believe I wou ld be ideally suited to a management position in your company. I am highly organized, hard-working and positive. My business knowledg e and IT skills are up to date, and I am also very active in the world of business networking. I am now ready for more challenges in my working life. 4/ want to / 1would like to work for your company as it has a very good reputation for quality and customer care. 5 You need to give me the chance to / 1would like the opportunity to use my skills to help your company grow. D 6 Please invite me fo r / 1would be happy to attend an interview and I would be able to start work at the beginning of next month. 7 If you need further information, please / Do you want to know m ore? Then call me on 01422 44327, or email me at [email protected] . E 81look forward to hearing from you. / 1am waiting for your call.

Yours sincerely, Asuncion Rico

b Re ad th e in fo rm at io n in th e La ng ua ge for w riti ng box. Work w ith a par tne r to choose the co rrect phrase s for 1-8 in Asuncion's email.


formal phrases

If we are applying for a job, we need to sound formal in the initial letter/email to make a good impression. We use fixed phrases like: Formal

Neutral

I am writing rega rding... I would like t o ... I w ould be happy to a tt en d ... 1look forward to hearing from you.

/ wanted to kn ow ... I'd like to ... I'd like to come t o ... Let me know.

7.1

Here is a list of things people usually include in an application email or letter. Which pa ragraph was each in?

4a

• •

Give the reason for writing Say you are sending your CV

•

Give inform ation about your curre nt situation

• •

Give information abou t your skills Say why you wou ld be good for the job/ company/course

•

Give extra contact details

•

Write a closing sentence asking the reader to reply

7.4

7.5

question from exercise 6 a? LiYan Parissa Sophie

_____

Marina Ken

_____

_____

_____

b 7.3))) Listen again a nd complete th e p hrases the people used. Li Yan

______

1 Could mean? 2 Well, _ _, I sp en t t hre e y ea rs wor ki ng in a similar situation in ,

______

Pa ris sa

3 I'm not job will I have ? 4 Yes... in the next few years?

Choose the advert you would most like to reply to and make notes for an applica tion email using these headin gs. • wo rk experience • job and personal skills

7.3

7a 7.3))) Listen to people in job interviews. Who ans wers each

A

______

7.2

w hat ., what are yo ur goals for

______

• reasons for applying

Sophie

5

Write the application email. Use your notes, the Lang uage for writing box on page 72 and phras es from Asunc ion’s email to help.

Could

____________

., please?

Marina 6

Let m e

___________

Ken

Listening & Speaking 5

7 What 8 Could

clarification

____________

Look at the photo and imagine you are waiting for a job interview. Which p erson in the photo w ould you feel most like? Tell your p art ne r why.

PRONUNCIATION

., what m ake s you ...? that?

sounding polite

In a situation like an interview, it is important to sound interested and polite.

8a

7.41 Listen to the eight phra ses in exercise

7b. Mark the

intonation, th e rise and fall, in each phrase. Couldyou explain what you mea n? b 7.4 )| Listen again and pra ctise the p hrases.

9a ifcMM Work in small groups. Read each other's application

ema ils or letters. Together, choose four question s from exercise 6 a and add two more. b Interview each other. Use the phrase s in the Langua ge for

speak ing box to ask for and give clarification.

LANGUAGE FOR SPEAKING 6a

Read the interview questions. W hich do you think is the most difficult to answer? 1 Where do you see yourself in five years ’time? 2 W hat motivates you and what doesn't? 3 Why should we employ you? 4 W hen was the last time you had a disagree me nt at work, an d how did you dea l with it?

asking for and giving clarification

Ask f or clar ification Could you explain what you mean? I'm not sure I understand. Do you mean ...? Give clarificatio n Let me give you a good exa m ple. ..

Get time to thin k Let me think ...

Let me s e e ...

Well, for ins tan ce... Now, what's the word again?

5 If you were a typ e of food, wh at would you be? b Why do interviewers ask questions like these?

Tell each other the two best answ ers each perso n gave and explain why.

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7.5

Video

Moving abroad to work 1

Work with a partn er. Guess the mean ing of the phrases in bold. a I'm bored w ith my life here, so I’m going to try my luck somew here else, b Th is job ha s g oo d pr os pe ct s, and I’ll ha ve th e ch an ce to obtain new skills, too. c I don 't live in the sam e town as my job, so I'll need to commute to work by train, d It’s exc iting to start anew doing a differe nt job in another country.

2

Look at the photos. W hat job do you think Zsuzs anna does? Wh ere do you think she h as lived?

3

O Watch the video. Which of the following are mentioned? a her educa tion in Hun gary b re as on s for m ov in g a br oa d to w ork c the career benefits of moving abroad d findin g new friends in the UI< e the challenges of moving abroad f returning to Hungary g difficulties people might have wh en they go home

4

O Watch again. Complete the table showing the differences be tw ee n life in H un ga ry an d th e UK. Hungary

The UK

Cost of living

A typical working day Travelling to work

5a

ifcvta Look at these reas ons for moving to a new coun try for work. Why would you decide to move? Put these reasons in order of im portan ce for you ( 1 = most imp ortant). to challenge myself to find new friends to improve my career pr os pe ct s to have an adventure

to have a more relaxed lifestyle to learn a new language any other reason

b Com pare your ideas with a partne r. Do you have similar reasons?

74

7.1

7.2

7.3

7.4

7.5

Review 1a

Read the sentences and cross out the forms which are no t po ssib le. Som et im es both form s m ay be co rrec t.

4a

ambitious / famous 2 hard-working / determined 3 well-known / expert

1 W hen I wa s little, I used to / would w ant to be a pop star wh en I grew up. 2 I used to / would practise in front of the m irror with a hairbrush as a microphone. 3 My m other used to / w ould laugh, bu t kindly. 4 She used to / would tell me that I could be any thing I wanted . 5 But she used to / would warn m e that it wou ldn't be easy to be a pop star. 6 I really used to / would believe I could do it, but now I'm quite happ y being a dentist! b Talk to your partner. Tell them about the amb itions you had w hen you were a child, using used to and would

1

4 talented / famous 5 hard-w orking / well-known 6 determined / talented b Thin k of a person you could describe using all or some of

the adjectives in exercise 4a. Tell your part ner about him /her. 5a

make six collocations. Then write a sentence u sing each collocation. 6a

Make questions using the prompts. 1 W hat / being successful / me an to you? 2 Who / successful / in your family? 3 W hat / you r biggest goal / in life? 4 W hat / one job / you wouldn 't like to do? W h a t / y o u r d r e am j ob ?

b Make the questions indirect using Would you m ind telling m e ..., I'd l ike to k n o w ... or anoth er suitable starter. Then

use the questions to interview your partner. Ask follow-up questions. 3a

Put the words in the right order to make the sentences/ questions. 1

repe at/yo u / please / that / could ?

2

you / mean / explain / you / could / what ?

3 me / example / give / let / you / good / a .

5 W hich / better - an indoor / outdoor job? Why? 6

7.6))) Listen a nd write dow n th e w ords you he ar.

b Work with a partne r and put the words together to

where appropriate. 2a

7.5))) Listen to th e d efinitio ns and choo se w hich w ord of each pa ir is being defined.

4 I / sure / unde rstand / not / I'm . 5 word / the / w hat’s / again ? 6 examples / tha t / some / you / could / of / give ? b Work with a partner. Decide wh ich of the exp ressions in

exercise 6 a are a) ways of asking for clarification b) ways of giving clarification a nd c) ways of getting tim e to think .

Read the text and com plete it with one word in each space. The first le tter is given. According to a recent survey, about 20% of workers around the world work from home at least once a week, and nearly 10% work from home every day. There are obvious advantages. You can often fit in your1w __________ h __________at any time th at’s convenient for you, and you do n’t have to spend som e of y o u r2 s_ on travelling to and from the office. Th e3 w __________c ___________ might also be a lot better in the peace and

com fort of your own home. However, many pe ople also felt that if they weren’t in the office, they were less likely to be given 4 p __________ as the boss might not notice their good work. Being out of the office could therefore damage th e ir5 c p . Equally, the y mig ht be more likely to be made 6 r if the com pany got into trouble, because they had not been able to build a relationship with the boss.

b Do y ou, or w ou ld y ou lik e to, w ork from home ? Why/W hy not? Discuss with a partne r.

Choices 8.1

World happiness report GOALS

■ Talk about happiness factors


■

use real conditionals

happ iness factors

Work with a pa rtne r or in small groups. Put the words and phra ses in th e co rr ec t c at eg or y i n t he table. So me wor ds may fit into more t ha n one category. balanced diet childcare cultural activities healthcare high taxes neighbours physical activity pollution poverty strong economy volunteer

Health

Money C Discuss the questions together.

Family/Society

1 Are you surpris ed by any of the coun tries nam ed in the list, or the ir position? If so, why? Leisure

2 W hat do you thin k is good about your country and how it does the things m entioned in exercise 1 ? 3a

2a W hich factors are most impo rtant in order to have a good quality of life? With your pa rtne r or group p ut the four categories in order of impo rtance. b Read an ex trac t fr om a n ew sp ap er ar ti cl e ab ou t th e U N World Happiness Report. According to the report, what makes a country a happy place to live in?

8 . 1 1 Listen to an ex tract from a podcas t about Denm ark,

which was recently nam ed the happiest country in the world. Numb er the ideas shown in the photos in the order in which they are discussed. b 8.1 ))) Listen ag ain. W hat do they say abo ut ea ch photo? C Do you think the same thing s are impo rtant? Why/Why not?

W o r ld H a p p in e s s You might think that the happiest country in the world would have plenty of sunshine, but you’d be wrong. According to the recent United Nations World Happiness R eport, nearly all of the to p ten countries are well known for long, cold, dark winters. But what they do have is a strong economy, reliable government, and people who look after themselves and each other.

76

Om Ox ford 3000™

1

Denmark

6

Canada

2

Norway

7

Finland

3

Switzerland

8

Austria

4

Netherlands

9

Iceland

5 Sweden

10

Australia

8.1

8.2

8.3

8.4

8.5

b M at ch th ese se nt en ce s to a-c in th e G ra m m ar focu s b ox. •

Money does n’t make you happy unless everyone has enough.

•

If people work a thirty-seve n hour week, they have quite a lot of leisure time. If you look a bit furth er down the list, you'll see that money isn't everything.

•

5a

Choose the correct option in each sentence. 1 I f / Unless people spend more tha n an hou r travelling to work, they are generally less content. 2 I f / Unless you have some close friendships, you will find it hard to be happy. 3 I f / Unless you do regula r exercise outdoors, you'll be able to work m ore efficiently. 4 People tend to be happie r if / unless they are in a long term relationship. 5 I f / Unless people are active in work and free time, they'll probably be healthier.

b 8 .2 ))) Listen and check y our answ ers. PRONUNCIATION

6a

intonation in if sentences

8 .2 ))) Listen a gain. W hich clause rises in in tonatio n?

Wh ich clause falls?

Gramm ar & Speaking L__________________________________ 4a

Look at the information in the Gramm ar focus box and choose the c orrect options 1-4.

GRAMMAR FOCUS

b 8 .2 ))) Listen again and repeat.

real con ditionals

7

sentences with i f - r e a l

if people enjoy their job, they are happier in general.

1 If th ey don`t have to ( not have to) pay to visit museum s, will visit then people __ __ ______ (visit) them more often. 2 Extreme weather even ts will happen ( happen) more often and will be (be) more severe un less we do ( do) som ething abou t climate change. are 3 If paren ts (be) allowed paid time off after the birth of a baby, th ey can decide (decide) how to share the time.

a _______________________________________________

4

___________

conditionals /f-sentences usually have two clauses: the //-clause and the result clause.

___________

___________

• When we talk in general about things that can possibly happen, we use: I f + 1present simple / will,

•

Complete the sentences with the correct form of the verbs in brackets. Use a modal verb wh ere possible.

___________

2 present simple / w i l l

___________

When we talk about specific situations in the future, and their possible results, we use: I f + 3 present simple / will,

___________

5

4 pres ent simpl e / w i l l

if you e at a balanced diet, y ou'll feel healthier.

6

We can use modal verbs, particula rly can and may, in either clause.

Unless usually means except if.

8

ifc.VK< Work in group s of four. Take the roles of go ve rnm en t minis ters and discuss the bu dget. Turn to page 129.

O

VOX POPS VIDEO 8

c ________________________________________________


___________

___________

if you can cycle for th irty minutes a day, it m ay add one to two years to your life. •

is ______ (be) a cheap and reliable public If th er e ____ transpo rt system, peop le use (use) their cars less. eat Doctors say that if yo u ( eat) lots of fresh fruit and vegetables an d exercese (exercise) regularly, yo u __ (probab ly live) longer. __ __ __ __ will probably ___________

b _______________________________________________ •

tend People ____ ______ (tend) to have more job satisfaction if the y work (work) reasonab le hours and in ple as an t c on di tion s.

77

8.2

What makes a hero? GOALS ■ Talk about personality and behaviour

Vocabulary & Reading pers onality and

■ Talk about unreal situations in the present and future

2a

Read the magazine article and compare your ideas with your partner.

behavio ur 1 a Read the three short descriptions. Which of these people do you think are heroes? W hy/Why not? Discuss with a p a rt n e r or i n sm al l g ro up s.

What makes a hero? Kerry Clark was sitting in the ba ckyard of his farm when he saw a small plane crash in the nearby woods. He rushed over there immediately and started to rescue people, even though the plane was on fire and m ight explode any m inute. ‘Somebody needed to help,’ Clark said afterwards. ‘You do it because you have to.’ But if you saw a crash, would you risk your life to help? Was Clark crazy or unusually brave? Researchers at Berkeley University have spent the last five years studying wh at exactly makes people act heroically. They have made some fascinating discoveries... •

One in five people has done something heroic, such as helping another person in a dangerous situation, or being honest when they find out about something unfair, even if it risks the ir safety o r job.

• The more educ ated you are, the more likely you are to be a hero.

A boy who stops anothe r child being attacked, even though he may get hurt a L himself.

b W ha t o th er k in ds of pe op le or b eh av io ur co ul d be considered heroic?

78

OlW Ox ford 3000™

•

Kind, generous peop le are more likely to be heroes. One third of the heroes in the study had also volunteered up to 5-9 hours a week.

•

Men reported heroism more than women. However, this may be because women can be a bit embarrassed abou t their heroic actions.

•

Having been lucky enough to survive a disaster yourself makes you three times more likely to be a hero and a volunteer.

The researchers believe that we are all capable of becom ing heroes. It’s abou t learning to m ake the right choices in a particular situation, a bout do ing the right thing even if we are afraid. Everyone needs to realize that they are responsible for making the world a better place. They have created an online course, the Heroic Imagination Project, to train ordinary peop le to become less selfish and more heroic. For example, to stay calm in a difficult situation, so that we do n’t just automa tically do what everyone else is doing.

b Did any th in g di sc ov er ed th ro ugh th is re se ar ch su rp ri se you? Why/W hy not?

8.1

3a

Work with a partn er as Student A and Stud ent B. Find seven highlighted w ords in the article to matc h to your set of definitions.

GRAMMAR FOCUS •

think ing only about yourself and not of othe r people

not excited, worried or angry 3 having studied and learnt a lot

unreal cond itionals

We use lf + past tense, would + infinitive withou t to to talk about a hypothetical/unreal situation in the present or future and its imaginary result.

• The clauses can be in any order, but we do n't use a comma if the would clause comes first.

5 actin g like a hero 6 caring about others 7 telling the truth

• After if we use were instead of was. 1 in certain fixed phrases: if I were you, I'd keep quiet.

Student B 8 having good luck

2 in a more formal style: If I were stronger, I wou ld stop tha t bully!

9 happy to give more than is usually expected 1 0 ready to do things tha t are dangerou s or difficult without show ing fear 1 1 feeling fear

•

•

having the job of dealing with something

We can also use could to mean would be able to. If someone had an accident, I could help him because I know first aid.

-* Gram m ar Referenc e page 151

14 not sensible, not logical b Test y ou r p art n e r o n y ou r s et of wo rds .

When we are not sure about the result, we can use might or could instead of would. If you tried to help, you could /might h urt yourself.

13 feeling uncomfortab le because of som ething silly you have done

4a

8.5

If I saw someone in trouble, I would (I'd) go and help.

4 normal, not different from others

Grammar & Speaking

8.4

your answ ers to exercise 4.

2

12

8.3

C Read the information in the G ramm ar focus box and check

Student A 1

8.2

5a

unreal conditionals

Complete the sentences using the correct form of the verbs in brackets. Use modal verbs whe re possible to express unc ertain ty or ability. 1 If I were (be) bra ver, I could be firefighter. 2 We ( volunteer) more if w e (have) more time. ___________

Work with a partner. Look at the following senten ce from the text and answ er the questions.

___________

___________

I f yo u sa w a crash , w oul d yo u ris k yo ur life to hel p?

3

(be) a

___________

What you (do) if y o u (see) someone being robbed? 4 If we _ (win) th e lottery, we _ some m oney to charity.

1 W hat form is the verb after ip. Is this talking about something that happen ed in the past, present or future? Is this situation real or imag inary? 2 W hich word in the second clause tells us we are talking about an imaginary situation?

__________

5 I dangerous. 6

b Look a t t he follo wi ng se nte nc e an d an sw er th e qu es tion s. I f I sa w s om eo ne in trouble, I m ig ht/ co uld /w ould help.

1 W hich two modal verbs express possibility?

___________

(notdo)a job if it __

__________

_(give) (be)riskyor

He ( be) so e mb arrassed if h e __________ (know) people were talking a bout his heroism. ___________

b 8.3))) Listen an d ch ec k y ou r a ns w ers.

2 W hich modal verb means wou ld be able to?

C Work with a pa rtner. How does u sing would, could or m i g h t change the mea ning of each sentence?

6

MAM Work in small group s. Go to page 129, disc uss the scenarios and complete the other tasks.

79

8.3


■

Listening & Speaking 1

Recognize changing sounds in linked wo rds

■

use prefixes

sound changes

Work with a partne r. Look at the photos of Icelandic culture and answer the questions. 1 W hat do you think each photo tells us about Iceland? 2 Would you see the sam e things in your country?

2

8.4))) Read and listen to the inform ation in the Unlock the code box.

6

UNLOCK THE CODE changing sound s when we link words

Speaking at natural speed, we often change the last sound of a word to make it easier to say the words together, for example, when one word ends in sounds t or d and the next word starts with sounds such as b, p, k, g, m. Listening to natural speech, these changes can make groups of words more difficult to understand.

80

wr itten form

-»

would move tha t place

-*

natural speed

/wo(b )mu:v/ -* /dEepleis/

Om Ox ford 3000™

3

8.5))) Listen to the phrases. Underline the sound that changes. red pram

should go

could be white coffee

cold metal hot pepper

mild coffee

hot milk

8.1

4a

7

8 .6 ))) Listen to th e first pa rt of a podc ast a nd com plete th e

text with two words in eac h gap. If you 1 anyw here in the w o rld to live, where wou ld you go? 2 not be the mo st obviou s choice, but I don ’t 3 _here. I came to study earth science at the University of Iceland. Iceland has volcano es, glaciers and earthqu akes. 4 _ you see here? I came to study the natural world, but I stayed in Iceland because I love the way of life.

8.2

8.3

8.4

8.5

Look at the highligh ted words in the article and match the me anings of each prefix to the definitions below. 1 bad ly

3 too (muc h)

2 again

4 not

VOCABULARY FOCUS

prefixes

Prefixes are groups of letters that added to the beginning of a word change the meaning of the word: mis- (= do badly) misjudge, misbehave re- (= do again) replace, rearrange in- (= not) inactive, inconvenient over- (= too much) overpriced, overspend

b 8.7))) Listen to th e rest of th e po dc as t an d ans wer th e qu estion s. 1 Why do Icelanders leave their babies outside to sleep? 2 W hat Icelandic habit used to make Julia feel annoyed?

Use the prefixes re-, under-, over- or mis- and th e words in br ac ke ts to co m pl et e th e se nt en ce s. Che ck y ou r a ns w er s with a partner.

8

3 Wh at did Julia discover Icelandic people don't worry about? 4 W hat skill do 10% of Icelan ders have? 5 Why does Julia now enjoy Icelan dic food? 5

Work in small groups and discuss the questions.

1 In the summ er, no rth of the Arctic Circle, it stays light twenty-four hours a day. The stars stop co ming ou t at night an d do n’t (appear) until A ugust.

1 How do you think life in Iceland would be different from life in your country?

2 If you move to a very differen t cultu re, peop le may easily (understand) your behaviour.

2 Do you think you wou ld enjoy living in Iceland? Why/W hy not?

3 I hav en't got a lot of mon ey this m onth , so I'll have to be care ful I don’t (spend).

___________

__________

___________

4 I used to wear very sm art suits to the office, but people here are much m ore (formal) and even we ar jeans to work.

prefix es 6

5 The flight ha d to be (schedule) due to the ba d w ea th er . We ar rive d ba ck a day late.

Read an online article abou t culture shock. W hat four different stages can you identify? What stage do you think Julia is at? r

6 1

BLOGENTRY/5JUNE

Q,

SEARCH

ABOUT EVENTS BLOG When you first arrive in a foreign culture, often your first reaction is completely positive. Everything seems exciting, different and fascinating. It’s an adventure. If you’re just on a short holiday, you’ll probably never leave this phase, but if you stay longer, your attitu de can s tart to change. As you sta rt to realize how little you really understand the new culture, life can get frustra ting. People mis understand what you’re tryin g to say, or they may laugh at you for saying something incorrectly. Even simple things, like posting a letter, can seem impossibly difficult, and you are likely to overreact by getting angry or upset when things go wrong.

Parents can be very embarrassed if their children ( behave) in public.

___________

9a

Thin k about an in teresting place you have been to. Use the question s below to prepare a short talk about it. Use at least thre e words w ith prefixes. • • • •

What is interesting abo ut the place? w ha t facts do you know abo ut the place? Why might you choose to move there? What things about the culture m ight be very different from your own?

b Ta lk fo r a bo ut tw o m in ut es ab ou t th e pla ce. Li sten to your partn er's talk and ask at least two questions about the place.

With time, though, you sta rt to adjust, to become more comfortable with the differences and b etter able to handle fr ustrating situations. Your sense of humour reappears. Finally, you reach the stage of feeling able to be enthusias tic about the culture once again, enjoy living in it, and maybe even prefer certain aspects of the culture to your own.

81

8 .4


Writing & Listening 1

■ Take notes wh ile listening

■

Prepare and give a sho rt talk from notes

talcing note s

Make a list of at least five decisions you have mad e today. 1 Put the decisions in order of importance. 2 Tell a partner about one of the more important decisions on your list. Did you m ake it quickly, or thin k ab out it for a long time? Did you discuss it with anyone else?

2

8 .8 ))) Listen to the beg inn ing of a lectu re ab out m akin g

decisions and tick the topic the speaker me ntions. • Types of decisions we make • Why we all make bad decisions • The number of decisions we make

3a

8 .8 ))) Look at the n ote a stu den t took d urin g

the lecture. Listen again and com plete the note.

In,tro: Av. person. - approx. decisions/day!

5

8.9))) Listen to the next pa rt of the lecture. Comp lete the notes using abbreviations. Compare your answ ers with a partner.

b Look a t the ab br ev ia tio ns . W ha t d o you th in k t he ful l words are?

Factors affecting decision-making 4a

Read the information in the Language for writing box and check your answers.

•

1 ___________________ of decision s vVe m a ke -

too many decisions make brain tired.


taking notes

• To m ak e 2 ____________________ decisions, do it early.

When taking notes, to write quickly and save time: • wri te only the key information ; leave out prepositions and articles:

• Also cons ider kovJ m a ck 3 ___________________ yon ne ed . Poss to ha ve too m uck .

Av. person - the average person

•

use abbreviations (often the beginning of the word):

• Stress can ma ke you tk in k more po sit ive re su lts tk a n 4 ___________________

intro - introduction av. - average approx. - approximately

5

b Wo rk w ith a p art n e r a nd loo k at th e ab br ev ia tion s. W ha t do you think the y are sh ort for? pe rs info neg adv disadv

__________

__________

__________

__________

__________

poss probs abt imp

6a

8.10 )| Listen to the last pa rt of the lec ture an d take notes on the main points, using abbreviations where you can.

__________

__________

__________

no. b C om pa re yo ur an sw er s w ith a p ar tn er.

82

8.1

8a

8.2

8.3

8.4

8.5

Prepa re and give a two -minu te talk. Choose a topic and make notes for the introduction, the main body and the conclusion. Use the L anguage for spea king box to help you. Social:

A difficult decision I have made. The c ountry I would m ost like to move to.

Work:

A job I wo uld like to do. How to be a successful m anag er/oth er job.

Study:

The course I would most like to study. How to pass exams.

LANGUAGE FOR SPEAKING giving a talk introduction

•

introducing yourself/your topic: Hello, everyone. I'm _________ and I'm here to talk to you a b o u t I ' m g oi ng t o tal k a b o u t .. .

•

talking about the structure of your talk: firstly,..., then ..., and finally...

Main body

•

sequencing your points: the first point I'd like to talk about i s .. ., our next (factor) is ..., the third and last (factor)... i s ...

•

start ing a new section: Let's move on now to look a t...

Conclusion

giving a talk 7a

Look at some of the phras es from the lecture. Match each group a -f to a category ( 1 - 6 ). a I’m going to talk abo ut ... / firstly,... / th e n ... / and fina lly... the first one I'd like to talk about is... / our n ext (factor) is ... / the third and last (factor)... is ... e So we’ve looked a t ... No w I'd lik e to f in is h w i t h . .. 1

b Does anyo ne have any questions? Are there any questions?

starting the conclusion: So we've looked a t ... Now I'd like to finish with ...

•

inviting questions: Does anyone have any questions? Are there any questions?

b Wo rk w ith a p ar tn er . Pra ct is e th e ta lk y ou ha ve pr ep ar ed . C Give your talk to th e class or to your group. As you listen

to other talks, decide what the mo st interesting piece of informa tion in each talk is. Compare your choice with a par tn er. After you have given your talk, complete the selfassessment of your performance by circling a nu mb er at the end of each sentenc e.

d Hello, everyone. I’m an d I’m h ere to t alk to you ab o ut ... / I'm going to talk ab ou t... ___________

1 = need s im prov em ent, 2 = OK, 3 = excellent I spoke slow ly and clearly.

I was happy with my use of grammar.

l used a range of phrases from the key language box.

talking about the structure of your talk 3 seque ncing your points 4 starting a new section inviting questions

b Che ck y ou r a ns w er s w ith a p ar tn er. Use t he Lan gu ag e for speaking box to help you.

1

2 3

introdu cing yourself/you r topic

5 starting the conclusion

1 2

3

f Let's move on now to look a t...

2

6

•

10

1

2 3

I made app ropria te eye contact with the audience. I used positive body language (e.g. I looked confident and smiled). I was happy with my use of vocabulary.

1

2 3

1

2 3

1

2 3

ifcWM Work with a pa rtner. Talk abo ut the assessm ent in exercise 9 and together choose two th ings tha t were good abou t your talks an d two ways you could improve in the future.

83

Hap piness in Mexico 1

Look at the photos. W hich photos sh ow ... 1

a strong bond betwee n close friends?

2

a close-knit com mun ity?

3 two generations spen ding time together? 2

Work with a partne r. Match the factors used for me asuring happiness to statements a-e. 1 H ealth 2 Wealth 3 Social sup por t 4 Freedom to mak e choices 5 Political satisfa ction a

‘If I have a problem , my friends, family and ne ighb ours are all read y to help.'

b ‘I can rely on my go ve rn m ent to ke ep our c ount ry saf e and secure.' c 'I feel I can do an yth ing I wa nt in my life.' d ‘I earn enoug h money to live quite comfortably.' e 'I am usu ally well, and I do n’t suffer from stress.' 3

O Watch the video. Which of the reasons below make Mexico a happy co untry? • increasing wea lth • A friendly society • Green spaces

4

• Good wea ther • A healthy lifestyle

O Watch again. Decide if sentences a-f are true (T), false (F) or if the video doesn 't say (DS). Correct the false sentences. The UN World Hap piness Report says ... a health and wealth are the two most impo rtant factors when measuring a population’s happiness, b D en m ar k w as hi gher on th e lis t t h a n all th e oth er northern E uropean countries, c most people expected Mexico to be higher on the list tha n th e USA. In M exico,... d people know that their families will usually help them wh en life gets difficult, e it is norm al for people to meet up with their neighbours, f the fine w eather is the ma in reason for the population's happiness.

5a

|ES 3 Which activities increase or decrease your happiness?

b Wo rk w ith a p ar tn er. C om pa re yo ur an sw er s an d say w hy each activity increases or decreases your happ iness. Do you and your par tne r have a lot in common?

84

8.1

8.2

8.3

8.4

8.5

Review 1 a Choose the correc t option to complete the sentenc es.

4a

Can m oney buy happiness? 1 Ifyou spend it on the right things, money m u s t / c a n / has to buy happiness. 2 Most people will be happ ier unless/if/whether you spen d time with them rather tha n spend m oney on them. 3 If you're going on holiday, you should / would / will be hap pie r if you pay for it straig htaw ay . 4 People should buy experiences rather tha n things, especially if they are / will be / are going to be older.

afraid brave crazy calm educated embarrassed generous heroic honest kind lucky ordinary responsible selfish

Compare your answers w ith a partner. Explain the reasons for your choices. 5a

5 People don't enjoy things as much unles s they will have to / have to / have work har d for them.

Complete each se ntence w ith a prefix and word from the box. misresuperunder-

8.11))) Mark in ex ercise l a w heth er the in ton atio n rise s or falls at the end of each clause. The n listen an d check.

1 A

C W hich sentence s do you agree or disagree with? Discuss

appear arrange human married store water

behave ground heat model pronounced

i s a kin d of really large shop.

___________

2 The Lon don railway is often called the 'Tube'. 3 Diving equip me nt allows you to breathe __________

with a partner. 2a

Divide the following adjectives into positive and negative (some may be both).

4 If my coffee goes cold, I just microwave.

8.12))) Listen to the be gin nin g of six sente nces . Write dow n

what you hea r and complete the sentence in any way you like.

it in the

5 I didn't unde rstand what she said because sh e one of the words. 6 After her husb and died, she nev er __________ .

________

b

3a

Compare your sentences with a partne r and explain what you wrote. Rewrite each sentence, u sing one of the words or phrases in the box to replace the und erlined w ords. a balanced diet childcare cultural activities healthcare high taxes leisure time neighbours physical activity pollution pove rty a strong econom y volunteer

1 The people who live in your street can help you if you have a problem. 2 Being poor can definitely make you unhapp y. 3 At the weeke nds I work for nothing at a charity. 4 It’s im porta nt to eat healthily. 5 There are plenty of opp ortunitie s to enjoy the arts in my town. 6

Exercise really helps me to stay fit and healthy.

Work with a partne r. C hoose three of the oth er words and write sentences using them. C Compare your ideas with another pair.

Choose ano ther word and prefix. D efine it, giving clues to help your partn er guess it. 6a

Match phra ses a -f to the co rrect section of the talk 1-3. 1 Introd uctio n

2 3 a b c d e f

____________

The ma in body The conclusion The third and last point is ... No w I'd lik e to f in is h w it h ... I’m going to talk a b o u t... Let's move on now to talk a bo ut ... Hello, every one. I’m ... Does anyone have any questions?

Plan a 1-2 minute ta lk about a good decision you made. Make sure you use some of the phra ses to signpost each section of your talk. Take turn s to listen to your partne r's talk. W hich phrase s did your partne r use?

85

I

_______________________________________________________

Appearances 9.1

Real beauty? GOALS

■


Describe appearances

■

Make comparisons

describing physical

appearance 1 a Work in small groups. M ake a list of five thing s th at m ake a

pe rs on at tr ac tive - no t ju st ph ys ic al ap pea ra nce . b Look at photos 1-6. Which words from th e box can you use

to describe the people? blond(e) clean-shaven curly double chin dyed elderly fringe going bald grey in good shape twe nties large forehead long eyelashes middle-aged moustache overw eight large jaw round face shoulder-length slim spiky stubble thick eyebrows well-built

C Work with a partner. Put the words in exercise l b in the correct category in the table. A g e

Build

BEAUTY BEAUTY NEWS

Facial features

Hair

2a

9.11 Listen to three descriptions. For each desc ription, say which perso n in exercise l b is being described.

b 9.1))) Listen aga in an d note w hich wo rds an d exp ressions you hear from exercise l b to describe the people. 3a

Read the first two p aragra phs of a magaz ine article. What do you think the beauty company was trying to pr ov e t hro ug h th e ir ex pe rim en t? Dis cu ss w ith a p art ner.

b No w r ea d th e re st of th e ar ti cl e and ch ec k if you r i de as

were correct.

86

OlW Ox ford 3000T'

WHAT TO WEAR

F A S H IO N STYLE FILES

BEAUTY

PEOPLE

SHOWS & TRENDS

As other people see you? 1 Dove, the beau ty com pany famous for its cam paigns to make people feel better about themselves, have created the most interesting film they've ever done. 2 For the film Dove, Real Beauty Sketches, they asked a group of women to turn up to a place they had n't been to before, and then m ake friends with anothe r woman there. They were later asked to go into a room and describe their own faces, honestly, to a complete stranger who was hidden behind a curtain: police artist, Gil Zamora. All the women were very negative abou t their appearan ce. They used phrases like 'round face' and 'big forehead'. Once the sketch was done, Zamora thanked them and they left. 3 Next, each w oman was asked back into the room to describe to Zamora the face of the wom an they h ad m ade friends with. Already, you get the idea of what Dove was trying to prove; the descriptions were so much more positive. A 'protruding jaw', for example, was described as a 'nice and thin chin'.

9.1

4

Work with a par tne r and discuss the following questions.

9.5

_______________________________________________________________ 2 _________________________________________ 3

__________________________________________________

C Look at 3 in the Gra m m ar focus box. 1 Which modifiers make the difference betwe en the things being compared bigger/stronger?

comparison

a _________ b c__ __ d 2 W hich mak e the difference smaller/we aker?

Look at the highlighted forms in the article, and add examples from the article to the G ram ma r focus box.

G R A M M A R F O C US

9.4

1

2 Are men equally self-critical? Why/W hy not? 3 Does it depe nd on age? Do you become more or less self-con fident as you get older?

5a

9.3

b Look a t the hig hl ig hte d form s i n t he article. W hi ch us e a modifier?

1 Do you thin k it's true that wom en tend to believe they are less attractive tha n they really are? Why/W hy not?

Grammar & Speaking

9.2

a

_________

b _____

___

comparison

We use comparatives to compare people and things with each other. round -* rounder; attractive -* more attractive a _________________________________________________

Complete the sentence s using a com parative form of the adjectives in brackets and a modifier where possible.

6

1 Why is the cam paign only about women? Are men (confident) w omen? ______________________

2 Actually, I thin k men can b e (insecure) as women, ca n't they?

To make a negative comparison use less + adjective. Many women thought they were less attractive than they actually were. b

_____________________

3 The campaign is n ot (supportive) of women as it says. Why is it impo rtant to be bea utifu l a ny way ? 4 Surely, the re a re (valuable) things being beautiful. _____________________

We use a modifier when you want to give more detail about the degree of difference between things. a bit a little a lot far much very much

______________________

To say something is the same use (just) a s ... as; to say something is not the same, we use not as/so ...as. We use superlatives to compare a person or thing with all the other people or things in their group, c __________________________________________________

5

The (big) problem I have with the advert is that it's made by a beauty products company.

6

Although the camp aign is selling beauty, I still thin k the advert is (good) adverts that make wom en feel bad about themselves.

_____________________

_____________________

-♦ Grammar Reference page 152

7

W hich of the statem ents in exercise 6 do you agree or disagree with? Why? Discuss with a partn er.

ESM ZEM ilZ l changing stress 4 When the two sketches were done, Zam ora pu t them side by side an d ask ed th e wo men back in to take a look a t bo th picture s, rev ealing the s ketch es from the women 's descriptions of themselves, and the sketches the strangers had helped him to draw.

8a

1 The desc ription s were more positive. 2 The descriptions were much more positive. 3 The descriptions were far more positive.

5 The difference between the two sketches in every case is incredible. Looking at h er self-described portrait, one woman described her face as 'a lot more closed off and fatter, sadder, too,' while her second one 'looks much friendlier and happier.'

4 The descriptions were a bit more positive. 5 Their descriptions were n’t as positive as their friends'. b Compare your answers w ith your partner. What do you

notice about the chan ging stress?

6 'We spend a lot of time as women trying to fix the things

tha t aren 't quite right, an d we should spend more time appreciating the things we do like,' she goes on. 'We seem to feel less beautiful than other people think we are.' 7 'Do you think you're more beautiful than you say?' Zamora asks one woman. 'Yes,' she admits. 8 This is one campaig n tha t will make you think, and

9.2))) Listen to the se nten ces an d ma rk wh ich word in each sentence carries the most stress.

C 9.2))) List en again a nd rep ea t. 9

hfevW Work w ith a pa rtn er. Go to pag e 130.

©

VOX POPS VIDEO 9

hopefully, feel far more beautiful.

87

9.2

Paintings GOALS

■

Describe paintings


describing paintings 1

Look at the paintings. W hich pain ting is a) abstract, b ) a landscape, c) a portrait? Wh ich pain ting do you like best? Do you norma lly like this kind of painting? Discuss with a partn er or in small groups

2

Work with a par tner or in small groups. Which of these words an d ph rases could you use to describe each of the paintings? bright colourful curves detailed historical looks modern mysterious old-fashioned seems soft colours straight lines tells a story traditional warm

3a

b

88

9.31 Listen to two speakers talking about the paintings. Which paintings are they talking about? Did they choose any of the sam e words and phrases as you?

OlW Ox ford 3000™

■ Speculate and make deductions

9.1

4

9.3 )| Listen again and complete sentences 1-5 to describe which p art of the pa inting each spe aker is talking about. 1 2

7

GRAMMAR FOCUS

________________________________

• •

.

It looks cold.

-> Gram mar Reference page 153

_______________

8a

there are some sharp, snowy mountain pe ak s.

2 It

be su m m er ; i t

__________

too col d.

3 The hu nters be co m in g ba ck fro m th e hu n t be ca us e on e ha s something on his back. ___________

4 The pain ting

________________________________

be a few hun dred years old, I suppose.

Speaker 2 5

________________________________

someo ne is walking over a snowy bri dge. 5 The peo ple look very sm all.

It

be a p ic tu re of an old stor y or s om et hi ng .

__________

It be a m od er n pai nt in g; it look s too old-fashioned. 7 It be a m irro r; I ca n se e th e re fle ctio n of he r fa ce. 6

_________________________

__________

__________

Speaker 3 be very m od er n. I do n’t th in k it w as 8 The abstract pai nting p ain te d a lo ng tim e ago. 9 It be ol de r t h a n yo u th in k. P eo pl e s ta rt ed pai n tin g ab st ra ct s more than one hundre d years ago. 10 I t be a p ain ti ng of a m an dri ll . I can ’t s ee a m and ri ll in th e pain ti ng at all!

b 9.4 )| Li sten an d ch eck.

__________

deduction

__________

and speculation

__________

Look at these extracts from the listening. Which ph rase is used when you are sure about so me thing (S), and wh ich when you are not sure about som ething (NS)? Write down S or NS with each phrase. ... it m ust be either an old pain ting or a paintin g of a historical scene. 2 ... they might be going out to h u n t. 3 They could be cooking so m eth ing . 4 It ca n’t be a window. 1

5 It loo ks cold.

be fr oz en over, be ca use th ey 're sk at in g on it in th e

___________

2 __________________________ there are four or five tall black trees, with no leaves. 3 there are some houses.

6

Complete sentences 1-10 about the paintings in exercise 1 with suitable modal verbs. Sometimes m ore than one answ er is possible. Speaker 1 1 The riv er valley.

________________________________________

Grammar & Speaking

It mu st be eithe r an old painting or a painting o f a historical scene. can't - when you are very sure som ething 2is / is not true: It can't be a window... might/could - when you are not sure, but you think some thing3 is / is not

We use look + adjective - when something 4 is / appears to be ...

_________________

4

deduction and speculation

possible:

________________________

1

9.5

They might be going ou t to hunt. They could be cooking something.

4 People are skati ng on it in the valley towards th e of the picture. 5 The wom an is in th e of the picture, but th e is also really detailed.

Complete senten ces 1-5 about pain ting 2, using the ph rases in exercise 4.

9.4

We use the following modals to tell the listener how sure we are about something. • must - when you are very sure something 1 is / is not true:

________________________________

5a

9.3

Read the information in the Gram ma r focus box. Complete rules 1-4.

In the- bottom left-kand corner there are some men w ith dogs.

Just there's a group of women. 3 Th ere ’s lots of snow on the ground and on the mou ntains in

9.2

b 9.5))) Listen and check your answers.

PRONUNCIATION

9a

sentence stress - speculating

9.5 1 Listen again to the sen tences in exercise 8 a. Which verb is stressed

more, the mo dal verb or the m ain verb? ___

___

b

10

9.5 ))) Listen again and repeat.

Work with a par tne r. Stu den t A, tur n to page 130. Stud ent B, tu rn to pa ge 134.

89

9.3


■ Question a tex t

■

Use phrasal verbs

questioning a text 1

myblog

Look at the title and photos from a rece nt blog, and in one s entence answer the question:

Seeing faces

What do you think the text is about?

2

Look at some of the key words from the blog in the box below, and change your sentence from exercise 1 if you nee d to. faces houses laugh teapots website

3

meaning

museum

scientists

Read paragraph 1 of the blog and thin k abou t the question: What do you w ant to fin d ou t fr om the text ?

Use the photos, key words and the s tart of the blog to write a question you w ant the text to answer. For example: Which 'silly things' will the tex t talk about?

4

Read paragraph s 2-4 of the blog and see if you are able to answer your question.

5

Read the inform ation in the Unlock the code box about question ing a text.

S

UNLOCK THE CODE questioning a text

If you ask questions about a text before and while you read it, you will be more likely to understand it. Sometimes the questions will be quite general: Do I want to read this text? What is the text about? is the text going to give me useful information for m y job/stu dy/ research?

At other times, they will be more specific: What is the auth or writin g about? What is the main po int he/she is making? Where is the museum/gallery/city...?

6a

Look at parag raphs 5-6 of the blog. Which of questions 1-4 do you expect to be answered? 1 Which other websites has the w riter visited? 2 How does the hum an eye work? 3 Why do hum ans like to see faces where they don't actually exist? 4 How do websites attract visitors?

b

Discuss with a p artner. How did you choose? Write two more que stions you would like the text to answer.

C Read the parag raphs and check if your questions have

be en an sw er ed .

90

POSTS ABOUT FOLLOW ARCHIVE

OlW Ox for d 300 0T'

Nowadays, all aspects of human behaviour are the sub ject of scientific research and enquiry. And some times we can learn about ourselves from even the seemingly silliest things. One example comes to mind from my recent surfing on the internet. I’m an architect, and like most people, I often use the internet for profes sional research. The othe r day, I was looking fo r pictures of interesting hou ses for an article that a ma gazine had asked me to write, and I came across a website called ‘Houses that look like Faces’. The website interested me, (and really made me laugh) not only because the houses looked like faces, as you might expect, but because they seemed to express em otions as well. Some looked happy, some looked a bit irritated, and several looked really sad! I noticed that the webs ite had a huge number of visitors, and I wonde red why this m ight be. I talked to som e of my colleagues a bout this, and found out that, in fact, there are websites devoted to all kinds of objects that resemble faces. Taps, teapots, tape recorders - it seems as if we can’t help making o ut faces where there aren’t any. And once we have seen them, it is impo ssible ‘no t’ to see them. Of course, in some cases, the photos are fakes, but they started me thinking abo ut why this happens. I did some research and found out that this phenom enon is called pareidolia1. Scientists have come up with various ideas to explain it. One is that humans are ‘program me d’ to see faces, perhaps b ecause it helped us to survive many thousan ds of years ago, or because we simply try to find meaning and patterns in chance lines, blobs, and colours. Anothe r idea is that we want to see faces, so we do. The study of pareidolia is a serious business. A German design studio is making a database of such faces. And interestingly, images of some of these houses were put up on a wall at Exploratorium, a museum of ‘science, art and human perception’ in San Francisco as an example of how we find patterns in everyday objects.

pronounced /pasri'doolio/

o

©

o

9.1

Work with a partner and answ er these questions. 1 Did any part of the blog answ er your questions? 2 Do you thin k asking questions before and while you read helped you to und ersta nd the text better?


consider

2

we can't help ma king out faces where there aren’t any...

fix and display find an answer find by chanc e

3 they started me think ing about why this happen s...

manage to see

1 Phrasal verbs contain a main verb and one or two pa rtic le s (like up or out).

phrasal verbs

There are many comm on phrasal verbs in English. The meaning is often very different from the two separate words.

• With an inseparable verb, the object always comes after the particle. We l o o k e d a f t e r the baby. We l o o k e d a f t e r him.

5 images were put up on a w al l... True (T) or false (F)? Discu ss the rules with a par tne r.

9.5

• These verbs are often separable. An object pronoun like it, her or us m ust come between the verb and the particle. We looked up the word. OR We l o o k e d the word u p ... But We looked it up in the dictionary. NOT We looked up i t ...

4 Scientists have com e up with various ideas to explain it.

9a

9.4

They contain a main verb and one or two particles (prepositions or adverbs). The plane t o o k o f f at 6.30 a.m. I'm l o o k i n g f o r w a r d t o the party.

Match the phras al verbs in bold from the blog to their meanings. I came across a w ebs ite...

9.3

b Che ck y ou r a ns w er s in th e V oc ab ul ar y f oc us box. Make a note of wh ether a phras al verb is separable or insep arable whe n you learn a new one.

Vocabulary & Speaking p hra sal verbs

1

9.2

10a 9.6))) It is im po rtan t to be able to h ea r phr asa l verbs. Listen to the eight sentences an d write down the p hrasa l verbs. 1

2 They are very rare.

OK

2

3 Some phra sal verbs can be sepa rated by anoth er word or w ords.

3 4 5

6 7 8

b 9.6))) Li sten to th e se nt en ce s ag ai n and de ci de w ha t the ph ra sa l v erbs m ea n. Che ck y ou r a ns w er s w ith a p ar tn er . C W hen could you use the verbs in exercise 10a? Match them to the situations. W hen you want to ... invite somebody to your hous e. __________ talk about a future ev ent that you are excited about. talk about someb ody starting a new hobby, describe your relationship to som ebody older in your family. __________ move an event u ntil a later time. talk about your relationship with somebody, say that som ething is continuing. talk about som ething you had to stop doing because it was too difficult. 11

ifcvid Write four que stion s using a ph ras al verb from exercise 10a. They must be real questions! Ask your pa rt n e r th e qu es tion s. Tell th e clas s t he m os t i nte re st in g thing you found out.

91

^

9.4


■ Take part in online discussions

■

Make effect ive comp laints

taking part in online discussions

Reading & Writing

1

Look at the photos. Do you thi nk the pe op le ar e dre sse d ap pr op ri at el y for work? Why/Why not? Discuss your ideas with a partner.

2

Read the question in an online discussion forum. How would you a nsw er it? Check with a partner.

Forum.

HOME

ABOUT US

Problem solved?

BLOG

CONTACT US

2 replies

I jus t don’t know ho wt o dress for work any more. I see colleagues w earing jeans, shorts, f lip flo ps... how do I know if wh at I’m wearing is appropriate? And does it even mat ter these days?

Reply • Favourite • Forward

RECENT COMMENTS

Jay

24

OCTOBER 7:21 PM

Cape Town

That’s a great question. Thanks fo r posting it! Rules abou t what we wear have changed so much in the last few years, and not everyone likes this. However, in my opinion, these changes are good, especially in the office. I don’t think appearance should be important there. People should judge us on the work we do, not the clothes we wear. Reply • Favourite • Forward

Chiara

25

OCTOBER 11:37 AM

3

92

Turin

I read your comment with interest. As you say, things have changed a lot. Many people, young and old, are not as formal at work now. I believe, though, that how we look still matters a lot. The issue is not really about dressing in a formal or informal style, but it is more about matching or ‘fitting in’ with our colleagues. In other words, we need to dress to suit where we work. Reply • Favourite • Forward

Read the two comments on the question asked in the discussion forum. Which co mm ent do you agree with m ost? Why?

9.1

4a

Read the information in the Language for writing box.


taking part in

discussion board posts To add a post to a discussion board, make connec tions with what othe r people have written. That's a very important/great question. Thanks for commenting on/postin g... I read your post/comments with interest. A s y ou s a y ,.. . You make som e good/interesting points. As pre vio usl y co m m en te d, ...

b

Choose the best com me nt to come next. Explain your choice to a partner.

26

OCTOBER 12:06 PM


9.2

9.3

9.4

9.5

ma king complaints

6

W hat you wea r at work could cause problems. Thin k of other situations th at might cause p roblems at work.

7a

9.7))) Listen to the sta rt of two conve rsation s.

1 W hat is the problem in each one? 2 Which conversations are betw een friends, and which be tw ee n a bos s an d an em plo yee? Ho w d o you know ?

b

9.8))) Wh at w ould b e a good result for each co nversation?

Discuss the question w ith a partner, and th en listen to check what actually happened. 8a

Match 1-5 to a-e to complete extracts from the conversations. 1 I'm sor ry to have to say this,

Post A

2 Look, it's a bit awkw ard, but 3 I’d like to apo logiz e 4 It wo uld really help

No one cares what people look like nowadays. You can make your own rules and you shouldn’t worry about what other people think.

5 Would you mi nd


a

26

OCTOBER 15:56 PM


C Und erline six making connections phrases in the three comm ents posted in the forum. >

b if you co ul d j us t c le ar up you r st uff ,

Post B You make some good points, Chiara. As previously commented, people should judge us on the work we do. It seems, however, that very often they don’t, and research shows this.

for being so anno ying,

c but I need to talk to you about something, d taking the calls in your own time? e I'm afraid there's someth ing I'm not happ y about.

b

9.9))) Listen, che ck a nd prac tise .

Work with a partner. R ead the inform ation in the Language for speaking box. Go to page 131 and choose one of the tasks.

LANGUAGE FOR SPEAKING complaining effectively

Work in small groups. Take part in written discussions.

Introducing the complaint

1 On your own, choose one of the questions. Write it at the top of your piece of paper.

Sorry to bother you, b u t... I'm afraid there's a problem with ... There's something I'm not happy abo ut... Can I have a word? It's a bit awkward, but...

• Is it right to judge p eople by how they dress? • Is getting work experience more im por tant than having qualifications? • is it OK to use office equipm ent to prin t or copy things for your personal use?

2 Write a post unde r your question to start the discussion. 3 Exchange with someo ne in your group. Read the question a nd the first post, and add your post to the discussion. 4 Exchange with a different student. Read and then add your post. Continue until you have adde d a post for each question.

Explaining the problem

To be honest,... The problem's been going on fo r... They keep... -ing... I think it's unfair tha t ... we're getting a bit fed up with it. Proposing a solution

Do you think you cou ld...? A po lo gi zi ng

I'm sorry about that. I didn't mean to ... I'll make sure ...

We often get more formal when we are making a complaint, especially if we feel uncomfortable about it.

93

9.5

Video

The selfie selfie 1

Complete the sentence s with words from the box box.. bust

selfies

self-portrait

a Do you like like the sto ne on top of the piano?

portrait

of Beethoven sitting

b In V an G og h 's ___________ , we see that h e painted him self wea ring a bandage over one ear. c Many celebrities celebrities po st ooff themselve s on social media so everyone ca n see th eir latest image, image, d I sat for for two days while the artist painte d m y ____________

___________

2

Work with a partne r. Describe the photos, using some of the w ords in exercise 1 to to help you. W hich of thes e art forms would you choose to see in a n a rt exhibition? exhibition?

3

O Watch the video. video. Complete Complete the statement with the best option.

,

Modern-day s elfies... elfies... a are completely different to the portraits in the the National Portrait Gallery, b ar e v ery er y s im il a r to th e p o rt ra it s in th e N atio at io na l P or trai tr ai t Gallery. c share a few similarities with the the portraits in the N at io na l P or tr ai t G allery all ery . Watch again and answ er the questions. a What did Oxford Dictionaries do in 2013? b Why have artists b een cre ating portra its of people for hun dred s of years? years? W hat negative opinions of selfies selfies does the presen ter mention? d W hat is the value of selfi selfies? es? e W hat can great portraits show us tha t selfies selfies might not be ab le to? 5a

Choose a question, A-D. Go arou nd the class, ask your ques tion and note dow n the answ ers people give give you. A B C D

Do you take selfies? selfies? Why/Why not? not? Do you like lookin g at oth er peop le's selfies? selfies? What do you do with selfies you have have taken? What do you think of selfies? selfies?

b Work Wo rk in grou gr ou ps , w it h a St ud en t A, B, C an d D in ea ch grou gr oup. p. Report your answers. D oes your group thin k selfies selfies are a good thing or not? not?

94

9.1

9.2

9.3

9.4

9.5

Review 1

Work with a partne r. Describe the people in the photos. photos. Give as much detail as possible.

4

Complete the sentence s with the most suitable words or p hr as es fro m th e box. phr bright colourful curves detailed historical looks modern mysterious old-fashioned seems soft colours straight lines lines tells a story traditional warm

1 The painting uses a lot of , with very few curves. 2 Although itit was pain ted nearly 100 years ago, it still still feels quite . ____ _____________________

_____________________

3 It as if it was pa inte d outside. 4 It’s It’s very brigh t a n d , with reds, blu es , yel low s an d bla ck an d w hit e. _____________________

5 The picture obviously see exactly what's going to to hap pen next.

_____________________

6

5a b

; you c an

The man in in the foreground foreground seems be ca us e w e c an 't s ee hi s face. face .

9.11))) Listen a nd w rite do wn as m uch of the text as you can.

Work with a pa rtner. Try to recons truct the text. text.

C 9.11))) Listen aga in to check. H ow ma ny ph ras al verbs c an you find? 6a

Put the c onversation in the right order, order, a Do you have the receipt? b Do you yo u t h in k you y ou co ul d get ge t th t h e m an ag er ? He might rem em ber selling it to me.

2a Write five five sentence s comp aring the two people in in the the (not) a s ... ... as ph ot os , us in g m od ifie if ie rs a nd at le as t o ne (not) construction. b

3a

Com pare your sentences w ith a partner. Do you agree? agree? 9.10 ))) Listen to eac h se nten ce a nd w rite a conclu sion, us ing

might, must or or can't and and the w ord in brackets. She's wearing a un iform. (police (police officer) officer) Skc wLiakt be a police officer

c Er, no I don't, actua lly, d I only bough t it a few few wee ks ago, but it keeps turn ing itself off off.. e

Oh, I'm sorry to hea r that. that. What seems to be th e pro ble m ? f Sorry to bo the r you, but I’ I’ve ve got a bit of a pr ob le m w ith it h th is ta bl et , i g Well, Well, I'm I'm afraid I can 't help yo you, u, then. b 9.12 )| Listen and check your answers.

1 (curly) _____________________________________________ 2

(very old)

3 (in good sh ap e) 4 (clean-shaven)

_____________________________________

C With a partner, role-play the conversation the the custom er then has w ith the manager.

_____________________________________

5 (going ba ld) b

________________________________________

Work with a pa rtner. D escribe som eone in the class. After each sen tence, say what your conclusion is. is. A He's g ot b lo n d h air. B It ca n' t be M ar ek be ca us e he 's d ar k.

95

10W Compete and cooperate A

W

10.1 Crowd-funding GOALS ALS

■ Talk Talk about business business

■ Talk Talk about how things are done

Vocabulary & Reading bu b u s in e s s 1

Work with a partne r. Look Look at the photo. W hat kind of com pany do you think Kickstarter might be? Discuss your ideas in pairs. Do you think it is .. ...? .? a a com pany that helps entrep rene urs find find investors b a c o m pa n y th t h a t l en ds m on ey to en tr e p re n e ur s c a company that arranges arranges bank loans loans for for entrepreneurs

2a

Read the article about K ickstarter and check your pr ed ic ti on s.

1-3. b Work with a p artner. A nswer questions 1-3. 1 What first gave gave Perry Perry Chen the idea for for Kickst Kickstart arter? er? 2 What is is the minim um am ount anyone can inves invest? t? 3 W hat does Kickstarter not guarantee ? 3a

Choose the correct option to make a busines s phrase. value 1 raise money / in value risk 2 share an investor / the risk

3 set up money / a business business 4 present an idea / a bank loan 5

back a project/ money

investor or 6 become a guarantee / an invest

7 find you rself short of cash cash / the risk risk 8 get fu n d in g / a p ro fit 9 take out a project project / a ba nk loan 1 0 increase in value / an idea project 1 1 give a guarantee / a project loan 1 2 make a pr o fit/a bank loan

The 21st-centu 21st-centu ry w ay to start a business? When Perry Chen, a musician, had to cancel a concert because he couldn't raise the $20,000 he needed to put it on, he started to think about ways he could share the risk with others. Together w ith Yancey Yancey Strickler Strickler and Charles Adler, he started up Kickstarter, a crowd-funding website. Anyone who wants to set up a business can present their idea on the website, setting out exactly how much money they are looking for, and anyone who wants to back their

b Check your answers in the article. 4a

Choose six phrases in exercise 3a. Write Write a senten ce/ definition for each a nd read it to to a partner. Can they guess whic h one it is? is?

list b Work with a partne r. Use the p hrases above to write a list of advantag es and disadvan tages of crowd -funding for entrepreneurs or investors. Crow d-funding is an easy w ay to become a n investor investor..

C Com pare your ideas ideas with anothe r pair.

96

OlW Ox ford 3000 3000™ ™

projects can become an investor, sometimes for as little as $1. $1. For entrepreneurs w ho find themselves short of cash, cash, it's it's a great way to get funding w ithou t having to take out a bank loan. For investors, it's fun and there's always the possibility possibility tha t their investm ent will increase increase in in value although Kickstarter Kickstarter wo n't give any guarantees guarantees that the new businesses will make a profit.

10.2

10.1

7

Grammar & Speaking Speaking pa ssiv ss ives es

Add one missing word to each sentence.

5 There are two holes holes which located near your ears so you can put in earplugs. 6

It arrive d safely safely and it packe d well. well.

Travel in comfort

Sign up

$195,094

$70,000 goal

Back This Project!

6a

•

•

8a

__________

We use active verbs to describe 1 w h a t s o m e o n e or or something does / wh at happens to someone or something. Ali Ganjavian c o- ow ns the d esig n stud io. a _________________________________________________

__________

3 It’s It’s a kind of hat th a t order to take a nap. 4 So far, over $195, 000

We use passive verbs to describe 2 w h a t s o m e o n e or something does / wh at happens to someone or something, if we wa nt to say who or w hat does the action, we use by. by. The design studio is owned by Ali Ganjavian.

We also choose 5 active / passive to continue talking about the same thing or person. A su rp rise Kic kst art er hit ha s b een the 'Ostrich Pi ll ow '.. . It has been backed by 1,846 1,846 pe op le... c _________________________________________________

Complete the se ntences w ith the correct form (passive or active) of the verbs in brackets. 1 Ali Ali Ganjavian noticed that people w ho (travel) a lot often get very tired. 2 The Ostrich Pillow (invent) to help long distan ce travellers. travellers.

active active and p assive forms

• Often the person or thing that does the action is 3 k n o w n / obvious o r4 i m p o r t a n t / u n i m p o r t a n t . not known, obvious ... how the beans were roasted. b _________________________________________________ •

Log in

A surprise Kickstarter hit has been the ‘Ostrich Pillow’, a kind of padded hat that peop le can pull over their heads to take a nap. It has been backed by 1,846 people who have pledged $195,094. Ali Ganjavian, who co-owns the studio where the pillow was invented, invented, adm itted that they had no idea itit would be this popular. popular. ‘We thought that it would appeal to travellers,’ Ganjavian said, ‘but we’ve had lots of emails from people in all different kinds of fields saying that they have found it useful, like a firefighter who spends a lot of time waiting on call.’ Five thousand pillows were sold in the first three three m onths and shipped to fifty-two different countries. More are currently being manufactured.

Read the information information in the Gramm ar ffocu ocuss box box and choose the co rrect options.

GRAMMAR FOCUS

by

The pillow pillow invented in Ganjavian's studio. studio. 3 The Ostrich Pillow been well designed. 4 You You are protec ted from all sides a soft cush ion.

5 Has the business been successful? successful? Why/W hy not?

backers

10.5

2

W hat is is the prod uct or service? Who was the product or service aime d at? at? How ma ny investors investors backed the idea? idea? How much funding did did the entrepreneur get get??

1,846

10.4

1 The Ostrich Pillow Pillow com pany is co-ownedÂli Ganj avian.

Work with a pa rtner. Read the article Travel in comfort. Answer ques tions 1-5. 1-5. 1 2 3 4

10.3

__________

(pull) over the hea d in

__________

(pledge) by its backers.

5 In the first three m onths of production, G anjavian’s anjavian’s com pany (ship) (ship) five five thou san d pillows pillows to fifty-two fifty-two cou ntries. b 10 10.1 .1)) )))) Li sten st en an d ch ec k y ou r ans a ns w er s.

I S H S m Z l pa passives 9a

1 0 .2 }))Liste n to sen ten ce s 1-5 in exerc ise 8 a again. Mark

the m ain stress. Which is stronger, stronger, the m ain verb or the auxiliary verb? verb? b 1 0 .2 1 Listen again and repeat.

-* Gramm ar Reference page 154 154

10 b C om pl ete et e th e ex pl an at io ns in th e bo box x w it h se nt en ce s fro m the article in exercise 5.

EES3 EES3 W ork in small groups. Stude nt A, tur n to page 13 1311. S tu de nt B, pa ge 134.

97

10.2 Competitive sport GOALS

■ Talk about com petition

■

Use articles

comp etitive sport 1

Look at the photos. Work with a par tne r and discuss the questions. • Which of the sports and activities do you consider to be competitive or non-competitive? • Which did you (not) enjoy at school, or do you (not) enjoy now?

2a

Read the article about what the governm ent thinks of comp etitive sports. Do you agree with the governm ent's po in t o f vie w?

IK<

SPORTING COMPETITION? As figures show that more and more children are overweight, the government has announced that highly 1 __________ sports days and 2 __________ are to be re -introduced at schools. Un der the new plans, sch ools will play 3 each other in an Olym pics-style event, with sports such as football, athletics, rugby, swimming, tennis and cycling. Winning team s will 4 in sixty county competitions before going on to a national

3

1 A prize was given to the wi n / winner of the race. 2 There were several different types of sports in a race /

5

For too long, schools have been avoiding competitive sports, introducing activities such as yoga, trampolining, cheerleading and dancing instead. They seem to believe that losing a 6 will make peop le feel bad abo ut themselves. We have to realize that taking 7 in com petitive sp ort is not bad for people’s self-esteem. Whether you 8 o ry competitive sport teaches people to work in a 10 and to try hard to be the best that they can be. These are skills which are ju s t as im p o rt a nt in t he w o rk pl a ce as th ey are in school. It is also hoped that the new plans will help Britain to 11 record s in future O lym pic Games.

Choose the correct options to com plete the sentences.

tournament.

3 Next week my football team will pl ay a ga in st / take part in the current champion. 4 As well as win ning a gold medal, she also broke / competed the world record. 5 He's so comp etitive - he hates losing / taking part. 6 We won the first few matches, bu t lost in the race /fina l. 4a

10.4 ))) Listen to six different o pinio ns on co mp etitive s ports

and tick the box you thin k is closest to each op inion. Sp eak er

1

2

3

4

5

6

A g ai n s t in favour of

b C om pl et e t he ar ticl e us in g t he w or ds in th e box. against break compete competitive part race team tournaments win C

98

10.3 )| Listen and chec k your answers.

OlW Ox ford 3000™

final

lose

H as a d i f f e r e n t i d e a

b 10.4 )| Listen again. Make no tes about w hat each spe aker says and the reaso ns they give. Discuss your answers with a partner.

10.1

7a

10.3

10.4

10.5

Complete the text with a/an, the or - (no article).

Almo st unheard of in Europe, sepak takraw is 1 __________ extremely popular sport throughout East Asia, and is growing in popularity in countries like the United States, Switzerland and Canada. Roughly transla ted as ‘kickbalP it is 2 thrilling mixture of soccer, volleyball and gymnastics.3 game is played with 4 net and ball, but 5 players are only allowed to use their feet to ge t6 ball o ve r7 net. Each team first team to score has three players and 8 21 wins. U sually introduced to sepak takraw at 9 __________school, players have to be very fit and prac tise daily to achieve 10 almo st supe r-hero s kills needed to w in 11 international matches.

Grammar & Speaking

usin g articles: a!an, the, - (no article)

5a

10.2

Complete the extracts from the listening with atari, the or - (no article).

'v'i.VN

1 It’s just unre alis tic for chil dren to be told that everyone can win ; 1 l ife is comp etitive. 2 If you lose 2 a race, then you shou ld just try harder. ___________

___________

3 Th at’s wha t I learn t when I was a t 3 4 I don’t thin k more com petition is 4

-

s chool. answer.

__________

the

__________

5 The school used to hold sports days in 5 a the pu bl ic pa rk , so ev er yo ne in 6 pa rk co ul d watch. __________

___________

b M atch 1-11 to ru le s a-f i n th e G ra m m ar f oc us box.

b 10.5 )| List en an d ch ec k yo ur an sw ers. 6

Match answers 1-6 in exercise 5a to rules a-f in the Grammar focus box.

GRAMMAR FOCUS a/an, the, -

8a

‘W hoever said, “It's no t wh ether yo u win or lose th at counts," proba bly lost.'

(no article)

• We use a/an (indefinite article): a when something is one of m an y ____

M artina N avratilova (tennis player)

b when we mention something for the first ti m e ____

‘J ust play. H ave fu n . Enjoy the ga me .'

• We use the (definite article): c when it is the o nly one of something, or the only one in a place ____

Michael Jordan (bas ketball player)

‘You have to fig h t to reach yo ur drea m. You ha ve to sacrifice an d work ha rd fo r it.'

d when we have talked about the things before •

We use no article : e when we talk about plural and uncountable nouns in general. ____ f in some common phrases afte r a preposition

EES3 Work with a partn er. W hich quote do you agree with most? Give your reasons.

Lionel Messi (soccer player) b Li sten to anoth er p air w ho ha ve a d iff er en t view . Discuss th e different views together.

-►Grammar Reference page 155 C Decide together who had the best argum ents. Why?

O

VOX POPS VIDEO 10

99

10.3 Vocabulary and skills development GOALS

■


Ph ras es w i t h take and have

Hear u ns tr es sed w o rd s

C

unstressed words

10.101 Listen and read the inform ation in the Unlock the code box about uns tresse d words and check your ideas.

1a Work with a partner. Look at the photo and m ake guesses about wh at you thin k it shows.

UNLOCK THE CODE unstressed words Words which carry the main meaning of a sentence are usually stressed; the other words, which are 'grammar' words, are generally unstressed. The following kinds of 'grammar' words are usually unstressed: • the verb to be •

auxiliary verbs: do, did, will

• pronouns: he, it, they •

article s: a, an, the

•

conjunctions: and, so, when

• prepositions: to, from, at, with

There may be two or three unstressed words between two stressed words. However, the length of time between the two stressed words remains about the same, no matter how many unstressed words there are between the two stressed words. This can make it harder to hear the unstressed words.

5a

10.111 Listen to the sentences and w rite down how many words there are in each.

1 _____________ 2

b 1 0 .6 )| Listen to an othe r clue. Does this help you to guess? 2a

5

10.7 1 Listen to the first part of a radio program m e and

check your ideas. b Do you th in k th is is a go od ide a? W hy /W hy not ? D iscu ss with a partner. 3a

Look at the following extract from the listening. Underline the three words which carry the m ain me aning and stress. The robots can cheer on their team.’

b

10.8 ))) Listen an d check if you un derli ned the correc t words.

C W hat happens to the other words in the extract?

4a

Mark the main stresses in this extract in the same way.

\

Then the robots can also cheer on their own team.’

J

_________________________________________________

b

100

10.9 ))) Listen to bo th s ente nce s an d che ck your ans wers . What do you notice about the unstressed w ords in both sentences?

OlW Oxford 3000"

3 4

__________

__________

__________

__________

b 1 0 .1 1 )| Check your answe rs with a partner. Listen again if necessary.

10.1

10.12))) Listen to the rest of the radio prog ram m e and answer the questions.

6

9

1 W hat percen tage of gam es do team s playing at their home stadium usually win? 2

W hat is it about Galatasaray's stadium that makes it part ic ul ar ly noisy?

10.5

1

be aware of som ething, but not certain about it

2

try to do som ething

5 find that doing som ething is not easy 6 expect someone or som ething to be always there for you, even when you are n't grateful

VOCABULARY FOCUS

a Make a list of at least five reason s why going to see a live game or ano ther sp orting event live is better than wa tching it at hom e on the TV or internet. b M ak e a lis t o f at le as t five r ea so ns why w at ch in g a gam e or anothe r sporting event on the TV or internet is better tha n going to s ee it live.

phrases with take and have take and have are two of the most common verbs in English

phrases. For example: • have difficulty in doing something • •

• •

b Join w ith a p ai r w ho m ad e th e op po si te list to y ou rs an d compare your ideas. W hich pair has the best arguments?

8a

10.4

Work with a partne r. Read the information in the Vocabulary focus box and ma tch six of the ph rases in the bo x to th e de fini tion s below.

Work with a pa rtne r. Do eithe r of the following.


10.3

3 be irrelevant or unre lated to som ething 4 believe that som ething is imp ortant

3 W hat effect can the crowd have on the referees of a game? 4 W hat kinds of sport benefit from a noisy crowd? 5 W hat effect might a crowd have on an athlete who needs to focus and concentrate? 7a

10.2

• •

•

phrases w ith take

have a go at doing something have a feeling th a t... have a responsib ility to do something have nothing to do with something/someone take something seriously take advantage of take (no) notice o f ... take something for granted take risks take a decision

a n d have

• • •

Complete the extracts from the listening with take or have. Compare your answers with a partner.

Note that in these phrases the main meaning is not in the verb take o r have, but in the whole expression.

1 D on 't th e f a n s a responsibility to turn up and en courage their team? an advantage. 2 ... the home team really do es ___________

10

1 Don't do anything dang erous - it's not w orth it.

3 ... there are certain football stadium s ... which seem to be designed t o advantage of the noise fans make. 4 ... they can learn to no notice of whatever the oth er team's fans might be shouting.

2 He use d his friend’s kind nes s to borrow a lot of money he could n’t pay back. 3 lust ignore him - he's being silly.

___________

___________

4 I know my studies are very imp ortant.

5 ... referees, or ma tch officials, who have to decisions abou t wheth er to allow goals and so on.

5 It’s very im porta nt to make the right choice about which degree to do. 6 It's a bit difficult at first, but just try doing it.

__________

6

Rewrite sentences 1-7, replacing the und erlined w ords or ph ra se s w ith on e of the ph ra se s i n t he Voc ab ula ry fo cus box.

... noise from the crowd migh t cause them to unneces sary risks and m ake a mistake.

7 I somehow thin k that this holiday will be a mistak e ... I don't kno w why.

b 10.13))) Li sten an d ch ec k you r a ns w er s. 11

Mivm C hoose three or four of the following situa tions and tell each oth er about them . Work with a partner. Ask questions to find out more information. A • • • •

time when you ... had difficu lty in doing something. had a go at som ething new. had a feeling that something was wrong. took advantage of a situation or person (or a time wh en you were taken advantage of). • took a risk. • took an imp ortant decision.

101

10.4 Speaking and writing GOALS

Reading & Writing

■ w rite about changes and differences

change s an d differences

■

Make recommendations

r ---------------------------------------------------------------------------------------- >1

T H E N E W IS T A N B U L 1

Work with a partne r. Look at the photos of Istanbul, Liverpool and Riga and a nsw er the questions.

Istanbul has long been recognized as one of the wo rld’s great cities. However, whereas in the past it was famous for its magn ificent an cient sights, toda y Istanbul is becom ing just as well known for its mode rn galleries, designer shops and fashionable restaurants.

1 W hat do you know about thes e cities? 2 W hat do you thin k they might have in comm on?

In the past decades, developm ent has drama tically changed many pa rts of the city. Whereas before, the skyline was dominated by historic buildings and monuments, now it is starting to resemble Manhattan in some districts where modern skyscrapers are rapidly being built. In preparation for the c ity becom ing European Capital of Culture in 2010, the run -down buildings in many areas were renovated and turned into boutique hotels and trendy cafes. The neighbourhood of Ortakoy is now home to sophisticated nightclubs and restaurants, in contrast to the small fishing village that was on ce there. Compared to twenty years ago, the city’s list of must-see attractions has also changed. In the past, m ost visitors explored the city’s abundance of historic buildings, but today there is also a wide choice of exciting new art galleries and mu seums. One of the most talked ab out is the stunning Istanbul Modern - a forme r em pty warehouse that is now a state-o f-the-a rt gallery with a stylish restaurant that offers excellent views of the old city. In 2014 the city was voted the w orld’s top d estination in TripAdvisor’s Travellers’ Choice Awards, and there’s no dou bt that Istanbul is now one of Europe’s most po pular and vibrant cities.

2a

10.14))) Listen to an extra ct from a radio pro gram m e and check your ideas.

b W hi ch cit y in y ou r c ou ntr y w ou ld you re co m m en d for thi s competition? Why? Tell your partner. 3a

Read the article about Istanbul and make notes about past and present Istanbul with the headings. Past The Ortakoy area Istanbul Modern

b Che ck yo ur an sw er s w ith a p ar tn er.

Present

4a

Look at the article again and unde rline five words or phras es used for com paring things. W hat is being compared?

b Che ck y ou r a ns w er s in th e Lan gu ag e for w ri ti ng box.


writing about changes

and differences When writing about changes and differences we use phrases like: before ... no w ... whereas in the pa st ... tod ay... whereas before ..., n o w ... in contrast to ... compared to ... one of the most im porta nt changes ... another important change ...

10.1

5

Com plete the text abo ut the city of Liverpool in the UK. Use the inform ation in th e Lang uage for writing box to help you.

A city which has changed its image a great deal since it was nam ed E uropean C apital of Culture in 2008 is Liverpool . 1 _before, people in th e UI< th ough t of Liver pool as a c ity of high une mploym ent and poverty, now they arc more likely to link it with positive cultural events such as art exhibitions and music concerts. _ has been the Liverpool One development in the city centre, which opened in 2008. 3 the old, often empty buildings that were there before, this fashionable shopping, living and leisure area now attracts millions of visitors a year and is the big gest ope n-a ir sh op pi ng ce nt re in th e UK.

8a

10.4

10.5

learning flame nco...

If you lik e s kiing, I’d Portillo or Valle Nevado, both world-class ski resorts. Is there anything ? W here Well, They ’re the That

I stay? trying a traditio nal Japanese inn? in luxury and relaxation. I'll definitely try it.

b W hi ch ex pr es sion s: a ask for a recom men dation: b re co m m en d s o m e th in g : c respond to a recom men dation:

_____________________

9

Choose two cities you know and make a list of 3-5 things you would recom me nd to som eone who is going to visit the cities for work, study or social purpo ses.

10

ifcvia Work wi th a pa rtn er (A and B). Use the expre ssions in exercise 8 a, the Language for speaking box and the prompts bel ow to have a c on ve rsation a bo ut cities to vis it. T he n change roles.

can be seen in the

_____

Albert Dock area. 5 in the early 1980s it lay em pty and forgotten, it is now Liverpool's most po pular tou rist attraction, w ith more than four million people a year visiting its shops, museum s, galleries and street festivals. _______________________

6a

10.3

10.16))) Liste n an d comp lete the express ions . You OK, I’ll

2

4

10.2

Thin k abou t a city or town you know that has changed. Make notes about at least five changes to the city.

b W rite a par agra ph ab ou t t he city o r to wn. Use th e l an gu ag e from the Langua ge for writing box to describe the ch anges.


making

recommendations 7a

10.15))) Listen to some peo ple talkin g abou t different cities. 1 Which cities are they talking about? 2 W hat do they recom me nd doing? Cities

Recommendation

1

2

3 4

b C om pa re an sw er s w it h a p art ne r.

103

10.5 Video Borussia Do rtmun d Look at the phras es in the box and choo se which you would not connect w ith international football.

1

afford able ticke ts wealthy investors 2a

big business

loyal fans

Work with a partn er. In one m inute, list some more words or phrases on the topic of interna tional football. Use the ph ot os to h el p y ou.

b Compare your ideas with another pair. O Watch the video. Complete the information about mo dern football.

3

countries decisions fans investors players projects teams tickets

matches

people

There is one big difference between 1 _____________in the German football league and football clubs in most other 2 around the world. Instead of being controlled by rich 3 , it is the 4 wh o own mos t of the club. As a result, 5 are taken tha t help the club rather than making its investors even wealthier. Borussia Dortmund is one example of an extremely rich club. It has some top- leve l6 ____________ , and it is very successful. __ are not terribly expensive. __fo r8 But7 The club is involved in many community 9 ____________ , and the 10 ____________ of Dortmund are very proud of their local team.

4

O Watch again. What do these num bers refer to? • 3 billion • 16-76 • 1909

5a

• 500 • 2011 and 2012 • 100

• 4 • 80,000

iriVta W ork in small grou ps. Read the situ ation . You are on the board of dire ctors of a big football club. The directors need to discuss some ideas for some community projects in your city, e.g. organizing a charity football match to raise money for a local children's hospital.

b In yo ur grou p, w rit e do w n th re e id ea s for c om m uni ty pr ojec ts. C Share your ideas w ith the class. Make a list of everyone's

ideas. Take a vote. Which idea is the most p opular?

104

j p o r t m i n i b

10.1

10.2

10.3

10.4

10.5

Review 1a

Choose the correct options to complete the text. Havaianas 1 were developed / developed in Brazil in the late 1950s. Th ey 2 were based / based on the sand als which 3 wear I w ere worn by BrazilianJapanese immigrants, but these sandals soon 4 became / were become a hit with everyone. Being cheap but exotic, tourists 5 were packed / packed them in their baggage and their fame spread all over the world. In the mid-1990s the flip-flops 6 were redesigned / redesigned. New colours and an improved style 7 caused / was caused an explosion in sales. Now adays arou nd 22 million pairs 8 e x p o r t / are exported annually to 80 markets.

4a

break a record compe te com petitive final lose play against race take part team tournam ents win winner

b C om pa re yo ur an sw er s w ith a par tn er . C Write five sentence s togethe r using any of the words from

the box. 5a

b W ha t a re so me of th e ty pi ca l p ro du ct s from yo ur co un try? How are they ma de or grown? Who a re they boug ht or used by? Discuss with a partner. 2a

Complete the text using a/an, the or - (no a rticle). With its tropical wea ther and snow-free m ountains, 1 Jam aica may not seem lik e 2 _________ obvious country to send com petitors to 3 Winter Olympics. B u t4 __________ Jamaican bobsled team were determined to make it to the Games. They qualified but needed to find $80,000. So Lincoln W he eler,5 fan of the Winter Games, set up 6 camp aign on the crowd -funding site Crowd tilt in 2014. Within da ys 7 campaign had raised more than $115,000. ‘This is 8 _interne t coming toge ther,’ said James Beshara, the Crow dtilt CEO. ‘It couldn’t have been done five years ago.’

Work with a par tne r and disc uss the following questions. 1 Do you watch the Winter or Sum mer Olympics? Why/Why not? 2 W hat are you r (least) favourite events? Why? 3a

Choose the correct verb to complete each phras e, a m a k e / g e t an idea b set up / make a profit c increase / become an investor d g e t / m a k e funding e b e c o m e / g i v e a guarantee f s u p po r t / f i n d yourself short of cash

Divide the words in the box into nouns, verbs a nd adjectives; two words can be in more th an one of the categories.

Cross out the word or phra se that doesn't go with the verb in the first column. 1

take

advantage of something a feeling th a t... care of someone

2

have

3

take

4

have

something seriously a word with n o t... a clue about something som eone's word for it nothing to do with someone turns notice of difficulty in doing som ething som ething to do with

b Choose one of the completed verb phrases a nd tell your partner

abou t a time wh en you did this, or this ha ppen ed to you. 6a

Put the conversation in the right order. A I'd really like to get a bit fitter. Wh at spo rt or activity would you recom men d? 1 A Th an k you, th at's a good idea. I’ll give it a go. A That's a good idea, but I have some problem s with my knees. Could you recommend something a bit gentler? B Have you tho ugh t of sw imm ing? It's really good for you. B I strongly recom me nd run ning ; you'll get fit very fast.

b 10.18))) Listen and check your answers. C Role-play with a partner. You have moved to a new city and

have bee n working very hard in your new job. Now you would like your partner to recomm end a sport that w ill... • help you meet new people. • get you outside in the fresh air.

Change roles once you have heard your pa rtner's suggestions. 10.17))) Listen to six definitions. Match each definition to a phra se in ex ercise 3a.

105

%

u0j/0r

Consequences

CftOs

11.1 Outlaws GOALS

■ Talk about crime


■ Talk about unreal situations in th e past

crime

1 a Work wit h a partne r. Look at the title of the new s article. W hat do you think a 'barefoot b and it' is? b

Read the article and com pare it with your ideas.

2

Why do you think he beca me a ‘Facebook sens ation’? Give 2-3 possible reasons.

3a

Match the h ighlighted w ords in the article to the following definitions. crimes involving entering a b uilding illegally in order to steal

1

though t to be guilty of a crime pe op le who ar e ki lle d or h u rt by s om eo ne else catch so meone you have bee n following or looking for a building where criminals are kept as a punishm ent

NewsOnline ‘Barefoot bandit’ Colton Harris-Moore sentenced to 7 years in prison Suspe cted o f more than 100 thefts in the United States and Canada, including bicycles, cars and planes, the police had been trying to capture 19-year-old Colton Harris-Moore for nearly two years. Known as ‘the barefoot bandit’, Harris-Moore often carried out his robberies with no shoes on leaving his footprints behind. After this, he drew chalk fo otprints on the floor of a grocery store that he robbed. Although none of his victims were ac tually injured, his burglaries terrified local residents, as no one knew where he might turn up next. Nevertheless, the outlaw became an internet sensation, with a Facebook fan page collecting thousands of ‘likes’.

taken without permission crimes involving stealing from a place or person, especially using violence 8 given a pu nish m ent (of)

9 got away 10 making someone a prisoner 11 crimes involving stealing something 12 a person who has done so me thing illegal and is hiding to avoid being caught Check your answers with a partner, th en work together to complete the table. Noun (person)

No u n (ac t io n )

thief

1theft

2 robber

As the police came close to arresting him, he escaped by flying a stolen plane all the way from Indiana to the Bahamas. He had reportedly taught himself to fly, using information he found on the internet - thoug h that didn’t stop him from crash -landing in the sea. He then attempted to escape from local police officers using a stolen motorboat, but the police managed to stop the boat and a rrested him. bandit a thief, sometimes violent

C0V£Do 106


N°T CR oss ,

v er b

burglary 3

stealing

4

5

11.1

4

Choose the correct words to complete the text.

Look at the list of reasons why outlaws s ome times beco me popula r w it h th e pu bli c. W hi ch re as ons co ul d ap ply to Harris-Moore? Discuss with a partner. 1 The police or authorities are unfair. 2 The outlaw is kind to ordina ry people. 3 People adm ire the outlaw's bravery.

11.4

11.5

conditional 6a

Look at the following extract from the listening and answer the questions. r ‘If he had crashed the plane in a town, he would probably have killed someone.’

1 Did Colton crash the plane in a town? 2 Did he kill anyone? b Re ad th e ex am pl e s en te nc es in th e G ra m m ar fo cu s b ox a nd choose the correct options to complete the information.

G R A M M A R F O C US

4 The outlaw is defending some thing he/she believes in.

unreal past conditional

• lf + past perfect, would/might/could have + past participle If he had crashed the plane in a town, he wou ld probably have killed someone. He would probab ly have killed someone if he had crashed the plane in a town.

b 1 1 .1 1 Listen to a radio program m e where two people are discussing popular outlaws and complete the texts. •

We use the unreal past conditional to talk abo ut 1real / unreal situations in the 2 past / present - things that are different from what actually happened.

•

If the meaning is clear, the clauses can be in any order, but we 3 don't use / use a comma if the result clause comes first.

Colton Harris-Moore Known as ’ People found his story very 2 and loved the fact he taught himself to ________

Gram mar Reference page 156

3

7

Complete the unreal past conditional sentences about the three outlaws, using the verbs in brackets. 1 If C olton

Ned Kelly

(not steal) a plane, he (might/not become) so famous.

_________

2 They Colton if he Facebookfans.

A rrested for 4 but claim ed he wa s innocent. He and three friends then started 5 bu t t he y w er e 6_ to the people who worked there.

(not make) a film about (not have) so many

___________

Ne d Kelly t hought th at i f he (not be) Irish, h e trouble with th e police. 4 If the polic e murder, he

_________

__________

________

Ne d c la im ed th e po lic e w er e u nf ai r to him because 7

__________

5 If A ttila he 6 If Attila sheets, he

______________

___________________

Attila A m brus . He was His crime was also 8 po lit e t o th e b a nk wo rke rs a n d ev en 9 . People supp orted him b ec a u se th ey fe lt 10 ________ .

11.3

unreal past

Grammar & Speaking

A 1 burglar / v ictim was 2 caught / escaped on Friday night, after getting stuc k in a bathroom window. The man who lived in the house found him when he went to the bathroom in the m iddle of the night. He called the police, who came and 3 arrested / sentenced the burglar. Police 4 suspect / escape that the man had already carried o ut several 5 thieves / thefts in the local area.

5a

11.2

(not get) into

(not arrest) Ned for (not rob) any banks. (give) the mo ney away, (might/be) even more popular. (not have) any bed (could/not escape).

__________

________

8a

Write one sentence about each of the outlaws, Colton Harris-Moore, Ned Kelly and A ttila Ambrus, using an unreal past conditional form and your own ideas.

b

Compare your sentences with a partner, and explain your ideas.

9

trivia Work with a par tne r. Student A, tu rn to page 132. Stud ent B, turn to page 135.

©

VOX POPS VIDEO 11

________

C Compare your answers w ith a partner's.

107

11. 2 I should never have clicked ' GOALS

■ Talk about people's behaviour on social media

Vocabulary & Reading behavio ur o n so cial

media

b

7

■ Criticize past actions

Read the article again and m atch statem ents 1-3 to the pe rc ent ag es of th e tw o th ousan d pe op le who ag re ed . 26% 36% 55%

1

Work in small groups and discuss the questions. 1 W hat differences are there betw een com mu nicating online and face-to-face? 2 Look at the headline of the article. Why do you thin k one in four people regrets sending their messages?

2a

1 People nowadays comm unicate more online than faceto-face. 2 I have said something online which I wo uldn’t say in real life. __________

__________

3 I have seen on line bullying or been a victim of it myself.

Read the article and com pare your ideas with the survey findings.

\ ‘ * n d

One in four regrets messages on social networking sites More than a quarter of all users of Twitter and other social networking sites send messages they later regret, according to research.

The fact that the communication is not face-to-face makes people online more likely to c r i t i c i z e and i n s u l t each other, a survey of 2,000 people has found. While social media websites are becoming places for people to s t a n d u p f o r w h a t t h e y b e l i e v e in , people can also often feel they shouldn’t have pressed the ‘send’ button so quickly. More than half (55%) of the 2,000 people surveyed said that they felt social media had replaced face-to-face interaction; and nearly two in five (39%) people said they used social med ia to s p e a k u p ab o u t something they f e l t p a s s i o n a t e about. Of these 39%, nearly half (44%) believed wha t they said had m a d e a r e a l d i f f e r e n c e because it led to p e o p l e b l o g g i n g o r t w e e t i n g a b o u t t h e i s s u e , or actual changes being made. However, social media does have some problems. More than a qua rter (26%) admitted they have said som ething

108


n a s t y on a social media website they wou ld n e v e r s a y t o som eone’s face.

Some 44% of those regretted it because wha t they said had been r u d e , while 27% regretted it because they thought it had upset someone. The research also revealed that online bullying was a serious problem, with more than a third (36%) having seen someone becom e a v i c t i m o f o n l i n e b u l l y i n g or been one themselves. Professor Adrian Dunbar said: ‘Our research has shown that pe ople are more likely to say som ething on social media that they later regret, becau se in these digital environments we don’t receive the immediate feedback that we get during face-to-face interactions. This can therefore result in a c a r e l e s s or unpleasant tweet, o r at worst, c y b e r b u l l y i n g . ’

11.1

C Work with a par tne r and discuss the questions. 1 W hich findings would you agree with? 2 How accurate do you think this survey is? Give reasons.

11.2

11.3

11.4

11.5

should/shouldn't have 5

Read the inform ation in the Gra mm ar focus box and choose the co rrect options to complete the rules.

3a Work with a partne r. Read the article again. Student A, work out the m eanin g of the words or phrases in groups 1-4. Student B, work out the me aning of the w ords or phra se s in gr ou ps 5- 8. Work o ut ho w t he wor ds and phra se s ar e di ffer en t in ea ch grou p.

GRAMMAR FOCUS should/shouldn 't have We use should have + past participle to talk about and criticize things we did and didn't do in the past.

Student A

They should have thought m ore care fully before putting something on a social media site.

1 criticize/insult

They1 did / didn't think carefully - th at was a 2 good / bad idea.

2 rude/nasty

They shouldn't have pressed the 's end' bu tton so quickly.

3 com mu nicate face-to-face/say som ething to someone’s face 4 stand up for what you believe in/sp eak up about som ething you feel passiona te about

They 3 d i d / d i d n ' t press the send button - that was a 4 good / bad idea.

-¥ Gramm ar Reference page 157 6a

Student B

made w ith social media and com plete the sentences with sho uld/sh ould n’t have + the correct form of the verbs in brackets.

5 have a positive effect/mak e a real difference 6 be sorry you did som ething/regret doing something 7 not thinking enough about what you are doing/ be in g c ar el es s 8

1

She she posted the video.

She 'friend' online. 3 She 4 She 5 He

Explain any differences in me aning in eac h pair of words or phrases to your partne r. Give examples to show the differences.

6

Work with a p artne r or in small groups. Which of the following stateme nts do you agree with more? Give your reasons.

(behave) badly at the party. (post) any videos online. (think) before pressing send.

He (say) anything negative about the interviewe r online.

7 He the job. 8

1 People are more likely to say something rude or nasty online that they would never say to some one’s face.

(be) more careful when (accept) her boss as a

2

blog or tweet about an issue/(be a victim of) cyberbullying

2 Online com mu nication is essen tial for our lives. Its benefits are much more im portant tha n any po ss ib le dr aw ba ck s.

11.2})) Listen to two peop le tal king a bout mi stake s the y

(wait) until he was offered

They (give) him the job anyway if he was the b est candida te.

11-3))) Listen and check. C Do you agree with all the statemen ts? Discuss your ideas with a partner. PRONUNCIATION

7a

should/shouldn't have

11.4))) Listen to two sen tences . What do you notice about the pronunc iation of have? She should have been mo re careful. She should n't have behaved badly.

b 11.4))) Lis ten ag ai n and re pe at . 11.5))) Listen to tw o m ore peop le talk ing abo ut the ir mistakes. After each one, discuss what ha ppe ned w ith a par tn er, us in g shou ld/sho uldn ’t have. Do you agree with each other? And w ith the class?

109


■

Hear modal verbs

■

understand word s with multiple meanings

hearing m odal verbs

4

11.7 ))) Read a nd lis ten to th e inf orm ation in the U nlock the

code box about hearing m odal verbs. 1

Look at the pictures. W hat is hap pen ing in each photo?

a

UNLOCK THE CODE hearing modal verbs

Modal verbs such as must, may and could are very impo rtant for the meaning of a sentence, but they are often difficult to hear. We sometimes form the past using a different verb. For example: We m u s t ge t perm issi on.

I had to help.

When you are listening, use the c ontex t to decide if the speaker used a modal verb, and which one suits the context best.

5a

Read the definition of ‘unin tend ed consequence s'. Can you think how th e photos could relate to the definition? Discuss with a partner. The idea of unintended consequences is an important one in politics and econ omics, but it is also com mon in everyday life. It means that the conse quence or result of an action is sometimes very d ifferent from ou r intention. This can be a good or a bad consequence.

b

1 1 . 8 ))) Listen to a radio program me abou t the u ninte nde d

conse quenc es of a law about crash helm ets for cyclists. Were your ideas the same as the example in the programme?

2

Answer the questions about the crash helm et law example.

1 1 .6 ))) Listen to th e co nvers ation re lated to each photo. For each conversation, answ er the questions.

1 W hat does the law say? 2 W hat is the intention behin d the law?

W hat did the person in the photo do? 2 W hat did they wa nt to happen? 3 What actually happened? 1

3

11.6))) Listen again and comp lete the senten ces from the conversations. W hat kind of verbs do all the spaces contain? Conversation 1 I decid ed to borrow a laptop from the office so it at hom e ... 2 We per m is sio n.. . 1

______________________

______________________

3 Anyway, I Tuesday... Conversation 2

i nto work on the

_____________________

1 I 2 I though t my exams.

_____________________

Professor Dudley... a better grade in

_____________________

110

Om Ox ford 3000™

3 W hat’s the young perso n’s reaction to the crash helmets? 4 W hat are the consequ ences of this reaction? d

6

11.8))) Com pareyour answ ers with your partner. Which modal verbs did you hea r in the answers? Listen again and check.

What might be the uninten ded consequences of these actions? Choose one to discuss w ith a partner. Report your answers to the class. 1 A doctor mak es patients pay a fine if they are late for an appointment. 2 In order to improve his perform ance in an exam, a stude nt drink s three large cups of coffee ten min utes be fo re th e ex am st ar ts . 3 To stop customers eating a meal and then leaving withou t paying, a restaura nt makes them pay for the meal at the sam e time as they order the food.

11.1


fine

jam

performance

2

wave

1 a The doctor mad e the patients pay a they missed an appointment.

11.4

11.5

1 The squ are was ... a draw n on a piece o f paper. b fu ll o f pe op le s ho uting.

Look at the pairs of sentences. For each pair, choose one word from the box that goes in both sentences . bank

11.3

b Fin is h th e se nte nc es in tw o diff er en t wa ys to sh ow th e two meanings of each word.

words w ith

multiple m eanings 7a

11.2

I couldn't find the key bec aus e... a

___________________________________________

b

if

___________

3 It’s im porta nt that the cha nge ...

b It was a __________ , sunn y day as the y left for the picn ic. 2 a The s tarts at 7.30, so don’t be late!

a

___________________________________________

b

___________

b Ov er th e la st te n ye ars , C hi na 's ec on o m ic _________ has be en very strong. 3 a They stopped at the to get some money,

4 I saw a m atch which ...

b We pu lled th e fish ou t o f th e riv er an d pu t it on t h e __________ , 4 a My m oth er gave me a final goodb ye as the tra in left the station,

5 We had to stop playing becau se the lig h t... a

b Th e bo at w as su nk by an en o rm o u s __________ . 5 a There was a terrible traffic on the way to the airport. b Fo r b re ak fa st , th ey gav e u s t oas t a n d __________ . b All o f th e w or ds in th e bo x ha ve tw o m ean in gs . M at ch th e words to the pairs of mea nings. change 1

light

match

rock

square

• large stone • type of loud music

• • 3 • • 2

key

s hape with four equal sides area of a town with four sides and buildings all around thin g for locking a door answ er to a problem

a b

___________________________________________

__________________________________________

b 6

We saw the ro ck ... a b

9

___________________________________________

Work with a partne r. Write four sentence s each using words from exercises 7 and 8 . Put a space w here the word you have chosen goes. Then swap sentenc es with your partner and complete them. The small boy threw a __________ an d broke the window.

OR I'm no t ke en o n ___________ music - I prefer salsa.

Answer: rock

4 • game betw een two teams • piece of wood for lighting someth ing 5 • the energy that comes from the sun • som ething you turn on when it’s dark 6

• money which is coins (not notes) • som ething different from before

8a

Read the V ocabulary focus box.

VOCABULARY FOCUS words with multiple meanings There are many pairs of words in English which have the same spelling and pronunciation but different meanings. Sometimes these are the same parts of speech (e.g. both nouns), a traffic jam vs bread and jam Sometimes they are different word classes. pay a fine/feel fin e (a noun and an adjective)

Use the context to decide which meaning is correct.

m


■ Come to a decision


■ Apologize

decisions

‘What are the three most important factors in choos ing where to live'? Location,

1a Do you agree with the quotation above? W hat are the most im porta nt factors for you? Make a list with a partner. b

2

4a


W hat are the c onseq uence s of (not) having each factor? For example: If it's in a good area, it may be very expensive.

C o n t r o ll i n g t h e t i m e

Discussing options

Ar e t here any ot he r sugg est ion s? What would happen if ... ? Making your point stronger

1 1 . 1 0 ))) Listen a nd com plete t he express ions.

1 Let's

I'm convinced tha t... You must admit tha t...

extras like that

a balcony is es se nti al...? 3 Well, an oth er __________ to go for a ground-flo or apartment... 2

4

A r ri vi ng at a d ec is io n

___________

So,

So, what we're saying we've decided i s ... That's settled, then.

a three-bedroomed apartment...

__________

b b

Work with a partne r and match the four phrases in exercise 3a to categories a-d. a Arriving at a decision b D is cu ss in g o pt io ns

c d

Making a point stronger C on tro llin g t he tim e

C Practise saying the expressions.

112

making decisions

Could we move on? Let' s leave that for now. We're running out of time.

11.91 Listen to a group of friends talkin g about moving to a different apartm ent. W hich of the factors you listed in exercise 1 do they mention?

3a

Read the inform ation in the Language for speakin g box.

Work in small groups. Look at the d escriptions on page i 3 2 and decide together which home would be best for a couple with a girl aged nine and a boy aged eleven, Pr es en t you r ide as to an ot her g roup an d com pa re your decisions and the rea sons you gave for them.

11.1

Read ing & Writing

missed an impo rtant deadline at wo rk or college left someone out of an imp ortan t decision forgo tten to thank someone for helping sent a special invitation to the wron g friend


11.5

apologizing

apologize - sa y you are sorry inconvenience - trouble More formal (MF) English uses complete sentences. Less formal (LF) English can miss out words.

Sent: Tuesday 10.16

Hi Tomoe,

Formal

I’m so sorry for sending you tha t email by mistake. I can understand th at you were a bit upset when you spoke to Susie. I had actually meant to send that email to her - she really likes the theatre, so I thoug ht it would be good to o ffer her my spare ticket.

Apologizing

Inform al

1apologize for the delay in replying.

Sorry fo r not getting in touch sooner.

Please accep t my apologies for...

Apo log ies f o r ... /S orr y f o r ...

I really hope you understand! Why don’t we get together soon anyway? Do you fancy a coffee next week?

I apologize for the inconvenience.

Sorry for the trouble this causes.

Apologies again,

I hope you will be able to forgive me.

Please forgive me.

I hope you understand. I can see now it would have been better to ...

I can understand that yo u...

Tania

Sorry for not getting in touch sooner. Please forgive me! I just wanted to say thanks so much for the other day I really appreciated the help!

rxi,

Accepting an apology / understand completely.

It's p erfectl y all right.

There's no need to apologize.

That's OK/fine.

Sent: Friday 15.25

Dear Dr Phillips,

9a

Please accept my apologies for the late submission of this term’s work. I have had some problem s com pleting wo rk in the last m onth due to fam ily issues. I can see now it would have been b etter to ask for an extension earlier. If I face sim ilar prob lem s in the future, I will make sure I discuss them with you.

Hi there, Mr Carter, Sorry for not writing sooner - I have been a bit busy. Apolog ies for the prob lem you had in our shop last Tuesday. It was a very busy day and some staff were off sick. Please forgive us!

Best wishes, Raul

Dimitri Customer Services

Find phrases in the messages with similar meanings to phra ses 1-4. W rite t he m he re . 1 Sorry for the trouble this causes. I apologize for the delay in replying.

3 I hop e you will be able to forgive me. 4 I apologize once again.

Read Dimitri's ema il apologizing to a customer. What is the problem w ith the tone? How do you think the customer will react when he receives the email? Sent: Saturday 18.57

I apologize for the inconvenience.

2

11.4

It is important to get the tone right when you apologize. We can say the same thin g in more o r less formal ways, depend ing on the words we choose to use.

Work with a partner. Read the three messages and match each to a situation in exercise 5.

7

11.3

Decide which p hrase in each pa ir in exercise 7 is more formal (MF) and w hich is less formal (LF). Then rea d the informa tion in the Language for writing box to check your answers.

apologizing

Work in small g roups. Have you ever done any of these things? What were the consequences? • • • •

11.2

b

10

Rewrite the ema il with the correct tone. EES3 Write an em ail to apologize. a Work with a partner. Choose one of the situations in exercise 5, or think of your own a nd d iscuss the details, b On y ou r o wn , w rite an em ai l to ap olog ize , c Read your partne r's email. Is the tone and style right?

113

11.5 Video Cyber crime 1

Work with a partne r. Com plete the sentence s with words in the box. Discuss the m ean ing of the verbs in bold. malware

Web

application

criminals/hackers

a As I was brow sing th e , I was red irected to a different site. b Th is w eb site has bee n hac ked b y in order to infect your mac hine. c My computer has becom e infected w ith . _____________

______________

_____________

d Please download th is pr ot ec t y ou r sys tem.

_____________

and in stall it to

2

Work with a partne r. W hat do you know about Sophos? Use the photos and the words in exercise 1 to help you talk about what they do.

3

O Watch the video. Choose the best sum mary of the inform ation given in this interview. a This video sum ma rizes the internet security firm Sophos's latest product which can p rotect systems against most cyber attacks. An employee offers advice on how we can p rotect our computers and other electronic devices these days, b Th e vide o d es cr ibes th e c ha lle ng es for u se rs an d in te rn et security firms the se days. An employee from Sophos explains that the th reat of cyber crime is growing because there are so m any different ways in which data can now be stor ed .

4

O Watch again. Decide if these statements are true (T) or false (F). Correct the false sentences. a Fraser How ard sells intern et security products, b Fra se r H ow ar d gives an ex am pl e of ho w a cy be r a ttac k could take place, c 'Security Shield' is a piece of software which protects computers against cyber attacks, d In this example, the servers which host the hackers' activities are in Canada .

5a

E S 3 Work in groups. List five threats from com puter

hackers. Put the m in order of the high est to the lowest threat. b C om pa re yo ur idea s w ith ano th er g roup . W ere an y o f yo ur ideas the same? Have any of these thin gs hap pen ed to you?

114

SOPHOS

PROOUCTS LABS PARTNERS COM PANY SUPPORT 1 (jl Q

11.1

11.2

11.3

11.4

11.5

Review 1 a Complete the sentences below each situation. 1

b Why do you think M iner becam e a folk hero? Discuss with

Ann a was burgled while she was on holiday. She left a window open. (lock) the a She shou ld window. b She sh ou ld n't window open. c If she o p en ,sh e

a partner. 3a

1

m ake 3 feel 4 stand up for 5 speak up

(leave) the w indow (be) burgled.

6

Thieves broke into my car and stole my handbag. (hide) my handbag

b I sh ou ld n’t handbag in the car. c Ifl car, they

b Work with a partner. Talk about the following situations using should/shouldn't have and a past unr eal conditional.

1 Nick mad e an insulting comm ent on a friend's social networking page. He was only joking, but his friend was very upset.

e som eone f passionate about som ething

about. Try to use at least three of the p hrases in exercise 3a. 4a

11.11 ))) Listen to th e b egi nn ing of six sente nce s. Write the m down and complete them in any way that makes sense.

b Compare your sentences with a partner's. Is the m eaning

of the no un in each s entence the sam e or different? 5a

Put the phrases in the right order. 1

runn ing / time / of / we’re / ou t.

2

suggestions / are / any / there / other ?

I was in a hu rry to catch my train, so I did n't buy a ticket. The ticket inspector fined me a lot of money. 3 Lucy respond ed angrily to a com me nt on her blog. Now the person who made the com ment keeps posting more and more angry comments.

3 settled / then / that's .

Read the biography of'the Gentlem an Bandit’ and com plete the text with th e c orrect form of the w ords in the box.

8

2

2a

upset

a a real difference b about som ething c wh at you believe in d online bullying

b Tell your pa rtne r about som ething you feel passionately

(lea ve) my (leave) my handb ag in the (break )in.

be a vi ct im of

2

(lea ve) th e

a I should in the boot.

Match the first part of the ph rase to the correct second part.

arrest

escape

prison

robbery

steal

thief

4 for / let's / tha t / now / leave . 5 must / tha t’s / true / admit / you . would / option / another / be / tha t. 7 that / convinced / I'm ... 6

saying / we’re / what / so / is ...

b 11.121 Listen and c heck your answers.

victim C Work with a partner. Decide if the p hrase s in exercise

The Gentleman Bandit Ezra Allen Miner, known as ‘Bill Miner’, was nicknamed ‘the Gentleman Ban dit’ because he was polite and considerate as he 1 __________ from stagecoaches and trains in the Old West. Many people believe he was the fir s t2 to say, ‘Hands up!’ Miner became a folk hero in Canad a after he was 3 for the 4 __________ of a Canadian Pacific Railway train in 1906. The com pany was very un popular at the time and hun dreds of Canadians cheered Miner as the police took him ___. Miner never actually to 5 hurt any of his 6 , bu t he spent most of his adult life in prison, apart from a couple of exciting but short-lived 7

5a are a) controlling the time, b) discuss ing options, c) making you r point stronger or d) arriving at a decision.

Influence 12.1 Advertising GOALS

■ Talk about advertising

Vocabulary & Listening 1

advertising

Work with a partne r. Look at the photos and discuss which advertisement you think makes the biggest impact a nd why.

■

und erstand and use repor ted speech

2a

Work with a partner. Find examples of the words in the box in the photos in exercise 1 . advert

billboard

brand

logo

poster

product

slogan

b M at ch th e ad je ct iv es in th e box to de fini tion s 1-7. amusing clever confusing persuasive unpleasant

effective

memorable

able to mak e some one do or believe som ething 2 causing you to laugh or smile 3 successfully producin g the effect that you wa nt 1

4 difficult to und erstan d 5 not nice or enjoyable worth remem bering or easy to remember 7 show ing skill or intelligen ce 6

C W hich adjectives could you use to describe each of the ph ot os in ex ercise 1 ? 3

1 2 . 1 )})Listen to thre e peop le talkin g abou t a me mo rable

advertisement. M atch speakers 1-3 to photos a-c. a b c ____________

116

O ut

Oxford 3000™

______

12.1

12.1 )| Listen again and write the num ber of the speak er next to the stateme nt which most closely matches w hat they say. There is one extra statem ent you do not ne ed to use.

7

12.2

12.3

12.4

12.5

Use the inform ation in the Gram ma r focus box to report these statements. 1 The best ad I've seen had a serious point.

a People dislike being told they aren't allowed to do something.

He said 2 Earth Hou r is about saving energy.

b I wa s r ea lly up se t w he n I saw t his ad ve rt.

He told us th at 3 They asked homeless people to presen t the weather forecast on TV.

____

____________________________________

c Adverts can mak e people aware of social issues. d Fun ny adverts can be a good way to influence people. __

She said that 4 In future people will thin k before they text.

Grammar & Speaking

reported speech

She told us th a t

_________________________

5 I don 't like being told wh at to do. 5

Look at sentence s a-b about the listening in exercise 3 and answer the questions. a

6

The man said that it was jus t one light and wouldn 't ma ke any difference.

He told u s

b She said (that) the poin t of the advert h ad been to

6

__________________________

PRONUNCIATION

pe rs uad e pe op le no t to se nd t ex ts wh ile driving.

1 What do you think the original words in each advert were?

He said that The re were lots of silly little accidents.

8a

linking

1 2 .2 ))) Listen to th ese extra cts from the lis tenin g an d listen

to how the words in bold are linked.

2 W hat is the difference between the tense used in the original words and in the reporte d speech?

1 The best ad I've seen had a serious point. 2 Earth Hour is abo ut saving energy.

Read the information in the Gramm ar focus box on tense changes in reported speech and com plete the examples.

3 I saw an am azin g ad ...

GRAMMAR FOCUS

reported speech

6

Tense changes

• we use reporte d speech to tell people wha t someone said. Tenses usually move one tense back, for example go -+ went, did/have done -> had done, will - » would, to show that the words were spoken in the past, and the pronoun can also change (e.g. from / -» he). Direct speech 'It's really memorable.'

Reported speech He said (that) i t 1 memorable.

There were lots of silly little accidents.

b Wo rk w ith a p ar tn er . Loo k a ga in at t he w or ds in bo ld and circle all the vowel sound s (sounds, not letters) and underline all the consonant sounds. c Look at how each pair of words in bold are linked. What happens when a consonant sound ends one word and a vowel sound sta rts the n ext word?

really

'The ad has won an awa rd.'

she said (that)the ad 2 an award.

'It w as really moving.'

He said i t 3 _________ really moving.

'They are hoping more countries w i l l do it next year.

He said they 4 _________ more countries 5 ____________do it the following year.

•

4 Lots of the m were offered help. 5 The instructor told them that a new law had been passed.

d Practise linking with the extracts. 9a

bfcvid Work with a partne r. Use que stion s 1-5 to tell your pa rt n e r ab ou t a m em or ab le ad ve rt y ou ha ve se en . 1 Was the ad vert for a bra nd or was it a publi c service announcement? 2 W hat happen ed in the advert (if a film), or wh at could you see (if a picture)? 3 W hat was it trying to persuade people to do or buy?

We ofte n use say or tell. Note that tell must have a personal object: we tell somebody something. Say doesn 't have a personal object: we say something (to somebody).

4 Did it use a slogan or a logo? Was tha t effective? Why/W hy not?

He said it was really amusing. He told us it was really amusing.

5 W hat adjectives would you use to describ e it?

Grammar Reference page 158

b Find a n ew pa rt n e r an d re po rt to th em w ha t y ou r p a rt n e r from exercise 9a said. Ju an to ld m e a bout an ad ve rt he’d s een th a t...

©

VOX POPS VIDEO 12

117

12.2 How to persuade and influence people GOALS

■ Talk about persuading people

■

Understand and use reported questions

Vocabulary & Reading persuadin g p eople 1

Look at the adv ertis em ent for a book. W hat kind of book is it?

Books How to Persuade and Influence People by Philip Hesketh |

D o y o u w a n t t o b e a b l e to p e r s u a d e a n d i n f l u e n c e p e o p l e?

Wo uldn’t it be great if you could always get people to see things your way? Now you can. You won’t be successful in business if you can’t bring people round to your way of thinking. Som e people find it easy; the rest of us just need a little help. This second e dition contains plenty of pra ctical exercises to help you ... Find the perfect way to win people over Become an amazing negotiator Understand the other person ’s point of view

• Know why people buy what they buy Make sure people remember you and what you want Overcome objections

Philip Hesketh is a full-time international business speaker on the psychology of persuasion. Thousands of people have benefited from his advice. In his book, he gives the reader plenty of simple and memorable persuasion techniques that can be used to deal with many of life’s challenges.

It’s up to you to use them.

2a

Read the adve rtiseme nt for the book. W hat would you expect to read in th e book?

b W ha t k in d of pe rs on m ig ht w an t o r fee l t he y n ee d to read this book? Would you read it? Why/W hy not? 3a The two phrases on the list mean to persuade or influence someone. Find four more phra ses in the inform ation in the advertisement that mean the same thing a nd add them to the list.

118

Om Ox ford 3000™

get your on/n ldory convince, someone you're right

12.1

b Complete the q uestions w ith the six phra ses in exercise 3a. 1

How im porta nt is it for you to g et ow n

6a

___________________

•

___________________

3 If someon e disagrees with you, are you usually able to see thing s ? 4 If you argue with a friend, will they usually bring their w ay of thinkin g, or will you them you are right?

12.3

12.4

12.5

Read the information in the Gram mar focus box and complete 1-4.

GRAMMAR FOCUS

2 If som eone d oesn 't like you at first, do you try to win ? Why/W hy not?

12.2

reported questions

Reported questions also usually move one tense back to show that the words were said in the past.

• As a reporte d question is no longer a dire ct question: a The word o rder is the same as in stateme nts. Where is he goi ng? - Sh e a ske d w her e he wa s going.

___________________

___________________

b We do not use auxiliaries. Where do you live? - He asked where I lived.

___________________

5 W hat do you thin k is the best way to overcome someone’s to an idea?

1 When did yo u arrive? He ask ed ____________________________________________

___________________

C Work with a partne r. Ask and answ er the questions.

4a

2 where will you go?

Read this short extract from the book. W hat different things could th e ass istant do to make a sale? Discuss with a partner.

Yes/No questions use if or whether. Do you like reading? - He asked if / w h e t h e r she liked reading. 3 Have you been to France? 4 Can I leave early?

I was in town recently in a menswear store. A smartly dressed man came in and the owner asked, ‘Can I help you?’ The ma n smiled, and

-* Gramm ar Reference page 159

said, in a very polite way, ‘I’m looking for a BOSS suit. I like the brand BOSS. Do you sell BOSS?’

b

D id you en joy it? - H e ask ed if she h a d en joy ed it.

The shop didn’t sell BOSS. So what would you do if you were the assistant?

b Work with a partner. Look at suggestions 1-3 from the

bo ok and ch oo se th e be st op tion . W ha t w ou ld be th e be ne fits or dr aw ba ck s of th is so lutio n? 1

7a

b

8a

Tell the cu stom er that you do n’t sell BOSS, but you know where he could find it.

and com pare your ideas. Look at the author's solution on pa ge 135.

12.3))) Listen to a review of the book on a radio prog ram me . Is the review positive o r negative?

b 12.3))) Listen again and write do wn the seven que stions that

the presen ter asks.

In the interview Tania says:

• wh o do you get on best with? • How do you like to relax? • What's the mo st dangerous spo rt you have tried?

C Work with two pairs who have looked at different options

5a

Take turns to report the questions and answers to a partner.

Write five questions th at could help you to und ersta nd som eone else be tter - for example, ab out their family, their hobbies, etc.

3 Say tha t you agree BOSS is a fine brand a nd ask him wha t in particu lar he likes about it.

reported questions

12.3 )| Listen again and mak e notes about th e a nswers to the q uestions in exercise 5b.

‘But proba bly the m ost imp ortant thing is to really listen to pe ople and to ask questions to find out wh at’s really important to them ...’

2 Say tha t you agree tha t BOSS is a fine bran d and although you don't sell it yourself, you have som ething similar.

Grammar & Listening

Rewrite the seven questions in exercise 5b as reported questions.

b Wo rk w ith a p ar tn er . T ake t u rn s to as k a nd an sw er yo ur questions. >

W ork w ith a new pa rtn er an d tell them ab ou t your conversation. Use reported speech a nd repo rted questions. I a sk ed M aria w ha t sh e u su al ly d id to rela x. Sh e sa id she enjoyed jogging a nd though t it was really good for getting rid o f stress.

119


■

Reading & Speaking

Recognize comp lex noun phrases (2)

complex nou n

3

Look at the highlighted verbs in the article. Unde rline the object of each of the verbs.

4

Read the article again. Work with a pa rtne r and answer questions 1-4. W hat does it say abo ut ...?

phrases (2) 1 a Look at the sentences abo ut soft power. W hat do you think soft power is? Do you think it's imp ortant? Why?

1 South Korean TV shows and pop music. 2 Irania n TV viewers. 3 Monocle magazine. 4 social media.

1 W ha t’s inte resti ng is tha t soft pow er has little to do with politics. 2 According to a 2013 survey German y is the cou ntry that currently has the most soft power, followed by the UK, the US, France an d lapan. 3 Italy's stre ng th is its rep utati on for grea t food, fashion and art. 4 The Olympic Games can increase a coun try's soft po we r. By ho st in g t he 2020 Gam es Ja pa n ha s so m et hin g big to a im for i n t he co m in g y ea rs. 5 The 226 Alliance Frangaises through out the world and France 24 online provide an alternative to the Englishlanguage d om inated new s agenda, i.e. news from a different perspective. b Ci rcle t he su bj ec t (who do es th e ac tio n) an d th e v er b an d unde rline the object (what they do) in sentences 4 and 5 in exercise la. C Read the Unlock the code box. Check your answers.

6

UNLOCK THE CODE recognizing complex noun n phrases (2)

Objects, like subjects, often consist of more than one word, and are sometimes quite complex. Here are some common kinds of more complex object.

By hosting the 2020 Games Japan has so mething bis to aim for in the coming years. The 226 Alliance Franpaises throughout the world and France 24 onlin e pro vide an altern ative to the Englis h-language dominated news agenda, i.e. new s from a different perspe ctive. 2a

Before you read the article about soft power in S outh Korea, discuss the questions w ith a partner. 1 W hat aspects of South Korean culture are shown in the photos? 2 How do you think these aspe cts make South Korea a more im porta nt or successful country? Give reasons for your answer.

b Read t he ar ticl e and co m par e w ha t it says t o y ou r a ns w er s.

12 0

OlW Oxford 3000t'

■ Use depen dent prepositions

5a

Discuss with a partn er. W hich other countries do you think have soft power? Why? Use the ideas in the box to help you. architecture businesses fashion music sport

cinema

famous people

b Wo rk w ith anoth er p air. C om pa re yo ur idea s.

South Korea's 'soft power' a global success Something has been changing in South Korea in recent years, and the world has definitely noticed. What has changed is its 'soft power'.

Since the 1990s, a new wave of South Korean culture called Hallyu, or Korean Wave (ff-n-), has changed the country's image abroad. TV shows such as Jumong and Dong Yi, and K-pop (Korean pop) singers like Kim Jae Joong and Kim Hyun-Joong have made an incredible difference to the country's image. In fact, many think they have done more than the government. Even the popularity of South Korean food has increased. Jumong, a historical drama, was sold to ten Asian countries and proved extremely popular. In fact, in Iran, 80% of TV viewers watched it. And who could forget Psy's Gangnam Style video, which broke all records for YouTube views?

12.1


dependent

7a

W hat prepositions go in 1-3? They don't rely 1 r adio stations to tell them wh at music they should listen 2 a ny more.

12.4

12.5

12.4 ))) Listen to th ree people talkin g abo ut soft power a nd

1

________________________________________________________________________________________________________

2

__________________________________________________

3

__________________________________________________

___________

12.4 ))) Listen ag ain. C omple te thes e ex tracts w ith the

___________

•

12.3

bu si ne ss . W ha t d oe s ea ch pe rs on say a bo ut th e su bje ct?

pre positions •

12.2

One thing is for sure - South Korea’s influ enc e is growing. Who know s w hat it will lead 3 __________ ?

VOCABULARY FOCUS

missing prepositions. C o un tr ie s no lo ng er d ep en d increase their influence abroad.

1

dependent prepositions

2 We're not afraid being more open in the workplace any m ore. Of course, we have wom en to th an k a lot of these changes. 3 We wan t to work in a group and d ea l problems effectively,...

With some verbs, we have to put a preposition before the object (noun or verb + -ing). She w o r k s f o r an international company. You can't rely on the weather in England, even in the summer. Some adjectives also have dependent prep osi tion s. He's g o o d a t communicating. They are interested in South Korean films.

force or p olitic s to

8a

Write the correct preposition from the box next to words 1-10. about

for

worried 2 talk 1

in

on

to 6 refer

c\bon.t

7 lead 8 listen

3 succeed 4

interested

9 concentrate

5 believe

work

10

b 12.5))) Listen to ten se nt en ce s a nd ch ec k you r a ns w er s. 9

12.5 )J Listen to the senten ces in exercise 8 b agai n. Work with a partner and decide how we pronounce the prepositions.

10a ifc.via W ork wi th a partn er. C om plete que stion s 1-10 wit h a depend ent preposition a nd your own ideas. Use the Vocabulary focus box to help you.

All this has increased the country's soft power, its ability to make a positive impression through things like culture, architecture, sport and popular brands. The international magazine Monocle recently published a report ab out the countries with the most soft power. Tyler Brule, the magazine's editor-in-chief, said soft power was more important than ever before. He said it is now fashionable for countries to use culture rather than force or even politics to increase their influence abroad. Interestingly, Hallyu has largely attracted attention through social media. People all over the world are watching K-pop videos on the internet. They don't rely on radio stations to tell them what music they should listen to any more.

1

Are you go od

2

Are you inte res ted

3 4

Have you ever w ork ed Are you afraid

5

Do you find it hard to co nc en trate Do you ever get bo red

6

7

'

_____________________________________

'

_________________________________

'

_____________________________

__________________

' '

__________________________

'

8

Do you belie ve Would you like to succee d

9

Do you ever w orry

'

10

____________________________________

_________________________________

Do you find it difficult to ta lk

'

_______________________

b Ask and an sw er th e qu es tio ns .

One thing is for sure - South Korea's influence is growing. Who knows what it will lead to?

121


■ Agree and disagree


■ w rit e an advantages and disadvantages essay

agreeing and

disagreeing

b Look a t t he phra ses in th e fir st tw o co lu m ns of th e t ab le in exercise 4a. Write S if the ph rase s hows strong a greem ent or disagreement, and W if it shows weak agreem ent or disagreement. C Check your answers in the Languag e for speak ing box.

1 a Work with a partner. Add at least three more thing s to this list of things that can go in and out of fashion.

LANGUAGE FOR SPEAKING agreeing and disagreeing

clothes restaurants cars diets mobile phones video games

As ki n g if so m eo ne ag re es

1 Would you buy a new phon e beca use yours felt old-fashioned? Why/Why not?

1 2 .6 1 Listen to three conversations ab out how fashionable

5

sen tenc es a re tru e (T) or false (F). Both speakers think th a t... 1 An drew ’s new phone will be good for taking photos on holiday. 2 old-fashioned things sometimes look better than newer things.

Disagree stron gly / totally disagree. R ubb ish! Disagree wea kly I'm not sure about that. Yes but I can't help thinkin g... I agree up to a poi nt ...

A Give an o pinio n on topic 1. Ask if B agrees. B Agree strongly. Add an othe r reason. A Agree or disag ree not very strongly.

3 the prices at the new resta uran t are too high.

B Give an op inion on topic 2. Ask if A agrees. A Agree strongly. Add an oth er reason . B Agree or disagree not very strongly.

4 the restau rant is in a good position. Use the phrases from the listening to complete the table. You mig ht be right. I was jus t going to say that ! Don 't you thin k ...? I'm not sure abo ut that. I cou ldn't agree more. That's just wh at I thought. Absolutely! I totally disagree. Di s ag r ee in g

Agree strongly / was ju st go ing to sa y that! Th at's j u st wha t I thought. Abs olut ely! I couldn't agree more. My thoughts exactly. That's a good point.

• There is no difference be tween e xpensive branded clothes and cheaper versions. • we don 't need books any longer. • we have too many possessions nowadays. • Everyone should speak at least tw o languages. • People who follo w fashion have no originality or ideas of their own.

1 2 .6 )| Listen to the conv ersations again and decide if the

A g r ee in g

Di sa gr eei ng

Work with a pa rtne r and choose two topics. Use the pr om pt s t o h av e a c on ve rsat ion.

things are. What three things in exercise la are the speakers talk ing about? Tick the words in exercise la .

4a

A g re ei n g

d 12.7))) Listen and rep eat the ph ras es for agree ing and disagreeing in the L anguage for speaking box.

2 Do you notice if peo ple’s clothes are (un)fashionab le? Does it affect your opinion of them?

3

would you agree? Wouldn't you say th a t...?

Agree weakly 1suppose so. You might be right, b u t...

b D is cu ss th e qu es ti on s w ith a p art ne r.

2

Don't you agree? Don't you thin k...?

A s k in g if someone agrees

6a

Work with a partn er. Read the stateme nt and write down three reason s to agree with it and three reasons to disagree. ‘We spend too much time, money and effort staying in fashion.’

b Join anoth er p ai r. Dec id e w hi ch p air will ag re e w ith th e statement and which pair will disagree and discuss. C Do most people agree or disagree with the statem ent?

12.1

advantages and disadvantages essay 7a

Work with a partner. What do you think fast fashion is?

b Ch eck yo ur i de as in th e first p ar ag ra ph of the essa y. 1

2

3

Broadly speaking, ‘fast fashion’ com panies make and sell the latest fashions very quickly. The clothes are heavily influenced by the international fashion shows in London, Milan, etc., and can even appear on the high street within two we eks of the show. They introduce new clothes into the shops every two or three months, not twice a year, like traditional fashion houses. The main objectives of ‘fast fashion’ are to bring high-fashion clothes into the shops quickly and cheaply. However, this has both advantages and disadvantages. One advantage 1 ___________________ customers can buy very up-to-date, fashionable clothes. 2 ___________________m a j o r 3 ____________________ is that there is a greater variety of clothes in the shops. This means that a smaller numb er of each item of clothing is made, so you probab ly won’t find other people wearing the same clothes as you.

4 5 6

hand, there are also several with ‘fast fashion’. ___________________ disadvantage can be that the designs are not original; they are copied from the fashion shows of famous designers, which people should be discouraged from doing. Another 7 _________________ _ t h e cl o th es are us ua lly ma de very cheaply, which can mean that the quality is poor and that the people who make the clothes are not well paid. This can give the companies a negative image. ___________________

___________________

4

8a

12.2

12.3

12.4

12.5

Work with a partn er and write down two good things and two bad thing s abou t fast fashion.

b Re ad th e re st of th e es sa y a nd und er li ne an y i de as you thou ght of. C W hich parag raph talks about advantages? Wh ich talks about disadvantages? 9a

Read the informa tion in the Language for writing box.

LANGUAGE FOR WRITING advantages and disadvantages A dv an ta ge s There are several benefits. One advantage is th a t... Ano the r maj or positiv e is th a t... Disadvantages One disadvantage can be th a t... Ano ther drawb ack ( of fast fashion) is t h a t... On the other h an d... ... there are also problems with ...

b C om pl ete th e es say in ex erci se 7b w ith on e t o t h re e w ords in each gap. 10 Find and underline two generalization s in the introduction and conclusion. 11a Look at the ess ay title. W h a t ar e t h e ad v a n t a g e s a n d d i s a d v a n t a g e s o f b u y in g the latest technology?

Work in small groups a nd complete the table w ith your ideas. A d v an t ag es

Overall, we have seen that fast fashion can be a good or a bad thing. We need to realize that we are responsible for the choices we make when we are shopping, and the difference those choices make to other peo ple in the world.

Di s ad v an t ag es

•

•

•

•

•

•

b Wo rk w ith a p ar tn er. C om pl ete th e es sa y p la n w ith tw o ideas for each paragrap h. • • • •

introduc tion (general points about buying technology) Advantages Disadvantages Conclusion (general points /nee d to consider both sides)

12a ifcwa Write an essay on the topic below. T h e ad v a n t a g e s a n d d i s a d v a n t a g e s o f b u y i n g t h e l a t e s t t ec h n o l o g y .

Write 200-250 words. b Sw ap yo ur es sa y w ith ano th er s tu de nt . Re ad yo ur part n er's work and tell them two things you like about the essay and one thing th ey could improve (e.g. the ideas, the organization, spelling, use of tenses).

123

12.5 Video Starbucks 1

Work with a partne r. Follow the instruc tions below. When you see the Starbucks logo, what do you think of? In one minute, list as many words and phrases as you can which you connect with this famous coffeehouse. Use the photos to help you.

2

Com pare your list with anoth er pair. Did you write any of the sam e words or phrases?

3

O Watch the video. Use the words below to give a brief description of Starbucks to your partner. the criticism a slogan

4

a global brand

the logo

the philosophy

O Watch again. Add events to the timeline below to show the history of Starbucks throu gh the decad es.

I 1970

5a

1980

I

I

1990

200 0

I 2010

n ow

ifcfaa W ork in pairs. Student A, work with an othe r Student A and read the situation. You both own a busy family-run cafe in a medium-sized English town. Starbucks would like to open a new coffeehouse next door to your cafe. List 4-5 reasons why you are strongly against the idea.

Student B, work with a noth er Studen t B and read the situation. You both work for Starbucks in the business development department. You are planning to open a new coffeehouse in a medium-sized English town. List 4-5 reasons why you think a new coffeehouse in this town would be very successful, and why it would benefit the town.

b P air A, work w ith P ai r B. P re se nt yo ur id ea s to ea ch othe r. C As a class, list the ma in points from both sides. Decide

which side has the winning argum ent.

124

12.1

12.2

12.3

12.4

12.5

Review 1a

Read the text and underline six words related to advertising.

12.9))) Listen to six qu estio ns and write the m down . 1

4

_____________________

__________________ 6 __________________

____________________ 3 ____________________ 2

b

A new way of seeing the world

4a

2 How do you feel about advertisers know ing which ads you are looking at, or how you feel about them ? 3 In wha t other ways do you thin k advertising might change in the future?

b

12.81 Listen to some different opinions abou t adverts and match them to an adjective with a similar meaning. memorable

persuasive

12.8 1 Work with a partne r. Listen to the opinions a gain and report what each person said, using reported speech. 1 He sa id

4 _

2

_______________________

5

___________________

3

_______________________

6

___________________

________________

Match the two halves to make six phrases. bri ng pe op le ro und 2 get

a ob je ctio ns b people over c your own way

1

1 Do you or wou ld you use Google Glass? W hy/W hy not?

confusing

Work with a partn er. Ask and a nsw er the que stions in exercise 3a.

the answ ers you received, using reported spee ch.

b Work with a partne r and discuss the questions.

amusing clever unpleasant

5

c No w w rite a s hor t r ep ort of th e qu es ti on s you as ke d an d

Recently Google announced plans for a new advertising system using Google Glass. It is a kind of wearable computer w hich looks a little like a pa ir o f glasses which allows you to google information on the go. Currently companies pay Google every time someone clicks their advert to find out more about their product. But in the future, it seems that just looking may be enough. Imagine you are walking down the street an d glance at a billboard by the side o f the road, o r a post er at a bu s stop. Google Glass will be able to tell exactly what your eyes are looking at and for how long. And there’s more. It will probably also be able to measure how you feel about the brand. If you find something surprising, funny or interesting, the pupils in t he mid dle of you r eye get bigger, an d Google will be able to trac k tha t as well. So they will be able to tell how effective the slogan or image actually is.

2a

___________________

___________________

3 get people to 4 overcom e 5 understand the 6 b

5a

d other person's point of view e s ee th in g s y ou r w ay f to your way of thin kin g

w in

Tell a pa rtne r about w hen an d how you did one of these things. Complete the phrases with the correct preposition. 1

I don’t usually w orry

...

2

I find it hard to con ce ntra te

_________

3 I’m pretty go od

________

work when ...

...

_________

4 I don ’t be liev e 5 I often list en

... ...

________

_________

6

I'm very intere sted

...

_________

Complete the se ntences in exercise 5a in ways that are true for you. Tell a partn er about your s entences. Complete the conversation. A Apparently the governme nt is going to ban advertising for junk food durin g ch ildren’s TV programm es. W hat's your opinion on that? B I'm not sure 1_ _ that. I can 't 2_ thinking the government shou ldn't be trying to control things like that. A Well, I agr ee up to a 3 __________ , but children are so easily influenced, aren ’t they? C My thoug hts 4 __________ . Adults can decide for themselves, but it’s different for children. B I sup pos e 5 __________ . Work with a pa rtne r or in a small group. W hat do you think about bannin g the advertising of junk food during children's TV programm es?

12 5

Communication 2.1

Student A

2.2

Exercise 9

a Work with a partne r. Look at the following structure for telling a story. Identify the d ifferent sections in the two stories in exercises 2 on p age 16 and 7 on pag e 17. 1 Announcing a story is about to start

That reminds me o f ... I remember the time when ...

2 Giving background information

The sun was setting ... I was driving home when ...

3 Main events

I had just opened the door when she suddenly appeared. I recognized him straightaway.

4 Conclusion

He was never seen again.

5 Final comment

I've never forgotten what happened.

I'll never forget th at day ...

I can laugh about it now, but it was really scary at the time.

b W ha t ve rb fo rm s ar e t yp ic al ly us ed in ea ch se cti on ? C W ork w i th a p a r tn e r. 1 Use the notes an d the stru cture for telling a story to plan a ‘lucky esc ape ' story. 2 Tell the s tory to a par tner , with lots of detail. Try to use the co rrect narrative forms an d som e of the verbs in exercises 4 an d 5 on pa ge 17.

Su rfer in, Austra lia /Attac ked by sh a rk He ard big ba ng FlevJ through- air Disc overed big b it e m a rk in surfboard S u r f er u n h a r m e d

126

Students A & B

Exercise 9

Work with a p artn er or in small groups. Choose one of the stories about a famou s hoax, eithe r the C ottingley fairies or the ‘ne ar m iss’. 1 Match the sentences to the right picture. 2 Put the story in the right order. 3 Rewrite the story together, using appropriate verb forms and tim e linkers.

COMMUNICATION

If people jumped in the air at 9.47 a.m., they would float. On 1 April 1976, the well-know n as tronom er Patrick Moore announced on the BBC that at 9.47 a.m. something strange was going to happen.

Student A

0 .2

E xe rc is e 8

One woman claimed that she and her friends all floated around the room. He reported that Pluto was going to pass behind the plane t Jupiter. This would affect gravity on Earth. When it was 9.47 a.m., hundreds of people rang the BBC to tell the ir stories. Two years later, Polly was at a meeting and mentioned the photos. Perhaps surprisingly, Sir Arthur Conan Doyle, author of the Sherlock Holmes books, became interested and supported the story. Elsie's father saw the photos and decided they w ere fake, but her mother, Polly, believed the girls, in 1981 the cousins were interviewed for a magazine and finally confessed to the hoax. For decades many people believed the photos were real, in 1917 two youn g cousins, Elsie and Francis, living in Bradford, England, claimed to have taken photos of fairies.

2.4 a

Student A

Exercise 6

Use the following notes to prepare to tell the story of another coincidence. • • • • • •

American novelist Anne Parrish/on holiday in Paris Look/books tores with her husband Find/favourite childhood book/Jack Frost and other stories Anne/show book to husband Husband/open book/see Anne's name and address Book/used to belong to Anne

b Tell y ou r p a rt n er y ou r st ory, us in g t he phr as es in th e Language for speak ing box on page 22 to engage your listener. When listening to your partne r, use the p hrase s to make sure you sound interested.

a Work with a partn er. Read the paragrap h about a Faking It episode. Use the notes a nd your own ideas to write a similar paragraph about a similar type of programme.

Home

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Faking It

A-Z

Programm es

O

C h es s p l a y e r t o f o o t b a l l manager FIRST BROADCAST: 26 Septe mb er DURATION: 49:03

Former professional chess player trades his chessboard for the footb all pitch as he attempts to fake it as a foo tball manager in a month.

Past - make, decisions, Wave tim e to th in k, spend hours playing chess

AlovJ - manage people, Lead, work wider pressu re, ta k e resp on sib ility, le arn ab ou t fo ot bal l

b Now tel l y ou r p art n e r a bo ut th e pe rs on you w ro te ab ou t.

127

6.2

Student A

Exercise 9

7.1

Student A

Exercise 10

a Read about Manoon, a rice farmer from Thailand. Answer the questions. 1 W hat problem s did the weather cause him? 2 W hat was his solution?

When it didn’t rain, rice farmer Manoon had trouble getting eno ugh w ater for his crops. There was a well nearby, but he couldn ’t get the water from the well to his fields. This meant that his crops wou ldn’t grow properly, even if his whole fam ily spent time carrying water from the well to the fields. So he decided to build a windmill pump to get water from the well. He made the sails from old advertising boards. Now he has enough water for his crops, even if the rain comes late.

b Wo rk w it h a p a rt n e r w ho ha s re ad th e oth er story. T ake it in turn s to interview each other. Answer as Manoon. Try to use present perfect simple and continu ous in your answers. • • • •

128

What has been happening to the wea ther in your area? What effe ct has this had on you r crops? How has this affected your life and your family? What have you done to improve the situation?

Prep are to talk for a m inute about how offices have chang ed since the 1970s, using used to and would. Look at the photo a nd thin k about com puters, paper, women at work, working hours and conditions, attitu des to work, etc.

7.2

Students A & B

Exercise 8

Choose one of the following activities. a Decide on one of the people you chose in exercise 5b on pa ge 69. W rite 7 -8 in te re st in g in te rv ie w qu es ti on s y ou would like to ask them. You can m ake the m direct or indirect. The n interview each other, taking the roles of the pe op le you ch os e. OR b W rite 7 -8 in te re st in g in te rv ie w que st io ns you w ou ld like to ask your partner. You can m ake the m direct or indirect. Interview each other, then sha re some of the interesting things you found out with ano ther pair, or with the whole class.

COMMUNICATION

8.1

A ll s t u d en t s

Exercise 8

Work in groups of four. Imag ine ea ch stud ent in each group is one of the governm ent ministers. 1 Decide which governme nt m inister you are. 2 You have to decide together how much money to spend on healthcare, childcare, cultural activities and transport. Read your role card and prepare some good arguments. Use conditional sentences. I f we sp en d m or e m oney on a he al th y e at in g ca mpa ig n, more people will have a balan ced diet and we will spend less on hospitals.

3 Discuss the budget togethe r and decide what percentage of the budg et should be spen t on each area. 4 Explain your decisions to the class or ano ther group. Give reasons.

Student A: H ealthcare You think a large percentage of the bu dget should be sp en t o n he al th ca re . T hin k ab ou t p eo pl e's ne ed for physical activity, a balanced diet, access to good doctors and hospitals.

Student B: Childcare You think a large percentage of the bud get should be sp en t o n ch ildc ar e. T hin k ab ou t h ow ch ildc ar e helps pare nts to work - wh ich is good for individuals and th e economy. Also think about how it can help children make a good start at school.

8.2

A ll s t u d en t s

Exercise 6

a Work in small groups. Look at the three sce narios and discuss wh at you would do. Decide together on the best thing to do.

1

You have just boug ht a coffee on the way to work. You have left the cafe a nd you are in a hurry. You realize that the server has given you too much change.

2 In a car park, you accidently dent someo ne’s car with your car door. Do you leave a note w ith your nam e and address?

3 You are working in a shop or cafe. A cus tom er insists he has given you a £ 2 0 note, but you have only given him change for a £ 1 0 note.

b W rite th re e si m il ar sc en ar io s for a no th er gr ou p to di sc us s. Have some ideas abou t your own answe rs. Give these situations to a different group. C Now di sc us s a noth er grou p's t h re e sc en ar io s. C om pa re

your ideas with those of the group th at wrote the scenarios.

Student C: Cu ltural activities You think a large percentage of the b udget shou ld be spent on cultura l activities. Th ink abou t how it will improve peo ple’s social life and h appiness , an d how it will help them becom e better educ ated.

Student D: Tran sport You think a large percen tage of the budget s hould be sp en t o n t ra nspo rt , in cl ud in g bic ycles w hi ch ar e free for anyone to use. Think about how fewer private cars will reduce pollution, how cycling makes people healthier, and how chea per public tran spo rt will help poverty.

129

9.1

Students

a

& b

Exercise 9

9.2

Student A

Exercise 10

Work with a partner. a Look at the two pairs of sketches and describe the differences between them, using comparatives, superlatives and modifiers.

Work with a pa rtner.

b C an yo u tell w hi ch on e w as cr ea te d from th e w om an 's ow n description?

a Take turn s to describe your picture without showing it to your partne r. Give as much detail as possible, using the vocab ulary in exercise 2 on page 8 8 , and making some deductions and speculations. b Li sten to th e de sc ri pt io n of a p ic tu re Stu de nt B gives , and try to imagine w hat you hear. Then look at the original pi ct ur e. Ho w c lose was th e de sc ri pt io n S tu den t B gave?

130

COMMUNICATION

Students A & B

9.4

Exercise 9

a Work with a partne r. Choose a situation and a problem, then decide on ...

10.1

Student A

Exercise 10

a Read about the Kickstarter project called Everpurse and answ er the following questions.

1 backg round details of the story. Wh at's the problem? Why does it cause you difficulties?

1 W hat was the service or product? What was special about it?

wha t you are going to say to the person you have a complaint about.

2 What evidence was there that the business is worth investing in?

2

3 the result you wan t from your complaint. work A colleague arrives late for me etings all the time; he/ she is usually very disorganized; your boss is getting angry when things don't happen as they should.

3 W hat investm ent was needed? How ma ny investors did Everpurse get? b Join t wo or t h re e st ud ents who ha ve re ad th e sa m e tex t. Prep are a short pre sentation about your project, using the questio ns in exercise 5 on page 97 to guide you. C Presen t your project to the rest of the class. Discover

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study You are giving a pres entation to your class; your p art n e r d id n ’t d o m uc h w ork for t he p ro ject , bu t t hen says you did it together.

social You are getting a bit fed up bec ause w hen you and your friends go out, one of the g roup n ever pays for anything.

b Work with a different pair. Make your com plaint to one of the pair. Use the phrases in the L anguage for speak ing box on page 93 to make your comp laint, explain the problem and try to agree on a solution. C Go back to your original partn er in exercise 9a. Compa re the resu lts from your complaints. W ho got the best result?

Everpurse: easily charge your phon e all day Have you ever noticed that sm artphones always run out of energy just when th ey’re needed most? Smartphones are used for so many things nowadays - emailing, checking social media, finding out how to get somewhere - that most people get to the end of the day and need to charge their phones. With Everpurse, you can charge your phone while it’s in your bag. It’s the first bag with a built-in charger. Everpurse can be carried inside a bigger bag, or by itself. When you get home, you just drop it onto the white charging mat and leave it overnight. It’s that simple. Everpurse needed $100,000 to make E verpurses for as many people as possible. If you invested $99 or more, you were one of the first people to receive one. More than 1,400 investors pledged almost $240,000.

131

Student A

2.1

I I . I Exercise 9 a Work with a partne r. Read about ano ther outlaw and answer the questions. 1 W hat crime(s) did the outlaw commit? 2 W hat were the reasons they becam e well know n or po pu la r?

B O N IT A

Student B

Exercise 9

a Work with a partn er. Look at the following structure for telling a story. Identify the different sections in the two stories in exercise 2 on pag e 16 and ex ercise 7 on pag e 17. 1 Announcing a story is about to start

That reminds me o f ...

2 Giving background information

The sun was setting ...

3 Main eve nts

I had ju s t o pe ne d th e d oo r w he n she suddenly appeared.

I remem ber the time when ... I'll never forget that day ... I was driving home when ...

I recognized him straightaway. 4 Conclusion Maria Bonita (Beautiful Maria) was the girlfriend of the Brazilian outlaw leader, Virgulino Ferreira da Silva, known as Lampiao. Virgulino’s father was killed by the police in 1919, which led Lampiao to fight bac k against the police, with a large group o f other outlaws. Maria Bonita joined Lampiao in 1930, when she was in her early twenties. She and the other female outlaws in the group dressed like the men and were, apparently, just as tough. She took p art in all the battles with the p olice, though people say that she sometimes stopped Lampiao from being cruel to his victims.

b Write three th ird conditional sentences abo ut what happened to the outlaw. C Tell your partn er abo ut what you found out and use the

sentence s you wrote.

d Decide together which outlaw you adm ire m ost/least. Explain why.

5 Final comment

He was never seen again. I've never forgotten what happened. I can laugh about it now, but it was really scary at the time.

b W hat verb forms are typically used in e ach section? C Work with a partner.

1 Use the notes and the s truct ure for telling a story to pla n a 'l uc ky es ca pe ' s tory. 2 Tell the story to a partn er, w ith lots of detail. Try to use the correct n arrative forms an d some of the verbs in exercises 4 a nd 5 on page 17.

Lorr y drive r esca pes fr om crash un hu rt I n Ru ss ia on mo torw ay Second truck, crashed into him Driver ca m e th ro ug h fr o n t wi nd scre en Walked away unhu rt

11.4

A ll s t u d en t s

Exercise 4

1 A three-bedroom ed apartm ent in the town centre. Near the children 's school. No garden. Two bathroom s and a large kitchen /dinin g room. Expensive but just affordable. 2 A three-bedroom ed house in the suburbs. A thirty-minute bus ride to s ch oo l or f if te en -m in ut e dri ve. L arge ga rd en . One bathroom. Reasonably priced. 3 A four-bedroom ed house in a noisy and slightly dangerou s area of town. W ithin walking dis tance to school. Two bat hr oo m s an d a smal l g arde n. Large kitch en /d in in g roo m.

132

COMMUNICATION

2.4

Student B

6.2

Exercise 6

a Use the following notes to prepare to tell the story of another coincidence. • • • •

TV repo rter irv Kupcinet/in London on a wo rk trip in hotel room/find items belonging to his friend/Ha rry Hannin Meanwhile/Hannin in Paris in his hotel room/find tie with Kupcinet's name on it

Student B

Exercise 9

a Read about Thongsa, a rice farmer from Thailand. Answer the questions. 1 W hat problems did the weather cause her? 2 W hat was her solution?

b Tell y ou r p a rt n er y ou r st ory, us in g t he phr as es in th e Language for speak ing box on page 22 to engage your listener. When liste ning to your partne r, use the ph rases to make sure you sound interested.

3.2

StudentB

Exercise 8

a Work with a partne r. Read the parag raph abou t a Faking It episode. Use the notes and yo ur own ideas to write a similar paragraph about a similar type of programme. Home

C ategories

A-Z

Thongsa Juan sang was a rice farmer. G rowing rice needs a lot of water, and whe n the rain didn’t come, her crop died. So she has introduced new crops, growing food that needs less water. Instead of growing rice, she’s changed to growing fruit and vegetables, and she can now feed her family. She also has some food left over which she can sell at markets in order to buy rice.

Programm es

Faking It O New sagent to showbiz reporter FIRST BROADCAST: 08 November DURATION: 49:28

Work with a p artn er who has read the other story. Take it in turn s to interview each other. Answ er as Thongsa. Try to use present perfect simple and con tinuous in your answers. • • • •

What has been happening to the wea ther in your area? Wha t effe ct has this had on your crops? How has this affec ted yo ur life and your family? What have you done to improve the situation?

Twenty-nine-year-old wor king mum swaps bringing up children and working in the family newsagent's shop to become a TV showbusiness rep orter.

Past - g e t up early, deal with customers, Work. Ward, look, a fte r fa m il y Now/ - be confident, w/ork. in a team, persuade people to talk , to you, look, good

b Tell your pa rtne r about the p erson you wrote about. 133

7.1

Student B

Exercise 10

_

10.1

St uden tB

Exercise 10

a Read about the Kickstarter project called Good & Proper Tea and answer the questions. 1 W hat was the service or product? What was special about it? 2 What evidence was there that the business was worth investing in? 3 W hat investm ent was needed? How ma ny investors did The Good & Pro per Tea van get? b Join tw o or th re e st uden ts who ha ve re ad th e sa m e tex t. Prepa re a short pre sentation about your project, using the ques tions in exercise 5 on page 97 to guide you.

Prepare to talk for a minute about home working using used to and would. Look at the photo and think a bout how people working from home can comm unicate with the office and customers nowadays, and how attitudes have changed over the pa st de ca de s.

9.2

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Student B

Exercise 10

Work with a partner. a Listen to the description and try to imagin e wha t you hear. Then look at the original picture. How close was the description Student A gave? b D es cr ib e y ou r p ic tu re w itho ut sh ow in g it t o y ou r p ar tn er . Give as much detail as possible, using the vocabulary, and making some deductions an d speculations.

134

C Pre sen t your projec t to the re st of the class. Try to get as man y people to back you as possible.

If you buy a cup o f coffee these days, you can choose what style of coffee you want and even find out how the beans were roasted. But tea drinkers are rarely provided with the same kind of choice and quality. Instead, said Emilie Holmes, ‘we are presented with a cup of not-quite-hotenough water, with a teabag hidden somewhe re in the depths’. She explained her idea in a video on Kickstarter, hoping to raise the £10,000 she needed to convert her van into a mobile tea stall. The money was raised in just one week. In fact, she raised £14,682 from 372 backers. It was a busy week. Every time some money was pledged, Emilie received an email and she replied in person to every single investor. Her business is now well established, providing customers with an excellent cup of tea.

COMMUNICATION

Student B

I I . I Exercise 9 a Work with a partner. Read about a noth er outlaw and

answer the questions. 1 W hat crime(s) did the outlaw comm it? 2 W hat were the reasons they became well known or po pu la r?

Twm Sion Cati was born in Wales in 1530 and beca me fam ous for his clever ways of stealing goods and money. For example, one story tells how a farmer came looking for Twm because he had stolen his cow. He arrived at Twm’s house and asked a man nearby if this was Twm ’s house. The man said it was, and offered to hold the farme r’s horse while the farmer wen t inside. As soon as the farmer wen t in, Twm (who was the man outside) jumped on the horse and wen t to the farm er’s house. He then told the farmer’s wife that her husband was in trouble and needed money straightaway. She believed him because he was riding the farmer’s horse. Twm then escaped to London having stolen b oth the horse and the money.

b

Write three third conditional sentences about what happened to the outlaw.

C Tell your partne r about what you found out and use the sentence s you wrote. d

Decide together which outlaw you adm ire m ost/least. Explain why.

12.2

A u t h o r 's s o l u ti o n

Exercise 4

Clearly option 1 is helpful, but you have little or no ch anc e of mak ing a sale. Option 2 is a much better answer, bu t you’re still guessing. Option 3 is clearly the best. People like people who res pect their opinions, and you have the best chanc e of ma tching his need to som ething you do have in the shop.

135

Grammar reference A A Present simple, present contin uous

1 .1

and present perfect simple 1

GR1.1a)))

Choose the correct options to com plete the text about Facebook.

1 E ve ryone needs friends. Real friends are important.

There 1(are)/ are being over one billion Facebook users worldwide. And this number2 increases / is increasing all the time. It is clear that Facebook3 changes / has changed the way we 4 look / have looked at friendship. The word 'friend' 5becomes / has become a verb, and 'friends' now6 include / have included people we o nly 7 know / are knowing online and who we 8 are never meeting / have never met. One positive side to Facebook is that friends who 9 lose / have lost contact, often many years ago , 10are now able / have now been able to get in touch again. 'More and more pe ople 11 connect / are connecting with old friends via Facebook,' says a spokesperson for the website. 'And Facebook also 12 means / has meant that friends never 13 need / have needed to lose touch; people can stay friends for life.'

2 I see my old school friends every few months. We generally have dinner together. 3 Fie doesn't like all his Facebook friends. 4 Do you t a l k to all your friends regularly? •

We use the present simple to talk about: a things that are always or generally true, b things that happen regularly or repeatedly. Remember the 's' for the third person singular (like -* likes). Sometimes the spelling changes ( watch -* watches, tr y — tries). We use do/does to form the present simple negative and questions.

2 GR1.1b)|

Complete the conversations with the present simple, present contin uous or present perfec t form of the verbs in brackets.

1 Please be quiet. I'm watching TV.

1 A W he re do you work ? B Well, norma lly I ________in Berlin, but _I Stuttgart at the mom ent, (work)

2 We're learning about the history of music at school. 3 The Earth's tem perat ure is increasing.

2

•

we use the present continuou s to talk about: a things that are happening at the time wh en we speak, b things that are happening around the time when we speak, c things tha t are changing. We form the present continuous with be + -ing form. Be careful with the spelling of -ing forms (begin -* beginning, make - » making).

GR1.1C))) 1 I've lived here all my life.

________

in

A y o u _______ Jake? B Yes, we eac h oth er for a few years, (know) 3 A y o u _______ in London? _______

_______

B Yes, I do. Actual ly, I the re all my life, (live) 4 A Jam eela’s busy at the mo me nt. She a pian o lesson. ________

B Oh yes, of cours e. Sh e _______ one every Wednesday. (have) 5

A BI

y o u _______ Andy yet? him right now, actually, (email)

6

A H ow many Facebook friend s _______ y o u _______ ?

_______

B Not many. I thi nk I (have got) 7 A I ________for my ph on e.

abo ut fifty or sixty.

________

2 Fiave you ever been to Brazil? 3 A Is Marco here? •

B No, he's already left.

We use the present perfe ct simple to talk about: a things up to now, our experience (our lives until now), b things that have already or jus t happened. We form the present perfec t with have + past participle. The past participle for regular verbs is the same as the past simple form (live -* lived, work -* worked), but some verbs are irregular (e.g. know - * knew - * known, eat -* ate -+ eaten). See the irregular verbs list on page 174.

B

you in the kitchen? I thi nk I saw it in there a few m inu tes ago. (look)

A You Karen quite often, don't you? B Usually, yes. But I _______ her for a few weeks now. (see/ not see) 9 A I _______ a great book at the m oment - Tribal Life by Bruce Jam es. _______ y o u it? 8

_______

________

B No, but I

ano ther one of his books, (read)

GRAMMAR REFERENCE

1.2

State verbs 1

1 A Shall we take a break from bargain huntin g and have a coffee? B That(sou/ 2 ds)/ is sound ing like a goo d idea.

GR1.2)))

1

Choose the correct options.

I t h i n k it's a great idea.

2 Do you w a n t some coffee?

2 A Do you ha ve / Are you ha ving a few minute s to help me? B Yeah, sure.

3 Who does this bag belong to? 4 The soup tastes delicious.

3 A I do n’t understand / ’m not u nderstanding. W hat do yo u m ea n / are you meaning by 'trendin g'?

Most verbs express actions, and we can use them in simple tenses (e.g. / use the internet all the time) and continuous tenses (e.g. I'm using the internet at the moment).

B Oh, don't worry. I'll expla in later. 4 A I try / 'm trying to down load some photos. C an you help me?

Some verbs usually express states, such as thoug hts, feelings, possession and things we experience. We most often use these verbs in simple tenses, even if we mean 'just now'.

B Sure. Do you know why it isn't working / doesn't work ? A I think / 'm thinking the file's too big. It looks / is looking like that's wha t causes / 's causing the problem.

Common state verbs include verbs for: •

how we think think, know, believe, agree, prefer, understand, mean, imagine, realize, remember, forget, recognize Do you believe me? I don 't agree.

•

2

1 Thi s is Carlos . He cowics

(come) from Spain.

2 Peter is on his way. H e _______ (come) by bus. 3 I (see) you r point, bu t I (not/agree) with you. 4 You’re quiet? W ha t _______ (you/think) about? 5 W hat (you/thin k) of the new James Bond film?

what we feel

_______

like, dislike, hate, love, want, feel (have an opinion), seem, appear, look, sound, need How do you feel about the news? •

Complete 1-11 using the correct form of the verbs in brackets.

wha t we possess

__________

________

have (got), belong, own, include Do you have any money on you?

6

I

_______

(imagine) you're very tired after your journey.

7 Jamal isn’t here. Pie (have) his lunch. (anybody/have) any questions? 8 _______

•

wha t we experience

_______________

be, see, hear, look, smell, taste, seem The flowers smell really nice.

9 The umb rella’s not mine. I think it Annette.

(belong) to

________

10 Yuck! Th is so u p ________(taste) horr ible . And it (look) disgusting, too.

Note that we can sometimes use some state verbs, particularly verbs that express how we feel, in continuous tenses when we want to emphasize that the feeling or a ttitude is temporary.

11

I'm feeling tired.

I (look) for my keys. they are?

(you/kn ow ) whe re

They can also be used in informal speech as a modern idiom. I'm loving this pizza.

Some verbs are also used in the pre sent simple and present continuous with different meaning. I have a headache, (illness) I'm having lunch, (action) I t h i n k it's a great idea, (opinion) I 'm t h i n k i n g o f gettin g a new phone, (consider) I w a s n ' t t h i n k i n g a b o u t what I was doing.

3

Complete the article about online shopp ing with the correct form of the verbs in the box. agree seem

be (x2)

include

increase

know

make

prefer

Online shopping 1 seems to become more popular every year. According to a recent report, over half of US consumers with internet access now 2 shopping online, and just 1% say they have never shopped online. Experts 3 that consumers spend on average around $100 per online order. The most common types of goods bought online 4 electronics, books, clothing and household goods. There are a number of reasons why online shopping5 Cheaper prices and a large variety of products 6 the main reasons, according to the survey. The ability to compare products and read reviews7 another reason. Most online shoppers say that they often 8 a decision to buy a product when five or more reviewers9 that the product is good value for money.

137

2.1

Narrative form s 1

GR2.1)))

Put the und erlined events in the order they hap pene d or started. 1 (a) Jenny and I started our website in order to market (b) the clothes we had designed while (c) we were study ing together at university.

1 I arrived at midnight. 2 He didn't realize how dangerous it was. 3 Did they arrive in time to save him?

0

4 We w e r e w a l k i n g along the beach, when we saw someone waving a t us.

(a) I decid ed tha t I w ante d to beco m e a pilot while (b) I was sitting in the garden one day and (c) saw several aeroplane s crossing the sky.

2

5 We had been on the train for about an hour, when it suddenly stopped.

□

A narrative is a description of a past event. We generally use three main verb forms in a narrative. •

Most past simple verbs are formed by adding -ed to the infinitive (want -» wanted). However, many common verbs are irregular (make -* made).

□ 2

We di dn 't rec ognize the stranger who was standing outside the house. What did he w an t with us?

□

□

□

Choose the correct options to complete narrative extra cts 1-7.

4 I was / ’d been exh austed after a long day at work, so I went I w as going to bed early. 5 Sam di dn ’t recognize / was n't recognizing me, even though we were meeting / ’d m et a few weeks before. 6 I locked / was locking the office door after I'd ch ec ked / was checking that everyone went / had gone home. 7 My pa ren ts first m et / h a d m e t when they were / ha d been at university together. They were both study ing / had both studied history.

We form the past continuous with was/were and the -ing form. I was feelin g nervous.

• We use the past perf ect for events tha t happened before one of the main events or that happened before the time of the story. I'd stayed in the same hotel tw ice before.

I'd taken the train to London an hour before.

□

2 We went / 'd gone for a walk w hen we werefinish ing / 'dfinish ed the meal. 3 The sun was shining / had shone. People sa t / were sitting on the grass in the park.

We use the past continuou s for background events. We also use it for longer actions interrupted by a shorter event. She w a s s i t t i n g in the cor ner of the room. They were having dinner when the phone rang.

We form the past perfec t with had and the past participle.

□

1 We were walking /(dwalke d) about two kilometres be for e w e realized / were realizing that we left / 'd left the map behind.

Negatives and questions are formed with did and the infinitive without to.

•

□

3 (a) I first noticed th e m an while (bl I was travelling by train from Paris to M ilan, (c) He was reading a book by my f av ou rit e a uth or, (d) I'd b ee n w at ch in g h im for about an hou r when (e) he spoke to me.

We use the past simple for the main events in a story.

We wanted to leave early the next morning so we went to bed at 10 p.m. Something made a loud noise.

□

3

Complete the text with the correct form of the verbs in br ac ke ts . I'll always remember the time we were struck by lightning when we 1 Were, flyi vu i (fly) back from Singapore. We 2 _____ (be) in the air for abo ut an hour, and the plane 3

(move)

up and dow n quite a lot. Outside you 4 (can) see flashes of lightning across the sky and dark clouds. Suddenly there 5

(be) a loud bang. At fir st a few people 6

screaming. But then the whole pla ne 7

(start)

(become)

strangely quiet. The p ilo t8 (speak) to tell us we were about to land, which was a great relief to everyone. But just as w e 9

(land), the whole plane 10 ______ (start) shaking

vio len tly again. In the end we 11 12 (get off) the plane, we 13 (be) an enormous hole in the tail fin.

138

(land) safely. When we (see) th at th e re 14 ___

GRA MM AR REFERENCE

2.2

Time linkers 1

Choose the correct options. 1

GR2.2))) 1 They realized the story was false as soon as they found the boy.

2

2 I saw Paul w h i l e I was walking to work. 3 They were working for the same newspaper w h e n they met each other.

stories about famous hoaxes in them. I alm ost fell asleep during / while / meanwhile the me eting this afterno on. It was so boring.

3 The US belon ged to the UK by the time / until / while 1776, when it gained indepe ndence . 4 I was looking for my phone. By th e t im e / M ea nw hi le / As soon as, my wife had found it and was looking for me. 5 We called the police by the time / meanwhile / as soon as we discovered the house had been robbed. 6 We spent ages looking for the shop and as soon as / while / by the time we found it, it was closed. 7 There were many important discoveries during / while / by the time the 1800s.

4 We were wa iting for Julia outside the cinema. Meanwhile, she was waiting for us at the bus station. 5 By the tim e I realized, it was too late. 6 There were many scientific discoveries during the 18th century. 7 We lived in Wars aw until I was twelve. We use time linkers to show how the timing of events in a story relate to one another. Some of the more common time linkers include:

8

as soon as/wh ile • as soon as (one thing happens immediately after another)

I foun d som e old new spap ers(w/z//e)/ meanwhile / during I was tidying up the attic recently. They all had

2

Luke and I met during / meanwhile / while we were working toge ther in a cafe.

Complete the text with the time linkers in the box.

I called her as soon as I saw the s tor y on TV.

•

as soon as

w h i l e (something happens w hile som ething else is in progress,

or two things are in progress at the same time) I met Ursula w h i l e we were skiing. Could you wait here w h i l e I find the manager?

during (x2)

me anw hile

wh ile

Although it's very popular nowadays, WH.ri.ru the 1950s pasta was an unusual meal in the UK. Not many British people had been to Italy, and very few people knew how pasta was made. So, for April Fool's Day in 1957, the BBC news programme Panorama decided to make a story about spaghetti growing on tre es .2 the programme, viewers were told that the harvest that year was particularly good because of the weather. And 3 the presente r explained how spaghetti was grown, there was a film of workers in the background cutting the spaghetti from the trees. 4 the programme had been broadcast, the BBC started receiving phone calls from people who wanted to grow their own spaghetti. 5 _____, the BBC continued the joke by instructing anyone who wanted to grow a spaghetti tree to 'place a piece of spaghetti in a tin of tom ato sauce.' 6 the story was revealed to be an April Fool's Day joke, h undreds o f people had contacte d the BBC.

We can often use when in a similar way to while. They lost their passports w h e n they were wa iting in the airport.

We use when (not while) to introduce an action that 'interrupts' an action already in progress. I was cycling to the shops w h e n I fell o ff my bike.

meanwhile/by the time (that) • m e a n w h i l e (two things happen at the same time, but in two different sentences) Tom and I drove to the city centre. Meanwhile, Anna drove to our house. As a result, we missed each other.

• by the time (that) (something is completed before the main event happens) By the time we got there, Mark had left,

by the time

3

Complete the sentence s with the correct time linker. I woke up three times dwrivui the night. 2 Sorry I did n’t spea k to you earlier, but I ph one d you I could. 3 We were very late and the party had fini sh ed we got there. 1

during/until • during (something happens at a point within a certain period of time) I fell asleep d u r i n g the film.

• u n t i l (something happens up to a particular point in time) I was awake u n t i l about fou r in the morning.

4 We walked all da y it got dark, and then we went home. 5 We just cou ldn ’t find the plane tickets. We looked eve ryw here. , the taxi to the airpo rt was waiting for us outside.

139

3.1

Ability 1

1 My par en ts say I can /(could)walk when I was about nine m onths old. 2 The DVD player was n't working, but in the end we could / managed to fix it. 3 Do you thin k you'll manage to / succeed in finish your assignment by the weekend? 4 How many languages do you manage / ca n you speak?

GR3.1))) 1 The researchers discovered that some children are able t o w a i t for fifteen minutes to eat the marshmallow. 2 I could ride a bike by the age of six. 3 She was able to sp eak French in the restaurant because she'd studied it for years at school. 4 We w e r e n ' t a b l e t o g e t tickets for the concert. They'd sold out.

5 I couldn't / won't be able to mee t you tomorrow , I’m afraid. Some people ca n / succeed in learn languages easily. 7 Did they manage to / succeed in reaching the top of the mountain? 8 Anyone is able / ca n to learn a musical instrument if they try.

5 Will you be able to finish the report on time?

6

6 They didn 't succeed in winn ing the prize. 7 I'm sure you 'll manage to resist the temptation.

Can, could and be able to We generally express ability using can, could and be able to.

2

Present •

•

We use can/can't + infinitive or am/are/is(n't) able to + infinitive to exp ress general ability. I c an w a i t for things I want. I c a n ' t r e s i s t chocolate. Some people are able to resist most temptations.

Future •

We can use will/w on't be able to + infinitive to express general ability and ability on a particular future occasion. I'll be able to help you in a few minutes. I wo n't be able to give you a lift tomorrow, I'm afraid.

Manage to and succeed in • We can use manage to + infinitive or succeed in + -ing when there is some difficulty in achieving the task.

Present She usually manages to achieve her ambitions. She usually succeeds in gettin g what she wants.

Past I didn't manage to speak to the boss.

He succeeded in getting a place at university.

Future I'm sure yo u'll manage to get a ticket. I’m sure she'll succeed in persuading you.

140

can't

could

cou ldn't

manage (x2)

1 A Are you able to resist temptation?

B No. I nev er w k a v u m c to stic k to a diet! 2 W hen I was a child, I never resist eating all the bi sc ui ts as so on as w e got th em . 3 A We decide wh ere to go on holiday. Can you recomm end anywhere?

We use could/couldn't + infinitive or was(n't)/were(n't) able to + infinitive to express general ability in the past. I could run 100 metres in twelve seconds when I was younger. I was able to swim when I was about four. We use was(n't)/were(n't) able to to talk about ability on a specific past occasion. We were able to ski even though there w asn't much snow. Alex was n't able to help me.

Complete the sentenc es with the verbs in the box. can

Past •

Choose the correct options.

B Yes, I _____ . I wen t to Rome last year, it was beautiful. 4 A I usu ally to resist tem ptation. Apart from video games, that is. Last night I ju st stop playing a game. I stayed awake un til well after midnigh t trying to finish it! 3

Complete the text with the words and phras es in the box. is able

was able

can

could

managed to

succeed ed in

Daniel Tammet has an amazing ability for mathematical calculations, memor izing facts and language learning. He holds the European record for memorizing pi (rr). In 2004, he ^su cce ed ed r e wr iting the numbers in pi up to 22,514 in ju st ove r fi ve hours , w it ho u t error . He has en ter ed th e World Mem ory Championships twice , but he has ne ve r2 Ta mm et3

win.

also speak eleven languages. Because of his

incredible memory, he 4 _ to learn new languages very quickly. To prove this for a television docum entary, he was challenged to learn Icelandic in one week. Seven days later he appea red on telev ision in Iceland and he 5 to have a conversation in Icelandic. Tammet's abilities first became clear as a child. He 6 read and do complex math ema tics at a very early age and he says he has always loved counting.

GRA MM AR REFERENCE

3.2

Obligation, permission and possibility

must; have to, need to

1

Complete the sentence s with the words in brackets. 1

I can,

usually choose my own hours at work, but I

Wave, to work at least forty hou rs a week, (have to, can)

GR3.2a)))

2 You use your mobile. It be sw itch ed off. (must, can't) 3 You pay in pound s. You _______ also pay in eur os or dolla rs if you prefer, (can, don 't have to) 4 The main requirements in my job are that you be go od at m akin g de ci si on s and y o u be a goo d leader, (must, ha ve to) 5 Sorry I’m late hom e. I s tay at work and finish a report. I leave unti l I'd sent it to my boss. (couldn't, had to)

1 Raul is unhappy because he h as t o w o r k very long hours.

_______

2 M u s t you leave so soon? 3 I d o n ' t h a v e t o w o r k on Saturdays or Sundays. 4 In my last job we had to ask permission if we w anted to work a t home.

_______

________

5 Before I becam e the team leader, I did n't need to set other people's goals.

________

_______

Present •

• We use mustn't to say it is necessary or an obligation NOT to do something. You m u s t n ' t b e late for work.

•

You have a unive rsity degree to work here, but you have a lot of relev ant exp erience , (don’t need to, must) 7 We study at least one foreign language at school, but w e ________study En glish. W e choose from English, Russian, German and Chinese, (could, didn't have to, had to) 6

We use must and have to to say that something is necessary or an obligation. We often use must to talk about the feelings and wishes of the speaker and have to to talk about obligations that come from someone or somewhere else. You m u s t w o r k hard to be successful in life. In my job, I have to manage a team of twenty people. Do you have to wear a suit and tie at work?

________

_______

2

We use don't have to and don't need to to say something isn't necessary or an obligation. We d o n ' t h a v e to w e a r a suit and tie at work. We don 't need to be at work until nine o'clock.

We use had to to say something was necessary or an obligation in the past. We h a d t o w e a r a uniform when I was at school.

•

We use didn't have to and didn't need to to say something wasn't necessary or an obligation in the past. We d i d n ' t h a v e t o w e a r a uniform when I was at school.

3

can, could GR3.2b)| 1 In my present job I can set my own goals. 2 Employees can't make personal calls while at work. 3 At school we could choose which foreign languages we studied. I chose German and Spanish. 4 Women couldn't study to become doctors in the UK until 1876.

Present •

We use can to say something is allowed or is OK and can't to say something isn't allowed or isn't OK.

Past •

We use could to say something was allowed or was OK in the past and couldn't to say something was n't allowed or wasn 't OK.

Choose the correct options to complete the job description. A PA (personal assistant) gives supportto managers or directors. To be a PA, you 1 mustn't /(don't haveto) have any specific qua lifications, but you 2 can / must have the righ t skills and personal qualities. PAs 3 must / can have good knowledge of the organization in which they work, and they 4 can / have to know who the important people in the company are. Managers often com municate with customers and collegues through their PA, so they 5 must / can be good communicators. In the past, PAs6 must / had to have good typing skills, but toda y this isn't as important.

Past •

_______

Rewrite the senten ces using the verbs in the box. Begin with th e words given. could cou ldn't mustn't

have to

don 't have to

had to

must

1 It’s the law to wear a seatbe lt in a car in the UK. Wave, to Wear a se a tb elt in, a car in, the, UIC.

2 It's not nece ssa ry to book a ticket for the conc ert. You

____________________________________________

3 In all jobs, being reliable is extremely importan t. In all jobs, yo u 4 I m isse d the bus, so my only option was to get a taxi.

__________________________________

I missed the bus, so

_____________________________

5 It’s not OK to take photo s in the m use um . You 6 Sorry I'm late. I wa sn't allowe d to leave work early. Sorry I'm late. I

____________________________________________

141

4.1

will/be going to for predictions and

decisions 1

Predictions GR4.1a| 1 Climate change will cause huge problems. 2 Soon the re w o n ' t b e space in cities for all the people who want to live in them.

Complete the conversation with will or be going to and the verbs in brackets. 1 A Do you know any good travel websites? B Just a m inute . I’ll s how (show) you some. 2 A You're going to the US this sum me r, aren 't you? B Yes. We California.

3 Look at the traffic! It's going to take a long time to get there.

(hire) a car and drive roun d

A Lucky you! Yo u We can use both will + infinitive without to and be going to to talk about predictions for the future. •

We gener ally use will/won't when we want to say what we believe or think about the future. This is often when the prediction is based on personal feeling or opinion. You'll have a great time on holiday. You w o n ' t p a s s the test. You haven't studi ed enough.

We often say I don't think ... will for a negative prediction NOT I think... won't. I d o n ' t t h i n k people w i l l live in floating cities in the future.

•

We gener ally use be going to when there is some evidence in the present to support the prediction or an action is starting or clearly on the way. There isn't a cloud in sight. It's going to be a lovely day. I'm not going to finish this report today. I haven't got enough time.

3

We can use both will and be going to to talk about decisions. •

We gener ally use will when we make a decision at the moment of speaking. I'm exhausted. I think I'll go to bed. I'm full. I w o n ' t h a v e dessert.

We often use will in cafes and restaurants when we are ordering d rinks and meals. I'll have a pizza and a green salad, please.

•

We gener ally use be going to when we have already made a decision. This is often when we are talking about plans and intentions. My brother's going to visit us in the summer. I'm not going to take my driving tes t until next year.

A Look at those clouds! I thi nk it

________

(rain).

________

A OK, 1 (call) you early nex t week. 5 A He re’s the book I was talking about. I thin k you (enjoy) it. B Tha nks . I ________(give) it back to you nex t week, if tha t's OK. A I thin k you've missed the last bus. 6 B I _______ (get) a taxi, then. How much do you think it (cost)? ________

________

_______

A I'm really not sure, but I guess it more than ten euros. 7 A W here are you going? B To the shops. I

_______

(not be)

(get) som ething to eat.

A While you're there, we need some milk. B OK, I

GR4.1b))) 2 We're going to have a few days in Paris next month.

(have) a great time.

B Yes. I th in k you’re right. I (get) m y umbrella. 4 A Are you free on We dnesday? B S orry. I' m _______ (see) my grand pare nts in London. How about the week after?

Decisions

1 What a lovely day! I'll have a swim later.

_______

8

_______

(get) some m ilk as well.

A Oh no! The pla ne ’s delayed by four hours. It (be) a long day! B Oh well. In that case, I _______ (do) some work while we're waiting.

Complete the text with will or be going to and th e verbs in the box. In some cases, both forms are possible. be

do (x2) go

have

not have

help r eftf

Hi Jules, You asked about ou r summ er holiday plans. Well, we 1re. aoivu} to rtvuba boat in Turkey and spend two weeks sailing along the coast. I've never sailed before, so I think 12 _________ a couple of lessons before we go. They have courses near here at the sailing club in Portsmouth, so I 3 _________there. But the other people we are going with are all experienced sailors, so I'm pretty sure we 4 ________ any problems. I guess they5 _________ most of the sailing and I 6 _________ a little when needed. Anyway, I'm really looking forward to it - I think i t 7 holidays? 8 See you soon, Denise

142

fun. What about your

y o u ________ anything this summer?

GRAMMAR REFERENCE

4 . 2 will/may/might to talk about probability 1

GR4.2)))

Put the words in the right order to make sentences. 1

1 People w i l l c o n t i n u e to move from the countryside to the city, so in the next fifty years there may be many cities with populations of more than ten million. 2 Owning the ir own home might become impossible for most people. 3 Temperatures are likely to rise over the next century, and this may possibly have an impact on weather.

Modal verbs •

We can use the modal verbs will, might and may to talk about how sure we are about something, will generally expresses more certainty. Might and may have very similar meanings.

A d v er b s an d ad je c tiv es

2

might / with animals / in the future / comm unicate / be ab le to / hu m a n s . In the future,

.

___________________________________

3 will / the planet Mars / one day / hum ans / colonize / p ossib ly . One day, 4 spend / com puter screens / will / we / probably / in front of / more a nd more tim e .

.

We . 5 to / are / with aliens / unlikely / we / ever make co nta ct.

________________________________________________

We

.

________________________________________________

6

will / in the future / inside buildings / hum ans / most of their time / spend .

In the future , . 7 to be / ever live / won't / hum an s / two hun dre d years old /probably. Humans . ______________________________________

We can use the adverbs probably, p ossibly and definitely with will/might/may to give more information about how sure we are. However, this is most common with will. The adverb generally goes after will and before won't/will not. They p r o b a b l y w o n ' t a r r i v e before midnight. We'll possib ly go for a walk later this afternoon. I'll definitely see you sometime n ext week. Deforestation may possibly continue for another 100 years.

•

Global warming is Likely to covvtiviacfor several ______ hundred years.

___________________________________________

The population w i l l c o n t i n u e to rise, and it may reach ten billion by the end o f the century. Walking in the countryside might have a number o f health benefits.

•

likely / is / global wa rming / for several hun dred years / continue / to .

We can also use the adjectiv es likely and unlikely. We use the infinitive w ith to after (un)likely. Urban living is likely to continue increasing. They're unlikely to arr ive before midnight.

___________________________________________

Rewrite the sentences using the words in brackets. 1

I don't think they will arrive in time, (unlikely) They are unlikely to arrive, in, time.

________________

2

Cities of the future are likely to have more green spaces, (probably)

3 It’s probable that unem ploym ent will continu e rising, (likely)

Here is a summary of degree of certainty: Cer tain

Possible

Unlikely

will (definitely) will probably is unlikely to will possibly probably won 't may is likely to might

Im possible

(definitely) won't

4 The ice caps are unlike ly to melt completely, (probably) 5 It will possibly rain later, (may) 6

I don't think I'll finish my repo rt before Friday, (unlikely)

7 If United Nations forecasts are correct, by 2050 the global population might be betw een nine a nd ten bil lion, (likely)

143

5.1

-ing form and infinitive with to 1

Make sentence s using the prompts.

1 They finished filming in January.

1 I / want / see / the new James Bond film . I Wa nt to see- the. n&w/Jfemtcs hoviA fi lw i. ___________

2 I don 't feel like going out tonight.

2

GR5.1)))

3 I ran five kilometres w i t h o u t s t o pp i n g.

my friend / insisted on / pay / for the cinem a tickets / last nigh t.

4 We agreed to m eet at 6.30.

3 Adam / hopes / get / to London / at about tw o-th irty.

5 Carole chose not to go to the party as she had a job interview the next day.

4 I / did n’t expect / enjoy / the film / so much . When a verb which isn't a modal verb is followed by another verb, the second verb is either in the -ing form (e.g. I like w a t c h i n g TV) or the infinitive with to (e.g. I want t o w a t c h TV).

5 let's / watch / a film at hom e tonight / instead of / go / to the cinem a.

-ing form •

6

We use the -ing form after the following verbs: admit, avoid, consider, deny, finish, help, imagine, miss, practise, recommend, suggest. David r e c o m m e n d e d see ing the latest Bond film.

• We also use the -ing form after verbs expressing likes and dislikes, such as: can't stand, enjoy, feel like, hate, like, love, (don't) mind, prefer. I really enjoy going to the cinema.

7 did you / man age / finish / write / your report ?

2

or infinitive with to

• The follow ing verbs can be followe d by both the -ing form and the infinitive with to, with little or no change in meaning: attempt, begin, can't stand, continue, hate, like, love, pref er, star t, stop. We continued working. We continued to work. • We don 't usually use tw o -ing forms next to each other. I'm starting to feel better, n o t Tm-sta rting feeling be tter.

Spelling rules Note that we sometimes make changes to the spelling of a word when we add -ing. For example, we may drop the final -e, change -ie to -y and sometimes we double the final letter, make -► making lie -* lying begin -♦ beginning

144

come

do (x2)

go (x3)

take

2 A I’m think ing o f __________ acting lessons. B You're going to s ta rt ! I never knew you were interested i n an actor.

• We use the infinitive with to a fter the following verbs: afford, agree, aim, appear, arrange, attempt, choose, decide, demand, expect, fail, forget, hope, intend, manage, need, offer, plan, start, seem, tend, want, would like. Am ir offered to give us a lift to the conference. I promise not to tell anyone.

-ing form

become

1 A We're think ing of aoivui to see a film. Would you like with us? B Great, thank s. I'd do any thing to avoid this work!

Infinitive with to

I decided n o t to say anything.

Complete the conversations with the verbs in the box. Use the -ing form or infinitive with to. act

• We also use the -ing form after prepositions such as: about, after, at, before, by, in, of, on, to, without. Jus tyn a in sis ted on paying for the meal. We're thinking o f g o i n g to the cinem a tonight.

Note that to form the negative, we put not between the two verbs.

we / have / great memo ries of / live / in Austria .

___________

3 A Are you interested in to that film exhibition? I’m going with Frances ca tomorrow. B I'd really like to, but I've pro mis ed out for the day with my mum . I think she's pla nn ing all sorts of thing s. I can ’t let her dow n. 3

Rewrite the sentenc es to make one sentenc e with similar me aning. Use the words in brackets. 1 He was late. He did n't apologize, (for) He, d id vi t apologize, fo r bcivm late*. ___________________

2 Fran cesc o left. He did n't say goodbye, (without) 3 Ca rm en plays the guitar. She’s very good, (at) 4 Ingrid wan ts a new a car. She can 't afford it. (buy) 5 I take my drivin g test tomorrow . I'm nervou s, (about) 6

I did n't book the tickets. I did n’t rem em ber, (forgot)

GRAMMAR REFERENCE

0 Time expressions wi th present perfect 5.Z and past simple 1

Choose the correct options to comp lete the conversations. 1 A W h en (t ftrf yo u m ove)/ ha ve you m ov ed to Frankfurt? B Six months ago / Since six months.

GR5.2 $ 1 M arco's eaten three bars of chocolate so far today. He'll be sick.

2 A I've been very busy ye sterda y / recently. B Me too. I starte d a new project at work since last week /

2 A When did you arrive? B w e've been here since Tuesday.

last week.

3 A Hav e you ever been to Egypt? B Yes, I w ent about four years ago. It was fantastic.

3 A I hav en’t had lunch ye t / already. I’m starv ing. B Oh, I went / ’ve bee n to tha t new cafe for lunch. It wa s / has been really good. You should go there.

We can think o f time periods as being unfinished (e.g. this week, recently) or finished (e.g. yesterday, in 2014).

A Yes, I we nt the re a few days ago / already. I agree it's good. 4 A I didn 't see / ha ven ’t seen Junko’s new apa rtm ent yet. D id / Ha ve you? B Yes, I sa w / 've seen it a few days ago.

unfinished time periods We generally use the present perfect for unfinished time periods. I've sent lots of emails today. Have you seen Okito recently? We've been here since nin e o'clock.

5 A We lived / 've lived in Venice for seven years. From 2005 to 2012. B I never went / 've never b een to Venice. I he ar it's be au tif ul .

Expressions of unfinished time that we often use with the present perfect include: recently, already, just, never, ever, yet, so far, for (ten minutes, three weeks, etc.), since (2013, ten o'clock, etc.), over the past (two days, six months, etc.), since

6

2

A Have you finished your exams on Friday / y et ? B No, I've done two of the m last week / so far.

Complete the text with the correct form of the verbs in br ac ke ts . U se th e pa st sim pl e or p re se nt p erfe ct.

Finished time periods We generally use the past simple for finished time periods. I go t my first games system when I was ten. I finally w e n t to bed at midnight. Did you see Jamal last week? Expressions of finished time that we often use with the past simple include: yesterday, last (night, weekend, year, etc.), in (January, 2012, the summer, etc.), on (Wednesday, my birthday, etc.), (a few days, three years, etc.) ago, when (I was at university, etc.), recently

U n f i n i s h ed o r f in i s h e d t i m e p e r i o d s Note that some time expressions can refer to both unfinished or finished time, depending on the context. Have you seen Luciana this morning?

(it is still this morning)

Video games 1 have, existed (exist) for over sixty years. The first video game s2 _(appear) in the 1940s, when academics3 _______________(begin) designing simple games, simulations, and artificial intelligence programs as part of their computer science research. However, video gaming 4 ______________ (not/reach) mainstream popularity until the 1970s and 1980s, when arcade games, gaming consoles and home video gam es5 (become) available to the general public. Before the development of realistic computer graphics th a t6 (occur) recently, the games th a t 7 _______________ (drive) the industry in the 1970s 8 _____________ (be) basic games like Ping Pong and, a little later, Space Invaders. Since then, video gaming 9 _______________(become) a pop ular f orm of entertainm ent and a part of modern culture in most parts of the world, and today almost everyone under the age of fifty 10 _______________(play) a video game at least once.

Did you see Luciana this morning?

(the morning is finished) I've bough t a few new video games recently.

(focus on time until now) I b o u g h t a new phone recently. (focus on the time of buying the phone)

145

6 . 1 Defining and non-defining relative clauses There are two types of relative clause: defining and non-defining. In both types, the relative clause gives information about a person or thing. The relative clause comes after this person or thing has been mentioned and starts with a relative pronoun (who, which, that or whose).

1

Complete the text with approp riate relative prono uns. An automobile, or motor car, is defined as a vehicle with w h e e l s 1 t k a t has its own engine or m oto r and 2 is used mainly for transporting passengers. The invention of the automobile goes back to 1886, when the German inventor Karl Benz, 3 is generally regarded as the inventor of the first modern automobile, introduced the M otorwagen to the public. Motorized vehicles soon started to replace animal-powered

Defining r elative clauses

GR6.1a)))

car riag es,4 had for centuries been the main form of long-distance transport. The first affordable automobile

1 I want to meet the person w h o found my handbag. I'd like to thank them.

5

2 What's it called? it's the gadget t h a t is used for opening cans.

4 The man I met yesterday told me how to get to the conce rt hall.

•

We use defining relative clauses to ide ntify who or wh at we are talking about. We can use: a who - for people b which or that - for things c w h o s e - for possessions and family relationships We can leave out the relative pronoun if it is the obj ect of the verb. The firs t car (that) I had was a ten-year-old Volkswagen.

2

Wh ich of the relative clauses in the text in exercise 1 are defining and which are non-defining? D efining : QH [ N on -d ef in ing: M l

1 Nicolaus Otto, w h o died in 1891, was the inventor of the petrol engine.

2 They ’re building a new factory. It will have no huma ns

and only use robots.

2 The Bugatti Veyron, w h i c h is one of the most expensive cars ever, was first produced in 2005.

3 W hat's the nam e of the scientist? The one who discovered the X-ray?

3 It was invented by Richard Beeston, w h o s e father and grandfather were also inventors. We use non-defining relative clauses to give extra information . Non-defining relative clauses do not identify who or what we are talking about. It is usually already clear who or what we are talking about. We can use: a w ho - for people b which - for things c w h o s e - fo r possessions and family relationships

4 You can book an $80,000 balloon flight. It goes into space.

We do not usually use that in a non-defining relative clause. The Bugat ti Veyron, tha t is one of the mo st expensive cars ever, was-firstpredueed-in-2QQ5-

7 Is tha t the girl? We went to her party last weekend.

Note that we use commas around a non-defining relative clause. Or before th e relative clause if the clause is at the end of the sentence.

We can also use the relative adverbs when and where in relative clauses. Is this the hotel w h e r e we stayed las t year? Rush hour is the time of day w h e n people drive to or from work.

146

M l

1 I've just read a book. I thi nk you ’ll like it. 1'vc ju st reW o! book. wWick/tWcut I ik iv ik you.'II lik e.

GR 6 .ib)))

•

i 1

Rewrite the two sentenc es as one senten ce using a relative clause.

Non-defining relative clauses

•

was

was prod uced by

Henry Fo rd, 8 Ford Mo tor Company had been founded in 1903. Many other automobile manufacturers soon began producing vehicles in the same way as Ford, and by the 1930s there were hundreds of different automobile companies around the world.

3 Look, isn't tha t the woman w h o s e handbag you found?

•

sold in large numbers was the Model T ,6

intr odu ced in the USA in 1908 and 7

5 I've got a new mo bile phon e. It's got a 128GB memo ry. 6

8

4

I met someon e yesterday. He knows you.

The prog ram isn't work ing properly. You loade d it yesterday.

In which sentences in exercise 3 do we not need to use a relative pronou n? □

GRAMMAR REFERENCE

6 . 2 Present perfect simple and continuous 1

Choose the correct options to complete the sentences.

GR6.21

1 It's rained /(^sbeen raining)since I got up.

1 The b us hasn't come. I've been waiting here for ages.

2 Have they finished / been finish ing the experim ent yet? 3 Have you ever seen / been seeing a tropical storm? 4 We've tried / 've been tryin g to find a solution to the pr ob le m for weeks .

2 Stefan hasn't been working for this company for very long. 3 How long has Caroline been teaching at that school? 4 Have you had breakfast yet?

5 Good news! Sam ’s fo u n d / been findin g a solution to the •

•

pro blem !

We use the present perfec t continuous (have/has + been + -ing) for unfinished actions which started in the past and continue up to now. It often answers the question How long...? It's been raining all afternoon. Scientists have been investig ating climate change. How long have you b e en w o r k i n g here? We use the present perfec t simple (have/has + past participle) for completed actions which happened at some point before now and still have an influence on the present. We don't know or aren't focusing on exactly when the action happened. It's stopp ed raining. Have you seen the weather forecast?

Sorry I'm late. How long have you waited / been waiting ?

6

7 Scientists have tried / been trying to find a solution to climate cha nge for decades. 8 It ha sn ’t snowed / been snowing for ages. 2

Complete the sentences with the verbs in the box. In each pa ir, us e t he pre sen t p er fe ct si m pl e in on e s ent en ce an d the present perfect continuous in the other. fix

increase

investigate

snow

speak

1 The average global tem pera ture k m been, jyivccmivui for at least 1 0 0 years. The average global tem pera ture every year for at least the last hundred years.

• There is sometimes little difference between the present perfect simple and continuous. The choice is often about how we see the action. The weat her's been improving. (We see this as som ething in process.) The weat her's improved. (We see this as a finished state.)

2 I t _____ a couple of times so far this year. I t _____ since this morning. 3

Researchers t he phenom enon for a numb er of years. Researchers t he phenom enon on several different occasions. 4 H e _____ the washing m achine all morning.

We generally don't use the present perfect continuous with state verbs such as be, have, and know. We've been-knowtng-about-global-warming f or-over -i0 0years-

_____

_____

he

the washing machine yet?

5 I _____ Fren ch for ages — not since I left school. We French for the past hour or so. 3

Complete the text about Arctic sea ice with the verbs in br ac ke ts in th e m os t p ro ba bl e t en se : pre se nt p er fe ct sim pl e or continuous. Scientists 1 Wave been studying (study) changes in Arctic sea ice for around 100 years. As measuring devices and satellite ana lysis2 ___________ (become) more accurate, it 3 ___________ (become) clear that the am ount of Arctic sea ice 4 (decrease) steadily for several decades. In fact, the Arctic 5 (lose) 75% of its summer sea ice volume over the past three decades. This is mainly due to global warming. However, the amount of ice lost each year 6 (depend) not only on global warming, but on a number of other things such as local weather patterns. In some years these things 7 ___________ (cause) more or less sea ice to melt. However, even though in one year there may 8 __________ (be) more sea ice than in the previous year, the trend is that Arctic summer sea ice 9 ___________ (disappear) at a rate of around 2.5% per year.

147

_ .

7.1

Used Used t o and would for past habits and and

states

We can use both used to and would to talk about situations that existed in the past but do not exist now.

1

If possible, rewrite these sentenc es with would. If this is not possible, put a cross. 1 I use d to ha te job interview s, but now I like them . X 2 My grand father used to wear a suit and tie every day. day. M y qrevidftttWe'c qrevidfttt We'c would woul d W& W&er q su i t o[v\ o[v\A A t i e every dory.

GR7.1))) 1 I used to like listening to my grandmother reading me stories w hen I was a child.

3 The boss used to arrange a party every year.

2 Did people ever u s e t o t h i n k the Earth was flat? 3 Leo didn 't use to like cooking, but now he's really into it.

4 I use d to like visiting my mu m 's offi office. ce.

4 In the past children would learn everything by heart, but nowadays people rarely do that.

5 Anna u sed to sit sit at her desk and write all day. day.

5 My grandfather w o u l d t e l l me the names of all the trees and flowers when we w ent for walks in the countryside. countryside.

6

Used to

7 People used to be more formal at work.

We use used to + infinitive for both past habits and past states: things that were true but are not now. now. We used to live in Madrid, (but now we don't) There used to be an office block here, (but now there isn't) I used to drive to work, (but now I don't) I did n't use to like my job. (but now I do) Note that there is no final 'd‘ in negatives and questions. I didn't use to drink tea. tea. Did you use to work for the UN? NOT / did n't used to drink tea. tea. Did you used to work for the UN? UN? Remember that used to is only for past habits. For present habits we use the present simple. Oliver cycles to work.

would We can also use would + infinitive to talk about past habits and typical past behaviour. / w o u l d usually drive to work. I w o u l d usually g e t to w ork at a bout 7.30 and I generally w o u l d n ' t leave until after six o'clock. However, we do not use would to talk about past states, only actions and typical behaviour. We would live in London. London. There would-be on offic e bloek-here bloek-here :

In the past, a lot of people used to do the same job all the ir life. life.

I used to to see the park from from my window, window, but now I'm I'm in a differen t office. office.

8

2

Complete the text using would or or used to and the verbs in br ac ke ts . U se would where where possible; possible; only used to if would is not possible. O f f i c e l if i f e - i t 's 's s o m u c h b e t t e r n o w

It's a good time be an office worker. Technology has made the biggest change. change. C ommunication is easier and work is more interesting. In the past, people (spend) ages at work doing boring jobs; these 1 would spevid (spend) days computers can do these same jobs quickly and easily. easily. Attitudes to men and women at work have changed a lot over the last fifty years, too. 'In the 1960s, 1960s, my boss was a woman who was the same age as me,' says David Harper. 'When we we nt to meetings together, pe op le2 she was the boss, not me. 13 was.'

(be) (be) surprised that

(tell) people how good she

Offices have become more pleasant places places to w ork in. in. Companies 4 (have) (have) str ict rules abou t clothe s and behaviour in the office, but these days things are more easy going. Relationships are more equal now. Pe op le5 (speak) (speak) to the ir manager very formally, formally, bu t now conversations can be more relaxed; relaxed; and offices themselves are nicer places to work in. 'The offic e whe re I work ed was small and i t 6

(smell)

really bad,' one of my friends told me. 'Every morning 17 _____ (open) the window as wide as I could, but it never helped!' Perhaps not everything is better, though. These days, people often stay at work late and take their work home with them. It wasn't always like that. 'When I worked in an office, we 8

(start) wo rk at 9.00 and w e 9

(go) (go) home at 5.30,'

said my uncle. 'The m an ag er10 (tell) us all to go home at 5.30 and we didn't think about work until the next day!'

148

GRA MM AR REFER REFEREN ENCE CE

7 . 2 Questions 1 GR7.2)))

Read the text and th en write the questions. There are both object and subject questions.

1 W h a t does she think of your new car?

William James Sidis was a child genius, born in the US in 1898. After his death, his sister claimed he was the most intelligent person who ever lived, with an IQ between 250 and 300. He could read at eighteen months. He had written four books and was fluen t in eight languages before he was ten. Harvard University accepted him as a student when he was just twelve. Afte r he graduated at sixteen, he joined Rice Rice University as a maths professor. However, the students at Rice didn't take him seriously because of his age age and he left a fter only eight months. He went back to Harvard to study law. While he was studying law he became concerned with social issues, and in 1919 he was arrested while he was taking part in a political parade that turned violent. He spent eighteen months in jail. After his release from prison, he hid away and started writing books on subjects such as the universe, American history and psychology. William James Sidis died in 1944.

2 Where did he use to work? 3 Who opened the box of chocolates? 4 Can you tell me where the railway station is? 5 Would you mind telling me if th e hotel dining room is open after 10 p.m.?

O b j e c t a n d s u b j e c t q u e s t io io n s There are two basic types of question: object questions and subject questions. •

In object questions, the question word is the object. We We normally put an auxiliary verb before the subject. For the p resent and past simple tenses, we use the auxiliary do/does/did. Who do you most admire? - I most adm ire my parents. What did she buy? - She She bought s ome books. books.

•

1

in subject questions, the question word is the subject. We We don 't use do/does/did.

2

Who inspired you to become an athlete? athlete? - M y sports teacher inspired me to become an athlete. Who i n v e n t e d the computer? - Several Several people helped invent it. NOT Who-did-invent-the-computer?

indirect questions We use indirect questions to make questions softer or more polite. •

2

Indirect questions begin with a question phrase phrase (e.g (e.g.. Could you tell m e ...; ...; I'd like to kn ow ...; ...; Would Would you mind telling m e ...) ...)..

phrase, the word order is like a statem ent • Aft er the question phrase, rather than a question: we do not invert the auxiliary verb and the subject and we do not use do/does/did. Could you tell me w h o y o u m o s t admire? n o t Could you tel l me w ho do you mo st admire? I'd like to know w h y y o u d e c i d ed ed to leave university.

When, wus f u m e s Sidi Si diss ba m? In 1898 1898.. _________________________

? His sister.

3 4

_________________________

5

_________________________

6

_________________________

? He was arrested. ? Eighteen mon ths.

7

_________________________

? In 1944.

_________________________

? Betw een 250 and 300. ? H arva rd University.

Urban free-climber free-climber Claudette Dubois has climbed up the o utside of some of the tallest stru cture s in the world, including the Eiffel Eiffel Towe Tower, r, Sydney Opera House and the Petronas Twin Towers. Towers. Rewrite the the d irect question s in this interview with Claude tte as indirec indirec t questions. Begin with the w ords given. given. 1 How do you feel befo re you do a big climb? you.fe e l before you do a b ij climb ? Could you fell m e kow you. 2 W hen were you you last truly scared? scared? Would Would yo u

• We use if (in place of a question word) for indirect questions where the answer is yes or no. no.

_________________________________________

3 W hat did you wa nt to be when you were growing up?

I'd like to know ifyou have any further ambitions.

I'd I'd lik e

_____________________________________________

4 Is there anyone famous you'd like to meet? Could

____ _____________________________________________

5 How would you you like to be remembered? I'd I'd lik e

_____________________________________________

3

Match the questions in exercise 2 to answ ers a-e. a Just before my last climb. I always get scare d. b I feel v ery er y n er vo us , bu t q ui te ca lm at th e sa m e tim e, c As a funny funny and disciplined person who liked to challenge herself, herself, d Yes, Yes, Philip pe Petit. I've always ad m ired him. e A Hollywood stuntw om an.

149

8.1

Sentence Sentences s w ith i f - real conditionals 1

GR8.1 $

1 2

1 A W hat do you thin k is is the secret to to happiness? B Well, Well, lots of thing s. But I believe th at if people Wave (have) (hav e) a positive positive attitude tow ards everything, the y generally ___ ______ (feel) much happier.

If people enjoy their job, they are happier in general. If you eat a balanced diet, you'll feel healthier.

3 If we have a positive attitude, we w o n ' t f e e l down when things don't work the way we want them to.

A And what's the secret to a longlife? longlife? B As well as a positive attitu de, if y o u (exercise) (exercise) regularly a n d (be) (be) careful about wha t you eat, yo u (probably/live) (probably/live) long longer. er. 2 A I thin k I need to improve improve my diet.

4 If people don 't have any friends, they can become very lonely. 5 They'll arrive at 7 p.m. unless the plane is delayed.

6

Complete the con versations with the b est form of the words in brackets.

My brother is quite shy; he won't speak in public unless he has to.

B Well, Well, for a start, if yo u (eat) (eat) at least five five po rt io n s of frui fr ui t a n d v eg et ab les le s ea ch day, y o u (start) (start) to feel much h ealthier. And if yo u (drink) lots lots of water all the time and less coffee coffee and tea, tea, yo u __ _____ ___ (have) more energy.

In sentences with if, we usually talk about situations and events which are uncertain, /f-sentences usually have two clauses: the //-clause and the res ult clause. They They are also also called condition al sentences.

_____

_____

• When things can possibly happen, happen, so can be real, we use the same tenses with if as with other conjunctions. So, we can use the present tense tense to refer to the present. present.

3 A If yo u (not/hu rry), w e (not/get) (not/get) to the cinema in time. B OK, OK, I'm I'm get ting ready as fast as I can. W hat (happen ) if w e (get) (get) there after the film film starts? Can w e still get in? A Well Well,, yes. But w h at (be) the poin t of going in if w e (miss) (miss) the beginn ing of the film? film?

If + present simple, -* present simple

If people people enjoy their job, they are happier in general. If people people w o r k a thirty-seven hour week, they have quite a lot of leisure time. •

When we talk about specific situations in in the future and their possible results, we normally use a present tense in the ifclause clause to talk abou t the future.

Match 1-4 to a-d to make sentences ab out happiness. 1 Ha ppin ess is like a cloud. If you stare at it long enough,

If + present sim ple, -» w i l l

b

If you eat a balanced diet, you'll feel healthier. You'll b e happier as as a country i f you pay higher taxes.

2 If you spend you r life life waiting for for the perfect momen t, 3 You You will will never be h a p p y

The conditional clause and the result clause can usually go in either order. When the conditional clause is first, it is followed by a comma. When the result clause comes first, there is no comma. If I see Jim, I'll I'll give him your message. I'll I'll give Jim Jim you r messag e i f I see him. him. •

4 Unle ss you love wha t you are doing, a you probably won't be successful. b it goe g oess away. a way. c it may never arrive. d if you spend all your ttime ime think ing about what happiness means.

We can use modal verbs, particularly can, may and might in eithe r clause. clause. If a country has quite high taxes, taxes, it can provide free healthcare to everyone. If you can cycle for thirty minutes a day, it m a y a d d one to two years to y our life. ifAydin c a n ' t g e t a job, he m i g h t d o some voluntary work.

• Unless usually means if... not or except it We'll go for a walk la ter unless it rains. = We'll go for a walk later i f it doesn't rain. Money doesn't make you happy unless everyone has enough. = Money doesn't make you happy e x c e p t i f everyone has enough.

___

3

Complete the the second sentences so they mean the same as the first sentences. 1

You You wo n’ n’tt suc ceed if you don't make an effort. Von vJovit succeed unless you, m a k e
2 We’ll We’ll get the bu s unl ess we see a taxi first. first. if ___________________

.

____________________

3 If you spend it wisely, wisely, money can buy happiness. Unless . 4 We should arrive at about 3.30 3.30 unless we get delayed. If . ___________________________________

___ _______________________________________

5 You're not allowed in the club except if you're dresse d smartly. unless

__________________

150

________________

.

GRAMMAR REFERENCE

8 . 2 Sentence ntences s with i f - unreal conditionals 1 GR8.2)))

3 If we lived in London, we could go to the theatre more often.

f o u n d (find) 1 If you fo (find) a wallet in the street, wha t would you. do (you/do)? 2 If yo u __ ____ (see) (see) someone being attacked in the street, __________ (you/try) to help them?

4 If he were Prime Minister, he would change the law.

3

If you (d (do) o) som ething he roic , (you/wan t) to be in the new spape r or on the TV TV news? news?

4

If yo u

1 If I had more time. I'd take up marathon running. 2 They wo uldn't drive drive to wo rk if there was a good bus or train service.

___________

To talk about an unreal unreal situation and its its result in the presen t or future, we use lf + past tense + would ( o r 'd) 'd) + infinitive without to. The //clause talks about an unreal situation and the would clause talks about the hypothetical or imaginary result. This is sometimes called a second conditional.

__________

___________

8

w o u l d Cd) + infinitive without to

If someone n e e d e d my help, I'd do my best t o help them. If we w e r e all less selfish, selfish, the w orld w o u l d b e a be tter place. place. I'd be much happier if the weather w a s n ' t so bad.

_____

__________

Unreal conditionals express something that is imaginary or hypothetical.

I f + past tense,

___________

(see) (see) someon e stea ling from a shop, (you/tell) a shop assistant? 5 W hat (you/do (you /do)) if yo u (know) ( know) a new work colleague had lied on his or her CV? (f (fin ind) d) a winn ing lottery lottery ticket, 6 If yo u (you/claim) the money? 7 W here (you/li (you /live) ve) if yo u (can/live) anyw here in the world? world?

If sentences usually have two clauses: the conditional clause (often using if) and the result clause. clause.

•

Complete the dilemm a questions with the correct form of the words in brackets.

2

If yo u

(can/have) ( can/have) any job, job, w ha t

_____

James wa nts some things in his life life to be different. different. Write conditional sentences using the prompts. 1

be riche r -*• buy a bigger hous e I f I Were, ere, rich er. I 'd b uy u

The conditional clause and the re sult clause can usually go in either order. When the conditional clause is first, it is followed by a comma. When the result clause comes first, there is no comma.

(it/be)?

___________

2

Wouse. ____________

be younger -► -► play play more sports

3 have more time -* read a lot more

if I were you, I'd be more careful. I'd be more careful i f I were you. you.

4 not rain so muc h --» » be muc h happier are not sure sure about the result, we can use use the modal modal • When we are verbs might and could instead of would.

5 my job be not so bori ng -* enjoy life more

If I were braver, I m i g h t d o a bungee bungee jump for charity. Ifyou didn't know what you were doing doing,, you c o u l d h u r t yourself.

•

We also use could to mean would be able to. If it wasn't raining, we could go for a walk.

•

In the conditiona l clause, clause, with l/he/she/it, we often use were instead of was. This is considered a more formal style. Formal: If I w e r e younger, I'd take up snowboarding. Informal: ifKatia was here, she'd be able to help us. We also use were in certain fixed phrases: If I were you, I'd do more exercise.

6

3

not eat so muc h junk food -» be much healthier

Rewrite sentenc es 1-6 in the conditional. 1

I can't buy a new mobile becau se I haven ’t got enough money. I f I h a d more, mo ney . I could co uld bu y u view mo bil e.

2

I can't go go out ttonight onight becaus e I have to to write a report. report.

3 Julia isn't here so we can’t ask her to to help. 4 We can ’t go skiing becau se there isn't enough snow. snow. 5 I can ’t help you bec aus e I'm so busy. 6

I work such long hours and I'm always tired.

151

9.1 Comparatives and superlatives 1

GR9.1)))

1 He len is much shorter (short) th an her younger brother, David.

1 George is a banker. He's richer than most of his friends. 2 Living in London is more expensive than living in Birmingham.

2

3 Some people think that watch ing golf is less exciting than watching football. 4

___________

It's the best meal I've ever had.

3 It is (easy) and slightly to cycle to work th an to go by bus. 4 The doct or told Steve he w as ill because he didn 't do much exercise.

Comparatives

For some two-s yllable adjectives, we can either add -er or use more. However, for two-syllable adjectives ending in -y, we generally change the -y to / and add -er gen tle -» gentl er/m ore ge ntle happy -»happier To make a negative compa rison, we use less + adjective Beards are less pop ular than they used to be.

• We use than when we make a direct comparison between two things. Pedro's hair is darker than Lucca's. To say som ethin g is the same, we use a s ... as. To say something is not the same, we use not as/so ...a s. I'm as tall as my dad. Paola's hair is not as long as before.

•

We use modifiers when we want to give more detail about the degree of difference between two things. I'm a bit taller than my brother. Anna is m u c h o l d e r than Andre. •

To make the difference betw een the things being compared stronger: a lot

•

far

much

so much

very much

To make the difference betw een the things being compared smaller: a little slightly a bit

• To say there is no difference b etween the things being compared: not any

no

Superlatives We use superlatives to compare people and things with everything in their group. Alex is the tallest person I know. She's t h e m o s t i n t e l l i g e n t person I've ever met. For one-syllable and most two-syllable adjectives we use the and add -est. For multi-syllable adjectives, we use the most, short -> the shortest beautiful -* the most beautiful

152

(likely) to get

__________

For one-syllable adjectives, we add -er (or -r for adjectives that end in -e). For multi-syllable adjectives, we use more. short - » shorter ancient -*• more ancient

•

(quick)

5 The cities here a re (much/big) than in my country, where the po pulation is ( small).

We use the comparative form of adjectives to compare people and things with each other. I'm t a l l e r than my sist ers . Paris is m o r e b e a u t i f u l than London.

•

People who live in __________ (warm and dry) climates a re o f t e n (healthy) than people who live in ( cold and dam p) climates.

___________

5 The Pyramid s in Egypt are some of t h e o l d e s t buildings in the world.

•

Complete the sentences with the correct comparative form of the adjectives in brackets.

___________

6

You should w ea r (good) sunglasses tha n those. Your eyes should b e (well/ pr ot ec te d) fro m th e su n. __________

___________

2

Complete the text with the com parative or superlative form of the adjectives in brackets and any o ther neces sary words. Physical changes in human appearance have occurred ever since we first appeared. However , 1 m or e r e c e n t (recent) changes have not been 2 _(dra matic) the y we re in the 3 (distant) past. This is because we have become 4 (much/good) at adapting the environment to suit us rather than evolving to fit in with the environment. Some changes have been 5 ___________ (global) whereas others have been 6 ___________ (regional) and localized. The 7 ___________(important) change affecting us is that the human body has become 8 ___________ (slightly/small). Humans are n o t 9 (tall or heavy) they used to be. The 10 ___________ (tall) humans lived around 40,000 years ago, with an average height of 183 cm. This is 11 __________ (much/ta ll) today's average height of 175 cm. Perhaps surprisingly, the human brain is also n o t12 ________ (big) as it used to be. in fact, the human brain is now the 13 _________(small) it has been at any time in the past 100,000 years, and is abo ut 14 ________ (10%/small) when humans first appeared.

GRAMMAR REFERENCE

9 . 2 Modals of deduction and speculation 1 GR9.2 )|

Complete the second sentence using must, can't or might/ could so the m eanin g is the sam e as the first sentence.

1 The lights are on. Someone must be at home.

1

2 He can't be English. Listen to his accent - 1think he's South African.

2 I gues s Erika likes black. She always wears black. Erika . She always we ars it. 3 Perhaps that apartm ent over there is Fran k’s. That apartm ent .

3 It's very cold. It m i g h t s n o w soon. 4 Don 't you think she looks a bit like Andrea? She could be his sister.

_____________________

4 It’s possible that this pain ting is by Rem brandt. It's his style. This painting

When we are making a deduction or speculating (= making a guess, usually based on evidence), we use the modal verbs must, can't, might and could to express how sure we are about something.

5 It’s imp ossible th at this is Ute’s hous e. She said hers has a bright red door.

Must and can't • We use must when we are very sure something is true. You've be en drivi ng all day. You m u s t b e tired. My keys m u s t b e here somewhere! •

We use can't when we are very sure something is not true. This photo can't have been taken in the UK. They're driving on the right. This can't be Satiana's coat. It's too big.

• We do not use mustn't in this way. This musn't be Satiana's coot, it's too big.

Might and could • We use might or could when we are not sure, but we think something is possible. Might and could have the same meaning. This photo m i g h t / c o u l d be in the UK. They're driving on the left. This m i g h t / c o u l d be Alex's phone. He's got one like this. • We can use might not, but we do not use could not. This m i g h t n o t b e Jen ny' s h ous e. I think hers has a green door. This could not be Jenny's house. I think hers has a green door.

We use look + adjective - when something appears to be ... It looks cold.

Perhaps my keys are in the kitchen. My keys miaWt be in- tWc kitchen..

6

T hi s . Hers has a bright red door. Ten euros for a coffee! Surely there 's a mistak e. Ten euro s for a coffee! T he re

_____________________

.

7 Ten euros for a coffee! I’m sure tha t's not right. Ten euros for a coffee! T h a t 2

.

_____________________

As par t of a comp etition, two people are trying to match some photo s with the countries: the UK, Australia, the USA and S outh Africa. Complete the conversations us ing must, can't or might/could. A W hat about this photo? W here do you think this is? B Well, i t 1 be the UK - the wea ther's too nice, and there are no bea ches like that in the UK. But it looks a bi t like th e UK. I t 2 be Aus tralia, maybe. Ah, look I think that's the Australian flag in the background. It3 be Australia. A OK, and wh at about this one? B Well, I’d say thi s one 4 _____ be th e UK, b ut I’m no t s ur e. A Yes, I agre e. Look at th at clou dy sky. I th in k you’re right. And the num ber plate looks British. Yes, this one 5 be of th e UK. B OK, so this nex t one 6 _____ be th e UK or A us tral ia we've already got those. So, it 7 be eith er the US or South Africa. Which do you think?

_____

A Well, it's diffi cult to say. I t 8 be either, I suppo se. There's no thing obvious. Oh, han g on. I’m not sure, but I thin k this one 9 be South Africa. B W hat make s you think that? A Look at the roads in the distan ce - the cars are driving on the left. I think they driv e on th e left in South Africa, don't they? B Yes, I th in k they do. So i t 1 0 be th e US - th ey driv e on the right there. A OK, so thi s one 1 1 be South Africa. And that me ans the last one 1 2 be the US. _____

153

1 0 .1

Active and passive forms 1

GR10.1)))

Complete the sentenc es with the passive form of the verbs in the box.

1 Ja gu ar s are found in South America, no t Africa.

develop

eat

make

order

send

start

use

2 Henry Vlll, the famou s English king, was married six times.

1 The first onli ne retail site Was started in 1994.

3 The program me will be broadcast at eight o'clock tomo rrow evening.

2 The intern et military. 3 Today, the in ter ne t bi llion pe op le.

4 Modern furniture can be made of wood, plastic or other man-made materials. •

We form the passive with the verb be + past participle. Thousands of new websites are set up eve ry day. The business w a s s t a r t e d by Jam es Dav is in 1997. Over a million units have been sold. When was the business started? Most things can be bough t online these days. Smoking is n o t a l l o w e d in the restaurant.

5 The first mobile phon e text m essa ge late 1990s. About thre e billion piz za s year, and m ost of the se

6

__________

in the

in America every o nline.

___________

2

Complete the text about online shopping using the correct pa ss iv e or a ct iv e f orm of th e v er bs in br ac ke ts . The first version of online shopp ing 1 was invented (invent) in 1979 by UK businessman Michael Aldrich. His system, whi ch 2

(call) Video tex, 3 ______ (connect) a modified

TV to a computer using a phone line. In 1980, he 4 _____ (set

• We use active verbs to describe what someone or something does. Perry Chen, Yancey Strickler and Charles Adler s t a r t e d Kickstarter.

up) a system which5 ______ (allow) customers and suppliers to be connected so that business could 6 _____ (complete) electronically. During the 1980s, h e 7 (create) a number of online shopping systems, using Videotex technology. These

We use passive verbs to describe wh at happens to someone or something.

8

(use) m ain ly by large c or po ra ti on s.

Online shopping 9 (not/becom e) popular until the introd uction of the W orld Wide Web in the early 1990s. In 1994, Pizza Hut was the first business to offer online ordering.

Often the person or thing that does the action is not known, or is obvious or unimportant.

Over two million dollars was invested in the business. The product is manufactured in over twenty countries.

Many other comm ercial websites soon 10 Amazon and eBay11

• We use by if we wan t to say who or w hat does the action. Kickstarter w a s s t a r t e d b y Perry Chen, Yancey Strickler and Charles Adler. • We often use the passive to continue talking about the same thing or person. Kickstarter is a crowd-funding platform. I t w a s s t a r t e d in 2009.

regularly by over a

Billions of internet s earch es __________ every day.

4

Note that we form the negative of simple tenses by putting not between the a uxiliary be and the past partic iple (e.g. I was n o t asked). For other tenses, not goes between the tw o auxiliary verbs (e.g. The office has n o t been cleaned).

•

in the 1960s by the US

___________

item s 12

3

(follow).

(launch) in 1995. Today millions of

(sell) online every day.

Rewrite the senten ces using the passive. 1

They started the b usiness in 2012. Tke business was started in 2012.

2

People invested over ten million dollars in the bu siness.

3 They don't use the euro in Sw itzerland. 4 When did someone send the first text message? 5 The Chinese invented paper about 4,000 years ago. 6

154

People buy and sell m illions of items o nline every day.

GRA MM AR REFERENCE

1 0 . 2 a/an, the and no article 1

1 A Did you play any sports when you were at th e /Q school? B Yes, I wa s in - / th e school football team. I was a / the captain, actually. 2 A I thi nk the / - competition is good for a / - c h il d' s development. B I agree. But it can a lso have a / th e negative effect if som eone is always on th e / - losing side. 3 A I thi nk it's totally wro ng tha t t h e / - celebrities get pa id so m uc h mo ney.

GR10.21 1 What would you like, an apple or a banana? 2 The Shard is one of t h e newest buildings in London. 3 I can see a car in the distance. I think t h e car's red. 4 Football is probably t h e most popular sport in the world. 5 I became interested in astronom y when I was at school. we use a/an:

when something is one of many Have you ever been to a football match? Did you have a go od s ea t in th e sta dium ?

•

B Well, the y do give th e / - ente rtainm ent to millions of the / - people. And also, they can hav e a / th e short career, so they need to ea rn a / th e lot of mo ney in a / th e short period of time. 4 A Is a / the game on the / - TV this evening?

when we mention something for the first time My town has got an indoor and an outdoor swimming pool. The outdoor pool is open only in the summer.

•

Choose the correct options to complete the conversations.

We use the: •

when it's the only one of something, or the only one in a place I love the Olympics. Can you clos e the door, please?

B Yes, it is. I th in k th e / - sta rt is at 7.45. Are you going to watch it at th e / - hom e or shall we go to a / - bar to watch it?

•

when we have talked about the thing(s) before Did you have a good seat in the stadium? My town has got an indoo r and an outdoor swimming pool. The outdoor pool is only open in the summer.

5 A Hav e you got a / the favourite sport? B Not really, I'm not a / the big sports fan. But I generally like win ter sports like - / the skiing and - / the ice skating. I always love the / - W inter Olympics.

We use - (no article): •

when we talk about plural and uncountable nouns in general Some scho ols have banned (-) competitive sports. I love watchin g (-) swimmin g on TV.

•

in some common expressions after a preposition (e.g. at school, at university, in hospital, in bed, to bed, on TV) I was in the athletics team a t (-) university. I'm tired. I'm going to (-) bed. With school, university, college, hospital, church, prison and bed you sometimes use the and you some times use - (no article). • You use the when you are talking about the 'physical' place. The station is very old.

The football stadium is near the university. •

You use - (no article) when you are talking about the 'activity' associated with a place. I go to church every Sunday. (= I go to a religious ceremony ever y Sunday.) What did you study a t university? (= What did you do as a student?)

2

Complete the text about the origin of the Olympic Games with a/an, the or - (no article)

1 Tk e Olympic Games originated long ago in ancient Greece. One story abou t2 origin o f 3 Games conce rns 4 god Zeus. It is said that Zeus once fought his father, Kronos, fo r 5 control o f 6 world. They fought at 7 top o f 8 mountain that overlooked 9 valley in south-western Greece. After Zeus defeated his father, 10 temple and 11 enormou s statue of Zeus were built in 12 valley be low 13 mountain . 14 valley was called Olympia, and soon 15 religious festivals were held there as 16 people came to worship Zeus and celebrate his physical strength. It is believed that these religious festivals eventually led to 17 Olympic Games. Although we do not know exactly when 18 Games firs t took place, 19 earliest recorded Olympic competition occurred in 776 BC. It had only one event, 20 running 21 race, which was won by cook named Coroebus. Over time, 22 new sports involving running, jumping, throwing and fighting were added t o 23 Games. 24 winner of each event rece ived 25 wreath o f 26 olive leaves and was considered 27 hero. Only 28 men were allowed to compete, and 29 ____ women were not even allowed to watch 30 Games.

155

. 11.1

Sentences wi th i f - unreal past conditional

1

GR11.1)))

1

Complete the unrea l past conditional sentences in the conversations with th e correct form of the verbs in brackets. 1 A Sorry we’re late. We got stuck in traffic. B Well, if vou W s e t o f f (set off) earlier, you would've missed (miss) the heav y traffic. I did w arn you.

If the bank robber had escaped, he wouldn't have gone to prison.

2 The burgla r might have escaped if the alarm hadn't

2 A Was the thief who burgled you arrested?

gone off.

B No. There was n’t enough evidence. Th ey (arrest) him if th ey (find) the thing s he’d stolen. _____

We use the unreal past conditional to talk about unreal situations in the past. We use it to talk about situations or events that are contrary to, or the opposite of, what actually happened.

• l f + past perfect

3 A Did you get the job? B No, I did n't bothe r applying. A Oh, I'm sure yo u (apply) for it.

w o u l d h a v e + past participle

I f you had locked the car, no one would have stolen it.

4 A I see you didn't manag e to clean the kitchen. B Well, if y ou (ask) me earlier, I (can/ clean) it. But I was too busy, sorry.

(You didn 't lock the car, so it was stolen.) I f he'd been caught, he wo uld n't have been able to commit

anym ore crimes. (He wasn't caught, so he was able to commit

more crimes.)

5 A I thoug ht you and Johann had m et a few years ago. B No, I don ’t thi nk so. I'm sure I (remem ber) if I (met) him before. I didn't recognize him at all.

I f the police had arrived five minutes earlier, they w o u l d h av e caught the burglar.

The ifclause and the result clause can usually go in either order. When the //-clause is first, it is followed by a comma. When the result clause comes first, there is no comma.

Rewrite the sum mary w ith conditional sentences to show how things m ight have been different. Johnny didn’t work hard at school. -»He failed all his exam s. -♦ He d idn ’t get a job. -* He ha d no m oney. -♦ He we nt back to scho ol. -» He wen t to university. -* He got a good job.

If I'd seen you, I woul d have said hello. I would have said hello if I'd seen you. •

(get) the job if yo u _____

We can also use the modal verbs could and might instead of would. If the police had arrived five minutes earlier, they m i g h t have caught the burglar. If we'd left earlier, we could have stopped o ff on the way.

1

If Joh n n y Woid w or ked Ward u t school, he w ou ld nt hu ve fa il e d all h is exa ms .

2 If he hadn 't failed his exa m s, ________________________

3 If 4 If

__________________________________________________

In informal spoken English and in informal writing (e.g. social media), we usually contract had and would t o 'd, especially after pronouns. We sometimes also contract have to Ve. If I'd seen anything, I w ould'v e to ld you.

5 If 6

3

If

Write an u nrea l past conditiona l sentence for each story about how things m ight have been different. 1 A nine teen-y ear-o ld m an stole $200 from a shop. A few days later he saw a security cam era pho to in a local new spape r and showe d it to his mother. She contacted the police and he was arrested. I f We- hadvCt s hown , the, pi ct ur e to his m ot he r , sh e wouldvCt have contacted the police. 2 A m an was robbing a shop in Ma drid in Spain and he

pu ll ed a b ag ou t o f his po ck et to put th e m on ey in. He pu ll ed ou t h is ID ca rd at th e sa m e ti m e by m is ta ke . It fell on the floor. An hour later he was arrested. 3 A ma n robbed a shop and jump ed onto a bus to escape. He did n't have the correct m oney to pay for a ticket, so he got back off the bus and w as arreste d by a policeman who was p assing by.

156

GRA MM AR REFERENCE

1 1 . 2 should/shouldn't have 1

GR11.2))) 1 You really should have contacted me sooner about the problem. 2 They shouldn't h ave spent so much money on a holiday. 3 Who should we have told about the change of arrangements for the meeting? 4 They shouldn't have taken the money. We use should have or shouldn't have + past participle to criticize things we or other people did or didn't do in the past and to say what was the c orrect or better thing to have done. I should have waited before I sent the email. She should never have post ed the letter. You shou ldn't have said anything to him. He's really upset now. I didn 't know w hat to do. In your opinion, w hat should I have done?

in spoken English, we usually contract have to Ve. we sh ould've waited a little longer. You shouldn't’ve said anything.

Read the situations and w rite what was the correct or bett er t hin g t o h av e do ne in ea ch si tu at io n, us in g shouldn't have. Begin with th e words given. 1 In 2000, millions of peop le received an email with the su bjec t line ‘I love you’. Op enin g the e ma il was a mistake as it activated one of the worst com puter viruses, th e 'Love Bug' virus, wh ich infected over fifty million computers around the world. People sWouXdvCt have, op tvt td t k t e m ail ._____________ 2 A few years ago, an employee of an insur anc e compan y started a rum our via email that another com pany had serious financial problems. The other company saw the email and took the company that had started the rum our to court. They received £450,000. The employee

______________________________________

3 A CEO of an intern ationa l com pany criticized 400 of his employees by email. The email became public and the value of the co mpa ny fell by almo st 30%. The CEO 4 In 2010, a fourtee n-yea r-old girl pos ted on Facebo ok that she was h aving a party. 2 1 , 0 0 0 people clicked that they were going to attend. Her pare nts can celled the pa rty . The girl

____________________________________________

5 In 2009, the Univers ity of Califo rnia ema iled 46,000 applicants and told them they were accepted as stude nts of the university. The university had accidentally sent the email to all the applicants ra ther tha n just to the successful applicants. The university

_____________________________________

Look at the things D mitry did and didn 't do when he w ent for a job interview. Write what was the correct or bette r thing to have done, using should have or shouldn't have. He did n’t have a shave. He wore jeans and a T-shirt. He didn’t arrive on time. He kept looking at his phone. He didn't ask any qu estions. He d idn't say goodbye. 1

He, sh ou ld ko[Vt Wo[d oi shave.._______________________

2

___________________________________________________

3

___________________________________________________

4

____________________________________________________

5

___________________________________________________

6 ______________________________________

157

12.1

Reported speech Complete the sentences w ith said or told.

We use reported speech to talk about what someone said. We often use the reporting verbs say and tell most commonly (the past forms said and told).

1 David said he was an actor. 2 He 3 4 5

GR12.1a))) Direc t speech

Repo rted speech

1 'It's a great idea.'

He said th at it w a s a great idea.

2 'I really like the new

She said that she really liked the new ad.

ad.' 3 'It w a s a long journey.'

2

A n n a ____ me she wa nted to be a model. Kate she had designed the brochure. Andy ____ us he was from Canada. _____

Rewrite the statem ents as reported speech. 1 'I'll wa tch the film with you.’ Tom said (tkat) We!d watck the, fi lm with us. ________ 2 ‘We don't unders tand what the advert is selling.’ They said

He told us that it had been a long jour ney .

_________________________________________

3 'Ma rek wa tche d TV all day.'

4 'I've never been there.' She told us she'd never been there. 5 'We're hoping sales will increase.'

he ’d been in several TV ads that year.

Ioanna told us 4 ‘I thin k we're going to the cinem a at the weekend.'

He said they w e r e h o p i ng sales would increase.

Sharon sa id

________________________________________

6 'It'll get easier with practice.'

He told them it w o u l d g e t easier with practice.

5 'We don 't like action movies.' Andrea a nd Pawel said 'I've seen this doc um entary before.' Andy told m e

6 Tell must have a personal object (e.g. He told me, I told them). Say does not have a personal object (NOT He said me ). • We can generally use reporte d speech with or wit ho ut that (e.g. He sa id ... or He said t h a t...). •

_______________________________________

Alexia is talking abou t her acting experienc e and her hopes for the future. R eport what she says.

Tense changes

'1 1really want to be an actor . 21think I have a natural talent for acting . 3I've been in a few plays. 4 1was once in a TV advert. 51played a woman queuing in a bank. 6It was a great

When we use reported speech, tenses usually move one tense back (do - * did, is -* was, did or have done — had done, will -* would, etc.). This helps to show that the words were spoken in the past. The pronoun can also change (e.g. from I to he).

experience and I really enjoyed it. 7 1hope I'll get another chance to be on TV again. 8I'm determined to become a professional actor.'

However, we sometimes do not change the tense. This is usually when something is still true or important. She said they'll be ten minu tes late.

1

Ske said/told me, (tkat) skc really Wanted to be an, actor.

2

___________________________________________________

3 4

' H er e an d n o w ' w o r d s

5

Words which talk about time and place may also sometimes change when the reporter's 'here and now' is not the same as the original speaker's.

___________________________________________________

___________________________________________________

___________________________________________________

6

______________________________________

7

___________________________________________________

8

________________________________________________

GR12.1b))) Direc t speech

Rep or ted speech

1 'The film was released last summer.'

He said (that) the film had been released th e previous summer.

2 'The film ing is tomorrow.'

She said (that) the filming was t h e next day.

3 'I saw him here yesterday.'

He said (that) he'd seen him there the day before.

4 'It's on TV this Monday.'

She told me (that) it was on TV that Monday.

4

The time and place references in these statements have now changed. Report the statements, c hangin g the ‘here and now ' words. 1

'I saw this film last week.’ He said (tkat) ke!d scevi tk e fil m . tke. Week, befo re/tkc pre,vic iu Week-.

2 'We're having a me eting tomorrow.' She told me 3 'I'm going to London this Monday.’ He said

____________________________________________

4 'The award ceremony will be held here in the hotel.' They announced

158

GRA MM AR REFERENCE

1 2 .2 Reported questions 1

1 'W here do you work?' He aslc ed whe re I Worked.

GR12.2a)| Direct question

Reported question

1 'When are they going?'

She asked when t h e y w e r e going.

Rewrite the question s as reported questions.

__________________________

2 'Do you live near Istanbul?' She 3 'Have you lived there long?’

________________________________________________

2 'Where does she live?' He asked me where she lived. 3 'What have you done?'

He 4 'W here did you go to univers ity?'

She wanted to know what I'd

She

done.

5 'Can you give me some advice?' He

We use reported questions to say what someone asked. We usually use the reporting verb asked, we can use asked with an obje ct (e.g. He asked me what...) or without an object (e.g. He asked wh at ...). We can use wanted to know instead of asked.

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'Will you help me later?' He

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When we report questions, as with reported speech, we usually move one tense back (do - * did, is -* was, will -* would, etc.). This helps to show that the words were spoken in the past. Because a reported question is no longer a direct question, we do not invert the subject and the auxiliary verb, and we do not use the auxiliary verb do.

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'Have you ever read any Shakespea re?' She

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‘W hat are you doing this evening?’ She

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Read this interview with businessm an Peter Horspath and then repo rt the questions. 1 I W hat ma kes a good leader?

GR12.2b$ Direct question

Reported question

1 'Did you understand?'

She asked us if we'd understood.

2 'Have you seen Hitoshi?'

He wanted to know i f I'd seen Hitoshi.

3 'Do you read a lot?'

She asked w h e t h e r I read a lot.

P A good leader needs peo ple to follow them. 2 I W hat is the highes t com plimen t you have been paid? P It's that I am always honest an d fair. 3 I W hat is the worst thing anyone has said about you? P Someone once said that my success was a result of luck. 4 I W hat do you look for in the people you do bus iness with?

To report yes/no questions we use if or whether. with questions with be, we sometimes put the verb at the end of the reported question. This is more usual when the question is short. 'What's your favourite film?' He asked wha t my favourite film was. NOT usually He asked what was-my favourite film.

P I look for honesty an d hard work. 5 I W hat is you r wors t fault? P I som etimes d on’t give people a second chanc e. 6

I W hat is the best piece of caree r advice you can give? P It's imp ortan t to step outside your comfort zone on occasions.

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I Do you have a favourite book? P My favourite book is How to Wi n F rie nd s a n d In flu en ce Peo ple by Dale Carn egie.

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I W hat do you do to relax? P I go to the gym.

The interviewer asked what made a jjood Leader. 2 She as ke d 1

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Audioscripts Unit 1 Trends 1.1 »)

S So, how man y friends would you say you had? I Well, it all depe nds what you me an by friends, doesn’t it? I mean, I get on well with a lot of peop le at work - that ’s maybe twenty pe op le I’d say we re f ri en ds ... S Do you socializ e outs ide work? J Oh, yes. Maybe not that often, but we m eet up after work from time to ti m e... 'Ihen there are the friends I play football with. I guess I don 't have a lot in com mon with them apart from football, but I’d say they were friends all the same. S But how many of those friends would you ask to help you out if you were in trouble? J Ah, well, that’s different. Friends you can really trus t... there are n't so m any of those. Maybe five or six? S And w'hat about online? Do you have a lot of Facebook friends? J No, no t really. I can ’t be b ot he re d wit h it, really. I guess I’ve got ab ou t fifteen to tw'enty, bu t 1d on 't u se it mu ch. Wha t ab ou t you? S Oh, I have a lot of friends on Facebook, about 150,1think. J 150?! Do you keep in tou ch with all of them? S Yes, well, kind of - you know, we sen d the occasional m essage to each other. J And have you actually m et all of them, faceto-face? S No. Some of them are people I’ve met on holiday or something, a nd we wanted to keep in touch. Some of them are old friends from school. But there are quite a lot of friends w'ho are people I’ve never actually met at all. I just ma de friends with them on Facebook. J I don ’t see how' you ca n be friends with som eone you ’ve never met. S Of course you can. I probably chat to some of them m ore tha n you talk to your friends from football! J Hmm. And what ab out in th e real w'orld? How' man y friends do you have in real life? S Well, a lot of the frie nds I see often in real life are on F acebook, too, actually. I’ve got friends from w'ork like you, and then there are the people in my evening class. I’m learning G erm an... J And w'hat abo ut really close friends? S I’ve only got a coup le of really close friends that I share everything with. Actually, if I'm honest, recently just one, bec ause I’ve fallen out with o ne of my best friends. We’re not speaking to each other at the m oment. J Did you have a big argument? S Not exactly. It all started wh en ... 1 .2 ))) getj m well with someone m eetj jp with someone have„a lot J n comm on with someone talljmt with someone

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help someone„out trustj>omeone get Jn touchjM th someone keepjn touch_with someone make lriendsjvith someone have_an„argument with someone 1.3)))

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I often meet up with groups of friends in the evening. You don ’t need to have a lot in common with som eone to be friends. It's fine to have different interests. I get on w'ell with mo st people I know. There aren ’t m any peo ple I don’t like. A really good friend is som eone you can call at midnight and ask them to help you out. The friends you make at school are often friend s for life. I’m alw'a ys please d whe n someone I have n't heard from in ages gets in touch. I’m quite easy-going. I rarely fall out with my friends. I’m not spea king to my sister at the mom ent, w'e’ve had a n argum ent. It seems a bit c hild ish. 1can trust my closest friend with all my secrets.

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1.4))) P And now, in our regular look at wha t’s trending

on socia l me dia, an d why: right now', it’s something called Blac k Friday. This term has be en us ed mo re t ha n tw o mi llio n tim es on Twitter in the last 48 hours. Blac k Friday is the fourth Friday in November, whe n the sho ps have ama zing special offers in the run up to Christmas. M any items are half price or two for the price o f one, and it’s now' the busiest shoppi ng day of the year in some countries. It sta rted i n the USA, but it’s sprea ding roun d th e w'orld now', to the UK, Australia and m ore recently to shop pers in Brazil, Mexico and other Latin American countries. Many shops have been opening very early in the morning, and in some places people have been so kee n to get a bargain that they have started queuing outside the shops the night before. Last year it is estimated that shop pers in the USA spent over eleven bil lion d oll ars on Bla ck Friday. However, w'hile you may get a goo d discoun t on your purchases, you should be care ful. Firstly, the re ’s the real da ng er of spending more than you intended or can really afford, buying things on credit, and owing a lot of money. And secondly, it m ay be dan ger ous , wit h o ver fifty injur ies in th e pa st five years , c au se d by pe op le f ightin g over things in th e sales. 1.5))) P Let’s go over to a busy shop ping ce ntre a nd

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full of people shopping. How'ever, today some thing different is happ enin g here. It’s Bu y Not hin g Day, an d some people are here to try to persu ade t he rest of us to do jus t t h a t... to b uy no thi ng. Lewis Cas tle is one of them. He’s standing here in the main entrance of the shopping centre, holding a big si gn say ing ‘Stop Sho ppin g, S tart Living.’ Lewis, can you explain a little about w'hat Bu y No th ing D ay means? Yes, of course. It’s pret ty sim ple, really. We’re asking everyone to think abou t their spend ing habits and bu y nothing at all for jus t on e day. And w'hat differenc e will that make? Well, the idea is to make peopl e stop a nd think about what they're buying. When you really think about it, the idea of buying things as a way of spending your leisure time is crazy. We are all buying more things than we really need. We believe shopping makes u s happy, but it does n’t. In fact, it can do the opposite if people en d up owing a lot of money. Yes, I agree, that's a good point. People often bu y thin gs t he y do n’t reall y nee d or w'ant. Lxactly, it’s ama zing to realize t hat only 20% of the world’s popula tion is cons uming over 80% of the Earth’s natural resources. Does that see m fair to you? In countries like the UK, we all own far too much. Does it make any difference wha t you buy? Yes, tha t’s par t of it, too. We're tryi ng to get pe op le to th ink ab ou t th e effe ct th ei r buyin g choices have on th e rest of the w'orld. Some thing might seem a great bargain, bu t th at c oul d b e b ec au se i t’s be en ma de in a co untr y w'here the w'orkers aren ’t pa id e nou gh. In ad dit ion , m ost of the t im e we prefer people to buy locally becau se transpo rting goods by air has a harmful effect on the en vironment. But will it really mak e a differen ce if we stop shoppi ng for just one day? Actually, m ost people don't understand how' difficult it is to last 24 hour s with out spend ing any money. But you’ll feel great if you achieve it. Are a lot of people taking part in Bu y No th ing D ay this year? Yes, and more and more do every year. I think it started in Cana da mo re than tw'enty years ago, but now 'there are Bu y Noth ing Da y movem ents in over 65 countries.

1 .6 ))) 1 Can you explain a little about w'hat Buy No th in g Day means? 2 When you really think about it, the idea of buyi ng th ing s as a w ay of spe nd in g your leisure time is crazy. 3 We believe shopp ing makes us happy, but it doesn't. 4 Yes, I agree, tha t’s a good point.

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We all own far too much. Most of the time we prefer peopl e to buy locally. Most people don’t unde rsta nd how difficult it is ...

1 . 8 ))) This is a fascinating book. We all know that the interne t is changing the way we do things, but Carr believes that it is also changing the very way our brains work. With the prin ted book, he argues, our brains lea rnt to think deeply. In contrast, the internet enc ourages us to read small bits of information from lots of different plac es. We a re b ec om ing b et te r an d b et te r at multitasking, but much worse at concentrating on one thing.

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Shopping and banking online is unsafe. Looking at screens all day is bad for our eyes. Peopl e will forget how to talk to each other. People do n’t spen d enough time outside. Online information is not always reliable. I Iyperlinks in onlin e texts are very distracting. We are now using far more electricity to po we r all ou r scre ens . 8 Multitasking online makes us work less effectively. 1 .1 0 )))

A So, this week we’re going to be talking about 'Ihe Shallows, a boo k by Nicholas Carr, in which he argues that u sing the internet is actually changing the wa y our brains work. How is that? B Well, it’s actua lly a very interes ting book bec aus e, ra the r th an ju st talk a bo ut all the ways people say the internet is bad for u s ... you know, that staring at a scre en is affecting our eyesight or making our children fat be ca us e th ey d on 't go ou tsi de an d pla y any more, Carr takes quite a scientific approach. I Ie isn’t exactly saying tha t the inte rne t is ba d fo r us, but he is sayin g tha t it is ma kin g our brains work differently, and tha t the changes may be permanent. A In wha t way? B Well, he starts off by talking about wh en pe op le s ta rte d wr itin g an d r ea din g books. That was a huge change as well, and lots of pe op le fel t it was a b ad idea . Wha t wou ld happen, they argued, if people did n't have to mem orize everything beca use it was all written dow n in books? Sounds a bit like the arguments people make today about people looking facts up online - tha t they don't reme mb er things any more. But Carr says that in fact books taught us to really focus on one t hing at a time, whereas now we are constantly looking at lots of different things at the sam e time. I Iyperlinking, where we are encouraged to click on a n underlined word or ph rase and we go off to a different website, is a particula r problem. A But isn’t multitasking good for the brain? B Well, accor ding to Carr, no. The studies s how that whe n we try to do two things at once, we do b oth of them less well. We are also less likely to remem ber what w e’ve done or read. There are some obvious benefits to th e internet, bu t all the same, it is changing our culture so that we are less able to concentrate

or make deep connections in our brain, and that c an’t be a good thing, can it?

1.11))) P It seem s like every day we find anot her reason to feel guilty about what we buy. Maybe it's food that w e know is n’t good for us, or clothes which are mad e by poorly pa id w orkers , or p rod uc ts w hic h ar e damaging the environment. Manufacturers know we feel this way, and t he latest tren d is for so-called ‘guilt-free bra nds’ - b rands which c laim to be bette r for us, for workers and for the planet - so that we can buy them and no t feel guilty. Sounds great, but is it as good as it sounds? With us today we have Gosia Szlachta and Jem Norris, both mem bers of the same environmental group bu t wit h ver y diffe rent v iews on the ide a of guilt-free brands. So, Jem, what do you think about the idea? J Well, as far as I’m co ncerned , any thing which makes people think more about what they're buying is a good idea. Take the Fairphone, for example. Until that was pro du ce d, mo st p eo ple di dn 't ev en r eali ze how bad conditions were for electronics workers in many p arts of the world. Now there ’s a lot more awa rene ss... G There's a lot more awareness, but don’t you think it would be b etter if people understood that there is no need at all to keep buying new phones? There seems to be an idea that you have to have a new ph on e ev ery two yea rs. I'm co nvi nce d th at if people really understood how much dama ge this causes, to workers and to the planet, t hey would n't do this. I think pe op le s ho ul d feel guilty. Pro duc ing guil tfree brands just gives people an excuse not to think about thes e issues, and just keep buy ing m ore an d m ore st uf f... J Well, according to the people who m ake Fairphone, their pho nes will last longer and be e as ier to repai r. If you ask me , we h ave to give people th e option of buying some thing which is better for the planet, not just say they shou ldn’t buy someth ing at all. 1 .1 2 ))) 1 So, Jem, what do you think about the idea? 2 Well, as far as I’m con cern ed, anyth ing which makes pe ople think ... 3 There's a lot more awareness, but do n’t you think it would be better if...? 4 I’m convinced that ifpeople really und ers too d... 5 Well, according to the people who make Fairphone,... 6 If you ask me, we have to give people the option...

1.13))) 1 I low do you decide when you can trust someone? 2 Do you have a lot in com mo n with your closest friend? 3 When was the last lime you mad e friends with someone new? 4 How do you keep in touch with family or friend s who live far away? 5 When was the last time you fell out with someone? 6 Who in your family do you get on with best?

Unit 2 What a story! 2 .1 ))) That reminds me of another story I heard about a man who h ad a lucky escape. He had been at a ba rb ec ue r es ta ura nt o n to p of a m ou nt ain , a nd after the meal he decide d not to take the cable car dow n with his friends but to w'a lk down instead. While he w'as looking for the path , he fell into a stream and broke h is leg. Unable to move, he tried to phon e for help, but his mobile wasn ’t working because he had dropped it in the stream. Knowing he was missing, team s of pe op le w'ere look ing for him , b ut it w'as twêntyfour days before they found him. Luckily he'd bro ug ht a bot tle of bar be cu e sa uc e wit h hi m to the barbecue , and he survived by drinking water mixed with the barbecue sauce. 2 .2 )} 1 That reminds me of another story I heard about a m an who h ad a lucky escape. 2 He'd been at a barbe cue restaurant. 3 While he w'as looking for the pa th ... 4 Knowing he was missing, team s of people were looking for him.

2.3))) P S o... to our next story. A national new'spaper w'as emb arrasse d recently after pu bli shi ng a s tor y ab ou t a su per- frui t, t he blu e m elo n, w'hich, it t urn s out , w'as ano th er internet hoax. Does the internet make hoax ing loo easy? Laura, you work for a national newspaper; do you think there are more hoaxes these days? L Well, there have alw'ays been hoaxes, but, yes, the re are more of them now. It is easy to create a hoax now that everyone can change photo s and videos digitally. And the internet makes it easier to spread the hoax around the w'orld. Everything moves so fast nowadays, and online stories ar en’t checked bef ore the y’re pub lis hed . P One rec ent hoax I reme mb er w'as the socalled Balloon Boy hoax. L Oh yes, that w as a big story. A couple, Richard and Mayumi Heene, let a large gas ba llo on float off into the air a nd the n, as soo n as it w'as high in th e sky, they sai d that their six-year-old son was inside the balloon. The police were informed and he licopters w'ere sent up to track the ballo on until they could find a safe way of getting him dowm. By the time the ba llo on l an de d a n h ou r or so la ter, a bou t 80 kilometres away, the story was live on television. When the boy was not found inside, the media reported that he had fallen out during the flight, and a huge search starte d. Meanwhile, the boy was actually safe at home, hiding. The parent s suddenly announ ced that they’d found him at home, asleep. P Did the pare nts really think he w'as in the bal loon ? L Well, we c an 't say for sure, of course, be ca us e th ey ne ve r ad m itt ed it; b ut wh ile reporte rs w'ere interviewing the family on TY the boy accidentally mentioned that they ’d do ne it to be on TV. He w'as suppo sed to keep quiet ab out that, of course.

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P That’s incredible. Do you th ink mo st hoaxes are carried out to becom e famous? L Yes, an d th at’s not a ne w tiling. Take the exampl e of Piltdown Man. The scientists who claime d to discover that skull becam e very well known as a result. The publicity you get from a good hoax can also be useful in marketing a product. There have been quite a few advertising campa igns like that. But I do n’t think bec oming fam ous or getting pub lic ity is t he on ly rea son . Q uit e often , no one knows who started th e hoax. Take the blue m elon, for example. I imagine someone did that because they thought it was funny to make p eople believe it. P But not all hoaxes arc funny. For example, pe op le in B ritain have b ee n c alli ng the emergency num ber 999 because of a hoax saying that calling this num ber charges your ph on e b atte ry. L Really? P Yes, it sounds stupid, but a lot of people beli eve this ho ax, an d i t's ca use d r eal pro bl em s for th e pol ice an d fire ser vice. Some peop le seem to like creating hoaxes to cause as m uch trouble as possible.

scientists had wasted nearly forty years beli evi ng a lie.

2.41 1 A couple, Richard an d Mayumi Heene, let a large gas balloon float off into the air and then, as soon as it was high in the sky, they claimed that th eir six-year-old son was inside the balloon. 2 The police were informed and helicopters were sent up to track the balloon until they could find a safe way of getting him down. 3 By the time the balloon landed an hour or so later, ab out 80 kilometres away, the story was live on television. 4 When the boywas not found inside, the media reported that he had fallen out during the flight, and a huge search started. Meanwhile, the boy was actually safe at home, hiding. The parents suddenly announ ced that they’d found him at home, asleep. 5 We can ’t say for sure because the couple never adm itted it, but while reporters were intervi ewing th e family on TV, the boy accidentally mentioned that they'd done it to be on TV. He was suppo sed to k eep quiet about that.

2.7))) 1 W ha t h ap pe ne d? 2 Oh no, th at ’s awful. 3 You’re joking. 4 What, you me an the ring was on the carrot?! 5 Really? 6 No way! 'That’s incre dibl e!

2.5))) During the early twentieth century, scie ntists were keen to find some evidence that would prove the link between early man and apes. In 1912 that evidence seem ed to have been found while Dawson and Woodward were digging on a site in Piltdown, in the so uth of England. As soon as they saw the jaw bone a nd t he skull, they decid ed tha t this mus t be t he evi den ce s cie nce ne ed ed . Wo odw ard claimed that both bones belonged to a human being who had lived about half a million years ago, during what is known as the Lower Pleistocene per iod . M ost sc ien tis ts a cc ep ted thi s op ini on until nea rly forty years later, when it was discovered that th e Piltdown Man was a fake. Meanwhile, Dawson, who most pe ople consider responsible for making the fake, had died. The Piltdown Man hoax truly damag ed science be ca us e by th e ti me th e ho ax wa s disc overe d,

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2.6))) A I heard this incredible story from a friend about a woman who lost her wedding ring ... B What happened? A Well, she'd lost her wedding ring years ago, in ... 1995,1think, while she was baking in her kitchen; and althou gh she looked everywhere, even taking up the k itchen floor, she couldn’t find it anywhere. B Oh no, tha t’s awful. A Yes, but then she found it again more than ten years later. B How? A You're not going to believe this, but she was in the garden digging up carrots and she suddenly notice d that one of the carrots was 'wearing ' her ring! B What, you mean the ring was on the carrot?! Really? A Yes, it’s true, the carrot ha d grown through the ring... B No way! 1 hat 's incr edib le! A It is, isn't it? I’m sure sh e’s keeping it safe now!

2.8 $ 1 Last Tuesday my computer broke while I was trying to finish an imp ortant piece of work. 2 So I called a friend who knows about compute rs, and he ca me over straightaway. 3 He had a look at it, but he could n’t fix it. 4 He took my keys so he could com e back to fix it the n ext day whil e I was at work. 5 The next mornin g whe n I tried to leave for work, I discovered that he had locked my front door from the outside, an d I could n’t get out o f the flat. 6 My paren ts were travelling abroad, and no one else I know ha d a s pare key. 7 I tried to call my friend, but he had left his ph on e in my flat. It ra ng rig ht ne xt to me. 8 I had to wait for him to arrive, and so I was very late for work. 2.9))) 1 to think or believe that something will come or happen 2 to not be able to remem ber something 3 to ask yourself questions about something 4 to know again someone or something that you have seen or heard before 5 to help someone remem ber something 6 to suddenly be seen 7 to know or understan d that something is true, or that something has happene d 8 to cry out loudly in a high voice 2.10))) 1 You’re not going to believe this, but I've lost my job. 2 Some one told me there’s going to be a bad storm tonight. 3 I heard that Jack has won the lottery.

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Apparently , the office is close d this week.

Unit 3 Life skills 3.1))) In the late 1960s, Walter Mischel, a professor at Stanford University in the United States, carried out an experiment which is known as the Marshma llow Test. He and his res earchers took four-year-old children into a room, all by themselves, and pu t a marshm allow in front of them. Then the resea rcher told the child: 'You can eat this now if you want. Or, if you can be patie nt and wait until I come back, and no t eat the marshmallow, you can have two marshmallows as a reward.' Then they left the child alone with the m arshma llow for fifteen minutes. Of course, they filmed what the children did. 3.2))) Fifteen minute s is a long tim e if you’re a child and you really like marshmallows! So, what happ ened ? I low many childre n do you think ate the mars hmall ow? Well, nearly 70% ate it. Some ate it straightaway, some m anage d to wait a wh ile befo re giving in. Only 30% of the children were able to resist temp tation a nd wait the full fifteen minutes. OK, the researchers found out that m ost of the children preferred to have something imm ediately to having to wait for what they really wanted. Not that surprising, really. But some years later, they discovered something m uch m ore interesting. When these children became adults, the researchers contacte d them again. And what do you think they discovered? All the children w ho were able to wait were very successful. They had done well at school, had good relationships, and were healthy. They earne d a lot more money, too. The children who couldn't resist temptation were ge nerally less successful in all the se ways. In the original M arshmallow Test, the researchers noticed the children who managed not to eat the m arshmallow were using some effective techniques. Those children who stared at the marshmallow , or picked it up, or smelt it, always ende d u p eatin g it. The successful children found a way to deal with the problem, by looki ng aw ay from t he ma rshm all ow, or covering their eyes. Watching the successful children made the researchers realize that the im portant thing was to avoid thinking about the ma rshmallo w at all. Then the childre n did n’t have to make an effort not to eat it. In a later experiment, Mischel proved that when he taught the children some simple techniques, such as imagining the marshmallow wasn 't real, that it was just a picture of a marshmallow, nearly all the children succeeded in waiting the full fifteen minutes. So, everyone can le arn to wait if they wa nt to. This is important because this experiment isn't just abou t waiting for a marshmallow . If you can wait for a marshma llow, t hen yo u’ll be abl e to c ho os e to s tud y ra the r th an w atc h TV, kno wing it’s be tte r for your future. You’ll succe ed in saving up m oney for som ething you really want, rather tha n spend ing it without thinking . And, in this way, you will be abl e to make bette r decisions about your future, and eventually get a better, and higher-paid, job.

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3.3 $ In the M arshmallow Test, resea rchers left four-year-old children a lone in a room with a marshmallow . If the children m anag ed to resist temptation and not eat the marshmallow, the researcher promised them a reward of two marshmallows. However most of the children found it difficult to be pa tient and gave in bef ore the lim e wa s up. Th ey pre ferr ed to have something imm ediately rather than wait for what they really wanted. The research ers found that, as adults, those child ren who could rise to the challenge were generally mu ch more successful than the others. The best tec hniqu e was to avoid thinking about the m arshmallo w at all. The successful children dealt with the problem by looking away or covering their eyes. If they di dn’t think about the m arshmallow, they didn't have to make an effort not to eat it. When Mischel taught a different set of children this technique, nearly all the children succeeded in waiting the full time. Learning these tec hniques can help in a dult life because be ing able to wait helps us to make the right choices. 3.4))) achieve avoid manage observe pre fer resist succeed 3.5))) When he was working in the burger van, Ed had to be reliable and tu rn up for work on time. He also had to be po lite to the custom ers. However, he di dn ’t have to take much responsibility as his boss dealt with the money. He didn ’t need to get up early because the van opened at 11 a.m. When he wante d to, he could even take a day off work. Now th at h e’s tr ain ing t o be a chef, it's very different. He has to m anage a team , even though he finds it difficult to tell people what to do. It’s also a very high-pressure job, so he m ust work to tight deadlines. However, he doe sn’t have to work outside any more, and he can take home really nice food when the re stauran t has closed. 3.6))) 1 e asy -go ing 2 home-made 3 five-star 4 over-priced 5 five-hundred-page 6 second-hand 7 English-speaking 8 well-known 3.7 ») I So, toda y I'm going to show you how to do something amazing using only seven things - 1 a plastic bottle, 2 some water, 3 some ble ach, 4 a pie ce o f me tal , 5 so me glue, 6 san dpa per an d 7 a metal roof. What are we going to make? We’re going to make a light that does n’t use electricity. The light goes in the roof and is strong enou gh to give light to a whole room.

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So, let's get sta rte d... The first thing you do is cut a hole in the metal sheet. How do you do that? Like this. Look. You nee d to use special metal-cutters, and you need to measure carefully. And make sure you d on ’t cut the hole too big. Got that? Yeah, thank s. OK, wha t next? Next, rub the plastic bottle with sandpape r. When you've done that, put the bottle in the hole in the meta l a nd glue it in place. Like this. While the glue's drying, fill the b ottle with water an d add ten millilitres of bleach. Then pu t th e t op o n t he b ottl e. It shou ld look like this one I made earlier. Can you say the part about the glue again? Yes, let me show you again. Put the bottle in the norm al way up, like this, and put the glue all around near the top. Make sure you use enough g lu e... OK? Yeah, thanks . After you ’ve don e that, it’s tim e to go to the roof. So you need to cut a hole in the roof the sa me size as the bottle. Can you show us how to start cutting the hole? Yes, of cou rse. Look. You do it like this. Then you contin ue cutting round. OK? That's great, thanks. Now, you put the bottle in the hole this way, and add m ore glue to make it secure. And there you have it! A light that n eeds no electricity, but with sunlight outside, it can light up the whole room. Wow, that 's incredible!

3.8))) 1 The first thing you do is cut a hole in the metal. 2 When you’ve done that, put the bottle in the hole in the m eta l... 3 While the glue’s drying, fill the bott le with water... 4 Afteryou’ve done that, it’s time to go to the roof. 3.9))) Next, ru b th e bo ttl e wi th sa ndp ap er. Wh en you’ve done that, pul t he bottle in the hole in the meta l and glue the bottle in place. 3.10 ») 1 If I come in to work early, I can leave early. 2 In my last job I had to wear a uniform. 3 You can’t use the phone for private calls. 4 You don’t need to wear a tie. 5 You must remember to lock up before you go. 3.11))) 1 good2 English3 well4 hard5 easy6 second3.12))) A The first thing you do is to put some flour in a bowl, with a little salt. Then you crack an egg into the bowl. B I'm not very good at that. I low do you crack the egg without getting bits of shell in tire bowl? A No pro ble m, Let me sho w you. Look, you crack it on the edge of the bowl, like this. 'I hen you mix it in and add the milk. Make

sure you mix it very thoroughly, so there aren't any lumps. B What next? A Then you have to wail for abou t 30 minutes. While you're doing that you can get ready whatever you want to put on the pancakes. Then you heat some oil or butter and put some mixture in the pan. W hen th e first side is cooked, you flip it over. Look, you do it like this. B Wow! That's clever.

Unit 4 Space 4.1 ») So, yesterday we took the train from La Paz, Bolivia, into Peru, stoppi ng at Puno, and to day we're going to visit the floating islands on Lake Titicaca. I can ’t wait. Ever since I first heard about the se islands in a geography class many years ago, I’ve wante d to see them . Actually, I do n't really enjoy boat trips, but I’m sure the water on the lake will be q uite calm, as it ’s a clear sun ny day. It’s quite cold, t hough, so I'm going to take an extra sweater to keep warm. I'm really interested in finding out more about how peo ple live there. I believe we’ll be able to ask them questio ns through a guide. I’d love to know what pe ople e at - a lot of fish, I suppose! I’d also like to know what they think the future holds for them a nd their families. Do they think their children will stay on the islands? What effect is technology going to have on th eir lives? I know they already have solar power a nd even blac k an d wh ite TVs. Just thought! It would he great to have som e ph ot os for the blog, so I'll tak e my ca me ra, too. Just hope I don't drop it in the w ate r... 4.2 ») 1 It was the end of Septem ber and a beautiful sunny day. Autumn is the most beautiful season here a nd the leaves on the trees were be gin ni ng to t urn gol den in pl aces . As we climbed through the forest, we enjoyed the fresh air and the smell ofl he soil. Moving slowly up the steep, winding path, we ca me to the edge of the forest and suddenly we could see a gorgeous lake at the edge of a mountain range in th e distance. The peaks a nd cliffs of the mountains were partly covered in snow, even at this ti me of the year. The scenery was just amazing. 2 We had bee n walking all day and it was slowly getting dark. We had se en gorgeous mo untai ns with lovely greenery, refreshing waterfalls and clear pools amongst the rocks. We had enjoyed playing in the poo ls in th e ho t s un shi ne , b ut at th e e nd of the day we had desce nded back into the valley. Walking down towards whe re we were staying for the night, the sunse t was amazing, beautiful and red with the silhouettes of the palm trees in the distance. I don’t think I've ever seen such a beautiful and unusual landscape. 4.3))) P Good afternoon and welcome to Science Matt ers. Walking through th e park yesterday, it was full of people enjoying the sunsh ine. Recent research, however,

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suggests that people are spending less time outdoors. One study looked at trends in visits to national parks in the United States, Japan and Spain, and found tha t the num ber o f visits had gone dow n by 18% since th e late 1980s. A recen t British study found that even during the summer, people spend just one to two hours outside per day. So, why is this happening, and wha t shoul d we do about it? Our science reporter Julie Mayers has bee n research ing into the ben efi ts o f being out doo rs. So Julie, why do we stay indoors so much? Hello. Well, it may be that rather than e njoying the beauty of nature, we prefer to sit in front of a screen. Statistics show that people in the US now spend around eight and a half hours a day looking at a screen, and this trend will definitely spread arou nd the world as smartphones become more common. Another explanation is that m ore people live in cities. In 1950, 79% of the UK pop ulat ion lived in cities, but that percentage is likely to rise to a rou nd 92% by 2030. And even traditionally less urbanized countries m ay end up in a similar situation. For example, Botswana in 1950 had less than 3% of its po pu la tio n li ving in citi es; now it h as ab ou t 61%, and this p ercenta ge will probably rise further over the next few years. But does it actually m atter if we do n’t get outside much? Well, yes, obviously there are the physical ben efit s. We know' that peo ple wh o live n ea r green spa ces are m ore likely to be physically active. In fact, nea rly 45% of Californian teens who live near a park take part in phys ica l act iviti es for at l eas t on e h ou r a day, at least five days a week, whereas only one third of teens who d on’t have access to a nearby park have th e sam e level of phys ical activity. But there’s more than that. According to researchers at I leriot Watt University, in Edinburgh, peop le’s brains actually change when they spend time in natural environments, reducing stress and improving mood. The Japanese have know n this for some time. Shinrin-yoku, or forest bathing, is simply visiting a forest or other natu ral area a nd walking slowly, taking in everything you see, hear, smell, and even taste. Scientific research show s that walking in the forest for 30 minutes will reduce depression, and lower your blood pressure. They even think it might prevent you from becomi ng ill. Really? That seems very hard to believe. How’s that? It seems tha t the trees give off chemica ls which help to keep you healthy. One study showed a 50% increase in the white blo od cells neede d to fight illness after a two-hour walk. Research taking place at the mom ent will tell us more about how this works. The Japanese government ha s already built forty-eight official forest bathing trails, and say they will definitely build another fiftytwo within the next ten years. Really? That’s a lot. Do you think it could be co m e a s po pu la r in o th er c oun tri es? Yes, it probab ly will. In fact, South Korea has already started buil ding its own forest

ba thi ng ce ntr es, an d o th er c oun trie s, like Finland, may soon follow. 4.41 1 In the US people now spend 8.5 hours a day looking at a screen, an d this trend will definitely spread arou nd the world as smartphones become more common. 2 The percen tage of British people living in cities is likely to ris e to 92% by 2030. 3 Countries such as Botswana, where, in 1950, only 3% of people lived in a city, m ay end up in a similar situation. 4 Nowada ys 61% of Botsw ana’s pop ulat ion lives in cities and this percen tage will pro ba bly ri se furt her. 5 Walking in a forest for 30 mi nute s improve s moo d and might even stop you getting ill. 6 After a two-ho ur walk, some people showed a 50% increase in th e white b lood cells need ed to help fight disease. 7 The Japanese government will build 52 more forest bathing trails within th e next ten years, and othe r countries m ay follow. 4.5 ») 1 This trend will definitely spread around the world. 2 The num ber is likely to rise. 3 This percen tage probably wo n’t rise muc h further. 4 People who live nea r green spaces are more likely to be active. 4.6))) 1 n ea t a nd tidy 2 in a bit of a mess 4.8))) 1 W ha t a mess! 2 in a while 3 take up too much space 4 peace and quiet 5 a nice drink 6 a big apart me nt 4.9))) 1 What a mess this room is! We need to tidy it up. 2 I hope to finish the decorating in a while. 3 I wante d to put the bookshelf here, but it takes up too much space. 4 The best thing about this house is the peace and quiet. 5 Would you like a nice drink? 6 She lives in a big apa rtm ent in Berlin. 4.10))) I Can you tell me about your problem? M Well, I’m a hoarder. I just c an ’t throw things away. So my house is full of. .. stuff. I’m starting to run o ut of space. I What kind of stuff do you keep? M Everything - newspapers, old yoghurt pots, clothes, toys... I Old yoghurt pots? Why do you keep those? M Well, beca use they might com e in useful one day. You know, I might decide to grow pl an ts in them . I But do n’t they take up a lot of space? Where do you keep them? M In my show er cubicle. I You’re joking!

M No, seriou sly. I've got a l oad of new spa per s, loo, going back to 1995. They’re in a she d in the garden. I So your hou se must be pretty full, then? M There's no room for anything. Our front garden is full of old machi nes like dishwashe rs and fridges. I What a nightmare! And how does your wife feel about this? M To be honest, she’s not very happy. But what can I do about it?

4.11 ») A So, how's it going? Enjoying your new fiat? R Yes, I love it. A You’ve got a fantastic view from the windows. R Yes, we’re on the top floor. 1spent the whole weekend going up and down the stairs with boxes. A Yes, I ca n see! R Look, mak e yourse lf at hom e. Have a seat. A Er...w'here? R Yes, I sec wha t you mean . Well, why don ’t you sit on a box? A No, do n’t worry, I can mak e room on this sofa, if I ju st ... move this sui tca se... I low' did you ma nage to move all your stuff over a weekend? R Oh, I did n’t do it all at the w'cekend. I took som e tim e off from w'ork last week. A It’ll look great onc e you ’ve got everything unpacke d. You’v e got a lot of room h e re ... R Yeah, it’s so muc h bigger tha n my old place. Mind you, I've really got too m uch stuff. This old sofa and chairs take up so muc h space, and there ’s furniture in the flat already. A Maybe you should get rid of your old furniture. R Yes, perh aps . I thin k I really ne ed to get everything unpacke d first, and then I can see what I need and d on ’t need. Are you going to give me a hand? A Sure... 4.12))) W Hello, Bell’s Bistro. C Oh, hello. I had lunch at your restaura nt today and I think I may have left my mobile ph on e th er e o n on e of th e t ab le s... I won de r if you could check for me? W Certainly. Could I just take some details first? C Yes, of cou rse. W Could you tell me the m ake of the phone? C Yes, it wa s a ... 4.13))) R I Iello, how' can I help you? C Hello, I unde rstand that the hotel has a gym? R Yes, tha t’s right. It's in the basem ent . C Thank you. Could you tell me the opening hours, please? R It's op en from 7 a.m. until 9 p.m. C Thank you, th at’s great. R Can I help you with anything else? C Yes, just one last question. Do I nee d to take a towel with me, or are they provided? 4.14))) R I Iello, Gran d I Iotel. I low can I help you? G Hello, I thin k I may have left my briefc ase at recep tion this morning. I w'onder ifyou could check if it's been h ande d in? R Certainly. Could I just take som e details? Wha t colo ur w'as it?

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G It’s black, an d it has my initials on it, MUG, Miguel Hernand ez Garcia. R Thank you ... one m om en t... Yes, we have it. G That’s greal. I won der ifl could come and pick it up thi s eve ning ? R Yes, any time. Can I help you with an ything else? G No, tha t’s all. Thank you for your help, though. I really appreciate it.

Unit 5 Entertainment 5.1 ))) The first film we're looking at today is The Secret Life o f Walter Mitty , sta rring Ben Stiller and Kristen VViig. A remake of a cla ssic com edy from 1947, base d on James Thurber's book, which was written even earlier, in 1939, the film mana ges to bring the story up to dale quite well. Walter Mitty is a quiet ma n who secretly dream s of being an action hero, rescuing peo ple from bu rni ng bu ild ing s or tra vel ling in to sp ace . Soon, however, his adve ntures start to becom e real, as he dec ides to set ou t on a journey to find a missing photog raphic negative. The special effects are pre tty impressive, especially in the scenes set in Iceland an d the Himalayas; but despite a c ast with several excellent comic actors, the film just is n't very funny. Kristen Wiig, who plays the w oman Mitty is secretly in love with, is just wasted, with no real h um our in what she has to say. Stiller's perform ance is bett er, bu t over all th e fil m’s a bit d isa ppo int ing . The other film we’re looking at today is Rio 2096: A Story of Lo ve an d Fury. I enjoy going to see an ima ted films with my kids, but to be honest, I'm not usually a big fan of animated films for adults. So I didn 't expect to enjoy this one. After about ten minutes, though, I realized I was wrong. It's fantastic. The film is set in four different periods of Brazil’s history. It sta rts in t he future, in 2096, where a m an an d a woman, voiced by Brazilian stars Selton Mello and C amila Pitanga, stand at the top of a skyscraper in the m iddle of the night. 'To live without knowing the past is like walking in the dark,’says the man . Suddenly the film goes back in ti me a lmo st 600 years, to 1566, when t he Portug uese arrived in Brazil. The man exp lains that in 1566 he was a Tupin amba Indian, attem pting to save his tribe, who were all killed whe n Rio de Janeiro was first built. Having failed to save any of them, including his great love, Janaina, he magically turns into a bird. He will return as a m an in the future, when he hopes to be with Janaina once more. We then see the couple living through slavery in 1825 and the military dictatorship in 1970 before retur ning to t he future in 2096. It is a disturbing future where poo r people can 't afford to buy water, but he and Janaina continu e to fight against evil, as they've done throug hout th e last 600 years. The plot is a little compl icated if you are n't familiar with Brazilian history, but th e story is told with such p assion th at you can ’t help enjoying it. It really deserved to win the top prize at the 2013 Annecy International Animate d Film Festival. 5.2))) A beautiful film abo ut the dream s of village school children in rural Indonesia, Stepping on

the Flying Grass is both visually stunning a nd truly moving. When their teacher asked them to write an essay about their dearest dreams and wishes, a group of village schoolchildren begin to think seriously about wh at they plan to do with their lives. Puji enjoys being useful and just wan ts to help others. Mei fantasizes about becoming an actress. She spends ho urs practising in front of the mirror, but does she really love acting, or is it actually her mother’s dream? Agus’s family can ’t afford to eat any special food at home, but he really wants to eat at an authe ntic Padang restaurant in the city. When an opportunity arises to make som e money, he decides to make his dre am come true. As the film pro gre sse s he gra dua lly rea lize s th at for dre am s to come tru e you need to work at them.

5.3))) amusing suiprising ordinary violent enjoyable intelligent original pre dic tab le disappointing entertaining unexciting 5.4 )| I’ve lived in New York for abo ut t hree years now. It’s an exciting place to live, but there are quite a few annoying thin gs abou t it, too. For a start, it’s incred ibly expensive. When I moved into my flat three years ago, the rent was already quite high, but it has gone up three times since then. It can also be q uite a violent place. I haven't bee n mugged yet, but my best friend has. Luckily, she wasn't actually hurt; they just took her bag. And the traffic - it’s dreadful. It took me more than an hou r to get to work today, and nearly as long to get home. However, I’ve never lived anywhere where there is so much to do. Over the past m onth I’ve been to the theatre th ree times as well as to a num ber of great art exhibitions. I've also just started salsa classes. You can find everything from everywhere here. So, alth ough living in New York has som e ba d poin ts, o n ba la nc e I do n' t th in k I wa nt to live anywhere else in the world. 5.51 1 I'm absolutely exhausted. 2 She was absolutely amazed. 3 That smells absolutely delicious. 4 It’s absolu tely astoni shing. 5 It’s absolu tely eno rmo us. 6 It’s absolu tely freezing in here. 5.6 | 1 I can't walk any further. I’m absolutely exhausted. I’ll have to sit down. 2 She was absolutely amaz ed whe n she saw he r sister standing at the front door. They ha dn ’t seen e ach ot her for ten years. 3 That smells absolutely delicious. I love the smell o f garlic. What are you cooki ng?

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It’s absolu tely aston ishing . This is the first time you hav en’t bee n late this year. I can ’t carry that. It’s absolutely enorm ous. I’ll need help to get it up the stairs. Put the heate r on. It's absolutely freezing in here.

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Conversation 1 A Did you see that stuff on Facebook about how muc h m usic people listen to every day? B Yes, but I’m not sure I believe it, thoug h. The statistics look mu ch high er than I'd expect. I mean, w ho listens to music when th ey are going to sleep? A Me - a nd 32% of the people they asked!

Conversation 2 A What do you fancy watchin g on TV tonight? B I though t we could watch the program me on climate change. A Aw, no. That sound s really boring. I really don 't want to watch another programme about th e weather. B Well, I tho ugh t it looked quite interesting; bu t if you’re reall y sure y ou d on ’t wa nt to watch it, there's a sci-fi movie on the o ther channel. A That soun ds much more interesting. Conversation 3 A Have you tried this new film site? Is it any good? B Yes, it’s great . I exp ec ted it to be really

expensive, but it isn’t. But you have to be careful. A Oh, why? B I stayed up till 4 a.m. this morn ing watching a whole series. I wo uldn ’t recom men d that if you hav e to go to wo rk the n ext day! I’m exhausted!

5.8))) 1 I feel tire d. 2 The film was good. 3 That meal was tasty. 4 It’s col d today. 5 That piec e of cake is large. 6 It looks bad. 5.9))) 1 It was noth ing like as good as I expecte d it to be. 2 It's really not worth seeing. 3 I wouldn't recomm end it. 4 I’m pretty sure you wo uldn 't like it. 5 It was mu ch less interesting than I expected.

Unit 6 in control? 6.1

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Your car is now in charge: driverless cars are already here. Driving along the motorway in busy traffic, the driver presses a button on the stee ring wheel. The car is now driving itself. This may soun d like science fiction, but driverless cars are already on the roads in California. Many cars can already park themselves by the side of the road, brake automatical ly whe n the car nee ds to slow down, and wa rn the d river if they are slipping out of the correct lane, so going driverless is just the next step. Driverless cars come with fast broadb and, allowing them to overtake other cars safely, and even com mun icate with traffic lights as they

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approa ch junctions. Being stuck in traffic jams could becom e a thing of the past, as driverless cars wall be able to drive at speed muc h closer to each other. More than fifty million people die or are injured in road accidents every year, and 90% of these accidents are c aused by hum an error. Google's driverless car sticks to the spee d limit and does n’t get tired. So wouldn’t it be much safer if all cars were driverless? 6 .2 ))) Intelligent mac hines that can serve us in supermarkets, give us directions an d even drive for us are beco ming part of all our lives. Some of the things m achines can do now would have seem ed impossible just a few years ago. And there’s more to come. Amazon promi ses robot drones which will deliver our packages, and Rolls-Royce says robo-ships, which w on’t need any crew, will soon be sailing our seas. But what will this me an for our workers? Some think that only people whos e skills are better than th e ma chine s’ abilities will have work. 'Ihose who don’t have high-level skills risk bei ng u nem plo yab le, or will hav e to wo rk for very low wages.

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climate change crop damage water shortages global warm ing strong winds tropical storms 6.41

P Welcome to The World Today. Today we’re talking abo ut extrem e weather. Recently there seem to have bee n a lot of extreme w eathe r events. While there have always bee n strong winds an d tropical storms, man y scientists now' agree that climate cha nge has been causing higher temperatures, and more storms, floods and droughts. It’s a serious situation, and although governments have been trying to reduce pol lut ion an d st op t he globa l te mp era tu re rising, w'e haven’t been very successful so far. Could there be a different solution? With us in the studio tod ay we have Neil Clough, our science correspondent, who has been researching ways in which scientists aro und the world have b een trying to artificially control or change the w'eather. Neil, can anything be done to prevent these extreme weather events? N Well, if th es e c ha ng es in w ea th er pa tte rn s have been happening as a result of global warming, th en we should try to prevent further w'arming, by redu cing pollution, pro tec tin g tre es a nd so on. However, scientists have bee n exploring another metho d. It seem s possible that we might be a ble t o a ctua lly do mo re t o con tro l th e wea ther directly. 6.5)))

P Tell us more about controlling the weather. N Well, scie nti sts have be en w orki ng on techn iques to create or prevent rain for quite so me tim e now'. The best-known

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me thod is called cloud seeding. This involves putting chemic als into the air to encourage any water in the air to form clouds a nd hopefully rain. So, if w'e can m ake it rain wh en we w'ant it to, w'hy do w'e still have prob lem s with droughts? Ah, well, un for tun ate ly it is n’t quit e a s a simple as that. If there is a drought, there pro ba bly w'on’t be a ny clo uds in th e sky at all. The only thing you could d o is to do clou d seeding when there are clouds and then save the w'ater for w'hen there is a drought. That could be helpful, 1gu es s... And can it help with storms and hurricanes as well? Yes. Hu rri can es fo rm i n war m, trop ical w'aters. Tha t’s why global war min g is having an impact; as the seas get warmer, there are likely to be more hurric anes. But it seems pos sib le t ha t we c oul d us e c lou d se ed ing t o cool the seas down. That sounds incredible! But is it actually a good idea to try and change th e weather? I mean, what abo ut putting chemicals into the atmosph ere? That can ’t be a good idea, ca n it? Well, this i s one of the thi ngs w e ne ed to find out. There is some con cern tha t creating rain in o ne area of the w'orld might take it aw'ay from somewhere else. But in terms of the chemicals, it seems that on e group of scientists have found a solution. Professor Jean-Pierre Wolf and Dr Jerome Kasparian, at the U niversity of Geneva, have be en ex pe rim en tin g wit h usi ng la ser s to control the w'eather. Lasers? Thei r exp eri me nts h ave showm tha t pu lse s of light from a laser can be used to m ake rain clouds, without using a ny chemicals. They also think that lasers can be used to direct storm s away from certain buildings, such as airports. Wow. That is qui te amazin g. I still feel that pe rh ap s we s ho ul dn ’t be p lay ing wi th t he w'eather like this. Yes, a lot of peo ple w oul d a gre e w'ith you. But you've got to rem em ber that wre have be en ch an gin g th e we at he r for a lon g tim e anyway through global w'arming. This type of technology is nothing comp ared w'ith that, and it could be helpful, rathe r than harmful.

6 .6 ))) In recent years there has bee n a noticeable increase in extreme wea ther events. Many scientists now' agree that clim ate change has ca used this increase. The science correspondent in the programm e has just finished research ing ways in which scientists aroun d th e w'orld have been trying to artificially control or cha nge w'eather patterns. These scientists have been exploring various techniques, including cloud seeding, over the pa st few years. However, m any people are worried about putting chemicals into the atmosp here. Recently one team o f scientists in Geneva h as discovered a w'ay to use lasers to control the weather. 6.7)))

It's imp ortant to get away from your everyday life at least on ce a year; and if you live here

in the UK, you nee d to find somew'here with guara nteed sunshine . W'hat I me an is, some where w'here the w'eather is a bit more reliable. It's great to do som ething you'd never do at home . In fact, I’m sure th e challenge keeps you healthy. Anyway, w'e’ve just boo ked two weeks ex ploring the lakes and volcanoes of Nicaragua. I can't wa it... 6.81

1 W'hat I mean is, somewhere w'here the w'eather is a bit more reliable. 2 In fact, I'm sure the challenge keeps you healthy. 3 Anyw'ay, we’ve just booke d two weeks exploring the lakes and volcano es of Nic arag ua. I can 't w a it ... 6 .1 0 |

1 You know', as soon as I get be hin d the stee ring wheel, I feel great. I’m in control. I decide whe re I’m going an d how' fast. W'hat I me an is, I'm in charge. I don't have to w'ail at the bu s sto p or g et n erv ou s ab ou t ca tch ing t he train, or it not turning up. I find travelling by bu s a nd t rai n m uc h m ore stress ful. 2 I mus t have about twenty pairs, in all colours. I wear them so I can feel taller, and that makes m e feel much more confident. My favourite ones are silver and very high. I only wea r them to special events because , although they look great, they’re rather uncomfortable. In fact, I usually w'ear flat ones to get to the event and then slip them on before I go in. 3 I sup pos e it’s true. My w'hole life is on it - I just c oul dn’t function w'ithout it. I mean , I’ve put everything on it, my friends' numb ers, my Facebook, photos, music, game s and l oads of apps. I’d be completely lost without it. I never write anything dow'n; I just put it on here, let me show you ... Actually, where is it? I had it a m ome nt ago ... wa it... it must be in her e... 4 I thi nk it all began whe n I w'as a kid, and my grandma used to bring me a bar when she cam e rou nd to babysit. Now I love it - in cakes, biscu its or just a big boxful. I have to have som e every day - 1feel a bit dowrn if I do n’t. But as I w'as saying, I thi nk the real reason I love it so much is because it reminds m e of all the happy times I had with my lovely grandma. 6 .1 1 )))

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Hi, Pedro - it’s Sara. Oh, hi. I w'as just thin king about you, Sara. We’re m eeti ng for lunch w'ith Estelle tomorrow, aren ’t we? S Actually that’s why I'm phoning. There's be en a ch an ge o f pla n. I’m afra id I’ve got something else on tomorrow lunchlime - I’ve got a work m eeti ng from 12 till 2 that I can't ch ange - so how' about getting toge the r after w'ork instea d? Say 6 o'clock? We could go for an early dinner. P Let me just have a look at my diar y... Ilm m, I’m reall y sorry, but I can ’t make it then. I’m mee ting som eone in tow'n at 6.30. Are you free on T hursda y after w'ork? S Well, I’m suppose d to be playing tennis w'ith my sister, b ut we c an proba bly change it to an oth er day. I’ll speak to her, th en I’ll

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get bac k to you. OK? And will you se e if Thursd ay is OK with Estelle? P No pr obl em . I'll s pe ak to yo u later, t hen . S Bye.

6.12 ») 1 There's been a change of plan. 2 I’ve got som ething else on tomorrow lunchtime. 3 I low abou t getting togethe r after work instead? 4 I’m really sorry bu t I ca n't make it then. 5 I'm supposed to be playing tennis with my sister 6 I’ll spe ak to her, then I’ll get back to you. 6.13))) 1 c li ma te ch an ge 2 crop damag e 3 global warming 4 heatwaves 5 landslides 6 strong winds 7 tropical storms 8 water shortages 6.14 1 music 2 cloud 3 danger 4 luck 5 stress 6 success 7 fashion 8 comfort 6.15))) J I Ii, it ’s Jo ann e h ere. M Hi, Joa nne . J You know we were suppo sed to be going to the cin ema on Saturday? I’m really sorry, bu t th ere 's b ee n a c ha ng e of pla n. C an we go on Sunday instead? M Oh dear. Sorry, bu t I'm not available then. How about next Saturday? J Ah, I’m m eant to be meetin g my brother and his wife for dinn er next Saturday. But I’ll talk to them and get back to you. M OK, th at' s fine.

Unit 7 Ambitions 7.1))) 1 I

For man y years people have moved to Europe in search o f a brighter future an d a higher stand ard of living. In recenty ears, however, the patt ern seem s to be changing, with thousand s of young people moving from Europe to Africa, Asia and South America. We spoke to three pe ople who have ma de the move to find out why they moved an d how it has worked out for them. Dermot, you ’re from Ireland, a ren’t you, but you live and work in the Philippines. D Yes, that’s right. I came to the Philippines in 2005 for a job in property, selling office buil ding s. At tha t li me, Ire lan d was d oin g really well economically, and a lot of people coul dn’t und ersta nd why I was going abroad. It was a fantastic opport unity for me, though, as I was quickly prom oted to mana ger when I’d just been a sales person ba ck in Irel and. The job also c am e with

rent-free accommodation in a beautiful apartm ent, and everyone w'as so friendly. And after tw'o years I be cam e a director. So my career prospects have definitely been improved by coming to Manila. I didn ’t w'ork such l ong hou rs in Irel and, i t’s true, but 1didn't get the benefits I have now, like private medica l care an d great training. And the we ather is a lot better! 2

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That certainly sound s like a very positive move. And Maria, what abou t you? M Well, I’m a quali fied architec t, with a masters' degree, but when I was made redu nda nt in Athens, I just cou ldn’t find anot her job. I use d to spe nd all day ringing pe op le u p a nd get tin g now her e. I'd be en unem ployed for over a year when I decided to try Australia. I still haven 't bee n able to find work as an architect in Melbourne, bu t I have been able to retrain as a landsca pe designer, designing gardens instead of houses. It’s great being outside so much, be cause the w eather’s nearly always good. I also have a lot of job satisfaction now. Because I have relatives here, it wasn’t too difficult to get a visa. In fact, Melbourne is the biggest Greek city in the world, outside of Greece! I Do you think you’ll stay as long as Derm ot has? M Probably. I really like it here. 3 I And wha t abo ut you, Joaquim ? You’re currently working in L uanda, Angola, aren ’t you? Do you think y ou’ll stay there? J Well, the job is just tem porary , for four months, but no w I’m he re I think I’ll stay a lot longer. The w'orking conditions are much be tte r at t he m om en t th an in L isbon, w he re I'm from. I get sick pay and holiday pay, and pl en ty of tim e off. My sal ary is a lo t hig he r as well, although Luanda is a very expensive city these days. In fact, it's now' supposed to be th e m ost expe nsiv e city in the w'orld! There's ple nty of w'ork, though, b oth skilled and unskilled. Angola has o ne of the fastestgrowing econ omie s in the world.

7.2))) 1 Which is more important - a good salary or job sati sfac tion ? 2 At work, is it bet ter to obey the rules, or to take risks? 3 I lave you ever had a temp orary job? What w'as it? Did you wrant it to bec ome perm anen t? 4 Have you ever had a job where you had to supervise o ther em ployees? Did you like the responsibility? 5 Would you like a job where you had to come up with new' ideas, or one w here you simply follow'ed the rules? 6 Do you find it easy to think creatively and come u p with new ideas? How' do you do it? 7.3))) Li Yan L I’m not sure I under stand . Could you explain what you mea n? I Well, yes, of co ur se ... so, you ’ve appl ied for this job a nd you w'ant to get this job. But why shoul d we give it to you?

L Oh, I see. OK, you shou ld give me the job be ca us e I have a lot o f expe rie nc e th at will help your company. I Could you give some examples of that? L Well, to give you a good example , I spe nt three years working in a similar situation in ... Parissa A I’m not sure I unde rstand . Do you me an wha t job will I have? I Yes... in othe r words, wha t are your goals for the ne xt few' years? Wha t do you w'ant to do? A Ah, I see . Well, I’m very ambi tio us. First, I’d like to get som e good work experienc e with a compa ny like yours and t hen, in a couple of years, I plan to start a part-ti me m aster's course in... Sophie S I’m sorry. Could you repea t that, please? I Yes, of course. I asked whe n w'as the last time you had a difference of opinion with som eone at w'ork - a time you disagreed with someone? S Ah, OK. Let me see... a time I had a different opinion. W ell... actually, last mo nth I was w'orking in a project te am, a nd I didn't agree with the team leader about the time we ne eded to complete the project. I And how' did you deal with that? What did you do? S Well, I.. . Marina M Oh, that’s a difficult question! Let me think ... well, I suppose I would b e som ething like an egg... yes, an egg! I Why an egg? M Well, because an egg is very... now', what’s the w'ord aga in? ... Useful, yes, an egg is very useful - it goes in so many dishes, a nd it is one of those foods that is eate n all over the w'orld... so, useful, international... and very healthy, o f course! Ken K I'm sorry. Could you explain what you mean? I Yes, of course. What I me an is, wha t make s you want to work, to do a good jo b ... and the opposite of that - what stops you being interest ed or working well? K Ah, OK, now' I get it. Well, goals are very imp ortant to me. I w'ork really well when I have cl ear goals - I know' what I am doing, why I am doing it and w hen I need to do it by. I Could you give some examples of that? K Yeah, of course. One exam ple was wh en ...

7.4))) 1 Could you explain what you mean ? 2 Well, to give you a good example, I spe nt three yea rs working in a similar situation. 3 I’m not sure I unde rstand . Do you me an wha t job will I have? 4 Yes, in othe r w'ords, wha t are you r goals for the next few'years? 5 Could you repeat that, please? 6 Let me think. 7 What I me an Is, what m akes you w'ant to w'ork? 8 Could you give me some examples of that? 7.5))) 1 wanting to become rich or successful 2 not willing to let anything stop you from doing what you want to do 3 having special skills or knowledge

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a lot of people have heard their nam e or know about them putting in a lot of effort very good at doing someth ing

7.61 get completely take pos iti ons prog ress risks pro m ote d different think make creatively higher

Unit 8 Choices 8 .1 ))) According to a rece nt World Happiness Report, Denmark is the h appiest country in the world. But just why is that, an d what, if anything, can other countries learn from it? The first point to make is that, clearly, Denmark, and most of the other countries in the top ten don ’t have much poverty. Money may not buy happiness, but a strong economy certainly helps. However, if you look a bit furth er dow n the list, you'll see that mone y isn’t everything. Mexico, for example, com es higher u p th e list than the United States. Money doesn't make you happy unles s everyone has enough. Big differences between rich an d poor tend to make pe op le u nha ppi er. Also, just becau se a country is rich, it doesn 't me an th at it looks after its peop le well. Many pe op le i n th e U nit ed States, for exam ple, do n't have free healthcare. But if a country has qu ite high taxes, like Denma rk, it can provide free healthc are to everyone. You may not believe that you'll be happ ier if you pay hig her taxes, but as a c oun try, you will. And Danish people have a he althy lifestyle, too. They tend to eat a bala nced diet and get plenty of physical exercise. In fact, 50% of trips t o work and school in C openhagen are m ade by bicycle rather th an c ar or bus. As well as the positive impact on reducing pollution, doctors estimate that if you can cycle for thirty min utes a day, it may add one to two years to your life. Denm ark is also a very equal society. There aren 't big differences between rich and poor, and m en a nd wom en are treated equally, too. Both parents are allowed paid tim e off work after the birth of a baby, a nd they ca n decide how to sh are the time. It's a very family-friendly country, with free or very cheap childcare prov ide d by th e go ver nm ent . The Danes only work thirty-seven hours a wee k on average. If people w ork a thirty-seven hour week, they have quite a lot of leisure time, and the Danes spen d m uch of this time socializing and enjoying cultural activities. The winter m ay be c old a nd dark, bu t th ere is a spe cia l term , ‘hygge,’to describe a kind of cosy meeting with friends and family. People light candles, keep warm, an d eat delicious food together.

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And, finally more tha n 40% of Danes use th eir extra leisure time to do voluntary work, helping their neighbours. I'm beg inning to see just why it’s such a great pla ce t o live.

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8.2 1 If people spend more than an hour travelling to work, they are generally less content. 2 Unless you have som e close friendships, you will find it hard to be happy. 3 If you do regular exercise outdoors, you’ll be able to work mo re efficiently. 4 People tend to be happie r if they are in a long-term relationship. 5 If people are active in work and free time, they’ll probably be healthier.

8.3))) 1 If I were braver, I might be a firefighter. 2 We could voluntee r more if we had more time. 3 What would you do ifyou saw som eone bei ng ro bbe d? 4 If we won the lottery we could give some mone y to charity. 5 I woul dn’t do a job if it were risky or dangerous. 6 He'd be so embarrassed if he knew people were talking about his heroism. 8.5))) 1 red pra m 2 could be 3 white coffee 4 mild coffee 5 should go 6 cold metal 7 hot pepper 8 hot milk 8.6))) If you could pick anywhere in the world to live, where would you go? Iceland might not be the most obvious choice, but I do n’t regret moving here. I came to study earth scien ce at the University of Iceland. Icelan d ha s volcanoes, glaciers and earthqua kes. What ca n’t you see here? I came to study the natura l world, but I stayed in Iceland bec ause I love the way of life. 8.7))) There was a bit of culture shock at first. I was surprised at just how much lime people spend outdoors. People a re close to nature in a way that many other countries have forgotten, and even when the temperatures are freezing, pe op le lo ve get tin g out int o th e fr esh air. Look outside any cafe and yo u're likely to see lots of ba bie s sle epi ng ou tsi de i n pra ms . I cel and ers bel iev e th at the col d fres h ai r cou ld be goo d for their health and helps them sleep better. And no one worries a bout thei r safety. Crime rates are very low indeed. I also found it hard to get us ed to the way that time see ms to have no m eanin g here. If friends arrange to mee t between half seven and eight, you’d bette r not be su rprised il lhey do n’t turn up until a bout ha lf past nine. At first this used to drive me ma d. I thoug ht people were being really rude. Gradually, though, I realized that it wasn’t rudeness - people just don’t worry about pu nc tua lit y th e way we d o a t hom e.

The education system is much m ore relaxed, too. There isn’t the same em phasis on tests and exams. In primary school children sp end a lot of time playing outside and learning practical skills, such as knitting. But they are still very highly educated in the end, and, apparently, one in ten Icelan ders is a published author. The food took a bit of getting used to as well. There are some dishes I had to be per suad ed to try, like sheep ’s hea d or shark. But my husban d, Gustav, is such a good cook that h e can make most things taste nice.

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8.8 Hello, everyone. My nam e is Stuart French a nd I’m here to talk to you abou t som ething we all have to do about seventy times every day ... make a decision. Obviously some are more straightforward than others. Most people d on’t have too much trouble deciding what to have for breakfast, for example, bu t some decisions can be a lot trickier. So, in today ’s talk I’m goi ng to look at ho w understanding the decision-making process can help us to make better decisions when we really need to. First, I want to tell you about some factors that affect our decision-making. Then I’ll talk about m ethod s peop le use to mak e decisi ons. And finally, I’ll give you som e tips about decision-making.

8.9))) So, what factors affect our decision-making? The first thing I’d like to mention is the number of decisions we make. Recent research s eem s to show that making conscious decisions actually makes the b rain feel tired. As we make more and m ore decisions, we beco me less effective. So, if you have an impo rtant decision to make, it’s probably bes t to do it early in the day bef ore y ou’ve had to ma ke l oo m an y oth er le ss important decisions. Another ma jor factor that affects our decision making is how much inform ation we have to consider. It’s obviously a good idea to have some i nformation before we make a decision. However, stud ies show that if we have too much information to deal with, we ’re more likely to make th e wrong decision. It seems tha t it’s just too much for our brains. The third and last factor I want to m ention today is stress. Researchers have found that peo ple making decisions un der stress are m ore likely to think about the possible positive results of a decision and less likely to think about the negatives. So if you’re un der stress at work a nd trying to decide wh ether to leave, you’re more likely to thin k abo ut ho w great it will feel to leave and less about ho w you'll actually get a ne w job. 8 .1 0 ))) Now, let 's mo ve o n to l ook at h ow to ma ke a decision. One comm on m ethod is to gather the necessary information (but not too much, remember!), list the possible solutions an d set a time limit. This helps you to b e m ore decisive. Anothe r useful thing to do is to make two lists on a piece of pap er - the a dvantages an d the disadvantages - and the n see if you have more advantages than disadvantages and how

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impo rtant ea ch on e is. In fact, Charles Darwin, the great evolutiona ry scientist is said to have used this m ethod to decide w hether to ask his girlfriend to marry him. Not a great rom antic, though... Many people believe that i t’s someti mes a good idea to be guided by our heart - our gut feeling - so remem ber that overthinking things can sometimes make your decision-making ability worse. So, we’ve looked at so me of the things that affect our ability to make decisio ns and som e ways to mak e deci sions; now I’d like to finish with a tip. Decision-making ca n be a difficult and complicated process. Don’t expect everyone to agree with your decisions, and be pre pa re d to ac cep t th at s om eti me s you will make the wrong choices. Are there a ny questions? 8 .1 1 ))) 1 Ifyou spend it on the right things, money can buy happiness. 2 Most people will be happie r if you spend time with them rather than spend money on them. 3 If you 're going on holiday, you will be happ ier ifyou pay for it straightaway. 4 People should buy experience s rather than things, especially if they are older. 5 People don ’t enjoy things as much unless they have to work hard for them. 8 .1 1 2 3 4 5 6

2 ))) If I were president of my country,... I wou ld move to another country i f... If I spoke fluent Englis h,... I could earn more money if... If I had more m on ey, ... I’d be hap pie r if...

be e ith er a n old pai nti ng o r a pa int ing o f a historical scene. In the bottom left-hand corne r there are som e me n with dogs. I think t hey might be going out to hunt. Ah, no, they can’t be going out to hunt beca use I can see they've caught som ething. Just to their left, there’s a group of women doing som ething with a big fire. I'm not sure exactly wha t the y’re doing! 'They coul d be cooking somethin g. It all looks very cold. There's lots of snow on the ground a nd on the mountains in the distance. The river must be frozen over, becaus e peopl e are skating on it in the valley towards the righthand side of the picture. 2 I thin k this pai ntin g is really beautif ul. It’s a po rtr ait of a wom an . She 's wea rin g an oldfashioned lo ng dress in a lovely bright shade of red, with a purple scarf round it. There’s the sam e red on her lips, and on the side of the bo ok sh e’s got in front of her. She’s drinking from a blue glass bowl. I have no ide a why; it’s really myste rious. It might be a picture of an old story or something. The wom an is in the foreground of the picture, hut th e backg round is also really detailed. Behind her there ’s a curved win dow ... no, actually, it c an ’t be a window'. I think it must he a mirror. It’s reflecting th e sea an d tw'o old- fashi oned sa iling ships. I’d love to know w'hat this picture is actually about! 9.4)))

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In the top right-hand corner there are some sharp, snowy mountain peaks. In the foreground there are four or five tall bla ck t rees, w ith no lea ves. On the left there are some houses. In the bottom right-hand corner someone is w'alking over a sn owy bridge. Tire people in the background look very small.

Unit 9 Appearances

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Speaker 1

He’s got dark hair and a bit of stubble on his chin. He looks quite middle-ag ed an d he ’s got a bit of a doub le chin . He’s quite well built, p oss ibl y a bit ov erwe ight . Oh, an d h e’s going bald. But he ’s got kind eyes! 2 I’d say he ’s in good shape. I Ie’s probab ly in his late twenties. H e’s got quite a sq uare jaw and a big nose, but it looks good! He's got a bit o f a bea rd a nd a mo ust ac he . His h air is shoulder-length and dark brown. 3 I thin k she ’s qui te slim. She's got short bl on de hair, wi th a b it o f a fringe. He r hai r might be dyed, actually. I'd say she was in her late thirties or early forties.

Tire river must be frozen over, because they’re skating on it in the valley. 2 It ca n’t be summer, it looks too cold. 3 The hunt ers must be coming back from the hun t because one has something on his back. 4 The painting could be a few' hun dred years old, I suppose.

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Speaker 3

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The descriptions were more positive. The descriptio ns were much more positive. The description s were far more positive. The descriptio ns were a bit more positive. Their descriptio ns we ren't as positive as their friends!

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I love this painting because it's so detailed, and it really tells a story. The colours are quite soft, mainly white, brown and a kind of bluey-green. It’s a landscape, and it must

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Speaker 2 5 6 7

It might be a picture of an old story or something. It can ’t be a mo dern painting; it looks too old-fashioned. It must be a mirror; I can see the reflection of her face.

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The abstract painting must be very mode rn. I don’t think it w'as painted a long time ago. 9 It could be older than you think. People started painting abstracts more than one hundred years ago. 10 It ca n’t be a pain ting of a man drill. I ca n’t see a man drill in the pain ting at all! 9.6 »)

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Hie search for the missing climbers w'ent on all night. But in the end they had to give up.

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Jon took up bird-w'atching in his teens, and he ’s neve r got tired of it. Dan takes after his father in looks, but his mother in character. I’m really looking forward to the concert tomorrow. I have n’t seen any live music for years! Jill and I get on really well, even though we only see eac h other every five years. Why do n’t you come round later and we'll watc h a DVD? We had to put off the meeting because the pro jec tor b rok e dow n.

9.7))) Conversation 1 J Look, I'm sorry to hav e to say this, but I need to talk to you about something. L Oh, wh at’s that ? W hat’s wrong? J Well, I’m afraid there 's a proble m with noise. L Noise? J Yes. There are a lot o f us in this office trying to work, and, well, it’s a bit nois y at times. L Yeah, actual ly you ’re right. It is noisy sometim es, isn ’t it? J No, w'hat I mean is you’re a bit noisy at

limes. On the phone. Well, I did have on e long call today - so rry about that. J To be hone st, the problem ’s been going on for a w'hile now. You keep m aking pe rson al calls in our shared workspace. Conversation 2 A Dan, can I have a word? D Oh, hi, Andy. Yeah, sure. What's up? A Well, sorry to bother you, b u t... D Is every thing OK? A Well, actually, no, not really. Look, it's a bit awkward, but I’m afraid there ’s som ething I'm not happy abou t... D O h... what's that? A It's the office kitchen - well, you don't ever seem to wash up your stuff; you just leave your coffee cups for someon e else to do, and you leave food out on the counter. Look, Dan, to be honest, we're all getting a bit fed up wit h it. L

9.8))) Conversation 1co ntinued J Do you think you could take your personal

calls outside the office? Yes, of course... I’ll make sure I get up and go out in future, so people c an't h ear me. J Well, actually, would you mind taking the calls in your own time rathe r than w'hen we’re working? Maybe in your lunchtime ? Sometimes you're too busy on the phone when one of us needs to spe ak to you. L Yes, of cours e I can do that. And listen, I’d really like to apologize for being so annoying. I didn’t realize it was that bad. Conversation 2 continued D Oh, Andy, I'm sorry abou t that. I just did n’t think. A It's OK ... it’s just tha t it’s a bit annoyi ng at times, especially whe n everyone else man ages to do it. Look, I know it might not seem such a big deal, but it w'o uld really help if you could jus t clear u p your stuff L

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you know, wash your mugs, put things away in the fridge. D Yeah, of course. I'm sorry. I’ll make su re I do that next tim e... I me an every time!

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As figures show that more and m ore children are overweight, the government has a nnounced that highly competitive sports days and tourname nts are to be re-introduced at schools. Under the n ew plans, schools will play against each other in a n Olympics-style event, with sports such as football, athletics, rugby, swimming, tenn is and cycling. Winning teams will com pete in sixty county com petitions bef ore g oing o n to a nat ion al fi nal. For loo long, schools have be en avoiding competitive sports, introdu cing activities such as yoga, trampolining, cheerleading and danc ing instead. They seem to believe that losing a race will make people feel bad about themselves. We have to realize that taking part in competitive sport is not b ad for peopl e’s self esteem. W hether you win or lose, competitive sport teaches people to work together in a team and to try hard to be the best that they can be. These are skills w'hich are just as imp ortant in the workplace as they are in school. It is also hop ed tha t the new'plans will help Britain to break mo re records in future Olympic Games.

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I’m sorry to have to say this, but I nee d to talk to you ahout somethin g. Look, it’s a bit awkward, but I’m afraid there's something I’m not happy about. I'd like to apologize for bein g so annoying. It would really help if you could just clear up your stuff. Would you mind taking the calls in your own time?

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1 I Ier hair isn't straight at all. 2 He has been trying to grow a beard for a month. 3 She runs maratho ns every weekend. 4 He doe sn't like bear ds or moustac hes. 5 I Ie has lots of hair. 9.11)))

I think I’m more like my father tha n m y mother. He's the kind of person w ho always looks forward to the future, and so a m I. My moth er always thinks ab out wha t might go wrong. Recently my father took up cycling and wante d to teach he r how to ride, but she kept making excuses and putting it off. In the end he gave up trying to persu ade her. 9.12)))

C Sorry to bot he r you, but I’ve got a bit of a pr ob lem wi th t his t able t. A Oh, I'm sorry to hea r that. What seems to be the problem? C I only bou ght it a few week s ago, but it keeps turn ing i tself off. A Do you have the receipt? C Er, no I don 't, actually. A Well, I’m afraid I ca n’t hel p you, then. C Do you think you could get the manager? He might rem em ber selling it to me.

Unit 10 Compete and cooperate io.i D 1 Ali Ganjavian noticed that people who travel a lot often get very tired. 2 The Ostrich Pillow was invented to help long-distan ce travellers. 3 It's a kind of hat that is pulled over the head in order to take a nap. 4 So far, over $195,000 has be en pled ged by its bac kers . 5 In the first three month s of production, Ganjavian's company shipped five thou sand pillows to fifty-two countries. 1 0 . 2 ))) 1 Ali Ganjavian noticed that people who travel a lot often get very tired. 2 The Ostrich Pillow was invented to help long-distan ce travellers. 3 It’s a kind of hat that is pulled over the head in order to take a nap. 4 So far, over $195,000 has be en pled ged by its bac kers .

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In the first three month s of production, Ganjavian’s com pany sh ipped five thou sand pillows to fifty-two countries.

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It’s just unrealistic for children to be told that everyone can win; life is competitive. If you lose a race, then you shou ld just try harder. That’s wh at I learnt w'hen I w'as at school. I do n’t think more compet ition is the answer. Sport at school isn't about tea ching children how' to be competitive; it's about encourag ing them to exercise. There are plenty of children who don ’t do well academically, who are brilliant at sports. Why should n't th ey be allow'ed to play a gai nst e ac h o th er an d pro ve how 'wel l they can do? No one says that trying to get a good mark in an exam is too competitive. I went to a school that insisted on competitive sports. The school used to hold sports days in a public park, so everyone in the par k could watch. I was small for my age and alw'ays came last in all the races. It was awHil. Com petition is healthy, but taking part is more important than winning. Everyone should feel good about having done their bes t, w he th er t he y win o r lose. If everyone knows at the start of a race w'ho the winne r is going to be, th en it can be b ori ng a nd dem otiv ati ng. W hy ca n’t children be encouraged to com pete against themselves, to b reak their owm personal records instead?

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It's just unrealistic for children to be told that ev eryone ca n win; life is competitive. If you lose a race, then you should just try harder. That’s wha t I lea rnt w'hen I w'as at school. I do n’t think more compe tition is the answer.

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The school used to hold sports days in a pub lic p ark, s o eve ryo ne i n t he p ark cou ld watch.

10.6 $ Sound ofa crowd cheering at a baseball or football match.

10.7 $ P There's nothing quite like the atmosphere of the crowd at a big game, is there? Well, actually a South Korean baseball team, the Hanw'ha Eagles, think they can create some thing like the atm osphe re of the crow'd by usin g rob ots inst ead of real live fans. The robots can cheer on their team, and h uma n fans who aren ’t able to attend the game in pe rs on will b e ab le to u pl oa d th ei r face s onto the robot, and make the robots clap and w'ave. They can also send text messages which the robots will display to the players. 10.8 $

1 The robots can cheer on their team. 10.9 $

1 The robots can cheer on their team. 2 Then the robots can also chee r on their owm team. 10.11 $

1 The atmosphere at the match was amazing. 2 We coul dn’t have had a bette r result. 3 I was able to sit right at the front. 4 I rang my friend at the end of the first half of the game. 5 She couldn't come, but she was happy to hear the score. 10.12 $

Convenient it might be, but at tending a game virtually couldn’t possibly be as exciting as be ing at a real g ame , surel y? And w ha t ab out the effect on the players? Don’t the fans have a responsibility to turn up and encourage their team? Sporting te ams always prefer to play in their hom e stadium, w here 70-80% of the crowd will be mad e up of their owm fans, and there is plenty of evidence to show that the home team really does have an advantage. On average, teams playing in their home stad ium win abou t 53% of the time, an d there are ce rtain football stadiums, su ch as the Turkish team Gala tasaray ’s Ali Sami Yen Stadium , which seem to be designed to take advantage of the noise fans make, using the sha pe of the stadium to make the noise as loud as possible. This then makes it very' difficult for die visiting team to do well. Some te ams now' train using recordings of the other tea m’s fans, so that they can le arn to take no notice of w'hatever their opp onen ts might be shouting. However, there is some eviden ce to suggest that the biggest im pact of the crowd is not on the players, but on th e referees, or match officials, w'ho have to take decisions about whe ther to allow' goals and so on. It seems that shou ting from the crow'd can affect their decisions, and make the m more likely to favour the home team. But is the noise of their suppo rters always a positive thing for players or athletes? Not necessarily. In general, crowds seem to improve pe rfo rm an ce f or tea m s po rts an d s por ts th at

AUDIOSCRIPTS

involve strength or the ability to keep going, such as runnin g or cycling. However, sports which require a lot of conce ntration d on ’t ben efi t from th e ex cit em en t ca us ed b y the screaming crowd. These kinds of athletes need calm an d quiet to do well, and noise from the crowd might cause them to take unnecessary risks and make a mistake. 10.131 1 Don't the fans have a responsibility to turn up and encourage their team? 2 ... the hom e team really does have an advantage. 3 ... there are certain football stadium s ... which seem to be desi gned to take advantage of the noise fans make. 4 ... they can learn to take no notice of whatever the other team 's fans might be shouting. 5 ... referees, or ma tch officials, who have to take decisions ab out wheth er to allow goals and so on. 6 ... noise from the crowd might cause them to take unnec essary risks and make a mistake. 10.141 Helsinki, Lisbon, Istanbul, Bologna, Liverpool, Riga, Santiago de Com post ela ... what do they all have in com mon? They’re all in Europe, of course, but they’re also all past winners of the title of European Capital of Culture. Since 1985, when Athens was first given the title, a different city has be en cho sen ea ch year to organize a series of cultural events. As well as the h onou r of being chosen, the winning cities have often be en abl e to a ttr act mo re vis itors an d i mpr ove their image, so com petition is fierce. 10.15))) 1 A So how long are you going to be in Spain? B Six months. My compan y is opening an office in Seville, and I'm involved in setting it up. A I loved living in Spain. You are so lucky to be going there. B Yes, but I hope I don't get lonely - being so far from home. A Well, there's one thing you could do to mee t pe op le - you c oul d try le arn ing flam enc o. I tried it and I loved it - 1made loads of friends. B But I’m n ot m uch of a dancer. A That do es n’t matter. There are fantastic schools - they can teach anyone to dance. B OK, I’ll give it a go! 2 I’ve just got back from Santiago in Chile. It’s such a fabulous city, m ounta ins in on e direction, the beac h in the other. If you like skiing, I’d strongly reco mm end Portillo or Valle Nevado, both world-class ski resorts. In the city itself, one of the most interestin g things to do is to go to La Chascona, o ne of the houses of the famous Chilean poet, Pablo Neruda. It's fascinating. 3 A Did n’t you use to live in Prague? B Yes, why? Are you think ing of going the re? A We've just booked a week end there. Is there anything we sh ould n’t miss while we’re there?

B Well, you just have to go to th e C harles Bridge and up to the castle - especially at night. It’s very romantic. The area nea r the castle has lots of restaurants and bars where you eat traditional Czech food, and, of course, drink som e of our famous beer.

4 A OK, I arrive in Kyoto on Thursday. Where would you recomm end I stay? B Well, have you t houg ht of trying a traditional Japanese inn? It’s called a ryokan. I stayed in one last year a nd it was a great experience. They’re the last word in luxury and relaxation - you can enjoy traditional Japanese foods and baths - just everything you could ever want. A That sou nds fabulous. I'll definite ly try it. 10.16 f 1 You could try learning flamenco. 2 OK, I'll give it a go. 3 If you like skiing, I’d strongly rec om me nd Portillo or Valle Nevado, bot h world-clas s ski resorts. 4 Is there anything we sho uldn ’t miss? 5 Where would you recom men d I stay? 6 Well, have you thoug ht of trying a traditional Japanese inn? 7 They’re the last word in luxury and relaxation. 8 ’Ihat sou nds fabulo us. I’ll definite ly try it. 10.17))) 1 get money to start a business 2 put money into som eone else’s business 3 discover that you don’t have very much mon ey 4 promise that somethin g will be done or will happen 5 think of something new 6 make mon ey from a business 10.18))) A I'd really like to get a bit fitter. Wha t sport or activity would you recom men d? B I strongly recom men d running; you'll get fit very fast. A That’s a good idea, but I have som e pro bl em s wi th m y knees . C oul d you recomm end som ething a bit gentler? B Have you though t of swimm ing? It’s really good for you. A Thank you, that's a good idea. I’ll give it a go.

Unit 11 Consequences 11.1 $ P And now let’s move on to a new film which has just been announce d, about the life and crimes of Colton Harris-Moore, known as the 'barefoot bandit! Apparently the money Colton m akes from the film will be going straight to his victims, but can it be right to make films which celebrate som eone ’s crim es in this way? Susie, wall you be going to see the film? S Yes, definitely. I thin k it’s a fascina ting story. P Why do you think people a re so interested in his story? Did n’t he get a lot of fans on Facebook as well? S Yes, he did. I thin k the biggest thing w'ith Colton is that th e story was just so entertaining. Everyone wan ted to know w'hat would ha ppe n next. And lots of people

P

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jus t loved th e id ea o f hi m t ea ch in g him se lf to fly - who w 'ouldn’l w'anl to do that?! Er, me for one! B ut seriously, h e w'asn’t really someone to be adm ired, w'as he? I mean, if he had crashed the pla ne in a towoi, he w'ould probably have killed someone. But there are examples of criminals w'ho actually did some good. I can unders tand those more. Take Ned Kelly, for instance. I’ve hea rd of him, but I’m not sure what he did. I Ie was an outla w in Australia in the 1800s. His trouble started w hen a police officer w'as shot in N ed’s house. Ned w'as arres ted for murder, but he claimed he h adn ’t done it and escaped with his brother and two friends. The four of them then w ent arou nd robbing banks, bu t they w'ere kind to the peo ple who act ual ly w'orked in t he b anks , and shared the money with other people. Ned cla im ed t ha t he w as b ei ng unfa irly treated beca use his family w'as Irish. When he w'as finally arrested, tho usand s of people pro tes te d ou tsi de t he p ris on. That remi nds me of some one else 1heard about - a I Iungarian called Atilla Ambrus. He robbed ba nks as well, back in the early 1990s. No one w'as ever hurt, an d he treated the peo ple w'orking at the bank very polite ly. I Ie eve n gave t he w om en w orki ng there flowers! He became popular because many people felt that the banks deserved it! Though I don ’t thin k he e ver gave any of the m oney away. When he was arrested, he escape d from prison by tying his bed sheets together! It’s a great story, and th ere ’s been a film made abou t him since. Really? People do seem to love this kind of story, don 't they?

11.2))) 1 I accidentally poste d a video of myself and some friends at a party and my boss saw it. I didn 't me an to p ost it. I was upload ing a different video an d accidentally clicked on this video, too. It was really embarrassing, and now' my boss t hinks I’m really unprofessional. 2 I had just had a job interview and one of the interviewers was very rude to me. So I tw'eeted about it. As soon as I pressed Send, I knew' it was a mis take, b ut it wa s too late. Later I found out that I w'ould have been offered the job, but some one saw my tweet and they changed their minds and gave the job t o s om eo ne else. 11.3))) 1 She should have bee n more careful when she posted the video. 2 She shouldn't have accepted her boss as a 'friend' online. 3 She shou ldn’t have behaved badly at the part}'. 4 She sho uld n’t have posted any videos online. 5 I Ie should have thought before pressing Send. 6 He shou ldn't have said anything negative about the interviewer online. 7 He should have waited until he w'as offered the job. 8 They sho uld have given him the job anyw'ay, if he was the best ca ndidate.

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11.4))) She should have been more careful. She shou ldn’t have behave d badly. 11.5$ 1 I really wa nte d to go to a big football game, bu t 1wa s su pp os ed to be worki ng. So I told my boss I was ill. The game was brilliant, bu t un for tun at ely I got so exci ted I sta rte d tweeting about it and my boss saw the tweets, so she k new I wasn ’t at hom e sick. I end ed u p losing my job. 2 It really wa sn’t my fault. I was looking after my parents ’ house w hile they were away, an d I decide d to have a party. It was only going to be a few friends, but o ne of my friends decided to write abou t it on Facebook. He didn ’t realize it, but that mean t that 500 people knew about the party and about 150 people turn ed up. It was a great party, but the hous e was a terrible mess afterwards.

H

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I H

11 .6 $

Conversation 1 M Something horrible has happe ned at work. W Oh no! What? M 1had to finish a report for Tuesday morning, and by Monday afternoon, I ha dn ’t even started it. I decide d to borrow a laptop from the office so I could write it at home, a nd bri ng it in o n Tu esd ay m orni ng. W OK.So...? M The thing is, it’s against the rules. Our manager says we must get permission befo re we do th at. W Right... M So I took the laptop home, and was wTiting the report at home. But then during the night I got really sic k... W You were probab ly feeling guilty... M ITmmm. Maybe. Anyway, I couldn't go into work on th e Tuesday after all, because I was sick. And they discovered the laptop was missing. W And they rea lized it was you! M No, wors e th an that , ac tually! The y call ed in the police! W Why don 't you just phon e in and tell them it was you? M Because then they'll realize I was going to be l ate w ith th e r e p o rt ... Conversation 2 M Where were you last night? W I had to help Professor Dudley with his new research project. M Again? That’s all you do at th e m oment . W I know! I wish I’d neve r offered to help him . M So why did you? W I thought it would get me a better grade in my exams. But... M But...? W 1have to work day and night for him - for free! And I don’t think he e ven knows my nam e. I’m just a slave. M Ha! Serves you right. 11 .8 $

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Over the past three programme s, we’ve looked at the results of actions - both our personal actions and the actions of

big bus ine ss a nd gov ern me nt. T oday we have Dr Michelle Hall with us. She’s be en res ear ch ing i nto an are a kn own as ‘unintended consequences! Good morning, Dr Hall. Just to start off with, can you tell us what you me an exactly by 'unintended consequences’? Good morning, Peter. Well, yes, the easiest way to explain is through an example: let's imagine that we pass a law which says that all young people must w ear helmets whe n t hey are cycling. This looks like a very sensible law. Obviously our intent ion is that if a young cyclist were to have an accident, their head would be protected. Yes, it sou nds like a very good idea! But the prob lem is that wearing helm ets is very ‘uncool! or unfashionable , so young pe op le mi ght say, ‘I do n’t wan t to w ea r a helmet! And s o ...? So they'll stop cycling, and go everyw here by car. This mea ns t hey may take less exercise. And then they could pu t on weight, and later in life that might brin g health problem s. And that all means that the unintended result is as bad as the original problem.

11.9))) A OK, so whe n do we have to move? B By the end of the mont h; I think the last day’s t he 28th. C I’ve bee n checking all the estate ag ent's sites on the internet, and there seem to be quite a few apartments that would suit us. A Great. Let's see. It would be a good idea for us to decide w hat we have to have. C Well, to start off, a bedroo m each, and a nice living roo m ... B I'd like the apar tme nt to have a balcony. C Let's leave extras like that for now and concentrate on the essentials. B Don't you thin k a balcony is essential? What will we do in the sum me r when it’s hot? A Well, anothe r option would be to go for a ground-floor apartm ent, or a building with a shared garden. C OK, we can se e wh at’s available. Could we move on to thinking about where we want to live? A Near the centre - that would be good for you at t he university an d for our office. B OK, now for the difficult question: how muc h rent c an we afford to pay? C Could we all go up by 100 euros a month? We’d get som ew here re ally nice for that. A I sup pos e so. C So, we’re looking for a three-b edroo med apartment, near the city centre ... B With a balcony or garden ... 11 .1 0 $

1 2 3 4

Let's leave extras like tha t for now ... Don't you think a balcony is essential? Another option would be to go for a groundfloor apartment... So, we're looking for a three -bedro ome d apartment...

11.11

$

1 In t he sq ua re I s a w . .. 2 The light was ...

3 4 5 6

The match was rubb ish - it ... Please can you give me the key - 1need it to We need change - it’s important because I’ll meet you at the bank - bring som e...

11 .1 2 $

1 We’re runn ing out of time. 2 Are there any other suggestions? 3 That’s settled, then. 4 Let's leave that for now. 5 You must admit that’s true. 6 That would be another option. 7 I ’m c on vi nc e d t h a t . .. 8 So what we’re saying is...

Unit 12 Influence 12.1 $ 1 The best ad I’ve seen had a serious point, bu t it wa s act ual ly reall y am usi ng. T here were three guys sitting outside somewhere in Australia. There was a house b ehin d them, and th e light was on. One of them asked another one to go and turn the light off bec aus e it was E arth Hour. You know, every year it’s one h our wh en everyone around the world is supposed to turn off their lights to save energy and make people think about using less electricity. Anyway, the man couldn’t be bothered to turn the light off - he said it was just on e light and it would n’t make any difference. Then, suddenly, he saw a HUGE cloud of moths coming towards them . Maybe every mot h in Australia was hea ding for their light because all the othe rs ha d be en switched off) I really think that the most effective adverts are those that m ake people laugh. 2 I saw an amazing ad to raise our awareness of the problem s hom eless people have. It said that the w eathe r was one of the biggest pro ble ms hom ele ss p eo ple have, an d t hat during the previous winter many of them had died. However, because the y were homeless, no one really noticed them. So, in Germany, Switzerland, Russia and a lew other countries they asked homeless people to presen t the weat her forecast on TV. This helped people watching to see them as real peo ple , ju st like the m, an d lo ts of th em we re offered help and jobs. They are now hoping more countrie s will do it next year. 3 I really liked a public service ad called "Ihe impossible texting and driving test! It was really clever. It was made in Belgium, and the point was to persuade peo ple not to send texts on their mobile pho nes while driving. Of course, no on e likes being told not to do so meth ing - well, I don’t anyway - so they decid ed the bes t way to convince pe op le tha t it ’s a stu pid ide a was to sh ow what hap pens when you actually force pe op le t o text an d drive! So th e a d sho ws real people lea rning to drive at a driving school in Brussels. The instructo r told them that a new law had bee n passed and that they now had to prove they could use a mobile p hon e while driving. Of course, no one co uld do it, and there were lots of silly little accidents.

AUDIOSCRIPTS

12.2))) 1 The best ad I’ve seen had a serious point. 2 Earth Hour is about saving energy. 3 I saw an amazing a d ... 4 Lots of them were offered help. 5 The instructo r told them tha t a new law had be en pas se d. 6 There were lots of silly little accid ents. 12.3))) P So, Tania, you’ve been reading our book of the week, Ho w to P ersu ade a n d Infl uen ce People. Did you enj oy it? T Yes, actually. I thou ght it migh t be useful, bu t I did n' t re ally ex pec t to e njo y rea din g it. But it was really quite entertaining. There are a lot of personal stories by the author, and som e of them are quite funny. P Can you give an example? T Er, well, the a utho r probably tells the stories bett er, b ut th ere ’s one w he re a bir d at tac ked the audience at a pres enta tion... P Really?! T Yes, the autho r had thought it would be a good ide a to ha ve a re al owl i n his pre se nta tio n, b ut i t esca ped! Amazin gly, h e still got the job. P So, what did you actually learn from reading the book? T Well, there w ere som e very useful tips for reme mbe ring peop le’s names. He says tha t’s imp ortant in getting people to trus t you, so that you can then influence them. P Oh, I’m not very good at reme mbe ring names. W hat were the tips? T Erm, to believe that you could do it, to listen carefully when the pers on first says their name, to use their name in the conversation, to look at their face and associate it with the name, and to write down their name and everything you can remem ber about them afterwards. P That soun ds sensible. Have you got belter at remem bering names since you read the book? T Actually, I think 1have... a bit, at least. It pro ba bly take s prac tice . P And what does the book say about pe rsu ad in g peo ple ? T Well, there's a lot of information - you'll have to read it, really. But probably the most imp ortant thing is to really listen to people and to ask questions to find out w hat ’s really impo rtant to them, what matters to them. When they see that you understand them, yo u’ll be bet ter able to influence or pe rs ua de the m. P I guess that makes sense, too ... So, most important question: are you better at pe rsu ad in g pe op le n ow? T I'm no t sure. Ask me again in a few month s P

I certainly wi ll...

12.4))) 1 Well, the interesting thing is that soft po we r is now all ab ou t bus ine ss. Co unt rie s no longer dep end o n force or politics to increase their influence abroad. I mean, when the distinguished American political scientist Joseph Nye used th e words 'soft power,’ he w as re ferr ing to foreign policy,

bu t no w soft po we r is use d in bus ine ss, too. The idea is that to succee d in business, you need to influence people - so nothing new there - but the best way to do that is through com muni cation and soft skills. You need to respond to your employees and show that you believe in them. T hen they will work hard for you and m ake your business successful. 2 One thing that ’s really change d in business is the way we persuad e people through com mun ication skills and not force. We're not afraid of being more open in the workplace an y more. Of course, we have wom en to th ank for a lot of these changes. Women are starting more businesses than ever, so female influence is increasing. Poor leadership and com munication lead to employees becoming dissatisfied with their boss and maybe even leaving. That’s a disaster because we depend on our employees to make our busin ess a success. 3 The thing we’re all conce ntrating on now is working together a nd finding work that we find satisfying. We want to work in a group a nd deal with problem s effectively, not spend our time blaming other people for the problems, o r feeling jealous of other pe op le ’s succ ess. I thin k a lot o f you ng pe op le h ave s to pp ed w orry ing a bo ut h ow they are going to get a prom otion. They just want to be good at som ething and to feel they’re working for a compan y that values them as a person.

12.5))) 1 We're not worried about showing our emoti ons in public. 2 What we're talking about is a country's influence in business and culture. 3 The idea is that to succee d in business, you need to influence people. 4 We’re becom ing more interested in how other people see us. 5 You nee d to respon d to your employees and show that you believe in them. 6 Joseph Nye was referring to foreign policy. 7 Poor com muni cation can lead to employees be co mi ng d issa tisfi ed. 8 Managers need to listen to their staff. 9 The thing we 're all conce ntrating on now is working together. 10 They just want to feel they’re working for a company that values them as a person.

12.61 1 Emily and Andrew E Ooh? Is tha t new? Very fancy! A Yes, well I decid ed to treat myself - m y old one w asn't working properly. It has a really good camera - 12 megapixels. That’ll be really useful for my holiday. E I was just going to say that! You wo n’t nee d to take your came ra with you now. A And the intern et is really good on it as well, so I don’t think I’ll need my co mpu ter as much as before. E I'm not sure about that. Don’t you think the scre en’s a bit too small to read? A Mm, you might be right. Maybe I’ll still use the c omp uter for work. It really does look good, though, doesn’t it? Hey, maybe I can pe rs ua de y ou to ge t on e a s well!

2 L M

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Lena and Matt So how did you get hom e from the pa rty last night? In the end I got a lift with Andre. Have you seen t hat thing he drives? It looks absolutely terrible. So old-fashioned. Oh no, I totally disagree... I think it's really cool to go around in so met hing like that. It's so different. Yes, but I ca n’t help thinking tha t 'different' doesn't mean good-looking! Well, I think som e of the old styles look be tte r th an the m od er n on es. A nd anyw ay, we shouldn't be u nder pressure to buy new stuff. I coul dn’t agree more. But this model never was stylish! It’s just awful! Isabella and Marin a I lave you been to that new place in town yet - you know, at th e top of the hill? Yes, I went last week, actually. What was your impression? Well, the food is fantastic, but so expensive. And they eneourage you to ord er so much! Don’t you agree? Yeah, th at’s just what I thought. I must say, we enjoyed it, but I did n’t enjoy paying the bill. I think it's in a great spot, though, looking out over the city. Absolutely! It's a great view. It’s even bett er if som eone else is paying!

12.7))) Agree strongly I was just going to say that! That’s just wh at I thought. Absolutely! I couldn ’t agree more. My thoughts exactly. That’s a good p oint. Agree weakly I suppose so. You might be right, bu t... Disagree strong ly I totally disagree. Rubbish! Disagree we akly I’m not su re abou t that. Yes, but I ean't help th ink ing ... I agree up to a poin t...

12.8))) 1 It really makes me want to try the product. 2 I’ll neve r forget that advert. 3 I didn 't really und ersta nd what it was trying to say. 4 It was really funny. 5 I’ve never seen anyt hing so horrible . Yuck! 6 It is really imag inative and different. 12.9))) 1 Do you usually watch adverts on TV? 2 What kinds of adverts do you notice? 3 Have you ever bought a produc t becau se of advertising? 4 What slogans can you remem ber? 5 Was advertising better when you were a child? 6 What do you think about advertising to children?

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Irregular verbs HI In fin itiv e

Infinitive

Past sim ple

Past p ar ti c ip le

be

was/were beat

been

beat

beaten

lend let

become begin

became began

become begun

lie light

bite blow

bit blew

bitten blown

lose

break bring build buy can

broke brought built bought could caught

broken brought built bought been able to caught chosen

catch choose come cost cut dig do draw

chose came cost cut dug did drew

dream drink

dreamt/dreamed drank

drive eat fall feed feel fight

drove ate fell fed felt fought

find fly forget

found flew forgot

forgive freeze get give

forgave froze got gave went grew

go grow have hear

come cost cut dug done drawn dreamt/dreamed drunk driven eaten fallen fed felt fought found flown forgotten forgiven frozen got given gone/been grown

had

had

hide

heard hid

heard hidden

hit hold hurt

hit held hurt

hit

keep know

kept knew

kept known

lay lead learn

laid led learnt/learned

laid led learnt/learned

leave

left

left

OlW Ox ford 3000™

held hurt

make mean meet must pay put read ride ring rise run say see sell send set shake shine shoot show shut sing sit sleep speak spend spoil stand steal stick swim

Past sim p le

Past participle

lent let lay lit

lent

lost made

lost

meant met had to paid put read rode rang

let lain lit made meant met had to paid put read ridden rung

rose ran said saw sold sent set shook

risen run said seen sold sent set shaken

shone shot showed shut sang

shone shot shown/showed shut sung

sat slept spoke spent spoilt/spoiled

sat slept spoken

stood stole stuck swam

spent spoilt/spoiled

take teach tear

took

stood stolen stuck swum taken

taught tore

taught torn

tell think throw

told thought threw

told thought thrown

understand wake wear win write

understood woke wore won wrote

understood woken worn won written

Phonemic symbols Single vow el sounds

/ i : / / i /

tree

/tri:/ his /hiz/ happy

/ i /

/'haepi/ good

/u / /u / /u : / /e /

/gud/ usual

/'ju: 3 ual/

consonant sounds

/a /

h'J h'J / a e / / a

/

/a : /

ten /ten/

/kam'pju:ta/

pen

/p /

learn

/bin/

I b l

four

/fa:/ hat /haet/

I d /

sunny /'sAni/

/ka:/ clock

/

d

/

/kink/

/pen/ big

/big/

see

/$ /

/til/

/J /

/'tjildran/

#

I k /

/'d 3 3 ini/

go

/g /

/goo/

Diphthongs (double vowel sounds)

/ia/ /ua/ /ea/ /ei/

near

/nia/ tour

/tua/ wear

/wea/ train

/trein/

hi/ /ail

/au/ lad

boy

/bai/ tr y

/trai/ so

/sau/

/flai/

¥

/'veri/

1 6 /

/eig/

/laik/ river

/r/

/'riva/ water

/w /

this

/<5is /

/ hnt/ like

/l/

thing

/e /

/sir)/ ho t

/h /

very

/v /

/'neva/ sing

fly

i t /

/maen/ never

/n /

cat

/kaet/

/'telivi 3 n/ man

/m /

jo ur ne y

ld$l

/'Jaua/ television

children

/tf/

/'leizi/ shower

do

/du:/

/si:/ lazy

/z /

tea

I t /

car

school

/skuil/

computer

/'waita/ yes

/j/

/jes/

ou t

/aot/

175

Navigate

____________________ ___________ ____ N a m e _____________

B1+ Wordlist Unit 1

Here is is a list list of useful or new w ords from Unit 1 of Navigate B1+ Coursebook. You You can insert your ow n translation. 3000. Words marked w ith a kkey ey ( O n ) all appear in the Oxford 3000. a d j = adjective a d v = adverb

ability

c o n j = conjunction

n = noun

p h r v = phrasal verb p i = plural

n / o ' b i l o t i /

O m

able Om

adventure Om

p r o n = pronoun v = verb

The courses ava ilable ilable are fo r d ifferen t levels of ability. ability. The internet is changing our culture so that we are less able to concen trate or make deep c onnections in our brain. brain.

a d j / ' e i b l /

achieveme nt Om

p h r = phrase p r e p = preposition

n / o ' tj t j ’h ’h v m o n t /

n / o d ' v e n t j ' o ( r ) /

Although it was hard work, it was an amazing achievement. His His adventu re has taken taken him across Europe.

bargain

O m

n / 'b a : g i n /

What have you bought recently that was a bargain?

behave

O m

v/bi'heiv/

The internet is changing the way our brains behave.

charity

O m

n / ' t j a c r o t i /

His His aim is to raise raise m oney fo r a children's charity.

choice

O m

n / t j o i s /

We're trying trying to ge t people to to think a bout the ef effect fect their buying choices have on the rest of the world.

come face-to-face with p h r / , k A m ' fe fe i s t o , fe fe r s w i d / communication connect

deal

a dj / k o n ' v i n s t /

n /di:l/

develop

/? / . d e f i 'm 'm / n /

O m

v/di'velop/

O m

n /'d id 3 i t l c i d 3/

digital digital age

n / i' i ' fe fe k t /

O m

expression

O m

The internet, and especially Skype, Skype, has improved com mu nication nication w ith friends friends w ho live live abroad. abroad. I think this cable con nec ts to the back of the com puter. High-street High-street shops have a wide choice o f products for tthe he consumer. I'm convinced my life has has improved since I started my ne w job. job. Rob Jones Jones is curren tly me eting every single friend on his his Facebook page. Have you ever bought something you didn't need because it was a good deal? deal?

adv / ' d i : p l i /

O m

definition

effect

a d v / ''k k A r o n t lil i /

O m

O m

deeply

n / k o n ' s . ju ju : m o ( r ) /

O m

convinced currently

jn / n / k o . m j u i m ' k c i jn

v / k o ' n e k t /

O m

consumer

O m

He has already come face-to-face with 123 internet friends.

n / i k ' s p r e j ' n /

We never take any time to think abou t things t hings dee deepl ply. y. What is your definition of a true friend? Our friendship has developed over time. The digital digital age is making us lose our a bility to to do one thin g at a time time . Don't you think they have an effect on young people? The expression Black Friday has has been used more than tw o billion billion time s on Tw itter recently. recently.

fall fall ou t (with someone) p h r v / f o : l 'a 'a u t ( w i d , S A m w A n ) /

I rarely fall fall out w ith my friends.

friends friendship hip

Her friendship means a lot to me.

n / 'f ' f r e n d / ip ip /

O m

get on (well with someone) p h r v / g e t ' o n ( 'w 'w e l w i d , S A m w A n ) /

I ge t on re ally well w ith Jill Jill..

govern

Who is the region governed by?

v / ' g A v n /

O m

government

O m

n / 'g 'g A v o n m o n t /

The governme nt has announced the latest tax proposals. proposals.

guilt-free

a d j / g i l t' t' f r i : /

How do you feel about the ffa a ct that gu ilt-f ilt-free ree brands are are often more expensive?

half-price

a d j / h a : f 'p r a i s /

I boug ht these in the sale. sale. They were half-price! half-price!

harmful

O m

a d j / 'h 'h c n m f l/ l/

have a lot in common p h r / .h .h a e v o .l .l o t i n ' k o m o n /

It has a harmful effect on the environment. I guess I do n't have a lot in in com mo n w ith them .

1

Navigate

____________________ ___________ ____ N a m e _____________

B1+ Wordlist Unit 1 help (someone) (someone) o ut p h r v / h e l p ( .S .S A m w A n ' a u t ) /

A really good friend is someone you can ring at midnight and ask them to help you out.

improvementOm

There There have been some some am azing improve improve me nts in the way we can get information.

n / im im ' p r u i v m o n t /

in touch (with someone) p h r / i n ' t A tJ tJ " ( w i d , S A m w A n ) /

How do you keep in touch touch with family or friends friends w ho live live far away?

injury Om

There have been five injuries injuries in the last few years on Black

n / ' i n d j o r i /

Friday.

item

n / 'a 'a i t o m /

O m

ju d g e m e n t lately

a d v / ' l e i t l i/ i/

n / ' l e 3o ta ta i m /

l e is is ur u r e t im im e media

n / ' m i id id i o /

O m

meet up

p h r v / m i : t 'A 'A p /

membership movement

on credit

a dj / o ' k e i 3 o n l / p h r / o n 'k 'k r e d i t /

opportunity

process prove

n / . o p o ' t j u i n o t i /

O m

v / p o ' s w c id /

O m

n / ' p r o u s e s /

O m

v/pru:v/

O m

purchase q u eu eu e

n / 'm 'm u i v m o n t /

O m

O m

persuade

n / ' m c m b o J T p /

O m

occasional

n /'p3it.fos/

O m

r eu e u n itit e

n p i / r i'i ' s o i s i z , - 'z ' z o i s iz iz /

O m

v /,ri:ju :'n a it/

run-up

n

secure

O m

security

/ ' t

smartphone

trend

O m

admit

O m

The idea of buying things as a way o f spending you r leisure leisure tim e is crazy. crazy. When we use new media, our brain works and develops in a different way tto o h ow it did did before the internet. I often m eet up w ith group s of friend friend s in the evening. evening. The annual membership is too expensive for me. Now there are B u y N o t h i n g D a y move men ts in over 65 countries. We send the occasional message to each other. There's a danger of spending more than you intended and buying things on cred it. This is a great opportunity. He persuades them to give to his charity. He hopes to have met all 700 Facebook friends within three years, years, travelling thousand s of m iles in the process. process. This proves the internet is a powerful tool. While you may get a good discount on your purchases, you should be careful. careful.

People People should be encouraged not t o consum e m ore than ttheir heir fair share of the world's resources. I'm reuniting with friends. The shops have amazing special offers in the run-up to Christmas. The imp ortan t thing is to feel secure in you r job. I am always ex trem ely careful about m y personal security online.

n / ''s s m a i tf tf o u n /

The developmen t of smartphones has made a huge dif feren feren t tto o the wa y we all all access information. information.

n /.spejl'nfo(r)/

O m

v/traen'spo:t/

v / t r e n d / O m

How many of your Facebook friends have you seen lately?

n / s i ' k j o o r o t i /

v / ' s o u j ' o l a i z /

special offer transport

Ap/

a d j / s i 'k 'k j o o ( r ) /

O m

socialize

a t i

His His book shows us tha t we need to us use e our judgem ent before we let compu ters take over over..

Some people have queued overnight.

v /k ju :/

resources

trust

n / ' d 3A d 3m o n t /

O m

All of these item s are half-price. half-price.

v / t rA rA s t / v / o d ' m i t /

Students in the the USA USA spend 51% of their tim e socializi socializing. ng. ee in Do you look for special offers such as b u y o n e g e t o n e f r ee the ssupermarket? upermarket?

I'm no t sure trans trans porting goods by air is a good ide What's trending in social media? I can trus t my closes t friend friend w ith all my secrets. The newspaper has adm itted itted the story was a hoax. hoax. 2

Navigate

N a m e _____________ ____________________ ___________ ____

B1+ Wordlist Unit 2

Here is a list of useful or ne w w ords from Unit 2 of Navigate B1 B1 + Coursebook. You You can insert your ow n tran slation. 3000. Words marked w ith a kkey ey ( O m ) all appear in the Oxford 3000. a d j = adjective a d v = adverb

announce appear

breath

v / o ' n a u n s / v /o 'p io (r )/ n /o / o ' t c m p t /

O m

p h r /b i 'st \ k /

be stuck believe

n = noun

O m

O m

attempt

c o n j = conjunc conjunction tion

v /b i ' li :v /

O m

n /br eG/ eG /

O m

cable carOm charge

n / ' k e i b l k a : ( r) r) / v / t ju j u : d 3/

O m




Polic Police e announced yyesterday es terday tha t ha t calls c alls to t o tthe he eme rgency 999 number had risen sharply in recent months. A huge hippo suddenly appeared. The whole story had been made up by the boy's parents, in an atte m pt to get a rea lity lity TV TV deal. deal. I realized I wa s stuck ins ide some thing. I believe, believe, thou thou gh, tha t I m et him one m ore time. I remem ber won dering wh ich of us could could hold his breath the longest. He decided not to take the cable car down with his friends, but to walk dow n instea instead. d. A hoax story claimed tha t dialli dialling ng 999 wo uld charge your phone battery.

c ir ir c u la la t e

v /'s a ik jo lc it/

Recently Recently,, a picture has been circu lating on the interne t of a bright blue blue waterme lon.

claim

v / k lc lc i m /

The hoax story claims that calling 999 will charge your phone battery.

O m

c o in in c id id e n c e conclusion

n / k o u ' in in s i d o n s / n / k o n ' k l u : 3n /

O m

a d v /k / k o n ' s c k j o t i v l i /

cconsecutively ons ecutiv ely create

v /k r i ' c i t /

O m

curiously

adv / ' k j u o r i o s l i /

disappear escape

expect fake

n / d s k e i p /

O m

evidence

v ^diso'pio/r)/

O m

n / ' e v i d o n s /

O m

v / i k ' s p c k t /

O m

n / f e i k /

float Om

v / f lo lo u t /

fortunately

adv / ' f o i t j o n o t l i /

Coincidences Coincidences are of oftten en meaningful and 'mean t to happen'. The conclusion conclusion was tha t the t he judges judges we re deciding not on wh at they could hear, but what they could see. Expert: a man who makes three correct guesses consecutively. It is easy to create a hoax now that everyone can change photos and videos digitally. digitally. Orchestras, Orchestras, curiously, curiously, started hiring wom en left, left, right and centre. The hippo had quietly disappeared. That rem rem inds me of anothe r story I heard abou t a man who had a lucky escape. Scientist Scientistss we re kkeen een to find some evidence that wou ld prove prov e the link. Did you expect that to happen? In 1953 a team of resea rchers discovered th at it was, in fact, a fake. On October 15, 15, 2009, the media reported tha t a six-y six-year-old ear-old boy was inside a large silver balloon floating high in the sky. Fortunately, we got to the airport on time.

freeOm

v / f r i : /

I managed to free one hand and felt around - my hand touched a hippo's nose.

hireOm

v /' h a io (r )/

Orchestras Orchestras started st art ed hiring hiring m any mo re wom en.

hoax

n /h o u k s /

inform Om interestingly

v /i / i n ' f o : m / a d v /' / ' i n t r o s t ip l i /

It turns ou t the s tory was an other interne int erne t hoax. hoax. The police police we re informed. informed. Interestingly, Interestingly, I kno w a lot of people wh o w an t to wo rk on television.

1

Navigate

N a m e _____________ ____________________ ___________ ____

B1+ Wordlist Unit 2 int interview erv iew invent ja w

v / ' i n t o v j u : /

O m

v /in'vent/

O m

n / d 3o : /

keen

The boy boy spoke to som eone wh ile ile rep orters were interviewing the family on TV. A journalist actually invented the story. It had an ape-like jaw. Scientist Scientistss we re keen to find som e evidence that w ould prove the link between early man and apes.

a dj / k i : n /

keep quiet

:p 'k w a i o t / p h r / k i :p

He was supposed to keep quiet about it.

knock into

p h r / ' n o k , in i n t u : , . in in t o /

Something knocked into the boat.

live Om

adv / l a i v /

lose los e con tac tactt

p h r / l u : z ' k n n t a e k t /

luckily

a d v / ' U k i li li /

medical

O m

mention

O m

a d j / ' m c d i k l/ l/

' m c n j 'n 'n / v / 'm

orchestra ordinary

n / ' o : k i s t r o /

personally realize

a d j / ' o i d n r i /

O m

v / ' r i : o l a i z /

O m

recognize

a dv / ' p 3 i s o n o l i /

O m

v / ' r e k o g n a i z /

O m

remarkably remember remind report

v /r / r i'i ' m a i n d /

O m

v / r i 'p ' p o i t/ t/

O m

screen

skull skull

a d j / r i ' s p o n s o b l /

v / s k r i im im /

O m O m

sharply

O m

a d v /'saedli/

O m

scream

v / r i'i' m e m b o ( r )/ )/

O m

responsible sadly

a d v / ri r i 'm 'm a : k o b l i /

O m

Barry Barry had lost contact w ith his his family while he was w orking abroad. Luckil Luckily, y, she wa sn 't actually hurt. By chance, a medical team was nearby, and they helped me to reach a hospital. The boy accidently mentioned that they'd done it to be on TV. A group of three 'judges' from the orchest orchestra ra w ould sit in a room. It started ou t as jus t an ordinary day at work. Personally, Personally, I prefe r tea. Did you realize what was going to happen? Did you recognize it? Remarkably, the company made 600 million dollars from the new chunky sauce. sauce. I rem em be red it so so clearly. clearly. What did it remind you of? The media reported tha t a six-year-ol six-year-old d b oy was inside a large large silver balloon floating high in the sky. Meanwhile, Dawson, who mo st people consider responsible responsible for m aking the fake, had died. died. Sadl Sadly, y, none of the stude nts passed the final exam. I screa me d loudly.

n /skriin/

Orchestras Orchestras started p utt utting ing up screens in in the room s whe re the auditions took place.

a d v / ' J a i p l i/ i/

Polic Police e announced yyesterday es terday tha t ha t calls c alls to t o tthe he eme rgency 999 number had risen sharply in recent months.

n /sk A l/

sourOm

By the tim e the balloon finally landed abo ut 80 km away, an hou r or so later, later, the story w as live on television. television.

a dj / ' s a u o ( r ) /

He dug up a huma n skull. The The moon m melon elon w ill ill change the taste of any thing you eat afterwards, making sweet things taste sour, and so on.

stream

O m

n / s t r ii ii m /

He fell in a stream and broke his leg.

surface

O m

n / 's3:fis/

I remem ber looking looking up a t the surface of the water.

surprisingly

adv / s o ' p r a i z i r j l i /

Surprisingly, the results which Moskowitz obtained were com pletely confusing. confusing.

survive survive O n

v / s o ' v a i v /

He survived by drinking water mixed with the barbecue sauce.

system

n / 's 's i s t o m /

Under this this system, sys tem , m ost of the musicians who w ere chosen were men.

tell Om

O m

v /tel/

They told the public to ignore the hoax.

2

Name

B1+ Wordlist Unit 2 track

The police were informed and helicopters were sent up t o track the balloon.

v / t ra e k /

turn around

p h r v

unde rwater Om unfortunately Om waste Om

weakOm

/t3in o'raund/

a d v / ,A n d o ' w o : t o ( r) / a d v / A n ' f o i t/ o n o t l i/

v /w e i s t /

w a te rm e lo n

Navigate

n / 'w o i t o m e l o n /

a d j / w i :k /

I turne d roun d to push it away, wh en su dden ly everything we nt dark. I realized I wa s und erwa ter. Unfortunately, we we ren 't able to talk to Dr Green at the conference. By the time the hoax was discovered, scientists had wasted nearly forty years believing a lie. Each watermelon is supposed to cost about $200. Most people like weak coffee.

whispe r Om

v / 'w i s p o ( r ) /

He whispered som ething to me.

w o n d e r Om

v / 'w A n d o ( r ) /

I wo nd er if we 'll go there again.

3

Navigate

N a m e ________________________

B1+ Wordlist Unit 3

Here is a list of useful or new w ords fro m Unit 3 of Navigate B1+ Coursebook. You can inse rt your own translation. Words marked w ith a key ( O m ) all appear in the Oxford 3000. a d j = adjective a d v = adverb

beat

n /bliit JV

blood vessel

confidence contest

v /kra ek/

O m

n /' daem id 3 /

O m

n /'d e d la in /

deadline deal with decision

n /'k o n f id o n s /

n /' k o n t e s t /

O m

damage

a dj / k o m 'p j u i to r a i z /

O m

n /d i' v a is / ad j /, i: z i ' g o u i p / a d j / ' ir j g h f ,spi:kir)/ n /ik 's p e r i m o n t/

experiment

O m

expert

n / ' e k s p a it /

O m

a d j /' f a iv s t a : ( r ) /

v /flip /

give in

You need a lot of con fidence to succeed as a chef. They take pa rt in a contest. Crack the egg into the bowl. There are signs of damage. It's also a very high-pressu re job, so he m ust w ork to tigh t deadlines.

All these devices are constantly developing. Do you prefer a very stric t or a very easy-going teacher? Can you name five English-speaking countries? One group who took part in the experim ent were told nothing. They send som eone w ith no expe rience in a particular job to live and train with an expert for four weeks. How many of them failed the test?

v / f e d /

full-time

Technology, such as comp uterized househo ld appliances, are an essential p art of everyda y life.

An impo rtant mem ber of the team is someone w ho can make decisions.

English-speaking

flip

There are signs of damage to the blood vessels around the heart.

n / d i ' s i 3n /

O m

five-star

If you succeed in turning your attention away from the chocolate for a while, you may forget about it altogether.

The successful children deal with the problem by looking away or covering th eir eyes.

O m

O m

Pick up some valuable lessons by observing someone whose patience you admire.

p h r v / 'd i d w id /

easy-going

fail


Fill the bottle with water and add ten millilitres of bleach.

n / ' b U d ,v es l7

computerized


You sweat, your mouth goes dry, your heart starts beating fast.

v / b i it /

bleach

device


n / o 't e n jn /

O m

O m

crack

n = noun

v /o d 'm a io (r )/

admire Om attention


Have you ever stayed in a five-star h otel? When th e firs t side is cooked, you flip it over.

a d j / ' f u l ,t a i m / p h r v / g i v ' i n /

good-looking

a d j / , g u d ' l u k i g /

He is a full-tim e internationa l business speaker. Most of the children gave in before the time was up. I think he's very good-looking.

n / ' h o b i /

A new hobby gives us something to talk about with our friends and family.

instructor

n /i n ' s t r A k t o ( r ) /

The instruc tor shouted , 'Faster! Faster!'.

intelligence

O m

leader

n / ' li : d o ( r ) /

hobby

O m

O m

left-handed

a d j / l e f t ' h a e n d i d /

make an effort manage

Om

/? / i n ' t e l i d 3o n s /

p h r / , m c i k o n ' c f o t /

v / ' m a c n i d 3 /

He's good a t using his intelligence to solve problems. Audrey is a good leader. Did you know that Karen is left-handed? If they d idn't t hink abou t the m arshmallow, they d idn't have to make an eff ort n ot to eat it. She manages the team really well.

1

Navigate

N a m e ________________________

B1+ Wordlist Unit 3 marshmallow

v / 'm e 3o ( r ) /

measure Om

multitask

v /,m Al ti'ta :sk /

observe Om

v /ob 'z3 :v/

on impulse

p h r / o n 'i m p A l s /

o v e rc o o k

v /.ou vo 'ku k/

overpriced

a d j / . o o v o ' p r a i s t /

panel Om

patient

n /pui'trsipont/

pleasant polite

/pro'fejonl/

n

O m

v /ri'zist/

O m

respect

/po'lait/

a d j I p r i 's a i s /

O m

professional resist

/'pleznt/

adj adj

O m

precise

a d j / ' p e i j n t /

O m

responsibility O result O

m

reward

O m

m

n

/rj,spnnso'biloti/

/ri'zAlt/

n

rise to the challenge

p h r

t o d o ' t j a c l i n d 3 / rub

sandpaper schedule

n

O m

Never buy things on impulse. The vegetables were overcooked. When was the last time you thou ght som ething was overpriced?

The judges decide which participant is 'the real thing'.

Most of the children found it difficult to be patient. He didn 't need to do much a part from arrive at wo rk on tim e and be reasonably pleasant to people. He also had to be polite to the customers. As a chef, it's important to work to very precise times. They take pa rt in a contes t against professionals.

Ed was shocked to realize tha t he cou ldn't say please and thank you all the time if he wanted the team to respect him. You must take responsibility for your actions.

The researcher promised them a reward of two marshmallows. Those children who could rise to the challenge were generally much more successful than the others. Next, rub the bottle with sandpaper.

v /rAb/

O m

Pick up some valuable lessons by observing someone whose patience you admire.

The results were not good.

/ri'wo:d/

n

He's great a t mu ltitasking.

If the ch ildren managed to resist tem ptation, the researcher promised them a reward.

v /ri'spekt/

O m

You need to use special metal-cutters, and you need to measu re carefully.

He has a passion for food.

n / ‘ p a e j n / O m

If you can be pa tient and wa it until I com e back and n ot eat the marshmallow, you can have two marshm allows as a reward.

A panel of judges decides who wins.

n /'pa en l/

participant passion

/.niCKj'maelsu/

n

/'s£endpeipo(r)/

Rub the bottle with sandpaper.

n /'Jedjuil/

She's the best one in the team at managing schedules.

scientifically proven

p h r

The results have been s cientifically proven.

/,saion,tifikli 'pruivn/ / ' s e k o n d h a en d /

second-hand

adj

set goals

p h r

/set 'goolz/

shocked

a d j / J o k t /

short-sleeved spare stress

O m O m

stressful sweat

O m

symptom

v

adj

/'Jo:t sliivd/

/speo(r)/

n /strcs/ adj

/'strcsfl/

v /swet/ n

/'simptom/

Have you ever bought a second-hand car? He's very good at se tting goals. Ed was shocked to realize that he couldn't say please and thank you all the time if he wanted the team to respect him. I'm going to wea r a short-sleeved sh irt to w ork today. Can you spare the time to go for a run this afternoon? The Social Stress Test is a way of measuring stress. One of the m ost stressful things you can e ver do is speak in fro nt of a large group of people. wh en I give a speech o r a talk, I swea t, my m outh goes dry, and my heart starts beating fast. One of the test groups experienced symp toms of stress.

2

Name

B1+ Wordlist Unit 3

Navigate

take part in (something) p h r / t c i k ' p a : t i n ( ,S A m 0 i r) )/

They then have to take p art in a con test against professionals.

take responsibility p h r / t e i k r i. s p D n s o ' b il o ti /

However, he didn't have to take much responsibility as his boss dealt with the money.

talkOm

Have you ever given a talk or speech to a large group of people?

n / t o i k /

t e ch n iq u e Om temptation think ahead

n /te k 'n iik/

n / t e m p ' t e i jn / p h r v / 0 i q k o 'h e d /

Did he explain what his technique was? The children are trying to resist the tem ptation to eat t he marshmallow. Think ahead. Plan for the futu re and you will succeed in achieving yo ur goals.

turn up

p h r v / t 3 : n 'Ap/

When he was working in the burger van, Ed had to be reliable and turn up for wo rk on time.

van

n /v£en/

Jack works in a fast-food van in all weathers.

O m

work hard

p h r / w 3 : k 'h u : d /

wo rk well under pressure p h r / w 3 i k , w e l A n d o 'p r e j o ( r ) /

She's good at working hard on a project. Does she work well under pressure?

3

Navigate

N a m e ________________________

B1+ Wordlist Unit 4



n = noun




all over the place p h r /oil 'ouvo(r) do pleis/

I ca n't find m y glasses; I've looked all ove r the place.

artificial

The company will develop artificial islands to provide houses for the Maldives' poorer citizens.

aspiring canal

a d j / . a i t i 'f i j l/

O m

a d j / o ' s p a i o r i r j /

n / k o ' n a e l /

communal chemical cliff

a d j /k o ' m . ju i n l /

n /'k e m i k l/

O m

culture

n /'k ju ib ik l/ n /'kAltJ'o(r)/

O m

The Thai capital, Bangkok, has many canals. Every block of flats has a communal garden. It seems tha t the trees give off chemcials which help to keep you healthy. You could also sit underneath the waterfalls c oming dow n the cliffs into the river below.

n /k lit'/

c u bic le

Are you an aspiring travel writer?

The shampoo is in the shower cubicle. There are already cultures w here a life on w ate r is nothing new.

feel at home

p h r / , f i : l o t 'h o u m /

I feel at hom e in m y ne w job already.

ferry service

n /'feri ,s3ivis/

There is a daily 30 -minu te ferry service.

get rid of (something) p h r / g e t ' r i d o v ( ,S A m 0 i r) )/

We need to get rid of some of ou r books - w e have too many.

give off

It seems tha t the trees give off chemicals which help to keep you healthy.

p h r v / g i v ' o f /

g lo b a li za tio n greenery

n /.g lou b o lai'z cijn /

n / ' g r i i n o r i /

The proje ct is all abo ut globalization. There was plenty of greenery, but also the most amazing rocks.

historic

a d j /h i 's t D r i k /

It's a mixtu re o f historic buildings and natural beauty.

h o a rd e r

n /'ho ido (r)/

I'm a ho arder - I'm jus t not able to thro w things away.

inhabitant inland

n / i n ' h a i b i t o n t /

a d v / in ' la m d /

By 2030, eighteen cities will have more than twenty million inhabitants. As cities become bigger, those who can't move inland are starting to consider moving out, onto the sea itself.

know (someone /something) like the back of your hand p h r / n o o ( .S A m w A n / , S A m 0 i r )) l a i k d o , ba ek o v j o : ' ha e n d /

Relax, l know this part of town like the back of my hand.

landscape

I do n't think I've ever seen such a beau tiful and unusual landscape.

luxury

O m

n / ' l a e n d s k e i p /

n / 'l A k f o r i /

mainland

n / ' m e i n l a e n d /

make room

p h r / m e i k 'r u im /

This project isn't about luxury living. There are daily ferries to the mainland. I'm sure we can m ake room for one m ore person.

make yourself at home p h r / m e i k jo : . s e l f o t 'h o u m /

Come in and make yourself at home.

miles from anywhere p h r / m a i lz f r o m 'e n i w e o /

Well, actually we live miles from anywhere.

mixture

This part of town is a really interes ting m ixture o f buildings.

n / 'm i k s t j 'o ( r ) /

O m

neat and tidy ocean

O m

p h r / , n i : t o n ' t a i d i /

n / ' o u f n /

I like to keep m y living space nea t and tidy. Why do you think so many people want to go and live in the middle of the ocean?

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N a m e ________________________

B1+ Wordlist Unit 4 packed in like sardines p h r / p a c k t in l a i k sa:'di:nz/

It's awful, w e're packed in like sardines on the Tube.

pea k o«»

I could see the mo untain peaks and the deep green valleys.

n / p i : k /

permanent pool O m

reed

/'p3:m3nont/

adj

O m

in betwee n the rocks were lots of clear pools for swimm ing, with bluish water.

n /pu:l/

islands made fro m reeds float in the m iddle of Peru's Lake Titicaca.

n / r i : d /

rockOm

The landscape had the most amazing rocks.

n /role/

run out of (something) p h r v /i*An ' a u t o v ( , S A m 0 i r ) ) /

n /'siinori/

scenery season

n / ' siizn/

O m

setoff

/set ' o f /

phrv

settle down

p h r v

solar power

n

steep

adj

O m

/,setl 'daun/

/'souls ,pauo(r)/ /stiip/

suburb

n /'sAb3ib/

sunset

n

sunshine

/'sAnset/ n

He's choosing a permanent home.

/'sAnfain/

I agree. We 've run o ut of space here! As l came o ut of the trees, I could see the beau tiful scenery. Autum n is perhaps the mo st beautiful season. It wa s the en d o f Septem ber, and q uite a cold, grey day, as I set off. I did n't wa nt to settle dow n u ntil I wa s 35. They use solar power to make electricity. The path was pretty steep. Do you live in the suburbs? I think the m ost incredible thing wa s the sunset. The park was full of peop le enjoying the sunshine. As I climbed, I could h ear the sound of the river by the side of the trail.

trail

n / t r e i l /

valley

O m

n /'vaeli/

I could see the m ost am azing deep green valleys.

wave

O m

n / w e i v /

I love walking on the sandy beaches and looking at the waves.

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Navigate

N a m e ________________________

B1+ Wordlist Unit 5

Here is a list of useful or new w ords fro m Unit 5 of Navigate B1+ Coursebook. You can inse rt your own translation. Words marked w ith a key (Om) all appea r in the Oxford 3000. a d j = adjective a d v = adverb

absolutely


n = noun

a dv / 'a e b s o l u : tl i/

O m




I abs olute ly love it here.

accessible

a d j / o k ' s e s o b l /

It's absolute ly essential we are accessible all the time.

a c tio n f ilm

n /' a e k / n f i l m /

I pre fer action films.

a c t io n h e r o addicted amusing

a d j / o 'd i k t i d /

/o'mjuizirj/

a dj

O m

animated app

n /'aek /n ,hio rou /

a d j / 'a e n i m e i ti d /

n / o ' p i d /

O m

astonishing

Maliyo aims to produce something clever, amusing and definitely African. Rio 2096 is an animated film.

in fact, the games do seem to have a world-wide appeal.

a d j / o ' s t D n i J i g /

atmosphere

I had n't really realized tha t you could b ecom e addicted to y our screen.

More and more people are looking for entertaining apps and games.

n /aip /

appeal

Who plays the action hero in the film?

/'aetmosfio(r)/

n

O m

Last year, Nigerians boug ht an astonishing 21.5 m illion mo bile phones. Thomas New man 's soundtrack creates an exciting atmosp here through out the film.

authentic

a d j / o : ' B e n t i k /

Agus's family would love to eat at an authentic Indonesian restaurant.

banker

/'baerjko(r)/

Tim Robbins plays Andy Dufresne, who is a banker.

n

base on

brilliant Om castOm

adj

n

/'briliont/

/kaist/

v /t/aet/

chatOm classic Om

n

/'klaesik/

dash

v /daeJV

dear

adj

The teacher asked t hem to w rite an essay abou t their dearest dreams and wishes.

O m

p r e p /di'spait/

difficult

O m

adj

/'difikolt/

disappointing O

m

disturbing

adj

dreadful

essentially exhibition

adj

/.diso'pointig/

/di'st3ibir)/

n / .d n k j u 'm e n t r i/

a d j / ' d r e d f l /

entertaining

O m

O m

O m

It has becom e a m odern classic.

He makes a living by dashing throu gh the streets of Lagos.

despite

documentary

He plays the part of the main character in the film.

Viewers use second screens to watch clips.

/dio(r)/

O m

Although the film is a little slow, the e nd is abso lutely brilliant.

Meanwhile, my daughter spends her days chatting online.

/klip/

n

The film is based on a novel by Steph en King.

There are several very good acto rs in the cast.

n /'kaerokto(r)/

cha racter Om

clip

/bcis (on)/

phr v

adj/,c nto'teinir)/ a dv / I ' s c n f o l i / n / . e k s i ' b i / n /

Despite failing at the box office, the film has becom e popular. The exam was extrem ely difficult. I thoug ht the game was rather disappointing. It is a disturbing future wh ere poor people ca n't afford to buy water. I wa tched an interesting do cum enta ry on TV this week. The traffic is dreadful. It was the mo st ent ertaining game I've ever played. The film is surp risingly sad in places, but ess entially, it is a positive story. Over the past month, I've been to the theatre three times, as well as a number of art exhibitions.

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N a m e ________________________

B1+ Wordlist Unit 5 falsely

/'foilsli/

adv

fan Om n /faen/ fantasize

Most of its fans log in from Brazil, India and the US.

/'faentosaiz/

v

n /' 3 n n r o /

genre

grow apart

/'hacndhcld/

adj

harmless Om hopeOm

Mei fantasizes about becoming an actress. What genre of film do you prefer?

p h r v / g r o o o ' p a i t/

hand-held

In the film, he plays a banker wh o is falsely sent to prison for killing his wife.

a d j / 'h a i m ls s /

In the film, the tw o main characters m eet at u niversity and become friends; however, they gro w ap art for the ne xt few years. A second screen can be a tablet, a sma rtphone, a laptop or a hand-held gaming unit used whilst watching TV. It's absolutely t errible t o think tha t s om ething that looks as harmless as a video gam e can have such an e ffect on yo ur life. The film is abo ut friend ship and hope.

n / h o u p /

incredibly

a dv

/rn'kredobli/

It's incredibly expensive.

infuriating

adj

/in'fjjoorieitir)/

It's ab solutely infuriating.

interact

v / . i n t o r ' a c k t /

The more ways we have to interact with people the better.

irritation

n /.iri'teij'n/

The only things that ge t hurt are the mosquitos, a constant irritation in Lagos.

login

phr v

/log 'in/

a dv / ' m a e d 3 i k l i /

magically

middle class

military

a d j / 'm i lo t r i/

O m

modern-day moving mug

/midi ' k l a i s /

n

/'modn dci/

adj

a d j / 'm u i v i g /

O m

n /'novl/

O m

/on 'baelons/

on balance

p h r

original

a d j / o ' n d 3 o n l /

O m

performance plot Om post

prisoner

O m

recommend O m

adj n

The film shows the couple living through military dictatorship in 1970. The second screen is part of m odern -day life, especially for young people. Freeman's performance is very moving.

I've read the novel, but I have n't seen the film. Although living in New York de finitely has some badpoints, on balance I do n't think I w an t to live anyw here else. He's a charac ter in an original ne w video game. His perform ance in the film is the best.

We are inviting fans to post reviews this month.

n /'pothool/

predictable

A grow ing m iddle class that is looking for entertainm ent has resulted in Nigerian movies and music sweeping across the continent.

The plot is quite difficu lt to follow.

V /poust/

pothole

release

n /po'foimons/

O m

n / p l o t /

O m

in the film, he m agically turns into a bird.

it can be qu ite a violen t place. I hav en't been m ugged yet, b ut my friend has.

v / m A g /

novel

Most of its fans log in from Brazil, India and the US.

/pri'diktobl/ /'prizno(r)/ /.reko'mend/

O m

v

v

/ri'li:s/

He dashes throu gh the streets o f Lagos on his bike, avoiding cars, trucks and po tholes. The game was good, although it was quite predictable. He soon makes friends with another prisoner. I highly recom me nd it to everyone. Despite failing at the box office whe n it was originally released, it has now become a modern classic.

r em a ke

n / ' r i im e i k /

It's a remake of an old film.

result in

p h r v / r i 'z A l t i n /

it has resulted in Nigerian movies and music sweeping across the continent.

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Navigate

N a m e ________________________

B1+ Wordlist Unit 5 rom com

n / 'm m k o m /

n /' sa el so /

salsa

scene Om

v / ' J o o k c i s /

n /'sk a isk r e ip o (r )/

skyscraper

n /' s le iv o r i/

slavery

soundtrack

n /' sa u ndtr aek /

special effects stunning

m

v /'s w i: p (o.k rns)/

v /te n d /

O m

terrific

a d j / to ' r if i k / a d j /'t eri fa n rj/

terrifying thriller topic

/,spcjl I'fckts/

n pi

a d j / ' s t A n i r j /

swee p (across) O

n / ' G n l o ( r ) /

O m

He decides to s et ou t on a journe y to find a m issing photographic negative. It is designed to showcase African culture to the w orld through games. I tho ug ht it wa s re ally silly.

a d j / ' s i l i/

O m

tend

Some of the scenes were filmed in Denmark.

n / s i : n /

showcase silly

I've also just started salsa dance classes.

p h r v /s e t ' a o t /

set out

This film is a rom com.

n / ' t o p i k /

The film starts in the future, where a man and a woman stand at the top of a skyscraper in the middle of the night. We then see the co uple living throu gh slavery in 1825. Thomas New man 's soundtrack creates an exciting atmosp here throughout the film. There are some am azing special effects. Stepping on the Flying Grass is both visually stunning and tru ly moving. It has resulted in Nigerian movies and music sweeping across the continent. I tend to check em ails and m essage while I watch . The Shawshank R edemption is terrific en tertainm ent.

It was a terrifying experience. Do you like thrillers? We asked Paul to choose a top ic tha t he found really interesting and relevant to people his age.

unexciting

a dj / . A n i k ' s a i t i p /

It's a pretty unexciting game, really.

violent

a d j / ' v a i o l o n t /

It can also be quite a violent place.

voice

O m

O m

v / v o i s /

vote Om

v /vo u t/

world-wide

a d j / w 3 il d 'w a i d /

The main ch aracters a re voiced by Brazilian actors. We wa nt you to vote for your favou rite film of all time, in fact, the games do seem to have a world-wide appeal.

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Navigate

N a m e ________________________

B1+ Wordlist Unit 6


accident Om artificially


n = noun

n / ' a e k s i d o n t /

a d v / . a i t i ' f i/ o l i /

at speed

p h r / o t ' s p i : d /

automatically

a dv / , o : t o ' m a e t ik l i /

basically Owr b ra ke

adv / ' b e i s i k l i /

a d j /'t.fiof'1/

O m

clima te change c lo u d s e e di ng commute confirm

contract

n /'kla o d siid ir)/

v / k o n ' f3 : m /

n /'kontraekt/

O m

correspondent crew crop

n / 'k l a i m o t t / e i n d 3/

v /k o ' m j u i t/

O m

n / . k o r o ' s p o n d a n t /

n / k r o p /

decrease

O m

d is a b il it y

a d j / ' d r a i v a l a s /

driving test drone

n / 'd i ik r i i s /

n /.d isa 'bila ti/

driverless

n / ' d r a i v i q te s t /

n / d r a u n /

drought

n / d r a u t /

dusty

a d j / ' d A s t i /

explore

O m

v / i k ' s p l a : ( r ) /

extreme

O m

fire

n / ' f a i a ( r ) /

O m

a d j / ik ' s t r k m /

heatwave

O m

helpless

a dj / ' h e l p l a s /

imaginative in charge


90% of these accidents are caused by human error. I read a rep ort on ways in which sc ientists around the w orld have been trying to artificially control or change the weather. Driverless cars will be able to drive at speed m uch c loser to each other. Many cars can already brake automatically. Basically, due to problem s w ith staff illness in her team, she's behind with her work.

I find it difficult to be cheerful wh en th e w ea ther is bad. Many scientists now agree that climate change has been causing higher temperatures. These scientists have been exploring various techniques, including cloud seeding, over the p ast few years. I hate com m uting to w ork, it's so stressful. I'll check m y diary and will con firm later. We've won a new co ntract with the same company. With us in the stud io today w e have Neil Clough, our science correspondent. Rolls-Royce says robo-ships, which w o n't need any crew, will soon be sailing our seas.

n / k r u : / O m


Many cars can already brake autom atically when they need to slow down.

v /b re ik/

cheerful


n / 'h i it w e i v /

a d j / i ' m a e d 3i n a t i v / p h r / in ' t j a i d 3/

Crops have died from water shortages. They hope this mean s a decrease in rainfall. My ow n disability, which I have had since birth, means th at I will never be able to drive a 'real' car. Driverless cars are already on th e roads in California. How did you feel before your driving test? Amazon promises robot drones which w ill deliver our packages. Many scientists now agree that climate change has been causing floods and droughts. This room is very dusty. Scientists have been exploring another method. In rece nt years, there has been a noticeab le increase in extreme weather events. Have you heard abo ut the te rrible fires in Australia? There's going to be a heatwave next week. I feel ab solu tely helpless. Although the problem is very serious, local people have begun to find new and imaginative solutions. Your car is now in charge: driverless cars are a lready here.

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Navigate

N a m e ________________________

B1+ Wordlist Unit 6 in control

p h r / i n k o n ' tr o u l /

increase Om injure Om

/'ir)kri:s/

n

v /'in d3 3( r)/

instant messaging interruptOm

/ . i n s t o n t ' m e s i d 3 ir)/

v / , in t o 'r A p t /

n / 'd 3Ar)kJ'n/

ju n c ti o n landslide lane

n

/'laendslaid/

n

n /lein/

O m

meteorological motorway musical

a dv / ' n a u o d e i z /

overtake

v

parkOm

a d j / , m i :t io r 3 ' lD d 3 i k l/

a d j / 'm j u i z i k l /

nowadays

/.ouvo'teik/ /paik/

v

possession Om practical Om

n

/po'zejn/

/pri'vent/

preve nt Om

v

protect

O m

v / p r o ' t e k t /

pulse

n / p A l s /

replaceable O m

shortage

n

skill

O m

slip out

Driverless cars come with fast broadband and can com mu nicate wit h traffic lights as they approach junctions. The road is blocked because of a landslide.

He works in the m eteorological departme nt. Wh at's it like being in a driverless car on a m otorwa y? She's a very musical person. I think m ost peop le organize their social life by m obile nowadays. They are able to ove rtake o ther ca rs safely.

Most of our possessions are replaceable. I'm no t a very practical person. They have been wo rking on techniques to create or prevent rain. We should try t o prevent further global warm ing by reducing pollution, protecting trees and so on.

adj

/'siizonl/

/'J"o:tid 3 /

in some areas, there has been a decrease in rainfall. This is the one possession I have that is not replaceable. The seasonal rains have been arriving later and later over the last ten years. There are wa ter shortages across the c oun try because of the heat wave. Some think that only people whose skills are be tter than t he machines' abilities will have work.

p h r v / s l i p ' a u t /

Driverless cars can warn the driver if they are slipping out of the correct lane.

/'so uj ’obl/

a dj

adj

speed limit

/'souj'l/ n /'spiid ,limit/

steering wheel traditiona l Om traffic jam tropical

Do n't you ever get annoyed w hen people interrupt a meeting w ith a personal call?

n /skil/

sociable social

/ri'plcisobl/

adj

seasonal

Do you think instant messaging has made it easier to organize your social life?

Their experiments have shown that pulses of light from a laser can be used to m ake rain clouds.

n /'reinfod/

rainfall

More than 50 million people die or are injured in road crashes every year.

Many cars can already park themselves by the side of the road.

/'prasktikl/

adj

There has been an increase in tropical storms.

The car is driving in the correct lane on the motorway.

n / 'm o o t o w c i /

O m

You know, as soon as I get behind the steering wheel, I feel great. I'm in control.

O m

n

/'stiorir) will/

a d j / t r o ' d i j o n l /

n / 't r a e f ik d 3acm/ a dj / ' t r o p i k l /

The mo st sociable person I kno w is my sister. He's a very social person. Google's driverless car sticks to th e speed limit. The driver presses a button on the steering wh eel - th e car is now driving itself! At weddings, it's traditional for the bride and groom to have the first dance. Being stuck in traffic jams could become a thing of the past. Did you hear about the tropical storms in the Philippines?

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Navigate

N a m e ________________________

B1+ Wordlist Unit 6 unemployable wages Om washable

a dj /. A n i m ' p lo i o b l / __________ _____________

n, pi / 'w e i c ^ i z / a d j / 'w n f o b l/

w e a t h e r p a t te r n

Those wh o do n't have high-level skills risk being unem ployable.

_____________

They will have to wo rk for very low wages.

_____________

Is this m aterial washable?

n / ' w e d o ( r ) p a e tn / _________ _ _____________ _

If these changes in we ath er pattern s have been happen ing as a result of global warming, then w e should try to prevent further warming.

3

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N a m e ________________________

B1+ Wordlist Unit 7



n = noun

accommodation

n / o . k o m o ' d e i j'n /

O m

n /o d 'v 3 : ti s m o n t/

advertisement

O m

ambition

n /a cm 'b ij'n /

O m

a d j /a em 'b ij o s /

ambitious

n /, aen 0 ro'pnlod 3 ist/

anthropologist




The job also came w ith ren t-free accom mo dation in a beautiful apartment. I am w riting regarding your adv ertisement for team leaders posted on th e Jobs & Training web site this m onth. I'd like to kno w if you have any furth er am bitions. She was hardw orking and am bitious. in her early twenties, she worked as a secretary to the anth ropo logist Louis Leakey.

applicant

n / ' e e p l i k o n t /

Applicants should have at least a school leaver's certificate plus a strong interest in travel.

apply

v /o'plai/

Send applications to Carme n Ramos at studytrips@ travelabroad.com or apply online.

O m

aspect

n /' a es pekt/

O m

Did you like tha t aspe ct of the job?

assistant m anager n / o ,s is to n t 'm
I am w orkin g as an assistant manager.

attend

I wo uld be happy to attend an interview.

v / o ' t e n d /

O m

attitude

n / 'a e t i t j u : d /

O m

n / o 'w o id /

award Om

n /b i' h e iv jo (r )/

behaviourOm blame

blogger branch bright

v / b l c im /

O m

n /'blDgoC r)/ n / b r a : n t . f /

O m

a d j / ' b r a i t/

O m

bubbly

a d j / ' b A b l i /

champion climb

a d j / 't ja e m p i o n / v / k la i m /

O m

concentrate

creative criticize

O m

v / ' k o n s o n t r e it /

a d j / k r i 'e i ti v / v / ' k r i t i s a i z /

O m

customer care

n / . k A s t o m o ' k e o ( r )/

I wa nt to be remem bered as someone wh o helped to change attitude s tow ards animals. He has received various awards for his achievements. Jane soon became a researcher herself, studying the behaviour of wild apes and chimpanzees. You m ustn 't blame him. Social bloggers wan ted fo r online lifestyle magazine. We are looking for people to lead teams in our new branches across the country. For many years, people have m oved to Europe in search of a brighter future. I wa nt to be reme mbered as someone w ho e njoyed life, was bubbly and worked hard. Rebecca Adlington is a champion swimmer. imagine you send out a group of scouts to a new land to find mou ntains to climb. They believe tha t a school system tha t concen trates on marks and grades will reduce the ability of the kids to produce new ideas. The experts were worried th at young people in France were not creative and innovative enough for the mo dern world. He says that if you criticize p eople for having good ideas, they will give up. Customer care is very important in this company,

decision maker

n / d i ' s i 3 n ,m e i k o ( r ) /

w e w ant decision m akers wh o are good wit h people.

determined

a d j / d i 't 3 : m in d /

Her sister's illness made her more determined to succeed.

director

O m

O m

disagreement

n /do'rckto(r)/ O m

n / .d i s o ' g r i im o n t /

Afte r two years, I becam e a director. When was t he last time you had a disagreement at work?

1

N a m e ________________________

B1+ Wordlist Unit 7 d r a g o n fl y early

n /'drae go nflai/

entertainm ent Om entranc e Om

n / .e n t o 't e in m o n t /

n / ' e n t r o n s /

environmental Om executive

expanding failure fame

a d j / i k ' s p a e n d i r ) /

O m

/'ferljo(r)/

n

O m

a d j / in . v a i ro n 'm c n t l/

n / ig 'z e k j o t i v /

O m

n /feim/

O m

/'fcimos/

O m

a dj

festival

O m

n / ' f e s t i v l /

/flok/

v

We are looking for w riters w ith som ething to say about social media, fashion, food and entertainment. We reward success in exams, for example, with entrance to university. She set up a global environmental programme. He left his job in London to teach English to business execu tives in Buenos Aires. We are looking for new and experienced leaders to manage our expanding group of coffee shops. There are reasons why we should value failure as well. She uses her fame to raise m oney for an en ceph alitis charity.

famous

flock

Have you ever seen a dragonfly? What is y our earlies t memory?

a d j / ' s i l i /

O n .

Navigate

She became fam ous after winning tw o gold medals. Are you going to the music festival this weekend? Young Europeans flock to Argentina for job opportunities.

get to the top

p h r / g e t to d o ' to p /

M o s t p e o p le w h o w o r k h e re w a n t t o g e t t o t h e t op .

high achiever

n / h a i o ' t / ii v o f r ) /

Wh at does it take to be a high achiever in business?

humanitarian

a d j / h ju : , m a m i' tc o r io n /

She works for a hum anitarian youth e ducation programme.

innovative

a d j / ' in o v o t iv /

jo b s a tis fa c tio n

n

/'d 3 Db saetis,faek j'n/

The experts were worried th at young people in France were not creative or innov ativ e enough for the modern w orld. Job satisfaction is really impo rtant. It's good to feel happ y and conten t about wha t you do.

lifestyle

n / ' l a i f s t a i l /

The city welcom es a grow ing num ber of young professionals who have come here looking for jobs and a more relaxed lifestyle.

lifetime

n / 'l a i f ta i m /

It's the expe rience o f a lifetime .

make progress

p h r

/meik 'prougres/

make (someone) redundant p h r /m eik (,SAmwon) r i ' d A n d o n t / management m o tiv ate

n / 'm a m id 3 m o n t /

O m

v / 'm o o t i v c i t /

networking o b e yO m

n / ' n e t w 3 i k i r) /

n /. o k j u ' p c i jn /

online comm unity overnight pattern

n / ' p a e t n /

point of view position

procedure

n / p o i n t o v 'v j u : / n / p o ' z i . f n /

O m

producer

n / .o n l a in k o 'm ju m o t i/

a d j / . o u v o ' n a i t/

O m

O m

O m

n

The company is making people redundant. Do you wa nt to get into management? What m otivates you and wh at doesn't? I am very active in the wo rld o f business netw orking. We follow the procedures, obey the rules.

v /o'b ei/

occupation

So making a mistake can mean you also make progress!

/pro'si:d 3 o(r)/

n /pro'dju:so(r)/

Two years ago, Hanson decided to chan ge his occupa tion. If you have great ideas and experiences to share with our magazine's online community, apply now. included in the trip are o vernigh t visits to places of local interest. in recent years, however, the pattern seems to be changing. Ano ther p oint of view is provided by Dr Astro Teller who works for Google. I've been promoted to a higher position. Make sure you follow the procedures. There are man y directors and pro ducers here younge r than I am wh o are very successful.

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N a m e ________________________

B1+ Wordlist Unit 7 prospe cts Om qua lity Om quitOm

n p i /'p r o s p e k ts /

n / 'k w n l o t i/

a d j /r i' la ek st / n /,r i:lo o 'k c ijn , o fi s /

relocation office rent-free

This company has a good reputation for quality. She quit her job.

v / k w i t /

relaxed Om

My career prospects have definitely been improved by coming to Manila.

a d j / 'r e n t f r i : /

She changed h er job becau se she wa nted a more relaxed lifestyle. I wo rk in an international reloca tion office, helping comp anies set up abroad. The job came with rent-free accom mo dation in a beautiful apartment.

reputation Om

n /.repju'teijn/

Your company has a very good reputation.

researcher

n /ri's3:t/o(r)/

She soon becam e a research er herself.

O m

v /rii'trein/

retrain ruleOm

I have been a ble to re train as a landscape de signer. We have to obey the rules.

n / r u : l /

school leaver's certificate n / s k u il ' l i i v o s s o ' t i f i k o t / n / ' s i k , ' h o l o d e i p e i/

sick/holiday pay

a d j /sk ild /

skilled Om

specialist Om

n / ' s p e j o l is t /

s ta n d a rd o f l iv in g stayOm suited

n /.stacndod ov 'liv irj/

App licants should have at least a school leaver's certificate. I get sick pay and h oliday pay and plen ty of time off. The work available is mainly skilled work. Some French edu cation sp ecialists rec ently pu t on a festival in Paris to encourage children to make mistakes! They are searching for a higher standa rd o f living. Short stays with local families are included in the trip.

n / s t e i /

I believe I wou ld be ideally suited to a man agem ent pos ition in your company.

a d j / ' s u i t i d /

s u pe rv is e

v /'su ipo va iz/

Have you ever had a job where you had to supervise other employees?

take risks

p h r / t e i k ' r i s k s /

People who like to take risks think creatively.

talented

a d j / ' t a e l o n t i d /

team leader

temporary

n / t i i m

O m

thoughtful

'l ii d o ( r ) /

a d j /'t c m p r o r i/

a d j / ' G o i t f l/

travel back in time p h r / ' tr a c v l b ac k i n ' t a i m / a d j / ' t r e 3 o d /

treasured

unbelievable unite

O m

unskilled

Have you ever had a tem pora ry job? She is the most thoughtful person that I've ever known. My s uper pow er would be to travel back in time. What is your most treasured possession? His com pan y is fam ous fo r its unbe lievable failures. He co-found ed an orchestra in order to u nite Israeli and Arab musicians.

a dj / . A n 's k i l d /

There's plenty of work, both unskilled and skilled.

a d j M p to 'deit/ v /' va el ju :/

value Om

n /' v iiz o /

well known wonder

Last mo nth, I was w orking in a projec t team , and I did n't agree with the team leader about t he time we needed to complete the project.

v / j u ' n a i t/

up to date

visa

a dj / , A n b i ' l i : v o b l /

A talented mu sician, he began to learn piano aged five.

O m

My business kn owled ge and IT skills are up to date. You should value your position in the company. It wasn't too difficult to get a visa.

a d j / w c l 'n o o n /

n / ' w A n d o ( r ) /

He is also well known for his work with young people. The activities in the w eek-long even t showed the participants the w ond er and pleasure of get ting things wrong.

3

Navigate

N a m e ________________________

B1+ Wordlist Unit 7 work experience

n / w s i k ik 's p i o r i o n s /

working conditions n p i /'w a ik ip ko n,d iJ'nz/ working hours

n p i / 'w 3 : k i r )

_____________

_____________

, a u o z/

_____________

With my w ork experience and skills, I believe I wo uld be ideally suited to a management position in your company. The wo rking conditions are much better at the m om ent than in L is bo n, w h e r e I 'm f ro m . What are your usual wo rking hours?

4

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N a m e ________________________

B1+ Wordlist Unit 8



n = noun




active Om

a d j / ' a e k t i v /

If people are active in w ork and free time, they 'll probab ly be healthier.

adapt

O m

v /o'daept/

Some people have no problems adapting to different cultures.

afraid

O m

a dj / o ' f r c i d /

It's abo ut learning to make the right choices, even if we are afraid.

appreciate

appropriate audience

v / o ' p r i : j' i e i t /

O m

n / ' o i d i o n s /

O m

balanced

a d j / o ' p r o u p r i o t /

O m

a d j / ' b a e l o n s t /

be capable of brave

a dj / b r c i v /

O m

bring up bully

p h r v / 'b r i g A p /

a d j / ' b 3 i n i g / a d j /'kae 3 u o l /

casual

childcare

n / ' t j a i l d k c o ( r ) /

cos t of living

craft

n / , k o s t o v ' li v i g /

cultural

n / k r a : f t / a d j / ' k A l t J ' o r o l /

O m

culture shock

n / 'k A l t J o J o k /

n / ,d i s o d ' v a m t id 3/

disadvantage

O m

disaster

n / d i ' z a : s t o ( r ) /

O m

dress code economy

n / 'd r e s k o u d /

O m

n / I' k n n o m i /

a dj / ' e d 3u k e i t i d /

educated

embarrassed

O m

explode

v / i k ' s p l o u d /

O m

extremely

O m

eye contac t

She made ap propriate eye-contact w ith the audience. Danish people tend to eat a balanced diet and get plenty of physical exercise. Researchers believe we are all capable of beco ming heroes. Do you think Clark was crazy or unusu ally brave? I mu st say they've definitely got some things right when it comes to bringing up children.

A firefighter risks his/her life every day to save people from burning buildings. I had to replace m y very casual clothes with some s m arter ones. Denmark is a very family-friendly country, with free or very cheap childcare provided by the go vernment. The cost of living was a noth er thing I quickly noticed. The winter may be cold and dark, but there is a special term 'hygge', to describe a kind of cosy meeting with friends and family.

a d j / ' k o o z i /

O m

Make sure y ou are wearing the app ropriate c lothes for the meeting.

If I we re stronger, I wo uld stop tha t bully!

n / ' b o l i /

burning

cosy

p h r / b i ' k e i p o b l o v /

in the end, I came to a pprec iate Iceland's differences.

a d j / i m ' b a e r o s t /

a dv / ik ' s t r i im l i/ n / ' a i ,k n n t a e k t /

I suppose it's one of the ir traditional crafts. Danes spend a lot o f the ir leisure time socializing and enjoying cultural activities. Since I moved to Iceland ten years ago, I've been thro ugh several different stages of culture shock. List all of the advantages and disadvantages on a piece of paper. Having been lucky enough to survive a disaster yourself makes you three times more likely to be a hero and a volunteer. Make sure you find out what the dress code is for the party. What they do have is a strong economy. The more educated you are, the more likely you are to be a hero. Women can be a bit embarrassed about their heroic actions. He rushed over to help, even though the plane was on fire and m ight explode any m inute. I was ex trem ely embarrassed a bou t it. I made eye-co ntact with them immediately.

1

N a m e ________________________

B1+ Wordlist Unit 8 factor

fearOm

first aid

n / ' f a i o f a i t o ( r ) /

in the UK, we rarely wear form al clothes when we aren 't at work.

a d j / 'f o : m l /

O m

n /'d 3e n d o ( r ) /

generous

There's a difference with the genders when it comes t o making decisions.

a dj / 'd 3e n o r o s /

O m

n / 'd 3i : n i o s /

genius

have no prob lems (-ing to) / h iu v 'n o u , p r o b l o m z / healthcare heroOm

p h r

n / ' h c l 0 k c o ( r ) /

a d j / h o ' r o u i k /

heroically

adv / h o ' r o u i k l i /

heroism

n / 'h c r o o i z o m /

immediate knitting

a d j / i' m i :d i o t /

O m

n / ' n i t i r ) /

O m

lottery

n / ' lD t o r i /

method

O m

n /'meBod/

misbehave

v / . m is b i 'h e r v / v / m is ' d 3A d 3/

misjudge

misunderstand neighbour

O m

overspend

v / . m i s A n d o ' s t a c n d / n / ' n e i b o ( r ) /

v / o o v o ' s p e n d /

p hy sic al a c t iv it y p o v er ty

Kind, generous p eople are m ore likely to be heroes. Even a scientific genius like Charles Darwin is said to have used this m ethod.

n / 'hrorou/

heroic

If I were braver, I would be a firefighter. If som eone had an accident, I could help him because I kno w first aid.

n / f a i s t ' e i d /

gender

pram

He's someone wh o is ready to do things that are dangerous w ithou t showing any fear.

n / f i o ( r ) /

firefighter

formal

The third and last factor that affects our decision-making is the amount of information we hav e.

n / ' f a e k t o ( r ) /

O m

Navigate

n /,fiz ik l a jk 'tivo ti/

n /'po v o ti/ n / p r a e m /

Some people have no problems adapting to different cultures. Many people in the United States don't have free healthcare. The more educated you are, the more likely you are to be a hero. One in five people has done something heroic. Researchers at Berkeley University have spent the last five years studying what exactly makes people act heroically. Men reported heroism more than women. Some Icelanders wear suits to m eet their imm ediate family on important days of the year. They teach knitting in schools. If we won the lottery, we would give some money to charity. One common method is to make two lists on a piece of paper. Parents can be very embarrassed if their children misbehave in public. Once I com pletely m isjudged the dress code wh en I was invited to a family meal. If you m ove to a very differe nt culture, people may easily misunderstand your behaviour. Danes use their extra leisure time to do voluntary work, helping their neighbours. I mu st be careful I do n't overspend this m onth. You'll be healthier if you have plenty of physical activity. Denmark do esn't have much poverty. Look outside any cafe and you 're likely to see lots of babies sleeping outside in prams.

public transpo rt system n / , p A b l i k 't ra e n s p o : t s i s to m /

If there was a cheap and reliable public transport system, people wo uld use their cars less.

rarely

a dv / ' r e o l i/

Where I com e from , we rarely do that.

reappear

v / , r i : o ' p i o ( r ) /

The stars stop com ing out at night and do n't reappear until August.

reasonable

O m

O m

a d j / ' r i i z n o b l /

People tend to have more job satisfaction if they wo rk reasonable hours.

2

Navigate

N a m e ________________________

B1+ Wordlist Unit 8 /rii'dekoreit/

redecorate

v

renewable

adj

reschedule

v

rescue risk

risky

/risk/

v adj

adj

sensible

O m

n

O m

/'sensobl/

/so'saioti/ /spck'taekjololi/

spectacularly

a dv

stay up

/stei 'Ap/

suffer

phr v

O m

superstar u n d er co o k

The flight has to be rescheduled due to the bad weather. He rushed over there imm ediately and started t o rescue people.

I w ou ldn 't do a job if it was risky or dangerous.

/'selfiJ7 adj

Renewable energy com es from sources that w ill always exist.

If you s aw a crash, wou ld you risk your life to help?

/'nski/

selfish

society

/,ri:'J'edju:l/

i/ / ' r e s k j u : /

O m

O m

/ri'njuiobl/

When we moved into the new apartment, we completely redecorated it.

They have created an online course to train people to become less selfish and mo re heroic. She's a very sensible person. Denmark is also a very equal society. I m us t say, it did loo k spec tacu larly bea utiful. It wa s really exciting to stay up w ith my friends, having meals outside in the middle of the night.

v / ' s A f o ( r ) /

Some people who move to another cou ntry suffer from culture shock.

n / 's u : p o s t a : ( r )/

Sometimes a superstar makes a smaller country m ore famous.

v /.An do 'kuk /

underdressed

a dj / . A n d o ' d r e s t /

I sent the steak back because it was un dercoo ked - in fact, it was alm ost raw. I felt extrem ely undressed!

volunteer

v / v D l o n ' t i o C r ) /

One third of the heroes in the study had also volunteered up to 59 hours a week.

volunteer

n / v o l o n ' t i o / r ) /

Having been lucky enough to survive a disaster yourself makes you three times more likely to be a hero and a volunteer.

3

Navigate

N a m e ________________________

B1+ Wordlist Unit 9


abstract


n = noun

a dj / ' a s b s t r a e k t /

background On b e a ut y Om

n / ' b a e k g r a u n d /

n /'b ju iti/

bird-watching Om blob

n / 'b 3 : d w D t /i q /

a dj / b l o n d /

O m

campaign

O m

clean-shaven closed off

consider curly

curtain

v / k o n ' s i d o ( r ) /

n / ' k 3 : t n /

O m

Although the ca mpaign is selling beauty, I think the adve rt is bett er than adverts that make w om en feel bad about themselves. Jon took up bird-watching in his teens.

She's got s ho rt blonde hair.

He's clean-shaven.

a d j / ' k 3 i li /

O m

The background of the p icture is really detailed.

a d j / , k l i :n ' .f e i v n /

p h r v / k A m ' A p w i c V

O m

The abstract painting is very modern.

They are famous for the ir campaigns to m ake people feel better a bout themselves.

p h r v / k A m o ' k ro s /

come up with


n / k a e m ' p e i n /

a d j / k l o u z d ' o f /

come across


We try to find meaning and patterns in chance lines, blobs and colours.

n / b l o b /

blond(e)


One wom an described h er face as 'a lot more closed off, and fatter, sadder too'. i came a cross a webs ite called 'Houses th at look like faces'. Scientists have come up with various ideas to explain it. There are several things we need to consider. She's go t sho rt curly hair. He was hidden behind a curtain.

n / k 3 : v /

Look at the curves of the lines in the painting.

database

n / ' d c i t o b c i s /

A German design stud io is making a database of such faces.

description

O m

curve

O m

detailed devote

a d j / ' d i r t e i l d /

O m

v / d i ' v o u t /

O m

double chin dye

n / . c U b l ' t / i n /

express

O m O m

e y e b ro w eyelash

fringe

historical

Not only did the houses look like faces, but they seemed to express emotions as well.

n / ' f o i g r a u n d /

honestly

p h r / g o u ' b o i l d / a d j / g r e i / O m

O m

He's got a bit of a dou ble chin.

v / i k ' s p r e s /

n / f r i n d 3/

O m

There are webs ites devo ted to all kinds of objects.

The houses seemed to express emotions as well.

n / ' a i l a c j /

go bald

I love the pain ting becau se it's so detailed .

n / I ' m o u J ' n /

n /'aib ra u /

foreground

The sketches were done from the wo me n's descriptions of themselves.

Her hair might be dyed.

v / d a i /

emotion

grey

n/di'skripj'n/

a d j / h i ' s t o r i k ! / adv / ' o n i s t l i /

He's got quite thick eyebrows. She's got long eyelashes. The woman is in the foreground of the picture. She's go t sho rt hair, with a bit o f a fringe. He's going bald. He's got grey hair. It m ust be eithe r an old p ainting or a painting of a historical scene. They were asked to describe the ir own faces, honestly, to a complete stranger.

1

Navigate

N a m e ________________________

B1+ Wordlist Unit 9 hunt

v /hAnt/

Om

l think they might be going out to hunt.

irritated Om a d j / ' i r i t e i t i d / p h r v /l u k 'f o iw o d t o /

look forward to

p h r i/ /' lu k

look up

Ap/

p h r v /m c ik 'a ut /

make out

n /m o' st ai JV

moustache

mysterious Om old-fashioned

a dj / m i 's t i o r i o s / a dj /o u ld 'f ae/n d/

O m

a d j / . o u v o 'w e i t /

overweight

n /fo ' n o m in o n /

phenomenon

n / 'p o i tr c i t/

portrait

n /p r o 'd 3 ekto(r)/

projector put up

p h r v / p u t 'A p /

reflect

v / r i'fle k t/

O m

Some looked a b it irritated. I'm looking forward to the party. We looked up the word in the dictionary. We can 't help m aking out faces whe re there a ren 't any. He's got a b it of a moustache. It's really mysterious. It can't be a modern painting; it looks too old-fashioned. He's possibly a bit overw eight. I did some research and found o ut that this phenom enon is called pareidolia. It ca n't be a po rtrait of a m andrill. We had to p ut off the mee ting because the projector broke down. images have been p ut up on a wall. I thin k it m ust be a mirror. It's reflecting th e sea.

reflection

n /r i 'f l e k / n /

It m ust be a m irror; I can see the reflection of her face.

seem

v /s iim /

It seems to be moving.

O m

seemingly

a d v / ' s i i m i r jl i/ a dj / . s e l f d i's k r a ib d /

self-described shoulder-length side by side skate

p h r /. s a id ba i 's a id /

v / s k c i t /

sketch slim

a d j / 'J o u l d o l e r) 0 /

n / s k e t j ' /

a dj / s li m /

spiky

a d j / ' s p a i k i /

stranger

n / ' s t r e i n d 3o ( r ) /

O m

She was seem ingly calm w hen she took h er driving test. Looking at her self-described portrait, one woman described her face as 'a lot mo re closed o ff and fatter, sadder, too'. His hair is shoulder-length and da rk brow n. He put the tw o sketches side by side. The river mu st be frozen over, because they're sk ating on it. They had sketches done of themselves. I thin k she's q uite slim. He's got spiky hair. They were later asked to go into a room and describe their own faces, honestly, to a com plete stranger.

stubble

n / ' s t A b l /

He's got stubble.

suitOm

v / s u i t /

We need to dress to suit where w e wo rk.

tap Om

n /taep/

Taps, teapots, tape rec orders - it seems as if we ca n't help making ou t faces whe re there a ren 't any.

tape recorder teapot

n / ' t e i p r i ,k o : d o ( r ) /

n / 't i ip o t /

As well as taps and teapots, there are even tape recorders that resem ble faces. This teap ot resem bles a face.

w ea r o *

v / w c o ( r ) /

Rules about what we wear have changed so much in the last few years.

well-built

a d j / w e l ' b i l t /

He's quite we ll-built.

2

Navigate

N a m e __________________________

B1+ Wordlist Unit 10 Here is a list of useful or ne w w ords from Unit 10 of Navigate B1 Words marked w ith a key (Om) all appea r in the Oxford 3000.

Coursebook. You can insert your own translation.

a d j = adjective a d v = adverb


a b un d an c e

n = noun


n /o'bAnd on s/

academically athlete


_____________

ad v / . a e k o ' d e m i k li /

_____________

n /'aeBliit/

attraction Our back Om

_____________

n /o'tra ek j'n/

_____________

v /baek J ___________________________

bank loan

_____________

n / 'b a e r jk lo u n / ___________________ _____________


In the past, most visitors explored the city's abundance of historic buildings. There are plenty of children who don't do well academically, who are brilliant at sports. Is the noise of their sup porters a lways a positive thing for players or athletes? Not necessarily. It is one of the most important attractions in the city. They are going to back the project and become an investor. We had to take o ut a bank loan to pay for it.

boutique h otel

n / b u : , ti : k h o u ' t e l/ __________ _____________

The old buildings were turned into boutique hotels.

break a record

p h r / , b r e i k o 'r c k o i d / _______ _____________

It is also hoped th at the new plans will help Britain to break more records in future Olympic Games.

cheerleading

n / 't ji o l k d i q /

_____________

com pete Om

v / k o m 'p h t /

----------------------

com petitive Om crowd-funding dancing

a dj / k o m 'p e t o tiv /

_____________

n / ' k r a u d , fA n d i q /

_____________

n / ' d u i n s i r ) / _______________________

_____________

d ec ad e Om

n /'dc k c id /

destination

n / . d e s t i ' n e i j n / --------------------- ------

demotivating d i s tr ic t Om

n / ' d i s t r i k t / ____________________

dom inate Om

figure Om

n / , o n t r o p r o ' n 3 : ( r ) /

a d j / ' f a e j n o b l /

n / f ir l d / n / ' f i g o ( r ) /

guarantee Om

_____________

_____________

v /'d o m in c i t/ _________________ _____________

n /i've n t/

fashionable On field Om

a d v /d r o ' m a e t ik l i /

n / 'io p U g /

entrepreneur e v e n t Om

------------------- ---

a dj / d i i'm o u t iv e i ti r j/ _________ _____________

dram atically Om

earplug

_ _____________ _

n / . g a e r o n ' t i : /

_____________

_____________

_____________

_____________

_____________

_____________

_____________

Cheerleading is very popu lar in Am erican schools. Winning teams will compete in 60 county finals before going on to a national final. Schools have been avoiding competitive sports. Together with Yancey Strickler and Charles Adler, he started up Kickstarter, a crowd-funding website. As well as yoga and tram polining, da ncing is one of the activities offered at our school. in the past decades, development has dramatically changed man y parts of the city. in 2014 the city was voted the world's top destination in Trip Advisor's Travellers Cho ice Awards. If everyone know s at the start o f a race who the w inner is going to be, then it can be boring and demotivating. It is starting to resemble Manhattan in some districts where modern skyscrapers are rapidly being built. Development has dramatically changed many parts of the city. The skyline is dom inated by skyscrapers. There are two holes which are located near your ears so you can put in ear-plugs. For entrepreneu rs wh o find them selves sho rt of cash, it's a great way to ge t funding. Why do w e go to big events such as music festivals? Istanbul is becoming just as well known for its modern galleries, designer sho ps and fash ionable restauran ts. We've had lots of emails from people in all different kinds of fields saying tha t they have found it useful. Recent figures show tha t more and m ore children are overweight. They w on 't give any guarantee that the new business will make a pro fit.

1

N a m e __________________________

B1+ Wordlist Unit 10

Navigate

have a clue (about) Om p h r /,hacv o ' k l u : ( a , b a u t ) /

l haven't go t a clue a bou t racing.

have a feeling

I have a fee ling this h oliday w ill be a mistake.

have a go

p h r / , h a e v o ' f i i l i r j /

p h r /,haev o 'goo/

h o m e s ta d iu m home team

n /,hoom 'steid iom /

n / ,h o o m ' t i im /

investment Om

n / m ' v c s tm o n t /

n /m 'v e s to (r ) /

investor

magnificent

a dj / m a e g ' n if is n t /

manufacture

v / . m a e n j u ' fa e k t / o C r ) /

O m

It's a bit difficult at first, but just have a go. Sporting teams always prefer to play in their home stadium. The home team really does have an advantage. There's always the possibility t ha t t heir investmen t will increase in value. Anyone who wa nts to back their projects can become an investor. Istanbul was traditionally famous for its ma gnificent ancient sights. More are cu rrently being manufactured.

must-see

a dj / ,m o s t ' s i : /

Com pared to 20 years ago, the c ity's list of mu st-see attractions has also changed.

nightclub

n / 'n a i t k U b /

There are lots of nightclub s in the city.

non-competitive

a dj /.o u p o n 'e o( r) /

open-air

a dj /' pa ed id /

padded

v /p le d 3/

pledge

n /. po pj u 'l aero ti /

popularity present profit

v /p r i 'z e n t/

O m

n /'p r o fit/

O m

v /p u l 'o uvo(r )/

pull (over) raise

a d j / n o n k o m ' p e t o t i v /

v / r e i z /

O m

referee

n / . r e f o ' r i : /

Yoga, dancing and ch eerleading are all examples of n on com petitive sports. It is the b iggest open-air shop ping ce ntre in the UK. The 'Ostrich Pillow' is a kind of padded hat. People have pledged $195,094. It is grow ing in po pularity in cou ntries like the United States, Switzerland and Canada. First of all, you need to presen t your idea to the bank. How much profit did they make on the business? It's a padded hat that people can pull over their heads to take a nap. He couldn't raise the money he needed. The biggest impact of the crowd is not on the players, but on the referees.

renovate

v / 'r e n o v e it/

The rundown buildings in many areas were renovated.

resemble

v /r i'z e m b l/

There are websites devoted to all kinds of objects that resem ble faces.

r io t

The audience got ou t of control and the c o ncert turned into a riot.

n /'ra io t/

rugby

n / ' r A g b i /

run-down

a dj / , r A n ' d a u n /

self-esteem service setup

O m

n / s e l f i 's t i : m / n / ' s a i v i s /

p h r v / s e t ' A p /

short of cash

p h r / f o : t o v ' k a e j' /

Schools will play against each othe r in an Olymp ic-style event, with sports such as football, athletics, rugby, swimming, tennis and cycling. The run-down buildings in many areas were renovated and turned into b outique hot els and trendy c afes. We have to realize that taking part in competitive sport is not bad for people's self-esteem. Please give me some details about the product or service you are offering. Anyone wh o w ants to set up a business can pres ent their idea on the w ebsite. For entrepreneurs who find themselves short of cash, it's a great way to get funding.

2

N a m e __________________________

B1+ Wordlist Unit 10 s ky lin e

n /'sk a ilain /

sophisticated

a dj / s s ' f i s t i k e i t i d /

Navigate The skyline was dominated by historic buildings and monuments. The neighbourhood is now home to sophisticated nightclubs.

state-of-the-art

a dj / . s t e i t o v d i : ' a : t /

The warehouse is now a state-of-the-art gallery.

take a decision

p h r / , t e i k o ' d i 's i 3n /

It's very important to take the right decision.

take a risk

p h r / . t c i k o ' r is k /

Do n't take a risk - it's not w orth it.

take no notice of (s om eone /something) p h r / , t c i k n o u ' n o u t i s d v ( ,S A m w A n / ,SAm0ir))/

Take no no tice of him - he's being silly.

take (someone's) word for it p h r / t e i k ( ,S A m w A n z ) ' w 3 : d f o r , it /

I'll take yo ur word for it, since I do n't kno w m uch a bou t it!

take (som ething/someo ne) seriously p h r / t c i k ( , S A m 0 i r ), , S A m w A n ) ' s i o r i o s l i/

I jus t ca n't tak e Paul seriously.

take advantage of p h r / t c i k o d ' v a : n t id 3 o v /

We've decided to take advantage of the wa rm w eather.

take care of

She's the nurse who takes care of m y grandmother.

take out

phrv /teik 'aot/

take turns thrilling

p h r / t e i k ' k e o r o v /

p h r / t c i k 't 3 : n z /

a d j / ' 0 r i l i r ) /

tournament trampolining trendy

n /'t u o n o m o n t / n / ' tr a e m p o l ii n i r) /

a d j / ' t r e n d i /

unheard of

p h r / A n ' h 3 i d d v /

unrealistic

a dj

vibrant

/.Anrio'listik/

a d j / ' v a i b r o n t /

You will need to take o ut a bank loan to pay for it. Sometimes w e'll buy st reet food, and the rest of the time we're planning to take turns to cook in the evenings. It is a thrilling m ixture of soccer, volleyball and gym nastics. The governm ent has announced that highly comp etitive sports days and tournaments are to be re-introduced at schools. Our school avoids competitive sports and has introduced activities such as dancing and trampolining. Some of the buildings are now trendy cafes. Almost unheard of in Europe, sepak takraw is an extremely popular spo rt throug hou t East Asia. It's just unrealistic for children to be told that everyone can win. Istanbul is now one of Europe's most popular and vibrant cities.

3

Navigate

N a m e _________________________






n / ' b a e n d i t / _________________________

barefoot blog

n = noun

v /o'rest/

arrest Om bandit


a d j / ' b e o f o t /

v /blog/

burglar

_____________

_____________

----------------------

n / ' b 3 : g l o ( r ) / ---------------------------------------

burglary

_____________

----------------------

n / ' b 3 : g l o r i / _______________________ _____________

c a n d id a t e Om

n /'kae nd ido t/

capture Om

v /'kaeptjo(r)/

careless Om

a d j / ' k c o l o s /

v / t j ' e i n d 3/

change Om

consequence Om

v /kra ej 'laend/

crash-land criminal Om

n / 'k r i m i n l /

cyberbullying delay Om

n / ' k o n s i k w o n s /

n / ' s a i b o . b u l i i g /

n / d i 'l e i /

escape Om

v /i'skeip/

e x te n s io n Om

n /ik's te n fn /

_____________

_____________

_____________

----------------------

_____________

_____________

nasty outlaw

passionate

prison Om

n / p o ' m ijn /

n / ' p r i z n /

The school buildings have changed ve ry little since I was a t school. The idea of unintended consequences is an important one in politics and economics.

This can therefore result in a careless or unpleasant tweet, or at worst, cyberbullying.

It wo uld have been b etter to ask for an exten sion earlier.

_____________

_____________

_____________

_____________

_____________

_____________

_____________

a dj / ' p a e f o n o t / __________________ _____________

permission Om

I thou gh t it was very careless and unp leasant of him.

_____________

a d j / ' n a i s t i / __________________________ _____________ n / ' a u t l o i /

The police have been trying to capture 19-year-old Cotton Harris-Moore for nearly two years.

He escaped from prison.

v / i n ' s A l t / ________________________ _____________

n /maetj"/

They should've given him the job anyway if he was the best candidate.

_____________

i n s u lt O m

match Om

His burglaries have terrified local residents.

I apo logize for th e de lay in replying.

n / ' i j 'u : /

n / I a i t / ____________________________

A burglar was c aug ht on Friday night, after getting stuck in a bathroom window.

_____________

issue Om

light Om

It led to people blogging or tweeting about the issue.

There are examples o f criminals wh o a ctually did some good.

a dv / I ' l ii g o l i/ _______________________ _____________

n /,m tor'ae kJ n/

He's known as the 'barefoot bandit', as he often carries out his robberies with no shoes on.

_____________

illegally

i n te r a c ti o n

They call him the 'barefoot bandit'.

That didn't stop him from crash-landing in the sea.

n /fa in /

n / .in k o n ' v im i o n s /

The police are close to arresting him.

_____________

f in e O m

inconvenience


The doctor made the patients pay a fine if they missed an appointment. They entered the building illegally. I apologize for the inconvenience. I have had some problems com pleting work in the last mon th due to fam ily issues. They are more likely to insult each other whe n the com mu nication is not face-to-face. More than half of the 2,000 people surveyed said tha t they felt social media had replaced face-to-face interaction. Please can you turn on the light. It's very dark in here. Are you going to watch the m atch this ev ening? More than a quarter (26%) admitted they have said something nasty on a social me dia web site. The out law becam e an interne t sensation. They felt passionate about it.

_____________

The DVDs were taken w ithou t permission.

_____________

He is in prison.

1

Navigate

N a m e _________________________

B1+ Wordlist Unit 11 punishme nt Om

n / 'p A n i J ' m o n t /

The court will decide on his punishment later today.

regret Om

v / r i' g r e t /

More tha n a qu arter o f all users of Tw itter and othe r social networking sites send messages they later regret.

reportedly

a d v / r i 'p o i t id l i/

He had reportedly taught himself to fly, using information he found on the internet.

rob

They were planning to rob the bank.

v / r o b /

Om

robber

n / ' r D b o ( r ) /

say (something) to (someone's) face p h r / s e i ( ,s A m 0 i p ) to (,SAmwAns) 'feis/ n / s e n ' s e i j n /

sensation

sentence O m spare

O m

speak up square

v/'sentons/

He became an internet sensation, with a Facebook fan page collecting thousands of 'likes'. He was sentenced to seven years in prison. I thoug ht it would be good to offer her m y spare ticket.

p h r v / s p i: k 'Ap/

Nearly tw o in five peop le said they used social media to speak up about som ething.

a d j /'sto u lo n /

stolen

Online, people are more likely to say something rude or nasty that they w ould never say to someon e's face.

a d j /s p e o (r)/

n /s k w e o (r )/

O m

The robber is known to the police.

Let's m eet in the town square this afternoon. He escaped by flying a stolen plane all the w ay from Indiana to the Bahamas.

stop (someone) from (doing) p h r / s t o p (,SAmwon) f ro m ( 'd u n r j )/

That didn't stop him from crash-landing in the sea.

s u bm i ss io n

n /so b 'm ijn/

Please accept my apologies for the late submission of this term's work.

suspect

1/ /s o 's p e k t /

He is suspected of more than 100 thefts in the United States and Canada.

theft thief

O m

There have been a lo t of thefts recently.

n / 0 c f t / O m

unfashionable unintended

adj

upset victim

/An'faejnobl/

a d j /, A n m 't e n d i d /

unprofessional u p lo a d

The thief was cau ght by the police ea rlier this m orning.

n / 0 i : f /

a d j / . A n p r o ' f c j o n l /

i/ /.A p'lou d/

O m O m

violence

O m

The problem is that wearing crash helmets is very 'uncool' or unfashionable. The idea of unintended consequences is an important one in politics and economics. Now my boss thinks I'm really unprofessional. I was uploading a differen t video and accide ntally clicked on this video, too.

\//Ap'set/

I did n't mean to upset you.

n /'v i k t i m /

None of his victims were actually injured.

n /'vaiolons/

The thieves used unne cessary violence.

2

Navigate

N a m e __________________________





ad ve rt Owr


n = noun

n / ' a e d v 3 : t /

associate Om


_____________

v / o ' s o o j i e i t /

_____________

billboard

n / ' b i l b o : d /

_____________

brand Om

n / b r a e n d /

_____________

bring (someone) round to /brig 'raund/ drawback

p h r v

n / ' d r o i b a e k /

effective Om

adj / I ' f e k t i v /

_____________


I think the mo st effective a dverts are those th at make people laugh. One tip for rem em bering a person's name is to look at their face and associate it with the name. Have you seen the new advertising billboards near the cinema? She always buys the well-known brands. You w o n 't be successful in business if you c an 't bring people round to your wa y of thinking.

_____________

Ano ther drawback is the c ost of production.

_____________

What are the mo st effective adverts? I saw an ama zing ad to raise our awarene ss of the prob lems homeless people have.

homeless

a d j / 'h o o m l o s /

_____________

image Om

n / 'i m i d 3/

_____________

I think th is gives the com panies a ne gative image.

_____________

Funny adverts can be a good way to influence people.

_____________

Each pro duc t is recognized by its own logo.

_____________

Adverts can make people aware of social issues.

_____________

What do you think are the ma jor advantages?

_____________

It's impo rtant to m ake sure our adverts are memorable.

_____________

I was in tow n recen tly in a mensw ear store.

_____________

He saw a huge cloud of m oths coming towa rds them.

_____________

With this book, you will become an amazing negotiator.

influence Om logo

v / ' i n f l u o n s /

n / ' l o u g o u /

make (someone) aware of p h r / m e i k ( ,S A m w o m ) o ' w e a r o v / ma jor Om

ad j / 'm c i d 3o ( r ) /

memorable

a d j / 'm c m o r o b l /

m e n s w e a r s to r e moth

n /'me nz w eo sto :(r)/

n / m D 0 /

n e g otia to r

n /ni'g o u fieito (r)/ n / 'n j u i z o , d 3 e n d o /

news agenda objection

n / o b ' d 3c k J ' n /

n / o b ' d 3e k t i v /

o b je c ti ve Om overcome Om

v / . o u v o ' k A m /

----------------------

_____________

_____________

_____________

pass a law

p h r / , p a i s o ' l o : /

_____________

perspective

n / p o ' s p c k t i v /

----------------------

persuasion

n /p o ' s w c i 3n /

persuasive Om point of view poster

n / .p o i n t o v 'v j u : /

n / ' p o u s t o ( r ) /

psychology rely on

adj / p o ' s w e i s i v /

n / s a i ' k n l o d 3 i/

p h r v / r i ' l a i o n /

France 24 online provides an altern ative to the Englishlanguage dominated news agenda. This book will help you to overcome objections. The main objectives of 'fast fashion' are to bring high-fashion clothes into the shops q uickly and cheaply. What do you think is the best way to overcome someon e's objections to an idea? The instructor t old them tha t a new law had been passed. The 226 Alliance Frangaises and France 24 online provide ne ws from a different perspective.

_____________

Philip is a full-tim e sp eaker on the psychology o f persuasion.

_____________

It's a very persuasive advert.

_____________

_____________

_____________

_____________

It's im portan t tha t you un derstand the othe r person's po int of view. Please can you put this poster up to advertise the concert? Philip Hesketh is a full-tim e internationa l business speaker on the psychology of persuasion. They don't rely on radio s tations to tell them wh at m usic they should listen to any more.

1

Navigate

N a m e __________________________

B1+ Wordlist Unit 12 slogan

n / ' s l o u g o n /

s o ft p o w e r

n /so ft 'pau o(r)/

_____________

What slogans can you remember?

_____________

The Olympic Games can increase a cou ntry's soft power.

_____________

This particula r mo del was never stylish! It’s jus t awful.

stylish Om

a d j / ' s t a i l i J V

switch off

p h r v / s w i t j ' o f / _________________ _ _____________ _

upset

adj

O m

win over

/Ap'sct/

____________________

____________

p h r v / w i n 'o o v o ( r )/ _______________ _____________

Maybe every mo th in Australia was heading for the ir light because all the others had been switched off!

I was really upset when I saw this advert. This book will help you find the perfec t wa y to win people over.

2

1 Video Are you really m y friend? Vox pop s

1a

b 2

Do you th in k th at Fa cebo ok a n d L in kedln fr ie nds are real frien ds?

Co m plete the sentences. •

C l o s e f r i e n d s a r e ...

•

F a c e b o o k f r i e n d s a r e . ..

2

D e c i d e i f t h e s e n t e n c e s a r e t r u e ( T ) o r f a l se ( F ). C o r r e c t t h e f a l s e s e n t e n c e s.

C o m p a r e s e n te n c e s w i t h a p a r t n e r .

1

Da vid on ly has good friends on his F acebook page.

T

F

W a t c h t h e v i d e o . D o s e c t io n s 1 a n d 2.

2

K i r a n k n o w s m o s t p e o p le o n h e r F a c e b o o k p a g e i n r e a l li f e .

T

F

3

T o m o n l y u se s s o c i a l m e d i a f o r w o r k p u r p o s e s.

T

F

4

Sophie uses Faceboo k to keep i n t o u c h w i t h c lo s e f r ie n d s .

T

F

5

S a g a r' s F a c e b o o k f r i e n d s a r e a l w a y s p e o p l e h e k n o w s i n r e a l l i fe .

T

F

How do y ou ke ep in touc h with y our frie nd s? 1

T i c k t h e w a y s o f c o m m u n i c a t i n g th a t e a ch s pe a k e r m e n t io n s .

D avid

K ira n

To m

S o p h ie

Sagar

Facebook Linkedln Telephone SMS tex ts

3a

Snapchat WhatsApp Email

b

W h i c h o t h e r w a y o f k e e p i n g in t o u c h d o T o m a n d S a g ar mention?

2

W h i c h is th e m o s t c o m m o n w a y o f s ta y in g in touch?

video I’ll ne ve r forget th a t d ay

Vox po ps 1

W o r k i n s m a l l g r o u p s . L o o k at t h e li s t o f w a y s o f c o m m u n i c a t i n g i n t h e t a b l e in s e c t io n 1 o f e x e r ci s e 2 . H o w d o y o u k e e p in t o u c h w i t h y o u r friends? Give reasons why.

2

W o r k w i t h a p a r t n e r a n d c i r c le t h e c o r r e c t o p ti o n s to c o m p l e t e t h e s e n te n c es .

W o r k w i t h a p a r t n e r . N a m e tw o th i n g s th a t c o u l d g o w r o n g i n e a c h s it u a t i o n .

1 H unte r’s m an ag er / H un te r l e f t h is j o b a n d j u s t w a l k e d o u t o f th e o f f ic e .

•

Y o u ’r e d r i v i n g to w o r k in h e a v y s n ow .

•

Y o u f a l l o v e r i n th e s t re e t .

2 D a v i d E ’ s p a r e n t s m a d e h i m f e e l m o r e relaxed / worried about his exams.

•

Y o u h a v e a n i m p o r t a n t e x a m t o d ay .

3

O n h e r b a d d ay , S o p h i e slipped and broke her ankle /

ha d already broken her ankle when she slipped. 2


4 D a v i d R h a d t o g e t d o w n t h e s t a ir s q u i c k l y b e c a u se t h e r e w a s a fi re I fire p ractice.

Ha ve you e ver had a rea lly b ad d ay at work , colleg e or when travelling? 1

W h i c h s p e a k e r s a r e o n t h e i r w a y to w o r k o r a t w o r k ( W ) , a t u n i v e r s i t y ( U ) o r o n c r u t c h e s ( C) ? T i c k u p t o t w o b o x e s f o r e a c h sp e a k e r. 1 H un te r

w G

2 D a v id E

w G

3

4 D a v id R

w G w Q

5 Alex

w G

S o p h ie

5 A l e x t r i e d to drive / walk t o t h e g a r a g e i n t h e s n o w . 3a

W a l k a r o u n d t h e cl as s a n d f i n d s o m e o n e w h o . .. a

has been on crutches,

cG

b

had had a bad day of exams,

u G

cG

c

h a s b e e n s t u c k in t h e s n o w .

u G

cG

d

has done a fire practice recently.

_____________________

u G

cG

e

h a s h a d a p u n c t u r e i n t h e i r c a r.

_____________________

u G

C D

u G

b

F i n d o u t m o r e a b o u t e a c h s t o ry . ( W h e n ? W h e re ? W h y ? H o w ? )

3 Video Life skills Vox pop s

Wh at skills do you need to be successful in your ideal job?

1

2

C o m p l e te t h e p h ra s e s w i t h th e v e rb s f r o m t h e b o x . W h i c h o f t h e s e s k i l ls d o y o u p o s se s s in y o u r p e r s o n a l l i f e o r a t w o r k ?

cope

2

deal

have

manage

1

... go od pe ople sk ills

2

. . .m y t i m e

3

. .. w e l l u n d e r p r e s s u r e

1 Ste ph an ie’s idea l job is to be a __________ , a n d s h e ’ l l n e e d t o b e a b l e to w o r k v e r y __________ .

pay

4

2 A l b a t h i n k s s h e ’ l l s uc c e e d i f s he i s __________ , ___________ a n d b e l i e v e s i n herself.

... w i t h m a n y jo b s a t t h e s a m e t im e

5

C o m p l e te th e s e nt en c es w i t h u p to tw o w o r d s in each gap.

... a t t e n t i o n t o d e t a i l

3 N ia ll's id e a l jo b is to be a _, a n d he’ll need to be good at long-te rm


Do y ou cop e w ell und er pressure ? 1

A nd y’s ideal job is being a he needs to be able to w i d e v a r i e t y o f p e op le .

M atch each person to a statement. I c o p e w e l l , ... 1 and I often achieve mo re when ther e’s a lot of pressure.

and w i th a

5 B e l la ’ s i d e a l j o b i s w o r k i n g i n __________ , a n d s h e ' l l n e e d to b e a b l e to c o p e w e l l u n d e r p re s s u re a n d b e __________ .

2 b u t o n l y i f I ha v e s o m e th i n k i n g t i m e o n m y o w n f i rs t . 3 p a r t i c u l a r l y i f I ha v e t i m e t o g e t t h i n g s r e a d y i n a d v a n ce . 4 b u t I c a n fe e l q u i t e a n x i o u s i f t h e r e 's to o m u c h p r e s s u re . 3

5 e v e n t h o u g h m y j o b i n v o l v e s m a n a g i n g a v a r i e t y o f t as k s.

W ork w ith a partner. Ask and answer the questions about the three d ifferent jobs. W o u l d y o u l i k e t o b e a . . .? 1 chef

2 comp uter scientist

3 head teacher NO. Why not?

YES. Why?

I

I

What skills do you possess which could help you do this job?

Wh at skills would you need to develop in order to do this job?

4 VidGO Space Vox pop s

2

a green environ me nt enjoying the outdoo rs escape city life keep him calm take nice walks

M a t c h w o r d s a n d p h r a s e s a - e t o s e n te n c e s 1 -5 . W o r k w i t h a p a r t n e r a n d d i s cu s s w h i c h id e a s p l a y a n i m p o r t a n t p a r t i n y o u r li fe . nature

c

relaxation

e x e r ci s e

d

city living

1 S t e p h e n t h i n k s t h e c o u n t r y s i d e h e lp s t o _______________ .

e fresh air

2 Pa tricia likes to

I o f te n g o jo g g i n g a l o n g c o u n t r y p a t h s . ___

P e o p le ru s h p a s t m y w i n d o w o n t h e i r w a y to w o r k .

4

I w e n t o n a y o g a a n d m e d i t a t i o n c o u rs e .

5

I l ov e w a l k i n g i n th e h i l ls , w a t c h i n g th e w i l d l if e .

and enjoy the sun.

3 N i a l l s ay s t h e g r e a t e s t b e n e f i t i s

I c a n b r e a t h e e a s i ly b e c a u se t h e a i r q u a l i t y i s g o o d . 3

C o m p l e t e t h e se n t en c e s w i t h p h r a s e s f r o m t h e b o x .

4 S t e p h a n i e f e e ls t h a t i t 's g o o d t o little bit. 5 A n d y li k e s d o i n g s p o r t i n ______

W atch the video. D o sections 1 and 2.

W o r k i n s m a l l g r o u p s . P l a n a n id e a l w e e k e n d i n t h e c o u n t r y s i d e . W r i t e o n e id e a f o r e a ch o f t h e p o i n t s b e l o w . Then present your plan to another group.

Wh at are the benefits o f visiting the countryside?

*

1

C i r c l e o n e o r t w o b e n e f i t s t h a t e a c h s p e a k e r sa ys . 1 S te p h e n :

e xe rc is e

q u ie t

2 P a tric ia :

c a lm

su n

fre s h a ir

3 N ia ll:

fre s h a ir

n a tu r e

w a lk s

4 S te p h a n ie : space

e x e rc ise

c a lm

5 A ndy:

relaxation

space

e x e rc is e

fre s h a ir

Loc ation

•

Food

•

Sport

•

Na ture

•

Relaxation

5

Video Entertainment

Vox pop s

W ha t’s your favou rite movie o f all time? 2

1

Connect the words in the three columns.

C o m p l e t e t h e s e s e n te n c e s w i t h t h e n a m e o f a f i l m y o u h a v e s ee n . C o m p a r e y o u r i de a s w i t h a p a r tn e r .

Person

Favourite film

R e as o n s f o r l i k i n g t h e f i l m

Kiran

Dumb and Dumber

good plot and good acting

•

Alex

Heat

fascinating monologues

Bella

Pulp Fiction

a very good cast and several clever twists

Ebbe

Fight Club

good fun with a great tw ist at the end

David

Shawshank Redemption

it makes me laugh

•

really made me think . There's a clever tw ist at the end

in m a d e m e l a u g h o u t lo u d . 2


W o r k w i t h a n e w p a r tn e r . W h a t d o y o u t h i n k o f t h e g en re s o f f i l m i n b o x A? F i n d a n a d j e c t i v e i n b o x B t h a t m a t c h e s y o u r o p i n i o n a b o u t e a c h g e n re o f f i lm . D i s c u s s y o u r o p i n i o n s .

W hat’s your favourite k ind of fi lm ? 1

Circle the correct option. 1 K i r a n l ik e s w a t c h i n g / w n n y / science-fiction f il m s .

A

action film comedy docum entary style film historical film science fiction

2 A l e x e n j o y s w a t c h i n g any kind of action film / science fiction fi lm s

B

enjoyable entertainin g interesting predictable and dull silly

in particular. 3 Bella tends to like film s which help her relax / ma ke her think. 4 E b b e p r e f e r s f i l m s t h a t help him relax / make him think. 5 D a v i d l ik e s only one genre / quite a few genres o f f il m .

6 Video C ontrolling the w eather? Vox pop s

2

W a t c h t h e v i d e o . D o s e c ti o n s 1 a n d 2 .

Do yo u th in k the c lim at e h as be en ch an gi ng over the la st 10 year s? M atch each situation to a result. D i s c u s s y o u r i d e as a b o u t t h e m e a n i n g o f th e w o r d s i n b o l d .

1

Situation 1

Flo od ing has caused a lot of disruption in the city centre.

2

T h e i c e c a p s a r e m e l t i n g a s g lo b a l t e m p e r a t u r e s r i s e.

3

A r e t h e s e n t e n c e s t r u e ( T ) o r fa l s e (F )? C o r r e c t t h e f a ls e s e n t en c e s . 1

Bella doubts tem peratures are beco m ing m ore extreme.

T

F

2

Da vid E studied geography at university.

T

F

T

F

3

L y n d s a y b e l ie v e s h u m a n s a r e c o m p l e t e l y r e s p o n s i b l e f o r c h a n g i n g w e a t h e r p a t t e r n s.

4

D a v i d R b e l ie v e s t h e r e h a s b e e n a n i n c re a s e i n r a i n f a l l .

T

F

5

Sophie has noticed that sum m ers start later nowadays.

T

F

Can you give an exam ple o f wh at you consider extreme weather?

E v e r y o n e h a d r e c e iv e d t h e w a r n i n g that the t y p h o o n was due to hit the coast of T ha iland last night.

2

T i c k t h e se n t en c e s t h a t y o u h e a r . E x t r e m e w e a t h e r ... •

c a us e s r e a l l y b i g d i s r u p t i o n .

•

c a us e s d a m a g e t o b u i l d i n g s .

Result

•

c a u se d f lo o d s a n d h u r r ic a n e s i n t h e U K .

a

S ea l e v e l s w i l l ri s e in g e n e r a l . T h e r e w i l l be m o r e fl o o d i n g .

•

is a typh oo n or a hu rricane .

b

P e o p l e h a d t h e c h a n c e t o e s ca p e t o a safer place inland .

c

Drough ts w ill happen more often in some places.

d

T h e r e is n o b u s s e r v i c e . T h e p o l i c e have closed most roads.

4

D a t a f r o m t h e w e a t h e r o f f ic e r e p o r ts a d e cr e a se i n r a i n f a l l .

3

W o r k w i t h a p a r t n e r . W r it e to m o r r o w ’s w e a t h e r fo r ec a s t. E x c h an g e y o u r f o re c a s t w i t h a n o t h e r p a i r . D i s c u s s h o w t h e f o re c a st s w i l l a f f e c t y o u r p l a n s.

7 Video Ambitions Vox pop s

What are the advantages an d disadvantages o f living and working abroad?

1

2

T h i n k o f s o m e o n e y o u k n o w w h o ha s m o v e d a br o a d. P r e p a r e t o s p e a k a b o u t t h i s p e r s o n . U se t h e q u e s t i o n w o r d s i n t h e b o x t o h e l p y o u p l a n w h a t y o u a r e g o i n g t o sa y.

Who?

Why?

How long?

Where?

W rite the correct names.

Advantages W h o m e n t io n s t h a t ... 1 i t' s e a s i e r t o le a r n a p a r t i c u l a r l a n g u a g e li v i n g a m o n g p e o p le w h o s p e ak i t ? _________

When?

2 i t' s a g r e a t c h a n c e to l e a r n a b o u t d i f f e r e n t p e o p le and cultures? , and

S h a re y o u r in f o r m a t i o n a b o u t th i s p e r s o n w i t h o t h e r s t u d e n t s i n t h e c la s s. W o r k w i t h d i f f e r e n t p a r t n e r s a n d t a k e n o t es . D o t h e s e p e o p l e h a v e a l o t i n c o m m o n ?

a nd

3 y o u c o u l d e a r n m o r e m o n e y ab r oa d ? Disadvantages

2


W h o f ee ls t h a t ...

Would you ever move ab road for a job?

4

1

5 l e a r n i n g a n e w l a n g u a g e is n ’ t e a s y ? _____

C i r c l e t h e a n s w e r e a c h p e r s o n g iv e s . W r i t e t h e reason why.

Why? Sarah:

Yes

No

Peter A:

Yes

No

Peter E:

Yes

No

P a tric ia :

Yes

No

Andy:

Yes

No

using a new curren cy could be difficu lt?

6 th e y 'd m is s f a m ily a n d frie n d s ?

and and

(no reason given) L o o k a t t h e s t a t e m e n t b e l o w . D o y o u a g re e o r d i s a gr e e ?

Everyone should spend some time living and working abroad. W o r k w i t h a p a r t n e r . P a i r A, p r e p a re y o u r a r g u m e n t s i n f a v o u r o f li v i n g a n d w o r k i n g a b r o ad . P a i r B, p r e p a r e y o u r argum ents against living and w orking abroad. P a i r A , s i t f a c i n g p a i r B . D i s c u s s y o u r r e a s on s f o r o r a g a i n st t h e s t a te m e n t a b o ve . W h o h a s th e w i n n i n g arguments?

8 Video World hap piness repo rt Vox pop s

2

1

W o r k i n p a ir s . W h a t t h r e e t h i n g s w o u l d m a k e y o u fe e l v e r y h a p p y i f t h e y h a p p e n e d t od a y ?

2


Which three factors do you think are imp ortant to have a good qua lity o f life? 1

D e c i d e i f th e s e n t e n c e s a r e tr u e ( T ) o r fa l s e (F ) . C o r r e c t th e f a l s e s e n te n c e s . 1

M i c h a e l t h i n k s t h a t i t is i m p o r t a n t t o k n o w w h a t y ou w a n t fr o m l if e a n d w h y .

T

F

2

S a r a h f e el s t h a t h o b b i e s a r e m o r e i m p o r t a n t t h a n j o b s a t is f a c ti o n .

T

F

3

N i a l l b e l ie v e s t h a t y o u n e e d t o s ee t h e peop le you love every day.

T

F

Choose tw o correct option s for each speaker. 1 M ic h a e l:

h a p p in e s s

e n jo y m e n t

c o m m u n it y

2 S a ra h :

community

e d u c a tio n

h e a lt h

3 N ia ll:

h a p p in e s s

h e a lth

e n jo y m e n t

4 K ir a :

h e a lth

f a m ily

e d u c a tio n

5 H a rry :

h e a lth

e d u c a tio n

c o m m u n it y

4 K i r a s ay s t h a t h a v i n g a g o o d r a n g e o f j o b prospects keeps people happy. 5

3a

H a r r y b e li ev e s t h a t b e i n g s u r r o u n d e d b y f a m i ly i s t h e s in g l e m o s t i m p o r t a n t f a ct o r.

T T

F F

W o r k w i t h a p a r t n e r . C o m p l e t e t h e se n t e nc e s w i t h a s u i t a b l e p i e c e o f a d v ic e . H o w t o h a v e a g o o d q u a l i t y o f li f e

b

1

It’s a goo d idea to ...

4

A im to ... every day.

2

Y o u m u s t n ’ t . ..

5

Y o us h o u l d ... if y o u c a n .

3

Y o u c o u l d t r y ...

S h a r e y o u r id e a s w i t h a n o t h e r p a i r . W h a t i s t h e b e s t p i e ce o f a d v i ce ?

9 Video Real be au ty Vox pop s 1a

1

M atch each person to a statem ent.

W o r k w i t h a p a r t n e r . R e pl a ce t h e u n d e r l in e d s e c ti on s w i t h a n it e m f r o m t h e b o x w h i c h h as a n o p p o s i te meaning. 1 I l i k e p e o p l e w h o a r e g e n e r o us , k i n d a n d f u n n y .

easy-going friendly and open generous humorous intelligent a

b

H e ' s 1q u i t e s e l f i s h a n d I 'd s ay h e is v e r y 2d i f f i c u l t t o g e t o n w i t h . H e also has som e very 3 stup id ideas sometimes,

2 K i n d n e s s a n d h o n e s t y a r e v e r y a t t r a c t i v e q u a l i t ie s .

2

3

C h a r a c t e r i s i m p o r t a n t , b u t l o o k s a re t h e f ir s t t h i n g y o u n o t ic e .

4

I l i k e p e o p l e w h o a r e c l ev e r.

5

I l i k e p e o p l e w h o t r y t o a c c e p t p e o p l e t h e w a y th e y a r e.

D e c i d e i f t h e s e n t e n c e s a re t r u e ( T ) o r fa l s e (F ) . C o r r e c t t h e f a l se sentences. 1 H e n r y t h i n k s t h a t a p e rs o n 's c h a r a c t e r is m o r e i m p o r t a n t th a n a n y o t h e r p e r s o n a l q u a l i ti e s .

S h e c a n b e v e r y '’ s e r i o u s w h e n w e a r e h a v i n g a l a u g h . S h e i s 5n o t h a p p y m e e t in g u p w i t h p e o p le a n d c h a t t in g a b o u t h e r s e l f .

2 B e l la t h i n k s t h a t t h e r e is n o t h i n g m o r e i m p o r t a n t t h a n i n t e ll ig e n c e . 3 Hayden likes mee ting a w ide variety of people. 4 A r i e l l e b e l ie v e s t h a t it is im p o r t a n t to t a k e y o u r s e l f s e r io u s l y.

b

2

W r i te a s h o r t d e s c r i p t i o n o f a p e r s o n y o u w o u l d N O T l ik e t o m e e t . W o r k w i t h a pa rtne r and discuss. W a t c h t h e v i d e o . D o s e c t io n s 1 a n d 2.

Wh at qualities m ake a person attractive?

5 D a v i d li k e s p e o p le w h o a r e f r ie n d l y a n d o p e n . W o r k w i t h a p a r t n e r . P u t th e q u a l i ti e s i n t h e b o x i n e x e r c is e 1 i n o r d e r o f i m p o r t a n c e f o r yo u i n y o u r r e la t i o n s h ip s (1= m o s t i m p o r t a n t ) . S a y w h y and give examples. •

I l i k e p e o p l e w h o a r e ... b e c a u s e ...

•

I p r e f e r p e o p l e w h o a r e ... b e c a u s e ...

10 Video Com petitive spo rt Vox pop s

Do y ou p ref er to pl ay a te am sp or t or a solo s port? 2

1

W ork w ith a partner. Ask and answer t h e f o l l o w i n g q u e s t io n s . D o y o u h a v e a l o t i n c o m m o n ? W h y / W h y n o t?

1 E b b e e n j o y s competing against / being part o f a t e a m .

2 L y n d s a y p r e f e rs p l a y i n g sport on her own / team sports. 3

W h a t s p o r t d i d y o u l a s t ...

2

• ... w a t c h o n T V ?

• . .. g o a n d w a t c h l iv e ?

• ... do in a team ?

• ... do solo?

1

D e c i d e i f t h e s e n t e n c es a r e t r u e ( T ) o r f a l s e ( F) . C o r r e c t t h e f a l s e sentences. 1 Ebbe really enjoys w atching footb all on TV. 2 Lyndsay rea lly enjoys wa tching international football competitions. 3 H e n r y s p e a k s a b o u t th e s p o r t s h e enjoys playing. 4 K iran is not a com petitive person. 5 D a v i d l ik e s b o t h t e a m s p o r t s a n d sport for individuals.

H e n r y c yc le s so l o w h e n h e n e e d s t o fe el bette r abo ut h im se lf / ha ve

some thinking time. 4 K i r a n e n j o y s meeting new people /feeling pa rt o f the group w h e n she plays a team sport. 5 S i n c e D a v i d was at university / ha s been living in London, he has b e e n le s s i n v o l v e d i n t e a m s p o r ts .

W a t c h t h e v id e o . D o s e c t i o n s 1 a n d 2.

Do yo u en joy wat ch in g sports? I f so, which sports?

Circle the correct answers.

W o r k i n s m a l l g r o up s . T h i n k o f o ne r e a s on f o r d o i n g e a c h o f th e se sports below and one reason for not doing them . E x a m p l e : cricket

For - it’s an (Attractive, and traditional sport Against - the- rules are, very complicated •

footba ll

•

snooker

•

ru nn ing

• yoga

•

m otor racing

•

cycling

•

t r a m p o l in i n g

• rugby

C o m p a r e y o u r a n s w e r s a s a c l as s . D e c i d e o n t h e b e s t r e a s o n s f o r a n d against each sport.

11 Video Outlaws Vox pop s

Do y ou ha ve a fa vo ur ite? 2

1

• 2

T i c k th e p h r a se s y o u h e a r.

W ork w ith a partne r. In one m inute, list as m any words or phrases as possible on these tw o topics below . C r i m e f i c t io n

•

1 m y f a v o u r i te c r i m e s t o ry is b y S te p he n K i n g 2 it's fi lm e d i n O x fo rd

T h r i ll e r s

3 t h e a c t in g o f th e c a st w a s v e r y g oo d 4


5 i t ha d a r e a l ly c le v e r p l o t

Do y ou enjoy re ad ing c rime fi cti o n or watch in g thrillers? 1

i t ’s a g re a t fi lm s t a r r in g B r u c e W i ll is

6 i t p a i n ts a v e r y g o o d p i c tu r e

W h i c h s p e a ke r s e n j o y c r i m e f i c t io n ? W h i c h s p e a ke r s e n j o y t h r i ll e r s ? W h i c h s p e a k er s e n jo y b o t h ? W r i t e C ( c r im e ) , T ( t h r i l l e r s ) o r B (b o t h ) n e x t t o t h e n a m e s .

7 i t's se t i n V i c to r i a n E n g l a nd 8 t he y re a ll y m a k e y o u t h i n k 3

D o a c l as s s u r v e y . A s k a n d a n s w e r t h e q u e s t i o n s . Do you enjoy crime fiction?

I--------------- 1-------------------- 1

YES Why?

l

Wh at's the best crime story you have read?

NO Why not?

I

Wh at would you prefer to read?

D o y o u e n j o y w a t c h i n g t h r i ll e r s ? YES Why?

i

Wha t's the best thr iller you have watched ?

NO Why not?

i

Wha t type of film would you pre fer to watch?

12 Video Advertising Vox pop s 1

W o r k w i t h a p a r t n e r . M a t c h t h e a d j e c t iv e s i n t h e b o x t o t h e s e n te n c e s a n d t a l k a b o u t a n a d w h i c h m a t c h e s e a c h d e s c r i p t i o n .

amusing

2

dull

moving

persuasive

1

I f e l t t e a r s i n m y ey e s w h e n I f i r s t w a t c h e d t h e a d .

2

I t 's j u s t re a l l y b o r i n g .

3

I w e n t o u t a n d b o u g h t t h e p r o d u c t a lm o s t i m m e d i a t e l y .

4

I c e r t a i n l y s m i l e d w h e n I f i r s t sa w i t.

Do you re m em be r a ny ads , bu t n ot w ha t they're for ?


What ad vertisement has mad e a big impa ct on you? 1

C h o o s e t h e c o r r e c t o p t i o n s to c o m p l e t e t h e s e n t e n c e s . 1 L a u r e n t h i n k s t h e T a co B e l l a d v e r t is e m e n t w a s ... a

terrible,

b

make a don ation to

b

find out mo re about

3 S a r a h t h i n k s t h e b re a d a d v e r t i s e m e n t c re a t e d a r o m a n t i c i m a g e o f B r i t is h l if e ... a

nowa days,

b

m a n y y e a r s a g o.

4 A n d y l ik e d t h e c a r a d v e r t is e m e n t b e c a us e i t s h o w e d a

the ca r’s special features,

b

how it was bu ilt.

5 S t e p h a n i e e n j o y e d t h e c o f f e e a d v e r t s b e c a u s e th e y . .. a

W h a t d o t h e sp e a k e r s s a y a b o u t d i f f e r e n t k i n d s o f a d? M a t c h e a c h p e r s o n t o a s t a te m e n t .

1

T h e s e a d v e r t s a r e a l l so s i m i l a r .

2

I t's d i f f i c u l t t o u n d e r s t a n d t h i s ty p e o f a d v e r t.

3

A f t e r a n a d v e r t i s e m e n t h a s f i n i s h e d , i t ’s n o t a l w a y s e a sy to r e m e m b e r w h a t i t w a s f o r.

4

T h e s e da y s i t 's e as y t o re m e m b e r w h a t advertisem ents are for because they are repeated so often.

5

I t 's e a si e r t o r e m e m b e r th e c e l e b r i ti e s th a n w h a t t h e a d v e r t is e m e n t s a r e fo r .

incred ible.

2 J o h n d e s c r ib e s a p e r s u a s iv e a d v e r t i s e m e n t w h i c h c o n v i n c e d h i m t o ... a c h i l d r e n ' s c h a r i t y . a

2

were am using,

b

w e r e v e r y b e a u t i fu l .

3

W o r k w i t h a p a r t n e r . R e ad t h e s i t u a t io n . T h e n p la n a n d p r e s e n t y o u r i d e a t o t h e c la s s .

You work for a TV and online ad agency. You need to design a two-m inute a dvertiseme nt for one of these products: • a coffee • a supermarket • a car • a perfum e/an aftershave

Introdu ction to Navigate Navigate is an English langu age course fo r adults tha t

incorporates current knowledge about language learning with concern for teachers'views about what makes a good course. Many English language courses today are based on market research, and that is appropriate. Teachers know what works in their classrooms, out of the many kinds o f materials and activities they have available. However, relying only on market research discourages innovation: it ignores the wealth o f k nowledge a bout language learning and teaching that has been generated. Navigate has been deve loped in a cycle which begins by calling on both market research and the results of solid experimen tal evidence; and then by turning back to classrooms once more for piloting and eva luation o f the resulting materials.

A c o u r s e f o r a d u l t s This is a course for adults, wh eth er the y w an t to use English for study, professional or social purposes. Information-rich texts and recordings cover a range o f topics that are of interest and va lue for adu lts in today's wo rld. Learners are encouraged to use their own knowledge and experience in communicative tasks. They are seen as motivated people wh o m ay have very busy lives and w ho wa nt to use their tim e efficiently. Impor tantly, the activities in the course are based on how adults best learn foreign languages.

G r a m m a r : a c c u ra c y a n d f l u e n c y Adults learn gramm ar best whe n the y com bine a solid conscious u nderstanding of rules with com mu nicative practice using tho se rules (Norris & Ortega, 2000; Spada & Lightbown, 2008; Spada &Tomita, 2010). Navigate engages learners in thinkin g abo ut gram ma r rules, and offers them a range of comm unica tive activities. It does not skimp on information about grammar, or depend only on com mu nicative practice for gram ma r learning. Texts and recordings are chosen to exem plify gram ma r features. Learners are invited, when appropriate, to consider samples from a text or recording in order to com plete gram ma r rules themselves. Alternatively, they are sometimes asked to find exam ples in a text th at d em ons trate a rule, or to classify sentences that fall into different rule categories.These kinds of activities mean tha t learners engage cog nitively with the rules. This means that they will be more likely to notice instances of the rules whe n the y enco unter the m (Klapper & Rees, 2003), and to incorporate the rules into their own usage on a long -term basis (Spada &To mita, 2010). Navigate also offers learners oppo rtunities to develop

fluency in using the grammar features. Aspects of a gram ma r feature that may keep learners from using it easily are isolated and practised. Then tasks are provided that push learners to use the target grammar features in com mu nicative situations where the focus is on meaning. For more on Navigate's approach to gramm ar, see pages 24-25 of this book.

V o c ab u l ar y : m o r e th a n j u s t k n o w i n g w o r d s W hy learn vocabulary? The in tuitive ans wer is tha t it allows you to say (and write) wha t you wan t. However, the picture is more complex than this. Knowing the most important and useful vocabu lary is also a key elem en t in reading and listening; topic k n owledge cannot com pensate for voca bula ry kn ow ledg e (Jensen & Hansen, 1995; Hu & Nation, 2000), and guessing from context usually results in guessing wrongly (Bensoussan & Laufer, 1984). Focusing on learning vocabulary generates a virtuous circle in terms of fluency: knowing the m ost imp ortant words and phrases means that reading and listening are more rewarding, and more reading and listening improves the ability to recall vocabulary quickly and easily. Navigate's vocabulary syllabus is based on the Oxfo rd 3000. This is a list of frequ en t and useful vocab ulary items, com piled both on the basis of inform ation in the British National Corpus and the Oxford Corpus Co llection, and on con sultation w ith a panel of over seventy language learning experts. That is to say, an initial selection based on corpus information about frequency has been refined using considerations of usefulness and coverage. To build Navigate's vocabulary syllabus, the Oxford 3000 has then been referenced to the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001), so tha t each level of the course focuses on level-appropriate vocabulary. For more inform ation on the Oxford3000, see pages 26-27 o f this book.

Adult learners typically take responsibility for their learning, and vocabulary learning is an area where out-of-class work is important if learners want to make substantial progress. Navigate focuses on giving learners tools to maximize the efficiency o f their personal wo rk on vocabulary. One way it does this is to teach not o nly individual vocabu lary items, but also a range of vocab ulary systems, for examp le how common prefixes and suffixes are used. Another is to suggest strategies for vocabulary learning. In this way, learners are helped to g row their vocabulary and use it with greater ease.

S p e ak i n g : p u t t i n g i t a ll t o g e t h e r Based on a synthesis of research ab ou t h ow adults learn, (Nation & New ton, 2009) dem onstrate tha t different kinds of activities are important in teaching speaking. Languagefocused learning focuses explicitly and in detail on aspects of speaking such as com prehe nsible pronu nciation, appropriately polite languag e for a given situation or tactics for ho lding the floor in a conversation. Fluency developmen t gives learners focused practice in speaking more quickly and easily. Meaning-focused ou tput provides opp ortunities to speak in order to communicate meaning, without explicitly focusing on using correct language. Navigate covers all three kinds o f activities. The course

systematically teaches aspects o f pron unc iation and intonation that c on tribute to eff ec tive comm unication; appro priate expressions for a range o f formal and informal situations; and ways of holding one's own in a conversation.

It offers activities to help learners speak more flue ntly. Very impo rtantly, it offers a wealth of m eaning-focused activities. Very often, these a ctivities are tasks: they require learners to do something tog ether to achieve something meaningful. These tasks meet Ur's (1981) criteria for a task that works: straightforward input, a requiremen t for interaction, an outco m e tha t is challenging and achievable, and a design that makes it clear wh en learners have com pleted the task. Learners are not just asked to discuss a topic: they are asked to do something with some information that involves expressing thoug hts or opinions and com ing up w ith a recognizable outcome.

R e ad i n g : n o t j u s t a g u e s s in g g a m e Typical English language courses tend to test rather than teach reading; and they often concentrate on meaningfocused strategies that assume learners should be helped to puzzle out the mea ning in the tex t on the basis of prior know ledge. There is a large bo dy o f evidence tha t shows wh y this is inefficient, discussed in the essay on reading o n pages 20-21 o f this book. Activities such as thinkin g a bou t the topic of the t ex t in advance or trying to guess unknow n words have limited ben efit in he lping learners to und erstand the tex t at hand. These activities have even less bene fit in helping learners unde rstand the next text they will read, and as Paul Nation (2009) notes, that is surely the goal of the classroom reading activity. Navigate focuses on explicit teaching of things like sound-spe lling relations, vocabulary tha t appears often in certain kinds of texts, the w ays that words like prono uns and discourse markers hold texts together, and te chniques for simp lifying d ifficult sentences. These will give learners ways of und erstanding the text they are reading, bu t more imp orta ntly the n ext text they will read.

L i s t en i n g : a v e r y d i f f e r e n t s k i ll Too many books treat listening as if it were just another kind of reading, using the same sorts of activities for both. Navigate takes into acco un t that listening is linear - you can't look back at the text of some thing you're hearing and that listening depend s crucially on un derstand ing the sounds of English and how they combine (Field, 2008). Practice on basic elem ents o f listening will lead to faster progress, as learners acquire th e to ols to hear English better. People who read can stop, read again, and go back in the text; but listeners can't do this with the stream of speech. For listening, language-focused learning means starting with building blocks like discriminating the sounds of the language, reco gnizing th e stress patterns of words, distinguishing wo rd b oundaries, iden tifying stressed and unstressed forms of comm on words, and ho lding chunks o f languag e in mind for short periods. Con centrating on knowledge and skills like these will pay off more quickly than o nly focusing on m eaning, and will make listening for meaning much more efficient. Fluency development in listening is imp ortan t too: this m eans activities tha t teach learners to understand language spoken at natural speed, and give them progressive practice in getting better at it. Navigate includes activities that focus systematically on each o f these areas separately, as well as givin g o pp ortu nities to de ploy this know ledge and these skills in m ore global listening. John Field's essay, on pages 2 2-2 3 o f this book, gives more detail on this.

Writing for different purposes Adu lts learning English for professional, academ ic or leisure activities will need to w rite different kinds of texts at different levels o f forma lity. The Navigate writin g syllabus is based on a so-called genre approach, which looks at the characteristics of the different kinds o f texts students m ay be called upon to w rite. It imp leme nts this syllabus by wa y of activities that allow students to express their ow n mean ings in drafting, discussing and redrafting texts.This has been shown to be an effective means of deve loping writing skills for adults (Hyland, 2011). Navigate offers an innovative approach to deve loping

reading and listening skills.This, combined with a solid speaking and writing syllabus, gives learners a sound found ation in the four skills. Gramma r and vocabu lary have equal importance throughout the course and learning is facilitated through the information-rich and engaging texts and recordings. It is the co m plete course for the 21 st-cen tury ad ult learner.

C a t h e r i n e W a l t e r is the Series Adviser for the Navigate course. She is an

award-winning teacher educator, materials developer and researcher. Catherine lectures in Applied Linguistics at the University of Oxford, where she convenes th e distanc e MSc in Teaching English Language in University Settings, and she is a mem ber o f the Centre for Research and Development in English Med ium Instruction.

References Bensoussan, M. and Laufer, B. (1984). Lexical guessing in context in EFL reading comprehension. Jou rnal o f Research in Reading, 7(1), 15-32. Field, J. (2008). Listening in the Langu age Classroom. Cambridge: Cambridge University Press. Hu, M. H. & Nation, P. (2000). Unkno wn v ocab ular y densi ty and reading comprehension. Reading in a Foreign Lang uage 13/1:403-430. Hyland, K. (2011). Learning to write. In Manchon, R. M. (Ed.), Learningto-Write and Writing-to-Leam in an Additional Language, pp. 18-35. Amsterdam: John Benjamins. Klapper, J. & J. Rees. 2003.'Reviewing the case for explicit grammar instruction in the university foreign language learning context'. Langu age Teaching Research 7/3:285-314. Nat ion, 1.5. P. (2009). Teaching EFL/ESL Reading and Writing. London: Routledge. Nati on, I. S. P. & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. London: Routledge. Norris, J. M. and L. Ortega. 2000. Effectiveness of L2 instruction: a research synthesis and qua ntita tive meta-analysis. Language Learning 50/3:417-528. Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual. Basingstoke: Palgrave Macmillan. Spada, N. and Lig htb own , P. M. 2008. Form-focuse d in stru ctio n: isolated or integrated? TESOL Quarterly 42/2, 181-207. Spada, N.andTomita,Y. 2010. Interactions between type of instruction and ty pe o f language feature: a meta-analysis. Language Learning 60/2:1-46. Ur, P. (1981). Discussions that Work: Task-centred Fluency Practice. Cambridge: Cambridge University Press.

Navigate overview C o u r s e b o o k l es s o n 1 Pronunciation Most units contain pronunciation work in either lesson 1 or lesson 2. Pronunciatio n in Navigate is always relevan t to the gramm ar or vocabulary inp ut o f the lesson. The pron unc iation exercises in the first tw o lessons focus mostly on speech production to improve intelligibility (for instance, linking). Pronunciation also appears in some Speaking and w riting lessons, and there it focuses mostly on teaching aspects of pronun ciation th at cause problems and confusion for listening comprehension (pronu nciation for receptive purposes).

U n i t to p i c s N a v i g a t e is created for ad ult

Goals

students with content that appeals to learners at this level. The unit top ics have been chosen with this in mind and vary from Trends and Space to

The goals show students what they will be working on and wha t they will have learnt by the end of the lesson.

C o m p e t e a n d c o o p e r a te .

Read the information in t hr Grammar foc us box and write sentenc es I 7 in lire article next to the appropr iate gramm ar rule, a I.

Trends

6a

W o r k w i t h a p a rt n e r. L o o k a t t h e v e i W v c t b p h r a s e s an d decide if they are positive (P) or negative (NX 1 g e t o n ( w e ll ) (w i t h s o m e o ne ) 2 3

1.1

Are you really m y friend? GOALS

■

T a l k a b o u t t h in g s th a t a r « c h a n g i n g

■

meet up (with someone) have a lot in common (with someone)

•I fall out (with someon e) 5 6

help (someone)out trust (someone)

7 gel/keep In touch (with someone) 8 make friends (with someone) !) have an argument (with someone)

T a l k a b o u t f ri e n d s h i p s

Grammar & Reading present simple, c o n t i n u o u s a n d p e r f ec t

b

11 $ Listen again to Sarah and Josh and check your answers

I linking

Work in sm all gn>ii|K. Reed ihcstatement and discuss the questions.

! F a c e - to - f a ce w i t h F a c e b o o k f n e n d s

v*

How m any ol your Facetoook friends have you neen lately? For Rob Jones, who 1 is currently mooting ovory J single trvond on hra Faceboo k page, the answer could soon bo 700.

1 D o e s t h i s s t at i st i c s u rp r i s e y o u ? W h y / W h y n o t ? 2 Is It possible to really be friends with so many people? Why/Why not?

7a

4 a Choose the correct options to complete the questions. 1 W li .i l i f P o l l I r v i n g / docs Rob try to do?

j Hm ami to rnioo money tor a children's chanty moans bo J has already corno faco-to-taco with 1?3 internet ‘friends' i m seven countries, some of whom he ha s never mot I b e fo re .

J

2

* Ho takes a photo for Ills Facebook page with everyone ho moots, and persuade s them to grvo to hla charity, and ho has already raised more than C3.000

j

I Fvsoplo often say that Facebook friends aron't real friends. But Rob met his Po lish girlfriend onlmo and | * tboyWo now boon together tor throe yearn. Ho says I 4 this proves that the internet is a powerful tool. | Im ' reuniting with frie nds, and m tho proce ss 9 I’m learning a tot about rnyaott I no w have go od frie nds in | people I have never mot Ixitoro this.'

b

3

W h y does he take/1* he taking n photo ofeveryone ho moots?

1

Wh y dots Rob believe that the internet Inis been / Is a good way of m aking friends?

5

W h a t Is Rob learning / does RobIrm n from tile process?

8a

1 I o ft en _________ friends in the evening.

5a

Some one to be friends. It's fine to liave different interests. I most people I know. Tliere aren’t many people I don't like. •I A really good friend is someone you can call ai midnight and ask them to ___________________________________. 5 The friends you at school are often friends for life. 0

friendship

7

11 $ l.istrn to Iwofrirndx. Sarah and Josh, talking about their friendships. Which d iagram represents each person friendsh ip g roups?

8

| E voryono has boon groat no lar. 41gonotaNy ap o o d a d a y [ with thorn and they choose what we do.'

j

9

| His adventure has taken him across Europe, viskng E rrand, Scotland (top photo}. Poland (photo m tho centre), Finland, Germany and Switzerland, and 7lw's also just visited a distant relative m the U SA (bottom photo).

groups of

3

Discus s tin- answers to the questions with a partner.

Vocabulary & speaking

(,'onlpk-le the statement* using llie correct form of the vtflw/vrrb phrases in exercise 6a.

2 Youdon't need co

7 W hich countries does beissit / has be eisitrdl b

1 2$ l isten, check and repeat.

I low many friends tlocs hr meet t has he met so far?

I > W h o usually iterhies / I s t l r r l d l n g what todo when Hob meets a Faeobook friend?

] He ho pes to have met all 700 within three years, travell ing thousands o f miles to thirty countrios including Now Zealand, on the other side of the world, in the proces s

Look at thcphtascs in exercise fki. Mark the way the words link in each phrase. g r L o n w e l l w i t h s o m e on e

b

9

I'm always pleased when someone I haven't heard from ill age* I’m quite easy-going. I rarely my friends. I'm not speakin g to my sister at the moment we've .It seems a hit childish. lean my closest friend with all my secrets.

1 3$ Listen and check ytuu answers. How many of the statements are true for you? Explain why to a partner.

1/-M.1 D r a w a d i a g r a m o f y o u r f r i e n d s h i p g r o u p s , l i k e tho ones in e xercise 5a. Talk to a partner about some of the people itt it. Ask each other questio n* to get more information.

Read tin- article. Why is Rob Ion s trying to meet all 700of h i s F a c e b o o k f r i e n d s ? D i s c u s s y nr ideas with a partner.

b Tell your partner which diagram is more like your friendshipgrou|»*. I'xpl.un why.

O

VOX POPS VIDEO 1

O m O x f o r d 3 0 0 0 ’“

G r a m m a r & R e ad i n g

V o c a b u l a r y & S p e a k in g

Vox pops video

Grammar forms the 'backbone' of N a v i g a t e . Lesson 1 introduces the first grammar point o f the unit. It is always combined with a skill, reading, listening o r speaking. See page 24 of this bo ok for m ore information.

N a v i g a t e has a strong emphasis

All units contain a prompt to the Vox pops videos. The videos themselves can be found on th e Coursebook DVD or Coursebook e-book, and the Worksheets that accompany them are on the Teacher's Support and Resource Disc and Coursebook e-bo ok. The videos themselves feature a series of authentic interviews w ith people answering que stions on a topic that has been covered in the lesson. They offer an op portu nity for students to hear real people discussing the topics in the C oursebook.

on active vocabulary learning. The first lesson in each un it has a Vocab ulary & Speaking, a Vocabulary & Listening or a Vocabulary & Reading section in which essential vocabulary for the unit is introduced and practised. The vocabulary in lessons 1 and 2 is tau gh t in topic sets, allowing students to bu ild their vocabulary range in a logical and systematic way.

C o u r s e b o o k les s o n 2

V o c a b u l a r y & L i s t en i n g N a v i g a t e has a strong emphasis on everyday

vocabulary tha t allows students to speak in some detail and dep th on general topics. Here students work on activities about spending. All target vocabu lary in the u nit can also be found in the wo rdlists on th e Teacher's Supp ort and Resource Disc, the e-b ook and the DVD packed w ith the C oursebook.

1.2

■

Talk about spending

vocabulary & Listening

b 3a

■

Grammar & speaking

T a l k a b o u t s ta t e s , t h o u g h t s a n d f o o t i n g s

spending

l ook 41Ihf (HBipDi. Do you Agree wilh the message in thetn? Why/Why not?

7a

15 $ Listen to a radio Interview with a supporter of Huy Xotlling Day. Whic h ol the following points dors he mention? B u y Nothing Day la important because it rrsght oiic.our.iyt> pooplo not to.,

1 W h a t i s h a p p e n i n g i n t h e p ho t o n ? 2 What does it mean if somet hing is 'trending '?

2

w o a lotot money

3 support big companies 4 conatauu rnoro Hum lire* u * uluro ft Du world's rosourcoa.

14 01 .istcnto a short radio nrws item .ihout M a c k F r i d a y ami corn pate what you hear with you r ideas from exercise I -

5 buy goo ds whore tho workers are badly paid 6 buy goods with unnecessary packaging,

D o e s a n y t h i n g y o u he a r d s u r p r i s e y o u ? b Which o f the points would lit- most likely to make you think about buying le ss? Discuss w ith a partner.

1.40 Read the statements. Then listen again and decide if the statements are true (T) or false (F). Correct the fahe statements.

8a

1 C a n y o u e x p l a i n a l i t t le n b o ut w h a t Buy Nothing Day ________________ (mean)? Whe n you really (think) about It. the idea of buying things as a way of spending your leisure time is crazy. 3 We (believe) shopp ing makes us happy, hut It doesn't. 4 Ye*. I (agree), that's a good point, (own) far loo much. 5 We all ___________

Put the wolds and phi ases in the Imx into the correct gtoups. customer consumer deals disco unts half price items purcha ser purch ases spe cial offcts two for the price of one Check your ideas with a partner. tkeyptrt

^

_

'

Work with a partner or in small grotgw. Dho w s tiroquestions. 1 W h a t h a v e y o u b o u g h t r e c e n tl y t ha t w i n a b a r & t i r f i 2 Do you look for special offer* M i d i a s t w o f o r t h e p r ic e of one In the supermarket? Ho w important are they to y o u I n c h o o s i n g y o u r purchase.# 3 Have you ever bought something you didn't need because it was a good d e a l t If so. give an example.

b 9n

4 Would yo u bo willing to queue for bouts to gel a good d i s c o u n t? For wlial kind of i t e m I

6

M u s i o f t h e li m e v buy locally...

7

Most people difficult ills...

({►refer) peo[>lc lo

I n P os te r 1 th er e a re so m e pe op le w h o1 ( sta nd ) mnldo a shopping basket I 3 (l»ko) this one b ec au se I 3 (t hink ) it sh o w s t he id ea ot b ei ng trapped by shopping very w'e* It 4 (seem) to bo sayin g that wo * (not/undorstnnd) that wo nro in a cage It's simple but quite a powerful meesago Po ste r?* (took) quite good, but I'm not tvuro what it f (by)lo-i.T/ It's obviously based on tho ToW* video game, and the four blocks at the top that srry 'buy ' cloarty • (lit), but I'm no* sure it wouki make m s want to stop shop ping I definitely * (profer) tho fiist one

(iiDl/imdcrstatid) ho w

1 6$ Listen and check your answers. What do all the completed verb humss in exercise Oa have in coinino n? Head the information ii the Grammar focus box and check.

• How ws? ttvrk Jenosv. mean, think. ’

jk oy pi nj

fe/

-* G ammnr Rct'-r- nco pngc 137 b

b Com pare your answ ers with a partner.

.1

• What wo feol kko. wwir. h.rto, tow. drsfike. toot 4 • V ih a tw e p o s s e s s / w e . M o n g .1 • What wo expooence. be, see. /war.look, vrwa ttnto. seem

Put the verbs in exorcise 8a into the correct category.

r r H ' 1 N G D A Y

10a Lo ok at the posters for Huy Nothing Duv and complete the text with the best form of tin- verbs in brackets present simple or piosent continuous.

Some verbs era most often used in simple tenses, even if we mean )ust now" These state verbs arc often used to t.ik about

\

Om

N O

G R A M M A R F O C U S s ta t e v e tb s

_ wlx> buy

1

1_ l

Complete extracts 17 from the listening with the most appropriate form of the verbs in brackets.

2

Com pare your answers w ith a partner.

8

BUY NOTHING DAY

1 u o o c h o p p in g a s a k i n d o t th e ra p y

W h y m i g h t s p e n d i n g b e tr e n d i ng ?

1 T h e e x p r es s io n B l a c k F r i d a y has boon used more than two billion times on TWitter recently. 2 B l a c k F r i i l a y only happens in the USA. 3 Some people have qtH-tird overnight. •I Shoppers around the world spent more than 11billion dollars on H l a c k F r i d a y last year. !> There have been five Injuries in the last few y e a r s o n M a c k F r i d ay .

b

state verbs

6

Work wilh a partner. I.ouk al the fill** of llio lesson and d l w n u i I k - q uestions.

3 2a

Lesson 2 provides the second grammar poin t o f the un it. It is always presented throu gh a reading text or audio extract, and is practised through both controlled and freer exercises.

W hy spen ding’s #trending GOALS

1

G r a m m a r & Sp e ak i n g

1 1

a EQ33 Work In sm all group*. W hich of the postcts dr» you think is more effecllve? Give reasons. b Dec ide together on the design of your ow n poster to promote Buy Nothing Day. Whic h of tlx- points in excrche 7a conlil you fo cus on? I Cow will you make it effective? Present your ideas to the doss.

Oxford 3000'*

G r a m m a r f o cu s b o x

G r a m m a r R ef er e n c e

Task

At this level of Navigate, gram mar is introduce d indu ctively. Students are asked to complete the information in the G rammar focus box based on what has been introduced in previous exercises in the G r a m m a r

At the end o f the Coursebook, the Grammar Reference section offers more deta iled explanations of gram mar and a series of practice exercises. This can be set as home work and then reviewed in class.

Each lesson ends w ith a task wh ich allows students to practise with others wh at they have learnt in the lesson. They often work in pairs or groups to complete the task.

& S p e a k in g , G r a m m a r & L i s te n i n g, or G r a m m a r & R e a d in g exercises.

The Grammar focus box is followe d by a number o f spoken and written exercises in which the grammar is practised further.

Navigate overview C o u r s e b o o k les s o n 3 L i s t en i n g & S p e a k i n g N a v i g a t e contains reading and listening texts covering a wide va riety of

V o c a b u l a r y a n d s k il ls development

topics, text types and sources. As well as comprehension of interesting reading and listening texts, in this section students work on decoding skills to develop their reading or listening.These decoding skills (for example, predicting, connected speech, linking words, referencing words, etc.), drill down to the micro level of reading and listening, and enable students to develop strategies to help them master these skills. See pages 20 and 21 of this book for more information.

1.3

Vocabulary and skills development COALS

■

L i st o n f o r k o y w o r d s

■

This lesson works on vocabulary and skills develop me nt. Students will, for instance, practise collocations, word building and wo rd stress.The lesson also contains reading, writing, listening and/or speaking exercises.

6a

N o u n s u f fi x e s b

Listenings Speaking la

1.7$ Read and listen to tile Information in tin- Unlock the code box about listening for key wuids.

key words

E

How has the internet changed people's lives? Work with a partner and mak e a list of 5 10 tiling* which have really changed since the internet was invented.

7a

listening (ot key wtxds

2

Look at I lie cover of a recent book about the In ternet. Do you think the author is positive about the effect of the Internet or negative? Read the book description ami check your ideas. It ________________________________________■ _ This H n fascinating book Wo a l k n o w that tho internet is chang ing tho way we do things, but Can believes that it is also With tho printed bock, ho argues, our brain s kwwnt to thrik deeply In contrast, tho mtomot oncou mgns u s to rand small bits ot information trorn lots ot different places Wo .vo becoming hotter and bolter at multitasking bul much w orse I at concentrating on ono tiling

10 I

Om

b

Look at lllose phrase* from tile review in exercise 2. Which do you think are tlu- must important words in each phrase? Disc uss with a partner, and underline them.

ia

1 S h o p p in g a n d Look ing at f o r o u r ___________ . 3 Peoplewill other. •1 People don’t

7 8

' JtvtNpmtnt rwuro

’

noun suffixes

Book Review The Shall ows As so meone w ho started working long before the Internet arrived. I w as shoc ked by the main kloas in Tho Shadows Tho book s ays that oven though I fie digital age has resulted in amazing Improvements at tho ways wo can got information, rl is also ca using us to lose our ability to do one thing at a time It made me think hard about the way I use the internet and manage my relationship* with people onlin e. However, allhough Carr raise s many interesting questions I am not convinced that tho solutions to tho problems ho raises are as difficult as he sugge sts Sinco I road tho book. I have, tor axamplo been keeping Facebook and my email inbox clo sed while I work, to prevent my soil from being distracted. Surely, a l wo need is a little careful judgement and goo d sense ?

is

Match nouns in the mind map to the definitions. 1 t h e s t a l e o f h a v i n g a Jo b connections wit li friends, family, rtc. 3 change which makes someth ing better 4 ways to dea I wit li a problem 5 lot miiig tin opinion/making sensible decisions <> .1tiling you have done successfully 7 having the chance to do xomethingy nu want to do

11

Add noun suffixes to the word s in brackets to complete i I k sentences. 1 T h e i n t e rn e t, a n d e s p e c i a l l y S k y p e . h a s i m p ro v e d (communicate) with friends who live abroad. 2 TI k (develop) of smart phones has math- a huge difference to tin- way we all i i c c c m information. 3

I am always extremely careful about my personal (secure) online. I think I'm lucky because I'v e always had a very close (relation) with m y sister. 5 I don't have gym (member) because 1can’t afford the time. <> M a n y p e o p l e t l i l n k t i le ( g o v e r n ) s h o u ld have some control over tile (Inform) we can get on the internet. 4

all day is

9a

Read the information in the Vocabu lary focus box and find nouns in the review that end in -slUp,•mn it , -ton a nd -//>•.

how to • Suffixes often clvinge tne cuss ot the word {verb, no in. adjective, etc.) secure (adject/ve) — security (noin) achieve |wi W “* ac/iwvemeof (noun) connec t (verb) conrxicffofi (noun)

enough

O n l in e I s n o t a l w ay s Hyperlinks in distracting. Wo are now using more a l l o u r ___________ . M u l ti t a sk i n g o n li n e m a k e s u s

10

* * * * ★

2

$ i .isten and cho ck your ideas.

2

0

\

Whi ch of lhc»|Htiions in exercise 5 do you agree with? Discuss in small gioups.

by Ntchatas Carr

19 J listen and complete these opinions about tlir internet wilii tlie missing keywords.

5

* { h i t Y t n \ ettt

f r i e n d s h ip

Read the extract from a review of TheShallows. Name one thing the writer likes about tin* book, ami one thin g he did ikes.

l.» We are becom ing better and better at multitasking. ... 7 ... but much worse at concent rat ing on one thing.

S

McAxberthif


1 T h i s i s a f a s c i na t i n g t> o »k . 2 We all know that the internet is changing the way we do things. ... 3 ... hutCair believe* that it isiilso cha nging the very way our brains work. ■1 With the printed book, he ntgm«. out brains learnt to think deeply. !> In contrast, the internet encourages us to read small lilts ofinformation from lots of different places.

Compare your list with another pali. Has life changed for the better? Are any aspects of life worse since the Internet was Invented?

110$ Listen again. According to the speakers, which of the opinions in exercise 5 would Nicholas Carr agree with?

b W h a t a rg u m e n t s i n f a v o x u of the internet ran you iliinko f? Make a list illyour gn xgx Cotlipareynlir list with amrthti groups'.

throe times a wook Isend a lot of ems4s ik ko Bookin g at shopping we bsites

b

b Add the uotms hum the review lot lie mind map.

UNLOCK THE CODE

Key words carry the moat important information, They ate generally nouns and verbs and are usually spoken more touJy and dear ly man other wcrds. For example:

4n

1.10$ Listen to part of a radio programm e about the book. Which o f the opinions in exercise S do you hear mentioned?

•ire ve ry ^

Notice how the spelling can change able — ffi.iit y • Sometimes the word cus s stays the same, but the mwiring c different. S h e « my b est triend. (noun) i w* M w a c/oso UroixtsNp {rwun)

Oxford 3000"

Unlock the code

V o c a b u l a r y fo c u s

This section describes the d ecoding skill that is being tau gh t in the reading or listening skills lesson. They are general t ips w hich can be used as tactics for understan ding w hen reading or listening to texts. This Unlock the code box is abo ut listening for key words.

Vocabulary focus boxes appear in this lesson to draw atte ntion to a particular v ocabulary area, in this case noun suffixes. The stude nts go on to do some exercises where they use the info rma tion in this study tip. In other units, Vocabulary boxes deal with compound adjectives, idiomatic phrases, collocations, etc.

7

The internet offers great opportunities for finding (employ).

12 If-Stlf Wh ich of the sentence* in exercise II are true for you? Comp are your answers with a partner and give reasons.

C o u r s e b o o k les s o n 4

S p e ak i n g a n d w r i t in g N a v i g a t e understands th at classes can be made up o f

adults learning English for many different reasons. In lesson 4 of every unit, S p e a k in g a n d w r i t i n g , N a v i g a t e provides appropriate com mu nication practice for work, study or social life with an em phasis on language production. At the end o f the speaking and w riting sections, students com plete a speaking or wr iting task. The lesson also contains two language focus boxes: L a n g u a g e f o r s p e a k in g and L a n g u a g e f o r w r i t i n g .

12

1.4

Speaking and w riting COALS

■

A s k f o r a n d g iv e o p in i o n s

■

1.3

QE4-:

i.s

(hiniplele tltt- Conversation* with apjnopliatcphrases Irom the Language for qx-ak ing box, Compa reyour ideas with a p.utn*-r. t

W r i te fo r so c i a l m e d i a

A

tin* fact that guilt-free bran ds ate often more expensive? It's fine to pay a bit more to know that the environme nt Isn't being harmed. 2 A Moat of 11* can't afford electric cars. people who tmy electric cars are showin g off haw rich they are, rather than actually caring about the planet? I)

Speaking & Listening opinions

asking for and giving

2a

b

1.11 $ Listen *° * radio programme .1hot it guilt-free brand* and check you r ideas.

1.11 $ listen again anti make note* in the table.

l.»»kai the photo*. Whic h of th«-*e il<»voti think could I k described a* 'guilt-free brand*’? Dice in.* your fdc » with a p.irt not. Homo

tip s

About us

Contact us

ct

Reasons people nught feel guilty about vdtat thoy buy

Arguments in favour ol guilt-free brands

Arguments against guilt-free brands

SEARCH

THE LATEST CONSUMER TREND: GUILT-FREE BRANDS Diamond ring

c

3a

Whi ch speaker do you agree with more. Gosia or Jem? Wh y? Discu ss with a partner. Complete the phrases from the conversation. 1 S o . l e nt , w h a t d o y o u the idea? 2 Well, as __________________ . a n y t h i n g w h i c h m a k e s people think ... 3 T h e r e ' s a lot 11 re awareness, but It Would be Ik- cr If...? 4 I’m tli.it If people really und erstoo d ... 5

6 b 4a

b Fairphont*

W e l l . ________ If you

the people who make Fa irphono ... , we have to give people the option ..

1.12 $ Listen nnd check your answers. Divide the phrases in exercise 3 into three categories: • ovlng yout optnlcn • talking about otlw people's opinions • asking for somco oo's optnaon Check your answers In the Language for speaking box.

L A N G U A G E F O R S P E A K I N G a s ki n g l o r a n d giving opinions Giving your optnloo A s fa t * I ' m c o nc e rn ed . . H you ask m e .

I ' m c omWicetAtertam. Personally

Talking about other people's opinions Some poopk* sa y that Acco rding to (someone). A s k i n g for someone 's opinio n 1 Negative questions (wo expect someone to agree) D o n t' to o t t vn f c. ? S h o u ld n 't ...? 2 Other ways tVTvirdo you t/iink (about) tWuf rtre >cur views on >

Hotv do you (eel about

It You may he tight, but electric cars In thcfutuie. 3

everyone will drive

A

.we should just buy less stuff. Whot do you think alM>ui that? It that's a good idea. We all have far more than we really need. ■I A I ho government make electric cars less expensive so everyone can afford one? B Y es. definit ely. Ask your partner lor their opinion* on the questions in exercise S.

Reading & Writin g

social media

Read the post from social media page r l u i v e y o u n a y . Which o f the following statements do you agree with? Discus s with a partner. 1 N o t e v e r y o n e c o n a f f o rd t o b u y m o r e e x p e n s i v e c l o t he s . 2 Fashion chang es quickly, so it's Important to be- able to buy cheap clothe* you can t brow away when they go out of fashion. 3 If you don’t buy clothes made in poorer countries, you ate putting people out of work. ■I 5

It should be easier to lind out which companie s look after ilwir worke r* properly. People buy far loo many thing* these days.

Now lead the comme nts underneath the post and match them to the statement* in exercise 7. Read the Inhumatio n in the Luuguage lot writing box. then rewrite the comments a s full sentence*.

I A N G U A G E F O R W R I T IN G informal l a n g u a g e lor social media

Cheap ctothoa c.m bo nvufcs uang children working ■1 poor conditions, So should vw>atop buying cheap ctothee. or simply be more careful about finding out how and whoto thoy woro madQ? Comments Ian Martin: Evoryl sWd just buy less

I

C n s t i n a O l i v e ir a : 2 fcoop up w/ fashion u nood 2 buy cheap clothes. Can't afford expensive ones Pippa Jonos: Ppl need jobs, osp In poor or places. If u don't buy. thoy don't work

□

James Brook: Some ppl can't afford 2 pay higher prices 4 clothes. Yunti Watanobe: Diffic ult 2 know which compa nies r OK 2 buy from,

When we writ* lor sooal moda. we often • miss word* out. especiallygrammar wotd* sud i .r.. vthc/V myAa/am/tt o g SJt/ngon bed (I'm sating on my bed) • use abbreviations or short torms. s*g. people - po>. wtth - iw: especially - esp. snmAd - sow • use letter* or numbers forwords wtveh sound the some. 0 & you = u. ore = r. see = c. for = 4

10a li-nn Write your own infot mul language-. b Look at 1he comm ent* written by two other students In your class and reply to each one, using inform al language.

L a n g u a g e f o r s p e a k in g

Language for writing

The L a n g u a g e f o r s p e a k in g box contains phrases that students can use to complete a task about a p articular topic. Here they have to ask for and give opinion s and they can use the phrases in the box. Other languag e for speaking boxes cover Engag ing the listener a n d s h o w i n g i n te r e s t, G i v i n g i n s t r u c t io n s and

The L a n g u a g e f o r w r i t i n g box con tains suggestions which students can use to com plete their task in the w riting section. There are various topics in this box thro ug ho ut the Coursebook; here, informal language for social media is dealt w ith. In other units, the boxes focus on topics such as Time expresssions, Con trast linkers and W r i t i n g a

M aking enquiries.

p r o f e s s i o n a l e m a i l.

Navigate overview C o u r s e b o o k l es s o n 5 Video The Video page contains activities that a ccompany the unit video.This video is a documentary video or authentic interview.The video page starts with one or two warm er activities which set the scene before the students watch the video, followed by two activities w hich check understanding of the video.The final activity is a task based on wh at the students have just watched .

»

1.5

Video

Social media marketing 1

In B1 + th e v ideo topics are: Un it 1: Social media marketing U n i t 2: Seven g o od sto rie s U nit 3: A wom an's life Unit 4: Songdo Unit 5: Film studies U nit 6: M ist catchers

la

u M y c o m p n t i y d o e s n' t h to a d n t M m l w r t U i ' i n i - ii K o n h Now odaysc ompa nies prefo* pm ling ndvittisctncntK
If your life (change) recently, your friends might need to change too.

2

If you _ (just/move) to a new area, it’s a good idea to join some dubs. People usually (make) friends at work, so try inviting some wo rk colleagues out socially.

Work with a partner and discuss the different advertising methods you ca n see in the photos. Can you think of other ways co mpanies co uld choose- to advertise- llwir products?

3

O W a t c h t he v i de o . W h i c h t h r e e th t n g s d o c s t l tc v i d e o talk about? a h c d

lilt- history of social media marketing linw to get a job in advertising cltange-s in the- adve-t tlslng ind ustry mote interaction wilh customers

5

e

the process for creating a social media advertisement

f

how to upload an ad vet tlse-iin-nt on social media

O

Watch again. Correct the sentences.

a

Most American advertising companies had an office in Mad ison Avenue in the l!)SOt.

' M a d M m ' i s a c o m m o n n a m e f o r p eo p l e w h o w o r k i n advertising these days. C M a d w e t l designs and deve lops social media site*, d It can take a whole month to write a short social media post. e Advertisers will always engage in a conversation wilh clients these days, f Nowadays, the principal effects ofsocial media arc well known.

0

b Write an advertisement to go on TWitter. It must be no longer than MO characters.

develop

5

3a

inform

member

6a

Choose the correct word to complete each phrase. 1

t*fn.onuUy /' Definitely. I think ...

2 Shouldn't / M u s t n ' t |x-«pte ...? 3 I really u*fc//i-W that ... 4 ... if you ( r l l / n s k i n c . 5 Acc ord ing /A lo ng to ... <» A s f a r / l o ng as I’m conc erned.... b

Look at these quotations about friendship.

A frl et ul Is s om eon e wh o knows till about you and still loves you.' Elbcti Ilubbard ‘It’s the fr ie nd s yo u ca n call up at d a.m. that matter.’ Marlene Dietrich Work w ith a partner. Discuss how you would define Irlt-iuishlp. using the phrasa l In exorcise fia.

Clin mr the word which isdilferent from the others. p u r c h a se r special offers full price

seller bargains half-price

consumer items discount

of a

b Work with 11 partner. Try to think of nt least one more noun that ends with each of the five suffixes used in exercise 5a.

1 13 $1.Isten to six questions and w rit* thamdow n.

1 2 3

socuro

My wilh m y boss has never been ve ry good, ou afford tinill the tennis club? H e g a v e ••some very useful about the now a|>pK that a ivallablr for my phone. I lave yon seen the new of house* by the river?

b Work with a partner. Ask and answer the questions. 4n

relation

Is m ore im po rtant than ha vin g lots of

«'» I don't really like my job, but I need tluregular salary.

C.llOflSt-tlu- most appru|>rialr form to complete e ach sentence. Sometime* both form s an- possilih-

b Work with n partner and explain why you chose each form.

happy

money. 2

(refusr)your invitation, try

Although social networking * mosrts //# moaning that many people now * h a m / a i o h a v in g hundreds or oven thousands ot 'fnen ds. tho reoonrchern * hohovo a/e PoUeving that to boc ome n real friend, it is stall important to nctuaty moot up. Socud networking * haa b e c o m e / as becoming very popular rooontty. but although pocplo 7 now koop m touch / are n o w k e o p n g i n t o u c h wilh more fnond s ontno. tho rosontchom found that wo still usually have only around five close friends W o only develop ronl thendshps when w o ■ know
Complete tile sentences using tire1101111 form with a *u of one of the word s from the box.

1

Socml outworking artos 1 d o r r o t sworn / a n n o t s o o m n g to holp pooplo mnko close fnon da. according to rosoorchors who siudtod ho n» the wobsrtos * cJiongo / a t o c l u t n g i n g friendships.

b

I/.*-ill Work wilh a partnrr. Think alwMit someth ing you'd like to advertise oa social mcdiu. It could be an event, product, company or charity. Note down five key points you want the public to know about it.

Whe n someon e again .mother time.

b Wotk with n partner. Which pieces of advice do you agree wit It? Why/W hy not? you add one more piece of advice? 2a

t) Work w ith a partner and explain jrour answers. S i

Don't automatic ally say no to an invltj i Iimi ,ev en If you (get) ready for bed when the intone rings. Ifyou keep say ing no, people will stop inviting you. Tty to meet your friend’s friends. They (like) them, so sou ptol>al>ly will, too.

T V a n y mo r e.

2

So

1

I

-I through thccityccn tic.

4

<‘omplrtr the advice atxml friendship with the correct form of the verlxs in brackets. Use t he present simple, present continuous or present perfect.

3

I saw hilllioards iidvc-riising the |»oduct as I was walking

1 w i th c o n s um e r s. 2 theirtarget audience. 3 social media sites to udvei rising on TV. 5

7: Moving abroad to work 8: Ha pp in es s in Me xic o 9: The selfie 10: Borussia Do rtmu nd 11: Cyber crime 12: Starbucks

Review

Match t hi- two halve* of tin- uriiletid*.

e

Unit U n it U nit Un it Un it U n it

customer deals two for tin- price of 01

Task

Review

The Task on the Vide o page is an ou tcom e task whic h focuses on fluen cy. It can be a wr iting or speaking task. Here the students think abo ut som ething they'd like to advertise on social media in pairs and then write an advertiseme nt to go on Twitter. Othe r tasks on Video pages include, for instance, creating a general know ledge quiz abou t the film industry, doing a presentation a bou t water shortages, and discussing reasons to m ove to a differe nt country with a partner.

The Review page contains revision o f grammar, vocabu lary and the skills practised in the u nit. The Review activities can be set for home work, but are also specifically designed to be done in class incorporating pairwork and groupwork tasks to give learners additiona l opp ortun ities to practise key language from the unit.

Workbook

Unit structure The Workbo ok follow s the Coursebook lessons. The first tw o spreads each have tw o pages of exercises which correspond w ith th e Coursebook con tents of the same lessons. Spreads 3 and 4 of the W orkboo k each have a page o f extra practice which corresponds to the ma terial in lessons 3 and 4 of th e C oursebook. The Workbo ok also contains lessons for extensive reading and listening, review exercises, audioscripts of the listening m aterial in the Wo rkbook and answer keys (with key version only).

Vocabulary In the Workbook, students find further practice of the vocabulary which they learnt in the corresp onding lesson of th e Coursebook. They can do this individu ally and at their o wn pace. On this page students practise the use of expressions to describe friendship.

I can ... At the end of each Workbook spread, the I can statements remind students which goals they should have reached. If they feel they need m ore practice, they can use the Online practice materials (see page 19 of this b ook).

friendship

Trends 4a

Match (|tKtitions I »>to answers a f. 1 D o y o u g e t o n w e ll w i t h y o u r n ei g h b o u r s ? Do you have a leg in com mon with your partner?

2

3 Wh en was ihe Inst lime you had an atguinent with your best friend? 4 I low often do you meet up with your friends? 5 Do you mak e new ftlends easily’?

Are you really my friend?

1.1

<« I l o w m a n y o l d c l a s s m a t e s d o y o n k e e p i n t o u c h w i th ? a

present simple, continuo us and perfect 1

C o m p l e te t h e a r ti c l e a b ou t s o c ia l n e t w o r k i n g w i th t h e correct form of the verbs in brackets: present simple, present continuous ot present perfect.

Yesterday* Hut it was about something stupid, and we've already forgotten about it. b M aybe four or five, but just on Facebook. c Not really. I don’t even know tholr names! d Usually once a week, on Friday*.

Cross out the Incoirect word or phrase in each sentence. 1 V v e a l r e i i tl y / y e t / J u s t rnel him. Heseems liked nice person. 2

I’m not looking at any of my emails this i r w t / a t t he m o m e n t / t i l l th e ti m e . I'm o n holiday.

e Yes, I'm very sociable. People think I'm crazy because I talk to everyone on I I k * bust f Yeah, wo like the same music, book* and lots of other things.

3

W o a l r e a d y / a l w a y s / u s u a l l y h a v e . » g o o d t i m e w h e n w e gel together. 4 I haven’t seen him online/or
b

11# Listen and check.

pgggBBBBZBBgl imkiitg

moment.

5

I chat on Skyp c wit h my friends who are abroad every u v e k / n o w / n i l t h e l i m e .

5

Head about a social networking site and choo se Ihe correct options to co mplete the text.

ver the last ten years, social networking 1 •’ ’■ (grow) from just another internet trend to a global obsession, Over (our billion jvcofile regularly 1 (access) social networking site* on mobile devices. Check out these amazing facts that show how «,x ial networking (still/change) Ihe wav we coiiiiiiiinic.tte dav l>v dav. • 23 % ol Facebook users 4 (check) their accounts five times or more every dav. • TTtc number o| IVriiter users aged SS-64 1 _ (increase) more than a ny other age group at present • Instagram use rs4 upload) more than sixteen billion photos.

|,ilrv.nlv/

• C o o g l e * 7 ________________________(currrtilly/grow) at a rate of 33% per year. • YouTXibc • billion unique visitors per month.

(haw ) over otic

• In the last minute, mere than 2 ,1)00 people * (just/check) in on Foursquare to let their It (ends know where they ate.

I'\52fexfe fia? nAnffterffffrn

6

My p arents helped me when I didn’t have enough money, (out) I gel wvll with everyt>ody limn \v»sk. (on) I’m terrible at getting touch wit h distant relatives, (in)

5

I met up people from work to celebrate a birthday last week, (with)

b

Complete llu* opinion* on social networking with verbs from llw* box. hove

help

keep

make

trust

Social networking is great to k t c ; In touch with people who live far away. 2 Whe n I have a pioblem with my Fnglisb homework. I can always find someo ne online to me out. I never people I meet on social network ing sites: it’s too dangerous. ■I I like joining online grou ps because you can meet people you n lot in common with. 5 Social netwo rking is a great o|>porltiu(!y to fiieiids with people all o ver the planet.

check lhe»5i profile every
FVolessV3 n a b n o w a d a y s » u » / t o > © used the silo ta find jabs and business oppotkirtHos, and compantos search fcr potential candidates. Users can follow dllfe«ont companies and also soo wh o * a l m a d y vtsHed / has ahe ad/ Mstted ik»5«r profile poge.

c

3

The* number of lfnl«d>n users *fs loc/oas'nj? / frcn-oie s very fast: two rxnv members |oin tl» website every second, it now >is having / fiosovot 28 0 mitten users, and 4 0% o l them *have checked / ©

Choose thocorrect options to complete the rule.

13(J Listen ami link the words. The number of link s Is given in brackets next to the sentences. 1 I m a k e j m_ e f f nr t t o g r t j n t o u c h w it h distant relatives. (3) I have a lot In commo n with all my classmatc*. (3) 3 C o u l d y o u h e l p A d a m o u t ? (2 ) 2

STU DY TIP Record now words and phrases In your vocabulary notoboofc under topic headings MceRtondstvp. use thom to write tiue sentences about your friendships

4 I keep in touch with old friends. (2) 5 I had an argument with an assistant. (4) fi It’s a shame y ou fell nut with Alice. (3) d

Other features 7 inchxio / a r e including groups and onlne conversations. h is estmcred ihol over 200 conversations 'a re taking pfoce / hove t a t e n p h c * right now.

13$ liste n again. Pause tin* listening and repeat after each sentence.

Quite won tak about mings that we changing

I get on well with her. I met u|i with my mates ynttndiiy.

These words are linked (pronounred as one word) beca use the first word end* with a 1 consonant/ t o u W s o u n d a n d t h e xecotul word starts with a 7 consonant / vowel sound.

t

veyj h s a r d / D i d >w hoar of Untedln? 1Is o so cial networking
1.2j) Listen and repeat. gcôn me(_up

2 3 4

tak about friendships,

Om

7a

oat

1 I fell^with my partner once because of football, (out)

(> Because of my new job. I'm meeting a lot of new (x’ople every llrne / these/toys / nowaday*.

O

Put the word in brackets in the correct place in each sentence.

More practice

o

Oxford 3000”

Grammar In the Workb ook, students find furthe r practice of the grammar which they learnt in the corresp onding lesson of the Coursebook. This page contains more exercises on the present simple, present continuous or present perfect as introduce d in the Coursebook.

A l s o in t h e W o r k b o o k 2.5

Heading for pleasure

R e ad i n g f o r p l e as u r e a n d L i s t en i n g f o r p l ea s u r e The Reading for pleasure and Listening fo r pleasure pages appear once every two units in the Workbook. They offer students an opportunity for extensive reading or listening supp orted by a few exercises to ensure understanding. Here the studen ts read an extract from K i d n a p p e d by Ro bert Louis Stevenson.

Review As well as a Review page in every unit of the Coursebook, N a v i g a t e Workbook offers another chance for studen ts to check wha t they have learnt with a Review page once every two units.

Navigate overview T ea c h e r ' s G u i d e a n d T ea c h e r 's S u p p o r t a n d R es o u r c e Dis c The Teacher's Guide a nd Teacher's Sup port and Resource Disc Pack is a complete support package for teachers. It is designed for bo th experienced and n ew teachers and offers a wealth o f resources to supp leme nt lessons with Navigate.

W h a t ' s o n t h e Te ac h e r 's S u p p o r t a n d Resource Disc? •

L es s o n o v e r v i e w v i d eo s : Catherine Walter, Navigate series adviser, offers one -m inu te ov erviews o f each of the main lessons of the C oursebook, including the m ethod ology behind it and the benefit to the learner.

W h a t ' s i n t h e T ea c h e r 's G u i d e ? The Teacher's Guide contains tho rou gh teaching notes for teachers to follow as they go throu gh the Co ursebook in the ir lessons. Answer keys are provid ed t o all activities wh ere appropriate and the audios cripts are em bedde d w ithin t he teach ing notes for ease of reference. As well as this, the Teacher's Guide offers numerous ideas and extra supp ort in the shape of the follow ing features, to be found throu gho ut the t eac hing notes: • L e a d - i n : an extra a ctivity at the start of every u nit to encourage engagem ent with the topic o f the unit. • E x t r a a c t i v i t y : an activity that offers an alternative approach to the o ne in the Coursebo ok for variety or to tailor the material to a specific teaching situation. •

•

E x t e n s i o n : an idea on h ow to extend the activity in the Coursebook, useful especially if students have shown a strong interest in that topic. E x t ra s u p p o r t / E x t r a c h a l l e n g e : these are alternative

ways of doing an activity where more staging m ay be required for learners who are struggling, or to keep strong er learners occ upie d in mixed a bility classes. •

P r o n u n c i a t i o n : tips and notes for teaching pronunciation.

• W a t c h o u t ! : potentially problematic language points or

language tha t learners m ight ask about. •

F e e d b a c k f o c u s : guidelines on what to monitor in an activity and ho w to give feedback.

• D i c t i o n a r y s k i ll s : moments when it may be useful to develop learners'dictionary skills and ideas on how to do it. • S m a r t c o m m u n i c at i o n : tips on small talk, appro priacy, and communication strategies. • C r i t i c al t h i n k i n g : strategies to analyse and evaluate what learners read and hear, the ir wor k and th at o f the ir peers. • S t u d y t i p s : tips to help learners assimilate what they have learnt.

T h e Te ac h e r 's G u i d e a l s o i n c l u d e s t h e f o l l o w i n g features: • Essays by influential a uthors and exp erts in the fields o f reading, listening, gram mar, th e CEFR, testing and photocopiable materials. These essays have been written by people who have contributed to the development of material used in Navigate. •

Photocop iable materials: extra grammar, vocabulary and communication activities as photocopiable worksheets.

• Photocop iable worksheets to accom pany the Vox pops videos found on the Coursebook DVD.

• Tests: a full range of Unit, Progress and End-of-course tests

to enable you and your students to monitor progress thr ou gh ou t their course. Available in PDF and Word form at, and in A/B versions. See page 32 of this b ook for mo re details. • MP3 audio for all of the tests. • All o f the pho tocop iable material that is foun d at the back o f the Teacher's Guide as dow nloa da ble PDFs. • Wordlists (A-Z and unit-b y-u nit) in PDF and Word forma t. • Aud ioscripts in PDF and Word form at of all Courseb ook, Wo rkbook and Test audio. • Videoscripts of Cou rsebo ok and Vox pops videos. • Stud ent study record: a self-assessment form t o be filled in by the stude nt after each un it is com pleted.

e-Books The Navigate e-books are digital versions of the Coursebooks and Workbooks. Learners study online on a co m pu ter or on a tablet, and their w ork is safely saved in the Cloud. The Navigate e-bo ok Teacher's edition is the Coursebook w ith integrated teacher's notes as well as selected po p-u p images. You can use it as a classroom prese ntation tool.

To access an e-book:

1 Go to w w w . o x f o r d l e a r n e r s b o o k s h e l f . c o m , 2 To use your e-books on a tablet, down load the app, and register or log in. To use your e-books on a computer, register or log in to the website. 3 Note: After you register, you can use you r e-books on both a computer and a tablet.

In the N a v i g a t e e-Book Teacher's edition , the teacher's notes from the Teacher's Guide can be called up on the page where the information is needed.

4 Choose Add a boo k. 5 Enter yo ur access code . Watch this video for help on registering and using e-books: www.brainshark.com/oup/OLBgetstarted

Draw on the page or high light text.

Find units quickly, jum p to a page, or bookm ark a page.

The listening materials that go w ith the course play straight from the page and are placed with the exercise whe re the y are needed .The user can slow the material dow n to hear each word clearly and then speed up again. In addition, learners can improve pronunciation by listening to the audio, record their own and then compare to the original. The e-books also contain video m aterial which can be played straight from the Video lesson page. The video material can be played full screen, or split screen to move aroun d the pages and com plete activities as you watch.

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1.4

Speaking and writing | asking forand giving

6

Om Oxford JOOO~

Autom atic marking helps learners check progress and learn from the ir m istakes. They can also email a page to you to mark or to add to their learning portfolio.

The sticky note can be used to place comments w ith an exercise.These comments can either be written or recorded and can be placed anywhere on the page.

This tool allows the user to mo ve back to the original page. For instance, if the user has mov ed fr om a lesson page t o a gram mar reference page, clicking on this arrow will move the reader automatically back to the page they came from.

Many images in the N a v i g a t e e-Book Teacher's edition can be enlarged by clicking on the image. This function ality can be used in class to discuss pa rticular images in detail or to aid completion of exercises that go w ith the photos.

Navigate overview iTools Navigate iTools is a digital tool, specifically designed for use on whiteboards, that can also be used with data projectors, and PCs or laptop c omp uters. Pages from the C oursebook and W orkboo k are seen on screen with various tools to h elp the teache r present the material in class.

This tool appears with each exercise and allows the teach er to discuss an exercise ^ in class whilst calling up the answers. Clicking on the key will po p up a box containing the exercise rubric and spaces which can hold the answers when you click on the relevant bu ttons in the b otto m of the box. There are three options:'see ne xt answer', 'see all answers', and 'hid e all answers'. im

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The gramm ar reference page can be reached by clicking on the bo ok icon placed near the Grammar focus box. The user jum ps to the relevant grammar reference page and can return to the original page again by using the arrow button at the bottom of the page.

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Resources N a v i g a t e iTools includes a number of resources for

use in the classroom: • The Vox pops worksheets. • Photoco piable materials from the Teacher's Guide are available to down load here. • A-Z and unit-by-unit wordlists. • New Gramm ar Pow erpoint presentations for display on your whiteboard help you teach the grammar from the Coursebook in a more interactive way.

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Video can be played on your whiteboard by clicking the icon.

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This tool a llows the teacher to play the audio material that is relevan t to th e exercise. The teach er can also reveal the audiosc ript so that students can read along wh ilst they listen.

O x f o r d O n l i n e L a n g u a g e P r ac t ic e

Online practice Our online practice courses give your learners targeted extra practice at the level that's right for them. Supported by the online Learning M anag em ent System, teachers and administrators can assign media-rich activities for the classroom o r at hom e, and measure learners' progress.

P ut s t h e s p o t l i g h t o n b u i l d i n g u p l e a r n e r s 'v o c a b u l a r y and gramm ar Reference C l i c k o n t h e s c r e e n s a n d l e a r n a b o u t s o m e f a m o u s w i l d l i fe c h a m p i o n s

Your Note*

ENGAGE

1 of 1 2

Have you heard of any of them?

Each learning module uses a step-by-step process, engaging learners'interest, then enco uraging them to explore, practise and reflect on their learning. Learners can study indep end ently with a wide range of su pp ort materials: Cultural glossaries, Language models, Wordlists, Gram mar an d Vocabu lary Reference, hints and tips, automatic marking and instant feedback. You can monitor your learners' progress with a variety o f man agem ent tools, including a Gradebook and User Progress statistics. Create your own new co ntent to meet the needs of your learners, including speaking and writing tasks, tests, discussions and live chat. You can also up load videos, audio and Powerpoint® presentations.

O x f o r d O n l i n e S k il ls (General English, Bundle 2) H e lp s l e a r n e r s f o c u s o n d e v e l o p i n g t h e i r L i s t e n i n g , S p e a k i n g , R e a d i n g a n d W r i t i n g s k i ll s , i n t h e c l a s s r o o m o r at h o m e

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D e s c ri b e a h ou s e Look at these pictures of hom es around the world. Do you kno w where they are usually found ? Which look s the best for a holiday?

WRITING A ENGAGE I

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• With a topic-based approach, gram ma r and vocabulary is integrated in a meaningful and c ontextualized learning jo u rn e y. • Topic areas reflect those com m on ly found in Adu lt general English courses, and include Education, Personality, Work, Holidays, Storytelling, Crime and Entertainment. • Com prehensive sup port for learners in every Module, with printable gram ma r and vo cabulary references and wordlists, and notes on key differences in Ame rican and British English. • Each CEFR level inclu des 12 Mo du les and 25 hours of learning and practice material. Learners'access codes come on a special card included with Navigate Pack 3. If you do not have Pack 3, you can buy this course online from w w w . o u p . c o m / e l t ,

O x f o r d E n g li s h fo r W o r k T e l e p h o n i n g , S o c i a l i zi n g a n d W r i t i n g S ki ll s

Engage learners with 30 hours of media-rich activities per level, including videos, interactive infographics and striking photog raphy, on culturally diverse topics. Topics c om plem ent those found in Navigate. For example: My family, the past, giving opinions, writing emails or blog posts. Learners'access codes com e on a special card includ ed with their Coursebook. Variety o f top -u p materials if you'd like more skills practice for your learners. Choose more mod ules for gen eral English with General English Bundle 1, or focus on Academic English, all four skills or paired skills (Reading & Writing, Listening & Speaking). The choice is yours. Find ou t m ore at w w w . o u p . c o m / e l t

• Each level include s thre e skills: Te leph on ing, Socializing and Writing. • Activities are high ly practical and imm edia tely transferable to the workplace. Learners'access codes come on a special card included with Navigate Pack 3. If you do not have Pack 3, you can buy this course online from w w w . o u p . c o m / e l t .

The Navigate approac h - Reading R ea d in g t o m o r r o w ' s t e x t b e t t e r - C a t h e r i n e W a l te r L e a r n i n g t o p l a y b e a u t i fu l m u s i c d o e s n o t s t a rt w i t h p l a y i n g bea utiful music. No one w ou ld expect to start learning the cello by trying to play a concerto; rather, they wo uld learn h ow t o u s e t h e b o w a n d t o f i n g e r t h e n o t e s , to t r a n s i t i o n q u i c k l y and accurately from one note to another, to relate the musical n o t a t i o n o n t h e p ag e w i t h t h e p h y s i c a l m o v e m e n t s n e e d e d t o p la y , a n d t o w o r k o n m a k i n g a l l th a t h a p p e n s m o o t h l y . I n t h e s a m e w a y , b e c o m i n g s k i ll e d a t re a d i n g c o m p r e h e n s i o n in a second language is not best achieved solely by practisin g c o m p r e h e n s i o n . O f c o u r se , t h e g o a l o f r e a d i n g a c t i v i ti e s i n an English language course is to help learners achieve better c o m p r e h e n s i o n o f t h e E n g l i s h l a n g u a g e te x t s th a t t h e y r e a d . H o w e v e r , t h i s d o e s n o t m e a n t h a t a l l o f th e a c t i v i t ie s i n t h e c l a s s r o o m s h o u l d b e c o m p r e h e n s i o n a c t i v it i e s . To read w ell in a second language, readers need to decode w r i t t e n t e x t a c c u r a t e ly a n d f l u e n t l y ( G r a b e , 2 0 0 9) . A c c u r a t e decod ing means being able to make a conn ection betwee n t h e w o r d s o n t h e p a g e, h o w t h e y s o u n d a n d w h a t t h e y m e a n . M a k i n g a c o n n e c t io n b e t w e e n t h e w r i t t e n w o r d s a n d h o w t h e y s o u n d i s i m p o r t a n t b e c a u se r e a d e rs o f a l p h a b e t i c l an g u a g e s i m m e d i a t e l y c o n v e r t w ' h a t t h e y r e a d t o s i l e n t s p e e ch i n t h e i r m i n d s , u s i n g t h a t s i l e n t s pe e c h to b u i l d a m e n t a l r e p r e s e n t a t i o n o f t h e t e x t ( G a t h e r c o l e & B a d d e l e y , 1 9 93 ). • Second language readers need practice in matching

comm on spellings an d the way they sound, and they need to recognize com mo n words th at are spelt irregularly. J us t a s f l u e n t p l a y i n g o f a p i e c e o f m u s i c i s n o t o n l y a c h i e v e d b y p l a y i n g i t a g a i n a n d a g a i n , b u t b y p l a y i n g s c a le s a n d d o i n g o t h e r e x er c is e s, f l u e n c y i n r e a d i n g c o m p r e h e n s i o n i s n o t b e s t a c h ie v e d o n l y b y e x te n s i ve r e a d i n g - a l t h o u g h t h i s h a s a p a r t t o p l a y . F l u e n c y d e v e l o p m e n t a c t i v it i e s c a n h e l p (Nation, 2009). • Second language readers need to focu s on reading fas t an d

witho ut hesitation. K n o w i n g h o w t h e w o r d s s o u n d i s u se le s s i f t h e r e a d e r d o e s not know w hat the words mean. Contrary to popular m yth, s k i l le d r e a d e r s w h o a r e r e a d i n g a te x t f o r i n f o r m a t i o n o r p l e a s u re d o n o t s p e n d a lo t o f t i m e g u e s s in g u n k n o w n w o r d s , b e c a us e t h e y a l r e a d y k n o w a l l t h e w o r d s . S k i ll e d r e a d e rs d o n o t s a m p l e b i t s o f th e t e x t a n d d e d u c e w h a t t h e r e st o f t h e t e x t m e a n s ; t h e y p r o c e s s t h e e n t i r e t e x t, r a p i d l y a n d automatically (Grabe, 2009). Skilled readers do not use context to in fer m ean ing as often as less-skilled readers do: they do not n eed to, because they kn ow the word s ( Juel, 1999). S e c o n d la n g u a g e r e a d e rs w h o g u e ss u n k n o w n w o r d s u s u a l l y guess them w ron gly (Bensoussa n & Laufer, 1984). To read a t e x t c o m f o r t a b l y w i t h o u t u s i n g a d i c t i o n a r y , s e c o n d l a ng u a g e r e a d e rs n e e d t o k n o w t h e m e a n i n g s o f 9 8% o f th e w o r d s i n a t e x t (H u & N a t i o n , 2 00 0 ). N o t e t h a t to p i c f a m i l i a r i t y c a n n o t c o m p e n s a t e f o r s e c o n d l a n g u a g e p r o f i c i e n c y ( J en s e n & Hansen, 1995).

• Second language readers need to learn the mo st comm on

an d useful words at their level, a nd they need to be able to recognize them qu ickly and automatically. • They need to be aware o f vocabulary systems, such as how prefixes a nd su ffixes w ork, so tha t th ey c an recognize wo rd fami lie s, an d c an lear n mo re voca bu lar y independently. • More time should be spent on learning vocabulary than on learning to guess unk now n words; teaching abou t guessing unkn ow n words should be strategic. • Activating learners' prior knowledge about a text they are abou t to read has a very limited effect on how well they will under stand it. To read well, second language reade rs need to he ahle, a c c u r a te l y a n d f lu e n t l y , t o b r e a k d o w n t h e g r a m m a r o f t h e s e n te n c e s t h e y a re r e a d i n g . T h e y a l so n e e d t o k n o w h o w these sentences are put tog ethe r to m ake a text. Recognizing how sentences are assem bled in a text means, fo r example, r e c o g n i z i n g t h e u s e s o f d e t e r m i n e r s l i k e this a n d that, o f w o r d s l i k e which t h a t l i n k o n e p a r t o f a s e n t e n c e to a n o t h e r , of expressions like on the other han d t h a t s ay w h a t t h e w r i t e r t h i n k s a b o u t w h a t f o l lo w s . • Texts for language learners should contain high-frequency

gram ma tical features in natur al contexts. • Second language readers should learn how ideas are linked with in texts, e.g. with pronouns, lexical links an d discourse markers. P a u l N a t i o n (2009) p o i n t s o u t t h a t w h a t h a p p e n s in m a n y s e c o n d l a n g u a g e r e a d i n g a c t i v i ti e s i s t h a t t h e l e a r n e r s a re h e l p e d t o u n d e r s t a n d t h e t e x t i n f r o n t o f t h e m . N a t i o n s ay s that the question fo r the teacher of reading should rather be:

How does today 's teaching m ak e tom orrow's text easier to read? T h i s i s th e a i m o f m a n y o f t h e t e a c h i n g a c t i v i ti e s i n Na vigate. S o m e o f th e a c t i v i t ie s t h a t c o n t r i b u t e t o b e t t e r r e a d i n g a r e n o t s p e c i f i c a l ly l a b e l l e d a s r e a d i n g a c t i v i ti e s . F o r e x a m p l e , there is w ork on m atching spelling and sounds. There is a c a r e f u l l y s ta g e d v o c a b u l a r y s y l la b u s b a s e d o n t h e O x f o r d 3000™ l i s t o f f re q u e n t a n d u s e f u l w o r d s ( O x f o r d U n i v e r s i t y Press, 2014). T h e r e i s r e g u l a r w o r k o n v o c a b u l a r y s y st em s . In a ddition, each reading text • h a s i n t r i n s i c i n te r e s t , s o t h a t le a r n e r s w i l l w a n t t o re a d i t • contains high-frequ ency, useful vocab ulary • c o n t a i n s u s e f u l g r a m m a t i c a l fe a t u re s in n a t u r a l c o n t e x ts • e x e m p l i fi e s f ea t u r es o f n a t u r a l c o n n e c t e d t ex t s. G e n e r a l l y , t h e r e a d i n g t e x ts i n Na vig ate a re t h e s t a r t i n g p o i n t f o r i n t e n s i v e l a n g u a g e - f o c u s e d l e a r n i n g o f r e a d i n g s k i l ls . T h a t i s t o s ay , th e a c t i v i t ie s s u r r o u n d i n g t h e m a r e p a r t o f a s t r u c tu r e d p r o g r a m m e w h i c h a i m s t o p r e p a re l e a r n e rs t o r e a d th e n e x t t e x t t h e y w i l l e n c o u n t e r m o r e s k i l f u l ly .

The activities do this by

References

• helping learners to read more accurately an d/o r more

Bensoussan, M. and Laufer, B. (1984). Lexical guessing in context in EFL reading comprehension. Jou rnal o f Research in Reading, 7(1), 15-32.

fluently • f o c u s i n g o n a s p ec ts o f t h e c u r r e n t t e xt th a t c o m m o n l y o c c u r i n o t h e r t ex ts • p r o m p t i n g le a r n e r s t o u n d e r s t a n d a n d r e f le c t u p o n t h e w a y s i n w h i c h i m p o r t a n t g r a m m a r a n d d is c o u r s e fe a t ur e s a r e e x e m p l i f ie d i n t h e t e x t • c o n c e n t r a t i n g o n w o r k i n g w i t h f e at u re s t h a t o c c u r m o r e o f t e n i n w r i t t e n t h a n s p o k e n l a n g u a ge • p r o v i d i n g a c t iv i t ie s t h a t h e l p l e a r n e r s t o u n d e r s t a n d t h e text as a w ho le • p r o v i d i n g te a c h e r a n d le a r n e r w i t h i n f o r m a t i o n a b o u t th e learn er’s perform ance , as a basis for future work. A l l t h e s e t e a c h i n g a c t i v i ti e s c o n t r i b u t e t o a s tr u c t u r e d p r o g r a m m e w h i c h w i l l m o v e l e a rn e r s m o r e e f f i c ie n t l y t o w a r d s b e c o m i n g b e t t e r r e a d e r s o f E n g l is h .

Gathercole, S. E. & Baddeley, A. D. (1993). Working Memory and Language. Hove, England: Lawrence Erlbaum Associates Ltd. Grabe, W. (2009). Reading in a Second Language: Moving fr om Theory to Practice. Cambridge: Cambridge University Press. Hu, M. H. & Nation, P. (2000). Unkno wn vo cabul ary den sity and reading comprehension. Reading in a Foreign Language 13/1:403-430. Jensen, C. & Hansen, C. (1995). The effect of prio r k now ledg e on EAP listening-test performance. Language Testing 12:99-119. Juel, C. (1999). The messenger may be wrong, but the message may be right. In J. Oakhill & S. Beard (Eds.), Reading Development and the Teaching o f Reading, 201-12. Malden, MA: Blackwell. Nation, I. S. P. (2009). Teaching ESL/EFL Reading and Writing. London: Routledge.

b Now re ad pa ra gr ap h 1 of th e ar tic le. 1 Underline the reference words. 2 What do they refer to?

Reading in Navigate Navigate includes micro-skills work on reading, helping

learners to ide ntify com m on aspects of reading texts, which in turn enables them to develop their reading skills in general. These Unlock the code boxes ide ntify som e specific areas of reading skills that are exploited in lesson 3 in six of the units. UNLOCK THE CODE understanding references

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we use reference words (e.g. she, us, those, one, so) to refer to a word or group of words in a text. Sometimes these words refer to a noun or phrase that came before them. We all ate\the pizzaj but non e o f us //ked[rt) The boss\left early\and so did w e

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Sometimes they refer to something after them. When\they\arrested the men, \the police}were ve ry satisfied.

UNLOCK THE CODE recognizing complex noun phrases (1)

G

Sometimes the subject of a sentence can be very long or contain another verb. Subject

Main verb

Making a speech

is

sometimes hard to do.

Learning these new techniques

helps

in later life.

One of the test groups

experienced

symptoms of stress.

One group who took part in the experiment

were told

nothing.

1 In his boo k Blink, the Canadian author Malcolm Gladwell tells a wonderful story. It shows, he says, that even if they are very experienced and intelligent, experts can be wrong. It's about music, but it’s true for all kinds of other situations. 2 Before the 1980s, when they wanted to find and employ a new musician, orche stras used a very simp le system. A group of three ‘judges’ from the orchestra would sit in a room. One musician after another would come in and play their instrument in front of them, and then the judges would choose the best. Under this system, most of the musicians who were chosen were men. Naturally, since the judges were all experts, nobody thought much of this: they must be able to tell a good musician from a bad one. Men were probably simply better musicians. 3 But then, for a numb er of reasons, in the 1980s, orchestras started putting up screens in the rooms where these auditions took place, so the judges couldn’t see if the musicians were men or women. Amazingly, orchestras started hiring many more women. In fact, 1 _________ hired more women than men, which suggested that women were better musicians!

when you read, it is important to be able to identify the subject and the main v erb quickly.

e

UNLOCK THE CODE linkers

We use linkers to organize information when we speak and write. They are like signposts and have different purposes: • adding informa tion: as well, what's more • saying tw o things happen at the same time: meanwhile • emphasizing: above all, especially • giving both sides of the argument: on the one hand

This approach is used in comb ination w ith a more top-d ow n approach to reading where students read conten t-rich texts as vehicles for gram ma r or vocabu lary learning, and to stimulate discussion on a topic o f general interest to adults. All reading texts have been ca refully graded. Vocabu lary level in the tex ts is check ed against CEFR levels to e nsure th at o nly a minim um num ber of words are above the level expected to be understood by learners at the level of the Coursebook.

The Navigate app roa ch - Listening T r a in i n g b e t t e r l i s t en e r s - J o h n F ie ld I n t h e e a r l y d a ys o f E LT , li s t e n i n g w a s m a i n l y e m p l o y e d a s a means of presenting new language in a dialogue context. I n t i m e , t e a c h e rs a n d t e a c h e r t r a in e r s c a m e t o r e c o g n i ze t h e i m p o r t a n c e o f t e a c h i n g t h e f o u r s k i l ls f o r t h e i r o w n s ak e, b u t t h e r e r e m a i n e d t h e p r o b l e m o f p r e c is e l y h o w t o d o i t . F o r li s t e n i n g , t h e y f e l l b a c k o n a m e t h o d w i d e l y u s e d i n L l a n d L 2 r e a d i n g , as w e l l a s i n e a r l y l is t e n i n g t e st s n a m e l y th e c o m p r e h e n s i o n q u e s t i o n . M o r e e n l i g h t e n e d t e a c h e rs p l a y e d s h o r t s e c t i o n s o f a r e c o r d i n g a n d a s k ed o r a l comprehension questions; but coursebook materials often r e l i e d o n a c o n v e n t i o n a l l es s o n f o r m a t w h e r e t h e t e a c h e r s et s c o m p r e h e n s i o n q u e s t i o n s i n a d v a n c e o f l i s te n i n g , p l ay s a t h r e e - o r f o u r - m i n u t e r e c o r d i n g a n d t h e n c h e c k s a n s w e rs . This approach becam e very entrenched in ELT me thodology, b u t i t w a s n o t w i t h o u t i ts c r it ic s . T h e m o s t c o m m o n l y expressed reservation was that it tested l is t e n i n g r a t h e r t h a n teaching it . O t h e r d r a w b a c k s w e r e l e ss o f t e n m e n t i o n e d . T h e m e t h o d is v e r y t e ac h e r c e n tr e d . T h e c o m p r e h e n s i o n q u e s t i o n s a r e o f te n i n w r i t t e n f o r m s o th a t t h e t a s k t a p s i n t o r e a d i n g a s w e l l as li s t e n i n g . T h e f o c u s o n ‘ c o m p r e h e n s i o n ’ d i v e r t s a t t e n t i o n f r o m t h e f a c t t h a t t h e r e is m u c h m o r e t o l i s t e n i n g t h a n j u s t t h e e n d - p r o d u c t . A b o v e a l l , i f a le a r n e r g i ve s t h e r i g h t a n s w e r t o a q u e s t io n , i t t e l l s u s n o t h i n g a b o u t t h e w a y i n w h i c h t h e y a r r i v e d a t t h a t a n s w er , so w e c a n n o t h e l p t h e m t o l i s te n b e t t e r. Today, listening instruc tion has moved on. Curren t approaches t r e a t l is t e n i n g a s a f o r m o f e x p e r ti s e , l ik e d r i v i n g a c a r o r l e a r n i n g c h es s. A n o v i c e t r y i n g t o a c q u i r e e x p e r t i s e i n a n y s k i l l s ta r t s o u t b y n e e d i n g t o f o c u s a l o t o f a t t e n t i o n o n t h e basic processes that ma ke up the sk ill (in the case of listening, a n L 2 le a r n e r m i g h t n e e d t o c o n c e n t r a t e o n ju s t r e c o g n i z i n g w o r d s ) . W i t h t i m e a n d p r a c t i c e , h o w e v er , t h e se b a s ic p r oc e ss e s b e c o m e m o r e a n d m o r e a u t o m a t i c a n d d e m a n d l es s a t t e n t i o n . T h i s e n a b l e s t h e n o v i c e to p e r f o r m m o r e e f f i c i e n t l y - i n t h e c as e o f th e L 2 l i s t e n e r, t o s w i t c h a t t e n t i o n f r o m w o r d r e c o g n i t io n t o b u i l d i n g u p a w i d e r p i c t u r e o f th e speaker’s purpose and the conversation as a whole. This pe rspective suggests the need to practise the f u n d a m e n t a l s o f th e l i s t e n i n g s k i l l as i n t e n s i v e l y a s p o s s i b le in the e arly stages of a teach ing prog ram m e. It also suggests t h e w i s d o m o f r e s e r v in g s o m e o f t h e m o r e c o m p l e x p r oc e ss e s a s s o c ia t e d w i t h c o n t e x t , in t e r p r e t a t i o n o r l i n e o f a rg u m e n t f o r h i g h e r - l e v e l l e a r n e r s.

L 2 l i s t e n e r s 7n e e d s c a n b e t a c k l e d i n three ways E x p o su r e t o t h e i n p u t L e a r n e r s n e e d t o h e a r s h o r t c l i p s w h i c h i l lu s t r a t e s o m e o f t h e p h o n e t i c f ea t u r es o f E n g l is h t h a t p r e v e n t l is t e n e r s f r o m r e c o g n i z i n g w o r d s . W o r d s i n c o n n e c t e d s p e e c h d o n o t h a ve s t a n d a r d f o r m s l i k e t h e y d o i n w r i t i n g . B e c a u s e s pe a k er s t a k e s h o r t c u ts i n p r o d u c i n g t h e m , t h e y a r e o ft e n s u b j e c t t o

e l i s i o n {d idn 't—* 'din t ’ ), ass im ilation {ten po un ds —* 'tem po un ds '), l i a is o n {tie up —* ‘tie yu p’ , go o u t—* ‘g ow out’) o r r e s y l l a b i f i c a t i o n {find out —* fin e d oubt'). W o r d s t h a t a r e o f le s s er i m p o r t a n c e i n a n u t t e r a n c e a r e o f te n r e d u c e d . F u n c t i o n w o r d s i n E n g l i s h h a ve w e a k f o r m s {have, of, a and are c a n a l l b e r e p r e s e n te d b y t h e s i n g l e w e a k s o u n d s c h w a / o / ) , a n d w o r d s i n c o m m o n l y o c c u r r in g c h u n k s o f la n g u ag e o f te n g e t d o w n g r a d e d i n p r o m i n e n c e {Do you kn ow w hat I mean? can be red uced to as little as ‘Na rp me an? 1). T h e b e s t w a y o f d e a l in g w i t h t h e s e p e r c e p t u a l p r o b l e m s i s b y using sm all-scale exercises that focus on examp les of jus t one o f t h e f e a tu r e s m e n t i o n e d . T h e t e a c h e r r e a d s a l o u d t h e s e e x a m p l e s o r p la y s a r e c o r d i n g o f th e m a n d l e a r n e r s t r a n s c r ib e them. B ut this is no conve ntional d ictation exercise: it employs speech that is as natura l as possible, not rea d-alou d; and l e a r n e r s a r e n o t p e n a l i z e d f o r s p e l l in g e r r o r s . F o r e x a m p l e s, see Field , 2008: Cha p. 9.

Training in expertise P s y c h o l i n g u i s t ic m o d e l s o f l i s t e n i n g h a ve d e m o n s t r a t e d t h a t the skill demands five distinc t operations: • D e c o d i n g : m a t c h i n g t h e s i g n a ls t h a t re a c h o u r e a rs to t h e s o u n d s y s te m o f th e l a n g u a g e • L e x i c a l s e a r c h: m a t c h i n g g r o u p s o f s o u n d s t o w o r d s i n o u r oral vocabulary • P a rs in g : c o m b i n i n g g ro u p s o f w o r d s i n t o g r a m m a t ic a l u n i t s t o o b t a i n a s i m p l e p o i n t o f in f o r m a t i o n • M e a n i n g c o n s t r u c t i o n : i n t e r p r e t i n g t h e i n f o r m a t i o n in t e r m s o f c o n t e x t a n d t h e g o a ls o f th e s p e a k e r • D i s c o u rs e c o n s t r u c t io n : a d d i n g th e i n f o r m a t i o n to w h a t has gone before. A ll five can be practised by m eans o f sm all-scale exercises. I n t e r m s o f l e x i c a l se a r ch , a m a j o r c h a l l e n g e w h e n l i s t e n i n g to any language is that there are no con sistent gaps betw een w o r d s i n c o n n e c t e d s p e e c h l i k e t h o s e in w r i t i n g . I t i s th e l i s te n e r w h o h a s to d e c i d e w h e r e o n e w o r d e n d s a n d t h e next begins (F ield, 2003). A useful exercise is therefore for the lear ner to listen to a short passage of natu ral speech and w r i t e d o w n a n y w o r d s t h a t h e / s h e h a s r e c o g n i z e d , th e n t o replay the passage several times, each tim e a ddin g mo re w o r d s . T h i s k i n d o f t as k i s be s t d o n e a t t h e l e a r n e r ' s o w n pace - for ho m ew ork or in a listening centre. Parsing can be practised by playing ha lf of a sentence and asking learners to u s e w h a t t h e y h a v e h e a r d s o f a r t o p r e d i c t t h e r e st . D i s c o u r s e c o n s t r u c t i o n c a n b e p r a c t is e d b y a s k i n g l e a r n e r s t o f i l l i n a b l a n k T a b l e o f C o n t e n t s f o r m . F o r m u l t i p l e e x a m p l e s o f t h e se exercise types, see Field 2008: Chaps. 10-13.

C o m p e n s a t i n g f o r g a ps It has been suggested that low er-leve l L2 learners need a g r e a t d e a l o f p r a c t i c e i n c r a c k i n g t h e c o d e o f s p e e ch b e f o r e t h e y c an m o v e o n t o b u i l d i n g m o r e c o m p l e x m e a n i n g s. T h is

t a ke s t im e , a n d l e a r n e r s f ee l f r u s t r a t e d w h e n , d e s p i t e t h e i r l is t e n i n g i n s t r u c t i o n , t h e y f in d t h e y u n d e r s t a n d l i t t le o f w h a t t h e y h e a r o n t h e i n t e r n e t o r o n TV , D V D a n d f i l m . T h e r e i s t h u s a f u r t h e r n e e d t o t r a i n l e a r n e r s ( e s p e c i a ll y a d u l t s ) i n s t ra t e g ie s w h i c h e n a b l e t h e m t o m a k e t h e m o s t o f th e l i t t l e they are able to extract from a piece o f rea l-w orld speech, at l e as t u n t i l t h e i r l i s t e n i n g i m p r o v e s . I n o n e t y p e o f s t ra t e g y p r a c t ic e , t h e y l i s t e n t o a s h o r t r e c o r d i n g , t r y t o w o r k o u t t h e gist of wh at they have heard, share ideas in pairs, and th en l is t e n a g a i n ( p e r h a p s m o r e t h a n o n c e ) i n o r d e r t o c h e c k i f t h e y w e r e r ig h t a n d t o a d d n e w i n f o r m a t io n . T h i s t y p e o f ta s k h e l p s le a r n e r s w h o d i s l ik e t h e u n c e r t a i n t y o f n o t r e c o g n i z i n g e v e r y s in g l e w o r d , b y e n c o u r a g i n g t h e m t o m a k e g u e ss es . I t a ls o h e l p s t h o s e w h o a re m o r e w i l l i n g t o t a k e r is k s, b y m a k i n g t h e m c h e c k t h e i r ( s o m e t i m e s r a s h ) gu e ss es a g a in s t w h a t c o m e s n e x t . T h e f a c t i s t h a t l is t e n i n g t o s p e e c h ( e v e n i n one's first language) is always a hig hly ap prox im ate process. Because words in speech vary so much, all listeners keep h a v i n g t o f o r m h y p o t h e s e s a b o u t w h a t t h e y ha v e h e a r d a n d revising those hypothe ses as they hea r more. The tasks that have been suggested in this three-pronged a p p r o a c h f o cu s o n p a r t i c u l a r c o m p o n e n t s o f l is t e n i n g a n d a r e m a i n l y s m a l l sc a le ( s o m e c o n s t i t u t i n g ju s t 5 m i n u t e s o f intensive practice). So where does that leave the conventional c o m p r e h e n s i o n t as k? W e l l , w e d o s t i l l n e e d i t . W e n e e d i t i n o r d e r t o i n t e g r a t e m a n y o f th e p r o c e ss e s t h a t h a v e b ee n m e n t i o n e d . T h e y d o n o t o p e r a t e in i s o l a t i o n a n d a l is t e n e r h a s t o l e a r n t o u se t h e m i n c o n j u n c t i o n w i t h e a c h o t h e r. T h e traditional comprehension recording also provides exposure to a wide range of voices, either in conversa tion or mo nologue. A d j u s t i n g t o u n f a m i l ia r v o i ce s i s a p a r t o f li s t e n i n g t h a t w e t a ke f o r g r a n t e d i n o u r f i r s t l a n gu a g e ; b u t i t c a n b e d e m a n d i n g w h e n t h e s p e a k e r is t a l k i n g i n a s e c o n d l an g u a g e .

B u t w e s h o u l d p e r h a p s r e t h i n k s o m e a s pe c ts o f t h e t r a d i t i o n a l c o m p r e h e n s i o n t as k . T e a c h er s a n d m a t e r i a l s p r o v i d e r s n e e d t o d r a w m o r e h e a v i l y o n a u t h e n t i c m a t e r i a l - o r a t l e a st u se s t u d i o m a t e r i a l t h a t r e s e m b l e s n a t u r a l s p e e c h in i t s p a u s i n g patterns, hesitations, overlaps, false starts, etc. Careful thought a ls o n e e d s to b e g i v e n t o t h e r o l e o f t h e c o m p r e h e n s i o n q u e s t i o n . I t i s q u i t e p o s s i b l e t o d e s ig n q u e s t i o n s t h a t t a p s p e c i f i c a l ly i n t o o n e o f t h e f i v e l e v e ls o f p ro c e s s i n g i d e n t i f ie d above. Th is sho uld be don e in a way that reflects the c a p a b i li t ie s o f le a r n e r s , w i t h a n e m p h a s i s a t lo w e r l e v e ls o n q u e s t i o n s t h a t t a rg e t w o r d - l e v e l c u es a n d f a c t u a l i n f o r m a t i o n .

References Field, J. 2003. Promoti ng perception s: lexical segmen tation in L2 listening. ELTJo urn al 57/4:325-34 Field, J. 2008. Listening in the Language Classroom. Cambridge: Cambridge University Press

John Field is Senior Lecturer in the CRELLA research unit at the University of Bedfordshire, UK. He is especially known for his work on second lan guage listening; and his Listening in the Language Classroom (CUP, 2008) has bec om e a standar d w ork in the field. His background in psycholinguistics (on which he has also written widely) informs much of his thinking. He is currently applying it to the notion of cognitive validity in L2 testing; and is developing new types of listening test which more accurately reflect the co mp one nts o f the skill. In another life, John was a materials writer and teacher trainer: writing courseb ook series for Saudi Arabia and Hong Kong, radio programmes for the BBC World Service, and TV program mes for the Open University of China. He continues to advise p ublishers on materials design.

L i s t e n i n g in N a v i g a t e The approach to listening in Navigate draws significantly on John Field's research, thro ug h a carefully graded listening skills syllabus focu sing on features of the spo ken language. These deco din g skills for listening can be fou nd in the skills dev elop m en t lessons and include the fo llowing areas:

UNLOCK THE CODE listening for key words

G

Key words carry the most important information. They are generally nouns and verbs and are usually spoken more loudly and clearly than other words. For example: t h r e e times a w e e k I send a lot of emails I like looking at shopping websites.

UNLOCK THE CODE understanding consonant-vowel linking

&

When one word finishes in a consonant, and the next word begins with a vowel (or the other way round), the consonant often becomes 'attached’ to the vowel. This means that it is difficult to hear the correct words: The person you are listening to actually said: I'll ask her /aeltesko/, but you hear: Alaska. While you are listening, you have to check that w hat you hear makes sense in the situation.

e

UNLOCK THE CODE linkers in conversation

we use linkers to show how ideas are connected and to help listeners to follow the conversation. For example: •

to get someone's attention we may say actually, in fact

•

to paraphrase we may say in other words, to put it another way, what I mean is

•

to return to a previous topic we may say as I was saying, anyway, anyhow

The Navigate a p p ro a c h - G ra m m a r G r a m m a r : W h a t is t h e b e s t w a y t o l ea r n it? - C a t h e r i n e W a l te r Attitudes towards planned grammar teaching vary across t h e w o r l d . S o m e a t t i t u d e s d e r i v e f r o m t h e o r e t i c a l s t an c e s that have no t stood the test of time ; yet they persist, here and t h e r e, i n t e a c h e r e d u c a t i o n p r o g r a m m e s , i n n a t i o n a l a d v i c e to teachers and in some language teach ing materials. O n e o f th e p r o b l e m s h e r e m a y w e l l b e m e m o r i e s o f c l as s ro o m s w h e r e s t u d e n t s l e a r n t g r a m m a r r u le s , b u t d i d n ' t u se th e m i n c o m m u n i c a t i v e a c t i v it i e s . I t b e c a m e c l e a r t h a t t h i s w a s n o t a g oo d w a y f o r l e a r n e rs t o b e c o m e g o o d c o m m u n i c a t o r s i n t h e i r s e co n d l a n g u a g e . T h i s l e d t o p r o p o s a l s i n w h i c h l e a r n i n g o f g r a m m a r r u l e s w a s se e n as c o u n t e r p r o d u c t i v e . One idea that emerged was that gram m ar should be t a u g h t o n l y w h e n t h e n e e d f o r a p a r t i c u l a r g r a m m a r f e at u r e emerged spontaneo usly. The idea was that in the course o f a c o m m u n i c a t iv e a c t iv i ty , t h e l e a r n e r w o u l d w a n t t o s ay s o m e t h i n g , b u t l a c k e d t h e n e c e s s a ry g r a m m a r . T h i s was seen as the perfect tim e fo r the teache r to offer that g r a m m a r . H o w e v e r , t h e r e a r e th r e e p r o b l e m s h e r e . F ir s t ly , i n a c la s s r o o m , d i f f e r e n t l e a r n e r s m a y b e r e a d y f o r a g r a m m a r po int at different times. Secondly, it is not possible to construct a se ri es o f t as ks f r o m w h i c h e v e ry i m p o r t a n t g r a m m a r f e a t u re w i l l e m e r g e . T h i r d l y , c l a s s r o o m s a re u n p r e d i c t a b l e . I f t h e t e a c h e r i s d e p e n d i n g o n w h a t e m e r g e s i n c l a ss f o r t h e w ho le gra m m ar syllabus, they need to be able to give a clear, a c c u r at e , l e v e l - a p p r o p r i a t e e x p l a n a t i o n o f a n y f e a t u r e t h a t happ ens to em erge. Th is is no t an easy task, and the chances o f a t e a c h e r ’s i m p r o v i s i n g c o n s i s t e n t l y g o o d r u l e s a r e s m a l l .

O n e r e s p e c te d f r a m e w o r k f o r la n g u a g e a c q u i s i t io n t h a t s u p p o r t s e x p l i c i t g ra m m a r t e a c h i n g is t h e i n p u t - i n t e r a c t i o n o u t p u t f r a m e w o r k , i n w h i c h t h e l e a r n e r i s g r a d u a l ly p u s h e d t o r e s t r u c t u r e t h e i r i n t e r n a l s e c o n d l a n g u a g e g r a m m a r so i t a p p r o a c h e s s t a n d a r d g r a m m a r m o r e c l os e l y. H e r e , e x p l i c i t g r a m m a r t e a c h i n g i s s ee n a s v a l u a b l e b e c a us e i t • h e l p s l e a r n e r s t o n o t i c e g r a m m a r f e a tu r e s i n th e i n p u t • e n c o u r a g e s l e a r n e r s t o n o t i c e th e d i f fe r e n c e s b e t w e e n h o w t h e y s ay s o m e t h i n g a n d h o w p r o f i c i e n t s p e a k er s sa y it • p r o v id e s i n f o r m a t i o n a b o u t w h a t doesn’t h a p p e n i n t h e language. A n o t h e r s t r o n g c u r r e n t a p p r o a c h , task-supported instruction, h o l d s t h a t i t i s i m p o r t a n t f o r l e a r n e r s t o u s e t h e i r la n g u a g e i n t a sk s, w h e r e t h e m a i n f o c u s i s o n m e a n i n g , b u t w h e r e the learners need to interact in th eir second language to r e a c h a n o u t c o m e . E a r l y o n , i t w a s h o p e d t h a t t a sk s w o u l d b e e n o u g h t o m a k e g r a m m a r e m e r g e . H o w e v e r , a l l s e ri o u s s c h o l a rs w o r k i n g i n t h i s p a r a d i g m ( e. g. S k e h an , 2003; W i ll is & W i l li s , 2007) n o w a g re e t h a t p r e - t a s k a n d p o s t - t a s k e x p l i c i t f o c u s o n g r a m m a r i s n e ce s s ar y . I n a s k il ls - b a s e d a p p r o a c h , w h e r e l a n g u a g e l e a r n i n g i s se en l ik e l e a r n i n g t o d r i v e o r t o p l a y a m u s i c a l i n s t r u m e n t , t e a c h i n g g r a m m a r r u l e s i s h i g h l y v a l u e d . L e a r n i n g t h e r u l e s is s ee n as a precu rsor to being able to use those rules. As DeKeyser (1998) s ay s, w h i l e y o u a r e l e a r n i n g t o w a l k t h e w a l k , t h e r u l e is a crutch to lean on.

S o m e w r i t e r s h a v e p ro p o s e d e l im i n a t i n g t h e t e a c h i n g o f g r a m m a r a l to g e t h e r . K r a s h e n (1 9 8 2 ) h e l d t h a t le a r n e r s o n l y n e e d comprehensible input, a b i t m o r e a d v a n c e d t h a n t h e language they can already produce. He claim ed tha t this wou ld lead learners progressively towards proficiency. Th is approach h a s b e e n c l e a r ly s h o w n n o t t o w o r k , i n c a r e f u l s t u d ie s b y researchers such as Swain (1985) and Genesee (1987).

Howe ver, these are theories. Wh at abo ut the evidence? There h a ve b e e n r i g o r o u s m e t a - a n al y se s f i n d i n g t h a t :

A n o t h e r p r o p o s a l is th e N a t u r a l O r d e r H y p o t h e s i s ( M i e s e l , Clahsen & P ienem ann, 1981): the idea that there is a natu ral deve lopm ental sequence for acqu iring second language g r a m m a r f e at u re s , n o m a t t e r t h e o r d e r o f t e a ch i n g . T h i s h y p o t h e s i s ha s so m e e v i d e n c e b e h i n d i t, a l t h o u g h o n l y f o r a very few structures of the language. Even for those few structures, Goldschneider and DeKeyser (2005) demonstrated i n a r i g o r o u s m e t a - a n a l y s is t h a t t h e d e v e l o p m e n t a l o r d e r is s t r o n g l y p r e d i c t e d b y s a l ie n c e - h o w m u c h t h e f e a tu r e s ta n ds out in the language. Given this finding, it is clear that m akin g a g r a m m a r f e a t u re m o r e s a l i e n t to t h e l e a r ne r , f o r e x a m p l e b y e x p l i c i t te a c h i n g , s h o u l d b e a w a y o f f o s t e r in g l e a r n i n g .

• e x p l i c i t t e a c h in g o f r ul es , c o m b i n e d w i t h c o m m u n i c a t iv e p r a c t ic e , l e a ds to u n c o n s c i o u s k n o w l e d g e o f th e g r a m m a r f o r m s t h a t l as t s o v e r ti m e ( S p a d a a n d L i g h t b o w n , 2008)

I t h as a ls o b e e n c l a i m e d t h a t p e e r - p e e r s u p p o r t , w h e r e studen ts in a class help one a no the r to learn, is an effective w a y o f t e a c h i n g g ra m m a r . T h i s is b a se d o n a s o u n d f r a m e w o r k ( V y g o t sk y , 1 97 8) , b u t t h e f r a m e w o r k s u p p o s e s a n e x p e r t novice pair, not two novices. Research has described some i n t e r e s t i n g i n t e r a c t i o n s ; b u t t h e p e e rs a l m o s t a lw a y s c o m e u p w i th a n o n - st a n d a rd g r a m m a r f o r m .

• e x p l i c i t t e a c h i n g o f g r a m m a r r u le s y ie l d s b e t t e r re s u l ts t h a n i m p l i c i t t e a c h i n g ( N o r r i s & O r te g a, 2000) • e x p l i c i t t e a c h i n g y ie l d s b e t t e r r e s u lt s f o r b o t h s i m p l e a n d c o m p l e x f o r m s ( S p a da a n d T o m i t a , 2010)

• t h e r e is n o d i ff e r e n c e i n r e s u l t s b e t w e e n i n t e g r a t i n g t h e t e a c h i n g o f ru l e s w i t h a c o m m u n i c a t i v e a c t i v it y a n d t e a c h i n g t h e m s e p a r a t e ly ( S p ad a a n d T o m i t a , 2010). I n o t h e r w o r d s, p r e s e n t a t i o n - p r a c t ic e - p r o d u c t i o n w o r k s ju s t as w e ll as m o re in te g ra te d m e th o d s . T o s u m m a r i s e : t h e re i s t h e o r e t i c a l s u p p o r t a n d h a r d e v i d e n c e t h a t t e a c h in g g r a m m a r ru l es , c o m b i n e d w i t h c o m m u n i c a t iv e practice, is the best wa y for adults in c lassroom s to learn to use the gram m ar of their new language.

Na vig ate o f t e n t e a c h e s r u l e s ' in d u c t i v e l y ' : l e a r n e r s a r e g i v e n a b a n k o f e x a m p l e s o f t h e r u l e . T h e n t h e y s ee p a r t o f th e r u l e and are guided to th ink a bout ho w to com plete it. There is evidence that for app ropriate rules this works as well, and perhap s better, tha n givin g the rule first (e.g. VanP atten & O i k k e n o n , 1996; M i n g & M a a r of , 2010).

Na vig ate a l so p r o v i d e s a w e a l t h o f c o m m u n i c a t i v e a c t i v it i e s where the focus is on m eaning, bu t which are structured so as to encourage the use of the rules that have been tau ght. This provides the second ing redient of the recipe that has been shown to be the best way for adults to learn to become m o r e p r o f i c i e n t u s er s o f s e c o n d l a n g u a g e g r a m m a r .

References DeKeyser, R. 1998.'Beyond focus on form: cognitive perspectives on learning and practicing second language grammar'in C. Doughty & J. Williams (eds.). Focus on Form in Classroom Second Languag e Acquisition. Cambridge: Cambridge University Press. Genesee, F. 1987. Learning through Two Languages. New York: New bury House. Goldschneider, J. M. & DeKeyser, R. M. (2005). Explaining the "Natural Order of L2 Mor phem e Acquisition" in English: A Meta-analysis of Multiple Determinants. Language Learning 55(S1):27-76 Krashen, S. 1982. Principles and prac tice in second langua ge acquisition. Oxford: Pergamon Press. Miesel, H„ J. Clahsen & M. Pienemann. 1981 .‘On de ter mi nin g develop menta l stages in natural second language acquisition'. Studies in Second Language Acquisition 3:109-135.

Norris, J. M. & L. Ortega. 20 00.'Effectiveness o f L2 instr uctio n: a research synthesis and quantitative meta-analysis'. Language Learning 50/3: 417-528. Skehan, P. 2003.'Task-based in struction '. Language Teaching 36/ 1:1-14. Spada, N. & Lightbo wn, P. (1999). Instructi on, first langua ge influence, and develop mental readiness in second language acquisition. The Mode m Language Journal 83(i): 1-22. Spada, N. & P. M. Light bow n. 200 8.'Form-f ocused instr uctio n: isolate d or integrated?' TESOL Quarterly 42: 181-2 07. Spada, N.&Y.Tomita. 2010.'Interactions betw een typ e of instruction and type of language feature: a meta-analysis'. Language Learning 60/2: 1-46. Swain, M. 1985.'Comm unicative com petence: some roles of comprehensible input and com prehensible outpu t in its development', in S. Gass & C. Madden (eds.). Inpu t in Second Language Acquisition. Rowley MA: Newbury House, 235-253. Van Patten, B. & S. Oikkenon. 1996.'Explanation versus structured input in processing instruction'. Studies in Second Language Acqu isition 18/4: 495-510. Vygotsky, L. S. 1978. Mind in Society: the Development o f Higher Psych ologica l Processes. Cambr idge, MA: Harvard Unive rsity Press. Willis, D. & Willis, J. 2007. Doing Task-Based Teaching. Oxford: Oxford University Press.

G r a m m a r t ea c h i n g in N a v i g a t e Gramm ar is taug ht in context throu gh texts and audio recordings, and then followed up w ith Gramm ar focus boxes wh ich offer the rules of the gramm ar p oint in a succinct and level-appropriate way.

The Grammar reference section at the back of the C oursebook offers more detailed gramm ar explanations and further controlled practice, to give learners as much op po rtun ity as possible to assimilate the grammar point.

Exercises to practise the grammar point offer controlled practice, and a speaking task gives learners the opportunity to reproduce the g ramm ar po int in a sem i-controlled way. 8.1 Sentences with I f - real conditionals GR8.1 $ 8.1

82

83

84

85

I 11POM*

1

m

C o m p l e t e f h e c o n v e r s a t io n s w i t h t h e be s t f o rm o f t he w o r d s i n b r a c k e t s. 1

e II you «at .t clanc cd (Sot. you'll fe,i noaltnlor b

M u t c h t h e s e s e n t e n ce s t o a - c I n t h e ( i r a m m u r f o c u s b o x .

3 tilings non i vmrx tut-"m ao-™ '»">"wfon wayu wo wa> nt than,'» (0«

•

Money doesn't moke you happy unless everyone has

4 »WOPlo,don-, l..v,a ny l, 10M s., lwv can boconx, wry

•

enough. I f p e o p l e w o r k a t h i r ty - s e v e n h o u r w e e k , t h e y h a ve

T h o r n a rr i ve a t , p .m u m o s s »

•

quite a lot of leisure time. If you look a bit further dow n the list, you'll see that

n o t i ' S r o ’ ' 1* <" ‘ " > sn>' :

m o n e y I s n ' t e v e r y t h in g .

5 a C h o o s e t h e c o r i c c t o p t i o n i n e a c h s e n te n c e . 1 I f / U n l es s p e o p l e s p e n d m o r e t h a n a n h o u r t r a v e l l i n g t o 2

wotk, they are generally less content. /// Unless you h a v e s o m e c l o s e f r i e n d s h i p s , y o u w i l l

3

find it hard to be happy. I f / U n l e s s you do reg ular exercise outdoo rs, you’ll l»c

4

a b l e t o w o r k m o i c e f f i c i e nt l y . People tend to be happier If / u n l e s s t h e y a r c I n a l o n g 

5

term relationship. /// Unless people are active in work and free time, thcy'H probably be healthier.

I intonation in if sentences 8

60

L i s t e n a g a i n . W h i c h c l a u s e r i s e * i n I n t o n a t io n ?

Which clause (alls?

dTTtflnEi■Hu 'Aiih-k real conditionals

b

8-2$ Listen again and repeat,

B W e l l , l o t s o f t h i n g s . R u t I b e l ie v e t h at I f p e o p l e I w t (have) a positive attitude towards everything, they gene rally (feel) muc h happier. A A n d w h a t ' s t h e se c r e t t o a l o n g l if e ?

0l a n , & O M a y M

'm " ' 1* * " * *>ooblic unk-ss

2

______ __ ____

• When tnings can possibly happen, so can do real, wo use the s a m e t e n s e s w u n If as with other conjunctions. So, wo can uso tho present tense to refer to tno present

3 A If you

(not/hurry), wc cinema in time.

tf . present simple. — present sJmpio 1/ poops? enjoy thoirjob. they are tupp ior lng<-noral. if poopfe work a thirty srxven hour week. thoy hav e Quite a lot of letsuto ttmo.

A W e l l ,y e s . B u t w h a t ( b e ) t h e p o i n t o f g o i n g in If we (iniss) the beginning of the Hint?

• W he n vie tan: about specific situations In tno future and their possible results, wo normally use a present tense in the Itclauso to talk about m o future

M a t c h 1-4 to a -d to make sentences about ha ppiness.

2

l - o o k a t t he i n f o r m a t i o n i n t he G r a m m a r f o c u s b o x a n d

in brackets. tJsc a modal verb where possible. 1 If they then people

GRAMMAR FOCUS sentences witn if-real conditionals

2

tf sontcocas usually have two clauses: the yf-dauso and the

result clauso • whon wo talk in goneral about things that can possibly happen, we use * present simple / w i l l If - i prosent simple / vrtH. tt people enjoy their fit), they are happier in general.

If parents (be) allowed paid time off after the blr th of a baby, they (decide) how to

4

shure the time. People if they

( t e n d ) t o h a v e m o r e J o b s a t i sf a c t i o n (work) reasonable hours and in

pleasant conditions. ( b e ) a c h c a p a n d r e l i a bl e p u b l i c transport system, people _ (use) their cars

!i I f t h e r e

if you eat a balanced rfiel. you'll loel heahtver

.

Extreme weather events (happen) more often and (be) more severe unless we (do) something about climate change.

3

• when w e talk about specific situations m the futuro. and their passible rositfs. we use: II *■»prosent simple / w!U. * present stmpio / wtH

( n o t h a v e t o ) p a y t o v i s it m u s e u m s, (visit) them more often.

toss.

6 Doc tors say that if you

(cat) lots of fresh fruit and vegetable s and (exercise) r e g u l a rl y , y o u ____________ (probably live) longer.

wo can use modal verbs, particularly can and may. in either clause if you can cycle for thirty mlmAes a Pay. it may add one to

two years to your Me. .

8

• G r a m m a r R e f e r e n c e page 150

UM A W o r k i n g r o u p s o f f o u r. T a k e t h e r o l e s o f g o v e r n m e n t

m i n i s t e r s a n d d i s c u s s t h e b u d g e t . T U i n t o p a g e 1 2 9.

unless u sually means oxcept if

O

V O X P O P S V I D EO 8

1

H a p p i n e s s i s l i k e a c l o u d . I f y o u s t a r e a t i t l o n g e n o ug h ,

2

I f y o u s p e n d y o u r l i f e w a i t i n g f o r t h e p e r fe c t m o m e n t ,

3

You will never he happy

it you eat a balanced diet, you'll fe el healthier You'd be happier as a countr y If you pay higttor taxes.

The conditional clause and the result clause can usually go in either order Wh en the conditional clause Is first, it Is followed by a comma wrion tho rosult clause comes Ikst. there is rx> comma.

4 U n l e s s y o u l o v e w h a t y o u a r c d o i n g, a y o u p r o b a b f y w o n ' t h e s u c c e s sf u l . I> it goes away,

If/see Hm. i'llgive him yo ur message, fit glvo Dm your m essage if I see him

c h o o s e t h e c o r r e c t o p t i o n s 1-4.

• wo can use modal vorbs. particularly can, may and m i g h t in either clauso If a country has Quito high taxes, it can pro vide freo healthcare tocnoryono.

3

c

it may never arrive.

d

ifyou spend all your lime thinking about what happiness means.

C o m p l e t e t h e s e c o n d s e n t e n ce s s o th e y m e a n t h e sa m e a s the first sentences.

If you can cycle for thirty minutes a day. It may add one to two yoats to your Me.

1 Y o u w o n 't s u cc e e d i fyou d on’t make an effort.

If Ayrtin can't got a job. lie m ight do some votunuxy work. Unless usually moans i f

f i n y N h C i n d e e d u n l e s s

n o t or oxcept H

Wo'ttgo for a walk later unless It rains - iVe'Hgo lor a walk later If it doesn't rain. Money doesn't make you happy unless everyone has onough Money doesn't make you happy exc ept i f everyone has enough.

(not/get) to the

B O K . I ' m g e t t i n g r e a d y a s f a st a s I c a n . W h a t (happen) Ifwc (get) there afterthe film starts? C a n w c s t i l l ge t i n ?

Complete the sentences with the correct form o f the verbs 40

B A s w e l l a s n p o s i t i v e a t t i tu d e , i fyou (exercise) r e g u l a r l y a n d ______ ( b e ) c a r e f u l a b o u t w h a t y o u c a t . you (probably/livr) longer. A I t h i n k I n e e d t o i m p r o v e m y d ie t . B Well, for a start, if you _ _(cat) at least five portions of fruit and vegetables each day, you (start) to feel much healthier. An d If you (drink ) lo«s of water ail the time and le ss coffee and tea. you (have) more energy.

in sontences with If. wo usually talk accut situations and ovonts vmich aro uncortam if contone or. usuasy have two clauses the if clause ant) tno result clause Thoy aro also called cond-iico-ii sontoncos

H • present simple. — w i l l

8.2 ( J Li s t e n a n d c h e c k y o u r a n s w e r s .

b

A W h a t d o y o u t h i n k Is t h e s e c re t t o h a p p i ne s s ?

2

m e k t . e n r f f a r t.

We ll get the bus un less we se c a taxi first.

______________________If _______________________ 3

II you spend itwisely,money can buy happiness. U n l e s s ___

4

W c s h o u l d a r r i v e a t a b o u t 3.30 unless we get delayed.

5

You're not allowed in the club.except if you're dres sed smartly.

The Navigate app roac h - Vocabulary V o c a b u l ar y an d t h e O x f o r d 3 0 0 0 Voca bulary is a crucial area of adult language learning and

Na vig ate puts a strong em phasis on it. As w ell as useful an d t r a n s f e r a b l e v o c a b u l a r y s et s th a t a l l o w s t u d e n t s t o s p e a k in s o m e d e t a i l a n d d e p t h o n g e n e r a l t o p ic s , t h e r e i s a d e d i c a te d p a ge i n e v e r y u n i t o n v o c a b u l a r y d e v e l o p m e n t w h i c h c o v er s areas like w ord fa milies, prefixes or suffixes, colloc ation s and fixed expressions. I n d e v e l o p i n g t h e v o c a b u l a r y s y l l a b u s a c r os s t h e s i x le v e ls o f Na viga te, s p e c i a l a t t e n t i o n w a s p a i d t o t h e O x f o r d 3 0 00 - a t o o l t o h e l p t e a c h e r s a n d l e a r n e r s f o c u s 01 1 the key vocabulary needed to become proficient in English. The O x f o r d 3 0 0 0 i s in t e g r a t e d i n t o t h e v o c a b u l a r y s y l la b u s a n d items from the coursebook that appear in the Oxford 3000 are indicated by a key symbol in the wo rdlists found on t h e S t u d e n t 's D V D , t h e C o u r s e b o o k e - b o o k , a n d o n t h e T e a c h e r' s S u p p o r t a n d R e s o u rc e D i s c . A s y o u w o u l d e x p ec t , a t th e l o w e r l e v e ls o f Na vig ate a h i g h p r o p o r t i o n o f w o r d s on these word lists are in the O xford 3000, and as students p r o g re s s t h r o u g h t h e c o u r s e t o h i g h e r l e v e ls t h e y w i l l l e a r n m o r e v o c a b u l a r y t h a t s i ts o u t s i d e t h i s c o r e 3 00 0 .

1 So ur ces The O xford 3000 is a corpu s-base d list. A corpus is an e l e c t r o n i c d a t a b a s e o f la n g u a g e f r o m d i f f e r e n t s u b j e c t a r ea s a n d c o n t e x t s w h i c h c a n b e s e a r c h e d u s i n g s p e c i a l s o f tw a r e . W h e n l e x i c o g r a p h e r s a n a ly s e a p a r t i c u l a r w o r d i n the corpus, the corpus shows all of the occurrences o f that w o r d , t h e c o n t e x t s i n w h i c h i t is u se d , a n d t h e g r a m m a t i c a l p a t t e rn s o f t he s u r r o u n d i n g w o r d s . T h e O x f o r d 3 00 0 is i n f o r m e d b y t he : • B r i t is h N a t i o n a l C o r p u s (1 00 m i l l i o n w o r d s ) • Oxford Corpus Co llection (developed by Oxford U n i v e r s i t y P re ss a n d i n c l u d i n g d i f f e r e n t t y p e s o f E n g l is h B r i t is h E n g l i s h , A m e r i c a n E n g l is h , b u s i n e s s E n g l is h , e t c . ). B y u s in g t h i s c o m b i n a t i o n o f c o r p o ra , w e c a n u n d e r s t a n d h o w E n g l i s h i s c u r r e n t l y u s ed , a n d w h i c h w o r d s a r e u s e d most frequently.

2 Criteria

Bu t wha t exactly is the O xford 3000? Read on to find out.

W h e n d e c i d i n g w h i c h w o r d s s h o u l d b e i n t h e O x f o r d 30 00 , c o r p u s f r e q u e n c y a l o n e w a s n o t u s e d as a g u i d e t o i n c l u s i o n . Three core criteria were identified:

The Oxford 3000 - The wo rds students n e e d t o k n o w t o s u c c e e d in E n g l i sh

• f r e q u e n c y - t h e w o r d s w h i c h a p p e a r m o s t o ft e n in E n g l i sh

W h i c h w o r d s s h o u l d s t u d e n t s l e ar n t o s u c c ee d in English? T h e E n g l is h l a n g u a g e c o n t a i n s l i t e r a l l y t h o u s a n d s o f w o r d s and, as language teachers or language learners, it is often difficult to know w hich words are the most imp ortan t to learn. T o h e l p w i t h t h is , O x f o r d U n i v e r s i t y P r es s ’s E L T d i c t i o n a r y t e a m c r e a te d t h e O x f o r d 3 0 00 - a li s t o f t h e 3 , 00 0 w o r d s t h a t s t u d e n t s r e a l l y n ee d t o k n o w i n E n g l i sh . I t w a s d r a w n u p i n c o l l a b o r a t i o n w i t h t e a c h e r s a n d l a n g u a g e e x p er t s. T h e O x f o r d 3 0 0 0 w o r d s a r e i n c l u d e d i n m o s t O U P l e a r n e r 's d i c t i o n a r i e s , including the Oxford Advanced Learner's Dictionary. T h e O x f o r d 3 00 0 w o r d s a r e m a r k e d w i t h a k e y i n OUP’s learner’s dictionaries, and are available on the w w w . o x f o r d l e a r n e r s d i c t i o n a r i e s . c o m web site. You can l o o k u p t h e e n t r y f o r e a ch w o r d , a n d h e a r i t p r o n o u n c e d i n e i t h e r B r i t is h o r A m e r i c a n E n g l i s h . A t e l e m e n t a r y l e v e l O U P l e a r n e r ' s d i c t io n a r i e s f o c u s o n t h e O x f o r d 2 0 0 0, w h i c h i n c l u d e s 2 0 00 o f t h e w o r d s o n t h e O x f o r d 3 0 00 l is t .

• r a n g e - t h e w o r d s w h i c h a p p e a r f r e q u e n t l y A N D a c ro s s a broad range of different contexts • f a m i l i a r i t y - w o r d s t h a t a r e n o t n e c e s s a r il y u s e d t h e m o s t f r e q u e n t l y , b u t a re i m p o r t a n t i n g e n e r a l E n g l i s h . T h e c o m b i n a t i o n o f fr e q u e n c y, r a n ge a n d f a m i l ia r i t y m e a n s t h a t t h e O x f o r d 3 0 0 0 i s m o r e p e d a g o g i c a l ly i n f o r m e d t h a n a list of wo rds based on freque ncy alone. For example, when t h e c o r p u s w a s a n a l ys e d , i t w a s f o u n d t h a t w e t a l k a b o u t ‘Friday ’ and 'Saturday' m ore freque ntly than ‘Tuesday’ or ‘ W e d n e s d a y ! H o w e v e r , w h e n l e a r n i n g t h e d a ys o f t h e w e e k , i t i s u s e f u l to l e a r n a l l o f t h e m a t t h e s a m e t i m e - n o t j u s t t h e m o s t f r e q u e n t o n e s. F o r t h i s r e a so n , a l l t h e d a y s o f th e w e e k a p p e a r i n t h e O x f o r d 3 00 0 .

3 Expertise A g r o u p o f l e x i c o g r a p h e r s a n d a r o u n d 7 0 E n g l i s h l an g u a g e t e a c h e rs f r o m E n g l i s h l a n g u a g e s c h o o ls a l l o v e r t h e w o r l d w o r k e d t o g e t h e r o n t h e O x f o r d 3 0 00 , b r i n g i n g c l a s s r o o m e x p e r i e n c e a n d l i n g u i s t i c e x p e r t is e t o g e t h e r t o c r e a te a l i s t t h a t t r u l y s u p p o r t s t h e n e e d s o f la n g u a g e l e a r n e rs .

How was the Ox ford 3000 created? There were three key requirem ents in creating the Oxford 3000: 1 s o u r ce s - t o p r o v i d e e v i d e n c e o f h o w t h e E n g l i s h la n g u a g e is actu ally used 2 c r i t e r i a - t o u se w h e n a n a l y s i n g t h e s ou r c es 3 e x p e r t is e - t o p r o v i d e i n s i g h t s i n t o t h e v o c a b u l a r y n e e ds o f l e a r n e r s o f E n g l i sh .

W h y u s e t h e O x f o r d 3 0 00 ? W h e n t h e r e s e a r ch t e a m l o o k e d a t th e c o r p o r a u s i n g t h e c r i t e r ia m e n t i o n e d a b ov e , t h e y fo u n d t h a t a r o u n d 3 , 0 00 w o r d s c o v e r e d 8 0 - 8 5 % o f v o c a b u l a r y i n a g e n e r a l E n g l is h t e x t . H e r e a r e t h e r e s u l ts o f th e r e s e a r ch i n t o f r e q u e n c y a n d c o v er a g e - t h a t i s , h o w m u c h t e x t i s c o ve r e d b y t h e t h o u s a n d m o s t f r e q u e n t w o r d s , t h e n e x t t h o u s a n d m o s t f re q u e n t w o r d s , t h e t h i r d t h o u s a n d m o s t fr e q u e n t w o r d s , a n d so o n.

m o s t f r e q u e n t w o r d f am i l i es

c o v er ag e

1st 1,000

74.1%

2 nd 1,000

7.2%

2,000 = 81.3% coverag e (74.1 % + 7.2%)

3rd 1,000

3.9%

3,000 = 85.2% coverag e (81.3% + 3.9%)

4 th 1,000

2.4%

4,000 = 87.6% coverag e (85.2% + 2.4%)

5th 1,000

1.8%

5,000 = 89.4% coverage (87.6% + 1.8%)

to tal

12,500 word families cover 95% o f text. B y l e a r n i n g t h e f i r s t 3, 0 00 w o r d s , s t u d e n t s b u i l d a v e r y s t r o n g v o c a b u l a r y b a se w h i c h c o v e r s a s i g n i f i c a n t m a j o r i t y of the w ords they w ill see in texts. The Oxford 3000 therefore provides a useful springboard for expand ing vocabulary and i s a v a l u a b l e g u i d e i n v o c a b u l a r y l e a r n i n g . I f a le a r n e r c o m e s across a new w ord and it is in the O xford 3000, they can be s u re t h a t i t i s i m p o r t a n t t o l e a r n i t .

Beyond the Oxford 3000 A s s tu d e n t s a d v a n c e i n t h e i r l e a r n i n g , t h e v o c a b u l a r y t h e y n e e d w i l l d e p e n d o n t h e a re a s o f E n g l i s h t h a t t h e y a r e i n t e r e s te d i n . T h e O x f o r d 3 0 0 0 w i l l g i v e t h e m a g o o d b a se f o r e x p a n d i n g t h e i r l e x ic a l k n o w l e d g e .

D i c t io n a r ie s an d t h e O x f o r d 3 0 0 0 The Oxford 3000 app

O x f o r d A d v a n c e d L e ar n er 's D i c t i o n a r y 9

Oxford 3000 is a list of the most imp orta nt and useful words to know in English informed by corpus-based research. In a recent survey, over 60% of teachers told us they believe that learning the O xford 3000 expands their students'vocabulary. The n ew Learn the O xford 3000 ap p for iPad/iPhone™ helps students learn the Oxford 3000 with practice exercises and tests to ch eck progress.

The Oxford Adva nced Learner's Dictiona ry is the world's best-selling advanced learner's dictionary. The new ninth edition, featuring 185,000 words, phrases and meanings, develops the skills students need for passing exams and com m unica ting in English. It is the ultimate speaking and writing tool, w ith brand new resources including the Oxford iSpeaker and Oxford Speaking Tutor.

O x f o r d W o r d p o w e r D ic t i o n a r y 4t h e d i t io n Updated w ith over 500 new w ords, phrases and meanings, Oxford Wordpower Dictionary is a corpus-based dictionary

tha t provides the tools interm ediate learners need to build vocabu lary and prepare for exams. Oxford 3000 keyword entries show the mo st imp orta nt words to kn ow in English. This e dition includes Topic Notes, Exam Tips and W riting Tips, and a 16-pag e Oxford W riting Tutor. Studen ts can search the A-Z dictionary by word or topic on the CD-ROM, and use the exercises to practise for international exams.

NEW 9"1Edition

NEW 4TH EDITION

Oxford Wordpower Dictionary

Oxford

Advanced L ea rn er’s Dictionary

webcast with new

Oxford*Writing Tutor

(Speaker! iWriter on DVD and online

The Navigate approach

- P h o to c o p ia b l e s

P h o t o c o p i a b l e T ea c h er 's R es o u r c e M a t e r i a l s - J il l H a d f i e ld W h a t a r e p h o t o c o p i a b l e r e s o u r c e m a te r ia l s ?

How shou ld I use them?

T h e r e s o u r c e m a t e r i a ls i n Na vig ate Teacher's G uide are o n e - p a g e p h o t o c o p i a b l e a c t i v i t ie s t h a t c a n b e u s e d t o p r o v i d e f u r t h e r p r a c t i c e o f th e t a r g e t la n g u a g e i n t h i s h o o k . T h e r e a r e 3 6 a c t iv i ti e s , d i v i d e d i n t o t h r e e s e c t io n s : G r a m m a r , V o c a b u l a r y a n d C o m m u n i c a t i o n , a n d t h e y p r a c ti se t h e t a r g e t g r a m m a r , l e xi s a n d f u n c t i o n s i n t h e b o o k .

T h e a c t i v it i e s a r e fo r p a i r, g r o u p o r w h o l e c l as s m i n g l i n g w o r k . T h i s m e a n s y o u w i l l h a ve to t h i n k c a r e f u l l y a b o u t :

W h a t t y p e s o f a c t i v i t y w i l l I f i n d? T h e r e a r e t w o m a i n t y p e s o f a c t i v i ty i n t h e p h o t o c o p i a b l e m a t e r i a l s : l i n g u i s t i c a c t i v i t ie s a n d c o m m u n i c a t i v e a c t iv i t ie s . L i n g u i s t i c a c t iv i t ie s f o c u s o n a c c u r a c y a n d f i n d i n g t h e r i g h t a n s w er , i n s e r t i n g t h e c o r r e c t w o r d i n a g a p - f i l l, f o r e x a m p l e . T h e s e a r e f a m i l ia r e x e rc i se t y p e s a n d r e q u i r e c o r r e c t a n s w e r s w h i c h a r e g i v e n i n t h e A n s w e r K e y in t h e T e a ch e r s ’ N o t e s. Communicative activities have non-linguistic goals: solving a p u z z le o r f i n d i n g d i f fe r e n c e s i n t w o p i c t u r e s , f o r e x a m p l e . T h e e m p h a s i s is m o r e o n f l u e n c y a n d o n u s i n g t h e ta r g e t l a n g u a g e as a m e a n s to a n e n d . T h e c o m m u n i c a t i v e a c t i v i ti e s i n t h i s b o o k f a l l i n t o t w o t y p e s : o p e n - e n d e d activities such as discussions o r role plays w ith n o fixed e n d - p o i n t o r g o a l, a n d c l o s e d -t a s k , g a m e - l i k e a c t i vi t ie s , such as board games or guessing games w ith a fixed goal.

Why use them? The a ctivities can be used to provide extra practice o r revision i n s p e a k i n g , r e a d i n g a n d w r i t i n g t h e t a r g e t la n g u a g e i n e a c h u n i t . T h e d i f f e r e n t t y p e s o f a c t i v i t y p r o v i d e d i f f e r e n t t y p es o f p r a c t ic e , w h i c h w i l l a p p e a l t o d i f f e r e n t l e a r n e r p r e f e re n c e s . T h e l i n g u i s t i c a c t i v i ti e s p r o v i d e p r a c t i c e i n r e c a l li n g t h e t a r g e t l a n g u a g e a n d u s i n g i t a c c u r a te l y , a n d t h e c o m m u n i c a t i v e a c t i v i ti e s p r o v i d e p r a c t i c e i n r e c a l l i n g t h e t a r g e t l a n g u a g e a n d u s i n g i t , i n t e g r a t e d w i t h o t h e r la n g u a g e, t o c o m p l e t e a t a sk . S o m e o f th e s e a c t i v i ti e s a r e d e s i g n e d w i t h a g a m e - l ik e elem ent: that is, they have a goal such as guessing or solving a p r o b l e m , w h i c h s t u d e n t s h a ve t o w o r k t o g e t h e r t o a c h ie v e . This provides va riety and a change o f focus for the students a n d m a k e s th e p r a c t i c e f u n a n d e n j o y a b l e . T h e e l e m e n t o f p l a y i s a ls o r e l a x i n g a n d l o w e r s t h e a f f e c ti v e f i l t e r ( K r a s h e n 1 9 87 ) w h i c h m a k e s l e a r n e r s le ss i n h i b i t e d a n d m o r e w i l l i n g to use the language, and the fact that the ac tivities have a g o a l i s m o t i v a t i n g f o r t h e l e a r n e r s a n d g i v e s th e m a se n se o f satisfaction w hen they have achieved the goal. Oth er activities h a v e a p e r s o n a l i z a t i o n e l e m e n t w h i c h i s a ls o m o t i v a t i n g f o r t h e l e a r n e r s a n d l e a d s to p o s i t iv e a f f e c t. B o t h p e r s o n a l iz e d a n d p l a y f u l a c t i v i ti e s i n v o l v e t h e l e a r n e r s i n i n v e s t i n g m o r e of themselves in the language, leading to dee per processing w h i c h h e l p s r e t e n t i o n o f l a n g u a g e it e m s ( S c h m i t t 2 0 00 ) .

W h e n s h o u l d I us e t h e m ? T h e a c t i v it i e s c an b e u s e d i m m e d i a t e l y a t th e e n d o f ea c h r e l e v a n t s e c t io n i n t h e b o o k f o r e x t ra p r a c t i c e . A l t e r n a t i v e l y , they cou ld be used later in the course for revision or review.

• h o w t o a rr a n g e t h e g r o u p i n g s • h o w t o s e t u p t h e a c t i v it i e s a n d g i v e i n s t r u c t i o n s • w h a t y o u r ro l e w i l l b e d u r i n g t h e a c t i v i ti e s • wh at the different requirem ents of the 3 different activity t yp e s w i l l b e r e g a r d in g m o n i t o r i n g , f i n is h i n g o f f th e activity and g iving feedback.

Classroom layout I f y o u h a v e d e s ks a r r a n g e d i n g r o u p s o f t a b le s , y o u p r o b a b l y w i l l h a v e 4 - 6 s t u d e n t s a t e a c h g r o u p o f t a b le s . T h i s m a k e s p a i r w o r k a n d g r o u p w o r k e as y. M i n g l i n g a c t i v it i e s ca n b e don e in th e spaces betwe en the tables, or in a space at the fron t o f the class if tables are pushed back a bit. Ifyou have desks in a U-shape, adjacent pairs can easily w o r k t o g e t h e r . G r o u p s o f t h r e e a n d f o u r a r e b e st a r r a n g e d b y asking one or two students to move and sit opposite an other p a i r o f s tu d e n t s . T h i s m a k e s i t m u c h e a s ie r f o r s t u d e n t s t o l i s te n a n d t a l k t o e a c h o t h e r t h a n i f t h e y a r e s i t ti n g i n a li n e . W h o l e c l a ss m i n g l i n g a c t i v i ti e s a r e e a s il y a rr a n g e d b y a s k i n g s t u d e n t s t o m o v e t o t h e s p a c e i n t h e c e n t r e o f th e U . E v e n i f y o u h a v e f ix e d a n d i m m o v a b l e d e s ks a r r a n g e d i n r o w s, y o u c a n a d a p t t h e a r r a n g e m e n t t o p a i r a n d g r o u p w o r k b y a s k i n g a d ja c e n t s t u d e n t s t o w o r k w i t h e a c h o t h e r , o r t h o s e i n t h e r o w i n f r o n t t o t u r n a r o u n d a n d w o r k w i t h t h e s tu d e n ts b e h i n d t h e m . W h o l e c la s s m i n g l i n g a c t i v it i e s m a y c a us e m o r e o f a p r o b l e m i f sp a c e i s l i m i t e d , b u t y o u c a n a d a p t t h e a c t i v i ti e s s o t h a t o n l y h a l f t h e c l as s is s t a n d i n g u p a n d m o v i n g w h i l e t h e o t h e r h a l f r e m a i n s e at ed .

S e t t in g u p t h e a c t i v i t ie s The a ctivities often have several stages. Th is mea ns you w ill h ct ve to b e v e r y c l e a r in y o u r o w n m i n d a b o u t h o w t h e s ta ge s f o l l o w e a c h o t h e r . H e r e a r e s om e t i p s f o r g i v i n g i n s t r u c t i o n s : • U s e s i m p l e l a n g u a ge : s im p l e v o c a b u l a r y a n d s im p l e sentence structure. • One step, one sentence, then pause and m ake sure they h a v e u n d e r s t o o d . V e r y o f t e n y o u m a y h a v e t o g iv e a n i n s t r u c t i o n , t h e n w a i t f o r e a ch g r o u p o r p a i r t o c a r r y it o u t , b e f o r e g o i n g o n w i t h t h e n e x t, e .g . Take a counter each ...

OK ... have you all got a cou nter?... Place you r counter on the START squa re... • U s e c h e c k i n g q u e s t i o n s , f o r e x a m p l e , Are yo u wo rking in

pairs or on yo ur own? • U s e d e m o n s t r a t i o n : s h o w h o w t o c a r r y o u t a n a c t i v i ty b y d o i n g i t y o u r s e l f f o r t h e c l as s t o w a t c h , o r b y p l a y i n g t h e f i r s t r o u n d o f th e g a m e w i t h o n e g r o u p w h i l e t h e c la ss watches.

Teacher's ro le

C o m m u n i c a t i v e a c t i v i t ie s - c l o s ed t as k

Y o u r r o l e d u r i n g t h e a c t i v i ty w i l l v a r y. A t th e s t a r t y o u w i l l b e a n I n s t r u c t i o n G i v e r. D u r i n g t h e a c t i v i t y y o u w i l l h a ve t o b e a M o n i t o r , c i r c u l a t i n g a n d l i s t e n i n g t o t h e s tu d e n t s i n o r d e r t o m o n i t o r p r o g re s s , g i v e h e l p w h e r e n e e d e d , a n d n o t e e r r o r s f o r fe e d b a c k a t th e e n d o f t h e a c t i v it y . D e p e n d i n g o n y o u r c la s s y o u m a y a l so h a v e t o b e a n E x p l a i n e r i f s t u d e n t s h a ve m i s u n d e r s t o o d w h a t t o d o ( i f a n u m b e r o f t h e m h a ve m i s u n d e r s t o o d , y o u w i l l n e e d t o s t op t h e a c t i v i t y a n d g i ve t h e i n s t r u c t i o n s a g a i n ), o r a C o n t r o l l e r , i f s tu d e n t s a r e o f f - ta s k or not spea king English. Finally, you w ill need to stop the a c t i v i t y a n d g i v e f e ed b a c k . Y o u r e x a c t r o l e d u r i n g a n d a t t h e e n d o f t h e a c t i v i t ie s w i l l v a r y a c c o r d i n g t o t h e t y p e o f a c t iv i t y .

T h e s e g a m e - l i k e a c t iv i t ie s w i l l c o m e t o a n e n d a u t o m a t i c a l l y wh en the goal has been achieved. Some groups m ay achieve t h e i r g o a l e a r l i e r t h a n o t h e r s . Y ou c a n k e e p th e m o c c u p i e d b y p u t t i n g g r o u p s t o g e t h e r a n d a s k i n g th e m t o c o m p a r e solutions . These activities often have an answ er or 'solution,' so feedback w ill involve going through solutions and ch ecking a n s w e r s in m u c h t h e s a m e w a y a s f o r t h e l i n g u i s t i c a c t i v it i e s .

Linguistic activities S o m e o f th e s e a c t i v i ti e s a r e t o b e d o n e i n p a i r s a n d s o m e i n d i v i d u a l l y . I f s t u d e n t s a re w o r k i n g i n d i v i d u a l l y ( e .g . f o r a g a p - f i l l) , g e t t h e m t o c h e c k t h e i r a n s w e r s i n p a i r s b e f o re y o u g i v e f ee d b a c k . I f t h e y a r e w o r k i n g i n p a i rs , g e t t h e m t o c h e c k w i t h a n o t h e r p a i r . T h e s e a c t i v i ti e s a r e a c c u r a c y b a se d a n d have one right answer. This means tha t you w ill need to go t h r o u g h t h e c o r r e c t a n s w e rs w i t h t h e c l a ss a t t h e e n d a n d e x p l a i n a n y p r o b l e m s . I t i s a g o o d i d e a t o h a v e v is u a l s u p p o r t i n t h e f o r m o f a n sw e r s o n t h e b o a r d o r o n a h a n d o u t f o r s t u d e n t s w h o m a y m i s u n d e r s t a n d t h e o r a l a ns w e r s.

C o m m u n i c a t iv e a c t iv i t ie s - o p e n - e n d e d T h e s e a c t i v it i e s d o n o t h a v e a n o u t c o m e o r c o m e t o a p r e  arrange d end. You w ill there fore have to keep a close eye on s t u d e n t s t o s ee w h e n t h e y a r e r u n n i n g o u t o f i de a s . I f th e y c o m e t o a s to p e a r l y w h i l e y o u f e e l t h e a c t i v i t y h as m o r e m i l e a g e , y o u m a y h a v e t o e n c o u r a g e t h e m , o r s u g g e st n e w i d ea s . Y o u w i l l h a ve t o d e c i d e w h e n t o s t o p t h e a c t i v i t y m a k e s u r e s tu d e n t s h a v e c o m e u p w i t h e n o u g h i de a s, b u t do n’t let it go on so long tha t they get bored. There are no ‘righ t answers' to these activities, so feedback is a matte r of ' r o u n d i n g o f f ' t h e a c t i v i t y b y a s k i n g s tu d e n t s t o s h a r e id e as .

References Hadfield, J Elementary Com munication Games Pearson 1987. Krashen, S. Principles and Practice in Second Langua ge Acquisition Prentice-Hall International, 1987. Schmitt, N. Vocabulary in Language Teaching Cambridge: Cambridge University Press, 2000

Jill Hadfield has worked as a teacher trainer in Britain, France and New Zealand and worked on development projects with Ministries of Education and aid agencies in China, Tibet and Madagascar. She has also conducted short courses, seminars and workshops for teachers in many othe r countries. She is curren tly Associate Professor on the Language Teacher Education team in the Department of Language Studies at Unitec, New Zealand and has been appointed International Ambassador for IATEFL. She has written over thirty books, including the Communication Games series (Pearson), Excellent!, a 3 level primary course (Pearson), the Oxford Basics series, Classroom Dynamics and An I ntr od uc tio n to Teaching English (OUP). Her latest book, Motiv ating Learning, co-authored with Zoltan Dornyei, was published in 2013 by Routledge in the Research and Resources in Language Teaching series, of w hic h she is also series editor.

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T h e CEFR - A n t h o n y G r e e n T h e Comm on European Framework o f Reference fo r Language s ( o r C E F R ), p u b l i s h e d b y t h e C o u n c i l o f E u r o p e i n 2 00 1, i s i n t e n d e d t o h e l p t e a c h e rs a n d o t h e r s t o d e v e l o p a n d c o n n e c t l a n g u a g e sy l la b u s e s, c u r r i c u l u m g u i d e l i n e s , e x a m i n a t i o n s and textbooks. It takes wh at it describes as an ‘action -orien ted approach' to language educa tion: the purpose o f learning a l a n gu a g e i s t o e n a b l e t h e l e a r n e r t o c o m m u n i c a t e i n c r e a s in g l y e f f e c t iv e l y i n a g r o w i n g r a n g e o f s o c i a l s i tu a t i o n s t h a t a r e r e l e v a n t t o h i s o r h e r in d i v i d u a l n e e d s. F o r m a n y e d u c a t i o n a l s y s te m s , t h e C E FR 's c o n c e r n w i t h e f f e c ti v e c o m m u n i c a t i o n r e p r e s e n t s a s h i f t i n e m p h a s i s. I n s t e a d o f f o c u s i n g o n w h a t l e a r n e r s k n o w a b o u t a l a n gu a g e - h o w m a n y w o r d s t h e y k n o w o r h o w a c c u r a te l y th e y c a n a p p l y g r a m m a r r u l e s - t h e k e y q u e s t i o n f o r t h e C E F R is w h a t l e a r n e r s m i g h t a c t u a l l y w a n t t o d o w i t h t h e la n g u a g e o r l a n g u a g es t h e y a r e le a r n i n g - t h e a c t i v i t ie s t h e y m i g h t n e e d t o c a r r y o u t a n d t h e i d ea s t h e y m i g h t w a n t t o e x p re s s. A c h i e v e m e n t i n l a n g u a g e le a r n i n g is m e a s u r e d b y t h e lear ne r’s degree of success in u sing languages to neg otiate their way through the world around them. A l t h o u g h p r a c t ic a l c o m m u n i c a t i o n i s s e en t o be a fu n d a m e n t a l goal, the CEFR does not try to suggest ho w this goal sho uld be reached. It is not a recipe boo k that tells course designers w h a t t o i n c l u d e o r t h a t t e l ls t e a c h e rs h o w t o t e a c h . In s t e a d , i t o f fe r s a c o m m o n s e t o f te r m s t h a t c a n a p p l y t o l e a r n e r s o f d i f f e r e n t l a n g u a g es i n d i f f e r e n t c o u n t r i e s w i t h i n a v a r i e t y o f e d u c a t i o n a l s y st e m s. T h e se c o m m o n t e r m s m a k e i t e a s ie r to d r a w c o m p a r i s o n s a n d c o n n e c t w h a t h a p p e n s i n l a n g u a ge e d u c a t i o n i n o n e s e t t in g t o w h a t h a p p e n s e l s e w h e re . I t is p a r t o f th e C o u n c i l o f E u r o p e ’ s e d u c a t i o n a l p h i l o s o p h y o f l if e l o n g l e a r n i n g t h a t l e a r n e r s s h o u l d b e a b l e to m o v e e a s i ly b e t w e e n i n f o r m a l l e a r n i n g , s c h o o l s , u n i v e r s i ti e s a n d w o r k p l a c e t r a i n i n g c o u r s e s i n d i f f e r e n t p l a c e s to p i c k u p a n d k e e p t r a c k o f t h e p r a c t i c a l s k i l ls t h a t t h e y n e e d . T h i s i s m u c h easier if everyone shares the same basic term s for talking a b o u t t e a c h i n g a n d l e a r n i n g . I f a ‘B e g i n n e r ’ le v e l c la s s i n o n e schoo l is like an ‘E lem enta ry’ level class in an othe r school, o r a ‘ P r e l i m i n a r y ’ c la s s i n a t h i r d a n d t h e ‘ G e t t i n g S t a r t e d ’ b o o k i n t e x t b o o k s e r i e s X i s l ik e t h e ' G r a d e 2 ' b o o k i n s e r ie s Y, life in the E nglish classroo m can soon get very confus ing. Ha ving a shared descriptive language is very useful for course designers because it helps us to see how a pa rticu lar c o u r s e c a n f it i n t o a l e a r n e r 's i n d i v i d u a l l a n g u a g e l e a r n i n g career. In the CEFR, levels o f language a bility are set out r u n n i n g f r o m Basic (A 1 a n d A 2 ) , t h r o u g h In de pe nd en t (B1 a n d B 2 ) u p t o Proficient (C l and C2). These levels are based o n t e a c h e r s ' ju d g e m e n t s o f th e r e l a t i v e d i f f i c u l t y o f ' C a n D o ’ s t a t e m e n t s d e s c r i b i n g h o w l e a r n e r s a re a b l e t o u s e l a n g ua g e . For exam ple, at the A1 level a learner, 'can use sim ple p h r a s es a n d s e n t e nc e s t o d e s c r i b e w h e r e h e / s h e l iv e s a n d people he/she knows! but at B2 ‘can present clear, detailed d e s c r i p t i o n s o n a w i d e r a n g e o f s u b je c t s r e la t e d t o h i s / h e r f i e l d o f i n te r e s t ! T h e s ys t e m h e l p s le a r n e r s t o m o n i t o r t h e i r

p r o gr e s s, f i n d s u i t a b l e l e a r n i n g m a t e r i a l s a n d i d e n t i f y w h i c h q u a l i f ic a t i o n s m i g h t b e w i t h i n t h e i r r e ac h . O f c o u rs e , n o t e v e r y le a r n e r w i l l n e e d o r w a n t t o 'p r e s e n t clear, detailed d esc riptions on a w ide range o f subjects! The fram ew ork is not a specification o f wh at learners ought to k n o w , i t s i m p l y p r o v i d e s e x a m p l e s o f w h a t i s t y p i c a l l y ta u g h t and learne d at each level. Users are free (in fact they are e n c o u r a g e d ) t o a d d t o th e c o m p r e h e n s i v e , b u t f a r f r o m e x h a u s t iv e r a n g e o f C a n D o a c t i v i ti e s p r e s e n t e d . P e o p l e d o n o t a l l c h o o s e t o l e a r n l a n g ua g e s f o r t h e s a m e r e a s o ns : t h e y prioritise different skills and aspire to reach different objectives. No r does everyone progress in the ir language learn ing in quite die same way. Someone wh o has learned a language inform ally w h i l e l i v i n g i n a c o u n t r y w h e r e t h a t l a n g u a g e is s p o k e n m a y c h a t c o n f i d e n t l y w i t h f r i e n d s a n d c o l le a g u es , b u t f i n d i t m o r e d i f f i c u l t to r e a d a n o v e l . O n t h e o t h e r h a n d , s o m e o n e w h o has learn t from hooks m ay read and translate with assurance, b u t s tr u g g l e to k e e p u p w i t h t h e d i a l o g u e i n f i lm s . T h e f r a m e w o r k c a p t u r e s s u ch d i f fe r e n c e s b y p r o v i d i n g a t e r m i n o l o g y f o r t h e r a n g e o f s o c i a l s it u a t i o n s w h e r e le a r n e r s m a y n e e d t o u s e l a n g ua g e s a n d t h e k i n d s o f k n o w l e d g e , s k i ll s a n d a b i l it ie s - c o m p e t e n c e s - t h e y m i g h t b r i n g i n t o p l a y t o a c h ie v e e ff e c t iv e c o m m u n i c a t i o n . D e v e l o p i n g l a n g u a g e a b i l it ie s c a n i n v o lv e ‘ h o r i z o n t a l ’ g r o w t h - c o p i n g w i t h n e w contexts for languag e use - as w ell as 'vertic al' progre ssion t h r o u g h t h e C E F R le v e ls . H o r i z o n t a l p r o g r e s s c o u l d i n c l u d e s h i f ts i n t h e f o c u s fo r l e a r n i n g b e t w e e n t h e w r i t t e n a n d s p o k e n l a n g u a g e , b e t w e e n m o r e r e c e p t i v e l a n g u a g e u se (reading and listening) to m ore interactive (exchanging t e x t m es sa g es a n d e m a i l s o r p a r t i c i p a t i n g i n c o n v e r s a t i o n ) a s w e l l a s s h i f ts b e t w e e n d i f f e r e n t s o c i a l d o m a i n s ( s u c h a s s h i f t in g f r o m m o r e a c a d e m i c t o m o r e o c c u p a t i o n a l , w o r k p l a c e r e l a t e d l a n g u a g e u s e ). I n c r e a s i n g l y , E n g l is h l a n g u a g e t e x tb o o k s i n c l u d e C a n D o o b j e c t iv e s d e r i v e d f r o m t h e C E F R in e a c h u n i t . H o w e v e r , u n l i k e Navigate, m o s t h a ve o n l y i n c o r p o r a t e d t h e C E F R r e t r o s p e c t iv e l y , o f t e n a f t e r p u b l i c a t i o n . T h i s c a n c e r t a i n l y h e l p t o s i t u a t e t h e m i n r e l a t i o n t o o t h e r c o u r se s a n d s y st e m s o f q u a l i fi c a t io n s , b u t u s i n g th e f r a m e w o r k i n t h e d e v e l o p m e n t p r o c es s c a n b r i n g m u c h g r e a t e r b e n e f it s . T h i s i s b e c au s e i n a d d i t io n t o p r o v i d i n g a sh a r ed t e r m i n o l o g y , t h e f r a m e w o r k p o s es c h a l l e n g i n g q u e s t i o n s t h a t h e l p d e s i g n e r s a n d o t h e r u s e rs t o t h i n k a b o u t , d e s c r i b e a n d e x p l a i n w h y t h e y c h o o s e to learn, teach or assess language abilities in the way tha t they do. These questions keep the language learner at the h e a r t o f e v e r y d e c i s io n . E x a m p l e s o f t h e w i d e r a n g e o f i ss u es t h a t d e v e l o p e r s a r e i n v i t e d t o c o n s i d e r i n c l u d e , ' t h e communicative tasks in the personal, public, occupational a n d / o r e d u c a t i o n a l d o m a i n s t h a t t h e le a r n e r w i l l n e ed t o t a c kl e ! 'h o w c o m m u n i c a t i v e a n d l e a r n i n g a c t i v i t ie s r e la t e t o t h e l e a r n e r ' s d ri v e s, m o t i v a t i o n s a n d i n t e r e s t s ’ a n d t h e ‘provision ... made for learners to become increasingly i n d e p e n d e n t i n t h e i r le a r n i n g a n d u s e o f la n g u a g e!

Although the CEFR can provide us w ith shared terms, it is clear that people working in different places may som etimes un der stan d the framew ork in quite different ways. The C an Do statem ents are inevitably open to a range of interpretations. For example, phrases and sen tences that are considered ‘sim ple’ by one te ach er may seem ra ther 'com plex' to another. There have been com plaints that the A2 level represen ted in on e text book is as difficult as the B1 level in another. Th is has se rious im plications: if there is not at least a similar unders tanding of the levels among users of the framework, many of the potential benefits of the CEFR will be lost. Recognizing the need to build shared interpretations and to pr ov id e m or e co ncr et e gu id an ce , th e C ou nc il of E ur op e ha s called for the production of'Reference Level Descriptions’ which ca n show in m uch grea ter detail how the CEFR applies to specific languages. For English, a good deal of work has already been done. Threshold (first pub lished in 1975, but u pd ate d in 1990) is effectively a spe cificatio n of B1 level objectives. Other books cover CEFR A1 ( Brea kthrough ), A2 ( Waystage) and B2 and above (Vantage). All of these are available in print or as free e-books via the English Profile website at www.englishprofile.org. At the same site, you can find inform ation a bou t the ongoing work of English Profile

R e f e r e n c e t o t h e CEFR in N a v i g a t e The contents pages of Navigate Coursebook show not o nly wh at language points are taugh t in each unit, but also what the com m unica tive goals are.Teachers and learners can relate their learning to real world situations and see at a glance wha t Can-do activities they w ill b ecome com peten t in.

which aims to further build our shared und erstanding of the CEFR as it app lies to English. To make the mos t of the CEFR and its place in the Na vigate series, I would encourage teachers to learn more about the framework and the ways in which it can help to guide the teaching and learning process (as well as some of the many criticisms that have be en m ade of its use). It is worth taking the time to find out about the overall descriptive scheme as well as the more familiar levels. The best place to start is the Council of Europe Language Policy Division website (w w w . c o e . i n t / t / d g 4 / l i n g u i s t i c ) where the rather more reader-friendly Guide fo r Users, th e CEFR itself and many related resources can be dow nloade d free of charge. Anthony Green is Professor of Language Assessment at the University of Bedfordshire, UK. He has published widely on language assessment issues and his recent book Language Functions Revisited (2012) sets out to fill the ga p be twee n the broad d escriptions o f levels provided in the CEFR and the level of detail required for applications such as syllabus or test design. His main research interests concern the d esign and use of language assessments and relationships betw een assessment, teaching and learning.

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Contents

O x f o r d 3 0 0 0 ’" Navigate h a s b e e n b a s e d 300010 ensur® that loarncrs are onty covering the most relevant vocabulniy

1 Trends Ar c you m aty my Mend?

a i i I J

Tav abo ut things that are chnnvrrw Talk about friendships Talk about spending Talk aoout states, thoughts and (oofings l I s to n f o r k e y w o r d s 1 Noun suffixes 1 Ask for and give opinions i W r it e f o r s o c i al m o d i a

Talk about past expe rlonces use narrawe forms sequence events Talk about com munication a Understand references in a text Use comment adverbs EnR-igo a fcstenor and sh ow interest Wntc a narrativ e

W hy spending's #trending

3 Life skills " ■ ■ ■ » a

GOALS ■ Talk about spending ■ Talk about states, thoughts and feelings

1

spending

■

r a lk a b o u t c h a l l e ng o s a n d su c c e s s Talk about ability Talk about work skiRs Talk about obftgauon. permission and possibility R e c o g n i ze c o m p l e x n o u n p hr a s e s (1) U s e c o m p o u n d a d j o c tr v e s Gve practical instructions wrrte a paragrauh supporting an opinion

I

i T a lk a b o u t k v l n g o n w a t e r Talk about predictions and decisions Taft about tire natural world Talk about probabifty understand consonant vowel linking A ^ r s t a nd , d l o m at * c p h r a s o s a b o u t p la c e s Avoid repetition Make enquiries

Wha t is happe ning in the photos?

vocabular y and skills development p2o

3. 3

vocabulary and skills development

Obligation, permission and possit

4.

V id eo A woman s me: n u vs 20u C3<

Living on water P36

vocabulary and skills development iv»o

These word* an* linked (pronounced .1* one word) because the (list word ottds with a 1r o n i o i u m i / rouv f sound and the second word start* with a 1 amsona nl / hour/sound.

In touch with people whoUveffcr

C

1.3 (Listen and link the words. The iiiitntioi of links is given in brockets next to the sentences. 1 1make ail effot tto gel In touch with distant relatives- (.1) I have a lot in common with all my classmates. (3) 3 Could you help Adam out? (2) 4 I keep in touch with old friend*. (2) 5 I Had an argument wttli an assistant. (4) n It's a sham e you fell out with Alice. (3) 2

STU DY TIP Record new words and phrases In ycur vocabulary notebook under tope readings Ike ftlonOshtp. use them to write true sentences about yoir friendships. (I

1 3 (Listen again. Pause the listening and tepoat after each sentence.

Outewell talk about frleoddsos.

Review c -js

b Choose tlio correct options to complete the rule.

Iwork ing sites: II * too 1m w i people I iw ri on 1 dangerous. 4 I like loinlngonllrir groups Ix-cattse you can mo d pooplo you n lot In common wilh. 5 Social networking is a groat opportunity to friend* with people all ove r the planet.

talk a tout things that ar* changing

wMtbogoing to lor predictions and

ProoaWn, p38

4.4 Speaking and writing p.12

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decisions P3?

4.2 Forest bathing „38

I hum up people from work 10celebrate a birtlKlny Inst week, (with)

Social networking I* great to

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3.3 Speaking and writing p 32

GOALS ■ Talk about challenges and success ■ Talk about ability

Teachers can also download a CEFR mapping document from the Navigate Teacher's w ebs ite (w w w . o u p . c o m / t e a c h e r / navigate) to see full details of how th e com petenc ies from th e CEFR are cove red in each level o f Navigate.

Ability p27

Faking it? P28

have help keep make trust I

Review P 2s

3.1 Challenges P26

Complete 1he opinion* on social networking with verbs from 1lie box.

Challenges

The Navigate Work boo k allows stude nts to self-assess on Can-do statements at the end of every spread, giving them the op po rtunity to check their progress and m anage their learning.

g o o d s t o r i e s P24

3.2

Life skills 3.1

Sequencingevents pi s

2.4 Speaking and writing p 22

video sortgdo paa

5

Narrative forms p i?

2.2 Unbelievable? 018

3 5 o

Work with a partner . Ix>ok at the title of the lesson and d i s c u s s t h e q u e s t i o n s.

Review ok

ITI never forget that d a y P>6

2 S Q Video S e v e n

V o c a b u l a r y & L i s t e n in g

^Mmampfecooftuoos.nT

perfect p
sm o

15 O Videosocialmediam arke ts m.

Each lesson shows clear communicative goals.

I

1.3 vocobulory and skills development „,o 14 Speaking and writing p 12

2 What a story!

1.2

m

1-2 Why spending's .trendin g pa

Vote practkc

The Navigate approach

- T e s tin g

T h e N a v i g a t e T es t in g P ac k a g e - Im e l d a M a g u i r e-K a r a y e l As all teachers kno w, assessment is central to effective s y l la b u s d e s i g n a n d i s a n e s s e n t ia l p a r t o f e f fe c t i ve t e a c h i n g a n d l e a r n i n g . I t n o t o n l y a l lo w s l e a r n e r s t o r e c o g n i z e t h e i r a c h i e v e m e n t s a n d m a k e p r o gr e ss , b u t i t e n a b le s i n s t r u c t o r s t o s h a p e a n d a d a p t t h e i r t e a c h i n g t o s p e c i f ic n e e d s. T h i s i s e s p e c i a l ly t r u e i n t h e c as e o f b u s y a d u l t l e a r n e r s w h o o f t e n h a v e l i m i t e d t i m e f o r a t t e n d i n g l a n g u a g e c o u rs e s . T w o o f t h e m a i n c o n s t r u c t s in m o d e r n l a n g u a g e t e s t i n g ar e v a l i d i t y and pra cticality. V alidity is key, a test has to m easure wh at it claim s to, and p rac ticality is essential as tests sho uld be easy b o t h f o r t e a c h e rs t o a d m i n i s t e r a n d l e a r n e r s t o t ak e .

L e a r n e r s t a ke U n i t t e s ts o n c e t h e y h a v e c o m p l e t e d t h e c o r r e s p o n d i n g u n i t , a n d t e a c h e r s a n d l e a r n e r s a l ik e c a n e v a l u a te i f t h e l e a r n i n g o b j e c t i v e s f o r t h a t p a r t i c u l a r u n i t have been ach ieved. Teachers can then, if necessary, s p e n d m o r e t i m e c o v e r i n g l a ng u a g e p o i n t s w h i c h n e ed m o r e a t t e n t io n . I f t h e y t h i n k i t is m o r e a p p r o p r i a t e f o r t h e i r l e a rn e r s , t e a ch e r s m a y a l s o a d m i n i s t e r c e r t a i n s e c t i o n s o f t h e t e s t o n l y t o m a t c h t h e s e c t i o n s o f t h e u n i t t h a t h a v e b ee n c o v e r e d i n c la ss . T im e s c a n b e a d j u s t e d a c c o r d i n g l y .

T h e Na vig ate c o u rs e c o m e s c o m p l e t e w i t h i ts o w n t e s t in g p a c ka g e . T h i s i s in c l u d e d i n t h e T e a c h e r ’s G u i d e a n d i s p u b l i s h e d i n b o t h W o r d a n d P D F f o r m a t s . A t e a c h o f th e s i x levels, the teache r is provid ed w ith a com plete set of tests d e s i g n e d t o t es t le a r n e r s ' u n d e r s t a n d i n g a n d p r o f i c ie n c y : twelve U nit tests, four Progress tests and one E nd-o f-cours e test. Re flecting the course ideo logy, the tasks in the tests p r e s e n t le a r n e r s w i t h c o n t e n t t h a t is b o t h i n f o r m a t i o n r i c h , a n d i n t e r n a t i o n a l i n f la v o u r , w h i l e a l l o w i n g t h e m t o p r a c t i s e n e w l y a c q u i r e d l a n g u a g e i n a r a n g e o f c o n te x t s.

There are four Progress tests in the Nav iga te testing package, e a c h o n e in t e n d e d t o l a s t a p p r o x i m a t e l y 6 0 m i n u t e s a n d t o be adm inister ed a fter every three un its. Progress tests are d e s i g n e d t o t e s t le a r n e r s ' p r o f i c ie n c y . T h e c o n t e n t o f e a ch Progress test relates to the m ateria l covered in the un its, but t h e P r o g re s s te s ts d i f f e r f r o m t h e U n i t t e s ts i n t h a t t h e y m o r e c l o s e ly r e s e m b l e e s t a b l i sh e d i n t e r n a t i o n a l E n g l i s h L a n g u a g e e x am s . T h e v o c a b u l a r y a n d g r a m m a r o f th e t h r e e u n i t s is t e s te d b y t a s k t y p e s s u c h as o p e n o r m u l t i p l e - c h o i c e c lo z e . A ll fou r language sk ills are tested in the P rogress tests. The L i s t e n i n g t a s k s c o m p r i s e t w o q u e s t i o n t y pe s , s u c h as t r u e / f al se , g a p f i l l a n d m u l t i p l e c h o i c e q u e s t i o n s , a n d i t c a n a l so c o v e r s o m e o f t h e f u n c t i o n a l l a n g u a g e f r o m t h e t h r e e u n i ts . T h e R e a d i n g t a sk s a ls o c o m p r i s e t w o d i f f e r e n t t a s k t y pe s , s u ch a s m u l t i p l e m a t c h in g , t r u e / f a l s e / n o t g i v e n o r m u l t i p l e choice. W ritin g is tested throu gh tw o tasks; the first is a sho rt task testing discrete languag e items an d the second is a l o n g e r t a s k w h i c h r e q u i r e s th e l e a r n e r t o p r o d u c e a p i e c e o f e x t e n d e d w r i t t e n d i s c o u rs e . W r i t i n g t a sk s ar e a u t h e n t i c i n t h a t t h e y r e f le c t th e r e a l - w o r l d c o m m u n i c a t i o n l ik e l y t o b e unde rtaken by learners. G enres include emails, text messages, f o r m c o m p l e t i o n a n d s o c i a l m e d i a p o s ts . T h e S p e a k i n g ta s k also assess learne rs’ grasp o f the u nits' fu nc tion al language b y a s k i n g t h e m t o c a r r y o u t a tr a n s a c t i o n a l r o l e - p l a y b a s e d on a set of prom pts. It appears at the en d o f the Progress test on a separate page and can be done at a later tim e tha n the r e st o f t h e t e s t, e i t h e r i n p a i r s o r w i t h t h e t e a c h e r a c t i n g a s one o f the speakers in the task.

U n i t t es t s T h e U n i t t e s ts m e a s u r e l e a r n e r s ’ u n d e r s t a n d i n g o f t h e k e y g r a m m a r , v o c a b u l a r y a n d d e c o d i n g s k i l ls p r e s e n te d i n t h e u n i t , t h e l a t t e r b e i n g t e s te d i n a s i m i l a r c o n t e x t t o t h e o n e i n the un it. Un it tests are inten ded to last up to sixty m inutes and c o m p r i s e t e n t a s ks . G r e a t e r w e i g h t i s g iv e n t o v o c a b u l a r y and gra m m ar wh ich is tested across five differen t task types. V o c a b u l a r y i s ty p i c a l l y te s t e d t h r o u g h t as k s s u c h a s m u l t i p l e c h o i c e q u e s t i o n s , m a t c h i n g s e n t e n c e e n d i n g s , g ap f i l l , w o r d form ation or first letter tasks. Gram m ar is tested throu gh tasks s u c h as m u l t i p l e - c h o i c e c l o z e , o p e n c l o ze , o r r ig h t / w r o n g questions, sentence transformation. The reading and listening d e c o d i n g s k i l ls c o v e r e d i n t h e t h i r d l e s so n o f e a c h u n i t a re tested across two tasks so tha t teachers an d learne rs can see h o w e f f e c t iv e l y th e y h a v e a t t a i n e d a c o m m a n d o f p o t e n t i a l b l o ck a g e s t o c o m p r e h e n s i o n . T h e f u n c t i o n a l l a n g u a g e t a u g h t in the fourth lesson is also tested in an authentic context. E a c h U n i t t e s t a l so i n c l u d e s t w o e x a m - s t y l e ta s ks , m o d e l l e d o n t h o s e i n C a m b r i d g e M a i n S u i te e x a m s o r I E L TS . Ta sk s i n c l u d e t h o s e f o u n d i n C a m b r i d g e E n g l is h : K ey , P r e l i m i n a r y a n d F i rs t , a n d h a v e b e e n e s p e c i a l l y w r i t t e n t o r e f l e c t t h e t h e m e o f t h e u n i t . A s th e y g i v e e x p o s u re t o t a s k fo r m a t a n d s i m u l a t e e xa m c o n d i t i o n s t o s o m e e x t e n t, t h e i n c l u s i o n o f the exam -style tasks is likely to be very ben eficial fo r learners w h o g o o n t o t a ke c e r t i f ic a t e d e x a m s. T h e e x a m - t y p e t a sk s l e a rn e r s w i l l d o i n t h e U n i t t e st s in c l u d e m u l t i p l e m a t c h in g , matching headings, note-taking, true/false/not given, sentence t r a n s f o r m a t i o n , m u l t i p le - c h o i c e r e a d i n g c o m p r e h e n s i o n , gapped text, short answer questions and open cloze. The a c c o m p a n y i n g A n s w e r K e y t o e a c h t es t a l lo w s b u s y t e a ch e r s t o m a r k u n i t te s ts q u i c k l y a n d a c c u r a t e l y , t h e r e b y r e d u c i n g dem ands on teachers’ time.

Progress tests

General mark schemes are provided to assist teachers in m a r k i n g b o t h t h e S p e a k i n g a n d W r i t i n g t as ks . C a re h a s b e en t a k e n t o e n s u r e t h a t t h e t o p i c i n e a c h o f t h e t e s te d s k i l ls r e la t e s t o a s m a n y u n i t s , t h e r e b y k e e p i n g t h e f a c e v a l i d i t y o f t h e P r o g re s s te s t h i g h . F o r e x a m p l e , t h e c o n t e n t o f th e L i s t e n i n g s e c t i o n w i l l u s u a l l y r e la t e t o a d i f f e r e n t u n i t t o t h e c o n t e n t o f th e R e a d i n g t a sk . T h e s a m e u s u a l l y a p p l ie s i n t h e c as e o f t h e S p e a k i n g a n d W r i t i n g s k il ls .

End-of-course test T h e E n d - o f - c o u r s e t e st a l so f o c u se s o n t h e f o u r s k i ll s a n d t es t s ta r g e t l a n g u a g e f r o m t h e e n t i re c o u r se . A s v o c a b u l a r y a n d g r a m m a r a re a t th e h e a r t o f t h e Na vig ate syllabus, these l a n g u a g e s y st e m s a re r i g o r o u s l y t e s t e d i n t h e E n d - o f - c o u r s e test thro ug h task types such as ga p-fill, open cloze and

multiple-choice questions, with the course's functional l a n g u a g e i n c o r p o r a t e d a c ro s s ta sk s. T h e m a i n p a r t o f th e test covers tasks on Vocabulary, Grammar, Reading and Listening. There are 100 points available for the main test. Teachers are also prov ided w ith op tiona l Speaking and W r i t i n g t e s ts w o r t h 2 0 p o i n t s e a ch , s o i f s tu d e n t s t a k e a l l parts o f the test, they can achieve a m ax im um score of 140. The W riting task can easily be set along w ith the m ain test, but this w ill increase the tim e need ed to com plete the test, so teachers m ay prefe r to set that part o n a separate occasion. T h e S p e a k i n g t a sk s c a n b e d o n e a t a t im e t h a t i s c o n v e n i e n t f o r t h e te a c h e r a n d s t u d e n t s. T h i s c o u l d b e d u r i n g n o r m a l class hours, by giving the class an extende d task to do, and t h e n t a k i n g p a i r s o f s t u d e n t s t o a q u i e t s p a c e to d o t h e Spea king test. Or the teac her m ay wish to set aside a differe nt tim e fo r the Speaking test. It is advisable to do th e Speaking test as soon as possible after the m ain test. As in the Progress tests, all tasks are exam -like in n ature and g eneral m ark schemes are provided.

I m e l d a M a g u i r e - K a r a y e l has over

twenty years'experience in ELT. She is an EFL/EAP teacher and teachertrainer, a materials writer, and an educational consultant for adapting a BBC language education series for television. She has taugh t in private language schools, EClS-accredited schools and universities in Hong Kong, Greece, Turkey and the UK. She has worke d for C amb ridge English and n ow w orks as an English language assessment consultant in the production o f exam materials, exam p ractice materials, course-based assessment materials, and coursebooks. She has writte n course-based assessment and exam practice materials for New Headway (OUP), English File (OUP), Touchstone (CUP), and Fou nda tion IELTS Masterclass (OUP)

T h e Na vig ate t es t s ar e w r i t t e n b y e x p e r ts i n t h e f i e l d o f l a n g u a g e a s se s sm e n t , m a n y o f w h o m a l so h a v e ye a r s o f E F L - t e a c h i n g e x p e r i e n c e . A s t h e t e s t w r i t e r s h a v e e x t e n si v e e x p e r i e n c e o f w r i t i n g f o r l e a d i n g e x a m b o a r d s o r a s s es s m e n t b o d i e s , t h e y b r i n g k n o w l e d g e o f g o o d p r a c t i c e i n l a n g ua g e assessment. The use o f assessment experts also means that a c o n s i s t e n t a p p r o a c h h a s b ee n a p p l i e d t h r o u g h o u t t h e p r o d u c t i o n o f t h e t es ts . T h e t e st w r i t e r s a l s o c o n t r i b u t e a d e e p u n d e r s t a n d i n g o f a l i g n i n g l a n g u a g e t o t h e C E F R. T h e r e s u l t is a re l i a b le , r o b u s t e n d - t o - e n d t e s t in g p a c k a ge , w h i c h w e a r e c o n f i d e n t t e a c he r s a n d s t u d e n t s u s i n g Na vig ate w i l l find useful and rew arding as they work th eir way through the v a r i o u s l e v el s o f t h e c o u r se .

BI+ I

End-of-coursc test A

Tests are sup plied as PDFs and as Word docu m ents for those occasions where teachers m ay wish to e dit some sections of the tests. There are A and B versions of each test - th e B version con taining the same co nten t as the A version but in a different order, to mitigate potential che ating if learners are sitting close to each other wh ilst doing th e test. Audio MP3 files for the tests are also available on the Teacher's Sup port and Resource Disc. All tests that contain a listening task begin with this task so that there are no timing issues with the listening during a test.

I Choose the correct .otw er to complete the m i n i dialogues.

advice to young people about w riting a book. Match spea kers 1-5 with tlieir advice a-f. There h one letter that you don’t need. Speaker I Speaker 2 Speaker 3 Speaker 4

A B

_____ _

_____ _

_____

a b c

Speaker 5 a

Do plenty of research,

b c

W rite so me th ing or igi na l, Make sure your meaning is clear.

d c

K e e p a d a i ly d ia r y . Stay focused on your writing. R e a d l o t s o f b o o k s b y o t h e r w r i t e rs .

f

1 h e a r d y e s t e r d a y t h a t O l i v e r h a s w o n th e

lottery.

_____ _

sure?

—

------------

You’re incredible Y ou ’re no t go ing to be lie ve this You’re joking

. . . I ’ l l b o o k the tickets tomorrow. That’s settled, then

2 points for each correct ansn

You must adm it that It’s perfectly all right

0

> L i s t e n a g a in . F o r q u e s t i o n s 6 - 1 0 . d e c i d e i f t h e s t a t e m e n t s a b o u t t h e s p e a k e r s a r e t r u e o r f a ls e .

6

Speaker I had an n fli- " •• 1

How exactly do I make the toma to sauce? First you fry the onions in some oil. you chop them up

small.

B1+

do it like this me show you sure

Navigate

Un it test 1A

Complete the dialogue between Boubacar (B) I

> L i s t e n a n d u n d e r l i n e i t >e

k «> w o r d s i o

Well, I think I’ve explained everything I ante d to. s o ...... ..... ..... . b>.

and Rosie (R) with w ords from the box.

each sentence. 1

1really like shopping for clothes on the internet

2 3

Fubio buys all his music online. T h e f i r s t t h in g t o d o i s c r e a t e a n a c c o un t .

4

| only check my emails once a day S a r u li d e s i g n s w e b s i t e s a n d s h e l o v e s h e r j o b .

5

far

i n v i t in g y o u t o a s k a r>> q u e s t i o n s A l l y o u may have

concerned

According convinced What (x 2)

If

people

views

|id we move c ’d like to finish pr at po int I’d lik e t o talk ab ou t

B Hi, Rosie. What arc you reading? R O h . i t ' s a n a r ti c l e u bo u t e b o o k s . 1 to recent research, sales arc falling and traditional bo ok s a re be co mi ng mo re po pu lar ag ain . ' urc your on ebooks?

m a t c h i ng t h a t f i l m w a s a c o m p l e t e w a s t e o f

_____ ______ __

2 points for each c orrect antnvtr

^ Listen to two friends talking about smartphones. Arc the underlined words key

______ _____ __

so glad we agree about it! B

words? Choose ’>es* or *no’.

4 _____________ y o u a s k m e , e b o o k s a r c m u c h m o r e

c o n v e n ie n t . W h o w a n t s t o c a n y l o t s o f h e a v y bo ok s on ho lid ay , f or ex am ple ? W ith an er ea de r, you can have as many books as you like - that's the

Lucia

Is that your new 1smartphone?

Jorge

Yes. it is. Do you like it?

Lucia

Yes. I do. i t: looks great. Are you pleased

main reason why they’re so popular. *

with it?

do you think *

_____ _____ __

|? poi nts fo r ea ch c orr ect an x-ner

t hat?

____________

Yes. I am I absolu tely love it!

Lucia

Why do *you like it so much?

Jorge

Mainly because I can listen to 4 Eiusi£ on it

more easily from a page than from a screen.

on my way to work. Lucia

1think I *might get one so on. I still have an old-fashioned mobile.

able to read from a screen nowadays. R W e l l I ’ m 10

_____ ____

lhat both traditional books

lives, so maybe we can have the best of both worlds.

3 Yes / No 4 Yes / No 5 Ycs/No

/ 1mint for each correct answer

2 points for each correct a

n a v ig a t e

B As *__ __ ___ _ »s I’m 9 people like U t a ta r c j u s t o l d - f a s h i o n e d ! E v e r y o n e n e e d s t o b e

and e-books will continue to be pan of everyone’s

1 Y es / No 2 Ycs/No

sure about that oughts exactly

_____________

R Good point, but some ' like the feel of a book in their hands, and others say they can read

Jorge

1Arc you absolutely

I think your first idea \ w i l d b e b e t t e r . I t ’s cheaper, too.

2

T h e N a v i g a t e t e s t s All the tests for Navigate can be foun d on th e Teacher's Suppo rt and Resource Disc tha t is packaged w ith the Teacher's Guide.

Navigate

C> L i n e n t o f i v e e x p e r i e n c e d w r i t e r s g i v in g

r~ 0

P h o t o c o p i a b l e © Oxf ord University Press 2015

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(completed) Navigate Intermediate B1+ Coursebook (Teacher's Edition)

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